Republic of the Philippines

Commission on Higher Education

President Ramon Magsaysay State University (Main Campus)
Iba, Zambales

SCHOOL YEAR : 2021 - 2022 GRADE LEVEL : 8

TEACHER : Isabel M. Mertola LEARNING AREA : Science
TEACHING
: QUARTER : 1
DATE

I. OBJECTIVES
A. Content The learners demonstrate an understanding of Newton’s three laws of motion
Standards
B. Performance The learners should be able to perform an experiment in Newton’s three laws of motion
Standards
C. Learning Infer that when a body exerts a force on another, an equal amount of force is exerted
Competencies/ back on it. (S8ES-IIa-15)
Objectives Write the
LC code for each
D. Developmental Investigate the relationship between the amount of force applied and the mass of the
Levels object to the amount of change in the object’s motion
Infer that when a body exerts a force on another, an equal amount of force is exerted
back on it
Demonstrate how a body responds to changes in motion
II. CONTENT Newton’s Three Laws of Motion
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide p. 10-20
pages
2. Learner’s SLM- Quarter 1: Module 2 (p. 4-21)
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
5. Other Resources Laptop, Printed Materials, Video Presentation, toy car, clay, measuring tape, small
plastic cup, playing card and coin.
IV. PROCEDURES Teacher’s Activity Student’s Activity
PRELIMINARY Prayer
ACTIVITY (3 minutes) Please stand up and let us pray first. May I (One student leads the prayer)
call _______ to lead the prayer.

Greetings Good afternoon, Ma’am!

“Good afternoon, class!” Good afternoon, classmates!

Please pick up the pieces of candy wrappers (Students pick up pieces of wrapper and
and papers under your chair. papers)

You may know take your seat. (Students take their seat)
 Checking of Attendance No one is absent today, Ma’am.
“Ms. Secretary, will you kindly check the
attendance. Who is absent today?”

I am pleased that no one is absent today and

everybody is safe and well.

A. Reviewing Now, let’s have a recap on what you have

previous lesson or learned in the previous meeting. All you have
presenting the new to do is to complete the following sentences.
lesson (Elicit)
(5 minutes) Do you understand class? Yes, Ma’am.

Okay let us start!

1. Any push or pull is called ____________ 1. Force

2. _______refers to the size or strength of the 2. Magnitude, direction
force while ________ points to where the
object goes. The direction of the
arrowhead indicates the direction of the
force. The length of the arrow represents
the amount of force (relative magnitude).
3.There are two types of forces, namely 3. Contact, non-contact
_______ and _______. 4. Contact
4.Applied, friction, and tensional forces
are examples of _______ forces.

5. Gravitational and magnetic forces are 5. Non-contact

examples of _______ forces.

6. ______ are forces that are equal in 6. Balanced

magnitude but opposite in direction.
7. ______ are forces that cause a change in 7. Unbalanced
the motion of an Object
8. The sum of all forces acting in an object is 8. Net or resultant force
called ________.
9. Zero
9. If the forces in an object are balanced, the
net force is ________. 10. Not zero
10, If the forces in an object are unbalanced,
the net force is _______

Congratulations! Are you ready to learn

another interesting concept?

B. Establishing a Now, let’s watch a video. This video

purpose for the lesson presentation will help you grasp ideas
(5 minutes) regarding today’s topic.
 (Teacher presents a video)

What you have learned in the video? Ma’am, it is Newton Three Laws of
Motion.

So, what are the Three Laws of motion? Law of Inertia, Law of Acceleration and
Law of Interaction.

Very Good!

C. Presenting
examples/instances of
the new lesson
(Engage)
(7 minutes)

What is common in the situations above? Ma’am, it involves application of

forces.

Very Good!
Look around you. What do you observe?
How would you describe most of the objects
that you see? What can you say about moving
vehicles and running animals? Have you ever
asked yourself what causes these things to
move? How will the world be without
motion?

What comes in your mind when you hear the

word motion? We can define motion as the change of
position of an object with respect to
time. A book falling off a table, water
flowing from the tap, rattling windows,
etc all exhibit motion. Even the air that
 we breathe exhibits motion! Everything
in the universe moves. We live in a
universe that is in continual motion.

Very Good!
Motion has been studied for centuries by
many great minds.

Aristotle (284 – 322 B.C.) for example,

believed that a moving object needs a
continuous application of force to keep
it moving. To him, an object is
naturally at rest. He believed that the
greater the force on the object, the
greater is its speed. He introduced the
idea of impetus that keeps a body in
motion. The student will listen attentively

John Philoponus (550 A.D.) conceptualized

the idea of surrounding force similar to
inertia found in Galileo’s idea and Newton’s
First Law of Motion. He first introduced
“Theory of Impetus”, a concept similar to
force. According to the theory, when impetus
decreases, the speed of the object also
decreases. When that impetus is removed, the
object stops moving.

