LESSON PLAN

Education Unit
Object
Grade/Semester
Topic
Sub Topic

:
:
:
:
:

Senior High School

Chemisry
XII / II
Chemical Element
The use and the negative impact of the main group elements
(Halogen, Alkaly, Earth Alkaly) and its compounds in the daily

Time Allocation

: 8 weeks x 4 meeting

A. CORE COMPETENCES
CC 1 : Internalize and practice the religion.
CC 2 : Internalize and practice honest behaviour, discipline, responsibility, caring (gotomg
royong, cooperation, tolerance, peaceful life). Polite, responsive and proactive and
showed as part of the solution to various problems in the interacting effectively with
the social and natural environments and put oneself as a reflection of the nation in the
world relationship
CC 3 : Understand, implement, analyze and evaluate the factual knowledge, conceptual,
procedural, and metacognitive knowledge based on the curiosity about science,
technology, art, culture, and humanities with the insight of humanity, nationality, state,
and civilization in relation to the causes of phenomena and events and applying
procedural knowledge in a specific field of study according to the individual talents
and interests to solve the problem.
CC 4 : Process, reason, present, and create in the realm of the concrete and the abstract
realm associated with the development of what is learned at school independently and
to act effectively and creatively, and are capable to use the method according to the
rules of science.
B. BASIC COMPETENCES AND THE COMPETENCE ACHIEVED INDICATORS
BC From CC 1
1.1. Realize the arrangement in the coligative characterictics, redox reaction, the
diversity of elemental charasteristics, macromolecular compound as an expression of
the greatness of God Almighty and its knowledge about as the result of the humans
creative thinking that the thruth is tentative.
1.2. To be grateful for the abundance of main group elements in Indonesia as a blessing
that is used for the prosperity of the Indonesian people.
Indicators of Competency Achievment

1.1.1 Know that the subject matter is useful for daily life.
1.1.2 Acknowledge that the condition set by God Almighty is the best for us.
BC from CC 2
2.1. Show the behavioral science (curious, discipline, honest, objective, open minded, be
able to distinguish the fact and the opinian, thorough, responsible, critical, creative,
innovative, democratic, communicative)

in design and do the experiment and

discussions are realized in daily attitudes.

2.2. Show the behavior of cooperation, polite, tolerant, peace-loving and caring
environment and saving in the use of natural resources.
2.3. Show the responsive and pro-active as a manifestation of the ability to solve
problems and make decisions.
Indicators of Competency Achievment
2.2.1 Do the task on time
2.2.1 Respect the other opinion of students while in class
2.2.2 Cooperate with good when in class
2.3.1 Active in express the opinion
2.3.3 Able to deduce the subject matter
BC from CC 3
3.6. Analyze the abundance, the tendency of physical properties and chemical properties,
benefits, impacts, the process of making the main group elements (halogens, alkali
and alkaline earth) and its compounds in the daily life.
Indicators of Competency Achievment
3.6.1 Explain the physical properties, chemical properties and the production process of
VIIa (Halogen) group elements carefully and communicative. Analyze the impact of
the use technology in the environment and the society.
3.6.2 Understand the physical properties, chemical properties and the production process
of Alkali group elements carefully and curiousity. Analyze the impact of the use
technology in the environment and the society.
3.6.3 Explain the the physical properties, chemical properties and the production process
of Alkaline Earth group elements carefully and communicative. Analyze the impact
of the use technology in the environment and the society.
BC from CC 4

4.6

Think and analyze the abundance, the tendency of physical properties and chemical
properties, the benefits, impacts, the production process of main group elements
(Halogen, Alkaly, Alkaline Earth) and its compounds in the daily life.

