lesson plan 2

LESSON PLAN

I. LESSON SUBJECT SPECIFICATION Education Unit: Senior High SchoolSubject: ChemistryTopic: Colligative PropertiesClass/ Semester: XII / 1

Target Group:SETS Approach

Meeting:

Time Allotment: 18 x 45 minutes (9 meeetings)II. TARGET COMPETENCES AND INDICATORSA. Core Competences

CC 1:Comprehending and practicing the tenet of religion.CC 2:Comprehending and practicing honest behavior, discipline, responsible, care (mutual assistance, cooperation, tolerance, peace), well mannered, responsive, and proactive, and showing attitude as part of the various problems of nation in have interaction effectively with natural and social environment and also in get his/her self as nation reflection in world assocciation.CC 3:Comprehending, applying, and analyzing factual, conceptual, procedural, and meta cognitive based on his/her curiosity about knowledge in science, technology, art, culture, and humanities by the perception of humanity, nationality, and civilization related to cause of phenomenon and event, and applying procedural knowledge in a specific field of study according to their talents and interests to solve problems.CC 4:Processing, reasoning, and presenting in the concrete and abstract domains related to the self development that learned at school independently, act effectively and creatively, and be able to use the method according to the rules of science.B. Basic Competences and Indicators1.1. Recognizing the regularity of the colligative properties of solutions as a form of greatness of Almighty God and the knowledge of the existence of such regularity as a result of human creative thinking that has the tentative validity.Indicators:

1.1.1 Understanding some examples of the phenomenon in our life about colligative properties of solutions as a manifestation of the greatness of Almighty God.

1.1.2 Be grateful for the existence of colligative properties of solution created by Almighty God that is able to explain various phenomena for human. 1.1.3 Using knowledge of the human creative thinking about colligative properties of the solution to raise our love to Almighty God.

2.1. Showing the scientific behaviour (curious, discipline, honest, objective, open minded, knowing the differences between fact and opinion, tough, careful, responsible, critical, creative, innovative, democratic, communicative) to plan and do the experiment and discuss that showed in daily activities.Indicators:

2.1.1. Collect a various resources curiosity to answer the questions related to colligative properties of solutions. 2.1.2. Do a discussion about colligative properties of solutions with an open minded attitude and communicative in presenting the results of these discussions. 2.1.3. Thorough in observing, processing and analyzing the observed data. 2.1.4. Be honest in using experimental data.2.1.5. Be able to think scientific in analyzing a problem and be capable creatively to make a relationship of a wide range of phenomena from the perspective of science. 2.2. Showing the cooperate behavior, good manner, tolerance, peacefull, care about environment, and wise in using natural resources.Indicators:

2.1.6. Be able to do cooperate in the group, be polite and tolerant in explaining opinion. 2.1.7. Care about the environment and be wise in using environs proven by each learning activity inside and outside the classroom. 2.3. Showing the responsive behavior, pro-active, and wise as the capability to solve the problem and make the decision.Indicators:

2.1.8. Analyze all of problems related to colligative properties and can solve those problems in teamwork and able to make a decision. 3.1. Analyzing the causes of colligative properties phenomenon in vapor pressure lowering, freezing point depression, boiling point elevation, and osmotic pressure.Indicators:

3.1.1. Analyzing the linkage principle of colligative properties of solutions (science) in daily life, both to the environment, technology development, and society. 3.1.2. Calculate units of concentration (molality and mole fraction) carefully. 3.1.3. Analyzing the relationship between molality and mole fraction with colligative properties of solution. 3.1.4. Explain the colligative properties of solution in the vapor pressure lowering, boiling point elevation, freezing point depression and osmotic pressure. 3.1.5. Solve problems related to the colligative properties of solution using Raoult's law. 3.1.6. Calculate the vapor pressure lowering, boiling point elevation, freezing point depression and osmotic pressure. 3.1.7. Make the conclusion about the colligative properties of a solution related to vapor pressure lowering, boiling point elevation, freezing point depression and osmotic pressure.3.2. Distinguishing the colligative properties of electrolytes and non electrolytes

Indicators:

