Objectives (5 - 7 minutes)

1. Understand the concept of frame of reference and its importance in the analysis of motions.
2. Learn to define the position of an object or point material in relation to a frame of reference.
3. Develop skills to solve problems involving the determination of the position of an object or point material at a given instant of time.

Secondary Objectives:

• Stimulate critical thinking and analytical skills of students when solving problems.
• Promote interaction among students, encouraging discussion and group work.
• Develop the ability to apply acquired knowledge in practical situations, such as analyzing movements in videos or animations.

Introduction (10 - 15 minutes)

1. Concept Review: The teacher should start the class by reviewing the concepts of kinematics, motion, and trajectory, which were covered in previous classes. This review can be done interactively, with student participation, and should include practical examples to facilitate understanding. (3 - 5 minutes)

2. Problem Situation: Next, the teacher can propose two problem situations to arouse the students' interest.

   • First situation: Imagine you are inside a moving bus. When you look out the window, you see a tree passing by quickly. How can you describe the tree's motion?
   • Second situation: Now imagine you are standing on the sidewalk, watching a bus pass by. How can you describe the bus's motion?

These situations serve to introduce the idea that the description of a motion depends on the chosen reference point. (2 - 3 minutes)

3. Contextualization: The teacher should then contextualize the importance of the subject. They can mention that the concept of a frame of reference is fundamental in Physics, being applied in various areas, such as describing the movements of planets in relation to the Sun, electrons around the atomic nucleus, among others. Additionally, they can highlight that understanding this concept is essential for comprehending everyday phenomena, such as the movement of vehicles, people, animals, etc. (2 - 3 minutes)

4. Engaging Students' Attention: To conclude the Introduction, the teacher can present two curiosities or interesting facts related to the subject.

   • First curiosity: The concept of a frame of reference is not exclusive to Physics. In other areas of knowledge, such as Linguistics and Philosophy, the use of a frame of reference is also common, although with slightly different meanings.
   • Second curiosity: The idea of a frame of reference was introduced by Galileo Galilei, considered the father of modern science, in the 17th century. He proposed that motion is relative, meaning it depends on the chosen reference point. (3 - 4 minutes)

Development (20 - 25 minutes)

1. Theory - Frame of Reference and Position (10 - 12 minutes)

   1.1. Definition of frame of reference: The teacher should explain that a frame of reference is a system of coordinate axes used to describe the position and motion of an object. An example can be the motion of a car on a road, where the road serves as the frame of reference.

   1.2. Types of frames of reference: The teacher should present the two main types of frames of reference: the inertial frame of reference, which is a frame that does not undergo acceleration; and the non-inertial frame of reference, which undergoes acceleration. An example can be the motion of a car on a curve, where the car is an inertial frame of reference and the non-inertial frame of reference is outside the car.

   1.3. Definition of position: The teacher should explain that the position of an object in a frame of reference is given by a vector that has magnitude, direction, and sense. An example can be the motion of an airplane at an airport, where the airplane's position is given by its position vector.

   1.4. Initial position: The teacher should talk about the initial position, which is the object's position at the beginning of the motion. An example can be throwing a ball upwards, where the ball's initial position is where it was thrown from.

   1.5. Final position: The teacher should discuss the final position, which is the object's position at the end of the motion. An example can be the motion of a train on a straight line, where the train's final position is where it stopped.

2. Practice - Exercises (10 - 13 minutes)

   2.1. The teacher should propose some exercises for the students to solve, where they will have to determine the position of an object or point material in relation to a frame of reference.

   2.2. The exercises can vary in difficulty, from those where students will have to determine the final position of an object moving in a straight line from its initial position and constant velocity, to those where students will have to determine the position of an object moving in more complex trajectories, such as curves.

   2.3. The teacher should move around the classroom, assisting students in solving the exercises, clarifying doubts, and correcting errors.

   2.4. At the end of the practice, the teacher should review the exercises with the class, clarifying any remaining doubts and correcting errors that were made.

3. Discussion (3 - 5 minutes)

   3.1. The teacher should promote a classroom discussion about what was learned. Students can be asked what they found most difficult or easiest in solving the exercises, what strategies they used to solve the problems, among other questions.

   3.2. The teacher should encourage students to express their opinions and ask questions, so they can clarify their doubts and consolidate what was learned.

Return (8 - 10 minutes)

1. Connections to the Real World (3 - 4 minutes)

   • The teacher should encourage students to make connections between what they learned and the real world. For example, they can ask how the concept of frame of reference and position applies to the movement of people, vehicles, planets, etc.
   • One way to do this is to ask students to describe the motion of an object or point material in their daily life and explain the frame of reference they are using to describe that motion.
   • The teacher can also propose a discussion on how the choice of frame of reference can affect the description of a motion. For example, the motion of a car can be described differently depending on whether we are inside the car or observing it from outside.
   • Another possibility is to discuss how the concept of frame of reference is used in other areas of knowledge, such as Geography, Astronomy, Biology, etc.

2. Content Review (2 - 3 minutes)

   • The teacher should quickly review the main concepts covered in the class, emphasizing the importance of each of them.
   • Students can be asked to summarize, in their own words, what they understood about the concept of frame of reference and position. This can be done interactively, with the participation of all students.
   • The teacher should be attentive to correct any errors and clarify doubts that may arise during the review.

3. Individual Reflection (2 - 3 minutes)

   • The teacher should suggest that students engage in individual reflection on what they learned in class. Students can be asked to think about the following questions:
     1. What was the most important concept you learned today?
     2. What questions have not been answered yet?
   • Students should write down their answers, which can be shared with the class if there is time. This activity serves for students to consolidate what they learned and identify any remaining doubts they may have.

4. Feedback (1 minute)

   • The teacher should encourage students to provide feedback on the class, expressing what they liked the most, what they found most difficult, what could be improved, etc. This can be done through a printed or online questionnaire, which can be answered anonymously. Student feedback is a valuable tool for the teacher to enhance their classes.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes)

   • The teacher should summarize the contents covered in the class, reinforcing the concepts of frame of reference, position, initial position, and final position, and the importance of the frame of reference in describing a motion.
   • Practical examples used during the class can be recalled to facilitate the students' understanding of the concepts.
   • The teacher should emphasize that understanding these concepts is essential for solving problems involving the determination of the position of an object or point material at a given instant of time.

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

   • The teacher should explain how the class connected theory, practice, and applications. It can be highlighted that after the theoretical explanation, students had the opportunity to apply what they learned in solving exercises, which allowed them to verify the validity of the presented concepts.
   • Additionally, the teacher can reinforce that the concept of frame of reference and position has broad applications, being used not only in Physics but also in other areas of knowledge and in everyday life.

3. Extra Materials (1 minute)

   • The teacher should suggest some extra materials for students who wish to deepen their knowledge on the subject. These materials can include books, websites, videos, apps, among others.
   • For example, the teacher can recommend a Physics book that addresses the topic of frame of reference and position in more depth, a website with motion simulators, an explanatory video on YouTube, a mobile app that allows students to explore the concept of frame of reference and position interactively, etc.

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

   • Finally, the teacher should emphasize the importance of the subject presented for students' daily lives. For instance, they can mention that understanding the concept of frame of reference and position is crucial for describing motions, which are present in various everyday phenomena.
   • Additionally, it can be highlighted that developing analytical and problemsolving skills, which were stimulated during the class, is essential not only for Physics but for life in general.