12

General
Physics 1
Quarter 1 – Module 7:
Newton’s Laws of Motion
Physics– 11/12
Self-Learning Module (SLM)
Quarter 1 – Module 7: Newton’s Laws of Motion
First Edition, 2020

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 12

General Physics 1
Quarter 1 – Module 7:
Newton’s Law of Motion
Introductory Message
For the facilitator:

Welcome to the General Physics 1 Grade 12 Self-Learning Module (SLM) on Newton’s

Laws of Motion!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

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 contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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For the learner:

Welcome to the General Physics 1 Grade 12 Self-Learning Module (SLM) on Newton’s

Laws of Motion!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims 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.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.

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 What I Can Do This section provides an activity which 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.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

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. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. 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 was designed and written with you in mind. It is here to help you
master the Newton’s Laws of Motion and Applications. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.

Newton’s Laws of Motion

After going through this module, you are expected to:

1. define inertial frames of reference,

2. identify action-reaction pairs,
3. draw free-body diagram,
4. apply Newton’s 1st law to obtain quantitative and qualitative conclusions
about contact and noncontact forces acting on a body in equilibrium, and
5. differentiate the properties of static friction and kinetic friction.

1
 What I Know

MULTIPLE CHOICE. Choose the letter of the correct answer. Write the chosen letter
on a separate sheet of paper.
______1. What do you call the motion of an object with a constant acceleration?
A. motion C. constant motion
B. uniform motion D. uniformly accelerated motion

______2. Suppose you are in a car that is going around a curve. The speedometer
reads a constant 30km/h. Which of the following is NOT true?
A. Your speed is constant C. You are accelerating
B. Your velocity is constant D. You and the car are accelerating

______3. Our body is thrown backward when the car we are riding suddenly moves
forward. What law of motion explains this phenomenon?
A. Law of Inertia C. Law of Interaction
B. Law of Acceleration D. Law of Magnetism

______4. Which of the following instruments measures the distance travelled by a

vehicle?
A. Anemometer B. Manometer C. Odometer D. Speedometer

______5. It measure how fast an object travels.

A. velocity B. speed C. acceleration D. distance

______6. How can you tell that an object is in motion?

A. it has change its position C. its position remains the same
B. it does not move D. A, B and C are correct

______7. Which of the following is an example of velocity?

A. 12 km/h B. 28 km/h C. 35 mi/h D. 50 mi/h, W

______8. Which of the following statements is true?

A. Speed indicates the direction of motion.
B. Velocity indicates the direction of motion.
C. Velocity measures the rate of motion only.
D. The magnitudes of velocity and speed are always equal.

______9. Which material below can help decrease friction?

A. using rubber C. using rough surfaces
B. increasing the weight D. applying wax

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______10. Which statement below complete the idea about “Inertia is the property of
mass in which an object at rest wants to stay at rest, and an object that is
moving wants to ______”.
a. Also stay at rest.
b. Stay moving in a straight line unless acted upon by another force.
c. Stay moving in a circular motion unless acted upon by another force.
d. Stay moving in a straight line, but only if it has been acted upon by another
force.

______11. What net force is required to keep a 500 kg object moving with a constant
velocity of 10m/s?
A. 0N B. 5000N C. Not enough information D. 500N

______12. All of the following statements are true. Which of them is NOT explained
by Newton's first law of motion?
A. A baseball thrown in space will keep moving in the same direction until it
hits something.
B. If I'm riding a skateboard, it doesn't spontaneously reverse directions.
C. A ball rolling straight down a tilted plane hill won't veer left or right unless
something pushes it.
D. Dropping a box causes it to accelerate downwards.

______13. What is static friction?

A. Friction between two surfaces that is moving alongside each other.
B. Friction between two stationary surfaces that occurs when you try to move
them alongside each other.
C Friction between any two surfaces.
D. Friction that occurs when an object rolls over a surface.

______14. Elma Muros, the fastest female sprinter in the South East Asia can run
along a 240- m distance in 30 seconds. What is Elma’s speed?
A. 9 m/s B. 8 m/s C. 7 m/s D. 6 m/s

______15. A bag of groceries with mass of 5 kg is lifted to a height of 2 m. How much

potential energy is increased in the bag at this point?
A. 95 Joules B. 98 Joules C. 97 Joules D. 96 Joules

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 Lesson Newton’s Laws of Motion
1 and Inertial Reference
Frames
Learning objectives:

1. define action-reaction pairs, and

2. apply Newton’s 1st law to obtain quantitative and qualitative conclusions
about contact and noncontact forces acting on a body in equilibrium.

