LESSON PLAN

KOOPERATIF JIGSAW
SUBJECT MATTER: FACTOR THAT AFFECT REACTION RATE

NAME:
MUTYA DAMAYANTI

(14030194004)

LIA YULI KUSUMAWATI (14030194084)

CHEMISTRY DEPARTEMENT
FACULTY M,ATHEMATIC AND SAINS
STATE UNIVERSITY OF SURABAYA
APRIL 2016
1

LESSON PLAN
School

: Senior High School

Learning Subject

: Chemistry

Grade/Semester

: XI/1

Topic Learn

: Reaction Rate

Time Allocation

: 1 x 45 minutes

A. CORE COMPETENCIES
KI 1

:Living and practicing the teachings of their religion.

KI 2

:Living and practicing honest behavior, discipline, responsibility, caring (mutual

assistance, cooperation, tolerance, peace), polite, responsive and proactive and
displayed as part of the solution to various problems in interacting effectively with
the social environment and the nature and position ourselves as a reflection of the
nation in the association world.

KI 3

:Understanding, applying, analyzing factual knowledge, conceptual, procedural

based on curiosity sense about science, technology, art, culture, and Humanities
with insight into humanity, nationality, State of the Union, and the associated cause
civilization phenomena and events, as well as apply the procedural knowledge in a
specific field of study in accordance with their aptitude and interest in solving
problems.

KI 4

`:Processing, reasoning, and presenting in the realm of the concrete and abstract
domains associated with the development of the independently learned at school,
and was able to use the method according to the rules of science.

B. BASIC COMPETENCIES:
1.1 Aware of the regularity of the nature of the reaction rate as a manifestation of the
greatness of almighty god and the knowledge of the existence of such regularity as a
result of human creative thinking that truth is tentative.
Indicators:
1.1.1 pray before and after the learning activities take place
1.1.2 maintain existing natural resources.

2.1 Demonstrate scientific behavior (having curiosity, discipline, honest, objective, open,
able to distinguish fact and opinion, tenacious, thorough, responsible, critical,
creative, innovative, democratic, communicative) in designing and conducting
experiments and discussions embodied in everyday behaviors.
Indicators:
2.1.1 growing proactive attitude, and communicative in study reaction rate
3.1 analyze factors that affect the reaction rate and determine the orde of the reaction is
based on experimental result.
Indicators:
3.1.1 identifying the terms of the reaction rate
3.1.2 identifying factors that affect the reaction rate based on experimental data and
4.1 To design, conduct, conclude and present the results of experimental factors that
affect the reaction rate
Indicators:
4.1.1 Designing experiments concerning the factors that affect the reaction rate
4.1.2 Implement and observe experimental the factors that affect the reaction rate
4.1.3 Analyze and summarize the results of experiments on the factors that affect the
reaction rate
4.1.4 Presenting the results of an experiment on factors which affects the reaction
rate by using the right language
C. LEARNING OBJECTIVES
1.
2.
3.
4.

Student know what the definition of reaction rate

Student can identify factors that affect the reaction rate based on experimental data
Student can design experiments concerning the factors that affect the reaction rate
Student can implement and observe experimental the factors that affect the reaction

rate
5. Student can presenting the results of an experiment on factors which affects the
reaction rate by using the right language
D. LEARNING MATERIALS
Definition of Reaction Rate
A. THEORY:
a) Definition Of Reaction Rate
3

The rate of reaction is reduced number of reagents for a unit of time or increasing the
amount of reaction products for each unit of time.The size of the amount of the substance in
a chemical reaction is generally expressed as a molar concentration or molarity (M), and
thus the reaction rate expressed as reduced concentration of reagents or an increase in the
concentration of the reaction products per unit of time (seconds). Unit reaction rate is
expressed in mol dm det or mol / liter seconds
In reaction: A (reactant) > B (Products)
The rate of reaction is defined as:
Reduced levels of A (reactant) per unit time
The increase in the concentration of B (product) per unit time
For equation: pA + QB > mC + nD
V = k [A] x [B]
Information
V = rate of reaction
K = reaction rate constant
[] = Concentration
X = Order / level reaction to A
Y = order / level reaction to B
x + y = Order / rate of the overall reaction
b) FACTORS THAT AFFECT THE RATE OF REACTION
1. The Surface Area Of The Touch / Particle Size
"The surface area of accelerating the reaction rate because the more surface
area, more and more of the substance collide and the greater their chances of
collisions effectively bring about change".
"The more surface area, the smaller the particle size of the substance. So the
smaller the particle size of a substance, the reaction will be faster ".

