Chapter 5 - Turning Effect of Forces (E-Learning)

© Bukit Panjang Government High School Secondary Three (Express) Physics
CHAPTER 5 – TURNING EFFECT OF

FORCES (E-LEARNING)
Hi folks, this chapter will be completely covered as e-learning over the June holidays, as it is largely
a refresher of your Sec One work. You will need to
 go through all activities on SLS

 fill up all the blanks in this summary handout (all can be found on slides)
 complete all the assigned tasks on SLS
 complete Worksheet 5 in your workbook (holiday homework)
The e-learning will be carried out over a series of activities. For optimum user experience, it is
advisable to complete the on a computer or tablet. To access the activites, please:
1. Log-on to SLS
2. Click on and complete the “Turning Effect of Forces” lesson, using this set of handout
as a guide
There are 4 sections to complete, and you can expect to complete the e-learning within 120
minutes. Please go through ALL the content slowly and carefully. Have fun!
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Summary Handout Chapter 5 – Turning Effect of Forces
5.1 Moments
 Describe the moment of a force in terms of its turning effect and relate this to
everyday examples
 Recall and apply the relationship moment of a force (or torque) = force ×
perpendicular distance from the pivot to new situations or to solve related problems
In Chapter 3, we saw that a force can accelerate or decelerate an object. In this chapter, we will see
that in certain configurations, a force can also create a turning effect on the object.
The turning effect of a force is also known as the moment of a force (or torque). The moment
of a force is usually quoted about a fixed point; the fixed point is the hinge or the pivot
(represented by a small triangle).
Moment
The moment of a force (or torque) is the product of the force 𝐹 and the
perpendicular distance 𝑑 from the pivot to the line of action of the force.
Definition
Formula: Moment of a force = 𝑭 × 𝒅

SI Unit Newton metre [N m]
Scalar or Vector
Vector? (Has magnitude and direction)
Since the moment is a vector, we need to state its
 magnitude (measured in N m) and

 direction (clockwise or anticlockwise about a pivot)
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Identify and circle the pivot in each of the following turning objects:
See-saw Door A spanner tightening a nut
Equal-arm balance Car steering wheel A hammer pulling a nail
Determine the moment of each of the applied force:
Moment = 50 N x 0.1 m = 5.0 N m

Direction: clockwise
Moment = 100 N x 0.14 m = 14 N m

Direction: anticlockwise
Moment = 50 N x 0 m = 0 N m
Direction: NA
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Moment = 100 N x 0.4 m = 40 Nm

Direction: clockwise
Example 1
A minimum moment of 4 N m is required to turn a nut, using a spanner. If a worker uses a force
of 20 N as shown in the diagram to turn the nut, how far away from the pivot must he apply the
force?
Moment = 𝐹 × 𝑑
4 N m = 20 N × 𝑑
4Nm
𝑑=
20 N
= 0.20 m or 20 cm
Example 2
A door is hinged at its edge. A girl opens it by exerting a force of 10 N on the door handle located
at the other end. Determine the moment due to the force exerted by the girl on the door.
Moment = 𝐹 × 𝑑
= 10 N × 1.0 m
= 10 N m
hinges 3.0 m
handle
1.0 m
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Example 3
A boy riding a bicycle applies the same force on the pedals. As the pedal goes around the wheel,
the perpendicular distance 𝑑 of the applied force to the pivot changes continuously.
(a) For each of the 3 positions A, B and C, mark out and label the perpendicular distances 𝑑𝐴 ,
𝑑𝐵 and 𝑑𝐶 from the pivot to the line of action of the force.
(b) Given that the boy applies a force of 30 N throughout, calculate the moment due to the
applied force in each of the positions, in both units of N cm and N m.
Position Force / N Distance / cm Moment / N cm Moment / N m

A 30 𝑑𝐴 = 0 0 0
B 30 𝑑𝐵 = 20 600 6.0
C 30 𝑑𝐶 = 30 900 9.0
(c) At which position of the pedal is the moment the largest? Explain why.
Answer: When the pedal is horizontal, the perpendicular distance from the pivot to the line of
action of the force is the largest, leading to the largest moment.
Example 4
Underline the correct direction of the moment in each of the following cases.
Clockwise/Anticlockwise (*) Clockwise/Anticlockwise (*) Clockwise/Anticlockwise (*)

(*circle appropriate)
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Example 5
In each of the following daily-life scenarios,
(a) mark out, with a small dot, the location of the pivot,
(b) measure, using a ruler, the perpendicular distance from the pivot to the line of action of the
applied force, 𝐹. Use the dotted lines drawn to help you.
𝐹
𝐹
𝑑 = 𝟏. 𝟔 𝐜𝐦 𝑑 = 𝟒. 𝟖 𝐜𝐦0 𝑑 = 𝟐. 𝟏 𝐜𝐦0
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5.2 Principle of Moments

