Student Worksheet of Natural Science

STUDENT WORKSHEET OF NATURAL SCIENCE

For Grade IX Junior High School

INTERNATIONAL PROGRAM OF NATURAL SCIENCE EDUCATION

FACULTY OF MATHEMATICS AND NATURAL SCIENCE

YOGYAKARTA STATE UNIVERSITY

2012

ii

TABLE OF CONTENTS

Cover Page ......................................................................................................................... i

Table of Contents .............................................................................................................. ii

Student Worksheet of Electroscope ................................................................................ 3

Student Worksheet of Konduktivitas Bahan (Daya Hantar Listrik) ........................... 7

Konduktor dan Isolator ................................................................................................ 8

Electrical Condutivity od Solution .............................................................................. 11

Student Worksheet of Resistor ........................................................................................ 15

Mengukur Hambatan Seri ............................................................................................ 16

Mengukur Hambatan Paralel ....................................................................................... 19

Mengukur Hambatan Gabungan .................................................................................. 22

Student Worksheet of Current and Voltage ................................................................... 25

Student Worksheet of Magnet ......................................................................................... 30

Characteristic of Magnet .............................................................................................. 31

Make a Magnet ............................................................................................................ 34

Pattern of Magnetic Fields ........................................................................................... 37

Make Magnet with Electromagnetism ......................................................................... 39

Student Worksheet of Electromagnetic .......................................................................... 41

Student Worksheet of Greenhouse Effect ...................................................................... 46

STUDENT WORKSHEET OF ELECTROSCOPE

Arranged by:

Inas Luthfiyani Gunawan (10315244011)

Anggita Darmastuti (10315244023)

Nuryunita Dewantari (10315244024)

Prisma Akbar Dhina (10315244026)

Dadag Hendriadi Adnan (10315244031)




2012

4

ELECTROSCOPE

A. OBJECTIVE

1. Make an electroscop which can be used to detect the existance of electric charge in

materials.

2. Determine the electric charge on materials.

B. BASIC THEORIES

Electroscope is a tool that can be used to detect whether an

object is electrically charged or not, and detects the type of

electrical charge objects. In neutral, leaf electroscope contract.

When the head is touched electroscope positively charged objects,

a number of positive charges on the head turned and moved toward

the two leaf electroscope. As a result, the two positively charged

electroscope leaves (similar), so that leaves open because

electroscope repel each other. In these circumstances it is

positively charged, electroscope can be used to detect the type of

load an object.

Now, an object X the unknown type of cargo brought to the head of a positively

charged electroscope, and if it causes leaf electroscope the open, it can be concluded

positively charged object X. However, if the objects are brought closer to the head X

causes leaf electroscope electroscope contract, the object X is negatively charged.

Nature of electric charge

The phenomena of two objects sticking together can be explained by the notion that

objects when rubbed can gain a net electric charge. There are two types of charge, labeled

positive ( + ) and negative ( - ), with the following basic property:

Like charges of the same sign repel each other.

Unlike charges of the opposite sign attract each other.

C. TOOLS AND MATERIALS

1. Copper wire

2. Nail

3. Glass jar + plastic cover

4. Scotch tape

5. Scissor

6. Rubber stick

7. Glass stick

8. Wool

Figure 1. Electroscope

http://2.bp.blogspot.com/_yGNrFmHtNzo/SlBNdZCekHI/AAAAAAAAANY/L1WrGyWmsTw/s1600-h/images_013.jpeg

5

9. Silk

10. Cotton cloth

11. Foil alumunium

12. Baloon

D. PROCEDURE

1. Prepare a glass jar plus its plastic cover.

2. Punch a hole through its center with nails.

3. Prepare a wire + 1 meter. Arrange it so that the wire become whorl-shaped at the top

and the bottom straight down adjust to the height of jar.

4. Enter and push the wire through the cover to appear at the bottom of the cover 10 cm

high half and the bottom wire is bent like a hook.

5. Patch the scotch tape around the hole and the wire so the wire don’t move.

6. Cut aluminum foil into 2 pieces by same size and shape.

7. Attach pieces of aluminum foil on the wire. Make sure that the pieces of foil and wire

hooks do not touch the sides or bottom of the jar.

8. Install the jar cover.

9. Fill in the observation table by experimenting with materials chased to the

electroscope that has been made with varieties of treatment.

10. See what happens on a slab of aluminum foil.

E. OBSERVATION TABLE

Materials Treatment

Alumunium foil movement

move don’t move

Baloon Without rubbed

Rub with cotton cloth

Rub with wool

Rub with silk

Rubber stick Without rubbed


Rub with wool

Rub with silk

6

Glass stick Without rubbed


Rub with wool

Rub with silk

F. QUESTION

1. Was there any movement on the aluminum foil when the materials that do not rubbed

with cotton cloth, wool, and silk chased to electroscope? Explain it!

Answer : .........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

2. Was there any movement on the aluminum foil when the materials that rubbed with

cotton cloth, wool, and silk chased to electroscope? What causes the movement?

Explain it!

Answer : .........................................................................................................................

........................................................................................................................

........................................................................................................................

........................................................................................................................

G. CONCLUSION

Based on the experiment can be concluded that ……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

STUDENT WORKSHEET OF CONDUCTIVITY

Arranged by:

Ikhlasia Al-Afidah (10315244008)

Isnaini Anisa Fauziah (10315244018)

Novia Anggraeni (10315244021)

Chandra Martapura (10315244029)

Rosda Laila Fitriana (10315244030)




2012

8

KONDUKTOR DAN ISOLATOR

A. TUJUAN

1. Merancang percobaan untuk menguji apakah suatu benda termasuk ke dalam

konduktor atau isolator.

