LESSON PLAN

School : 14 Junior High School Ambon

Subject : Science Physics
Topic : 1.1 Physical Quantities
Grade/Semester : VII/1
Time allocated : 3 x 40’

I. STANDARD COMPETENCE
Comprehending scientific procedure to learn natural object by using instruments

II. BASIC COMPETENCE

Describing fundamental quantities, derived quantities and their units

III. INDICATORS:
After learn this topic, students are able to:
1. Critical thinking to identify the physical quantities in daily life
2. Critical thinking to classify physical quantities as the fundamental physical quantities and derived
physical quantities
3. Students are discipline and responsible to use substandard units in measurement
4. Students are discipline and responsible to use International units in measurement
5. Critical thinking to find the relation between metric system units and SI units
6. Students are discipline and responsible to simply convert the units of length, mass and time from
one form to a different one
7. Students are discipline and responsible to simply convert some derived quantities units

IV. SUBJECT MATERIAL

 Quantities and units
 Physical fundamental quantities
 Physical derived quantities
 Standard units and substandard units
 The conversion of physical fundamental units
 The conversion of physical derived units

V. LEARNING APPROACH AND LEARNING MODEL

 Approach : Contextual Teaching and Learning (CTL)
 Model : Cooperative Learning, Direct Instruction

VI. LEARNING PHASES

First Meeting:
a. Opening:
 Praying
 Checking attendance
  Students mention some examples of physical phenomenon in daily life which relation with
measurement
 One or two students conducting a simple activities of measurement
b. Main Activity:
 Students sit in cooperative learning model by discipline
 Students discuss in their group to find out the definition of quantity and unit by curious
 Students are creative thinking to make the distinguish between fundamental physical
quantities and derived physical quantities by using a table
 Students writing their result
 One or two groups report their result by confidence
 Another group giving their opinion or their suggestion (respect for diversity)
 The best group receive reward
c. Closure:
 Students making a summarize by guided teacher
 Students are following achievement

Second Meeting:
a. Opening:
 Praying
 Checking attendance
 Students mention some examples of fundamental physical quantities
 Students mention some examples of derived physical quantities

b. Main Activity:
 Students sit in cooperative learning model by discipline
 Students discuss in their group to find out the way of use ruler and reading its scale by
discipline and responsible
 Students writing their result
 One or two groups report their result by confidence
 Another group giving their opinion or their suggestion (respect for diversity)
 Students perform observation activity according to their worksheet (page 1-2) by discipline
and responsible
 Students writing their result
 One or two groups report their result by confidence
 Another group giving their opinion or their suggestion (respect for diversity)
 The best group receive reward

c. Closure:
 Students making a summarize by guided teacher
 Students are following achievement
Third Meeting:
a. Opening:
 Praying
 Checking attendance
 Students mention some of length units which usually used in daily life
b. Main Activity:
 Students sit in cooperative learning model by discipline
 Students find the information about “unit system” by curious
 Students writing their result
 One or two groups report their result by confidence
 Another group giving their opinion or their suggestion (respect for diversity)
 Students still sit in cooperative learning model by discipline
 Students discuss in their group to find the information about “conversion of fundamental
units”, namely length, mass and time by discipline and responsible
 Students writing their result
 One or two groups report their result by confidence
 Another group giving their opinion or their suggestion (respect for diversity)
 The best group receive reward
c. Closure:
 Students making a summarize by guided teacher
 Students are following achievement

Fourth Meeting:
a. Opening:
 Praying
 Checking attendance
 Students explain the way to convert the unit of length

b. Main Activity:
 Students sit in cooperative learning model by discipline
 Students discuss in their group to find out the information about “conversion of derived units”
by discipline and responsible
 Students writing their result
 One or two groups report their result by confidence
 Another group giving their opinion or their suggestion (respect for diversity)
 The best group receive reward

c. Closure:
 Students making a summarize by guided teacher
 Students are following achievement
 Fifth Meeting:
a. Opening:
 Praying
 Checking attendance
 Students explain the way to convert the unit of velocity
b. Main Activity:
 Students sit in cooperative learning model by discipline
 Students discuss in their group to find out the relationship between metric units and British
units by discipline and responsible
 Students writing their result
 One or two groups report their result by confidence
 Another group giving their opinion or their suggestion (respect for diversity)
 The best group receive reward
c. Closure:
 Students making a summarize by guided teacher
 Students are following achievement

