Physics Lesson Plan Grade X

LESSON PLAN
Class / Semester :X/1
Lesson : PHYSICS
Allocation of time : 6 hours of lessons
Competency Standards : Applying the concept of physical quantities and measurement.
Basic Competence : 1.1 Measuring physical quantities (length, mass, and time).
Indicators
1. Using a scale measure length, mass, and time with some type of measuring instrument.
2. Measuring length, mass, and time to consider the accuracy and precision.
A. Learning Objectives
After the learning process students can:
1. Analyzing quantities and units in physics.

2. Distinguish between the main scale and magnitude of the derivative.
3. Applying the concept of quantities and units in physics calculations.
4. Describe the measurement in physics.
5. Direct measurement of the length scale, mass, and time.
6. Analyzing uncertainty in the measurement process.
7. Processing data that has been collected from a measurement.
B. Learning Materials
Measurements Length, Mass, and Left
C. Learning Method
1. Model: - Direct Instruction (DI)
- Cooperative Learning
2. Method: - Discussion groups
- Experiment
- Lecture
D. Activity Steps
FIRST MEETING
a. Activities Introduction
o Motivation and apperception:
- Is long considered the main scale or magnitude derivative?
- What are the benefits of measurement units in which we do?
o Prerequisite knowledge:
.::Lesson plan .::X/1 1

- What is the basic quantity?
- What is a unit of the International System (SI)?
b. Core Activities
o Teachers guide students in forming groups.

o Students (led by the teacher) to discuss terms of quantity.
o Learners discuss with the group about the difference between the amount of basic and
derived quantities.
o Representatives from each group were asked to mention examples of basic quantities
and derived quantities.
o Students present their results in a classical group discussions.
o Teachers responding to the learner group discussions and provide real information.
o Students (led by the teacher) to discuss the notion of measurement.
o Learners discuss with the group about the importance of using the International System
units (SI) in the measurement.
o Representatives from each group were asked to name the unit of the International
System (SI) of some basic quantities.
o Learners' attention to an explanation of the value of the standard unit for basic quantities
delivered by the teacher.
o Students in groups to discuss the International System unit for the scale derivative.
o Representatives from each group were asked to name the unit of the International
System (SI) of some quantities derived.
o Learners' attention to the use of the prefix-prefix standardized units in physics delivered
by the teacher.
o Teacher explains the use and dimensional analysis gives examples of some dimensions
of physical quantities.
o Students were asked to write a five-dimensional analysis of samples derived quantities.
o Teachers check writing dimension of the scale of analysis conducted derivatives whether
students had done correctly or not. If there are still students or groups that have not
been able to do it right, the teacher can immediately provide guidance.
c. Concluding Activities
o Teachers give awards to groups who have performance and good cooperation.
o Students (led by the teacher) to create a summary discussion.
o Teachers give homework in the form of exercises.
SECOND MEETING
o Motivation and Apersepsi:
 How do I get the right measurements?

 Can we object megukur volume irregular shaped?
 What is the measurement?
 How does the volume of objects mengetuhui irregularly shaped?
o Pre-experiment:
- Be careful using the equipment used in the measurement.

b. Core Activities

o Students (led by the teacher) discuss the measurement of direct and indirect
measurements in physics.
o Representatives from each group was asked to take a ruler, calipers and a stop watch.
o Teachers presented the sliding parts and calipers and showed it to the learner.
o One teacher asked students to do the same thing as shown by the teacher, if there is a
direct error feedback was given.
o Teachers demonstrate the steps using measuring instruments, measurement of an
object, how to read a scale, determine the value, and compare the level of accuracy of
the measurement results by using a ruler, calipers, and micrometer screws.
o Teachers also do the same thing to gauge the balance of the two arms and stopwatch.
o Students working on worksheets prepared by teachers.
o Teachers review the activities undertaken measures whether students had done
correctly or not. If there are still students or groups that have not been able to do it right,
the teacher can immediately provide guidance.
o Teacher explains the indirect measurement for the length scale, mass, and time.
o Students (led by the teacher) discuss the measurement of derivative quantities.
o Learners discuss with the group about how to measure area and volume of regular
shaped banda and irregular.
THIRD MEETING
What benefits do the measurement again?
What important figures of the number 0.00005006?
- What should be done so that the measurement has an error as small as possible?
- How do I determine the number of significant figures?
b. Core Activities

o Students (led by the teacher) discuss some of the factors causing uncertainty in the
measurement.
o Learners discuss with the group about how to reduce errors in measurement.
o Representatives from each group were asked to name the types of uncertainty in
measurement.
o Students (led by the teacher) to discuss how to determine the number of significant
figures.
o Teachers gave examples of how to determine the number of significant figures.