FIGURE 1
4

2. Concentration
The concentration affects the reaction rate, because the number of particles
allows more collisions, and it opens opportunities more effective collisions that
produce change.
"Quantitative Relationships change in concentration with the reaction rate
can not be determined from the equation, but must go through a trial".
In determining the reaction rate is set as a standard is the rate of change of
the concentration of the reactants.

FIGURE 2

3.TEMPERATURE
The rise in temperature can accelerate the reaction rate as the temperature
increases the kinetic energy of particles of substances increased so as to enable
effective semakn number of collisions that result in a change
Relations quantitative changes in temperature on reaction rate:
This relationship is determined from an experiment, for example, obtained the
following data:
Temperature (C)
10
20
30
40

Reaction rate (M/detik)

0,3
0,6
1,2
2,4

4. Catalysts
A catalyst is a substance that accelerates a chemical reaction rate at a certain
temperature, without any changes or unused by the reaction itself. A catalyst role in
the reaction but not as a reactant or a product. The catalyst allows the reaction to
proceed faster or allow reaction at lower temperatures due to the changes it has
triggered the reagent. Catalyst provides a path selection with lower activation
5

energy. The catalyst reduces the energy required for reacting. The catalyst can be
divided into two main groups: homogeneous catalysts and heterogeneous catalysts.
Heterogeneous catalysts are catalysts that exist in a different phase to the reactants
in the reaction of catalyst, where as homogeneous catalysts are in the same phase.
One simple example for heterogeneous catalysis is that the catalyst providing a
surface on which the reactants (or substrates) temporarily entangled. Bonding the
substrates is becoming weaker such that adequate formation of new products. Bond
only between the product and the catalyst are weaker, and eventually released.
Homogeneous catalysts are generally reacted with one or more reactants to form a
chemical reaction which then reacts to form the end product of the reaction, in a
process to recover the catalyst. The following is a general scheme of the catalytic
reaction, where C symbolizes the catalyst:
A + C AC (1)
B + AC AB + C (2)
Although the catalyst (C) consumed by the first reaction, but later reproduced by
the reaction of 2, so for the overall reaction becomes:
A + B + C AB + C
Some catalysts ever developed among others, Ziegler-Natta catalysts that are used
for mass production of polyethylene and polypropylene. The most known catalytic
reaction is the Haber process, the synthesis of ammonia using ordinary iron as a
catalyst. Which can destroy the catalytic converter emission vehicle product the
most difficult to overcome, made of platinum and rhodium.
There are two types of catalysts:
1. Active catalyst is a catalyst involved and the reaction at the end of reaction is
formed back in
2. Passive catalyst is a catalyst which did not participate react, just as the reaction
medium alone

FIGURE 3
6

E. METHOD OF LEARNING
Approach

: Scientific

Model

: Cooperatif Learning

Methods

: Jigsaw

Strategy

: discuss, Experiment, gather information, associates, and communicate

F. MEDIA, EQUIPMENT, AND RESOURCES

1. Media
a. Image
b. PowerPoint
2. Presentation tool
a. LCD
b. Projector
c. Laptop
3. equipment for experiment
tools:
beaker 100 mL
pipette volume of 25 mL,
50 ml measuring glass
white paper 15x15 cm size is given an "X" black
stopwatch
a pipette.
tablespoon
spatula
Materials :
H2O2 solution
0.1 M NaCl solution
FeCl3 solution of 0.1 M
warm water
normal water
fine salt
solution of HCl 2M
solution of Na2S2O3 0.1 M and 0.5 M
4. Sources of learning
a. Curriculum Handbook 2013
b. Purba, Michael. 2006. KIMIA untuk SMA Kelas IX. Jakarta: Erlangga.
c. Arents,Richard.i. Learning to teach ninty edition.

G. LEARNING PROCESS
Teacher Activity
a. Phase 1 : Clarify goal and establish set
Opening with greeting, and ask one

to guide pray together in class

And check for students.
Teacher show the goals of material

to learn that day.

