Projectile Motion: Solving for Optimal Cannon Angle in Avalanche Triggering

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A cannon with a muzzle speed of 1000 m/s is aimed to trigger an avalanche from a height of 800 m, located 2000 m horizontally from the cannon. Participants discuss the correct angle to fire the cannon, with attempts at forming equations to solve for the angle using trigonometric identities. There is confusion over the factors in the equations, particularly the presence of 1000, and suggestions are made to simplify the equation and verify answers through calculations. The conversation highlights the importance of checking work and understanding the physics concepts involved, as well as the challenges faced by students in a fast-paced physics course. Overall, the discussion emphasizes problem-solving strategies in projectile motion and the need for clarity in mathematical derivations.
  • #31
Hee is how to do it..

Wake up and get ready in 1 hour
reduce sleep to 7 hours max
work problems on the bus

Now you have extra time to check answers.

Seriously, you should get into the habit of checking answers for all assignments, not just physics. When you finally get a real job, I assume you will, your boss will want correct answers, not an attempted solution.

BTW what level course are you taking? HS, college, or what?
 
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  • #32
barryj said:
Hee is how to do it..

Wake up and get ready in 1 hour
reduce sleep to 7 hours max
work problems on the bus

Now you have extra time to check answers.

Seriously, you should get into the habit of checking answers for all assignments, not just physics. When you finally get a real job, I assume you will, your boss will want correct answers, not an attempted solution.

BTW what level course are you taking? HS, college, or what?

nah, need that sleep or my brain doesn't function properly and studying takes longer.

Physics 1 - Mechanics of Solids

hmm, when should i give up on a problem and ask for help? after how much time? i just go by how easy it looks. this problem didnt seem this difficult so i kept trying for 3 hours.
 
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  • #33
Is mechanics of soloids mostly Newton laws of motion? Is this a college course?" Where?
 
  • #34
barryj said:
Is mechanics of soloids mostly Newton laws of motion? Is this a college course?" Where?

im going to name the chapters except for the first 4.

the laws of motion
circular motion and other applications of Newton's laws
work and kinetic energy
potential energy and conservation of energy
linear momentum and collisions
rotation of a rigid object about a fixed axis
rolling motion and angular momentum
static equilibrium and elasticity
fluid mechanics

she is skipping oscillatory motion and the law of gravity because its a 7 week course and this is a semester school, i guess. its suppose to be 15 chapters for physics 1.

East los angeles college.

k, so what variable do i solve for with the angle? do i just arbitrarily pick v, x, or y to check my answer?
 
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  • #35
babysnatcher said:
wake up, get ready - 2 hours

sleep - 8-10 hours

break time - 4 hours

bus rides - 2 hours

daily( M-F) class - 3 hours

so about 5 hours xD.

physics chapters - 13, and I am on chapter 4 right now and its week 3. o.O she is barely lecturing on chapter 5/6.
mm. It is pretty packed when you write it like that. My advice - keep in mind that you have 5 hours a day for out-of-class study, and make sure that you have done the important stuff within this time (for example, doing the set problems), and if you have some of that 5 hours left over, then you can do the less important stuff (like reading other physics texts, and doing extra problems).

I knew a guy who worked 17 hours per day (and he did the same amount on weekends too). He was manager of a pub, and he had to be working at the pub literally any time that the pub was open. Pretty crazy.
 
  • #36
Vx = 1000Cos(23)
t = 2000/Vx

Vx = 1000sin(23)
d = d0 + v0t + (1/2)at^2
d = 0 + Vxt + (1/2)(-9.81)t^2
d should be 800.

Then do it for the 89 deg angle but keep lots of digits in the calculation
 
  • #37
BruceW said:
mm. It is pretty packed when you write it like that. My advice - keep in mind that you have 5 hours a day for out-of-class study, and make sure that you have done the important stuff within this time (for example, doing the set problems), and if you have some of that 5 hours left over, then you can do the less important stuff (like reading other physics texts, and doing extra problems).

I knew a guy who worked 17 hours per day (and he did the same amount on weekends too). He was manager of a pub, and he had to be working at the pub literally any time that the pub was open. Pretty crazy.

i do all the odd basic problems that are separated by specific corresponding sections, and read. if i have time, i do the general/additional/cumulative problems.
 
  • #38
i do all the odd basic problems that are separated by specific corresponding sections, and read. if i have time, i do the general/additional/cumulative problems. GOOD. As you probably know,the only way to truly learn is to practice.
Are you studying to be an engineer??
 
  • #39
barryj said:
i do all the odd basic problems that are separated by specific corresponding sections, and read. if i have time, i do the general/additional/cumulative problems. GOOD. As you probably know,the only way to truly learn is to practice.
Are you studying to be an engineer??

no, but i want to and I am a long way from there. i have to take the math sequence, physics sequence chem sequence because of ChE and bio sequence because berkeley and only berkeley wants that on top of the other sequences so ima have to take a lot of science before the ChE courses.
 

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