Lesson Plan Chemystri Class X (Fix)

LESSON PLAN

School : Sudirman Islamic SHS of AmbarawaSubject : ChemistryClass/Semester : X/1Main Material : Atomic structureMeeting : 1Time allocation : 2 x 45 minutes

A. COMPETENCE STANDARD : To understand atomic structure, element periodic properties, and chemical bonding.

B. BASIC COMPETENCE : To understand atomic structure According to on Bohr’s atomic theory, properties of element, relative atomic mass, and element periodicity properties in the periodic table of elements also understand its regularity by understanding of electron configuration.

C. INDICATORS : Meeting 1 :

1. To Study the Dalton’s atomic theory.

2. To study literature of development atomic theory (at home after assign in the previous meeting).

Meeting 2 :

1. To Study the basic particles such as electron, proton and neutron.

2. To Study electronic configuration and the valence electron.

3. To Discuss and present the result of the discussion about Isotope, isobar or isotone.

Meeting 3: 1. To Classify elements into metal, nonmetal, and metalloids.

2. To Study the Dobereiner’s triads,John Newland’s Octaf Rule, Lothar Meyer’s and Mendeleev’s.

3. To Study the periodic table and Modern Periodic Table of Elements.Meeting 4:

1. To Discuss the trends of atomic radius, ionization energy, electron affinity, and electronegativity

2. of elements in the same period and group According to on the atomic number in Modern Periodic Table of Elements

D. PURPOSES OF TEACHING AND LEARNING PROCESS :Meeting 1: ( 2 X 45 minutes ) Students can explain the development of atomic theory to show its excess and lack

According to on the fact of experiment. Meeting 2: ( 2 X 45 minutes )1. Students can determine the Basic particles of atom (proton, electron, and neutron),

electron configuration and valence electron.2. Students can determine period and group of elements in the main group in

periodic table of elements According to on electron configuration. 3. Students can count relative atomic mass According to on periodic table of

elements.4. Students can group elements into isotope, isobar, and isotone.

LESSON PLAN OF CHEMISTRY by Nurwedi of 31

Meeting 3: ( 2 X 45 minutes )1. Students can compare the development of periodic table of elements to identify its

excess and lack. 2. Students can explain the Basic of elements grouping.

Meeting 4: ( 2 X 45 minutes )1. Students can classify elements According to on metal, non metal, and metalloids

properties.2. Students can analyze table and graph to determine the regularity of atomic radius,

ionization energy, electron affinity, and electronegativity.

E. MATERIALSMeeting 1 : Development of atomic theory from Dalton until modern atomic theory. Meeting 2 : Atomic structureMeeting 3 : Development of periodic table of elementsMeeting 4 : Physical and chemical properties of elements, periodicity properties of elements.

F. METHODS OF TEACHING AND LEARNING PROCESS1. Discussion2. Ask and Answer3. Giving tasks4. Multimedia

G. STEPS/ STRATEGY OF TEACHING AND LEARNING PROCESS Meeting 1:

a. Opening Activity1. Teacher open the teaching and learning.2. Teacher give apperception about definition of atom and particles of atom.

b. Main Activity 1. Discussion the development of atomic theory from literature.2. Presentation the result of discussion and continue with question-answer by

audience.3. Teacher give more explanation about the topic that discussed.

c. Closing Activity1. Teacher see accross student for get conclusion from the material that

presented and discussed.2. Tell the result of teaching and learning process to the students.3. Teacher give some of task.4. Teacher remind the next material at the next teaching and learning.

Structure assignment - Exercise (worksheet)

Independent assignment non structure:

- Drawing atomic models According to on the theories.

Meeting 2: a. Opening Activity - Ask to the students: Have you ever seen opinion? - Ask to the students: Have you ever seen “kacang atom”? - Students are grouped into 5 groups.b. Main Activity

Information-discussion and ask-answer from each group that consist of 8 students. Group 1 : Discussion Basic particles of atom (proton, electron, and

neutron).Group 2 : Discussion electron configuration and valence electron.


Group 3 : Discussion relationship between electron configuration and the location of elements in the periodic table of elements.

Group 4 : Discussion about accounting of relative atomic mass According to on periodic table of elements.

Group 5 : Discussion about grouping elements into isotope, isobar, and isotone.

c. Closing Activity- Presentation and conclusion from each group.

Structure assignment Reflection: Recognizing types of atomic models and theories, and also the structure of atom (Yudhistira, page 34-35), complete table below

Event year Experiment and person involved

Result

450 BC................................................

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

..

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

..

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

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

....

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

..

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

.....John Dalton suggested his theory........................................................

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

....

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

....

Gold foil experiment............................................................................................................

Atom was named.............................................Discovery of negatively charge electron and Thomsons atomic models.Electron massDiscovery of proton mass and charge.........................................................Bohrs atomic modelDiscovery of neutron

Independent assignment non structure:To explain the development of atomic theory to show the goodness and drawback each atomic theory According to on the data of experiment.

Meeting 3 : a. Opening Activity

- Ask and answer about elements and its kinds. - Divide students into ten groups, each group consists of four students. - Teacher give different tasks/material for each student in the one group and then meet with the member of other group that has the same tasks and make new group or specialist group to discuss their material. b. Main Activity

- Students discuss in the specialist group with material:First specialist group : Triad Law of DobereinerSecond specialist group : Octave Law of NewlandsThird specialist group : Law of MendeleevFourth specialist group : Modern periodicity law of Moseley

- After finish the discussion as specialist team, the members come back to his/her team and explain to his/her friends.