2. Melakukan percobaan untuk menyelidiki benda-benda yang dapat menghantarkan

listrik dan yang tidak dapat menghantarkan arus listrik.

3. Mengelompokkan benda-benda berdasarkan kemampuannya untuk menghantarkan

arus listrik.

B. DASAR TEORI

Arus listrik sering berbahaya bagi manusia yang terkenan atau tersengat listrik.

Banyak kejadian kematian manusia akibat tersengat listrik karena menyentuh bagian dari

alat listrik yang mudah menghantarkan arus listrik. Dalam kehidupan sehari-hari banyak

ditemukan berbagai listrik bahan atau benda yang pemanfaatannya ditentukan berdasarkan

sifatnya yang mudah atau sulit menghantarkan listrik. Hampir semua bagian dari alat-alat

elektronik atau perlengkapan listrik yang mudah tersentuh tangan atau tubuh kita dibuat

dari bahan-bahan yang tidak atau sulit mengalirkan arus listrik. Misalnya, plastik, karet,

kaca, adalah bahan-bahan yang tidak atau sulit menghantarkan arus listrik. Bahan-bahan

ini sering disebut isolator karena sifatnya yang dapat mengisolasi listrik dari benda-benda

lain. Pada bahan isolator elektron-elektron relatif stabil, sehingga elektron sulit keluar dari

inti atomnya. Sebaliknya, jika diperlukan media untuk menghantarkan listrik dengan baik

dari satu bagian ke bagian lain, maka yang digunakan adalah bahan-bahan yang mudah

menghantarkan arus listrik. Bahan seperti ini disebut konduktor atau penghantar listrik.

Bahan yang termasuk jenis konduktor antara lain, logam seperti tembaga, alumunium,

timah, seng, besi dan lain-lain. Penangkal petir yang terpasang di bangunan yang tinggi

terbuat dari logam tembaga karena tembaga adalah konduktor yang baik. Di dalam bahan

konduktor, elektron-elektron tidak terlalu kuat diikat oleh inti atomnya, sehingga ketika

tegangan listrik diberikan pada bahan konduktor, elektron-elektron mudah lepas dan

bergetar, hal ini menyebabkan arus listrik mudah mengalir.

C. Alat dan Bahan

Alat

1. Batu baterai berukuran besar

2. Dudukan baterai

3. Lampu LED 1 buah

4. Kabel penghubung 4 buah

5. Amperemeter

9

Bahan

1. Berbagai logam:

Besi, alumunium, tembaga,

kuningan

2. Kertas

3. Karet

4. Kaca

5. Plastik

6. Kayu

D. LANGKAH KERJA

1. Sebelum menguji bahan demi bahan, amatilah bahan itu dan ramalkan bahan mana

yang akan menyebabkan lampu menyala dan bahan mana tidak menyebabkan

lampu menyala. Tulis ramalanmu tersebut dalam buku catatanmu.

2. Susunlah alat dan bahan sesuai gambar 2.

3. Coba konduktivitas dari bahan percobaan yang disediakan dengan menyelesaikan

rangkaian diatas.

4. Amati perubahan nyala lampu yang terjadi

5. Amati skala pada amperemeter dan hitung besarnya arus yang mengalir pada

rangkaian.

6. Catat hasil pengamatan pada tabel pengamatan

E. HASIL PENGAMATAN

No Bahan Konduktor Isolator Keadaan Lampu Arus yang

mengalir (A) Nyala Padam

1 Besi

2 Alumunium

3 Tembaga

4 Kuningan

5 Kertas

Baterai

LED

Amperemeter Bahan yang

akan diuji

Gambar 2. Rangkaian alat

10

F. KESIMPULAN

6 Karet

7 Kaca

8 Plastik

9 Kayu


……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

11

ELECTRICAL CONDUCTIVITY OF SOLUTION

A. OBJECTIVE

1. Explain the main of electrical conductivity.

2. Analyzing the effect of pH on the electrical conductivity of the solution.

3. Classifying strong electrolyte solutions and weak electrolytes based the conductivity.

B. BASIC THEORY

Based on the ability to conduct electricity (based on ionization energy), the solution

is divided into two, namely electrolyte solution, which consists of a strong electrolyte and

weak electrolyte and non-electrolyte solutions. Electrolyte solution is a solution that can

conduct electrical current, while the non-electrolyte solution is a solution that can not

conduct electricity.

If in a given electrolyte solution 2 sticks inert electrodes and the voltage supplied

them, the anions will move towards the positive electrode (anode) and vice versa cations

will move toward the negative electrode (cathode). This process is a transport

phenomenon as was the case in the transport of gas molecules. The real difference of

transport phenomena that occur in the gas molecules is the influence of an electric field

and solvent molecules.

Strong electrolyte solution is a solution that has an electric current conductivity,

because solute resides in the solvent (usually water) can all turn into ions with a degree of

ionization is the price of one (α = 1). Classified as strong electrolytes are:

Strong acids, such as: HCl, HClO3, HClO4, H2SO4, HNO3 and others.

Strong bases, the bases are alkali and alkaline earth groups, among others: NaOH,

KOH, Ca (OH) 2, Mg (OH) 2, Ba (OH) 2 and others.

Salts have a high solubility, among others: NaCl, KCl, KI, Al2 (SO4) 3 and others.

Weak electrolyte solution is a solution that can conduct electricity with a weak power,

with the degree of ionization of more than zero but less than one (0 <α <1). Classified as

a weak electrolyte is:

Weak acid, such as: CH3COOH, HCN, H2CO3, H2S and others.

