roziesmaga.files.wordpress.com€¦ · web viewtopic : quantities, units, and measurement. sub...

SMA NEGERI 3 SEMARANG

SMA3SMG/WKAKA-FIS /QSR/004-01/09

LESSON PLAN

Subject : PhysicsTopic : Quantities, Units, and MeasurementSub Topic : Basic Quantities, Derived Quantities, Dimensions. Class/Semester : X / IDuration : 2 x 45’

Competency Standard1. Apply the concepts of physics quantities and their measurement

Basic Competency1.1 Measure the physical quantities (mass, length, and time)

Indicators Mention of seven basic quantities and their units Write dimensions of the physical quantities

1. Goal of learning Students are able to mention of seven basic quantities and their units Students are able to write dimensions of the physical quantities

2. Learning materials Basic Quantities Units

Physical QuantitiesInternational System of Units

Units Symbol Dimensions

1. Length meter m [L]2. Massa kilogram kg [M]3. Time second s [T]4. Electric current ampere A [I]5. Temperature Kelvin K [θ]6. Amount of substance mole mol [N]7. Luminous intensity candela cd [J]

Derived Quantities UnitsThe derived quantities are the physical quantities which the units of which are derived from basic quantity units. Examples of derived quantities and their units:

Physical Quantities International System of UnitsSymbols Units Dimensions

1. Area A m` [L]2

2. Velocity (v = s/t) v m/s [L] [T]-1

3. Force (F = m .a) F kg m/s = N [M] [L] [T]-2

1



3. Learning Scenario

Activity Time Method Resource Assessment

Openinga. Motivation: Ask the student

about their opinion like about color, beauty, and bad include of quantity. Why?

b. Re-condition: Thus, what is definition of the quantity?

10’

5’

Question and answer

-

-

Process, 90%of studentcorrect answer90 % of student can define themeaning of quantity

Main Activitya. Teacher conduct the students

to define the basic quantities and derived quantities units (Exploration)

b. Teacher conduct the students to mention of the seven basic quantities with their units and dimensions (Exploration)

c. Teacher give an examples of derived quantities units (Elaboration)

d. Teacher conduct the students to mention other of the derived quantities with their units and dimensions (Confirmation)

15’

15’

15’

15’

SociableDiscussion

InterviewDiscussion

InterviewDiscussion

ExerciseQuiz

LiteratureLCDHand Out


LiteratureLCDHand OutWorksheet

Observation,90 % student active in discussObservation,90 % student active in discuss 80 % student can solve the problems correctly

Closinga. Teacher conduct the students

to conclude the materials that have learned

b. Teacher order the students to solve problems about basic quantities, derived quantities, and dimensions in LKS or book (bilingual) page ... until...

10’

5’

Discussion

Assignment

Inscription,PhysicsbooksLKS,Physicsbooks

90 % of student can resume the discussion result

and solve the problems inLKS or physicsbook.

4. Learning Mediaa. White boardb. Computer and LCD Projectorc. Work sheets, hand out, and slide presentationd. Physics books

5. Evaluationa. Kind of evaluation:

o Cognitive evaluation (oral / short answer)

2



o Exercise (attachment)

b. Follow upo Student is said success, if the achievement of it is 75 % or more.o Giving remedial program for student that the achievement < 75 %.o Giving enrichment program for student that the achievement > 75 %.

6. ReferencesPurwoko dan Fendi, 2010, Physics for senior High School Year X, Jakarta: Yudistira.Sunardi, dkk. 2008, Fisika Bilingual Untuk SMA/MA Kelas X, Bandung: CV. Yrama Widya.Wai, Loo Kwok,2006, Longman Advaced Level Physics, Singapore: PEARSON Longman.Kanginan, M., 2004, Fisika Untuk SMA Kelas X, Jakarta: Penerbit Erlangga.Taranggono, dkk., 2003, Sains Fisika SMU Kelas 1, Jakarta: Bumi Aksara.http://webphysics.davidson.edu/applets/appletshttp://www.curriki.org/xwiki/bin/view/Main/WebHomehttp://dev.physicslab.org/Compilations/Physlets.aspxhttp://www.practicalphysics.org/go/Experiment_731.html

Semarang, July 2010Approved bythe Principle of SMA 3 Semarang Physics teacher

Drs. Hari Waluyo, MM. Saroji, S.PdNIP. 196402071988031016 NIP. 197507212008011007

3

http://www.practicalphysics.org/go/Experiment_731.html

http://dev.physicslab.org/Compilations/Physlets.aspx

http://www.curriki.org/xwiki/bin/view/Main/WebHome

http://webphysics.davidson.edu/applets/applets



LESSON PLAN

Subject : PhysicsTopic : Quantities, Units, and MeasurementSub Topic : Measurement of Physical Quantities, and Measurement

Uncertainly Class/Semester : X / IDuration : 1 x 45 minute

Competency Standard1. Apply the concepts of physics quantities and measurement.


Indicators Measure various physical quantities using various instruments Explain and calculate the measurement uncertainty Mention the instruments as used in measurement in their daily life

1. Goal of learning Students are able to measure various physical quantities using various instruments Students are able to explain and calculate the measurement uncertainty Students are able to mention the example of circular motion in everyday life

2. Learning materials Examples of instruments to measure Physical quantities

Name of instrument Physical quantity measuredMeter rulerRulerVernier CaliperMicrometer screw gauge

Length has smallest scale of 1 mm has smallest scale of 1 mm has smallest scale of 0.1

mm has smallest scale of 0.01

mmBalance MassDynamometer (spring balance) WeightMeasuring cylinder (measuring glass) VolumeClocks, stop-watches Time

Measurement uncertaintyX = X0 ± XWhereX - physical quantity measuredX0 - result of the single measurementX - measurement uncertainty

In the single measurement, Xo is determined from the reading of instrument, while its uncertainty (X) is determined byX = ½ .nstWherenst = smallest scale value of instruments

4





Openinga. Motivation : Mention the

examples of instruments to measure physical quantities

b.Re-condition : Can we measure the length of table with our span?

