LESSON PLAN I.

Identity
Educational unit Subject matter Grade/Year Semester/Credit Units : : : : : Senior High School Chemistry XI/2013 First/2 CUs

Competence Standard

Understanding the atomic structure to predict the properties of the periodic elements, molecular structure and properties of compounds

Time Allocation Teacher name

: :

2 x 45 minutes (one meeting) I Kadek Irvan Adistha Putra

II. Basic Competence Explaining the theory of electron pairs around the nucleus and hybridization theory to predict molecular shape. III.Indicator 1. Predicting the shapes of molecules based on the theory of electron pairs. 2. Predicting the shapes of molecules based on hybridization theory IV. 1. Learning Objectives Students can predict the shapes of molecules using VSEPR theory through small discussion followed by class discussion 2. Students can predict the shape of the molecule by using the theory of hybridization theory through small discussion followed by class discussion V. Content material a. Perquisite - concept and its conception 1. Concept: Atom Conception: Atom is smallest structural unit of an element. 2. Concept: Electron Conception: Electrons is sub-particle in the atoms that has negative charge 3. Concept: Valence shell electrons

Conceptions: The electrons of an atom in its valence shell that participate in the formation of chemical bonds 4. Concept: Molecule Conception: A neutral particle composed of two or more atoms combined in a definite ratio of whole numbers. 5. Concept: Orbital Conception: Orbital is area with highest probability to find electrons in atom. 6. Concept: Quantum number Conception: Quantum number is term that represents the position of electron in an atom 7. Concept: Chemical bond Conception: Chemical bond is bind or connections of two atoms or more by certain attractions. 8. Concept: Covalent bond Conception: Covalent bond is chemical bond formed by the use of electron together between two or more atoms. b. Concept and the conceptions are constructed 1. Concept: Molecular shape Conception: Molecular shape is term used to represent the shape of molecule. 2. Concept: Electron domain theory Conception: Electron domain theory is a way to predict the molecular geometry according to repel the electrons in the outer skin of the central atom. 3. Concept: Electron domain Conception: the space occupied by a group of electrons in the valence shell of an atom. 4. Concept: VSEPR theory Conception: VSEPR theory is theory based in idea that Electron pairs (or groups of electron pairs) in the valence shell of an atom repel each other and will position themselves so that they are as far apart as possible, thereby minimizing the repulsions, so it can be formed shape of molecule. 5. Concept: Electron pair Conception: Electron pair is pair of electron (two electrons in group). 6. Concept: Lone pair Conception: Lone pair is pair of electron that is not used to in bonding.

7. Concept: Bonding pair 17. Conception: Bonding pairs is pair of electron that is used in bonding. 9. Concept: Hybridization theory Conception: Hybridization theory is theory to explain molecular shape by formation of hybrid orbitals. 10. Concept: Hybrid orbital Conception: Hybrid orbital is new orbital formed by mixing two different orbitals in the same atom. 11. Concept: Linear shape Conception: Linear shape is shape of molecule when all atoms are in a straight line. 12. Concept: Triangle planar Conception: Triangle planar is shape of molecule when four atoms are arranged to form a triangle on a horizontal plane, the four atoms are located in the same plane. 13. Concept: Tetrahedral Conception: Tetrahedral is shape of molecule of a pyramid of four sides having the same three angles 14. Concept: Trigonal Bipyramidal Conception: Trigonal Bipyramidal is shape of molecule consists of two trigonal pyramids (similar tetrahedral), which shared its surface 15. Concept: Octahedral Conception: Octahedral is shape that has eight surface geometry. c. Material Description Molecular shape associated with the position of atoms in a molecule. In this case illustrates the position of the molecular form of atoms in three-dimensional space and the amount of bond angles that occur in covalent bonding in a molecule. 1. Electron Domain Theory Electron domain theory is a way to predict the molecular geometry according to repel the electrons in the outer skin of the central atom. Domain electrons means that the

position of electrons or electron regional presence. The number of electrons domain determined as follows: a. Each atom is bound to be counted as a region of high electron density, just as on a single bond, double, and triple. b. Each lone pair on central atom counts as a region of high electron meeting.

No.

Compound

Lewis structure

The amount of domain electron

H O H

1.

