Movement of matter research

This paper explains the aspects of motion involved by a moving object and the demonstrations related to matter movement to enhance the understanding of the students during the lesson. The teaching of such a concept in class could be demonstrated using two students, standing at far positions on the front of the class. Student A to remain at its position without changing position while student B to make a dance while moving to the back of the class. Student A had motion while student B is said to be stationary. This can as well be demonstrated by using a student to act as a dancer, says student C, before the dance, she is at the motionless position, once she starts to dance, her legs change their initial position, that is motion.

The action-at-a-distance force can be demonstrated using three students, student F, G and H on the front of the class. Let student F and G lift student H carefully upward and then student H to step on their shoulders. Allow student H to explain how he feels. The student feels unstable and being pulled downwards. This is an impact of a pull known as gravitational force. This is the distance moved by a body in a particular direction, and therefore it has magnitude and direction while distance is the length moved from an initial position to final position without consideration of the direction. The speed at which the student B walked from the front of the class to the bottom side is called velocity.

Speed of the student is described by how fast is moving, whereas the velocity of the student describes both her motion and direction, thus velocity is a vector quantity. Instruct student B to increase her velocity and then stop. This rate of change of velocity of the student is what is known as the acceleration. The movement effect during the dancing of the students is stimulated by the music. The musical rhythm stimulates the brain’s reward centers of the students to dance, which activates their sensory and motor circuits (Batson et al 184). The motor cortex of the brain plans, controls and executes the voluntary movement during dancing. The research findings published in the Psychological Science journal shows that dance marking practice may provide relief on the conflict of the physical and cognitive aspects of dancing (Batson et al 184).