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Skills Opening and Closing Lessons


: Dian Purnamasari

Serial Number

: 11

Learning Outcome :
Curriculum 2013
Basic Competence :
1.1 Realize greatness God who created and set nature universe great through observation
phenomenon nature Physical and measurement
2.1 Show behavior Scientific (have a keen sense know; objective; honest; rigorous;
meticulous; diligent; careful; be held responsibility; open; critical; creative; innovative
and care environment) in activity daily as shape implementation attitude in do trial,
reporting, and discuss
2.2 Appreciate the work of individuals and groups in their daily activities as a form of
implementation carry out experiments and report the results of the experiment
3.1 Apply concept and principle wave sound and light in technology
Indicators :
Understanding the phenomenon of the Doppler effect in daily life

Able to Solve the problems associated with the Doppler effect in daily life
Formulating and concluded the Doppler principles
Apply the the Doppler effect in a variety of everyday purposes

Education Units

: Senior High School

Class / Semester

: XII / 1


: Problem Based Learning (PBL)


: Phase I, Orientation of students in issue

Phase V, Analyze and evaluate the problem-solving process


Phase I (Orientation of students in issue)


: Good morning student

All Student

: Good morning miss (responsibility of all children simultaneously)


: How are you today?

All Student

: Fine miss.. (responsibility of all children simultaneously)


: Thank God, you are all in good health so that they can follow the lesson
today. Now miss will taking attendance you. Today there is no entrance?


: Nothing miss, present all (responsibility of all students simultaneously

while shouting)


: I'm glad to see all student to attend, you are certainly students who
diligently (nodding). You're ready to follow the lesson today? (Provide

All Student

motivation to show warmth and enthusiasm)

: Yes, miss ! (Responsible students simultaneously)
: Have you still remember the last subject we learned? (Making the link
between the relevant aspects of the subjects that have been known to


: Remember miss, i am miss (while raising her hands high)
: Yes, you Novianti (pointing the student)
: About the sound intensity and sound intensity level, miss" (student replied


: Very nice, the right answer, can you specify the definition of the intensity of


the sound and the sound intensity level?

: The intensity of sound is the magnitude of the sound wave energy emitted
per unit time (power) per one unit area. Sound intensity level is defined as
the logarithm of the ratio of intensity of sound with intensity threshold of


: Well, absolutely correct (holding up thumb). Now we will discuss a topic

that is still associated with the sound that the Doppler effect. Here you should
be able to understanding the phenomenon of the Doppler effect in daily life,
able to solve the problems associated with the Doppler effect in daily life,
formulating and concluded the Doppler principles and apply the the Doppler
effect in a variety of everyday purposes. Later miss will give you a problem
and provide solutions to the problem then presented to the class. No one had
ever heard before about this Doppler effect? "(Giving reference by stating
the purpose, suggest steps that need to be done and remind students core
issues to be discussed)

All Student

: Not yet miss... (student replied in unison)


: If it is not so this time we will discuss it. Before that miss wanted to ask,
have you ever stood on the roadside suddenly gone an ambulance car in front
of you. Do you feel the sound of ambulance sirens are not the same when the
ambulance is approaching and away from you?" (Providing motivation to


cause curiosity the students)

: Ever miss.. (student replied in unison)


: Well if you ever think why could happen like that? What causes it?"
(Providing motivation to propose ideas that challenge the creativity of


: I am miss.. (rise hand). Sure miss the different voice, the distance between
me and the siren is different when the sirens approaching and away from us,
we hear an automated voice will be different when the car is moving closer to


us and the time away from us.

: Yes, you're right, you have a good answer, just still need to be developed


further. (Patting the shoulders of the students). What no one wants to add?
: I am miss..
: Yes, please Debora. (while approaching the student)
: Because of the frequency of the sound, miss.. When the ambulance is
moving closer to us that we hear sound frequencies greater than when the
siren of the ambulance car away from us." (Compare or contrast the new


knowledge that has been owned student)

: Very good. You're so smart. Furthermore, as has been said Debora was the
frequency of the sound, who knows what is the frequency of the sound?
(Looking at all the students) (Giving reference by asking questions

All Student

relating to the subject matter)

: (Student was silent and began to think)
: Please you Rini, what do you think about the frequency of the sound?
: If in mathematics yes miss, that frequency is the number. So if the frequency


of the sound is the amount of sound, miss.

: You are correct answer but still not quite right (as she approached the


: So what is the frequency of the sound, miss?" (Drawing the attention of


students with a variety of patterns of interaction)

: Well I'm going to explain what it is the frequency of the sound. Before we
get to the discussion of sound frequencies miss would say little about the
sound first. So when we heard there was a sound, it's definitely the result of
vibration an object. Vibrating objects inevitably produce a sound. Vibrations
of objects per second unit is then called with the sound frequency and is
expressed in Hertz (Hz). So if an object vibrating 20 times a second would
produce a sound with a frequency of 20 Hertz. Now Miss will show a video
of the Doppler effect in everyday life, look carefully my student ..