H2O CO2 SO2

4 2 3

O C2. O
3. O S O

2. Teori VSEPR VSEPR theory is a concept that is used to predict the geometric shapes formed by the atoms in a molecule that is bound covalently. This theory is based on the idea at all pairs of electrons are bound directly to an atom, the electron pair bond (PEI) and lone pair (PEB) around the central atom and will adjust its position as much as possible apart from each other. Electron pair bond is the valence electrons are shared by the atoms in the molecule, while the lone pair valence electrons are contained in the molecule at the places where the electrons are not involved in the process of bonding. The main idea of the electron pair repulsion theory (VSEPR) is each pair of valence electrons on the central atom has an important role. Valence electron pairs on central atoms would repel one another. The electrons will be arranged on the central atom with the repulsion among the smallest. 3. Prediction of Molecular Shape based on the VSEPR Theory Five of basic Molecular Geometri a. Linear. When all atoms are in a straight line, the angle formed between two bonded atoms leading to the central atom, called the amount of bond angles 1800.

b.

Triangle planar. Four atoms are arranged to form a triangle on a horizontal plane, the four atoms are located in the same plane. Central atom surrounded by three atoms that form a triangle. All the bond angle is 120o

c.

Tetrahedron, is a pyramid of four sides having the same three angles. In tetrahedral molecule, central atom is located in the middle of the tetrahedron and the four atoms are located in the corners. All the same angle is 109,5o.

d.

Bipiramidal trigonal, consists of two trigonal pyramids (similar tetrahedon), which dshared its surface. The molecule has trigonal bipiramid central atom surrounded by five other atom. Central atom is not located in the middle. In this molecule, not all bond angles equal. In between, the two bonds are located in the center triangle, the large bond is 1200.

e.

Oktahedron, is shape that has eight surface geometry. We can imagine that the molecule consists of two pyramid are basically four areas of shared square. At the molecular octahedron six central atom surrounded by other atom. Central atom is located in the middle square through midpoint octahedral. The six atom bonded to the top center with six corner octahedron. The angle of each adjacent pair atom same with 900. According to VSPER theory, the formula pairs of electron in a molecule is symbolized as follows: AXnEm Where are, A = center atom X = bond electron pairs E = free electron pairs n = amount of bond electron pairs m = amount of free electron pairs Example: H2O molecule Electron configuration of 8O = 1s2 2s2 2p4 (valence electron: 6) Electron configuration of 1H = 1s1 (valence electron 1) One atom O bind with two atom H form lewis structure = The bond electron pairs: 2 The free electron pairs: 2 The formula of electron domain: AX2E2 Molecular shape: V shape

H O H

Tabel 1. Some of the molecular Amount of electron pair 2 PEI PEB (X) 2 (E) 0 Tipe The arrangement of electron pait AX2 Linier BeCl2 Molecular shape example

AX3

Trigonal planar

BF3

AX2E

Menekuk (V)

SO2

AX4

Tetrahedral

CH4, CCl4

AX3E

Segitiga piramida

NH3

AX2E2

Menekuk (V)

H2O

AX5

Segitiga bipiramida

PCl5

AX4E

Tetrahedron terdistorsi

SF4

AX3E2

Bentuk T

ClF3

AX2E3

Linier

XeF2

AX6

Oktahedral

SF6

AX5E1

Segiempat piramida

IF5

AX4E2

Segiempat planar

XeF4

4. Hybridization Theory According to the Pauling, the orbital of valence elektron can be rearrangement to be hybrid orbital atom. Formation process of the hybrid orbital of an atom is called hybridization. These hybrid orbitals are formed the shape of the molecule so that atoms are joined with another atoms. At this stage, we will study five hybrid orbitals are hybrid orbital sp, sp2, sp3, sp3d, sp3d2.

Tabel 2. The hybrid orbital shape Hybridization Sp Hybrid shape Linier Example BeCl2

sp2

Segitiga planar

BF3

sp3

Tetrahedral

CH4

sp3d

Trigonal bipiramidal

PCl5

d2sp3 or sp3d2

Octahedral

SF6

VI. Learning Strategy Teaching and learning Approach: Inductive approach Teaching and learning Method: Explanation, Discussion, question-answer. Teaching and learning Model : Cooperative learning models STAD type The syntax is as follows: 1) Delivering the learning objectives and motivating students 2) Giving general information 3) Organizing the students into group discussion

4) Guiding the group discussion in learning and working 5) Evaluation 6) Appreciation

Model, Indi kato r 1 2 Cross field indicator Approach, Methods, & Technique 1. Beginning activity (10 minutes) a. Checking the students attendance b. Inform the learning indicator and objective of the lesson. c. Motivasi and Apperceptions: Giving students water, the by why motivation mentioning occur like to the we Affective Individual Learning activities Target Method

Evaluation Procedure Instrument

Learning Resources

Affective

During the

scoring rubric process

melting and boiling point of the mentioned.

