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General Physics 1
Quarter 1 - Module 6
Newton’s Laws of Motion and Their Applications

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General Physics 1 - Grade 12
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Module 6: Newton’s Laws of Motion and Their Applications
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General Physics 1
Quarter 1 - Module 6
Newton’s Laws of Motion and
Their Applications

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Table of Contents

What This Module is About............................................................................................................. i

What I Need to Know....................................................................................................................... i

How to Learn from this Module......................................................................................................ii

Icons of this Module……………………………………………………………………………….ii

What I Know......................................................................................................................................iii

Lesson 1: Newton’s Law of Motion

What I Need to Know.........................................................................................................1
What’s New: Guess What?...............................................................................................2
What Is It: Learning Concepts
Law of Inertia …………………..…………………………………………………………3
What’s More……………………………………………………………………………….4
What Is It: Learning Concepts …………………………………………………….........4
Second Law of Motion
What’s More : …………………………………………………………………………...7
What is It Learning Concepts:
Third Law of Motion ………………………………………………………………………9
What’s More: ……………………………………………..……………………………...10
What I Have Learned: …………………………………………………………………..11
What I Can Do: Performance Task and Enrichment Activity………………………..12
Lesson 2: Frictional Force
What’s In……………. :……………………………….………………………………….14
What I Need to Know :……………………………….………………………………….14
What’s New: Let The Force Be With Thee….………………………………………...14
What is It: Kinetic and Static Friction..…………………………………………………15
What’s More: Let’s Classify……………………………………………………………..16
What I have Learned: Let’s Compare……….…………………………………………16
What I Can Do: Give Me More………………………………….………………………17

Summary............................................................................................................... ..17
Assessment: (Post-Test)....................................................................................... ..18
Key to Answers........................................................................................................20
Reference............................................................................................................. .. 23
What This Module is About
Everything moves. From the tiniest particle to the largest object in the
universe, each move with respect to the other object which we call the frame of
reference. After thorough observations of the motions of objects in the environment,
Sir Isaac Newton quantify this movement into his three laws of motion.

In this module, you will learn more about the dynamics of motion by studying
the three laws of motion and their applications. This module discusses how we
transformed our teaching of the three laws of motion formulated by Sir Isaac
Newton; the laws explain how objects are affected by forces to behave the way they
do.

Quite interesting! You may now start exploring this module.

The following are the lessons contained in this module:

1. Newton’s Laws of Motion
2. Friction Force

What I Need to Know

After going through this module, you are expected to:

 Define inertial frames of reference STEM_GP12N-Ie-28

 Identify action-reaction pairs STEM_GP12N-Id-31
 Draw free body diagram STEM_GP12N-Id-32
 Apply Newton’s 1st law to obtain quantitative and qualitative conclusions about the
contact and noncontact forces acting on a body in equilibrium STEM_GP12N-Ie-33
 Differentiate the properties of static friction and kinetic friction STEM_GP12N-Ie-34
 Apply Newton’s 2nd law and kinematics to obtain quantitative and qualitative
conclusions about the velocity and acceleration of one or more bodies, and the
contact and noncontact forces acting on one or more bodies STEM_GP12N-Ie-36
 Solve problems using Newton’s Laws of Motion in contexts such as, but not limited
to, ropes and pulleys, the design of mobile sculptures, transport of loads on conveyor
belts, force needed to move stalled vehicles, determination of safe driving speeds on
banked curved roads STEM_GP12N-Ie-38
i

How to Learn from this Module

In order to accomplish the learning competencies mentioned above, you are
tasked to do the following:
• Read the lessons carefully.
• Be sure to follow the instructions in the different series of activities provided.
• Answer all the given tests and exercises attentively.

Icons of this Module

What I Need to This part contains learning objectives that

Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.
ii
What I Know (Pre-Test)
MULTIPLE CHOICE: Choose the letter of the correct answer among the
options. Write your answer on your answer sheet.

1. Which of the following is always true about net force?

A. It causes motion.
B. Its SI unit is newton.
C. It makes the objects speed up.
D. It is inversely proportional to acceleration.
2. The acceleration due to gravity of Earth is _____________
A. 9.80 m2/s, downward C. 9.80 m/s, downward
B. 9.80 km2/s, downward D. 9.80 m/s2, downward
3. If your mass on Earth is 55kg, what is your mass on the moon?
A. 55kg C. 550 kg
B. 55 D. 550 N
4. You are standing on a scale in an elevator. You notice that your weight is
decreasing. What can you conclude? The elevator is__________.
a. Accelerating upward
b. Accelerating downward
c. Moving at constant acceleration upward
d. Moving at constant acceleration downward
5. Which of the following statements is not one of Newton’s Laws of motion?
a. In the absence of an unbalanced force, an object moves at constant
velocity.
b. For any force there is always an equal but opposite reaction force.
c. The force and the acceleration of a body are towards the same direction.
d. What goes up must come down.
6. The seatbelt of your car protects you from your _______.
A. acceleration C. mass
B. inertia D. velocity
7. Which of the following is NOT consistent with a car which is accelerating? It
is____
a. moving with an increasing speed
b. moving with a decreasing speed.
c. moving with a high speed.
d. changing direction.
8. Which of the following is not in equilibrium?
a. A crate stationary on an incline.
b. A car climbing a hill at constant speed.
c. A car turning a corner at constant speed.
d. All examples show objects in equilibrium.
9. If the force of gravity on balloon is 3,000N, and the lift force provided by the
atmosphere is 2,900N, in which direction is the net force acting?
A. upward C. towards the east
B. downward D. there is no net force
10. If a horse pulls on a calesa at rest, the calesa pulls back equally as much on the
horse. Will the calesa be set into motion?
a. No, because the forces cancel each other.
b. Yes, because there is a net force acting on the calesa.
c. Yes, because there is a time delay between action and reaction.
d. Yes, because the horse’s pull on the calesa is larger than the calesa’s pull
on the horse

