Versi terjemahan dari RPP KELAS X SEMESTER 2.

docx
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 a. b. c. d. e. f. g. 1. Character: confidence; honest; carefully; be careful; working together; curiosity and 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 ( ), 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 ( ) is 0 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. 3. 4. 5. 6. 7. P apan pedestal : 2 pieces Fluorescent light : 1 piece Bars electrode : 2 sticks Beaker : 1 piece K abel connector and clamp : 1 package 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 10 and electrolyte solutions that are often encountered in life to foster minutes 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) B. Core (70 minutes) Activity Fragment 1 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) Time 70 minutes

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)

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 10 material of electrolyte solutions based on the experimental Minutes results, discussions and presentations as well as giving homework to determine the level of students' understanding of the material that has been conveyed. X. Learning Resources 1. LKS BC A Electrical Conductivity in Solution 2. A key LKS SM Electrical Conductivity in Solution 3. 4. 5. 6. 7. 8. 9. L P 1: Key products include LP 1 LP 2: Process LP 3: Psychomotor LP 4: Bird Behavior Character LP 5: Observation of Social Skills Table Specifications Sheet Assessment 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. 3. 4. 5. 6. 7. 8. Electrolyte solutions adalaha | .. Nonelectrolyte solution adalaha | .. Electrolyte solution divided 2 yaitu | .. The characteristics of a weak electrolyte solution adalaha | .. The characteristics of a strong electrolyte solutions adalaha | .. The characteristics of non-electrolyte solution adalaha | .. A solution can conduct electricity resulting in the solution occurs peristiwa | ..

c. Tools and materials 1. Tool: a. Voltage source (battery) : 4 pieces b. c. d. e. f. g. Lapboard : 2 pieces Fluorescent light : 1 piece Bars electrode : 2 sticks Beaker : 1 piece Connecting cable and clamp : 1 package 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. 4. 5. 6. Of light, the cable is connected to the electrode pole (+). Polar electrode (-) is connected back to the battery negative pole. Dip the electrode into the liquid 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 1 2 3 4 5 6 7 8 Distilled water 70% ethanol solution 1 M HCl solution 1 M NaOH solution 1 M solution of acetic acid Ammonia solution of 1 M Sugar solution 1 M 1 M NaCl

Flash Lights

Gas bubbles

Type of solution

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

Flash Lights Not lit Not lit Light Light Not lit Not lit Not Burning Light Light Light Not lit

Gas bubbles There is no There is no There is There is There is There is There is no There is There is There is There is no

Type of solution Non electrolyte Non electrolyte Electrolyte Electrolyte Electrolyte Electrolyte Non electrolyte Electrolyte Electrolyte Electrolyte -

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 | .. a. vinegar solution instead of electrolyte solution b. c. d. e. gas formed is evaporated vinegar vinegar is a strong electrolyte little vinegar ionized defective electrolyte tester

2. The data follows the observed experimental electrical conductivity several solution. Solution Observation Flash Lights P Q R S T Not Burning Not Burning Light Not Burning Light Gas Bubble There is No There is No 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 |. 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. c. d. e. H 2 SO 4 H 2 SO 4 H 2 SO 4 H 2 SO 4 H 2 + SO 2 + 4 2 H + + 4 SO 2 H 2 + SO 2 + 4 2 H + + SO 4 2

6. Here's a show ionization b a sa acidic two is .... a. NaOH Na + + OH b. c. d. e. NH 4 OH NH 4 + + OH Mg (OH) 2 Mg 2 + + 2 OH Ca (OH) 2 Ca + + (OH) 2 Al (OH) 3 Al 3 + + 3 OH 7. Covalent compounds which when dissolved in water produces the electrolyte solution. . . . a. b. c. d. e. KCl HCl NH4Cl Na2SO4 NH4OH

8. Z at these electrolytes are not seny a polar covalent is wa .... a. HCl b. c. d. e. H 2 SO 4 HNO 3 NH 4 OH NaCl 9. A solution that causes damage to the marble floor is a solution containing the compound of formula .... a. KI b. c. d. e. NaCl C 2 H 5 OH C 12 H 22 O 11 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. c. d. e. electrolyte solution trash metal 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 B C D E F G

