SELF LEARNING MODULE

GENERAL PHYSICS I
SECOND QUARTER – WEEK 7

General Physics I
Quarter 2 – Module 16:
Rotational Dynamics
Department of Education│R4A│Division of Calamba City
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Republic of the Philippines

Department of Education
 Region 4A CALABARZON
SCHOOLS DIVISION OF CALAMBA CITY

Dear Parents,
The Schools Division of Calamba City is one with every Filipino family in coping
with the demands of our modern times.
The current situation we are experiencing right now has caused immediate
changes in our lives. Above anything else, our priority is your child’s health and safety,
but this does not prevent us from making education happen. Even if your child will miss
regular schooling this year, we want to assure you that no student will be left behind,
because learning is possible anytime, anywhere.
Thus, we present to you this Self Learning Module (SLM) to help your child meet
the most essential learning competencies in every subject and grade level, and will serve
as your child’s major learning tool, whether your child opts for online, modular or
blended learning modality. The learning activities in this SLM are arranged to lead your
child to think critically, act skillfully, and reflect deeply on each lesson and practice into
real life skills. Most importantly, this SLM promotes self-paced learning as your child
can always review the least understood lessons as often as he/she pleases.
Since the students will be seeing their teachers less than before and will be staying
with you at home more often, then we wish to request one thing from you: please
encourage your child not to stop learning. Consider your child like our hero and fellow
Calambeño Jose Rizal who, despite his studies overseas, would always recall the most
significant learning experience he had – his lessons with his parents.
Thank you very much in being one with us! Together, let us envision that, by the
end of this school year, we will see your child as one responsible young person with a
heart and mind for humanity, for nature, for the country, and for God.

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Dear Learner,
Welcome to a brand-new year of learning! We hope you are doing fine, although we
understand that you already miss going to school and spending fun, learning moments
with your teacher in front and your classmates just right beside you. Unfortunately, we
have to wait a bit further for the situation to go back to normal mode. But one thing is
for sure—the opportunity for your learning cannot wait any longer.
By this time, you have already chosen your learning modality. Is your access to
internet strong enough for online learning mode, or does your lack of resources make you
prefer modular learning? Well, you do not have to worry as to what your case may be,
because even if you cannot come to school, SDO Calamba City is bringing the school
right in your homes.
This is our gift to you: The Learning Packets that will help you meet the knowledge
and skills necessary for every subject in your grade level. Your teachers have worked
hard in designing these Learning Packets, and we guarantee that through this, everyday
will be a wonderful learning experience for you.
Please take time to read and do the activities in these Self Learning Module (SLM)
as if you are reporting in school. Set a regular study schedule for you as much as
possible, but keep in mind that these SLM will enable you to learn at your own pace. If
you don’t understand a particular lesson, the SLM would not mind you flipping back the
pages over and over again for review. Also, remember to keep in touch with your
teachers. Send them a message through your online sessions or write them a note as
you do your modular activities.
With this, we wish you good luck in your studies, and we hope that you will
remain happy and enthusiastic in learning!

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I
What I need to know?
This module was designed and written with you in mind. It is here to help you
master concepts on rotational dynamics. The scope of this module permits it to be used
in

many different learning situations. The language used recognizes the diverse vocabulary
level of students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the textbook
you are now using.

The module covers:

• Lesson 16 – Rotational Dynamics

After going through this module, you are expected to:

 1. Calculate magnitude and direction of torque using the definition of torque as a
cross product. STEM_GP12REDIIa-3
2. Determine whether a system is in static equilibrium or not. STEM_GP12REDIIa-5
3. Solve static equilibrium problems. STEM_GP12REDIIa-8
4. Determine angular momentum of different systems. STEM_GP12REDIIa-9

I What Is
In?
In this module, we will define a new physical quantity, torque, that describes the
twisting or turning effort of a force. We will find that the net torque acting on a rigid body
determines its angular acceleration, in the same way that the net force on an object
determines its linear acceleration.
We will also look at work and power in rotational motion to understand, for
example, how energy is transferred by an electric motor. Next, we will develop a new
conservation principle, conservation of angular momentum, that is tremendously useful
for understanding the rotational motion of both rigid and nonrigid bodies.

