lesson plan 1 eng2

7/31/2019 Lesson Plan 1 Eng2

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LESSON PLAN 1

School : 5 Senior High School BekasiSubject : Physics

Year/semester : 10/1

Duration : 6x45 minutesNumbers of meeting : 3

Standard of competence:

1. Apply the concept of physic quantities and measurement

Basic competence:1.1Measure physics quantities (mass,length and time)

Indicators:

1.1.1. Use some instruments to measure the length, mass and time (adapt fromIGCSE 'A' level)

1.1.2. Read the measurement result by instrument according to significant figures

1.1.3. Define the significant figures

1.1.4. Use the common prefixes for International Unit (Adapt from IGCSE 'A'level)

ObjectivesBy the end of the lesson, students should be able to:

1. Show an understanding that all physical quantities consist of a numerical

magnitude and a unit.2. Recall the following base quantities and their units: mass (kg), length (m), time

(s), current (A), temperature (K), amount of substance (mol).

3. Use prefixes like nano (n), micro (), milli (m), centi (c), deci (d), kilo (k),mega (M), to indicate decimal sub-multiples and multiples of the SI units.

4. Measure the mass, length and time

5. Find the dimension of some physical quantities

6. Use the rule of significant figure

Fundamental lessonQuantity is something can be measured and expressed in values. Quantity can be

distinguished into basic quantities and derived quantities.

Unit is the standard comparison in measuring activity.

Num.Physicalquantities

The units used

MKS CGS FPS

1 Length Meter Centimeter Feet

2 Mass Kilogram Gram Pound3 Time Second Second Second

3.Prefixes are commonly used to express smaller or larger quantities.

Symbol Prefix Factor Symbol Prefix Factor

n nano 10-9

d 10-1

10-1

micro 10-6

K Kilo 103

m mili 10-3 M Mega 106


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c centi 10-2 G Giga 109

Dimension isthe symbol to show how a quantity is arranged from basic quantity

Dimension of Basic quantities: M, L, T, I, J, N and

Dimension of Derivative quantities

Steps: 1. Find the formula

2. Find the units (basic quantity)3. Find the dimension

Example: Find the dimension of force1. the formula : F = m.a2. the units : = kg. m/s23. the dimension : = M. L/T2

Scientific notation is the way to write smaller and larger number.

a x 10n

, with 1 a 10 and n is the integerExample: 0.000036 = 3.6 x 10-5

76800000= 7.68 x 107

Significant number is the number that gets from measurement.

The rules

1. All figures (but zero) are significant numberExample: 213.6 gram (4 significant number)

45.7 cm (3 significant number)

2. All zeros lie between non-zero figures are significant numberExample: 201.06 m (5 significant number)

4.008 Kg (4 significant number)

3. All zeros number at the right hand side of nnon-zero figure are significant number,unless there is a special explanation with underlined

Example: 5280 cm (4 significant number)5280 cm (3 significant number)

4. All zeros used to determine the position of the decimal point are not significantnumber

Example: 0.0067 mm (2 significant number)

0.0308 gr (3 significant number)

The mathematical operation of significant numbers

1. Addition and subtractionExample: 29 500 + 6 950 = 36 450 36 500

530 287 = 243 240

2. Multiplication and divisionExample: 796 x 320 = 254 720 255 000

5.63 x 0.8 = 4.504 50.428 : 0.7 = 0.6114 0.6


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3. Power and rootsExample: 3.28

3= 35.287552 35.33.28 = 10995.116 11 000196 = 14.0

Teaching methods

Experiment

Discussion

Problem solving

Procedures1. First Meeting ( 2 x 45 minutes)

a. Pre-activities (15 minutes)

Introduce myself and communicate my expectations:- in routines and habits during lesson,- in work procedures,- quality and quantity of work,- behaviour in the classroom.

Recall the basic principle such as what is Physics and what physics a for.

b. Main activities (65 minutes)

Teacher shows understanding that all physical quantities consist of anumerical magnitude and a unit

Recall base quantities, their units, their dimension and their measuringtools

Recall base quantities and derived quantities

Ask the the student to find the commonly prefixes in SI unit

use prefixes and their symbols to indicate decimal sub-multiples andmultiples of the SI units

Read the scale on the calipers and micrometer helped by multimedia

c. Closing (10 minutes)

Conclude the lesson about quantities and their units Review how to read measuring result and least count of calipers and

micrometer

Teacher give homework from textbook page 15 number 1-2.

