Objectives (5 - 7 minutes)

1. Understand the Concept of Torque: Students will learn the definition of torque and its importance in physics. They will understand that torque is a measure of how much a force acting on an object causes that object to rotate.

2. Learn the Formula for Calculating Torque: Students will be introduced to the formula for calculating torque: Torque = Force x Distance. They will understand that the force must be applied at a right angle to the direction of motion and that the distance is the shortest distance from the axis of rotation to the point where the force is applied.

3. Explore Angular Momentum: Students will learn the concept of angular momentum and its significance in physics. They will understand that angular momentum is a measure of how fast an object is rotating and that it depends on both the object's moment of inertia and its angular velocity.

4. Calculate Angular Momentum: Students will be introduced to the formula for calculating angular momentum: Angular Momentum = Moment of Inertia x Angular Velocity. They will understand that the moment of inertia depends on both the mass and the distribution of the mass in the object.

Secondary objectives:

• Apply Concepts to Real-world Examples: Students will be encouraged to think about how torque and angular momentum are relevant in their everyday lives, such as when they ride a bike or open a door.
• Engage in Hands-on Activities: Students will participate in hands-on activities to reinforce their understanding of the concepts. This will include using simple tools and materials to manipulate forces and observe the resulting rotation.

The teacher will clearly state these objectives at the beginning of the lesson to ensure that the students are aware of what they are expected to learn. The teacher will also explain that the lesson will involve both theoretical learning and practical application of the concepts through hands-on activities. This will set the stage for an interactive and engaging lesson.

Introduction (10 - 12 minutes)

1. Recap of Relevant Prior Knowledge (3 - 4 minutes): The teacher will start the lesson by reminding students of the basic concepts they have already learned that are necessary for understanding torque and angular momentum. This will include a quick review of the definitions of force, motion, and rotation, as well as the concept of work and energy. The teacher will also remind the students of the formulas for force, work, and energy, as these will be applied in the lesson.

2. Problem Situations as Starters (3 - 4 minutes): The teacher will present two problem situations to the class. The first problem could be about a door that is hard to open, even with a small force applied. The second problem could be about a merry-go-round where some children are sitting close to the center and others are sitting far from the center. The teacher will ask the students to think about why these situations are happening and how they could be explained using the concepts of torque and angular momentum.

3. Real-world Context and Importance (2 - 3 minutes): The teacher will then contextualize the importance of torque and angular momentum by relating them to real-world applications. For example, the teacher could mention that understanding these concepts is crucial for engineers who design machines, cars, and even amusement park rides. The teacher could also explain that these concepts are fundamental in sports, such as when a gymnast performs a rotation or a baseball pitcher throws a curveball.

4. Introduction of the Topic (2 - 3 minutes): The teacher will introduce the topic of torque and angular momentum, explaining that these are the physics principles that explain the rotation of objects. The teacher will point out that just as a force causes an object to move in a straight line, a force can also cause an object to rotate. The teacher will then show a short video or use a simple demonstration to illustrate these concepts. For example, the teacher could use a wrench to show how a small force applied at a distance from the bolt can cause a large torque and loosen the bolt.

5. Engaging the Students (1 minute): To capture the students' interest, the teacher could share some interesting facts or stories related to torque and angular momentum. For instance, the teacher could mention that the reason why it is easier to open a door by pushing on the handle farther from the hinge is due to the principle of torque. The teacher could also share a story about a famous scientist or engineer who made groundbreaking discoveries or inventions based on these principles.

By the end of the introduction, the students should have a clear understanding of what they will be learning and why it is important. They should also be engaged and curious about the topic, which will set the stage for the more in-depth exploration of torque and angular momentum in the following sections of the lesson.

Development (20 - 25 minutes)

Activity 1: "Balancing Act" - Demonstrating Torque (10 - 12 minutes)

1. Preparation (2 - 3 minutes): The teacher will distribute a set of wooden planks of varying lengths, a small wooden block, and several weights (e.g., books, small dumbbells). The teacher will then ask students to form groups of four and provide each group with these materials.

2. Instructions (2 - 3 minutes): The teacher will explain the activity to the students. They will be required to balance the wooden plank on a pivot (e.g., a pencil placed horizontally on two stacks of books). The plank should only be supported at one point (not in the center) to demonstrate the effect of applying a force (torque). The groups should then place the wooden block on the plank at different distances from the pivot point and add weights to the other end of the plank. The aim is to adjust the weight and position of the block so that the plank is perfectly balanced and horizontal.

3. Activity (5 - 6 minutes): Students will be encouraged to explore different configurations by adjusting the position of the block and adding or removing weights. They should discuss within their groups, make predictions, and test their hypotheses by making adjustments. As they do this, they should observe how the position of the block and the weights affect the balance of the plank.

4. Discussion (3 - 4 minutes): After the activity, the teacher will initiate a class-wide discussion. The teacher will ask each group to share their findings and explain how they balanced the plank. The teacher will then guide the students in connecting their observations and experiences to the concept of torque. For example, the teacher may point out that when the block was closer to the pivot point, more weight was needed to balance the plank, demonstrating that a force applied at a larger distance from the pivot point (the block) requires less force to balance.