- Representative of the team represent the result of discussion. c. Closing Activity

- Conclude the result of discussion. - Give group task to make report about the result of discussion


Structure assignment

- Reflection

In this section the competence that you must achieve is comparing the types of periodic system.According to on the description of various periodic systems, compare those types according to the steps

1. Find the similarity between the types of periodic system2. Find the difference between the types of periodic system3. Write down your answers in the following table

Similarity

1. …………………………………………………………………………………..

2. …………………………………………………………………………………..

3. …………………………………………………………………………………..

Difference Classification

systemStrength Weakness

Lavoisier

Dobereiner

Newland

Mendeleyev

Lothar Meyer

Moseley

…………………

…………………

…………………

………………….

………………….

………………….

……………………….

………………………..

………………………..

………………………..

………………………..

………………………..

…………………...

……………………

……………………

……………………

……………………

……………………

Independent assignment non structure: -

Meeting 4 :

a. Opening ActivityApperception about element periodic system.

b. Main Activity Students discuss the periodicity properties of elements and chemical properties

of elements. Students are grouped into 10 groups, each group consists of 4 students.- Group 1 and 6 discuss about atomic radius.- Group 2 and 7 discuss about electron affinity.- Group 3 and 8 discuss about ionization energy.- Group 4 and 9 discuss about electronegativity.- Group 5 and 10 discuss about physical and chemical properties.

c. Closing ActivityPresentation of conclusion from each group.

Structure assignment : Homework Independent assignment non structure: -


H. TOOLS/MATERIALS/SOURCES OF TEACHING AND LEARNINGa. Handbook of chemistry class X

Anshory, Irfan dan Hiskia Achmad.1999.Kimia 1 SMU.Jakarta: Erlangga. Purba, Michael.2007.Kimia untuk SMA kelas X.Jakarta: Erlangga. Wismono, Jaka, dkk.2004.Kimia dan Kecakapan Hidup untuk Kelas 1 SMU

1A.Jakarta: Ganeca Exact. Firman, Harry Liliasari.1997.Kimia 1 SMU.Jakarta:Depdikbud. Sudarmo, Unggul.2007.Kimia untuk SMA kelas X.Jakarta: Phibeta.

b. Periodic table of elementsc. CD Multimedia /LCD

I. EVALUATION1. Make a paper about growth of elements of periodic table:

Group 1 : Triade DobereinerGroup 2 : John Newlands Octaf SystemGroup 3 : Mendeleev Periodic SystemGroup 4 : Modern Periodic System

2. Find out the group of elements that classified in one period and one group! How many of amount of period and group? Say the total of elements that placed in each period too!

3. Determine the total of proton, electron, and neutron fro the elements below:a. O8

16 b. S2−¿1632 ¿ c. Ca2+¿

2040 ¿ d. K+¿

1939 ¿

4. Looking carefully these elements: C , C , N , Mg1224

714

614 , Na11

236

13 . Determine pair of those element that is isotop, isobar, dan isotone!

5. Known that element Ca , C , O , Mg1224

816

612

2040 . From those elements, give pair of those

element that its valence is equal!6. Explain the meaning of atomic radiius, ionization energy, electronegativity, and

electron affinity?7. Arrange of the elements according to increasing the value of atomic radiius,

ionization energy, elelctronegativity, and electron affinity that its starting form smallest: S , C l , Ar , K , Ca20

❑19❑

1 8❑

17❑

16❑

8. Explain shortly the relation between:a. Atomic radiius with ioniztion energy in one periodb. Nucleur charge with the electronegativity in one group

9. Make a summary about growth of atomic theory by concept mapping:a. Atomic theory of Daltonb. Atomic theory of Rutherfordc. Atomic theory of Thompsond. Atomic theory of Neils Bohre. Atomic theory of Quantum mechanic (Modern)

Boja, July 2010

Approved by,The Principle of State SHS 1 of Boja, Chemistry Teacher,

Drs Sutopo ,M.Pd Drs. Khairul AminNIP. 196209271987031006 NIP. 196208141989031005


LESSON PLAN

School : State SHS 1 of BojaSubject : ChemistryClass/Semester : X/1Main Material : Chemistry BondingMeeting : 5/6/7Time Allocation : 2/2/2 x 45 minutes

A. COMPETENCE STANDARD : To understand atomic structure, periodicity properties of elements, and chemical bonding.

B. BASIC COMPETENCE : To compare the formation of ionic bonding, covalent bonding, coordinate covalent bonding, and metallic bonding also its relationship with physical properties of compound that formed.


1. Explain the tendency of element for reach its stability by make interaction bonding to other element.

2. To draw the configuration of valence electron of noble gas (duplet and octet) and valence electron of non noble gas elements

Meeting 2 :1. To Explain the formation of ionic bonding and the example of ionic compound.2. To Explain the formation of single, double, and triple covalent bonding and the

example of them.3. To Explain the exception and failure of octet rule.4. To Explain the formation of coordinate covalent bonding in the some

compounds. 5. To Research polarity some compounds and its relationship with electronegativity

by experiment.6. To Compare the properties of ionic and covelent compound.Meeting 3:

1. To Describe the formation of metallic bonding and its relationship with physical properties of metal.

2. To Relate the physical properties of matter and the kind of chemical bonding of 3. matter.

D. PURPOSES OF TEACHING AND LEARNING PROCESS Meeting 1:

1. Students can explain tendency of an element to reach stability.2. Students can describe the arrangement of valence electron of noble gas atoms

(duplet and octet) and valence electron of non noble gas atomsStructure assignment :

Exercise (worksheet) Independent assignment non structure: Reflection: connecting between valence electron with the stability of elements, drawing the Lewis symbol of atoms, and explaining how metallic and non-metallic atoms achieve their stability (Yudhistira, page 74-75)

Meeting 2:1. Students can explain the formation of ionic bonding and the example of ionic

compound.2. Students can explain the formation of single, double, and triple covalent bonding

and the example of them.3. Students can explain the exception and failure of octet rule.


