LESSON PLAN ATOMIC STRUCTURE

Name of School Subjects Class / Semester Allocation of Time

: SMAN 1 Perbaungan : Chemistry :X/1 : 9 x 40

Competency standards

: 1.

Understanding the atomic structure, periodic properties of elements, and chemical bonds

Basic competencies

: 1.1. Understanding the structure of the atom by Bohr atomic theory, the properties of elements, relative atomic mass, and periodic properties of the elements in the periodic table as well as realizing regularity, through understanding electron configuration.

I. Competency Achievement Indicators: (1) Describe the development of the atomic theory to demonstrate the advantages and disadvantages each atomic theory based on experimental facts. (2) Classify element into isotopes, isobars and isoton. (3) Determine the relative atomic mass based on the most abundant isotope. (4) Determine the relative molecular mass. (5) Determine the electron configuration and valence electrons.

II. Purpose: Students are able to, (1) Expressed understanding of atoms as building blocks of matter (atomic theory Dalton).

(2)

States the basic theory of the atomic theory Dalton, Thomson, Rutherford, Niels Bohr and quantum mechanics.

(3)

States the main idea in the atomic theory Dalton, Thomson, Rutherford, Niels Bohr and Quantum Mechanics.

(4) (5) (6) (7) (8) (9)

Dalton's atomic theory stated weakness, Thomson, Rutherford, and Niels Bohr. Mention the fundamental particles and their properties. Classify atoms into isotopes, isobars and isoton. Determine the relative atomic mass based on the periodic table of elements. Determine the relative atomic mass based on the most abundant isotope. Determine the relative molecular mass based on the relative atomic mass of data.

(10) Determine the electron configuration of the element by atomic number. (11) Determine the valence electrons.

III. Teaching Materials:

o o o o o o o

Introduction to chemistry Atom as the fundamental particles of matter (atomic theory Dalton) Development of the Atomic Theory Atom and ion composition (atomic number, mass number, isotopes, Isobar and Isoton) Relative atomic mass Relative molecular mass Valence electrons and electron configuration

IV. Methods of approach:

o o o

Lecture Discussion Assignment

Learning Strategies Face to Face

Structured

Independent

Understanding the structure of the atom by Bohr atomic theory, properties of elements, relative atomic mass, and periodic properties of the elements in the periodic table as well as realizing their arrangement, through understanding electron configuration.

Assessing the constituent atoms as the fundamental particles of matter (atomic theory Dalton) in group discussions.

Students can explain the development of the atomic theory to demonstrate the advantages and disadvantages of each atomic theory based on experimental facts.

V.

Scenario Learning

First meeting: (3 sessions)

INTRODUCTION:

a. Teachers to create a classroom atmosphere that is religious by starting to pray together, checking students' attendance, cleanliness and neatness of the class as a form of environmental concern. b. Teachers provide apresepsi about atoms and students with a sense of responsibility provides the definition of atoms c. Teachers foster curiosity in students with learning goals convey the structure of the atom d. Teachers foster curiosity to convey the issues to be discussed.

How to determine elementary particles, atomic number and mass number in an atom or ion?

How to distinguish isotopes, isobars and isoton? How to determine the Ar?

e. Teachers to motivate students in communicative and creative with some questions related to the atomic structure.

Reminiscent of the greatness of God who created the atom. Have you ever seen an atom?

f. Teachers deliver the material scope of the outline of the structure of the atom.

CORE ACTIVITIES Exploration

o

The teacher asks the students examine the periodic table to determine the number of protons, electrons, neutrons, atomic number and mass number carefully.

Teacher explains about the structure of atoms, isotopes, isobars and isoton and its relationship with Ar

Teacher asks students to classify elements into isotopes, isobars and isoton independently.

Teacher asks students examine some isotopes to determine accurately the relative atomic mass.

Elaboration
o

Students fill in the table to determine the number of protons, electrons, neutrons, atomic number and mass number carefully.

Each student worked hard to resolve any questions put to mengklasifisikasikan into isotopes, isobars and isoton

Confirmation
o

Teachers provide feedback and conclusions based on the work of students in communicative.

Teachers provide reinforcement of the structure of atoms, isotopes, isobars and isoton responsibly.

Teachers creatively provide important records of the subject matter to be mastered students

CLOSING
o

Teachers guide students independently to make a summary of the material that has been discussed

Teachers conduct the final assessment of the material that has been given the responsibility.

o o

Teachers provide feedback on the material that has been taught democratically. Teachers plan follow-up activities independently in the form of assigned tasks in accordance with the learning outcomes of students

Teachers foster curiosity of students to love reading about the development of atomic models and the development of the periodic table for the next meeting.

