8

Science
Quarter 1 – Module 1:
Force and Motion
Science – Grade 8
Alternative Delivery Mode
Quarter 1 – Module 1: Force and Motion

First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Rachel A. Mira
Editors: Suzette A. Bermejo/Dinah G. Oani
Reviewers:
Illustrators: Rachel A. Mira and Suzette A. Bermejo
Layout Artist: Suzette A. Bermejo
Management Team: Reynaldo M. Guillena, CESO V
Basilio P. Mana-ay, Jr., CESE
Emma C. Camporedondo, CESE
Alma C. Cifra, EdD
Aris B. Juanillo, PhD
Faye Genevieve P. Pasamonte

Printed in the Philippines by ________________________

Department of Education – Davao City Division, Region XI

Office Address: Elpidio Quirino Ave., Poblacion District, Davao City, 8000 Davao del Sur
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E-mail Address: davaocity.division@deped.gov.ph
 8

Science
Quarter 1 – Module 1:
Force and Motion
Law of Acceleration
Introductory Message
For the facilitator:

Welcome to theScience Grade 8 Alternative Delivery Mode (ADM) Module on Force

and Motion: Law of Acceleration.

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.

1
For the learner:

Welcome to the Science 8 Alternative Delivery Mode (ADM) Module on Force and
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-into 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
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 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 lends 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 marks on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Do not 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!

3
 What I Need to Know

This module was designed and written with you in mind. It is here to help
you investigate the relationship between the amount of force applied and the mass
of the object to the amount of change in the object’s motion (MELCS S8FE-Ia-15).
The scope of this module permits it to be used in many different learning
situations. The language recognizes the diverse vocabulary of the students. The
lessons are arranged to follow the standard sequence of the course.

After going through this module, you are expected to:

Investigate the relationship between the amount of force applied and the mass
of the object to the amount of change in the object’s motion (S8FE-Ia-15).

Identify and describe the effect of an object’s mass and the amount of force
applied on the object’s motion.

4
 What I Know

Direction: Read the questions carefully and choose the letter of the best answer.
Write the chosen letter on a separate sheet of paper.

1. Which type of force causes the object to remain in place?

A. Air resistance force C. Frictional force
B. Balanced force D. Unbalanced force

2. Which type of force would cause an object to change in position?

A. Balanced force C. Tension force
B. Frictional force D. Unbalanced force

3. Which type of forceacts on you when you stand on the terrace of a building
and you have a strange feeling of something pulling you down?
A. Gravitational force C. Normal force
B. Tension force D. Frictional force

4. Which pair of opposite forces are exerted on a plant pot that hangs by a
string?
A. Air resistance and gravitational forces
B. Tension and gravitational forces
C. Normal and air resistance forces
D. Tension and gravitational forces

5. Which accounts for matter in an object?

A. Balance C. Inertia
B. Force D. Mass

6. Which of the following does not describe an object that is at rest?

A. The forces acting on the object is equal to zero.
B. The forces acting on the object are balanced.
C. The forces acting on the object are in opposite directions.
D. The forces acting on the object differ in magnitude.

7. What do we call the force acting on the object when the object is being
pushed simultaneously from the left and from the right, and the object does
not move?
A. Horizontal force C. Vertical force
B. Zero net force D. Resultant force

8. Which is inversely proportional to massof the object?

A. Acceleration C. Magnitude
B. Friction D. Mass

5
9. Assuming that the friction is negligible, and the force is kept constant, which
diagram shows the least acceleration?

A. C.

B. D.

10. What is the relationship between mass and acceleration if the force exerted
on the body remains the same?
A. A decrease in velocity due to a decrease of acceleration.
B. An increase in mass decreases its acceleration
C. An increase in mass increases its acceleration.
D. An increase in velocity due to an increase of acceleration.

11. Which diagram best represents a body’s increase in acceleration caused by a

greater force applied?

