8
Science 8
Quarter 1 – Module 1:
Newton’s First and
Second Law of Motion
(Week 1/Day 1-5)
Subject Area – Grade 8 Science
Self-Learning Module (SLM)
Quarter 1 – Module 1: Newton’s First and Second Laws
First Edition, 2020
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effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Development Team of the Module
Writer:Lalaine M. Biboso, EdD.
Editors:Geraldine C. Toledo, Rosalie P.Gillesania, Samuel D. Rosal, Yolka A. Barbecho,
Cherilene A. Suscano
Reviewers: Sally A. Palomo, Nerissa A. Alfafara
Illustrator: Remus Angelo E. Moscoso
Layout Artist:Geraldine C. Toledo
Cover Art Designer: Reggie D. Galindez
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Romelito G. Flores, CESO V - Schools Division Superintendent
Mario M. Bermudez, CESO VI –Assistant Schools Division
Superintendent
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Peter Van C. Ang-ug – REPS, Science
Juliet F. Lastimosa - CID Chief
Sally A. Palomo - Division EPS In- Charge of LRMS
Gregorio O. Ruales - Division ADM Coordinator
Nerissa A. Alfafara – EPS, Science ,
Edilbert A. Reyes, Ph.D.- Division Science Coordinator
Printed in the Philippines by Department of Education – SOCCSKSARGENRegion
Office Address:
Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax:
(083) 2288825/ (083) 2281893
E-mail Address:
region12@deped.gov.ph
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Subject 8
Quarter 1 – Module 1:
NEWTON’S FIRST AND
SECOND LAW OF MOTION
(Week 1/Day 1-5)
Introductory Message
For the facilitator:
Welcome to the Grade 8 Science Self-Learning Module (SLM) on Newton’s First and
Second Law!
This module was collaboratively designed, developed and reviewed by educators
both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body
of the module:
Notes to the Teacher
This contains helpful tips or strategies
that will help you in guiding the learners.
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
2
For the learner:
Welcome to the Grade 8 Science Self-Learning Module (SLM) on Newton’s First and
Second Laws!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies in
your own hands!
This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.
This module has the following parts and corresponding icons:
What I Need to Know
This will give you an idea of the skills or
competencies you are expected to learn in
the module.
What I Know
This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In
This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New
In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It
This section provides a brief discussion of
the lesson. This aims to help you discover
and understand new concepts and skills.
What’s More
This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned
This
includes
questions
or
blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
3
What I Can Do
This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.
Assessment
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activities
In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.
Answer Key
This contains answers to all activities in the
module.
At the end of this module you will also find:
References
This is a list of all sources used in
developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
4
What I Need to Know
On February 29, 2020 Philstar reported about 31 students and a driver
who were hurt when a jeepney plunged into a 40 – foot ravine in Barangay
Olympog in General Santos City. According to the police investigator, the students
were on their way home from a trip at the Sanchez Peak. Three of the injured
students were confined in the hospital while the others were immediately
discharged after receiving first aid (John Unson, Philstar, Feb.29, 2020.) Why did
this happen? Who is to be blamed? What should passengers do inside the vehicle?
How can we prevent accidents on the road? This module will help you answer
these questions.
This module was designed and written with you in mind. It is here to help
you master the Newton’s First and Second Law. The scope of this module permits
it to be used in many different learning situations. The language used recognizes
the diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
After going through this module, you are expected to:

Investigate the relationship between the amount of force applied and
the mass of the object to the amount of change in the object’s motion.
(S8FE-1a-15)
And, specifically you are to:
1.
2.
3.
4.
differentiate balanced and unbalanced forces;
investigate the effects of force and mass to the motion of the object;
relate first law of Newton to the second law; and
cite situations in life where Newton’s laws are applied.
5
What I Know
Are you excited to learn a new topic today? Before that, you need to answer
the pre-test to measure how much you know about the lesson.
Directions: Encircle the letter of the correct answer.
1.
2.
Which chair will require the most amount of force to get it moved or
accelerated?
A. a plastic chair with a mass of 2 kg.
B. a rattan chair with a mass of 3 kg.
C. a wooden chair with a mass of 5 kg.
D. a steel chair with a mass of 6 kg.
Look at the boys playing tug of war. Assuming that each of the boys can exert
a 50N force, who will win the game?
