Objectives (5 - 7 minutes)

1. Understand the concept of acceleration in uniformly varied circular motion: Students should be able to define what acceleration is in uniformly varied circular motion, identify the involved quantities (tangential and centripetal acceleration), and recognize the importance of this concept in the study of physical phenomena.

2. Apply the formula for acceleration in uniformly varied circular motion: Students should be able to use the formula for acceleration in uniformly varied circular motion (a = Δv/Δt) to solve problems involving this theme. This includes the ability to manipulate the formula to find the acceleration, velocity variation, and time.

3. Solve practical problems involving acceleration in uniformly varied circular motion: Students should be able to apply the acquired knowledge to solve real problems involving acceleration in circular motions, such as the necessary velocity to complete a lap on a race track, the force required to keep an object in circular motion, among others.

Secondary Objectives:

• Develop critical thinking and problem-solving skills: When working with the formula for acceleration in uniformly varied circular motion, students will be encouraged to think critically and develop problem-solving skills. The teacher should encourage discussion and active participation of the students to promote the development of these skills.
• Promote collaborative learning: Inverted classroom offers an opportunity for students to work together, collaborating on problem-solving and understanding the content. The teacher should encourage collaboration and exchange of ideas among students.

Introduction (10 - 15 minutes)

1. Review of previous concepts: The teacher should start the lesson by quickly reviewing the concepts of uniform circular motion and angular velocity, which were studied in previous classes. This review can be done through questions directed at the students, such as "What is uniform circular motion?" or "How does angular velocity differ from linear velocity?". This will allow students to connect the new content with what they have already learned, facilitating the understanding of the lesson topic. (3 - 5 minutes)

2. Contextualization of the subject: The teacher should then present two problem situations involving uniformly varied circular motion. For example, the first situation could be a racing car accelerating in a curve, and the second could be a pendulum that starts swinging faster and faster. These situations will serve to contextualize the subject and show students the relevance of acceleration in circular motion. (3 - 5 minutes)

3. Presentation of the importance of the subject: The teacher should explain that the study of acceleration in uniformly varied circular motion is essential to understand and predict the behavior of many physical phenomena, from the trajectory of a satellite in orbit to the force required to keep an object in circular motion. In addition, understanding this concept is fundamental for the study of disciplines such as engineering, astronomy, and applied physics. (2 - 3 minutes)

4. Curiosities and problem situations: To arouse students' interest, the teacher can share some curiosities about the subject. For example, they can mention that centripetal acceleration is what keeps planets in their orbits around the Sun, or that tangential acceleration is what allows a Formula 1 driver to take curves at high speed. Additionally, the teacher can propose a challenging problem situation for students to think about during the lesson, such as "If a Formula 1 driver is accelerating at 5 m/s² in a curve with a radius of 100 meters, what is the centripetal acceleration he is experiencing?". (2 - 3 minutes)

Development (20 - 25 minutes)

1. Laboratory Activity: "Pendulum Racer" (10 - 12 minutes)

   • Description: The teacher divides the class into groups of 4 to 5 students and provides each group with a toy car, a string, and a small sphere attached to the end of the string. The challenge is to make the car travel the longest distance possible in a straight line, accelerating it using only the circular motion of the sphere attached to the string. Students must measure the time it takes for the car to travel a certain distance and calculate the car's acceleration.

   • Procedure: Each group must first plan how they will conduct the experiment, considering factors such as the length of the string, the height of the sphere from the ground, the distance to be traveled by the car, among others. Then, they must carry out the experiment, measuring the time and distance traveled by the car. Finally, they must calculate the car's acceleration and compare their results with those of the other groups.

   • Objective: This activity aims to allow students to experiment practically with acceleration in uniformly varied circular motion, as well as to develop observation, measurement, and calculation skills. The teacher should circulate around the room, assisting the groups as needed and encouraging discussion and the exchange of ideas.

2. Problem-Solving Activity: "Race Track Challenge" (10 - 12 minutes)

   • Description: The teacher presents the students with a problem involving acceleration in uniformly varied circular motion. The problem consists of determining the necessary velocity for a racing car to complete a lap on a circular track of known radius, given the maximum centripetal acceleration the car can withstand.

   • Procedure: Students must work in groups to solve the problem, using the formula for acceleration in uniformly varied circular motion (a = v²/r). They must discuss among themselves, share their problem-solving strategies, and reach a consensus on the answer. Finally, each group must present their solution to the class.

