Try To Make LEARNING IMPLEMENTATION PLAN (RPP)

Structured tasks Learning Implementation Plan ( RPP )

LEARNING IMPLEMENTATION PLAN (RPP)

Education Unit:           SMAN 3 Salatiga

Subject:                      electrolyte and non electrolyte solution

Class / Semester:       X PMS / GENAP

Time Allocation:          6 JPx 45 minutes (2 weeks)

A.    CORE COMPETENCE:

 KI -1:  Living and practicing the religious teachings it embraces.

KI-2: Living and practicing honest behavior, discipline, responsibility, care (mutual assistance, cooperation, tolerance, peace), courteous, responsive, proactive. And show attitude as part of the solution to various 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: Behave environmentally friendly and thrifty in utilizing natural resources.

 KI-4: Processing, reasoning, and presenting 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

2.2 Behave honest, disciplined, responsible, polite, cooperative, and proactive in conducting                  experiments and discussions.

2.3 Demonstrate critical, thorough, and consistent attitude in presenting and interpreting data. 3.8 Analyze the properties of electrolyte solutions and non-electrolyte solutions based on their electrical conductivity

. 3.8.1. Mention the notion of electrolyte and non electrolyte solution

3.8.2. Identify the properties of electrolyte and non-electrolyte solutions through experiments 3.8.3. Grouping the solution into electrolyte and non-electrolyte solutions based on their electrical conductivity

3.8.4. Explain the cause of the ability of the electrolyte solution to deliver electrical current

3.8.5. Describe that the electrolyte solution can be an ionic compound and a polar covalent compound.

4.8.   Design, perform, and conclude and present experimental results to determine the           properties of electrolyte solutions and non-electrolyte solutions. 4.8.1 Design an experiment to investigate the nature of the solution based on its electrical conductivity

 4.8.2    Conducting electrical conductivity experiments on some solutions.

 4.8.3 Observe and record experimental data of electrical conductivity in some solutions.

4.8.4 Determine the nature of the solution based on the electrical conductivity of the electrolyte solution and the non-electrolyte solution.

4.8.5. Conclude that the electrolyte solution may be an ionic compound or a polar covalent compound

4.8.6 Communicate experimental results of electrolyte and non electrolyte solutions

MEETING I:

A.    Purpose

. Through experiments students can

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.

6. Design an experiment to investigate the nature of the solution based on its electrical conductivity

 7. Conducting electrical conductivity experiments on some solutions.

8. Observe and record experimental data of electrical conductivity in some solutions.

9. Conclude the properties of the solution based on the electrical conductivity of electrolyte solution and non-electrolyte solution.

10. Concluding that the electrolyte solution may be an ionic compound or a polar covalent compound

11. Communicate experimental results of electrolyte and non electrolyte solutions

Learning Materials 1.

 Electrolyte and Nonelectrolyte Solutions

Fact

1. Conductor

2.Solvent

3.Dissolved Concept

4. Solution

5. Electrolyte solution

6.Nonelectrolyte solution

 7.Ionization reaction

 Principle

 1.The role of ions in the conductivity of electric solutions (archenius theory)  

2.Electrolyte strength

Procedure

1.Steps of experimental conduct of electrical conductivity in solution

C. Learning Methods

Scientific approach

Method: Experiments.

Learning model: Problem Based Leaning

.

D. Media and Learning Resources

1. Periodic table and power pointAdvanced Learning Chemistry 1B Unit 6

2. Facil Book: Advanced Learning Chemistry 1B, Nana Sutresna, Grafindo Media Pratama, 2013

E. Learning Activities

1. Introduction

A. Condition students to learn and motivate students on "Electrolyte and Non-Electrolyte" materials.

B. Apersepsi: asks about electricity.

"Where did the electric current come from?"

"Do we need electricity in our daily lives?"

B.     Delivering today's core learning on electrolyte and non-electrolyte solutions

2. Core

 A. Guiding students in groups for Observing

 • Review the literature on electrolyte and nonelectrolyte solutions. Questioning

 • Ask the question of whether all solutions can conduct an electric current? Why is it that when a flood can be stung by electricity? What are the benefits of electrolyte solution in life? Collecting Data (Experimenting)

• Design an experiment to investigate the nature of the solution based on electrical conductivity and present the results to equalize perception.

 • Conducting electrical conductivity experiments on several solutions.

 • Observe and record experimental data of electrical conductivity in some solutions. Associating (Associating)

• Analyze experimental data to infer the properties of the solution based on their electrical conductivity (electrolyte solution and non-electrolyte solution).

