LESSON PLAN 5.5.3.

2
Subject
Grade/Term
Materi Pokok
Sub Materi Pokok

Alocation of Time

:
:
:
:

Sains - Physic
VII/2
3. Atom, Ion and Molecule
3.1 To discribe atom base on atom borh teory
3.2 To apply different isotop, isoton and isobar
3.3 To apply different atom, ion, element molukeles and
compound molekules
: 8x 45 menit

Standard Competence
:
To understand mean of particle
Basic Competence
:
3.1 To discribe atom base on atom borh teory
3.2 To apply different isotop, isoton and isobar
3.3 To apply different atom, ion, element molukeles and compound molekules
Indicator
:
From the information obtained From various students can provide a description of the atom
by atom theory Bohr. Curious, passion for learning, Parsimoy,Perserveren
From information obtained, students can describe that atoms are composed of positively
charged particles called protons, negatively charged particles called electrons, and neutral
particles called netron, Thinking logically, critically, creatively, and innovatively, Curious, ,
Parsimoy,Perserveren
Based on the number of protons, electrons, and neutrons found in atoms, learners can explain
the difference between isotopes, isoton, and Isobars
Based on the examples given by teachers, learners can explain the differences between
atoms and ion.Thinking logically, critically, creatively, and innovatively, Passionate about
learning, Parsimoy
Based on the number of atoms contained in it, learners can explain the difference between
elements and molecules. Thinking logically, critically, creatively, and innovatively, Passionate
about learning, Parsimoy
Based on the types of atoms inside it, students can provide the difference between the
molecular elements and molecular compounds.Thinking logically, critically, creatively, and
innovatively, Passionate about learning, Parsimoy
A.

Learning Objective
:
Comprehension and Application of Concept:
Students can:
1. Explain the atomic theory borh
2. Explaining the understanding of atoms, ions and molecules
3. Explaining isotope, isoton and Isobars
4. Citing examples of chemical products that are composed of atoms, ions and molecules
5. Distinguishing elements of molecules and molecular compounds
6. Citing examples of simple molecules in everyday life

Scientific Performance
B

Subject Material :
Atom, Ion and Molecule
1. Scientific ideas about the atomic theory was first proposed By John Dalton (1766 - 1844)
Dalton's atomic theory:
a. Each element is composed of the smallest particles that are not divided longer called
atoms
b. The atoms of an element are identical (equal in all respects) but different from atoms of
other elements
c. An atom can not be destroyed, can not be created and not can be changed into atoms
of other elements
d. A compound is the result of combining the atomic elements constituent
e. Chemical reactions are merging or splitting of some specific atoms
2. Molecule

a. The molecule is a combination of two or more atoms of the same or Different. Example:
oxygen molecule which is a combination of Two oxygen atoms.
b. Molekul element is composed of atoms similar
c. Molecule compound is a molecule composed of atoms no similar
3. Ion
a. Ions are atoms or collection of electrically charged atoms
b. Ions can be formed from a chemical reaction when electrons move from atom to atom
other student
Molecule formation
a. Molecule formed from atoms bonded to each other
b. Antaratom Association called chemical bonds
c. Chemical bonds are formed because of the tendency of atoms to reach stable condition
Forms a chemical bond
a. Ionic bond
b. Covalent bond
c. Hydrogen bonding
C.

D.

Learning Approach and Method

Model/Approach
: - Cooperative Learning
Metode/Method
: - Lecture
- Discuss group
- Experimen
Learning Processes
1. First Meeting
a. Apperception
Understanding of atoms, Dalton's atomic theory and modern atomic theory
Motivation
Name the composer atomic particles
b. Main Activities
Elaborasi, Konfirmasi
Students are in each group, to conduct discussion on "Understanding Atoms, Atomic Theory
and Atomic Theory Modern "
Eksplorasi
Ask for one or two groups to answer questions in white boar writing addressed by other groups
Teachers ensure that all students answer correctly, and provide praise the good performance
group
Kegiatan Penutup/Closure
Students make conclusions
No Students answer exercises. 1 s / d 10 (Book Erlangga)

E.

F.

Learning Resources
1. Book Erlangga by Marthen Kanginan, Daroji
2. Book Yudistira by Budi Prasodjo dkk
3. Book Reference
4. Internet/Website
Tools
Assesment
a. Assesment Techniques
- Written Test
- Performance Test
b. Forms of Instrument
- Essay/Stuffing and Multiple Choice
- Test Procedure Activity and Product
c. Instrument
Instrument Essay/Stuffing and Multiple Choice :
1. The nucleus consists of ... ..
Key: protons and neutrons
Score: 1
2. Each element consists of the smallest particles that can not be divided, this
presented by ....

Key: John Dalton

Score: 1
3. Below are the elements which include molecules ....
a. NO b.P4 c. HCl d.CO
Key: b
Score: 1
4.
H2SO4 are examples of ... molecules.
Keywords: compound
Score: 1
5. The number of hydrogen atoms of the molecule HCl is ....
Key: 1
Score: 1
Test Procedure Activity and Product
1 ( Disscus)
No
Aspect
1
Working together
2
Accept others' opinions
3
Remark
4
Answer a discussion and draw a conclusion correctly
Amount of Score

Score
2
2
2
4
10

Discussion Sheet 1:
1. What happens if the atom excess electrons?
2. What is the difference between the anions and cations?
3. Explain the theory put forward by John Dalton!
4. Explain three compiler atomic particles
5. Calculate the number of atoms contained in molecules of Fe 2O3, CaCO3, and (NaCl2) 2
Key:
1. Will be negative electrically charged atoms (anions)
2. Ions that release protons, ions release electrons
3. Each element is composed of the smallest particles that are not divided
longer called atom
4. Protons, electrons and neutrons
5. 5 atoms, 5 atoms and six atoms
Score: 2 ( 5 x 2 = 10)
Discussion Sheet 2:
1. Please list some examples of molecular compounds?
2. What is a monatomic molecules and molecular diatomok?
3. Name the composer element molecule compound molecules of water and salt!
4. Name the various forms of chemical bonding!
5. By the way how the elements that tend towards unstable To a stable state?
Key:
1. NO2, Fe2Cl3, and CO2
2. Molecule consisting of one type of atoms, molecules consisting of more than Two types of
atoms
3. Hydrogen and oxygen, sodium and clor
4. Ionic, covalent and hydrogen
5. Forming chemical bonds
Score: 2 ( 5 x 2 = 10)
Approves by
Headmaster

Sukodono, juli 18rd 2011

Classroom teacher

WINADI, S.Pd, M.Pd

NIP. 19610502 198112 1 004

MASUDAH, M.Pd
NIP. 19771225200801 2 016

LESSON PLAN
Subject
Grade/Term
Alocation of Time

: Sains - Physic
: VII / 2
: 4 x 45 menit

Competence Standard
To understand movement konsep, work carakter, and energy in daily live
Basic Competence
To analysis, experiment line regular movement and line irregular movement, with application in daily
live
Indicator
1. Demonstrating the pace (speed) as the distance (position change) in a time interval. Precision,
Parsimoy, Objective, Cooperative
2. Defines the acceleration as a change of pace in a time interval
3. Distinguishing GLB and uniformly accelerated motion through trial Ticker time, hinking
logically, critically, creatively, and innovatively, CuriousPrecision, Parsimoy, Objective,
Cooperative
4. Make the distance versus time graph, and using the slope of the graph to determine the pace
(speed) of a benda. Thinking logically, critically, creatively, and innovatively, Parsimoy,
Objective, Perserveren
5. Defining the distance as the product of pace and time intervals to objects that were GLB
6. Recognizing the pace of the graphical form of the allotted time, the object in a state (a) silent,
(b) moving at a constant pace, or (c) moving at a pace that berubah. Thinking logically,
critically, creatively, and innovatively, Parsimoy,Objective, Perserveren
7. Calculate the area under the graph against time to determine the speed of the distance is
object. Curious, Parsimoy, Objective
8. Recognizing moving objects with a large straight uniformly constant acceleration
A. Learning Objective
Learners can:
1. Explaining the motion
2. Mentions two kinds of straight-line motion
3. Mention the characteristics GLB
4. Provide examples of GLB in everyday life
5. Explain the difference in speed and speed
6. Defining acceleration
7. Giving an example GLBB accelerated in everyday life
8. Giving an example GLBB slowed in everyday life
B.

Subject Material
A body is said to move if the object is experiencing change position of reference
points. Motion also has the properties of the object relative meaning may move toward a
particular object, but the silence of other objects. According to the motion are second nature,
namely: real motion and apparent motion, whereas according to the motion trajectory are three,
namely: linear, parabolic motion and motion circular.
There are two straight-line motion, namely: uniform straight motion (GLB) and linear
change Irregular (GLBB). Sample GLB: marbles digelinding, mangoes falling from stem, and so
forth, GLBB example: a ball thrown upwards, the ball was thrown on an inclined plane, and so
forth. Speed is: change the position of every unit time (v = s / t), while the speed is:
great speed object to move straight, acceleration is: change in velocity per unit time (a = v / t)
or (v = vo+at) or (s = Vo.T + . a.t2).

C.

Learning Approach and Method

Approach : - Direct Intruction ( DI )
- Cooperative Learning
Method
: - Lecture
- Discuss group
- Experimen

D. Teaching Learning Processes

1. First Meeting
a.
Introduction
Apperception

Have you ever walked inside the bus?

Motivation
- Is it moving?
b.

Main Activities
Elaborasi
- Students are on each - each group
- Each - each group takes the tools and materials in need
- Teachers share the BLM 5.2.a, and explains how to work experiment
Konfirmasi
- In groups of students conduct experiments in accordance with directions LKS and record
the results obtained
- Teachers guide the group who have difficulty
- After doing the experiment, each - each group was discussion to answer questions
Eksplorasi
- Teacher asks each - each group to answer questions addressed by other group
- Teachers ensure that all students answer correctly, and provide praise the good
performance group
- Teachers discussion with students to make conclusions
- Teacher gives exercises 1-5
- The teacher gives a homework assignment (PR)

2.

Second Meeting
a. Introduction
- Apperception
Have you ever seen a car sliding on an inclined plane?
- Motivasi/Motivation
- Including whether the motion if the car is sliding on an inclined plane?
b. Main Activities
Elaborasi
- Students are in each group
Konfirmasi
- Teachers take students out of class to make observations around
schools
- Students record observations of physical and chemical changes found within the vicinity
of the school
-

Eksplorasi
Teachers and students discuss the results of observations about changes Physics and
chemistry and to make tentative conclusions
Teachers responding to the results of discussions the learners and provide Correct
information

c. Kegiatan Penutup/Closure
- Teachers and students make conclusions
- Teacher take exercise
E.

Learning Resources/Tools
a. Learning Resources
1. Book Erlangga by Marthen Kanginan, Daroji
2. Book Yudistira by Budi Prasodjo dkk
3. Book Reference
4. Internet/Website
b. Tools
Experiment 5.2.a.
1. Meteran

2. Stopwatch

c. Tools
Experiment 5.2.b
1. Stopwatch
2. Kelereng ( mobil mainan )
F.

Assesment
a. Assesment Techniques
- Written Test

3. Papan luncur (meja )

- Performance Test
b. Forms of Instrument
- Essay/Stuffing and Multiple Choice
- Test Procedure Activity and Product
c. Instrument
Instrument Essay/Stuffing and Multiple Choice :
1. Give an example of straight-line motion ... ...
Key: Mango fall from the stalks
Score: 1
2. Change in velocity per unit time is called ... ...
a. Acceleration b.Style average c. Force d.speed Rate
Key: a
Score: 1
Test Procedure Activity and Product
Rubric 1, 2 :
Aspect
Prepare tools and materials correctly
Perform activities with the correct procedure
Data obtained from experiments
Answering questions
Make conclusion
Amount of score

Approves by
Headmaster

Sukodono, juli 18rd 2011

Classroom teacher

WINADI, S.Pd, M.Pd

NIP. 19610502 198112 1 004

MASUDAH, M.Pd
NIP. 19771225200801 2 016

Student Worksheet
Understand the meaning of distance, time and speed
Equipment / Materials: 1. Meter
2. Stopwatch
Work steps:
1. Measure the length of the field as far as 6 meters
2 Ask one friend to walk / run from one end to another
which have been determined (from point a to point b),
3. Write down the results obtained in the table below:
Table:
No
Type of activity
Distance (m)
Time (s)
1
2

Speed=Distance/Time
(m/s)

Walk
Running

4. Same results obtained from both of these activities?

5. Make a graph of distance versus time
Conclusion:
... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...
... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...
... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...

 Exercise :
1. Name the tool to measure time?
2. Is the motion?
3. Write the speed equation?
4. State the unit of velocity?
5. Is it distance?
Key:
1. Stopwatch
2. Change the position of the reference point
3. v = s / t
4. m / s
5. The length of the path taken
Score: 2 ( about x 2 = 10)
Homework (PR):
Do about it. 30-31 (sympathy Books)
Score: 1 ( about x 1 = 10)

Student Worksheet 5.2.b.

Calculating initial velocity, final velocity and acceleration on a body
Equipment / Materials: 1. Stopwatch
2. Marbles (toy car)
3. Skateboard (table)
Work steps:
1. Construct a tool like the picture!

2. Measure the length of the skateboard

3. Measure the travel time from point A to point B
4. Calculating initial velocity, final velocity and acceleration, write results
obtained in the table below:
Table:
No

Object

1
2

Marbles
Cars

Distance
(m)

Time (s)

Speed star
(Vo)(m/s)

Final Velocity
(Vt)(m/s)

Acceleration(a)
(m/s2)

5. Same results obtained from both of these activities?

6. Make a graph of speed versus time
Conclusion:
... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...
... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...
... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ...

Practice Problem:
Do about it. 32 (Book of sympathy)
Score: Score: 2 ( x 2 = 10 questions)

Key:
1. The trajectory of motion of an object form a straight line with constant velocity
2. Straight path of motion with constant speed changes
3. 18 km / h
4. 20 m / s
5. 60 km / h
Score: 2 ( about x 2 = 10)

Homework:
Do about it. 33 (Book packages / LAKS)
Score: 1 ( about x 1 = 10)

LESSON PLAN 4.4.1

Subject
: Science - physic
Grade / Term
: VIII / 1
Materi Pokok
: 3.1 Force and Acceleration
Submateri Pokok : 3.1.1.Gaya sentuh dan gaya tak sentuh
Force touch and no touch
Allocation of Time
: 1x 45 menit
Standard Competence
To understand movement konsep, work carakter, and energy in daily live
Basic Competence
:
Applying Newton's law to describe the events in daily life
Indicator
:
Calculating the momentum of the object as the product of mass and velocity.Thinking logically,
critically, creatively, and innovatively, Curious, Willingness to act
A. Learning objective
:
Comprehension and Application of Conception Student can :
-Explaining the style
- Distinguish between force and force do not touch
- Mention style forms
- Mention the examples of the style
- Mention any changes brought about by force
- Describe the forces acting on the body that bears the force
- Explain that the force including vector magnitudo
Scientific Performance Students can:
- Conduct an experiment to investigate the changes by style
- Measuring the size of the force with a spring balance
- Read a scale on the spring balance
B.

Subject material
The force and acceleration
1. Style is an attraction or an impetus
2. Style is a stylish touch or muscle work is directly in contact with the object.
Styles that include a touch style:
The frictional force is a force directed parallel to the field of touch and tend to oppose the
direction of the force.
Normal force is the force directed perpendicular to the plane touch.
3. Style is a style that does not touch on the two bodies do not arise directly tough which is also
called the force field of the forces associated with the field.
The forces include not touch style:
The gravitational force of the earth
Example: the apple falls
electrical Style
Example: sisr plastic that has been scrubbed can dance to the flow of water from a faucet.
magnetic force
Example: style-pull or repel menark between two magnetic poles.

4.

The changes brought about by force:

It secretly became engaged
Example: silent ball was kicked, the ball to move.
Objects move into silence
Example: a bike that was speeding, then braked, the bike will stop.
The shape and size of the object changes
Example: toy wax can be formed into a variety of toys
The direction of motion changes
Example: a ball is kicked into a certain direction and then kicked by another player, the
ball had to be changed.
Force measuring instrument is a spring balance or dynamometer
5. In SI unit of force is the newton (N)
6. Style also includes a vector quantity because besides having value also has a direction.

C.

D.

Vector quantities are quantities that have a value (magnitude) also has a direction.
7. Style can be described by a vector diagram, the form of arrows
Learning approach and method :
Model/Approach
: - Direct Intruction ( DI )
- Cooperative Learning
Metode/Method
: - Ceramah/Lecture
- Discuss group
- Experimen
Teaching Learning Processes

2. First Meeting
a. Introduction
Apperception
Understanding mass
- Motivation
Can you measure how much force do you do for pulling a door?
Do you know what causes objects falling to earth?
b. Main Activities
Elaborasi
- Students are in each group
- Teachers share the discussion Sheet
Konfirmasi
- The student group held a discussion to answer question
- Teachers guide the group who have difficulty
Eksplorasi
- Ask for one or two groups to answer questions in the white board writing addressed by
other groups
- Teachers ensure that all students answer correctly, and provide praise the good
performance group
c. Closure
- Students make conclusions
E. Learning Resourch
a. Learning Resources
1. Book Erlangga by Marthen/Daroji
2. Book Yudistira by Budi Prasodjo dkk
3. Book Reference
4. Internet/Website
b. Tools
2 sheets of foolscap
F. Assesment:
a. Assesment Techniques
- Written Test
- Performance Test
b. Forms of Instrument
- Stuffing and Multiple Choice
- Test Procedure Activity andProduct
c. Instrument
Stuffing and Multiple Choice :
1. Below is an example of styles including tap are:
a. electric force b. magnetic force c. spring force d.gravitational force
Key: c
Score: 1
2. Unit of force is:
a. dyne b. gr c. newton d. kg / dyne
Key: c
Score: 1
3. There are two combination of style, namely: a line and ... ... ..
Key: counterclockwise
Score: 1

 Test Procedure Activity and Product

Rubric 1 ( Disscus )
No
Aspect
1
Cooperate
2
Accept others' opinions
3
Remark
4
Answer a discussion and draw a conclusion correctly
Amount of Score

Score
2
2
2
4
10

Discussion Sheet:
1. Is understanding style in physics?
2. Name the style differences do not touch the touch and style!
Give examples of each of three!
3. Why is muscle force, including touch-style?
4. Why is the force of gravity, including styles not touch?
5. Why the friction can be regarded as a style?
6. Is the unit of force?
7. Styles including scale ... ... ... ..
8. Is it a vector quantity?
9. How do I describe the style?
10. Give examples illustrate the style, if there are two fruit-style!
(Answer key in the subject matter)
Score: 1 ( 10 x 1 = 10)

Approves by
Headmaster

Sukodono, juli 18rd 2011

Classroom teacher

WINADI, S.Pd, M.Pd

NIP. 19610502 198112 1 004

MASUDAH, M.Pd
NIP. 19771225200801 2 016

LESSON PLAN
Subject
Grade/Term
Materi Pokok
Submateri Pokok
Alokation of Time

: Science - Physic
: VII/1
: Force and Acceleration
: The Resultant Force
: 2x 45 menit

Standard Competence
To understand movement konsep, work carakter, and energy in daily live
Basic Competence
:
Applying Newton's law to describe the events in daily life
Indicator
:
Evaluate that motion is the result of the combined effect of all forces acting on the object. Thinking
logically, critically, creatively, and innovatively, Curious, Objective
A. Learning Objective
Comprehension and Application of Concept:
Students can:
Explaining the resultant force
Determine the resultant force of forces aligned in the same direction
Mention the daily example of the forces aligned and unidirectional
Describe the resultant of forces aligned in opposite directions
Mention contohsehari-day alignment of forces in opposite directions
Determine the magnitude and direction of resultant force
Distinguish between static balance and dynamic balance
Describe when called balanced forces
Citing the examples of balanced forces

Scientific performance:
Students can:
Perform experiments to understand the resultant of the forces aligned and unidirectional
Conduct experiments to understand the resultant forces aligned and opposite direction
B.