Light Not Burning Light Dim Not Burning Light Not Burning

There is No There is There is No There is 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 nonelectrolyte 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? Sources: Chemistry Student Reg. A. Of 2012. RPP CHEMICAL SMA (Task Group, Planning 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 20th 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. 2 Electrolyte solutions: solution A, C, D, F and G because in this 15th 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 3 In an electrolyte solution contained ions are free to move while in the 10th non-electrolyte solution contained no free ions. 4 In NaCl solution contained Na + ions and Cl-ions are free to move 10th while in the molten NaCl ions can not move freely. 5 Strong electrolyte solutions: KCl, HCl, NaCl, H2SO4 Weak electrolyte solution: CH3COOH, NH3 6 Electrolyte compounds can be formed from compounds that have 15th ionic or polar covalent bonds. Examples of compounds with ionic bonds: KCl, NaCl Examples of compounds with covalent bonds: CH3COOH, NH3 7 Pollution of river water, corrosion of metals, soil pollution, 10th 10th

destruction of buildings of marble. 8 Waste should be removed before the hazardous substances and toxic 10th wastewater prior to discharge into the river. 100 The number of maximum scores Sources: Chemistry Student Reg. A. Of 2012. RPP CHEMICAL SMA (Task Group, Planning 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 Assessment Score score By Students Teacher themselves 40th 20th 25th 15th

1 Answering questions before the experiment performed (responsiveness) 2 Record data observations on electrical conductivity in the table of observations 3 Making inferences 4 Answering questions after the experiment

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 Assessment Score score by Students Teacher themselves 25th 15th 20th 25th 15th 100 Banjarmasin, 2012 Student Teachers () () Sources: Johnson, DavidW. & Johnson, Roger T. , 2002. Meaningful Assessment. A Manageable and Cooperative Process. Boston: Allyn & Bacon.

1 Stringing electrolyte tester 2 Inserting the solution into a container on a series of experimental tools 3 Electrical conductivity test solution 4 Observing changes in the light and electrodes 5 Clean the container and the electrode on the circuit and dry. Total Score

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 and Cooperative Process. Boston: Allyn & Bacon.

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 and Cooperative Process. Boston: Allyn & Bacon.

Table Specifications Sheet Assessment

Indicator LP and Grain Key LP and Grain Problem Problem LP 1: Products LP 1: Products

Products:

1.Secara independent students can identify PG item 1 and PG item 1 and item 1

the nature of non-electrolyte electrolyte solutions.

and item 1 Essay

Essay

PG item 2 and PG item 2 and item 2 2. Students can independently classify the item 2 Essay Essay solution to a solution of electrolytes and non-electrolytes based on the nature of PG items 3, 9, PG items 3, 9, 10 10 and Essay and Essay items 3, 4, the electrical conductivity. items 3, 4, 5, 7, 5, 7, 8 3. Students independently explains the 8 PG items 5, 6, 7, 8 ability of electrolyte solutions conduct PG items 5, 6, and Essay point 6 electricity 7, 8 and Essay 4. Students can independently describe the point 6 electrolyte solution can be either ionic compounds and polar covalent compounds. Process: LP 2: Process Entrusted to the judgment Assessor / 1. Given the tools, materials and LKS RTK 1, 2, 3, 4 Teacher 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 Entrusted to the judgment Assessor / Teacher Entrusted to the

judgment Assessor / Teacher

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. LP 3: LP Key Psychomotor: 1. Provided equipment, materials, and Psychomotor Psychomotor 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 4: The entire RTK that Character: Involved in the student-centered learning, Character: at least shows students are assessed at least made progress RTK 1, 2, 3, 4, progress and obtain in demonstrating the character confident, 5, 6, and 7 judgment entrusted honest, thorough, careful, working together, curiosity and responsibility. to the judgment Assessor / Teacher. 3:

LP 5: Social The entire RTK that Social Skills: Involved in the student-centered learning, Skills: RTK 1, minima obtained students are assessed at least made progress 2, 3, 4 demonstrate in demonstrating behavioral social skills to progress assessment ask, argue or contribute ideas, be a good and judgment listener and communicate. entrusted to the Assessor / Teacher. Learning Implementation Plan "High School Chemistry Class X " Electrolyte Solution