Republic of the Philippines

Department of Education
Region XII

12
Schools Division Office of Cotabato
TULUNAN NATIONAL HIGH SCHOOL
Tulunan, Cotabato

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

Republic Act 8293, section 176 states that: No copyright shall

subsist in any work of the Government of the Philippines. However,
prior approval of the government agency or office wherein the work is
created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition
the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos,

brand names, trademarks, etc.) included in this module are owned by
their respective copyright holders. 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:Joseph F. Frias – Team Leader

Barrientos,Lyka F. Fabronero, Glady Faith V.
Barrios, Rosana D. Fernandez, Kristen May B.
.
Cordero, Paolo P.
Jabanes, Efren
Deocadez, Rivela P. Landerio, Antonio
Dugaduga, Claire Ann Mil B. Paler, Ana Marie C.
Paler Espora, Joean D Pineda,
Chester Ian S.
Frias, Joseph F. Cordero, Paolo P.

Editors:, Emma T. Surita, Retchie Joy B. Pisaña

Reviewers: Lorelie C. Salinas, Jay Sheen A. Molina
Illustrator: Paolo P. Cordero, Chester Ian S. Pineda, Ralph
Vincent B. Feller
Layout Artist: Welmer m. Leysa
Cover Art Designer: Ian Caesar E. Frondoza
Management Team: Allan G. Farnazo, CESO IV –
Regional Director
 Fiel Y. Almendra, CESO V – Assistant Regional
Director
Ruth L. Estacio, CESO VI – OIC-Schools Division
Superintendent
Carlos G. Susarno, Ph.D, –Assistant Schools Division
Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, Science, ADM
Lalaine SJ. Manuntag, Ph.D. – CID Chief
Nelida S. Castillo, Ph.D – EPS LRMS
Printed in the Philippines byDepartment of Education –
SOCCSKSARGENRegion

Office Address: Regional Center, Brgy. Carpenter Hill, City of

Koronadal
Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@deped.gov.ph

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.

ii
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.

iii
 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.
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.

iv
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!

v
 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:

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

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

1
______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

2
______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

3
 ______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

Lesson Newton’s Laws of Motion

and Inertial Reference
1 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

Activity no.1.1:
“E---Motion

What’s New
4
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.

5
 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.
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:

6
 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.

What’s More

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

Materials
 Balloons of various  can be used as
shapes and sizes weights on the
Construction paper balloons

String  Anchor points –
 Straws could be chairs,
7
 Tape tables or even
 Scissors people holding the
Kitchen clips string

Normal paperclips, Stop watch
crafting sticks or other 
  Fabric tape
items that
measure or you
 can use string and
measure the string


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.

8
 Q2. Does varying the circumference, and therefore volume and
pressure in the balloon, affect the speed? Record the results.
______________________________________________________________
_
______________________________________________________________

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?
______________________________________________________________
______________________________________________________________
__

9
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
3
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.

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?

Lesson Action at a Distant

Forces and Types of
4
 2 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
6
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.

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.
7
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.1 Example No.3 Example No.2 A

egg on
book is at rest is free-falling
gymnast holding onto
a tabletop. from a nesta in a is suspended
bar,
tree. Neglect air
motionless in mid-air.
A free-body resistance. The bar is supported
diagram for Athis free-body
by two ropes that
situation looks
diagram forattachthis to the ceiling.
like this: situation looks like
Diagram the forces
this: acting on the
combination of
gymnast and bar.
A free-body diagram
for this situation looks
like this

:
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
8
 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?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

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

9
 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...

Lesson
Action - Reaction Pairs
3
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:

10
 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.
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.

11
 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

12
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.

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.

13
 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.

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.

14
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

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

15
 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
16
 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

______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
17
______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.

______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
18
 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?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

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.
19
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. Study the picture. In which picture does the boy exerted a

greater force? Explain your answer

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

Answer Key

20
 Law of Acceleration4.
3. Law of Interaction
2. Law of Inertia
B 15 1. Isaac Newton
B 14
C 13 What’s In (Lesson 2)
D 12
A 11 15 B
B 10 14 D
D 9 13 A
A 8 12 A
A 7 11 B
B 6 10 B
C 5 9 B
B 4 8 C
C 3 7 D
A 2 6 A
1 B 5 C
Assessment 4 C
3 B
2. Projectile 2 B
1. Speed 1 B
Across: What I Know
3. Displacement e. Contact
2. Velocity d. Distant
1. Instantaneous c. Distant
b. Contact
Down: 1. a. Distant

What’s In (Lesson 1) What’s In (Lesson 3)

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-definitionexample-quiz.html

https://newt.phys.unsw.edu.au/einsteinlight/jw/module1_Iner
tial.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

21
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

22
 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:

Department of Education – SOCCSKSARGEN

Learning Resource Management System (LRMS)

Regional Center, Brgy. Carpenter Hill, City of Koronadal

Telefax No.: (083) 2288825/ (083) 2281893

Email Address: region12@deped.gov.ph