Science
Quarter 1_Week2
Laws of Interaction
Learner’s Activity Sheet
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UNIT 1 LAW OF INTERACTION
Week 2
CONTENT STANDARDS:
The learners demonstrate understanding of Newton’s three laws of motion.
PERFORMANCE STANDARD:
The learners should be able to develop a written plan and implement a “Newton’s
Olympics”.
MOST ESSENTIAL LEARNING COMPETENCY:
Infer that when a body exerts a force on another, an equal amount of force is exerted back on it.
S8FE-Ib-16
Overview
Newton’s first two laws of motion explain how the motion of a single object changes. If the forces
acting on the object are balanced, the object will remain at rest or stay in motion with constant velocity. If
the forces are unbalanced, the object will accelerate in the direction of the net force. Newton’s second law
tells how to calculate the acceleration, or change in motion, of an object if the net force acting on it is
known.
In the simplest sense, a force is a push or a pull. However, Newton realized that a force is not a
thing in itself but part of mutual action, an interaction, between one thing and another.
According to Newton’s third law of motion, “forces
always act in equal but opposite pairs.” Another way of saying
this is “for every action, there is an equal but opposite
reaction”. Collisions are governed by Newton's laws. The law
of action-reaction (Newton's third law) explains the nature of
the forces between the two interacting objects. According to
the law, the force exerted by object 1 upon object 2 is equal in
magnitude and opposite in direction to the force exerted by
object 2 upon object 1. For example, consider the interaction
between a hammer and a nail. A hammer exerts a force on the
Fig. 1 Newton’s Third Law
Source: https://www.centergrove.k12.in.us nail and drives it into a board. But this is not the only force
present for there must also be
Figure 1: The car jack is pushing up on the car with
the same amount of force with which the car is a force exerted on the
pushing down on the jack. Identify the other force hammer to stop it in the
acting on the car.
process. What exerts this
force? The nail does.
Newton reasoned that while the hammer exerts a force on the nail, the nail
exerts a force on the hammer. So, in the interaction between the hammer
and the nail, there is a pair of forces, one acting on the nail and the other
acting on the hammer.
2|P age
UNIT 1 LAW OF INTERACTION
Week 2
ACTIVITY 2.1
NAME: ________________________________________ GRADE & SECTION: _________________________
SUBJECT TEACHER: ___________________________ DATE: ______________________________________
TITLE OF THE ACTIVITY: Forces in Pairs (Newton's Third Law of Motion LC CODE: S8FE-Ia-16.1.1
For the learner:
This worksheet contains activities about the Newton’s Third Law of Motion. You may answer
directly to this activity sheets and make sure to follow the directions stated in each part of the
activity. Answer all questions the best that you can and please write legibly.
For the parents:
Learners may require your guidance in following the directions and answering the questions in
each part of the activity. Make sure that they answer each part of the worksheet.
ACTIVITY 1: FORCES IN PAIRS (NEWTON'S THIRD LAW OF MOTION)
OBJECTIVE/S
• Identify the action-reaction pair of forces in physical interaction.
WHAT I NEED (MATERIALS)
▪ Worksheet
▪ Pen
WHAT TO DO (PROCEDURE)
PART A: Directions: For each stated action force, identify the reaction force (Write your
answer on the space below of each picture).
___________ _________________ _______________
PART B: Identify by words the action-reaction force pairs in each of the following diagrams.
3|P age
UNIT 1 LAW OF INTERACTION
Week 2
Guide Questions:
Answer the following questions by applying the concepts of Newton’s third law of motion.
1. When a heavy football player and a light one run into each other, who exerts more force? Why?
__________________________________________________________________________
2. A bus hits a bug and the bug splatters on the windshield, which force is greater? Why?
` __________________________________________________________________________
3. What is the Newton's third law of motion? State it.
__________________________________________________________________________
ACTIVITY 2.2
NAME: ________________________________________ GRADE & SECTION: _______________________
SUBJECT TEACHER: ___________________________ DATE: ____________________________________
TITLE OF THE ACTIVITY: Act and React! (Newton’s Law Of Interaction) LC CODE: S8FE-Ia-15.2
For the learner:
This worksheet contains activities about real life illustrations in which the 3rd law of motion can be
depicted. You may answer directly to this activity sheets and make sure to follow the directions stated in each part
of the activity. Answer all questions the best that you can and please write legibly.