Competences Achievment Indicators

4.6.1 Think and analyze the use of technology (Technology) from the abundance, the
tendency of physical properties and chemical properties, benefits, impacts, the
process of making the main group elements (Halogens, Alkali and Alkaline Earth)
and its compounds in the environmental aspect (Environment) and the society
(Society).
C. LEARNING OBJECTIVES
1. Through the groups discussion using a discussion sheet and literature, the students
with curiosity and thorough able to identify the content of the element or compound
in a product correctly and correlate it with the elements of SETS.
2. Through the groups discussion groups using a discussion sheet and literature, the
students carefully and responsibly can explain the benefits of Alkali elements or
compounds correctly and correlate it with the elements of SETS.
3. Through the groups discussion groups using a discussion sheet and literature, the
students carefully and responsibly can explain the negative impact of Alkali
elements or compounds correctly and correlate it with the elements of SETS.
4. Through the groups discussion groups using a discussion sheet and literature, the
students carefully and responsibly can explain the benefits of Alkaline Earth
elements or compounds correctly and correlate it with the elements of SETS.
5. Through the groups discussion groups using a discussion sheet and literature, the
students carefully and responsibly can explain the negative impact of Alkaline Earth
elements or compounds correctly and correlate it with the elements of SETS.
6. Through the groups discussion groups using a discussion sheet and literature, the
students carefully and responsibly can explain the benefits of Halogen elements or
compounds correctly and correlate it with the elements of SETS.
7. Through the groups discussion groups using a discussion sheet and literature, the
students carefully and responsibly can explain the negative impact of Halogen
elements or compounds correctly and correlate it with the elements of SETS.
D. SUBJECT MATTER

1. The benefits and the negative impacts of the Alkali compounds.

2. The benefits and the negative impacts of the Alkaline Earth compounds.
3. The benefits and the negative impacts of the Halogen compounds.

Society
The usage of NaCl salt as a salty taste on the food. But
the excess of Sodium in blood can caused high blood
pressure.

Science
Alkaly metal
(Na)

Technology

Environment

The technology of
production
and
purification of salt.

The salt that contaminate the

soil can cause the plants
occured plasmolysis, so the
water inside the plants out
into the soil.

E. APPROACH/STRATEGY/LESSON METHODE
1. Approach

: SETS
2. Model

Problem based learning (PBL)

the
the

3. Methode

: Group Discussion "Group Investigation"

F. MEDIA, TOOLS, AND LEARNING SOURCES

1. Media
Computer, LCD, on focus, illustrated picture/video, whiteboard, felt-tip marker,
eraser.
2. Tools and Material
a. Power point of subject matter
b. Students discussion sheet
c. Assessment sheet
3. Learning Source
a. Johari, J.M.C & Rachmawati, M. 2009. Kimia 3 SMA dan MA untuk kelas XII.
Jakarta : Esis
b. Purba, Michael. 2007. Kimia untuk SMA Kelas XII. Jakarta : Erlangga
c. Sudarmo, Unggul. 2014. Kimia untuk SMA/MA Kelas XII Kelompok Peminatan
Matematika dan Ilmu Alam 3. Surakarta : Erlangga
d. Periodic Table
G. LEARNING ACTIVITIES
First Meeting (2x45 minutes)
Activity
Introduction

Learning Description

Time

Allocation
The teacher open the lesson with 5 minutes

1.
greetings.
2.

The teacher ask the student to pray.

3.

The teacher check the presence of

students.

4.

The teacher convey the learning

objectives to be achieved.
Aperception
The teacher ask the question to the students to direct the
students to the subject matter : When you wake up and you
toothbrush using toothpaste, do you know what is the
content of toothpaste ? Do you know the content of mineral
water that you drink daily ? And what do you breate when
breathing ? In the daily life, we can not missed from the

Activity

Learning Description

Time
Allocation

chemical elements. In this meeting, we will discuss abot the

usage and the negative impact of chemical elements and its
compounds in the daily life.
Motivation
The teacher gives the motivation : Its so many elements in
the nature which is provided by God.
How far do you know about the elements ?
What is the benfits of these elements ?
What is the negative impacts of these elemts ?
Basically, all of the elements has positive and negative
impacts. Its same with all the things that created by God
in the nature, it has uses and if the presence of it does not
utilized properly it will give negative impacts.
7. The teacher divides the students into 6 groups (i group consist
of 3 students). The teacher gives the students worksheet and
Core

the group discussion.

