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Science-Grade 8
Learner Activity Sheets
Quarter 1- Week 2: Newton’s Third law of Motion

First Edition, 2021

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Development Team of the Learners’ Activity Sheets

Writer: Reynosa S. Alcala

Regional Validators: Edna E. Trinidad, EdD

Jomel C. Montero
Ma. Cristina G. Ballesteros
Lovie Kim P. Ocura
Eugene D. Manulat

Division Validators: Gersim S. Lumintac

Elena M. Navallo, PhD.
Alberto M. Orias, Jr.

Management Team:
Ma. Teresa M. Real, Schools Division Superintendent
Leonevee V. Silvosa, CESE, Asst. Schools Division Superintendent
Dominico P. Larong Jr., CID Chief
Gemma L. Pullos PhD., LR Manager
Gersim S. Lumintac PhD., Science Education Program Supervisor

Author: Reynosa S. Alcala

School: Campo National High School
Division: Surigao del Norte
Email Address: reynosa.alcala@deped.gov.ph Page 1
 WEEKLY LEARNING ACTIVITY SHEET
Science 8, Quarter 1, Week 2

NEWTON’S THIRD LAW OF MOTION

Name: _________________________________ Section: __________________________

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-Ia-16)

Learning Objectives:

The learners shall be able to:

1. describe Newton’s Third Law of Motion (Law of Interaction);
2. compare the magnitude and direction of two interacting forces; and
3. identify a pair of forces and their effects on objects.

Time: 4 hours

Key Concepts

 Force can be described as push and pull. Newton, on the other hand, recognizes
that a force is a part of mutual action, or interaction, between two things, rather
than a thing in and of itself.
 Newton’s Third Law of Motion is sometimes called the Law of Action-Reaction
or Law of Interaction. Every action has a corresponding and opposing reaction.
When one object exerts a force on another, the second object responds with an
equal amount of force.
 Even though the forces are of equal magnitude (strength) and opposite direction,
they do not cancel out.
 Two important points to remember in Law of Interaction:
1. Forces usually happen in pairs at the same time.
2. A pair of forces affects two bodies, one that pushes and the other that pulls.

Author: Reynosa S. Alcala

School: Campo National High School
Division: Surigao del Norte
Email Address: reynosa.alcala@deped.gov.ph Page 2
 Forces involved in actions and reactions can be represented by an arrow. The way
an arrow point indicates the direction of a force, and the size of the arrow indicates
the force's strength. Consider the skateboarders presented in the illustration.

 In Figure1, the arrows represent the forces

with which the skateboarders push against
each other. This is the action. Figure 1. Action force

 In Figure 2, the arrows represent the forces

with which the skateboarders move apart.
This is the reaction.
 In Figure 1 and 2, compare arrows in two
Figure 2. Reaction force
figures. They point in different directions, but
they are of the same size. This shows that the
Source:https://www.saddlespace.org/w
reaction forces are equal and opposite to hittakerm/science/cms_page/v
iew/7795361
the action forces.

Activity 1. What Moved Me?

Objective: Describe the Newton’s Third Law of Motion (Law of Interaction)

What you need: Pen and paper
What to do: Examine the diagram below and respond to the questions that
follow.

ACTION
He pushing on
the ground

REACTION
Ground
pushing on
him.

Sources: https://thumbs.dreamstime.com/z/schoolboy-rides-skateboard-vector-drawing-student-74322270.jpg

Figure 3. Sketch of the skateboarder

Author: Reynosa S. Alcala

School: Campo National High School
Division: Surigao del Norte
Email Address: reynosa.alcala@deped.gov.ph Page 3
Guide Questions:

1. What will happen if he pushes his foot against the ground? How does this happen?
________________________________________________________________________________
________________________________________________________________________________

2. If he pushes against the ground with greater force, how will this affect his forward
motion?
________________________________________________________________________________
________________________________________________________________________________

Activity 2. COMPARE US!

Objective: Compare the magnitude and direction of two interacting forces.

What you need: Pen and paper
What to do: 1. Study the illustrations.
2. Observe the reading on each spring balance and answer the
guide questions that follow.

3.

Figure 4. Student A pulled the spring balance while student B is in stationary.

Figure 5. Student B pulled the spring balance while student A is in stationary.