Second meeting: (3 sessions) INTRODUCTION

o o o

Greeting Checking student attendance. Check at a glance whether the HOMEWORK, whether students are doing or not.

Apperception: Brief discussion of fundamental particles:

What is a subatomic particle? How these particles are found? Is Dalton's atomic theory can still be maintained? How the development of the atomic theory?

Motivation:

By studying the discovery of elementary particles, we trained the scientific thinking that based on cause-effect relationships.

Curiosity is the source of all knowledge. Do not be afraid to make mistakes (even experts make mistakes, but through recording errors do precisely the step of science).

Whether the constituent atomic nuclei?

CORE ACTIVITIES Exploration

o

The teacher summarizes the properties of elementary particles with a sense of responsibility

Teacher discusses the discovery of the electron (the experiments with cathode ray tube) communicatively

o o o

Teachers discuss weaknesses in communicative Rutherford atomic model Teachers discuss the Bohr atomic theory of communicative The teacher asks a child to explain the discovery of the particles making up the nucleus of atoms with respect to its ability

Teacher discusses understanding atomic number and mass number with responsibility

Elaboration
o o

Students conclude the difference between atoms elements communicatively Students creatively display the Millikan oil drop experiment simulation

o o o o

Students conclude Thomson atomic model with a sense of responsibility Students creatively display the simulation experiment Rutherford Students conclude the atomic theory of communicative Ruthherford Students work on exercises to determine the composition of atoms and ions with responsibility

Confirmation
o o

Students conclude about the things that have not been known to be honest Students explain about things that have not been known with responsibility

CLOSING
o o o o

Teacher concludes the development of the atomic theory of communicative Teacher concludes constituent particles of atomic nuclei in communicative Teachers concluded sense isotopes, isobars and communicative ecara isotons Teacher gives a task to the next meeting with the responsibility

Third meeting: (3 sessions) INTRODUCTION

o o o

Greeting Checking student attendance. Check at a glance whether the HOMEWORK, whether students are doing or not.

CORE ACTIVITIES Exploration

o

Teachers explain with an example understanding the relative masses and the absolute mass communicative

o o

Teacher discusses the relative atomic mass of the sense of responsibility Teachers explain the communicative understanding electron configuration

o o

The teacher discusses with the responsibility of writing the electron configuration Teacher discusses the notion of valence electrons with responsibility

Elaboration
o

Students determine the relative atomic mass based periodic table of elements with responsibility

Students determine the relative atomic mass of the most abundant isotope is based on the communicative

With hard work to train students to determine the mass of the isotope abundance atomrelatif through

o o

With hard work to train students to determine the relative molecular mass With the curiosity of students trained to determine the electron configuration and valence electrons

Students to discuss some matter on competency tests with tolerance

Confirmation
o o

Students conclude about the things that have not known communicative Students explain about things that have not been known with responsibility

CLOSING
o

Teachers concluded sense relative atomic mass and relative molecular mass and valence electron configuration elekltron communicatively

The teacher asks the students to practice additional questions from the textbook with honest

Creative teacher gives a task to the next meeting

Fourth meeting: (3 sessions) Daily tests VI. Equipment / Materials / Learning Resources :

Chemistry books, multimedia.

VII.

Rating:

1. Techniques of assessment a. Individual Task b. Test 2. Instrument Form Multiple Choices

Knowing, Head of State High School 1 Perbaungan

Perbaungan, September 2013 Subject Teacher Chemistry

DRS. SUHAIRI M.Pd NIP.196103051984031006

ELYDA R. Pangaribuan S.Pd NIP. 196807291994122001

LESSON PLAN PERIODIC SYSTEM OF ELEMENTS

Subjects Class / Semester Allocation of Time Competency standards

: Chemistry :X/1 : 9 x 40 : 1. Understanding the atomic structure, periodic properties of elements, and chemical bonds

Basic Competence

: 1.1. Understanding the structure of the atom by Bohr atomic theory, the properties of elements, relative atomic mass and properties periodic elements in the periodic table as well as realizing regularity, through understanding electron configuration.