Subject material:
The force and acceleration
1. Two or more slits and the direction of the force acting on an object can be replaced by a
resultant force
2. Resultant force obtained by summing each of the algebraically usual style.
3. Resultant force between the two slits and the opposite direction, the direction of the
resultant force direction of the largest style and value of the resultant force equal to the
difference between these two values are opposite styles.
The greater the force was given a positive sign and a smaller force was given a negative
sign.
4. It is a state of equilibrium when the two forces equal in magnitude, and opposite a line of
work on a body.Or Equilibrium is the state when the resultant force acting on a body
equals zero.
5. Objects residing in a state of balance did not change the motion.
Meaning:

if the object was silent at first, then the object will remain silent after a balanced work
forces. balance of forces on the body still called static equilibrium.
Examples of static equilibrium: the above items still on the table, will remain silent.

If at first the body moves, the object will continue moving with constant velocity
(straight uniform motion) after the forces balanced work. Balance of forces on the
body still called tatic equilibrium. Balance the forces on a body moving straight called
dynamic equilibrium.
Examples of dynamic balance: a balanced forces acting on the aircraft, an aircraft first
moves, after a balanced work forces move the aircraft will remain at a steady pace
(irregularly straight motion).

C. Learning approach and method :

Model/Approach
: - Direct Intruction ( DI )
- Cooperative Learning
Metode/Method
: - Lecture
-Discuss group

- Experimen
D. Teaching Learning Processes
First Meeting
a. Introduction
Apperception
Understanding Force
Motivation
How to determine the magnitude of forces acting when you push the table with your friends?
How to determine the magnitude of forces acting when you pull the rope with your friends?
b. Main Activities
Elaborasi
- Students are in each group
Eksplorasi
- Teachers share the worksheet, and explain how the experiment work
- Each group to prepare equipment and material Required
Konfirmasi
- The group of students doing experiments in accordance with directions and work activity
and record results obtained
- Teachers guide the group who have difficulty
- After doing the experiment for each group discussion to answer questions
- Ask for one or two groups to answer questions in white board writing addressed by other
groups
- Teachers ensure that all students answer correctly, and provide praise the good
performance group
c. Closure
- Students make conclusions from the results of an experiment that
- Students answer exercises 1 s / d 5

has been in do

E. Learning Resourch
a. Learning Resources
1. Book Erlangga by Marthen/Daroji
2. Book Yudistira by Budi Prasodjo dkk
3. Book Reference
4. Internet/Website
b. Tools
Tools 5.1.2.a:
1.Balance spring is 100 N: 2 fruit
2.Anak weighing scales differently: to taste
3.Balance ohaus: 1 fruit
Tools5.1.2.b:
1. Balance spring: 2 fruit
2. Anak weighing scales differently: to taste
3. 3.Neraca ohaus: 1 fruit
4. Strap
F. Assesment:
a. Assesment Techniques
- Written Test
- Performance Test
b. Forms of Instrument
- Essay/Stuffing and Multiple Choice
- Test Procedure Activity andProduct
c. Instrument
Stuffing and Multiple Choice :
1. Two children pulled out a large table with their style 100 N respectively, then the sultant
is large:
a. 100 N b. 150 N c. 200 N d. 250 N
Key : c
Score : 1

2. If the object in equilibrium, then the resultant is a big ...

Key: zero
Score: 1
Test Procedure Activity and Product
Rubric 1 :
No
Aspect
1
Measure objects correctly
2
Perform activities with the correct procedure
3
Data obtained from experiments
4
Answering questions
5
Making conclusions
Amount of Score

Score
2
2
2
2
2
10

Rubric 2 :
No
Aspect
1
Understanding of the scale, units and precision measuring instruments
used
2
Understanding of unit conversion
3
Ability to use measuring tools
4
Adjustment of the scale and measuring instruments used
5
The accuracy of the measurement procedure
6
Discipline of any member of the group
7
Cooperation among group members
8
Accept others' opinions
9
Honest in presenting the data measurement
10
Ability in presenting the results of measurements
Amount of Score

Score
1
1
1
1
1
1
1
1
1
1
10

Exercise :
1. Is that the resultant?
2. Resultant unit is?
3. What is the balance?
4. Name the two kinds of balance!
5. Mention the difference of static equilibrium and kinetic balance!
Give examples!
(Answer key is on subject matter)
Score: 2 ( 5 x 2 = 10)

Approves by
Headmaster

Sukodono, juli 18rd 2011

Classroom teacher

WINADI, S.Pd, M.Pd

NIP. 19610502 198112 1 004

MASUDAH, M.Pd
NIP. 19771225200801 2 016

LESSON PLAN
Subject
Grade/Term
Materi Pokok
Submateri Pokok

: Science - Physic
: VII/1
: Force and Acceleration
: Frictional force
The frictional force by the water and air
: 2 x 45 menit

Alocation of Time

Standard Competence
To understand movement konsep, work carakter, and energy in daily live
Basic Competence
Applying Newton's law to describe the events in daily life
Indicator
Evaluating the friction slows motion. Thinking logically, critically, creatively, and innovatively, Curious,
Objective
A. Learning Objective
Understanding and Applying Concepts
Students can:
Describe whether the frictional force at work when the body moves in the air
Explain the factors that affect a large friction
Describe whether the frictional force at work when the body moves in the water
Explain what is meant streamlined or areodinamis
Describe ways to reduce friction by air or by water
Scientific Performance
Students can:
Perform experiments to demonstrate the existence of the friction force acting when the body
moves in the air
B.

Subject Material:
The force and acceleration

Friction acting on the body will slow down the motion on the object

The friction force acting on the moving body can be known if there is no external force, but it
works more slowly then certainly there is friction.

about providing air friction on the object if the object is in the air.
Example: paper that unfolds more slowly to the ground than squeezing the paper, if the
same paper that was dropped at the same mass.

The bigger the vast expanse of the object, the greater the air friction force acting on the
body.

When the parachute does not open the chute, the air friction force is smaller, so more quickly
to the ground. Kelajuannya approximately 50 m / s (180 km / h).

When the parachute is opened the air friction force is very large, so much longer till the soil.
Kelajuannya approximately 8 m / s (29 km / h).

The frictional force acting on a body of water.

Example: pushing objects on the surface of the water, it will move but if the drive is stopped
then the object will lose velocity of the object.

The frictional force of air and water friction speed limit that can be achieved by a body
moving velocity of this boundary is called a critical speed.

Establish a streamlined enlarge the critical speed. Streamlinae allows motion of a body to be
agile.
Example:
- Aircraft
- Dolphins
- Car racing
The car is also designed streamlined aerodynamics.

C. Learning Approach and Method :

Model/Approach
:
Metode/Method

- Direct Intruction ( DI )
- Cooperative Learning
- Lecture
- Discuss group
- Experimen

D. Teaching Learning Processes

First meeting
a. Introduction
- Apperception
Understanding friction
- Motivation
Why Smoking should open the parachute jumpers in order to survived till the soil?
b. Learning Aktivitis
Elaborasi
- Students are in each group
- Teachers share the worksheet, and explain how the experiment work
- Each group to prepare equipment and materials necessary
Konfirmasi
- The group of students doing experiments in accordance with directionswork sheet and work
activity and record results obtained
- Teachers guide the group who have difficulty
Eksplorasi
- After doing the experiment for each group discussion to answer questions
- Ask for one or two groups to answer questions in white board writing addressed by other
groups
- Teachers ensure that all students answer correctly, and provide praise the good
performance group
c. Closure
Students make conclusions from the results of an experiment that has been in do
Concluding Activities
Students answer exercises 1 s / d 5
E. Learning Resources
a. Learning Resources
1. Book Erlangga by Marthen Kanginan
2. Book Yudistira by Budi Prasodjo dkk
3. Book Reference
4. Internet/Website
b. Tools
1.Neraca different spring: 2 fruit
2.Balok timber: 1 fruit
3.Roda: to taste
Tools :
1. Balance spring: 5 pieces
2. Children of different scales: 5 pieces
F

. Assesment :
a. Assesment Techniques
- Written Test
- Performance Test
b. Forms of Instrument
- Essay/Stuffing and Multiple Choice
- Test Procedure Activity andProduct
c. Instrument
Stuffing and Multiple Choice :
1. If things move means the body to ...
Key: change of position
Score: 1
2. Small frictional force is located on the surface ....
a. rough b. smooth c.rather rough d. rather slippery
Key: b
Score: 1

 Test Procedure Activity and Product

Rubric 1 :
No
Aspect
1
Measure objects correctly
2
Perform activities with the correct procedure
3
Data obtained from experiments
4
Answering questions
5
Making conclusions
Amount of Score

Score
2
2
2
2
2
10

Rubric 2 :
No
Aspect
1
Understanding of the scale, units and precision measuring instruments
used
2
Understanding of unit conversion
3
Ability to use measuring tools
4
Adjustment of the scale and measuring instruments used
5
The accuracy of the measurement procedure
6
Discipline of any member of the group
7
Cooperation among group members
8
Accept others' opinions
9
Honest in presenting the data measurement
10
Ability in presenting the results of measurements
Amount of Score

Score
1
1
1
1
1
1
1
1
1
1
10

Exercise :
1. Why friction is considered a force
2. Give examples of friction in the water
3. Give examples of friction in the air
4. Why Analyze footwear made serrated
5. Why analyze rain-soaked streets dangerous for the speeding
Car taut
6. You analyze very difficult to walk on slippery floors
(Key ask on subject matter)
Score: 2 ( 5 x 2 = 10)

Approves by
Headmaster

Sukodono, juli 18rd 2011

Classroom teacher

WINADI, S.Pd, M.Pd

NIP. 19610502 198112 1 004

MASUDAH, M.Pd
NIP. 19771225200801 2 016

LESSON PLAN 4.4.4.2

Subject
Grade/Term
Materi Pokok
Submateri Pokok

: Science - Physic
: VII/1
: ForceandAcceleration
: Force friction
Static and Dinamic frictional force
Alokasi Waktu : 2 x 45 menit
Standard Competence
To understand movement konsep, work carakter, and energy in daily live
Basic Competence
:
Applying Newton's law to describe the events in daily life
Indicator
:
Evaluating the friction slows motion. Thinking logically, critically, creatively, and innovatively, Curious,
Objective
A. Learning Objetive
Students can:
Explain how the large and the nature of friction when a solid Glide on other solids
Distinguish between static friction and dynamic friction
Describe the influence of surface material to the friction force
.
Scientific performance:
Students can:
Perform experiments to mennyelidiki large and friction properties between solid.
B. Subject material:
The force and acceleration
- The frictional force is static friction force experienced by the body when it was still quiet.
- The maximum static friction force is when the object is not moving.
- If you push or pull force exceeds the maximum friction force, then the object will move.
- Kinetic friction force is the friction force experienced by the body when the body moves.
- Friction (both static and kinetic maximum) depends on surface roughness or smoothness.
- The rough surface of the greater friction and vice versa.
- Rotational friction force is generated by friction wheeled objects.
- Translational frictional force is generated by friction wheels did not object.
- Rotational friction force is smaller than the translational friction. For it to be easy to rotate the
object to be supported on wheels.
- Wide field of touch does not affect large friction force on solid objects sliding on other solid
objects.
C.

Learning approach and method :

Approach : - Direct Intruction ( DI )
- Cooperative Learning
Method
: - Ceramah/Lecture
- Diskusi Kelompok/Discuss group
- Experimen

D. Teaching Learning Processes

First Meeting
a. Introduction
- Apperception
Resultant Force
- Motivation
Is there also a friction force when things quiet?
b. Main Activities
Elaborasi
- Students are in each group
- Teachers share the worksheet, and explain how the experiment work
- Each group to prepare equipment and materials Required
Konfirmasi

The group of students doing experiments in accordance with directions LKS 5.1.3.a work
activities and record results obtained
- Teachers guide the group who have difficulty
Eksplorasi
- After doing the experiment for each group discussion to answer questions
- Ask for one or two groups to answer questions Iin white board writing addressed by other
groups
- Teachers ensure that all students answer correctly, and provide praise the good
performance group
c. Closure
- Students make conclusions from the results of an experiment that has been in do
- Students answer the exercises and static and kinetic friction No. 1 s / d 5
E. Learning Resources
a. Learning Resources
1. Book Erlangga by Marthen Kanginan/Daroji
2. Book Yudistira by Budi Prasodjo dkk
3. Book Reference
4. Internet/Website
b. Tools
Several different spring balance
A block of wood
Multiple wheel
F

.Assesment :
a. Teknik Penilaian/Assesment Technique
- Tes Tertulis/Written Test
- Tes Unjuk KerjaPerformance Test
b. Bentuk Instrumen/Forms of Instrument
- Essai dan Pilihan Ganda/Essay/Stuffing and Multiplr Choice
- Uji petik kerja prosedur dan produk//Test Procedure ActivityandProduct
c. Instrument
Instrument Test Essay/Stuffing and Multiple Choice :
1. Benda yang diam mengalami gaya gesekan
Kunci
: statis
Skor
: 1
Things are still experiencing friction ...
Key : static
Score: 1
2. Setiap kendaraan yang kita tumpangi selalu didukung oleh .
a. bensin
b. tenaga
c. mesin d. roda
Kunci
: d
Skor
: 1
Every vehicle we rode in was always supported by ....
a. gasoline b. energy c.machine d.wheel
Key: d
Score: 1

Rubric
No
1
2
3
4
5

Test Procedure Activity and Product

1 :
Aspect
Measure objects correctly
Perform activities with the correct procedure
Data obtained from experiments
Answering questions
Making conclusions
Amount of Score

Rubric 2 :
No
Aspect
1
Understanding of the scale, units and precision measuring instruments
used
2
Understanding of unit conversion
3
Ability to use measuring tools

Score
2
2
2
2
2
10

Score
1
1
1

4
5
6
7
8
9
10

Adjustment of the scale and measuring instruments used

The accuracy of the measurement procedure
Discipline of any member of the group
Cooperation among group members
Accept others' opinions
Honest in presenting the data measurement
Ability in presenting the results of measurements
Amount of Score

1
1
1
1
1
1
1
10

Exercise :
1. What is the difference of friction force status and kinetic friction
2. Is roughness or smoothness of the surface affects force friction, give reasons
3. Why do we rode in a vehicle wheel
4. Does touch affect the area of friction, give reasons
5. Are the wheels affect the friction force, give reasons
(Key ask on subject matter)
Score: 2 ( 5 x 2 = 10)

Approves by
Headmaster

Sukodono, juli 18rd 2011

Classroom teacher

WINADI, S.Pd, M.Pd

NIP. 19610502 198112 1 004

MASUDAH, M.Pd
NIP. 19771225200801 2 016

- .
:.

LESSON PLAN
Subject
Grade/Term
Subject matteria
Sub matter
Time Alocation

: Science - Physic
: VIII/1
: Force And Aceleration
: The frictional force which favorable and advers
: 2 x 45 menit

Standard Competence
To understand movement konsep, work carakter, and energy in daily live
Basic Competence
:
Applying Newton's law to describe the events in daily life
Indicator
:
Evaluating the friction slows motion. Thinking logically, critically, creatively, and innovatively, Curious,
Objective
A. Learning Objective :
Understanding and Applying Concepts
Students can:
Describe the influence of surface material to the friction force
Distinguish between frictional force which favorable and adverse and how to cope
Describe the daily events which utilize the principle of friction.
Scientific Performance
Students can:
Perform an experiment to investigate the effect of touch on the area of friction between solid.
B.

Subject material:
The force and acceleration
Examples of harmful friction and how to cope:
a. friction between automobile engine with the clutch makes the clutch wear faster (broken),
then the car engine and clutch oil so as not to be directly in touch .
b. friction between car tires with the road surface cause the tire wear faster, so the surface is
coated with bitumen so that the road becomes slippery.
c. Friction between the vessels with sea water inhibits movement of ships. For those
reasons, the bottom of the ship was given a vest filled with air.d. The frictional force
between the train tracks with train wheels caused train can not reach high speed. To
overcome the use of superconductor materials that can resist a magnet that can lift
magnets (trains to float above the railway tracks on the Japanese example of using a
superconductor can have a speed of 550 km / h).

Example of friction force which favorable:

a. friction causes us to be able to walk, because of the friction that worked the soil on the
soles encourage feet to the front.
b. Tires are made jagged, so that friction between the road surface on the tires big enough
so that when braking the car does not skid (slip).
c. Friction on the brake disks to slow the speed of motorcycles motorcycles.
d. Anatar friction rubber and rim brake wheels on a bicycle is used to slow the speed of the
bike. Car braking system also uses the principle of friction.
e. May slow the rate of paratrooper with the principle of friction with the air.

C. Learning approach and method :

Model/Approach : - Direct Intruction ( DI )
- Cooperative Learning
Metode/Method
: - Ceramah/Lecture
- Diskusi Kelompok/Discuss group
- Experimen
D. Teaching Learning Processes
First Meeting
a. Introduction
- Apperception
Understanding friction

Motivation
Why are we more difficult to walk on slippery floors?
Why are car tires are made jagged?

b. Main Activities
Elaborasi
- Students in each group
- Teachers share the BLM, for discussion
- Each group to prepare equipment and materials necessary
Konfirmasi
- The group of students doing experiments in accordance with directions and work activity
and record results obtained
- Teachers guide the group who have difficulty
Eksplorasi
- After doing the experiment for each group discussion to answer questions
- Ask for one or two groups to answer questions in white b oard writing addressed by other
groups
- Teachers ensure that all students answer correctly, and provide praise the good
performance group
c. Closure
- Students make conclusions from the results of an experiment that has been in do
- Students answer exercises 1 s / d 5
E. Learning Resources
a. Learning Resources
1. Book Erlangga by Marthen Kanginan/Daroji
2. Book Yudistira by Budi Prasodjo dkk
3. Book Reference
4. Internet/Website
b. Tools 5.1.3.a:
A block of wood (instead of a cube)
A table
An appropriate spring balance to measure the maximum static friction force on the block
of wood.
F Assesment :
a. Assesment Technique
- Writtent Test
- Performance Test
b.

Form of Instrument
- Stuffing and Multiple Choice
- Test Procedure Activity and Product

c.

Instrument
Instrument Test Essay/Stuffing and Multiple Choice :
1. Jika benda bergerak berarti benda mengalami
Kunci
: perubahan kedudukan
Skor
: 1
If things move means the body to ...
Key : change of position
Score: 1
2. Gaya gesek yang kecil terletak pada permukaan yang .
a. kasar
b. licin
c. agak kasar d. agak licin
Kunci
: b
Skor
: 1
Small frictional force is located on the surface ....
a. b. rough c. smooth rather rough d. rather slippery
Key: b
Score: 1
Test Procedure Activity and Product
Rubric 1 ( Disscus)
No
Aspect
1
Working together
2
Accept others' opinions

Score
2
2

3
4

Rubric
No
1
2
3
4
5

Remark
Answer a discussion and draw a conclusion correctly
Amount of Score

2
4
10

1 :
Aspect
Measure objects correctly
Perform activities with the correct procedure
Data obtained from experiments
Answering questions
Making conclusions
Amount of Score

Score
2
2
2
2
2
10

Exercise :
1. Give an example of the friction force which favorable!
2. Give examples of harmful friction!
3. What happens if the floor is slippery oil spill!
4. What happens if my car tires are worn, slippery road!
5. Why car must always be changing the oil after a (Eg 5000 km)?
(Answer key is on subject matter)
Score: 2 ( 5 x 2 = 10)

Approves by
Headmaster

Sukodono, juli 18rd 2011

Classroom teacher

WINADI, S.Pd, M.Pd

NIP. 19610502 198112 1 004

MASUDAH, M.Pd
NIP. 19771225200801 2 016

LESSON PLAN
Subject
Grade/Term
Materi Pokok
Submateri Pokok
Alokation of Time

: Science - Physic
: VII/1
: Force and aceleration
: Weight force
: 2x 45 menit

Standard Competence
To understand movement konsep, work carakter, and energy in daily live
Basic Competence
:
Applying Newton's law to describe the events in daily life
Indicator
:
Measuring the weight of an object
Finding the acceleration of gravity of the tables and graphs anatar weight and mass.
A. Learning Objective
:
Understanding and application of the concept:
Students can:
Explaining the weight of the object
Explaining the mass of the object
Describe the relationship between the mass of weight
Calculate the weight of an object
Find the acceleration of gravity of the tables and graphs between weight and mass
Scientific performance:
Students can:
Perform an experiment to investigate the relationship between the weight
of the mass of the object.
B.

