Have you seen your own child gasp as a demonstrator levitates a ring or makes the classic “elephant toothpaste” shootinto the air? When we took our kids to College of DuPage’s annual STEMCon event this spring, we saw that spark firsthand. Our toddler’s eyes went wide, along with those of a fire-hazard-packed crowd, as Kate the Chemist (Dr. Kate Biberdorf of Notre Dame) lit up the stage with dazzling experiments.
For years, we’d dreamed of leaading our own STEM demonstrations – hosting mad science birthday parties, taking a science show on the road for school assemblies, even making science the centerpiece of home entertainment. But like so many people, we’d followed traditional career paths, nervous to make the leap. That afternoon as STEMCon gave us the push we needed.
Watching our own kids lean in for Kate the Chemist’s show was inspring – but it also made us ask hard questions. Why did the wonder fade so fast? Why would our toddler love exploding film canisters so much in the moment, but shrug off our offer to do similar experiments at home later that same day? Why would he rather hear our abridged recital of The Hobbit or even “the story of my day” at bedtime instead of talking about that science show?
That night (and many after it) we asked ourselves what we wanted The Physics Dimension to be. What could make our shows not just spectacular in the moment, but memorable long after? How could we do what we wanted – inspiring the next generation of scientists the way we were inspired? The answer, we realized, was the same secret that had hooked us as kids: storytelling.
The Physics Dimension was born of our own passions and exposures. Benjamin’s mother was a chemistry professor. Christina’s dad was an accountant and her step-father an engineer. We both grew up with David Attenborough, Bill Nye, and Carl Sagan on our televisions, and Stephen Hawking in our library (shout-out to Weird Al). We read the sci-fi ABCs – Asimov, Bradbury, and Clarke – and saw their inventions come true around us as we grew: flat-screen TVs, robot companions, automated homes, genetic engineering, self-driving cars, and handheld computer devices. We watched syndicated Star Trek and still dream of less likely technologies like replicators and transporters.
The science and technology fascinated us. But the reason it stuck – the reason we remember it decades later – is that it came packaged in stories. Narratives gave those ideas a spine, the characters gave them heart, and drama gave them staying power. We knew that storytelling had to be the “secret sauce” of our shows, and what would set us apart from our inspirations like Steven Spangler and Kate the Chemist.
So we did what trained scientists do – we dug into the research. The next section of this blog is a love letter to the true nerds (those of you who found us by trying to search “science narrative” and “science communication research”), followed by a guide for families searching for “birthday party entertainment Chicago” or “science shows for kids” or a “STEM holiday party idea”. I’ll share what the research says about why stories make science memorable, and then I’ll show you how we built The Physics Dimension’s story-first science demonstrations for schools, libraries, birthdays, and beyond.
The Research: why stories help science stick
- Narratives boost comprehension and recall
Scholars in science communication have repeatedly found that narrative formats are easier to process, more engaging, and more memorable than expository text. A widely cited review in PNAS1 reports that narratives increase comprehension, interest, and engagement for non-expert audiences—precisely the audiences we serve at parties and assemblies. - “Transportation” into a story changes minds and memory
When people are pulled into a story world—a state researchers call narrative transportation—they generate fewer counter-arguments, pay closer attention, and remember more. Green & Brock’s foundational work2 explains how being absorbed in a narrative enhances persuasion and recall; later work3 has refined how we measure that immersion. - Emotion supercharges learning
Emotion focuses attention, which is the gateway to memory. Reviews in cognitive psychology show4 that affect (awe, surprise, humor, mild suspense) sharpens what we notice and improves what we retain—exactly why a story arc with stakes beats a list of facts - Retrieval beats re-reading
Demonstrations alone don’t guarantee durable learning. What does? Getting kids to use the idea: predict, explain, and recall. The “testing effect” (a.k.a. retrieval practice) shows5 that brief quizzes, predictions, or explanations lead to better long-term retention than additional exposure alone. We build these micro-retrieval moments right into our shows. - Pictures and words, placed well, win
Multimedia learning research (Mayer6) finds that learners remember more when images and words are paired thoughtfully, segmented, and paced—rather than delivered as a firehose. Our demos use tight visuals, minimal on-screen text, and purposeful pauses.