4. Students can explain the formation of coordinate covalent bonding in the some compounds.

5. Students can research polarity some compounds and its relationship with electronegativity by experiment.

6. Students can compare the properties of ionic and covelent compound.Structure assignment :

Exercise (Yudhistira, page 92-93) Assignment non structure: Reflection: explaining the definition and the formation of metallic bonds, and making connections between metallic bonds structure and their physical properties (Yudhistira, page 108-109)

Meeting 3 :1. Students can describe the formation of metallic bonding and its relationship with

physical properties of metal.2. Students can relate the physical properties of matter and the kind of chemical

bonding of matterStructure assignment : Reflection: explaining the definition and the formation of metallic bonds, and making connections between metallic bonds structure and their physical properties (Yudhistira, page 108-109) Independent assignment non structure: -.

E. MATERIALSMeeting 1 : Stability of element and Lewis structure.Meeting 2 : Ionic, covalent, and coordinate covalent bonding, polar and non polar

compound.Meeting 3: Metallic bonding.

F. METHODS OF TEACHING AND LEARNING PROCESSa. Discussionb. Asking-answeringc. Giving tasksd. Multimediae. Experiment

G. STEPS OF TEACHING AND LEARNING PROCESS Meeting 1: ( 2 X 45 minutes )

a. Opening Activity Teacher open the teaching and learning. Teacher give apperception about chemical bonding through question.

b. Main Activity Teacher explain the tendency of element to reach its stability Teacher explain duplet and octet rule Teacher give question rehearsal to student

c. Closing Activity Teacher see accross student for get conclusion from the material that

presented and discussed. Tell the result of teaching and learning process to the students. Teacher give some of task. Teacher remind the next material at the next teaching and learning.

Meeting 2 : ( 2 X 45 minutes ) a. Opening Activity

Teacher open the teaching and learning. Teacher repeat the material that it has learned before.


b. Main Activity Teacher explain about the formation of ionic bond and giving some example Teacher explain about the formation of covalent bonding and giving some

example Teacher ask to student about something that is not clearly. Teacher give question rehearsal to student



Meeting 3 : ( 2 X 45 minutes )a. Opening Activity


b. Main Activity Teacher explain about coordination covalent bonding and giving some

example Teacher explain about metallic bonding and giving example Teacher give a chance to student for ask something isn’t clearly Teacher see accross student for to do experiment for predict the polarity of

some compounds. Teacher give question rehearsal to student



H. TOOLS/MATERIALS/SOURCESa. Handbook of chemistry class X



b. Periodic table of elementsc. CD Multimedia /LCD

I. EVALUATIONa) Pop Quiz

1. Fill the blank of table below:No Element Configuration Valence

electronTendency

Loose Gain1.2.3.4.5.

20Ca19K16S

13Al17Cl

2. Draw the Lewis structure from:a. 38Sr d. SiH4 (14Si, 1H)


b. 13Al3+ e. CO2 (6C, 8O)c. 9F-

3. Predict the formula of ion compound that is able to formed from pair of elements as follow:a. 38Sr with 35Br b. 13Al with 16S

4. Known element 19X and 16Y, determine:a. The bonding that occur between X and Yb. The Lewis formula between X and Y

5. Including compound whether the compounds as follows:a. Al2S3 b. F2 c. NH3 d. CO2

Explain the forming processes! (atomic number of Al=13; S=16, O=8; F=9; C=6; N=7; and H=1)

b) Task1. Write the Lewis structure of compound below and also determine kind of

bonding interaction of each atom;a. F2 (9F)b. C2H2 (6C, 1H)c. Li2O (3Li, 8O)

2. Element A, B, C, and D have atomic number 17, 18, 19, and 20 respectively.a. Write the electron configuration from the elementsb. Between of four elements, where is the element that most stable?c. Is element A can react to element C? Explain the possibility of it?

3. Clarify that these compound below classify to ionic or covalent compound.a. NH3 c. PCl3 e. Na2Sb. Cl2O d. HCl f. FeO

4. Some of element with atomic number Mg=12; Cl=17; C=6; O=8; F=9. Determine pair of element that be able to forming ionic and covalent bonding!

5. Explain the formation of coordination covalent bonding between BF3 with PH3, form BF3.PH3.

6. Determine kind of interatomic bonding that occur in H2SO4 compound.7. Known the value of dipole moment as follows:

Compound Dipole momentHFHBrCO2

SO2

CH4

1.910.780.002.620.00

According to table above, so determine:a. Polar compoundb. Non polar compound

8. The deviation of octet rule: don’t reach octet (8) and exceed octet. Give some example!

9. Why metal is able to ductile and conduct the electrical?

Boja, July 2010Approved by,The Principle of State SHS 1 of Boja, Chemistry Teacher,

Drs. Sutopo, M.Pd Drs. Khairul AminNIP. 196209271987031006 NIP. 196208141989031005

LESSON PLAN


School : State SHS 1 of BojaSubject : ChemistryClass/Semester : X/1Material : Reaction EquationMeeting : 8/9/10Time Allocation : 2/2/2 x 45 minutes

A. COMPETENCE STANDARD : Understand the fundamental chemical laws and their application in the stoichiometry.

B. BASIC COMPETENCE : Describe the nomenclature of inorganic and organic compounds also their reaction equation.


1. To write nomenclature of biner compounds (ionic and covalent).2. To write nomenclature of poliatomic compound.3. To write nomenclature of simple organic compound.

