Senior High School

Physics:
Quarter 1: Module 5
Newton’s Law of Motion and Applications

Department of Education ● Republic of the Philippines

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Physics- Grade 12
Alternative Delivery Mode
Quarter 1 - Module 5: NEWTON’S LAW OF MOTION AND APPLICATION
First Edition, 2020

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 Table of Contents

What This Module is About .................................................................................................................. i

What I Need to Know ............................................................................................................................. ii
How to Learn from this Module .......................................................................................................... ii

What I Know ........................................................................................................................................... iii

First Quarter
Lesson 1: Newton’s Law of Motion
Pre-test…………………………………………………………………………………….5
What I Need to Know ........................................................................................................................ 6-7
What’s New: Guess What? ............................................................................................................. 8
What Is It: Learning Concepts
Law of Inertia …………………..………………………………………………………9-10
What’s More……………………………………………………………………………10-11
What Is It: Learning Concepts ……………………………………………………...11-14
Second Law of Motion
What’s More : ……………………………………………………………………….15-16
What’s New ……………………………………………………………………………17
What is It Learning Concepts:
Third Law of Motion …………………………………………………………………..18-19
What’s More: …………………………………………………………………………20-21
Lesson 2: Frictional Force
What I Need to Know :………………………………………………………………22
What’s New: …………………………………………………………………………….22
What is It: ………………………………………………………………………………..23
What’s More: …………………………………………………………………………..24
What I have Learned: …………………………………………………………………25-28
What I Can Do: Performance Task and Enrichment Activity………………………29-30

Summary ................................................................................................................................................. 31
Assessment: (Post-Test)..................................................................................................................... 32
Key to Answers ..................................................................................................................................... 33
Reference .............................................................................................................................................. 34

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 Module 1

Lesson Newton’s Law of Motion

What This Module is About

This module discusses how we transformed our teaching of the three laws of
motion formulated by Sir Isaac Newton and how these changes affected student
outcomes.

What I Need to Know

After going through this module, you are expected to:
 Apply Newton’s 1st law to obtain quantitative and qualitative conclusions about the
contact and noncontact forces acting on a body in equilibrium STEM_GP12N-Ie-33
 Apply Newton’s 2nd law and kinematics to obtain quantitative and qualitative
conclusions about the velocity and acceleration of one or more bodies, and the
contact and noncontact forces acting on one or more bodies STEM_GP12N-Ie-36.
 Identify action-reaction pairs STEM_GP12N-Id-31
 Solve problems using Newton’s Laws of motion in contexts such as, but not limited
to, ropes and pulleys, the design of mobile sculptures, transport of loads on conveyor
belts, force needed to move stalled vehicles, determination of safe driving speeds on
banked curved roads STEM_GP12N-Ie-38

How to Learn from this Module

In order to accomplish the learning competencies mentioned above, you are task to
do the following:
• Take your time reading the lessons carefully.
• Be sure to follow the instructions in the different series of activities provided.
•Answer all the given tests and exercises attentively.

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What I Know
MULTIPLE CHOICE: Choose the correct answer among the options.
1. Which of the following is always true about net force?
a. It causes motion
b. Its SI unit is newton
c. It makes the objects speed up
d. It is inversely proportional to acceleration
2. The acceleration due to gravity of Earth is _____________
a. 9.80 m2/s, downward
b. 9.80 km2/s, downward
c. 9.80 m/s, downward
d. 9.80 m/s2, downward
3. If your mass on Earth is 55kg, what is your mass on the moon?
a. 55kg c. 550 kg
b. 55 N d. 550 N
4. You are standing on a scale in an elevator. You notice that your weight is decreasing.
What can you conclude? The elevator is__________.
a. Accelerating upward
b. Moving at constant acceleration upward
c. Accelerating downward
d. Moving at constant acceleration downward
5. Which of the following statements is not one of Newton’s Laws on motion?
a. In the absence of an unbalanced force, an object moves at constant velocity
b. For any force there is always an equal but opposite reaction force.
c. The force and the acceleration of a body are towards the same direction.
d. What goes up must come down.
6. The seatbelt of your car protects you from your _______.

a. Acceleration c. mass b. Inertia d. velocity

7. Which of the following is not consistent with a car which is accelerating?

a. Moving with an increasing speed
b. Moving with a decreasing speed.
c. Moving with a high speed
d. Changing direction
8. Which of the following is not in equilibrium?
a. A crate stationary on an incline
b. A car climbing a hill at constant speed
c. A car turning a corner at constant speed
d. All examples show objects in equilibrium
9. If the force of gravity on balloon is 3,000N, and the lift force provided by the atmosphere
is
2,900N, in which direction is the net force acting?

a. Upward c. towards the east b. Downward d. there is no net force

10. If a horse pulls on a calesa at rest, the calesa pulls back equally as much on the horse.
Will the calesa be set into motion?
a. No, because the forces cancel each other.
b. Yes, because there is a net force acting on the calesa.
c. Yes, because there is a time delay between action and reaction.
d. Yes, because the horse’s pull on the calesa is larger than the calesa’s pull on the
e. horse.
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 NEWTONS LAW OF MOTION

What I need to know?