What’s In

In our previous lessons we have determined the directions and quantities of

velocity of the objects with respect to its chosen reference point. Somehow, you have
a basic understanding on the concept of Relative motion.

 Review: Answer the crossword puzzle


1.
Activity no.1.1:
I
“E---Motion 2.

4
P D
3.
D
5. O N

Down: Across:
1. The speed of an object at a 4. refers to how fast an object is moving
certain instant of time.
2. The speed of something in 5. A vector in where something is located
a given direction.
3. the moving of something
from its place or position

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 What’s New

Activity no. 1.2: Inertia Tricks

Materials: Coin, Paper, and small cup/glass
Procedure:
1. Place the paper on the small cup/glass.
2. Place the coin on the paper.
3. Pull the paper quickly. Observe.

Think about It:

1. What happened to the coin as you pull the paper?
______________________________________________________________________________
______________________________________________________________________________
2. Why do you think the coin does not move with the card?

______________________________________________________________________________
______________________________________________________________________________

What is It

Sir Isaac Newton has significant contributions in the field of Physics as he

combined his idea with other scientists like Galileo, who have given us the most
unified picture of how the Universe work. Newton is the one who formulated the three
laws of motion and gravitation by which we can be able to predict the movement of
everything around us.

Newton's first law states that a body at rest will remain at rest, and a body
in motion will remain in motion at a constant velocity in a straight line unless acted
upon by an external force. The external force in this law being a force that does not
originate from the body itself. Another way to define an inertial frame of reference is
a frame of reference in which Newton's first law remains true.

Newton’s Second law states that if a net external force acts on a body, the
body accelerates. The direction of acceleration is the same as the direction of the net
force. The mass of the body times the acceleration of the body equals the net force
vector.
ΣF = ma

Newton’s third law states that when two bodies interacts, they exert forces
on each other that at each instant are equal in magnitude and opposite in direction.

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These forces are called action-reaction forces. Each of these two forces acts on only
one of the two bodies; they never act on the same body.

Inertial Frame of Reference

At some point in your life, you've probably been on a form of public

transportation. It might have been a bus, metro, train, plane, or even something else.
From your point of view in the vehicle, these people are sitting or standing still.
However, to a bystander standing still outside the vehicle, you and your fellow
passengers are moving at a faster velocity.

Inertia is the property of matter in which an object that is at rest wants to

remain at rest, and an object that is moving wants to remain moving in a straight
line unless another force acts upon it. Likewise, an inertial frame of reference is a
reference frame in which an object stays either at rest or at a constant velocity unless
another force acts upon it.

The following examples illustrate Newton’s law of motion:

Newton’s first law of motion:

Imagine you are standing still in a stationary train-then suddenly it moves
forward. Your body has inertia, and so a force is needed to change its velocity. The
train floor accelerates your feet but your body falls backward. As you hold on to the
handle, the force exerted by the train through the handle gives your body forward
velocity.

Newton’s second law of motion:

A 3.5-kg papaya is pushed across a table. If the acceleration of the papaya is
2.2 m/s2 to the left, what is the net external force exerted on the papaya?
Given: m= 3.5 kg

a= 2.2 m/s2 to the left

Fnet=?
Solution:
Fnet = ma

=(3.5kg)(2.2m/s2)

Fnet = 7.7 kg . m/s2 or 7.7 N, to the left

Newton’s third law of motion:
It hurts when you slap a person-the amount of force you exert in slapping a
face is the same amount of the force the face exerts on the hand, so you feel pain in
your hand, too.

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 What’s More

Activity no. 1.3: Exploring Newton’s Law of Motion

Materials
 Balloons of various shapes can be used as weights on
and sizes the balloons
 Construction paper  Anchor points – could be
 String chairs, tables or even people
 Straws holding the string

 Tape  Stop watch

 Scissors  Fabric tape measure or you

 Kitchen clips can use string and measure

 Normal paperclips, crafting the string

sticks or other items that

Directions:
1. First, set up the anchor points about 10 feet apart. When selecting your anchor
points, choose ones that can be easily moved.
2. Thread your string through a straw, and then secure the string to the two anchor
points. Leave lots of slack so you can change the distance as required.
3. Attach your balloon to the straw using tape. For each challenge simply release the balloon
to start it racing.
4. Change the distance between the anchor points until the balloon no longer reaches
the end. What is the farthest the balloon will travel? Mark that point or record the
distance.
5. Using a fabric tape measure or a string, measure the circumference of the inflated
balloon. Now race it and record the distance it traveled. For the next race change the
circumference making it smaller or larger.

