Learner’s Activity Sheet
Assessment Checklist
SCIENCE
Quarter 1 – Week 2
Newton’s Third Law of Motion
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Learner
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Section
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Teacher
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Parent or Guardian
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School
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Date of Retrieval
8
TEACHER'S REFERENCE GUIDE
Subject: Science Grade Level: 8
Teacher: Quarter: 1
Teaching Date: Week: Week 2
I. OBJECTIVES 1. Infer that when a body exerts a force in another, an
equal amount of force is extended back.
2. Identify the interacting forces
3. Explain the interacting forces in terms of
magnitude and direction
A. Content The learners demonstrate understanding of Newton's
Standard three laws of motion and circular motion.
B. Performance The learners should be able to develop a written plan
Standard and implement a "Newton’s Olympics”
C. MELC Infer that when a body exerts a force in another, an
equal amount of force is exerted back on it.
II. SUBJECT MATTER Newton’s Third Law of Motion
a. Reference Physics (2012) Reprint Edition. ISBN 971 570 127 2.
BEAM Learning Guide. SLM ROXII, S8FE-Ia-16
b. Materials Eggs, drawing materials
c. Integration Develop the value of respect and sportsmanship in
every game.
III. PROCEDURE:
ACTIVITY Activity 1: Same, Same Eggs?
(Do) Let the learner follow the step by step procedure.
Activity 2: Ask the learner to answer the guide
questions that can facilitate deeper analysis.
Encourage the learner to record the observations by
answering the questions:
1. From the activity, which set do you think is the raw
egg, which is the cooked egg?
2. How were you able to identify one from another?
ANALYSIS Describe what happened to the eggs when you
(Think) touched and let go after spinning them.
3. Why do you think is there a difference in the behavior
of the two eggs when you spin them?
4. Why did one of the eggs still move after it was
stopped?
5. What generalization/s can you derive from this
activity?
ABSTRACTION Activity 3: Present the concepts of Newton’s Third Law of
(Learn) Motion.
Activity 4: Introduce the Third Law of Motion through
APPLICATION the story of playing basketball. Let the learner answer
(Apply) the questions for the student to analyze every detail in
the story.
IV. SELF-ASSESSMENT Let the learner answer the Self-Assessment.
LEARNER ACTIVITY SHEET
Dear Learner,
Good day! For this activity, you are going to infer that when a body exerts a force
in another, an equal amount of force on it. Below are instructions provided. Don’t
hesitate to ask for support from anyone whom you think can help you do the
activities. Most importantly, be free and creative in doing the activities but ensure
safety at all times. Have fun.
Sincerely,
Your Teacher
Newton’s Third Law of Motion
“Same, Same Eggs”
What you will need: 1 hard-boiled egg and 1 raw egg
Granting, you are presented with two eggs that look the same. However,
one is cooked while the other is raw. Without breaking the eggs, find out which
of the two is hard-boiled. Observe the behavior of the eggs while spinning
simultaneously.
The procedure below may help you solve the problem.
1. Prepare two eggs: one is raw while the other one is hard-boiled. Put one
egg on one plate and the other egg on another plate. Label the first as
Set A, the other as Set B.
2. Spin the eggs simultaneously. Observe the behavior of the two.
3. Spin the eggs once more than immediately touch the eggs to stop moving
and let go. Again, observe the behavior of the two.
Guide Questions:
1. From the activity, which set do you think is the raw egg, the cooked
egg?
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2. How were you able to identify one from the other?
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3. Describe what happened to the eggs when you touched and let go after
spinning them.
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4. Why do you think there is a difference in the behavior of the two eggs
when you spin them?
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5. Why did one of the eggs keep moving even after you touch it?
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6. What generalization/s can you derive from this activity?
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Read and carefully understand the concepts and ideas presented below.