Meeting 2 :To balance simple reaction equation after given the nomenclature of substances that included and the opposite.

Meeting 3 : To balance simple reaction equation after given the nomenclature of substances that included and the opposite.

D. PURPOSES OF TEACHING AND LEARNING PROCESS Meeting 1:1. Students can write nomenclature of biner compounds (Ionoc and covalent).2. Students can write nomenclature of poltatomic compound.3. Students can write nomenclature of simple organic compound.

Meeting 2 :Students can balance simple reaction equation after given the nomenclature of substances that included and the opposite.

.Meeting 3 :Students can balance simple reaction equation after given the nomenclature of substances that included and the opposite.

E. MATERIALS

Meeting 1 : - Nomenclature of simple organic compund. - Nomenclature of simple inorganic compound.Meeting 2 : Simple reaction equation.Meeting 3 : Simple reaction equation.

F. METHODS OF TEACHING AND LEARNING PROCESS1. Discussion2. Information-Discussion3. Multimedia


a. Opening Activity Teacher open the teaching and learning. Teacher refresh about the nomenclature of compound.


b. Main Activity Teacher explain about the nomenclature of biner compound and giving

some examples. Teacher explain about the nomenclature of poliatomic compound and giving

some examples. Teacher explain about the nomenclature of simple organic compound and

giving some examples. Teacher give a chance to student for ask something isn’t clearly Teacher see accross student for to do experiment for predict the polarity of






b. Main Activity Teacher explain about reaction equation, and the way for balancing the

equation. Teacher give a chance to student for ask something isn’t clearly Teacher see accross student for to do experiment for predict the polarity of






b. Main Activity Teacher explain about reaction equation and the way for balancing the

equation. Teacher give a chance to student for ask something isn’t clearly Teacher see accross student for to do experiment for predict the polarity of





Anshory, Irfan dan Hiskia Achmad.1999.Kimia 1 SMU.Jakarta: Erlangga. Purba, Michael.2007.Kimia untuk SMA kelas X.Jakarta: Erlangga.


Wismono, Jaka, dkk.2004.Kimia dan Kecakapan Hidup untuk Kelas 1 SMU 1A.Jakarta: Ganeca Exact.

Firman, Harry Liliasari.1997.Kimia 1 SMU.Jakarta:Depdikbud. Sudarmo, Unggul.2007.Kimia untuk SMA kelas X.Jakarta: Phibeta.

b. CD Multimedia /LCD

I. EVALUATIONa) Pop Quiz

1. Write the equation for the reaction below and balancing;a. Magnesium with chloride acid solution form magnesium chloride and

hydrogen gas.b. Sodium carbonate solution with sulphuric acid solution form sulphuric

sodium solution, carbondioxide gas, and water.c. Diphophorus pentaoxide solid with kalium hydroxide solution form

kalium phospate and water.2. Balancing the reaction equation as follow;

a. C2H(g) + O2(g) CO2(g) + H2O(l)

b. PI3(s) + H2O(l) H3PO3(aq) + HI(g)

b) Taska. Pb(NO3)2(aq) + KI PbI2 + KNO3

b. CaCO3(s) + HCl(aq) CaCl(aq) + H2O(l) + CO2(g)

c. NaOH(s) + O2(g) NaCl(s) + H2O(l)

d. ZnS(s) + O2(g) ZnO(s) + SO2(g)

c) Discussion1. Pb + PbO2 + H2SO4 PbSO4 + H2O2. K2Cr2O7 + HCl KCl + CrCl3 + Cl2 + H2O3. I2 + NaOH NaI + NaIO3 + H2O

d) Post Test (Right)Write the reaction equation below and balanced1. Kalium chlorate solid with sulfur solid form kalium chloride solid and sulfur

dioxide gas.2. Cupric (II) sulphuric solution with sodium hydroxide solution form cupric (II)

hydroxide precipitate and sodium sulphuric solution.3. Aluminium metal with sulphuric acid form sulphuric aluminium solution and

hydrogen gas.e) Post Test (Left)

1. Lead (II) acetate solution with kalium iodide solution form lead (II) iodide precipitate and kalium acetate solution.

2. Ferrum (III) oxide solid with sulphuric acid form sulphuric ferrum(III) and water

3. Aluminium metal with chloride acid form aluminium chloride solution and hydrogen gas.



LESSON PLAN

School : State SHS 1 of BojaSubject : Chemistry


Class/Semester : X/1Main Material : StoichiometryMeeting : 11/12/13Time Allocation : 2/2/2/2/2 x 45 minutes

A. COMPETENCE STANDARD : Understand fundamental chemical laws and their applications in the stoichiometry.

B. BASIC COMPETENCE : Establish and communicate the application of fundamental chemical laws also applicate mole concept to solve problem of stoichiometry.


1. Establish Lavoisier’s Law by experiment.2. Establish Proust’s Law by experiment.

Meeting 2 :1. Analyze compound to establish the application of Dalton’s Law.2. Use data of experiment to establish Gay Lussac’s Law.3. Use data of experiment to establish Avogadro’s hypothesis.4. Explain the definition of mole as unit of the amount of substance.5. Explain the definition of relative atomic mass.6. Explain the definition of relative molecule mass.

