Objectives (5 minutes)

1. Understanding the concept of Simple Harmonic Motion (SHM): Students should be able to define and describe what SHM is, identifying the characteristics and properties that differentiate it from other types of motion.

2. Understanding the Simple Pendulum as an example of SHM: Students should understand how the simple pendulum fits into the definition of SHM. They should be able to explain the relationship between the amplitude, period, frequency, and the mass of the pendulum, and how these variables affect the motion.

3. Calculating the period of a Simple Pendulum: Students should learn how to calculate the period of a simple pendulum using the appropriate formula. They should be able to solve problems involving the calculation of the period, given the necessary information.

Secondary Objectives:

• Identification of practical examples of SHM in everyday life: Students should be able to identify examples of SHM in everyday situations, in addition to the simple pendulum, to reinforce the understanding of the concept.

• Application of the concept of SHM in problem-solving situations: Students should be able to apply the concept of SHM to solve practical problems, enhancing their analytical and problemsolving skills.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher should review the concepts of periodic and oscillatory motion, as well as the basic physics equations involved in these types of motions. This includes defining amplitude, period, frequency, and the relationship between them.

2. Initial problem-solving situations: The teacher can propose two hypothetical situations to stimulate students' thinking:

   • Situation 1: "Imagine a pendulum in a clock. Why does it move from side to side and not in a random pattern? Is there a formula to predict the time it takes to complete a full cycle back and forth?"
   • Situation 2: "Suppose we have two pendulums, one with a lead ball and the other with a cotton ball. How do you think the mass of these balls would affect the pendulum's motion?"

3. Contextualization of the topic's importance: The teacher should explain how Simple Harmonic Motion (SHM), and the simple pendulum in particular, are fundamental in many practical applications, including time measurement in clocks and scientific instruments.

4. Presentation of the topic: The teacher should introduce the topic of SHM and the simple pendulum, highlighting that the pendulum is a very common example of SHM and that its study is crucial for understanding other physical phenomena.

5. Engaging students' attention: To spark students' interest, the teacher can share some curiosities or stories involving the simple pendulum and its importance:

   • Curiosity 1: "Did you know that the simple pendulum was the device that inspired Galileo Galilei to develop the theory of uniformly accelerated motion, one of the foundations of modern physics?"
   • Curiosity 2: "Einstein, one of the greatest physicists of all time, used the idea of a simple pendulum in an imaginary clock to explain the theory of relativity, one of the most revolutionary theories in physics."

The teacher should ensure that students are engaged and interested in the topic before moving on to the next step.

Development (20 - 25 minutes)

1. Simple Pendulum Construction Activity: The teacher should divide the class into groups of up to 4 students and provide each group with a kit for building a simple pendulum. The kit should include string, a mass (such as a small lead ball or a paperweight), and a support to fix the pendulum. (10 - 15 minutes)

   • Step 1: Instruct students to securely fix the support on a table or bench, so that the pendulum can swing freely.
   • Step 2: Ask students to tie the string to the mass, ensuring that the length of the string is adjustable.
   • Step 3: Request them to adjust the length of the string and observe the changes in the pendulum's motion.
   • Step 4: Encourage students to record their observations and discuss the relationships between the amplitude, period, and frequency of the pendulum as they make adjustments.

2. Period Calculation Activity: After building the pendulum, students should calculate the period of the simple pendulum using the corresponding formula. (5 - 10 minutes)

   • Step 1: Ask students to measure the length of the string and the mass of the ball.
   • Step 2: Instruct them to input these values into the pendulum's period formula (T = 2π√(L/g)), where T is the period, L is the length of the pendulum, and g is the acceleration due to gravity.
   • Step 3: Have students calculate the period and compare the result with what they observed experimentally.

