LESSON PLAN

School : SMAN X
Subject : Chemistry
Class / Semester : XI / I
Academic Year : 2010/2011
Matter : Reaction Rate
Time allocation : 90 minutes
Main Competences
Main Competence 1 : Living and practicing the religious that trusted of each student
Main Competence 2 : Living and practicing be honest, disciplined, responsible,
caring (polite, cooperative, tolerant, peaceful) behavior,
polite, responsive and proactive, and showing attitude as part
of the solution to problems in interacting effectively with the
social and natural environment and in placing ourselves as a
reflection of the nation in the association of the world.
Main Competence 3 : Understanding, applying, and analyzing factual, conceptual,
procedural, and metacognitive knowledge based on their
curiosity about science, technology, arts, culture, and
humanities with the insights of humanity, nationality, state
and civilization on the causes of phenomena and events, and
applying knowledge procedural in the field of specific studies
in accordance with his talents and interests to solve problems.
Main Competence 4 : Processing, reasoning and reciting in the real of concrete and
abstract which related to the development of the self-study in
schools independently, acting effectively and creatively, and
capable of using methods according to scientific rules.
Basic Competence : 3.1 Describe the understanding of the rate of reaction with
conduct experiments on factors that influence the rate of
reaction.
4.1 Design, conduct and conclude and present the results of
experiments with factors that influence the rate of reaction
Indicators : 3.1.1 Determine the concentration of the solution.
3.1.2 Understanding the meaning of the reaction rate.
3.1.3 Determine the rate of reaction based on the reaction
equation.
4.1.1 design and conduct experiments to determine the effect
of concentration, surface area and temperature on the
reaction rate
4.1.2 analyze experimental results to determine the effect of
concentration, surface area and temperature on the reaction
rate
4.1.3 present experimental results about reaction rate factors
I. Learning Objectives
1. Students can determine the concentration of the solution.
2. Students can understand the meaning of the reaction rate.
3. Students can determine the reaction rate based on the reaction equation.
4. Students can design and conduct experiments to determine the effect of
concentration, surface area and temperature on the reaction rate
5. Students can analyze experimental results to determine the effect of concentration,
surface area and temperature on the reaction rate
6. Students can present experimental results about reaction rate factors
II. Teaching Material
1. Polarity (M)
To express the solute content in a solution expressed by the concentration of the
solution.
a. Understanding of Polarity
 Polarity is a unit of concentration of solution which states the number of
moles of solute in 1 liter of solution. Polarity is equal to the number of moles
(n) of the solute divided by the volume (v) of the solution.

Notes :
M = molarity (mol⁄L mmol⁄mL)
n = mole of solute (mol or mmol)
V = volume of solution (L or mL)
g = mass of solute (gram)
b. Dilution
Dilution is to reduce or reduce the concentration of the solution by
adding a solvent. In this case the concentration used is molarity (M). In the
dilution process the volume and molarity change, while the number of moles
remains. V1M1 = V2M2

Notes :
Mc= the molarity of the solution after mixing
V1 = the volume of the solution before it is diluted (L or mL)
M1 = the molarity of the solution before it is diluted
V2 = volume of solution after being diluted (L or mL)
M2 = the molarity of the solution after being diluted
c. Mixing
Mixing is a mixture of two or more substances of the same type, but the
concentration is different. In this case the concentration used is molarity (M).
In the process of mixing several similar substances applies the formula:
V 1. M 1+V 2. M 2
Mc =
V 1+V 2
 Notes:
Mc = molarity of solution after mixing
V1 = volume of the first solution mixed (L or mL)
M1 = molarity of the first solution
V2 = volume of the second solution mixed (L or mL)
M2 = molarity of the second solution

2. The reaction rate

There is a chemical reaction that takes place quickly, some are slow. The
bomb blast was fast, while the rusty iron process was slow. The slow pace of a
chemical reaction is expressed as the reaction rate. What is the rate of the reaction?
The rate of reaction states the rate of change in the concentration of the
substance involved in the reaction every time unit. Consider the following graph.
Concentration

Graph the relationship between changes in concentration and time

In the graph above shows that the concentration of reactants in a chemical

reaction decreases over time, while the results of the reaction will increase.
N2(g) + 3 H2(g) →2 NH3(g)

In the above reaction can be stated:

- Rate of addition of NH3 concentration
- The rate of reduction in concentrations of N2 and H2

Thus, the reaction rate can be expressed as a reduction in the concentration of

reactants per unit time, or the addition of the concentration of the reaction results per
unit time.
Concentration Change( ∆ C)
Reaction Rate (v) =
Time of Change (∆ t)
The reaction rate has a unit of Ms-1 (M = molar and s = second = seconds)

Factors that influence the reaction rate

The reaction rate is influenced by several factors, including:
Touch surface area

The area of the touch surface has a very important role, so that the reaction rate is
faster. Likewise, if the smaller the surface area of the touch field, the smaller the
collision that occurs between particles, so the reaction rate will be smaller. The
characteristics of the reacted pieces also have an effect, namely the finer the pieces,
the faster the time needed to react; while the more rough the piece is, the longer it
will take to react.

Temperature

Temperature also plays a role in influencing the rate of reaction. If the temperature in
a reaction takes place is increased, it causes the particles to move more actively, so
that collisions that occur more frequently, causing the reaction rate to be even
greater. Conversely, when the temperature is lowered, the particles become less
active, so the reaction rate gets smaller.

Temperature is a physical property of quantitative material expressing the general

idea of heat and cold.

