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Science Department
Academic Year 2023-2024 Dubai International Private School-Garhoud
Physics
Chapter 4: Forces and Newton’s Laws of Motion
Newton’s 3rd Law (P1) (B&C)

Student Grade 11 Week # 29 Date /03/2024

Curriculum Standards: HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of
objects is conserved when there is no net force on the system.
Learning Outcomes:
Students will be able to:
1. Use mathematical representations to define newton’s 3rd law.
2. Relate between action and reaction forces.

Task 1: Read the following passage to answer what follows:

In the context of the Emirates Mars Mission, Newton's Third Law plays a crucial role in the propulsion
system of the Hope Probe, designed to explore the Martian atmosphere. The action in this scenario involves the
combustion and expulsion of exhaust gases as the rocket engines propel the spacecraft away from Earth towards
Mars. As the Hope Probe executes its journey, the equal and opposite reaction, according to Newton's Third Law,
is the thrust that propels the probe forward through space.

The precision of the rocket's design and the calculation of thrust are essential aspects considered by
engineers at the Mohammed bin Rashid Space Centre (MBRSC) for the Hope Probe mission. By optimizing the
expulsion velocity of the exhaust gases, engineers ensure that the reaction force is sufficient to overcome Earth's
gravitational pull and provide the necessary momentum for the spacecraft to travel millions of kilometers to reach
Mars.

Therefore, Newton's Third Law is not only a fundamental principle for rocket propulsion in general but
also a critical factor in the success of specific space missions, such as the Emirates Mars Mission, where the
application of this law is integral to the spacecraft's trajectory and overall mission objectives.

1. How does Newton's Third Law apply to rocket propulsion, and what is its significance in the field

of space exploration?

Launching a rocket relies on Newton's Third Law of Motion. A rocket engine produces thrust through
action and reaction. The engine produces hot exhaust gases which flow out of the back of the engine. In
reaction, a thrusting force is produced in the opposite reaction.

2. Can you explain the specific actions and reactions involved in the launch of a rocket, as detailed
in the case study?

The action in this scenario involves the combustion and expulsion of exhaust gases as the rocket engines

propel the spacecraft away from Earth towards mars.

DIPS Motto: Reaching the best potential of every learner in an inclusive, international environment
DIPS Vision: DIPS, in partnership with parents and community, strives to prepare every student to be digitally literate, a lifelong learner, and a productive citizen.
DIPS Mission: DIPS is committed to provide education following international standards yet adhering to local values and traditions.
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3. How do engineers apply Newton's Third Law in the design and optimization of rocket thrust for
efficient space travel?

Engineers apply Newton's Third Law in rocket design by optimizing thrust through efficient
expulsion of propellant, ensuring spacecraft generate enough force to overcome gravitational pull,
enabling efficient space travel.

4. How does the Hope Probe's journey to Mars exemplify Newton's Third Law, and what role does
thrust play in overcoming gravitational forces?

The Hope Probe's journey to Mars illustrates Newton's Third Law: its engines produce
thrust by expelling propellant, countering Earth's gravity. This thrust is vital for reaching Mars and
adjusting the spacecraft's trajectory during the journey. Newton's Third Law remains evident in
the continual interplay of action and reaction throughout the mission.

DIPS Motto: Reaching the best potential of every learner in an inclusive, international environment
DIPS Vision: DIPS, in partnership with parents and community, strives to prepare every student to be digitally literate, a lifelong learner, and a productive citizen.
DIPS Mission: DIPS is committed to provide education following international standards yet adhering to local values and traditions.
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Task 2:

Newton’s third law of motion states that every action has an equal and opposite reaction. This means that forces
always act in pairs. First an action occurs, such as two skateboarders pushing together. Then a reaction occurs that
is equal in strength to the action but in the opposite direction. In the case of skateboarders, they move apart, and
the distance they move depends on how hard they first pushed together.
You might think that actions and reactions would cancel each other out like balanced forces do. Balanced forces,
which are also equal and opposite, cancel out because they act on the same object. Action and reaction forces, in
contrast, act on different objects, so they don’t cancel out. In fact, they often result in motion.

