MOMENTS

A force or system of forces may cause an object to turn. A moment is the turning effect of a force. The point chosen
could be any point on the object, but the pivot - also known as the fulcrum - is usually chosen.

Definition
The moment of a force is the product of a force and the perpendicular distance from the line of action of the force to
a point.

𝑇 = 𝐹𝑑
T = moment of a force (Nm)
F = force (N)
d = perpendicular distance from pivot (m) (can use 𝑥/𝑚)

Principle of Moments
When an object is in equilibrium, the sum of anticlockwise moments about a point is equal to the sum of clockwise
moments about the same point.

Total clockwise moments = Total anticlockwise moments

Practice:
1) A force of 40 N is applied to a spanner to turn a nut. The perpendicular distance is 30 cm. Calculate the moment
of the force.

2) Calculate the moment of the force. The diagram represents a boy of weight 400N sitting on the left of a
seesaw, 2.7m away from the pivot. A girl of weight 300N is sitting on the right-hand side 3.6m away from the
pivot.

2.7m 3.6m

boy girl

400N 300N

a) Who is trying to turn the seesaw clockwise?

b) Who is trying to turn the seesaw anticlockwise?
c) What is the clockwise moment?
d) What is the anticlockwise moment?
e) Is the seesaw balanced?

CSEC Physics Worksheet Compiled by Melissa Harrichandsingh (868) 749-8412

2) The diagram below shows a ruler in equilibrium. What is the value of the force F which is balancing the 4N force?
0.2m 0.3m

F 4N

3) The diagram below shows two toys being balanced by a young girl. Find the distance of the truck from the pivot
for the system to be balanced.
3010m
cm ?x m

9N 6N
 Centre of Gravity
The centre of gravity of an object is defined as the point which the entire weight of an object appears to act in any
orientation.

• The centre of gravity of a regular object lies at its geometric centre.

For instance, the centre of gravity of a uniform metre rule is at the 50 cm mark.

• Depending on the object's shape, its centre of gravity may lie outside of the shape.

Finding the Centre of Gravity of an Irregular Lamina

Method:
1) Clamp the pin on the cork.
2) Make a small hole near to the edge of the lamina.
3) Suspend the pin, ensuring that it swings freely.
4) Mark the position of the plumbline.
5) Repeat this for two other points on the lamina.
6) Remove the lamina and draw the lines representing the
plumbline.

The point at which the lines cross is the centre of gravity.

Conditions for Equilibrium:

• When an object is in equilibrium, the sum of anticlockwise moments is equal to the sum of clockwise about a
point moments about the same point. [Principle of moments]

• The sum of forces acting on the body in any direction is zero.

Total clockwise moments = Total anticlockwise moments

Total upward forces = Total downward forces

CSEC Physics Worksheet Compiled by Melissa Harrichandsingh (868) 749-8412

4) Look at the diagram below where a beam is acted by several forces. If P is the pivot, will it be balanced?
9N

0.2m 0.2m 0.2m

P
2N 2N
5N

5) A uniform 1m rule is pivoted at the 20cm mark. A 10N force is applied at the 0 mark.

a) Complete the diagram shown above

b) Calculate
(i) the weight of the ruler

(ii) the force exerted on the pivot

6) The diagram shows a uniform plank of length 3m supported at L and M. L exerts a force of 80N upwards, and M a
force of 160N upwards. M is 0.5metres from the centre of gravity of the plank.
160N

(i) Calculate the weight (W) of the plank. 80N

x 0.5m

T
L M

(ii) By taking moments about the centre of gravity, find the value of x. W

(iii) A boy of weight 200N walks along a plank from M towards T.

How far from M will he be when the plank just rises from L.
 STABILITY
Stability is a measure of how likely it is for an object to topple over when pushed or moved.
Stable objects are very difficult to topple over, while unstable objects topple over very easily.

• Stable equilibrium – A body returns to its original position after displaced slightly
• Unstable equilibrium – A body moves away from its original position after displaced slightly.
• Neutral equilibrium – A body remains where it is displaced when displaced.

An object is more stable when its centre of gravity is lowered or it has a wider base area.

Examples
Tractors –wheels are wide and engines are kept low

Sumo wrestlers squat and stand with their legs far apart when fighting

An object becomes unstable when the line of action of its weight falls outside its base.

Diagram (b) - Brick returns it to its upright position

Diagram (c) - Brick topples over upon release

CSEC Physics Worksheet Compiled by Melissa Harrichandsingh (868) 749-8412

 LEVERS
A lever is a simple machine that makes work easier to do. When someone uses a lever, they exert a force (the effort)
around a pivot to move an object (the load).

