Learning Implementation Plans

IMPULS
Lecturer Lecturers: Dimas Permadi, M.Pd

By:
Name : Rizki Ramadhani Wilyan
Nim : 1652240052

STUDY PROGRAM OF PHYSICS EDUCATION

FACULTY OF TARBIYAH SCIENCE AND DEPARTMENT
STATE ISLAMIC UNIVERSITY RADEN FATAH
PALEMBANG
2017
 LEARNING PLAN IMPLEMENTATION
Subject : Physics
Unit Education : High School
Class / Semester : XI / Semester 1
SpecializationNatural :Sciences
Subject : Impulse

A. COMPETENCY CORE
KI 1 Living and practicing the teachings of the religion he adheres to.

KI 2 Developing behaviors (honest, disciplined, responsible, caring, polite,

environmentally friendly, mutual cooperation, cooperation,
peace-loving, responsive and proactive) and demonstrating attitude as
part of the solution to various national problems in interacting
effectively with the social environment and nature and in placing
itself as a reflection of the nation in the world.

KI 3 Understand, apply, and explain factual, conceptual, procedural, and

metacognitive knowledge in science, technology, art, culture and
humanities with insights on humanity, nationality, state and
civilization related to the causes of phenomena and events, and
applying procedural knowledge to Specific fields of study are in
accordance with their talents and interests to solve problems.

KI 4 Processing, reasoning, and presenting in the concrete and abstract

realms related to the development of what he learned in school
independently, acting effectively and creatively, and being able to use
methods according to scientific rules.

B. BASIC COMPETENCE AND INDICATORS

Basic Competencies Indicators

1.1 Increase their faith by realizing the I.1.1 Helps to maintain good
relationship of order and relations with fellow
complexity of nature and the believers, nature, and God
universe to the greatness of God Almighty (A2)
who created it.
2.1 Shows scientific behavior (having 2.1.1 Demonstrate honesty,
curiosity; objective; honest; diligence, and be
 conscientious; careful; diligent; responsible and careful
careful; responsible; open; critical; in learning both
creative, innovative and caring individually and in groups
environment) in daily activities as (A3)
a form of implementation of the
attitude in conducting experiments
and discussing.
​3.5 Applying the concepts of 3.5.1 Explaining Impulse
momentum and impulse, and the Understanding (C1)
law of conservation of momentum 3.5.2 Explaining ImpulseRelations
in daily life and Momentum(C1)
3.5.3 Calculating Impulse Amounts
(C2)
3.5.4 Applying a Case or events
regarding impulses (C3)
4.5 Modifying simple rockets by 4.5.1 Preparing before
applying the law of conservation of conducting an experiment (P1)
momentum 4.5.2 Starting an experiment in
accordance with the steps in LKS
(P2)
4.5.3 Working on experiments in
accordance with LKS (P3 )

C. LEARNING OBJECTIVES
1. After making simple observations and experiments with class XI science students
able to explain the meaning of Impulse
2. After making simple observations and experiments, students of class XI can correctly
describe Impulse and Momentum relationships.
3. After making simple observations and experiments with the right class XI students
capable of calculating the magnitude of impulses after
4. making simple observations and experiments with class XI students able to
implement Impulse events in everyday life.

D. LEARNING MATERIALS
A stationary ball will move when your kick force works on the ball. Your kick
style on the ball includes the style of contact that works in only a short time. Such a style
is called impulsive style. So the impulsive force starts an acceleration and causes the ball
to move fast and faster.
 Impulses are the product of the multiplication of forces with the time interval that
works on the force.

I=F
erangant Fault:
I = Impulse (Ns, kg m / s²)
F = Impulse Style (N, kg m / s²)
=t = Time Lapse (s)

Impulse and Momentum Relationship The

impulses that are done on an object are the same as the change in momentum
experienced by that object, which is the difference between the final momentum and the
initial momentum.
So, the impulses that are done on an object will cause changes in momentum in the object.
I = ∆P

F ∆t = P2 - p1

F ∆t = mv2 - mv1

Application of the Concept of Impulses in Everyday Life

Impulses are forces acting on objects in a very short time. This concept we often
experience in everyday life. When the body impulses in a very short time, pain will arise.
The faster the impulse force works, the part of our body that is subjected to the impulse
force in a very short time will feel more painful. Therefore, the application of the concept
of impulses is intended to prolong the interval of time the impulse works, so that the
impulse force that works becomes smaller. If the time interval of the impulse force
becomes longer, then the pain becomes less, not even felt.
Some examples of the application of the concept of an impulse in our daily lives are as
follows:
1. gloves Boxing
Gloves boxingworn by the boxers that serves to prolong the operation of the
 impulse force. When the boxer hits his opponent, the punch has a longer contact time.
Because the contact time is longer, the impulse force that works is also getting smaller.
The smaller the impulse force that works then the pain is reduced.
2. Hammer or hitter
Why isn't the hammer made of wood, but made of iron? the goal is to make the
contact time interval shorter, so that the resulting impulse force is greater. If the
impulse style is large, then the nail will be embedded deeper .
3. Mattress
Mattresses are often used when sports or commonly used by judges. Mattresses are
used to prolong the interval between the impulse force, so that our body does not
feel pain when slammed. Imagine when you slammed or collided with the floor? This is
because the contact time between your body and the floor is very short. But when the
body is slammed on a mat, thetime contactis longer, so the impulse force that works
also becomes smaller.
4. Helmet
If you notice the inside of the helmet, you will definitely see a soft layer. Like a cork
or sponge, the soft layer aims to prolongtime contactif your head hits a asphalt when a
collision occurs. Ifis thereno soft layer, the impulse force will work faster so that
even if you wear a helmet, you will get dizzy when hit by asphalt.

