LESSON PLAN ATOMIC STRUCTURE Name of School : SMAN 1 Perbaungan Subjects : Chemistry Class / Semester : X / 1 Allocation of Time : 9 x 40 Competency standards : 1. Understanding the atomic structure, periodic properties of elements, and chemical bonds Basic competencies : 1.1. Understanding the structure of the atom by Bohr atomic theory, the properties of elements, relative atomic mass, and periodic properties of the elements in the periodic table as well as realizing regularity, through understanding electron configuration. I. Competency Achievement Indicators: (1) Describe the development of the atomic theory to demonstrate the advantages and
Transcript
LESSON PLAN
ATOMIC STRUCTURE
Name of School : SMAN 1 Perbaungan
Subjects : Chemistry
Class / Semester : X / 1
Allocation of Time : 9 x 40
Competency standards : 1. Understanding the atomic structure, periodic properties of
elements, and chemical bonds
Basic competencies : 1.1. Understanding the structure of the atom by Bohr atomic
theory, the properties of elements, relative atomic mass,
and periodic properties of the elements in the periodic
table as well as realizing regularity, through
understanding electron configuration.
I. Competency Achievement Indicators:
(1) Describe the development of the atomic theory to demonstrate the advantages and
disadvantages each atomic theory based on experimental facts.
(2) Classify element into isotopes, isobars and isoton.
(3) Determine the relative atomic mass based on the most abundant isotope.
(4) Determine the relative molecular mass.
(5) Determine the electron configuration and valence electrons.
II. Purpose:
Students are able to,
(1) Expressed understanding of atoms as building blocks of matter (atomic theory Dalton).
(2) States the basic theory of the atomic theory Dalton, Thomson, Rutherford, Niels Bohr and
quantum mechanics.
(3) States the main idea in the atomic theory Dalton, Thomson, Rutherford, Niels Bohr and
Quantum Mechanics.
(4) Dalton's atomic theory stated weakness, Thomson, Rutherford, and Niels Bohr.
(5) Mention the fundamental particles and their properties.
(6) Classify atoms into isotopes, isobars and isoton.
(7) Determine the relative atomic mass based on the periodic table of elements.
(8) Determine the relative atomic mass based on the most abundant isotope.
(9) Determine the relative molecular mass based on the relative atomic mass of data.
(10) Determine the electron configuration of the element by atomic number.
(11) Determine the valence electrons.
III. Teaching Materials:
o Introduction to chemistry
o Atom as the fundamental particles of matter (atomic theory Dalton)
o Development of the Atomic Theory
o Atom and ion composition (atomic number, mass number, isotopes, Isobar and Isoton)
o Relative atomic mass
o Relative molecular mass
o Valence electrons and electron configuration
IV. Methods of approach:
o Lecture
o Discussion
o Assignment
Learning Strategies
Face to Face Structured Independent
Understanding the
structure of the atom by
Bohr atomic theory,
properties of elements,
relative atomic mass, and
periodic properties of the
elements in the periodic
table as well as realizing
their arrangement, through
understanding electron
configuration.
Assessing the
constituent atoms
as the
fundamental
particles of
matter (atomic
theory Dalton) in
group
discussions.
Students can
explain the
development of
the atomic theory
to demonstrate
the advantages
and
disadvantages of
each atomic
theory based on
experimental
facts.
V. Scenario Learning
First meeting: (3 sessions)
INTRODUCTION:
a. Teachers to create a classroom atmosphere that is religious by starting to pray together,
checking students' attendance, cleanliness and neatness of the class as a form of
environmental concern.
b. Teachers provide apresepsi about atoms and students with a sense of responsibility
provides the definition of atoms
c. Teachers foster curiosity in students with learning goals convey the structure of the atom
d. Teachers foster curiosity to convey the issues to be discussed.
How to determine elementary particles, atomic number and mass number in an atom
or ion?
How to distinguish isotopes, isobars and isoton?
How to determine the Ar?
e. Teachers to motivate students in communicative and creative with some questions
related to the atomic structure.
Reminiscent of the greatness of God who created the atom.
Have you ever seen an atom?
f. Teachers deliver the material scope of the outline of the structure of the atom.
CORE ACTIVITIES
Exploration
o The teacher asks the students examine the periodic table to determine the number of
protons, electrons, neutrons, atomic number and mass number carefully.
o Teacher explains about the structure of atoms, isotopes, isobars and isoton and its
relationship with Ar
o Teacher asks students to classify elements into isotopes, isobars and isoton
independently.
o Teacher asks students examine some isotopes to determine accurately the relative atomic
mass.
