Tarzan's Dilemma: A Challenging Problem for Introductory Physics Students

Matthew Rave and Marcus Sayers

Citation: The Physics Teacher 51, 456 (2013); doi: 10.1119/1.4824934

View online: http://dx.doi.org/10.1119/1.4824934
View Table of Contents: http://scitation.aip.org/content/aapt/journal/tpt/51/8?ver=pdfcov
Published by the American Association of Physics Teachers

This article is copyrighted as indicated in the article. Reuse of AAPT content is subject to the terms at: http://scitation.aip.org/termsconditions. Downloaded to IP:
140.148.84.71 On: Wed, 04 Dec 2013 17:05:02
 Tarzans Dilemma: A Challenging
Problem for Introductory Physics
Students
Matthew Rave and Marcus Sayers, Western Carolina University, Cullowhee, NC

T
he following kinematics problem was given to several
students as a project in conjunction with a first-
semester calculus-based physics course. The students
were asked to keep a journal of all their work and were
encouraged to keep even their scrap paper. The goal of the
project was to expose the students to the process of doing
theoretical physics, by tackling a project that is easy to pose
conceptually yet surprisingly challenging in its solution.
Suppose Tarzan is running towards a vine that hangs
vertically from a tree. His goal is to swing across a ravine. At
what point in his swing should Tarzan let go to maximize his
chances of clearing the ravine (see Fig. 1)?
L v0 and initial angle above the horizontal, most texts derive
L the result
v0
v
m where R is the horizontal range and we take g = +9.8 m/s2.
h (See, for example, Chapter 4 of Serway.1) Having students
R
Fig. 1. Tarzans dilemma.
We call this a dilemma because there are two competing
factors. On the one hand, the sooner Tarzan lets go, the more
velocity he will have. On the other hand, the later he holds on,
the further across the ravine he will have swung and the larger
initial launch angle he will have after letting go. The question
is, what release angle maximizes his horizontal range?
Physical intuition is of limited use unless one can go down
to the local pond and swing on a tire swing. Our students
first guess was simply a release angle of 45o, since that is the
optimal angle for launch of a horizontal projectile on a level
surface. But this was only a guess.
A few assumptions are needed in order to proceed. Assume
a massless vine that stays taut at all times; the vine is length L
and its bottom is initially at a height h above the ground. As-
sume Tarzan is a point mass m and that he grabs the vine at
its bottom. (This corresponds to the assumption that Tarzans
center of mass is level with the bottom of the vine, regard-
less of where he actually holds the vine.) Assume an initial
speed of v in the horizontal direction. We want to maximize
horizontal distance until impact, as measured from the initial
position of the mass on the vine, not from the point of release.
It follows that the width of the ravine itself is irrelevant, unless
we want to know whether Tarzan falls into the ravine or not.
Friction and air resistance will be ignored.
Note that these assumptions were not trivial for the stu-
dents to make. (One student initially suggested that the range
should depend upon the width of the ravine.) Until a student
has gained theoretical experience, much guidance and direc-
tion may be required. As for identifying what sort of problem
this is, our students immediately recognized the importance
of the basic kinematic equations. One said, Oh! This is a
Chapter 4 problem. On further reflection the students also
saw how conservation of energy would prove useful in ana-
lyzing the swing on the vine.
It is useful for students to first consider simpler problems,
and gradually add complexity. First, revisit the range of a pro-
jectile on a flat surface. For such a projectile with initial speed
(1)
work through the derivation is not just useful practice; the
result [Eq. (1)] will be used as a building block in the final
solution to the entire Tarzan problem.
Next consider the range of a projectile (again with initial
speed v0 and initial angle ) that is launched from the edge of
a cliff of height H above the ground. This is a two-dimension-
al kinematics problem; application of the expression
yields
(2)
which is quadratic in t. Choosing the positive root, we get
(3)
and so the horizontal range of such a projectile is given by
0 (4)
It is useful to show that in the limit H 0, Eq. (4) reduces to
Eq. (1).
This intermediate result [(Eq. (4)] exhibits some interest-

