12

General
Physics 1
Quarter 2 – Module 1
Rotational Equilibrium and
Rotational Dynamics
Subject Area – Grade Level: General Physics 1 – Grade 12
Self-Learning Module (SLM)
Quarter 2 – Module 1: Rotational Equilibrium and Rotational Dynamics
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Development Team of the Module

Writers: Emma T. Suritta Judie E. Dela Cruz Jerold F. Villalobos
John F. Villalobos Anna Liza C. Suello Jessa J. Jakil
Ligaya D. Maneja Catherine S. Panaligan
Editors: Retchie Joy B. Pisaña
Reviewers: Blessy Mae M. Cabayao, Murdy F. Bautista, Jay Sheen A. Molina
Illustrator: Merbin M. Sulit
Layout Artists: Solomon P. Lebeco Jr.
Cover Art Designer: Ian Caesar E. Frondoza
Management Team:
Allan G. Farnazo, CESO IV – Regional Director
Atty. Fiel Y. Almendra, CESO V – Assistant Regional Director
Ruth L. Estacio PhD, CESO VI – OIC-Schools Division Superintendent
Jasmin P. Isla - Assistant Schools Division Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM and Science
Lalaine SJ. Manuntag PhD - CID Chief
Nelida A. Castillo – EPS, LRMS
Marichu Jean R. Dela Cruz -EPS – Science, ADM

Printed in the Philippines by Department of Education – SOCCSKSARGEN Region

Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax: (083) 2288825/ (083) 2281893
E-mail Address: [email protected]

i
Introductory Message
For the facilitator:

Welcome to the General Physics 1 – Self - Learning Module (SLM) on Rotational

Equilibrium and Rotational Dynamics.

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

iv
For the learner:

Welcome to the General Physics 1 Self – Learning Module (SLM) on Rotational

Equilibrium and Rotational Dynamics.

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

iv
 What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can

iv
 What I Need to Know

This module contains three (3) lessons which are:

Lesson 1: Moment of Inertia
Lesson 2: Torque
Lesson 3: Static Equilibrium, Rotational Kinematics, and Work Done
by a Torque

Learning Objectives:

1. Define and describe operationally moment of inertia;

2. Calculate the magnitude of moment inertia in a given system;
3. Define and describe torque;
4. Calculate the magnitude and direction of torque using the definition of
torque as a cross product;
5. Describe rotational quantities using vectors;
6. Determine whether a system is in static equilibrium or not; and
7. Apply the rotational kinematic relations for systems with constant
angular acceleration.

1
 What I Know

Pre-Assessment
Multiple Choice. Read the questions carefully. Write the letter of your answer in
your notebook or answer sheet provided.

1. The moment of inertia of an object is greater when most of the mass is

located in what area?
a. off-center b. near the axis
c. on the rotational axis d. away from the rotational axis

2. What quantity describes the ability of a force to rotate an object?

a. mass b. moment of inertia c. torque d. velocity
3. Which of these statements best describes the torque produced when two
children of different weights balance on a seesaw?
a. equal torques b. unequal torques
c. equal torques in the same direction d. equal torques in opposite direction

4. A force of 250 N is exerted on a cable wrapped around a drum that has a

diameter of 120 mm. What is the torque produced about the center of the
drum?
a. 15 N 30 N c. 45 N d. 60 N

5. A 4.0 kg block travels around a 0.50 m radius circle with an angular velocity
of 12 rad/s. What is its angular momentum at the center of the circle?

a. 12 kgm2/s b. 24 kgm2/s c. 6 kgm2/s d. 3 kgm2/s

6. Which of the following tells if an object is in equilibrium?

a. the object is in motion b. the forces acting are not equal
c. the object moving at a constant speed d. the net force is equal to zero

7. What type of forces will cause an object to rotate?

a. concurrent forces b. equilibrium forces
c. normal forces d. non-concurrent forces

8. How many radians are there in 60 revolutions?

a. 0.49 rad b. 0.98 rad c. 2.5 rad d. 18.8 rad

9. How long will the helicopter blade turn through 200 radians if its angular
velocity is 60rad/s?
a. 2 seconds b. 3.3 seconds c. 4 seconds d. 6 seconds

