LEARNING
IMPLEMENTATION PLAN (RPP)
School:
Subject: CHEMICAL
Class / Semester: X / 1
Allocation Time: 45 minutes (1 hour lesson)
A. Core Competence (KI)
KI 1: Living and practicing the religious teachings it embraces.
KI 2: Demonstrate honest, discipline, responsibility, caring (cooperative,
tolerant, peaceful) behavior, courteous, responsive and proactive and show
attitude as part of the solution to problems in interacting effectively with
the social environment And nature and in placing ourselves as a reflection of
the nation in the association of the world.
KI3: Understand, apply, analyze factual, conceptual, procedural based on
curiosity about science, technology, art, culture, and humanities with the
insights of humanity, nationality, state and civilization on the causes of
phenomena and events, and Apply procedural knowledge to a specific field of
study according to his or her talents and interests to solve problems.
KI4: Processing, reasoning, and recruiting in the realm of concrete and
abstract realms related to the development of the self-study in the school
independently, and able to use methods according to scientific rules.
Basic competencies
|
Indicator
|
3.7. Determine the interaction
between particles (atoms, ions, and molecules) and their relation to the
physical properties of matter
|
3.7.1.
Describes the interaction between particles
3.7.2. Determine the types of interactions between particles
3.7.3. Connects the type of interaction between particles and the physical
properties of matter
|
4.7.
Reasoning the properties of the substances around us by using the principle
of interparticle interaction
|
4.7.1.
Applying the properties of the substances around us based on the principle of
interaction between particles
|
Basic competencies
Indicator
3.7. Determine the interaction
between particles (atoms, ions, and molecules) and their relation to the
physical properties of matter
3.7.1.
Describes the interaction between particles
3.7.2. Determine the types of interactions between particles
3.7.3. Connects the type of interaction between particles and the physical
properties of matter
4.7.
Reasoning the properties of the substances around us by using the principle of
interparticle interaction
4.7.1.
Applying the properties of the substances around us based on the principle of
interaction between particles
C. Learning Materials
ü Interaction
between particles
ü Facts
H2O boiling point high
Alcohol is low point and volatile
ü Concept
Van der Waals Style
Hydrogen bond
ü Procedural
Steps of demonstration activities
ü Metacognitive
Application of interaction relationships between molecules and physical
properties of substances in everyday life.
D. Learning Activities
Third Meeting: (45min)
Indicators of Competence Achievement
3.7.1.
Describes the interaction between particles
3.7.2. Determine the types of interactions between particles
3.7.3. Connects the type of interaction between particles and the physical
properties of matter
3.7.4. Applying the properties of the substances around us based on the
principle of interaction between particles
A.
Introduction Activity (5 minutes)
• Berdo'a (religious)
• Checking students' / introductions (discipline)
• Asking students-with a focus on the unexpected / which the previous meeting
was also not present. (Caring, empathy).
• Teacher asks, How many kinds of interactions between particles? (Answer:
there are two, namely the hydrogen bond and the Van der Waals force
• What if the alcohol is stored in a yap and open bottle? (Answer: alcohol will
evaporate)
• The teacher conveys the competencies to be achieved and the benefits in daily
life.
• Teachers convey the scope of material and activities achieved (interactions
between molecules and physical properties of substances by demonstration
• The teacher conveys the technique and scope of the assessment
B. Core
activities
The steps of learning activities as follows:
No
|
Syntax / Learning Stages
|
Description of Learning Activity
|
(1)
|
(2)
|
(3)
|
1
2
3
4
5
6
|
Stimulation
(giving stimulus);
Problem Statement (identify problem)
Data Collecting (collecting data);
Data
Processing (processing data);
Verification
(verify);
Generalization
(conclude);
|
1. Mendemontrasikan water and alcohol
are heated to boil with the same volume
2. It is expected that students will
appear questions from learners can explain:
- Why Alcohol boils faster
From the water
- Why the volume of alcohol decreases
More than water
- Determine the forces between the inner molecules
Water and alcohol compounds
3. Students seek information and collect data about the interaction
relationship between molecules with boiling point
4. Perform data processing through
discussion.