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Activity 1. Investigating Torque!
Torque is a physical quantity closely related to rotation. It is the Force’s ability to
cause an object to rotate.
Perform the following tasks to have a preliminary observation on the
relationship between torque to the distance of application and angle of rotation. To do
this, apply an estimated constant force to the labelled points to rotate the object and
rank the ease of rotation from easiest to hardest.
Situation Ease of Rotation
(Rank the forces from easiest to hardest)
A. Opening a door.

B. Removing a bolt using a wrench.

 C. Rotating a Blade

Table 1. Ranking the ease of rotation for different applied forces.

From your answers, try to deduce the relationship of the following:
a. Torque vs. the distance of application.
b. Torque vs. the angle of application.

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 What is it?
D Torque
To understand the concept of torque, we begin by investigating the rotation of door

hinged at one edge (see Figure 1). Try pulling the door with a constant force applied at
different points. This shows that it is easiest to rotate the door when the force is applied
farthest from the hinge. That is the reason why doorknobs are placed at the other edge of
the door, farthest from the hinge. Furthermore, rotation is greatest when force is applied
perpendicularly to the door.
 Figure 1. As seen from the top view, the orientation of the applied
forces affects the rotation of the door.

The effectiveness of a force in rotating a body in which it acts is called torque or

moment of force. The Greek letter tau (��) is usually used to represent torque.
Torque can be determined by multiplying the force applied F by the perpendicular
displacement of its line of action from the pivot point. This perpendicular displacement is
called moment arm or lever arm, represented by r. In symbols,
�� = ���� (torque)

To find the level arm, the line of action

of force
should be extended by drawing a line from
the axis of
rotation perpendicular to the line of action of
force
(see Figure 2). A right triangle is then obtained. The
lever arm is found to be ����������. Therefore,
�� = (����������)�� where �� is the angle between the line of
action
 Figure 2. The lever arm or moment arm is rotation to the line along which the force
the perpendicular distance from the axis of acts.

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of force and the distance from the axis of rotation. Maximum torque can be obtained if
�� is 90°.

Another method of finding the torque

associated with a given force F is to resolve
the
force into components parallel and
perpendicular to the axis of rotation. The
parallel
component ��∥ exerts no torque because its
lever
arm is zero. The perpendicular component of the
rotation is given by:
force ��⊥ = ���������� produces
torque (see Figure 3) �� = ��(����������)
Thus, we can generalize that the Figure 3. Torque can also be calculated using
the component of the force perpendicular to
magnitude of the torque produced by a the radius.
force F at a distance r from the axis of
 The SI unit of torque is the newton-meter. In our discussion of work and energy
we called this combination the joule. But torque is not work or energy, and torque
should be expressed in newton-meters, not joules.
Torque is a vector quantity. It may be positive or negative, depending on the sense
of rotation. By convention, torque is positive if it tends to produce a counterclockwise
rotation, and negative if it tends to produce a clockwise rotation. The greater torque
applied to an object, the greater its tendency to rotate.

Torque as a vector
Recall that the quantity ������������ is the magnitude of the vector
product ��⃗ �� ��⃗ that we defined in our discussion of unit vectors. We generalize the
definition of torque as follows:
⃗
When a force �� acts at a point having a position vector ��⃗ with respect to an
origin O, the torque ��⃗ of the force with respect to O is the vector quantity:
⃗
��⃗ = ��⃗ �� �� (torque vector)
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The direction of ��⃗ is perpendicular to both

⃗
��⃗ and �� . In particular, if both ��⃗ and
⃗
�� lie in a plane perpendicular to the axis
of rotation, then the torque vector ��⃗ = ��⃗
⃗
�� �� is directed along the axis of
rotation, with a sense given by the
right-hand rule (see Figure 4).

Figure 4. The
torque vector.