 State the principle of moments for a body in equilibrium
 Apply the principle of moments to new situations or to solve related problems
Activity 1
The following picture represents a plank that can pivot at its centre.
1. Predict and draw what would happen to the plank if you stood on one end.
2. You have two identical 5 kg objects. Carefully draw where you would place each object on
the plank so that the plank stays balanced. (More than one possible correct answer)
3. Draw an arrow to represent the weight of each object in the picture above and label the
magnitude of the weight.
4. You have a 5 kg object and a 10 kg object. Carefully draw where you would place each
object on the plank so that the plank stays balanced. (More than one possible correct answer)
5. Now draw the weight of each object in your picture above, and try to explain why the board
stays balanced.
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6. Open the Balancing Act simulation on SLS, and on the “Intro” tab, check if your planks are
balanced by placing your objects as in questions (2) and (4).
7. For each of question (2) and (4), draw another way that you were able to balance the objects
below.
Alternative way of balancing two 5 kg objects
Alternative way of balancing a 5 kg object and a 10 kg object
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Activity 2a
1. Using the same Balancing Act simulation, and on the “Balance Lab” tab, place a 5 kg brick
1 m to the left of the pivot, and a 10 kg brick 1 m to the right of the pivot, as shown in the
diagram below. Use the ruler to help you measure distances.
2. Circle the correct word to describe the moment due to each brick:
 The 5 kg brick results in a clockwise/ anticlockwise moment about the pivot.
 The 10 kg brick results in a clockwise/ anticlockwise moment about the pivot.
3. Calculate the moment due to each brick, showing your workings carefully (a sample has been
provided for you).
𝐌𝐨𝐦𝐞𝐧𝐭 𝐝𝐮𝐞 𝐭𝐨 𝟓 𝐤𝐠 𝐛𝐫𝐢𝐜𝐤 𝐌𝐨𝐦𝐞𝐧𝐭 𝐝𝐮𝐞 𝐭𝐨 𝟏𝟎 𝐤𝐠 𝐛𝐫𝐢𝐜𝐤

=𝑭×𝒅 =𝑭×𝒅
=𝑾×𝒅 =𝑾×𝒅
= (𝟓 𝐤𝐠)(𝟏𝟎 𝐍⁄𝐤𝐠) × 𝟏 𝐦 = (𝟏𝟎 𝐤𝐠)(𝟏𝟎 𝐍⁄𝐤𝐠) × 𝟏 𝐦
= 𝟓𝟎 𝐍 𝐦 𝐚𝐧𝐭𝐢𝐜𝐥𝐨𝐜𝐤𝐰𝐢𝐬𝐞 = 𝟏𝟎𝟎 𝐍 𝐦 𝐜𝐥𝐨𝐜𝐤𝐰𝐢𝐬𝐞
4. Answer the following questions:

Is the clockwise moment or the anticlockwise moment larger? _______________________
What is the magnitude of the net moment? _____________________________________
What is the direction of the net moment? _______________________________________
In which direction will the plank rotate, when the supports are removed? _______________
5. Remove the supports to check if your prediction is correct.
6. Move the 10 kg brick to a new position, such that the plank will be balanced when the
supports are removed. Calculate the new moment due to the 10 kg brick.
𝐍𝐞𝐰 𝐦𝐨𝐦𝐞𝐧𝐭 𝐝𝐮𝐞 𝐭𝐨 𝟏𝟎 𝐤𝐠 𝐛𝐫𝐢𝐜𝐤 = 𝑭 × 𝒅

=𝑾×𝒅
= (𝟏𝟎 𝐤𝐠)(𝟏𝟎 𝐍⁄𝐤𝐠) × 𝟎. 𝟓 𝐦
= 𝟓𝟎 𝐍 𝐦 𝐜𝐥𝐨𝐜𝐤𝐰𝐢𝐬𝐞
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Activity 2b
1. Now place a 20 kg boy 0.75 m to the left of the pivot, and a 30 kg girl 2 m to the left of the
pivot, as shown in the diagram below.
2. Calculate the total moment due to both the boy and girl, showing your workings carefully.
𝐌𝐨𝐦𝐞𝐧𝐭 𝐝𝐮𝐞 𝐭𝐨 𝐛𝐨𝐭𝐡 = 𝑭𝒃𝒐𝒚 × 𝒅𝒃𝒐𝒚 + 𝑭𝒈𝒊𝒓𝒍 × 𝒅𝒈𝒊𝒓𝒍

