Table of Content Representation - Big Idea's of Content - By Hengky Kusniar
Table of Content Representation
A.
Big Ideas:
1. Energy
is The capacity to do work
2. Pressure is the force (or
thrust) acting on unit area
3. Work
is force causing the movement or displacement of an object
B.
Big Idea’s content
Representatives
Table
1. 1st Big Ideas Content Representative
|
No. |
Aspect |
Big
Idea: The
degree of hotness or coldness of the body can be measured by thermometer. |
|
1. |
What
do you intend the students to learn about this idea? |
a.
Form
of Energy Energy exists in many different forms. Examples of
these are: and so on. Each form can be converted or changed into the other
forms.
Potential Energy, Kinetic Energy,
Mechanic Energy, chemical energy, electrical energy, heat energy,
light energy, electromagnetic energy,
sound, and nuclear energy b.
Sources
of Energy Energy sources are classified as renewable or nonrenewable. The Examples of
non-renewable energy are Fossil
fuels, nuclear fuels. And The examples of Renewable energy
are solar energy, wind energy, wave energy, Tidal and hydroelectric energy,
geothermal energy, and Biomass. c.
Energy
Conservation Energy cannot be
created or destroyed; it is always conserved. d.
The
Concept and the Formula of Kinetic Energy Kinetic
energy is the energy a body has because of its motion. the
Formula of Kinetic Energy m
is in kg and v in m/s, then kinetic energy is in J. e.
The
Concept and Formula of Mechanical Energy Potential
energy is the energy a body has because of its position or condition. Ep = mgh When m is in kg, g in N/kg (or m/s2) and h in m, the potential energy is in J. |
|
2. |
Why
is it important for students to know this? |
- By learning this concept, the student will know energy is related with human activity in the daily life |
|
3. |
What
else do you know about this idea that you do not intend the students to know
yet? |
Equilibrium Thermodynamics equilibrium thermodynamic is the systematic study of
transfers of matter and energy in systems as they pass from one state of
thermodynamic equilibrium to another. |
|
4. |
Difficulties/limitations
connected with teaching this idea |
It is hard to show the
real Process of transformed of Energy. |
|
5. |
Knowledge about the students’ thinking
which influences this idea |
- Commonly,
student knowing the energy just relate with the activity of human. Beside
that the Energy not just human activity but also about physics phenomena like
nuclear energy, and etc. |
|
6. |
Other
factors that influences your teaching of this idea |
Energy Drink is something common for students
because that is exist in the television or game. An energy drink is a
type of drink containing sugar and stimulant compounds, usually caffeine, which is marketed as
providing Energy and physical stimulation. It is the example of energy in
daily life. |
|
7. |
Teaching
procedures (and particular reason for using these to engage with this idea) |
a. Student watching the video about
the Form of energy, energy conservation, and
that phenomena in daily life. b. Teacher
explain the material about the Form of energy, energy conservation, and that
phenomena in daily life. c.