Meeting 3: 1. Converse the amount of mole with the amount of particles, mass, and volume of

substance.2. Determine the empirical and molecular formulae.

Meeting 4: 1. Determine the formula of crystal water.2. Determine the level of substance in the compound.

Meeting 5:1. Determine the limited reactant in a rection.2. Determine the amount of reactant or product.

D. PURPOSES OF TEACHING AND LEARNING PROCESS

Meeting 1:1. Students can establish Lavoisier’s Law by experiment.2. Students can establish Proust’s Law by experiment.

Meeting 2:1. Students can analyze compound to establish the application of Dalton’s Law.2. Students can use data of experiment to establish Gay Lussac’s Law.3. Students can use data of experiment to establish Avogadro’s hypothesis.4. Students can explain the definition of mole as unit of the amount of substance.5. Students can explain the definition of relative atomic mass.6. Students can explain the definition of relative molecule mass.

Meeting 3:1. Students can converse the concept of mole with the amount of particles, mass,

and volume of substance.2. Students can determine the empirical and molecular formulae.

Meeting 4: 1. Students can determine the formula of crystal water.2. Students can determine the level of substance in the compound.

Meeting 5:1. Students can determine the limited reactant in a reaction.2. Students can determine the amount of reactant or product.

E. MATERIALSMeeting 1: Lavoisier’s and Proust’s Law.


Meeting 2: Dalton’s Law, Gay Lussac’s Law, Avogadro’s Hypothesis, mole concept, Ar, and Mr.

Meeting 3: Relationship between mole and the amount of particles, mass, and volume of substance, empirical and molecular formulae.

Meeting 4: Formula of crystal water and level of substance.Meeting 5: Limited reactant and determining of the amount of reactant/product in

the reaction.

F. METHODS OF TEACHING AND LEARNING PROCESS1. Experiment2. Discussion-Information3. Pop Quiz4. Life skill approach

G. STEPS OF TEACHING AND LEARNING PROCESS Meeting 1:

a. Opening Activity Teacher open the teaching and learning. Teacher discuss about chemistry laws Teacher have motivation to students.

b. Main Activity Teacher explain about Lavoisier and Proust law. Teacher see accross student to do experiment for prove the Lavoisier and

Proust law Teacher give a chance for student who isn’t clearly at teaching learning

material. Teacher give question rehearsal to student



Meeting 2: a. Opening Activity

Teacher open the teaching and learning. Teacher repeat the material that it has learned before (Lavoisier and Proust

law).b. Main Activity

Teacher explain about Dalton, Gay Lusaac, and Avogadro law and giving some example of its calculating methods.

Teacher give a chance to student for ask something isn’t clearly Teacher see accross student for to do discuss according to data of

experiment for prove Dalton, Gay Lusaac and Avogadro law. Teacher give question rehearsal to student





b. Main Activity


Teacher explain about using concept mole diagram by giving some example question.

Teacher give a chance to student for ask something isn’t clearly Teacher give question rehearsal to student





b. Main Activity Teacher explain about the formula of water crystal by data observe and

discussion. Teacher explain about the level substance in compound and giving some

examples for calculating. Teacher give a chance to student for ask something isn’t clearly Teacher give question rehearsal to student





b. Main Activity Teacher explain about limited reactant and determining the amount of

reactant/ product in the reaction by data of experiment. Teacher give a chance to student for ask something isn’t clearly Teacher give question rehearsal to student







I. EVALUATIONa. Pop Quiz


1. Sulphur and oxygen form 2 type of compounds. Level of sulphur in compound I and II is 50% and 40% respectively. Is Dalton law get effect for these compound?

2. Three litres of propane gas, C3H8, all burned with oxygen gas, producing CO2

gas and water.a. How many of litre of oxygen gas that needed?b. How many of liter of CO2 produced?c. How many of litre of water formed?

3. For burn 2 litres CxHy gas, needed 10 L oxygen gas. If at burn process, formed 6 L CO2 gas, determine chemical formula CxHy gas!

b. Task4. At burning 2.4 grams of magnesium in air, it’s producing 4 grams magnesium

oxide. How much grams of oxygen that used in that reaction?5. Comparing of magnesium with oxygen mass in magnesium oxide is 3 : 2. At

the experiment, reacted 10 grams of magnesium with 8 grams oxygen. Determine mass of magnesium oxide formed! Is there any of element left?

6. Eight litres of combine gasses of CH4 and C3H8 gas need 25 L of oxygen for burning process. Calculate the each volume of CH4 and C3H8 gasses in combination!

7. Calculate mole of:a. 4.5 x 1023 atom Mgb. 1.5 x 1024 sugar molecule

8. How much massa of grams from:a. 0.1 mole of sodium (Ar=23)b. 5 mole of glucose (Mr=180)

9. As many 11 grams of organic compound that all burned, produce 22 gram CO2 and 9 grams H2O (C=12; H=1; O=16). If Mr of compound=88, determine the molecule formula

10. CuSO4 crystal contain of 365 water (Cu=64; S=32, O=16; H=1). Determine the formula of crystal



LESSON PLAN

School : State SHS 1 of BojaSubject : ChemistryClass/Semester : X/2Main Material : Electrolyte and Non-electrolyte SolutionMeeting : 1Time Allocation : 3 x 45 minutes


A. COMPETENCE STANDARD : Understand properties of electrolyte and non electrolyte solution also oxidation-reduction reaction.

