ID:______NAME:______________________________________________________DATE:____________________

___________CLASS:________

Chapter 11: Torque Notes POGIL #1

REMEMBER: Throughout this paper, you will see some symbols.
The stop sign means STOP and check with a teacher before continuing.
The key means THIS IS A KEY POINT, PAY ATTENTION!

11.1: TORQUE - DIRECTIONS: Use the information in the boxes to answer the following questions
Every time you open a door, turn on a water faucet, or tighten
a bolt with a wrench, you exert a turning force called TORQUE.
Torque is different than force: torque makes an object turn;
net force makes an object accelerate.
1. What are some everyday examples (that are NOT listed above) in which you use torque to
complete a task?

When the force is perpendicular, the distance from

the turning axis to the point of contact is called the
lever arm.
When a perpendicular force is applied to a door, the
lever arm is the distance between the doorknob and
the edge with the hinges. (see image to the right)
2. Look the formula above for TORQUE. Which of the following produces the
greatest torque?
a. Small force, short lever arm
b. Large force, small lever arm
c. Small force, long lever arm
d. Large force, long lever arm.
3. CIRCLE ONE: Torque is (directly,
inversely) proportional to the perpendicular
force.
4. CIRCLE ONE: Torque is (directly,

inversely) proportional to the lever arm.

5. COMPLETE THE SENTENCE: The same torque can be produced by a large force with
a short lever arm, or a small force with a
______________________________________________________.
6. Write #5 in exaggerated equation form (bigger/smaller symbolsforce is represented
by F and lever arm is represented by LA )

7. Suppose you try to push open the door below 3 times. Hinge is on the left;
doorknob on the right, just like our classroom
doors!
1. First, you push by the HINGE (see then
x).
2. Then, you push in the middle.
3. Finally, you push by the handle.

(**TRY this on the classroom doors!!!)

a. In which scenario is the lever arm the SHORTEST?

_________
b. In which scenario is the lever arm the LARGEST?_________

c. In which scenario is it most difficult to open the door? _________

d. So, in which scenario do you have to exert the MOST FORCE?
_______________________
e. In which scenario is it easier to open the door? _________
f. So, in which scenario do you have to exert the LEAST FORCE?
_______________________
When the force is perpendicular, the distance from the turning axis to the point of contact
is called the lever arm.

If the force is not at right angle to the lever arm,

then only the perpendicular
component of the force will contribute to the
torque.

Although the magnitudes of the

applied forces are the same in
each case, the torques are
different.
8. Why do you think the torques get progressively larger in the above scenarios
notice any trends? Lets see how well you interpreted by answering 8a &
8b
a. What is different from scenario 1 to scenario 2?

b. What is different from scenario2 to scenario 3?

9. Can the same force produce different amounts of torque? EXPLAIN:

10.

Can the same torque be exerted from different forces? EXPLAIN:

11.
If you cannot exert enough torque to turn a stubborn bolt, would more torque be
produced if you fastened a length of rope to the wrench handle
as shown? EXPLAIN:

*Check and CORRECT your answers to #11 in your textbook see

the yellow box on pg 152; answers are at bottom of pageSee
teacher for clarification if needed!*
11.3: TORQUE & CG - REMEMBER - The Leaning Tower of Pisa does not
topple over because its CG lies above its baseif the CG extended
BEYOND the base it would topplebut WHY? The answer is due to

TORQUE.

12.

When the CG is not over the area of support, what force produces a
torque that causes toppling?

11.2: BALANCED TORQUES - DIRECTIONS: Use the information in the boxes to answer the following questions

Weight alone does not produce rotationtorque does.

When balanced torques act on an object, there is no change
in rotation.
2 kids can balance a see-saw even when their weights are not
equal!
o A pair of torques can balance each other.
o Balance is achieved if the torque that tends to
produce clockwise rotation (by the boy) equals the
torque that tends to produce counterclockwise
rotation (by the girl.)

