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Science Siblings pop in with a balloon experiment

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  Published in Science and Technology on Tuesday, September 2nd 2025 at 19:29 GMT by WDIO
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Science Siblings Bring the Power of Balloons to the Classroom

On a bright, breezy Saturday afternoon, the normally quiet halls of Meadowbrook Primary erupted in a flurry of excitement. The reason? A surprise visit from the “Science Siblings” – a dynamic duo of science communicators who have taken the UK’s primary‑school curriculum by storm with their hands‑on experiments, engaging videos, and an infectious enthusiasm for the wonders of the natural world. The siblings, siblings (so the name is fitting), arrived armed with a big, helium‑filled balloon, a few household items, and a mission: to show students that science isn’t just a book on a shelf – it’s something that can lift you off the ground.

The Balloon Experiment

At first glance, it looked like a simple demonstration. The Science Siblings – who are now 10 and 13, both full‑time students themselves – set up a small “lifter” on the classroom floor. They attached a thin, light cardboard tube to a helium balloon. A small paper airplane, a rubber duck, and even a folded piece of paper were strung to the tube, each one carefully balanced on a single, delicate thread of string. As the helium-filled balloon rose, the items it was connected to were drawn upward, creating a dramatic, almost cinematic effect that had the students gasping in unison.

“What you’re seeing is buoyancy in action,” explained the older sibling, Ms. Sophie Roberts, who has a degree in physics and a growing YouTube channel that attracts over 30,000 subscribers. “Helium is less dense than air, so the balloon is lighter than the air it displaces. The air inside the balloon is being pushed downwards, which pushes the balloon—and anything attached to it—upwards.”

They then introduced a “control” by using a regular balloon filled with air instead of helium. The difference was stark. The air‑filled balloon remained stuck to the floor, while the helium balloon ascended, taking the paper airplane with it. The students' eyes widened as the experiment unfolded, and the classroom erupted in questions that ranged from “How many balloons do we need to lift a kid?” to “Can we make a real hot‑air balloon?”

The Science Behind the Lift

The Science Siblings took the opportunity to break down the principles behind the experiment in a way that even the youngest students could grasp. They spoke about density, pressure, and the Archimedes principle – the idea that a fluid (in this case, air) exerts a buoyant force on an object that is less dense than itself. In lay terms, the siblings explained that the air in the balloon is pushed downward into the room, while the balloon rises because the upward force (the buoyant force) is greater than the downward force of gravity on the balloon itself.

“Think of it like a see‑saw,” said the 13‑year‑old brother, Alex. “If the air inside the balloon is lighter than the air outside, it’s like the see‑saw’s lighter side is at the top. So the whole thing lifts.”

They also touched on the concept of the ideal gas law, casually introducing students to the equation (PV = nRT). The siblings used a simple demonstration where they let a water bottle go out of the classroom and watched it “rise” in the classroom – the same principle that makes hot‑air balloons lift, but with heat instead of helium.

Engagement Beyond the Classroom

One of the article’s key highlights was how the Science Siblings used the demonstration to spark a broader conversation about scientific curiosity. After the experiment, they held a mini‑lab where students could try their hand at creating their own small “lifter” using a plastic bottle, a rubber band, and a helium balloon. The teachers observed that the students were not just passive recipients of knowledge; they were actively engaged, eager to experiment, and often collaborating with peers to solve small engineering challenges.

“We’re not just teaching science. We’re building a habit of curiosity,” said Ms. Roberts. “When they see a balloon lift a paper plane, they ask, ‘Why did that happen?’ and that question is the real spark that drives science.”

The siblings also encouraged students to think about real‑world applications. They discussed how the same principles are used in everything from weather balloons that map atmospheric conditions to helium balloons used in scientific research. This contextualized the experiment and made the learning experience more relevant.

The Broader “Science Siblings” Initiative

For readers unfamiliar with the Science Siblings, the article provided a brief overview of their broader educational mission. The siblings run an online platform that offers free resources, lesson plans, and interactive videos aimed at primary‑school teachers. They’ve recently launched a series of “mini‑projects” that students can do at home, which the article highlighted as a wonderful way for families to continue the science adventure beyond the classroom.

“After the visit, we’ve sent out a ‘Home Balloon Lab’ kit to all the students,” Ms. Roberts mentioned. “It includes a small helium balloon, a paper crane, and a step‑by‑step guide on how to set up a safe lift experiment. We want science to be a part of everyday life, not just a school assignment.”

The article also linked to the Science Siblings’ YouTube channel, where the siblings regularly post short videos explaining everyday science phenomena. The channel has been praised for its accessibility and for using simple language, making it a go-to resource for parents and teachers alike.

Lessons for Educators

The narrative of the article didn’t end with the balloon experiment. It ended on a hopeful note for educators, with a call to incorporate more hands‑on activities into the curriculum. The Science Siblings’ approach highlighted the importance of visual and interactive learning, especially in subjects that can otherwise feel abstract.

“The moment you see something lift, you remember it,” the younger sibling, Sophie, told the teachers. “That’s the kind of memory that sticks with kids for years. We’re just giving them a starting point.”

The article concluded by encouraging schools to reach out to the Science Siblings for future visits, emphasizing that their program is flexible and can be tailored to a variety of age groups and learning objectives. It also provided contact details for booking, as well as links to the Lift‑Online platform where teachers can find more science‑rich resources.

In a world where science can sometimes feel distant or intimidating, the Science Siblings’ visit to Meadowbrook Primary proved that with a helium balloon, a bit of curiosity, and a willingness to experiment, science can become a living, breathing part of everyday learning. Their demonstration was more than just a lift experiment – it was a reminder that the laws of physics are not locked away in textbooks but are actively at play around us, waiting for the next curious mind to discover them.