Lesson Plan RSBI

LESSON PLAN
SCHOOL UNIT : SMP 2 CILEUNYI

SUBJECT : SCIENCE (PHYSICS)
GRADE : VIII
CHAPTER : MOTION
TIME ALLOCATION: 2 X 40’
Standard Competence:
Understand motion, work, force and energy concepts in daily life
Basic Competence:
Analyze the data of the linear and un linear experiments and their application in daily life
Indicators:
1. Collect information on quantities of motion in daily life
2. Understand the difference between relative motion and apparent motion
3. Define the meaning of one motion of an object
Materials
Student’s Book
Student’s Worksheet
Stopwatch
ruler
Instructional Process
1. Model : Discussion
Cooperative learning
Direct Instruction
Task Assignment
2. Approach : Contextual Teaching and Learning
Introduction
1. Ask a student to just stand in front of the class and another student to walk around
back and forth. Other students are asked to observe and show the results of their
observation. The teacher guides the students in finding the answer that one of their
friends is at rest and the other one is in motion.
2. The teacher writes the main subject on the blackboard “Motion”
3. The teacher introduces the indicators of learning
Main Activity
1. Students are asked to talk about the opinion whether it is necessary to identify a
motion by directly seeing the movement or not. The students will have various
opinions and the teacher informs them that they will find their own answer through
the observation activity in the student’s worksheet.
2. Let Students sit in a cooperative learning setting and remind them of the
cooperative skills that will be trained and how to follow the training.
3. Give Student’s worksheet to students
4. Referring to the cooperative learning model, let each group does step by step.
Guide each group in accomplishing this activity.
5. Introduce tools for measuring temperature and times.
6. Introduce to students how to measure temperature and times.
7. Ask students in group to use the worksheet on measuring temperature and
measuring times.
8. Let one group present their result and other groups respond to it. Make sure that
each group has known the correct answers.
Main Activity
9. Give a reward to the group giving a good performance.
10. Guide each group in accomplishing the activity.
11. Let each group present their result and other groups respond to it. Make sure that
Closing
1. The teacher strengthens student’s understanding by asking one of the
students to reread the answered
2. The teacher give a reward to students who have shown good performance
3. The teacher gives home assignments to encourage them to try the activity
themselves.
Assignment
1. Group Assignment
Instrument
1. Group Test
2. Homework
Worksheet of Motion
Observe to recognize without seeing

Material :
1. a piece of cloth
Procedure :
1. observe your class throughly.
2. blinfold your eyes with a piece of cloth
3. your friend move a object in your class.
4. Your activity is to find your friend.
5. Open your blinfold.
Analizy :
1. Can you identify the object while your eyes blinfolded?
2. Note any clues that you use to rezognize the object
3. Do you rely on your vision?
4. Do you use other senses to preception?
5. If there really an objects that was moved, can you explain it?
Conclusion :
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Scoring Scheme
No Scoring Aspects Score
1 2 3 4
1 Preparation
a. Procedure
b. Apparatus and mateial are complete
c. Apparatus and material used by the student
are corretc for achievng the experimental
objectives
2
Performing experiment
a. Working in group
b. Attitude
c. Observation of the object to move
3 d. Explanation of experimental
Experimental results
a. Collecting information data
b. Answering the questions
c. Make a conclusion
Total Score 40
Multiple Choice
Identify the letter of the choice that best completes the statement or answers the question.
____ 1. Which of the following is not a factor in calculating momentum?

a. mass c. acceleration
b. direction d. speed
____ 2. If you divide momentum by velocity, the result is the value of the object’s
a. mass. c. energy.
b. direction. d. speed.
3. The SI unit of force, named for the scientist who described the relationship between motion and
force, is called the
a. newton. c. curie.
b. einstein. d. pasteur.
4. Which of the following units is used to measure acceleration in free fall?
a. m/s c. m/s2
b. m • s d. m2/s2
5. Which of the following equations is correct?
a. w = mg c. w = g/m
b. w = m/g d. w = g + m
6. When air resistance balances the weight of an object that is falling, the velocity
a. slowly decreases. c. rapidly increases.
b. remains constant. d. None of the above
7. What is the unbalanced force that slows down a ball rolling across the floor?
a. the force of friction c. the force of inertia
b. the force of gravity d. the force of momentum
Answer the following questions.

