3. A group of physics students are on a playground and wish to use the merry-go-round...

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3. A group of physics students are on a playground and wish to use the merry-go-round shown in an experiment to test the Law of Conservation of Angular Momentum. The merry-go-round can freely spin about its axis in the center and has almost no friction. The students bring with them the following equipment: A bathroom scale that can measure the mass of a person A spring scale that can measure up to 100 N of force. A meterstick, stopwatch, and several meters of light rope. (a) The students first need to measure the rotational inertia Imer of the merry-go-round. They wrap several turns of the rope around the outer radius of the merry-go-round. In the space below, outline a procedure the students should follow to make measurements necessary to calculate the rotational inertia of the merry-go-round. Explain how the measurements will be used to calculate the rotational inertia of the merry-go-round. Next, all of the students measure their mass using the bathroom scale. Two of the students having equal, known mass m stand at opposite ends of the merry-go-round as shown. The other students work together to give the merry-go-round an initial angular speed w. The two students then move at the same time to a position that is halfway between the center and the edge of the merry-go-round. Afterward, the merry-go-round has a final angular speed wf. (b) In the space below, explain how the students can use their equipment to measure w, and wf. Then explain how these measurements can be used to verify Conservation of Angular Momentum. 3. A group of physics students are on a playground and wish to use the merry-go-round shown in an experiment to test the Law of Conservation of Angular Momentum. The merry-go-round can freely spin about its axis in the center and has almost no friction. The students bring with them the following equipment: A bathroom scale that can measure the mass of a person A spring scale that can measure up to 100 N of force. A meterstick, stopwatch, and several meters of light rope. (a) The students first need to measure the rotational inertia Imer of the merry-go-round. They wrap several turns of the rope around the outer radius of the merry-go-round. In the space below, outline a procedure the students should follow to make measurements necessary to calculate the rotational inertia of the merry-go-round. Explain how the measurements will be used to calculate the rotational inertia of the merry-go-round. Next, all of the students measure their mass using the bathroom scale. Two of the students having equal, known mass m stand at opposite ends of the merry-go-round as shown. The other students work together to give the merry-go-round an initial angular speed w. The two students then move at the same time to a position that is halfway between the center and the edge of the merry-go-round. Afterward, the merry-go-round has a final angular speed wf. (b) In the space below, explain how the students can use their equipment to measure w, and wf. Then explain how these measurements can be used to verify Conservation of Angular Momentum.