RPP k13 about chemistry
Unit of Education :
SMA N 17 KAB. TEBO
Subject : Chemistry
Program : IPA
Class /
Semester : XI / 1
Time
Allocation : 3 x 4 JP
A.
CORE COMPETENCY
1.1
Living and practicing the religious
teachings it embraces.
1.2 Living and
practicing honest, disciplined, responsible, caring (polite, cooperative,
tolerant, peaceful) behavior, courteous, responsive and proactive and showing
attitude as part of the solution to problems in effectively interacting with
the social and natural environment And
in placing themselves as a reflection of the nation in the association of the
world.
1.3 Understanding, applying, analyzing 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 applying procedural
knowledge to A
specific field of study according to his or her talents and interests to solve
problems.
1.4 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 COMPETENCY
2.1
Recognize the regularity of hydrocarbons, thermochemicals, reaction rates,
chemical equilibrium, solutions and colloids as a manifestation of the
greatness of God YME and knowledge of the existence of such order as the result
of creative human thought whose truth is tentative.
•
Demonstrate scientific behavior (having curiosity, discipline, honest,
objective, open, able to distinguish facts and opinions, resilient,
conscientious, responsible, critical, creative, innovative, democratic,
communicative) in designing and experimenting and discussing the realized In everyday attitude.
•
Demonstrate co-operative, courteous, tolerant, peace-loving and caring about
the environment and cost-effective in utilizing natural resources.
2.6
Understanding collision theory (collision) to explain chemical reactions.
2.7
Analyze the factors that influence the rate of reaction and determine the order
of the reaction based on experimental data.
2.6
Present an understanding of collision theory (collision) to explain chemical
reactions.
2.7
Design, perform, and conclude and present experimental results of factors
affecting reaction rate and reaction order.
C. COMPETENCE ACHIEVEMENT
INDICATORS
3.1
Explain the meaning of the reaction rate
3.2
Mention 4 factors affecting the reaction rate
3.3 Determining the
order of the reaction
3.4
Determine rate constants and reaction rate equations
3.5
Presents the results of a discussion of the occurrence of chemical reactions
based on the collision theory
3.6
Presents the results of the discussion on the meaning of reaction rates
3.7
Design an experiment to determine the effect of concentration, the surface area
of the touch surface, and the temperature on the reaction rate
3.8
Conducting an experiment to determine the effect of concentration, the surface
area of the touch surface, and the temperature on the reaction rate
D. LEARNING MATERIALS
4.1 Reaction rate
The reaction rate is the magnitude of the addition of the concentration of
reaction time reactions or the amount of reduction of reagent concentration per
unit time.
PA + qB rC + sD
VA = - (d [A]) / dt = reducing the concentration of substance A per unit time
VB = - (d [B]) / dt = reducing the concentration of substance B per unit time
VC = + (d [C]) / dt = addition of C substance concentration per unit time
VD = + (d [D]) / dt = incremental concentration of D substance per unit time
The ratio of the reaction rate of the substances according to the reaction
coefficient ratio
VA: VB: Vc: V¬D = p: q: r: s
(Super-intensive learning resolution
compilation team, 2016: 187).
The rate of a chemical reaction is the number of moles of reactants per unit
volume that react in a given time unit. A negative sign is used if X is a
reagent and a positive sign is used if X is a reaction product. The overall
rate of a chemical reaction generally increases if the concentration of one of
the reagents is increased. The relation of reaction rate and concentration can
be obtained from the experimental data. For the reaction, A + B → product can
be obtained that the rate of reaction can be directly proportional to [A] x and
[B] y. (K) is the reaction rate law or the reaction rate equation, where k is
the reaction rate constant, x and y are integers that express the order of x to
A and the order of y to B, Whereas (x + y) is the overall reaction order (Prayitno, Vol. X, No. 1, January 2007:
29).
4.2 Factors affecting reaction rate
Here are some factors that affect the rate of reaction are:
Temperature / temperature
When the temperature is increased, the kinetic energy of the reacting substance
particles will increase so that the particles will move faster. Thus the
collision will become more frequent and the reaction rate will increase.
In general, if the temperature is raised 10 º C the reaction rate becomes twice
as fast (time is reduced by half).
〖V1 = 2〗 ^ (ΔT / 10) × Vo or t1 = (1/2) ^
(ΔT/10) × to
(Super-intensive learning resolution
compilation team, 2016: 188).