For the parents:
Learners may require your guidance in following the directions and answering the questions in each part of
the activity. Make sure that they answer each part of the worksheet.
ACTIVITY 2 – ACT AND REACT! (NEWTON’S LAW OF INTERACTION)
INTRODUCTION:
If you have ever stubbed your toe, you have noticed that although your toe initiates the impact, the surface
that you stub it on exerts a force back on your toe. Although the first thought that crosses your mind is probably
“ouch, that hurt” rather than “this is a great example of Newton’s third law,” both statements are true.
This is exactly what happens whenever one object exerts a force on another—each object experiences a
force that is the same strength as the force acting on the other object but that acts in the opposite direction. Everyday
experiences, such as stubbing a toe or throwing a ball, are all perfect examples of Newton’s third law in action.
OBJECTIVE/S
• Identify action-reaction force in different life-scenarios.
• Cite real life situations in which the 3rd law of motion can be experienced/applied.
4|P age
UNIT 1 LAW OF INTERACTION
Week 2
WHAT I NEED (MATERIALS)
• worksheet
• pen and paper
WHAT TO DO (PROCEDURE)
1. In the example below, the action-reaction pair of forces is shown by the arrows (vectors),
and the action-reaction described in words. Study the pictures from letters (a) to (g) and
state the reaction to the given action. Then make an example in letter (h).
Example:
Fist hits wall.
Wall hits fist.
Your turn...
Head bumps ball. Hand touches nose. Bat hits ball.
a) _____________ b) _____________ c) _____________
Draw and write your own
example:
________________________
________________________
________________________
Windshield hits bug.
h) _______________________
d) ___________________ ______________________
______________________
_____
5|P age
UNIT 1 LAW OF INTERACTION
Week 2
2. Study the force pairs in the diagram below, then answer the following questions.
The launching of a space shuttle is a spectacular example of
Newton’s third law. Three rocket engines supply the force,
called thrust, that lifts the rocket. When the rocket fuel is
ignited, a hot gas is produced. As the gas molecules collide
with the inside engine walls, the walls exert a force that
pushes them out of the bottom of the engine as shown in the
diagram.
a. What is the direction of action force in the diagram?
______________________________________________________________
b. What is the direction of reaction force in the diagram?
______________________________________________________________
c. If the forces are equal and opposite why does the rocket ship move?
______________________________________________________________
GENERALIZATION
Write down in the box what you have learned from the lessons this week.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
6|P age
UNIT 1 LAW OF INTERACTION
Week 2
APPLICATION:
A. ANSWER THE FOLLOWING QUESTIONS.
1. You and a friend are pulling on a rope in opposite directions as hard as you can. What is the "action-
reaction pair of forces" to the force of your hand pulling on the rope described by Newton's Third
Law?
_______________________________________________________________
_______________________________________________________________
2. When you walk, your feet push against the ground. At the same time, the ground pushes
against your feet. Which is the action force? Which is the reaction force?
_______________________________________________________________
_______________________________________________________________
3. When a kickboxer got kicked in the face, what is the interaction pair?
_______________________________________________________________
_______________________________________________________________
B. Cite 5 real life situations you have encountered in which the 3rd law of motion can be
applied, identify the action-reaction pair of forces.
Real Life Situation
Action Reaction
encountered
1.
2.
3.
4.
5.
ENRICHMENT: NEWTON’S LAWS OF MOTION
Instruction: The learner will do an activity or task from choosing one (1) from the options below for
further understanding of the lesson.
