DYNAMICS: FORCE AND NEWTON'S LAWS

OF MOTION
for GENERAL PHYSICS 1/ Grade 12
Quarter 1/ Week 5

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 FOREWORD

This Self-Learning Kit is designed to cater your needs as STEM students

for Modular Distance Learning. It is carefully planned to holistically develop
your life-long learning skills upon using this printed material. This serves as a
guide in learning concepts on force as well as Newton’s laws of motion.

In this kit, the essential concepts about Newton’s laws of motion are
covered. These include stating the three laws of motion, differentiating the
properties of static friction and kinetic friction, applying the 1st law and 2nd
laws to obtain qualitative and quantitative conclusions about the contact
and noncontact forces acting on bodies, and solving problems using the
three laws. Real-life examples of these three laws are also reflected, for you
to have better grasps of the topic. In addition, you can also apply your
learned skills across disciplines as you will respond to the performance task
given at the end of this kit.

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 OBJECTIVES
At the end of this Self-Learning Kit, you should be able to:
K: state Newton’s laws of motion;
S: solve problems using Newton’s laws of motion; and
A: express and comprehend the significance of Newton’s three laws of
motion.

LEARNING COMPETENCIES
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-Ie33).

Differentiate the properties of static friction and kinetic friction

(STEM_GP12N-Ie34).

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-Ie36).

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-Ie38).

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I. WHAT HAPPENED

Figure 1. This airplane is accelerating as it heads down the runway before takeoff. Newton’s
laws relate an object’s acceleration to its mass and the forces acting on it (John
Neubauer/FPG/Getty).

If you were a passenger on this plane, how might you use Newton’s
laws to determine the plane’s acceleration?

PRE-ACTIVITY

Inertia – A Body at Rest

Materials:
• One book cover or large piece of smooth paper
• One book with a hard, glossy cover
• One book with a rough or non-glossy cover
• Objects to place on the book cover

Procedure:
1. Place the book cover (or piece of paper) on a flat, smooth surface.
2. Put the book with the glossy cover on top of the book cover.
3. Quickly (and in one smooth motion) yank the book cover out from
under the book.
4. Write down what happens.

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 5. Do the experiment again, this time putting other objects on top of the
book cover. Observe what happens and write your answers to the
following questions in your notebook/activity sheet. Does mass (weight)
have any effect on the experiment? Does the type of object you add
have an effect? If so, in what way and why?
6. Try the experiment again using a book with a rough or non-glossy
cover. What do you notice? Can you explain how this experiment
relates to Newton’s First Law of Motion?
7. Fill out the table below.

Objects placed on top of the Observations

book cover
1. Book with glossy cover
2. Other object of one’s
choice
3. Book with rough or non-
glossy cover

II. WHAT I NEED TO KNOW

DISCUSSION
Newton’s Law of Motion
What determines who wins in a tug of war? Why do passengers on a
bus tend to move forward when the bus suddenly stops? What keeps the sun,
Earth, and moon move continuously in their paths? Answering these questions
involves a branch of physics called dynamics. Dynamics is the study of the
causes of motion. In this kit, you are ready to discuss what makes bodies
move the way they do.

Newton’s laws relate the forces objects exert on each other and relate
any change in the motion of an object to the forces that act on it. Newton’s
laws of motion are the tools that enable us to analyze a wide range of
mechanical phenomena. Although we may already have an intuitive idea of
a force as a push or a pull, like that exerted by our muscles or by stretched
rubber bands and springs, Newton’s laws allow us to refine our understanding
of forces.

Forces
What is your idea of force? In layman’s term, a force is a simple push or
pull. When two bodies interact, there is force. For example, when you push a
box, you interact with it by exerting a force on it. As shown on the figure
below, you can exert forces in different directions. Note that though a body is
capable of exerting a force, it does not contain a force by itself.

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 Adapted from https://intl.siyavula.com/read/science/grade-9/forces/15-forces

Figure 2. Force, a vector quantity, is an interaction between bodies

There are many ways to measure the magnitude (strength) of a force.

One way is by using a spring scale, also known as the Newton’s scale. The SI
unit of force is the newton (N).

