Category: Conversation

1 Introduction

I have always been interested in the physics and math behind rocketry and aviation. Aeronautical engineering is my dream job, making it an obvious idea to do some topic related to the same. Recently, I visited the Kennedy Space Centre where I saw the Saturn V rocket, the rocket that was used for all the Apollo missions. While I was bewildered by its very size and scale, what intrigued me the most was haw much of the mass/ scale was the fuel itself rather than the chassis of the rocket. This got me thinking about how the velocity of the rocket would change as, obviously, to gain that velocity, the rocket must expel fuel, making it lighter, once again making the rocket’s velocity faster, creating a positive feedback loop. I decided, then and there that for my Math IA, I would like to explore this concept using physics and calculus and see how close I would be to the right answer as presented by the geniuses that ran the space program.

My goal for this paper is to derive the very important and historic ideal rocket equation through simple physics concepts and formulae and integrate the equation to find the change in velocity in terms of the changing mass of a rocket before first stage separation and compare my results to the historic NASA Apollo 11 mission.

2 Data

Toward the end of my paper, my goal is to derive the velocity of the Saturn V rocket through my own calculations. To make sure that my calculations are reliable and somewhat comparative to the NASA given data, I will be using the data about the Saturn V rocket, such as the mass of the rocket, the weight of the fuel within the rocket etc. To simplify the data and, consequently, my calculations, I will only be using the data up to first stage separation rather than the whole trip of the rocket.

The given values by NASA that will be relevant toward the end of my paper are as follows:

• Mass of Rocket with fuel/initial mass = 2290000 kg (NASA)
• Mass of Rocket without fuel/final mass = 130000 kg (NASA)
• Burn time of first stage = 168 s (NASA)
• Mass of fuel lost per second = 18142 kg/s (Space)
• Final Velocity of rocket before stage I separation = 2300 m/s (NASA)

The above-given final velocity of the rocket is what I will be comparing my final experimental value with through a percentage error calculation.

3 Definitions

In order to have a real-world application, we must consider real-world parameters and constants in order to obtain an accurate value. A lot of the math that this IA will speak to is heavily related to several laws of physics as a basis. Within this section, I will be defining the various terms that will be important throughout the essay, along with the formulae/equations that will be used for the math.

3.1 Newtonian Physics

Among the commonly known 3 Newtonian laws of motion, the math involved in the derivation of the Ideal Rocket Equation hinges upon Newton’s second and third laws of motion.

Newton’s Second law of Motion:

Newton’s second law of motion can be formally stated as follows: The acceleration of an object as produced by a net force is directly proportional to the magnitude of the net force, in the same direction as the net force, and inversely proportional to the mass of the object (HowStuffWorks). The above definition gives us a convincing formula that is used in several mathematical discoveries and inventions.

Newton’s Third law of Motion:

Newton’s third law of motion simply states that “… every action has an opposite and equal reaction” (NASA). This law is fundamental to nearly all fields that have to do with the physical world, but it is especially potent in the science behind rocketry. The fuel that the rocket burns causes a downward force, causing the rocket to motion upward (PCS). With this in place, it’s the rocket equation’s job to find out exactly how, much fuel to burn to cause the reactive force, a force strong enough to lift the mass of the rocket to achieve it’s required velocity, dependent upon its mission statement.

3.2 Thrust Force

The thrust force is another force that acts upon a rocket and it is the most important in the flight of a rocket. The thrust force is heavily dependent upon Newton’s third law, as mentioned above. The rockets interior workings allow for the combustion of its fuel, which is allowed to escape from the rear end of the rocket, also known as exhaust, causing a reactionary force: thrust (NASA). This whole action of the rocket’s motion falls under the umbrella term: propulsion.

In Newton’s second law of motion, it states that net force of any system equals the product of m and acceleration. The net force is the total resultant force that acting upon the system, after all vectors have been added (Mansfield). In this paper, I am considering the thrust force as the net force itself as the net force is essentially the final force that is being applied to a object

3.3 Conservation of Momentum

The law of conservation of momentum states that “the quantity called momentum that characterizes motion never changes in an isolated collection of objects; that is, the total momentum of a system remains constant” (Britannica). The conservation of momentum is instrumental in creating certain equations that will then be used to derive the Rocket equation.

4 Deriving the rocket equation

The above diagram represents the various forces and masses that are acting upon a rocket during its motion.

• Velocity of ejection of the fuel
• Forward velocity the rocket is traveling at
• Mass of Rocket
• = Ejection of mass of fuel as a function of time

As the is the velocity that the fuel leaving the rocket is, we will have to calculate it as a negative and through the law of conservation of momentum, we know that the rate of mass ejection can be written as:

In the above equation, the thrust force is quantified as differential of the velocity of ejection in terms of the ejecting mass, which is again in terms of the change in time.

According to Newton’s second law of motion:

Acceleration of an object can be found as a differential of the object’s velocity in terms of its changing time, equating:

Substituting this new value of acceleration into Newton’s second law of motion, we get:

Equating the 2 thrust force equations, we can derive the equation:

To get the change in velocity in definite value, I then integrate the above equation. I will be integrating the above equation from an initial state to a final state. As the changing velocity and the changing mass of the rocket are dependent on the fuel in the tank, the initial state, “i”, will be a state when the rocket is full of fuel, and the final state, “f”, will be a state where the mass of the fuel is neglected and the mass of the rocket would be the only contributing mass of the calculation.

To simplify calculations, the negative of as positive by inverting the values in the ln, giving the final equation:

5 Integration of the Rocket Equation

To get a more accurate value of the velocity, it would be easier to represent the equation as a function of mass, velocity and time. To make calculations easier, the value of can be omitted as there are far too many variables that impact the velocity that the fuel will be ejected at. To make calculations even more simple, the value of can be written as , where is the constant mass the rocket loses as a definition of time. The final mass of the rocket is only the mass of the chassis of the rocket without the weight of the fuel, and that is the resultant of the mass of the fuel that the rocket loses as a definition of burn time subtracted from the initial mass of the rocket, with the fuel.

Integrating the above equation, in terms of time, with the new variables, we get:

Using integration by parts:

Simplifying the above equation, we get to the final equation:

Note that the final velocity can simply be represented as and not as the change in velocity from a position of rest to a final velocity is the same as the final velocity.

Now, by plugging in the above given values, we get our experimental value to be:

Now that I have an experimental value, I will compare this value to the theoretical value as given by NASA through a percent error calculation:

6 Reflection

Seeing as my calculations were based off the “ideal” rocket equation, this equations does not consider for the effects of gravity, lift due to airfoils, drag, wind resistance, the varying amounts of wind resistance as the rocket soars through the atmosphere as the air gets thinner and thinner, the boosts the overall rocket may get due to stage separation etc. The list goes on nearly endlessly, leading to various possibilities and rooms for error, as propagated by the above mention 27% error. More important than the error percentage, is how these calculations and list of problems with these calculations can be solved, because for an error to be solved, the error first needs to be found, and the math that I utilized around the rocket equation allow for the introduction of these various problems, that have been solved for various missions during and beyond the Apollo era.

A major limitation, and arguably the only limitation that births other limitations, is simply the fact that I don’t have all the data, or the data is changing too rapidly for base level calculus that I am working with to work. An example could be the varying effects of gravity at even slightly higher altitudes. While this may seem too tiny to make an impact, for rockets the scale of the Saturn V to escape the Earth’s gravity, the smallest of uncertainties can be the line between a major success or a dismal catastrophe. There are hundreds of more variables such the gravity that I simply cannot fit into.

In conclusion, my IA was able to successfully derive the simple, ideal Rocket Equation, and I was able to successfully convert the above-mentioned equation to fit the data that was publicly available to me by utilizing complex calculus to both derive the equation and integrate the same. The ideal rocket equation was a major starting point for launching humans into space through man-made inventions, and even though the math that I have done is not unique to the studies and missions that occur today, through this math, I am able to reinstate the ground rules that allow for said complexities.

Works Cited

1. Harris, William. “How Newton’s Laws of Motion Work.” HowStuffWorks Science, HowStuffWorks, 8 Mar. 2018, science.howstuffworks.com/innovation/scientific-experiments/newton-law-of-motion3.htm.
2. “Manfield.” Unbalanced Force = Net Force, www.mansfieldct.org/Schools/MMS/staff/hand/lawsunbalancedforce.htm.
3. Howell, Elizabeth. “10 Surprising Facts About NASA’s Mighty Saturn V Moon Rocket.” Space.com, Space, 9 Nov. 2017, www.space.com/38720-nasa-saturn-v-rocket-surprising-facts.html.
4. NASA. “NASA Flight Manual.” Flight Manual, 1970, history.nasa.gov/afj//ap08fj/pdf/sa503-flightmanual.pdf.
5. “Ground Ignition Weights.” NASA, NASA, history.nasa.gov/SP-4029/Apollo_18-19_Ground_Ignition_Weights.htm.

