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A block is initially at rest on top of an inclined ramp that makes an angle \( \theta_0 \) with the horizontal. The distance measured along the base of the ramp is \( D \). After the block is released from rest, it slides down the frictionless ramp and then continues onto a rough horizontal surface until it finally comes to rest at the position \( x = 4D \) measured from the base of the ramp. The coefficient of kinetic friction between the block and the rough horizontal surface is \( \mu_k \).(a) On the axes provided, sketch and label graphs of the following quantities as a function of the position \( x \) of the block for \( -D \le x \le 4D \). Both graphs must use the same vertical scale. i. The kinetic energy \( K \) of the block ii. The gravitational potential energy \( U_g \) of the block–Earth system(b) The block is now released from the top of a different ramp that still makes the same angle \( \theta_0 \) with the horizontal but whose base length is \( 2D \). A student is asked whether the block’s final horizontal position will now be twice as far (i.e., at \( x = 8D \)) compared with the original situation. The student reasons that, because the new height is twice the original height, the block will have more energy at the base of the new ramp and therefore will slide farther along the horizontal surface until stopping at \( x = 8D \). i. Which aspects of the student’s reasoning, if any, are correct? If none are correct, write “none”. ii. Which aspects of the student’s reasoning, if any, are incorrect? If none are incorrect, write “none”.(c) Derive an equation for the new final position of the block in terms of \( D \).(d) Referring to the mathematical relationships you obtained in part (c): • For any correct aspects identified in part (b)(i), explain how your relationships support the student’s reasoning. • For any incorrect aspects identified in part (b)(ii), explain how your relationships correct the student’s reasoning.

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