2. Second meeting ( 2 x 45 minutes)


Recall quantities and their units

Discuss the homework for difficult questions

Divide the students into 8 groups


Teacher describes how to measure a variety of lengths with appropriateaccuracy by means of tapes, rules, micrometers and calipers, using a

vernier scale as necessary

Student use measuring tools for some quantities in a group

Every group has their own tools

Students do the activity based on the procedures in student worksheet


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b.Micrometer

Answer key: a. 1.57 cm and 6.23 cm

b. 6.94 mm and 4.11 mm

2. Find the dimensional of Potential energy (Ep = mass x gravitational acceleration xheight). (30 point)

a. Formula:b. Units:.c. Dimensional:.

Answer key: a. m.g.h

b. kg.m.dt-2

.m

c. M.L2.T

-2

3. What is the area of plate with size 0.270 x 2.490? (According to significant

figures) (20 point)..

Answer key: a. 0.6723 (consist 4 significant figures)

Psikomotoric aspectNum Science skills Score

A B C D E

1 Set the equipment2 Measuring mass with balance

3 Measuring length with calliper4 Measuring length with micrometer5 Measuring time

Learning Sources

*text book: Physics for senior high school year 10 (Bumi aksara,2010)*Longman, Pearson Physics Insight

*student's worksheet

Acknowledgment Teacher

Principal of 5 Senior High School Bekasi, July 13th, 2010


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Drs. Sri Susanti, MM Sukrini, S.Pd

NIP.131 623 411 NIP. 198007082006042025


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Student Worksheet

Quantity and Unit

(first meeting)

Quantity is something can be measured and expressed in values. Quantity can bedistinguished into basic quantities and derived quantities.

1. Basic quantity is:_______________________Ex:

2. Derived quantities is: ___________________Ex:

Unit is the standard comparison in measuring activity.

3. Fill the table below

Num.Physical

quantities

The units used

MKS CGS FPS

1 Length2 Mass

3 Time

4. Fill the table below

Num. Measuring tools(one or more than one)

Quantity

measuredDimension

International

System of

Unit

Smalest scale value

1. Length

2. Mass

3. Time

4. Temperature

5.Amount of

substance

6.Electriccurrent

7.Light

Intensity

2. Write some measuring tools to measure derivative quantities.

a.___________

b.___________c.___________

3. Prefixes are commonly used to express smaller or larger quantities. Complete the tablebelow with some commonly used SI prefixes.

Symbol Prefix Factor Symbol Prefix Factor

n nano d 10-1

micro Kilo 103

m 10-3 Mega 106

c 10-2 Giga 109


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Student WorksheetMeasurement

(second meeting)

1. Vernier CallipersPurpose: to measure the length of cube

Materials: wooden cube

Measuring Calculating

Num Length Zerro error:

1. Least Count:

2. Average length:

3. True length:

2. Micrometer screwPurpose: to measure the diameter of marble

Materials: marble


Num Diameter Zerro error:

1. Least Count:

2. Average Diameter:

3. True Diameter:

3. BalancePurpose: to measure the mass of alumunium block

Materials: alumunium blockMeasuring Calculating

Num Mass Zerro error:

1. Least Count:

2. Average Mass:

3. True Mass:

4. StopwatchPurpose: to measure the time of 20 beats of your heart


Num Time Zerro error:

1. Least Count:2. Average Time:

3. True Time:

5. AmperemeterPurpose: to measure the electric current

Materials: resistor and battery


Num Electric Current Zerro error:

1. Least Count:

2. Average result:

3. True result:

6. ThermometerPurpose: to measure the temperature of cold drink

Materials: cold water


Num Temperature Zerro error:

1. Least Count:

2. Average result:


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3. True result:

7. Spring BalancePurpose: to measure the weight of alumunium cube

Materials: alumunium cube


Num Weight Zerro error:

1. Least Count:

2. Average result:

3. True result:

8. VolumePurpose: to measure the volume of stoneMaterials: stone


Num Volume Zerro error:

1. Least Count:

2. Average result:

3. True result:

LESSON PLAN 2

School : 5 Senior High School Bekasi

Subject : Physics

Year/semester : 10/1Duration : 4x45 minutes

Numbers of meeting : 2

Standard of competence:1. Apply the concept of physic quantities and its measurement

Basic competence:1.2 Calculate the resultant of vector addition

Indicators:1.2.1 Add the vectors with parallelogram method1.2.2 Add the vectors with polygon and analytic method

ObjectivesBy the end of the lesson, students should be able to:

1. find the sum of vector quantities by parallelogram method

2. find the sum of vector quantities by polygon method3. find the x-component and y-component of vector quantity4. find the sum of vector quantities by analytic method

Fundamental LessonVector is the quantity which has magnitude and direction. Vector is

symbolyzed by the shape of an arrow.


