Motion of a sprinter during a 100m run Essay Example

Motion of a sprinter during a 100m run Paper Motion of a sprinter during a 100m run Distance moved (m) Time at this point (sec) Time interval for previous 10m (sec)   The runner starts off slowly and her speed builds up. This is the curve at the bottom of the graph between 0 and 3 seconds it shows that she is accelerating. Her speed is quite consistent between 3 and 9 seconds. This is the relatively straight part in the middle of the graph. After nine seconds her speed reduces slightly until she reaches the end. This is the curve at the top of the graph and it she that she is decelerating. The gradient at 1. 0 seconds is; 51. 6 = 3. 125 The gradient at 5. 0 seconds is; 81. 2 = 6. 6 These values show that he runner is faster at seconds then at 1 second, as the gradient at 5 seconds is much steeper. Section of race (m) Speed for the section (ms-1) Time at the middle (sec) In the first two seconds the performer is rapidly gaining speed. She is accelerating from a still position to a speed of 5.2 (ms-1). Her maximum speed is 7. 7 (ms-1) she reaches this speed at 6. 4 seconds into the race. In the last three-quarters of the run she reaches her maximum speed and it is more consistent between 4. 2 seconds and 7. 4 seconds this is where the curve is almost level. After 7. 4 seconds she gradually slows down. The curve is not as steep as the start of the run because her speed is only decreasing slowly. At the start of the run there is a bigger net force on the athlete because she is starting from a still position this enables her to accelerate. At 0 seconds her speed is 0 ms-1. We will write a custom essay sample on Motion of a sprinter during a 100m run specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Motion of a sprinter during a 100m run specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Motion of a sprinter during a 100m run specifically for you FOR ONLY $16.38 $13.9/page Hire Writer At 1 second her speed is 3. 6 meters per second per second, this is her acceleration in the fist second. Acceleration= change of speed per second (ms-2) During the last part of the run the runner is slowing down this could be because she is getting tired. It could also be that she can see that she is reaching the end and so she stops trying as hard and begins to stop so she does not have to run past the last cone. Speed at 2 seconds from the end of the run = 6. 0 Speed at the end of the run = 4. 13 Deceleration = change of speed per second Deceleration = 6. 0 4. 13 Deceleration = 1. 87 ms-2. Newtons second law of motion, Force (in newtons) = mass (kg) x acceleration (ms-2) 45 x 3. 6 = 162 newtons, this if the force at the start of the run The forward force acting on the runner is from the quadriceps, hamstrings, gastrocnemius and the weight of the runner. Friction helps the runner to accelerate quickly as it allows her to grip the ground and push off from the ground. The scales read more than my weight when jump off them because I am applying more force on them from the muscles in my legs. Newtons third law of motion is that for every action there is an equal and opposite reaction. This means that when the athlete pushes hard against the ground during the start, the ground pushes back on the runner with an exactly equal force, but in the opposite direction. Near the end of the run when the runner is moving fastest there is more air resistance acting on her it is greater when she is moving faster. Fluid forces are caused by air and water, when an object moves through water or air it is affected by fluid friction which acts in the opposite direction of the moving body. The amount of air resistance of fluid friction experienced depends upon the shape of the object and the speed at which the object is moving. Air resistance affects most sporting activities, although its affects on performance differ. Air resistance can affect the performer in flight e. g. long jump, Projectiles such as balls, shuttle cocks and javelins, Cyclists and Sprinters. Air resistance on a projectile while in flight may change the parabolic flight path. These are the expected flight paths on different projectiles: Flight paths can be categorised as: Parabolic (a uniform symmetrical shape)   Nearly parabolic   Asymmetrical Flight is governed by the ratio of weight to air resistance. Air resistance is dependant on the size, shape and speed of an object, so all slow moving objects have little air resistance. Faster moving objects have greater air resistance. This causes rapid deceleration and slowing down of the projectile until a point is reached where weight becomes the determining factor, leading to an asymmetric flight path. The shape of an object also affects the air resistance acting upon it. Objects that have an even shape such as a football, travel slowly through the air and the layers of air flow past the object in smooth symmetrical flow lines. This is called laminar flow. This does not happen on fast moving objects because as air travel around the object the layer of air directly in contact with the objects surface is slowed down by surface friction. On a fast moving object, the air is unable to keep in contact with the surface and breaks away to form fast moving swirls of air. This is called turbulent air. Because the air is fast moving at the back of the object, it has relatively low pressure in comparison to that at the front of an object. This causes a force pulling the ball back, since objects will always move from an area of high concentration to an area of low concentration. This is called drag. In speed sports drag must be minimised and this is done by streamlining. At the end of the run there will be less force acting on the runner than at the start of the run as she is moving at a nearly constant speed at the end, while at the start she has to move off from a still position. She is accelerating at the start of her run so according to Newtons first law there will be a net force acting on her.

