lesson plan 1

LESSON PLAN 

School : Sma negeri 1 purwodadi

Class / Semester: X (ten) / Semester I

Subject: PHYSICS

Competency Standards

     2. Applying the concepts and basic principles of kinematics and dynamics of the object point. 

Basic Competencies

2.1 Analyzing the physical quantities on the motion with constant velocity and acceleration. 

Indicator

1.     Analyzing the physical magnitudes in motion with constant velocity.

2.     Analyzing the physical magnitudes in motion with constant acceleration.

3.     Analyzing the graph straight motion with constant velocity and accelerated motion with constant acceleration.

A. Learning Objectives

Learners can:

1.     Describe the definition of some quantities of motion.

2.     Analyzing Rectilinear Regular (GLB) in everyday life.

3.     Analyzing the uniformly accelerated motion (uniformly accelerated motion) in everyday life.

4.     Calculate the quantities associated with GLB, uniformly accelerated motion, and vertical motion.

5.     Drawing a straight uniform motion graphics.

6.     Drawing graphs uniformly accelerated motion.

7.     Movement of objects by determining the velocity-time curve.

8.     Analyzing the motion of the bullet as a combination of motion in the direction of motion in the horizontal and vertical directions.

9.     Calculate the quantities associated with the motion of bullets.

B. Learning Materials

Rectilinear with Speed ​​and Acceleration Constant. 

C. Learning Methods

Model:           - Direct Instruction (DI)

                                    - Cooperative Learning

Method:         - Discussion groups

                             - Observations

                                    - Experiments 

D. ACTIVITIES LEARNING

Stage	Teacher Activity	Activity Learners	Allocation of Time
Initial activities	The teacher opened the class by saying hello to the students. Teachers and students pray before starting the lesson. The teacher provides the question, what is a straight motion? The teacher gives some examples of accelerated motion in everyday life? Teacher gives a question, whether the notion mileage?	Learners answer the greeting. Teachers and Learners pray before starting the lesson. Learners respond to and answer the questions given by the teacher.	5 minutes
Core Activities	Exploration The teacher describes the physical quantities on the motion with constant velocity and acceleration. The teacher mentioned some amount of motion. The teacher explains the magnitude of the GLB-related and uniformly accelerated motion. Teachers described the form of graphs on GLB and uniformly accelerated motion. The teacher describes the quantities associated with the motion of bullets. Teachers describe the motion of the bullet as a combination of motion in the horizontal and vertical directions. Elaboration Teachers guide students in forming a group. Learners discuss about the difference between average speed and average speed. Teachers involve learners actively by facilitating the interaction antarpeserta learners and between learners with teachers, environmental, and other learning resources. Teachers respond to the results of discussions with the group of students and provide real information. Representatives from each group were asked to answer questions about the average speed and average speed in front of the class, while others watched. The teacher corrects the students whether the answer is correct or not. If there are students who have not been able to answer correctly, the teacher can provide direct guidance Confirmation Teachers give rewards to the success of learners. Teachers confirm the results of exploration and elaboration of a learner through a variety of sources. Teachers facilitate learners to reflect on learning experiences to gain that has been done. The teacher facilitates the students to gain meaningful experience in achieving the basic competencies: a.    serves as a resource and facilitator in answering questions of students who face difficulty, using a standard language and correct. b.   help solve the problem. c.    give a reference so that learners can check the results of exploration. d.   provide information for further exploration. e.    provide motivation to students who lack or have not actively participated.	Learners pay attention to the explanation of physical change given by the teacher. Learners pay attention to an explanation of the various types of mass motion given by the teacher. Learners form groups. Representatives of Learners experiment Learners observe the experiment conducted by the teacher. Learners discuss with the group and conclude about the results of the experiment. .	25 minutes
End of activities	Teachers together with students to make a summary / conclusion lesson. Teachers make an assessment and reflection on activities that have been implemented in a consistent and programmed. The teacher gives feedback on the process and learning outcomes. The teacher gives the task of both individual and group tasks according to the learning outcomes of students.		10 minutes

                                                     

E. Learning Resources

a. High school physics book and MA Jl.1A (Esis) pages 73-122

b. Equipment and lab materials 

F. Assessment of Learning Outcomes

a. Assessment Techniques:          - Written test

                                            - Test performance

b. Forms of Instrument:              - Test PG

                                                - Test description

                                                - Test identification

c. Examples of Instruments:

- Example of test PG

A first car has a speed of 72 km / hour. Then, the car engine is turned off so the car stops within 40 minutes. Slowing the car is ....

a. 1.0 m / s ²                            d. 0.05 m / s ²

b. 0.50 m / s ²                          e. 0.01 m / s ²

c. 0.25 m / s ²

- Example of test descriptions

Maximum achievable deceleration of a car on a wet road is 5 m / s ^2. At first the car moving at 100 m / s. Determine the minimum distance to stop the car when measured from where the brakes begin to step on.What is the travel time for that distance?

- Examples of identification tests

a. Which of the following statements relating to the GLB?

§  Area under the curve y - t equal to the position of objects.

§  Area under the curve y - t equal to the displacement of objects.

                                                                                Semarang, December 26, 2011

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High School Headmaster                                                        Teacher Subject 

Muhammad Taufik                                                                 Ayu Irma Kusuma Wardani

NIP.                                                                       NPM: 09330094