UCCP MAGILL MEMORIAL SCHOOL INCORPORATED

150, Quezon Avenue,Lucena City

SCIENCE
GRADE 8
Module 2 - Newton’s Three Laws of Motion
(Law of Acceleration and Law of Action-Reaction)

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Dear learners,

The significance of science to our lives cannot be overemphasized. In a world that is growing

increasingly dependent on the development of science and technology, scientific literacy has

become an important goal for all. As a learner, you play a very significant role that will enable

you to meet the challenges in this fast changing world.

This module is intended to help you become more confident in participating in science lessons in

more meaningful ways.

Each lesson in this module usually has the following parts: Introduction, Objectives, Text,

Learning Task or Activity, and Self-Check Questions.

You will learn best from this module if you do the following:

1. Take the pretest before going through the module;

2. Do all the exercises and activities;

3. Try out the suggested strategies;

4. Keep the products of the activities you do as part of your portfolio; and

5. Take the posttest after you have finished all the lessons.

It is hoped that through this module, you will be as pleasant and fulfilling as possible in learning

science.

I wish you the best of luck!

Science Teacher ATM

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In Grade 7, you described an object’s motion in terms of displacement, speed or

velocity, and acceleration. You performed activities wherein you interpreted or created visual

representations of the motion of objects such as tape charts and motion graphs. The concepts

were arrived at by studying examples of uniform motion, or objects moving in straight line at

constant speed. Then you were also introduced to non-uniform motion where the object covers

unequal distances or displacements at equal intervals of time. When a jeepney starts, it speeds

up. When a jeepney nears a stop sign, it slows down. The jeepney is covering different

displacements at equal time intervals and hence it is not moving at a uniform velocity. In other

words, the jeepney is accelerating.

In this lesson, you will find out the laws governing motion. These are the Law of Inertia,

Law of Acceleration and Law of Interaction, which were formulated by Sir Isaac Newton. As

you go through the lesson, remember to search for the answer to the following questions: What

does force have to do with motion? How can motion be controlled? How can we take advantage

of our knowledge on motion

At the end of this module, the students are expected to:

1. Infer that when a body exerts a force on another, an equal amount of force is exerted back
on it.

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LESSON 1
LAW OF ACCELERATION

PRELIMINARY ACTIVITY

Suppose a dump truck collides head on with a Honda Civic. Which vehicle would
undergo greater change in its motion? Why? Write your prediction and explanation in
the “BEFORE” column of the table below. Then substantiate your answer for the
“AFTER” column with the help of the set of text and videos that follow.

Before After

Answer: Answer:

Explanation Explanation

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THINK AND DO!

Force equals mass times acceleration.

F = ma

Acceleration: a measurement of how quickly an object is changing speed.

 An unbalanced force causes something to accelerate.

 A force can cause motion only if it is met with an unbalanced force.

 Forces can be balanced or unbalanced.

 Depends on the net force acting on the object

 Net force (Fnet): The sum total and direction of all forces acting on the object.

 Net forces: Always cause acceleration.

Balanced Versus Unbalanced Balanced Versus Unbalanced

Balanced forces cause no acceleration.

Unbalanced forces cause acceleration

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What does F = ma mean?

• Force is directly proportional to mass and acceleration. Imagine a ball of a certain mass
moving at a certain acceleration. This ball has a certain force.
• Now imagine we make the ball twice as big (double the mass) but keep the acceleration
constant. F = ma says that this new ball has twice the force of the old ball.
• Now imagine the original ball moving at twice the original acceleration. F = ma says that
the ball will again have twice the force of the ball at the original acceleration.

In Other Words…

Small Force = Small Acceleration

F
Large Force = Large Acceleration
a

F a
So….if you push twice as hard, it accelerates twice as much.

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But there is a twist….

 Acceleration is INVERSELY related to the mass of the object.
In other words…..using the same amount of force….

F a

Small acceleration

Small
Mass
F

Large acceleration
a
Large Mass

Law of Acceleration

 Acceleration is directly proportional to the force. Furthermore, acceleration is inversely

proportional to the mass of the body.

F = ma basically means that the force of an object comes from its mass and its acceleration.
Force is measured in:
Newtons (N) = mass (kg) x acceleration (m/s2) Or kg m/s2
FORMULAS
1. In finding force of an object
𝑭 = 𝒎𝒂
2. In finding the acceleration
𝑭
𝒂=
𝒎
3. In finding the mass of an object
𝑭
𝒎=
𝒂

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EXAMPLE
1. How much force is needed to accelerate a 66 kg skier at 2 m/sec 2?
Given a= 2 m/sec2
m= 66kg

Find F
Formula F= ma
Solution F= (66kg)( 2 m/sec2)
Answer F= 132 N

2. What is the acceleration of a 50 kg object pushed with a force of 500 newtons?

Given F= 500N
m= 50kg

Find a
Formula 𝑭
a= 𝒎
Solution 500𝑁
a= 50𝑘𝑔
Answer a= 10 m/s2
3. A force of 250 N is applied to an object that accelerates at a rate of 5 m/sec 2. What is the
mass of the object?
Given F= 250N
a= 5 m/sec2

Find m
Formula 𝑭
m=
𝒂
Solution 250𝑁
m= 5 m/sec2
Answer m= 50kg

*NOTE: Be sure to convert any mass stated in grams into kilograms, by dividing it by 1000
(moving the decimal place over three places to the left). For example, 1000 grams is equal to 1
kilogram. Be sure to state the proper units in your answer, and state each answer to the nearest
tenth of a unit, to match the accuracy of the measurements.

