roziesmaga.files.wordpress.com · Web viewSubject : Physics Topic : Optics and Optical instruments...

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)

1



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



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

3



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

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

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

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

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

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



LESSON PLAN

Subject : Physics

Topic : Optics and Optics instrument

Sub Topic : optical instrument


Method : Discussion Information and question-answer



Competency Standard

3. Application of optics instrument operation

Based Competence


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 (∞)

5



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.



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,

6



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


to discuss the

magnification of lens for

the eye defect


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


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



book (bilingual) page ... until... books books.

4. Learning Media

White board

Work sheets

Hand Out

Physics books

LCD

Computer

5. Evaluation

Kind of evaluation:



Follow up




References



Approved by,


8








Semarang


EN. 196402071988031016 EN. 197507212008011007

9



LESSON PLAN

Subject : Physics







Competency Standard

3 . Application of optics instrument operation

Based Competence


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.

10



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



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

11



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


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



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



Approved by,


Semarang


EN. 196402071988031016 EN. 197507212008011007

13








LESSON PLAN

Subject : Physics




Method : answer-question, discuss, assignment



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.

14



- 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.



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



how to draw the image

formed by telescope


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


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



Kind of evaluation:


Psikomotor evaluation


Follow up




References



Approved by,


Semarang


EN. 196402071988031016 EN. 197507212008011007

17








LESSON PLAN

Subject : Physics

Topic : temperature and heat

Sub Topic : temperature and expansion of body


Method : answer-question, discuss



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



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





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

20



expansion

Informing and

discussing the gas

expansion

3. Closing

1. Teacher asks the students


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:



2.Follow up




References

21





Approved by,


Semarang


EN. 196402071988031016 EN. 197507212008011007

22








LESSON PLAN

Subject : Physics


Sub Topic : expansion solid


Method : experiment



Competency Standard

4. application of heat concept and the principle of energy conservation for variety of energy

changes

Based Competence


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)


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



A = A (1 + β ∆T)

Volume expansion

∆V= γ V ∆T

V = V (1 + γ ∆T)



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



that have learned

10’ Question and

Answer

90 % of student

can conclude the

experiment.

4.Learning Media

a) White board

24



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




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


Approved by,


Semarang


EN. 196402071988031016 EN. 197507212008011007

LESSON PLAN

25







Subject : Physics


Sub Topic : heat





Competency Standard


changes

Based Competence


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


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



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 =



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



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



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




Semarang, January 2010Approved by,


Semarang


EN. 196402071988031016 EN. 197507212008011007

LESSON PLAN

Subject : Physics


29








Sub Topic : heat transfer





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


Askion

Convection

Radiation



30



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



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



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:



Follow up




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



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






Approved by,


Semarang


EN. 196402071988031016 EN. 197507212008011007

LESSON PLAN

Subject : Physics


Sub Topic : Black’s principle


Method : experiment, discuss

33






Competency Standard


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


Application of Black’s principle and conservation energy law for heat.

Q = m c ∆T

Q = Q



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



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



observation)


Follow up




References



Approved by,


Semarang


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


Competency Standard:

36








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



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


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






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





LESSON PLAN

Subject : Physics

Topic : Ohm’s law

Sub topic : Practicum of Ohm’s law


Method : Experiment , Discussion


Standard of competence :

5. To apply the concepts of electrical matters in problem solving and technology

products

Basic Competence :


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



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


-

Process, 90% of student correct answers90% of student already to

40



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


-


3. Closinga) Teacher

command the students to make report result of their practicum



10’

5’

5’

-

Assignment

Assignment

Work sheet

LKS, physic book

LKS, physic book



(4) Learning Media Volt meter Ammeter Multi meter Physic books LKS Resistor Wire Work sheet Power supply

41






References




42








43



LESSON PLAN

Subject : Physics

Topic : Kirchhoff’s law

Sub topic : Kirchhoff’s law


Method : Discussion, Question and Answer




products

Basic Competence :

5.1. To formulate the quantity of a simple electric circuit

Indicators :



(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



Motivation : asks the student about Ohm’s law

10’ Question and Answer


Process, 90% of student correct

44



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% students can solve the problem correctly





10’

5’

5’

Question and Answer

Assignment

Assignment


LKS, physic book

LKS, physic book



(4) Learning Media LCD Physic books

45



LKS White board




References




46








LESSON PLAN

Subject : Physics

Topic : Electromotive force and Camp ling Potential in

Sub topic : Electric circuit


Method : Question and Answer, discussion




products

Basic Competence :


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



Motivation : Mention electric current resources




47

VAB = ε – Ir = IR



Re-condition: how it can flame the electric, how does happen?


