SYLLABUS School : Subject : Physics Class/Semester : XI/1 Standard of Competence : 1.

To analyze the phenomenon of the world and the regularity in mechanical particle Basic Competence 1.1 To analyze the linear, circular and parabolic motion by using the vector Learning Material The fusion of: Unifor m linear motion and unifor m linear motion Unifor m linear motion and acceler ated unifor m linear motion. Learning Activities To define the fusion characteristic of the translation in the some of motion through the presentation, experiment or demonstration in the class classically (example: the toy car motion on the the moving board To analyze the displacement, velocity and acceleration vector of the motion in the flat plane (parabolic and circular motion) through the class discussion Indicators To analyze the quantity of displacement, velocity, and acceleration in the fusion of linear motion by using the vector To analyze the quantity of velocity and acceleration in the circular motion by using the vector To analyze the quantity of velocity and acceleration in the parabolic motion by using the Assessment Task, Performance (attitude and practical) and written test Time Allocation 12 hours Sources/ Tools Source: Physics books (mechanics) Material : Presentation material and work sheet Tools : Presentation media

 Parabolic motion Circular motion with constant acceleration

1.2 To analyze the regularity of the planet motion in the solar system based on the Newtons law.

Newtons law of gravity. Gravitation Force between the particles. Gravitation field and gravitational acceleration. The gravitation between the planets. The Kepplers law.

To apply the analysis of displacement, velocity and acceleration vector of the motion in the flat plane (parabolic and circular motion) to solve the problem in the class discussion. To discuss the concept of Force, the equilibrium of the solar system and the planet motion through the variety media (presentation, simulation ect) To formulate the Newtons law of gravity, the concept of weight, acceleration and field of gravity in the solar system in the class discussion. To analyze the

vector To analyze the tangential and centripetal acceleration vector in circular motion

Task, written test

12 hours

1.3 To analyze the influence of the Force

To analyze the relation between gravity force and object mass and the distance To calculate the resultant of the particle in a system To compare the gravitational acceleration and gravity field in the different position To analyze the planet motion in the solar system

Source: Physics books (mechanics) Material : Presentation material, work sheet Tools : Presentation media

Performance 10 hours (attitude and practical),

Source: Physics books (mechanics)

CURRICULUM MAPPING CAMBRIDGE INT. EXAMINATION (CIE) 2008 & NATIONAL (KTSP 2006) LEVEL CIE Indicator In National Curriculum Analyze the physical quantities in linear motion Use graphical methods to represent displacement, speed, velocity, and acceleration Use the slope of a displacement-time graph to find the velocity Use the slope of velocity-time graph to find the acceleration National Curriculum+ Curriculum) X (Cambridge

Materi: Kinematics (b) use graphical methods to represent displacement, speed, velocity and acceleration. (c) find displacement from the area under a velocity-time graph. (d) use the slope of a displacement-time graph to find the velocity. (e) use the slope of a velocity-time graph to find the acceleration. (f) derive, from the definitions of velocity and acceleration, equations which represent uniformly accelerated motion in a straight line. (g) solve problems using equations which represent uniformly accelerated motion in a straight line, including the motion of bodies falling in a uniform gravitational field without air resistance. (h) recall that the weight of a body is equal to the product of its mass and

Analyze the physical quantities in linear motion Use graphical methods to represent displacement, speed, velocity, and acceleration Use the slope of a displacement-time graph to find the velocity Use the slope of velocity-time graph to find the acceleration Describe motion due to a uniform velocity in one direction and a uniform acceleration in a perpendicular direction

the acceleration of free fall. (i) describe an experiment to determine the acceleration of free fall using a falling body. (j) describe qualitatively the motion of bodies falling in a uniform gravitational field with air resistance. (k) describe and explain motion due to a uniform velocity in one direction and a uniform acceleration in a perpendicular direction. Materi: Dynamics

(a) state each of Newton's laws of motion. (b) show an understanding that mass is the property of a body which resists change in motion. (c) describe and use the concept of weight as the effect of a gravitational field on a mass. (d) define linear momentum as the product of mass and velocity. (e) define force as rate of change of momentum. (f) recall and solve problems using the relationship F = ma, appreciating that acceleration and force are always in the same direction. (g) state the principle of conservation of momentum. (h) apply the principle of conservation of momentum to solve simple problems including elastic and inelastic interactions between two bodies in one dimension. (Knowledge of the concept of coefficient of restitution is not required.) (i) recognise that, for a perfectly elastic collision, the relative speed of approach is equal to the relative speed of separation.

Identify the application of Newtons first Law (inertia law) in a daily life Identify the application of Newtons second Law in a daily life Identify the application of Newtons third Law in a daily life Apply the Newtons law of the object motion in the flat plane, incline plane with and without friction Apply the Newtons law in vertical motion Apply the Newtons law in circular motion

State each of Newtons law of motion Identify the application of Newtons first Law (inertia law) in a daily life Identify the application of Newtons second Law in a daily life To observe the characteristic of static and kinetic friction trough the experiment Identify the application of Newtons third Law in a daily life Apply the Newtons law of the object motion in the flat plane, incline plane with and without friction Apply the Newtons law in vertical motion Apply the Newtons law in circular motion Define linear momentum as the product of mass and velocity State the principle of conservation of momentum Define force as rate of change of momentum, and use this definition in situations where mass is constant

