STUDENT WORKSHEET OF NATURAL SCIENCE · straight, unless there are forces acting to change. This...

STUDENT WORKSHEET OF NATURAL SCIENCE

For Grade VIII Junior High School

INTERNATIONAL CLASS 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 Newton’s Law ....................................................................... 1

Newton’s First Law ............................................................................................... 2

Newton’s Second Law ........................................................................................... 5

Newton’s Third Law.............................................................................................. 8

Student Worksheet of Work and Energy ................................................................. 10

Work ...................................................................................................................... 11

Change of Energy: Chemical Energy into Light Energy....................................... 13

Change of Energy: Kinetic Energy into Light Energy .......................................... 15

Student Worksheet of Simple Plane ......................................................................... 17

Knowing the Mechanical Advantage Use Simple Aircraft (Pulley) ..................... 18

Comparing the mechanical advantage on an inclined plane ................................. 22

Student Worksheet of Pressure ................................................................................. 25

Hollow Vessel ....................................................................................................... 26

Pressure Against a Solid Object ............................................................................ 29

Influence of Velocity to Gases Pressure ................................................................ 32

Student Worksheet of Getaran dan Gelombang ..................................................... 34

Gelombang Slinki .................................................................................................. 35

Bandul Matematis .................................................................................................. 37

Getaran Pegas ........................................................................................................ 41

Student Worksheet of Light and Optical Tools ....................................................... 44

The Light Passes Straight ...................................................................................... 45

Transparent Objects can Continue to the Light ..................................................... 47

Specular and Diffuse Reflection ............................................................................ 48

Reflection on Concave Mirror and Convex Mirror ............................................... 50

Refraction in Concave Lens and Convex Lens ..................................................... 54

Properties of Image Formed by the Convex Lens ................................................. 57

Magnification of Image ......................................................................................... 60

STUDENT WORKSHEET OF NEWTON’S LAW

Arranged by:

Al Fatah Fathony (10315244004)

Inas Luthfiyani Gunawan (10315244011)

Destika Setya Pratiwi (10315244017)

Isnaini Anisa Fauziah (10315244018)

Nuryunita Dewantari (10315244024)

Rosda Laila Fitriana (10315244030)




2012

2

NEWTON’S FIRST LAW

A. OBJECTIVE

Proving the Newton's first law (inertia)

B. BASIC THEORY

Walter Lewin explains the Newton's first law.

Lex I: Corpus omne perseverare in statu suo quiescendi vel movendi

uniformiter in directum, nisi quatenus a viribus impressis cogitur statum illum

Mutare.

First Law: Every object will maintain a state of rest or moving uniformly

straight, unless there are forces acting to change.

This law states that if the resultant force (vector sum of all forces acting on the

object) is zero, then the velocity is constant. Mathematically formulated as:

ΣF = 0 which meaning:

- An object that is stationary will remain stationary unless there is a non-zero

resultant force acting on it.

- An object is moving, its speed will not change unless there is a non-zero

resultant force acting on it.

C. TOOLS AND MATERIALS

1. Glass

2. Coin

3. Paper

4. Table with smooth surface

D. PROCEDURE

Experiment 1:

1. Put the glass in a standing position.

2. Put the paper over the glass.

3. Place the coin on paper.

4. Put the coin into the cup without lifting a carton by pull the paper quickly as

Figure 1.

3

Figure 1.

Experiment 2:

1. Put a piece of paper on a table with a smooth surface.

2. Put the the glass on the paper in the collapsed position.

3. Pull the paper slowly and do not let the glass fall (observe the movement of the

glass)

4. Repeat step 3, and pull the paper firmly. Observe that occur in the glass.

5. Repeat step 3, pull the paper slowly and then stop as soon as possible. Observe

the state of motion of the glass.

Figure 2.

E. QUESTIONS

1. What happens when the paper is on a fast slide? ..................................................

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

2. What happens when the paper is on a slowly slide? .............................................

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

3. What happens when the paper slowly stop as soon as possible? ..........................

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

4. How does Newton's first law? ...............................................................................

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

4

F. CONCLUSION

From the experiment can be concluded that .................................................................

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

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

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

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

5

NEWTON’S SECOND LAW

A. OBJECTIVE

Students can understand the concept of Newton's second law and can be

classified to solve movement problems on an inclined plane.

B. BASIC THEORY

Acceleration of an object is proportional to the resultant force exerted and

inversely proportional to the mass. In mathematical law is written:

a = F.m or ΣF = m.a

Where: ΣF = sum (resultant) force acting

m = mass of object

a = Acceleration caused.


1. Blocks

2. The incline

3. Scale

4. Protractor

D. PROCEDURE

Experiment 1:

1. Weigh the mass of block with scale.

2. Measure of the angle formed by the inclined plane.

3. Place the block above the plane tilted to large angles 15o.

4. Observe what occur in block.

5. Repeat the above experiment for the large angle of 30 o

, 45 o

, 60 o and 75

o.

Experiment 2:

1. Set the angle formed by the inclined plane of 30o.

2. Place the block above the inclined plane.

3. Observe what occur in block.

4. Repeat the step 2-3 for the different mass of block.

6

Figure 3.

E. EXPERIMENT RESULT

Experiment 1

No Angle (o) Mass (kg) Acceleration (m/s

2)

1 15

2 30

3 45

4 60

5 75

Experiment 2

No Angle (o) Mass (kg) Acceleration (m/s

2)

1 30

2 30

3 30

4 30

5 30

F. QUESTIONS

1. Describe the forces acting on the block is in the incline! ......................................

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

2. Create an equation of Newton's Second Law is working on the blocks! ..............

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

3. Calculate the acceleration of each trial block! ......................................................

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

4. What the influence of different angles and different weight in this experiment? .

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

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

protactor

7

G. CONCLUSION


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

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

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

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

8

NEWTON'S THIRD LAW

A. OBJECTIVE

Knowing the magnitude of the force of action and reaction by using a spring

balance.

