Lesson Plan Curriculum 2013 in English For a Topic of High School Chemistry Learning Activities



LESSON PLAN

School Name               : SMA ...........
Subject                        : Chemistry
Class / Semester          : X / Two
Main Material              : Electrolyte and Non Electrolyte Solutions
Time Allocation          : 1 x 3 JP

A.    Core Competencies

KI 1 :  Living and practicing the religious teachings it embraces.
KI 2 :  Living and practicing honest, disciplined, responsible, caring (polite, cooperative, tolerant, peaceful) behavior, courteous, responsive and pro-active and showing attitudes as part of the solution to problems in interacting effectively with the social and natural environment And in placing ourselves as a reflection of the nation in the association of the world.
KI 3 :  Understand, apply, analyze factual, conceptual, procedural knowledge based on his knowledge of science, technology, arts, culture and humanities with the insights of humanity, nationality, state and civilization on the causes of phenomena and events, and apply procedural knowledge to the field Specific studies according to talent and interest to solve problems.
KI 4  :Processing, reasoning, and recruiting in the realm of concrete and abstract realms related to the development of self-study in schools independently, and capable of using methods according to scientific rules.

B.  Basic Competencies and Indicators
                       
KD.1  Analyzes the properties of electrolyte solutions and nonelectrolyte solutions based on their electrical conductivity.
Indicator:
1.    Mention the notion of electrolyte and non electrolyte solution.
2.    Identify the properties of electrolyte and non-electrolyte solutions by experiment.
3.    Group solutions into electrolyte and non-electrolyte solutions based on their electrical conductivity.
4.    Explain the cause of the ability of the electrolyte solution to conduct electrical current.
5.    Describe that the electrolyte solution may be an ionic compound and a polar covalent compound.

KD.2  Design, perform, and conclude and present experimental results to determine the properties of electrolyte solutions and non-electrolyte solutions.
Indicator:
1.      Design an experiment to investigate the nature of the solution based on its electrical conductivity.
2.      Conducting experiments electrical conductivity in some solutions.
3.      Observe and record data of experimental results of electrical conductivity in some solutions.
4.      Analyzing data from experimental results of electrical conductivity of electrolyte and non-electrolyte solutions.
5.      Summing up the nature of the solution based on the electrical conductivity of the electrolyte. solution and the non-electrolyte solution.
6.      Concluding that the electrolyte solution may be an ionic compound or a polar covalent compound.
7.      Communicate experimental results of electrolyte and non electrolyte solutions.
A.      Learning Objectives

1.      Students can realize the regularity of electrical conductivity in the solution as a form of greatness of God YME.
2.      Students can show positive attitude (individual and social) in group discussion.
3.      Students can demonstrate the behavior and attitude of receiving, appreciating, and carrying out honesty, thoroughness, discipline and responsibility.
4.      Students can mention the definition of electrolyte and non electrolyte solution.
5.      Students can identify the properties of electrolyte solution and electrolyte iswnone through experiment.
6.      Students can group the solution into electrolyte and non-electrolyte solutions based on their electrical conductivity.
7.      Students can explain the cause of the ability of the electrolyte solution to conduct electrical current.
8.      Students can describe that the electrolyte solution can be an ionic compound and a polar covalent compound.
9.      Students may design experiments to investigate the nature of the solution based on their electrical conductivity.
10.  Students can experiment on electrical conductivity in some solutions.
11.  Students can observe and record experimental data of electrical conductivity in some solutions.
12.  Students can conclude that the electrolyte solution may be an ionic compound or a polar covalent compound.
13.  Student can analyze experiment result data based on electric conductivity of electrolyte solution and non-electrolyte solution.
14.  Students can infer the properties of the solution based on the electrical conductivity of the electrolyte solution and the non-electrolyte solution.
B.  Learning Materialsembelajaran
·         Facts
o   Conductors
o   Isolator
o   Solvent
o   Dissolved
·         Concepts
o   Solution
o   Electrolyte solution
o   Non-electrolyte solution
o   Reaction
o   ionization
·         Principles
o   The role of the ion in the electric conduction of the solution (Arrhenius theory)
o   Electrolyte strength
o   Procedures
o   Work step experiments electrical conductivity in solution.

A solution that can conduct electricity is called an electrolyte solution. The power conducting electricity depends on the amount of ions present in the solution. The more the amount of ionnya the stronger the nature of electrolyte. This is due to the degree of ionization of the dissolved substance.

