Physics of Baseball :: physics sport sports baseball

Finding and understanding the sweet spot on a wooden bat. When you strike a bat against a ball it sends vibrations, much like the vibrations acting on airplanes or bridges, which travel in waves through the bat. This motion is important to understand because every vibration the bat experiences takes energy away from the ball's speed as it leaves the bat. If you hit the ball at a bat's "nodes", the frequencies (each bat vibrates at several low and high frequencies at once, which is like the harmonics of stringed instruments) cancel out and since this happens you don't feel the sting in your hands that you experience when you hit the ball at different points on the bat. There is some discrepency of where the sweet spot is on the bat. Some believe that the sweet spot is 17 inches from the end and others believe that it is 6 inches from the end. For a wooden bat, I tend to believe that the sweet spot is 6 inches from the end of a 34 inch bat (opposite of where your hands are). This is due to the fact that if you were to hit a ball 17 inches from the end, you would be hitting on the bat's emblem. If hit hard enough, the bat would break because this is a weak spot in the bat due to the stamping of the emblem. It's Basic Physics When looking at a collision between a baseball bat and ball, three things always apply: Conservation of linear momentum- The linear momentum of a particle of mass, m, moving with a velocity, v, is defined to be the product of the mass and velocity: p=mv Elastic collision- An elastic collision between two objects is one in which total kinetic energy (as well as total momentum) is the same before and after the collision. Conservation of energy- Energy can never be created or destroyed. Energy may be transformed from one form to another, but the total energy of an isolated system is always constant. Newton's Third Law- States that for every action there is an opposite and equal reaction. How hitting the ball works The Swing When a person swings a bat, their arms propel the bat to a high velocity which is needed to transfer momentum to the ball and send it sailing. Also, there is a transfer of energy starting with the batter then moving from the batter's arms to the bat and then when contact is being made with the ball the energy in the bat is transferred to the ball which propels the ball forward (hopefully:)) The force that acts on the ball, as contact is being made (contact is about 1/1000sec.

Motivation Proposal Essay

Five students need to work together to prepare and present a paper for Finance class. All students will receive the same grade, regardless on how much effort and input they have put into the project. Two of the students are not pulling their weight. The first student only attends half of the time and does not have much to contribute, if anything. The second student seems uninterested and would rather tell jokes to pass the time since she does not need the grade to graduate. Question: How to get the two students more motivated and involved in the project? Resolution Recommendations: â€Å"Unfortunately, there is no single magical formula for motivating students. Many factors affect a given student’s motivation to work and to learn (qtd. in Davis, Barbara): interest in the subject matter, perception of its usefulness, general desire to achieve, self-confidence and self-esteem, as well as patience and persistence. And, of course, not all students are motivated by the same values, needs, desires, or wants. Some of your students will be motivated by the approval of others, some by overcoming challenges† (Davis, Barbara). Both students appear to be uninterested in their grades or participation. As suggested by the Expectancy Theory in Contemporary Management by G. R. Jones and J. M. George, â€Å"workers do not believe that performance and rewards are closely linked. † Furthermore, â€Å"workers do not value the rewards offered for performance. † Both students see a lack of value for their participation. Suggestions: Student #1: This student shows up only about half the time and does not participate. Could be that he/she does not feel that they have any real input that would be worthy enough for consideration. They are withdrawn and unresponsive. Encouraging this student not only to participate, but also offering positive reinforcement in the way of compliments and showing sincere interest in their input, no matter how small, will help to build their esteem and confidence, effectively drawing them into to becoming a better contributor to the group. This kind of reinforcement is also mentioned in Alderfer’s ERG Theory stating that â€Å"relatedness† is one of a person’s highest needs which are encouraged through â€Å"good relations [and] accurate feedbacks† (Contemporary Management). Student #2: This student simply has no interest in the project or the needs of the other students because she has already earned her reward – graduation. The final outcome, the grade, has no bearing on her and she is only half-heartedly attending and buying time until the class is over. Because this student feels that there is no gain or reward for her performance, it is suggested that the other students should try to approach the situation to meet her â€Å"relatedness† needs, that of â€Å"interpersonal relations [and] feelings† (Contemporary Management). Encourage this student to be part of the group on the academic level, suggesting that their thoughts and input are helpful and needed. Also congratulate and praise the student for already having met the needs for graduation and how her knowledge would greatly benefit the group. This will help stroke her ego and since of worth while also helping to meet another of her ‘higher needs’, that of â€Å"self-development [and] creative work† (Contemporary Management). Conclusion: For both students to become more active and greater contributors to the project, the individual needs of each must be discovered and met accordingly. As it appears that neither student is too concerned about their grades, the next step is to decipher what does appeal to them and how to meet those needs. The first student could be classified as an introvert, not comfortable being part of a group and not comfortable enough with their thoughts to share them with others. By encouraging him/her, asking questions, and giving appropriate praise when participation is given, this builds confidence and comfort and allows for the individual to become more active in the project. The second student does not feel the ‘need’ to participate because all of her requirements are met. She is merely going through the motions, waiting out her time until the class is finished. Encouraging her to become active because her opinions and input are valuable will help give her self worth and a sense of being needed, giving her a ‘reason’ to have a more active role in the project. Works Cited Davis, Barbara Gross. â€Å"Motivating Students. † Tools for Teaching. 26, March 2010. http://honolulu. hawaii. edu/intranet/committees/FacDevCom/guidebk/teachtip/motiv. htm. Jones, G. R. & George, J. M. Contemporary Management. 5th Edition. ISBN 978007353022.

The Effects Of Media On Body Image - 1453 Words

It is known today that media and body image are closely related. Particularly, how the body image advertising portrays effects our own body image. It has been documented in adolescents as they are more at risk for developing unhealthy attitudes toward their bodies. They are at a time where they re focused on developing their individual identities, making them susceptible to social pressure and media images. A major reason many people have a negative body image is because of the impact that media has had on our perception of body image. EFFECTS OF MEDIA In total, Americans spend a whopping 250 billion hours watching television every year. According to the research of California State University at Northridge, advertising accounts†¦show more content†¦Though this is true, research shows that media does contribute to the increase in body dissatisfaction and disordered eating. â€Å"Anorexia means ‘lack of appetite’, but in the case of the eating disorder anorexia nervosa, it is a desire to be the, rather than a lack of appetite, that causes individuals to decrease their food intake,† (Smolin and Mary Grosvenor, 76). â€Å"The name bulimia is taken from the Greek words bous (â€Å"ox†) and limos (â€Å"hunger†), denoting hunger of such intensity that a person could eat an entire ox,† (Smolin and Mary Grosvenor, 94). Eating Disorders affect 5-10 million Americans, and thousands of people die each year from their complications. Although some groups are at a greater risk than others, eating disorders occur in people of all ages, races, and socioeconomic backgrounds. We do not know what causes eating disorders, but many factors have been identified that may play a role (Smolin and Mary Grosvenor, 40). We know that eating disorders involve serious disturbances in eating behavior and extreme concern about body size or weight. We also know that eating disorders can be life-threatening if treatment is not provided or is not effective. But we do not completely understand what causes eating disorders. Generally, scientists believe they arise from a complex interaction of genetic, psychological, and sociocultural factors (Smolin and Mary Grosvenor, 42). â€Å"One study found that the average height and weight for a model isShow MoreRelatedThe Effects Of Media On Body Image1484 Words   |  6 Pages Media has developed to become omnipresent in the day to day lives of the westernized societies. 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