iii
Lesson

1
NEWTON’S LAWS OF MOTION

What I Need to Know

What is Motion?

Figure 1. Newton’s laws of motion describe the motion of the (a) dolphin’s path,
(b) a woman on a sprinter and (c) a car racing its oval (credit: Jin Jang)

What does it really mean to explain motion? Is it not that motion just takes
place? Motion draws our attention. Motion itself can be beautiful, causing us to
marvel at the forces needed to achieve spectacular motion, such as that of a dolphin
jumping out of the water, or a pole vaulted, or the flight of a bird, or the orbit of a
satellite. A body is said to be in motion (or moving) when its position changes
continuously with respect to a stationary object taken as a reference point. The study
of motion is called kinematics, but kinematics only describes the way objects move
by means of distance, displacement, speed, velocity or acceleration. Dynamics, on
the other hand, is a branch of Physics that considers the effects of forces on the
motion of moving objects and systems. Newton’s laws of motion are the foundation
of dynamics. These laws provide an example of the breadth and simplicity of
principles under which nature functions. They are also universal laws in that they
apply to similar situations on Earth as well as in space. Many things can be
explained by the use of actual observations and some are explained by simple
common sense.
1
The laws were developed by Sir Isaac Newton in the late 1600s. You’ll learn
about Newton’s laws of motion in this module and how and why objects move as
they do. Isaac Newton’s (1642–1727) laws of motion were just one part of the
monumental work that has made him legendary. The development of Newton’s laws
marks the transition from the Renaissance into the modern era. This transition was
characterized by a revolutionary change in the way people thought about the
physical universe.

Newton made use of the work of

his predecessors, which enabled him to
develop laws of motion, discover the law
of gravity, invent calculus, and make
great contributions to the theories of light
and color. It is amazing that many of
these developments were made with
Newton working alone, without the
benefit of the usual interactions that take
place among scientists today.

This Photo by Unknown Author is licensed under CC BY-SA

Figure 2. Sir Isaac Newton

What’s New
Activity 5.1.1 Guess what?
UNSCRAMBLE THE WORDS

Directions: The following are words associated with the study of the Laws of
Motion. Analyze the following VOCABULARY WORDS to answer this challenge and
give the meaning of the word created. Answers must be written on a sheet of paper.
One point in every correct answer.

1. rcefo
2. ntoenw
3. ireatin
4. asms
5. gyvtrai
6. eaccelrtaoni
7. rteeofcn
8. csimdyan

9. nmioto

10. gwieht
___r___ ____ ____ ____ y
___ ____ r
_____ _____ ___ ___ ____ e___ e ____a ____ ____ ____
n_____w___ ___ ___t __o___ ___ ___
_____ _____
___y___ ___m__ __ s
___ ___ ___
___ t i ____ ___ ___ ___ ___ o ___
__ a___ ____
___ ___ ig___ t

What Is It
2
Newton’s First Law of Motion: Law of Inertia

Newton’s first law of motion states that: An object’s motion will not change
unless an unbalanced force acts on it. If the object is at rest, it will stay at rest. If the
object is in motion, it will stay in motion and its velocity will remain the same. In other
words, neither the direction nor the speed of the object will change as long as the
net force acting on it is zero.
Newton’s first law of motion is also called the law of inertia. When it comes to
laws of motion, inertia is one of the greats. The word “inertia” refers to a body’s
resistance to changes in its motion. Objects want to stay at rest or in motion unless
an outside force causes a change. For example, if you roll a ball, it will continue
rolling unless friction or something else stops it by force.

Different examples are shown below:

Why do we wear seat belts? Obviously, they
are
there to protect us from injury in case of a car
accident. If a car is traveling at 60 mph, the
driver is also traveling at 60 mph. When the
car suddenly stops, an external force is
applied to the car that causes it to slow down.
But there is no force acting on the driver, so
the driver continues to travel at 60 mph. The
seat belt is there to counteract this and act as
that external force to slow the driver down
along with the car, preventing them from being
harmed.
Source: Elizabeth Schroeder
Figure 3. The importance of wearing a seatbelt

Think about what happens when you are riding in a car that stops suddenly. Your
body moves forward on the seat. Why? The brakes stop the car but not your body, so your
body keeps moving forward because of inertia. That’s why it’s important to always wear a
seat belt. The car keeps changing direction, but the riders keep moving in the same direction
as before. They slide to the opposite side of the car as a result.
The amusement park ride pictured in
Figure 4 on the right keeps changing direction as
it zooms back and forth. Each time it abruptly
switches direction, the riders are forced to the
opposite side of the car. What force causes this to
happen?
The inertia of an object depends on its mass.
Source: https://www.wsfcs.k12.nc.us/

Figure 4. Amusement Park Ride

What’s More
Directions: Fill in the appropriate words about the First Law of Motion. Answers
must be written on a sheet of paper. One point in every correct answer.