Q1. How does it affect the distance traveled? Record the results.
__________________________________________________________________________________
_________________________________________________________________________________.

6 .Set your distance to the minimum the balloon travels. Now vary the circumference
and use a stop watch to measure how fast the balloon travels the distance.

Q2. Does varying the circumference, and therefore volume and pressure in the balloon,
affect the speed? Record the results.
__________________________________________________________________________________
_________________________________________________________________________________.

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7. Keeping the circumference consistent, change the mass by adding paperclips,
tape, paper, etc. to the balloon. Then race the balloon and measure the distance.

Q3. How does it compare with greater mass? Record the results.
__________________________________________________________________________________
_________________________________________________________________________________.
8 .Repeat the experiment but measure the speed of the balloon.

Q4. Does mass affect the speed the balloon travel? Record the results.
__________________________________________________________________________________
_________________________________________________________________________________.

9. If you have different shaped balloons test how the shape of the balloon affects the
results.

Q5. Does a long skinny one work better than the traditional oval balloons?
__________________________________________________________________________________
_________________________________________________________________________________.

10. Try to keep the number of breaths used to blow up the balloons consistent to
ensure the volume of air in the balloons does not change.

Q6. Measure distance and speed to see how the results differ.
__________________________________________________________________________________
_________________________________________________________________________________.

So we’ve explored Newton’s Second Law of Motion and Newton’s Third Law of Motion,
but there must be a first law. The balloons required a force to be exerted on them
before they would move long the string. As long as that clamp was left in place, the
balloon was stationary.

Q7. How can you apply force to change the speed and direction of the balloon?
__________________________________________________________________________________
_________________________________________________________________________________.

What I Have Learned

A. Consider the following situation. One of the forces in the mutual interaction is
described; describe the other force in the action-reaction force pair. Write your
answer in the blank.
1. Baseball pushes glove leftwards. The glove pushes the baseball
_______________.
2. Bowling ball pushes the pin ___________. Pin pushes bowling ball
rightward.
3. Enclosed air particles push balloon wall outwards. Balloon wall
pushes enclose particles _______________.

2
B. the Fnet=m x a equation is often used in algebraic problem solving. The table
below can be filled by substituting into the equation and solving for the unknown
quantity.
Net Force ( N) Mass ( kg) Acceleration (m/s²)
1. 10 2
2. 20 2
3. 20 4
4. 2 5
5. 10 10

D. Identify the law of motion that is illustrated by the following: (Law of Inertia, Law
of Interaction or Law of Acceleration)
a. A rifle recoils when fired.
_________________________________________________________________________
b. A car still moves for a short period even after the brakes have been applied.
_________________________________________________________________________
c. A follow- through is needed when a golfer hits the ball with a golf club.
_________________________________________________________________________
d. A rocket lifts off from a space – shuttle system.

________________________________________________________________________

What I Can Do

First Law of Motion in everyday LIFE!

Have you ever experienced inertia (resisting changes in your state of motion)
in an automobile while it is braking to a stop? The force of the road on the locked
wheels provides the unbalanced force to change the car's state of motion, yet there
is no unbalanced force to change your own state of motion. Thus, you continue in
motion, sliding along the seat in forward motion. A person in motion stays in motion
with the same speed and in the same direction ... unless acted upon by the
unbalanced force of a seat belt. Yes! Seat belts are used to provide safety for
passengers whose motion is governed by Newton's laws. The seat belt provides the
unbalanced force that brings you from a state of motion to a state of rest.

3
 Inertia tries to maintain your state of motion. As
a result, you experience a forward push

The books experience a downward force from

the Earth while the table exerts an equal
amount of normal force upward which makes
the net external force equal to zero. Therefore,
the book is at rest.

Activity no. 1.6: Try this! Let’s Rock and Roll!

