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Science
Quarter 1 – Module 2:
Forces and Motion
Science – Grade 8 (PHYSICS)
Alternative Delivery Mode
Quarter 1 – Module 2: Forces and Motion
First Edition, 2020

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Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Development Team of the Module

Writers: Loida C. Aragon Iluminado B. Ariola
Elymor L. Baynosa Rowena M. Estrada
Editors: Jennifer S. Mirasol
Reviewers: Jennifer S. Mirasol
Illustrator: Mary Trixia Elyonne L. Baynosa
Layout Artist:
Management Team:
Schools Division Superintendent : Wilfreda D. Bongalos, PhD, CESO V
Assistant Schools Division Superintendent : Marcelita S. Dignos, E.D., CESE
Curriculum Implementation Division Chief : Oliver M. Tuburan, Ed.D.
EPSVR-Science : Jennifer S. Mirasol
EPSVR- LRMDS : Teresita Bandolon
ADM Coordinator : Marigold Cardente

Printed in the Philippines by Department of Education – Division of Lapu-Lapu City

Department of Education – Region VII Central Visayas
Lapu-Lapu City Division
B.M. Dimataga St., Poblacion, Lapu-Lapu City
Tel No. (032) 410-4525
E-mail Address: [email protected]
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Science
Quarter 1 – Module 2:
Forces and Motion
Introductory Message
For the facilitator:
Welcome to the Science Grade 8-Physics Module on Forces and Motion!

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body
of the module:

Notes to the Teacher

This module is self-explanatory. You are
expected to encourage, assist and keep
track of the learners as they do the tasks
included in the module.

Notes to the Learners

As you go over to this weekly module, you
will be guided on the essential lessons you
need to know as a Grade 8 student. You are
expected to learn more independently.
Answer the activities and assessment with
outmost honesty.

Notes to the Facilitator/Parent

This module is self-explanatory. Please give
time to explain every lesson for
clarifications and provide proper guidance
to the learner in order to finish the task
given with utmost honesty and sincerity.

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This module has the following parts and corresponding icons:

What I Need to This will give you an idea of the skills or

Know competencies you are expected to learn
in the module.
This part includes an activity that aims
What I Know
to check what you already know about
the lesson to take. If you get all the
answers correct (100%), you may decide
to skip this module.
This is a brief drill or review to help you
What’s in
link the current lesson with the previous
one.
In this portion, the new lesson will be
What’s New
introduced to you in various ways such
as a story, a song, a poem, a problem
opener, an activity or a situation.
This section provides a brief discussion
What is It
of the lesson. This aims to help you
discover and understand new concepts
and skills.
This comprises activities for
What’s More
independent practice to solidify your
understanding and skills of the topic.
What I Have This includes questions to process what
Learned you learned from the lesson.

This gives the general statement of the

Generalization
lessons discussed.
What I
This section provides an activity which
Can Do
will help you transfer your new
knowledge or skill into real life
situations or concerns.

Assessment This is a task which aims to evaluate

your level of mastery in achieving the
learning competency.
Answer Key This contains answers to all activities in
the module.

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At the end of this module you will also find:

This is a list of all sources used in

developing this module.
References

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Answer the pre-test to determine your prior knowledge about the
concepts included in this module.
3. Read the instruction carefully before doing each task.
4. Perform all the activities provided in this module for you to gain more
knowledge about the topics.
5. Finish the task at hand before proceeding to the next.
6. Answer the post-test after each lesson to determine how much you
have understood and gained from the lesson.
7. Observe honesty and integrity in doing the tasks and checking your
answers.
8. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You
can do it!

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 What I Need to Know

This module will give you the range of information needed in the learning
process. This will allow you to explore and learn more about the key concepts
in Physics. These are, the Law of Inertia, Law of Acceleration and Law of
Interaction. The Laws of Motion laid down the foundation for classical physics,
particularly mechanics. The activities are designed recognizing the learners’
level of learning capabilities. The lessons are crafted following the standard
sequence of the course. The order of the lessons in this might be different to
the textbook that you are using.

