In this activity you will observe the changing color of the litmus paper and indicator solution used in the laboratory.
Materials :
1. Drop palette 11. Sugar solution
2. Pipette 12. Chloride acid solution
3. Toothpicks 13. Sodium hydroxide solution
4. Distilled water 14. Sodium chloride solution
5. Vinegar 15. Litmus paper
6. Lime 16. Phenolphthalein indicator
7. Orange Juice 17. Methyl Orange indicator
8. Soap 18. Methyl Red indicator
9. Alcohol 10. Ashes
Procedure :
1. Cut 1 cm of red and blue litmus paper and put them in the dents of drop palette, filled with drop distilled water. Observe what happens to the litmus. Write your observation. In the same way, other provide solutions.
2. Prepare a clean drop palette. Mark A1-A4 for dent 1-4; B1-B4 for dent 5-8 and C1-C4 for dent 9-12. Using pipette, put 5 drops of vinegar into dent A1-A4; lime to dent B1-B4; and destilled water to dent C1-C4.
3. Add 2 drops of Phenolphthalein into dent A1;B1 and C1; methyl red to dent A2, B2 and C2;
methyl orange to dent A3, B3 and C3. Write your observation!
4. The same way as step2 and 3, test other solutions and write your observation.
Conclusion and Analysis:
1. Classify the solution based on their characteristics. (acid, base or neutral) 2. What can you conclude about acid, base and salt?
3. If a soltion ia tested using red litmus paper, the color remains red. Can it be concluded that the solution is acid? Explain your answer!
Approval , Pasuruan, July 2010
Principle SMP Negeri 1 Pasuruan Physics Teacher,
Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.Si
NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
LESSON PLAN
SCHOOL UNIT : SMP NEGERI 1 PASURUAN
SUBJECT : SCIENCE (PHYSICS)
GRADE : VII (SEVEN)
CHAPTER : MATTER AND ITS STATE
TIME ALLOCATION : 3 X 40’
Standard Competence:
To understand the shape of matter and changes it.
Basic Competence :
To investigate the characteristics of matter based on shape and its application in everyday life.
Indicators :
1. to investigate the change of state matter.
2. to predict the structure and movement of particles in some states of matter via reasoning.
Materials
1. Model : Discussion
Cooperative learning Direct Instruction Task Assignment
2. Approach : Contextual Teaching and Learning Introduction
1. Motivate students by asking to students what is the shape of wood? What is the shape of water?
What is the shape of air?
2. Ask the students to remember the shape of substances.
3. State indicators of the objectives of learning.
Main Activity
1. Let Students read Student’s Book about matter and its states and underline the principle concept in daily life.
2. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training.
3. Give Student’s worksheet to students
4. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity.
5. Introduce to students why the water can change to the ice cube?
6. Students can find out the change in state of matter from simple experiment
7. Students can give examples the changes in state of matter base on these simple experiment.
8. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers.
9. Give a reward to the group giving a good performance.
10. Guide each group in accomplishing the activity.
11. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers.
12. Give a reward to the group having a good performance.
Closing
1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan 8.1
Assignment
1. Group Assignment
Instrument
1. Group Test
2. Homework
Example of Assessment:
1. How many matters do you know?
2. Give an example each matters!
3. Benefit the characteristics of the matters!
4. How the structure and movement of particles in some states of matter via reasoning? Explain it!
Home work :
Draw the characteristics of structure of matters on the HVS paper with color paper!
Approval , Pasuruan, July 2010
Principle SMP Negeri 1 Pasuruan Physics Teacher,
Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.Si
NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
LESSON PLAN
SCHOOL UNIT : SMP NEGERI 1 PASURUAN
SUBJECT : SCIENCE (PHYSICS)
GRADE : VII (SEVEN)
CHAPTER : MATTER AND ITS STATE
TIME ALLOCATION : 3 X 40’
Standard Competence:
To understand the shape of matter and changes it.
Basic Competence :
To investigate the characteristics of matter based on shape and its application in everyday life.
Indicators :
1. to differentiate between cohesion and adhesion based on observation.
2. to correlate the occurrence of capillarity, convex meniscus, concave meniscus with relevant phenomena of nature
Materials
1. Model : Discussion
Cooperative learning Direct Instruction Task Assignment
2. Approach : Contextual Teaching and Learning Introduction
1. Motivate students by asking to students Why the board marker can patch on the white board?
2. Ask the students to remember the shape of substances.
3. State indicators of the objectives of learning.
Main Activity
1. Let Students read Student’s Book about matter and its states and underline the principle concept cohesion and adhesion in daily life.