Subject material:
The force and acceleration
The mass (symbol m means mass) is much material which is owned by a substance
Tape measure is mass balance, in SI units are: kg
One of the mass balance as a measuring tool is an electronic balance
Mass including scalar quantity because it has no direction.
Weight (w symbol, means weight) is the amount of gravitational force that held the thing.
Heavy gauge or spring balance dynamometer, in SI units are: newtomn (N)
Berta is proportional to the mass
W = m. G
Description:
W: weight, unit newton
m: mass, units kg
g: acceleration due to gravity, m/s2 units or N / kg
- The mass of the object anywhere in the universe is fixed, while the weight of the object in the
universe is different depending on the acceleration of gravity on objects amna located.
- In outer space the acceleration of gravity is zero, then the weight of the object is also zero. But
the mass of the object remains.
- The weight of the object is reduced further away from the center of the earth.
- Therefore the acceleration of gravity at the earth itself differs little with the other places.
For example asks the object in the polar regions is greater than in areas kathulistiwa
(acceleration of gravity of the body in the polar regions of 9.83 N / kg and the acceleration of
gravity in the region kathulistiwa 9.78 N / kg)
1kg body weight:
In the polar regions N = 9.83
In areas kathulistiwa = 9.78 N

- Normal force (N) is the force directed perpendicular to the plane touch (normal means
perpendicular to the plane).
- The object is still on the table means all the forces acting on the body is in balance or resultant
equal to zero.
- In order for the resultant force is zero, then the greater the normal force equal to gravity.
N = w or N = mg
C. Learning approach and method :
Approach
: - Direct Intruction ( DI )
- Cooperative Learning
Method
: - Lecture
- Discuss group
- Experimen
D. Teaching Learning Processes
First Meeting
a. Introduction
- Apperception
Understanding the force, the unit of force and mass units
- Motivation
Same understanding when you buy sugar at the store
weighing 2 kg with the mass of 2 kg in this physics?
b. Main Activities
Elaborasi
- Students are in each group
- Teachers share the worksheet, and explain how the experiment work
- Each group to prepare equipment and materials Required
Konfirmasi
- The group of students doing experiments in accordance with directions LKS and work activity and
record results obtained
- Teachers guide the group who have difficulty
Eksplorasi
- After doing the experiment for each group discussion to answer questions
- Ask for one or two groups to answer questions in white board writing addressed by other groups
- Teachers ensure that all students answer correctly, and provide praise the good performance group
c. Closure
- Students make conclusions from the results of an experiment that has been in do
- Students answer exercises 1 s / d 10
E. Learning Resources
a. Learning Resources
1. Book Erlangga by Marthen Kanginan/Daroji
2. Book Yudistira by Budi Prasodjo dkk
3. Book Reference
4. Internet/Website
b. Tools 5.1.3.a:
Balance spring: 5 pieces
2. Children of different scales: 5 pieces
F

. Assesment :
a. Assesment Technique
- Writtent Test
- Performance Test
b. Form of Instrument
- Stuffing and Multiple Choices
- Test Procedure Activity and product
c. Instrument
Instrument Test Essay/Stuffing and Multiple Choices :
1. Gravity is the force ....
Key : gravitational
Score: 1
2. Unit weight of the object is ....
a. N b. dyne c. kg d. N / kg
Key: a
Score: 1

3. The product of mass and acceleration of gravity is ...

a. density b. acceleration c. weight d. specific gravity
Key: c
Score: 1
Test Procedure Activity and Product
Rubric 1 :
No
Aspect
1
Measure objects correctly
2
Perform activities with the correct procedure
3
Data obtained from experiments
4
Answering questions
5
Making conclusions
Amount of Score

Score
2
2
2
2
2
10

Rubric 2 :
No
Aspect
1
Understanding of the scale, units and precision measuring instruments
used
2
Understanding of unit conversion
3
Ability to use measuring tools
4
Adjustment of the scale and measuring instruments used
5
The accuracy of the measurement procedure
6
Discipline of any member of the group
7
Cooperation among group members
8
Accept others' opinions
9
Honest in presenting the data measurement
10
Ability in presenting the results of measurements
Amount of Score

Score
1
1
1
1
1
1
1
1
1
1
10

Exercise
1. Is it spring balance
2. Same mass weighing
3. Write the formula weight
4. Does the unit's weight
5. Why do people go to the moon is lighter than the earth
6. Weight is directly proportional to ... ..
7. Is it mass unit
8. The instrument used to measure the weight is ... ..
9. Weight including scale ... ..
10. If heavy objects on the earth 600 N, what is the weight of the object on the moon
(Answer key is on subject matter
Score: 1 ( 10 x 1 = 10)

Approves by
Headmaster

Sukodono, juli 18rd 2011

Classroom teacher

WINADI, S.Pd, M.Pd

NIP. 19610502 198112 1 004

MASUDAH, M.Pd
NIP. 19771225200801 2 016

LESSON PLAN
Subject
Grade/Term
Materi Pokok
Submateri Pokok
Alokation of Time

: Science - Physic
: VII/1
: Newtons laws
: Newton first law
: 2x 45 menit

Standard Competence
To understand movement konsep, work carakter, and energy in daily live
Basic Competence
:
Applying Newton's law to describe the events in daily life
Indicator
:
Evaluating the friction slows motion. Thinking logically, critically, creatively, and innovatively, Curious,
Objective
A. Learning Objective

Comprehension and Application of Concept:

Students can:
Describe the object is said to dwell bilaman
Explain what happens if there are forces acting on the dam body
Explain what happens if there are no forces acting on objects moving silently
Explaining the force equals zero
Mention teradi consequences if the resultant force equals zero
Explain about the law or inertia kelembamam
Describe the relationship between acceleration and resultant force
Describe the relationship between acceleration and mass of the object
Mention the daily example that is described by Newton's Second Law
Explain what is meant by the force of action and reaction force
Explain about Newton's Third Law
Describe everyday examples in accordance with Newton's Third Law
Describe the forces on an object pairs in contact in accordance with Newton's Third Law.
Scientific Performance
Students can:

Perform an experiment to investigate the inertia of the object

Conducting an experiment to investigate the action and reaction force (Law III Newton)
B. Subject material:
Newton's laws
- The motion is always caused because of the force (pull and push) by Aristotle
Example: horse-drawn carts to move because, sailboats move because ditoiup angina
- If there is no external force acting on the body, the body will return to the state of nature, that is
silent (Aristotle). This was opposed by Newton.
- Newton's First Law:
Every body continues in a state of silence or continue in a state of irregular motion with fixed
speed in a straight line, unless it was forced to change the situation (still or moving) by the forces
that carried him.
Or:
If there are no forces acting, then the object will still remain silent or object which first moves will
continue to move denagn constant velocity (straight-line motion berturan)
- Example of Newton's First Law: skaters gliding on the ground which is coated with wax (almost
zero friction), skaters will continue to slide. Skating players will stop after colliding. Whereas if
under Aristotle skaters will stop itself if not hit. (Legal opinion I newtons mematalkan Aristotle)
- Terms of balanced forces is the resultant force equal to zero (F = 0)
Based on the resultant = zero, then Newton's First Law applies:
If the resultant force on an object equals zero then the first thing that will keep quiet quiet (keep it
quiet), whereas if the object is initially moving will continue moving with constant velocity (keep it
moving).
F = 0 for objects still or moving objects with constant velocity
F = 0 means the acceleration is equal to zero (the object does not accelerate)

- Inertia or inertia (laziness) that is the nature of objects that maintain state of rest or motion. For
Newton's First Law is also called Law of inertia.
You'll feel like pushed to the front when you rode the bus to move fast, braked suddenly. This can
be explained by the law of inertia, which at first you move along the bus will keep it gerakmu
Newton's laws
If the object being to work a style or some resultant force is not zero, then the object menglami
acceleration.
Acceleration is proportional to the resultant force acting on the body.
Example:
If the force is enlarged two times on the mass of the object fixed, the acceleration is also a two
times as well. For example, if you mndorong P-style body with 2 m/s2 acceleration, if you
mndorong 2P-style body with the acceleration 4 m/s2, if you object to the style mndorong 6
m/s2 acceleration 3P
ff.
Acceleration berbading inversely with body mass.
Example:
If mass is enlarged two times the fixed force, the acceleration becomes times.
For example, if you push a block of ice with P will result in the acceleration of 2 m/s2, if you
push the two blocks of ice to keep the force P, then become a m/s2 acceleration
The greater the mass of the object is subjected to the force constant, then the acceleration
becomes small.
Newton's Second Law:
Acceleration generated by the resultant force acting on an object is inversely proportional to the
resultant force, the direction of the resultant force, and inversely proportional to the mass of the
object.
a = F / m or F = ma from this equation is obtained:
- 1 N = 1 kg m/s2
- One newton as the force that produces the acceleration of 1 m/s2, when this force is given in
the body of mass 1 kg.
Examples of Newton's Second Law of everyday:
a. 5 people pushing a truck and sedan, the sedan that has turned out to greater speed or sedan
has a greater acceleration than the truck. This is due in the same style but larger mass of the
object, then the acceleration becomes smaller.
b. The ball is kicked by teenagers 17 years faster than was kicked by a 10-year-old child (the
acceleration caused by teenagers 17 years greater than 10-year-old child). This is because the
resultant force that worked teenagers 17 years greater than 10-year-old child.
Newton's laws
Style is only present if there are at least two objects that interact
The forces were always in pairs, ie the first style is called the action force and the second style
is called the reaction force.
Newton's Third Law:
If object A work force on the object B, then object B do force on the object A, the same
magnitude but opposite direction.
This law also stated:
For every action, there is a reaction of equal but opposite direction.
Action = reaction
Example of Newton's Third Law everyday:
a. When we walk in the legs, feet pushing into the rear floor (action force), the floor pushing the
foot forward (reaction) so we can walk to the front.
b. When we swim, legs and hands pushed into the back of the (actions) and the water pushing
you forward (reaction).
c. When the runners ran short, star board feet back (action), as a reaction to star board push
your foot forward.
ff
Action and reaction are always working on different bodies, then the actions and reactions are
not mutually exclusive. So the action and reaction equilibrium is never established. because the
requirement of balance if the two forces equal and opposite direction of work pa da one object.
Leg pain stumbling stone because of leg work force (Action) and as a reaction force on the
foot of the stone work.
C. Learning approach and method :
Model/Approach
:
Metode/Method

- Direct Intruction ( DI )
- Cooperative Learning
- Ceramah/Lecture
- Diskusi Kelompok/Discuss group
- Experimen

D.

Teaching Learning Processes

First Meeting
a. Introduction
- Apperception
Understanding Force
- Motivasi/Motivation
Why do you as if pushed to the front, when the bus you were traveling suddenly braked
suddenly?
Why does a magician can pull a tablecloth without breaking glasses on the table is?
b. Main Activities
Elaborasi
- Students are in each group
- Teachers share the worksheet, and explain how the experiment work
- Each group to prepare equipment and materials necessary
Konfirmasi
- The group of students doing experiments in accordance with directions and record the results
obtained
- Teachers guide the group who have difficulty
Eksplorasi
- After doing the experiment for each group discussion to answer questions
- Ask for one or two groups to answer questions in white board writing addressed by other
groups
- Teachers ensure that all students answer correctly, and provide praise the good performance
group
c. Closure
- Students make conclusions from the results of an experiment that Has been in do
- Students answer exercises 1 to 5, to read the law of inertia

Second Meeting
a. Introduction
- Apperception
Understanding the Force and force units
- Motivasi/Motivation
Why, if the ball is kicked by teenagers 17 years harder than if it was kicked by a 10-year-old child?
b. Main Activities
Elaborasi
- Students are in each group
Konfirmasi
- Teachers share the task to the students, and told students read Hk. Newton II and discuss Explore
Ekplorasi
- Ask for one or two groups to answer questions in white board writing addressed by other groups
- Teachers ensure that all students answer correctly, and provide praise the good performance group
c. Closure
- Students draw a conclusion that has been read
- Students answer exercises 1 s / d 5
Thrids Meeting
a. Introduction
- Apperception
Understanding Force
- Motivation
Why do your feet hurt when stumbling stone?
b. Kegiatan Inti/Main Activities
Elaborasi
- Students are in each group
- Teachers share the worksheet, and explain how the experiment work
- Each group to prepare equipment and materials Required
Konfirmasi
- The group of students doing experiments in accordance with directions. and record the results
obtained
- Teachers guide the group who have difficulty Explore
Ekplorasi
- After doing the experiment for each group discussion to answer questions

- Ask for one or two groups to answer questions in white board writing addressed by other groups
- Teachers ensure that all students answer correctly, and provide praise the good performance group
c. Closure
- Students make conclusions from the results of an experiment that has been in do
- Students answer exercises 1 s/d 5
E.
Learning resources
a. Learning Resources
1. Book Erlangga by Marthen Kanginan
2. Book Yudistira by Budi Prasodjo dkk
3. Book Reference
4. Internet/Website
b. Tools
Pencils which ends flat so that a fruit can be enforced
A piece of
A table that slippery
F. Assesment
a. Assesment Techniques
- Writtent test
- Performance Test
b. Form of Instrument
- Essay/Stuffing and Multiple Choices
- Test Procedure Activity and Product
c. Instrument
Instrument test Essay/Stuffing and Multiple Choices :
1. Newton's First Law is also called the law ...
Key : inertia
Score: 1
2. If the object was silent then the resultant style is ....
Key : zero
Score: 1
3. Acceleration is directly proportional to the force and inversely proportional
to ...
Key: mass
Score: 1
4. Acceleration unit is ...
Key: m/s2
Score: 1
5. The greater the displacement body, the more well ...
a. weight b. force c.mass d. movement
Key: b
Score: 1
6. Gaya aksi sama dengan gaya reaksi sesuai dengan hukum Newton
Kunci : III
Skor : 1
7. Satuan gaya adalah
Kunci : N
Skor : 1
8. Semakin besar perpindahan benda, maka semakin besar pula
a. berat b. gaya c. massa
d. gerak
Kunci : a
Skor : 1
Test Procedure Activity and Product
Rubric 1 :
No
Aspect
1
Measure objects correctly
2
Perform activities with the correct procedure
3
Data obtained from experiments
4
Answering questions
5
Making conclusions
Amount of Score
Rubric 2 :

Score
2
2
2
2
2
10

No
1
2
3
4
5
6
7
8
9
10

Aspect
Understanding of the scale, units and precision measuring instruments
used
Understanding of unit conversion
Ability to use measuring tools
Adjustment of the scale and measuring instruments used
The accuracy of the measurement procedure
Kedisiplinan dari setiap anggota kelompok/ Discipline of any member
of the group
Cooperation among group members
Accept others' opinions
Honest in presenting the data measurement
Ability in presenting the results of measurements
Amount of Score

Score
1
1
1
1
1
1
1
1
1
1
10

Exercise
1. State the law of inertia sound
2. Give an example of Newton's first law
3. Is it inertia
4. How large is the force acting on the objects that dwell
5. Why when we ride our vehicles pushed to the front of the body
(Answer key is on subject matter)
Score: 2 ( 2 x 5 = 10)
Discussion Shet :
1. How is the relationship between acceleration with the resultant force
2. How is the relationship between the acceleration of the mass of the object
3. Name the sound of Newton's law II
4. Newton's second law formula Tuluskan
5. Is the SI unit of force
6. Give an example of Newton's second law
(Answer key is on subject matter)
Score: 2 ( 5 x 2 = 10)
Exercise
1.Explain what is meant by the force of action and reaction force!
2. Explain about Newton's third law!
3. Give an example of Newton's third law!
4. Describe the forces on an object pairs contact in accordance with Newton's Third Law!
5. Is action and reaction can be mutually exclusive?
(Answer key is on subject matter)
Score: 2 ( 5 x 2 = 10)

Approves by
Headmaster

Sukodono, juli 18rd 2011

Classroom teacher

WINADI, S.Pd, M.Pd

NIP. 19610502 198112 1 004

MASUDAH, M.Pd
NIP. 19771225200801 2 016

LESSON PLAN
Subject
Class/Semester
Basic Material
Sub Matter of
Allocation of Time

: Science - Physic
: VIII/1
: Changes in forms of energy
: Forms of Energy
: 1x 45 menit

Standard Competence
To understand movement konsep, work carakter, and energy in daily live
Basic Competence
:
Explain the relationship of energy and changes shape, the principle of "effort and energy" and its
application in daily life
Indicator
:
Demonstrate understanding that an object has energy because of its motion or position and energy
can be transferred, stored, or altered
A. Learning Objective
:
Comprehension and Application of Concept:
Students can:
Explaining the energy
Describe the energy content possessed by an object
Mention other forms of energy
Distinguish between the concept of kinetic energy with potential energy
Students can
1. Cooperate
2. Mengemukaan honest in the experiment results
3. Respecting the opinion of a friend in the discussion.
4. Followed KBM with discipline (on time)
B.

Subject Material:

Shape Changes of Energy

a. Thunderstorms can endanger the building or any people around, because of lightning brings
tremendous energy.
b. After running the body feels tired, because we ran submarine us to change chemical energy into
energy of motion. In these circumstances we have to rest or eat and drink to replace the
chemical energy that has been transformed into energy of motion
c. Energy is also called power is the ability to conduct work.
d. Forms of energy:
Energy is one form of chemical energy stored in food.
mechanical energy is the energy associated with motion or ability to move.
Example: a waterfall, air planes
Kinetic energy is energy that is owned by its motion or kelajuannya.
Example: melju car on the highway, people ran
Energy ayng sound is energy generated by the vibration of air particles around the sound
source.
Example: speakers, radio
Heat energy is energy generated by the internal motion of particles in a substance. Heat
energy produces a temperature change or change in form and are generally produced by
friction.
Example: the iron hot, the rubbed hands rubbed over time to become hot.
Energy enrgi light is generated by an electromagnetic wave radiation
Examples: light, sun light
Electrical energy is energy generated by electric charges moving through the wires.
Example: the battery produces electrical energy
Nuclear energy is energy generated by nuclear reaction of radioactive materials.
Example: nuclear energy fission occurs in an atomic reactor nuclear power plant, solar
energy generated from nuclear fusion reaction in which hydrogen nuclei join to form helium
nuclei.
Potential energy is energy stored all ready to use is called potential energy.
Types of potential energy:

spring potential energy is energy stored in the spring.

Example: a (spring) on the seat, as (springs) on the spring balance

The potential energy is elastic energy stored in elastic objects.

Example: bows and arrows, slingshots.

The gravitational potential energy is energy that is owned by its position or position to
certain areas. (Eg, floor or ground).
Example: mangoes hanging on the tree, on the slopes of a mountain climber
Ek = mv2
Ek = kinetic energy, joules (J)
M = mass, kiogram unit (kg)
V = speed, the unit of m / s
Ep = m x g x h
Ep = gravitational potential energy, joules (J)
m = mass of the object, the unit (kg)
g = height of objects from acua, the unit of meters (m)
h = acceleration due to gravity, m/s2 unit

e.

f.

C.

Learning Approach and Method

Model/Approach : - Direct Intruction ( DI )
- Kooperatif Learning
Metode/Method : - Ceramah/Lecture
- Discuss group
- Experimen

D. Teaching Learning Processes

First Meeting
a. Introduction
- Apperception
Understanding energy
Motivation
Why does lightning may disquiet the buildings or people caught?
Why should we be tired after running?
b.

Main Activities
Elaborasi
- Students are in each group asked to discuss "Understanding Energy" and "Form- forms
of energy "
Konfirmasi
- To study the most frequent form of energy used" Then each group discussion
Eksplorasi
- Ask for one or two groups to answer questions in white board writing addressed by
other groups
- Teachers ensure that all students answer correctly, and provide praise the good
performance group
- Teachers should lead after the completion of this activity in addition to students
Understanding energy and its forms are also produced products, for example, students
can make slingshots, bows and arrows and so on.

c. Closure
- Students make conclusions
- Students answer exercises 1 s / d 5
E. Learning Resources
a. Learning Resources
1. Book Erlangga by Marthen Kanginan/Daroji
2. Book Yudistira by Budi Prasodjo dkk
3. Book Reference
4. Internet/Website
b. Tools
Props, for example:
electric iron
electric light
Battery
food materials (such as Carta)
radio etc.