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Vector can be added, subtracted and multiplied.

Some method of Vector Addition are:

-Parallelogram method-Cosine method

-Polygon method

-Analytic method

Teaching methods*Experiment

*Discussion*Problem solving

Procedures1. First Meeting (2x45 minutes)

a. Pre-activities

The differences between scalar and vector quantities

Teacher gives illustration helped by education software to show thedifferent way between adding scalar and vector quantities

b. Main activities

Teacher is explaining some methods to find the resultant of vectors

Student do the practical to add vectors using polygon and analytic methodsuse stick of matches and millimeter block paper

Student solve the problem using two different methods

c. Closing

Conclude the lesson about the vector additions methods

Prove that the result by polygon and analytic method are the same

2. Second meeting (2x45 minutes)a. Pre-activities

The differences between scalar and vector quantities

Teacher gives illustration helped by education software to show thedifferent way between adding scalar and vector quantities

Head / end pointTail / initial point

A

- A

A

B

C

A + B = C

AD

A + (-B) = D

A B = D

- B


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b. Main activities

Teacher is explaining some methods to find the resultant of vectors

Student do the practical to add vectors using polygon and analytic methodsuse match and millimeter block paper

Student solve the problem using two different methods

c. Closing

Conclude the lesson about the vector additions methods

Prove that the result by polygon and analytic method are the same

Evaluation

Cognitif aspect1. Find the vector resultant of these vectors.

R =

Tan =

2. An air plane flies 40 km in direction 60 to the north from east, and then turns tothe east 10 km. Then it turns to the north 10 3. Draw and find the resultant of the

displacement (magnitude&direction)!

3. a. Find the resultant of these vectors using the appropriate methodb. Draw the third vector that can make the resultant is zero (that vector has samemagnitude but has opposite direction with the resultant)


A B C D E

1 Set the equipment

2 Using compasses3 Measuring the angle4 Measuring length

5

Learning Sources and equipments

*text book: Physics for senior high school year 10 (Bumi aksara,2010)

*Longman, Pearson Physics Insight

Forces X axis Y axis

Sum


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*millimeter block paper, stick of match, glue, protractor, ruler




NIP.131 623 411 NIP. 198007082006042025

Student Worksheet

Vectors addition

(first meeting)

Purpose : Add vectors by polygon and analytic methods

Materials : millimeter block paper, stick of match, glue, protractor, ruler

Prosedure:

A. Polygon method

1. Sketch horizontal dot line and measure the angle of 300 with anticlockwisedirection then draw guide line and put 2 sticks of matches with glue.

2. Sketch horizontal dot line at the end of the matches and create the angle of 600

with clockwise direction then put 2 sticks of matches with glue.3. Measure the angle of 300 then put 1 stick of matches with glue

4. Sketch the coloured line from first vector to the end of third vector.

5. Write the length of the coloured line in cm.

B. Metode analytic

1. Put 5 sticks of matches at coordinate Cartesian in millimeter block paper as

figure below.2. Draw the vector component of each vector with different colourAnswer:

F1+F2+F3= cm

4. Measure the length of component in cm and record in table below.

1(orange) + .c m + .cm

2(green ) - . c m + .cm

3(blue) - . c m - .cm


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sum Rx cm Ry cm

5. Use the phytagoras formula to find the resultant.

R =22 RyRx +

Conclusion:

How is the result from polygon and analytic method? Are they the same?

LESSON PLAN 3


Subject : Physics



Standard of competence:2. Apply the kinematics and dynamic concepts of a particle

Basic competence:Analyze physics quantities in rectilinear motion both of no acceleration &

constant acceleration

Indicators:

*Identify physic quantities of rectilinear motion

*Analyze physic quantities of rectilinear motion with no acceleration* Analyze physic quantities of rectilinear motion with constant acceleration

*Analyze the graphic of rectilinear motion with no acceleration and constantacceleration. (Adapt from IGCSE 'A' level)

Objectives

Can define and apply the concepts of kinematics and dynamic concepts of anobject in physics problems

Fundamental lesson


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Change in position according to the reference is called a motion.

How long the path has been traveled is called distance.Changing position from start to the end is called displacement.

The total path has been traveled per time is called average speed.

The movement or changing position in time is called average velocity.