-answers90% of student already to participate in physic lesson


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

-


-






10’

5’

5’

Question and Answer

Assignment

Assignment


LKS, physic book

LKS, physic book



(4) Learning Media LCD Physic books LKS White board

48






6. References




49








LESSON PLAN

Subject : Physics

Topic : Electromagnetic Waves Spectrum

Sub topic : Kinds of Electromagnetic Waves Spectrum


Method : Discussion



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


(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



Motivation : Ask 10’ Question and Inscription, Process, 90%

50



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


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





10’

5’

5’

Question and Answer

Assignment

Assignment


LKS, physic book

LKS, physic book





51





References




52








LESSON PLANSubject : Physics


Sub topic : Light Diffraction, light interferences, light

polarization


Method : Discussion, Demonstration




Basic Competence :


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





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


-



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




c) Teacher order the students to solve problems in

10’

5’

5’

Question and Answer

Assignment

Assignment


LKS, physic book

LKS, physic book



54



LKS or book page… until…

(4) Learning Media LCD Physic books LKS White board Experiment tools




References



55









LESSON PLAN

Subject : Physics


Sub topic : Doppler’s Effect


Method : Discussion




Basic Competence :


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



Motivation : Ask the student about Doppler’s Effect

Re-condition: If you know we will

10’

5’

Question and Answer

Question and


-

Process, 90% of student correct answers90% of student

56

fp = fs (1± Vrel/c)



study about it Answer already to participate in physic lesson


lecture to explain Doppler’s Effect

Teacher gives demonstration about Doppler’s Effect


20’

25’

15’

Sociable discussion

demonstration

Assignment

LCD

LCD (flash)

LKS

-







10’

5’

5’

Question and Answer

Assignment

Assignment


LKS, physic book

LKS, physic book






b) Follow up Student is said success, if achievement of it is 75 % or more Giving remedial program for students that achievement < 75 %

57



Giving enrichment program for student that the achievement > 75 %

References




58








59



LESSON PLAN

Subject : Physics

Topic : Electromagnetic Waves in Daily Life

Sub topic : Application of Electromagnetic Wave in Daily life






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



Motivation : Ask the student about



Process, 90% of student

60



electromagnetic waves



-

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 discussion






10’

5’

5’

Question and Answer

Assignment

Assignment


LKS, physic book

LKS, physic book



(4) Learning Media LCD Physic books LKS

61



White board Internet




References




62








LESSON PLAN

Subject : Physics

Topic : Electric current, resistance, and voltage

Sub topic : Ohm’s law


Method : Discussion information




products

Basic Competence :


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.



Motivation : 5’ Interview Inscription, Process,

63

R = V/I



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


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


-


3. Closingd) Teacher conduct the


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


LKS, physic book

LKS, physic book



(9) Learning Media LCD and computer Physic books LKS White board

64



(10) Evaluationc) Kind of evaluation


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



66



LESSON PLAN

Subject : Physics

Topic : Ohm’s law

Sub topic : Practicum of Ohm’s law


Method : Experiment , Discussion




products

Basic Competence :


5.4. To use electric measurement

Indicators :



(7) Learning Materials Measurement of Current (must in series circuit) Measurement of Volt meter (must in parallel circuit) Measurement of Multi meter



Motivation : ask the student about Ohm’s law

10’

5’

Interview

Interview


-


67



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


-


3. Closingd) Teacher

command the students to make report result of their practicum



10’

5’

5’