1. Newton’s first law of motion is also known as the LAW of _________.

2. Newton’s first law says that:
a. An object that is not moving, or that is at ___________________, will stay
at_________, and
b. An object that is moving will keep moving with a constant ___________
and in the same___________ unless an _______________________
force acts on that object.
3. What is Inertia?
4. What property of an object determines how much inertia it has?
5. Which of the following has more inertia?
a. a bowling ball or a tennis ball?
b. a hammer or a feather?

What Is It
Newton’s Second Law of Motion: Law of Acceleration

Newton’s Second Law of Motion states that: “The acceleration of an object is directly
proportional to the net external force acting on the object and inversely proportional
to the mass of an object”.

Another question immediately arises. What do we mean by an external force?

An intuitive notion of external is correct—an external force acts from outside the
system of interest. For example, in Figure 5 below (a) the system of interest is the
wagon plus the child in it. The two forces exerted by the other children are external
forces. An internal force acts between elements of the system. Again looking at
Figure 5 (a), the force the child in the wagon exerts to hang onto the wagon is an
internal force between elements of the system of interest. Only external forces affect
the motion of a system, according to Newton’s first law.
Source: texasgateway.org

Figure 5. Different forces exerted on the same mass which produce different accelerations.

Consider the different situations as4shown in Figure 5, (a) Two children push a
wagon with a child in it. Arrows representing all external forces are shown. The
system of interest is the wagon and its rider. The weight w of the system and the
support of the ground N are also shown for completeness and are assumed to
cancel. The vector f represents the friction acting on the wagon, and it acts to the
left, opposing the motion of the wagon. (b) All of the external forces acting on the
system add together to produce a net force, Fnet. The free-body diagram shows all of
the forces acting on the system of interest. The dot represents the center of mass of
the system. Each force vector extends from this dot. Because there are two forces
acting to the right, we draw the vectors collinearly. (c) A larger net external force
produces a larger acceleration (a’>a) when an adult pushes the child.
An unbalanced force acting on an object will cause an object to accelerate in
the direction of the force. The acceleration is directly proportional to the resultant
force acting on the object and inversely proportional to the object’s mass.

This proportionality states what we have said in words—acceleration is

directly proportional to the net external force. Once the system of interest is
chosen, it is important to identify the external forces and ignore the internal ones. It
is a tremendous simplification not to consider the numerous internal forces acting
between objects within the system, such as muscular forces within the child’s body,
let alone the myriad of forces between atoms in the objects, but by doing so, we can
easily solve some very complex problems with only minimal error due to our
simplification.

Now, it also seems reasonable that acceleration should be inversely

proportional to the mass of the system. In other words, the larger the mass (the
inertia), the smaller the acceleration produced by a given force.

1
The proportionality is written as a⃗ ∝
m

2
where m is the mass (SI unit: kg) of the system ; a⃗ is the acceleration(SI unit: m/s )

Experiments have shown that acceleration is exactly inversely proportional to

mass, just as it is exactly linearly proportional to the net external force.

In equation form, we can state Newton’s 2nd Law of Motion as:

⃗
F net=m a⃗
where ⃗
F net is the net force (SI unit: N)

Source: bartleby.com

Figure 6. The same force exerted on systems of different masses produces different
accelerations. (a) A basketball player pushes on a basketball to make a pass. (The effect of
gravity on the ball is ignored.) (b) The same player exerts an identical force on a stalled SUV
and produces a far smaller acceleration (even if friction is negligible).
(c) The free-body diagrams are identical, permitting direct comparison of the two situations.
A series of patterns for the free-body diagram will emerge as you do more problems.

Let’s try the following examples:

Example Problem # 1
A 3.5 kg papaya is pushed across a table. If the acceleration of the papaya is
2.2 m/s2 to the left. What is the net external force exerted on the papaya?

Given: m = 3.5 kg Find: ⃗

F net
a⃗ = 2.2 m/s2 to the left
Solution:
⃗
F net=m a⃗
⃗
F net = (3.5 kg) (2.2 m/s2)
⃗
F net = 7.7 kg. m/s2 or 7.7 N, to the left

The net external force exerted on the papaya is 7.7 N, to the left.

Example Problem # 2
A soccer player starts at rest and accelerates forward, reaching a velocity of
8.00 m/s in 2.50 s. (a) What is her average acceleration? (b) What average force
does the ground exert forward on the runner so that she achieves this acceleration?
The player’s mass is 70.0 kg
and air resistance is negligible.

Solution
a. We are given the initial and final velocities (zero and 8.00 m/s forward,
respectively); thus, the change in velocity is Δv=8.00m/s.

