Objectives (5-10 minutes)

1. Understand the concept of gas pressure and how it relates to the movement of molecules.

   • Identify the variables that affect the pressure of a gas, such as the number of molecules, the volume, and the temperature.

2. Apply the gas pressure formula to solve practical problems.

   • Use the gas pressure formula (P = F/A) to calculate the pressure in different situations.

3. Analyze practical situations involving gas pressure and discuss their implications.

   • For example, understand how the pressure of a gas is affected by altitude and how this can be applied in real-world situations, such as in aircraft.

Secondary Objectives:

• Develop critical thinking skills by analyzing and interpreting situations involving gas pressure.
• Foster curiosity and interest in Physics, demonstrating how theoretical concepts apply to practical everyday situations.
• Improve problem-solving skills, encouraging students to apply the concepts learned to solve exercises and problems.

Introduction (10-15 minutes)

1. Review of previous concepts:

   • The teacher should begin the lesson by reviewing the concepts of gas, molecules and their properties, and the relationship between temperature and volume of a gas. (3-5 minutes)
   • A quick review of relevant formulas and equations can be done, such as the ideal gas law (PV = nRT). (2-3 minutes)

2. Problem situations:

   • The first situation could be that of a balloon that is inflated and deflated at different altitudes. Why does the balloon expand when it goes up and contract when it goes down? (3-5 minutes)
   • The second situation could be that of a can of soda that, when shaken and opened, forcefully releases gas. Why does this happen? (3-5 minutes)

3. Contextualization:

   • The teacher should explain that gas pressure is a fundamental concept in various areas, from the chemical industry to aeronautics. (1-2 minutes)
   • Examples of how gas pressure is used in everyday situations can be mentioned, such as in the manufacture of food and carbonated beverages, in submarine diving, and even in the way we breathe. (2-3 minutes)

4. Introduction to the topic:

   • The teacher should introduce the topic of gas pressure, explaining that pressure is the force that the molecules of a gas exert on the walls of the container that contains it. (2-3 minutes)
   • It can be mentioned that the pressure of a gas is affected by the number of molecules present, the volume occupied, and the temperature. (2-3 minutes)
   • The teacher should spark the students' curiosity by asking how it would be possible to calculate the pressure of a gas in different situations. (1 minute)

This Introduction should serve to situate the students in the topic of the lesson, recall important concepts, present problem situations that will be discussed throughout the lesson, and contextualize the importance of the topic. In addition, it should arouse the students' curiosity and interest in the subject.

Development (20-25 minutes)

1. Explanation of the concept of gas pressure (5-7 minutes)

   • The teacher should begin by explaining that the pressure of a gas is the force that the molecules of the gas exert on the walls of the container that contains it.
   • It should be emphasized that pressure is the result of the movement of molecules: the faster and more intense the movement, the greater the pressure.
   • An analogy can be used, such as that of a soccer ball being kicked against a wall. If the kick is weak, the ball will not exert much force on the wall. However, if the kick is strong, the ball will exert a great force on the wall, increasing the pressure.

2. Presentation of the gas pressure formula (5-7 minutes)

   • The teacher should introduce the general formula for gas pressure: P = F/A, where P is the pressure, F is the force exerted by the gas molecules, and A is the area over which the force is distributed.
   • It should be explained that, in a closed container, the force is the sum of the forces exerted by all the gas molecules and the area is the area of the walls of the container.
   • To facilitate understanding, the formula for hydrostatic pressure (P = ρgh) can be used, where P is the pressure, ρ is the density of the fluid, g is the acceleration due to gravity, and h is the height of the fluid above the point in question. This formula is similar to the gas pressure formula, but instead of the number of molecules, the density of the fluid is considered.

3. Discussion on the influence of the number of molecules, volume and temperature on the pressure of a gas (5-7 minutes)

   • The teacher should explain that the pressure of a gas is directly proportional to the number of molecules: the more molecules, the greater the pressure.
   • It should be emphasized that, if the volume and temperature are kept constant, the pressure of a gas is inversely proportional to its volume: if the volume decreases, the pressure increases, and vice versa.
   • The teacher should then explain Charles's and Gay-Lussac's law, which states that, if the number of molecules and the volume are kept constant, the pressure of a gas is directly proportional to its absolute temperature.
   • Practical examples can be used to illustrate these relationships, such as a balloon that inflates when heated and contracts when cooled, or a can of soda that forcefully releases gas when shaken and opened.

4. Problem-solving using the gas pressure formula (5-7 minutes)

   • The teacher should present some problems that involve calculating the pressure of a gas in different situations, such as altitude, number of molecules, volume, and temperature.
   • Students should be guided to identify the variables involved, apply the gas pressure formula, and correctly interpret the results.
   • The teacher should be available to assist students in solving the problems, clarifying doubts, and explaining the necessary steps.
   • The flipped classroom methodology can be used, where students solve the problems at home and the class is used to discuss the solutions and clarify doubts.