2
10. A bowling ball has a mass of 5.5 kg and a radius of 12.0 cm. It is released
so that it rolls down the alley at a rate of 12 revs/s. What is the magnitude of
its angular momentum?
a. 0.76 kgm2/s b. 1.8 kgm2/s c. 4.1 kgm2/s d. 5.1 kgm2/s

11. What is maximum torque on a 800 turn circular coil of radius 0.75 cm that
carries a current of 1.9 mA and resides in a uniform magnetic field of 0.25T?
a. 6.41x10-5 N.m b. 6.51x10-5 N.m
c. 6.61x10-5 N.m d. 6.71x10-5 N.m

12. A child spins a top with a radius of 2 cm with a force of 0.5 N. How much
torque if generated at the edge of the top?
a. 0.05 N.m b. 0.01 N.m c. 0.75 N.m d. 0.25 N.m

13. An object moves at a constant speed of 9.0 m/s in a circular path of radius
of 1.5 m. What is the angular acceleration of an object?
a. 14 rad/s2 b. 36 rad/s2 c. 81 rad/s2 d. 54 rad/s2

14. Which quantity below refers to any system where the sum of the force and
torque on every particle of the system happens to be zero?
a. rotational kinematics b. Moment of inertia
c. static equilibrium d. torque

15. Which quantity below refers to moment of force, in physics, the tendency of
a force to rotate the body to which it is applied?
a. rotational kinematics b. moment of inertia
c. static equilibrium d. torque

3
 Lesson

1 Moment of Inertia
Learning Objectives:
1. Define and describe operationally moment of inertia; and
2. Calculate the magnitude of moment of inertia in a given system.

What’s In

Activity 1. Ask Me!

Direction: Read each situation below and identify what is it. Write your
answer on a separate sheet of paper or on your activity notebook.

1. It refers to the location and considered that the mass of the whole
system is concentrated at its center. It is the function of position and
masses of particles that comprise the system. What is it?
2. It is the product of mass and velocity.
3. It is a term that quantifies the overall effect of a force acting over time.

What’s New

Activity 2: Roll and Drop Toilet Paper!

Directions: Try to do the activity and analyze the situation. Compare the two systems.
Answer the question below based on your observation. Write your
answers on your activity notebook.
Toilet Paper Roll Drop – The Great Debate

Questions:
1. What is the spool’s inner radius, R? _______________________
2. At what time does the spool reach a rotation rate of 400 rpm? __________
3. If the spool holds only 40 m of paper and if the child maintains the same
constant acceleration, at what time will the spool run out of paper? _____
4. At the moment that the spool runs out of paper, how many revolutions
were executed? (Even though paper is unspooling from the roll, assume
that R1 and M remains constant).

4
 What Is It

Moment of Inertia is defined as a measure of an object’s resistance to

changes to its rotation. It also tells the capacity of a cross-section to resist bending.
It must be specified with respect to a chosen axis of rotation. It is usually quantified
in m4 or kgm2. It is also a name given to rotational inertia, the rotational analog of
mass for linear motion. It appears in the relationships for the dynamics of rotational
motion. The moment of inertia must be specified with respect to a chosen axis of
rotation. For a point mass, the moment of inertia is just the mass times the square
of perpendicular distance to the rotation axis, I = mr2. That point mass relationship
becomes the basis for all other moments of inertia since any object can be built up
from a collection of point masses. The moment of inertia of a point mass with respect
to an axis is defined as the product of the mass times the distance from the axis
squared.
The total moment of inertia is due to the sum of masses at a distance from
the axis of rotation. It shows below:

5
 A collection of two masses has a moment of inertia due to each separate mass.
I = mr2 + mr2 = 2mr2

Since the moment of inertia of an ordinary object involves a continuous

distribution of mass at a continually varying distance from any rotation axis, the
calculation of moments of inertia generally involves calculus, the discipline of
mathematics which can handle such continuous variables. Since the moment of
inertia of a point mass is defined by

Examples:
1. A 100 gram ball connected to one end of a cord with a length of 30
cm. What is the moment of inertia of a ball about the axis of rotation
AB? Ignore cord’s mass.
A
Illustration:

m B
Given: The axis of rotation at AB
Mass ball (m) = 100 gram/1000 =0.1 kg
The distance between the ball and the axis rotation (r) = 30
cm = 0.3 m
Unknown: Moment of inertia of a ball (I)
Solution:

I = mr2 = (01 kg)(0.3 m)2

I = (0.1 kg)(0.09 m2)
I = 0.009 kgm2

6
 What’s More

Activity 3: Calculate Me!

