English Teaching Physics 1: Syiah Kuala University

English Teaching Physics 1 (Syllabus, Lesson Study, Student Work Sheet, Analysis of Learning Material, Evaluation Sheet)

task

By: M. Isnaini Ma’arif

1106103030031

Physics Department EDUCATION AND TRAINING TEACHER FACULTY

SYIAH KUALA UNIVERSITY Darussalam, 2014

The Syllabus Subjects: Physics

School

: Senior High School

Class/Semester

:X/I

Core Competensies: KI 1: Involving and administering religious teachings that believed. KI 2: Developing behavior ( honest, discipline, responsibility, care, polite, friendly environment, cooperation kidding, responsive and proactive ) and indicated attitude as part of solutions to the problems nation to interact effectively with social environment and the role in put themselves in the reflective nation in intercourse the world. KI 3: Understanding and applying knowledge factually conceptual, procedural in science, technology, art, culture, and the humanities with insight into humanity, nationalities, state, and civilization related phenomena and scene, and apply knowledge procedural in the plane of the study which specific based on their talent and their interest to solve problems. KI 4: Processing, thinking and preparing in the realm of concrete and abstract domains associated with the development of which he had learned in school independently, and be able to use the method according to academic rules.

Basic Competensies

Basic Materials

Learning

Assesment

Time Allocation

Learning Resource

Basic Competensies

Basic Materials

Learning

realize the greatness of God who created and governs the universe through observation of natural phenomena of physical nature and measurement 2.1. Showing behavior scientific (having curiosity; unprejudiced; honest; minutely; scrupulous; persevering; care; responsible; open; critical; creative; innovative and cares about environment ) in an activity daily as form implementation attitude in experiment and discussed 3.1.Analyzing the relation of force, mass, and movement in motion straight 4.1.Presenting the measurement result with fisis using tools and techniques for scientific investigation

Newton's law and its application

Observed  Object placed on paper then drawn slowly and suddenly  objects drawn/encouraged to produce motion  removable and movable objects falling  objects are pulled through a pulley with weights

1.1. to

Assesment The Task

9 JP

applying newton's laws in solving problems

(3 x 3 JP)

Learning Resource Learning Resources: 

Books

for

high school

Observation Ceklist experimental activity observation sheet

Asking  Questioning the cause of a moving object  Enquiring the influence of Portofolio the mass for the written reports acceleration group

Eksperiment

Time Allocation

Test A written test

physics 

Physics practice guides



Edukasi.net

Basic Competensies 5.1. Planning and executing pigs for investigates the relations style, mass, and acceleration in motion straight

Basic Materials

Learning 

experiment of newton 1st and 2nd law  experiment of motion objects Associate  calculate the acceleration of the object on inclined plane Communicate  Drawing a force of heavy, a force of normal, and the tension on the rope

Assesment form description about the use of significant figures and errors measurement and / or multiple choice on reading a measuring instrument

Time Allocation

Learning Resource Tools -

Pulley

-

Overhead

Lesson Plan School

: Senior High School

Subjects

: Physics

Class/ Semester

:X/1

Basic Materials

: Newton's Law and Its Application

Alokasi Waktu

: 2 x 45 minutes (One Meeting)

A. CORE COMPETENSIES: KI 1: Involving and administering religious teachings that believed. KI 2: Developing behavior ( honest, discipline, responsibility, care, polite, friendly environment, cooperation kidding, responsive and proactive ) and indicated attitude as part of solutions to the problems nation to interact effectively with social environment and the role in put themselves in the reflective nation in intercourse the world. KI 3: Understanding and applying knowledge factually conceptual, procedural in science, technology, art, culture, and the humanities with insight into humanity, nationalities, state, and civilization related phenomena and scene, and apply knowledge procedural in the plane of the study which specific based on their talent and their interest to solve problems. KI 4: Processing, thinking and preparing in the realm of concrete and abstract domains associated with the development of which he had learned in school independently, and be able to use the method according to academic rules.

