MODULE FOR SCIENCE 8 Score:

HOLY REDEEMER SCHOOL OF SAN ISIDRO

Name: ___________________ Date: ______________

Section: __________________ Parent’s Signature: ______________

Overview In Grade 7, you described an object’s motion in terms of displacement,

speed or velocity, and acceleration. You performed activities wherein you interpreted
or created visual representations of the motion of objects such as tape charts and
motion graphs. The concepts were arrived at by studying examples of uniform motion
or objects moving in straight line at constant speed. Then you were also introduced to
non-uniform motion where the object covers unequal distances or displacements at
equal intervals of time. When a jeepney starts moving, it speeds up. When a jeepney
nears a stop sign, it slows down. The jeepney is covering different displacements at
equal time intervals and hence it is not moving at a uniform velocity. In other words, the
jeepney is accelerating. Most of the motions we come across in our daily life are non-
uniform and the primary cause of changes in motion is FORCE. In this module, you will
learn about the effects of force on motion. Newton’s Three Laws of Motion – the central
organizing principle of classical mechanics – will be presented and applied to real-life
situations. At the end of Module 1, you will be able to answer the following key
questions:

Do forces always result in motion? What are the conditions for an object to stay at rest,
to keep moving at constant velocity, or to move with increasing velocity? How is force
related to acceleration?

In the lower grades, you learned that an object can be moved by pushing or pulling. In
physics, this push and pull is referred to as force as shown the figure below. But is this
always the case? Can force always bring about change in the state of motion of an
object?
 (Figure1. Effect of force)

Balanced and Unbalanced Forces

An object may be acted upon by several forces. For example, an object may
be pushed and pulled in different directions at the same time. To identify which of these
forces would be able to cause change in the motion of the object, it is important to
identify all the forces acting on it.

To accurately describe the forces acting on an object, it is important for you to

be familiar first with the following terms: magnitude, direction, point of application, and
line of action. Forces are described in terms of these properties. Magnitude refers to the
size or strength of the force. It is commonly expressed in Newton (N). Consider the
diagram in Figure 2 showing a force, represented by the arrow, acting on a ball. The
direction of the arrow indicates the direction of the force while the length of the arrow
represents the relative magnitude of the force. If the force applied on the ball is
doubled, the length of the arrow is increased two times. The line of action is the straight
line passing through the point of application and is parallel to the direction of the force.

Point of the direction of Point of application

the force

-----------------------------------------
Line of action Line of action

F
Figure 2. Force acting on a ball

____________________________________________________________________________________
Activity 1

Forces on objects at rest

Objectives:

After performing this activity, you should be able to identify the forces acting on
an object at rest.

Materials:

pen pair of scissors

string book

Procedure

Situation 1

1. Hang a pen by a piece of string as shown in Figure 3a.

Q1. Is the pen at rest or in motion?

Figure 3a. Hanging pen

Q2. Are there forces acting on the pen? If yes, draw the forces. You may use arrows to
represent these forces.

2. Cut the string with a pair of scissors.

Q3. What happens to the pen? What could have caused the pen’s motion?

Situation 2

1. Place a book on top of a table as shown in

Figure 3b.

Q4. Is the book at rest or in motion?

Q5. Are there forces acting on the book? If yes,

draw the forces acting on the book.

Figure 3b. Book on a Table

Let one member of your group push the book in one direction and another member
push it in the opposite direction at the same time with the same amount of push (force).

Q6. Did the book move? How will you make the book move?

In the situations above, both the pen and the book are at rest. But this does not
mean that there are no forces acting on them. So what causes them to stay in
place? Consider the next activity.
______________________________________________________________________________

Activity 2

Balance of forces

Objectives:

After performing this activity, you should be able to:

1. Examine the conditions when two forces balance, and

2. Explain the effect of balanced forces on the state of motion of an object.

Materials:

4 sets spring balance

1 piece of sturdy cardboard threads

Procedure:

1. Bore four holes around the cardboard as shown. Label the holes A, B, C, and
D.

2. Attach threads to the holes.

3. Attach a spring balance to thread A and another one to thread D. Hold the
cardboard to keep it still. Pull the balances along the same line such that when
released, the cardboard remains at rest.

