SAINT JOHN’S SCHOOL

SENIOR HIGH SCHOOL

SYLABUS, ACADEMIC YEAR 2018 - 2019

Subject : Chemistry
Grade Level : XI
Name of Faculty : Senior High School

Main Competencies
KI 1: Appreciating and practicing of student’s religion
KI 2: Appreciating and practicing honest behavior, discipline, responsibility, caring (mutual assistance, cooperation, tolerance, peace), polite, responsive and
pro-active attitude and demonstrated as part of the solution to various problems in interacting effectively with the social and natural environment as well
as in position ourselves as a reflection of the nation in the association world.
KI 3: Understanding, applying, analyzing factual knowledge, conceptual, procedural based sense about science, technology, arts, culture, and humanities with
an insight into humanity, national, state, and civilization - related causes of phenomena and events, as well as applying procedural knowledge in the field
of study accordance with the specific talents and interests to solve the problem.
KI 4: Processing, reasoning, and presenting in the realm of the concrete and abstract domains associated with the development of the self- learned at school,
and were able to use the method according to the rules of science.

No. Of
Basic Competencies Instructional Objective Instructional Activities Assessment Resources
Periods
1.3 Recognizing the regularity hydrocarbon, Students will be able to: Observing Assignment 4 weeks  Chemistry
thermochemical, reaction rate, chemical 1. Identify the carbon  Reviewing from various  Make 16 HL Textbook Grade
equilibrium, solution and colloid as compound sources about presentation 11, Esis
manifestation of the greatness of Almighty God 2. Understand the hydrocarbon compounds material  Chemistry
Textbook Grade
and the knowledge of the regularity is as a result characteristic of  Observing demonstration about
11, Erlangga
of human creative thinking that truth is carbon atom of carbon combustion petroleum,
 Worksheet
tentative. 3. Explain the compounds (eg heating alternative
 Handout
2.3 Thankful for Indonesia's natural wealth in the classification of sugar). fuels other
form of petroleum, coal and natural gas and hydrocarbon than
various other mining materials as the grace of 4. Distinguish the Questioning petroleum
God and can be used for the prosperity of the alkane, alkene, and  Asking why hydrocarbons and natural
people of Indonesia. alkyne are so numerous in gas in group
2.1 Showing scientific behavior (curious, disciplined, 5. Mention the function nature? work and
honest, objective, open, able to distinguish fact hydrocarbon  How to group present it.
and opinion, tenacious, conscientious, compound hydrocarbon compounds?
 No. Of
Basic Competencies Instructional Objective Instructional Activities Assessment Resources
Periods
responsible, critical, creative, innovative, 6. Explain the formation  How to name a Observation
democratic, communicative) in designing and process of petroleum hydrocarbon compound?  Observing
conducting experiments and discussions are and petroleum  Asking question of what scientific
embodied in attitude everyday. processing compounds are produced attitudes in
2.2 Showing cooperative behavior, courteous, 7. Mention the function in the combustion conducting
tolerant, peaceful and caring for the of petroleum reaction of carbon experiments
environment and cost effective in utilizing compounds? and
natural resources.  From what elements are presentations
2.3 Showing responsive and proactive behavior as a they composed? with
manifestation of problem-solving and decision-  How is it react? observation
making abilities sheets
3.1 Analyzing the structure and properties of Collecting data
hydrocarbon compounds based on  Analyzing the compounds Portfolio
comprehension to the uniqueness of carbon that occur in combustion  Report of the
atoms and the classification of their of carbon compounds identification
compounds. based on observations results of C, H
3.2 Understanding the formation process and  Determining the and O atoms
techniques of separation of petroleum fractions uniqueness of carbon in the sample
and their usefulness. atoms  Summary
3.3 Evaluating the impact of combustion of  Analyzing the type of C result
hydrocarbon compounds to the environment atom based on the
and health and how to overcome them. number of C atoms bound Multiple Choice
4.1 Processing and analyzing the structure and to the chain of carbon or Essay
properties of hydrocarbon compounds based on atoms (primary, Written Test
comprehension to the uniqueness of carbon secondary, tertiary, and analyzing:
atoms and the classification of their quarternary C atoms)  The
compounds.  Determining the general peculiarity of
4.2 Present an understanding of formation process formula of alkanes, carbon
and techniques of separation of petroleum alkenes and alkynes based atoms.
fractions and their usefulness. on structural formula  Primary,
4.3 Present the results of evaluation of impact of analysis secondary,
hydrocarbon combustion on the environment  Discussing IUPAC rules for tertiary, and
and health and efforts to overcome them. naming alkanes, alkenes quaternary
and alkynes Atom C.
 No. Of
Basic Competencies Instructional Objective Instructional Activities Assessment Resources
Periods
 Discussing the definition  Structure of
of isomers (strucutral, alkane,
positions, functions, alkene and
geometry isomers) alkyne as
 Predicting isomers of well as the
hydrocarbon compounds nomenclatur
 Analyzing the reaction of e according
hydrocarbon compounds to IUPAC
 Isomer
Associating  The physical
 Connecting the structure properties of
of alkanes, alkenes and alkanes,
alkalynes with their alkenes and
physical properties alkynes
 Practice making carbon  Understandi
compound isomers ng the
 Practice writing the reaction of
reaction of carbon carbon
compound compounds
 Evaluating
Communicating the impacts
 Delivering the results of of petroleum
discussion or summary of and natural
the lesson with oral or gas
written, using the correct combustion.
grammar.