(j) show an understanding that, whilst momentum of a system is always conserved in interactions between bodies, some change in kinetic energy usually takes place. Materi: Forces (a) describe the forces on mass and charge in uniform gravitational and electric fields, as appropriate. (b) show an understanding of the origin of the upthrust acting on a body in a fluid. (c) show a qualitative understanding of frictional forces and viscous forces including air resistance. (No treatment of the coefficients of friction and viscosity is required.) (d) use a vector triangle to represent forces in equilibrium. (e) show an understanding that the weight of a body may be taken as acting at a single point known as its centre of gravity. (f) show an understanding that a couple is a pair of forces which tends to produce rotation only. (g) define and apply the moment of a force and the torque of a couple. (h) show an understanding that, when Formulate the influence of torsion of a body that related to the rotation of the body Define and apply the moment of a force and the torque of a couple Express the analogy of Newtons second law for translation and rotation Formulate the law of conservation of angular momentum in rotation Apply the concept of centre of gravity in daily life

Define the frictional forces and viscous forces including air resistance Use a vector triangle to represent forces in equilibrium Formulate the influence of torsion of a body that related to the rotation of the body Define and apply the moment of a force and the torque of a couple Express the analogy of Newtons second law for translation and rotation Use the concept of moment of inertia for the variation of rigid body Formulate the law of conservation of angular momentum in rotation Apply the concept of centre of gravity in daily life

there is no resultant force and no resultant torque, a system is in equilibrium. (i) apply the principle of moments. Materi: Work, Energy, and Power (a) give examples of energy in different forms, its conversion and conservation, and apply the principle of energy conservation to simple examples. (b) show an understanding of the concept of work in terms of the product of a force and displacement in the direction of the force. (c) calculate the work done in a number of situations including the work done by a gas which is expanding against a constant external pressure: W = p V. (d) derive, from the equations of motion, the formula Ek = mv2. (e) recall and apply the formula Ek = mv2. (f) distinguish between gravitational potential energy, electric potential energy and elastic potential energy. (g) show an understanding and use the relationship between force and potential energy in a uniform field to

Describe the relation of work, force, and displacement Recall and apply the formula of kinetic and potential energy Analyze the relationship between work and kinetic energy Analyze the relationship between work and potential energy Express the law of conservation of mechanical energy

Describe the relation of work, force, and displacement Recall and apply the formula of kinetic and potential energy Analyze the relationship between work and kinetic energy Analyze the relationship between work and potential energy Show an understanding of the concept of internal energy Express the law of conservation of mechanical energy Apply the principle of energy conservation Define power as work done per unit time and derive power as the product of force and velocity

solve problems. (h) derive, from the defining equation W = Fs, the formula Ep = mgh for potential energy changes near the Earth's surface. (i) recall and use the formula Ep = mgh for potential energy hanges near the Earth's surface. (j) show an understanding of the concept of internal energy. (k) show an appreciation for the implications of energy losses in practical devices and use the concept of efficiency to solve problems. (l) define power as work done per unit time and derive power as the product of force and velocity. (m) solve problems using the relationships power = work done per unit time and power = force velocity. Materi: Motion in circle

(a) express angular displacement in radians. (b) understand and use the concept of angular velocity to solve problems. (c) recall and use v = r to solve problems. (d) describe qualitatively motion in a curved path due to a perpendicular force, and understand the centripetal acceleration in the case of uniform motion in a circle. (e) recall and use centripetal acceleration a = r2 , a = v 2 /r. (f) recall and use centripetal force F = m r2 , F = mv2 /r. Materi: Gravitational Field

Identify the quantities of frequency, angular frequency, period, and angular distance travelled in uniform circular motion Applying the principle of wheels in relation qualitatively Analyzing quantities that has relation between linear motion and circular motion in rolling with constant speed

Identify the quantities of frequency, angular frequency, period, and angular distance travelled in uniform circular motion Express angular displacement in radians Applying the principle of wheels in relation qualitatively Analyzing quantities that has relation between linear motion and circular motion in rolling with constant speed

(a) show an understanding of the concept of a gravitational field as an example of field of force and define gravitational field strength as force per unit mass. (b) recall and use Newton's law of gravitation in the form F = G(m1m2)/r2. (c) derive, from Newton's law of gravitation and the definition of gravitational field strength, the equation g = GM/r2 for the gravitational field strength of a point mass. (d) recall and solve problems using the equation g = GM/r2 for the gravitational field strength of a point mass. (e) show an appreciation that on the surface of the Earth g is approximately constant and is called the acceleration of free fall. (f) define potential at a point as the work done in bringing unit mass from infinity to the point. (g) solve problems using the equation = GM/r for the potential in the field of a point mass. (h) recognise the analogy between certain

To analyze the relation between gravity force and object mass and the distance To calculate the resultant of the particle in a system To compare the gravitational acceleration and gravity field in the different position To analyze the planet motion in the solar system based on the Kepplers law

Show an understanding of the concept of a gravitational field as an example of field of force and define gravitational field strength as force per unit mass To analyze the relation between gravity force and object mass and the distance To calculate the resultant of the particle in a system To compare the gravitational acceleration and gravity field in the different position To analyze the planet motion in the solar system based on the Kepplers law

qualitative and quantitative aspects of gravitational field and electric field. (i) analyse circular orbits in inverse square law fields by relating the gravitational force to the centripetal acceleration it causes. (j) show an understanding of geostationary orbits and their application.

