Landing reusable booster rockets

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SUMMARY

The forum discussion centers on calculating the thrust required for a reusable booster rocket during descent. The calculations involve determining acceleration using the formula a=(v-u)/t, where the velocity is given as 172 m/s and the time is 13 seconds, resulting in an acceleration of approximately -13.2 m/s². The net force is calculated using Fnet = ma, leading to a thrust force (Fth) of 575,000 N when considering the weight of the rocket (Fg) as 245,000 N. The discussion emphasizes the importance of defining positive and negative directions in calculations to avoid confusion.

PREREQUISITES
  • Understanding of Newton's second law (F=ma)
  • Familiarity with kinematic equations (e.g., a=(v-u)/t)
  • Knowledge of vector forces and their directions
  • Basic principles of impulse and momentum
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  • Study the implications of defining coordinate systems in physics problems
  • Learn about impulse and its relation to momentum in detail
  • Explore advanced kinematic equations for varying acceleration scenarios
  • Review examples of thrust calculations in aerospace engineering
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Aerospace engineers, physics students, and anyone involved in the design and analysis of rocket propulsion systems will benefit from this discussion.

  • #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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