Weak base, such as: NH4OH, Ni (OH) 2 and others.

Salts are poorly soluble, such as: AgCl, CaCrO4, PbI2 and others.

12

Non-electrolyte solution is a solution that can not conduct electricity, it is because the

solution can not produce ions (not to ions). Are included in non-electrolyte solutions such

as:

urea solution

sucrose solution

glucose solution

A solution of alcohol and other

Electrical conductivity of electrolyte solution depends on the type and concentration.

Some electrolyte solution can conduct electricity very well despite a small concentration,

the solution is called strong electrolytes. While having an electrolyte solution conductivity

is weak despite high concentrations called weak electrolytes.

In an electrolyte solution used lights on and gas in the electrode arise. Some electricity

electrolyte solution can mengahantarkan well so bright lights and gas that formed

relatively large. This solution is called strong electrolytes, some other electrolytes can

conduct electricity but not good, so the lights flashing, dim or no light and relatively little

gas formed.

C. TOOL AND MATERIAL

1. Tomatoes

2. Orange

3. Eggs

4. Milk

5. Watermelon

6. Papaya

7. Melon

8. Petri dish

9. LED Lights

10. Multimeter

11. pH stick

12. Mortar pestle

13. Filter paper

14. Funnel

15. Knife

D. PROCEDURE

1. Prepare the tools and materials to be used.

2. Make extracts of each material with polished using a mortar pestle without any

additional water. Then Strain with filter paper. (Watermelon, papaya, tomatoes,

oranges, melon). For eggs and milk do not need to be mashed.

3. For the eggs, separate the yolks and whites.

4. Enter each ingredient into a petri dish, and give label.

5. Measure the pH of each solution and then write in the observation table.

13

6. Arrange the circuit as shown below (figure 3.)

Figure 3.

7. Measure the current generated solutions by using a multimeter, then record the results

into a table of observations.

8. Observe the lights generated by each solution.

9. Compare the electrical conductivity, then make a sequence of solutions that have the

highest electrical conductivity to lowest. Based on the current and strong lights.

10. Make conclusions based on experiments that have been carried out.

E. TABLE

Nama larutan / bahan pH Kuat arus listrik Nyala lampu

F. QUESTION

1. What is the electrical conductivity?

Answer:..........................................................................................................................

........................................................................................................................................

14

........................................................................................................................................

.................

2. What are the solution that can conduct electricity? Why is that?

Answer:..........................................................................................................................

........................................................................................................................................

........................................................................................................................................

.................

3. How does the effect of pH on the conductivity of a solution?

Answer:..........................................................................................................................

........................................................................................................................................

........................................................................................................................................

.................

4. From some of the above solution, based on conductivity Sort the highest to the lowest!

Answer:..........................................................................................................................

........................................................................................................................................

........................................................................................................................................

...............

G. CONCLUSION


……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

STUDENT WORKSHEET OF RESISTOR

Arranged by:

Edy Hartono (10315244005)

Amila Rizqi Wulan Utami (10315244009)

Dewi Astuti (10315244010)

Ominia Pratama (10315244033)

Oktaviani Pratama Putri (10315244034)




2012

16

MENGUKUR HAMBATAN SERI

A. TUJUAN

1. Memahami rangkaian listrik seri

2. Mengukur hambatan dari rangkaian listrik seri

3. Menghitung hambatan total dari rangkaian listrik seri

4. Memformulasikan hambatan total pada rangkaian listrik seri

B. DASAR TEORI

Hambatan seri

Dua hambatan atau lebih yang disusun secara berurutan disebut hambatan seri.

Hambatan yang disusun seri akan membentuk rangkaian listrik tak bercabang. Kuat arus

yang mengalir di setiap titik besarnya sama. Tujuan rangkaian hambatan seri untuk

memperbesar nilai hambatan listrik dan membagi beda potensial dari sumber tegangan.

Rangkaian hambatan seri dapat diganti dengan sebuah hambatan yang disebut hambatan

pengganti seri (Rs).

Rangkaian hambatan seri

Rangkaian hambatan seri adalah rangkaian hambatan yang disusun berderet (tidak

bercabang). Jika pada setiap titik dipasang amperemeter, maka besarnya arus listrik yang

melalui setiap hambatan adalah sama besar.

I1 = I2 = I

Sedangkan tegangan diantara a-b (Va-b), diantara b-c (Vb-c) dan diantara a-c (Va-c) memiliki

hubungan :

Va-c = Va-b + Vb-c,

berdasarkan hal tersebut jika hukum ohm dimasukkan dalam perhitungan maka

I Rs = I1R1 + I2R2, karena I1 = I2 = I maka

Rs = R1 + R2

Dengan demikian dapat disimpulkan bahwa besarnya hambatan pengganti dalam

rangkaian seri sama dengan hasil penjumlahan aljabar semua hambatan. Sehingga nilai

hambatan pengganti selalu lebih besar daripada nilai hambatan yang disusunnya.

C. ALAT DAN BAHAN

1. Satu set percobaan untuk percobaan rangkaian listrik sederhana

2. Multimeter

R1 R2 Gambar 4. Rangkaian Seri

17

D. LANGKAH KERJA

1. Siapkan box hambatan listrik dan ohmeter atau multimeter.

2. Operasikan multimeter, mengatur mutimeter pada skala hambatan (ohm) dan ukurlah

masing-masing hambatan.