Sample Problems
1. A

crane has an arm length of 20 m inclined

at 30º with the vertical (as shown in Figure 5). It carries a container of mass of 2 tons
suspended from the top end of the arm. Find the torque produced by the gravitational
 force on the container about the point where the arm is fixed to the crane. (1 ton =
1000 kg; neglect the weight of the arm)

Solution:
�� = ������������

�� = ��(����)��������

�� = (20 ��)(2000 ����)(9.8 ��/��2)(������30)

�� = ������, ������ ���� (Answer)

Figure 5. A crane lifting a container.

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̂
2. A Force of (4��̂− 3��̂+ 5��)�� is applied at a point whose position vector is (7��̂+
̂
4��̂− 2��)��. Find the torque of force about the origin.

Solution: Torque is the cross product of the position vector ��⃗ and the force ��⃗ .

Therefore: ��⃗ �� ��⃗ = (7��̂+ 4��̂− 2��̂) ��(4��̂− 3��̂+ 5��̂)

Simplifying,
⃗ ̂
��⃗ �� �� = 28(��̂����̂) − 21(��̂����̂) + 35(��̂����) + 16(��̂����̂) −
̂ ̂ ̂ ̂ ̂
12(��̂����̂) + 20(��̂����) − 8(������̂) + 6(������̂) − 10(������)
Recall that he cross product of any unit vector with itself
is zero
and we can use the right-hand rule to relate unit vectors.
Figure 6 shows the cycle of unit vectors to help you remember
the relationships.
��̂�� ��̂= ��̂
̂
��̂�� �� = ��̂
̂
�� �� ��̂= ��̂
 (������������)
The equation then becomes:
OPTIONAL SOLUTION:
⃗ ̂
��⃗ �� �� = −21(��) + 35(−��̂) +
Figure 6. Unit vectors.
̂
16(−��) + 20(��̂) − 8(��̂) + 6(−��̂)
̂
��⃗ = 14��̂− 43��̂− 37�� ����

The general solution for the cross product of any two three-dimensional vectors is given
by:
⃗ ⃗⃗
�� �� �� = (�������� − ��������)��̂− (�������� −
��������)��̂+ (�������� − ��������)��̂

Using determinants, we can write the result as:

⃗ ⃗⃗ ���� ����|��̂−
�� �� �� =
|���� ����
|���� ����
���� ����|��̂+ ���� ����| ��̂

|���� ����
The determinant of the matrices corresponds to the magnitude of the unit vectors.
Therefore,
̂
��⃑ = (7��̂+ 4��̂− 2��)��

⃑ ̂
�� = (4��̂− 3��̂+ 5��)��
⃗
��⃗ = ��⃗ �� �� = |4 −2

−3 5|��̂− |7 −2
4 5|��̂+ |7 4
7 −3| ��̂

��⃗ = [20 − (+6)]��̂− [35 − (−8)]��̂+ [−21 − (+28)]��̂

̂
��⃗ = 14��̂− 43��̂− 37�� ���� (������������)

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3. Consider the door shown in the Figure 7, which is seen from an aerial view. The circle
on the left is the hinge (pivot
point).
a. Find the net torque acting on
the door.
b. Which way will the door
open?
up or down?
Figure 7. Forces applied on a door.

Solution:
a.

Taking counterclockwise rotation about the hinge as positive,

��1 =
 ��1��1�������� = (0)(60��)������90 = 0 (no torque)
��2 = ��2��2�������� = (0.20��)(50��)������90 = 10 ���� (positive
torque) ��3 = ��3��3�������� = (0.2�� + 0.6��)(70��)������90 = −56
���� (negative torque) ��4 = ��4��4�������� = (0.2�� + 0.6�� +
0.2��)(80��)������30 = 40 ���� (positive torque)

∴ �������� = 0 + 10�� ∙ �� + (−56�� ∙ ��) + 40�� ∙ �� = −6 ����

(������������)
b. Since the result of the net torque is negative, this means that the door will rotate
clockwise or downward direction.