Adapted fromhttps://www.twinkl.com.ph/teaching-wiki/newton-meter

Figure 3. A Newton’s scale is used to measure the strength of a force

Forces are sometimes classified as either contact or noncontact forces.

Contact forces occur when the bodies interacting are touching each other.
Noncontact forces are long-range forces that can act even if the bodies are
separated by empty space. Can you classify each of these forces as either
contact or noncontact?

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 Adapted from Adapted from
https://quizizz.com/admin/quiz/60738693d678b800 https://www.researchgate.net/fig
1e919553/contact-and-non-contact-forces ure/Weight-force-w-and-normal-
force-work-N-on-a-box-placed-
Figure 4. Types of forces in mechanical systems: (a) normal force, (b) friction and normal
on-a-table-and-not-
force, (c) tension, and (d) weight
move_fig2_342952249

Normal force (𝑛⃗) is exerted on an object by a surface which it is in

contact with. The word “normal” means that its direction is always
perpendicular to the surface.

Friction (𝑓 ) acts parallel to the surface opposite to the direction of

motion of the body.

Tension (𝑇⃗ ) is the pulling force exerted by a stretched rope on an

object to which it is attached.

Weight (𝑤
⃗⃗ ) is the downward gravitational force exerted by Earth on an
object.

In analyzing mechanical systems, you are interested in finding the net

force on a body most of the time. The net force is the vector sum of all the
forces that act on a body. In symbols, it is usually denoted as ∑𝐹 or 𝐹𝑛𝑒𝑡 .

You can find the net force by first constructing an idealized model of
the system. To do this, you draw a free-body diagram, which is a technique
used to illustrate all the external forces acting on a body or system. To
construct a free body-diagram, include only the forces that act on a body,
not the forces exerted by the body on other bodies.

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Example:
When you draw a free-body diagram for an apple that rests on the
table, include only the forces acting on the apple such as the apple’s
weights and the normal force. Do not include the forces exerted by the
apple on the table and on the ground.

Example 1:
A cat with weight of 50 N falls toward the ground. Draw a free-body
diagram and find the net force.

Solution:
You can neglect air resistance in this situation because there is hardly
any effect of air. The only force that acts on the cat is its weight as shown in
the presented diagram.
y

𝑤
⃗⃗

The net force is simply

𝐹𝑛𝑒𝑡 = 𝑤
⃗⃗
𝐹𝑛𝑒𝑡 = −𝑤
⃗⃗
𝐹𝑛𝑒𝑡 = −𝟓𝟎 𝑵

Big Idea
Interactions of objects
produce force.

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Newton’s First Law of Motion
Imagine a rolling ball that eventually comes to a stop. How do you
think would Aristotle explain this phenomenon? What about Galileo and
Newton? Who among them is the most convincing?

The ball comes to a stop The ball stopped because

because it seeks its natural of the presence of friction
state of motion – at rest. on the surface of the
Using my ideas of motion, table. Without this friction,
force is required to keep the ball will continuously
an object moving. move, and no force is
Therefore, you must keep needed to keep it from
pushing the ball so that it moving.
will continue moving.

Retrieved from Retrieved from

https://www.nytimes.com/2016/05/27 https://www.timetoast.com/timelines/galileo-
/world/europe/greece-aristotle- newton
tomb.amp.html

Figure 5. Aristotle (left) and Galileo Galilei with Sir Isaac Newton (right)

Based on experiments, the explanation of Galileo and Newton is

correct. Aristotle’s views of motion were then discredited.

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 Galileo came to realize his views on motion by conducting an
experiment using inclined planes. Rolling balls eventually come to a stop not
because of their “natural motion’ as Aristotle believed, but because of
friction. Also, he observed that when balls roll on a smoother surface with less
friction, the motion of the balls persisted for a longer time. Therefore, in the
absence of friction or opposing forces, a ball rolling horizontally would
continue moving indefinitely.