o Teachers pointed to one of the students to answer the question about determining the
number of significant figures in front of the class, while other students watched.
o Teachers give some questions about how to determine the number of significant figures
to be done by the learner.
o Teacher corrects students whether answers are correct or not. If there are students that
have not been able to answer correctly, the teacher can immediately provide guidance.
o Students (led by the teacher) to discuss ways of processing data from the measurement
results.
o Learners in each group discuss the differences between independent variables and
bound variables.
o Learners' attention to examples from the data processing of measurement results with a
thick sheet of paper using a micrometer screw conveyed by the teacher.
E. Source Learning
a. High school physics book class X
b. Worksheet
c. Tools and lab materials
F. Assessment of Learning Results
a. Assessment techniques:
- Test performance
- Written test
b. Instruments form:
- Test the product of work quotes
- MULTIPLE CHOICE
- Description
c. Example Instruments:
- Examples of work product testing quotes
Fill in the following table by observing the scale of some measuring instruments
long. Determine nst and uncertainty.
No Gauge length Smallscale uncertainty

1
2
3
4
- Examples of MULTIPLE CHOICE test

Couple quantities and units based on the International System unit is ....
a. time, minutes d. temperature, Celsius
b. length, inches e. number of substances, candela
c. mass, kg
- Sample test description
What to do in order to have the measurement error as small as possible?
Amuntai, July 2009
Signed by Teacher,
SMAN 1 Amuntai
Drs. Humam Sangaji Arifudin, S.Pd.
NIP 19510314 197803 1 005 NIP 19710127 199903 1 006

LESSON PLAN
Class / Semester :X/1
Lesson : PHYSICS
Competency Standards
1. Applying the concept of physical quantities and measurement.
Basic Competence
1.2 Conducting the vector sum.
Indicators
1. Add two or more vectors graphically.

2. Add two vectors in the analysis.
Learners can:
1. Distinguishing sense vector quantity and a scalar quantity.

2. Citing examples of vector quantities and scalar quantities.
3. Write the symbol vector.
4. Vector operations with the method and the method jajargenjang polygons.
5. Analyzing the components of the vector.
6. Vector problem using analytical methods.
Vector
C. Learning Method
- Lecture
D. Activity Steps
FIRST MEETING
- Name the physical quantity classified as a vector quantity.

- Can a vector quantity has a negative value?
- What is a vector quantity?
- What is the negative of a vector?
b. Core Activities

o Students (led by the teacher) discuss the difference vector quantities and scalar
quantities.
o Learners in each group discussed the example of vector quantities and scalar quantities.
o Representatives from each group was asked to present the results of the discussion.
o Learners' attention to the writing of the symbol vector delivered by teachers.
o Students (led by the teacher) to discuss the operation with vector method and the
method jajargenjang polygons.
o Learners' attention to the steps by the method of vector addition jajargenjang submitted
by teachers.
o Teachers gave examples of the vector sum of two or more jajargenjang method.
o Learners' attention to the steps vector polygon method presented by the teacher.
o Teachers gave examples of the vector sum of two or more by the polygon method.
o Teachers give some problems regarding the vector sum of two or more jajargenjang
method and the polygon method to be done by the learner.
o Teacher corrects students whether answers are correct or not. If there are students who
SECOND MEETING
- How to reduce operating two vectors?
- Is there a more effective way to add vectors that very much?
- What is meant by vector subtraction?
- How do I perform analytically the vector sum?
b. Core Activities
o Students (led by the teacher) discuss the reduction vector.

o Learners' attention to the stages in the complete reduction of two vectors is given by the
teacher.
o Teachers gave examples of the reduction of two vectors.
o Teachers give some questions about the reduction of two vectors to be done by the
learner.
o Students (led by the teacher) to discuss the components of the vector.
o Learners' attention to the steps of the analytic vector delivered by teachers.
o Teachers gave examples of the sum of more than two vectors with analytical methods.
o Teachers give some problems regarding the vector sum of two or more analytical
methods.