3. Rangkailah box hambatan listrik secara seri.

4. Ukurlah hambatan listrik seri tersebut.

5. Catatlah dalam tabel.

E. TABEL HASIL PERCOBAAN

No Jumlah resistor Besar hambatan (Ω) Keterangan

1 1 (R1) -

2 1 (R2) -

3 2 (R1+R2) Rangkaian seri

F. PERTANYAAN

1. Berapa besar hambatan resistor pertama?

........................................................................................................................................

........................................................................................................................................

2. Berapa besar hambatan resistor kedua?

........................................................................................................................................

........................................................................................................................................

3. Berapa besar hambatan dua resistor yang disusun secara seri?

........................................................................................................................................

........................................................................................................................................

4. Bandingkan hasil perhitungan hambatan resistor secara seri, menggunakan ohmeter

dan menggunakan rumus?

........................................................................................................................................

........................................................................................................................................

18

G. KESIMPULAN


……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

19

MENGUKUR HAMBATAN PARALEL

A. TUJUAN

1. Memahami rangkaian listrik paralel

2. Mengukur hambatan dari rangkaian listrik paralel

3. Menghitung hambatan total dari rangkaian listrik paralel

4. Memformulasikan hambatan total pada rangkaian listrik paralel

B. DASAR TEORI

Hambatan Paralel

Dua hambatan atau lebih yang disusun secara berdampingan disebut hambatan

paralel. Hambatan yang disusun paralel akan membentuk rangkaian listrik bercabang dan

memiliki lebih dari satu jalur arus listrik. Susunan hambatan paralel dapat diganti dengan

sebuah hambatan yang disebut hambatan pengganti paralel (Rp).

Rangkaian hambatan paralel berfungsi untuk membagi arus listrik. Tiga buah lampu

masing masing hambatannya R1, R2, dan R3 disusun paralel dihubungkan dengan baterai

yang tegangannya V menyebabkan arus listrik yang mengalir I. Besar kuat arus I1, I2, dan

I3 yang mengalir pada masingmasing lampu yang hambatannya masing-masing R1, R2,

dan R3. Sesuai Hukum Ohm dirumuskan:

I1 = V/R1 I2 = V/R2 I3 = V/R3

Ujung-ujung hambatan R1, R2, R3 dan baterai masing masing bertemu pada satu titik

percabangan. Besar beda potensial (tegangan) seluruhnya sama, sehingga berlaku:

V = V1 = V2 = V3

Besar kuat arus I dihitung dengan rumus:

I = V/Rp

Rumus hambatan pengganti paralel:

1/Rp = 1/R1 + 1/R2 + 1/R3

Rangkaian hambatan paralel

Rangkaian hambatan paralel adalah rangkaian hambatan yang bercabang. Jika pada

setiap cabang di pasang amperemeter maka jumlah arus listrik yang menuju titik cabang

sama dengan jumlah arus listrik yang meninggalkan titik cabang. Pernyataan ini di kenal

dengan hukum I Kirchhoff. Dengan demikian dapat dituliskan : I = I1 + I2,

Jika volt meter dipasang pada tiap-tiap ujung hambatan dalam rangkaian, maka beda

potensial masing-masing hambatan besarnya sama. Dengan demikian dapat dituliskan :

V1 = V2 = V

20

Dari hukum ohm: I = V/R maka persamaan tersebut dapat dituliskan menjadi:

karena V1 = V2 = V maka , atau Rp = (R1.R2)/(R1+R2)

C. ALAT DAN BAHAN


2. Multimeter

R4

R3

Gambar 5. Rangkaian Paralel

D. LANGKAH KERJA


2. Operasikan multimeter, mengatur alat pengukur (mutimeter) pada skala hambatan

(ohm) dan ukurlah masing-masing hambatan.

3. Rangkailah box hambatan listrik secara paralel.

4. Ukurlah hambatan listrik paralel tersebut.



No Jumlah resistor Besar hambatan (Ω) Keterangan

1 1 (R3) -

2 1 (R4) -

3 2 (R3 dan R4) Rangkaian paralel

F. PERTANYAAN


........................................................................................................................................

........................................................................................................................................


........................................................................................................................................

........................................................................................................................................

3. Berapa besar hambatan dua resistor yang disusun secara paralel?

........................................................................................................................................

........................................................................................................................................

21

4. Bandingkan hasil perhitungan hambatan resistor secara paralel, menggunakan

ohmeter dan menggunakan rumus?

........................................................................................................................................

........................................................................................................................................

G. KESIMPULAN


……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

22

MENGUKUR HAMBATAN GABUNGAN

A. TUJUAN

1. Memahami rangkaian listrik gabungan

2. Mengukur hambatan dari rangkaian listrik gabungan

3. Menghitung hambatan total dari rangkaian listrik gabungan

4. Memformulasikan hambatan total pada rangkaian listrik gabungan

B. DASAR TEORI

Dua hambatan atau lebih yang disusun secara berurutan disebut hambatan seri.

Hambatan yang disusun seri akan membentuk rangkaian listrik tak bercabang. Kuat arus

yang mengalir di setiap titik besarnya sama. Tujuan rangkaian hambatan seri untuk

memperbesar nilai hambatan listrik dan membagi beda potensial dari sumber tegangan.

Rangkaian hambatan seri dapat diganti dengan sebuah hambatan yang disebut hambatan

pengganti seri (Rs). Secara sederhana akan diperlihatkan sebuah rangkaian hambatan seri

dengan menggunakan lampu sebagai hambatan.