VII. SOURCES AND LEARNING MEDIA

 Student book
 Student worksheet
 Reference
 Amazing physics program
 Website www.e-dukasi.net/mapok/mp_full.php?.id=224
 Ruler

VIII. ASSESSMENT
 Technique : performance and written test
 Form : procedure, multiple choices and essay
No. Indicator Technique Form The example of instrument
1. Determining the Written Multiple Which of the following is the correct pair
correct pair of choice of physical quantity and its SI unit?
physical quantity Physical quantity SI unit
and its SI unit A Length Feet
B Mass Kilogram
C Time Hour
D Temperature Celsius
2. To convert the Written Essay The area of a soccer field is 0.0055 km 2.
unit of area What is its area in m2?

3. Measuring the Performanc Procedure Measure the length of objects by using

length of objects e standardized units!
by using
standardized units
 ASSESSMENT SHEET
THE ABILITY TO OBSERVE
OBSERVED ASPECT / IDEAL SCORE
Suitable
Suitable with with the
STUDENT’S TOTAL MARK
No. The target of Honest instrument
NAME
observation of
observation
3 3 3 9 100
1
2
Etc.

ASSESSMENT CRITERIA

A. SUITABLE WITH THE TARGET OF OBSERVATION

1. The target of observation is suitable with required data
2. There is target of observation not suitable
3. There is target of observation is incorrect
B. HONEST
1. Writing data based on observation result
2. Some data is not observation result
3. All data are not taken from observation
C. SUITABLE WITH THE INSTRUMENT OF OBSERVATION
1. Observation instrument is suitable with the object
2. There is some observation instrument not suitable
3. Observation instrument not suitable

AchievedScore
STUDENT’S MARK = X 100
IdealScore

ASSESSMENT SHEET
PRESENTATION
No OBSERVED ASPECT / IDEAL SCORE Total Murk
 The
The The
Accor- The Proper
comple- way
ding to attitude ness of Confid
STUDENT’S teness of of
the to present ence
NAME supported think
problem perceive ation
data ing
media
3 3 3 3 3 3 18 100
1
2
ASSESSMENT CRITERIA:
A. The completeness of supported data
1. The material is supported by enough data
2. There are some material is not supported by enough data
3. The material is not supported by enough data
B. According to the problem
1. The material and data are suitable with problem
2. The material is out of problem
3. The material is not related with the problem
C. The attitude to perceive
1. Relax, suitable with problem, brief
2. suitable with problem, Relax, long-winded
3. not suitable with problem, emotional, long-winded
D. The Properness of presentation media
1. Simply and informatively media.
2. Complicated media but informative
3. Complicated media and not informative

Ambon, 16 th July 2012

The principal of 14 Junior High Science teacher
School

S. Duwila S.Pd Msi Ny. DJ. Jahehet S.Pd. Fis

NIP:196702281995121005 NIP: 19671104 199003 2008

Curricullum

Ny. M. Payapo
Nip : 19631009 198601 2008

LESSON PLAN

School : 14 Junior High School Ambon

 Subject : Science Physics
Topic : 2.1 Temperature and its measurement
Grade/semester : VII/1
Time allocated : 3 x 40’

I. STANDARD COMPETENCE
Comprehending scientific procedure to learn natural object by using instruments

II. BASIC COMPETENCE

Describing the definition of temperature and its measurement

III. THE INDICATORS:

After learn this topic, students are able to:
1. Critical thinking to find the definition of temperature
2. To show the parts of thermometer by independent
3. Innovative thinking to use thermometer to measure temperature
4. Describing the superiorities and the weaknesses of alcohol as a thermometer filler by independent
5. Describing the superiorities and the weaknesses of mercury as a thermometer filler by independent
6. To make a simple thermometer which have scale based on volume change properties by discipline
and responsible
7.To compare the Celsius thermometer scale with the other scale by discipline and responsible

IV. SUBJECT MATERIAL

 The definition of temperature
 The parts of thermometer
 The superiorities and the weaknesses of alcohol as thermometer filler
 The superiorities and the weaknesses of mercury as thermometer filler
 The relationship between Celsius thermometer scale with Kelvin, Fahrenheit and Reamur
thermometer scales