1. What is Newton’s third law of motion?

Newton’s third law of motion states that every action has an equal and opposite reaction.

2. Describe an example of an action and reaction that result in motion.

Such as two skateboarders pushing together. Then a reaction occurs that is equal in strength to the action but in
the opposite direction. In the case of skateboarders, they move apart, and the distance they move depends on
how hard they first pushed together.

3. Compare and contrast action-reaction forces and balanced forces.

Action-reaction forces follow Newton's Third Law, with equal and opposite forces between interacting
objects. Balanced forces result in zero net force, maintaining equilibrium on an object.

4. Express the mathematical relation that expresses Newton’s 3rd law.

ForceAB=−ForceBA

This equation signifies that the force exerted by object A on object B (ForceABForceAB) is equal in
magnitude but opposite in direction to the force exerted by object B on object A (ForceBAForceBA).

DIPS Motto: Reaching the best potential of every learner in an inclusive, international environment
DIPS Vision: DIPS, in partnership with parents and community, strives to prepare every student to be digitally literate, a lifelong learner, and a productive citizen.
DIPS Mission: DIPS is committed to provide education following international standards yet adhering to local values and traditions.
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Task 3: Early finishers (group B)

1. Can you identify scenarios in which the action and reaction forces are not immediately obvious?

Action and reaction forces might not be immediately obvious in scenarios involving complex fluid
dynamics, friction, electromagnetic interactions, structural forces, or biomechanics. Detailed analysis is
often required to identify these forces in such situations.

2. how would your understanding of Newton's Third Law help you to predict these forces?

Knowing Newton's Third Law helps predict forces by recognizing that every action has an equal and
opposite reaction. This understanding aids in anticipating and analysing forces in various scenarios like
fluid dynamics, friction, electromagnetics, structures, and biomechanics.

Criteria Standard

- I was following teachers’ - I was following teachers’ - I had to be reminded to

instructions right away. instructions, but occasionally follow teachers’ instructions
Following
- I was working nicely using taking a while to get started. to get started.
Instructions / Task
1 the material in front of me - I was getting distracted with - I rushed to do things so
Completion
without disturbing anyone others and held back from ended up doing mistakes.
……. /2
around me. finishing on time.
(2) (1) (0)
- I used my time wisely and - I wasted some time, but I was - I didn’t manage my time, so
finished every task on time. able to finish the task. I was late to finish the task.
Time Management / - I participate in class - I participate when addressed - I rarely participate to
2 Participation discussions by offering to discuss ideas and answer discuss ideas in class
……. /2 ideas and asking questions. questions. discussions.
(2) (1)
(0)
- I finished all the activity and - I finished most of the activity - I didn’t finish the activity
solved all the main and solved most of the main and didn’t solve the
Questions Analysis
3 questions and most of the questions and few questions at all.
……. /2
challenging questions. challenging questions.
(2) (1) (0)
- I finished all the activity and - I finished most of the activity - I didn’t finish the activity
solved all the main and solved most of the main and didn’t solve the
calculations
4 questions and most of the questions and few questions at all.
……. /2
challenging questions. challenging questions.
(2) (1) (0)
5 Direction and units - I finished all the activity and - I finished most of the activity - I didn’t finish the activity
……. /1 solved all the main and solved most of the main and didn’t solve the
questions and most of the questions and few questions at all.

DIPS Motto: Reaching the best potential of every learner in an inclusive, international environment
DIPS Vision: DIPS, in partnership with parents and community, strives to prepare every student to be digitally literate, a lifelong learner, and a productive citizen.
DIPS Mission: DIPS is committed to provide education following international standards yet adhering to local values and traditions.
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challenging questions. challenging questions.
(2) (1) (0)
Total Mark
8
……. /10

DIPS Motto: Reaching the best potential of every learner in an inclusive, international environment
DIPS Vision: DIPS, in partnership with parents and community, strives to prepare every student to be digitally literate, a lifelong learner, and a productive citizen.
DIPS Mission: DIPS is committed to provide education following international standards yet adhering to local values and traditions.