Objectives (5 minutes)

1. Understand the concept of constant force: Students should be able to define what a constant force is and understand how it affects the work done on an object.
2. Apply the Work formula (W = F * d * cos θ): Students should be able to correctly apply the Work formula, taking into account the applied force, the distance traveled, and the angle between the applied force and the displacement.
3. Solve practical problems involving work with constant force: Students should be able to solve practical problems involving the calculation of work done by a constant force.

Secondary objectives:

• Develop problem-solving skills: In addition to understanding the theory, students should be able to apply the acquired knowledge to solve practical problems.
• Stimulate critical thinking: Students should be encouraged to think critically about how constant force affects the work done and how the work formula can be applied in different situations.
• Promote active learning: The lesson plan emphasizes active student participation through practical activities and group discussions.

Introduction (10 - 15 minutes)

1. Review of fundamental concepts: The teacher starts the lesson by reviewing fundamental Physics concepts that are necessary for understanding the lesson topic, such as the concept of work, force, displacement, and angle. This review can be done through direct questions to the students, in order to stimulate active participation and verify prior knowledge. (5 minutes)

2. Problem situations: The teacher presents two problem situations to stimulate students' thinking and introduce the lesson topic.

   • First situation: "Imagine you are pushing an object on a flat, horizontal surface with a constant force. The work you do on the object depends only on the force you apply and the distance the object moves. But what if you are pushing the object upwards on an inclined plane? The angle between the force you apply and the object's displacement now matters. How would we calculate the work in this case?"
   • Second situation: "Now, imagine you are pulling an object with a rope at a 45-degree angle to the horizontal. You are applying a force of 100 N and the object moves 10 meters. What is the work you have done on the object?" (5 minutes)

3. Contextualization: The teacher explains the importance of studying work with constant force in Physics and in practical applications. He may mention that work is a fundamental physical quantity that is present in numerous everyday situations, from the work done by a person pushing an object to the work done by a machine. In addition, calculating work in situations where the force is constant is an important skill for problem-solving in various areas of science and engineering. (2 minutes)

4. Engage students' attention: The teacher introduces the lesson topic in a way that arouses students' interest. He can do this by mentioning some curiosities, such as:

   • Curiosity 1: "Did you know that the concept of work in Physics is a bit different from what we use in everyday life? In Physics, work is defined as the amount of energy transferred by a force when it acts on an object and causes a displacement. Therefore, even if you are applying a great force to push a wall, if the wall does not move, you are not doing work in the Physics view!"
   • Curiosity 2: "Have you ever stopped to think why it is easier to climb a ramp than to scale a vertical wall of the same size? This has to do with the work done by the force of gravity. On the ramp, the force of gravity acts along the displacement, doing work and helping us climb. On the vertical wall, the force of gravity acts perpendicularly to the displacement and does not do work, making the task much more difficult!" (3 minutes)

Development (20 - 25 minutes)

1. Constant Force Work Experiment (10 - 12 minutes)

Necessary materials:

• Toy car with a string tied to the front
• A small weight box
• Ruler
• Projector and screen (if available)

Procedure:

1. The teacher divides the class into groups of up to 5 students and distributes the necessary materials to each group.
2. The teacher explains that the objective of the experiment is to determine the work done by a constant force when pulling the car with the weight box tied to it.
3. Each group must set up the experiment as follows: tie the string to the front of the car, place the weight box on the car, and mark a starting line on the floor. The ruler should be used to measure the distance traveled by the car.
4. The teacher demonstrates how to measure the angle between the applied force (the string) and the displacement (the starting line and the final line of the car).
5. Each group performs the experiment by pulling the car with the weight box to the final line and measuring the distance traveled and the angle between the applied force and the displacement. They should repeat the experiment at least three times to obtain an average of the measured values.
6. The teacher circulates around the room, assisting the groups, clarifying doubts, and ensuring that the experiment is being conducted correctly.
7. After the experiment is concluded, each group must calculate the work done by them. The teacher guides the students to apply the work formula (W = F * d * cos θ) and calculate the numerical value.
8. Finally, the teacher leads a classroom discussion where each group shares the results of their experiment and calculations. The teacher highlights the main points, clarifies doubts, and reinforces the importance of the experiment for understanding the concept of work with constant force.