THIRD MEETING
- How to get a scalar quantity of the two vector quantities?
- How to operate the two vectors so obtained vector perpendicular to these two vectors?
- What is the point multiplication (dot product)?
- What is the cross product (cross product)?
b. Core Activities
o Students (led by the teacher) to discuss the difference between the scalar product of two
vectors (dot product) and the cross product of two vectors (cross product).
o Learners' attention to the stages of completing the scalar product of two vectors (dot
product) is delivered by teachers.
o Teachers gave examples of the scalar product of two vectors (dot product).
o Teachers give some problems regarding the scalar product of two vectors (dot
product) to be done by the learner.
o Students (led by the teacher) to discuss some vector quantity.
o Learners' attention to the steps in completing the cross product of two vectors (cross
product) is delivered by teachers.
o Teachers gave examples of the cross product of two vectors (cross product).
o Teachers give some problems regarding the cross product of two vectors (cross
product).

E. Source Learning
a. High school physics book

b. Relevant reference books
- Written test
o MULTIPLE CHOICE
o Description
Large vector A = 3 units and the magnitude of the vector B = 4 units. If the magnitude of
the vector resultant (A + B) = 5 units, then the angle between vector A and vector B
is ....
a. 30 0 d. 73 0
b. 45 0 e. 90 0
c. 60 0
Determine the resultant of the following styles: 50 N with an angle 30 0 to + X axis, the
force of 80 N with an angle of 0 to 135 + X axis, and 30 N with an angle 0 to the axis 240
+ X.
Amuntai, July 2009
Signed by, Teacher,
SMAN 1 Amuntai
NIP 19510314 197803 1 005 NIP 19710127 199903 1 006

LESSON PLAN
Class / Semester :X /I
Lesson : PHYSICS
2. Applying the concept and basic principles of kinematics and dynamics of the object point.
Basic Competence
2.1 Analyzing the physical quantity of motion with constant velocity and acceleration.
Indicators
1. Analyzing the physical quantities on the motion with constant velocity.

2. Analyzing the physical quantities on the motion with constant acceleration.
3. Analyzing graphs straight-line motion with constant velocity and straight-line motion with
constant acceleration.
Learners can:
1. Describe the definition of some quantities of motion.

2. Analyzing Motion Straight irregular (GLB) in everyday life.
3. Analyzing Motion Changed Straight irregular (GLBB) in everyday life.
4. Calculating quantities associated with GLB, GLBB, and vertical motion.
5. Drawing a straight uniform motion graphics.
6. Draw a straight motion graphics changed irregularly.
7. Determining the object based on the displacement-time velocity curves.
8. Analyzing the motion as a combination of motion in the direction of motion in the
horizontal and vertical direction.
9. Calculate quantities related to motion.
Motion Straight with Constant Speed and Acceleration
C. Learning Method
- Observation
- Experiment

D. Activity Steps
FIRST MEETING
- Mention some examples of straight-line motion in everyday life?
- Could the displacement of an object greater than the distance?
- What is the straight-line motion?
- Is the notion mileage?
b. Main Activities

o Students (led by the teacher) to discuss terms of the position.
o Learners' attention to the rules and examples of positions in the coordinate axes given
by the teacher.
o Learners discuss with the group about the difference between displacement and
distance.
o Representatives from each group were asked to give examples of displacement and
distance in everyday life.
o Learners in each group discussed the difference between average speed and average
speed.
o Learners' attention to examples of average velocity and average speed is delivered by
teachers.
o Representatives from each group were asked to answer the question about the average
speed and average speed in front of the class, while others watched.
o Teacher explains the concept of instantaneous velocity as well as providing examples.
o Learners discuss with the group about the difference the average acceleration and
instantaneous acceleration.
o Representatives from each group were asked to mention examples of the average
acceleration and instantaneous acceleration in everyday life.
o Learners' attention to the example problems concerning average acceleration and
instantaneous acceleration delivered by the teacher.
o Teachers give some problems regarding the average acceleration and instantaneous
acceleration.

