Republic of the Philippines
Department of Education
REGION VII – CENTRAL VISAYAS
Schools Division of Cebu Province
S. Y. 2020-2021
SELF LEARNING HOME TASK (SLHT)
Subject : General Physics I Grade Level : 12 Quarter : Second Week:4
MELC :Calculate magnitude and direction of torque Competency Code: STEM_GP12_IIa-3
using the definition of torque as a cross product
Name Section Date _
School: _ District: _
A. Readings/Discussions:
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3aXotaW1nsAEAwAEB&sclient=img&ei=AADoX43vG52O0QTo5aeYCA&bih=657&biw=1349&rlz=1C1GGRV_enPH866
PH866&hl=en#imgrc=wjGerHO1xq3ohM
Think about opening a door. Where do you push on it when you want it to open? Why?
Anyone who has ever opened a door has an intuitive understanding of torque. When a person opens a
door, they push on the side of the door farthest from the hinges. Pushing on the side closest to the hinges
requires considerably more force. Although the work done is the same in both cases (the larger force
1
would be applied over a smaller distance) people generally prefer to apply less force, hence the usual
location of the door handle.
You push on the side of the door where there are no hinges because pushing on the side with the hinges
would make it much harder to open. So for torque, we need to know not only the mass and acceleration of
a linear force, but also how far that force is from the axis of rotation, since we can get different results
depending on that, as well. We can see the concept of torque in this diagram.
Torque is a vector quantity, meaning it has both a direction
and a magnitude. This is honestly one of the trickiest parts
of working with torque because it is calculated using a vector
product, which means you have to apply the right-hand rule.
In this case, take your right hand and curl the fingers of your
hand in the direction of rotation caused by the force. The thumb
of your right hand now points in the direction of the torque vector.
(This can occasionally feel slightly silly, as you're holding your
hand up and pantomiming in order to figure out the result of a
mathematical equation, but it's the best way to visualize the
direction of the vector.)
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Torque is a measure of the force that can cause an object to rotate about an axis. Just as force is what
causes an object to accelerate in linear kinematics, torque is what causes an object to acquire angular
acceleration.
Torque is a vector quantity. The direction of the torque vector depends on the direction of the force on the
axis.
Torque can be either static or dynamic.
A static torque is one which does not produce an angular acceleration. Someone pushing on a closed door
is applying a static torque to the door because the door is not rotating about its hinges, despite the force
applied. Someone pedaling a bicycle at constant speed is also applying a static torque because they are
not accelerating.
The drive shaft in a racing car accelerating from the start line is carrying a dynamic torque because it must
be producing an angular acceleration of the wheels given that the car is accelerating along the track.
The terminology used when describing torque can be confusing. Engineers sometimes use the
term moment, or moment of force interchangeably with torque. The radius at which the force acts is
sometimes called the moment arm.
The vector r is the position vector with respect to an origin on the axis of rotation (This axis is the τ on the
graphic).This is a vector with a magnitude of the distance from where the force is applied to the axis of
rotation. It points from the axis of rotation toward the point where the force is applied.
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M
The Magnitude of Torque
➢ The magnitude of the applied force
➢ The distance perpendicular distance of the axis from the point of application
➢ The direction of force
In calculations, torque is represented by the Greek letter tau: τ.
The magnitude of the torque depends on the force, the direction of the force, and where the force is
applied.
τ=r×F
Where:
F = applied force, N
r = moment arm, m
The magnitude of the resultant vector is r F sin(θ). r is measured from the axis of rotation to the line of the
force, and θ is the angle between r and F. Using the formula:
τ = rFsin(θ)
Let’s us take this example:
Sample Problem . If the force applied is perpendicular to the handle of the spanner as shown in the
diagram, find the:
(a) torque exerted by the force about the center of the nut,
(b) direction of torque and
(c) type of rotation caused by the torque about the nut.
Solution
Arm length of the spanner, r = 15 cm = = 15×10−2 m
Force, F = 2.5 N
3
Angle between r and F, θ = 900
(a) Torque, τ = rF sinθ
τ = 15 x 10-2 x 2.5 x sin( 900 )
τ = 37.5 x 10-2 Nm
(b) As per the right hand rule, the direction of torque is out of the page.
(c) The type of rotation caused by the torque is anticlockwise.
Exercises 1: A 3.0kg mass is place 2.00m to the right of the pivot point of a see-saw. What is the
magnitude and the sign of the torque applied?
The force exerted by the mass is due to gravity and is found from F=mg. The distance between the force
and the pivot point is r=2.00m. We can find the magnitude of the torque by
Τ = Fr = ( 3.0 kg)( 9.8 m/s2 ) (2.00 m) = 58.8 Nm
If the mass is to the right of the pivot point, the rotation will be in a clockwise direction, so the torque is ,
, negative.
Directions: Solve the given problem below. The first one is done for you.
Problem : In a hurry to catch a cab, you rush through a frictionless swinging door and onto the sidewalk.
The force you exerted on the door was 50N, applied perpendicular to the plane of the door. The door is
1.0m wide. Assuming that you pushed the door at its edge, what was the torque on the swinging door
(taking the hinge as the point)?
Questions:
1. Where is the pivot point?
2. What was the force applied?
3. How far from the pivot point was the force applied?
4. What was the angle between the door and the direction of force?
Exercise 2 : What force is necessary to generate a 20.0 Nm torque at an angle of 50 degrees
from along a 3.00 m rod?
Solving for lever arm ( r ) value:
Sin 50 = x / 3.00
Sin50 (3) = x
2.30 m = x
4
Use the values into the formula:
Torque = F * r
20.0 Nm = F * 2.30 m
20.0 Nm / 2.30 m = F
F = 8.70 N
Direction. Illustrate and solve the given problem below in the next column.
