LESSON PLAN School : High School Class / Semester : X / 1 Subject : PHYSICS Competency Standards 3. Applying the principle of optical instruments. Basic Competency 3.1. Analyzing optical instruments qualitatively and quantitatively. Indicator 1. Describe the function and the optical devices and eye glasses, microscopes, and telescopes. 2. Differentiate observation without accommodation and accommodation maximum. 3. Analyzing the formation of shadows on the glass eyes, loops, microscopes, and telescopes. 4. Determine the strength of lenses in patients miopi and hipermetropi. 5. Calculating the loop magnification, microscopes, and telescopes. A. Learning Objectives After doing the learning activities students can: 1. Explaining the mirror. 2. Describes how to determine the shadow object on the plane mirror. 3. Mention the nature of the image formed by plane mirrors. 4. Mention the nature of reflection by the concave mirror. 5. Depicts the image formed by concave mirror. 6. Explaining the relationship between the distance of objects and the distance the shadow in the mirror. 7. Explaining the linear magnification. 8. Explain the effect of body position on the nature of the image produced concave mirror. 9. Mention the nature of the rays reflecting on the convex mirror. 10. Distinguishing characteristics of the image produced concave and convex mirrors. 11. Explain the meaning of the lens. 12. Distinguishing convex lenses and concave lenses. 13. Mention the direction of refraction of the rays on convex lens. 14. Explaining the relationship between object distance and the distance the shadow of the lens. 15. Determine the magnification of the image produced by the lens. 16. Explain the effect of body position on the image formed convex lens. 17. Mention the main rays refracted at the concave lens. 18. Distinguishing characteristics of the image produced convex and concave lenses. 19. Explaining the power of the lens. 20. Explaining the relationship between the curvature and focal length lens. 21. Explaining the optical instrument. 22. Explain the function of parts of the eye. 23. Explaining the power of accommodation. 24. Differentiate observation without accommodation and accommodation maximum. 25. Distinguish normal eyes, nearsightedness (miopi), farsightedness (hipermetropi) and old eyes (presbiopi),. 26. Determine the range of accommodation power of the eyes. 27. Explaining the formation of shadows on the camera. 28. Explaining the formation of shadows on the magnifying glass (magnifying glass). Lesson Plan Page 1
Transcript
LESSON PLAN
School : High SchoolClass / Semester : X / 1Subject : PHYSICS
Competency Standards3. Applying the principle of optical instruments.
Basic Competency3.1. Analyzing optical instruments qualitatively and quantitatively.
Indicator1. Describe the function and the optical devices and eye glasses, microscopes, and
telescopes.2. Differentiate observation without accommodation and accommodation maximum.3. Analyzing the formation of shadows on the glass eyes, loops, microscopes, and
telescopes.4. Determine the strength of lenses in patients miopi and hipermetropi.5. Calculating the loop magnification, microscopes, and telescopes.
A. Learning ObjectivesAfter doing the learning activities students can:1. Explaining the mirror.2. Describes how to determine the shadow object on the plane mirror.3. Mention the nature of the image formed by plane mirrors.4. Mention the nature of reflection by the concave mirror.5. Depicts the image formed by concave mirror.6. Explaining the relationship between the distance of objects and the distance the
shadow in the mirror.7. Explaining the linear magnification.8. Explain the effect of body position on the nature of the image produced concave
mirror.9. Mention the nature of the rays reflecting on the convex mirror.10. Distinguishing characteristics of the image produced concave and convex mirrors.11. Explain the meaning of the lens.12. Distinguishing convex lenses and concave lenses.13. Mention the direction of refraction of the rays on convex lens.14. Explaining the relationship between object distance and the distance the shadow
of the lens.15. Determine the magnification of the image produced by the lens.16. Explain the effect of body position on the image formed convex lens.17. Mention the main rays refracted at the concave lens.18. Distinguishing characteristics of the image produced convex and concave lenses.19. Explaining the power of the lens.20. Explaining the relationship between the curvature and focal length lens.21. Explaining the optical instrument.22. Explain the function of parts of the eye.23. Explaining the power of accommodation.24. Differentiate observation without accommodation and accommodation maximum.25. Distinguish normal eyes, nearsightedness (miopi), farsightedness (hipermetropi)
and old eyes (presbiopi),.26. Determine the range of accommodation power of the eyes.27. Explaining the formation of shadows on the camera.28. Explaining the formation of shadows on the magnifying glass (magnifying glass).
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29. Explaining the formation of shadows on the microscope.30. Explaining the formation of shadows on the telescope.
B. Learning MaterialsThe image formation
C. Learning Methods1. Model: - Direct Instruction (DI)
- Cooperative Learning 2. Method: - Discussion groups
- Observations - Lectures
D. Activity Steps
FIRST SESSION
a. Activities Introductiono Motivation and Aperception:
State the nature of the image formed plane mirror. How to determine the linear magnification at the concave mirror?
o Prerequisite knowledge: How to determine the shadow object in the mirror flat? What is the linear magnification?
b. Core Activitieso Teachers guide students in forming groups.o Students (supervised by teachers) discuss the notion of the mirror.o Learners pay attention to how to determine the plane mirror image of the
object presented by the teacher.o Representatives of the students were asked to name the attributes of the
image formed plane mirror.o Learners pay attention to the example problems to determine the distance
the shadow object on a flat mirror that delivered by the teacher.o Students (supervised by teachers) discuss the reflection of light by a
concave mirror.o Representatives of the students were asked to mention the nature of
reflection by a concave mirror.o Learners pay attention to teachers' explanations of how to paint a shadow
formed by a concave mirror.o Learners pay attention to the relationship between object distance and the
distance to the mirror image conveyed by the teacher.o Students (supervised by teachers) discuss the notion of linear
magnification.o Learners pay attention to the example problems determining the
magnification of the image on the concave mirror is delivered by teachers.o Learners pay attention to teachers' explanations about the effect of body
position on the nature of the image produced concave mirror.o Students (supervised by teachers) discuss the reflection of light on a
convex mirror.o Representatives of the students were asked to name the reflectance
properties of the main beams on the convex mirror.
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o Learners in each group discusses the characteristics of the image produced concave and convex mirrors.
o Students presented the results of classical group discussions.o Teachers respond to students' group discussions and provide real
information.o Learners pay attention to the example problems in determining the
magnification of a convex mirror image conveyed by the teacher.o The teacher gives some problems determining the magnification of the
image on the concave mirror and a convex mirror to be done by learners.o Teacher corrects students' answers to whether it is correct or not. If there
are students who have not been able to answer correctly, the teacher can provide direct guidance.
c. Concluding Activitieso Teachers give awards to groups that have good performance and
cooperation.o Students (supervised by teachers) to create a summary of discussions.o The teacher gives a homework assignment in the form of exercises.
