Name:_________________________________ Grade & Sec.

:__________ Score:_______
Teacher:________________________________ Date:_________________ Rating:________

Activity 1
Forces on objects at rest
Objectives:
 After performing this activity, you should be able to identify the forces
acting on an object at rest.

Materials:
pen pair of scissors
string book

Procedure
Situation 1
1. Hang a pen by a piece of string as shown in Figure 3a.
Q1. Is the pen at rest or in motion?

Q2. Are there forces acting on the pen? If yes, draw the
forces. You may use arrows to represent these forces.

2. Cut the string with a pair of scissors.

Q3. What happens to the pen? What could have caused the
pen’s motion?

Situation 2
1. Place a book on top of a table as shown in Figure 3b.
Q4. Is the book at rest or in motion?

Q5. Are there forces acting on the book? If yes, draw the
forces acting on the book.

2. Let one member of your group push the book in one

direction and another member push it in the opposite
direction at the same time with the same amount of
push (force).
Q6. Did the book move? How will you make the book
move?

Conclusion:
Name:_________________________________ Grade & Sec.:__________ Score:_______
Teacher:________________________________ Date:_________________ Rating:________

Activity 2
Balance of forces
Objectives:
After performing this activity, you should be able to:
1. examine the conditions when two forces balance, and
2. explain the effect of balanced forces on the state of motion of an object.

Materials:
4 sets spring balance
1 piece of sturdy cardboard
Threads

Procedure:
1. Bore four holes around the cardboard as shown
in Fig. 4. Label the holes A, B, C, and D.
2. Attach threads to the holes.
3. Attach a spring balance to thread A and
another one to thread D. Hold the cardboard to
keep it still. Pull the balances along the same line
such that when released, the cardboard remains at
rest.
4. When the cardboard is at rest, examine the magnitudes and directions of the two
forces by reading the spring balance.
5. Draw the line of action of the forces acting on the cardboard. Extend the lines
until they intersect. Mark the point of intersection and draw arrows starting at this
point to represent the forces acting on the cardboard.
6. Repeat steps 3 to 5 for pair B and C.

Q7. When the cardboard is at rest, how do the magnitudes and directions of the
pair of forces acting on it compare?

7. Now here is a challenge. Find out the directions of all the forces such that when
all the threads were pulled with the same amount, the cardboard will not move
or rotate when released.

Q8. If you draw the lines of action of all the forces acting on the board and extend the
lines, what will you get?

Conclusion:
Name:_________________________________ Grade & Sec.:__________ Score:_________
Teacher:________________________________ Date:_________________ Rating:________

Activity 3
Investigating inertia
Objective:
 At the end of this activity, you should be able to demonstrate Newton’s
first law of motion.

Materials:
empty glass 5-peso coins (5 pcs or more)
cardboard plastic ruler
1 peso coin

Procedure:
Coin Drop
1. Arrange the setup as shown in Figure 7.
2. Slowly pull the cardboard with your hand and
observe what happens.
3. Arrange again the setup as shown. This time,
quickly flip the cardboard with your finger.
Observe again what happens.

Q9. What happens when you slowly pulled the cardboard? Explain.

Q10. What happens when you flipped the cardboard? Explain.

Stack of Coins
4. Stack the coins on a flat level surface.
5. Quickly hit the coin at the bottom with the edge of the ruler.

Q11. What happens when you hit the coin at the bottom? Why is this so?

Conclusion:
Name:_________________________________ Grade & Sec.:__________ Score:_________
Teacher:________________________________ Date:_________________ Rating:________

Activity 4
Force and acceleration
Objective:
 After this activity, you should be able to describe how the net force acting on an
object affects its acceleration.

Procedure:
Consider this situation below:
A group of students conducted an experiment to
determine the relationship between the force acting
on the object and its acceleration. They used
identical rubber bands to pull the cart as shown in
Figure 8. They varied the number of rubber bands
to vary the force acting on the cart. They started with
1 rubber band, then with 2, 3, and 4 rubber bands,
making sure that they stretched the rubber bands
to the same length every time they pull the cart. They used a ticker tape timer
to determine the acceleration of the cart. A ticker tape was connected to the cart such
that when the cart was pulled, the paper tape will be pulled through the timer. And as
the paper tape was pulled through the timer, small dots are formed on the tape.