Movie Chicago essays

Movie Chicago essays I didn't expect much going into Chicago. Although I had read several raving reviews, I still didn't believe that all that glitz and glamour could come off as being truly comedic, entertaining, or fun. Basically I expected a lackluster, over-the-top Hollywood production with some big name billings to rake in the dough. But not only did Richard Gere, Renee Zellweger, Catharine Zeta-Jones, and Queen Latifah light up the screen with their song and dance: the entire cast and crew contributed to a marvelous and captivating silver screen experience. Director Rob Marshall deserves accolades for being able to deliver such a titillating production that evokes not only laughter but a renewed appreciation for the lost art of The solo songs in Chicago were especially poignant, especially the ones with elaborate choreography. When the female convicts don heir sexiest lingerie for a jail-house rock, I felt a sensory overload from the song lyrics coupled with costume, set design, and sheer musical talent. Especially surprising was Richard Gere's musical number; not only can he carry a tune with aplomb but he looks good while doing it. His role offers just enough spice to shake up the meow mix without detracting too much from the female stars of the film. Catharine Zeta-Jones plays catty starlet Velma Kelly, the arch-rival of budding success Roxie Hart (Renee Zellweger); their solo numbers and duets convey their emotional ups and downs and demonstrate that these two critically acclaimed and world-famous actors also have a decent set of pipes. Chicago is pierced with irony: the story is set in a prison, and most of the women inside are murderers. Yet the plot does not focus on their moral shortcomings. Rather, the women are allowed to speakand singfor themselves. Whether struggling performers like Kelly and Hart or simply spurned lovers, the female con...

NSA and the 4TH Amendment Assignment Example | Topics and Well Written Essays - 250 words

NSA and the 4TH Amendment - Assignment Example An example of politics not impacting the choice one makes is the fact that the Democrats did nothing to take away the government’s assumed power of warrantless surveillance when they gained control of the White House and the Senate. Warrantless Surveillance will continue to be a mode of operation by the Federal Government. Things will continue to go pretty much as they have since 2001. There will continue to be court cases which will challenge the right of the government to engage in what some would call an illegal operation. It is hard to challenge the right of the government to engage in what some would call an illegal operation. It is hard to argue against the security of our nation as being a reason for gathering certain information and tapping foreign phone calls. When looking at utopia, our country would not need to gather this information because everyone would be doing what is expected of them and not out to harm their neighbor. The government would function as an arm of the people, providing for the common good of all Americans. The court system would be engaged in the enforcement of our laws and not arguing about what is constitutional or unconstitutional. A sad thing that would happen with the disappearance of warrantless surveillance, people would lose their job. The news shows on television would have to find something else to discuss and Senators Kerry and McCain would begin addressing more pressing

Gender Issues Essay Example | Topics and Well Written Essays - 500 words - 1

Gender Issues - Essay Example Gender Issues: Basically the story is about a little boy who is depicted as a "typical" little boy. Of course this is a stereotype, because his room is messy, his hair is tussled and many of his toys are on the floor. On the second page, there are three boys sitting at the table and they receive boy toys (a Corvette Sting Ray car kit and a Junior Undercover Agent code ring) in their cereal boxes. In the next pages a mother is driving the kids to school and there is only one girl seen in the entire book. There is a female teacher, an din Alexanders classroom, there are only two girls; there is one girl of color and all the rest of the children are Caucasian. On the next two pages, there are four girls and three boys; there is one boy of color. The next two pages have a girl and three boys, one of the boys is a boy of color. In the dentists office, the dentist is male, and it is the mother who brings the kids to the dentist. On the next two pages, there are only boys. The boys get into a small fight and it is mother who breaks them up. The next two pages show three male children. Towards the end of the book, we finally se a father. It is very apparent that the father is the "bread winner" and the mother is the homemaker. This is shown because dad is in a suit and tie and working in an office. The kids mess up his office and his reaction is "please dont pick him up anymore". This shows that the father does not take equal care of the boys. The story portrays a traditional family with mom taking care of the kids and the home. The father is at work in an office so he is the one who makes money for the family. The written depictions are about Alexander and his day so Alexander is spotlighted. Personal view: Alexander and the Terrible, Horrible, No Good, Very Bad Day is a hilarious book. There is charm and with in it. I particularly liked that Alexander was always wanting to move to