Dynamics of Rotation
Newton’s laws of motion are also applicable to rotating bodies. Rotational
quantities replace their linear counterparts.

First Law of Rotational Motion:

A body in motion at constant angular velocity will continue in motion at the same angular
velocity, unless acted upon by some unbalanced external torque.

Second Law of Rotational Motion:

When an unbalanced external torque acts on a body with moment of inertia, I, it gives that
body an angular acceleration α, which is directly proportional to the torque and inversely
proportional to the moment of Inertia.

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We can derive the equation of torque in terms of the angular acceleration �� from
Newton’s Second Law of Motion:
�� = ����

Multiplying both sides with ��,

 ���� = ������

Recall that ���� equates to torque, and that linear (tangential) and angular
acceleration can be related by the equation �������� = ����,
�� = ����(����)

�� = ����2��
Recall
that
moment
of
inertia is
defined
as �� =
����2,
 therefore:
�� = ���� (torque)

This equation means that a net torque on a rigid body about an axis causes an
angular acceleration about that axis.

Third Law of Rotational Motion:

If body A and body B have the same axis of rotation, and if body A exerts a torque on body
B, then body B exerts an equal but opposite torque on body A.

Let us solve a sample problem:

1. A 255-kg solid disk of radius 0.632m is free to spin about a frictionless axle-bearing
system in a vertical plane as shown in Figure 8. A force of 756-N is applied tangent to its
outer edge for 1.86s that puts it in rotation starting from rest. Calculate the angular
acceleration of the disk.
Solution:
The moment of inertia of a solid disk is given by:
1 2 1 2 2
�� = 2���� = 2(255 ����)(0.632 ��) = 50.9 ���� ∙ ��
The torque produced by the applied force is given by:
�� = ���� = (0.632 ��)(756 ��) = 478 ����

Solving for the angular acceleration,

��
�� = ��=478 ����
2
50.9 ���� ∙ �� = ��. ����������
��
�� (Answer)

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Rigid-body Rotation about a moving axis
We can extend our analysis of rigid-body rotational dynamics to some cases in
which the axis of rotation moves. When that
happens, the motion of the rigid body is combined
translation and rotation.
 The key
to

understanding such situations is

this: Every possible motion of a rigid body can be
represented as a combination of translational motion
of the center of mass and rotation about an axis
through the center of mass. This is true even when
the center of mass accelerates, so it is not at rest in
any inertial frame.
Figure 8 illustrates this for the motion of a
tossed baton: The center of mass of the baton follows
a parabolic curve, as though the baton were a particle
located at the center of mass.

Figure 8. The motion of a rigid body is a

combination of translational motion of
the center of mass and rotation around
the center of mass.
For a rolling body. the total kinetic energy is the sum of its translational kinetic
energy and rotational kinetic energy. In symbols,
1 2 1 2
�� = 2���� + 2����
(kinetic energy of a rigid body with both translation and rotation)

Work and Power in Rotational Motion

When you pedal a bicycle, you apply forces to a rotating body and do work on it.
Similar things happen in many other real-life situations, such as a rotating motor shaft
driving a power tool or a car engine propelling the vehicle.
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Suppose a tangential force ��⃗ ������ acts at the rim of a pivoted disk—for
example, a child running while pushing on a playground merry-go-round. The disk
rotates through an infinitesimal angle ���� about a fixed axis during an infinitesimal
time interval dt.

The work dW done by the force ��⃗ ������ while a point on the rim moves a
distance ds is dW = Ftands. If ���� is measured in radians, then ds = R���� and dW =
Ftan R����
Now FtanR is the torque due to the force ��⃗ ������ , so
���� = �� ����

As the
disk
rotates
from
��1 to
��2, the
total
work
done by
the
torque
is:

��2
�� = ∫ �� ����
��1

If the torque remains constant while the angle changes, then the work is the
product of torque and angular displacement:
�� = �� �� (work done by a constant torque)
If torque is expressed in newton-meters (����) and angular displacement in
radians, the work is in joules. When a torque does work on a rotating rigid body, the
kinetic energy changes by an amount equal to the work done.
���� = �� ����

���� = (����) ����

���� = (��) (����

���� ) ����
����
���� = (��) ( ����) ����
���� = ���� ����
 1 2
��2 = 2(��2 −
�� = ∫ ��12)
���� ����
��1

This means that the change in the rotational kinetic energy of a rigid body equals
the work done by forces exerted from outside the body.

