SYLABUS & LESSON PLAN OF CHEMISTRY SUBJECT

Factors Affecting The Reaction Rate

Learning Model : Guided Inquiry

By :
Anis Mualifah (17030194066)

Pendidikan Kimia Unggulan 2017

JURUSAN KIMIA
FAKULTAS MAATEMATIKA DAN ILMU PENGETAHUAN ALAM
UNIVERSITAS NEGERI SURABAYA
2020
 SYLLABUS OF CHEMISTRY SUBJECT

School Name : SMA X

Subject : Chemistry
Grade/Sementer : X/1
Main Competence :

KI 1 : Appreciating and practicing religious teachings.

KI 2 : Demonstrating honest behavior, discipline, responsibility, caring (mutual cooperation, cooperation, tolerance, peace), courtesy,
responsiveness and proactivity and showing attitude as part of the solution to various problems in interacting effectively with the social
and natural environment and in placing themselves as reflection of the nation in world association.
KI 3 : Understand, apply, and analyze factual, conceptual, procedural, and metacognitive knowledge based on their curiosity about science,
technology, art, culture, and humanities with humanity, nationality, state and civilization insights regarding the causes of phenomena and
events, and applying knowledge procedural in the field or study that is specific to their talents and interests to solve problems.
KI 4 : Processing, reasoning, and presenting in concrete and abstract realms related to the development of what he learned in school
independently, acting effectively and creatively, and being able to use methods according to scientific rules
Time Alocation : 15 JP
No Basic Competence Materials Learning Indicators of Competence Assesment Time Learning
process Achievement alocation Source
1. 3.7 Determine the order of  Reaction  Students 3.7.1 Analyze the effect of  Group 1 x 45  Student
reaction and constants rate observe the concentration on assignment minutes worksheet
reaction rate based on reaction rates based
No Basic Competence Materials Learning Indicators of Competence Assesment Time Learning
process Achievement alocation Source
experiment data.  Reaction phenomenon on experimental data  Individual  Chemistry
order of the factors assignment books
 Factors that affect the  Written test  Power point
that affect reactin rate. slide
reactio  Students ask  Internet
rate questions  Local
related to environmen
factors that t
2. 4.7 Designing, doing, and affect the rate 4.7.1 Design experiments on  Group 1 x 45  Student
served by served the of reaction. factors that affect the assignment minutes worksheet
results of a trial of factors  Students make rate of reaction  Individual  Chemistry
which affect the rate of problem 4.7.2 Conduct experiments assignment books
reaction and reaction formulation, on factors that affect  Written test  Power point
order. hypothesis the rate of reaction slide
releated with 4.7.3 Concluded the results  Internet
the of an experiment of  Local
phenomenem. the factors that environmen
 Students influence the rate of t
design an reaction
experiment to 4.7.4 Presents the results of
No Basic Competence Materials Learning Indicators of Competence Assesment Time Learning
process Achievement alocation Source
investigate the an experiment of
factors that factors that affect the
influence the rate of reaction.
rate of a
reaction.
 Students
conduct the
experiment to
prove the
factors that
affect reaction
rates.
 Students
observe and
write down the
experimental
data of the
reaction rate
factors.
 Students
No Basic Competence Materials Learning Indicators of Competence Assesment Time Learning
process Achievement alocation Source
analyzing the
experimental
results of the
factors
determining
the rate of
reaction.
 Students make
conclusions
from the
results of the
experiment the
determinants
of the reaction
rate.
 Students make
a report of the
results of
experiments
determining
No Basic Competence Materials Learning Indicators of Competence Assesment Time Learning
process Achievement alocation Source
the rate of
reaction
factors.
 Students
present their
result of group
experiment in
front of the
class.
 Student give
respond to
presentasion
made by their
friend.
 LESSON PLAN
School : SMA X Surabaya
Subject : Chemistry
Class/Semester : XI/1
Subject Matter : Reaction Rate
Main Material Sub : Factors Affecting The Reaction Rate
Time Allocation : 1 × 45 minutes