The module will discuss the following lessons:

 Lesson 1 – Law of Interaction

 Lesson 2 – Action and Reaction

After studying the content of this module, you 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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 What I Know

Direction: Choose the letter of the best answer. Write your answer on a
separate sheet of paper.
1. Which of the following is the third law of motion?
a. Law of acceleration c. Law of Interaction
b. Law of Inertia d. None of these
2. If you were in a spaceship and fired a cannon ball into frictionless space,
the amount of force needed to keep it going would be _______________
a. one half the force with which it was fired
b. twice the force with which it was fired
c. the same amount of force with which it was fired
d. zero, since no force is necessary to keep it moving
3. It is a push or a pull.
a. Balance b. Force c. Mass d. Weight
4. Which ball exerts more force?
a. billiard ball c. Ping-pong ball
b. table tennis ball d. Cannot be determined
5. What law implies that forces do not occur alone but occur in pairs resulting
to interaction between two objects.
a. Law of acceleration c. Law of Interaction
b. Law of Inertia d. None of these
6. During the interaction of objects, the equal and opposite forces act on
_______________.
a. the same body c. either the same of different body
b. different body d. None of these
7. When two objects interact with each other the forces exerted are
_______________ in magnitude but _____________ in direction.
a. equal; the same c. unequal; opposite
b. equal; opposite d. unequal; the same

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8. What do you think will happen if the equal and opposite forces do not act on
the same body?
a. There is resultant force and acceleration take place.
b. There is no resultant force and acceleration take place.
c. There will be resultant force and acceleration is possible.
d. There will be no resultant force and acceleration is impossible.
9. Which of the following situation shows an interaction in pairs?
a. a book placed on the table
b. an accelerating car
c. a rolling ball
d. none of the above
10. Forces always occur _______________
a. as single quantities c. in pairs
b. by themselves d. in triplets

 Answer Key on Page 19

What’s In

The Newton’s Law of Motion comprise three Laws according to the

discovery of Sir Isaac newton. The Newton’s First Law of Motion and
Newton’s Second Law of Motion were discussed in module 1.
You have learned that the first Law of Motion states that an object at
rest tends to stay at rest and an object in motion continues to move in a
straight line with a constant speed unless an external force act on it. This
explains that the object will keep on moving if there is no external force
applied in it in a straight path. The object at rest will be at rest forever unless
an unbalance force is acted upon it. This law is also called as the Law of
Inertia.
You have also learned about the Law of Acceleration. Newton’s
Second Law of Motion states that, more force acting on the object, will result

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to higher acceleration and the more mass the object has, the more force is
needed for it to accelerate. Just like the
boy pulling a 10kg box and exerted the
same force in pulling the 20 kg box, the
acceleration as he pulled the 10 kg box
is higher compared to 20kg box.

What’s New

The new lesson will discuss about Newton’s Third Law of Motion which
is the Law of Interaction. In this law, force causes two bodies to interact with
one another in equal and opposite direction.

The terms that you need to remember in this lesson are the following:

1. Equal
2. opposite
3. direction
4. action
5. reaction

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 What is It

Lesson 1: Law of Interaction

Did you know that you could not touch without being touched and that
we always get even? If you lean against the wall, your body pushes backward
on the wall and the wall is also exerting an equal and opposite force on you.
The action here is, you against the wall and the reaction, is the force from the
wall exerted to you. This is the reason why you didn’t fall as you lean against
the wall.

Consider the batter and a

baseball. The interaction
between the two objects
happens when the batter
exerts a force on the baseball
and lets it fly into the air. The
baseball also exerts force
towards the batter.

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 Your observations between the batter and the ball will led to your
understanding about the third law of motion. This law is the Law of Interaction
which states that, “For every action, there is an equal and opposite
reaction.”

Lesson 2: Identifying Action and

Reaction
Let us consider the
interaction between a hammer
and a nail. As the hammer exerts
force on the nail, it brings the nail
stuck into the block of wood. On
the other hand, the nail also
exerted force to the hammer that
makes it hard to drive the nail into
the block of wood. During the interaction between the hammer and the nail, a
pair of forces is produced. One force is acting on the nail and the other is acting
on the hammer.
To identify a pair of action-reaction forces, first identify the interacting
objects A and B, and if the action is A on B, the reaction is B on A.
There is a simple recipe for treating action and reaction forces. First
identify the interaction. Let’s say one object, A, interacts with another object, B.
The action and reaction forces are stated in the form:

Action: Object A exerts a force on object B.

