lesson pla1.docx

8/11/2019 LESSON PLA1.docx

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LESSON PLAN

COLLOIDS

Compiled by:

Tri Fani Arrohmah

0905704

DEPARTMENT OF CHEMISTRY EDUCATION

FACULTY OF MATHEMATICS AND SCIENCES EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

2014

LESSON PLAN


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School SMA ...Subject Chemistry

Class/Semester Grade XI/ Semester 2

Title ColloidsMaterial Colloids Properties

Duratioin 2 x 30 minutesNumber of meeting 2 Meeting

A. CORE COMPETENCES:1. Appriciate and practice the teachings of religion.2. Appreciate and practice honest behavior, discipline, responsibility, caring (mutual assistance, cooperation, tolerance

peace), polite, responsive and pro-active and show the attitude as part of the solution to various problems in interacteffectively with the social and natural environment as well as in placing itself as a reflection of the nation in the worldassociation.

3. Understand, implement, analyze and evaluate the factual knowledge, conceptual, procedural, and metacognitive based onhis curiosity about science, technology, arts, culture, and humanities with an insight into humanity, national, state, andcivilization related causes of phenomena and events, as well as applying procedural knowledge in a specific field of study

according to their talents and interests to solve the problem.4. Process, reasoning, present, and create in concrete and abstract domain related to self-development that was

independently learned at school as well as act effectively and creatively, and able to use the method according to the rulesof science.

B. BASIC COMPETENCES:1.1 Recognize the regularity of colloid properties as a greatness of Allah SWTand knowledge of the existence of such

regularity as a result of human creative thinking that the truth is tentative.Indicator: 1.1.1 Recognize the regularity of colloid properties as a greatness of Allah SWT and knowledge of the

existence of such regularity as a result of human creative thinking that the truth is tentative.2.1 Shows a critical attitude in observing the facts, be honest in writing the experimental data, and care in the group.

Indiicator: 2.1.1 Show a critical attitude in observing the facts, be honest in writing the data, and caring (or cooperate

and work together) in the group.3.1 Analyzethe role of colloids in life based on their properties.

Indicator: 3.1.1 Identifythe differencesbetween solution, colloid, andsuspensionby each properties.

3.1.2 Describethe coagulationprocess of thecolloidalsystem.

3.1.3 Connect the colloidproperties wiith its role of life.

4.1 Submitan idea / ideas for designing experiments of Tyndall Effect.Indicator: 4.1.1 Submit an idea / ideas for designing experiments of the Tyndall Effect.

4.1.2 Experimentingthe Tyndall Effect according to the correct procedural.

4.1.3 Record the data completely and honestly of the experimental observations.

4.1.4 Summing up the Tyndall Effect of the colloidal property.

4.1.4 Skillfully to communicatethe result of group discussion in front of class.

C.

DESCRIPTION OF MATERIAL1. Prerequisite Material:Students have studied: Homogenous and heterogenous mixture2. Core Material

Indicator Learning Materials

3.1.1 Identify thedifferences betweensolution, colloid,

The differences between solution, colloid, and suspension based on each properties:a. Based on size:

Solution : 0,1-2 nm.


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and suspensionbased on eachproperties.

Colloid : 2-500 nm.Suspention : >500 nm.The order of the three based on size is: solution < colloid < suspension. (McMurry Fay)

b. Based on the reaction to light irradiation:Solution : The light is forwardedKoloid : The light is scaterred (it is called the Tyndall Effect)

Suspensi : The light is absorbed(Petrucci, 2010)

c. Based on the particles motion:Solution : The random motion of particles is exp solvent by the ion-dipole or

dipole-dipole interaction force.Colloid : just bind a one type of ions which present in the mixture, it is

called the adsorption phenomenon.Suspension : binding/interaction between substances in the mixture not occur.

3.1.2 Describe thedispersing processof the colloidalsystem.

Atoms on the surface of a colloidal particle are bonded only to other atoms ofthe particle on and below the surface. These atoms interact with whatever comes incontact with the surface. Colloidal particles often adsorb ions or other chargedparticles, as well as gases and liquids. The process of adsorption involves adhesion

of any such species onto the surfaces of particles. For example, a bright red sol (soliddispersed in liquid) is formed by mixing hot water with a concentrated aqueoussolution of iron(III) chloride.