A. only one boy
B. the two boys
3.
C. no movement
D. cannot be determined
Below are four shoppers. Which of the shoppers require more force to push
the cart?
A.
C.
B.
D.
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4.
If the force is constant, what will happen to the motion or acceleration of the
object if the mass is increased?
A. decreased
B. increased
C. the same
D. zero
5.
A bus moves along national highway from Koronadal City to General Santos
City. A passenger has noticed that over time, he passes the kilometer markers
in shorter periods of time. Which statement best describes the motion of the
bus?
A. the bus is keeping the same direction
B. the bus is increasing its speed
C. the bus is changing its direction
D. the bus is maintaining the same speed
6.
What is
A.
B.
C.
D.
7.
If Josh exerts a force of 3N, and Jun is 6N, what is the net force?
A.
B.
C.
D.
the net force on girl who is sitting on the chair?
0
1
2
3
6N,
3N,
3N,
9N,
left
left
right
left
8.
Which of the following could be done to accelerate a moving object?
A. apply inertia
B. apply a balanced force
C. apply an unbalanced force
D. apply both balanced and unbalanced forces
9.
Which of the following vehicles will come to a complete stop FIRST when the
drivers apply brake at the same time?
A. the fully loaded ten-wheeler truck
B. the van loaded with passengers
C. the empty dump trucks
D. the small car
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10. If a van driver suddenly makes a sharp turn, which of the following will likely
to happen due to inertia?
A. Passengers will slide back and forth.
B. Passengers will move backward.
C. Passengers will move forward.
D. Passengers will slide to the side of the van.
11. Two objects A and B were applied with the same net force. It is observed that
the acceleration of object A is two times greater than B. Which of the following
is correct?
A. Object A has a mass two times greater than B.
B. Object has a mass ½ of the mass of object B.
C. Object A has a less streamlined shape than object B.
D. Object A has more friction than object B.
12.
13.
Which of the following indicates that an object is accelerating?
A. speeding up
B. slowing down
C. changing direction
D. any of the above
Based on the figure below, if the boy number 1 will be
able to push the boy number 2 away from him, who
exerts greater force?
A. boy number 1
B. boy number 2
C. they have the same force
D. cannot be determined
14. What Newton’s law is illustrated in the picture below?
A.
B.
C.
D.
First law only
Second law only
First and Second laws
Third Law only
15. Why should we wear seatbelts in riding a vehicle?
A. We should wear seatbelts to maintain our inertia.
B. We should wear seatbelts so that our body will not move if we meet
an accident or a force is applied to the brake.
C. We should wear seatbelts so that we can sleep while travelling.
D. We should wear seatbelts so if we are in an accident our body doesn’t
keep moving at the same speed and in the same direction that the car
was going.
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Lesson
1
Physics: Newton’s First and
Second Laws
You are now introduced to your new lesson. This has something to do with
your daily activities like household chores, exercises, playing and marketing. The
amount of force applied in doing these is a factor to make our motion fast or slow.
Example, in arranging your furniture you usually push or pull it. Techniques are
important to overcome friction and inertia for a fast movement. In helping drivers
pushing their vehicle out of sticky mud or engines stop working, playing tug of war,
baseball and soccer games are only few of the many applications of Newton’s first
and second law.
Before going further, you need to recall first your previous lessons to
connect to your new lesson.
What’s In
You have learned in your previous lessons that the layman’s understanding
of a force is that it is a push or a pull which refers to a very specific action. Force
acts on an object. This implies that, when we pull or push, there is an object that
receives it. The force exerted on the objects has a magnitude and direction. This is
called vector quantity. Newton is the unit for force. You also learned about net
force which refers to the sum of the forces acting on an object, capable of
changing the object’s state of motion.
Examples:
1.
This ball is acted by forces with different directions. Its net force is equal to
2N, right. The direction of the net force follows the direction of the force of the
greater magnitude.
5N
3N
●
Net Force = 2N, right. Can you explain why?
Answer: The direction of forces is opposite. A 5N force is pointing to the right and the
other force is pointing to the left so you need to make one positive and the other
negative.
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2.
The second ball is acted by forces of the same directions. The net force is;
equal to 8N, left.