2. Problem-Solving Activity (10 - 13 minutes)

Necessary materials:

• Sheets of paper
• Pencils and erasers

Procedure:

1. The teacher provides each group with a series of problems involving the calculation of work with constant force. The problems should vary in difficulty to meet the needs of different levels of student ability.
2. Each group must work together to solve the problems. The teacher circulates around the room, assisting the groups, clarifying doubts, and providing guidance when necessary.
3. After a set time, the teacher collects the groups' answers and discusses the correct solutions in the classroom. He highlights the main points, clarifies doubts, and reinforces the application of the work formula.
4. This activity helps consolidate students' understanding of the concept of work with constant force and the ability to apply the work formula to solve problems.

Return (10 - 15 minutes)

1. Group discussion (5 - 7 minutes): The teacher gathers all students and promotes a group discussion. Each group has up to 3 minutes to share their conclusions and solutions found during the problem-solving activity. During this discussion, the teacher should encourage students to ask each other questions, thus deepening their understanding of the concept of work with constant force. Additionally, the teacher can ask the groups how they applied the work formula and if they encountered any difficulties during the process. This discussion allows students to learn from each other and develop their communication and critical thinking skills.

2. Connection to theory (3 - 4 minutes): Next, the teacher makes the connection between the practical activities carried out and the theory discussed in the Introduction of the lesson. He should highlight how the concept of constant force and the work formula were applied in solving the problems and in the experiment. The teacher can also briefly review the definition of constant force and the work formula, emphasizing the importance of these concepts for understanding the lesson topic.

3. Individual reflection (2 - 3 minutes): The teacher then proposes that students reflect individually on what they learned in the lesson. He asks questions such as:

   • What was the most important concept you learned today?
   • What questions have not been answered yet?
   • How can you apply what you learned today in everyday situations? Students have a minute to think about their answers. Then, the teacher asks some volunteers to share their answers with the class. This reflection helps students consolidate what they have learned and identify any gaps in their understanding.

4. Feedback and clarification of doubts (2 - 3 minutes): Finally, the teacher requests feedback from students about the lesson. He may ask what they liked most about the lesson, what they found most challenging, and what they would like to learn more about. The teacher also takes this opportunity to clarify any doubts that students may still have. Student feedback is valuable for the teacher to adjust his lesson plan and improve the effectiveness of his future lessons. Additionally, clarifying doubts ensures that students have a complete understanding of the lesson topic.

Conclusion (5 - 7 minutes)

1. Summary of contents (2 - 3 minutes): The teacher starts the Conclusion by summarizing the main points covered during the lesson. He reinforces the concept of constant force, the work formula (W = F * d * cos θ), and how they were applied in solving the problems and in the practical experiment. The teacher also highlights the importance of the angle between the applied force and the displacement in performing work.

2. Connecting theory to practice (1 - 2 minutes): Next, the teacher emphasizes how the lesson connected theory to practice. He points out that the theoretical understanding of the concept of constant force and the work formula is essential for the practical application of these concepts in problem-solving and experiments. For example, the teacher may mention how the work formula was used to calculate the work done by students in the experiment.

3. Extra materials (1 - 2 minutes): The teacher suggests additional materials for students who wish to deepen their knowledge of the lesson topic. These materials may include explanatory videos, additional readings, simulation websites, and online exercises. For example, the teacher may suggest that students watch videos demonstrating the application of the concept of work in real life, such as the work done by a person lifting an object, or explore online simulations that allow students to manipulate variables like force, distance, and angle to see how they affect work.

4. Importance of the topic (1 minute): Finally, the teacher concludes the lesson by reinforcing the importance of the topic for everyday life and other areas of knowledge. He may mention how calculating work with constant force is used in engineering to design machines and structures, or how understanding work helps explain natural phenomena, such as why it is easier to climb a ramp than to scale a vertical wall. The teacher may also emphasize how developing problem-solving and critical thinking skills is valuable not only in Physics but in all areas of life.