2. Students can correlate the occurrence of capillarity, convex meniscus, concave meniscus with relevant phenomena of nature
3. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training.
4. Give Student’s worksheet to students
5. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity.
6. Introduce to students why the kerosene can flow in the wick of the kerosene?
7. Students can find out differences adhesion and cohesion base on observation.
8. Students can give examples of adhesion and cohesion in daily life.
9. Students can explain differences concave meniscus and convex meniscus with relevant phenomenon of nature.
10. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers.
11. Give a reward to the group giving a good performance.
12. Guide each group in accomplishing the activity.
13. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers.
14. Give a reward to the group giving a good performance.
Closing
1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan 8.2
Assignment
1. Group Assignment Instrument
1. Group Test
2. Homework
Example of Assessment:
Choose the best answer!
1. Why the water can not patch on the talus leaves?
2. What are differences of adhesion and cohesion? Explain It!
3. Why the tissue paper can wet faster?
4. Give examples of capillarity in daily life!
Home work:
Make a journal example of adhesion, cohesion, and capillarity phenomenon in daily life!
Approval , Pasuruan, July 2010
Principle SMP Negeri 1 Pasuruan Physics Teacher,
Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.Si
NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
LESSON PLAN
SCHOOL UNIT : SMP NEGERI 1 PASURUAN
SUBJECT : SCIENCE (PHYSICS)
GRADE : VII (SEVEN)
CHAPTER : DENSITY
TIME ALLOCATION : 3 X 40’
Standard Competence:
To understand the shape of matter and changes it.
Basic Competence :
To describe density concept in everyday-life Indicators :
1. to conclude from an experiment that density is specific characteristic of matter 2. to calculate the density of matter
3. to apply the concept of density in solving some problems in everyday-life Materials
1. Model : Discussion
Cooperative learning Direct Instruction Task Assignment
2. Approach : Contextual Teaching and Learning Introduction
1. Motivate students by asking to students Why water doesn’t mix with the cooking oil?
2. Why does the iron can sink in the glass of water?
3. Ask the students to remember the shape of substances.
4. State indicators of the objectives of learning.
Main Activity
1. Let Students read Student’s Book about matter and its states and underline the principle concept density in daily life.
2. Students can conclude from an experiment that density is specific characteristic of matter
3. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training.
4. Give Student’s worksheet to students
5. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity.
6. Introduce to students why the kerosene can flow in the wick of the kerosene?
7. Students can find out specific characteristic of matter from simple experiment.
8. Students can give examples of density in daily life.
9. Students can calculate the density of matter
10. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers.
11. Give a reward to the group giving a good performance.
12. Guide each group in accomplishing the activity.
13. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers.
14. Give a reward to the group giving a good performance.
Closing
1. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan
Assignment
1. Group Assignment Instrument
1. Worksheet
2. Homework
Worksheet
How do we determine the mass of the liquid?
Material : 1. Water 2. Cooking oil 3. Alcohol Procedure:
1. By using a lever balance measure the empty measuring cylinder in gram.
2. Fill the measuring cylinder with 50 mL f water. How many cm3 is its volume?
3. Measure again the measuring cylinder that is filled with water. What is the mass of the water?
Analysis:
1. Determine the density of the water by dividing its mass by its volume?
2. Repeat the procudure with the another liquid, cooking oil and alcohol.
3. Determine whether the density is the same as the above procedures? Based on the result of your observation, write down your conclusion!
4. In your opinion, what will happen if water is mixed up with cooking oil and alcohol?
5. Give your reason by referring to its density that you have just found!
Approval , Pasuruan, July 2010
Principle SMP Negeri 1 Pasuruan Physics Teacher,
Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.Si
NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
LESSON PLAN
SCHOOL UNIT : SMP NEGERI 1 PASURUAN
SUBJECT : SCIENCE (PHYSICS)
GRADE : VII (SEVEN)
CHAPTER : DENSITY
TIME ALLOCATION : 3 X 40’
Standard Competence:
To understand the shape of matter and changes it.
