Designing a Projectile Launcher

Designing a Projectile Launcher INTRODUCTIONProjectile motion occurs when an object or particle is dropped or is fired at some initial velocity, where it moves along a curved path under the influence of gravity (Splung,2015). It is known that without air resistance the maximum range is achieved at a launch angle of 45 ° and is illustrated below in figure 1, the report will determine whether or not this remains true in real life.      Ã‚   . This report will include a design and construction of a projectile launcher and will investigate the relationship between the range and angle of a projectile. The launcher will use mechanical means to launch the projectile, it will also be able to reset so that the firing technique is identical every time and will be safe for the operator. AIM: To design and construct a projectile launcher that will be used to investigate the relationship between the range of a projectile and its launch angle. HYPOTHESIS: That the projectile will achieve a maximum range with a launch angle of 40 ° including the horizontal force of air resistance.INDEPENDENT VARIABLES: The independent variables is the angle of release, measured in degrees. DEPENDENT VARIABLES: The dependent variable is the range at which the projectile will land. CONTROLLED VARIBALES: The controlled variables are the handball projectile and the height of release. APPARTUS AND MATERIALS: Projectile launcher Handball projectile Sand pit Tape measure Protractor Design and construction of the projectile Launcher PROCEDURE Have projectile launcher on a table one metre above the ground and angle the projectile at 0 ° with a protractor. Load the handball projectile into the launcher and set the projectile in position so that it can be fired by the triggering release. Have the sandpit set up at the distance the projectile will land. Fire the projectile such that it lands in the sandpit and measure with tape measure and record results Repeat steps 1-4, 5 times with the constant height but varying the starting angle each time SAFETY HAZARDS Hazards Precautions/Actions Risk of projectile hitting someone As the projectile is continuously being fired from the launcher it is important for this experiment to be carried out away from other groups. Group members will need to stand away and watch from a safe distance. Also for the operator, in order to shoot the projectile without being injured they should use the projectile as intended and pull the trigger down carefully before letting go. Personal attire should be appropriate for laboratory work Any hanging or loose jewellery should be removed before conducting experiment to minimise chances of getting caught by any parts of the launcher as it can be easy to be caught by the steel pole if operator is not careful. Teacher is to be notified if it gets caught and to safely remove and look for any injuries because of the jewellery. Equipment should be firmly together So that the equipment does not breakdown mid trial and potentially injure someone, the equipment should be put firmly in place with everything intact before conducting any trial. RESULTS Table 1: Table of results Starting angle () Landing range   of projectile trial 1 (m) Landing range of projectile trial 2 (m) Average range (m) 0 2.26 2.30 2.28 20 2.46 2.40   2.43 40 3.06   3.01   3.04   45 2.45 2.94 2.70 50 2.75 2.74 2.75 Figure 3: Relationship between starting angle and average landing range Using the slope formula It is clear from table 1 that for this particular experiment the best angle to achieve maximum It is clear in figure 3 that ashad increased the resistance had also increased, this means that there is an directly proportional relationship between resistance and, indicating that the thicker the wire means less resistance as d2 will be inversely proportional to resistance, which is due to less collisions with thicker wires. Results shown in figure 3 shows little scatter around the trend line. This indicates a high level of precision in the results, indicating that there were minimal random errors. Possible sources of random error that may have reduce the precision of the result is slight misreading values in the protractor and this could have happened due to parallax error. The correct lining of sight needs to be used to avoid parallax error, the exact point is only measured if the mark of the protractor is exactly parallel to the eyes and is difficult to achieve with the human eye, and ultimately cannot be avoided. But According to the graph in figure 3, it is seen that there are no outliers from the trend line, which suggests that this did not happen. If this fault was from parallax error, a way to minimise this error is to have an instrument designed to eliminate this effect by placing a mirrored surface behind the launch angle so the operator can align eyesight with the scale with ease. Another random error is possibly setting up the equipment incorrectly, as having   Ã‚   Possible sources of systematic error that may have reduced the accuracy of the results may possibly have been a problem with the projectile launcher, not having consistency in the velocity at each launch which will affect the range of the projectile, to minimise this error is to have some sort of velocity measurer to keep consistency in the projectile launcher. the process of levelling eye level and where the values are located in the protractor. CONCLUSIONThe aim of this experiment was to design and construct a projectile launcher that will