Indian and Southeast Asian art Research Paper Example | Topics and Well Written Essays - 2250 words

Indian and Southeast Asian art - Research Paper Example Indian art is not to be studied from the time-based evolution perspective but rather from the region and period of its evolution perspective. (Mitter, 2001) Indian art has continuously evolved through time and is still evolving. It begun with rock painting, moving onto rock cut caves and temple architecture and then paintings and sculptures. Alongside these forms, India also showed progress in the tribal form of art as there were various cultural and social groups in India. However, it is worth mentioning that almost all art forms were inspired by the innumerous Gods and Goddesses that people believed in, who were transformed into contemporary forms and familiar images. Indian society has been very secular ever since ancient times and has encouraged different practices all along. This rich philosophy, both spiritual and rational, made its impact on Indian art and architecture. Temples and stupas were seen to incorporate symbolic languages based on important philosophical concepts. (M itter, 2001). These included the Chakra or wheel of time, Padma or lotus, the symbol of creation, Swastika representing aspects of creation and motion, Mriga or deer the symbol of erotic desire and beauty and many such symbols. After the Mughals came to India, monumental architecture was introduced by them. The change in the architecture was reflected in most prominent landmarks like the city gateways and the designs of royal tombs and mosques. However, traditional Indian tastes did continue to influence the Islamic architecture. Throughout its history, religion has played an important role in shaping the country’s culture and beliefs. The major religions practiced in India are Hinduism, Buddhism, Jainism, Islam and Sikhism. Of these, Hinduism has been the foremost and most commonly... Dance forms, puppetry and shadow plays were introduced to these countries by Indians in the early 7th century.   Later though Chinese influence was observed along with Islamic influence. Indonesia, a very strong Islamic country, still retained forms of Hindu art and culture like Shadow Puppet and literature like the Ramayana. That is common for most Mainland SEA except Vietnam where Hindu gods and arts were infused into Thai, Khmer, Burmese and Lao cultures.   Many SEA languages like Maley and Javanese contain words of Sanskrit of Dravidian origin and some languages like Thai are still written in some form of Indian derived scripts. Their concepts of kingship and social hierarchy were all adapted from ancient Hindu political theories. The Thai monarchy though follows Buddhism, requires the presence of Gour Brahmans for performing certain ceremonies. The images of Vishnu, lingas, Buddha and other Hindu cults are evidence of influence of Indian culture. Almost everywhere in SEA is a Buddha image showing influence of Guptas or Amravati’s.  The cult of Devaraja or God King, a derivate from Indian terminology, of cosmological and political ideas which was evident in the temple of Angkor Thom. The concept of worshipping a god and making a place of worship was implemented first ever in this temple. With time, the interaction between India and regional evolution started producing many distinctive styles of Indianised SEA art and architecture.The other common factor between India and SEA was the worship of Lord Shiva.