We are given the elapsed time, so Δt = 2.50 s. The unknown is acceleration,

which can be found from its definition:
∆ ⃗v
a⃗ =
∆t

8.00 m/s
Substituting the known values yields a⃗ = 2.50 s = 3.20 m/s2

Substituting the known values of m and a⃗ gives ⃗

F net=m a⃗
⃗
F net = (70.0kg) (3.20m/s2) = 224N

b. This is a reasonable result: The acceleration is attainable for an athlete in good

condition. The force is 224 N, a reasonable average force.

Example Problem # 3
A 5.00×105 kg rocket is accelerating straight up. Its engines produce1.250×107 N of
thrust, and air resistance is 4.50 x 106N. What is the rocket’s acceleration?

Equation: ⃗
F net = T −f −mg
where:
⃗
F net = the net external force acting
on the rocket
T = thrust
f = air resistance
mg = weight of the rocket (⃗
F w)

Figure 7: A Free-body diagram of the forces

acting on a rocket.

Now, ⃗
F net=m a⃗ , thus, substituting this into equation (1), it becomes:
m ⃗a = T −f −mg
T−f −mg
Solving for the acceleration of the rocket,a⃗ , the equation becomes: a⃗ =
m

7 6 5 m
1.25 x 10 N −4.50 x 10 N −(5.00 x 10 kg)(9.80 2
)
Thus, s
a⃗ = 5
5.00 x 10 kg
m
a⃗ =6.20 2
s
m
Therefore, the rocket’s acceleration is 6.20 2
.
s
What’s More

A. Directions: Answer the following questions that relate to the second law of
motion on a separate sheet of paper. One point in every correct answer.

1. What is the SI unit of Force?

2. State the relationship between force, mass, and acceleration.
3. If the mass of a body increases and we want to keep its acceleration constant,
then what shall be done to the net force?
4. If the mass of an object was kept constant but its acceleration decreased, then
what happened to the net force applied?
5. If Mr. John wants to move a 10 kg and a 20 kg solid block from rest, which
block needs more force?
6. Newton’s second law of motion is alternatively called as _________.

7
B. Directions: Supply the appropriate words that relates to the Second Law of
Motion. Write your answers on a separate sheet of paper. One point in every
correct answer.

1. Newton’s Second Law of Motion is also the Law of ___________________.

2. Newton’s second law says that when a/an _____________________
force is applied to an _______________, it causes it to ______________.
3. The greater the force that is applied, the ____________ is the acceleration.
4. The lesser the force that is applied, the _______________is the acceleration.
5. If the same force is applied to an object with a large mass, it will have
_________ acceleration.
6. If the same force is applied to an object with a small mass, it will have a
______________acceleration.
7.The equation that is used to solve Newton’s 2nd Law of Motion
problems is ⃗F net=m a⃗

a. What do each of the variables mean?

⃗
F net = ___________ m = ___________ a⃗ =¿____________

8. What unit of measurement must be used with each variable in no. 7?

C. Directions: Supply the appropriate words that relates to the Second Law of
Motion. Write your complete solution on a separate sheet of paper. Five points in
every correct answer.
1. What acceleration will result when a 12 N net force is applied to a 3 kg object?
A 6 kg object?

2. How much force is needed to accelerate a 1000 kg car at a rate of 3 m/s2?

3. If a 70 kg swimmer pushes a pool wall with a force of 250 N, what is her

acceleration?

4. Find the mass of a football player who has 1250 N of force and has an
acceleration of 1.5 m/s2

5. How much acceleration is given to a 45kg child with a 0.75N push on a

swing?
6. What is the mass of a car that is going 2m/s2 and then hits a tree with a force
of 6000N?

8
What Is It

Newton’s Third Law of Motion: Law of Action and Reaction

Study the figure on the right of the
two skateboarders pushing against each
other. When they push against each other, it
causes them to move apart. The harder they
push together, the farther apart they move.
This is an example of Newton’s third law of
motion or simply the Action-Reaction.

Figure 8: Skateboarders pushing against each

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

Other Example That Illustrate Action-Reaction

Consider a swimmer pushing off from the side of a pool, as illustrated. She
pushes against the pool wall with her feet and accelerates in the direction opposite to
that of her push. The wall has exerted an equal and opposite force back on the
swimmer. You might think that two equal and opposite forces would cancel, but they
do not because they act on different systems. In this case, there are two systems
that we could investigate: the swimmer or the wall. If we select the swimmer to be
the system of interest, as in the figure, then Fwall on feet is an external force on this
system and affects its motion. The swimmer moves in the direction of Fwall on feet. In
contrast, the force Ffeet on wall acts on the wall and not on our system of interest. Thus,
Ffeet on wall does not directly affect the motion of the system and does not cancel Fwall on
feet . Note that the swimmer pushes in the direction opposite to that in which she
wishes to move. The reaction to her push is thus in the desired direction.
Source: https://s3-us-west-2.amazonaws.com

Figure 9. When the swimmer exerts a force Ffeet on wall on the wall, she accelerates in the direction opposite to that
of her push. This means the net external force on her is in the direction opposite to F feet on wall. This opposition
occurs because, in accordance with Newton’s third law of motion, the wall exerts a force F wall on feet on her, equal in
magnitude but in the direction opposite to the one she exerts on it. The line around the swimmer indicates the
system of interest. Note that Ffeet on wall does not act on this system (the swimmer) and, thus, does not cancel F wall on
feet. Thus. the free-body diagram shows only F wall on feet, w, the gravitational force, and BF, the buoyant force of the
water supporting the swimmer’s weight. The vertical forces w and BF cancel since there is no vertical motion.