Tiga buah lampu masing-masing hambatannya R1, R2, dan R3 disusun seri

dihubungkan dengan baterai yang tegangannya V menyebabkan arus listrik yang mengalir

I. Tegangan sebesar V dibagikan ke tiga hambatan masing-masing V1, V2, dan V3,

sehingga berlaku:

V = V1 + V2 + V3

Berdasarkan Hukum I Kirchoff pada rangkaian seri (tak bercabang) berlaku:

I = I1 = I2 = I3

C. ALAT DAN BAHAN


2. Multimeter

R4

R3

R1 R2

Gambar 6. Rangkaian Gabungan

23

D. LANGKAH KERJA


2. Operasikan multimeter, dan ukurlah masing-masing hambatan.

3. Rangkailah box hambatan listrik secara seri dan paralel (gabungan).

4. Ukurlah hambatan listrik seri tersebut.



No

Jumlah resistor Besar hambatan (Ω) Keterangan

1 1 (R1) -

2 1 (R2) -

3 2 (R1+R2) Rangkaian seri

4 1 (R3) -

5. 1 (R4) -

6 2 (R3+R4) Rangkaian paralel

7 4 (R1+R2+R3+R4) Rangkaian gabungan

F. PERTANYAAN


........................................................................................................................................

........................................................................................................................................


........................................................................................................................................

........................................................................................................................................

3. Berapa besar hambatan dua resistor yang disusun secara seri?

24

........................................................................................................................................

........................................................................................................................................

4. Berapa besar hambatan resistor ketiga?

........................................................................................................................................

........................................................................................................................................

5. Berapa besar hambatan resistor keempat?

........................................................................................................................................

........................................................................................................................................

6. Berapa besar hambatan dua resistor yang disusun secara paralel?

........................................................................................................................................

........................................................................................................................................

7. Berapa besar hambatan dua resistor yang disusun secara gabungan?

........................................................................................................................................

........................................................................................................................................

8. Bandingkan hasil perhitungan hambatan resistor gabungan, menggunakan ohmeter

dan menggunakan rumus?

........................................................................................................................................

........................................................................................................................................

G. KESIMPULAN


……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

STUDENT WORKSHEET OF CURRENT AND VOLTAGE

Arranged by:

Devi Septiani (10315244014)

Aditya Hilman Pratama (10315244015)

Devita Antika Sari (10315244020)

Beti Liliani Fajrin (10315244032)




2012

26

I = Q/T

DETERMINING THE AMOUNT OF ELECTRIC CURRENT AND VOLTAGE

A. OBJECTIVE

1. Students can use multimeter properly

2. Students can measure the magnitude of the electric current on obstacles mounted in

series by using multimeter.

3. Students can measure the magnitude of the electric current on obstacles mounted in

paralel by using multimeter.

4. Students can measure the magnitude of voltage on obstacles mounted in series by

using multimeter.

5. Students can measure the magnitude of voltage on obstacles mounted in series by

using multimeter.

6. Students can infer influence mounting obstacles in series against strong current of

electricity.

7. Students can infer influence mounting resistance in paralel against strong current of

electricity.

8. Students can infer influence mounting obstacles in series against voltage.

9. Students can infer influence mounting resistance in paralel against voltage.

B. BASIC THEORY

Electric Current

Electric current is the amount of electric charge flowing per unit time. Electric charge

can flow through wires or other penhantar. In ancient times, conventional current is

defined as a flow of positive charge, although we now know that electrical current

produced from electrons bemuatan neatif in the reverse direction. A tool to measure the

magnitude of an electric current passing through a rangkain is amperemete. How to use

benches arranged in series circuit. The SI unit of Current is the Ampere (I).

Voltage

Voltage is the difference of electrical potential between two points in an electric

circuit, expressed in units of volts. Magnitude measures the energy potential of an electric

field to cause the flow of electricity in a conductor of electricity. Electric potential

difference depends upon a voltage can be said as extra low, low, high or extra high. Use a

27

Voltmeter to measure the voltage. Voltmete mounted a parallel circuit. The SI unit of

Power is volts (V).


1. Multimeter

2. Power supply

3. Connector Cable

4. Circuit board

5. Connecting bridge

6. Switcher

7. Lamp board

8. Lamp

D. PROCEDURE

1. Prepare the equipment or components in accordance with the list of tools and

materials needed.

2. Arrange the tools such as Figure 7. with the switch in the open position (position 0).

Figure 7.

3. Connect the power supply to the voltage source (the tool is still in a State of dying or

off).

4. Select the voltage on the power supply 3V DC.

5. Connect the power supply to the terminal arrangements by using the connecting cable.

6. Turn on the power supply (on).

7. Close the switch (position 1), observe a strong electric current on major ammeter and

then make a note of the data in table 1.

8. Open the switch (position 0).

9. Turn off the power supply (off).

10. Change the voltage becomes .6V DC.

11. Go to step 7, 8, 9.

12. Change the circuit such as Figure 8., change the multimeter be voltmeter, select the

power supply voltage of 3V DC.

V = I.R

28

Figure 8.

13. Turn on the power supply (on).

14. Cover switch or position 1, observe great strain in voltmeter then note the data on a

chart 2.

15. Open position switch ( 0 ).

16. Change the tension in power supply being 6v DC and repeat step 14.

E. RESULT TABLE

Table 1 (Resistance on series)

Tegangan (power supply)

(V) Electric Current (A)

Voltage (V)

3V .... ....

6V .... ....

Tabel 2 (Resistance on paralel)

Voltage (power supply)

(V) Electric Current (A) Voltage (V)

3V .... ....

6V .... ....

F. QUESTION

1. Arus Listrik adalah.....................................................................................................

2. Cara mengukur arus menggunakan alat ........................ yang dirangkai

secara..........pada sebuah rangkaian listrik.