Forces always occur in pairs: when one body pushes against another, the
second body pushes back just as hard. For example, when you push a cart,
the cart pushes back against you; when you pull on a rope, the rope pulls
back against you; and when gravity pulls you down to the ground, the ground
pushes up against your feet. The simplified version of this phenomenon has
been expressed as, "You cannot touch without being touched."
Newton's Third Law in Action
Rockets traveling through space encompass all three of Newton's laws
of motion. When the engines fire and propel the rocket forward, it is the result
of a reaction. The engine a combustion and burns fuel, which is accelerated
toward the rear of the ship. This causes a force in the opposite direction to
push the rocket forward. Thrusters can also be used on the sides of the rocket
to make it change direction, or on the front to create a backwards force to
slow the rocket down.
However, while working on the outside of the rocket, the astronaut's
rope breaks and they drift away from the rocket, they can use one of their
tools, for example, to change directions and get back to the rocket. The
astronaut can throw their hammer in the direction directly opposite of where
they want to go. The hammer will go flying off very quickly away from the
rocket and the astronaut will very slowly travel back to the rocket. This is why
Newton's Third Law is considered to be the fundamental principle of rocket
science.
Reading Activity
The Science in Basketball
Basketball is one of the major sports in the Philippines. The purpose of
this sport is to score more points than the other team before time runs out.
In this game, a player must be able to dribble the ball to get to their assigned
court and shoot the ball in the basket to get a point. Points are given for every
ball that shoots in the basket. A player who will fail to dribble the ball while
going to their court will be called for violation and the ball will be given to the
opposite team.
Now, what happens during the dribbling of the ball? When the ball is
pushed downwards, the ball bounces upward. This would tell us that an
opposing force makes the ball move in the opposite direction. This is the
concept of the third law of motion.
The Newton’s third law of motion is known as the Law of Interaction. It
states that there is an equal (in magnitude) and opposite (in direction) reaction
force for every action force. Thus, if object A exerts a force on object B, object
B must exert a force of equal in magnitude and opposite direction back on
object A.
Moreover, no force exists alone; it always comes in pairs. This pair is
known as the "action-reaction force pair." Identifying and describing action-
reaction force pairs is just a matter of identifying the two interacting objects
and making two statements describing who is pushing on whom or which and
in what direction.
What to do:
Draw and label the forces acted upon the ball while dribbling.
QUESTIONS:
1. What action in basketball that is an appropriate example for the Third
Law of Motion?
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2. What are the action-reaction force that happens in playing basketball?
Draw and label it.
3. What generalization can you give based on your drawing above?
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In this activity, you have learned that interacting forces are equal in
magnitude and opposite in direction. These forces act simultaneously and act
in the opposite direction. They do not cancel each other because they act on
different bodies. This is stated in Newton’s Third Law of Motion – Law of
Interaction.
SELF – ASSESSMENT
This time, kindly tell me further about your experiences while doing the
learning activities. Mark your choice with a check on the space provided.
1. How did you find the activities in this topic?
_____very interesting
_____slightly interesting
_____not interesting
2. Are the lessons you learned in this topic useful to real life
situation?
_____Yes
_____No
[Link] helpful is this topic nowadays?
_____very helpful
_____slightly helpful
_____not helpful
ASSESSMENT CHECKLIST
(To be accomplished by a parent or a guardian)
Newton’s Third Law of Motion
Check ( ) the appropriate observation that corresponds to your child’s
performance in accomplishing the activities.
OBSERVATION
Accomplished
Accomplished
Accomplished
Partially
Parent’s/Guardian’s
Bases for Assessment
Fully
Not
Comments or
Suggestions
Activity 1
The learner was able to determine the
effect of force and mass on the
motion of an object.
Activity 2
The learner was able to answer the
Guide Questions in Activity 2.
Activity 3
The learner was able to read and
understand the concept of Newton’s
Third Law of Motion
Activity 4
The learner was able to draw and
label the forces acted upon the ball
during playing basketball.
The learner was able to answer the
questions for Self-Assessment.
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Name and Signature of Parent or Guardian