Elaboration
o Students fill in the table to determine the number of protons, electrons, neutrons, atomic
number and mass number carefully.
o Each student worked hard to resolve any questions put to mengklasifisikasikan into
isotopes, isobars and isoton
Confirmation
o Teachers provide feedback and conclusions based on the work of students in
communicative.
o Teachers provide reinforcement of the structure of atoms, isotopes, isobars and isoton
responsibly.
o Teachers creatively provide important records of the subject matter to be mastered
students
CLOSING
o Teachers guide students independently to make a summary of the material that has been
discussed
o Teachers conduct the final assessment of the material that has been given the
responsibility.
o Teachers provide feedback on the material that has been taught democratically.
o Teachers plan follow-up activities independently in the form of assigned tasks in
accordance with the learning outcomes of students
o Teachers foster curiosity of students to love reading about the development of atomic
models and the development of the periodic table for the next meeting.
Second meeting: (3 sessions)
INTRODUCTION
o Greeting
o Checking student attendance.
o Check at a glance whether the HOMEWORK, whether students are doing or not.
o Apperception:
Brief discussion of fundamental particles:
What is a subatomic particle?
How these particles are found?
Is Dalton's atomic theory can still be maintained?
How the development of the atomic theory?
Motivation:
By studying the discovery of elementary particles, we trained the scientific
thinking that based on cause-effect relationships.
Curiosity is the source of all knowledge.
Do not be afraid to make mistakes (even experts make mistakes, but through
recording errors do precisely the step of science).
Whether the constituent atomic nuclei?
CORE ACTIVITIES
Exploration
o The teacher summarizes the properties of elementary particles with a sense of
responsibility
o Teacher discusses the discovery of the electron (the experiments with cathode ray tube)
communicatively
o Teachers discuss weaknesses in communicative Rutherford atomic model
o Teachers discuss the Bohr atomic theory of communicative
o The teacher asks a child to explain the discovery of the particles making up the nucleus of
atoms with respect to its ability
o Teacher discusses understanding atomic number and mass number with responsibility
Elaboration
o Students conclude the difference between atoms elements communicatively
o Students creatively display the Millikan oil drop experiment simulation
o Students conclude Thomson atomic model with a sense of responsibility
o Students creatively display the simulation experiment Rutherford
o Students conclude the atomic theory of communicative Ruthherford
o Students work on exercises to determine the composition of atoms and ions with
responsibility
Confirmation
o Students conclude about the things that have not been known to be honest
o Students explain about things that have not been known with responsibility
CLOSING
o Teacher concludes the development of the atomic theory of communicative
o Teacher concludes constituent particles of atomic nuclei in communicative
o Teachers concluded sense isotopes, isobars and communicative ecara isotons
o Teacher gives a task to the next meeting with the responsibility
Third meeting: (3 sessions)
INTRODUCTION
o Greeting
o Checking student attendance.
o Check at a glance whether the HOMEWORK, whether students are doing or not.
CORE ACTIVITIES
Exploration
o Teachers explain with an example understanding the relative masses and the absolute
mass communicative
o Teacher discusses the relative atomic mass of the sense of responsibility
o Teachers explain the communicative understanding electron configuration
o The teacher discusses with the responsibility of writing the electron configuration
o Teacher discusses the notion of valence electrons with responsibility
Elaboration
o Students determine the relative atomic mass based periodic table of elements with
responsibility
o Students determine the relative atomic mass of the most abundant isotope is based on the
communicative
o With hard work to train students to determine the mass of the isotope abundance
atomrelatif through
o With hard work to train students to determine the relative molecular mass
o With the curiosity of students trained to determine the electron configuration and valence
electrons
o Students to discuss some matter on competency tests with tolerance
Confirmation
o Students conclude about the things that have not known communicative
o Students explain about things that have not been known with responsibility
CLOSING
o Teachers concluded sense relative atomic mass and relative molecular mass and valence
electron configuration elekltron communicatively
o The teacher asks the students to practice additional questions from the textbook with
honest
o Creative teacher gives a task to the next meeting
Fourth meeting: (3 sessions)
Daily tests
VI. Equipment / Materials / Learning Resources :
Chemistry books, multimedia.
VII. Rating:
1. Techniques of assessment
a. Individual Task
b. Test
2. Instrument Form
Multiple Choices
Knowing, Perbaungan, September 2013
Head of State High School 1 Perbaungan Subject Teacher Chemistry
DRS. SUHAIRI M.Pd ELYDA R. Pangaribuan S.Pd
NIP.196103051984031006 NIP. 196807291994122001
LESSON PLAN
PERIODIC SYSTEM OF ELEMENTS
Subjects : Chemistry
Class / Semester : X / 1
Allocation of Time : 9 x 40
Competency standards : 1. Understanding the atomic structure, periodic properties
of elements, and chemical bonds
Basic Competence : 1.1. Understanding the structure of the atom by Bohr atomic
theory, the properties of elements, relative atomic mass
and properties periodic elements in the periodic table as
well as realizing regularity, through understanding
electron configuration.
