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Classical Mechanics

Angular Momentum

Pull your arms in and you speed up. Nothing pushed you, so where did the energy come from?

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Angular Momentum

Pull your arms in and you speed up. Nothing pushed you, so where did the energy come from?

13 min1 checkpoint3 simulation tasks

Introduction

A spinning skater pulls their arms in and speeds up, though nobody pushed them and no motor engaged.

Predict

As the weights are pulled inward, the platform spins faster. Which quantity stays the same?

Pull the weights in

Read the graph

The platform spins at 3 rad/s, weights out at 1.6 m. Run it: they are pulled in to 0.4 m. How many times faster does it spin afterwards?

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Run the simulation first, then read the value off it.

Angular momentum is L=IωL = I\omega. Pulling toward the axis exerts no torque, so LL cannot change. II can, and ω\omega has no choice:

I1ω1=I2ω2⟹ω2ω1=I1I2I_1\omega_1 = I_2\omega_2 \quad\Longrightarrow\quad \frac{\omega_2}{\omega_1} = \frac{I_1}{I_2}
Try it

The platform's own moment of inertia, 1.5 kg·m², does not change in the pull. Raise it until the pull only triples the spin rate, running after each change.

GoalMake the spin-up three times, not seven.

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The energy is not free

Read the graph

Run the pull again and read the kinetic energy before and after. How much work did pulling the weights in take?

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J

Run the simulation first, then read the value off it.

With LL fixed, K=12Iω2=L2/2IK = \tfrac{1}{2}I\omega^2 = L^2/2I, so shrinking II raises the energy. Angular momentum is conserved because there is no external torque. Energy changes because there is external work: the weights are circling, and pulling them inward takes force through a distance.


Practice

A platform spins at rad/s with I=16.86I = 16.86 kg·m². Its weights are pulled in until I=2.46I = 2.46 kg·m². What is its kinetic energy afterwards?

J

What comes next

You made a platform spin nearly seven times faster with no torque at all, and found the energy that took. Next, the same conservation law applied to a planet, where it turns out to be the reason Kepler's second law is true.

Ideas this lesson took on

Each of these is a common intuition the lesson put to the test. If one still feels right, the section that tests it is worth another look.

  • “Angular velocity is the conserved quantity”
  • “Energy must be conserved too, since nothing was added”

Finished with this lesson?

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Research behind this lesson

  • Rimoldini & Singh 2005: Students reliably expect the heavier or larger body to win a rolling race, and struggle to separate angular from linear quantities.