Adapted from
https://www.honolulu.hawaii.edu/instruct/natsci/science/brill/sci122/Programs/p14/p14.html

Figure 6. How balls move on various surfaces: inclined planes and a flat surface

In the same year Galileo died, Isaac Newton was born. Upon the
foundations laid by Galileo, Isaac built his great theories on motion at the
age of 23. In 1687, he published them in the historical Principia Mathematical
Philosophiae Naturalis (Mathematical Principles of Natural Philosophy). His
analysis of motion is summarized in the famous “three laws of motion”.
Newton’s first law of motion, also known as the law of inertia, is close to
Galileo’s conclusions. It states that

“Every object will retain its state of motion (whether at rest or moving with
constant velocity in a straight line) unless acted upon by a net force”.

Which is difficult to move from rest – a truck or a bicycle? Certainly, it’s

the truck because it has greater mass than the bicycle. Note that the greater
the mass of an object, the greater is its tendency to maintain its state of
motion. Mass is a measure of the inertia of an object.

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Example 2:
Why do passengers in a bus move backward when the bus suddenly
moves forward (from being stationary)? Why do the passengers move
forward when it suddenly brakes and stops?

Answer:
Inertial Frames of Reference
This concept is central to Newton’s laws of motion. Suppose you are in
a bus that is traveling on a straight road and speeding up. If you could stand
in the aisle on roller skates, you would start moving backward relative to the
bus as the bus gains speed. If instead the bus was slowing to a stop, you
would start moving forward down the aisle. In either case, it looks as though
Newton’s first law is not obeyed; there is no net force acting on you, yet your
velocity changes. What’s wrong?
The point is that the bus is accelerating with respect to the earth and is
not a suitable frame of reference for Newton’s first law. This law is valid in
some frames of reference and not valid in others. A frame of reference in
which Newton’s first law is valid is called an inertial frame of reference. The
earth is at least approximately an inertial frame of reference, but the bus is
not. (The earth is not a completely inertial frame, owing to the acceleration
associated with its rotation and its motion around the sun. These effects are
quite small, however). Because Newton’s first law is used to define what we
mean by an inertial frame of reference, it is sometimes called the law of
inertia.

Figure 7. Riding in an accelerating vehicle (Paul Peter Urone and Roger Hinrichs, College
Physics, 2020)

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 Figure 7 helps us understand what you experience when riding in a
vehicle that’s accelerating. In the figure, a vehicle is initially at rest and then
begins to accelerate to the right. A passenger on roller skates (which nearly
eliminate the effects of friction) has virtually no net force acting on her, so she
tends to remain at rest relative to the inertial frame of the earth. As the
vehicle accelerates around her, she moves backward relative to the vehicle.
In the same way, a passenger in a vehicle that is slowing down tends to
continue moving with constant velocity relative to the earth, and so moves
forward relative to the vehicle. A vehicle is also accelerating if it moves at a
constant speed but is turning. In this case a passenger tends to continue
moving relative to the earth at constant speed in a straight line; relative to
the vehicle, the passenger moves to the side of the vehicle on the outside of
the turn. In each case, an observer in the vehicle’s frame of reference might
be tempted to conclude that there is a net force acting on the passenger,
since the passenger’s velocity relative to the vehicle changes in each case.
This conclusion is simply wrong; the net force on the passenger is indeed zero.
The vehicle observer’s mistake is in trying to apply Newton’s first law in the
vehicle’s frame of reference, which is not an inertial frame and in which
Newton’s first law isn’t valid. Thus, when the bus is accelerating, it is not an
inertial frame of reference. If you are a passenger inside this bus, you cannot
use the law of inertia. However, when it is moving with constant velocity
relative to Earth, it is an inertial frame of reference.

Newton’s Second Law of Motion

Newton's second law of motion pertains to the behavior of objects for
which all existing forces are not balanced. The law states that the
acceleration of an object is dependent upon two variables - the net force
acting upon the object and the mass of the object. The acceleration of an
object depends directly upon the net force acting upon the object, and
inversely upon the mass of the object. 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.

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Figure 8. 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.
(Paul Peter Urone and Roger Hinrichs, College Physics, 2020)

Newton's Second Law also says that the greater the mass of the object
being accelerated, the greater the amount of force needed to accelerate
the object. Say you have two identical bicycles that each has a basket. One
bicycle has an empty basket. One bicycle has a basket full of bricks. If you try
to ride each bicycle and you push on the pedals with the exact same
strength, you will be able to accelerate the bike with the empty basket MORE
than the bike with the basket full of bricks. The bricks add mass to the second
bicycle. With bricks in the basket, you would have to apply more force to the
pedals to make the bicycle with bricks in the basket move.

