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LESSON PLAN

Satuan Pendidikan
Mata Pelajaran
Kelas / Semester
Pokok bahasan
Sub PokokBahasan
AlokasiWaktu

: SMA
: FISIKA
: X/Dua
: Fluida Statis
: Tekanan hidrostatis
: 1 pertemuan (2JP) 90 menit

A. Kompetensi Inti
1. 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 Kompetensi
No.
Kompetensi Dasar
Indikator Pencapaian Kompetensi
1.
1.1Menyadari
kebesaran 1.1.1 Grateful with utterance on
Tuhan yang menciptakan
organs (eyes) which can be
dan mengatur alam jagad
used to observe phenomena
raya
melalui
related to Hidrostatic pressure
pengamatan
fenomena
alam
fisis
dan
pengukurannya
2.
2.1Menunjukkan
perilaku 2.1.1 Show curiosity about static fluid
ilmiah (memiliki rasa
(phenomena
related
to
ingin tahu; objektif; jujur;
Hidrostatic pressure)
teliti;
cermat;
tekun;
hati-hati;
bertanggung 2.1.2 Responsible for the given task
jawab; terbuka; kritis;
kreatif;
inovatif
dan 2.2.1 Appreciating
the
work
of
peduli lingkungan) dalam
individuals learning activities
aktivitas
sehari-hari
sebagai
wujud 2.2.2 Appreciating the work of groups
implementasi
sikap

No.

3.

Kompetensi Dasar
Indikator Pencapaian Kompetensi
dalam
melakukan
learning activities
percobaan
dan
berdiskusi
2.2Menghargai
kerja
individu dan kelompok
dalam aktivitas seharihari
sebagai
wujud
implementasi
melaksanakan
percobaan
dan
melaporkan
hasil
percobaan
3.1Menerapkan
hukum- 3.1.1 Defines definition of hydrostatic
hukum yang berkaitan
pressure
dengan fluidastatis dalam
3.1.2 Identify
the
factors
that
kehidupan sehari-hari
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
4.7Merencanakan
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 Objectives
SpiritualAttitudesand SocialCompetence
1.1.1.1 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 SkillsCompetence

3.3.1.1

The students can defines the definition of Hidrostatic pressure and the
applications in daily life correctly

3.3.1.2

The students can identify the factors that influence the hydrostatic
pressure correctly

3.3.1.3

The students can mention the tools that utilize hydrostatic pressure
correctly

4.1.1.1

Through the worksheet, students able to plan and carry out


experiments on Hidrostatic pressure correctly

4.4.7.1

The students can designing experimental tool which utilizes the


concept of hydrostatic pressure correctly

4.4.7.2

The students able to process data from and able to draw conclusions
about the physical quantity being measured correctly

D. Learning Materials
French 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 =

F1 F2

A1 A2

P2

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 Activity
Preliminary
Phase 1 :Provide Objectives and set (Time Needed : 15 minutes)
Teacher give motivation by show the video about washing car in a car
washs

Picture
1. the
Washing
in a car washs
Student
watch
video car
of motivation
then they will probably ask ,
Why the car can be lifted?
The teacher provide objectives of materials 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 prerequisites objectives )

Mass

Pressure

Force

Density

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 massenergy 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 : Objects 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 Activities
Phase 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 Pascalls 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 Pascals 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
pascalls law
Students answer the questions of the teacher the tools that utilizing
pascalls law
Are 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 Pascalls 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 1.1
SPIRITUAL SELF ASSESSMENT SHEET ATTITUDE
INSTRUCTIONS

Putting 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
1
I pray before and after the learning process or lab
2
I am more convinced by the existence of God after
doing experiment
3
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 greatness
Number

KD

SR

SL

Specification:
TP = rarely Score 1

SR = frequently Score 3

KD = sometimes Score 2

SL = always Score 4

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

Acquisition scores
x 4=finalscore s
maximumscores
Learners gain value:
Very Good: when obtaining a score of 3.5 x 4
Good: when obtaining a score of 2.5 x 3.5
Enough: when obtaining a score of 1.5 x 2.5
Less: 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

: .......................................................................................
Do
No.
Rated aspect
Yes
Not
1
0
1. Do I expression my idea in the discussion?
1
0
2. Do I wait until a friend finished giving their opinion?
1
0
3. Do I receive a disagreement with my friend?
4.
5.

Have I helped a friend to complete the task in my

group?
Is my tasks completed as a result of my own
thoughts?

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


7.

Do I always strive to do the work according to the


procedure?

8. Did I complete the task on time?


Maximum Score
Calculation of the final score using the formula:

Value=

ScoresAcquisition
4
Maximumscores

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

10

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
Score

No

Aspect

1.

Preparing materials
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.

1
in

experiment

activity

to

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
Good
Enough

: if get score 2.5 x 3.0


: if get score 2.0 x 2.5
: if get score 1.5 x 2.0

Less

: if get score 1.0 x 1.5

APPENDIX 2
Knowledge 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 3
Assessment instrument of attitude competence
InstrumenPenilaianDiri:
Digunakanuntukmenilaisikappesertadidikdalammenghargaikerjaindividudankelompokketikameng
ikuti proses pembelajaran.
Namasiswa: ......................................................................................................
Dilakukan
No
Aspek yang dinilai
Ya
Tidak
1.

Apakahsayamenyampaikanpendapatdalamdiskusi
?

2.

Apakahsayasabarmenunggusampaitemanselesai
menyampaikanpendapatnya?

3.

Apakahsayamenerimaperbedaanpendapatdengan
temansaya?

4.

Apakahsayamemberiandilbagikerjakelompoksaya?

5.

Apakahsayamembantutemanuntukmenyelesaikan
tugasdalamkelompoksaya?

6.

Apakahsayamenyelesaikantugastugassayadengansesedikitmungkinmemintabantu
an orang lain.

7.

Apakahtugastugassayaselesaikansebagaihasilpemikiransayase
ndiri?

8.

Apakahsayaselaluberusahauntukmenghasilkanhas
ilkaryaterbaik?

9.

Apakahsayaselaluberusahauntukmengerjakantug
assesuaiprosedur?

Apakahsayamenyelesaikantugastepatwaktu?

10
.

Skormaksimum

Nilai=

Jumla h skor yang diperole h


4
Skor maksimum

10