Bouncing into Science — Year 8 Investigate the Energy of a Ball Bounce

This term, our curious Year 8 scientists have been diving into the world of physics with a hands-on experiment that’s all about energy, gravity, and bouncing balls.

The big question?

Does the height a ball is dropped from, or the mass of the ball, affect how high it bounces?

Each group of students chose one variable to investigate. Some groups tested how different drop heights influenced bounce height, while others explored how the mass of the ball changed the bounce. Using rulers and a keen eye, students carefully recorded their results, making sure their tests were fair and safe.

What did we find?

While results varied between groups, many discovered that:

Balls dropped from higher up bounced higher, but not always to the same height they were dropped from.

Heavier balls didn’t always bounce higher—in fact, some bounced less due to how they absorbed energy.

The Science Behind the Bounce

When a ball is dropped, it has gravitational potential energy. The higher it’s dropped from, the more energy it has. When it hits the ground, that energy is transformed—some into the bounce, and some lost as sound or heat. Heavier balls might behave differently because of their mass and how they interact with the surface.

This experiment helped students understand key science concepts like energy transfer, gravity, and fair testing. It also showed how real scientists work by asking questions, testing ideas, and learning from results.

We’re proud of our budding scientists for their teamwork, curiosity, and careful thinking. Keep bouncing forward with your learning!

Year 9 History - World War I Front Tench Warfare Re-enactment

In Year 9 History this term, students are learning about World War I, particularly Australia’s experiences. Two classes were able to explore Australia’s role on the Western Front through a hands-on trench warfare simulation, roleplaying and experiencing key aspects of trench life.

Students were assigned roles such as suffering trench foot or enduring gas attacks, and moved through phases including a morning stand-to, artillery bombardment, gas strike, and an “over-the-top” charge across No Man’s Land.

The simulation brought the hardships of World War I to life, deepening students’ understanding through action, empathy, and reflection.

Students were asked to complete a Personal Experience in the Simulation reflection on their experience in the World War I Trench Warfare Re-enactment: 

• I was creating overcrowding, meaning I had to stay uncomfortably close to others during the reenactment. It limited my movements as I had to remain glued to someone during the activity, and if that person were to be targeted, I would have been caught in the crossfire and died. It was a challenge to move around effectively while staying glued to someone, especially if that someone was on the floor or even dead.

• My role assigned was trench foot, so I had to crawl and could barely use my legs to walk. This role affected my participation because, during the activity, my way of walking around was limited because I had to crawl and drag my feet along. Being so low and focused on dragging myself, I got killed in action quite a few times.

• I had a barbed wire injury, and I had to hold my arm while I was fighting between the trenches. This affected me because I couldn't throw as far as I would usually do. I had to fight while holding on arm so I wouldn't lose blood, which affected how far I could throw the bombs.

• My role was Night Patrol. This role made me feel just fine, but a bit scared as I had to go into no-man’s land. Just had to go out at night when needing to sleep to patrol the trenches for enemies.