SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
LESSON PLAN
Subject : Physics
Topic : Optics and Optical instruments
Sub Topic : optical instruments
Class/Semester : X / II
Method : Discussion Information
Approach : Process Skill
Time : 2 x 45 minute
Competency Standard
3. Application of optics instrument operation
Basic Competence
3.1. Analyzing the optics instrument qualitatively and quantitatively
Indicators:
Explaining reflection of light quantitatively and qualitative (C2)
Explaining reflection of light in the plan and curved mirrors (C2)
Explaining refraction on the limit area surface (C2)
Analyzing light refraction in the plan-parallel glass (C4)
Analyzing refraction on the curved mirrors (C4)
Determine the power of lens (C3)
Character Values:
Honest, Discipline, Creative, Curiosity, Communicative, Hard work, Responsibility
1. The Learning Goal
Students are able to explaining reflection of light quantitatively and qualitative
Students are able to explaining reflection of light on plan mirrors and curved mirrors
Students are able to explaining refraction on the limit area surface
Student to able analyzing light refraction on the glass plan parallel
student are to able analyzing refraction on the curved mirrors
Student to able determine the power of lens (magnification lens)
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SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
2. The Learning materials
Optics
1.Reflection of light
Reflection of light is divided into two kinds; those are diffuse reflection and
specula reflection.
The principle of light reflection
θ I = θ R
Reflection of light on plane
Reflection in curved mirrors
2. Refraction of light
The bending of light direction as it passing trough the boundary plane of two different
medium is called refraction of light.
The principle of refraction (Snell’s principle)
Air water
Water air
3. Learning Scenario
No. Activity Time Method Resource Assessment
l. Opening
a. Greeting
b. Apperception: when you look
into the swimming pool, the
bottom of the pool is so close,
why?
10’
5’
Question and
Answer
-
-
Process, 90%
of student
correct answer
90 % of student
can define the
meaning of
2
I RN
θ θ
n sin θ = n sin θ
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
c. Motivation: observe the spoon
insert into water. Why?
Question and
Answer
quantity
2. Main Activities
a. Exploration: Teacher asks the
students to replay the lesson a
reflection and refraction.
b. Elaboration: Teacher asks the
students to formulate
magnification of lens, Teacher
asks the students to discuss the
magnification of lens, Teacher
give an examples of
magnification lens
c. Confirmation: Teacher confirms
the result of the discussion
15’
15’
15’
15’
Discussion
Question and
Answer
Discussion
Question and
Answer
Discussion
Exercise
Quiz
Literature
Literature
Literature
Worksheet
Observation,
90 % student
active in
discuss
Observation,
90 % student
active in
discuss 80 %
student can
solve the
problems
correctly
3. Closing
a. Teacher asks the students to
conclude the materials that
have learned
b. Teacher order the students to
solve problems about
reflection, refraction and
magnification of lens in LKS or
book (bilingual) page ... until...
10’
5’
Discussion
Assignment
Inscription,
Physics
books
LKS,
Physics
books
90 % of student
can resume the
discussion result
and solve
the problems in
LKS or physics
books.
4.Learning Media
White board
Work sheets
Physics books
LCD
Computer
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SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
5.Evaluation
a. Kind of evaluation:
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 %.
References
Purwoko dan Fendi, 2012, 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
Semarang, January 2012
Approved by,
The Headmaster of SMA 3 Physics Teacher
Semarang
Drs. Hari Waluyo, MM. Saroji
EN. 196402071988031016 EN. 197507212008011007
4
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
LESSON PLAN
Subject : Physics
Topic : Optics and Optics instrument
Sub Topic : optical instrument
Class/Semester : X / II
Method : Discussion Information and question-answer
Approach : Process Skill
Time : 2 x 45 minute
Competency Standard
3. Application of optics instrument operation
Based Competence
3.1. Analyzing the optics instrument qualitatively and quantitatively
Indicators:
Determine the power of lens for myopic and hyperopic eyes (C3)
Describe the optical instrument part of eyes, eyes glasses, loupe, and microscope
and the function of those optical instrument (C2)
Character Values:
Creative, Hard work, Curiosity, Responsibility, Communicative
1. Goal of learning
Students are able to determine the power of lens for myopic and hyperopic eyes
Students are able to describe the optical instrument part of eyes, eyes glasses,
loupe, and microscope and the function of those optical instrument
2. Learning materials
Optical instrument
Eyes
Punctum proximum is the nearest point which can be seen clearly by the eye in a
maximum accommodation. The punctum proximum is approximately 25 cm.
Punctum remotum is the furthest point which can be seen clearly by the eye without
accommodation. The punctum remontum is infinity (∞)
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SMA NEGERI 3 SEMARANG
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Eye defect
Myopia
If the image of object does not fall exactly on the retina but instead in front of the retina,
then this case will caused the eye cannot see the object clearly, and the eyes are said
near sightedness ( Myopia)
P =
Hyperopic
If the image of objects does not fall exactly on the retina but instead behind the retina,
then it will cause the eye cannot see the object clearly, and eye is said farsightedness
(hyperopic).
P =
Old eyes (presbyopia)
Presbopic (old eye) is the decrease of eye wonder of accommodation and usually
accurse when someone is getting old.
Astigmatism
Asstigmatisma is getting eye defect caused by the eye cornea is not spherical, so that the
eye lens has focal point shorter for the rays on vertical plane compared to the rays on
horizontal plane.
3. Learning Scenario
No. Activity Time Method Resource Assessment
l. Opening
a) Apperception: there are many
people use glasses, why they
use glasses?
b) Motivation: observe an eye
defect. Why?
10’
5’
Question and
Answer
Question and
Answer
-
-
Process, 90%
of student
correct answer
90 % of student
can define the
meaning of
quantity
2. Main Activity Observation,
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SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
a) Exploration: asks the
student how to correct by
using eye glasses. Mention
the instrument of optics!
b) Elaboration: Teacher asks
the students to discuss the
similarities of the function
of the eye and camera
part through classroom
discussion
Teacher asks the students
to discuss the different
between eye defect and
the way to correct it
Teacher asks the students
to discuss the
magnification of lens for
the eye defect
Teacher asks the students
to solve the problems of
eye defect using lens
equation
c) Confirmation: Teacher
confirms the result of
discussion.
15’
15’
15’
15’
Sociable
Discussion
Question and
Answer
Discussion
Question and
Answer
Discussion
Exercise
Quiz
Literature
Literature
Literature
Worksheet
90 % student
active in discuss
Observation,
90 % student
active in discuss
80 % student
can solve the
problems
correctly
3. Closing
a. Teacher asks the students to
conclude the materials that
have learned
b. Teacher order the students to
solve problems of eye defect
using lens equation in LKS or
10’
5’
Discussion
Assignment
Inscription,
Physics
books
LKS,
Physics
90 % of student
can resume the
discussion result
and solve
the problems in
LKS or physics
7
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
book (bilingual) page ... until... books books.
4. Learning Media
White board
Work sheets
Hand Out
Physics books
LCD
Computer
5. Evaluation
Kind 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 %.
References
Purwoko dan Fendi, 2012, 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
Semarang, January 2012
Approved by,
The Headmaster of SMA 3 Physics Teacher
8
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
Semarang
Drs. Hari Waluyo, MM. Saroji
EN. 196402071988031016 EN. 197507212008011007
9
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
LESSON PLAN
Subject : Physics
Topic : Optics and Optics instrument
Sub Topic : optical instrument
Class/Semester : X / II
Method : Discussion Information
Approach : Process Skill
Time : 2 x 45 minute
Competency Standard
3 . Application of optics instrument operation
Based Competence
3.1. Analyzing the optics instrument qualitatively and quantitatively
Indicators :
Calculate the magnification of loupe and microscope (C3)
Differ and compare the observation with maximum accommodation and without
accommodation (C4)
Analyze the image formation in loupe, and microscope (C4)
Character Values:
Hard work, Curiosity, Responsibility, Creative, Communicative
1. Goal of learning
Students are able to Calculate the magnification of loupe and microscope
Students are able to Differ and compare the observation with maximum
accommodation and without accommodation
Students are able to analyze the image formation in eyes, loupe, and microscope
2. Learning materials
1. loupe
Magnifying glass or more familiar known as loupe is a convex lens used to observe small
object to make them look bigger or clearer.
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SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
The angular magnification of a loupe depends of eye accommodation. For eye that is not
in accommodation.
M =
The magnification for the eye that is in a maximum accommodation:
M =
For eye which is in accommodation at distance of x, then s’ = -x, therefore the angular
magnification of loupe for this condition is M=
2. microscope
Microscope is an optics instrument used to observe the micro sized object which able to
result hundreds times of magnification. In microscope, the focal length of objective lens
(f ) is smaller than the focal length of ocular lens (f ) and the object which will be
observed is located at room two of objective lens (f < s < 2f ) and the final image
formed by microscope is virtual, magnified and inverted image.
