STATIC ELECTRICITY LESSON PLAN

Teacher's Name
: Karnadi Wibowo
School
: LAZUARDI GIS Junior High
Subject
: Science
Grade/Semester
: IX/1
Passing Grade/KKM: 75
Time Alocation
: 8th Session (20 x 35 minutes)

A. Core Competence

CC1 : Appreciate and live up to the teachings of the religion adhered.

CC2 :Appreciate and live the honest behavior, discipline, responsibility,
caring (tolerance, mutual), polite, confident, in interacting effectively
with the social and natural environment within the reach of the
Association and its existence.
CC3 : Understand and apply knowledge (factual, conceptual, danprosedural)
based on curiosity about science, technology, arts, culture-related
natural phenomena appear to the eye.
CC4 : Cultivate, presenting in concrete domain (using, parse, construct,
modify, and create) and the realm of the abstract (read, write,
calculate, draw, and write) as studied in the Publicand other sources
the same viewpoint/theory.
B. BASIC COMPETENCIES
1.1 Admire the regularity and complexity
of God's creation on physical and
chemical aspects of life in the
ecosystem, and the role of human
beings in the environment and make it
happen in practice the teachings of
the religion adhered.
2.1 Appreciate the work of individuals and
groups in their daily activities as a
form of implementation in conducting
the experiment and report the results
of the experiment.
3.1 Understand the concept of static
electricity, electric charge, electric
llistrik, potensia hantaran, nervous
system, electricity and, for animals
that contain electric.
4.5 conduct experiments to investigate
the charge of listrikstatis and
interactions, as well as the nature of
the electrical material hantaran

D. LEARNING MATERIAL

C. OBJECTIVE
1.1.1 Thanks to the grace of God
upon his creation in the form of
an electric charge which can
be beneficial to humans.

2.1.1 Shows a good attitude in

collaborating with a group of
friends and gives an opinion in
the discussion groups.
2.1.2 Demonstrate an attitude of
responsibility in carrying out
the experiment.
3.1.1 describes the interactions
between two static electric
charge
3.1.2 Explain the function of the work
of Nobel Laureate
4.1.1 Do experiment to prove the
interaction between two
electric charges
4.1.2 Make useful equipment with
using properties of static
electricity

By the time the rain came down,

have you see the lightning?
Lightning is a natural event that is
very dangerous and feared
everyone, because lightning cause
flashing lights followed by a
powerful sound in the air. When a
person being struck by lightning,
then the person's body will burn.
Due to the dangerous lightning, then
building a fairly high-floor equipped
with lightning rods. What causes the
occurrence of lightning? Why
building a high-floor is equipped
with a lightning rod? Discover static electricity occurs due to the springboard or
displacement charge.
A stepping electric charge occur when electric charges move in together. Events
which are called static electricity discharge. Lightning is one example of the
process of hollowing out. Discharge occurs if an available path for electrons to flow
from one charged object to other objects. The transfer of static electrical charge of
an object to another object called penetralan or discharge static charge. The
purges were commonly also called grounding, because the charge is often
emptied by means of funneling into the ground
ELECTROSCOPE
electroscope is a tool that can be used to detect the charge.
When objects that are brought to the
positively charged metal spheres, then the
separation of charges takes place through
induction, the electrons are pulled toward the
ball, so that the two positively charged Nobel
leaves and mutually repelling. (Figure 1).
process so called charges its by means of
induction. Whereas if the ball load with how
conduction, then the ball of metal conductors,
and the two leaves of the elektroscope get
positive charge due to abandoned the
electrons move towards the positively charged
object, as indicated by (Figure 4.2 b). In each
case, the greater the charge, then the more the
width of the separation of an electron leaves.
Coulomb's Law
You have seen that the charge is not a kind of
attraction and sex charges repelling. This style
relies on a great big load and distance charges. In
1785 the French physicist named Charles Augustin
de Coulomb (1736-1806) invitation was to
investigate the relationship between quantities.
Type of equipment used by the Coulomb-looking
looks on the picture below. After doing the same
measurements, Coulomb concluded the result in a law called the Coulomb's law
which says:
The magnitude of style between the charge q A and charge qB separated by a
distance r, is directly proportional to the magnitude of both the charge and
reverse to the square of the distance between the charges.

q A. qB
r2

Where:
F = Coulomb style (N)
qA = charge at point A
qB = charge at point B
r = distance between the two charges
k= 9. 109 Nm2/C2

F=

k .q A . q B
r

The charge that a kind of mutual attraction while different charges repelling neutral
objects so that when approached with another payload will be going electric
induction, namely the separation of the charge on the object because it was pulled
by the charge that induces.