What is Motion?

Figure 1. Newton’s laws of motion describe the motion of the dolphin’s path.
(credit:Jin Jang)
What does it really mean to explain motion? Is it not that motion just takes
place? Motion draws our attention. Motion itself can be beautiful, causing us to
marvel at the forces needed to achieve spectacular motion, such as that of a dolphin
jumping out of the water, or a pole vaulted, or the flight of a bird, or the orbit of a
satellite. A body is said to be in motion ( or moving) when it is position changes
continuously with respect to a stationary object taken as reference point.The study of
motion is kinematics, but kinematics only describes the way objects move—their
velocity and their acceleration. Dynamics considers the forces that affect the motion
of moving objects and systems. Newton’s laws of motion are the foundation of
dynamics. These laws provide an example of the breadth and simplicity of principles
under which nature functions. They are also universal laws in that they apply to
similar situations on Earth as well as in space. Many things can be explained by the
use of actual observations and some are explained by simple common sense.

The laws were developed by Sir Isaac Newton in the late 1600s. You’ll learn about
Newton’s laws of motion in this chapter and how and why objects move as they do.

Isaac Newton’s (1642–1727) laws of motion were just one part of the monumental
work that has made him legendary. The development of Newton’s laws marks the
transition from the Renaissance into the modern era. This transition was
characterized by a revolutionary change in the way people thought about the
physical universe. For many centuries natural philosophers had debated the nature
of the universe based largely on certain rules of logic with great weight given to the
thoughts of earlier classical philosophers such as Aristotle (384–322 BC). Among the
many great thinkers who contributed to this change were Newton and Galileo.

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Galileo also contributed to the formation of what is now called Newton’s first law of
motion. Newton made use of the work of his predecessors, which enabled him to
develop laws of motion, discover the law of gravity, invent calculus, and make great
contributions to the theories of light and color. It is amazing that many of these
developments were made with Newton working alone, without the benefit of the
usual interactions that take place among scientists today.

What’s new?

Guess what? ALPHABET ACTIVITY

Directions: UNSCRAMBLE WORDS. The following are words associated in the study of
the Laws of Motion. Analyze the following VOCABULARY WORDS to answer this
challenge and give the meaning of the word created. Answers must be written on a
sheet of paper.
1. rcefo ___ ____ r _____ _____
2. ntoenw n__ _w___ _____ _____
3. ireatin ___ ___ ___ ___ t I ____
4. asms __ a___ ____
5. gyvtrai ___r___ ____ ____ ____ y
6. eaccelrtaoni ___ ___ ____ e___ e ____a ____ ____ ____
7. rteeofcn ___ ___t __o___ ___ ___
8. csimdyan ___y___ ___m__ __ s

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9. nmioto ___ ___ ___ ___ o ___
10. gwieht ___ ___ i___ g___ t

What is it?

Newton’s first law of motion states that an object’s motion will not change
unless an unbalanced force acts on the object. If the object is at rest, it will stay at
rest. If the object is in motion, it will stay in motion and its velocity will remain the
same. In other words, neither the direction nor the speed of the object will change as
long as the net force acting on it is zero.

Newton’s first law of motion is also called the law of inertia. When it comes to laws of
motion, inertia is one of the greats. The word simply resist changes in motion. Objects
wants to stay in rest or motion unless an outside force causes a change. For example, if
you roll a ball, it will continue rolling unless friction or something else stops it by force

Different Examples are shown below:

Let’s look at another situation. Refer to for this

example. Why do we wear seat belts? Obviously,
they’re there to protect us from injury in case of a
car accident. If a car is traveling at 60 mph, the
driver is also traveling at 60 mph. When the car
suddenly stops, an external force is applied to the
car that causes it to slow down. But there is no
force acting on the driver, so the driver continues
to travel at 60 mph. The seat belt is there to
counteract this and act as that external force to
slow the driver down along with the car,
preventing them from being harmed.

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 Think about what happens when you are riding in a car that stops suddenly. Your
body moves forward on the seat. Why? The brakes stop the car but not your body, so your
body keeps moving forward because of inertia. That’s why it’s important to always wear a
seat belt. The car keeps changing direction, but the riders keep moving in the same direction
as before. They slide to the opposite side of the car as a result.

The amusement park ride pictured in figure above keeps changing direction
as it zooms back and forth. Each time it abruptly switches direction, the riders are
forced to the opposite side of the car. What force causes this to happen?

The inertia of an object depends on its mass. Objects with greater mass also have
greater inertia. Think how hard it would be to push a big box full of books, like the one in
Figure below. Then think how easy it would be to push the box if it was empty. The full
box is harder to move because it has greater mass and therefore greater inertia.