Observing
 Searching information by
reading or listening about
petroleum and natural gas
formation processes,
major components of
petroleum composition,
 No. Of
Basic Competencies Instructional Objective Instructional Activities Assessment Resources
Periods
petroleum fraction,
gasoline quality, impact of
hydrocarbon combustion
to the environment and
health and efforts to
overcome them

Asking
 Asking questions relating
to how petroleum and
natural gas formed, how
to separate it (petroleum
fraction), how to improve
the quality of gasoline,
what is the impact of
hydrocarbon combustion
to the environment, health
and efforts to overcome it
and look for alternative
fuels other than petroleum
and natural gas

Collecting Data
 Collect information about
the impact of hydrocarbon
combustion to the
environment, health and
efforts to overcome it and
look for alternative fuels
other than petroleum and
natural gas.

Associating
 Explaining the fractional

Basic Competencies
1.1 Recognizing the regularity hydrocarbon,
No. Of
Instructional Objective Instructional Activities Assessment Resources
Periods
distillation process in the
fractional distillation
fraction chart to explain
the basic and technique of
separation of petroleum
fractions
 Distinguish the quality of
gasoline based on octane
numbers.
 Discussing the impact of
hydrocarbon combustion
to the environment and
health and how to
overcome them
 Discussing alternative fuels
other than petroleum and
natural gas
Communicating
 Presenting the group's
work about the process of
forming petroleum and
natural gas, the main
components of petroleum
composition, petroleum
fraction, gasoline quality,
the impact of hydrocarbon
combustion to the
environment, health and
efforts to overcome it and
looking for alternative
fuels other than petroleum
and gas nature.
Students will be able to: Observing Assignment 4 weeks  Chemistry
 No. Of
Basic Competencies Instructional Objective Instructional Activities Assessment Resources
Periods
thermochemical, reaction rate, chemical 1. Explain enthalpy  Searching information by  Designing 16 L Textbook
equilibrium, solution and colloid as change in chemical reading, listening and exothermic Grade 11, Esis
manifestation of the greatness of Almighty God reactions observing system and and  Chemistry
and the knowledge of the regularity is as a 2. Explain endothermic environment, temperature endothermic Textbook
result of human creative thinking that truth is and exothermic changes, heat produced on reaction Grade 11,
tentative. reactions as well as fuel combustion, and experiment Erlangga
1.2 Thankful for Indonesia's natural wealth in the their enthalpy incomplete combustion and relate  Worksheet
form of petroleum, coal and natural gas and diagram effects of various fuels them to  Handout
various other mining materials as the grace of 3. Write down the everyday life
God and can be used for the prosperity of the thermochemical Questioning  Designing an
people of Indonesia. equation for a  Asking questions relating experiment of
1.3 Showing scientific behavior (curious, disciplined, reaction to exothermic and determinatio
honest, objective, open, able to distinguish fact 4. Distinguish different endothermic reactions in n of the
and opinion, tenacious, conscientious, types of enthalpy everyday life, how to enthalpy
responsible, critical, creative, innovative, changes determine enthalpy changes with
democratic, communicative) in designing and 5. Calculate enthalpy changes of a reaction the
conducting experiments and discussions are change for reaction calorimeter
embodied in attitude everyday. using: calorimeter, Collecting data and relate
2.3 Showing cooperative, courteous, tolerant, Hess’s Law, and bond  Discussing definition of them to
peace-loving and caring about the environment energy system and environmental everyday life