5’

5’

Interview

Interview

Inscription,Physicsbooks

Process, 90%of student canmention the instruments of measure 90% of student already to participate in physics lesson

Main Activitya. Teacher explain the

method using instruments to measure physical quantities and reading the scale of the instruments (Exploration)

b. Teacher conduct the students to measure an object and reading the scale of the instruments (Elaboration)

c. Teacher conduct the students to mention there of the instruments utility in measurement (Colaboration)

10’

10’

5’

Demonstration Discussion

PracticeDiscussion

ExerciseQuiz

Instrumentof measure,Literature


Worksheet

Observation,90 % studentpay attentiondemonstrationand active indiscuss

80 % studentcan solve theproblemscorrectly

Closinga. Teacher conduct the

students to conclude the materials that have learned

b. Teacher order the students to solve problems about of measurement in LKS or book (bilingual) page ... until...

5’

5’

Discussion

Assignment


LKS,Physicsbooks

90 % of student can resume the discussion result 90 % of student can solve

the problems

4. Learning Media Instrument: Vernier caliper, micrometer screw gauge, dynamometer (spring balance), stop-

watches Computer and LCD Projector Work sheets, hand out, and slide presentation Physics books


5



Cognitive evaluation (oral / short answer) Exercise (attachment)

b. Follow up Student is said success, if the achievement of it is 75 % or more. Giving remedial program for student that the achievement < 75 %. Giving enrichment program for student that the achievement > 75 %.




6







LESSON PLAN

Subject : PhysicsTopic : Quantities, Units, and MeasurementSub Topic : Scientific Notation, Significant Number Class/Semester : X / IDuration : 1 x 45 minute

Competency Standard1. Apply the concepts of physics quantities and measurement.


Indicators Simplify the writing of the number of measurement result of physical quantities use scientific

notation Use the rules for significant number

1. Goal of learning Students are able to Simplify the writing of the number of measurement result of physical

quantities use scientific notation Students are able to use the rules for significant number

2. Learning materials Scientific notation

Scientific notation can be expressed as followsa x 10 n

Where I <a < 10 and n - the integersExamples1) 20,000,000 m = 2 x 107 m2) 0.00523 s = 5.23 x 10-3 s

Significant numberThe rules for significant number, as follows1) All numbers other than zero are significant umber.

Examples: 1188.7 cm (has 5 significant numbers)2) The zero number between two numbers other than zero is significant number.

Examples: 2.008 kg (has 4 significant numbers)3) The zero number on the right of numbers other than zero, is not a significant number,

except if there is sign like an underline.Examples: 3520 m (has 4 significant numbers)

4) The zero number on the left hand of numbers other than zero, is not significant number.Examples: 0.87 A (has 4 significant numbers)

Significant numbers calculation1) The result of addition or subtraction of significant numbers can only have one estimation

number (not significant number).Examples: 6823

21 +6844 ≈ 6840 (has 3 significant numbers)

2) The result multiplication or division of significant numbers can only have significant numbers as

7



many as the smallest significant number between the numbersExamples: 9,63 (3 significant numbers)

0,8 x (03 significant numbers)7,704 ≈ 7 (13 significant numbers)

3) The rules of rounding the result of measurement The numbers bigger than 5, are rounded up

Examples: 3.566 rounded into 3.57 The numbers smaller than 5, are rounded down

Examples: 3.562 rounded into 3.56 5 is rounded up if the previous number is odd and rounded down if the previous number is

evenExamples: 3.565 rounded into 3.56

3.575 rounded into 3.58

3. Learning ScenarioNo Activity Time Method Resource Assessment1 . Opening

a. Motivation : Remind the concept about of measurement

b. Re-condition : Ask the rules and calculation for significant number

5’

5’

Interview

Interview

-

-

Process, result of interview, 90 % of student correct answer


rules and calculation for scientific notation and significant number (Exploration)

b. Teacher give an examples about process of scientific notation and significant number writing (Elaboration)

c. Teacher conduct the students to solve problems about of scientific notation and significant number writing (Confirmation)

10’

5’

10’

DiscussionSociable

DiscussionSociable

Assignment



Worksheet,Physicsbook

Observation,90 % student activein discuss

Observation,90 % student activein discussDirect evaluation,80 % student cansolve the exampleproblem

8



2. Closinga. Teacher conduct the


b. Teacher order the students to solve problems about scientific notation and significant number in LKS or book (bilingual) page...until...

5’ Interview

Assignment

-

Worksheet,LKS

Observation of responds, 90% student can remember the material that have been learned' and solve problems in LKS or book

4. Learning Media White board Computer and LCD Projector Work sheets, hand out, and slide presentation Physics books







9







LESSON PLAN

Subject : PhysicsTopic : Quantities, Units, and MeasurementSub Topic : VectorClass/Semester : X / IDuration : 2 x 45 minute

Competency Standard1. Apply the concepts of physics quantities and their measurement

Basic Competency1.2 Performing vector addition Analyze the addition of vector

Indicators Analyze the addition of two vector by geometrical method Analyze the addition of two vector by analytical method

1. Goal of learning Students are able to analyze the addition of two vector by geometrical method Students are able to analyze the addition of two vector by analytical method

2. Learning materials Scalar quantities and vector quantities

c. Scalar quantities are physical quantities which have a magnitude or value without a direction.Examples: distance, speed, volume, power, and etc.

d. Vector quantities are physical quantities which have a magnitude or value and a direction.Examples: displacement, velocity, acceleration, and etc.

Addition and subtraction of vectorse. Geometrical method

atau

10

a

b

a

bR = a + b

a

b

a

bR = a + b



Analytical method y

v2 vy2 v2

v1 vy1 v1

2 2

1 x 1

0 vx2 vx1

Vector The Angle Component X Component YV1 1 Vx1 = V1 cos 1 Vy1 = V1 sin 1

V2 2 Vx2 = V2 cos 2 Vy2 = V2 sin 2

Vx = Vx1 + Vx2 Vx = Vy1 + Vy2

The magnitude of resultant vectors: R =

The direction of resultant vectors: tan =

Vector multiplicationa. Dot Product Vector (scalar)

b. Cross Product Vector (vector)



Openinga. Motivation: What the

pointed out in scale of' speedometer! Included of scalar quantities or vector quantities?

b. Re-condition: Ask the students about difference between scalar quantities and vector quantities.

5’

5’

Interview

Interview

-

-

Process, result of'interview, 90% of' student correct answer

85% student now difference between scalar quantities and vector quantities.

