If you are a teacher then please also visit my new site: intermathematics.com for over 2000+ pdf pages of resources for teaching IB maths!

**How to Design a Parachute**

This post is also inspired by the excellent book by Robert Banks – Towing Icebergs. This book would make a great investment if you want some novel ideas for a maths investigation.

The challenge is to design a parachute with a big enough area to make sure that someone can land safely on the ground. How can we go about doing this? Let’s start (as in the last post) with some Newtonian maths.

**Newton’s Laws:**

For an object falling through the air we have:

p_{s}gV – p_{a}gV – F_{D} = p_{s}Va

p_{s} = The density of the falling object

p_{a} = The density of the air it’s falling in

F_{D} = The drag force

g = The gravitational force

V = The volume of the falling object

a = The acceleration of the falling object

**Time to simplify things**

Things look a little complicated at the moment – luckily we can make our lives easier through a little simplification. p_{a} will be many magnitudes smaller than than p_{s} – as the density of air is much smaller than the density of objects like cannonballs. Therefore we ignore this part of the equation, giving an approximate equation:

p_{s}gV – F_{D} ≈ p_{s}Va

We now rewrite things to make it easier to substitute values in later.

p_{s}V = m, where m = mass of an object (as density x volume = mass)

This gives:

mg – F_{D} ≈ ma

and as mg = W (mass x gravitation force = weight) we can rewrite this as:

W – F_{D} ≈ (w/g)a

Now, the key information to know when looking at a parachute design is the *terminal velocity *that will be reached when the parachute is open – that means the maximum velocity that a parachutist will potentially be hitting the ground traveling.

Now, when a person is traveling at terminal velocity their acceleration is 0, so we can set a = 0 in the equation above to give:

W – F_{D} = 0

Now we need an equation for F_{D} (the drag force).

F_{D} = 0.5p_{a}C_{D}AU^{2}

where

p_{a} = density of the air

C_{D} = the drag coefficient

A = area of parachute

U = velocity

So

when the parachutist is traveling at their terminal velocity with the parachute open we have:

W – F_{D} = 0

W = 0.5p_{a}C_{D}AU^{2}

OK, nearly there. Next thing to consider is what is the maximum velocity we want someone to be traveling when they hit the ground. This is advised to be around 5 m/s – similar to jumping from a 2 metre ladder. Much more than this and you would risk breaking a bone (or worse!)

So we are finally ready to solve our equation. We want to find what value of A (the area of the parachute) will make us land safely.

We have:

p_{a} = 0.6kg/m^{3} (approximate density of air at 3000m)

C_{D} = 1.40 (a calculated drag coefficient for an open parachute)

U = velocity = 5m/s (this is the maximum velocity we want to want to avoid injury)

W = 100kg (we will have this as the combined weight of the parachutist and the parachute)

So,

W = 0.5p_{a}C_{D}AU^{2}

100 = 0.5(0.6)(1.40)A(5)^{2}

A = 9.5m^{2}

So if we had a circular parachute with radius 1.7m it should slow us down sufficiently for us to land safely.

**Essential Resources for IB Teachers**

If you are a **teacher** then please also visit my new site. This has been designed specifically for teachers of mathematics at international schools. The content now includes over **2000 pages of pdf content** for the entire SL and HL Analysis syllabus and also the SL Applications syllabus. Some of the content includes:

**Original pdf worksheets**(with full worked solutions) designed to cover all the syllabus topics. These make great homework sheets or in class worksheets – and are each designed to last between 40 minutes and 1 hour.**Original Paper 3 investigations**(with full worked solutions) to develop investigative techniques and support both the exploration and the Paper 3 examination.- Over 150 pages of
**Coursework Guides**to introduce students to the essentials behind getting an excellent mark on their exploration coursework. - A large number of
**enrichment activities**such as treasure hunts, quizzes, investigations, Desmos explorations, Python coding and more – to engage IB learners in the course.

There is also a lot more. I think this could save teachers 200+ hours of preparation time in delivering an IB maths course – so it should be well worth exploring!

**Essential Resources for both IB teachers and IB students**

1) Exploration Guides and Paper 3 Resources

I’ve put together a **168 page** Super Exploration Guide to talk students and teachers through all aspects of producing an excellent coursework submission. Students always make the same mistakes when doing their coursework – get the inside track from an IB moderator! I have also made **Paper 3 packs** for HL Analysis and also Applications students to help prepare for their Paper 3 exams. The Exploration Guides can be downloaded here and the Paper 3 Questions can be downloaded here.

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January 20, 2017 at 1:50 pm

Maria KingsleyCould you please do my maths exploration?

January 20, 2017 at 1:51 pm

BenOh, I want you to do mine, also!