Physics of an Amusement Park Ocean Park Essay Example for Free

Physics of an Amusement Park Ocean Park Essay Introduction On Friday 20th, February 2004, my physics class and I went to the amusement park Ocean Park for my physics visit coursework. While there, I observed many attractions which had an appreciable amount of physics related aspects included with it. Two attractions I found most appealing were the Atoll Reef and The Dragon. The two aspects The Atoll Reef is Ocean Parks fish aquarium, the attraction which draws the largest amount of spectators. The aquarium is the home of many tropical fishes, endangered, rare and normal, giving them a habitat where they can safely live without the threat of predators. Apart from letting the public view their collection of different fish, Ocean Park tries to educate the visitors about respecting the environment and saving endangered species. Aspects related to physics I could discuss regarding the Atoll Reef are: the energy required to heat the water in the aquarium to a safe, uniform temperature for the fish to live in, the pressure exerted by the water on to the glass panel, the Youngs modulus of the panel, and why that kind of glass was chosen for its material properties. The Dragon is Ocean Parks first ever built roller coaster. Roller coasters are essential to every amusement park because its the majority of peoples favorite ride; the high speed, steep drops, thrilling loops, and unexpected dips cant be beat. So, to meet popular demand, and incase not having a roller coaster causes not enough visitors to go to Ocean Park, thus effecting profit, Ocean Park built The Dragon. Aspects of physics related to The Dragon are: the conservation of energy with gravitational potential energy and kinetic energy, the different accelerations a passenger experiences, and the centripetal force of the roller coaster car when it is on a loop. Single aspect with physics principles discussed in detail I chose to discuss the water pressure exerted on the glass at the Atoll Reef. The aquarium has a circular cross-section with a radius of 10 meters, and a depth of 9 meters. It consists of 3 viewing levels for visitors: ground level, Lower 1 (L1), and Lower 2 (L2). The panels are 2 meters high each and each level is separated by 1 meter of concrete ground. As there are three different levels, the pressure is different for each level, resulting to panels of different thickness. On ground level, the glass is 2.54 cm (1 inch) thick, 5.08 cm (2 inches) thick on L1, and 7.62 cm (3 inches) thick on L2. The increasing thickness of the glass panels which are placed lower is due to the increasing pressure of water as you get deeper into the water. Without the right thickness of glass, the difference of pressure outside the aquarium and inside the aquarium might cause the less thick glass panel to crack, endangering both the fish and visitors. The glass must be able to exert an equal and opposite force to keep in equilibrium. The maximum force the glass can withstand must be around 10 times more than its usual load for obvious safety reasons; visitor like children hitting the glass panel, fish hitting the panel, and other unusual accidents which might occur which results to the glass panel withstanding an extra force. I am modeling this problem with air pressure and water pressure acting oppositely each others as vectors. I will work out the pressure on the very bottom of the panel of each level, which means I am using the depth readings 2 m, 5 m, and 8 m. I believe the glass of the aquarium is made of silica (SiO2), which has a Youngs Modulus of 94 GPa. P = gph Where P is the pressure exerted, g is gravitational acceleration, p is the density of the liquid, and h is the depth. Pressure at ground level: P = 9.8 x 1000 x 2 P = 1.96 x 104 Pa (2 s.f.) Pressure at L1: P = 9.8 x 1000 x 5 P = 4.9 x 104 Pa (2 s.f.) Pressure at L2: P = 9.8 x 1000 x 8 P = 7.84 x 104 Pa (2 s.f.) Now that we have the pressure exerted on the glass, we can work out by how much the glass is compressed by using Youngs Modulus. Using the information that the area of the glass is 2 x 1: For ground level: Youngs Modulus = Stress / Strain ?l / l = Stress / Youngs Modulus ?l / 0.0251 = (1.96 x 104 / 2) / 9.4 x 1010 ?l = 2.6 x 10-9 m (2 s.f.) For L1: l / l = Stress / Youngs Modulus l / 0.0508 = (4.9 x 104 / 2) / 9.4 x 1010 l = 1.3 x 10-8 m (2 s.f.) For L2: l / l = Stress / Youngs Modulus l / 0.0762 = (7.84 x 104 / 2) / 9.4 x 1010 l = 3.2 x 10-8 m (2 s.f.) As you can see, because of silica glass being a strong, hard and inelastic material, the ?l is negligible. There is not yet enough force to even take the glass towards its height of elastic regime, which is an advantage because it wouldnt be safe if it was. Other materials which constructors would have thought about using might have been using yet another material which is colourless and transparent, like plastic. But plastic isnt as strong, even if it may be cheaper. The downside of glass is when glass shatters, it breaks into random shards due to its random molecular structure. The limitation to using silica glass is the aquarium cannot be built much deep, because the glass would reach its elastic limit and shatter. There is not yet a material stronger than glass which has the same properties as glass made yet, so silica is the best material available. I think a development to the silica glass panels is the have them laminated. A laminated silica glass panels is having a sheet of pure plastic between two sides of silica glass. This is commonly used by car manufacturers to create a cars windshield which doesnt shatter when smashed. This wont increase the panels Youngs Modulus much, but it does increase safety by far. Another use of working out the pressure and Youngs Modulus of a material can be applied on the engines of vehicles. Fuel pipes, air pipes, and the cylinder where the combustions take place, are all under very high pressures when working. In that context, we can also work out the pressure exerted on the cylinder and pipes, and use this information, along with the Youngs Modulus and properties of materials, to work out which materials and of what thickness is needed to make a safe and powerful engine. Bibliography http://www.hk-phy.org/oceanpark/ http://www.walter-fendt.de/ph11e/hydrostpr.htm http://www.mse.cornell.edu/courses/engri111/modulus.htm