2x [Fe3+(aq)+ 3 Cl-(aq)] +x (3+y) H2O[Fe2O3.yH2O]x (s)+ 6x[H++ Cl-]Yellow solution bright red sol

Each colloidal particle of this sol is a cluster of many formula units ofhydrated Fe2O3. Each attracts positively charged Fe3+ ions to its surface. Becauseeach particle is then surrounded by a shell of positively charged ions, the particlesrepel one another and cannot combine to the extent necessary to cause precipitation.(Figure 1)

(Figure 1)

Although electric charge can be important in stabilizing a colloid, a highconcentration of ions can also bring about the coagulation, or precipitation, of a colloid(Figure 2). The ions responsible for the coagulation are those carrying a charge


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opposite to that on the colloidal particles.

(Figure 2)Coagulation of colloidal iron oxide

On the left is red colloidal hydrous Fe2O3, obtained by adding FeCl3 (aq)to boiling water. When a fewdrops of Al2(SO4)3 (aq) are added, the suspended particles rapidly coagulate into a precipitate of as

Fe2O3(s), shown on the right. (Whitten, general Chemistry 7th Edition)3.1.5 Connect the colloid

properties wiith its role in

life.

Adsorption phenomenon of colloid is used for various things, such asbleaching sugar cane, norit drug manufacturing, and water purification.

For water purification, colloids are used to attract undesirable ions. Thecolloids are often used in water purification is alum.

3. Enrichment Material(1.1.1) Practice the teachings religion

In colloidal system material, the students is encouraged to think about nature and around, especially thecolloids roles in his/her life. Colloids seem trivial, but have many significant roles in our life. The students areinvited to think about the greatness of Allah SWT as The Creator of universe, human, life, and their regularityFinally, the students will recognize how weak and limited he/she is, who inappropriate arrogant and imperious.The students should thank Allah SWT because He has given everything include the colloids which can be takenits advantages by human.

D. LEARNING STRATEGYA.

1stmeetingModel : Guided inquiry

Approachment : ScientificMethod : Practicum

B. 2nd meetingModel : Discovery Learning

Approachment : ScientificMethod : Discussion

E. LEARNING SOURCES AND MEDIAS

Learning Sources :

- Teachers handbooks :Petrucci, R. H., etc. (2011). General Chemistry; Principles and Modern Applications (tenth edition). Toronto: Pearson

Canada.Whitten. General Chemistry 7th Edition.

- Students handbooks :

Hernanto, H.and Ruminten. (2009). Kimia untuk SMA/ MA kelas XI.Jakarta: Pusat Perbukuan


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Sunarya, Y and Setiabudhi, A. (2009). Mudah dan Aktif Belajar Kimia untuk Kelas X Sekolah Menengah Atas/ MadrasahAliyah.Jakarta: Pusat Perbukuan

Medias : black/white board, LCD Projector, practicums stuffs, worksheet.

F. Learning ActivityInitial activity (Opening the lesson)

Activities Learning stepsIndicators

codeValue

invesmentTime alloca-

tions

Openingethics

a.Students answer the teachers greeting andanswer the lesson opening question from theteacher.

b.Students pray and is given understanding aboutthe important of praying before doing activity.

c.Students is checked for their presence one byone.

d.Students know the topic and the goals of colloidallearning matter (colloid properties: comparingsolution, colloid and suspension through size andthe attitude of solutions particles, colloidsparticles, and suspensionss particles towardirradiation).