M = M x M
3. Learning Scenario
No. Activity Time Method Resource Assessment
l. Opening
a. Apperception: remind the
lesson of lens, how many
various of type lenses?
b. Motivation : what used to see
thing very little?
10’
5’
Question and
Answer
Question and
Answer
-
-
Process, 90%
of student
correct answer
90 % of student
can define the
meaning of
quantity
2. Main Activity
a. Exploration:
b. Elaboration: Teacher asks the
students to discuss the
12’ Sociable
Discussion
Literature Observation,
90 % student
active in
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SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
properties of image formed by
loupe
Teacher informing the
technique to draw the image
formed by loupe
Teacher asks the solve the
loupe problems using
mathematical equation
Teacher asks the student to
discuss the properties of the
image formed by microscope
Teacher informing the
technique how to draw the
image formed by microscope
c. Confirmation: Teacher confirm
the result of the disscussion
12’
12’
12’
12’
Question and
Answer
Discussion
Question and
Answer
Discussion
Question and
Answer
Discussion
Question and
Answer
Discussion
Literature
Literature
Literature
Literature
discuss
Observation,
90 % student
active in
discuss 80 %
student can
solve the
problems
correctly
3. Closing
- Tea
cher asks the students to
conclude the materials that
have learned
- Teacher order the students
to solve problems about
loupe and microscope in LKS
or book (bilingual) page ...
until...
10’
5’
Discussion
Assignment
Inscription,
Physics
books
LKS,
Physics
books
90 % of student
can resume the
discussion result
and solve
the problems in
LKS or physics
books.
4.Learning Media White board Work sheets Physics books LCD Computer
12
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
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 %.
References
Purwoko dan Fendi, 2012, 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
Semarang, January 2012
Approved by,
The Headmaster of SMA 3 Physics Teacher
Semarang
Drs. Hari Waluyo, MM. Saroji
EN. 196402071988031016 EN. 197507212008011007
13
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
LESSON PLAN
Subject : Physics
Topic : Optics and Optics instrument
Sub Topic : optical instrument
Class/Semester : X / II
Method : answer-question, discuss, assignment
Approach : Process Skill
Time : 2 x 45 minute
Competency Standard
3 . Application of optics instrument operation
Based Competence
3.2 application of optics instrument in dairy life
Indicators :
Identification of application of variety of optics instrument in dairy life (C1)
To desain to perform simple telescope (C5)
Character Values:
Hard work, Curiosity, Responsibility, Creative
1. Goal of learning
Students are able to identification of application of variety of optics instrument in
dairy life
Students are able to desain to perform simple telescope
2 Learning materials
Telescope
a.refracting telescope
Refracting telescope are telescope which use light refraction principle and
several lenses.
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SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
- star telescope
Star telescope or astronomical telescope are usually used to observe the
celestial bodies. Star telescope used two convex lenses as the objective lens and
ocular lens (f > f ).
- earth telescope
an earth telescope consist of there convex lenses, those are objective lens ,
commutator lens, and ocular lens.
- stage telescope
stage telescope or Galilei’s telescope as consist of a convex lens as the objective
lens and a concave lens the ocular lens
b.reflecting telescope
Reflecting telescope is a telescope that make use of light reflection principle and
uses several mirrors an lenses. The following diagram of Newtonian Reflecting
telescope designed about 1668.
3. Learning Scenario
No. Activity Time Method Resource Assessment
l. Opening
a) Apperception: what used to
see thing far?
b) Motivation: How to know to
make a telescope?
10’
5’
Question and
Answer
Question and
Answer
-
-
Process, 90%
of student
correct answer
90 % of student
can define the
meaning of
quantity
2. Main Activity
Exploration: Teacher asks
the students to explain
about their knowledge of
telescope.
Elaboration: Teacher
informing the technique
15’
15’
Sociable
Discussion
Question and
Answer
Literature
Literature
Observation,
90 % student
active in
discuss
Observation,
90 % student
active in
15
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
how to draw the image
formed by telescope
Teacher asks the students
to solve the problem of
telescope using the
mathematical equation
Student are asked to discuss
to design and build sample
telescope, for example
using PVC pipe and positive
lenses in a group
Confirmation: Teacher
confirm the result of the
disscussion
15’
15’
Discussion
Question and
Answer
Discussion
Write report
Literature
Worksheet
discuss 80 %
student can
solve the
problems
correctly
3. Closing
Teacher asks the students
to conclude the materials
that have learned
Teacher order the
students to solve
problems about telescope
in LKS or book (bilingual)
page ... until...
10’
5’
Discussion
Assignment
Inscription,
Physics
books
LKS,
Physics
books
90 % of student
can resume the
discussion result
and solve
the problems in
LKS or physics
books.
4. Learning Media
White board
Work sheets
Physics books
LCD
Computer
5. Evaluation
16
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
Kind of evaluation:
Cognitive evaluation (oral / short answer)
Psikomotor evaluation
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 %.
References
Purwoko dan Fendi, 2012, 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
Semarang, January 2012
Approved by,
The Headmaster of SMA 3 Physics Teacher
Semarang
Drs. Hari Waluyo, MM. Saroji
EN. 196402071988031016 EN. 197507212008011007
17
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
LESSON PLAN
Subject : Physics
Topic : temperature and heat
Sub Topic : temperature and expansion of body
Class/Semester : X / II
Method : answer-question, discuss
Approach : Process Skill
Time : 2 x 45 minute
Competency Standard
4. Application of heat concept and the principle of energy conservation for variety of energy
changes
Based Competence
4.1 Analyzing the effect of heat on some materials
Indicators :
1.Analyzing the effect of heat to the temperature change of the object
2.Analyzing the effect of the temperatur changed of the temperature changed of the
object to the object size (heat expansion)
1. Goal of learning
Student are able to Analyzing the effect of heat to the temperature change of the
object
Student are able to Analyzing the effect of the temperatur changed of the
temperature changed of the object to the object size (heat expansion)
2. Learning material
Termometer and temperature measurement
Temperature can at define as size or coldness hot degree a thing or system.
Thermometer is an instrument used to measure the temperature of a body or system
18
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
quantitatively. There are four kinds of scale which usually used in the measurement of
temperature, those are Celsius, Fahrenheit, Reamur and Kelvin Scale.
Comparison the there thermometer scale
Body expansion
1) Solid expansion
Length expansion
∆l = α l ∆T
l = l ( 1 + α ∆T)
Area expansion
∆A = β A ∆T
A = A (1 + β ∆T)
Volume expansion
∆V= γ V ∆T
V = V (1 + γ ∆T)
2) Liquid expansion
Liquid only experience volume expansion, so that the expansion in liquid complies the
following equation.
V = V (1 + γ ∆T)
3) Gas expansion
Boyle’s law
P V = P V
Charles’s law or Gay Lussac’s law
Pressure’s law
19
tC : tR : (tF-32) = 5 : 4 : 9 tK = tC +273
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
3. Learning Scenario
No. Activity Time Method Resource Assessment
l. Opening
i. Motivation :
Student see demo from
simulation
Remind the student about the
definition of temperature and
various type of thermometer.
ii. Re-
condition : student are asked to
discuss the temperature
influence towards form change a
substance.
10’
5’
Question and
Answer
Question and
Answer
-
-
Process, 90%
of student
correct answer
90 % of student
can define the
meaning of
quantity
2. Main Activity
Teacher asks the
students to discuss the
properties of
thermometric object
Teacher asks the
students to solve the
problem of temperature
scales for various
thermometer types
Informing and
discussing the
expansion of solid
(length, area and
volume)
Informing the liquid
12’
12’
12’
12’
12’
Sociable
Discussion
Question and
Answer
Discussion
Question
and Answer
Discussion
Literature
Literature
Literature
Observation,
90 % student
active in
discuss
Observation,
90 % student
active in
discuss 80 %
student can
solve the
problems
correctly
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SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
expansion
Informing and
discussing the gas
expansion
3. Closing
1. Teacher asks the students
to conclude the materials
that have learned
2. Teacher order the
students to solve
problems about
temperature and
expansion of body
(bilingual) page ... until...
or LKS page…
10’
5’
Discussion
Assignment
Inscription,
Physics
books
LKS,
Physics
books
90 % of student
can resume the
discussion result
and solve
the problems in
LKS or physics
books.
4. Learning Media
White board
Physics books
LCD
Computer
Macro flash
5. Evaluation
1.Kind of evaluation:
Cognitive evaluation (oral / short answer)
Exercise (attachment)
2.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 %.