The Alchemist By Paulo Coelho

The Alchemist By Paulo Coelho 2.The alchemist (in the form of Melchizedek) says to Santiago, When you really want something to happen, the whole universe conspires so that your wish comes true. Write or create a response which captures a time in your own life when you had a wish, and you felt that the whole universe conspired for OR against you. What happened to make you feel that way? Did your wish come true? 3.Santiago is guided by his dreams and by omens which appear to him throughout his journey. Write about a noteworthy dream you have had, or about an omen which guided you somehow during the course of your life. How did you interpret the dream or omen, and how did it influence your life? 4.The old man states that the worlds greatest lieà ¢Ã¢â€š ¬Ã‚ ¦.is that at a certain point in our lives, we lose control of whats happening to us, and our lives become controlled by fate. Do you, like the old man, believe this is a lie, and that we are always in control of our destinies? Why/ why not? Why do you think people believe the Worlds greatest lie? Orà ¢Ã¢â€š ¬Ã‚ ¦..Write about/explore artistically a time in your life when you felt as though you had lost control, and your fate was being determined by other forces. Why did you feel that way? Did you regain control? 5. Santiago is told that people are afraid to pursue their most important dreams because they feel they dont deserve them, or that theyll be unable to achieve them. Create a written or artistic response to the following: Do you have a goal or dream which intimidates you? Why do you feel unworthy or fearful of it? What practical steps might you take to make the goal more accessible or easier to accomplish? On the other hand, are there some dreams which we are correct to fear? Do you believe some dreams should simply remain as dreams? Why/why not? Geographical Locations in the Novel: Andalusia Al-Fayoum (oasis in Egypt) Tarifa El Cairum (p.76) Salem (Jerusalem) Nile Tangier (p. 44) Coptic Monastery Ceuta (p. 44) Moors (p.27) Mecca (p. 54) Sahara Desert (36) Regional, Cultural or Spiritual Allusions and Terms: Narcissus (Prologue) Esperanto (p.66) King Melchizedek (Genesis14, King Most High) Helvetius, Elias, Fulcanelli, Geber (p.82) Koran (p. 54) Scarab (p.161) Muslim Simum (p.148 Mecca Coptic (153,154) Allah (p. 71, 97) Tiberius (p.158) Levanter (p.27) hookah (p. 114) Maktub (p. 59) The Alchemists Terms/Expressions: The Soul of the World Philosophers Stone ((p.66) The Unspoken Language Elixir of Life (p. 66) The Language of the World Master Work (p.81) Personal Legend Emerald Tablet (p. 126) Principle of Favorability (p. 29) Urim and Thummin (p. 30) Vocabulary: scabbard (37) treasonous (129) conspire elixir (133) scimitar (112) contemplate (134) brandish (112) fixedly (136) dialect (106) flourish (145) prognostication (111) sirocco (146) monotony (124) tether (151) tracts (126) recount (153) agitated (128) disciple (153) centurion (158) avidly (159) scarab (161) sacristy (163) alchemy infidel (34) Preliminary Notes About the Novel: The Alchemist is written in a fable format. What is a fable, and why would Coelho use it to tell his story? Generally speaking, fables use recognizable, simple characters and settings in order to illustrate a simple truth about life or human nature. What is it that Coelho attempts to teach? Even though you may not initially understand some of the unusual terminology in the story (Soul of the World, for example), its themes are ones which are probably familiar to you. Can you think of some old, familiar proverbs or songs that capture some of these ideas? For example, think about what ends up being more important for Santiago-the journeyà ¢Ã¢â€š ¬Ã‚ ¦.or the destination Where is it that Santiago eventually finds happiness? People have been writing and singing about the answers to these questions for years! The novel integrates ideas and philosophies of many faiths and historical periods. Many of these ideas concern the pursuit of truth, ones intended destiny and the attainment of personal happiness. Coelho refers to these combined elements as ones Personal Legend. He tells the story of Santiago in order to teach us how we may find and live out our own Personal Legends. These ideas, though, have been explored since ancient times in one form or another by countless faiths and peoples. Hinduism, Buddhism, Islam, Taoism, Christianity, Judaism, countless tribal cultures, in addition to ancient and modern philosophers, all attempt to define the idea of ones Personal Legend (though they may call it by different names), and all subscribe paths to achieving personal fulfillment. Thus, although the legend is about no faith or philosophy in particular, it is about all faiths and philosophies. Alchemy is the medieval science of transforming rocks into gold. Alchemy plays an important part in the plot (literal level) of the story, but it also becomes a symbol, or allegorical device, in the legend (figurative level). Coelho is really using characters, events and symbols as tools to show us how to achieve spiritual alchemy. In other words, how do we find or recognize the gold, our Personal Legend in the rocks of the everyday, ordinary, simple details of our lives? As Santiago discovers, sometimes the gold is not faraway, not glittery, not exotic, and not complicated, but it may require a journey of courage, faith and perseverance to discover what it is and where it is hidden. In an interview, Paulo Coelho talks about Four Pillars of Alchemy- four important tips for finding ones Personal Legend: One must believe in The Soul of the World. The ancient Latin term for this concept is anima mundi. In short, this idea suggests that everything in the world is interconnected; that is, what one does affects everything else, from the smallest grain of sand to the largest whale, and vice versa. Writers and thinkers such as Plato, Walt Whitman and Khalil Ghibran have attempted to illustrate this interconnectedness in their works. One must listen to the voice of the heart. Coelho suggests that sometimes we must follow our feelings and intuitions, even if we do not fully understand them. Through feeling one gains wisdom. One must be faithful to ones dreams, for they both test and reward us. In other words, the path to achieving ones Personal Legend may not be an easy one, but we must endure the tests in order to gain the rewards. One must surrender oneself to the universe. Coelho suggests that we must allow ourselves to be open to recognizing and learning from omens and signs which come our way. Questions for Novel Study: Why does Coelho open with the modified myth of Narcissus? How does the new version differ from the original one? How does it change the myths meaning? What might the author be suggesting about how we perceive ourselves and the world? The novel opens with Santiago thinking about his sheep. What does he observe about their existence? How might the sheep symbolize the way some people live their lives? How does his observation that they have forgotton to rely on their own instincts foreshadow later events in the story? How does Santiagos father react when his son tells him that he wants to travel?