Introduction

Since its first opening in Paris on July 8, 1817, the rollercoaster remains to be the prime attraction of every modern theme park. The rollercoaster ride focuses on exposing the riders to a variety of magnitudes of forces, at different times, without compromising on the health and safety of the riders. To give maximum enjoyment whilst ensuring safety, manufacturers have to study and understand the different forces and conditions riders are exposed to while in the ride. This paper will focus on explaining the various laws of physics involved in the designing and working of a rollercoaster. I will divide a modern-day rollercoaster into 6 sections and discuss which law(s) is applied in each;

• Lift hill
• Descent
• Loop-de-loop/ Clothoid loop
• Progressive hills
• Banking
• Breaking

This then gives an idea of how the rollercoaster has utilized the various laws of physics and gives room to explore ways in which the rollercoaster can use the laws more efficiently to make the rides better.

Figure 1; a model rollercoaster

Before discussing the lift hill, which is the most common way of starting rollercoasters, new ideas have come up and have been implemented in tracks;

Catapult launch

A catapult launch involves use of a large weight being dropped from a certain height to give a resultant force to start the coaster. This applies Newton’s Third Law of Motion which states that for every action force, there is a reaction force that is equal in magnitude and opposite in direction. The coaster is connected to the weight and therefore, as the weight falls on one side, the rollercoaster starts accelerating on the other. (Coasterbot)

Linear Induction Motors (LIMs) and Linear Synchronous Motors (LSMs)

These methods utilize Lenz’s law that states the current induced in a circuit due to change or motion in a magnetic field is so directed as to oppose the change in flux and to exert a mechanical force opposing the motion.

LIMs utilize electric motors that create opposing magnetic fields to propel a conductive or magnetic plate connected to the train. LSMs utilize electric motors that turn on and off as plates containing alternating pole magnets are propelled through a track.

A space is left between 2 fins placed on the track to allow for a fin found on the train to pass through the middle. See figure 2.

Figure 2

The fin on the train opposes the charge on the magnets of the track and therefore, eddy currents are passed through magnets found on the side of the track. This then creates a magnetic field that makes the rollercoaster take off and commence its journey. (Eddy currents are the currents produced by the fin moving between the magnets).

Lift hill

Figure 3; a lift hill

A lift hill is the most common way of starting a rollercoaster ride. It is a transport device that is used to pull a train up a hill on the rollercoaster track. The hill has chain dogs, which act as anti-rollback mechanisms to prevent the trains from going backwards. See figure 4.

Figure 4; anti-rollback system

There are different methods of lifting a train through the first hill; electric, cable or tire. I’ll discuss the drive tire.

A drive tire/ kicker wheel/friction wheel is a motorized wheel that alters or sustains the speed of a train through friction between the surface of the wheel and the underside of the ride vehicle. When single, they are oriented vertically but when in pairs, they are oriented horizontally. (How stuff works)

Eventually, the train is lifted to a certain height to generate enough energy, in form of gravitational potential energy, to power the train throughout the track. This is essential because the train has no engine or powering mechanism. The potential energy (P.E) is a product of the mass of the train (m), the gravitational pull on the earth (g) and perpendicular distance from the ground (h), as in, P.E=mgh

Following the lift, regardless of how the lift is obtained, the train travels under its own momentum. This follows Newton’s first law of motion which states that an object will remain in its state of rest or uniform motion unless acted upon by an external force. This inertial force is what keeps the train going till the end of the track. It is also important to note that any hills after the lift hill are not as high. This is because energy is lost due to friction on the track, air resistance thermal energy and sound produced along the way. (Coasterpedia)

Figure 5 showing reduced hill size

Descent

The Law of conservation of energy states that energy can neither be created nor destroyed; but only converted into other forms. In this case, gravitational potential energy is gained and is at a maximum when at the top of the lift hill. A sharp descent follows and therefore, the potential energy is converted into kinetic energy. Kinetic energy is half the product of the total mass of the train and riders (m) and the square of the velocity (v) of the train (K.E=1/2mv2). Maximum kinetic energy is reached at the bottom of the hill.

Newton’s law of gravitational pull also states that every particle attracts every other particle in the universe with a force which is directly proportional to the product of their masses and inversely proportional to the square of the distance between their centers. The earth’s gravitational force induces an acceleration on the train and therefore, the train achieves maximum velocity at the bottom of the hill.

Figure 4 shows how high the track is in order to generate enough energy.

Figure 6 showing descent after a lift hill

Loop de loop

Figure 7 showing a clothoid loop

After achieving maximum velocity, the train may arrive at a loop. The train comes with a forward velocity and goes up the curve creating centripetal acceleration. This creates a force directed towards the center of the circular loop called centripetal force. Because of Newton’s third law of motion, which states that for every action, there is an equal and opposite reaction, centripetal force directed to the center (action) is balanced by a centrifugal force that is directed outwards (reaction). Inertia (Newton’s first law of motion) also comes into play (acting outward) and therefore the seat of the train creates an equal and opposite reaction force. One wouldn’t need a safety belt to keep them in their seat while traveling through a loop as inertia would be enough to keep them in their sit.

For the train to complete the circular loop, the centripetal acceleration (a) of the train must be greater than or equal to gravity (g) as in, a>g. To achieve this, the circular loop is made to have a smaller radius at the top and a wider radius at the bottom. This is referred to as a Clothoid loop.

Figure 8 showing different radii in the clothoid loop

With centripetal acceleration(a) being inversely proportional to the radius (r) of the loop (a ∝1/r) the train doesn’t have to achieve very high speeds to complete the loop. Furthermore, on the way down the loop, the wider radius at the bottom reduces the centripetal acceleration thus exposing the riders to less forces.

Figure 9 showing g-forces in a clothoid loop

Progressive Hills

Progressive hills

Newton’s second law of motion concludes that force equals the product of mass of the object by the acceleration of the same object(F=ma). In this case we’ll refer to the force as G-forces/ Gs.

Hills and valleys are a good way of imposing Gs to riders. Positive Gs are directed downwards while negative Gs are directed upwards. At the start of the hill, the G-forces are greater than 1 (G>1). This means the riders feel heavier than usual (2g/ 3g meaning twice/thrice their weight). At the top of the hill, inertia makes the body want to continue in a straight path upwards; the G forces are less than 1 (G

Banking

When rollercoaster train navigates a turn and is therefore accelerating round it, a lateral G force is created. Newton’s first law of motion states that an object will remain in its state of rest or uniform motion unless acted upon by an external force. This phenomenon is called inertia and, if strong enough, can cause serious injury to the riders as a result of being pushed to the side opposite to the direction of the turn. To reduce the effect of the lateral G force, manufacturers bank the turns so that the lateral Gs are converted to positive Gs or negative Gs. (Worldsciencefestival)

Banking of a rollercoaster

Breaking

To bring the train to a stop, magnets on the underside of the train induce eddy currents in the braking fins, thus giving a steady rise in the breaking force and converting all the kinetic energy, absorbed by the brakes, into thermal energy. Eventually the train comes to a complete stop, with initial speed notwithstanding. This is because the faster the train, the stronger the currents produced and hence the stronger the braking force applied. It’s important note that not all braking fins are activated immediately the train enters the braking zone. The fins are activated one by one as the train travels past the first fin. This prevents sudden braking of the train that would cause potential injury. (physics.gu.se)

Conclusion

Summary of energy changes on the track

We can conclude that mainly Newton’s laws of motion come into play in the design of a basic rollercoaster. Research continues to be done to make the ride better and better. It may be important to note that the human body is not able to feel velocity; only change in it (acceleration), and therefore, if the rollercoaster utilizes this fact, it is what may give it an edge over other rollercoasters.

Abstract

When a body is in a state of motion, the total momentum is maintained, such that the product of mass and the velocity vector, until that moment when an external force is applied to it. This law is called the conservation of linear momentum, this principle somewhat corroborates the conservation of energy principle which states that energy is neither created or destroyed, but can be transformed from one form to the other, like mechanical energy transformed to electrical energy etc. When a body is in a motion is possesses an energy within itself, but with an impact or when there is a change of the course of this motion, there’s often energy change (The Editors of Encyclopaedia Britannica, 2019). A falling body has an amount of energy that is constant, this energy changes from a potential to kinetic energy after impact, but the theory of relativity equates energy and mass. Still at the law of conservation of momentum, we know that the universe is not impacted by any external motion, therefore its momentum is conserved. As a result, its components that are in any direction are conserved as well. Applying this law is relevant to solving problems that goes with collisions. Like operations of rockets or the ones that creates energy like the Pelton Wheel Turbine, where a high moving water moves and impacts the cupped shapes of the wheel to create movement, which in turns results into electricity after transfer of energy to the gearboxes or motors.

