UTPA STEM/CBI Courses/Physics (General)/Torque

Course Title: General Physics Lab

Lecture Topic: Torque

Instructor: Judy Gutierrez

Institution: TAMIU

Backwards Design
Course Objectives


 * Primary Objectives- By the next class period students will be able to:
 * Solve for torque.
 * Use equipment
 * Determine weight placements to find equilibrium.


 * Sub Objectives- The objectives will require that students be able to:
 * Convert units of measurement.
 * Know the difference between clockwise and counter-clockwise
 * Solve using simple arithmetic.


 * Difficulties- Students may have difficulty:
 * Identifying the difference between lever arms and the distance of the weighted hangers starting at 0 cm of the ruler.
 * Calculating torque when given multiple weights on one side
 * Finding the equilibrium.


 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * When kids are playing on a see-saw.
 * The opening of a door around its hinges.
 * Automobile engine
 * In amusement parks such as gyroscopes.
 * Circus acts involving balance

Model of Knowledge


 * Concept Map
 * Torque= Mass and distance
 * Equilibrium
 * Solutions


 * Content Priorities
 * Enduring Understanding
 * Torque, Force, center of gravity, lever arms, sense of direction (clockwise, counter-clockwise), percent error, and percent difference
 * Important to Do and Know
 * Conversions
 * Simple Math
 * Applying formulas
 * Worth Being Familiar with
 * Units of measure
 * Scientific notation
 * Units of measure
 * Scientific notation

Assessment of Learning


 * Formative Assessment
 * In Class (groups)
 * Experiment using equipment to find torque with different masses at different placements.
 * Homework (individual)
 * N/A
 * Summative Assessment
 * Students write lab report
 * Summative Assessment
 * Students write lab report

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to:
 * Describe how torque works and find applications that use it.

The objectives will require that students be able to:
 * Apply the formula for torque (τ=mr) to solve physics problems in experiment.
 * Find the lever arms
 * Do simple arithmetic (students can use calculator)
 * Convert units

THE CHALLENGE

You and a group of four friends are competing in a challenge game show to win $5,000. The challenge requires that you compete in four rounds. The first round requires that you and one friend stand on opposite ends of a beam, which is being balanced on a pivot point. You must find the equilibrium. You must keep yourselves balanced for 30 seconds to complete the round. The second round requires that a third person must join standing on one of the sides of the beam and again equilibrium must be found for 30 seconds. The third and fourth rounds both require additional members to stand on the beam till the point we have three people on one side and two on the other. To successfully win the prize money, what must be considered when finding equilibrium? What factors must be considered? In other words, where will each person have to stand to get a perfect balance in each round?

GENERATE IDEAS

What factors come into play when finding balance? What should students consider?

MULTIPLE PERSPECTIVES

Students watch a short video of how torque is used or applied.

RESEARCH & REVISE

The instructor lectures on what will be expected in experiment by going over equipment use and going over equations

TEST YOUR METTLE

Students are given equipment to test out different scenarios and find the torque for each one. GO PUBLIC

Students write out a laboratory report to show their results and thoughts on the experiment.

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