1. A 100 gram ball m1, and a 200 gram ball, m2, connected by a rod
with a length of 60 cm. The mass of the rod is ignored. The axis of
rotation located at the center of the rod. What is the moment of
inertia of the balls about the axis of rotation?

Illustration: A

m1 m2

What I Have Learned

Activity 4. Complete Me!

Direction: Fill out the necessary word/s in the blank/s in every sentence
below. Write your answer on your answer sheet.
1. The moment of inertia is defined with respect to a specific rotation
____________.
2. The moment of inertia of a ____________ with respect to an axis is
defined as the product of the mass times the distance from the axis
squared.
3. Moment of inertia is the name given to _______________________.
4. The point mass relationships become the __________ for all the
other moments inertia.
5. The unit of moment of inertia of an area is ________________ .

What I Can Do

Draw or sketch a diagram that will describe the moment of inertia in a

multi-system.

7
 Lesson

2 Torque

Learning Objectives:

1. Define and describe torque; and

2. Calculate the magnitude and direction of torque using the definition
of torque as a cross product.

When studying how objects rotate, it quickly becomes necessary to figure out
how a given force results in a change in the rotational motion. The tendency of a
force to cause or change rotational motion is called torque, and it's one of the most
important concepts to understand in resolving rotational motion situations.

Torque (also called moment — mostly by engineers) is calculated by

multiplying force and distance. The SI units of torque are newton-meters, or N*m
(even though these units are the same as Joules, torque isn't work or energy, so
should just be newton-meters).
Torque is a measure of the force that can cause an object to rotate about an
axis. Just as force is what causes an object to accelerate in linear kinematics, torque
is what causes an object to acquire angular acceleration.
Torque is a vector quantity. The direction of the torque vector depends on the
direction of the force on the axis.

What’s In

How was your performance in the test? As you go through this module, you
will be able to deepen your understanding in our topic and do better in the next test.
In lesson 1, you were able to calculate the moment of inertia about a given
axis of single-object and multiple-object systems. Here in lesson 2, you will be
introduced to the concept on how to calculate magnitude and direction of torque
using the definition of torque as a cross product.

Let us have a sample problem.

Example Number 1:

A force of 5.0 N is applied at the end of a

lever that has a length of 2.0 meters. If
the force is applied directly perpendicular
to the lever, as shown in the diagram
above, what will be the magnitude of the
torque acting on the lever?

8
Solution:

This sample is a simple matter of plugging the values into the equation:

Torque = F * 1

Torque = 5.0N * 2.0m

Torque = 10N*m

Activity Number 1. Problem on Torque

1. If the same force as in example 1 is applied at an angle of 30

degrees at the end of the 2.0 meters lever, what will be the
magnitude of the torque?
2. What force is necessary to generate a 20.0 N*m torque at an angle
of 50 degrees from along a 3.00 m rod?

What’ New

In a previous lecture, we discussed one type of product of two vectors known

as dot product, which gives us a scalar value. A very common example of such a
product is work. Work is a scalar quantity that has only magnitude and no direction
and is given by taking the product of the force and displacement vectors. Cross
product (or vector product) is the product of two vectors that produces a third vector.
This means that the result has both magnitude as well as direction. We can use
different methods to calculate the cross product. One way to calculate it is to take
the product of the magnitudes of the two vectors and multiply by the sine of the angle
between them. Note that the direction of the vector is given by the right hand rule
and is always perpendicular to the two vectors. If we are given two three-dimensional
vectors and we are asked to calculate the cross product vector, we have to use the
method as described in the lecture.