LESSON PLAN
A. Identities School Name Programm Subject Class/ Semester Standard competence Basic competence Indicators : .......................... : Sains : Physics : XI / I : 1. To analyze physics phenomenon of the world and its regularity in mechanical particle. : 1.1 To analyze linear motion, circular motion and parabolic motion by using a vector To analyze the quantity of displacement, velocity, and acceleration in the fusion of linear motion by using the vector To analyze the quantity of velocity and acceleration in the circular motion by using the vector To analyze the quantity of velocity and acceleration in the parabolic motion by using the vector To analyze the tangential and centripetal acceleration vector in circular motion

Time Allocation B. Learning Objectives

: 12 x 45 minutes ( 6 meeting)

After following learning process, the students are expected to be able to: 1. Determining the vector position and vector displacement of an object motion. 2. Determining the vector of average velocity and average acceleration of an object motion. 3. Determining the vector of instantaneous velocity and instaneous acceleration of an object motion. 4. Determining position from velocity function. 5. Determining velocity from acceleration function. 6. Determing distance, displacement, velocity, and acceleration of an object from a graph. 7. Determining the angular position, angular velocity, and angular acceleration of a particle. 8. Determining the angular displacement of a moving object. 9. Determining the instantaneous angular velocity of object motion 10. Determining the average angular velocity and average angular acceleration of object motion.

11. Determining the instantaneous angular acceleration of object motion 12. Determining the angular position function from angular velocity function. 13. Determining the angular velocity function from angular acceleration function. 14. Determining angular displacement, angular position, angular velocity, and angular acceleration of object motion from a graph. 15. Determining the relation of tangensial position and angular position. 16. Determining the relation of tangensial velocity and angular velocity. 17. Determining the relation of tangensial acceleration and angular acceleration. 18. Determining the relation of total acceleration with tangensial acceleration and angular and angular acceleration. 19. Formulate the initial velocity of motion at x and y axis. 20. Formulate the velocity and the direction of velocity at time t in parabolic motion. 21. Formulate the needed time to reach the highest point in parabolic motion. 22. Formulate the equation of highest point in parabolic motion. 23. Formulate the equation of horizontal motion from the highest point on the parabolic motion. 24. Formulate the needed time to reach the maximum horizontal distance in parabolic motion. 25. Formulate the equation of maximum horizontal distance that could reached in parabolic motion. C. Learning Materials Material A The aquation of vector position of a particle in a plane: r = x i+ y j y yj r o xi x r1 r2 x x = x2 x1
r

The equation of vector displacement from point a to b: y

a (x,y)

a(x1,y1)

The distance from o to a :

b (x2,y2)

Th direction of particle: y = arctan x

y = y2 y1 The magnitude of displacement : r = x 2 + y 2 The direction of displacement: y = arctan x

The equation of average velocity ( ): x y V v= i+ j = v xi + v y j t t The magnitude of average velovity :

v = v +v
2 x 2 y

The equation of instantaneous velocity (v):

v= dx dy i+ j = vx i + v y j dt dt
2 2

The magnitude of instantaneous velocity:

v = vx + vy

The direction of average velocity:

The direction of instantaneous velocity : v = arctan y v x The equation of instantaneous acceleration (v): a= dv y dvx i+ j = axi + a y j dt dt

v = arctan y v x
The equation of average acceleration ( ):
a

v y v a= x i+ j = axi + a y j t t
The magnitude of average acceleration :
a = ax + ay
2 2

The magnitude of instantaneous acceleration: a = ax + a y The direction of instantaneous acceleration: ay = arctan a x

The direction of average acceleration:

ay = arctan a x

Determining position based on velocity function: r (t ) = r0 + vdt

t0 t

Determining velocity from acceleration function: v(t ) = v0 + adt

t0 t

x(t ) = x0 + v x dt
t0

y (t ) = y 0 + v y dt
t0

Material B 1. Angular position is expressed in The angular position unit is radian (rad) In t function is expressed with = at2 + bt + c 2. Vector displacement is expressed by:
= 2 1

3. Average angular velocity

2 1 = t t2 t1

Instantaneous angular velocity

= lim = lim
t 0 t 0

d dt

4. If angular position-time graph (grafik t ) is known, so the angular velocity can be determined by slope - t. = tan = The curve angle to the t axis. Instantaneous acceleration d d 2 = = 2 dt dt Average acceleration

w2 w1 t2 t1

Angular position can determined from angular velocity function with using integral method.

= 0 + dt
0

Angular velocity can determined from angular acceleration function with using integral method.

= 0 + dt
0

If angular velocity time graph (-t graph) is known, so the angular acceleration

can be determined by slope

t.

The relationship between tangensial position and angular position. r = radius

s = .r
The relationship between tangensial velocity and angular velocity v = w.r

The relationship between tangensial acceleration and angular acceleration

at = .r

The relation of total acceleration with tangensial acceleration and angular acceleration. a tot = at 2 + 2

y x v D C B0 A O

 Parabolic Motion

Parabolic motion can be reviewed in two direction, those are horizontal direction ( x axis) and vertical direction ( y axis). a. The motion on the x axis (horizontal) is uniform rectilinear motion, so that we could applied the uniform linear motion equation. b. The motion on the y axis (vertical) is accelerated uniform linear motion. If we set up the vertical direction is positive so vertical acceleration
ay = g

and we

could appied the aquations:

voy = vo sin v y = voy + a y t y = voyt + 1 2 a yt 2

The magnitude of velocity at time t is determined as follows: v = vx2 + vy 2 The direction of velocity to the horizontal plane (x-axis) is determined as follows:

tan =

vy vx

For parabolic motion with a path from and return to the ground we could apply the following equations: a. The highest point (yH) that could reach in parabolic motion :
v sin 2 0 yH = 0 2g
2

b. The time needed to reach the highest point (H):

tH =

v0 sin 0 = g

2 yH g

The time needed to reach the maximum distance is equal with twice of the needed time to reach the highest point. c. The horizontal distance from the highest point (H)
xH = v0 sin 2 2 0 2g
2