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 Newton's second law of motion can be formally stated as follows:

“The acceleration of an object as produced by a net force is directly

proportional to the magnitude of the net force, in the same direction as
the net force, and inversely proportional to the mass of the object”.

This verbal statement can be expressed in equation form as follows: 𝑎 =

𝐹𝑛𝑒𝑡 /𝑚. This equation is often rearranged to a more familiar form as shown
below. The net force is equated to the product of the mass times the
acceleration.
⃗𝑭𝒏𝒆𝒕 = 𝒎 ∙ 𝒂

In this entire discussion, the emphasis has been on the net force. The
acceleration is directly proportional to the net force; the net force equals
mass times acceleration. The net force is the vector sum of all the forces. If all
the individual forces acting upon an object are known, then the net force
can be determined.

Consistent with the above equation, a unit of force is equal to a unit of

mass times a unit of acceleration. By substituting standard metric units for
force, mass, and acceleration into the above equation, the following unit
can be written,
1 𝑁𝑒𝑤𝑡𝑜𝑛 = 1𝑘𝑔 ∙ 𝑚/𝑠 2

The definition of the standard metric unit of force is stated by the

above equation. One Newton is defined as the amount of force required to
give a 1-kg mass an acceleration of 1 m/s/s.

The second Law of Motion is very useful tool in analyzing problems that
involve force and motion. Let us take a look how the Law of Acceleration is
applied to some problem.

Example 3:
A 3.5 kg object is pushed across a bench. If the acceleration of the
object is 2.2 m/s2 to the left, what is the net external force exerted on the
object?
Given:
m=3.5 kg
a=2.2 m/s2

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Solution:
⃗ 𝒏𝒆𝒕 = 𝒎 ∙ 𝒂
𝑭
= (3.5 𝑘𝑔)(2.2 𝑚/𝑠 2 )
= 𝟕. 𝟕 𝒌𝒈 ∙ 𝒎/𝒔𝟐 )𝒐𝒓 𝟕. 𝟕 𝑵

Weight and the Gravitational Force

When an object is dropped, it accelerates toward the center of Earth.

Newton’s second law states that a net force on an object is responsible for its
acceleration. If air resistance is negligible, the net force on a falling object is
the gravitational force, commonly called its weight w. Weight can be
denoted as a vector w because it has a direction; down is, by definition, the
direction of gravity, and hence weight is a downward force. The magnitude
of weight is denoted as w. Galileo was instrumental in showing that, in the
absence of air resistance, all objects fall with the same acceleration g. Using
Galileo’s result and Newton’s second law, we can derive an equation for
weight.

Consider an object with mass m falling downward toward Earth. It

experiences only the downward force of gravity, which has magnitude w.
Newton’s second law states that the magnitude of the net external force on
an object is 𝐹𝑛𝑒𝑡 = 𝑚𝑎.

Since the object experiences only the downward force of gravity,

𝐹𝑛𝑒𝑡 = 𝑤. We know that the acceleration of an object due to gravity is g, or
𝑎 = 𝑔. Substituting these into Newton’s second law gives

Weight
This is the equation for weight —the gravitational force on a mass m :
𝑤 = 𝑚𝑔
Since 𝑔 = 9.80 𝑚/𝑠 on Earth, the weight of a 1.0kg object on Earth is 9.8 N, as
2

we see:
𝑤 = 𝑚𝑔 = (1.0𝑘𝑔)(9.80 𝑚/𝑠 2 ) = 9.8 𝑁

When the net external force on an object is its weight, we say that it is
in free-fall. That is, the only force acting on the object is the force of gravity.
In the real world, when objects fall downward toward Earth, they are never
truly in free-fall because there is always some upward force from the air
acting on the object.