I. Competency Achievement Indicators:
1. Comparing the development of the periodic table of elements to identify the advantages
and disadvantages.
2. Explains the basic grouping elements.
3. Classify the elements into metals, non-metals and metalloids.
4. Analyze tables, graphs to determine the regularity of atomic radius, ionization energy,
electron affinity, and electronegativity
II. Purpose:
Students are able to,
(1) Drawing periodic system framework.
(2) Specify the number and class period in the modern periodic system.
(3) Write the group elements alkali, alkaline earth, halogens, noble gases, period-2 and
period-3.
(4) States the main idea in tride Döbereiner, octave Newlands, Mendeleev periodic system
and the periodic Moseley.
(5) Ideas expressed Döbereiner weakness, Newlands and Mendeleev.
(6) Determine the position of the elements in the periodic system based on electron
configuration or vice versa.
(7) Mention the meaning of atomic radius, ionization energy, electron affinity, and
electronegativity.
(8) Concluded tendency atomic radius, ionization energy, electron affinity and
electronegativity in periods and groups based on data or graphs.
(9) Infer the properties of metals, non-metals and metalloids.
III. Teaching Materials:
Elements Periodic System
o Structure of the modern periodic system
o Relationship periodic system with the electron configuration.
o The development basis of grouping elements
o Periodic properties of elements (atomic radius, ionization energy, electron affinity and
electronegativity).
o The properties of elements in the periodic system (especially metals and non-metals)
IV. Methods of approach:
o Lecture / delivery of information.
o Discussion
o Assignment
Learning Strategies
Face to Face Structured Independent
Understanding the structure
of the atom by Bohr atomic
theory, properties of
elements, relative atomic
mass, and periodic properties
of the elements in the
periodic table as well as
realizing their arrangement,
through understanding
electron configuration.
Assessing the
periodic system
to understand the
meaning of the
list through class
discussion
Students can
describe the
structure of the
periodic
system of
elements.
V. Learning Scenarios
First meeting: (3 sessions).
INTRODUCTION
o Greeting
o Appersepsi:
Before knowledge of the structure of atoms, Medeleev, a chemist from Russia, namely in
1869, has managed to compile a list of elements that can be said with modern periodic
table of elements. However, Mendeleev was not able to explain the periodicity properties
of these elements. Now, after tntang knowledge of atomic structure, kta can explain the
properties of these elements.
o Motivation:
Periodic table of elements many benefits in studying the properties of elements. It is
therefore very important to know the location of the elements in the periodic system.
CORE ACTIVITIES
Exploration
o The teacher asks the students examine the periodic table to determine the number of
protons, electrons, neutrons, atomic number and mass number carefully.
o Teacher explains about the structure of atoms, isotopes, isobars and isoton and its
relationship with Ar
o Teacher asks students to classify elements into isotopes, isobars and isoton
independently.
o Teacher asks students examine some isotopes to determine accurately the relative atomic
mass.
Elaboration
o Students fill in the table to determine the number of protons, electrons, neutrons, no.
atomic and mass numbers carefully.
o Each student worked hard to resolve any questions put to mengklasifisikasikan into
isotopes, isobars and isoton
Confirmation
o Teachers provide feedback and conclusions based on the work of students in
communicative.
o Teachers provide reinforcement of the structure of atoms, isotopes, isobars and isoton
responsibly.
o Teachers creatively provide important records of the subject matter to be mastered
students.
CLOSING
o Teachers guide students independently to make a summary of the material that has been
discussed
o Teachers conduct the final assessment of the material that has been given the
responsibility.
o Teachers provide feedback on the material that has been taught democratically.
o Teachers plan follow-up activities independently in the form of assigned tasks in
accordance with the learning outcomes of students
o Teachers foster curiosity of students to love reading about the development of atomic
models and the development of the periodic table for the next meeting.
Second meeting: (3 sessions)
INTRODUCTION
o Greeting
o Checking student attendance.
o Check at a glance whether the HOMEWORK, whether students are doing or not.
CORE ACTIVITIES
Exploration
o Teacher explains about the electron configuration and valence electrons
o The teacher asks the students to write the electron configuration of some simple elements
and determine the electron alensinya
o The teacher divides the students into small groups. Each group consists of 4-5 students
o Each group was asked to review the literature on the development of the atom from
Dalton's atomic model to the modern atomic theory independently and responsibly to
appreciate its discoverer.
o Each group was asked to review the literature on the development of the periodic system
ranging from the theory of periodic systems Dobreiner up with modern elements Lother
Meyer in an honest, independent and responsible to reward inventors.