V. LEARNING APPROACH AND LEARNING MODEL

 Approach : Contextual Teaching and Learning (CTL)
 Model : Cooperative Learning, Direct Instruction

VI. LEARNING PHASES

First Meeting:
a. Opening:
 Praying
 Checking attendance

 Students answer some questions below:

 What do you feel in a hot sunny day?
 What do you feel when you lap an ice cream?
b. Main Activity:
  Students sit in cooperative learning model by discipline
 Students discuss in their group to conduct mini lab according to their worksheet (page 7) by
discipline and responsible
 Students writing their result
 One or two groups report their result by confidence
 Another group giving their opinion or their suggestion (respect for diversity)
 The best group receive reward
 Every group receive a thermometer
 Students discuss in their group to find out the way of use thermometer properly by discipline
and responsible
 One or two groups report their result by confidence
 Another group giving their opinion or their suggestion (respect for diversity)
 The best group receive reward
c. Closure:
 Students making a summarize by guided teacher
 Students are following achievement

Second Meeting:
a. Opening:
 Praying
 Checking attendance
 Students answer question below:
 What is the device to measure temperature?
b. Main Activity:
 Students sit in cooperative learning model by discipline
 Students discuss in their group to perform experiment according to Yrama Widya page 47-49
by discipline and responsible
 Students writing their result
 One or two groups report their result by confidence
 Another group giving their opinion or their suggestion (respect for diversity)
 The best group receive reward
c. Closure:
 Students making a summarize by guided teacher
 Students are following achievement

Third Meeting:
a) Opening:
 Praying
 Checking attendance
  Students remaining the kinds of thermometer based on their scale
b) Main Activity:
 Students are paying attention about the conversion of thermometer scale by curious
 Students are solving the problems which relation with the conversion of thermometer scale
by critical thinking
 Some students write their answers on the board
 Another students giving their opinion/suggestion (respect for diversity)
 The good students receive reward
c) Closure:
 Students making a summarize by guided teacher
 Students are following achievement

VII. SOURCES AND LEARNING MEDIA

 Student book  References
 Student worksheet  Thermometer
 Amazing Physics Program
 VIII. ASSESSMENT
 Technique : performance and written test
 Form : procedure, multiple choices and essay

No. Indicator Technique Form The example of instrument

1. Determining the Written Multiple Which of the following is the superiority of
superiority of choice alcohol as thermometer filler?
alcohol as a A. It can measure very low
thermometer filler temperature
B. It can measure very high
temperature
C. Its expansion is not regular
D. It is colorless
2. Writing the three Written Essay What are the three things that must be done
things that must to do calibrate an unmarked mercury
be done to do thermometer?
calibrate an
unmarked
mercury
thermometer

3. Demonstrating Performanc Procedure Demonstrate the way of using thermometer

the way of using e properly!
thermometer
properly

ASSESSMENT SHEET
THE ABILITY TO OBSERVE

OBSERVED ASPECT / IDEAL SCORE

Suitable
Suitable with with the
STUDENT’S TOTAL MARK
No. The target of Honest instrument
NAME
observation of
observation
3 3 3 9 100
1
2
Etc.

ASSESSMENT CRITERIA

A. SUITABLE WITH THE TARGET OF OBSERVATION

1. The target of observation is suitable with required data
2. There is target of observation not suitable
 3. There is target of observation is incorrect

B. HONEST
1. Writing data based on observation result
2. Some data is not observation result
3. All data are not taken from observation

C. SUITABLE WITH THE INSTRUMENT OF OBSERVATION

1. Observation instrument is suitable with the object
2. There is some observation instrument not suitable
3. Observation instrument not suitable

AchievedScore
STUDENT’S MARK = X 100
IdealScore

ASSESSMENT SHEET
PRESENTATION

OBSERVED ASPECT / IDEAL SCORE

The
The comple- Propern The
Accor-ding The Total
STUDENT’S teness of ess of way of Confid Murk
No to the attitude to
NAME supported presenta thinkin ence
problem perceive
data tion g
media
3 3 3 3 3 3 18 100
1
2

ASSESSMENT CRITERIA:

A. The completeness of supported data

1. The material is supported by enough data
2. There are some material is not supported by enough data
3. The material is not supported by enough data
B. According to the problem
1. The material and data are suitable with problem
2. The material is out of problem
3. The material is not related with the problem
C. The attitude to perceive
 1. Relax, suitable with problem, brief
2. suitable with problem, Relax, long-winded
3. not suitable with problem, emotional, long-winded
D. The Properness of presentation media
1. Simply and informatively media.
2. Complicated media but informative
3. Complicated media and not informative
E. The way of thinking
1. Logically and systematically
2. Logically but not systematically
3. Not logically and not systematically

F. Confidence
1. Stable, simple and quiet
2. Doubt, simple, quiet
3. Doubt, long-winded, not quiet

AchievedScore
STUDENT’S MARK = X 100
IdealScore

Ambon, 16 th July 2012

The principal of 14 Junior High Science teacher
School

S. Duwila S.Pd Msi Ny. DJ. Jahehet S.Pd. Fis

NIP:196702281995121005 NIP: 19671104 199003 2008

Curricullum

Ny. M. Payapo
Nip : 19631009 198601 2008
 LESSON PLAN

School : 14 Junior High School Ambon

Subject : Science Physics
Topic : 3.1 Measuring Instrument
Grade/semester : VII/1
Time allocated : 3 x 40’

I. STANDARD COMPETENCE
1. Comprehending scientific procedure to learn natural object by using instruments

II. BASIC COMPETENCE

1.4. Performing basic measurement carefully by using suitable measuring instruments which are often

used in daily life

III. THE INDICATORS :

After learn this topic, students are able to:
1. Explaining about the definition of measurement by discipline and responsible
2. Measuring the length of some objects using standard instruments by discipline and
responsible
3. Comparing the accuracy of measurement using fernier calipers and the other
instruments by critical thinking
4. Measuring the mass of some objects using standard instruments by discipline and
responsible
 5. Measuring time using standard instruments by discipline and responsible

IV. SUBJECT MATERIAL

 Measuring length using standard instruments
 Fernier calipers and micrometer screw
 Measuring mass using standard instruments
 Measuring time using standard instruments

V. LEARNING APPROACH AND LEARNING MODEL

 Approach : Contextual Teaching and Learning (CTL)
 Model : Cooperative Learning type STAD

VI. LEARNING PHASES

First Meeting:
a. Opening:
 Praying
 Checking attendance
 A students demonstrating how to measure the length of his/her book by using his/her
span by confidence

b. Main Activity:
 Students sit in cooperative learning model by discipline
 Students hear information about how used measuring instrument of vernier caliper
from teacher by critical thinking
 Students do experiment by using worksheet
 One or two groups report their result by confidence
 Another group giving their opinion or their suggestion (respect for diversity)
 Students conducting laboratory activity according to their worksheet by discipline and
responsible
 Students writing their result
 One or two groups report their result by confidence
 Another group giving their opinion or their suggestion (respect for diversity)
 The best group receive reward
c. Closure:
 Students making a summarize by guided teacher
 Students are following achievement

Second Meeting:
a. Opening:
 Praying
 Checking attendance
 Students mention some examples of standardized units
 Students mention some examples of substandard units
 b. Main Activity:
 Students sit in cooperative learning model by discipline
 Students are performing mini lab according to their worksheet by discipline and
responsible
 Students writing their result
 One or two groups report their result by confidence
 Another group giving their opinion or their suggestion (respect for diversity)
 Students are performing mini lab according to their worksheet “measuring mass” by
discipline and responsible
 Students writing their result
 One or two groups report their result by confidence
 Another group giving their opinion or their suggestion (respect for diversity)
 The best group receive reward
c. Closure:
 Students making a summarize by guided teacher
 Students are following achievement

VII. VII . SOURCES AND LEARNING MEDIA

 Student book
 Student worksheet
 Classroom object
 Ruler, hand, thermometer
 Fernier calipers
 Micrometer screw
 Balance
 Stopwatch

 Measuring cylinder

VIII. VIII. ASSESSMENT

 Technique : performance and written test
 Form : procedure, multiple choices and essay
No. Indicator Technique Form The example of instrument
1. Determining the Written Multiple Look at the following figure!
approximate area choice
of the shaded
region
 The approximate area of the shaded region
is ….
A. 42 cm2
B. 30 cm2
C. 22 cm2
D. 18 cm2
2. To explain how Written Essay Suggest how you can determine the surface
we can determine area of one side of a twenty-cent coin using
the surface area a pair of fernier calipers!
of one side of a
twenty-cent coin
using a pair of
fernier calipers

