Lesson Plan | Socioemotional Learning | Kinematics: Oblique Motion

Objectives

Duration: 10 - 15 minutes

The purpose of this stage is to ensure that students clearly understand the objectives of the lesson, relating them to the skills necessary to decompose and calculate the parameters of oblique motion. It also prepares the groundwork for the development of socioemotional competencies through understanding the emotions involved in the learning process.

Main Goals

1. Describe oblique motion by decomposing it into uniform motion along one axis and uniformly varied motion along the other axis.

2. Calculate the time, displacement, and velocities associated with oblique motion.

Introduction

Duration: 15 - 20 minutes

Emotional Warm-up Activity

Connection with the Present Moment 

The emotional warm-up activity is a Mindfulness practice aimed at promoting students' focus, presence, and concentration. Through a series of breathing and visualization exercises, students will be guided to connect with the present moment, calm their minds, and prepare emotionally for the class. This exercise will not only help reduce anxiety and stress but also create a conducive environment for learning and positive interaction in the classroom.

1. Preparation of the Environment: Ask students to sit comfortably in their chairs, with their feet flat on the floor and hands resting on their thighs. Ensure that the environment is calm and quiet.

2. Initial Breathing: Instruct students to close their eyes and begin to pay attention to their breathing. Guide them to take three deep breaths, inhaling through their nose and exhaling through their mouth slowly and controlled.

3. Visualization: Ask students to visualize a peaceful and happy place. It can be a beach, a flower-filled field, a mountain, or any other location that brings them peace. Guide them to imagine themselves in that place, feeling safe and relaxed.

4. Body Focus: Instruct students to direct their attention to different parts of their body, starting from their feet and moving up to their head. Ask them to focus on relaxing each part of their body as their attention moves.

5. Conscious Breathing: Guide students to return to their breathing, this time paying attention to the flow of air going in and out of their body. Encourage them to maintain a calm and regular breath.

6. Gradual Return: Ask students to slowly return to the present moment. Instruct them to gently move their fingers and toes, open their eyes slowly, and become aware of their surroundings.

7. Quick Reflection: Dedicate a minute for students to briefly share how they feel after the Mindfulness practice.

Content Contextualization

Oblique motion can be observed in various everyday situations, such as throwing a ball in a football game or the flight of a projectile. Understanding this type of motion is not only fundamental for the study of Physics but also for various practical applications in engineering, technology, and even sports. Furthermore, by studying oblique motion, students can develop a deeper understanding of how different forces and vectors interact in the world around us.

Reporting real examples and curiosities about oblique motions helps make learning more interesting and relevant. Additionally, discussing the emotions involved in activities that involve these motions, such as the excitement of scoring a goal or the frustration of missing a target, can help students connect emotionally with the content. In this way, they not only learn the theory but also develop important socioemotional skills such as self-awareness and self-control.

Development

Duration: 60 - 70 minutes

Theoretical Framework

Duration: 25 - 30 minutes

1. Definition of Oblique Motion: Explain that oblique motion is a type of motion that occurs in two dimensions, where an object is launched with an initial velocity that forms an angle with the horizontal. The path described is a parabola.

2. Components of Oblique Motion: Detail that oblique motion can be decomposed into two independent motions: a uniform motion along the horizontal axis (x) and a uniformly varied motion along the vertical axis (y).

3. Motion on the Horizontal Axis: Describe how motion on the x-axis is uniform, where the horizontal velocity (vx) remains constant. The basic formula is: vx = v0 * cos(θ), where v0 is the initial velocity and θ is the launch angle.

4. Motion on the Vertical Axis: Discuss that motion on the y-axis is uniformly varied, subject to the acceleration of gravity (g). The initial vertical velocity is given by: vy0 = v0 * sin(θ). Basic formulas include: vy(t) = vy0 - g*t and y(t) = vy0 * t - (1/2) * g * t^2.

