LESSON PLANT OF CHEMISTRY SUBJECT

Problem Based Learning (PBL)

“The Effect of Temperature on Reaction Rate”

By :
Gayatri Rajadewi M.P. (17030194066)

PENDIDIKAN KIMIA UNGGULAN 2017

JURUSAN KIMIA
FAKULTAS MAATEMATIKA DAN ILMU PENGETAHUAN ALAM
UNIVERSITAS NEGERI SURABAYA
2019
 SYLLABUS OF CHEMISTRY SUBJECT

Subject : Chemistry

Class/ Semester : XI/I

Main Competence

KI-1 : Appreciate and practice religious teachings.

KI-2 : Demonstrate honest behavior, discipline, responsibility, caring (cooperation, tolerance, peace), politeness, responsiveness and
proactive, and show attitude as part of the solution to various problems in interacting effectively with the social and natural
environment and in placing themselves as a reflection of the nation in world associations.
KI-3 : Understanding, applying, analyzing and evaluating factual, conceptual, procedural and metacognitive knowledge based on his
curiosity about science, technology, art, culture, and humanities with human, national, state, and civilization insights related to
the causes of phenomena and events, and to apply procedural knowledge in a specific field of study in accordance with their
talents and interests in solving problems.
KI-4 : Cultivate, reason, present and create in the realm of concrete and abstract domains related to the development of what they learn
in school independently and act effectively and creatively, and be able to use methods according to scientific principles.
 Learning Time
Standard Competence Learning Activity Assesment Sources
Material Allocation

1.1 Realizing the regularity Factors that Observing Task 2 x 45 1. Chemistry book
influence  Finding information by reading /
of the hydrocarbon minute 2. LKPD : The
reaction rate  Designing reaction rate
nature, seeing / observing the problem of influence of
factor (temperature)
thermochemistry, influence of environmental temperature on
experiments
reaction rate, chemical temperature on body fatigue. reaction rate
equilibrium, solutions Questioning Observation 3. LKPD key : The
and colloids as a  Asking questions related to influence of
 Scientific attitude in
manifestation of the temperature on
observations as to why if the conducting
greatness of God and reaction rate
environmental temperature experiments
knowledge of the 4. LP 1: Cognitive
increase, human easier to
existence of such order Portofolio 5. LP 2: Social
experience the body fatigue ?
as a result of human attitude
Experimenting  Experiment report
creative thought whose 6. LP 3: Spriritual
 Discuss the meaning of Written test
truth is tentative. Attitude
2.1 Demonstrate scientific reaction rates
 Analyze data to infer the 7. LP 4: Skill
behavior (have a  Discuss the factors that affect factors that affect the
 curiosity, discipline, the reaction rate reaction rate, namely
honest, objective, open,  Designing and presenting the temperature
able to distinguish facts results of the design factors that
and opinions, resilient, affect the rate of reaction (size,
thorough, responsible, concentration, temperature and
critical, creative, catalyst) to equalize perception
innovative, democratic,  Experimenting factors that
communicative) in affect the rate of reaction.
designing and  Observe and record
conducting experiments experimental data
and discussions that are
Associating
realized in everyday
attitude.  Processing data to graph
3.7. Analyze the factors that reaction rates
influence the rate of  Processing and analyzing
reaction and determine experimental data of factors that
the reaction order based affect the rate of reaction.
on experimental results.  Processing and analyzing
4.7. Designing, conducting, experimental data to determine
and concluding as well the order of reaction and the
as presenting the reaction rate equation
results of experimental  Linking catalyst factors with the

factors that affect the influence of catalysts that exist

reaction rate and in the industry

reaction order. Communicating

 Make reports on the results of

experiments using correct
grammar.
 Present the results of the
experiment using correct
grammar.
 Lesson Plan

School : SMA

Subject : Chemistry

Material : Reaction Rate (The Effect of Temperature on Reaction

Rate)

