PHYSICS SMA NEGERI 1 BANGIL

We propose that in the history of physics most of “classical” experiments fall into one of three groups: observational experiments, testing theoretical model experiments, and application experiments. Initial observational experiments occur when physicists study an unknown phenomenon, they help develop a new model. For example observations of the behavior of gases in the 17th century, observations of the spectra of gases in the 19th century, or Becquerel’s observations of a photographic paper wrapped around uranium-laden cross. Before physicists conducted these experiments, they could not make theoretical predictions of what was going to happen.  Read the rest of this entry »

A virtual learning environment (VLE) is a system that creates an environment designed to facilitate teachers in the management of educational courses for their students, especially a system using computer hardware and software, which involves distance learning. In North America, a virtual learning environment is often referred to as a “learning management system” (LMS).
A computer simulation which enables essential functions of laboratory experiments to be carried out on a computer is called a virtual laboratory (VL). Two major conceptions of this idea can be differentiated: Read the rest of this entry »

Scope Statement, “Inquiry helps kids to think creatively. When you capture their imagination they begin to think creatively and creativity solves problems for life.”  http://tlcenter.wikispaces.com/Inquiry+L…)
Inquiry-based learning is a natural human activity in which the learner obtains meaning from experience. Traditionally, inquiry has been most readily associated with the sciences, yet it has been employed in many other fields of study as well (Martinello 1998). John-Steiner (1985) showed how creative people in the arts and sciences recall their ways of thinking. Whether implicit or implied, specific or general, all inquiries are driven by questions, issues, and wonderings. Over the past century, it has been implemented as a useful and definite approach to teaching and learning. It is an approach to learning that involves a process of exploring the natural, empirical, and material world, which leads to asking many questions, making discoveries, and rigorously testing them in the search for new understanding (Foundations, 2001). Read the rest of this entry »

PARTIKEL MATERI
Bagian terkecil dari materi disebut partikel.
Beberapa pendapat tentang partikel materi :
1.    Menurut Democritus, pembagian materi bersifat diskontinyu ( jika suatu materi dibagi dan terus dibagi maka akhirnya diperoleh partikel terkecil yang sudah tidak dapat dibagi lagi = disebut Atom )
2.    Menurut Plato dan Aristoteles, pembagian materi bersifat kontinyu ( pembagian dapat berlanjut tanpa batas ) Read the rest of this entry »

Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject in the context of complex, multifaceted, and realistic problems . The goals of PBL are to help the students develop flexible knowledge, effective problem solving skills, self-directed learning, effective collaboration skills and intrinsic motivation^. Working in groups, students identify what they already know, what they need to know, and how and where to access new information that may lead to resolution of the problem. The role of the instructor (known as the tutor in PBL) is that of facilitator of learning who provides appropriate scaffolding and support of the process, modelling of the process, and monitoring the learning. The tutor must build students confidence to take on the problem, encourage the student, while also stretching their understanding. Read the rest of this entry »

Critical thinking is a complex and dynamic process that encourages different thinking skills, all of which can inform deep learning (Biggs 2003; Ramsden 2003) and complex learning (Elander et al. 2006). Both, deep and complex learning, reflect a learning process where a deep approach intend to understand the topic or subject matter is taken through questioning, researching, comparing and contrasting of the familiar and unfamiliar (Biggs 2003; Ramsden 2003). Thinking skills form the basis for developing critical subject content knowledge as, regardless of the actual subject areas, the development and furthering of thinking skills lead to a more critical and thus advanced understanding of one’s subject (Van den Brink-Budgen 2000). In other words, critical thinking is a continued questioning of one’s own understanding of what to believe and do (Ennis 1987; Tierney et al. 1989). Read the rest of this entry »

Some fundamental principles of learning should guide all teaching strategies, whether focused on higher order or lower order thinking. The American Psychological Association (APA) summarized recent changes in perspectives on learning in a report entitled Learner-Centered Psychological Principles: Guidelines for School Redesign and Reform (Presidential Task Force on Psychology in Education, cited in Kauchak & Eggen, 1998).

These principles suggest that learning is a very individual activity—goals and learning tasks that are meaningful for one teacher or learner may not be meaningful for another.  In the learning process, individuals seek coherent representations of knowledge that both fit into what they already know and also have future usefulness.  Read the rest of this entry »

Several major concepts relevant to the higher order thinking processes are to follow, based on three assumptions about thinking and learning.  First, the levels of thinking cannot be unmeshed from the levels of learning; they involve interdependent, multiple components and levels.  Second, whether or not thinking can be learned without subject matter content is only a theoretical point.  In real life, students will learn content in both community and school experiences, no matter what theorists conclude, and the concepts and vocabulary they learn in the prior year will help them learn both higher order thinking skills and new content in the coming year.  Third, higher order thinking involves a variety of thinking processes applied to complex situations and having multiple variables.