Main Activitya. Teacher conduct the

students to define the scalar quantities and vector quantities (Exploration)

b. Teacher give an examples of the scalar quantities and

15’

15’

DiscussionSociable

DiscussionSociable

Literature

Literature

Observation,90 % studentactive in discuss


11



vector quantities for each (Elaboration)

c. Teacher conduct the students to mention other of the scalar quantities and vector quantities (Confirmation)

d. Teacher explain the operation vector rules, such as addition and subtraction of vectors, the magnitude and direction of vectors resultant, unit vector, and vector multiplication (Exploration)

e. Teacher conduct the students to solve problems examples of vector (Confirmation)

15’

15’

10’

DiscussionSociable

DiscussionSociable

Assignment

Literature

Literature

Worksheet,Physics book



Directevaluation, 80 % student cansolve theexam le problem



a. Teacher order the students to solve problems about vector in LKS or book (bilingual) page ... until...

5’

5’

Interview

Assignment

-

WorksheetLKS

Observation of responds, 90 % student can remember the material that have been learned and solve problems in LKS or book

4. Learning Media Computer and LCD Projector Work sheets, hand out, and slide presentation Physics books

5. EvaluationKind of evaluation: Cognitive evaluation (oral / short answer Exercise (attachment)

Follow up Student is said success, if the achievement of it is 75 % or more. Giving remedial program for student that the achievement < 75 %. Giving enrichment program for student that the achievement > 75 %.

6. ReferencesPurwoko dan Fendi, 2010, Physics for senior High School Year X, Jakarta: Yudistira.Sunardi, dkk. 2008, Fisika Bilingual Untuk SMA/MA Kelas X, Bandung: CV. Yrama Widya.Wai, Loo Kwok,2006, Longman Advaced Level Physics, Singapore: PEARSON Longman.Kanginan, M., 2004, Fisika Untuk SMA Kelas X, Jakarta: Penerbit Erlangga.Taranggono, dkk., 2003, Sains Fisika SMU Kelas 1, Jakarta: Bumi Aksara.http://www.glenbrook.k12.il.us/gbssci/Phys/Class/BBoard.html#1dkinhttp://webphysics.davidson.edu/applets/appletshttp://www.curriki.org/xwiki/bin/view/Main/WebHome

12



http://www.glenbrook.k12.il.us/gbssci/Phys/Class/BBoard.html#1dkin



http://dev.physicslab.org/Compilations/Physlets.aspxhttp://www.practicalphysics.org/go/Experiment_731.html



LESSON PLAN

Subject : PhysicsTopic : KinematicsSub Topic : Distance and displacement, speed and velocity. Class/Semester : X / IDuration : 1 x 45 minute

Competency Standard13





2. To apply the principle and the concept of basic of kinematics and dynamics of point object

Basic Competency2.1 Analyzing the physics quantity of linear motion with constant velocity and acceleration

Indicators Analyzing the physics quantities for ULM.

1. Goal of learning Students are able to explain different of distance and displacement Students are able to explain different of speed and velocity

2. Learning materials

DISTANCE: Length of path travelled by object during a motionDISPLACEMENT: The change position of an object at a certain time



14

tsv

interval timentdisplaceme velocityAverage

ts

v



Openinga. Motivation: What

the definition of motion?b. Re-condition:

Remind the concept about vector and scalar quantities

5’

Interview

Interview

-

-

Process, result of'interview, 90% of' student correct answer

85% student now difference between scalar quantities and vector quantities.


students to describe the distance and displacement. (Exploration).

b. Teacher give an examples to define difference between of the distance and displacement (Elaboration)

c. Teacher conduct the students to describe speed and velocity (Elaboration)

d. Teacher give an examples to define difference between of the speed and velocity (Exploration)

5’

5’

10’

10’

DiscussionSociable

DiscussionSociable

DiscussionSociable

DiscussionSociable

Literature

Literature

Literature

Literature

Observation,90 % studentactive in discussObservation,90 % studentactive in discuss

Directevaluation, 80 % student cansolve theexam le problem

Closingb. Teacher conduct the


b. Teacher order the students to solve problems about vector in LKS or book (bilingual) page ... until...

5’

5’

Interview

Assignment

-

WorksheetLKS

Observation of responds, 90 % student can remember

the material that have

been learned and solve problems in LKS or book




15



6. ReferencesPurwoko dan Fendi, 2010, Physics for senior High School Year X, Jakarta: Yudistira.Sunardi, dkk. 2008, Fisika Bilingual Untuk SMA/MA Kelas X, Bandung: CV. Yrama Widya.Wai, Loo Kwok,2006, Longman Advaced Level Physics, Singapore: PEARSON Longman.Kanginan, M., 2004, Fisika Untuk SMA Kelas X, Jakarta: Penerbit Erlangga.Taranggono, dkk., 2003, Sains Fisika SMU Kelas 1, Jakarta: Bumi Aksara.http://www.glenbrook.k12.il.us/gbssci/Phys/Class/BBoard.html#1dkinhttp://webphysics.davidson.edu/applets/appletshttp://www.curriki.org/xwiki/bin/view/Main/WebHomehttp://dev.physicslab.org/Compilations/Physlets.aspxhttp://www.practicalphysics.org/go/Experiment_731.html



LESSON PLAN

Subject : Physics

16








Topic : KinematicsSub Topic : Average velocity and instantaneous velocity, average

acceleration and instantaneous acceleration, ULM and UALM

Class/Semester : X / IDuration : 2 x 45 minute

Competency Standard To apply the principle and the concept of basic of kinematics and dynamics of point

object


Indicators Analyzing the physics quantities for ULM and UALM.

1. Goal of learning1. Students are able to analyze the average velocity and instantaneous velocity2. Students are able to analyze the average acceleration and instantaneous

acceleration Analyzing the physics quantities for ULM. Analyzing the graph linear motion with constant velocity. Students are able to analyze the uniform accelerated linear motion (UALM)


Instantaneous Velocity is the velocity measured at a particular moment or average velocity in time interval towards zero

Instantaneous Speed is the magnitude of the instantaneous velocity

Average Acceleration is the change velocity divided by time interval

Instantaneous acceleration is the acceleration measured at a particular moment or average acceleration in time interval towards zero

The Formula for the uniform linear motion (ULM):

17

dtds

tsvv

tt

00

limlim



The Formula for the uniform accelerated linear motion (UALM):




the definition speed and velocity?

b. Re-condition: Ask the students about the Linear Motion

5’

Interview - Process, result of'interview, 90% of' student correct answer


average velocity, instantaneous velocity, and instantaneous speed (Exploration)

b. Teacher explain the average acceleration and instantaneous acceleration (Exploration)

c. Teacher explain the ULM (Exploration)

d. Teacher explain the UALM (Exploration)

5’

5’

25’40’

DiscussionSociable

DiscussionSociable

DiscussionSociable

Literature

Literature

Literature


Direct evaluation, 80 % student cansolve theexam le problem

Closingc. Teacher conduct the


c. Teacher order the students to solve problems about vector in LKS or book (bilingual) page ... until...