Class / Semester : XI/ 1

Time Allocation : 1×45 minutes

A. Main Competence
KI-1 : Appreciate and practice religious teachings.
KI-2 : Demonstrate honest behavior, discipline, responsibility, caring
(cooperation, tolerance, peace), politeness, responsiveness and
proactiveness, and show attitude as part of the solution to various
problems in interacting effectively with the social and natural
environment and in placing themselves as a reflection of the
nation
in world associations.
KI-3 : Understanding, applying, analyzing and evaluating factual,
conceptual, procedural and metacognitive knowledge based on
his curiosity about science, technology, art, culture, and
humanities with human, national, state, and civilization insights
related to the causes of phenomena and events, and to apply
procedural knowledge in specific field of study in accordance
with their talents and interests in solving problems.
KI-4 : Cultivate, reason, present and create in the realm of concrete
and abstract domains related to the development of what they
learn in school independently and act effectively and creatively,
 and be able to use methods according to scientific principles.
B. Basic Competence and Indicators of Competence Achievement
Basic Competence
1.1 Realizing the regularity of
hydrocarbon nature, thermochemistry,
reaction rate, chemical equilibrium,
solutions and colloids as a manifestation
of the greatness of God and knowledge
of the existence of such order as a result
of human creative thought whose truth
is tentative.
2.1 Demonstrate scientific behavior (have a
curiosity, discipline, honest, objective,
open, able to distinguish facts and
opinions, resilient, thorough, responsible,
critical, creative, innovative, democratic,
communicative) in designing and
conducting experiments and discussions
that are realized in everyday attitude.
3.7. Analyze the factors that influence the
rate of reaction and determine the
reaction order based on experimental
results
4.7. Designing, conducting, and concluding
as well as presenting the results of
experimental factors that affect the
reaction rate and reaction order.
Indicator
the 1.1.1. Realizing that God created nature and
all of its contents by having benefits
for humans
2.1.1. Demonstrate scientific behavior that is
thorough in designing and conducting
experiments.
2.1.2. Demonstrate scientific behavior that is
honest in writing observations.
3.7.1. Analyzing factors that affect the rate
of reaction (temperature) based on the
results of the experiment.
4.7.1. Write down the formulation of the
problem, hypothesis, and variables.
4.7.2. Designing and experimenting factors
that affect the rate of reaction, namely
the temperature based on the tools and
materials provided.
4.7.3. Analyze and conclude experimental
 data about the factors that affect the
reaction rate, namely temperature.
4.7.4 Present experimental data about the
factors that influence the reaction rate,
namely temperature.

C. Learning Objective
1.1.1.1 By observing the surrounding environment, students are able to
utilize natural resources given by God, especially regarding
environmental aspects that can be utilized by humans.
2.1.1.1 Students can carefully design and experiment the effect of
temperature on the reaction rate.
2.1.1.2 Students can write down observations honestly.

3.7.1.1 Through the experiment data, student can analyzing factors that
affect the rate of reaction (temperature) appropriately.
4.7.1.1 Teacher give the clue, student can qrite down the formulation of the
problem, hypothesis, and variables appropriately
4.7.2.1 Teacher give the tools and materials, student can do the experiment
about exothermic and endothermic reaction appropriately
4.7.3.1 Through the experiment, student can analyze and conclude
experimental data about the factors that affect the reaction rate,
namely temperature
4.7.4.1 Through the experiment, student can present experimental data
about the factors that influence the reaction rate, namely
temperature.

D. Learning Material
 Fact: The effection of temperature on decaying apple
 Concept: Thermochemistry reaction
 Procedural: The effection of temperature on reaction rate
 Meta cognitive: Forecast the reaction rate of HCl and Na2S2O3 if the
temperature is change.
 Material :
Chemical reactions take place at different rates. There are reactions
that take place very quickly and there are reactions that take place slowly.
A reaction that takes place quickly for example burning fireworks,
whereas a reaction that takes place slowly is rusting iron. The speed at
which a reaction takes place is called the reaction rate. In a chemical
reaction, the reagent will react to form a reaction product substance so that
the amount of the reagent will decrease while the amount of the reaction
product substance will increase. Reaction Rate Equations, for example, in
a reaction:
aA+bB cC+dD

Where A and B are reagents, C and D are products and a, b, c, d are the
equalization coefficients of the reaction, then the speed law can be written
as follows:
Reaction Rate = k [A]m [B]n

k = rate constant, influenced by temperature and catalyst (if

obtained)

m = order (rate) of reaction to reagent A

n = order (level) of reaction to reagent B

[A], [B] = concentration in molarity.

The reaction rate can be expressed as a decrease in the number

(concentration) of reagents per unit time or an increase in the number
(concentration) of reaction products per unit time. The reaction rate
expresses the molarity of the solute in the reaction generated every second
of the reaction.

The process of chemical reactions takes place is influenced by

several factors. These factors will affect the number of collisions between
molecules of the reacting substances. A reaction will take place more
quickly if collisions between particles of reagents occur more frequently
and more. Conversely, the reaction will be slower if only a few particles of
the reagents collide. Several factors affect the rate of reaction, including:

1. Concentration;

2. Surface area of touch;

3. Temperature (temperature);

4. Catalyst.

One of the factors that will be discussed this time is temperature.

Generally an increase in temperature accelerates the reaction, and
conversely a decrease in temperature slows down the reaction. If we cook
rice with high heat it will be faster than low heat. If we want to preserve
food (for example fruits) we definitely choose a refrigerator, why?
Because a decrease in temperature slows down the decay process.

The rate of chemical reactions increases with increasing

temperature. How can this happen? Remember, the reaction rate is
determined by the number of collisions. If the temperature is raised, the
heat given will increase the kinetic energy of the reacting particles. So that
the movement of the reacting particles is faster, the faster the movement of
particles will cause collisions between reagents more and more, so the
reaction is faster. Generally an increase in temperature of 100◦C causes an
increase in the reaction rate by two to three times. This increase in reaction
rate can be explained by the molecular motion. The molecules in a
chemical are always moving. Therefore, there is a possibility of collisions
between existing molecules. But the collision has not had any impact if the
energy possessed by the molecules is not enough to produce an effective
collision.

We already know that, the energy needed to produce an effective

collision or to produce a reaction is called the activation energy of the
kinetic energy of the molecules is not the same. Some are big and some are
small. Therefore, at certain temperatures there are molecules that collide
 effectively and some that collide ineffectively. In other words, there are
collisions that produce chemical reactions, some that do not produce
chemical reactions. The minimum energy required is called the energy
activation reaction.

Only particles in the area to the right of the activation energy will
react when they collide. Most of the particles do not have enough energy
and do not produce reactions. To speed up the reaction, we need to
increase the number of energetic particles - particles that have energy
equal to or greater than the activation energy.

An increase in temperature is the right effect. Increasing the

reaction temperature means adding energy. Energy is absorbed by the
molecules so that the kinetic energy of the molecules becomes greater. As
a result, molecules move faster and collisions with greater impact impact
more often. Thus, collisions between molecules that have relatively high
kinetic energy cause chemical reactions to occur more and more. This
means that the reaction rate gets higher.

E. Approach / Model / Learning Method

1.Approach : Scientific Approach
2.Learning Model : Problem Based Learning
3. Methods : Lectures, Group discussions, Questions and
answers, Experiments
4.Strategy : Observe, Ask questions, Collect data, Associate,
and CommunicateMedia/Learning Instrument
1. Media/Tools
 Slide.
 Tools :
1. Beaker glass
2. Graduated cylinder
3. Wire netting
4. Spirtus burner
5. Thermometer
 6. Stopwach
7. Burner tripod
8. White paper marked X
 Materials : 1 M HCl solution and Na2S2O3 0.1 M solution

2. Learning Material
 Student Exercise Sheet
 Books

F. Learning Source
1. Relevance Book
2. Environment
3. Internet
G. Learning Step
First meeting (1 x 45 menit)
Learning modhel : Problem Based Learning.
Learning activities Learning steps Time alocation
Introduction Phase 1 : Provide orientation about the 10 minutes
problem to students
1. Student start the learning activity by
saying greeting.
2. The leader of the class lead to pray
3. Teacher check student presence and
asking their condition
4. Teacher tell the student to get ready for
starting the learning activity
5. The teacher gives appreciation by asking
students to remember the collision theory
and the effect of concentration on
reaction rate
6. The teacher provides motivation to
students by showing the problem of the
influence of environmental temperature
on body fatigue (observation).
Learning activities Learning steps Time alocation
7. Students ask how human can experience
body fatigue easier if the environmental
temperature increase
8. Students connect the problem of
influence of environmental temperature
on body fatigue s with the effect of
temperature on reaction rate material
9. The teacher explains the theory outline
about the effect of temperature on
reaction rate.
10. The teacher gives a phenomenon
entitled the effect of temperature on
reaction rate of HCl and Na2S2O3 to
students (observation)
11. The teacher conveys the learning
objectives that will be achieved by
students through the power point
Main Activity Phase 2 : Organizing students to learn 75 minutes
1. The teacher divides students into 3
groups with a total of 3-4 students in
each group
2. The teacher distributes the student
worksheet to each group and explains
about the tools and materials as well as
the trial procedure.
Phase 3 : Guide individual and group
investigations
1. The teacher asks group representatives to
take the tools and experimental material
in front of the class
2. The teacher guides students to analyze
the phenomena presented in the student
Learning activities Learning steps Time alocation
worksheet
3. The teacher guides students to formulate
problems for practical activities based on
the phenomena contained in the
worksheet. (associate)
4. The teacher asks students to formulate a
hypothesis based on a predetermined
problem formulation. (associate)
5. Students determine the variables of
manipulation, response and control
6. The teacher guides students to conduct
experiments in accordance with the
procedures in the student worksheet
7. The teacher guides students to observe
the result of the experiment
8. The teacher guides students to make
observations on the results of the
experiment
Phase 4 : Develop and present the work
9. Student processes data and analyzes
experimental data (associate)
10. The teacher guides students to analyze
the data to find out how temperature
affects reaction rate (assiciate)
11. The teacher guide students to relate again
about the effect of concentration on the
reaction rate with the initial problem is
the effect of environmental temperature
on body fatigue
12. Students conclude and communicate data
on the results of experiments that have
been conducted in front of the class
Learning activities Learning steps Time alocation
(communicate)
13. Students respond to presentations from
other groups (communicate).
Phase 5 : Analyze and evaluate the results
of problem solving
1. The teacher guides students to conclude
the experimental results that have been
obtained
2. The teacher helps students evaluate the
results of the experiment.
Closure 5 minutes
3. The teacher reminds students to learn the
material that will be discussed in the next
meeting and ask student to do the task in
their textbook in page 90-93
4. The teacher asks the leader of the class to
pray before end the learning activity
5. The teacher closes learning with advice.

I. Assessment
1. Assessment Technique
a. Knowledge Assessment : Task and written test
b. Skill Assessment : Practice
2. Assessment Sheet
a. Observation : Student Observation Sheet
b. Written Test : LKPD
c. Portofolio : Evaluation report
3. Assessment Instrument (attached)
4. Remidial
a. Remedial learning is done for students whose KD achievements are
not yet complete

b. The stages of remedial learning are carried out through remidial

teaching (classical), or peer tutoring, or assignments and ending with
 a test.

c. Remedial test, carried out 3 times and if after 3 times the remedial test
has not reached completion, the remedial is done in the form of
assignments without written test again.

5. Enrichment
For students who have achieved mastery grades, enrichment learning is
given as follows:

a. Students who achieve grades given material are still in the KD scope
with deepening as additional knowledge

b. Students who achieve grades are given material beyond the scope of
KD with deepening as additional knowledge.

Knowing:

Surabaya, 2nd December 2019

Headmaster Teacher

…………………………… …………………………
NIP………………………. NIP…………………….
 Attachment 1.

EVALUATION INSTRUMENT

Education unit : SMA ………

Subject : Kimia

Class / Semester : XI / Odd (I)

Basic competence :

3.4. 1 Analyzing factors that affect the rate of reaction (temperature) based on the
results of the experiment.
Indicator :
3.4.1.1. Through the experiment data, student can analyzing factors that affect
the rate of reaction (temperature) appropriately.

No Question Key answer Stage Score

1 Explain the effect of Temperature is directly C2 0-3

temperature on the proportional to the rate of reaction.
reaction rate! The higher the temperature the
greater the reaction rate.
2 Explain the theory of An increase in temperature C4 0-4
collisions at accelerates the reaction because
temperatures in with an increase in temperature the
influencing reaction movement of particles accelerates.
rates! The kinetic energy of the particles
increases so that more effective
collisions occur. Thus, more and
more particles react.
3 The price of the reaction At a temperature of 40°C = C3 0-3
No Question Key answer Stage Score

rate constant is doubled reaction rate = x

if the temperature is Reaction: A + B → C
raised by 100°C. at 400° The general equation of reaction
C the reaction A + B → rate = v = k [A] x [B] y = x
C has a reaction rate of
x mol L-1 s-1. If the Price k increases twice every time
reaction takes place at the temperature rises 10°C
temperatures of 100°C If the temperature drops by 10°C
and 800°C, the then the price of k will certainly be
successive reaction rates half the original time.
are. . . . mol / L det.
At a temperature of 10°C = the
temperature drops by 30°C
Then the price of k will be = 1/8
times the original (each drop of 10
degrees then the price of k
becomes ½ times the original = ½
x ½ x ½ = 1/8)
Price of reaction rate = v = 1/8 k
[A] x [B] y = 1/8 x