Activity 2: "Spinning Tops" - Investigating Angular Momentum (10 - 12 minutes)

1. Preparation (2 - 3 minutes): The teacher will distribute spinning tops (or DIY tops made from paperclips and cardboard squares), rulers, and various small objects that the students can attach to the tops to change their mass distribution.

2. Instructions (2 - 3 minutes): The teacher will explain that the students' task is to make the spinning top spin for the longest possible time. The groups should experiment with different objects and positions to attach them to the tops and observe the effect on the tops' spinning time.

3. Activity (5 - 6 minutes): The groups will try different configurations, such as placing the objects at different distances from the center of the top or arranging them asymmetrically. They will then spin the tops from a ruler and time how long they spin for.

4. Discussion (3 - 4 minutes): The teacher will lead a class-wide discussion on the findings. The teacher will ask: "What did you observe about the tops when you changed the mass distribution?" and "What happened when you spun the tops? How does this relate to the concept of angular momentum?" Each group will be given the opportunity to share their findings and insights. The teacher will facilitate the connection of the students' observations to the concept of angular momentum, discussing how changing the mass distribution affects the moment of inertia and how this influences the tops' angular momentum.

By the end of the development phase, the students should have a solid understanding of the concepts of torque and angular momentum. They will have experienced these concepts firsthand through the hands-on activities, making their learning more engaging, tangible, and memorable.

Feedback (8 - 10 minutes)

1. Group Discussions (3 - 4 minutes): The teacher will facilitate a class-wide discussion where each group shares their solutions or conclusions from the hands-on activities. The teacher will ask each group to explain how they approached the activities and how they connected their observations to the concepts of torque and angular momentum. Each group will be given up to 3 minutes to present their findings.

2. Linking Theory and Practice (2 - 3 minutes): After each group has presented, the teacher will summarize the key points, emphasizing the connection between the students' practical experiences and the theoretical concepts. The teacher will highlight how the activities demonstrated the principles of torque and angular momentum. For example, the teacher could mention that in the "Balancing Act" activity, the force (weights) multiplied by the distance (from the pivot to the block) equals the torque, which is balanced by the force (weights) multiplied by the distance (from the pivot to the end of the plank). Similarly, in the "Spinning Tops" activity, the students manipulated the moment of inertia (by changing the mass distribution) and observed how this affected the tops' angular momentum (their ability to keep spinning).

3. Reflection (2 - 3 minutes): The teacher will then encourage the students to reflect on their learning. The teacher will pose questions such as:

   • "What was the most important concept you learned today?"
   • "Can you think of any real-world applications of torque and angular momentum?"
   • "Which questions do you still have about torque and angular momentum?" The teacher will give the students a minute to think about these questions and then invite a few volunteers to share their thoughts with the class.

4. Closing Remarks (1 minute): Finally, the teacher will conclude the lesson by summarizing the main points and reminding the students that torque and angular momentum are fundamental concepts in physics that have a wide range of applications in the real world. The teacher will also assure the students that any remaining questions or areas of confusion will be addressed in future lessons.

By the end of the feedback stage, the students should have a clear understanding of how the activities they participated in during the lesson relate to the concepts of torque and angular momentum. They should also have had the opportunity to reflect on their learning and articulate their thoughts, which will help to solidify their understanding of the topic.

Conclusion (5 - 7 minutes)

1. Summary and Recap (2 - 3 minutes): The teacher will begin the conclusion by summarizing the main points of the lesson. This includes the definitions of torque and angular momentum, their formulas, and how they are related to force, motion, and rotation. The teacher will also recap the hands-on activities, highlighting the key observations and connections to the concepts. For example, the teacher may remind the students that in the "Balancing Act" activity, they observed how the distance of the force from the pivot point affects the balance (torque) of the plank. In the "Spinning Tops" activity, they manipulated the mass distribution, which changed the moment of inertia and, hence, the tops' ability to keep spinning (angular momentum).

2. Connecting Theory, Practice, and Applications (1 - 2 minutes): The teacher will then explain how the lesson has connected theory, practice, and applications. The teacher will highlight that the theoretical concepts of torque and angular momentum were made tangible and understandable through the hands-on activities. The students were able to see these principles in action, which deepened their understanding. The teacher will also reiterate the real-world applications of torque and angular momentum, such as in engineering and sports, which were discussed throughout the lesson.

3. Additional Materials (1 minute): To further enhance the students' understanding of torque and angular momentum, the teacher will recommend additional materials for further study. This could include relevant sections from the textbook, online resources, educational videos, or interactive simulations. The teacher may also suggest that the students try out some simple experiments at home to explore these concepts further. For instance, they could try balancing other objects on a pivot or make their own tops with different mass distributions and observe their behavior.

4. Importance of the Topic (1 minute): Finally, the teacher will conclude the lesson by emphasizing the importance of understanding torque and angular momentum. The teacher will explain that these concepts are not just abstract principles in physics, but they also underlie many everyday phenomena and technological advancements. For example, torque is what allows us to open doors, tighten screws, and ride a bike, while angular momentum is crucial in the design of cars, airplanes, and even space shuttles. The teacher will encourage the students to continue exploring these concepts and to think about how they might apply them in their future studies and careers.

By the end of the conclusion, the students should feel confident in their understanding of torque and angular momentum, and they should be motivated to continue learning about these concepts. They should also have a clear idea of how these principles are relevant in their everyday lives and in the world of science and technology.