Problem Possible Solution
The Classroom door is of width 50 cm. If the
Handle of the door is 20 cm from the edge
and the Force of 5 N is applied on the
handle. Compute the torque.
C. Assessment/Application/Outputs
A. Directions: Read and analyze the situation below and answer briefly the given situation.
Person A applies a perpendicular force of 10 N at the terminal end of a 20-cm long
wrench. Person B applies a perpendicular force of 10 N at exactly 20 cm from the twist point of a
wrench which is 40 cm long. Who will produce more torque? Why?
( choose from the given options and give your explanation )
a. Person A,
b. Person B,
c. Both will produce the same torque,
Use the rubrics below.
Rubrics
• Explanation demonstrates strong understanding of concept.
• Students used an appropriate strategy and there were no errors.
20
• Students completely explained each step is using appropriate vocabulary.
• Explanation demonstrates strong understanding of concept.
• Students utilized an appropriate strategy but there were minor errors in labels.
15
• Explanation is nearly complete but some gaps exist, vocabulary is appropriate.
• Explanation demonstrates some understanding of concept but there are significant
computational errors.
10 • Students utilized an appropriate strategy but application is inconsistent and there
are significant errors in label.
• Explanation is vague or inconsistent with missing or inappropriate vocabulary.
• Explanation demonstrates limited understanding of concept and included are
significant computational errors.
5 • Students used an inappropriate strategy or used irrelevant information
• Minimal explanation is provided and explanation is unclear with missing an
inappropriate vocabulary .
0 • Student was unable to offer any explanation
5
B. Solve the following problems. Show your solution.
1. Suzie applies a force of 40.0 N at an angle of 60 degrees up from the horizontal to a wooden rod
using a spring scale. If she generates a torque of 73.0 N*m, how long was the rod?
2. A force of 5.0 N is applied at the end of a lever that has a length of 2.0 meters. If the force is applied
directly perpendicular to the lever, as shown in the above diagram,
what is the magnitude of the torque acting the lever?
C. Suggested Enrichment/Reinforcement Activity/ies
Direction. A series of wrenches of different lengths is used on a hexagonal bolts, as shown
below. Which combination of wrench length and force applies the greatest torque to the
bolt? Justify your answer.
Possible Answer / Explanation
Rubrics
• Explanation demonstrates strong understanding of concept.
• Students used an appropriate strategy and there were no errors.
20
• Students completely explained each step is using appropriate vocabulary.
• Explanation demonstrates strong understanding of concept.
• Students utilized an appropriate strategy but there were minor errors in labels.
15 • Explanation is nearly complete but some gaps exist, vocabulary is appropriate.
6
• Explanation demonstrates some understanding of concept but there are significant
computational errors.
10 • Students utilized an appropriate strategy but application is inconsistent and there
are significant errors in label.
• Explanation is vague or inconsistent with missing or inappropriate vocabulary.
• Explanation demonstrates limited understanding of concept and included are
significant computational errors.
5 • Students used an inappropriate strategy or used irrelevant information
• Minimal explanation is provided and explanation is unclear with missing an
inappropriate vocabulary .
0 • Student was unable to offer any explanation
References:
[Link]
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cCegQIABAA&oq=jollibee+guard+opens+door&gs_lcp=CgNpbWcQAzoECAAQQzoFCAAQsQM6AggAOggIABCxAxCDAToH
CAAQsQMQQ1DU9P4FWMHpgAZg8vCABmgJcAB4AIAB1wOIAeQ8kgEKMy41MC4zLjEuMZgBAKABAaoBC2d3cy13aXotaW
1nsAEAwAEB&sclient=img&ei=AADoX43vG52O0QTo5aeYCA&bih=657&biw=1349&rlz=1C1GGRV_enPH866PH866&hl=en
#imgrc=wjGerHO1xq3ohM
[Link]
rque+as+a+cross+product&rlz=1C1GGRV_enPH866PH866&tbm=isch&source=iu&ictx=1&fir=nNTPMQKS_ieu
UM%252C5kohVNoyUQhNJM%252C_&vet=1&usg=AI4_-kRrt-DFQc4GcznpQI4_mSR8aXQj-
Q&sa=X&ved=2ahUKEwjOso723t7tAhUSEqYKHaBDCosQ9QF6BAgXEAE#imgrc=SvfFYyCLXN3ywM
[Link]
rque+as+a+cross+product&rlz=1C1GGRV_enPH866PH866&tbm=isch&source=iu&ictx=1&fir=nNTPMQKS_ieu
UM%252C5kohVNoyUQhNJM%252C_&vet=1&usg=AI4_-kRrt-DFQc4GcznpQI4_mSR8aXQj-
Q&sa=X&ved=2ahUKEwjOso723t7tAhUSEqYKHaBDCosQ9QF6BAgXEAE#imgrc=Ml6inUeztsNgsM
For the Teacher: Advise the students to read the Reading and Discussion part before they start to answer
the practice exercises. Going through the parts sequentially will help them understand
the topic easily.
For the Learner Read thoroughly and understand the Self-Learning Home Task from the first part to the
last part. By doing so, will help you understand better the topic. You can use calculator
for the computation.
For the Parent/Home Tutor
Assist your child and make sure that he/she reads the Self-Learning Home Task from
the start up to end to ensure proper understanding of the concepts.
Prepared by: JANET L. CABRERA
TCH-III JHS, Sibonga NHS
Edited by:
IMELDA V. CANOY, Ed.D
Principal IV, Sibonga NHS
Reviewed by:
CLAVEL D. SALINAS, Ed.D
SHS Division Coordinator