Elaboration
o Students write a miraculous element configuration and valence electron mention
carefully.
o Each group dared to express the advantages and disadvantages of each theory
independently and responsibly atomi.
o Each group dared to express the advantages and disadvantages of each periodic system
development independently and responsibly.
o Students work hard in finding the strengths and weaknesses of each atomic theory and
periodic system.
Confirmation
o Teachers provide feedback and conclusions based on the results of the group work
discussions communicative.
o Teachers provide reinforcement of strengths and weaknesses of each atomic theory and
periodic system. responsibly and instill the importance of respecting the inventors
o Teachers creatively provide important records of the subject matter to be mastered
students.
CLOSING
o Teachers guide students independently to make a summary of the material that has been
discussed
o Teachers conduct the final assessment of the material that has been given the
responsibility
o Teachers provide feedback on the material that has been taught in a democratic
o Teachers plan follow-up activities independently in accordance with the task of
providing learning outcomes of students
o Teachers foster curiosity of students to love reading to convey the lesson plan for the
next meeting of the properties of the periodic system of elements
Third meeting: (3 sessions)
INTRODUCTION
o Greeting
o Checking student attendance.
o HOMEWORK cursory check, whether the students are doing or not.
CORE ACTIVITIES
Exploration
o The teacher asks students to write a few simple elements electron configuration
carefully, and then students were told menyebutakan position of the element in the
periodic system of elements.
o Teacher asks students to infer the relationship between electron configuration with SPU
o The teacher divides the students into small groups. Each group consists of 4-5 students
o Each group was asked to discuss the properties of periodicity elements independently
and responsibly.
Elaboration
o Each group present their independent and responsible
o Students work hard in the multiplication of information about the properties of
periodicity
Confirmation
o Teachers provide feedback and conclusions based on the results of the group work
discussions communicative.
o Teachers provide reinforcement of the relationship between the electron configuration of
the SPU and the periodicity properties of the elements responsible
o Teachers creatively provide important records of the subject matter to be mastered
students.
CLOSING
o Teachers guide students independently to make a summary of the material that has been
discussed
o Teachers conduct the final assessment of the material that has been given the
responsibility.
o Teachers provide feedback on the material that has been taught democratically.
o Teachers plan follow-up activities independently in providing good job tu gas in
accordance with the individual and group learning outcomes of students
o Teachers foster curiosity of students to love reading by delivering daily test plan at the
next meeting to be done in an honest, independent and responsible
Fourth meeting: (3 sessions)
Daily tests
VIII. Equipment / Materials / Learning Resources:
Chemistry books; worksheets, multimedia.
IX. Equipment / Materials / Learning Resources :
Chemistry books, multimedia.
X. Pe nilaian:
1. Techniques of assessment
a. Individual Task
b. Test
2. Instrument Form
Multiple Choices
Knowing, Perbaungan, September 2013
Head of State High School 1 Perbaungan Subject Teacher Chemistry
DRS. SUHAIRI M.Pd ELYDA R. Pangaribuan S.Pd
NIP.196103051984031006 NIP. 196807291994122001
LESSON PLAN
CHEMICAL BONDING-1
Subjects : Chemistry
Class / Semester : X / 1
Competency standards : 1. Understanding the atomic structure, periodic properties
of elements, and chemical bonds
Basic Competence : 1.2. Comparing the process of forming an ionic bond,
covalent bond, coordinate covalent bonding and metallic
bonding, as well as the physical properties of compounds
hubungannnya formed
I. Competency Achievement Indicators:
(1) Describes the tendency of an element to achieve stability.
(2) Lewis describes the epitome of the noble gas elements (duplet and octet) and not the
noble gas elements.
(3) Explains the process of formation of ionic bonds
(4) Explains the process of formation of a single covalent bonds, double and triple.
(5) Explains the process of formation of a covalent bond coordination.
II. Purpose:
Students can,
(1) Describes the tendency of an element to achieve stability.
(2) Lewis describes the epitome of the noble gas elements (duplet and octet) and not the
noble gas elements.
(3) Explains the process of formation of ionic bonds
(4) Explains the process of formation of a single covalent bonds, double and triple.
(5) Explains the process of formation of a covalent bond coordination.
III. Teaching Materials:
Chemical bond
Octet rule
Lewis Coat
Ionic bonds
Covalent bonds (single, double or triple)
Coordinate covalent bond.
IV. Methods of approach:
Lecture / delivery of information.