gatdream American Dream Alive and Well in Fitzgerald’s The Great Gatsby :: Great Gatsby Essays

The American Dream is Alive and Well in 2002 "...One Nation, under God, indivisible, with justice for all." Most Americans have heard and said this pledge to allegiance hundreds of times. The question is, do we really believe in the power of its meaning? It's a shame that America, land of the free, is also the land of capitalism, scandal and discrimination. Though we have the freedom to bear arms, freedom of speech, and freedom of religious and political affiliation, some Americans claim that they do not have the freedom to be themselves. Images from the media of aesthetic beauty and financial success bombard the majority of Americans on an everyday basis. It is only natural for one to attempt to 'improve' himself or herself by living up to the standards imposed by society. Unfortunately, America's brand of 'self-improvement' often comes with a price. I agree with the definition in Webster's College Dictionary of the American Dream: 'an American ideal of social equality and especially material success. Though the American Dream is very much alive for many, it is not necessarily well for most. Ron Suskind, author of the national bestseller, A Hope in the Unseen, writes about the real-life story of Cedric Jennings. Jennings was a high school senior at a crime-infested school in Washington, D.C. Jennings beats the odds in Suskind's novel of the American struggle, and gains acceptance into Brown University (an Ivy League school). Jennings dealt with more than the average high school turmoil in his four years at Frank W. Ballou Senior High School. He couldn't even accept his award for a year of perfect grades in fear that his life would be threatened: "Pride and such accomplishment is acceptable behavior for sterling students at high schools across the land, but at Ballou and other urban schools like it, something else is at work" (Suskind 17). This is the crab in the bucket syndrome (a phrase coined by educators, Suskind explains) where one crab pulls the other crab down, and keeps them from climbing out of the bucket. Though Cedric is aware of the jeers he receives from his classmates for his accomplishments, he continues to hold his head up high when he thinks of his "green light": to graduate from Ballou, and continue his education at an Ivy League school. As I read A Hope in the Unseen, I thought of the unfairness of the American ideal.

