Objectives (5 - 7 minutes)

1. Understand the concept of measurement and error:

   • Students should be able to understand what a measurement is and how it can be affected by errors. They should be able to differentiate between systematic and random errors, and how they can influence the final result of a measurement.

2. Apply the theory in practice:

   • Students should be able to apply the concept of measurements and errors in practical situations, such as in laboratory experiments. They should be able to identify and correct errors in their measurements to obtain more accurate results.

3. Develop critical thinking and problem-solving skills:

   • Through the study of measurements and errors, students should be able to develop critical thinking and problem-solving skills. They should be able to analyze situations, identify errors and find solutions to correct them.

Secondary objectives:

1. Develop communication skills:

   • During practical activities, students should be encouraged to discuss their thought processes and results with their peers, thus developing communication skills.

2. Promote interest in experimental physics:

   • Through the application of the concept of measurements and errors in practical experiments, students should be encouraged to develop an interest in experimental physics, understanding the importance of precision and accuracy in measurements.

Introduction (10 - 12 minutes)

1. Review of previous concepts:

   • The teacher should start the class by recalling the physics concepts already studied that are relevant to the topic of measurements and errors. This may include the definition of physical quantity, the concept of precision and accuracy, and the difference between systematic and random errors. This review can be done interactively, with questions and answers to engage students and ensure they have a solid foundation for understanding the new content. (3 - 5 minutes)

2. Presentation of problem situations:

   • Next, the teacher should present students with two problem situations that will be explored during the class. The first can be a laboratory experiment in which students will have to measure the speed of a car on an inclined track. The second can be a hypothetical scenario in which students will have to calculate the area of a football field using imprecise measurements. These problem situations will serve to contextualize the content and show students the importance of measurements and errors in physics. (2 - 3 minutes)

3. Contextualization of the importance of the subject:

   • The teacher should then contextualize the importance of the subject, explaining how measurements and errors are fundamental to experimental physics. Practical examples can be mentioned, such as the need for precise measurements to design safe bridges or to calculate the trajectory of a rocket. This will help to motivate students, showing them the relevance of what they are learning. (2 - 3 minutes)

4. Introduction of the topic with curiosities:

   • To arouse students' interest, the teacher can introduce the topic with some curiosities related to measurements and errors. For example, one can talk about the history of the meter, the unit of measurement of length, and how the definition of the meter has changed several times over the years due to measurement errors. Another curiosity may be the existence of the IgNobel Prize, which is a parody of the Nobel Prize and awards research that makes people laugh, but also think, and often involves errors or unusual measurements. (3 - 4 minutes)

Development (20 - 25 minutes)

1. Laboratory Activity: Measuring Speed on a Cart on an Inclined Track (10 - 12 minutes)

   • Description: The teacher should divide the class into groups of 4 students and provide each group with a toy car, an inclined track with distance marks and a stopwatch. The objective of the activity is for students to measure the speed of the car down the inclined track and calculate the acceleration. However, the teacher should intentionally introduce errors into the activity, such as inaccurate distance marks on the track and a stopwatch that does not start and stop precisely.
     1. Step 1: The teacher should explain the activity and the safety rules. Each group should decide who will make the measurements, who will operate the stopwatch and who will record the results.
     2. Step 2: The students should make several attempts, recording the distance marks where the car starts and stops on the track, as well as the time it takes for the car to travel that distance. They must then calculate the average speed and acceleration.
     3. Step 3: After several attempts, the students should discuss the differences between the results obtained and the actual measurements of speed and acceleration. This will allow them to identify and discuss the errors introduced.
     4. Step 4: Finally, the students should suggest ways to correct the errors and improve the accuracy of their measurements.

2. Problem-solving Activity: Calculating the Area of a Football Field (10 - 12 minutes)

   • Description: After the laboratory activity, students should work on the problem-solving activity. The teacher should provide each group with a picture of a football field with imprecise measurements and ask them to calculate the area of the field.
     1. Step 1: Students should analyze the picture of the football field and decide how to measure the dimensions of the field. They must then make the measurements and record the results.
     2. Step 2: Using the imprecise measurements, the students should calculate the area of the field. They should discuss how the errors in their measurements can affect the final result.
     3. Step 3: Finally, the students should propose ways to improve the accuracy of their measurements and calculate the area of the field more precisely.

