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2 X 40’

Standard Competence: Understand motion, work, force and energy concepts in daily life Basic Competence: Analyze the data of the linear and un linear experiments and their application in daily life Indicators: 1. Collect information on quantities of motion in daily life 2. Understand the difference between relative motion and apparent motion 3. Define the meaning of one motion of an object Materials Student’s Book Student’s Worksheet Stopwatch ruler Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Ask a student to just stand in front of the class and another student to walk around back and forth. Other students are asked to observe and show the results of their observation. The teacher guides the students in finding the answer that one of their friends is at rest and the other one is in motion. 2. The teacher writes the main subject on the blackboard “Motion” 3. The teacher introduces the indicators of learning Main Activity 1. Students are asked to talk about the opinion whether it is necessary to identify a motion by directly seeing the movement or not. The students will have various opinions and the teacher informs them that they will find their own answer through the observation activity in the student’s worksheet. 2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 3. Give Student’s worksheet to students 4. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 5. Introduce tools for measuring temperature and times.

6. 7. 8.

Introduce to students how to measure temperature and times. Ask students in group to use the worksheet on measuring temperature and measuring times. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers.

Main Activity 9. Give a reward to the group giving a good performance. 10. Guide each group in accomplishing the activity. 11. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers. 12. Give a reward to the group giving a good performance. Closing 1. 2. 3. Assignment 1. Group Assignment Instrument 1. Group Test 2. Homework Worksheet of Motion The teacher strengthens student’s understanding by asking one of the students to reread the answered The teacher give a reward to students who have shown good performance The teacher gives home assignments to encourage them to try the activity themselves.

**Observe to recognize without seeing
**

Material : 1. a piece of cloth Procedure : 1. observe your class throughly. 2. blinfold your eyes with a piece of cloth 3. your friend move a object in your class. 4. Your activity is to find your friend. 5. Open your blinfold. Analizy : 1. Can you identify the object while your eyes blinfolded? 2. Note any clues that you use to rezognize the object 3. Do you rely on your vision? 4. Do you use other senses to preception? 5. If there really an objects that was moved, can you explain it? Conclusion : ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

Scoring Scheme

No 1 Scoring Aspects 1 Preparation a. Procedure b. Apparatus and mateial are complete c. Apparatus and material used by the student are corretc for achievng the experimental objectives Performing experiment a. Working in group b. Attitude c. Observation of the object to move d. Explanation of experimental Experimental results a. Collecting information data b. Answering the questions c. Make a conclusion Total Score 2 Score 3 4

2

3

40

Multiple Choice Identify the letter of the choice that best completes the statement or answers the question. ____ 1. Which of the following is not a factor in calculating momentum? a. mass c. acceleration b. direction d. speed 2. If you divide momentum by velocity, the result is the value of the object’s a. mass. c. energy. b. direction. d. speed. 3. The SI unit of force, named for the scientist who described the relationship between motion and force, is called the a. newton. c. curie. b. einstein. d. pasteur. 4. Which of the following units is used to measure acceleration in free fall? a. m/s c. m/s2 b. m • s d. m2/s2 5. a. b. 6. a. Which of the following equations is correct? w = mg c. w = g/m w = m/g d. w = g + m When air resistance balances the weight of an object that is falling, the velocity slowly decreases. c. rapidly increases.

____

b. 7. a. b.

remains constant. d. None of the above What is the unbalanced force that slows down a ball rolling across the floor? the force of friction c. the force of inertia the force of gravity d. the force of momentum

Answer the following questions. 1. How long will it take to travel 200 km traveling 10 m/s? 2. If a rocket travels 5600. km in 3.00 hours, what is its speed? 3. Convert 36 km / hr to m/s. Marking Scheme Maximum score : 10 Final scoring formula : final = scoreachieved x100 max score LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION: : SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VIII : MOTION 2 X 40’

Standard Competence: Understand motion, work, force and energy concepts in daily life Basic Competence: Analyze the data of the linear and un linear experiments and their application in daily life Indicators: 1. Plot a graph of distance versus time based on the experiment results when motion is under constant velocity 2. Plot a graph of distance versus time based on the experiment results when motion is accelerated uniformly 3. Calculate velocity from the graph of distance Materials 1. Student’s Book 2. Student’s Worksheet 3. Stopwatch 4. ruler Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Ask a student to just stand in front of the class and another student to walk around back and forth. Other students are asked to observe and show the results of their

observation. The teacher guides the students in finding the answer that one of their friends is at rest and the other one is in motion. 2. The teacher writes the main subject on the blackboard “Motion” 3. The teacher introduces the indicators of learning Main Activity 1. Students are asked to talk about the opinion whether it is necessary to identify a motion by directly seeing the movement or not. The students will have various opinions and the teacher informs them that they will find their own answer through the observation activity in the student’s worksheet. 2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 3. Give Student’s worksheet to students 4. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 5. Introduce tools for measuring temperature and times. 6. Introduce to students how to measure temperature and times.

