Objectives (5 - 7 minutes)

1. Understand the concept of impulse and momentum: The teacher must ensure that students understand what impulse is, how it is calculated, and what it represents physically. In addition, students should be able to understand and apply the concept of momentum.

2. Solve collision and momentum problems: Students should be able to apply the concepts of impulse and momentum to solve collision problems. This includes the ability to identify the types of collisions (elastic and inelastic) and to use the relevant equations to solve the problems.

3. Relate theory to practice: It is important for students to be able to apply the theoretical concepts learned to solve practical problems. The teacher should encourage discussion and reflection on how the theory applies to real situations and how it can be used to predict the results of a collision.

Secondary Objectives:

• Develop problemsolving skills: Problem-solving is a crucial skill in physics and many other disciplines. The teacher should take the opportunity to develop students' problem-solving skills by encouraging them to think critically, consider different approaches to a problem, and check their answers.

• Promote active student participation: The teacher should create an atmosphere of active learning, encouraging active student participation through questions, discussions, and practical activities.

Introduction (10 - 15 minutes)

1. Review of previous concepts: The teacher should start the lesson by briefly reviewing the concepts of force, velocity, and mass, which are essential for understanding the concepts of impulse and momentum. This can be done through direct questions to the students or through a quick quiz format. (3 - 5 minutes)

2. Problem situations: To arouse students' interest and demonstrate the relevance of the concepts to be addressed, the teacher can propose the following problem situations:

   a. "Imagine you are playing billiards and have just hit the white ball, which collided with another ball. Why does the ball that was hit move and the white ball does not?" (3 - 5 minutes)

   b. "If you push a heavy box and it moves slowly, you feel more resistance than if the box moved quickly. Why does this happen?" (3 - 5 minutes)

3. Contextualization: The teacher should explain that the concepts of impulse and momentum are fundamental for understanding everyday phenomena, such as the movement of a car in a collision, the operation of a rocket, among others. In addition, it can mention that these concepts are widely applied in various areas, such as engineering, nuclear physics, sports, among others. (2 - 3 minutes)

4. Gain attention: To capture students' attention, the teacher can share some curiosities or stories related to the concepts to be addressed. For example:

   a. "Did you know that the concept of impulse and momentum was developed by Sir Isaac Newton, one of the greatest scientists in history, while he was in quarantine during a bubonic plague epidemic?" (2 - 3 minutes)

   b. "Did you know that NASA uses the concepts of impulse and momentum to calculate the trajectories of its spacecraft? This is crucial to ensure that the spacecraft reaches its destination correctly and avoids collisions with other objects in space." (2 - 3 minutes)

Development (20 - 25 minutes)

1. Theory - Impulse and Momentum (10 - 12 minutes):

   a. Impulse: The teacher should start by explaining the concept of impulse, which is the physical quantity that measures the change in momentum of a body. Impulse is calculated by multiplying the force applied to the body by the duration of the application of that force. The teacher can use formulas and equations to illustrate this concept, but should emphasize that understanding the concept is more important than memorizing the formula.

   b. Momentum: Next, the teacher should introduce the concept of momentum, which is the physical quantity that measures the total movement of a body. The momentum of a body is calculated by multiplying its mass by its velocity. The teacher should emphasize that momentum is a vector quantity, that is, it has magnitude and direction.

   c. Principle of Conservation of Momentum: The teacher should explain the principle of conservation of momentum, which states that, in an isolated system, the total momentum before and after a collision remains the same. The teacher can use practical examples to illustrate this principle, such as the movement of a skater on ice.

2. Practice - Problem Solving (10 - 13 minutes):

   a. Impulse Problems: The teacher should propose some impulse problems for students to solve. For example, "A 1 kg hammer is applied to a ball for 2 seconds with a force of 10 N. What is the impulse applied to the ball?" The teacher should guide students to identify the relevant information in the problem, apply the correct formula, and calculate the answer.

   b. Momentum Problems: Next, the teacher should propose some momentum problems for students to solve. For example, "A 1 kg ball moves with a velocity of 2 m/s. What is its momentum?" The teacher should guide students to identify the relevant information in the problem, apply the correct formula, and calculate the answer.

   c. Collision Problems: Finally, the teacher should propose some collision problems for students to solve. For example, "A 1 kg ball moves with a velocity of 2 m/s towards another 1 kg ball at rest. After the collision, the first ball moves with a velocity of 1 m/s in the same direction. What is the velocity of the second ball after the collision?" The teacher should guide students to identify the type of collision (elastic or inelastic), apply the principle of conservation of momentum, and calculate the answer.