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 The acceleration due to gravity varies slightly over the surface of Earth,
so that the weight of an object depends on location and is not an intrinsic
property of the object. Weight varies dramatically if one leaves Earth’s
surface. On the Moon, for example, the acceleration due to gravity is only
1.67 m/s2. A 1.0-kg mass thus has a weight of 9.8 N on Earth and only about
1.7 N on the Moon.

Newton’s Third Law of Motion

Forces always come in pairs. When you push a wall, you can feel that
the wall also pushes you back. When a rocket expels out gases background,
the gases push the rocket forward, which eventually propels the rocket
forward.

This is the concept of Newton’s third law of motion which states that

“For every force, there is an interacting force with equal magnitude and
opposite direction”.

We can readily see Newton’s third law at work by taking a look at how
people move about.

Example 4:
Consider a swimmer pushing off from the side of a pool. Determine the
action-reaction pair forces.

Answer:
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 𝑡ℎ𝑒 𝑤𝑎𝑙𝑙 acts on the wall and not on our system of interest. Thus
𝐹𝑓𝑒𝑒𝑡 𝑜𝑛 𝑡ℎ𝑒 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.

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Figure 9. When the swimmer exerts a force Ffeet on the 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 the 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 the wall does not act on this system (the
swimmer) and, thus, does not cancel Fwall on feet . Thus, the free-body 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. (Paul
Peter Urone and Roger Hinrichs, College Physics, 2020)

Example 5:
A physics professor pushes a cart of demonstration equipment to a
lecture hall, as seen in the figure below. 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 10. 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 this example, 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 Example 6 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. (Paul Peter Urone and Roger Hinrichs, College
Physics, 2020)

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Strategy:
Since they accelerate as a unit, we define the system to be the
professor, cart, and equipment. This is System 1 in the Figure above. The
professor pushes backward with a force 𝐹𝑓𝑜𝑜𝑡 of 150 N. According to
Newton’s third law, the floor exerts a forward reaction force 𝐹𝑓𝑙𝑜𝑜𝑟 of 150 N on
System 1. Because all motion is horizontal, we can assume there is no net
force in the vertical direction. The problem is therefore one-dimensional
along the horizontal direction. As noted, f opposes the motion and is thus in
the opposite direction of 𝐹𝑓𝑙𝑜𝑜𝑟 . Note that we do not include the forces 𝐹𝑝𝑟𝑜𝑜𝑓
or 𝐹𝑐𝑎𝑟𝑡 because these are internal forces, and we do not include 𝐹𝑓𝑜𝑜𝑡
because it acts on the floor, not on the system. There are no other significant
forces acting on System 1. If the net external force can be found from all this
information, we can use Newton’s second law to find the acceleration as
requested. See the free body diagram in the figure.

Solution:
Newton’s second law is given by
𝐹𝑛𝑒𝑡
𝑎=
𝑚
The net external force on System 1 is deduced from the figure above
and the discussion above to be

𝐹𝑛𝑒𝑡 = 𝐹𝑓𝑙𝑜𝑜𝑟 − 𝑓 = 150𝑁 − 24.0 𝑁 = 126 𝑁.

The mass of System 1 is

𝑚 = (65.0 + 12.0 + 7.0)𝑘𝑔 = 84 𝑘𝑔.

These values of 𝐹𝑛𝑒𝑡 𝑎𝑛𝑑 𝑚 produce an acceleration of

𝐹𝑛𝑒𝑡
𝑎=
𝑚
126𝑁
𝑎= = 1.5 𝑚/𝑠 2
84𝑘𝑔

Example 6:
Calculate the force the professor exerts on the cart in Figure 10 using
data from the previous example if needed.

Strategy:
If we now define the system of interest to be the cart plus equipment
(System 2 in Figure 10), then the net external force on System 2 is the force the

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professor exerts on the cart minus friction. The force she exerts on the cart,
𝐹𝑝𝑟𝑜𝑓 , is an external force acting on System 2. 𝐹𝑝𝑟𝑜𝑓 was internal to System 1,
but it is external to System 2 and will enter Newton’s second law for System 2.