What is It

Torque as a vector quantity

The vector or cross product is another way to combine two vectors; it creates
a vector perpendicular to both the originals. In vector form, torque is the cross
product of the radius vector (from axis of rotation to point of application of force) and
the force vector.

9
 Torque is the twisting force that tends to cause rotation. The point where the
object rotates is known as the axis of rotation. Mathematically, torque can be written
as T = F * r * sin(theta), and it has units of Newton-meters.

Recall that torque is a vector and is obtained by taking the product of two
vectors.

Cross-product A⃗ ×B⃗ = C⃗ {/
C⃗/= / A⃗/./ B⃗/. sinθ} magnitude of the vector C⃗ Direction
of C: Orient your fingers in direction of A⃗ and curl in direction of B⃗, then your
thumb will point in direction of C⃗. Note that the direction of C⃗ is always
perpendicular to A⃗ and perpendicular to B⃗.

If A = Ax i^+Ay j^ +Az k^ and B = Bx i^+By j^ +Bz k^

For the first element of the first row, the i^i^, take the product down and to the right,

( this yields i^AyBzi^AyBz ) minus the product down and to the left

( the product down-and-to-the-left is i^AzByi^AzBy )

For the first element in the first row, we thus have: i^AyBz−i^AzByi^AyBz−i^Az
By which can be written as: (AyBz−AzBy)i^(AyBz−AzBy)i^ . Repeating the process for
the second and third elements in the first row (the j^j^ and the k^k^ ) we
get (AzBx−AxBz)j^(AzBx−AxBz)j^ and (AxBy−AyBx)k^(AxBy−AyBx)k^ respectively.
Adding the three results, to form the determinant of the matrix results in:
A⃗ ×B⃗ =(AyBz−AzBy)i^+(AzBx−AxBz)j^+(AxBy−AyBx)k^
A→×B→=(AyBz−AzBy)i^+(AzBx−AxBz)j^+(AxBy−AyBx)k^

10
Example Number 2:

Suppose the lever arm vector r⃗ is given by the equation r⃗ = 5 i^+6 j^+1 k^.
Calculate the torque if the force is F = 10 i^N
Solution:

Torque = (5 i^+6 j^+1 k^)(10 i^+0 j^+0 k^)

= (6X0 – 1X0) i^ + (1X10 – 5X0) j^ + (5X0 – 6X10) k^

= (0 – 0) i^ + (10 – 0) j^ + (0 – 60) k^

= 0 i^ + 10 j^ + -60 k^

= √(10𝑗^)2 + (−60k^)2

= √102 + 602

= √100 + 3600

= √3700

= 60. 83 N.m ( Magnitude of the Torque )

What’s More

Activity Number 2. FIND MY A⃗ ×B⃗!

A⃗ = 3 i^ + 2 j^ -5 k^

B⃗ = 2 i^ -6 j^ + 4 k^

Solve for A⃗ ×B⃗ ?

What I Have Learned

From the very start of our lesson, you have learned a lot about torque
as a vector. In the succeeding activities, you will make generalizations of your
learnings.

11
 Now after we have done varied activities let us check how far you
understood our lesson.
Answer the following questions as brief as you can.
1. Define operationally torque as a vector quantity.
2. Where does the direction of the torque vector depend?
3. What should always be the direction of C⃗?

What I Can Do

Activity Number 3. FIND MY A⃗ ×B⃗ and C⃗

A⃗ = 4 i^ -2 j^ -6 k^

B⃗ = 5 i^ +4 j^ + 4 k^

Solve for:

1. A⃗ ×B⃗

2. C⃗

12
 Lesson
Rotational Kinematics and
3 Static Equilibrium
Learning Objectives:

1. Describe rotational quantities using vectors;

2. Determine whether a system is in static equilibrium or not; and
3. Apply the rotational kinematic relations for systems with constant
angular acceleration.

By using vectors, we can define the angular quantities for rotation about an
axis that can point in any direction. A vector is an object that has both a magnitude
and a direction. Geometrically, we can picture a vector as a directed line segment,
whose length is the magnitude of the vector and with an arrow indicating the
direction.

