CHEMISTRY TEACHING LEARNING STRATEGY
LESSON PLAN
PROBLEM POSING
Educational unit : SMA Laboratorium
Subject : Chemistry
Class/Semester : XI/2
Materials : Hess’ Law
By:
Mike Rahayu
109331417173
The Learning University
STATE UNIVERSITY OF MALANG
MATHEMATIC AND SCIENCE FACULTY
CHEMISTRY DEPARTMENT
CHEMISTRY EDUCATION
October, 2011
LESSON PLAN FOR CHEMISTRY
Lesson Plan : Enthalpy change in chemical reaction and its calculation
Educational unit : SMA Laboratorium
Subject : Chemistry
Class/Semester : XI/2
Materials : Hess’ Law
Time allocated : 1 x 45 minutes
I. Standard of competence : Understanding the enthalpy change in chemical
reaction and its calculation
II. Basic competence : Determine DH reaction by Hess’ law
III. Indicators
A. Cognitive :
1. Product
a. Explaining the Hess’ law concept
b. Calculating DH reaction by Hess’ law
2. Process
a. Doing question-answer method to understand Hess’ Law
b. Doing discussion to make some question and answer with certain condition given by teacher to explain Hess’ law calculation
B. Affective :
1. Characters
a. Honest
b. Confident
c. Responsible
d. Be careful
2. Social skills
a. Asking
b. Contributing ideas
c. Being a good listeners
d. Communicating
IV. Objective
A. Cognitive
1. Product :
a. Independently, the students can explain the Hess’ Law concept
b. Independently, the students can calculate the DH reaction by Hess’ law concept
2. Process
a. Given a certain condition, the students can do discussion in a group to make a problem to explain DH reaction by Hess’ law and its calculation
b. Given a chance to exchange the problem made to the other group and discuss the answer by presenting in front of class.
B. Affective
1. Characters :
Involving in the students centered teaching and learning process. The students are evaluated in making progress of showing the caracteristics : honesty, responsibility, confident, being careful and the accuracy.
2. Socials skills :
Involving in the students centered teaching and learning process. The student are evaluated in making progress of showing the caracteristics : asking, contributing ideas, being a good listeners and communicating.
V. Learning materials
Hess’ Law (concept law and calculation in stoiciometry)
VI. Learning and teaching material
Learning models : Problem Posing
Learning method: Discussion, presentation and question-answer
VII. Teaching and Learning Process
A. Opening
| Teacher activities | Student activities | Time alocated |
| 1. Open teaching and learning process by greetings and ask about condition of student and who is absent today 2. Asking the student about the last lesson and motivating the students by giving example of Hess’ law in daily life. 3. Communicating the learning objectives, learning model, products, process, social skills and characters. | Answer greeting and question Pay attention for teacher explanation Pay attention for teacher explanation | 5 minutes |
B. Main
| Teacher activities | Student activities | Time alocated |
| 1. Giving the learning materials by question-answer method. 2. Giving example of problem solving and giving chance for student to ask the teacher if not understand yet 3. Organizing the students into 2 group, every group consist of 3 students. 4. Giving condition and require the students to make problem and answer from this condition. 5. Giving chance for student to exchange their problem and solve the problem with their group. 6. Identification the problem of group and discussed the answer while assessment 7. Giving the rewards to the group which is good in this learning process. 8. Giving quiz 9. Asking some students to make conclusions about Hess’ law | Pay attention and active in catechize method Pay attention for teacher explanation Form group make problem from a given condition in a group Student exchange and disscus problem from another group Presenting their answer. Pay attention for teacher explanation Doing the quiz Pay attention for it Pay attention and active | 7 minutes 5 minutes 10 minutes 5 minutes 3 minutes 5 minutes |
C. Closing
| Teacher activities | Student activities | Time alocated |
| 1. Require student to study carefully about material in next lesson 2. Closing with greeting | Pay attention for teacher explanation Answer greeting | 5 minutes |
VIII. Learning Source
1. Student quiz
2. Key of quiz
3. Chemistry book XI grade
IX. Learning Media
1. Slide
2. Handout
3. White board
4. Marker
X. Assessment
1. Cognitive
· Assessment of making question
| Group | Component | Grade | Score | Grades | |||
| 1 | 2 | 3 | 4 | ||||
| | | | | | | | |
Assessment of making question
- Statement score 0
- Non mathematic question score 1
- Unfinishable mathematic question score 1
- Finishable mathematic question score 2
GRADE = x 100
· Discussion assessment
| Number of question | Key answer | Score |
| 1 | Perfect and true answer Answer approach true False answer | 3 2 1 |
| 2 | Perfect and true answer Answer approach true False answer | 3 2 1 |
| 3 | Perfect and true answer Answer approach true False answer | 3 2 1 |
| 4 | Perfect and true answer Answer approach true False answer | 3 2 1 |
Group answer assessment
FINAL GRADE : × 100
2. Affective
| NO | GROUP | ASPECT | (76 –100 ) | (50 –75) | (26 –49) | (0 –25 ) | GRADE |
| 1 | I | Student being active | | | | | |
| Student togetherness | | | | | |||
| Answer accuracy | | | | | |||
| 2 | II | Student being active | | | | | |
| Student togetherness | | | | | |||
| Answer accuracy | | | | |
EXPLANATION
76 – 100: Very good
26 – 75 : Good
26 – 49 : Less good
0 – 25 : Not good
Individual capability test
Write test : can got from individual test.
