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CURRICULUM DEVELOPMENT

TABAS 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


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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 X
Competency 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 Basic
the 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
facilitate a job.
4.8. Plan and implement experiments to


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Competency Core Competency Basic
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 motion
b) Distance and displacement
c) Regular straight motion
d) Uniformly accelerated motion
e) 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.
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.


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b) Motion to change irregular motion acceleration is constant (a = constant) or
the motion speed changes on a regular basis
3. DIFICULTLY
(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.


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REGULAR STRAIGHT MOTION
Uniform rectilinear motion is motion in a straight trajectory and speed is always
fixed.
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).


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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
coincides with the angle (long axis t), see Figure 2.2 (v = tan o = 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


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t2 = 10 menit x2 = 15 km
t1 = 8 menit x1 = 9 km

Shortly speed
Instantaneous velocity, is the velocity of an object moving at a certain moment,
the time interval At 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 t
0
= 0 and t
1
= t, then obtained:

with:
vt = final velocity (m/s)
v
0
= initial velocity (m/s)
a = acceleration (m/s
2
)
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



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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.

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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( ) ( )
( )
64
2 . 2
16
. 2
16
2
2
3
2
2
2
02
2
2 2 3
=

= =
a
X v v X a
t

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 (v
0
),
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 ( x
0
= 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 METHOD
Guided 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 Helps
1. 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 Helps
1. 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?


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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 .
Changed, fixed or perhaps zero
Help students deduce his
results.

5. Remind students to:
Formula:vt=v
0
+at







Formula: Vt
2
= v
0
2
+2 as

Closing (20 minutes)
Students Activities Teachers Helps
1. 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.







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

A. Cognitive Asesment
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 < mB
c. tA = tB not affected masses
d. tA > tB when mA < mB
e. 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 reduced


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b. constant speed
c. constant deceleration
d. acceleration increases
e. large deceleration
10. Look at the picture below

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

Answer Key
1. Length : meter Time : second
2. changes in body position to the reference point
3. rectilinear motion , parabolic , and circular motion
4. 70 km / h
5. 0.5 m/s2
6. 166.67 m / s
7. 10 second
8. 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











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B. PSYCHOMOTOR ASSESSMENT
Name :
Class :


LEVELS DESCRIPTION CATEGORY SCORE 1 2 3 4
FINAL
SCORE
IMITATION ACCORDING IMITATING THE EXAMPLE P1 1 \ 4
MANIPULATION
TAKING CERTAIN ACTIVITIES IN
ACCORDANCE WITH THE INSTRUCTIONS
PROVIDED WITHOUT EXEMPLIFIED
P2 2

\ 8
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






NO. ABSEN:



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C. AFECTIVE ASSESSMENT
Name :
Class :



LEVELS DESCRIPTION CATEGORY SCORE 1 2 3 4
FINAL
SCORE
RECEIVING EXPLANATION OF DESIRE FOR PAYING ATTENTION TEACHERS A1 1 \ 4
RESPONDING DESIRE TO ASK OR SUBMIT THE OPINION A2 2 \ 4
VALUING
DESIRE TO ACCEPT OR REJECT THE DESCRIPTION TEACHER GIVES
POSITIVE OR NEGATIVE ATTITUDE
A3 3 \ 6
ORGANIZING
ABILITY TO DETERMINE THE RELATIONSHIP BETWEEN THE VALUE /
CONCEPTS DESCRIBED BY THE PHYSICS TEACHER
A4 4 \ 8
CHARAKTERIZING APPLYING THE CONCEPTS TO PHYSICAL SET FORTH IN DAILY LIFE A5 5 \ 10
TOTAL SCORE FINAL 32






NO ABSEN:



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RUBRIC AFEKTIF ASESMENT
LEVELS 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 opinions
2 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
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


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VALUE /
CONCEPTS
DESCRIBED BY
THE PHYSICS
TEACHER
3
Students are able to determine the relationship between the bit
values / concepts taught and perfect
4
Students are able to determine a lot of the relationship between
values / concepts taught and perfect
CHARAKTERIZING
VALUE
ACCORDING TO
ACT
CONSISTENT
WITH
APPLICABLE
AND
COMBINING
THIS BEHAVIOR
AS PART OF HIS
PERSONALITY
A5 5
1
Applying 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



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