I. Competency Achievement Indicators: 1. Comparing the development of the periodic table of elements to identify the advantages and disadvantages. 2. Explains the basic grouping elements. 3. Classify the elements into metals, non-metals and metalloids. 4. Analyze tables, graphs to determine the regularity of atomic radius, ionization energy, electron affinity, and electronegativity

II. Purpose: Students are able to, (1) Drawing periodic system framework. (2) Specify the number and class period in the modern periodic system. (3) Write the group elements alkali, alkaline earth, halogens, noble gases, period-2 and period-3.

(4) States the main idea in tride Dbereiner, octave Newlands, Mendeleev periodic system and the periodic Moseley. (5) Ideas expressed Dbereiner weakness, Newlands and Mendeleev. (6) Determine the position of the elements in the periodic system based on electron configuration or vice versa. (7) Mention the meaning of atomic radius, ionization energy, electron affinity, and electronegativity. (8) Concluded tendency atomic radius, ionization energy, electron affinity and

electronegativity in periods and groups based on data or graphs. (9) Infer the properties of metals, non-metals and metalloids.

III. Teaching Materials: Elements Periodic System

o o o o

Structure of the modern periodic system Relationship periodic system with the electron configuration. The development basis of grouping elements Periodic properties of elements (atomic radius, ionization energy, electron affinity and electronegativity).

The properties of elements in the periodic system (especially metals and non-metals)

IV. Methods of approach:

o o o

Lecture / delivery of information. Discussion Assignment

Learning Strategies Face to Face

Structured

Independent

Understanding the structure of the atom by Bohr atomic theory, properties of elements, relative atomic mass, and periodic properties of the elements in the periodic table as well as realizing their arrangement, through understanding electron configuration.

Assessing the periodic system to understand the meaning of the list through class discussion

Students can describe the structure of the periodic system of elements.

V. Learning Scenarios First meeting: (3 sessions). INTRODUCTION

o o

Greeting Appersepsi: Before knowledge of the structure of atoms, Medeleev, a chemist from Russia, namely in 1869, has managed to compile a list of elements that can be said with modern periodic table of elements. However, Mendeleev was not able to explain the periodicity properties of these elements. Now, after tntang knowledge of atomic structure, kta can explain the properties of these elements.

Motivation: Periodic table of elements many benefits in studying the properties of elements. It is therefore very important to know the location of the elements in the periodic system.

CORE ACTIVITIES Exploration

o

The teacher asks the students examine the periodic table to determine the number of protons, electrons, neutrons, atomic number and mass number carefully.

Teacher explains about the structure of atoms, isotopes, isobars and isoton and its relationship with Ar

Teacher asks students to classify elements into isotopes, isobars and isoton independently.

Teacher asks students examine some isotopes to determine accurately the relative atomic mass.

Elaboration
o

Students fill in the table to determine the number of protons, electrons, neutrons, no. atomic and mass numbers carefully.

Each student worked hard to resolve any questions put to mengklasifisikasikan into isotopes, isobars and isoton

Confirmation
o

Teachers provide feedback and conclusions based on the work of students in communicative.

Teachers provide reinforcement of the structure of atoms, isotopes, isobars and isoton responsibly.

Teachers creatively provide important records of the subject matter to be mastered students.

CLOSING
o

Teachers guide students independently to make a summary of the material that has been discussed

Teachers conduct the final assessment of the material that has been given the responsibility.

o o

Teachers provide feedback on the material that has been taught democratically. Teachers plan follow-up activities independently in the form of assigned tasks in accordance with the learning outcomes of students

Teachers foster curiosity of students to love reading about the development of atomic models and the development of the periodic table for the next meeting.

Second meeting: (3 sessions) INTRODUCTION

o o o

Greeting Checking student attendance. Check at a glance whether the HOMEWORK, whether students are doing or not.

CORE ACTIVITIES Exploration

o o

Teacher explains about the electron configuration and valence electrons The teacher asks the students to write the electron configuration of some simple elements and determine the electron alensinya

The teacher divides the students into small groups. Each group consists of 4-5 students

Each group was asked to review the literature on the development of the atom from Dalton's atomic model to the modern atomic theory independently and responsibly to appreciate its discoverer.

Each group was asked to review the literature on the development of the periodic system ranging from the theory of periodic systems Dobreiner up with modern elements Lother Meyer in an honest, independent and responsible to reward inventors.

Elaboration
o

Students write a miraculous element configuration and valence electron mention carefully.

Each group dared to express the advantages and disadvantages of each theory independently and responsibly atomi.

Each group dared to express the advantages and disadvantages of each periodic system development independently and responsibly.