F. Assesment
a. Assesment Techniques
- Writtent Test
- Performance Test
b. Forms of Instrument
- Stuffing and Multiple Choices
- Test Procedure Activity and Product
c. Instrument
Istuffing and multiple choice :
1. Work abstain ability is called ...
Key : energy
Score : 1
2. Examples of electrical energy is transformed into light ...
Key : incandescent lamp
Score: 1
3. Unit of energy is ...
a. kg b. joule c. dyne d. meter
Key : b
Score : 1
Test Procedure Activity and Product
Rubric 1 ( Disscus )
No
Aspect
1
Cooperate
2
Accept others' opinions
3
Remark
4
Answer a discussion and draw a conclusion correctly
Amount of Score

Score
2
2
2
4
10

Exercise
1. Explain to the understanding of energy
2. Explain the energy content possessed by an object
3. Mention the various changes in form of energy
4.
What is the difference kinetic energy and potential energy. Give examples kinetic
energy and potential energy
5. Write the formula of kinetic energy and potential energy
(Answer key is of subject matter)
Score: 2 ( 5 x 2 = 10)

Approves by
Headmaster

Sukodono, juli 18rd 2011

Classroom teacher

WINADI, S.Pd, M.Pd

NIP. 19610502 198112 1 004

MASUDAH, M.Pd
NIP. 19771225200801 2 016

LESSON PLAN 5.3.2

Subject
Grade/Term
Basic Material
Sub Matter of
Alokacation of Time

: Science - Physic
: VIII/1
: Changes of energy
: Draft of enrgy and the changes
: 1x 45 menit

Standard Competence
To understand movement konsep, work carakter, and energy in daily live
Basic Competence
:
Explain the relationship of energy and changes shape, the principle of "effort and energy" and its
application in daily life
Indicator
:
Giving examples of different forms of energy such as kinetic energy, gravitational, chemical, elastic
potential, nuclear, internal, electricity, light and sound,Curious
A. Learning Objective
:
Comprehension and Application of Concept:
Students can:
Explaining the energy conversion
Showing examples of daily changes in energy
Distinguishing between the conversion of energy with the energy converter
Explain the application of the law of conservation of energy in nature
Scientific performance:
Students can:
1. Cooperate
2. Mengemukaan honest in the experiment results
3. Respecting the opinion of a friend in the discussion.
4. Followed KBM with discipline (on time)
5. Teachers observe students when doing the experiment "Observing
conversion ".
B

Subject material:
Shape Changes of Energy
a. Energy change for the experiment:
Electrical energy in energy cables in the lamp heat energy light and In these
experiments there was a change (conversion) of electrical energy into light energy in the
cable (in light) and electrical energy into heat energy in the incandescent lamp (the lamp
is hot to the touch).
Energy movement of heat energy and sound energy on the floor
chemical energy in batteries or battery cables of electric energy in light energy and heat
energy in the lamp.
b. Thus, the lamp can be lit because there is electricity in the cables that turn into light energy
and heat energy (answer questions on motivation). Or the energy can be utilized because
the energy can change from one form into another form.
c.
Energy form the most numerous and most easily used in day-to-day is the electrical
energy.
d. Energy conversion is the transformation of energy from one form to another form.
e. Energy converter is a device or object that convert energy.
Example:
Iron convert electrical energy into heat energy
Brakes car changing kinetic energy into heat energy
Swing enrgi change kinetic energy into potential, potential energy into kinetic energy.

C. Learning Approach and Method

Model/Approach : - Direct Intruction ( DI )
- Cooperative Learning
Metode/Method : - Lecture
- Discuss group
- Experimen

D. Teaching Learning Processes

First Meeting
a. Introduction
Apperception
Forms of energy
Motivation
Why could the lights go on after the battery is connected with?
b. Main Activities
Elaborasi
- Students are in each group
Konfirmasi
- In a group of students to make observations about the "change forms of energy "and
then each group discussion
Eksplorasi
- Ask for one or two groups to answer questions in white board writing addressed by
other groups
- Teachers ensure that all students answer correctly, and provide praise the good
performance group
c. Closure
- Students make conclusions
- Students answer exercises 1 s / d 5
E. Learning Resources
a. Learning Resources
1. Book Erlangga by Marthen Kanginan/Daroji
2. Book Yudistira by Budi Prasodjo dkk
3. Book Reference
4. Internet/Website
b. Tools
Cable, incandescent lamps, switches (electric rangakaian at home).
A brick, a table
A battery with a small lamp which is connected with two cables or batteries are connected
with four
F. Assesment
a. ment Techniques
- Weritten Test
- Performance Test
b. Forms of Instrument
- Stuffing and Multiple Choices
- Test Procedure Activity and Product
c. Instrument
Instrument tes essay/stuffing and multiple choices :
1. The ability of work referred to abstain ...
Key : energy
Score : 1
2. Examples of electrical energy is transformed into light ...
Key : incandescent lamp
Score : 1
3. Unit of energy is ...
a. kg b. joule c. dyne d. meter
Key: b
Score: 1
Test Procedure Activity and Product
Rubric 1 ( Disscus )
No
Aspect
1
Cooperate
2
Accept others' opinions
3
Remark
4
Answer a discussion and draw a conclusion correctly
Amount of Score

Score
2
2
2
4
10

Discussion Sheet
1.
2.
3.
4.
5.

Are there any energy changes that occurred in an experiment conducted?

Whether the energy changes that occur in an experiment? Explain!
Why the series could turn on the lights?
What causes the lamp can not light up?
Distinguishing between the conversion of energy with the energy
converter

Exercise :
1. Explain to the understanding of energy conversion!
2. Explain the application of the law of conservation of energy in nature!
3. Give examples of energy changes daily!
4. Mention renewable energy difference and that can not be updated!
5. Give examples of renewable energy and non-renewable
(Answer key is on subject matter)
Score: 2 ( 5 x 2 = 10)

Approves by
Headmaster

Sukodono, juli 18rd 2011

Classroom teacher

WINADI, S.Pd, M.Pd

NIP. 19610502 198112 1 004

MASUDAH, M.Pd
NIP. 19771225200801 2 016

LESSON PLAN
Subject
Grade/Term
Basic Material
Sub Matter of
Alokation of Time

: Science - Physic
: VIII/1
: Shape changes of energy
: Conservaton of energy law
: 1x 45 menit

Standard Competence
To understand movement konsep, work carakter, and energy in daily live
Basic Competence
:
Explain the relationship of energy and changes shape, the principle of "effort and energy" and its
application in daily life
Indicator
:
Give examples of conservation of energy from one form to other, Curious

7.
8.
9.

A. Learning Objective
:
Comprehension and Application of Concept:
Students can:
1. Explain the concept of energy conservation laws
2. Explaining the application of the concept of conservation of energy everyday
3. Solve everyday problems associated with the law conservation of energy
4. Prove the validity of law of conservation of energy in life everyday
5. Explaining the sources of energy. Mention energy sources as an alternative energy fuel oil
(BBM).
6. Distinguishing between primary and secondary energy energy
Explaining power
Find the relationship between power, speed and effort
Explaining the application of power in everyday life
Scientific Performance
Students can:
1. Cooperate
2. to explain honest in the experiment results
3. Respecting the opinion of a friend in the discussion.
4. Foolowed KBM with discipline (on time)
5. Teachers observe students when doing the experiment "Doing Energy Conversion
demonstration. "
6. Cooperate
7. Mengemukaan honest in the experiment results
8. Respecting the opinion of a friend in the discussion.
9. Followed KBM with discipline (on time)
10. Cooperate
11. Mengemukaan honest in the experiment results
12. Respecting the opinion of a friend in the discussion.
13. Followed KBM by discipline (on time)
14. Teacher watching students when they conclude the discussion materials "
understanding of power, find the relationship between power, speed and work until the
application of power daily.
B

Subject material :
Shape Changes of Energy
a. man trying to make a machine that can rotate endlessly without the need for fuel, but this
effort did not succeed.
b. This evidence proves that man can not create energy.
c. We have the energy because the energy we eat is chemical energy, chemical energy is
derived from the sun.
d. This example shows that "Energy can not we create and we can not destroy. Energy can
only be converted from one form to another "(Law of Conservation of Energy).
e.
Everyday events that can prove the law of conservation of energy:
Pendulum swinging (friction and air resistance is ignored)
When the pendulum is located at the highest position of all its energy is potential
energy. In sisni zero kinetic energy.

f.
g.

When the pendulum is located at the bottom position of all the potential energy changes
into kinetic energy, potential energy is zero here.
And When the pendulum is located at the highest position of all its energy is potential
energy. In sisni zero kinetic energy.
Dst. Thus mechanical energy (potential energy kinetic energy) is always fixed.
Since this only involves the conservation of energy in mechanical energy(and no other
forms of energy forms), so this event gives gambaran about the law of conservation of
energy.
Applicable law of conservation of energy in the earth, because that energy is conserved
then there is life on this earth.
Supernatural phenomena in the discussion of energy conservation laws of the experiment
abracadabra:
When the pendulum is a swinging, the pendulum the other silent ff. This shows that when
the pendulum is swinging all the energy is kinetic energy, potential nenergi zero. While the
pendulum is still all its energy is potential energy, kinetic energy is zero. This experiment
shows the law of conservation of energy, because if the pendulum swung the pendulum the
other one was silent and vice versa (the amount of kinetic energy with potential energy is
always fixed).

Shape Changes of Energy

a. Energy sources is something that produces energy.
b. The types of energy sources:
The primary source of electrical energy if the energy produced can be used directly
according to its original shape.
Examples: coal, petroleum, gas.
secondary sources of electrical energy is energy derived from secondary energy.
Example: electrical energy
c. Electrical energy comes from places a long distance by using high-voltage cable and low
voltage cable from the center. At its center is made with the release of electrical energy
when the fuel energy (coal, petroleum, gas is burned. (Answer introduction).
d. Source of non-renewable energy is energy that if they are flat, it can not be held back and
the number is too limited and needed to get a very long time.
Examples: petroleum, coal, gas.
e. Renewable energy source is energy persediaanya very much so can be used continuously.
Examples: water, wind, solar, tidal, geothermal and wave fusion energy (the sun).
f.
Among other conventional energy oil, gas and coal (fossil fuel) is called fossil fuels
because the energy-energy comes from the carcasses of small organisms left on tumbuhaplants and buried in a period 600 million years ago.
Considering that a long time to get these conventional energy, especially petroleum, its
presence must be conserved. If you do not like the current usage rate and can not find new
oil fields, then kemuningkan live 50 or 100 years from now will be exhausted.
g. Alternative energy using renewable energy among other things: wind energy, water energy,
wave energy, solar energy, tidal energy, solar energy, geothermal energy and biomass
energy.
Work and Energy
a. Power is work done in the style of one time unit
Because each scale is divided into intervals called the rate, then:
Power is also the rate of doing work
Because work is always emerged as a change in the form of energy, then:
Power is also the rate of change of form of energy.
P=W/T
Description:
W: work, joules (J)
T: time interval (seconds)
P: power, watts (W)
1 watt = 1 joule / 1 second
b. One watt (1 W) is a large power when one joule of work done in wajtu one second intervals.
c. Another unit of power hp (horse power). 1 hp = 750 W
d. Application of the daily power:
The power of human beings
Power of a car tractor
Power electric appliances
e. How to measure human capital:
Measure the vertical height

 Measure the time interval used for high travel somewhere

Measure your weight (mass x acceleration of gravity) '
C. Learning Approach and Method
Approach
:
- Direct Intruction ( DI )
- Cooperative Learning
Method
- Lecture
- Discuss group
- Experimen
D.

Teaching Learning Processes

First meeting
a. Introduction
- Apperception
Understanding of energy, energy forms
- Motivasi/Motivation
The car can not move because of the energy supply of materials gasoline. Can the car
still moving when the fuel is exhausted?
b. Main Activities
Elaborasi
- Students are in each group
Konfirmasi
- In a group of students to make observations about the "Law conservation of energy "and
then each group discussion
Eksplorasi
- Ask for one or two groups to answer questions in white board writing addressed by other
groups
- Teachers ensure that all students answer correctly, and provide praise the good
performance group
c. Closure
- Students make conclusions
Second Meeting
a. Introduction
- Apperception
Understanding of energy, energy forms
- Motivation
The energy of the most widely used in everyday life is energy electricity.
Where does electricity come from
b. Main Activities
Elaborasi
- Students are in groups
Konfirmasi
- In a group of students held a discussion on "Source Energy "
Eksplorasi
- Ask for one or two groups to answer questions in white board writing addressed by other
groups
- Teachers ensure that all students answer correctly, and provide raise the good
performance group
c. Closure
- Students make conclusions
E. Learning resources/Tools
a. Learning resources
1. Book Erlangga by Marthen Kanginan,Daroji
2. Book Yudistira by Budi Prasodjo dkk

3. Book Reference
4. Internet/Website
b. Tools
F. Assesment
a. Assesment Techniques
- Written test
- Performance test
b. Forms of Instrument
- Stuffing and Multiple Choice
- Test Procedure and Product
c. Instrument
Stuffing and Multiple Choice :
1. The ability of work referred to abstain ...
Key: energy
Score: 1
2. Examples of electrical energy is transformed into light ...
Keywords: incandescent lamp
Score: 1
3. Unit of energy is ...
a. kg b. c. joule dyne d. meter
Key: b
Score: 1
4. The results for the work with time is ...
Key: power
Score: 1
5. If things do not work, then the work of ....
Key : zero
Score : 1
6. The unit of power is ...
a. watts b.joule c. dyne d. meter
Key: a
Score: 1
Uji petik kerja prosedur dan produk/Test Procedure and Product
Rubric 1 ( Disscus)
No
Aspect
1
Working together
2
Accept others' opinions
3
Remark
4
Answer a discussion and draw a conclusion correctly
Amount of Score

Score
2
2
2
4
10

Discussion Sheet
1.
2.
3.
4.
5.

Explain the concept of energy conservation laws!

Describes the implementation of the concept of conservation of energy everyday!
Solve everyday problems associated with the law conservation of energy!
Prove the validity of law of conservation of energy in life everyday!
Can humans create energy?
(Answer key is on subject matter)
Score: 2 ( 5 x 2 = 10)

Discussion Sheet:
1. Explain to the understanding of energy sources!
2. Mentioned as an alternative energy source of fuel energy oil (petroleum)
3. State the difference between primary and secondary energy energy!
4. Give examples of primary and secondary energy energy!
5. How is the working principle of solar panels!
(Answer key is on subject matter)
Score: 2 ( 5 x 2 = 10)

1. Explain the terms power !

2. Find the relationship between power, speed and effort !
3. Explain the application of power in everyday life !
4. How much electricity usage occurs during the first months home
you guys! Compute: All equipment at home that uses
Electricity. (1 Kwh = Rp. 25)
5. A written lamp: 40 W, used for 6 hours. What
Much energy is released ?
(Answer key is on subject matter)
Score: 2 ( 5 x 2 = 10

Approves by
Headmaster

Sukodono, juli 18rd 2011

Classroom teacher

WINADI, S.Pd, M.Pd

NIP. 19610502 198112 1 004

MASUDAH, M.Pd
NIP. 19771225200801 2 016

LESSON PLAN 5.3.4

Subject
Grade/Term
Materi Pokok
Sub Materi Pokok
Alocation of Time

: Sains - Physic
: VIII/1
: Work and Energy
: Work Understanding
: 1x 45 menit

Standard Competence
To understand movement konsep, work carakter, and energy in daily live
Basic Competence
:
Conducting experiments on a simple machine and its application in daily life.
Indicator
:
Describe the usefulness of a simple aircraft and related mechanical advantage through the
experiment. Thinking logically, critically, creatively, and innovatively, Curious
A. Learning Objective
:
Comprehension and Application of Concept:
Students can:
1. Explaining the work
2. Explaining how the object is said to conduct work
3. Explaing examples of everyday style is said to conduct work
4. Find a relationship between force, effort and displacement.
5. Solving the problem of the relationship between effort, force and displacement
6. Find a relationship between force, effort and displacement.
7. Solving the problem of the relationship between work, style and displacement in the daily
8. Explaining the link between energy work
9. Differentiating negative work with a positive effort
10. Citing the example of the positive and negative work
11. Explaining the relationship between the work with some style
Scientific Performance
Students can:
1. cooperate
2. Explain honest in the experiment results
3. Respecting the opinion of a friend in the discussion.
4. Followed KBM with discipline (on time)
5. Teachers observe students when doing the experiment "Doing demonstration when a force is
said to do work. "
B

Subject material:
Work and Energy
a. In the daily work is anything that is done by humans.
Example:
Striving to learn to pass exams
Striving to reach goals in a timely manner
b. In the work of physics is closely related to the style. Therefore, in physics, the work is only
done by the force and effort if only done by the forces acting on the body causes it to move
the position (place).
If the object does not move the position despite the force, it is said not to do work.
Example:
Style muscle lifting bench from the floor, is said to force the muscle to do work. But
when you hold in your hand bench even if you walk up to fatigue, is said not to do work.
You pushed the table, said the force your muscles to do work because it forces your
muscles to move stool caused.
Athletes weightlifting move is said to conduct work when the barbell from the floor to the
top of his head. But when Barber had reached the top of the head muscle force athletes
to say do not do work because at the moment although there are stylish but do not
move the position of barbell toward you.
Encouraging the wall, even if you force your muscles fatigue but is said not to do work
because although there is force but no displacement.
You take a tray which contains a couple of drinks from the table, at this point is said to
force your muscles to do work. But when you walk by holding the trays are said not to
do work because of the tray containing beverages is not moving toward your position.

a.

Work and Energy

a. Based on the understanding of work according to physics, then the work can be defined is
the product of force by the displacement direction of the style object.
Work = force x displacement
W=Fxs
W: work, joules (J).
F: force, the unit of newtons (N)
s: displacement, the unit of meters (m)
b. Work unit is the joule. 1 joule = 1 newton-meter
So a joule is a great work done by one newton force to move an object one meter in the
same direction as far as style.
1 kJ = 1000 J
1 MJ = 1 million J
c. Terms of style is said to do work:
There should be a transfer (to move the position or place)
The direction of displacement should be the direction of the force
Example:
When you lift the object off the floor, said the force your muscles to do work, because
the muscle force direction of the displacement. That style of working your muscles
upward force to lift objects and the direction of upward movement of objects as well.
When you hold it in your hand, say the force your muscles do not do work because of
the irection of movement of the object perpendicular to the direction of the force arm
muscles (not direction).
d. Another example of the style but there is no displacement: when you push the wall, then s
= 0 So, W = F x 0 = 0
Work and Energy
a. Operating result in changes in energy from one form to another, so it can be said to operate
as a process of change in energy.
The effort that led to changes in the form of energy is always associated with style.
Work done by force in whatever process is the same with much energy is transferred.
Example:
When you push the car, meaning the force your muscles perform work on the car. The car
that at first secretly became engaged, then you turn a part of chemical energy in your
body to kinetic energy (motion).
Athletes lift the iron from the soil. efforts undertaken by the force of muscular athletes
convert some chemical energy into gravitational potential energy.
b. Work linkages with the energy in the formula: W = F xs
Positive work:
Can cause objects to move silently
Causes accretion or accretion rate of mechanical energy
Example:
When you push the car, this effort led to the car's motion energy increases.
Conclusion: The work done by the force direction of the displacement is always cause
increased movement of energy and effort is always positive.
c.. Negative work:
May cause moving objects to be stopped
Causes reduction in speed or movement of energy reduction
Example:
When the car was speeding braked, the car speed reduced. So the force that carried out
the brake force caused the car's motion energy is reduced.
Conclusion: the force opposite the direction of motion energy caused the displacement is
reduced and the work is always negative.
Efforts by several forces:\
Work done by the direction of the forces that cause objects to move as far s the same as the
number of attempts by each style.
W = w1 w2 w3 ... ... ff.
S W = F1 x F2 x F3 x s s ... .. ff
Example: two or more people push the car in one direction.
b. Work done by the direction of the forces that cause objects to move as far s the same as the
number of attempts by each style, with records that uasaha caused by the force opposing
the displacement marked negative.
W1 = - F1 x s
Example: two or more people tug of war (opposite direction).