1.1.1

1.1.1

2.1.1

2.1.1

Religius

Religius

Discipline

Working

together

2

Apperseption+ Motivation

a. Students answer the question about mixture.Teacher : How many types of mixtures

that you have known?Students : Two, Miss. Homogenous and

heterogenous

4.1.5 Communicative

Main Activity of the 1stMeeting (Developing the Lesson)

Activities Learning StepsIndicators

CodeValue

Invesment

TimeAlloca-tions

1.Observing a. Students are divided into several groups.

b. Students watch the video about filtering ofsolution, colloid, and suspension.

c. Students answer the teacher question, what doyou think about solution, colloid, andsuspension according to the earlier video?Solution, colloid, and suspension can bedistinguished by their size, Miss (Expectedanswer)

d. Students pay attention to their teacherexplanation about Tyndall Effect that candistinguish solution, colloid, and suspension.Even can distinguish solution and colloid that

2.1.1 Working

together

7


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can not be distinguished by the filtering. ThisTyndall effect is related to the attitude ofsolutions particles, colloids particles, andsuspensionss particles toward irradiation.

e. Students are encouraged to know what TyndallEffect is through a practicum which has been

planned by themselves.2.Asking

Students make the formulation of the problem grouply

in their worksheet.

2.1.1 Working

together

1

3. Collecting the

Data

a. Making hypothesis

Students arrange hypothesis as a temporary

answer for the formulation of the problem.

2.1.1 Working

together

2

b. Examining hypothesis

- Students choose the stuffs which will be used

in Tyndall Effect experiment.- Students choose the material which will be

used in Tyndall Effect experiment.

- Students plan the experiments steps.

- Students do the experiment which has been

planned.

- Students write the data of the experiment.

4.1.1

4.1.2

2.1.1

accurate

Careful

Honest

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c. Analysing the data

Students answer the questions of their worksheet

4.1.3 careful

2

4.Associating Students make a conclusion from their experiment 4.1.4 Accurate 1

5. Communicating Students presenting the results of their experiment in

front of class.

Student : According to the experiment that we have

been experienced,we can make a conclusion

that Tyndall Effect is a one of colloids

characters. So that, every mixture which is a

one of colloids, it will spread the light that hit it.

4.1.5 Self

confidence

3

Closing Activities of 1st Meeting (closing the lesson)


Code

ValueInvesment

TimeAlloca-

tion

Review Students pay attention to the teachers explanation

about the differences between solution, colloiid, and

suspension.

3.1.1 Curiousity 4,5

Closing ethics a. Students pray and know the important ofpraying.

Religious 0,5


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b. Students answer the teachers greeting.

Total 30

Opening Activities of the 2ndMeeting (opening the lesson)

Activities Learning StepsIndicator

Code

ValueInvestment

TimeAlloca-

tion

OpeningEthics

a.

Students answer the teachers greeting and answerthe lesson opening question from the teacher.

b. Students pray and is given understanding aboutthe important of praying before doing activity.

c. Students is checked for their presence one by one.

d. Students know the topic and the goals of colloidallearning matter (coagulation process of colloidalsystem and its role in our life).

1.1.1

1.1.1

2.1.1

2.1.1

Religius

Religius

Discipline

Working

together

2

Apperseption

+ Motivation

b. Students answer the question about the differences

of solution, colloid, and suspension that have beenlearned in 1stmeeting.Teacher : What are the differences of solution,

colloid, and suspension according toour lesson of last meeting?

Students :based on size and based on theparticles attitude toward theirradiation(expected answer)

4.1.5 Communicative

Main Activity of the 2nd Meeting (Developing the Lesson)

Activities Learnings StepsIndicators

Code

Value

Invesment

TimeAlloca-

tionsStimulation a. Students watch a video about test waste water of

Citarums river.b. Students answer the teachers question, are there

colloidal particles in waste water of Citarumsriver?Yes, maybe Miss

2.1.1 Couriousity 2

Problem

Statement

a. Students pay attention to the teachers question.

if there are colloidal particles in wastewater, can

we purify the water at least eliminate its colloidal

particles?

b.

Students make a hypothesis for the problem ofteachers question in their worksheet.

2.1.1 Couriousity 1

Date Collection Students looking for the informations about

colloidal particles elimination to purify the waste

water from literatures (from internet)

2.1.1 careful 7

Data Processing Students discuss with their partners in group to

analyze the informations that has been collected.

Students find that coagulation process can be

2.1.1 Working

together

10


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Closing Activities (Closing the Lesson)


Code

ValueInvesment

TimeAlloca-

tion

Review Students pay attention to the teachers explanation

about coagulation process of colloidal system and its

relation with adsorptions phenomenon.