2.1.9. Write the ionization reaction of some electrolyte solution.2.1.10. Make the conclusion about the difference number of particles between electrolyte and nonelectrolyte solutions. 2.1.11. Specifies the number of ions (n) electrolyte solution, the degree of dissociation (), and explain its relationship with Van't Hoff factor (i). 2.1.12. Explaining the relationship between factors van 'Hoff with colligative properties of electrolyte solutions. 2.1.13. Explaining the differences of colligative properties between electrolytes and nonelectrolyte solutions. 2.1.14. Calculate the vapor pressure lowering, boiling point elevation, freezing point depression and osmotic pressure of electrolyte and nonelectrolyte solutions. 2.1.15. Make the experiment about boiling point elevation and freezing point depression of electrolyte and nonelectrolyte solutions. 2.1.16. Make the experiment to observe the boiling point elevation and freezing point depression of electrolyte and nonelectrolyte solutions. 2.1.17. Design the experiment that can be used for the environment or society related to the colligative properties of the solution. 4.1. Presenting the analysis result based on experiments data of vapor pressure lowering, freezing point depression, boiling point elevation, and osmotic pressure. Indicators:

4.1.1. Jot the experimental data of boiling point elevation and freezing point depression of electrolyte and nonelectrolyte solutions in the results table experiment.

4.1.2. Observing the experimental data of boiling point and freezing point of electrolyte and nonelectrolyte solutions. 4.1.3. Make the P-T diagram that showing the relationship between the solution and the solvent with vapor pressure lowering, freezing point depression, boiling point elevation. 4.1.4. Review critically and present the application of the colligative properties of solution in the SETS context through class discussion. 4.2. Processing and analyzing the experiments data to compare the colligative properties of electrolytes and non electrolytes with the same concentration.

Indicators:

2.1.18. Explain the differences between boiling point elevation and freezing point depression of electrolyte and nonelectrolyte solutions with the same concentration. 2.1.19. Classifying the solutions from the properties of electrolyte and nonelectrolyte solutions. 2.1.20. Make the conclusion about the differences of boiling and freezing point between electrolyte and nonelectrolyte solutions.

2.1.21. Analyzing the P-T diagram to explain the relationship between the solution and the solvent with vapor pressure lowering, boiling point elevation, and freezing point depression.2.1.22. Determine the colligative properties of electrolyte solutions. C. Learning AimsBy the end of the lesson, students are able to:1. Be grateful of the greatness of God Almighty with the regularity on colligative properties of solutions.

2. Show the curiosity attitude, open minded, communicative, conscientious, honest, and cooperative behavior and always want to know more deep about phenomena or symptoms of colligative properties.

3. Understanding from the perspective of science of each problem and various phenomena in nature and environment. 4. Show the cooperation behavior, good manners, tolerant, and care for the environment. 5. Analyze the colligative properties of the solution from the linkage element of SETS in everyday life correctly. 6. Calculate molality and mole fraction correctly and be able to analyze the relationship between molality and mole fraction of the colligative properties of solution. 7. Explain the colligative properties of solution on vapor pressure lowering, boiling point elevation, freezing point depression and osmotic pressure appropriately. 8. Use Raoult's law to solve problems related to colligative properties of solution.9. Calculate the vapor pressure lowering, boiling point elevation, freezing point depression and osmotic pressure accurately and precisely. 10. Make the conclusion about the influence of solute with vapor pressure lowering, freezing point depression, boiling point elevation, and osmotic pressure of electrolyte and nonelectrolyte solutions. 11. Write the ionization reaction of some electrolyte solution and can make the conclusion about the difference number of particles between electrolyte and nonelectrolyte solutions correctly. 12. Specifies the number of ions (n) electrolyte solution, the degree of dissociation (), and explain its relationship with Van't Hoff factor (i) and electrolyte and nonelectrolyte solutions correctly. 13. Explain the differences of colligative properties between electrolytes and nonelectrolyte solutions.

14. Calculate the vapor pressure lowering, boiling point elevation, freezing point depression and osmotic pressure of electrolyte and nonelectrolyte solutions.

15. Make the experiment about the boiling point elevation and freezing point depression of electrolyte and nonelectrolyte solution. 16. Make the experiment, write the experimental data, and observe that data to observe the boiling point elevation and freezing point depression of electrolyte and nonelectrolyte solution. 17. Classify the solutions from the properties of electrolyte and nonelectrolyte solutions.18. Proscess and analyze experimental data to compare the colligative properties of electrolyte and nonelectrolyte solution with the same concentration. 19. Explain the differences of boiling and freezing point between electrolyte and nonelectrolyte solutions with the same concentration. 20. Make and analyze the P-T diagram to explain the relationship between the solution and the solvent with vapor pressure lowering, boiling point elevation, and freezing point depression. 21. Review critically and present the application of the colligative properties of solution in the SETS context. 22. Design experiments related to the colligative properties of the solution and can be used for the environment or society.III. LEARNING MATERIAL

A. Theory:

1. Concentration unit of solution:1) Molality2) Mole fraction2. Colligative properties: 1) Raoults Law2) Vapor pressure lowering3) Freezing point depression

4) Boiling point elevation

5) Osmotic and osmotic pressure6) Diagram P-T

3. Colligative properties of electrolyte and non-electrolyte solution

1) Ionization reaction of the electrolyte solution2) Van't Hoff factor (i)3) The difference between colligative properties of electrolyte and nonelectrolyte solution.B. Facts:

Some examples of colligative properties of solutions that occur in nature and environment, including:

1. Phenomenon in the neighborhood:1) Boiling water with and without salt;

2) Cooking in a pot with and without lid;

3) The use of salt on snowy roads.

