Go with your Safety! GO IN-AC-TION!

SUPPLEMENTARY LEARNING MATERIAL (SLeM)

Most Essential Learning Competencies (MELCs)

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.

Writers
Micah G. Pacheco
Luzviminda A. Dinglasan

Illustrator
Joy R. Caranyagan

Content Validators
Ferdinand Bautista
Angelo Cabic
Toni Beth Guato-Lopez

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HOW TO USE THIS SUPPLEMENTARY LEARNING MATERIAL (SLeM)
Before you start answering the SLeM, I want you to set aside other tasks that will disturb
you while enjoying the lessons. Read carefully the instructions below to successfully enjoy the
objectives of this kit. Have fun!

1. Follow carefully all the contents and instructions indicated in every part of this
SLeM.
2. Write on your notebook the concepts about the lessons. Keep in mind that
Writing develops and enhances learning,
3. Perform all the provided activities in the SLeM.
4. Let your facilitator/guardian assess your answers.
5. Analyze conceptually the posttest and apply what you have learned.
6. Enjoy studying!

PARTS OF THE SUPPLEMENTARY LEARNING MATERIAL

 Expectations - This will provide what you will be able to know after completing the
lessons in the SLeM.
 Pre-test - This will assess your prior knowledge and the concepts to be mastered
throughout the lesson.
 Looking Back - This section will measure the skills that you learned understand from
the previous lesson.
 Brief Introduction- This section will give you an overview of the lesson.
 Activities - These are activities designed to develop your critical thinking and other
competencies that you need to master. This can be done solely or with your partner
depending on the nature of the activity.
 Remember - This section summarizes the concepts and applications of the lessons.
 Checking your Understanding - This will verify how you learned from the lesson.
 Post-test - This will measure how much you have learned from the entire SLeM.

LESSON 1: LAW OF INERTIA

EXPECTATIONS
This Supplementary Learning Material will help you to

 Define inertia and relate it to mass

 Explain the Law of Inertia and its applications in real-life situations; and
 Appreciate the importance of wearing seat belts in the car, airplane or roller coaster

PRETEST
Directions: Write the letter of the correct answer that best completes the sentence
or answers the question.
1. Which term refers to the tendency of objects to resist changes in its state of motion?
A. Mass B. Force C. Inertia D. Weight

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2. A basketball has a mass of 600 g. A tennis ball has a mass of 60 g. How will you compare the
inertia of a basketball with the inertia of a tennis ball?
A. Tennis ball has a smaller mass than a basketball, hence greater inertia
B. Tennis ball has a greater mass than a basketball, hence lesser inertia
C. Basketball has a smaller mass than a tennis ball, hence lesser inertia
D. Basketball has a larger mass than a tennis ball, hence greater inertia
3. What will happen to an object at rest that is acted upon by an unbalanced force as described
in Newton’s Law of Inertia,?
A. Remain in motion C. Will start accelerating
B. Eventually, come to a stop D. Transfer its energy to another object
4. When a moving jeepney comes to an abrupt stop, the passengers are thrown forward. What
law illustrates this situation? Law of ________
A. acceleration B. gravitation C. inertia D. interaction
5. Doctor X made a significant innovation in the new design of seat belts. This turned out from
his great concerns on the increasing number of head injuries coming through the emergency
room. Which statement best describes the purpose of re-designing the car seat belts?
A. Following the duties and responsibilities as a doctor
B. Gaining honor and recognition as one of the innovators of seat belt
C. High price selling of seat belts and income from the automotive industry
D. Care for others' lives based on increasing cases of injuries from car accidents

LOOKING BACK
Visual Thinking Approach: Balanced or Unbalanced Force
Directions: Decide whether the forces acting on the object are balanced or
unbalanced by writing your answer on the space provided.