Observe
The teacher show the picture product that contain the certain
elements, the students observes curiously and identify the
elements that contain in the products carefully and thorough.
The teacher gives the guidance.
Ask

The teacher gives the questions about the another products

that can be produced from certain element. The students
answers the questions with enthusiasm.

The students with curiousity ask the usage of the elements

and the negative impacts of the elements. The teacher
gives the guidance.
Collect the data

The teacher remains the elements in the periodic

table and correte it with its compound in the daily
life, then the teacher explains the usage and the

80 minutes

Activity

Learning Description

Time
Allocation

negative impacts of these elements. The students

listen it with curiousity.

The students discuss about what kind of the elements

in a certain product, the usage, and the negative
impacts in their group with responsibility, the teacher
gives the guidance.

The students discuss the another compounds that

contain the certain element in theis group with
responsibility, the teacher gives the guidance.

Associate

The students analyze and conclude the usage and

the negative impacts of the chemical elements,
and identify the another compounds that contain
certain element.

Be grateful of the usage of the chemical elements

as the gift from God.

Communicate
The students present the result of the discussion about the
compound that contain the certain element, the usage and the
negative impacts of these elements. The teacher gives the
Closing

guidance.
1. The students are required to conclude the compound that 5 minute
contain the certain compound, the usage, and the negative
compounds carefully, independent, and responsible. The
teacher gives the guidance.
2. Using the laptop, the teacher deliver what they have
learned and concluded about the compound that contain
the certain elements, its usage, and the negative impacts.
3. The teacher gives the task to make mind mapping about
the compounds that contain certain elements, the usage,
and the negative impacts. Then the teacher ask the students
to read the next subject matter about the characteristics of

Activity

Time

Learning Description

Allocation

the elements.
4. The teacher ask the students to bring the periodic table in
the next meeting.
5. The teacher close the learning activities with give a
suggestion to keep study.
6. The teacher close the lesson with greeting.
Second Meeting (2x 45 minutes)
Activity
Introduction

Time

Learning Description

Allocation
The teacher open the lesson with 10 minutes

1.
greetings.
2.

The teacher ask one of the student to

pray.

3.

The teacher check the presence of

students as the discipline.

4.

The teacher convey the learning

objectives to be achieved.

Aperception
The teacher with the students discuss the homework which
given by the teacher at the previous meeting.
The

teacher

explain

the

learning

objectives/basic

competences.
Motivation
The teacher ask the question about the characteristics of the
Core

elements.
Observe
Observe the periodic table.
Ask
The teacher gives the question to the students that related
with the subject matter.
The teacher ask the students if there any matter that has not
been understood.
Collect the Data

70 minutes

Activity

Learning Description

Time
Allocation

The teacher introduce the students about the physical

properties and the chemical properties of the elements. The
teacher explain the physical properties and the chemical
properties of the elements in Halogen, Alkaly and Earth
Alkaly group.
The teacher gives some excercises about the matter that
have been taught to the students.
Associate
Make a conclusion of the presence of the elements in the
nature, in the periodic table based on its physical properties
and the chemical properties.
Communicate
Some students do the excercises in front of the class on the
whiteboard.
The teacher gives the feedback and review of the students
work on the board.
The teacher discuss the excercises together with the
students and the teacher answer the students questions.
The teacher guide the students to conclude what has been 10 minutes

Closing

discussed.
The teacher gives the homework in form of excescises and
the task to design the experiment of flame.
The teacher tells the students about the subject matter of the
next meeting.
The teacher close the learning activities with greeting.

Third Meeting (2 x 45 minutes)

Activity
Introduction

Learning Description

Time

Allocation
The teacher open the lesson with 5 minutes

1.
greetings.
2.

The teacher ask one of the student to

pray.

Activity

Learning Description
3.

Time
Allocation

The teacher check the presence of

students as the discipline.

4.