Equation for linear motion with constant acceleration

s = vot + 1/2 at2

vt = vo + at

v22 V1

2 = 2as

Where is:S = displacement

vo = initial velocity

vt = terminal velocity

a = acceleration

Teaching methods*Experiment

*Discussion

*Problem solving

Procedures

1. First Meeting (2x45 minutes)


Watching the video of WTC tragedy

Make the relation of the content of the video with the topic, a motion.


Student define the meaning of motion

Teacher give a map of traveling and gives some question to guide thestudents define the meaning of distance, displacement, average speed and

average velocity.


Conclude the lesson about the meaning of motion, distance, displacement,average speed and average velocity.

2. second Meeting (2x45 minutes)a. Pre-activities (10 minutes)

Discuss the characteristic of linear motion

Mention the example of linear motion.

Preparation of laboratory work in a group to observe the linear motionusing inclined plane and ticker timer.


Students do the experiment to find the acceleration of a linear acceleratedmotion using ticker timer helped by student's worksheet

Students record the data into a graphic of distance to time (Adapt from

IGCSE 'A' level) Student calculate the initial velocity and terminal velocity of the motion

Student find the acceleration of the motion

Student and the teacher discuss the experiment result by class discussing

Student try to define the meaning of acceleration

Student formulate the equation to find the acceleration of the motion



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1.(Score 20)

a. distance: 70 km, displacement: 50 kmb. Speed: 140 km/jam, Velocity: 100 km/jam

2.(Score 20)

a. 30 m/s

b. 45 m3.(Score 20)

a. 5,8 m/sb. 3 m/s

c. 2 m/s

4.(Score 20)a. 20 m/s

b. 120 m/s

c. 166.66 m/s2

5.(Score 20)a.5 m/s

b.2.5 m/sc.5 m/s


A B C D E

1 Set the equipment

2 Using ticker timer

3 Interpret the data4 Reporting the data

5

Learning Sources and equipments*text book: Physics for senior high school year 10 (Bumi aksara,2010)


*student's worksheet*trolley, piece of tape, ticker timer, carbon paper

Acknowledgment TeacherPrincipal of 5 Senior High School Bekasi, July 13th, 2010


NIP.131 623 411 NIP. 198007082006042025


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STUDENT WORK SHEET

Motion, speed and velocity

(First Meeting)

TASK I: Complete this table and answer the question

Change in position according to the reference is called.

TASK II: Find the examples of motion

Examples

Path The motion

linear circle Slow down constant faster

Num Interaction between Change in position explanations

yes no

1.

2.3.4.

5.

6.

7.

8.


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Make the concept map of motion

TASK III: The bus travels through 4 cities (A,B,C,D) according to this map . Complete this table

and answer the question

Route How many km had

the bus moved?

Is there any change in

position?

How many km does the

position in change?

yes no

A B

A B C

B D C

A B C A

A B C D A

1. How long the path has been traveled is called2. Changing position in time is called

TASK VI: Answer the question based on the data.

Plot the following data.

s(m) 0 1 4 9 16 24 32 40 48 54 58

t(s) 0 1 2 3 4 5 6 7 8 9 10

d. What is the average velocity over the 10 s?e. What is the average velocity in the first 3 s?f. What is the acceleration in the first 4 s?


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STUDENT WORK SHEETVelocity and Acceleration of Linear Motion

(Second Meeting)

PRACTICAL WORK

Activity 2.1To calibrate a ticker tape timer

EquipmentTicker tape timer, piece of tape 60 cm long, power supply, glue, scissor, carbon paper

Procedure1. Set up the apparatus as shown in figure

2. Pull the tape through the timer with uniform speed for 2 seconds

3. Count the number of time interval between the formation of successive dots

Recording data

TimeTime for tape toNumber of time

A B1 2 3 4 5 6 7 8 9 10


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between

successive

recordingst1(s)

move from A-B

(seconds)

interval between

A and B

0,2210Example

Your data

ConclusionThe time between the formation of successive dots by ticker tape timer isseconds

Activity 2.2

To measure and record the position of a moving tape at various times.