be used to investigate the relationship between the range of a projectile and its launch angle. This was attained by varying the angle of the constructed launcher and firing it at the same height with the same tension every time. It was clear from this experiment that there is a relationship between the angle of release of an object and the landing range and that they had a parabolic relationship. The hypothesis that the projectile will achieve a maximum range with a launch angle of 40 ° including the horizontal force of air resistance, was supported as it is seen in table 1 that the maximum range is achieved when launched at an angle of 40. Sources used: William Shakespeare was born in this house and grew up here with his parents and siblings. He also spent the first five years of his marriage living here with his wife Anne Hathaway. John and Mary Shakespeare were wealthy enough to own the largest house on Henley Street. John Shakespeare lived and worked in this house for fifty years. When he married Mary Arden she came to live with him and they had a total of eight children, William was the third to be born. In 1568 John became the Mayor of Stratford, which was the highest elective office in the town. On Sunday, dressed in his fine red robes, he would have been escorted to Holy Trinity church to attend mass. It was because of his fathers status as Mayor that William was privileged enough to have attended the local grammar school to begin his education. John Shakespeare died in 1601 and as the eldest surviving child, William inherited the house. He leased part of the property and it became an inn called the Maidenhead (and later the Swan and Maidenhead). The inn remained until 1847. When Shakespeare died he left the house to his eldest daughter Susanna, and when she died she left it to her only child, Elizabeth. Although she married twice Elizabeth had no children, so when she died the house fell to a descendant of Joan Hart, one of Shakespeares sisters. The house was owned by the Hart family until the late 18th century, until it went up for sale and was purchased by the Shakespeare Birthplace Trust in 1847. We have cared for it ever since. For the official guidebook of the Shakespeare Birthplace Trust visit our online shop.

Cultural Identity in Education Essay

Nowadays, the problem of cultural identity should not be underestimated. In fact, in the modern globalized world there is a strong trend to losing national identity in the result of the amalgamation of culture, or, to put it more precisely, in the result of the growing impact of western culture on other culture of the world. At the same time, individuals naturally cannot live without identity. This is why willingly or not they develop certain cultural identity under the impact of a variety of internal and external factors that actually shape their personality. In fact, individuals’ identity is inseparable from their personality. Consequently, human relations are, to a significant extent, predetermined by their cultural identity that effects dramatically their communication. As a result, it is always necessary to take into consideration the peculiarities of cultural identity of each individual, especially in education because modern education, being an extremely complicated process, is based on the idea that each individual is unique and his/her needs should be met in the process of education. Cultural identity in the modern world Before discussing cultural identity in the context of education, it is primarily necessary to briefly dwell upon the concept of cultural identity in the modern world. In fact, the modern concept of cultural identity is based on two key elements, notably modern identity implies being alike other people within a group and common categorizing of outward phenomena, such as race or clothes people wear . However, in recent year such an attitude to identity is considered to be simplistic and specialists insist that it should be expanded. Obviously, such a definition of identity implies that cultural identity is basically formed in the process of the development of individual, i. e. it is acquired in the result of social relationships of an individual with other people. In stark contrast, to this position, there is an ultimately opposite view on cultural identity as the product of human nature. To put it more precisely, A. J. Ayer insists that â€Å"the general criteria of personal identity may be solely physical in nature that means that the idnividual’s identity is based on his/her physical identity† . Nowadays, such a view is widely criticized, and Baum for instance, underlines that in the postmodern world identity is becoming reconstructed and redefined and, what is more, â€Å"the problem of identity is one of avoiding a fixed identity and keeping our options open† . Nevertheless, regardless the concept of ‘flexible’ cultural identity it is necessary to underline that that it is still an integral part of the individual’s personality. In actuality, â€Å"we are neither only what we inherit nor only what we acquire but, instead, stem from dynamic relationship between what we inherit and what we acquire† . In this respect, the ‘flexibility’ of cultural identity also implies individual’s freedom which is actually based on what an individual inherits and what he/she acquires . Cultural identity in educational system Obviously, cultural identity is of a paramount importance and its role in education is particularly significant because the individual’s identity is