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How does power relate to torque? Recall that power is the rate of doing work and
angular velocity is the time rate of change of angular displacement. Therefore,
��
����(��) = ����(����)
��

����
 ����
���� = �� ����

�� = ���� (power due to a torque)

Let us solve a sample problem.

An electric motor exerts a constant 10 Nm torque on a grindstone, which has a

moment of inertia of 2.0 kg ∙m2 about its shaft. The system starts from rest. Find the
work W done by the motor in 8.0 s. What average power is delivered by the motor?

Solution:
From the second law of rotational motion,
�� = ����

��
�� = ��=10 ����
2
2.0 ���� ∙ �� = 5.0 ������/��2

From the rotational kinematic equations,

1 1
∆�� = ������ + 2����2 = 0 + 2(5.0 ������)(8.0 ��)2 = 160
������
Equation of work is given by:
�� = (10 ����)(160 ������) = �������� �� (Answer)
The average power is the work done divided by the time interval. Therefore,

�� =1600 ��

8.0 ��= ������ �� (Answer)

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Angular Momentum
Angular momentum (L) is a quantity that tells us how hard it is to change the
rotational motion of a particular spinning body. Its relationship to linear momentum is
exactly the same as the relationship of torque to force.
For
a
 particle with constant mass �� and velocity ��, the angular momentum is:
�� = ���� = ��(����) (angular momentum)
where: �� = distance of the particle from the point of rotation & �� = linear momentum

Angular momentum can also be expressed as the product of its moment of inertia
(I) about its axis and its angular velocity ��. To derive this, recall that linear velocity and
angular velocity can be related by �� = ����. The equation then becomes,
�� = ������

�� = ����(����)

�� = (����2)��

�� = ���� (angular
momentum)
The SI unit of angular momentum is kg∙ ��2/��. Note that the unit radian is omitted.
The higher the angular momentum of the object, the harder it is to stop. Objects
with higher angular momentum have greater orientational stability. That is why in riding
a bicycle, if you are going faster, you will not fall ober easily as when you are going
slower.
The rate of change of angular momentum of a particle equals the torque of the net
force acting on it.
�� = ����
��
���� (��) = ���� (����)
 ��

���� (��) = �� (����

��
����
(��)
���� =
) ����
��
From the Second Law of Rotational Motion, ���� equates to torque, Therefore,
��

����(��) = �� = ����

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Conservation of Angular Momentum
“When the net external torque acting on a system is zero, the total angular momentum of
the system is conserved.
 This means that the initial angular momentum of the system (I1) is equal to its final
angular momentum (I2). In symbols,
��1 = ��2

��1��1 = ��2��2
 Let us solve some sample problems.
1. A turbine fan in a jet engine has a moment of inertia of 2.5 kg∙m2 about its axis of
rotation. As the turbine starts up, its angular velocity is given by �� = (40 ������ ��3)
��2

(a) Find the fan’s angular momentum as a function of time, and find its value at t = 3.0 s.
(b) Find the net torque on the fan as a function of time, and find its value at t = 3.0 s.