The teacher convey the learning

objectives to be achieved.
Aperception

The teacher ask the question to direct the students to the

subject matter : have you ever seen the fireworks ? what is the
color of fireworks ? is it colorful ? what kinds of the elements
so its colorful ?
Motivation
The teacher gives motivation : so many kind of the elements
that provided by God
How far do you know about the elements ?
What is the benfits of these elements ?
What is the negative impacts of these elemts ?
Basically, all of the elements has positive and negative
impacts. Its same with all the things that created by God in
the nature, it has uses and if the presence of it does not
utilized properly it will give negative impacts.
The teacher divides the students into 6 groups (i group consist
of 3 students). The teacher gives the experiment worksheet for
Core

each groups.
Observe
The teacher show the picture product that contain the certain
elements, the students observes curiously and identify the
elements that contain in the products carefully and thorough.
The teacher gives the guidance.
Ask
1. Through the experiment, the students identify the flame of
the experiment material.
2. Through the experiment, the students apply the scientific
attitude, such as careful, careful in use the tools and the
materials, and careful when use the chemical substance.

80 minutes

Activity

Learning Description

Time
Allocation

Collect the Data

The students do the experiment and apply the science attitude,
the intruction of the experiment was available and correlate
with SETS.
Associate
1. The students with their group discuss the result of the
experiment and cocnlude the flame of the chemical elements
and know the group and the period of the element in the
periodic table.
2. The students with their group discuss discuss the correlation
of the elements in SETS.
Communicate
The students present the result and the conclusion of the
experiment in front of the class and discuss it with another
Closing

group and the teacher.

The teacher ask the students to conclude the experiment about 5 minutes
the flame of chemical elements.
The teacher gives the task to do the excercises and read the
next subject matter.
The teacher close the meeting with greeting.

The next meeting is to evaluate (2 x 45 minutes)

H. INSTUMENTAL ASSESSMENT
1. Attitude Assessment
Technique

: Observation

Form of Instrument

: Observation sheets

2. Kognitif Assessment
Technique

: Give excersises to be discussed and observe

Form of instrumental : Objective test and Observation sheets

3. Skill Assessment
Technique

: Observation

Form of instrumental : Observation sheets

Semarang,
Kepala Sekolah,

Chemistry Tescher,

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

Fitria Dwi Utami

NIP. .....................

NIM. 4301413005

Lampiran 1. Instrumen Penilaian Sikap

1. Perilaku berkarakter
Format Pengamatan Perilaku Berkarakter
Siswa :
Kelas :
Tanggal

Petunjuk

Untuk setiap perilaku berkarakter berikut ini, beri penilaian atas perilaku berkarakter
siswa menggunakan skala berikut ini:

No
1
2
3
4

A = sangat baik

B = Memuaskan

C = menunjukkan kemajuan

D = memerlukan perbaikan

Rincian Tugas Kinerja (RTK)

Keterangan

Rasa ingin tahu

Tanggungjawab
Cermat
Teliti
kjsfkj

2. Sikap spiritual
Petunjuk:
Bubuhkan pada kolom Tanda Cek () jika deskriptor yang disediakan tampak
Jika jumlah deskriptor yang tampak pada Aspek yang Diamati:
Satu : mendapatkan skor 1
Dua : mendapatkan skor 2
Tiga : mendapatkan skor 3
Empat : mendapatkan skor 4
Aspek yang
Diamati
Ketaatan
dalam
menjalankan
ajaran agama

Deskriptor

Tanda
Cek ( )

Meyakini ajaran agamanya yang paling benar dan

tidak meremehkan ajaran agama lain
Meyakini bahwa hidup di dunia diikuti kehudupan
abadi di akhirat.
Meyakini bahwa kualitas hidup dunia menentukan
kualitas hidup di akhirat.
Meyakini bahwa hidup di dunia adalah kesempatan

Skor

membawa modal di akhirat.