SECOND MEETING
- What is the purpose railway track should be straight and flat?
- Motion beautiful fall jumper GLBB classified or GLB?
- What is the uniform straight motion?
- What characteristics of the motion changes irregularly straight?
o Pre-experiment:
- Be careful using laboratory equipment.
b. The main activity

o Students (led by the teacher) to discuss terms of straight-line motion and irregular
character.
o Learners discuss with the group of straight uniform motion examples in everyday life.
o Representatives from each group were asked to mention examples of irregular straight-
line motion in everyday life.
o Learners' attention to examples of regular straight-line motion presented by the teacher.
o Teacher gives some problems on irregular straight-line motion.
o Students (led by the teacher) to discuss terms of straight-line motion changes irregularly
and character.
o Learners in each group discussed the example of uniform motion in a straight change of
everyday life.
o Representatives from each group were asked to mention examples of straight-line
motion changes irregularly in everyday life.
o Teachers gave several questions regarding changing uniform straight-line motion.
o Representatives from each group was asked to take a set timer type (power supply,
ribbon type, and carbon paper), trolleys, and toy cars.
o Teachers presented the work steps for doing experiments studying irregular straight-line
motion and the motion changes irregularly straight.
o Learners in each group to experiment with working steps that have been described by
the teacher.
o Teachers conducted experiments examining learners if it is done properly or not. If there
are still students or groups that have not been able to do it right, the teacher can
immediately provide guidance.
o Students discuss with peers to make conclusions from the results of the experiment.
c. Closing Activities
THIRD MEETING
- How to determine the maximum height of vertical motion?
- What are the benefits of describing the motion by using graphics?
- Is the maximum height requirements of vertical motion?
- What steps describe motion using a graph?
b. Main Activities

o Students (led by the teacher) to discuss terms of vertical motion and character.
o Learners in each group discussed the example of vertical motion in everyday life.
o Representatives from each group were asked to mention examples of vertical motion in
everyday life.
o Representative students were asked to throw a ball up in front of the class, while other
students watched.
o Students discuss with peers to make conclusions from the experiment results throw a
ball up.
o Learners' attention to how to get the formula to determine the maximum height of vertical
motion presented by the teacher.
o Learners' attention to examples of vertical motion presented by the teacher.
o Teachers give some problems regarding the vertical motion.
o Learners' attention to the steps to draw a straight uniform motion graphics and motion
graphics straight regular changes submitted by the teacher.
o Teacher explains how to determine the position of the velocity-time curve.
o Learners to draw attention to examples straight uniform motion graphics, motion
graphics straight regular changes, and determine the position of the velocity-time curves
are presented by the teacher.
o Teacher gave some problems drawing a straight uniform motion graphics, motion
graphics straight regular changes, and determine the position of the velocity-time curve.

FOURTH MEETING
- Name the examples of two-dimensional motion in everyday life.
- What affects the body's weight parabolic motion?
- What is the two-dimensional motion?
- What factors are affecting a parabolic motion?
b. Main Activities

o Students (led by the teacher) to discuss the notion of two-dimensional motion and
character.
o Representatives from each group were asked to mention examples of two-dimensional
motion in everyday life.
o Representative students were asked to fire bullets from a toy gun up in front of the class,
while other students watched.
o Students discuss with peers to make conclusions from the results of experiments that
bullets fired from a toy gun to the top.
o Learners' attention to how to get the formula to determine the maximum height and
maximum range of motion submitted by the teacher.
o Learners' attention to examples of projectile motion submitted by the teacher.
o Teacher gives some problems on projectile motion.
o Learners' attention to the formulation of the resulting parabolic trajectory of projectile
motion submitted by the teacher.
o Learners' attention to examples of parabolic motion of a projectile delivered by teachers.
o Teachers give some questions about parabolic motion of a projectile.