1.      STRONG ELECTROLY SOLUTIONS
·         Has degree of ionization 1 (= 1 )
·         Perfect terrion
Example : HCl(aq), H2SO4(aq), NaCl(aq), NaOH(aq)
      HCl(aq) à H+(aq) + Cl-(aq)
      NaCl(aq) à Na+(aq) + Cl-(aq)
      H2SO4(aq) à2H+(aq)  +  SO42-(aq)
                        NaOH(aq)àNa+(aq)  +  OH-(aq)
2.      WEIGHT ELECTROLY SOLUTIONS
·         Has degree of ionization  ( 0<< 1 )
·         Partial terion
Example : CH3COOH(aq), NH4OH(aq)
                        CH3COOH(aq) CH3COO-(aq)  + H+(aq)
                        NH4OH(aq)       NH4+(aq) + OH-(aq)      
3.      NON-ELECTROLY SOLUTIONS
·         Has degree of ionization  ( = 0 )
·         Not ionized
Example  : CO(NH2)2(aq), C12H22O11(aq)
                        CO(NH2)2(aq) àCO(NH2)2(aq)         ( unionized )
                        C12H22O11(aq) à C12H22O11(aq)         ( unionized )
4.      TYPES OF ELECTROLYTE COMPOUNDS


No

Types of compounds
Properties of compounds
( electrolyte  / non electrolyte )
Solid
Melth
Solution

1.


2.

Ionic compounds (NaCl, MgCl2)

Polar covalent compounds (HCl, HBr)

Non electrolyte


Non electrolyte

Electrolyte


Non elektrolit

Electrolyte


Electrolyte

In ionic compounds that form melt and the ion solution can move freely, while in the solid form is not. Similarly, in covalent compounds only in the form of a solution that the ion can move freely. So the electrolyte properties of a compound are determined by their ions.

LEARNING METHODS:
1.      Experiments
2.      Group Discussion
3.      Inquiri
MEDIA, TOOLS, AND LEARNING SOURCES
1.      Media.
Live Materials
2.      Tools/Materials
Electrolyte test apparatus, beaker, Some sample of electrolyte solution, nonelectrolyte
3.      Learning Resources
§  Michael Purba, Kimia Kelas X SMA /MA , Erlangga ,Jakarta
§  Supplement  books:
·         Cerdas Belajar Kimia, Nana Sutresna, Grafindo Media Pratama, 2008
·         Buku pegangan Kimia jilid 1,  Buku Kimia Penunjang Aktifitas Siswa, dan hands out
·         Worksheet    
§  Internet
http://e-dukasi.net
http://psb-psma.org


G. Steps of learning activities
Meeting 1


Activity
Time
 Description
A.    Preliminary
1)    Students respond to greetings and questions from teachers related to condition, absenteeism
2)    As an apperception to encourage curiosity and critical thinking, the teacher asks questions about sugar solution and vinegar solution
3)    Teacher motivates student of video show "Fisherman"
4)    Students receive information on competencies, materials, objectives, benefits, and learning steps to be implemented
5)    Teachers orally charge reading assignments and look for articles on electrolyte and nonelectrolyte solutions
15’
The teacher invokes orally the reading assignment and the task of finding articles about electrolyte and nonelectrolyte solutions.
B.     The teacher’s core activities
1.      Students are asked to review the literature on electrolyte and nonelectrolyte solutions.
2.      The teacher asks the question of whether all solutions can conduct an electric current? Why the fish in the river could die of electric shock? What are the benefits of electrolyte solution in life?
3.      Students are asked to design an experiment to investigate the nature of the solution based on electrical conductivity and present the results to equalize perception.
4.      Students perform experiments of electrical conductivity in some solutions.
5.      Students observe and record data of experimental results of electrical conductivity in some solutions.
6.      Students analyzed experimental data to infer the properties of the solution based on their electrical conductivity (electrolyte solution and non-electrolyte solution).
7.      Students group the solution by type of bond and explain it.
8.      Students conclude that the electrolyte solution may be an ionic compound or a polar covalent compound
9.      Students present a report of experimental results on the conductivity of strong electrolyte solutions, weak electrolyte solutions, and nonelectrolyte solutions.