What’s More 9

A. Picture Me Out
Directions: Explain the action and reaction forces present in the following items
pictured. Write your answers on a separate sheet of paper. Two points in every
correct answer.

1. The dolphin swimming in the water. 2. The rocket flying up in the air.

Source: NASA

3. The woman pushing the shopping cart. 4. The hammer hitting the nail.
Source: vectorstock.com
Source: alamy.com Source: 123rf.com

5.The fireman releasing the water through 6. The lady walking on the road
the hose

Source: cora.com Source: 123rf.com

B. Directions: Supply the appropriate words

10 about Newton’s Third Law of Motion.
Write your answers on a separate sheet of paper. One point in every correct
answer.

1. Newton’s third law of motion is also known as the LAW of _____________.

2. Newton’s third law says that every time there is an _________force, there is
also a _______________force that is ___________ in size and acts in the
____________direction.
3. Newton’s third law states that forces must always occur in _____________.
4. Listed below are ACTION forces. Tell the REACTION force.
a. Your bottom pushing on your desk seat.
b. A bat hitting a baseball.
c. Your finger on your phone screen while texting.
d. It hurts when you slap a person.

What I Have Learned

A. Mind Map
Directions: Identify real-life situations that apply each of the three laws of
motion. Write your answer on a separate sheet of paper. One point each correct
answer.
NEWTON’S LAWS OF MOTION

First Law of Second Law of Third Law of Motion

Motion Motion

EXAMPLES EXAMPLES EXAMPLES

1. 1. 1.
2. 2. 2.
3. 3. 3.

B. Problem Solving
1. A certain force accelerates a 3.2 kg mass by 2.4 m/s2. What would be the
acceleration of 1.6 kg mass when the same force acts on it?
2. Which has more mass: a kilogram of cotton balls or a kilogram of gold?
3. A 63.0-kg sprinter starts a race with an acceleration of 4.20 m/s 2. What is the net
external force on him?
4. A cleaner pushes a 4.50-kg laundry cart in such a way that the net external force
on it is 60.0 N. Calculate the magnitude of its acceleration.
5. A soccer player starts from rest and accelerates forward, reaching a velocity of
8.00 m/s in 2.50 s. (a) What was his average acceleration? (b) What average
force did he exert backward on the ground to achieve this acceleration? The
player’s mass is 70.0 kg, and air resistance is negligible.

11
What I Can Do
Newton’s Laws Performance Task with Rubrics:

REVERSE THE WORLD

The learners can choose only one from any of the following activities about
Newton’s Laws of Motion as a performance task.

Option 1:
- Write a letter to Sir Isaac Newton. Your letter must explain each of his
laws and how they impact your day-to-day life (examples from your life),
why you think these laws are important to understand and why they are
still studied. Your letter should be at least 500 words and encoded.
Option 2:
- Write a song explaining Newton’s Three Laws that is at LEAST three
minutes long. Your lyrics should include examples and a description of
why the laws are important to understand. Song must be recorded –
either in a video or a voice recording.
Option 3:
- Create a poster explaining Newton’s Three Laws. It should have
drawings and captions to visually explain all three laws. Include an
explanation of why it’s important to understand these laws. Illustrations
must be creative and original.

Rubric:

12
Unsatisfactory Needs Satisfactory Exemplary
0 points Improvement 2 points 3 points
1 point

Explanation This section is This section Newton’s First Newton’s First Law
of Newton’s absent. is incomplete Law is explained is explained
First Law or does not correctly. At correctly. At least
correctly least one two examples are
address the example is included to support
prompt. No included to the student’s
examples are support the explanation. The
provided student’s argument is clear,
explanation. The concise, and
argument is coherent. It is
clear and evident that the
coherent. student has gained
mastery of the
subject.

Explanation This section is This section Newton’s Third Newton’s Third Law
of Newton’s absent. is incomplete Law is explained is explained
Third Law or does not correctly. At correctly. At least
correctly least one two examples are
address the example is included to support
prompt. No included to the student’s
examples are support the explanation.
provided student’s
explanation. The argument is
The argument is clear, concise, and
clear and coherent. It is
coherent. evident that the
student has gained
mastery of the
subject.

Explanation This section is This section The point is The point is correctly
of why absent. is incomplete correctly addressed. The
Newton’s or does not addressed. The argument is clear,
Laws are correctly argument is concise, and
Important address the clear and coherent and uses
prompt. coherent. evidence the student
has gathered as
support. It is evident
that the student has
mastered the topic.

Overall No response is The response The response is The response is

Quality submitted or is incomplete; complete, complete, coherent,
the submitted it does not coherent, and and thoughtful. It is
response is demonstrate thoughtful. evident that the
incoherent or thought or student has
illegible. mastery of achieved mastery of
the topic the topic.