5. Compare the results of the
discussions between groups to classify and analyze and the interaction
relationship between molecules with boiling points
6. Learners conclude the discussion on the problems in the daily life of the
interaction between molecules with boiling point
Apply the results of the discussion in
everyday life
|
A.
Closing Activity
• Teachers and learners make inferences about interactions between molecules
• Teacher does reflection and feedback on process and learning outcomes
• Teacher provides evaluation and assignment
• The teacher informs the material that you will be studying in future meetings
E. Assessment technique
1. Assessment of Attitude:
A. Observation
2. Assessment of Knowledge
A. Assessment Technique: written test
B. Problem form: description
C. Assessment instrument: attached
3. Skills Assessment
Project: create a molecular model using materials in the environment
F. Media / tools, Materials, and Learning Resources
1. Media / tools: Laptop / LCD, beaker, Bunsen burner, triple + asbestos base
2. Material: H2O, alcohol
3. Learning resources: Chemistry Book Class X
Attachment:
1. Lesson learned
2. Knowledge Assessment Instrument
3. Observation assessment instrument
4. Skills Assessment Instrument
Appendix 1.
LEARNING MATERIALS
Subject: Chemistry
Class / Semester: X / 1
SKL: Have factual, conceptual, procedural, and knowledge
Metacognitive in science, technology, art, and culture
With the insights of humanity, nationality, statehood, and
Civilization-related causes and effects of phenomena and events.
Basic competence: 3.7. Determine the interactions between particles (atoms,
ions, and molecules) and
Its relation to the physical properties of the substance
4.7. Reasoning the properties of the substances around us by using them
Principles of interparticle interaction.
Time Allocation: 3 hours Lesson
Indicators of Competence Achievement :
4.7.1 Explain the interaction between particles
4.7.2 Determine the types of interactions between particles
4.7.3 Connects the type of interaction between particles and the physical
properties of matter
4.7.1 Apply the properties of the substances around us based on the principle
of interaction between particles
Molecular Style:
Types of intermolecular forces that exist between molecules Intermolecular
forces
Electrostatics
Up until now, we have just
discussed attractions between molecules in the area of the covalent bond.
Here, atoms within a molecule are attracted to one another by the sharing of
electrons. This is called an intramolecular
force.
We know
how the atoms in a molecule are held together, but why do molecules in a liquid
or solid stick around each other? What makes the molecules attracted to one
another? These forces are called intermolecular
forces, and are in general much weaker than the intramolecular forces.
We have,
however, already discussed a very strong type of force that is
responsible for much of chemistry - electrostatics. The attraction of a
positive charge with a negative charge is the force that allows for the
structure of the atom, causes atoms to stick together to form molecules; both
ionic and covalent, and ultimately is responsible for the formation of liquids,
solids and solutions.
London
dispersion forces
The forces that hold molecules
together in the liquid, solid and solution phases are quite weak. They
are generally called London dispersion forces.
We
already know that the electrons in the orbitals of molecules are free to move
around. As such, if you would compare a "snapshots" of a
molecule at an instant in time, you would see that there would be slightly
different charge distributions caused by the different positions of the electrons
in the orbitals. Just how much difference one sees as a function of time
is based on the polarizability
of the molecule, which is a measure of how well electrons can move about in
their orbitals. In general, the polarizability increases as the size of
the orbital increases; since the electrons are further out from the nucleus
they are less strongly bound and can move about the molecule more easily.
Given
that two molecules can come close together, these variations in charge can
create a situation where one end of a molecule might be slightly negative and
the near end of the other molecule could be slightly positive. This would
result in a slight attraction of the two molecules (until the charges moved
around again) but is responsible for the attractive London dispersion forces
all molecules have.
However,
these London dispersion forces are weak, the weakest of all the intermolecular
forces. Their strength increases with increasing total electrons.