5’

5’

Interview

Assignment

-

WorksheetLKS




Follow up Student is said success, if the achievement of it is 75 % or more.

18



Giving remedial program for student that the achievement < 75 %. Giving enrichment program for student that the achievement > 75 %.




LESSON PLAN

19








Subject : PhysicsTopic : KinematicsSub Topic : Upward vertical motion, downward vertical motion, and

free fall motionClass/Semester : X / IDuration : 1 x 45 minute

Competency Standard2. To apply the principle and the concept of basic of kinematics and dynamics of point object


Indicators Analyzing the graph linear motion with constant acceleration

1. Goal of learning Students are able to analyze the vertical motion: upward vertical motion,

downward vertical motion and free fall motion


The Formula for the upward vertical motion

The Formula for the downward vertical motion

The Formula for free fall motion


20





the definition of vertical motion?

b. Re-condition: Ask the students about difference between UALM and vertical motion

5’ Interview - Process, result of'interview, 90% of' student correct answer

.

Main Activitya. Teacher describe

the upward vertical motion (Exploration)

b. Teacher describe the downward vertical motion (Exploration)

c. Teacher describe the free fall motion (Exploration)

15’

10’

10’

DiscussionSociable

DiscussionSociable

DiscussionSociable

Literature

Literature

Literature

Observation,90 % studentactive in discussObservation,90 % studentactive in discuss

Directevaluation, 80 % student cansolve the example problem

Closinga. Teacher conduct

the students to conclude the materials that have learned

b. Teacher order the students to solve problems about vector in LKS or book (bilingual) page ... until...

5’ Interview

Assignment

-

WorksheetLKS





6. ReferencesPurwoko dan Fendi, 2010, Physics for senior High School Year X, Jakarta: Yudistira.Sunardi, dkk. 2008, Fisika Bilingual Untuk SMA/MA Kelas X, Bandung: CV. Yrama Widya.Wai, Loo Kwok,2006, Longman Advaced Level Physics, Singapore: PEARSON Longman.

21



Kanginan, M., 2004, Fisika Untuk SMA Kelas X, Jakarta: Penerbit Erlangga.Taranggono, dkk., 2003, Sains Fisika SMU Kelas 1, Jakarta: Bumi Aksara.http://www.glenbrook.k12.il.us/gbssci/Phys/Class/BBoard.html#1dkinhttp://webphysics.davidson.edu/applets/appletshttp://www.curriki.org/xwiki/bin/view/Main/WebHomehttp://dev.physicslab.org/Compilations/Physlets.aspxhttp://www.practicalphysics.org/go/Experiment_731.html



22








LESSON PLANSubject : PhysicsTopic : Circular Motion Sub Topic : The Quantities of Circular MotionClass Semester : X / IDuration : 2 x 45 minute

Competency Standard2. Apply the concepts and the basic principles of kinematics and dynamics. Basic Competency2.2 Analyze the physical quantity on circular motion with constant velocity.

Indicators Identify the quantities of frequency, period, angular velocity on the circular motion with constant

velocity Mention the example of circular motion in everyday life

1. Goal of learning Students are able to identify the quantities of frequency,

period, angular velocity on the circular motion with constant velocity Students are able to mention the example of circular

motion in everyday life

2. Learning materials Physical Quantities in Circular Motion

Period and FrequencyThe period of circular motion can be expressed by the equation as follows

Meanwhile, the frequency is the sum of the rotation in one second and can be expressed by the following equation.

So, the relationship between period and frequency can be expressed by

WhereT = period (s) n = the sum of rotationf = frequency (Hertz) t = rotating time (s)

Angular Distance or Angular DisplacementA X Where

B θ = the angular displacement or distance (rad)x = the linear displacement or distance (m)R= the radius of the path (m)When a particle travels one complete rotation, then x = 2πR,

thereforeθ = x/R 2πRθ = 2π radian = 3600 = 1 rotation

The Relationship of Angular Velocity with Period and Frequency

23

R

The angular displacement or distance can be determined as follows

Θ= x/R



Whereω = angular velocity (rad/s)T = period (s) f = frequency (Hertz)

The Relationship of Angular Velocity with Linear Velocity

WhereR = the radius of the path (m) T = period (s)v = linier velocity (ms-1) f = frequency (Hz)

3. Learning ScenarioActivity Time Method Resource Assessment

Openinga. Motivation: Observe an

object that have circular motion, such us hand of clock, propeller of fan, wheel motion and etc.

b. Re-condition: Ask the natural phenomena can be explain by circular motion.

10’

5’

Interview

Interview

-

-

Process, result ofinterview, 90% of student correct answer


students to define the period and frequency (Exploration)

b. Teacher conduct the students to discuss the relationship between period and frequency (Elaboration)

c. Teacher conduct the students to discuss the relationship of angular velocity with period, frequency and linear velocity (Elaboration)

d. Teacher give the sample problem of period, frequency, angular velocity and linear velocity (Confirmation)

15’

15’

15’

15’

DiscussionSociable

DiscussionSociable

DiscussionSociable

Assignment

LiteratureLCDHand OutLiteratureLCDHand Out


Worksheet

Observation, 90% student active in discuss.Observation,90% student active in discuss

Observation, 90 % student active in discuss

Direct evaluation, 80 % student can solve the example problem



b. Teacher order the students to solve problems in LKS or book (bilingual) page ...until...

10’

5’

Interview

Assignment

-

WorksheetLKS

Observation of responds, 90% student can remember the material that have been learned and solve problems in LKS or book

24



4. Learning Media LCD and computer White board Work sheets Physics books

5. EvaluationKind of evaluation:






25








LESSON PLAN

Subject : PhysicsTopic : Circulator MotionSub Topic : The Uniform Circulator Motion Class/Semester : X / IDuration : 2 x 45 minute

Competency Standard2. Apply the concepts and the basic principles of kinematics and dynamics.