Catalyst
A catalyst is a substance that speeds up the rate of a chemical reaction at a certain
temperature, without experiencing changes or being used by the reaction itself. A
catalyst plays a role in the reaction but not as reagent or product. The catalyst allows
the reaction to take place more quickly or allow reactions at lower temperatures due
to changes that are triggered by reagents. The catalyst provides a choice pathway
with lower activation energy . Catalyst reduced energy needed for reaction.

The catalyst can be divided into two main groups: the

catalyst homogeneous and catalytic heterogeneous . Heterogeneous catalysts are
catalysts that are in different phases with reactants in the catalyzed reaction, while
homogeneous catalysts are in the same phase. One simple example for heterogeneous
catalysis is that the catalyst provides a surface where the reagents (or substrate) are
temporarily entangled. Bonds in the substrates become weak so that adequate new
products are formed. The bond between the product and the catalyst is weaker, so that
it finally disengages.

Homogeneous catalysts generally react with one or more reagents to form

a chemical intermediary which then reacts to form the reaction end product, in a
process that restores the catalyst.

Some of the catalysts that have been developed include the Ziegler-Natta
catalyst used for mass production of polyethylene and polypropylene . The best
known catalytic reaction is the Haber process , which is ammonia synthesis using
ordinary iron as a catalyst. A catalytic converter that can destroy the most difficult to
overcome vehicle emission products , made of platinum and rhodium .

Molarity

Molarity is the number of moles of solute per unit of solvent volume. The
relationship with the reaction rate is that the greater the molarity of a substance, the
faster a reaction takes place. Thus at low molarity a reaction will run slower than high
molarity.

Concentration
Because the reaction rate equation is defined in terms of the concentration of
reactants, the increase in concentration increases the reaction speed. This means that
the higher the concentration, the more reactant molecules are available, so the
possibility of collisions will increase as well so that the reaction speed increases. So
the higher the concentration, the faster the reaction rate.

III. Learning approaches

Concept Approach
IV. Learning methods
Group discussion, question and answer
V. Steps in Learning Activities

Description Time
Activities
Allocation
Opening  Teacher greets the students. 45 minutes
 Teacher ask the students to pray before starting
the lesson
 Teacher checks the attendance of the student.
 The teacher give apperseption by asking the
previous chapter about ionization reaction
 Motivate and explore students' knowledge by
giving questions. There is a chemical reaction that
takes place quickly, some are slow. Students
observe pictures of fireworks and the iron
process. The slow pace of a chemical reaction is
expressed as a reaction rate. What is the reaction
rate that?
 Teacher explain the learning objectives that
students must achieve through learning.
 Phase 1 : Clarify the means and set establishing
 Teacher inform the learning model that will held
in the meeting. That is discussion model, type
 Teacher ask the students to arrange the seats to be
U shape.
 Teacher devide the students into 4 group each
group contain of 5 students.
 Each group of students is divided into 5 major, to
receive lab worksheets (Appendix 1) that are
different, with the division of practicum titles as
follows:
- Large group 1:
the effect of concentration on the reaction rate
- Large group 2:
the effect of concentration on the reaction rate
- Large group 3:
the effect of the touch surface area on the reaction rate
- Large group 4:
the effect of the touch surface area on the reaction rate
 Students read and study the LKS given by the teacher.
 Students do practicum in accordance with the work
steps on LKS.
 Students work on the questions on the LKS based on
the results of the practicum.
 Students analyze events that occur in giving different
conditions to a chemical reaction that takes place
during the practicum.
Main Activity Phase 2 : Focus the discussion 30 minutes
 The teacher explain the basic rules of discussion. By
the rules before explaining the opinions of students
 are obliged to raise a finger. Students are allowed to
express an opinion if it has been allowed (appointed)
by the teacher. Students who are not appointed should
not give their opinion, but must wait their turn. The
students who do not give their opinion should listen to
the other student’s opinion. Each group should have
one procceding to write the group’s idea
 Teacher share the worksheet to the students.
 Students read the problems that exist on the
worksheet in accordance with the teacher's direction.
Phase 3: Hold the Discussion
 Teacher give time to the students to discuss the
problern in worksheet
 Teacher observe the students in discussions and check
the answer on worksheet
 The teacher monitors the interactions of students in
conducting class discussions, such as asking
questions, listening to emerging ideas, responding to
these ideas, enforcing basic rules of discussion and
expressing his own ideas until reaching consensus to
answer each question in the text.
 Teaher ask one students of each group to presented
the results of the discussion.
 The teacher notes the the dicussion process .
Phase 4: End the Discussion
 Discussion ends with Each group of students conveys
the results of their group discussions verbally and
written in front of the class
 Students who have not received a presentation,
 individually write a resume or summary of the results
of the experiment of the group making the
presentation
 Teacher repeats and give the reinforcements of the
conclusions that the student has made about the
matter that has been discussed.
Phase 5: Debriefing
 Teaher ask the students about the way the discussion
is held.
 Students give their opinion about discussion process
during the lesson.
Closure  Teacher give the chance to the students to ask the 15 minutes
material that they don’t really understand yet
 Teacher ask the students to submit the worksheet
 Teacher provides task to be done at home.
 The teacher asks the students to learn the next
material
 Students pray and Teacher deliver their closing
greetings.

VI. Sources and Tools / Learning Media

1. Source
• Chemistry book for high school class XI (Yudhistira)
• High school grade XI chemistry book (Yrama widya)
• Chemistry book for high school class XI (Grafindo)
• Student Activity Sheets
2. Tools / media
The learning media used are blackboards and markers, tools and material practicum.
VII. Assessment
 Assessment of the description questions contained in the student activity sheet
and performance appraisal is carried out through observations when students carry
out learning activities

Guru Kimia Mengetahui,

Kepala SMAN X

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NIP: 19651111 200701 2 017 NIP. 19580601 198101 1 006