Students work hard in finding the strengths and weaknesses of each atomic theory and periodic system.

Confirmation
o

Teachers provide feedback and conclusions based on the results of the group work discussions communicative.

Teachers provide reinforcement of strengths and weaknesses of each atomic theory and periodic system. responsibly and instill the importance of respecting the inventors

Teachers creatively provide important records of the subject matter to be mastered students.

CLOSING
o

Teachers guide students independently to make a summary of the material that has been discussed

Teachers conduct the final assessment of the material that has been given the responsibility

o o

Teachers provide feedback on the material that has been taught in a democratic Teachers plan follow-up activities independently in accordance with the task of providing learning outcomes of students

Teachers foster curiosity of students to love reading to convey the lesson plan for the next meeting of the properties of the periodic system of elements

Third meeting: (3 sessions) INTRODUCTION

o o o

Greeting Checking student attendance. HOMEWORK cursory check, whether the students are doing or not.

CORE ACTIVITIES Exploration

o

The teacher asks students to write a few simple elements electron configuration carefully, and then students were told menyebutakan position of the element in the periodic system of elements.

o o o

Teacher asks students to infer the relationship between electron configuration with SPU The teacher divides the students into small groups. Each group consists of 4-5 students Each group was asked to discuss the properties of periodicity elements independently and responsibly.

Elaboration
o o

Each group present their independent and responsible Students work hard in the multiplication of information about the properties of periodicity

Confirmation
o

Teachers provide feedback and conclusions based on the results of the group work discussions communicative.

Teachers provide reinforcement of the relationship between the electron configuration of the SPU and the periodicity properties of the elements responsible

Teachers creatively provide important records of the subject matter to be mastered students.

CLOSING
o

Teachers guide students independently to make a summary of the material that has been discussed

Teachers conduct the final assessment of the material that has been given the responsibility.

o o

Teachers provide feedback on the material that has been taught democratically. Teachers plan follow-up activities independently in providing good job tu gas in accordance with the individual and group learning outcomes of students

Teachers foster curiosity of students to love reading by delivering daily test plan at the next meeting to be done in an honest, independent and responsible

Fourth meeting: (3 sessions) Daily tests VIII. Equipment / Materials / Learning Resources:

Chemistry books; worksheets, multimedia. IX. Equipment / Materials / Learning Resources :

Chemistry books, multimedia. X. Pe nilaian:

1. Techniques of assessment a. Individual Task b. Test 2. Instrument Form Multiple Choices

Knowing, Head of State High School 1 Perbaungan

Perbaungan, September 2013 Subject Teacher Chemistry

DRS. SUHAIRI M.Pd NIP.196103051984031006

ELYDA R. Pangaribuan S.Pd NIP. 196807291994122001

LESSON PLAN CHEMICAL BONDING-1

Subjects Class / Semester Competency standards

: Chemistry :X/1 : 1. Understanding the atomic structure, periodic properties of elements, and chemical bonds

Basic Competence

: 1.2. Comparing the process of forming an ionic bond, covalent bond, coordinate covalent bonding and metallic bonding, as well as the physical properties of compounds hubungannnya formed

I. Competency Achievement Indicators: (1) Describes the tendency of an element to achieve stability. (2) Lewis describes the epitome of the noble gas elements (duplet and octet) and not the noble gas elements. (3) Explains the process of formation of ionic bonds (4) Explains the process of formation of a single covalent bonds, double and triple. (5) Explains the process of formation of a covalent bond coordination.

II. Purpose: Students can, (1) Describes the tendency of an element to achieve stability. (2) Lewis describes the epitome of the noble gas elements (duplet and octet) and not the noble gas elements. (3) Explains the process of formation of ionic bonds (4) Explains the process of formation of a single covalent bonds, double and triple. (5) Explains the process of formation of a covalent bond coordination.

III. Teaching Materials: Chemical bond

Octet rule Lewis Coat Ionic bonds Covalent bonds (single, double or triple) Coordinate covalent bond.

IV. Methods of approach:

Lecture / delivery of information. Discussion Assignment Allocation of time

V.

3 Hour Lesson

Learning Strategies Face to Face

Structured

Independent the that can

Reviewing several compounds determine atoms to why form

Determine elements

Students explain tendency of

can the an

remove electrons or accept electrons to

element to achieve stability. Lewis describes the epitome of the

chemical bonds.

achieve stability in the discussion group.

noble gas elements (duplet and octet) and not the noble gas elements.

VI.