Equipment

As for activity 2.1 plus 1 m ruler, three pieces of ticker tape each 30 cm long

Procedure1. Set up the apparatus as in figure 2.14

2. Place a tape in the timer and mark the tape at the start of its with 1.3. Pull the tape through the timer with a fast uniform motion

Recording data

Fast uniform motion

Glue tape of fast uniform motion in your book

Time (t) of motion of

tape from the start (s)

Displacement (s) of

the tape from thestart (cm)

t0 = 0S0 = 0

t1 = t =S1 =

t2 = 2t1 =S2 =

t3 = 3t1=S3 =

t4 = 4t1=S4 =

t5 = 5t1=S5 =

t6 = 6t1=S6 = t7 = 7t1=S7 =

t8 = 8t1=S8 =

t9 = 9t1=S9 =

t10 = 10t1=S10 =

t=0 t1 2t1 3t1

s1


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Activity 2.3To plot graphs of displacement against time for various types of motion

Equipment

As for activity 2.2 plus three sheets of 2mm graph paper, 25 cmx18cm, 150 g mass

carrier, adhesive tape.

Procedure

1. Use the data from activity 2.2 and plot a graph of displacement (s) of the tapes on the

vertical axis against time (t) of motion of the tape on horizontal axis. Your graph should

a. Have a heading, e.g. Displacement of the ticker tape through a tickertape timer against time of motion of the tape

b. Be constructed using a suitable scale, so that the graph covers most ofthe graph paperc. Describe the quantity plotted on each axis by name, symbol and unit

2. Repeat Activity 2.2 and 2.3 for tapes pulled through the timer witha. slow uniform motion

b. the ticker tape timer clamped in the vertical position and a 50 g mass

carrier taped to the ticker tape so that it falls freely under the influence of

gravity

Recording data

a. slow uniform motion

Glue tape of slow motion in your book

b. Accelerated motion

Time (t) of motion of

tape from the start (s)

Displacement (s) of

the tape from the

start (cm)

t0 = 0S0 = 0

t1 = t =S1 = t2 = 2t1 =S2 =

t3 = 3t1=S3 =

t4 = 4t1=S4 =

t5 = 5t1=S5 =

t6 = 6t1=S6 =

t7 = 7t1=S7 =

t8 = 8t1=S8 =

t9 = 9t1=S9 =

t10 = 10t1=S10 =

Time (t) of motion oftape from the start (s)

Displacement (s) ofthe tape from the

start (cm)

t0 = 0S0 = 0

t1 = t =S1 =


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Glue tape of accelerated motion in your book

Conclusion1. In fast uniform and slow uniform motion the dot spacings arewith time

2. Accelerated motion is indicated by dot spacings which arewith time

3. The shape of a displacement versus time graph for uniformly fast or slow motion is4. The shape of a displacement versus time graph for a body accelerated by gravity is a

Activity 2.4

Interpretation of displacement versus time and velocity versus time and velocity versustime graph

EquipmentGraphs of fast uniform motion, slow uniform motion and accelerated motion from the

result you have collated

Procedure1. Draw the tangent to the curve at t2, t5, and t8 as illustrated in figure 2.15 for t2

2. Draw chord XY. Assume the tangent is parallel to the chord. Then slope of the

tangent= slope of the chord

= vertical rise/horizontal run = s/t= instantaneous velocity at t2

3. Thus calculate the instantaneous velocities at t2, t5, and t8 for each type of motion a,b and c.

4. Plot velocity versus time curves for each type of motion

5. Calculate graphically the acceleration for each type of motion

t2 = 2t1 =S2 =

t3 = 3t1=S3 =

t4 = 4t1=S4 =

t5 = 5t1=S5 =

t6 = 6t1=S6 =

t7 = 7t1=S7 = t8 = 8t1=S8 =

t9 = 9t1=S9 =

t10 = 10t1=S10 =

s

t

s3

s2

s1 X

Y

Vertical

rise s


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Recording data

t8vt8t5vt5t2vt2Instantaneous

velocity(s/t)Fast uniform motion

Slow uniform motion

Accelerated motion

Conclusion

1. Uniform motion is characterized by the slope of the displacement versus time curve

being

2. The greater the slope of a displacement versus time curve for a body moving withuniform motion, the greater is the .of the body.

3. The slope of displacement versus time curve for a body moving with accelerated

motion.with time4. The slope of the velocity versus time curve for a body moving with constant velocity

is

5. The slope of the velocity versus time curve for a body moving with accelerated motion

is..6. The acceleration of motion a, b and c are

Activity 2.5To determine the acceleration due to gravity

(Using a grooved track to determine gravity mine the acceleration due to gravity)

Equipment

A grooved track 1 m long and one steel ball 2 cm in diameter (or use a glider on aninclined linear airtrack), stopwatch, protractor, retort stand, boss and clamp, two 1 m

ruler.

