ADJUSTED LESSON PLAN

SCHOOL YEAR 2022– 2023

Date : July 13th-August 5th 2022

Subject : Physics
Grade/Semester : XI / I
Time Allocated : 8 sessions x 45 minutes
Chapter 1 and 2: Kinematics
Time Teacher guidance notes
Learning objectives Teaching Activities Learning resources
Allocation and key concepts

2 x 45’ 1.1.a Learning models: Contextual Teaching and Learning (CTL) Key concepts Textbook/Publications
Define and use distance,
Real life relatedness: the use of stroboscopic technology to Models of physical systems, - Physics A level
displacement, speed,
velocity and acceleration. capture images to see the object movements in details. Mathematics as a language textbook (Page 2-3)
and problem-solving tool - http://
1.1.b www.tap.iop.org/
1. Introduction (10’) Big Question: How is the
Represent distance, mechanics/
displacement, speed,  Orientation: Greeting and Praying, 36 school culture: motion of an object kinematics/205/
velocity and acceleration page_46316.html
checking the cleanliness, checking the completeness described in - http://www.s-
by graphic.
of students, etc mathematically, cool.co.uk/a-level/
physics/vectors-and-
2. Main Activity (70’) pictorially, and scalars-and-linear-
motion/revise-it/the-
 Teacher makes discussion groups consist of 5 graphically? basics-of-linear-
students. motion-and-disp

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 Time Teacher guidance notes
Learning objectives Teaching Activities Learning resources
Allocation and key concepts

 Modelling: Teacher explains the concept of motion, Empathy instilled: - http://

In this learning model, www.antonineeducat
distance, displacement, and speed and velocity. ion.co.uk/Pages/
students are given chance to
share ideas. During Physics_2/
 Questioning
discussion students are Mechanics/
a. Teacher asks the students to create their own advised to: MEC_06/
Mechanics_Page_6.h
definition of motion, distance, displacement, and 1. Listen attentively tm
when others talking
speed in their group. 2. Appreciate people
b. Teacher asks the students to draw out the opinion. Teaching Media
3. Be more confidence Zoom, Google
difference between distance and displacement, to talk and share
speed and velocity by looking at the example of an opinions to others. classroom, Whatsapp.
4. Be more patients.
object travelling at constant speed in a circle.
 Learning community: Teacher asks each group to Teaching Aid

present their discussion result. Motion sensor

experiment video,
 Constructivism: Teacher shows a video experimental
Motion Graph from
work using a motion sensor with a data-logger to
website.
generate data.
(Ophysics.com)
 Inquiry
a. Teacher give students examples of graphs and ask
Past papers
them to explain the motion shown.
Paper 23, June 2017,

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 Time Teacher guidance notes
Learning objectives Teaching Activities Learning resources
Allocation and key concepts

b. Provide sets of displacement, velocity and Q2 (a)(ii) (b)(ii) (c)(i)

Paper 23, Nov 2016,
acceleration graphs and ask the learners to put
Q1 (c)
them into relevant groups of three showing the Paper 21, Nov 2016,
Q1 (a)(i)
same motion.
Paper 21, Nov 2016,
c. Teacher mentions the two suggested webpages to Q1 (b)(iv)
Paper 23, June 2016,
show the students different graphical
Q1 (a)
representations which can be made for the data. Paper 23, Nov 2015,
Q2 (c)
 Reflection: Revision of good practice for graph Paper 22, June 2015,
plotting with some students where necessary. Q1 (c)(iii)

d. Closing (10’)
 36 school culture: checking the cleanliness of the
class, etc
 Greeting and Praying
 Teacher and students review and summarize the
topics learning

2 x 45’ 1.1.d Learning models: Inquiry Key concepts Textbook/Publications

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 Time Teacher guidance notes
Learning objectives Teaching Activities Learning resources
Allocation and key concepts

Real life relatedness: relate the lesson to daily traffic

Physics A level
Determine velocity using accidents, and how motor engineer can lessen the damage or Models of physical systems, textbook (Page 5-6)
the gradient of a victims. Mathematics as a language
http://www.antonine-
displacement-time graph. 1. Introduction (10’) and problem-solving tool. education.co.uk/
 Orientation: Greeting and Praying, 36 school culture Big Question: How motion Pages/Physics_2/
Mechanics/
1.1.e : checking the cleanliness, checking the of an object can be MEC_06/
Analyse acceleration completeness of students, etc analysed by graph? Mechanics_Page_6.ht
m
using the gradient of a Note:
velocity-time graph. 2. Main Activity (70’) http://
It is important that learners
 Teacher makes discussion groups consist of 5 can recognise the shape of www.physicslab.co.uk
/skater.htm
1.1.c students. displacement-time graphs
Analyse displacement  Modelling: Teacher revises how to calculate for objects which are: Teaching Media
from the area under a gradient. Provide some easy examples to start with, Whiteboard, Zoom,
o stationary
velocity-time graph. and asks students to solve some questions. Google classroom,
o moving with constant
 Constructivism: Teacher use prepared graphs from speed/velocity Whatsapp.
which to calculate velocity from the gradient. Include o accelerating.
curved graphs, and asks students to solve some Teaching Aid
These may be combined in
question. Trolley experiment
different sections of the

