CURRICULUM DEVELOPMENT

TABA’S SEVEN-STEP MODEL

By:

1. Berry Frisky Apriliani 2. Heksa Cahyani 3. Muhammad Abu Taufiq 4. Putri Ayunigtyas 5. Rinda Purwo Saputro

FACULTY OF EDUCATION

BURAPHA UNIVERSITY

MASTER DEGREE

2013

TABLE OF CONTENTS

1. Table of contents ...................................................................................... 2

2. Diagnosis of need....................................................................................... 3

3. Formulation of objectives......................................................................... 5

4. Selection of content................................................................................... 5

5. Organization of content............................................................................ 6

6. Selection of learning experiences............................................................. 18

7. Organization of learning experiences..................................................... 18

8. Determination of what to evaluate and

of ways means of doing it ........................................................................ 21

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1. DIAGNOSIS OF NEED

3. Understand, implement, analyze factual knowledge, conceptual, procedural based on a sense of curiosity about science, technology, arts, culture, and humanities with insight into humanity, nationality, state, and civilization-related causes of the phenomenon and events, as well as apply procedural knowledge on field studies accordance with the specific talents and interests to solve problem.

Class XCompetency Core Competency Basic

1. Living and the teachings their religion

1.1. Increased faith with aware of the relationship regularity and nature and complexity of the universe the greatness of God created.

1.2. Aware of the greatness of God set the motion characteristics of the phenomenon, fluid, heat and optics.

2. Living and practice behavior honest, disciplined, responsibility, caring (mutual aid, cooperation, tolerance, peace), polite, responsive and pro-active and show attitude as part of the solutions to various problems in interact effectively with social and environmental nature as well as in put yourself as a reflection nation in the association world.

2.1. Demonstrate scientific behavior (having curiosity; objective; honest; thorough; carefully; diligently; caution; responsible responsibility; open; critical; creative; innovative and care for the environment) in the activity day-to-day as a form of implementation attitude in conducting the experiment and discuss.

2.2. Appreciate the work of individuals and groups in the day-to- day activities as a form of implementations perform experiments and report the results of experiments.

3. Understand, implement, analyze factual knowledge, conceptual, procedural based on a sense of curiosity about science, technology, arts, culture, and humanities with insight into humanity, nationality, state, and civilization-related causes of the phenomenon and events, as well as apply procedural knowledge on field studies accordance with

3.1. Understanding the nature of physics and principles measurement (accuracy, precision, and rules of significant figures).

3.2. Applying the principle of vector addition (With a geometric approach).

3.3. Analyzing the physical quantities on rectilinear motion with constant velocity and straight motion with acceleration

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Competency Core Competency Basicthe specific talents and interests to solve problem.

constant.3.4. Analyzing the relationship

between force, mass, and the motion of bodies in motion straight.

3.5. Analyzing the physical quantities on the motion circular with a constant rate and application in technology.

3.6. Analyze the material properties of elasticity daily life.

3.7. Applying the laws of fluid static in everyday life.

3.8. Analyze the influence of heat and heat transfer on life everyday.

3.9. Analyze the workings of optical instruments using the properties of reflection and refraction of light by the mirrors and lenses.

4. Processing, reasoning, and presenting the realm of concrete and abstract domains associated with development of the studied at school independent, acting effectively and creative, and able to using the method according to the rules scholarly.

4.1. Presenting the results of the measurement scale using equipment and physical proper technique for a scientific inquiry.

4.2. Plan and implement experiment to determine the resultant vector.

4.3. Present data and graph results experiments to investigate the nature of the motion moving objects with straight constant speed and straight motion with constant acceleration.

4.4. Plan and implement experiment to investigate the relationship force, mass, and acceleration in the motion straight.

4.5. Presenting the idea / ideas related to motion circular (eg in relation the wheels).

4.6. Process and analyze the results experiments on the nature of the elasticity of a material.

4.7. Plan and implement experiments that utilize the properties fluid to

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Competency Core Competency Basicfacilitate a job.

4.8. Plan and implement experiments to investigate thermal characteristics of a material, especially capacity and conductivity heat.

4.9. Presenting the idea/design of a tool optics by applying the principle of reflection and refraction of the mirror and lens.

(Mendikbud, 2013)2. FORMULATION OF OBJECTIVES

3.3. Analyzing the physical quantities on rectilinear motion with constant velocity and straight motion with acceleration constant.