3. Demonstrating Performanc Procedure Demonstrate the way of using ruler and

the way to e fernier calipers properly!
measure length by
using ruler and
fernier calipers

ASSESSMENT SHEET
THE ABILITY TO OBSERVE
OBSERVED ASPECT / IDEAL SCORE
Suitable
Suitable with with the
STUDENT’S TOTAL MARK
No. The target of Honest instrument
NAME
observation of
observation
3 3 3 9 100
1
2
Etc.

ASSESSMENT CRITERIA

A. SUITABLE WITH THE TARGET OF OBSERVATION

1. The target of observation is suitable with required data
2. There is target of observation not suitable
3. There is target of observation is incorrect

B. HONEST
1. Writing data based on observation result
 2. Some data is not observation result
3. All data are not taken from observation

C. SUITABLE WITH THE INSTRUMENT OF OBSERVATION

1. Observation instrument is suitable with the object
2. There is some observation instrument not suitable
3. Observation instrument not suitable

AchievedScore
STUDENT’S MARK = X 100
IdealScore

ASSESSMENT SHEET
PRESENTATION

OBSERVED ASPECT / IDEAL SCORE

The
The The
Accor- The Proper
comple- way Total
STUDENT’S ding to attitude ness of Confid Murk
No teness of of
NAME the to present ence
supported think
problem perceive ation
data ing
media
3 3 3 3 3 3 18 100
1
2

ASSESSMENT CRITERIA:

A. The completeness of supported data

1. The material is supported by enough data
2. There are some material is not supported by enough data
3. The material is not supported by enough data

B. According to the problem

1. The material and data are suitable with problem
2. The material is out of problem
3. The material is not related with the problem

C. The attitude to perceive

1. Relax, suitable with problem, brief
2. suitable with problem, Relax, long-winded
3. not suitable with problem, emotional, long-winded
D. The Properness of presentation media
1. Simply and informatively media.
2. Complicated media but informative
3. Complicated media and not informative

E. The way of thinking

1. Logically and systematically
2. Logically but not systematically
3. Not logically and not systematically
F. Confidence
1. Stable, simple and quiet
2. Doubt, simple, quiet
3. Doubt, long-winded, not quiet

AchievedScore
STUDENT’S MARK = X 100
IdealScore

The principal of 14 Junior High Ambon, 16 th July 2012

School Science teacher

S. Duwila S.Pd Msi

NIP:196702281995121005 Ny. DJ. Jahehet S.Pd. Fis
NIP: 19671104 199003 2008

Curricullum

Ny. M. Payapo
Nip : 19631009 198601 2008
 WORKSHEET
What do you do ?

School unit : 14 junior high school

Subject : Physics
Class / semester : VII / 1
Material : Measuring instrument
Basic Competency : Performing basic measurement carefully by using suitable measuring

instruments which are often used in daily life

Purpose :

1.Used the better of vernier caliper and Screw Micrometers

2. To known the scales at Vernier calipers and Screw Micrometers

2. Comparing the accuracy of measurement using fernier calipers and Screw Micrometers and reading

scale correctly by critical thinking

Thinking Information
Vernier callipers
a vernier callipers consist of two scales on steel bars, one sliding over the other.
a. the main scale is graduated in intervals of 0,1 cm from 0 to 12 cm.
b. the sliding nonuse scale has a scale on which ten divisions are equal to
nine small divisions on the nonuse scale.
the difference between the sizes of one division on the main scale and on
division on the nonuse scale is :
0,1 – 0,09 = 0,01 cm. giving a vernier scale an accuracy of 0,01 cm.
Vernier Calipers the vernier calipers have two jaws:
a. Fixed jaws , it have main scale
b. Sliding jaws , it have vernier scale
The accuracy the vernier caliper reaches 0.1 mm.
 to measure with a vernier callipers, slide the nonius scale along the mine scale until
the objectis held firmly between the jaws of the callipers.
a. the reading on the main scale is determined with reference to the 0 mark on
the nonius scale. The reading to be taken on the main scale is the mark
preceding the 0 mark on the nonius scale.
Look at figure below !...