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 What’s More.

Directions: Fill in the appropriate words about the First Law of Motion.
1. Newton’s first law of motion is also known as the LAW of _________
2. Newton’s first law says that
a. An object is not moving ,or is at ___________________, will stay at
_________, and
b. An object that is moving will keep moving with a constant ___________
which means at the same ________________and in the same
___________ unless
c. An _______________________ force acts on that object.
3. What is Inertia?
4. What property of an object determines how much inertia it has?
5. Which of the following has more inertia?
a. Bowling ball or tennis ball
b. Hammer or feather

What is it?

Newton’s second law of motion is closely related to Newton’s first law of

motion. It mathematically states the cause and effect relationship between force and
changes in motion. Newton’s second law of motion is more quantitative and is used
extensively to calculate what happens in situations involving a force. Before we can
write down Newton’s second law as a simple equation giving the exact relationship
of force, mass, and acceleration, we need to sharpen some ideas that have already
been mentioned.

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 Another question immediately arises. What do we mean by an external force?
An intuitive notion of external is correct—an external force acts from outside the
system of interest. For example, in Figure 1 below (a) the system of interest is the
wagon plus the child in it. The two forces exerted by the other children are external
forces. An internal force acts between elements of the system. Again looking at
Figure 1 (a), the force the child in the wagon exerts to hang onto the wagon is an
internal force between elements of the system of interest. Only external forces affect
the motion of a system, according to Newton’s first law.

Figure 1. Different forces exerted on the same mass produce different accelerations.
(a) Two children push a wagon with a child in it. Arrows representing all external forces are
shown. The system of interest is the wagon and its rider. The weight w of the system and
the support of the ground N are also shown for completeness and are assumed to cancel.
The vector f represents the friction acting on the wagon, and it acts to the left, opposing the
motion of the wagon. (b) All of the external forces acting on the system add together to
produce a net force, Fnet.
The free-body diagram shows all of the forces acting on the system of interest. The dot represents the
center of mass of the system. Each force vector extends from this dot. Because there are two forces acting
to the right, we draw the vectors collinearly. (c) A larger net external force produces a larger acceleration
(a’>a) when an adult pushes the child. An unbalanced force acting on an object will cause an object to
accelerate in the direction of the force. The acceleration is directly proportional to the resultant force acting
on the object and inversely proportional to the object’s mass. If a group of forces act on an object of mass
m, the vector sum of these forces (ΣF)* causes the object to have acceleration a, given by.

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 a= F/m, or F = ma

The direction of a is in the direction of the resultant force.

Units for Newton’s Second Law

This proportionality states what we have said in words—acceleration is directly

proportional to the net external force. Once the system of interest is chosen, it is
important to identify the external forces and ignore the internal ones. It is a tremendous
simplification not to have to consider the numerous internal forces acting between
objects within the system, such as muscular forces within the child’s body, let alone the
myriad of forces between atoms in the objects, but by doing so, we can easily solve
some very complex problems with only minimal error due to our simplification

Now, it also seems reasonable that acceleration should be inversely proportional to

the mass of the system. In other words, the larger the mass (the inertia), the smaller
the acceleration produced by a given force.
The proportionality is written as a∝1m

Where m is the mass of the system. Experiments have shown that acceleration is
exactly inversely proportional to mass, just as it is exactly linearly proportional to the
net external force.

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Figure 2. The same force exerted on systems of different masses produces different
accelerations. (a) A basketball player pushes on a basketball to make a pass. (The
effect of gravity on the ball is ignored.) (b) The same player exerts an identical force on a
stalled SUV and produces a far smaller acceleration (even if friction is negligible).
(c) The free-body diagrams are identical, permitting direct comparison of the two
situations. A series of patterns for the free-body diagram will emerge as you do more
problems.

When using Newton’s Second Law the units of force, mass and acceleration must all
be from the same system of units.

 The unit of acceleration in the SI system is the meter/second2 (m/s2).


 The SI unit for mass is the kilogram (kg). One kg is a basic unit defined as
the mass of a solid platinum-iridium cylinder stored in a special vault in the
small town of Sevres near Paris, France.

 The SI unit of force is called the Newton (N). A medium-sized apple weighs 1
newton; it is a little less than one-fourth of a pound. The Newton is defined not
in terms of a basic standard but by using Newton’s Second Law. A force of 1
newton is an unbalanced forced that will cause a 1-kg mass to experience an
acceleration of 1m/s2.

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 Let’s try the following examples:

Example # 1.
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
Find: F net

Solution:

F net = ma
= (3.5 kg)(2.2 m/s2)
F net = 7.7 kg. m/s2 or 7.7 N, to the left

Example Problem #2
A soccer player starts at rest and accelerates forward, reaching a velocity of 8.00 m/s in
2.50 s. (a) What is her average acceleration? (b) What average force does the ground
exert forward on the runner so that she achieves this acceleration? The player’s mass is
70.0 kg, and air resistance is negligible.

