Objectives (5 - 10 minutes)

1. Understanding Faraday's Law and Lenz's Law: Students should be able to understand the fundamental principles of Faraday's Law, which states that the induced electromotive force in a circuit is directly proportional to the rate of change of the magnetic flux passing through it. Additionally, they should understand Lenz's Law, which determines that the direction of the induced current is such that its magnetic field opposes the change that produced it.

2. Application of Faraday's Law in practical situations: Students should be able to apply Faraday's Law to solve problems involving electromagnetic induction. This includes the ability to calculate the induced electromotive force, the variation of magnetic flux, and the direction of the induced current.

3. Connection between Faraday's Law and everyday life: The objective is for students to identify real examples of Faraday's Law applications in their daily lives, such as in the operation of electric generators, transformers, etc., and understand the importance of these concepts in modern technology.

Secondary Objectives:

• Development of critical thinking: Promote students' ability to analyze and solve problems logically and systematically, applying the concepts learned.

• Stimulating interest in science: Through a practical and relevant approach, encourage students' curiosity and interest in Physics and science in general.

Introduction (10 - 15 minutes)

1. Review of previous concepts: The teacher should start the lesson by briefly reviewing the concepts of magnetic field, magnetic flux, and electric current. It is important to ensure that students have a solid understanding of these concepts, as they are fundamental to understanding Faraday's Law. The teacher can do this through direct questions to the students or through a brief summary of these concepts.

2. Problem situation 1: The teacher can then propose the following situation: "Imagine a copper wire being moved in a constant magnetic field. What do you think would happen to the electric current in the wire? And if the magnetic field were variable?" This situation will help arouse students' curiosity and prepare them for the lesson topic.

3. Contextualization: The teacher should then contextualize the importance of Faraday's Law, explaining that it is the basis for the operation of electric generators and transformers, which are essential components of many devices and systems we use in our daily lives, such as cars, computers, etc. The teacher can use practical examples to illustrate this, such as the fact that the electricity we use in our homes is generated in plants that use large steam-powered generators.

4. Curiosity: To spark students' interest, the teacher can share two curiosities about Faraday's Law. The first is that Michael Faraday, the scientist who discovered this law, was self-taught and did not have a university education. The second is that Faraday's Law is one of Maxwell's four equations, which are considered the foundation of electromagnetic theory and one of the most important achievements in physics.

5. Problem situation 2: Finally, the teacher can propose another problem situation: "Have you ever wondered why your cell phone or car battery recharges when you plug them into an outlet? How is this possible?" This situation will help consolidate the importance and applicability of Faraday's Law.

Development (20 - 25 minutes)

1. Demonstration Activity 1 - Manual Generator: (10 - 15 minutes)

   • Preparation: The teacher should prepare a small kit for each group of students with the following materials: a bar-shaped magnet, an insulated copper wire, a small chisel or headless nail, and a low-voltage LED bulb.

   • Execution: The teacher should instruct the students to make a small manual generator. They should wrap the copper wire around the nail or chisel, leaving one end loose. Then, they should hold the magnet near the nail or chisel so that the magnet can be moved back and forth. When the magnet is moved, the LED bulb should light up. Students should observe that when the magnet is moved in one direction, the bulb lights up, and when it is moved in the opposite direction, the bulb goes out. This is a demonstration of Faraday's Law and Lenz's Law in action.

   • Discussion: After the conclusion of the activity, the teacher should lead a discussion with the class, asking what they observed and explaining that the electric current was induced in the copper wire when the magnetic field of the magnet varied due to the magnet's movement. The teacher should emphasize that Lenz's Law determines that the direction of the induced current is such that its magnetic field opposes the change that produced it.

2. Problem Solving Activity 1 - Calculating the Induced Electromotive Force: (5 - 10 minutes)

   • Problem Description: The teacher should propose the following problem: "A copper wire circuit 1 meter long is placed perpendicular to a magnetic field of 0.1 tesla. If the magnetic field is reduced to zero in 0.1 seconds, what will be the induced electromotive force in the circuit?"

   • Problem Solution: Students, in their groups, should calculate the induced electromotive force using Faraday's Law formula: electromotive force (V) = change in magnetic flux (Wb) / time (s). The teacher should circulate around the room, assisting the groups as needed.