This paper specifically deals with the impact of a high-speeding water on different shapes and how the movement is at the point of impact. There are different shapes, the cupped, conical, and the flat shape being used for the experiment.

Introduction

Water turbines are important and is used throughout the world today, especially for power generation. The vanes of the turbines are subjected to a Pressurized fluid that strikes them into rotation and mechanical work by the turbines begins from this impact. In simple terms, the impact that is caused by water on the vanes, creates a torque on the wheel which in turns makes it to rotate and power is developed. This force exerted on the surface plane of the vanes is dependent on the fluid density at a given temperature. Such that the force generated also determines the mass flow-rate of the fluid. The Pelton wheel produces an output that is expressed easily where its optimum speed of rotation can be obtained. It therefore becomes possible to understand the jet’s deflection and how it causes power at the vane and the force that relates to the rate of momentum flow that is in the jet. The vane is propelled from the due to the shape of the surface that the water hits. It is in this that the experiment is conceived, where the experiment determines how different, if any, is the force created when water hits the surface. In the experiment there are different shapes that are subjected to a speeding water. In the experiment there are three types of geometrical shapes, which are conical, cupped-shape, and a flat surface, and so the aim is to assess the different forces by the same fluid, water jet. The reaction force that hits the objects shall be determined and compared and a conclusion drawn. The instrument to be used shall be impact of jet apparatus. The experiment also helps us determine and understand how the forces can affect the change of the flow of momentum in a jet flow. Another lesson is understanding the working principle of turbines in water when subjected under the fluid pressure.

Theory

When water flows with a stable velocity and hits a solid surface, there will be a deflection which takes the pattern of that shape, since it tends to flow along that surface. Assuming the fluid is inviscid and therefore there is no frictional force, another assumption is that there is no loss caused by shocks, the water velocity magnitude would be not be changed. The water that is exerted at the surface hits the surface at right-angle. Consider a jet of water under pressure impacting a solid surface causing the water to go at and angle θ. Assuming the frictional force is negligible or there’s non, the velocity magnitude across the surface is equal to the incident velocity Vi. The water force that impacts the surface is equal to the force of water after the impact that moves in the opposite direction.

Based on the second Newton’s Law, also known as the momentum equation, states that the sum of external forces that are exerted to control the volume of the fluid moving in any given direction is equal to the rate at which the momentum changes in those directions. The external forces referred to here are the weight of the component of the fluid and the exerted forces acting externally on the boundary surface that controls the volume. The impact of jet apparatus enables a vertical movement of water at a velocity V, and is directed towards a target, a free vane moving in a vertical direction, the force that the is made to impact on the target of the jet.

The Newton’s second law that moves in vertical direction, which is the incident jet

So, the resultant force that acts on the fluid in motion’s direction, shall be found as shown in (1)

Where: is the density, Q is the flow rate, is the velocity of the fluid after the impact, and is the velocity of the fluid before the impact.

The force F in the equation, comprises of the force exerted in the direction of the fluid by a solid body that touches the volume control, that is , force applied in the direction of the fluid by the force of the body, like gravity etc. , and the force that is applied in a given direction of the pressure of the fluid that is not in the volume control, .

The third law of Newton states that for every action force exerted on a body, there’s a reaction force acting on the opposite of that force (Lucas, 2017). The fluid exerts an equal reaction force that acts on the opposite direction to the surrounding. This means that the force that the fluid exerts on the solid material touches the volume control shall be equal and in the opposes , this force shall be expressed as:

When (1) is substituted, the expression shall be:

Which shall be simplified as:

The impact jet apparatus

This apparatus is able to have different shapes of deflectors or where water impacts, and investigates the jet forces upon these targets. When using the apparatus in figure 1, it is assumed that there’s no fluid splashing or there’s no rebound of the fluid, in this case water, from the surface such that the angle to which water exits is parallel to the angle the water exits at the target. The apparatus has an upward discharging jet which is inside a clear glass, cylindrical in shape called Plexiglas cylinder. There are screws at the bottom of the apparatus, they are called levelling screws. There’s a weight pan on top of the apparatus is attached at the spindle’s top and is passing through the lid of the cylinder through to the plate which is above the water jet exit. Water goes through the inlet from the lab spout through a hose. This water that oozes from the nozzle hits the surface (any surface that is placed) and get deflected downwards at the clear Plexiglas cylinder’s base, where it then drains out to the sink.

Figure 1:Water jet apparatus and its parts

The apparatus standard dimensions are as follows:

(4) Nozzle 10 mm,

(4) Nozzle’s cross-sectional area, A, 78.5 mm2,

(1) The jokey weight (loading weight), w = 0.6 kg,

Vane to pivot distance 0.15 m,

Height of the vane which is at above the nozzle exit, s =35 mm.

Figure 2:The pictures of the apparatus

Once the flow rate has been determined and the area of the nozzle from which water exits, the jet velocity can be calculated as follows:

According to the arrangement on the apparatus, the nozzle is below the target (which is replaced each time), the velocity of the impact will be less than the velocity of the nozzle since there will be interchange between the kinetic and potential energy, this means:

Where is the target’s height from the nozzle below it.

Considering the different targets, where there is the normal flat surface, hemispherical, and conical shapes. There shall be theoretical calculations of the jet force based on the shapes of the targets and the principle of this calculation shall be based on linear momentum. The density of water is 1kg/m2, and the force equation is as equation (1).

(i. For Flat surface we have:

The following parameters shall be considered: , that means

(ii. Hemispherical surface we have:

The change of parameter here becomes , therefore,

(iii. Conical surface we have:

In the case of the conical shape, we have the angle being 45O, therefore, we have , but

The procedure of the experiment

1. Ensure that the apparatus is at a level, so that you can set the lever to a position that is balanced, the balancing is achieved by adding weight until the target’s top is clear. Ensure that the platform is at a mid-position.
2. Move the pointer to be aligned with the platform weight and record the value of the weight carrier.
3. Pump the water so that water flows in steadily and fully open the regulating valve
4. There will be a deflection due to the impact of the jet. While this is happening, add weights on the carrier till the platform floats in the mid position.
5. Now measure and record the results of the flow rate, alongside the weights that corresponds to those values. Observe the nature and the shape of the water getting deflected from the solid.
6. Take off the weight on the weight carrier piece by piece to maintain the balance of the platform by controlling the flow rate in three steps, thereabout, each time record the values of the flow rate alongside the weight on the carrier.
7. Close the regulating valve and put off the pump allowing the apparatus to drain.
8. Replace the normal vane with hemispherical, 45o conical, and a flat vane and repeat the test with the nozzle dimeters and record the values.

Results

The results shall be recorded in the sheets from table 1 to table 3, remember we have the parameters of the nozzle identified above, which are:

Nozzle diameter and its cross-sectional area are 10 mm or 0.001m and 0.0007855m2 respectively, and Height of the vane which is at above the nozzle exit, s =35 mm, and the vane to pivot distance 0.15 m. From the considered parameters in the table, to calculate the forces we need to calculate the velocity of the nozzle of each shape, remember equation (3)

The density of water is 1kg/m3,

Flat surface:

Flow rate in a mass of 0.01808 kg was measured to be 0.000659 m/s, therefore,

We know that the velocity of the water jet that strikes the vane is as below:

Where h, is the height and g are the gravitational acceleration given as 9.81m2/s

Also, remember that;

The second force shall be calculated as:

Area

Distance

mass(g)

t (s)

Q (m3/s)

V(nozzle)

V(in)

F1

F2

0.0007855

0.15

0.01808

27.44

0.000659

0.838819

0.016917

-0.0000111464

0.026605

0.0007855

0.15

0.01335

33.6

0.000397

0.50582

-0.43085

0.000171184

0.019645

0.0007855

0.15

0.00978

40.29

0.000243

0.309026

-0.5912

0.000143509

0.014391

0.0007855

0.15

0.01195

48.87

0.000245

0.3113

-0.58979

0.00014422

0.017584

For the hemispherical surface

Flow rate in a mass of 0.01496 kg was measured to be 0.000659 m/s, therefore,

Where h, is the height and g are the gravitational acceleration given as 9.81m2/s

The second force is calculated as:

Area

Distance

mass(kg)

t (s)

Q (m3/s)

V(nozzle)

V(in)