3N
5N
Net Force =8N, left
In this example, both the directions and the magnitudes are combined when
adding vectors.
Another important concepts you need to be refreshed are the following:
When a string, rope or wire
pulls on an object, it exerts a
contact force which we call
Tension Force.
MOTION
PUSHING FORCE
Friction force is the opposing
or resisting force between two
solid surfaces.
FRICTION FORCE
The force exerted by a surface
(the agent) against an object
that is pressing against the
surface is called as the
Normal Force.
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These are common forces which you will encounter as you study this
module. Now please proceed to your engagement activity. There are four pictures
to analyze. The first two pictures are about the competition of strong men showing
their amazing strength in pulling the truck. The second set is a scenario at the
mall. Please use your observation skills to do what is asked.
Activity 1
Force is the key
Study the pictures. Give your observations regarding the force exerted by the
contestants in pulling the truck and grocery goers in pushing the cart.
How did you find the activity? This activity shows that magnitude of force
matters in pushing or pulling to move the object. Object with greater mass needs
greater force to move it.
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What’s New
The next activity is a game for survival. Technique, cooperation, and unity
are needed to win the game. Still force, matters. Find out!
Activity 2
Making the balanced, unbalanced
I.
II.
III.
Objectives:
1. Differentiate balanced force from unbalanced force
2. Find out the effect of balanced and unbalanced forces when applied to
objects at rest or in motion
Materials:
 Colored pencil
 Bond paper
 Pentel pen
Procedure:
1. The Team A and the Team B are to pull the cart full of groceries to be used
during the Enhanced Community Quarantine due to COVID-19. After the
final round, the winner will take the groceries home. Study the series of
illustrations and be able to determine what makes the winner, win the
game.
2. Summarize your observations in table form.
Summary of observations
Round
Total Amount of force
exerted by the team
Team A
(wearing BLUE
T-shirt)
Team B
(wearing RED
T-shirt)
Round 1
Round 2
Round 3
Round 4
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Is the
force
equal?
(Yes/No)
Will the cart
move? (Yes/No)
To what
direction?
THE TEAMS!
Team A(Blue Team) – wearing BLUE T-shirt
Team B(Red Team)– wearing RED T-shirt
Team A/Blue Team
versus
Team A/Red Team
Note: The final round is the basis in determining the winner.
FIRST ROUND!
50 N
Remember, you need to record the data in the table.
13
SECOND ROUND!
200
NN
200
200NN
200
150
150NN
100NN
100
THIRD ROUND!
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FOURTH ROUND!- FINAL ROUND, WINNER TAKES ALL!
200 N
250NN
250
Questions:
1.
Who wins the game?
______________________________________________________________________________
______________________________________________________________________________
______
2.
What strategy did they use to win the game?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________
3.
What force did the team exert to win the game?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Did you enjoy the activity? Did your chosen team win? In the activity, it
shows that balanced forces do not move the object at rest but it is the unbalanced
forces cause the motion.
Are you excited to do the next activity?. This will give you idea about
inertia. In this activity, you will observe the coin falling into the glass without
touching it.
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Activity 3
Investigating Inertia
1. Objectives:
1. Demonstrate Newton’s first law of motion.
2. State Newton’s First law.
2. Materials:
 empty glass
 cardboard
 1-peso coins (5 pcs or more)
 plastic ruler
3. Procedure
Coin Drop
1. Lay the cardboard on top of the
glass. Have one edge of the
cardboard a little beyond the rim so
you can give that edge a good flick
without smacking your fingertip on
the glass.
Coin moves away
Coin
2. Place a coin on top of the cardboard
so it’s centered over the glass.
3. Use a finger to flick an edge of the
cardboard. You will not flick the
cardboard directly from the side. (Do
not flick it downwards or upwards by
hitting from above or below the
cardboard.)
Coin falls
into glass
Figure 1
4. Watch the coin drop straight into the
glass! (Refer to the figure 1.)
Questions:
1. What happens when you flipped the cardboard?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What is Newton’s first law?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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How many trials did you make until you succeed in the activity? This was
about Newton’s first law introduced by Sir Isaac Newton who is an English
mathematician, physicist, astronomer, theologian, and author. The activity proves
that inertia is the factor to make the object at rest unless acted by an unbalanced
force. You found out in the activity that the motion of the object is related to the
amount of force applied.
