The Physics of a Parachute

The Physics of a Parachute The parachute is an effective tool for enhanced safety, although it is widely utilized by adrenaline seekers for enjoyment. Gravity is perhaps the most crucial force acting upon the parachute, because without which a parachute would not be needed. Gravity is applied to a mass indiscriminate of its size or shape. is the speed at which a mass will accelerate due to gravity through the air, with no opposing forces acting upon it. Air Resistance is the whole reason why a parachute works. The air is undisturbed until a mass passes through it, when that mass passes through air it is effectively the same as air flowing past a mass. When air cannot travel smoothly past a body it is called drag, when drag is applied to a mass, it slows the object and or the flow of air. When a parachute is opened, air is trapped under the fabric and is forced in a swirl in uneven patterns, when air swirls it increases drag and decreases the speed of a body. When air swirls it also reduces its efficiency, a parachute when passing through the air compromises this and depending on how large the physical size of the parachute it will slow the acceleration of the mass considerably. According to Dictionary.com, terminal velocity is the constant speed that a freely falling object eventually reaches when the resistance of the medium through which it is falling prevents further acceleration.This means that the terminal velocity of a falling mass occurs in free fall when a zero acceleration is felt, this meant that the mass doesnt accelerate anymore because the forces, air resistance and gravity, air resistance will eventually balance the masses weight and therefore will fall at a constant rate, this is terminal velocity. More simply put, terminal velocity is the fastest velocity that an object will fall due to gravity. The equation for terminal velocity is: The physical properties of wind resistance are obvious. When the parachute is opened, the drag is significantly increased, this is due to the massively increased area that: As the size of the canopy increases, the time taken for the parachute to reach the ground will proportionally increase.   Ã‚   As the mass of the object increases or decreases, the time taken for the parachute to reach the ground will increase or decrease consecutively. If the length of the suspension lines is increased, the time taken for the parachute to reach the ground will increase to a curtain point, then level out. Variables Changes made Time (seconds) Average (seconds) Trial 1 Trial 2 Trial 3 Trial 4 Weight 0.01kg 1.3 1.8 1.6 1.2 1.475 0.02kg 1.9 2.4 2.2 2.5 2.250 0.03kg 2.2 2.9 2.5 3.0 2.650 Radius of parachute 0.05m 1.1 1.3 1.5 1.6 1.375 0.10m 1.6 1.5 1.9 1.7 1.675 0.15m 1.8 1.5 1.3 1.8 1.600 0.20m 1.5 1.6 1.9 2.6 1.900 Firstly, a parachute was created using light cloth and string. The diagram below is a representation of the design created. Next, the appropriate mass was attached to the parachute via the suspension lines. The person was positioned on the second floor. The height of the drop was then measured, the preliminary test data was collected. The following results were obtained through experimentation: Variable Changes made Time (seconds) Average (seconds) Weight (Kilograms) Trial 1 Trial 2 Trial 3 Trial 4 0.005 2.03 2.25 2.22 2.34 2.21 0.01 1.96 1.98 1.88 2.04 1.97 0.01 2.07 1.85 1.83 1.75 1.88 0.02 1.32 2.04 1.41 1.53 1.58 0.025 1.42 1.50 1.47 1.46 1.46 0.03 1.56 1.25 1.03 1.41 1.31 Radius of Parachute (Metres) 0.05 2.36 2.37 2.40 2.33 2.37 0.07 2.45 2.42 2.48 2.50 2.46 0.09 2.54 2.56 2.52 2.58 2.55 0.11 2.64 2.69 2.71 2.68 2.68 0.13 2.72 2.83 2.80 2.75 2.78 Length of suspension lines (Metres) 0.05 2.20 2.52 2.58 2.62 2.48 0.07 2.25 2.25 2.24 2.16 2.23 0.09 2.48 2.45 2.10 2.28 2.32 0.10 2.35 2.27 2.45 2.52 2.40 0.12 2.56 2.31 2.23 2.34 3.36 The data was collected and has been analyzed. Patterns have been produced through the previous results. The results have shown that the mass of the object affects the speed at which the parachute falls. As the mass increases, the time shortens proportionally, this demonstrates that the relationship that occurs. The inability to access precise measuring equipment affected the results, as a consequence the results are inconsistent, although the majority of the results were close to the expected time. The As with all results, some of the above results were inconsistent. The results were as expected for the mass and the mass and the radius, the length of the suspension lines however was in consistent with the hypothesis. As the experiment progressed, it became clearer that they were References Basic Assumptions of Modern Physics Not Falsifiable. (2012, 7 13/10/2016). Retrieved from The world as computation: https://claesjohnsonmathscience.wordpress.com/2012/07/02/is-modern-physics-falsifiable/ Bourne, M. (2016, 2 29/10/2016). Differentiation (Finding Derivatives). Retrieved from Interactive Mathematics: http://www.intmath.com/differentiation/differentiation-intro.php Christian, D., Crossley, W. (1987). Essential Physics (Book one). Sydney: Sapphire Books. Davies, P., Harding, J. (Physics around you). 1991. Melbourne: Longman Cheshire. Dictionary.com. (2017). Terminal velocity. Retrieved from Dictionary.com: http://www.dictionary.com/browse/terminal-velocity Duncan, T. (2008). Physics (Fourth Edition). London: Hodder Education. Gaze, T., Lindsay, I., Maddern, D., Stelzer, T. (2006). Physics a Contextual Approach. Port Melbourne. Hall, N. (2015, 5 11/20/2016). conversion of momentum. Retrieved from NASA: https://www.grc.nasa.gov/www/k-12/airplane/conmo.html How does placing objects in liquids affect the mass? (2012). Retrieved from Newtonian Mechanics: http://physics.stackexchange.com/questions/19696/how-does-placing-objects-in-liquids-affect-the-mass Hyper Physics. (2000, 8 21/10/2016). The laws of Newton. Retrieved from Hyper physics: http://hyperphysics.phy-astr.gsu.edu/hbase/newt.html Maccaster, R. (1993). Physics. London: Stanley Thornes. Richcard, W. G. (2001). New Century Physics. Melbourne : Oxford. Skwirk online education. (2013). Law of Conservation of Energy. Retrieved from Skwirk online education: http://www.skwirk.com/p-c_s-4_u-308_t-756_c-2845/law-of-conservation-of-energy/nsw/law-of-conservation-of-energy/force-and-motion/energy Teichroew, D. (1954, june 30). Statistical Analysis of Experimental Parachute Test Data. Retrieved from National Bureau of Standards : http://nvlpubs.nist.gov/nistpubs/Legacy/RPT/nbsreport3493.pdf The Physics Classroom. (2016). Distance and Displacement. Retrieved from The Physics Classroom: http://www.physicsclassroom.com/class/1DKin/Lesson-1/Distance-and-Displacement Workshop Tutorials for Physics. (n.d.). Mechanics activities. Retrieved from Workshop Tutorials for Physics: http://www.physics.usyd.edu.au/super/physics_tut/volume3/mechact.pdf expected for the mass and the mass and the radius, the length of the suspension lines however was in consistent with the hypothesis. As the experiment progressed, it became clearer that the

