Video English Narration

Factors Affecting Rate of Reaction

Before, what are the factors that affect the rate of the reaction?
You must have made sugar water. Why is sugar more soluble in hot water? Temperature is one of the factors that affect the solubility of substances. Temperature is also a factor affecting the rate of reaction. Other factors affecting the reaction rate are surface area, concentration, and catalyst.

1.       Concentration

Solutions with large concentrations (concentrated) contain finer particles, when compared with aqueous solutions. The higher the concentration means the more molecules in each unit of space, resulting in the collision between molecules more frequent and the reaction progresses faster. The higher the concentration of a solution, the greater the rate of reaction.

2.       Touch surface area

A substance will react when mixed and collide. In the mixing of reactants consisting of two or more phases, the collision takes place on the surface of the substance. A fine powdered solid has a larger surface area of ​​touch surface than a plate-shaped solid or grain. The more surface area of ​​the particle, the collision frequency is likely to be higher so that the reaction can take place more quickly. The reaction rate is directly proportional to the surface area of ​​the reactant.

3.       Temperature

Every particle is always moving. As the temperature rises, the motion (kinetic) energy of the particles increases so that more particles have kinetic energy above the activation energy (Ea). The temperature rise will increase the reaction rate.
For every temperature rise of 10oC, the reaction rate becomes two to three times faster than before. In general, the formula for calculating the reaction rate at a given temperature is as follows:

R2 = (A) R1 T2-T1                          t

R2 = reaction rate at a certain temperature
R1 = initial reaction rate
T1 = initial temperature
T2 = temperature at v2
A = multiple rate of reaction
t   = time of reaction

4.       Catalyst
The catalyst is a substance that can enlarge the rate of reaction, but does not undergo a permanent chemical change, so that at the end of the reaction the substance can be recovered. The catalyst accelerates the reaction by lowering the activation energy (Ea) price. Catalysis is an event of increased reaction rate as a result of the addition of a catalyst. Although the catalyst decreases the activation energy of the reaction, it does not affect the energy difference between the product and the reagents. In other words, the use of a catalyst will not alter the enthalpy of the reaction.
Based on the phase of the catalyst consists of homogeneous catalysts and heterogeneous catalysts.
The homogeneous catalyst is a catalyst having a phase equal to the phases of the reactant.

Example: Fe3 + ion as a catalyst for ion I- and S2O82-oxidation reactions; NO gas as a catalyst in reaction in air.
The heterogeneous catalyst is a catalyst having a phase different from that of the reactant agent.

Example: Pt or Ni in solid form can catalyze the reaction of ethene addition with H2 gas.

https://youtu.be/D_eXilkdFc0

RPP Based on The 2013 Curriculum in English for a Topic of High School Chemistry Learning Activities.

Lesson Plans (RPP)

School                         : SMAN 1 Sukaraja
Subject                         : Chemistry
Class / Semester          : X / 2
Time Allocation          : 3x45 '

A.                Core Competencies

KI-3 : Understand, apply, analyze factual, conceptual, procedural based on curiosity about science, technology, art, culture, and humanities with the insights of humanity, nationality, state and civilization related causes of phenomena and events , And applying procedural knowledge to specific areas of study according to his or her talents and interests to solve problems.

KI 4 : Processing, reasoning, and recruiting in the realm of concrete and abstract realms related to the development of the self-study in the school independently, and able to use methods according to scientific rules.

B.                 Basic Competencies and Indicators

Basic competencies	Indicator
4.9 Distinguishing reactions that involve and does not involve changes in the oxidation number by experiment	4.9.5. Design and experiment with redox reactions instead of redox 4.9.6. Indicates reactions including redox and non-redox reactions based on experimental results

C.                 Learning Materials

·         Development of oxidation reduction reactions

·         The concept of oxidation reduction reaction based on the increase and decrease of oxidation number

·          

D.                Learning Activities

Indicators:
4.9.1. Design and experiment with redox reactions instead of redox

4.9.2. Indicates reactions including redox and non-redox reactions based on experimental results
a.         Introduction (20 minutes)

