TEACHING PLAN

School

: Senior High School Santa Yuhunus

Class/Semester

: XI/I

Subject Study

: Chemistry

Material

: Rate of reaction

Meeting for

: 16

Time allocation

: 6 x 45 menit

A. KOMPETENSI INTI
KI I Appreciate and practice the teachings of their religion
Developing behavior (honest, discipline, responsibility, caring, polite,
KI
II

environmentally friendly, mutual assistance, cooperation, peace-loving,

responsiveness and proactive) and showed an attitude as part of the
solutions to the nation's problems in interacting effectively with the social
and natural environment as well as the place itself as a reflection of the

KI
III

nation in the association world

Understand, apply, and explain the factual knowledge, conceptual,
procedural and metacognitive in science, technology, arts, culture, and
humanities with an insight into humanity, national, state, and civilization,
the causes of phenomena and events, as well as applying procedural
knowledge in a specific field of study according to their talents and

KI
IV

interests to solve problems

Tries, process, and present the concrete realm and the realm abstracts
related to pengembangkan learned from the school of their own, to act
effectively and creatively, and be able to use the method according to the
rules of science.

B. BASIC COMPETENCE
BASIC COMPETENCE FOR KI III

3.7 Analyzing the factors that influence the rate of the reaction and determine
the order of the reaction is based on experimental data

BASIC COMPETENCE FOR KI IV

4.7 Designing, conducting, and concluding and presenting the results of the
experiment the factors that affect the rate of reaction and the reaction order.

C. INDICATORS OF COMPETENCE ACHIEVEMENT

INDICATORS FOR BASIC COMPETENCE 3.7

1. Analyze the effect of temperature, concentration, surface area and the

magnitude of the reaction rate catalis through group trial

2. Process and analyze experimental data to determine the reaction equation

D. LEARNING OBJECTIVES

1. Students can analyze the effect of temperature, concentration, surface area

and catalis the magnitude of the reaction rate through the experimental
factors that affect the rate of reaction
2. Students can designing and present the results of the design factors that
affect the rate of reaction (surface area, concentration, temperature and
catalyst) through group dissucion after practical work
3. Students can understand the factors that affect rate of reaction through the
game
4. Students can analyze the relation a phenomenon in the daily life which relate
with concept of factors that affect react of reaction.

E. TEACHING MATERIALS

The rate of a reaction is the speed at which a chemical reaction happens. If a

reaction has a low rate, that means the molecules combine at a slower speed
than a reaction with a high rate. Some reactions take hundreds, maybe even
thousands, of years while others can happen in less than one second. If you want
to think of a very slow reaction, think about how long it takes plants and ancient
fish to become fossils (carbonization). The rate of reaction also depends on the
type of molecules that are combining. If there are low concentrations of an
essential element or compound, the reaction will be slower.
There is another big idea for rates of reaction called collision theory. The
collision theory says that as more collisions in a system occur, there will be more
2

combinations of molecules bouncing into each other. If you have more possible
combinations there is a higher chance that the molecules will complete the
reaction. The reaction will happen faster which means the rate of that reaction
will increase.
Factors That Affect Rate
Reactions happen - no matter what. Chemicals are always combining or breaking
down. The reactions happen over and over, but not always at the same speed. A
few things affect the overall speed of the reaction and the number of collisions
that can occur.
1. Temperature: When you raise the temperature of a system, the molecules
bounce around a lot more. They have more energy. When they bounce
around more, they are more likely to collide. That fact means they are also
more likely to combine. When you lower the temperature, the molecules are
slower and collide less. That temperature drop lowers the rate of the reaction.
To the chemistry lab! Sometimes you will mix solutions in ice so that the
temperature of the system stays cold and the rate of reaction is slower.
2. Concentration: If there is more of a substance in a system, there is a greater
chance that molecules will collide and speed up the rate of the reaction. If
there is less of something, there will be fewer collisions and the reaction will
probably happen at a slower speed. Sometimes, when you are in a chemistry
lab, you will add one solution to another. When you want the rate of reaction
to be slower, you will add only a few drops at a time instead of the entire
beaker.
3. Surface area is the exposed matter of a solid substance. Imagine that you
are holding a perfect cube of magnesium. The surface area is the sum of the
area of all six sides of the cube. The surface area of the cube can be increased
by dividing the cube into smaller cubes. Surface area is maximized when a
single large cube is crushed to fine powder. The rate of reaction of a solid
substance is related to its surface area. In a reaction between a solid and an
aqueous/liquid/gas species, increasing the surface area of the solid-phase
reactant increases the number of collisions per second and therefore
increases the reaction rate. The number of collisions per second between
3