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 Time Teacher guidance notes
Learning objectives Teaching Activities Learning resources
Allocation and key concepts

 Inquiry same graph. video, Motion Graph

a. Video of experiment with a trolley on a sloping Reminders may be needed from website.
runway with ticker timers to determine velocity for some learners about how (Ophysics.com)
and/or acceleration. to measure the gradient of a
b. Students should plot suitable graphs from the straight line (∆s/∆t) and the Past papers
Paper 22, Nov 2011,
results of the experiment and practise using the gradient of a curve by
Q1 (a)
graphs to find other quantities. drawing a tangent at the
Paper 23, Nov 2012,
 Authentic Assessment: point in question. They need
Q3 (b)(iii)
a. Exercise from the textbook with example graphs to to distinguish between
Paper 23, June 2013,
practise finding acceleration. distance-time graphs
Q2 (b)(i)
b. Students use previous velocity-time graphs (from (gradient represents the Paper 21, Nov 2012,
Q1 (b)(i)
the experiment) to find displacement from the area speed) and displacement-
Paper 23, Nov 2011,
under the line. Include curved lines and either time graphs (gradient
Q2 (b)(i)
count the squares or divide into a series of represents the velocity).
trapeziums. They must be quite clear
about the physics of why the
gradient can be used in this
c. Closing (10’) way.

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 Time Teacher guidance notes
Learning objectives Teaching Activities Learning resources
Allocation and key concepts

 36 school culture : checking the cleanliness of the

class, etc
 Greeting and Praying Empathy instilled:
In this learning model,
 Teacher and students review and summarize the students are given chance to
topics learning share ideas. During
discussion students are
advised to:
1. Listen attentively
when others talking
2. Appreciate people
opinion.
3. Be more confidence
to talk and share
opinions to others.

2x45’ 1.1.f Learning models: Discussion Key concepts Textbook/Publications

Derive, from the Real life relatedness: show students a micro-mechanical Models of physical systems, Physics A level
definitions of velocity acceleration sensor used to detect sudden acceleration as a Mathematics as a language textbook (Page 15-18)
and acceleration, vehicle travel along the road. and problem-solving tool.
Ophysics.com/
equations that represent
Mechanics
uniformly accelerated 1. Introduction (10’) Big question: How the

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 Time Teacher guidance notes
Learning objectives Teaching Activities Learning resources
Allocation and key concepts

motion in a straight line.  Orientation: Greeting and Praying, 36 school culture : concept of kinematics being simulations
checking the cleanliness, checking the completeness used for future technology?
of students, etc
Note:
1.1.g Teaching Media
 Some initial discussion
Solve problems using 2. Main activity (70’) Whiteboard, Zoom,
will be necessary as to
equations that represent  Teacher and students derive the equation v = u + at Google classroom,
why these equations are
uniformly accelerated from the definition of constant acceleration. Whatsapp.
necessary and the
motion in a straight line,  Teacher and students use average speed to derive s =
physical circumstances
including the motion of (u + v)t/2. Teaching Aid
in which they are valid.
bodies falling in a  Teacher and students can derive the equation s = ut + micro-mechanical
You will need to
uniform gravitational ½at2 from combining the first two. acceleration sensor
emphasise that these
field without air  The equation v2 = u2 + 2as can be derived by experiment video,
equations can only be
resistance. combining the first and third equations or the first and simulations website
used in situations of
second equations. This is more difficult algebraically (OPhysics.com)
where the acceleration is
and its derivation could be set as a challenge to more
constant.
able students. Past papers
 It is often helpful for
 Teacher gives 2 examples question related to the Paper 23, Nov 2016,
learners when they are
formula derived before and discussed it with the Q2 (a)(ii)(iii)
new to these equations if

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 Time Teacher guidance notes
Learning objectives Teaching Activities Learning resources
Allocation and key concepts

students. they make a list of the Paper 21, June 2016,

 Teacher asks students to do some question to practise known and required Q2 (a)
using the equations for uniform acceleration. quantities at the start of a Paper 23, June 2016,
question. They can then Q2 (b)(ii)
3. Closing (10’) more easily decide which Paper 22, June 2016,
 36 school culture : checking the cleanliness of the equation to use. Q2 (a)
class, etc Paper 23, June 2015,
 Greeting and Praying  When they are solving Q3 (d)(i)

 Teacher and students review and summarize the questions involving free Paper 21, June 2015,

topics learning fall, you can remind Q2 (c)(ii)

them that the
acceleration of free fall
(g) at the Earth’s surface
is 9.81 m s–2 (they should
be discouraged from
using the approximate
value of 10m s–2). When
a question is about an

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 Time Teacher guidance notes
Learning objectives Teaching Activities Learning resources
Allocation and key concepts

object being projected

upwards, they will need
to remember to take g as
negative, as they should
whenever there is a
deceleration involved.