1. How long will it take to travel 200 km traveling 10 m/s?
2. If a rocket travels 5600. km in 3.00 hours, what is its speed?
3. Convert 36 km / hr to m/s.
Marking Scheme
Maximum score : 10
scoreachieved
Final scoring formula : final = x100
max score
LESSON PLAN

GRADE : VIII
CHAPTER : MOTION
Basic Competence:
Analyze the data of the linear and un linear experiments and their application in daily life
Indicators:
1. Plot a graph of distance versus time based on the experiment results when motion is
under constant velocity
2. Plot a graph of distance versus time based on the experiment results when motion is
accelerated uniformly
3. Calculate velocity from the graph of distance
Materials
1. Student’s Book
2. Student’s Worksheet
3. Stopwatch
4. ruler
Direct Instruction
Task Assignment
Introduction
1. Ask a student to just stand in front of the class and another student to walk around back
and forth. Other students are asked to observe and show the results of their
observation. The teacher guides the students in finding the answer that one of their
friends is at rest and the other one is in motion.
2. The teacher writes the main subject on the blackboard “Motion”
3. The teacher introduces the indicators of learning
Main Activity
1. Students are asked to talk about the opinion whether it is necessary to identify a
motion by directly seeing the movement or not. The students will have various
opinions and the teacher informs them that they will find their own answer through
the observation activity in the student’s worksheet.
5. Introduce tools for measuring temperature and times.
6. Introduce to students how to measure temperature and times.
Main Activity
7. Ask students in group to use the worksheet on measuring temperature and
measuring times.
Closing
1. The teacher strengthens student’s understanding by asking one of the students to
reread the answered
2. The teacher give a reward to students who have shown good performance
3. The teacher gives home assignments to encourage them to try the activity
themselves.
Assignment
1. Group Assignment
Instrument
1. Group Test
2. Homework
Test.
Answer the following question.
1. How would you define time?
2. Write the formula for calculating speed
3. If you state that you have moved from one place to another in a given direction, you
have described _______________.
4. What the distance will a car traveling 65 km/hr travel in 3.0 hrs?
5. What is the acceleration of a sprinter who finishes the race traveling 24m/s? She ran
for 12 s
LESSON PLAN

GRADE : VIII
CHAPTER : WORK AND ENERGY
Basic Competence :
Explain the relation of form and changing of energy, "work and energy" principle
Indicators :
1. Show energy forms and their examples in daily-life
2. define the meaning of the concept
3. Apply the concept of energy and its transformations in daily-life
Materials
1. Student’s Book
Cooperative Pair Thinking and Sharing
Task Assignment
Introduction
1. Motivate students by asking to students, whether they have breakfast before going
to school and why they have to eat. This interview is used as bass for learning the
meaning of energy.
2. Demonstrate a phenomenon of energy and work with for example two students to
show it. Which one to pull and push a table and the other switch on and off the
lamp.
3. State indicators of the objectives of learning.
Main Activity
1. Let Students read Student’s Book about Energy.
2. Let Students sit in a cooperative learning setting and remind them of the cooperative
Pair Thinking and Sharing skills that will be trained and how to follow the training.
4. Present the meaning of work and make a model as a method to calculate work in the
example question in using mathematics.
5. Ask students to do.
6. Ask one of the student to present his answer on the whiteboard to be responded to by
others.
7. Present the law of conservation of energy, and make an interview about an example of
conservation of energy.
8. Referring to the cooperative learning model, let each group does step by step. Guide
each group in accomplishing this activity.
9. Let one group present their result and other groups respond to it. Make sure that each
group has known the correct answers.
Closing
1. Guide the students in summarizing the topics that have been studied, according to
the objective of lesson plan.
Assignment
1. Individual Assignment
2. Group Assignment
Instrument
1. Essay Test
2. Homework
Example of Assessment:
1. Match these items in column I with the information in column II.
Write the letter in front of the correct information in the place provided.
Column I
a. …………………………..work
b. …………………………..energy
c. …………………………..mechanical energy
d. …………………………..potential energy
e. …………………………..kinetic energy
f. …………………………..law of conservation of energy
Column II
1. is the sum of kinetic energy and the total potential energy in a system
2. energy can change from one from to an other, but cannot be created or
destroyed under normal conditions.
3. is the energy stored
4. is the transfer of energy by means of movement
5. is energy in the form of movement
6. is the ability to make a change
LESSON PLAN