3. Discussion - Practical Application (5 - 8 minutes):

   a. Application in Everyday Situations: The teacher should lead a discussion on how the concepts of impulse and momentum apply to everyday situations. For example, how these concepts explain why it is difficult to stop a car at high speed or why it is safer to wear seat belts in a car.

   b. Application in Other Disciplines: The teacher should also discuss how these concepts are applied in other disciplines. For example, how the concepts of impulse and momentum are used in engineering to design safer vehicles or in nuclear physics to understand the movement of subatomic particles.

   c. Final Reflection: The teacher should end the lesson by asking students to reflect on what they have learned. The teacher can ask questions like "What was the most important concept you learned today?" or "What questions have not been answered yet?" to assess students' understanding and identify possible gaps in learning.

Return (8 - 10 minutes)

1. Concept Review (3 - 4 minutes): The teacher should start this stage by reviewing the main concepts covered during the lesson. This can be done through direct questions to students or through a brief summary presented by the teacher. The goal is to ensure that students have understood the main concepts, such as impulse, momentum, and the principle of conservation of momentum.

2. Connection to Practice (2 - 3 minutes): The teacher should then suggest that students reflect on how the concepts learned connect to the real world. This can be done through questions like:

   a. "How do the concepts of impulse and momentum apply in sports? For example, how do they help explain why a soccer ball kicked harder has a better chance of entering the goal?"

   b. "How are the concepts of impulse and momentum used in engineering? For example, how are they used to design cars that are safer in case of a collision?"

   The teacher should encourage students to think critically and make connections between theory and practice.

3. Student Reflection (3 - 4 minutes): Finally, the teacher should suggest that students reflect individually on what they have learned. The teacher can ask questions like:

   a. "What was the most important concept you learned today?"

   b. "What questions have not been answered yet?"

   Students should write their answers in a notebook or on a piece of paper. The teacher can then ask some students to share their answers with the class. This activity allows the teacher to assess students' understanding and identify possible gaps in learning. Additionally, it helps students consolidate what they have learned and identify areas that may need further study.

Conclusion (5 - 7 minutes)

1. Lesson Summary (2 - 3 minutes): The teacher should start the Conclusion by summarizing the main points covered during the lesson. This includes defining impulse and momentum, calculating these quantities, the principle of conservation of momentum, and applying these concepts to solve collision problems. The teacher should reinforce these concepts, reminding students of the importance of understanding them and knowing how to apply them.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should then highlight how the lesson was able to connect theory, practice, and applications. He should recall the problem situations proposed at the beginning of the lesson and how they were solved using the theory learned. Additionally, the teacher should reinforce the practical applications of these concepts, mentioning examples from everyday life and other disciplines. This will help reinforce the relevance of the concepts learned and their applicability in different contexts.

3. Extra Materials (1 - 2 minutes): The teacher should suggest additional materials for students who wish to deepen their knowledge on the subject. This may include books, websites, videos, and simulation apps. For example, the teacher may suggest reading specific chapters of a physics book, watching explanatory videos on YouTube, conducting virtual experiments in a simulation app, among others. The teacher should emphasize that these materials are optional but can be useful to complement learning in the classroom.

4. Topic Relevance (1 minute): Finally, the teacher should reinforce the relevance of the topic to students' lives. He should explain that, although physics may seem abstract at first, it has practical and everyday applications. For example, he may mention that knowledge of impulse and momentum can help students better understand the operation of various technologies, from a car to a spacecraft. Additionally, the teacher should highlight that the study of physics helps develop important skills, such as problem-solving, logical and critical thinking, among others.

At the end of the lesson, students should have acquired a solid understanding of the concepts of impulse and momentum, as well as how to apply them to solve collision problems. Additionally, they should have developed the ability to connect theory with practice and applications, and to reflect on what they have learned. With this, they will be prepared to apply these concepts in new situations and to continue learning autonomously.