E. Source Learning
a. High school physics book
b. Tools and lab materials

- Test write
- Test performance
- Test MULTIPLE CHOICE
- Test description
- Test identification
The first car has a speed of 72 km / hour. Then, the engine is turned off so the car
stopped in 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
The maximum deceleration that can be achieved a car on a wet road is 5 m / s 2. At first
the car is moving with a speed of 100 m / s. Determine the minimum distance to stop the
car when measured from where the brakes began to step on. What is the travel time for
the distance?
- Sample identification tests
a. Which of the following statements relating to the GLB?
Area under the curve v â € "t the same as the position of objects.
Area under the curve v â € "t equal to the displacement of objects.
Amuntai, July 2009
Head Master Teacher,
SMAN 1 Amuntai
NIP 19510314 197803 1 005 NIP 19710127 199903 1 006

LESSON PLAN
Class / Semester :X/I
Lesson : PHYSICS
Allocation of Time : 8 hours of lessons
Basic Competence
2.2. Analyzing the physical quantity in a circular motion with constant speed.
Indicators
1. Identifiying magnitude frequency, angular frequency, period, and the travel angle contained in a
circular motion with constant speed.
2. Applying the principle of wheels interconnected qualitatively.
3. Analyzing the amount of correspondence between linear motion and circular motion in the
rolling motion with constant speed.
Learners can:
1. Explaining understanding circular motion.

2. Citing examples of circular motion in everyday life.
3. Quantities describing the circular motion.
4. Explaining the characteristics of irregular Circular Motion (GMB).
5. Explaining the characteristics of irregular Changed Circular Motion (GMBB).
6. Circular Motion to distinguish irregular (GMB) and irregular Changed Circular Motion
(GMBB).
7. Analyze circular motion applications in everyday life.
8. Calculate quantities associated with circular motion.
Circular motion with constant speed
C. Method Pembelajaran1

- Experiment
- Observation
D. Activity Steps
FIRST MEETING
o Motivation and Apperception:
- Specify circular motion examples in everyday life.
- State the characteristics of circular motion.
- What is circular motion?
- What characterizes circular motion?
b. Main Activities

o Students (led by the teacher) to discuss terms of circular motion.
o Learners discuss with the group about the characteristics of circular motion.
o Representatives from each group were asked to mention examples of circular motion in
everyday life.
o Students (led by the teacher) to discuss physical quantities in a circular motion.
o Learners discuss with the group on understanding the frequency, angular frequency,
period, and the angle to take.
o Learners' attention to the formulation in determining the angular velocity and the
relationship between the rate of angular velocity of the object is conveyed by the
teacher.
o Learners' attention to examples of angular velocity and the relationship between the rate
of angular velocity of the object is conveyed by the teacher.
o Teachers give some questions about the angular velocity and the relationship between
the rate of angular velocity of the object.

SECOND MEETING
- State the regular circular motion examples in everyday life.
- Why is the vehicle through a curved road, the driver must be careful and to slow
down the car?
- Are the requirements of uniform circular motion?
- What is the speed of cars when passing through the curved streets?

o Students (led by the teacher) to discuss uniform circular motion.
o Learners in each group discusses the characteristics and requirements of uniform
circular motion.
o Representatives from each group were asked to mention examples of irregular circular
motion in everyday life.
o Learners' attention to the formulation in determining sentripental acceleration delivered
by the teacher.
o Learners' attention to examples of sentripental acceleration delivered by the teacher.
o Teacher gives some problems about acceleration sentripental.
o Learners' attention to examples of the speed of satellites around the earth and when the
speed of vehicles on the road curved delivered by teachers.
o Teachers give some questions about the speed of satellites around the earth and when
the speed of vehicles on the road curved.
THIRD MEETING
 Name the examples changed uniform circular motion in everyday life.
 Name the two held the acceleration of the object undergoing uniform circular
motion changes.