References
21
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
Purwoko dan Fendi, 2012, 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
Semarang, January 2010
Approved by,
The Headmaster of SMA 3 Physics Teacher
Semarang
Drs. Hari Waluyo, MM. Saroji
EN. 196402071988031016 EN. 197507212008011007
22
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
LESSON PLAN
Subject : Physics
Topic : temperature and heat
Sub Topic : expansion solid
Class/Semester : X / II
Method : experiment
Approach : Process Skill
Time : 2 x 45 minute
Competency Standard
4. application of heat concept and the principle of energy conservation for variety of energy
changes
Based Competence
4.1 Analyzing the effect of heat on some materials
Indicators:
1. Analyzing the effect of heat to the temperature change of the object
2. Analyzing the effect of the temperature changed of the temperature changed of the
object to the object size (heat expansion)
1. Goal of learning
Student are able to Analyzing the effect of the temperature changed of the
temperature changed of the object to the object size (heat expansion)
2. Learning material
Thermometer and temperature measurement
Body expansion
Solid expansion
Length expansion
∆l = α l ∆T
l = l ( 1 + α ∆T)
Area expansion
∆A = β A ∆T
23
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
A = A (1 + β ∆T)
Volume expansion
∆V= γ V ∆T
V = V (1 + γ ∆T)
3. Learning Scenario
No. Activity Time Method Resource Assessment
l. Opening
ii. Motivation :
student subdividing is 8 a
groups.
iii. Re-
condition : preparing the
experiment
10’
5’
Random
2. Main Activity
Teacher asks the
students to do the
experiment
Teacher asks the
students to make the
report of experiment
30’
30’
Sociable
Discussion
Question and
Answer
Discussion
worksheet
Observation,
90 % student
active in a
groups
Observation,
80 % student
can write the
report of
experiment
3. Closing
Teacher asks the students
to conclude the materials
that have learned
10’ Question and
Answer
90 % of student
can conclude the
experiment.
4.Learning Media
a) White board
24
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
b) Physics books
c) Worksheet
d) Heater ( triport heater) breaker glass, temperature, margarine, ice cube
5.Evaluation
Kind of evaluation:
Cognitive evaluation
Afektif evaluation
Psicomotorik evaluation
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 %.
References
Purwoko dan Fendi, 2012, 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, January 2010
Approved by,
The Headmaster of SMA 3 Physics Teacher
Semarang
Drs. Hari Waluyo, MM. Saroji
EN. 196402071988031016 EN. 197507212008011007
LESSON PLAN
25
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
Subject : Physics
Topic : temperature and heat
Sub Topic : heat
Class/Semester : X / II
Method : answer-question, discuss
Approach : Process Skill
Time : 2 x 45 minute
Competency Standard
4. Application of heat concept and the principle of energy conservation for variety of energy
changes
Based Competence
4.1 Analyzing the effect of heat on some materials
Indicators :
Analyzing the effect of heat to the phase changed of the object
1. Goal of learning
Student are able to Analyzing the effect of heat to the phase changed of the
object
2. Learning material
Heat is the energy transferred from one object to the other of the temperature
differences. According to Joseph Black, the temperature increase of an object can be used to
determine the heat conserved by the object. In this case the amount of heat required by an
object to change its temperature of 1° C or 1 K is called heat capacity. Therefore the relation
of heat, heat capacity, and change of temperature of an object can be expressed as follows:
C =
Q = C ∆T Q = m c ∆T
Specific heat and capacity heat
The relation of specific heat with heat capacity of an object can be expressed as follows
26
c = ; C = c m
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
Conservation energy law for heat
Q = Q
Change of phase and latent heat
In the relation with changes of phase of substances, there is a quantity called latent heat,
that is the amount of heat required to change 1 kg phase of substance at a constant
temperature. There are two kinds of latent heat, those are two kinds of latent heat, those
are melting laten heat and boiling latent heat. It is because freezing heat = melting heat.
In the melting heat and freezing heat valid the equation as follows
L =
Meanwhile, in boiling and condensation process, valid the equation as follows
L =
3. Learning Scenario
No. Activity Time Method Resource Assessment
l. Opening
1.Motivation : asks the student
about heat.
2.Re-condition : asks the student
about the effect of heat on some
materials.
10’
5’
Question and
Answer
Question and
Answer
Process, 90%
of student
correct answer
2. Main Activity
Teacher asks the students to
applying the heat equation.
Teacher asks the students to
analyze the effect of heat energy
30’ Sociable
Discussion
worksheet
Observation,
90 % student
active in
discuss
Observation,
27
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
on the temperature, the size of
an object and the state of the
object through problem solving
in classroom discussion
30’ Question and
Answer
Discussion
80 % student
can solve the
problems
correctly
3. Closing
Teacher asks the students
to conclude the materials
that have learned
Teacher order the students
to solve problems about
loupe and microscope in
LKS or book (bilingual)
page ... until...
10’
5’
Discussion
Assignment
Literatur
literatur
90 % of student
can conclude the
materials.
Direct evaluation
4. Learning Media
White board
Physics books
Worksheet
LCD
Computer
5. Evaluation
Kind of evaluation:
a. Cognitive evaluation
b. exercise
Follow up
1.Student is said success, if the achievement of it is 75 % or more.
2.Giving remedial program for student that the achievement < 75 %.
3.Giving enrichment program for student that the achievement > 75 %.
References
28
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
Purwoko dan Fendi, 2012, 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
Semarang, January 2010Approved by,
The Headmaster of SMA 3 Physics Teacher
Semarang
Drs. Hari Waluyo, MM. Saroji
EN. 196402071988031016 EN. 197507212008011007
LESSON PLAN
Subject : Physics
Topic : temperature and heat
29
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
Sub Topic : heat transfer
Class/Semester : X / II
Method : answer-question, discuss
Approach : Process Skill
Time : 2 x 45 minute
Competency Standard
4. application of heat concept and the principle of energy conservation for variety of energy
changes
Based Competence
4.2 Analyzing the heat transfer method
Indicators :
Analyzing the heat transfer vie askion method
Analyzing the heat transfer vie convection method
Analyzing the heat transfer vie radiation method
1. Goal of learning
Student are able to analyzing the heat transfer vie askion method
Student are able to Analyzing the heat transfer vie convection method
Student are able to Analyzing the heat transfer vie radiation method
2. Learning material
Askion
Convection
Radiation
3. Learning Scenario
No. Activity Time Method Resource Assessment
30
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
l. Opening
i. Motivation :
Ask the student about the
types of heat transfer
Student see demo from
simulation
ii. Re-
condition : student are asked
to discuss the purpose the
simulation
10’
5’
Question and
Answer
-
Macro flash
Process, 90%
of student
correct answer
2. Main Activity
Observing the heat transfer
via conduction and
convection
Discussing the different of
heat transfer trough askion,
convection, and radiation
and its application to
problem solving
Solving the mathematical
problems involving heat
transfer concept
20’
20’
20’
Sociable
Discussion
Question and
Answer
Discussion
Question
and Answer
Discussion
Literature
Literature
Literature
Observation,
90 % student
active in
discuss
Observation,
90 % student
active in
discuss 80 %
student can
solve the
problems
correctly
3. Closing
Teacher asks the students
to conclude the materials
that have learned
Teacher order the
students to solve
10’
5’
Discussion
Assignment
Inscription,
Physics
books
LKS,
Physics
90 % of student
can resume the
discussion result
and solve
the problems in
LKS or physics
31
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
problems about heat
transfer concept
(bilingual) page ... until...
or LKS page…
books books.
4.Learning Media
White board
Physics books
LCD
Computer
Macro flash
5.Evaluation
Kind 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 %.
References
Purwoko dan Fendi, 2012, 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.htmlhttp://www.curriki.org/xwiki/bin/view/Main/WebHomehttp://dev.physicslab.org/Compilations/Physlets.aspx
32
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
http://www.practicalphysics.org/go/Experiment_731.html
Semarang, January 2010
Approved by,
The Headmaster of SMA 3 Physics Teacher
Semarang
Drs. Hari Waluyo, MM. Saroji
EN. 196402071988031016 EN. 197507212008011007
LESSON PLAN
Subject : Physics
Topic : temperature and heat
Sub Topic : Black’s principle
Class/Semester : X / II
Method : experiment, discuss
33
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
Approach : Process Skill
Time : 2 x 45 minute
Competency Standard
4. Application of heat concept and the principle of energy conservation for variety of energy
changes
Based Competence
4.3 Application Black’s principle trough problem solving
Indicators :
Describe the different of that is absorbed and given up
Application on black principle in interchange phenomena
1 . Goal of learning
1. Student are able to describe the different of that is absorbed and given up
2. Student are able to application on black principle in interchange phenomena
2. Learning material
Application of Black’s principle and conservation energy law for heat.
Q = m c ∆T
Q = Q
3. Learning Scenario
No. Activity Time Method Resource Assessment
l. Opening
i. Motivation : remind the
student about the heat energy
that is consumed to change
the temperatur and the state
matter.
ii. Re-condition : student are
asked about Black’s Principle.