Rotation–refers to the motion of a body turning about an axis, where each

particle of the body moves along a circular path. Angular Acceleration can be thought
of as the rotational equivalent of straight-line acceleration.
Physicists use angular quantities to describe rotation. The equations of
kinematics and dynamics of rectilinear motion can be rewritten in terms of angular
quantities. Each of the rectilinear motion of quantities has its rotational analog.

What’s In

How did you fare in the test? As you go through this module, you will be able
to deepen your understanding in our topic and do better in the next test.
In lesson 2, you were able to calculate the magnitude and direction of torque
using the definition of torque as a cross product. Here in lesson 3, you will be
introduced to the concept on how describing rotational quantities using vectors,
determining whether a system is in equilibrium or not and applying the rotational
kinematic relation with constant angular acceleration.
Let’s take example 1

A flywheel, in the form of uniform disk, is 4.0 m in diameter and weighs 637 N.
What will be its angular acceleration if it is activated upon by net torque of 225J ?
Given: w= 637 N or m=65 kg Find: α= ?
r= 2.0 m
t net= 225 N.m
I uniform disk = (α)=(½Mr2)
Solution: α= t/1 = 225-Nm/65kg ( 2m)2/2 = 1.73 rad/s2

13
 What’s New

Using Physics, you can calculate the angular acceleration of an object in

circular motion.

Problem 1 : When you switch your room fan from medium to high speed, the
blades accelerate at 1.2 radians per second squared for 1.5 seconds. If the initial
angular speed of the fan blades is 3.0 radians per second, what is the final angular
speed of the fan blades in radians per second ?

Angular is defined by α= ∆ŵ
∆t

Where: ∆ŵ= final angular speed minus initial angular speed

∆t = time over which the angular speed changes, so you can write
∆ŵ=ŵf – ŵi where ŵi = 3.0 radians per second
Solve the equation for acceleration for the final angular speed and plug in the known
quantities to get the answer. The result is

α= ∆ŵ
∆t
= ŵf –ŵi
∆t
α∆t = ŵf – ŵi
ŵf = α∆t + ŵi

= 1.2 rad/s2 x 1.5 s + 3.0 rad/s

= 4.8 rad/s

What is It

In a previous lecture, you calculated the magnitude and direction of torque

using the definition of torque as a cross product. Torque can be described as the
rotational equivalent of straight-line force. Angular acceleration can be thought of as
the rotational equivalent of straight-line acceleration. There is also a rotational
equivalent of mass: rotational inertia, represented by the upper case italic letter I, in
some text it is called moment of inertia. Thus, following Newton’s second law of
motion, torque is computed as t=Iα in N-m.
If the rotation about an axis is to be changed, torque must be applied. The
rotational inertia of a particle about the chosen axis is the product of the mass of the
particle and the square of the radius,
I = mr2

14
 With units of kilogram-meter squared (kg-m2)

In the simplest kind of rotation, points on a rigid object

move on circular paths around an axis of rotation.

The term equilibrium has been used before to

describe how an object experiences zero net force, and
thus, its motion is unchanged. (If it rest, it will remain at
rest; if in uniform motion, it will remain in uniform
motion.) The Law of inertia actually describes the first
condition of equilibrium, the case of linear equilibrium or
zero linear acceleration.
The second condition of equilibrium is rotational
equilibrium. As discussed in the previous lesson, when a
number of forces are acting on an object, the total torque
is the sum of the individual torques produced by each force
acting on the object. In the event that the sum of these
individual torques turns out to be zero, this means we have
attained rotational equilibrium.
The second condition for equilibrium may be
written as
∑t = 0
Thus, if all the forces are added together as vectors, then the resultant force (the
vector sum) should be 0 Newton. (Recall that the net force is "the vector sum of all
the forces" or the resultant of adding all the individual forces head-to-tail.) Thus, an
accurately drawn vector addition diagram can be constructed to determine the
resultant. Sample data for such a lab are shown below.