B. BASIC COMPETENSIES AND INDICATORS 1.1 Increased faith and realize the relationship of nature and complexity and regularity of the universe towards the greatness of God who created it Indicator : admire the living creatures that move as a creation of God 1.2 Aware of the greatness of God 1.2 adjust the characteristics of the phenomenon of motion, fluid, thermal and optical 2.1 Show behavior scientific (having curiosity; unprejudiced; honest; minutely; scrupulous; persevering; care; responsible; open; critical; creative; innovative and

cares about environment) in an activity daily as form implementation attitude in experiment and discussed. Indicator : 1) Having curiosity 2) Showed perseverance and responsibility in learning and worked either individually or clusters 2.2 Appreciate the work of individuals and groups in their daily activities as a form of implementation of experimenting and report the results of an experiment Indicator : 1) having attitude be earned 2) Has the confidence and responsibility with the results of his experiments 3.4 Analyze the relationship between force, mass, and the movement of objects in a straight motion Indicator : 1) Analyzing the relationship between force with a mass of objects and object movement 2) count resultant force on a point in a system. 4.4 Experiment to investigate the relation between force, mass, and acceleration in motion straight Indicator : Experiment of Newton's law II (the relationship between force, mass and acceleration)

C. LEARNIG OBJECTIVES 1. students may mention Newton's Law 1 beep 2. Siswa dapat menyebutkan penerapan hukum 1 Newton dalam kehidupan seharihari Students may mention enforcement 1 Newton in everyday life 3. Students may mention the sound of Newton's law II 4. Students may mention the application of Newton's law II in daily life 5. Students may mention the sound laws of Newton III 6. Students may mention the application of law III of Newton in everyday life Students can create reports simple observations about the relationship of force, mass and acceleration in a straight motion

D. LEARNING MATERIAL 1. Newton’s I Law 2. Newton’s II Law 3. Newton’s III Law E. LEARNING METHODS 1. Approach : Scientific 2. Method

: Experiment dan Discussion

3. Models

: Discovery-Inquiary Learning

F. MEDIA, TOOLS, AND SOURCE OF LEARNING 1. Media - Power Point about Newton’s Law and its application - Infokus - Notebook 2. Tools No

Kind

Number

1

Inclined plane

1

2

Beam with wooden surface

1

3

Beam with glass surface

1

4

Beam with iron surface

1

5

Stopwatch

1

3. Sumber Belajar : Senior High School Text book Class X semester 1

G. LEARNING ACTIVITIES MEETING 1

Steps Learning Activities

Description of Activity

Allocation of Time

Introduction

Motivating students

 The teacher showed videos of the 10 minutes power point a car moving and provide a diagnosis to students questions as follows. 1. what happens if the car you were travelling was stopped suddenly? 2. what causes we can run above floor  Teachers

deliver

learning

objectives outline Core

1. Learners form groups, with a total 60 minutes

Activities

membership of 3 – 5 Children. 2. Learners (guided by the teacher) to discuss the Newtonian law (I, II, III) of the motion. 3. The learners do the observation of Observation

demonstration a few blocks with different surfaces (different mass) down an inclined plane 4. Learners are requested to ask with regard to experiments. “Whytime to down an inclined plane different?” 5. Students collect data related to the experimentation, for example, data

Asking Question

about the mass of each object that is

used 6.

Students

comparing

conduct the

measurement

discussions

prediction

results

with

and

data

obtained. Discussions directed at understanding

that

mass

and

acceleration affect force that to happen Data Collected 7. learners do discussion group to conclude that the force is directly Associate:

proportional to the mass and acceleration 8. The students compiled a report and presented

the

results

of

its

discussions 9. The representative of the learners were asked to name a law I, II, III, Newton 10. Representative requested

to

learners

are

mention

the

application of newton's law 11. Learners

practise

exercises

reserved to apply newton's law Communicate

equation II. 12. Teacher correcting learners answer whether it is correct or not. If still there are learners who have not been able to answer correctly, the teacher guidance

can

instantly

provide

 The teacher invites students to 10 minutes

Closing

review the results of learning activities

 With students concluded today's learning outcomes, as well as encourage students to always be thankful for the gift of God  Teacher Rewards (such as praise or other relevant Awards form) to the group that performs well

H. ASSESSMENT Techniques And Instruments Techniques

Instrument

· Observation

· Sheet observation attitude and Rubric

Attitude · Performances Test

· Test Quotation and Rubrics

· Written Test

· Essay Test and Choice

1. Instruments appraisement domain attitude (Affective) Observation sheet attitude scoring No

Aspects appraised

1

2

3

Information

1

Admire all phenomena that newton's laws of motion as a creation of God

2

Curiosity

3

Thoroughness and caution in conducting experiments

4

in learning responsibility and Perseverance and work both individually and group

5

Skills to communicate at the time of learning

Attitude assessment rubric No

Aspects appraised

Rubric

1

Admire all the

3: show expression admiration to phenomena law

phenomenon of

newton and / or verbal expression showing gratitude

newton's laws of

against the lord

motion as a creation of God

2: not explicitly denoting expression admiration or an expression of gratitude, but put interest on newton law 1: have not shown expression admiration, or put interest on newton law