E. LAZUARDY PRADIGM

Active Learning /Entry Point :

Narrative : explaining about static electric

Hands on : Experiment to found electric force

Islamic : Allah create pairs such proton with positive charge and negative charge
Fundamental: Students
F. LEARNING ACTIVITIES.
First Meeting To : 3 JP (105 minutes)

Step Study

Preliminary
Activities

The Syntax
Of The
Learning
Model
Discovery
Learning

Description

Teachers say the greeting and

mengabsen learners

Allocatio
n Of
Time
10
minutes

Teachers relate the previous

lessons by subject matter these
days.
Teachers convey the point
assessment material static
electricity
The teacher explained the
workings of static electricity.

Core
Activity **)

Creating a
The students are divided into 5
groups of 4 people @
situation
(stimulation) Participants experimenting like
images about the interactions
between particles.

15
minutes

learners to facilitates to ask

questions about the electrical
interactions between static
electric charge
Problem
statement

Students are directed to ask:

1. How to obtain a similar charge
interactions and is not a type
2. How does the interaction
between a charge and a neutral
object

Data
collection

Students gather information da ri

books on induction electrical
charge.

30
minutes

The teacher guides the

investigation of learners
Participants create the desired
tool.
Data
processing
and
authenticati
on
Generalizati
on

Learners begin to analyze the

results of the investigation and
discuss with friends Group
students present the results of its
analysis to the class and
evaluate with colleagues through
a question and answer session:

20
minutes

1 the Group presented its

work other groups may
oppose or give opinions.
Teachers analyze and evaluate the
results presentation of the
learners

The Closing
activities

5
minutes

The teacher gives a solution to the

question of learners who have
not yet answered by the Group
presentation
The teacher asked the students to
conclude today's learning
material
Teachers give HOMEWORK
The teacher closes with prayers
SESSION : 2JP (70 minutes)

LESSON
ACTIVITIES
Opening
Activity

LESSON
MODEL
ENTRY
POINT
Discovery
Learning

Teacher great salam and start to

check students atendants and
pray.
Relating the lesson with the
subject we want to study and
remind
about
the
relation
between positive and negative
charge
Teacher give explanation about
today activities and the score
students must get.

10
minutes

Show the video about

electricity from youtube.

15minute
s

Directing the students to asking :

Core
activities

Stimulating
Narrative

TIME
NEEDED

DESCRIPTION

static

1. How is the interaction between

same charge
2. interaction between neutral
and charged object
Hands on

Students make an electroscope

using plactic bottle and copper
wire
Student must test the result of
their electroscope
The student presenting how it
works
Students
analyze
how
electroscope can indicating the
electrical charge
Colect the result of students

25
minutes

30
minutes

Closing
Activities

Teacher and Class analyze the

result of experiment and answer
the problem caused
Teacher ask students to conclude
the result of study today.
Give the task
Closimg with prayer

10
Minutes

1. Third Meeting (3 JP)

LESSON
ACTIVITIES
Introduction

Core Activity

LESSON MODEL
ENTRY POINT

DESCRIPTION

Preparing learners to learn.

Teachers do apersepsi, by
linking the material to be
conveyed about the electricity
in humans and animals; with
electricity on uncharged
objects had been discussed at
previous meetings (static
electricity).
The teacher is delivering
competencies will be achieved
and plan activities.
Teachers deliver learning
material benefits
The teacher divides
learners into 8 groups.
Stimulation
Learners are given
(Stimulation/Grantin motivation or stimulation to
g
focus attention on the topic of
electricity on human nerve by
way of:
invites the entire learners for
them, while to the table.
Problem Statement
The teacher allows
(question/problem
students to identify as many
identification)
issues related to the
demonstration above, until the
learners can think and ask.
Learners are asked to
formulate a question once
associated with the above
demonstration. The question is
directed related to electrical
stimulation in response to the
nerves, such as:
Why do we feel pain like
electric tersetrum when it
complementary to the table?
Learners are asked to
make a hypothesis or a
temporary answer to the
question they deduce.
Data Collection
The teacher is handing out
Worksheets
on electricity on
(Collection Of Data)
human nervous
Students collect
information relevant to seek
answers to questions that
have already been formulated.
Learners read
literature/reading material
about the "nerve cells in
humans"
Learners observe pictures

TIME
NEEDE
D
15
minutes

80
minutes

of human nerve cells, then

read the table about the parts
of the human nervous and its
function.
Data Processing
(Data Processing)