The maximum distance that could reach in parabolic motion:

x A = 2 xH = v0 sin 2 g
2

D. Learning Methods 1. 2. 3. 4. 5. Demonstration Information Discussion Exercise Task

E. Learning Activities The First Meeting No 1. Pre Activities a. The teacher open the lesson with greeting and check the students attendance list. b. The teacher motivates the students by giving some questions: how a pilot read a point on the radar? c. The teacher tells the topic and learning purposes. d. Prerequisite: Uniform Linear Motion and Accelerated Uniform Linear Motion 2 Main Activities a. The teacher divides students in small group and distribute students discussion sheet on each group. b. The teacher guides the students formulate vector position function of a particle in a plane. 70 Stages of Learning Times (minutes) 10

c. The students guided by the teacher to formulate vector displacement function of a particle in a plane. d. The students guided by the teacher formulate average velocity. e. The students guided by the teacher formulate instantaneous velocity. f. The students guided by the teacher to formulate average acceleration function. g. The students guided by the teacher to formulate instantaneous acceleration function h. The teacher gives some simple problems and asks the student to answer it. i. Teacher guides students to do work in group. The students discuss and fill student worksheet. 3. j. The teacher asks the students to do the exercise. Post Activities a. The teacher ask the students to conclude the lesson. b. The teacher gives quiz for the students. c. The teacher gives homework for the students. The Second Meeting No 1. Pre Activities a. The teacher open the lesson with greeting and check the students attendance list b. The teacher motivates the students by giving some questions and ask the students to discuss: How to determine the displacement from graph? c. The teacher tells the topic and learning purposes. d. Prerequisite 2 Uniform linear motion and accelerated uniform linear motion Main Activities a. Students discover information about diferential and integral that needed to learn linear motion. The student listen information that given by teacher. 75 Stages of Learning Time (minutes) 10 10

b. The

teacher

guides

the

students

to

determine

displacement function from velocity function. c. The students guided by the teacher to determine velocity from acceleration function. d. The students make position-time graph, velocity-time graph, acceleration-time graph. e. The teacher asks students to solve some problems in 3. group. Post Activities a. The teacher ask the students to conclude the lesson. b. The teacher gives homework for the students. The Third Meeting No 1. Pre Activities a. The teacher opens the lesson with greeting and check the students attendance list. b. The teacher motivates the students by giving some questions : how do you determine the position of a particle on a rotating wheel? c. The teacher tells the topics and learning purposes d. Prerequisite: 2 Uniform angular motion Main Activities a. The teacher guides the students to differentiate the formula of particles angular position in angular motion. b. The teacher guides the students to formulate the equation of angular displacement. c. The teacher guides the students to formulate the equation of average velocity. d. The teacher guides the students to formulate the equation of instantaneous velocity. e. The teacher gives some simple problems and asks the student to answer it. 3. f. The teacher asks the students to do the exercise. Post Activities 5 75 Stages of Learning Time (minutes) 10 5

a. The teacher ask the students to conclude the lesson. c. The teacher gives homework for the students. The Fourth Meeting No 1. Pre Activities a. The teacher open the lesson with greeting and check the students attendance list b. The teacher motivates the students by giving some questions and ask the students to discuss: How about the changing of angular velocity at rotating wheel? c. The teacher tells the topic and learning purposes. d. Prerequisite 2 Angular displacement Main Activities a. The teacher guides the students to differentiate the formula of average angular acceleration. b. The teacher guides the students to differentiate the formula of instantaneous angular acceleration. c. The teacher gives some simple problems and asks the student to answer it. 3. d. The teacher asks the students to do the exercise. Post Activities a. The teacher guides students to get conclusion. b. The teacher gives homework for the students. 5 75 Stages of Learning Time (minutes) 10

The Fifth Meeting No 1. Pre Activities a. The teacher open the lesson with greeting and check the students attendance list. b. The teacher motivates the students by giving some questions : how do you determine the angular position and angular velocity from angular acceleration function. Stages of Learning Time (minutes) 5

c.The teacher tells the topics and learning purposes Main Activities a. The teacher asks the students about how to determine the angular position from angular acceleration function. b. The teacher guides the students to find the function of angular position from angular velocity function. c. The teacher asks the students about how to determine the angular velocity from angular velocuty and angular acceleration function. d. The teacher ask the students about angular position time graph, angular velocity time graph, and angular acceleration time graph. e. The students determine the magnitude of angular position, angular displacement, angular velocity, and angular acceleration. f. The student and teacher formulate equation of velocity and direction of the object that do unification uniform linear motion dengan linear motion with constant acceleration (parabolic motion). g. The student and teacher formulate position vector of the object that do parabolic motion. h. Teacher gives examples of physics problem do parabolic motion. i. The student and teacher formulate equation of velocity and direction of the object that do unification uniform linear motion with linear motion with constant acceleration (parabolic motion) to the maximum height. Post Activities a. The teacher guides students to get conclusion. b. The teacher gives homework for the students. about velocity and direction, position vector of the object that

80

3.