GRADE : VIII
Basic Competence:
Indicators:
1. Differentiate between the concept of kinetic and potential energy.
2. Explain the presence of potential and kinetic energy in a moving thing.
3. Define the concept of mechanical energy
Materials
1. Student’s Book
Task Assignment
Introduction
1. Remind the students of the meaning of energy, kinetic and potential energy, the law
of the conservation of energy, and work as transfer of energy through movement.
2. Motivate students by asking two students, (a big one and a small one) to lift up the
same loads and asking the others to observe them; then ask whether both students
take the same amount of time and if not, what influences time in lifting the loads
up. The student answers ought to concern how fast work is done. This motivation
functions as an introduction to the concept of power.
Main Activity
1. Let Students read Student’s Book about Power
4. Present the meaning of kinetic energy and potential energy and make a model as a
method to calculate work in the example question in using mathematics.
6. Ask one of the students to present his answer on the whiteboard to be responded to by
others.
Closing
the objective of lesson plan.
Assignment
2. Group Assignment
Instrument
1. Essay Test
2. Homework
Worksheet:
Worksheet Energy
1. Name the two factors on which the kinetic energy of a body depends.
2. A body of mass 2 kg is dropped from the top a tower of height 100m. What will be its
kinetic energy at the end of 2 seconds? Given g = 10 m/s2
3. Syifa of mass 50 kg jumps to a height of 1 m. His potential energy at the highest point
is (g = 10 m/s2)
4. Name a gadget where the following transformation of energies take place:
a) Chemical energy to electrical energy
b) Electrical energy to mechanical energy
c) Electrical energy to heat and light
d) Electrical energy to sound energy
5. A boy spends 800 Joule of energy while lifting a body of mass 40 kg from a well.
Calculate the depth of the well. Given g = 10 m/s2
6. Calculate the height of a building if 20.000 Joule of energy is required to lift 200 kg of
water from a well to a tank on the top of the building. Given g = 10 m/s2
LESSON PLAN

GRADE : VIII
Basic Competence :
Indicators :
1. Show the concept of the conservation of energy
2. Discriminate the concept of work in Physics from that in daily-life
3. Explain the connection energy and work.
Materials
1. Student’s Book
Task Assignment
Introduction
1. Motivate students by asking to students, where the energy resources for their and their
motorcycle movement are form?
2. Remind the students of the meaning of energy and the forms of energy.
Main Activity
1. Let Students read Student’s Book about Energy Transformation.
5. Ask one of the student to present his answer on the whiteboard to be responded to by
others.
6. Present the law of conservation of energy transformation, and make an interview about
an example of conservation of energy.
Closing
the objective of lesson plan 11.3
Assignment
2. Group Assignment
Instrument
1. Essay Test
2. Homework
To do for homework at page 61 – 65 evaluation sheet book’s
LESSON PLAN

GRADE : VIII
Basic Competence:
Indicators:
1. Show the meaning of Power
2. Show the application of power in daily-life.
3. To solve problem that use the sets concept
Materials
1. Student’s Book
Task Assignment
Introduction
4. Remind the students of the meaning of energy, kinetic and potential energy, the law
of the conservation of energy, and work as transfer of energy through movement.
5. Motivate students by asking two students, (a big one and a small one) to lift up the
same loads and asking the others to observe them; then ask whether both students
take the same amount of time and if not, what influences time in lifting the loads
up. The student answers ought to concern how fast work is done. This motivation
functions as an introduction to the concept of power.
Main Activity
10. Let Students read Student’s Book about Power
13. Present the meaning of kinetic energy and potential energy and make a model as a
method to calculate work in the example question in using mathematics.
15. Ask one of the students to present his answer on the whiteboard to be responded to by
others.
Closing
the objective of lesson plan 11.2.
Assignment
2. Group Assignment
Instrument
3. Essay Test
4. Homework
1. A man lifts up a piece of wood with a weight of 98 N from the ground surface to the
back of a truck with a height 1,5 m. In the back of the truck, he carries the wood over a
distance of 10 m. How much work is done by him to lift the wood up to truck?
2. If it takes half a minute to move the beam along the slanting surface, calculate the
power.
3. A student exerts a force of 5 N to carry his school bag to the school hall, 15 meters
away. Calculate the work done.
4. A teacher weighing 500 N walks up to the staffroom on the second floor from the
ground floor. He takes 25 seconds to do so. The staffroom is 12 m from the ground.
Calculate the teacher’s power.
LESSON PLAN