-

Assignment

Assignment

Work sheet

LKS, physic book

LKS, physic book



(9) Learning Media Volt meter Ammeter Multi meter Physic books LKS

68



Resistor Wire Work sheet Power supply







69



LESSON PLAN

Subject : Physics

Topic : Kirchhoff’s law

Sub topic : Kirchhoff’s law


Method : Discussion, interview




products

Basic Competence :


Indicators :



(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



Motivation : ask the student about

10’ Interview Inscription, physic book

Process, 90% of student

70



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


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

-

-


-


3. Closingd) Teacher conduct

the students to resume the result of materials discussion


f) Teacher order the students to solve problems

10’

5’

5’

Interview

Assignment

Assignment


LKS, physic book

LKS, physic book



71



in LKS or book page… until…








72



73



LESSON PLAN

Subject : Physics

Topic : Electromotive force and Clamping

Potential

Sub topic : Electric circuit


Method : interview, discussion




products

Basic Competence :


Indicators :

3. Formulating electric force in electric circuit 4. Formulating 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


74

VAB = ε – Ir = IR




Motivation : Mention electric current resources

Re-condition: how it can flame the electric, how does happen?

10’

5’

Interview

Interview


-



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

-


-





f) Teacher order the students to

10’

5’

5’

Interview

Assignment

Assignment


LKS, physic book

LKS, physic book



75



solve problems in LKS or book page… until…





(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



76



LESSON PLAN

Subject : Physics


Sub topic : Kinds of Electromagnetic Waves Spectrum


Method : Discussion




Basic Competence :


Indicators :

3. Identifying characteristic of electromagnetic waves spectrum4. Arranging electromagnetic wave raw have a basis on wave frequency or long


(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



77



Motivation : Ask the student about electromagnetic waves


10’

5’

Interview

Interview


-



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

-

-






10’

5’

5’

Interview

Assignment

Assignment


LKS, physic book

LKS, physic book



(9) Learning Media

78



LCD Physic books LKS White board







79



80



LESSON PLAN

Subject : Physics


Sub topic : Light Diffraction, light interferences, light

polarization


Method : Discussion, Demonstration




Basic Competence :


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



: A phenomenon that occurring when two waves meet while travelling in the same medium



Motivation : Ask the student about characteristic of wave

Re-condition: If you know we will study about it

10’

5’

Interview

Interview


-



lecture to explain light diffraction, light interferences, and light polarization in class discussion

Teacher gives demonstration about light diffraction, light interferences, and light polarization


20’

25’

15’

Sociable discussion

demonstration

Assignment

LCD, Physic book

Experiment tools

LKS

-



3. Closingd) Teacher

conduct the students to resume the result of

10’ Interview

Assignment


LKS, physic


82



materials discussion



5’

5’Assignment

book

LKS, physic book








83




84



LESSON PLAN

Subject : Physics


Sub topic : Doppler’s Effect


Method : Discussion




Basic Competence :


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



Motivation : Ask the student about Doppler’s Effect

Re-condition: If you know we

10’

5’

Interview

Interview


-

Process, 90% of student correct answers90% of

85

fp = fs (1± Vrel/c)



will study about it

student already to participate in physic lesson


lecture to explain Doppler’s Effect

Teacher gives demonstration about Doppler’s Effect


20’

25’

15’

Sociable discussion

demonstration

Assignment

LCD

LCD (flash)

LKS

-







10’

5’

5’

Interview

Assignment

Assignment


LKS, physic book

LKS, physic book





Essays

86








87



LESSON PLAN

Subject : Physics

Topic : Electromagnetic Waves in Daily Life

Sub topic : Application of Electromagnetic Wave in Daily

life






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



88



1. Opening Motivation : Ask

the student about electromagnetic waves


10’

5’

Interview

Interview


-


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 discussion





f) Teacher order the students to solve

10’

5’

5’

Interview

Assignment

Assignment


LKS, physic book

LKS, physic book



89



problems in LKS or book page… until…

(9) Learning Media LCD Physic books LKS White board Internet






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

90



91

roziesmaga.files.wordpress.com · Web viewSubject : Physics Topic : Optics and Optical instruments...

Documents

Transcript of roziesmaga.files.wordpress.com · Web viewSubject : Physics Topic : Optics and Optical instruments...