4) The use of salt in making ice cream.

5) The occurrence of dead sea. 2. In the living things in nature:

1) Antifreeze in the animal body

2) Water uptake by plant roots

3. The field of medicine:

1) The use of intravenous fluids 2) Hemodialysis (dialysis) 3) Peritonel Dialysis (washing the abdominal cavity) 4. Industry:

1) Petroleum refining process (distillation method)IV. LEARNING ACTIVITIESA. Learning Approach: SETS Approach B. Learning Model: Discovery Learning and Project Based LearningC. Learning Methods:Discussion of information, question and answer, lecture, experiment, problem solving, designing project D. Learning Activities:1st Meeting (2 x 45 minutes)No. Activity Description of Activity Time Allocation

1. INTRODUCTION

Teacher opens the class, greets students, and checks studentss attendance. Provide the initial apperception to students about the material that will be taught: Provide students the example of phenomena in everyday life to about the process of evaporation, boiling, and freezing water. Another example is the absorption of water by plants. Teacher ask questions to the students: why water can evaporate, boil, and freeze? What if there is a substance in the water which are difficult to evaporate? How did plant absorb water from soil?

Provides an overview of motivation in the form of benefits derived after studying the material being taught: S fter completion learners studying this material will be pulled out i what will happen if there is a substance in water which are difficult to evaporate. Learners will also know the "secret" plants absorb water to survive.

M enyampaikan learning objectives.

1 0 minutes

2. CORE ACTIVITIES

a. Observe (Observing)

Before the meeting, the students have been asked to observe related phenomena in the colligative properties of their respective communities. Students are instructed to make observations on the effect of the use of the lid when boiling water.

Furthermore, educators view a video about the process of water uptake by plants.

Conducting interaction and initial p Participants gain knowledge by asking students about the observation of learners and videos that have been aired when viewed from the context of science.

b. Ask (Questioning)

Learners with curiosity m engajukan various questions related to the results of observations that have been made in their respective communities, namely:

1) M engapa boiled water for too long in the pan without the lid can be reduced in number?

2) Why plants can absorb water that is below ground level?

c. M engumpul k s of data (Experimenting)

Learners are asked flocking to 8 group.

Every second group was given a discussion of one of the topics related to the various colligative properties of the solution, namely the decrease in vapor pressure, elevation of boiling point, freezing point depression, and osmotic pressure.

Each group was asked to collect and analyze various information related to the topic of the nature koligatifnya respectively.

d. Associates (associating):

Each group discusses the understanding of each topic discussed colligative properties.

Each group m enyimpulkan cause of the topics discussed colligative properties.

Each group was asked to discuss the implications SETS associated with each topic discussed colligative properties.

e. Communicating (Communicating):

Each group was asked to lower the disku his results in a written report.

For groups with similar topics were asked to compare the results of the discussion and give each other feedback.

Representatives of each group with a different topic d iminta present the results of its discussions, to include the results of g abungan two equal groups.

7 0 minutes

3. CLOSING

Educators m engarahkan learners to make inferences about the nature of colligative solution include reduced vapor pressure, elevation of boiling point, freezing point depression, and osmotic pressure.

Educators invites students to appreciate and understand the various regularities in the colligative properties of the solution as the greatness of God Almighty.

Each group made the results of their discussion to be collected.

Delivering the lesson plan for the next meeting which is about the unit of molar concentration and mole fraction of which will be related to the calculation of colligative properties.

Greetings cover.

1 0 minutes

Meeting 2 nd, 3, and 4 (6 x 45 minutes)

No. Activity Description of Activity Time Allocation

1. INTRODUCTION

M engucap the greeting, say hello learners, and to check the presence of learners.

Provide motivation and apperception to students: m enggali student's knowledge of a variety of materials colligative properties that have been studied previously and the material to be learned via a question and answer, as follows: based on the material that has been presented by learners, about what influences mem i colligative properties of the solution? How do I calculate the change in one of the colligative properties at a particular solution?

M enyampaikan learning objectives. 1 0 minutes

2. CORE ACTIVITIES


Displaying PPT media that broadcast on the concentration unit molality and mole fraction.