B. BASIC COMPETENCE: Identify properties of electrolyte and non electrolyte solution According to on data of experiment.

C. INDICATORS: 1. Identify properties of electrolyte and non electrolyte solution by experiment. 2. Group solution into electrolyte and non electrolyte solution According to on

their capability in transferring electric current.3. Explain the causes of capability of electrolyte solution in transferring electric

current.4. Describe that electrolyte solution consists of ionic and polar covalent compound.

D. PURPOSES OF TEACHING AND LEARNING PROCESS 1. Students can identify properties of electrolyte and non electrolyte solution by

experiment. 2. Students can group solution into electrolyte and non electrolyte solution

According to on their capability in transferring electric current.3. Students can explain the causes of capability of electrolyte solution in

transferring electric current.4. Students can describe that electrolyte solution consists of ionic and polar

covalent compound.

E. MATERIALSElectrolyte and non electrolyte solution

F. METHODS OF TEACHING AND LEARNING PROCESS1. Experiment.2. Discussion-information3. Pop Quiz

G. STEPS OF TEACHING AND LEARNING PROCESSa. Opening Activity

Teacher open the teaching and learning. Teacher motivate students for teaching and learning process.

b. Main Activity Teacher explain about electrolyte and non-electrolyte by discussion and

multimedia. Teacher is giving instruction to students about the experiment Teacher give a chance to student for ask something isn’t clearly Students do experiment for identifying the properties of non-electrolyte and

electrolyte solution, and continue by discussion according to the data of experiment in laboratory.

Teacher give question rehearsal to studentc. Closing Activity

Teacher see accross student for get conclusion from the material that presented and discussed.

Tell the result of teaching and learning process to the students. Teacher give some of task. Teacher remind the next material at the next teaching and learning.






I. EVALUATION1. Explain about:

a. Electrolyte solutionb. Strong electrolyte solutionc. Weak electrolyte solutiond. Dissociation degree

2. Write the ionization reaction from these compounds below:a. NaCl(s) c. CH3COOH(aq)

b. H2SO4(aq) d. HCl(g)

3. By experiment of light of lamp and forming of bubble gas, so fill the blank at the table below:No Solution Bubble Light of

LampExplaination

1. Sugar2. Salt3. Urea4. Acetic acid5. Alcohol6. Sodium hydroxide7. Sulphuric Acid8. Kalium hydroxide9. Barium hydroxide10. Ammonia


Drs. Sutopo, M.Pd Drs. Kahirul AminNIP. 196209271987031006 NIP. 196208141989031005

LESSON PLAN

School : State SHS 1 of BojaSubject : ChemistryClass/Semester : X/2Main Material : Reduction-Oxidation (Redox) ReactionMeeting : 2/3/4/5/6Time Allocation : 11 x 45 minutes


A. COMPETENCE STANDARD : Understand the properties of electrolyte and non electrolyte solution also oxidation-reduction reaction.

B. BASIC COMPETENCE : Explain the development of oxidation-reduction (redox) concept and their relationship with nomenclature of compound also their application.


Differentiate redox concept from poin of view gain and loss of oxygen, gain and loss of electron, also increasing and desreasing of oxidation number.

Meeting 2 : Determine oxidation number of an atom or element in the compound or ion.

Meeting 3 : Determine oxidator and reductor in the redox reaction.

Meeting 4 : Give IUPAC nomenclature.

Meeting 5: Describe electrolyte and redox concept to solve environment problem, especially about activated sludge.


Meeting 1:Differentiate redox concept from poin of view gain and loss of oxygen, gain and loss of electron, also increasing and desreasing of oxidation number.

Meeting 2:Determine oxidation number of an atom or element in the compound or ion.

Meeting 3:Determine oxidator and reductor in the redox reaction.

Meeting 4:Give IUPAC nomenclature.

Meeting 5:Describe electrolyte and redox concept to solve environment problem, especially about activated sludge.

E. MATERIALSMeeting 1 : Redox reaction.Meeting 2 : Oxidation number of an element in the compound or ion.Meeting 3 : Redox reactionMeeting 4 : IUPAC nomenclature.Meeting 5 : Application of redox to solve environment problem.

F. METHODS OF TEACHING AND LEARNING PROCESS1. Experiment.2. Discussion-information.3. Pop Quiz4. Multimedia


a. Opening Activity Teacher open the teaching and learning. Teacher motivate students for teaching and learning process.

b. Main Activity Teacher explain about definition of oxidation number of element and the

way for determine oxidation number in compound or ion.


Teacher give question rehearsal about determination oxidation number by doing the questions/ pop quiz.

Teacher give a chance to student for discuss to other students or ask something isn’t clearly.

Teacher give post test to know how far the competence of students to the material that teached and learned.





b. Main Activity Teacher repeat a few of last material about oxidation number of element. Teacher continue the material about oxidator, reductor, oxidation result, and

reduction result. Teacher give a chance to student for discuss to other students or ask

something isn’t clearly. Teacher give post test to know how far the competence of students to the

material that teached and learned. c. Closing Activity





b. Main Activity Teacher start the lesson by explain the phenomenons of redox on daily life.. Teacher demostrate burning reaction and electron gain loose (such as

reaction between iron snile) Teacher explain about reduction and oxidation reaction, start from definition

until redox as combine and loosing oxygen reaction and also as increasing and decreasing of oxidation number reaction.