The Sixth Meeting No 1. Pre Activities Stages of Learning Time (minutes) 10

a. The teacher open the lesson with greeting and check the students attendance list. b. The teacher motivates the students by giving some questions : how to use position vector to solve problem in physics especially in motion object 2 c.The teacher tells the topics and learning purposes Main Activities a. The student and teacher formulate the needed time by the object to reach the maximum height at parabolic motion. b. The student and teacher formulate the maximum height H and horizontal distance reached by the object that do parabolic motion. c. The student and teacher formulate the maximum horizontal distance R (range) travelled of object in parabolic motion. d. The student and teacher formulate time T spent by the object in air before it reaches the ground in parabolic motion. e. The teacher gives some simple problems and asks the student to answer it. 3. f. The teacher asks the students to do the exercise. Post Activities a. The teacher guides students to get conclusion. b. The teacher gives homework for the students. 5. Learning Resources 1. David Sang. 2007. Physics 2. New York: Cambridge University Press. 2. Purwoko.2009. Physics For Senior High School Year XI. Jakarta:Yudhistira. 3. Sunardi. 2007. Fisika Bilingual untuk SMA/MA Kelas XI. Bandung: Yrama Widya. 6. Evaluation 1. Evaluation techniques : Writen 2. Evaluation tool : Essay Test 5 75

Approved By, Headmaster of.........

Padang, November 14th, 2011 Physics Teacher

Delfi Iskardyani NIP.

ATTACHMENT Learning Material

KINEMATICS WITH VECTOR ANALYSIS

PARTICLE POSITION ON A PLANE In grade X, we have learned the unit vector, that is the vector of which is the magnitude is equal to one and the direction is the same as the direction of vector components. In two-dimensional case (plane) in cartesian coordinate, thera are two unit vectors, those are i which expresses the vector unit on x axis and j which expresses the vector unit on y axis.

y j

Figure 1. unit vectors on x axis and y axis Observe, a particle is moving on x-0-y plane, where 0 as reference point. When t has coordinate (x,y), then the particle position on x-0-y can be exprss by the following equation: r=xi +yj Where : r = position vector on a plane The position vector can be described as in the below. y yj a (x,y) r o xi x

Figure 2. the particle position on x-0-y plane If particle moves forming a path on a plane during a certain time interval, at the time t = t1 the particle is at point A1 (x1,y1) where the position in vector r1 = x1 i + y1 j and at the time t =t2 is at point A2 (x2,y2) where the position vector r2 = x2 i + y2 j (see figure 3). y A1 r1 r A2 r2 0 x Figure 3. the position vector r1 and r2

The displacement of particles from point A1 to A2 can be represented as displacement vector of r and it can be written as follows. r = r2 - r1 In the relation into its components, the equation above can be written as follows. r = (x2 i + y2 j) - (x1 i + y1 j) r = (x2 - x1 ) i + (y2 - y1) j r = x i + y j Where x = x2 - x1 = the displacement magnitude in x direction (m) y = y2 - y1 = the displacement magnitude in y direction (m) PARTICLE VELOCITY ON A PLANE Avarage Velocity Avarage velocity is a displacement at each time interval. Mathematically, avarage velocity in rectilinear path can be express as follows. v = st= s1-s 2t2-t1 Where, v = avarage velocity (m/s) s = the magnitude of displacement (m) t = time interval (s) In this case s means as r, where r = r2 - r1, r1 is position vector at t = t1 and r2 is position vector at t = t2. Instantaneous Velocity Study following figure. s

s t t1 t2 t

Figure 4. s displacement during t

According to the figure, if the time interval is decreased close to zero where t1 is constant and t2 move closer to t1 , then s will be close to zero and the avarage velocity will be instanteneous velocity. Therefore, instateneous velocity at t = t1 is the sloping of tangent line from the position against graph. Since the tangent line from the s = f (t) graph is equal to the first derivation of s against t, then instantaneous can be expressed as the first derivation of function position against time. Mathematically, it can be written as follows. v=dsdt v=drdt

Instantaneous velocity can be expressed in the form of velocity component by sustitusing r = x i + y j to the previous equation, so that we obtain the following equations. v=d(x i+y j)dt v=vx i+vy j

In this case the magnitude of instantaneous velocity is called instantaneous speed, and it can be determined as follows. v = v2x +v2y

PARTICLE ACCELERATION ON A PLANE Average Acceleration The average acceleration on a plane can be expressed in the form of vector component by substituting v = vx i + vy j to a = v/t, so we obtain the equation follows.

ar = vx i + vy j t ar = arx i + ary j Where, ax = average acceleration in x direction (m/s2) ay = average acceleration in y direction (m/s2)

Instaneous Acceleration The instaneous acceleration on a plane can be expressed in the form of vector by subtituting v = vx i + vy j into a = dv/dt, therefore obtained the following equation. a = d vx i + vy j dt a = ax i + ay j Where, ax = average acceleration in x direction (m/s2) ay = average acceleration in y direction (m/s2) Instantaneous acceleration is a vector quality where component lie on the planes coordinates, and is the second derivation of the position coordinates of the particles motion. In a cartesian system of coordinate which are perpendicular to each other, so that acceleration can be determined as follows. a = a2x + a2y And if the angel between a and x-axis is , then:

Tan = ay CIRCULAR MOTIONS AND ROTATIONAL KINEMATICS ax In pure rotational motion, the constituent particles of a rigid body rotate about a fixed axis in a circular trajectory. The particles, composing the rigid body, are always at a constant perpendicular distance from the axis of rotation as their internal distances within the rigid body is locked. Farther the particle from the axis of rotation, greater is the speed of rotation of the particle. Clearly, rotation of a rigid body comprises of circular motion of individual particles. Rotation of a rigid body about a fixed axis

Figure 5: Each particle constituting the body executes an uniform circular motion about the fixed axis. We shall study these and other details about the rotational motion of rigid bodies at a later stage. For now, we confine ourselves to the aspects of rotational motion, which are connected to the circular motion as executed by a particle. In this background, we can say that uniform circular motion (UCM) represents the basic form of circular motion and circular motion, in turn, constitutes rotational motion of a rigid body. The description of a circular and hence that of rotational motion is best suited to corresponding angular quantities as against linear quantities that we have so far used to describe translational motion. In this module, we shall introduce these angular quantities and prepare the ground work to enable us apply the concepts of angular quantities to circular motion in general and uniform circulation motion in particular. Most important aspect of angular description as against linear description is that there exists one to one correspondence of quantities describing motion : angular displacement (linear displacement), angular velocity (linear velocity) and angular acceleration (linear acceleration). Angular quantities In this section, we discuss some of the defining quantities, which are used to study uniform circular motion of a particle and rotational motion of rigid bodies. These quantities are angular position, angular displacement and angular velocity. They possess directional properties. Their measurement in counter clockwise direction is considered positive, whereas quantities measured in clockwise direction is considered negative. This gives us a simplified scheme to represent an angular vector by a simple variable, whose sign indicates its direction.

Notably, we shall not discuss angular acceleration in this module. It will be discussed as a part of non-uniform circular motion in a separate module. Angular position () We need two straight lines to measure an angle. In rotational motion, one of them represents fixed direction, while another represents the rotating arm containing the particle. Both these lines are perpendicular to the rotating axis. The rotating arm, additionally, passes through the position of the particle. Angular position ()

Figure 6: Angular position is the angle between reference direction and rotating arm. For convenience, the reference direction like x axis of the coordinate system serves to represent fixed direction. The angle between reference direction and rotating arm (OP) at any instant is the angular position of the particle (). It must be clearly understood that angular position () is an angle and does not represent the position of the particle by itself. It requires to be paired with radius of the circle (r) along which particle moves in order to specify the position of the particle. Thus, a specification of a position in the reference system will require both r and to be specified. Relation between distance (s) and angle ()

Figure 7 By geometry, =sr s= r

where "s" is the length of the arc subtending angle at the origin and r is the radius of the circle containing the position of the particle. The angular position is measured in radian, which has no dimension, being ratio of two lengths. One revolution contains 2 radians. The unit of radian is related to other angle measuring units "degree" and "revolution" as : revolution = 360 = 2 radian Note: The quantities related to angular motion are expressed in terms of angular position. It must be ensured that values of angular position wherever it appears in the expression be substituted in radians only. If the given value is in some other unit, then we first need to change the value into radian. It is so because, radian is a unit derived from the definition of the angle. The defining relation = s/r will not hold unless is in radian. 1

Angular displacement () Angular displacement is equal to the difference of angular positions at two instants of rotational motion. Angular displacement ()

Figure 8: Angular displacement is equal to the difference of angular positions at two positions. =1- 2 The angular displacement is also measured in radian like angular position. In case our measurement of angular position coincides with the reference direction, we can make substitution as given here : 1=0 2= With these substitution, we can simply express angular displacement in terms of angle as : =1- 2 Angular velocity () Angular speed is the ratio of the magnitude of angular displacement and time interval. =/t This ratio is called average angular velocity, when it is evaluated for finite time interval; and instantaneous angular velocity, when it is evaluated for infinitesimally small period (0). =t The angular velocity is measured in rad/s. Description of circular motion

=0=

Circular motion is completely described when angular position of a particle is given as a function of time like : =f (t) For example, =2t23t+1 tells us the position of the particle with the progress of time. The attributes of circular motion such as angular velocity and acceleration are first and second time derivatives of this function in time. Similarity to pure translational motion is quite obvious here. In pure translational motion, each particle constituting a rigid body follows parallel linear paths. The position of a particle is a function of time, whereby : x=f(t) Example 1 Problem : The angular position (in radian) of a particle under circular motion about a perpendicular axis with respect to reference direction is given by the function in time (seconds) as : =t20.2t+1. Find (i) angular position when angular velocity is zero and (ii) determine whether rotation is clock-wise or anti-clockwise. Solution : The angular velocity is equal to first derivative of angular position, =t = (t2-0.2t+1)t =2t-0.2 For = 0, we have :

2t0.2=0t=0.1s

The angular position at t = 0.1 s,

=(0.1)20.2x0.1+1=0.99rad
=0.99x3602=0.99x360x72x22 =56.70 As the particle makes a positive angle with respect to reference direction, we conclude that the particle is moving in anti-clockwise direction (We shall discuss the convention regarding direction of angular quantities in detail subsequently).