Discussion
Assignment
V. Allocation of time
3 Hour Lesson
Learning Strategies
Face to Face Structured Independent
Reviewing several
compounds to
determine why
atoms form
chemical bonds.
Determine the
elements that can
remove electrons or
accept electrons to
achieve stability in the
discussion group.
Students can
explain the
tendency of an
element to achieve
stability.
Lewis describes the
epitome of the
noble gas elements
(duplet and octet)
and not the noble
gas elements.
VI. Scenario Learning
INTRODUCTION
o Greeting
o Apperception:
In the previous lesson you've learned that atoms can combine to form molecules or ions.
How did it happen? Menapa chemical formula of water is H 2 O? (One O atom shuffle
cards 2 H atoms, and the chemical formula of salt is NaCl salt (one atom joined with 1
atom Na Cl)?
o Motivation:
After studying this chapter, you will understand why and how atoms form bonds. In
addition you will also understand various properties of substances, for example, why a
molecule of water particles while the salt particles in the form of ions.
CORE ACTIVITIES
Exploration
o Teacher explains the process of the formation of an ionic bond, covalent bond, coordinate
covalent bonding and metallic bonding, as well as the physical properties of compounds
hubungannnya formed.
Elaboration
o Students discuss in class with cooperation
Confirmation
o Students conclude about the things that have not been known to be honest
o Students explain about things that have not been known to be honest
CLOSING
o Teacher concludes the meaning of the periodic table creatively
o Teachers give assignments for next meeting
Second meeting: (3 sessions)
INTRODUCTION
o Greeting.
o Checking student attendance.
o HOMEWORK cursory check, whether the students are doing or not.
CORE ACTIVITIES
Exploration
o Teacher to discuss the matter (which has been assigned at the previous meeting) in class
discussions with cooperation
Elaboration
o Students discuss in class with cooperation
Confirmation
o Students conclude about the things that have not been known to be honest
o Students explain about things that have not been known to be honest
CLOSING
o Teacher concludes the formation of covalent bonds, ionic and covalent bonding
coordination with cooperation
VII. Equipment / Materials / Learning Resources :
Chemistry books, multimedia.
VIII. Rating:
1. Techniques of assessment
a. Individual Task
b. Test
2. Instrument Form
Multiple Choices
Knowing, Perbaungan, September 2013
Head of State High School 1 Perbaungan Subject Teacher Chemistry
DRS. SUHAIRI M.Pd ELYDA R. Pangaribuan S.Pd
NIP. 196103051984031006 NIP. 196807291994122001
LESSON PLAN
CHEMICAL BONDING - 2
Subjects : Chemistry
Class / Semester : X / 1
Competency standards : 1. Understanding the atomic structure, periodic properties
of elements, and chemical bonds
Basic Competence : 1.2. Comparing the process of forming an ionic bond, covalent
bond, coordinate covalent bonding and metallic bonding,
as well as the relation with the physical properties of
compounds formed.
I. Competency Achievement Indicators:
(1) Investigate the polarity of some compounds and correlates with electronegativity
elements through trial
(2) Describe the process of forming a bond with the metal and the relation with physical
properties of metals
(3) Connecting the physical properties of the material and the relation with the type of
chemical bonding
II. Purpose:
Students are able to,
(1) Explains the process of formation of a covalent bond coordination
(2) Investigate the polarity of some compounds and correlates with electronegativity
elements through trial
(3) Describe the process of forming a bond with the metal and the relation with physical
properties of metals
(4) Connecting the physical properties of the material and the relation with the type of
chemical bonding
III. Teaching Materials:
Chemical Bonding
o Polar compounds
o Metal bonding
o Comparison of properties of ionic and covalent compounds
o Octet rule exceptions duplet
IV. Methods of approach:
o Lecture / delivery of information.
o Discussion
o Assignment
o Practice / demonstration
V. Allocation of time
o 3 hour lesson
Learning Strategies
Face to Face Structured Independent
Comparing the process
of forming an ionic
bond, covalent bond,
coordinate covalent
bonding and metallic
Design and
conduct
experiments to
investigate the
polar compounds
Students can
investigate
polarity of some
compounds and
correlates with
bonding, as well as the
relation with the
physical properties of
compounds formed.
in the laboratory
Identify the
physical
properties of
metals and relate
them with metal
bond formation
process in group
discussions in the
laboratory.
electronegativity
elements through
trial
Students can
describe the
process of
bonding metal and
the relation with
the physical
properties of
metals.
VI. Scenario Learning
First meeting: (3 sessions).
INTRODUCTION
o Greeting.
o Checking student attendance.
o Check if homework is done or not (note the students who do not do the work).