Main Activity 7. Ask students in group to use the worksheet on measuring temperature and measuring times. 8. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 9. Give a reward to the group giving a good performance. 10. Guide each group in accomplishing the activity. 11. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers. 12. Give a reward to the group giving a good performance. Closing 1. The teacher strengthens student’s understanding by asking one of the students to reread the answered 2. The teacher give a reward to students who have shown good performance 3. The teacher gives home assignments to encourage them to try the activity themselves. Assignment 1. Group Assignment Instrument 1. Group Test 2. Homework Test. Answer the following question. 1. How would you define time? 2. Write the formula for calculating speed 3. If you state that you have moved from one place to another in a given direction, you have described _______________. 4. What the distance will a car traveling 65 km/hr travel in 3.0 hrs?

5. What is the acceleration of a sprinter who finishes the race traveling 24m/s? She ran for 12 s

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION: : : : : 2 X 4’ SMP 2 CILEUNYI SCIENCE (PHYSICS) VIII WORK AND ENERGY

Standard Competence: Understand motion, work, force and energy concepts in daily life Basic Competence : Explain the relation of form and changing of energy, "work and energy" principle Indicators : 1. Show energy forms and their examples in daily-life 2. define the meaning of the concept 3. Apply the concept of energy and its transformations in daily-life Materials 1. Student’s Book 2. Student’s Worksheet Instructional Process

1. Model

:

2. Approach

:

Discussion Cooperative learning Cooperative Pair Thinking and Sharing Task Assignment Contextual Teaching and Learning

Introduction 1. Motivate students by asking to students, whether they have breakfast before going to school and why they have to eat. This interview is used as bass for learning the meaning of energy. 2. Demonstrate a phenomenon of energy and work with for example two students to show it. Which one to pull and push a table and the other switch on and off the lamp. 3. State indicators of the objectives of learning. Main Activity 1. Let Students read Student’s Book about Energy. 2. Let Students sit in a cooperative learning setting and remind them of the cooperative Pair Thinking and Sharing skills that will be trained and how to follow the training. 3. Give Student’s worksheet to students 4. Present the meaning of work and make a model as a method to calculate work in the example question in using mathematics. 5. Ask students to do. 6. Ask one of the student to present his answer on the whiteboard to be responded to by others. 7. Present the law of conservation of energy, and make an interview about an example of conservation of energy. 8. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 9. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 10. Give a reward to the group giving a good performance. Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of lesson plan. Assignment 1. Individual Assignment 2. Group Assignment Instrument 1. Essay Test 2. Homework Example of Assessment: 1. Match these items in column I with the information in column II. Write the letter in front of the correct information in the place provided. a. b. c. d. e. f. Column I …………………………..work …………………………..energy …………………………..mechanical energy …………………………..potential energy …………………………..kinetic energy …………………………..law of conservation of energy

Column II 1. is the sum of kinetic energy and the total potential energy in a system 2. energy can change from one from to an other, but cannot be created or destroyed under normal conditions. 3. is the energy stored 4. is the transfer of energy by means of movement 5. is energy in the form of movement 6. is the ability to make a change

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION: : SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VIII : WORK AND ENERGY 2 X 40’

Standard Competence: Understand motion, work, force and energy concepts in daily life Basic Competence: Explain the relation of form and changing of energy, "work and energy" principle Indicators:

1. Differentiate between the concept of kinetic and potential energy. 2. Explain the presence of potential and kinetic energy in a moving thing. 3. Define the concept of mechanical energy Materials 1. Student’s Book 2. Student’s Worksheet Instructional Process 1. Model : Discussion Cooperative learning Cooperative Pair Thinking and Sharing Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Remind the students of the meaning of energy, kinetic and potential energy, the law of the conservation of energy, and work as transfer of energy through movement. 2. Motivate students by asking two students, (a big one and a small one) to lift up the same loads and asking the others to observe them; then ask whether both students take the same amount of time and if not, what influences time in lifting the loads up. The student answers ought to concern how fast work is done. This motivation functions as an introduction to the concept of power. 3. State indicators of the objectives of learning. Main Activity 1. Let Students read Student’s Book about Power 2. Let Students sit in a cooperative learning setting and remind them of the cooperative Pair Thinking and Sharing skills that will be trained and how to follow the training. 3. Give Student’s worksheet to students 4. Present the meaning of kinetic energy and potential energy and make a model as a method to calculate work in the example question in using mathematics. 5. Ask students to do. 6. Ask one of the students to present his answer on the whiteboard to be responded to by others. 7. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 8. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 9. Give a reward to the group giving a good performance.

Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of lesson plan. Assignment 1. Individual Assignment 2. Group Assignment Instrument 1. Essay Test 2. Homework Worksheet:

Worksheet Energy

1. 2. 3. 4. Name the two factors on which the kinetic energy of a body depends. A body of mass 2 kg is dropped from the top a tower of height 100m. What will be its kinetic energy at the end of 2 seconds? Given g = 10 m/s2 Syifa of mass 50 kg jumps to a height of 1 m. His potential energy at the highest point is (g = 10 m/s2) Name a gadget where the following transformation of energies take place: a) Chemical energy to electrical energy b) Electrical energy to mechanical energy c) Electrical energy to heat and light d) Electrical energy to sound energy A boy spends 800 Joule of energy while lifting a body of mass 40 kg from a well. Calculate the depth of the well. Given g = 10 m/s2 Calculate the height of a building if 20.000 Joule of energy is required to lift 200 kg of water from a well to a tank on the top of the building. Given g = 10 m/s2

5. 6.

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION: : SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VIII : WORK AND ENERGY 2 X 40’

Standard Competence: Understand motion, work, force and energy concepts in daily life Basic Competence : Explain the relation of form and changing of energy, "work and energy" principle Indicators : 1. Show the concept of the conservation of energy 2. Discriminate the concept of work in Physics from that in daily-life 3. Explain the connection energy and work. Materials 1. Student’s Book 2. Student’s Worksheet Instructional Process 1. Model : Discussion Cooperative learning Cooperative Pair Thinking and Sharing Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate students by asking to students, where the energy resources for their and their motorcycle movement are form? 2. Remind the students of the meaning of energy and the forms of energy. 3. State indicators of the objectives of learning. Main Activity 1. Let Students read Student’s Book about Energy Transformation. 2. Let Students sit in a cooperative learning setting and remind them of the cooperative Pair Thinking and Sharing skills that will be trained and how to follow the training. 3. Give Student’s worksheet to students 4. Ask students to do. 5. Ask one of the student to present his answer on the whiteboard to be responded to by others. 6. Present the law of conservation of energy transformation, and make an interview about an example of conservation of energy. 7. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 8. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 9. Give a reward to the group giving a good performance. Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of lesson plan 11.3 Assignment 1. Individual Assignment 2. Group Assignment Instrument 1. Essay Test 2. Homework

Example of Assessment: To do for homework at page 61 – 65 evaluation sheet book’s

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION: : SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VIII : WORK AND ENERGY 2 X 40’

Standard Competence: Understand motion, work, force and energy concepts in daily life Basic Competence: Explain the relation of form and changing of energy, "work and energy" principle Indicators: 1. Show the meaning of Power 2. Show the application of power in daily-life. 3. To solve problem that use the sets concept Materials 1. Student’s Book 2. Student’s Worksheet Instructional Process 1. Model : Discussion Cooperative learning Cooperative Pair Thinking and Sharing Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 4. Remind the students of the meaning of energy, kinetic and potential energy, the law of the conservation of energy, and work as transfer of energy through movement. 5. Motivate students by asking two students, (a big one and a small one) to lift up the same loads and asking the others to observe them; then ask whether both students take the same amount of time and if not, what influences time in lifting the loads up. The student answers ought to concern how fast work is done. This motivation functions as an introduction to the concept of power. 6. State indicators of the objectives of learning. Main Activity 10. Let Students read Student’s Book about Power 11. Let Students sit in a cooperative learning setting and remind them of the cooperative Pair Thinking and Sharing skills that will be trained and how to follow the training. 12. Give Student’s worksheet to students 13. Present the meaning of kinetic energy and potential energy and make a model as a method to calculate work in the example question in using mathematics. 14. Ask students to do. 15. Ask one of the students to present his answer on the whiteboard to be responded to by others. 16. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity.

17. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 18. Give a reward to the group giving a good performance.

Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of lesson plan 11.2. Assignment 1. Individual Assignment 2. Group Assignment Instrument 3. Essay Test 4. Homework Example of Assessment: 1. A man lifts up a piece of wood with a weight of 98 N from the ground surface to the back of a truck with a height 1,5 m. In the back of the truck, he carries the wood over a distance of 10 m. How much work is done by him to lift the wood up to truck? 2. If it takes half a minute to move the beam along the slanting surface, calculate the power. 3. A student exerts a force of 5 N to carry his school bag to the school hall, 15 meters away. Calculate the work done. 4. A teacher weighing 500 N walks up to the staffroom on the second floor from the ground floor. He takes 25 seconds to do so. The staffroom is 12 m from the ground. Calculate the teacher’s power.

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION: : SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VIII : THE SIMPLE MACHINE 2 X 40’

Standard Competence : Understand motion, work, force and energy concepts in daily life Basic Competence : Do the experiment with simple machine and their application in daily life Indicators : 1. Show the using of simple machine tools in daily life such as: lever, wedge, inclined planed, etc. 2. Solve the mathematic simple quantitative of simple machine Learning Objectives: 1. Show the using of simple machine in daily life such as: lever, wedge, inclined planed, etc. 2. Mention the function of simple machine after experiment 3. Mention the tools in daily life using the principle of simple machine 4. Calculate using simple mathematics application of simple machine Materials 1. Student’s Book a. Definition Simple Machine b. Example of Simple Machine c. Application Simple Machine in daily life 2. Student’s Worksheet 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment Contextual Teaching and Learning

2. Approach :

Introduction 1. Motivate: How do the work of simple machine? 2. Apperception: Using the unit of length, mass and weight 3. State indicators of the objectives of learning. Main Activity 1. Let Students read Student’s Book concerning of simple machine and underline the principle concept. 2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 3. Give Student’s worksheet to students 4. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity.

5. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 6. Give a reward to the group giving a good performance. 7. Give a model of how to draw forces and to find out the resultant force. 8. Guide each group in accomplishing the activity. 9. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers. 10. Give an reward to the group giving a good performance. Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Assignment 1. Individual Assignment 2. Group Assignment Instrument 1. Performance Assessment 2. Product Assessment

**Worksheet: Topic: Simple Machine
**

Directions: Research the topic indicated to the right and answer the questions below based on that topic. 1. What is a simple machine? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________ 2. Why do we use simple machines? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ 3. Name six simple machines. ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION: : SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VIII : THE SIMPLE MACHINE 2 X 40’

Standard Competence : Understand motion, work, force and energy concepts in daily life Basic Competence : Do the experiment with simple machine and their application in daily life Indicators : 1. Show the using of simple machine tools in daily life such as: lever, wedge, inclined planed, etc. 2. Solve the mathematic simple quantitative of simple machine Learning Objectives: 1. Show the using of simple machine in daily life such as: lever, wedge, inclined planed, etc. 2. Mention the function of simple machine after experiment 3. Mention the tools in daily life using the principle of simple machine 4. Calculate using simple mathematics application of simple machine Materials 1. Student’s Book a. Definition Simple Machine b. Example of Simple Machine c. Application Simple Machine in daily life 2. Student’s Worksheet 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment Contextual Teaching and Learning

2. Approach :

Introduction 1. Motivate: Why bale the artesian well more easy using the pulley? How does it do? 2. Apperception: Principle balance 3. State indicators of the objectives of learning. Main Activity 1. Let Students read Student’s Book concerning of simple machine and underline the principle concept. 2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 3. Give Student’s worksheet to students

4. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 5. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 6. Give a reward to the group giving a good performance. 7. Give a model of how to draw forces and to find out the resultant force. 8. Guide each group in accomplishing the activity. 9. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers. 10. Give an reward to the group giving a good performance. Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Assignment 1. Individual Assignment 2. Group Assignment Instrument 1. Performance Assessment 2. Product Assessment

Worksheet:

Name _______________ Date _____________

**If Simple Machines Weren't Around... Worksheet
**

Simple Machines

Simple Machine

Function of Machine

Benefits To Mankind

Inclined Plane Lever Pulley Screw Wheel-andaxle Wedge

Which simple machine does feel has had the greatest impact on mankind? Explain in detail. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________

LESSON PLAN

SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION:

: SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VIII : THE SIMPLE MACHINE 2 X 40’

