...Abstract Objective The objective of this experiment was to familiarize ourselves with constant acceleration equations, and to better understand the horizontal and vertical components of a projectile in free fall. Procedure In this experiment we used a PASCO projectile launcher, a photogate and the PASCO equipment to calculate the initial velocity of a ball that we launched off of a table. With this measurement we were able to use constant acceleration equations to calculate the range and the time of flight of the ball. We then used a “time of flight accessory” to obtain a measured value of time of flight. We compared our measured findings to our calculated findings to see the difference. Finally we created four graphs that illustrated horizontal and vertical velocity, as well as horizontal and vertical position all compared to time. Data Our ball was in flight for about .48 s and had an initial velocity of 3.14 m/s. In our vertical velocity verse time graph, I calculated the slope of the line to be 9.8 m/s^2. I am very happy with this result because it is very close to the real acceleration of gravity. Finally, our measured value of time of flight and calculated value deviated by .006s. This was also really cool to see. Sources of Error We did not take air resistance into consideration in this lab. As the ball is flying through the air, it is being slowed down by the air drag. This could have made our measured value of time of flight slower than it...
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...Testing with success series The Essay Exam Organization and neatness have merit Before writing out the exam: ▪ Write down their key words, listings, etc, as they are fresh in your mind. Otherwise these ideas may be blocked (or be unavailable) when the time comes to write the later questions. This will reduce "clutching" or panic (anxiety, actually fear which disrupts thoughts). Set up a time schedule to answer each question and to review/edit all questions ▪ If six questions are to be answered in sixty minutes, allow yourself only seven minutes for each ▪ If questions are "weighted", prioritize that into your time allocation for each question ▪ When the time is up for one question, stop writing, leave space, and begin the next question. The incomplete answers can be completed during the review time ▪ Six incomplete answers will usually receive more credit than three, complete ones Read through the questions once and note if you have any choice in answering questions ▪ Pay attention to how the question is phrased, or to the "directives", or words such as "compare", "contrast", "criticize", etc. See their definitions in "Essay terms" ▪ Answers will come to mind immediately for some questions Before attempting to answer a question, put it in your own words ▪ Now compare your version with the original. Do they mean the same thing? If they don't, you've misread the question. You'll be surprised how often they don't agree...
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...Forensic Significance of Radiography in Evaluation of Gunshot Wounds to the Spine Samantha Lawson Introduction Gunshot wounds cases are continuing to increase across the country. One of the most severe cases of gunshot wounds is the spinal injuries as a result of penetration of bullet fragments towards the spinal column. Determining the projectile of the bullet and its position is vital for physicians to treat such an injury. Forensic Radiography is a technique that can be used in medical facilities to determine the exact position of the bullet fragments. Forensic Radiography is quite useful in the medical profession. Understanding the right type of radiography is vital in ensuring that physicians are able to make sound decisions in treating patients with spinal injuries as a...
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...COM 200 WEEK 4 ASSIGNMENT INTERPERSONAL CONFLICT IN FILM A+ Graded Tutorial Available At: http://hwsoloutions.com/?product=com-200-week-4-assignment-interpersonal-conflict-in-film Visit Our website: http://hwsoloutions.com/ Product Description COM 200 Week 4 Assignment Interpersonal Conflict in Film, Imagine an African American male walking down the street from tutoring a bunch of school students on his way home to watch over his enabled grandmother in need of much help with her activities of daily living. As the male is walking down the street a cop pull up in his automobile and starts to question the young male. The cop makes very racist remarks and assumes the male is a trouble maker based on the color of his skin. The male, instead of letting it go and remain respectful to the officer, argues back with him and continues to be disrespectful and rude. This scenario is similar to a scene of interpersonal conflict in the film “Crash” of a Persian man being treated differently because of the color of his skin and the way he looks. In the film “Crash” a Persian man named Farhad and his daughter named Dorri are in a gun store looking to buy a gun for protection, for they too own a store and fear getting robbed and killed. While Farhad and Dorri are in the store trying to decide which gun to buy the gun store owner, who remained nameless in the film, assumes they are Arabs and do not want to sell Farhad the gun. In assuming this the gun store owner makes remarks that...