CORE ACTIVITIES
Exploration
o Teacher explains about the polar compounds with creative
Elaboration
o Students discuss in class with cooperation
o Class discussion about the students' creative metal bonding
o Student class informal discussion about the relevance of their properties with creative
types of chemical bonds
Confirmation
o Students conclude about the things that honestly have not known
o Students explain things in an honest unknown
CLOSING
o Teacher concludes the meaning of the periodic table with honest
o The teacher informs the replay at the next meeting
Second meeting: (3 sessions)
INTRODUCTION
o Greeting.
o Checking student attendance.
o HOMEWORK cursory check, whether the students are doing or not.
CORE ACTIVITIES
Exploration
o Teacher explains the comparative properties of ionic and covalent compounds creatively
Elaboration
o Students discuss in class with cooperation
Confirmation
o Students conclude about the things that have not been known to be honest
o Students explain about things that have not been known to be honest
CLOSING
o Teacher concludes the comparison properties and major differences ions and covalent
compounds with responsibility
Third meeting: (3 sessions)
INTRODUCTION
o Greeting.
o Checking student attendance.
o HOMEWORK cursory check, whether the students are doing or not.
CORE ACTIVITIES
Exploration
o Teacher explains the failure duplet octet rule with communicative
o Teachers describing creative writing lewis structure
Elaboration
o Students discuss in class with cooperation
o Students practice drawing Lewis structures with responsibility
Confirmation
o Students conclude about the things that have not been known to be honest
o Students explain about things that have not been known to be honest
CLOSING
o Teachers concluded the cause of failure duplet octet rule with communicative
o The teacher informs the test blocks at the next meeting
Fourth meeting: (3 sessions)
Midterms
VII. Equipment / Materials / Learning Resources:
o Book of Chemistry, Laboratory, multimedia.
VIII. Rating:
1. Techniques of assessment
a. Individual Task
b. Test
2. Instrument Form
Multiple Choices
Knowing, Perbaungan, September 2013
Head of State High School 1 Perbaungan Subject Teacher Chemistry
DRS. SUHAIRI M.Pd ELYDA R. Pangaribuan S.Pd
NIP. 196103051984031006 NIP. 196807291994122001
LESSON PLAN
STOICHIOMETRY-1
(Compound Nomenclature and Reaction Equations)
Subjects : Chemistry
Class / Semester : X / 1
Competency Standard : 2. Understand the basic laws of chemistry and its
application in chemical calculations (Stoichiometry)
Basic competencies : 2.1. Describe the nomenclature of inorganic compounds and
simple organic compounds as well as the reaction
equation.
I. Competency Achievement Indicators:
(1) Write the name of the binary compound
(2) Write the name of the polyatomic compounds
(3) Write the name of simple organic compounds
(4) Balance simple chemical equations with given names of the substances involved in the
reaction or vice versa.
II. Purpose:
Students are able to,
(1) Write the name of the binary compound
(2) Write the name of the polyatomic compounds
(3) Write the name of simple organic compounds
(4) Balance simple chemical equations with given names of the substances involved in the
reaction or vice versa.
III. Teaching Materials:
Stoichiometry-1
o Nomenclature of binary compounds
o Nomenclature polyatomic compounds
o The nomenclature of simple organic compounds
o Writing and equalization equation
IV. Methods of approach:
o Lecture / delivery of information.
o Discussion
o Assignment
V. Allocation of time
3 hour lesson
Learning Strategies
Face to Face Structured Independent
Understand the basic
laws of chemistry and its
application in chemical
calculations
(Stoichiometry)
Specifies the
name binary
covalent
compounds
Specify the name
of the binary
ionic compound
Students can
Writing binary
compound name
Write down the
names of students
can be polyatomic
compounds.
VI. Scenario Learning
First meeting: (3 sessions).
INTRODUCTION
o Greeting
o Checking student attendance
o Appersepsi
We already know that the number of compounds is much greater than the number of
elements. Each of these compounds need to have a specific name and the same all over
the world. Therefore we need a way of applying for naming compounds. In this activity
you will learn how simple naming, both senyawaanorganik, mauoun organic compounds.
o Motivation
Giving names associated with this type of compound chemical bonding and the relative
electronegativity of the constituent elements. Do you still remember about chemical
bonding and electronegativity? If you've forgotten please remember back before starting
this activity.
CORE ACTIVITIES
Exploration
o Teachers discuss / discusses the creative nomenclature compound
Elaboration
o Train students creatively named compound
Confirmation
o Students conclude about the things that have not been known with responsibility
o Students explain things creatively unknown
CLOSING
o Teachers concluded creatively compound nomenclature
o Teacher concludes ways of writing and honestly equivalency equation
o Teachers give assignments for next meeting
Second meeting: (3 sessions)
INTRODUCTION
o Greeting.
o Checking student attendance.
o HOMEWORK cursory check, whether the students are doing or not.