10’
5’
Question and
Answer
-
Macro flash
Process, 90%
of student
correct answer
2. Main Activity
Analyzing the principle of
heat interchange, Black and
20’ Sociable
Discussion
Literature Observation,
90 % student
34
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
specific heat of matter
trough classroom discussion
Solving the problem
involving the heat energy
interchange concept
Asking experiment to
determine the specific heat
of metal using calorimeter
in a group
20’ Question and
Answer
Discussion
Discussion
and
experiment
Literature
Worksheet
active in
discuss
Observation,
90 % student
active in
discuss 80 %
student can
solve the
problems
correctly
3. Closing
Student write the
experiment report
Teacher order the
students to solve
problems (bilingual)
page ... until... or LKS
page…
10’
5’
Discussion
Assignment
Inscription,
Physics
books
LKS,
Physics
books
90 % of student
can resume the
discussion result
and solve
the problems in
LKS or physics
books.
4.Learning Media
White board
Physics books
LCD
Computer
Heater, calorimeter, metal cube, termometer
worksheet
5.Evaluation
Kind of evaluation:
Cognitive, affective and psychomotor evaluation (oral / short answer, and
35
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
observation)
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 %.
References
Purwoko dan Fendi, 2012, 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
Semarang, January 2010
Approved by,
The Headmaster of SMA 3 Physics Teacher
Semarang
Drs. Hari Waluyo, MM. Saroji
EN. 196402071988031016 EN. 197507212008011007
LESSON PLAN
Subject : Physics
Topic : Electric current, resistance, and voltage
Sub topic : Ohm’s law
Class/Semester : X/2
Method : Discussion information
Time : 2 x 45 minute
Competency Standard:
36
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
5. To apply the concepts of electrical matters in problem solving and technology products
Basic Competence:
5.1. To formulate the quantity of a simple electric loop
Indicators:
1. To explain direct electric current resource2. To formulate law Ohm3. To formulate Kirchhoff law
(1) Goal of learning : Student are able to formulate electric current , resistance, and voltage in electric
circuit Student are able to explain and formulate Ohm’s law
(2) Learning Materials Ohm law
: In the electric circuit, electric resistance is directly proportional with electric voltage, but return proportional with electric current.
(3) Learning Scenario
No. Activity Time Method Resource Assessment 1. Opening
Motivation : Remind the concept about of electric
Re-condition: see the lamp, why its can flam if we pressure fuse?
5’
5’
Question and Answer
Question and Answer
Inscription, physic book
-
Process, 90% of student correct answers90% of student already to participate in physic lesson
2. Main Activity Teacher gives lecture
and Question and Answer to explain electric current , resistance, and voltage in electric circuit
Teacher gives lecture to explain Ohm’s law
25’
15’
20’
Lecture, Question and Answer
Lecture
LCD, Literature
LCD, literature
90% of students can get teacher’s information
-
37
R = V/I
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
Students do class discussion to solve the problems about Ohm’s law
Discussion Physic book, LKS
90% of students can solve the problems correctly
3. Closinga) Teacher asks the
students to resume the result of materials discussion
b) Teacher give the students individual assignment
c) Teacher order the students to solve problems in LKS or book page… until…
10’
5’
5’
Question and Answer
Assignment
Assignment
Inscription, physic book
LKS, physic book
LKS, physic book
90% of students can resume the discussion result
90% of students can solve individual assignment
(4) Learning Media LCD and computer Physic books LKS White board
(5) Evaluationa) Kind of evaluation
Essays Exercise (attachment)
b) Follow up Student is said success, if achievement of it is 75 % or more Giving remedial program for students that achievement < 75 % Giving enrichment program for student that the achievement > 75 %
References
Purwoko dan Fendi, 2012, 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
38
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
http://dev.physicslab.org/Compilations/Physlets.aspxhttp://www.practicalphysics.org/go/Experiment_731.html
Semarang, January 2010Approved by,The Headmaster of SMA 3 Physic Teacher Semarang
Drs. Hari Waluyo, MM. SarojiEN. 196402071988031016 EN. 197507212008011007
39
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
LESSON PLAN
Subject : Physics
Topic : Ohm’s law
Sub topic : Practicum of Ohm’s law
Class/Semester : X/2
Method : Experiment , Discussion
Time : 2 x 45 minute
Standard of competence :
5. To apply the concepts of electrical matters in problem solving and technology
products
Basic Competence :
5.1. To formulate the quantity of a simple electric loop
5.3. To use electric measurement
Indicators :
1. To formulate Ohm’s law with experiment2. Using volt meter, ammeter, multi meter in electric circuit
(1) Goal of learning : Students are able to formulate Ohm’s law with experiment Students are able to use volt meter, ammeter, multi meter in electric circuit
(2) Learning Materials Measurement of Current (must in series circuit) Measurement of Volt meter (must in parallel circuit) Measurement of Multi meter
(3) Learning Scenario
No. Activity Time Method Resource Assessment 1. Opening
Motivation : asks the student about Ohm’s law
Re-condition: if you know about Ohm’s law, com on to experiment
10’
5’
Question and Answer
Question and Answer
Inscription, physic book
-
Process, 90% of student correct answers90% of student already to
40
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
it. participate in physic lesson
2. Main Activity Teacher divide
the student became some group
Students do practicum Ohm’s law with volt meter, ammeter, and multi meter in the group
Students discussion with result of practicum
10’
45’
25’
Lecture, Question and Answer
experiment
Discussion
LCD, Literature
Work sheet
Physic book, LKS
90% of students can get teacher’s information
-
90% of students can solve the problems correctly
3. Closinga) Teacher
command the students to make report result of their practicum
b) Teacher give the students individual assignment
c) Teacher order the students to solve problems in LKS or book page… until…
10’
5’
5’
-
Assignment
Assignment
Work sheet
LKS, physic book
LKS, physic book
90% of students can resume the discussion result
90% of students can solve individual assignment
(4) Learning Media Volt meter Ammeter Multi meter Physic books LKS Resistor Wire Work sheet Power supply
41
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
(5) Evaluationa) Kind of evaluation
Essays Exercise (attachment)
b) Follow up Student is said success, if achievement of it is 75 % or more Giving remedial program for students that achievement < 75 % Giving enrichment program for student that the achievement > 75 %
References
Purwoko dan Fendi, 2012, 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
Semarang, January 2010Approved by,The Headmaster of SMA 3 Physic Teacher Semarang
Drs. Hari Waluyo, MM. SarojiEN. 196402071988031016 EN. 197507212008011007
42
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
LESSON PLAN
Subject : Physics
Topic : Kirchhoff’s law
Sub topic : Kirchhoff’s law
Class/Semester : X/2
Method : Discussion, Question and Answer
Time : 2 x 45 minute
Standard of competence :
5. To apply the concepts of electrical matters in problem solving and technology
products
Basic Competence :
5.1. To formulate the quantity of a simple electric circuit
Indicators :
1. To formulate Ohm’s law with experiment2. Using volt meter, ammeter, multi meter in electric circuit
(1) Goal of learning : Students are able to formulate Ohm’s law with experiment Students are able to use volt meter, ammeter, multi meter in electric circuit
(2) Learning Materials Kirchhoff’s law
a. Kirchhoff’s I law: Kirchhoff’s I law is the sum of electric current entering a node point is equal to sum electric current living that not point
b. Kirchhoff’s II law: In the closed electric circuit, the algebraic sum of electromotive force with dropping potential is equal zero
(3) Learning Scenario
No. Activity Time Method Resource Assessment 1. Opening
Motivation : asks the student about Ohm’s law
10’ Question and Answer
Inscription, physic book
Process, 90% of student correct
44
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
Re-condition: remember, what is the characteristic electric current, resistance and voltage
5’Question and Answer
-answers90% of student already to participate in physic lesson
2. Main Activity Teacher gives
lecture to explain Kirchhoff’s law
Teacher order students to formulate and analyze Kirchhoff’s law
Students do some problems about Kirchhoff’s I law
Teacher lecture to explain the Kirchhoff’s II law
Students formulate about the Kirchhoff’s II law
15’
20’
15’
15’
20’
Sociable discussion
assignment
assignment
lecture
assignment
Physic book,
Physic book, LKS
Physic book, LKS
LCD, physic book
LKS, physic book
-
-
80% of students can solve the problems correctly
-
80% students can solve the problem correctly
3. Closinga) Teacher asks the
students to resume the result of materials discussion
b) Teacher give the students individual assignment
c) Teacher order the students to solve problems in LKS or book page… until…
10’
5’
5’
Question and Answer
Assignment
Assignment
Inscription, physic book
LKS, physic book
LKS, physic book
90% of students can resume the discussion result
90% of students can solve individual assignment
(4) Learning Media LCD Physic books
45
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
LKS White board
(5) Evaluationa) Kind of evaluation
Essays Exercise (attachment)
b) Follow up Student is said success, if achievement of it is 75 % or more Giving remedial program for students that achievement < 75 % Giving enrichment program for student that the achievement > 75 %
References
Purwoko dan Fendi, 2012, 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
Semarang, January 2010Approved by,The Headmaster of SMA 3 Physic Teacher Semarang
Drs. Hari Waluyo, MM. SarojiEN. 196402071988031016 EN. 197507212008011007
46
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
LESSON PLAN
Subject : Physics
Topic : Electromotive force and Camp ling Potential in
Sub topic : Electric circuit
Class/Semester : X/2
Method : Question and Answer, discussion
Time : 2 x 45 minute
Standard of competence :
6. To apply the concepts of electrical matters in problem solving and technology
products
Basic Competence :
6.1. To formulate the quantity of a simple electric circuit
Indicators :
1. Formulating electric force in electric circuit 2. Formulating Camp ling potential in electric circuit
(1) Goal of learning : Students are able to formulating electric force in electric circuit Students are able to camp ling potential in electric circuit
(2) Learning Materials Electromotive Force
: The energy used to transfer the positive change from low potential point per energy unit of change transferred
Camp ling potentialIn the picture VAB is not equal to the electromotive force
(3) Learning Scenario
No. Activity Time Method Resource Assessment 1. Opening
Motivation : Mention electric current resources
10’ Question and Answer
Inscription, physic book
Process, 90% of student correct
47
VAB = ε – Ir = IR
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
Re-condition: how it can flame the electric, how does happen?
