Catapult project teaches students about forces

By Ian Dinkins, Assistant Director of Marketing and Communications

There was a mix of wide eyes and flying ping-pong balls in the Lower School, as University School of Nashville High Schoolers and third graders came together for a hands-on science experience that launched students’ curiosity sky-high.

This unique project brought together older students with younger learners to explore the laws of motion through one of the most ancient machines in history: the catapult. 

Starting with building catapult models out of popsicle sticks and ending with the launch of their own mini projectiles, students got a crash course in physics, math, and the scientific method.

Exciting projects like this are exactly what the new Director of Experiential Learning, Kalee Barbis, had in mind when she came to USN earlier this year.

“While there are so many special things about cross-divisional work, it really is fun and exciting for Lower Schoolers to imagine themselves as High Schoolers,” said Barbis. “It's also nice for our high school students to connect with Lower Schoolers and support them.”

The project began with High School Science Teacher Susan Meador visiting third-grade classrooms to lead an engaging lesson on forces, motion, and energy.

Over the years, Dr. Meador and Third Grade Teacher Barbara Voheler have worked together to create cross-divisional labs for students. The two of them connected about the catapult lab, and Dr. Meador created the lesson.

"The idea actually mostly came from Susan's daughter, Ruby Meador ’28, who I coach in volleyball," said Third Grade Teacher Ellie Blue. "We were chatting about how we wished there were more opportunities for cross-divisional work as well as an increase in science opportunities for Lower Schoolers. This got Susan and me talking about what we learn in science in third grade and how she and her high school students could help with a project."

Third graders had been studying forces and motion, so the timing was perfect. With the help of High School mentors like Maeve Stevenson ’26, students learned how to construct working catapults using everyday materials: craft sticks, rubber bands, and plastic spoons.

Together, they followed a simple five-step process to build their launchers, then tested them by launching ping-pong balls across the classroom. Using rulers and measuring tape, they recorded how far their balls traveled in both inches and centimeters.

“I worked with lower schoolers last year as a high school helper, so I am very excited to be working with them again this year,” said Stevenson. “I love opportunities like this to connect with other divisions.”

The activity wasn’t just about launching balls across the room, although that part definitely earned the most excitement. Students applied key science and math skills every step of the way by forming hypotheses about launch angles, recording data, and calculating averages. The project provided a fun and meaningful way to reinforce concepts from the classroom.

Students also explored multiplication and division strategies to determine the average distances of their launches, strengthening number sense and measurement skills.

The project won’t stop after the first launch. Next week, students will return to review their results and dive deeper into scientific thinking. This time, they’ll test variables: changing the angle of launch, adjusting how hard they press the spoon, and modifying the size or weight of the base.

Students plan to make predictions about what will happen after each change and record new data, encouraging students to ask: What if I change just one thing? How will it affect the outcome?

The grand finale of the catapult project will bring the highly anticipated “Farthest Launch” competition to class, with each team having one official chance to send their ping-pong ball flying the farthest distance.

The lun catapult challenge also gave students a chance to see the value of cross-division collaboration up close.

Working with different divisions is especially special to me as someone who has been through the USN Lower School and is now back to see former teachers,” said Stevenson. “It also gives younger kids a resource in the school that they can talk to besides their teachers.”

Beyond the competition, the project offered a lasting lesson in how science works in the real world: through trial and error, teamwork, and curiosity.