Lesson Plans (RPP)

CHEMICAL LEARNING IMPLEMENTATION PLAN

CHOLOID SYSTEM

Education Status          :            High School

Subjects               :            Chemistry

Class / Semester              :            X I / 2

Subject              :            Colloidal System

Sub Subject       :            Colloidal properties

Meeting to-               :            7 (Seven)

Allocation Time               :            2 x 45 minutes

A.      CORE COMPETENCY

KI 1   :       Living and practicing the religious teachings it embraces

KI 2   :       Living and practicing honest, disciplined, responsible, caring ( responsive, cooperative, tolerant, peaceful) behavior, polite, responsive and pro-active and showing attitude as part of the solution to problems in interacting effectively with the environment Social and natural and in placing themselves as a reflection of the nation in the association of the world.

KI 3   :       Understanding, applying, analyzing factual, conceptual, procedural knowledge based on curiosity about science, technology, art, culture and humanities with humanitarian, national, state, and civilization insights on the causes of phenomena and events, and applying procedural knowledge In a specific field of study according to his or her interest talents to solve the problem.

KI 4   :      Processing, reasoning and chanting in the realm of concrete and abstract realms is related to the development of the self-study in schools, and is capable of using methods according to scientific rules.

B.       BASIC COMPETENCY

1.1 : Recognizes the regularity of hydrocarbons, thermochemicals, reaction rates, chemical equilibrium, solutions and colloids as a manifestation of God's greatness and knowledge of the existence of such order as the result of creative human thought whose truth is tentative.    

Indicators:

·           Divine God Almighty

·           Be aware that the provisions laid down by God Almighty are best for us.

2.1      :       Shows scientific behavior (curiosity, discipline, honest, objective, open, able to distinguish facts and opinions, resilient, meticulous, responsible, critical, creative, innovative, democratic, communicative) in designing and conducting experiments and discussion Manifested in everyday attitude.

Indicators:

·           Curiosity

·           Be honest in using observational data

·           Thorough in processing and analyzing data

·           Resilient in seeking knowledge that supports problem solving .

2 . 3      :       Me analyze the role of colloids in life by virtue of its properties

Indicators:

·           Men explain the properties of Tyndall colloid effects

·           Men explain the properties - colloid effects of Brownian motion

·           Men explain the properties of colloid electrophoresis effect

·           Men explain the properties of colloidal effects of absorbs i

·         Men explain the properties of colloid coagulation effects

·         Conducting experiments on the effects of tyndall

·         Concludes from experiments on the effects of tyndall

·         Demonstrate experimental results on the effects of tyndall

C.      LEARNING OBJECTIVES

·         Students can shortly explain the nature - colloidal properties Tyndall effect

·         Students can shortly explain the nature - colloidal properties of Brownian motion effects

·         Students can shortly explain the nature - the nature of colloid electrophoresis effect

·         Students can shortly explain the properties - properties of colloidal absorption effect i

·         Students can shortly explain the nature - the nature of colloid coagulation effect

·         Students can experiment on the effects of tyndall

·         Students can deduce from experiments about the effects of tyndall

·         Students may present experimental results on the effects of tyndall

D.      LEARNING MATERIAL

Properties of colloids

1.      Tyndall effect

The tyndall effect is a light scattering event when transmitted through a colloidal system.

In everyday life, the tyndall effect is encountered in the following events:

·         Visible lights of dusty vehicle lights.

·         Light projector in movie theater.

2.      Brown motion

Brownian motion is the movement of the particles are dissipated in the colloidal system that occurs because of the collision between the particles. This movement is random and does not stop.

If a sol is examined with an ultra microscope it will be seen that the sol particles are rapidly moving in short straight lines and changing the direction of the motion suddenly (zig - zag).

3.      Electrophoresis

Electrophoresis is a process of observing immigration or migration. The particles in the colloidal system are due to the electric field effect.

4.      Adsorbtion

Adsorbtion is the process of absorption of the surface of objects or ions made by the colloidal system so that it has an electrical charge.

5.      Coagulation

Coagulation is a condition in which colloidal particles form a larger set. This clotting is due to the addition of a chemical to a particular enzyme.