C.
A.

D.
B.
12. Which mathematical equation tells us that if the force is doubled, then the
acceleration will also be doubled?
A. 2F = 2 ma 1
C. = ma
𝐹
𝟐 2
B. = D. 2F =
2𝑎
𝑭 𝑚𝑎
𝑚

Study the data table below to answer numbers 13 – 15.

Travelers Data

Travelers Force Mass Acceleration

(N) (Kg) (m/s/s)
J 5 15 0.33
K 6 15 0.40
L 7 15 0.46
M 10 15 0.67
N 20 15 1.33
13. Which data shows a directly proportional relationship?
A. Force and acceleration C. Mass and weight
B. Force and mass D. Traveler and acceleration

8
6
 14. Which data shows inversely proportional relationship?
A. Force and acceleration C. Mass and weight
B. Force and mass D. Traveler and acceleration

15. Which statement/s is/are true based on the data table shown above?
A. If the mass is constant, an object with a greater acceleration produces a
greater force.
B. If the mass is constant, an object with a greater acceleration produces a
smaller force.
C. If the mass is constant, an object with a greater acceleration produces
equal force.
D. All options are true.

Lesson Newton’s Second Law of

1 Motion: Law of
Acceleration
Many objects around us are moving. In Grade 7, you learned to describe the
motion of objects along a straight line in terms of its position, the distance traveled
and, the displacement, the speed, the velocity of the object, and acceleration.

What’s In

Before we proceed to the new lesson, it is important to recall your previous

lessons on motion. These lessons could be taken from your Grade 7 Science classes
and connect it to the present topic.

So, are you ready? Let us start!

Notes to the Teacher

Provide a separate copy of the worksheet to the learners.

37
Activity 1:Hanging Rock

Direction:
Recall the terms related to motion in Grade 7. Perform the activity and
answer the questions that follow. Write your answers on a separate answer sheet.

Materials:

• a piece of rock
• yarn
• a scissor
Procedure:
1. Tie a piece of rock with a yarn (see Fig.1).
2. Hang it one (1) meter from the ground.
3. Observe the effect of the hanging rock on the
yarn.
4. Cut the yarn and measure the time it would take
for the rock to reach the ground.
Guide questions:
1. What term refers to the amount of matter in the
rock?
_________________________________________
Figure 1 A piece of rock hanging
RA Mira

on a yarn
2. Are there forces acting on the piece of rock as it
is hanging from the yarn? If yes, identify the force
acting on the rock, pulling it towards the ground.
_____________________________________________________________________

3. Identify the force acting on the rock, as it hangs from the yarn keeping it
from falling to the ground.
_____________________________________________________________________

4. Draw the forces acting directly on the rock. Use the box below to represent
the rock, draw arrows to represent the forces. The direction of the arrow (up,
down, to the left, or to the right) will show the direction of the force, while
the length of the arrow will show the magnitude or the size of the force. Label
the arrows with the names of forces acting on the rock.

5. After cutting the yarn, observe what happens to the rock. Did the rock
change in position? What term refers to action of the rock changing its
position?
___________________________________________________________________________

8
 6. What term refers to the primary cause of the changes in motion of the rock?
___________________________________________________________________________

7. What term refers to the measurement of the distance from the initial position
of the rock (hanging from the yarn) to the final position when the yarn was
cut?
_____________________________________________________________________

8. What term refers to how fast it takes the rock to reach the ground when the
yarn was cut?
_____________________________________________________________________
In this activity, we recall that all objects are made of matter and the amount
of matter refers to its mass. A force is a push or a pull. Force is needed to change
the state of motion of an object. The combination of all the forces acting on an
object is called the net force. The scientific unit of force is the newton, abbreviated
as N.