Total
13
Lesson THE FRICTION FORCE
2
What’s In

In the preceding lessons, you have learned that forces come in pairs. When
forces act on the same object such that the resulting force or net force is zero, an object
may continue in its state of rest or in its state of motion. This was clearly implied in
Newton’s First Law. When the net force of an object is not equal to zero, the object
accelerates and its acceleration is given by Newton’s Second Law. When a pair of
forces act on two different objects, with the same magnitude but in opposite direction,
the net force will not cancel each other, that is, net force is not zero, instead an
interaction happens. This is implied in Newton’s Third Law.
In your junior high school science, you learned that forces can be considered as
contact or non- contact forces. Contact forces result when two objects are in direct
contact (touching each other) or interacting with one another while non-contact forces
act at a distance. Contact forces may include tension, normal force, frictional force and
fluid resistance and non-contact forces include gravitational force, electric force and
magnetic force.
To visualize the different forces acting upon an object in a situation, a free-body
diagram is drawn showing the different force vectors.
What I Need to Know
In this lesson, our principal concern is friction, an important force in many
aspects of our daily life. There are two types of friction force, static and kinetic friction.
Specifically, at the end of this lesson, you are expected to differentiate the properties of
static and kinetic friction.

What’s New
Activity 5.2.1. Let the Force Be with Thee?

Identify the contact forces exerted in the following situations. You may draw a free
body diagram to show the different forces acting on the object in the following
situations. Write your answer on a separate sheet of paper. One point for every
correct answer.
1. Rolling a ball on a smooth pathway.
2. Pushing that box of books on the table but didn’t move.
3. Food on the table.
4. Your sister standing in front of your door.
5. A car slams on its brakes and skids to a stop.
6. A face towel hanging on a wall.
7. A bookmark in a book.
8. A car park on the hillside.
9. Pushing a loaded box across the floor.
10. Your father pulling a heavy table.
What Is It
14
As stated in the previous page, whenever two
objects interact by direct contact, contact forces are at play.
Normal force and friction force are contact forces. Normal
force (Fnorm) is exerted by any surface on an object
touching it. It is always perpendicular to the surface, hence
the name “normal”. Friction force (Ffric) is the force exerted
by a surface as an object moves across it or makes an
effort to move across it. It is the parallel force to the
surface, opposing the applied force (Fapp). To best illustrate
the situation, see the free body diagram sample on the right. Figure 10. Free-body diagram
of the forces acting on an
object.
Friction force may be kinetic or static. Kinetic friction results when an
object slides across a surface. As an example, consider pushing a box across a floor.
The floor surface offers resistance to the movement of the box. We often say that the
floor exerts a friction force upon the box. This is an example of a kinetic friction force
since it results from the sliding motion of the box. If a car slams on its brakes and
skids to a stop (without antilock brakes), there is a kinetic friction force exerted upon
the car tires by the roadway surface. This friction force is also a sliding friction force
because the car is sliding across the road surface. In many cases the magnitude of
the kinetic friction is approximately proportional to the magnitude of the normal force,
that is,
Fkinetic α Fnormal
Fkinetic = µkineticFnormal , where µkinetic is the coefficient of kinetic friction of some
materials. See table 5.2.1 on the next page.

The more slippery the surface, the smaller the coefficient of kinetic friction.

Friction forces can also exist when the two surfaces are not relatively moving
against each other. Such friction forces are referred to as static friction. Static
friction results when the surfaces of two objects are at rest relative to one another
and a force exists on one of the objects to set it into motion relative to the other object.
If you try to push with 5-N of force on a large box to move it across the floor, the box
might remain in place because the floor exerts an equal and opposite friction force on
the box. A static friction force exists between the surfaces of the floor and the box to
prevent the box from being set into motion. The static friction force balances the force
that you exert on the box such that the stationary box remains at rest. When exerting 5
N of applied force on the box, the static friction force has a magnitude of 5 N. Suppose
that you were to push with 25 N of force on the large box and the box were to still
remain in place. Static friction now has a magnitude of 25 N. Then suppose that you
were to increase the force to 26 N and the box finally “break loss” from its resting
position and was set into motion across the floor.
The box-floor surfaces were able to provide up to 25 N of static friction force to
match your applied force. Yet the two surfaces were not able to provide 26 Newton of
static friction force. The amount of static friction resulting from the adhesion of any two
surfaces has an upper limit. In a particular situation the magnitude of static friction can
be between zero and a maximum value, given in the equation below.
Fstatic ≤ µstaticFnormal , where µstatic is the coefficient of static friction of some
materials.
The magnitude of static friction is zero 15 when there is no other force parallel to
the surface.The coefficient of friction is unitless because it is the quotient of two force
magnitudes.

Table 5.2.1 Coefficient of Friction of Some Materials

Materials Coefficient of Kinetic Coefficient of Static
Friction (µkinetic ) Friction (µstatic )
Steel on steel 0.57 0.74
Aluminum on steel 0.47 0.61
Copper on steel 0.36 0.53
Rubber on concrete (dry) 0.8 1.0
Rubber on concrete (wet) 0.25 0.3
Wood on wood 0.2 0.25-0.5
Glass on glass 0.4 0.94
Ice on ice 0.03 0.1
Very rough surfaces 1.5

What’s More
Activity 5.2.2. Let’s classify!
Using the given situations in Activity 5.4.1. classify whether the friction force present is
kinetic or static friction. On your journal notebook, write K for kinetic friction and S for
static friction. Give reasons for your answer.

