IMPLEMENTATION
PLAN OF LEARNING (RPP)
Number : 2
Class / Semester : XI / 1
Learning Material : Thermochemistry
Time Allocation : 12 × 45 minutes
Number of Meetings : 5 times
A. Basic Competence (KD)
1. Distinguish
exothermic reactions and endothermic reactions based on experimental results and energy level
diagrams.
2. Determine
∆H reaction based on Hess law, standard enthalpy change data, and bond
energy data.
3. Design,
perform, summarize and present experimental results of exothermic reactions and
endothermic reactions.
4. Design,
perform, and conclude and present experimental results of determination of a
reaction ∆H.
B. Indicators of Competency
Achievement (GPA)
1. Describes
the system and environmental understanding along with the system
classification.
2. Differentiate
the various changes in the enthalpy of a substance.
3. Categorize exothermic and endothermic
reactions based on experimental results and
energy
level diagrams.
4. Analyze
data to create energy level diagrams.
5. Determine
∆H reaction based on Hess law, standard enthalpy change data, and bond
energy data.
6. Designing
and experimenting exothermic reactions and endothermic reactions.
7. Presents
the results of experimental exothermic and endothermic reactions in the form
of
a written report.
8. Determining
the heat involved in the reaction based on experimental results of
exothermic
and endothermic reactions.
9. Design and conduct experimental measurement of
enthalpy changes with calorimeter.
10. Presents
the results of experimental m easurement of enthalpy changes with
calorimeter in the form of a written
report.
11. Determine
the reaction ∆H based on the experimental data measuring the enthalpy
changes
with the calorimeter.
C. Learning
Objectives
a.
Affective
1. Students
can realize the existence of regularity in thermochemistry as a form of
greatness of God Almighty.
2. Students
can show high curiosity in understanding thermochemistry.
3. Students
can demonstrate honest, disciplined, responsible, polite, cooperative, and
pro-active behavior in conducting experiments.
b.
Cognitive
1. Students
can explain the understanding of the sytem and the environment and
classification system
2. Students
can distinguish various kinds of changes in the enthalpy of a substance.
3. Students
can categorize exothermic and endothermic reactions based on experimental
results and energy level diagrams.
4. Students
can analyze data to create energy level diagram.
5. Students
can determine H reaction based on Hess law, standard enthalpy change data, and
bond energy data.
c.
Psychomotor
1. Students
can design and experiment on exothermic reactions and endothermic reactions.
2. Students
can present experimental results of exothermic and endothermic reactions in the
form of a written report.
3. Students
can determine the heat involved in the reaction based on experimental results
of exothermic and endothermic reactions.
4. Students
can design and conduct experimental measurement of enthalpy changes with
calorimeter.
5. Students
may present experimental results of measurement of enthalpy changes with calorimeter
in the form of a written report.
6. Students
can specify H reaction based on experimental data of measurement of enthalpy
changes with calorimeter.
D. Learning Materials
a. Factual material
1. Calorimeter
2. Energy
diagram C
b.
oncept
material
1. System
and environment
2. Exothermic
and endothermic reactions
3. Energy
and reaction enthalpy
4. Change
of standard enthalpy
c. Principle material
The
use of Hess law, enthalpy of standard formation, and bond dissociation energy
to determine the enthalpy of the reaction
d. Material procedure
1. Procedure
of experimenting exothermic and endothermic reactions
2. The
experimental procedure of measuring enthalpy changes with calorimeter
E. Learning Method
1.
Interactive lecture
2.
Practicum
3.
Group discussion
4.
Exercise questions
F. Learning
Activities
1.
The 1st Meeting
A.
Introduction
(15 minutes)
√ Teachers greet and pray together (as an
implementation of religious values).
√ Teachers absent, conditioned classes and
habituation (as an implementation of
discipline values). Apperception: Teacher
explores students' knowledge of
thermochemistry.
√ Motivate: The teacher asks the question
"Why did the government convert kerosene
into LPG? Is it true that LPG is cheaper
and more efficient than kerosene? By
studying thermochemistry, we can answer
these questions.
√ Teachers deliver learning objectives.
B.
Core
activities (60 minutes)
√ The
teacher invites students to observe the image of a chemical reaction in a
beaker.
√ Students individually observe the image of a
chemical reaction in a beaker (carefully,
thoroughly, as an expression of curiosity).
√ Students are motivated / given the
opportunity to question as an expression of
curiosity.