5’Question and Answer
-answers90% of student already to participate in physic lesson
2. Main Activity Teacher gives
lecture to explain electromotive force
Students formulate the same problem about electromotive force
Teacher lecture to explain the Camp ling potential
Students formulate about the camp ling potential
15’
20’
15’
20’
Lecture
assignment
discussion sociable
assignment
Physic book, LKS, LCD
Physic book, LKS
Physic book, LKS
Physic book, LKS
-
80% of students can solve the problems correctly
-
80% students can solve the problem correctly
3. Closinga) Teacher asks the
students to resume the result of materials discussion
b) Teacher give the students individual assignment
c) Teacher order the students to solve problems in LKS or book page… until…
10’
5’
5’
Question and Answer
Assignment
Assignment
Inscription, physic book
LKS, physic book
LKS, physic book
90% of students can resume the discussion result
90% of students can solve individual assignment
(4) Learning Media LCD Physic books LKS White board
48
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
(5) Evaluationa) Kind of evaluation
Essays Exercise (attachment)
b) Follow up Student is said success, if achievement of it is 75 % or more Giving remedial program for students that achievement < 75 % Giving enrichment program for student that the achievement > 75 %
6. References
Purwoko dan Fendi, 2012, 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
Semarang, January 2010Approved by,The Headmaster of SMA 3 Physic Teacher Semarang
Drs. Hari Waluyo, MM. SarojiEN. 196402071988031016 EN. 197507212008011007
49
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
LESSON PLAN
Subject : Physics
Topic : Electromagnetic Waves Spectrum
Sub topic : Kinds of Electromagnetic Waves Spectrum
Class/Semester : X/2
Method : Discussion
Time : 2 x 45 minute
Standard of competence :
7. To understand the concept and principle of electromagnetic wave
Basic Competence :
6.1. To describe electromagnetic waves spectrum
Indicators :
1. Identifying characteristic of electromagnetic waves spectrum2. Arranging electromagnetic wave raw have a basis on wave frequency or long
(1) Goal of learning : Students are able to formulating electric force in electric circuit Students are able to camp ling potential in electric circuit
(2) Learning Materials Electromagnetic Waves
: The wave can be transmitted without used medium Kinds of Electromagnetic Waves
1. Radio waves2. Television Waves3. Microwave 4. Infra Red Rays5. Visible light 6. Ultra violet7. X – rays 8. Gamma - Rays
(3) Learning Scenario
No. Activity Time Method Resource Assessment 1. Opening
Motivation : Ask 10’ Question and Inscription, Process, 90%
50
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
the student about electromagnetic waves
Re-condition: Have you radio, why can you listen it?
5’
Answer
Question and Answer
physic book
-
of student correct answers90% of student already to participate in physic lesson
2. Main Activity Teacher gives
lecture to explain electromagnetic waves in class discussion
Teacher arranges students became some group
Students identify characteristic of electromagnetic spectrum and arrange is have basis on wave’s frequency or long in group discussion
10’
5’
20’
Lecture
-
discussion
LCD, Physic book
-
Physic book
-
-
90% of students active in discuss
3. Closinga) Teacher asks the
students to resume the result of materials discussion
b) Teacher give the students individual assignment
c) Teacher order the students to solve problems in LKS or book page… until…
10’
5’
5’
Question and Answer
Assignment
Assignment
Inscription, physic book
LKS, physic book
LKS, physic book
90% of students can resume the discussion result
90% of students can solve individual assignment
(4) Learning Media LCD Physic books LKS White board
(5) Evaluationa) Kind of evaluation
51
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
Essays Exercise (attachment)
b) Follow up Student is said success, if achievement of it is 75 % or more Giving remedial program for students that achievement < 75 % Giving enrichment program for student that the achievement > 75 %
References
Purwoko dan Fendi, 2012, 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
Semarang, January 2010Approved by,The Headmaster of SMA 3 Physic Teacher Semarang
Drs. Hari Waluyo, MM. SarojiEN. 196402071988031016 EN. 197507212008011007
52
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
LESSON PLANSubject : Physics
Topic : Electromagnetic Waves Spectrum
Sub topic : Light Diffraction, light interferences, light
polarization
Class/Semester : X/2
Method : Discussion, Demonstration
Time : 2 x 45 minute
Standard of competence :
6. To understand the concept and principle of electromagnetic wave
Basic Competence :
6.1. To describe electromagnetic waves spectrum
Indicators :
1. To describe of light diffraction, light interferences, and light polarization2. To formulate of light diffraction, light interferences, and light polarization
(1) Goal of learning : Students are able to describe of light diffraction, light interferences, and light
polarization Students are able to formulate of light diffraction, light interferences, and light
polarization
(2) Learning Materials Diffraction
: The phenomenon of light emission passing through the slits
To dark line, use formulate
Polarization : The process of transforming un polarized light into polarized light
Interference : A phenomenon that occurring when two waves meet while travelling in the same medium
53
d sin θ = m.λ
I2 = I1 cos2 θ = ½ I0 cos2 θ
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
(3) Learning Scenario
No. Activity Time Method Resource Assessment 1. Opening
Motivation : Ask the student about characteristic of wave
Re-condition: If you know we will study about it
10’
5’
Question and Answer
Question and Answer
Inscription, physic book
-
Process, 90% of student correct answers90% of student already to participate in physic lesson
2. Main Activity Teacher gives
lecture to explain light diffraction, light interferences, and light polarization in class discussion
Teacher gives demonstration about light diffraction, light interferences, and light polarization
Students formulate the same problem in LKS
20’
25’
15’
Sociable discussion
demonstration
Assignment
LCD, Physic book
Experiment tools
LKS
-
90% of students can describe it
80% students can solve the problems
3. Closinga) Teacher asks the
students to resume the result of materials discussion
b) Teacher give the students individual assignment
c) Teacher order the students to solve problems in
10’
5’
5’
Question and Answer
Assignment
Assignment
Inscription, physic book
LKS, physic book
LKS, physic book
90% of students can resume the discussion result
90% of students can solve individual assignment
54
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
LKS or book page… until…
(4) Learning Media LCD Physic books LKS White board Experiment tools
(5) Evaluationa) Kind of evaluation
Essays Exercise (attachment)
b) Follow up Student is said success, if achievement of it is 75 % or more Giving remedial program for students that achievement < 75 % Giving enrichment program for student that the achievement > 75 %
References
Purwoko dan Fendi, 2012, 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
Semarang, January 2010Approved by,The Headmaster of SMA 3 Physic Teacher Semarang
55
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
Drs. Hari Waluyo, MM. SarojiEN. 196402071988031016 EN. 197507212008011007
LESSON PLAN
Subject : Physics
Topic : Electromagnetic Waves Spectrum
Sub topic : Doppler’s Effect
Class/Semester : X/2
Method : Discussion
Time : 2 x 45 minute
Standard of competence :
6. To understand the concept and principle of electromagnetic wave
Basic Competence :
6.1. To describe electromagnetic waves spectrum
Indicators :
1. Formulating Doppler’s Effect2. Analyzing Doppler’s Effect
(1) Goal of learning : Students are able to formulate Doppler’s Effect Students are able to analyze Doppler’s Effect
(2) Learning Materials When electromagnetic waves resources, and subject motion in the same rectilinear
line through vacuum media so to vrel << c the formulate is
(3) Learning Scenario
No. Activity Time Method Resource Assessment 1. Opening
Motivation : Ask the student about Doppler’s Effect
Re-condition: If you know we will
10’
5’
Question and Answer
Question and
Inscription, physic book
-
Process, 90% of student correct answers90% of student
56
fp = fs (1± Vrel/c)
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
study about it Answer already to participate in physic lesson
2. Main Activity Teacher gives
lecture to explain Doppler’s Effect
Teacher gives demonstration about Doppler’s Effect
Students formulate the same problem in LKS
20’
25’
15’
Sociable discussion
demonstration
Assignment
LCD
LCD (flash)
LKS
-
90% of students can describe it
80% students can solve the problems
3. Closinga) Teacher asks the
students to resume the result of materials discussion
b) Teacher give the students individual assignment
c) Teacher order the students to solve problems in LKS or book page… until…
10’
5’
5’
Question and Answer
Assignment
Assignment
Inscription, physic book
LKS, physic book
LKS, physic book
90% of students can resume the discussion result
90% of students can solve individual assignment
(4) Learning Media LCD Physic books LKS White board Experiment tools
(5) Evaluationa) Kind of evaluation
Essays Exercise (attachment)
b) Follow up Student is said success, if achievement of it is 75 % or more Giving remedial program for students that achievement < 75 %
57
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
Giving enrichment program for student that the achievement > 75 %
References
Purwoko dan Fendi, 2012, 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
Semarang, January 2010Approved by,The Headmaster of SMA 3 Physic Teacher Semarang
Drs. Hari Waluyo, MM. SarojiEN. 196402071988031016 EN. 197507212008011007
58
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
LESSON PLAN
Subject : Physics
Topic : Electromagnetic Waves in Daily Life
Sub topic : Application of Electromagnetic Wave in Daily life
Class/Semester : X/2
Method : Discussion Information
Time : 3 x 45 minute
Standard of competence :
6. To understand the concept and principle of electromagnetic wave
Basic Competence :
6.2. To explain application of Electromagnetic Wave in Daily life
Indicators :
1. Identifying the using of Electromagnetic Wave in communication, health and industrial
2. To describe advantages and disadvantages some electromagnetic waves spectrum 3. To explain different the using of wave frequency or long distance in daily
(1) Goal of learning : Students are able to Identifying the using of Electromagnetic Wave in
communication, health and industrial Students are able to describe advantages and disadvantages some electromagnetic
waves spectrum Students are able to explain different the using of wave frequency or long distance in
daily
(2) Learning Materials Electromagnetic Waves in daily life Advantages and disadvantages of electromagnetic wave Different the using of wave frequency or long distance in daily life
(3) Learning Scenario
No. Activity Time Method Resource Assessment 1. Opening
Motivation : Ask the student about
10’ Question and Answer
Inscription, physic book
Process, 90% of student
60
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
electromagnetic waves
Re-condition: Have you radio, why can you listen it?