Verification
(Authentication)

Generalization
(Concluded)

Generalization
(Concluded)

In his group learners

discuss to manipulate the
information obtained from the
results of observations of the
picture and reading
material/literature on "nerve
cells in humans".
Get cionclution learners
information obtained so that it
can answer the question in the
LK about electricity on human
nerves.
Learners carefully examine
the formulation of hypotheses
that have been made in early
learning.
Students prove true or
whether the hypothesis was
formulated by matching the
formulation of hypotheses
about the electricity on human
nerves with a concept that
was found from the source
books/literature.
Students conclude the
results of information
gathering and discussion, for
example:
concluded that the body can
feel the stimulation from the
environment because of the
nervous system that utilizes
the principles of electricity;
there are also electrical
concluded that in some
animals.
Learner communicating
information that has been
obtained in front of the class.
Teachers and learners make
conclusions about electricity
on human nervous, and the
animals that produce
electricity.
Students conclude the
results of information
gathering and discussion, for
example:
concluded that the body can
feel the stimulation from the
environment because of the
nervous system that utilizes
the principles of electricity;
there are also electrical
concluded that in some
animals.
Learner communicating
information that has been
obtained in front of the class.
Teachers and learners make
conclusions about electricity

on human nervous, and the

animals that produce
electricity.

Closing

Learners and teachers to

review the results of the
learning activities.
The students were
assigned to make a paper on
the nature of electricity at the
nerves of humans and some
animals producing electricity
to be collected at the next
meeting.
Students fill out a Quiz
about the concept of static
electricity.

G. MODEL AND EXPERIMENT METHOD

The Learning Model: PBI (Problem Based Instuction)
Learning methods: discussion, faqs.
H. SOURCE and the MEDIA LEARNING
1. The Student's Book (Hand Out)
2. CATEGORIZED
3. LES
4. LJS
5. Laptop and Infocus
I. ASSESSMENT AND REMEDIAL AND ENRICHMENT
1. Psik Assessment omotor/skills
2. Assessment The attitude of the
ATTITUDE ASSESSMENT
No.
1.
2.
3.
4.
5.

Skills

Assessment
2
3

Experiment of good procedures in

accordance
Answer the questions correctly
Addressing the opinions of others
The cooperation group
Summing up the results of the
experiment
Score Total
Assessment Rubrics
Experiment procedure appropriate
1: do not argue at all
2: try to explicate the opinion but haven't got a chance.
3: Expressed opinions are not so clear.
4: Expresses opinions well and clearly
Answer the question correctly.
1: no reply at all
2: Already answered, but wrong, and follow the rules.
3: it has been answered, almost correct/incorrect, and follow the rules.
4: answer correctly and clearly and follow the rules.
Addressing the opinions of others.

1: listening but denounced the opinions of friends.

2: cut the talk of friends who issued an opinion.
3: listen to the opinions of friends and appreciate it.
4: listen and can respond with polite.
The cooperation group
1: do not compact and mutual blame a friend if the answer was wrong.
2: do not compact and don't blame your friends if the answer was wrong.
3: less compact and don't blame your friends if the answer was wrong.
4: very compact and don't blame your friends if the answer was wrong.
Summing up the results of the discussion
1: it is not clear what is being delivered, too long winded and perverted and
distorted from being discussed.
2: it is not clear what is being delivered, too long winded but not stray from
that discussed
3: Clearly too long winded but not stray from that discussed
4: solid and definitely not deviate from that discussed
Assessment Skills
No.
1.
2.
3.
4.
5.

Skills

Assessment
2
3

Preparation tool to experiment

Stringing tools
Do an experiment
Observe the experiment
Merapikanperalatanpercobaan
Score Total

Assessment Rubrics
Preparation tool for experiment
1: tool is not complete and does not correspond to an experiment to be
conducted
2: tool less complete and incompatible with experiments that will be
performed.
3: a tool left behind one and according to the experiments that will be
performed
4: complete appliance and according to the experiments that will be
performed
Stringing tools
1: not in accordance with the procedure in the experiment
2: less in accordance with the procedure in the experiment
3: Appropriate in accordance with the procedure in the experiment
4: Right in accordance with the procedure in the experiment and skilled,
neat
Do an experiment
1: do not follow the rowdy trial and membuaat
2: less active, less serious, and many
3: active, less serious and not crowded
4: active, serious and not crowded
Observe the results of the experiment
1: not thorough and reason are not included in the delivery of results
2: less scrupulous and penyampain results at length the reasons are less precise
3: thorough and penyampain results at length but the reason right
4: very thorough and the results are clear, solid penyampain with the right reasons
Spruce up the experiment equipment
1: not returned in its place, is not complete and there is a broken tool
2: not returned complete in place, but there are tools that are damaged
3: Restored in place, complete and less neatly
4: Restored in place, complete and presentable