= 𝑾𝒃𝒐𝒚 × 𝒅𝒃𝒐𝒚 + 𝑾𝒈𝒊𝒓𝒍 × 𝒅𝒈𝒊𝒓𝒍
= (𝟐𝟎 𝐤𝐠)(𝟏𝟎 𝐍⁄𝐤𝐠) × 𝟎. 𝟕𝟓 𝐦 + (𝟑𝟎 𝐤𝐠)(𝟏𝟎 𝐍⁄𝐤𝐠) × 𝟐 𝐦
= 𝟕𝟓𝟎 𝐍 𝐦 𝐚𝐧𝐭𝐢𝐜𝐥𝐨𝐜𝐤𝐰𝐢𝐬𝐞
3. Answer the following questions:

What is the direction of the moment due to both the boy and girl? ____________________
What is the direction of the moment needed to keep the plank balanced? _______________
What is the magnitude of the moment needed to keep the plank balanced? ______________
On which side of the plank should a 60 kg woman stand, to keep the plank balanced? ______
4. Calculate the distance, d, that a 60 kg woman should stand away from the pivot, to keep the
plank balanced.
By the Principle of Moments,
𝐬𝐮𝐦 𝐨𝐟 𝐚𝐧𝐭𝐢𝐜𝐥𝐨𝐜𝐤𝐰𝐢𝐬𝐞 𝐦𝐨𝐦𝐞𝐧𝐭𝐬 = 𝐬𝐮𝐦 𝐨𝐟 𝐜𝐥𝐨𝐜𝐤𝐰𝐢𝐬𝐞 𝐦𝐨𝐦𝐞𝐧𝐭𝐬

(𝟐𝟎)(𝟏𝟎) × 𝟎. 𝟕𝟓 + (𝟑𝟎)(𝟏𝟎) × 𝟐 = (𝟔𝟎)(𝟏𝟎) × 𝒅
𝒅 = 𝟏. 𝟐𝟓 𝐦
5. Place the 60 kg woman at the appropriate position, and remove the supports to check if your
prediction is correct.
6. From the activity, we once again see that when an object is balanced, the sum of clockwise
moments about any pivot is equal to the sum of anticlockwise moments about that same
pivot. This is neatly defined in the Principle of Moments.
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The Principle of Moments states that when an object is in equilibrium, the sum of clockwise
moments about any pivot is equal to the sum of anticlockwise moments about that same
pivot.
Activity 2c
1. Now place a 20 kg boy 0.25 m to the left of the pivot, and a 30 kg girl 1.5 m to the left of
the pivot, as shown in the diagram below.
2. Remove the support.
3. Place a mystery object G on the right of the pivot, at a distance from the pivot such that the
plank is balanced.
distance object G is placed on the right of the pivot =

___________________
4. Using your answer in (3), calculate the mass, m, of mystery object G. Show your workings
clearly.
𝐬𝐮𝐦 𝐨𝐟 𝐚𝐧𝐭𝐢𝐜𝐥𝐨𝐜𝐤𝐰𝐢𝐬𝐞 𝐦𝐨𝐦𝐞𝐧𝐭𝐬 = 𝐬𝐮𝐦 𝐨𝐟 𝐜𝐥𝐨𝐜𝐤𝐰𝐢𝐬𝐞 𝐦𝐨𝐦𝐞𝐧𝐭𝐬

(𝟐𝟎)(𝟏𝟎) × 𝟎. 𝟐𝟓 + (𝟑𝟎)(𝟏𝟎) × 𝟏. 𝟓 = (𝒎)(𝟏𝟎) × 𝟐
𝒎 = 𝟐𝟓 𝐤𝐠
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Activity 3
1. Using the same Balancing Act simulation, click on the “Game” tab, and complete a game
from each of Level 1, 2 and 3. Play the game properly until you score 6/6 for each level.
2. Click on a Level 4 game and study the scenario in detail. Your task now is to set an O-Level
Physics problem, worth at least 3 marks, based on the scenario that you see in the game.
Devise a set of complete solutions for your own problem. A sample has been provided for
you.
Sample O-Level Physics problem
A 40 kg rock, 12 kg slab and 20 kg brick are placed on a plank as shown.
Explain, with appropriate calculations, how the plank will rotate, after the supports are removed.
Sample solutions
𝐀𝐧𝐭𝐢𝐜𝐥𝐨𝐜𝐤𝐰𝐢𝐬𝐞 𝐦𝐨𝐦𝐞𝐧𝐭 = (𝟒𝟎 𝐤𝐠)(𝟏𝟎 𝐍⁄𝐤𝐠) × 𝟏 𝐦