Empathy instilled:
In this learning model,
students are given chance to
share ideas. During
discussion students are
advised to:
1. Listen attentively
when others talking
2. Appreciate people
opinion.
3. Be more confidence
to talk and share
opinions to others.

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 Time Teacher guidance notes
Learning objectives Teaching Activities Learning resources
Allocation and key concepts

2 x 45’ 1.1.h Learning models: Inquiry Key concepts Textbook/Publications

Describe an experiment Real life relatedness: teacher show the students a multi flash Models of physical systems, Physics A level
to determine the photo of a ball falling to the ground and talk about some Mathematics as a language textbook (Page 18-25)
acceleration of free fall technologies relate to multi flash photo. and problem-solving tool.
http://
using a falling body.
www.tap.iop.org/
1. Introduction (10’) Big question: How a falling
mechanics/
1.1.i  Orientation: Greeting and Praying, 36 school culture : object always follow the
kinematics/206/
Describe and explain checking the cleanliness, checking the completeness acceleration of gravity?
page_46322.html
motion due to a uniform of students, etc Note:
velocity in one direction 2. Main activity (70’) Learners should be aware http://
and a uniform  Teacher make discussion group consist of 5 students. that this determination can www.nationalstemcen
acceleration in a  Modelling: Student sets apparatus to measure g using be carried out in several
tre.org.uk/elibrary/
perpendicular direction. a ticker timer with the help and supervision from the ways. If appropriate timing
resource/2084/
teacher. devices are available, they monkey-and-hunter
 Questioning: Teacher asks students to make can carry out the experiment
(Monkey and hunter
hypothesis of the experiment using the direct method of experiment)
timing the fall of an object

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 Time Teacher guidance notes
Learning objectives Teaching Activities Learning resources
Allocation and key concepts

 Inquiry through a measured height http://

a. Students do experiment of measuring g using a and using s = ½gt . sciencedemo.org/
2

ticker timer. Alternatively, g can be 2014/01/pearls-in-air/

b. Students collect the data from the experiment on found using a simple (Pearls in air
the worksheet provided by the teacher. pendulum. Learners should experiment)
c. Students plot graph from the data and determine be able to describe at least http://
the value of g. one of these experiments www.tap.iop.org/
clearly and in detail, mechanics/
 Constructivism including how the result is kinematics/207/
a. Teacher and students discuss some factors which calculated. page_46332.html
the experiment result is not exactly the value of g (Projectile motion is
on Earth. Empathy instilled: discussed with links to
In this learning model,
b. Teacher shows video clips of experiments such as experimental
students are given chance to
‘monkey and hunter’ or ‘pearls in air’ and discuss share ideas and doing activities.)
experiment. During
how to analyse such a problem. http://www.s-
discussion and experiment
c. Students look at a vertical drop alongside a students are advised to: cool.co.uk/a-level/
1. Listen attentively
horizontal projection to look at the similarities and physics/equations-of-
when others talking
differences. 2. Appreciate people motion.
opinion.

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 Time Teacher guidance notes
Learning objectives Teaching Activities Learning resources
Allocation and key concepts

d. Students Plot some projectile trajectories on graph 3. Be more confidence http://www.s-

to talk and share
paper to make it easier to visualise the parabolic cool.co.uk/a-level/
opinions to others.
shape. 4. Be responsible by physics/vectors-and-
taking care the
scalars-and-linear-
apparatus of the
 Authentic Assessment: Teacher gives practise experiment. motion/revise-it/
solving examples from the textbook and asks the resolving-vectors-
students to do it at home and submit it online. into-components
http://
e. Closing (10’) www.physicslab.co.uk
 36 school culture : checking the cleanliness of the /shoot.htm
class, etc
 Greeting and Praying
 Teacher and students review and summarize the Teaching Media

topics learning Whiteboard, Zoom,

Google classroom,
Whatsapp.

Teaching Aid

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 Time Teacher guidance notes
Learning objectives Teaching Activities Learning resources
Allocation and key concepts

Experiment video of
accelerations,
simulations website
(OPhysics.com).

Past papers
Paper 21, Nov 2011,
Q3 (b)
Paper 22, June 2011,
Q1 (c)(i)(ii)

ASSESSMENT

Assessment Activities Criteria of Scoring

Laboratory activities (free fall)
attached
Experiment at home (free fall)
Cognitive Provided at the textbook

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 Assessment Activities Criteria of Scoring
Exercise
Exercise from Physics A level textbook page 2-11
Exercise from Physics A level textbook page 14-30
ESQ from Physics A level textbook page 12-13
ESQ from Physics A level textbook page 32-36
Behavior
Students’ behaviors are observed and merit/demerit point are given accordingly. Students’ behavior journal will also
be filled accordingly.

Planned by,
Approved by,

Pratama Putra, S.Pd,M.A Rika Susanto,B.A (Hons)

Teacher PIC of Senior High Principal

Joel C.Cosme,B.S.E.E
Coordinator

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