1. Rolling a ball on a smooth pathway.

2. Pushing that box of books on the table but didn’t move.
3. Food on the table.
4. Your sister standing in front of your door.
5. A car slams on its brakes and skids to a stop.
6. A face towel hanging on a wall.
7. A bookmark in a book.
8. A car park on the hillside.
9. Pushing a loaded box across the floor.
10. Your father pulling a heavy table.

What I Have Learned

Activity 5.2.3 Let’s Compare!

Using a Venn diagram, compare and contrast kinetic

friction from static friction. Write your output in your journal
notebook.

Figure 11. Kinetic vs. Static Friction

What I Can Do
Activity 5.2.4 Give me more!16

Collect pictures depicting motions in

everyday life. Using foldables, arrange the
pictures according to its classification and
caption it. Make your output as creative as
you can.

Figure 12. Sample foldables.

SUMMARY
Car racing has grown in popularity in
recent years. As each car moves in a curved
path around the turn, its wheels also spin rapidly.
The wheels complete many revolutions while the
car makes only part of one (a circular arc). How
can we describe the velocities, accelerations,
and forces involved? What force keeps a race
car from spinning out, hitting the wall bordering
the track? What provides this force? Why is the
track banked? We answer all of these questions
as we expand our consideration of Newton’s
laws of motion.
Source: courses.lumenlearning.com
Figure 13. Car Racing

Newton’s three laws of motion are considered part of the fundamental laws of
science. The laws have found many applications in daily life, particularly in modern
technology. The first law is the basis of designing safety devices such as headrests
and seatbelts. Cars are equipped with headrests to prevent whiplash injuries during
rear –end collisions. Seatbelts are designed to hold a person steady in a seat of car,
airplane or other vehicles when the vehicle suddenly stops. Automatic inflating bags
also help reduce danger to passengers by preventing them from being slammed right
into the windshield.
The structural design of race cars is based on Newton’s second law. Race cars
are designed such that their mass is reduced by which Newton’s second law is directly
proportional to the net force but inversely proportional to the acceleration of the car.
Forces come in pair. For every action, there is an equal but opposite reaction,
as stated in the third law of motion. The operation of rocket engines is based on the
third law of motion. The action force is provided by the burned fuel ejected from the
combustion chamber. The downward force or thrust produces an equal but opposite
upward force the reaction). If the force is strong enough to overcome the force of
gravity, the rocket is accelerated upward.
Friction force is the opposing force that acts on an object moving on a surface
or through a medium.it tends to slow down the motion. Friction force can be kinetic or
static.
A free body diagram (or force diagram) is drawn to visualized the different
forces acting on an object. It can help simplify and analyze the problem.
Assessment (Post-test)
17

MULTIPLE CHOICE: Choose the correct answer among the options. Write the
CAPITAL letter of the correct answer on your answer sheet.

1. Which of the following is always true about net force?

A. It causes motion
B. Its SI unit is newton
C. It makes the objects speed up
D. It is inversely proportional to acceleration
2. The acceleration due to gravity of Earth is _____________
A. 9.80 m2/s, downward
B. 9.80 km2/s, downward
C. 9.80 m/s, downward
D. 9.80 m/s2, downward
3. If your mass on Earth is 55kg, what is your mass on the moon?
A 55kg C. 550 kg
B. 55 N D. 550 N

4. You are standing on a scale in an elevator. You notice that your weight is
decreasing. What can you conclude? The elevator is__________.
A. Accelerating upward
B. Moving at constant acceleration upward
C. Accelerating downward
D. Moving at constant acceleration downward
5. Which of the following statements is not one of Newton’s Laws on motion?
A. In the absence of an unbalanced force, an object moves at
constant velocity
B. For any force there is always an equal but opposite reaction force.
C. The force and the acceleration of a body are towards the same
direction.
D. What goes up must come down.
6. The seatbelt of your car protects you from your _______.
A. acceleration C. mass
B. inertia D. velocity

7. Which of the following is not consistent with a car which is accelerating?

A. Moving with an increasing speed
B. Moving with a decreasing speed.
C. Moving with a high speed
D. Changing direction

8. Which of the following is not in equilibrium?

A. A crate stationary on an incline
B. A car climbing a hill at constant speed
C. A car turning a corner at constant speed
D. All examples show objects in equilibrium

9. If the force of gravity on balloon is 3,000N, and the lift force provided by the
atmosphere is 2,900N, in which direction
18 is the net force acting?
A. Upward C. towards the east
B. Downward D. there is no net force

10. If a horse pulls on a calesa at rest, the calesa pulls back equally as much on
the horse. Will the calesa be set into motion?
A. No, because the forces cancel each other.
B. Yes, because there is a net force acting on the calesa.
C. Yes, because there is a time delay between action and reaction.
D. Yes, because the horse’s pull on the calesa is larger than the
calesa’s pull on the horse.