F1

F2

0.0007855

0.15

0.01496

23.44

6.38X10-7

0.000813

-0.6867

8.76538X10-7

0.022014

0.0007855

0.15

0.01345

39.65

3.39X10-7

0.000432

-0.6867

6.5882X10-7

0.019792

0.0007855

0.15

0.00987

47.56

2.08X10-7

0.000264

-0.6867

2.85018X10-7

0.014524

0.0007855

0.15

0.00963

91.31

1.05X10-7

0.000134

-0.6867

1.44845X10-7

0.014171

For the conical surface

The flow rate in a mass of 0.01513 kg was measured to be 0.000762217 m/s, therefore,

Where h, is the height and g are the gravitational acceleration given as 9.81m2/s

Second force

Area

Distance

mass(g)

t (s)

Q (m3/s)

V(nozzle)

V(in)

F1

F2

0.0007855

0.15

15.13

19.85

0.0007622

0.9703585

0.2548957

-0.0001943

22.2637950

0.0007855

0.15

13.94

26.06

0.0005349

0.6809923

-0.2229495

-0.0001193

20.5127100

0.0007855

0.15

11.81

43.06

0.0002743

0.3491642

-0.5647844

0.0003098

17.3784150

0.0007855

0.15

8.37

84.44

0.0000991

0.1261918

-0.6707756

-0.0000665

12.3164550

We find the average force and the flow rate then compare in a chart, we have

For flat we have:

Q (m3/s)

F

0.000658892

0.013296787

0.000397321

0.009907855

0.00024274

0.007267389

0.000244526

0.008864322

For hemispherical surface (cup) we have

Q (m3/s)

F

0.00000063823

0.011007258

0.00000033922

0.00989607

0.00000020753

0.007261995

0.00000010546

0.007085345

For conical surface we have

Q (m3/s)

F

0.0000008

0.0111322

0.0000005

0.0102562

0.0000003

0.0086894

0.0000001

0.0061582

Average shape per shape, we have the following

Surface

Force

Flat

0.009834

Hemi

0.009059

Con

0.008813

Discussions

The three bodies have different geometry, that is why the force exerted from the water jet having impacted by them is different. The main parameter is the flow rate, since the flow rate tells the velocity of water and therefore the force it exerts on the surface. It is also noticeable that the higher the flow rate, the more the force exerted on each body. The force is also dependent on the height from which the jet is and the nozzle, where the shorter the distance, the greater the force, but in this case, we had the same the same distance, and the same diameter. The results also show the efficiency of the shape, in terms of giving greater force, this is shown in the chart, where the conical shaped solid doesn’t give a lot of force compared to the other three shapes. The longer the time, the smaller the flow rate, this can also be seen on the tables shown.

The results obtained shows that the force is dependent on the shape of what it strikes, in that the water striking the cupped-shaped solid diverts less water outside, that is why it was assumed that it takes 180O. It is the water that leaves the surface that determines the force, such that the more this water is diverted the less the force is exerted on the solid. This fact is why the cupped surface performs well in giving force than the conical surface.

Nomenclature

A – cross-sectional area of the nozzle

F – Force (N or kg)

D – distance from the nozzle to the target (m)

G – acceleration due to gravity (m2/s)

– mass flow rate (kg/s)

Q – Flow rate (m3/s)

R – Reaction force (N or kg)

T – time in seconds (s)

Vi – Velocity of input (water) (m/s)

Vn – Velocity at the nozzle (m/s)

– fluid density (kg/m3)

W – weight (kg)

Conclusions

The volumetric flow rate increased as the resulting force caused by the impact on the surface increased, therefore through the experiment, it has been proven that the flow rate is directly proportional to the force resulting from the impact. From the experiment we were able to find out that the different shapes give different magnitude of force. In the experiment the shapes that were used were flat, hemispherical, and conical shaped surface. They had an exposed surface of 90O, 180O, and 45O respectively. From this the hemispherical shape gave the best result in exhibiting force, and the conical surface gave the worst. Therefore, we can say that the larger the angle of water diverted, the more the force exhibited, and the reverse is true. The force exhibited is the reactionary force, therefore, the Newton’s third law of motion has been proven too. We can infer that the diameter of the nozzle also plays a bigger role in the force exerted on the surfaces. Where the nozzle needed to be replaced from the 10 mm to 8 mm and 5 mm diameter and the test is repeated. We also can infer that the best surface to use for a turbine or a water jet engine, should have a cupped surface.

References

1. Lucas, J. (2017, September 26). Equal & Opposite Reactions: Newton’s Third Law of Motion. Retrieved from Live science : https://www.livescience.com/46561-newton-third-law.html
2. The Editors of Encyclopaedia Britannica. (2019). Physics: Conservation law. Retrieved from Encyclopedia Britannica: https://www.britannica.com/science/energy

Appendix

Flat surface:

Flow rate in a mass of 0.01808 kg was measured to be 0.000659 m/s, therefore,

We know that the velocity of the water jet that strikes the vane is as below:

Where h, is the height and g are the gravitational acceleration given as 9.81m2/s

Also remember that;

The second force shall be calculated as:

Hemispherical surface

Flow rate in a mass of 0.01496 kg was measured to be 0.000659 m/s, therefore,

Where h, is the height and g are the gravitational acceleration given as 9.81m2/s

Second force is calculated as:

Conical surface

Flow rate in a mass of 0.01513 kg was measured to be 0.000762217 m/s, therefore,

Where h, is the height and g are the gravitational acceleration given as 9.81m2/s

Second force

Flat Hemi Con 9.8340883026020835E-3 9.058979962070255E-3 8.8126671604147194E-3

The line ‘the world is too much with us’ means that humans have disrupted nature’s natural cycle. They created a man-made world, jeopardizing the purity of the environment in which they exist. According to the poet, the relationship between nature and humans used to be respectable, but it is deteriorating day by day as a result of increased urbanization. The new world, as a result of industrialization and urbanization, has an excessive amount of control over nature. We, as modern humans, are so preoccupied with our lives, which revolve around money and other worldly things that we frequently fail to appreciate the natural world around us. The new human forgot that he could never control or play with nature. After all, he is the one who lives there. By being a part of a person’s daily life, the materialistic world is able to control them. Everything a person does is influenced by the world of materials. Humans today desire to sustain a way of life. This way of life comes at a cost: it robs us of our ability to identify with nature and appreciate the world around us. People become unconscious of their wider, and probably more essential, environment by focusing their ‘powers’ on material objects.

The dying oceans- Nature is God’s wonderful creation and it should be preserved as such. When we look around the world, we see that the majority of it is covered in a gorgeous blue. That is to say, the oceans. Mankind, on the other hand, enjoys playing tricks on nature. They believe they can simply dominate nature. Humans are successfully destroying the real world around them with the capabilities of technological advances. But how far can they go in this man-made world? Nature will eventually retaliate against mankind, and human civilization will come to an end. Those days aren’t that far away. The most prominent example is the worldwide depletion of oceans. According to the first thorough analysis, only 13% of the world’s oceans are still unaffected by human activities. Outside of the farthest reaches of the Pacific and the poles, nearly no ocean has a natural abundance of marine life. The researchers discovered that large fishing fleets, global commerce, and pollution running off the land are combining with climate change to harm the oceans. In addition, only 5% of the remaining ocean wildness is protected by current marine protected areas. Kendall Jones of the University of Queensland in Australia and the Wildlife Conservation Society, who led the new research, said, ‘We were startled by exactly how little maritime wildness exists.’ “The ocean covers more than 70% of our world, but we’ve managed to have a substantial impact on practically every aspect of this massive ecosystem.” The final remains of nature, according to Jones, demonstrate how vibrant ocean life was before human activities took over the world. He described them as “time machines.” “They have unrivalled levels of marine biodiversity and are among of the few sites on the planet where big populations of apex predators like sharks may be found.” The new study adds to a slew of recent research that have highlighted the threat to oceans. In January, scientists warned that the oceans are suffocating, citing the quadrupling of massive dead zones since 1950, while in February, new maps indicated that half of the world’s oceans are now industrially fished. “Oceans are under threat now more than they have ever been in humanity’s civilization,” Sir David Attenborough said in December at the conclusion of the BBC series Blue Planet 2. Jones added that Arctic wilderness regions that had been protected by ice cover in the 1970s had now been lost when the ice receded and fishing boats were able to access them. “In the future, as climate change worsens, I believe you can definitely argue that very much everywhere in the ocean is going to come under higher levels of threat” he said. It is past time for humanity to realize that they can never play with nature, and that if they do, the consequences would be the worst they can fathom. We as humans continue to fail to compliment the environment, even after actively supporting it. It’s a case of now or never.