The rock tied with a yarn is acted directly by two types of forces: the
gravitational force that pulls the rock towards the ground, and the tension force
along the yarn, which is in the upward direction,opposite to the gravitational force.
These two forces are in balance with one another, this illustrates equilibrium,
keeping the rock in its resting state. Since the force on the yarn holding the rock
upward is equal in magnitude with the force of gravity pulling the rock downward,
the net force on the rock is zero. When the yarn was cut, the tension force
becomes zero, and the gravitational force causes the motion of the rock to move in
the direction of the remaining force. Distance is a scalar quantity;it refers to the
length of path between two points.Displacement is a vector quantity,having both
magnitude and direction. It describes an object’s change in position (initial and
final position). We compute the rock’s velocity by dividing the displacement by the
time it took for the rock to hit the ground.

What’s New

How can you change an object’s state of motion? Can we make a moving
object speed up or slow down? How can we make it stop? How can we make it
change its direction? Can the mass of the object, or the size of the force applied
affect the acceleration of an object? In this module, you will identify and describe
the effect of an object’s mass and the amount of force applied on the change of an
object’s motion.

9
 Activity 2: Kicking a Ball

Objective:

To identify and describe the effect of the magnitude of force on an object’s

acceleration when the mass of the object is constant.

Materials:

• ball
• timer
• meter stick or measuring tape

Procedure:

1. You might need the help of a friend to measure and record the travel time
and the displacement of the ball.
2. Place the ball on a reference point on the ground.
3. Position yourself behind the ball and kick the ball lightly (see Fig.2).
4. Record the time, in seconds, the time it takes the ball to move from the
initial point to the final point.
5. Measure the displacementin meters.
6. You may want to repeat this procedure 3 times and compute for the average
displacement and average time. Record your observations in the Data Table
1. Force and Acceleration below.
7. Repeat steps 2 to 6 but this time, you will have to kick the ball harder.
8. Calculate for the accelerations of the ball.

Figure 2. Kicking ball set-up

Data Table 1. Force and Acceleration
Force Displacement Average Time (s) Average Velocity Velocity Acceleration
(m) Displacement trials Time initial final (m/s/s)
3 trials (m) (s) (m/s) (m/s)
Light
kick 0

Hard
kick 0

To compute for the average displacement, add the values of the three trials
of ball’s displacement and divide the sum by 3. Do the same computation for the
average time: add the 3 values of the three trials of the ball’s travel time and divide
the sum by 3.

Average displacement = displacement 1 + displacement 2 + displacement 3

3

10
 Average time = time 1 + time 2 + time 3
3
Velocity is the measure of the change of position along a straight line or
displacement of an object with respect to time. To compute for the velocity, refer to
the formula:
Velocity = displacement
time
where, the unit of displacement is in meter, m
the unit of time is in seconds, s

therefore, the unit of velocity,v is in meter per second, m/s

Acceleration is the measure of the rate of change of velocity with respect to
time. To compute for the acceleration of an object, refer to the formula:

Acceleration, a = change in velocity =

time interval
a = velocity final – velocity initial
time interval

where, the unit of velocity is in meter per second, m/s

the unit of time is in seconds, s
therefore, the unit of acceleration is meter per second per second, m/s/s or
m/s2.

Guide questions:

1. What caused the ball to move?

___________________________________________________________________________

Compare the acceleration of the ball when you applied a lesser force and
when you applied a bigger force in kicking.

2. Which ball has a greater acceleration, the ball that was applied with a lesser
force or a bigger force?
___________________________________________________________________________

3. What is the relationship between the force applied and the acceleration of
the ball when the mass of the ball is kept constant?
___________________________________________________________________________
___________________________________________________________________________

Activity 3: Rolling Cans

Objective:

To identify and describe the effect of the object’s mass on the object’s
acceleration when the force applied is constant.