5’Question and Answer
-
correct answers90% of student already to participate in physic lesson
2. Main Activity Teacher arrange
students became some group
Students doing class discussion about the using of electromagnetic wave in daily life white group discussion
Students describe the using of electromagnetic wave in daily life with group presentation
Teacher gives lecture to explain different the using of wave frequency or long distance in daily life
5’
25’
25’
10’
Sociable discussion
discussion
Discussion
Sociable discussion
-
Physic book, internet, LKS
LCD
Physic book, LCD
-
90% of students active in discuss
90% of students active in discussion
80% of students can describe it
3. Closinga) Teacher asks the
students to resume the result of materials discussion
b) Teacher give the students individual assignment
c) Teacher order the students to solve problems in LKS or book page… until…
10’
5’
5’
Question and Answer
Assignment
Assignment
Inscription, physic book
LKS, physic book
LKS, physic book
90% of students can resume the discussion result
90% of students can solve individual assignment
(4) Learning Media LCD Physic books LKS
61
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
White board Internet
(5) Evaluationa) Kind of evaluation
Essays Exercise (attachment)
b) Follow up Student is said success, if achievement of it is 75 % or more Giving remedial program for students that achievement < 75 % Giving enrichment program for student that the achievement > 75 %
References
Purwoko dan Fendi, 2012, 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
Semarang, January 2010Approved by,The Headmaster of SMA 3 Physic Teacher Semarang
Drs. Hari Waluyo, MM. SarojiEN. 196402071988031016 EN. 197507212008011007
62
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
LESSON PLAN
Subject : Physics
Topic : Electric current, resistance, and voltage
Sub topic : Ohm’s law
Class/Semester : X/2
Method : Discussion information
Time : 2 x 45 minute
Standard of competence :
6. To apply the concepts of electrical matters in problem solving and technology
products
Basic Competence :
5.2. To formulate the quantity of a simple electric loop
Indicators :
4. To explain direct electric current resource5. To formulate law Ohm6. To formulate Kirchhoff law
(6) Goal of learning : Student are able to formulate electric current , resistance, and voltage in
electric circuit Student are able to explain and formulate Ohm’s law
(7) Learning Materials Ohm law
: In the electric circuit, electric resistance is directly proportional with electric voltage, but return proportional with electric current.
(8) Learning Scenario
No. Activity Time Method Resource Assessment 1. Opening
Motivation : 5’ Interview Inscription, Process,
63
R = V/I
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
Remind the concept about of electric
Re-condition: see the lamp, why its can flam if we pressure fuse?
5’ Interview
physic book
-
90% of student correct answers90% of student already to participate in physic lesson
2. Main Activity Teacher gives
lecture and interview to explain electric current , resistance, and voltage in electric circuit
Teacher gives lecture to explain Ohm’s law
Students do class discussion to solve the problems about Ohm’s law
25’
15’
20’
Lecture, interview
Lecture
Discussion
LCD, Literature
LCD, literature
Physic book, LKS
90% of students can get teacher’s information
-
90% of students can solve the problems correctly
3. Closingd) Teacher conduct the
students to resume the result of materials discussion
e) Teacher give the students individual assignment
f) Teacher order the students to solve problems in LKS or book page… until…
10’
5’
5’
Interview
Assignment
Assignment
Inscription, physic book
LKS, physic book
LKS, physic book
90% of students can resume the discussion result
90% of students can solve individual assignment
(9) Learning Media LCD and computer Physic books LKS White board
64
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
(10) Evaluationc) Kind of evaluation
Essays Exercise (attachment)
d) Follow up Student is said success, if achievement of it is 75 % or more Giving remedial program for students that achievement < 75 % Giving enrichment program for student that the achievement > 75 %
ReferencesSunardi, dkk. 2008. Fisika Bilingual Untuk SMA/MA Kelas X. Bandung : CV. Yrama WidyaSopingi. 2008. Kresna Fisika Kelas X. Klaten : Sinar MandiriTranggono, dkk. 2003. Sains Fisika SMU kelas I. Jakarta : Bumi Aksara
Semarang, February 2012Approved by,The Headmaster of SMA 3 Physic Teacher Semarang
Drs. Hari Waluyo, MM. Saroji, S. Pd.EN.196402071988031016 EN. 197507212008011007
65
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
LESSON PLAN
Subject : Physics
Topic : Ohm’s law
Sub topic : Practicum of Ohm’s law
Class/Semester : X/2
Method : Experiment , Discussion
Time : 2 x 45 minute
Standard of competence :
8. To apply the concepts of electrical matters in problem solving and technology
products
Basic Competence :
5.2. To formulate the quantity of a simple electric loop
5.4. To use electric measurement
Indicators :
3. To formulate Ohm’s law with experiment4. Using volt meter, ammeter, multi meter in electric circuit
(6) Goal of learning : Students are able to formulate Ohm’s law with experiment Students are able to use volt meter, ammeter, multi meter in electric circuit
(7) Learning Materials Measurement of Current (must in series circuit) Measurement of Volt meter (must in parallel circuit) Measurement of Multi meter
(8) Learning Scenario
No. Activity Time Method Resource Assessment 1. Opening
Motivation : ask the student about Ohm’s law
10’
5’
Interview
Interview
Inscription, physic book
-
Process, 90% of student correct
67
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
Re-condition: if you know about Ohm’s law, com on to experiment it.
