Does Whatever A Spider Can
45 Minute Lesson
NJ Standards
5.2.12.E.2 – Objects undergo different kinds of motion (translational, rotational, and vibrational).
5.2.6.E.1 – Model and explain how the description of an object's motion from one observer's view may be different from a different observer's
view.
5.1.12.A.1 – Mathematical, physical, and computational tools are used to search for and explain core scientific concepts and principles.
NJ Standard
5.2.6.E.1
5.2.12.E.2
5.1.12.A.1
Goal
Students will be able to apply their knowledge of kinematics and dynamics to
achieve .
Resources
Student Materials:
 Styrofoam Cup (1)
 Paper Clip (1)
 String
 Tape
 Index Card (1)
 Marble (1)
Teacher Use:
 Bull's Eye Target
Evidence
Students can reason a reasonable mechanism
for an intended projectile launch or drop.
Real World Applications

Launchers;
How are launchers or droppers created for an intended path of travel? Airplane bombers drop straight down. Cannons fire in parabolic
trajectories. What is the inherent design of these launchers to enable the specific path of travel?

Drop Off;
In addition to bombs, medical supplies, troops are dropped off of airplanes. How do they know when and where to drop their payload so
that it will land in the desired location?
Pre-Requisite Knowledge

Kinematics – Projectile motion and motion along one axis
Students must understand the nature of projectile motion on Earth due to its gravitational field. Namely, the object gravitates towards
Earth.

Reference Frames
Students must understand that all motion is relative in order to predict and design a mechanism that will hit an intended target from a
drop point. If the vehicle is in motion how will the projectile move in relation to the vehicle? If the vehicle is stationary, how will the the
projectile move in relation to the stationary vehicle?
Potential Difficulties

Students may have difficulties in determining how to drop the projectile. They may find it too complex to drop the projectile before it is
vertically over the target.

Students may have difficulties constructing a release mechanism for dropping the projectile. Whether or not it is automatic or manual, it
needs to be constructed to be consistent in its approach.
Lesson Description
A. Opening (3 minutes),
Have students watch a video clip of a medical supplies flyby. How fast do airplanes move? Isn't it amazing that they can drop the box of
supplies with a parachute and have it land in the intended area? Today we'll be investigating this marvel.
B. Challenge: Design a dropper (15 minutes)
Here's the challenge for students in small groups. Using the materials you have in front of you design a vehicle that will house a marble.
This vehicle must travel along a taut zipline with at least 20 inches between the start and finishing point vertically. There will be a
predetermined target and you must be able to drop the target to hit at least any of the concentric circles area on the bull's eye.
Have students sketch their idea before constructing it.
Once students have constructed their prototype, discuss with them how their launch mechanism works.
Is it accurate, precise, both? Does the marble roll away from the target after hitting it or does it stay in range of the target?
C. Symposium (10 minutes)
Students will regroup and discuss their prototypes and test them. Have a predetermined stationary target stationed for three trials and
have students determine how accurate and/or precise their prototype is.
What can be done to improve the accuracy and or precision of your prototype?
D. Challenge: Design an emergency override (10 minutes)
This time, create or modify a mechanism which you can manually drop your payload on the target. The target will not be predetermined
and placed at random for testing for all trials. If students have already created a manual control mechanism then they may opt to
improve their design after one round of trials.
E. Reflection (7 minutes)
Tell me what you learned in physics today or what knowledge you used to help you construct your flyby vehicle?
Tell me what you learned about the construction of your project? What difficulties did you have? In an airplane flying at high speeds
what are some problems that you will have to deal with?
Time Table
Activity
A – Opening
B – Challenge: Dropper
C – Symposium
Time Duration (Clock)
3 minutes
(0:03)
15 minutes
(0:18)
10 minutes
(0:28)
D – Challenge: Emergency Override
E – Reflection
10 minutes
7 minutes
(0:38)
(0:45)
Students doing
Watch clip, Listen
Constructing Prototype
Presenting prototypes, Trials,
Discussion
Modifying prototype, Trials
Reflect
Teacher doing
Show clip, pose question
Observing
Listening, Testing prototypes,
Discussion
Testing prototypes, Discussion
Reflect
Formative Assessment
How will the marble fall off of or away from the cup with your release
mechanism?
Students may opt for launchers that have some initial velocity creating a
parabolic trajectory.
Other students may opt for launchers that drop the marble as vertically
as possible so that it won't have any initial horizontal velocity.
How can you get your mechanism to work?
Students may opt to create physical impediments to stop the cup and
rotate it such that the marble will fall out.
In a manual override, students may create an open/close release.
What are ways to better design your dropper?
A manual override release switch.
Get a uniform release. Vertical release is likely more accurate and precise
though other releases may be honed to be more accurate and precise.
Homework
Now that we have made a good prototype of a dropper used on Earth, try designing one for space. What differences are there in
space? How will you design around these obstacles? Draw a sketch and explain your design. We may be able to test these in a couple
of years!