B. BASIC THEORY

If an object exerts a force to another object, then the second object exerts a

force to the first object. Both styles have the same magnitude but opposite in

direction. Newton's Third Law mathematically can be written as follows:

F A to B = - F B to A

FA to B is the force exerted by object A to object B, while theF A to B is the force

exerted object B to object A. For example, when you kick a stone, the style you

give the FA to B, and this style works in stone. The force exerted by the stone to your

feet is – FB to A. The negative sign indicates that the reaction force is opposed to the

action that you provide. If you draw an arrow that represents the interaction of these

two forces, the force FA to B drawn on a stone, while the force applied to rock your

feet, - FB to A, is described on your feet.


1. Balance springs 2 pieces

2. Stative and clamp 1 set

D. PROCEDURE

1. Attach the table clamp stative and then assemble the two springs in series as

shown in the picture!

2. Pull the spring balance and note the large scale is shown by the balance sheet!

3. Repeat steps 1-2 as much as 4 times with great different styles! Take note of

the style sheet is read in the following spring to the table!

4. Discuss the above activities with your group and then make a conclusion!

Figure 4.

9

Figure 5.


No Scale in spring balance 1 Scale in spring balance 2

1

2

3

4

F. QUESTIONS

1. Having given a spring force on the balance sheet of what happened to spring 2?

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

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

2. From the results in the can, whether a given action style similar to the reaction

force? .....................................................................................................................

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

3. Once in the given load, whether a given action style similar to the reaction

force? .....................................................................................................................

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

4. Suppose you pull the spring-loaded stationary objects, what objects are

stationary while the spring remains zero? .............................................................

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

G. CONCLUSION


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

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

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

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

STUDENT WORKSHEET OF WORK AND ENERGY

Arranged by:

Edy Hartono (10315244005)

Wahana Cahya Wibawa (10315244012)

Lyda Mei Sudilestari (10315244019)

Nilia Fithriyyati (10315244025)

Dadag Hendriadi Adnan (10315244031)




2012

11

WORK

A. OBJECTIVE

1. Students are able to understand the concept of work.

2. Students are able to know the factor that affect the work.

B. BASIC THEORY

When objects are encouraged to move there and some are still in place. When

you push or pull an object, it means you have to apply a force on the object.

Therefore, the work is strongly influenced by the push or pull (force) that given.

According to the information, if once driven it does not move, not your style of

doing work. In other words, work is also affected by displacement. Thus, it can be

concluded that the work generated by the work force on an object so that it move.


1. Wooden block

2. Balance spring

3. Ruler

D. PROCEDURE

1. Prepare tools and materials that needed.

2. Bunch the tools and materials as Figure 6.

3. Drag the wooden block using a spring balance.

4. Measuring distance or path through which the wooden block.

5. Try those steps to another things.

Figure 6.

12


No. Object Force (N) Distance (m) Work (J)

1.

2.

3.

4.

Wooden block

....

....

....

F. CONCLUSION


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

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

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

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

13

CHANGE OF ENERGY: CHEMICAL ENERGY INTO LIGHT ENERGY

A. GOAL

1. Students can understand the energy changes.

2. Students can explain the stages of energy changes that occured in this activity.

B. BASIC THEORY

Law of Conservation of Energy says "Energy can neither be created or

destroyed, energy can only be converted from one form to another". This law was

created by James Prescott Joule, British physicist whose name is immortalized into

energy units. This law also applies to human life. Activities we do every day is a

change in energy from one form to another. For example, when we eat, we convert

the chemical energy from food into energy that we use to move and think.

The energy can be utilized in everyday life. Not all energy can be directly used

but need to be changed into another form. Examples of the energy changes are as

follows.

a. Electrical energy into heat energy, such as the electric iron, electric stove, and

electric solder.

b. Electrical energy into light energy, for example on the lamps.

c. Electrical energy into chemical energy, e.g. in shock (charging) battery.

d. Light energy into chemical energy, such as photosynthesis.


1. Cable

2. Two batteries (@1,5 Volt)

3. Battery holder

4. Bulb 2,5 volt or LED

D. PROCEDURE



Figure 7.

14

3. Observe what happened to the bulb.

E. QUESTIONS

1. What happens with the bulb if you connect the cable to battery? .........................

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

2. What tools in your everyday life that use the energy change such as in this

activity? .................................................................................................................

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

3. What kind of energy that saved in the battery? .....................................................

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

4. When the bulb lit, what kinds of energy change that happened? ..........................

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

F. CONCLUSION


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

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

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

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

15

CHANGE OF ENERGY: KINETIC ENERGY INTO LIGHT ENERGY

A. GOAL

Students are able to understand the concept of energy change from kinetic energy

into light energy.

B. BASIC THEORY

Tool that serves to change the motion (kinetic) energy into electrical energy is

a dynamo. Dynamo is divided into two, namely, the armature direct current (DC)

and alternating current dynamo (AC). The working principle of the dynamo as a

generator is rotating in a magnetic field coil or rotating magnet inside the coil. Part

of the rotating armature called a rotor. Part of the dynamo that is not moving is

called the stator. Between the DC dynamo to AC dynamo used lies in the ring. In

the direct-current dynamo using a single ring is cleaved into two so-called split ring

(commutator). This ring allows the electric current generated in the outer circuit of

direct current dynamo, although in the dynamo itself generates an alternating

current. Meanwhile, the alternating current dynamo using a double ring (two rings).

Power generation of alternating current is the most simple bicycle dynamo. Power

used to rotate the rotor is a bicycle wheel. If the wheel rotates, the coil or magnet

rotating part. Consequently, the emf induced across the ends of the coil and the

electric current flows. The faster the movement of a bicycle wheel, the faster the

magnet or the coil rotates. The greater the induced emf and electric current is

generated. While connected to the light, the brighter the lights. Emf induced in the

armature can be enlarged by accelerated rotation of the wheel, using a strong

magnet (large), the amount of twist, reproduction, and use a soft iron core inside the

coil


1. Dynamo

2. Cable

3. LED

D. PROCEDURE



16

3. Spin the back of the dynamo counterclockwise.

4. Observe the change that happen.

E. QUESTIONS

1. What happens with the bulb if you spin the back of the dynamo? ........................

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

2. What tools in your everyday life that use the energy change such as in this

activity? .................................................................................................................

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

3. When we spin the dynamo, what kind of energy that happened? .........................

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

F. CONCLUSION


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

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

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

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

Figure 8.