3.4. Analyzing the relationship between force, mass, and the motion of bodies in motion straight.

3.5. Analyzing the physical quantities on the motion circular with a constant rate and application in technology.

3. SELECTION OF CONTENT

KONSEP OF MOTION:

a) Various motionb) Distance and displacementc) Regular straight motiond) Uniformly accelerated motione) Motion free fall

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4. ORGANIZATION OF CONTENT

KONSEP OF MOTION:

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1. IDENTIFIABLE PREREQUISITE

Teach the skills necessary to perform other skills.

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Things to do:

Teach definition motion before teaching a variety of motion.

MOTION

An object is said to move if the object changes its position every time the

reference point (the point of origin).

Before going further we apply the laws of motion and force, it is good we need to

first understand the definition of kinematics and dynamics. Kinematics is the

study of motion without regard to the cause, while the dynamics is the study of

motion and forces cause.

2. FAMILIARITY

(Started by providing information that is often in the know in daily life)

Things to do:

Explaining the various movements that often we observe based on the

shape of the trajectory and speed.

VARIOUS MOTION

Based on the trajectory of motion is divided into three, namely:

a) straight motion is the motion of a straight trajectory

b) motion is the motion trajectory parabola parabolic

c) the circular motion circular motion trajectory

While based on the acceleration of motion is divided into 2. (enrichment for

subsequent material)

a) Motion irregular motion acceleration is equal to zero (a = 0) or constant

velocity motion.

b) Motion to change irregular motion acceleration is constant (a = constant) or

the motion speed changes on a regular basis

3. DIFICULTLY

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(Teaching of things from simple to complex)

Things to do:

Analyzing the components of motion, starting from the simple distance,

displacement, velocity, acceleration, and so on)

DISTANCE AND DISPLACEMENT

Distance is a long path taken by the materials / objects throughout the movement.

displacement is the change in position of an object from the initial position

(reference) position to the end (goal).

Example Problem 1:

From the image below, determine the magnitude of displacement experienced by

the object, if the object of the movement position:

a) x1 to x2

b) x1 to x3

Answer:

a. Displacement from x1 to x2 = x2 - x1 = 7-2 = 5 (positive)

b. Displacement from x1 to x3 = x3 - x1 = -2 - (+2) = -4 (negative)

Velocity (v) is a vector quantity whose magnitude according to the trajectory

changes per unit time.

Lag is a scalar quantity that amount in accordance with the trajectory changes per

unit time.

REGULAR STRAIGHT MOTION

Uniform rectilinear motion is motion in a straight trajectory and speed is always fixed.

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In terms of speed of rectilinear motion with the same speed, because the particles move in one direction only.

Straight Regular motion apply the formula:

with:

x = distance (trajectory changes), (m)

v = velocity, (m / s)

t = time, (s)

Observe Figure 2.1, from the formula x = v.t, then:

t = 1 s, x = 20 m

t = 2 s, x = 40 m

t = 3 s, x = 60 m

t = 4 s, x = 80 m

Figure 2.1 The graph v against t in uniform rectilinear motion

In Figure 2.1, it can be concluded that the bona fide object moving speed of 20

m / s for 4 s has a distance of 80 m (a vast area of a rectangle with a length of 4 s

and a width of 20 m / s = 4s x 20 m / s = 80 m).

By considering Figure 2.2, the velocity is tangent price the angle formed by the

long lines in front of the corner (long axis x) and the length of the line which

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coincides with the angle (long axis t), see Figure 2.2 (v = tan = 80 m / 3 s =

26.67 m / s).

Figure 2.2 Graph x against t in uniform rectilinear motion

Average speed

Example Problem 2:

Bayu driving a Ferrari for the first 30 minutes a distance of 40 km, then for 10

minutes a distance of 15 miles a second, and in the third minute for 8 minutes a

distance of 9 km. Determine the average speed of the car.

Answer:

t1 = 30 menit x1 = 40 km

t2 = 10 menit x2 = 15 km

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t1 = 8 menit x1 = 9 km

Shortly speed

Instantaneous velocity, is the velocity of an object moving at a certain moment,

the time interval t taken very short, written mathematically as follows:

4. INTEREST

(Start with a topic or task which will create student interest)

Things to do:

Demonstrate an eraser dropped from a certain height, then give the students

the question "What is the acceleration of eraser that? 'As explained earlier

UAM where (a = constant = g)

UNIFORMLY ACCELERATED MOTION

When an object changes speed fixed for the same time interval, it is said that the

object had uniformly accelerated motion.

Uniformly accelerated rectilinear motion and slowed irregular if an object is

moving straight and velocity at any time is always increasing with irregular, then

the object was said to be uniformly accelerated moving straight. Acceleration (a =

acceleration) is a change of pace every second, can be expressed mathematically

as:

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assuming initial t0 = 0 and t1 = t, then obtained:

with:

vt = final velocity (m/s)

v0 = initial velocity (m/s)

a = acceleration (m/s2)

t = time (s)

Therefore there are 2 kinds of speed changes, then UAM also be divided into two

types namely: uniformly accelerated motion with a> 0 (accelerated) and UAM a

<0 (slowed down), when the direction of the acceleration of the object velocity is

accelerating, if the acceleration in the opposite direction with slowing the speed of

objects.

Figure 2.3 Graph of uniformly accelerated motion

To find the distance when moving uniformly accelerated, a step that needs to be

done is to find the area of the unshaded area, as in Figure 2.4. Distance =

extensive graph v against t.

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Figure 2.4 Finding mileage by objects that perform uniformly accelerated motion

Figure 2.5 Graph x against t in a uniformly accelerated motion (graph is a

parabola)

Example Problem 3:

The car had uniformly accelerated motion with an initial velocity of 7 m / s, after

10 second speed is 25 m / s. Find the acceleration experienced by the car?

Answer:

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2a3 X2 = vt 22 − v02

2 → X2=−(16 )2

2 .a3

=− (16 )2

2. (−2 )= 64

5. DEVELOPMENT

( Ensure that the student has reached an appropriate level of

development before teaching assignment or topic ) .

Things to do :

Provide further explanation and provide practice questions on students'

motion analysis on objects if the objects in the drop ( given the initial

velocity ) , and what if the object was thrown upward.

REDUCED VERTICAL EARTH GRAVITY EFFECT

MOTION FREE FALL

Motion free fall is uniformly accelerated motion without initial velocity (v0),

where the acceleration due to gravity and the acceleration of gravity is called (g).

An object is said to experience free fall , if it satisfies the following conditions :

a) the initial velocity of zero ( x0 = 0 ) object is released

b) Air Friction ignored

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c) Objects dropped from a place that is not too high ( the acceleration of

gravity is considered fixed )

Problem Example 5 :

The ball is released from a height of h0 feet above the earth's surface . if

acceleration of gravity is g m/s2 , determine :

a) Height of object after t secon

b) The time required to reach the earth's surface

c) The speed as it reaches the ground

d) The speed at height (h).

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The motion of objects thrown down

An accelerated uniformly accelerated motion with initial velocity v0.

UAM formulas:

with:

h = height after t seconds (m) (on the surface of the earth)

h0 = initial height (m) (above the Earth's surface)

g = acceleration due to gravity (m/s2)

t = time (s)

Example Problem 6:

An elevator ride to the top with a speed of 3 m / s. At one point a hammer

detached and fell on the ground floor of buildings with falling 2 second time. At

what height screws loose. (g = 10 m/s2)?

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Motion Objects thrown to the Top

Is slowed uniformly accelerated motion with initial velocity v0.

UAM formula.

with:

h - h0 = height after t seconds. (h0 = 0)

h0 = initial height (at the earth's surface = 0)

h = final height (above the ground)

Because this motion is slowed down then at some point the object will stop (vt =

0). When the body reaches maximum height.

Example Problem 8:

An object is thrown vertically upward with an initial velocity of 40 m / s. If the

acceleration of gravity at that place 10 m/s2, determine the height of the object at

the speed of 20 m / s.

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5. SELECTION OF LEARNING EXPERIENCES

1. By observing the image on the media bar and stopwatch learning , students are able to mention the amount of what can be measured using these tools , and in SI units.

2. By observing objects moving through the medium of learning , students can define the notion of a wide -range of motion and motion in trajectory.

3. By doing exercises , students can implement equation velocity and acceleration in simple problems.

4. By observing objects moving through the medium of learning , define the distance and displacement .

5. By observing the graph , students can make predictions on the value of the acceleration of Regular Straight Motion (RSM) and Uniformly Accelerated Motion (UAM).

6. By observing the graph , students can formulate mileage on Uniformly Accelerated Motion (UAM).

6. ORGANIZATION OF CONTENT

A. LEARNING METHODGuided inquiry and Practicum

B. LEARNING ACTIVITIES ( In Lesson Plan)

Introduction ( 20 minutes )a. Greet and start the lesson by praying (reading basmalah).b. Check student attendance .c. Advance Organizer (comparative )

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Students Activities Teachers Helps1. Viewing images / animations are

presented by teachers and answer questions. Whether the object is moving? And what is the definition of motion in your opinion?

2. Viewing images / animations are presented by teachers and answer questions. Based on its trajectory, how many kinds of motion do you know?

1. Give the keyword "reference". Helping students make the definition of motion.

2. Help students deduce various motion based trajectory.

Core activity (40 minutes)Students Activities Teachers Helps1. See pictures / animations which

serve teachers and answer questions . What is the difference between a horse and displacement ?

2. See the motion of an object graph , and analyze it by answering questions . Including what the object motion corresponding graphs ?

3. Resolve the following issues :" Bayu driving a Ferrari for the first 30 minutes a distance of 40 km , then for 10 minutes a distance of 15 miles a second , and in the third minute for 8 minutes a distance of 9 km . Determine the average speed of the car " .

4. Demonstration dropping a pencil from a certain height , and answer questions . What can you tell from these experiments ?

1. Help students summarize the differences and the displacement distance.Provide material Regular Straight Motion (RSM).

2. Help students concluded chart.

3. Recalling the concept of average speed.

4. Remind students: How to shape its trajectory? The sooner, the slower or fixed? Shows ribbon image prcobaan

results and graphs. What about acceleration? Changed, fixed or perhaps zero

Help students deduce his results.

5. Remind students to:

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5. Resolve the following issues :Example Problem 3 :The car had uniformly accelerated motion with an initial velocity of 7 m / s , after 10 second speed is 25 m / s . Find the acceleration experienced by the car ?

Example Problem 4 : Bus silent at first then move with constant acceleration 2 m/s2 for 8 seconds, after it moves at a constant speed for 10 second . Because in front of a sudden there are people crossing the bus braking deceleration 2 m/s2 for 3 second until it stops . Determine the distance traveled by the bus for 3 second braking .

Formula:vt=v0+at

Formula: Vt2 = v02 +2 as

Closing (20 minutes)Students Activities Teachers Helps1. Formative work on the problems

2. Correcting the results of his work.

3. Summing up the results of learning

1. Without help, only directs students to work independently.

2. Without help, encourage students to uphold the value of honesty.

3. Concludes with students learning outcomes and remind students to learn the material for the provision Uniformly Accelerated Motion (UAM) practicum at the next meeting.

7. DETERMINATION OF WHAT TO EVALUATE AND OF WAYS MEANS OF DOING IT

A. Cognitive Asesment

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Assessment Techniques test Variety Assessment essay Assessment Instrument ( Problem / Assessment Sheet )

Question:

1. Mileage in SI units are ...... Remembering (C1)2. Explain the meaning of the motion that you know ! Understand (C2)3. Mention three kinds of motion based on its trajectory ! Understand (C2)4. What is the average speed of a moving bus headed to Surabaya Malang

which takes 2 hours , if known Surabaya to Malang distance is 140 miles . Application (C3).

5. Someone cycling down a mountain , if at first silent and after until the valley of speed is 15m/s, and takes 30 second . How percetapan person riding a bicycle ? Application (C3).

6. Consider the following picture :

The time it takes to cover the distance of objects from A to C is 10 minutes . What is the speed of the object motion in SI ? Analysis ( C4 )

7. Two objects A and B initially within 120 m of each other . Objects A and B each moving at a constant speed of 8 m / s and 4 m / s . They will be met if A and B move salaing face and departed at the same time , which is ..... Synthesis (C5)

8. Types of problems Synthesis ( C5 )Objects A and B , respectively mass mA and mB . Released at the same time from the same height . When it is time to till the ground each tA and tB , then ...... ( select answer and tell them your opinion ) Synthesis (C5)a. tA > tB when mA > mB b. tA < tB when mA < mBc. tA = tB not affected massesd. tA > tB when mA < mBe. tA < tB when mA > mB

9. A vertical an object thrown upwards . During the upward motion of the object applies ..... ( select answer and tell them your opinion ) Evaluation ( C6 )a. slowdown reducedb. constant speedc. constant decelerationd. acceleration increasese. large deceleration

10. Look at the picture below

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 Formulate long distance ( t ) second ! Evaluation ( C6 )

Answer Key1. Length : meter Time : second2. changes in body position to the reference point3. rectilinear motion , parabolic , and circular motion4. 70 km / h5. 0.5 m/s26. 166.67 m / s7. 10 second8. C ( not influenced by age , because every moving object has the free fall

acceleration equal to the acceleration of gravity )9. C ( the motion of objects thrown up on the same principle with the motion

of objects in free fall , so it has a constant deceleration )10. s = v_0 +1 / 2 at ^ 2

Formulation for scoring

Value=∑ of true answer

∑ of all questionx100

B. PSYCHOMOTOR ASSESSMENT

Name :…………………

Class :…………………

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NO. ABSEN:

……………

LEVELS DESCRIPTION CATEGORY

SCORE

1 2 3 4

FINAL

SCORE

IMITATION

ACCORDING IMITATING THE EXAMPLE

P1 1

MANIPULATION

TAKING CERTAIN ACTIVITIES IN ACCORDANCE WITH THE INSTRUCTIONS PROVIDED WITHOUT EXEMPLIFIED

P2 2

PRECISION

TAKING CERTAIN ACTIVITIES WITH PRECISION OR CAREFULLY

P3 3

9

ARTICULATION

DO SOME ACTIVITIES IN HARMONY AND CONSISTENT WITH A LITTLE

P4 4 12

TOTAL SCORE FINAL 33

Value=∑ of score

total scorex 100

C. AFECTIVE ASSESSMENTName :…………………

Class :…………………

LEVELS DESCRIPTION CATEGORY SCOR

RECEIVING EXPLANATION OF DESIRE FOR PAYING ATTENTION TEACHERS A1

RESPONDING DESIRE TO ASK OR SUBMIT THE OPINION A2

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NO ABSEN:

……………

VALUING DESIRE TO ACCEPT OR REJECT THE DESCRIPTION TEACHER GIVES POSITIVE OR NEGATIVE ATTITUDE A3

ORGANIZING ABILITY TO DETERMINE THE RELATIONSHIP BETWEEN THE VALUE / CONCEPTS DESCRIBED BY THE PHYSICS TEACHER

A4

CHARAKTERIZING APPLYING THE CONCEPTS TO PHYSICAL SET FORTH IN DAILY LIFE A5

TOTAL SCORE FINAL

Value=∑ of score

total scorex 100

RUBRIC AFEKTIF ASESMENTLEVELS DESCRIPTION CATEGORY LEVELS RUBRIC

RECEIVING

DESIRE FOR EXPLANATION OF TEACHERS AND FRIENDS NOTING

A1 1

1 Students do not pay attention to the teacher's explanation and friends

2 Students only pay attention to the teacher's explanation

3 Students pay attention to the teacher's explanation and friends in the discussion only

4 Students pay attention to the teacher's explanation and friends in discussions and experiments

RESPONDING DESIRE TO ASK OR SUBMIT THE OPINION

A2 2

1 Students do not actively ask or express opinions2 Students are active only ask only or deliver the opinion only...3 Students are active only asking just expressing an opinion or course

4 Students are active only ask and express opinions in discussions and experiments

VALUING

DESIRE TO ACCEPT OR REJECT THE OPINION OF THE TEACHERS AND FRIENDS TO GIVE RIGHT REASONS

A3 3

1 Students do not have the desire to receive an explanation from the teacher and friend

2 Students have a desire to reject or accept the opinion of teachers and friends without giving reasons

3 Students have a desire to reject or accept the opinion of teachers and friends by giving false reasons

4 Students accept or reject the opinion of teachers and friends by giving correct reason

ORGANIZING

ABILITY TO DETERMINE THE RELATIONSHIP BETWEEN THE VALUE / CONCEPTS DESCRIBED BY THE PHYSICS TEACHER

A4 4

1 Students are able to determine the relationship between the bit values / concepts taught and less than perfect

2 Students are able to determine a lot of the relationship between values / concepts taught and less than perfect

3 Students are able to determine the relationship between the bit values / concepts taught and perfect

4Students are able to determine a lot of the relationship between values / concepts taught and perfect

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CHARAKTERIZING

VALUE ACCORDING TO ACT CONSISTENT WITH APPLICABLE AND COMBINING THIS BEHAVIOR AS PART OF HIS PERSONALITY

A5 5

1Applying the values of honesty, discipline, responsibility, and respect the opinion of each lesson in the very well

2 Applying the values of honesty, discipline, responsibility, and respect the opinion of each lesson in the fine

3 Applying the values of honesty, discipline, responsibility, and respect the opinion of every learning with sufficient

4 Applying the values of honesty, discipline, responsibility, and respect the opinion of every learning with less

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Value = 50% Kognitif + 30 % Afektif + 20 % Psikomotorik