During the First Industrial Revolution, William Wordsworth composed these lines. It was a pivotal period in history. The poem’s environment, for example, is significant since it conjures up an idyllic and romantic vision of nature. Wordsworth encourages the reader to appreciate nature and all she has to give from an undiscovered spot by the sea. In the initial words, he has chosen strong language to express his point of view. ‘The world is too much with us,’ says the narrator. He elaborated on the concept by claiming that we ‘squander our powers’ when we spend our time, minds, and energy ‘getting and spending.’ In other words, he claims that people are so preoccupied with earning and spending money that they have lost sight of their various untapped potentials. Their time is accounted for by their behaviors of making money, spending money, and caring for their goods because they are so consumed by their own greed for more money. Money and material belongings are far more essential than they should be, according to the author. Wordsworth’s language is simple and straightforward, conveying a clear message to the audience. He bases the poem on a few strong universal themes that provide logic and make sense to the audience. He chooses simple terms that are appealing to the general audience to read and comprehend with a sense of connection. He chooses simple terms that are appealing to the general audience to read and comprehend with a sense of connection. Wordsworth discusses how consumerism has had an overpowering effect on us, and how we have been dazzled by the glory of fleeting lights. He doesn’t publicize his intentions with euphemisms, double-speak, or bureaucratic jargon. For his readers, he delivers the harsh reality. The first line is an unequivocal declaration of strong opinion. The reader is thrown into the deep end when the speaker states that there is too much of everything, from the money we crave to stuff, and that we are being paid to spend as soon as we are able, when we are young, and that it is never too late to start spending. He follows a well-thought-out procedure that contributes to the pieces’ cohesion and consistency. Each of the words has a consistent theme. Wordsworth’s expertise in building a stunning structure that blends worthwhile concepts and a rhythmic pattern of sounds is responsible for the poem’s coherence. Wordsworth skillfully combines content and form to create a structure that emphasizes their intertwining. ??The structural relevance of the sonnet as a symbol for its content?? is undeniably true of this sonnet. People sacrificed their resources, abilities, and emotions once they were on the factory treadmill, according to Wordsworth, who lived through the first industrial revolution. This is referred to as a ‘sordid boon or a “shameful gift by the speaker, who is almost certainly Wordsworth himself. Finally, Wordsworth employs personification in the poem to bring nature to life. For example, the sea ‘bares her bosom to the moon,’ implying that nature is there and ready for humans to notice her beauty. As a result, Wordsworth employs personification as a call to action, urging his audience to reconnect with nature. When he mentions ‘Proteus emerging from the sea’ and ‘Triton blowing his wreathed horn,’ he is making allusions (references to other stories or personalities). This calls to mind Greek mythology, which can convey everything about a story in just a few words. His ornamentation and symbolic discourse are exact and in line with the spirit. Internal rhymes give the work a lovely texture and melody. Like the terms in the first four lines- late, waste, nature, and away- they also help to keep the idiomatic pulse going.

Too much- When it comes to poverty, illness, and unemployment, there is much too much suffering in the globe. People can educate themselves for the rest of their life, but they will never reach the level of the desired world.

• Getting and spending- Humans are so preoccupied with getting and spending that they overlook the importance of enjoying life.
• Late or soon- Late or soon, the country’s government will realize what they are doing to the local population is wrong, and they will not be able to hide forever after making such mistakes.
• Giving our hearts away- We are giving our hearts away to a materialistic world that will not last long and will only leave us with sorrow.
• Sordid boon- If technology and science are used against nature, they are a sordid boon on humanity

INTRODUCTION

In the 21st Century, Slavery, even though formally abolished, is now at levels that exceed the prevalence of it in recent centuries, as this issue has become less obvious. Human Trafficking is the contemporary version of the traditional forms of slavery, continuing to be exercised on a global scale, despite the implementation of both international legislation, along with domestic legislation established in almost every country. However, the power of state sovereignty overrides the ability of any international interference to regulate internal matters, which heightens the risk of mass atrocity crimes such as Human Trafficking to occur in these states. The ringleaders who initiate such a callous crime that violates basic human rights are actively aware that their actions are immoral, however, this doesn’t discourage their desire and urge to continue this behaviour. As rights are only earnt by pressure from below, the abolishment of human trafficking for goodwill only seem within reach through relentless struggle and making such an issue ‘known’, which when supported by both international and domestic legal and non-legal measures enacted to enforce the laws that are sure to protect our most fundamental human rights, will the idea of a more equal future seem achievable.

HUMAN TRAFFICKING AND SLAVERY OVERVIEW

Human Trafficking and slavery are two terms that can be used interchangeably, as they both concern the act of exploiting individuals for economic and personal gain. Slavery is generally the destination that victims of human trafficking will arrive at, obliged to submit to the orders given as the legal property of ‘the other’, stripped of their basic human rights, where powers attached to the rights of the owner are inhumanely exerted. According to the United Nations Protocol to Prevent, Suppress and Punish Trafficking in Persons, Especially Women and Children, the simple International definition of Human Trafficking states it is ‘the use of threat or force or other forms of coercion to achieve exploitation and assert ones control over another life via methods of recruitment, transportation, transfer or harbouring’. Common 21st-century exploitative practices aligning with these definitions include “forced labour in factories, farms and private households, sexual exploitation and forced marriage” (United Nations, 2014), just to name a few. These acts objectify people, dehumanising them – and ignore the respect they deserve as subjects of the law, as it disregards their entitlement to the most fundamental human rights – The right to life, The right to liberty and security, The Right to freedom of movement.

STATE SOVEREIGNTY AND GLOBAL REJECTION OF INTERNATIONAL HUMAN RIGHTS

Under International Law, Article 4 of the Universal Declaration of Human Rights acknowledges that no individual shall be subjected to slavery, which is protected under the International Covenant on Civil and Political Rights, which also supports the conservation of certain fundamental human rights, namely the Freedom of thought, Freedom of religion and Freedom of speech, which go unnoticed with the current presence of global Slavery and Human Trafficking. These international instruments were the basis for contemporary conventions and assisted efforts to combat Human Trafficking.

Despite approximately 27 million people worldwide currently being held as slaves, the enormity of the issue makes it hard to police and enforce, especially considering operations are usually underground.

Compliance of International Law becomes an issue, however, as State Sovereignty allows a state, at its discretion, to make laws within its jurisdiction without external interference, as “no other person, group or state can tell a sovereign entity what to do with its land and/or people” – as protected under UN Charter Article 2. With this in mind, citizens of sovereign states do not have access to the International Human Rights Framework as these states are deemed unrecognised, lacking UN membership – meaning the right to voice any Human Rights violations to the United Nations Human Rights Commission is difficult.

Therefore, the recognition, protection and enforcement of Human Rights rely heavily on the will of sovereign states to enact appropriate legislation, based on International Law; with the integration of ‘Hard Law’ being an effective enforcement strategy for the protection of International Human Rights. This includes Conventions and treaties into domestic legislation, which when ratified, create legally binding obligations within sovereign states. Although there is an array of options presented for sovereign states to acknowledge International Human Rights, states can ignore certain Human Rights if it is not in their best interest, reinforcing that non-UN membership states are more likely committing crimes against humanity, through which Human Trafficking and Slavery falls under.

INTERNATIONAL RESPONSE

Aims of eradicating Slavery dates back to the 19th Century. In 1926, the League of Nations adopted a treaty, namely the Slavery Convention 1926, which accelerated the abolishment of Slavery worldwide after the mass atrocities of WW1, by the pressure of creating obligations within states to label slavery as a crime. The criminalisation of slavery is also supported in the ‘1956 Supplementary Convention on the Abolition of Slavery’. Both of these international responses reinforced that “there is no consensual slavery under International Law” (Fernanda Perez Solla SPDISCUSSIONPAP, 2009). The Universal Declaration of Human Rights (1948) and the International Covenant on Civil and Political Rights (1966) also support anti-trafficking movements and has inspired International Law’s most recent efforts to prohibit and prosecute Human Trafficking offences through various conventions and Treaties. These recent international instruments include the “United Nations Convention against Transnational Organised Crime’ and its two supplementary protocols: the United Nations Protocol to Prevent, Suppress and Punish Trafficking in Persons, Especially Women and Children, and the United Nations Protocol against the Smuggling of Migrants by Land, Sea and Air” (King, n.d.).

