Objectives (5 - 7 minutes)

1. Understand the concept of work and power, as well as the relationship between them.

   • Define work as the transfer of energy to an object through the application of a force that causes the object to move.
   • Define power as the rate at which work is done or the rate at which energy is transferred or transformed.
   • Relate the concept of work and power to everyday situations to facilitate comprehension.

2. Solve problems involving the calculation of work and power.

   • Apply the work formula (W = F * d * cosθ) to calculate the work done in different situations.
   • Use the power formula (P = W / t) to calculate the power in specific situations.
   • Solve problems involving the calculation of work and power in real and hypothetical contexts.

3. Recognize the importance of the concept of work and power in various areas of science and technology.

   • Identify examples of how work and power are applied in engineering, physics, biology, chemistry, and other disciplines.
   • Understand how the calculation of work and power contributes to the efficiency and development of technologies in different fields.

Introduction (10 - 12 minutes)

1. Review of previous concepts:

   • The teacher begins the class by reviewing previous concepts that are fundamental to understanding the current topic. This includes the definition of energy, force, and displacement, and how these concepts are interrelated. (3-4 minutes)

2. Problem situations to arouse interest:

   • The teacher presents two situations that require the calculation of work and power. The first situation could involve lifting a heavy object, while the second could involve the movement of a vehicle. Students are asked to think about how they could calculate the work and power in these situations. (3-4 minutes)

3. Contextualization of the importance of the subject:

   • The teacher explains how work and power are fundamental concepts in various areas of science and technology. He can mention examples such as energy efficiency in vehicles, energy generation in wind turbines, biomechanics of human movement, among others. (2-3 minutes)

4. Introduction to the topic of the day:

   • The teacher introduces the topic of the day - Work: Power, explaining that he will address how to calculate the work done when moving an object and how the speed at which the work is done is measured by the power. He emphasizes the importance of these concepts and how they are applied in various everyday situations. (2-3 minutes)

Development (20 - 25 minutes)

1. Explanation of the Theory (10 - 15 minutes)

   • Definition of Work: The teacher begins by explaining that, in Physics, work is the transfer of energy to an object through the application of a force that causes the object to move. The work is calculated by multiplying the force applied to the object by the displacement of the object in the direction of the force. (3-4 minutes)
   • Work Formula: The teacher presents the work formula (W = F * d * cosθ), where W is the work, F is the force, d is the displacement, and θ is the angle between the applied force and the direction of the displacement. The teacher explains that the angle θ is important because the work is maximized when the force and the displacement are parallel. (2-3 minutes)
   • Definition of Power: The teacher introduces the concept of power, explaining that it is the rate at which work is done or the rate at which energy is transferred or transformed. The power is calculated by dividing the work by the amount of time it takes to do the work. (2-3 minutes)
   • Power Formula: The teacher presents the power formula (P = W / t), where P is the power, W is the work, and t is the time. He emphasizes that the power is maximized when the work is done in a short period of time. (2-3 minutes)

2. Discussion and Practical Examples (5 - 10 minutes)

   • The teacher discusses practical examples of situations that involve work and power. This could include examples such as lifting an object, moving a vehicle, or operating a machine, among others. He asks students to identify the forces, displacements, angles, and times involved in these situations. (2-3 minutes)
   • The teacher then guides students in applying the work and power formulas to calculate these quantities. He reinforces the importance of considering the angle between the force and the displacement in the calculation of the work, and how this affects the power. (3-4 minutes)
   • Finally, the teacher asks students to solve similar problems in groups, providing feedback and guidance as needed. He emphasizes that practice is crucial to understanding and applying these concepts. (2-3 minutes)

3. Group Activity (5 - 7 minutes)

   • The teacher divides the class into groups and presents them with a series of problems involving the calculation of work and power. Students are encouraged to discuss and solve these problems together, applying what they learned during the explanation of the theory. (3-4 minutes)
   • After the completion of the activity, a representative of each group is invited to share their solutions and discussions with the class. The teacher provides feedback and clarifies any doubts that may arise. (2-3 minutes)

Feedback (8 - 10 minutes)

1. Theory Review (3 - 4 minutes)

   • The teacher begins by reviewing the key concepts presented during the class, reinforcing the definition of work and power, and how they are related. He may conduct a quick recap of the work and power calculations, and how they are applied in practical situations.
   • The teacher may also provide additional examples or challenging problems that require the application of the concepts of work and power, encouraging students to think critically and deepen their understanding.

2. Connection with Practice (2 - 3 minutes)

   • The teacher asks students to reflect on how the concepts of work and power apply to their daily lives. He can ask questions such as: "How do you see work and power being used in your home?", "Can you think of examples of work and power in sports or physical activities you practice?", "How are these concepts applied in technologies you use?" .
   • Students are invited to share their reflections with the class, fostering discussion and exchange of ideas. The teacher takes this opportunity to reinforce the relevance and applicability of the concepts learned.

3. Review of Doubts (2 - 3 minutes)

   • The teacher opens the floor for students to ask questions or clarify any doubts they may have about the topic. He ensures that all students have the chance to participate and that all doubts are properly addressed.
   • The questions and answers can be conducted orally or in writing, depending on the dynamics of the class. The teacher makes every effort to create a welcoming and encouraging environment, where students feel comfortable expressing their doubts and difficulties.

4. Individual Reflection (1 minute)

   • Finally, the teacher asks students to do a brief reflection on what they have learned. He can ask questions such as: "What was the most important concept you learned today?", "What questions have not yet been answered?" .
   • This individual reflection helps students consolidate their learning and identify any areas that may need further study or practice. The teacher can collect student responses and use them to inform future lesson planning.

Conclusion (5 - 7 minutes)

1. Recap of Content (2 - 3 minutes)

   • The teacher reviews the main points covered in the lesson, recalling the definition of work (the transfer of energy to an object through the application of a force that causes the object to move) and power (the rate at which work is done or the rate at which energy is transferred or transformed).
   • He also recapitulates the formulas for work (W = F * d * cosθ) and power (P = W / t), explaining again the importance of considering the angle between the applied force and the displacement in the calculation of the work, and how this affects the power.

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

   • The teacher highlights how the class connected the theory of the concepts of work and power with practice, through problem solving and discussion of examples.
   • He reinforces the importance of these concepts, explaining how they are applied in various everyday situations and in various areas of science and technology.

3. Complementary Materials (1 minute)

   • The teacher suggests additional study materials for students who wish to deepen their knowledge on the topic. This could include physics textbooks, science education websites, explanatory videos, among others.

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

   • In conclusion, the teacher reiterates the importance of work and power in everyday life, emphasizing how these concepts are fundamental to the operation of many technologies we use, from vehicles and appliances to power plants.
   • He ends the class by encouraging students to observe and reflect on the applications of these concepts in their daily lives, and how they contribute to the efficiency and development of various technologies.