90’


C.    Cover
·      Teachers and students make conclusions about the electrolyte and nonelectrolyte solutions
·      The teacher asks students to record assignments about electrolyte and nonelectrolyte solutions
·      Teachers provide reading assignments for students for subsequent material
30’





H.  Assessment
No
Aspect
Mechanisms and Procedures
Instrument
Description
1.
Attitude
-          Group Work Observation
-    Observation Sheet

2.
Knowledge
-          Assignment
-          Written test
-          Assignment Question
-          Objective Question

3.
Skills
-          Presentation Performance
-          Practice Report
-          Practice Report
-          Assessment Rubric


Jambi, .....................
Principal of public high school....                                 Teacher of chemistry subjects                                                                        

                                               
............................                                                                    ............................
NIP. ........................                                                               NIP. ........................

Appendix 1 Observation Sheet

ATTITUDE SAFETY SHEET

Subjects                       :.................................................................................
Class/Semester            :................................................................................
School Year                :................................................................................
Observation Time        : ...............................................................................

Indicators of the development of religious attitude, responsibility, care, responsiveness, and courtesy.
1.      BT (not shown) if it does not show any real effort in completing the task.
2.      MT (starting to appear) if it shows that there has been a serious effort in completing the task but still little and not steady / consistent.
3.      MB (start developing) if it shows there is a serious effort in completing the task quite often and start steady / consistent.
4.      Constitutional Court (entrepreneurship) if it indicates a serious effort in completing the task continuously and steady / consistent.

Put the V mark on the columns according to the observation result.
No
Student’s Name
Religious
Responsible
Care
Responsive
Good

BT
MT
MB
MK
BT
MT
MB
MK
BT
MT
MB
MK
BT
MT
MB
MK
BT
MT
MB
MK
1.





















2.





















3.





















...















































Information
1          BT= less
2          MT= medium
3          MB= good
4          MK= very good


Appendix 2
a.       Observation Sheets and presentation performance on scientific attitudes during discussions and presentations

OBSERVATION SHEET AND PRESENTATION PERFORMANCE
Subject                        : CHEMISTRY
Class/Course   : X/M-IPA
Competence    : ……………
No
Student’s Name
Observation
Presentation Performance
Total score
Honest
D iscipline.
Responsible.
Care.
Cooperation.
Amount
Participation.
Visual
Content
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
1.       











2.       











3.       











....












Description of filling the score
4. Very high
3. High
2. High enough
1. Less

Group Presentations
Aspect:
1. Mastery of Content
2. Technique of Asking / Answering
3 Method of Presentation


INDICATORS OF CORE COMPETENCIES 1 AND 2
1.      Honest
a.       Convey something based on the actual situation
b.      Does not cover the errors that occur
2.      Discipline
a.       Always present in class on time
b.      Work on LKS as directed and timely
c.       Obey the rules of the game in independent and group work
3.      Responsibilyty
a.       Trying to complete the task seriously
b.      Ask friends / teachers when you encounter problems
c.       Resolving the issues that are his responsibility
d.      Participation in groups
4.      Caring
a.       Keeping the class clean, helping the friends in need
b.      Showing empathy and sympathy to help solve the problem
c.       Able to give ideas / ideas to a problem that exist in the vicinity
d.      Provide assistance in accordance with his/her abilities
5.      Cooperation
a.       Doing LKS seriously
b.      Shows a friendly attitude
c.       Trying to find solutions to the problems together in the group
d.      Appreciate other opinions

ASSESSMENT GUIDELINES:
a.          A. Assessment is done by comparing the character of the student at the initial condition with the achievement in a certain time.
b.         Subsequent results are recorded, analyzed and followed up.

Appendix 3

Assignment
• Create concept maps about electrolyte and nonelectrolyte solutions

Appendix 4

Written Tests, such as:
1.        Given that data of experiment as follows.
Solution
Lamp
Other Observation
1
Glowing
There are much gas bubbles
2
Not Glowing
There are gas bubbles
3
Not Glowing
There are no gas bubbles
4
Not Glowing
There are gas bubbles
5
Glowing
There are much gas bubbles
The weak Electrolyte are ……
A.       1 and 2          B. 2 and 3       C. 3 and 5      
D.    4 and 5         E. 1 and 5
2.        The group follows that all solution sincluding weak electrolyteis...
A.    HCl, NaCl, NaOH
B.     H2SO4, NH3, C2H5OH
C.     CO(NH2)2, CH3COOH, NaOH
D.    CO(NH2)2, C2H5OH, CH3COOH
E.     HCN, NH3, CH3COOH

3.        Some of the electrolyte solution:
1.      NH3(aq)                      3. KCl (aq)
2.      HCl (aq)                     4. NaF (aq)
Solutions from a covalent compound is …
A.1 and 2             C. 1 and 3                   E.1 and 4
B. 2 and 3                        D. 3 and 4

