SUBJECT
SCIENCE
TITLE OF
LEARNING
OBJECT
GRADE
SCIENCE 10th
GRADE
LEARNING UNIT
Where are we located in
time and space?
What would happen if the earth stood still at this very moment?
Living environment, science, technology and society.
CURRICULAR
AXIS
I can use biological, physical and chemical models to explain the transformation and
STANDARD
COMPETENCIES conservation of energy.
 To explain Newton’s first law and its relationship to the state of motion or rest of a body.
LEARNING
OBJECTIVES
 To identify the frictional force as a contact force that is present in the objects found on a
surface as opposed to movement.
SKILLS/
KNOWLEDGE
1. Explain the law of inertia and the effect of external forces on the state of motion in an
object.
2. Check the influence of the frictional force on the motion state of a body.
3. Explain the frictional force from the surface characteristics of the moving object and the
surface through which it travels.
LEARNING
FLOW
4. Explore about the mechanisms that allow the reduction of the friction force among
objects.
1. Introduction
2. Objectives
3. Activities
4. Activity 1. Let's experiment!
5.
6.
7.
8.
9.
ASSESSMENT
GUIDELINE
Activity 2. The frictional force and its relationship to the state of motion of bodies.
Activity 3. Are there mechanisms that reduce the frictional force?
Summary
Homwork
Evaluation
It is intended that the student recognizes and explains the law of inertia and the frictional force
on the state of motion of a body, by conceptualizing and generating experiments.
Stage
Introduction
Learning flow
Animation
Introductio
n
Teaching/Learning Activities
Recommended
Resources
The teacher presents the introductory video in order to generate Animation
expectation. Once the video is seen, the teacher invites students
to discuss the questions presented in animation.

What would happen if the earth stood still at this very
moment?
•
What would happen with day and night?
•
What movements would the Earth cease to experience?
•
What do you think you could see if you were at the
seaside?
•
If a rollercoaster were running, what would happen with
the people enjoying that ride?
•
Would seasons exist?
•
If the earth stood still, would there still be the concept of
force present?
•
When the body is at rest, are there forces acting? And if
there are forces acting, why is there no movement?
•
And when there is movement, are these forces still at
work?
Up next, we start with the development of the Learning Object.
Development Activity 1.
The teacher
introduces
the topic.
Skill 1: Explain the law of inertia and the effect of external
forces on the state of motion in an object.
The teacher presents the explanation of the Law of Inertia and
proposes to conduct an experiment on this law with a playing
card and a coin. Then invites to answer the proposed questions.
Let´s experiment!
Image and text.
Materials: A playing card and a coin
Procedure: Put a playing card on your thumb without dropping
it, and then put the coin on top of it.
Your challenge…! consists of removing the playing card
without moving the coin.
Hypothesis: Is it possible to do that? Build a hypothesis,
stating what you think may happen and then record it in your
notebook.
Result Analysis:
After carrying out the experiment, make notes on what you
observed and answer the following questions:
1. The force was applied to which object? The coin or the card?
A: When performing the experiment force is applied to the
card, since the intention is to remove the object without
moving the coin.
2. The coin experienced some kind of external force. Yes
Why?
No
A: No, because force is applied to the card when removing it,
while the coin remains in its resting state, since it does not
receive any external force to change its state.
3. What happened to the coin when the card was
removed?
A: The coin remained at rest.
4. Why do you think the coin did not change its resting
state?
A: It Remained in the resting state due to the law of inertia,
since the bodies tend to remain in the state in which they
are, in this case at rest, since no external force acted on the
coin.
5. With your own words, explain how this experiment serves to
explain the Law of Inertia.
A: Every body tends to remain in the state in which it is (in
this case the coin will continue at rest ) unless an external force
acts on it, this was not the case, as it was the card the one that
experienced the external force.
6.Enter the following link to know more about the Law of
Inertia:
https://m.youtube.com/watch?v=FghZEOeWcWA
7.After watching the video, explain with your own words the
Law of Inertia
Activity 2
The teacher
introduces
the topic.
Skill 2: Check the influence of the frictional force on the motion
state of a body.
Skill
3:
Explain
the
frictional
force
from
the
surface
characteristics of the moving object and the surface through
which it travels.
SKILL 4: Explore about the mechanisms that allow the reduction
of the friction force among objects.
The teacher uses the resource to explain the friction force and
then invites students to perform the analysis of different cases.
ANALYZE THIS!
A boy pulls a sled; according to the situations answer the
following questions:
1. In which surface does the sled slide with more difficulty?
a. Ice surface
b. Grass surface
2. Why do you think the sled slides with more difficulty?
a. The contact of the sled over the surfaces
b. The sled weighs more on one of the surfaces
c. None of the above
d. Other:
3. How would you call the action making the sled to slide with
more difficulty?
a. Frictional force
b. Impulse
c. Energy
d. Weight
Image and text.
After performing the preceding activity, the teacher invites
students to make an experimental activity and answer the
questions.
