FORMAL EDUCATION FOR ADULTS

PHYSICS
The FOUNDATION SOCIAL Y
Ibero-American Educational
agreement with different institutions
Educational (entities that grant the title)
of Academic Bachelor) works for
the educational and social development of the
people carrying out activities
social services that help the population of
scarce resources and vulnerability.

Our goal is to help

integral, promoting the study to
distance as a wise choice
so that many people can
to realize themselves as professionals.

MODULE PREPARED BY:

LIC. YENNY ALEJANDRA HERNANDEZ

Original material,
valid with dry seal
 INTRODUCTION

With the passage of time, it becomes essential to carry knowledge of

according to the current moral and educational heritage, in this sense it is consistent to speak

of methodological strategies that allow achieving solid outcomes

knowledge teaching in and for life.

It is thanks to the above and the current vertigo that globalization demands,
internationalization and planetaryization that is necessary in the current purposes of the
education should not only promote the development of skills that lead to
competitiveness, but by strengthening and enhancing skills and
skills that contribute to the dimensions of human development
human and therefore to the integrity of the individual, in the cognitive, moral,
social, spiritual, physical, communicative, ethical, socio-affective, and aesthetic.

Now, the means by which society can be built, strengthen the

Social fabric and establishing healthy and harmonious coexistence is education,
Considering the responsibility that this demand entails, the modules are presented.
Social Sciences, Natural Sciences, Mathematics, Humanities and
Spanish Language, Foreign Language English, Christian Education, Philosophy
Chemistry, Physics, Technology, and Computer Science.

The idea is to rethink the methods, methodologies, techniques, and actions of

teaching with the well-being of our students in mind and based on
a guide that helps to orient the academic processes that are carried out with
frequency in various educational scenarios.
 PRESENTATION

The methodology presented here to the teacher is an instructional module,

which condenses an eminently didactic and interactive content as
presents some elements for the learning of concepts and activities
what students should carry out in extracurricular time for the
appropriation and pertaining foundation.

Now, it is of utmost importance to keep in mind that schoolchildren have

some prior knowledge (Vygotsky and Ausubel) or presuppositions from which
One must start from the moment of addressing a theme, also, the motivation
(Skinner, Piaget and Vygotsky) play a crucial role in guiding the student
to approach knowledge in a creative, innovative, and practical way,
taking into account the above and adapting the content to the context and
carrying out playful activities that strengthen knowledge leads to
significant advances.

In the Physics Module, you will find some topics of general interest.
many successes in the implementation of this material.
 OBJECTIVES

GENERAL OBJECTIVE: Analyze part of the themes presented to us by physics

through the conceptualization and practice of conceptual areas.

SPECIFIC OBJECTIVES:

Recognize the international system of units and notation

scientific. Interpret uniform motion: Acceleration,
dynamics and Newton's laws.
Identify the vector magnitudes, linear motion
uniform, optics, the theory of relativity and Pascal's principle.
 CLASS N° 1

OBJECTIVE:

Recognize the international system of measurement and notation

scientific. Interpret uniform motion: Acceleration,
Dynamics and laws of Newton.

CLASSIFICATION OF MAGNITUDES

BASIC FUNDAMENTAL MAGNITUDES:

They are those that cannot be defined with other magnitudes and with what waves they are.
You can describe all physics, that is, they are independent of one another. Example:
Length, mass, time, temperature, intensity of heat.

C.G.S (Cegesimal) Centímetro: cm Gramo: g segundo: eg

Sistema inglés: Longitud: pie (FT), masa: libra (LB), tiempo: sengundos (seg),
temperatura en: grados centígrados (°c), grados Fahrenheit (°f), grados Kelvin
(°k), grados Rankine (°R)

DERIVED MAGNITUDES:

They are obtained by associating two or more fundamental magnitudes.

example: Density, acceleration, force, weight, work, energy, power, heat and
pressure.
 SCIENTIFIC NOTATION:

Scientific notation is a mathematical resource used to simplify

cálculos y representar en forma concisa números muy grandes o muy pequeños.
To do this, they usepowers of [Link], scientific notation
it consists of representing an integer or decimal number as a power of ten. In the
decimal system, any real number can be expressed by the so-called
scientific notation.

To express a number in scientific notation, we identify the decimal point (if

we shift it to the left if the number to be converted is greater than
10, on the other hand, if the number is less than 1 (starts with zero point) the

we shift to the right so many places

as necessary so that (in both cases) the only digit that remains is the
the left of the comma is between 1 and 9 and that all other digits appear at
the right of the decimal comma.