STUDENT WORKSHEET OF SIMPLE PLANE

Arranged by:

Theresia Asmara Sejati (10315244007)

Tyas Satria Indramurti (10315244013)

Devita Antika Sari (10315244020)

Prisma Akbar Dhina (10315244026)

Beti Liliani Fajrin (10315244032)




2012

18

KNOWING THE MECHANICAL ADVANTAGE USE SIMPLE AIRCRAFT

(PULLEY)

A. OBJECTIVE

1. Make/assemble a pulley fixed.

2. Conduct experiments using a pulley fixed.

3. Determine the mechanical advantage.

B. BASIC THEORY

Lots of equipment used to perform the job easier. Tools were created by people

from the simplest to the most complex such as motorcycles, cars, airplanes,

telephones, televisions, computers and others. The tools used by humans to

facilitate the conduct of work or activity referred to the plane.

There are two types of aircraft, namely: a simple plane and the complex plane.

Simple plane is a tool that looks very simple working example is the lever, inclined

plane, and pulley. Complex plane is a plane containing an array of complex plane

example some airplanes, telephones, television sets, automobiles, motorcycles,

bicycles etc. The plane is a simple mechanical device that can change the direction

or magnitude of the force. In general, these tools can be called as the simplest

mechanisms that use mechanical advantage to multiply force. A simple plane using

a labor force to work against a load force. By ignoring the friction that arises, then

the work done by the load will be equal to the amount of work done on the load.

Pulley is one of six types of simple plane. Pulley is a wheel with a hollow

section along the side to place a rope or cable. Pulleys are usually used in a circuit

that is designed to reduce the amount of force needed to lift a load. However, the

amount of work done to make the load reaches the same height is the same as that

required without the use of pulleys. Magnitude of the force is reduced, but the force

is to work on longer distances. Effort required to lift a load is roughly equal to the

weight divided by the number of wheels. The more wheels there are, the more the

system is inefficient because there will be more friction between the rope and

wheels. Based on how it works, because the pulley is a type of lever has the

fulcrum, the power, and the load. Pulleys are classified into three, namely the fixed

pulley, the pulley is free, and the compound pulley.

19

a. Fixed pulley

Fixed pulley is a pulley whose position does not move during use. Pulleys

of this type are usually installed in particular places. Pulleys are used on the

flag pole and bucket wells are examples of fixed pulleys.

Figure 9.

b. Pulley free

Figure 10.

Unlike the fixed pulley, the pulley is free to change the position or the

position of the pulley and not installed in certain places. Pulleys of this type are

usually placed on top of a rope whose position can be changed, as shown in the

picture. One end of the rope tied to a particular place. If the other end pulled

the pulley will move. Pulleys of this type can be found in tools lifting

containers at the port.

c. Compound pulley

Compound pulley is a combination of fixed pulley and the pulley is free.

Both are connected by a rope pulley. In the compound pulley, a pulley attached

to the load-free. One end of the rope attached to a pulley fixed cross section. If

the other end of the rope that pulled the burden will be lifted along with the

free movement of the pulley to the top.

http://www.crayonpedia.org/mw/Berkas:Katrol.jpg

http://www.crayonpedia.org/mw/Berkas:Katrol_bebas.jpg

http://www.crayonpedia.org/mw/Berkas:Katrol.jpg

http://www.crayonpedia.org/mw/Berkas:Katrol_bebas.jpg

20

Figure 11.


1. Pulley

2. Balance spring

3. Rope

4. Load

D. PROCEDURE

1. Prepare equipment and materials required.

2. Weight the burden that will be used.

3. Pull the rope on the pulley to the load until the end of the pulley.

4. Make rope knots.

5. Spring balance on the rope tie a knot.

6. Read the scale seen.

7. Calculate the mechanical advantage produced.


No Weight

Mass and Force Mechanical

advantage Before

(Fb) After (Fk)

1 1 ........ gram ........ gram .................. N

........ N ........ N

2 2 ........ gram ........ gram .................. N

........ N ........ N

3 3 ........ gram ........ gram .................. N

........ N ........ N

http://www.crayonpedia.org/mw/Berkas:Katrol_majemuk.jpg

21

F. QUESTIONS

1. Simple aircraft is ...................................................................................................

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

2. The advantages are ................................................................................................

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

3. What about the working principle of a pulley? .....................................................

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

4. Weight mass of the load before......................... gram.............N and mass of the

load after the weighted........................gram...............N

5. Mechanical advantage (KM)

KM = Fb/Fk

1. Weight 1

KM = Fb/Fk

= ............/.............

= ...................... N

2. Weight 2

KM = Fb/Fk

= ............/.............

= ...................... N

3. Weight 3

KM = Fb/Fk

= ............/.............

= ...................... N

G. CONCLUSION


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

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

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

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

22

COMPARING THE MECHANICAL ADVANTAGE ON AN INCLINED PLANE

A. OBJECTIVES

From this lab activity, students are expected to:

1. Doing simple experimental aircraft, especially on an inclined plane.

2. Mechanical benefit from a variety of slope.

3. Comparing the mechanical advantage of a variety of slope.

B. BASIC THEORY

Inclined plane

Inclined plane is one of the simplest type of aircraft used to move objects

with an oblique trajectory. By using an inclined plane heavy loads can be

moved to a higher place with greater ease, style means that we spend becomes

smaller when compared to not using an inclined plane. The more gently

sloping incline lighter style we should spend.

The principle of inclined plane

To lift the weight (B) to a height (h) the work required for W=Bxh, if the

operations of W through an inclined plane whose length is s necessary work for

W=Fxs. Because as much work done, then it can be formulated as follows:

B= weight of load (Newton)

h= height (meter)

s= length of oblique trajectory (meters)

F= force power to lift weights (Newton)

Mechanical advantage

Mechanical advantage titled Field Using an inclined plane is lighter

workload, we make a profit. Benefits obtained when using an inclined plane is

called the mechanical advantage inclined plane. The amount of mechanical

advantage is expressed as the ratio between the weight of the load to be lifted

with great force necessary power.