 Are the requirements of changing uniform circular motion?
 What is the difference between acceleration and sentripental `tangential

acceleration?

o Students (led by the teacher) to discuss changing uniform circular motion.
o Learners in each group discusses the characteristics and requirements change uniform
circular motion.
o Representatives from each group were asked to mention examples of circular motion
changes irregularly in everyday life.
o Learners discuss with the group about the difference between regular circular motion
and uniform circular motion changes.
o Learners' attention to the formulation in determining the tangential acceleration, angular
velocity as a function of time, and the angle presented by the teacher.
o Learners' attention to examples of tangential acceleration, angular velocity as a function
of time, and the angle presented by the teacher.
o Teachers give some problems regarding tangential acceleration, angular velocity as a
function of time, and angle.
FOURTH MEETING
- State the application of the concept of circular motion in everyday life?
- How the application of the concept of circular motion in everyday life?
o Pre-experiment:
b. The core activity

o Students (led by the teacher) to discuss the application of the concept of circular motion
in everyday life.
o Learners in each group was given the task to make observations about the application of
the concept of circular motion in everyday life.
o The task group was given 1 week prior to the learning process implemented.
o Each group reported observations in paper form.
o Each group was asked to present the results of the discussion in front of the other
groups.

o Representatives from each group was asked to take a flexible aluminum, iron rod, the
player, and rope.
o Teachers presented the work step to observe the influence of rotational motion of the
radius of the earth.
the teacher.
o Learners discuss with the group to answer some questions relating to the experiments
presented by the teacher.
E. Source Learning
a. The high school physics book
b. The relevant reference book
c. Equipment and lab materials
 Written test
 Assignments
o Test MULTIPLE CHOICE
o Test description
o Task house
 Examples of multiple choice test
An object stops after 10 rounds. If the angular velocity first 20 rpm, then the time it takes
to stop the body ....
a. 60 seconds d. 10 seconds

b. 30 seconds e. 1 second
c. 15 seconds
 Sample test description

A dental drill (radius 1 cm) was designed to have the acceleration of 1000 rad / s 2. In
order for a point on the surface side of the drill bit can travel as far as 12 m lap, set the
lap time is needed. Assume initial position drills at rest.
 Examples of chores
Make clippings of interest on the application of the concept of circular motion in everyday
life. Give information or comment on any pictures in the scrapbook. You can find the
source image or article on the topic of magazines, newspapers, or internet, and then
assemble the teacher.
Amuntai, July 2009
Head master Teacher,

SMAN 1 Amuntai

NIP 19510314 197803 1 005 NIP 19710127 199903 1 006
LESSON PLAN
Class / Semester :X /I
Lesson : PHYSICS
Times Allocation : 8 hours of lessons
Basic Competence
2.3. Applying Newton's law as the basic principle for the motion dynamics of a straight, vertical
motion and uniform circular motion.
Indicators
1. Identifying the application of the principle Newton's 1st law (law of inertia) in everyday
life.
2. Identifying the application of the principles of Newton's 2nd law of everyday life.
3. Investigate the characteristics of static friction and kinetic friction through the experiment.
4. Identifying the application of the principle 3 Newton's laws in everyday life.
5. Applying Newton's laws of motion on a frictionless inclined plane.
6. Applying Newton's law of vertical motion.
7. Applying Newton's laws of circular motion.
Learners can:
1. Distinguishing understanding kinematics and dynamics.

2. Citing sound Newton's laws of motion.
3. Citing examples of the application of Newton's laws in everyday life.
4. Applying Newton's laws to solve problems about the analysis and calculation.
5. Explaining the function diagram of the forces acting on the body.
6. Newton's laws explain the application on the body above the plane.
7. Explaining the application of Newton's laws of force angle.
8. Newton's laws explain the application on the body above the incline.
9. Explaining the application of Newton's laws Atwood aircraft.
10. Explaining the application of Newton's law of vertical motion.
11. Explaining understanding friction.
12. Citing various friction.
13. Distinguish static friction and kinetic friction.
14. Mention that the friction force acting on it.
15. Determining the coefficient of static friction between the block and a flat surface by using
the balance sheet.
16. Determining the coefficient of friction between the block and a flat surface.
17. Explaining the benefits of controlling friction that occurs on the body.
18. Explaining understanding sentripental style.
19. Applying the concept sentripental styles in a variety of cases.
20. Describes the general Newton's law of gravity.
21. Kepler's laws explained
22. Citing sound Kepler's laws.
Newton's laws and the application
C. Learning Method
- Experiment
- Observation
D. Activity Steps
FIRST MEETING
 Motivation and Apersepsi:
 Why is the time in the car body will move forward when the car braked suddenly?
 What is the function diagrams to paint the forces acting on the body?
 What was I Newton's laws?
 What is the force diagram?
b. Main Activities

