LESSON PLAN
SCHOOL : SMKN 1 SATUI Kabupaten Tanah Bumbu
GRADE
: XI
SEMESTER
: I
DURATION
: 90 MINUTES
A.
Standard of
Competency
Using
Formula in problem solving for finding the volume of a cylinder on computation
B.
Basic
Competency
Applyingthe
formulatocalculatethe volume ofa cylinder
C.
Indicator
canunderstanding the concepta steppistonandcylinderbaseformulacorrectly.
cancalculating thevolume ofthe pistonwith thecorrectsteps.
D.
Main
Material
Piston
Displacement
E. Learning Method
Discussion and QA, presentation
chart or picture.
F.
Learning
Activity
a.
Preliminary
Activity
·
Teacher open
the learning by asking the students about their study experience of automotives.
·
Teacher
gives mathematical motivation to the students by telling them the function of automotives
in daily life
· Teacher
makes question and answer session about prerequisite material of the material
which will be taught that is addition and basic, formula, and notation on
displacement piston
b.
Main
Activity
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The "7 Elements"
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Teacher Notes
(and answer key)
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1. Introduce the lesson.
Today we’re going to talk about how to modify
an engine to make the car go faster. What ideas do you have about how to make
a car go faster?
Ask: What does “stroking” an engine mean?
Ask: What do you think the numbers on the
sides of cars mean? Like a 426 Hemi Chrysler or a 427 on a Classic Chevy?
Ask: Why would you want to be able to figure
out the cu in displacement of an engine?
Ask: So, how do you figure out the cubic inch
displacement of an engine block? What
engine dimensions or specifications determine the cubic inch displacement
(CID)?
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The students will
probably mention things like: change the headers, carburetion, cam shaft,
raise the compression, stroke the engine…
Stroking the engine means to change the crank shaft from short
to long, therefore changing the cu. In or cc. displacement of the engine.
The answer is that
the numbers 427 stand for the cubic inch displacement of the engine. (427 cu.
in.)
When you buy a car
that needs to be rebuilt or restored and want to use it for drag racing,
there is a size limit of 440 cu in. If you win and it’s contested, your car
can be taken apart and measured. If you are over 440 cu in, your car goes to
the person contesting the race!
You would need to
know the bore, which is the diameter of each cylinder, the stroke, which is
the distance the piston travels from bottom dead center (BDC) to top dead
center (TDC), and the number of cylinders in the engine block. The volume that the piston “sweeps” through
is the cubic inch displacement of the engine.
This volume can be represented as the volume of a right circular
cylinder.
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2. Assess students’ math awareness as it
relates to the lesson.
Bring out many
examples of cylinders and pistons, from diesel engines to minibikes.
Ask: What are the differences among all these
cylinders?
Ask:
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Don’t forget the
rule: NRA…never refuse anything!
Begin collecting
different sizes of pistons for demonstration purposes.
Students may say:
they are small and big; they burn different fuels…
You can judge the
size of an engine by the size of the cylinder.
Listen to student
discussion to see if they are familiar with vocabulary:
Bore (diameter),
stroke (height), cu in displacement, etc.
Answer (4): Total
volume of the cylinders in the engine block
Engine displacement
can be expressed in different units of measure (ie: cubic inches to liters to
cubic centimeters).
·
Define
bore or diameter as the largest part across the cylinder.
·
(volume of a
cylinder) (relationship
between radius and diameter)
·
Bore –
diameter of cylinder
·
Stroke –
height of cylinder
·
PD –
piston displacement
·
Volume
of a cylinder:
where r = radius, d = diameter, and h =
height of the cylinder
NOTE:
refer to conversion sheets and charts (Lesson #1)
1 liter = 1000 cubic
centimeters (cc)
1 cubic inch = 16.39
cc
cubic inch to
cc ci X 16.39 cc
cc to cubic
inch cc X .061 ci
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3. Work through the math example embedded in the CTE lesson.
Let’s say we had a bore of 4 inches, a stroke
of 3 inches…what would be the size of one cylinder?
What if you had a V8 engine? Multiply times
8.
So, if Mr. Ford needs a marketing
strategy…what’s he going to put on the side of his car:
301.59 or 302?
And in the 1960’s, a 302 was really cool!
What if we convert it to metric? 302 becomes
5.0.
Which would you rather have on your car? 302
or 5.0?
Let’s do some other examples:
Using a bore of 4.25 inches and a stroke of
3.76 inches in an 8-cylinder engine block should produce a volume or cubic
inch displacement of approximately 427 cubic inches.
Another problem:
What
is the cubic inch displacement of an 8-cylinder engine having a bore of 4.094
inches and a stroke of 3.76 inches?
The result should be approximately 396 cubic inches, which is the CID
of engine blocks used for Chevy Chevelles back in the middle to late
1960’s. The number 396 is also located
on the side front fenders of these cars.
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4 x 4 x 3 x .785 =
37.68 cu in (In one cylinder…)
V8 = 37.68 x 8 =
301.59 cu in
Use conversion of cu
inch to liters…
PD = 0.7854(4.25)2(3.76)(8)
PD = 426.7 » 427 cu in
» means approx.
equal to
where: d
= bore
S = stroke
N = number of cylinders
 = Pi (3.1416…) |
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4. Work through related, contextual math-in-CTE examples.
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1. PD = .7854 (3.75)2(3.5)(4)
PD = 154.6 » 155 cu in
2. PD1 = .7854 (3.5)2(3.75)(8)
= 288.6 cu in
PD2 = .7854 (3.55)2(3.75)(8)
= 296.9 cu in
Increase difference = 8.3 cu in
Have students
actually measure a bore and a stroke and figure out cubic inch displacement
convert to cc and liters.
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5. Work through traditional math examples.
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3.
 =28.4 cu in
4.
27 = p (2)2
h
27 = 12.57h
h = 2.15 in
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6. Students demonstrate their understanding.
Ask: So what advice would you give the
student that has to restore/rebuild the 427 engine to compete in a drag race?
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Begin with a class
discussion of advice to give the student. Continue by asking students to write
out a list of steps the student should follow to rebuild the engine.
Students could also
choose a different example engine and describe to the class how they would
make the engine drag race ready.
Students could use
the attached worksheet for homework, to be filed in student portfolio.
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7. Formal assessment.
Possible Test
Questions
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1. PD = .7854 (3)2(2.5)(4) = 70.69 » 71 cu in
2. V = p r2 h
V = 3.14 (10)2 (20)
V = 6283.19 cu in
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c.
Closing
Activity
Teacher gives homework to the
students.
G.
Source of
Learning and Learning Tool
Ø Worksheet
Ø prototype/ model
H.
Assesment
Ø Assesment of
Learning Process
Teacher observe the activity of the
students in their learning and interaction to others
Ø Assesment of
Learning Result
Teacher asses the students’ work
based on their work in the worksheet
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Kepala Sekolah,
Drs. Amran Ali
NIP. 1967 1221 199412 1 004
|
Satui, 12 Juli 2009
Guru Mata Pelajaran,
Suwendri, ST
NIP. 1977 0919 200904 1 003
|
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