answers90% of student already to participate in physic lesson
2. Main Activity Teacher divide
the student became some group
Students do practicum Ohm’s law with volt meter, ammeter, and multi meter in the group
Students discussion with result of practicum
10’
45’
25’
Lecture, interview
experiment
Discussion
LCD, Literature
Work sheet
Physic book, LKS
90% of students can get teacher’s information
-
90% of students can solve the problems correctly
3. Closingd) Teacher
command the students to make report result of their practicum
e) Teacher give the students individual assignment
f) Teacher order the students to solve problems in LKS or book page… until…
10’
5’
5’
-
Assignment
Assignment
Work sheet
LKS, physic book
LKS, physic book
90% of students can resume the discussion result
90% of students can solve individual assignment
(9) Learning Media Volt meter Ammeter Multi meter Physic books LKS
68
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
Resistor Wire Work sheet Power supply
(10) Evaluationc) Kind of evaluation
Essays Exercise (attachment)
d) Follow up Student is said success, if achievement of it is 75 % or more Giving remedial program for students that achievement < 75 % Giving enrichment program for student that the achievement > 75 %
ReferencesSunardi, dkk. 2008. Fisika Bilingual Untuk SMA/MA Kelas X. Bandung : CV. Yrama WidyaSopingi. 2008. Kresna Fisika Kelas X. Klaten : Sinar MandiriTranggono, dkk. 2003. Sains Fisika SMU kelas I. Jakarta : Bumi Aksara
Semarang, February 2012Approved by,The Headmaster of SMA 3 Physic Teacher Semarang
Drs. Hari Waluyo, MM. Saroji, S. Pd.EN.196402071988031016 EN. 197507212008011007
69
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
LESSON PLAN
Subject : Physics
Topic : Kirchhoff’s law
Sub topic : Kirchhoff’s law
Class/Semester : X/2
Method : Discussion, interview
Time : 2 x 45 minute
Standard of competence :
7. To apply the concepts of electrical matters in problem solving and technology
products
Basic Competence :
5.2. To formulate the quantity of a simple electric circuit
Indicators :
3. To formulate Ohm’s law with experiment4. Using volt meter, ammeter, multi meter in electric circuit
(6) Goal of learning : Students are able to formulate Ohm’s law with experiment Students are able to use volt meter, ammeter, multi meter in electric circuit
(7) Learning Materials Kirchhoff’s law
c. Kirchhoff’s I law: Kirchhoff’s I law is the sum of electric current entering a node point is equal to sum electric current living that not point
d. Kirchhoff’s II law: In the closed electric circuit, the algebraic sum of electromotive force with dropping potential is equal zero
(8) Learning Scenario
No. Activity Time Method Resource Assessment 1. Opening
Motivation : ask the student about
10’ Interview Inscription, physic book
Process, 90% of student
70
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
Ohm’s law
Re-condition: remember, what is the characteristic electric current, resistance and voltage
5’ Interview -
correct answers90% of student already to participate in physic lesson
2. Main Activity Teacher gives
lecture to explain Kirchhoff’s law
Teacher order students to formulate and analyze Kirchhoff’s law
Students do some problems about Kirchhoff’s I law
Teacher lecture to explain the Kirchhoff’s II law
Students formulate about the Kirchhoff’s II law
15’
20’
15’
15’
20’
Sociable discussion
assignment
assignment
lecture
assignment
Physic book,
Physic book, LKS
Physic book, LKS
LCD, physic book
LKS, physic book
-
-
80% of students can solve the problems correctly
-
80% students can solve the problem correctly
3. Closingd) Teacher conduct
the students to resume the result of materials discussion
e) Teacher give the students individual assignment
f) Teacher order the students to solve problems
10’
5’
5’
Interview
Assignment
Assignment
Inscription, physic book
LKS, physic book
LKS, physic book
90% of students can resume the discussion result
90% of students can solve individual assignment
71
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
in LKS or book page… until…
(9) Learning Media LCD Physic books LKS White board
(10) Evaluationc) Kind of evaluation
Essays Exercise (attachment)
d) Follow up Student is said success, if achievement of it is 75 % or more Giving remedial program for students that achievement < 75 % Giving enrichment program for student that the achievement > 75 %
ReferencesSunardi, dkk. 2008. Fisika Bilingual Untuk SMA/MA Kelas X. Bandung : CV. Yrama WidyaSopingi. 2008. Kresna Fisika Kelas X. Klaten : Sinar MandiriTranggono, dkk. 2003. Sains Fisika SMU kelas I. Jakarta : Bumi Aksara
Semarang, February 2012Approved by,The Headmaster of SMA 3 Physic Teacher Semarang
Drs. Hari Waluyo, MM. Saroji, S. Pd.EN.196402071988031016 EN. 197507212008011007
72
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
LESSON PLAN
Subject : Physics
Topic : Electromotive force and Clamping
Potential
Sub topic : Electric circuit
Class/Semester : X/2
Method : interview, discussion
Time : 2 x 45 minute
Standard of competence :
8. To apply the concepts of electrical matters in problem solving and technology
products
Basic Competence :
6.2. To formulate the quantity of a simple electric circuit
Indicators :
3. Formulating electric force in electric circuit 4. Formulating Camp ling potential in electric circuit
(6) Goal of learning : Students are able to formulating electric force in electric circuit Students are able to camp ling potential in electric circuit
(7) Learning Materials Electromotive Force
: The energy used to transfer the positive change from low potential point per energy unit of change transferred
Camp ling potentialIn the picture VAB is not equal to the electromotive force
(8) Learning Scenario
74
VAB = ε – Ir = IR
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
No. Activity Time Method Resource Assessment 1. Opening
Motivation : Mention electric current resources
Re-condition: how it can flame the electric, how does happen?
10’
5’
Interview
Interview
Inscription, physic book
-
Process, 90% of student correct answers90% of student already to participate in physic lesson
2. Main Activity Teacher gives
lecture to explain electromotive force
Students formulate the same problem about electromotive force
Teacher lecture to explain the Camp ling potential
Students formulate about the camp ling potential
15’
20’
15’
20’
Lecture
assignment
discussion sociable
assignment
Physic book, LKS, LCD
Physic book, LKS
Physic book, LKS
Physic book, LKS
-
80% of students can solve the problems correctly
-
80% students can solve the problem correctly
3. Closingd) Teacher conduct
the students to resume the result of materials discussion
e) Teacher give the students individual assignment
f) Teacher order the students to
10’
5’
5’
Interview
Assignment
Assignment
Inscription, physic book
LKS, physic book
LKS, physic book
90% of students can resume the discussion result
90% of students can solve individual assignment
75
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
solve problems in LKS or book page… until…
(9) Learning Media LCD Physic books LKS White board
(10) Evaluationc) Kind of evaluation
Essays Exercise (attachment)
d) Follow up Student is said success, if achievement of it is 75 % or more Giving remedial program for students that achievement < 75 % Giving enrichment program for student that the achievement > 75 %
(11) ReferencesSunardi, dkk. 2008. Fisika Bilingual Untuk SMA/MA Kelas X. Bandung : CV. Yrama WidyaSopingi. 2008. Kresna Fisika Kelas X. Klaten : Sinar MandiriTranggono, dkk. 2003. Sains Fisika SMU kelas I. Jakarta : Bumi Aksara
Semarang, February 2012Approved by,The Headmaster of SMA 3 Physic Teacher Semarang
Drs. Hari Waluyo, MM. Saroji, S. Pd.EN.196402071988031016 EN. 197507212008011007
76
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
LESSON PLAN
Subject : Physics
Topic : Electromagnetic Waves Spectrum
Sub topic : Kinds of Electromagnetic Waves Spectrum
Class/Semester : X/2
Method : Discussion
Time : 2 x 45 minute
Standard of competence :
9. To understand the concept and principle of electromagnetic wave
Basic Competence :
6.3. To describe electromagnetic waves spectrum
Indicators :
3. Identifying characteristic of electromagnetic waves spectrum4. Arranging electromagnetic wave raw have a basis on wave frequency or long
(6) Goal of learning : Students are able to formulating electric force in electric circuit Students are able to camp ling potential in electric circuit
(7) Learning Materials Electromagnetic Waves
: The wave can be transmitted without used medium Kinds of Electromagnetic Waves
9. Radio waves10. Television Waves11. Microwave 12. Infra Red Rays13. Visible light 14. Ultra violet15. X – rays 16. Gamma - Rays
(8) Learning Scenario
No. Activity Time Method Resource Assessment 1. Opening
77
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
Motivation : Ask the student about electromagnetic waves
Re-condition: Have you radio, why can you listen it?