Basic Competency2.2 Analyze the physical quantity on circular motion with constant velocity.

Indicators Identify the quantities of angular displacement, angular velocity, angular acceleration,

tangential acceleration, centripetal acceleration and centripetal force on the uniform circular motion

Mention the use of circular motion in everyday life

1. Goal of learning Students are able to identify the quantities of angular displacement, angular velocity, angular

acceleration, tangential acceleration, centripetal acceleration and centripetal force on the uniform circular motion

Students are able to mention the use of circular motion in everyday life

2. Learning materials Uniform circular motion

Angular Distance or, Displacementθ = θ0 + ωt If θ0 = 0 then θ = ωtWhere Θ = angular distance or displacement at the moment t (rad) ω = angular velocity (rad/s) t = time to reach Θ (s)

Angular Velocityω = ω0

Angular Acceleration, Tangential Acceleration, and Centripetal Acceleration o Angular Acceleration

Tangential Accelerationa1 = R = R (0) = 0

Centripetal Acceleration

Centripetal Force

WhereFS = centripetal force (N)

26




Openinga. Motivation : Remind the

concept about of linier velocity and angular velocity

b. Re-condition Indicate the between centripetal acceleration and centripetal force with this demonstration :

10’

5’

Interview

DemonstrationInterview

InscriptionPhysicsbook

-

Process, result ofinterview, 90% of student correct

answer


students to mention the quantities which influential above the demonstration (Confirmation)

b. Teacher conduct the students to discuss the relationship between centripetal acceleration and centripetal force (Elaboration)

c. Teacher give the example of centripetal acceleration and centripetal force (Elaboration)

20'

20’

20’

DiscussionSociable

DiscussionSociable

Assignment

LiteratureLCD

LiteratureLCD

Worksheet

Observation,90 % student active in discuss

Observation, 90% student active in discuss

Direct evaluation, 80% student can solve the example problem


students to resume the result of materials discussion

b. Teacher give the students individual assignment to mention an application example of centripetal acceleration and centripetal force in their daily life

c. Teacher order the students to solve problems in LKS or book (bilingual) sale...until...

5’

5’

5’

Interview

InterviewAssignment

Assignment

InscriptionPhysicsbook

-

WorksheetLKS

Physicsbook

Observationof responds, 90% student can remember the material that have been learned 80 % student can solve problems in LKS or book

4. Learning Media LCD and Computer The simple tool of centripetal White board Work sheets Physics books


Cognitive evaluation (oral / short answer)

27



Exercise (attachment)b. Follow up

Student is said success, if the achievement of it is 75 % or more. Giving remedial program for student that the achievement < 75 %. Giving enrichment program for student that the achievement > 75 %.



Drs. Hari Waluyo, MM. Saroji, S.PdNIP. 196402071988031016 NIP.197507212008011007

28








LESSON PLAN

Subject : PhysicsTopic : Circulator MotionSub Topic : Accelerated Uniform Circulator Motion Class/Semester : X / IMethod : Discussion and DiscussionApproach : Process SkillTime : 2 x 45 minute



Indicators Analyze the quantities that related each of linear motion and circular motion on rolling motion

with constant speed Mention the use of circular motion in everyday life

1. Goal of learning Students are able to analyze the quantities that related each of linear motion

and circular motion on rolling motion with constant speed Students are able to mention the use of circular motion in everyday life

2. Learning materials Accelerated Uniform Circular Motion

Angular Distance or Displacement

Angular Velocity

Total acceleration (m/s2)


Openinga. Motivation : Remind the

concept about of uniform 10' Interview Inscription,

Physics BooksProcess, 90 of student correct

29



circular motionb. Re-condition : Ask the

natural phenomena can be explain by accelerated uniform circular motion.

5' Interview- answer 90 % of

student already to participate in physics lesson


students to mention the equation of the accelerated uniform circular motion (Confirmation)

b. Teacher conduct the students to analogize the equation of the accelerated uniform circular motion with the equation of the accelerated uniform rectilinear motion (Confirmation)

c. Teacher give the example of the accelerated uniform circular motion (Elaboration)

20'

20'

20'

SociableDiscussion

InterviewDiscussion

ExerciseQuiz

LCD,Literature

LCD,Literature

Worksheet



80 % student can solve the problems correctly


students to make the conclusion of lesson materials

b. Teacher give the students individual assignment to mention an application example of the accelerated uniform circular motion in their daily life

c. Teacher order the students to solve problems in LKS or book (bilingual) page ... until...

5'

5'

5'

Discussion

Assignment

Assignment


Internet,Live

environment

LKS,Physicsbooks

90 % of student can resume the discussion result

85% of student can mention an application example it in their daily life

90 % of student can solve the problems in LKS or physics books.



Cognitive evaluation (oral 1 short answer). Exercise (attachment)

30







31








LESSON PLAN

Subject : PhysicsTopic : Circular MotionSub Topic : The Wheels ConnectionClass/Semester : X / IMethod : Discussions InformationApproach : Process SkillTime : 2 x 45 minute



Indicators Apply the wheels connection principles in qualitative manner Mention the use of wheels connection in everyday life

1. Goal of learning Students are able to apply the wheels connection principles in qualitative manner Students are able to mention the use of wheels connection in everyday life

2. Learning materials The Wheels Connection

For two wheels that connected on center, thus the direction of rotation same with the angular velocity.

For two wheels that touch connected, thus the direction two of them is adversative, and the angular velocity is same.

For two wheels that connected with string or chain, thus the direction of rotation and the linear speed two of them is same.

32



where n1 and n2 = sum of gear wheel 1 and 2

1 and 2 = angular velocity of wheel 1 and 2


Activity Time Method Resource Assessment Openinga. Motivation : Remind the

concept about ofuniform circular motion

b. Re-condition : The backof bicycle gear wheelmake smaller than thefront of bicycle gearwheel. Why ?