Materials:

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 • Empty sardine can (less mass) • Inclined plane (sturdy cardboard)
• Unopened sardine can (more mass) • Meterstick or tape measure
• Unopened corned beefcan (constant force) • Timer
Procedure:

1. Make an inclined plane by elevating one side of a sturdy cardboard about

two (2) centimeters from the floor.
2. The empty can of sardine, and the unopened can of sardine will be
pushedwith constant amount of force using the unopened can of corned beef
or whatever canned food is available.
3. Place theemptycan of sardine on its side at the end of the inclined plane (see
Fig. 3). Mark the initial point where the can lies.
4. Place the unopened corned beef can at the top of the inclined plane and let it
roll down to hit the empty sardine can.
5. Record the time it takes the empty can of sardine to roll from the initial point
to the final point where it stops.
6. Measure the distance the empty can of sardine rolled from the initial point to
the final point.
7. The procedure can be repeated three (3) times to get the average
displacement and average time.

Figure 3. Rolling empty sardine can set-up Figure 4. Rolling unopened sardine
can set-up

8. Repeat the steps 1 to 7 using the unopened can of sardine (see Fig.4).
9. Record the data in the Data Table 2. Mass and Acceleration below.
10. Compute for the acceleration of the two cans of sardines.

Data Table 2. Mass and Acceleration

Mass Displacement Average Time Average Velocity Velocity Acceleration
(m) Displacemen (s) Time initial final (m/s/s)
3 trials t trials (s) (m/s) (m/s)
(m)
Empty
sardine 0
can
(less mass)

Unopened
sardine 0
can
(more
mass)

12
Guide questions:

1. What caused the cans to move?

___________________________________________________________________________

Compare the acceleration of the empty can with the acceleration of the
unopened can when both cans were pushed with a constant amount of
force.

2. Which canhas greater acceleration, the can with the lesser mass or the can
with the bigger mass?
___________________________________________________________________________
3. What is the relationship between the mass of the objectand its acceleration
when the force applied is kept constant?
___________________________________________________________________________
___________________________________________________________________________

What is It

Newton’s Second Law of Motion: Law of Acceleration

The series of activities in this module were designed using materials that are
readily available. Activity 1 recalls the concepts on motion learned fromyour
previous Science classes. You learned that motion results from the application of
forces, a push, or a pull.
In Activities 2 and 3 you identified and described the effect of the magnitude
of the force applied and the object’s mass on its acceleration. An object accelerates
when unbalanced forces or a non-zeronet force act on it. Unbalanced forces are
not equal in size and opposite in direction.The acceleration could change the speed,
change the direction, or change both the speed and direction of the object.

Accelerationrefers to how quickly velocity of an object changes.

Acceleration= change in velocity
time interval
acceleration = final velocity – initial velocity
final time – initial time
a = vf – vi
tf– ti
a = Δv
Δt
The acceleration of an object depends upon the net force. It increases as the
net force acting on an object increases. The object’s acceleration depends directly to
the net force acting on it:
acceleration ~ net force

13
 The symbol ~ stands for “is directly
proportional to”. As one amount
increases, another amount increases at
the same rate. Let us say, if the net force
on an object is doubled, its acceleration
will double (see Fig. 5).

In Activity 2, you identifiedand

described the effect of the magnitude or
size of force applied in kicking the ballon
the ball’sacceleration. We kept the mass of
the ball constant by using the same ball
in both set-ups. Based on the activity,
when you kicked the ball, which was
initially at rest, the ball moved or
accelerated. When you kicked the ball
harder, the force applied was increased.
The bigger force applied resulted to an
increase in the acceleration of the ball.
The ball that was kicked harder changed velocity faster compared to the ball that
was kicked lightly.
The acceleration of an object also depends on the mass of the object. As a
constant force is applied, an increase in the mass of the object results to a decrease
in its acceleration. The acceleration is inversely proportional to the mass.
acceleration~ 1
mass
Inversely proportional means that
two values change in opposite directions.
When one value decreases the other value
increases at the same rate. As the mass
increases, the acceleration decreases by
the same factor.Say, for example,if the
same magnitude of force is applied and
the mass of the object is doubled
RA Mira its
acceleration will be halved.