Grooved track and ball or linear air track and glider

S= distance the ball rolls down the grooved track

s

t1 t2 t3

Horizontalrun


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Procedure

1. Set up the apparatus with = 1002. With s = 25 cm , measure the time(t) for the ball to roll down the track. Repeat three

times and obtain an average value for t.

3. Repeat these time measurements for s= 50 cm, 75 cm, 100cm, 125 cm, 150 cm, 175cm, 200 cm.

4. Square your mean t values

5. Plot s against t2.

Recording data

Mean

t t2

(s) (s

2

)

Times t for ball to roll

down the track (s)

Distance the

ball rolls down

the grooved

track(cm) (m) t1t1t1

25

50

75

100

125

150

175

200

Displacement s of ball down the track versus (time)2

t2

graph

Interpreting data

1. From the slope of your graph calculate the acceleration a of the ball down the track

2. Calculate the acceleration due to gravity by dividing a by sin .

Conclusion

The acceleration due to gravity was

Funal Question1. What is meant by average velocity?2. What is the average velocity of an object hat has a displacement of 10 m north in

1.2 seconds?

3. How long does it take an object to obtain a displacement of 150 m north if it has a

velocity of 31 m/s north?4. How far will an object travel in 2.5 minutes if its velocity is 12 m/s?5. What is uniform velocity?6. What is instantaneous velocity?7. What is average acceleration?8. what is uniform acceleration?9. An object with ann initial velocity of 10m.s north has a final velocity of 20 m/s

south after 7 seconds. What is its acceleration?

10.An object is hurled upwards at 200 m/s. If g = 10 m/s2


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a. what is the change in velocity after 3.3 seconds?b. what is the velocity after 3.3 seconds?

LESSON PLAN 4


Subject : Physics




2. Apply the kinematics and dynamic concepts of a particle

Basic competence:2.2 Analyze physics quantities incircular motion with constant speed

Indicators:*Identify the frequency, period, and angular displacement in circular motion withconstant speed

*Analyze physics quantities & its relationship between rectilinear motion &

circular motion with constant speed* Apply the physics quantities in joining wheels system

Objectives


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Can define and apply the concepts of kinematics in circular motion

Fundamental lesson

Two important physical quantities in studies of circular motion are periods and

frequency.

T = t/n and f = n/tWhere is:

T = Periodsf = frequency

n = number of rotation

t = time elapsed

As the particle moves along the circle, it travelsan arc length s, which becomes related to the

angular position through the relationship:

Angular displacement is measured in radians rather than degrees. This is because

it provides a very simple relationship between distance traveled around the circle

and the distance rfrom the centre.

For example if an object rotates 360 degrees around a circle radius rthe angular

displacement is given by the distance traveled the circumference which is 2r

Divided by the radius in: which easily simplifies to = 2. Therefore 1revolution is 2 radians.

When object travels from point P to point Q, as it does in the illustration to the

left, over tthe radius of the circle goes around a change in angle. = 2 1which equals the Angular Displacement.

The angularvelocity is a ratio of the total angular measurement through which aparticle rotates in a given unit of time. If we use w to stand for angular velocity,

we have

Where is: w= angularvelocity

= angular displacementt = time

Teaching methods




Mention the example of circular motion in daily life

Make the concept map of circular motion division


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Teacher explain to convert degrees into radian units

Student find out the definition of angular velocity, angular displacement,frequency and periods in circular motion.

Student find the relationship between the quantities in rectilinear andcircular motion

Student find out the differences between circular motion with noacceleration and constant acceleration

Student find out the relationship between 2 wheels system, helped byeducational software

Student find the formula in every types of joining wheels system

Student apply the new concept in another physics problems


Conclude the lesson about the quantities in circular motion

Conclude the lesson about the formula in every types of joining wheelssystem

Teacher gives group task to find the article from internet aboutapplications of joining wheels system in industrial world

Evaluation

Cognitif aspect1. An angle is subtended at the center of a circle of radius 5 m by an arc of 1.6

m. How many radians are there in this angle?

2. The earth orbits the sun with a radius of 150 million km once every 365days. What is the angular velocity of the earth? (rad/s).What is the linear

velocity in m/s? What is the centripetal acceleration in m/s?

3. A boy rides the bicycle with constant speed. The wheels have radius of 35 cm.If the wheels has linear velocity of 20 m/s? How far does the boy has moved?

4. Two wheels are connected by a chain as the figure below. Wheel A has

angular velocity of 45 rad/s. The radius of wheel A and wheel B are 50 cmand 75 cm. What is the angular velocity of wheel B?

