Objectives (5 - 7 minutes)

1. Understand the system of SI prefixes (International System of Units) and its importance in Physics.

2. Familiarize with the most commonly used prefixes, such as kilo, mega, giga, micro, milli, among others, and their relation to the power of 10.

3. Apply the acquired knowledge to convert measurements from one unit to another, facilitating the resolution of Physics problems involving quantities with different orders of magnitude.

Secondary Objectives

1. Encourage students to recognize the presence and importance of the SI prefix system in daily life, especially in technological and scientific contexts.

2. Develop students' problem-solving skills and critical thinking by applying the acquired knowledge to solve practical and contextualized exercises.

3. Promote interaction and discussion in the classroom, encouraging students to share their difficulties and understandings about the topic.

Introduction (10 - 15 minutes)

1. Review of fundamental concepts: The teacher should start the lesson by reviewing the basic concepts of physical quantities and their units of measure, emphasizing the need for a standardized unit system to facilitate communication and understanding of physical phenomena. Additionally, it is important to highlight the importance of understanding and correctly applying the power of 10 system. (3 - 5 minutes)

2. Problem situations: To spark students' interest and contextualize the subject, the teacher should propose two problem situations:

   • How is the distance between the planets in our solar system expressed in kilometers (km), while the distance between subatomic particles is expressed in picometers (pm)?
   • Why can a computer have a memory of 1 terabyte (TB), while a simple text document occupies only a few kilobytes (KB)? (3 - 5 minutes)

3. Contextualization: The teacher should explain that the correct use and understanding of SI prefixes are fundamental in various areas of science and technology, from particle physics to informatics. Furthermore, it should be emphasized that the ability to convert between different units of measure is a valuable skill in the real world, especially in scientific, technological, engineering, and mathematical (STEM) careers. (2 - 3 minutes)

4. Introduction to the topic: The teacher should then introduce the topic of the lesson - the system prefixes - and capture students' attention by sharing some curiosities, such as:

   • The first recorded use of the decimal metric system, which includes the prefix system, was in France in 1799.
   • The prefix 'yotta,' the largest prefix currently in the SI system, was added only in 1991 to handle measurements in astronomy and high-performance computing. (2 - 3 minutes)

Development (20 - 25 minutes)

1. Theory: SI Prefixes and Powers of 10 (10 - 12 minutes)

   • The teacher should introduce the prefixes of the International System of Units (SI), explaining that they are used to express multiples and submultiples of the basic SI units. It should be highlighted that each prefix has an associated multiplication factor and that these factors follow a sequence based on the power of 10.
   • Next, the teacher should present the most common prefixes, such as kilo, mega, giga, micro, milli, etc., and their multiplication factors. It is important to emphasize that these factors are based on powers of 10, for example, kilo = 10^3, mega = 10^6, micro = 10^-6, etc.
   • The teacher should explain that the use of these prefixes allows expressing quantities of different orders of magnitude in a more concise and understandable way.
   • The teacher should illustrate the importance of prefixes with practical examples, such as the distance between planets in our solar system, the storage capacity of a USB drive, the mass of an atom, etc.

2. Practice: Unit Conversion using SI Prefixes (10 - 12 minutes)

   • The teacher should present some unit conversion problems involving the use of SI prefixes, such as: 'Convert 5 gigaohms to megaohms' or 'Convert 1500 petafarads to exafarads'.
   • Then, the teacher should guide the students step by step in solving these problems. This can be done using the conversion factor technique, where the student multiplies the original quantity by the appropriate conversion factor to obtain the converted quantity.
   • The teacher should reinforce the idea that, when performing the conversion, the number should be multiplied by the conversion factor and not by the power of 10 associated with the prefix.
   • The teacher should encourage students to ask and answer questions during practice to ensure they are understanding the concepts.

3. Application: Use of SI Prefixes in everyday life and STEM careers (5 - 7 minutes)

   • The teacher should discuss how the knowledge and correct use of SI prefixes are important in everyday life and in various STEM careers. This may include examples such as measuring distances in astronomy, the storage capacity of electronic devices, internet speed, etc.
   • The teacher should encourage students to think and share examples of how they can apply what they have learned in their own lives or future careers.

Throughout the Development, the teacher should use clear and simple language, ask questions to check students' understanding, and provide feedback and guidance as needed. Additionally, it is important for the teacher to maintain an appropriate pace to ensure that all topics are covered within the scheduled time.

Return (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher should form discussion groups with up to 5 students each and ask them to discuss the solutions or approaches to the problem situations presented in the Introduction.
   • Each group should be encouraged to share their conclusions with the class. The teacher should ensure that all groups have the opportunity to share their ideas and that all students are involved in the discussion.
   • During the discussion, the teacher should ask questions to stimulate critical thinking and deepen students' understanding of the use of SI prefixes in everyday life and STEM careers.

2. Learning Verification (2 - 3 minutes)

   • The teacher should then propose some additional unit conversion problems involving the use of SI prefixes and ask the groups to try to solve them. These problems should be different from those presented in the practice stage.
   • After a set time, the teacher should ask a representative from each group to share the solution they found. The teacher should correct and provide immediate feedback, clarifying any doubts that may arise.

3. Individual Reflection (2 - 3 minutes)

   • To conclude the lesson, the teacher should suggest that students reflect individually on what they have learned. To facilitate reflection, the teacher can ask questions such as: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?'.
   • Students should be encouraged to write down their answers, which can be voluntarily shared with the class or handed to the teacher as homework.
   • The teacher should remind students that there are no right or wrong answers to these questions, and that reflection is an opportunity to consolidate learning and identify areas that may need more attention in future lessons.

Throughout the entire Return process, the teacher should facilitate discussion, provide guidance and feedback, and ensure that all students are engaged and understanding the concepts. Additionally, it is important for the teacher to create an environment of respect and collaboration, where students feel comfortable sharing their ideas and doubts.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes)

   • The teacher should recap the main points covered in the lesson, reinforcing the importance of SI prefixes and their relation to powers of 10.
   • Students should be reminded of the most common prefixes and their respective powers of 10, as well as their utility in unit conversion.
   • The teacher should emphasize that understanding and correctly applying SI prefixes is fundamental for solving Physics problems involving quantities with different orders of magnitude.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes)

   • The teacher should explain how the lesson connected the theory of SI prefixes to the practice of unit conversion, and how both are directly related to real-world applications, both in everyday life and in STEM careers.
   • It should be stressed that the ability to convert between different units of measure is a practical and valuable skill, especially in fields dealing with phenomena of different scales, such as Physics and Astronomy.

3. Extra Materials (1 minute)

   • The teacher should suggest additional study materials, such as educational videos, interactive Physics websites, and online unit conversion exercises.
   • Additionally, the teacher can recommend supplementary readings on the decimal metric system, the history of SI, and the importance of prefixes in science and technology.

4. Subject Relevance (1 - 2 minutes)

   • Finally, the teacher should summarize the relevance of the subject presented, highlighting its applicability in various everyday situations and in different careers.
   • The teacher can mention practical examples of how knowledge of SI prefixes can be useful, such as reading measuring instruments, calculating distances, understanding scientific news, etc.
   • The teacher should encourage students to reflect on how what they have learned can be applied in their lives or future careers, reinforcing the importance of active learning and critical thinking.