Paref Springdale School Inc.

THE LEADING SCHOOL OF CHARACTER EDUCATION IN THE SOUTH

J. Solon St., Lahug, Cebu City

PHYSICS

The Turning Point

Center of Gravity and Torque
Quarter

: 3RD QUARTER

No. of
Sessions

CONTEN
T
STANDA
RD

: No rotation is produced when

the torques balance each other.

PERFORMAN
CE
STANDARD

: Students will be able to determine

whether a particular system is in
rotational equilibrium or not.

TPO

: Students will be able to apply the concept of equilibrium, center of mass and center of
gravity and Torque to solve accordingly to balance opposing torque.

5 Sessions; November 26-29, 2012

OVERVIEW:
The lesson will allow students to solve accordingly to balance opposing torque. Students will be
worksheets of different cases, and so, theyre going to make each given system in rotational
equilibrium. During a laboratory work to follow, varied masses will be balanced to a meter stick so
students are free to manipulate the system until equilibrium is achieved.
This plan covers the topics on center of mass, center of gravity, equilibrium, rotational equilibrium,
and torque.
Objectives
Assessment
285362813.doc\MLVJ\

Paref Springdale School Inc.

THE LEADING SCHOOL OF CHARACTER EDUCATION IN THE SOUTH
J. Solon St., Lahug, Cebu City

Session 1
1. Analyze the real world interactions of
balanced and unbalanced forces
2. Demonstrate balance
3. Locate the center of mass
4. Describe the moment of a force in terms
of its pivot, force applied and the
perpendicular distance from the pivot to
the line of action.
5. Describe some relevant daily life
examples.
6. Define and calculate moments using
formula Torque= lever arm x force
7. Appreciate the concept of Torque in the
real world scenario
8. State and apply principle of moments for
a body in equilibrium to solve problems.
8. Measure student learning development
and progress

Quick feedback and questioning techniques are

often done to facilitate discussion and teacherstudent communication.
Worksheets are given to check student
understanding.
Experimentation is done to assess their ability to
apply their knowledge to a performance task
and to be able to investigate the concept behind
hands-on.
Summative test is to gauge student learning.

Lesson Proper
SESSION 1
Center of Mass and Center of Gravity
EXPLORE
285362813.doc\MLVJ\

Paref Springdale School Inc.

THE LEADING SCHOOL OF CHARACTER EDUCATION IN THE SOUTH
J. Solon St., Lahug, Cebu City

1. Introduce the concept of center of gravity using a regularly-shaped meter stick.

2. Expose students on locating center of gravity of donut and boomerang. Ask the students if
its possible to have a center of mass outside the object. How?
FIRM-UP
3. Introduce the idea of support and center of mass.
4. Ask the students to rise and stay beside the wall. Now, let them stick one foot at the base of
the wall, then, let them balance themselves after they raise their other foot from the ground.
Ask why they think they actually tip over.
DEEPEN
5. Using the applications like the Leaning Tower of Pisa and the balancing acts in acrobatics,
allow students to point out where the center of mass is located. Include also the L-shaped
object. Try to elicit varied reasoning and correct alternative conceptions that are drawn.
6. Now, go back to the L-shaped object. Try to balance it upturned. Ask why did it not balance.
CLOSURE
8. When the words rotation, tilt, move clockwise or counter clockwise or spin are said,
ask students to recall what is fulcrum (as discussed in their science and technology) and
how it is shown in the example. Ask them to locate it (by finger pointing). Also, ask if a force
is present. How are they related?
9. Introduce the idea of fulcrum, the twisting force, axis of rotation and that of the lever arm
distance.
10.
Torque
EXPLORE
11. Define Torque.
285362813.doc\MLVJ\

Paref Springdale School Inc.

THE LEADING SCHOOL OF CHARACTER EDUCATION IN THE SOUTH
J. Solon St., Lahug, Cebu City

12. Distinguish force from torque using a demonstration. Ask for a student volunteer to hold the
stick on its one end with the stick extended horizontally. The, put a weight to be suspended
at its midpoint. Ask him/her: What did you feel? As a follow up question, ask: what are you
doing to actually oppose that tendency? Move the suspended mass to the end and ask again
what the students feel. When the observation that you did not change the weight or force
involved comes out, allow students to differentiate it from torque.
FIRM-UP
8. Discuss how the change of lever arm distance actually changes the torque.
9. Discuss the torque behind a common wrench. Include in the discussion what happens when
the lever arm is not directly at right angle with the line of action of the force.
10. Students use levers every day to help make their daily tasks easier. Begin the discussion of
the importance of levers by doing one of the two following things (or your own):
11. - For rooms with regular hinge-open doors: Have one student use their pinkie to swing open
the door positioned near the outside edge of the door. Have another student/same student
attempt to open the door with their pinkie near the hinge of the door. Ask the students which
seemed easier, and have them think about why that could be. Ask the class to identify the
pivot in this case and note the turning effect of the push on the door. Get the class to see
the difference is the distance from the pivot.
DEEPEN
12. Use the concept of seesaw to identify the pivot, the force and the perpendicular distance.
Try one simple calculation to get torque.
13. Discuss Balancing of Torque, still with the aid of the seesaw concepts.
14. Show some problems related to Torque especially the problem on the Torques on a plank.
TRANSFER/ CLOSURE
15. Show the video on the problem on torques on a plank.
285362813.doc\MLVJ\

Paref Springdale School Inc.

THE LEADING SCHOOL OF CHARACTER EDUCATION IN THE SOUTH
J. Solon St., Lahug, Cebu City

16. Ask students to make a project about torque. The project is to capture or find an image
wherein the idea of Torque is applied. An essay, explaining the Physics behind it--- torque---,
should be attached. The project is due Thursday so that they have enough time to process
their output.

285362813.doc\MLVJ\