Displaying PPT media that broadcast on colligative properties vapor pressure, elevation of boiling point, freezing point depression, and k osmoti pressure, Raoult's law.

Displaying PPT media that show some data on the relationship between the solvent and the solution is to change the vapor pressure, boiling point, and freezing point. The data is also displayed in the form of a diagram PT.


Learners with curiosity m engajukan various questions about the material content of the media being displayed, such as:

1) How important is knowledge of the molality and mole fraction of the colligative properties of a solution?

2) How is the relationship between the molality and mole fraction of the colligative properties of a solution?

3) Actually what affect the colligative properties of a solution?

4) How do I calculate the change in a solution colligative properties?

5) Why a solution can decrease the vapor pressure, elevation of boiling point, freezing point depression, and osmotic pressure?

6) How PT diagram can explain the relationship between the solution and the solvent vapor pressure the boiling point elevation, and freezing point depression?


Asking p Participants learners asked to observe and understand about the molality and mole fraction.

Collecting and reviewing a variety of information related to the relationship between molality and mole fraction of the colligative properties of solutions and connect with Raoult's law.

Discussing a variety of information related to how to calculate decrease in vapor pressure, elevation of boiling point, freezing point depression, and osmotic pressure.

Discuss the data shown with his PT diagram.


Men yimpulkan relationship between molality and mole fraction of the colligative properties of the solution.

Asking p Participants learners to complete the calculation related to the molality and mole fraction.

Asking p Participants learners to complete the calculation related to the decrease in vapor pressure, elevation of boiling point, freezing point depression, and stress osmoti k based hu kum Raoult.

Creating and m enganalisis diagram PT based on data that has been given to understand the relationship between the solution and the solvent vapor pressure decrease the boiling point elevation, freezing point depression.


Asking p Participants students together to check the results of the use of a formula based on Raoult's law in completing the calculations associated with a reduced vapor pressure, elevation of boiling point, freezing point depression, and osmotic pressure.

Some students were asked to p Participants memp resentasikan PT diagrams that have been made and the analysis that describes the relationship between the solution and the solvent vapor pressure the boiling point elevation, freezing point depression.

Provide reinforcement of the material being studied.

7 0 minutes

3. CLOSING

Educators m engarahkan learners to make inferences about the nature of colligative solution include reduced vapor pressure, elevation of boiling point, freezing point depression, and osmotic pressure.


Asking learners to collect the PT diagram that has been made and the analysis.

Giving homework relating to the calculation of colligative properties of solution.

Delivering the lesson plan for the next meeting (meeting 2 and 3).

Assign tasks to the students to observe the effect of the use of salt in the cooking process (4 meetings).

Greetings cover.

1 0 minutes

Meeting of the 5th (2 x 45 minutes)


1. INTRODUCTION


Provide initial apperception to students about the material that will be taught: M emberikan example phenomena in everyday life to students about the making of ice cream. Participants students are invited to find out how the process of making ice cream is based on the experience that has been known. Educators give clue to the students that, in the manufacture of ice cream added salt. Educators and fishing questions to the students why the substance is salt added to ice, why do not other substances, such as sugar, sand, and so on.

Provides an overview of motivation in the form of benefits derived after studying the material being taught: S fter finished studying this material learners will know the secret of why the ice cream seller added salt in the ice and learners will be able to distinguish the colligative properties of electrolyte and nonelectrolyte solutions.


1 0 minutes

2. CORE ACTIVITIES


Before the meeting, the students have been asked to observe related phenomena in the colligative properties of their respective communities. Students are instructed to make observations about the effect of the use of salt in the cooking process.

Furthermore, educators showing the process of making ice cream from an ice cream-making video tutorials.

Conducting interaction and initial p Participants gain knowledge by asking students about the observation of learners and videos that have been aired when viewed from the context of science and technology.


Learners with curiosity m engajukan various questions related to the results of observations that have been made in their respective communities and from the ice cream making videos that have been aired, namely:

1) Why cook without salt boil faster?

2) Why is necessary to add salt in the creation of artificial ice-cream?

3) Why salt can make the ice cream stays cold?



Each group performs p e r a trial on the boiling point elevation and freezing point depression in a solution of NaCl salt and sugar using 2 different concentrations (NaCl and sugar 0.1 m; 0.2 m NaCl and sugar)

The division practicum each group are as follows:

- Group 1: experiments using the boiling point elevation of 0.1 m NaCl solution;

- Group 2: the boiling point elevation experiment using a sugar solution of 0.1 m;

- Group 3: the boiling point elevation experiment using a 0.2 m NaCl solution;

- Group 4: experimental elevation of boiling point using a sugar solution of 0.2 m;

- Group 5: experimental freezing point depression using a 0.1 m NaCl solution;

- Group 6: The experimental freezing point depression using a sugar solution of 0.1 m;

- Group 7: experimental freezing point depression using a 0.2 m NaCl solution;

- Group 8: experimental freezing point depression using a sugar solution of 0.2 m;

Comparing the experimental results for NaCl and glucose with the same concentration.