C. Learning Approach and method

Approach
: - Direct Intruction ( DI )
- Cooperative Learning

Method

- Lecture
- Discuss group
- Experimen

D. Teaching Learning Processes

First Meeting
a. Introduction
Apperception
Understanding energy and energy units
- Motivation
In everyday life we often hear the word work, for example you are trying hard to learn to
pass the exam. Work here can be defined as any human being Is this the same work sense
with the understanding of work in physics? When the object in physics is said to do work?
b. Main Activities
Elaborasi
- Students are in groups
Konfirmasi
- In a group of students held a discussion on "Work and example "
Eksplorasi
- Ask for one or two groups to answer questions in white board writing addressed by other
groups
Teachers ensure that all students answer correctly, and provide praise the good
performance group
c. Closure
Students make conclusions
Second Meeting
a. Introduction
- Apperception
Understanding work
- Motivation
If there are two men who climbed the ladder with the same size same, but one of them outrigger to
the top of the stairs more first. What's different from these two people?
b. Main Activities
- Students are in groups
Konfirmasi
- The student group had a discussion about the "power formula and compute resources and human
effort in daily life day "
Eksplorasi
- Ask for one or two groups to answer questions in white board writing addressed by other groups
- Teachers ensure that all students answer correctly, and provide praise the good performance group
c. Closure
- Students make conclusions
E. Learning Resources/Tools
a. Learning Resources
1. Book Erlangga by Marthen Kanginan, Daroji
2. Book Yudistira by Budi Prasodjo dkk
3. Book Referensi
4. Internet/Website
b. Tools
F. Assesment
a. Assesment Techniques
- Written Test
- Performance Test
b. Forms of Instrument
- Stuffing and Multiple Choice
- Test Procedure and Product
c. Instrument
Stuffing and Multiple Choice :
1.The ability of work referred to abstain ...
Key: energy
Score: 1

2. Examples of electrical energy is transformed into light ...

Key : incandescent lamp
Score : 1
3. Unit of energy is ...
a. kg b.joule c. dyne d. meter
Key: b
Score: 1
The result of the displacement times the force with the object referred to ...
Key: work
Score: 1
4. If the object t ... o do work, then the work of ....
Key : zero
Score: 1
5.. The displacement unit is ...
a. kg b.joule c. dyne d. meter
Key: d
Score: 1

Uji petik kerja prosedur dan produk/Test Procedure Activity and Product
Rubric 1 ( Disscus)
No
Aspect
1
Working together
2
Accept others' opinions
3
Remark
4
Answer a discussion and draw a conclusion correctly
Amount of Score

Score
2
2
2
4
10

Discussion Sheet:
1. Explain to the understanding of work
2. Explain how the object is said to conduct work
3. Mention the daily examples of the style is said to conduct work
4. Find a relationship between force, effort and displacement.
5. Solving the problem of the relationship between work, style and shift
(Answer key is on subject matter)
Score: 2 ( 5 x 2 = 10)
Discussion Sheet :
1. Find a relationship between force, effort and displacement.!
2. Solving the problem of the relationship between work, style and displacement in the
daily!
3. How much work is done the car is quiet, if it is At a distance of 1km?
4. A desk located at a distance of 5m, efforts are needed to move it at 100 joules. What is
the force necessary?
5. Brenda and Annie each pull of the rope with each style 50 N, located
as far as 10 m. How much work do?
(Answer key is on subject matter)
Score: 2 ( 5 x 2 = 10)
Discussion Sheet:
1.Describe a work relationship with changes in energy
2 Explain the link between energy work
3 State the difference of negative work with a positive effort
4 Name the examples of positive and negative work
5 Explain the relationship between the work with some style
(Answer key is on subject matter)
Score: 2 ( 5 x 2 = 10)

Approves by
Headmaster

Sukodono, juli 18rd 2011

Classroom teacher

WINADI, S.Pd, M.Pd

NIP. 19610502 198112 1 004

MASUDAH, M.Pd
NIP. 19771225200801 2 016

LESSON PLAN 5.4

Subject
Grade/Term
Materi Pokok
Sub Materi Pokok
Alocation of Time

: Sains - Physic
: VII/2
: 5.4 Pesawat Sederhana/Simplified Aircraft
: 5.4.1 Tuas
: 2 x 45 menit

Standard Competence
3. Memahami konsep gerak, peranan usaha, gaya dan energi dalam kehidupan
sehari-hari
Basic Competence
:
11.9. Menunjukkan manfaat pesawat sederhana dalam kehidupan sehari-hari.
Showing the benefits of a simple plane in everyday life.
Indicator
:
Menunjukkan kegunaan beberapa pesawat sederhana yang sering digunakan dalam
kehidupan sehari-hari misalnya tuas ( pengungkit ), katrol tunggal baik tetap maupun yang
bergerak, bidang miring dan rosa gigi.
Menyelesaikan masalah-masalah secara kuantitaif sederhana berhubungan dengan pesawat
sederhana.
Demonstrated usefulness of some simple aircraft frequently used in daily life such as the
lever (lever), a single pulley either fixed or moving, inclined plane and rosa teeth.
Resolving the problems associated with aircraft Quantitative simple simple.
A. Learning Objective
:
Pemahaman dan Penerapan Konsep
:
Siswa dapat :
1. Menjelaskan pengertian pesawat sederhana
2. Menyebutkan jenis-jenis pesawat sederhana
3. Menjelaskan pengertian tuas
4. Menjelaskan jenis-jenis tuas
5. Menyebutkan contoh sehari-hari jenis-jenis tuas
6 Menjelaskan pengertian keuntungan mekanis
7 Menemukan hubungan anatar beban dengan kuasa dan keuntungan
mekanis juga antara benang, lengan beban, kuasa dan lengan kuasa
Comprehension and Application of Concept:
Students can:
1. Explaining the simple plane
2. Mention the types of simple plane
3. Explaining the lever
4. Explain the types of levers
5. Citing the example of daily lever types
6 Explaining the mechanical advantage
7 Finding anatar relationship with power and benefits expense
mechanical as well as between threads, load arm, the power and the
power arm
Kinerja Ilmiah
Siswa dapat :
1. Bekerja sama
2. Jujur dalam mengemukaan hasil percobaan
3. Menghargai pendapat teman dalam diskusi .
4. Mengikuti KBM dengan disiplin ( tepat waktu )
5.Guru mengamati siswa ketika melakukan percobaan kegiatan 8.9.
Menggeser benda berat dengan tuas.
Scientific Performance
Students can:
1. Cooperate
2. Mengemukaan honest in the experiment results
3. Respecting the opinion of a friend in the discussion.
4. Followed KBM by discipline (on time)
5.Teacher watching students when they perform the experiment of 8.9.
Shift heavy objects with a lever

Subject Material :
Pesawat sederhana
a. Pesawat adalah setiap alat yang memudahkan usaha. pesawat juga disebut mesin
b. Pesawat ada yang sederhana ada yang rumit.
Contoh
Pesawat rumit ( gabungan dari beberapa peasawat sederhana ): pesawat TV,
komputer, pesawat terbang robot dst.
Pesawat sederhana : tuas, katrol, bidang miring dan roda gigi.
c. Tuas adalah pesawat sederhana yang berbentuk batang sempit yang dapat
berputar di sekitar satu titik.
d. Kesimpulan dari percobaan : dengan menggunakan linggis, gaya otot dengan
mudah melakukan usaha untuk mengangkat benda.. Linggis termasuk tuas, jadi
tuas berfungsi untuk memudahkan melakukan usaha.
Perbandinagn antara beban yang diangkat dan kuasa yang dilakukan disebut
keuntungan mekanis.
Keuntungan mekanis = beban = w
kuasa
F
Tuas tidak mengurangi besarnya usaha yang harus dilakukan. Jika kuasa
sebagai masukan ( input ) dan beban sebagai keluaran ( output), maka pada
pesawat sederhana berlaku kekekalan usaha.
Usaha masukan = usaha keluaran
WF = Ww
F x lF = w x lw
Keuntungan mekanis = beban
= lengan kuasa
kuasa
lengan beban
e. Macam-macam tuas :
Tuas kelas pertama apabila titik tumpu berada di antara beban dan kuasa
Contoh : gunting, linggis, alat pembuka tutup kaleng, tang pemotong
Tuas kelas kedua apabila beban terletak di antara titik tumpu dan kuasa
Contoh : catut pencabut paku, gerobak roda satu, alat pembuka tutup botol,
stapler
Tuas kela ketiga, apabila kuasa terletak di antara titik tumpu dan beban
Contoh : sapu, penjepit kue, pancingan, lengan ketika mengangkat
benda.Pesawat sederhana
f. Pesawat adalah setiap alat yang memudahkan usaha. pesawat juga disebut mesin
g. Pesawat ada yang sederhana ada yang rumit.
Contoh
Pesawat rumit ( gabungan dari beberapa peasawat sederhana ): pesawat TV,
komputer, pesawat terbang robot dst.
Pesawat sederhana : tuas, katrol, bidang miring dan roda gigi.
h. Tuas adalah pesawat sederhana yang berbentuk batang sempit yang dapat
berputar di sekitar satu titik.
i. Kesimpulan dari percobaan : dengan menggunakan linggis, gaya otot dengan
mudah melakukan usaha untuk mengangkat benda.. Linggis termasuk tuas, jadi
tuas berfungsi untuk memudahkan melakukan usaha.
Perbandinagn antara beban yang diangkat dan kuasa yang dilakukan disebut
keuntungan mekanis.
Keuntungan mekanis = beban = w
kuasa
F
Tuas tidak mengurangi besarnya usaha yang harus dilakukan. Jika kuasa
sebagai masukan ( input ) dan beban sebagai keluaran ( output), maka pada
pesawat sederhana berlaku kekekalan usaha.
Usaha masukan = usaha keluaran
WF = Ww
F x lF = w x lw
Keuntungan mekanis = beban
= lengan kuasa
kuasa
lengan beban
j. Macam-macam tuas :
Tuas kelas pertama apabila titik tumpu berada di antara beban dan kuasa
Contoh : gunting, linggis, alat pembuka tutup kaleng, tang pemotong
Tuas kelas kedua apabila beban terletak di antara titik tumpu dan kuasa
Contoh : catut pencabut paku, gerobak roda satu, alat pembuka tutup botol,
stapler
Tuas kela ketiga, apabila kuasa terletak di antara titik tumpu dan beban
Contoh : sapu, penjepit kue, pancingan, lengan ketika mengangkat benda.

C. Learning Approach and Method

Model/Approach
:
Metode/Method

- Direct Intruction ( DI )
- Cooperative Learning
:
- Ceramah/Lecture
- Diskusi Kelompok/Discuss group
- Experimen

D. Langkah-langkah Pembelajaran/Teaching Learning Processes

Teaching Learning Processes
2. Pertemuan Pertama/First Meeting
a. Kegiatan Pendahuluan/Introduction
- Prasyarat Pengetahuan/Apperception
Pengertian gaya, satuan gaya
Understanding the force, the force unit
- Motivasi/Motivation
Mengapa lebih mudah membuka tutup kaleng dengan
mencungkilnya daripada membuka langsung tutup tertsebut hanya
dengan tangan
Why is it easier to open the lid with mencungkilnya than open the lid
immediately tertsebut only by hand?
b. Kegiatan Inti/Main Activities
Elaborasi
- Siswa berada dalam masing-masing kelompok, untuk diskusi
tentang Pesawat Sederhana
- Students are in each group, for discussion
on "Simplified Aircraft"
- Secara kelompok siswa melakukan percobaan 5.4.1.a. untuk
menggeser berat benda dengan tuas, ( dengan pengamatan guru )
- The group of students doing experiments 5.4.1.a. "For
shift the weight of the object with a lever ", (with teacher
observation)
- Guru membimbing kelompok yang mengalami kesulitan
- Teachers guide the group who have difficulty
Eksplorasi
- Setelah melakukan percobaan masing-masing kelompok berdiskusi
untuk menjawab pertanyaan
- After doing the experiment for each group discussion
to answer questions
- Meminta 1 atau 2 kelompok untuk menjawab pertanyaan dipapan
tulis yang ditanggapi oleh kelompok lain
- Ask for one or two groups to answer questions dipapan
writing addressed by other groups
- Guru memastikan semua jawaban siswa benar, dan memberikan
pujian pada kelompok yang kinerjanya bagus
- Teachers ensure that all students answer correctly, and provide
praise the good performance group
c. Kegiatan Penutup/Closure
- Siswa membuat kesimpulan dari hasil percobaan yang telah di
Lakukan
- Students make conclusions from the results of an experiment that
has been in do
-Siswa menjawab latihan soal 1 s/d 5
- Students answer exercises 1 s / d 5

Time
( 10 )
5

( 60 )
10

20

20

10

( 20 )
5

15

E. Sumber Belajar / Alat Bahan/Learning Resources/Tools

a. Sumber Belajar/Learning Resources
1. Book Erlangga by Marthen Kanginan, Daroji
2. Book Yudistira by Budi Prasodjo dkk
3. Book Referensi
4. LKS Fokus

5. LKS Simpati
6. Internet/Website
b. Alat / Bahan/Tools
Alat peragaan :
sebuah batu berat
sebuah linggis
sebuah batu kecil
Tool demonstration:
a heavy stone
a crowbar
a small stone
F. Penilaian / Assesment
a. Teknik Penilaian / Assesment Techniques
- Tes Tertulis/Written Test
- Tes Unjuk Kerja/Performance Test
b. Bentuk Instrumen/Forms of Instrument
- Isian dan Pilihan Ganda/Essay/Stuffing and Multiple Choice
- Uji petik kerja Prosedur dan Produk/Test Procedure Activity and Product
c. Instrument
Instrument Essay/Stuffing And Multiple Choice :
1. Alat untuk mempermudah untuk melakukan usaha adalah
Kunci : pesawat
Skor : 1
Tools to make it easier to do work is ...
Key : aircraft
Score : 1
2. Sebagai pengungkit, kita dapat menggunakan .
Kunci : tuas
Skor : 1
As a lever, we can use ....
Key : lever
Score: 1
3. Di bawah ini yang tidak termasuk contoh tuas adalah
a. gunting
b. gerobak
c. tang
d. katrol
Kunci : d
Skor : 1
Below is an example of the lever is not included ...
a. scissors b. cart c.pliers d. pulley
Key: d
Score: 1
Uji petik kerja prosedur dan produk/Test Procedure Activity and Product
Rubric 1 ( Disscus)
No
Aspect
1
Bekerja sama/ Working together
2
Menerima pendapat orang lain/ Accept others' opinions
3
Mengeluarkan pendapat/Remark
4
Menjawab bahan diskusi dan membuat kesimpulan dengan benar/ Answer
a discussion and draw a conclusion correctly
Amount of Score

Score
2
2
2
4
10

Rubric 2 :
No
Aspect
1
Mengukur benda dengan benar/Measure objects correctly
2
Melakukan kegiatan dengan prosedur yang benar/
Perform activities with the correct procedure
3
Memperoleh data dari percobaan/ Data obtained from experiments
4
Menjawab pertanyaan/ Answering questions
5
Membuat kesimpulan/ Making conclusions
Amount of Score
Rubric 3 :
No
Aspect
1
Pemahaman terhadap besaran, satuan dan ketelitian alat ukur yang
digunakan/ Understanding of the scale, units and precision measuring
instruments used
2
Pemahaman terhadap konversi satuan/ Understanding of unit
conversion

Score
2
2
2
2
2
10

Score
1
1

3
4
5
6
7
8
9
10

Kemampuan menggunakan alat ukur/ Ability to use measuring tools

Kesesuaian antara besaran dan alat ukur yang digunakan/
/Adjustment of the scale and measuring instruments used
Ketepatan prosedur pengukuran/ The accuracy of the measurement
procedure
Kedisiplinan dari setiap anggota kelompok/ Discipline of any member
of the group
Kerja sama antar anggota kelompok/ Cooperation among group
members
Menerima pendapat orang lain/ Accept others' opinions
Jujur dalam menyajikan data hasil pengukuran/ Honest in presenting
the data measurement
Kemampuan dalam mempresentasikan hasil pengukuran/ Ability in
presenting the results of measurements
Amount of Score

1
1
1
1
1
1
1
1
10

Latihan Soal :
1. Menjelaskan pengertian pesawat sederhana
2. Menyebutkan jenis-jenis pesawat sederhana
3. Menjelaskan pengertian tuas
4. Menjelaskan jenis-jenis tuas
5. Menyebutkan contoh sehari-hari jenis-jenis tuas
6 Menjelaskan pengertian keuntungan mekanis
( Kunci jawaban ada pada materi pokok )
Skor : 2 ( 5 x 2 = 10 )
Exercise :
1. Explaining the simple plane
2. Mention the types of simple plane
3. Explaining the lever
4. Explain the types of levers
5. Citing the example of daily lever types
6. Explaining the mechanical advantage
(Answer key is on subject matter)
Score: 2 ( 5 x 2 = 10)

Approves by
Headmaster

Sukodono, juli 18rd 2011

Classroom teacher

WINADI, S.Pd, M.Pd

NIP. 19610502 198112 1 004

MASUDAH, M.Pd
NIP. 19771225200801 2 016

LESSON PLAN 5.4.2

Subject
Grade/Term
Materi Pokok
Sub Materi Pokok
Alocation of Time

: Sains - Physic
: VII/2
: 5.4 Pesawat Sederhana/Simplified Aircraft
: 5.4.2 Katrol/Pulleys
: 2 x 45 menit

Standard Competence
3. Memahami konsep gerak, peranan usaha, gaya dan energi dalam kehidupan
sehari-hari
Kompetensi Dasar
:
11.9. Menunjukkan manfaat pesawat sederhana dalam kehidupan sehari-hari.
Showing the benefits of a simple plane in everyday life
Indicator
:
Menunjukkan kegunaan beberapa pesawat sederhana yang sering digunakan dalam
kehidupan sehari-hari misalnya tuas ( pengungkit ), katrol tunggal baik tetap maupun yang
bergerak, bidang miring dan rosa gigi.
Menyelesaikan masalah-masalah secara kuantitaif sederhana berhubungan dengan pesawat
sederhana.
To demonstrate usefulness of some simple aircraft frequently used in daily life
such as the lever (lever), a single pulley either fixed or moving, inclined
plane and rosa teeth.
Resolving the problems associated with aircraft Quantitative simple simple.
A. Leraning Objective
:
Pemahaman dan Penerapan Konsep
:
Siswa dapat :
1. Menjelaskan pengertian katrol
2. Menjelaskan jenis-jenis katrol
3. Menjelaskan bagian-bagian katrol ( titik tumpu, titik beban dan titik kuasa )
4. Menyebutkan contoh jenis katrol
5. Menjelaskan penggunaan katrol sehari-hari
Comprehension and Application of Concept:
Students can:
1. Explaining the pulley
2. Explain the types of pulleys
3. Explain the parts of the pulley (the fulcrum, the point of load and power
point)
4. Citing examples of types of pulleys
5. Describes the use of everyday pulley
Kinerja Ilmiah
:
Siswa dapat :
1. Bekerja sama
2. Jujur dalam mengemukaan hasil percobaan
3. Menghargai pendapat teman dalam diskusi .
4. Mengkuti KBM dengan disiplin ( tepat waktu )
5. Guru mengamati siswa ketika melakukan percobaan kegiatan 8.10.
Menyelidiki katrol.
Scientific performance:
Students can:
1. Cooperate
2. Mengemukaan honest in the experiment results
3. Respecting the opinion of a friend in the discussion.
4. Followed KBM with discipline (on time)
5. Teachers observe students when they perform the experiment of 8.10.
Investigate pulleys.
B

Subject material :
Pesawat sederhana
a. Katrol merupakan mesin sederhana yang terdiri dari sebuah roda beralor dimana
seutas tali atau rantai dapat bergerak ulang-alik.
b. Jenis-jenis katrol :
Katrol tunggal tetap

Pada kaatrol tunggal tetap hanya mengubah arah gaya tarik ke bawah,
sehingga rah gaya tarik searah dengan arah gaya berat yang juga ke bawah
( katrol tetap tidak memperbesar gaya ).
Contoh : kerekan timba, kerekan bendera
Keuntungan mekanis katrol tunggal tetap : 1, karena panjang lengan kuasa
sama dengan panjang lengan beban.
Katrol tunggal bergerak ( katrol dapat bergerak bebas ).
Pada katrol tunggal bergerak, arah gaya ke atas yaitu berlawanan dengan arah
gaya berat sehingga katrol bergerak memperbesar gaya.
Keuntungan mekanis katrol tunggal bergerak = 2, karena panjang lengan kuasa
2 x panjang lengan beban.
Sistem katrol ( Takal )
Sistem katrol merupakan gabungan beberapa katrol tetap dengan katrol
bergerak.
Keuntungan mekanis sistem katrol : dihitung dari banyaknya tali yang
menanggung beban.
Sistem katrol memperbesar gaya dengan kuasa F dan dirumuskan :\
F = 1/n x w
n = jumlah tali yang menanggung beban w
Simple machines
a. Pulley is a simple machine consisting of a wheel beralor where a rope or chain to
move the shuttle.
b. The types of pulleys:
Single fixed pulley
In single kaatrol remain only change the direction of downward pull, so red the
direction of tensile force of gravity is also down (fixed pulley does not increase the
force).
Example: bucket hoists, hoist flag
Fixed single pulley mechanical advantage: first, because the long arm of the long
arm of power equal to the load.
Single Pulley move (the pulley can move freely).
In a single pulley to move, the direction of the upward force that is opposite to the
direction of gravity so that the pulleys move zoom in style.
The mechanical advantage of single pulley moves = 2, because of the long arm of
the power of 2 x long sleeve load.
pulley system (tackle)
Pulley system is a combination of some fixed pulley with moving pulley.
The mechanical advantage pulley system: calculated from the number of ropes
which bear the burden.
Pulley system with power zoom style and formulated F: \
F=1/nxw
n = number of ropes which bear the burden w
C. Learning Approach And Method
Model/Approach
:
Metode/Method