= 𝟒𝟎𝟎 𝐍 𝐦 𝐚𝐧𝐭𝐢𝐜𝐥𝐨𝐜𝐤𝐰𝐢𝐬𝐞
𝐂𝐥𝐨𝐜𝐤𝐰𝐢𝐬𝐞 𝐦𝐨𝐦𝐞𝐧𝐭𝐬 = (𝟏𝟐 𝐤𝐠)(𝟏𝟎 𝐍⁄𝐤𝐠) × 𝟏 𝐦 + (𝟐𝟎 𝐤𝐠)(𝟏𝟎 𝐍⁄𝐤𝐠) × 𝟏. 𝟐𝟓 𝐦

= 𝟑𝟕𝟎 𝐍 𝐦 𝐜𝐥𝐨𝐜𝐤𝐰𝐢𝐬𝐞
𝐍𝐞𝐭 𝐦𝐨𝐦𝐞𝐧𝐭 = 𝟒𝟎𝟎 𝐍 𝐦 − 𝟑𝟕𝟎 𝐍 𝐦

= 𝟑𝟎 𝐍 𝐦 𝐚𝐧𝐭𝐢𝐜𝐥𝐨𝐜𝐤𝐰𝐢𝐬𝐞
Since the net moment about the pivot is 30 N m anticlockwise, the plank will rotate
anticlockwise about the pivot.
3. Start setting your problem and try to make it challenging. You may either
 type and upload a screenshot from the simulation onto SLS, or
 write, draw and upload a photograph onto SLS, depending on your preference.
You may use the space in the following page to craft your problem and answer.
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O-Level Physics problem
Solutions
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Example 6
Some weights, 𝑊1 , are placed on the left-hand side of a balance, at distance 𝑑1 . These weights lead
to an anticlockwise moment about the pivot.
𝑑1 𝑑2
𝑊2
𝑊1
(a) For each of the listed 𝑊1 and 𝑑1 , calculate the anticlockwise moment about the pivot, in units
of N cm.
𝑾𝟏 𝒅𝟏 Anticlockwise moment 𝑾𝟐 𝒅𝟐 Clockwise moment

0.3 N 30 cm 0.3 N × 30 cm = 9.0 N cm 0.6 N 15 cm 9.0 N cm
0.5 N 35 cm 0.5 N × 35 cm = 17.5 N cm 0.7 N 25 cm 17.5 N cm
0.8 N 30 cm 0.8 N × 30 cm = 24 N cm 0.5 N 48 cm 24 N cm
0.4 N 40 cm 0.4 N × 40 cm = 16 N cm 0.8 N 20 cm 16 N cm
(b) Write down the corresponding clockwise moment that the weight on the right-hand side must
exert, to keep the ruler balanced.
(c) For each of the weights placed on the right-hand side, 𝑊2 , calculate the distance 𝑑2 that it must
be placed, to keep the ruler balanced.
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Example 7
Four children of different weights sit on a see-saw in the following manner:
0.5 m 0.5 m 0.6 m 0.4 m
400 N 100 N 500 N 250 N
(a) What is the sum of the clockwise moments?
Clockwise moments = 500 N × 0.6 m + 250 N × 1.0 m

= 550 N m
(b) What is the sum of the anticlockwise moments?
Anticlockwise moments = 100 N × 0.5 m + 400 N × 1.0 m

= 450 N m
(c) What is the net moment?

Net moment = 550 N m − 450 N m
= 100 N m clockwise
(d) Is the beam balanced? If not, which direction will it turn in?
Answer: No, it is not balanced. It will turn clockwise.
Example 8
In the following handle used to turn a drum, a force is exerted 1.5 m away from the pivot, to turn
a load of 1000 N which is 0.15 m away from the pivot.
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(a) Draw a free-body diagram of the hand-winch, indicating the pivot and labelling all the forces
acting on the winch.
(b) Calculate the moment about the pivot due to the load (L). Indicate the direction of the moment.
Moment = 1000 N × 0.15 m

= 150 N m clockwise
(c) Considering the Principle of Moments, what is the minimum effort, F, required to turn the
drum?
sum of clockwise moments = sum of anticlockwise moments

150 = 𝐹 × 1.5
𝐹 = 100 N
(d) What do you think will be different, if the effort is applied at an angle, not perpendicular to the
handle bar?
Answer: The minimum effort required is more than 100 N, because when the effort is being
applied at an angle less than or more than 90°, the perpendicular distance from the effort to
the pivot is shorter. Since 𝑚𝑜𝑚𝑒𝑛𝑡 = 𝐹 × 𝑑, a larger force is therefore required to produce the
same moment, which will then be sufficient to turn the drum.
In essence, for a system to be in equilibrium,

 The total forces acting on the object are balanced; the resultant force is zero.
 The total clockwise and total anticlockwise moments are balanced; the resultant
moment about the pivot is zero.
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Example 9
On another see-saw, two girls sit on the right and are balanced by a boy on the left.
0.8 m 0.5 m 0.3 m
W 300 N 200 N
(a) Given that the see-saw is in equilibrium, what is the weight, W, of the boy on the left?