4.        The pair follows an electrolyte solution ionic and covalent compound sare …..
A. HCl and NH3                          D. NaCl and KCl
B. NaCl and KBr                                     E. KBr and HCl
C. H2SO4 and NH3

5.        The correct ionization reactions in an electrolyte solution of the following is ......
A.    CH3COOH (aq)à CH3+(aq) +  COOH― (aq)
B.     MgCl2 (aq)à  Mg2+(aq) +  Cl2― (aq)
C.     Al2(SO4)3 (aq)à  Al22+(aq) +  SO43― (aq)
D.    AgNO3 (aq) à Ag+(aq)  +  NO3―(aq)
E.     Co(ClO3)3 (aq)à  Co3+ (aq) + 3 Cl3― (aq)

Komentar

  1. weni21 Mei 2017 pukul 17.24

    does rpp greatly affect k13?

    BalasHapus
    Balasan
    1. Nurul Rahmiah26 Mei 2017 pukul 18.15

      Of course. Rpp is a lesson plan that applies from the curriculum 13 set by the government. For that, rpp is closely related to the current curriculum 13.

      Hapus
  2. Eka rahmadani siregar21 Mei 2017 pukul 17.29

    What medium will you give if the 2013 curriculum is hard for students to follow?

    BalasHapus
    Balasan
    1. Nurul Rahmiah27 Mei 2017 pukul 02.36

      The thing that can be done is to change the learning method is more fun so that children can easily adjust themselves so that actively participate in learning curriculum 13.

      Hapus
  3. shabrina21 Mei 2017 pukul 17.37

    what you do if your student fails in your leasson?

    BalasHapus
  4. sri malinda sudrajat26 Mei 2017 pukul 16.19

    Whether the rpp design is still relevant for the next few years?

    BalasHapus

Posting Komentar

Postingan populer dari blog ini

Video: Rahmi's final assignment (Group 7-The Halogens)

Gambar
  Group 7-The Halogens Please watch my video: https://youtu.be/Fx7bkOz9Uko Group 7 – the halogens The Group 7 elements are called the halogens. They are placed in the vertical column, second from the right, in the periodic table. Chlorine, bromine and iodine are the three common Group 7 elements. Group 7 elements form salts when they react with metals. The term ‘halogen’ means 'salt former'. Properties and uses of the halogens This table summarises some of the properties and uses of three halogens: Element Properties Typical use Chlorine Green gas Sterilising water Bromine Orange liquid Making pesticides and plastics Iodine Grey solid Sterilising wounds Iodine forms a purple vapour when it is warmed. Predicting properties The halogens show trends in physical properties as you go down the group. Melting point and boiling point The halogens have low melting poi
Baca selengkapnya

Halogen (compare and contrast between Fluorine and Bromine)

Gambar
HALOGEN As we know the element of group 7A produce salts with metals, so they are called halogen, from a greak word halos- genes, meaning   “salt former”. This group contains fluorine (F), chlorine (Cl), bromine (Br), iodine (I) and astatine (At). Astatine is radioactive element. Halogen have 7 valence electrons. Since their atomic number are less than that of the following noble gases by one, they have -1 oxidation state in their stable compounds. Florine has only -1 oxidation state in its compounds. Florine is the most electronegative element of the periodic table. Within this group the electronegativity decreases from fluorine to iodine. Halogen are the element with the highest electronegativity in each period, so halogens are the most active nonmetals of each period. Figure 1. group 7A. halogens Physical properties Halogen are found as diatomic molecules in nature, such as F 2 , Cl 2 , Br 2 , I 2 . They are unstable in their   monoatomic forms. In the diatomic s
Baca selengkapnya

The Use of Chemistry in Daily Life

Gambar
Chemistry is a big part of your everyday life. You find chemistry in daily life in the foods you eat, the air you breathe, cleaning chemicals, your emotions and literally every object you can see or touch. Here's a look at 10 examples of everyday chemistry. Some common chemistry may be obvious, but others might surprise you. 1.       Elements in the Human Body Your body is made up of chemical compounds, which are combinations of elements. While you probably know your body is mostly water, which is hydrogen and oxygen, can you name the other elements that make you ... you? What Are the Elements in the Human Body? Answer: Most of the human body is made up of water, H 2 O, with cells consisting of 65-90% water by weight. Therefore, it isn't surprising that most of a human body's mass is oxygen. Carbon, the basic unit for organic molecules, comes in second. 99% of the mass of the human body is made up of just six elements: oxygen, carbon, hydro
Baca selengkapnya