Balancing Act (Lab 12)

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Florida International University *

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Accounting

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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.

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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.

d. The 80kg adult would go down while the girl would rise. The adult will have e. more leverage. f. The 80kg adult would go down while the girl would rise. The adult will have g. more leverage d. Test your predictions in the Balance Lab. Make notes about any ideas you have that need to be changed. My Predictions were correct. e. What are some rules you could use to make predictions for other situations where masses are on a balance? I would make certain that the weight on each side is in line with the separation from the center of gravity. f. Test your rules with some situations in the lab. Make corrections if needed, then show evidence that your rules work.

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Demonstrate your Understanding 7. Select three mystery objects and determine each mass. Provide screen captures for evidence and explain how you used your answers in #1-6 a. answer and explain here Mystery object A should be 8kg because the 20kg child multiplied by 0.5 equals 10kg. 10 kg divided by the distance of 1.25 of mystery object A away from the center of balance is 8 kg. b. answer and explain here Since the 30 kg child multiplied by 0.25 equals 7.5 kg, and 7.5 kg divided by the distance of 1.5 from the center of balance equals 5 kg, mystery object B should weigh 5 kg.

c. answer and explain here Mystery object C should be 15 kg because the 30kg child multiplied by 0.5 equals 15 kg. 15 kg divided by the distance of 1 of mystery object C away from the center of balance is 15 kg. Balancing Act Game Test your understanding and use the rules you have developed: Open the full simulation Balancing Act , then open the Game screen. 1. Play Level 1 a. Did you have to change your rules or do you have other ideas to make you get a better score? Include screen captures from the simulation to help explain. I did not change my rules. I used the same concepts as in the Balancing Lab to get a good score. b. When you complete the level 1 game, capture the screen with your score. Paste it below like this: 2. Play Level 2 a. Explain what makes the level more difficult or different from previous levels. Do you have new strategy ideas or rules? Include screen captures from the simulation to help explain. I think what made this level more difficult is the deciding what is the mass of the mystery object. I sticked to the same concepts and rules as before.

b. When you complete the level, capture the screen with your score and paste it below: 3. Play Level 3 a. Explain what makes the level more difficult or different from previous levels. Do you have new strategy ideas or rules? Include screen captures from the simulation to help explain. I did not find this level more difficult than the previous levels. I used the same strategies. b. When you complete the level, capture the screen with your score and paste it below: 4. Play Level 4 a. Explain what makes the level more difficult or different from previous levels. Do you have new strategy ideas or rules? Include screen captures from the simulation to help explain. I did not find this level more difficult than the previous. I used the same strategies. b. When you complete the level, capture the screen with your score and paste it below:

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Final Score: After you play all levels of the game. Copy and paste your final results like this Extra challenge: For an extra challenge, you can turn on the timer and see if you can improve your skills.