Catalyst (catalyst)
A catalyst or a catalyst is a substance which can speed up a reaction by making
another way (a new reaction step) having a lower activation energy (Ea). The
catalyst is considered not to react because at the end of the reaction will be
found again in the same amount (super-intensive
learning resolution team, 2016: 188).
Concentration (M)
The increase of concentration (M) of the reagent causes the number of reagent
particles of volume union will increase. This allows the collision to occur
more and more so that the reaction rate increases. This factor applies only to
solvent-aqueous reagents (aq) and gas (g) (the
super-intensive learning resolution compilation team, 2016: 188).
Surface area (LP)
This factor is specific to solid material reagents. The wider the touch area of
the solid, the more the number of impacts will occur and the reaction rate is
higher. For the same amount, sub-solids with finer measurements have a wider
surface area (super-intensive learning resolution team, 2016: 188).
Reaction Rate Equation
The rate equation of the reaction can only be determined from the experimental
data, thus the reaction rate (in general) can not be expressed only from the
equation of the reaction.
For the reaction (A + B → C), the result of the experiment showed that the
reaction rate equation is:
V = k [〖A]〗 ^ m 〖[B]〗 ^ n
With v = reaction rate m = reaction order to A
K
= reaction rate constant n = reaction order to B
E. LEARNING ACTIVITY
Meeting 1
Learning
steps
1. Initial Activity
•
Teachers prepare students physically and psychologically.
•
Teachers deliver apersepsi to students with the aim of guiding students'
memories on material that supports the material to be studied.
Apperception: what is a
chemical reaction? Still remember
about molarity / concentration?
Motivation:
Analyze the rate of reaction in chemistry with speed
•
Explain the learning objectives (indicators) or basic competencies to be
achieved 15 Minutes
2. Core Activities
•
Teachers involve learners looking for information on the topic or theme of the
material to be studied, ie the concept of Reaction Rate
Observe :
•
Students observe images / videos of some chemical reactions
Questioning:
•
Teacher asks what causes a chemical reaction?
•
Teacher asks why there are fast-running chemical reactions, such as bombs and
slow-running ones such as rusting?
•
The teacher provides the learner's Worksheet that is related to the learning
materials
Gathering information
•
Students work on LKPD in groups
•
Individually within the group of students collecting related information from
various sources
•
Students seek information about the causes of chemical reactions
•
Students complete information on collision theory to explain chemical reactions
•
Students discuss the meaning of reaction rate
Associate
•
Students analyze collision theory to explain chemical reactions
•
Student concludes understanding of reaction rate
Communicate
•
Students present the results of a discussion of the collision theory that led
to the occurrence of chemical reactions
•
Students present the results of a discussion on the understanding of reaction
rates
•
Students listen to the teacher's explanation of the completeness of the concept
of collision theory and the understanding of the reaction rate
3. Final Activities
•
The teacher guides the students to conclude the material already covered
•
Teachers and students reflect on collision theory
•
The teacher gives a final test or evaluation to find out how far students
understand the material that has been learned (instilling an independent and
honest value).
•
The teacher notifies and asks the student to read in relation to the material
to be discussed at the next meeting communicatively.
• The
teacher closes the lesson by saying good-bye.
Meeting 2
Learning steps
1. Initial Activity
•
Teachers prepare students physically and psychologically.
•
Teachers deliver apersepsi to students with the aim of guiding students'
memories on material that supports the material to be studied.
Apperception:
Prerequisite in the form of the question "what is the rate of reaction?
•
Teachers motivate learners about the factual process of daily life related to
the topic of discussion to arouse students' interest and curiosity.
Motivation:
"Look at the picture on the slide, what can give an opinion about the
image?
2. Core Activities
Observe :
•
Students observe images / videos about fast and slow chemical reactions
•
Students observe analogue images of the reaction with catalyst and reaction
without catalyst
asking :
•
Teacher asks what causes a fast-running chemical reaction, such as a bomb and
some that run slowly like a rusty?
•
Teacher asks anything that affects the rate of reaction in chemistry, so there
are chemical reactions that run fast and some are running slow?
•
Teacher asks how is the effect of catalyst in reaction rate?
•
The teacher provides the learner's Worksheet that is related to the learning
materials
Gathering information
•
Students work on LKPD in groups
•
Individually within the group of students collecting related information from
various sources
•
Students seek information about the causes of slow, fast-running chemical
reactions, and what are the things that affect them
•
Students discuss the influence of these factors on reaction rates and their
relation to collision theory.