1. Ask your brother or sister to play basketball. Observe the ball when it is being
shoot without nothing to obstruct and repeat shooting and ask someone to block or
obstruct.
What happened to the ball?

4
 Lesson
Action at a Distant Forces
2 and Types of Contact Forces
Learning Objectives:
1. Draw free-body diagram, and
2. differentiate the properties of static friction and kinetic friction.

What’s In

In our previous discussion, Newton’s Laws of Motion described how force

influences the motion of an object. It is known as a vector quantity because it has
magnitude and direction. To learn further about different types of forces, let us check
what you have learned from our previous lessons.
Activity no. 2.1: Answer what is ask…

1. What are the three Newton’s Laws of Motion?

a. ______________________________
b. ______________________________
c. ______________________________

Activity no. 2.2: Modeling Acceleration

What’s New

Materials:

Masking tape and ruler/ tape measure

Procedure:

1. Mark a starting point and place marks along a straight path at 10 cm, 40cm,
90 cm, 160 cm, and 250 cm from the start.
2. Clap a steady beat. On the first beat, the person walking the course should
be at the starting point. On the second beat, the walker should be on the
first mark, and so on.
3. Repeat step 2 while starting at the other end.

5
Think about It:

1. What happened to your speed as you move along the course? Infer what
would happen if the course were extended farther.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
___________________________________________________________________

2. On your way back what happened to your speed?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________________________________________________________

What is It

Forces are much a part of our daily lives, the different kinds of forces and how
some forces could be measured. As well as, forces acting on a body affect its state of
motion whether it is at distant or contact forces.
Forces and Interactions

In everyday language, a force is a push or a pull. A better definition is that a

force is an interaction between two bodies or between a body and its environment.
That’s why we always refer to the force that one body exerts on a second body. When
you push on a car that is stuck in the snow, you exert a force on the car; a steel
cable exerts a force on the beam it is hoisting at a construction site; and soon.

When a force involves direct contact between two bodies, such as a push or
pull that you exert on an object with your hand, we call it a contact force. The
normal force is exerted on an object by any surface with which it is in contact. The
adjective normal means that the force always acts perpendicular to the surface of
contact, no matter what the angle of that surface. By contrast, the friction force
exerted on an object by a surface acts parallel to the surface, in the direction that
opposes sliding. The pulling force exerted by a stretched rope or cord on an object to
which it’s attached is called a tension force. When you tug on your dog’s leash, the
force that pulls on her collar is a tension force.

6
 In addition to contact forces, there are long-range forces that act even when
the bodies are separated by empty space. The force between two magnets is an
example of a long-range force, as is the force of gravity (Fig. 2d); the earth pulls a
dropped object toward it even though there is no direct contact between the object
and the earth. The gravitational force that the earth exerts on your body is called
your weight.

To describe a force vector, we need to describe the direction in which it acts as

well as its magnitude, the quantity that describes “how much” or “how hard” the force
pushes or pulls. The SI unit of the magnitude of force is the newton, abbreviated N.

Drawing Free-Body Diagrams

Free-body diagrams are diagrams used to show the relative
magnitude and direction of all forces acting upon an object in a given
situation. A free-body diagram is a special example of a vector
diagram. It is usually represented by an arrow. The size of the arrow
in a free-body diagram reflects the magnitude of the force. The
direction of the arrow shows the direction that the force is acting.
Each force arrow in the diagram is labeled to indicate the exact type
of force. It is generally customary in a free-body diagram to represent the object by a
box and to draw the force arrow from the center of the box outward in the direction
that the force is acting. An example of a free-body diagram is shown at the right
The free-body diagram above depicts four forces acting upon the object. Objects
do not necessarily always have four forces acting upon them. There will be cases in
which the number of forces depicted by a free-body diagram will be one, two, or three.
There is no hard and fast rule about the number of forces that must be drawn in a
free-body diagram. The only rule for drawing free-body diagrams is to depict all the
forces that exist for that object in the given situation.
STEPS IN CONSTRUCTING FREE – BODY DIAGRAMS
1. Identify which forces are present.
2. Determine the direction in which each force is acting.
3. Draw a box and add arrows for each existing force in the appropriate direction;
label each force arrow according to its type.
Example No.3 An egg is Example No.2 A gymnast
Example No.1 A book is at
free-falling from a nest in a holding onto a bar, is suspended
rest on a tabletop.
tree. Neglect air resistance. motionless in mid-air. The bar is
A free-body diagram for supported by two ropes that
A free-body diagram for this
this situation looks like attach to the ceiling. Diagram
situation looks like this:
this: the forces acting on the
combination of gymnast and
bar.
A free-body diagram for this
situation looks like this

7
:
 What’s More

Activity no. 2.3: “Who am I to you?”

