Aproximación didáctica a los modelos que describen el movimiento de los planetas

Abstract

Astronomy is a field that allows you to contextualize many concepts of physics, such as mass and radii of the planets and the sun, distances between them and their respective scales, speeds of translation and rotation, which allows to address topics such as energy, momentum and trajectory of the same among others, in a very interesting way for the student (Holbrow 2012). When questioned about the type of movement that planets have through space, students have some type of response (or none) to these questions, since students have preconceptions (sometimes wrong) about the earth, the sun , the stars and the movement of these, therefore, in a first phase it is necessary to determine what these preconceptions are, analyze them and propose a strategy to generate a conceptual change, in which the student interacts during the learning, with which according to recent studies (Bailey 2012) a better understanding of the issues discussed is achieved. This didactic proposal is organized into "axes of conceptual development" and the theory of meaningful learning. For this reason, in this work a study is made of the trajectories of the planets in their movement through space from the perspective of both physics and analytical geometry, giving importance to the need to build models that allow contrasting the description of the position of the planets as a function of time through the use of epicycles and deferent, with Kepler's description of the space-based position (Peralta & Reyes, 2014). For which we use the Verlet method (Verlet, 1967) and the discrete Fourier transform, successfully describing the trajectories of the planets in the solar system and Halley's comet.