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...confrontation between Sumer(Iraq) and Elam(Iran) broke out near the modern Basra. From that point on countries would start to build up their military forces and weaponry. New weapons can dramatically change the face of war. Chariots were invented in the year 2000 BC, chariots were pulled by animals like the endangered Onager, Ox, Donkey’s but were later pulled by the horse. The chariot was a fast weapon, while one man would control the chariot and a second man would shoot arrows at the enemy soldiers. These became crucial to several governments including the New Egyptian Kingdom and the Shang Dynasty. Some military unit types/technology invented or developed in the ancient world were: * Slinger (A Slinger was a projectile weapon, it was usually used to throw blunt projectiles such as stone, clay or lead its can also be called the Shepherd’s sling) * Hoplites (Hoplites were citizen-soldiers of Ancient...
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...Gun control has been a hotly debated issue for decades in America. There are the people who think that guns should be more restricted or just completely outlawed and there are the people who believe that our access to weapons should remain the way it has been ever since the constitution was written. The second amendment in the Bill of Rights is our “right to bear arms” amendment, if there were more restrictions on guns then that would violate one of our rights. In a way gun control makes sense. To someone who doesn’t think about the matter clearly it would look like the perfect solution to crime. This, however, would not be the case at all. Take Canada for example, they have fairly high restrictions on guns. As a result crime has not decreased at all. In fact, crime has skyrocketed. You might be asking yourself why this is. Well, it makes perfect sense; the people who obey the law are going to give up their guns while the people who don’t care a bit about the law are going to be the only ones who have guns. They can easily break into a house and steal anything they want because they know that the law-abiding people who live inside that house aren’t going to be able to defend themselves. In America however if someone breaks into a house there is always that possibility that they could wind up getting shot. A majority people think the best solution is to “just take away their guns.” However, this has been proven not to work. England banned all guns in 1997 and as a result...
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...INTERNATIONAL ANTALYA UNIVERSITY COLLAGE OF ENGINEERING PHYSICS 101 LABORATORY REPORT NUMBER OF LAB SESSION: 2 EXPERIMENTS: 1- The Relationship between Time of Flight and Initial Velocity 2- Projectile Motion 3- Projectile Range versus Angle AUTHOR OF THIS REPORTS: FULL NAME: RANA AKMAN STUDENT NO: 140201038 LAB SECTION: OTHER EXPERIMENTER: FULL NAME: EDA HAZAL RAŞİT STUDENT NO: 140203009 EXPERIMENT PERFORMED ON: 30/09/2015 REPORT SUBMITTED ON: 07/10/2015 EXPERIMENT 1: The Relationship between Time of Flight and Initial Velocity Equipments: 1. Projectile launcher 2. Time-of-Flight Accessory 3. Xplorer GLX (as timing device) 4. Yellow Nylon Ball (2.5 cm diameter, 10 g) 5. Photogate 6. Photogate bracket 7. Carbon paper 8. White paper 9. Measuring tape 10. Duct tape Purpose: Purpose of this experiment is to Procedure: I have equipment to measured the fall time and I have different ball. This lesson was my first LAB so I didn’t know anything about equipments...
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...We know that Jake runs a Delicatessen store in a high-crime section of the city. We know that he was robbed eight times in one year. We know that he obtained a permit and bought a pistol. We also know that a man came into the store brandishing a knife asking him for all the money in the cash register. We know that Jake moved towards the register and instead of opening it, he went for his weapon and without warning opened fire hitting the robber. What we don’t know if the permit was obtained legally. He could have gotten the permit by not going through the proper channels making him discharging his weapon illegally. What we don’t know if Jake was premeditated in his actions. Jake has been robbed multiple times and he may have believed the next time there’s an encounter he’s going to discharge his gun and ask questions later. Jake’s action wasn’t ethical, the fact that he pulled his weapon and point blank shot a person at point blank range isn’t justifiable. It’s understandable that he has been victimized many times in one year but that doesn’t give him a right to pull the trigger and shooting six times at that. He didn’t give the robber a warning shot or told him that he will pull the trigger if he doesn’t put his knife down. Just the simple fact that the robber was carrying knife he should’ve considered not shooting. Jake could’ve handle it by telling warning the robber to stop or he’ll shoot. There was no warning and I believe Jake had the upper hand in this scenario...
