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RPP CHEMICAL

High School Lesson Plan: Electrolyte Solution

Unit Education: High IMAGE CIVIL

Subjects: Chemistry

Class / Semester: Class X / II

Learning Materials: Electrolyte Solution

Time Allocation: 2 x 45 minutes

I. Competency Standard: 3. Understanding the properties of non-electrolyte solutions and

electrolyte, and oxidation-reduction reaction

II. Basic Competence: 3.1 Identify the nature of the non-electrolyte solutions and electrolyte

based on data from experiments

III. Indicator:

A. Cognitive

1. Products:

1. Identifying the nature of non-electrolyte and electrolyte solution.

2. Grouping the solution into a solution of electrolytes and non-electrolytes based on

electrical conductivity properties.

3. Explaining the cause of the ability of electrolyte solutions conduct electricity

4. Describe the electrolyte solution can be either ionic compounds and polar covalent

compounds.

2. Process:

1. Conduct experiments to identify the nature of non-electrolyte and electrolyte

solutions and classify solutions based on the known properties.

1. Answering questions before the experiment (responsiveness) is done.

2. Conducting experiments.

3. Filling table observations.

4. Draw conclusions.

5. Answering questions after the experiment performed.

2. Mend iskusikan the cause electrolyte solutions conduct electricity.

3. Discuss the form of an aqueous electrolyte can form ionic compounds and

covalent compounds.

B. Affective

1. Character:

a. confidence;

b. honest;

c. carefully;

d. be careful;

e. working together;

f. curiosity and

g. responsibility.

2. Social Skills:

a. asked;

b. found or contribute ideas;

c. be a good listener and communicate.

C. Psychomotor

1. Assembling a test electrolyte.

2. Test the electrical conductivity of the solution.

IV. Objective Learning

A. Cognitive

1. Products:

1. Students can independently identify the nature of non-electrolyte and electrolyte

solutions based on the experimental results.

2. Students can independently classify the solution to a solution of electrolytes and

non-electrolytes based on the nature of the electrical conductivity.

3. Students independently explains the ability of electrolyte solutions conduct

electricity

4. Students can independently describe the electrolyte solution can be either ionic

compounds and polar covalent compounds.

2. Process:

1. Given the tools, materials and LKS High School students can carry out

experiments to identify the nature of non-electrolyte and electrolyte solutions and

classify solutions based on known properties. Process (answering questions

before the experiment performed (responsiveness), to experiment, to fill the tables

of observations, conclusions mbuat me and answer questions after the

experiment).

2. With textbook learning students can discuss the causes of electrolyte solutions

conduct electricity.

3. With textbook learning students can discuss the form of an aqueous electrolyte

ions to form compounds and covalent compounds.

B. Affective

1. Character:

Involved in the student-centered learning, students are assessed at least made

progress in demonstrating the character confident, honest, thorough, careful, working

together, curiosity and responsibility.

2. Social Skills:

Involved in the student-centered learning, students are assessed at least made

progress in demonstrating behavioral social skills to ask, argue or contribute ideas,

be a good listener and communicate.

C. Psychomotor

1. Provided equipment, materials, and LKS High School, students can assemble a

test electrolyte.

2. Provided equipment, materials, and LKS High School, students can test the

electrical conductivity of the solution.

V. Teaching Materials

1. Understanding Electrolytes and Non-Electrolytes

Based on the electrical conductivity, the solution can be divided into a

solution of the electron, which is a solution that can deliver electricity, and

nonelectrolyte solution, that solution can not deliver electricity. Conducting electricity

through the solution can be shown by a test electrolyte as shown.

The flow of electricity through a solution characterized by menyalanya

incandescent bulbs in series and / or the presence of a change (eg arising bubble) on

one elektrodenya.

2. Strong and Weak Electrolytes Electrolytes

Differences strong electrolyte and a weak electrolyte is described by the

following picture.

In the picture, the two solutions each containing 10 molecules dissolved. In

strong electrolytes, most or all of the molecules break down into ions, whereas the

weak electrolyte, only small molecules mengion sebaigan.

Many electrolytes least mengion stated ionization degree or degrees of

dissociation (Î ±), the ratio between the amount of a substance that mengion the

amount of dissolved substances.