2

Showed curiosity

3: show curiosity great enthusiastic, active in group activity 2: show curiosity, but not too enthusiastic and new actively involve in group activity when sent

1: no demonstrates enthusiastic in observation, difficult actively involve in group activity although have driven to engage 3

Thoroughness and

3: observe the experiment based on procedure,

careful

careful in doing experiment 2: observe the experiment based on procedure, less careful in doing experiment 1: observe the experiment based on procedure, less careful in doing experiment

4

diligence and

3: with persevering in complete the task to do, best

responsibility in

results trying to timely

learning and working both individually and Group

2: trying to appropriate time in complete the task but not showing effort best 1: not trying to accomplish a task seriously and duty not finished

5

Communication

3: active in integration, in his notions or ideas, really appreciate students 2: active in integration, not to suggest, a notion or idea really appreciate others 1: : active in integration, not to suggest, a notion or idea less students really appreciate

2. instruments appraisement psychomotor 

Performances Appraisal

Rubrics: rubrics is used as a reference to evaluate performance of students on time working on duty assignments and work scientific Score Abilities/skills

were the ability to organize

assessed based on Score

tasks, work, or activities

the appropriateness of implementing the task

5

4

Students have a clear

He was able to organize

students observe,

understanding about the

tasks in a way that is logical

measure, record, and

meaning of the given task.

in accordance with the

perform other activities

instruction given

properly and safely.

Students need a little help

He is able to follow

observations,

to understand the purpose

instructions, but need some

measurements, and

of the activity, task or

assistance in developing

results of other

experiment.

work procedures/activities

activities are generally

that logical

satisfactory, but there are still errors in the accuracy of the record or discuss.

3

2

Students need help to

He was able to follow the

many Students make

understand the purpose of

task/instructions if given

mistakes, good record-

the activity, task or

some help which means

keeping, and accuracy

experiment, as well as in

in recording or any

organizing its work.

other work

Many students rely on the

Help still needed even

Many of the

help and support in order

though the instructions are

observations in/unsur-

to be able to understand

simple. Inaccuracy in the

unsur discussion of

the purpose of

observations, measurements

escape is observed or

tasks/activities provided,

or elements of the work of

not

and do it.

others.

noted/discussed/carried

out.

1

Not understand the

Students are not able to

Observations,

purpose of the activity,

follow the

measurements or

task or experiment is

instruction/instructions of

elements of the work

given as well as not being

the given task.

of others is not true or

able to carry out even with

relevant to its work

help.

Sheets appraisement performance No

Students Name

Task 1

2

3

Scientific Work 4 5

1

2 3

1 2 3 4 5 6 7 8 9 10 

sheets judgment discussion and presentation rubrics

4

5

Disscusion 1 2 3

4

5

used to judge discussion activity Score 5 : If students actively discussion good ask and answer, capable of asking questions high levels and new ideas. Score 4 : Students active in discussion good ask and answer capable of asking questions high levels but no a new idea. Score 3 : Students active in discussion good ask and answer, capable of asking questions the lower Score 2 : Students less active in discussion only occasionally ask the Score 1 : Students are passive and do not ask questions or give answers

No

Students Name

Task 1

1 2 3 4 5 6 7 8 9 10

2

3

Scienties Work 4 5

1

2 3

4

5

Disscussion 1

2 3

4

5

3. Cognitive Assessment Multiple Choice Questions And Descriptions 1. A car has mass 3.000 kg. The rest began to move after the car reaches a speed of sekon 12 6 m/s. Calculate the forces acting on the car ! a. 1500 N

c. 2500 N

b. 2000 N

d. 2750 N

e. 3000 N (a)

2. On the flat areas of slippery objects, there is a mass of 2 kg, first moving with a speed of 8 m/s. due to the influence of a force that still the magnitude, in line with the direction of motion of objects, seteah drove his 6 m to 16 m/s, determine the force of the great ! a. 16 N b. 20 N c. 24 N d. 28 N e. 32 N

(e)

3. A beam with 7 kg glided inclined plane 45ᵒ , g = 10 m/s². Set the speed beams for 15 sekon ! a. 40 m/s b. 45 √ m/s c. 50 m/s d. 55√ m/ e. 60 m/s

(b)

4. an object with a mass of 10 kg is moving with a speed of 2 m/s. What is the great force exerted on objects? a. 20 N b. 24 N c. 5 N d. 12 N e. 10 N 5. Mentioned 3 daily events that involve the law II newton? 6. How the sound of the law I, II and III newton?