Brief History

According to V. Robin and J. Pogue et. al. (2001), the concept of Conversation Café was first propounded by three Seattle friends- Susan Partnow, Habib Rose and Vicki Robin. It all started with an experiment. They believed that more spontaneous and drop-in public dialogue would serve democracy, critical thinking and neighbourliness. So, each sat in a different café once a week and invited whoever was there, plus friends, to dialogue about things that really mattered. Thus, the Conversation Café Method was born. The Conversation Cafés spread throughout Seattle then on to Toronto, St. Louis, Tucson and ultimately to seventy cities in the US, Canada and Europe. During the Conversation week, they discussed on the same topic, sharing the wisdom of each group, sought a global sense of what “we the people” were feeling and thinking about the important questions of the times.

What is a Conversation Café?

Conversation Cafe is an engaging edutainment platform. V. Robin et. al (2001) mentioned, it is a gift designed for the world. It witnesses the confluences of critiquing, ideating and proposing while learning and sharing as a collective whole within the scope of respecting diversity of thought. It is an informal dialogue based on a constructive methodology. The essential protocols of the Conversation Café are as follows:

• Open-mindedness: listen to and respect all points of view
• Acceptance: suspend judgement as best you can
• Curiosity: seek to understand rather than persuade
• Discovery: question assumptions, look for new insights
• Sincerity: speak from your heart and personal experience
• Brevity: go for honesty and depth but do not go on and on
• Equality: Everyone has equal right to share their view and express themselves
• Multiple means of expression: While everyone can contribute, there are many means of representing oneself.

However, this sums up everything that the Conversation aims at achieving for a change, a broader mind-set, collective sharing and a learning ground on conversations that matter.

REVIEW OF RELATED LITERATURE

Convesations are the key roles that has the power to motivate, inspire and bring a change. According to E. V. Estacio and T. Karic et. al, (2016) discussed how the World Café method can be used as a platform to encourage reflection on internationalisation in higher education. The World Cafe is a community engagement method that encourages participants to engage in reflection and dialogue in a relaxed and comfortable atmosphere. It promotes the use of multiple methods in capturing insights that recognise individual and cultural preferences in communication. It values respect for diversity of perspectives, which resonates with the principles of internationalisation. J. Brown et. al, (2010) in his book “The World Café: Shaping our futures through conversations that matter”, mentions “how conversations can ignite- innovation, think together, strengthen community and sharing knowledge. Experiencing a café conversation in action helps us in making personal and professional choices about more satisfying ways to participate in conversations that helps shape our lives”. V. Storey and R. Taylor et. al. (2011), highlighted on Conversation Cafe in higher education which represented to foster mutual engagement-and opportunity for learning-across the institutions involved in the Carnegie Foundation Project on the Education Doctorate (CPED).

L. F. L. Lu et. al, (2008), in her study on “Art cafe, A 3D virtual learning environment for education”, explored the objective to find out participant responses on experiences in Art Café and whether the 3D VLE and designated educational activities were suitable for art education. The cafe brought about an interactive learning with the artist. Its environment enabled participants to easily become active learners, engaged and maintaining a sense of ownership of their art conversation. According to R. D. Eckard and M. A. Kearny et. al, (1981), ESL education was taught to students on how to converse fluently in English and to be natural native speakers. It focusses on aspects of conversational language, pre-conversation activities, passage from controlled to free conversation and conversation activities which include roleplay, question-and-answer activities, class discussions, problem solving, games, and other group activities.

CONVERSATION CAFE IN SHILLONG

The Conversation Cafe (CC) in Shillong was first initiated by Team INDI ED (empowering the youth) on July 2018. There lies a dire gap in the current eduction syatem.. What is this gap that the education sytem has been lacking? And What can we do about it? This has propelled the team to come with the concept of Conversation Café as an alternative to bring a change, to express their opinions and to seek out changes that needs in the education system. The team believes that Conversation Cafe can be an interactive, enjoyable, free-thinking platform for all stakeholders and more over to make use of their cognitive ability, socail skills, communication skills and self-awareness.

This Conversation Cafe was recently started in Shillong in two diverse institutions that is Bethany Society and North Eastern Hill University. The way the Conversation Cafe was practiced around the other countries so also it was followed in a similar way addressing to four crucial questions related to education.

OBJECTIVE

The main objectives of Conversation Cafe are:

• To perceive a clear understanding of the students and on the distinction between education and learning
• How much have they learnt so far? and whether they can truly differentiate between education and learning
• To effectively meet the challenges of an increasingly diverse population of learners,

METHODOLOGY

The team members of INDI Ed, prepared a registration form for the participants which contains name, name of the institution (school/college/university), Class, date and signature. In order to get participants to attend the Conversation Cafe, a poster was prepared to instill curiosity in the mind of the people, invitations were also given to teachers and friends to attend the session and the use of Social Media as a medium to spread the word.

The main tools used to conduct the CC are based on four most critical questions about the education system. The questions differ from both the CCs held in the two institutions.

OUTCOME OF CONVERSATION CAFE

According to the responses, we all agree that education has affected us in a plethora of ways and we adhere to it. The Conversation Cafe was conducted based on group discussion. The following are the results discussed below.

Firstly, the education system is a formal education. It is based on strenous syllabus of which students learn to prepare themselves for their future. Because of the strenous syllabus, students go through a lot of stress to pass in exams. Therefore, most of the time they resort to rote-learning in order to get good marks. Secondly, students acquiring the highest marks in class are considered as the most intellectual while those receiveing the lowest marks in class are considered as the least intellectual. More importance is given to student with high IQ and less importance to those with lower IQ. Thirdly, the education system is not flexible. It is a structured environment and does not give space to think out of the box. Creativity is definitely lacking in the education sytem. Fourthly, the education system in not job oeiented. If the education system is suppose to help us build a future then it should train us to meet challenges that requires us to face in our life like there should be personality development, leadership qualities, enhance communication skills, emphasis on general awareness and career guidance to be taken seriously right from school level. Lastly, the education system is not practical. It is mostly based on theory. Students learn and understand better when they are placed in an environment that allows them to practice what has been taught in the classroom.

With the concept of the Conversation Cafe, there has been a huge turn of events that brought together diverse stakeholders from various backgrounds. The eagerness of the students to express their views in a group discussion and individually did boost their self-confidence. It challenged them to think (cognitive skills), to come out of their comfort zone by meeting new people and it brought about self-awareness. The Conversation cafe has emerged as a powerful tool that can help to bridge the gaps that is lacking in the educatiuon system and most importantly, giving a space for free thinking especially, for the primary stalkholders being children and students.

HOW CAN A CONVERSATION CAFE BE INTEGRATED IN SCHOOL OR HIGHER EDUCATION?

Conversations play a vital role in knowledge sharing in today’s modern world. P. Johnson et. al (2016) mentioned in her study about the role of conversation in a classroom. She said “for students to begin thinking like scholars, they must be placed in an environment that supports a community of practice that operates according to scholarly behaviours. Professional learning activities for teachers must include strategies that effectively increase engagement, critical thinking, and dialogue as methods of developing student agency”. So also the Conversation Café can act as another teaching method to have an understanding of pedagogy and see how students learn across diverse learning environment. It gives a voice, choice and learner’s identity. This will also help the students to come up with thought-provoking discussions and generate new constructive ideas and questions when working together collectively on academic topics. It is, thus, a medium for acknowledging and promoting multiple forms of intelligence into education and rooting it in the reality of the environment. Hence, Conversation Cafe can be integrated as another teaching method and a learning model for students.

CONCLUSION

In conclusion, based on my experience with Convesation Cafe, I believe that this is a powerful learning tool. It is very interesting, engaging and ideating. If we are seeking to achieve Sustainable Development goals in Education for the betterment of the future generation, then we should also take into consideration the students perception. Let their views be heard, let their creativity be acknowledged and encouraged and let new ideas flow in the system of education. We are all born uniquely and the way we think is also different from one another. A child scoring the highest mark in class does not mean that he/she is the most talented. We should not be judged based on this perception. We have our own abilities and style in performing. The principle of the Education hierarchy has always been a top-down approach. It is high time we change the perception to bottom-up approach. With the proper guidance from the teachers, students will ascend as diverse change makers in the society if given a chance.

Hence, the conversation Cafe has emerged as a new platform that can enhance knowledge sharing and boost confidence. It is a powerfull catalyst to bring about a change in the education system based on meaningful conversations that matter. It offers a practical, social, robust and open-minded space to express freely and lastly, it strives to ensure equalility and justice for all.

Introduction

Linguistics is a science that study the units, nature, structure and modification of human language. Linguistics spans a large number of subfields, each dealing with different part of the language faculty. These branches are: phonetics, phonology, syntax, semantics, and pragmatics. Pragmatics is considered as the center of linguistics fields. Pragmatics is concerned with the relation of sentences to the environment in which they occur. This research will discuss one of an important concepts in pragmatics called Cooperative Principle (CP) and analyze a daily conversation using Grice conversational theory.