A. MAIN COMPETENCE
KI 1 Appreciate and practice religious teachings
KI 2 Demonstrate honest behavior, discipline, responsibility, caring (cooperation,
tolerance, peace), politeness, responsiveness and proactiveness, and show
attitude as part of the solution to various problems in interacting effectively with
the social and natural environment and in placing themselves as a reflection of
the nation in world associations.
KI 3 Understanding, applying, analyzing and evaluating factual, conceptual,
procedural and metacognitive knowledge based on his curiosity about science,
technology, art, culture, and humanities with human, national, state, and
civilization insights related to the causes of phenomena and events, and to apply
procedural knowledge in specific field of study in accordance with their talents
and interests in solving problems.
KI 4 Cultivate, reason, present and create in the realm of concrete and abstract
domains related to the development of what they learn in school independently
and act effectively and creatively, and be able to use methods according to
scientific principles.
B. BASIC COMPETENCE AND LEARNING INDICATOR
Basic Competencies from KI 3 Basic Competencies from KI 4
3.7 Determine the order of reaction and 4.7 Designing, doing, and served by
constants reaction rate based on served the results of an
experiment data. experiment of factors which
affect the rate of reaction and
reaction order.
 Indicators of Competence Indicators of Competence
Achievement Achievement
3.7.1 Analyze the effect of 4.7.1 Design experiments on factors
concentration on reaction rates that affect the rate of reaction
based on experimental data 4.7.2 Conduct experiments on factors
that affect the rate of reaction
4.7.3 Concluded the results of an
experiment of the factors that
influence the rate of reaction
4.7.4 Presents the results of an
experiment of factors that affect
the rate of reaction.

C. LEARNING OBJECTIVE
3.7.1.1 Students are able to analyze the effect of concentration on reaction rates based on
experimental data correctly.
4.7.1.1 Students are able to design experiments on factors that affect the rate of reaction
based on the phenomenome properly.
4.7.2.1 Students are able to conduct experiments on factors that affect the rate of reaction
based on the experiment procedures properly.
4.7.3.1 Students are able to concluded the results of an experiment of the factors that
influence the rate of reaction based on the experiment result correctly.
4.7.4.1 Students are able to presents the results of an experiment of factors that affect the
rate of reactionbased on the experiment result properly.
D. LEARNING MATERIAL
Several factors affect the rate of reaction include:
1) Concentration
A reacting substance has different concentrations. Concentration states the
effect of concentration or substances that play a role in the reaction process. The
greater the concentration value, the faster the reaction rate will be. This is because
substances with large concentrations contain a higher number of particles so that the
particles are arranged more closely than substances with lower concentrations.
Particles that are more dense arrangement will often collide compared to particles
whose composition is tenuous so that the likelihood of a reaction is greater. From the
 common rate reaction equation, the magnitude of the reaction rate is proportional to
the concentration of the reactants.
2) Temperature
Almost all reactions become faster when the temperature is raised because the
heat given will increase the kinetic energy of the reacting particles. As a result, the
amount and energy of collisions increases. The effect of temperature changes on
reaction rates is quantitatively explained by Arhenius's law which states:
𝐸𝑎
𝐾 = 𝐴𝑒 −𝑅𝑇 𝑜𝑟 𝐼𝑛 𝐾 = −𝐸𝑎 + 𝐼𝑛 𝐴
With R = the ideal gas constant, A = a constant constant for the reaction (frequency
factor) and Ea+ activation energy concerned (Petrucci, 1987).
When the temperature is raised, the kinetic energy in the reactant molecules also
increases. The existence of high kinetic energy results in faster and more random
intermolecular movements. As a result, the frequency of collisions that occur is
greater and effective collisions will also be more and more so that the reaction takes
place more quickly.
3) Surface area
The touch surface area has a very important role. The more surface area of the
reagent, the reaction rate will increase, this can be explained by the more surface area
of the reacting substance, the area of interaction of the reagent substance is also wider.
So to increase the rate of reaction, the reagents in powder form are better (faster)
when compared to the lump form.
One of the conditions for the reaction to take place is that the reactants must
mix or touch. The more substances that touch, the more frequent collisions occur.
That means the touch field plays an important role in the continuity of the reaction.
The greater the touch area, the greater the chance of the reactants to touch (mix) and
collide with each other. Because the touch area is directly proportional to the surface
area, the more surface area the greater the chance of impact. The concept of dizziness
we must remember is that size is not the same as surface area. The size of the solid is
inversely proportional to the surface area.
4) Catalisator
A catalyst is a substance that can accelerate the reaction rate, but the substance
itself does not undergo lasting change. A quantitative explanation of the function of