o Students (led by the teacher) to discuss differences in kinematics and dynamics.
o Learners' attention to an analysis of all the problems of motion in the universe that can
be explained by Newton's laws submitted by the teacher.
o Representatives from each group were asked to mention the sound of Newton's laws of
motion.
o Learners discuss with the group on the example of Newton's laws in everyday life.
o Learners' attention to the application of Newton's law until I Newton's third law to resolve
questions about the analysis and calculations presented by the teacher.
o Learners' attention to examples of the application of Newton's law until I Newton's third
law submitted by the teacher.
o Teachers give some problems regarding the application of Newton's law until I Newton's
third law.
o Students (led by the teacher) to discuss the function diagram of the forces acting on the
body.
o Learners' attention to the force diagram for the various motions submitted by the
teacher.
o Representative students were asked to describe the force on a body diagram above the
ramp, while the others watched.
SECOND MEETING
 How do I calculate the acceleration if there are several forces acting on the body?
 How do I calculate the tension acting on the body in the pulley system?
 What is the total force?
 What mechanism forces acting on the pulley system?
 Teachers guide students in forming groups, each group consisting of 3-4 boys and girls
of different abilities.
 Students (led by the teacher) to discuss the application Newton's laws in a variety of
cases.
 Teachers share responsibility for the group:
 2 groups were given the task to explain the application of Newton's laws on the body
above the plane.
 2 groups were given the task to explain the application of Newton's laws in force at
an angle.
 2 groups were given the task to explain the application of Newton's laws on the body
above the incline.
 2 groups were given the task to explain the application of Newton's laws of plane
Atwood (pulley system).
 2 groups were given the task to explain the application of Newton's laws of motion
vertically.
 The task group was given 1 week prior to the learning process implemented.
 Each group reported observations in paper form.
 Each group was asked to present the results of the discussion in front of the other
groups.
 Teachers responding to the learner group discussions and provide real information.
 Learners' attention to examples of the application Newton's laws in a variety of cases
presented by the teacher.
 Teachers give some questions about the application Newton's laws in various cases.
 Teacher corrects students whether answers are correct or not. If there are students who
THIRD MEETING
 Mention examples of friction that occurs in everyday life.

 Why are car tires made little rough?
 What is friction?
 What are the benefits of controlling friction occurs on the body?
o Pre-experiment:

o Students (led by the teacher) to discuss terms of friction.
o Representatives from each group were asked to list the kinds of friction.
o Learners in each group discuss the differences of static friction and kinetic friction.
o Representative students were asked to list the kinds of friction force acting on the body.
o Representatives from each group was asked to take a block that has mass and surface
hardness different, spring balance, a board 50 cm in length, and width of about 10 cm.
o Teachers presented the work step to determine the coefficient of static friction between
the block and a flat surface by using the balance sheet.
the teacher.

o Teachers instructed students to conduct experiments to determine the coefficient of
friction between the block and a flat surface.
o Students in groups to experiment with using a block that has mass and surface hardness
different, spring balance, thread, a board 50 cm in length, and width about 10 cm.
o Students discuss with peers to make conclusions from the results of the experiment.
o Learners discuss with the group about the benefits of controlling friction that occurs on
the body.
FOURTH MEETING
 What conditions must be met in order for the path to the top of a roller coaster does
not fall?
 How do I determine the acceleration of gravity on the surface of the earth?
 What the work mechanism of a roller coaster?
 What is the acceleration due to gravity?
o Teachers guide students in forming groups, each group consisting of 4-5 boys and girls
of different abilities.
o Students (led by the teacher) to discuss the notion sentripental style and its application
in various cases.
o Teachers share responsibility for the group:
 2 groups were given the task to explain the application of force on the object
sentripental tied to the rope and playing.
 2 groups were given the task to explain the application of force on the swing
sentripental cone.
 2 groups were given the task to explain the application of force on the roller coaster
sentripental.
 2 groups were given the task to explain the application of force on the car
sentripental circular street.
o The task group was given 1 week prior to the learning process implemented.
o Each group reported observations in paper form.
o Each group was asked to present the results of the discussion in front of the other
groups.
o Students (led by the teacher) to discuss the general Newton's law of gravity.
o Learners' attention to the formulation of the acceleration due to gravity at the earth's
surface is given by the teacher.
o Teachers give some problems regarding the acceleration of gravity at the earth's
surface.
o Students (led by the teacher) to discuss Kepler's laws.
o Representative students were asked to mention the sound of Kepler's laws.
o Learners' attention to the explanation and application of Kepler's laws hukuim-delivered
by the teacher.
E. Source Learning
a. The high school physics book
b. The relevant reference book
c. Equipment and lab materials
 Written test
 Test performance
 Assignments
 Test MULTIPLE CHOICE
 Test description
 Test the product of work quotes
 Task house
 Examples of MULTIPLE CHOICE test
A body of mass 50 kg moving with a speed of 5 m / s. The amount of force in the