Procedure
1. Prepare a cube on the table
2. Measure its length by using vernier caliper
2. Record your data in the table below
4. Repeat the step no, 2 to 3 with other apparatus and record your result in table.
No Material ‘name Main Scale ( Ms ) Nonuse scale (Ns) Reading scale ( Rs )
Cm cm Cm
Rs = Ms + Ns
1 Cube
2 …………………..
3 …………………..

Write your Conclude :

…………………………………………………………………………………………..
…………………………………………………………………………………………..
2. micrometer screw gauge

reading on sleeve = 4.5 mm

reading on thimble = 0.12 mm
actual reading of object = 4.5 + 0.12
= 4.62 mm
.Screw Micrometers
It has accuracy until 0.01 mm. It use to measure a tiny or small object, such as diameter of wire and
 thickness of paper. The screw micrometer has two scale, those are main scale and vernier scale.
a micrometer screw gauge is used to measure small length ranging between 0,10 mm and 25.00
mm.
this instrument can be used to measure diameters of wires and thicknesses of steel plates to an
accuracy of 0,01 mm.
The micrometer scale comprises a main scale marked on the sleeve
and a thimble scale marked on the thimble. The main scale has two rows of markings on
opposite sides of a horizontal reference line. Each division on both the upper and the lower
scale is 1 mm. thus the difference between one division on the upper scale and one division on the
lower scale is 0,50 mm. the thimble scale is subdivided into 50 equal divisions. When the
thimble is rotated through one complete turn, 360 degree, the gap between the anvil and the spindle
increases by 0,50 mm. this means that one division on the thimble scale is 0.50 mm 50 division
Procedure

1. Prepare a ball on the table

2. Measure its and thicknesses by using Screw Micrometers
2. Record your data in the table below
4. Repeat the step no, 2 to 3 with other apparatus and record your result in table.
No Material ‘name Main Scale ( Ms ) Circle scale (Cs) Reading scale ( Rs )
mm mm mm
Rs = Ms + Cs
1 Ball
2 …………………..
3 …………………..

Question
1.Write your Conclude

…………………………………………………………………………………………..
…………………………………………………………………………………………..

2. The diameter of circle can be measured

with vernier caliper like the follow picture.
The diameter of that circle is ….

a.4.20 cm 4 cm 5 cm
b. 4.21 cm
c.4.24 cm
d. 4.25 cm 0 10

3. A micrometer is used to measure the thickness of a metal. Look at the figure below.

27
1 2 3 4 5
24

21

The thickness of the metal is .....

 a. 5.24 cm c. 5.74 cm
b. 5.24 mm d. 5.74 mm
Ambon : ……, ……, …….
Group Name :
Value Group : 1. ……………….
AchievedScore
Student’s Mark = X 100 2 . ………………
IdealScore
3. ………………..

2.

LESSON PLAN

School : 14 Junior High School Ambon

Subject : Science Physics
Subject : 4.1 Making the graph
Grade/semester : VII/1
Time allocated : 6 x 40’

I. STANDARD COMPETENCE
Comprehending scientific procedure to learn natural object by using instruments

II. BASIC COMPETENCE

Making a graph based on the result of measurement, analysis and communication

III. THE INDICATORS :

1.Explaining the kinds of graph by independent
2.Describing the way to make line graph by independent
3.Describing the way to make scatter plots by independent
4.Describing the way to make bar graph by independent
5.Describing the way to make pie chart by independent
6.To make line graph, scatter plots, bar graph and pie chart manually by critical thinking
7.Critical thinking to make line graph, scatter plots, bar graph and pie chart by using computer

IV. SUBJECT MATERIAL

 Graph
 Line graph
  Scatter plots
 Bar graph
 Pie chart

V. LEARNING APPROACH AND LEARNING MODEL

 Approach : Contextual Teaching and Learning (CTL)
 Model : Cooperative Learning, Direct Instruction

VI. LEARNING PHASES

First Meeting:
a. Opening:
 Praying
 Checking attendance
 Students remaining about the kinds of graph
b. Main Activity:
 Students sit in cooperative learning model by discipline
 Students are critical thinking in their group to find the way of making line graph,
scatter plots, bar graph and pie chart manually