GRADE : VIII
CHAPTER : THE SIMPLE MACHINE
Standard Competence :
Basic Competence :
Do the experiment with simple machine and their application in daily life
Indicators :
1. Show the using of simple machine tools in daily life such as: lever, wedge, inclined
planed, etc.
2. Solve the mathematic simple quantitative of simple machine
Learning Objectives:
1. Show the using of simple machine in daily life such as: lever, wedge, inclined
planed, etc.
2. Mention the function of simple machine after experiment
3. Mention the tools in daily life using the principle of simple machine
4. Calculate using simple mathematics application of simple machine
Materials
1. Student’s Book
a. Definition Simple Machine
b. Example of Simple Machine
c. Application Simple Machine in daily life
Direct Instruction
Task Assignment
Introduction
1. Motivate: How do the work of simple machine?
2. Apperception: Using the unit of length, mass and weight
Main Activity
1. Let Students read Student’s Book concerning of simple machine and underline the
principle concept.
skills that will be trained and how to follow the training.
7. Give a model of how to draw forces and to find out the resultant force.
9. Let each group present their result and other groups respond to it. Make sure that each
10. Give an reward to the group giving a good performance.
Closing
1. Guide the students in summarizing the topics that have been studied, according to the
objective of Lesson
Assignment
2. Group Assignment
Instrument
1. Performance Assessment
2. Product Assessment
Worksheet:
Topic: Simple Machine
Directions: Research the topic indicated to the right and answer the questions below based on
that topic.
1. What is a simple machine?
____________________________________________________________________________
____________________________________________________________________________
____________________________
2. Why do we use simple machines?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
3. Name six simple machines.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
LESSON PLAN

GRADE : VIII
Basic Competence :
Indicators :
planed, etc.
1. Show the using of simple machine in daily life such as: lever, wedge, inclined planed,
etc.
Materials
1. Student’s Book
Direct Instruction
Task Assignment
Introduction
1. Motivate: Why bale the artesian well more easy using the pulley? How does it do?
2. Apperception: Principle balance
Main Activity
principle concept.
Closing
the objective of Lesson
Assignment
2. Group Assignment
Instrument
Worksheet:
Name _______________ Date _____________
If Simple Machines Weren't

Around... Worksheet
Simple Machines
Simple
Function of Machine Benefits To Mankind
Machine
Inclined Plane
Lever
Pulley
Screw
Wheel-and-
axle
Wedge
Which simple machine does feel has had the greatest impact on mankind? Explain in
detail.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
LESSON PLAN
GRADE : VIII
Basic Competence :
Indicators :
planed, etc.
1. Show the using of simple machine in daily life such as: lever, wedge, inclined
planed, etc.
Materials
1. Student’s Book
Direct Instruction
Task Assignment
Introduction
1. Motivate: How to abridge and take away the big object to the truck? How does
inclined planed do?
2. Apperception: The unit of work and force
Main Activity
principle concept.
Closing
the objective of Lesson
Assignment
2. Group Assignment
Instrument
Individual Test Assignment
Simple Machines
1. Match the simple machine with its correct definition by writing the corresponding number
in the answer column.
Simple Machines Answer Definitions
1. Something that reduces the friction
Lever = of moving something.
Inclined plane = 2. Something that can hold things together or lift an object.
Wedge = 3. A ramp.
4. Something that uses a rope
Screw = and can change the direction of a force
Wheel and axle = 5. Something similar to a see-saw that can lift an object.
Pulley = 6. Something that can split an object apart.
2. On the line by each picture, write the type of simple machine.
_______________________________ _______________________________ _______________________________

_______________________________ _______________________________ _______________________________
_______________________________
_______________________________ _______________________________
_______________________________ _______________________________ _______________________________
Pulley Experiment
1) Describe how the pulley will work prior to the experiment.
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________
2) Describe a situation in which you would use a pulley.

