LESSON PLAN

Name of School : Darul Hikam International School

Class / Semester : Secondary 4 / Semester 2
Subject : Physics
Curriculum : 2013 Curricula along with the adoption of Cambridge IGCSE
Cambridge O Level Physics Syllabus
Time Allocation : 2 x 45 minutes
Core Competence : 3. Understanding and applying knowledge (factual, conceptual, and
procedural) based on students’ inquiry about science, technology,
art, and culture which is related with natural phenomena in daily
life.
4. Processing, reasoning and providing in concrete and abstract
domain related to the development of his learning result in school
individually and being able to use the method that appropriate with
the knowledge principal
Basic Competence : 3.6 Applying the concept of torque, Moment of Inertia, central of
mass, and angular momentum in rigid body (static and
dynamic) in the daily life
Indicators :
A. Cognitive Aspect
1. Defining the concept of angular momentum
2. Identifying some angular momentum application in daily life
3. Calculating the angular momentum of the object
4. Relating the angular momentum and torque
5. Applying the Conservation Law of angular momentum to solve daily life problem
B. Affective Aspect
1. Asking about angular momentum problem in daily life
2. Proposing idea that proper to solve angular momentum problem in daily life
3. Reporting the analysis of angular momentum phenomena in daily life
C. Psychomotor Aspect
1. Demonstrating angular momentum phenomena

Nurul Janah | 1104199

Learning Objectives :
1. Student can be able to define the concept of angular momentum after demonstration
and classical discussion.
2. Students are able to give some angular momentum application in daily life after
discussion.
3. Student can calculate the angular momentum of the object after discussion and
expository
4. Student can relate angular momentum and torque by using a demonstration and some
expository
5. Student will be capable in applying the Conservation Law of angular Momentum to
solve daily life problem

Learning Materials :
1. Angular Momentum
𝐿 = 𝐼𝜔
2. Relation between angular momentum and torque
∆𝐿
𝜏=
∆𝑡
3. Conservation Law of angular Momentum
Lbefore = Lafter
𝐼1 𝜔1 = 𝐼2 𝜔2

Learning Approach : Scientific Approach

Learning Method : Demonstration, Video observation, Expository

Learning Resources :
1. Abdullah, Mikrajuddin. 2011. Physics for Senior High School Grade XI. Jakarta:
Erlangga
2. Kanginan, Marthen. 2007. Fisika 2 Untuk SMA Kelas XI. Jakarta : Erlangga
3. Hewitt, P. G. (1992). Conceptual Physics (7th ed.). New York: HarperCollins College
Publisher.

Learning Media : Ball, Spinning rod demonstrastion set, Angular momentum

conservation video
Nurul Janah | 1104199
Learning Sequence
Time
Step Learning Activity
Allocation
Introduction Apperception 5’
Student’s recalls concept about inertia, mass, inertia moment,
angular velocity, linear momentum and conservation law of
momentum.
Main  Students compare the phenomena of object that move in 3’
Activity linear motion and circular motion with its momentum.
 Student is asked about those phenomena: 3’
1. is there any momentum when the object move in circular
motion?
2. Is it same with momentum that we learn yesterday?
3. What is the difference between linear momentum and
momentum of object in circular motion?
4. What are the factors that influence this momentum?
 Students are given the name of momentum in circular 2’
motion is angular momentum
 By using analogy with linear momentum, students is leaded 3’

to make definition of angular momentum

 To know the factors that influence angular momentum
magnitude, students are directed to do this activity.
1. One of students is asked to spin the ball with variance the 10’

angular speed in front of the class. Students are asked

which one that hard to start spins and to stop the spins by
observing the angular velocity of the ball. They are
guided to make a relation between angular velocity and
angular momentum. The greater angular velocity, the ball
will be harder to stop, and produce the greater angular
momentum.
2. Students are given a spinning rod demonstration. There 10’

are two rods with different size but has same load at both

Nurul Janah | 1104199

 edges. They are tried to rotate simultaneously by one of
the students. When try to rotate it, student will know
which one of rods that harder to rotate. They are guided
to relate this variable to the inertia moment by
identifying the rod (relate it to the mass and the radius
from the axis). After know those variable is called inertia
moment, they are guided to make a relation between
inertia moment and angular momentum. The greater
angular moment, the object will be harder to rotate, and
produce the greater angular momentum.
 After knowing each relation (angular speed and moment 4’
inertia) with the angular momentum, students are guided to
formulate the magnitude of angular momentum so that they
can know if L = I ω. They are also guided about each
variable and its unit.
 After knowing L = I ω, student are guided to know about 5’
another method to calculate angular momentum if they just
know the linear velocity or the linear momentum.
 Students are given the exercise about angular momentum. 5’

 Students are remembered that force can make a change of 5’

linear momentum by using phenomena like kicking the ball.

Using that analogy, students are guided to analyze what
variable that can change angular momentum for example to
make the rest rod start to rotate. Student will be leaded to the
concept of torque by mention the applied force and its radius
from the axis.
 By remembering the force – changes of linier momentum
formulation, students are directed to analog it and make 5’

torque – changes of angular momentum formulation.

 Students are given the exercise about torque – changes of
angular momentum relation. 5’

 Students will be reminded with the linear momentum

Nurul Janah | 1104199

 conservation. With that concept, they will be guided to find 5’
the formulation of angular momentum conservation.
 To make them know about conservation in angular
momentum phenomena, they will watch the video about it. 7’
After that, they will be guided to analyze that video and
relate it with the magnitude of inertia moment and angular
velocity when the man widen his arm and pull his arm close
to the body.
 Students are given the exercise about angular momentum 3’
conservation.
Closing  Reflecting the learning result 5’
 Discussing about the use and application of the concept in 5’
daily life

Learning Assessment
1. A bug with mass 5 gr is lying on the CD that rotates with angular speed 3 rad/s. If
bug position is 5 cm from the center of CD, find its angular momentum!
2. A bat have mass 0.5 kg is rotating the mango tree from radius 1 m. If it speed is 3 m/s,
find its angular momentum!
3. A rolling solid ball experiences a change in its velocity from 1 m/s to 2 m/s within
0.1s. the ball has mass of 8 kg and radius of 7 cm. What is the torque that has change
the velocity of ball? (Isolid ball = 2/5 mR2)
4. An ice skater is rotating with an angular velocity 0.8 rpm when she opens her arm.
Her inertia moment is 2.34 kg m2. When she brings her arms in, the moment inertia
becomes 0.363 kg m2. Find the angular velocity when she brings her arm in!
5. Determine the angular momentum of a cylinder with radius 70 cm and mass 100 g
that rolls without slipping with a constant angular velocity 360 rpm!

Nurul Janah | 1104199