Activeness : capable reveal opinion and ask a question when discussion
Malang, 1 October 2011
Understand, Chemistry teacher
Lecturer
Prof. Srini M. Iskandar M.Sc. Ph.D Mike Rahayu
WORK SHEET
(Hess’ Law)
Group : 1
Member : 1. ................................
2. ................................
3. ................................
Instruction : Make 2 question with your group base on this condition in 8 minutes !
Known :
1. H2O(l) H2(g) + 1/2O2(g) DH=+285kJ
WORK SHEET
(Hess’ Law)
Group : 2
Member : 1. ................................
2. ................................
3. ................................
Instruction : Make 2 question with your group base on this condition in 8 minutes !
Known :
1. Cu(s) + 2Ag(aq) Cu2+(aq) + Ag(s) DH= -148 kJ
Teacher : Assalamualaikum student.
Student : Wallaikumsalam ma’am.
Teacher : Good morning everybody, how are you today?
Student : Good morning ma’am, I’m fine, thank you.
Teacher : Ok, before we start our lesson today, let’s pray together.
Student : (praying)
Teacher : finish. I will check your presence. Anybody’s absent today?
Student : No one absent today ma’am.
Teacher : Good, Ok before we start our lesson, I want ask you about last meeting. Anyone still remember about enthalpy?
Student : Yes ma’am,
Teacher : What is it?
Student : Enthalpy is the heat content of a system.
Teacher : yes, that’s right. And how many kinds of reaction based on the enthalpy change?
Student : there are two kinds of reaction mom, exothermic and endothermic one.
Teacher : Good, so what is the difference of them?
Student : A reaction in which the energy is released to the surrounding is called exothermic reaction, reactants have higher enthalpy of product, and DH<0. And a reaction in which energy is absorbed from he surrounding is called endothermic reaction, products have higher enthalpy than reactant, and DH>0.
Teacher : Excellent. I’m sure that all of you still remember that one. Ok, let’s move on to the next one. Have you read this topic at home?
Student : Yes ma’am, of course
Teacher : ok, let’s check, what is Hess’ Law state?
Student : In going from a particular set of reactants to a particular set of product, the change in enthalpy is the same whether the reaction take places in one step or in series of steps
Teacher : Excellent, anyone has another answer?
Student : No ma’am.
Teacher : Ok, let’s check. Pay attention with this power point.
Student : (pay attention).
Teacher : Enthalpy is a state function. What is it?
Student : State function is a variable or property whose value depends only on the initial and final states of the system, not on the path taken by the system to get from the initial to the final states.
Teacher : Very good. In 18840, Mr. Henry Hess, a Russian chemist published his law called Hess’ Law. And, Hess’s law states that “In going from a particular set of reactants to a particular set of product, the change in enthalpy is the same whether the reaction take places in one step or in series of steps” you can pay attention with this picture (on ppt)
Student : (pay attention)
Teacher : Suppose you go from Malang to Jakarta twice by two trains with different routes as shown in this picture. Malang is 445 m above the sea level, whereas Jakarta is 25 m above the sea level. In this case, you’re “the system” and your position above the sea level is a state function. Because your position is a state function, the change in your position when you travel from Kotabaru Railway Station in Malang to Gambir Railway station in Jakarta is independent of the route you take. Your position becomes 430 lower when you go from from Kotabaru Railway Station in Malang to Gambir Railway station in Jakarta irrespective of the routes of trip you take.
Student : Yes, I see ma’am.
Teacher : any question?
Student : no ma’am
Teacher : Good, if I have a condition like this one, so, how much the enthalpy changes?
Student ; (answer the question)
Teacher gives some sample of problem.
Teacher : very good, student. Any body has question?
Student : no ma’am.
Teacher : ok, because there are no question, I’m sure that all of you have understood. I’ll give you a certain condition. And you have to make a problem based on the condition given. I’ll divide you into 2 group, the first group are Iska, Redi and Fitri. And the second group are Binti, Evi, and Arisa.. Let’s join on your group.
Student : ok ma’am. (join a group)
Teacher : This is the assignment, make (give the work sheet)
Student : (do a discussion)
Teacher : Ok. Time is up, please exchange your problem with another group. And every group must discuss and solve problem from another group,
Teacher : Ok now, please group 1 present their discussion result. Please group that make the problem pay attention.
(discussion and presentation)
Teacher : Ok, all presentation has finished. Anyone still confuse with this topic?
Student : No mom.
Teacher : Good. Because all of group doing the discussion very well, give applause to all of us. To check your comprehension about Hess’ law deeply, I’ll give you a quiz. 5 minutes is enough I think,
Student : (do the quiz)
Teacher : time is up, please submit the quiz.
So, what conclusion that we can get from this topic?
Student : In going from a particular set of reactants to a particular set of product, the change in enthalpy is the same whether the reaction take places in one step or in series of steps
Teacher : excellent. I think that’s all for today. Don’t forget to study about the next topic. It’s very nice to see you when you already study about next topic.
Student : yes mom
Teacher : see you next Friday
Student : see you mom.
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