- Direct Intruction ( DI )
- Cooperative Learning
:
- Ceramah/Lecture
- Diskusi Kelompok/Discuss group
- Experimen

D. Langkah-langkah Pembelajaran/Teaching Learning Processes

Teaching Learning Processes
2. Pertemuan pertama/First Meeting
a. Kegiatan Pendahuluan/Introduction
- Prasyarat Pengetahuan/Apperception
Pengertian pesawat sederhana dan gaya
Definition of a simple plane and style
- Motivasi/Motivation
Mengapa lebih mudah menimba iar sumur menggunakan kerekan
timba ( katrol ) dari pada langsung hanya menggunakan tali?
Why are more easily draw from the wells using a hoist IAR
bailer (pulley) than directly using only a rope?
b. Kegiatan Inti/Main Activities
Elaborasi
- Siswa berada dalam masing-masing kelompok, untuk diskusi
tentang Perbedaan katrol tetap dan katrol bergerak
- Students are in each group, for discussion
about "differences remain pulley and pulley move"

Time
( 10 )
5

( 60 )
10

- Guru membagikan LKS, dan menjelaskan cara kerja percobaan

- Teachers share the worksheet, and explain how the experiment work
- Masing-masing kelompok menyiapkan alat dan bahan yang
Diperlukan
- Each group to prepare equipment and materials
Required
Konfirmasi
- Secara kelompok siswa melakukan percobaan sesuai petunjuk LKS
mengerjakan kegiatan 5.4.2.a dan mencatat hasil yang
diperoleh
- The group of students doing experiments in accordance with
directions LKS 5.4.2.a work activities and record results obtained
- Guru membimbing kelompok yang mengalami kesulitan
- Teachers guide the group who have difficulty
Eksplorasi
- Setelah melakukan percobaan masing-masing kelompok berdiskusi
untuk menjawab pertanyaan
- After doing the experiment for each group discussion
to answer questions
- Meminta 1 atau 2 kelompok untuk menjawab pertanyaan dipapan
tulis yang ditanggapi oleh kelompok lain
- Ask for one or two groups to answer questions dipapan
writing addressed by other groups
- Guru memastikan semua jawaban siswa benar, dan memberikan
pujian pada kelompok yang kinerjanya bagus
- Teachers ensure that all students answer correctly, and provide
praise the good performance group
c. Kegiatan Penutup/Closure
- Siswa membuat kesimpulan dari hasil percobaan yang telah di
Lakukan
- Students make conclusions from the results of an experiment that has been in
do
- Siswa menjawab latihan soal 1 s/d 5
- Students answer exercises 1 s / d 5

20

10

20

( 20 )
5

15

E. Sumber Belajar / Alat Bahan/Learning Resources/Tools

a. Sumber Belajar/Learning Resources
1. Book Erlangga by Marthen Kanginan, Daroji
2. Book Yudistira by Budi Prasodjo dkk
3. Book Referensi
4. LKS Fokus
5. LKS Simpati
6. Internet/Website
b. Alat / Bahan/Tools
Dua tali
Dua utas kawat kaku
Dua gelondongan benang
Seutas tali panjang
Sebuah ember kecil
Two rope
Two pieces of stiff wire
Two spindles of yarn
A string length
A small bucket
F. Penilaian / Assesment
a. Teknik Penilaian / Assesment Techniques
- Tes Tertulis/Written Test
- Tes Unjuk Kerja/Performance Test
b. Bentuk Instrumen/Forms of Instrument
- Isian dan Pilihan Ganda/Essay/Stuffing and Multiple Choice

- Uji petik kerja Prosedur dan Produk/Test Procedure Activity and Product
c. Instrument
Instrument Essay/Stuffing and Multiple Choice :
1. Alat untuk mempermudah untuk menimba air adalah .
Kunci : katrol
Skor : 1
Tools to make it easier to draw water is ....
Key : pulley
Score: 1
2. Jenis katrol untuk menimba air adalah .
Kunci : tetap
Skor : 1
Types of pulleys to draw water is ....
Key : fixed
Score : 1
3. Keuntungan mekanis katrol tunggal bergerak adalah .
a. 1
b.2
c3
d. 4
Kunci : b
Skor : 1
Single pulley mechanical advantage to move is ....
a. 1 B. 2 c. 3 d. 4
Key: b
Score: 1
Uji petik kerja prosedur dan produk/Test Procedure Activity and Product
Rubrik 1 ( dalam berdiskusi )
No
Aspek
1
Bekerja sama
2
Menerima pendapat orang lain
3
Mengeluarkan pendapat
4
Menjawab bahan diskusi dan membuat kesimpulan dengan benar
Jumlah Skor

Skor
2
2
2
4
10

Rubric 2 :
No
Aspect
1
Mengukur benda dengan benar/Measure objects correctly
2
Melakukan kegiatan dengan prosedur yang benar/
Perform activities with the correct procedure
3
Memperoleh data dari percobaan/ Data obtained from experiments
4
Menjawab pertanyaan/ Answering questions
5
Membuat kesimpulan/ Making conclusions
Amount of Score
Rubric 3 :
No
Aspect
1
Pemahaman terhadap besaran, satuan dan ketelitian alat ukur yang
digunakan/ Understanding of the scale, units and precision measuring
instruments used
2
Pemahaman terhadap konversi satuan/ Understanding of unit
conversion
3
Kemampuan menggunakan alat ukur/ Ability to use measuring tools
4
Kesesuaian antara besaran dan alat ukur yang digunakan/
/Adjustment of the scale and measuring instruments used
5
Ketepatan prosedur pengukuran/ The accuracy of the measurement
procedure
6
Kedisiplinan dari setiap anggota kelompok/ Discipline of any member
of the group
7
Kerja sama antar anggota kelompok/ Cooperation among group
members
8
Menerima pendapat orang lain/ Accept others' opinions
9
Jujur dalam menyajikan data hasil pengukuran/ Honest in presenting
the data measurement
10
Kemampuan dalam mempresentasikan hasil pengukuran/ Ability in
presenting the results of measurements
Amount of Score
Latihan Soal :
1. Jelaskan pengertian katrol !

Score
2
2
2
2
2
10

Score
1
1
1
1
1
1
1
1
1
1
10

2. Jelaskan jenis-jenis katrol !

3. Jelaskan bagian-bagian katrol ( titik tumpu, titik beban dan titik kuasa ) !
4. Sebutkan contoh jenis katrol !
5. Jelaskan penggunaan katrol sehari-hari !
( Kunci jawaban ada pada materi pokok )
Skor : 2 ( 5 x 2 = 10 )
Exercise :
1. Explain the meaning pulley!
2. Explain the types of pulley!
3. Describe the parts of the pulley (the fulcrum, the point of load and power
points)!
4. Please list examples of types of pulley!
5. Explain the use of pulleys everyday!
(Answer key is on subject matter)
Score: 2 ( 5 x 2 = 10)
Approves by
Headmaster

Sukodono, juli 18rd 2011

Classroom teacher

WINADI, S.Pd, M.Pd

NIP. 19610502 198112 1 004

MASUDAH, M.Pd
NIP. 19771225200801 2 016

LESSON PLAN 5.4.3

Subject
Grade/Term
Materi Pokok
Sub Materi Pokok
Alocation of Time

: Sains - Physic
: VII/2
: 5.4 Pesawat Sederhana/ Simplified Aircraft
: 5.4.3 Bidang Miring/Inclined Field
: 1x 45 menit

Standard Competence
3. Memahami konsep gerak, peranan usaha, gaya dan energi dalam kehidupan
sehari-hari
Basic Competence
11.9. Menunjukkan manfaat pesawat sederhana dalam kehidupan sehari-hari.
Showing the benefits of a simple plane in everyday life.
Indicator
Menunjukkan kegunaan beberapa pesawat sederhana yang sering digunakan dalam
kehidupan sehari-hari misalnya tuas ( pengungkit ), katrol tunggal baik tetap maupun yang
bergerak, bidang miring dan rosa gigi.
Menyelesaikan masalah-masalah secara kuantitaif sederhana berhubungan dengan pesawat
sederhana.
To demonstrate usefulness of some simple aircraft frequently used in daily
life such as the lever (lever), a single pulley either fixed or moving, inclined
plane and rosa teeth.
Resolving the problems associated with aircraft Quantitative simple simple.
A.

Learning Objective
Pemahaman penerapan konsep
Siswa dapat :
1. Menjelaskan pengertian bidang miring
2. Menjelaskan prinsip kerja bidang miring
3. Meneukan keuntungan mekanis bidang miring
4. Menjelaskan alat-alat yang bekerja berdasarkan bidang miring
5. Menyebutkan contoh penggunaan bidang miring sehari-hari
Understanding the application of the concept
Students can:
1. Explaining the inclined plane
2. Explain the working principle of the inclined plane
3. Meneukan mechanical advantage incline
4. Describes the tools that work based on the incline
5. Citing examples of the use daily incline
Kinerja ilmiah
Siswa dapat :
1. Bekerja sama
2. Jujur dalam mengemukaan hasil percobaan
3. Menghargai pendapat teman dalam diskusi .
4. Mengkuti KBM dengan disiplin ( tepat waktu )
5. Melakukan percobaan untuk memperoleh konsep bidang miring
Scientific performance
Students can:
1. Cooperate
2. Mengemukaan honest in the experiment results
3. Respecting the opinion of a friend in the discussion.
4. Followed KBM with discipline (on time)
5. Conducting experiments to obtain the concept of an inclined plane

Subject Material
Pesawat sederhana
a. Bidang miring adalah suatu permukaan miring yang penampangnya berbentuk
segitiga, dan dapat digunakan sebagai pesawat sederhana.
b. Keuntungan mekanis bidang miring merupakan perbandingan antara panjangn
bidang miring ( s ) dengan tinggi bidang miring ( h ). Makin landai bidang miring
keuntungan mekanis bidang miring makin besar.
Keuntungan bidang miring = panjang = s

c.

d.

e.

tinggi h
Bidang miring seperti juga pesawat sederhana yang lain tidak mengurangi usaha.
Bidang miring berfungsi untuk mengalikan gaya, sehingga usaha yang kita lakukan
menjadi lebih mudah. Namun demikian gaya yang lebih besar harus dibayar
dengan perpindahan yang lebih jauh.
Contoh sehari-hari yang menggunakan prinsip bidang miring diam :
Tangga
Tangga dibentuk spiral
Jalan ke Puncak dibuat berkelok-kelok
Alat yang bekerja berdasarkan bidang miring yang bergerak :
Baji
Sekrup
Simple machines
a. The ramp is a sloping surface of a triangular cross section, and can be used as a
simple plane.
b. The mechanical advantage is the ratio between the incline ramp panjangn (s) with a
high incline (h). The more sloping incline mechanical advantage greater incline.
Gain = length of inclined plane = s
High h
c. Inclined plane as well as other simple plane did not reduce the work. The ramp
serves to multiply the force, so that we do work became easier. However, a larger
force should be paid to the displacement of more distant.
d. Everyday examples that use the principle of the inclined plane was silent:
Ladder
Spiral Stairs formed
Road to the Peak of the winding is made
e. Tool that works based on a moving inclined plane:
Wedge
Screws

C. Learning Approach and Method

Model/Approach
:

- Direct Intruction ( DI )
- Cooperative Learning
Metode/Method
:
- Ceramah/Lecture
- Diskusi Kelompok/Discuss group
- Experimen
D. Langkah-langkah Pembelajaran/Teaching Learning Processes
Teaching Learning Processes
2. Pertemuan Pertama/First Meeting
a. Kegiatan Pendahuluan/Introduction
- Prasyarat Pengetahuan/Apperception
Pengertian berat dan satuan berat
Definition of weight and weight unit
- Motivasi/Motivation
Mengapa lebih mudah menaikkan beban diatas truk menggunakan
Papan yang dimiringkan, dari pada mengangkatnya kemudian
menaikkan beban tersebut keatas truk ?
Why is it easier to increase charges above the truck using
Board that is tilted, the lift later on Tilted from the lift and then raise
the load The older truck?

b. Kegiatan Inti/Main Activities

Elaborasi
Siswa berada dalam masing-masing kelompok
Students are in each group
Konfirmasi
Siswa berada dalam masing-masing kelompok untuk diskusi
tentang Bagaimana bidang miring bekerja, sampai pada alat-alat
yang bekerja berdasarkan bidang miring
Students are in each group for discussion on "How to work the
incline, to the tools who worked on the ramp "
Ekplorasi
Meminta 1 atau 2 kelompok untuk menjawab pertanyaan dipapan
tulis yang ditanggapi oleh kelompok lain

Time
( 10 )
5

( 25 )
15

- Ask for one or two groups to answer questions dipapan

writing addressed by other groups
- Guru memastikan semua jawaban siswa benar, dan memberikan
pujian pada kelompok yang kinerjanya bagus
- Teachers ensure that all students answer correctly, and provide
praise the good performance group
c. Kegiatan Penutup/Closure
- Siswa membuat kesimpulan
- Students make conclusions

10

( 10)
E. Sumber Belajar / Alat Bahan/Learning Resources/Tools
a. Sumber Belajar/Learning Resources
1. Book Erlangga by Marthen Kanginan, Daroji
2. Book Yudistira by Budi Prasodjo dkk
3. Book Referensi
4. LKS Fokus
5. LKS Simpati
6. Internet/Website
b. Alat / Bahan / Tools
Carta yang menggunakan bidang miring
Papan sebagai peragaan bidang miring
Carta which uses an inclined plane
board as a demonstration of the incline
F. Penilaian / Assesment
a. Teknik Penilaian / Assesment techniques
- Tes Tertulis/Written Test
- Tes Unjuk Kerja/Performance Test
b. Bentuk Instrumen/Forms of Instrument
- Isian dan Pilihan Ganda/Essay/Stuffing and Multiple Choice
- Uji petik kerja Prosedur dan Produk/Test Procedure Activity and Product
c. Instrument
Instrument Essay/Stuffing and Multiple Choice :
1. Untuk mempermudah menaiikan barang ke atas mobil dapat menggunakan
Prinsip .
Kunci : bidang miring
Skor : 1
To simplify menaiikan goods onto the car can use
Principles ....
Key : inclined plane
Score: 1
2. Rumus keuntungan bidang miring adalah .
Kunci : s/h
Skor : 1
Benefit formula incline is ....
Key: s / h
Score: 1
Uji petik kerja prosedur dan produk
Rubric 1 ( Disscus)
No
Aspect
1
Bekerja sama/ Working together
2
Menerima pendapat orang lain/ Accept others' opinions
3
Mengeluarkan pendapat/Remark
4
Menjawab bahan diskusi dan membuat kesimpulan dengan benar/ Answer
a discussion and draw a conclusion correctly
Amount of Score

Lembar Diskusi :
1. Jelaskan pengertian bidang miring
2. Jelaskan prinsip kerja bidang miring
3. Sebutkan keuntungan mekanis bidang miring
4. Jelaskan alat-alat yang bekerja berdasarkan bidang miring
5. Sebutkan contoh penggunaan bidang miring sehari-hari

Score
2
2
2
4
10

( Kunci jawaban ada pada materi pokok )

Skor : 2 ( 5 x 2 = 10 )
Discussion Sheet:
1. Explain understanding incline
2. Explain the working principle of the inclined plane
3. State the advantages of mechanical incline
4. Describe the tools that work based on the incline
5. Mention examples of the use daily incline
(Answer key is on subject matter)
Score: 2 ( 5 x 2 = 10)

Approves by
Headmaster

Sukodono, juli 18rd 2011

Classroom teacher

WINADI, S.Pd, M.Pd

NIP. 19610502 198112 1 004

MASUDAH, M.Pd
NIP. 19771225200801 2 016

LESSON PLAN 5.4.4

Subject
Grade/Term
Materi Pokok
Sub Materi Pokok
Alocation Of Time

: Sains - Physic
: VII/2
: 5.4 Pesawat Sederhana/Simplified Aircraft
: 5.4.4 Roda gigi/Gears
: 1 x 45 menit

Standard Competence
3. Memahami konsep gerak, peranan usaha, gaya dan energi dalam kehidupan
sehari-hari
Basic Competence :
11.9. Menunjukkan manfaat pesawat sederhana dalam kehidupan sehari-hari.
Showing the benefits of a simple plane in everyday life.
Indicator
Menunjukkan kegunaan beberapa pesawat sederhana yang sering digunakan dalam
kehidupan sehari-hari misalnya tuas ( pengungkit ), katrol tunggal baik tetap maupun yang
bergerak, bidang miring dan rosa gigi.
To demonstrate usefulness of some simple aircraft frequently used in daily life
such as the lever (lever), a single pulley either fixed or moving, inclined plane
and rosa teeth.
A.