Force A Force B Force C

Magnitude 3.4 N 9.2 N 9.8 N

Direction 161 deg. 70 deg. 270 deg

Another way of determining the net force (vector sum of all the forces)
involves using the trigonometric functions to resolve each force into its
horizontal and vertical components. Once the components are known, they
can be compared to see if the vertical forces are balanced and if the horizontal
forces are balanced. The diagram below shows vectors A, B, and C and their
respective components. For vectors A and B, the vertical components can be
determined using the sine of the angle and the horizontal components can be
analyzed using the cosine of the angle. The magnitude and direction of each
component for the sample data are shown in the table below the diagram.

15
 The data in the table above show that the forces nearly balance. An analysis
of the horizontal components shows that the leftward component of
A nearly balances the rightward component of B. An analysis of the vertical
components show that the sum of the upward components of A + B nearly balance
the downward component of C. The vector sum of all the forces is (nearly) equal to 0
Newton. But what about the 0.1 N difference between rightward and leftward forces
and the 0.2 N difference between the upward and downward forces? Why do the
components of force only nearly balance? The sample data used in this analysis are
the result of measured data from an actual experimental setup. The difference
between the actual results and the expected results is due to the error incurred when
measuring force A and force B. We would have to conclude that this low margin of
experimental error reflects an experiment with excellent results. We could say it's
"close enough for government work."
In conclusion, equilibrium is the state of an object in which all the forces
acting upon it are balanced. In such cases, the net force is 0 Newton. Knowing the
forces acting upon an object, trigonometric functions can be utilized to determine
the horizontal and vertical components of each force. If at equilibrium, then all the
vertical components must balance and all the horizontal components must balance.

What’s More

Activity Number 1. Let’s Solve!

1. The radius of a car tire is about 0.35 meters. If the car accelerates in
straight line from rest at 2.8 meters per second squared, what is the
angular acceleration, both magnitude and direction, of the front
passenger-side tire?

16
 What I Have Learned

From the very start of our lesson, you have learned a lot about
describing rotational quantities using vectors as well as determining whether
a system is in static equilibrium or not and applying the rotational kinematic
relation for a system with constant angular acceleration. In the succeeding
activities, you will make generalizations of your learnings.
Now after we have done varied activities let us check how far you
understood our lesson.
1. Suppose that a student pulls with two large forces (F1 and F2) in order
to lift a 1-kg book by two cables. If the cables make a 1-degree angle
with the horizontal, then what is the tension in the cable?

What I Can Do

A Jet Revving Its Engines

As seen from the front of the
engine, the fan blades are
rotating with an angular
speed of -110 rad/s. As the
plane takes off, the angular
velocity of the blades reaches
-330 rad/s in a time of 14 s.
Find the angular acceleration,
assuming it to
be constant.

17
 ASSESSMENT

Please read carefully and answer the questions below. Choose the
letter of the best answer and write it on the separate sheet of paper.

1. A man spinning in free space changes the shape of his by e.g. by stretching his
arms or curling up then, which of the following physical quantity will remain
constant?
a. moment of inertia b. angular momentum
c. angular velocity d. rotational kinetic energy

2. What is the moment of inertia of a square of side b about an axis through its
center of gravity?
a. b3/4 b. b4/12 c. b44/3 d. b4/8

3. What is the unit of inertia of mass?

a. kg/m b. kg/m2 c. kg-m2 d. m3

4. What will happen to the weight of a body if the gravitational acceleration at any
place is doubled?
a. reduced to ½ b. doubled c. no change d. none of these

5. What refers to the focus of the instantaneous center of a moving rigid body?
a. straight line b. involute c. centroid d. spiral

6. How many radians are there in 60 revolutions?

a. 0.49 rad b. 0.98 rad c. 2.5 rad d. 18.8 rad

7. How long will the helicopter blade turn through 200 radians if its angular
velocity is 60 rad/s?
a. 2 seconds b. 3.3 seconds c. 4 seconds d. 6 seconds

8. Bowling ball has a mass of 5.5 kg and a radius of 12.0 cm. It is released so that
it rolls down the alley at a rate of 12 revs/s. What is the magnitude of its angular
momentum?
a. 0.76 kgm2/s b. 1.8 kgm2/s c. 4.1 kgm2/s d. 5.1 kgm2/s

