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
4.9.1. 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)
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
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
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.
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
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
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!
http://www.urip.info/2016/06/silabus-kimia-dan-rpp-kimia-kelas-10.html
How much time you need to talk about this material?? And what are the tools you need to explain about this materials?
BalasHapusHai Agung, thanks for the question. the time required based on this RPP is about 3x45 minutes and the tools required in delivering the material include; Source books, whiteboards, and markers. In addition to this RPP also conducted practicum using tools such as; Test tubes, pipettes and balloons.
HapusWhat are the chemicals of your RPP? You need Magnesium Material, Dilute HCl, NaOH, if NaOH does not exist, can it be replaced with other Bases, such as KOH?
BalasHapusMaterials used in this RPP; Mg, HCl, and NaOH. If NaOH is not available it can be replaced with other bases, but because the NaOH is a strong base it can be replaced with other strong bassa such as KOH.
HapusFactual materials about names of compounds in nature explain?
BalasHapusFactual material is a real subject matter, so in this material will discuss about the names that exist in typical nature such as CO2 carbon dioxide, NaCl sodium chloride and FeCl3 Iron (III) cloride.
HapusThe teacher gives apperception by giving some problems in determining the oxidizing element on binary and poliatom compounds., Please assume the example of the problem!
BalasHapusBefore I will explain the nomenclature of binner compounds and polyatomic compounds. The naming of nonmetallic metal-nonmetal binner compounds having more than one oxidation number is by mentioning the metal name and writing its oxidation number with the roman numerals enclosed in new brackets followed by the name of the nonmetallic element plus the suffix ida.
HapusPolyatomic compound name is a compound consisting of more than two types of atoms or elements. If one element is oxygen, then the naming of the element ends with the suffix at or it. Use of the suffix at or it depends on the amount of oxygen attached to the compound. Suffixes are usually used for if the oxygen in the compound is fewer, otherwise the ending is used for compounds with more oxygen amount. Examples of problems to be given ie
1. what is the name of the compound from Cu2O?
2. what is the name of the compound of KNO2?
whether the teacher will give the conclusion of subject matter continuously?
BalasHapusOf course because every conclusion given will clarify any material that has been explained and can be known what material has not been conveyed?
HapusHow the step of making the implementation plan of learning and the terms that must exist in a learning implementation plan?
BalasHapusThe steps to make RPP include:
HapusA. Subject Identity
Write the names of subjects, classes, semesters, and time allocations (meeting hours).
B. Basic Competency and Competency Standards
Write down the standard of competence and basic competence in accordance with the Content Standards.
C. Indicator
Indicator development is conducted with the following considerations:
1. Each KD is developed into several indicators (more than two).
2. Indicators use operational verbs that can be measured and observed.
3. The verb level in the indicator is lower or equivalent to a KD or SK verb.
4. Principle of indicator development is urgency, Continuity, Relevance and Contextual.
5. The overall indicator in a KD is a sign, behavior, and others for the achievement of competence which is the ability to behave, think and act consistently.
D. Learning materials
List the learning materials and complete the descriptions that have been developed in the syllabus. Things to consider in the preparation of the material are the usefulness, allocation of time, suitability, determination, situation and environmental conditions of the community, the ability of teachers, the level of development of learners, and facilities.
E. Learning objectives
In the purpose of learning explained what the purpose of learning is. Learning objectives are drawn from indicators.
F. Strategy or Learning Scenario
Learning strategy or scenario is what strategy or scenario and how to convey instructional materials to students in a direction, active, effective, meaningful and fun.
The reaction of sodium hydroxide solids with dilute aqueous hydrochloric solution in a balloon covered tube reaction, is it only possible in a balloon-covered space? Why?
BalasHapusA closed balloon is used because the catalyst will decrease the activation energy in the closed reaction
HapusAre there any props that can be used in your material?
BalasHapusIn the RPP that I show there is no props on this material. However, this RPP sets out experiments that will help students better understand the material.
Hapus