Walter & Group....
The attachment from Walter Simberski may not have come through to many of you. What happened, is that my system only recognized Bruce Richards' spread sheet and not the modified one sent by Walter.
I'll try to include it with this message so you can understand the previous dialogue.
Gordy
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From Bryan Nims:
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Bryan:
Lefty has said that the size of the loop is determined by the distance that you speed up and stop.
Many instructors and authors took issue with that including many of our FFF notables.
I discussed this at length with Lefty. (We've taught together many times )
We both came to this conclusion:
1.) The path of the rod tip is the main determinant of loop size. Straight line path = small ("tight") loop.
2.) When you have a great distance for your, "speed up and stop", your rod tip dips down farther from the oncoming line than when this distance is short. This forms a convex rod tip path at the end of the stroke. THIS YIELDS A LARGE LOOP.
3.) When you have a short distance for your, "speed up and stop", your rod tip dips down only a short distance from the oncoming line (and prior straight line path of the rod tip), so you have very little convexity of your rod tip path at the end of the stroke. THIS YIELDS A SMALL LOOP.
Lefty was quick to admit that his statement didn't include the reasons or even the fact that rod tip path was involved. He pointed out that his was a statement which got results with his students without complicating the issue with details they might not have understood.
Lefty is very good at coming up with things which may not make sense to the scientist ..... but get good quick results for the student of casting. One example:
He will take a student who is casting with big, inefficient wide loops. He'll tell this student, "Now try to it the tip of your rod with your line." THE STUDENT MAKES A NICE TIGHT LOOP CAST !
One way of preventing tailing loops is to simply tell your student to, "lengthen your stroke". It often works.
In neither instance does the student gain the faintest idea of why it worked.
This is why, many of us prefer to have our students have at least a basic idea of how things work. We feel that this approach leads to understanding which will allow the student to, eventually, be able to critique and teach him/herself. Lefty does take this approach with his more advanced students.
Gordy
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QUESTIONS ON THE TABLE:
1.) TORQUE. WHAT IS IT ?
2.) HOW DOES IT AFFECT CASTING ?
3.) HOW CAN WE USE IT ?
4.) HOW CAN WE AVOID IT ? ( THE LATTER ESPECIALLY WITH TWO HANDED RODS WHERE CAN BE A PROBLEM )
Gordy
Attachment:
Rotation-Translation modified.xls
Description: Binary data