3.1.1 Curiousity 4

Assignment Students is given task to read literatures about

adsorption phenomenon.

2.1.1 Discipline 0,5

Closing ethics a. Students pray and know the important ofpraying.

b. Students answer the teachers greeting.

1.1.1 Religious 0,5

Total 30

G. ASSESSMENT1. Cognitiive Assessment

a. Type : Worksheet (Attachment-2) , Homeworkb. Form : Textual

2. Pshycomotor Assessmenta. Type : Observation form (Attachment-4)b. Form : Check-list

used to purify waste water with eliminate colloid

particles from it.

Verification Students check their hypothesis carefully, are their

hypothesis proven or not according to their data

processing.

2.1.1 Careful 3

Generalization Students summarize about coagulation, a one ofcolloid properties and its role in our life.

Students find that coagulation can precipate

colloid particles. And this process can be

used of waste water purification.

Students find that coagulation process of

colloidal system is useful for our daily life i.e.

of our environment.

2.1.1

3.1.2

3.1.3

Careful

Describe the

coagulation

process of

colloidal system.

Connect the

colloidals

properties with

its role in our

life.

2


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3. Affective Assessmenta. Type : Observation form (lampiran-5)b. Form : Check-list

ATTACHMENTS1. Attachment-1 (Conceptual Map)2.

Attachment-2 (Experiment worksheet)3. Attachment-3 (Cognitive Assessment)4. Attachment-4 (Pshycomotor Assessment)5. Attachment-5 (Affective Assessment)

Bandung, 06 October 2014

Headschool, Subject Teacher

NIP : NIP :


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Lampiran 3Penilaian Aspek Pengetahuan

No Indikator Kognitif Butir Soal Jawaban Skor1. 3.1.1.1 C2

(Comprehension)

1. Apa perbedaan larutan,koloid, dan suspensi?

a. Larutan dan koloid termasuk kedalam campuran homogen,sedangkan suspensi termasukcampuran heterogen..b. Larutan memiliki ukuran partikelyang lebih kecil dari koloid,sedangkan koloid memiliki ukuranpartikel yang lebih kecil dibandingsuspensi. Urutan ukurannya: larutan< koloid < suspensi

c. larutan meneruskan cahaya, koloidmenghamburkan cahaya (efekTyndall), sedangkan suspensimenyerap cahaya.Poin penting: (a) jenis campuran (b)ukuran partikel (c) reaksi terhadappenyinaran cahayaKet.: masing-masing poinmendapatkan 1 poin. Bila ketiganyaada, maka peserta didik mendapat 3poin.

3

2. 3. 1.1.1

C2(Comprehensi

on)

2. Jelaskan apa yang

dimaksud dengan EfekTyndall!

Efek Tyndall adalah efek

penghamburan cahaya oleh partikel-partikel koloid yang tampak oleh mata

manusia(poin penting: penghamburancahaya; partikel-partikel koloid;tampak oleh mata manusia)Ket: masing-masing poin yangterjawab poinnya 1, jika dapatmenjawab semua dengan benar danlengkap poinnya 4

1

3. 3.1.1.1 C4(Analysis)

3. Mengapa efek Tyndall dapatterjadi pada campuran

koloid, sedangkan padalarutan tidakterjadi?Dapatkah EfekTyndall digunakan sebagaipetunjuk untukmembedakan koloid denganlarutan? Jelaskan! Berikancontohnya!

Karena terjadi penghamburancahaya pada koloid yang disebabkan

oleh ukuran partikel yang terdispersidi dalam mediumnya. Ukuran partikelkoloid relatif besar dibandingkanlarutan sehingga dapat memantulkancahaya yang jatuh padanya. Ketikacahaya senter dilewatkan ke dalamcampuran koloid maka cahayatersebut akan dipantulkan olehpartikel-partikelnya ke segala arahsehingga tampak sebagai hamburan

6


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cahaya. Gejala pemantulan cahayaoleh partikel ini dinamakan efekTyndall dan hanya terjadi padapartikel-partikel koloid. Dengandemikian, efek Tyndall dapatdigunakan sebagai petunjuk untukmembedakan koloid dengan larutan.