Learning Objective
Pemahaman dan Penerapan Konsep
Siswa dapat :
1. Menjelaskan pengertian roda gigi
2. Menjelaskan kegunaan roda gigi
3. Menjelaskan penerapan roda gigi dalam keseharian
Understanding and Applying Concepts
Students can:
1. Explaining the gears
2. Explaining the use of gear
3. Explaining the application of gears in the daily
Kinerja Ilmiah
Siswa dapat :
1. Bekerja sama
2. jujur dalam mengemukakan percobaan
3. Menghargai teman dalam diskusi
4. Mengikuti KBM dengan disiplin ( tepat waktu )
5. Membuat salah satu produk alat yang berdasarkan prinsip roda gigi Scientific
Performance
Students can:
1. Cooperate
2. honest in the proposed experiment
3. Appreciating friends in discussion
4. Followed KBM by discipline (on time)
5. Create one appliance products based on the principles of gear
Subject material :
Pesawat sederhana ( roda gigi )
a. roda gigi atau gir adalah sepasang roda bergigi saling bersambungan yang
digunakan untuk menambah atau mengurangi gaya.
b. Sepeda termasuk pesawat sederhana, karena sepeda menggunakan roda gigi
menggunakan beberapa ukuran roda gigi yang dipasang di roda belakang.
c. Roda gigi pada sepeda :
Roda gigi besar memberikan gaya yang lebih besar, sehingga kuasa yang
diperlukan kecil, tetapi harus dibayar dengan kecepatan putar yang lambat.
Sebaliknya roda yang kecil memberikan kecepatan putar yang lebih cepat,
tetapi ini memberikan gaya yang lebih kecil, sehingga harus dibayar dengan
kuasa yang lebih besar
d. Penerapan roda gigi dalam keseharian :
Roda-roda gigi pada sepeda
Roda-roda gigi pada jam dinding
Simple machines (gears)
a. or overdrive gear is a pair of toothed wheels connected to each other that is used to
increase or decrease the force.

b. Bicycles, including a simple plane, because the bike uses several sizes of gears
using gear mounted on the rear wheels.
c. Gear on the bike:
large gears provide a greater force, so that the necessary power is small, but must
be paid for with a slow speed.
On the other hand a small wheel that provides faster speed, but this gives a smaller
force, so that should be paid with greater power
d. In the daily application of gears:
The wheels on the bike gear
The wheels on the clock gear
C. Learning Approach and Method
Model/Approach
:
Metode/Method

- Direct Intruction ( DI )
- Cooperative Learning
:
- Ceramah/Lecture
- Diskusi Kelompok/Discuss group
- Experimen

D. Langkah-langkah Pembelajaran/Teaching Learning Processes

Teaching learning Processes
2. Pertemuan Pertama/First Meeting
a. Kegiatan Pendahuluan/Introduction
- Prasyarat Pengetahuan/Apperception
Pengertian berat dan satuan berat
Definition of weight and weight unit
- Motivasi/Motivation
Mengapa sepeda termasuk pesawat sederhana ?
Why bicycle including a simple plane?
b. Kegiatan Inti/Main Activities
Elaborasi
- Siswa berada dalam masing-masing kelompok
- Students are in each group
Konfirmasi
- Siswa berada dalam masing-masing kelompok untuk diskusi
tentang Apa kegunaan roda gigi dan penerapan roda gigi dalam
kehidupan sehari-hari
- Students are in each group for discussion
about "What is the use and application of gears in gear daily life "
Ekplorasi
- Meminta 1 atau 2 kelompok untuk menjawab pertanyaan dipapan
tulis yang ditanggapi oleh kelompok lain
- Ask for one or two groups to answer questions dipapan
writing addressed by other groups
- Guru memastikan semua jawaban siswa benar, dan memberikan
pujian pada kelompok yang kinerjanya bagus
- Teachers ensure that all students answer correctly, and provide
praise the good performance group
c. Kegiatan Penutup/Closure
- Siswa membuat kesimpulan
- Students make conclusions
E. Sumber Belajar / Alat Bahan/Learning Resources/Tools
a. Sumber Belajar/Learning Resources
1. Book Erlangga by Marthen Kanginan, Daroji
2. Book Yudistira by Budi Prasodjo dkk
3. Book Reference
4. LKS Fokus
5. LKS Simpati
6. Internet/Website
b. Alat / Bahan/Tools
Sepeda
Jam dinding ( di buka )
Bicycles
wall clock (in open)
F. Penilaian / Assesment
a. Teknik Penilaian / Assesment Techniques

Time
( 10 )
5

5
( 25 )
15

10

(10)

- Tes Tertulis/Written Test

- Tes Unjuk Kerja/Performance
b. Bentuk Instrumen/Forms of Instrument
- Isian dan Pilihan Ganda/Essay/Stuffing and Multiple Choice
- Uji petik kerja Prosedur dan Produk/Test Procedure Activity and Product
c. Instrumen
Instrumen tes isian dan pilihan ganda :
1.Untuk mempermudah menaiikan barang ke atas mobil dapat menggunakan
Prinsip .
Kunci : bidang miring
Skor : 1
To simplify menaiikan goods onto the car can use
Principles ....
Key
: inclined plane
Score
:1
2. Rumus keuntungan bidang miring adalah .
Kunci : s/h
Skor : 1
To simplify step up goods onto the car can use
Principles ....
Key: inclined plane
Score: 1
Benefit formula incline is ....
Key: s / h
Score: 1
Uji petik kerja prosedur dan produk
Rubrik 1 ( dalam berdiskusi )
No
Aspek
1
Bekerja sama
2
Menerima pendapat orang lain
3
Mengeluarkan pendapat
4
Menjawab bahan diskusi dan membuat kesimpulan dengan benar
Jumlah Skor

Skor
2
2
2
4
10

Lembar Diskusi :
1. Jelaskan pengertian roda gigi !
2. Jelaskan kegunaan roda gigi !
3. Jelaskan penerapan roda gigi dalam keseharian !
4. Apa yang dihasilkan jika menggunakan roda gigi yang lebih besar ?
5. Apa yang dihasilkan jika menggunakan roda gigi yang lebih kecil ?
( Kunci jawaban ada pada materi pokok )
Skor : 2 ( 5 x 2 = 10 )
Discussion Sheet :
1. Explain to the understanding of gear!
2. Explain the use of gear!
3. Explain the application of gears in the daily!
4. What is produced when using a bigger gear?
5. What is produced when using a smaller gear?
(Answer key is on subject matter)
Score: 2 ( 5 x 2 = 10)

Approves by
Headmaster

Sukodono, juli 18rd 2011

Classroom teacher

WINADI, S.Pd, M.Pd

MASUDAH, M.Pd

NIP. 19610502 198112 1 004

NIP. 19771225200801 2 016

LESSON PLAN 5.5.

Subject
Grade/Term
Materi Pokok
Sub Materi Pokok
Alocation of Time

: Sains - Physic
: VII/2
: Pressure on solids, liquids and gases
: Pressure on solids
: 2x 45 menit

Standard Competence
To understand movement konsep, work carakter, and energy in daily live
asic Competence :
Investigate the pressure on the solids, liquids, and gases and their application in daily life
Indicator
1. Connecting, without calculation, pressure style and spacious, using appropriate examples,
Thinking logically, critically, creatively, and innovatively, Precision, Parsimoy,
2. Applying the formula P = F/A, Thinking logically, critically, creatively, and innovatively Precision
Parsimoy
A.

Learning Objective
Understanding and Applying Concepts
Students can:
Explain what is meant by pressure
Explain the factors that affect a large pressure on the solids
Discover the relationship between force, pressure and the area is subjected to force
Explain the application of pressure in everyday life
Scientific Performance
Students can:
Conducting an experiment to investigate the influence of style and smooth touch on the pressure
field

Subject Material :
Pressure on solids, liquids and gases.
a. The relationship between force, area of press and pressure:
Pressure is inversely proportional to the area but the touch force is proportional to the size
of the force press. Meaning:
The smaller the area of the touch force, the greater the pressure.
The bigger the load, the greater the pressure.
Pressure is defined as force per unit area of surface where the force was working.
So that can be written as follows:

Pressure=

Force
Touch Area

P = F/A
Description: F: style press, the unit of newtons (N)
A: The broad field of touch, the unit: m2
P: pressure, unit: N/m2
b. 1 N/m2 = 1 Pa
c. So one pascal (1 Pa) is the pressure done by one newton force on the surface area of one
square meter.
Pa (Pascal) is a unit of pressure in SI units.
d. 1 Pa is very small that is equal to the pressure to be worked by one hundred dollar bills still flat
on the table.
e. Application of the concept of stress in daily life:
Sleep on a mattress is more comfortable than sleeping on board, because the whole body
brat uniformly supported by the whole body surface in contact with the mattress so the
mattress tekanannnya become small.
a sharp knife to cut things easier, because the wide field of sharp knife touch smaller than a
blunt knife, so the pressure generated larger knife
Your feet big elephant, in order to tap the area to be larger so that the pressure becomes
smaller. Thus facilitate an elephant walking on the ground with all her weight menopnag.
etc.

f. So the question can be answered in the introductory:

Walking with high heels and pointy on top of the mud is more difficult than with a short heel,
because high heels and pointy generate greater pressure so it is more difficult to be lifted from
the muddy soil.
C. Learning Approach and Method
Approach
:
Method

- Direct Intruction ( DI )
- Cooperative Learning
- Lecture
- Discuss group
- Experimen

D. Teaching Learning Processes

1. First Meeting
a. Introduction
- Apperception
Style and broad understanding of the formula
Motivation
Why is it more difficult to walk on the muddy ground if using high heels instead of using the right
shoes Short?
b. Main Activities
Elaborasi
Students are in each group, for discussion on "Pressure"
Konfirmasi
- The group of students doing experiments "Observing the influence of force and the area of
touch on the pressure"
- Teachers guide the group who have difficulty
Eksplorasi
- After doing the experiment for each group discussion to answer
- Ask for one or two groups to answer questions dipapan writing addressed by other groups
questions
- Ask for one or two groups to answer questions in white board writing addressed by other
groups questions
c. Closure
- Students make conclusions from the results of an experiment that has been in do
- Students answer exercises 1 s / d 5
E.

Learning Resources/Tools
a. Learning Resources
1. Book Erlangga by Marthen Kanginan, Daroji
2. Book Yudistira by Budi Prasodjo dkk
3. Book Reference
4. Internet/Website
b. Tool/ matter
A container (eg trays)
Wet clay to taste
Two identical beams
Two cubes of equal size but different types

F. Assesment
a. Assesment Techniques
- Written Test
- Performance Test
b. Forms of Instrument
- Essay/Stuffing and Multiple Choice
- test Procedure Activity and Product
c. Instrument
1. Stuffing and Multiple Choice :
If the foot stepped on a pointy shoes with heels will feel ....
Key: sick
Score: 1
2. Shoes with pointy heels, has the pressure ....
Key : large
Score : 1
3. Pressure unit is ....
a. N / m b. m2 / N c. N/m2 d. N
Key: c
Score: 1

 Test Procedure Activity Product

Rubric 1 ( Disscus)
No
Aspect
1
Working together
2
Accept others' opinions
3
Remark
4
Answer a discussion and draw a conclusion correctly
Amount of Score

Score
2
2
2
4
10

Rubric 2 :
No
Aspect
1
Measure objects correctly
2
Perform activities with the correct procedure
3
Data obtained from experiments
4
Answering questions
5
Making conclusions
Amount of Score

Score
2
2
2
2
2
10

Rubric 3 :
No
Aspect
1
Understanding of the scale, units and precision measuring instruments
used
2
Understanding of unit conversion
3
Ability to use measuring tools
4
Adjustment of the scale and measuring instruments used
5
The accuracy of the measurement procedure
6
Kedisiplinan dari setiap anggota kelompok/ Discipline of any member
of the group
7
Cooperation among group members
8
Accept others' opinions
9
Honest in presenting the data measurement
10
Ability in presenting the results of measurements
Amount of Score

Score
1
1
1
1
1
1
1
1
1
1
10

Exercise :
Explain what is meant by pressure!
Explain the factors that affect a large pressure on solids!
Jemukan the relationship between force, pressure and the area is subjected to the force!
Explain the application of pressure in everyday life!
An object has a 20 cm2 area, was given a pressure of 1 N/m 2.
What is the force obtained?
(Answer key is on subject matter)
Score: 2 ( 5 x 2 = 10)
Approves by
Headmaster

Sukodono, juli 18rd 2011

Classroom teacher

WINADI, S.Pd, M.Pd

NIP. 19610502 198112 1 004

MASUDAH, M.Pd
NIP. 19771225200801 2 016

LESSON PLAN 5.5.3.1

Subject
Grade/Term
Materi Pokok
Sub Materi Pokok
Alocation of Time

: Sains - Physic
: VII/2
: Pressure on solids, liquids and gases
: Air hold pressure
: 1x 45 menit

Standard Competence
To understand movement konsep, work carakter, and energy in daily live
Basic Competence :
Investigate the pressure on the solids, liquids, and gases and their application in daily life
Indicator
:
Describe a simple mercury barometer and its use in measuring pressure atmosfer. Thinking
logically, critically, creatively, and innovatively, Curious
A

Learning Objective
:
Understanding and Applying Concepts Students can:
1. Explaining the causes of air pressure
2. Proving that the air pressure gives
3. Explaining the relationship of natural phenomena with air pressure
4. Explaining the cause of the wind
5. Explain how air pressure can predict the arrival rainy season
6. Explaining the occurrence of cyclone winds
7. Explaining the influence of human pressure on
8. Explaining why the ear buzzing when the aircraft stay shelf
9. Explain the benefits of air pressure
10 connect between the altitude where the air pressure
Scientific performance:
Students can:
1. cooperate
2. Express honest in the experiment results
3. Respecting the opinion of a friend in the discussion.
4. Followed KBM with discipline (on time)
Students can:
to demonstrate the glass upside down and
perform a demonstration to prove that dented cans of air pressure hold.

f.

g.

h.

Subject Material :
Pressure on solids, liquids and gases.
a. Growing upward from the sea surface, the less air pressure.
b. Air pressure at sea level ranges from 76 cm Hg (I atm or 1.013 bar or 1.013 x 105 pascal).
c. Aircraft can fly at an altitude of 15 cm Hg pressure
d. Wind is moving air. Disebakan breeze happens because the air pressure difference. The
wind was blowing from areas of high air pressure to areas of low air pressure.
e. Weather forecasts based on the state of air pressure:
If the air pressure is lower than usual, then it is likely going to rain, the wind will be
heading to the area
The air pressure is higher than usual, possibly sunny weather, the wind blowing from the
site.
The occurrence of cyclone wind:
Berasala wind from a high-pressure air to the place where the air pressure is low. If air
pressure is very low, the air around a low pressure center will be round this produces
cyclone winds.
Effect of pressure on people:
We can experience bleeding nose while he was at a certain altitude. This is because the
air pressure in our bodies is greater than the ambient air pressure is very low, so that
blood can flow through blood vessels into the nose.
Ear buzzing when the plane took off, because the outside air pressure is lower than the
air pressure trapped in the ear. This causes the eardrum is bulging, and we will feel like a
buzzing ears would explode.
Evidence that air pressure:
Experiment Magdebruk, a total of two hollow half sphere dilengketkan and the air inside is
pumped out (vacuum). It turns out it is very difficult to remove the two pieces half the balls
that have been vacuum.
able to withstand the air pressure in a glass of water upside down.


i.
j.

Penyoknya canned heat suddenly doused with cold water. This is because the air
pressure inside the can is smaller than the outside air pressure.
corelation between the altitude where the air pressure: each increase of 10 m from sea level
air pressure is reduced approximately 1 mm Hg.
Utilization of air pressure:
drinks with straws sucking
Syringes
rubber sucker

C. Learning Approach and Method

Approach
: - Direct Intruction ( DI )
- Cooperative Learning
Method
: - Lecture
- Discuss group
- Experimen

D. Teaching Learning Processes

First Meeting
a. Introduction
- Apperception
Understanding pressure
- Motivation
Why is your ear when the plane flies buzzing when staying landing?
Why is we are bleeding from the nose when in altitude?
b. Main Activities
Elaborasi
Students are in each group for discussion About "Air Pressure", "Some examples of the
use of pressure air ", and" The relationship between the pressure altitude air "
Konfirmasi
Conducting a demonstration of glass upside down "and" Doing Demonstrations dented
cans "
Eksplorasi
Ask for one or two groups to answer questions in white board writing addressed by other
groups
Teachers ensure that all students answer correctly, and provide praise the good
performance group
c. Closure
Students make conclusions from the results of an experiment that has been in do
E. Learning Resources/Tools
a. Learning Resources
1. Book Erlangga by Marthen Kanginan, Daroji
2. Book Yudistira by Budi Prasodjo dkk
3. Book Reference
4. Internet/Website
b. Tools
a glass, a sheet of rather thick paper (cardboard), postcard-sized manila, water and sink.
A thin cans (cans of lubricating oil or beverage cans), Bunsen burner or stove, water.
F. Assesment
a. Assesment Techniques
- Written Test
- Performance Test
b. Forms of Instrument
- Stuffing and Multiple Choice
- Test Procedure Activity and Product
c. Instrument
Stuffing and Multiple Choice :
1. Related vessel can only apply for one ....
Key : substance
Score: 1

2 Water and oil can not be united, because the difference ....
Keywords: bulk density
Score: 1
Uji petik kerja prosedur dan produk
Rubric 1 ( Disscus)
No
Aspect
1
Working together
2
Accept others' opinions
3
Remark
4
Answer a discussion and draw a conclusion correctly
Amount of Score

Score
2
2
2
4
10

Rubric 2 :
No
Aspect
1
Measure objects correctly
2
Perform activities with the correct procedure
3
Data obtained from experiments
4
Answering questions
5
Making conclusions
Amount of Score

Score
2
2
2
2
2
10

Discussion Sheet:
1. Explain the causes of air pressure!
2. Prove that gives air pressure!
3. Explain the relationship of natural phenomena with the air pressure!
4. Explain the cause of angina!
5. Explain how air pressure can predict the arrival rainy season!
6. Explain the occurrence of cyclone wind!
7. Explain the effect of pressure on people!
8. Explain why your ear when the plane flies buzzing live Shelf!
9. Explain the benefits of air pressure!
10 The relationship between pressure altitude with air!
(Answer key is on subject matter)
Score: 1 ( 10 x 1 = 10)

Approves by
Headmaster

Sukodono, juli 18rd 2011

Classroom teacher

WINADI, S.Pd, M.Pd

NIP. 19610502 198112 1 004

MASUDAH, M.Pd
NIP. 19771225200801 2 016

LESSON PLAN 5.5.2.4

Subject
Grade/Term
Materi Pokok
Sub Materi Pokok

: Sains - Physic
: VII/2
: Pressure on solids, liquids and gases
: Pressure on liquid
Vessel Law Related

Alocation of Time

x 45 menit

Standard Competence
To understand movement konsep, work carakter, and energy in daily live
Basic Competence :
Investigate the pressure on the solids, liquids, and gases and their application in daily life
Indicator
:
Mengaplikasikan konsep bejana berhubungan dalam kehidupan sehari-hari.
Mengaplikasikan konsep tekanan benda padat, cair dan gas pada peristiwa alam yang
relevan.
Apply concepts related vessel in everyday life.
Apply the concept of pressure solids, liquids and natural gas at the relevant events.
A.

Learning Objective
:
Understanding and Applying Concepts Students can:
Explain the concepts related vessel
Finding related vessel concept
Explain the application of day-to-day related vessel
Discover the relationship between the surface of the liquid inside the vessel type is not related
Solve problems relating to two types of liquid in the vessel connected
Scientific performance:
Students can:
1. cooperate
2. Mengemukaan honest in the experiment results
3. Respecting the opinion of a friend in the discussion.
4. Followed KBM with discipline (on time)
Students can:
Perform an experiment to investigate the surface of the liquid that is
related.
Make a related vessel
Create a simple tool like a fountain (water spurting)

not a type of vessel

Subject Material :
Pressure on solids, liquids and gases.
a. Surface forms a kind of liquid in a container in touch always flat and the same height, this
statement is known as concept related vessel.
b. Application of concepts related to the daily vessel:
Water Kettle
Water Tower
Instalation piped water
Water sprayed (water fountain)
c.

Surface of two kinds or more liquids (which can not be mixed with water such as mercury) in
the high-pressure vessel is not the same touch. This is caused by differences in the density
of these two types of liquids. Liquid has a density smaller memilki liquid surface is higher
than the surface of the liquid density is greater.
Quantitative relationship between the density of liquids in the two pipes with a surface
elevation of the boundary line:
H2 = h1 2 1
2; 1 = density of liquid 1 and 2
h2, h1 = height of liquid surface above the first and second lines.

C.

Learning Approach and Method

Approach : - Direct Intruction ( DI )
- Cooperative Learning
Method : - Lecture
- Discuss group
- Experimen

D. Teaching Learning Processes

First Meeting
a. Introduction
- Apperception
Understanding the density of
- Motivation
Why is water coming out of the pipe in the ground tertaman spurted upward?
b.

Main Activities
Elaborasi
- Students are in each group, for discussion About "a variety of tools based on the
principles of vessel
associated with and solving problems relating to two type of liquid
in the vessel related
Konfirmasi
- The group of students doing experiments "Probing the surface of the liquid of similar and
not similar in the vessel related "
- Teachers guide the group who have difficulty
Eksplorasi
- After doing the experiment for each group discussion to answer questions
- Ask for one or two groups to answer questions in white board writing addressed by other
groups
- Teachers ensure that all students answer correctly, and provide praise the good
performance group

c.

E.

Kegiatan Penutup/Closure
- Students make conclusions from the results of an experiment that has been in do
- Students answer exercises 1 s / d 5

Learning resources/Tools
a. Learning Resources
1. Book Erlangga by Marthen Kanginan, Daroji
2. Book Yudistira by Budi Prasodjo dkk
3. Book Reference
4. Internet/Website
b. Tools
two identical glass tubes, a rubber hose and a clip
two different cross section of glass, rubber hose clips and a buffer to the second tube can
stand upright
a U pipe, two kinds of liquids do not mix (water and oil).