Inclusive Learning – Ptlls

Unit 009 Understanding inclusive learning and teaching in lifelong learning I currently teach yoga to adults at the level of beginners, I have been teaching yoga classes for the past eighteen months. I have another year of study to undertake on the British Wheel of Yoga Diploma. My typical class sizes ideally should be between seven and fifteen students. Unfortunately I did not have enough students for my adult education course to run last term.My ideal yoga class would be ninety minutes in length as this allows for adequate time to settle the class, physical posture work, pranayama (breathing control) and finally relaxation and reflection at the end of the session. Whilst I wouldn’t ordinarily use ice breakers when teaching a physical practice, I can definitely see the benefits of using them if I was teaching a workshop or session which involved academic type of learning such as ancient yoga philosophy, kriyas (cleansing techniques) or understanding the chakra system.During t his course we have learned that ice breakers are a good way to relax people and breakdown the barriers to learning and are best used at the start of the course. (1. 1) At the start of a term I do establish some ground rules with my students. As it’s a yoga class these rules usually centre around what is appropriate clothing, practicing in barefoot on a suitable mat, not eating a heavy meal before class, turning off mobile phones and discussion around working within their own physical capabilities.Before undertaking this PTLLS course I did not understanding this information exchange to be ground rules. However I can now clearly see that these are indeed ground rules. They serve as a means of guiding the student through what is expected of them and making the class a safe lace to learn. (Daines et al 1993) suggest that people will learn best they feel secure and can try things out safely. (1. 2)My main style of teaching is to offer a theme to the class and interweave that theme to promote learning in the students as well as them performing the physical postures and breathe control techniques. It is safe to say that the main strategy is to demonstrate the postures and then lead the students in active learning in the form of them practicing the postures. I do circulate around the class and offer adjustments and positive feedback where appropriate.Whilst some students are well practiced in yoga others may need extra tuition. This can be done in a way that allows for differentiation a simple and classic way is by layering the way a posture is taught. This style of teaching ensures that everyone in the class can achieve something in a posture. It also ensures that the more advanced students feel challenged by the class. The methods which I commonly use are tutor led demonstration, verbal instructions and handouts.These different methods of teaching are aimed at meeting the needs of the different styles of learners, thereby ensuring the maximum amount of studen t participation in the lesson. (Spillman 1991 p30) â€Å"The key to differentiated curriculum is the flexible use by teachers of a wide range of activities and lesson organizations†. (1. 3) (Word count 529) References Daines et al. (1993) Adult Teaching Adult Learning. Continuing Education Press: Nottingham Spillman,J. (1991) Differentiation – An approach to Teaching and Learning. Pearson Publishing: Cambridge

Early Childhood Education Is The Potential For Many...

