Get Involved

Carrying out an ESB Science Blast investigation is the perfect way to engage your entire class in the exciting world of STEM – it is also a brilliant way to cover the curriculum, (Maths, Literacy, Art, Music, etc) while also developing life skills such as collaboration and communication.

How to participate

Register as a user here or login if you are an existing user.
Submit your investigation (Please note only investigations submitted by teachers will be accepted)

There are 4 questions you will need to answer when submitting your investigation:

Your class question
Your class prediction
The method or methods your class will use to answer their question
What your class think is the best way to to display their findings

Once you submit your investigation, we will follow up with further details about the Showcase event and judging. (Your investigation does not need to be fully completed by the submission date!)

Check out our ‘How To’ Investigation Framework’ below, which will help guide your class through their investigation.

We also have a number of Resources here to help you along the way.

Investigation Framework

Follow our ‘how to’ Investigation Framework to help guide your class investigation.

What is your class question?

What is your class going to investigate? This should include phrases like ‘How many?’ or ‘What happens if?’ or ‘Why does?’

What is your class prediction?

This should include a prediction or estimation based on what the students know or their previous experience. What do they think might happen? Or what do they think they will find?

How will your class gather evidence to answer the question?

This should include:
• Observing
• Counting, timing or measuring
• Changing something to see what happens
• Building, coding, designing or making something to use (e.g. a tool, model or ICT solution)
• Recording

How will your class organise information?

This could include:
• Drawing a chart of plotting a graph
• Identifying patterns
• Classifying things or putting them in order

What do your findings mean?

This could include:
• What can you tell from the graphs or charts or other information?
• What might cause any of the patterns that you found?

How can you piece all your information together to answer your class question?

This could include:
• Did what you expect to happen, happen?
• Did anything unexpected happen and can you explain why?
• If repeating your investigating, would you do anything differently?
• Can you relate your findings to a real-life situation?
• Can you think of any other questions you could investigate?

EXAMPLES OF PREVIOUS INVESTIGATIONS

Over the years, the wonderful projects we have received encompass all aspects of the primary school curriculum. See some of these projects below to plant the seed for your possible class investigations.

How many helium balloons would it take to lift a house?

St. Patrick’s NS, Greystones, Co. Wicklow

Project Overview: Given that the initial estimations were between 7 balloons and a million, the class decided to calculate the number of balloons needed to lift an average size 3 bed house. They researched how much this house would weigh and using ratios, constructed a house a millionth the size of the real house.

Project Summary: What a fun question! This investigation entailed a lot of calculations and constructions. The planning process for the prototype was very well thought out and documented.

Do non-human life forms have thoughts, feelings and emotions?

St. Fintan’s NS, Sutton, Dublin 13

Project Overview: The class weren’t sure if this was true. They needed to check which non-human life forms they could safely get access to sand agree on their definitions of thoughts, feelings and emotions.

Project Summary: Booklets, photos, videos and bar charts clearly explained this investigation. The students also presented details of brain-storming sessions and their trip to Dublin Zoo.

Candy Confectionery – how are M&M shells coloured?

Killasser NS, Swinford, Co. Mayo

Project Overview: The class had been learning about light and colour in science and they enjoyed eating sweets but wanted to make healthy choices. They learned about the spectrum of colours and wondered if there was any connection between this and colouring sweet shells.

Project Summary: The children showed an impressive knowledge of chromatography and light refraction. They also made us re-think what’s exactly in our food and how/why it is the colour it is.

Does sight affect taste?

Greystones ETNS, Co. Wicklow

Project Overview: The children decided to perform several tests that change the way a food or drink item looks. They recorded the subjects' reaction via a scale and studied differences between their perception versus a control.

Project Summary: The judges felt that it was evident that this had truly been a whole-class investigation and that the children had worked brilliantly as a team to research and investigate their project.

Does listening to our favourite singer affect productivity levels?

Scoil na Naomh Uilig, Newbrdge, Co. Kildare

Project Overview: The childrens predictions were completely split on this so they made a control test where people were asked to complete a task/tasks in silence. That gave them a base productivity level. A similar task then was done, while playing them their favourite band or singer. They would then be able to measure how much of the task was then completed.

Project Summary: This was a very impressive project. A big part of science is communication and the children clearly demonstrated this. The judges said that the children were very keen and very proud of their wonderful work.

What causes a nail to rust?

St. Finian's NS, Bagenalstown, Co.Carlow

Project Overview: By placing identical nails into identical containers with various other materials, the children thought they would be able to discover the answer to their question.

Project Summary: This was a clear question which was complex to answer. The judges were very impressed with the children’s theoretical thinking, especially when considering the effects in Space and on Mars would have on their nails.

Should we consume plastic bottled water?

St Ultan's PS, Ballyfermot, Dublin 10

Project Overview: The children predicted that the water in their community was safe to drink and that they shouldn’t be buying bottled water.

Project Summary: A great multi-talented group, according to the judges! They thought the question was very relevant for today’s world and that the children clearly demonstrated that tap water was indeed scientifically better.

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