10'

5'

Interview

Interview

Inscription,Physics books

-

Process, 90% of student correct answer 90 % of student already to participate in physics lesson


students to discussion for answer the problem (Elaboration)

b. Teacher conduct the students to discuss the relationship between the wheels connection and the problem mentioned (Elaboration)

c. Teacher give the problems example of the wheels connection (Confirmation)

20'

20'

15'

DemonstrationDiscussion

Discussion

ExerciseQuiz

Simple tool ofconnection

wheelsLiterature

Worksheet

Observation, 90% student pay attention demonstration and active in discuss

80% student can solve the problems correctly



b. Teacher give the students individual assignment to mention an application example the wheels connection in their daily life

c. Teacher order the students

10'

5'

5’

Discussion

Assignment

Assignment

Inscription,Physics books

Internet,Live

Environment

LKS Physics books

90 % of studentcan resume thediscussionresult90 % of studentcan mention anapplication example it in their daily life

90% of student can solve the problems in LKS or physics books

33



4. Learning Media LCD and computer Simple tool of connection wheels White board Work sheets Physics books






Drs. Hari Waluyo, MM. Saroji, S.Pd NIP. 196402071988031016 NIP.197507212008011007

34








LESSON PLAN

Subject : PhysicsTopic : Newton's LawsSub Topic : Newton's First Law, Newton's Second Law, and Newton's

Third Law Class/Semester : X /1Method : Demonstration and DiscussionApproach : Process SkillTime : 2 x 45 minutes


Basic Competency2.3 Apply Newton's Law as Basic principles of dynamics for uniform rectilinear motion, vertical motion,

and uniform circular motion.

Indicators Identify the application of Newton's first law principle in daily life. Identify the application of Newton's second law principle in daily life. Identify the application of Newton's third law principle in daily life.

1. Goal of learning Students are able to identify the application of Newton's first law principle in daily life. Students are able to identify the application of Newton's second law principle in daily life. Students are able to identify the application of Newton's third law principle in daily life.

2. Learning materialsForce is a push or a pull upon an object and resulted from the object's interaction with

another object. Newton's first law

“An object at rest tends to stay at rest and an object in motion tends to stay in motion with the same speed and direction (moves in uniform rectilinear motion) if there is no unbalanced force acting upon it or the resultant of the force is zero". The Newton's first law can be expressed by the equation below F = 0

Where F = force resultant (N)

Newton's second law" The acceleration of an object produced by a force resultant or unbalanced forces is directly proportional to the force resultant, co direction with the force resultant an inversely proportional to the mass of object ".The Newton's second law can be expressed by the equation below F = m.a

Where F = force resultant (N)m = mass of object (kg)a = acceleration of object(m/s2)

Newton's third law" For every action force, there is an equal and opposite reaction force ". The Newton's third law can be expressed by the following equation:

35



F action = - F reaction or F action + F reaction = 0

3. Learning ScenarioNo Activity Time Method Resource Assessment1. Opening

a. Motivation : Remind the concept about of force.

b. Re-condition : When we by car and fetch up, then the passenger car push forwards. Why ?

10'

5'

Interview

Interview

-

-

Process, result of interview, 90% of student correct answer

2. Main Activitya. Teacher conduct the

students to identify the application of Newton's first law (Confirmation)

b. Teacher conduct the students to identify the application of Newton's second law principle in daily life.(Confirmation)

c. Teacher conduct the students to identify the application of' Newton's third law principle in daily life.(Confirmation)

d. Teacher give the example of Newton's Laws problems.(Elaboration)

15'

15'

I0’

10'

DiscussionSociable

DiscussionSociable

DiscussionSociable

Assignment

LiteratureLCD

LiteratureLCD

LiteratureLCD

Worksheet




Direct evaluation,80 % student can solve the exampleproblem



b. Teacher give the students individual assignment to mention other an application example of' Newton's Laws in their daily life

c. Teacher order the students to solve problems in LKS or book (bilingual) page…until.......

10'

5'

5'

Interview

Assignment

Assignment

-

Worksheet

LKS

Observation ofresponds, 90% student can remember the material that have been learned by answer the teacher question correctly

4. Learning Media LCD and computer Simple tool experiment White board Work sheets Physics books

36






6. ReferencesAbdullah, M., 2010, Physics for senior High School Grade X, Jakarta: Esis.Purwoko dan Fendi, 2010, Physics for senior High School Year X, Jakarta: Yudistira.Sunardi, dkk. 2008, Fisika Bilingual Untuk SMA/MA Kelas X, Bandung: CV. Yrama Widya.Wai, Loo Kwok,2006, Longman Advaced Level Physics, Singapore: PEARSON Longman.Kanginan, M., 2004, Fisika Untuk SMA Kelas X, Jakarta: Penerbit Erlangga.Taranggono, dkk., 2003, Sains Fisika SMU Kelas 1, Jakarta: Bumi Aksara.http://www.glenbrook.k12.il.us/gbssci/Phys/Class/BBoard.html#1dkinhttp://webphysics.davidson.edu/applets/appletshttp://www.curriki.org/xwiki/bin/view/Main/WebHomehttp://dev.physicslab.org/Compilations/Physlets.aspxhttp://www.practicalphysics.org/go/Experiment_731.html



37








LESSON PLAN

Subject : PhysicsTopic : Newton's LawsSub Topic : The Kinds of Force Class/Semester : X / IMethod : Demonstration and DiscussionApproach : Process SkillTime : I x 45 minutes




Indicators Identify characteristic of static frictional and kinetic frictional force with experiment.

1. Goal of learning Students are able to identify characteristic of static frictional and kinetic frictional force with

experiment.

2. Learning materials Weight

WhereW = m.g w - weight (N)

m - mass (kg)g - gravitational acceleration (m/s2)

Direction of w = Direction of g= always downward

W W W W

Normal ForceThe normal force in physics is commonly expressed by the symbol N.

N N

N

If an object is placed on a smooth plane with no outside force, then the normal force is equal to the weight of object (N w), but if an outside force exerted on the object, then N w.The direction of normal forces is always perpendicular with the plane surface.

38



String Tensional ForceString tensional force is the force which is transmitted through a string when is tightly pulled by forces acting on one end on the string.

T

T

Frictional Force The static frictional force is a frictional force exerts on the object which is at rest The kinetic frictional force is frictional force works on the moving object.