 Students writing their result

 One or two groups report their result by confidence
 Another group giving their opinion or their suggestion (respect for diversity)
 The best group receive reward

c. Closure:
 Students are making a summarize by guided teacher
 Students are following achievement

Second Meeting:

a. Opening:
 Praying
 Checking attendance
 Students remaining how to make line graph manually

b. Main Activity:
 Students sit in cooperative learning model by discipline
 Students are critical thinking in their group to find out the way of making line graph,
scatter plots, bar graph and pie chart by using “excel program”
 Students writing their result
 One or two groups report their result by confidence
 Another group giving their opinion or their suggestion (respect for diversity)
 The best group receive reward

c. Closure:
  Students are making a summarize by guided teacher
 Students are following achievement

VII. SOURCES AND LEARNING MEDIA

 Student book
 Student worksheet
 Physics amazing program
 References
 Computer
 Millimeter block
 Ruler

VIII. ASSESSMENT
 Technique : performance and written test
 Form : procedure, product

No. THE Technique Form The example of instrument

OBJECTIVES
1. To make a line Performance Procedure Look at the following experimental data of
graph based on and product plant growth versus time!
the data which is
given Plant height
Time (days)
(cm)
0 1.46
7 2.67
14 3.89
21 4.82

Make line graph of the data manually!

ASSESSMENT SHEET
SOCIAL COMPETENT
OBSERVED ASPECT / IDEAL SCORE
BEAR
MUTUAL
STUDENT’S SUGGEST TOTAL MARK
ASKING ANSWERING RESPECT
NO. NAME OPINION
OTHER’S
OPINION
4 4 4 4 16 100
1
2
Etc.

ASSESSMENT CRITERIA:
A. ASKING:
1. Always
2. Often
3. Sometimes
4. Never

B. ANSWERING:
1. Always
2. Often
3. Sometimes
4. Never

C. SUGGEST OPINION
1. Always
2. Often
3. Sometimes
4. Never
D. BEAR MUTUAL RESPECT OTHER’S OPINION
1. Always
2. Often
3. Sometimes
4. Never

AchievedScore
STUDENT’S MARK = X 100
IdealScore

Ambon, 16 th July 2012

The principal of 14 Junior High Science teacher
School

S. Duwila S.Pd Msi Ny. DJ. Jahehet S. Pd. Fis

NIP:196702281995121005 NIP: 19671104 199003 2008

Curricullum
 Ny. M. Payapo
Nip : 19631009 198601 2008

PEMERINTAH KOTA AMBON

DINAS PENDIDIKAN
SMP NEGERI 14 AMBON
Jl. Kebun Cengkeh - Telp/Fax (0911) : 341432, 345276
97128

Nama : ________________
EVALUATION SHEET ( Grade test )
Class : ________________
2011 – 2012
Date : ________________
Education unit : 14 Junior High School Ambon Value
Course : Sciences
Class / Grade : VII ( RSBI ) / 1 ______________
Time : … minutes.
Day / Date :

I. Write the letter of the right answer on the provided place

1. Consider the table below
No. Quantities Units Measuring
1 length Meter ruler
2 mass kilogram spring balance
3 time second stopwatch
4 temperature Fahrenheit thermometer

Fundamental quantities according to SI with the correct measuring device and units are
shown by the numbers of … .
a. 1 and 2
b. 1 and 3
c. 2 and 3
d. 2 and 4.
2. Considering the table below!

No QUANTITY UNIT
1 Volume Derived from length
 2 Length Defined first
3 Density Derived from mass and length
4 Area Derived from length

Fundamental quantities is shown by number…..

a. 1
c. 3
b. 2
d. 4

3.Consider the table below!

No. Quantities Units Measuring

1. Length Meter Ruler
2. Mass Kilogram Vernier calipers
3. Time Second Stopwatch
4. Temperature Celsius Thermometer
Fundamental quantities according to SI with the correct measuring device and units are
shown by numbers of
a. 1 and 2
b. 2 and 3
b. 1 and 3
c. d. 3 and 4

4.Velocity is derived from fundamental quantities of……

a. Length and time

b. Mass and length
c. Length and mass
d. Time and mass

5. If you measure the length of a desk by using your span, after measurement is done, obviously
the length of the desk is equals to 8 of your spans. Which of the word include as unit ?
a. length
b. spends
c. desk
d. equals

6.. Maya measures the diameter of copper wire using micrometer screw gauge. The result of
the measurement shown in the picture below. What is the result of the measurement ?

