LEARNING COMPETENCY: 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)
TOPIC: Newton’s First and Second Law of Motion

Activity 1

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

Coin moves away

1. Lay the cardboard on top of the
glass. Have one edge of the coin
cardboard a little beyond the rim
so you can give that edge a good
flick without smacking your
fingertip on the glass. Coin falls
2. Place a coin on top of the into glass
cardboard so it’s centered over
the glass.
3. Use a finger to flick an edge of Figure 1
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.)
4. Watch the coin drop straight into
the glass! (Refer to the figure 1.)

Questions:

1. What happens when you flipped the cardboard?

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 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.
LEARNING COMPETENCY: 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)
TOPIC: Newton’s First and Second Law of Motion

Activity 2
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
Mass Force applied Speed Acceleration
number
1
2
3
4
5
6
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.
 Force applied by
Speed = 35.1m/s man in pushing
the box = 500N

Mass of thebox
= 50kg
Acceleration
8.12 m/s2

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.

Speed = 33 m/s
Force exerted by the man in
Acceleration pushing = 500N
1.97 m/s2 Mass of the man on top of
the box= 80kg
Mass of the box = 50kg

Illustrations for analysis Set B

Picture 3.
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

Acceleration Force exerted by the

1.74 m/s2 man in pushing the
box = 181N
Mass of the box
= 50kg
Picture 4
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

Force exerted by
the man in pushing
the box = 201N
Mass of the box =
Acceleration 50kg
2.14 m/s2

Questions:
1. What is constant in set A and B illustrations?
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 2. If the force is constant and the mass is increased, what happened to its
acceleration?
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3. If mass is constant, and the force is increased, what is its effect to
acceleration?
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4. What is Newton’s second law?
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LEARNING COMPETENCY: to infer that when a body exerts a force on

another, an equal amount of force is exerted back on it (S8FE-Ia-16).

TOPIC: ACTION-REACTION
 Activity 3 Action-Reaction

Objective:
• In this activity, you should be able to state Newton’s Third Law of
Motion.

Materials:
• 2 spring balances
• String

Procedure:
1. Connect 2 spring balances with their hooks. Ask your partner to
hold one end of the balance while you hold the other end
horizontally. Pull the spring balance while your partner just holds
the other end. Record the reading on each balance.

Q1. What is the reading on your balance and that of your partner?
What do these values represent?
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Q2. How do you compare the direction of your partner’s and your
force?
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2. Pull the spring balance harder. Be careful not to exceed the

maximum reading on the spring balance.

Q2. What is the reading on your balance and that of your partner?
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Q2. How do you explain your observation?
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3. Attach one end of your spring balance to the wall, while the other
end is connected to the second spring balance. Ask your partner to
pull the spring balance. Observe the reading on each balance.

Q5. What is the reading in each balance?

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Q6. Compare the direction of the forces exerted on the two ends of the
connected spring balance.
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Take note!
After performing this activity, you should be able to learn that for every
action, there is always an equal reaction. The “equal reaction” refers to the
magnitude of the force exerted by an object. Meaning, if object A exerts 10
units of force to object B, object B also exerts 10 units of force to object A.

Since you now have the idea on the action-reaction forces, challenge
yourself to apply your learnings by answering the next activity.

Tip: It states that for every action force there is an equal (in magnitude) and
opposite (in direction) reaction force.