√ Exploration: Students are individually asked
to present the results of their analysis to
determine which systems and which include
the environment.
√ Elaboration: Students in pairs discussed
exothermic and endothermic reactions and
their energy diagrams.
√ Class discussion of group discussion results.
√ Teacher appoints students randomly to create
energy diagrams from the sample
reaction given on the board.
√ Confirmation: Teacher confirms / re-explains
in case of mistake in material
understanding.
√ Classically students agree on the results of
the material development of the group to be
conclusions intact (democratically).
√ Teachers provide additional information as a
reinforcement of student conclusions.
C.
Closing
(15 minutes)
√ Resume: The teacher guides students to
conclude about the system and environment,
exothermic and endothermic reactions, and
energy diagrams.
√ Reflections: Provides questions relating to
systems and environments, exothermic and
endothermic reactions, and energy diagrams.
√ Follow-up: Individual assignment to create a
table containing 5 examples of systems
and environments that can be observed in
everyday life.
√ Future learning plan: Exothermic and
endothermic reaction and enthalpy practices and
changes.
2.
2nd Meeting
A.
Introduction
(15 minutes)
√ Teachers greet and pray together (as an
implementation of religious values).
√ Teachers absent, conditioned classes and
habituation (as an implementation of
discipline values). Apperception: Teachers
explore students' knowledge of exothermic
and endothermic reactions.
√ Motivate: The teacher explains that to better
understand the exothermic and
endothermic reactions, an experimental
exothermic and endothermic reaction will be
performed.
√ Teachers deliver learning objectives.
B.
Core
activities (100 minutes)
√ Students are seated in groups to design and
conduct exothermic and endothermic
reaction experiments.
√ Teacher asks questions relating to exothermic
and endothermic reaction materials at
previous meetings.
√ Students individually answer questions about
exothermic reaction materials and
endotherms (carefully, thoroughly, as an
expression of curiosity).
√ The teacher invites students to design an
exothermic and endotherm experiments in
accordance with the worksheet
√
Students in groups produce exoterm and
endotherm experiments that match the
worksheet (carefully, thoroughly, as an
expression of curiosity).
√ Exploration: Students in groups conduct
exothermic and endothermic experiments in
accordance with the worksheet.
√ Elaboration: Students in groups analyze
experiment data to answer questions that are
available in the worksheet.
√ The teacher conditions the student to return
to the class to continue the material
explanation of the enthalpy and its changes.
√ Confirmation: Teacher confirms / re-explains
in case of mistake in material
understanding.
√ Classically students agree on the results of
the material development of the group to
be conclusions intact (democratically).
√ Teachers provide additional information as a
reinforcement of student conclusions.
C.
Closing
(20 minutes)
√ Resume: The teacher guides students to
conclude about enthalpy and its changes.
√ Reflection: Provide questions related to
enthalpy and its changes.
√
Follow-up: Group assignments to make experimental reports of exothermic and
endothermic reactions.
√ Next lesson plan: Calorimetry.
3.
The 3rd Meeting
A.
Introduction
(15 minutes)
√
Teachers greet and pray together (as an
implementation of religious values).
√
Teachers absent, conditioned classes, and habituation (as an implementation of
discipline values).
√
Apperception: Teacher explores students' knowledge of calorimeter.
√
Motivate: The teacher explains that one way to measure the enthalpy changes of
a
reaction is to use a calorimeter.
√
Teachers deliver learning objectives.
B.
Core
activities (60 minutes)
√
Students are seated in groups to carry out experiments measuring enthalpy
changes
with calorimeters. • Teacher explains about
calorimetry and how to use calorimeter.
√
Students individually pay attention to teacher's explanation (carefully,
thoroughly, as an
expression of curiosity).
√
Students are motivated / given the opportunity to question as an expression of
curiosity.
√
The teacher invites students to design an experimental measurement of enthalpy
changes with the corresponding calorimeter
of the worksheet
√
Students in groups produce experimental measurement of enthalpy changes with
calorimeters corresponding to the worksheet
(carefully, thoroughly, as an expression of
curiosity).
√
Exploration: Students in groups conduct experiments measuring changes in
enthalpy
with calorimeters corresponding to the
worksheet.
√
Elaboration: Students in groups analyze experiment data to answer questions
that are
available in the worksheet.
√
Confirmation: Teacher confirms / re-explains in case of mistake in material
understanding.
√
Classically students agree on the results of the material development of the
group to be
conclusions intact (democratically).