The direction of frictional force is opposite the direction of objects motion. The frictional force can be expressed by the equation below

fS = s . Nfk = k . N

Wheref s = static frictional force (N)f k = kinetic frictional force (N) s = coefficient of static friction k = coefficient of kinetic frictionN = Normal Force


Openinga. Motivation: Remind the

concept about the kinds of force in physics.

b. Re-condition: Introduction the important forces that related with the discussion of Newton's Law.

5'

5'

Interview

InterviewSociable

-

Inscription,Physicshooks

Process, result of interview, 90% of student can remind the concept about the kinds of force in physics.


students to draw the forces of weight, normal force, frictional force, and string tensional force on rectilinear motion dynamics problems solving discussion.(Confirmation)

b. Teacher conduct the students to work the simple experiment of frictional force.(Confirmation).

c. Teacher given the sample problems for important forces of Newton's Law

10'

I0'

5'

DiscussionSociable

Demonstration

Assignment

Literature,LCD

Simple toolexperimentof frictional

forceWorksheet

90 % of student can draw the forces of w, N, fs , fk, and T.

90 % of student can differ between static and kinetic frictional force with experiment

39

m1T



(Elaboration).Closinga. Teacher conduct the

students to makes conclusion about of materials have been discussed

b. Teacher conduct the students to solve the problems for important forces of Newton's Law each in LKS or book (bilingual) page ... until...

5'

5'

Interview

Assignment

Literature,Inscription

LKS,Physicsbooks

90 % of student can conclude the materials that have been discussed

90% of student can solve the problems in LKS, Physics books.

4. Learning Media LCD and computer White board Simple tool of frictional force Work sheets Physics books



b. Follow up Student is said success, if the achievement of it is 75 % or more. Giving remedial program for student that the achievement < 75 %o. Giving enrichment program for student that the achievement > 75 %.

6. ReferencesAbdullah, M., 2010, Physics for senior High School Grade X, Jakarta: Esis.Purwoko dan Fendi, 2010, Physics for senior High School Year X, Jakarta: Yudistira.Sunardi, dkk. 2008, Fisika Bilingual Untuk SMA/MA Kelas X, Bandung: CV. Yrama Widya.Wai, Loo Kwok,2006, Longman Advaced Level Physics, Singapore: PEARSON Longman.Kanginan, M., 2004, Fisika Untuk SMA Kelas X, Jakarta: Penerbit Erlangga.Taranggono, dkk., 2003, Sains Fisika SMU Kelas 1, Jakarta: Bumi Aksara.http://www.glenbrook.k12.il.us/gbssci/Phys/Class/BBoard.html#1dkinhttp://webphysics.davidson.edu/applets/appletshttp://www.curriki.org/xwiki/bin/view/Main/WebHomehttp://dev.physicslab.org/Compilations/Physlets.aspxhttp://www.practicalphysics.org/go/Experiment_731.html



LESSON PLAN

40








Subject : PhysicsTopic : Newton's LawsSub Topic : Application of Newton's Laws Class/Semester : X / ITime : 2 x 45 minutes




Indicators Apply Newton's Laws of object motion on smooth planes, a rough planes, and pulled with

other object.

1. Goal of learning Students are able to apply Newton's Laws of object motion on smooth

planes, a rough planes, and pulled with other object.

2. Learning materials The object motion on a smooth planes.

Wheref = force (N)

m = mass of object (kg)a = acceleration of object (m/s2)

F = m.aF cos = m.a

The object motion on rough planes .Because the rough planes there are frictional force exist between the planes and object surface

F

f

a. If f F , then the object stay at rest and apply f - F = m.a = 0b. IF f < F, then the object move and apply F - f = m.a

The object motion pulled with other object.

W2

3. Learning ScenarioNo Activity Time Method Resource Assessment

41

F cos

F

F

T

TM1

M2



1. Openinga. Motivation: Remind

the concept about the important forces that related with the discussion of Newton's Law.

b. Re-condition: Ask student, How about the object motion on a smooth, a rough, and pulled with other object ?

10'

5'

Discussion

Interview

http://www.physicsclassroom.com/

Class/newtlaws/u2l3c.cfm

Process, result of interview, 90% of student correct answer

90% of student already to participate in physics lesson

2. Main Activitya. Teacher give an

example to solve problems of object motion on a smooth, a rough, and pulled with other object.(Exploration)

b. After finished, teacher ask student about the material which they don't understand. (elaboration)

c. Teacher ask one of students in front class to solve the problems for application of Newton's Law.(Confirmation)

20'

20'

20'

Discussion

InterviewDiscussion

ExerciseQuiz

Software Pintar

interactive Virtualab

Mechanics

http://www.physicsclassroom.com/

Class/newtlaws/u2l3f.cfm




3. Closinga. Teacher conduct the

students to resume the result of materials discussion and post test

b. Teacher order the students to solve problems in book page 113 number 15, 16, 18 and page 115 number 9

14'

1'

Discussion

Assignment

Worksheet

Physics for senior High

School Grade

90% of student can resume the discussion result90 % of student can solve the problems in physics books.

4. Learning Media LCD and Computer White board Work sheets Physics books


Cognitive evaluation (oral / short answer)42

http://www.physicsclassroom.com/Class/newtlaws/u2l3f.cfm



http://www.physicsclassroom.com/Class/newtlaws/u2l3c.cfm





Exercise (attachment)b. Follow up


6. ReferencesAbdullah, M., 2010, Physics for senior High School Grade X, Jakarta: Esis.Purwoko dan Fendi, 2010, Physics for senior High School Year X, Jakarta: Yudistira.Sunardi, dkk. 2008, Fisika Bilingual Untuk SMA/MA Kelas X, Bandung: CV. Yrama Widya.Wai, Loo Kwok,2006, Longman Advaced Level Physics, Singapore: PEARSON Longman.Kanginan, M., 2004, Fisika Untuk SMA Kelas X, Jakarta: Penerbit Erlangga.Taranggono, dkk., 2003, Sains Fisika SMU Kelas 1, Jakarta: Bumi Aksara.http://www.physicsclassroom.com/Class/newtlaws/u2l3c.cfmhttp://webphysics.davidson.edu/applets/appletshttp://www.curriki.org/xwiki/bin/view/Main/WebHomehttp://dev.physicslab.org/Compilations/Physlets.aspxhttp://www.practicalphysics.org/go/Experiment_731.html

Semarang, Nopember 2010Approved bythe Principle of SMA 3 Semarang Physics teacher


LESSON PLAN

43








Subject : PhysicsTopic : Newton's LawsSub Topic : Application of Newton's Laws Class/Semester : X / IMethod : Discussion InformationApproach : Process SkillTime : 2 x 45 minutes




Indicators Apply Newton's Laws of object motion on smooth inclined planes, and object that connected to

a pulley.