1. The horse is pulling the cart.
The cart moves at a constant
speed in one direction with
the horse.
________________________
2. The ball is on the
ground. It is at rest.
_____________________
_____________________
______
3. A soccer player kicks the
ball. The ball moves away
from him.
________________________

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 BRIEF INTRODUCTION
While riding on a jeepney and it suddenly stops, you lean forward. This is
because you are a body that has mass. Every object has mass and tends to resist its
motion or to stay at rest. This is called inertia. Your inertial property keeps you to continue
moving forward in front of the jeepney. Another example, when you are tasked to push a car or
a bicycle, the car is harder to push due to its larger mass hence, greater resistance to move.
Isaac Newton's Law of Inertia explains and supports these experiences.

ACTIVITIES (Note: Work with a partner)

Activity 1.1 The Inert Pail

Objective: Demonstrate the relationship between mass and inertia.
Material: Pail of the same size and weight, water
Procedure
1. Get empty pails of the same size and weight. Push empty pail A
with your two fingers, then push empty pail B with the same
effort as you did with pail A. How does it feel?
_____________
A B
o o
2. Pour water on Pail B until it is full, then push it with your two ll
fingers. How does it feel?
ll
__________________________________.
o o
w w
Questions i i
1. Refer to procedure 2. Which is heavier pail A or pail B? n n
_____________________________ g g
2. Which is difficult to push or pull, an empty pail (A) or a half-filled t t
pail of water (B)? ________ h h
e e
d d
u u
ti ti
e e
s s
a a
n n
d d
r r
e e
s s
p p
o o
n n
4 s s
i i
b b
il
 it it
i i
e e
s s
a a
3. What defines a property of matter that opposes a tendency to change sin state of motion?
s
____________________________________________________________________________a a
d d
4. Based on the activity, relate inertia to mass of an object._____________________________
o o
Modify and be creative! Try your own activity! You may design and explore more to check
c c
your understanding. Ex. Pour the pail with sand or lift an empty pail and a loaded pail
t t
Activity 1.2: The Resting Coin o o
Objective: Demonstrate the effect of force on the object at rest. r r
Materials: Index card/cardboard, Plastic cup/glass, coin
Procedure
Set a plastic cup on a flat surface and place a smooth
cardboard paper on top. Position the coin in the center of the
cardboard. Use your finger to flick the edge of the card
horizontally. Observe what happens to the coin.
Questions
1. Describe the condition of the coin before flicking the cardboard? _______________________
2. What happened to the coin when you flicked the card? ____________________________
3. When you did not flick the card, did the coin remain resting on the card? Why did say you
say so? _______________________________________________
Modify and be creative! Try your own activity! You may design and explore more to check
your understanding. Ex. Dropping a small stone inside a bottle using a masking/scotch tape
loop.
Activity 1.3: Roll me on the floor!
Objective: Demonstrate the effect of force on an object in motion.
Materials: Ball and smooth surface
Procedure:
1. Roll a marble/ball on a smooth surface. What did you observe?
___________________
2. Roll the same marble/ball on a smooth surface but let your partner flick it. What is the effect
of flicking on the movement and direction of the marble/ball?
________________________
Modify and be creative! Try your own activity! You may design and explore more to check
your understanding. Ex. Spin a plastic bottle on smooth and rough surfaces.

REMEMBER
Inertia is the tendency of an object to resist changes in its state of motion or state of
being at rest. An object with less mass has less inertia, hence, less resistance to change

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 in the state of motion while an object with larger mass has greater inertia, hence, greater
resistance to change in the state of motion.

 Law of Inertia - explains that objects at rest tend to stay at rest (example-the resting
coin), and objects in motion tend to stay in motion with the same speed and direction in
a straight-line path (example-the rolling ball), as long as the forces acting on the objects
are balanced or if and only if the net force on the object is equal to zero. However, forces
from the finger (flicking) cause a change on resting coin and rolling marble. This is why
cars, airplanes, Ferris wheels or roller coasters are designed with seat belts.