SECOND SESSION
a. Activities Introductiono Motivation and Aperception:
How does the nature of the image produced by a convex lens? How to paint the image produced by a concave lens?
o Prerequisite knowledge: How the effects of body position on the image formed convex lens? State the direction of refraction of the rays on concave lens.
b. Core Activitieso Teachers guide students in forming groups.o Students (supervised by teachers) discuss the notion of the lens.o Representatives of the students were asked to explain the differences
convex lenses and concave lenses.o Representative students were asked to mention the direction of refracted
rays of the convex lens.o Learners pay attention to the relationship between object distance and the
distance the shadow of the lens delivered by teachers.o Learners pay attention to the example problems to determine magnification
image produced by a convex lens made by teachers.o Learners pay attention to teachers' explanations about the effect of body
position on the image formed convex lens.o Students (supervised by teachers) discuss the refraction of light at the
concave lens.o Representatives of the students were asked to mention the direction of
refraction of the rays on concave lens.o Learners in each group discusses the characteristics of the image
produced convex lenses and concave lenses.o Students presented the results of classical group discussions.o Teachers respond to students' group discussions and provide real
information.o Learners pay attention to the example problems determining the
magnification of the shadow on concave lenses delivered by teachers.
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o The teacher gives some problems determining the magnification of the shadow on the convex lenses and concave lenses to be done by learners.
o Teacher corrects students' answers to whether it is correct or not. If there are students who have not been able to answer correctly, the teacher can provide direct guidance.
o Students (supervised by teachers) discuss the terms of the power of the lens.
o Learners pay attention to teachers' explanations about the relationship between the curvature and focal length lens.
o Learners pay attention to the example problems and determine the focal length lens power delivered by the teacher.
c. Concluding Activitieso Teachers give awards to groups that have good performance and
cooperation.o Students (supervised by teachers) to create a summary of discussions.o The teacher gives a homework assignment in the form of exercises.
THIRD SESSION
a. Activities Introductiono Motivation and Aperception:
Why can the shadows fall in front of or behind the retina? How do I help people with nearsightedness (miopi)?
o Prerequisite knowledge: How does the process of forming the image object on the retina? What is nearsightedness (miopi)?
b. Core Activitieso Teachers guide students in forming groups.o Students (supervised by teachers) discuss the notion of optical devices.o Learners pay attention to teachers' explanations about the function of parts
of the eye as an optical instrument.o Learners pay attention to the process of forming the image on the retina of
objects submitted by the teacher.o Representatives of the students were asked to explain the notion of
accommodation power of the eye.o Learners in each group discuss the differences observed without
accommodation and accommodation maximum.o Learners to discuss with the group about the differences of normal eyes,
nearsightedness (miopi), farsighted (hipermetropi), and old eyes (presbiopi).
o Each group was asked to present the results of the discussion in front of the other group.
o Teachers respond to students' group discussions and provide real information.
o Students (supervised by the teacher) to discuss how to determine the range of accommodation power of the eye.
o Learners pay attention to teachers' explanations for the formulation of eye accommodation power.
o Learners pay attention to the example problems to determine the eye accommodation power delivered by the teacher.
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o Teachers give some questions to determine the power of accommodation is done by eye for learners.
o Teacher corrects students' answers to whether it is correct or not. If there are students who have not been able to answer correctly, the teacher can provide direct guidance.
c. Concluding Activitieso Teachers give awards to groups that have good performance and
cooperation.o Students (supervised by teachers) to create a summary of discussions.o The teacher gives a homework assignment in the form of exercises.
FOURTH SESSION
a. Activities Introductiono Motivation and Aperception:
How to avoid chromatic aberration in the camera? How do I calculate the magnification of the image produced a
What is chromatic aberration? How does the principle of the magnifying glass (magnifying glass)?
b. Core Activitieso Teachers guide students in forming groups, each group consisting of 4-5
boys and girls of different abilities.o Students (supervised by the teacher) to discuss the formation of shadows
on optical devices.
o Teachers share responsibility for the group: Two groups were given the task to explain the formation of eye
shadow on the glass. Two groups were given the task to explain the formation of shadows
on the camera. Two groups were given the task to explain the formation of shadows
on the magnifying glass (magnifying glass). Two groups were given the task to explain the formation of shadows
on the microscope. Two groups were given the task to explain the formation of shadows
on the telescope.o Task given the group a week before the learning process implemented.o Each group was asked to write it in paper form.o Each group was asked to present the results of the discussion in front of
the other group.o Teachers respond to students' group discussions and provide real
information.
c. Concluding Activitieso Teachers give awards to groups that have good performance and
cooperation.o Students (supervised by teachers) to create a summary of discussions.o The teacher gives a homework assignment in the form of exercises.
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E. Learning Resourcesa. Physics dictates of class X-1 semesterb. Relevant reference booksc. Environment
F. Assessment of Learning Outcomesa. Assessment techniques:
o Written testo Assignment
b. Shape Instrument:o PG testo Field testso Test descriptiono Home duties
c. Example Instruments:- Examples of PG testA student wanted to see objects very far away. If students are only able to view the most distant object 200 cm, he should use the glasses with the power ....A. +1.0 D D. -1, 0 DB. +0.5 D E. -1.5 DC. -0.5 D
- Examples of field testThe process of setting the thickness of the lens to produce a shadow on the retina is called ....
- Sample test descriptionWhat is the magnification of a telescope having an objective lens with focal length 75 cm and focal length eyepiece with 4 cm.
- Example of a homework assignmentMake an article of the function of parts of the optical devices (spectacles, microscopes, and telescopes).
Amuntai, 1 Februari 2010Signed byHead Master Teacher
School : High SchoolClass / Semester : X / 2Subject : PHYSICS
Competency Standards3. Applying the principle of optical instruments.
Basic Competency2.3 Applying the optical devices in everyday life.
Indicator1. Identify applications of optical devices in everyday life.2. Designing and making a simple telescope.
A. Learning ObjectivesLearners can:
1. Explain the usefulness of cameras in everyday life.2. Explain the usefulness of loops in everyday life.3. Explain the usefulness of the microscope in everyday life.4. Explain the usefulness of the telescope in everyday life.5. Making a telescope of Galileo.