In the next activity you will discover what kind of relationship is existing on
these variables. This is about Newton’s second law. So, please do it.
Activity 4
Simulation of Newton’s Second Law
I. Objectives:
1. Determine the relationship of acceleration to the following:
a. Mass and acceleration at constant force
b. Mass and acceleration at increasing force
c. Force and acceleration at constant mass
d. Force and acceleration at increasing mass
2. State Newton’s Second Law base on the activity
II. Materials:
 Activity Sheets
 Calculator
III.Procedure:
1. The series of drawings/figures are of 2 sets, Set A and Set B.
2. Fill in the table below for easy analysis of each figure.
Table 1. Summary table of the objects’ mass, acceleration, speed, and force
Picture
number
Mass
Force applied
1
2
3
4
5
6
17
Speed
Acceleration
The following illustrations are for your references in doing the activity.
Illustrations for analysis
Set A
Picture 1
The man is pushing the box. The arrows indicate the direction and
magnitude of the force applied and the friction. Record the mass, speed, and
acceleration in the table.
Speed = 35.1m/s
Acceleration
8.12 m/s2
FRICTION FORCE
APPLIED FORCE
500 N
94 N
50 kg
Picture 2
Compare this picture with picture 1. Observe what is added and the force
applied. Take a look at the speed and acceleration. Are there any changes? Record
the data in the table.
Force exerted by the man
in pushing = 500N
Mass of the man on top of
the box= 80kgs
Speed = 33 m/s
Acceleration
1.97 m/s2
80kg
Mass of the box = 50 kg
APPLIED FORCE
244 N
FRICTION FORCE
50 kg
18
500 N
Picture 3
What is the difference of this picture with the previous two pictures? What is
increased and what made constant. What happened to the speed and
acceleration?
Force exerted by the
man in pushing = 500N
Mass of the man on top
of the box= 80kgs
80 kg
Speed = 13.9 m/s
Mass of the box = 50 kg
Acceleration
0.90 m/s2
APPLIED FORCE
FRICTION FORCE
50 kg
338 N
500 N
50 kg
Picture 4
Illustrations for analysis
Set B
Set B illustrations have different scenarios compared to set A. Try to spot
the difference. Record the mass, acceleration speed and the force applied in
pushing the box.
Speed = 6.0 m/s
FRICTION FORCE
181 N
Acceleration
1.74 m/s2
APPLIED FORCE
Force exerted by
the man in pushing
the box = 181N
Mass of the box
= 50 kg
50 kg
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Picture 5
What is the difference of this picture to that of # 4? What is increased in
this picture? Is the mass the same?
Speed = 15.0
m/s
Acceleration
2.14 m/s2
FRICTION FORCE
201 N
94N
APPLIED FORCE
Force exerted by
the man in
pushing the box
= 201N
50 kg
Mass of the box
= 50 kg
Picture 6
Is the man pushing the same object? Is the force increased? As a result,
what happened to its speed and acceleration?
Speed =36.6
m/s
Acceleration
3.32 m/s2
FRICTION FORCE
260 N
94N
50 kg
APPLIED FORCE
Force exerted
by the man in
pushing the box
= 260N
Mass of the box
= 50 kg
Questions:
1. What is constant in set A and B illustrations?
___________________________________________________________________________
___________________________________________________________________________
2. If the force is constant and the mass is increased, what happened to its
acceleration?
___________________________________________________________________________
___________________________________________________________________________
3. If mass is constant, and the force is increased, what is its effect to
acceleration?
___________________________________________________________________________
___________________________________________________________________________
4. What is Newton’s second law?
___________________________________________________________________________
___________________________________________________________________________
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What is It
Newton’s first and second laws can be understood by mastering the concept
of balanced and unbalanced forces. The table below can help you to differentiate
these forces from each other.
Bases
comparison
for
Balanced Forces
Unbalanced forces
Magnitude and
direction of forces
equal size but in
opposite direction,
Unequal and opposite or
may the same in direction
Effect to object in
Motion
The object continues
to move in the speed
The moving object changes
its speed and direction
Effect to object at
rest
Object stays at rest
Object moves in the
direction of greater force
Net force
Zero
Non-zero
Newton’s first law is also known as the law of inertia. It states that: An object
at rest will remain at rest unless acted on by an unbalanced force. An object in
motion will continue to move at constant speed and direction unless acted on by
an unbalanced force.