• Group the solution by type of bond and explain it.

 • Conclude that the electrolyte solution may be an ionic compound or a polar covalent compound Communicating (Communicating) Presents reports of experimental results on the electrical conductivity of strong electrolyte solutions, weak electrolyte solutions, and nonelectrolyte solutions.

 3. Closing

 A. Encourage students to conclude solutions that can conduct electrical current and its causes. B. Encourage students to reflect and discover the values ​​that can be picked from today's activities.

F. ASSESSMENT

 1. Technique and Form of Instrument

Instrument Shape Technique • Attitude Observation • Attitude and Rubric Observation Sheets • Performance Test • Pick Test Test • Written Test • Test Description and Options • Portfolio • Portfolio Guidelines

Technique	Shape instrument
Attitude obsetvation	Attitude and Rubric Observation Sheets
Performance Test	Pick Test Test
Written Test	Test Description and Options
Portfolio	Portfolio Guidelines

2. Sample Instruments.

A. Attitude Observation SheeT

NO	Aspects rated	3	2	1	Description
1	Realizing the existence of God YMK
2	Conduct disciplined and thorough experiments.
3	shows diligence and responsibility in learning and working both individually and in groups

Assessment Rubric Attitude

No	Aspects that	Rubrics assess
1	Realizing the existence of God YMK	3: Realize nothing happens in this universe without the will of Almighty God. . 2: Little realize that nothing happens in the universe without the will of Almighty God. 1: Not realizing that something that happens in this universe without the will of God Almighty.
2	Conduct disciplined and thorough experiments	3: Experiment with discipline and thoroughly . . 2: Experiment with discipline and but not thoroughly ..  1: Do not experiment with discipline and thoroughly
3	Showing curiosity	3: Always ask the teacher critically . 2: Sometimes ask teachers critically. 1: Never Ask teachers critically.

This attitude description is used for consideration in determining the student profile (not the numbers that are important, but the students' attitude description).

A. Performance Test Sheet

No	Aspects rated	Yes	No	Description
1	Understand the purpose and step of an experiment
2	Identify and evaluate information from various references.
3	Shows the accuracy and responsibility in the experiment
4	Able to work individually or in groups
5	Use language and vocabulary as well as appropriate body language when presenting the experimental results.

B. Written Test Sheet

1) To the water added vinegar and alcohol then tested its electrical properties. The chemical sponge in the mixture that conducts the electric current is .... Answer: C2H3O2- and H +

 2) If MgNH4PO4 is dissolved in water then in solution there will be ions .... Answer: Mg2 +, NH4 +, and PO43-.

 3) When in water NH3 can form a solution .... Answer: The electrolyte is weak

4) Is water classified as electrolyte or nonelectrolyte? Explain. Answer: Pure water is classified as nonelectrolyte, because water does not decompose into its ions, but remains as a molecule. Although decomposed very small.

5) Why is dried HCl in a gas state classified as nonelectrolyte, but in a solution in water classified as a strong electrolyte? Explain. Answer: HCl in the gaseous state does not decompose, because nothing activates into its ions, whereas in water solution, water molecules activate HCl molecules so that H2O and H + reactions form H3O + and Cl

C.    Portfolio Sheet

Science Portfolio book Advanced Learning Chemistru 1Bpage 11.

   Firstly prepare tools and materials independently, ie 3 pieces of 1.5 volt battery; Duct tape; A very clean bowl; Salt solution of kitchen; 125 mL tap water; 125 mL distilled water; Aluminum foil measuring 30 cm x 18 cm which is folded elongated so that the long plate is not wide; Also make shorter-sized aluminum foil plates; One flashlight bulb (1.5 volts); And two clothesline clips. With group creativity, you can replace these tools and materials with easily accessible tools and materials.

               Next, arrange the battery with a positive pole touch the negative pole of the other battery. Strengthen the circuit with the duct tape. Then, press the short aluminum foil plate on the battery's negative pole using the hand. Next, dip the short plate into the water in a bowl. Ask one of your group mates to hold the battery pack to keep it immersed in water. Clip the long aluminum plate into the lower bulb. Then, attach the bottom of the bulb to the battery's positive pole. Observe the reaction symptoms that occur in the bulb. Repeat this experiment using well water, sugar solution, or salt solution. Watch critically with your group's friends, what's going on? Why is that? Discuss the experimental results with your friends and teachers.

Mr. Suak Timah, 20

Subject teachers

Drs. Baharuddin

NIP 196204191993031004

Cut Nurainun, .S.Pd

NIP 19650208 198703 2 003