Force and Motion Session 02 Newtons Second and Third Law 1

REGIONAL K to 10 TRAINING of TEACHERS
(RTOT) on CRITICAL CONTENT in

GRADE 8 SCIENCE
MARCH 17 – 29, 2019
Punta Villa Resort, Villa Arevalo, Iloilo City
Grade 8 Science
Force, Motion, and Energy
Session 2: Newton’s Second and Third Law of
Motion
Learning Facilitator:
LELIBETH P. JAVIER
Faculty, La Castellana National High School
Schools Division of Negros Occidental
Can you determine which among the shopping carts is the heaviest? How?
Session Objectives:
•Explain Newton’s Second Law of Motion
•Perform activities that would demonstrate

the relationship between the mass of an
object and the force applied to it, to the
acceleration of an object.
DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT
Session Objectives (cont’d)
•Explain Newton’s Third Law of Motion
•Cite applications of Newton’s Second and

Third Law of Motion

Recall:
•When there is an unbalanced force acting on
an object, that unbalanced force causes the
object to change its motion – to accelerate.
•When the forces acting on an object are

unbalanced, the net force on the object is
not equal to zero.
Recall
•When the forces acting on an object are
balanced, the net force on the object is equal to
zero.
•Newton’s first law states that every object

continues in a state of rest, or of uniform speed
in a straight line, unless acted upon by a nonzero
net force.
NEWTON’S SECOND LAW
OF MOTION

Analyze the picture.
Will the two carts

move at the same
acceleration if the
same amount of
force is applied on
them? Why?
https://goo.gl/images/xfc5x6

Analyze again
another picture.
Will the two carts

move at the same
acceleration if
different forces are
applied and the
mass of the two
carts are the
same? Why? https://goo.gl/images/LvD8Me

•The amount of acceleration of
the object depends on the
strength or magnitude of the
Net Force on the object and the
mass of the object.

Activity 1: Atwood’s Machine Demonstration
(Adapted from UP NISMED 2002. Sourcebook for Teachers: Practical Work in High School Physics. UP NISMED, Quezon City., and
https://www.education.com/science-fair/article/atwood-machine-vertical-tug-war/)
• An Atwood Machine is a very simple

device invented by George Atwood in
1794 as a way to demonstrate
Newton’s Laws of Motion.
• The ideal Atwood Machine consists of
two objects of mass m1 and m2,
connected by an inextensible massless
string over an ideal “massless pulley”.
https://goo.gl/images/3WqoKj

For every situation :
•Draw a Free-Body Diagram for the two
masses connected by the string.
•Identify the forces acting on each mass.
•Talk with your group and decide for an

answer to the following questions.
Situation 1: • The two objects have the same
mass.
• They are at the same height.
• They will be released at the same
time.
• PREDICT what will happen to the

Object 2 (m2). And draw an FBD of
m1 m2 the two objects.
• Which of the following gives the best prediction and
supporting reason?
a) Object 2 will move down because the gravitational

force on the block will be greater at the lower level.
b) Object 2 will remain stationary because there will be no
net force on the block.
c) Object 2 will move up and return to its original position
because of conservation of potential energy.
d) Object 2 will move up and return to its original position
because that was its equilibrium position.
supporting reason?

• Which of the following FBD of the two objects
supports the correct prediction?
A. B. C.
FT FT FT FT FT FT
m1 m2 m1 m2 m1 m2
FG FG FG FG FG FG
A. B. C.
FT FT FT FT FT FT
m1 m2 m1 m2 m1 m2
FG FG FG FG FG FG
https://goo.gl/images/XmveCc

Situation 2: • The two objects have the same
mass.
• They are at different heights.
• They will be released at the same
time.
•PREDICT what will happen to the

Object 2 (m2). And draw an FBD of
the two objects.
supporting reason?

supporting reason?