It is easier to understand with examples:

732,5051 = 7,325051 (we moved the decimal point 10 places 2 positions to the right)
left)
-3
-0.005612 = -5.612 (we move the decimal point 3 places to the right)
right).

Note that the number of places we moved the comma (either to the left or
right) indicates the exponent that base 10 will have (if we move the comma
for two places the exponent is 2, if we do it for three places, the exponent is 3, and so on.
successively.

Important note:
Whenever we move the decimal point to the left, the exponent of the
power of 10 will be positive. Whenever we move the decimal point to the
to the right, the exponent of the power of 10 will be negative.

Another example, represent in scientific notation: 7.856.1

1. The decimal point is moved to the left, so that before

it only leaves one whole digit different from zero (between 1 and 9), in this case the 7.

7.8561

The comma shifted 3 places.

The number of displaced digits indicates the exponent of the power of ten;
As the displaced digits are 3, the power is 10.3.

3. The sign of the exponent is positive if the decimal point moves to the
left, and it is negative if it moves to the right. Remember that the sign
Positive in the case of the exponents is not noted; it is understood.

Therefore, the scientific notation of the quantity 7.856,1 is:

3
7.8561 10
Operations with numbers in scientific notation

Multiply

To multiply, the decimal expressions of the notations are multiplied.

scientific and is appliedproduct of powersfor the powers of base 10.

Example:
1
6 8 6+8 14 5
(5,24 • 10) • •(6,310)= 5,24• •10=6,333,01210=3,3012•
Let's see the procedure in the solution of a problem:

A train travels at a speed of 26.83 m/s, what distance will it cover in 1,300 s?

1. Convert the amounts to scientific notation.

1
26.83 m/s = 2.683 m/s • 10

1.300 s = 1.3s • 10

2. The formula to calculate distance indicates a multiplication: distance (d) =

speed
(V) x time (t).

d = Vt

We replace the values with those we have in scientific notation.

1 3
d = (2,683 m/s)(1.3 • 10 s) • 10

3. The multiplication of the numerical values of the notation is carried out.

exponential, (2.683 m/s) x 1.3 s = 3.4879 m.

4. Now we multiply the powers of base 10. When a

multiplication of powersthat have the same base (in this case both are base
10) the exponents are added.

1 3 1+3 4
(10 = 10
) • ) (10=
5. From the previous procedure, we obtain:

3.4879 • 104
Therefore, the distance that the railway would cover would be
4
3.4879 • 10m
The number 10 raised to 3.4879 is equal to 34.879 meters.

Divide

The decimal expressions of scientific notations are divided and

aPLIthe division of powers for the powers of 10. If necessary,
then the result is adjusted as new scientific notation.

Let's make a division:

Addition and subtraction

If we have a sum or subtraction (or both) with expressions in notation

scientific, as in this example:
9 10 12
5.83 -• 7.510 + •6.93210 = • 10

The first thing we must do isfactorizeusing as a factor the most

small power of 10, in this case the factor will be 109(the power
smaller), and we factor:
9 1 9 9
10 (5.83 - 7.5 + 6.93210) = 10 * (5.8310 - 75 + 6932) = 6,862.83 • 10
We fix the result again to put it in scientific notation and we
fall
12
6.86283 10

if we eventually want to round the number to just two decimals, this

will remain

6.861210
See: PSU: Mathematicsa, Question 06

Exponentiation

If we have any scientific notation raised to an exponent, such as for example

6 2
(3 •) 10
What do we do?

First we raise (to the power of) the 3, which is squared (32) and right away
we multiply the exponents since the power is (106) 2, to settle everything:
12
9 • 10

WORKSHOP:

Write as powers of base 10:

a thousand
one million
one billion
one trillion
Write the following numbers in scientific notation.
indicate your significant figures:
5,000
75,000
c) 504
0.0057
0.00075
f) 0.82
Write the following data in scientific notation:
a) The speed of light in a vacuum is approximately 300,000
km/s
A light year is the distance that light travels in one year.
Its value is approximately 6460000000000000 m
c) The average distance from Saturn to the Sun is 141.89 million
kilometers
d) The mass of a proton is: 0.000000000000000000000000000169 kg
The diameter of a virus is: 0.0000000267 m
 CONVERSIONS:

Unit conversion is the transformation of the numerical value of aa

physical magnitudeexpressed in a certain unit of measurement, in another value
equivalent numeric value expressed in another unit of measurement of the same type
nature.

This process is usually carried out usingthe factors of conversiony/o

thetables of conversionof units.