Solution:
(a) �� = ���� = (2.5 ���� ∙ ��2) (40 ������
3
�� ) ��2 = ����������(Answer)

@�� = 3.0 ��,

�� = 100��2 = 100(3)2 = ������ ���� ∙����
��(Answer)

(b) Torque is the time rate of change of angular momentum

�� �� 2
�� = ����(��) = ����(100�� ) = �������� (Answer)
@�� = 3.0 ��,
�� = 200�� = 200(3.0��) = ������ ���� (Answer)
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1. An ice skater, with a moment of inertia of
1.2 kg.m2, initially spins at a rate of 1 c. When she pulls her arms and legs inward
revolution every 0.8 seconds when her her moment of inertia changes to 0.9
arms and one leg are extended outward. kg.m . Find her angular speed.
2

a. Find her angular speed. Solution:

a.

b. Find her angular momentum. �� =����=(1 ������)(2�� ������

1 ������ )
 ��. ���� ������
0.8 ��=
��2 =9.42 ����. ��2/��
��(Answer)
2
b. �� = ���� = (1.2 ���� ∙ ��2)(7.85 0.9 ���� ∙ �� = ����. ��������
������/��) = ��. ���� ����.����

��(Answer)

c. From conservation of angular

momentum,
��1��1 = ��2��2

��(Answer)

Additional Solved Problems

1. Janelle uses a 20-cm long wrench to
tighten a nut. The wrench handle is tilted
30º above the horizontal (see Figure 10)
and Janelle pulls straight down on the end
with a force of 100 N. How much torque
does Janelle exert on the nut?

��2 =��1��1
��2
Figure 9. An ice
skater spinning.
 Solution:
�� = ����⊥ = ������������
�� = (0.20 ��)(100 ��)(������60°) =
����. �� ���� (Answer)
Figure 10. Forces acting on a wrench.

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2. A 1.20 kg disk with a radius of 10.0 cm rolls without slipping (as shown in Figure 11).
The linear speed of the disk is
1.41 m/s.
a. Find the translational KE.
b. Find the rotational KE.
c. Find
the
total
kinetic
 energy.
Figure 11. A rolling disk.

Solution:
a.

���������������������������� =12����2 =12(1.20 ����)(1.41 ��/��)2 = ��. ����

�� (Answer)
b. ���������������������� =12����2 =12(12����2) (����)2=14����2 =14(1.20
����)(1.41��/��)2 = ��. ������ �� (Answer) c. ������������ =
���������������������������� + ���������������������� = 1.19�� + 0.596��
= ��. ������ (Answer)

3. A bowling ball, that has an 11-cm radius and a

7.2-kg mass, is rolling without slipping at 2.0
m/s
on an incline. It continues to roll without
slipping
up the incline to a height h before momentarily
coming to rest and then rolling back down (see
Figure 12). Model the bowling ball as uniform
sphere and calculate Figure 12. A rolling bowling ball.
h. Solution:

Since the problem involves the presence of kinetic ��, and potential energy ��, we use
the conservation of mechanical energy to calculate h.
 ��1 = ��2

��1,���������� + ��1 = ��2,���������� + ��2

2 1 2
2����1 + 2����1 + 0 = 0 + 0 + ����ℎ
1

Moment of inertia of a sphere is �� =25����2 and �� =����

2
�� 2 1 2 2 ��
2(7.2 ����) (2.0 ��) + 2( 5(7.2 ����)(0.11 ��) )(2.0 ��
1 ���� �� = ���� ���� �� 2
(Answer) = (7.2 ����) (9.8 �� )
ℎ
Simplifying, �� = ��. 0.11 ��)

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Rigid-Body Equilibrium
There are just two key conditions for rigid-body equilibrium:
(1) The vector sum of the forces on the object must be zero.
(2)
The
sum of the torques about any point must be zero.
To keep things simple, we will restrict our attention to situations in which we can
treat all forces as acting in a single plane, which we’ll call the xy-plane. Then we need
consider only the x- and y-components of the force we need consider only the component
of

torque perpendicular to the plane. The first and second conditions for equilibrium are
then:
���� = 0 & ���� = 0 (first condition of equilibrium)
�� = 0 (second condition of equilibrium)

Let us solve some sample problems.