In Activity 3, you identified and described the effect of the object’s mass on
its acceleration. We kept the applied force constant, by using the same unopened
corned beef can, to push the two cans of sardines of different masses.The empty
sardine can have a lesser mass than the unopened sardine can. Based on the
activity, the sardine can with the lesser mass has greater acceleration than the
sardine can with a greater mass.

14
Newton’s Second Law of Motion

The acceleration produced by a net force on an object is directly

proportional to the magnitude of the net force, in the same direction as
the net force, and is inversely proportional to the mass of the object.

Newton’s second law states that,

This law describes the relationship among the object’s mass, an object’s
acceleration, and the net force acting on an object.

acceleration~ net force

mass
The acceleration is equal to the net force divided by the mass. The equation
for acceleration is:
acceleration = net force
mass
Where a is acceleration, F is net force, and m is mass, then
Note:
a= Fnet The unit of force, newton
m (N) is defined as the
amount of force required
Where: to give 1-kg mass an
Fnet = sum of all the forces acting on the object acceleration of 1 m/s/s or
1 m/s2. It is equal to a unit
= expressed in newton (N)
of mass times a unit of
m = mass of the object acceleration.
a = Acceleration
𝒎
1 N = 1 kg·
𝒔𝟐

Fnet = m·a

The above equation is often rearranged as these equations:

or

m= Fnet
a
Let us practice.

Problem: A crate has a mass of 25 kg. What is the acceleration produced when
a100N net force is exerted to push it?
Given:
m = 25 kg
Fnet = 100 N

15
 What to solve for: acceleration
a= Fnet
Equation:
M
Solution:
a = 100 N
25 kg

m
a = 100kg·
________________________________________________________
s2
25 kg
m
a = 100 kg· 2
________________________________________________________
s
25 kg
m
a=4
s2
𝑚
Answer:Thecrate accelerated 4 2.
𝑠

What’s More

Laws of the Land: Newton’s Problem Solving

A. Let us do the Math!

Fill in the table below by solving for the unknown quantity. Substitute the
given values into the equations for acceleration, net force, and the mass to solve for
the unknown. Then, answer the questions that follow.

Net Force Mass Acceleration

(N) (kg) (m/s/s)
1. 100 5 20
2. 200 5 40
3. 200 10 20
4. 100 5 20
5. 100 2.5 40
1. Compare the values in rows 1 and 2, describe the acceleration that results if
the net force is doubled while the mass is held constant.
_____________________________________________________________________
_____________________________________________________________________

2. Compare the values in rows 2 and 4, describe the acceleration if the net
force is halved, while the mass is held constant.
_____________________________________________________________________
_____________________________________________________________________

3. Compare the values in rows 2 and 3, describe the acceleration if the mass is
doubled while the force is held constant.

16
 _____________________________________________________________________
_____________________________________________________________________

4. Compare the values in rows 4 and 5, describe the acceleration if the mass is
halved while the force is held constant.
_____________________________________________________________________
_____________________________________________________________________

B. Problem Solving!

Solve the problem using the equations for acceleration, net force, and mass.
Show your solution.

1. What is the acceleration of a 50-kg sack of rice when pulled sideways with a
net force of 200N?

2. Calculate the force that must be applied to a 1.2 kg box to make it accelerate
𝑚
to 2 2 .
𝑠

𝑚
3. A net force of 7 N is applied to accelerate a cart to 3 . What is the mass of
𝑠2
the cart?

17
 What I Have Learned

Summary of concepts
Fill in the blanks to complete the statements.