1. The glue on a piece of tape can exert forces. Can these forces be a type of
simple friction? Explain, considering especially that tape can stick to vertical
walls and even to ceilings.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

2. When you learn to drive, you discover that you need to let up slightly on the
brake pedal as you come to a stop or the car will stop with a jerk. Explain this
in terms of the relationship between static and kinetic friction.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

3. When you push a piece of chalk across a chalkboard, it sometimes screeches

because it rapidly alternates between slipping and sticking to the board.
Describe this process in more detail, in particular, explaining how it is related
to the fact that kinetic friction is less than static friction. (The same slip-grab
process occurs when tires screech on pavement.)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

4. A physics major is cooking breakfast when she notices that the frictional force
between her steel spatula and Teflon frying pan is only 0.200 N. Knowing the
coefficient of kinetic friction between the two materials, she quickly calculates
the normal force. What is it?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

8
 What I Have Learned

Activity no. 2.4: Free Body Diagram

A. Identify the forces acting upon an object at rest.
a. Hanging plants b. Flower vase at the top of the cabinet

c. TV hanging on the wall

What I Can Do

Activity no. 2.5.: Try this! Let’s Rock and Roll!

Try to observe somebody in your place in a bicycle and ask to turn to the right
suddenly, which way does the body go and why?

Please record your OBSERVATION here...

9
 Lesson

3 Action - Reaction Pairs

Learning Objective:
1. Identify action-reaction pairs.

What’s In

Before we should learn further, let us check if you have mastered our Lesson 2 by
answering the following questions:

Activity no. 3.1: Write the correct answer on separate sheet.

1. Identify the following forces if it is “distant” or “contact” forces:
a. Gravitational force ___________________
b. Friction _________________
c. Electromagnetic force ______________
d. Electrostatic force ____________
e. Kinetic force ________________

Good job Learners! You have answered the questions correctly. Now maybe you
are ready to learn more concepts of forces that two bodies exert on each other.
In this module, you are going to realize that these forces are equal in magnitude
but opposite in direction. These forces are acting on different bodies so they do not
cancel each other out.

What’s New

Activity no. 3.2: Pull Each Other

Materials: 2 rubber bonds and ruler/ tape measure

Procedure:

1. Tie the two rubber bond together.

2. Each person should pull back the end of the rubber bond. Record the two
readings using a ruler or tape measure.

10
 3. Pull harder and record the two readings.
4. Continue to pull on both rubber bond but let the rubber bond move toward
one person.
5. Try pull in each such a way that the two rubber bonds have different
readings.

Think about it:

1. What did you notice about the readings in step 2 to 4?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What can you conclude about the pair of forces in each situation?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

What is It

From everyday experiences, we know that a force is needed to change a

particular movement of the body and why the object stays at rest. Somehow, you
have developed a better understanding about the different concept of forces as it was
discussed in our previous topic.

Newton's Third Law

A force is a push or a pull that acts upon an object as a result of its interaction
with another object. Forces result from interactions! According to Newton, whenever
objects A and B interact with each other, they exert forces upon each other. When
you sit in your chair, your body exerts a downward force on the chair and the chair
exerts an upward force on your body. There are two forces resulting from this
interaction - a force on the chair and a force on your body. These two forces are
called action and reaction forces and are the subject of Newton's third law of motion.
Formally stated, Newton's third law states that:
For every action, there is an equal and opposite reaction.
The statement means that in every interaction, there is a pair of forces acting
on the two interacting objects. The size of the forces on the first object equals the size
of the force on the second object. The direction of the force on the first object
is opposite to the direction of the force on the second object. Forces always come in
pairs - equal and opposite action-reaction force pairs.

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Examples of Interaction Force Pairs
A variety of action-reaction force pairs are evident in nature. Consider the
propulsion of a fish through the water. A fish uses its fins to push water backwards.
But a push on the water will only serve to accelerate the water. Since forces result
from mutual interactions, the water must also be pushing the fish forwards,
propelling the fish through the water. The size of the force on the water equals the
size of the force on the fish; the direction of the force on the water (backwards) is
opposite the direction of the force on the fish (forwards). For every action, there is an
equal (in size) and opposite (in direction) reaction force. Action-reaction force pairs
make it possible for fish to swim.