constantly developing and, being submitted to changes, it can affect his/her personality dramatically. At the same time, as cultural identity is shaped in the result of relationships between people, than the education process involves the interaction between people who have different cultural identity, different social and economic background, and whose views may vary significantly. At the same time, it is important to underline that the cultural identity of all agents of the education system, i. e. both educators and learners, is equally important because they constantly mutually influence each other. Also, it is worthy of mention that cultural identity is affected by different factors, including inherit and acquired ones. This is why the cultural identity in the modern education system implies the necessity of the development of such a relationship that would provide the possibility to possibly fuller realize the potential of each individual on the basis of his/her unique cultural identity. Unquestionably, cultural identity is partially inherited since it is quite natural that an individual acquires certain stereotypes, norms and models of behavior from his/her parents and in the course of times such similarity of a child and parents are growing stronger as the child learns more from his/her parents and develops his/her cultural identity. In fact, in such a situation, a child inherits not just traditions and experience of his/her parents but also traditions and experience of the whole people, or culture, and naturally acquires the experience of this culture that has been accumulating for decades and centuries. Furthermore, cultural identity is, to a significant extent, predetermined by social position of the individual and his/her social background. As a result, it is possible to estimate that cultural inheritances of an individual which he/she receives from his/her family, interact with social reality and position of the individual in the community. Consequently, â€Å"it is in these cultural inheritances that much of our identity is constituted and is thus marked by the social class to which we belong† . Also, it should be said that the development of cultural identity occurs in the process of education. It is important to realize that human beings are conscious of the fact that they are affected by their cultural identity and the effects of their social environment that creates opportunities to â€Å"overcome the strength of cultural inheritance† that can occur in the process of education. As a result, it is possible to say that cultural identity can be changed and this change can occur in the process of education. Moreover, to a significant extent, cultural identity is shaped in the process of learning that is a natural process for human beings who are simply programmed to learn. As a result, in the process of learning individuals create their own historical and cultural worlds, which â€Å"are our products, and †¦ we become animals who are permanent inscribed in a process of learning and seeking† . The role of cultural identity in educational process Obviously, as the cultural identity is extremely important in the educational process, it is quite natural that it is necessary to provide individuals with the opportunity to have freedom in the development of their identity. What is more, their own cultural identity should not be by no means discriminated or simply ignored. In stark contrast, in the modern really democratic school, it is necessary to provide all students from different socio-cultural background with equal opportunities. However, in the current situation, it is quite difficult to do because the problem of equal opportunities is extremely serious and not often the cultural aspect is taken into consideration when educators attempt to solve this problem. To put it more precisely, it should be said that different students have different cultural identity. At the same time, there exist the dominant class in the society which plays the primary role in the socio-economic life of society and tend to dominate in the cultural sphere. Naturally, such relations are extrapolated on schools as well. As a result, nowadays, there exist private schools where basically student from upper classes study and there are public schools where students from lower classes prevail . Naturally, in such a situation the teacher-student relationship may be affected dramatically. For instance, teachers representing the middle class could feel inferior to the upper class students in private schools and, in contrast, feel superior in public schools in relation to lower class students. Obviously, such attitudes are totally unacceptable for progressive educators. This is why it is extremely important to develop normal relationship with students with different cultural identity and treat them objectively avoiding revengeful attitude to upper class students or scornful attitude to lower class students. In fact, it is necessary to take into consideration the cultural identity of students and stimulate the development of the conscious and objective position of students in relation to their self-esteem and, thus, change their cultural identity making it more objective. Practically, it means that working with lower class students it is necessary to stimulate their self esteem and make them feel respectful to their own cultural identity. It is not a secret that often the overwhelming majority of students in public schools represent lower class families. Consequently, as