The colloid system consists of two phases, namely:

A.        Phase dispersed: dispersed substances

B.       Medium dispersion: medium used for dispersion.

E.     APPROACH AND LEARNING METHOD

Model                    :           Discovery Learning

Approach             :            scientific

Methods                   :            Experiments and Discussions

F.       MEDIA AND LEARNING RESOURCES

·           Power Point

·           LKS and Hand Out

·           Flash animation

·           Chemistry Book of SMA Curriculum 2013

·           Tools and Materials (plastic cups, spoons, flashlights, aquades, sugar, coconut milk)

G.      STEPS OF LEARNING N LEARNING

No	Details K e activeities		Time Allocation	Indicator
	Teacher	Student
A.	Initial activity  1.         Introduction -          Teachers m enjawab greeting "s eA pale morning the children ". -          Teacher invites all students to pray and led by k e older k eweld . -          Teachers m enanyakan k eattendance of students 2.      Apperception -         Teacher asks question to student "last week, we have learned about colloid definition and its kind. Anyone still remember, what is a colloid? 3.        Motivation -  Teachers m e mb eoffered are p ertanyaan k e in students "Last week, you were given the task of reading the material about the properties of colloids. Anyone know the properties of colloids in the colloidal system? -     Teachers convey the title   of learning objectives  -     Teacher directs students in group sharing	-          Students m engucapkan greeting"s e A pale morning Bu" -           K e old k e las m eled prayer -          Students m e njawab p ertanyaan teacher -   Students m e njawab pe rtanyaan of teachers "I bu, Colloid is a mixture of some substances that are located between the nature of the solution and the suspension (rough suspension). -  Students m e njawab pe rtanyaan of teachers "There bu, the properties - the nature of colloid there are 5 bu namely tyndall effect, brown motion, electrophoresis, adsorption and coagulation. -  Students listen         penyampaia n the learning goals and titles. -  students divide groups according to direction from teacher	10 M e nit
B.	Core activities 1.      Observing The teacher describes aphenomenon related to the learning material n  the nature of colloids there are 5 effects of tyndall, brown, motion, electrophoresis, adsorption, and coagulaasi. On the tyndall effect also occurs in everyday life we ​​can observe as dibioskop if there is smoke billowing then the light from the light projector will look brighter, the second happened in the fog area, highlight the car lamp look more clearly. 2.        Asking The teacher gives the students the opportunity to identify the problem (based on the phenomenon) relevant to the lesson material, then formulated in the form of problem / question formulation and the answer is hypothetical. 3.      Collecting Data Teachers guide students to collect data and as facilitators. 4.      Associate The teacher guides the students and as the facilitator. 5.    Proof The teacher guides the students and as the facilitator. 6.      Communicate The teacher guides the students and as the facilitator.	Students observe the phenomena associated with Students identify problems relevant to the lesson material, then formulated in the form of problem / question formulas and the answers are hypothetical. -          Students are conditioned to group in accordance with the division of groups that have been arranged by the teacher. -          Each group of students receives LKS distributed by the teacher. -          Students work on the LKS according to the source of information they have.             -          sisw a    data analysis results of an experiment to find out what happens when a solution of sugar and water coconut seen with a light beam emitted by the flashlight . -          Students perform examination of experimental data obtained to prove whether or not the hypothesis is established with the findings obtained. -          Students draw conclusions and convey the results of their discussion about the decrease of freezing point based on verification (verification)	70 m e nit
C	Cover 1.      Teacher gives questions to test students' understanding of the material that has been dip e lajari. 2. The      teacher guides the students to conclude the learning outcome today 3. The      teacher assignsthe student to read and collect the material at the next meeting on the type of colloid. 4.      Master prays	S      -          Students   m enjawab p ertanyaan teacher -          Students m enyimpulkan results p e mb e disable in p e ngalaman p ercobaan and p e nje welds of teachers -          Students  m encatat task dib eoffered are ol e h a teacher, and m end e listened p enyampaian of teachers -          Students m enjawab greetings from teachers	10 m e nit

J.        ASSESSMENT OF LEARNING RESULTS

1.                  Assessment Procedure

The assessment of learning is done through two types of assessment :

A.          Assessment of learning process   : Assessment of Attitudes, Assessment of Skills

B.         Assessment of learning outcomes      : T ert ulis test

2.       Type of Assessment

A.          Assessment of Attitude

       See the attitude of the students during the lesson.