3. Discussion and Reflection (5 - 7 minutes)

   • The teacher should end the Development stage with a classroom discussion. Students should share their experiences and learning during the activities. The teacher should guide the discussion, asking questions to help students reflect on how the concept of measurements and errors was applied in the activities, what challenges they faced and how they solved these challenges. This reflection will help to consolidate learning and prepare students for the closing stage.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes):

   • The teacher should gather all the students and promote a group discussion. Each team will have a maximum of 3 minutes to present their solutions or conclusions from the activities carried out. The teacher should ensure that each group has the opportunity to share their experiences and learning.
   • During the presentations, the teacher should encourage the other students to ask questions and make comments, thus promoting active participation from everyone. He should also highlight the main points of the presentations, reinforcing the concepts covered and the importance of measurements and errors in experimental physics.

2. Connection to Theory (2 - 3 minutes):

   • After the presentations, the teacher should do a quick review of the theoretical concepts covered in class, connecting them with the practical activities carried out. He should highlight how the concepts of measurements and errors were applied in practice and how they helped to better understand the physical phenomena studied.
   • The teacher can, for example, revisit the activity of measuring the speed of the car on the inclined track and discuss how the errors introduced affected the results. He can also revisit the problem of calculating the area of the football field and discuss how the measurement errors influenced the final result.

3. Individual Reflection (2 - 3 minutes):

   • Finally, the teacher should propose a moment of individual reflection. He should ask questions that encourage students to reflect on what they have learned. Some examples of questions are:
     1. What was the most important concept you learned today?
     2. What questions have not yet been answered?
   • Students should have time to think about these questions and write down their answers. The teacher can then ask some students to share their answers with the class, thus promoting reflection and critical thinking.

4. Feedback and Closure (1 - 2 minutes):

   • To end the class, the teacher should thank the students for their participation and effort. He should also provide feedback on the class's performance, highlighting the strengths and areas that need improvement. The teacher should encourage students to continue studying the subject and to ask questions if they have any doubts. He should also inform the students about what will be studied in the next class, so that they can prepare adequately.
   • Finally, the teacher should remind the students to review the class content at home and to complete any homework or readings assigned.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes):

   • The teacher should begin the Conclusion stage by recapping the main points covered during the class. He should reiterate the concept of measurement and error, and the difference between systematic and random errors. In addition, he should recall the practical activities carried out, emphasizing the importance of applying theoretical concepts in solving real problems.
   • It should also be emphasized how the ability to identify and correct errors in measurements is fundamental to experimental physics, and how this skill can be applied in various areas of science and technology.

2. Connection of Theory with Practice (1 - 2 minutes):

   • Next, the teacher should explain how the class connected theory with practice. He should highlight how the practical activities allowed students to apply and better understand the theoretical concepts discussed.
   • The teacher can, for example, mention how the activity of measuring the speed of the car on the inclined track helped to illustrate the difference between precision and accuracy, and how the problem of calculating the area of the football field showed the importance of identifying and correcting measurement errors.

3. Supplementary Materials (1 - 2 minutes):

   • The teacher should then suggest some supplementary materials for students who want to deepen their knowledge on the subject. These materials may include physics books, educational websites, explanatory videos and scientific journal articles.
   • For example, the teacher can recommend the book "Physics for High School" by Newton Soares, which approaches the topic of measurements and errors in a clear and didactic way. He can also mention the website "Khan Academy", which offers a series of video lessons and interactive exercises on physics.

4. Relevance of the Subject (1 minute):

   • Finally, the teacher should emphasize the importance of the subject in question for the students' daily lives. He should stress how the ability to make accurate measurements and identify errors is fundamental not only for physics, but also for several other areas, such as engineering, medicine and economics.
   • The teacher can, for example, mention how physics is used in the construction of bridges and buildings, in the measurement of medicines and in the calculation of interest and exchange rates. He can also remind students that the ability to think critically and solve problems, skills developed during the class, are highly valued in the job market and in everyday life.