3. Tegangan adalah ...................................................................................................

29

4. Cara mengukur tegangan listrik menggunaka alat ....................... yang dipasang secara

.......... pada sebuah rangkaian listrik.

5. Hasil pengukuran arus listrik pada hambatan yang dipasang secara seri dengan catu

daya 3V DC menghasilkan arus sebesar .... A dan pada catu daya 6V DC

menghasilkan arus listrik sebesar .... A.

6. Hasil pengukuran arus listrik pada hambatan yang dipasang secara paralel dengan

catu daya 3V DC menghasilkan arus sebesar .... A dan pada catu daya 6V DC

menghasilkan arus listrik sebesar .... A.

7. Hubungan antara besar catu daya dan kuat arus adalah semakin besar catu daya maka

.....................................................................................................................

8. Hasil pengukuran tegangan listrik dengan catu daya 3V DC menghasilkan tegangan

sebesar .... A dan pada catu daya 6V DC menghasilkan tegangan sebesar .... A.

9. Hubungan antara besar catu daya dan tegangan adalah semakin besar catu daya maka

.....................................................................................................................

10. Ketika lampu dipasang seri maka terang lampu lebih ........... dibandingkan lampu

dipasang secara paralel.

G. CONCLUSION


……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

STUDENT WORKSHEET OF MAGNET

Arranged by:

Alfatah Fathony (10315244004)

Theresia Asmara Sejati (10315244007)

Susi Siti Chotimah (10315244016)

Riris Riezqia Budy Rahardini (10315244027)




2012

31

CHARACTERISTIC OF MAGNET

A. OBJECTIVE

Students can determine the direction of the magnetic poles by hanging

B. BASIC THEORY

Magnetic poles are the ends of the magnets that have a strong pull. Magnets have two

poles namely north pole and a south pole. Pole will namesake poles repel while not

attractive namesake. Earth's magnetic south pole is located near the north pole of the earth

and the earth's magnetic north pole is located near the south pole of the Earth.

When a magnet is hung so it can move freely, was in a state of balance the ends or

poles of a magnet are always oriented north-south. Magnetic poles leading to the north is

called the north pole, while towards the south is called the south pole. When a magnet is

brought near the north pole to the magnetic north pole hanging, apparently both poles

repel. Conversely, if the south pole is brought near the north magnetic pole hanging, two

magnetic poles of attraction.

We can conclude that the magnetic properties are:

1. Magnets have two poles, the north pole and south pole.

2. The force of attraction or repulsion of the most powerful found in the magnetic poles.

3. Namesake poles repel, while the poles are not the namesake attraction


1. Stative

2. Bar magnet

3. A few of small nails

4. Thread

D. PROCEDURE

1. Bringing the magnet sticks to the tiny nails. Observe what happens

2. Tying a bar magnet in the middle and hung on stative, as in the picture.

3. Silence for a moment, after a state of balance (still) watching the ends of the magnet, see the

direction of the magnet.

4. In the steady state, close to the magnetic pole magnetic pole to another kind. Observe what

happens then.

5. Repeating the job step number 3, but using the opposite magnetic poles, and then

observe what happens.

32

Figure 9.

E. OBSERVATION RESULT

Magnet Magnet Condition

Currently hanging at rest

When close to a magnet with poles

similar

When a magnet closer to the opposite

pole

F. QUESTION

1. From the above activities to determine what properties of magnets?

.....................................................................................................................................................

.....................................................................................................................................................

.....................................................................................................................................................

2. Why magnet in a free state, at rest the ends always point to magnetic north and south? Explain!

.....................................................................................................................................................

.....................................................................................................................................................

.....................................................................................................................................................

G. CONCLUSION

33


……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

34

MAKE A MAGNET

A. OBJECTIVE

1. Knowing how to make a simple magnet

2. Knowing poles are formed from the manufacture of magnets by brushing

3. Knowing the symptoms of magnetization of magnet manufacturing by brushing and

induction

B. BASIC THEORY

Magnet is a metal that can attract other metals such as iron, steel, nickel, and the like.

By their very nature, can be divided into two magnets are permanent magnets and

temporary magnets. One feature is a magnet to attract certain metals. views based on the

type of metal that can pull the magnet can be divided into three:

1. Ferromagnetic objects, is an objects strongly drawn by a magnet.

Example: nickel, steel, iron, and cobalt.

2. Paramagnetic objects, the objects are drawn by the magnet weakened.

Example: platinum, magnesium, and aluminum.

3. Diamagnetic objects, i.e objects rejected by a weak magnet.

Example: bismuth, tin, zinc, gold, and lead.

Magnets can attract certain metal objects because the composition of the elementary

magnets in the magnet is arranged regularly. If we can make arrangements magnet

elementary basis then we can make a magnet. There are three ways of making magnets,

among others, by way of polished, induction, and electrified.

Science Information:

In magnetic objects, the elementary magnets arranged on a regular basis, see Figure

10. below:

Figure 10.

but the non-magnetic objects, elementary magnets arranged at random, look at the Figure

11. below

Figure 11.

35


1. A magnet

2. An Iron

3. Small spike

D. PROCEDURE

1. Making a magnet by rubbing

a. Take the first iron, brushed steel with the direction of the magnetic north pole

end A to end B. Repeating steps penggosokkan several times in one direction as

shown by Figure 12. (Remember! rubbing should unidirectional)

Figure 12.

b. Bringing the iron rod that has been rubbed with small nails. Observe what

happens to the little spikes.Investigate the polar what happens at the end of A and

B? Explain how we test it?

c. Take a second iron, brushed steel with magnetic south pole from the end of P to

the end of the Q as a first step. Investigate what happens to the polar ends P and

Q tip?