Each group discussed and experimental results enyimpulkan m respectively.

Each group was asked to discuss the implications SETS associated with each topic discussed colligative properties.


Each group was asked to derive and report the results disku praktikumnya in a written report.

For the experimental group with NaCl and glucose with the same concentration were asked to compare the results of the discussion and its practical reports and give each other feedback.

Representatives of each group was asked to present the results of discussions and reports praktikumnya, to include the results of g abungan two equal groups.

7 0 minutes

3. CLOSING

Educators m engarahkan learners to make inferences about the nature of the electrolyte solution colligative solution and nonelectrolyte.



Delivering the lesson plan for the next meeting which is on the material related to the colligative properties of a solution of electrolytes Delivering the lesson plan for the next meeting.

Greetings cover.

1 0 minutes

6th and 7th meeting (4 x 45 minutes)


1. INTRODUCTION


Provide motivation and apperception to students: m enggali student's knowledge of colligative properties of materials that have been studied previously and the material to be learned via a question and answer related to experimental elevation of boiling point and freezing point depression that had previously been done.


1 0 minutes

2. CORE ACTIVITIES


Displaying PPT media that broadcast on a laruan electrolyte ionization.

Displaying PPT media that broadcast material about colligative properties of electrolyte solutions.


Learners with curiosity m engajukan various questions about the material content of the media being displayed, such as:

1) What is the relationship between the ionization of the electrolyte solution with colligative properties of a solution?

2) How is the relationship between colligative properties of electrolyte solution with a solution?

3) How different colligative properties of electrolyte and nonelectrolyte solution?

4) Do I calculate colligative properties of electrolyte solution as colligative properties have been studied before?

c. M engumpul k s of data (Experime nting)

Asking p Participants students to observe and understand about the ionization of the electrolyte solution.

Collecting and reviewing a variety of information about the relationship between the ionization of the electrolyte solution, the number of ions (n) electrolyte solution, the degree of dissociation (), n da Van't Hoff relation to factor (i).

Discussing a variety of information related to how to calculate colligative properties of electrolyte solution and compare it with nonelectrolyte solution.


Summing up the relationship between the ionization olutions l electrolyte, the number of ions (n) electrolyte solution, the degree of dissociation () with the Van't Hoff factor (i) and its association with colligative properties of electrolyte solutions.

Summing differences colligative properties of electrolyte solution with nonelectrolyte solution.

Asking p Participants learners to complete the calculation related to the colligative properties of electrolyte solutions that include Van't Hoff factor (i).


Asking p Participants students together to check the results of the use of a formula that includes the Van't Hoff factor (i) in completing the calculations related to the colligative properties of electrolyte solutions.

Provide reinforcement of the material being studied.

7 0 minutes

3. CLOSING

Educators m engarahkan learners to make inferences about the colligative properties of the electrolyte solution.

Giving homework relating to the calculation of the solution colligative properties electrolyte.


Delivering the lesson plan for the next meeting (meeting 6).

Assign tasks to students to seek as much information as just as much about the application of colligative properties of solutions of various aspects of life and its association with SETS, which will be used for discussion at the next meeting (7 meetings).

Greetings cover.

1 0 minutes

8th Meeting (2 x 45 minutes)


1. INTRODUCTION


Provide initial apperception to students about the material that will be taught: m enggali student's knowledge of the application materials colligative properties that have been studied previously by a question and answer: What are the application of the colligative properties of a solution that you know?

Provides an overview of motivation in the form of benefits derived after studying the material being taught: S fter completion learners studying this material will be pulled out i what how real colligative properties applied in everyday life.


1 0 minutes

2. CORE ACTIVITIES


Educa show a short video about f enomena the dead sea, petroleum refining, the animal life in the cold temperature, and u ntuk dialysis dialysis.

Conducting interaction and initial p Participants gain knowledge by asking students about the observation of learners and videos that have been aired when viewed from the context of science.


Learners with curiosity m engajukan various questions related to the results of observations of the video that has been aired, namely:

1) What colligative properties are applied to these examples?

2) Could make an engineering using colligative principle?



Every second group was given a discussion of one of the topics related to the application of colligative properties of a solution that has been shown in the video, which is the phenomenon of the dead sea, petroleum refining, the animal life in the cool temperate regions, and dialysis for dialysis.