If all mengion dissolved substances, the degree of ionization = 1; otherwise, if

no one mengion the degree of ionization = 0. Thus, the limits of the value of the degree

of ionization (Î ±) is 0 â ‰ ¤ Î ± â ‰ ¤ 1.

Substances that have a degree of ionization of electrolytes large (approaching

1) we call strong electrolytes, while the degree of ionization is small (close to 0) we

call a weak electrolyte. Strong electrolyte conductivity has a relatively good, although

concentration is relatively small, whereas a weak electrolyte has a relatively poor

conductivity, although concentration is relatively large. At the same concentration, has

a strong electrolyte conductivity is better than a weak electrolyte.

3. Svante Arrhenius Ion Theory

In 1887, Arrhenius successfully explain the electrical conductivity through the

electrolyte to the theory of ionization. According to Arrhenius, an electrolyte solution

can deliver electricity because it contains ions that can move freely. The ions that

which delivers an electric current through the solution. As has been observed in

Activity 6.1, NaCl, HCl, NaOH, and CH 3 COOH classified as electrolytes. These

substances in water decomposes into ions as follows.

NaCl Na + (aq) + Cl - (aq)

HCl (g) H + (aq) + Cl - (aq)

NaOH (s) Na + (aq) + OH - (aq)

CH 3 COOH (l) CH 3 COO - (aq) + H + (aq)

The nonelectrolyte substances in solution does not decompose into ions, but

remains in the form of molecules.

4. Compound Electrolyte Ion and Polar Covalent Compounds

a. Compound Ion

As already known, the ionic compound composed of ions, such as

NaCl and NaOH. NaCl consists of Na + ions and Cl -, whereas NaOH consisting of

Na + ions and OH -. In Crystals (solids), the ions can not move freely, but silent in

place. Therefore, the solid ionic compounds do not deliver electricity. However, if

the ionic compounds are melted or dissolved, the ions can move freely, so that the

melt and solution ionic compound to deliver electricity.

b. Polar Covalent Compounds

As you know, some are polar molecules, such as water molecules, HCl,

and CH 3 COOH; while others are nonpolar, such as CH 4. Because they are polar,

the water we refer to as a polar solvent.

Various substances with polar molecules, such as HCl and CH 3 COOH,

when dissolved in water, can be ionized so that the solution can deliver electricity.

It happened because there was a polar intermolecular attractive force that can

break certain bonds in the molecule. Consider re-ionization of HCl and CH 3

COOH follows.

HCl (g) H + (aq) + Cl - (aq)

CH3COOH (l) CH3COO - (aq) + H + (aq)

However, not all polar molecules can ionize in water. Nonpolar molecules,

as can be expected, none of it is an electrolyte.

The difference between the electrolyte ionic compounds with polar covalent

compounds summarized as follows.

Power Type Solids The melt Solution

Ionic compounds

Compound

covalent

Nonkonduktor

nonkonduktor

Conductor

nonkonduktor

Conductor

conductor

VI. Models and Methods of Learning

Model learning: Cooperative Learning Model

Learning Methods: Experiments, discussions, presentations and giving the task

VI. Material

1. Distilled water

2. 70% ethanol solution

3. 1 M HCl solution

4. 1 M NaOH solution

5. 1 M solution of acetic acid

6. Ammonia solution

7. Sugar solution 1 M

8. 1 M NaCl salt solution

9. 0.1 M NaCl saline solution

10. 0.01 M NaCl saline solution

11. Solid sodium chloride

VII. Equipment

1. Voltage source (battery) : 4 pieces

2. P apan pedestal : 2 pieces

3. Fluorescent light : 1 piece

4. Bars electrode : 2 sticks

5. Beaker : 1 piece

6. K abel connector and clamp : 1 package

7. Cleaning wipes : 1 roll

VIII. Teaching and Learning

A. Introduction (10 minutes)

Activity Time

1. Motivating students to demonstrate a wide range of non-electrolyte

and electrolyte solutions that are often encountered in life to foster

curiosity, along with the question whether the solution is there that

can conduct electric current? (Phase 1 MPK)

2. Communicate the purpose of learning products, processes,

psychomotor, social skills, and character. (Phase 1 MPK)

10

minutes

B. Core (70 minutes)

Activity Time

Fragment 1 70

1. Organizing students in cooperative groups and distribute clogs

pok LKS SM A for each group (equipment and materials have

been prepared earlier in a.) Each group consists of 4-5 students.