Chemistry 2. Main Activity (70 minutes) Cooperative Learning Model Calculating the STAD type, difference between data. inductive, Disc ussion, small discussion followed by Exploration (40 minutes) Cognitiv e identify books, power point slide show and student worksheet

Teacher: Teacher

perquisites Understan concept of students needed in d concept : present materials namely, the the atomic theory, electron valence etc. repulsion

Teacher give general overview of of bonding the present material including electron Electron theory. domain and VSEPR pair or free

Teacher ask the students to form electron heterogenic small group consist of pair are 2-4 students Teacher give worksheet in each became molecule

class discusion

group and ask the students to orientation discuss it students activity Students: Student form a heterogenic small and shape Affectiv e: Respect with other people questions ing questions Selected Respond (SR) Affective rubric (attachment 6) the Essay Student group worksheet (attachment 1) During the process Teacher record the all of the molecular

Ability

to

group consist of 3-4 students. Students discuss the worksheet including explore about

analyze data.

relationship of molecular shape Asking with the electron pair around center pair that include to the bond electron pair or free electron pair and student explore about the molecular geometry and molecular shape. atom, Student identify the electron Answer-

Elaboration (Introduction) (25 minutes) Teacher: Teacher randomly ask one group to Cognitive present the discussion result in front of the class. Predicting the

 Teacher students

give to

chances ask

to

the and

shapes of molecules based on the theory of electron pairs and hybridiz ation theory Selected Respond (SR) Scoring ribric (Attachment 7) Presenta -tion e:

question

analyzed the electron pair can caused the repulsion with certain strong, analyze the VSEPR that caused by the amount of electron pair, differentiate between molecular geometry and molecular shape, analyzed the process of formation hybridization Students: result Student electron repulsion the analyze pair with of can analyzed caused certain electron the

One group present the discussion Affectiv the Respect with other people questions ing question

strong, pair,

analyze the VSEPR that caused by Asking amount differentiate between molecular Answer-

geometry and molecular shape, analyzed the process of formation hybridization, and ask question if there is still a doubt

Confirmation (Concept Application) (15 minutes) Teacher: Teacher give test related with the present topic to the students students Students Students do the test given Cognitiv e Understan molecule orientation molecular shape and formation hybridizati on orbital Test Multiple choice 3) (attachment The end of test process.

Teacher give appreciation to the d concept :

Closing activity (10 minutes) Teacher Teacher stimulate the students to conclude all material that had been discussed together Teacher revise if there still wrong concept Teacher inform the next topic Teacher greeting. say the closing

Students: Student conclude the material that has been discussed Students fix their concept if there is wrong concept Students reply teacher greetings

VII.

LEARNING RESOURCES Chemistry book that relevan: a. Jespersen, Neil D., Brady, James E.,Hyslop Allison. 2012.Chemistry The Molecular Nature of Matter. New York: John Wiley and Sons. b. Chang, Raymond. 2005. Kimia Dasar Konsep Konsep Inti Jilid II. Jakarta: Erlangga. c. Purba, Michael. 2006. Kimia untuk SMA XI. Jakarta: Erlangga Power point slide show

Student Worksheet Laptop LCD VIII. ASSESMENT 1. Evaluation method Group Task Small test

2. Evaluation type Multiple choice test, essay, and activity observation 3. Evaluation instrument LKS, evaluation rubric cognitive and affective. Arrangement: TARGETS Cognitive Affective METHODS Essay Rubric INSTRUMENTS Students worksheet Test Rubric

Attachment 1 STUDENT WORKSHEET 1. Formula Lewis dot formula Complete the table below (Maximum score = 72 points) CO2 NH3 CH4 SF6

Central atom Number of atoms bonded to central atom Number of unshared pairs on central atom Total number of regions of high electron density on central atom Molecular Shapes 2. 28 points) Formula BF3 Hybridization Molecular Shapes Predict molecular shape of the molecules using VSEPR Theory (total score =

CH4

PCl5

SF6

Attachment 2 Key Answer of Worksheet Formula Lewis dot formula

F

CO2

NH3

CH4

SF6
F F S F F F

Score 10

Central atom Number of atoms bonded to central atom Number of unshared pairs on central atom Total number of regions of high electron density on central atom Molecular Shapes Formula BF3 Linear