(p.9) To what degree is his fathers observation about travelers (They come in search of new things, but when they leave they are basically the same people they were when they arrived.) true about Santiago? Why does the old fortune teller say that Santiagos dream is difficult to interpret?(p.12-14). Why is Santiago suspicious of her? The old man tells Santiago the story about the miner and the emerald on p. 24. How does it connect to Santiagos situation? What does he mean when he says that treasure is uncovered by the force of flowing water, and it is buried by the same currents? What does this quote have to do with the miner/emerald story? What point does the old mans story about the boy in the castle and the drops of oil (p.30-32) make? How might this story apply to us in our modern lives? How does the King assist Santiago in recognizing omens? When does Santiago use this help? How do Santiagos thoughts and perceptions about himself and the world begin to change on pp. 42-44? Describe three things that Santiago sees now that he had never noticed before. What lessons does Santiago learn by working at the crystal shop? Why do you think Coelho chose crystal? How does the crystal merchants explanation for not taking the pilgrimage to Mecca (p.55) highlight the difference between Santiago and the merchant? What effect does the merchant say Santiago has had on him? The Englishman and his goals are described on pp.65-70. What is he looking for? What does he demonstrate to Santiago that he already knows? On p. 78, he says that the progress made at the crystal shop is an example of the principle of the Soul of the World. What does he mean? How does he define this? How does he connect the idea to the relationship between the caravan and the desert? The oasis is described in great detail. How does its lushness, laughter and color reflect what Santiago finds there? Where else in the story does Coelho provide details about the physical setting in order to lend more meaning to the events which occur there? Explain how Santiagos union with Fatima represents the Language of the World, according to Santiago on p.93. Why does Fatima accept that her new husband wanders the desert, as she explains on p.98? What is the meaning of the two dead hawks and the falcon in the oasis? How does this omen change Santiagos status in society? During his trek through the desert with the alchemist, Santiago is told of many basic truths. The alchemist says,There is only one way to learn. Its through action. Everything you need to know you have learned through your journey(p.125). What are some of the things Santiago has learned through action? Why do you think the alchemist tells Santiago the story about the mans dream about the two sons (the poet and the soldier) on p. 156? Why did Santiago have to go through the dangers of the tribal wars on the outskirts of the oasis in order to reach the Pyramids? At this point, the boy remembers the old proverb: The darkest hour of the night came just before the dawn. How does this apply to his situation now? At the end of the journey, why did the alchemist leave Santiago alone to complete it? Earlier in the story, the alchemist told Santiago when you possess great treasures within you, and try to tell others of them, seldom are you believed. At the end of the story, how did this simple lesson change Santiagos life? How did it lead him back to the treasure he was looking for? Topics for Research: What is alchemy? What processes were involved? Who performed it and why? Who were the famous alchemists of the medieval period? Who is Melchizedek? What role does he play in the Old Testament? What are the Five Pillars of Islam (p. 54). What is the Koran? Explore the concept of Soul of the World as different religions and philosophies define it. Research the tribal ways of the Bedouins of the Sahara (77). Research one of the geographical settings from the novel. What are the basic theories of Freuds or Jungs dream analysis theories? Catalog all of the dreams that occur in the book, and attempt to interpret one according to a theorist. Research levanters, siroccos and other regional weather features described in the book. Post-Reading Activities: Map out Santiagos journey. Include obstacles he encounters and lessons he learns in their geographically correct locations. Provide a key which suggests ideas, progress, symbolism, etc. (I will explain) Read Walt Whitmans Leaves of Grass and keep a reaction journal which connects his verse to Coelhos Soul of the World idea. Keep a dream journal for one week. Try to interpret what you think they mean on your own, then research what they might mean according to Freud or Jung, or according to an ancient culture (medieval, Egyptian, Greek, African,etc.) Create a dance, pantomime, musical or other performance in which you use Unspoken Language to convey the story of Santiago. Create a painting, collage, photo-essay, shapescape (I will explain) or sculpture which captures an idea, relationship or moment from the story. Provide a written explanation of your work. Produce a creative writing piece which captures some of the central ideas of the book. Some ideas: Journal: A Day in the Life of a Shepherd Two or three songs (with lyrics) from The Alchemist: The Musical Rewrite a portion of the story from a different perspective: Fatima, the Alchemist,the Fortune Teller, the crystal merchant the sheep! Write Santiagos How-To Find Your Treasure Handbook, or Personal Legends for Dummies Scrapbook (with explanatory notes) of Santiagos travels-feature pictures and items which Santiago accumulates as he learns about life Letters between Fatima and Santiago Unspoken Language Journal-Tune in to the various forms of unspoken language we experience around us every day. What gestures, facial expressions, intuitions and signals do we give and receive to guide us in our responses, actions, reactions and relationships? Observe interactions at school, at home, in nature, and in public places, and record incidents which illustrate that unspoken communication is sometimes as (if not more) powerful than the spoken word.