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EXERCISE 1
Direction: Solve the following. Use the format in solving the problems in the example in
page 8. Do this in your notebook.

Note: If the activity is difficult for you, go back to preceding pages and read again.
Then repeat the activity.

1. An object of mass 300 kg is observed to accelerate at the rate of 4 m/s2. Calculate the
force required to produce this acceleration.

2. A force of 20 N acts upon a 5 kg block. Calculate the acceleration of the object.

3. The mass of a large car is 1000 kg. How much force would be required to accelerate the
car at a rate of 3 m/sec2?

4. A bowling ball rolled with a force of 15 N accelerates at a rate of 3 m/sec 2; a second ball
rolled with the same force accelerates 4 m/sec 2. What are the masses of the two balls?

5. If a 60 kg person on a 15 kg sled is pushed with a force of 300 N, what will be person’s

acceleration?

EXERCISE 2

Direction: Solve the following. Use the format in solving the problems in the example in
page 8. Do this in your notebook.
Note: If the activity is difficult for you, go back to preceding pages and read again.
Then repeat the activity.

1. A truck with a mass of 1500 kg is decelerated at a rate of 5m/s2 . How much force did
this require?

2. A batter hits a baseball with 500 N and the ball is accelerated at 25 m/s2 . What is the
mass of the ball?

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3. A 5 kg book rests on a table. How much force is it exerting on the table? (Hint: think
about acceleration due to gravity.)

4. If a team pulls with a combined force of 9000 N on an airplane with a mass of 30,000 kg,
what is the acceleration of the airplane?

5. Xander and his scooter have a total mass of 50 kilograms. Assume that the net force
acting on Xander and the scooter is 25 Newtons. What is his acceleration?

LESSON 2
LAW OF ACTION-REACTION

ACTIVTY 1
ROCKET LAUNCHING

Ever wondered what propels a rocket upward? Why do you think should
there be such large amounts of exhaust gas in a rocket launch? Jot down
your answers in the box

I think…

THINK AND DO!

https://youtu.be/cP0Bb3WXJ_k

In our daily lives you will notice that we do a lot of actions. we do not know that every action
we take has associated results with which we will know things that we do not yet know there is
a call. similar to Isaac Newton's Law of Motion, he says in his third law every action we take
has an associated reaction.

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It states that “when body A exerts a force on a body, body B will exert an equal but
oppositely directed force on body A.” To every action there is an equal and opposite reaction
force. The third law is the law of interaction.

Equal and Opposite Forces

The forces involved in actions and reactions

can be represented with arrows. The way an arrow
points shows the direction of the force, and the size
of the arrow represents the strength of the force.
This is the action. In the bottom row, the arrows
represent the forces with which the skateboarders
move apart.

• This is the reaction. Compare the top and

bottom arrows. They point in different
directions, but they are the same size. This
shows that the reaction forces are equal and
opposite to the action forces.

Equal and Opposite but Not Balanced

Because action and reaction forces are equal and opposite, you might think they would
cancel out, as balanced forces do. But you would be wrong.

Balanced forces are equal and opposite forces that act on the same object. That’s why
they cancel out. Action-reaction forces are equal and opposite forces that act on different objects,
so they don’t cancel out. In fact, they often result in motion.

Question: Actions and reactions occur all the time. Can you think of an example in
your daily life?

ANSWER

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ACTIVITY 2
WHO PUSHED ME?

Predict what would happen as you push the wall while sitting on the swivel chair.

Observe what happens.

Set-up: Sit on a swivel chair with your feet off the floor. Push the wall.

Explain your observation.

1. Why did you move in the opposite direction?

2. Did the wall exert a force on you? If no, then how come you moved? If yes, how do you
compare your force with that of the wall?

ACTIVITY 3
PAIRING UP

Let us then identify the action-reaction pair of forces present in every

picture. Write your answer on the space provided for each number

Direction: For each picture, identify the action-reaction pairs of forces.

1.

2.

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3.

4.
Give 3 pairs of action-reaction forces.

a.

b.

c.

ASSIGNMENT

LOVE OF LAB

1. Design a water rocket and explain how it will apply the Newton’s third law.

2. Design an experiment using balloon that will demonstrate Newton’s third law.

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