Basic Competence :
To describe density concept in everyday-life Indicators :
1. to calculate the density of matter
2. to apply the concept of density in solving some problems in everyday-life Materials
1. Model : Discussion
Cooperative learning Direct Instruction Task Assignment
2. Approach : Contextual Teaching and Learning Introduction
1. Motivate students by asking to students, why water doesn’t mix with the cooking oil?
2. Why does the iron can sink in the glass of water?
3. Ask the students to remember the shape of substances.
4. State indicators of the objectives of learning.
Main Activity
1. Let Students read Student’s Book about matter and its states and underline the principle concept density in daily life.
2. Students can conclude from an experiment that density is specific characteristic of matter
3. Let Students sit in a cooperative learning setting and remind them of the cooperative skills that will be trained and how to follow the training.
4. Give Student’s worksheet to students
5. Referring to the cooperative learning model, let each group does step by step. Guide each group in accomplishing this activity.
6. Introduce to students why the kerosene can flow in the wick of the kerosene?
7. Students can find out specific characteristic of matter from simple experiment.
8. Students can give examples of density in daily life.
9. Students can calculate the density of matter
10. Let one group present their result and other groups respond to it. Make sure that each group has known the correct answers.
11. Give a reward to the group giving a good performance.
12. Guide each group in accomplishing the activity.
13. Let each group present their result and other groups respond to it. Make sure that each group has known the correct answers.
14. Give a reward to the group giving a good performance.
Closing
2. Guide the students in summarizing the topics that have been studied, according to the objective of Lesson Plan
Assignment
1. Group Assignment Instrument
1. Group Test
2. Homework
Example of Assessment:
Answer the following question.
1. Base on its state, how many matters can be made?
2. The density of mercury is 13.6 gr/cm3 ; calculate the density of mercury in the SI unit!
3. A block of concrete 0.4 m long; 0.3 m wide and 0.1 m high has density of 2500 kg/m3. Calculate its mass!
4. Given that a wooden cube of length 10 cm weighs 600 gram. Calculate the density of the wood in gram/ cm3
Home work of Assessment:
Answer the questions.
1. A piece of glass has a mass 10 kg and has a volume 2 m³. Calculate density of a glass!
2. The density of air is 1.3 kg/m³. What is the mass of 5 m³?
3. A sample of 50 cm³ of kerosene has a mass of 35 gram. Find its density!
4. The density of mercury 250 kg/m³. Find the volume of 12,5 kg of mercury!
5. If the mass of an object is 35 grams and it takes up 7 cm3 of space, calculate the density.
Approval , Pasuruan, July 2010
Principle SMP Negeri 1 Pasuruan Physics Teacher,
Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.Si
NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
LESSON PLAN
SCHOOL UNIT : SMP NEGERI 1 PASURUAN
SUBJECT : SCIENCE (PHYSICS)
GRADE : VII (SEVEN)
CHAPTER : THERMAL EXPANSION
TIME ALLOCATION : 3 X 40’
Standard Competence:
To understand the shape of matter and changes it.
Basic Competence :
To experiment thermal expansion in daily life and their application Indicators :
1. to investigate of thermal expansion of solid, liquid and gas
2. design simple experiment to investigate the expansion of solid and liquid
3. Show the usage of thermal expansion, principles in applied technology such as the bi-metallic strip for thermostat, bibi-metallic switch in electrical appliances, and others
Materials
1. Model : Discussion
Cooperative learning Direct Instruction Task Assignment
2. Approach : Contextual Teaching and Learning Introduction
1. Motivating students to recall their knowledge of the basic principle of thermometers: thermal expansion and reminding them of the concept of expansion of solids.
2. Informing students of the plan to study the effects of water thermal expansion.
3. Informing the success indicators of the study.
4. Encouraging students to recall their knowledge of thermal expansion in a thermometric medium (alcohol or mercury).
5. Motivating students by informing them of the plan to do the activity in SAW 11.6 to investigate the thermal expansion process of solids.
6. Informing the indicators of success of this learning process Main Activity
1. Informing students that, just like liquids, solids also expand when heated and contract when cooled.
2. Asking the students to make several -groups of activity.
3. Asking each group to do the activity according to SAW 11.6 under the guidance of the teacher. Asking each group to cooperate and discuss their activity results with their classmates.
4. Asking one or two groups to present the results of their discussions and the other groups to respond to the presentation and participate in the discussion.
5. Making conclusions about the results of the activity as described in SAW 11.6 Closing
1. Emphasizing the comparison between liquid thermal expansion and solid thermal expansion 2. Summarizing the results of the activity as described in SAW 11.6.