Each group was asked to collect and analyze various information related to each topic.


Each group discusses the classification of applications that have been determined for each of these groups based on the nature koligatifnya.

Each group m enyimpulkan working principle of the application are discussed colligative properties of each group.

Each group was asked to discuss the implications SETS associated with each topic discussed colligative properties of the application, including the principle of work and benefits provided.


Each group presented the results of the discussion

Each group was asked to lower sinya disku results in a written report.


7 0 minutes

3. CLOSING

Educators m engarahkan learners to make inferences about the working principle of the application of colligative properties of solutions associated with the application.

Educators invites students to understand and appreciate the various application colligative properties of the solution as the greatness of God Almighty.


Delivering the lesson plan for the next meeting which applications colligative properties of a solution, but done by the learners.

Assign tasks to each group to draft a project that will be presented at the next meeting. Each group was asked to make a project design with the following options:

1) R Definition experiment and its products are associated with different applications colligative properties, but the principle works almost the same with each topic which if allowed could be beneficial to the environment and society, or

2) S imulasi were able to explain the topic application of colligative properties of each as an additive to understand the technology related to the colligative properties of the solution.

The design depicted on recycled paper.

Greetings cover.

1 0 minutes

Meeting ke- 9 (2 x 45 minutes)


1. INTRODUCTION


Provide initial apperception to students about the material that will be taught: Participants asked students about preparedness p u n t uk present the design of each project.

Provides an overview of motivation in the form of benefits derived after studying the material being taught: S fter finished studying this material learners will gain an idea of the possibility of generating a creation or a product that uses the principle of colligative properties of solutions.


Educators convey to students that one purpose of this study was to to enlarge the love of God shown by m emanfaatkan knowledge of the results of human creative thinking about colligative properties of the solution.

1 0 minutes

2. CORE ACTIVITIES


The design of the project each group that has been described in recycled paper taped to the front of the class to be observed by all educators and learners.


Learners with curiosity m engajukan various questions related to the results of observations of the designs that have been attached to the project, namely:

1) How is the working principle of each design project?

2) How to benefit from the application of each design project?


Learners are asked in groups according to their group.

Each group was asked to collect and analyze various information related to the topic of each design project.

d. Associates (associating) :

Each group discusses project design that allows it to be carried out in accordance topic each.

Each group was asked to discuss the implications SETS projects relating to the design of each, covering the principles of work and benefits provided.

e. Communicating (Communicating) :

Each group presented the results of the project design and its products, including working principles and benefits.


Another group responded to the group presentation.

Each group was asked to lower sinya disku results in a written report.

7 0 minutes

3. CLOSING

Educators directing learners to make inferences about the working principles and benefits from the application of colligative properties of a solution in accordance with the design of the project each group.

Educators invites students to understand and appreciate the existence of regularity in the colligative properties of the solution as the greatness of God Almighty.


Delivering the lesson plan for the next meeting.

Greetings cover.

10 minute

V. LEARNING TOOL

A. Equipment / Materials

1. V ideo of examples of colligative properties of solutions such as the absorption of water by plants ( 1 meeting ), the process of making ice cream ( 5 meetings ), and the phenomenon of the dead sea, petroleum refining, the animal life in the cool temperate regions, and dialysis for dialysis ( 8 meetings ).

2. Media power point (PPT) which beirisi material about the unit molality and mole fraction concentration, colligative properties (vapor pressure, elevation of boiling point, freezing point depression, and osmotic pressure), Raoult's law relationship data between the solvent and the solution is to change the vapor pressure, boiling point and freezing point, and PT diagrams ( meeting 2, 3, and 4 ), i onisasi electrolyte solution and colligative properties of electrolyte solution ( meeting 6 and 7 ).

3. Product information, science, and technology utilization colligative properties of the solution and i mplikasinya on the environment and society.

B. Source of referral

2. Chemistry book containing information on the colligative properties of the solution.

3. Encyclopedia

4. Websites containing information on the colligative properties of solution and applications such as :

1) Wikipedia

2) http://indonesiakutercinta.wordpress.com/2010/08/13/penggunaan-sifat-koligatif-larutan/

3) http://ls1959.com/health/prinsip-dialysis-dan-hemodialisis

4) http://yuridajilbaber.wordpress.com/2010/12/09/proses-osmosis/ , etc.

4. News newspaper

VI. LEARNING PRODUCTS

A. Human Resources (HR)

1. Learners who have attitudes as follows:

1) Scientific attitude

2) Spiritual

3) Curiosity

4) Honest

5) Confident

6) Thorough and careful

7) bepikir logical

8) Cooperation

9) Communicative

1. 2. Learners who understand the implications of linkages Science, Environment, Technology and Society (SETS) for topic colligative properties of solutions and applications.