Mechanical advantages:

23


1. Incline

2. Balance spring

3. Load

4. Stationery

D. PROCEDURES

1. Measure weight using a spring balance (Fb).

2. Measure the height (h) an inclined plane.

3. Measure the length of the sloping board (s).

4. Arrange the equipment as shown above.

5. Pull the spring balance is slowly in the direction of the incline to the top.

Record the amount of force required to pull the load (Fk).

6. Repeat steps 3-5 with the length of the different boards.

7. Write down all the data obtained into a table.


Experiment Fb (N) Fk (N) h (cm) s (cm) Fb/Fk

I

II

III

Figure 12.

24

F. QUESTIONS

1. Inclined plane is.....................................................................................................

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

2. The advantage if we use an inclined plane is ........................................................

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

3. What about the working principle of an inclined? ................................................

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

4. Weight F of the load before is…………N, and F of the load after weighted

is…………N

5. Mechanical advantages (KM)

1. KM = Fb/Fk

= ……./…….

= …….N

2. KM = Fb/Fk

= ……./…….

= …….N

3. KM = Fb/Fk

= ……./…….

= …….N

G. CONCLUSION


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

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

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

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

STUDENT WORKSHEET OF PRESSURE

Arranged by:

Ikhlasia Al-Afidah (10315244008)

Devi Septiani (10315244014)

Novia Anggraeni (10315244021)

Riris Riezqia Budi Rahardini (10315244027)

Ominia Pratama (10315244033)




2012

26

HOLLOW VESSEL

A. OBJECTIVE

1. Students can understand and investigate the factors that affect the pressure.

2. Students can understand the application of pressure on liquid in everyday life.

B. BASIC THEORY

Pressure is a measure of the amount of force exerted on an object for every one

unit area of surface area of press. Pressure can be denoted as simbolp (pressure) and

has SI units Nnr2. Another unit of pressure is the pascal (Pa) and bar.

1 Nnr-2

= 1 Pa

Hydrostatic pressure is the pressure in the liquid caused by the weight of the

liquid itself. Hydrostatic pressure properties are as follows:

a. The deeper the location of a point from the liquid surface, the greater the

pressure.

b. At the same depth, the pressure is the same.

c. Liquid pressure in all directions equally.

The amount of the liquid hydrostatic pressure influenced a number of factors,

depth, density of liquid, and the acceleration of gravity .. Hydrostatic pressure

formula as follows:

Ph = p.g.h

With:

Ph = liquid hydrostatic pressure (N/m2)

p = density (kg/m3)

g = acceleration due to gravity (m/s2)

h = depth from surface (m)


1. Bottle 5. Tray

2. Oil 6. Nail

3. Water 7. Wax

4. Ruler 8. Matches

27

D. PROCEDURE

Figure 13.

1. Provide the necessary tools and materials.

2. Make a hole in the bottle at a height of 5 cm, 10 cm and 15 cm, using a nail

that has been heated by fire.

3. Fill enough water into the vessel cavity.

4. Observe what happens.

5. Measure the distance jets of water to each hole.

6. Experiments done by replacing the water with oil, make sure the initial height

of water equal to the initial height of the oil.

7. Repeat the experiment on each type of liquid substances

8. Observe and compare bursts of liquid when the oil content, and when filled

with water.


No Type of fluid Depth (cm) Distance of arc (cm)

1

2

3

4

5

6

F. QUESTIONS

1. What factors influence the pressure in liquid? Explain! .......................................

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

2. Explain the relationship between depth, density, and pressure on liquid! ............

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

28

3. How the application of these activities in daily life? ............................................

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

G. CONCLUSION


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

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

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

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

29

PRESSURE AGAINST A SOLID OBJECT

A. OBJECTIVE

Proving that the pressure on the solids is influenced by the force

and area of press.

B. BASIC THEORY

Pressure (P) can be defined as the magnitude of the force (F) per unit area that

touches the field (A).

P = pressure (N/m²)

F = force (N)

A = wide of area (m²)

If a force acts on a broad field, the pressure generated will be smaller.

Conversely, if the force acts on a narrow area of the resulting pressure will be

greater.

Figure 14.

Wood beams and steel beams to produce second-hand upright position deeper

than the horizontal position. In this case the beam in an upright position shows

extensive surface area that is smaller than the horizontal position.


1. Playdough

2. Wheat Flour

3. Ruler

30

D. PROCEDURES

Figure 15.

1. Provide the necessary tools and materials.

2. Shape dough into a wake (beam) with the outer surface of a different but

similar mass.

3. Drop the dough up the position as shown at Figure 15.

4. Note the flour due to the activities.

5. Repeat the activity with the same height but with different clay up position.

6. Note the flour mixture.


NO AREA HEIGHT DEEP

1

2

3

4

F. QUESTIONS

1. Did the flour from the same activities? .................................................................

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

2. How is the former lead position most in?..............................................................

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

3. How is the influence of compression force and the area of press? .......................

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

31

G. CONCLUSION


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

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

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

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

32

INFLUENCE OF VELOCITY TO GASES PRESSURE

A. OBJECTIVE

To demonstrate the influence of velocity to gases pressure

B. BASIC THEORY

Bernoulli’s Principle, in physics, the concept that as the speed of a moving

fluid (liquid or gas) increases, the pressure within that fluid decreases. Originally

formulated in 1738 by Swiss mathematician and physicist Daniel Bernoulli, it states

that the total energy in a steadily flowing fluid system is a constant along the flow

path. An increase in the fluid’s speed must therefore be matched by a decrease in its

pressure.

Bernoulli’s principle applies in nozzles, where flow accelerates and pressure

drops as the tube diameter is reduced. It is also the principle behind orifice or

Venturi flow meters. These meters measure the pressure difference between a low-

speed fluid in an approach pipe and the high-speed fluid at the smaller orifice

diameter to determine flow velocities and thus to meter the flow rate. Bernoulli’s

principle is sometimes used to explain the net force in a system that includes a

moving fluid, such as lift on an airplane wing, thrust of a ship’s propeller, or

drifting of a spinning baseball. Although equations derived from the principle can

be useful in modeling these systems, the principle technically only applies to

systems that do not produce a net force.