Often it's enough to multiply by onethe fraction (conversion factor) and the
The result is another equivalent measure, in which the units have changed.
When the unit conversion involves the transformation of several units, it
you can use several conversion factors one after another, so that the
the final result will be the equivalent measure in the units we are looking for.

For example, for passar 8 subwaysto yards, knowing that one yard (yd) equals
0.914 m will be divided by 0.914; which will result in 7.312 yards.

Some equivalence

1 m = 100 cm
1 m = 1000 mm
1 cm = 10 mm
1 km = 1000 m
1 m = 3.28 feet
1 m = 0.914 yards
1 foot = 30.48 cm
1 foot = 12 inches
1 inch = 2.54 cm
1 mile = 1.609 km
1 pound = 454 grams
1 kg = 2.2 pounds
1 liter = 1000 cm3
1 hour = 60 minutes
1 hour = 3600 seconds
Examples:
We want to convert 2 hours to minutes:

To convert this amount, what we do is put the unit we want.

remove in the denominator and the unit to which we want to convert in the
numerator, in order to multiply the 2 with the numerator which is 60 and so on
obtain the value of 120 minutes

We want to convert 30 cm to m:

We want to convert 120 km/h to m/s:

 UNITS OF TIME

1 year 365 days

1 day 24 hours

1 hour 60 minutes

1 minute 60 seconds

1 hour 3,600 seconds

 EXERCISES:

Express the following in meters

longitudes
48 km
36 hectometers

0.96 dm
9
d) 3.9 x 10
cm
Express the following masses in kg:
9.46 mg
b) 846 g
Express in seconds the following
intervalos:
346 min
b) 482 h
c) 1 day
32 h
1 year
Express in m/s the following
speeds:
a) 26 km/h
60 km/h
6
c) 43 x 10
km/h d) 100
km/h
e) 144 km/h
 CLASS No. 2

OBJECTIVE:

Identify vector magnitudes, linear motion

uniform, optics, the theory of relativity, and Pascal's principle.

VECTORIAL AND SCALAR MAGNITUDES

SCALAR MAGNITUDES: They are those that require definition.

a quantity and a unit of measurement. Example: Temperature, volume,
length, time, etc.

VECTORIAL MAGNITUDES: They are those that, in addition to a quantity and

A unit of measurement requires the direction in which it occurs. Example:
The acceleration, the momentum, the displacement.

VECTOR: It is a directed line segment with an origin or point of

application at A and head or terminal point at B, the vectors or magnitudes
vectors are symbolically denoted with a letter that has a small
little arrow above, vectors are characterized by having: Magnitude, direction and
meaning.
 UNIFORM STRAIGHT LINE MOTION:

UNIFORM MOTION:

It is the simplest of movements, the word uniform means that it

conducted at equal intervals of time and space. In this class of
movement the body moves at a constant speed along a
straight trajectory where the speed in the displaced space each
second, minute or hour.

This movement is characterized by:

Zero acceleration (a=0)

Constant speed
Straight trajectory

Example:

How far does a car travel if it maintains a constant speed of 60

km/h for 4 hours.

D = V x T Distancia= Velocidad por tiempo

V: 60 km/h

T: 4 hours

D: 60 km x 4 h

D: 240 km
EXERCISES:

What speed does a truck travel when covering a distance of 360?

km during a time of 6 hours.
How long does it take a car traveling at a speed of 45 km/h, if its
the distance is 560 km
UNIFORM RECTILINEAR MOVEMENT:

A body in uniformly varied motion with an initial velocity (vo) in the

the moment when time starts to count, that is, at the moment when t = 0,
speed is referred to as initial speed. Since the motion is uniform
varied, that is to say the variation of its speed in each time interval, is
numerically equal to the value of acceleration (a), then the speed of the
the weather will vary as follows:

Example:

T = 0 speed is vo

T = 15 seconds speed is vo + a x 1

T = 25 seconds velocity is vo + a x 2

T = 35 sec velocity vo + a x 3

U = vo + a x t

Distance traveled

D = vo ½ a x t

V2= vo2+ 2nd x a1

Example:

A car has a speed of 10 meters per second, at the moment when

as the driver accelerates, this will exert a constant acceleration of 20 on the car
m/s in 5 seconds consider
t = 0 distance at which the rider accelerates the throttle. What is the speed of the
automobile?