Scenario Learning

INTRODUCTION
o o

Greeting Apperception: In the previous lesson you've learned that atoms can combine to form molecules or ions. How did it happen? Menapa chemical formula of water is H
2

O? (One O atom shuffle

cards 2 H atoms, and the chemical formula of salt is NaCl salt (one atom joined with 1 atom Na Cl)?
o

Motivation: After studying this chapter, you will understand why and how atoms form bonds. In addition you will also understand various properties of substances, for example, why a molecule of water particles while the salt particles in the form of ions.

CORE ACTIVITIES Exploration

o

Teacher explains the process of the formation of an ionic bond, covalent bond, coordinate covalent bonding and metallic bonding, as well as the physical properties of compounds hubungannnya formed.

Elaboration
o

Students discuss in class with cooperation

Confirmation
o o

Students conclude about the things that have not been known to be honest Students explain about things that have not been known to be honest

CLOSING
o o

Teacher concludes the meaning of the periodic table creatively Teachers give assignments for next meeting

Second meeting: (3 sessions) INTRODUCTION

o o o

Greeting. Checking student attendance. HOMEWORK cursory check, whether the students are doing or not.

CORE ACTIVITIES Exploration

o

Teacher to discuss the matter (which has been assigned at the previous meeting) in class discussions with cooperation

Elaboration
o

Students discuss in class with cooperation

Confirmation
o o

Students conclude about the things that have not been known to be honest Students explain about things that have not been known to be honest

CLOSING
o

Teacher concludes the formation of covalent bonds, ionic and covalent bonding coordination with cooperation

VII.

Equipment / Materials / Learning Resources : Chemistry books, multimedia.

VIII.

Rating: 1. Techniques of assessment a. Individual Task

b. Test 2. Instrument Form Multiple Choices

Knowing, Head of State High School 1 Perbaungan

Perbaungan, September 2013 Subject Teacher Chemistry

DRS. SUHAIRI M.Pd NIP. 196103051984031006

ELYDA R. Pangaribuan S.Pd NIP. 196807291994122001

LESSON PLAN CHEMICAL BONDING - 2

Subjects Class / Semester Competency standards

: Chemistry :X/1 : 1. Understanding the atomic structure, periodic properties of elements, and chemical bonds

Basic Competence

: 1.2. Comparing the process of forming an ionic bond, covalent bond, coordinate covalent bonding and metallic bonding, as well as the relation with the physical properties of compounds formed.

I. Competency Achievement Indicators: (1) Investigate the polarity of some compounds and correlates with electronegativity elements through trial (2) Describe the process of forming a bond with the metal and the relation with physical properties of metals (3) Connecting the physical properties of the material and the relation with the type of chemical bonding

II. Purpose: Students are able to, (1) Explains the process of formation of a covalent bond coordination (2) Investigate the polarity of some compounds and correlates with electronegativity elements through trial (3) Describe the process of forming a bond with the metal and the relation with physical properties of metals

(4) Connecting the physical properties of the material and the relation with the type of chemical bonding

III. Teaching Materials: Chemical Bonding

o o o o

Polar compounds Metal bonding Comparison of properties of ionic and covalent compounds Octet rule exceptions duplet

IV. Methods of approach:

o o o o

Lecture / delivery of information. Discussion Assignment Practice / demonstration

V. Allocation of time
o

3 hour lesson

Learning Strategies Face to Face

Structured

Independent and

Comparing the process of forming an ionic bond,

Design conduct experiments investigate

Students investigate

can

bond,

covalent

to the

polarity of some compounds correlates and with

coordinate bonding and

covalent metallic

polar compounds in the laboratory Identify the

bonding, as well as the relation with the

electronegativity elements through

physical properties of compounds formed.

physical properties of

trial Students describe process can the of

metals and relate them with metal bond formation

bonding metal and the relation with the properties metals. physical of

process in group discussions in the laboratory.

VI.

Scenario Learning

First meeting: (3 sessions). INTRODUCTION

o o o

Greeting. Checking student attendance. Check if homework is done or not (note the students who do not do the work).

CORE ACTIVITIES Exploration

o

Teacher explains about the polar compounds with creative

Elaboration
o o o

Students discuss in class with cooperation Class discussion about the students' creative metal bonding Student class informal discussion about the relevance of their properties with creative types of chemical bonds

Confirmation
o

Students conclude about the things that honestly have not known

Students explain things in an honest unknown

CLOSING
o o

Teacher concludes the meaning of the periodic table with honest The teacher informs the replay at the next meeting

Second meeting: (3 sessions) INTRODUCTION

o o o

Greeting. Checking student attendance. HOMEWORK cursory check, whether the students are doing or not.