the experience shows, their self esteem is quite low and they do not really believe that they can play any important role in the society. In fact, often they feel as if they are outcasts and, as some students believe, if they disappeared, no one would have even noticed their disappearance. In this respect, it is particularly dangerous when teachers ignore their social background and cultural identity since often such students have very peculiar semantics, accents and syntax which do not correspond to the norms of standard language used in the modern education. As a result, the students from lower classes risk of being academically less successful than students from the middle and upper classes and, as a rule, they actually are. On searching possible solutions of such a situation, it is possible to recommend referring to the cultural identity of students that will help better understand their personality and reveal their real skills and abilities. To put it more precisely, they should have a chance to realize their skills and abilities regardless the linguistic specificity. It means that they may use different terms and language to explain different phenomena but they may be correct. Furthermore, in order to improve the position of lower class students with cultural identity which may be characterized as that of outcasts, it is possible to recommend the improvement of the current education policy which actually leads to segregation of public schools for in some scools the percentage of non-white students is reaching 100%, while white students from upper classes often turn to be in a privileged position studying at private schools, for instance. Conclusion Thus, taking into account all above mentioned, it is possible to conclude that nowadays the cultural identity is extremely important and affects the educational process dramatically. It is necessary to underline that in the current situation cultural identity cannot remain fixed, especially in the sphere of education but, instead, should be constantly modified in order to make students conscious of their own cultural identity and that it is not always an objective concept. Moreover, one of the major tasks of progressive educators is to treat students equally and objectively, taking into consideration their cultural identity. What is more, teachers possess certain authority in education process, consequently, they should use it properly in order to avoid revengeful or scornful attitude to students. At the same time, in relation to lower class students, teachers could change the cultural identity of such students for better and improve their self-esteem.

Organizational Culture Essay - 2434 Words

Introduction The concept of organizational cultures was first raised in 1970s, and soon became a fashionable topic. Organizational culture is the shared beliefs, values and behaviours of the group. Theorists of organizations believe that organizational culture represents the pattern of behaviours, values, and beliefs of an organization. Hence, studies around organizational culture have been seen as great helpful and essential for understanding organizations and their behaviours. Additionally, organizational culture has been considered to be an important determinant of organizational success. Therefore, leaders and managers pay more than more attentions on this topic, focusing on constructing and managing organizational cultures. This†¦show more content†¦Deal and Kennedy (1982:21) believe that the core of organizational culture is `Value, which are shared by the members within an organization. And the upper level which is `Behaviour is guided by shared values. The invisible values provide a common direction for all members to behave towards the goal of the organization. Moreover, Schein (1985) has expanded the concept including fundamental assumptions, artefacts and symbols. (Schein 1980; Schein 1985) In Scheins theory, the most visible/outer level is behaviour and artefacts. This is the observable level of cultures, and consists of behaviours patterns and outward cultural manifestations: such as flags, dress codes, myths, stories, products and services, level of technology utilized, type of operations process, and the physical layout of work spaces. These are all visible factors that presenting the cultures of an organization. At the next level of culture are values. 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The Global Positioning System ( Gps ) - 935 Words

Blame It On†¦ Have you ever planned a trip and used a global positioning system (GPS), to give you directions on how to get where you were going? The global positioning system would show you where your current location was and then it would pinpoint the destination you are trying to get to. The global positioning system would then give you different routes you could take, and give you an estimated time on how long each route could possibly take. Think of fate like the different routes you are given on your global positioning system. You have a bunch of options, but they all lead you to the same destination. When dealing with fate, it may seem like you are in control of your life, and that you can make decision for yourself, but in the end you cannot escape your fate. The Greeks believed in the power of the Gods and of fate. The Merriam-Webster Dictionary defines fate as â€Å"the development of events beyond a person’s control, regarded as determined by a supernatural power† (fate). 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