the catalyst is to increase the rate of reaction by alternative means of reducing the
 activation energy of a reaction. By decreasing the activation energy, the reaction can
take place more quickly at the same temperature. The presence of a catalyst can
change reactions up to 10 times faster. A catalyst that decreases the rate of reaction is
called an inhibitor.
An example is the action of FeCl3 solution against decomposition of H2O2
solution. H2O2 can be broken down into water and oxygen gas according to the
equation,
2H2O2(aq) → 2H2O(l) + O2(g)
At room temperature the reaction is so slow that it is practically not observed.
However, the reaction will be great if the FeCl3 solution is added. The FeCl3 solution
(which is orange yellow) initially changes the color of the mixture to brown but at the
end of the reaction it turns orange yellow again. This shows that FeCl 3 was not
consumed in the reaction.
E. APPROACH/MODEL/LEARNING METHOD
1. Approach : Scientific
2. Learning Model : Guided Inquiry
3. Methods : Lectures, Group discussions, Questions and answers, Experiments
4. Strategy : Observe, Ask questions, Collect data, Associate, and Communicate
F. MEDIA/TOOLS/LEARNING SOURCE
a. Learning Media
1. Tools experiments
2. Video
b. Tools and Materials
 Tools
1. Graduated cylinder 2 piece
2. Beaker glass 4 pieces
3. Spatula 2 piece
4. Pipette 4 pieces
 Materials
1. Mg
2. HCl solution
3. Aquades
c. Learning Source
1. Book chemistry teaching materials
 Utami, Budi., et al. 2009. Kimia 2 : Untuk SMA/MA Kelas XI, Program Ilmu Alam.
Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional
Harnanto, Ari & Ruminten. 2009. Kimia 2 : Untuk SMA/MA Kelas XI. Jakarta: Pusat
Perbukuan Departemen Pendidikan Nasional
2. Other relevant reference books
3. Student Worksheets
4. Internet
G. LEARNING STEPS
First meeting (1 x 45 menit)
Learning modhel : Guided Inquiry.
Learning activities Learning steps Time alocation
Orientation
1. Teacher greetings to the students.
2. Teacher ask the leader of the class to
lead the students to pray together
3. Teacher checks the presence of the
students and ask their conditions
Apperception
4. The teacher conveys apperception by
connecting the subject matter of the
past which is about collision theory:
"does anyone still remember the
Introduction 10 minutes
conditions for the reaction?"
Motivation
5. Students are motivated by the
teacher by displaying images using a
projector on how to clean the
bathroom crust using a crust cleaner
that has different concentrations so
as to produce different cleanliness
6. Students ask questions of the
phenomena presented. (asking)
7. The teacher conveys the learning
Learning activities Learning steps Time alocation
objectives
Giving references
8. The teacher tells the learning
material that will be discussed at the
meeting that is about the factors that
influence the rate of reaction,
namely concentration
9. The teacher divides students into
small groups of 3 students
(Collaboration).
10. Teacher distributes student
worksheets to students.
Phase 1 : Presenting problems / phenomena
11. Students are asked to open student
worksheet 1 about the factors that
influence the rate of reaction of sub-
concentration factors
12. Students pay attention to the phenomena
that exist on the student worksheet that
has been given (observe)
Phase 2: Verification of data collection
13. Students are asked to read phenomena
that are in student worksheets
Main Activity 35 minutes
14. Students observe phenomena and
identify problems by asking a few
questions
15. Students formulate problems based on
problems that have been identified in
groups with teacher guidance
16. Students deliver the formulation of the
problem that has been made
17. Students and teachers determine the
formulation of the problem that best
suits the phenomena that have been
Learning activities Learning steps Time alocation
presented
18. Students discuss to make hypotheses
based on the formulation of the problem
that has been made with the guidance of
the teacher
19. Students convey the hypothesis that has
been made
20. Students and teachers discuss
hypotheses based on the knowledge that
students have
21. Students predict the experimental
variance based on phenomena with
teacher guidance
Closure 5 minutes

H. Assesment
1. Assessment Techniques:
a. Attitude Assesment : Oservation/Journal
b. Knowledge Assessment : Written tests and assignments
c. Skills Assessment : Practice
2. Assessment Form:
a. Observation : student observation sheet
b. Written tests : descriptions and worksheets
c. Portfolio : report evaluation
3. Assessment Instrument (attached)
1. Remedial
a. Remedial learning is done for students whose KD achievements are not yet complete.
b. The stages of remedial learning are carried out through remidial teaching (classical), or
peer tutoring, or assignments and ending with a test.
c. Remedial test, carried out 3 times and if after 3 times the remedial test has not reached
completion, the remedial is done in the form of assignments without written test again.
2. Enrichment
a. For students who have achieved mastery grades, enrichment learning is given as
follows:-
 ‐ Students who achieves score n(ketuntasan)  n  n(maksimum) given the material
is still in KD scope with deepening as additional knowledge
‐ Students who achieves score n  n(maksimum) given material beyond the KD
scope with deepening as additional knowledge.

Knowing: …….…,……..2019
Headmaster, Subject teacher,

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NIP………………………. NIP………………………