Teacher let the
students to ask some question. d. Students
are being asked to conclude the material that has been delivered by the
teacher. e. Student
makes Resume individually that entailed the Form
of energy, energy conservation, and that phenomena in daily life. |
|
8. |
Specific
way of ascertaining students’ understanding or confusion around this idea |
Teacher
can ascertain student’s understanding through the Resume made by the student
at the end of learning session that entailed the Form
of energy, energy conservation, and that phenomena in daily life. |
|
9. |
The
use technology in teaching the media |
The
video of energy form, energy conservation, and
that phenomena in daily life. |
|
10. |
How
to compensate the absence of technology |
|
Table
2. 2nd Big Ideas Content Representative
|
No. |
Aspect |
Big
Idea: Pressure is the force (or
thrust) acting on unit area |
|
1. |
What
do you intend the students to learn about this idea? |
a. Three
types of Pressure 1) Fluid
Pressure 2) Vapor
Pressure 3) Liquid
Pressure b. Hydrostatic
Pressure Hydrostatic Pressure is the pressure caused by the
force present in a liquid against a compressed area at a certain depth c. Pascal
Law Pascal Law is the Pressure given by liquid in a
closed space is forwarded in all directions with equal magnitude d. Archimedes
Law Archimedes Law is that an object totally or
partially immersed in a fluid (liquid or gas) is buoyed (lifted) up by a
force equal to the weight of the fluid that displaced |
|
2. |
Why
is it important for students to know this? |
By
learning this topic, student will understand the principle Pressure in daily
life, therefore students might use this concept for solving other problem or
applies. |
|
3. |
What
else do you know about this idea that you do not intend the students to know
yet? |
·
Pressure of an ideal gas ·
Kinematic Pressure ·
Blood Pressure |
|
4. |
Difficulties/limitations
connected with teaching this idea |
·
Most of Students think
that the famous of Pressure topic just
in the liquid form like Archimedes and Pascal Law |
|
5. |
Knowledge
about the students’ thinking which influences this idea |
Student
might think that the expansion is happen because of the increasing number of
particle inside an object. While actually, the expansion by heating happen
due to the further distance among the particles. |
|
6. |
Other
factors that influences your teaching of this idea |
In
the daily life students may hearing about the condition of under pressure.
That’s relate with the topic of Pressure. |
|
7. |
Teaching
procedures (and particular reason for using these to engage with this idea) |
a. Asking
a question about the concept of pressure that happened in daily life. b. Showing
video about Fluid pressure, vapor Pressure, Liquid Pressure c. Students
Doing Discussion about Fluid pressure, vapor Pressure, and Liquid Pressure. d. Students
are being asked to conclude the material that has been delivered by the
teacher |
|
8. |
Specific
way of ascertaining students’ understanding or confusion around this idea |
Doing the Performance test about
Fluid pressure, Vapor Pressure, Liquid Pressure |
|
9. |
The
use technology in teaching the media |
·
Use video that will describes the Fluid
pressure, Vapour Pressure, and Liquid Pressure ·
Use The Power Point to
do the Lecturing |
|
10. |
How
to compensate the absence of technology |
Use
the Simulation by the teacher and students about the concept of Fluid
pressure, Vapor Pressure, and
Liquid Pressure |
Table
3. 3rd Big Ideas Content Representative
|
No. |
Aspect |
Big Idea: Work
is force causing the movement or displacement of an object |
|
1. |
What
do you intend the students to learn about this idea? |
·
The unit of Work is Joule which is
defined as the energy needed to give the Force of One Newton along one meter.
1 joule = 1 N.m |
|
2. |
Why
is it important for students to know this? |
Student
need to know this material because Work is related with human activity in the
daily life |
|
3. |
What
else do you know about this idea that you do not intend the students to know
yet? |
The
Work with the vector |
|
4. |
Difficulties/limitations
connected with teaching this idea |
|
|
5. |
Knowledge
about the students’ thinking which influences this idea |
Student
might thinking that Work just doing activity and there is no Science on that |
|
6. |
Other
factors that influences your teaching of this idea |
Extra Joss is designed for an active lifestyle. It will recharge your working day, and
is a brilliant pre-sport or workout power up. |
|
7. |
Teaching
procedures (and particular reason for using these to engage with this idea) |
1. Asking
a question about the concept of Work in daily life 2. Teacher
explain the material about the Form of energy, energy conservation, and that
phenomena in daily life. , 3. Teacher
let the students to ask some question. 4. Students
are being asked to conclude the material that has been delivered by the
teacher |
|
8. |
Specific
way of ascertaining students’ understanding or confusion around this idea |
·
Ask Students to recall the concept about
Work ·
Doing the posttest about Concept of Work |
|
9. |
The
use technology in teaching the media |
Power
point about definition Work and its Formula |
|
10. |
How
to compensate the absence of technology |
Use
the Simulation by the teacher and students about the concept of Work |
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