Free Printable WorksheetScienceGrade 9Science CurriculumNGSS HS-PS2-1, HS-PS2-2

9.48 Newton's Third Law and Force Pairs Worksheet

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Worksheet Overview & Skills Covered

Core academic competencies and curriculum alignment

This Physical Science with Earth and Science Science worksheet provides structured practice on 9.48 Newton's Third Law and Force Pairs. Students are guided through targeted exercises that build foundational understanding, computational accuracy, and critical thinking skills.

Newton's Third Law and Force Pairs: MCQ focus: identify action-reaction pairs, equal and opposite forces, and why the forces act on different objects. Aligned to NGSS high school Physical Science, Earth and Space Science, and Engineering Design; NRC/DCI; SEP/CCC; CCSS math/literacy connections; selected CA NGSS, NYSSLS, Florida CPALMS, and Texas TEKS references NGSS HS-PS2-1, HS-PS2-2 - NGSS-aligned Newton's Third Law and Force Pairs: NGSS: HS-PS2-1; HS-PS2-2; NRC/DCI: PS2.A; SEP/CCC: Systems / Cause and effect; Common: RST.9-10.7; State refs: CA/NYSSLS same HS-PS PE family; FL SC.912.P.12; TX IPC force and motion strand.

Whether you are an educator preparing classroom handouts, a tutor reinforcing weekly topics, or a parent supporting homeschool learning, this printable resource gives students the deliberate practice required to achieve subject fluency and master state standards.

Grade

Physical Science with Earth and Science

Subject

Science

Domain

Science Curriculum

Formats

PDF & DOCX

Sample Practice Problems

Preview the types of problems and questions covered in this worksheet

Below are sample questions representative of the exercises included on this worksheet and related 9.48 Newton's Third Law and Force Pairs skill assessments:

Problem 1Difficulty: Mastery
A heavier skater and a lighter skater push directly apart from rest. A student claims the heavier skater must exert the larger force. What is the best rebuttal?
AThe heavier skater exerts a larger force, but the lighter skater pushes for more time.
BThe lighter skater exerts a larger force because the lighter skater accelerates more.
CEach skater exerts an equal force on the other; the lighter skater accelerates more because its mass is smaller.
DThe forces cancel on both skaters, so any acceleration must come from friction.
Solution & Explanation:The third-law pair has equal magnitude during the skater-skater interaction. The lighter skater's greater acceleration follows from the same size force acting on less mass.
Problem 2Difficulty: Mastery
A team designs a safer bumper for a cart collision. Which statement correctly applies Newton's third law to the design goal?
AThe bumper makes the moving cart's force larger so it bounces away faster.
BThe bumper cannot make one cart's force smaller than the other's; it can change contact time and reduce peak forces for both.
CThe bumper eliminates the reaction force on the other cart.
DThe bumper works by making the heavier cart exert less force than it receives.
Solution & Explanation:In a collision, the two carts exert equal and opposite forces at every instant. A bumper can spread the interaction over more time, often reducing peak force and damage.
Problem 3Difficulty: Mastery
Use the force probe display. Probe 1 measures cart A's force on cart B as +12 N. The same positive direction is used for both probes. What should probe 2 measure for cart B's force on cart A?
A+24 N.
B0 N.
C+12 N.
D-12 N.
Solution & Explanation:The paired force has equal magnitude and opposite direction. With the same sign convention, the second reading is negative when the first is positive.

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Frequently Asked Questions

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QWhat grade level and standards does this worksheet align with?

This worksheet is designed specifically for Physical Science with Earth and Science Science students. It aligns with educational standard NGSS HS-PS2-1, HS-PS2-2 (NGSS: HS-PS2-1; HS-PS2-2; NRC/DCI: PS2.A; SEP/CCC: Systems / Cause and effect; Common: RST.9-10.7; State refs: CA/NYSSLS same HS-PS PE family; FL SC.912.P.12; TX IPC force and motion strand.).

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