B. Learning MaterialsThe image formation
C. Learning Methods1. Model: - Direct Instruction (DI)
- Cooperative Learning2. Method: - Discussion groups - Lectures
- Experiment
D Activity Steps
FIRST SESSION
a. Activities Introduction
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o Motivation and Aperception: Are the advantages of using a microscope with eye berokomodasi
not? What is the purpose telescope in everyday life?
o Prerequisite knowledge: How does the principle of microscope work? How telescopes work principle?
o Pre-experiment:- Be careful using laboratory equipment.
b. Core Activitieso Teachers guide students in forming groups.o Students (supervised by teachers) discuss the application of various optical
devices in everyday life.o Learners in each group discuss the use of various optical devices
(cameras, loop, microscopes, and telescopes) in everyday life.o Each group was asked to present the results of the discussion in front of
the other group.o Teachers respond to students' group discussions and provide real
information.o Representatives from each group was asked to take a thick cardboard,
First fruit of a convex lens, a concave lens pieces, scissors, glue, and cork.o Teachers present their work steps to perform an experiment to make a
telescope of Galileo (Scientific Project 47 pages).o Learners in each group conduct experiments in accordance with the steps
which have been described by teachers.o Teachers conducted experiments that examined whether students had
done correctly or not. If there are any students or groups who have not been able to do it right, the teacher can provide direct guidance.
c. Concluding Activitieso Teachers give awards to groups that have good performance and
cooperation.o Students (supervised by teachers) to create a summary of discussions.o The teacher gives a homework assignment in the form of exercises.
E. Learning Resourcesa. Physics dictate semester 1 of class Xb. Relevant reference books
c. Equipment and materials lab
F. Assessment of Learning Outcomesa. Assessment techniques:
o Test performanceo Assignment
b. Shape Instrument:o Test the product of work quoteso Home duties
c. Example Instruments:o Sample homework assignment
Make a list of optical devices and their usefulness in everyday life.
School : High SchoolClass / Semester : X / 2Subject : PHYSICS
Competency Standards4. Applying the concepts of heat and energy conservation principles in a variety of changes in energy.
Basic Competency1.4 Analyzing the effect of heat on a substance.
Indicator1. Analyzing the effect of heat on body temperature changes.2. Analyzing the effect of temperature change material to the object size
(expansion).3. Analyzing the effect of heat on body shape changes.
A. Learning ObjectivesAfter the learning activities students can:
1. Explaining the temperature.2. Describes the body is not a good measure of temperature.3. Explain the working principle of a thermometer.4. Explaining the nature of termometrik.5. Mention a few examples termometrik properties.6. Mention some thermometer scale.7. Explaining the relationship of Celsius temperature scale, Reamur,
Fahrenheit, and Kelvin.8. Determine the general scale of the thermometer scale.9. Mentions several types of thermometers.10. Create a simple thermometer.11. Explaining the heat capacity.12. Explaining the heat type.13. Explaining the process of expansion.14. Distinguishing the expansion length, area, and volume.
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15. Explaining the relationship between the expansion coefficient length, area, and volume.
16. Distinguish the form of gas, liquid, and solid.17. Explaining the change states of matter.18. Distinguish latent heat of fusion and latent heat of vaporization.19. Explain the factors that influence changes in states of matter.
B. Learning MaterialsTemperature, Heat, and Changes Being
C. Learning Methods1. Model: - Direct Instruction (DI)
- Cooperative Learning 2. Method: - Discussion groups
- Lectures- Experiment
D Activity Steps
FIRST SESSION
a. Activities Introductiono Motivation and Aperception:
Mention some examples termometrik properties. The units are used for the thermodynamic scale?
o Prerequisite knowledge: What is the nature of termometrik? How is the relationship Celsius and Kelvin scale?
o Pre-experiment: Be careful using laboratory equipment.
b. Core Activitieso Teachers guide students in forming groups.o Students (supervised by teachers) discuss the notion of temperature.o Learners pay attention to the teacher explained about the body is not a
good measure of temperature.o Learners working principles of the thermometer is delivered by teachers.o Students (supervised by teachers) discuss the nature termometrik
understanding.o Representatives from each group was asked to give a few examples
termometrik properties.o Representatives from each group were asked to name some of the
thermometer scale.o Learners in each group discussed the relationship Celsius temperature
scale, Reamur, Fahrenheit, and Kelvin.o Students presented the results of classical group discussions.o Teachers respond to students' group discussions and provide real
information.o Learners pay attention to the teacher explained to determine the general
scale of the thermometer scale.o Learners pay attention to the example about calculating the temperature
scale Celsius, Reamur, Fahrenheit, and Kelvin delivered by teachers.L e s s o n P l a n
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o The teacher gives some problems to calculate Celsius temperature scale, Reamur, Fahrenheit, and Kelvin to do the learner.
o Teacher corrects students' answers to whether it is correct or not. If there are still students who have not been able to answer correctly, the teacher can provide direct guidance.
o Representatives of the students were asked to name a few types of thermometers.
o Representatives from each group was asked to take old plastic drinks bottles, alcohol, water, food dye, a rather transparent drinking straws, and plasticine.
o Teachers present their work steps to perform an experiment to make a simple thermometer (Scientific Project 73 pages).
o Learners in each group conduct experiments in accordance with the steps which have been described by teachers.
o Teachers conducted experiments that examined whether students had done correctly or not. If there are any students or groups who have not been able to do it right, the teacher can provide direct guidance.
c. Closing Activitieso Teachers give awards to groups that have good performance and
cooperation.o Students (supervised by teachers) to create a summary of discussions.o The teacher gives a homework assignment in the form of exercises.
SECOND SESSION
a. Introduction Activitieso Motivation and Aperception:
Does the nature of the specific heat capacity of a substance? Is there a relationship between the expansion coefficient of length,
area, and volume?o Prerequisite knowledge:
What is heat capacity? How does the process of expansion?
b. Core Activitieso Teachers guide students in forming groups.o Students (supervised by the teacher) to discuss terms of heat capacity.o Representatives of the students were asked to explain the sense of heat
type.o Learners pay attention to the example problems determining the heat
energy delivered by the teacher.o The teacher gives some problems determining the heat energy to work with
learners.o Teacher corrects students' answers to whether it is correct or not. If there
are still students who have not been able to answer correctly, the teacher can provide direct guidance.
o Students (supervised by the teacher) to discuss the process of expansion.o Learners in each group discussed the difference expansion of length, area,
and volume.o Learners in the group discussed the relationship between the expansion
coefficient of length, area, and volume.o Students presented the results of classical group discussions.