1. Hairdrier

2. Ball

D. PROCEDURES

1. First, turn on the hair drier at first speed.

2. Then put the ball on the top of hairdrier.

3. Repeat it with another speed (second speed,etc).

4. Observe the differences in each speed.

33

E. QUESTIONS

1. Is the speed give effect for the ball ? .....................................................................

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

2. Why the ball can swirl on the top of hairdrier ? ....................................................

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

3. How is the influence of compression force and the area of press? .......................

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

F. CONCLUSION


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

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

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

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

STUDENT WORKSHEET OF GETARAN DAN

GELOMBANG

Arranged by:

Amila Rizqi Wulan Utami (10315244009)

Aditya Hilman Pratama (10315244015)

Ganie Indra Viantoro (10315244022)

Imas Ajriana Utami (10315244028)

Oktaviani Pratama Putri (10315244034)




2012

35

GELOMBANG SLINKI

A. TUJUAN PERCOBAAN

Mengamati macam gelombang dengan menggunakan slinki.

B. DASAR TEORI

Dalam kehidupan sehari-hari, kamu sering mendengar istilah gelombang.

Apakah materi-materi dalam medium ikut merambat bersama gelombang?

Bagaimanakah arah rambat gelombang terhadap arah getarnya? Misalnya, di pantai

kamu bisa melihat ombak. Ombak tersebut terlihat bergelombang dari tengah

menuju pantai. Apakah di pantai sering banjir karena gelombang air laut terlihat

mengalir ke arah pantai? Apakah air tersebut berpindah bersama gelombang air?

Untuk menunjukkan arah rambatan gelombang dan apakah materi dalam

medium ikut merambat bersama gelombang, marilah kita ikuti percobaannya

menggunakan slinki.

C. ALAT DAN BAHAN

Slinki (alat penunjuk gelombang yang terbuat dari pegas spiral).

Slinki yang digerakkan ke samping atau tegak lurus dengan arah panjangnya.

D. PROSEDUR KERJA

Siapkan alat dan bahan yang dibutuhkan

Letakkan slinki di atas lantai dan mintalah temanmu untuk memegang salah satu

ujung slinki

Figure 16.

36

E. PERTANYAAN

1. Ke arah manakah kamu memberikan getaran pada slinki? ...................................

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

2. Ke manakah arah rambat gelombang? ..................................................................

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

3. Apakah arah getar dengan arah rambat gelombang tegak lurus? ..........................

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

4. Bagaimanakah suatu getaran disebut satu getaran penuh? ....................................

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

F. KESIMPULAN

Dari percobaan tersebut dapat disimpulkan .................................................................

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

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

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

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

Berilah getaran pada slinki beberapa kali ke arah samping dan arah maju

mundur

Amati arah rambat gelombangnya.

37

BANDUL MATEMATIS

A. TUJUAN PERCOBAAN

1. Mengamati gerak osilasi bandul matematis.

2. Menentukan frekuensi bandul matematis.

3. Menentukan perioda bandul matematis.

B. DASAR TEORI

Figure 17.

titik A merupakan titik keseimbangan

simpangan terbesar terjauh bandul (ditunjuk kan dengan jarak AB = AC)

disebut amplitudo getaran

jarak tempuh B – A – C – A – B disebut satu getaran penuh

a. Amplitudo

Dalam gambar diatas telah disebutkan bahwa amplitudo adalah simpangan

terbesar dihitung dari kedudukan seimbang. Amplitudo diberi simbol A,

dengan satuan meter.

b. Periode Getaran

Periode getaran adalah waktu yang digunakan dalam satu getaran dan

diberi simbol T. Untuk gambar ayunan di atas, jika waktu yang diperlukan oleh

bandul untuk bergerak dari B ke A, ke C, ke A, dan kembali ke B adalah 0,2

detik, maka periode getaran bandul tersebut 0,2 detik atau T = 0,2 detik = 0,2 s.

Periode suatu getaran tidak tergantung pada amplitudo getaran.

38

c. Frekuensi Getaran

Frekuensi getaran adalah jumlah getaran yang dilakukan oleh sistem dalam

satu detik, diberi simbol f dan satuannya dalam hertz (Hz). Untuk sistem

ayunan bandul di atas, jika dalam waktu yang diperlukan oleh bandul untuk

bergerak dari B ke A, A ke C, C ke A, dan kembali ke B sama dengan 0,2

detik, maka:

- dalam waktu 0,2 detik bandul menjalani satu getaran penuh

- dalam waktu 1 detik bandul menjalani 5 kali getaran penuh

Dikatakan bahwa frekuensi getaran sistem bandul tersebut adalah 5

getaran/detik atau f = 5 Hz.

d. Hubungan antara Periode dan Frekuensi Getaran

Dari definisi periode dan frekuensi getaran di atas, diperoleh hubungan :

Keterangan :

T = periode, satuannya detik atau sekon

f = frekuensi getaran, satuannya 1/detik atau s-1

atau Hz

perioda berbanding terbalik dengan frekuensinya. Artinya apabila frekuensinya

2 Hz maka periodanya 0,5 sekon.

Contoh:

Frekuensi =

= 2 Hz

Perioda =

= 0,5 sekon

C. ALAT DAN BAHAN

1. Seperangkat bandul matematis 1 buah

2. Stop watch 1 buah

3. Mistar 1 buah

4. Busur 1 buah

http://arifkristanta.files.wordpress.com/2009/07/rumus1.jpg

39

D. PROSEDUR KERJA

1. Ikatlah beban dengan benang 30 cm, lalu gantungkan benang tersebut dengan

statif!