A Historical View of the Victorian Governess Essay -- European History

A Historical View of the Victorian Governess    Although the governess serves as the heroine in Jane Eyre, she was not a popular figure in Victorian England. The governess did not have a social position worthy of attention (Peterson 4). Aristocratic and middle-class Victorians were not even sure how to treat the governess. She was from the same class, but her lack of financial stability made them view her as their inferior. Perhaps the clearest definition of the governess was stated by Lady Elizabeth Eastlake in the Quarterly Review: The real definition of a governess in the English sense, is a being who is our equal in birth, manners, and education, but our inferior in worldly wealth. Take a lady in every meaning of the word, born and bred and let her father pass through the gazette (bankruptcy), and she wants nothing more to suit our highest beau ideal of a guide and instructress to our children. (qtd. in Peterson 10) The only time a woman of birth and education was justified in seeking employment was if she found herself in financial distress, and had no relatives to give her support (Peterson 6). The position of governess was especially appropriate for a lady who sought employment because of the death of her father, or his financial ruin. It was considered appropriate because, while it was paid work, it was in the home. The governess avoided the immodest and unladylike position of public occupation. The position of governess would not cause a lady to loose her social position (Peterson 6). The employment of a gentle woman in a Victorian middle-class family served to reinforce certain values (Peterson 4). The governess was to teach the female children skills that would be attractive in marriage such as fluency in a forei... ...er employment for governesses. These organizations also provided temporary housing, insurance, and annuities for the aging governess. As for the life of a governess, perhaps Bronte described it best when she wrote to a friend regarding his daughter. She claimed as a governess his daughter would never be happy (Bronte, "On the Requirements," 274). Works Cited Bell, Millicent. "Jane Eyre: The Tale of the Governess" American Scholar 65 (1996): 263-8. Bronte, Charlotte. Jane Eyre. Ed. Beth Newman. Boston: Bedford, 1996. ---. "On the Requirements of a Governess." Strong Minded Women & Other Lost Voices from Nineteenth-Century England. Ed. Janet Murray. New York: Pantheon, 1982. Hughes, Kathryn. The Victorian Governess. London: Hambledon, 1993. Peterson, Jeanne. "The Victorian Governess." Suffer and Be Still. Ed. Martha Vicinus. Bloomington: Indiana UP, 1972.