Exercise 2
Students will experiment and record the time taken by the car at
the moment of sliding down the inclined plane surfaces as
suggested in the experiment.
In addition, they will record the texture of the surfaces used in
the data table: rough, smooth, rough, soft, slippery.
1. According to the texture of each surface and the time the
car took to slide down the inclined plane, what can you
conclude?
A: The car slides takes a while to slide in the inclined plane
with the rougher surface.
Image and text.
2. What surface was better for the car to slide? What is the
reason to explain the result obtained?
A: On the surface with soapy water, since friction is reduced
between the two surfaces in contact.
3. What surface was more difficult for the car to slide?
A: On the surface with sandpaper.
4. All surfaces have different textures, why is that?
A: Because they are made of different material making the
surfaces in contact facilitate or hinder movement.
5. According to this experience, is there a relationship
between the contact surfaces and the opposition bodies
face to get moving? Explain.
A: Yes. The more rugged and rough it is, there will be more
opposition from the bodies to get moving.
6. Check the following link to know more about the frictional
force: https://www.youtube.com/watch?v=dieKYguzh tY
7. After watching the video and the doing the experiment,
what influence is there between the frictional force and
the motion state of a body?
A: The friction force is present on the surfaces that are in
contact and it opposes the motion of bodies and varies
depending on the material they are made of.
8. Using your own words explain how the frictional force is
affected by the surface characteristics of the moving
object and the surface on which it moves.
A: With the help of the questions above and the teacher´s
support, students express in their own words the relationship
between the friction
force
and the surface characteristics between surfaces in contact.
Activity 3:
The teacher
introduces
the topic.
SKILL 4: Explore about the mechanisms that allow the reduction
of the friction force among objects.
Activity 3
The teacher invites to look for information and reflect on the
following questions:
1. Is it possible to run freely on an ice-skating rink?
A: No. There is a high chance of slipping and falling on the
track.
2. What is needed to slide on the ice-skating rink?
A: Some skates to glide over the ice rink.
3. Why do we need to wear special shoes on the ice- skating
rink? What is the function of those shoes from the physical
point of view and from what has been learned?
Image, text and
question list.
A: Because the skates increase the frictional force between
the track and the skater, making it possible to slide on this.
4. Would it be possible to walk on a surface if there were no
friction force? Explain your answer.
A: If there were no friction force it would not be possible "to
hold" well on the ground and therefore it would be possible
to walk.
5. Why the Earth is moving even though there is no friction
force interacting with it?
A: Because, according to Newton, the Earth experiences an
attraction force exerted by the distant sun on it and vice
versa, of equal magnitude but opposite direction, this allows
the Earth to move around the sun and keep this movement
indefinitely.
6. What effect do the moon, the planets and stars produce on
the Earth, considering that even if there
is no contact between their surfaces to produce friction and
thus motion, they continue to move?
A: Because, according to Newton, there is an attraction force
between the planets making them remain in their orbits, and
the gravitational force between planets is of equal magnitude
but in opposite direction, this force experienced by planets is
the same the Earth experiences, which makes people not to
float in the air, but remain anchored to the ground.
7. Do you know any mechanism created by man today where
there is movement between two bodies without them having
direct contact?
A: Some space is provided for students to express their
preconceptions and ideas regarding the topic. It is suggested
to present the video on magnetic levitation train. This
activity should clarify answers where students have doubts.
Go to the following link to know more about the maglev and
its
application
today
https://www.youtube.com/watch?v=Ys5Ozzrjahk
8. According to the proposed video, write how the magnetic
levitation operates by using your own words. What physical
principle does it use?
A: A maglev train starts moving without being in contact
with the ground meaning it moves being a few centimeters
above the ground and this is due to the phenomenon by
which a given material can literally levitate thanks to the
repulsion between equal poles (repulsive action) between
two magnets. Levitation in a maglev train has as a physical
principle the interaction of magnetic fields that give rise to
forces of attraction or repulsion.
10.Imagine what other applications would be given to this
principle within 20 years?
11. Find out what basic physics principles are used for
magnetic-levitation trains and for planetary motion?
12. In class, share with your classmates and complete the
following table:
PHYSICAL
PHENOMENON
PHYSICAL
PRINCIPLE
DEFINITION
Planetary
motion
Gravitation
al force
Magnetic
Levitation
Magnetic
Force
Force of attraction
between two
celestial bodies
that are
separated by a
distance, and that
is directly
proportional to
the product of
their masses and
inversely
proportional to
the square of the
distance between
them.
Attractive force
(opposite poles)
or repulsive
(equal poles)
present in the
moving electric
charges.
SIMILARITIES
To produce
movement,
contact forces,
such as
friction, are
not necessary.
Abstract.
The teacher
introduces
the topic
The teacher proposes his students to carry out a summary on Dialog
the subject seen and then invites them to compare with the multimedia.
topics presented in the digital resource.
