LESSON PLAN

Satuan Pendidikan : SMAMata Pelajaran : FISIKAKelas / Semester : X/DuaPokok bahasan : Fluida StatisSub PokokBahasan : Tekanan hidrostatisAlokasiWaktu : 1 pertemuan (2JP) 90 menit

A. Kompetensi Inti1. Menghargai dan menghayati ajaran agama yang dianutnya.2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab, peduli

(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan keberadaannya.

3. Memahami dan menerapkan pengetahuan (faktual, konseptual, dan prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.

4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori.

B. Kompetensi Dasar dan Indikator Pencapaian KompetensiNo. Kompetensi Dasar Indikator Pencapaian Kompetensi1. 1.1 Menyadari kebesaran

Tuhan yang menciptakan dan mengatur alam jagad raya melalui pengamatan fenomena alam fisis dan pengukurannya

1.1.1 Grateful with utterance on organs (eyes) which can be used to observe phenomena related to Hidrostatic pressure

2. 2.1 Menunjukkan perilaku ilmiah (memiliki rasa ingin tahu; objektif; jujur; teliti; cermat; tekun; hati-hati; bertanggung jawab; terbuka; kritis; kreatif; inovatif dan peduli lingkungan) dalam aktivitas sehari-hari sebagai wujud implementasi sikap

2.1.1 Show curiosity about static fluid (phenomena related to Hidrostatic pressure)

2.1.2 Responsible for the given task

2.2.1 Appreciating the work of individuals learning activities

2.2.2 Appreciating the work of groups

No. Kompetensi Dasar Indikator Pencapaian Kompetensidalam melakukan percobaan dan berdiskusi

2.2 Menghargai kerja individu dan kelompok dalam aktivitas sehari-hari sebagai wujud implementasi melaksanakan percobaan dan melaporkan hasil percobaan

learning activities

3. 3.1Menerapkan hukum-hukum yang berkaitan dengan fluidastatis dalam kehidupan sehari-hari

3.1.1 Defines definition of hydrostatic pressure

3.1.2 Identify the factors that influence the hydrostatic pressure

3.1.3 Identify the tools that utilize hydrostatic pressure

4. 4.1.Menyajikan hasil pengukuran besaran fisis dengan menggunakan peralatan dan teknik yang tepat untuk penyelidikan ilmiah

4.7 Merencanakan dan melaksanakan percobaan yang memanfaatkan sifat-sifat fluida untuk mempermudah suatu pekerjaan

4.1.1 Plan and carry out experiments on hydrostatic pressure

4.7.1 Designing experiments utilizing the concept of hydrostatic pressure

4.7.2 Presenting the report experimental results of hydrostatic pressure

C. Learning ObjectivesSpiritualAttitudesand SocialCompetence1.1.1.1 Students can be grateful with utterance on organ (eye) that can be

used to observe phenomena related to Hidrostatic pressure

2.2.2.1 Students can appreciate the work of individuals and groups in learning activities.

Knowledge and SkillsCompetence3.3.1.1 The students can defines the definition of Hidrostatic pressure and

the applications in daily life correctly3.3.1.2 The students can identify the factors that influence the hydrostatic

pressure correctly3.3.1.3 The students can mention the tools that utilize hydrostatic pressure

correctly4.1.1.1 Through the worksheet, students able to plan and carry out

experiments on Hidrostatic pressure correctly4.4.7.1 The students can designing experimental tool which utilizes the

concept of hydrostatic pressure correctly4.4.7.2 The students able to process data from and able to draw conclusions

about the physical quantity being measured correctly

D. Learning MaterialsFrench scientist Blaise Pascal expressed as change in pressure is applied

to a fluid in a closed space, the changes will be forwarded equal in all directions that is known as Pascal's law .

Pascal's law is being used to help humans work for example, hydraulic jack , hydraulic hand pump , car lifting machines , hydraulic presses and hydraulic brake on a motorcycle or car .

Pressure exerted on a liquid is passed in all directions with equal called immobile fluid. Based on this, the Law of Pascal then obtained as:

If the first surface (A1) is given a pressure P1, the pressure wil be continued to the second surface A2 as P2.

P1 = P2

F1A1

=F2A2

Where F1 = Force applied into piston 1

F2 = Force applied into piston 2

A1 = Surface area of piston 1

A2 = Surface area of piston 1

E. Learning ActivityPreliminaryPhase 1 :Provide Objectives and set (Time Needed : 15 minutes)

Teacher give motivation by show the video about washing car in a car washs

Student watch the video of motivation then they will probably ask , “Why the car can be lifted?”