CORE ACTIVITIES
Exploration
o Teachers discuss the similarities and equalization reaction creatively
Elaboration
o Students discuss in class with cooperation
Confirmation
o Students conclude about the things that have not been known to be honest
o Students explain about things that have not been known to be honest
CLOSING
o Teacher concludes with how to balance the reaction communicative
VII. Equipment / Materials / Learning Resources
Chemistry books, multimedia.
VIII. Rating:
1. Techniques of assessment
a. Individual Task
b. Test
2. Instrument Form
Multiple Choices
Knowing, Perbaungan, September 2013
Head of State High School 1 Perbaungan Subject Teacher Chemistry
DRS. SUHAIRI M.Pd ELYDA R. Pangaribuan S.Pd
NIP. 196103051984031006 NIP. 196807291994122001
LESSON PLAN
STOICHIOMETRY-2
(Basic Laws of Chemistry)
Subjects : Chemistry
Class / Semester : X / 1
Competency Standard : 2. Understand the basic laws of chemistry and its
application in chemical calculations (Stoichiometry)
Basic Competence : 2.2 Proving and communicate enactment of basic laws
and implementing the experiment kimiamelalui mole
concept in solving chemical calculations.
I. Competency Achievement Indicators:
(1) Lavoisier law prove through experiments
(2) Proust through experiments to prove the law
(3) Analyze compound to prove the legal validity of multiple comparisons (Dalton's Law)
(4) Using experimental data to prove the law of volume ratio (Gay Lussac's Law)
(5) Using experimental data to prove the law of Avogadro.
II. Purpose:
Students are able to,
(1) Proving the legal validity Lavoisier.
(2) Proving the legal validity Proust.
(3) Analyze data to prove the rule of law Dalton.
(4) Using data to prove the law of Gay Lussac berlakuknya.
(5) Using data to prove the law of Avogadro's enactment.
III. Teaching Materials:
Basic laws of chemistry
o Lavoisier law
o Proust law
o Dalton's Law
o Gay Lussac law
o Avogadro's Law
IV. Methods of approach:
o Lecture / delivery of information.
o Practice
o Discussion
o Assignment
V. Allocation of time
3 hour lesson
Learning Strategies
Face to Face Structured Independent
Proving and
communicating the
fundamental laws
enactment
kimiamelalui trial and
apply the concept of
moles in solving
chemical calculations
Design and conduct
experiments to
membuktikakn
Lavoisier law and
the law of Proust in
the laboratory
Discuss the
experimental data to
prove the law of
Dalton, Gay Lussac
Law, and
Avogadro's law in
group discussions in
class
Students can prove
through
experiments
Lavoisier law
Students can
Menganalsis
compounds to
prove the legal
validity of multiple
comparisons
(Dalton's Law)
VI. Scenario Learning
First meeting: (3 sessions).
INTRODUCTION
o Greeting
o Appersepsi:
CORE ACTIVITIES
Exploration
o Teachers conduct experiments to prove the law of Lavoisier with responsibility
o Teachers conduct experiments to prove the law creatively Proust
o Teachers discuss classroom discussions with tolerance
Elaboration
o Students discuss / discusses law Lavoisier, Proust law that has been previously assigned
to the hard work
o Students discuss experiments to prove creatively Lavoisier and Proust
Confirmation
o Students conclude about the things that have not been known to be honest
o Students explain about things that have not been known with responsibility
CLOSING
o Teacher concludes Lavoisier law and the law creatively Proust
o Teachers give assignments for next meeting
Second Meeting (3 sessions).
INTRODUCTION
o Greeting
o Appersepsi
o Checking task
CORE ACTIVITIES
Exploration
o Teachers conduct experiments to prove the law of Dalton and Gay Lussac with
responsibility
o Teachers conduct experiments to prove the law of Dalton and Gay Lussac be creative
o Teachers discuss classroom discussions with tolerance
Elaboration
o Students discuss / discussing Dalton and Gay Lussac's law that has been previously
assigned to the hard work
o Students discuss the experiment to prove the law of Dalton and Gay Lussac be creative
Confirmation
o Students conclude about the things that have not been known to be honest
o Students explain about things that have not been known with responsibility
CLOSING
o Teacher concludes the law and the law of Gay Lussac Dalton creatively
o Teachers give assignments for next meeting
Third meeting: (3 sessions).
