Lesson plan of Work: Gravitational Potential Energy

Objectives (5 - 7 minutes)

1. Understand the concept of gravitational potential energy: Students should be able to define and describe gravitational potential energy, understanding that it is the energy an object possesses due to its position relative to a reference point. They should understand that gravitational potential energy depends on the object's mass, the acceleration due to gravity, and the height relative to the reference point.

2. Calculate gravitational potential energy in a system: Students should learn to calculate gravitational potential energy in a system, using the formula Epg = mgh, where Epg is the gravitational potential energy, m is the mass of the object, g is the acceleration due to gravity, and h is the height relative to the reference point.

3. Apply the concept of gravitational potential energy to everyday situations: Students should be able to identify and analyze everyday situations where gravitational potential energy is present, applying the concepts and calculations learned to solve practical problems.

Secondary objectives:

• Promote group collaboration: Through the flipped classroom methodology, students will be encouraged to work in teams, discussing and solving problems together.

• Develop critical thinking skills: By applying the concepts of gravitational potential energy to everyday situations, students will be challenged to think critically, analyzing and solving problems independently.

Introduction (10 - 15 minutes)

1. Review of previous concepts (3 - 5 minutes): The teacher should begin the class by reviewing previous concepts that are fundamental to understanding the current topic. This includes the definition of energy, work, and force, as well as the understanding of the law of conservation of energy. The teacher can use simple and practical examples to reinforce these concepts, such as an object being lifted from a surface.

2. Problem situations (5 - 7 minutes): The teacher should then present two problem situations that involve the concept of gravitational potential energy. For example, "Why is it more difficult to lift a heavy object from the ground than to lift a light object?" and "Why does an object fall faster from a great height than from a lower height?" These questions should be proposed as challenges to students, prompting them to think about the topic of the lesson.

3. Contextualization (2 - 3 minutes): The teacher should contextualize the importance of the topic, explaining how gravitational potential energy is a fundamental concept in many areas of everyday life and science. For example, when talking about the physics of sports, the teacher can mention how high jump and javelin throw depend on the understanding and manipulation of gravitational potential energy.

4. Introduction to the topic (2 - 3 minutes): Finally, the teacher should introduce the topic of the lesson, explaining that students will learn about the concept of gravitational potential energy, how to calculate it, and how to apply it in everyday situations. The teacher can use a short story or curiosity to capture students' attention. For example, the teacher can share the story of how Isaac Newton developed the law of universal gravitation while watching an apple fall from a tree, or the teacher can share the curiosity that the gravitational potential energy of water in a dam is used to generate hydroelectric energy.

Development (20 - 25 minutes)

1. Practical activity "Building a Space Elevator" (10 - 12 minutes): The teacher should divide the class into groups of 5 students and distribute the necessary materials for the activity: an empty cardboard box, wool threads, a weight (e.g., an empty soda can), a stopwatch, and adhesive tape.

   • The objective of the activity is for students to build a model of a "space elevator" - a theoretical concept of a transportation system that could take people and cargo to space without the use of rockets. The model should be able to "transport" the weight to different heights in the box.

   • Students should calculate the gravitational potential energy of the weight at different heights and compare it with the time it takes for the "elevator" to reach that height. They should use the formula Epg = mgh to calculate the gravitational potential energy, where m is the mass of the weight, g is the acceleration due to gravity (approximately 9.8 m/s²), and h is the height in meters.

   • Students should record the calculations and times in a table and, at the end of the activity, they should present the results and conclusions to the class.

2. Research activity "Gravitational Potential Energy in Everyday Life" (10 - 12 minutes): Still in groups, students should research and list examples of everyday situations in which gravitational potential energy is present. They should describe each situation, identify the height relative to the reference point, and calculate the gravitational potential energy, if possible.

   • The teacher should guide the research, providing suggestions for examples, such as an elevator going up or down, a person climbing stairs, a pendulum, a roller coaster, etc.

   • At the end of the activity, each group should present their examples to the class, explaining how they calculated the gravitational potential energy and how important this concept is in the chosen situation.

3. Group discussion (5 - 7 minutes): After the presentations, the teacher should promote a group discussion, encouraging students to share their perceptions and questions about the concept of gravitational potential energy. The teacher should clarify any doubts and reinforce the main points of the class. This is also an opportunity for the teacher to assess students' understanding of the topic and identify any difficulties that may need reinforcement in future classes.

Return (8 - 10 minutes)

1. Group discussion (3 - 4 minutes): The teacher should gather all students and promote a group discussion. Each group will have up to 2 minutes to share the solutions or conclusions of their activities. During the presentations, the teacher should encourage other students to ask questions and make comments, promoting an exchange of ideas between the groups. This step is fundamental to check if the Objectives of the class were achieved and to reinforce the students' learning.

2. Connection with theory (2 - 3 minutes): After the presentations, the teacher should make the connection between the practical activities and the theory discussed during the class. He should highlight how the concepts of gravitational potential energy were applied in the activities and how the calculations made correspond to the formula Epg = mgh. This step is important for students to realize the relevance and usefulness of the theory in understanding practical phenomena.

3. Individual reflection (2 - 3 minutes): To end the class, the teacher should propose that students reflect individually on what they have learned. He can suggest some questions to guide the reflection, such as:

   • What was the most important concept you learned today?
   • What questions still need to be answered?
   • How can you apply what you learned today in everyday situations?

   The teacher should give students a minute to think and then ask some volunteers to share their answers with the class. This step is fundamental for students to internalize what they have learned and for the teacher to have feedback on the effectiveness of the class.

4. Teacher feedback (1 minute): Finally, the teacher should give brief feedback to the students, praising their effort and participation during the class. He should reinforce the main points of the class and remind students about what will be covered in the next class. The teacher can also take this opportunity to clarify any doubts that arose during the activities or discussions.

Conclusion (5 - 7 minutes)

1. Summary of contents (2 - 3 minutes): The teacher should begin the Conclusion by recapping the main points discussed during the class. This includes defining and explaining the concept of gravitational potential energy, the formula to calculate it (Epg = mgh), and how to apply this concept in everyday situations. The teacher can use the blackboard or a slide presentation to visually reinforce these points, as well as provide practical examples and everyday situations where gravitational potential energy is present.

2. Connection between theory, practice, and applications (1 - 2 minutes): Next, the teacher should highlight how the class succeeded in connecting the theory, practice, and applications of the concept of gravitational potential energy. The teacher can mention the practical activities carried out, such as building the "space elevator" and researching gravitational potential energy in everyday life, and how they helped to illustrate and solidify students' understanding of the topic.

3. Suggestion of extra materials (1 minute): The teacher can then suggest some extra materials for students who want to deepen their knowledge on the subject. This could include books, websites, videos, and interactive learning applications. For example, the teacher can recommend reading chapters on gravitational potential energy in physics textbooks, watching explanatory videos on the topic on YouTube, doing interactive simulations of gravitational potential energy in educational applications, among others.

4. Relevance of the topic for everyday life (1 - 2 minutes): To conclude, the teacher should emphasize the importance of the concept of gravitational potential energy for everyday life and for other disciplines. The teacher can mention practical examples, such as gravitational potential energy used in elevators, roller coasters, and sports, and how understanding this concept can help to explain and analyze these situations. In addition, the teacher can highlight the relevance of this concept for other areas of physics and science, such as the conservation of energy, gravitation, and Newtonian mechanics.