Levers often rely on the principle of moments to act as force multipliers - they reduce the effort needed to move the
load by increasing the distance over which it is acting. This means a relatively small effort force has a much greater
effect.

Distance multipliers take a small movement of the effort to move the load by a large amount.

There are three types of levers: 1st Class, 2nd Class, and 3rd Class.

• A first-class lever is a lever where the fulcrum is in between the effort and the load.
• Seesaws, scissors and crowbars are examples of first-class levers.
• The lever of class 2 may be used as a force multiplier if the effort arm is longer than
the load arm, as in the crowbar.

• A second-class lever is where the load is between the effort and the fulcrum.
• Wheel barrows, nutcrackers and wrenches are examples of second-class levers.
• The lever of class 2 is always used as a force multiplier. The effort always travels a
greater distance and is less than the load.

• A third class lever is where the effort is between the load and the fulcrum.
• Staplers and your forearm, tweezers and cooking tongs are examples of third-class
levers.
• The lever of class 3 is always used as a distance multiplier. The effort always travels a
shorter distance and must be greater than the load

Please note that more material is

included on this page than you need to
memorize.

Your syllabus objective is simply to

explain the action of common tools
and devices as levers; (Identification of
load, effort and fulcrum for each
device and tool in use.)
 MULTIPLE CHOICE QUESTIONS

1) 2)

3) 4)

5)

6)
 STRUCTURED QUESTIONS
1) June 2021 P2 Q2
a) Define each of the following terms:
i) Moment of a force [3]

ii) Centre of gravity [2]

b) State the TWO conditions necessary for a body to be in equilibrium. [2]

c) The figure shown below is a diagram of a non-uniform wooden plank which is 2 m long and weighs 1000 N.
The plant is supported from the ceiling by two vertical springs P and Q. The plank is attached at a distance of
0.5 m from each end. C is the center of gravity as shown in the figure.

When the plank is horizontal, the tension in Spring P is 600 N.

i) Calculate the tension in spring Q. Show all working. [2]

ii) By taking moments about A, determine the horizontal distance from P to C. [5]

iii) State why the center of gravity is located closer to the point P than the point Q. [1]
2) Jan 2021 P2 Q 2

a) State the principle of moments. [3]

b) State another condition that is necessary for a body to be in equilibrium. [1]

c) State the formula for the moment of a force, providing the meaning of each variable and its SI unit. [3]

d) The figure shows a girl standing on a uniform plank, AB, of length 3m and weight 270 N. The plank rests on 2
scales that are located at P and Q, a distance of 2m apart. The scales are equidistant from the ends of the
plank as shown. The scale at P reads 354 N and the scale at Q reads 417 N.

i) On the figure, draw and label ALL forces that are acting on the plank. [2]
ii) Calculate the girl’s weight. [2]

e) By taking moments about Q, calculate the girl’s distance from the scale at Q. [4]
3) Jan 2017 P2 Q3
a) i) Fill in the blanks in the following passage about the moments of forces.
The ………………………..…. of moments states that when a body is in equilibrium, the sum of the
…………………………………………………………… about any ………….……………. is equal to the sum of the
………………………………………………………………………….. about the same ……………..………………… [4]

ii) Apart from the ‘seesaw’, identify TWO situations in which a force will result in a turning effect. [2]

b) The figure shows Kyle and Keion balanced on a seesaw. Kyle’s weight is 500N and Keion’s weight is 300N. The
seesaw is made from a uniform plank of weight 800N which is 4m long, and pivoted at its centre.

Keion

i) By taking moments about the pivot, calculate the distance, x, that Keion must sit from the pivot to balance
the plank if Kyle sits 1m from one end of the plank. [4]

ii) If balanced, calculate the reaction force at the pivot. [4]

iii) What is the moment of the reaction force about the pivot? [1]
 4) Jan 2014 P2 Q 2b
Patrick and Patricia showed their class a ’magical’ balancing act. They both sat on one side of a uniform plank 6.0m
long. Patrick sat 1.0m from the pivot located 0.5m from the centre of the plank. Patricia sat 0.5m from the pivot, on
the same side as Patrick.