Jean Buridan (1300 -1358) also saw

impetus as the cause of movement. He
further developed the “Theory of
Impetus” introduced by Philoponus.
According to him, motion is possible
through a “mover” that keeps the object
moving with power proportional to the
speed and mass of the object. When the
mover is removed, the object stops
moving. He later named impetus as
force.

Galileo Galilei (1564 – 1642), on the other

hand, disagreed to Aristotle. He claimed that
even without a continuous application of
force, an object can continue to move with
constant speed in a straight line provided
there are no outside forces acting on it.
Finally, Sir Isaac Newton (1643 – 1727) used
Galileo’s ideas and eventually formulated the
three laws of motion.

D. Discussing new Law of Inertia

concepts and
practicing new skills Newton’s first law of motion, the law of
(Explore) inertia, states that, “an object at rest remains
(10 minutes) at rest, and an object in motion will continue
to move at constant velocity unless acted
upon by a net force.” The tendency of an
object to maintain its state of rest or of
uniform velocity in a straight line is called
inertia. Mass is a measure of the inertia of an
object. The greater the mass of an object, the The student will listen attentively
harder it is to move when it is at rest, or
difficult to stop when in motion.

A common example where inertia can be

observed is when you are on a bus. Initially,
the bus is at rest. When it starts to move, your
body has the tendency to move backward. On
the other hand, when the bus suddenly stops,
your body has the tendency to move forward.
When the bus either starts to move or
suddenly stops, your body has the tendency to
change your state of motion

A B

C
1. The body will continue to move and
so it will move forward until something will
stop it. _____________ 1. C
2. As you hold on the handle, the force
exerted by the train through the handle
2. B
gives your body forward velocity.
____________
3. Your body has inertia, and so a force
3. A
 is needed to change its velocity. The train
floor accelerates your feet but your body
falls backward. ____________

Law of Acceleration
The second law of motion is the law of
acceleration which states that “the
acceleration of an object is directly The student will listen attentively
proportional to the net force acting on it and
is inversely proportional to the object’s mass.
The direction of the acceleration is in the
direction of the net force acting on the
object.”
Newton’s second law of motion is
expressed through the equation:

∑ 𝐹⃗ = 𝑚𝑎⃗

In the Philippines, Presidential

Decree No. 187 dated May 10, 1973,
prescribes the use of the metric system of
weights and measures as the standard
measurement for all products may it be
commodities, materials, utilities, services as
well as in all business and legal transactions.
In this module, Meter-Kilogram Second
(MKS) units are mostly used. However, for
some problems you may convert the unit
from one system to another.

Sample problem 1.
A 1000.0 kg truck is traveling at an
acceleration of 4.5000 m/s2, East. Find the net
force needed to accelerate the truck.

Given: 𝑎⃗ = 4.5000 m/s2, East

𝑚 = 1000.0 𝑘𝑔

Find ∑ 𝐹⃗.
Solution:

∑ 𝐹⃗ = 𝑚𝑎⃗

∑ 𝐹⃗ = (1000.0 𝑘𝑔)(4.5000 m/s2) = 4500.0

𝑘𝑔 ∙ m/s2 𝑜𝑟 4500.0 𝑁, East.
I need one volunteer here in front to answer (One student will volunteer)
problem number 2.
Sample problem 2.

A boy rolls a 200 g baseball

horizontally on the floor with a net force of 2
N to the right. What is the acceleration of the
baseball?
Given: 𝑚 = 200 𝑔 = 0.2 𝑘𝑔 (notice
the conversion of unit)

∑ 𝐹⃗ = 2 𝑁, to the right
Find 𝑎⃗.
∑ 𝐹⃗ = 𝑚𝑎⃗

2𝑁 = (0.2 𝑘𝑔) 𝑎⃗; Solution:

; since N is
equivalent to kg. m/s2,

𝑎⃗ = 10 𝑚/𝑠2, to
the right.

Very Good!
Mario and Alex are on a trip to
Tinuy-an Falls, Bislig City, Surigao del Sur.
Suddenly the car runs out of fuel then stops.
Alex volunteers to push the car to the side of
the road. He pushes it hard, but he cannot
barely move the car. A bystander helps him
then the car accelerates. 1. A has lesser force, B has greater
force
1. How do you compare the applied 2. The acceleration is due to the
forces to the cars in both pictures? net force which is not zero
2. Why does the car in Picture B 3. Directly Proportional
accelerate?
3. What is the relationship between net
force and acceleration based on the
situation?

