Activity 1.

Newton’s First Law of Motion

A.Learning Objectives:
At the end of the lesson, the learners are expected to
1. define the concept of inertia and Newton’s First Law of
motion.
2. apply the concept of inertia to problems from daily life.
3. appreciate the importance of Newton’s first law of motion in real-life-
situations.

B.Modeling (Concepts to Teach)

*Newton’s First Law of Motion states that objects at rest tend to stay at rest and objects in
motion tend to stay in motion unless an outside (or unbalanced) force acts on the object. This
is referred to as inertia.

*Inertia is an object’s resistance to change in motion. Another way to put this is “objects
tend to keep doing what they are already doing” unless acted upon by an outside force (or
unbalanced force).

*This explains why passenger shift forward when a bus comes to a sudden stop. Initially,
both the passenger and the bus are moving forward. When the bus suddenly stops, only the
bus stops but the passenger continue to move forward.

*What about when a bus at rest suddenly moves? When the bus is set into motion, only the
bus moves forward while the passengers remain at rest and are pulled back into their seat.
Mass: A measure of Inertia

*Mass is the measure of an object’s inertia. Mass and inertia are directly proportional. The
more mass an object has, the more inertia it has, and the less mass an object has, the less
inertia it has.

Example 1:
*if an object like an elephant sits in a wagon and an object like a mouse sits in another
wagon, the elephant wagon will need more net force to set it into motion from rest (accelerate
it) than the mouse wagon.

*Once the elephant wagon is in motion, it will require more net force to slow it down
(decelerate it) than the mouse wagon.

Check Your Understanding

Explain in terms of law of inertia why or how the following happened:

1. To dislodge ketchup from the bottom of a ketchup bottle, it is often turned upside down
and thrusted downward at high speeds and then abruptly halted.
2. A small coin is put on a card and placed over the mouth of a glass. When the card is
flicked away with the finger horizontally, the coin drops neatly into the glass.

3. Two bricks are resting on edge of the lab table. Marie spots the two bricks and becomes
curious to know which of the two bricks is most massive. Since she is vertically challenged,
she is unable to reach high enough and lift the bricks; she can however reach high enough to
give the bricks a push. Discuss how the process of pushing the bricks will allow Marie to
determine which of the two bricks is most massive.

Activity 1.2
Newton’s Second Law of Motion
Learning Objectives:
At the end of the lesson, the learners should be able to:
1. explain Newton’s Second Law of Motion.
2. describe what causes an object to accelerate.
3. use Newton’s Second Law equation, Force = mass x acceleration
(F = m x a), to solve word problems.

Modeling (Concepts to Teach)

*Newton’s Second Law of Motion states that the acceleration produced by a net force on an
object is directly proportional to the magnitude of the net force, is in the same direction as the
net force, and is inversely proportional to the mass of the body.

a = _F_
m
a = acceleration; unit used is m/s2 or m/s/s
F =net force acting on the body; unit used is (Newton)
m = mass of the object; unit used is kilogram (kg)

Rearranging,

F=mxa

*As the force acting upon an object is increased, the acceleration of the object is increased.
As the mass of an object is increased, the acceleration of the object is decreased.

Example 1
*A cargo-truck is a good example of a massive vehicle. In order to change its motion (start it
to move or stop it from moving), a large net force must be
applied.

*A go-kart is a good example of a less massive vehicle. In order to change its motion, only a
small net force must be applied.

Example 2
*If you use the same force to push a truck and push a car, the car will have more acceleration
than the truck, because the car has less mass.

Example3
*It is easier to push an empty shopping cart than a full one, because the full shopping cart has
more mass than the empty one.

Check Your Understanding

Instruction:
Solve the following problems using the equation given in the Concept
Teaching. Show your solution.

1. A 63.0-kg sprinter starts a race with an acceleration of 4.20 m/s2. What is the net external
force on him?

2. If the sprinter from the previous problem accelerates at that rate for 20 m/s2, and then
maintains that velocity for the remainder of the 100-m dash, what will be his time for the
race?

3. A net force of 15 N is exerted on an encyclopedia to cause it to accelerate at a rate of 5

m/s2. Determine the mass of the encyclopedia.

4. Suppose that a sled is accelerating at a rate of 2 m/s2. If the net force is tripled and the mass
is doubled, then what is the new acceleration of the sled?

5. Suppose that a sled is accelerating at a rate of 2 m/s2. If the net force is tripled and the mass
is halved, then what is the new acceleration of the sled?

6. Consider a head-on collision between a car with a mass of 2000 kilograms and one with a
mass of 1000 kilograms.
Assuming they are both traveling at the same speed – albeit in opposing directions, which car
will produce a greater damage on the other? Explain your answer in terms of Newton’s
second law of motion.

Activity 1.3

Newton’s Third Law of Motion

Learning objectives:
1. explain Newton’s third law of motion.
2. identify the action-reaction force pairs for any physical interaction.
3. appreciate the important application of Newton’s third law of motion in real-life situations.