Vo = 10 m/s

t = 5s

v = 20 m/s

a= ?

v = vo + a * t

20 m/s = 10 m/s + a * 5s

20 m/s - 10 m/s = a * 5 s

10 m/s = a * 5s

10 m/s = a

5s

2m=a
2
Seg
WORKSHOP:

A car travels a distance of 23,240 km in 8 hours. Find

the speed of the car in meters per second
What distance will a vehicle cover in 15 seconds if it travels at a
speed of 17 cm per second
A car is going at 60 km/h, how far does it go in 8 minutes.
response in meters
Sound travels in the air at a speed of 340 m/s. How much
how long it will take to hear a thunder if its lightning occurred at 1.7
km of distance
Find the speed of a body that travels 70 m in 7 seconds.
Find the distance that a body travels if it has a speed or velocity.
at 50 km/h for a duration of 5 hours

Find the time needed to cover a distance of 100 m by a

speed of 10 m/s
LA ÓPTICA

Optics is the branch of physics that studies the behavior of radiation.

electromagnetic, its characteristics and manifestations. It encompasses the study of the
reflection, refraction, interference, diffraction, and image formation
and the interaction of radiation with matter.

From a physical point of view, light is an electromagnetic wave. According to the

model used for light, is distinguished among the following branches, in order
increasing precision (each branch uses a simplified model of the employee
for the following):

Geometric optics: It treats light as a set of rays that fulfill

Fermat's principle. It is used in the study of the transmission of light.
homogeneous media (lenses, mirrors), reflection and refraction.

Wave optics: Consider light as a plane wave, having

taking into account its frequency and wavelength. It is used for the study of
diffraction and interference.

Electromagnetic optics: Considers light as an electromagnetic wave.

explaining reflectance and transmittance, and the phenomena of polarization and
anisotropy.

Quantum optics or physical optics: Quantum study of the interaction between

electromagnetic waves and matter, in which the wave-particle duality
the corpuscle plays a crucial role.

From a physical point of view, light is an electromagnetic wave. According to the

model used for light, distinguished between the following branches, in order
growing precision (each branch uses a simplified model of the employee
for the following):

Lthe optics geometric:Treat light as a set of rays that fulfill

Fermat's principle. It is used in the study of the transmission of light through
homogeneous media (lenses, mirrors), reflection and refraction.
 Electromagnetic optics or physical optics: It considers light as a wave
electromagnetic, thus explaining diffraction, interference, reflectance and
transmittance, and the phenomena of polarization and anisotropy.

Quantum optics: Quantum study of the interaction between waves
electromagnetic waves and matter, in which wave-particle duality
plays a crucial role.
 THEORY OF RELATIVITY

What is the theory of relativity?

A long time ago, many scientists wondered how they could explain
how fast our planet was moving through space and then the idea arose of
measure the speed ofthe light Why? Let's explain this with an example that
it is always understood better.

Theory of Relativity
The easiest example to understand that everything is relative is that of the train.

Imagine you are traveling on a train at 100 km/h. Next to you, you see a car that is going to the

same speed as the train at 100 km/h. Depending on its position from the train, the car
it does not move, it is always by your side, it does not shift in relation to you. What about

What speed is the car going? Well, it depends. If it's the speed of the car relative to you,
since it does not move, it goes at 0 km/h, but if someone sees it pass while it is still at a
side of the road would see that it moves away from 100Km every hour, that is to say for that other

A person would go at a speed of 100Km/h. How they perceive speed depends on the point.
of reference, is relative. Normally, when we calculate the speed
we do it from a fixed reference point that does not move, in relation to the object
that moves and from which we are going to calculate its speed.

And if now the man who is standing still by the side of the road saw the car pass by
110 km/h and the train at 100 km/h. At what speed would you see the car from the train?
train? Well, I would see that it...
the car moves ahead at 10 km per hour compared to you, who is on the train, that is
Regarding you, I would go at a speed of 10 km/h.

Observe the following image

Observer 1 throws the ball from inside the train at 20 km/h, clearly for him,
What about observer 2 who is at rest... At what speed will he see it? Well, the train...
will pass at 100Km/h and the ball at 220Km/h.

Well, I hope it is clear that speed is relative with these examples. The
Speed is Relative, it depends on the position and velocity of the observer
movement. But velocity is space divided by time. So.... the
time will also be relative.
 PASCAL'S PRINCIPLE:

Let's look at Pascal's Principle and Exercises Related to the Principle

Pascal. Blaise Pascal was a French mathematician and physicist who lived during the years
1623 and 1662. He was also a philosopher and writer, and has contributed to the world of the

mathematics, natural sciences, and physics with great discoveries, but about
todo Pascal es conocido por sus investigaciones sobre los fluidos y el estudio de
concepts like pressure and vacuum. Thanks to all these investigations, Pascal
he stated his most important law: Pascal's Law or in other words The Principle
From Blaise Pascal. Thanks to him we have the Hydraulic Press which we will explain more about.
below, and the communicating vessels.