Thesis Statement: Early childhood education has many benefits and there is the potential for many significant outcomes if universal preschools were put into place. Early childhood education has many benefits and there is the potential for many significant outcomes if universal preschools were put into place. Some feel that children who start kindergarten without previously attended preschool sometimes lack certain skills such as social and communication skills and an inability to follow routines. There were also studies done that found attending preschool could help to close the achievement gap in the grade school years. A child’s first few years of life are most important, and they absorb the most during those years. By providing universal preschool, all children would be benefiting, especially those who are in at-risk families or part of the lower class. As a society, we have a responsibility to help the children in our communities and provide them with the education they need in order to help them succeed in life. Universal preschool is an initiative being discussed and the United States government has been trying to allocate money to put this practice into place in states across the country. It would give access to quality preschool education to all families for free or a very low cost. Because of its free or low cost, it would be extremely beneficial for those families who are at risk or in the lower class. These families generally cannot afford to send theirShow MoreRelatedEarly Childhood Education Essay875 Words   |  4 PagesEarly childhood education is one of the most important policy topics out there. 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Essay about The US Embargo on Cuba - 1077 Words

The U.S. imposed an Embargo against Cuba on Oct. 19, 1960. Has the time come to the United States to lift the five-decade embargo? The Embargo was a part of America’s Cold War strategy against the Soviet Union, imposed on the belief that Cuba was a threat to the U.S. since the Soviet Union was a danger to the National Security because of its alliance with the Soviet Union. Although Cuba would like the U.S to terminate the embargo against their country, the U.S. wants Cuba to make their situation a better living environment and to promote human rights for its citizens before any sanctions are removed. The Cuban Embargo, also known as â€Å"el bloqueo† to Cuban citizens, was declared by the United States in 1960 to eliminate imports of Cuban†¦show more content†¦Eisenhower instituted a ban on nearly all exports to Cuba, and then President Kennedy expanded into a full economic embargo that included stringent travel restrictions. In 2000, President Bill Clinton si gned the Trade Sanctions Reform and Export Enhancement Act, which allowed the U.S. to send medicine and humanitarian supplies to the Cuban people. Independent Non-Governmental Organizations (NGO), Catholic Churches around the nation, and an international organization Pastors of Peace distributed the aid. According to IFCO/Pastors for Peace in 2011, a caravan cargo of nearly 100 tons of humanitarian aid arrived in Cuba at the 20 anniversary (Caravan). U.S. wanted Cuba to meet special requirements in order for the embargo to go into effect, including rules such as: transition to a democracy, demand Havana support small businesses in exchange for sheathing restrictions on remittances, denounce presence of either Fidel or Raul Castro in Cuban government, better living conditions for all Cuban citizens, absolutely no travel to Cuba, and promote human rights. Cuba has not yet met all requirements, but is currently working on them. Obama reversed some of these polices, such as, allowing U.S. citizens to send remittances to non-family members in Cuba and travel under license of religious or educational purposes. As of today United States citizens may travel to Cuba with only special reasons like religious orShow MoreRelated The US Embargo on Cuba Essay3551 Words   |  15 PagesThe US Embargo on Cuba I. Introduction In 1959, Cubareceived 74 percent of its imports from the US, and the US received 65 percentof Cuba’s exports. On February 3, 1962, the United States imposed a fulltrade embargo on Cuba, completely ending any type of trade between the twocountries. 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However, US also suffers from not only a loss of the trade gain but also a loss of commercial reputation which makes it unreliable in the world, said by US International Trade CommissionRead MoreFidel Castro Led The Cuban Revolution1106 Words   |  5 PagesFor centuries, Cuba s greatest resource has been its people. - Pico Iyer Nearly fifty-five years ago, an embargo was placed on Cuba, halting all trade between the two countries. Fidel Castro led the Cuban Revolution, which began in July of 1953, leading to their victory and the previous leader, Fulgencio Batista, surrendering from his position. Castro was an American friend and had gained a great deal of support from Cuban citizens with his promises to restore basic, essential liberties. CastroRead MoreEmbargo on Cuba984 Words   |  4 PagesEmbargo on Cuba The U.S. imposed an Embargo on Cuba on Oct. 19, 1960. Has the time come for the United States to lift the 5-decade embargo? The Embargo on Cuba was a part of America’s Cold War strategy against the Soviet Union, imposed on the basis that Cuba was a threat to the U.S. National Security because of their alliance with the Soviet Union. Although Cuba would like the U.S to terminate the embargo against their country, the U.S. wants Cuba to make their situation a better living environmentRead MoreThe Crisis Of The United States1271 Words   |  6 Pagesa country economic standing relies heavily on its literacy rate and vice versa, but one country that has proved that wrong is Cuba. Although Cuba currently holds a reputable global standing as one of the best educational systems in the world, this didn t come about without its fair share of struggles resulting from its diplomatic crisis with the United States. The US-Cuba relations is one that statistically should have resulted in t he collapse of the Cuban social and economic systems unless resolved