CORE ACTIVITIES Exploration

o

Teacher explains the comparative properties of ionic and covalent compounds creatively

Elaboration
o

Students discuss in class with cooperation

Confirmation
o o

Students conclude about the things that have not been known to be honest Students explain about things that have not been known to be honest

CLOSING
o

Teacher concludes the comparison properties and major differences ions and covalent compounds with responsibility

Third meeting: (3 sessions) INTRODUCTION

o o o

Greeting. Checking student attendance. HOMEWORK cursory check, whether the students are doing or not.

CORE ACTIVITIES Exploration

o o

Teacher explains the failure duplet octet rule with communicative Teachers describing creative writing lewis structure

Elaboration
o o

Students discuss in class with cooperation Students practice drawing Lewis structures with responsibility

Confirmation
o o

Students conclude about the things that have not been known to be honest Students explain about things that have not been known to be honest

CLOSING
o o

Teachers concluded the cause of failure duplet octet rule with communicative The teacher informs the test blocks at the next meeting

Fourth meeting: (3 sessions) Midterms VII.

o

Equipment / Materials / Learning Resources: Book of Chemistry, Laboratory, multimedia.

VIII.

Rating: 1. Techniques of assessment a. Individual Task b. Test 2. Instrument Form Multiple Choices

Knowing, Head of State High School 1 Perbaungan

Perbaungan, September 2013 Subject Teacher Chemistry

DRS. SUHAIRI M.Pd NIP. 196103051984031006

ELYDA R. Pangaribuan S.Pd NIP. 196807291994122001

LESSON PLAN STOICHIOMETRY-1 (Compound Nomenclature and Reaction Equations)

Subjects Class / Semester Competency Standard

: Chemistry :X/1 : 2. Understand the basic laws of chemistry and its application in chemical calculations (Stoichiometry)

Basic competencies

: 2.1. Describe the nomenclature of inorganic compounds and simple organic compounds as well as the reaction equation.

I. Competency Achievement Indicators: (1) Write the name of the binary compound (2) Write the name of the polyatomic compounds (3) Write the name of simple organic compounds (4) Balance simple chemical equations with given names of the substances involved in the reaction or vice versa.

II. Purpose: Students are able to, (1) Write the name of the binary compound (2) Write the name of the polyatomic compounds (3) Write the name of simple organic compounds (4) Balance simple chemical equations with given names of the substances involved in the reaction or vice versa.

III. Teaching Materials: Stoichiometry-1

o o o o

Nomenclature of binary compounds Nomenclature polyatomic compounds The nomenclature of simple organic compounds Writing and equalization equation

IV. Methods of approach:

o o o

Lecture / delivery of information. Discussion Assignment

V.

Allocation of time 3 hour lesson

Learning Strategies Face to Face

Structured

Independent

Understand the basic laws of chemistry and its application in chemical calculations (Stoichiometry)

Specifies the name binary covalent compounds

Students can Writing binary compound name

Write down the names of students can be polyatomic compounds.

Specify the name of the binary ionic compound

VI.

Scenario Learning

First meeting: (3 sessions). INTRODUCTION

o o o

Greeting Checking student attendance Appersepsi We already know that the number of compounds is much greater than the number of elements. Each of these compounds need to have a specific name and the same all over the world. Therefore we need a way of applying for naming compounds. In this activity you will learn how simple naming, both senyawaanorganik, mauoun organic compounds.

Motivation Giving names associated with this type of compound chemical bonding and the relative electronegativity of the constituent elements. Do you still remember about chemical bonding and electronegativity? If you've forgotten please remember back before starting this activity.

CORE ACTIVITIES Exploration

o

Teachers discuss / discusses the creative nomenclature compound

Elaboration
o

Train students creatively named compound

Confirmation
o o

Students conclude about the things that have not been known with responsibility Students explain things creatively unknown

CLOSING
o o

Teachers concluded creatively compound nomenclature Teacher concludes ways of writing and honestly equivalency equation

Teachers give assignments for next meeting

Second meeting: (3 sessions) INTRODUCTION

o o o

Greeting. Checking student attendance. HOMEWORK cursory check, whether the students are doing or not.