magnesium and hydrogen is higher, and the rate of reaction is faster.

Increasing the surface area of a solid reactant increases the reaction rate. By
increasing surface area, there are more collisions per unit of time. That's why
many solids are powdered using a mortar and pestle before being used in a
reaction. Examples of other reactions where surface area is important are:
active metals with acids, e.g. HCl with zinc
coal dust with oxygen gas
grain dust with oxygen gas
4. A catalyst is a species that speeds up a chemical reaction without being
chemically changed upon completion of the reaction. In other words, the mass
of a catalyst is the same before and after a reaction occurs.

Common

examples of catalysts include:

MnO2 in the decomposition of H2O2
Fe in the manufacture of NH3
Pt in the conversion of NO and CO to N2 and CO2

F. LEARNING STRATEGIES
Learning
Learning
Learning
Learning

strategy
method
model
approach

: Student Center
: Experiment
: NHT (Numbered Head Together)
: Scientific

G. LEARNING PROCESS
Student Learning activity

N
o
1

Teacher come in the class, say greeting to their

Time
5

student. Check the presence of students and ready

for study
Observing

10

Student listen the teacher which explain about the

material and learning object to be achieved are :
a) Students can analyze the effect of temperature,
concentration, surface area and the magnitude of
the reaction rate catalis through trial.
b) Students can process and analyze data from the
experiment to determine the order of reaction

and the reaction equation

Student pay attention to the teacher who give them
4

a motivation and apresepsi. In this case, student will

increase their curiosity by a picture phenomena
which relation about concept factor that affect rate
of reaction
Have you seen someone who cooking a beef?
What we have to do if we want to let make
ripe the beef soon? Chop off the beef by
smaller size? Or set the higher blze?
In this case student will make a hipothesis about the
anser. Teacher will explain about the correct answer

in the end of class.

Student answer the shortly the question about the
previous material which relation about this practical
work who asked by teacher
Whats collion theory about and
relation

about

collosion

theory

ow the
and

the

reaction will occur? and the answer

The results in the products of reaction,
increasing the concentration of the reactant
particles of raising the temperature, thus
bringing about more collisions and therefore
many more successful collisions, increase the
rate of reaction
Questioning

in this case student asking questions related to the

observation of why there is a slow reaction and
rapid reaction :

Eksperimenting
Students with their groups getting ready for do

20

practical work
Student read the meaning of rate of reaction on the
student work sheet which fill the short material for

this practical work

Student pay attention to teacher about the tools and
5

equipments that teacher explain clearly (Attached

on student work sheet)

Students check the tools and equipments which will

use compeletly (Attached on student work sheet)

Student with their members of group begin to set
the tools of practical work based the note in the

student work-sheet
Student begin to doing the practical work based the

procedure on the student work-sheet are follow

a) Temperature
b) Concentration
c) Surface area
d) Catalys
Student Observe and record the experimental data

on the student work sheet

Clean up the tools and equipment were used

Associating
Student by discussing with their member, process

10

and analyze experimental data the factors that

affect the rate of reaction based on the questions on
the student work sheet
Communicating
Student presented the result of experiment (by

30

model Numbered Head Together)

Every student have specific number, teacher will ask
a number from a group to come in front of the class

to presented their result of experiment.