F. Assesment
a. Assesment Techniques
- Written Test
- Performance Test
b. Forms of Instrument
- Essay/Stuffing and Multiple Choice
- Test Procedure Activity and Product
c. Instrument
Stuffing and Multiple Choice :
1. Beam floating on the water works on the principle of law ....
Key : Archimedes
Score: 1

2 Weight of liquid displaced by the same objects ....

Key : buoyant force
Score: 1
3. Pressure unit is ....
a. N / m b. m2 / N c. N/m2 d. N
Key: c
Score: 1
Test Procedure Activity and Product
Rubric 1 ( Disscus)
No
Aspect
1
Working together
2
Accept others' opinions
3
Remark
4
Answer a discussion and draw a conclusion correctly
Amount of Score

Score
2
2
2
4
10

Rubric 2 :
No
1
2
3
4
5

Aspect
Measure objects correctly
Perform activities with the correct procedure
Data obtained from experiments
Answering questions
Making conclusions
Amount of Score

Score
2
2
2
2
2
10

Rubric 3 :
No
Aspect
1
Understanding of the scale, units and precision measuring instruments
used
2
Understanding of unit conversion
3
Ability to use measuring tools
4
/Adjustment of the scale and measuring instruments used
5
The accuracy of the measurement procedure
6
Discipline of any member of the group
7
Cooperation among group members
8
Accept others' opinions
9
Honest in presenting the data measurement
10
Ability in presenting the results of measurements
Amount of Score

Score
1
1
1
1
1
1
1
1
1
1
10

Exercise :
Explain the concept of vessel related!
How to find concepts related vessel?
Explain the application of related vessel everyday!
How to find the relationship between the surface of the liquid inside the
vessel type is not related?
How to solve the problem in connection with two types of liquid in the
vessel related?
(Answer key is on subject matter)
Score: 2 ( 5 x 2 = 10)

Approves by
Headmaster

Sukodono, juli 18rd 2011

Classroom teacher

WINADI, S.Pd, M.Pd

NIP. 19610502 198112 1 004

MASUDAH, M.Pd
NIP. 19771225200801 2 016

LESSON PLAN 5.5.2

Subject
Grade/Term
Materi Pokok
Sub Materi Pokok
Alocation of Time

: Sains - Physic
: VII/2
: Pressure on solids, liquids and gases
: Pressure on liquid
Pascals Law
: 2x 45 menit

Standard Competence
To understand movement konsep, work carakter, and energy in daily live
Basic Competence
Investigate the pressure on the solids, liquids, and gases and their application in daily life
Indicator
Using the hydrostatic equation p = gh to calculate the pressure of a point below the surface of the
liquid, Thinking logically, critically, creatively, and innovatively Precision
A.

Learning Objective

Comprehension and Application of Concept:

Students can:

Explain about the sound of Pascal's law

Describe everyday applications that use Pascal's principle

Explain the application of a hydraulic jack to do with the day-to-day legal Pascal

Discover the relationship between the force field area press kwantitaif pressurization

Explain the working principle of the tools that use Pascal's principle
Explain what is meant by the buoyant force

Explain and conclude about the sound of Archimedes law

Discover the relationship between the buoyant force, weight of the object in the air and
heavy objects in the water

Discover the relationship between the buoyant force with the volume of liquid displaced, and
with a weight of liquid displaced.
Students can explain:

What is the buoyant force

The relationship between buoyant force with the weight of the object in the air with a heavy
object in a liquid

The relationship between buoyant force with the volume of liquid displaced by the displaced
liquid heavily day-to-day events associated with the buoyant force

Explain what is meant by floating, submerged and floating

Explain the terms of the object is said to float, sink and nelayang

Describe the relationship between the density of the object with the event floating,
submerged and floating

Explain the application of the concept of floating, sinking and floating in everyday life

Explain the working principle of the tools that work based on the concept of floating, sinking
and floating

Scientific performance:
Students can:
- Conducting an experiment to investigate the Pascal's law and do experiment to membiuat
simple tool which utilizes the principle of law Pascal
- Conducting an experiment to investigate the buoyant force in liquids
- Conducting an experiment to investigate the buoyancy in liquids, Using a hydrometer to
measure density of liquids.
- Conducting an experiment to investigate the buoyancy in liquids, Using the hydrometer to
measure density of liquids.
B. Subject Material :
Pressure on solids, liquids and gases.
a. Conclusion: The water will emanate from the holes with the same strength. This means that
the pressure that you provide will be forwarded through the water in the bag in all directions
with equal strength (magnitude).

This conclusion is known as Pascal's law:

Pressure exerted on the liquid in a space (container) closed forwarded to all directions with
the same (strong).
b. Pascal's Principle:
"With a small force on the little suckers can generate large forces on a large sucker."
Pascal's principle advantage is: "with a small force can lift a heavy burden."
c. Pascal's Principle can be formulated:

P2 P 1
=
F 2 F2
Description:
F2
= the force produced by a large vacuum, the unit of newtons (N)
F1
= small suction force generated, the unit of newtons (N)
A2
= cross-sectional area large suckers (m2)
A1
= small sucker-sectional area (m2)
d. Application of the law Pascal (Pascal's principle) daily:
Hydraulic Jacks
hydraulic lifter engine car
hydraulic pump bicycle tires
hydraulic presses machinery
Hydraulic disc brakes
Pressure on solids, liquids and gases.
a. Done by the buoyant force on a body of water represents the difference between the weight
of the object in the air with a heavy object in the water.
b. Based on the experiment turns out there is a relationship between the buoyant force with the
volume of water displaced and the buoyant force with the weight of displaced water.
c. Objects that partially or wholly immersed in a liquid having a size of the buoyant force is
proportional to the volume of liquid transferred (pushed) by the object.
d. Archimedes law:
A body partially or wholly immersed in a liquid will experience a buoyant force equal to the
weight of liquid displaced (pushed) by the object.
Buoyant force = weight of liquid displaced by the object.
e. Volume of liquid displaced is just part of the volume of objects immersed in liquids.
Pressure on solids, liquids and gases.
a. Done by the buoyant force on a body of water represents the difference between the weight
of the object in the air with a heavy object in the water.
b. Based on the experiment turns out there is a relationship between the buoyant force with the
volume of water displaced and the buoyant force with the weight of displaced water.
c. Objects that partially or wholly immersed in a liquid having a size of the buoyant force is
proportional to the volume of liquid transferred (pushed) by the object.
d.
Archimedes law:
A body partially or wholly immersed in a liquid will experience a buoyant force equal to the
weight of liquid displaced (pushed) by the object.
Buoyant force = weight of liquid displaced by the object.
e. Volume of liquid displaced is just part of the volume of objects immersed in liquids
Pressure on solids, liquids and gases.
Drowning and mengapungnya plasticine can be explained by two concepts:
a. Buoyant force is proportional to the volume of water that presesd
b. Compare average density of the material to water density.
a. Buoyant force is proportional to the volume of water that presesd:

When dough is formed clumps, then a small volume of water displaced so that the
buoyant force experienced by too small. The buoyant force can not balance the weight
of plasticine (Fa <w), the clay clumps as a result of drowning.

When dough is formed berlekut boat, then the volume of water that moved into much
larger, so the buoyant force experienced by a much larger boat. This buoyant force can
now boat plasticine balance the weight (Fa = w), so the boat floats in water.
b. Compare average density of the material to the density water.
(Remember density = mass: volume).
When dough is formed clumps, volume is very small objects, so that at the same
mass as the average density becomes very large clay lumps and larger than the
density of water submerged in water as a result plasticine.

When dough is formed boat, a large volume of plasticine into sanat, so that at the
same mass as the average density of plasticine boat became smaller and smaller
than water density as a result plasticine boat floating in the water.

Conclusion:
Buoyant force experienced by objects immersed in liquids can be enlarged by enlarging the
volume of the object.
For example:

a way to make hollow shapes.

With outstretched position we could swim in water (with a volume of water that stretched
position urged by the body into postures more than others).

Answer motivation:
a. new egg will sink in water, because its average density is greater than the density of
freshwater. Rotten egg will sink in water, because the yolk and white of egg had
dried so that the density is smaller than the density of new eggs.
b. Ship "Tetanic" struck an iceberg sank because the drift below sea level. This is
because the weight of the iceberg nearly as heavy didesaknya sea water, so that
only about 10% which appears above the sea level and if it underestimated the ship
would hit it then hit the iceberg hidden below sea level.

Applying the concept of floating, sinking and floating:

a. floating bridge
b. hydrometer
c. ships
d. ga; lost ships
e. submarine
f. air balloon

pontoon bridge made using empty drums sealed in a row and put boards on top. Empty
drums filled with air, so that more water is pressed.

hydrometer is a device that floats in water and is equipped to megukur digunagan scale
and density of the liquid. Density is measured by calculating the relative density.
Inside the liquid, the hydrometer will float in accordance with the type of liquid. The
greater the density of the liquid, the higher the hydrometer floats in the liquid. This is
because the hydrometer has particularly small numbers at the top and large numbers
on the bottom.

Ships
A ship made of iron that the density is greater than the mass of sea water resistivity.
Tetpi bibentuk will ship more and more hollow so that water under didesaknya akibanya
buoyant force becomes greater and ships float on the surface of sea water.

Submarine
The submarine has ballast tanks located between the hull inside and outside the hull. In
order to dive into a ballast tank filled with sea water and sea water to float out of the
ballast tank.

Air Balloon
Air balloons can fly into the air because of the buoyant force acting on the balloon.
Balloons can move large volumes of air. Weight of the displaced air balloon (= buoyant
force) pressed onto the balloon so the balloon floats in the air. To be able terpung air
balloon air balloons filled the hot air (because hot air has a density smaller than the
mass of cold air), then the hot air balloon floating in the air. So the crew will continue to
fill a hot air balloon hot air up to a certain height, if you want a hot air balloon crew off
the air reduces hot air balloons in the balloon uadara.

Items produced after studying terpung, sink and float:

a. You can find material of an object by comparing the density with the density of
objects of known density (such as Archimedes had done reading 37 pages of
Physics Junior Science book publisher Class VII).
b. You can make ship-calluses are made of metal
c. ff

C.

Learning Approach and Method

Approach
: - Direct Intruction ( DI )
- Cooperative Learning
Method
: - Lecture
- Discuss group
- Experimen

D. Teaching learning Processes

1. First Meeting
a. Introduction
- Apperception
Understanding pressure
- Motivation
Why would the water gushing through the hole when the plastic bag you squeeze the plastic
bag with holes are?
b. Main Activities
Elaborasi
- Students are in each group, for discussion on "The tools that use pascal principle"
Konfirmasi
- The group of students doing experiments Probing pascals law" and "Make a simple tool
which utilizes the principle of Pascal "
- Teachers guide the group who have difficulty
Eksplorasi
- After doing the experiment for each group discussion to answer questions
- Ask for one or two groups to answer questions in white board writing addressed by other
groups
- Teachers ensure that all students answer correctly, and provide praise the good
performance group
c. Closure
- Students make conclusions from the results of an experiment that has been in do
- Students answer exercises 1 s / d 5
Second Meeting
a. Introduction
- Apperception
Understanding Force
- Motivation
Why should you telentangkan your body, that your can swim?
b. Main Activities
Elaborasi
Students are in each group, for discussion about "the relationship between the buoyant
force with the volume of water removed and transferred to heavy water "
The group of students doing experiments "Investigating the buoyancy in liquids"
Teachers guide the group who have difficulty
Eksplorasi
After doing the experiment for each group discussion to answer questions
Ask for one or two groups to answer questions in white board writing addressed by other
groups
Teachers ensure that all students answer correctly, and provide praise the good
performance group
c. Closure
Students make conclusions from the results of an experiment that has been in do
Students answer exercises 1 s / d 5
Third Meeting
a. Introduction
- Apperception
Archimedes Law
- Motivation

Why should you telentangkan your body, that your can swim?
b.

Main Activities
Elaborasi
- Students are in each group, for discussion about "the relationship between the buoyant
force with the volume of water removed and transferred to heavy water "
Konfirmasi
- The group of students doing experiments "Investigating the buoyancy in liquids"
- Teachers guide the group who have difficulty
Eksplorasi
- After doing the experiment for each group discussion to answer questions
- Ask for one or two groups to answer questions in white board writing addressed by other
groups
- Teachers ensure that all students answer correctly, and provide praise the good
performance group

c.

Kegiatan Penutup/Closure
Students make conclusions from the results of an experiment that has been in do
Students answer exercises 1 s / d 5

Ford Meeting
a. Introduction
- Apperception
Archimedes Law
- Motivation
How to distinguish between new egg rotten eggs?
Why ship "Tetanic" famous with the "cruiser and anti-drowned "because it finally sunk only hit
the ice?
b. Main Activies
Elaborasi
- Students are in each group, for discussion About "a variety of tools based on the principle
of floating, sink and float "
Konfirmasi
- The group of students doing experiments "Finding the cause objects to float"
- Teachers guide the group who have difficulty
Eksplorasi
After doing the experiment for each group discussion to answer questions
Ask for one or two groups to answer questions in white board writing addressed by other
groups
- Teachers ensure that all students answer correctly, and provide praise the good
performance group
-

c. Closure
- Students make conclusions from the results of an experiment that has been in do
- Students answer exercises 1 s / d 5
E. Learning Resources/Tools
a. Learning Resources
1. Book Erlangga by Marthen Kanginan, Daroji
2. Book Yudistira by Budi Prasodjo dkk
3. Book Reference
4. Internet/Website
b. Tools
A plastic bag containing water, a sewing needle.
Two new syringes with different section sizes (one small and one large), a length of tube
politen.
a spring balance
three identical blocks are immersed in water
a glass berpancuran
a measuring cup
plasticine (wax toys)

marbles a few grains

a basin
water sufficiently

F. Assesment
a. Assesment Techniques
- Written Test
-Performance Test
b. Forms of Instrument
- Stuffing and Multiple Choice
- Test Procedure Activity and Product

c. Instrument
Instrument Essay/Stuffing and Multiple Choice :
1. Hydraulic Jacks work on the principle of law ....
Key: pascal
Score: 1
2 The applied pressure in an enclosed space will be forwarded to all direction with the same ....
Key : large
Score: 1
3. Pressure unit is ....
a. N / m b. m2 / N c. N/m2 d. N
Key: c
Score: 1
Test Procedure Activity and Product
Rubric 1 ( Disscus)
No
Aspect
1
Working together
2
Accept others' opinions
3
Remark
4
Answer a discussion and draw a conclusion correctly
Amount of Score

Score
2
2
2
4
10

Rubric 2 :
No
1
2
3
4
5

Aspect
Measure objects correctly
Perform activities with the correct procedure
Memperoleh data dari percobaan/ Data obtained from experiments
Answering questions
Making conclusions
Amount of Score

Rubric 3 :
No
Aspect
1
Understanding of the scale, units and precision measuring instruments
used
2
Understanding of unit conversion
3
Ability to use measuring tools
4
Adjustment of the scale and measuring instruments used
5
Ketepatan prosedur pengukuran/ The accuracy of the measurement
procedure
6
Discipline of any member of the group
7
Cooperation among group members
8
Accept others' opinions
9
Honest in presenting the data measurement
10
Ability in presenting the results of measurements
Amount of Score
Exercise :

Score
2
2
2
2
2
10

Score
1
1
1
1
1
1
1
1
1
1
10

 Describe about the sound of Pascal's law

Describe the application of day-to-day that uses the principle of Pascal
Describe the application of the daily hydraulic jack to do with Pascal's law
Finding the relationship between compression force with broad areas of pressure in kwantitaif
Describe the working principle of the tools that use the principle of Pascal
(Answers are on the subject matter)
Score: 2 ( 5 x 2 = 10

Exercise :
Explain what is meant by the buoyant force
Explain and conclude about the sound of Archimedes law
How to Find the relationship between the buoyant force, weight of the object
in the air and heavy objects in the water
How to find the relationship between the buoyant force with the volume of
liquid displaced, and with a weight of liquid displaced.
What causes the cork floats?
(Answer key is on subject matter)
Score: 2 ( 5 x 2 = 10

Exercise :
What is the buoyant force
How is the relationship between the buoyant force with the weight of the
object in the air with a heavy object in a liquid
How is the relationship between the buoyant force with the volume of liquid
displaced by the displaced liquid heavily
Mention the daily events related to the buoyant force
(Answer key is on subject matter)
Score: 2 ( 5 x 2 = 10
Exercise :
- Explain what is meant by floating, submerged and floating
Explain the terms of the object is said to float, sink and nelayang
Explain the relationship between the density of the object with the event
floating, submerged and floating
Explain the application of the concept of floating, sinking and floating in
everyday life
Explain the working principle of the tools that work based on the concept of
floating, sinking and floating
(Answer key is on subject matter)
Score: 2 ( 5 x 2 = 10)

Approves by
Headmaster

Sukodono, juli 18rd 2011

Classroom teacher

WINADI, S.Pd, M.Pd

MASUDAH, M.Pd

NIP. 19610502 198112 1 004

NIP. 19771225200801 2 016

LESSON PLAN
Subject
Grade/Term
Materi Pokok
Sub Materi Pokok
Alocation of Time

: Sains - Physic
: VII/2
: Pressure on solids, liquids and gases
: Atmospheric Pressure
Measuring air pressure
: 1x 45 menit

Standard Competence
To understand movement konsep, work carakter, and energy in daily live
Basic Competence :
Investigate the pressure on the solids, liquids, and gases and their application in daily life
Indicator
A.

Learning Objective
:
Comprehension and Application of Concept:
Students can:
1. Explain how the air pressure gauge
2. Explaining the workings of the various barometers
3. Explaining the workings of a manometer
Scientific performance:
Students can:
1.
Cooperate
2. Express honest in the experiment resul
3. Respecting the opinion of a friend in the discussion.
4. Followed KBM with discipline (on time)
Students can:
Using the barometer as a measuring instrument air pressure
Perform an experiment to make a barometer
Using a sphygmomanometer blood pressure measurement as a measurement of air pressure

Subject Material :
Pressure on solids, liquids and gases.
a. Barometer is an instrument measuring the air pressure outside (atmospheric pressure)
b. Manometer is a device measuring the air pressure inside the enclosed space, such as air
pressure in bicycle tires, etc.
c. Experiment Torricelli:
When a pipe is 100 cm tall mercury filled to the brim and then reversed, apparently at the height
of the mercury dropped to 76 cm. Therefore, the air pressure in that place is 76 cm Hg and this
happens at an altitude above sea level.
Furthermore, 76 cm Hg called one atmosphere (1 atm). = 1 bar = 100 000 Pa
Because one bar = 100 000 Pa, then the first mbar = 100 Pa
d. Kinds of barometers:
Barometer Fortin
Water Barometer
Barometer aneroid
e. Various kinds of manometer:
open mercury manometer
closed mercury manometer
Manometr Bourdon
f. How to read the air pressure in a closed room with a closed mercury manometer:
PGAS = pbar mm Hg h
PGAS = pbar mm Hg h

C. Learning Approach and Method

Model/Approach
: - Direct Intruction ( DI )
- Cooperative Learnin
Metode/Method
: - Ceramah/Lecture
- Diskusi Kelompok/Discuss group
- Experimen

D.

Teaching Learning Processes

First Meeting
a. Kegiatan Pendahuluan/Introduction
- Prasyarat Pengetahuan/Apperception
Pengertian tekanan
Understanding pressure
- Motivation
How do I measure the height of a place, is there any relationship with barometer
b. Main Activities
Elaborasi
- Students are in each group, for discussion About "Measuring air pressure"
Konfirmasi
- Students conduct experiments "Making a Barometer"
Eksplorasi
- Ask for one or two groups to answer questions dipapan writing addressed by other groups
- - Teachers ensure that all students answer correctly, and provide praise the good
performance group
c. Closure
- Students make conclusions from the results of an experiment the has been in do

E. Learning Resources/Tools
a. Learning Resources
1. Book Erlangga by Marthen Kanginan, Daroji
2. Book Yudistira by Budi Prasodjo dkk
3. Book Reference
4. LKS Fokus
5. LKS Simpati
6. Internet/Website
b. Tools
a lump of modeling clay (or clay)
Two slide rules
large bowl
aqua plastic bottle
Wrist
Pen
Paper
Insulation
F. Assesment
a. Assesment Techniques
- Written Test
- Performance Test
b. Forms of Instrument
- Stuffing and Multiple choice
- Test Procedure Activity and Product
c. Instrument
Stuffing and Multiple Choice :
1. 1 atm = .... cmHg
Key: 76
Score: 1
2 Tools for measuring the air pressure is ....
Key : barometer
Score: 1
Test procedure Activity and Product
Rubric 1 ( Disscus)
No
Aspect
1
Working together
2
Accept others' opinions
3
Remark
4
Answer a discussion and draw a conclusion correctly
Amount of Score
Rubric 2 :

Score
2
2
2
4
10

No
1
2
3
4
5

Aspect
Measure objects correctly
Perform activities with the correct procedure
Data obtained from experiments
Answering questions
Making conclusions
Amount of Score

Score
2
2
2
2
2
10

Discussion Sheet:
1. Does it use a barometer?
2. Does it use a manometer?
3. Explain how the air pressure gauge
4. Explain how to work a variety of barometers
5. Explain how the manometer
(Answer key is on subject matter)
Score: 2 ( 5 x 2 = 10)

Approves by
Headmaster

Sukodono, juli 18rd 2011

Classroom teacher

WINADI, S.Pd, M.Pd

NIP. 19610502 198112 1 004

MASUDAH, M.Pd
NIP. 19771225200801 2 016