Theoretical Background

Language is important in every aspect of our lives and a vital tool for communication. It is not only a way of communicating and exchange ideas, but it also builds friendships and cultural ties. So good communication is one of the most important process that we use in our life daily. Fahmi (2016) study found the following: Herbert Paul Grice, developed a mode of interaction for successful communication called the Cooperative Principle (CP) Which is to make your conversational contribution such as is required, at the stage at which it occurs, by the accepted purpose or direction of the talk exchange in which you are engaged. Then the principle generated four maxims as a criteria of successful and meaningful conversation. Grice (1975) formulates four major norms to be fulfilled when people communicate to one another. Those four maxims are: Maxim of quantity/information, Maxim of quality/truthfulness, Maxim of relevance/relation and Maxim of manner/clarity. (p. 92)

“(1)Maxim of quantity/information contribution as informative as is required, and do not make your contribution is more informative than is required. An example of obeying the maxim of quantity Background: Imam and Komang are doing a conversation, talking about football game last night. At a particular time Komang leave Imam suddenly then Imam ask him:” (Fahmi, 2016, p. 92) “Imam: where are you going? Komang: I am going to canteen.” (Fahmi, 2016, p. 94) “From the example above Komang replies Imam’s question properly, not more nor less about where is he heading to.” (Fahmi, 2016, p. 94) “(2)Maxim of quality/truthfulness that means to be truthful, do not give information that is believed to be false and do not say that for which you lack adequate evidence. An example of obeying maxim quality: Background: two men (Adi and Bambang) sitting in front of Adi’s terrace. At particular moment Bambang asks Adi how old is him:” (Fahmi, 2016, p. 94) “Bambang: how old are you, Di? Adi: I am 21 years old.” (Fahmi, 2016, p. 94) “From the example above, Adi obeys the maxim of quality where require someone to give true and genuine information.” (Fahmi, 2016, p. 94) “(3)Maxim of relevance/relation that means to stick to the point and to be relevance to the topic of the discussion. An example of obeying maxim relevance: Background: Azim ask Munir about where is his cellphone.” (Fahmi, 2016, p. 94)

“Azim: bro..where is my cellphone?

Munir: it is on the table.” (Fahmi, 2016, p. 94)

“In the example above Munir give answer that relate to Azim’s question.” “(4)Maxim of manner/clarity requires the peaker to avoid obscurity of expression and ambiguity statements/sentences. It demands the speaker to be clear, and brief. An example of obeying maxim of manner: Background: a stranger man ask Azam where the nearest Bank.” (Fahmi, 2016, p. 95) “Stranger man: excuse me. May I ask you something? Azam : yes. please Stranger man: how to get to the nearest bank? Azam: go ahead until you find crossroad. Go straight at the crossroad. The bank is 100 away from the crossroad. It is in your left side.” ( Fahmi, 2016, p. 95) “From the example above Azam’s answer about stanger’s question is brief, orderly without any abscurity of expression and ambiguity utterance.” ( Fahmi, 2016, p. 95) When the participants obey the whole maxims, they can be said cooperative in communication or create effective and efficient communication.

According to Yule (2014), there are certain types of expressions or devices used by speakers to ‘explain’ utterances beforehand in relation to the four maxims called hedges. It uses to mark that the speakers may be in danger of not fully adhering to the principles. For example we may say: “As far as I know…” to show that we respect the maxim of quality. (Yule, 2014, p. 145) Fahmi’s (2016) study found the following: Implicature is meanings that are not explicitly conveyed in what is someone said. For example, A ask B to come out tonight by saying, “Do you want to come out with with me tonight? Then B answers, “I am busy tonight”. From B’s answer the possible implicature that arise is B does not want to come related with A’s question, Instead of saying no I don’t B prefer to say I am busy tonight. (p. 93) Taghiyev’s (2017) found “according to Grice, the above four super maxims can be violated in the following four ways:” (p. 286)

1. Quietly and unostentatiously

“A: Do you love me?

B: Yes.” (Taghiyev, 2017, p. 286)

“Supposing speaker B does not love really, he quietly violates the maxim of quality.” (Taghiyev, 2017, p. 286)

2. By opting out a maxim

“A: How much are you paid per month?

B: Sorry, that is confidential.” (Taghiyev, 2017, p. 286)

“This is explicit information given by the speaker B that maxim of quantity cannot be satisfied.” (Taghiyev, 2017, p. 286)

3. Coping with a clash between maxims

“A: Where was that poet born?

B: Somewhere in the South.” (Taghiyev, 2017, p. 286)

“The speaker B does not know exactly where the poet was born. To avoid violating the maxim of quality– providing less information than that was asked for.” (Taghiyev, 2017, p. 286)

4. Flouting a maxim in order to exploit it.

“A: John is the CEO of the company, is he not?

B: Uh-huh, and I am the Emperor of Japan.” (Taghiyev, 2017, p. 286)

“Speaker B, unlike someone who simply violates the maxim, flouts the maxim (here the maxim of quality) and expects the listener to notice it.” (Taghiyev, 2017, p. 286)

Review of Literature

The objects in Risdianto’s study are ten utterances of conversational implicature in Oscar Wilde‘s short story ‘‘Happy Prince’’. Those conversational implicature are obtained through frequent reading and analysis. The research findings is that in Oscar Wilde‘s short story ‘‘Happy Prince’’ there are there are six forms of politeness principle, two forms of cooperative principles and two ironical principles. (Risdianto, 2016, p. 209- 219) While the research by Govindarajulu and Krishnamurthy (2017) aim is to explore the nuances of Maugham’s implicature to bring out his artistry, by analyzing the conversations in the story through an application of H.P. Grice’s Cooperative Principle. The research findings is that a rigorous application of Grice’s theory of implicature exposes the violation of maxims in the conversation of the characters.

Text Analysis

(1)“Marlene: Hi! What are you doing here? Jung-soo: Buying school supplies. I need some binders.” (Richards, Bycina, & Wisniewska, 2005). By looking to the question above, Jung-soo obeys the maxim of quality where require someone to give true and genuine information. He gives information that is true “Buying school supplies”.

(2)“Marlene: I’m out of paper! Where’s the copy paper?” (Richards, Bycina, & Wisniewska, 2005) By looking to the answer above, From Marlene answer the possible implicature that arise is Marlene does not want to come related with Jung-soo question, Instead of saying I come to buy a paper she prefer to say ‘I’m out of paper!,’ So she delivered the meaning indirectly to be more communicated.

(3)“Jung-soo: I think it’s in this aisle, on the top shelf, to the right of the computer disks.” (Richards, Bycina, & Wisniewska, 2005) By looking to the answer above, Jung-soo’s answer about Marlene’s question is brief, orderly without any obscurity of expression and ambiguity utterance. So Jung-soo obeys the maxim of manner.

(4)“Jung-soo: Do you know where the binders are? Marlene: Yealh, they’re on the middle shelf, next to the paper clips.” (Richards, Bycina, & Wisniewska, 2005) By looking to the question above, Marlene’s answer about Jung-soo’s question is brief, orderly without any obscurity of expression and ambiguity utterance. So Marlene obeys the maxim of manner.

Interpretation of the analysis:

By applying H.P. Grice’s Cooperative Principle, I find that there are two forms of cooperative principle which are one maxim of quality and two maxim of manner. There is also one implicature and it’s used to make the conversation more communicated. The reason of using all above is to show how to ask about where things are in formal and informal ways and how to show someone where things are in polite way.

Conclusion

Study of pragmatics is an essential part of linguistics. One of the most important topics that the pragmatism covered is Cooperative Principle. Paul Grice was the first scientist who introduce the concept of maxims or expectations that we bring into our conversational behavior. This theory can be summarized in four individual maxims: Quantity, Quality, Relevance, and Manner. The four conversational maxims serve as guidelines in any normal interaction and their application ensures that the speaker can convey a message and the hearer can interpret it.

References

1. Fahmi, R. (2016). An analysis of Grice’s maxims violation in daily conversation. Journal of Languages and Language Teaching,4(2). doi:10.33394/jollt.v4i2.325
2. Govindarajulu, S. K., & Krishnamurthy, B.(2017). An Application of H.P. Grice’s Theory of Implicature to Somerset Maugham’s Short Story The Punctiliousness of Don Sebastian. Global Journal for Research Analysis,6(5). doi: 10.36106/GJRA
3. Richards, J. C., Bycina, D., & Wisniewska, I. (2005). Person to Person: Communicative Speaking and Listening Skills. (United Kingdom, UK): Oxford University Press.
4. Risdianto, F. (2016). A Conversational Implicature Analysis In Oscar Wilde’s Short Story “Happy Prince”. Register Journal,4(2). doi: 10.18326/rgt.v4i2.461
5. Taghiyev, I. (2017). Violation of Grice’s maxims and ambiguity in English linguistic jokes.IJASOS- International E-journal of Advances in Social Sciences,3(7). doi:10.18769/ijasos.309688.
6. Yule, G. (2014). Discourse analysis: The Co-operative Principle. England: Cambridge University Press.