Solution:
Newton’s second law can be used to find 𝐹𝑝𝑟𝑜𝑓 . Starting with
𝐹𝑛𝑒𝑡
𝑎=
𝑚
and nothing that the magnitude of the net external force on System 2 is

𝐹𝑛𝑒𝑡 = 𝐹𝑝𝑟𝑜𝑓 − 𝑓,

We solve for 𝐹𝑝𝑟𝑜𝑓 , the desired quantity:

𝐹𝑝𝑟𝑜𝑓 = 𝐹𝑛𝑒𝑡 + 𝑓.

The value of f is given, so we must calculate net 𝐹𝑛𝑒𝑡 . That can be done
since both the acceleration and mass of System 2 are known. Using Newton’s
second law, we see that
𝐹𝑛𝑒𝑡 = 𝑚𝑎,

where the mass of System 2 is 19.0 kg (𝑚 = 12.0 𝑘𝑔 + 7.0 𝑘𝑔) and its
acceleration was found to be 𝑎 = 1.5 𝑚/𝑠 2 in the previous example. Thus,

𝐹𝑛𝑒𝑡 = 𝑚𝑎
𝐹𝑛𝑒𝑡 = (19.0 𝑘𝑔)(1.5 𝑚/𝑠 2 ) = 29 𝑁.
Now we can find the desired force:

𝐹𝑝𝑟𝑜𝑓 = 𝐹𝑛𝑒𝑡 + 𝑓.
𝐹𝑝𝑟𝑜𝑓 = 29𝑁 + 24.0𝑁 = 53𝑁.

Discussion:
It is interesting that this force is significantly less than the 150-N force the
professor exerted backward on the floor. Not all of that 150-N force is
transmitted to the cart; some of it accelerates the professor. The choice of a
system is an important analytical step both in solving problems and in
thoroughly understanding the physics of the situation (which is not necessarily
the same thing).

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19
 Performance Task:

Directions: Do the following task and submit your video to your subject
teacher through messenger or e-mail.

The head of a science museum has commissioned you to make 2-

minute animated video that will showcase how Aristotle would answer the
following questions compared to Galileo and Newton. (Note: Choose only
one question to answer).
1. When you drop a hammer and a feather from the same elevation
on Earth, why does the hammer reach the ground first?
2. When you drop a hammer and a feather from the same elevation
on the surface of the moon, which of the two will reach the ground
first? Explain.
3. When you roll a ball on the floor, why does it eventually come to a
stop?
4. When you slide a ball on a frictionless surface, would the ball come
to a stop? Explain.

You will act as a physicist, video editor, historian and scriptwriter. As a

physicist and historian, you will formulate the answers to any of the questions
here based on historical facts and physics concepts illustrating the
perspectives of Aristotle, Galileo, and Newton. As a scriptwriter and
videographer, you will write a script and take a video of your explanation.
The head of the museum will accept your video based on the accuracy of
answers and the creativity you employed in your video presentation.

III. WHAT I HAVE LEARNED

I. MULTIPLE CHOICE: Choose the letter of the correct answer. Write it in
your notebook/Answer Sheet. Show your solutions for items involving
problem solving.
1. Which of the following statements does not describe force?
a. A simple push or pull.
b. An external influence or action on an object that causes the object
to change velocity.
c. It is a scalar quantity.
2. This type of force acts parallel to the surface opposite to the direction
of motion of the body.
a. Normal force b. friction c. weight

NegOr_Q1_GenPhysics1_SLKWeek5_v2
20
 3. Which of the following best describes a free-body diagram?
a. It shows all the forces that act on the body or system.
b. It involves the forces exerted by the body on other bodies.
c. It is an idealized model of the system in finding acceleration.
4. Why do passengers in a vehicle move backward when the vehicle
suddenly moves forward?
a. By the law of inertia, the passengers tend to retain their state of
being at rest.
b. Since the passengers are seated on a jeepney, the friction on their
seats pulls them forward, making them look like they’re moving
backward.
c. Both a and b.
5. Which of the following best describes inertial frame of reference?
a. When the jeepney is accelerating, it is an inertial frame of reference.
b. An inertial frame of reference is a frame of reference in which
Newton’s first law is valid.
c. Both a and b.
6. The harder you hit a ball, the faster it accelerates. This statement
pertains to ____________.
a. Newton's 1st Law of Motion
b. Newton's 2nd Law of Motion
c. Newton's 3rd Law of Motion
7. An object accelerates 8.2 m/s2 when a force of 20.1N is applied to it.
What is the mass of the object?
a. 2.45 kg b. 2.45 m/s c. 2164.82 kg
8. If a force of 50 Newton was applied to an object with a mass of 5
kilograms, what will the object's acceleration be?
a. 10 m/s2 b. 10 kg∙m/s2 c. 10 m/s

Consider the following diagram. A force of 60 N acts on 20.0 kg and

10.0 kg blocks that are adjacent on a frictionless surface.