2. Lakukan:

a. Ayunkan beban dengan sudut simpang 15°, lalu lepaskan sehingga bandul

berosilasi

b. Hitung periode bandul untuk 20 kali osilasi

c. Ayunkan beban dengan sudut simpangan 30°, lalu lepaskan sehingga

bandul berosilasi

d. Hitung periode bandul untuk 20 kali osilasi

3. Ulangi langkah 2 dengan mengganti benang 20 cm dan 10 cm!

E. DATA DAN TABULASI DATA

Panjang Perioda

Jumlah osilasi Sudut 15° Sudut 30°

30 cm

20

20

20

20 cm

20

20

20

10 cm

20

20

20

trata-rata =

f =

T =

Keterangan:

t = waktu bandul berosilasi sebanyak 20 kali

f = frekuensi (Hz)

T = periode (sekon)

40

F. PERTANYAAN/DISKUSI

1. Apakah perioda dan frekuensi getaran dipengaruhi oleh panjangnya tali? ...........

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

2. Apakah perioda dan frekuensi ayunan dipengaruhi oleh sudut simpangan? .........

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

3. Apabila sudut simpangan mewakili amplitude ayunan? .......................................

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

4. Apakah sudut simpangan mempengaruhi jumlah getaran? Buatlah kesimpulan

hasil percobaan tersebut! .......................................................................................

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

G. KESIMPULAN


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

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

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

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

41

GETARAN PEGAS

A. TUJUAN PERCOBAAN

1. Mempelajari konsep periode dan frekuensi

2. Mengetahui jenis gelombang yang terjadi pada pegas

B. DASAR TEORI

Getaran

Getaran adalah gerak bolak – balik secara berkala melalui suatu titik

keseimbangan. Pada umumnya setiap benda dapat melakukan getaran. Suatu benda

dikatakan bergetar bila benda itu bergerak bolak bolik secara berkala melalui titik

keseimbangan.

Gelombang Longitudinal

Gelombang longitudinal adalah gelombang yang arah rambatnya searah dengan

arah getarannya. Contoh gelombang longitudinal adalah gelombang pada slinki,

dan gelombang bunyi. Gelombang longitudinal terdiri dari rapatan dan regangan

secara bergantian.

Figure 18.

C. ALAT DAN BAHAN

1. Pegas

2. Beban

3. Statif

4. Pencatat waktu

42

D. PROSEDUR KERJA

Figure 19.

1. Gantungkan pegas pada ujung statif dan pada ujung yang lain diikatkan beban.

2. Tarik beban kebawah (misal sepanjang 20 cm), kemudian lepaskan maka

terjadi getaran.

3. Gerak dari awal penarikan beban hingga ke posisi sepanjang 20 cm = satu

getaran. Hitunglah banyaknya getaran yang terjadi selama 30 sekon dengan

menggunakan pencatat waktu!

E. TABULASI DATA

No Massa Jumlah Getaran Waktu (s)

F. PERTANYAAN

1. Apakah yang dimaksud dengan getaran dan gelombang? .....................................

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

2. Apakah yang dimaksud dengan frekuensi dan periode? .......................................

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

43

3. Gelombang apa yang terjadi pada percobaan pegas tersebut ? Jelaskan! .............

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

4. Buatlah kesimpulan dari percobaan pegas yang telah dilakukan! .........................

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

G. LATIHAN SOAL

Figure 20.

Jika waktu yang diperlukan gelombang untuk merambat dari A ke B adalah 0,5

sekon, frekuensi gelombang tersebut adalah?

H. KESIMPULAN


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

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

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

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

A B

STUDENT WORKSHEET OF LIGHT AND OPTICAL

TOOLS

Arranged by:

Oktiana Dwi Astuti (10315244002)

Dewi Astuti (10315244010)

Susi Siti Chotimah (10315244016)

Anggita Darmastuti (10315244023)

Chandra Martapura (10315244029)




2012

45

THE LIGHT PASSES STRAIGHT

A. OBJECTIVE

To observe the light passes straight

B. BASIC THEORY

Light is electromagnetic waves and can propagate in a vacuum. Rapid

propagation of light in a vacuum of 3 x 108 m / s. Objects that can be called a light

source emitting light. There are two kinds of light sources, namely sources of

natural light and artificial light sources. Natural light sources are light sources

thatproduce light naturally and at any time, for example, the sun and stars.

Artificial light sources are light sources that emit light as they are made by

humans, and are not available at any time, for example, a flashlight, fluorescent

lamps, and candles.

Light has wave properties, such as light propagates straight, light can be

reflected and refracted. Evidence of visible light propagates in a straight beam of

sunlight that penetrates into the dark room. Similarly, the beam flood light at night.


1. Candle light

2. Three pieces of cardboard (size: 20cmx20cm)

3. Screen

D. PROCEDURE

1. Preparing tools and materials.

2. Making hole to the center of three pieces of cardboard.

3. Put candle light, three pieces of cardboard, and screen in sequence.

4. Set three of cardboard so that light captured by the screen.

5. Observe the propagation of light.

6. Change the position one of cardboard.

7. Observe the propagation of light again.

Figure 21.

46

E. QUESTIONS

1. If the the three of cardboard put in any position, can the light captured by the

last cardboard? .......................................................................................................

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

2. How the position of the three cardboard so that light can captured by the

screen? ...................................................................................................................

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

F. CONCLUSION


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

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

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

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

47

TRANSPARENT OBJECTS CAN CONTINUE TO THE LIGHT

A. OBJECTIVE

To know that things can continue to the light.

B. BASIC THEORY

Based on whether or not to continue the light, objects are divided into objects

of opaque and translucent objects. Opaque objects can not forward light about it.

When subjected to light, these objects will form a shadow. Examples of opaque

objects, namely paper, cardboard, plywood, wood, and walls. Meanwhile,

the opaque object can pass the light hit it. Examples of objects are opaque glass.


1. Objects (glass, water, stone, paper)

2. Light source (example: flashlight)

3. Screen

D. PROCEDURE

1. Put the screen, object, and flashlight in sequence

2. Turn on flashlight and point to glass!

3. Observed what happened on the dark objectin the screen! there is light after

object?

4. Do the same thing on other things!

E. QUESTIONS

1. Is there any difference in outcome between these objects? Mention! ...................

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

2. Group the objects that have the same experimental results! .................................

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

F. CONCLUSION


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

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

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

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

48

SPECULAR AND DIFFUSE REFLECTION

A. OBJECTIVE

Observing Specular and diffuse reflection

B. BASIC THEORY

Reflection off of smooth surfaces such as mirrors or a calm body of water leads

to a type of reflection known as specular reflection. Reflection off of rough

surfaces such as clothing, paper, and the asphalt roadway leads to a type of

reflection known as diffuse reflection. Whether the surface is microscopically

rough or smooth has a tremendous impact upon the subsequent reflection of a beam

of light. The diagram below depicts two beams of light incident upon a rough and a

smooth surface.