300 × 0.5 + 200 × 0.8 = 𝑊 × 0.8
𝑊 = 387.5 N
≈ 390 N
(b) What is the force exerted on the see-saw by the pivot?
Since see-saw is in equilibrium, the resultant force on it must be zero
sum of upward forces = sum of downward forces

force by pivot on seesaw = 387.5 N + 300 N + 200 N
= 887.5 N
≈ 890 N upwards
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5.3 Centre of Gravity

 Show understanding that the weight of a body may be taken as acting at a single point
known as its centre of gravity
Trigger Activity: Pepsi Can Balancing Trick
Watch the video, "Pepsi Can Balancing Trick", on YouTube, from start till 1 min and 51 seconds
and answer the following questions.
1) Does the can have weight? Yes / No (*)
2) When the can is balanced on its edge, is there a turning effect

Yes / No (*)
caused by a force?
3) Hence, what makes the Pepsi can balance on its edge?

Answer: The can balances on its edge because the can experiences no turning effect
due to line of action of the weight of the can passing through the pivot. Since the
moment of the weight about the edge is zero, it will remain in equilibrium on its edge.
The can will topple. /

4) What do you think will happen to the Pepsi can when it is
The can will remain
pushed?
balanced. (*)
Introduction to centre of gravity
Watch the video, "Center Of Gravity - Mr. Wizard's Supermarket Science", on YouTube, on centre
of gravity and learn how to determine the centre of gravity of an irregular shape object.
The centre of gravity (CG) of any object is defined as the point through which its whole
weight appears to act.
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The centre of gravity of any regular shaped object with uniform density is at its geometrical
centre. The centre of gravity of an object may also lie outside the object (eg. a ring, a boomerang).
However, for a plane laminar (i.e. sheet object) that is in an irregular shape and/or non-uniform
density, its centre of gravity can be determined by what is explained in the video above.
Simulation on centre of gravity
Copy and paste the following URL into your browser.
https://www.simbucket.com/combuilder/
Use the simulation to build various shapes to get yourself familiarised with the applet. The centre
of gravity of the object will be shown. An example is shown below.
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Task: File Submission

Draw at least two different solid figures and observe how its centre of gravity changes. Submit
your screenshots onto SLS. An example of a solid figure is shown below.
Question: Pin the figure at the its top right-hand corner. Describe what happens to the figure.
Ans: The figure rotates clockwise / rotates anticlockwise / does not rotate. (*)
Question: Pin the figure at its centre of gravity. Describe what happens to the figure.
Ans: The figure rotates clockwise / rotates anticlockwise / does not rotate. (*)
Why does the figure move the way it did? We will learn to explain this in the next section.
Example 10
A styrofoam box is filled with water. Which of the following points is the centre of gravity of the
styrofoam box filled with water? Assume that the styrofoam box is of negligible mass.
Explanation: Since the box has negligible mass, the

centre of gravity of the system will be the centre of
gravity of the water, which is at the geometrical
centre of the water.
( B )
Example 11
A solid wooden box is shown below. Which of the following points is the centre of gravity of the
box?
Explanation: The centre of gravity of the
box will be the geometrical centre of the
box.
D
( B )
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Example 12
A balancing toy is shown below. Which of the following points is its centre of gravity?
Explanation: The balancing toy has a heavy mass

attached below to lower the centre of gravity. The
centre of gravity is therefore likely to be a point
between the main body of the toy and the attachment.
( B )
Example 13
The wine bottle is able to balance on the wine holder as shown. Which point shows the centre of
gravity of the wine bottle and wine holder setup?
Explanation: The centre gravity should be a point

above the pivot, such that the weight of the whole
wine bottle and wine holder setup does not result
in a moment about the pivot that would topple the
setup.
( C )
Example 14
(a) When a pivot is placed at the 30 cm mark of a metre ruler, why does the metre ruler tip over
and fall?
Answer: The weight acts through the CG of the ruler.

There is a resultant clockwise moment due to the
weight of the ruler, causing the ruler to turn and tip
over.
(b) When a pivot is placed at the 50 cm mark of a metre ruler, why does the metre ruler remain
balanced?
Answer: The weight acts through the CG of the ruler.