Skor total
3. Sikap sosial
Petunjuk :
Lembaran ini diisi oleh guru untuk menilai sikap sosial peserta didik. Berilah tanda
(v) pada kolom skor sesuai sikap yang ditampilkan oleh peserta didik, dengan kriteria
sebagai berikut :
4 = selalu, apabila selalu melakukan sesuai pernyataan
3 = sering, apabila sering melakukan sesuai pernyataan dan kadang-kadang tidak
melakukan
2 = kadang-kadang, apabila kadang-kadang melakukan dan sering tidak melakukan
1 = tidak pernah, apabila tidak pernah melakukan

NO

Sikap yang dinilai

1.

Sikap Jujur
Tidak menyontek dalam mengerjakan tugas maupun

2.

ulangan.
Tidak melakukan plagiarism (tidak menyalin karya

3.

milik orang lain tanpa mencantumkan sumber)

Mengemukakan pendapat secara apa adanya (tidak

4.

dibuat-buat).
Mengerjakan laporan atau tugas sesuai hasil apa

5.

adanya.
Mengakui kesalahan atau kekurangan yang dimiliki

6.

Datang tepat waktu

7.

Patuh dan tertib terhadap aturan yang berlaku

8.

Mengerjakan tugas sesuai dengan waktu yang

Sikap Disiplin

ditentukan
9.

Sikap Tanggungjawab
Melaksanakan tugas individu maupun kelompok

dengan baik.
10. Meminta maaf atas kesalahan yang dilakukan
Sikap Toleransi

BUTIR INSTRUMEN
1
2
3
4

11. Mengahargai pendapat orang lain

12. Menghormati orang lain yang sedang menampaikan
pendapatnya
13. Meerima kesepakatan walaupun berbeda dengan
pendapatnya
14. Mampu memaafkan kesalahan orang lain
15. Mampu menerima kekurangan orang lain
Sikap Gotong royong
16. Terlibat aktif dalam mengerjakan tugas kelompok
17. Bersedia melakukan tugas sesuai kesepakatan
18. Bersedia membantu orang lain tanpa mengharap
imbalan
Sikap Santun Dan Sopan
19. Tidak berkata kasar pada teman
20. Tidak menyela pembicaraan
21. Mengucapkan terimakasih stelah menerima bantuan
dari orang lain
22. Bersikap 3S (salam ,sapa ,senyum)
23. Meminta ijin ketika akan menyampaiakan pendapat
24. Meminta ijin ketika ingin menggunakan barang milik
orang lain
Sikap Percaya Diri
25. Berpendapat tanpa ragu-ragu
26. Mampu membuat keputusan dengan cepat
27. Tidak mudah putus asa
28. Berani menyampaikan pendapat, bertanya maupun
menjawab pertanyaan didepan kelas
29. Berani mempresentasikan hasil diskusi disepan kelas

Nilai
Perhitungan nilai :

skortotal
x100%
skormaksimum

Lampiran 2. Instrumen Penilaian Keterampilan

Format Pengamatan Keterampilan Sosial
Siswa

Kelas

Tanggal :
Petunjuk :
Untuk setiap keterampilan, beri penilaian atas keterampilan sosial siswa itu
menggunakan skala berikut ini:

No

A = sangat baik

B = Memuaskan

C = menunjukkan kemajuan

D = memerlukan perbaikan

Rincian Tugas Kinerja

Keterangan

(RTK)
1

Bertanya

Menjawab pertanyaan

Menyumbang

ide

atau

pendengar

yang

pendapat
4

Menjadi
baik

Komunikasi

Lampiran 3. Penilaian Kognitif

1. Pernyataan yang tidak benar dari unsur-unsur gas mulia adalah ...
a. sukar bereaksi dengan unsur lain, kecuali xenon
b. memiliki 8 elektron valensi, kecuali helium
c. kelimpahan argon terbanyak di udara
d. radon dapat diperoleh dari penyu-lingan udara cair

e. bersifat monoatomik, tidak berwarna, tidak berasa, dan tidak berbau

2. Gas mulia yang diperoleh dari reaksi peluruhan radioaktif adalah ...
a. Ar

d. Rn

b. Xe

e. He

c. Ne
3. 100 gram suatu senyawa yang terdiri dari unsur Xe dan F, mengandung 77,5 gram xenon.
Jika Ar Xe = 131 dan Ar F = 19, maka rumus senyawa tersebut adalah ...
a. XeF6