Dipole-dipole
attractions
What would happen if we had a
beaker of polar molecules, like formaldehyde,
In
addition to the attractive London dispersion forces, we now have a situation
where the molecule is polar. We say that the molecule has a permanent dipole. Now, the molecules
line up. The positive ends end up near to another molecule's negative end:
Since
this dipole is permanent, the attraction is stronger. However, we only
see this sort of attraction between molecules that are polar. It is usually
referred to as dipole - dipole interaction. The strength of this
attraction increases with increasing total number of electrons.
Hydrogen
bond
Hydrogen is a special element.
Because it is really just a proton, it turns out that it can form a special
type intermolecular interaction called the hydrogen bond. If the hydrogen in a
moleucle is bonded to a highly electronegative atom in the second row only (N,
O, or F), a hydrogen bond will be formed.
In
essence the three elements listed above will grab the electrons for itself, and
leave the hydrogen atom with virtually no electron density (since it had only
the one). Now, if another molecule comes along with a lone pair, the hydrogen
will try to position itself near that lone pair in order to get some electron
density back. This ends up forming a partial bond, which we describe as the
hydrogen bond. The strength of this interaction, while not quite as strong as a
covalent bond, is the strongest of all the intermolecular forces (except for
the ionic bond).
A diagram
of the hydrogen bond is here:
Could the
CH2O molecule exhibit hydrogen bonding? The answer is no, since the
hydrogen must be bound to either N, O, or F. Just having one of those species
in the molecule is not enough.
Trends
in the forces
While the intramolecular forces
keep the atoms in a moleucle together and are the basis for the chemical
properties, the intermolecular forces are those that keep the molecules
themselves together and are virtually responsible for all the physical
properties of a material. The intermolecular forces increase in strength according
to the following:
London dispersion < dipole-dipole <
H-bonding < ion-ion
Now, as
these things increase in strength it becomes harder to remove the molecules
from each other. Therefore, one would expect the melting and boiling points to
be higher for those substances which have strong intermolecular forces. We know
that it takes energy to go from a solid to a liquid to a gas. This energy is
directly related to the strength of attraction between molecules in the
condensed phases. Since energy is directly proportional to the temperature, the
above trends ought to hold true.
In
addition, there are energies associated with making these phase transitions:
Each of
these processes are endothermic, and scale with the magnitude of the
intermolecular forces. Thus, as these intermolecular forces increase, so do the
energies requires to melt, vaporize, or sublime (go from solid to a gas) a
species.
Every
substance also has an associated vapor pressure with it. The vapor pressure is defined to be the
amount of gas of a compound that is in equilibrium with the liquid or solid. If
the intermolecular forces are weak, then molecules can break out of the solid
or liquid more easily into the gas phase. Consider two different liquids, one
polar one not, contained in two separate boxes. We would expect the molecules
to more easily break away from the bulk for the non-polar case. This would mean
that, proportionately, there are more molecules in the gas phase for the
non-polar liquid. This would increase the vapor pressure. Thus, unlike the
physical properties listed above, the vapor pressure of a substance decreases
with increasing intermolecular forces.
Now, as
an example, we will plot vapor pressure as a function of temperature for three
compounds:
Which
molecule corresponds to which curve?
Appendix 2
InstrumentAssessment
KD
|
IPK
|
INDICATORS OF SOUL
|
3.7
3.7 Determine the interaction between particles (atoms, ions, and
molecules) and their relation to the physical properties of matter
4.7
Me Reason for the properties of substances around us by using the principle
of interparticle interaction.
|
3.7.1
Describes the interaction between particles
3.7.2
Determine the types of interactions between particles
3.7.3
Connects the type of interaction between particles and the physical
properties of matter
4.7.1
Applying the properties of the substances around us based on the principle of
interaction between particles
|
1.