All Student

(Explaining the concept first before the material is given in detail)

: Yes miss.. (charge students enthusiastically)

(Students with careful attention to the video) (Drawing the attention of the

students by using the tool)

: Well, after seeing and watching the video, we can see a variety of daily
events on the Doppler effect is like the sound of an ambulance when
approaching or away from us. And also there are many applications of this
Doppler effect as to find the velocity of speeding car, to determine the depth
of oceans, to calculate the speed of astronomical bodies, and to study Saturn's
rings. So do you feel the sound of ambulance sirens are not the same when
the ambulance is approaching and away from you? Why can happen like
that? What the caused it? Now, you simply divide the group into three groups
and discuss. (Drawing the attention of students with the variety of
teaching styles)

Phase II (Organize students to learn)

Students sit in groups regard animated videos and instructions in the LKS to acquire concepts
and equations of the Doppler effect.
Phase III (Guiding the investigation of individuals and groups)
Students conduct an investigation to get an explanation and problem solving. Teacher guiding
the student investigation, encourage learners to collect the appropriate information, touring
classrooms and provide scaffolding to students or groups who have difficulties and helping
the students in sharing the task in solving the problems in the group.
Phase IV (Develop and presents the work)
Students presenting the results of discussions in front of the class, observing the written work
friends and give the opinion about truth work mentioned. Teacher helping the students plan
and prepare a presentation to the class material, asking one of the students who represent
groups for their presentation activities and leading a class discussion by asking another group
response to the answer.

Phase V (Analyze and evaluate the problem-solving process)


: All group have a good answer. Let me resume about that. Please listen !

All Student

: Oke miss..


: The Doppler effect is the effect in which an observer feel the change in the
frequency of the sound that heard when it was moving relative to the source
of the sound. As the car moved closer to the observer, face-to-face sound
waves in front of the car more meetings than a face-to-face wave behind the
car. As a result, the observer is in front of the car (when the oncoming car)
will experience a greater frequency than the original frequency of the sound
source. While at the back of the car (car away), observers feel the wave
frequency which is smaller than the original frequency sound sources. This is
the explanation why observers feel different frequencies when it is moving
relative to the source of the sound. (Summarize the core activities of the


: ooo.. I understand miss. How about if the sound source while stationary
observer towards or away from the sound source, whether observers feel the
change in the frequency of the sound?


: Changes in the frequency perceived by the observer depending on the speed

of the observer when he is toward or away from the sound source. The faster
it moves closer to the source of the sound, the more often he felt the sound
waves so that the frequency he feels greater. Instead the faster it moves away
from the source of the sound, the more often he felt the wave, the smaller
frequency he feels." (Make a summary of the new material presented)


: So in this case the speed of the observer or the source of the sound as it
moves affect the perceived sound frequencies observers, miss.


: Yeah, youre right. When the speed of the sound source is changed, then
changed also the density of the wavefront received by observers. In other
words, the speed of the observer affects the perceived frequency. Changes in
sound frequency perceived by the observer when he moves relative to the
sound source is formulated: fp = (v + vp / v + vs). fs. If the wind speed is
negligible. Vs is positive when the source approaches the observer, negative
if away from the observer. Vp is positive when the observer away from the
sound source, negative if the observer approaches the source of the sound.
Now who can explain the Doppler effect on sonic boom contained in the
video?" (Applying a new idea in other situations)


: I am miss. An aircraft moving at a speed less than the speed of sound will
produce a face-to-face waves move faster than the plane itself. As a result, an
observer will hear the sound of aircraft prior to flight to the observer."
(Expressing opinion of the students themselves)


: Very good, please see the video. The aircraft is moving at a speed equal to
the speed of sound will produce a face-to-face waves that coincide on the

plane. As a result, the observer will hear the sound of aircraft along with the
arrival of the aircraft. Now what happens if a plane (supersonic) moving at a
speed exceeding the speed of sound? Face-to-face sound waves produced
will lag behind the plane. The back of the plane form a wave cone. Observers
have not listened as the plane right up to him. The new sound heard when the
aircraft has passed leaving observers. Are you understand?" (Demonstrating
All Student

: Understand, miss


: Well if you understand, miss will give a question about this Doppler effect.
A spectator at the race cars to hear the sound (the sound of a car) are
different, when the car approached and away. On average racecar noises 800
Hz. If the speed of sound in air 340 ms -1 and 20 ms -1 car speed, then the
frequency of the hearing when the car is approaching? What is the answer?
Anyone know?" (Making matters written)


: 850 Hz, miss


: Very good. Because time is up, miss ask you to learn more about this topic
and the next meeting and doing exercises this Doppler effect in the book.
Miss closing our lesson today.
Wassalamualaikum Wr. Wb
Good morning.
: Waalaikum salam Wr. Wb. Morning, Miss

All Student