LEARNING IMPLEMENTATION PLAN (RPP)

ELECTROLY AND NON ELEKTROLITE SOLUTIONS

A. CORE COMPETENCE:

KI -1: Living and practicing the religious teachings it embraces.

KI-2: Live and practice honest behavior, discipline, responsibility, care (mutual assistance, cooperation, tolerance, peace), 

          courteous, responsive, proactive. And show attitude as part of the solution to various problems in interacting effectively 

          with the social and natural environment and in placing ourselves as a reflection of the nation in the association of the world.

KI-3: Behave environmentally friendly and thrifty in utilizing natural resources.

KI-4: Processing, reasoning, and presenting in the realm of concrete and abstract realms related to the development of the self-study

          in the school independently, and able to use methods according to scientific rules.

B. BASIC COMPETENCIES AND INDICATORS

2.2 Behave honest, disciplined, responsible, polite, cooperative, and proactive in conducting experiments and discussions.

2.3 Demonstrate critical, thorough, and consistent attitude in presenting and interpreting data.

3.8 Analyze the properties of electrolyte solutions and non-electrolyte solutions based on their electrical conductivity.

3.8.1. Mention the notion of electrolyte and non electrolyte solutions

3.8.2. Identify the properties of electrolyte and non-electrolyte solutions through experiments

3.8.3. Grouping the solution into electrolyte and non-electrolyte solutions based on their electrical conductivity

3.8.4. Explain the cause of the ability of the electrolyte solution to deliver electrical current

3.8.5. Describe that the electrolyte solution can be an ionic compound and a polar covalent compound.

4.8. Design, perform, and conclude and present experimental results to determine the properties of electrolyte solutions and non-electrolyte solutions.

4.8.1 Design an experiment to investigate the nature of the solution based on its electrical conductivity

4.8.2 Conducting electrical conductivity experiments on some solutions.

4.8.3 Observe and record experimental data of electrical conductivity in some solutions.

4.8.4 Determine the nature of the solution based on the electrical conductivity of the electrolyte solution and the non-electrolyte solution.

4.8.5. Conclude that the electrolyte solution may be an ionic compound or a polar covalent compound

4.8.6 Communicate experimental results of electrolyte and non electrolyte solutions

MEETING I:

Aim.

Through experiments students can

Mention the notion of electrolyte and non electrolyte solutions

Identify the properties of electrolyte and non-electrolyte solutions through experiments

Grouping the solution into electrolyte and non-electrolyte solutions based on their electrical conductivity

 Explain the cause of the ability of the electrolyte solution to deliver electrical current

Describe that the electrolyte solution can be an ionic compound and a polar covalent compound.

Designing an experiment to investigate the nature of the solution based on its electrical conductivity

Conducting electrical conductivity experiments on some solutions.

Observe and record experimental data of electrical conductivity in some solutions.

Summing up the properties of the solution based on the electrical conductivity of electrolyte solution and non-electrolyte solution.

Conclude that the electrolyte solution may be an ionic compound or a polar covalent compound

Communicate experimental results of electrolyte and non electrolyte solutions

Learning materials

Electrolyte and Nonelectrolyte Solutions

Fact

Conductor

Insulator

Solvent

Dissolved

Concept

Solution

Electrolyte solution

Nonelectrolyte solution

Ionization reaction

Principle

The role of ions in the conductivity of electric solutions (archenius theory)

Electrolytic strength

Procedure

Work step experiments electrical conductivity in solution

C. Learning Methods

Scientific approach

Method: Experiments.

Learning model: Problem Based Leaning

D. Media and Learning Resources

Periodic table and power pointAdvanced Learning Chemistry 1B Unit 6

Facil: Advanced Learning Chemistry 1B, Nana Sutresna, Grafindo Media Pratama, 2013

E. Learning Activities

1. preliminary

a. Condition students to learn and motivate students on "Electrolyte and Non-Electrolyte" materials.

 b. Apersepsi: asks about electricity.

  "Where did the electric current come from?"

  "Do we need electricity in our daily lives?"

c. Delivering today's core learning on electrolyte and non-electrolyte solutions.

2. core

a. Guiding students in groups for

    Observing.

·         Review the literature on electrolyte and nonelectrolyte solutions.

Questioning.

·         Reviewing the literature on electrolyte solutions Asking whether all solutions can conduct an electric current? 

      Why is it that when a flood can be stung by electricity? What are the benefits of electrolyte solution in life?

Collecting Data (Experimenting) and nonelektrolit.