d. XeF3

b. XeF5

e. XeF2

c. XeF4
4. Reaksi berikut tidak dapat berlangsung, kecuali ...
a. Cl2 + KBr

d. Cl2 + KF

b. I2 + KCl

e. I2 + KI

c. Br2 + KI
5. Pada suhu kamar karakteristik unsur-unsur halogen, adalah ...
a. F2 dan Cl2 berfase gas

d. At (astatin) bersifat radioaktif

b. Br2 berfase cair

e. Benar semua

c. I2 berfase padat
6. Di antara ion-ion berikut yang tidak dapat mengalami reaksi disproporsionasi adalah
a. ClO4

d. ClO

b. ClO3

e. Salah semua

c. ClO2
7. Di antara asam oksi berikut yang terkuat adalah
a. HClO

d. HClO2

b. HbrO

e. HbrO2

c. HIO
8. Presentase massa unsur kalsium yang terdapat dalam batu kapur, CaCO 3 (Ar Ca = 40, O =
16, C = 12 ) adalah ...
a. 12%

d. 48%

b. 16%

e. 50%

c. 40%
9. Logam kalium lebih reaktif daripada logam natrium.
f.

SEBAB

g. Energi ionisasi kalium lebih kecil daripada energi ionisasi natrium.

10. Unsur-unsur alkali tanah dalam sistem periodik dari atas ke bawah makin sukar melepas
elektron.
h.

SEBAB

i. Keelektronrgatifan unsur alkali tanah bertambah dari atas ke bawah.

11. Logam alkali tanah berikut ini yang bereaksi dengan air dingin adalah
1) Barium
2) Stronisum
3) Kalsium
4) Magnesium
12. Beberapa pernyataan tentang sifat periode ketiga dari Na ke Cl adalah sebagai berikut.
1) pereduksi bertambah
2) jari-jari atom bertambah besar
3) afinitas elektron bertambah
4) sifat logam berkurang
5) sifat keelektronegatifan bertambah
j. Pernyataan yang benar adalah ...
a. (1), (2), (3)

d. (1), (3), (5)

b. (2), (3), (4)

e. (2), (4), (5)

c. (3), (4), (5)

13. Unsur-unsur P, Q, dan R terletak pada periode ketiga. Oksida unsur P dapat bereaksi
dengan asam kuat maupun dengan basa kuat. Oksida unsur Q dalam air dapat
memerahkan lakmus biru. Unsur R dapat bereaksi dengan air menghasilkan gas
hidrogen. Susunan unsur-unsur tersebut dalam sistem periodik dari kiri ke kanan adalah

a. R P Q

d. Q P R

b. R Q P

e. P Q R

c. P R Q
14. Tiga senyawa hidroksida unsur periode ketiga yang bersifat asam dari lemah sampai
yang paling kuat adalah
a. Al(OH)3, Si(OH)2, PO(OH)3
b. PO(OH)3, SO2(OH)2, ClO3(OH)
c. ClO3(OH), SO2(OH)2, Mg(OH)2
d. Si(OH)2, SO2(OH)2, Mg(OH)2
e. ClO3(OH), PO(OH)3, SO2(OH)2
15. Diketahui beberapa senyawa:

1) Kriolit
2) Kaporit
3) Bauksit
4) Kalkopirit
f. Pasangan senyawa yang mengandung aluminium adalah ...
a. 1 dan 3

d. 2 dan 4

b. 1 dan 4

e. 3 dan 4

c. 2 dan 3
16. Sebanyak 20 ton pasir kuarsa diolah dalam tanur listrik dengan menggunakan karbon,
dihasilkan 2,8 ton silikon murni. Reaksi: SiO2 + 2C Si + 2CO.
f. Kadar kemurnian SiO2 dalam kuarsa adalah ( Ar Si = 28; O = 16 )
a. 15%

