SQUEAK Activity Kit #2 - Moments & Couples

- MOMENTS & COUPLES-

OBJECTIVES:
PREPARATION TIME:
Students will be introduced to the
basic engineering principles of
forces, equilibrium, moments and
couples.

PART 1:
Students will compare actual
physical results to theoretical
predictions made with the use of the LESSON TIME:
hands-on QUT SQUEAK
MOMENTS & COUPLES ACTIVITY
KIT.
Students will then calculate
theoretical moments using basic
moment formulae.

PART 2:
Students will experience first hand
the MOMENT required to counteract SAFETY NOTES:
an applied weight. Adult supervision is recommended as
Discuss the application of moments activity:
and couples in real life.
Contains metal components
requiring some assembly.
WORDS TO KNOW: Requires use of metal weights. In
Moment order to prevent accidental toppling
Couple of weights during testing – avoid
Force over stacking of weights.
Equilibrium
Rotation
Perpendicular MATERIALS:
Lever Arm
Clockwise & Anticlockwise
Positive & Negative 1 x QUT SQUEAK MOMENTS AND
Newtons (N) & Kilonewtons (kN) COUPLES ACTIVITY KIT containing:
Magnitude
Direction Instruction and Activity Sheets
Parallel 10 Square Hollow Beams
Noncollinear 5 Balancing Fulcrums
Mass 10 Weight Rods
Acceleration Selection of Brass Weights
Axis 5 Elbow Connections

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LESSON STEPS – PART 1: 2. MOMENT THEORY

The moment of a force about a point is a

1. DEFINITIONS measure of the tendancy of that force to
rotate about that point.
Force
For example, the moment of force F
A force is defined as the action of one
body on another. A force has magnitude, about point “O” in Figure 1(a) is a
direction and a point of application. measure of the tendency of the force to
rotate the body about line A-A. Line A-A
Magnitude of force is expressed in is perpendicular to the plane containing
newtons (N). Force units are defined in force F and point “O”.
terms of mass multiplied by the
acceleration produced by gravity Figure 1(b) shows the plane containing F
2
(9.8m/s ). and “O”. Point “O” is called the moment
centre, distance “d” is called the moment
For example if m= 1 kg then
arm and line A-A is called the axis of
Force = mass x acceleration the moment.
F= 1 x 9.8
F= 9.8 N A

Moment

A moment is a measure of rotation about

a point.

The moment of a force is the product of

the force and a perpendicular distance O
from the point of rotation.

A moment has both magnitude and

direction.
F

Couple
A
A couple consists of two equal, (a)
noncollinear, parallel forces of opposite
sense.

MO
Equilibrium O
d
Equilibrium occurs when all the forces
F
acting on a body are balanced.
(b)

Figure 1

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3. MOMENT FORMULA 5. MOMENT SIGN CONVENTION

When dealing with moments it is

The moment of a force is the product of
important to apply a CONSISTENT sign
that force by its perpendicular distance
convention with the direction of the
from the point of rotation.
moment.

Look at which way the moment is turning.

Moment = Force × ⊥ Distance Is it turning CLOCKWISE or
ANTICLOCKWISE?
M=F×⊥d

Note: The sum of moments about a point

is equal to zero.
REMEMBER:

It doesn’t matter in which direction you

apply the sign convention as long as
∑Mo = 0 you remain CONSISTENT.

4. THE UNIT OF A MOMENT For the purposes of this activity, let us

apply a sign convention:
The measurement unit of a moment is the
Newton metre (Nm).

If a moment is moving ANTICLOCKWISE

REMEMBER: it is considered a POSITIVE moment.

The definition of a moment is a force

(measured in Newtons) multiplied by
the perpendicular distance
(measured in metres). = POSITIVE
Therefore all forces & perpendicular
distances must be converted to
Newtons & metres respectively.
If a moment is moving CLOCKWISE it is
considered a NEGATIVE moment.

IMPORTANT NOTE:

Due to the scale of this activity, all = NEGATIVE

readings and calculations will be
made in grams and millimetres.

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MOMENT SIGN CONVENTION For a NEGATIVE moment turning in

Cont’d a CLOCKWISE direction, the same
thinking applies:
An easy way to remember this sign Turn the doorknob in the
convention is by using your RIGHT opposite direction (i.e. the
HAND as a guide. CLOCKWISE direction).
For a POSITIVE moment turning in Using your thumb as the guide,
an ANTICLOCKWISE direction: turn your hand to follow the
arrow as shown in Picture 2.
Position your hand as shown in Once again you should notice
Picture 1. that you are turning your hand in
the direction that has LESS
Following the arrow with your fingers, that is, the NEGATIVE
fingertips and imagine that you direction.
are turning a doorknob in an
ANTICLOCKWISE direction.

You will notice that your hand is HINT: This movement is exactly
turning in the direction where opposite to the POSITIVE one
you have MORE fingers. therefore by using the same thinking
NEGATIVE means LESS.

HINT: A good way to remember this

movement and its meaning is by
thinking POSITIVE means MORE.

Picture 2

NOTE: QUT students enrolled in

ENB101 are to utilise the “Right
Picture 1 Hand Rule” to include axis
references as discussed in lectures &
SI sessions.

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6. ACTIVITY 1.1

Activity 1.1 is aimed at familiarising us with the use of the moment formula:

Moment = Force x ⊥ Distance

Complete the calculations in Table 1 below.

MOMENT
FORCE ⊥ DISTANCE
F x ⊥d
(N) (m)
(Nm)

150 8 1200

70 35 2450

205 14 2870

4 18 72

500 3 1500

Table 1

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7. ACTIVITY 1.2

Activity 1.2 aims to physically model moments and couples by the use of a
balancing system of beams and weights. This will allow us to compare physical
results with those we calculate using the moment formulae.