A. B. C.
FT FT FT FT FT FT
m1 m2 m1 m2 m1 m2
FG FG FG FG FG FG
A. B. C.
FT FT FT FT FT FT
m1 m2 m1 m2 m1 m2
FG FG FG FG FG FG
https://goo.gl/images/d8KtLX

Tips:
Be careful in drawing the force
vectors in the Free-body
diagram. Be aware that the
length of the vector
corresponds to the Magnitude
of the force.
If the force vectors are not of
equal lengths the system will
not be in equilibrium and
there will be acceleration.
Activity: Vertical Tug of War
• Activity Sheets will be provided per group.
• Manila Papers will also be provided for drawing the
Free-Body diagrams as well as the Data table.
• Your group will be given 40 minutes to complete the
activity.
• Data tables should be posted in your respective posting
area.
• Select one member from the group to present the
results of the activity.
Activity Proper
“VERTICAL TUG OF WAR”

Activity 2: Vertical Tug of War
• Group presentation

1. Do you have the same results as the other
groups? If not, what do you think is different
from what you did and what you found out?
2. How can you relate Newton’s Second Law with

the activity?

3. In determining the value for acceleration due
to gravity, what could be the reasons why
there is a slight difference between the
accepted value and your experimental value?
How can you possibly reduce the difference?

Where did these equations come from?
𝟐𝒉
𝒂= 𝟐
𝒕
𝒎 𝟏 + 𝒎𝟐
𝒈=𝒂
𝒎 𝟐 − 𝒎𝟏

For

For
Start by constructing Free-Body diagrams for each object.
Construct an equation in the form of Newton’s Second Law for
each object
• Object 1
• 𝛴𝐹 = 𝑻 +(-𝒎𝟏 𝒈) = 𝒎𝟏 𝒂
• Object 2
• 𝛴𝐹 = 𝑻 + (-𝒎𝟐 𝒈) = −𝒎𝟐 𝒂
• Note that we labelled vectors (forces and

acceleration) directed upward as positive,
and negative if the vectors (forces and
acceleration) are directed downward.

• Equation for Object 1: 𝛴𝐹 = 𝑻 +(-𝒎𝟏 𝒈) = 𝒎𝟏 𝒂
• Equation for Object 2:𝛴𝐹 = 𝑻 + (−𝒎𝟐 𝒈) = −𝒎𝟐 𝒂
• Solve for 𝑻 in each equation
𝑻 = 𝒎𝟏 𝒂 + 𝒎𝟏 𝒈
𝑻 = (−𝒎𝟐 𝒂) + 𝒎𝟐 𝒈
• Equate the two equations and solve for g
𝒎𝟏 𝒂 + 𝒎𝟏 𝒈 = (−𝒎𝟐 𝒂) + 𝒎𝟐 𝒈

Newton’s Second Law of Motion
Knight, Randall. 2013. Physics for scientists and engineers : a strategic approach. Illinois: Pearson Education, Inc

Newton’s Second Law of Motion

https://goo.gl/images/xfc5x6 https://goo.gl/images/LvD8Me
NEWTON’S THIRD LAW
OF MOTION

Watch a video on “Fire extinguisher on a Tricycle”.
Answer the following guide questions:
- What happened to the tricycle when the fire

extinguisher was opened?
- What made the tricycle move?
- Were there forces involved in the video?

Fire extinguisher on a Tricycle

Answer the following questions:
- What happened to the tricycle when the fire

extinguisher was opened?
- What made the tricycle move?
- Were there forces involved in the video?

Newton’s Third Law of Motion
Newton’s third law of motion states

that whenever one object exerts a force
on a second object, the second object
exerts an equal and opposite force on
the first object.

Newton’s Third Law

The wall is pushing on
the boy.
True or False

Newton’s third law describes the relationship
between two forces in an interaction.
• One force is called the action force.
• The other force is called the
reaction force.
• Neither force exists without the
other.
• They are equal in strength and
opposite in direction.
• They occur at the same time
(simultaneously).
When the girl jumps to the shore, the boat moves
backward. Explain what happens in the context of
Newton’s Third Law.

If the Earth pulls the
boulder towards the
Earth, the boulder also BOULDER
pulls the Earth towards
the boulder.
TRUE / FALSE
EARTH
- How much force is
pulled by the Earth on
the boulder? BOULDER
- How much force is

pulled by the boulder
on the Earth?
EARTH
If both action and reaction
forces are equal, then why
do we only see the boulder
moving towards the Earth
and NOT the Earth moving
towards the boulder?
• If a cannon is fired,
which of the following
will undergo more
acceleration:
A. the cannon
B. the cannonball

Important Reminders for Newton’s Third Law:
•Action-Reaction Forces are equal in
magnitude and opposite in direction.
•Action- reaction forces act on different
bodies.
•Action – reaction forces do not cancel out
each other.