4. When the cardboard is at rest, examine the magnitudes and directions of the
two forces by reading the spring balance.

5. Draw the line of action of the forces acting on the cardboard. Extend the lines
until they intersect. Mark the point of intersection and draw arrows starting at this point
to represent the forces acting on the cardboard.

6. Repeat steps 3 to 5 for pair B and C.

Q7. When the cardboard is at rest, how do the magnitudes and directions of the
pair of forces acting on it compare?

7. Now here is a challenge. Find out the directions of all the forces such that
when all the threads were pulled with the same amount, the cardboard will not move
or rotate when released.

Q8. If you draw the lines of action of all the forces acting on the board and
extend the lines, what will you get?
 The diagram in Figure 5 shows the forces acting on the a) pen and b) book in
Activity 1. You learned in lower grades that all objects fall down because gravity pulls on
them towards the center of the earth. But what makes the pen and the book stay at rest?
The pen stays in place because of another force that acts on it that is supplied by the
string which we refer to in physics as tension force (T). The book, on the other hand, stays
at rest because of the upward push exerted on it by the table which we refer to as normal
force (Fn). Both the tension force and normal force counteract the pull of gravity (Fg)
that acts on the objects. Study the diagram. How do the lengths of the arrows in each
case compare? How do the magnitudes and directions of the pair of forces compare?
In both cases, we can infer that the objects remained at rest because the forces acting
on them are equal in magnitude and in opposite directions and they lie along the same
line of action (Figure 5). The forces are balanced. This was also demonstrated in Activity
2. Also, if you try out step 7 in Activity 2, you will find that the lines of action of the four
forces intersect through a single point. This also explains why the body does not move or
rotate.

Unbalanced Forces

If you cut the string connected to the pen, the pen will fall. Or if you push the book
on one side across the table, the book will move but will not continue moving if you don’t
continuously push it. The pen falls down because there is no more force acting on it to
counteract the pull of gravity. The book moves because of the push that you applied. In
other words, the forces acting on these objects are no longer Figure 5: Force diagram
Force of gravity Normal force Book (a) Pen (b) Book Force of gravity Tension force Pen
Line of action 9 balanced. If an object initially at rest is under an unbalanced force, it
moves in the direction of the unbalanced force.

How about if the object is already in motion, how will the unbalanced force affect
its motion?

Place a ball on the desk then push it gently to one side. Observe the motion of the
ball as it rolls down the desk. What makes the ball stop rolling after sometime? Again, you
need to identify the forces acting on the ball. You can see in Fig. 6 that the force of
gravity and the normal force are again acting on the ball. But these forces are balanced,
and so the ball stays on top of the desk. However, there is another force that acts on the
ball along the horizontal line or along the force that set the ball in motion. Do you still
remember your lesson on friction in the lower grades? You learned that friction is a force
that acts between surfaces that are in contact with one another. Friction in general acts
opposite the direction of motion. In the case of the rolling ball, the frictional force acts
between the surfaces of the ball and the desk and slows down the motion of the ball.

As the ball rolls to the right as shown in Figure 6, friction acts to the left to retard its
motion. Since you did not push the ball continuously there is no force present to balance
the force of friction. So the ball slowed down and eventually stopped.

Again, due to the unbalanced force, the object changes its state of motion hence
we say that it accelerates. Note that acceleration is not just an increase in velocity, but
also a decrease in velocity.

Combining Forces

When we combine or add forces to determine the net or unbalanced force, we

will limit our discussion to those forces which act along the same line of action. The
algebraic signs + and – are used to indicate the direction of forces. Unlike signs are used
for forces acting in opposite directions, like in the case of the book lying on the table. The
force of gravity (Fg) and normal force (Fn) are assigned opposite signs - Fn is given a
positive (+) sign while Fg is given a negative (-) sign. If both Fg and Fn are given a
magnitude value of 3 units, then the net force along this line (vertical) will be:

Fnet = Fn + Fg

= 3 units + (-3 units)

=0

If the sum of the forces equate to zero, they are considered balanced. If the algebraic
sum is not equal to zero, the forces are not balanced. The non-zero sum is the net or
unbalanced force. This unbalanced or net force would cause a change in a body’s state
of motion.
Concept check:

Study the illustrations and answer the questions that follow.