Bottom Line: People remember what they can feel and what they can retell. Narrative structure + emotional beats + quick retrieval = durable science learning
what this looks like in our shows
We don’t just do a science demonstration, we create a story
- A character with a goal
With Doctor Destructo trying to thwart his nemesis’s incursion into the Fortress of Physics or Beaker Ben’s attempts to retrieve a balloon – evidence of his secret party – from the laboratory ceiling before his boss gets back, characters give the audience someone to root for, which research shows will sustain their attention. - A clear arc (question -> attempt -> solution reveal)
We open with the character’s goal and the question they’ll need to answer to fulfill that goal. Can we use pressure or vacuum to act upon a balloon from a distance? What will we need to build a Destructor Ray? We build tension with failed or partial attempts – involving the audience with active participation and inviting them to make informed suggestions – small gains on our way to a solution. This maintains engagement and shows the reality of scientific progress – it should be cooperative, but isn’t always linear. Finally, we land the reveal with a memorable finale! - Micro-retrieval built in
Before each “wow,” we ask for a prediction: “If we double the mass, what happens to the motion?” These 10-second forecasts are tiny tests—retrieval practice that cements the concept. - Lean visuals, tight pacing
One striking prop beats five busy slides. We segment the experience and let silence do work—space for the brain to encode. (Thanks, multimedia learning principles.) - Audience roles and call-backs
Kids become “energy minions,” “light auditors,” or the “focus squad.” We repeat a catch phrase (“Energy changes form, not poof gone!”) to create retrieval cues they’ll remember at dinner.
How storytelling helps your event goals
- For schools & libraries: Narratives align with literacy goals and bolster retention, so the learning lasts beyond the program.
- For birthday parties: A story keeps mixed-age groups together—no wandering, no boredom.
- For holiday party entertainment: Our Carousel of Science turns a noisy venue into a captivated audience.
- For corporate family days: Parents see real learning wrapped in showmanship.
Where stories transform typical demos
Even in our “classic demo set” and our large-event Carousel of Science, we let the science tell a story. Opting for something other than our “story show” format still delivers the retention punch. A magnet levitates on a track to show superconductivity. We set a stake (Two trains are on a collision course on a track), then vary temperature or magnet strength to see what changes and what doesn’t. The narrative makes superconductivity and temperature effects an event.
Planning a Science Party or School Assembly?
If you’re searching in the Chicago area for a science party, birthday party entertainment, science demonstrations, or mad science for your holiday party, children’s party, school assembly, or library program, here’s what we bring:
- Story first design so concepts stick.
- High energy, theater-trained educators who keep every age engaged.
- Hands on moments to predict, explain, and motivate.
- Turn-key logistics – we bring the set, the sound, and the safety.
We serve schools, libraries, camps, corporate family days, and celebrations at home or at a venues across Chicagoland, and we’re available to travel for your needs.
Our promise
At The Physics Dimension, amazement is only the beginning. Every “wow” moment is anchored to genuine understanding. We’ll ask for predictions, name the ideas clearly, and give the audience a line they can repeat at home. The best compliment we can get after a science party isn’t “That was cool,” it’s “Let me tell you what I learned.”
Book The Physics Dimension
Ready to bring a story-powered science show to your school, library, or birthday party entertainment lineup? Planning holiday party fun with a STEM twist? Let’s talk dates, space needs, and the perfect narrative for your audience.
Sources & further reading
- Dahlstrom, M. F. “Using narratives and storytelling to communicate science.” PNAS. Evidence that narratives increase comprehension, interest, and engagement for nonexpert audiences. PNASPubMed ↩︎
- Green, M. C., & Brock, T. C. “The role of transportation in the persuasiveness of public narratives.” Foundational research on narrative immersion and its effects on beliefs and recall. Communication Cache ↩︎
- Appel, M., Gnambs, T., Richter, T., & Green, M. C. “Transportation Scale (short form)”—tools for measuring story immersion. mcm.uni-wuerzburg.de ↩︎
- Tyng, C. M., et al. “The influences of emotion on learning and memory.” Frontiers in Psychology. Reviews how emotion heightens attention and memory. FrontiersPMC ↩︎
- Roediger, H. L., & Karpicke, J. D. “Test-enhanced learning.” Classic testing-effect work showing retrieval practice boosts long-term retention. PubMedSAGE Journals ↩︎
- Mayer, R. E. Cognitive Theory of Multimedia Learning. Principles for segmenting, modality, and pacing that improve learning from demonstrations. media.repository.chds.hsph.harvard.eduJax State ↩︎
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