Centripetal Force
One year of pure isolation, and this might be the day I reach revenge. The Royal Society, more specifically Robert Hooke, mocked my clause stating that it was not white light that was pure and immutable, but the composition of all other colours that maintained these properties. He allowed his immature tendencies to overcome himself merely because he did not want me to disprove his most famous piece of work with my discovery. He and his blissfully ignorant companions decided to exile me from their group through viscous statements against me. But today was finally the day I discovered revenge.
The sun beamed from the sky projecting scintillating hues of orange, red, and yellow. A soft, cool breeze blew across my face, carrying the aromas of the dandelions I was out watering. I gazed up at the clear sky to see the moon lackadaisically making its way around the Earth. This reminded me of a time in my youth when I speculated that the only reason the Moon did not fly into the earth was because of centripetal force. Reflecting on this concept, I began to look at this situation on a smaller scale—with a rope swing.
The rope simulates gravity in the way that it keeps the object at the end from flying away. The swinging motion represents the centripetal force in the way that it is what is propelling the object.. Examining this, I realized there were only three factors that affect the centripetal force: the length of the rope, the mass of the object being spun, and the time it takes to complete one spin (the speed). This left me with the equation: CENTRIFUGAL FORCE= (constant)(m)(d)/T^2. M represents the objects mass, d represents the length of the rope, and T represents the speed.
I realized that I could now apply this equation back to the Moon’s situation, and create an equation that solves for its centripetal force. In 1618, Kepler released a law stating: T^2= constant x d^3. I took this, inserted this into my equation, and ended up with CENTRIFUGAL FORCE=(constant)(m)(d)/(constant)(T^3), which simplifies to CENTRIFUGAL FORCE=(new constant)(m)÷T^2.
At first, I just thought this equation could only be used to solve the centripetal force the Moon experiences, but then I realized there are many other ways it could be used. Of course, one way is that if someone had all of the variables except for one, you could solve for the missing one. One other use is that more specific equations can be branched from it to solve how much of the force put on the Moon is from the Earth and how much is from the Sun. Whatever uses this equation could present, I knew that I could use it as a reprisal towards the Royal Society and prove that I, Issac Newton, am intellectually superior.
One year of pure isolation, and this might be the day I reach revenge. The Royal Society, more specifically Robert Hooke, mocked my clause stating that it was not white light that was pure and immutable, but the composition of all other colours that maintained these properties. He allowed his immature tendencies to overcome himself merely because he did not want me to disprove his most famous piece of work with my discovery. He and his blissfully ignorant companions decided to exile me from their group through viscous statements against me. But today was finally the day I discovered revenge.
The sun beamed from the sky projecting scintillating hues of orange, red, and yellow. A soft, cool breeze blew across my face, carrying the aromas of the dandelions I was out watering. I gazed up at the clear sky to see the moon lackadaisically making its way around the Earth. This reminded me of a time in my youth when I speculated that the only reason the Moon did not fly into the earth was because of centripetal force. Reflecting on this concept, I began to look at this situation on a smaller scale—with a rope swing.
The rope simulates gravity in the way that it keeps the object at the end from flying away. The swinging motion represents the centripetal force in the way that it is what is propelling the object.. Examining this, I realized there were only three factors that affect the centripetal force: the length of the rope, the mass of the object being spun, and the time it takes to complete one spin (the speed). This left me with the equation: CENTRIFUGAL FORCE= (constant)(m)(d)/T^2. M represents the objects mass, d represents the length of the rope, and T represents the speed.
I realized that I could now apply this equation back to the Moon’s situation, and create an equation that solves for its centripetal force. In 1618, Kepler released a law stating: T^2= constant x d^3. I took this, inserted this into my equation, and ended up with CENTRIFUGAL FORCE=(constant)(m)(d)/(constant)(T^3), which simplifies to CENTRIFUGAL FORCE=(new constant)(m)÷T^2.
At first, I just thought this equation could only be used to solve the centripetal force the Moon experiences, but then I realized there are many other ways it could be used. Of course, one way is that if someone had all of the variables except for one, you could solve for the missing one. One other use is that more specific equations can be branched from it to solve how much of the force put on the Moon is from the Earth and how much is from the Sun. Whatever uses this equation could present, I knew that I could use it as a reprisal towards the Royal Society and prove that I, Issac Newton, am intellectually superior.
Reflection
The main challenge I had through this project was thinking of an interesting way to present this essay. I knew I did not want it to sound like an average book report, but it was tough writing it in a creative writing format when math had to be present. I tried to focus on writing the first and last paragraph in a format that would be more commonly found in a novel. I then tried to do the same with the middle paragraphs, but include mathematics in it to ensure that the content was there, but in a somewhat more appealing fashion.
The week this project was assigned in was very hectic. I had major projects in two other classes that I had to complete in order to prep for exhibition. At that point, once something was complete, I knew it was my final draft. For this project, I got my essay critiqued twice for class, the one additional time after to ensure that it was presentable. I got very few recommendations, so I knew that once I implemented them into my essay, I was done.
Literacy is literally about two thirds of this project. The whole assignment was to write an essay. Once our research was finished, we had to find a way to present it in an essay format that could draw a reader in without boring them with mathematics.
One new topic I was introduced to throughout this process is the concept of telling a story behind mathematics. Honestly, my favorite part about mathematics is how straight-forward it is. There is always a structured format behind solving problems. You can never really critique how a person solves an answer either, as long as they come up with a reasonable/correct answer. It was interesting approaching mathematics from a different perspective though, trying to tell a story because this is presenting mathematics in a format that can be critiqued, and produces different products every time.
This project has changed the way I look at mathematics. Whenever I see an equation, or a mathematicians work, I think about the mathematics behind it. Now, I think about the events leading up to its discovery. There are so many factors that influence a mathematical discovery— such as religion, war, deaths, political disruptions, economic collapses, and so on. I had never thought about these factors before when thinking of mathematics, but now I do
The week this project was assigned in was very hectic. I had major projects in two other classes that I had to complete in order to prep for exhibition. At that point, once something was complete, I knew it was my final draft. For this project, I got my essay critiqued twice for class, the one additional time after to ensure that it was presentable. I got very few recommendations, so I knew that once I implemented them into my essay, I was done.
Literacy is literally about two thirds of this project. The whole assignment was to write an essay. Once our research was finished, we had to find a way to present it in an essay format that could draw a reader in without boring them with mathematics.
One new topic I was introduced to throughout this process is the concept of telling a story behind mathematics. Honestly, my favorite part about mathematics is how straight-forward it is. There is always a structured format behind solving problems. You can never really critique how a person solves an answer either, as long as they come up with a reasonable/correct answer. It was interesting approaching mathematics from a different perspective though, trying to tell a story because this is presenting mathematics in a format that can be critiqued, and produces different products every time.
This project has changed the way I look at mathematics. Whenever I see an equation, or a mathematicians work, I think about the mathematics behind it. Now, I think about the events leading up to its discovery. There are so many factors that influence a mathematical discovery— such as religion, war, deaths, political disruptions, economic collapses, and so on. I had never thought about these factors before when thinking of mathematics, but now I do