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A. BASIC COMPETENCE
Students can plan and do the analysis of data in the experiment of vibration and waves.
C. INDICATORS
Students can
explain the concept of vibration by connecting relevant nature phenomenon.
measure the period of a vibration of something hung with a rope or spring.
investigate that the period of a vibration does not depend on its amplitude, but depends on the
length of its rope.
use the concept and principle of vibration to calculate the frequency or period. (T = 1/f; f = 11T).
D. LEARNING MODEL
1. Cooperative pair thinking and sharing.
E. SOURCES OF LEARNING
1. Student's Book: Vibration and Waves.
2. SAW 6.1 (investigation Activity): Making a Sound with a Ruler.
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9. Present the meaning of period and frequency of vibration, started from the meaning of one
vibration.
10. Make a model in doing the example question in sub-chapter 6. 1.
11. Ask the students to do question 1 in sub-chapter 6.1.
12. Ask one of the students to show his work on the blackboard. The answers are in
Supplement 01.
Supplement 01.
The Answer of Using Mathematics, in Student's Book.'
f = 1/T = 50 Hz.
Supplement 02.
The Answer to Review in Essence of Sub-Chapter, In Student's Book.
1. The string moves oscillating around its equilibrium point. The motion is called vibration. The
examples of the vibration given by the students have variation, e.g. the motion of vocal cords
when someone talks, the motion of the membrane of a bedug after being hit, the motion of a
swinging pendulum, etc.
2. The amplitude of the vibration = 10 cm. The deviation at that time = 4 cm.
3. The period of a vibration is the time needed to do one vibration. Its frequency is the number of
vibration in every second. The connection of them is f = 1/T.
f = 11T = 1/0.1 = 10 Hz.
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LESSON PLAN 13.2
A. BASIC COMPETENCE
Students can plan and do the analysis of data in the experiment of vibration and waves.
C. INDICATORS
Students can
• apply the concept of vibration by connecting the relevant natural phenomena.
• measure the period of a vibration of something hung by a rope or spring.
• investigate that the period of a vibration does not depend on the amplitude, but depends on the
length of the rope.
• use the concept and the principle of a vibration to calculate the frequency or period. (T = 1 / f ;
f = 1 / T).
D. LEARNING MODEL
1. Cooperative pair thinking and sharing.
E. SOURCES OF LEARNING
1. Student's Book Chapter 13: Vibration and Waves.
2. SAW 13.2: Vibration.
3. SAW Guide 13.2: Vibration.
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LESSON PLAN 13.3
A. BASIC COMPETENCE
Students can plan and do the analysis of data in the experiment of vibration and waves.
C. INDICATORS
Students can:
• apply the concept of vibration by connecting the relevant natural phenomena.
• measure the period of a vibration of something being hung by a rope or a spring.
• investigate that the period of a vibration does not depends on the amplitude, but depends on the
length of the rope.
• use the concept and principle of vibration to calculate the frequency or the period. (T = 1/f, f =
1/T).
D. LEARNING MODEL
1. Cooperative pair thinking and sharing.
E. SOURCE OF LEARNING
1. Chapter 13 in Student's Book: Vibration and Waves.
2. SAW 13.3 (The Period and Frequency of a Swing).
3. SAW Guide 13.3 (Special for Teacher).
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III. Closing (10 minutes)
1. Still in cooperative arrangement, the students are asked to read Antique Clock in
Student's Book.
2. Do the questions 4 and 5 in Essence of The Sub-Chapter as a formative test. The
answer is in Supplement 03.
Supplement 03.
The Answer to Essence of Sub-Chapter, in Student's Book.
4. No, the frequency is constant, because its period is constant although- its amplitude decreases.
5. To give energy to the swing, in order that the swing continuously vibrates and the hand of
clock continuously rotates.
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LESSON PLAN 13.4
A. BASIC COMPETENCE
Students can plan and do the analysis of data in the experiment of vibration and waves.
C. INDICATORS
Students can
• compare the characteristics of mechanical and electromagnetic waves.
• compare the characteristics of longitudinal and transversal waves.
• investigate the wavelength on a rope for transversal wave and slinky for longitudinal wave.
• Do a simple quantitative analysis to find the spread velocity of wave : v = λ.f or v =λ/T.
D. LEARNING MODEL
1. Cooperative
E. SOURCE OF LEARNING
1. Chapter 13 in Student's Book: Vibration and Waves.
2. SAW 13.4: Making a Wave.
3. SAW Guide 3.4 (Special for Teacher).
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2. Ask the students to read Student's Book: "Waves" at home.
A. BASIC COMPETENCE
Students can plan and do the analysis of data in the experiment of vibration and waves.
C. INDICATORS
Students can compare the characteristics of mechanical and electromagnetic waves. compare the
characteristics of longitudinal and transversal waves. investigate the wavelength on a rope for
transversal wave and slinky for longitudinal wave. do a simple quantitative analysis to find the
spread velocity of wave : v =λ . f or v = λ / T.