CHECKING YOUR UNDERSTANDING

Directions: Analyze the picture as shown to the right then answer the questions below.
Picture Analysis

Critical Thinking
Questions
1. What caused the driver
to be thrown forward?
What safety device could
have prevented this
from happening?
____________________
Care and concern for
others
2. Why is it important to wear seat belts? ___________________________________________
3. Other than seatbelts, what else can be used to prevent injuries while riding in a vehicle or
tricycle? What learning insights from the activity can you share with your family members
or peers?_______________________________________________________________

POSTTEST
Directions: Write the letter of the correct answer that best completes the sentence
or answers the question.
1. When a pair of balanced forces acts on an object, the net force is __________
A. zero C. greater than both forces combined
B. equal to one of the forces D. greater than one of the forces.
2. Which has greater inertia, a 1 m3 empty box, or a 1 m3 box loaded with books?
A. Empty box B. Loaded box C. Both boxes D. None
3. Which of the following quantities is most related to the inertia of a body?
A. Mass B. Force C. Weight D. Acceleration
4. Which of the following situations describes the Law of Inertia?

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 A. Cyclist that turns a curve C. Jeepney that is slowing down
B. Ball resting on the ground D. Steel cabinet being pulled from a corner
5. The car is traveling at 60 km/h. When suddenly stops, without wearing a seatbelt, what do
you think will happen to the passenger? The passenger will _______________________
A. stop due to applied force on the car's brake
B. be thrown backward as a result of action-reaction forces
C. be thrown forward when an applied force acts on the car's brake
D. stay at rest while sitting on the car obeying the principle of inertia

LESSON 1: LAW OF ACCELERATION

EXPECTATIONS
You will 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.
Specifically, this SLeM will help you to

 Show how the acceleration of an object is affected by its mass and by the force applied
to it.
 State Newton’s Second Law of Acceleration; and
 Solve mathematical problems on Newton's Law of Acceleration
PRETEST
Directions: Write the letter of the correct answer that best completes the sentence
or answers the question.
1. Newton’s second law of motion defines that acceleration is directly proportional to the net
force acting on the object at constant mass. In which of the following quantities is
acceleration inversely proportional at constant force?
A. Mass B. Momentum C. Velocity D. Weight
2. What will happen to the acceleration of the object if the force exerted on it is doubled at
constant mass?
A. Double C. Reduce by half (1/2)
B. Remain unchanged D. Increase four times (4X)
3. A 3.00-kg rock on a smooth surface is pushed forward. If the net force on the rock is 1.5N,
what is the acceleration of the rock?
A. 2 m/s2 B. 1 m/s2 C. 0.5 m/s2 D. 0.25 m/s2
4. Refer to the given data table on acceleration-force-
a (m/s2) 0.5 1 1.5 2
mass relationship. What do you think will be F (N) 10 20 30 40
the acceleration of the object when a 50-N net M (kg) 20 20 20 20
force is applied to a 20-kg mass of the object?
A. 1 m/s2 B. 1.5 m/s2 C. 2 m/s2 D. 2.5 m/s2

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5. Pedestrian lanes as shown to the right are used for crossing the
street. What safety measure does the Law of Acceleration tell
about it?
A. Reduce the installation of stoplights.
B. Allow the pedestrians to cross the street
C. Replace the number of policemen and traffic enforcers
D. Give signals to all drivers in decreasing the speed of the car

LOOKING BACK Brake-In!

Have you played patintero? Imagine you and your friends are playing patintero, you
run so fast and suddenly you stop to avoid being tagged by the opposite team. How
would you describe the reaction of your body when you quickly stopped? Relate
your experience with what you have learned from the Law of Inertia.

BRIEF INTRODUCTION
Maybe you have heard that "with greater speed comes greater responsibility and
you can go faster, but your body can't stop faster". A good example of this saying
is a situation in any type of vehicles we are riding and its application in road safety. Whatever is
the speed of the car, that same speed applies to all passengers riding on it. So, if the car travels
at 60 km/h, you also travel at 60 km/h. You also accelerate, hence a road safety measure is a
must to obey. Moreover, maybe you experience pushing a loaded cart and you exert greater
force to push it or you unloaded it with some pieces of stuff to easily accelerate the cart.
Newton's Law of Acceleration gives the relationship among acceleration, mass and applied
force. This will be explained in the next activity.