The line of action of the ruler’s weight passes through
the pivot, thereby causing the resultant moment to be
zero (no turning effect).
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5.4 Stability
 Describe qualitatively the effect of the position of the centre of gravity on the stability
of objects
The stability of an object is a measure of its ability to return to its original position after it is
slightly displaced.
(A stable object is more likely to return to its original position)

(An unstable object is more likely to topple.)
Types of Equilibrium
In order to look at ways to increase the stability of an object, we need to learn about the three
types of equilibrium (stable equilibrium, unstable equilibrium or neutral equilibrium).
(An object in equilibrium is one that is not moving and will remain not moving.)
Stable Equilibrium Unstable Equilibrium Neutral Equilibrium
How will the object’s position change, when it is tilted slightly?
Object returns to its original Object stays in its new

Object topples
position without toppling position
How will the position of the object’s centre of gravity change, when it is tilted slightly?
Centre of gravity rises and Centre of gravity remains at

Centre of gravity drops
then returns to original height the same height
How would you describe the line of action through its weight, with respect to the base
of the object?
Line of action through its Line of action through its Line of action through its
weight lies within the base of weight lies outside the base weight coincides with
the object of the object normal reaction force
(anticlockwise moment (clockwise moment (zero moment

about C) about C) about C)
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Factors Affecting Stability
In order to ensure that objects are stable, we need to ensure that they are in stable equilibrium
as much as possible.
(This can be achieved if line of action through the centre of gravity or line of action through its
weight lies within the base as much as possible.)
There are two key factors that will affect the stability of an object:
1. Base area of the object
2. Position of centre of gravity of the object
Task 1 – Investigate the Ease of Toppling Between a Thin Pencil and a Thick Marker
Instructions
Please access the below 2 websites via Internet Explorer:

(ensure ActiveX Filtering is turned off – refer to guide below)
1) Thin Pencil
(https://www.absorblearning.com/media/attachment.action?quick=68&att=440)
2) Thick Marker
(Please note that the above websites will not work in googlechrome due to java limitations)
Guide on How to Turn Off ActiveX Filtering
23
Questions
1. At what angle did the following objects start to topple?

(a) Thin Pencil 6°
(b) Thick Marker 18°
2. Which object is more stable?

Thin Pencil
 Thick Marker
3. Why is the above-mentioned object more stable?

Since the thick marker has a larger / bigger / broader / wider base area as compared
to the thin pencil, the line of action through its weight will be more likely to lie within
its base.
4. What can you conclude about the relationship between the stability and the base area of
an object?
The larger the base area, the more stable the object.
Task 2 – Investigate the Ease of Toppling Between a Thick Marker and a Thick Marker
with Metal Coil
Instructions
Please access the below 2 websites via Internet Explorer:
1) Thick Marker
2) Thick Marker with Metal Coil
(https://www.absorblearning.com/media/attachment.action?quick=6a&att=444)
24
Questions
1. At what angle did the following objects start to topple?

(a) Thick Marker 18°
(b) Thick Marker with Metal Coil 26°
2. Which object is more stable?

Thick Marker
 Thick Marker with Metal Coil
3. Why is the above-mentioned object more stable?

Since the thick marker with metal coil has a lower centre of gravity position as
compared to the thick marker, the line of action through its weight will be more likely to
lie within its base.
4. What can you conclude about the relationship between the stability and the centre of
gravity position of an object?
The lower the centre of gravity position, the more stable the object.
25
Reflection of Learning
Part 1 – Three Key Learning Points
State your three key learning points about stability.

(a)
(b)
(c)
Example 15
Four rectangular blocks of the same material are placed on a plank. The end X of the plank
is then slowly raised. Which of the blocks will topple first?
( B )
Example 16
The diagrams show a Bunsen burner being suspended in three different positions.
Which of the following correctly describes the type of equilibrium that the Bunser burner
is in, for each the three positions?
Position 1 Position 2 Position 3
Stable Neutral Unstable
Stable Unstable Neutral
Unstable Neutral Stable
Unstable Stable Neutral ( A )
26
Part 2 – Application To Daily Life Example
State and explain, with well-labelled diagram(s), the ideal amount of liquid (e.g. one-quarter,
one-third, half, two-third, three-quarter, full) to be filled into the coca cola can in order for
it to be at its most stable equilibrium when tilted on its edge.
(Please draw your diagram(s) in the space below.)
State:
Explain:
27
Example 17
Which of the following arrangement of books in a book shelf will result in the most stable
configuration?
A B C D
The centre of gravity can be lowered by packing more mass towards the bottom.
Example 18
The figure below shows a balancing toy.
(a) Mark, and label with the alphabet G, the centre of gravity of the toy at its rest position.
(b) What will happen if the toy is slightly displaced?
Answer: The toy returns to its rest position.
(c) Explain, using concepts of centre of gravity and moments, why the toy behaves the way it did.
Answer: At the rest position, the centre of gravity is exactly below the pivot. When the bird is
displaced, centre of gravity is displaced upward and to its right. The weight is now having a
turning effect about the pivot. The moment of the weight about the pivot causes the toy to
turn clockwise and return to its rest position.
Example 19
Explain, using concepts of centre of gravity and stability, why a champagne glass is less stable than
a regular glass.
Answer: The champagne glass has a tall neck and the champagne is contained high above the neck.
This leads to the glass of champagne having a high centre of gravity. When it is slightly
displaced, the line of action through the centre of gravity falls outside the base of the glass
easily, and results in a moment that causes the glass to topple easily.
28
Appendix: Applying Principle of Moments onto Double-