(Phase 3 MPK)

2. Ask students to answer questions before the experiment

performed (responsiveness) on worksheets that have been given

with confidence and honest in answer that question in accordance

knowledge. (Phase 4 MPK)

Fragment 2

3. Guiding the group carrying out the experiment using appropriate

tools and materials written procedures in LKS BC A

4. Guiding students assemble experimental apparatus and test

electrical conductivity each solution thoroughly and carefully fill

the table continued with observations. (Phase 4 MPK)

5. Conducting formative evaluation with psychomotor performance

assessment by observing the student's ability to demonstrate the

skills test tools and test stringing electrical conductivity at each

solution. (Phase 5 MPK)

Fragment 3

6. Asked each of the students in each group to be responsible upon

completion of the experiment. (Phase 4 MPK)

7. Ask students to draw conclusions from the experiments that have

been carried out, stressing the need to work together and listen to

the idea after a friend as well as answering questions of existing

trials on LKS High School. (Phase 4 MPK)

8. The two groups were asked to communicate the (present) results

work in the classroom to provide convenience formative teacher

evaluation and give other students the opportunity to learn to be a

good listener. (Phase 5 MPK)

minutes

Fragment 4

9. Ask students to discuss the work together and found or

contribute ideas about the cause of electrolyte solutions conduct

electric current and the electrolyte solution form that can be

either ionic compounds and covalent compounds.

10. Ask for 1-2 group presented the results of their discussion to

explain the causes of electrolyte solutions conduct electricity and

describe the form of an aqueous electrolyte can form ionic

compounds and covalent compounds and give other students the

opportunity to learn to be a good listener. (Phase 5 MPK)

11. Provide opportunities for students to respond to (argue) and

asked about the explanation of the other students with regard to

the cause of electrolyte solutions conduct electricity and form an

electrolyte solution to form ionic compounds and covalent

compounds.

12. Responding to students' opinions and questions about the cause

of electrolyte solutions conduct electricity and form an

electrolyte solution to form ionic compounds and covalent

compounds. (Phase 2 MPK)

13. Giving awards to individuals and groups that are performing well

and is very good in the teaching and learning activities. (Phase 6

MPK)

C. Closing (10 minutes)

Activity Time

1. M enutup lessons to guide students to make inferences from the

material of electrolyte solutions based on the experimental

results, discussions and presentations as well as giving

homework to determine the level of students' understanding of

the material that has been conveyed.

10

Minutes

X. Learning Resources

1. LKS BC A Electrical Conductivity in Solution

2. A key LKS SM Electrical Conductivity in Solution

3. L P 1: Key products include LP 1

4. LP 2: Process

5. LP 3: Psychomotor

6. LP 4: Bird Behavior Character

7. LP 5: Observation of Social Skills

8. Table Specifications Sheet Assessment

9. Syllabus

Bibliography

Johnson, David W. & Johnson, Roger T. , 2002. Meaningful Assessment. A Manageable and

Cooperative Process. Boston: Allyn & Bacon.

Chemistry Students Reg. A. Of 2012. Draft High School Chemistry (Task Group, Planning

Teaching Chemistry Lecture). Banjarmasin: Chemistry education courses FKIP

UNLAM.

Purba, Michael. , 2006. Chemistry for Class X High School. Jakarta: grants.

Santosa, Sri. Juari, et al. , 2004. Chemistry for Class X Volume IB school. Klaten: Intan Pariwara.

Sudarmo, Superior. , 2006. Chemistry for Class X High School. Jakarta: PT. Various Phibeta

Gama.