1. The plank (see Figure 13) is a great way to strengthen abdominal, back, and shoulder
muscles. You can also use this exercise position to locate your center of gravity. Holding
plank position with a scale under his toes and another under his forearms, one athlete
measured that 66.0% of his weight was supported by his forearms and 34.0% by his
toes.
(That is, the total normal forces on his forearms and toes were 0.660w and 0.340w,
respectively, where w is the athlete’s weight.) He is 1.80 m tall, and in plank position the
distance from his toes to the middle of his forearms is 1.53 m. How far from his toes is
his center of gravity?
 Figure 13. An athelete planking.

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Solution:
Figure 14 below shows the free-body diagram of the athlete.
Figure 14. Free-body diagram of the athlete.
 We can use the two conditions for equilibrium for an athlete at rest. So, both
the net force and net torque on the athlete are zero. Figure 14 shows a free-body
diagram, including x- and y-axes and our convention that counterclockwise torques are
positive.
The weight w acts at the center of gravity, which is between the two supports. Our
target variable is the distance Lcg , the lever arm of the weight with respect to the toes T,
so it is wise to take torques with respect to T.
The torque due to the weight is negative (it tends to cause a clockwise rotation
around T), and the torque due to the upward normal force at the forearms F is positive (it
tends to cause a counterclockwise rotation around T).
We write the torque equation,
�� = 0

(0.340 ��)(0) − ��(������) + (0.660 ��)(1.53 ��) = 0

������ = (0.660 )(1.53 ��) = ��. ���� �� (Answer)

The center of gravity is slightly below our athlete’s navel (as it is for most people),
closer to his head than to his toes. It’s also closer to his forearms than to his toes, which
is why his forearms support most of his weight.
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2. A 0.15 kg uniform meterstick is supported at the 50 cm mark. A mass of 0.50 kg is
attached at the 80cm mark as shown in Figure 15.
a. How much mass should be attached
to
the 40cm mark to keep the
meterstick
horizontal?
positive, �� = 0
b. Determine the supporting force from
the fulcrum on the meterstick. �� = 0

+��1��1 − ��2��2 = 0
Solution: Figure 15. A uniform meterstick.

a. Taking counterclockwise rotation as

 (0.10 ��)(����) − (0.30 ��)(0.15 ����)(��) = 0

�� =(0.30 ��)(0.50 ����)

0.10 ��= ��. �� ���� (Answer)

b. Figure 16 shows a free-body diagram for the meterstick.
���������������� ���� ��������������������

����������������������
��2

��1
Figure 16. Free-body diagram of the meterstick.
From the first condition of equilibrium,
���� = 0

���������������� ���� ������������������ −

�������������������� − ��1 − ��2 = 0
�� 2
���������������� ���� ������������������ − (0.15 ����) (9.8 �� )
�� 2 �� 2
− (1.5 ����) (9.8 �� ) − (0.50 ����) (9.8 �� ) = 0
 ���������������� ���� ������������������ = ���� �� (Answer)

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E What is
More?
Activity 2. It’s undersTORQUEable!
Directions: From the lessons learned, list down 3 sports/events that utilizes the concept
of Torque and briefly explain how this concept is used. Write your answers in Table 2.
Sport /Event Torque Concept
1.
3.

Table 2. Applying the concept of torque.

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References
Balancing Act. (2020, February 24). PhET.
https://phet.colorado.edu/en/simulation/balancing-act
Silverio,
Angelina A.
2016.
Exploring Life
through
Science
General
Physics I.
Quezon City:
Phoenix
Publishing
House, Inc.

Young, Hugh
D. and
Freedman,
Roger A. 2019
University
Physics with
Modern
Physics (15th
Edition in SI
Units): Pearson
Education, Inc.
Physics -
Torque. (n.d.).
Angelfire.
Retrieved April
8, 2021, from

https://www.angelfire.com/nc3/pweb/lessons/torque.htm
Torque Worksheet: The Teddy Bear Challenge. (n.d.). Teachers Pay Teachers.
Retrieved April 9, 2021, from
https://www.teacherspayteachers.com/Product/Torque-Worksheet-The
Teddy-Bear-Challenge-3732890

Torque and rotational inertia. (1999, October 27). [Photograph].

http://physics.bu.edu/~duffy/py105/Torque.html
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