1. A boy and a girl are pulling a heavy crate at the

same time with 10 units of force each. What is the net
force acting on the object?

2. What if the boy and the girl pull the heavy crate at
the same time in opposite directions with 10 units and 5
units of force respectively, what will be the net force on
the object? Will the object move? To what direction will
it move?

3. Suppose another girl pulls the heavy crate in with 5

units of force in the same direction as the girl, what will
be the net force that will act on the object? Will the
object move?

Newton’s Three Laws of Motion

The principles behind Newton’s laws of motion are very significant in understanding the
motion of objects in our universe. Their applications are all around us. Understanding
these laws therefore helps us understand why the things around us move or behave the
way they do.

Newton’s First Law of Motion: Law of Inertia

You learned that if the forces acting on an object at rest are balanced or if their
algebraic sum equate to zero, the object stays at rest. This illustrates Newton’s.

First Law of Motion, a principle that was primarily based on the works of Galileo. The
following examples will help you understand this principle better.

Activity 3

Investigating inertia

Objective:

At the end of this activity, you should be able to demonstrate Newton’s first law of
motion.

Materials:

empty glass 5-peso coins (5 pcs or more) cardboard plastic ruler 1 peso coin Procedure

Coin Drop

1. Arrange the setup as shown in Figure

7.

2. Slowly pull the cardboard with your

hand and observe what happens.

3. Arrange again the setup as shown.

This time, quickly flick the cardboard
with your finger. Observe again what happens.
Q9. What happens when you slowly pulled the cardboard? Explain. Q10. What happens
when you flicked the cardboard? Explain.

Stack of Coins

4. Stack the coins on a flat level surface.

5. Quickly hit the coin at the bottom with the edge of the ruler.

Q11. What happens when you hit the coin at the bottom? Why is this so?

The examples above demonstrate the property of an object to resist any change in its
state of motion. In physics, this property is known as inertia. The coin dropped into the
glass because it was trying to remain in its state of rest. How about in the second
example? How will you explain the behavior of the coins when one of them was hit with
an edge of a ruler?

Measure of Inertia

All objects have the tendency to resist changes in their state of motion or keep
doing what they are doing. However, changing a body’s state of motion depends on its
inertia. A more massive object which has more inertia is more difficult to move from rest,
slow down, speed up, or change its direction.

Newton's first law states that an object at rest will stay at rest or an object in motion will
stay in motion and travel in straight line, as long as no external net force acts on it. The
object will change its state of motion only if there is unbalanced or net force acting upon
it.

Newton’s Second Law of Motion: Law Lawof of

Acceleration
Inertia You learned that when the
velocity of a moving body changes, we describe the motion as one with acceleration. Is
A body will remain at rest or move at constant velocity unless acted upon by an
there any relationship between acceleration and any unbalanced force that acts on
external
the body? Find out in the next net or unbalanced force.
activity.

Newton’s Second Law of Motion: Law of Acceleration

 You learned that when the velocity of a moving body changes, we describe the
motion as one with acceleration. Is there any relationship between acceleration and any
unbalanced force that acts on the body? Find out in the next activity.

Activity 4

Force and acceleration

Objective:

After this activity, you should be able to describe how the net force acting on an object
affects its acceleration.

Procedure:

Consider this situation below:

A group of students conducted an

experiment to determine the relationship
between the force acting on the object and
its acceleration. They used identical rubber
bands to pull the cart as shown in Figure 8.
They varied the number of rubber bands to
vary the force acting on the cart. They started
with 1 rubber band, then with 2, 3, and 4
rubber bands, making sure that they
stretched the rubber bands to the same length every time they pull the cart. They used
a ticker tape timer to determine the acceleration of the cart. A ticker tape was
connected to the cart such that when the cart was pulled, the paper tape will be pulled
through the timer. And as the paper tape was pulled through the timer, small dots are
formed on the tape.