5. Flight Time: Explain that the total flight time can be calculated considering the moment when the vertical component of the velocity becomes zero and returns to the starting point. The formula is: t_flight = (2 * v0 * sin(θ)) / g.

6. Maximum Range: Teach that the horizontal range (R) is the maximum distance the object travels along the x-axis and can be calculated by: R = (v0^2 * sin(2θ)) / g.

7. Maximum Height: State that the maximum height (H) is the highest point reached by the object in its trajectory and can be determined by: H = (v0^2 * sin^2(θ)) / (2 * g).

8. Practical Examples: Provide practical examples such as throwing a football, a skier's jump, or the flight of fireworks to illustrate oblique motion.

Socioemotional Feedback Activity

Duration: 35 - 40 minutes

Exploring Oblique Motion with Interactive Simulations ⚛️

In this activity, students will use computer simulations to explore and understand oblique motion. They will vary parameters such as initial speed and launch angle to observe how these changes affect the trajectory, flight time, range, and maximum height.

1. Group Formation: Organize students into groups of 3-4 people.

2. Access the Simulation: Provide students with links to online oblique motion simulations (e.g., PhET Interactive Simulations).

3. Initial Exploration: Instruct groups to freely explore the simulation for a few minutes to familiarize themselves with the controls.

4. Specific Tasks: Give students a list of specific tasks to perform in the simulation, such as varying the initial speed and launch angle and recording the changes in flight time, range, and maximum height.

5. Data Recording: Ask students to note the observed data in a table for later analysis.

6. Group Discussion: Instruct groups to discuss their observations and try to explain the results based on the theory learned.

7. Presentation of Results: Request that each group present their findings to the rest of the class, highlighting key conclusions and answering questions from classmates.

Group Discussion

After the presentation of results, lead a group discussion using the RULER method. Start with the Recognition of the emotions students felt during the activity. Ask how they felt while manipulating the simulation and presenting the results. Allow them to share their positive experiences and challenges faced.

Then, help students Understand the causes and consequences of these emotions by discussing how collaboration in groups and the practical application of theoretical knowledge influenced their feelings. Encourage them to Name the emotions correctly, such as enthusiasm, frustration, curiosity, among others. Guide the Expression of these emotions appropriately, promoting an environment of respect and empathy. Finally, discuss strategies to Regulate emotions effectively in future activities, such as staying calm in the face of difficulties and celebrating achievements.

Conclusion

Duration: 15 - 20 minutes

Emotional Reflection and Regulation

Suggest that students reflect on the challenges faced during the class and how they managed their emotions. This reflection can be done in writing or in the form of a group discussion. Encourage them to think about specific moments when they felt intense emotions, such as frustration or enthusiasm, and to identify the strategies they used to deal with those emotions. Ask how they could improve their emotional responses in future situations and what lessons they can take from this experience.

Objective: The objective of this subsection is to encourage self-assessment and emotional regulation among students, helping them identify effective strategies for dealing with challenging situations. This reflection process allows students to develop greater self-awareness and self-control, essential skills for both academic learning and personal life.

Closure and A Look Into The Future

To conclude the class, ask students to set personal and academic goals related to the content studied. Explain that these goals should be specific, measurable, achievable, relevant, and time-bound (SMART). Encourage them to think about how they can apply their knowledge of oblique motion in other subjects or everyday life and develop action plans to reach these goals.

Possible Goal Ideas:

1. Understand the importance of decomposing complex motions into simpler components.

2. Apply knowledge of oblique motion to everyday physics problems.

3. Develop collaboration skills while working in groups.

4. Improve the ability to manage emotions during challenging activities.

5. Increase interest in simulations and interactive tools for learning. Objective: The objective of this subsection is to strengthen students' autonomy and the practical application of learning, promoting continuity in academic and personal development. Setting clear goals helps students maintain focus and motivation, as well as facilitate the monitoring of their progress and celebrating their achievements.