Homework
The teacher
introduces
the
homework
The intention of the homework is to have students identify that Image and text.
the Law of Inertia and the friction force are present in
everyday life
Up next, you will find the homework questions and answers:
Consider the following situations and explain with your words,
the path that the occupants of the following vehicles follow,
when they experience a sudden change in its state of motion or
rest:
1. A motorcyclist who stumbles upon a stone.
A: The motorcyclist continues his path forward since the
inertia makes the bodies tend to follow their state of
motion.
2. A bus full of passengers being at rest and starts moving
sharply

Why do passengers oppose to change its state of rest?
A: Because passengers are at rest and inertia makes them
to maintain this condition; thereby at the moment of
starting to move abruptly, the bus passengers experience
the sensation of moving backwards.
3. The driver of a moving car that changes direction
abruptly.

Why, if the driver turns right for your body experiences
a slight movement forward creating the sensation of you
turning left?
A: If the driver turns right his body experiences a slight
forward movement creating the sensation of rotating
counterclockwise, since inertia causes the driver's body to
continue a movement in the same direction.
Explain!
1. In these situations, is the Law of Inertia
present? Justify your answer
A: Yes. Inertia is the tendency of bodies not to change
their state of motion, meaning that if an object is at rest
it resists being moved, and the body that is in motion
will want to follow in its state of movement.
2. Identify the frictional force on the following systems and
indicate its direction:
Remind students that the frictional force always opposes the
motion of bodies. The teacher states what direction will the
movement of each raised situation be:
1. Left, 2. Right, 3. Left, 4. Right, 5. Right, 6. Right, For the
student to identify and state what direction the frictional force
takes.
Evaluation
Evaluation
1. In the following word search, find the words that
correspond to the meanings below:
a. Force that opposes motion.
b. Tendency of bodies to oppose changing their state of
motion or rest.
c. Physicist who established by the Law of Inertia
d. Frictional force exerted on a body and balances with the
applied force, making the object remain still.
Question list.
e. When the force applied to an object exceeds in intensity
the frictional force making the object move, we are
talking about frictional force.
Answers: a. friction, b. inertia, c. Newton, d. static, e.
dynamic.
2. Complete the following sentences:
a. Every body remains in
or in
moving
if any
acts on it or if the net force acting on it is
b. The
tendency
to
change
.
their
status is known as
c. The
force opposes
bodies
d. There are two kinds of frictional forces ;
and
e. F.
created the Law of Inertia .
is the physicist who
Answers: a. rest, uniform linear, zero. b. Not, movement,
inertia. c. friction, moving. d. static, dynamic. e. Isaac
Newton
3. Locate the forces exerted on the block in the following
graph and inquire what is the meaning of μ :
Normal response, tension, weight, friction force, friction
coefficient μ.
4. Select
the
correct
answer
according
to
statements:

Contact force opposing the motion of bodies
a. Tension
b. Friction
c. Weight
d. Magnetic
the
 The tendency of bodies not to change their state of
motion or rest:
a. Gravity
b. Inertia
c. Friction
d. Mass
 The physicist who stated the Law of Inertia:
a. Galileo Galilei
b. Isaac Newton
c. Albert Einstein
d. Aristotle
 The Maglev uses the physical concept:
a. Magnetic field
b. Law of inertia
c. Contact forces to produce movement
e. d. None of the above
Glossary
The teacher
present the
content.
Friction force: Contact force that opposes the motion of
bodies.
Glossary
multimedia.
Static friction force: Frictional force acting when the bodies
are at rest with respect to the surface on which they reside.
Dynamic friction force: Frictional force acting on bodies
when they are in motion regarding the surface on which they
are.
Inertia: The tendency of bodies not to change their state of
motion or rest.
Law of inertia: Everybody remains at rest or in uniform
motion if no force acts on it or if the net force acting on it is
zero.
Uniform
rectilinear
motion:
Movement
that
is
characterized by constant speed and zero acceleration.
Movement: Position change of a particle with respect to a
reference point.
Rest: A Particle lacking movement.
Constant speed: When a particle experiences neither
increase nor decrease in speed.
Bibliography
Bibliography
Bibliography:
Bibliography
multimedia.
Bautista Ballén, M. Salazar Suárez, F. (2011).
Hipertexto Física 1. Bogotá, Colombia: Santillana.
Hewitt, P.
Educación
(1999).
Física
Conceptual.
México:
Pearson
Youtube.com (24 de marzo de 2014). Aprende sobre la Ley
de la Inercia con los Experimentores. Recuperado de:
https://m.youtube.com/watch?v=FghZEOeWcWA
Explainers.TV (15 de marzo de 2012). Trenes de levitación
magnética,
en
3
minutos.
Recuperado
de:
https://www.youtube.com/watch?v=Ys5Ozzrjahk
Youtube.com (30 de julio de 2014). ¿Qué podremos lograr a
través
de
la
fricción?
Recuperado
de:
https://www.youtube.com/watch?v=dieKYguzhtY