(a)

STUDENT WORK SHEET Name

:

Class

:

Group

:

A.

CORE COMPETENCIES :

1. Involving and administering religious teachings that believed. 2. Developing behavior ( honest, discipline, responsibility, care, polite, friendly environment, cooperation kidding, responsive and proactive ) and indicated attitude as part of solutions to the problems nation to interact effectively with social environment and the role in put themselves in the reflective nation in intercourse the world. 3. Understanding and applying knowledge factually conceptual, procedural in science, technology, art, culture, and the humanities with insight into humanity, nationalities, state, and civilization related phenomena and scene, and apply knowledge procedural in the plane of the study which specific based on their talent and their interest to solve problems. 4. Processing, thinking and preparing in the realm of concrete and abstract domains associated with the development of which he had learned in school independently, and be able to use the method according to academic rules. B.

BASIC COMPETENSIES :

1.1.

To realize the greatness of God who created and governs the universe through

observation of natural phenomena of physical nature and measurement 2.1.

Showing behavior scientific (having curiosity; unprejudiced; honest; minutely;

scrupulous; persevering; care; responsible; open; critical; creative; innovative and cares about environment) in an activity daily as form implementation attitude in experiment and discussed 3.1.

Analyzing the relation of force, mass, and movement in motion straight

4.1.

Presenting the measurement result with fisis using tools and techniques for

scientific investigation 5.1.

Planning and executing pigs for investigates the relations force, mass, and

acceleration in motion straight C.

INDICATOR : Explain law newton as basic concepts dynamics and mengaplikasikannya

problems in dynamics simple D.

LEARNING OBJECTIVES :

Through the process of observing, asking questions, discussing, analyzing data, mengasosiasi and mengkomunikasi students are able to have knowledge of the concept of Dynamic Particle, as well as conservation of Force in our daily lives. and thus the character of mutual cooperation, mutual aid, and is active in conducting discussions. E.

MATERIAL : An object can be moved only if given an interesting force or push continuously.

An object (the train) was driven quickly then released, eventually will stop due to friction with the floor. If the force of friction is omitted, then the train will keep moving relentlessly. By Galilei said that irregular straight motion (motion in a straight path with fixed rate) does not need force. Isaac Newton's first law States in which reads: “When the total force acting on a body is equal to zero or none of the forces acting on the object, then each object will move continuously with a speed keep on a straight trajectory (motion of the irregular straight) or remain silent”

∑F = 0 Newton's law revealing about the nature of things that tend to defend the case. This trait is called inertia. An object in a State of silence got the influence of a force, then the object will experience a change of pace every time or on the object will arise the acceleration

The number of force that affect the objects or total force can be either single or combined Force Influence on accelerating force The acceleration experienced by the objects is proportional to the resultant force acting on the object, and in line with the direction of the force F.

TOOLS AND MATERIALS

-

Marbles

-

Paper

-

Carbon paper

-

Ticker time

-

Sled

-

Overhead

-

Power suplies

-

Yarn

-

Pulleys

-

Tape

-

board

G. WORK STEPS : Work 1 1. Put off a paper table flat, then put marbles in paper.Then pull paper quickly 2. Repeat experiments this several times in the same way. conclusion what can you take about tendency marbles that? 3. Then paper returned to notch was, and marbles laid again on the paper. Now draw those paper with slowly, what happened to the marbles? 4. Paper drawn slowly again as above then suddenly pull discountinued.What happened with the marbles? 5. Repeat this experiment several times in the same way. What conclusions can you take regarding the tendency of motion of marbles?

Work 2 1.

Assemble the tool as shown in the picture bellow P

Q

Use a load of 100 grams, and let the train moves 2.

make a graph with pieces of paper tape recording for every 10 beats

3.

Repeat a and b by using a load of 200 grams.

4.

Compare the graphs at the second trial. The graph which is more steep? If so the

acceleration which is larger? Conclusion: For objects with a given mass the greater its acceleration, what about force? 5.

Repeat a and b by using two stacked trains.

6.

Compare this with the third Graph charts first. Which graph is more steep? If so

the acceleration which is larger? Conclusion: For a certain force, if the mass of the object is enlarged, what about acceleration the object? 7.

