How Does Blackbird Leverage Wind Power to Move Faster Than the Wind?

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Discussion Overview

The discussion revolves around the concept of how the Blackbird vehicle can move faster than the wind that powers it, exploring the principles of leverage and wind power. Participants engage in a mix of technical reasoning, sociological observations about misconceptions in physics, and references to related thought experiments like the Monty Hall problem.

Discussion Character

  • Exploratory
  • Debate/contested
  • Technical explanation
  • Conceptual clarification

Main Points Raised

  • Some participants express confusion over the distinction between wind speed and wind power, suggesting that many misunderstand the physics involved in the Blackbird's operation.
  • One participant discusses the sociological implications of how intelligent individuals can hold onto incorrect beliefs about physics, particularly in relation to the Blackbird vehicle.
  • There are claims that the vehicle's ability to move faster than the wind is analogous to how gears in a car can allow for different speeds, emphasizing the role of leverage.
  • Another participant mentions that the equations used in previous discussions mix up ground speed and wind speed, indicating a misunderstanding of the physics at play.
  • Some participants propose that the power harvested by the vehicle can be calculated and that the engineering challenges are separate from fundamental physics issues.
  • References to the Monty Hall problem are made to illustrate how intelligent individuals can still arrive at incorrect conclusions despite logical reasoning.

Areas of Agreement / Disagreement

Participants express a variety of views on the Blackbird's operation, with no consensus reached. Some agree on the importance of leveraging wind power, while others remain skeptical or confused about the underlying physics. The discussion reflects ongoing debate and differing interpretations of the principles involved.

Contextual Notes

Participants note that misunderstandings may stem from mixing definitions and assumptions about wind speed and power. There are unresolved mathematical steps and varying interpretations of the physics involved in the Blackbird's operation.

Who May Find This Useful

This discussion may be of interest to those exploring concepts in physics, particularly in relation to mechanics, energy transfer, and the sociological aspects of scientific understanding.

  • #61
Averagesupernova said:
Yep. So has pulling on a bicycle pedal making the bike go in the opposite direction.
Ah, but when it's going downwind the wheels do the energy input (exert drag) and the prop does the propulsion, sort of like the bike wheels making the pedals go instead of the other way around.
 
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  • #62
Thread closed for Moderation...

Thread reopened while we search for the previous thread(s)...
 
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  • #63
Halc said:
Hasn't this been covered already?
Multiple times, and I'd like to merge this new thread into the latest one, but I'm having trouble finding it. I seem to remember it was based on a good video about some bet that somebody won doing a test with a prototype. Anybody able to find it? Thanks.
 
  • #64
berkeman said:
Multiple times, and I'd like to merge this new thread into the latest one, but I'm having trouble finding it. I seem to remember it was based on a good video about some bet that somebody won doing a test with a prototype. Anybody able to find it? Thanks.
Isn't that the video linked to in the OP of this thread?
 
  • #65
vela said:
Isn't that the video linked to in the OP of this thread?
You think it was the same video? I'm not sure how to search on that. Plus, I seem to remember that the still picture for the video in the previous thread showed the vehicle sailing downwind on a desert flat of some kind, not faces...
 
  • #66
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  • #68
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  • #70
AnssiH said:
To my experience, you can roughly divide people to two types of learners; those who tend to memorize things, and those who tend to understand things.
What do we mean by the word "understand"? Hard to say in the case of an on-going discipline like Science. To understand the present state of knowledge doesn't mean your picture will be the correct one in the future. It can only mean that you have arranged all the facts (at the time) in your mind in a way that's self-consistent and which allows you to extrapolate reliably and to predict accurately what will happen in new situations / experiments.

The depth to which the individual feels they can do that will vary. Many people feel that they understand something on the grounds of what they have merely memorised it but how many of us fully apply the criterion above before feeling we have understanding? (Some smart Alec on PF can come along and shatter that understanding so easily.) o:) o:) o:)

Basic Maths is a field where I believe that we can justify saying that we 'understand' because we can repeat endless arithmetic problems and always get the right answer. But that's because it deals with axioms, I guess.
 

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