9. The moment of inertia of an object is greater when most of the mass is

located in what area?
b. off-center b. near the axis
c. on the rotational axis d. away from the rotational axis

10. What quantity describes the ability of a force to rotate an object?

a. mass b. moment of inertia c. torque d. velocity

18
11. Which of these statements best describes the torque produced when two
children of different weights balance on a seesaw?
a. equal torques b. unequal torques
c. equal torques in the same direction d. equal torques in opposite direction

12. A 4.0 kg block travels around a 0.50 m radius circle with an angular velocity of
12 rad/s. What is its angular momentum about the center of the circle?
a. 12 kgm2/s b. 24 kgm2/s c. 6 kgm2/s d. 3 kgm2/s

13. A force of 250 N is exerted on a cable wrapped around a drum that has a
diameter of 120 mm. What is the torque produced about the center of the
drum?
a. 15 N 30 N c. 45 N d. 60 N

14. Which of the following tells if an object is in equilibrium?

a. the object is in motion b. the forces acting are not equal
c. the object moving at a constant speed d. the net force is equal to zero

15. At what point will takes place when determining whether a rigid body is in
equilibrium if the vector sum of the gravitational forces acting on the individual
particles of the body can always be replaced by a single force?
a. a point of the boundary b. the geometrical center
c. the center of gravity d. any of the above

Additional Activities

Angular acceleration is a vector, having both magnitude and direction. How

do we denote its magnitude and direction? Illustrate with an example.

19
References
Aquino, M et al. Science Links, Physics. Rex Book Store
Dadinirt, T. “Kepler's law of planetary motion.” https://www.slideshare.net/ Accessed
November 3, 2020.
Erickson, K. “What is Gravity.”. https://spaceplace.nasa.gov Accessed October 12, 2020
Faller, J. “Gravity”. https://www.britanicca.com Accessed October 12, 2020
Hayath, Zishaan. “State the Newton Law of Gravitation.” https://www.toppr.com Accessed
October 15, 2020.
Henderson, Tom. “Newton’s Law of Universal Gravitation.” https:
https://www.physicsclassroom.com/class/circles/Lesson-3/Newton-s-Law-of-
Universal-Gravitation Accessed October 10, 2020.
Libretext Project. “Newton's Law of Universal Gravitation.”
https://phys.libretexts.org/Bookshelves/University_Physics/Book%3A_University_Phy
sics_(OpenStax)/Newton's_Law_of_Universal_Gravitation Accessed October 12,
2020.
Mann. A. “What is Gravity?”. https://www.livescience.com/ Accessed October 10, 2020
National Aeronautics and Space Administration. “More on Newton’s Law of Universal
Gravitation.”. https://imagine.gsfc.nasa.gov/ Accessed October 12, 2020

National Aeronautics and Space Administration . “Kepler's Laws of Planetary Motion.”.

https//solarsystem.nasa.gov Accessed November 3, 2020

Weber State University, “Universal Law of Gravitation,”

http://physics.weber.edu/amiri/physics1010online/WSUonline12w/OnLineCourseMovi
es/CircularMotion&Gravity/reviewofgravity/ReviewofGravity.html October 10, 2020.

Wiley, David. “Newton’s Law of Universal Gravitation.”

https://courses.lumenlearning.com/boundless-physics/chapter/newtons-law-of-
universal-gravitation/ Accessed October15, 2020.

22
 EDITOR’S NOTE

This Self-learning Module (SLM) was developed by DepEd

SOCCSKSARGEN with the primary objective of preparing for and
addressing the new normal. Contents of this module were based on
DepEd’s Most Essential Learning Competencies (MELC). This is a
supplementary material to be used by all learners of
SOCCSKSARGEN Region in all public schools beginning SY 2020-
2021. The process of LR development was observed in the production
of this module. This is version 1.0. We highly encourage feedback,
comments, and recommendations

For inquiries or feedback, please write or call:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893
Email Address: [email protected]

23