1. Goal of learning Students are able to apply Newton's Laws of object motion on smooth inclined planes, and

object that connected to a pulley.

2. Learning materials The object motion on a smooth inclined plane.

Normal Force : N = mg.cos θ Acceleration : a = g.sin θ

The object motion that connected to a pulley.

T

W1 w2



44

mg cos θmg sin θ

mg

N

M1 M2



Opening a. Motivation: Remind

the concept about the problems of abject motion on a smooth, a rough, or an inclined plane.

b. Re-condition: Ask student, Flow about the object motion, on smooth inclined planes, and object that connected to a pulley ?

5' InterviewInterview


Process, resultof interview, 90,`%o of studentcorrect answer90 % of studentalready toparticipate inphysics lesson

Main Activitya. Teacher give an

example to solve problems of object motion on smooth inclined planes, and object that connected to a pulley.(Elaboration)

b. After finished, teacher ask student about the material which they don't understand.(Confirmation)

c. Teacher ask student in front class to solve the problems for application of Newton's Law. (Confirmation)

10'

10'

5'

SociableDiscussion

InterviewDiscussion

ExerciseQuiz.

LCD,Literature

LCD,Literature

Worksheet



80 % student can solve the problems correctly



b. Teacher order the students to solve problems in book page 112 until 113

5’

5’

Discussion

Assignment


LKS,Physicsbooks

90% of student can resume the discussion result 90% of student can solve the problems in LKS or physics books.




b. Follow up45




6. References

Abdullah, M., 2010, Physics for senior High School Grade X, Jakarta: Esis.Purwoko dan Fendi, 2010, Physics for senior High School Year X, Jakarta: Yudistira.Sunardi, dkk. 2008, Fisika Bilingual Untuk SMA/MA Kelas X, Bandung: CV. Yrama Widya.Wai, Loo Kwok,2006, Longman Advaced Level Physics, Singapore: PEARSON Longman.Kanginan, M., 2004, Fisika Untuk SMA Kelas X, Jakarta: Penerbit Erlangga.Taranggono, dkk., 2003, Sains Fisika SMU Kelas 1, Jakarta: Bumi Aksara.http://www.glenbrook.k12.il.us/gbssci/Phys/Class/BBoard.html#1dkinhttp://webphysics.davidson.edu/applets/applets.htmhttp://www.curriki.org/xwiki/bin/view/Main/WebHomehttp://dev.physicslab.org/Compilations/Physlets.aspxhttp://www.practicalphysics.org/go/Experiment_731.html


Drs. Hari Waluyo, MM. Saroji, S.Pd NIP. 196402071988031016 NIP. 197507212008011007

46








LESSON PLAN

Subject : PhysicsTopic : Newton's LawsSub Topic : Newton's Laws of object on vertical motion Class/Semester : X / IMethod : Discussion InformationApproach : Process SkillTime : 2 x 45 minutes


Basic Competency 2.3 Apply Newton's Law as Basic principles of dynamics for uniform rectilinear motion, vertical motion,


Indicators Apply Newton's Laws of object on vertical motion.

1. Goal of learning Students are able to apply Newton's Laws of object on

vertical motion.

2. Learning materials A person with mass m in lift. The foot of pressure force the person on the lift floor change

depend on lift acceleration.

mg

Lift upward vertical movement with constant velocity (a = 0). F = m.aN – m.g = m.a N = m.g

Life upward vertical movement with constant acceleration (a) F = m.aN – m.g = m.a N = m(a + g)

Life downward vertical movement with constant acceleration (a) F = m.a m.g - N = m.a N = m(a - g)

47

N




Activity Time Method Resource AssessmentOpeninga. Motivation : Remind

the concert about application of Newton's Laws

2.if we being in life, what do you feel with ur body mass?

10’

5’

Interview

Interview


-

90 % of student remember the material before

90 % of studentalready to participate in physics lesson


student to find the reason of question on beginning lesson.(Confirmation)

b. Teacher explain an example application Newton’s law of object on vertical motion.(Elaboration)

c. Teacher ask student in front class to solve the problem for application of Newton’s Law.(Confirmation)

20’

20’

20’

InterviewDiscussion

Sociable Discussion

ExerciseQuiz

-

LCDLiterature

Worksheet

Observation 90 % student active in discuss



Closing a. Teacher conduct

student to resume the result of materials discussion.

b. Teacher order the students to solve problems in LKS or book (bilingual) page…until….

10’

5’

Discussion

Assignment

Inscription Physics books

LKS, Physics Books

90% of student can resume the discussion

90% of students can solve the problems in LKS or physics books

4. Learning Media LCD and computer White hoard Work sheets Physics books



b. Follow up Student is said success, if the achievement of it is 75 % or more.

48



Giving remedial program for student that the achievement < 75 %. Giving enrichment program for student that the achievement > 75 %.

6. References

Abdullah, M., 2010, Physics for senior High School Grade X, Jakarta: Esis.Purwoko dan Fendi, 2010, Physics for senior High School Year X, Jakarta: Yudistira.Sunardi, dkk. 2008, Fisika Bilingual Untuk SMA/MA Kelas X, Bandung: CV. Yrama Widya.Wai, Loo Kwok,2006, Longman Advaced Level Physics, Singapore: PEARSON Longman.Kanginan, M., 2004, Fisika Untuk SMA Kelas X, Jakarta: Penerbit Erlangga.Taranggono, dkk., 2003, Sains Fisika SMU Kelas 1, Jakarta: Bumi Aksara.http://www.glenbrook.k12.il.us/gbssci/Phys/Class/BBoard.html#1dkinhttp://webphysics.davidson.edu/applets/appletshttp://www.curriki.org/xwiki/bin/view/Main/WebHomehttp://dev.physicslab.org/Compilations/Physlets.aspxhttp://www.practicalphysics.org/go/Experiment_731.html



49






roziesmaga.files.wordpress.com€¦ · web viewtopic : quantities, units, and measurement. sub...

Documents