Matter, Forces and Motion
;
the physical world.
Guada Lupe, Silvia T. and Sandra R.
Throughout this lesson we will put into play some basic notions, such as recognition of strength in the shares of pull, push, push or pull, and the effects they produce on bodies.
On the other hand seek to achieve together and through different notions of an experiment together with the students, in this sense the teacher only participate as a mediator of debates, by providing necessary information to enrich the discussion and, on the other hand, guide the conversation to different conclusions through relevant questions to the topic to teach.
- gradually build new concepts, breaking old patterns. Como, for example the notion of weight and gravitational force and not as a property of bodies. (Annex II)
- That the students understand that when we say that the earth exerts a force on an object exerts gravitational force or weight, we mean the same thing.
- States should recognize the three laws of Newton. (Annex I)
- Recognize the concept of mass friction, endurance and speed. (Annex II)
To begin the submission images that can recognize the presence of different forces and analyze the effects that set, the images in a progressive order of difficulty so may, for example, notions such as friction. They will ask students to identify the agent that makes the force. And be established in group conclusion that whenever a body acting on a force, it is because someone is doing, is a living being, another body, air or water, the first Newton's Law. On the other hand will establish the notion of gravitational force in relation to weight.
then ask them why they believe the bodies have different weights, putting together a sort of debate, in which teachers will mediate the different views to form a conclusion setting out the Earth attracted equally to each "piece of art", then heavier bodies are those with more matter, the overall effect, then, is the sum of the attractions on each of those pieces that, taken together, the mass call (Annex II).
Followed this situation the teacher will present a device that will be a travel lane in which a marble, this lane will have three marks away.
will be asked three students to measure the time when the marble reaches each mark, the results are recorded on the board, setting out for each brand, a time average which is then poured into a table will be displayed at a constant speed when traveling the marble, and may establish a new conclusion with students as a whole, which is only that the speed is measured in miles on hours (meters over seconds, etc..) and it is constant, the acceleration must be zero. While on the other hand, the greater speed of the object, the present greater resistance. And finally the following formula will be established: " d = vt"
Annex I
Aristotle believed that heavy objects fall faster than light, Galileo showed that all objects fall at the same speed, in regard to very light weights, it was true that fell more slowly. But Galileo explained why: because it is so light, they could not break through the air in a vacuum, however, would fall at the same time.
Some forty years after the death of Galileo, the English scientist Isaac Newton studied the idea that influenced air resistance on objects in motion and managed to discover other ways to interfere with it.
When a stone fell and struck the earth, its motion ceased because the ground crossed his path. And when a rock rolled down an uneven road, the ground was getting in his way: the rock was stopped due to friction between the rough surface of the road and the inequities of their own.
Newton concluded, therefore, that the natural state of an object Earth was not necessarily the rest, this was only a possibility.
Its conclusions were summarized in a statement that can be expressed as: Any object at rest, completely abandoned to their fate, remain forever in rest. Any object in motion, completely abandoned to their fate, will move at the same speed in a straight line indefinitely. ( Newton's First Law movement) .
According to Newton, the objects tend to remain at rest or in motion. was as if they were too "lazy" to change state. Therefore, the first law of Newton called the law of "inertia." ("Inertia", in Latin 'leisure', 'laziness'.) objects have lots of inertia (resistance to change) highly variable. Just kick a beach ball to send her away, while moving a cannon ball must be pushed with great force, yet would move slowly.
is also big difference concerning the ease with which they stop. The beach ball can be stopped with one hand while the cannonball at the same speed, better to pass up.
The cannonball is much more reluctant to change their state of motion that a beach ball. Newton suggested that the mass of an object is the amount of inertia of the object . The cannon ball has more mass than the ball. And more weight. heavy objects are generally large mass, while the light are low. But weight is not the same as mass. On the Moon, for example, the weight of any object is only one sixth of its weight on Earth, but its mass is the same.
To make an object move faster, slower or from its course, it should be pulled or pushed. A pull or push are called "force." And the reason (per unit time) which enlivens the body it passes, it slows or changes direction is the "acceleration".
The second law of motion enunciated by Newton express it thus: acceleration of any body is equal to the force applied to it , divided by body mass. other words, an object, by pushing or pulling, it tends to accelerate or retard their movement or change direction. The greater the force the greater its change in speed or direction. On the other hand, the mass of the object, the amount of inertia that has "acts against the acceleration. A strong push will cause the beach ball moves faster because it has little mass, but the same force applied to the cannonball (which has much more mass), hardly affect their movement.
Newton proposed then third law of motion , which can be stated as follows: If a body exerts a force on a second body, it exerts on the first a force equal but opposite direction . That is, if a book presses down on a table, the table has to be pushing the book up in the same amount. So the book is where is, without collapsing across the board and jump into the air.
The three laws of motion are used to explain almost all the movements and forces of the Earth.
Newton related his three laws of motion, with the nature and extent of the Force gravitation between two bodies of the universe depended on the masses of the bodies and the distance between them. The greater the mass, the greater the force. And the greater the mutual distance, the less the attraction between bodies. Newton had discovered the law of universal gravitation.
Annex II
Forces and their effects
We notions exist basic as the recognition of strength in the shares of pull, push, push and pull, and the effects they produce on bodies, moving or form.
To address some questions we will answer
Come in to make clear the following :
weight is a force P F that pulls all bodies making them fall down. If you do not fall, it is because it prevents any other force. (Example: a rope or support surface).
All Weighs on Earth
Weight Force has other names:
Gravitational Force or Force of Gravity. It is the same, so it should be understood.
What is the matter of a body?
E s everything that holds a place in space, you can touch, you can feel, can be measured, etc..
Earth attracts equally to every bit of " matter."
heavier bodies are those with more stuff.
appears then the concept of "mass " which is the amount of matter that a body has. The greater the mass of a body, the greater the force with which the Earth pulls. (That is, the greater its weight). We made it clear that the amount of mass is not always about with body size, but with the materials.
rhetorical Development 
(continue) 
