Landing reusable booster rockets

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Homework Help Overview

The discussion revolves around the physics of landing reusable booster rockets, specifically focusing on the calculations related to thrust, acceleration, and the forces acting on the rocket during descent.

Discussion Character

  • Mixed

Approaches and Questions Raised

  • Participants explore the relationship between thrust, gravitational force, and net force, questioning the assumptions made about the direction of forces and the sign conventions used in calculations.

Discussion Status

Several participants have provided insights into the definitions of impulse and the importance of consistent sign conventions. There is ongoing exploration of how to correctly apply Newton's laws and the implications of choosing different positive directions for forces and velocities.

Contextual Notes

Participants note potential confusion regarding the positive direction for forces and velocities, as well as discrepancies in calculated thrust values. There is mention of the need to clarify the problem statement and the expected format of the answer.

  • #31
erobz said:
. Let’s work with vectors or let’s work with magnitudes in my opinion.
The dichotomy is not between scalars and vectors. Vectors are conceptually independent of representation.
Scalars for 1D problems are a step towards Cartesian coordinates.
Magnitude and direction for 1D, the direction being just a binary value, are a step toward 2D and 3D (and beyond?) polars.
kuruman said:
here, I favor expressing vectors in polar form, i.e. separate the magnitude, which is always positive, from the direction
Ok, but it was unfortunate that the OP was being told he was wrong when he had merely not used the preferred approach of the responder(s).
 
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  • #32
haruspex said:
Ok, but it was unfortunate that the OP was being told he was wrong when he had merely not used the preferred approach of the responder(s).
Not quite. It is unfortunate that this responder did not correctly identify how OP was wrong, namely that OP put the acceleration in the same direction as the velocity.
 
  • #33
kuruman said:
Not quite. It is unfortunate that this responder did not correctly identify how OP was wrong, namely that OP put the acceleration in the same direction as the velocity.
Personally, I thought post 13,14 alluded to and explained that thoroughly, so why beat a dead horse.
 
  • #34
kuruman said:
Not quite. It is unfortunate that this responder did not correctly identify how OP was wrong, namely that OP put the acceleration in the same direction as the velocity.
Ok, but given all the occurrences of negative forces and accelerations in post #1, to the unconcern of the OP, it would seem likely the OP was working in scalars, not magnitudes.
 
  • #35
Ok, error in possible situation assessment admitted. The alternative seems to be asking for a syllabus before we start…I’ve not seen that yet here.

I think when they go outside of their instructor/TA’s for help they risk being taught outside their instructors preferred method. It’s not like I intentionally mislead, there is nothing wrong with the technique we employed. I didn’t catch that they could be employing a different methodology especially since I’m expecting them to follow my method when they reply to my post. Furthermore, I was wrong in saying what I was employing "signed scalars"...whoops.
 
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  • #36
Thanks a lot, guys, for your guidance, and patience.
Loads to think about, as ever :)
 
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