   • Discussion: After the groups have reached a solution, the teacher should ask them to share their answers and explain their reasoning. The teacher should then provide the correct answer and explain the step-by-step resolution process.

3. Discussion Activity 1 - Practical Applications of Faraday's Law: (5 - 10 minutes)

   • Problem Description: The teacher should propose the following problem: "Think of some practical applications of Faraday's Law that you see in everyday life. How is this law used in electric generators, transformers, etc.?"

   • Problem Solution: Students, in their groups, should discuss and list the applications they can identify. The teacher should circulate around the room, listening to the discussions and providing feedback as necessary.

   • Discussion: After the discussion, the teacher should ask some groups to share their lists with the class. The teacher should then complete the list, highlighting examples that the students did not mention and briefly explaining how Faraday's Law is applied in each of them.

Feedback (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher should gather all students and promote a group discussion on the solutions or conclusions of each activity carried out. For this, the groups should briefly present what they discovered or concluded during the demonstration activity and the problem-solving activity. The teacher should encourage students to share their opinions, questions, and difficulties encountered during the activities, fostering a collaborative learning environment.

   • The teacher should lead the discussion, asking questions to ensure that students understood the fundamental concepts and how they were applied in the activities.
   • The teacher should also address the practical applications of Faraday's Law that were discussed during the discussion activity and reinforce the relevance of the topic to students' daily lives.

2. Connection to Theory (2 - 3 minutes): The teacher should then make the connection between the practical activities carried out and the theory of Faraday's Law. It should be highlighted how the experiments and problems proposed illustrate the theoretical concepts and how they apply in real situations.

   • The teacher should reinforce the main concepts of Faraday's Law, such as the variation of magnetic flux and current induction, and how they were observed in the practical activities.
   • The teacher should also recall the importance of Lenz's Law and how it determines the direction of the induced current.

3. Individual Reflection (3 - 5 minutes): To conclude the lesson, the teacher should propose that students make an individual reflection on what they have learned. The teacher can do this through the following questions:

   1. What was the most important concept you learned today?

   2. What questions have not been answered yet?

   3. How can you apply what you learned today in your daily life?

   • The teacher should give a minute for students to think about their answers.
   • Then, the teacher can ask some students to share their answers with the class.
   • The teacher should encourage students to continue reflecting on these questions after the lesson, as this will help consolidate what they have learned and identify any gaps in their understanding.

4. Closure (1 minute): The teacher should end the lesson by thanking the students for their participation, reinforcing the importance of the topic presented, and encouraging them to continue exploring the subject on their own. The teacher should also take the opportunity to give a brief glimpse of what will be covered in the next lesson.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should start the Conclusion by summarizing the main points covered during the lesson. This includes Faraday's Law, which establishes that the induced electromotive force in a circuit is directly proportional to the rate of change of the magnetic flux passing through it, and Lenz's Law, which determines that the direction of the induced current is such that its magnetic field opposes the change that produced it. The teacher should also recall the practical examples of Faraday's Law applications discussed during the lesson.

2. Connection between Theory and Practice (1 - 2 minutes): Next, the teacher should emphasize how the lesson connected theory, practice, and application. The teacher should highlight how the practical activities, such as the assembly of the manual generator and problem-solving, helped illustrate the theoretical concepts and the application of Faraday's Law. The teacher should also emphasize how understanding these concepts is fundamental to understanding the operation of devices and systems we use in our daily lives.

3. Additional Materials (1 minute): The teacher should then suggest some additional materials for students to deepen their knowledge on the topic. This may include reference books, scientific articles, online educational videos, interactive simulations, etc. The teacher may also recommend conducting simple experiments at home using everyday materials to reinforce the concepts learned.

4. Relevance of the Subject (1 - 2 minutes): Finally, the teacher should summarize the importance of the topic covered for students' daily lives. The teacher should reinforce that Faraday's Law is the basis for the operation of electric generators and transformers, which are present in many devices and systems we use, from cars and computers to the lighting of our homes. The teacher should also emphasize that understanding these concepts is not only important for daily life but also for developing critical thinking and problem-solving skills, which are essential for life and careers in science, technology, engineering, and mathematics (STEM).

5. Closure (1 minute): The teacher should end the lesson by thanking the students for their participation, encouraging them to continue studying the subject, and giving a brief overview of what will be covered in the next lesson.