   • Objective: This activity aims to develop students' ability to apply theoretical knowledge to the solution of practical problems. Additionally, it promotes collaborative learning and effective communication. The teacher should guide the students during the activity, clarifying doubts and reinforcing key concepts.

3. Discussion Activity: "Applications of Acceleration in Circular Motion" (5 - 7 minutes)

   • Description: The teacher presents the students with a list of everyday life and science situations that involve acceleration in uniformly varied circular motion. The situations may include things like the trajectory of a roller coaster car, the movement of a pendulum clock, the orbit of a satellite, among others. Students must discuss in their groups how acceleration in circular motion applies to each situation.

   • Procedure: Students must discuss in their groups the presented situations, sharing their ideas and making connections with what they learned in class. After the discussion, each group must present their conclusions to the class.

   • Objective: This activity aims to help students make connections between the content of the lesson and the world around them, as well as to promote reflection and argumentation. The teacher should facilitate the discussion, encouraging participation from everyone and correcting any misunderstandings.

Return (8 - 10 minutes)

1. Group Discussion: "Pendulum Racer" and "Race Track Challenge" (3 - 4 minutes)

   • The teacher must gather all students for a group discussion. Each group should briefly share their findings and solutions from the activities "Pendulum Racer" and "Race Track Challenge". This will allow all students to learn from each other's experiences and see different approaches to problem-solving.

2. Connection with Theory: "Applications of Acceleration in Circular Motion" (2 - 3 minutes)

   • After the discussion of the activities, the teacher must revisit the list of everyday life and science situations that were discussed in the activity "Applications of Acceleration in Circular Motion". The teacher should ask the students how the solutions they found for the activities apply to these situations. This will help students see the relevance of what they learned and make connections between theory and practice.

3. Individual Reflection: "What Did I Learn Today?" (2 - 3 minutes)

   • Finally, the teacher must ask students to reflect for a minute on what they learned in the lesson. The teacher should ask questions like "What was the most important concept you learned today?" and "What questions have not been answered yet?". Students should write down their answers and then share them with the class. This will allow the teacher to assess students' understanding and identify any knowledge gaps that need to be addressed in future classes.

4. Teacher Feedback: "Next Steps" (1 minute)

   • To conclude the lesson, the teacher must provide general feedback on the class's performance and highlight strengths and areas for improvement. The teacher must also inform students about what will be covered in the next lesson and any preparations or readings required. This will help students prepare adequately and continue their learning outside the classroom.

Conclusion (5 - 7 minutes)

1. Summary of Main Contents (1 - 2 minutes)

   • The teacher must start the Conclusion by recalling the main concepts covered during the lesson, such as the definition of acceleration in uniformly varied circular motion, the acceleration formula (a = Δv/Δt), and the resolution of practical problems involving acceleration in circular motion.
   • For example, the teacher can do a quick review, asking students to recap these concepts briefly.

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

   • Next, the teacher must explain how the lesson connected the theory, practice, and applications of the concept of acceleration in circular motion.
   • The teacher can highlight how the practical activity "Pendulum Racer" allowed students to experiment practically with acceleration in uniformly varied circular motion and how the problem-solving activity "Race Track Challenge" helped apply the theory in practice.
   • Additionally, the teacher can reinforce how the discussion of the "Applications of Acceleration in Circular Motion" allowed students to see the relevance and real-world applications of this concept.

3. Suggestion of Extra Materials (1 - 2 minutes)

   • The teacher must then suggest some extra materials for students who wish to deepen their knowledge on the subject.
   • These materials may include explanatory videos, science websites with interactive experiments, acceleration problems in circular motion for extra practice, among others.
   • The teacher can also suggest reading specific chapters of a textbook or a scientific text, depending on the depth of knowledge desired.

4. Relevance of the Subject to Everyday Life (1 - 2 minutes)

   • Finally, the teacher must emphasize the importance of the subject for everyday life, showing how understanding acceleration in uniformly varied circular motion can be useful in everyday situations.
   • For example, the teacher can mention how acceleration in circular motion is present in amusement park rides, in the movement of pendulum clocks, in satellite orbits, among others.
   • The teacher can also emphasize how the ability to solve problems involving acceleration in circular motion can be useful in various careers, from engineering and physics to sports and video game design.