Starting with the tape for 1 rubber band, they marked the first clear dot and every 6th
dot thereafter and cut the tape along these points (Figure 9). Then they pasted
the strips side by side in order on a graphing paper to produce the tape chart for F=1
unit. They did the same for the other tapes to produce tape charts for F=2 units, F=3
units, and F=4 units.

A. Tape chart analysis

1. Obtain from your teacher the copies of the tape charts produced by the
students for the 4 runs.
Q12. Compare the charts. What similarities and differences have you noticed
among them?

The length of strip in each chart represents the total distance travelled by the cart over a
time interval of 0.10 seconds. Recall that the total distance travelled over a unit
time gives the average velocity of the moving body, or speed when travelling in
straight line. Hence, each strip represents the average velocity of the cart over a time
interval of 0.10 seconds.
2. Examine the tape chart for F=1 unit.
Q13. What does the increase in the lengths of the strips suggest? What can you say
about the motion of the cart - is it moving in uniform motion or is it
accelerating? Is this also true with the other runs?

Q14. How do you compare the increase in length of the strips in F= 1 unit? What does
this tell you about the change in the velocity of the cart? Is this also true with the
other tape charts?

Q15. How do you compare the increase in length of the strips among the four tape
charts? Which tape chart shows the greatest increase in the length of the
strips? Which tape chart shows the least increase in the length of the strips?

3. Draw a line that passes through all the dots at the ends of the strips in F=1 unit.
Do the same for the other tape charts.
Q16. Describe the line formed. Does the same pattern exist for the other tape
charts?

B. Quantitative analysis

You can also use the tape chart to compute for the average velocity (vave),
change in velocity (∆v), and acceleration (a) of the cart for each run. Work only on the
tape chart assigned to your group. Other groups will be working on the other charts.
You may follow the simple instruction below.
4. Label each strip 1,2,3,4, and 5 as shown in Figure 10.

5. Compute for the average velocity of the cart over each time interval by
measuring the length of the strip and dividing it by the time covered to travel such
distance. Example, if the length of the strip is equal to 2.5 cm, then the average
velocity during that time interval will be
Q17. How do the values of vave compare? What does this tell you about the motion of
the cart?

6. Next, determine the difference in the average velocities of the cart between two
successive time intervals. Example, you can get the difference in vave between
strips 1 & 2, between strips 2 & 3, and so on.
Q18. How do the computed values of ∆v compare? What does this tell you about the
motion of the cart?

7. Recall that acceleration is defined as the change in velocity per unit of time. To get
the acceleration of the cart, divide your computed values of ∆v in step 6 by 0.10
seconds, the unit of time. Have at least three computed values of a.
Q19. How do your computed values of a compare?

8. Compute for the average acceleration aave..

9. Ask from the other groups the values of aave for the other tape charts. Record
them all in Table 1 below.

Q20. In this activity, the number of rubber bands represents the magnitude or
amount of the force acting on the cart. How is acceleration of the cart related to
the amount of force acting on it?

Conclusion:
Name:_________________________________ Grade & Sec.:__________ Score:_________
Teacher:________________________________ Date:_________________ Rating:________

Activity 5
Action-reaction
Objective:
In this activity, you should be able to state Newton’s Third Law of Motion.

Materials:
2 spring balances
String

Procedure:
1. Connect 2 spring balances with their hooks. Ask your partner to hold one end of the
balance while you hold the other end horizontally. Pull the spring balance
while your partner just holds the other end. Record the reading on each
balance.
Q21. What is the reading on your balance and that of your partner? What do
these values represent?

Q22. How do you compare the direction of your partner’s and your force?

2. Pull the spring balance harder. Be careful not to exceed the maximum reading on
the spring balance.
Q23. What is the reading on your balance and that of your partner?

Q24. How do you explain your observation?

3. Attach one end of your spring balance to the wall, while the other end is
connected to the second spring balance. Ask your partner to pull the spring balance.
Observe the reading on each balance.
Q25. What is the reading in each balance?

Q26. Compare the direction of the forces exerted on the two ends of the connected
spring balance.

Conclusion: