LESSON PLAN

NON-ELECTROLYTE AND ELECTROLYTE SOLUTION

Submitted to Fulfill Final Report of

Theory and Practice of Curriculum and Instruction Course

Arranged by:

Novianti Islahiah (M161310)

Educational Development Department

Graduate School for International Development and Cooperation
Hiroshima University
2017

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 INTRODUCTION

This lesson plan follow the regular style format of lesson plan in Indonesia based on
Curriculum 2013. The topic is non-electrolyte and electrolyte solution, and for this lesson
plan focus on classification of non-electrolyte and electrolyte solution, and short explanation
why particular solution can conduct electricity from microscopic aspect. This topic is very
important to learn because it is associated with the phenomenon when the flood came in
Jakarta or the other province, electricity is usually turned off. Then why parents sometimes
suggest us to keep our hand dry when handling electronic equipment such as CPU computer.
And this topic related to the electrolyte substances in our body that have important functions
like hydration. So it is expected that students will realize the almighty of God that created the
complex system in our body. The learning strategy includes Contextual Teaching Learning
(CTL) model, scientific approach (5M), experiment and expository method.

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 LESSON PLAN

School : Senior High School

Subject matter : Chemistry
Topic : Non-Electrolyte and Electrolyte solution
Subtopic : Characteristics of Non-Electrolyte and
Electrolyte solution
Grade :X
Semester :2
Time Allocation : 2 X 45 minutes

A. CORE COMPETENCIES
1. Accepting and applying the religion they believe
2. Developing (honest, discipline, responsibility, caring, polite, friendly environment,
cooperation, peace-loving, responsive and proactive) attitude and show an attitude
as a part of the solution to the various the nation’s problems interact effectively
with the social environment and nature as well as in placing itself as reflection of
the nation in the social world
3. Understanding, implementing, analyzing, and evaluating factual, conceptual and
procedural knowledge in science, technology, art, culture, and humanities with
insight humanity, nationality, state, and civilization related phenomena and events,
and apply the procedural knowledge include studies are specific to talent and
passion for solving the problem
4. Trying, processing, and providing in the concrete and abstract realm with the
development of learned in the school independently, and able using appropriate
methods based on scientific rules

B. BASIC COMPETENCIES AND INDICATORS

1.1 Recognizing regularity and complexity of the electron configuration in the atom as
a manifestation of the greatness of God
2.1 Showing behavioral science (curious, discipline, honest, objective, open-minded,
able to distinguish between fact and opinion, tenacious, thorough, responsible,
critical, creative, innovative, democratic and communicative) in designing and
conducting experiments and discussion are realized in everyday attitude

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 2.1.1 Showing an attitude of curiosity at the time observed phenomena displayed
2.1.2 Showing the discipline during the learning process
2.1.3 Showing communicative stance in discussions during the learning process
3.8 Analyzing the characteristic of non-electrolyte and electrolyte solution based on
electrical conductivity
3.8.1 Identifying the characteristics of non-electrolyte and electrolyte solution
based on experiment report
3.8.2 Grouping the solution in non-electrolyte and electrolyte solution by
characteristics of electrical conduction
3.8.3 Explaining why electrolyte solution can conduct electric current
4.8 Designing, conducting, concluding and presenting the results of experiments to
determine the characteristic of non-electrolyte and electrolyte solution
4.8.1 Conducting the experiments to test several solutions
4.8.2 Communicating the experiment results to the other groups

C. LEARNING OBJECTIVES
After follow this learning process, students are able to:
2.1.1.1 Showing an attitude of curiosity at the time observed phenomena displayed
2.1.2.1 Showing the discipline during the learning process
2.1.3.1 Showing communicative stance in discussions during the learning process
3.8.1.1 Identifying the characteristics of non-electrolyte and electrolyte solution based
on experiment results
3.8.2.1 Grouping the solution in non-electrolyte and electrolyte solution by
characteristics of electrical conduction
3.8.3.1 Explaining why electrolyte solution can conduct electric current
4.8.1.1 Conducting the experiments to test several solutions
4.8.2.1 Communicating the experiment results to the other groups

D. LEARNING MATERIALS
1. Prerequisite Concepts
a. Solution Concept
b. Conductor and Insulator Concept
2. Main Concept
Factual

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 Electro fishing is one of the activities that are
often carried out by the villagers and fishermen.
It relies on two electrodes which deliver direct
current at high voltage from the anode to the
cathode through the water. Water in river, pond,
or ocean can conduct electricity because many
minerals dissolved.

Conceptual
Metals can conduct electricity because the electrons can move freely. The
power itself is the flow of electrons that move from high potential to low
potential.Pure water is composed of H2O molecules. Are there any free electrons in
the molecules of H2O? H2O molecule is neutral, has no free electrons. Thus, you
may suspect that pure water does not have the potential to conduct electricity.

How if there is substance dissolved in water? Depending on the nature of the

solute, there is a solution that can conduct electricity there also can not conduct
electricity. Solution that can deliver an electric current is called an electrolyte
solution, while the solution is not to deliver an electrical current called a non-
electrolyte solution.

Ionic compounds are formed through electron transfer to produce cations and
anions. Both these chemical species have positive and negative electric charge. An
example is table salt or sodium chloride. If the salt is dissolved into the water, will
decompose to form the ions so that in NaCl solution are electrically charged species,
namely Na + and Cl-
NaCl (aq) → Na+ (aq) + Cl-(aq)

When the electrode is connected to the current source, the ions Na+ and Cl-
will move toward the electrodes of opposite charge to carry an electric charge. Thus,
electricity can flow from one electrode to another electrode through the ions in
solution.

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 Procedural

To know the electrical conductivity of the solution, you can learn the
following experiment. There are several kinds of
solutions with a certain level; the electric current is
passed into it. Based on observation data, it is known that
common salt (NaCl) and hydrochloric acid (HCl) can be
lit with light. Acetic acid or vinegar (CH3COOH) is lit,
but dim.

3. Enrichment Concept
In the human body, water-electrolyte balance between strictly regulated so that
cells and organs to function properly. In the human body, electrolytes are going to have
a function, among others, in maintaining the osmotic pressure of the body, regulate the
distribution of fluid into the compartment of body water (body’s fluid compartment),
keeping the pH of the body and will also be involved in each oxidation and reduction as
well as contribute to every metabolic process.

E. LEARNING STRATEGY
Model : Contextual Teaching and Learning (CTL)
Approach : Scientific approach
Method : Experiment and Expository

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F. MEDIA AND LEARNING RESOURCES
1. Media
a. Worksheet of non-electrolyte and electrolyte solution
b. Blackboard, spidol, LCD, Flash and power point media
c. LCD
2. Learning Resources
Chemistry books for senior high school class X
Sunarya, Y. 2009. Mudah dan Aktif Belajar Kimia. Jakarta: Pusat Perbukuan
Departemen Pendidikan Nasional.

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 G. LEARNING STEPS

Teacher’s Activities Student’s Activities Social Behavior Time

Allocation
Initial Activities Initial Activities
a. Teacher returned the favor and invite a. Students stand and greetings Religious 10 Minutes
students to sit and then check the attendance
of students
b. Apperception b. Students answer the questions Curiosity
Teacher check prerequisite knowledge of
conductors and insulators as well as
understanding the solution
1. What do you know about solution? 1. (Solution is defined as a mixture of two or more
substances that form a kind of phase (homogeneous)
and chemical properties of each substance that form
the solution unchanged.
2. And what do you know about 2. (Conductor is material which can conduct electricity.
conductor?Can you mention some Example: Iron, copper, etc)
example of conductor?

3. Does the liquid have the conductor 3. (Yes, it is/ I don’t know)

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 characteristic?
c. Motivation

“Have your parents forbid your hands wet c. Students listened to motivational topics presented by
when touching an electrical outlet? Have teacher about the benefits of the electrolyte solution in
you realized how great your God to make daily life and students were given a description of the
your body system? Your body is a complex learning objectives to be achieved
and carefully-balanced superhighway of
cells, tissues, and fluids that, almost every
second, directs an incomprehensible array of
electrical impulses. This is only possible
because those cells, tissues, and fluids thrive
in a homeostatic environment where they
conduct electricity well enough to carry the
signals to their intended destinations”

Teacher explain the learning objectives

“After studying this topic, we’ll know why a
lot of people electrocuted when flood, or why
we have dry hands when handling CPU of
computer. So, we can use this concept in the
daily life.”

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Main Activities Main Activities
a. Observing a. Observing
Teacher show two pictures. The first picture Students observe phenomena associated with Curiosity 60 Minutes
show about dead fish, because electrified. The electrolyte solution
second pictures show the dead person because
the razor touched into bath tub when he takes a
bath.
b. Questioning b. Questioning Curiosity
Teacher write the common questions that 1. Students ask questions of each phenomena is
come from every group displayed
2. Expected question arises is why the pool water can
conduct electricity? Whether any liquids can conduct
electricity?
c. Collecting Data c. Collecting Data Discipline and
Teacher guide the students and observe the Students design experiments (teacher led) to Cooperative
group activity investigate the properties of a solution based on the
electrical conductivity by watching procedure in students’
worksheets
 Students to formulate hypotheses about the electrical
conductivity of the electrolyte and non electrolye
solution

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  Students conduct experiments on some electrical
conductivity solution
 Students record experimental data on some electrical
conductivity solution
d. Associating d. Associating
Teacher guide the discussion  Students conduct discussions for classifying non-
electrolyte and electrolyte solution as well as its
properties based on their observations
 Students conduct a discussion about the differences in
the weak and strong electrolyte solution based on their
observations
e. Communicating e. Communicating Communicative
Teacher write the result experiments for Students presented the results of experiments on
each group electrical conductivity of the electrolyte and non-
electrolyte solution

Closing Activities Closing Activities 20 Minutes

 Teacher confirm the experiment results  Students listened to review materials electrical
through flash media and explain the cause of conductivity of the electrolyte and non-electrolyte
electricity solution
 The teacher closes the learning and greeting  Students are required to make the conclusion of

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 learning that has been done
 Students are given the task of this matter and the task
of reading material which will be discussed at the next
meeting

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 H. EVALUATION
1. Mechanism and Procedure
Evaluation based on learning process and final test. Learning process evaluated by
experiment observation, discussion, and answer the questions in worksheet. Final test
evaluated by formative test.

2. The Form of The Instrument, Instrument, and Scoring Guidelines

Form : Essay

Indicator Max.
No. Problems Keys
Aspect Score
1. There are bubbles or not,
Explain how to differentiate non- around the electrode
1. 1 20
electrolyte and electrolyte solution! 2. Can’t turn on the lamp or
not
Which following compounds that
1. Strong electrolyte: HCl
including strong or weak electrolyte?
(aq), HNO3 (aq)
CH3COOH (aq)
2. 2 2. Weak electrolyte: 20
HCl (aq)
CH3COOH (aq), NH4Cl
HNO3 (aq)
(aq)
NH4Cl (aq)
Water is an extremely weak
electrolyte. So, that it cannot conduct Ability to conduct the
electricity. However, we are frequently electricity current, the
3. 3 20
reminded to not operate manual complete answer up to
electric devices when our hand is still teacher
wet. Why so?
Why substances can’t conduct There are no ions move
4. 3 20
electricity in solid state? freely
At flood disaster, PLN sometime
It’s danger. Can make people
should be turn off electricity. Do you
5. 2 get electricity, because water 20
can conclusion, why? Give the reason!
is one of electrolyte solution
alasanmu!

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 scor
Value = x 100
100

Value range :
A= 80-100
B= 70-85
C= ≤ 69
Saijo, February 2017

Approved by,
Headmaster Chemistry Teacher

Novianti Islahiah

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 PPENDIX 2
AFFECTIVE ASSESSMENT SHEET

Affective aspect
Score
No Student Discipline Curiosity Communicative

1
2
3
4
Etc

Social Attitude Indicators

Pay attention to teacher
Curiosity Asking questions
Try to collect references
Not playing while conduct experiment
Discipline Washing the lab kit
Keep clean their table
Present the result of experiment
Deliver opinion clearly
Communicative
Give the good response to the other
people

Rubric
0 = Not participating
1 = only show 1 indicator
2 = show 2 indicators
3= show 3 indicators

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 APPENDIX 3
PSYCHOMOTOR ASSESSMENT SHEET

Psychomotor aspect
No Student Observe Interprets Communicate Score
0 1 2 0 1 2 0 1 2
1
2
3
4
Etc

Rubric
0 = bad;
1 = enough;
2 = good.

APPENDIX 4
SAMPLE OF MEDIA FLASH

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 APPENDIX 5
EXPERIMENT PROCEDURE

Non-Electrolyte and Electrolyte Solution

A. Objectives: Testing the current electricity from the solution which often found in daily
life
B. Materials and Equipments

Equipments:
1. Glass
2. Tester
3. Tissue
4. Pipette
5. Syringe bottle
Materials:
1. NaCl (aq)
2. CH3COOH (aq)
3. C12H22O11 (aq)
4. water

C. Procedure
1. Fill each glass with the different solution
Glass I NaCl (aq)
Glass II CH3COOH (aq)

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 Glass III H2O (l)
Glass IV C12H22O11 (aq)

2. Touch the electrode into solution

3. Observe what happened

D. Questions
1. Macroscopic
What happened with the solution when we touch the electrode?

Solution Lamp Bubble Type of solution

flame Not yes no electrolyte nonelectrolyte
Light overcast flame
NaCl (aq)
CH3COOH
(aq)
C12H22O11
(aq)
water

2. Microscopic
Based on experiment reports,
1. Which ones the electrolyte solution?Why?
2. Which ones the non-electrolyte solution? Why?

3. Symbol
Write down the ionization reaction for each solution!

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Group :
Name of Members : 1.
2.
3.
4.

Experiment Objective :
1. Designing the experiment to test conductivity of solution
2. Testing several solutions Melakukan pengujian larutan elektrolit dan nonelektrolit
dengan alat uji daya hantar listrik
3. Presenting result of experiment

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 Fenomena

12 ORANG MENINGGAL AKIBAT BANJIR JAKARTA

Banjir yang menggenangi jakarta sejak selasa (15/1) hingga hari ini jumat (18/1) telah
menewaskan 12 orang. Dari informasi yang disampaikan sebanyak 3 orang meninggal
akibat kesetrum listrik (Republika.co.id, 2007).

Berdasarkan fenomena diatas,

Rumusan masalah
permasalahan apa yang kalian
temukan? Tuliskan dalam bentuk
pertanyaan.

......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................
......................................................................................................................................................

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Hipotesis

Perkirakan jawaban sementara dari pertanyaan di

atas, tuangkan dalam bentuk hipotesis.

.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.................................................................................
.....................................

Mengumpulkan data Dari hipotesis tersebut, carilah

beberapa sumber untuk menguji
hipotesis, kemudian lakukan
percobaan larutan elektrolit dan
nonelektrolit berikut ini.

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 Buatlah rangkaian alat percobaan dan uji
cobakan semua larutan yang telah
disediakan!

Alat dan Bahan

Alat

1. Gelas kimia 50 mL 6 buah

2. Gelas ukur 50 mL 1 buah
3. Kabel 20 cm
4. Baterai 9 volt 1 buah
5. Elektroda karbon 2 buah
6. Lampu 2,5 watt 1 buah
7. Dudukan lampu 1 buah

Bahan

1. Larutan gula 0,1 M 20 mL

2. Larutan garam dapur 0,1 M 20 mL
3. Larutan cuka 0,1 M 20 mL
4. HCL 0,1 M 20 mL
5. Etanol 0,1 M 20 mL

Prosedur kerja

1. Siapkan alat dan bahan yang diperlukan dalam percobaan.

2. Susunlah alat penguji elektrolit sehingga berfungsi dengan baik seperti rangkaian alat
pada gambar di bawah ini :

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 3. Bersihkan elektroda dengan air dan keringkan dengan kertas tisu sebelum
dimasukkan ke dalam setiap larutan yang akan diuji.
4. Masukkan kedua elektroda karbon yang telah di hubungkan dengan alat penguji pada
tiap larutan yang akan diuji secara bergantian.
5. Selanjutnya, dengan cara yang sama, ujilah larutan lain yang tersedia.
6. Amati gejala yang terjadi pada kedua elektroda dan lampu pada setiap pengujian
larutan.
7. Tuliskan hasil pengamatan dari percobaan yang dilakukan pada tabel pengamatan
yang tersedia di LKS.

Hasil pengamatan Berdasarkan percobaan,

Tuliskan data hasil
pengamatan dalam tabel data
pengamatan.

Larutan Nyala Lampu

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 Terang Redup Tidak
menyala
Larutan gula 0,1 M
Larutan garam dapur
0,1 M
Larutan cuka 0,1 M
HCl 0,1 M
Etanol 0,1 M

Analisis data

Dari hasil percobaan yang telah kamu lakukan jawablah pertanyaan dibawah ini.

1. Larutan mana saja yang termasuk kedalam larutan non elektrolit ?

Jawab :

2. Apa gejala yang menandakan bahwa suatu larutan digolongkan sebagai non elektrolit ?

Jawab:

3. Larutan mana saja yang termasuk kedalam larutan elektrolit ?

Jawab :

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4. Apa gejala yang menandakan bahwa suatu larutan digolongkan sebagai elektrolit ?

Jawab:

5. Mengapa larutan elektrolit dapat menghantarkan arus listrik sedangkan larutan non
elektrolit tidak dapat menghantarkan arus listrik ?

Jawab:

6. Berdasarkan percobaan tersebut, larutan mana saja yang termasuk kedalam larutan
elektrolit kuat?

Jawab:

7. Apa gejala yang menandakan bahwa suatu larutan digolongkan sebagai elektrolit kuat?

Jawab:

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8. Larutan mana saja yang termasuk kedalam larutan elektrolit lemah ?

Jawab:

9. Apa gejala yang menandakan bahwa suatu larutan digolongkan sebagai elektrolit
lemah?

Jawab:

Presentasikan hasil laporan

kelompok anda di depan kelas.

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Merumuskan kesimpulan

Apa yang bisa kamu simpulkan dari hasil percobaan diatas?.

Tuliskan kesimpulanmu dibawah ini!

...................................................................................................
...................................................................................................
...................................................................................................
...................................................................................................
...................................................................................................
...................................................................................................
...................................................................................................
...................................................................................................
...................................................................................................

Setiap siswa membuat laporan hasil praktikum

kelompoknya pada buku laporan dan
dikumpulkan minggu depan.

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