Modeling (Concepts to Teach)-3rd law of motion

*Newton’s Third Law of Motion states that for every action force there is an equal, but
opposite reaction force.

*Forces always exist in pairs. These are called action-reaction force pairs. Whenever two
objects interact they exert a force on each other. These forces are equal in magnitude, but
opposite in direction.

Action-Reaction Force Pairs

Example 1: While walking, a person pushes the ground in the backward direction, and the
ground in return pushes the person in the forward direction, thus making him/her walk.

Action force: You push the ground in the backward direction.

Reaction force: The ground pushes the person in the forward direction.

Example 2: A rocket is basically a controlled explosion. As the rocket fuel burns, it quickly
expands outwards in every direction, including against the rocket itself.

Action: The expanding gas particles push against the rocket.

Reaction: The rocket pushes against the expanding gas particles.
Check Your Understanding

Direction: Identify the action – reaction force pair in the following situations:

1.A swimmer pushes the water backward by his/her hands and in return the water pushes the
swimmer forwards, thus enabling him to go forward during swimming.

Action force:
Reaction force:

2. While Rowing a boat, when you want to move forward on a boat, you paddle by pushing
the water backwards, causing you to move forward.

Action force:
Reaction force:

3. A bird while flying pushes the air downwards with the help of its wings. The air pushes the
bird upwards.
Action force:
Reaction force:

4. If a man jumps out from a boat, the boat moves backward. Explain using Newton’s third
law of motion. Identify the action-reaction pair in this situation.

Explanation:

Action force:
Reaction force:
TOPIC: NEWTON’S FIRST LAW OF MOTION • • • •
LEARNING OBJECTIVES • • • • • At the end of the lessons, students will be able to
*Understand and define the concept of inertia and Newton’s First Law of motion.
*Identify situations from daily life that they can explain with the help of this law.
*Analyze situations and apply the concept of inertia to problems from daily life.
*Design and demonstrate an activity to demonstrate Newton’s First Law of motion.
*Test the design.
. Modeling (Concepts to Teach)
Isaac Newton (a 17th century scientist) put forth a variety of laws that explain why objects
move (or don’t move) as they do. These three laws have become known as Newton’s Three
Laws of Motion. Newton’s First Law of Motion states that objects at rest tend to stay at rest
and objects in motion tend to stay in motion unless a net force acts on the object. This is
referred to as inertia. Inertia is an object’s resistance to changes in motion. Another way to
put this is “objects tend to keep doing what they are already doing” unless acted upon by a
net force. This explains why a person shifts forward when a car comes to a sudden stop. Even
though the car is coming to a stop due to an unbalanced force working on it, there is no such
force acting on the rider in the car. Without a net force acting on the rider, the rider continues
to do what he/she was already doing (moving forward) until a net force acts upon him/her.
This net force would be provided by a seat belt, which eventually brings them to a stop, too.
What about when the car is at rest and then a net force acts on it? The car is set into motion,
but there was no net force applied to the rider, so the rider stays at rest and is pulled back into
his/her seat. The more mass an object has, the more inertia it has. For example, if an object
like an elephant sits in a wagon and an object like a mouse sits in another wagon, the elephant
wagon will need more net force to set it into motion from rest (accelerate it) than the mouse
wagon. Once the elephant wagon is in motion, it will require more net force to slow it down
(decelerate it) than the mouse wagon. Mass and inertia are directly proportional. The more
mass an object has, the more inertia it has, and the less mass an object has, the less inertia it
has.

Check Your Understanding

Explain the following using Newton’s law of inertia.

NEWTON’S SECOND LAW OF MOTION

Performance Objectives

By the end of this lesson, students will be able to:

• Explain Newton’s Second Law of Motion.

• Describe what causes an object to accelerate.

• Use Newton’s Second Law equation, Force = mass x acceleration

(F = m x a), to solve word problems.

• Understand F = m x a can be used to solve for a (a = F ÷ m). Use this

equation to find acceleration in word problems

II. Modeling (Concepts to Teach)

Newton’s Second Law of Motion states that the acceleration produced by a net force on an object is
directly

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

proportional to the mass of the body. This means that whatever alteration is made to the net force,
the same

change will occur with the acceleration. Double, triple, or quadruple the net force, and the
acceleration will do the

same. On the other hand, whatever alteration is made of the mass, the opposite or inverse change
will occur with

the acceleration. Double, triple or quadruple the mass, and the acceleration will be one-half, one-
third or onefourth its original value. If both the net force and the mass are both doubled, then the
acceleration will be

unchanged.

Newton’s Second Law: http://www.youtube.com/watch?v=nO7XeYPi2FU

a = Fnet ÷ m

or

Fnet = m x a

A semi-truck is a good example of a massive vehicle. In order to change its motion, a large net force
must be

applied. A go-kart is a good example of a less massive vehicle. In order to change its motion, only a
small net

force must be applied. This explains the need for “Runaway Ramps” on mountainous roads. Large
vehicles have
a hard time slowing down and need alternatives to change their motion.