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o Teachers respond to students' group discussions and provide real information.
o Learners concerned about determining the expansion sample length, area, and volume delivered by teachers.
o Teachers give some questions to determine the long expansion, area, and volume to do the learner.
o Teacher corrects students' answers to whether it is correct or not. If there are still students who have not been able to answer correctly, the teacher can provide direct guidance.
c. Closing Activitieso Teachers give awards to groups that have good performance and
cooperation.o Students (supervised by teachers) to create a summary of discussions.o The teacher gives a homework assignment in the form of exercises.
THIRD SESSION
a. Activities Introductiono Motivation and apresepsi:
Is the form of a substance can be changed?o Prerequisite knowledge:
Whether factors that affect change in form of a substance? b. Core Activities
o Teachers guide students in forming groups.o Students (supervised by teachers) discuss the differences in the form of
gas, liquid, and solid both in macroscopic and microscopic.o Learners in each group to discuss changes in the form of substance
(melting, freezing, evaporation, condensation, and sublimation).o Representatives from each group were asked to cite examples of matter
changing events in everyday life.o Students presented the results of classical group discussions.o Teachers respond to students' group discussions and provide real
information.o Students (supervised by teachers) discuss the latent heat.o Learners pay attention to teachers' explanations about the differences in
latent heat of fusion and latent heat of vaporization.o Learners pay attention to the example problems determining the heat
required to change a substance delivered by the teacher.o The teacher gives some problems determining the heat required to change
a substance to work with learners.o Teacher corrects students' answers to whether it is correct or not. If there
are still students who have not been able to answer correctly, the teacher can provide direct guidance.
o Learners consider the factors that influence changes in states of matter submitted by the teacher.
c. Concluding Activitieso Teachers give awards to groups that have good performance and
cooperation.
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o Students (supervised by teachers) to create a summary of discussions.o The teacher gives a homework assignment in the form of exercises.
E. Learning Resourcesa. Physics dictates of class Xb. Relevant reference books
c. Environmentd. Equipment and materials lab
F. Assessment of Learning Outcomesa. Assessment techniques:
- Written testb. Shape Instrument:
- PG Test- Test field- Tests description
c. Example Instruments:- Examples of PG testA total of 200 grams of water temperature to 60 0 C is mixed with a mass of 50 grams of milk with a temperature of 50 0 C. If the same type of water heating with heating of the milk, then the temperature of the mixture is ....A. 20 0 C D. 50 0 CB. 30 0 C E. 60 0 CC. 40 0 C
- Examples of field testA stick of length 1 m metal is heated from the temperature 20 0 C to80 0 C, thus having the length 1 mm. When metal is heated until the temperature of 140 0 C, then the length of the metal to be ....
- Sample test descriptionCalculate the heat required to change 200 grams of ice temperature -10 0 C to water vapor temperature 125 0 C.
Amuntai, 1 Februari 2010Signed byHead Master Teacher
School: High SchoolClass / Semester: X / 2Subject: PHYSICS
Competency Standards4. Applying the concept of heat and energy conservation principles in a variety of
changes in energy.
Basic Competency4.2. Analyzing how heat transfer.
Indicator1. Analyze the heat transfer by conduction.2. Analyze the heat transfer by convection.3. Analyze the heat transfer by radiation.
A. Learning ObjectivesAfter the learning activities students can:
1. Explaining the heat.2. Mention how heat transfer in everyday life.3. Explaining the conduction.4. Citing examples of heat transfer by conduction in everyday life.5. Determine the rate of heat transfer by conduction.6. Explaining convection.7. Citing examples of heat transfer by convection in everyday life.8. Determine the rate of heat transfer by convection.9. Explaining the radiation.
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10. Citing examples of heat transfer by radiation in everyday life.11. Determine the rate of heat transfer by radiation.
B. Learning MaterialsHeat Transfer
C. Learning Methods 1. Model: - Direct Instruction (DI)
- Cooperative Learning2. Method: - Discussion groups
- Lectures- Observations
D Activity Steps
FIRST SESSION
a. Activities Introductiono Motivation and Aperception:
Mention examples of heat transfer by conduction within everyday life.
What factors affect the rate of heat transfer by convection?o Prerequisite knowledge:
What is conduction? What is convection?
b. Core Activitieso Teachers guide students in forming groups.o Students (supervised by teachers) discuss the notion of heat.o Representatives of the students were asked to mention how heat transfer in
everyday life.o Students (supervised by teachers) discuss the notion of conduction.o Representatives from each group were asked to cite examples of heat
transfer by conduction in everyday life.o Learners pay attention to the formulation in determining the rate of heat
transfer by conduction is given by the teacher.o Learners pay attention to the example problem to determine the rate of
heat transfer by conduction is given by the teacher.o Students (supervised by teachers) discuss the notion of convection.o Learners in each group discussed the example of heat transfer by
convection in everyday life.o Learners in the group discussed the understanding of radiation and
examples of heat transfer by radiation in everyday life.o Each group was asked to present the results of the discussion in front of
the other group.o Teachers respond to students' group discussions and provide real
information.o Learners pay attention to teachers' explanations regarding the formulation
in determining the rate of heat transfer by convection and radiation.o Learners pay attention to the example problems to determine the rate of
heat transfer by convection and radiation is delivered by teachers.o Teachers give some questions to determine the rate of heat transfer by
conduction, convection, and radiation to do by learners.
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o Teacher corrects students' answers to whether it is correct or not. If there are still students who have not been able to answer correctly, the teacher can provide direct guidance.
c. Concluding Activitieso Teachers give awards to groups that have good performance and
cooperation.o Students (supervised by teachers) to create a summary of discussions.o The teacher gives a homework assignment in the form of exercises.
E. Learning Resourcesa. Diktat Physics Class Xb. The relevant reference booksc. Environment
F. Assessment of Learning Outcomes
a. Assessment techniques: - Written testb. Shape Instrument: - PG Test
- Test field - Tests descriptionc. Example Instruments:
- Examples of PG testIf the temperature is raised to two-time items, the power transferred by radiation heat turned into ....A. two times largerB. four times greaterC. eight times largerD sixteen times largerE. thirty-two times greater
- Examples of field testIn a heavy enough exercise, your body can pump as much as 2.00 liters of blood per minute so that the body is cooling at 2.00 0 C. Assuming the same heat with the heat of the blood types of water types and kinds of mass 1050 kg / m 3, the rate of convection that appears in this event is ....
