A student attaches a mass on one side of the ruler with mass m, and observes the final position (see diagram 2). The student states: "This does not make any sense with torque and is breaking physics! Since we have a mass on one end, there is an applied torque which is not countered on the other side. The balance and mass should look like diagram 3." What would you say to this student? Did they break physics or is there a concept not being considered? Explain your response. (*HINT* How is the string connected to the ruler-like rod?)

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Chapter1: Units, Trigonometry. And Vectors
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A student attaches a mass on one side of the ruler with mass m, and observes the final
position (see diagram 2).
The student states:
"This does not make any sense with torque and is breaking physics! Since we
have a mass on one end, there is an applied torque which is not countered on
the other side. The balance and mass should look like diagram 3."
What would you say to this student? Did they break physics or is there a concept not
being considered? Explain your response. (*HINT* How is the string connected to the
ruler-like rod?)
Diagram 1
String
Mass m
String
Diagram 2
String
Diagram 3
Mass m
Transcribed Image Text:A student attaches a mass on one side of the ruler with mass m, and observes the final position (see diagram 2). The student states: "This does not make any sense with torque and is breaking physics! Since we have a mass on one end, there is an applied torque which is not countered on the other side. The balance and mass should look like diagram 3." What would you say to this student? Did they break physics or is there a concept not being considered? Explain your response. (*HINT* How is the string connected to the ruler-like rod?) Diagram 1 String Mass m String Diagram 2 String Diagram 3 Mass m
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