The Development of the lesson aims to deepen students' understanding of the concept of gas pressure, the influence of the number of molecules, volume, and temperature on pressure, and the application of the gas pressure formula. In addition, it seeks to develop students' problem-solving and critical thinking skills.

Feedback (10-15 minutes)

1. Connection to the real world (3-5 minutes)

   • The teacher should encourage students to make connections between what has been learned and the world around them. It can be asked: "How do you see gas pressure being applied in the real world, beyond the examples we discussed?"
   • The teacher can mention additional examples, such as the use of compressors to fill bicycle and car tires, the importance of atmospheric pressure in weather forecasting, and the application of pressure in food preparation, such as in a pressure cooker.
   • Students should be encouraged to share their own observations and experiences and to explain how gas pressure is involved in different everyday situations.

2. Review of concepts learned (3-5 minutes)

   • The teacher should review the main concepts of the lesson, asking students what they understood about gas pressure, how to calculate the pressure of a gas using the formula P = F/A, and how the pressure of a gas is affected by the number of molecules, volume, and temperature.
   • Students should be encouraged to explain the concepts in their own words, to check if they have understood correctly.
   • The teacher can use practical examples to reinforce the concepts, such as calculating the pressure of a gas at different altitudes, volumes, and temperatures.

3. Reflection on learning (3-5 minutes)

   • The teacher should propose that students reflect on what they have learned, asking questions such as: "What was the most important concept you learned today?" and "What questions have not yet been answered?"
   • Students should have a minute to think about the questions and then share their answers with the class.
   • The teacher should encourage an open and respectful discussion, where students can express their opinions and doubts, and where the teacher can provide constructive feedback.

4. Feedback and evaluation (1-2 minutes)

   • The teacher should give general feedback on the lesson, highlighting the strengths and areas that may need more practice or study.
   • The teacher should also assess students' progress, checking if the Learning Objectives have been achieved and if students are prepared for the next lesson or activity.
   • Students should be encouraged to provide feedback on the lesson, so that the teacher can adjust his or her teaching strategies and improve the learning experience.

This Feedback at the end of the lesson aims to consolidate students' learning, make connections to the real world, reflect on what has been learned, and assess students' progress. In addition, it seeks to provide a space for students to express their doubts and opinions, and for the teacher to receive feedback on the lesson. This is crucial to ensure the effectiveness of the teaching and the satisfaction of the students.

Conclusion (5-10 minutes)

1. Summary of Contents (2-3 minutes)

   • The teacher should recap the main points covered during the lesson, reinforcing the concept of gas pressure, the variables that affect it (number of molecules, volume, and temperature), and how the formula P = F/A is used to calculate the pressure of a gas.
   • Charles's and Gay-Lussac's laws can also be recalled, which establish the relationship between pressure, volume, and temperature in a gas, when the number of molecules is kept constant.
   • The teacher should emphasize the importance of understanding these concepts to understand everyday phenomena, such as the behavior of a balloon at different altitudes or the release of gas from a can of soda.
   • This recap allows students to consolidate what they have learned and identify any points that they have not yet fully understood.

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

   • The teacher should emphasize how the lesson connected theory, through the explanation of concepts and the presentation of the gas pressure formula, with practice, through problem-solving and discussion of real-world situations involving gas pressure.
   • It can be highlighted how the theoretical understanding of these concepts allows students to solve practical problems and better understand the world around them.
   • This connection between theory and practice helps make the content more relevant and meaningful to students, increasing their motivation and engagement with learning.

3. Complementary Materials (1-2 minutes)

   • The teacher should suggest additional study materials for students who wish to deepen their knowledge of the topic. This could include textbooks, physics websites, videos of experiments or demonstrations, among others.
   • For example, it can be suggested that students watch videos of experiments that demonstrate the effect of gas pressure, or that they read a chapter of a physics book that explains Charles's and Gay-Lussac's laws in more detail.
   • These complementary materials allow students to study the topic at their own pace and according to their interests, promoting more autonomous and personalized learning.

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

   • Finally, the teacher should emphasize the importance of the subject presented for everyday life and for other areas of knowledge.
   • It can be mentioned, for example, how the understanding of gas pressure is fundamental for the chemical industry, aeronautics, medicine (in the study of blood gases, for example), among other areas.
   • In addition, the teacher can emphasize that the ability to analyze and solve problems related to gas pressure is a valuable skill that can be applied in many life situations.
   • This final contextualization helps reinforce the relevance of the subject and motivates students to continue exploring and learning about the topic.

This Conclusion serves to consolidate students' learning, make the connection between theory and practice, suggest materials for further study, and highlight the importance of the subject presented. In addition, it provides a closure for the lesson and prepares students for what is to come next.