Figure 22.

A light beam can be thought of as a bundle of individual light rays which are

traveling parallel to each other. Each individual light ray of the bundle follows the

law of reflection. If the bundle of light rays is incident upon a smooth surface, then

the light rays reflect and remain concentrated in a bundle upon leaving the surface.

On the other hand, if the surface is microscopically rough, the light rays will reflect

and diffuse in many different directions.


1. Flashlight

2. Flat mirrors

3. Pieces of mirror

4. White paper

D. PROCEDURE

1. Prepare tools and materials

2. Drop a beam of light in the mirror and plywood board

3. Catch the light reflected by white paper

49

Figure 23.

E. QUESTIONS

1. Can the reflected light of two materials captured by the paper? ...........................

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

2. Why the reflected light of mirror more easily captured by screen (white paper)

than the reflected light of pieces of mirror? ..........................................................

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

F. CONCLUSION


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

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

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

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

50

REFLECTION ON CONCAVE MIRROR AND CONVEX MIRROR

A. OBJECTIVE

Investigating the properties of light in a concave mirror and convex mirror

B. BASIC THEORY

The convex mirror is sometimes referred to as a diverging mirror due to the

fact that incident light originating from the same point and will reflect off the

mirror surface and diverge. The diagram at the right shows four incident rays

originating from a point and incident towards a convex mirror. These four rays will

each reflect according to the law of reflection. After reflection, the light rays

diverge; subsequently they will never intersect on the object side of the mirror. For

this reason, convex mirrors produce virtual images that are located somewhere

behind the mirror.

The concave mirror is configured with a surface that bends inward. Because

the center of the curvature in a concave mirror is directed away from any incident

light, this creates a reflective image that is typically larger than the actual focal

point. The identification of concave mirrors as a converging device has to do with

the fact that a concave mirror collects the light that falls into the bowl created by

the inward bulge of the surface. This collection creates a refocus of the collected

light into a single focal length. The light is collected at different angles, since

the concave nature of the bulge allows the light rays to make normal contact at

differing depths at each point on the surface of the mirror.

Figure 24.

51


1. Optical table

2. Precision rails

3. Holder of the diaphragm slides

4. 5 slits diaphragm

5. Clamp

6. Combining mirror

7. +100 mm lens

8. Light source

9. Rail buffer

10. Power supply

11. Connecting cable

12. HVS paper

13. Ruler

14. Pencil

D. PROCEDURES

Preparation steps:

1. Arrange the equipment as shown, in sequence light source, lens, diaphragm,

optical table.

2. Draw a line A and B on HVS paper, then place the paper on theoptical table.

3. Hold arrangements are necessary in the light source and power supply. Set

pieces that cover only create 3 diaphragm slit and then turn on the light

source. Set the lens distance to the light source in order

to obtain a parallel beam and appear on the optical table (paper).

Figure 25.

52

Experiment steps:

1. By shifting the optical table or paper, arrange so the initial light on the middle

coincides with the line of NO on the paper.

2. Faced the concave part of combination mirror to the light source. Adjust the

mirror so that the reflected light in the center coincideswith the NO.

3. Draw the line of the mirror surface and mark all traces of the initial light and

reflected light.

4. Hold up a mirror, draw traces the initial light and reflected light with a ruler.

5. Put an arrow on the the initial light and reflected light.

6. Change the 5 slit diaphragm into the 1 slit diaphragm by sliding the two pieces

of cover. Turn on the power supply, point a gap in the light beam reflected in

the images that have been made.

7. Repeat for each of the reflected beam traces that have been

underlined. Where the light reflective of concave mirror?

8. Attach the paper results of experiments have been performed on the

observation result.

9. With using these steps above, conduct the experiment with convex mirror.

Where the light reflective of convex mirror?

10. Attach the paper results of experiments have been performed on the

observation result.

E. QUESTIONS

1. On the concave mirror

a. The initial rays parallel to the main axis reflected toward .............................

b. The initial rays towards focal point will be reflected parallel to ....................

2. On the convex mirror

a. The extension of reflected rays to the backwards of convex mirror, so it

will intersects in a point. That point is called ..............................................

b. The initial rays parallel to the main axis reflected as from .........................

c. The initial rays as towards focal point will be reflected .... with the main

axis.

53

F. CONCLUSION


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

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

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

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

54

REFRACTION IN CONCAVE LENS AND CONVEX LENS

A. OBJECTIVE

Investigate the properties of refraction of the concave lens and convex lens.

B. BASIC THEORY

Convex lens. The most commonly-seen type of lens is the convex lens. This

type of lens is often used for close examination of small objects, such as rare

stamps or coins. Children often use such a lens to concentrate sunlight to burn small

pinholes in pieces of paper. That result by itself shows the power of concentrated

light from the sun. But there must be more to it than that. Let's see if we can define

the behavior of lenses a bit more specifically.

The rays are parallel as they approach the lens. As each ray reaches the glass

surface, it refracts according to the effective angle of incidence at that point of the

lens. Since the surface is curved, different rays of light will refract to different

degrees; the outermost rays will refract the most.

As the light rays exit the glass, they once again encounter a curved surface, and

refract again. This further bends the rays of light towards the centerline of the lens

(which coincides with the green light ray in the figure).

Concave lens. Lens that possesses at least one surface that curves inwards. It is

a diverging lens, spreading out those light rays that have been refracted through it.

A concave lens is thinner at its centre than at its edges, and is used to correct short-

sightedness (myopia).

After light rays have passed through the lens, they appear to come from a point

called the principal focus. The distance between the principle focus and the lens is

the focal length. A more curved lens will have a smaller focal length and will be a

more powerful lens. The image formed by a concave lens is virtual, upright, and

smaller than the object, and it cannot be projected onto a screen. The lens formula

is used to work out the position and nature of an image formed by a lens: 1/u + 1/v=

1/f, where u and v are the distances of the object and image from the lens,

respectively, and f is the focal length of the lens.