456 The Physics Teacher Vol. 51, November 2013 DOI: 10.1119/1.4824934
This article is copyrighted as indicated in the article. Reuse of AAPT content is subject to the terms at: http://scitation.aip.org/termsconditions. Downloaded to IP:
140.148.84.71 On: Wed, 04 Dec 2013 17:05:02
 ing (and surprising) physics, and it is instructive to pause at
this point in the project to let students reflect on what they
have discovered. For example, our students were surprised to
find that the optimal angle for maximum range (found by
setting dR/d = 0) decreases with increasing height H. (For
extremely high cliffs, one should throw an object horizontally
for maximum effect.) Here symbolic algebra programs (such
as Maple or Mathematica) can be of great value to students
in visualizing the complexities of Eq. (4) and in investigating
various limits. However, such software is not required; our
students were able to obtain interesting graphs using nothing
but Excel.
A. Tarzans dilemma: solution
We are now in a position to tackle Tarzans dilemma di-
rectly. Since we do not yet know the speed v0 with which
Tarzan leaves the vine, we begin by applying the conserva-
tion of mechanical energy to the system in the two different
configurations shown in Fig. 2: (1) where the vine is hanging
straight down (when Tarzan initially grabs the vine), and (2)
where the vine is elevated to the angle (when Tarzan lets go
of the vine).
L cos
L (2)
v0
y0
(1) v angle. (v = 10 m/s, h = 1 m, L = 3 m.) For
Fig. 2. Using conservation of energy. The
initial configuration is (1); the final configu-
ration is (2), when Tarzan releases from the
the vine.
Defining the potential energy of the system as zero for con-
figuration (1) (so that E1 is purely kinetic), we see that E1 = E2
implies
(5)
Since y0 = L L cos q, we get
(6)
Note that we assume enough initial velocity for Tarzan to be
able to reach any angle from 0 to 90o (this assumption will be
addressed shortly).
The horizontal range from Tarzans release point (call this
R2) can be found by substituting Eq. (6) into Eq. (4). The so-
lution to the problemthat is, the range R1 measured from
Tarzans position in configuration (1)is then simply L sin
+ R2 . The final result is therefore
The Physics Teacher Vol. 51, November 2013
This article is copyrighted as indicated in the article. Reuse of AAPT content is subject to the terms at: http://scitation.aip.org/termsconditions. Downloaded to IP:
140.148.84.71 On: Wed, 04 Dec 2013 17:05:02
(7)
,
where we note that H = h + y0 = h + L L cos . This range as
a function of release angle should be graphed by the student
as in Fig. 3, with plausible values for v, h, and L. It is then easy
to estimate at which angle the maximum range will occur.
For greater accuracy, of course, one may set dR1/d = 0 and
solve for , although in this case numerical help will probably
be required.
11
10
9
8
R1 (m)
7
6
5
3
0 10 20 30 40 50 60 70 80 90
(degrees)
Fig. 3. Horizontal range from initial vine
contact point as a function of release
these values, maximum range occurs at
q = 39.4o.
Our students found several of the limiting cases interest-
ing. When Tarzan was running very fast (taking the limit
as v approaches infinity), it was shown that the ideal angle
(to maximize R1) is 45o, the same as for a projectile on level
ground. This is because the speed of Tarzan does not change
much fractionally during the swing if v is very large, so that
the swing on the vine plays only a small role in determining
range. When v was small, however, students noticed a strange
thing happening: gaps appeared in plots of R1 as a function
of . After much guidance, the students eventually realized
that there is a minimum amount of kinetic energy needed for
Tarzan to reach a certain height, so that the initial velocity
v puts a restriction on which release angles are physically
possible. The gaps in the graph correspond to values of v for
which the argument of the square root becomes negative.
The minimum speed required to reach a particular angle
is given by
(8)
which is easy to show using conservation of energy once
again. For the sample value L = 3 m, the minimum speed to
reach any angle up to 90o is thus 7.67 m/s. When students