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Electrical potential differences and currents play a vital role in the nervous systems of animals. Conduction of nerve impulses is basically an electrical process, although the mechanism of conduction is much more complex than in simple materials such as metals. A nerve fiber, or axon, along which an electrical impulse can travel has a cylindrical membrane with one conducting fluid inside and another outside (Fig. bellow). In the resting condition the only charged bodies that can cross the membrane are positively charged potassium ions, which leak out of the axon into the surroundings. This leaves the inside of the axon with a net negative charge and a potential of about −70 mV (−0.07 V) with respect to the outer fluid. Read the rest of this entry »

Tujuan  sains  adalah untuk menemukan bagaimana alam bekerja, mencari bagaimana aturannya, memecahkan  keteraturan  yang  ada (Sagan dalam Supriyono,  2003) .  Sains sebagai  ilmu terdiri dari produk dan proses. Produk sains terdiri atas fakta,  konsep,  prinsip,  teori,  hukum  dan  postulat.  Produk sains  diperoleh  dari  proses  penemuan  ilmiah  melalui  metode ilmiah  yang didasari oleh  sikap  ilmiah. Dari pengamatan  selanjutnya  fakta-fakta tersebut dihimpun dan  dicatat  sebagai  data. Data  tersebut dianalisis  berdasarkan prosedur  dan  sikap  ilmiah  hingga  menjadi  konsep,  prinsip,  selanjutnya  akan menghasilkan teori, hukum, dan postulat. Rom Harre (dalam Hendro Darmojo dan Kaligis, 1992: 4) menyatakan bahwa sains berupa kumpulan teori yang telah diuji kebenarannya  yang  menjelaskan  pola-pola  keteraturan  dari  gejala  alam  yang diamati  secara  seksama.  Jadi,  produk  sains  adalah  teori  dan  juga  alat  yang digunakan untuk memahami gejala alam. Read the rest of this entry »

Mengajar  adalah  kegiatan penyampaian  pesan  berupa  pengetahuan,  keterampilan  dan  penanaman  sikap-sikap  tertentu  dari  guru kepada peserta  didik. Hal senada disampaikan oleh  Davis  (dalam  Sumantri  dan  Permana,  1999)  bahwa mengajar merpakan aktivitas profesional yang memerlukan keterampilan tingkat tinggi dan mencakup pengambilan keputusan. Jadi mengajar adalah  suatu  aktivitas  profesional  yang  melibatkan  berbagai  komponen  dalam menyampaikan  pesan  tertentu  dari  guru  kepada  peserta  didik.  Dalam menyampaikan  pesan  tertentu  kepada  peserta  didik,  seorang  guru  dapat mengembangkan  belajar  anak  dengan  menyediakan  lingkungan  belajar  untuk memfasilitasi temuan si anak. Read the rest of this entry »

Hukum III Newton berbunyi:

Jika suatu benda mengerjakan gaya pada benda lain maka benda lain akan memberikan gaya yang besarnya sama dengan gaya yang di terima dari benda pertama tetapi arahnya berlawanan. Hukum ini dikenal sebagai hukum aksi reaksi.

Faksi = – Freaksi

Faksi = gaya yang bekerja pada benda

Freaksi = gaya reaksi benda akibat gaya aksi

Hukum ketiga menyatakan bahwa tidak ada gaya timbul di alam semesta ini, tanpa keberadaan gaya lain yang sama dan berlawanan dengan gaya itu. Jika sebuah gaya bekerja pada sebuah benda (aksi) maka benda itu akan mengerjakan gaya yang sama besar namun berlawanan arah (reaksi). Dengan kata lain gaya selalu muncul berpasangan. Tidak pernah ada gaya yang muncul sendirian. Read the rest of this entry »

Penghitungan Arah Kiblat

Penentuan arah kiblat pada hakikatnya adalah menentukan posisi Kakbah dari suatu tempat di permukaan bumi, atau sebaliknya. Tempat-tempat yang dekat dengan Kakbah di mana orang menunaikan salat di tempat itu dapat langsung menyaksikan Kakbah tentu tidak perlu menentukan arah kiblatnya terlebih dahulu. Baik tempat salat maupun Kakbah berada di permukaan bumi, padahal bumi bentuknya bulat mirip bola, maka dalam menentukan posisi Kakbah dari tempat salat itu harus diberlakukan ketentuan-ketentuan, konsep-konsep, atau hukum-hukum yang berlaku pada
bola. Read the rest of this entry »

A material is ferromagnetic if its atoms or molecules are magnets and they tend to group into domains. When a ferromagnetic material is placed in a magnetic field, the lines of the field find it easier to pass through the material than the space
around the material. Ferromagnetic materials have a large magnetic permeability. When the magnetic lines of force pass through the material, they act on the domains within the material and cause them to become aligned. At this point, the ferromagnetic material is a magnet in its own right and has its own magnetic field that is aligned with and enhances the original magnetic field. Ferromagnetic materials are so permeable to magnetic lines of force that they are able to react well with even very weak external magnetic fields. Materials such as iron, nickel, cobalt and steel are ferromagnetic. Read the rest of this entry »

Efek Doppler merupakan peristiwa berbedanya frekuensi bunyi yang didengar oleh pendengar dengan frekuensi yang dihasilkan oleh sumber bunyi. Hal ini disebabkan  adanya sumber bunyi atau pendengar yang bergerak relative satu sama lain (menjauhi atau mendekati). Besarnya frekuensi yang didengar oleh pendengar bisa kita cari melalui persamaan berikut ini:

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