Pascal's Principle or Pascal's Law defines the following statement:

the pressure exerted on a fluid with rigid walls is transmitted with

equal intensity in all directions and in all fluid points

What does this mean?... Let's explain it with an easy example for
understand it in the best way possible

Let's imagine we have a hollow ball like the one you see in the image.
next, and this ball has different holes. If we fill one
water syringe or any other incompressible fluid and we insert
the syringe into one of the holes of the ball and we press the fluid
we will see how this fluid comes out through all the holes in the ball with the
same intensity and pressure. This would be a practical explanation of the
Pascal's principle.
The pressure we exert on the syringe is transmitted to the liquid that
It is transmitted with equal intensity in all directions and all
the points of that fluid.

In the same way as in the following image, we can explain how if

we have a vessel filled with water (or any other incompressible fluid) with
two cork stoppers and we apply force with a hammer to one of the 2
cork stoppers we see how the other stopper shoots out exactly with the
the same force that we applied to the first cork. The corks must be in
contact with the liquid and the container completely filled with water.
WHAT IS THE PURPOSE OF PASCAL'S PRINCIPLE?

Pascal's Principle essentially helps us to lift

very large pesos with very little strength... how it is

hydraulic press demonstrators, elevators, brakes... etc. In the

sector de la maquinaria industrial el Principio De Pascal se utiliza
a lot.

If the formula for Pressure (P) is:

Pressure = Force/Area; P=F/A

How would I lift a body weighing 1000 kg, for example?

A car can perfectly weigh 1000 kg, let's see how.

we can do it thanks to the hydraulic presses or lifts:
In the image, we have a 1000 kg car on top of a disc.
with a radius of 2 meters and on the other side, we have another disk of
0.5 meters and then the tank full of water. The pressure that
we have to exert on the small disk will be necessary for
to be able to lift the car of 1000 kg. What is it?
 F1 = Force that we have to exert on the small disc.
A1 = El área del disco pequeño

F2= Fuerza en el disco grande

A2 = Area of the large disk.

If Pascal's principle tells us that those 2 pressures are

equal, that is, the pressure exerted on the small disk and the
pressure exerted on the large disc. P1 is the pressure for the
small disc
yP2 the pressure for the large disk... we have

F1 / A1 = F2 / A2

A1 = π R² = π 0.52 = 0.785 m²

A2 = π R² = π 2² = 12.566 m²

F2 = m (mass) x g (gravity) = 1000 kg x 9.8 m/s² = 9800 Newton (N)

So, if we cross-multiply and solve for F1 = F2

x A1 / A2 entering the previous data:

F1 = 0.612 N

This means that just by applying such a force

A small force of 0.612 Newton can lift a car of 1000.
Remember that the unit of Newton (N) is:

N = kg x m / sg²

Exercises on Pascal's Principle

It is desired to lift a body of 1000 kg using a
large circular hydraulic lift with a 50 cm plate
the radio and small circular disk with a radius of 8 cm,
calculate how much force needs to be applied on the piston
small.

In this exercise, we are given data to calculate the two.

surface and for the weight to be lifted, that is
we previously calculated S1, S2, F2 and we calculated F1
clearing.

F1/S1 = F2/S2
S2= π R2 == 0,785π0,5 m2 S1 = π R2 = π 0,082 =

F2 = m g = 1000 · 9.8 = 9800 N

If we cross-multiply and solve for F1 = F2 · S1 /

S2 introducing the previous data: F1 = 251 N

1. The area of a piston in a force pump is 10cm², what force is needed?

What is required to lift water with the piston to a height of 10m?
 EXERCISES:

Calculate the force obtained on the larger piston of a hydraulic press.

if in the minor there are 5 N and the circular pistons have triple radius one
from the other. Solution = 45N

2. On the smaller plate of the press, a mass of 6 kg is placed, calculate

What mass could be lifted placed on the larger plate? Solution = 54Kg

A mass of 16kg is placed on the smaller plate of a press.

Calculate what mass could be lifted placed on the larger plate, whose radius
it is double the radius of the smaller plate.
 BIBLIOGRAPHIC REFERENCES

Scientific notation. (2015). Retrieved from:

[Link]
[Link] conversion. (2016). Retrieved from:
[Link]
adesUnit conversion. (n.d.). Retrieved from:
[Link]
[Link]. (2010). Retrieved from:
[Link]
Pascal's Principle. (n.d). Retrieved from:
[Link]