D. LEARNING MODEL
1. Cooperative
2. Direct
E. SOURCE OF LEARNING
1. Chapter 13 in Student's Book: Vibration and Waves.
2. SAW 13.8: Mini-Lab 3.1.
3. Guide of SAW 13.8 (Special for Teacher).
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9. Ask one or two students to present their answers on writing board and then they are
responded to by the others. The answers of these questions are in Supplement 04.
10. Ask the students to sit in the cooperative arrangement, and to do it according to SAW 13.8
(Mini-Lab 13.1).
11. Lead every groups in doing and using their cooperative skills.
12. Ask one or two students to present the works of their group on the writing board and then
they are responded to by the others. The reference for the teacher is in SAW Guide 13.8.
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LESSON PLAN 13.6
A. BASIC COMPETENCE
Students can plan and do the analysis of data in the experiment of vibration and waves.
C. INDICATORS
Students can do the simple quantitative analysis to find the spread velocity of wave: v = λ . f or v =
λ/T
D. LEARNING MODEL
1. Cooperative (Pair Thinking and Sharing).
E. SOURCE OF LEARNING
1. Chapter 13 of Student's Book: Vibration and Waves.
2. SAW 13.5: Mathematics of a Wave.
3. SAW Guide 13.5 (Special for the Teacher).
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NIP. 130 810 607 NIP. 132 085 254
A. BASIC COMPETENCE
Students can plan and do the analysis of data in the experiment of vibration and waves.
C. INDICATORS
Student can
• investigate the characteristics of waves reflected on the rope with the bound and free end.
D. LEARNING MODEL
1. Cooperative.
2. Direct.
E. SOURCE OF LEARNING
1. Chapter 13 in Student's Book: Vibration and Waves.
2. SAW 13.6: Reflection of Waves on a Rope.
3. SAW 13.6 Guide (Special for the Teacher).
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III. Closing (5 minutes)
1. Lead the students in summarizing the important concepts in this lesson.
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LESSON PLAN 14.1
I. STANDARD OF COMPETENCE
To describe basics of vibration, wave, and optics and their application in everyday-life
technological products.
III. INDICATORS
• To differentiate between infrasonic, ultrasonic, and audiosonic.
• To explain characteristics of sound wave.
V. LEARNING RESOURCE
1. Students' Textbook
2. SWS 14.1 Recognizing sound.
3. SWS 14.2 The cannon of sound
4. SWS Guide 14.1
5. SWS Guide 14.2
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3. Students are asked to do the activity collectively and write down their results on SWS. The
teacher guides and assesses students' activities.
4. The teacher asks students to prepare tables for recording data in their' SWS. Periodically,
students change their position as observer, data recorder, apparatus setter, and leader of group
discussion.
5. The teacher guides students in discussing the results of their observation and gives directions
to students to find out conclusions and answers of questions in SWS 14.1 and 14.2. Guidance
of the conclusions and the answers is provided in SWS Guide 14.1 and 14.2.
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LESSON PLAN 14.2
I. STANDARD OF COMPETENCE
To describe basics of vibration, wave, and optics and their application iv everyday-life
technological products.
III. INDICATORS
• To describe the medium of sound wave.
• To give examples the usage and effect of sound reflection in everyday life.
V. LEARNING RESOURCE
1. Students' Textbook
2. SWS 14.3 Medium of sound.
3. SWS 14.4 Sound reflection
4. SWS Guide 14.3
5. SWS Guide 14.4
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4. The teacher asks students to prepare tables for recording data in their SWS. Periodically,
students change their position as observer, data recorder, apparatus setter, and leader of group
discussion.
5. The teacher guides students in discussing the results of their observation and gives directions
to students to find out conclusions and answers of questions in SWS 14.3 and 14.4. Guidance
of the conclusions and the answers is provided in SWS Guide 14.3 and 14.4.
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LESSON PLAN 14.3
I. STANDARD OF COMPETENCE
To describe basics of vibration, wave, and optics and their application iv everyday-life
technological products.
III. INDICATORS
• To show resonance in everyday life.
• To show the usage of sound wave in everyday life.
V. LEARNING RESOURCE
1. Students' Textbook
2. SWS 14.5 Resonance.
3. SWS Guide 14.5
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C. Closing remark (20 minutes)
1. Still in a group setting, the teacher gives emphasis on the concept resonance.
2. To discuss again the motivating activities in the introduction so that students can find the
explanations of the phenomena in the activities. Furthermore, students are asked to apply
their understanding by doing Think about It and Do It in the students' textbook.
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LESSON PLAN 15.1
A. BASIC COMPETENCY
To describe the characteristics of light and its relation with mirrors and lenses
B. INDICATORS
A student is able to
• recognize that light is an electromagnetic wave and know its wave length and frequency
range.