10’
5’
Interview
Interview
Inscription, physic book
-
Process, 90% of student correct answers90% of student already to participate in physic lesson
2. Main Activity Teacher gives
lecture to explain electromagnetic waves in class discussion
Teacher arranges students became some group
Students identify characteristic of electromagnetic spectrum and arrange is have basis on wave’s frequency or long in group discussion
10’
5’
20’
Lecture
-
discussion
LCD, Physic book
-
Physic book
-
-
90% of students active in discuss
3. Closingd) Teacher conduct
the students to resume the result of materials discussion
e) Teacher give the students individual assignment
f) Teacher order the students to solve problems in LKS or book page… until…
10’
5’
5’
Interview
Assignment
Assignment
Inscription, physic book
LKS, physic book
LKS, physic book
90% of students can resume the discussion result
90% of students can solve individual assignment
(9) Learning Media
78
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
LCD Physic books LKS White board
(10) Evaluationc) Kind of evaluation
Essays Exercise (attachment)
d) Follow up Student is said success, if achievement of it is 75 % or more Giving remedial program for students that achievement < 75 % Giving enrichment program for student that the achievement > 75 %
ReferencesSunardi, dkk. 2008. Fisika Bilingual Untuk SMA/MA Kelas X. Bandung : CV. Yrama WidyaSopingi. 2008. Kresna Fisika Kelas X. Klaten : Sinar MandiriTranggono, dkk. 2003. Sains Fisika SMU kelas I. Jakarta : Bumi Aksara
Semarang, February 2012Approved by,The Headmaster of SMA 3 Physic Teacher Semarang
Drs. Hari Waluyo, MM. Saroji, S. Pd.EN.196402071988031016 EN. 197507212008011007
79
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
LESSON PLAN
Subject : Physics
Topic : Electromagnetic Waves Spectrum
Sub topic : Light Diffraction, light interferences, light
polarization
Class/Semester : X/2
Method : Discussion, Demonstration
Time : 2 x 45 minute
Standard of competence :
7. To understand the concept and principle of electromagnetic wave
Basic Competence :
6.2. To describe electromagnetic waves spectrum
Indicators :
3. To describe of light diffraction, light interferences, and light polarization4. To formulate of light diffraction, light interferences, and light polarization
(6) Goal of learning : Students are able to describe of light diffraction, light interferences, and light
polarization Students are able to formulate of light diffraction, light interferences, and light
polarization
(7) Learning Materials Diffraction
: The phenomenon of light emission passing through the slits
To dark line, use formulate
Polarization : The process of transforming un polarized light into polarized light
Interference
81
d sin θ = m.λ
I2 = I1 cos2 θ = ½ I0 cos2 θ
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
: A phenomenon that occurring when two waves meet while travelling in the same medium
(8) Learning Scenario
No. Activity Time Method Resource Assessment 1. Opening
Motivation : Ask the student about characteristic of wave
Re-condition: If you know we will study about it
10’
5’
Interview
Interview
Inscription, physic book
-
Process, 90% of student correct answers90% of student already to participate in physic lesson
2. Main Activity Teacher gives
lecture to explain light diffraction, light interferences, and light polarization in class discussion
Teacher gives demonstration about light diffraction, light interferences, and light polarization
Students formulate the same problem in LKS
20’
25’
15’
Sociable discussion
demonstration
Assignment
LCD, Physic book
Experiment tools
LKS
-
90% of students can describe it
80% students can solve the problems
3. Closingd) Teacher
conduct the students to resume the result of
10’ Interview
Assignment
Inscription, physic book
LKS, physic
90% of students can resume the discussion result
82
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
materials discussion
e) Teacher give the students individual assignment
f) Teacher order the students to solve problems in LKS or book page… until…
5’
5’Assignment
book
LKS, physic book
90% of students can solve individual assignment
(9) Learning Media LCD Physic books LKS White board Experiment tools
(10) Evaluationc) Kind of evaluation
Essays Exercise (attachment)
d) Follow up Student is said success, if achievement of it is 75 % or more Giving remedial program for students that achievement < 75 % Giving enrichment program for student that the achievement > 75 %
ReferencesSunardi, dkk. 2008. Fisika Bilingual Untuk SMA/MA Kelas X. Bandung : CV. Yrama WidyaSopingi. 2008. Kresna Fisika Kelas X. Klaten : Sinar MandiriTranggono, dkk. 2003. Sains Fisika SMU kelas I. Jakarta : Bumi Aksara
Semarang, February 2012Approved by,The Headmaster of SMA 3 Physic Teacher Semarang
83
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
Drs. Hari Waluyo, MM. Saroji, S. Pd.EN.196402071988031016 EN. 197507212008011007
84
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
LESSON PLAN
Subject : Physics
Topic : Electromagnetic Waves Spectrum
Sub topic : Doppler’s Effect
Class/Semester : X/2
Method : Discussion
Time : 2 x 45 minute
Standard of competence :
7. To understand the concept and principle of electromagnetic wave
Basic Competence :
6.2. To describe electromagnetic waves spectrum
Indicators :
3. Formulating Doppler’s Effect4. Analyzing Doppler’s Effect
(6) Goal of learning : Students are able to formulate Doppler’s Effect Students are able to analyze Doppler’s Effect
(7) Learning Materials When electromagnetic waves resources, and subject motion in the same
rectilinear line through vacuum media so to vrel << c the formulate is
(8) Learning Scenario
No. Activity Time Method Resource Assessment 1. Opening
Motivation : Ask the student about Doppler’s Effect
Re-condition: If you know we
10’
5’
Interview
Interview
Inscription, physic book
-
Process, 90% of student correct answers90% of
85
fp = fs (1± Vrel/c)
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
will study about it
student already to participate in physic lesson
2. Main Activity Teacher gives
lecture to explain Doppler’s Effect
Teacher gives demonstration about Doppler’s Effect
Students formulate the same problem in LKS
20’
25’
15’
Sociable discussion
demonstration
Assignment
LCD
LCD (flash)
LKS
-
90% of students can describe it
80% students can solve the problems
3. Closingd) Teacher conduct
the students to resume the result of materials discussion
e) Teacher give the students individual assignment
f) Teacher order the students to solve problems in LKS or book page… until…
10’
5’
5’
Interview
Assignment
Assignment
Inscription, physic book
LKS, physic book
LKS, physic book
90% of students can resume the discussion result
90% of students can solve individual assignment
(9) Learning Media LCD Physic books LKS White board Experiment tools
(10) Evaluationc) Kind of evaluation
Essays
86
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
Exercise (attachment)
d) Follow up Student is said success, if achievement of it is 75 % or more Giving remedial program for students that achievement < 75 % Giving enrichment program for student that the achievement > 75 %
ReferencesSunardi, dkk. 2008. Fisika Bilingual Untuk SMA/MA Kelas X. Bandung : CV. Yrama WidyaSopingi. 2008. Kresna Fisika Kelas X. Klaten : Sinar MandiriTranggono, dkk. 2003. Sains Fisika SMU kelas I. Jakarta : Bumi Aksara
Semarang, February 2012Approved by,The Headmaster of SMA 3 Physic Teacher Semarang
Drs. Hari Waluyo, MM. Saroji, S. Pd.EN.196402071988031016 EN. 197507212008011007
87
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
LESSON PLAN
Subject : Physics
Topic : Electromagnetic Waves in Daily Life
Sub topic : Application of Electromagnetic Wave in Daily
life
Class/Semester : X/2
Method : Discussion Information
Time : 3 x 45 minute
Standard of competence :
7. To understand the concept and principle of electromagnetic wave
Basic Competence :
6.4. To explain application of Electromagnetic Wave in Daily life
Indicators :
4. Identifying the using of Electromagnetic Wave in communication, health and industrial
5. To describe advantages and disadvantages some electromagnetic waves spectrum
6. To explain different the using of wave frequency or long distance in daily
(6) Goal of learning : Students are able to Identifying the using of Electromagnetic Wave in
communication, health and industrial Students are able to describe advantages and disadvantages some
electromagnetic waves spectrum Students are able to explain different the using of wave frequency or long
distance in daily
(7) Learning Materials Electromagnetic Waves in daily life Advantages and disadvantages of electromagnetic wave Different the using of wave frequency or long distance in daily life
(8) Learning Scenario
No. Activity Time Method Resource Assessment
88
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
1. Opening Motivation : Ask
the student about electromagnetic waves
Re-condition: Have you radio, why can you listen it?
10’
5’
Interview
Interview
Inscription, physic book
-
Process, 90% of student correct answers90% of student already to participate in physic lesson
2. Main Activity Teacher arrange
students became some group
Students doing class discussion about the using of electromagnetic wave in daily life white group discussion
Students describe the using of electromagnetic wave in daily life with group presentation
Teacher gives lecture to explain different the using of wave frequency or long distance in daily life
5’
25’
25’
10’
Sociable discussion
discussion
Discussion
Sociable discussion
-
Physic book, internet, LKS
LCD
Physic book, LCD
-
90% of students active in discuss
90% of students active in discussion
80% of students can describe it
3. Closingd) Teacher conduct
the students to resume the result of materials discussion
e) Teacher give the students individual assignment
f) Teacher order the students to solve
10’
5’
5’
Interview
Assignment
Assignment
Inscription, physic book
LKS, physic book
LKS, physic book
90% of students can resume the discussion result
90% of students can solve individual assignment
89
SMA NEGERI 3 SEMARANG
SMA3SMG/WKAKA-FIS /QSR/004-01/09
problems in LKS or book page… until…
(9) Learning Media LCD Physic books LKS White board Internet
(10) Evaluationc) Kind of evaluation
Essays Exercise (attachment)
d) Follow up Student is said success, if achievement of it is 75 % or more Giving remedial program for students that achievement < 75 % Giving enrichment program for student that the achievement > 75 %
ReferencesSunardi, dkk. 2008. Fisika Bilingual Untuk SMA/MA Kelas X. Bandung : CV. Yrama WidyaSopingi. 2008. Kresna Fisika Kelas X. Klaten : Sinar MandiriTranggono, dkk. 2003. Sains Fisika SMU kelas I. Jakarta : Bumi Aksara
Semarang, February 2012Approved by,The Headmaster of SMA 3 Physic Teacher Semarang
Drs. Hari Waluyo, MM., Saroji, S. Pd.EN.196402071988031016 EN. 197507212008011007
90