____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________
Inclined Plane Experiment

1) What type of motion is shown while the marble is at rest at the top of the inclined
plane?
_______________________________________________________________________
2) Describe the type of motion and energy transfer that takes place after you roll the
marble up the ramp and while it comes back down.
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________________
LESSON PLAN

GRADE : VIII
CHAPTER : NEWTON’S LAWS
Basic Competence :
Apply The Newton Laws to explain of phenomenon in daily life
Indicators :
1. Demonstrate the simple of first Newton’s Laws and their used in daily life.
2. To know a phenomenon of the first Newton’s laws in everyday life
1. Do the simple experiment of first Newton’s Laws
2. Explain the state of first Newton’s Laws
Materials
1. Student’s Book
Direct Instruction
Task Assignment
Introduction
1. Motivate: When the driver put on the brakes car, he will move to forward? Why?
2. Apperception : The unit of acceleration and What the kind of force if the object put on
the table?
Main Activity
1. Let Students read Student’s Book Newton’s Laws and underline the principle concept.
Closing
objective of Lesson Plan
Assignment
2. Group Assignment
Instrument
1. Essay Test
1. State the first Newton’s Laws !
2. Give example for all The Newton’s Laws !
3. Explain how a rocket works by using the words action, reaction and force !
4. Compute a force needed for an object of 12 kg to move at an acceleration of 4 m/s²
5. If a force causes the object to move at an acceleration of 2 m/s², compute the mass of
the object!
LESSON PLAN

GRADE : VIII
Basic Competence :
Indicators :
1. Demonstrate the simple of Second Newton’s Laws and their used in daily life.
2. To know a phenomenon of the Second Newton’s laws in everyday life
1. Do the simple experiment of Second Newton’s Laws
2. Explain the state of Second Newton’s Laws
Materials
1. Student’s Book
Direct Instruction
Task Assignment
Introduction
1. Motivate: Why the marble on the paper will not work down when the paper is pulled?
2. Apperception: The unit of acceleration and What the kind of force if the object put on the
table?
Main Activity
2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills
that will be trained and how to follow the training.
4. Referring to the cooperative learning model, let each group does step by step. Guide each
group in accomplishing this activity.
Closing
Assignment
2. Group Assignment
Instrument
1. Essay Test
5. If a force causes the object to move at an acceleration of 2 m/s², compute the mass of the
object!
LESSON PLAN

GRADE : VIII
Basic Competence :
Indicators :
1. Demonstrate the simple of third Newton’s Laws and their used in daily life.
2. To know a phenomenon of the third Newton’s laws in everyday life
1. Do the simple experiment of third Newton’s Laws
2. Explain the state of third Newton’s Laws
Materials
1. Student’s Book
Direct Instruction
Task Assignment
Introduction
1. Motivate: When Amri and Ardi are plying a tug war, Ardi will be a winner?
2. Apperception: What is the resultant force if the force same and opposite directions?
Main Activity
Closing
Assignment
2. Group Assignment
Instrument
1. Essay Test
5. If a force causes the object to move at an acceleration of 2 m/s², compute the mass of the
object!
LESSON PLAN

GRADE : VIII
CHAPTER : FORCE
Basic Competence :
Identify the form of force, adding force and influence to the object
Indicators :
1. Draw force working on an object proportionally.
2. Draw adding force and subtracting force in the same direction or opposite directions.
1. Do the simple experiment based on various kind of force o the object.
2. Draw the force in line and same direction
3. Draw the force in line and opposite direction
4. Determine the resultant force
Materials
1. Student’s Book
Direct Instruction
Task Assignment
Introduction
1. Motivate: propose the student to push a table and ask him why the table can move?
2. Apperception: the unit of force and mention various of force.
Main Activity
1. Let Students read Student’s Book concerning Forces and underline the principle
concept.
7. Still in a cooperative learning setting, give student’s worksheet to students.
Closing
Assignment
2. Group Assignment
Instrument
1. Essay Assessment
Example of Assessment :
1. Draw 2 forces in the same direction as F1 = 20 N and F2 = 50 N at the scale of 10 N =
1 cm.
2. Draw 2 forces in the opposite direction as F1 = 20 N and F2 = 50 N at the scale of 10
N = 1 cm.
3. Calculate and Draw a resultant force from F1 and F2
LESSON PLAN