Student pay attention to their friend
presentating

the

result

and

student

who

give

statement about his/her answer

Teacher ask again the number from a group to come
in to presented the next question and so on till the 4
group finish
6

Students make a summary of the material that has

been discussed and result of experiment today

To understanding the material which have learned
students will join to the game in the class, who

wants to be a millioner.
Student give conclution about practical work today
Students pat attention the explaination about the

how to make practical work report

Students pay attention the explaination about the

material for the next meeting

Student say greeting to teacher

H. TOOLS AND RESOURCES

TOOLS ARE
:
1. Tools and equipments for practical work (Attached)
2. Whiteboard and marker
3. LCD

RESOURCES

1. Budi Utami, dkk. 2009. Kimia 3: Untuk SMA/MA Kelas XI Program Ilmu Alam.
Jakarta: Pusbuk Depdiknas
2. Michael Purba. 2007. Kimia 3A untuk SMA kela XI. Jakarta: Erlangga
3. Teguh Pangajuanto dan Tri Rahmidi. 2009. Kimia 3: Untuk SMA/MA kelas XII.
Jakarta: Pusbuk Depdiknas
4. Student Work Sheet

I. ASSESSMENT PROCESS AND RESULTS OF LEARNING

Cognitive Assessment
Type of bill
Instrument

Purpose
and The

: Group Assignment
: Written test (Student Work Sheet)

: To determine the ability of students to understand the material

analysis of data results of experimental factors that affect the

rate of reaction
on the reaction rate and to explain the determinants of the rate
of the reaction
Questions

1. Creating graphs based on the data rate of the reaction analyzed experimental
data
2. To determine the reaction order and the reaction rate equation
Assessment Criteria

No

Kategori Penilaian

Soal

Nilai

Keterangan

Jika siswa dapat membuat grafik laju

reaksi dengan benar dan dilengkapi

50

penjelasan yang sesuai

Jika siswa dapat membuat grafik laju
reaksi dengan benar dengan penjelasan
1.

yang sederhana
Jika siswa dapat membuat grafik laju
reaksi dengan benar tanpa ada penjelasan
Jika siswa membuat grafik laju reaksi
salah dengan ada penjelasan

2.

40

Jika siswa dapat menganalisis data

20

A = 90 - 100 (sangat bagus)

B = 70 - 89 (bagus)
C = 60 70 (cukup)
D = >60 (bawah rata-rata)

10
50

hasil percobaan untuk menentukan

orde reaksi dengan benar dan
persamaan laju reaksi dengan
benar dengan penjelasan yang
lengkap

Jika Jika siswa dapat menganalisis

data hasil percobaan untuk
menentukan orde reaksi dengan
benar dan persamaan laju reaksi

40

dengan benar dengan penjelasan

yang sederhana
Jika siswa dapat menganalisis data
hasil percobaan untuk menentukan
orde reaksi dengan benar dan

20

persamaan laju reaksi dengan

benar tanpa penjelasan
Jika siswa dapat menganalisis data
hasil percobaan untuk menentukan
orde reaksi dan persamaan laju

10

reaksi dengan jawaban salah

Type of bill
Instrument
Purpose

: Individual Assignment
: Report of practical work
: To determine the ability of students to understand the material
Base of experimental factors that affect the rate of reaction
through to make the report of practical work

No
1
2
3
4

Aspek Penilaian
Sistematika
Laporan
Kelengkapan
Laporan
Kejelasan dan
keruntutan laporan
Ketepatan

Skor Maksimal

Skor yang
diperoleh siswa

4
4
4
4
9

pemilihan kosakata
Kemampuan siswa
5

dalam menjelaskan

isi laporan

1. Sistematika laporan
4 = laporan dibuat sesuai sistematika penulisan, jelas dan benar
3 = laporan dibuat dengan benar tetapi kurang jelas
2 = laporan dibuat kurang benar dan kurang jelas
1 = laporan dibuat dengan sistematika yang salah
2. Kelengkapan laporan
4 = laporan dibuat secara lengkap sesuai petunjuk pembuatan laporan
3 = laporan dibuat tanpa kesimpulan
2 = laporan dibuat tanpa diskusi, kesimpulan, daftar pustaka
1 = laporan dibuat tidak lengkap (mencakup 3 unsur saja)