2. Making a magnet by induction

a. Put a bar of steel/iron on stative vertically as shown in Figure 13.

Figure 13.

b. Put some spikes/needles below the rod steel/iron. Observing whether the

nail/needle can be pulled by a steel rod/iron.

36

c. Put a strong magnet on the trunk of steel/iron. Observing whether the nail/needle

can be pulled by a steel rod/iron. Keep the magnet and observe what happens.

E. QUESTION

1. Why iron after having rubbed magnetization properties? Explain!

........................................................................................................................................

........................................................................................................................................

........................................................................................................................................

2. When brushing the above experiments rubbed it back and forth, whether iron can be

a magnet? Explain!

........................................................................................................................................

........................................................................................................................................

........................................................................................................................................

F. CONCLUSION


……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

37

PATTERN OF MAGNETIC FIELDS

A. OBJECTIVE

Student can know the magnetic field patterns

B. BASIC THEORY

The natural pattern o fthe magnetic fields of the earth is formed from the north pole

to the north pole south, but the form of lines of force can not be perceived by human

senses except with a compass that always indicates the north-south.

The lines that describe the pattern of the magnetic field is called the magnetic lines of

force. The lines of magnetic force never intersect each other. The lines of magnetic force

out of the north pole, go (towards) to the south pole.The more the number of lines of

magnetic force, the greater the magnetic field strength generated. Whatever shape a

magnet has a magnetic field that is drawnin the form of a curved line.

In the two magnetic poles are not similar, the magnetic lines of force out of the north

pole and south pole magnet into another. That is why the two magnetic poles which are

not similar to each other attraction. In two similar magnetic poles, the magnetic lines of

force coming out of the north pole of each tends to be rejected. Because the direction of

lines of force opposite, repulsion occurs between the lines of force coming out both the

north magnetic pole. That's what causes the two similar poles repel.


1. Two bar magnets

2. Iron powder

3. A paper

D. PROCEDURE

1. Putting the two iron rods to hold the two poles namesake.

2. Put a paper on it.

3. Sprinkle iron filings on white paper and then observing the patterns formed.

4. Repeating step 1 with a close number two magnetic poles are not namesake.

E. QUESTION

1. How does the pattern of iron filings that are formed when the two poles of a magnet

brought near namesake?

........................................................................................................................................

........................................................................................................................................

38

2. How pole iron powder that is formed when two magnetic poles namesake was brought

near?

........................................................................................................................................

........................................................................................................................................

F. CONCLUSION


……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

39

MAKE MAGNET WITH ELECTROMAGNETISM

A. OBJECTIVE

1. Knowing that electricity can produce a magnetic

2. Knowing the concepts of Oersted Law and relation with magnetization

3. Knowing how to make a magnet with electromagnetism

B. BASIC THEORY

On July 21, 1820 professor Oersted was teaching his students a class on electricity.

He had prepared an electrical demonstration for his students, which involved a wire

connected to a battery. By chance a magnetic compass was lying on the table near the

wire. It was not part of Oersted's electrical demonstration and apparently had been left on

the table with other random pieces of equipment. What followed is a good example of a

payoff for not being obsessively neat in a laboratory.

All these factors were however in place and Oersted discovered a fundamental

connection between electricity and magnetism. Electric currents cause magnetic fields.

The electric current in a long straight wire will produce circular magnetic field lines

around the wire. When the wire has a different configuration, the electric currents will

cause a magnetic field in a different configuration. Oersted made the important discovery

that electric currents cause magnetic fields. Electromagnets work because electric currents

cause magnetic fields. Permanent magnets have electric currents at the microscopic level

that cause their magnetic fields. So we can make magnet with electricity.

Figure 14.


1. Battery

2. Nail

3. Copper wire

4. Small spikes

40

D. PROCEDURE

1. Prepare tools and materials

2. Wrapped copper wire coil nails by 50

3. Connect one end of the copper wire to (+) battery and the other on (-) battery

4. Bringing it into small spikes

5. Observe, what happen to small spikes ?

E. QUESTION

1. Why can a magnet wire nails?

...................................................................................................................................................

...................................................................................................................................................

2. With Oersted Law concepts? Determine the north pole of a magnet is a nail?

...................................................................................................................................................

...................................................................................................................................................

F. CONCLUSION


……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

STUDENT WORKSHEET OF ELECTROMAGNETIC

Arranged by:

Oktiana Dwi Astuti (10315244002)

Wahana Cahya Wibawa (10315244012)

Destika Setya Pratiwi (10315244017)

Nilia Fithriyyati (10315244025)




2012

42

PHENOMENON OF ELECTROMAGNETIC INDUCTION

A. OBJECTIVE

1. To demonstrate the phenomenon of electromagnetic induction in everyday life.

2. To demonstrate the change of electrical energy become motion energy.

3. To demonstrate the change of energy of motion become electrical energy.

B. BASIC THEORY

The event generates an electric current due to changes in the magnetic field is called

electromagnetic induction, while the current generated from the induced current is called

electromagnetic induction. This discovery is known as "Faraday's law". These findings

are considered as a monumental discovery. Why? ... First, "Faraday's law" has

significance in relation to the theoretical understanding of electromagnetic. Second, can

be used as an electromagnetic drive continuous flow of electricity as used by Faraday in

the manufacture of the first electric dynamo.

Conclusion of Faraday Experiment

When the magnet was moved (in and out) in the coil, the galvanometer needle will

deviate.

When the magnet is not driven (stop) in the coil, the needle on the galvanometer does

not deviate (show zeros).