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...Second Draft Two-hundred fifty feet below the sea, I stomp. I stomp wearing a dim green tank strapped horizontally across my chest with a regulator in my mouth As I am readjusting my full face mask, I see a flurry of movement ahead of me in the thick kelp forest. This forest, unlike other forests, is completely submerged beneath the sea. Because of the depth, the lack of sunlight allows me only twenty feet of vision in any direction. I slowly marched into the green forest, unstrapping my black harpoon gun from my back. As I penetrated the thick green brush, I marveled at the diversity of baitfish swimming through the weeds. This was a good sign of large fish within the kelp. My purpose for the hunt was to simply fill my stomach. Due to certain unknown underwater disturbances, all the fish in the surrounding area left. Because of this, I haven’t eaten in about 2 days. With a growling stomach, I went deeper into the thick kelp going slower as to not to spur any activity. Within a second of my slower advances, the seaweed parted showing a large school of Goliath Grouper swimming toward me. This large fish has short spikes on its six foot long spine and a large mouth. The goliath school included about fifty fish. In order to actually be able to retrieve one, I shouldered my harpoon gun and aimed at the smallest one. Even though he was the runt of the pack, it was still large enough to give me trouble. Knowing this fact, I aimed at the right flank of the fish and slowly pulled...
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...from ball ‘d’ pushes ball ‘e’ to fire, which causes the magnet cannon to fire. In our physics unit, we worked with magnet cannons and free - body diagrams. A magnet cannon is a chain of metal balls that are all connected to the magnet while ball ‘a’ shoots at the magnet which makes ball ‘e’ shoot out with a huge amount of force. We used a slow motion camera to experiment what happens to the rest of the balls when ball ‘a’ fires. When we replayed the footage, we saw that ball ‘d’ pushed out after ball ‘e’ fired. The reason this happened is because the contact force of ball ‘a’ and the magnet pushed all of the other balls and eventually came to ball ‘d’ and ‘e’. All of the balls moved a lot more to make ball ‘e’ shoot out fast and for ball ‘d’ to go away from the magnet. This happens because when ball ‘e’ shoots out, the ball has to have some way of contact force going from each ball. So when ball ‘e’ shot out, ball ‘d’ did not have enough magnetic pull when the magnet shot out and it came out for...
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...Title: To investigate the trajectory of a small ball as it rolls off a surface which is inclined to the horizontal. Objectives: To investigate the trajectory of a two dimensional motion. Apparatus and materials: Ramp, wooden block, pendulum bob, plumb line, steel ball, wooden board, carbon paper, meter ruler, plasticine. Setup: 1. A ramp was set up at the edge of a bench. 2. A plum-line is suspended from the edge of the bench. 3. A wooden board is mounted horizontally using two clamps so that the board is situated about the bottom of the ramp. 4. A sheet of blank paper is placed on top of the board. 5. A piece of carbon paper is placed on the top of the blank paper. The ink-side of the carbon paper is facing down. 6. When a ball was released from the top of the ramp, the ball travelled through a trajectory. Theory: Let: g= 9.80ms-2 u= speed of the ball as it leaves the ramp k= constant y= vertical distance (between the bottom of the ramp and the top of the board) x= horizontal distance (between the plum-line and mark on the paper) The equation which relates x and y is yx=g1+k2x2u2+k Procedure : 1. The ball was positioned at the top of the ramp. The ball was released so that it rolls down the...
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...Tutorial 3: Projectile motion and Laws of motion. 1. Two crickets, Chirpy and Milada, jump from the top of a vertical cliff. Chirpy just drops from a vertical cliff with a height of 350 m, while Milada jumps horizontally with an initial speed of 8.0 m/s . How far from the base of the cliff will Milada hit the ground? [67.6 m] 2. A ball is given an initial velocity of 30.0 m/s at an angle of 60.0o with respect to the horizontal. What are the horizontal and vertical displacements after 5.00 s? [75.0 m, 7.40 m] 3. A soccer player kicks the ball toward a goal that is 16.8 m in front of him. The ball leaves his foot at a speed of 16.0 m/s and an angle of 28.0° above the ground. Find the speed of the ball when the goalie catches it in front of the net. [14.7 m/s] 4. The best leaper in the animal kingdom is the puma, which can jump to a height of 3.7 m when leaving the ground at an angle of 45°. With what speed must the animal leave the ground to reach that height? [12 m/s] 5. A fireman d = 50.0 m away from a burning building directs a stream of water from a ground-level fire hose at an angle of i = 30.0° above the horizontal as shown in figure. If the speed of the stream as it leaves the hose is vi = 40.0 m/s, at what height will the stream of water strike the building? [18.6 m] 6. A projectile is launched from ground level at an angle of 15.0° above the horizontal. It returns to ground level. To what value should the launch angle be adjusted...