Reaction: Object B exerts a force on object A.

Sometimes the identity of the pair of action and reaction forces in an

interaction is not immediately obvious. For example, what are the action and
reaction forces in the case of a falling boulder? If we call the action Earth
exerting a force on the boulder, then the reaction is the boulder simultaneously
exerting a force on Earth.

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When action is A exerts force on B, the reaction is simply B exerts force on A.

ACTION AND REACTION ON DIFFERENT MASSES

A given force exerted on a small mass produces a greater acceleration than the
same force exerted on a large mass.

Earth is pulled up by the

boulder with just as much
force as the boulder is pulled
down by Earth.

In the interaction between the boulder and Earth, the boulder pulls up on
Earth with as much force as Earth pulls down on the boulder. The forces are
equal in strength and opposite in direction.
The distance Earth falls is much less. Although the pair of forces between the
boulder and Earth is the same, the masses are quite unequal. Acceleration is
not only proportional to the net force, but it is also inversely proportional to the
mass. Because Earth has a huge mass, we don’t sense its infinitesimally
small acceleration.

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 The cannonball undergoes
more acceleration than the
cannon because its mass is
much smaller.

When a cannon is fired, there is an interaction between the cannon and

the cannonball. The force the cannon exerts on the cannonball is exactly equal
and opposite to the force the cannonball exerts on the cannon. You might
expect the cannon to kick more than it does. The cannonball moves so fast
compared with the cannon. According to Newton’s second law, we must also
consider the masses.

F represents both the action and reaction forces; m (large), the mass of
the cannon; and m (small), the mass of the cannonball. Do you see why the
change in the velocity of the cannonball is greater compared with the change
in velocity of the cannon?

We can extend the basic idea of a cannon recoiling from the cannonball
it launches to understand rocket propulsion. A rocket accelerates in much the
same way—it continually recoils from the exhaust gases ejected from its
engine. Each molecule of exhaust gas acts like a tiny molecular cannonball shot
downward from the rocket.

The balloon recoils from the

escaping air and climbs
upward. If a balloon is released
and allowed to move, it
accelerates as the air comes
out.

A common misconception is that a rocket is propelled by the impact of

exhaust gases against the atmosphere. Both the rocket and recoiling cannon
accelerate because of the reaction forces created by the “cannonballs” they

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fire—air or no air. In fact, rockets work better above the atmosphere where
there is no air resistance.

The rocket recoils from the

“molecular cannonballs” it
fires and climbs upward.

Using Newton’s third law, we can

understand how a helicopter gets its lifting force. The whirling blades force air
particles downward (action). The air forces the blades upward (reaction). This
upward reaction force is called lift. When lift equals the weight of the craft, the
helicopter hovers in midair. When lift is greater, the helicopter climbs upward.
Birds and airplanes also fly because of action and reaction forces. When a bird
is soaring, the shape of its wings deflects air downward. The air in turn pushes
the bird upward. The slightly tilted wings of an airplane also deflect oncoming
air downward and produce lift.

What’s More

1.1
Action-Reaction

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 Procedure
1. Connect two spring balances with their hooks. Ask your partner to hold one
end of the balance while you haold the other end horizontally. Pull the
spring balance while your partner just hold the other end. Record the
reading on each balace.
2. Pull the spring balance harder. Be careful not to exceed the maximum
reading on the spring balance.
3. Attach one end of your spring balance to the wall, while the other end is
connected to the second spring balance. Ask your partner to pull the spring
balance. Observe the reading on each balance.

Questions:
Refer your answer to procedure No. 1.
1. What is the reading of your balance and of your partner? What do these
values represents?
___________________________________________________________
___________________________________________________________
2. How do you compare the direction of your partner and your force?
________________________________________________________
________________________________________________________
Refer your answer to procedure No. 2.
3. What is the reading on your partner and that of your balance?
________________________________________________________
________________________________________________________
4. How do you explain your observation?
________________________________________________________
________________________________________________________
Refer your answer to procedure No. 3.
5. What is the reading in each balance?
________________________________________________________
________________________________________________________

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 6. How do you compare the direction of the forces exerted of the two ends
of the connected spring balance?
________________________________________________________
________________________________________________________
 Answer Key Page 19

What I Have Learned

Direction: Answer the following questions correctly.