Note the second conclusion of, is it accord with the Newton’s II law?

H. TASK AND QUESTION 1.

from the properties of the Innertia object, consider how the driver to lower

heavy loads from the truck, while the driver was alone? …………………………………………………………………………………………… …………………………………………………………………………………………… ………………………… 2.

Suppose an object sent to outer space, out of the Milky Way Galaxy. How does

the change of mass and weight?

…………………………………………………………………………………………… …………………………………………………………………………………………… ………………………… 3.

You sell gold based on severity. Where would you prefer going to sell it: in

Semarang or Alaska (near the North Pole)? …………………………………………………………………………………………… …………………………………………………………………………………………… ………………………… 4.

A mass of 5 kg fixed force of 12-influenced newton. Calculate the acceleration

of the arising! …………………………………………………………………………………………… …………………………………………………………………………………………… ………………………… 5.

an object of mass 3 kg-influenced force of fixed amount 6 newton. How many

speed and distance traveled by the object after 8 sekon? …………………………………………………………………………………………… …………………………………………………………………………………………… ………………………… 6.

A mass of 2.5 tonnes of objects moving at a speed of 70 km/h. If the car car was

slowly will stop after 10 sekon. What is the magnitude of the force that the brakes on the car? …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………

I.

THE CONCLUSION :

…………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… …………………………………………………………………………………………… ………………………………………………………………………………

Analysis of the Learning Material (ALM)

School

: Senior High School

Class/Semester

: X/I

Subjects

: Physics

Allocation of time

: 9x45minutes

A. Core Competensies: KI 1 : Involving and administering religious teachings that believed. KI 2 : Developing behavior ( honest, discipline, responsibility, care, polite, friendly environment, cooperation kidding, responsive and proactive ) and indicated attitude as part of solutions to the problems nation to interact effectively with social environment and the role in put themselves in the reflective nation in intercourse the world. KI 3: Understanding and applying knowledge factually conceptual, procedural in science, technology, art, culture, and the humanities with insight into humanity, nationalities, state, and civilization related phenomena and scene, and apply knowledge procedural in the plane of the study which specific based on their talent and their interest to solve problems. KI 4: Processing, thinking and preparing in the realm of concrete and abstract domains associated with the development of which he had learned in school independently, and be able to use the method according to academic rules.

B. Material Particle Dynamics 1. Force In everyday life, we often hear the Word forces as a way, for example, the force of speech, force of dress, force of swimming, lifeforce, and more. What is the sense of force in everyday life with the same sense of force in physics? Note image di aside. What causes penerjuan can fall to the bottom after jumping from a plane?

Paratroopers can down because an grafity force. Other examples include forces in physics is someone pushing a car with a muscular force, using a bicycle in motion then otor di brake until it stops due to friction. So what is the sense of force according to physics? Based on by way of example a force in physics can be defined as: “force is an amount that can cause something this stuff can move or otherwise cause moving objects become silent”

or briefly, force also can be defined as impulse or pull. By virtue of nature, the differentiated into 2 namely: Force touch , Force not touch By Caused, the differentiated into 7, namely:  Force Muscle  Force Springiness  Force Friction  Force Magnetism  Force Electric  Force Grafity  Force Machine

2. Resultan Force Some of the forces acting on an object in the line of work can be replaced by a force called force.

Mathematically, the magnitude of the resultant force can be expressed as follows

To simplify the calculations, give positive sign () to force the direction to the right or upwards and the negative (-) sign to force him to the left or down.

Example: Andi and Bob play tug of war. If Andi grant Force 40 N while Budi give Force 45 N, what is the resultant force acting on the ropes? Solution:

= 40 N – 45 N =-5N The negative sign indicates the rope moves to the left.

3. Weight Force The weight of an object is the gravitational force acting on an object. Weight including force, therefore it has direction and weight including the vector quantity. The weight of the object toward the center of the Earth. The weight of an object can change depending on the magnitude of gravity. The magnitude of gravity depends on the height of the layout of an object from the pemukaan the Earth. The higher the position of the objects from the surface of the Earth,

then

the

less

gravity.

A

unit

of

weight

expressed

in

units

of

newton.Mathematizable can be written:

Example: An astronauts went to the moon. The mass of the astronaut is 65 kg. How much does it weigh when di Earth and how much it weighs when di Moon (Earth's gravity = 9.8 N/kg, the gravity of the Moon = 1.6 N/kg).