√
Teachers provide additional information as a reinforcement of student
conclusions.
C. Closing (15 minutes)
√ Resume: The teacher guides students to conclude about calorimetry.
√ Reflection: Provide questions related to calorimetry.
√ Follow-up: Group assignments to make experimental reports of enthalpy changes
measurements with calorimeters.
√
Future learning plan: Measurement of enthalpy changes using Hess law and bond
energy.
4.
The 4th Meeting
A. Introduction (15 minutes)
√ Teachers greet and
pray together (as an implementation of religious values).
√ Teachers absent,
conditioned classes, and habituation (as an implementation of
discipline values).
√ Apperception: Teacher
explores students' knowledge of measuring reaction enthalpy
changes.
√ Motivate: The teacher
explains that sometimes the measurement of the enthalpy
changes of a reaction can not be directly
determined with the calorimeter, such as the
change in the enthalpy of standard CO
formation. The carbon-burning reaction is
unlikely to produce only CO gas without the
formation of CO2 gas.
√
Teachers deliver learning objectives.
B. Core activities (100 minutes)
√ Teacher invites students to review the
literature on Hess law and bond energy.
√ Students individually review the literature on Hess law and bond energy
(carefully,
thoroughly, as
an expression of curiosity).
√ Students are motivated / given the opportunity to question as an expression
of curiosity.
√ Exploration: Students are individually asked to present the results of their
analysis.
√ Elaboration: Students individually do exercise questions for measuring enthalpy
changes using Hess law and bond
energy.
√ Class discussion on the exercise of the questions given.
√
Confirmation: Teacher confirms / re-explains in case of mistake in material
understanding.
√ Classically students agree on the results of material development from class
discussions
to be conclusions intact
(democratically).
√ Teachers provide additional information as a reinforcement of student
conclusions.
C. Closing (20 minutes)
√ Resume: The teacher guides students to
conclude about the measurement of enthalpy
changes using Hess's law and bond energy.
√ Reflection: Provides questions relating to the
measurement of enthalpy changes using Hess's law and bond energy.
√ Follow-up: Assignments answer questions on
textbook features.
√ Future learning plan: Fuel and enthalpy
changes.
5.
The 5th Meeting
A. Introduction (15 minutes)
√ Teachers greet and pray together (as an
implementation of religious values).
√ Teachers absent, conditioned classes,
and habituation (as an implementation of
discipline values).
√ Apperception: Teacher explores students' knowledge of fuel.
√ Motivate: Teachers explain that fuel is a compound that when burned produces
heat
that can be utilized for various
purposes. The choice of fuel should take into
consideration factors such as the
value of the calorie fuel, its availability, the level of
cleanliness, and its contamination.
√ Teachers deliver learning objectives.
B. Core activities (60 minutes)
√ The teacher invites students to
analyze the data table of the calorific value of some
fuel fuel.
√ Students individually analyze the data
tables of burning calorific values of some
fuels (carefully, thoroughly, as
an expression of curiosity).
√ Students are motivated / given the
opportunity to question as an expression of
curiosity.
√ Exploration: Students are individually
asked to present the results of their analysis.
√ Elaboration: Students in pairs
determine the fuel calorific value of some fuels and
analyze the fuel more efficiently.
√ Class discussion of group discussion
results.
√ Confirmation: Teacher confirms /
re-explains in case of mistake in material
understanding.
√ Classically students agree on the
results of material development from class
discussions to be conclusions
intact (democratically).
√ Teachers provide additional
information as a reinforcement of student conclusions
C.
Closing (15 minutes)
√ Resume: The teacher guides students to
conclude about fuel and enthalpy changes.
√ Reflection: Provide questions related to fuel and enthalpy changes.
√ Follow-up: Group assignments to make a paper on converting kerosene to LPG
√ Next lesson plan: The reaction rate.
