Balancing Act (Lab 12)
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Apr 3, 2024
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Balancing Act
Lab https://phet.colorado.edu/en/simulation/balancing-act
This lab uses the Balancing Act
simulation from PhET Interactive Simulations at University of Colorado Boulder, under the CC-BY 4.0 license.
https://phet.colorado.edu/sims/html/balancing-act/latest/balancing-act_en.html
Learning Goals:
Students will be able to:
1.
Describe the factors that determine whether two objects will balance each other
2.
Predict how changing the position of a mass on the balance will affect the motion of the balance
3.
Use a balance to the find the masses of unknown objects
Develop your understanding: Explore the Intro
screen, then explore to develop your own ideas about what determines how objects balance each other.
Explain your understanding: Use your own words and captured images from the simulation to show you can: 1.
Make two same
mass
objects balance in at least two different ways.
a.
Place captured images here
b.
Explain why it makes sense that there is more than one way to make the objects balance.
It makes sense that there is more than one way to make objects balance because there are many ways to make the distribution of mass symmetrical.
c.
What tools did you use to help you and why did they help?
I used the ruler tool to place the objects at the same distance from the middle to make it symmetrical making the object balance.
2.
Make two different
mass
objects balance in at least two different ways.
a.
Place captured images here
b.
Explain why it makes sense that there is more than one way to make the objects balance.
It makes sense that there are several ways to make objects balance because the weights are varied and there are various pairs of lengths that will maintain the two objects balanced.
c.
Did you use different tools? What tools did you use to help you and why did they help?
I multiplied the distances from the center of balance by the weights to make them equal. I
used the ruler tool to get the precise distances out from the center, which I then multiplied
by the weights of the items.
Test your understanding: Open
the Balance Lab
screen, use some different objects and masses to apply your ideas.
3.
Make two same
mass
objects balance in at least two different ways.
a.
Place captured images here
b.
How did your explanations and tool use ideas from #1 help you? Since the weights were the same, I checked to make sure the distances from the center of balance were the same.
4.
Make two different
mass
objects balance in at least two different ways.
a.
Place captured images here
b.
How did your explanations and tool use ideas from #2 help you? I ensured that for both items, the weight multiplied by the length away from the center of balance was equal. To ensure that my measurements were precise, I utilized the ruler tool.
Expand your understanding: Use the Balance Lab
screen, to meet these challenges.
5.
Balancing a single mass on one side with two other masses. Show at least two experiments.
a.
Place captured images here
b.
What strategies did you use? Include screen images to help your description.
I ensured that the weights on one side were identical to those on the other by multiplying them by the corresponding lengths.
6.
Consider this situation without
using the simulation:
a.
Predict what will happen when the supports are removed and explain your reasoning.
The 80 kg male is on the third mark, and the 30 kg girl is on the eighth, so they will remain in balance because the product of 3 and 80 equals 30 times 8.
b.
Predict what will happen if the 80 kg adult was further from the pivot (more right) and explain your reasoning. The girl would ascend and the 80kg adult would fall. The grownup will possess greater power making him descend.
c.
Predict what will happen if the 30 kg child was closer to the pivot (more right) and explain your reasoning. Due to the kid's reduced weight, the adult would fall while the youngster rose.
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