On Teenagers and Tattoos

The Impact on Society of Teenage Tattooing The Impact on Society of Teenage Tattooing Does the tattoo define the person, or does the person define the tattoo? In modern society tattoos are widely accepted except when applied to the skin of an adolescent. Adolescents with tattoos face judgment from a variety of people such as authoritative figures, parents, and their peers. This article (On Teenagers and Tattoos, by Andres Martin, MD. ) provides examples of how society views adolescents with tattoos. Tattoos are something we see on people on an everyday basis, but on adolescents, it is not very common.Many adults believe that those in the younger generation sometimes get tattoos to enrage affronts to their authority. Parents in general do not approve of their children decorating their bodies with modifications such as tattoos because of their irreversible and permanent nature. Like makeup, fashion or hairstyles tattoos can also be just another way to fit in with their peers. When give n the chance it is important to understand the motivations and significance of a tattoo before making an erroneous judgment.Tattooing is a way of fitting into a peer group or expressing one’s own individuality. Adolescents often turn to tattooing as a way to take back some control of their evolving bodies as well as their lives. When an adolescent feels that there is a lack of stability in his life (such as divorce, abandonment, and repeated family relocations) he may feel that getting a tattoo may return a sense of control and stability into his life. Adolescents are often influenced by peers to get a tattoo but do not put any thought into its permanence or how they may feel about it in the future.Author Andres Martin says â€Å"The frequency of self-made tattoos among hospitalized, incarcerated, or gang-affiliated youth suggests such motivations: a sense of stability may be a particularly dire need under temporary, turbulent or volatile conditions. † In every argumen t there are two sides to be heard, and the other side in this case is the adolescents. Adolescents believe in expressing themselves through art. They also believe tattoos are a way of representing their individuality. I believe that teenagers get tattoos for various reasons that are important to the person.Some get them for personal reasons such as a memorial tattoo for a deceased family member, or a ribbon to show support for someone fighting their battle with cancer. An inspirational quote such as a bible verse, poem, or a song lyric may also be another choice for the adolescents tattoo. Fantasy characters are also a popular choice. On the other hand there are various negative reasons teenagers get tattoos as well; for instance, to defy their parent’s authority, to represent a gang affiliation, to draw attention to themselves, and sometimes as a dare.I have observed that some older people have an aversion to tattoos on teenagers as opposed to some young parents that find it acceptable. Older people may assume that the adolescents tattoo is gang related or that they are a troubled youth. Some people believe that the parents of an adolescent with a tattoo may be neglectful or unaware of what is going on in their child’s life. Some older people are against body modifications of any form and look down on those who have them. After reading through this article I found that it thoroughly explains the pros and cons of adolescents with tattoos.Although I do respect the writers view on the subject, I disagree. I personally believe that as a part of growing up a teenager should be allowed to get a tattoo but only after being fully informed of the consequences that getting a tattoo may bring. Some of the problems that might ensue are possible rejection from a specific field of work for the visibility of a tattoo, a wrong assumption about the character of a person with a tattoo, or even later in life having to cover a tattoo or get it removed because your own personal feeling about it has changed.I personally have been debating on getting a tattoo myself, although my family doesn’t approve It’s my body and I will make the final decision. I am very well aware that in five maybe ten years from now I could quite possibly hate my tattoo and regret not listening to my family. I am also aware of how expensive and painful laser removal is but I’m prepared to suffer the consequences if and when I decide to get a tattoo. Most adolescents don’t think beyond the tattoo itself or its ramifications Martin, Andres. Baker College Composition. Revised Edition ed. Boston Ma: Pearson Learning Solutions, n. d. 320-23. Print

Colonialism And Its Effects On African Americans - 1241 Words

During the time periods from 19th to 20th centuries, European countries had snatched away most of the lands in Africa from the people of African descent. They felt that they had the right to claim these foreign lands in order to use them for their own reasons. The Europeans considered themselves as far more superior and better than everyone else. They decided to colonize their lands and treated the Africans as the inferior race from then on. Not only did the status of African people become inferior after the colonization, but they were also enslaved by the Europeans. The Europeans wanted to civilize the African people because they looked different from them as of skin tones. Moreover, Africans had lost all of their rights, along with their freedom as a result. Colonialism has referred to when a country takes over another country in order to replicate their society (Settles and McGaskey, 1996, p. 6). In other words, colonialism is the expansion of a territory. It is the exploitation of a territory and the territory being colonized has no say in the matter and in history for most of the time. It seems that the territory does not actually want to be colonized because it wants to be its own nation without another country taking over it. It is the consumption of land by another country in order to expand them as a nation and group of people. The main purpose of colonialism is for one country to gain the economic and strategic benefits from another country. There are bothShow MoreRelatedThe Colonialism Effect Of Africa1002 Words   |  5 PagesThe Colonialism Effect of Africa As the world races for its place in history, many continents excel on their mark on the map. It is because Africa was in the right place, but in a different time they were taken advantage of their glory. Although it is difficult for Africa to retrace and reclaim its memoirs, it has an origin that had existed before colonialism. 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