Standard Competence : Understand motion, work, force and energy concepts in daily life Basic Competence : Do the experiment with simple machine and their application in daily life Indicators : 1. Show the using of simple machine tools in daily life such as: lever, wedge, inclined planed, etc. 2. Solve the mathematic simple quantitative of simple machine Learning Objectives: 1. Show the using of simple machine in daily life such as: lever, wedge, inclined planed, etc. 2. Mention the function of simple machine after experiment 3. Mention the tools in daily life using the principle of simple machine 4. Calculate using simple mathematics application of simple machine Materials 1. Student’s Book a. Definition Simple Machine b. Example of Simple Machine c. Application Simple Machine in daily life 2. Student’s Worksheet 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment Contextual Teaching and Learning

2. Approach :

Introduction 1. Motivate: How to abridge and take away the big object to the truck? How does inclined planed do? 2. Apperception: The unit of work and force 3. State indicators of the objectives of learning. Main Activity 1. Let Students read Student’s Book concerning of simple machine and underline the principle concept. 2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 3. Give Student’s worksheet to students 4. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity.

5. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 6. Give a reward to the group giving a good performance. 7. Give a model of how to draw forces and to find out the resultant force. 8. Guide each group in accomplishing the activity. 9. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers. 10. Give an reward to the group giving a good performance. Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Assignment 1. Individual Assignment 2. Group Assignment Instrument 1. Performance Assessment 2. Product Assessment Individual Test Assignment

Simple Machines

1. Match the simple machine with its correct definition by writing the corresponding number in the answer column.

Simple Machines Lever = Inclined plane = Wedge = Screw = Wheel and axle = Pulley = Answer Definitions

1. Something that reduces the friction of moving something. 2. Something that can hold things together or lift an object. 3. A ramp. 4. Something that uses a rope and can change the direction of a force 5. Something similar to a see-saw that can lift an object. 6. Something that can split an object apart.

2. On the line by each picture, write the type of simple machine.

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

Pulley Experiment 1) Describe how the pulley will work prior to the experiment. ____________________________________________________________________________ ____________________________________________________________________________ ________________________________________________________________ 2) Describe a situation in which you would use a pulley. ____________________________________________________________________________ ____________________________________________________________________________ ________________________________________________________________ Inclined Plane Experiment 1) What type of motion is shown while the marble is at rest at the top of the inclined plane? _______________________________________________________________________ 2) Describe the type of motion and energy transfer that takes place after you roll the marble up the ramp and while it comes back down. ____________________________________________________________________________ ____________________________________________________________________________ ________________________________________________________________

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION: : SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VIII : NEWTON’S LAWS 2 X 40’

Standard Competence : Understand motion, work, force and energy concepts in daily life Basic Competence : Apply The Newton Laws to explain of phenomenon in daily life Indicators : 1. Demonstrate the simple of first Newton’s Laws and their used in daily life. 2. To know a phenomenon of the first Newton’s laws in everyday life Learning Objectives: 1. Do the simple experiment of first Newton’s Laws 2. Explain the state of first Newton’s Laws Materials 1. Student’s Book

2. Student’s Worksheet Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate: When the driver put on the brakes car, he will move to forward? Why? 2. Apperception : The unit of acceleration and What the kind of force if the object put on the table? 3. State indicators of the objectives of learning. Main Activity 1. Let Students read Student’s Book Newton’s Laws and underline the principle concept. 2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 3. Give Student’s worksheet to students 4. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 5. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 6. Give a reward to the group giving a good performance. 7. Guide each group in accomplishing the activity. 8. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers. 9. Give a reward to the group giving a good performance. Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan Assignment 1. Individual Assignment 2. Group Assignment Instrument 1. Essay Test Example of Assessment: 1. State the first Newton’s Laws ! 2. Give example for all The Newton’s Laws ! 3. Explain how a rocket works by using the words action, reaction and force ! 4. Compute a force needed for an object of 12 kg to move at an acceleration of 4 m/s² 5. If a force causes the object to move at an acceleration of 2 m/s², compute the mass of the object!