STUDENT WORKSHEET SMA

Electrical Conductivity in Solution

Experiments Electrolyte Solution

a. Destination

Proving properties of electrolyte or non electrolyte solution based on the symptoms caused by

the solution.

b. Responsibility

Fill in the blanks below with the correct! (Preliminary / per group)

1. Solution adalaha € | ..

2. Electrolyte solutions adalaha € | ..

3. Nonelectrolyte solution adalaha € | ..

4. Electrolyte solution divided 2 yaituâ € | ..

5. The characteristics of a weak electrolyte solution adalaha € | ..

6. The characteristics of a strong electrolyte solutions adalaha € | ..

7. The characteristics of non-electrolyte solution adalaha € | ..

8. A solution can conduct electricity resulting in the solution occurs peristiwaâ € | ..

c. Tools and materials

1. Tool:

a. Voltage source (battery) : 4 pieces

b. Lapboard : 2 pieces

c. Fluorescent light : 1 piece

d. Bars electrode : 2 sticks

e. Beaker : 1 piece

f. Connecting cable and clamp : 1 package

g. Cleaning wipes : 1 roll

2. Ingredients:

a. Distilled water

b. 70% ethanol solution

c. 1 M HCl solution

d. 1 M NaOH solution

e. 1 M solution of acetic acid

f. Ammonia solution

g. Sugar solution 1 M

h. 1 M NaCl salt solution

i. 0.1 M NaCl saline solution

j. 0.01 M NaCl saline solution

k. Solid sodium chloride

d. How it Works

1. Compose equipment like the picture below!

2. The positive pole of the battery is connected to the lights.

3. Of light, the cable is connected to the electrode pole (+).

4. Polar electrode (-) is connected back to the battery negative pole.

5. Dip the electrode into the liquid

6. Note the lights (bright, dim, or no light), and the presence or absence of gas bubbles on

the electrode.

7. Disconnect the power to temporarily

8. Replace the solution with other solvents.

9. Clean the electrode with water, then dried with a tissue.

10. Stream back electric current.

11. Do it for each ingredient

e. Observation Results No Material Flash Lights Gas bubbles Type of

solution 1 Distilled water 2 70% ethanol solution 3 1 M HCl solution 4 1 M NaOH solution 5 1 M solution of acetic acid 6 Ammonia solution of 1 M 7 Sugar solution 1 M 8 1 M NaCl 9 0.1 M NaCl solution 10th 0.01 M NaCl solution 11th Solid NaCl

f. Conclusion

1. Group of non-electrolyte solution is ......

2. Weak electrolyte solution group adalaha € | â € |

3. Group of strong electrolyte solutions adalaha € | â € |

g. Answer the question below correctly! (People)

1. Why electrolyte solution can conduct electricity? Describe the events that occur at the

time power is applied in the solution!

2. NaCl is an electrolyte substance. In solution can conduct electricity, but in the solid state

can not conduct electricity. Why is that?

3. How does the concentration of the solution of the electrical conductivity of the solution?

STUDENT WORKSHEET KEY High School

Electrical Conductivity in Solution

Experiments Electrolyte Solution

a. Responsibility

1. The solution is a homogeneous mixture between the solute and solvent.

2. Electrolyte solution is a solution that can conduct electricity.

3. Non-electrolyte solution is a solution that can not conduct electricity.

4. Weak and strong electrolyte solutions.

5. Weak electrolyte solution has a weak electrical conductivity characterized by dim lights,

or no lights, but still causing gas bubbles.

6. Strong electrolyte solutions have large electric conductivity, characterized by bright

lights, and a gas bubble.

7. Non-electrolyte solution can not power menghatarkan marked with no lights and no gas

bubbles anyway.

8. Ionization.

b. Observation Results No Material Flash Lights Gas bubbles Type of solution

1 Distilled water Not lit There is no Non electrolyte 2 70% ethanol solution Not lit There is no Non electrolyte 3 1 M HCl solution Light There is Electrolyte 4 1 M NaOH solution Light There is Electrolyte 5 1 M solution of acetic acid Not lit There is Electrolyte 6 Ammonia solution of 1 M Not lit There is Electrolyte 7 Sugar solution 1 M Not Burning There is no Non electrolyte

8 1 M NaCl Light There is Electrolyte 9 0.1 M NaCl solution Light There is Electrolyte 10th 0.01 M NaCl solution Light There is Electrolyte 11th Solid NaCl Not lit There is no -

c. Conclusions

1. Group of non-electrolyte solutions: distilled water, 70% ethanol and sugar solution.

2. Group of weak electrolyte solution: a solution of vinegar and ammonia.

3. Group of strong electrolyte solutions: HCl, NaOH and NaCl.

d. Answer Questions

1. The solution can conduct electricity as long as the electric current flux ionization event occurs.

The solution produces ionized ions (+) and ion (-). Ion (+) will move to the electrode (-) ions

whereas (+) will move to the electrode (-). So that the solution can conduct electricity.