Teachers motivate students by

Time Allocation

Student Activity

in minutes

Pray together
give attention

5 minutes

connected the benefit from reaction

rate in daily life

apperception
Teacher are reminds again about
the reaction rate

Student focuses to
teacher

Phase 2 : Demonstrate knowledge or skill

Teacher show media power point

to explain what is reaction rate and

5 minutes

the factors that affect the reaction

rate

main idea
Teacher Activity

Student Activity

Time Allocation
in minutes

Phase 3 : Provide guided and practice

teacher distribute the worksheet to

move

each student
teacher distribute the equipment to

group
student

with their friend

each group for experiment

Students are divided into groups of

into

their 20 minutes
discuss

origin / base with three members of

from their group

student do the

the academic ability heterogeneous.

experiment
8

in

Each member of the group given

expert group with

the sub subject / topic different for

the same topic

student fill the

(concentration

worksheet
one write in white

them to learn.
The topic are factor that affect the
reaction
reagent,

rate

temperature,

catalyst, surface touch)

teacher make a demonstration

about the experiment

Students who received the same
topics

discussed

and

board

pressure,

make

experiment in expert groups.

Students return to the basic group /
origin to explain what they get in

expert groups.
After student fill the work sheet,
teacher request to student, write the
answer in black board

Phase 4 : Check for understanding and

provide feedback

Pressenting

and

Teacher check the students answer explain in front of the

in black board.
class the result of the
justify the student persepsion if
discussion
something miss.

10 minutes

C. Closing Learning
Teacher activity

Student activity

Time allocation
in minutes

a. Phase 5 : Provide extended practice and

transfer
9

Teacher request to student fill answer

Student

the question on work sheet. And guide

the

the student
giving the reward for student or the

worksheet
receive reward

group
some limit

Pray together

times,

teacher

give

homework to student. its make student

more understand about the material.

Pray together to closing the class

10

answers 10 minutes

question

on

ATTACHMENT:
ASSESSMENT SHEET KI 1 AND KI 2
A. CORE COMPETENCIES
KI 1

:Living and practicing the teachings of their religion.

KI 2

:Living and practicing honest behavior, discipline, responsibility, caring (mutual

assistance, cooperation, tolerance, peace), polite, responsive and proactive and
displayed as part of the solution to various problems in interacting effectively with
the social environment and the nature and position ourselves as a reflection of the
nation in the association world.

B. BASIC COMPETENCIES:
1.1 Aware of the regularity of the nature of the reaction rate as a manifestation of the
greatness of almighty god and the knowledge of the existence of such regularity as a
result of human creative thinking that truth is tentative.
2.1 Demonstrate scientific behavior (having curiosity, discipline, honest, objective, open,
able to distinguish fact and opinion, tenacious, thorough, responsible, critical,
creative, innovative, democratic, communicative) in designing and conducting
experiments and discussions embodied in everyday behaviors.
1. Techniques and instruments Form
Techniques

instruments Form

observations attitude

Sheets attitude assessment and rubric

Class discussion Assessment

Sheets class discussion and assessment

Written evaluation tests

rubrics
test description

11

2. Form of Instruments
Sheet assessment Attitudes
No

Rated aspect

.
The core competence 1
1
Spiritual
The core competence 2
1
Proactive and communicative
2
Curiosity
3
Honest and thorough in identifying the factors
4
5

Score
2

Information
3

that influence the reaction rate

Accountable for results or data obtained
Discipline during experiment

ATTITUDES ASSESSMENT RUBRIC

No
.
1

Rated aspect
Religious

Score
1

Indifferent to the

Less appreciated and

Respect and

surrounding

keeping the

maintain the

environment so as not

environment top

environment on a

to have admiration for

form in awe of the

form in awe of the

the greatness of

greatness of

greatness of

Almighty God for the

Almighty God for

Almighty God for

diversity of factors

the diversity of

the diversity of

that affect the reaction

factors - factors that

factors - factors that

rate.

affect the reaction

affect the reaction

rate

rate.

Proactive and

Passive in solving a

Already

Demonstrate a

Communicative

given problem

demonstrated a

proactive attitude

proactive stance but

and Communicative

has not

in solving a problem

Communicative in
solving a problem
3

Curiosity

Indifferent to the

Less attention to the

12

Attention images

images that display in

images that display

PPT

in PPT

Honest and

Cant honest and

Honest in disclosing

Honest and

Thorough

conscientious in doing

data but less

conscientious in

practical work at once

scrupulous or

doing practical

manipulating of

otherwise.

factors that influence

To be responsible

Discipline

that display in PPT

experimental results

the reaction rate in

that have been

accordance with the

observed

previously observed.

Do not have a sense of Less responsibility

full responsibility

responsibility for the

within the group but

both within the

learning takes place

the ultimate

group or when

responsibility when

practicum.