What’s More

Activity no. 3.3: Do You Know Where Am I Going Through?

1. Consider the following three examples. One of the forces in the mutual
interaction is described; describe the other force in the action-reaction force
pair.
a. __________________________________________________
__________________________________________________
__________________________________________________

b. __________________________________________________
__________________________________________________
__________________________________________________

c. __________________________________________________
__________________________________________________
__________________________________________________

2. Consider the interaction depicted below between foot A, ball B, and foot C. The
three objects interact simultaneously (at the same time). Identify the two
pairs of action-reaction forces. Use the notation "foot A", "foot C", and "ball B"
in your statements.

________________________________________
________________________________________
________________________________________
3. Identify at least six pairs of action-reaction force pairs in the following
diagram.

12
 What I Have Learned

While driving down the road, a firefly strikes the windshield of a bus and
makes a quite obvious mess in front of the face of the driver. This is a clear case of
Newton's third law of motion. The firefly hit the bus and the bus hits the firefly.
Which of the two forces is greater: the force on the firefly or the force on the bus?

___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

What I Can Do

Activity no. 3: Try this! Let’s Rock and Roll!

Walking is something that we do every day without thinking about it. Very
simple daily activity and straight forward. Try to observe when you walk inside your
house. Put one foot in front of the other and you move. What forces have to do with
walking?Thus equal and opposite reaction applied?

Write you observation

13
 Assessment

MULTIPLE CHOICE. Choose the letter of the best answer. Write the chosen letter on
a separate sheet of paper.
______1. Which statement below complete the idea about “Inertia is the property of
mass in which an object at rest wants to stay at rest, and an object that is
moving wants to ______”.
a. Also stay at rest.
b. Stay moving in a straight line unless acted upon by another force.
c. Stay moving in a circular motion unless acted upon by another force.
d. Stay moving in a straight line, but only if it has been acted upon by another
force.
______2. Which of the following is correct of centrifugal force?
a. Centrifugal force is a fictional force.
b. Centrifugal force is a real force.
c. Centrifugal force pulls in a circular motion.
d. Centrifugal force causes objects moving in a circular path to move in.

______3. What are the two main type’s frames of reference?

a. true’s and fictional
b. inertial and non-inertial
c. fast and slow
d. real and imagined

______4. Which statement is NOT true about action and reaction forces?
a. Action always equals reaction
b. Reaction always equals action
c. The reaction force is in the opposite direction of the action force
d. The reaction force is twice the magnitude of the action force.
e. All statements are true.

______5. When a cannon fires a cannonball there is an interaction between

the two objects, so there are action and reaction forces. The cannon recoils
only slightly as it shoots out the cannonball, but the cannonball goes flying
through the air. Why is the acceleration greater on the cannonball?
a. The force is greater on that object because its mass is greater
b. The effect is greater on that object because its mass is smaller
c. There are multiple forces being exerted on that object
d. The action force on the cannonball is greater
e. The reaction force on the cannon is less

14
______7.What does it mean to say that mass and acceleration are inversely
proportional?
a. As one gets larger, so does the other
b. As one gets smaller, so does the other
c. As mass increases so does the action force
d. As mass decreases the action force increases.

______8.What net force is required to keep a 500 kg object moving with a

constant velocity of 10m/s?
a. 0N c. Not enough information
b. 5000N d. 500N

______9. All of the following statements are true. Which of them is NOT
explained by Newton's first law of motion?
a. A baseball thrown in space will keep moving in the same direction
until it hits something.
b. If I'm riding a skateboard, it doesn't spontaneously reverse
directions.
c. A ball rolling straight down a tilted plane hill won't veer left or right
unless something pushes it.
d. Dropping a box causes it to accelerate downwards.

______10. You are travelling on an airplane at constant speed of 650mph.

Your friend is travelling in his car at a constant speed of 60mph. Who
experiences a larger acceleration?
a. Your friend
b. You
c. Neither you nor your friend
d. Cannot be determined; we must know the force due to friction

______11. What is static friction?

a. Friction between two surfaces that are moving alongside each other.
b. Friction between two stationary surfaces that occurs when you try
to move them alongside each other.
c. Friction between any two surfaces.
d. Friction that occurs when an object rolls over a surface.