Solution: Weight on Earth:

w= m × g = 65 kg x 9,8 N/kg = 637 N

Weight on Moon:

w=m×g = 65 kg x 1,6 N/kg = 104 N

4. Newton’s Law Around the 17th century an original United Kingdom scientists named Sir Isaac Newton to investigate about the force and movement. From the results of investigations and experiments he posited three opinions known as the law of Newton, Newton's Law II, and III the law of Newton. The following will be the third such law explained: 1. Newton’s I Law In ancient times, people believe that this nature is moving by itself. Isn't there something else moving it. They call it with natural motion. On the other hand, for objects that clearly driven, they named the forced motion. Theory pioneered by Aristotle is proven wrong when Galileo and Newton put forward their opinions. Galileo's theory of Aristotle to break a simple experiment. He made a slick curved path that is used to roll a ball. One side of the path to its personalised way. After observing, Galileo declared “If friction on the object is removed, then the object will keep moving without requiring a longer force”. Galileo's theory was developed by Isaac Newton. Newton says that “If the resultant force on an object is equal to zero, then the object will remain stationary and moving objects will keep moving with constant velocity”. Newton's conclusion is known as Newton's law. Mathematically can be written as follows. ∑

Based on Newton's law, You have to understand that an object tends to defend the case. Objects are initially silent will maintain a State of silence, and the first move will maintain the movements. Therefore, the law of Newton is also often referred to as the law of kelembaman or the law of inertia. Measure the quantity of a body's mass is kelembaman. Each object has a different level of kelembaman. The greater the mass of an object, the greater the kelembamannya. While driving a motorcycle you can directly acquire great velocity in a short time. However, when you take the train, certainly require a longer time to achieve great speed. It happened because the train has a mass greater than the mass of the motorcycle. 2. Newton’s II Law Newton's first law only covers items that are not subject to force from the outside, meaning that objects are not accelerating. What if an object gets the force from the outside or on the object to work multiple forces that resultannya is not equal to zero? In this condition, the acceleration of the object is changed. The relationship between acceleration, force, and mass was first propounded by Newton. The statement made it known to the law of Newton's II. As for the sound of Newton's Law II are as follows “Objects having a force will gain a large acceleration is directly proportional to the number of his force and the relation to the upside against the masses” mathematically can be written:

Example A truck can generate a force of 7,000 n. If the truck can move with the acceleration of 3.5 m/s, then determine the mass of the truck Given :

∑

= 7.000 N a = 3,5 m/s m=F/a=(7000 N)/(3,5 m/s) = 2.000 kg = 2 ton

So mass truck is two tons.

3. Newton’s III Law If you play the Board, that ye may be able to slide forward so you guys should emphasize one of kai jalasn to you guys while the other remains di skateboard. Foot pressure you guys give force action on the road while the road held a reaction force opposite the direction the direction of the force of the foot action you guys. Thus the Board can slide forward. Such events demonstrate the application of Newton's Law III. As for the sound of Law III of Newton is “If an object does the force (action) on other objects, it will arise from the reactions of a body force of the terhadapa objects of the same size, while the opposite direction” mathematically can be written

Experiment A. Goal Investigate the influence of the force and the mass of the object's acceleration B. Tools Board skating/toy cars, Rope, pulley, Overhead, Desk C. Work Step 

Pull the slide to the rear until the load the load touches the pulley, then release the load and observe the movement of the slide Board



Repeat step two with a load of plus



Compare the results of the second and third steps, make conclusions



Repeat step two with the added load on Board slide



Compare the results of the second and fifth steps, make the conclusion

Evaluation Sheet

1. A lamp is hanging like in the picture. What is the voltage rope force? Answer: Essay Score: 20

2. Vehicles by mass 1000 kg. moving from a rate of 10 m/s to 20 m/s for 5 second. How many forces acting on things? Answer: Essay Score: 20

3. .A vehicle with mass 1,00 kg. have a brake produce 3000 N. a. The vehicle moving at a speed of 30 m/sec, and then brake. How long will the brakes work until vehicles stop? b. How much distance traveled Freeway during brake working ? Answer: Essay Score: 20

4. An object gets the force of 30 N, so within 6 seconds used his pace to 30 m/sec of rest. how heavy objects if g = 10 m/sec2. Answer: Essay Score: 20

5. Two beams are stacked and placed on top of a slippery table, where I put on the beams and beam II below. To shift the beam m1 m2 is required on the block force 10 N, m1 and m2 = 3. Large maximum force F that can be given on the block down to the two beams moving in together is? Answer: Essay Score: 20