B.         Skills Assessment

       View the student's ability during the learning process.

C.          Knowledge Assessment

Answer students in working on the problem in the LKS.

1.      Assessment Instruments

Cognitive Assessment Instrument

·          Cognitive Assessment Instruments

Learning objectives	Question	Score
1.           P e s e avg students can m e nje laskan about nature - colloidal properties yiatu Tyndall effect, motion brown, electrophoresis ,, adsorption and coagulation	Based on the above phenomenon, what problems do you find? The formulation of the problem you find (in the form of a question) Estimate a temporary answer to the problem you've formulated!	20
2.    Learners can  experiment about the nature of colloids that istyndall effect	1.    From the experiment that has been done what distinguishes the solution of sugar and coconut milk coconut milk ? 2.    From experiments done what happens to the sugar solution when highlighted with the light from a flashlight 3.    From experiments done what happens to coconut milk water while highlighted with the light from the flashlight 4.    Based on the experiments you have done, according to the knowledge you have why is there a decrease in freezing point? (Correlate with a decrease in the vapor pressure of the Solution .	15 15 15 15
3.         Learners can summarize the results of the experiment on p enurunan point b eku	5.    From the experiments and questions that have been answered what conclusions can be drawn about the reduction of freezing point?	20

Knowledge Assessment

Assessment table of test results

No	Student's name	Problem Number							Score
		1	2	3	4	5	6	7
1
2
3

Value = × 100

·       Affective Assessment

Affective Objectives:

A.       Students are able to demonstrate scientific behavior in solving problems on group discussions.

No.	Student's name	Rated aspect									Total Score
		Thorough			To be responsible			Honest
		0	1	2	0	1	2	0	1	2
1.
2.
3.

Rubric:

0    :     if not careful in running the lab, not responsible for cleanliness and integrity of the tool, and dishonest in writing the results of lab work in group discussion.

1    :     if rigorous in carrying out the practicum, responsible for cleanliness and integrity of tools, and honest in writing the results of lab work in group discussions, but slow and indecisive when working in the laboratory.

2    :     if meticulous in running the lab, responsible for the cleanliness and integrity of the tool, and honest in writing the results of lab work in group discussions.

Affective Objectives:

B.      Students are able to show an active attitude in asking or answering questions related to frost drop material.

No.	Student's name	Rated aspect						Total Score
		On Asking			Active Answering
		0	1	2	0	1	2
1.
2.
3.

Rubric:

0    :     if not active in asking and answering questions submitted.

1    :     if   asked and answered questions  submitted, but not systematic in conveying questions and misconceptions when answering.

2    :     if   asked and answered   questions submitted, as well as systematic in conveying questions and correct the concept when answering.

Affective Objectives:

No.	Student's name	Rated aspect									Total Score
		Asking			Argue			Answer
		0	1	2	0	1	2	0	1	2
1.
2.
3.

C.       Students are able to demonstrate a critical attitude in responding to explanations as well as opinions about events occurring in studying the decline in freezing point .

Rubric:

0    :     if not ask, not opinion, and not answer.

1    :     if   asked, argued, or answered, but   less in accordance with the material.

2    :     if   asked, argued, or answered, and its contents correspond to the material.

·       Assessment Psychomotor

Psychomotor Goals:

A.          Students are skilled in presenting data on the results of group discussions on thematerial of frozen drops systematically using appropriate language.

No.	Student's name	Rated aspect						Total Score
		Language Usage			Speech Skills
		0	1	2	0	1	2
1.
2.
3.

Rubric:

0    :     if not   using polite or not proficient language in conveying information result of group discussion.

1    :     If   using a   language   which is   polite   but   do not   believe  themselves   to   speak or less adept at conveying information in a systematic group discussion results.

2    :     if   using a   language   that is   polite   or   proficient   in   conveying  information about the results of the group discussions sistemati