ACTIVITIES
Objective: 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
Activity 1.1 Feeling Massive
Materials: 5 books of the same dimension masking tape marker
Flat and smooth table 150-cm string ruler
Procedures
1. Paste a masking tape on a table and mark from 0-70 cm. Get a 120-cm string A
and tie the two ends of the string together to make a loop. Place the looped string
inside the front page of the book then position the book at a 0-cm mark of the
tape as shown in diagram A. (See to it the book is free to slide or move). Pull the
string using your two fingers. What did you feel when you pulled it with your
fingers?________________________________________________________.
When you pulled the string, did the book change its position?
__________________________________________________________. B
2. Add 2 books of the same dimensions on the first book, a total of three books as
shown in diagram B. Pull again the string using your two fingers with the same

8 C
effort as you did in Procedure 1. What did you feel when you pulled the three books
compared with when pulling one book only?__________________________.
Did the book move farther? ___________________________________
3. Do procedure 2 but add again 2 books to a total of 5 books (refer to diagram C). Pull again
the string using your two fingers with the same effort as you did in Procedure 1. Describe what
did you feel while pulling them with two fingers.
_______________________________________________________________.
How far did the book move? __________________________________.
Modify and be creative! Try your own activity! You may design and explore more to check your
understanding. Ex. Keep the number of books the same (say 5 books) but at this time you may
use two, three, four and five fingers to pull them along the smooth table.
Activity 1.2: Infographic Analysis
Directions: Analyze the given diagrams and their text descriptions, then answer the critical
thinking questions as written below.

Critical thinking questions

A. Refer to the mass of the sacks of rice, the net force exerted by the carabao on the cart and
the acceleration of the cart as shown above. What can you conclude on the effect of increasing
the mass of the sacks of rice on the acceleration of the cart at constant net force exerted by the
carabao? ____________________________________________________________________

B. Refer to the mass of the sacks of rice, the net force exerted by the carabao on the cart and
the acceleration of the cart as shown above. What can you conclude on the effect of increasing
the net force exerted by the carabao on the acceleration of the cart at constant mass of the
sacks of rice?
______________________________________________________________________
Activity 1.3 Data Table Analysis

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Directions: Analyze the data tables below then answer the critical thinking questions.
Table A: Effect of increasing the net force on Table B: Effect of increasing the mass on the
the acceleration of the object at a constant acceleration of the object at a constant force
mass
m (kg) a (m/s2) F (N) m (kg) a (m/s2) F (N)

0.20 1.8 0.36 1250 3.68 4600

0.20 2.1 0.42 1600 2.87 4600
0.20 2.7 0.54 1700 2.64 4600
0.20 3.3 0.67 1900 2.38 4600
Critical thinking questions
1. Refer to Table A. What is the effect of increasing the net force at constant mass on the
acceleration of the object? ______________________________________________________
2. Refer to Table B. What is the effect of increasing the mass at constant force on the
acceleration of the object?
_________________________________________________________________
Modify and be creative! Try your own activity! You may design and explore more to check your
understanding. Ex. Plot the data Table A to form a graph on the relationship between force and
acceleration and Table B to form a graph on the relationship between mass and acceleration.

REMEMBER
The net force causes an object to accelerate. The magnitude and direction of the
object's acceleration depend on the unbalanced forces. However, the mass of the
object affects acceleration. This is how the second law of motion stated.