Torque counterclockwise = Torque clockwise

(Force x Lever Arm) counterclockwise = (Force x Lever Arm ) clockwise
13. Calculate the girls torque:
a. What is the girls weight? (this is the Perpendicular Force)___________________________
b. What is the girls DISTANCE from the FULCRUM/TURNING POINT? (This is the Lever
Arm)_____________
c. Calculate the girls torque: *Show all work; the unit for torque is the Newton Meter ( Nm)
14. Calculate the boys torque:
a. What is the boys weight? (this is the Perpendicular Force)___________________________
b. What is the boys DISTANCE from the FULCRUM/TURNING POINT? (This is the Lever
Arm)_____________
c. Calculate the boys torque: *Show all work; the unit for torque is the Newton Meter ( Nm)

15.
How does the girls torque compare with the boys torque? What do
you notice:

16.
Do the math! What is the weight of the block hung at the
cm mark? *REMEMBER The lever arm is the distance
from the TURNING POINT to the PERPINDICULAR FORCE
BE CAREFUL! SHOW ALL WORK:

10-

*Check and CORRECT your answer to #16 in your textbook see pg 153 See teacher
for clarification if needed!*
**FYI: Scale balances that work with sliding weights are based on balanced torques, not balanced
masses. The sliding weights are adjusted until the counterclockwise torque just balances the
clockwise torque. We say the scale is in rotational equilibrium.

11.2 Balanced Torques WEBQUEST - Balancing Act PhET Lab

(2012)

Introduction:

Ever had to carry a single heavy sack of books or groceries with one hand?
o What happens to your body to allow you to do this?
o How is your body different when you have to carry TWO sacks, one on each side?
How about the classic, teeter totter (see saw)?
o Can your successfully totter/ see saw with someone heavier than you?
o How?
o Many people think that weight is all that matters when you balance something
but that downward force (weight) is only a part of the situation. You will be
investigating balanced torques in this web quest.

Procedure:

1. Go to http://phet.colorado.edu/en/simulation/balancing-act , or google PHET Balancing

Act

2. Click on the

3.

picture:

Take 5-10 minutes to play with the simulation. There are 3 tabs at the top - Intro, Balance Lab, and
Game. Try all 3. Go ahead. Play. Have fun. Learn. Pay close attention to tab 2 Balance Lab.
That is what you will be doing later in this activity!

4. Is there more than one way to get two objects with

identical masses to balance? How?

5. Next, try to get two objects of 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). (HINT
click RULER & LEVEL)**

a.

b.

6. Look at the image below. The, test your prediction in the simulation and fix any errors.
a. PREDICTION:
i. Where would you need to place the floating fire extinguisher to balance the system? Draw
your prediction below.
b. TEST IT! (Go to Balance Lab portion, set it up as shown, and click Remove Supports)

i. Was your predication right? ____________

ii. Why or why not?
7. Look at the kids on the see-saw.
a. PREDICTION:

i. Will this balance?____________

ii. Why or why not?

b. TEST IT! (Go to Balance Lab portion, set it up as shown, and click Remove Supports)
i. Was your predication right? ____________
ii. Why or why not?

8. The box on the left is 15 kg and the box on the right is 60 kg

a. PREDICTION:
i. Will this balance?____________
ii. Why or why not?

b. TEST IT! (Go to Balance Lab portion, set it up as shown, and click Remove Supports)
i. Was your predication right? ____________
ii. Why or why not?
c. How could you CHANGE this so that the see saw would balance? Draw your prediction here:

d. TEST IT Was your prediction correct?_____ Draw what you observed here, and make any necessary
corrections:

9. The girl is 30 kg. Where would you have to place the 60 kg woman in
order to balance the see-saw?
a. CALULATE & DRAW your prediction:

b. TEST your prediction. Were you correct? _______

c. If you need to make any corrections, do so now:

10. Finally, determine the mass of each of the mystery objects. SHOW ALL WORK!