3. Learners who have an idea of how to apply their knowledge to solve problems in everyday life.

B. Non HR Products

1. Set of results along with a discussion of the PT diagram analysis and examples and implications of the application of colligative properties of a solution in the context of SETS.

2. Products and simulation tools that explain the working principle several colligative properties of the solution as the application of new technologies that can be utilized for the surrounding environment and community.

VII. PROGRAM EVALUATION AND LEARNING OUTCOMES

A. Program Evaluation

Adequacy and appropriateness of planning, implementation and evaluation through observation of self, groups, and processes by teachers and students.

B. Evaluation of Learning Outcomes

1. Cognitive Aspects

1) Test your understanding of the colligative properties of the solution.

2) Test your understanding of the influence of the solute on the colligative properties of solutions.

3) Test your understanding of the PT diagram.

4) Test your understanding of how mene reforms introducing colligative properties calculations based on the solution of Raoult's law.

5) Test your understanding of the colligative properties of electrolyte solutions.

6) Test your understanding of how to determine the calculation of the solution colligative properties include Van't Hoff factor ( i ).

7) Test the understanding of the differences colligative properties of electrolyte and nonelectrolyte solutions.

8) Test your understanding of the application of the colligative properties of the solution in the daily life and its association with SETS.

2. Affective Aspects

1) Observing the attitude of learners during the learning covers, kereligiusannya, his responsibility, discipline, responsive to her, and to his courtesy.

2) Observing the impression of learners, through facial appearance, comments, and other physical reactions when presented with a video of examples of colligative properties of solutions such as the absorption of water by plants ( 1 meeting ), the process of making ice cream ( 5 meetings ), and the phenomenon of the dead sea , petroleum refining, the animal life in the cool temperate regions, and dialysis to dialysis ( 8 meetings ).

3. Psychomotor Aspects

1) Observing the ability of the learners in conducting discussions and collaboration skills in managing the group discussions.

2) Observing the ability of the learners in the learning and asking questions during the discussion.

3) Observing the ability of learners to express an opinion during the learning and discussion.

4) Observing the ability of the learners in the practical activities and the skills to read the data and connect his observations with theory.

C. Instruments of Learning Outcomes

No. Aspect Mechanisms and Procedures Instrument Explanation

1. Attitude Observations during the learning process Sheet Observation

Rubric Assessment Individual

2. Knowledge Assignment

Written Test Assignment Problem

Objective Problem

Portfolio Individual

Group

3. Skill Performance Presentation

Skills Practice Performance Presentation

Rubric Assessment Individual

Group

VIII. RESPONSIBLE

Subject Teacher Learning : Fika Atina Rizqiana, S. Pd.

Educational Institutions Director : Prof. Achmad Binadja, Ph.D.

APPENDIX 1

ASSESSMENT Aspects of Cognitive

PROBLEM SHEET

Multiple Choice

1. The statement below is true ...

a. Pure solvent boiling point higher than the boiling point of the solution

b. The freezing point of pure solvent is lower than the freezing solution tiitk

c. Pure solvent boiling point lower than the boiling point of the solution

d. The freezing point of the solution is getting more and more besr soluble substances

e. Boiling point of the solution become smaller with increasing solute

2. The presence of dissolved substances can lead to ...

a. The increase in freezing

b. Freezing point depression

c. Vapor pressure drop

d. Decrease the boiling point

e. The increase in osmotic pressure

3. Here is the freezing point depression trial data:

Solution Concentration (molar) Freezing Point ( C)

NaCl 0,1 -0.372

NaCl 0,2 -0.744

CO (NH 2 ) 2 0,1 -0.186

CO (NH 2 ) 2 0,2 -0.372

C 6 H 12 O 6 0,1 -0.186

Based on these data, it can be concluded that the freezing point depression depends on ...

a. Type solute

b. Molar concentration of the solution

c. Type of solvent

d. Type of solute particles

e. The number of solute particles

4. In order for the seasonal cold radiators in the country does not freeze at a temperature of -6 C, then for every kg of water must be added at least ethylene-glycol antifreeze, C 2 H 6 O 2 grams total ...

a. 50

b. 100

c. 200

d. 300

e. 400

5. A total of 19 grams of MgCl 2 (Mr = 95) and 17 grams of NaNO 3 (Mr = 85) was dissolved into the water until the solution volume to 500 mL. At a temperature of 27 C and R = 0.082 L.atm price / K.mol, the osmotic pressure of the solution is ...