______12. How do strength of static friction and kinetic friction compare?

a. Static friction is usually stronger.
b. Kinetic friction is usually stronger.
c. Static and Kinetic friction are equally stronger.
d. Static friction is sometimes stronger and sometimes not.

15
______13. Why does static friction exist?
a. Because surfaces have imperfections, and adhesion occurs between the
two stationary surfaces.
b. .Because surfaces have imperfections, but adhesion doesn’t occur
between the two surfaces.
c. Because surfaces have imperfections, but adhesion doesn’t occur
between the two stationary surfaces.
d. Because surfaces are smoother when you move an object.
e. Because surfaces are smoother before you move an object.

______14. Our body is thrown backward when the car we are riding suddenly
moves forward. What law of motion explains this phenomenon?
A. Law of Inertia C. Law of Interaction
B. Law of Acceleration D. Law of Magnetism

______15. What net force is required to keep a 500 kg object moving with a
constant velocity of 10m/s?
A. 0N B. 5000N C. Not enough information D. 500N

Additional Activities

Activity no. 4: Newton’s Laws of Motion and Inertial Reference Frames

Directions: Briefly discuss the problem below. In answering, explain the physics of
your proposed method. Be sure to include all of Newton’s Laws of
Motion in your answer.

A space station worker found herself floating free 100 meters from the space
station because her safety line became unhooked. Attached to her space suit
were her unhooked safety line, her tool belt and tools, and her oxygen tank.
How could she get back to the space station without calling someone for
help?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

16
 Activity no. 5: Action at a distance forces and types of contact forces

Directions: Briefly discuss the situation below in 2- 5 sentences only.

A car sits motionless on a hill. What forces are acting on the car? Are the
forces balanced or unbalanced?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Activity no. 6: Action –Reaction Pairs

Directions: Briefly discuss the situation below in 2- 5 sentences only.
1. You are travelling in a moving bus. You saw a bee hit by the windshield of
the bus. Which of the two exerts a greater force, the bus or the bee? Explain
your answer.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________
2. Study the picture. In which picture does the boy exerted a greater force?
Explain your answer

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

17
 18
What’s In (Lesson 3) What’s In (Lesson 1)
1. a. Distant Down:
b. Contact
c. Distant 1. Instantaneous
d. Distant 2. Velocity
e. Contact 3. Displacement
What I Know Across:
1 B 1. Speed
2 B 2. Projectile
3 B
4 C Assessment
5 C 1 B
6 A 2 A
7 D 3 C
8 C 4 B
9 B 5 C
10 B 6 B
11 B 7 A
12 A 8 A
13 A 9 D
14 D 10 B
15 B 11 A
12 D
What’s In (Lesson 2) 13 C
14 B
1. Isaac Newton 15 B
2. Law of Inertia
3. Law of Interaction
4. Law of Acceleration
Answer Key
References

Jose Perico H. Esguerra et.al, CHED Teaching Guide for Senior High School:
Physics I (Initial release June 13, 2016), page 110-115.

https://study.com/academy/lesson/inertial-frame-of-reference-definition-
example-quiz.html
https://newt.phys.unsw.edu.au/einsteinlight/jw/module1_Inertial.htm#:~:t
ext=A%20frame%20of%20reference%20that,with%20respect%20to%20the%
20Earth.

Silverio, Angelina A. "Newtons Laws Of motion." In Exploring Life through Science

Series. Senior High School Physics 1, page 88-93. 927 Quezon Avenue, Quezon
City. Phoenix Publishing house Inc. 2017

Silverio, Angelina A. "Newtons Laws Of motion." In Exploring Life through Science

Series. Senior High School Physics 1, page 88-90. 927 Quezon Avenue, Quezon
City. Phoenix Publishing house Inc. 2017

19
 DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN with
the primary objective of preparing for and addressing the new normal. Contents of
this module were based on DepEd’s Most Essential Learning Competencies
(MELC). This is a supplementary material to be used by all learners of Region XII
in all public schools beginning SY 2020-2021. The process of LR development was
observed in the production of this module. This is version 1.0. We highly encourage
feedback, comments, and recommendations.

For inquiries or feedback, please write or call:

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