Teacher give a chance to student for ask something isn’t clearly Teacher give question rehearsal to student Teacher give post test to know how far the competemce of sudents to the

material that teached and learned.






b. Main Activity Teacher explain about definition of biner compound, cation and anion. Teacher explain about the nomenclature of biner compound (ion compound)

that formed from table of cation and anion. Teacher give a chance to student for ask something isn’t clearly Teacher give question rehearsal to student by worksheet Teacher give some post test to know how far the competemce of sudents to

the material that teached and learned.c. Closing Activity





b. Main Activity Students do discuss in class about the epplication of redox concept for solve

the environment problems. Teacher give question rehearsal to student






b. Laboratory apparatusc. CD Multimedia /LCD

I. EVALUATIONPost Test Meeting 1

1. What the meaning about oxidation number?2. How value of oxidation number of H and O in H2O?3. Explain about oxidator, reductor, and reaction product?4. Determine the oxidation number of element that its italic form for these

substances below:a. CH4 b. BaO2 c. SF6 d. Fe2(SO4)3

Post Test Meeting 2 & 35. What is the meaning about reduction oxidation (redox)?6. Explain about:


a. Reduction and oxidation as reaction of combine and loosing of oxygenb. Reduction and oxidation as reaction loosing and gaining of electronc. Reduction and oxidation as reaction of increasing and decreasing oxidation

number7. What is mean with reductor and oxidator and also say the other name of each?8. The following reactions include in redox reaction or not:

a. 4Na(s) + O2(g) 2Na2O(s)

b. Na Na+ + 1ec. Na2O(s) + H2(g) 2Na(s) + H2O(l)

d. Zn(s) + HCl(aq) ZnCl2(aq) + H2

9. The followingn include redoc reaction equation. Explain where is the reaction of oxidation and where is the reaction of reduction.a. CuO + Mg Cu + MgOb. Fe + CuSO4 FeSO4 + Cu

Post Test Meeting 410. Write the nomenclature IUPAC of the following compounds (ion):

a. Cu2S b. CuS c. MgO d. Al2(SO4)3

11. Write the nomenclature of the following compound (covalent):a. N2O3 b. P2O5 c. SO2 d. SO3



LESSON PLAN

School : State SHS 1 of BojaSubject : ChemistryClass/Semester : X/2Main Material : HydrocarbonMeeting : 7Time Allocation : 2 x 45 menit

A. COMPETENCE STANDARD : Understand properties of organic compound According to on function cluster and macromolecule compound.


B. BASIC COMPETENCE : Describe specification of carbon atom in the formation of hydrocarbon compound.

C. INDICATORS : 1. Identify C, H, and O elements in the carbon compound by experiment.2. Describe specification of carbon atom in the carbon compound.3. Differentiate primary, secondary, tertiary, and quarterery carbon atom.

D. PURPOSES OF TEACHING AND LEARNING PROCESS 1. Students can identify C, H, and O elements in the carbon compound by

experiment.2. Students can describe specification of carbon atom in the carbon compound.3. Students can differentiate primary, secondary, tertiary, and quartenery carbon

atom.

E. MATERIALS1. Identification of C, H, and O elements.2. Specification of carbon atom.3. Primary, secondary, tertiary, and quartenery carbon atom.

F. METHODS OF TEACHING AND LEARNING PROCESS1. Experiment2. Discussion-information3. Pop Quiz4. Question-Answer

G. STEPS/ STRATEGY OF TEACHING AND LEARNING PROCESSa. Opening Activity


b. Main Activity Teacher and students design and to do experiment for identifying C, H, and

O element in carbon compound by group discussion in laboratory Teacher explain about the special characterictics of carbon atom in class by

using molymood Teacher explain the way to measure/ determine atom C primary, secondary,

tertiary, and kuartener. Teacher give a chance to student for ask something isn’t clearly Teacher give question rehearsal to student by worksheet






b. Laboratory apparatusc. Molymood


d. CD Multimedia /LCD

I. EVALUATION1. How identifying C, H, and O elements by experiment?2. Explain about the characteristics of carbon atom!3. Explain about atom C primary, secondary, tertiary, and kuartener!



LESSON PLAN

School : State SHS 1 of BojaSubject : ChemistryClass/Semester : X/2Main Material : HydrocarbonMeeting : 8/9/10/11Time Allocation : 9 x 45 minutes

A. COMPETENCE STANDARD : Understand the properties of organic compound According to on function cluster and group macromolecule compound.

B. BASIC COMPETENCE :


Group hydrocarbon compound According to on structure and their relationship with properties of compound.

C. INDICATORS : Meeting 1:

1. Group hydrocarbon compound According to on saturation of bonding.2. Give name alkane, alkene, and alkyne compound.

Meeting 2: Conclude relationship between boiling point of hydrocarbon compound and the relative molecule mass and the structure.

Meeting 3: Determine structural isomerism and geometric isomerism (cis, trans)

Meeting 4 : Write reaction of alkane, alkene, and alkyne compound (oxidation, addition, substitution, elimination).

D. PURPOSES OF TEACHING AND LEARNING PROCESS Meeting 1:1. Students can group hydrocarbon compound according to on saturation of

bonding.2. Students can give name alkane, alkene, and alkyne compound.

Meeting 2:Students can conclude relationship between boiling point of hydrocarbon compound and the relative molecule mass and the structure.

Meeting 3:Students can determine structural isomerism and geometric isomerism (cis, trans)

Meeting 4: Students can write reaction of alkane, alkene, and alkyne compound (oxidation,

addition, substitution, elimination).

E. MATERIALSMeeting 1 : Alkane, alkene, alkyne.Meeting 2 : Physical properties of alkane, alkene, alkyne.Meeting 3 : Isomerism and the knd of isomerism.Meeting 4 : Oxidation, addition, substitution, elimination reaction.