Newton's Law of Acceleration states that acceleration (a)

is directly proportional to the magnitude and direction of Mathematically,
the net force (F) and is inversely proportional to the mass 1. a = F/m; the unit of a is
(m) of the body. When the mass of the an object is held m/2
constant, as the applied force increases, the acceleration of
2. F = ma; the unit of F is
the object also increases at constant mass. When the applied
force is constant, as the mass of the object increases, the kg. m/s2; or 1 N
acceleration of the object decreases. Hence, if you double
The unit of mass (m) is kg
the net force, the acceleration is also doubled. If you
increase the mass of the object twice, the acceleration of the
object is reduced by one-half (1/2).
CHECKING YOUR UNDERSTANDING
From the previous activity, acceleration (a) is directly proportional to the net
force (F) and inversely proportional to the mass (m) of the object. Try to solve the

Given Solution
10 m= 1000 kg F = ma
a= 2 m/s2 = 1000 kg (2 m/s2)
F=? F = 2000 kg. m/s2
F= 2000 N
following problems to identify the relationship among acceleration, force and mass
mathematically.
Sample Problem
1. What net force is required to accelerate a car at a rate of 2 m/s2 if the car has a mass
of 1,000 kg?
Directions: Answer the following problems systematically and the given situational questions
correctly.
1. A bottle collector pushes a cart with his dog in it. The mass of the dog and cart together is
50 kg. The cart accelerates at 0.75 m/s2. What net force is exerted on the cart?
_______
2. Two men push a stalled car. Each man pushes with a 390 N force.
What is the mass of the car if the car accelerates at 0.80 m/s2?
_________________________________________________
Critical Thinking Questions
3. Trail trucks, jeepneys and private cars come in different sizes and mass. Why do you think a
smaller car is used in car racing rather than a bigger car?_________________________
Safety Precautions
4. Some students are playing and running too fast along the corridor and nearby stairs without
minding how fast and in what direction they are moving. This may result in a sudden fell
to the floor or possible injury. Knowing the effect of the amount of force on the
acceleration of the students while playing, what precaution should you always consider in
order to avoid possible damage or scratch to any part of your body?
____________________________

POSTTEST
Directions: Write the letter of the correct answer that best completes the sentence
or answers the question.
1. What will happen on a basketball and a marble if you flicked them with the same amount of
net force?
A. Both will travel the same distance C. Basketball will travel faster
B. Both will not move D. Marble will travel farther
2. A net force of 30 N is exerted on a 10-kg box laboratory table. What is the acceleration of the
table?
A. 300 m/s2 B. 30 m/s2 C. 10 m/s2 D. 3 m/s2
3. Refer to the given data table on the a (m/s2) 0.85 0.89 0.98 1.11
acceleration-force-mass relationship.
Which quantity/ies change/s as F (N) 38 40 44 50
described in the Law of Acceleration? M (kg) 45 45 45 45

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 A. Mass and acceleration C. Force and acceleration
B. Mass only D. Force and Mass
4. Different vehicles show different speed limits as shown in the diagram to the
right. A private car travels at 100 km/h while a truck travels at 80 km/h in the
same highway. How is the law of acceleration applied in this situation?
A. Vehicles are moving at different lanes in the same highway
B. They have different speed limits because they have different mass
C. A car can increase its acceleration than the truck due to its less mass
D. Greater force is needed to stop a truck moving with higher speed,
hence its speed limit must be lower than a car.
5. In public, it is not solely the duty of the driver to obey the safety rules along the road.
Pedestrian like you should also follow the road signs like the pedestrian crossing. Which
of the following situations does not describe insights from the Law of Acceleration?
A. Run faster in crossing the street when the vehicles are about to go
B. Use the overpass when there are no pedestrian lanes in the area
C. Cross only in the pedestrian lane when vehicles are in full stop
D. Keep on looking the traffic lights near the pedestrian crossing

REFERENCES
Retrieved from https://www.lakeshorelearning.com/assets/media/product_guides/DD354.pdf
Retrieved from
http://www.classzone.com/vpg_ebooks/ml_sci_gr8/accessibility/ml_sci_gr8/page_47.pdf

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