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION: : SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VIII : NEWTON’S LAWS 2 X 40’

Standard Competence : Understand motion, work, force and energy concepts in daily life Basic Competence : Apply The Newton Laws to explain of phenomenon in daily life

Indicators : 1. Demonstrate the simple of Second Newton’s Laws and their used in daily life. 2. To know a phenomenon of the Second Newton’s laws in everyday life Learning Objectives: 1. Do the simple experiment of Second Newton’s Laws 2. Explain the state of Second Newton’s Laws Materials 1. Student’s Book 2. Student’s Worksheet Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate: Why the marble on the paper will not work down when the paper is pulled? 2. Apperception: The unit of acceleration and What the kind of force if the object put on the table? 3. State indicators of the objectives of learning. Main Activity 1. Let Students read Student’s Book Newton’s Laws and underline the principle concept. 2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 3. Give Student’s worksheet to students 4. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 5. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 6. Give a reward to the group giving a good performance. 7. Guide each group in accomplishing the activity. 8. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers. 9. Give a reward to the group giving a good performance. Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan Assignment 1. Individual Assignment 2. Group Assignment Instrument 1. Essay Test Example of Assessment: 1. State the first Newton’s Laws ! 2. Give example for all The Newton’s Laws !

3. Explain how a rocket works by using the words action, reaction and force ! 4. Compute a force needed for an object of 12 kg to move at an acceleration of 4 m/s² 5. If a force causes the object to move at an acceleration of 2 m/s², compute the mass of the object!

LESSON PLAN SCHOOL UNIT SUBJECT GRADE : : : SMP 2 CILEUNYI SCIENCE (PHYSICS) VIII

CHAPTER TIME ALLOCATION:

: NEWTON’S LAWS 2 X 40’

Standard Competence : Understand motion, work, force and energy concepts in daily life Basic Competence : Apply The Newton Laws to explain of phenomenon in daily life Indicators : 1. Demonstrate the simple of third Newton’s Laws and their used in daily life. 2. To know a phenomenon of the third Newton’s laws in everyday life Learning Objectives: 1. Do the simple experiment of third Newton’s Laws 2. Explain the state of third Newton’s Laws Materials 1. Student’s Book 2. Student’s Worksheet Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate: When Amri and Ardi are plying a tug war, Ardi will be a winner? 2. Apperception: What is the resultant force if the force same and opposite directions? 3. State indicators of the objectives of learning. Main Activity 1. Let Students read Student’s Book Newton’s Laws and underline the principle concept. 2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 3. Give Student’s worksheet to students 4. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 5. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 6. Give a reward to the group giving a good performance. 7. Guide each group in accomplishing the activity. 8. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers. 9. Give a reward to the group giving a good performance. Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan

Assignment 1. Individual Assignment 2. Group Assignment Instrument 1. Essay Test Example of Assessment: 1. State the first Newton’s Laws ! 2. Give example for all The Newton’s Laws ! 3. Explain how a rocket works by using the words action, reaction and force ! 4. Compute a force needed for an object of 12 kg to move at an acceleration of 4 m/s² 5. If a force causes the object to move at an acceleration of 2 m/s², compute the mass of the object!

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION: : SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VIII : FORCE 2 X 40’

Standard Competence : Understand motion, work, force and energy concepts in daily life Basic Competence : Identify the form of force, adding force and influence to the object Indicators : 1. Draw force working on an object proportionally. 2. Draw adding force and subtracting force in the same direction or opposite directions. Learning Objectives: 1. Do the simple experiment based on various kind of force o the object. 2. Draw the force in line and same direction 3. Draw the force in line and opposite direction 4. Determine the resultant force Materials 1. Student’s Book 2. Student’s Worksheet Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate: propose the student to push a table and ask him why the table can move? 2. Apperception: the unit of force and mention various of force. 3. State indicators of the objectives of learning. Main Activity 1. Let Students read Student’s Book concerning Forces and underline the principle concept. 2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 3. Give Student’s worksheet to students 4. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity.

5. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 6. Give a reward to the group giving a good performance. 7. Still in a cooperative learning setting, give student’s worksheet to students. 8. Guide each group in accomplishing the activity. 9. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers. 10. Give an reward to the group giving a good performance.

Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan Assignment 1. Individual Assignment 2. Group Assignment Instrument 1. Essay Assessment 2. Product Assessment Example of Assessment : 1. Draw 2 forces in the same direction as F1 = 20 N and F2 = 50 N at the scale of 10 N = 1 cm. 2. Draw 2 forces in the opposite direction as F1 = 20 N and F2 = 50 N at the scale of 10 N = 1 cm. 3. Calculate and Draw a resultant force from F1 and F2

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION: : SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VII (SEVEN) : FORCE 2 X 40’

Standard Competence : Understand motion, work, force and energy concepts in daily life Basic Competence : Identify the form of force, adding force and influence to the object Indicators : 1. Investigate friction force on various kinds of surfaces having different roughness, that is, being slippery, moderately rough, and very rough. 2. Show some examples of friction forces those are advantageous or disadvantageous. 3. Compare the weight and mass of an object. Learning Objectives: 1. Explain the friction force based on different surface area 2. Write the advatages and disadvantages of friction force in daly life 3. Find the different between weight and mass Materials 1. Student’s Book 2. Student’s Worksheet Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning

Introduction 1. Motivate: Ask the students by rolling a marble on rough and slippery surface. Show that the marble on a slippery surface converse a longer distance of traveling than the marble on rough surface does. 2. Apperception: wheel rack car 3. State indicators of the objectives of learning. Main Activity 1. Let Students read Student’s Book concerning Friction forces and Advantages and Disadvantages of Friction Forces and underline the principle concept. 2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 3. Give Student’s worksheet to students 4. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 5. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 6. Give a reward to the group giving a good performance. 7. Still in a cooperative learning setting, give student’s worksheet to students. 8. Guide each group in accomplishing the activity. 9. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers. 10. Give an reward to the group giving a good performance. Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan 9.2 Assignment 1. Individual Assignment 2. Group Assignment Instrument 1. Essay Assessment 2. Product Assessment Example of Assessment : 1. Two blocks, one heavy and the other light, rest on a slippery floor. Which needs a bigger force to produce the same velocity change? 2. Which is bigger, static friction force or kinetic friction force? 3. State the differences between mass and weight? 4. You will measure the pulling force of your arms by using a spring balance. Explain how you do it !

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION: : SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VIII : PRESSURE 2 X 40’

Standard Competence: Understand motion, work, force and energy concepts in daily life Basic Competence : Investigate of the pressure in the solid, liquid and gas with application in daily life Indicators : 1. Find out the relation between force, pressure and area. 2. Explain height of liquid surface in a U-tube. Learning Objectives: 1. Do the simple experiment of Pressure 2. Find the relation between force, pressure and area. 3. Do the simple experiment using U-tube 4. Apply the principle of U-tube 5. Do the simple experiment of Pascal’s Law. 6. Find the formula of Pascal’s Law 7. Do the simple experiment of Archimedes’s Law. 8. Find the formula of Archimedes’s Law 9. Show some product that has relation between floating, sinking and flying. 10. Apply of Pressure to sold, liquid and gas concepts.

Materials 1. Student’s Book 2. Student’s Worksheet Instructional Process 1. Model : Discussion Demonstration Cooperative learning Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate students by asking the relationship between force, mass and acceleration of gravity. 2. Asking the students to mention SI Units of force, mass and acceleration of gravity. 3. Demonstrate an influence of area on pressure 4. State indicators of the objectives of learning. Main Activity 1. Let Students read Student’s Book Pressure and underline the principle concept. 2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 3. Give Student’s worksheet to students 4. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 5. Ask students in group to investigate the influence of object area and weight on the depth of its trace. 6. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 7. Give a reward to the group giving a good performance. 8. Guide each group in accomplishing the activity. 9. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers. 10. Give a reward to the group giving a good performance. Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan Assignment 1. Individual Assignment Instrument 1. Essay Test 2. Homework Example of Assessment: 1. A girl in stiletto heels is more likely to damage a wooden floor than an elephant is. Why ? 2. What is the pressure on a surface when a force of 50 N acts on an area of (a) 2.0 m², (b) 100 m² (c) 0.50 m² 3. A pressure of 10 Pa acts on an area of 3 m². What is the force acting on the area ?

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION: : SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VIII : PRESSURE 4 X 40’

Standard Competence: Understand motion, work, force and energy concepts in daily life Basic Competence : Investigate of the pressure in the solid, liquid and gas with application in daily life Indicators : 1. Describe Pascal’s Law and Archimedes’s law using simple experiment and their used in daily life 2. State Pascal’s principle. 3. State Archimedes’ principle