Let us use a ball as an example. A ball if it is at rest, will continue in the
same state of rest. If an unbalanced force is applied, say, by kicking the ball, it will
be in motion. If the ball is in motion, say with an eastward velocity of 3m/s, the
ball will continue in motion unless acted by an unbalanced force. This is shown in
the illustration below.
How about Newton’s Second law?
Newton’s second law states that: Acceleration is directly related to force and
inversely related to mass. Consider the situations given.
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Situation 1.The man is pushing the cart with a box inside. Observe on the change
in acceleration of the cart by comparing the two pictures.
As you can see in the illustrations, at constant mass if force is increased,
acceleration increases. This means that acceleration is directly related to force.
Situation 2. Here is another situation. The same man is pushing the cart. Observe
the load, force and acceleration. Can you spot the difference between the two
situations?
In the second, it shows that at constant force acceleration decreases when
mass is increased. This implies that the mass is inversely related to acceleration.
22
What’s More
You have learned Newton’s first and second laws through different activities.
The proceeding activity needs your reflection on the things that you can see in the
environment and maybe you have done before. Again, study the picture and be
able to answer the questions.
Activity 5
Too risky
In most of our actions/activities and decisions in doing something Newton’s first
and second laws are not considered therefore, risks assessment is overlooked.
I. Objectives:
1. Relate the situations to Newton’s first and second law.
2. Reflect about the situation and give comments in terms of:
a. Mass
b. Acceleration
c. Force
3. Determine the risks in every situation.
II. Material:

Pictures
III. Procedure:
Study the pictures reflecting how Newton’s first and second law are applied.
Answer the questions in every situation.
Situation 1
1. In this picture, can the little boy move
the cart? Yes/No. Why?
_______________________________________
_______________________________________
2. What law is applicable to this situation?
________________________________________
________________________________________
3. What are the risks?
_______________________________________
_______________________________________
23
Situation 2
4. What can you say about the acceleration
of the bicycle?
_______________________________________
_______________________________________
5. What Newton’s law is applicable?
_______________________________________
_______________________________________
6. What are the risks?
_______________________________________
_______________________________________
Did you appreciate the activity? This activity implies that force play an
important role to make our tasks easy and fast. However, risks in every action we
take need to be considered. Example, in pushing or lifting heavy objects, proper
positioning of the body is important to prevent injury. While in riding in any type of
transportation, safety of every passenger must be the concern of everyone.
Let us see if you are the most experienced passenger by doing this another
activity. Try to recall your experiences in riding vehicles so that you can relate to
the activity. Are you ready?
What I Have Learned
Activity 6
It’s in the law
Determine if the scenarios stated are related to Newton’s first or second laws.
Mark a check ( ✔ ) that corresponds to the law.
Scenarios
1. The bus driver suddenly starts his engine when he realized
that it is already his time to go. The passengers sitting or
standing in the bus tend to fall backward.
2. The player hits a baseball ball harder so it goes faster and
longer.
3. The driver suddenly stops the car and his passengers strain
against the seatbelt.
4. The bus decelerates when it approaches the checkpoint for
inspection.
5. The visitors were amazed when the waiter pulls the
tablecloth out from under the table full of dishes.
24
First
law
Second
law
Do you know now which of your actions or experiences are related to
Newton’s laws? This implies that most of our experiences are applications of
Newton’s laws.
Do you have the most unforgettable experience being a passenger? What
was your reaction? How did you protect yourself? Strange questions? Find out in
the next activity.
What I Can Do
Common experiences in
riding a multicab/
vehicle
Did you experience
these? Mark a check (✔)
What did you do?
1. Body moved to the
right when the driver
stepped on the brake.
2. Felt on the floor due to
a sudden application on
the brake by the driver.
3. The vehicle bumped to
another vehicle.
4. No seatbelt available in
the vehicle.
5. Thrown forward when
the vehicle abruptly
decelerates and
eventually stopped.
Tell which of the following you experienced in riding our local transportation.