·         Pray

·         Teachers check the presence of learners

·         Learners prepare the lab equipment required by each group

b.                  Core Activity (100 minutes)

1.      Give stimulus / stimulus 2.      Problem Statement / statement / Problem Identification 3.      Data Collection 4.      Data Procesing 5.      Verification / Verification 6.      Drawing Conclusions

·         Teacher recalls the events of oxidation reaction through color change in fruit slices (apples, potatoes, bananas) and iron rust. ·         Listen to the teacher's review of redox reactions and not redox. ·         Make a question when a reaction is said to be a redox reaction. ·         Reacting magnesium metal with dilute aqueous hydrochloric acid in a balloon-covered reaction tube. ·         Reaction of sodium hydroxide solids with dilute hydrochloric acid solution in a balloon-covered reaction tube. ·         Noting observations at the time of the lab. ·         Discuss experimental results / experimental data in the group by answering questions on LKS ·         Compare and conclude both reactions. ·         Write the equation of the reaction of both reactions. ·         Discuss experimental data by way of verifying with the theory of the source book ·         Present the results of the experiment ·         Summarizes the results of experiments that there are redox reactions and non-redox reactions ·         Concludes that the redox reaction has changed the oxidation state

c.                   Closing Activity (15 minutes)

·         Together with the teacher re-conclude that the redox reaction has changed the Bilox

·         Students collect LKS

·         Pray

·         Greetings

E.                 Assessment Technique

Assessment Technique            :  Practice Test and Assignment

Form of Assessment               :  Performance test

FORUM PROBLEMS

Problem Indicators	HOTS / LOTS	Problem formulation
7.      Learners can design redox reaction experiments instead of redox	HOTS	7.  Design an experiment to prove a redox reaction rather than a redox
8.      Learners can experiment with redox reactions rather than redox	HOTS	8.a. Perform a magnesium metal experiment with a HCl solution using a balloon 8.b. Do a reaction experiment between NaOH and HCl using a balloon

F.                  Media / Tools, Materials, and Learning Resources

Tool                                         : test tube, pipette, balloon
Ingredients                              : Mg, HCl, NaOH
Learning Resources                 : LKS

Lesson Plans (RPP)

School                         : SMAN 1 Sukaraja
Subject                        : Chemistry
Class / Semester          : X / 2
Allocation Time          : 20 minutes (pear teaching)

A.        Core Competencies

KI-3 : Understand, apply, analyze factual, conceptual, procedural based on curiosity about science, technology, art, culture, and humanities with the insights of humanity, nationality, state and civilization related causes of phenomena and events , And applying procedural knowledge to specific areas of study according to his or her talents and interests to solve problems.

KI 4 : Processing, reasoning, and recruiting in the realm of concrete and abstract realms related to the development of the self-study in the school independently, and able to use methods according to scientific rules.

B.        Basic Competencies  and Indicators

Basic competencies	Indicator
3.9 Determine the elemental oxidation number to identify the reduction and oxidation reactions along with the naming of the compound	3.9.5 List names of binary and polyatomic compounds of organic and inorganic compounds

C.        Learning Materials

Factual Material            : In nature many compounds with typical names such as CO2 carbon dioxide, NaCl sodium chloride and FeCl3 Iron (III) cloride

Concept Material          : The compound containing the B metal element of its naming is accompanied by the writing of its metal element oxidation

Procedural                    : The rules of nomenclature of binary and polyatomic compounds containing B group metals

D.        Learning Activities

3.9.6 Indicators            : Mention the names of binary and polyatomic compounds of organic and inorganic compounds

a.     Introduction (2 minutes)

·         Pray

·         Teachers check the presence of learners

b.     Core Activity (15 minutes)

1.         Give stimulus / stimulus 2.         Problem Statement / statement / Problem Identification 3.         Data Collection 4.         Data Procesing 5.          Verification / Verification 6.         Drawing Conclusions