11. The opposing force that tends to slow down the motion of an object.
A. Tension C. normal force
B. Friction D. Applied force

12. Friction increases with _________________.

A. volume C. surface area
B. weight D. streamlining

13. What type of friction results when the surfaces of two objects are at rest
relative
to one another and a force exists on one of the objects to set it into motion
relative to the other object?
A. Static C. Sliding
B. Kinetic D. Stationary
14. A block is dragged without acceleration in a straight-line path across a level
surface by a force of 10 N. What is the frictional force between the block and
the surface?
A. less than 10 N C. more than 10 N
B. 10 N D. Needs more information to say.

15. What type of friction is present when a car slams on its brakes and skids to a
stop?
A. Kinetic Friction C. Stationary Friction
B. Static Friction D. Both A and B

KEY TO ANSWERS
19

PRETEST UNSCRAMBLE POST TEST

1. B WORDS
2. D 1. FORCE 1. B 11. B
2. NEWTON 2. D 12. B
3. A
3. INERTIA 3. A 13. A
4. D 4. MASS
5. D 4. D 14. B
5. GRAVITY 5. D 15. A
6. C 6. ACCELERATION
7. C 6. B
7. NET FORCE
8. D 7. C
8. DYNAMICS
9. B 9. MOTION 8. D
10. B 10. WEIGHT 9. B
10. B

NEWTON’S FIRST LAW OF MOTION

1. Inertia
2. A. At rest,
B. Velocity, speed and distance
C. Outside or net force
3. The resistance of any physical object to any change in its state
of motion
4. mass
5. Bowling ball, Hammer
NEWTONS SECOND LAW OF MOTION
A.
1. Newton
2. The acceleration is directly proportional to the force, and inversely proportional to the mass of the
body.
3. If the mass of the body increases and we want to keep its acceleration constant, then the
net force must be increased.
4. For a constant mass. If acceleration decreases, the net force also decreases.
5. If Mr. John wants to move a 10 kg and 20 kg solid block from the rest, the block with 20kg, needs
higher force.
6. Newton’s 2nd law of motion is alternatively called the law of acceleration.
B.

1. Acceleration 6. greater

2. Unbalanced, mass (object), accelerate 7. Force. Mass, acceleration

3. Greater 8. F - Newton or kg.m/s2

4. Lesser m - kg
5. Greater a – m/s2

20
NEWTONS SECOND A. MIND MAP
LAW OF MOTION
Newtons Laws of Motion
C.
Inertia, Acceleration, Interaction
2 2
1. A. 4 m/s ; B. 2 m/s
Examples may vary
2. 3000 N

3. 3.57 m/s2 B. PROBLEM SOLVING

4. 833 kg 1. 4.8 m/s2
2. same
5. 0.02 m/s2 3. 264.6 N
6. 3000 kg 4. 13.33 m/s2
5. a 3.2 m/s2 b. 224 N

NEWTONS THIRD LAW OF MOTION:

1. ACTION –REACTION/INTERACTION
2. Action, Reaction, Equal, Opposite
3. Pairs
4. a. Seat pushing up your bottom c. Phone screen pushing back on your finger
b. Baseball hitting of the bat d. Amount of force the face exerts on hand
Activity 5.2.3 Possible Answers:

Force that resist

Force needed to be
sliding or skidding
overcome in order
motion between
for an object to
two surfaces;
move;
sliding friction;
Fstat≤µstat.Fnorm;
Fkin=µkin.Fnorm;
larger coefficient
smaller coefficient of friction tha
of friction than kinetic
static
STATIC FRICTION KINETIC FRICTION

22
References:

Physics Laboratory Manual and Workbook

nd
Bloomfield, Louis A. How Things Work: Physics of Everyday Life, 2 ed. New York:
John Wiley and Sons, Inc. 2008

Griffifth, W. Thomas. The Physics of Everyday Phenomena: A Conceptual Introduction

nd
to Physics, 2 ed. New York: McGraw Hill Co., 1998.
Hewitt, Paul G. Conceptual Physics, 11th Edition.San Francisco: Pearson, 201

Samuel J. Ling (Truman State University), Jeff Sanny (Loyola Marymount University), and
Bill Moebs with many contributing authors. This work is licensed by Open Stax University
Physics under a Creative Commons Attribution License (by 4.0).

Websites

GED Testing Service – GED Science Item Sample (to get an idea of what the test may
be like) http://www.gedtestingservice.com/itemsamplerscience/  Assessment
Guide for Educators: A guide to the 2014 assessment content from GED Testing
Service:

http://www.riaepdc.org/Documents/ALALBAASSESSMENT%20GUIDE%20CHAPTE
R%203.pdf  Minnesota is getting ready for the 2014 GED test! – website with updated
information on the professional development in Minnesota regarding the 2014 GED.

Beverly Hernandez http//homecshooljourneys.com

www.physicsclassroom.com

http://abe.mpls.k12.mn.us/ged_2014_2

http://www.lhup.edu/scenario/demos.htm

https://www.physicsclassroom.com/class/newtlaws/Lesson-2/Types-of-Forces

https://www.physicsclassroom.com/class/newtlaws/Lesson-2/Drawing-Free-Body-
Diagrams

23