The activity allows us to recall our instant reactions in time that our lives
are in danger. This tells us that precautions and alertness in riding vehicles must
be practice. Do not sleep if you are travelling.
Did you enjoy all the activities? Did you learn? Let us find out by answering
the assessment portion of the module.
25
Assessment
Answer the following questions by underlining the letter of the correct answer.
1.
2.
Which chair will require the most amount of force to get it moved or
accelerated?
A. a plastic chair with a mass of 2 kg
B. a rattan chair with a mass of 3 kg.
C. a wooden chair with a mass of 5 kg.
D. a steel chair with a mass of 6 kg.
Look at the boys playing tug of war. Assuming that each of the boys can exert
a 50N force, who will win the game?
A. only one boy
B. the two boys
3.
C. no movement
D. cannot be determined
Below are four shoppers. Which of the shoppers require more force to push
the cart?
A.
4.
C.
B.
D.
If the force is constant, what will happen to the motion or acceleration of the
object if the mass is increased?
A. decreased
C. the same
B. increased
D. zero
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5.
A bus moves along national highway from Koronadal City to General Santos
City. A passenger has noticed that over time, he passes the kilometer markers
in shorter periods of time. Which statement best describes the motion of the
bus?
A. the bus is keeping the same direction
B. the bus is increasing its speed
C. the bus is changing its direction
D. the bus is maintaining the same speed
6.
What is
A.
B.
C.
D.
7.
If Josh exerts a force of 3N, and Jun is 6N, what is the net force?
A.
B.
C.
D.
the net force on girl who is sitting on the chair?
0
1
2
3
6N,
3N,
3N,
9N,
left
left
right
left
8.
Which of the following could be done to accelerate a moving object?
A. apply inertia
B. apply a balanced force
C. apply an unbalanced force
D. apply both balanced and unbalanced forces
9.
Which of the following vehicles will come to a complete stop FIRST when the
drivers apply brake at the same time?
A. the fully loaded ten-wheeler truck
B. the van loaded with passengers
C. the empty dump trucks
D. the small car
10. If a van driver suddenly makes a sharp turn, which of the following will likely
to happen due to inertia?
A. Passengers will slide back and forth.
B. Passengers will move backward.
C. Passengers will move forward.
D. Passengers will slide to the side of the van.
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11. Two objects A and B were applied with the same net force. It is observed that
the acceleration of object A is two times greater than B. Which of the following
is correct?
A. Object A has a mass two times greater than B.
B. Object has a mass ½ of the mass of object B.
C. Object A has a less streamlined shape than object B.
D. Object A has more friction than object B.
12.
13.
Which of the following indicates that an object is accelerating?
A. speeding up
B. slowing down
C. changing direction
D. any of the above
Based on the figure below, if the boy number 1 will be
able to push the boy number 2 away from him, who
exerts greater force?
A. boy number 1
B. boy number 2
C. they have the same force
D. cannot be determined
14. What Newton’s law is illustrated in the picture below?
A.
B.
C.
D.
First Law only
Second Law only
First and Second Laws
Third Law only
15. Why should we wear seatbelts in riding a vehicle?
A. We should wear seatbelts to maintain our inertia.
B. We should wear seatbelts so that our body will not move if we meet
an accident or a force is applied to the brake.
C. We should wear seatbelts so that we can sleep while travelling.
D. We should wear seatbelts so if we are in an accident our body doesn’t
keep moving at the same speed and in the same direction that the car
was going.
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Additional Activities
Answer this critically.
A big truck ban stuck on a muddy road. The driver challenged the by
standers to push the truck ban out of the mud because he is going to give a prize.
Would you join?
Explain your decision in relation to Newton’s first and second laws.
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Answer Key
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References
Books
Grade 8 Science Learner’s Material
Grade 8 Science Teacher’s Guide
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DISCLAIMER
This Self-learning Module (SLM) was developed by DepEd SOCCSKSARGEN
with the primary objective of preparing for and addressing the new normal.
Contents of this module were based on DepEd’s Most Essential Learning
Competencies (MELC). This is a supplementary material to be used by all
learners of Region XII in all public schools beginning SY 2020-2021. The
process of LR development was observed in the production of this module.
This is version 1.0. We highly encourage feedback, comments, and
recommendations.
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