Pivot Problems
In Section 5.2, we used the Principle of Moments, which states that when an object is in
equilibrium, the sum of clockwise moments about any pivot is equal to the sum of anticlockwise
moments about that same pivot, to solve problems.
Now this can also be applied on a double-pivot problem, by choosing any 1 pivot at a time and
applying the Principle of Moments about that pivot.
Example 20
A uniform plank is 6 m long and weighs 600 N. It is placed on top of 2 pivots A and B, as shown
in the diagram.
FA FB
1m 3m 2m
A W B
Legend
W – weight of the plank
FA – normal reaction force that pivot A exerts on the plank
FB – normal reaction force that pivot B exerts on the plank
(a) On the diagram, draw and label all the forces acting on the plank (A legend has been provided
for you).
(b) What is the perpendicular distance of each force to pivot B?
FA is 3 m from pivot B.
W is 1 m from pivot B.
FB is 0 m from pivot B (look carefully).
(c) Taking moments about pivot B,
(i) which of the three forces lead to a clockwise moment?

(ii) which of the three forces lead to an anticlockwise moment?
(iii) which of the three forces lead to no moment about B?
(d) Apply the Principle of Moments about B to find FA.
Applying Principle of Moments about B,

𝐹𝐴 × 3 m = 𝑊 × 1 m
𝐹𝐴 × 3 m = 600 N × 1 m
𝐹𝐴 = 200 N
29
(e) Do a similar analysis, but now on pivot A, and apply the Principle of Moments about A to find
FB.
Applying Principle of Moments about A,

𝑊 × 2 m = 𝐹𝐵 × 3 m
600 N × 2 m = 𝐹𝐵 × 3 m
𝐹𝐵 = 400 N
(f) As a way to check your answers, calculate the sum of FA and FB.
𝐹𝐴 + 𝐹𝐵 = 200 N + 400 N = 600 N
(g) Using your answer in the previous part and the weight of the plank, explain how your answers
are consistent with Newton’s 1st Law.
Answer: FA and FB are upward forces while the weight is a downward force, and they all add up
to be 0 N. This is consistent with Newton’s 1st Law, that for an object in equilibrium or at rest, the
resultant force on the object must be zero.
30
Numerical Answers to Examples

1. 0.20 m or 20 cm
2. 10 N m
3. (b)
4. –
5. (b) 1.6 cm, 4.8 cm, 2.1 cm
6.
7. (a) 550 N m (b) 450 N m (c) 100 N m clockwise (d) -
8. (a) - (b) 150 N m clockwise (c) 100 N (d) -
9. (a) 390 N (b) 890 N upwards
10. B
11. B
12. B
13. C
14. –
15. B
16. A
17. B
18. –
31
19. –
20. (b) 3 m, 1 m , 0 m (d) 200 N (e) 400 N (f) 600 N
32

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© Bukit Panjang Government High School Secondary Three (Express) Physics

CHAPTER 5 – TURNING EFFECT OF

 go through all activities on SLS

Formula: Moment of a force = 𝑭 × 𝒅

Since the moment is a vector, we need to state its

 magnitude (measured in N m) and

See-saw Door A spanner tightening a nut

Equal-arm balance Car steering wheel A hammer pulling a nail

Determine the moment of each of the applied force:

Moment = 50 N x 0.1 m = 5.0 N m

Moment = 100 N x 0.14 m = 14 N m

Moment = 100 N x 0.4 m = 40 Nm

Position Force / N Distance / cm Moment / N cm Moment / N m

Clockwise/Anticlockwise (*) Clockwise/Anticlockwise (*) Clockwise/Anticlockwise (*)