Answer key1. (score 25)

2. (score 25)3. (score 25)4. (score 25)

Psicomotoric aspect

A B


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Num Science skills Score

A B C D E

1 Using protractor

2 Calculate angular displacement

3 Interpret the data4 Reporting the data

Learning Sources and equipments

*text book: Physics for senior high school year 10 (Bumi aksara,2010)*Longman, Pearson Physics Insight





NIP.131 623 411 NIP. 198007082006042025

LESSON PLAN 5


Subject : PhysicsYear/semester : 10/1

Duration : 6x45 minutesNumbers of meeting : 3


2. Apply the kinematics and dynamic concepts of a particle

Basic competence:

2.3 Apply the Newton's law as the principal in dynamic motion both rectilinear& circular with no acceleration

Indicators:*Identify the application Newton's law of motion in daily activities

*Recall and use the relation between force, mass and acceleration (adapt from

IGCSE 'A' Level)*Apply the Newton's law without friction on inclined plane

*Investigate the characteristics of static and kinetics friction

*Apply the Newton's law in vertical and circular motion


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Objectives:Can define and apply the Newton's law as the principal in dynamic motion both

rectilinear & circular with no acceleration

Fundamental lesson:Newton's law of motion and frictional force

Teaching methods

*Experiment




Recall the vector additions methods Discuss the definition of forces and types of forces


Explain the Newtons law of motion

Analyze the examples of body system with Newtons law of motion (adaptfrom IGCSE 'A' Level)

Sketch the forces diagram of many system

Explain the agreement about vector direction in motion based onNewtons law of motion

c. Closing (5 minutes) conclude the lesson about Newtons law of motion

The teacher gives the homework

2. Second meeting (2x45 minutes)


Recall how to find the component of vector

Recall the types of forces


Teacher explain Newtons second law of motion with demonstration ofaccelerated motion

Student practical to find the characteristic of static and kinetic frictionforces

Student find the factors that effect the frictional forces

Student record the data and make interpretation


discuss the experimental result

conclude the lesson about frictional force

collect the practical report

3. Third Meeting (2x45 minutes)a. Pre-activities (10 minutes)

Recall the quantities in circular motion

Recall the Newtons law of motion in rectilinear motion


Student sketch the net force of some circular motion


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Teacher explain the formula of Newtons law in circular motion

Student apply the new concept of Dynamic motion in circular path inanother physics problems


Conclude the lesson about Newtons law in circular motion Teacher gives homework

Evaluation

Cognitif aspect

1. Three forces acting through a point hold a body in a state of equilibrium. Iftwo of the forces are 60 N 30

0east of north and 104 N 60

0east of south, what

is the magnitude and direction of the third force?

2. What is the acceleration of the box as figure below?

3. A conical pendulum of length 0.6 m with a mass of 50 gr hanging from thestring has period of 0.8 s. What is the tension in the string? What is the angle?

4. Two masses of 15 kg and 20 kg are connected by a light in inextensible stringand hung over the frictionless pulley. What is the acceleration of the system

once it is released?

Answer key:1. (score 25)2. (score 25)3. (score 25)4. (score 25)

Psicomotoric aspectNum Science skills Score

A B C D E

1 Sketch net force

2 Identify the force in a system

3 Manipulation the force

4 Find the sum of force

Learning Sources and equipments*Tsext book: Physics for senior high school year 10 (Bumi aksara,2010)


*student's worksheet*Forcemeter, load and trolley

300

5 kg

Fric=100 N


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NIP.131 623 411 NIP. 198007082006042025


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Student worksheet

Types of Forces and Net Force

(First meeting)

Num Picture Equation of Newton law

1. Apple at the branch of the tree

2. Free falling apple

3. Frame on wall

4. Girl on sliding

5. Rollercoaster-1

6. Rollercoaster-2


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7. Crane

8. Pull

9. Plane

10. Boat

11. Motorcycle-1

12. Motorcycle-2


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Students worksheet

Investigating Newton's second law of motion

(second meeting)

Demonstration

A trolley experiences an acceleration when an external force is applied to it. The aim ofthis datalogging experiment is explore the relationship between the magnitudes of the

external force and the resulting acceleration.

Apparatus and materials

Light gate, interface and computer

Dynamics trolley

Pulley and string Slotted masses, 400 g

Mass, 1 kg

Clamp

Ruler

Double segment black card (see diagram)

Technical notes

Pass a piece of string with a mass hanging on one end over a pulley. Attach the other endto the trolley so that, when the mass is released, it causes the trolley to accelerate. Choose

a length of string such that the mass does not touch the ground until the trolley nearly

reaches the pulley. Fix a 1 kg mass on the trolley with Blu-tack to make the total mass(trolley plus mass) of about 2 kg. This produces an acceleration which is not too

aggressive when the maximum force (4 N) is applied.