3. Kejelasan laporan
4 = laporan jelas, dapat dipahami, ditulis secara runtut
3 = laporan jelas, tetapi penulisan kurang runtut
2 = laporan kurang jelas, kurang sesuai dengan keruntutan penulisan
1 = laporan tidak jelas, tidak sesuai dengan keruntutan penulisan
4. Ketepatan pemilihan kosakata
4 = menggunakan kata-kata yang tepat, menggunakan kalimat aktif
3 = menggunakan kata-kata yang kurang tepat, menggunakan kalimat aktif
2 = menggunakan kata-kata yang kurang tepat, tidak menggua\nakan kalimat aktif
1 = menggunakan kosakata yang salah
5. Kemampuan siswa menjelaskan isi laporan
4 = menguasai latar belakang, metode, diskusi, kesimpulan
3 = menguasai latar belakang, metode, dan diskusi
2 = menguasai latar belakang dan metode
10

1 = menguasai latar belakang saja

Score :

5 x julmah score yang di peroleh

x 100
20

Affective Assessment
Assessment affective aspects in conducting experiments
1.
2.
3.
4.
5.

No
1
2
3
4
5

Tanggung Jawab
Kreatif
Kerja sama
Lab Skill
Komunikatif

Nama

Aspek Penilaian
2
3
4

Nilai
5
A = 90 - 100 B = 75 - 89
(bagus)
C = 65 74 (cukup)
D = >65 (bawah rata-rata)
11

Score aspects of assessment

If students do with Very Good

= 20

If students do with Good

= 15

If students do quite well

= 10

If students do less

=5

STUDENT WORK SHEET

Rate of Reaction
Group

Members

A. Purpose of practical work :

to analyze the affect of concentration, temperature, surface area and
catalyst in rate of reaction
B. Background
:
The reaction rate through the rate of reduction in the number of reactants or
the rate of increase in the number of products in a unit time. Unit number of
diverse substances, such as grams, moles, or concentration. While the unit of
time used seconds, minutes, hours, days, or years. In a chemical reaction
widely used chemicals in the form of a solution or a gas in a closed state, so
that the reaction rate used unit of concentration (molarity). And to find out
more details about the factors that affect the rate of reaction then we did a
lab on the reaction rate
C. Tools and Equipments

Tools

:
12

Stopwatch
Erlenmeyer glass
Test tube

Equipments :

Solution of HCl 2M
Solution of HCl 3M
Ballons
Solution of chloride acid
Sodium bikarbonat
Label

THE AFFECT OF CONCENTRATION

1. To know the affect of concentration to rate of reaction, the steps are:
a. Prepared 2 erlenmeyer glasses which labeled A and B.
b. Prepared for 12,5 mL chloride acid which different concentration,
are 2 M and 3 M, the chloride acid was put in the each of
erlenmeyer glass.
c. 2 ballons was prepared.
d. Sodium bikarbonat was weighed for 3 grams.
e. Each of sodium bikarbonat was put in the 2 ballons and ballon was
put on the head of Erlenmeyer glass, try to not put in first the
sodium bikarbonat in the acid chloride in the Erlenmeyer glasses.
f. Slowly put in the sodium bikarbonat which there was in the ballon
into the Erlenmeyer glasses by elevate the ballons. Start the
stopwatch when the sodium bikarbonat was reacting with the
chloride acid till the reaction was up.
g. Wacth out the size of ballons in the practical work and write the
result of experiment in the work sheet.
2. Data Analysis
Condition
1
2
3

Concentration
of HCl
2M
3M
4M

Massa
Sodium
Bikarbonat
3 grams
3 grams
3 grams

Time
(Second)

Size of
ballon

3. Questions
1. Write down the reaction!

13

2. Determine the fixed and variable independent variable in this

experiment!
3. Based on the observed data, how the effect of concentration on the
rate of reaction?

