Objectives (5 - 7 minutes)

1. Understand the concept of Simple Harmonic Motion (SHM): Students should be able to define and explain what SHM is, identifying its main characteristics and properties.

2. Identify and understand the simple pendulum as an example of SHM: Students should be able to recognize a simple pendulum and associate it with SHM, understanding how the variables of amplitude, period, frequency, and energy apply to the pendulum.

3. Apply the formula of the simple pendulum to solve problems: Students should be able to apply the formula of the simple pendulum to calculate the oscillation period of a pendulum, given its length and the acceleration due to gravity.

   Secondary Objectives:

   • Develop problem-solving skills: By applying the formula of the simple pendulum, students will enhance their problem-solving skills and mathematical reasoning.

   • Promote critical thinking: Through the analysis and discussion of the properties of SHM and the simple pendulum, students will be encouraged to think critically about the subject, developing a deeper and more meaningful understanding.

The teacher should provide an overview of the topics to be covered during the lesson, highlighting the importance of each objective and how they relate. Additionally, it is crucial to reinforce the idea that active student participation is essential to achieve these Objectives.

Introduction (10 - 15 minutes)

1. Review of previous concepts: The teacher should start the lesson by reviewing the concepts of periodic motion and oscillatory motion introduced in previous classes. It is important for students to understand these concepts before moving on to the study of Simple Harmonic Motion (SHM) and the simple pendulum.

2. Problem situations: Next, the teacher can propose two problem situations to stimulate students' curiosity and critical thinking:

   • Situation 1: "Imagine you are at an amusement park and come across a large pendulum clock. Can you think of a way to measure the oscillation time of this pendulum without the need for extra tools?"

   • Situation 2: "While playing with a toy pendulum at home, you notice that by increasing the amplitude of oscillation, the pendulum takes longer to return to its initial position. Why does this happen?"

3. Contextualization: The teacher can then contextualize the relevance of studying SHM and the simple pendulum, highlighting their applications in various areas, such as physics, engineering (especially in the construction of bridges and tall buildings), and even in medicine (for example, in the study of the movement of a pacemaker).

4. Gaining attention: To capture students' attention, the teacher can share two curiosities about the pendulum:

   • Curiosity 1: "Did you know that the pendulum was used to prove the rotation of the Earth? In the 19th century, the French physicist Léon Foucault used a long pendulum hung from the ceiling of the Panthéon in Paris and observed that the plane of oscillation of the pendulum rotated slowly, thus demonstrating that the Earth rotates on its own axis."

   • Curiosity 2: "Einstein, the famous German physicist, also studied pendulums. He discovered that gravity affects time, and this discovery was confirmed through experiments with pendulums."

The teacher should ensure that all students understand the importance and applicability of the content to be studied, thus creating an environment conducive to learning.

Development (20 - 25 minutes)

1. Practical Activity - Construction of a Simple Pendulum: (10 - 12 minutes)

   • Materials Needed: Nylon string, small weight (such as a nut or a clip), ruler, and stopwatch.

   • Procedure: The teacher should divide the class into small groups. Each group will receive the materials needed to build a simple pendulum. They should tie the weight to the end of the string and then attach the string to a fixed surface so that the weight can oscillate freely. Students will be instructed to adjust the length of the string and record the oscillation time for different amplitudes, noting their observations. The teacher should move around the room, assisting the groups and clarifying doubts.

   • Objective: With this activity, students will be able to observe in practice the characteristics of SHM and the simple pendulum, as well as collect data that will be used in the next activity.

2. Practical Activity - Calculation of the Oscillation Period: (10 - 12 minutes)

   • Procedure: Using the data collected in the previous activity, students will be guided to calculate the oscillation period of the simple pendulum. The teacher should guide the students in applying the correct formula, which relates the oscillation period (T) to the length of the string (L) and the acceleration due to gravity (g): T = 2π√(L/g).

   • Objective: With this activity, students will be able to apply the formula of the simple pendulum in solving a real problem, thus reinforcing the understanding of the concept and the problem-solving skill.