2. In solid form, the distance between molecules is very tight, the touch surface molecule or ion

is also very small so that the flow of electricity through the intermolecular space to

experience obstacles, a touch of electrons in a molecule or ion is very little. As a result, the

energy of the electrical current is not able to turn the lights on and not being able to change a

solid into a gas molecule NaCl.

3. The greater the concentration of a solution the greater the electrical conductivity.

Sources: Chemistry Student Reg. A. Of 2012. RPP CHEMICAL SMA (Task Group, Planning

Teaching Chemistry Lecture). Banjarmasin: Chemistry education

courses FKIP UNLAM.

LP 1: PRODUCT

Product

a. Multiple Choice

1. Electrolyte tester lights do not illuminate when the electrode is dipped into

a solution of vinegar, but the electrodes are formed gas bubbles. The

explanation for the results of this testing is â € | ..

a. vinegar solution instead of electrolyte solution

b. gas formed is evaporated vinegar

c. vinegar is a strong electrolyte

d. little vinegar ionized

e. defective electrolyte tester

2. The data follows the observed experimental electrical conductivity several

solution.

Solution Observation

Flash Lights Gas Bubble

P Not Burning There is

Q Not Burning No

R Light There is

S Not Burning No

T Light There is

Partner solutions that include strong electrolyte solution is ....

a. P and Q

b. R and S

c. R and T

d. Q and R

e. T and S

3. A solution is a good conductor of electricity, if the solution u it contains â € |.

a. ionized water

b. ions are free to move

c. electrons are free to move

d. water is a conductor of electricity

e. electrode which is electrically conductive

4. Group of compounds that form strong electrolyte solution below is. . .

a. HCl, NaCl, KCl

b. HCl, CH 3 COOH, NaCl

c. NaOH, alcohol, NH 3

d. Distilled water, KCl, sugar solution

e. Alcohol 70%, CH3COOH, NH 3

5. Air battery contains sulfuric acid, which is ionized ....

a. H 2 SO 4 H 2 + + SO 4

b. H 2 SO 4 H 2 + SO 2 + 4

c. H 2 SO 4 2 H + + 4 SO 2

d. H 2 SO 4 H 2 + SO 2 + 4

e. H 2 SO 4 2 H + + SO 4 2

6. Here's a show ionization b a sa acidic two is ....

a. NaOH Na + + OH

b. NH 4 OH NH 4 + + OH

c. Mg (OH) 2 Mg 2 + + 2 OH

d. Ca (OH) 2 Ca + + (OH) 2

e. Al (OH) 3 Al 3 + + 3 OH

7. Covalent compounds which when dissolved in water produces the electrolyte

solution. . . .

a. KCl

b. HCl

c. NH4Cl

d. Na2SO4

e. NH4OH

8. Z at these electrolytes are not seny a polar covalent is wa ....

a. HCl

b. H 2 SO 4

c. HNO 3

d. NH 4 OH

e. NaCl

9. A solution that causes damage to the marble floor is a solution containing the

compound of formula ....

a. KI

b. NaCl

c. C 2 H 5 OH

d. C 12 H 22 O 11

e. CH 3 COOH

10. In order for the bridge foundations are not fast corrosion, should waste factories

discharged into rivers do not contain ....

a. non-electrolyte solution

b. electrolyte solution

c. trash

d. metal

e. plastic

b. Essay

1. Explain how to distinguish a solution of electrolytes and non-electrolytes

through the experiment, draw a circuit diagram tool?

2. The data follows the observed experimental electrical conductivity some

solution.

Solution Observation

Flash Lights Gas Bubble

A Light There is

B Not Burning No

C Light There is

D Dim There is

E Not Burning No

F Light There is

G Not Burning There is

Based on the above experimental data grouped into dilute solutions of electrolytes and

non-electrolytes and give reasons

3. What causes an electrolyte solution can conduct electricity, while the non-

electrolyte can not conduct electricity?