- Example of a homework assignmentA cooling measures 60 cm x 60 cm x 60 cm is used to hold the ice temperature remains within the range of -4 0 C and 0 0 C. Cooling wall thickness is 5 cm and made of plastic with a thermal conductivity value of 0.033 W / m 0 K. If the ambient temperature around the refrigerator 30 0 C. Determine the rate of heat entering the cooler.
Amuntai, 1 Februari 2010Signed byHead Master Teacher
School : High SchoolClass / Semester : X / 2Subject : PHYSICS
Competency Standards4. Applying the concepts of heat and energy conservation principles in a variety of changes in energy.
Basic Competency4.3. Applying the principle of the Black in solving problems.
Indicator1. Describe the difference of heat absorbed and heat is released.2. Black in the event of applying the principle of heat exchange.
A. Learning ObjectivesLearners can:
1. Mentioning Black principle.2. Mention the application of the principle terms terjdinya Black.
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3. Distinguishing the heat is absorbed and released heat.4. Black explained the principle applications in everyday life.
B. Learning MaterialsBlack Principle
C. Learning Methods 1. Model: - Direct Instruction (DI)
- Cooperative Learning2. Method: - Discussion groups
- Lectures- Observations
D Steps Activities
FIRST SESSION
a. Activities Introductiono Motivation and Aperception:
- Are the requirements of the application of the principle of Black?o Prerequisite knowledge:
- Specify the sound principle of Black? b. Core Activities
o Teachers guide students in forming groups.o Students (supervised by teachers) discuss the principles of Black.o Representative students were asked to mention the principle of Black.o Representatives from each group were asked to name the terms of the
application of the principle of Black.o Learners in each group discuss the differences of heat absorbed and heat
is released.o Learners to discuss with the group on the application of the principle of the
Black in everyday life.o Each group was asked to present the results of the discussion.o Teachers respond to students' group discussions and provide real
information.o Learners to consider the application of the principle of Black analysis and
problem solving the problem presented by the teacher count.o Learners pay attention to the example problems on the application of the
principles presented by Black teachers.o Teacher gives a few questions regarding the application of the principle to
work by Black students.o Teacher corrects students' answers to whether it is correct or not. If there
are still students who have not been able to answer correctly, the teacher can provide direct guidance.
c. Concluding Activitieso Teachers give awards to groups that have good performance and
cooperation.o Students (supervised by teachers) to create a summary of discussions.o The teacher gives a homework assignment in the form of exercises.
E. Learning Resourcesa. Diktat Physics Class X
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b. The relevant reference booksc. Environment
F. Assessment of Learning Outcomesa. Assessment techniques:
o Written testb. Shape Instrument:
o PG testo Test description
c. Example Instruments:- Examples of PG test
A patch of ice inserted into the container of hot water so that all the ice melts. The statement below is correct ....A. ice receives heat and water remove the heatB. received heat and ice water remove the heatC. ice and water are equally remove the heatD ice and water are both receiving heatE. ice and water do not accept and does not remove the heat
- Sample test descriptionA patch of ice (mass 40 g) cooled to -78 0 C. Then, the ice was put into 560 g water at 80 g copper container. Initial temperature of water = 25 0 C. Determine the temperature at last. If all the ice did not melt, determine the mass of ice that tersisa.Kalor types of ice = 2090 J / kg 0 C.
Amuntai, 1 Februari 2010Signed byHead Master Teacher
1. Strong currents in formulating the amount of simple closed circuits.2. Magnitude formulate constraints in series and parallel circuits.3. Formulate the voltage magnitude in a simple closed circuits using Kirchhoff's
second law.L e s s o n P l a n
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A. Learning ObjectivesAfter the learning activities students can:
1. Explaining the strong electrical current.2. Citing Ohm's law.3. I mention Kirchoff laws.4. I explain the legal applications Kirchoff.5. Explaining the source of electric potential or electromotive force (emf).6. Citing examples of potential sources of electricity.7. Distinguishing the conductor material and insulation material.8. Explain the factors that affect the electrical resistance.9. Create a simple high temperature thermometer.10. Explain the sense resistor.11. Determining the value of resistance at the resistor.12. Explaining the potentiometer.13. Distinguishing the structure of electrical resistance in series and in parallel.14. Determining the value of total resistance in a mixture composed (serial and
parallel).15. Determining the value of current in the circuit has some resistance and voltage
source.16. Explaining the obstacles inside.17. Mention II Kirchoff law.18. Explain the legal applications II Kirchoff.19. Studied law I and II Kirchoff law.
B. Learning MaterialsElectricity and Power Flow Constraints
C. Learning Methods1. Model: - Direct Instruction (DI)
- Cooperative Learning2. Method: - Discussion groups
- Experiment - Observations - Lectures
D Activity Steps
FIRST SESSION
a. Introduction Activitieso Motivation and Aperception:
Does the amount of inflow into the ramifications of an outflow equal to the number of branches?
What factors affect the electrical resistance?o Prerequisite knowledge:
What is a strong electric current? What is the resistivity barriers?
o Pre-experiment:- Be careful using laboratory equipment.
b. Core ActivitiesL e s s o n P l a n
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o Teachers guide students in forming groups.o Students (supervised by teachers) discuss the strong understanding of
electrical current.o Representatives of the students were asked to name the Ohm's law.o Representatives of the students were asked to name the first Kirchoff law.o Learners pay attention to teachers' explanations regarding the application
of first Kirchoff law to resolve questions about the analysis and calculation.o Learners pay attention to the example problems concerning law application
I Kirchoff submitted by teachers.o The teacher gives some questions about the application of the law I
Kirchoff to be done by the learner.o Teacher corrects students' answers to whether it is correct or not. If there
are still students who have not been able to answer correctly, the teacher can provide direct guidance.
o Students (supervised by teachers) discuss the notion of potential sources of electrical or electromotive force (emf).
o Representatives from each group were asked to cite examples of sources of electrical potential or emf (electromotive force).
o Learners in each group discuss the differences conductor material and insulation material.
o Learners to discuss with the group about factors that affect the electrical resistance.
o Students presented the results of classical group discussions.o Teachers respond to students' group discussions and provide real
information.o Representatives of each group was asked to take the incandescent light
o The teacher presented the action steps to create a simple high-temperature thermometer utilizing the effect of changing temperature on the resistivity of the conductor wire (1.11 Activity 126 pages).
o Learners in each group conduct experiments in accordance with the steps which have been described by teachers.
o Teachers conducted experiments that examined whether students had done correctly or not. If there are any students or groups who have not been able to do it right, the teacher can provide direct guidance.
c. Closing Activitieso Teachers give awards to groups that have good performance and
cooperation.o Students (supervised by teachers) to create a summary of discussions.o The teacher gives a homework assignment in the form of exercises.
SECOND SESSION
a. Introduction Activitieso Motivation and Aperception:
How to determine the value of electrical resistance of a resistor? How to determine a replacement for the resistance barriers arranged
in parallel?o Prerequisite knowledge:
What is a resistor? Is the excess resistance circuit arranged in parallel?
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b. Core Activitieso Teachers guide students in forming groups.o Students (supervised by the teacher) to discuss the sense resistor.o Learners pay attention to the teacher explained to determine the value of
electrical resistance of a resisitor.o Learners pay attention to the example problems to determine the value of
electrical resistance of a resistor is given by the teacher.o Students (supervised by teachers) discuss the notion of potentiometer.o Learners in each group discuss the differences series and parallel
arrangement of obstacles.o Students presented the results of classical group discussions.o Teachers respond to students' group discussions and provide real
information.o Learners pay attention to the example problems determining the total
resistance is arranged in a mixture (series and parallel) delivered by teachers.
o Learners pay attention to the explanation of teachers to determine the value of the current in a circuit which has some resistance and voltage source.
o Learners consider example problems determining the value of current in a circuit which has some resistance and source voltage delivered by the teacher.
o The teacher gives some problems determining the value of the current in a circuit which has some resistance and the voltage source to be done by learners.
o Teacher corrects students' answers to whether it is correct or not. If there are still students who have not been able to answer correctly, the teacher can provide direct guidance.
c. Closing Activitieso Teachers give awards to groups that have good performance and
cooperation.o Students (supervised by teachers) to create a summary of discussions.o The teacher gives a homework assignment in the form of exercises.
THIRD SESSION
a. Introduction Activitieso Motivation and Aperception:
Are the terms of a voltage source is said to ideal? How to determine the electric currents flowing in the voltage source
which has a barrier in?o Prerequisite knowledge:
What is a ideal voltage source? What is an obstacle in?
o Pre-experiment:- Be careful using laboratory equipment.
b. Core Activitieso Teachers guide students in forming groups.o Students (supervised by teachers) discuss barriers in understanding.
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o Representatives of the students were asked to name the second Kirchoff law.
o Teachers present their work to study the legal steps I andII Kirchoff laws (11.3 Activities pages 150-151).
o Learners in each group conduct experiments in accordance with the steps which have been described by teachers.
o Teachers conducted experiments that examined whether students had done correctly or not. If there are any students or groups who have not been able to do it right, the teacher can provide direct guidance.
o Learners pay attention to teachers' explanations regarding the application of the second Kirchoff law to resolve questions about the analysis and calculation.
o Learners consider the example problems concerning the application of law submitted by Kirchoff II teacher.
o The teacher gives some questions about the application of the law II Kirchoff to be done by learners.
o Teacher corrects students' answers to whether it is correct or not. If there are still students who have not been able to answer correctly, the teacher can provide direct guidance.
c. Closing Activitieso Teachers give awards to groups that have good performance and
cooperation.o Students (supervised by teachers) to create a summary of discussions.o The teacher gives a homework assignment in the form of exercises.
E. Learning Resourcesa. After the learning activities of students has to beb. The relevant reference booksc. Equipment and materials lab
F. Assessment of Learning Outcomes
a. Assessment techniques: - Written test - Test performanceb. Shape Instrument:
- PG Test- Tests description- Test the product of work quotes
c. Example Instruments:- Examples of PG testWithin 20 s of the battery charge flow occurs at 0.1 C. Electric currents are generated battery is ....A. 20 A D. 5 mAB. 2 A E. 0.5 mAC. 50 mA
School : High SchoolClass / Semester : X / 2Subject : PHYSICS
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Competency Standards5. Applying the concept of electricity in a variety of problem solving and various technology products.
Basic Competency5.2. Identify the application of AC and DC power in everyday life.
Indicator1. Identify the application of electric current direction in everyday life.2. Identify the application of alternating electrical current in everyday life.
A. Learning ObjectivesLearners can:
1. Explaining the direction of electric current (DC).2. Explain the characteristics of DC electrical current.3. Citing a source of direct current in everyday life.4. Explaining the alternating current (AC).5. Explain the characteristics of alternating electrical current.6. Identify the source of alternating current in everyday life.7. Explaining the application of electric current and electric current direction back and forth in everyday life.8. Distinguish the direction of electric current (DC) and alternating electrical current (AC).9. Curve illustrates the direction of electric current and alternating electrical current.
B. Learning MaterialsAC and DC Electric Current
C. Learning Methods 1. Model: - Direct Instruction (DI)
- Cooperative Learning2. Method: - Discussion groups
- Lectures- Observations
D. Activity Steps
FIRST SESSION
a. Activities Introductiono Motivation and Aperception:
What are the electrical currents in the same direction? Please list the source of alternating electrical currents.
o Prerequisite knowledge: What is the electric current direction? What is an electric current back and forth?
b. Core Activitieso Teachers guide students in forming groups.o Students (supervised by teachers) discuss the current understanding of DC
(DC).
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o Learners notice features of DC electrical current delivered by the teacher.o Representatives from each group were asked to identify the source of
electric current direction in everyday life.o Students (supervised by the teacher) to discuss terms of an alternating
electric current (AC).o Learners notice features of alternating electrical current delivered by the
teacher.o Representatives from each group were asked to identify the source of
alternating electrical current in everyday life.o Learners to discuss with the group regarding the application of electric
current and electric current direction back and forth in everyday life.o Learners in each group discuss the differences and the direction of electric
current alternating electric current.o Each group was asked to present the results of the discussion in front of
the other group.o Teachers respond to students' group discussions and provide real
information.o Learners pay attention to how to draw electric current curve direction and
alternating electrical current delivered by the teacher.
c. Concluding Activitieso Teachers give awards to groups that have good performance and
cooperation.o Students (supervised by teachers) to create a summary of discussions.o The teacher gives a homework assignment in the form of exercises.
E. Learning Resourcesa. Diktat Physics Class Xb. The relevant reference booksc. Environment
F. Assessment of Learning Outcomesa. Assessment techniques:
- Written test- Assignment
b. Shape Instrument:- Tests description- Task house
c. Example Instruments:- Sample test description
Explain the difference between the direction of electric current and alternating electrical current.