The force is conveniently increased in 1 newton steps when slotted masses of 100 g are

added. Place the unused slotted masses on the trolley. Transfer them to the slotted mass

holder each time the accelerating force is increased. This ensures that the total massexperiencing acceleration remains constant throughout the experiment.

Fit a double segment black card on to the trolley. Clamp the light gate at a height which

allows both segments of the card to interrupt the light beam when the trolley passesthrough the gate. Measure the width of each segment with a ruler, and enter the values

into the software.


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Connect the light gate via an interface to a computer running data-logging software. Theprogram should be configured to obtain measurements of acceleration derived from the

double interruptions of the light beam by the card.

The internal calculation within the program involves using the interruption times for thetwo segments to obtain two velocities. The difference between these, divided by the time

between them, yields the acceleration.

A series of results is accumulated in a table. This should also include a column for the

manual entry of values for 'force' in newtons. It is informative to display successivemeasurements on a simple bar chart.

Safety

Take care when masses fall to the floor. Use a box or tray lined with bubble wrap (or

similar) under heavy objects being lifted. This will prevent toes or fingers from being inthe danger zone.

Procedure

Data collectiona Select the falling mass to be 100 g. Pull the trolley back so that the massis raised to just below the pulley. Position the light gate so that it will detect the motion of

the trolley soon after it has started moving.

Set the software to record data, then release the trolley. Observe the measurement for theacceleration of the trolley.

b Repeat this measurement from the same starting position for the trolley several times.Enter from the keyboard '1'( 1 newton) in the force column of the table.

c Transfer 100 g from the trolley to the slotted mass, to increase it to 200 g. Release thetrolley from the same starting point as before. Repeat this several times. Enter '2' (2

newtons) in the force column of the table.

d Repeat the above procedure for slotted masses of 300 g and 400 g.

Analysis

Depending upon the software, the results may be displayed on a bar chart as theexperiment proceeds. Note the relative increase in values of acceleration as the slotted

mass is increased.

The relationship between acceleration and applied force is investigated more precisely by

plotting an XY graph of these two quantities. (Y axis: acceleration; X axis: force.) Use a

curve-matching tool to identify the algebraic form of the relationship. This is usually ofthe form 'acceleration is proportional to the applied force'.

This relationship is indicative of Newton's second law of motion.

This experiment was submitted by Laurence Rogers, Senior Lecturer in Education at

Leicester University


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Student Worksheet

Friction between solid surfaces

(second meeting)

Demonstration

This is an exploration of which factors affect the force of friction when one surface slides

across another and which do not.

Apparatus and materials

Forcemeter, 50 N, large size for easy class viewing

Plank with screw eye (1 m x 15 cm x 1 cm), smooth Block with screw eye (25 cm x 12 cm x 1 cm), smooth

Blocks without screw eye (25 cm x 12 cm x 1 cm), 3

Rollers, 1 cm diameter and 20 cm long, 10

Crank assembly

G-clamp to fix crank assembly to bench

Technical notes

Dimensions are for guidance and are approximate.

The faces of the block must be of equal smoothness.

Safety

Read our standard health & safety guidance

Procedure

a Place the plank on the bench and drag the block along it with the forcemeter. It is

difficult to obtain a fixed forcemeter reading. Repeat the process a number of times.Estimate the average force that is needed to pull the block. This is equal to the force of

friction acting between the surfaces of the block and the plank.

b Use a crank to pull the plank so that it slides beneath the block. This will let you make amore reliable measurement of the force of friction. Place the plank on rollers. Pull it

along at a constant speed using the string and crank.


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c Ask students to predict the effect of dragging the surfaces across each other at different

speeds. Show them what happens.

d Press down against the plank with a finger and again drag the plank along. Thisincreases the frictional force between the surfaces of the plank and block. The forcemeter

shows an increased force.

e Add an equal block on top of the first so that the force pushing the block on to the plank

is doubled. This force acts at 90 to the surfaces. Call it the 'normal' force. Measure the

frictional force. Increase the load with two, three and four blocks and see how the

frictional force increases.

f Ask students to predict the effect of change in contact area of the surfaces. Turn theblock on its side and drag it as before to demonstrate what happens.

lesson plan 1 eng2

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