Figure 6. Both students A and B pulled the spring balance.

Source: https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcSq7qsLtDwUpVHQW44-
kGkihgdBD6gw78diYqhPEXyggHl5yTA5hBkwMga4IG20qL-VqQ&usqp=CAU

Author: Reynosa S. Alcala

School: Campo National High School
Division: Surigao del Norte
Email Address: reynosa.alcala@deped.gov.ph Page 4
Guide Questions:

1. Write the measurement of the spring in each illustration.

Student A Student B

Figure 4 __________ __________

Figure 5 __________ __________

Figure 6 __________ __________

2. What can you infer about the readings of the spring balance in each figure?
________________________________________________________________________________
________________________________________________________________________________
3. Compare the direction of the forces acting on the connected spring balance at two
ends.
________________________________________________________________________________
________________________________________________________________________________

Activity 3. RECOGNIZE ME!

Objective: Identify a pair of forces and their effects on objects.

What you need: Pen and paper
What to do: In each diagram, identify the action-reaction forces and label it
A if its Action and R if it is Reaction. Then, write
the description of the pair of forces on the table.

Condition Force of Action Force of

Reaction
Ex. Walking Feet pushing on Ground pushing
the ground. back the feet.

R A

https://media.cheggcdn.com/study/07b/07b22653-6571-4583-
b641-1f80eab72db2/2367b853-9ccd-43e2-8924-
6a975f6b9a68.png

1. A rocket gets its

lift from the
burned gases
coming out from
its tail.

https://www.cool2bkids.com/wp-
content/uploads/2015/01/Rocket-Ship-Coloring-Pages.jpg

Author: Reynosa S. Alcala

School: Campo National High School
Division: Surigao del Norte
Email Address: reynosa.alcala@deped.gov.ph Page 5
 2. Swimmer

https://www.sarthaks.com/?qa=blob&qa_blobid=689074470135
5461153

3. Hammering a nail. .

https://thumbs.dreamstime.com/z/hand-hammer-ink-black-
white-illustration-hammering-nail-115269386.jpg

4. A bird in flight

https://i.pinimg.com/564x/5a/6c/8c/5a6c8ca7cec7e651d27
2491167a2cd1a.jpg

5. Man jumps from a boat.

https://haygot.s3.amazonaws.com/questions/971198_10
62014_ans_57a18725a3e44a7cb585a342af153892.png

Guide Questions:

1. What are the two types of forces presented in these diagrams?

________________________________________________________________________________
________________________________________________________________________________
2. How do you identify the action and reaction forces?
________________________________________________________________________________
________________________________________________________________________________
3. What is the most important concept illustrated in the diagrams and table?
________________________________________________________________________________
________________________________________________________________________________

Author: Reynosa S. Alcala

School: Campo National High School
Division: Surigao del Norte
Email Address: reynosa.alcala@deped.gov.ph Page 6
REFLECTION

Draw any scenario or example of action-reaction forces you have come across
in your daily life and label it.

Scoring Rubric:

3 2 1

Illustrations are Illustrations are Illustrations are

conceptually correct conceptually correct conceptually
and complete. and incomplete. incorrect.

References for Learners:

Campo, Pia C., et.al. 2013. Science 8 Learner’s Module. Pasig City: Department of
Education
Campo, Pia C., et.al. 2013. Science 8 Teacher’s Guide. Pasig City: Department of
Education

https://www.saddlespace.org/whittakerm/science/cms_page/view/7795361
https://clarkscience8.weebly.com/action--reaction.html
https://www.centergrove.k12.in.us/cms/lib4/IN01000850/Centricity/domain/510/
4th%20nine%20week%20files/third%20law.pdf
https://www.sarthaks.com/242315/an-experiment-to-prove-newtons-third-law-of-
motion

Author: Reynosa S. Alcala

School: Campo National High School
Division: Surigao del Norte
Email Address: reynosa.alcala@deped.gov.ph Page 7
Answer Key

Author: Reynosa S. Alcala

School: Campo National High School
Division: Surigao del Norte
Email Address: reynosa.alcala@deped.gov.ph Page 8
Author: Reynosa S. Alcala
School: Campo National High School
Division: Surigao del Norte
Email Address: reynosa.alcala@deped.gov.ph Page 9