You will be required to use the Work Sheet for Activity 1.2. (NOTE: The Work
Sheet can be found on page 8. Copies of the work sheet should be made for each
student prior to the lesson).

250
Balance Beam
250

150 100 50 50 100 150

Weights
Weight
Rods

Balancing Fulcrum
Figure 2

1. Assemble the activity by attaching the balance beam to the cradle of the
balancing fulcrum as pictured in Figure 2.

2. Place one weight rod on each side of the fulcrum at equal distances along the
balance beam so as to achieve balance or EQUILIBRIUM across the beam.
Do not add weights at this point of the activity.

3. For this portion of the activity use only the shaded area of the Work
Sheet. Load the balance beam with the given values in the first row of the
Work Sheet.

4. Attempt to solve for the unknown mass or distance by applying different

weights to, or moving the weight along, the left weight rod in an attempt to
once again achieve balance or EQUILIBRIUM in the beam. NOTE: Do not

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change any of the given values, when solving for an unknown mass only
change the value of the mass you are placing on the weight rod.

IMPORTANT NOTE: When calculating moments in the balance beam, do not

forget to allow for the self weight of the weight rods. Though the rods seem light,
they are an additional force at each point of loading and therefore will contribute
to the moment produced in the same way as an additional weight would.

5. Continue working through the first 4 rows of the Work Sheet and solve for all
the unknown values within the shaded area. Remember to write down your
answers on the sheet as you proceed.

The 2nd part of the activity will now use the Moment Formula (Force x ⊥
Distance) to calculate the moments from the values that you have just found.

6. Using a calculator, determine the answers for the right & left moments using
the values in the first 4 columns. Record your answers in the appropriate
boxes.

7. Using the Moment Sign Convention that we established at the beginning of

the lesson, record the direction that you think the moment is turning. Is the
moment moving in the Positive or Negative direction? That is, is the
moment turning Anticlockwise or Clockwise? If you are unsure, refer back
to the notes on Moment Sign Convention on pages 3 & 4.

CLASS DISCUSSION: Do you notice a trend occurring in your directional

findings? Discuss these trends.

8. Now that you have moment values for the right & left hand sides of the
balance beam sum these 2 values using the 2nd Moment Formula (ΣMo= 0).

9. Once you have summed the moments look at your results and calculations.
Did the 2 moments cancel each other out and equal zero? That is, did the
moments BALANCE? Discuss your findings as a group.

NOTE: The results of the activity may slightly differ from predicted results this
. may be due to kit component accuracy during the manufacturing process.

Do not let this interfere with your predictions or deter your understanding of the
activity. Nearest approximate values achieved by using the balance beam are
sufficient

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Replace page with

Master
Work Sheet

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LESSON STEPS – PART 2:

1. ACTIVITY 2.1

Elbow Joint

Figure 3

This section of the activity provides the students with the opportunity to experience
the MOMENTS that would be required to counteract applied weights.

1. For this part of the activity you will need to utilise the 2nd beam from the kit.

2. Connect the 2 beams together with the elbow joint provided as pictured in
Figure 3.

3. Firmly hold the new “L” shaped beam structure and slowly apply a load to
the opposite end of the beam as pictured.

4. Describe the feeling in your hand as the weight loads and distances are
increased. Can you feel the grip in your hand tightening, moving in the
direction opposite to the load and increasing with the increase in load?
What you are experiencing is a MOMENT.

5. Discuss your findings.

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2. ACTIVITY 2.1

GROUP ACTIVITY & CLASS DISCUSSION:

Each of the students should break into groups of 2-3 for this activity. Students will
discuss some real life applications of moments & couples.
• Where would you see moments/couples occurring in real life? List ideas.
• Discuss cantilever structures on buildings.
• Discuss the moments and couples occurring in each of the following images.
Each group will also be given a laminated A4 copy of one of images. Using the
supplied whiteboard marker, groups are to draw the occurring moments.
Each group will then present their findings to the class.

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CHALLENGE EXERCISE:
The tower crane is important to civil engineers in the construction of projects. A
tower crane has a permanent mass load on the opposite side to the arm of the
crane. This load opposes and balances the moment produced when the crane is
lifting heavy materials.
Using the knowledge you have gained from the moments and couples activities,
answer the following questions.
A LC5013 tower crane can lift a maximum mass of 1300kg at the end of its jib.
Assume the centre of gravity of the permanent load is 12.5m from the centreline of
the tower and the maximum stretch of the crane jib is 50m in length.
1. Draw a diagram that represents the crane and the loads it is supporting.
2. Find the moment at the centre of the crane tower due to:

a. The maximum mass at the end of the crane jib.

b. A permanent load of 2000kg.
c. What is the resultant moment from the 2 loads?

3. A critical component of the engineering structures is the types of joints used

when connecting members. What would happen to the structure, given the
loads in question 2, if:

a. A pin joint was used? (An example of a pin joint is centre point of a see-
saw)
b. A fixed joint was used? (An example of a fixed joint is where a table top
connects to the table’s legs)

Permanent Load

Jib

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REFERENCES

Riley, W.F., Sturges, L.D. and Morris, D.H. (2002) “Statics and Mechanic of
Materials: An Integrated Approach” John Wiley and Sons, Inc. NY.

ACKNOWLEDGMENTS
SQUEAK Activity Kit #2 – Moments & Couples first created by Tracie Fong for the
QUT School of Civil Engineering 2002.

REVISIONS & MODIFICATIONS

Jan 2002 First Edition – Tracie Fong

2003-2008 Revised Additions – SQUEAK Coordinators
Jan 2009 Revised Edition – Tracie Fong

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