A
B

20 kg

60 N 10 kg

9. What is the force exerted by block A on block B?

a. 20 m/s b. 22 m/s2 c. 20 N
10. What is the force exerted by block B on block A?
a. 0.40 N b. 40 N c. 400N

NegOr_Q1_GenPhysics1_SLKWeek5_v2
21
 REFERENCES

Arevalo, Ryan L. and Mulig, Charity I. General Physics 1. Makati City,

Philippines: DIWA Learning Systems Inc., 2017.

Bowling Pins Being Hit by a Bowling Ball. Retrieved from

https://www.flickr.com/photos/nanpalmero/17278736571. Retrieved on
September 9, 2020.

Coefficient of restitution: Definition, Explanation and Formula 2021.

Retrieved from
https://www.scienceabc.com/pure-sciences/coefficient-of-restitution-
definition-explanation-and-formula.html

Coefficient of restitution 2005. Retrieved from

https://hypertextbook.com/facts/2006/restitution.shtml

Coefficient of restitution 2016. Retrieved from

https://a-levelphysicstutor.com/m-momimp-coeffrest.php

Contact and Non-Contact Forces - Quizizz Retrieved from

https://quizizz.com/admin/quiz/60738693d678b8001e919553/contact-
and-non-contact-forcesCue Sports Legends Bata, Django at SCOOP
Forum-The Manila Times.

Crash! Bang! – Lesson. Retrieved from

https://www.teachengineering.org/lessons/view/cub_mechanics_lesso
n03. Retrieved on September 7, 2020.

Energetic 2-Ball Bounces. Retrieved from

https:/www.scientificamerican.com/article/energetic-2-ball-bounces.
Retrieved on September 8, 2020.

Illustration of a Mother Scolding Her Son. Retrieved from

https://www.123rf.com/photo_63896052_stock-illustration-illustration-of-
a-mother-scolding-her-
son.html?term=mom%2Bson%2Bcartoon&vti=lrlheuvrky855lju44-1-2.
Retrieved on September 8, 2020.

Illustration of a Mother Teaching Her Son How To Use a Tablet. Retrieved

from https://www.123rf.com/photo_41685547_stock-illustration-
illustration-of-a-mother-teaching-her-son-how-to-use-a-
tabet.html?term=mom%2Bson%2Bcartoon&vti=me1evzu50jgnmqeqjc-
1-3. Retrieved on September 8, 2020.

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Impulse and momentum. Conservation of momentum. Elastic and
inelastic collisions. Coefficient of Restitution. Retrieved from
https://solitaryroad.com/c1013.html

Momentum Calculations Problem Solving Using Law of Conservation of

Momentum Newton’s Third Law of Elastic Inelastic Collisions Kinetic
Energy Practice Questions – Physics. Retrieved from
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September 9, 2020.

Rubrics in Essay. Retrieved from

https://pt.slideshare.net/mobile/jennytuazon01630/rubrics-in-essay.
Retrieved on September 7, 2020.

Santos, Gil Nonato C. General Physics 1. Sampaloc, Manila, Philippines:

REX Bookstore, 2017.

Science 122 Program 14 The New Physics (hawaii.edu) Retrieved from

https://www.honolulu.hawaii.edu/instruct/natsci/science/brill/sci122/Pr
ograms/p14/p14.html

Serway, Raymond A. and Beichner, Robert J. Physics for Scientists and

Engineers with Modern Physics, Fifth Edition. United States of America:
Thomson Learning Inc., 2000.