CORE ACTIVITIES Exploration

o

Teachers discuss the similarities and equalization reaction creatively

Elaboration
o

Students discuss in class with cooperation

Confirmation
o o

Students conclude about the things that have not been known to be honest Students explain about things that have not been known to be honest

CLOSING
o

Teacher concludes with how to balance the reaction communicative

VII.

Equipment / Materials / Learning Resources Chemistry books, multimedia.

VIII.

Rating: 1. Techniques of assessment a. Individual Task

b. Test

2. Instrument Form Multiple Choices

Knowing, Head of State High School 1 Perbaungan

Perbaungan, September 2013 Subject Teacher Chemistry

DRS. SUHAIRI M.Pd NIP. 196103051984031006

ELYDA R. Pangaribuan S.Pd NIP. 196807291994122001

LESSON PLAN STOICHIOMETRY-2 (Basic Laws of Chemistry)

Subjects Class / Semester Competency Standard

: Chemistry :X/1 : 2. Understand the basic laws of chemistry and its application in chemical calculations (Stoichiometry)

Basic Competence

: 2.2 Proving and communicate enactment of basic laws and implementing the experiment kimiamelalui mole concept in solving chemical calculations.

I. Competency Achievement Indicators: (1) Lavoisier law prove through experiments (2) Proust through experiments to prove the law (3) Analyze compound to prove the legal validity of multiple comparisons (Dalton's Law) (4) Using experimental data to prove the law of volume ratio (Gay Lussac's Law) (5) Using experimental data to prove the law of Avogadro.

II. Purpose: Students are able to, (1) Proving the legal validity Lavoisier. (2) Proving the legal validity Proust. (3) Analyze data to prove the rule of law Dalton. (4) Using data to prove the law of Gay Lussac berlakuknya. (5) Using data to prove the law of Avogadro's enactment.

III. Teaching Materials: Basic laws of chemistry

o o o o o

Lavoisier law Proust law Dalton's Law Gay Lussac law Avogadro's Law

IV. Methods of approach:

o o o o

Lecture / delivery of information. Practice Discussion Assignment

V.

Allocation of time 3 hour lesson

Learning Strategies Face to Face

Structured

Independent

Proving and communicating the fundamental laws enactment kimiamelalui trial and apply the concept of moles in solving chemical calculations

Design and conduct experiments to membuktikakn Lavoisier law and the law of Proust in the laboratory

Students can prove through experiments Lavoisier law

Students can Menganalsis compounds to prove the legal validity of multiple

Discuss the experimental data to prove the law of

Dalton, Gay Lussac Law, and Avogadro's law in group discussions in class

comparisons (Dalton's Law)

VI.

Scenario Learning

First meeting: (3 sessions). INTRODUCTION

o o

Greeting Appersepsi:

CORE ACTIVITIES Exploration

o o o

Teachers conduct experiments to prove the law of Lavoisier with responsibility Teachers conduct experiments to prove the law creatively Proust Teachers discuss classroom discussions with tolerance

Elaboration
o

Students discuss / discusses law Lavoisier, Proust law that has been previously assigned to the hard work

Students discuss experiments to prove creatively Lavoisier and Proust

Confirmation
o o

Students conclude about the things that have not been known to be honest Students explain about things that have not been known with responsibility

CLOSING
o

Teacher concludes Lavoisier law and the law creatively Proust

Teachers give assignments for next meeting

Second Meeting (3 sessions). INTRODUCTION

o o o

Greeting Appersepsi Checking task

CORE ACTIVITIES Exploration

o

Teachers conduct experiments to prove the law of Dalton and Gay Lussac with responsibility

o o

Teachers conduct experiments to prove the law of Dalton and Gay Lussac be creative Teachers discuss classroom discussions with tolerance

Elaboration
o

Students discuss / discussing Dalton and Gay Lussac's law that has been previously assigned to the hard work

Students discuss the experiment to prove the law of Dalton and Gay Lussac be creative

Confirmation
o o

Students conclude about the things that have not been known to be honest Students explain about things that have not been known with responsibility

CLOSING
o o

Teacher concludes the law and the law of Gay Lussac Dalton creatively Teachers give assignments for next meeting

Third meeting: (3 sessions). INTRODUCTION

o o o

Greeting Appersepsi: Checking task

CORE ACTIVITIES Exploration

o o o

Teachers conduct experiments to prove Avogadro's law with responsibility Teachers conduct experiments to prove the law of Avogadro creative Teachers discuss classroom discussions with tolerance

Elaboration
o

Students discuss / discusses Avogadro's law that has been previously assigned to the hard work

Students discuss the experiment to prove the law of Avogadro is creative

Confirmation
o o

Students conclude about the things that have not been known to be honest Students explain about things that have not been known with responsibility

CLOSING
o

Teacher concludes Avogadro's law creatively

Fourth meeting: (3 sessions) Daily tests VII. Equipment / Materials / Learning Resources : Chemistry books, multimedia.