The figure shows the ‘magical’ balancing act. X represents the pivot point.

i) Label as W, the point where the weight of the plank acts. [1]
ii) Calculate the weight of the plank W. [4]

iii) If Patrick sat alone on the plank, calculate where he would have to sit in order to maintain his ‘magical’
balancing act. The pivot remains as before. [3]

CSEC Physics Worksheet Compiled by Melissa Harrichandsingh (868) 749-8412

5) June 2006 P2 Q4
a) Define ‘the moment of a force’ [2]
b) State the principle of moments [3]

c) A cyclist hangs his bicycle with the rear wheel in contact with the ground and
the handle attached to a light string as shown in the figure. The entire
assembly is at equilibrium.

(i) By drawing arrows on the figure, indicate the forces acting on the
bicycle. [3]
(ii) Write TWO equations relating these forces [3]
(iii) The bicycle has a mass of 20kg. Use the result you obtained in Part
(c) (ii) to determine the tension in the string. [3]
6) June 2008 P2 Q4
a) (i) Define ‘the moment of a force’
(ii) Draw a diagram to illustrate the action of a force multiplier lever
(iii) Explain the operation of a force multiplier lever. [6]

b) The figure shows a wheelbarrow and stones with a total mass of 43kg. The wheelbarrow is in equilibrium with
two of these forces acting on it shown in the figure.

(i) Identify the nature and point of action of the third force acting on
the wheelbarrow. Write down an equation showing the
relationship between the THREE forces.
(ii) Calculate
a) the weight , W
b) the value of the applied force, F [9]
[g=10ms-2]
7) Jan 2012 P2 Q1

A Form 4 Physics student performed an activity to determine the mass of a lump of plasticine, Mp . A diagram of the
setup of the apparatus used is seen below. The Principle of Moments was used.

The results of the activity were recorded in Table 1 below.

Position of Plasticine Position of 50 g mass x/cm y/cm

p/cm q/cm
10.0 86.0 40.0
20.0 76.2 30.0
30.0 66.0 16.0
35.0 62.8 12.8
40.0 57.9 10.0
45.0 53.6 5.0

(a) Complete Table 1 by calculating the values of x and y. (3 marks)

(b) Use the results from the completed Table 1 to plot a graph of y/cm against x/cm. (6 marks)
(c) From your graph, calculate the slope, z. (5 marks)

(d) Use your graph to determine how far the 50 g mass needs to be placed if it balances when the plasticine was
placed 27.5 cm from the pivot, R. (1 mark )

(e) State the Principle of Moments. (4 marks)

(f) The weight of the plasticine, Wp , is related to the weight of the 50 g mass, Wm, by the formula,
Wp = gradient × Wm.
(i) Determine the weight of the plasticine, Wp . (4 marks)

(ii) Calculate the mass of the plasticine, Mp .

_________________________________________________________________
_________________________________________________________________ [g = 10 N kg–1]
(2 marks)
8) June 2005 P2 Q4
a) With the aid of a labeled diagram, describe an experiment to determine the centre of gravity of an irregularly
shaped sheet of cardboard. [8]

b) The figure shows a bicycle of mass 15kg resting in a vertical position, with the front and back wheels touching
the horizontal ground at points P and Q respectively, where PQ=1m.
The centre of gravity of the bicycle is vertically above O, a point on PQ where PO is 30 cm.

Given that the normal reactions of the ground on the front

and rear wheels are R1 and R2 respectively, write TWO
equations in R1 and R2 which satisfy the conditions of
equilibrium. [4]

c) Kenny and Candy decide to sit on a see-saw while visiting a local play park. Candy, of mass 50kg, sat 250 cm
from the pivot of the seesaw.
(i) Where should Kenny, of 60kg mass, sit so that a state of stable equilibrium exists?

(ii) What should Kenny do if he wanted to elevate Candy? [3]

(g=10Nkg-1)
9) June 2003 P2 Q3
a) Write down the formula that defines the moment of a force, giving the meaning of EACH symbol and unit in
which it is usually expressed. [4]

b) State the Principle of Moments [2]

c) Security guard posts in the Caribbean are usually equipped with a boom and counterweight system as shown
in the figure. It allows the security guard to use a relatively small force to raise the heavy boom.

Rc is the normal reaction of the

support on the boom at point C
FA is the force applied at point A to
raise the boom.
W is the weight of the counterweight

Write down expression including W, RC and FA for

(i) the total counterclockwise moment about pivot B. [4]

(ii) the total clockwise moment about pivot B. [1]

d) What is the value of RC when the boom first loses contact with its cradle? [1]

e) Use the results of (c) and (d) above to find the mass of the counterweight that must be used if FA=25N is just
enough to start raising the boom. (g=10ms-2) [3]
10) June 2001 P3 Q1