GRADE : VII (SEVEN)
CHAPTER : FORCE
Basic Competence :
Identify the form of force, adding force and influence to the object
Indicators :
1. Investigate friction force on various kinds of surfaces having different roughness, that is,
being slippery, moderately rough, and very rough.
2. Show some examples of friction forces those are advantageous or disadvantageous.
3. Compare the weight and mass of an object.
1. Explain the friction force based on different surface area
2. Write the advatages and disadvantages of friction force in daly life
3. Find the different between weight and mass
Materials
1. Student’s Book
Direct Instruction
Task Assignment
Introduction
1. Motivate: Ask the students by rolling a marble on rough and slippery surface. Show that
the marble on a slippery surface converse a longer distance of traveling than the marble on
rough surface does.
2. Apperception: wheel rack car
Main Activity
1. Let Students read Student’s Book concerning Friction forces and Advantages and
Disadvantages of Friction Forces and underline the principle concept.
7. Still in a cooperative learning setting, give student’s worksheet to students.
Closing
objective of Lesson Plan 9.2
Assignment
2. Group Assignment
Instrument
1. Essay Assessment
Example of Assessment :
1. Two blocks, one heavy and the other light, rest on a slippery floor. Which needs a bigger
force to produce the same velocity change?
2. Which is bigger, static friction force or kinetic friction force?
3. State the differences between mass and weight?
4. You will measure the pulling force of your arms by using a spring balance. Explain how
you do it !
LESSON PLAN

GRADE : VIII
CHAPTER : PRESSURE
Basic Competence :
Investigate of the pressure in the solid, liquid and gas with application in daily life
Indicators :
1. Find out the relation between force, pressure and area.
2. Explain height of liquid surface in a U-tube.
1. Do the simple experiment of Pressure
2. Find the relation between force, pressure and area.
3. Do the simple experiment using U-tube
4. Apply the principle of U-tube
5. Do the simple experiment of Pascal’s Law.
6. Find the formula of Pascal’s Law
7. Do the simple experiment of Archimedes’s Law.
8. Find the formula of Archimedes’s Law
9. Show some product that has relation between floating, sinking and flying.
10. Apply of Pressure to sold, liquid and gas concepts.
Materials
1. Student’s Book
Demonstration
Task Assignment
Introduction
1. Motivate students by asking the relationship between force, mass and acceleration of
gravity.
2. Asking the students to mention SI Units of force, mass and acceleration of gravity.
3. Demonstrate an influence of area on pressure
Main Activity
1. Let Students read Student’s Book Pressure and underline the principle concept.
5. Ask students in group to investigate the influence of object area and weight on the
depth of its trace.
Closing
Assignment
Instrument
1. Essay Test
2. Homework
1. A girl in stiletto heels is more likely to damage a wooden floor than an elephant is.
Why ?
2. What is the pressure on a surface when a force of 50 N acts on an area of (a) 2.0 m², (b)
100 m² (c) 0.50 m²
3. A pressure of 10 Pa acts on an area of 3 m². What is the force acting on the area ?
LESSON PLAN

