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UNIT 02: Dynamics and Torques Balancing Act (Torques) ~ Project Potential Credits: /25 BCLN PHYSICS 12 - Rev. Dec, 2016 Name: Using a pencil, answer the following questions. The lab is marked based on clarity of responses, completeness, neatness, and accuracy. Do your best! Please ensure that any data measured (or recorded) includes the appropriate number of significant digits (only one uncertain digit). This activity is divided into three sections: • Core - this first section explores only the basic "core" ideas involved in understanding. Students must demonstrate a sound understand with all of their answers in this section BEFORE attempting the next section. • Mastery - Your instructor will NOT review this section if the Core section above shows any misconceptions. In this section students will make predictions and apply the concepts and ideas learned above. For complete mastery it is expected that data collection and scientific procedures will be as accurate as possible. All work shown should be clear with any units included. Answers should be rounded off to the correct number of significant figures based on the data collected. • Ace - Once again, your instructor will only look at this section provided he/she is confident that the above Mastery criteria has been met. In this section students will demonstrate a deeper understanding of the concepts through error analysis, experimental design etc. Physics concepts from other units already covered will often be required here. Part 1: Core Use the Phet simulation entitled Balancing Act Learning Objectives: 1. Describe the factors that determine whether two objects will balance each other 2. Predict how changing the position of a mass on the balance will affect the motion of the balance 3. Use a balance to the find the masses of unknown objects Directions: 1. Explore the Balancing Lab. As you explore, think about the factors that determine whether or not beams are balanced (kept from rotating). List these factors below: | 2. Is there more than one way to get two objects with identical_masses to balance? How? Provide an example.
3. Next, try to get two objects with different masses to balance. Try to describe at least 2 different ways that you were able to balance them and draw them below. Make sure you label the masses and the distance to each mass from the center (pivot point). 1. 2. 4. Draw two examples of balancing a single mass on one side with two other masses. Make sure you label the masses and the distance to each mass from the center (pivot point). 1. 2. 5. For your pictures in Question 4, draw in the forces acting on each mass. 6. Try to draw what will happen next if the box on the left is 45 kg and the box on the right is 60 kg
7. Torque, 7, is a rotation quantity that can help predict what will happen when longer, rigid bodies are subjected to various forces. The equation for torque is quite simple; t = Fxd, where the force, F, and the distance, d, to the pivot point (sometimes referred to as a fulcrum) must be perpendicular to each other. Torque is directional in the sense that it can cause clockwise rotation (+7) or counterclockwise rotation (-7). The net torque acting on a long, rigid body is simply TNet = [t. Determine the NET TORQUE acting on the situations below and use your answer to predict which way the beam rotates when the pillars are removed. Situation 30 kg 22 29|| 30 kg 28 60 kg 80 kg Net Torque (show all steps) Note: units for torque are Nm Which way will it rotate? How do you know?
| 8. Challenge! What is the mass of mystery object F? Explain how you determined the mass. Show all work and complete the diagram below showing how you positioned your known masses to determine F. Diagram: Sim Set-up Net Torque equations used to solve for Box F: