Lesson Plan

School : SMA N 1 Solok City

Subjects : Phisycs
Class/Semester : XI SCIENCE 1
Topic : Energy and Work
Allocation of time : 16 JP

A. Core Competencies
KI1. Appreciate and practice the teachings of their religion.
KI2. Appreciate and practice honest behavior, discipline, responsibility, caring (mutual
assistance, cooperation, tolerance, peace), polite, responsive and pro-active and
displayed as part of the solution to various problems in interacting effectively with
the social and natural environment as well as in position ourselves as a reflection of
the nation in the association world.
KI3. Understand, implement, and analyze factual knowledge, conceptual, procedural,
and metacognitive based on his curiosity about science, technology, arts, culture,
and humanities with human insight, national, state, and civilization-related causes
of phenomena and events, as well as applying knowledge procedural in the specific
field of study according to their talents and interests to solve the problem.
KI 4. Processing, reasoning, and menyaji in the realm of the concrete and abstract
domains associated with the development of the learned at school independently,
act effectively and creatively, and be able to use the method according to the rules
of science

B. Basic Competencies and Indicator

1.1 Recognizing the greatness of God who created and governs the universe through
observations of natural phenomena and measurement fifis

1.1.1 Menyadari pentingnya ajaran agama dalam kehidupan

 1.1.2 Menerapkan ajaran agama dalam kehidupan sehari-hari

1.1.3 Meningkatkan pengetahuan agama yang telah dilmiliki

2.1 Demonstrate scientific behavior (curious; objective; honest; thorough; careful;

diligently; carefully; responsible; open; critical; creative; innovative and caring
environment) in their daily activities as a form of implementation of the attitude in the
experiment , reported, and discussed

2.1.1 Menyadari pentingnya berperilaku jujur disiplin, tanggungjawab, peduli

(gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif
dalam kehidupan sehari-hari

2.1.2 Melatih perilaku jujur disiplin, tanggungjawab, peduli (gotong royong,

kerjasama, toleran, damai), santun, responsif dan pro-aktif dalam kehidupan
sehari-hari

2.1.3 Meningkatkan perilaku jujur disiplin, tanggungjawab, peduli (gotong royong,

kerjasama, toleran, damai), santun, responsif dan pro-aktif dalam kehidupan
sehari-hari

3.3 Analyze the concept of energy, work, work relationships and energy changes, and the
law of conservation of energy to solve the problem of motion in everyday events.

3.3.1 Explaining the notion of energy

3.3.2 Explaining the meaning of the kinetic energy

3.3.3 Explaining the meaning of the potential energy

3.3.4 Describe the sense of work

3.3.5 Mention the law of conservation of energy

3.3.6 Suggests a relationship between effort and energy changes

3.3.7 Analyze the concept of energy

3.3.8 Analysing the work concept in everyday life

3.3.9 Analysing the law of conservation of energy in everyday life

 4.3 Solve problems using the scientific method associated with the concept of style, and
conservation of energy

4.3.1 Determine the amount of kinetic energy and potential energy

4.3.2 Determine the amount of work

4.3.3 Calculate the amount of energy change

C. Learning Materials
1. Energy is the ability to conduct work
2. Kinetic energy is energy of motion is obtained as the movement of an object,
particle, or set of particles
3. Potential energy is energy due to position objects owned
4. Work is a force of energy that is channeled into an object so that the object is
moving
5. Law of Conservation of Energy (first law of thermodynamics) reads: "Energy can
be transformed from one form to another but can not be created nor destroyed
(energy conversion)"
6. Work relationships and kinetic energy is the work done a force can change the
kinetic energy of the object
7. The concept of energy is the ability to do work (work) or make a change. Energy
has many forms.
8. Work concept in everyday life that is synonymous with the ability to achieve
something
9. Example of the law of conservation of energy in everyday life that is in free fall
motion
10. The formula to calculate the kinetic energy EK = ½ m v2
The formula to calculate the potential energy EP = m g h
11. The formula to calculate work is
W=Fs
Or W = EK = ½ m v2
12. Energy change formula
 Kinetic energy changes ΔEK = EK2- EK1
Potential energy changes ΔEP = EP2- EP1

D. Model / Strategy / Methods / Learning Approach

- Meeting I
Approach : Scientific Approach
- Meeting II
Model : Problem Base Learning
Approach : Scientific Approach
- Meeting III
Model : Project Base Learning
Approach : Scientific Approach
- Meeting IV
Model : Discovery Learning
Approach : Scientific Approach

F. Media / Tools / Resources Learning

 Media: Projector, Animation
 Tool Material : Tool : Laptops and In focus
Ingredients : Ingredients practicum
 Learning Resources: - Kanginan, Martin. 2002 Physics for Class XI High
School. Jakarta : Erlangga
- Internet

G. Steps Learning Activity

Meeting I
1. Introduction
 Appersepsi
-The teacher asked the students, if you ever do work? By studying physics
you truly value in order to satisfy, if it can be said of work?
- The teacher asks the students to pay attention to a table in front. Then the
teacher reminded that the table still does not move because it was not given
style. Then in the given force (thrust) on the table next. The teacher asks
what happens when the table is given the force? Does pushing the table is
said to make a an effort? What understanding of the work?
 Motivation
 - The teacher explains the implementation effort in everyday life
 Teachers deliver the learning objectives to be learned today

2. Cores Activities
Lesson Learning Activities Estimated
Time
1. Observing - The teacher asks the students to 20 minutes
read textbooks
- The teacher asks the students to
summarize the material being
read
- The teacher demonstrates
learning tapes, the students
listen and hear the contents and
videos
- Students mencata important
matters of tapes
- The teacher demonstrates on the
energy and effort

2. Asking - Students write down questions 20 minutes

about the material that has been
learned
- The teacher collects the
questions then answers with the
class outline

3. Experiments - Teacher explains the purpose of 45 minutes

the experiments conducted
- Divide each group of students of
each group of 5 people
- Divide students LKS
- Setting up equipment and lab
materials
- Students doing a practicum
- Record the data in the data table
4. Associate - Teacher presents examples of 45 minutes
questions to calculate the
amount of kinetic energy and
potential energy at an object and
then either presenting solutions.
- The teacher presents another
problem based on the question,
by changing the variable in
question.
- Students are asked to form
groups of 5-6 per group, the
position of member of the group
 arranged face to face.
- Representatives of the group
was asked to take the
worksheets on kinetic energy
and potential energy.

5. Communicating - The teacher asks the class to 30 minutes

convince her work in front of the
class by presenting the results of
his experiments, giving
consideration to the ideas of other
students and all students in the
classroom while the other groups
respond to the presentation
material from a classmate then
teachers respond to students'
answers.
- Teacher reflected students' work
and provide further information
about the issues discussed

3. Closing Activities
1. Students with the teacher concludes the learning material
2. Teachers conduct evaluations in the form of a quiz and posttest
3. Teacher enrichment in the form of:
a. Do the questions contained in the packet book pages 249-259

Meeting II
1. Introduction
 Appersepsi
- Teacher asks, have you see the spinning wheel bike, children ran and
plastic that floated all have kinetic energy. What is the kinetic energy?
How much!
- The teacher demonstrates; a marker is on hold at his fingertips the distance
from the floor approximately 1.5 m, then ask. Is mengantung hands
markers that have potential energy? Then the markers in the drop, energy
is when the markers fell to the ground?
 Motivation
- The teacher explains the implementation effort in everyday life
 Teachers deliver the learning objectives to be learned today
 2. Cores Activities

Step Activity Teachers and Student Estimated Time

Step 1 - Teacher explains the 20 minutes

Orient students to the purpose of learning
problems - Teachers prepare facilities
and infrastructure
Step 2 - Teachers help students 20 minutes
Organizing students to learn to define and
learn organize tasks related to
the potential energy and
kinetic energy
Step 3 - Teachers guide students in 45 minutes
Guide the investigation an experiment conducted
of individual and on the kinetic and potential
group energy
- Students conduct
experiments kinetic energy
and potential energy
Step 4 - Students present the 30 minutes
Developing and practical results of the
presenting the work kinetic energy and
potential energy
Step 5 - Students mengalisis 45 minutes
Analyze and evaluate pemebahasan process of
the process pemacahan trial
problem. - Teachers evaluate student
learning outcomes of the
kinetic energy and
potential energy

3. Closing Activities
1. Students with the teacher concludes the learning material
2. Teachers conduct evaluations in the form of a quiz and posttest
 3. Teacher enrichment in the form of:
a. Do the questions contained in the packet book pages 249-259

Meeting III
1. Introduction
 Appersepsi
- Teacher asks, you have to walk on uphill road, you may never do so. After
riding pretty much turns the stomach may be hungry. Why could happen
hungry? Another example is the incidence of car motion. Cars move
means there are styles that do work machines. Where the work acquired?
 Motivation
- Teacher explains the benefits and application of kinetic energy
relationship and the potential energy in everyday life.
 Teachers deliver the learning objectives to be learned today

2. Cores Activities

Sintax of Scientific Process

Project Observing Questio Collecting Assosiating Comunicati
Base ning Information ng
Learning
Essential Teacher asks Teacher asks the Students
Question the students students to link analizethe
to observe information essential
the daily occurrence in question that
reality that is daily life with given by the
presented as essential teacher as an
a guide to the questions assignment
essential
question
Designing Students gather Students Teacher and
Project information analyze students
Plant across subjects, elections together
including tools planned share idea
 and materials activities of sand discuss
various project plans
subjects
Creating Teacher asks Teacher quide Teacher asks Teacher and
Schedule the tudents to the student when students to students
read related they make provide an agreed
resource mistake in explanation of schedule of
about making the tool the selection activities,
equilibrium to determine the ofaway time lines
rigid body equilibrium of and
rigid body deadlines
Monitorin -Teacher look -Student Teacher Student
g the the interim asks the analyze the communicat
Process result of teacher interim result e interim
student about of student result of the
project step that project project to
-Teacher give they do the teacher
suggestion if not
there is a understa
false action nd
Asses the Teacher Teacher Teacher Teacher and
outcome asks the identify the evaluate the student
student achievement progress of discuss
about standar of the student project about the
above/be project strongness
low and
standart weakness of
of the the tool that
project made by the
student
Evaluate Students -Student
the analyzes the comunites
experimen final result of the tool to
t the project (a determine
tool to the
determine the equilibrium
equilibrium of of rigid
rigid object) object
infront of
the class
-the student
give
responds

3. Closing Activities
1. Students with the teacher concludes the learning material
2. Teachers conduct evaluations in the form of a quiz and posttest
3. Teacher enrichment in the form of:
a. Do the questions contained in the packet book pages 249-259

Meeting IV
1. Introduction
 Appersepsi
- The teacher asks, you have to walk on uphill road, you may never do so.
After riding pretty much turns the stomach may be hungry. Why could
happen hungry? Another example is the incidence of car motion. Cars
move means there are styles that do work machines. Where the work
acquired?
 Motivation
- Teacher explains the benefits and application of kinetic energy
relationship and the potential energy in everyday life.
 Teachers deliver the learning objectives to be learned today

2. Cores Activities
 Learning Steps Learning activities Estimated Time

Stimulation - The teacher displays a 20 minutes

picture on the screen
infokus two work objects
and changes in kinetic and
potential energy
Problem Statement - Teacher give the student 20 minutes
chance to identify as much as
possible some problems about
two work objects and changes
in kinetic and potential
energy
- Teacher asks the student to
choose the relevant material
and formulate it into a
hypothesis
Data Collection - Teacher give the students a 35 minutes
chance to collect information
to prove hyphotesis
- Teacher guide the students
in looking for information, so
the concept they got doesn’t
wrong
- Teacher give permission to
the students for collecting
information from internet.
- Teacher asks the students to
do experiment two work
objects and changes in kinetic
and potential energy

Data Processing - Students process data about 35 minutes

two work objects and changes
in kinetic and potential
energy
- Students make a conclusion
 to the experiment about two
work objects and changes in
kinetic and potential energy
- Students make a report of
the experiment

Verification - Students presents the results 35 minutes

of experiment about
determining the point of
weight of an object
- The other student give
responds
- The teacher give some
reinforcement to the results of
discussion about point of
weightof an object
Generalization - Teacher and students 25 Minutes
together conclude the general
principle and applies to all
events or the same problem,
having regard to the results of
the verification

3. Closing Activities
1. Students with the teacher concludes the learning material
2. Teachers conduct evaluations in the form of a quiz and posttest
3. Teacher enrichment in the form of:
a. Do the questions contained in the packet book pages 249-259
 H. Assessment

Observation Guidelines for Spiritual Attitude

Instructions:

This sheet filled out by the teacher to assess the spiritual attitude of learners. Put a check
mark (v) in the score column corresponding spiritual attitude displayed by the students, with
the following criteria:

4 = always, always do the appropriate statement when

3 = frequently, if often make suitable representations and
sometimes it does not do
2 = sometimes, if sometimes do and
often do not do
1 = never, if not ever do

Students Name : ......................

Class : ......................
Observation Date : ..................... ..
Topic : ..................... ..

Skor
No Aspects of Observation
1 2 3 4
1 Pray before and after doing something

2 Utter gratitude for the gift of God

3 Greeting before and after the expression /

presentation

4 Expressing admiration orally and in writing to the

Lord when she saw the greatness of the Lord

5 Feel the greatness of God's existence and is

currently studying science

Total Score

SELF ASSESSMENT SHEET

HONEST ATTITUDE

Students Name :......................

Class :......................
Topic :......................
Date : .....................

Guide :
• Read the statement in the column carefully
• a check mark (√) in accordance with in accordance with the conditions and circumstances of
your day-to-day

No Statement TP KD SR SL
1 I do not cheat on replay

2 I copied other people's work with reference to the source

at the time of the task

3 I report to the authorities if they find stuff

4 I dare admit that I made mistakes

5 I do the exam without seeing another friend answers
Specification:
• SL = Always, always make the appropriate statement when
• SR = Frequently, if often done according to a statement and sometimes it does not do
• KD = Sometimes, if sometimes do and often do not do
• TP = Never, if not ever do

ASSESSMENT SHEET BETWEEN ALL LEARNERS

ATTITUDE DISCIPLINE

Instructions:

Put a check mark (v) in the score column corresponding attitude of responsibility displayed
by the students, with the following criteria:

4 = always, always do the appropriate statement when

3 = frequently, if often make suitable representations and
sometimes it does not do
2 = sometimes, if sometimes do and
often do not do
1 = never, if not ever do

Students are assessed name : ......................

Class : ......................
Observation Date : ..................... ..
Topic : ..................... ..

No Aspek Pengamatan Soal

1 Masuk kelas tepat waktu 1 2 3 4

2 Mengumpulkan tugas tepat waktu

3 Memakai seragam sesuai tata tertib

4 Mengerjakan tugas yang diberikan

5 Tertib dalam mengikuti

pembelajaran
5 Membawa buku teks sesuai mata
pelajaran
Jumlah Skor

JOURNAL

Name : ...................
Class : ...................

Hari Tanggal Kejadian

 ATTITUDE OBSERVATION SHEET

Class : .....................
Day, Date : .....................
Topic : .....................

Sikap

Keterangan
Tanggung Jawab

No Nama Siswa
Gotong Royong

Percaya Diri
Toleransi
Disiplin

Santun
Jujur
 ASSESSMENT PROJECT

Group : ........................ ..
Class : ........................ ...
theme :............................

No Aspects Of Assessment Skor

A Planning:
1 Suitability Themes
2 Division of Tasks

B Implementation:
1 . Cooperation
2. Compliance with plans
3. Participation members
C Reporting:
1 Aesthetics
2 Languages
3 Fill in the report

Average Score

Creative Ideas Assessment Sheet

Class : ............................
Name : ............................
Topic : ............................

No aspects of Assessment Skor Note

1 The idea of meaningfulness

2 Understanding supporters of the idea of knowledge

3 arguments idea

4 Language and Writing

5 Aesthetics (binding, neatness, etc.)

Total Value

Guidelines for scoring

 • 5 = very good
• 4 = good
• 3 = fairly
• 2 = less

LATTICE PROBLEM

purpose indicator No. Difficulty Problem Shape Weig Key Question

Que Question
questions stio C1 C2 C3 C4 C5 C6 ht
n Ques
tion
3.3.1 Students 3.3.1 1 Essay 5 attachment
of class XI Explain 1 2, no.1
IPA 1 was ing the
v
able to notion of
explain the energy
true sense of
energy
when given
an example

3.3.2 Students 3.3.2 Essay 5 attachment

of class XI Explaining 2 V 2, no.2
IPA 1 was the
able to meaning of
explain the the kinetic
true energy
meaning of
the kinetic
 energy if
given an
example

3.3.3 Students 3.3.3 Essay 5 attachment

of class XI Explaining 3 2, no.3
IPA 1 was the
V
able to meaning of
explain the the
true sense of potential
the potential energy
energy if
given an
example

3.3.4 Students 3.3.4 Essay 10 Attachment

of class XI Describe 2, no.4
IPA 1 was the sense
4 v
able to of work
explain the
true sense of
work if
given an
example

3.3.5 Students 3.3.5 Essay 5 attachment

of class XI Mention 5 v 2, no.5
IPA 1 was the law of
able to conservatio
mention the n of energy
law of
conservation
of energy if
given an
example of
correctly

