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Using Representations PART A: The dot at right represents the student on the ride after the floor has dropped out. Draw a free-body diagram showing and labeling the forces (not components) exerted on the student. Draw the relative lengths of all vectors to reflect the relative magnitudes of all the forces. Each force must be represented by a distinct arrow starting on and pointing away from the dot. Create an Equation PART B: Derive an equation for the normal force on Carlos after the floor has dropped out. For each line of the derivation, explain what was done mathematically ie annotate unur derivation) Eynress vour answer in terms of m v R and

Using Representations PART A: The dot at right represents the student on the ride after the floor has dropped out. Draw a free-body diagram showing and labeling the forces (not components) exerted on the student. Draw the relative lengths of all vectors to reflect the relative magnitudes of all the forces. Each force must be represented by a distinct arrow starting on and pointing away from the dot. Create an Equation PART B: Derive an equation for the normal force on Carlos after the floor has dropped out. For each line of the derivation, explain what was done mathematically ie annotate unur derivation) Eynress vour answer in terms of m v R and

College Physics
College Physics
11th Edition
ISBN:9781305952300
Author:Raymond A. Serway, Chris Vuille
Publisher:Raymond A. Serway, Chris Vuille
Chapter1: Units, Trigonometry. And Vectors
Section: Chapter Questions
Problem 1CQ: Estimate the order of magnitude of the length, in meters, of each of the following; (a) a mouse, (b)...
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**Scenario** _Carlos (mass m) enters the carnival ride called the "Rotor." The ride begins to rotate, and once Carlos has reached speed v, the floor drops out and he does not slip._ --- **Using Representations** **Part A:** - The dot at right represents the student on the ride after the floor has dropped out. Draw a free-body diagram showing and labeling the forces (not components) exerted on the student. Draw the relative lengths of all vectors to reflect the relative magnitudes of all the forces. Each force must be represented by a distinct arrow starting on and pointing away from the dot. **Create an Equation** **Part B:** - Derive an equation for the normal force on Carlos after the floor has dropped out. For each line of the derivation, explain what was done mathematically (i.e., annotate your derivation). Express your answer in terms of \( m, v, R \) and physical constants as appropriate. --- **Diagram Explanation:** - The diagram on the right shows a vertical cylinder (the "Rotor" ride) with a figure inside. The floor has dropped out beneath the figure, and arrows illustrate the forces acting on the figure (student). The upward arrow indicates the normal force exerted by the wall, and the downward arrow indicates gravity. The horizontal arrows imply the frictional force preventing the figure from slipping. The grid beside the cylinder can be used to assist in drawing accurate vector lengths for the free-body diagram.
Transcribed Image Text:**Scenario** _Carlos (mass m) enters the carnival ride called the "Rotor." The ride begins to rotate, and once Carlos has reached speed v, the floor drops out and he does not slip._ --- **Using Representations** **Part A:** - The dot at right represents the student on the ride after the floor has dropped out. Draw a free-body diagram showing and labeling the forces (not components) exerted on the student. Draw the relative lengths of all vectors to reflect the relative magnitudes of all the forces. Each force must be represented by a distinct arrow starting on and pointing away from the dot. **Create an Equation** **Part B:** - Derive an equation for the normal force on Carlos after the floor has dropped out. For each line of the derivation, explain what was done mathematically (i.e., annotate your derivation). Express your answer in terms of \( m, v, R \) and physical constants as appropriate. --- **Diagram Explanation:** - The diagram on the right shows a vertical cylinder (the "Rotor" ride) with a figure inside. The floor has dropped out beneath the figure, and arrows illustrate the forces acting on the figure (student). The upward arrow indicates the normal force exerted by the wall, and the downward arrow indicates gravity. The horizontal arrows imply the frictional force preventing the figure from slipping. The grid beside the cylinder can be used to assist in drawing accurate vector lengths for the free-body diagram.
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