F. METHODS OF TEACHING AND LEARNING PROCESS1. Discussion-information.2. Ask-answer.3. Task

G. STEPS OF TEACHING AND LEARNING PROCESS Meeting 1:


b. Main Activity Teacher explain to student about type of bonding to carbon atom in alkane,

alkene, and alkyne by using molymood Teacher give question rehearsal about the nomenclature of alkane, alkene,

and alkyne compounds. Teacher give a chance to student for discuss to other student or ask

something isn’t clearly Teacher give question rehearsal to student by worksheet

c. Closing Activity






b. Main Activity Teacher explain about the physical properties of alkane, alkene, and alkyne

sompound by using data of boiling point and melting point of carbon compound, continue with discussion of students

Teacher give a chance to student for ask something isn’t clearly Teacher give question rehearsal to student by worksheet





b. Main Activity Teacher explain about isomerism carbon compound by using molymood

media Teacher give a chance to student for ask something isn’t clearly Teacher give question rehearsal to student by worksheet





b. Main Activity Teacher explain about simple reaction of alkane, alkene, and alkyne

compound. Teacher explain about addition reaction of carbon compound and giving

some examples. Teacher explain about substitution reaction of carbon compound and giving

some examples. Teacher explain about oxidation reaction of carbon compound and giving

some examples. Teacher explain about elimination reaction of carbon compound and giving

some examples. Teacher give a chance to student for ask something isn’t clearly. Teacher give question rehearsal to student by worksheet.

c. Closing Activity







b. Laboratory apparatusc. Molymood d. CD Multimedia /LCD

I. EVALUATIONWritten test and individual task.



LESSON PLAN

School : State SHS 1 of BojaSubject : ChemistryClass/Semester : X/2Main Material : HydrocarbonMeeting : 12/13Time Allocation : 4 x 45 minutes

A. COMPETENCE STANDARD : Understand properties of organic compound According to on function cluster and group macromolecule compound.

B. BASIC COMPETENCE : Explain formation and separation technique of petroleum fraction also the advantages of petroleum.



1. Describe formation of petroleum and LNG.2. Explain the main components of petroleum.3. Explain the chart of fractional distillation in order to explain the Basic and

separation technique of fractions of petroleum.Meeting 2 :

1. Differentiate the quality of gasoline According to on octane number.2. Analyze the effects of burning of fuel to environment.


Meeting 1 :1. Students can describe formation of petroleum and LNG.2. Students can explain the main components of petroleum.3. Students can explain the chart of fractional distillation in order to explain the

Basic and separation technique of fractions of petroleum.Meeting 2 :1. Students can differentiate the quality of gasoline According to on octane

number.2. Students can analyze the effects of burning of fuel to environment.

E. MATERIALSMeeting 1:

1. Petroleum.2. Fractions of petroleum.

Meeting 2:1. Quality of gasoline.2. Effects of burning of fuel.

F. METHODS OF TEACHING AND LEARNING PROCESS1. Discussion-information.2. Ask-answer3. Presentation



b. Main Activity Students discussion a paper by groupwork explain about petroleum and

fraction of petroleum by using presentation method. Teacher give a chance to student for ask something isn’t clearly Teacher give question rehearsal to student by worksheet





b. Main Activity


Students discussion a paper by groupwork explain about quality of gasoline and effect burning fuel to earth and living oragnism by using presentation method







b. CD Multimedia /LCD I. EVALUATION

1. Explain shortly about the forming processes of petroleum and coals!2. Said the main components that arrange petroleum!3. Explain shortly about gasoline, nafta, parafin, and coal asphalt!4. What is mean with octant number? Why more high the number of octan so the

quality of gasoline is better?5. How the effect of burning fuel to environment on earth?



LESSON PLAN

School : State SHS 1 of BojaSubject : ChemistryClass/Semester : X/2Meeting : 14Time Allocation : 2 x 45 minutes

A. COMPETENCE STANDARD : Understand properties of organic compound According to on functional cluster and group macromolecule compound.

B. BASIC COMPETENCE :Explain the advantages and composition of hydrocarbon compound in the daily life in the field of food, clothing, housing, trading, art, and aesthetics.

C. INDICATORS :


1. Describe the advantages and composition of hydrocarbon compound in the food field.

2. Describe the advantages and composition of hydrocarbon compound in the clothing and housing.

3. Describe the advantages and composition of hydrocarbon compound in the art and aesthetics.

4. Analyze the effects of burning of fuel to environment.

D. PURPOSES OF TEACHING AND LEARNING PROCESS 1. Students can describe the advantages and composition of hydrocarbon compound

in the food field.2. Students can describe the advantages and composition of hydrocarbon compound

in the clothing and housing.3. Students can describe the advantages and composition of hydrocarbon compound

in the art and aesthetics.4. Students can analyze the effects of burning of fuel to environment.

E. MATERIALSHydrocarbon compound in the daily life.

F. METHODS OF TEACHING AND LEARNING PROCESS1. Discussion2. Ask-answer3. Presentation

G. STEPS OF TEACHING AND LEARNING PROCESSa. Opening Activity


b. Main Activity Students discussion a paper by groupwork explain about the usingful of

hydrocarbon compound in food, clothing, housing, art, and aesthetic by presentation.

Students discussion a paper by groupwork explain about the effect of burning fuel to environment by presentation.








I. EVALUATION


1. Said some of useful of hydrocarbon compound on daily life of human!2. Why benzene compound include dangerous hydrocarbon compound?




Lesson Plan Chemystri Class X (Fix)

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Transcript of Lesson Plan Chemystri Class X (Fix)