• define a ray and give an example of evidence that light travels in a straight line
• explain the work of a pinhole camera state the law of reflection
• distinguish between diffuse and regular reflection
E. APPARATUS AND MATERIALS : candle, carton, box with lid, black paper, plane mirror,
white paper, ray box, protractor, ruler, worksheet.
Closing: 20 minutes
• Give examples of doing some exercise and solving some problems
• Summarize the concept
• Give some homework
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NIP. 130 810 607 NIP. 132 085 254
LESSON PLAN 15.2
A. BASIC COMPETENCY
To describe the characteristics of light and its relation with mirrors and lenses
B. INDICATORS
A student is able to
• Define refraction and predict whether a ray will bend toward or away from the normal when
light moves from one medium into another.
• Relate the index of refraction of a medium to the speed of light in that medium.
• Solve problems related to these two quantities ( index of refraction of a medium and speed of
light)
• Explain the total internal reflection and the critical angle.
Closing, (5 minutes)
• Summarizing the concept
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LESSON PLAN 15.3
A. BASIC COMPETENCY
To describe the characteristics of light and its relation with mirrors and lenses
B. INDICATORS
A student is able to
• Recognize the characteristics of an image formed by a plane mirror
• Distinguish between real and virtual images formed by a mirror
• Locate the image by using a ray diagram
• Design and implent activities to measure the focal length of a concave mirror
• Find out the position of the image formed by a mirror using a formula relating on object and
image distance.
E. APPARATUS AND MATERIALS : plane mirror, concave mirror, convex mirror, screen,
luminous object
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Dra. Nina Rochana Aries Triwidajati S.SPd
NIP. 130 810 607 NIP. 132 085 254
LESSON PLAN 15.4
A. BASIC COMPETENCY
To describe the characteristics of light and its relation with mirrors and lenses
B. INDICATORS:
A student is able to
• Recognize the characteristics of an image formed by a lens
• Distinguish between real and virtual images formed by a lens
• Locate the image by using a ray diagram
• Design and implent an activity to investigate the relation between image distance and object
distance in a lens
• Find out the position of the image formed by a lens using the formula relating object and
image distance.
D. SOURCES : Student Book: 15.3 Lenses and Student Worksheet: 15.4: Lens's Equation
E. APPARATUS AND MATERIALS : Concave lens, convex lens, screen, luminous screen, ruler
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Dra. Nina Rochana Aries Triwidajati S.SPd
NIP. 130 810 607 NIP. 132 085 254
I. BASIC COMPETENCY
The students are able to plan experiments and describe characteristics light in relation to optical
instruments, especially the eyes and the camera.
III. INDICATORS
The students can :
• explain the function of eyes as optical instruments
• describe the formation of image on the retina
• explain several eye defects and the use of glasses
• observe the characteristics of the camera as an optical instrument
• explain the similarities and differences between the eyes and camera
V. LEARNING RESOURCES
1. Chapters 16.1 and 16.2 in Student's Book
2. Student's Worksheet 16.1: Making a pinhole camera.
VI. MATERIALS
1. Visual aid about the eyeball
2. Visual aid about the camera
3. The materials to make a pinhole camera (see Student's Worksheet 16.1)
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6. Guide the groups to do Student's Worksheet 16.1, starting from procedure 1 until procedure
4, and also discussion 1 and 2. To evaluate student achievement, ask one or two groups to
present their work. Give them rewards and feedback.
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LESSON PLAN 16.2
I. BASIC COMPETENCY
The students are able to plan experiments and describe the characteristics of light in relation to
optical instruments, especially the magnifying glass, microscope, telescope and binocular.
III. INDICATORS
The students can :
• explain the functions of microscopes, telescopes, and binoculars as optical instruments
• describe the formation of the image in microscopes, telescopes, and binoculars.
• explain the similarities and the differences among the microscopes, telescopes and
binoculars.
• Observe the characteristics of microscopes, telescopes, and binoculars as optic instruments,
V. LEARNING RESOURCES
1. Chapters 16.3, 16.4, 16.5 and 16.6 in Student's Book
2. Student's Worksheet 16.2: Making a simple microscope
3. Student's Worksheet 16.3: Making a simple telescope
4. Student's Worksheet 16.4: Making a simple binocular
VI. MATERIALS
1. Visual aid about a microscope
2. Visual aid about a telescope
3. Visual aid about a binocular
4. Materials for making a simple microscope, telescope, and binocular (see the Student's
Worksheet 16.2, 16.3 and 16.4)
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4. Guide the first group to doing procedure 1 until procedure 4, and also discussion 1 and 2 in
Student’s Worksheet of 16.3. To evaluate the learning success, ask one or two groups to
present their work. Give them rewards and feedback.
5. Guide the first group to doing procedure 1 until procedure 4, and also discussion 1 and 2 in
Student’s Worksheet of 16.4. To evaluate the learning success, ask one or two groups to
present their work. Give them rewards and feedback.
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