1. A student, standing on a scale built into the floor of an elevator at rest,...

  

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1. A student, standing on a scale built into the floor of an elevator at rest, sees that the scale reads 700 N. As the elevator rises, the scale reading increases to 910 N for 2 seconds, then returns to 700 N for 16 seconds. When the elevator slows to a stop at the top floor, the scale reading drops to 490 N for 2 seconds while coming to a stop. The mass of the elevator is ME = 950 kg. Use g = 10 m/s (a) Draw the free body diagram for the student while the student is accelerating upward, then moving at a constant velocity, and finally accelerating downward at the end. Draw the length of the force vectors to show when forces are balanced or unbalanced. accelerating upward constant velocity accelerating downward To fe (b) Find the mass of the person, Mp: (c) Find the acceleration of the elevator for the first 2 seconds. (d) Find the acceleration of the elevator for the last 2 seconds. 1. A student, standing on a scale built into the floor of an elevator at rest, sees that the scale reads 700 N. As the elevator rises, the scale reading increases to 910 N for 2 seconds, then returns to 700 N for 16 seconds. When the elevator slows to a stop at the top floor, the scale reading drops to 490 N for 2 seconds while coming to a stop. The mass of the elevator is ME = 950 kg. Use g = 10 m/s (a) Draw the free body diagram for the student while the student is accelerating upward, then moving at a constant velocity, and finally accelerating downward at the end. Draw the length of the force vectors to show when forces are balanced or unbalanced. accelerating upward constant velocity accelerating downward To fe (b) Find the mass of the person, Mp: (c) Find the acceleration of the elevator for the first 2 seconds. (d) Find the acceleration of the elevator for the last 2 seconds.