Solution
a. We are given the initial and final velocities (zero and 8.00 m/s forward); thus, the change
in velocity is
v = 8.00 m/s .We are given the elapsed time, so Δt = 2.50 s. The unknown is acceleration,
which can be found from its definition:
a=ΔvΔt

Substituting the known values yields

a=8.00m/s2.50s=3.20m/s2

Substituting the known values of m and a gives

F net=ma
F net= (70.0kg)(3.20m/s2)=224N.(6.3.4)
b. This is a reasonable result: The acceleration is attainable for an athlete in good
condition. The force is about 50 pounds, a reasonable average force.

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 Example # 3
A5.00×105-kgrocket is accelerating straight up. Its engines produce1.250×107
N of thrust, and air resistance is4.50×106 N. What is the rocket’s acceleration?
Explicitly show how you follow the steps in the Problem-Solving Strategy for
Newton’s laws of motion.

Using free body diagram

F net=T−f−mg=ma, So that
a=T−f−mgm=1.250×107N−4.50×106N−
(5.00×105kg)(9.80m/s2)5.00×105kg=6.20m/s2

Find: Force
∑F=+F−w=ma so that F=ma+w =ma+ mg=m(a+g).

What’s More

A. Directions: Answer the following questions that relates to the second law of motion on a
separate sheet of paper
1. What is the SI unit of Force?
2. State the relationship between force, mass, and acceleration.
3. If the mass of the body increases, keeping the acceleration constant, what happens to
the net force?
4. For a constant mass. If acceleration decreases, what happens to net force?
5. If the rate of change of momentum is small, what will be the net resultant force?
6. If Mr John wants to move a 10 kg and 20 kg solid block from the rest, which block
needs more force?
7. Newton’s first law of motion is alternatively called as _________.

B. Directions: Supply the appropriate words that relates Second Law of Motion
1. Newton’s Second Law of Motion is also the LAW of ___________________.
2. Newton’s second law says that when an _____________________ force is applied
to a_______________, it causes it to ______________.
3. The greater the force is that is applied, the ____________ the acceleration.
4. The lesser the force that is applied, the _______________the acceleration.
5. If the same force is applied to an object with a large mass, it will have a
__________________.
6. If the same force is applied to an object with a small mass, it will have a
______________acceleration.

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 7. The equation that is used to solve second law problems is: F=ma
a. What do each of the variables mean?
F = ___________ m= _______________ a=_____________
8. What is the measurement must be used with each variable?
F = ___________ m= _______________ a=_____________

What’s New? Solve the following problems

1. What acceleration will result when a 12 N net force applied to a 3 kg object? A 6 kg

object?
2. How much force is needed to accelerate a 1000 kg car at a rate of 3 m/s2

3. If a 70 kg swimmer pushes of a pool wall with a force of 250 N, what is her

acceleration?

4. Find the mass of a football player who has 1250 N of force and has an acceleration
of 1.5 m/s2
5. How much acceleration is given to a 45kg child with a 0.75N push on a swing?
6. What is the mass of a car that its going 2m/s2 and then hits a tree with a force of 6000N

What is It

Study the pictures below. When they push against each other, it causes them
to move apart. The harder they push together, the farther apart they move. This is an
example of Newton’s third law of motion or simply the Action-Reaction.

Newton’s third law of motion states that every action has an equal and opposite
reaction. This means that forces always act in pairs. First an action occurs, such as the
skateboarders pushing together. Then a reaction occurs that is equal in strength to the
action but in the opposite direction. In the case of the skateboarders, they move apart,
and the distance they move depends on how hard they first pushed together.

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Another examples that Illustrates Action-Reaction

Consider a swimmer pushing off from the side of a pool, as illustrated .She
pushes against the pool wall with her feet and accelerates in the direction opposite to
that of her push. The wall has exerted an equal and opposite force back on the
swimmer. You might think that two equal and opposite forces would cancel, but they do
not because they act on different systems. In this case, there are two systems that we
could investigate: the swimmer or the wall. If we select the swimmer to be the system of
interest, as in the figure, then Fwall on feet is an external force on this system and
affects its motion. The swimmer moves in the direction of Fwall on feet. In contrast, the
force Ffeet on wall acts on the wall and not on our system of interest. Thus, Ffeet on wall
does not directly affect the motion of the system and does not cancel Fwall on feet .Note
that the swimmer pushes in the direction opposite to that in which she wishes to move.
The reaction to her push is thus in the desired direction.