1. Force is described as the interaction between two bodies. Force could be a

____________________ or a pull.
2. Objects tend to resist change in motion. This is called inertia. The
____________________ of the object is a measure of inertia.
3. Objects will undergo changes in motion only in the presence of an
____________________or net force.
4. Newton’s second law of motion is also known as the law of
____________________.
5. When a net force acts on an object, the object will ____________________.
6. Acceleration is equal to the net force divided by the ____________________.
7. The unit of acceleration is presented as meters per second per second or
____________________.
8. The acceleration is ____________________ proportional to the net force.
9. The acceleration is ____________________ proportional to the mass.
10. An increase in the mass will result in a/an____________________ in acceleration
if the force is constant.
11. An increase in the force will result in a/an ____________________ in acceleration
if the mass is constant.

18
 What I Can Do

Let us apply what you have learned in our lesson into real - life situations.
Your task is to study the picture scenarios, then discuss how the pictures illustrate
Newton’s second law of motion by answering the questions. Use appropriate
vocabulary for the lesson and clear and complete sentences.

Figure 5. Bikers in motion

1. Which picture illustrates the biker using the most force. How can you tell?
___________________________________________________________________________
___________________________________________________________________________

2. Which biker is using the least amount of force? How can you tell?
___________________________________________________________________________
___________________________________________________________________________

3. What details would you need to know to calculate the amount of force Biker
B is using to move forward?
___________________________________________________________________________
___________________________________________________________________________

4. If all three bikers are using the same amount of force, which bike would
have the most acceleration?
___________________________________________________________________________
___________________________________________________________________________

19
 Assessment

Multiple Choice. Read carefully the questions and choose the letter of the best
answer. Write the chosen letter on a separate sheet of paper.
1. What is referred to as the push or pull in physical science?
A. Acceleration C. Inertia
B. Force D. Mass
2. Which does not describe an object at rest?
A. The forces acting on the object are balanced.
B. The forces acting on the object are in the opposite directions.
C. The forces acting on the object differ in magnitude.
D. The forces acting on the object have a zero-net force.

3. Which of the following is the cause of acceleration or a change to an object’s

motion?
A. Balanced force C. Unbalanced force
B. Mass D. Velocity

4. The unit of force, newton, is equivalent to which units?

A. kg C. kg m/s
B. m/s D. kg m/s2

5. Which of the following would a one newton force cause?

A. Gives a 0.1 kg mass an acceleration of 1 m/s2.
B. Gives a 0.1 kg mass an acceleration of 10 m/s2.
C. Gives a 1 kg mass an acceleration of 1m/s2.
D. Gives a 1 kg mass an acceleration of 10m/s2.

6. Which of the following would cause an object’s motion?

A. An object accelerates when a non-zero net force act on it.
B. An object accelerates when a zeronet force act on it.
C. An object accelerates when its mass increases.
D. An object accelerates when its weight increases.

7. Which of the following states Newton’s second law of motion?

A. Acceleration increases as its mass decreases and as the force acting
on it increases.
B. Acceleration decreases as its mass decreases and as the force acting
on it increases.
C. Acceleration increases as its mass increases and as the force acting
on it increases.
D. Acceleration decreases as its mass increases and as the force acting
on it increases.
8. Which of the following will complete the statement? According to the law of
acceleration, the acceleration of an object equals the net force acting on the
object divided by the object’s _____?
A. mass C. weight
B. velocity D. pressure
20
9. Which of the following is not an equation for Newton’s Law of Acceleration?
A. Acceleration = force/mass
B. Force = mass × acceleration
C. Mass = force/ acceleration
D. Velocity = final velocity - initial velocity

10. Using Newton’s second law of motion, calculate the mass of an object when
force is equal to 24 N and acceleration is 5m/s2.
A. 0.21 kg C. 19 kg
B. 4.8 kg D. 120 kg

11. When a net force acts on an object, on which factor does the object’s
acceleration depend on?
A. Acceleration depends on its mass.
B. Acceleration depends on its weight.
C. Acceleration depends on its initial speed.
D. Acceleration depends on its velocity.

12. The diagram shows the force exerted by the girl in pushing thebox.

The box accelerates at 5 m/s2. What is the mass of the box?