Do not appreciate and

practicum Take
Lack of respect and

Appreciate, apply

do not apply any kind

a bit to apply the

and uphold the rules

of regulations

rules in the

in the classroom.

enforced in the

classroom.

classroom..

13

ASSESSMENT SHEET KI 3
A. CORE COMPETENCIES
KI 3

:Understanding, applying, analyzing factual knowledge, conceptual, procedural

based on curiosity sense about science, technology, art, culture, and Humanities
with insight into humanity, nationality, State of the Union, and the associated cause
civilization phenomena and events, as well as apply the procedural knowledge in a
specific field of study in accordance with their aptitude and interest in solving
problems.

B. BASIC COMPETENCIES:
3.1 analyze factors that affect the reaction rate and determine the orde of the reaction is
based on experimental result.
Latihan Soal Laju Reaksi:
No
1.
2.

Question
Mentioned factors that affect the reaction rate
How the effect of temperature on the reaction rate? Explained by collision
theory?
Reaction : 2NO (g) + Br2 (g)

category
C1
C1

NOBr (g) Data obtained as follows:

3.

C2

The above reaction is a reaction rate .

4.

If you are required to measure the reaction rate of the reactant:

Zn(s) + 2HCl(aq) ZnCl2(aq) + H2(g)
how to design experiments that you create is associated with:
a. The substance to be measured concentration
b. Measurement
c. Tools used
d. Ways of working
14

C3

SCORING GUIDELINES
No
1.

Aspect rated
Answer:

Score maximum

factors that affect the reaction rate:

1. Concentration reagent
2. Temperature
3. Catalyst
4. Surface touch
2.

10

Answer:
if the temperature is increased, then the particles will
move faster which causes the kinetic energy of the

10

particles which can result increased collisions more often

so that the reaction rate will be faster
3.

Answer:
experiment 1 and 2 :
[NO] = constant
[Br2] = up to 2x
Kec = up to 2x

15

experiment 1 and 3
[Br2] = constant
[NO] = up
Kec = up to 4x
4.

V = [NO] [Br] orde reaction 3

Answers:
a. the substance to be measured concentration is H2
b. how to measure is to calculate the volume of H2
produced per unit time
c. tool to measure the volume of the measuring
cylinder H2 is dipped into a beaker containing
water
d. The resulting gas is H2 gas will fill the space in a
15

15

Score

measuring cylinder containing water which then

causes the measured volume of empty space

Nilai=

result score
x 100
maximum score

Keterangan :
0 - 25

= less

26 - 50

= Enough

56 - 75

= good

76 - 100 = very good

ASSESSMENT SHEET KI 3
A. CORE COMPETENCIES

16

KI 4

`:Processing, reasoning, and presenting in the realm of the concrete and abstract
domains associated with the development of the independently learned at school,
and was able to use the method according to the rules of science.

B. BASIC COMPETENCIES:
4.1 To design, conduct, conclude and present the results of experimental factors that
affect the reaction rate
SHEETS PERFORMANCE ASSESSMENT (CLASS DISCUSSION)
No
1
2

Rated aspect

Score
3
2
1

information

Pay attention to the teacher's explanations

Complying with the instructions of teachers
to answer students' questions on the

worksheet
Participate to do about- problems in front of

the class
Response to the opinion submitted by other
students
PERFORMANCE ASSESSMENT RUBRIC

No
.
1

Rated aspect

Score
2

Pay attention to

Do not pay attention

Less attention to the

Pay attention to the

the teacher's

to the teacher's

teacher's explanation

teacher's explanation

explanations

explanation about the

about the material

about the material

material presented in

presented in earnest

presented in earnest

earnest, such talk

2

Complying with

itself when learning

Not heed the

Listen to the

Complying with the

the instructions of

instruction of teachers

instruction of

instructions of

teachers to

to answer students'

teachers but not

teachers to answer

answer students'

questions on the

responsive to student

students' questions on

questions on the

worksheet

worksheets

the worksheet in

worksheet

earnest
17

Participate to do

Did not participate at

Need encouragement Actively participate in

about- problems

all in answering the

to participate in

answering the

in front of the

question that is on a

answering the

question that is on a

class

worksheet in front of

question that is on a

worksheet in front of

the class

worksheet in front of

the class

Response to the

Indifferent to the

the class
Less responsive to

Quick response to the

opinion submitted

opinions expressed by

the opinions

views expressed by

by other students

other students in the

expressed other

other students

classroom

students in the
classroom

Surabaya,

March 2016

knowing
headmaster,

Subject teacher,

...........................

.....................................

NIP.

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