The Bat-Ball Collision 2012. Retrieved from

https://www.physicsclassroom.com/getattachment/reasoning/energy/
src15.pdf

The Car Connection’s Best Trucks To Buy 2015. Retrieved from

https://www.thecarconnection.com/news/1096817_the_car-
connections-best-trucks-to-buy-2015. Retrieved on September 8, 2020.

Types of forces | Forces | Siyavula Retrieved from

https://intl.siyavula.com/read/science/grade-9/forces/15-forces

Weight force w and normal force work N on a box placed on a table.

Retrieved from https://www.researchgate.net/figure/Weight-force-w-
and-normal-force-work-N-on-a-box-placed-on-a-table-and-not-
move_fig2_342952249

NegOr_Q1_GenPhysics1_SLKWeek5_v2
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 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

JOELYZA M. ARCILLA EdD

OIC - Assistant Schools Division Superintendent

MARCELO K. PALISPIS EdD JD

OIC - Assistant Schools Division Superintendent

NILITA L. RAGAY EdD

OIC - Assistant Schools Division Superintendent/CID Chief

ROSELA R. ABIERA
Education Program Supervisor – (LRMDS)

ARNOLD R. JUNGCO
PSDS-Division Science Coordinator

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

JANICE M. SANDIGAN
ROWENA R. DINOKOT
Writers

ROSEWIN P. ROCERO
Illustrator/Lay-out Artist
_________________________________________
ALPHA QA TEAM
LIEZEL A. AGOR
EUFRATES G. ANSOK JR.
JOAN Y. BUBULI
MA. OFELIA I. BUSCATO
DEXTER D. PAIRA
LIELIN A. DE LA ZERNA

BETA QA TEAM

ZENAIDA A. ACADEMIA RANJEL D. ESTIMAR

ALLAN Z. ALBERTO MARIA SALOME B. GOMEZ
EUFRATES G. ANSOK JR. JUSTIN PAUL ARSENIO C. KINAMOT
DORIN FAYE D. CADAYDAY LESTER C. PABALINAS
MERCY G. DAGOY ARJIE T. PALUMPA
ROWENA R. DINOKOT
DISCLAIMER

The information, activities and assessments used in this material are designed to provide
accessible learning modality to the teachers and learners of the Division of Negros Oriental. The contents
of this module are carefully researched, chosen, and evaluated to comply with the set learning
competencies. The writers and evaluator were clearly instructed to give credits to information and
illustrations used to substantiate this material. All content is subject to copyright and may not be
reproduced in any form without expressed written consent from the division.
NegOr_Q1_GenPhysics1_SLKWeek5_v2
24
 SYNOPSIS AND ABOUT THE AUTHORS

This self-learning kit contains concepts ANSWER KEY

about Newton’s three Laws of Motion
namely Law of Inertia, Law of Acceleration
and Law of Interaction.
The first law of motion states that
“Every object will retain its state of motion
(whether at rest or moving with constant
velocity in a straight line) unless acted upon
by a net force”. Moreover, the acceleration
of an object is proportional to the net force
that acts on it while inversely proportional to
the object’s mass. This is summarized in
Newton’s second law of motion which states
that “The acceleration of an object is
directly proportional to the net force acting
on it, is in the same direction as the net
force, and is inversely proportional to its
mass”. Lastly, the concept of Newton’s Third
Law of Motion states that “For every force,
there is an interacting force with equal
magnitude and opposite direction”.

Janice M. Sandigan is a Junior High School teacher of Don Emilio

Macias Memorial National High School. Graduated at Negros Oriental
State University – Main Campus, Dumaguete City with a degree of
Bachelor of Secondary Education, major in General Science and finished
Complete Academic Requirement (CAR) for MAEd-Physics at University of
Negros Occidental-Recoletos, Bacolod City.

Rowena R. Dinokot graduated Bachelor of Secondary Education –

Major in Biology at Jose Rizal Memorial State College, Katipunan Campus,
Katipunan, Zamboanga del Norte last 2008. She also finished Master of
Arts in Education major in Administration and Supervision at Foundation
University, Dumaguete City last 2018. Currently, she is teaching at
Demetrio L. Alviola National High School (SHS Department) as Class
Adviser of XII-STEM where she handled Sciences and Research.

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