Cortez, Maria

Balancing Act ‌Lab

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:

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.
 A- The reason why there is more than one way to balance the objects would be because
of how the objects are placed. It is essential to have the objects placed in the same
place as the other object to balance evenly. When the things move either further in or
further out, the exact placement should be made to the other object.

c. What tools did you use to help you and why did they help?
A- The tools I used were the mass labels, forces from the objects, and the level. These
tools helped me choose the right placement for the object to balance evenly. The most
helpful tool for me was the level of balance because I knew right away that the
objects were balanced correctly and evenly.

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.
A- The reason why there is more than one way, even though I used different mass
objects, is very similar to when I used the same mass objects. The key was to find the
right placement.

c. Did you use different tools? What tools did you use to help you and why did they help?
A- I used the same tools and found the level to be helpful as well.

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?
A- My explanations and tool us ideas from number 1 helped me find similar ways to
place them. The tools I used played an important role because they helped me
visualize the perfect placement for the objects.

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?
A- Same with the different mass objects I played around with the objects a little and
moved them around to see where I placed them to get the balance to even out. I didn’t
get the perfect balance after the fourth try.

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.
A- . The strategy that I used was moving the objects around. The right side shows two
other mass objects was a little tricky because the objects were heavier. On the left
side, only one mass object is seen, and that's all I was able to use. The mass forces
from the objects and the level helped find the placement for all three objects.

6. Consider this situation without using the simulation:

a. Predict what will happen when the supports are removed and explain your reasoning.
A- I predict that the balance will even be placed. The reason why I predict that is because
the 80 kg adult is further in, and the 30 kg child is also out and makes the scale even
out.

b. Predict what will happen if the 80 kg adult was further from the pivot (more right) and
explain your reasoning.
A- I predict that the scale will drop right, touching the ground. The reason I say that is
because the 30 kg child isn’t heavy enough. On the other hand, the 80 kg adult is so;
therefore, the adult will bring the scale down.

c. Predict what will happen if the 30 kg child was closer to the pivot (more right) and
explain your reasoning.
A- I predict the scale will stay the same. The scale will remain on the right side, touching
the ground because the left side doesn’t have the same mass or even close enough
mass to bring the 80 kg adult up.

d. Test your predictions in the Balance Lab. Make notes about any ideas you have that need
to be changed.
A- My predictions were accurate.
 e. What are some rules you could use to make predictions for other situations where masses
are on a balance?
A- The only rule that I can think of and that helped me in this assignment was making
sure that the objects with the same mass are placed evenly.

f. Test your rules with some situations in the lab. Make corrections if needed, then show
evidence that your rules work.

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
A- Mystery Object- B -> 5 kg
- I had to play around with the different types of mass in order to get the balance to even
out. I switched them out until I got the correct one.
b. answer and explain here
A- Mystery Object- C -> 15 kg
- I had to play around with the different types of mass in order to get the balance to even
out. I switched them out until I got the correct one.

c. answer and explain here

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.
A- I did not have to change my rule to simply place the object in the same placement.

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.
A- As each level gets higher it becomes more of a challenge. After getting the answers wrong I would just
start over because I already had a better understanding of the questions.

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.
A- After having to start all over again due to me closing the tab I was stressed out on how many times I had
to start the level in order to get a passing grade.

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.
A- Level four was stressful. It was challenging but I used my rule in finding the right placement.

b. When you complete the level, capture the screen with your score and paste it below:
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.