The teacher provide objectives of material’s today, that is : To describe about pascall law To apply the Pascall law in daily life

Then, students give attention by the explaining of their teacher Teacher ask student about the concept of : (as the prerequisite’s

objectives ) Mass Pressure Force Density

Picture 1. Washing car in a car washs

Hidrostatic pressure Student give the answer about the question from the teacher

Mass : property of a physical body which determines the strength of its mutual gravitational attraction to other bodies, its resistance to being accelerated by a force, and in the theory of relativity gives the mass–energy content of a system.

Pressure : force applied perpendicular to the surface of an object per unit area over which that force is distributed

Force is an any interaction that, when unopposed, will change the motion of an object

Density : Object’s mass per unit volume. Hidrostatic pressure : The pressure exerted by a fluid at

equilibrium at a given point within the fluid, due to the force of gravity. Hydrostatic pressure increases in proportion to depth measured from the surface because of the increasing weight of fluid exerting downward force from above.

Teachers help students when experiencing difficulties or misconceptions occur when answering such questions

Core ActivitiesPhase 2 :Focus the Discussion(Time Needed : 15 minutes)

Teacher describing ground rules about discussion model : Choose one student to be leader

Students are devided by group consist of 4 students heterogeneous ; high, average and low achiever

Using logic, polite, good language Do not force the other opinion Argument is a solution not problem Rise hand before answer and asking question Every group making a summary of the result

Then, students give attention by the explaining of their teacher Teacher asking initial question as the prerequisite of puzzling situation

, “why the beam woods become heavier when we press it increasingly, and become float again when the pressure in beam woods is released?”

Students will probably answer “It caused of hydrostatic pressure. The pressure exerted by a fluid at equilibrium at a given point within the fluid, due to the force of gravity. Hydrostatic pressure increases in proportion to depth measured from the surface because of the increasing weight of fluid exerting downward force from above.”

Then teachers give feed back about the answers of students Teacher presenting puzzling situation by asking a question ““Why the

car in washs car can be lifted?”

Then students will probably answer “maybe there is tool that control it “

Teachers save the answer of students

Phase 3 :Hold Discussion(Time Needed : 25 minutes) Teacher give work sheet to all students and explains the rules of the

game in the group, that each member of the group has a role in conveying ideas and concepts, as well as respect for the opinion of other groups as well as groups. And honest in performing data collection

The teacher monitoring the students activity, how they work, how they interact with other team members, and helps them if needed.

The students work cooperatively in the experiment as the procedure in worksheet

The students discuss the conclusion of experiment. The students make a short report which is going to be presented then. Teacher guiding students presented the results of the performance of

the group in front of the class, while the other group was asked to respond.

Teacher ask question if some student : No student asking or give their idea To prevent from misconception

Teacher records the discussion about : The material discussion Student opinion The attitude of student

Phase 4 :End Discussion(Time Needed : 15 minutes ) Teacher helps student to summarizing the result of discussion by :

Writing all the point of the discussion If there are the different result, find the similarity and analyze the

terminology Explain the basic concept of Pascall’s Law

Through class discussion, teachers guide students to anwering problems at the beginning of learning “Why the car in a wash cars can be lifted?”

Then the students are expected to answer: “The wash cars works primarily on the basis of Pascal’s law, which states that “when pressure is applied at any point in a fluid stored in an enclosed container, the pressure is distributed equally in all directions and to all points of the fluid.””

Teacher give feed back of the students answer

Phase 5 :Debrief the Discussion(Time Needed : 20 minutes)

Teacher asks students to give an example about the tools that utilizing pascall’s law

Student’s answer the questions of the teacher “the tools that utilizing pascall’s lawAre hidrolic machine and pompa ban sepeda”

Then teachers give feed back about the answers of students

Closing The teacher gives a reflection of the material being studied today and

learning atmosphere in Pascall’s Law of this material, whether pleasant or no

F. Evaluation

Assessment Techniques

Competence attitude     : Observations and self-assessment

Competence knowledge   : Written Test

Competence skills    : Practice Test

Assessment instruments and scoring guidelines

Competence Attitude     : Appendix 1.1 and Appendix 1.2

Competence Knowledge    : test (Appendix 2)

Competence Skills    : Appendix 1.3

Media / tools, materials, and Learning Resources

Instructional Media:

Laptop

LCD

Presentation (using Ms Power Point)

Book

APPENDIX 1.1SPIRITUAL SELF ASSESSMENT SHEET ATTITUDE

INSTRUCTIONSPutting a check list (√) in the score column of corresponding spiritual attitude that is accordance with the following criteria:4 = Always (always perform appropriate if statement)3 = Often (if often perform which is appropriate statement and sometimes do or not)2 = Sometimes, (if sometimes do and often not perform)1 = Rarely, if rarely do