Deviations galvanometer needle shows that electric current flows in the coil. An

electric current is called the induced current.

An electric current occurs due to the change in the number of lines of magnetic force,

causing the ends of the coil arising potential difference. The potential difference is

called the induced electromotive force (ggl induction).

Faraday Law

1. If a conductor cutting the line of farce of a magnetic field (flux) are constant, then

conductor of induced voltage will arise.

2. Changes of flux in the magnetic field in a series of conducting material, will cause

induced voltage in the circuit.

3. Equation of induced ENF :

43

⁄


1. Electric Energy become Motion Energy

Power supply 1 piece

LED lights 1 piece

Magnet rod 2 piece

Switch 1 pole 1 piece

Circuit board 1 piece

Bridge connecting 7 piece

The electric motor/generator 1 set

Red connection cable 1 piece

Black connection cable 1 piece

2. Motion Energy become Electric Energy

Magnet rod 1 piece

LED 1 piece

Circuit board 1 piece

The electric motor/generator 1 piece

Pull 2 piece

The plug shaft 1 piece

Pull strap 1 piece

Red connection cable 1 piece

Black connection cable 1 piece

Magnet holder 2 piece

D. PROCEDURE

1. Electric Energy become Motion Energy

a. Prepare the equipment according to the list of tools and materials.

b. Arrange the tools and materials appropriate in the picture above.

c. Put magnets on each holder magnet with opposite poles vary.

d. Switch in the open position.

e. Turn on the power supply.

44

f. Select the appropriate voltage and observe what happens on this experiment.

Figure 15.

2. Motion Energy become Electric Energy.

a. Prepare the equipment according to the list of tools and materials.

b. Arrange the equipment as show in the image above.

c. Plug the electric motor/generator to the circuit board.

d. Attach the magnet holder on left and right generators.

e. Attach the crank shaft as the pull.

f. Attach pull on the circuit board, then attach the rope to the motor pull located on

the bottom of the coil and plug on a big pull.

g. Attach LED, then connect the electric motor or generator using connection bridge

or connection cable.

h. Rotate and observe. What happen on this experiment

Figure 16.

45

E. QUESTION

1. Why the coil can move?

........................................................................................................................................

........................................................................................................................................

2. What is the function of magnets in this experiment?

........................................................................................................................................

........................................................................................................................................

3. Is there a change in magnetic flux in the coil? Why?

........................................................................................................................................

........................................................................................................................................

........................................................................................................................................

4. What causes the LED become light up?

........................................................................................................................................

........................................................................................................................................

F. CONCLUSION


……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

STUDENT WORKSHEET OF GREENHOUSE EFFECT

Arranged by:

Tyas Satria Indramurti (10315244013)

Lyda Mei Sudilestari (10315244019)

Ganie Indra Viantoro (10315244022)

Imas Ajriana Utami (10315244028)




2012

47

GREENHOUSE EFFECT

A. OBJECTIVE

1. Students know what greenhouse effect is.

2. Students know the cause of greenhouse effect.

3. Students can explain the process of greenhouse effect.

B. BASIC THEORY

Carbon (C) is an element found in all living things. Mortal bodies that buried in earth

also contain carbon. Carbon in the atmosphere when bound with oxygen (O) will form

carbon dioxide (CO2). The advances in technology, which is characterized by the use of

fossil fuels, increasing the CO2 in the atmosphere.

The increase in CO2 will result a layer in the atmosphere. CO2 layer is permeable to

sunlight, but impermeable to the reflection of sunlight that has concerned the earth. The

symptoms are known as the greenhouse effect. The reflected beam which is an infra-red

ray, contain a heating effect. Because restrained by a layer of CO2, the longer the heat is

retained it increases the average temperature of the earth's surface. Raising the earth's

average temperature symptom is called global warming.


1. 2 colorless glass bowls 4. 2 statives 7. Cutter

2. Colorless mica 5. Water

3. 2 100oC thermometers 6. Tape

Heat and light

from sun

Sunlight heat the earth

Atmosphere trap the

heat

Greenhouse gases trap more

heat, so the earth get hotter

Some of the heat slip

away to the space

Figure 17. Greenhouse effect illustration

48

D. PROCEDURE

1. Prepare tools and materials that needed.

2. Cut a mica following the shape of the bowl’s hole.

3. Make a small hole in the middle of the mica.

4. Pour 100 ml of water to both bowls.

5. Tape the mica on the bowl’s hole. Make sure the mica is covering all the hole and

stick tightly on the bowl. Name the bowl with A.

6. Let the other bowl keep opened. Name the bowl with B.

7. Put the opened bowl on a stative with a 100o C thermometer hang on it. Do the same

thing for the covered bowl. See figure 18.

Figure 18. Set of the tools and materials

8. Put those sets of tools and materials at a place that receive sunshine directly.

9. Observe and note the state of them every 2 hours until half a day.

E. EXPERIMENT RESULT

No. Time of observation Temperature of A (oC) Temperature of B (oC)

1.

2.

3.

4.

....

....

....

....

Stative

A

100o C thermometer

B

49

F. QUESTION

1. How is the temperature of A bowl? And how about B bowl?

........................................................................................................................................

......................................................................................................................

2. What happen to the mica on A bowl?

........................................................................................................................................

......................................................................................................................

3. What happen to sunlight that come the A bowl? And how about B bowl?

........................................................................................................................................

......................................................................................................................

4. Why is the temperature of A bowl higher than B bowl?

........................................................................................................................................

......................................................................................................................

5. What is relation of the experiment with greenhouse effect?

........................................................................................................................................

......................................................................................................................

G. CONCLUSION


……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………