GRADE : VIII
CHAPTER : PRESSURE
Basic Competence :
Indicators :
1. Describe Pascal’s Law and Archimedes’s law using simple experiment and their used in
daily life
2. State Pascal’s principle.
3. State Archimedes’ principle
Materials
1. Student’s Book
Direct Instruction
Task Assignment
Introduction
1. Motivate students by asking to state the magnitude and units of pressure in solids.
2. Demonstrate while the big nail throw above platisin.
3. Demonstrate a phenomenon of air pressure by using egg and salt in water glass
4. The students observed it and Ask them, Why ?
Main Activity
1. Let Students read Student’s Book The Pascal Principle and Archimedes Principle and
underline the principle concept.
8. Guide students to a statement of the Pascal Principle and Archimedes Principle
9. Discuss the application of the Pascal Principle and Archimedes Principle in daily life
Closing
Assignment
2. Group Assignment
Instrument
1. Essay Test
1. What is the pressure on a surface when a force of 100 N acts on an area of (a) 2.0 m²,
(b) 100 m² (c) 0.50 m²
2. A pressure of 250 Pa acts on an area of 20 m². What is the force acting on the area ?
3. A block of concrete weights 900 N and its base is a square with 2.0 m sides. What
pressure does the block exert on the ground ?
LESSON PLAN

GRADE : VIII
CHAPTER : PRESSURE
Basic Competence :
Indicators :
1. Show some products of technology which are related with the floating, sinking and
flying concepts.
Materials
1. Student’s Book
Direct Instruction
Task Assignment
Introduction
1. Motivate students by asking to state the magnitude and units of pressure in liquids.
2. Demonstrate a phenomenon of air pressure by using egg and salt in water glass
Main Activity
1. Let Students read Student’s Book Floating, Sinking and flying and underline the
principle concept.
Closing
objective of Lesson Plan 10.3
Assignment
2. Group Assignment
Instrument
1. Essay Test
2. Homework
1. State two factors on which the pressure exerted by a liquid depends!
2. What is the pressure 100 m below the surface of the sea with water density of 1150
kg/m³ ? (Earth gravitational fields is 10 N/kg)
LESSON PLAN

GRADE : VIII
CHAPTER : PRESSURE
Basic Competence :
Indicators :
1. Apply pressure concept to solid, liquid and gas into relation nature phenomenon.
Materials
1. Student’s Book
Direct Instruction
Task Assignment
Introduction
1. Motivate students by asking to state the magnitude and units of pressure in liquids
2. Demonstrate a phenomenon of air pressure by using a glass and a card.
Main Activity
1. Let Students read Student’s Book air pressure and underline the principle concept.
7. Discuss the use of air pressure in daily life
8. Discuss some pressure gauges.
Closing
Guide the students in summarizing the topics that have been studied, according to the
objective of Pressure in general.
Assignment
Individual Assignment
Group Assignment
Instrument
1. Essay Test
1. Exercise in evaluation sheet book at page 58-59 for number 16 - 20
Approval,
Headmaster SMP 2 Cileunyi Physics Teacher,
DR. Marlan Nirsyamsu Aries Triwidajati Soenoko SPd

NIP : 132 143 269 NIP 132 085 254

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LESSON PLAN

SCHOOL UNIT : SMP 2 CILEUNYI

Observe to recognize without seeing

____ 1. Which of the following is not a factor in calculating momentum?

Answer the following questions.

SCHOOL UNIT : SMP 2 CILEUNYI

SCHOOL UNIT : SMP 2 CILEUNYI

SCHOOL UNIT : SMP 2 CILEUNYI

SCHOOL UNIT : SMP 2 CILEUNYI

SCHOOL UNIT : SMP 2 CILEUNYI

SCHOOL UNIT : SMP 2 CILEUNYI

2. Why do we use simple machines?

3. Name six simple machines.

SCHOOL UNIT : SMP 2 CILEUNYI

If Simple Machines Weren't

Individual Test Assignment

2. On the line by each picture, write the type of simple machine.

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2) Describe a situation in which you would use a pulley.

Inclined Plane Experiment

SCHOOL UNIT : SMP 2 CILEUNYI

SCHOOL UNIT : SMP 2 CILEUNYI

SCHOOL UNIT : SMP 2 CILEUNYI

SCHOOL UNIT : SMP 2 CILEUNYI

SCHOOL UNIT : SMP 2 CILEUNYI

SCHOOL UNIT : SMP 2 CILEUNYI

SCHOOL UNIT : SMP 2 CILEUNYI

SCHOOL UNIT : SMP 2 CILEUNYI

SCHOOL UNIT : SMP 2 CILEUNYI

DR. Marlan Nirsyamsu Aries Triwidajati Soenoko SPd

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