a. 57.6 atm

b. 48.0 atm

c. 38.4 atm

d. 19.2 atm

e. 14.76 atm

6. At a temperature of 20 C, the saturated vapor pressure is 18 mmHg. If the system follows the hu kum Raoult, saturated water vapor pressure of a solution containing 72 grams of water and 24 grams of urea (Mr = 60) at a temperature of 20 C close to the price ...

a. 18 x mmHg

b. 18 x mmHg

c. 18 x 0.4 mm Hg

d. 18 x mmHg

e. 18 x mmHg

7. Among the five following solution which has the highest boiling point is ...

a. C 6 H 12 O 6 0.03 M

b. Mg (NO 3 ) 2 0.02 M

c. 0.02 M NaCl

d. Al 2 (SO 4 ) 3 0.01 M

e. KAI (SO 4 ) 2 0.03 M

8. The part that shows the process of melting

of a solution represented by point ...

a. LT

b. TM

c. KL

d. MN

e. PT

9. The following is an example of the phenomenon is the vapor pressure drop ...

a. Petroleum refining

b. Making ice cream

c. Dialysis

d. The formation of the Dead Sea

e. Desalination of sea water

10. With a concentration equal, an increase in the boiling tiitk 0.1 m NaCl solution is twice that of NaCl 0.1 m urea solution, because ...

a. Colligative properties of the ocean affected by the type of solute

b. Urea is a non-electrolyte solution, while the NaCl electrolyte

c. The number of particles in a solution of NaCl twice as much

d. Kb on larger NaCl

e. NaCl concentration greater

Essai

1. Identify examples of the application of colligative properties of solutions in everyday life and explain the relation to science, environment, technology, and society in the form SETS following diagram:

2. 1.6 grams of sodium hydroxide dissolved in 500 grams of water. Calculate the boiling point of the solution! (Water Kb = 0.52 C / m, Ar Na = 23 O = 16 Ar, Ar H = 1)

3. Twenty grams of substance X (nonelectrolyte) are dissolved in 360 ml of water, it turns the vapor pressure of 40 cmHg. When the vapor pressure of water at the temperature of 40.2 cmHg, then what is the formula mass of substance X?

4. In order for 500 grams of water does not freeze at a temperature of -5.4 C (Kf = 1.8 C / m), then at least as much NaCl is added ....

5. Fresh water is very hard to find in dry climates such as in the desert. Many ways have been made to obtain fresh water, one of which is to make a fresh seawater. This can be done with the process of distillation, which evaporate sea water and then accommodate the resulting steam then carried by condensation of the cooling process. This method turned out to be economically very costly and requires a relatively long time. If related to the knowledge of the colligative properties of the solution, is there any other solution to resolve the water problem?

INTEGRATED TASK

Based on some information about the application of colligative properties of a solution, using a diagram of the relationship between elements of Science, Environment, Technology and Society (SETS) or Salingtemas, try analyzes the advantages and disadvantages that may occur as a result of the use of colligative properties in technology, environment and society. You may, of course, even necessary, add other information regarding the use of colligative properties of solutions for a variety of purposes in order to be a more thorough review.

Model Analysis Salingketerkaitan SETS

PORTFOLIO

Once you understand the concept of colligative properties of solutions, investigate -peristiwa event (phenomenon) that is going on around you which is the application (the application of) the concept of colligative properties of solutions. Enter your information as much as possible in the appropriate columns. You are allowed to add new columns if the column below is not enough. Consider the example in line 1.

No. Colligative properties (Science) Technology Environment Community

1. Freezing point depression The addition of salt for the manufacture of ice cream. The use of salt as a natural additive that will not damage the environment if it becomes waste. Job creation: ice cream seller.

2.

3.

4.

5.

THINKING SKILLS ASSESSMENT SHEET SETS

Indicator of the ability to link with environmental science, technology, and society

Score 1 : if it did not show a genuine attempt to infer the relationship (not shown).

Score 2 : if it shows there have been efforts in concluding the relationship but still s edikit and yet steady / consistent (starting to look).

Score 3 : if it shows no real effort in concluding linkages often enough and began a steady / consistent (start growing).

Score 4 : if it shows a genuine attempt to infer the relationship is not constant and steady ERUs / consistent (entrenched).

Place a mark () in the appropriate columns of the observations.

No. Name of Student The ability to link science with Total Score Ket

Environment Technology Community

One 2 3 4 One 2 3 4 One 2 3 4

1.

2.

3.

ff.

Score Rating:

Value = x 100

Criteria values:

Excellent : 80-100

Nice : 70-79

Enough : 60-69

Less :

lesson plan 2

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