VIII.

Rating: 1. Techniques of assessment a. Individual Task b. Test 2. Instrument Form Multiple Choices

Knowing, Head of State High School 1 Perbaungan

Perbaungan, September 2013 Subject Teacher Chemistry

DRS. SUHAIRI M.Pd NIP. 196103051984031006

ELYDA R. Pangaribuan S.Pd NIP. 196807291994122001

LESSON PLAN STOICHIOMETRY-3

Subjects Class / Semester Competency Standard

: Chemistry :X/1 : 2. Understand the basic laws of chemistry and its application in chemical calculations (Stoichiometry)

Basic Competence

: 2.2 Proving and communicate enactment of basic laws and implementing the experiment kimiamelalui mole concept in solving chemical calculations

I. Competency Achievement Indicators:

o

Convert the number of moles by the number of particles, the mass and volume of the substance

o o

Determine the levels of substances in the compound Determine the empirical formula and molecular formula

II. purpose: Students are able to,

o o

Describes the tendency of an element to achieve stability. Convert the number of moles by the number of particles, the mass and volume of the substance

o o

Determine the levels of substances in the compound Determine the empirical formula and molecular formula

III. Teaching Materials: Chemical bond

o

Structure of the modern periodic system

IV. Methods of approach:

o o o

Lecture / delivery of information. Discussion Assignment

Learning Strategies Face to Face

Structured

Independent

Proving and communicating the fundamental laws enactment kimiamelalui trial and apply the concept of moles in solving chemical calculations

Discussion of the concept of information moles

Students can Convert the number of moles by the number of particles, the mass and volume of the substance

Scenario Learning First meeting: (3 sessions). INTRODUCTION

o o o

Greeting Checking student attendance. Appersepsi: Before knowledge of the structure of atoms, Medeleev, a chemist from Russia, namely in 1869, has managed to compile a list of elements that can be said with modern periodic table of elements. However, Mendeleev was not able to explain the periodicity properties of these elements. Now, after the knowledge of the structure of atoms, we can explain the properties of these elements.

Motivation:

Periodic table of elements many benefits in studying the properties of elements. It is therefore very important to know the location of the elements in the periodic system.

Core Activities Exploration

o

Teachers understand the basic laws of chemistry and its application in chemical calculations (Stoichiometry) with hard work

Elaboration
o

Students discuss / discusses the periodic table of elements through the group as a tolerance

Students present the group with respect

Confirmation
o o

Students conclude about the things that have not been known to be honest Students explain about things that have not been known to be honest

CLOSING
o o

Teacher concludes the meaning of the periodic table with honest Teachers give assignments for next meeting

Second meeting: (3 sessions) INTRODUCTION

o o

Greeting Checking student attendance.

CORE ACTIVITIES Exploration

o

Discuss in class the teacher communicative

Elaboration
o

If there is remaining time is used for exercises (competency test) by honest

Confirmation
o o

Students conclude about the things that have not been known to be honest Students explain about things that have not been known with responsibility

CLOSING
o o

Teacher concludes the discussion of the core / discussion communicative Teacher gives a task to the next meeting with the responsibility

Third meeting: (3 sessions). INTRODUCTION

o o o

Greeting Appersepsi Checking task

CORE ACTIVITIES Exploration

o

Teachers explain the reaction stoichiometry communicative

Elaboration
o

Students discuss the stoichiometric reactions

Confirmation
o o

Students conclude about the things that have not been known to be honest Students explain about things that have not been known with responsibility

CLOSING
o

Teachers concluded the reaction stoichiometry

Fourth meeting: (3 sessions) Deuteronomy Daily

VI. Equipment / Materials / Learning Resources: Chemistry books, multimedia.

VII. Rating: 1. Techniques of assessment a. Individual Task b. Test 2. Instrument Form Multiple Choices

Knowing, Head of State High School 1 Perbaungan

Perbaungan, September 2013 Subject Teacher Chemistry

DRS. SUHAIRI M.Pd NIP. 196103051984031006

ELYDA R. Pangaribuan S.Pd NIP. 196807291994122001