4. Why are solid NaCl that can not conduct electricity when molten tangible

NaCl can conduct electric current?

5. Give two examples of each solution is electolyte strong and weak

electrolytes?

6. Explain bonds forming electrolyte compounds and give two examples of

the following types of electrolyte compounds bond in the compound!

7. Give two examples of problems caused utan lar electrolyte in the

neighborhood!

8. Explain how ye ought factories if you want to dump the waste into the

river?


Teaching Chemistry Lecture. Banjarmasin: Chemistry education

courses FKIP UNLAM.

Key LP 1: PRODUCT

Product

a. Multiple Choice

1. D

2. C

3. B

4. A

5. E

6. C

7. B

8. E

9. E

10. B

b. Essay

No Answer Key Skore

1. Electrolyte and non-electrolyte solution can be distinguished by

using electrolyte test equipment. If the electrode immersed in the

solution and the light on the tester lights and signage on gas or light

tester does not light but the gas arises is the electrolyte solution. If the

light is not on and there is no gas, the solution is non-electrolyte.

20th

2 Electrolyte solutions: solution A, C, D, F and G because in this

experiment both lights are lit, dim or does not light the gas bubble

Non-electrolyte solution: Solution B and E because the light is not on

and there is no gas bubbles

15th

3 In an electrolyte solution contained ions are free to move while in the

non-electrolyte solution contained no free ions.

10th

4 In NaCl solution contained Na + ions and Cl-ions are free to move

while in the molten NaCl ions can not move freely.

10th

5 Strong electrolyte solutions: KCl, HCl, NaCl, H2SO4

Weak electrolyte solution: CH3COOH, NH3

10th

6 Electrolyte compounds can be formed from compounds that have

ionic or polar covalent bonds.

Examples of compounds with ionic bonds: KCl, NaCl

Examples of compounds with covalent bonds: CH3COOH, NH3

15th

7 Pollution of river water, corrosion of metals, soil pollution,

destruction of buildings of marble.

10th

8 Waste should be removed before the hazardous substances and toxic

wastewater prior to discharge into the river.

10th

The number of maximum scores 100


Teaching Chemistry Lecture. Banjarmasin: Chemistry education

courses FKIP UNLAM.

LP 2: PROCESS

Procedure:

1. Prepare equipment and materials as well as LK S SMA, t ugasi students awab first ma j

nyaan men before the experiment started (responsiveness).

2. Students are required to assemble electrical conductivity test equipment in accordance

with the existing solutions on the worksheet BC A.

3. Students are required to test the solution electrical conductivity of any solution

experiments that have been provided, as well as write data observations on electrical

conductivity solution by looking at the state of the light (bright, dim, or no light) and the

state of the electrode (the presence or absence of gas bubbles in the electrolyte trode).

4. Scoring Format refers to student performance assessment performance below.

5. Give this format to students before the assessment done.

6. Students dii z Inkan assess their own performance using this format.

Format Performance Assessment Process

No Details of Task Performance Maximum

score

Assessment Score

By Students

themselves Teacher

1 Answering questions before the experiment

performed (responsiveness)

40th

2 Record data observations on electrical

conductivity in the table of observations

20th

3 Making inferences 25th

4 Answering questions after the experiment 15th

Total Score 100

Banjarmasin, 2012

Student Teachers

() ()

LP 3: Psychomotor

Coupling electrolyte test equipment and testing electrical conductivity to the solution

Procedure:

1. Prepare tools and materials.

2. Assign students to assemble test equipment electrolyte.

3. Assign students to test the electrical conductivity of each solution has been provided.

Psychomotor Performance Assessment Format

No Details of Task Performance Maximum

score

Assessment Score

by Students

themselves Teacher

1 Stringing electrolyte tester 25th

2 Inserting the solution into a container on a

series of experimental tools

15th

3 Electrical conductivity test solution 20th

4 Observing changes in the light and electrodes 25th

5 Clean the container and the electrode on the

circuit and dry.

