Rotation, Torque & Rolling
Why a hoop always loses the race, and why making it heavier will not help.
Introduction
Release a hoop, a solid disk and a solid sphere from the top of the same ramp at the same instant, and they do not arrive together.
A hoop, a disk and a solid sphere, all with the same mass and radius, roll from rest down the same ramp. Which reaches the bottom first?
The race
What does enter is how far the mass sits from the axis. For rotation, mass is replaced by the moment of inertia:
The shape factor is for a hoop, for a disk and for a solid sphere.
Why shape decides
A rolling body pays for two motions out of one drop: it travels and it spins. Rolling ties them together, , and the share that goes into spinning, , is lost to forward motion. That leaves
A solid disk rolls without slipping down a ramp tilted at °. What is its acceleration? Use m/s².
What friction does
Something has to spin each body up. A force turns things through its torque, , and plays the role of . Here the torque comes from static friction at the contact point.
Static friction supplies the torque that spins each racer up. Which racer needs more friction to keep rolling without slipping, the hoop or the sphere?
What comes next
You raced three shapes and found that only the spread of their mass counts. Next we let an object change its own shape while spinning, and find a quantity that holds steady when everything else changes.
Ideas this lesson took on
Each of these is a common intuition the lesson put to the test. If one still feels right, the section that tests it is worth another look.
- “The heavier body rolls down faster”
- “A bigger radius means a faster roll”
- “Friction slows a rolling body by doing negative work”
Finished with this lesson?
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Research behind this lesson
- Rimoldini & Singh 2005: Students reliably expect the heavier or larger body to win a rolling race, and struggle to separate angular from linear quantities.
- Ortiz et al. 2005: Asked whether a rigid body on a frictionless pivot will balance, students tended to compare the forces on each side rather than the torques, and the tendency persists after instruction, even in students who can compute torques on demand.