At a temperature of 80°C = the

temperature rises 40°C
Then the price of k will be = 16
times the original (each increase of
10°C then the price of k will be 2
times the original = 2 x 2 x 2 x 2 =
16)
 No Question Key answer Stage Score

Price of reaction rate = v = 16 k

[A] x [B] y = 16 x

Score total
Maximum skor skor yang diperoleh
Score = x 100 = final score
5

Knowing:

Surabaya, 18 September 2019

Headmaster Teacher

…………………………… …………………………
NIP………………………. NIP…………………….

Attachemnt 2.
 SELF ASSESSMENT SHEET

SOCIAL ATTITUDE ASSESSMENT INSTRUMENT

Name :

Class :

Date :

Instruction :

Fill the statement below honestly, put a check mark in the column provided, with
the criteria below :
1: Never 3: Often
2: Rarely 4: Always

No Description 1 2 3 4
1 During discussion, I presented an idea
to the group to discuss.
2 During discussion, each group member
is given an opportunity to express their
opinions.
3 All group members work together
during the activity.
4 All group members play an active role.
5 While working in group, I listen to
various opinions.
6 While working in group, I ask
questions.
7 While working in group, I coordinate
the group.
 Score total
Score = Maximum score x 100 = final score

Knowing:

Surabaya, 18 September 2019

Headmaster Teacher

…………………………… …………………………
NIP………………………. NIP…………………….
Attachment 3.

SELF ASSESSMENT SHEET

SPIRITUAL ATTITUDE

Name of Students: ………………….

Class: ………………….
Main Material: Factors Affecting Reaction Rate (temperature)
Guidance :
Make an assessment of yourself in terms of accuracy that you do during this
experiment

NO. OBSERVATION ASPECT SCORE

1 2 3 4
1 Pray before and after doing
something.
2 Give thanks for God's gift.
3 Give greetings before and after
giving an opinion / presentation.
4 Expressing admiration verbally
and in writing towards God when
he saw the greatness of God.
5 Expressing admiration verbally
and in writing towards God when
he saw the greatness of God.
Total Score
Information :
4 = always, if always doing as stated.
3 = often, if often do according to the statement and sometimes do not.
2 = sometimes, if sometimes doing and often not doing.
1 = never, if never done.

Scoring Guidelines:
Score total
Maximum score
Score = x 100 = final score

Knowing:

Surabaya, 18 September 2019

Headmaster Teacher

…………………………… …………………………
NIP………………………. NIP…………………….
skor yang diperoleh
5

Attachment 4
SKILL OBSERVATION SHEET

Name of Students: ………………….

Class: ………………….
Main Material: Factors Affecting Reaction Rate (temperature)

Student Score
No Indicator
1 2 3
1 Preparing tools and materials
2 Do the experiment
3 Describing observation result.
4 Analyze the experiment result
5 Presentation
TOTAL SCORE

SKILL ASSESMENT RUBRIC

No. Indicator Rubric Score

1. Preparing the Preparing all the tools and materials which needed in
3
tools and this experiment
Preparing some of the tools and materials min. 3 for
materials 2
each
Prepare tools and materials less than 3 for each 1
2. Do the experiment Do the experiment with a right procedure. 3
Do the experiment with the inappropriate procedure
2
(min. 4 step right)
Do the experiment less than 4 step right 1
3. Describing the Write the correct and complete experiment data 3
experiment result
Write the right experiment data but doesn’t complete 2
 No. Indicator Rubric Score

Write the wrong experiment data and doesn’t complete 1

4. Analyze the Student can analyze the experiment data appropriately 3

Student can analyze the experiment data but it doesn’t
experiment 2
appropriate.
Student write the wrong analysis about experiment
1
data
5. Presentation Student can do the presentation about their experiment
3
result, greatly, understandable, and clear
Student can do the presentation about their experiment
2
result, greatly, understandable, but it doesn’t clear
Student can’t do the presentation about their
1
experiment result greatly

Total Score
Score= Maximum Score x 100 = Final score

Very Good: if you get a score: 100-80 Enough: if you get a score: 69–60
Good: if you get a score: 79-70 Less: if you get a score: <60

Knowing:

Surabaya, 18 September 2019

Headmaster Teacher

…………………………… …………………………
NIP………………………. NIP…………………….