C 2

N 3

C 4

S 6

10 10

10

10

Trigonal Piramidal Hybridization

Tetrahedral

Square bipiramidal Molecular Shapes

10

sp

CH4

sp3

PCl5

sp3d

SF6

sp3d2

Attachment 3 TEST 1. Electron arrangement that is matched with picture below is had by molecule a. BCl3 b. BF3 c. NH3 d. PH3 e. CH3

2. The shape of H2O molecule with angle that close with the real one is

a. d.

b. e.

c. 3. Hybrid orbital sp3d2 happen in molecule that has shape a. Tetrahedral b. Trigonal bipiramidal c. Octahedral d. Square e. Linear

4. Possible molecular shapes for XeF2 is

a.

d.

b.

e.

c. 5. Molecular shape of SF6 is a. Planar b. Octahedral c. Hexagonal d. Piramidal e. Tetrahedral

Attachment

Key Answer of Post test 1. C 2. D 3. C 4. D 5. B

Attachment 4 COGNITIVE SCORING RUBRIC

FOR GROUP DISCUSSION Table 1 Formula Lewis dot formula CO2 (Max sore 5) NH3 (Max sore 5) CH4 (Max sore 5) SF6 (Max sore 5)

Central atom Number of atoms bonded to central atom Number of unshared pairs on central atom Total number of regions of high electron density on central atom Molecular Shapes Table 2 Formula BF3

(max score) (max score 2) (max score 2) (max score 2)

(max score 2) (max score 2) (max score 2) (max score 2)

(max score 2) (max score 2) (max score 2) (max score 2)

(max score 2) (max score 2) (max score 2) (max score 2)

(Max sore 5)

(Max sore 5)

(Max sore 5)

(Max sore 5)

Hybridization (max score 2)

Molecular Shapes (Max score 5)

CH4 (max score 2)

(Max score 5)

PCl5 (max score 2)

(Max score 5)

SF6 (max score 2)

(Max score 5)

Item Table 1 Table 2 Total

Score 72 28 100

Attachment 5 COGNITIVE SCORING RUBRIC FOR TEST Question Number 1 2 3 4 5 Answer C D C D B Score 10 10 10 10 10

Total Score

50

*The real grade is gotten by timing the score gotten by 2. Ex, Score gotten 40, the real grade is 40 x 2 =80

Attachment 6 AFFECTIVE SCORING RUBRIC FOR GROUP DISCUSSION No. 1. Indicator observed Students participation in discussion 4 = More than 80% involve in discussion 3 = 61-80% of group member involve in discussion 2 = 41-69% of group member involve in discussion 1 = 21-40% of group member involve in discussion 0 = < 20% of group member involve in discussion Effectiveness of students participation in gaining concepts Group value I II DST

2.

3.

4 = Students achieve discussion goal in optimum time 3 = Students achieve discussion goal in less optimum time 2 = Students achieve discussion goal slowly 1 = Students activity is not directed to the target 0 = Students activity is wrong, not suitable for the topic Scientific attitude 4 = >80% of group statements are fact or logical 3 = 61-80% group statements are fact or logical 2 = (>60%) group statements are fact or logical 1 = 41-40% of group statements are fact or logical 0 = <20% group statements are fact or logical

Attachment 7 AFFECTIVE SCORING RUBRIC FOR INDIVIDUAL STUDENTS ASSESMENT ASPECTS 1. A. Enthusiasm / student participation in the learning Score Criteria 4 Students' attention with a good range of topics studied in the PBM and are able to address issues 3 2 1 spontaneously given Students' attention with a variety of topics that are less well studied in PBM but able to spontaneously address issues given Students are not visible attention to the various topics studied in PBM but is able to address issues spontaneously given. Students are not visible attention to the various topics studied in the PBM and are not able to address issues 1 STUDENT NAME 2 3 4 5 6*

spontaneously given. 2. Enthusiasm / participation of students in answering questions Score Criteria 4 Students raised their hands before being called teacher, and the answer is correct 3 Students raised their hands after being warned teachers, and the answer is correct 2 Students raised their hands before being called teacher, and the answer is not quite right 1 Students raised their hands after being called teacher, and the answer is not quite right 0 Students did not answer when asked or gave answers that do not fit with any questions 3. Individual assessment in group discussions 4 Students are active in discussion, have a good opinion, do not interrupt other people's opinions, and be able 3 2 1 0 to account for their opinions in Students are active in discussion, bold expression, and can control the noise discussion Students are active in discussion, would share these opinions quickly, but can not account for the opinions and interrupt other people's opinions Students would actively in discussions, but not able to opine quickly, do not have the responsibility in keeping the atmosphere of the discussion Students do not participate in the discussion

1 = student name 2 = student name and to be continued