Relationship between linear (v) and angular speed () In order to understand the relation, let us consider two uniform circular motions with equal time period (T) along two circular trajectories of radii r1 and r2 ( r1 > r2 ). It is evident that particle along the outer circle is moving at a greater speed as it has to cover greater perimeter or distance. On the other hand angular speeds of the two particles are equal as they transverse equal angles in a given time. This observation is key to understand the relation between linear and angular speed. Now, we know that : st =rt +rt Since, r is constant for a given circular motion, rt =0 st =tr=r Now, st is equal to linear speed, v. Hence,

s=r

Differentiating with respect to time, we have :

v = r
This is the relation between angular and linear speeds. Though it is apparent, but it is emphasized here for clarity that angular and linear speeds do not represent two separate individual speeds. Remember that a particle can have only one speed at a particular point of time. They are, as a matter of fact, equivalent representation of the same change of position with respect to time. They represent same speed but in different language or notation. Example 2 Problem : The angular position (in radian) of a particle with respect to reference direction, along a circle of radius 0.5 m is given by the function in time (seconds) as : =t20.2t. Find linear velocity of the particle at t = 0 second. Solution : The angular velocity is given by : =t = (t2-0.2t )t =2t-0.2 For t = 0, the angular velocity is :

=2x00.2=0.2rad/s
The linear velocity at this instant is :

v=r=0.2x0.5=0.1m/s

Vector representation of angular quantities The angular quantities (displacement, velocity and acceleration) are also vector quantities like their linear counter parts and follow vector rules of addition and multiplication, with the notable exception of angular displacement. Angular displacement does not follow the rule of vector addition strictly. In particular, it can be shown that addition of angular displacement depends on the order in which they are added. This is contrary to the property of vector addition. Order of addition should not affect the result. We intend here to skip the details of this exception to focus on the subject matter in hand. Besides, we should know that we may completely ignore this exception if the angles involved have small values. The vector angular quantities like angular velocity ( ) or (as scalar representation of angular vector) is represented by a vector, whose direction is obtained by applying Right hand rule. We just hold the axis of rotation with right hand in such a manner that the direction of the curl of fingers is along the direction of the rotation. The direction of extended thumb (along y-axis in the figure below) then represents the direction of angular velocity ( ).

Vector cross product

Figure 9: Right Hand Rule (RHR) The important aspect of angular vector representation is that the angular vector is essentially a straight line of certain magnitude represented on certain scale with an arrow showing direction (shown in the figure as a red line with arrow) not a curl as some might have expected.

Further, the angular vector quantities are axial in nature. This means that they apply along the axis of rotation. Now, there are only two possible directions along the axis of rotation. Thus, we can work with sign (positive or negative) to indicate directional attribute of angular quantities. The angular quantities measured in counter clockwise direction is considered positive, whereas quantities measured in clockwise direction is considered negative. This simplicity resulting from fixed axis of rotation is very useful. We can take the liberty to represent angular vector quantities in terms of signed scalar quantities as done in the case of linear quantities. The sign of the angular quantity represents the relative direction of the angular quantity with respect to a reference direction. Analysis of angular motion involves working interchangeably between linear and angular quantities. We must understand here that the relationships essentially involve both axial (angular) and polar (linear) vectors. In this context, it is recommended that we know the relationship between linear and angular quantities in vector forms as vector relation provide complete information about the quantities involved. Linear and angular velocity relation in vector form If we want to write the relation for velocities (as against the one derived for speed, v = r), then we need to write the relation as vector cross product :

v=xr
The order of quantities in vector product is important. A change in the order of cross product like (rx) represents the product vector in opposite direction. The directional relationship between thee vector quantities are shown in the figure. The vectors v and r are in the plane of xz plane, whereas angular velocity ( ), is in y-direction. Linear and angular velocity

Figure 10: Directional relation between linear and angular velocity Linear and angular velocity Here, we shall demonstrate the usefulness of vector notation. Let us do a bit of interpretation here to establish the directional relationship among the quantities from the vector notation. It is expected from the equation (v=xr) that the vector product of angular velocity ( ) and radius vector (r) should yield the direction of velocity (v). Remember that a vector cross product is evaluated by Right Hand Rule (RHR). We move from first vector ( ) to the second vector (r) of the vector product in an arc as shown in the figure.

Figure 11: Determining direction of vector cross product We place our right hand such that the curl of fingers follows the direction of arc. The extended thumb, then, represents the direction of cross product (v), which is perpendicular (this fact lets us draw the exact direction) to each of the vectors and the plane containing two vectors ( and r) whose products is being evaluated. In the case of circular motion, vectors and r are perpendicular to each other and vector v is perpendicular to the plane defined by vectors and r. Vector cross product

Figure 12: Determining direction of vector cross product

Thus, we see that the interpretation of cross products completely defines the directions of quantities involved at the expense of developing skill to interpret vector product (we may require to do a bit of practice). Also, we can evaluate magnitude (speed) as :

v=|v|=rsin
where is the angle between two vectors and r. In the case of circular motion, = 90, Hence,

v=|v|=r
Thus, we have every detail of directional quantities involved in the equation by remembering vector form of equation. Uniform circular motion In the case of the uniform circular motion, the speed (v) of the particle is constant (by definition). This implies that angular velocity ( = v/r) in uniform circular motion is also constant.