opposite direction should be given to the object stopped after 10 s is ....
a. 100 N d. 10 N
b. 50 N e. 5 N
c. 25 N

 Sample test description
Horizontal force of 400 N is needed to push the train along the field at constant
speed. What is the force of friction between the train and field?
 Examples of chores
Make an interesting clippings regarding the application of Newton's laws in everyday

life. Give information or comment on any pictures in the scrapbook. You can find the
source image or article on the topic of magazines, newspapers, or internet, and then
assemble the teacher.
Amuntai, July 2009
Head master, Teacher,

NIP 19510314 197803 1 005 NIP 19710127 199903 1 006

Physics Lesson Plan Grade X

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Physics Lesson Plan Grade X

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LESSON PLAN

Class / Semester :X/1

Allocation of time : 6 hours of lessons

Competency Standards : Applying the concept of physical quantities and measurement.

After the learning process students can:

1. Analyzing quantities and units in physics.

Measurements Length, Mass, and Left

1. Model: - Direct Instruction (DI)

2. Method: - Discussion groups

o Motivation and apperception:

- Is long considered the main scale or magnitude derivative?

- What are the benefits of measurement units in which we do?

.::Lesson plan .::X/1 1

- What is a unit of the International System (SI)?

o Teachers guide students in forming groups.

a. Activities Introduction

o Motivation and Apersepsi:

 How do I get the right measurements?

 What is the measurement?

 How does the volume of objects mengetuhui irregularly shaped?

- Be careful using the equipment used in the measurement.

.::Lesson plan .::X/1 2

o Teachers guide students in forming groups.

o Motivation and Apersepsi:

What benefits do the measurement again?

What important figures of the number 0.00005006?

- How do I determine the number of significant figures?

o Teachers guide students in forming groups.

.::Lesson plan .::X/1 3

a. High school physics book class X

c. Tools and lab materials

F. Assessment of Learning Results

- Test the product of work quotes

- Examples of work product testing quotes

No Gauge length Smallscale uncertainty

- Examples of MULTIPLE CHOICE test

a. time, minutes d. temperature, Celsius

b. length, inches e. number of substances, candela

- Sample test description

What to do in order to have the measurement error as small as possible?

Amuntai, July 2009

Drs. Humam Sangaji Arifudin, S.Pd.

NIP 19510314 197803 1 005 NIP 19710127 199903 1 006

.::Lesson plan .::X/1 5

Class / Semester :X/1

Allocation of time : 6 hours of lessons

1. Applying the concept of physical quantities and measurement.

1.2 Conducting the vector sum.

1. Add two or more vectors graphically.

1. Distinguishing sense vector quantity and a scalar quantity.

1. Model: - Direct Instruction (DI)

2. Method: - Discussion groups

o Motivation and Apersepsi:

- Name the physical quantity classified as a vector quantity.

.::Lesson plan .::X/1 6

- What is a vector quantity?

- What is the negative of a vector?

o Teachers guide students in forming groups.

o Motivation and Apersepsi:

- How to reduce operating two vectors?

- Is there a more effective way to add vectors that very much?

- What is meant by vector subtraction?

- How do I perform analytically the vector sum?