Questioning

·         Designing an experiment to investigate the nature of the solution based on electrical conductivity and present

       the results to equalize perceptions.

·         Conducting electrical conductivity experiments on some solutions.

·         Observe and record experimental data of electrical conductivity in some solutions.

Associating (Associating)

·         Analyze the experimental data to infer the properties of the solution based on their electrical conductivity 

      (electrolyte solution and non-electrolyte solution).

·         

Group the solution by type of bond and explain it.

·         Conclude that the electrolyte solution may be an ionic compound or a polar covalent compound

·         Mengkomunikasikan   (Communicating)

·         Menyajikan laporan hasil percobaan tentang daya  hantar listrik larutan  elektrolit kuat,  larutan elektrolit lemah, dan larutan nonelektrolit.

3. cover

   

      a. Encourage students to conclude solutions that can conduct electrical current and its causes.

       b. Encourage students to reflect and discover the values ​​that can be picked from today's activities.

F. ASSESSMENT

       1. Engineering and Forms of Instrument

tehnique	Instrument shape
Observation of attitude	  attitude and rubic observation shape
  performance test	Test of picked test
  written test	Test description and options
  Portfolio	  portfolio guidelines

      2. example of instrument

            a. attitude observation sheet

No	Rated aspec	3	2	1	Information
1	Realizing the existence of God YMK
2	Experiment with discipline and thoroughness.
3	Showing perseverance and responsibility in learning and working both individually and in groups

      3. assessment rubic attitude

No	Rated aspec	Rubric
1	Realizing the existence of God YMK.	Realize that nothing happens in this universe without the will of God Almighty. Little realize that nothing happens in the universe without the will of God Almighty.  Not realizing that something that happens in this universe without the will of God Almighty .
2	Experiment with discipline and thoroughness.	Experiment with discipline and thoroughly .. Experiment with discipline and but not thoroughly .. Do not experiment with discipline and thorough ..
3	Showing curiosity.	3    Always ask the teacher critically      Sometimes ask teachers critically.        Never Ask the teacher critically.

This attitude description is used for consideration in determining the student profile (not the numbers that are important, but the students' attitude description).

a.       Peformance test sheet

No	Rated aspect	yes	No	Information
1	Understand the purpose and step of an experiment.
2	Identify and evaluate information from various references.
3	Demonstrate accuracy and responsibility in experiments
4	Able to work individually or in groups
5	Use language and vocabulary as well as appropriate body language when presenting the experimental results.

b.      Written test sheet

1.      into the water added vinegar and alcohol then tested its electrical properties. The chemical sponge in the mixture that conducts the electric current is ....

Answer:

C2H3O2- and H +

2.      If MgNH4PO4 is dissolved in water then in the solution there will be ions ....

               Answer:

               Mg2 +, NH4 +, and PO43-.

3.      When in water NH 3 can form a solution ....

               Answer:

               The electrolyte is weak

4.      Is water classified as electrolyte or nonelectrolyte? Explain.

               Answer:

   Pure water is classified as nonelectrolyte, because water does not decompose into its ions, but remains as a molecule. Although decomposed very small.

5.      Why is dried HCl in a gas state classified as nonelectrolyte, but in a solution in water classified as a strong electrolyte? Explain.

Answare:

HCl in the gaseous state does not decompose, because nothing activates into its ions, whereas in water solution, water molecules activate HCl molecules so that H2O and H + reactions form H3O + and Cl-

         

c.       Portfolio sheet

Science Portfolio book Advanced Learning Chemistru 1Bpage 11. Firstly prepare tools and materials independently, ie 3 pieces of 1.5 volt battery; Duct tape; A very clean bowl; Salt solution of kitchen; 125 mL tap water; 125 mL distilled water; Aluminum foil measuring 30 cm x 18 cm which is folded elongated so that the long plate is not wide; Also make shorter-sized aluminum foil plates; One flashlight bulb (1.5 volts); And two clothesline clips. With group creativity, you can replace these tools and materials with easily accessible tools and materials. Next, arrange the battery with a positive pole touch the negative pole of the other battery. Strengthen the circuit with the duct tape. Then, press the short aluminum foil plate on the battery's negative pole using the hand. Next, dip the short plate into the water in a bowl. Ask one of your group mates to hold the battery pack to keep it immersed in water. Clip the long aluminum plate into the lower bulb. Then, attach the bottom of the bulb to the battery's positive pole. Observe the reaction symptoms that occur in the bulb. Repeat this experiment using well water, sugar solution, or salt solution. Watch critically with your group's friends, what's going on? Why is that? Discuss the experimental results with your friends and teachers