1. Optical table

2. Precision rails

55


4. 5 slits diaphragm

5. Clamp

6. Bikonkaf lens and bikonveks lens

7. +100 mm lens

8. Light source

9. Rail buffer

10. Power supply


12. HVS paper

13. Ruler

14. Pencil

D. PROCEDURES

Preparation steps:

1. Arrange the equipment as shown, sequential light source, lens, diaphragm,

optical table. Set the two pieces that cover only produce 3 slit diaphragm.

2. Draw intersecting lines perpendicular to the paper. The first line parallel to the

length of paper, made in the middle, the second line parallel to the paper width,

made + 10 cm from the front edge of the paper.

3. After the light source is turned on, set the lens so that light rays appear focus

and parallel to the surface of the optical table.

4. Draw a line A and B on HVS paper, then place the paper on the optical table.

Hold arrangements are necessary in the light source and power supply. Set

pieces that cover only produce 3 slit diaphragm and then turn on the light

source. Set the lens distance to the light source in order to obtain a parallel

beam and appear on the optical table (paper).

Experiment steps:

1. Put a paper that has been given a line on the optical table.

2. Place the bikonkaf lens on paper HVS.

3. Set the bikonkaf lens so that the initial light in the middle and the breakdown

of the beam (which came out of the lens) propagate through the line NM.

4. Mark the initial light and the bias light (light breakdown)

Figure 26.

56

5. Hold up the lens. Draw the ray traces with a ruler. Put an arrow on the initial

light and bias light. Extend so the bias light intersects.

Note: the confluence point of bias rays called a focal point

6. Put the HVS paper step 5 above the optical table with the position of M on the

front (near the diaphragm).

7. Put the bikonkaf lens back on paper HVS in the first place (step 2).

8. Replace the 5 slits diaphragm into the 1 slit diaphragm by sliding the two

pieces of cover.

9. Arrange the light came so coincides with the line MN. Note the bias ray and

repeat step 4.

10. Repeat step 9, this time point the beam as if it came to the point of focus.

11. Lift the lens, draw traces rays by using a ruler and give direction arrows to

light, and then paste the results on the observations.

12. By using the same steps above, perform the above experiment using a convex

lens.

E. QUESTIONS

1. On the biconvex lens

a. The initial rays which parallel to the MN refracted from ..............................

b. The initial rays toward focal point refracted .................................................

2. On the biconcave lens

a. The initial rays which parallel to the MN refracted as from ..........................

b. The initial rays as toward focal point refracted ..............................................

F. CONCLUSION


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

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

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

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

57

PROPERTIES OF IMAGE FORMED BY THE CONVEX LENS

A. OBJECTIVE

Investigate the properties of image formed by the convex lens.

B. BASIC THEORY

When an object is placed in front of a lens, light rays coming from the object

fall on the lens and get refracted. The refracted rays produce an image at a point

where they intersect or appear to intersect each other. The formation of images by

lenses is usually shown by a ray diagram. To construct a ray diagram we need

atleast two rays whose path after refraction through the lens is known. Any two of

the following rays are usually considered for constructing ray diagrams.

A ray of light passing through the optical center of the lens travels straight

without suffering any deviation. This holds good only in the case of a thin lens.

Figure 27.

An incident ray parallel to the principal axis after refraction passes through the

focus.

Figure 28.

An incident ray passing through the focus of a lens emerge parallel to the

principal axis after refraction.

Figure 29.

58

The nature of images formed by a convex lens depends upon the distance of the

object from the optical center of the lens. Let us now see how the image is formed

by a convex lens for various positions of the object.


1. Optical table

2. Precision rails


4. Arrow diaphragm

5. Clamp

6. +100 mm lens

7. +200 mm lens

8. Light source

9. Rail buffer

10. Power supply


12. HVS paper

D. PROCEDURES

1. Stacking sequence of the tool with a light source, 100 mm lens, arrow

diaphgragm, 200 mm lens and a screen.

2. Connect the light source with power supply, set the power supply voltage

according to the voltage of the light source.

3. Set the objects (arrow) toward the right (viewed from the light source). Turn on

the light source to illuminate.

4. Slide the lens of 200 mm, slide it close to / away from the arrow diaphragm,

until the screen was the most obvious image (sharp).

5. Observe the direction of the image. Compare the direction of the object, and

then describe in table. Measure the image that appears on the screen. Is it the

same, smaller, or larger than the object?

6. Perform again step 2 through 4 above to complete the table.

59

E. OBSERVATION RESULT

Shape of object Shape of image

...

...

...

...

F. QUESTIONS

1. Object can be captured by screen called ...............................................................

2. Are there differences between shape object and shape image by convex lens? ....

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

3. Properties of image that formed by convex lens are .............................................

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

G. CONCLUSION


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

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

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

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

60

MAGNIFICATION OF IMAGE

A. OBJECTIVE

Determining the magnification of image produced by convex lense.

B. BASIC THEORY

The linear magnification or transverse magnification is the ratio of the image

size to the object size. If the image and object are in the same medium it is just the

image distance divided by the object distance. The formula of magnification:

|

| |

|

Using the Gaussian form of the lens equation, a negative sign is used on the

linear magnification equation as a reminder that all real images are inverted. If the

image is virtual, the image distance will be negative, and the magnification will

therefore be positive for the erect image.


1. Optical table

2. Precision rails

3. Screen

4. Clamp

5. +100 mm lens

6. +200 mm lens

7. Light source

8. Arrow diaphragm

9. Rail buffer

10. Power supply


D. PROCEDURES

1. Put the source of light, concave lense + 100 mm, arrow diaphragm, concave

lense + 200 mm, and screen in sequence on precision rails.

2. Put the position until get a focus.

3. Write space of arrow diaphragm and concave lense +200 mm as (s), space

concave lense and screen as (s’).

61

4. Calculate the data (s and s’) using formula:

E. QUESTIONS

1. Write the calculation of the magnification of image!............................................

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

2. Mention the characteristic of image form! ............................................................

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

F. CONCLUSION


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

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

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

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

STUDENT WORKSHEET OF NATURAL SCIENCE · straight, unless there are forces acting to change. This...

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Transcript of STUDENT WORKSHEET OF NATURAL SCIENCE · straight, unless there are forces acting to change. This...