  In Mexico, the educative reform that has been taking effect gradually in the
secondary school education from 2005, has eliminated some subjects and created
other that they concentrate in a single degree of studies the themes of the
basic education, waking up changes that represent a challenge for teachers, who
besides are adapted to new academic loads, they face an approach different in
the treatment from the new themes. Beyond the conflicts that all reform can
generate, the present paper is not a political or social analysis, but it
approaches some differences between authorities of Secretaria de Educacion
Publica (Public Education Secretary) and teachers, studying the implications of
the new curriculum of Sciences II (Physics). Additionally, it is considers the
design of didactic sequences to teach some physical concepts in the secondary
school by active learning.