3. Emphasizing the useful property of thermal expansion in daily life.
Assignment
1. Group Assignment Instrument
1. Group Test
2. Homework
Example of Assessment:
1. If it is known that the linier expansion coefficient of iron is o,000012/ºC, what is the final length of an iron rod after being heated from 35 ºC to 100 ºC. The original length of the rod is 2m.
2. Explain why the window glass is sometimes hard to be inserted into its frame!
3. What causes an object to either expand or contract?
4. What happens to the atoms of an object when the object is heated or cooled?
5. What is the difference between linear expansion and volume expansion?
Approval , Pasuruan, July 2010
Principle SMP Negeri 1 Pasuruan Physics Teacher,
Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.Si
NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
LESSON PLAN
SCHOOL UNIT : SMP NEGERI 1 PASURUAN
SUBJECT : SCIENCE (PHYSICS)
GRADE : VII (SEVEN)
CHAPTER : THERMAL EXPANSION
TIME ALLOCATION : 3 X 40’
Standard Competence:
To understand the shape of matter and changes it.
Basic Competence :
To experiment thermal expansion in daily life and their application Indicators :
1. Show the usage of thermal expansion, principles in applied technology such as the bi-metallic strip for thermostat, bimetallic switch in electrical appliances, and others
Materials
1. Model : Discussion
Cooperative learning Direct Instruction Task Assignment
2. Approach : Contextual Teaching and Learning Introduction
1 Encouraging students to collect as much information as possible on the useful property of thermal expansion in all aspects of human life, and reminding them that lack of understanding in thermal expansion can cause disadvantages.
2 Informing the indicators of success of the learning process.
Main Activity
1. Recalling the results and conclusion of the activity related to SAW 11.6
2. Encouraging students to communicate their knowledge of thermal expansion of solids and its usefulness by forming several discussion grouping in class.
3. Guiding students to comprehend the basic principle of the bi-metallic strip, thermostats, and others application using principles of solid expansion.
Closing
Summarizing the concepts of thermal expansion of solids Assignment
1. Group Assignment Instrument
1. Group Test 2. Homework
Example of Assessment:
1. Benefit examples of the material usage of thermal expansion, principles in applied technology!
2. Explain the operational principles of thermostat!
3. Why the railways or bridges should have expansion gaps?
Approval , Pasuruan, July 2010
Principle SMP Negeri 1 Pasuruan Physics Teacher,
Hj. Liliek Purwaningsih, S.Pd Moch. Choirul Anam, S.Si
NIP. 19540515 198003 2 008 NIP. 19831217 200904 1 001
LESSON PLAN
SCHOOL UNIT : SMP NEGERI 1 PASURUAN
SUBJECT : SCIENCE (PHYSICS)
GRADE : VII (SEVEN)
CHAPTER : HEAT
TIME ALLOCATION : 3 X 40’
Standard Competence:
To understand the shape of matter and changes it.
Basic Competence :
To describe the heat in the state and temperature changing in daily life and their application Indicators :
1. To investigate the influences of heat on the changes of the state and temperature of a matter 2. To investigate factors which accelerate evaporation
3. To investigate the heat needed to advance of temperature of matters.
4. To investigate the heat needed during boiling and melting of matters.
Materials
1. Model : Discussion
Cooperative learning Direct Instruction Task Assignment
2. Approach : Contextual Teaching and Learning Introduction
1. Motivate students by letting them touch to a cool wall. Ask what they feel.
2. State the objective of learning
Main Activity
1. Let the students read the units presenting The Quantity of Heat Energy, The Calculation of Heat Energy and underline the principal concepts and discuss them.
2. Let the students sit in a cooperative learning arrangement and remind them of cooperative skills that are developed and how to follow the activity.
3. Distribute Activity Sheet 12.3 to students, and give a set of apparatus and materials for Activity 12.3 to each group.
4. Referring to the cooperative learning model, let each group do step 1. Remind the students of the danger of the fire.
5. Referring to the direct instruction, demonstrate how to use the measuring jar for measuring the mass of water and the mass of sand.
6. Referring to the cooperative learning model, let each group do steps 2 to 3. . Guide each group to do step 2 and to complete Table I.
7. Referring to the direct instruction, demonstrate how to use the stopwatch for measuring the time.
8. Referring to the cooperative learning model, let each group do steps 4 to 5 and complete Table I
9. Guide each group to do Observation and Analysis
10. Let each group present the results and encourage other groups to respond to it. The teacher assures each group that they know the correct answers.
11. Reward the group giving a good performance.
11. Reward the group giving a good performance.