Starting with the tape for 1 rubber band, they marked the first clear dot and every
6th dot thereafter and cut the tape along these points (Figure 9). Then they pasted the
strips side by side in order on a graphing paper to produce the tape chart for F=1 unit.
They did the same for the other tapes to produce tape charts for F=2 units, F=3 units, and
F=4 units.

If you combine these two relationships, you would come up with this relationship:
 Law of Acceleration
Law of Acceleration “The acceleration of an object is directly proportional to the
magnitude
“Theofacceleration
the net forceofacting on it is
an object and is inversely
directly proportional
proportional to theto its mass.” of the
magnitude
net force acting on it and is inversely proportional to its mass.”

This statement actually pertains to Newton’s second law of motion or Law of

Acceleration, because it is concerned with the relation of acceleration to mass and
force. This can be expressed in equation form as:

Acceleration = Net force / Mass

a = Fnet /m

This is often rearranged as:

Fnet = ma

Like any other quantity, force has a unit and is expressed in Newton (N). One Newton is
defined as the amount of force required to give a 1-kg mass an acceleration of 1 m/s/s,
or

1Newton (N) = 1kg/ms2

Sample mathematical problem:

Suppose a ball of mass 0.60 kg is hit with a force of 12 N. Its acceleration will be:

FNet
a=
t
m

12N
a=
0.60 kg

20 m/s²
If the force is increased to 24 N for the same ball then,
 24 N
a= = 40 m/s²
0.6 kg

Newton’s Third Law of Motion: Law of Interaction

Activity 5

Action-reaction

Objective:

In this activity, you should be able to compare two interacting forces in terms of
magnitude and direction.

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.

Q21. What is the reading on your balance and that of your partner? What do these
values represent? Q22. How do you compare the direction of your partner’s and your
force?

2. Pull the spring balance harder. Be careful not to exceed the maximum reading on
the spring balance.
Q23. What is the reading on your balance and that of your partner?

Q24. How do you explain your observation?

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.

Q25. What is the reading in each balance?

Q26. Compare the direction of the forces exerted on the two ends of the connected
spring balance.

In the simplest sense, a force is a push or a pull. However, Newton realized that a force
is not a thing in itself but part of mutual action, an interaction, between one thing and
another.

For example, consider the interaction between a hammer and a nail. A hammer
exerts a force on the nail and drives it into a board. But this is not the only force present
for there must also be a force exerted on the hammer to stop it in the process. What
exerts this force? The nail does. Newton reasoned that while the hammer exerts a
force on the nail, the nail exerts a force on the hammer. So, in the interaction between
the hammer and the nail, there is a pair of forces, one acting on the nail and the other
acting on the hammer. Such observations led Newton to his third law: the law of
interaction.

In Activity 5, you observed the similarities and differences between the interacting
forces in terms of magnitude and direction. This relationship is stated in Newton’s Third
Law of Motion – Law of Interaction.
 Law of Interaction (Action-Reaction)
“For every action, there is an equal and opposite reaction.”

Because the forces are equal in magnitude and opposite in direction, do you think
they will cancel each other? In this case, no addition of forces will take place because
these forces are acting on different bodies. The spring balances act on each other.

The difference between the forces related to Law of Interaction and forces in a
balanced state are as follows:

Action-Reaction forces Balanced forces

 Two forces are equal in size.  Two forces are equal in size.
 Two forces are opposite to  Two forces are opposite to
each other in terms of each other in terms of
direction. direction.
 Two forces have the same line  Two forces act along the same
of action. line.
 Action acts on one object,  Two forces act upon the same
while reaction acts on another object.
object

Herr, N. (2008). The sourcebook for teaching science: Strategies, activities, and instructional resources,
grades 6-12. San Francisco, CA: Jossey-Bass.

Department of Education, Culture and Sports. (DECS). (n.d.). Physics teachers resource manual. Pasig
City. Author.

Department of Education. (DepEd). (2002). Lesson Plans for the 2002 Basic Education Curriculum:
Science IV. Pasig City. Author.

The Physics Classroom (1996-2013). Newton’s laws. Retrieved from www.physicsclassroom.com

University of the Philippines National Institute for Science and Mathematics Education Development.
(2002). Practical work on high school physics: Sourcebook for teachers. Quezon City: Author.