Figure 1. When the swimmer exerts a force Ffeet on wall on the wall, she accelerates in
the direction opposite to that of her push. This means the net external force on her is
in the direction opposite to Ffeet on wall. This opposition occurs because, in accordance
with Newton’s third law of motion, the wall exerts a force Fwall on feet on her, equal in
magnitude but in the direction opposite to the one she exerts on it. The line around the
swimmer indicates the system of interest. Note that Ffeet on wall does not act on this
system (the swimmer) and, thus, does not cancel Fwall on feet. Thus the free-body

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diagram shows only Fwall on feet, w, the gravitational force, and BF, the buoyant
force of the water supporting the swimmer’s weight. The vertical forces w and BF
cancel since there is no vertical motion.

B. A physics professor pushes a cart of demonstration equipment to a lecture hall, as

seen in the figure Her mass is 65.0 kg, the cart’s is 12.0 kg, and the equipment’s is
7.0 kg. Calculate the acceleration produced when the professor exerts a backward
force of 150 N on the floor. All forces opposing the motion, such as friction on the
cart’s wheels and air resistance, total 24.0 N.

Figure 2. A professor pushes a cart of demonstration equipment. The lengths of the arrows
are proportional to the magnitudes of the forces (except for f, since it is too small to draw to
scale). Different questions are asked in each example; thus, the system of interest must be
defined differently for each. System 1 is appropriate for Example 2, since it asks for the
acceleration of the entire group of objects. Only Ffloor and f are external forces acting on
System 1 along the line of motion. All other forces either cancel or act on the outside world.
System 2 is chosen for this example so that Fprof will be an external force and enter into
Newton’s second law. Note that the free-body diagrams, which allow us to apply Newton’s
second law, vary with the system chosen.

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 What’s New : PICTURE ME OUT

Directions: Explain the action and reaction forces present in the following items
pictured.

1. PICTURE # The dolphins swimming The rocket flying up through the air
in the water

4. The hammer hitting the nail

3.The woman pushing the shopping cart

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 A fireman has to hold tightly to a fire hose Walking

What’s More?

Directions: Supply the appropriate words about Newton’s Third Law of Motion
1. Newton’s third law of motion is also known as the LAW of
__________________
2. Newton’s third law says that everytime there is an ______________________
force, there is also a ___________________force that is _____________ in
size and acts in the __________________direction.
3. Newton’s third law states that forces must always occur in _____________.
4. Listed below are ACTION forces. Tell the REACTION force
a. Your bottom pushing on your desk seat
b. A bat hitting a baseball
c. Your finger on your phone screen while texting.
d. It hurts when you slap a person

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 Lesson
THE FRICTION FORCE
2
What’s In

In the preceding lessons, you have learned that forces comes in pairs. When forces acts
on the same object such that the resulting force or net force is zero, an object may continue in its
state of rest or in its state of motion. This was clearly implied in Newton’s First Law. When the net
force of an object is not equal to zero, the object accelerates and its acceleration is given by
Newton’s Second Law. When pair of forces act on two different objects, with the same magnitude
but in opposite direction, net force will not cancel each other, that is, net force is not zero, instead
an interaction happens. This is implied in Newton’s Third Law.

In your junior high school science, you learned that forces can be considered as
contact or non contact forces. Contact forces result when two objects are in direct contact
(touching each other) or interacting with one another while non-contact forces act at a
distance. Contact forces may include tension, normal force, frictional force and fluid resistance
and non contact forces include gravitational force, electric force and magnetic force.

To visualized the different forces acting upon an object in a given situation a free-body
diagram is drawn showing the different force vectors.

What I Need to Know

In this lesson, our principal concern is friction, an important force in many aspects of our
daily life. There are two types of friction force, static and kinetic friction. Specifically, at the end of
this lesson, you are expected to differentiate the properties of static and kinetic friction.

What’s New
Activity 5.4.1. Let the Force Be with Thee?

Identify the contact forces exerted in the following situations. You may draw a free body
diagram to show the different forces acting on the object on the following situations.
1. Rolling a ball on a smooth pathway
2. Pushing that box of books on the table but didn’t move
3. Food n the table
4. Your sister standing in front of your door
5. A car slams on its brakes and skids to a stop
6. A face towel hanging on a wall

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 7. A bookmark in a book
8. A car park on the hillside
9. Pushing a loaded box across the floor
10. Your father pulling a heavy table

What Is It

As stated above, whenever two objects interact

by direct contact, contact forces are at play. Normal force
and friction force are contact forces. Normal force is
exerted by any surface on an object touching it. It is
always perpendicular to the surface, hence the name
“normal”. Friction force is the force exerted by a surface
as an object moves across it or makes an effort to move
across it. It is the parallel force to the surface, opposing
the applied force. To best illustrate the situation, see the
free body diagram sample on the right.

