![]() (e) A smaller counterclockwise torque is produced by the same magnitude force acting at the same point but in a different direction. (d) The same force as in (a), but acting in the opposite direction, produces a clockwise torque. (c) The same force as in (a) produces a smaller counterclockwise torque when applied at a smaller distance from the hinges. (b) A smaller counterclockwise torque is produced by a smaller force F′ acting at the same distance from the hinges (the pivot point). Note that r ⊥ is the perpendicular distance of the pivot from the line of action of the force. (a) Counterclockwise torque is produced by this force, which means that the door will rotate in a counterclockwise due to F. Torque is the turning or twisting effectiveness of a force, illustrated here for door rotation on its hinges (as viewed from overhead). The most effective direction is perpendicular to the door-we push in this direction almost instinctively. Finally, the direction in which you push is also important. Most people have been embarrassed by making this mistake and bumping up against a door when it did not open as quickly as expected. If you apply your force too close to the hinges, the door will open slowly, if at all. Also, the point at which you push is crucial. First of all, the larger the force, the more effective it is in opening the door-obviously, the harder you push, the more rapidly the door opens. Several familiar factors determine how effective you are in opening the door. To understand what factors affect rotation, let us think about what happens when you open an ordinary door by rotating it on its hinges. A rotating body or system can be in equilibrium if its rate of rotation is constant and remains unchanged by the forces acting on it. View Notes.The second condition necessary to achieve equilibrium involves avoiding accelerated rotation (maintaining a constant angular velocity. ![]() Technical information, teaching suggestions, and related resources that complement this Interactive are provided on the Notes page. Learners and Instructors may also be interested in viewing the accompanying Notes page. Then follow it up with the Concept Checker. Our Balance Beam simulation is now available with a Concept Checker. It is intended for use by teachers with their classes and can easily be used along side the use of the built-in quiz. The exercise guides students to an understanding of the rule of balance. For a more guided experience, The Physics Classroom has prepared a classroom-ready exercise for use with this Interactive. Once the rule has been discovered, a built-in quiz is available as a self-assessment of understanding. Users are encouraged to open the Interactive and explore. Once you have discovered the rule, take the quiz. By so arranging the masses to obtain balance, a learner can look for the patterns in the data - amount of mass and location of the mass from the fulcrum - in order to discover the rule of balance. The challenge involves placing a different mass on the opposite side to counteract the first mass. Masses can easily be dragged to hooks along the beam, causing the beam to rotate downwards on the side it is placed. The Balance Beam Interactive provides a tool to investigate the factors that affect the ability for different masses placed upon opposite sides of a balance beam to balance. Physics Interactives » Balance and Rotation » Balance Beam
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