E. METHODS
The learning model used is POE (​Predict, Observe, Explain).
The approach used is scientific approach.
The method used is the method of discussion, question and answer, and experiment.

F. LEARNING ACTIVITIES
Student Activities Teacher Activities
Introduction
Students answer greetings and teacher opens the lesson by saying
prayers The greetings and lead the prayer
Students respond and respond to teacher examines student attendance
teacher absences and condition and classifies the class to prepare the
themselves to prepare for the teaching and learning process
teaching and learning process The
Students listen to the learning teacher conveys the learning
objectives delivered by the teacher objectives
The
Motivate motivates the
Students to respond to questions from teacher to ask questions about
the teacher and give their opinions impulses in everyday life ​"Have you
-Masing ever seen people push a car with a
dead engine (strike)? What causes the
car to move? ”
Apperception Apperception
Studentanswers questions teacher asks from the problems that
fromteachers The have been given and can know the
students' understanding of the
impulses from the opinions they have
put forward
Inti
Predict Predict
Students observe videos about Teachers to provide videos and
impulses, impulse and momentum provide information about impulses,
relationships, and impulse application impulse and momentum relationships,
in everyday life and Impulse events in the daily life of

Teachers providing opportunities for

Students are expected to ask about students asking questions and
problems related to impulse material, concerns regarding impulse, impulse
impulse relations and momentum, and momentum relations, and
and impulse applications in everyday applications in everyday impulse
life
Viewing Observing the
Students were divided into 4 groups teacher distributes students into 4
each group consisting of 5 people groups, each group consists of 5

Students try to experiment and teachers. The teacher gives

discuss the events of impulse, Hubu
with impulses and momentum, and
the application of impulses in daily
life in accordance with the LKS
instructions given by the teacher.
Explain
Students study and manage data
about impulse problems, impulse and
momentum relationships, and
impulse applications in everyday life
worksheets to each group to conduct
experiments and discuss impulses,
impulse relationships. and
momentum, and the application of
impulses in everyday life
Explaining
Teachers guide and assess the
students' ability to manage the data,
such as the issue of impulses, impulse
and momentum relations, and
applications in everyday impulse
 Representatives of each group teacher asks the representatives of
convey the results of their each group to present the results of
discussions their discussion

Teacher menyam conveyed

Students convey their opinions and strengthening and correcting the
knowledge about impulses, impulse impulse, the relationship impulse and
and momentum relationships, and momentum, and the application of
applicationsimpulses in everyday life impulses in everyday
Cover
Students receive and also gives teacher gives awards to the group that
awards to a group that has the has the performance and the good
cooperation and good cooperation
Students are given the opportunity to teacher gives students the opportunity
summarize and conclude the material to summarize and conclude the
about impulses The material about impulses
Students receive homework given by teacher gives homework assignments
the teacher in the form of exercises to students in the form of exercises
the
Students answer greetings from the Teacher closes the lesson by saying
teacher greetings

G. SOURCE OF STUDY
1. Learning tool
a. Laptop
b. LCD Projector
c. Whiteboard
d. Marker Pen
e. Eraser
f. Cup
g. HVS Paper
2. Media
a. Power Point
b. Impulse Video
3. Reference
Marthen Kanginan. 2006. Physics 2 for High School Class XI. Jakarta: Erlangga Publisher
H. ASSESSMENT
 1. Cognitive Assessment
Written tests in the form of essays
2. Affective
3. Assessment Psychomotor Assessment

LKS
 (Student Activity Sheet)
Impulse

Group Number :
Member Name : 1 ......
2 ......
Class :

Instructions for UsingWorksheets

1. Studentfill in the first available identity column.
2. Students read the commands and answer the questions carefully.

A. Objectives
Through question and answer and observation, students are expected to be able to formulate
the concept of Impulse.
B. Tools and Materials
1. Cups
2. PaperHVS
3. Water
C. Step Experiment
1. Prepare tools and materials
2. Place HVS paper on the table
3. Place the cup on HVS paper
4. Fill the cup with water
5. Then pull the paper and do not let the water spill or the cup fall
6. Fall Observe the event when the paper is pulled slowly or quickly
D. Discussion
1. What mention and explain what physical quantities affect the experiments that
have been carried out?
2. Explain what happens when paper is pulled slowly or quickly?
3. What laws related to the experiment?