•
Students discuss how the catalyst works / influence in the reaction rate
•
Students conduct experiments to determine the factors that affect the reaction
rate
Associate
•
Students conclude the effect of concentration, touch surface area, and
temperature on the reaction rate and its relation to the collision theory
•
Students analyze the effect of catalyst in reaction rate
•
Students connect the catalyst factor to the effect of the catalyst present in
the industry
•
Students analyze experimental data to determine factors affecting reaction rate
•
Students observe and record experimental data of factors affecting reaction
rate
Communicate
•
Students present the results of a discussion of the effect of concentration,
touch surface area, and temperature on reaction rates and their relation to
collision theory
•
Students present the results of a discussion of the effects of catalysts in
reaction rates and their role in the industry
•
Students present the results of data analysis obtained from the experiment
•
Students generate reports of experimental results using correct grammar
•
Students listen to the teacher's explanation of the completeness of the concept
of the factors affecting the reaction rate
3. Final Activities
•
Teachers and students reflect on the material they have taught.
•
The teacher gives a final test or evaluation to find out how far students
understand the material that has been learned (instilling an independent and
honest value).
•
The teacher notifies and asks the student to read in relation to the material
to be discussed at the next meeting communicatively.
• The
teacher closes the lesson by saying good-bye.
Meeting 3
Learning steps
1. Initial Activity
• Teachers prepare students physically and psychologically.
• Teachers deliver apersepsi to students with the aim of guiding students'
memories on material that supports the material to be studied.
Apersepsi: Prerequisite in the form of question "what are the factors that
affect the rate of reaction?
• Teachers motivate learners about the factual process of daily life related to
the topic of discussion to arouse students' interest and curiosity.
Motivation: "a semngat and support provided by the teacher"
2. Core Activities
Observe :
• Students observe a slide show featuring a reaction equation and a table
containing the reaction rate data of the reaction in various concentrations
based on the experimental results
asking :
• The teacher asks how to state the relationship between the overall reaction
rate and the concentrations of the substances involved in the reaction?
• Teacher asks How to determine the rate of reaction of a reaction equation?
• Teacher asks how to define the reaction order and rate constant?
• The teacher provides the learner's Worksheet that is related to the learning
materials
Gathering information
• Students work on LKPD in groups
• Individually within the group of students collecting related information from
various sources
• Students discuss ways to express the relationship between the overall
reaction rate with the concentrations of the substances involved in the
reaction.
• Students discuss how to determine the equation of reaction rate, reaction
order and reaction rate constant
Associate
• Students process the experimental data provided (in LKPD) to determine the
order of the reaction, the reaction rate constant and the rate equation of the
reaction
• Students cultivate and analyze experimental data provided to graph the
reaction rate
Communicate
• Students present the results of discussion on how to determine the equation
of reaction rate, reaction order and reaction rate constant (answer matter in
LKPD)
• Students present graphs created based on data processing that has been done
• Students listen to the teacher's explanation of the completeness of the
concept of collision theory and the understanding of the reaction rate
4. Final Activities
• Teachers and students reflect on the material they have taught.
• The teacher gives a final test or evaluation to find out how far students
understand the material that has been learned (instilling an independent and
honest value).
• The teacher notifies and asks the student to read in relation to the material
to be discussed at the next meeting communicatively.
• The teacher closes the lesson by saying good-bye.
F. ASSESSMENT, REMEDIAL LEARNING AND
WORKING
1. Type / assessment techniques
• Assessment of Attitude
Observation
• Knowledge Assessment
•Written test :
• Selecting an answer:
Multiple choice
• Supplying answers:
Description
• Skills Assessment
• Products
2. Assessment Instruments
3. Remedial and Enrichment Learning
2. SOURCE AND MEDIA LEARNING ASSESSMENT
A. Learning Resources
Chemistry Package SMA: Sudarmono, Unggul. 2013. Chemistry For SMA / MA Class XI Group of Mathematics and Natural
Sciences. Jakarta: Erland.
Super-intensive learning resolution compilation team.2016. Super Intensive Learning Resolution.Jambi: Ganesha Operation
Prayitno, January 2007, Chemical Kinetics
Study Mathematical Model of Cadmium Reduction Through Reaction Rate, Constance
And Order Reaction In Electrochemical Process.volume X, No.1.Journal
(online)
B. Media / Learning tools
• Infocus / power point
• Student Work Sheet (LKPD)
• Experimental tools & materials