Friction force may be kinetic or static. Kinetic friction results when an object
slides across a surface. As an example, consider pushing a box across a floor. The floor
surface offers resistance to the movement of the box. We often say that the floor exerts a
friction force upon the box. This is an example of a kinetic friction force since it results from
the sliding motion of the box. If a car slams on its brakes and skids to a stop (without antilock
brakes), there is a kinetic friction force exerted upon the car tires by the roadway surface.
This friction force is also a sliding friction force because the car is sliding across the road
surface. In many cases the magnitude of the kinetic friction is approximately proportional to
the magnitude of the normal force, that is,

Fkinetic α Fnormal

Fkinetic = µkineticFnormal , where µkinetic is the coefficient of kinetic friction of some materials
See table 5.4.1 below.

The more slippery the surface, the smaller the coefficient of kinetic friction.

Friction forces can also exist when the two surfaces are not relatively moving against
each other. Such friction forces are referred to as static friction. Static friction results when the
surfaces of two objects are at rest relative to one another and a force exists on one of the objects
to set it into motion relative to the other object. If you try to push with 5-N of force on a large box
to move it across the floor, the box might remain in place because the floor exerts an equal and
opposite friction force on the box. A static friction force exists between the surfaces of the floor
and the box to prevent the box from being set into motion. The static friction force balances the
force that you exert on the box such that the stationary box remains at rest. When exerting 5 N of
applied force on the box, the static friction force has a magnitude of 5 N. Suppose that you were
to push with 25 N of force on the large box and the box were to still remain in place. Static friction
now has a magnitude of 25 N. Then suppose that you were to increase the force to 26 N and the
box finally “break loss” from its resting position and was set into motion across the floor. The box-
floor surfaces were able to provide up to 25 N of static friction force to match your applied force.
Yet the two surfaces were not able to provide

23
26 Newton of static friction force. The amount of static friction resulting from the adhesion of
any two surfaces has an upper limit. In a particular situation the magnitude of static friction
can be between zero and a maximum value, given in the equation below
Fstatic ≤ µstaticFnormal , where µstatic is the coefficient of static friction of some materials

The magnitude of static friction is zero when there is no other force parallel to the
surface. The coefficient of friction is unitless because it is the quotient of two force
magnitudes. Table 5.4.1 Coefficient of Friction
Materials Coefficient of Kinetic Coefficient of Static Friction
Friction (µkinetic ) (µstatic )
Steel on steel 0.57 0.74
Aluminum on steel 0.47 0.61
Copper on steel 0.36 0.53
Rubber on concrete (dry) 0.8 1.0
Rubber on concrete (wet) 0.25 0.3
Wood on wood 0.2 0.25-0.5
Glass on glass 0.4 0.94
Ice on ice 0.03 0.1
Very rough surfaces 1.5
Source:

What’s More

Activity 5.4.2. Let’s classify!

Using the given situations in Activity 5.4.1. classify whether the friction force
present is kinetic or static friction. On your journal notebook, write K for kinetic friction and S
for static friction. Give reasons for your answer.

1. Rolling a ball on a smooth pathway

2. Pushing that box of books on the table but didn’t move
3. Food n the table
4. Your sister standing in front of your door
5. A car slams on its brakes and skids to a stop
6. A face towel hanging on a wall
7. A bookmark in a book
8. A car park on the hillside
9. Pushing a loaded box across the floor
10. Your father pulling a heavy table

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Activity 5.4.3 Let’s Compare!

Using a Venn diagram, compare and

contrast kinetic friction from static friction. Write
your output in your journal notebook.

What I Can Do

Activity 5.4.4 Give me more!

Collect pictures depicting motions in everyday

life. Using foldables, arrange the pictures
according to its classification and caption it.
Make your output as creative as you can.

25
 What I Have Learned: Mind Map

NEWTON’S LAW of MOTION

SECOND LAW OF
FIRST LAW OF MOTION THIRD LAW OF MOTION
MOTION

Examples Examples Examples

26
Problem Solving: SOLVE PROBLEMS INVOLVING NEWTONS LAW OF MOTION

1. What Acceleration Can a Person Produce when Pushing a Lawn Mower?

2. Which has more mass: a kilogram of cotton balls or a kilogram of gold?

3. What Rocket Thrust Accelerates This Sled?

4. A 63.0-kg sprinter starts a race with an acceleration of4.20 m/s2.What is the net
external force on him?
5. A cleaner pushes a 4.50-kg laundry cart in such a way that the net external force
on it is 60.0 N. Calculate the magnitude of its acceleration.
6. A soccer player starts from rest and accelerates forward, reaching a velocity of
8.00 m/s in 2.50 s. (a) What was his average acceleration? (b) What average
force did he exert backward on the ground to achieve this acceleration? The
player’s mass is 70.0 kg, and air resistance is negligible.