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 three paragraphs 10 sentences
- Should be typed unless adding illustrations or some creative element that must be hand-written
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UNIT 1 LAW OF INTERACTION
Week 2
Option 2:
- 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
Option 3:
- 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
Grading Rubric
Unsatisfactory Needs Improvement Satisfactory Exemplary
1 point 2 points 3 points 4 points
Newton’s First Law is
Newton’s First Law is explained correctly. At least
This section is incomplete explained correctly. At least two examples are included to
Explanation of
This section is or does not correctly one example is included to support the student’s
Newton’s First
absent. address the prompt. No support the student’s explanation. The argument is
Law
examples are provided explanation. The argument is clear, concise, and coherent. It
clear and coherent. is evident that the student has
gained mastery of the subject.
Newton’s Second Law is
Newton’s Second Law is explained correctly. At least
This section is incomplete explained correctly. At least two examples are included to
Explanation of
This section is or does not correctly one example is included to support the student’s
Newton’s
absent. address the prompt. No support the student’s explanation. The argument is
Second Law
examples are provided explanation. The argument is clear, concise, and coherent. It
clear and coherent. is evident that the student has
gained mastery of the subject.
Newton’s Third Law is
Newton’s Third Law is explained correctly. At least
This section is incomplete explained correctly. At least two examples are included to
Explanation of
This section is or does not correctly one example is included to support the student’s
Newton’s
absent. address the prompt. No support the student’s explanation. The argument is
Third Law
examples are provided explanation. The argument is clear, concise, and coherent. It
clear and coherent. is evident that the student has
gained mastery of the subject.
8|P age
UNIT 1 LAW OF INTERACTION
Week 2
Unsatisfactory Needs Improvement Satisfactory Exemplary
1 point 2 points 3 points 4 points
The point is correctly
addressed. The argument is
Explanation of
This section is incomplete The point is correctly clear, concise, and coherent
why Newton’s This section is
or does not correctly addressed. The argument is and uses evidence the student
Laws are absent.
address the prompt. clear and coherent. has gathered as support. It is
Important
evident that the student has
mastered the topic.
No response is
submitted or the The response is The response is complete,
submitted incomplete; it does not The response is complete, coherent, and thoughtful. It is
Overall Quality
response is demonstrate thought or coherent, and thoughtful. evident that the student has
incoherent or mastery of the topic achieved mastery of the topic.
illegible.
Total
SUMMARY:
• According to Newton’s third law of motion, when one object exerts a force on another object, the
second object exerts the same size force on the first object in opposite direction.
• Either force is an action-reaction force pair can be the action force or the reaction force.
• Action and reaction force pairs don’t cancel because they are exerted on different objects.
• Action and reaction forces always come in pairs.
• Action and reaction forces act on two different bodies.
• Action and reaction forces have the same line of action.
• When action and reaction forces are exerted by two objects, the accelerations of the objects
depend on the masses of the objects.
9|P age
UNIT 1 LAW OF INTERACTION
Week 2
REFERENCES
• https://cnx.org/contents/[email protected]:vVsMJHUS@2/Newton-s-Third-Law-of-
Motion.
• Ackroyd, James, Mark Anderson, Carmen Berg, and Brian Martin. 2009. Physics. Alberta:
Pearson Canada Inc.
• Knight, Randall. 2013. Physics for scientists and engineers : a strategic approach. Illinois:
Pearson Education, Inc.
• Campo, Pia, Chavez, May, Catalan, Maria Helen, Catris, Leticia, Ferido, Marlene,
Fontanilla, Ian Kendrich, Gutierrez, Jacqueline Rose, Jusayan, Shirley R., Mantala,
Michael Anthony B., Maramag, Cerilina M., Morales Marie Paz E. et al. 2013. Science
Grade 8 Learner's Module. Pasig City: Department of Education.
• Serway, Raymond, and Jerry Faughn . 2006. Physics. Austin, Texas: Holt, Rinehart and
Winston.
• Hewitt, Paul G. 2010. Conceptual Physics. Peason Canada Inc.
• The Physics Classroom Tutorial, Newton's Laws of Motion Chapter, Lesson 4
http://www.physicsclassroom.com/class/newtlaws/Lesson-4/Newton-s-Third-Law
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