Content Reviewed: yes
AIG Reviewed:
Need Revisions (Y/N):
Content-no
Complete: content-yes
NCDPI -- AIG Instructional Resource: Background Information
Date Submitted:
Science is spot-on!
Resource Title: Trajectory Motion: The Monkey and the Hunter
Subject Area/Grade Level (s): Physics
Time Frame 3 hours
Common Core/Essential Standard Addressed:
Phy.1.1.3 Analyze motion in two dimensions using angle of trajectory, time, distance, displacement, velocity, and acceleration.
Additional Standards Addressed:
(integration across topics, within or across disciplines)
Trajectory motion connects to the topic of parabolic equations in advanced algebra and also to gravitational forces in physics. It definitely
illustrates a “cause and effect” relationship.
Brief Description of Lesson/Task/Activity:
(include how this lesson/task/activity fits with a larger context)
Students will work as a team to design the demonstration of “The Monkey and the Hunter” to show the class and to explain the physics involved.
Using a dart gun and a simple circuit that suspends a soup can from an electromagnet, students will aim at the can, fire the dart so that the
electromagnet releases the can at the same time due to a broken circuit. If time permits, students will aim straight across at the can and then
aim up at the can from below. Both situations illustrate that all objects in freefall fall at the same rate and thus if in the air long enough then the
dart will hit the can in all situations where the dart is aimed straight at the can. This also illustrates the independence of the horizontal motion to
that of vertical motion in a trajectory. All areas of time, distance, displacement, velocity and acceleration apply to this demonstration. A student
generated PowerPoint should be part of this task to either precede or follow the demonstration.
Type of Differentiation for AIGs (include all that apply)
 Enrichment
X Extension
 Acceleration
Adaptations for AIGs
 Content
 Process
X Product
Explanation of How Resource is Appropriate for AIGs
This project challenges AIGS in many areas. Students build a simple circuit that must implement a triggering device that releases the can from
the electromagnetic at the time the dart if fired. The project also has the vector components covered earlier in physics and shows the difference
in the horizontal motion and the vertical motion of the dart. To explain why the dart and can collide requires a real understanding of the way
gravity acts and the interactions of displacement, velocity, acceleration and time. Such students enjoy the challenge of the construction and the
complex ideas the demonstration covers.
Needed Resources/Materials
PowerPoint software, circuit wire, monopole switch, soup can, an electromagnet that will hold up can, a 9 volt battery, a dollar store dart gun
and dart, aluminum foil, laser pointer to show the aim of the dart
Sources (all sources must be cited)
This is a classic problem that is discussed as Conceptual Example 3-6 in Physics by Giancoli and sample problem 3E in Holt Physics. Most physics
texts cover it in some way under projectile motion.
TEACHER NOTES
This is a very effective demonstration and one usually performed by a teacher. By placing it into the hands of AIG students, they enjoy creating
the illustration and learn much in the process. They will need some guidance on building a simple circuit and implementing the trigger for the
dart. A strip of aluminum foil can be placed in the circuit over the dart so that the fired dart breaks the circuit to drop the can. A switch should
be placed in the circuit to help preserve the battery. Wires with alligator clips on each end are useful in building the circuit. Students should
show that the dart is aimed at the can using a laser pointer. Place the point parallel to the dart gun barrel and point toward the can. Spray the
air with a compressed air deodorizer so the laser beam can be seen from the side. The PowerPoint should cover the main concepts of the
problem in no more than six slides.
NCDPI AIG Curriculum Resource Outline
Describe processes, steps, and materials needed at each stage of the lesson/activity.
STAGE ONE: Engage
X Hook
 Prior knowledge
 Instructional input
 Modeling
Description:
Assign teams consisting of two students to examine the following at http://www.mrwaynesclass.com/teacher/projectile/monkeyandthehunter/
The simulation allows students to control the aim and velocity of the dart that hits the monkey. Ask them to create 2 lists as they do this
simulation. The first list is a list of things they discovered using the animation (at least 3 items). The second list is a list of physics concepts
fundamental to the simulation (at least 3 items).
Ask students to view and review one of the three presentations below. Ask for a verbal summary and a rating of 1(low value) to 5 (high value)
and justification of the rating.
1) http://www.animations.physics.unsw.edu.au/jw/monkey_hunter.html
2) http://dev.physicslab.org/Document.aspx?doctype=3&filename=Freefall_monkey.xml
3) http://www.physicsclassroom.com/mmedia/vectors/mzf.cfm
STAGE TWO: ELABORATE
X Guided and independent practice
 Guiding questions
Description:
Ask students to review one of the 3 lessons below. Instruct them to write a short paragraph evaluating the lesson in the following areas:
1) engaging 2) informative 3) creative 4) clear regarding physics content
1) http://www.physics.umn.edu/video.html?goback=/outreach/pforce/circus/&url=/media/outreach/pforce/circus/videos/MechanicsProjectile
Motion-MonkeyAndHunter.flv&vidname=Physics%20Force:%20Monkey%20and%20Hunter
2) http://www.youtube.com/watch?v=cxvsHNRXLjw
3) http://www.nationalstemcentre.org.uk/elibrary/resource/2084/monkey-and-hunter
You should pick the best lesson (in your teacher’s opinion) and the one you liked the least (teacher opinion) and share your observations after
they present theirs to you. This can be done verbally (if time allows) or in written form (to save time).
Focus on good pedagogy as well as engaging techniques.
STAGE THREE: EVALUATE
X Assessment
Description:
The AIG assessment consists of 3 parts:
Part 1: Successful creation of the circuit and shot to hit the “monkey” (small metal can) from at least one position. A sample circuit is shown
below. The wire should just touch the aluminum foil strip.
Part 2: A PowerPoint created by students of no more than 6 slides that illustrates the concepts in both a mathematical and visual way of
trajectory motion.
Part 3: Students should create a problem for the class that illustrates the demonstration and ask them to solve it. A key should be given to
the teacher well before the class sees the problem.
TEACHER NOTES:
The grade for the presenters should come from parts 1 and 2 above. This should not be a major grade. The grade for those not involved in the
project should consist of successfully completing the problem designed by the students presenting the demo. This is a really fun demo and can
be used to remind students of the independence of horizontal and vertical motion in a trajectory. Students often have difficulty with the
concepts in this part of physics.