27
C. Word Search

28
 What I can Do:

Newton’s Laws Performance Task with Rubrics: REVERSE THE WORLD

The learners can choose any of the following activities about Newton’s Law of
Motion
Option 1:
- Write a letter to Sir Isaac Newton.
- Explain each of his laws and how they impact your day-to-day life
(examples from your life)
- Explain why you think the laws are important to understand and why
they are still studied
- Should be at least five paragraphs
- Should be typed unless adding illustrations or some creative element
that must be hand-written

- Write a song explaining Newton’s Three Laws that is at LEAST three

minutes long
- Your explanation should include examples and a description of why the
laws are important to understand
- Song must be recorded – either in a video or a voice recording

- Create a poster explaining Newton’s Three Laws

- Should have drawings and captions to visually explain all three laws.
- Must include an explanation of why it’s important to understand these laws
- Illustrations must be creative and original

Unsatisfactory Needs Satisfactory Exemplary

0 points Improvement 2 points 3 points
1 point

Explanation of This section is This section is Newton’s First Newton’s First Law is
Newton’s First absent. incomplete or Law is explained correctly. At
Law does not explained least two examples
correctly correctly. At are included to
address the least one support the student’s
prompt. No example is explanation. The
examples are included to argument is clear,
provided support the concise, and coherent.
student’s It is evident that the
explanation. student has gained
The argument mastery of the subject.
is clear and
coherent.

Explanation of This section is This section is Newton’s Newton’s Second Law

Newton’s absent. incomplete or Second Law is is explained correctly.
Second Law does not explained At least two examples
correctly correctly. At are included to
address the least one support the student’s
prompt. No example is explanation. The
examples are included to argument is clear,
provided support the concise, and coherent.

29
 Unsatisfactory Needs Satisfactory Exemplary
0 points Improvement 2 points 3 points
1 point

student’s It is evident that the

explanation. student has gained
The argument mastery of the subject.
is clear and
coherent.

Explanation of This section is This section is Newton’s Third Newton’s Third Law is
Newton’s Third absent. incomplete or Law is explained correctly. At
Law does not explained least two examples
correctly correctly. At are included to
address the least one support the student’s
prompt. No example is explanation. The
examples are included to argument is clear,
provided support the concise, and coherent.
student’s It is evident that the
explanation. student has gained
The argument mastery of the subject.
is clear and
coherent.

Explanation of This section is This section is The point is The point is correctly
why Newton’s absent. incomplete or correctly addressed. The
Laws are does not addressed. argument is clear,
Important correctly The argument concise, and coherent
address the is clear and and uses evidence the
prompt. coherent. student has gathered
as support. It is
evident that the
student has mastered
the topic.

Overall Quality No response is The response is The response The response is

submitted or the incomplete; it is complete, complete, coherent,
submitted does not coherent, and and thoughtful. It is
response is demonstrate thoughtful. evident that the
incoherent or thought or student has achieved
illegible. mastery of the mastery of the topic.
topic

Total

30
SUMMARY

Car racing has grown in popularity in recent years. As each car moves in a curved path around
the turn, its wheels also spin rapidly. The wheels complete many revolutions while the car makes
only part of one (a circular arc). How can we describe the velocities, accelerations, and forces
involved? What force keeps a race car from spinning out, hitting the wall bordering the track?
What provides this force? Why is the track banked? We answer all of these questions in this
chapter as we expand our consideration of Newton’s laws of motion.

Newton’s three laws of motion are considered part of the fundamental laws of science.

The laws have found many applications in daily life, particularly in modern
technology. The first law is the basis of designing safety devices such as headrests
and seatbelts. Cars are equipped with headrests to prevent whiplash injuries during
rear –end collisions. Seatbelts are designed to hold a person steady in a seat of car,
airplane or other vehicles when the vehicle suddenly stops .Automatic inflating bags
also help reduce danger to passengers by preventing them from being slammed right
into the windshield.
The structural design of race cars is based on Newton’s second law. Race cars are
designed such that their mass is reduced by which Newton’s second law is directly
proportional to the net force but inversely proportional to the acceleration of the car.
The operation of rocket engines is based on the third law of motion. The action force
is provided by the burned fuel ejected from the combustion chamber. The downward
force or thrust produces an equal but opposite upward force the reaction). If the force
is strong enough to overcome the force of gravity, the rocket is accelerated upward.

ENRICHMENT ACTIVITY: Video files about Newton’s Law of

Motion

Laws on Motion
www.physicsclassroom.com
Seatbelts
http: // auto.howstuffworks.com
Seatbelts, Airbags, and Crumple Zones
www.trentyne.comdriventodrive

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Assessment (Post-test)

MULTIPLE CHOICE: Choose the correct answer among the options. And write the CAPITAL
Letter of the correct answer.
1. .Which of the following is always true about net force?
a. It causes motion
b. Its SI unit is newton
c. It makes the objects speed up
d. It is inversely proportional to acceleration
2. The acceleration due to gravity of Earth is _____________
a. 9.80 m2/s, downward
b. 9.80 km2/s, downward
c. 9.80 m/s, downward
d. 9.80 m/s2, downward
3. If your mass on Earth is 55kg, what is your mass on the moon?
a. 55kg c. 550 kg
b. 55 N d. 550 N
4. You are standing on a scale in an elevator. You notice that your weight is decreasing. What
can you conclude? The elevator is__________.
a. Accelerating upward
b. Moving at constant acceleration upward
c. Accelerating downward
d. Moving at constant acceleration downward
5. Which of the following statements is not one of Newton’s Laws on motion?
a. In the absence of an unbalanced force, an object moves at constant velocity
b. For any force there is always an equal but opposite reaction force.
c. The force and the acceleration of a body are towards the same direction.
d. What goes up must come down.
6. The seatbelt of your car protects you from your _______.