• Teacher gives apperception by giving some problems determining elemental oxidation on binary and poliatom compounds. • Teacher stabs factual material about names of compounds in nature • Teachers provide opportunities for learners to formulate questions about naming compounds such as why NaCl sodium chloride while FeCl 3 iron (III) cloride • Learners collect and search for information through the internet or a resource book on compound nomenclature • Learners listen to the teacher's explanation of compound nomenclature • Answering the questions on the LJK together • Learners discuss the results of the oral answers one by one • Conclude that the nomenclature of a binary or polyatom compound containing a class B metal element using its metal oxidation

c.      Closing Activity (3 minutes)

·        Together with the teacher summed up again

·        Learners collect Worksheet

·        Pray

·        Greetings

E.         Assessment Technique

Assessment Technique            : Written test
Forms of Assessment              : Description

FORUM PROBLEMS

Problem Indicators	HOTS/ LOTS	Problem formulation
7.      Learners can design redox reaction experiments instead of redox	HOTS	7.  Design an experiment to prove a redox reaction rather than a redox
8.      Learners can experiment with redox reactions rather than redox	HOTS	8.a. Perform a magnesium metal experiment with a HCl solution using a balloon 8.b. Do a reaction experiment between NaOH and HCl using a balloon

F.                  Media / Tools, Materials, and Learning Resources

Tool                             : Test tube, pipette, balloon
Ingredients                  : Mg, HCl, NaOH
Learning Resources    : LKS

Appendix of Redoks Pact RPP

Learning materials

Oxidation Numbers
The oxidation number is a number indicating the ability of an element to release or capture electrons.

Determination Regulation of Oxidation Numbers

1)      Bilox free element equal to 0

2)      Bilox The IA and IIA goal metal elements are +1 and +2

3)      Oxygen oxides in general = -2, except peroxide and superoxide compounds

4)      Bilox element H when bound to metal element = -1 whereas when bound to element nonmetal = +1

5)      The total number of bilok elements in a compound = 0

6)      The ionic ions are the cargo

The concept of redox based on the theory of Bilox

The oxidation reaction is a reaction that increases the number of oxidation
Reaction Reduction is a reaction that decreases the number of oxidation
Reaction Metal with acid is a redox reaction involving the change of Bilox

Mg + 2 HCl → MgCl2 + H2

Not all chemical reactions are such redox reactions

NaOH + HCl → NaCl + H2O

Appendix of Redox Practicum Instrument Appraisal

1. KISI SOAL

GPA	Learning materials	Indicator Problem	Assessment Technique	Shape Problem	Question number
3.9.6 Design and experiment with redox reactions instead of redox 3.9.5. Indicates reactions including redox and non-redox reactions based on experimental results		7. Learners can design redox reaction experiments instead of redox 8. Learners can experiment with redox reactions rather than redox 9. Given experimental data from two equations of the learners' reactions can show reactions including redox and not redox reactions	Practice test Practice test Written test	Performance test Performance test Description	7

2. FORUM PROBLEMS

Problem Indicators	HOTS/ LOTS	Problem formulation
7. Learners can design redox reaction experiments instead of redox	HOTS	7. Design an experiment to prove a redox reaction rather than a redox
8. Learners can experiment with redox reactions	HOTS	8.a. Perform a magnesium metal experiment with a HCl solution using a balloon 8.b. Do a reaction experiment between NaOH and HCl using a balloon

STUDENT WORK SHEET (LKS)
Redox Practicum

I.                   Indicators of Achievement

            3.9.6. Design and experiment with redox reactions instead of redox

3.9.7. Indicates reactions including redox and non-redox reactions based on experimental results

II.                Tools and materials

·        Tools

Test tube

Drop pipette

Spatula

Balloon

·        Material

      Magnesium

      Dilute HCl

      NaOH

III.             Procedure

1)      Put about 1/2 cm of Magnesium metal into the test tube

2)      Add 10 drops dilute HCl solution then cover with balloon

3)      Observe the changes

4)      Perform steps 1 to 3 with HCl and NaOH reagents

5)      Record the observations

IV.             Observation data

In the first try:

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

In the second trial:

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

V.                Conclusions

1. From the above two experiments a redox reaction is a reaction between ...................

2. Write down the complete reaction equation!

3. Prove by the theory of biloks that the reaction is a redox reaction!

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