LESSON PLAN (RPP)

School: ............................. Subject: PHYSICS Class / Semester: XII (twelve) / Semester 2 Highlights: Atomic Theory Allocated time: 6 X 45 '

I.

Competency Standards 3 Analyzing various physical scale at the quantum phenomenon and limits the validity of Einstein's relativity paradigm of modern physics.

II.

Basic Competency 3.2 Describe the development of the atomic theory

III.

Indicator: a. Cognitive 1. Product a) Describe the atomic model of Dalton, Thomson, Rutherford and Niels Bohr b) Formulate a model atom Dalton, Thomson, Rutherford and Niels Bohr 2. Process a) Calculate the energy levels of electrons b) Calculate the change of excitation energy experience. c) Calculate the wavelength of the largest and the smallest in the Lyman series, Balmer Paschen, Brackett, and Pfund d) Calculate the orbital angular momentum quantum number n of electrons in particular. b. Affective a) Developing character: Carefully Responsible

Honest Critical Thinking

b) Develop social skills: Asking Contribute ideas and opinion Respect other people's opinions Being a good listener Cooperate

c. Psychomotor

IV.

Destination Learning Outcomes: a. Cognitive 1. Product a) Through a question and answer method, students can explain Dalton atomic model well b) Through a question and answer method, students can explain the Thomson atomic model correctly c) Using the method of question and answer, students can explain the Rutherford atomic model correctly d) Through a question and answer method, students can explain the Niels Bohr model of the atom correctly e) Through the method of discussion, students can explain the differences in the four atomic model theory correctly. 2. Process a) Through the method of assignment, students are able to calculate the energy levels of electrons b) Using the method of assignment, students can calculate the excitation energy changes the experience c) Using the method of assignment, students can calculate the largest and smallest wavelength in the Lyman series, Balmer Paschen, Brackett, and Pfund

d) Using the method of assignment, students can calculate the orbital angular momentum quantum number n of electrons in particular. b. Affective 1. Character Involved in teaching and learning-centered learning, students are assessed observers made progress in demonstrating the characteristic behaviors include: honest, responsible, careful, and critical thinking. 2. social skills Involved in teaching and learning-centered learning, students are assessed observers made progress in demonstrating social skills include:. Contribute ideas and opinion, ask the opinions of others, be a good listener, and work. c. Psychomotor (Nothing) V. VI. Organization of Materials Learning Strategies Model: Contextual Teaching Learning (CTL) Cooperative Learning

Methods:

Discussion group Lectures Questions and answers Work assignments Times Teachers Activity Students Activity

Steps

Allocati on

Caracter

initial activities

a. The teacher gives the students motivation and apperception. Have you seen raisin bread? Remember you, the analogy of the atomic model who is it?

a. Students listen and respond

10

Critical thinking and being a good listener

b. Teachers communicate learning goals.

b. Students hear and listen 10

c. Teacher learning model implement procedures Contextual Teaching Learning (CTL) Cooperative Learning

c.

Students hear and listen

15

Main Activity

a. Teachers inform students about the kind of - kind of atomic theory

a. Students listen and respond to information provided by the teacher

15

Critical thinking, questioni ng, respect the opinions

b. The teacher asks the students about: - Dalton's atomic theory - Thomson's atomic theory - Rutherford's atomic theory - Bohr's atomic theory

b. Students answer the teacher 10

of others, contribut e ideas, collabora tion,

c. Teacher asks students to gather and discuss the

c.

Students discuss the

differences in the atomic theory of Dalton, Thomson, Rutherford and Bohr

differences in the atomic theory of Dalton, Thomson, Rutherford and Bohr 20

d. Teachers guide students and monitor the implementation of the discussions

d. Students pay attention to teachers' explanation

e. Teachers responding to the discussion and provide correct information about the differences in the atomic theory of Dalton, Thomson, Rutherford and Bohr

e. Students who have not understood the material asked

10

20 Closing Activity a. b. Teachers guide students to infer the learning materials. a. Students conclude the learning material Critical thinking, argues, Students to be

b. Teachers give homework assignment and warned students to learn the material next..

b. Students are given homework

good listeners and responsib le