G. Learning Resources / Materials / Tools
1. Learning resources
a. Textbook chemistry class XI by Superior
Sudarmo Chapter 2 pages 54-93, Erland
b. Articles on conversion of
kerosene to LPG
2. Teaching materials
Presentation materials, practicum
worksheet exothermic and endothermic reactions, practical workheet of enthalpy change
measurement with calorimeter
3. Tools
a. Computer / LCD, VCD / CD player
b. Exothermic and endothermic
reaction practice kits and practicum measurement of enthalpy changes with calorimeter
H. Assessment
1. Cognitive
a. Results of answers to
exercise questions (PR)
b. Daily tests
► Problems example:
If known ΔHfo CS2, CO2,
and SO2 are respectively +89.5 kJ / mol;Ø -394 kJ / mol,
and -297 kJ / mol. Compute ΔCc CS2. Known on the burning of 1 gram of carbon
released heat 34 kJ (Ar C =Ø 12), how much heat is generated in the
burning of 1 mol of carbon? If the
average bond energy is known:
H-H = 436 kJ / mol
C = C = 607 kJ / mol
C-H = 415 kJ / mol
C-C = 348 kJ / mol
Calculate ΔH in the reaction: C3H6 (g) +
H2 (g) → C3H8 (g)
The heat that occurs in combustion of 184 grams of C2H5OH can raise the
temperature of 1,000 grams of water from 20oC to 100oC. Calculate ΔHco C2H5OH.
Known water heat type = 4.2 J / g K and Ar C = 12, H = 1, O = 16 If known:
C + 2S → CS2 ΔH = +27.55 kcal
C + O2 → CO2 ΔH = -94 kcal
S + O2 → SO2 ΔH = -70.9 kcal
How much heat is released if 9 grams of CS2 is completely burned? (Ar C = 12, S
= 32)
2. Psychomotor
a. Performance
in the practice of exothermic and endothermic reactions as well as the
practice of measuring enthalpy changes
with calorimeters.
b. A
written report on the practice of exothermic and endothermic reactions as well
as the practice of measuring enthalpy changes with calorimeter and discussion
group papere on kerosene conversion to LPG.
3.
Affective
Observation of learning attitudes and
behaviors, group discussions, and lab work
INSTRUMENTS OF
ASSESSMENT OF PSYCHOMOTORIC ACTIVITIES – 1
Indicator :
Students can design, perform, and present experimental results of exothermic
reactions and endothermic reactions.
Aspect
of assessment : Psychomotor
Activity Title : Exothermic and endothermic
reactions
Date Rating :
Class :
No
|
Name of Students
|
Aspect In The Value
|
Score
|
value
|
Appropriateness of implementation by means
of
|
Initiatives in work
|
Contribution in group friends
|
Written report results
|
1
|
|
|
|
|
|
|
|
2
|
|
|
|
|
|
|
|
3
|
|
|
|
|
|
|
|
Guidelines for psychomotor assessment: 1 = Less; 2 = Enough; 3 = Good; 4 = Very
good
INSTRUMENTS OF
ASSESSMENT OF PSYCHOMOTORIC ACTIVITIES – 2
Indicator
:
Students can design, perform, and present experimental results of enthalpy
change measurements with calorimeters.
Aspect of assessment : Psychomotor
Activity title : Measurement of enthalpy
changes with calorimeter
Date Rating :
Class :
No
|
Name of Students
|
Aspect In The Value
|
Score
|
value
|
Appropriateness of implementation by means
of
|
Initiatives in work
|
Contribution in group friends
|
Written report results
|
1
|
|
|
|
|
|
|
|
2
|
|
|
|
|
|
|
|
3
|
|
|
|
|
|
|
|
Guidelines for psychomotor assessment: 1 = Less; 2 = Enough; 3 = Good; 4 = Very
good
INSTRUMENTS OF
ASSESSMENT OF PSYCHOMOTORIC ACTIVITIES – 3
Indicator:
Students can draw up ideas about converting kerosene to LPG.
Aspect of assessment : Psychomotor
Activity Title : Conversion of kerosene
to LPG
Date Rating :
Class :
No
|
Name of Students
|
Aspect In The Value
|
Score
|
value
|
Appropriateness of implementation by means
of
|
Initiatives in work
|
Contribution in group friends
|
Written report results
|
1
|
|
|
|
|
|
|
|
2
|
|
|
|
|
|
|
|
3
|
|
|
|
|
|
|
|
Guidelines for psychomotor assessment: 1 = Less; 2 = Enough; 3 = Good; 4 = Very
good
AFARATIVE
ACTIVITY ASSESSMENT INSTRUMENTS
No.
|
Name of Student
|
Aspect In The Value
|
The score result
|
Criteria
|
Cooperation in the
group
|
concern
|
In the role
|
honesty
|
1.
|
|
|
|
|
|
|
|
2.
|
|
|
|
|
|
|
|
3.
|
|
|
|
|
|
|
|
Guidelines for affective ratings: 1 = Low; 2 = Medium; 3 = Height