15th

Total Score 100

Banjarmasin, 2012

Student Teachers

() ()

Sources: Johnson, DavidW. & Johnson, Roger T. , 2002. Meaningful Assessment. A Manageable

and Cooperative Process. Boston: Allyn & Bacon.

LP 4: CHARACTER

Behavior Observation Format Character

Student: Class: Date:

Instructions:

For each of the following characteristic behavior, give an assessment of the character of the

behavior of students using the following scale:

A = excellent B = Satisfactory

C = D = shows progress needed repairs

No Details of Task Performance (RTK)

A B C D Information

1 Confident

2 Honest

3 Thorough

4 Caution

5 Cooperate

6 Curiosity

7 Responsibility

Banjarmasin, 2012

Observer

()

Sources: Johnson, David W. & Johnson, Roger T. , 2002. Meaningful Assessment. A Manageable


LP 5: SOCIAL SKILLS

Social Skills Observation Format

Student: Class: Date:

Instructions:

For each of these social skills, give an assessment of the student's social skills using the

following scale:

A = excellent B = Satisfactory

C = D = shows progress needed repairs

No Details of Task Performance (RTK)

A B C D Information

1 Ask

2 Argues or contribute ideas

3 Being a good listener

4 Communicate

Banjarmasin, 2012

Observer

()

Sources: Johnson, David W. & Johnson, Roger T. , 2002. Meaningful Assessment. A Manageable


Table Specifications Sheet Assessment

Indicator LP and Grain

Problem

Key LP and Grain

Problem

Products:

1.Secara independent students can identify

LP 1: Products

PG item 1 and

LP 1: Products

PG item 1 and item 1

the nature of non-electrolyte and

electrolyte solutions.

2. Students can independently classify the

solution to a solution of electrolytes and

non-electrolytes based on the nature of

the electrical conductivity.

3. Students independently explains the

ability of electrolyte solutions conduct

electricity

4. Students can independently describe the

electrolyte solution can be either ionic

compounds and polar covalent

compounds.

item 1 Essay

PG item 2 and

item 2 Essay

PG items 3, 9,

10 and Essay

items 3, 4, 5, 7,

8

PG items 5, 6,

7, 8 and Essay

point 6

Essay

PG item 2 and item 2

Essay

PG items 3, 9, 10

and Essay items 3, 4,

5, 7, 8

PG items 5, 6, 7, 8

and Essay point 6

Process:

1. Given the tools, materials and LKS

High School students can carry out

experiments to identify the nature of

non-electrolyte and electrolyte

solutions and classify solutions

based on known properties. Process

(answering questions before the

experiment performed

(responsiveness), to experiment, to

fill the tables of observations,

making inferences and answer

questions after the experiment).

(Note: practicum with real tools and

materials)

2. With handbook learning students

can discuss the causes of electrolyte

LP 2: Process

RTK 1, 2, 3, 4

Entrusted to the

judgment Assessor /

Teacher

Entrusted to the

judgment Assessor /

Teacher

Entrusted to the

judgment Assessor /

Teacher

solutions conduct electricity.

3. With textbook learning students can

discuss the form of an aqueous electrolyte

ions to form compounds and covalent

compounds.

Psychomotor:

1. Provided equipment, materials, and

LKS High School, students can

assemble a test electrolyte.

2. Provided equipment, materials, and

LKS High School, students can test

the electrical conductivity of the

solution.

LP 3:

Psychomotor

LP Key 3:

Psychomotor

Character:

Involved in the student-centered learning,

students are assessed at least made progress

in demonstrating the character confident,

honest, thorough, careful, working together,

curiosity and responsibility.

LP 4:

Character:

RTK 1, 2, 3, 4,

5, 6, and 7

The entire RTK that

at least shows

progress and obtain

judgment entrusted

to the judgment

Assessor / Teacher.

Social Skills:

Involved in the student-centered learning,

students are assessed at least made progress

in demonstrating behavioral social skills to

ask, argue or contribute ideas, be a good

listener and communicate.

LP 5: Social

Skills: RTK 1,

2, 3, 4

The entire RTK that

minima obtained

demonstrate

progress assessment

and judgment

entrusted to the

Assessor / Teacher. Learning Implementation Plan â € "High School Chemistry

Class X â €" Electrolyte Solution

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