3.3.6 Students 3.3.6 Essay 10 attachment

of class XI Suggests a 6 2, no.6
IPA 1 was relationshi
v
able to p between
express the effort and
relationship energy
between changes
effort and
energy
changes if
given an
example of
correctly

3.3.7 Students 3.3.7 v Essay 10 Lampiran 2,

of class XI Analyze 7 v no.7
IPA 1 is the concept
able to of energy
analyze the
concept of
energy if
given an
example of
 correctly

3.3.8 Students 3.3.8 Essay 10 attachment

of class XI Analysing 2, no.8
IPA 1 the work
8
capable concept in
analyze everyday v
work life
concept in
everyday
life if given
an example
of correctly

3.3.9 Students 3.3.9 Essay 10 Attachment

of class XI Analysing 2, no.9
IPA 1 is the law of
able to conservatio
analyze the n of energy V
law of in 9
conservation everyday
of energy in life
everyday
life if given
an example
of correctly

4.3.1 Students 4.3.1 Objective 10 Attachment

of class XI Determine 1 v 2, Objective
IPA 1 was the
able to magnitude
no.1
Determine of the
the kinetic
magnitude energy and
of the potential
kinetic energy
energy and
potential
energy
when given
an example
primarily to
correct

4.3.2 Students 4.3.2 2 Objective 10 attachment

of class XI Determine 2 2, Objective
IPA 1 the amount
v no.2
Determine of work
the size of
the work is
able to
correctly
when given
an example

4.3.3 Students 4.3.3 Objective 10 attachment

of class XI Calculate 2, Objective
IPA 1 is the amount
3 v no.3
able to of energy
calculate the change
amount of
energy
change
correctly
when given
an example.

ATTACHMENT 1

Question :

Essay:

1 Write the notion of energy!

2 Write the meaning of kinetic energy!
3 Write the meaning of potential energy!
4 Write down the sense of work!
5. Mention the law of conservation of energy!
6 What is the relationship between effort and energy changes?
7 Analyze the concept of energy!
8 Analyze the work concept in everyday life
9 Give an example of the law of conservation of energy in everyday life

Objective :
 1. A soccer ball kicked by a mass of 150 grams of Ronaldo and the ball moves straight
towards the goal rate of 30 m / s. The kinetic energy of the ball is . . .
a. 67,5 J
b. 275 J
c. 6,75 J
d. 0,275 J
2. How much effort is required to accelerate the mass motion motorcycle 200 kg of 5 m / s to
20 m / s?
a. 37.500 J
b. 0,375 J
c. 3.750 J
d. 3,75 J
3. A mass of 5 kg monkey swings from one branch to another branch 2 meters higher. What is
the change in potential energy of the monkey? g = 10 m / s2
a. 10 J
b. 100 J
c. 1J
d. 0,1 J

ATTACHMENT 2

Key Question :

Essay :

1. Energy is the ability to conduct work

2. Kinetic energy is energy of motion is obtained as the movement of an object, particle,
or set of particles
3. Potential energy is energy due to position objects owned
4. Work is a force of energy that is channeled into an object so that the object is moving
5. Law of Conservation of Energy (first law of thermodynamics) reads: "Energy can be
transformed from one form to another but can not be created nor destroyed (energy
conversion)"
6. Work relationships and kinetic energy is the work done a force can change the kinetic
energy of the object
 7. The concept of energy is the ability to do work (work) or make a change. Energy has
many forms.
8. Work concept in everyday life that is synonymous with the ability to achieve
something
9. Example of the law of conservation of energy in everyday life that is in free fall
motion

Objective :

1. A.
EK= ½ mv2 = ½ (0,15 kg) (30 m/s2)2 = 67,5 Joule
2. A
W = EK2 - EK1
Now we calculate the first EK1 and EK2
EK1 mv12 = ½ = ½ (200 kg) (5 m / s) 2 = 2500 J
EK2 = mv22 ½ = ½ (200 kg) (20 m / s) 2 = 40.000 J
Total energy:
W = 40.000 J - 2500 J
W = 37.500 J

3. B
First as a reference point, where h = 0 we only need to calculate the EP when the
monkey is on the second limb ...

EP = mgh = (5 kg) (10 m / s2) (2 m)

EP = 100 Joules

Thus, the potential energy changes monkeys = 100 Joules.