A. 2 kg C. 15 kg
B. 5kg D. 50 kg

13. What is the mass of an object when force of 25 N is applied and accelerates
the object by 10 m/s2?
A. O.4 kg C. 15 kg
B. 2.5 kg D. 250 kg

14. How much force is needed to accelerate a 55 kg rider and her 80 kg

motorcycle at 5 m/s2?
A. 140 N C. 400 N
B. 275 N D. 675 N

15. If a grocery cart accelerates at 4 m/s2, which statement is true if its mass
will be doubled?
A. Same force on twice the mass produces double its acceleration or 2
m/s2.
B. Same force on twice the mass produces half its acceleration or 2
m/s2.
C. Same force on twice the mass produces twice its acceleration or 2
m/s2.
D. Doubled force on twice mass produces half its acceleration or 1 m/s2.

21
 Additional Activities

To further enrich the knowledge,you have learned, you can create an

interactive lap book or flipbook. A lapbook is a visual representation of interesting
facts about a certain subject or topic. It is like a scrapbook or a mini book where
you can write your notes, record Science information about the Law of Acceleration
or the results of your experiments together with pictures or illustrations.
You will need folder, colored or art papers, coloring medium, marking pens,
pencil, scissor, glue or paste.

There are three mini book styles that you can choose from: accordion folded
mini book, shutter fold mini book, and tabbed mini book.

To start your lap book, you need to make your

book base.
Step 1:Fold a folder lengthwise.
Step 2:Lay the folder open on the table and bring
together the flaps to the middle. You may choose to
cut off the tabs, but you may opt to keep it to help
keep the flaps closed. You now have a book base for
your lap book.
Step 3: Prepare and cut your mini books and put
them together on the book base. You can choose any
of the three styles of mini book or you can use all.
Accordion Fold Mini Book

22
Shutter Fold Mini Book

Tabbed Fold Mini Book

Step 4: Glue or paste your mini books on the book base. Write your notes on the
mini books. You can put charts, diagrams, or illustrations relating to the lesson.
To further enrich your learning, you can also watch a video of demonstration
of Newton’s Second Law of Motion in YouTube. To access the video, click on the
link,
STEMonstrations: Newtons 2nd Law of Motion by NASA STEM Engagement

https://www.nasa.gov/stemonstrations-newtons.html.

23
 Answer Key

What’s More What’s In What I Have Learned

A. Let us do the Math!
1. 20 m/s2 1. Mass 1. Push
2. 40 m/s2 2. Gravitational force
2. Mass
3. 20 m/s2 3. Tension force
4. ↑ Tension force 3. Unbalanced
4. 100 N
5. 2.5 kg ↓ Gravitational force 4. Acceleration
Guide questions: 5. Motion 5. Accelerate
1. If the mass is held 6. Force 6. Mass
constant, the acceleration 7. Displacement 7. m/s2
doubles when the net force 8. Velocity
8. directly
is doubled. What’s New 9. inversely
2. If the mass is held
constant, the acceleration Activity 2. Kicking a Ball 10. decrease
is halved when the net Data Table 1. 11. increase
force is halved. Student’s answers may vary. What I Can Do
3. The acceleration is halved Guide questions:
when the mass is doubled 1. The force of the kick 1. Biker C is using the most
while the force is held caused the ball to move. force because he is biking
constant. 2. The ball applied with a uphill with an additional
4. The acceleration is bigger force has a load.
doubled when the mass is greater acceleration. 2. Biker A is using the least
halved while the force is 3. When the mass of the amount of force because
held constant. ball was kept constant, he is alone on his bike and
B. Problem Solving! the bigger/ greater force he is traveling
1. Given: m= 50 kg applied the greater the horizontally.
Fnet = 200 N acceleration of the ball. 3. If all three bikers are
Solve for a =? using the same amount of
Equation: a = Fnet/m Activity 3. Rolling Cans
force, Biker A would have
Solution: Data Table 2. the most acceleration
a=200N/50kg Student’s answers may vary. because he has the least
a=200 kg · m/s2/50 kg Guide questions: mass among the three.
a=4 m/s2
2. Given: m= 1.2 kg 1. The force of the rolling
a = 2 m/s2 unopened can caused
Solve for Fnet=? the can to move.
Equation: Fnet=m·a 2. The empty can of
Fnet=1.2kg · 2 m/s2 sardine with a lesser
Fnet=2.4 kg·m/s2 mass had the greater
3. Given: Fnet = 7 N acceleration.
a = 3 m/s2 3. When the force applied
Solve for m=? was kept constant, the
Equation: m = Fnet/a can with lesser mass
m=7 N/3 m/s2 had the greater
m=7 kg·m/s2/3 m/s2 acceleration.
m= 2.3 kg