- Example of a homework assignment
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Make clippings of interest regarding the application of electric current and electric current direction back and forth in everyday life. Give a description or comment on any pictures in these clippings. You can search for sources of pictures or articles on the topic of magazines, newspapers, or internet, and then assemble the teacher.
LESSON PLANSchool : High SchoolClass / Semester : X / 2Subject : PHYSICS
Competency Standards5. Applying the concept of electricity in a variety of problem solving and various technology products.
Basic Competency5.3. Using electrical measuring instruments.
Indicator1. Using amperemeter in the series.2. Using a voltmeter in the circuit.3. Using the ohmmeter in the series.
A. Learning ObjectivesAfter the learning activities students can:
1. Explaining amperemeter function.2. Explain how using amperemeter.3. Explains how to measure the current that exceeds the maximum limit amperemeter capabilities.4. Determine the electric currents flowing in the circuit.5. Explain the functions of voltmeters.6. Describes how to use the voltmeter.7. Describes the ohmmeter function.8. Describes how to use the ohmmeter9. Defining resistance in the ammeter (amperemeter) and voltmeter.
B. Learning MaterialsMeasurement of Electrical Quantities
C. Learning Methods 1. Model: - Direct Instruction (DI)
- Cooperative Learning2. Method: - Discussion groups
- Experiment- Observations- Lectures
D. Activity Steps
FIRST SESSION
a. Activities Introductiono Motivation and Aperception:
How do I measure the flow of more than ability amperemeter? How do I install a voltmeter in electrical circuits?
o Prerequisite knowledge: What is a amperemeter? What is a voltmeter?
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o Pre-experiment:- Be careful using laboratory equipment.
b. Core Activitieso Teachers guide students in forming groups.o Students (supervised by teachers) discuss amperemeter function.o Learners pay attention to teachers' explanations about how to use
amperemeter.o Learners pay attention to how to measure currents that exceed the
maximum limit amperemeter capabilities delivered by the teacher.o Learners pay attention to the example problems determining the electrical
current flowing in the series presented by the teacher.o The teacher gives some problems determining the electric current flowing
in the circuit to be done by learners.o Teacher corrects students' answers to whether it is correct or not. If there
are still students who have not been able to answer correctly, the teacher can provide direct guidance.
o Students (supervised by teachers) discuss the functions of a voltmeter and ohmmeter.
o Learners pay attention to the explanation of teachers about how to use the voltmeter, and ohmmeter.
o Teachers presented the steps to determine the bottlenecks in the work of the ammeter (amperemeter) and voltmeter (2.11 Activity pages 148-150).
o Learners in each group conduct experiments in accordance with the steps which have been described by teachers.
o Teachers conducted experiments that examined whether students had done correctly or not. If there are any students or groups who have not been able to do it right, the teacher can provide direct guidance.
o Learners discuss their group answer a few questions based on experimental results.
o Each group was asked to present the results of the discussion in front of the other group.
o Teachers respond to students' group discussions and provide real information.
c. Closing Activitieso Teachers give awards to groups that have good performance and
cooperation.o Students (supervised by teachers) to create a summary of discussions.o The teacher gives a homework assignment in the form of exercises.
E. Learning Resourcesa. The high school physics class X Diktatb. The relevant reference booksc. Equipment and materials lab
F. Assessment of Learning Outcomesa. Assessment techniques:
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- Written test- Test performance
b. Shape Instrument:- PG Test- Test field- Test the product of work quotes
c. Example Instruments:- Examples of PG test
To measure the potential difference between the two points in the circuit directly we use ....A. amperemeter D. galvanometerB. ohmmeter E. voltmeterC. micrometer
- Examples of field testTo measure the electric current in a component, must be installed .... amperemeter
Amuntai, 1 Februari 2010Signed byHead Master Teacher
School: High SchoolClass / Semester: X / 2Subject: PHYSICS
Competency Standards6. Understanding the concepts and principles of electromagnetic waves.
Basic Competency6.1. Describe the electromagnetic wave spectrum.
Indicator1. Describe the concept of electromagnetic waves.2. Sort the array of electromagnetic waves by frequency or wavelength.
A. Learning ObjectivesAfter the learning activities students can:
1. Explaining the electromagnetic wave.2. Explain the magnitude of electromagnetic waves.3. Explaining the spectrum of electromagnetic waves.4. Describe the characteristics of each of the electromagnetic wave spectrum.5. Explaining the refractive index.6. Mention the terms of the refraction of light.7. Citing sound of Snell's law.8. Determining the angle of light refraction.9. Measuring the refractive index of a liquid substance.10. Explaining the critical angle.11. Determine the critical angle for refraction of light.12. Mention the requirement of a perfect reflection.13. Explain some phenomena associated with the reflection of light.14. Distinguishing reflection regular and reflection diffraction.15. Distinguishing characteristics of light by Newton's theory and the theory of
Huygens.16. Explain some phenomena related to the refraction of light.
B. Learning MaterialsElectromagnetic Waves
C. Learning Methods 1. Model: - Direct Instruction (DI)
- Cooperative Learning2. Method: - Discussion groups
- Experiment- Observations- Lectures
D Activity Steps
FIRST SESSION
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a. Activities Introductiono Motivation and Aperception:
How do I categorize the spectrum of electromagnetic waves? Why is the speed of light is different when it enters a different
material?o Prerequisite knowledge:
What is the spectrum of electromagnetic waves? What is the index of refraction?
o Pre-experiment:- Be careful using laboratory equipment.
b. Core Activitieso Teachers guide students in forming groups.o Students (supervised by teachers) discuss the notion of electromagnetic
waves.o Learners pay attention to teachers' explanations about the magnitude of
electromagnetic waves.o Learners pay attention to the example problems to determine the amount of
electromagnetic waves delivered by the teacher.o Students (supervised by teachers) discuss the terms of the electromagnetic
wave spectrum.o Learners pay attention to teachers' explanations about the characteristics
each of the electromagnetic wave spectrum.o Students (supervised by teachers) discuss the terms of the refractive index.o Learners pay attention to teachers' explanations regarding the formulation
to determine the refractive index.o Representatives from each group were asked to name the terms of the
refraction of light.o Representatives of the students were asked to mention the sound of Snell's
law.o Learners pay attention to the example problems determining the angle of
light refraction presented by the teacher.o The teacher gives some problems determining the angle of light refraction
to be done by learners.o Teacher corrects students' answers to whether it is correct or not. If there
are still students who have not been able to answer correctly, the teacher can provide direct guidance.