In each of the following daily-life scenarios,

5.2 Principle of Moments

Alternative way of balancing two 5 kg objects

Alternative way of balancing a 5 kg object and a 10 kg object

𝐌𝐨𝐦𝐞𝐧𝐭 𝐝𝐮𝐞 𝐭𝐨 𝟓 𝐤𝐠 𝐛𝐫𝐢𝐜𝐤 𝐌𝐨𝐦𝐞𝐧𝐭 𝐝𝐮𝐞 𝐭𝐨 𝟏𝟎 𝐤𝐠 𝐛𝐫𝐢𝐜𝐤

4. Answer the following questions:

5. Remove the supports to check if your prediction is correct.

𝐍𝐞𝐰 𝐦𝐨𝐦𝐞𝐧𝐭 𝐝𝐮𝐞 𝐭𝐨 𝟏𝟎 𝐤𝐠 𝐛𝐫𝐢𝐜𝐤 = 𝑭 × 𝒅

𝐌𝐨𝐦𝐞𝐧𝐭 𝐝𝐮𝐞 𝐭𝐨 𝐛𝐨𝐭𝐡 = 𝑭𝒃𝒐𝒚 × 𝒅𝒃𝒐𝒚 + 𝑭𝒈𝒊𝒓𝒍 × 𝒅𝒈𝒊𝒓𝒍

3. Answer the following questions:

By the Principle of Moments,

𝐬𝐮𝐦 𝐨𝐟 𝐚𝐧𝐭𝐢𝐜𝐥𝐨𝐜𝐤𝐰𝐢𝐬𝐞 𝐦𝐨𝐦𝐞𝐧𝐭𝐬 = 𝐬𝐮𝐦 𝐨𝐟 𝐜𝐥𝐨𝐜𝐤𝐰𝐢𝐬𝐞 𝐦𝐨𝐦𝐞𝐧𝐭𝐬

2. Remove the support.

distance object G is placed on the right of the pivot =

By the Principle of Moments,

𝐬𝐮𝐦 𝐨𝐟 𝐚𝐧𝐭𝐢𝐜𝐥𝐨𝐜𝐤𝐰𝐢𝐬𝐞 𝐦𝐨𝐦𝐞𝐧𝐭𝐬 = 𝐬𝐮𝐦 𝐨𝐟 𝐜𝐥𝐨𝐜𝐤𝐰𝐢𝐬𝐞 𝐦𝐨𝐦𝐞𝐧𝐭𝐬

Sample O-Level Physics problem

A 40 kg rock, 12 kg slab and 20 kg brick are placed on a plank as shown.

𝐀𝐧𝐭𝐢𝐜𝐥𝐨𝐜𝐤𝐰𝐢𝐬𝐞 𝐦𝐨𝐦𝐞𝐧𝐭 = (𝟒𝟎 𝐤𝐠)(𝟏𝟎 𝐍⁄𝐤𝐠) × 𝟏 𝐦

𝐂𝐥𝐨𝐜𝐤𝐰𝐢𝐬𝐞 𝐦𝐨𝐦𝐞𝐧𝐭𝐬 = (𝟏𝟐 𝐤𝐠)(𝟏𝟎 𝐍⁄𝐤𝐠) × 𝟏 𝐦 + (𝟐𝟎 𝐤𝐠)(𝟏𝟎 𝐍⁄𝐤𝐠) × 𝟏. 𝟐𝟓 𝐦

𝐍𝐞𝐭 𝐦𝐨𝐦𝐞𝐧𝐭 = 𝟒𝟎𝟎 𝐍 𝐦 − 𝟑𝟕𝟎 𝐍 𝐦

O-Level Physics problem

𝑾𝟏 𝒅𝟏 Anticlockwise moment 𝑾𝟐 𝒅𝟐 Clockwise moment

Four children of different weights sit on a see-saw in the following manner:

0.5 m 0.5 m 0.6 m 0.4 m

400 N 100 N 500 N 250 N

(a) What is the sum of the clockwise moments?

Clockwise moments = 500 N × 0.6 m + 250 N × 1.0 m

(b) What is the sum of the anticlockwise moments?

Anticlockwise moments = 100 N × 0.5 m + 400 N × 1.0 m

(c) What is the net moment?

Answer: No, it is not balanced. It will turn clockwise.

Moment = 1000 N × 0.15 m

By the Principle of Moments,

sum of clockwise moments = sum of anticlockwise moments

In essence, for a system to be in equilibrium,

0.8 m 0.5 m 0.3 m

By the Principle of Moments,

sum of clockwise moments = sum of anticlockwise moments

(b) What is the force exerted on the see-saw by the pivot?

Since see-saw is in equilibrium, the resultant force on it must be zero

sum of upward forces = sum of downward forces

5.3 Centre of Gravity

Trigger Activity: Pepsi Can Balancing Trick

1) Does the can have weight? Yes / No (*)

2) When the can is balanced on its edge, is there a turning effect

3) Hence, what makes the Pepsi can balance on its edge?

The can will topple. /

Introduction to centre of gravity

Clockwise/Anticlockwise () Clockwise/Anticlockwise () Clockwise/Anticlockwise (*)