3. Discussion and Reflection Activity: After the conclusion of the practical activities, the teacher should facilitate a classroom discussion for students to share their experiences, observations, and learnings. (5 minutes)

   • Step 1: Encourage students to share the difficulties they encountered during the activity and how they overcame them.
   • Step 2: Ask students to reflect on how the mass and length of the pendulum affect its motion and the calculation of the period.
   • Step 3: Conclude the discussion by reinforcing the concepts of SHM, simple pendulum, and the importance of gravity acceleration in this type of motion.

These practical and reflective activities will allow students to better understand the concept of SHM, the simple pendulum, and the formula for calculating the period. Additionally, the experience of building and observing a simple pendulum in action will help make the topic more concrete and meaningful for students.

Closure (10 - 15 minutes)

1. Group Discussion (5 - 7 minutes): The teacher should facilitate a group discussion where each team shares their findings and conclusions. The teacher should guide the discussion, ensuring that all relevant aspects of SHM and the simple pendulum are discussed.

   • Step 1: Each group will have a maximum of 5 minutes to present their observations and conclusions, highlighting the changes in the pendulum's motion with alterations in amplitude, mass, and length.
   • Step 2: After each presentation, the teacher should mediate a discussion where students from other groups can ask questions and make comments. This allows students to learn from each other and enhance their critical thinking and communication skills.

2. Connection to Theory (3 - 5 minutes): After the presentations, the teacher should assist students in making the connection between the practical activity and the theoretical concept of SHM and the simple pendulum.

   • Step 1: The teacher should briefly review the concepts of SHM and the simple pendulum, and how they were applied during the pendulum's construction and observation.
   • Step 2: The teacher should highlight any differences or discrepancies between the results observed by students and the results expected theoretically. This may lead to a deeper discussion on the nature of science and the importance of conducting experiments to test and verify theories.

3. Final Reflection (2 - 3 minutes): To conclude the lesson, the teacher should have students individually reflect on what they have learned.

   • Step 1: The teacher should pose reflection questions, such as: "What was the most important concept you learned today?" and "What questions still remain unanswered?"
   • Step 2: Students will have a minute to think about these questions and jot down their answers.

4. Sharing Reflections (1 minute): If time allows, the teacher may ask some students to share their reflections with the class. This can help consolidate learning and identify any areas that may need review or clarification in future lessons.

This Closure is a crucial part of the lesson plan, as it allows the teacher to assess students' level of understanding and clarify any misunderstandings. Additionally, it helps students consolidate their learning and develop critical and reflective thinking skills.

Conclusion (5 - 7 minutes)

1. Summary of Contents (2 - 3 minutes): The teacher should recap the key points covered during the lesson, reiterating the definition and characteristics of Simple Harmonic Motion (SHM), the relationship between the simple pendulum and SHM, the influence of amplitude, mass, and length on the pendulum's oscillation, and the formula for calculating the period of a simple pendulum. This recap should be done clearly and concisely to reinforce students' understanding.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes): The teacher should emphasize how the lesson connected the theory of SHM with the practice of building and observing a simple pendulum. Additionally, it should be discussed how the concept of SHM and the calculation of the period are applied in everyday situations, such as in clocks and scientific instruments. This will help students understand the relevance of what they have learned and how to apply the concepts in other situations.

3. Additional Study Materials (1 - 2 minutes): The teacher should suggest additional study materials for students who wish to deepen their knowledge of SHM and pendulums. These materials may include explanatory videos, online simulations, practice problems, and supplementary readings. For example, the teacher may suggest the MIT Physics Demo simple pendulum experiment, which allows students to conduct the experiment virtually.

4. Importance of the Subject (1 minute): Finally, the teacher should emphasize the importance of the subject for students' daily lives. It should be mentioned that SHM, and the simple pendulum in particular, are essential for time measurement in clocks and many other scientific instruments. Additionally, the teacher can reinforce the relevance of the topic by mentioning how understanding SHM contributes to building a solid foundation in physics, a science that seeks to understand natural phenomena through laws and mathematical models.

This Conclusion stage is essential to consolidate students' learning, highlight the relevance of the topic, and guide future studies. The teacher should ensure that all key concepts have been understood and that students know where to find additional resources, if needed.