o Representatives from each group was asked to take a cylindrical glass, black cardboard that can cover half the top of the glass, metal with the same cross-sectional area with the base glass, adhesive sufficiently, mineral water, kerosene, ruler and protractor.
o Teachers presented the action steps to measure the refractive index of a liquid substance.
o Learners in each group conduct experiments in accordance with the steps which have been described by teachers.
o Teachers conducted experiments that examined whether students had done correctly or not. If there are any students or groups who have not been able to do it right, the teacher can provide direct guidance.
o Learners discuss their group answer a few questions based on experimental results.
o Each group was asked to present the results of the discussion in front of the other group.
o Teachers respond to students' group discussions and provide real information.
c. Closing ActivitiesL e s s o n P l a n
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o Teachers give awards to groups that have good performance and cooperation.
o Students (supervised by teachers) to create a summary of discussions.o The teacher gives a homework assignment in the form of exercises.
SECOND SESSION
a. Introduction Activitieso Motivation and Aperception:
What happens when the incident angle of light is greater than the critical angle?
Are the terms of reflecting the bias?o Prerequisite knowledge:
What is critical angle? What is a reflection of bias?
b. Core Activitieso Teachers guide students in forming groups.o Students (supervised by teachers) discuss the notion of critical angle.o Learners pay attention to the example problems to determine the critical
angle for refraction of light delivered by the teacher.o Teacher gives a few questions to determine the critical angle for refraction
of light to work by learners.o Teacher corrects students' answers to whether it is correct or not. If there
are still students who have not been able to answer correctly, the teacher can provide direct guidance.
o Representatives from each group were asked to name the condition of perfect reflection.
o Learners pay attention to several phenomena associated with the reflection of light delivered by the teacher.
o Learners in each group discuss the differences and the regular reflection reflectivity refraction.
o Students presented the results of classical group discussions.o Teachers respond to students' group discussions and provide real
information.o Learners pay attention to teachers' explanations about the differences in
the properties of light by Newton's theory and the theory of Huygens.o Students' attention to several phenomena related to the refraction of light
delivered by the teacher.
c. Concluding Activitieso Teachers give awards to groups that have good performance and
cooperation.o Students (supervised by teachers) to create a summary of discussions.o The teacher gives a homework assignment in the form of exercises.
E. Learning Resourcesa. Diktat Physics Class Xb. The relevant reference booksc. Environmentd. Equipment and materials lab
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F. Assessment of Learning Outcomesa. Assessment techniques:
- Written testb. Shape Instrument:
- PG Test- Tests description
c. Example Instruments:- Examples of PG test
The order of the frequency spectrum of electromagnetic waves from small to large is ....A. infrared, light, UV, rays-i ‡, Î ³-rayB. UV, infrared, light-i ‡, Î ³-rayC. light, UV, Î ³-rays, ray-i ‡D radio waves, microwaves, light, infraredE. Î ³-rays, ‡ i-ray, UV, light, infrared
- Sample test descriptionState the characteristics of electromagnetic waves.
Amuntai, 1 Februari 2010Signed byHead Master Teacher
LESSON PLANSchool : High SchoolClass / Semester : X / 2Subject : PHYSICS
Competency Standards6. Understand the concepts and principles of electromagnetic waves.
Basic Competency6.2. Describes the application of electromagnetic waves on everyday life.
Indicator1. Identify uses of electromagnetic waves in the field of communication.2. Identify uses of electromagnetic waves in the health sector and industry.3. Explaining differences in usage frequency or wavelength range of communication
tools.
A. Learning ObjectivesAfter the learning activities students can:
1. Explaining the application of electromagnetic waves in the field of communication.2. Explain the application of electromagnetic waves in the health field.3. Explaining the application of electromagnetic waves in the industry.4. Explaining the application of electromagnetic waves in the military field.5. Explaining the application of electromagnetic waves in the field of astronomy.6. Differentiating the use of frequency or wavelength range in radar communications, telephone, radio, and television.
B. Learning MaterialsElectromagnetic Waves
C. Learning Methods 1. Model: - Direct Instruction (DI)
- Cooperative Learning 2. Method: - Discussion groups
- Lectures- Observations
D Activity Steps L e s s o n P l a n
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FIRST SESSION
a. Introduction Activitieso Motivation and Aperception:
Waves are used in a microwave oven? Are benefits infrared waves?
o Prerequisite knowledge: How do microwaves work mechanism? Is characteristic infrared waves?
b. Core Activitieso Teachers guide students in forming groups,
each group consisted of 4-5 boys and girls of different abilities.o Students (supervised by teachers) discuss the application of
electromagnetic waves in everyday life.o Teachers share responsibility for the group:
Second group was given the task to clarify the application of electromagnetic waves in the field of communication.
Two groups were given the task to clarify the application of electromagnetic waves in the health field.
Two groups were given the task to clarify the application of electromagnetic waves in the industry.
Two groups were given the task to clarify the application of electromagnetic waves in the military field.
Two groups given the task to clarify the application of electromagnetic waves in the field of astronomy.
o Task given the group a week before the learning process implemented.o Each group was asked to write it in paper form.o Each group was asked to present the results of the discussion in front of
the other group.o Teachers respond to students' group discussions and provide real
information.o Learners notice the difference the use of frequency or wavelength range in
radar communications, telephones, radios, and television delivered by teachers.
c. Closing Activitieso Teachers give awards to groups that have good performance and
cooperation.o Students (supervised by teachers) to create a summary of discussions.o The teacher gives a homework assignment in the form of exercises.
E. Learning Resourcesa. Diktat Physics Class Xb. The relevant reference booksc. Environment
F. Assessment of Learning Outcomesa. Assessment techniques:
- Written test
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- Assignmentb. Shape Instrument:
- PG Test- Tests description- Task house
c. Example Instruments:- Examples of PG test Types of waves that can be used to penetrate the fog is ....
A. IR D. blue lightB. ultraviolet E. radio C. red light
- Sample test descriptionExplain the use of electromagnetic waves in the health sector and industry.
- Example of a homework assignmentMake an article about the use of electromagnetic waves in radar communications, telephone, radio, and television. You can search for sources of pictures or articles on the topic of magazines, newspapers, or internet, and then assemble the teacher.
Amuntai, 1 Februari 2010Signed byHead Master Teacher