So, you’ve learned some English and are keen to test out your skills. How do you actually hold a conversation?

My forthcoming e-book at http://www.coachmeconfident.com contains a chapter on starting and maintaining a conversation in both a business and a social setting. Here , though, are some basic rules of conversation. It’s part of human nature that, when we are speaking with someone, we will want to tell them things most of the time. This sounds obvious but it isn’t as obvious as it seems.

Do you know people who, when you try to speak to them always turn the conversation round so that they are talking about themselves or their experience?? This is a natural thing to do: we all view the world from our own point of view, and we all find ourselves interesting, and want to share our thoughts with others.

This can lead to poor conversation skills, though.

Basically, there are FOUR key parts to a conversation:

1. Telling
2. Asking
3. Listening
4. Thinking

Most of us will be quite good at telling. Some might want to improve their vocabulary or their speaking voice, but this is often the easiest of the 4 parts to master.

Asking is the best way to find information out about other people. Again it sounds obvious, but many people won’t ask the other person for their opinions or information…they will be happy to tell them their own. ASKING people questions pulls them in to a conversation.

Thinking is important during a conversation. By this , I mean being able to focus on what the other person is saying and on what you want to say…what you REALLY want to say. I’m sure we have all been in a situation where we have become angry or upset with someone and have said something that we wish we hadn’t. THINK before you speak. This is also vital in complex conversations like negotiations, giving people feedback, motivating people and so on. If you are holding a conversation in English and it’s not your first language, don’t worry about speaking it fast. Allow yourself time to think.

Listening is the most important part of a conversation. Of course, you will want to say something, but most people are not good listeners. Why? Well, because they…

• are thinking of what they will say next and not really listening to the speaker
• have ‘switched’ off, and are thinking about something else completely, and are not taking information in
• think they know what the speaker is going to say, so say it for them (and usually get it wrong)
• listen for specific pieces of information and don’t listen to ALL of what the speaker is saying
• make assumptions about the speaker. “He’s a typical student!” or “She’s a typical Italian!” or whatever it might be. Here, the listener is making a judgment about the speaker without really hearing them.
• try to out-do the speaker. If the speaker’s child has won a school writing competition, YOUR child has just won a scholarship to …… If the speaker is going to France for holiday, YOU are going to the Caribbean.

REAL listening means being focused on the speaker. How will this help your conversation skills?

The other person will feel that you are really interested in them and their opinions, and they will WANT to continue talking to you. Listening will enable you to ask the right questions to that person. It will also enable you to say the right things, because you will understand them better.

If you find conversations difficult, think about these 4 parts. If one is out of balance, try to focus on it next time you’re talking to someone.

The construction industry around the world is becoming constructing green and sustainable buildings nature. To satisfy the assessment criteria being suggested and proposed, newly architectural features and innovative ideas, newly mechanical and electrical systems, and suitable energy and environment management scheme have been raise out. Moreover, fire safety issues have not yet been properly assessed and elevated. There have been different conflicts among the green or sustainable building design and fire safety provisions . Provision of fire safety have been designed and being operated by pay attention to requirments for green or sustainable buildings according to following is raise out: including

Passive building construction, active fire protection system and fire safety management.

Fundamentally, works shall be undertaken in three areas to provide green and sustainable buildings: Architectural features relating to building construction element, electrical and mechanical systems to provide desirable environment, but the system would use energy, there shall be proper management including energy managing, environmental management and fire safety management. There had been different arguments if building assessment methods shall be key focus on environmental performance or sustainability. Moreover, the extremely important part on the safety issue has not yet identified. Most likely, prescriptive fire safety codes are not updated instantly. In reality, several new buildings with green and sustainable features had failed to met the requirement of those prescriptive codes in the past decades. The potential adverse effects on safety of green building designs had been raise out. For fire safety provisions, three areas need to seriously considered also for green buildings and sustainable buildings including Passive building construction, active fire protection system and fire safety management.

For Passive building construction, passive building constructions including proper compartmentation, fire resistance construction, means of escape for occupants and means of access for firefighters need to be supplied for fire protection. The aims are to reduce the possible cause of having an fire accidently by ensuring the building materials and components difficult to ignite and being burn. Whenever the material is being ignited, low heat release rate will be given out at the initial stage of a fire. When a fire occurs, the rate of spreading shall

be slow and stable. It was aimed to enclose the fire within the region of origin without affecting the nearby areas. The building structure shall be able to withstand the fire for a period of time so that occupants have sufficient time to evacuate safely.

For active fire protection system, detecting a fire in early is major concerns, providing warning in early stage and reporting instantly to the management and firefighters, and also trying to control the fire. Three terms shall be classified clearly: control means the heat release rate of fire is not enable to develop with a rapid rate and speed; suppression means the heat release rate is lowered; extinguishment means the burning is terminated. Systems for meeting the aims as in above have to be clearly raised out, especially and in particular to tall buildings where fire alarm and detection system only, fire hydrant system and hosereel system are generally needed. Water is consumed extensively and must be planned and designed to satisfy the water conservation approach for green and sustainable buildings. Smoke management system is required for basements, car parks or big halls shall be design and plan carefully as smoke discharged would adversely affect the environment. Gas protection systems should be designed and planned in systemic manner, but might only be provided in those buildings with special uses. Also, total flooding system with agents that will have a greenhouse effects and show adverse effect to the upper atmospheric ozone layer should be avoided.

For fire safety management, passive building construction and active fire protection system are the hardware provisions. These might not necessarily provide with fire safety adequately. Good management schemes shall be implementing in a total fire safety concept. Fundamentally, a fire safety plan can be prepared and reviewed by the building operation team and corresponding safety personnel, which including a maintenance plan; a staff training plan; a fire prevention plan; and a fire action plan.

The following criteria were the major concerns on green and sustainable building including energy saving, water consumption, environmental protection and waste management.

Ecotourism improves human activities. It makes money, works as entertainment, educates people for natural preservation. However, poorly built ecotourism and human behaviors jeopardize wild animals, collapse biodiversity, leads to environmental destruction. In this essay, I will discuss ecotourism aids national parks or damage.

Ecotourism has many benefits and those benefits have drawbacks as well. By Sencer (2016), ‘Is Ecotourism Helping or Hurting Our National Parks?’, ecotourism expenditure is as much as $30 billion and creates over 200,000 employment opportunities. Although these revenues would be used to promote ecotourism, it might not be enough to support all of the cost such as staff employment, tourism promotions and park protection. Exploiting natural resources or estate development for the invitation of enterprise would be profitable and make more jobs than ecotourism. However, those concepts of giving priority to national benefit spur on natural destruction problems such as climate change and biodiversity destructions, which would be at risk of human being eventually such as outbreaks of a newborn virus breaking by disruption of the ecosystem. Ecotourism may not be economically beneficial, but it saves human activities and maintains a human-friendly environment in the long run.

Another benefit of ecotourism is that it increases the number of people who has knowledge of nature preservation. The more people visit national parks from around the world, the more human activities linked to environmental protection increases. However, as the drawback, this means it might equally increase the possibilities that wild animals would be endangered by the visitors’ misbehaviors at national parks. In 2015, a baby of bison in the snow was intervened by a family because they did not know about what bison has inborn traits of survival skills in the winter. The bison has failed to join its swarm because of the family’ careless behavior (Sencre, 2016). These types of sadness are caused by visitors who lack knowledge about wild animals. Therefore, to prevent these cases, we have to find the solutions. For example, increasing the number of tour guide and obligate to accompany visitors. In this way, visitors can enjoy without worrying about wrong judgement and learn proper behaviors. They might even be inspired to become a tour guide in the future. Ecotourism has the power to make public about environmental protection, however, it increases the risk of wild animals in national parks. To decrease the risk, park staffs are encouraged to design a well-organized ecotourism system.

In conclusion, while human visitation itself is a risk to make wild animal not wild at national parks, it alleviates mental health, stimulates local community and increases the conservation awareness. In the long run, it increases the number of people who is thoughtful to natural preservation, which would be able to reduce the impact into nature such as global warming. At the same time, we are encouraged to provide well-organized ecotourism not to be at risk of wildlife such as education to visitors and building rulesets.