THE AFFECT OF TEMPERATURE

1. To know the affect of temperature to rate of reactios, the steps are:
a. Prepared 3 erlenmeyer glasses which labeled with A an B on the
glass.
b. Prepared for 12,5 ml chloride acid, put into the each Erlenmeyer
glasses.
c. Erlenmeyer glasses A is cooled in the ice tube till the temperature of
solution reach 15 o C.
d. Erlenmeyer glasses B Is placed in the room temperature.
e. Sodium Bikarbonat was weighed for 10 gram
f. Each of sodium Bikarbonat was put in the 2 ballons and each ballon
set on the head of the Erlenmeyer glasses, try to not put in first the
sodium bikarbonat in the acid chloride in the Erlenmeyer glasses.
g. Slowly put in the sodium bikarbonat which there was in the ballon
into the Erlenmeyer glasses by elevate the ballons. Start the
stopwatch when the sodium bikarbonat was reacting with the
chloride acid till the reaction was up.
h. Wacth out the size of ballon the practical work and write the result of
experiment in the work sheet.
2. Data Analysis
Condition
15oC
25 oC
35oC

:
Concentration
of HCl
2M
2M
2M

Mass of
sodium

Time
(Second)

bikarbonat
10 grams
10 grams
10 grams

Size of
ballon

3. Questions
:
1. How the effect of temperature on the rate of reaction between Na 2S2O3
solution of 0.1 M with 2 M HCl solution, explain!

14

2. Many reactions take place two times faster when the temperature is
raised 10oC. Is such a thing true for the reaction of 0.1 M Na 2S2O3
solution with HCl solution?

THE AFFECT OF SURFACE AREA

1. To know the affect of surface area to rate of reaction, the steps are:
a. Prepared 2 erlenmeyer glasses with different volume (150 ml and
250 ml) which labeled A and B.
b. Prepared for 12,5 mL chloride acid which different concentration, are
2 M and 3 M, the chloride acid was put in the each of erlenmeyer
glass.
c. 2 ballons was prepared.
d. Sodium bikarbonat was weighed for 10 grams.
e. Each of sodium bikarbonat was put in the 2 ballons and ballon was
put on the head of Erlenmeyer glass, try to not put in first the
sodium bikarbonat in the acid chloride in the Erlenmeyer glasses.
f. Slowly put in the sodium bikarbonat which there was in the ballon
into the Erlenmeyer glasses by elevate the ballons. Start the
stopwatch when the sodium bikarbonat was reacting with the
chloride acid till the reaction was up.
g. Wacth out the size of ballons in the smaller Erlenmeyer glass and the
bigger one. and write the result of experiment in the work sheet

2. Data Analysis

Mass of
Conditi
on

Volume of
erlenmey
er

Concentratio
n of HCl

sodium
bikarbon

Time
(Second)

Size of
ballons

at

150 mL

2M

250mL

2M

500 mL

2M

10
grams
10
grams
10
grams

15

3. Questions
1. Write the equation for the reaction
2. Give the conclution for this practical work

THE AFFECT OF CATALYST

A. Tools

Test Tube
Rucks Test Tubes
Measuring glass 50 mL

B. Equipments

Solution of H2O2
Powder of (MnO2)
C. Working Procedure
:
1. Prepare 2 pieces that have been in the beaker labeled 1 and 2.
2. Enter 5 mL H2O2 solution into a test tube No. 1 and 2
3. Add a little (1 spatula) manganese (MnO2) into a test tube No. 1.
4. Observe the rate of occurrence of bubbles in each test tube

D. Data Analysis
Conditio
n
1
2

Solution
H2O2
H2O2

Concentration of

Result of

solution Na2S2O3
MnO2
-

observation

E. Questions
1. Write the equation for the reaction!
2. What is the function of manganese (MnO 2)?
3. How does adding a catalyst to a chemical reaction?

16