0 5
35

30

. A. 5,252 mm B. 5,282 mm C. 7,32 mm D. 7,82 mm

7.The following figure illustration micrometer

How to read this

a. 15, 61 mm
b. 15, 11 mm
 a. 16. 61 mm
b. 16. 23 mm
c. 15.61 mm
d. 15.11 mm
8.The diameter of circle can be measured
with vernier caliper like the following
picture. The diameter of that circle is ….

a. 4.20 cm
b. 4.21 cm
c .4.24 cm
d. 4.25 cm 4 cm 5 cm

0 10

9. The figures below show the level of water in a measuring cylinder before and after a stone is
put in.

30 cm3

10 cm3

(I) (II)

The volume of the stone is . . . .

a. 10 cm3
b. 15 cm3
c. 20 cm3
d. 30 cm3

10.Look at the figure below.

The area of the leaf is ...cm2 (1 UA = 1 cm2)

a. 3.5
b. 4.0
c. 4.5
d. 5.0
.11. Ningrum is measuring the length of a window by using her book. Study the
following figure.
 A book

How long is the window above?

a. 3.0 books
b. 3.5 books
c. 4.0 books
d. 4.5 books
.12. Below is a graph of an object motion. The graph shows distance against time.

Distance(m)

40 B

A
20

Time (s)
1 2
Based on the graph, the velocity of object when the distance is 40 m is…..

a. 80 m/s
b. 60 m/s
c. 40 m/s
d. 20 m/s

13. Look at this figure below.

d (m)

6
D E

B C
3

A F
t (s)
0 1 3 4 6 7

This graph shows the interval time of an object that shows unchanged distance is... ?
a. 0 S – 1 S and 4 S – 6 S
b. 1 S – 3 S and 4 S – 6 S
c. 3 S – 4 S and 1 S – 3 S
d. 4 S – 6 S and 6 S – 7 S

14.The speed of a car is 36 km/h. That speed in SI can be expressed as.. . .

a. 20 ms - 1
b. 10 ms - 1
c. 6 ms - 1
d. 3 ms- 1
15.The temperature of the body is 35 o C . What is the temperature in Reamur scale?
a. 25 o R
b. 26 o R
c. 27 o R
d. 28 o R .

16.Which of the following is true about the range of clinical thermometer ?

a. 30 °C – 40 °C
b. 0 °C – 50 °C
c. 35 °C – 42 °C
d. 0 °C – 100 °C

17.The temperature of an object is 20oC. The its temperature in Celsius scales is

a. 68o F
b. 75oF
c. 92 F
d. 98 oF

18.Look at the figure on the right. What is Y according to “B” scale?

a. 35 o Rs
b. 50 o Rs
c. 75 o Rs
d. 85 o Rs Thermometer Thermometer
“Lena” Scale “ Risca” Scale

- 100 oL -150 oRs

- 25 oL - Rs = ….?

- 0 oL - 50o Rs

19. . The correct statement by advantage of mercurry below is...

a. It needs to be dyed because it is colorless
b. It needs to be dyed because it is colorless
c. It can be used to measure very low temperature
d. It does not cling to the side of the tube

20. Which one of the following is not an element ?

A Na
b. H
c. Ca
d. NaCl
.21 Look at the following table
No Properties
1 The simplest particle of a substance
2 Cannot be broken down into simpler substance
3 Making up an element

The properties above are the properties of a /an……..

a. electron
 b. c atom
c. molecule
d. d. ion

22. The molecule that be symbolize by the picture below is fixed with the \
substance….

a. Sugar
b. Salt
c. Water
d. Sulphurice acid

.23. The mixture below are homogeneous mixture is ….

a. water and sand
b. wood and rice
c. water and sugar
d. Stone and sand
24. A mixture is formed by sand, stone, and water. The method used to separate sand from the
mixture is . . . .
a. distillation
c. condensing
b. evaporating
d. filtering
25. Study of figure below

Tissue paper

Water
ink

The method used to separate ink from tissue paper is…..

A. evaporation
B. filtering
C. crystallization
D. chromatography

G O O D L U C K