a. Acceleration c. mass b. Inertia d. velocity

7. Which of the following is not consistent with a car which is accelerating?

a. Moving with an increasing speed
b. Moving with a decreasing speed.
c. Moving with a high speed
d. Changing direction
8. Which of the following is not in equilibrium?
a. A crate stationary on an incline
b. A car climbing a hill at constant speed
c. A car turning a corner at constant speed
d. All examples show objects in equilibrium
9. If the force of gravity on balloon is 3,000N, and the lift force provided by the atmosphere is
2,900N, in which direction is the net force acting?
a. Upward c. towards the east
b. Downward d. there is no net force
10. If a horse pulls on a calesa at rest, the calesa pulls back equally as much on the horse. Will
the calesa be set into motion?
a. No, because the forces cancel each other.
b. Yes, because there is a net force acting on the calesa.
c. Yes, because there is a time delay between action and reaction.
d. Yes, because the horse’s pull on the calesa is larger than the calesa’s pull on
the horse.

32
 ANSWER KEY
PRETEST & POST TEST
1. B
2. D
3. A
4. D
5. D
6. B
7. C
8. D
9. B
10. B

UNSCRAMBLE WORDS

1. FORCE
2. NEWTON
3. INERTIA
4. MASS
5. GRAVITY
6. ACCELERATION
7. NET FORCE
8. DYNAMICS
9. MOTION
10. WEIGHT

NEWTON’S FIRST LAW OF MOTION

1. Inertia
2. A. At rest, at rest
B. Velocity, speed and distance
C. Outside
3. The resistance of any physical object to any change in its state of
motion 4. mass
5. Bowling ball, Hammer
NEWTONS SECOND LAW OF MOTION

A.
1. Newton
2. The relationship between force, mass, and acceleration is given by the formula F=ma.
3. If the mass of the body increases keeping the acceleration constant the net force increases
4. For a constant mass. If acceleration decreases, the net force also decreases
5. If the rate of change of momentum is small, the net resultant force will also be small
6. If Mr John wants to move a 10 kg and 20 kg solid block from the rest block with 20kg, he needs higher
force.
7. Newton’s first law of motion is alternatively called a law of inertia.

B.
1. Acceleration
2. Unbalanced, mass (object), accelerate
3. Greater
4. Lesser
5. Greater
6. F=ma
7. Force, mass
8. NEWTON, kg/ms2,
kg,
m/s2

33
NEWTONS THIRD LAW OF MOTION:
A.
1. ACTION –REACTION
2. Action, Reaction, Equal, Opposite
3. Pairs
4.
a. Seat pushing up your bottom
b. Baseball hitiing of the bat
c. Phone screen pushing back on your finger
d. Amount of force the face exerts on hand
B.

References:

Physics Laboratory Manual and Workbook

Bloomfield, Louis A. How Things Work: Physics of Everyday Life, 2nd ed. New York:
John Wiley and Sons, Inc. 2008

Griffifth, W. Thomas. The Physics of Everyday Phenomena: A Conceptual Introduction

to Physics, 2nd ed. New York: McGraw Hill Co., 1998.
Hewitt, Paul G. Conceptual Physics, 11th Edition.San Francisco: Pearson, 201

Samuel J. Ling (Truman State University), Jeff Sanny (Loyola Marymount University),
and Bill Moebs with many contributing authors. This work is licensed by Open Stax
University Physics under a Creative Commons Attribution License (by 4.0).

Websites

GED Testing Service – GED Science Item Sample (to get an idea of what the test may
be like) http://www.gedtestingservice.com/itemsamplerscience/  Assessment
Guide for Educators: A guide to the 2014 assessment content from GED Testing
Service:
http://www.riaepdc.org/Documents/ALALBAASSESSMENT%20GUIDE%20CHAPTE
R%203.pdf  Minnesota is getting ready for the 2014 GED test! – website with updated
information on the professional development in Minnesota regarding the 2014 GED.

Beverly Hernandez http//homecshooljourneys.com

www.physicsclassroom.com
http://abe.mpls.k12.mn.us/ged_2014_2
http://www.lhup.edu/scenario/demos.htm
https://www.physicsclassroom.com/class/newtlaws/Lesson-2/Types-of-Forces
https://www.physicsclassroom.com/class/newtlaws/Lesson-2/Drawing-Free-Body-
Diagrams

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