Very Good! So now, let us proceed to the

third law of motion.
Law of Interaction
The student will listen attentively
The third law of motion is the law of
interaction which states that “for every action,
there is always an equal and opposite
reaction.” This law tells us that a force
exerted on any object is always exerted back
by an equal magnitude of force but in
opposite direction. Always remember that in
this law, forces always come in pairs. These
are called action and reaction forces, and they
do not act on the same body. In determining
the action and reaction forces, be able to
identify first the action that requires force,
and then identify the reaction force that
counteracts the action force. An example of
this is a boy pushing a wall. When the boy
pushes the wall (action), the wall exerts an
equal and opposite magnitude of force to the
boy (reaction). Another example is a horse
pulling a calesa (action). The calesa pulls an
equal and opposite magnitude of force
towards the horse (reaction). Some more
examples include hammering a nail, pushing
a grocery cart, and attracting a paper clip
using a magnet.
The Force of Gravity or Weight
In one of Galileo’s experiments,
objects dropped near the surface of the Earth
would fall with the same acceleration, if air
resistance is neglected. This acceleration is
denoted by ⃗𝒈⃗⃗ with an approximate value of
9.8 m/s2 or 980 cm/ s2 or 32 ft/s2. The force
that causes this acceleration is called the force
of gravity or gravitational force. The force
acts vertically downward toward the center of
the Earth. The gravitational force on an
object, ⃗𝑭⃗⃗𝒈,can be expressed as

where ⃗𝑭⃗⃗𝒈 is for gravitational force, m for

mass and ⃗𝒈⃗⃗ for acceleration due to gravity.
The direction of this force is always down
toward the center of the Earth. The
magnitude of the force of gravity on an
object, mg, is called the object’s weight,
symbolized by the letter W. When a person’s
mass is 40 kg, the computed weight is 392 N
(multiply the mass to g = 9.8 m/s2) on Earth.
His weight differs when he is on other planets
and satellites like the Moon.
Identify the action-reaction forces in each
picture. The first picture is done for you.
 Very Good!
E. Developing Fill in the blanks with the correct
Mastery (Explain) term/s. Write your answers on a separate
(5 minutes) sheet of paper.

1. ____________ is the tendency of 1. Inertia, rest, net force

an object to resist any change in
its initial state. If it is initially at
rest, it tends to remain at
____________. On the other
hand, if it is initially moving at
constant velocity, it tends to
continue moving unless acted
upon by a ____________.
2. Mass
2. Inertia depends on the object’s
____________. 3. Newton’s First Law, Law of
3. Newton’s ____________, also Inertia
known as the ____________,
states that an object at rest
remains at rest and an object in
motion will continue to move in
a straight path with constant
velocity unless acted upon by a
net force.
4. Newton’s Second Law, Law of
4. Newton’s ____________, also Acceleration
known as the____________,
states that acceleration of an
object is directly proportional to
the net force causing it and
inversely proportional to its
 mass. In symbol,

∑𝐹⃗ = 𝑚𝑎⃗

5. Newton’s ____________, also

5. Newton’s Third Law, Law of
known as the ____________,
Opposite Reaction/Interaction
states that for every action, there
is an equal and opposite reaction.
6. Acceleration due to gravity, 9.8
6. When air resistance is neglected, m/s Gravitational force, F=mg
all objects fall toward the ground
with the same acceleration called
____________. It is
approximately equal to
____________. The force that
causes object to fall toward the
center of the Earth is called
____________. It is expressed
through the equation
____________.
7. weight
7. The magnitude of the force of
gravity on an object, m𝑔⃗, is
called the object’s
____________.

F.Finding practical Let’s have an experiment.

applications of
concepts and skills in Experiment 1 (Law of Inertia)
daily living Penny on a Card Experiment
(Elaborate)
(5 minutes) Materials for the Penny on the Card
Experiment:

  a small plastic cup,

  a playing card
  a coin.
Procedure:
  Put a playing card on top of
the plastic cup
  Put a coin on top of the card
  With a sharp flick, hit the
card out from under the coin! Or
pull it really quickly toward you.
  The coin will drop into the
cup.
Explanation:
The coin has inertia, meaning it really wants
to stay in one place. If you move the card
slowly, it isn’t fast enough to overcome that
force. If you flick it quickly, the coin stays in
one place and then drops into the cup. An
object at rest will remain at rest. If you are
brave, put the card on your finger and the
coin on top… try to flick the card out until
the coin stays on your finger. It can be done!