d. 36%

b. 28%

e. 60%

c. 30%
17. Diberikan berbagai sifat unsur sebagai berikut.
1) mempunyai titik lebur rendah
2) bersifat logam
3) rapuh tetapi keras
4) umumnya senyawanya berwarna
5) dapat membentuk ion kompleks
6) umumnya mempunyai beberapa bilangan oksidasi
f. Yang merupakan sifat unsur transisi adalah
a. (1), (2), (6), dan (7)

d. (1), (4), (5), dan (6)

b. (2), (3), (5), dan (6)

e. (1), (3), (5), dan (6)

c. (2), (4), (5), dan (6)

18. Molekul atau ion berikut dapat bertindak sebagai ligan, kecuali
a. H2O

d. CH4

b. NH3

e. H2NCH2CH2NH2

c. CN
19. Suatu ion kompleks mempunyai atom pusat CO3+ dengan ligan yang terdiri dari ion
Cl dan molekul H2O. Rumus ion kompleks yang benar adalah
a. [CO(H2O)Cl5]2-

d. [CO(H2O)4Cl2]

b. [CO(H2O)2Cl4]+

e. [CO(H2O)5Cl]2-

c. [CO(H2O)Cl2]2+

20. Senyawa-senyawa kompleks berikut yang mempunyai bilangan koordinasi empat adalah
a. [Ag(NH3)2]Cl
d. Cr(NH3)3]Cl3

b. [Cu(NH3)4](NO3)2
e. [Cr(NH3)6]Cl3
c. K3[Fe(CN)6]
21. Ion berikut bersifat diamagnetik adalah
a. Cr3+24

d. Ni282+

b. Fe263+

e. Mn252+

c. Zn2+30
22. Nama senyawa kompleks K2[Ni(CN)2 (OH)2 ] adalah .
a. dikalium disianodihidroksonikelat(II)
b. kalium disianodihidroksonikel(II)
c. kalium sianohidroksonikelat(II)
d. kalium disianodihidroksonikelat(II)
e. dikalium disianohidroksonikelat(II)
23. Nama yang benar dari senyawa Fe4[Fe(CN)6]3 adalah
a. besi(III) heksasianoferrat(III)
b. besi(II) heksasianoferrat(II)
c. besi(III) heksasianoferrat(II)
d. besi(III) heksasianobesi(II)
e. besi(II) heksasianobesi(III)
24. Reaksi yang tidak terjadi pada pengolahan bijih besi dengan proses tanur tinggi adalah

a. CaCO3 CaO + CO2

b. CaO + SiO2 CaSiO3
c. C + CO2 2CO
d. Fe2O3 + CO Fe3O4 + CO2
e. FeO + CO2 FeCO3
25. Suatu isotop tidak stabil yang pada peta isotop terletak di bawah kurva kestabilan inti
biasanya memancarkan
a. Elektron

d. partikel alfa

b. Neutron

e. positron

c. partikel beta
26. Perubahan proton menjadi neutron yang terjadi di dalam inti atom akan disertai dengan
pemancaran
a. Elektron

b. Proton

c. Positron

e. Alfa

d. Beta
27. Emisi partikel alfa dari inti Ra88226 akan menghasilkan
a. Ra22888

d. Rn86222

b. Fr87222

e. Rn22386

c. Fr22387
28. Dalam proses: CO2759 + Y Mn2556 + He42 sebagai partikel penembak dalam reaksi
tersebut adalah
a. Elektron

d. Beta

b. Proton

e. Gamma

c. Neutron
29. Waktu paro Bi-210 adalah 5 hari. Jika saat disimpan massanya 40 gram setelah disimpan
15 hari massanya berkurang
a. 5 gram

d. 30 gram

b. 15 gram

e. 35 gram

c. 20 gram
30. Waktu paro suatu radioisotop adalah 20 hari. Fraksi radioaktif yang masih tersisa setelah
60 hari adalah bagian.
a.

d. 1/6

b. 1/3

e. 1/8

c.

f.
g.
h.