1. Explain the action-reaction that takes place when the vehicle runs
along the road.
______________________________________________________
______________________________________________________
2. In a tug of war game, who do you think will win? Is it the group of
girls wearing rubber shoes? Or the boys wearing socks? Explain
your answer.
______________________________________________________
______________________________________________________
 Answer Key Page 19

Generalization

1. The Law of Interaction is Newton’s third law of motion.

2. This law of interaction states that, “For every action, there is an equal
and opposite reaction”.

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2. Whenever a body exerts a force on another, an equal amount of
force is exerted back on it.

3. This Law of action and reaction always takes in pairs. In every action
taken by both objects, an equal magnitude but opposite direction takes
place.
4. Contact force is the interaction between two bodies directly touching one
another.
5. Non-contact force is the interaction of the fields that exist around the two
bodies.

What can I Do

1. Give two examples of situation in our daily activities where Newton’s

Third Law of Motion is applied.

a.
________________________________________________________
________________________________________________________
________________________________________________________

b.
________________________________________________________
________________________________________________________
________________________________________________________

2. Give at least three sports games where the Law of Interaction is applied.

a. _____________________________________________________

b. _____________________________________________________

c. _____________________________________________________

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 Assessment

Direction: Choose the letter of the best answer. Write your answer on a
separate sheet of paper.

1. Which ball exerts more force?

a. billiard ball c. Ping-pong ball
b. table tennis ball d. Cannot be determined
2. A Ping-pong gun is fired. Compared to the force on the ball, the force on the
gun is _____________.
a. A. larger b. smaller c. the same d. Cannot be determined
3. The law of action and reaction is also known as ________________.
a. Law of Inertia
b. Law of Acceleration
c. Law of Interaction
d. All of the above
4. During the interaction of objects, the equal and opposite forces act on
_______________.
a. the same body c. either the same of different body
b. different body d. None of these
5. Which of the following situation shows an interaction in pairs?
a. a book placed on the table c. a rolling ball
b. an accelerating car d. none of the above
6. How can you describe the interaction of hammer and a nail?
a. The hammer does the action as it exerts force towards the nail.
b. The nail does the action as it exerts force towards the hammer.
c. There in no interaction between them.
d. None of the above.
7. It is the interaction between two bodies directly touching one another.
a. Contact forces c. Both contact and non-contact forces
b. Non-contact forces d. None of these

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8. When two objects interact with each other the forces exerted are
_______________ in magnitude but _____________ in direction.
a. equal; the same c. unequal; opposite
b. equal; opposite d. unequal; the same
9. Forces always occur _______________
a. as single quantities c. in pairs
b. by themselves d. in triplets
10. What law states that “In every action, there is always an equal and opposite
reaction”?
a. Law of Inertia c. Law of Interaction
b. Law of Acceleration d. Newton’s Law of Motion

 Answer Key Page 19

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 19
ASSESSMENT WHAT I KNOW
1. A 6. A 1. C 6. B
2. C 7. A 2. D 7. B
3. C 8. B 3. B 8. D
4. B 9. C 4. A 9. B
5. A 10. C 5. C 10. C
What’s More
1. The reading of the spring balance of my partner is the same with mine therefore we
applied same amount force in pulling the spring balance.
2. My force and my partner have is opposite in direction.
3. We have the same readings and we have the same amount of force applied but the
force is higher than #1.
4. There is a greater amount of force when pulled harder.
5. Answer may vary.
6. The direction of the force of the two ends of the spring balance is opposite to one
another.
What I Have Learned
1. When the vehicle runs along the road, the tire exerted force towards the road and
the road also exerts force to the tire. The action in this situation is when the tire is
pushing the road and the reaction is the road pushing the tire.
2. The girls wearing rubber shoes will win because there is greater friction between
the rubber shoes and the floor. The boys loose because there is less friction
between the socks and the floor. When both groups exert action forces on the floor,
the floor exerts a greater reaction force on the girls’ shoes that tends them to stay
at rest and the boys move toward the girls.
Answer Key
 References

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bank/energy/forms/potential

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For inquiries or feedback, please write or call:

Division of Lapu-Lapu City

B.M.Dimataga St., Poblacion, Lapu-Lapu City
Telefax: (032) 410-4525
Email Address: [email protected]

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