1. Can
explain interactions between molecules
2. Can Determine the types of interactions between molecules
3. Given an example of a learner's compound can connect the interactions
between molecules and boiling points
4. Can provide
examples of compounds in everyday life that have hydrogen bonds
|
About the description
1. Explain interactions between molecules?
2. Determine the interactions between molecules in alcohols?
3. Among the following compounds:
H2O, HCl, NH3, C2H5OH, Cl2, H2. Which one has van der waals style?
4. How is the interaction relationship between molecules with boiling point in
a compound?
5. Give examples of the application of interaction relationships between
molecules of action in everyday life?
KeyManagersandDrading
Guidelines
No
|
Answer key
|
Score
|
Maximum score
|
1.
|
The force that occurs between molecules
with each other
|
20
|
20
|
2.
|
In Alcohol Van der
Waals style occurs
|
20
|
20
|
3.
|
C2H5OH, Cl2,
H2
|
20
|
20
|
4.
|
If the
interaction relationship between molecules gets stronger, then the boiling
point is higher
|
20
|
20
|
5.
|
Petrol
fuel has a weak Van der Waals style that easily burns and evaporates. We put
gasoline in a closed place and away from the fire.
|
20
|
20
|
Guidelines
for Scanning
VALUE = Actual / 10 x 100%
Appendix 3
Assessed Competencies: Assessment of Attitude (Observation)
Education units : ……………………………………..
Subjects : ……………………………………
Class / Semester / Lesson: ..........................................
Basic competencies :
Indicators:
Observation Format of Student's Scientific Behavior
Name of Student:
Attendee's number :
Material when observed:
Observation Date:
No.
|
Attitude
|
Criteria
|
Observation result
|
yes
|
no
|
1
|
Honest
|
1. 1. Reporting data in accordance with reality / in
accordance with what is observed.
2. Convey opinions along with concrete data / observed data.
|
|
|
2
|
Discipline
|
1. Working on assignments according to
the time set.
2. Collect the results of the work on time.
|
|
|
3
|
Responsible
|
1. Implement the task given by the
teacher.
2. Complete the job thoroughly.
|
|
|
4
|
Environmental care
|
1. Clean the tables and chairs they
occupy / tables and chairs are occupied in a clean / tidy.
2. Organize / re-place the tool / materials / books / other learning
resources neatly or put back in the original place.
|
|
|
5
|
Cooperation
|
1. Appreciate the opinions of friends
2. Take part in group work
|
|
|
Maximum
score
|
|
|
Note:
Value = Score acquired x 100%
10
Appendix 4
Assessment of
skills competencies
Education
Unit:
Subject: Chemistry
Class / Semester: X /
1
SKL:
Have factual, conceptual, procedural, and knowledge
Metacognitive
in science, technology, art, and culture
With
the insights of humanity, nationality, statehood, and
Civilization-related
causes and effects of phenomena and events.
Basic competence: 3.7. Determine
the interactions between particles (atoms, ions, and molecules) and
Its relation to
the physical properties of the substance
4.7. Reasoning
the properties of the substances around us by using them
Principles of
interparticle interaction.
Time
Allocation: 3 hours Lesson
Indicators
of Competence Achievement :
4.7.4
Describes the interaction between particles
4.7.5
Determine the types of interactions between particles
4.7.6
Connects the type of interaction between particles and the physical properties
of matter
4.7.2
Apply the properties of the substances around us based on the principle of
interaction between particles
Discussion
Subject: Chemistry
Material:
Intermolecular Style
Date and time :
Group name :
Members of the group :
Class:
No.
|
Aspect
|
Rating result
|
|
|
Good (Score 3)
|
Enough
(Score 2)
|
Less
(Score
1)
|
1.
2.
3.
4.
5.
|
Conformity Explanation and assignment / question
Go to the extent of the Material
Delivery Technique Description / answer
The cohesiveness of the Group members
Punctuality
|
|
|
|
Screening Guidelines
Score
|
Value
|
1 - 5
|
Less
|
6 - 10
|
Enough
|
10 - 15
|
Good
|