Contoh : berkas cahaya Iampu mobilpada malam yang berkabut, dll.poin penting: ukuran partikel koloidlebih besar dari partikel larutan;partikel-partikel koloid dapatmemantulkan cahaya; tampakpenghamburan cahaya; Efek Tyndalldapat digunakan sebagai petunjukuntuk membedakan koloid denganlarutan; memberikan contoh.Ket:masing-masing poin yangterjawab poinnya 1, jika dapat

menjawab semua dengan benar danlengkap poinnya 6

4. 3.1.2.1 C2(comprehens

ion)

4. Bagaimana cara koloidmenstabilkan partikel-partikelnya?

Penstabilan terjadi karena adanyapendispersian yang ada karena sifatadsorbsi permukaan partikel koloidyang mengikat ion-ion dimanamereka mengikat ion yang satu lebihbanyak dibanding ion lainnya seakan-seakan partikel tersebut bermuatan,dan menolak satu sama lain sehinggagaya tolak itulah yang akhirnyamenanggulangi gaya gravitasi yang

ada dan membuat koloid menjadistabil.Poin penting: (a) adanya sifatadsorbsi (b) penjelasan mekanismeadsorbsi pada permukaan partikelion.Ket.: poin (a) memiliki skor 1 poin,sedangkan poin (b) memiliki skor 2.

3

5. 3.1.3.1 C4(Analysis)

5. Susu kedelai merupakansalah satu jenis koloid.Dilihat dari fasa terdispersidan medium

pendispersinya, termasukkoloid jenis apakah susukedelai itu?Jelaskan!

Susu kedelai merupakan koloidjenis emulsi, dimana fasaterdispersinya adalah cairansedangkan medium pendispersinya

juga cairan.Poin penting: (a) merupakan koloidjenis emulsi. (b) menjelaskan fasaterdispersinya cairan dan mediumpendispersinya juga cairan.Ket.: poin (a) memiliki skor 1 poindan poin (b) memiliki skor (1) poin.

2

6. 3.1.4.1 dan3.1.5.1

C4 (analysis) 6. Indonesia kini menujunegera industri. Kawasan-kawasan industri kini banyak

Prinsip yang digunakan oleh mesinpengendap Cottrel adalah prinsip sifatadsorpsi yang ada pada koloid. Asap

5


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Nilai =

Nilai maksimal =

dibuka. Sudah bukanmenjadi hal yang asing lagiketika kita melihat pabrikdimana-mana. Keberadaanpabrik, bisa meningkatkanperekonomian sebuahbangsa. Namun, aspek

negatif dari keberadaanpabrik itu sendiri adalahadanya pencemaran udara.Dengan menggunakanprinsip koloid dalam mesinPengendap Cottrel,pencemaran udara yangdiakibatkaan oleh asap yangkeluar dari cerobong pabrikmampu diminimalisir. Prinsipkoloid manakah yangdigunakan dalam mesin

Pengendapan Cottrel? Danbagaimanakahmekanismenya?

yang merupakan salah satu jeniskoloid mampu menarik ion lainsehingga asap seolah-olah menjadibermuatan. Muatan pada asap inilahyang akan membuat asap tertarik danterikat pada elektrode lain yangmemiliki muatan yang berlawanan

dengan muatan asap tersebut,sehingga asap akan mengendap.Poin penting: (a) penyebutan prinsipadsorpsi (b) penjelasan mekanismeadsorpsi pada mesin pengendapCottrel.Ket.: poin (a) memiliki skor 2 poin,sedangkan poin (b) memiliki skor 3poin.