If the horse pulls on the cart, with the same amount of force as the pull
of the cart on the horse, why are they moving / accelerating?
https://goo.gl/images/CrSVAd

Identify three pairs of action-reaction forces
from the picture.

Pull of the cart on the horse
Pull of the horse on the cart
Force of the horse on the ground
Force of the ground on the horse
Force of the ground on the wheels
Force of the wheels on the ground


What made the horse and the cart to
accelerate? Pull of the cart on the horse


Identify which pairs of forces are equal. FORCE 1
Pull of the cart on the horse
FORCE 2
FORCE 3
FORCE 4
FORCE 5
FORCE 6

What will happen if Force 1 is less than FORCE 1
Force 3? Pull of the cart on the horse
FORCE 3

What will happen if Force 1 is greater FORCE 1
than Force 3? Pull of the cart on the horse
FORCE 3

Summing it up: 8-Word Memoir
•Per group, think of one sentence composed of
eight words that would sum up the important
concepts learned in the session.
•Use your Meta-cards to form the sentence and
post it on your designated area.

Check Up. PLICKER CARDS.
• Each group will be given Plicker cards.
• These Plicker cards will be used in answering the given
check-up questions.
• Each group will raise their cards with their answers and
the facilitator will scan them using mobile phone.
• After all the cards were scanned, the facilitator will
announce which group got the correct answer.
Check Up:
1. If a fly collides with the windshield of a fast-
moving bus, which object experiences an
impact force with a larger magnitude?
a) the fly
b) the bus
c) the same force is experienced by both

Check Up:
moving bus, which object experiences an
impact force with a larger magnitude?
a) the fly
b) the bus
c) the same force is experienced by both

•In accordance with Newton’s third
law, the fly and bus experience
forces that are equal in magnitude
but opposite in direction.

Check Up:
moving bus, which object experiences the
greater acceleration?
a) the fly
b) the bus
c) the same acceleration is experienced by both

Check Up:
moving bus, which object experiences the
greater acceleration?
a) the fly
b) the bus
c) the same acceleration is experienced by both

•Because the fly has such a small mass,
Newton’s second law tells us that it
undergoes a very large acceleration. The
huge mass of the bus means that it can
more effectively resist any change in its
motion and exhibits a small
acceleration.
Check Up:
3. What will happen to the

acceleration of the object if it
was pushed with twice the net
force and its mass was increased
by four?
Check Up:
• The acceleration will be reduced

to half.

References:
• 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.
Thank you very
much!
See you in Session 3.
OUTPUT after every session:
DLP WRITING
Session 2: Newton’s Second and Third Law of Motion
Send all DLPs via email:
bethparohinogjavier@gmail.com
Filename:
Section2_Group2_Session1
DEPARTMENT OF EDUCATION

Force and Motion Session 02 Newtons Second and Third Law 1

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Force and Motion Session 02 Newtons Second and Third Law 1

Uploaded by

Copyright:

Available Formats

REGIONAL K to 10 TRAINING of TEACHERS

(RTOT) on CRITICAL CONTENT in

•Perform activities that would demonstrate

•Cite applications of Newton’s Second and

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

•When the forces acting on an object are

•Newton’s first law states that every object

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

Will the two carts

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

Will the two carts

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

• An Atwood Machine is a very simple

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

•Identify the forces acting on each mass.

•Talk with your group and decide for an

• PREDICT what will happen to the

a) Object 2 will move down because the gravitational

a) Object 2 will move down because the gravitational

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

•PREDICT what will happen to the

a) Object 2 will move down because the gravitational

a) Object 2 will move down because the gravitational

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

2. How can you relate Newton’s Second Law with

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

• Note that we labelled vectors (forces and

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

- What happened to the tricycle when the fire

- What made the tricycle move?

- Were there forces involved in the video?

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

- What happened to the tricycle when the fire

- What made the tricycle move?

- Were there forces involved in the video?

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

Newton’s third law of motion states

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

- How much force is

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT

Pull of the horse on the cart

Force of the horse on the ground

Force of the ground on the horse

Force of the ground on the wheels

Force of the wheels on the ground

DEPARTMENT OF EDUCATION – BUREAU OF CURRICULUM DEVELOPMENT