Name of Students : ......................Class : ......................Observation Date : ..................... ..Subject Matter : ..................... ..No. Statement TP KD SR SL1 I pray before and after the learning process or lab2 I am more convinced by the existence of God after

doing experiment3 I salute at the beginning and end of the presentation

in accordance religious affiliations.4 I give thanks when it managed to do something.5 I reveal the glory of God when they see greatnessNumberSpecification:TP = rarely Score 1 SR = frequently Score 3KD = sometimes Score 2 SL = always Score 4

Hint scoring:Final score using a scale of 1 to 4Calculation of the final score using the formula:

Acquisition scoresmaximumscores

x 4=finalscores

Learners gain value:Very Good: when obtaining a score of 3.5 ˂ x ≤ 4Good: when obtaining a score of 2.5 ˂ x ≤ 3.5Enough: when obtaining a score of 1.5 ˂ x ≤ 2.5Less: when obtaining a score of 1.0 ˂ x ≤ 1.5

Appendix 1.2 Competency Assessment Instrument Attitude

Self-Assessment Instrument:Using to assess the attitudes of learners to appreciate the work of individuals and groups when the learning process.Name of the student : .......................................................................................No. Rated aspect Do

Yes Not1. Do I expression my idea in the discussion? 1 02. Do I wait until a friend finished giving their opinion? 1 03. Do I receive a disagreement with my friend? 1 0

4. Have I helped a friend to complete the task in my group?

1 0

5. Is my tasks completed as a result of my own thoughts?

1 0

6. Do I always strive to produce the best work? 1 0

7. Do I always strive to do the work according to the procedure?

1 0

8. Did I complete the task on time? 1 0Maximum Score 10

Calculation of the final score using the formula:

Value=ScoresAcquisitionMaximumscores

×4

Learners gain value:

Very Good: when obtaining a score of 9 ˂ x ≤ 10

Good: when obtaining a score of 7˂ x ≤ 8

Enough: when obtaining a score of 4 ˂ x ≤ 6

Less: when obtaining a score of 1 ˂ x ≤ 3

APPENDIX 1.3 : SKILL ASSESSMENT SHEET

It used to assess students skill in teamwork experiment activity about the refraction in concave and convex lens.

Assessment Sheet of Practice

Name : ………………….………………….………………….………………….

Class : ………………….………………….………………….………………….

Date : ………………….………………….………………….………………….

Material : ………………….………………….………………….………………….

INSTRUCTION:

Give a checkmark (v) in the score column corresponding that you do in the following criteria

No AspectScore

1 2 3

1. Preparing materials in experiment activity to obtain data.

2. Using tools and materials in experiment activity to

obtain data.

3. Collecting data for the experiment activity.

4. Processing the data from experiment activity.

5. Conclude the result of experiment activity.

Maximum Score

Scoring guide:Final score using 1 to 3

Calculation of final score using formula:(obtained score)/(maximal score) x 3=final score

The students get score:Excellent : if get score 2.5 ˂ x ≤ 3.0Good : if get score 2.0 ˂ x ≤ 2.5Enough : if get score 1.5 ˂ x ≤ 2.0Less : if get score 1.0 ˂ x ≤ 1.5

APPENDIX 2Knowledge Competence Assessment Sheet

Question for knowledge assesment

1. In a car lift used in a service station, compressed air exerts a force on a small piston that has a circular cross section and a radius of 5.00 cm. This pressure is transmitted by a liquid to a piston that has a radius of 15.0 cm. What force must thecompressed air exert to lift a car weighing 13 300 N? What air pressure

produces this force?

Answer : (Score 25)

Appendix 3Assessment instrument of attitude competenceInstrumenPenilaianDiri:Digunakanuntukmenilaisikappesertadidikdalammenghargaikerjaindividudankelompokketikamengikuti proses pembelajaran.

Namasiswa: ......................................................................................................

No Aspek yang dinilaiDilakukan

Ya Tidak

1. Apakahsayamenyampaikanpendapatdalamdiskusi?

1 0

2. Apakahsayasabarmenunggusampaitemanselesaimenyampaikanpendapatnya?

1 0

3. Apakahsayamenerimaperbedaanpendapatdengantemansaya?

1 0

4. Apakahsayamemberiandilbagikerjakelompoksaya?

1 0

5. Apakahsayamembantutemanuntukmenyelesaikantugasdalamkelompoksaya?

1 0

6.Apakahsayamenyelesaikantugas-tugassayadengansesedikitmungkinmemintabantuan orang lain.

1 0

7.Apakahtugas-tugassayaselesaikansebagaihasilpemikiransayasendiri?

1 0

8. Apakahsayaselaluberusahauntukmenghasilkanhasilkaryaterbaik?

1 0

9. Apakahsayaselaluberusahauntukmengerjakantugassesuaiprosedur?

1 0

10. Apakahsayamenyelesaikantugastepatwaktu? 1 0

Skormaksimum 10

Nilai= Jumlahskor yangdiperole hSkor maksimum

×4