REMEDIAL
The Remedial process is given if the material has not been prepared well for the
class, personal as well as with Peer tutors and granting
ENRICHMENT
Enrichment for students-siawa that has been thoroughly in the exercise of
learning with General knowledge about the benefits and usefulness of more
static electricity in your cutting edge technology products.
Depok, September 18th 2016
Ackoledged by
Principal

Science Teacher

Yun Kusumawati, S. S.

Karnadi Wibowo, S. T.

STUDENT WORKSHEET

(CATEGORIZED)

A. THE PURPOSE OF THE EXPERIMENT

1. Students can be skilled stringing tools
2. Students can work in the same group of skilled
B. EXPERIMENTAL DESIGN

C. TOOLS AND MATERIALS

1. The ruler
2. Glass
3. Yarn
4. Wool Fabric
5. Silk Fabric
D. JOB STEP
1. Hang one of those plastic rulers through a thread, then rubs the ruler one
end loud with the wool.
2. A moment later, rubs the other ruler on one end are stubbornly with wool,
hover on the ends of the first ruler who had been buffed. Observe and
record the results in the data table.
3. In the same way, do to the glass rods rubbed with silk.
4. Back rubs are now one end of plastic rulers who have hung with the wool,
then rubs one end of the glass rod with a silk cloth and hover on the ends
of the ruler of that charge. Observe and record the results in the data
table.

E. EXPERIMENTAL VARIABLES
1. Variable manipulation : materials that are hung and the type of cloth
polisher
2. Variable k ontrol : materials which are brought
3. The variable response : motion and direction of a ruler and glass
F. HYPOTHESIS
The larger the payload, then the width or large separation (distance) between
materials that are hung and which are brought.
G. TABLE EXPERIMENT
No.

Materials that are hung

Type of fabric

The ruler

2.

Glass

Wool
Silk
Wool

Direction of
motion

Silk
H. CONCLUSION
..

STUDENT EVALUATION SHEET

(LES)

1. What is called static electricity that?

2. Static electric charge occur in nature. The charge that can also be made by
humans. Give an example of static electricity occurs naturally and is an
example of static electricity.
3. Suppose you've just filled a glass stem with Nobel a positively charged.
Hipotesiskan what would happen if you touched again the Nobel with other
positively charged objects.
4. Critical Thinking. If You test the Coulomb using plastic balls small,
electrically charged large metal ball 1/r 2, both the positively charged ball. In
accordance with the laws of Coulomb, style depends on r with the center
distance between the two spheres. When the second ball brought near each
other, then electric style will semaki?

STUDENT ANSWER SHEET

(LJS)
1. Muata is the existence of static electricity n electricity moves from an
object to other objects that have a different charge.

2. Examples of static electricity is a natural occurrence of lightning bolts. And

examples of human-made static electricity is a comb that can pull the
pieces of tissue paper after being rubbed into the hair.
3. Nobel leaves Then getting away (distance between the two increasingly
wide)
4. If both balls are brought, then the resulting electric style will be larger

BIBLIOGRAPHY

1. Wariyono, Sukis and Yani Muharomah. 2008. Let's Learn natural science class
IX 3. Jakarta: Perbukuan Ministry Of National Education Center.
2. Ganawati, Goddess of the dkk. 2008. Integrated Natural Science Learning and
contextual class IX. Jakarta: Perbukuan Ministry Of National Education Center.

SYLLABUS
The Unit Of Education: High School First
Subjects: Physics
Class/Semester: IX /1
Subject: Electrical
Time Allocation: 2 x 4 0 minutes
Standards Of Competence: 3. Understand the concept of electricity and its applications in daily life

Basic
Competencies
3.1 Describe
electric charge
to understand
the symptoms
of static
electricity as
well as relation
in everyday life

Subject
matter/Material
Description
Static Electricity

Indicator

1. Describe the
notion of static
electricity
2. Formulate laws
of Columb
3. conduct an
experiment to
investigate the
interactions
between
electrically charged
objects.
4. Apply the
symptoms of static
electricity in daily
life

Assessment
The form of
Types of Bill
the Bill
The Written
Description
Test
Performance
The Task
Group
(Performance)

Sample
Bill
The
attached

Allocatio
n of time Re
(minutes)
3 x 30