457
 used values of v lower than this threshold, their plots of R1
ceased to have physical meaning above a certain critical angle,
given by c = cos1[1 v2 /(2gL)]. (For speeds above vmin there
is no solution to this c equation, so there is no cutoffthat is,
all angles are possible.)
The effect of changing the vine length L is also interest-
ing. For small L, Eq. (7) becomes Eq. (4), indicating that the
vine plays no role in determining range (exactly as one would
expect). For large L there is again a cutoff angle, above which
there are no solutions since one of the radicals again acquires
a negative argument. In such a case the speed of Tarzan is not
enough to reach such an angle, for his initial kinetic energy
limits the gravitational potential energy he can have upon re-
lease.
Finally, it is interesting to note that the optimum release
angle decreases with increasing height h, so that as h approach-
es infinity, the release angle approaches zero. This mirrors the
limits of Eq. (4) nicely. One student put it this way: The taller
you are, the earlier you should release.
For interested students, much more work on this problem
can be done. Recent work2 suggests at least three more areas
for further investigation.
B. Lessons learned
The students who worked on this activity thought it was
a great introduction to problem solving. One said that [it
opens] the door to much more complex problems that can
be solved in much the same manner. The idea is that com-
plicated problems can be broken into simpler pieces, which
represent easier places to begin. This sort of incremental
approach deserves to be discussed more often in introductory
physics courses.
Students were also appreciative of the power of theoretical
physics as opposed to experiment. That is, they were struck by
how general theoretical results can be. An actual Tarzan-type
AAPT PHOTO CONTEST CALENDAR
458 The Physics Teacher Vol. 51, November 2013
This article is copyrighted as indicated in the article. Reuse of AAPT content is subject to the terms at: http://scitation.aip.org/termsconditions. Downloaded to IP:
140.148.84.71 On: Wed, 04 Dec 2013 17:05:02
experiment3 could produce results, but these results would be
limited by the length of the vine, the speed of the participant,
and so on. A theoretical calculation will yield a completely
general result, for any L, v, and h.
Other stated benefits of the activity were that it was great
practice with math and computer skills; that it was a wake-
up call about what physics entails; that it showed how a trial
and error approach can be useful in science; and that upon
completion it offered a great sense of personal accomplish-
ment. One student said that it was confusing and frustrating
at times but that ultimately it added greatly to understanding
theoretical methods.
We close with a quote from Lewis:4 [We] must not re-
gard the acquisition of facts as the prime goal of teaching.
Concepts, being intellectual patterns based on facts, may last
longer. It is our hope that students who apply sustained effort
to understanding a theoretical problem (such as Tarzans di-
lemma) will come closer to thinking as a physicist would.
References
1. R. Serway and J. Jewett, Physics for Scientists and Engineers, 8th
ed. (Brooks/Cole, 2010).
2. H. Shima, How far can Tarzan jump? arXiv:1208.4355v1
(2012).
3. K. P. Trout and C. A. Gaston, Active-learning physics ex-
periments using the Tarzan swing, Phys. Teach. 39, 160163
(March 2000).
4. Teaching School Physics, edited by J. Lewis (Penguin Books,
1972), p. 74.
Matthew Rave is assistant professor of physics, Western Carolina
University. He earned a PhD in physics at Wake Forest University, 2007.
mrave@email.wcu.edu
Marcus Sayers teaches seventh-grade science at Macon Middle School,
Franklin, NC. He is also the wrestling coach. He graduated from Western
Carolina University in 2011.
The 2014 Physics Photo Contest
Calendars are now in stock!
The colorful photos plus physics
essays add up to an intrigu-
ing and economical gift giving
choice.
Calendars:
Free to Members plus postage
$15 to Nonmembers plus
postage
All proceeds go to support
the H.S. Physics Photo Contest
aapt.org/Store