Skor Siswa 20


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Lampiran 4Penilaian Aspek Keterampilan

No. NamaAspek yang dinilai

Terampil memilihalat dan bahan

Terampil menyusunalat dan bahan

Terampil mengamatihasil percobaan

Berhati-hati selamapercobaan

1 0 1 2 0 1 2 0 1 2 0 1 2

23

dst

Skala Penilaian psikomotor: A= Baik (skor: 8-6); B = Sedang (Skor: 5-3); C= Kurang (Skor: 2-0)

Rubrik Penilaian Psikomotor

No. Aspek Keterampilan Skor Rubrik

1Terampil memilih alat danbahan

2 Memilih alat dan bahan sesuai dengan kebutuhan.1 Kurang tepat memilih alat dan bahan

0 Tidak tepat memilih alat dan bahan

2Terampil menyausun alatyang akan digunakanuntuk percobaan

2Menyusun alat sesuai dengan petunjuk praktikum dandikerjakan dengan rapi

1Menyusun alat sesuai dengan petunjuk praktikum namuntidak rapi

0Tidak menyusun alat sesuai petunjuk praktium dan tidakrapi

3Terampil mengamati hasilyang diperoleh setelahpengamatan

2Peka untuk setiap perubahan yang terjadi selama kegiatanpengamatan dan mencatat semua hal yang diamatinya

1Kurang peka dalam mengamati perubahan yang terjadi,dan tidak semua hal yang diamati dicatat

0Tidak peka dalam mengamati perubahan yang terjadi dantidak mencatat hasil pengamatan

4Berhati-hati selamapercobaan

2Memperhatikan setiap fenomena yang terjadi danmencatatnya serta bekerja secara efektif-efisien

1Kurang memperhatikan fenomena yang terjadi dan tidakmencatat semua perubahan yang diamati, serta bekerjakurang efektif-efisien

0Tidak memperhatikan fenomena yang terjadi, tidakmencatat perubahan yang diamati, serta tidak bekerjasecara efektif-efisien


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Lampiran 5Penilaian Aspek Sikap

NoAspek yang

dinilaiPernyataan SS S TS STS

1 KejujuranData yang saya masukkan merupakan data yang sebenarnyahasil pengamatan percobaan Efek Tyndall

2 Keberanian

Saya berani untuk mengungkapkan pendapat atau menjawabpertanyaan mengenai koloid baik yang diajukan oleh gurumaupun oleh temanSaya berani tampil didepan kelas apabila saya diminta untukmenyimpulkan atau menjelaskan materi koloid hasil diskusi

3Rasa ingin

tahuSaya bertanya apabila saya tidak mengerti pada materi materikoloid yang sedang dipelajari.

4 KerjasamaSaya selalu membantu teman saya apabila ada materi koloidyang tidak ia kuasai

5 ToleranSaya toleran ketika berdiskusi kelompok mengenai EfekTyndall

6 Kritis

Saya kritis dalam menanggapi berbagai situasi salah satunya

saat mengamati demonstrasi penyaringan tiga campuran danEfek Tyndall.

SS= Sangat Setuju; S= Setuju; TS= Tidak Setuju; STS= Sangat Tidak Setuju

Peer-Assesment

NoAspek yang

dinilaiPernyataan SS S TS STS

1 KejujuranData yang teman saya masukkan merupakan data yangsebenarnya hasil pengamatan percobaan Efek Tyndall

2 Keberanian

Teman saya berani untuk mengungkapkan pendapat ataumenjawab pertanyaan mengenai koloid baik yang diajukanoleh guru maupun oleh teman

Teman saya berani tampil didepan kelas apabila saya dimintauntuk menyimpulkan atau menjelaskan materi koloid hasildiskusi

3Rasa ingin

tahuTeman saya bertanya apabila saya tidak mengerti pada materimateri koloid yang sedang dipelajari.

4 KerjasamaTeman saya selalu membantu teman saya apabila ada materikoloid yang tidak ia kuasai

5 ToleranTeman saya toleran ketika berdiskusi kelompok mengenaiEfek Tyndall

6 KritisTeman saya kritis dalam menanggapi berbagai situasi salahsatunya saat mengamati demonstrasi penyaringan tigacampuran dan Efek Tyndall.

SS= Sangat Setuju; S= Setuju; TS= Tidak Setuju; STS= Sangat Tidak Setuju


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LAMPIRAN-LAMPIRAN

Lampiran 1Peta Konsep Sistem Koloid

lesson pla1.docx

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