24
What I Know Assessment

1. B 1. B
2. D 2. C
3. A 3. C
4. B 4. D
5. D 5. C
6. D 6. A
7. B 7. A
8. A 8. A
9. D 9. D
10. B 10. B
11. D 11. A
12. A 12. A
13. A 13. B
14. B 14. D
15. A 15. B

25
References
Angeles, Delfin C., Lieza M. Crisostomo, Darwin T.Quinsaat, and Salina B. Toledo.
Science Vistas 8. Makati City: Salesiana Books by Don Bosco Press, Inc.
2013.

Asuncion, Alvie, Maria Helen D.H. Catalan. and Leticia V. Cartes.

Science – Grade 7 Learners Module. Pasig City: FEP Printing Corporation.
2017

Bureau of Secondary Education. Force and Motion. Project EASE: Effective and
Affordable Secondary Education. Department of Education.

Campo, Pia C. May R. Chavez. and Helen Catalan. Science Grade 8

Learners Material 1st Ed. Pasig City: FEP Printing. 2013
Hewitt, Paul G. Conceptual Physics 10th Ed. Florida: Pearson Addison Wesley. 2006.

Hewitt, Paul G. Newton’s Second Law. The Physics Classroom.1996-2020. Accessed

July 18, 2020. https://www.physicsclassroom.com/class/newtlaws/Lesson-
3/Newton-s-Second-Law.
K to 12 Most Essential Learning Competencies. Department of Education – K to 12
Basic Education Curriculums Grade 8 Science. 2020.

Leask, Misty. What is a Lapbook and How Do You Make One? Year-Round
Homeschooling. Date accessed July 26, 2020.
https://www.yearroundhomeschooling.com/lapbook-make-one/

Open StaxCollege.Newton’s Second Law of Motion: Concept of a System. Lumen

Physics. Date accessed: July 20, 2020.
https://courses.lumenlearning.com/physics/chapter/4-3-newtons-second-
law-of-motion-concept-of-a-system/.

Pavico, Josefina Ma. Ferioles, Anna Cherylle Morales-Ramos, Aristea V. Bayquen,

Angelina A. Silverio and John Donnie A. Ramos. Exploring Life Through
Science Series:The New Grade8 2nd Ed. Quezon City. Phoenix Publishing
House, Inc. 2017.

Religioso, Teresita F., Lilia G. Vengco, Genevieve Darvin-Faraon, and Delia Cordero-
Navaza. You and the Natural World: The New Grade 8 2nd Ed. Quezon City:
Phoenix Publishing House Inc. 2017.

STEMonstrations: Newton’s Second Law of Motion. National Aeronautics and Space

Administration. Page Updated: November 26, 2019.
https://www.nasa.gov/stemonstrations-newtons.html

26
For inquiries or feedback, please write or call:

Department of Education–Region XI Davao City Division

Elpidio Quirino Avenue, Davao City, Davao del Sur, Philippines

Telephone: (082) 224 0100 / 228 3970

Email Address: info@deped-davaocity.ph / lrmds.davaocity@deped.gov.ph