Subject: Physics

Topic: Force and Motion

Level Taught: Grade 8

Learning Objectives:
Students should be able to:
1. Demonstrate and analyze the concept of forces and their impact on motion through
explanation and illustration.
2. Apply Newton's laws of motion to real-world scenarios, solving problems and making
predictions based on their understanding of these laws;
3. Develop an appreciation for the significance of Newton's laws of motion in explaining
the fundamental principles of the physical world.

Test Length:
Learning Objectives Content Areas and Levels Number of Questions
1. Demonstrate and analyze the - Explanation of Newton's laws of 1, 2,7,8
concept of forces and their impact motion (Cognitive)
on motion through explanation and
illustration.
2. Apply Newton's laws of motion - Application of Newton's laws to 4,9,10
to real-world scenarios, solving real-world scenarios (Psychomotor)
problems and making predictions
based on their understanding of
these laws;
3. Develop an appreciation for the - Appreciation of the significance of 3,5,6
significance of Newton's laws of Newton's laws
motion in explaining the (Affective)
fundamental principles of the
physical world.

Assessment
MULTIPLE CHOICE. Please select the most appropriate letter choice that correctly
completes the given statement. Put your answer in the space provided.
____1. Which of Newton's laws of motion states that an object at rest will remain at rest,
and an object in motion will remain in motion with the same speed and in the same
direction unless acted upon by an unbalanced force?
Reference:
Morales, M. P. E. (2012). Development and Validation of a concept test in introductory physics for
biology students. The Manila Journal of Science, 7(2), 26-44.
a) First law
b) Second law
c) Third law
d) Fourth law

____2. When a soccer player kicks a ball, which law of motion is best illustrated?
a) First law
b) Second law
c) Third law
d) Fourth law

____3. If a book is resting on a table, which force is acting on it?

a) Weight
b) Friction
c) Normal force
d) Tension

_____4. If an astronaut in space pushes a box with a certain force, what will happen to
the astronaut?
a. The astronaut will move backward.
b. The astronaut will not move at all.
c. The astronaut will move in the same direction as the box.
d. The astronaut will move forward.

Reference:
Morales, M. P. E. (2012). Development and Validation of a concept test in introductory physics for
biology students. The Manila Journal of Science, 7(2), 26-44.
_____5. Why do you believe appreciating the elegance of Newton's laws of motion is
important?
a) Because it has no practical applications in the real world.
b) Because it fosters curiosity about the natural world and its underlying principles.
c) Because it only benefits physicists.
d) Because it is unrelated to technological advancements.

_____6. Why is understanding Newton's laws of motion significant for advancements in

science and engineering?
a) Because it helps improve athletic performance.
b) Because it enhances artistic creativity.
c) Because it forms the foundation for understanding how objects move in the physical
world.
d) Because it primarily benefits the field of psychology.
_____7. If you double the mass of an object and apply the same force to it, how will its
acceleration change, according to Newton's Second Law?
a. The acceleration will double.
b. The acceleration will halve.
c. The acceleration will remain the same.
d. The acceleration will quadruple.

_____8. What happens to the gravitational force between two objects if the distance
between them is doubled?
a. The gravitational force doubles.
b. The gravitational force quadruples.
c. The gravitational force is halved.
d. The gravitational force is reduced to one-fourth.

Reference:
Morales, M. P. E. (2012). Development and Validation of a concept test in introductory physics for
biology students. The Manila Journal of Science, 7(2), 26-44.
_____9. When a rocket launches into space, the force of the rocket engines expelling
exhaust gases downward is best explained by which of Newton's laws?
a. Newton's First Law
b. Newton's Second Law
c. Newton's Third Law
d. Newton's Fourth Law

______10. In a tug-of-war, if one team exerts a force of 500 N to the left, and the other
team exerts a force of 700 N to the right, what is the net force acting on the rope?
a. 200 N to the left
b. 200 N to the right
c. 500 N to the left
d. 700 N to the right

Reference:
Morales, M. P. E. (2012). Development and Validation of a concept test in introductory physics for
biology students. The Manila Journal of Science, 7(2), 26-44.
 EVALUATION CHECKLIST

Dear Evaluator:

This checklist (Morales, 2003) is intended for use by test evaluators to determine the extent of
content validity of the test. It aims to help in the development of a valid multiple-choice type of test in
Physics. Please tick on the appropriate scale.

5 - Strongly Agree
4 - Agree
3 - Undecided
2 - Disagree
1 - Strongly Disagree

Criteria 5 4 3 2 1
1. The items are constructed to assess single written objectives. /
2. Each item is based on a specific problem stated clearly in the stem. /
3. The items include as much as possible information in the stem, but /
do not include irrelevant materials.
4. In general, the stem of the items is stated in positive form. /
5. The alternatives are stated or worded clearly and concisely. /
6. The alternatives of the items are kept mutually exclusive. /
7. Homogenous alternatives in terms of content are included in the /
items.
8. The alternatives are free from clues as to which response is correct. /
9. The grammar of each alternative is consistent with the stem. /
10. The alternatives are kept in parallel form. /
11. As much as possible the alternatives are kept at similar length. /
12. Verbatim and textbook phrasing is avoided in stating the stem and /
the alternatives.
13. There is a general avoidance of inclusion of specific determiners /
and key terms.

Reference:
Morales, M. P. E. (2012). Development and Validation of a concept test in introductory physics for
biology students. The Manila Journal of Science, 7(2), 26-44.
 14. Almost all the alternatives in each of the items are plausible. /
15. In general, “all of the above” and “none of the above” are avoided /
as alternatives.
16. Each item includes one and only one correct or clearly best answer /
in each item.
17. The answer in each of the alternative positions approximately has /
an equal number of times, in a random order.
18. Lay-out and format of the items are clear and in a consistent /
manner.
19. Proper use of grammar, punctuation, and spelling is observed. /
20. In general, unnecessary difficult vocabulary is avoided. /
General comments on the revision:
_____________________________________________________________________________________
_____________________________________________________________________________________

Reviewer Information:
Reviewer Name:
Reviewer Title/Position:
Years in Service:
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Evaluator
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Reference:
Morales, M. P. E. (2012). Development and Validation of a concept test in introductory physics for
biology students. The Manila Journal of Science, 7(2), 26-44.
Reference:
Morales, M. P. E. (2012). Development and Validation of a concept test in introductory physics for
biology students. The Manila Journal of Science, 7(2), 26-44.