3. Group Discussion: (5 - 7 minutes)

   • Procedure: At the end of the activities, the teacher should promote a group discussion, where each team will share their observations and results. The teacher should guide the discussion by asking questions that lead students to reflect on what was learned and make connections with the theory.

   • Objective: This discussion will allow students to consolidate their understanding of SHM and the simple pendulum, as well as develop communication skills and critical thinking.

These practical activities and group discussions allow students to actively engage in the learning process, promoting a deeper and more meaningful understanding of the content. Additionally, they provide an opportunity for students to develop valuable skills such as teamwork, problem-solving, and communication.

Return (10 - 15 minutes)

1. Group Discussion: (5 - 7 minutes)

   • Procedure: The teacher should resume the group discussion, where each team will share their observations and results from the practical activities. The teacher should guide the discussion by asking questions that lead students to reflect on what was learned and make connections with the theory.

   • Objective: This discussion will allow students to consolidate their understanding of SHM and the simple pendulum, as well as develop communication skills and critical thinking.

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

   • Procedure: The teacher should then connect the practical activities with the theory, reinforcing the concepts of SHM and the formula of the simple pendulum. For example, the teacher can highlight how the experience of building and observing a simple pendulum helped illustrate the characteristics of SHM.

   • Objective: By making this connection, students will be able to see the relevance and applicability of the theory, making learning more meaningful.

3. Individual Reflection: (3 - 5 minutes)

   • Procedure: The teacher should then propose that students reflect individually on what was learned in the lesson. To facilitate reflection, the teacher can ask questions such as:

     1. "What was the most important concept learned today?"
     2. "What questions have not been answered yet?"
     3. "How can you apply what you learned today in everyday situations or in other disciplines?"

   • Objective: This reflection will allow students to internalize the content, identify any gaps in their understanding, and make connections with their prior knowledge and the real world.

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

   • Procedure: The teacher should end the lesson by requesting brief feedback from students about the lesson, including what they liked most and what they found challenging. The teacher should also take this opportunity to clarify any remaining doubts and reinforce the key concepts of the lesson.

   • Objective: Students' feedback will help the teacher assess the effectiveness of the lesson and plan future lessons, thus ensuring the continuous improvement of the teaching and learning process.

At the end of this stage, students will have had the opportunity to consolidate their understanding of SHM and the simple pendulum, express their doubts and reflections, and receive feedback from the teacher. This will contribute to the retention of knowledge and the development of critical thinking and problem-solving skills.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation: The teacher should start the Conclusion by recalling the key points of the lesson, such as the concept of Simple Harmonic Motion (SHM), the definition and characteristics of the simple pendulum, as well as the formula for calculating the oscillation period. This will help reinforce students' understanding of the subject and consolidate learning. (2 - 3 minutes)

2. Connection between Theory and Practice: Next, the teacher should highlight the importance of the practical activities carried out and how they helped illustrate and apply the theory. The teacher can also reinforce how the observation and analysis of pendulums contributed to the understanding of the properties of SHM. (1 - 2 minutes)

3. Extra Materials: The teacher can suggest additional materials for students who wish to delve deeper into the subject. This may include recommended readings, explanatory videos online, virtual simulators of simple pendulums, or even the indication of documentaries and films that present the topic in an interesting way. (1 minute)

4. Applicability in Everyday Life and in Other Disciplines: Finally, the teacher should explain how the knowledge acquired in the lesson has practical applications in everyday life and in other disciplines. For example, understanding SHM and the simple pendulum can be useful in understanding natural phenomena, such as the movement of waves and the oscillation of a clock. Additionally, these concepts can be applied in other disciplines, such as mathematics and engineering. The teacher can encourage students to identify and share other possible applications. (1 minute)

At the end of this stage, students will have consolidated their understanding of Simple Harmonic Motion and the simple pendulum, realizing the relevance and applicability of these concepts. Additionally, they will have been encouraged to continue learning about the subject, either through additional materials or by observing everyday phenomena. This contributes to the formation of autonomous and motivated learners.