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...Hunting Snakes Snakes were an integral part of my childhood experience, and I am always surprised to remember that not everyone grew up being so aware of snakes. The most common snake around Texas is the rattlesnake. Well, actually I don't know that. I just know that my father talked a lot more about the rattlesnake than he talked about any other snake. They were both the bane and perhaps the reason for his existence. Dad tended to shoot rattlesnakes whenever he saw them, and he sometimes told the story about seeing a snake from his pickup window, stopping the truck and reaching behind the seat for his shotgun, then starting to load a shell into the gun (he always kept gun and ammunition separately) and realizing that he only had one shot gun shell with him. That made the shot more important because he knew he would only have one opportunity to shoot the snake. Then, suddenly, he saw a second snake next to the first, and realized that he was seeing two full grown rattlesnakes in some sort of mating ceremony. He carefully slid his one shell into the gun, and watched. The snakes neared each other. They seemed to meet eyes. They seemed to fall in love. They started a slow, sensuous movement, moving their bodies in the dust in strange, swirling S patterns. Then they reared up, their heads close together, their eyes locked in love. Bam! My father shot his one shell, and neatly blew both snakes' head off. Such are the tales I grew up on. Doesn't it make a strange sort...
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...that you must follow in air rifle firing activities. RULES FOR SAFE GUN HANDLING There are three basic rules that are the foundation for the safe handling and shooting of all types of guns. These rules fully apply to the air rifles that are used in JROTC marksmanship programs. These fundamental safety rules focus on three key parts of every gun that control when and where the gun can be fired. Those parts are the MUZZLE, ACTION, and TRIGGER. Everyone should know these basic parts of a gun, whether or not they ever will be involved in target shooting, so that they can practice the rules for safe gun handling any time they are in a situation where a gun is present. • MUZZLE. The forward end of the barrel. The point where the pellet or projectile leaves the barrel when the gun is fired. A gun is aimed by pointing its muzzle at the target. ACTION. The working mechanism of the gun. Gun actions typically have a bolt or lever that is used to open and close the action so that the gun can be loaded and unloaded. TRIGGER. The trigger is part of the action or working mechanism of the gun. The trigger is a lever that projects out of the bottom of the gun. A trigger guard protects the trigger. After a gun is loaded and the action is closed, the gun is fired by pulling the trigger. Trigger Action action muzzle safety trigger CBI INTRODUCTION The sport of target rifle shooting is one of the safest of all youth sports. In 104 years of Olympic shooting, there has never been an accidental...
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...NONRESIDENT TRAINING COURSE March 2011 Aviation Ordnanceman (AO) NAVEDTRA 14313A Notice: NETPDTC is no longer responsible for the content accuracy of the NRTCs. For content issues, contact the servicing Center of Excellence: Center for Naval Aviation Technical Training (CNATT); (850) 452-9659, Ext. 3247 or DSN: 922-9659, Ext. 3247. DISTRIBUTION STATEMENT A: Approved for public release; distribution is unlimited. PREFACE By obtaining this rate training manual, you have demonstrated a desire to improve yourself and the Navy. Remember, however, this manual is only one part of the total Navy training program. Practical experience, schools, selected reading, and your desire to succeed are also necessary to successfully round out a fully meaningful training program. THE MANUAL: This manual is organized into subject matter areas, each containing learning objectives to help you determine what you should learn, along with text and illustrations to help you understand the information. The subject matter reflects day-today requirements and experiences of personnel in the rating or skill area. It also reflects guidance provided by Enlisted Community Managers (ECMs) and other senior personnel, technical references, instructions, etc., and either the occupational or naval standards, which are listed in the Manual of Navy Enlisted Manpower and Personnel Classifications and Occupational Standards, NAVPERS 18068(series). THE QUESTIONS: The questions that appear in this manual are...
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