Experiment 2 (Law of Acceleration)

Materials
 A board (about 2 m long)

 Toy car

 Modeling clay

 Measuring tape or meter

stick 

 A place to record your data

Procedure
1. Lay a board about 2 meters
long on the floor.
2. Place a toy car at one end of
the board.
3. Slowly lift the end of the
board with the car on it until
the car begins to move.
4. Hold the end of the board at
that level and have a partner
measure the height to which
the end of the board was
raised.
5. Record your data.
6. Press a piece of modeling
clay on the top of the car to
increase its mass and
7. repeat steps 2-5.
8. Predict how adding a second
piece of clay to the car will
affect the height you will
have to raise the board
before the car moves and
record your prediction.
9. Test your prediction and
record your data.
   Questions
1. What accelerated the cars down the
track?
2. How did the weight of the car affect
the distance it was able to jump?
3. Did Car 1 and Car 2 ever land close
to each other? If so, what were the
launch settings for each car?

Experiment 3 (Law of Interaction)

Fridge push

A person drives a cart, Cart 1, to the right

while pushing another cart, Cart 2, that has a
massive refrigerator on it. The total mass of
Cart 2, cart plus fridge, is three times the
total mass of Cart 1, cart plus person. If the
person is driving with enough force that the
two carts accelerate to the right, what can be
said for sure about the magnitudes of the
forces on the carts?

A. The force on Cart 2 exerted

by Cart 1 is larger in
magnitude than the force on
Cart 1 exerted by Cart 2.
B. The force on Cart 2 exerted
by Cart 1 is smaller in
magnitude than the force on
Cart 1 exerted by Cart 2.
C. The force on Cart 2 exerted
by Cart 1 is equal in
magnitude to the force on
Cart 1 exerted by Cart 2.
D. The force on Cart 2 exerted
by Cart 1 could be larger or
smaller depending on the size
of the acceleration.

G. Making Let’s wrap up everything we have discussed

generalizations and by completing the concept map.
abstractions about the
lesson
(5 minutes)

H. Evaluating Choose the letter of the correct answer. Write

learning (Evaluate) your answers on a separate sheet of paper.
(3 minutes)
1. What is the definition of weight? 1. D
A. the size of an object
B. the time it takes to get on a ride
C. the amount of matter in an object
D. the magnitude of the force of gravity on an
object

2. Which law states that forces act with equal 2. B

magnitude and in opposite direction?
A. Law of Inertia
B. Law of Interaction
C. Law of Acceleration
D. Law of Gravitational Force

3. For every _________ there is an equal and

opposite ___________. 3. C
A. action, action
B. reaction, action
C. action, reaction
D. reaction, reaction

4. What Newton’s law of motion requires the

use of seat belt in cars? 4. A
A. Law of Inertia
B. Law of Interaction
C. Law of Acceleration
D. Law of Universal Gravitation

5. A guava with a mass of 0.200 kg has a 5. B

weight of ___________.
A. 0.200 N
B. 1.96 N
C. 4.50 N
D. 10.0 N

6. A stone hits the ground before a flat sheet

of paper because ___________. 6. D
A. it is less massive
B. it is more massive
C. the acceleration of gravity is greater on the
stone
D. there is more air resistance against the flat
paper

7. If the mass of an object is 45 kg on Earth,

what is its mass on the moon? 7. B
A. 45 N
B. 45 kg
C. 441 N
D. 441 kg

8. Which of the following phenomena applies 8. D

the first law of motion?
A. A leaf sways back and forth falling from a
tree.
 B. When a ball falls on the floor, the ball
bounces back up.
C. When pushed with the same force, a car
accelerates slower than a grocery cart.
D. When a cardboard with coin on top is
suddenly pulled, the coin falls into the glass.

9. According to the second law of motion, the

net force is the product of mass and 9. B
acceleration. Which of the following has the
greatest acceleration?
A. A 5.000 kg stone pulled with a 10 N net
force.
B. A 0.5000 kg toy car is pulled with a 9 N
net force.
C. A 7.000 kg metal ball is pushed by a 17 N
net force.
D. A 500.0 kg truck accelerated by 1000 N
net force from its engine.

10. In a grocery store, you can easily push a

cart with 5 kg sack of rice than a cart with a 10. C
10 kg sack of rice to the counter. Which of
these explains the situation?
A. Law of Inertia
B. Law of Interaction
C. Law of Acceleration
D. Law of Universal Gravitation

I. Additional Identify the law of motion that applies in each

Activities for situation. Write your answers on a separate
application or sheet of paper.
remediation (Extend)
(2 minutes) Situation Type of Laws of
Motion
1. Throwing
garbage on the
river would go
back to the
community during
the flood season.
2. It is easier to
push an empty
shopping cart than
a loaded one.
3. The baseball is
thrown into the air
after being hit by
the bat.
4. When walking,
your foot pushes
the ground
backward, and the
ground pushes your
 foot forward.
5. A runner who
reaches the finish
line must continue
running for some
time.
V. REMARKS
VI. REFLECTIO
N

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught
up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did this
work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use/discover which I
wish to share with other teachers?

Prepared by:

ISABEL M. MERTOLA