Learning Objectives: 1. Do the simple experiment of Pressure 2. Find the relation between force, pressure and area. 3. Do the simple experiment using U-tube 4. Apply the principle of U-tube 5. Do the simple experiment of Pascal’s Law. 6. Find the formula of Pascal’s Law 7. Do the simple experiment of Archimedes’s Law. 8. Find the formula of Archimedes’s Law 9. Show some product that has relation between floating, sinking and flying. 10. Apply of Pressure to sold, liquid and gas concepts. Materials 1. Student’s Book 2. Student’s Worksheet Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate students by asking to state the magnitude and units of pressure in solids. 2. Demonstrate while the big nail throw above platisin. 3. Demonstrate a phenomenon of air pressure by using egg and salt in water glass 4. The students observed it and Ask them, Why ? 5. State indicators of the objectives of learning. Main Activity 1. Let Students read Student’s Book The Pascal Principle and Archimedes Principle and underline the principle concept. 2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 3. Give Student’s worksheet to students 4. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 5. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 6. Give a reward to the group giving a good performance. 7. Guide each group in accomplishing the activity. 8. Guide students to a statement of the Pascal Principle and Archimedes Principle 9. Discuss the application of the Pascal Principle and Archimedes Principle in daily life Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan Assignment 1. Individual Assignment 2. Group Assignment Instrument 1. Essay Test

Example of Assessment: 1. What is the pressure on a surface when a force of 100 N acts on an area of (a) 2.0 m², (b) 100 m² (c) 0.50 m² 2. A pressure of 250 Pa acts on an area of 20 m². What is the force acting on the area ? 3. A block of concrete weights 900 N and its base is a square with 2.0 m sides. What pressure does the block exert on the ground ?

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION: : SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VIII : PRESSURE 2 X 40’

Standard Competence: Understand motion, work, force and energy concepts in daily life

Basic Competence : Investigate of the pressure in the solid, liquid and gas with application in daily life Indicators : 1. Show some products of technology which are related with the floating, sinking and flying concepts. Learning Objectives: 1. Do the simple experiment of Pressure 2. Find the relation between force, pressure and area. 3. Do the simple experiment using U-tube 4. Apply the principle of U-tube 5. Do the simple experiment of Pascal’s Law. 6. Find the formula of Pascal’s Law 7. Do the simple experiment of Archimedes’s Law. 8. Find the formula of Archimedes’s Law 9. Show some product that has relation between floating, sinking and flying. 10. Apply of Pressure to sold, liquid and gas concepts. Materials 1. Student’s Book 2. Student’s Worksheet Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate students by asking to state the magnitude and units of pressure in liquids. 2. Demonstrate a phenomenon of air pressure by using egg and salt in water glass 3. State indicators of the objectives of learning. Main Activity 1. Let Students read Student’s Book Floating, Sinking and flying and underline the principle concept. 2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 3. Give Student’s worksheet to students 4. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 5. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 6. Give a reward to the group giving a good performance. 7. Guide each group in accomplishing the activity. Closing 1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan 10.3 Assignment 1. Individual Assignment 2. Group Assignment

Instrument 1. Essay Test 2. Homework Example of Assessment: 1. State two factors on which the pressure exerted by a liquid depends! 2. What is the pressure 100 m below the surface of the sea with water density of 1150 kg/m³ ? (Earth gravitational fields is 10 N/kg)

LESSON PLAN SCHOOL UNIT SUBJECT GRADE CHAPTER TIME ALLOCATION: : SMP 2 CILEUNYI : SCIENCE (PHYSICS) : VIII : PRESSURE 2 X 40’

Standard Competence: Understand motion, work, force and energy concepts in daily life Basic Competence : Investigate of the pressure in the solid, liquid and gas with application in daily life Indicators : 1. Apply pressure concept to solid, liquid and gas into relation nature phenomenon. Materials 1. Student’s Book 2. Student’s Worksheet Instructional Process 1. Model : Discussion Cooperative learning Direct Instruction Task Assignment 2. Approach : Contextual Teaching and Learning Introduction 1. Motivate students by asking to state the magnitude and units of pressure in liquids 2. Demonstrate a phenomenon of air pressure by using a glass and a card. 3. State indicators of the objectives of learning. Main Activity 1. Let Students read Student’s Book air pressure and underline the principle concept. 2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training. 3. Give Student’s worksheet to students 4. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity. 5. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers. 6. Give a reward to the group giving a good performance. 7. Discuss the use of air pressure in daily life 8. Discuss some pressure gauges. Closing Guide the students in summarizing the topics that have been studied, according to the objective of Pressure in general. Assignment

Individual Assignment Group Assignment Instrument 1. Essay Test Example of Assessment: 1. Exercise in evaluation sheet book at page 58-59 for number 16 - 20

Approval, Headmaster SMP 2 Cileunyi

Physics Teacher,

DR. Marlan Nirsyamsu NIP : 132 143 269

Aries Triwidajati Soenoko SPd NIP 132 085 254

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