=v/r=constant
Also, the time period of the uniform circular motion is :

T=2r/v=2/
Linear .vs. angular quantity The description of circular motion is described better in terms of angular quantity than its linear counter part. The reasons are easy to understand. For example, consider the case of uniform circular motion. Here, the velocity of particle is changing - though the motion is uniform. The two concepts do not go together. The general connotation of the term uniform indicates constant, but the velocity is actually changing all the time. When we describe the same uniform circular motion in terms of angular velocity, there is no contradiction. The velocity (i.e. angular velocity) is indeed constant. This is the first advantage of describing uniform circular motion in terms of angular velocity. In other words, the vector manipulation or analysis of linear velocity along the circular path is complicated as its direction is specific to a particular point on the circular path and is basically multi-directional. On the other hand, direction of angular velocity is limited to be bi-directional at the most, along the fixed axis of rotation.

Linear and angular velocity

Figure 13 Second advantage is that angular velocity conveys the physical sense of the rotation of the particle as against linear velocity, which indicates translational motion. Alternatively, angular description emphasizes the distinction between two types of motion (translational and rotational). Finally, angular quantities allow to write equations of motion as available for translational motion with constant acceleration. For illustration purpose, we can refer to equation of motion connecting initial and final angular velocities for a motion with constant angular acceleration as :

2=1+t
We shall study detailed aspect of circular motion under constant angular acceleration in a separate module.

ATTACHMENT Student Discussion Sheet Instruction : you will devided into three group of discussion, each group will discuss different items. After 15 minutes youre as the master group will explain your meterial to another group in a pairs . Each of you take a conclusion of the discussion. 1st group Discuss about the formulating of vector position and the displacement function. 2nd group Discuss about the formulating of average velocity and instantaneous velocity. 3rd group Discuss about the accelaretion function and instantaneous acceleration function.

ATTACHMENT Assesment 1. Psycomotor NO Question And Solution 1. A flywheel of a car is rotating at 300 revolutions per minute. Find its angular speed in radian per second. Solution: Flywheel covers angular displacement of "2" in one revolution. Therefore, the angular speed in "radian/second" is : 2. =2 x 30060=10 rad/s A particle is rotating along a circle of radius 0.1 m at an angular speed of rad/s. The time period of the rotation is : Solution: The time period of rotation is : T = 2rv/ = 2/ T = 2/ = 2/ = 2s 3. Note : The input of radius is superfluous here. A particle is rotating at constant speed along a circle of radius 0.1 m, having a time period of 1 second. Then, angular speed in "revolution/s" is : Solution: The time period of rotation is : T = 2r/v = 2 Rearranging, the angular speed is : = 2/T = 2/1 = 2 Converting to in the unit of revolution per second, the angular speed is : 4. = 2 rad /s = 22 = 1revolution/s A particle is moving with a constant angular speed "" along a circle of radius "r" about a perpendicular axis passing through the center of the circle. If "n" be the unit vector in the positive direction of axis of rotation, then linear velocity is given by : Solution: The linear velocity is given by the following vector cross product, v = Xr 15 15 10 Score 10

We know that a change in the order of operands in cross product reverses the resulting vector. Hence, v = rX Further, it is given in the question that positive axial direction has the unit vector "n". But, the plane of motion is perpendicular to axis of rotation. Hence, velocity is not aligned in the direction of unit vector n. The figure shows the plot of angular displacement and time of a rotating disc. Corresponding to the segments marked on the plot, the direction of rotation is as :

5.

15

Figure 1: Angular displacement Solution: The direction of rotation is determined by the sign of angular velocity. In turn, the sign of angular velocity is determined by the sign of the slope on angular displacement - time plot. The sign of slope is negative for line OA, positive for line AC and zero for line CD. The positive angular velocity indicates anti-clockwise rotation and negative angular velocity indicates clockwise rotation. The disk is stationary when angular velocity is zero.

6.

A particle moves along a circle in xy-plane with center of the circle as origin. It moves from position Q(1, 3) to R(-1, 3) as shown in the figure. The angular displacement is : Figure 2: Angular displacement

15

Solution: In order to find angular displacement, we need to find initial and final angular positions. From the geometry,

Figure 3: Angular displacement Tan 1 = 3/1 = 3 = tan 600 1 = 600 Similarly, Tan 2 = 3/1 = 3 = tan 1200 2 = 1200 Thus, angular displacement is : = 21 = 1200600 = 600

7.

The magnitude of centripetal acceleration is given by ? Solution: The centripetal acceleration is given by : aR=v2r The linear speed "v" is related to angular speed by the relation, v = r Substituting this in the expression of centripetal acceleration, we have : aR= 2r2r=2r We need to evaluate fourth cross product expression to know whether its modulus is equal to the magnitude of centripetal acceleration or not. Let the cross product be equal to a vector "A". The magnitude of vector "A" is: A = Xv = v sin For circular motion, the angle between linear and angular velocity is 90. Hence, A = Xv = vsin900 = v Substituting for " ", we have : A = v = v2/r The modulus of the expression, therefore, is equal to the magnitude of centripetal acceleration. Note : The vector cross product "| Xv| is the vector expression of centripetal force. Total Score

20

100

Padang, November 14th, 2011 Physics Teacher

Delfi Iskardyani

2. Affective School Name Subject Class/ Semester Standard competence Basic competence : ................................. : Physics : XI Sains ...... / I :To analyze physics phenomenon of the world and its regularity in mechanical particle. :To analyze linear motion, circular motion and parabolic motion by using a vector Asking A B C Respond A B C A Conclude B C Teacher Evaluation

NO

Name

Listening A B C

Padang, .................................. Observer/Physics Teacher

Delfi Iskardyani