INTRODUCTION
o Greeting
o Appersepsi:
o Checking task
CORE ACTIVITIES
Exploration
o Teachers conduct experiments to prove Avogadro's law with responsibility
o Teachers conduct experiments to prove the law of Avogadro creative
o Teachers discuss classroom discussions with tolerance
Elaboration
o Students discuss / discusses Avogadro's law that has been previously assigned to the
hard work
o Students discuss the experiment to prove the law of Avogadro is creative
Confirmation
o Students conclude about the things that have not been known to be honest
o Students explain about things that have not been known with responsibility
CLOSING
o Teacher concludes Avogadro's law creatively
Fourth meeting: (3 sessions)
Daily tests
VII. Equipment / Materials / Learning Resources :
Chemistry books, multimedia.
VIII. Rating:
1. Techniques of assessment
a. Individual Task
b. Test
2. Instrument Form
Multiple Choices
Knowing, Perbaungan, September 2013
Head of State High School 1 Perbaungan Subject Teacher Chemistry
DRS. SUHAIRI M.Pd ELYDA R. Pangaribuan S.Pd
NIP. 196103051984031006 NIP. 196807291994122001
LESSON PLAN
STOICHIOMETRY-3
Subjects : Chemistry
Class / Semester : X / 1
Competency Standard : 2. Understand the basic laws of chemistry and its
application in chemical calculations (Stoichiometry)
Basic Competence : 2.2 Proving and communicate enactment of basic laws
and implementing the experiment kimiamelalui mole
concept in solving chemical calculations
I. Competency Achievement Indicators:
o Convert the number of moles by the number of particles, the mass and volume of the
substance
o Determine the levels of substances in the compound
o Determine the empirical formula and molecular formula
II. purpose:
Students are able to,
o Describes the tendency of an element to achieve stability.
o Convert the number of moles by the number of particles, the mass and volume of the
substance
o Determine the levels of substances in the compound
o Determine the empirical formula and molecular formula
III. Teaching Materials:
Chemical bond
o Structure of the modern periodic system
IV. Methods of approach:
o Lecture / delivery of information.
o Discussion
o Assignment
Learning Strategies
Face to Face Structured Independent
Proving and
communicating the
fundamental laws
enactment
kimiamelalui trial and
apply the concept of
moles in solving
chemical calculations
Discussion of the
concept of
information
moles
Students can
Convert the number
of moles by the
number of particles,
the mass and volume
of the substance
Scenario Learning
First meeting: (3 sessions).
INTRODUCTION
o Greeting
o Checking student attendance.
o Appersepsi:
Before knowledge of the structure of atoms, Medeleev, a chemist from Russia, namely in
1869, has managed to compile a list of elements that can be said with modern periodic
table of elements. However, Mendeleev was not able to explain the periodicity properties
of these elements. Now, after the knowledge of the structure of atoms, we can explain the
properties of these elements.
o Motivation:
Periodic table of elements many benefits in studying the properties of elements. It is
therefore very important to know the location of the elements in the periodic system.
Core Activities
Exploration
o Teachers understand the basic laws of chemistry and its application in chemical
calculations (Stoichiometry) with hard work
Elaboration
o Students discuss / discusses the periodic table of elements through the group as a
tolerance
o Students present the group with respect
Confirmation
o Students conclude about the things that have not been known to be honest
o Students explain about things that have not been known to be honest
CLOSING
o Teacher concludes the meaning of the periodic table with honest
o Teachers give assignments for next meeting
Second meeting: (3 sessions)
INTRODUCTION
o Greeting
o Checking student attendance.
CORE ACTIVITIES
Exploration
o Discuss in class the teacher communicative
Elaboration
o If there is remaining time is used for exercises (competency test) by honest
Confirmation
o Students conclude about the things that have not been known to be honest
o Students explain about things that have not been known with responsibility
CLOSING
o Teacher concludes the discussion of the core / discussion communicative
o Teacher gives a task to the next meeting with the responsibility
Third meeting: (3 sessions).
INTRODUCTION
o Greeting
o Appersepsi
o Checking task
CORE ACTIVITIES
Exploration
o Teachers explain the reaction stoichiometry communicative
Elaboration
o Students discuss the stoichiometric reactions
Confirmation
o Students conclude about the things that have not been known to be honest
o Students explain about things that have not been known with responsibility
CLOSING
o Teachers concluded the reaction stoichiometry
Fourth meeting: (3 sessions)
Deuteronomy Daily
VI. Equipment / Materials / Learning Resources:
Chemistry books, multimedia.
VII. Rating:
1. Techniques of assessment
a. Individual Task
b. Test
2. Instrument Form
Multiple Choices
Knowing, Perbaungan, September 2013
Head of State High School 1 Perbaungan Subject Teacher Chemistry