and cost-effective in utilizing natural resources. 6. Explain heat of  Discussing types of  Designing fuel
3.3 Showing responsive and proactive as well as combustion fuel enthalpy changes combustion
wise behavior as a form of problem-solving  Designing and presenting calor
ability and decision making experimental design experiments
3.4 Distingushing exothermic reactions and - Exothermic and
endothermic reactions based on experimental endothermic reaction Observation
results and energy level diagrams - Determination entalpy  Scientific
3.7 Determine H reaction based on Hess law, changes with attitudes in
standard enthalpy changes data, and bond calorimeter doing
energy data - Determination of fuel experiment
4.4 Designing, performing, summarizing and combustion calor and
presenting experimental results of exothermic  Conducting exothermic presentation,
reactions and endothermic reactions and endothermic for example:
4.5 Designing, performing, and concluding as well reactions; determination find volume
 No. Of
Basic Competencies Instructional Objective Instructional Activities Assessment Resources
Periods
as presenting the experimental results of of enthalpy changes with and
determination of H reaction. calorimeter and fuel temperature
combustion calor scale, how to
 Observing and record the use pipettes,
experiment result how to weigh,
activeness,
cooperation,
Associating
communicativ
 Analyzing data to make
e, and caring
cycle diagram and level
environment,
diagram.
etc.)
 Processing data to
determine the value of
Portfolio
change of enthalpy (Black
 Experimental
principle)
result
 Comparing complete
combustion with
Multiple choice
incomplete combustion
or Essay written
enthalpy changes through
test
calculations
 Understandin
 Connecting the enthalpy
g the
changes of reaction with
exothermic
bond energy
and
 Calculating enthalpy
endothermic
changes based on Hess's
reaction
law and bond energy
 Making cycle
diagram and
Communicating level diagram
 Making an experimental based on data
report  Determining
 Presenting the experiment the enthalphy
result correctly. changes of
reaction ( H)
1.1 Recognizing the regularity hydrocarbon, Students will be able to: Observing Observation 3 weeks  Chemistry
 No. Of
Basic Competencies Instructional Objective Instructional Activities Assessment Resources
Periods
thermochemical, reaction rate, chemical 1. Define the rate of  Searching information by  Scientific 12 HL Textbook
equilibrium, solution and colloid as reaction reading, listening, and attitude in Grade 11, Esis
manifestation of the greatness of Almighty God 2. Define the rate law observing a very fast conducting  Chemistry
and the knowledge of the regularity is as a for a reaction reaction and a very slow experiments Textbook
result of human creative thinking that truth is 3. Determine the rate reaction, eg firecrackers and Grade 11,
tentative. equation for a and corrosion presentations Erlangga
2.1 Showing scientific behavior (curious, disciplined, reaction , for example:  Cambridge
honest, objective, open, able to distinguish fact 4. Determine the factors Asking find volume IGCSE
and opinion, tenacious, conscientious, that affect the rate of  Asking questions related and Chemistry
responsible, critical, creative, innovative, reaction to the observation of why temperature  Handout
democratic, communicative) in designing and 5. Explain the collision there is a slow reaction scale, how to  Worksheet
conducting experiments and discussions are theory and a rapid reaction use pipette,
embodied in attitude everyday. 6. Aplly the collision how to weigh,
2.2 Showing cooperative, courteous, tolerant, theory to explain Collecting data activeness,
peace-loving and caring about the environment factors that affect the  Discussing the definition of cooperation,
and cost-effective in utilizing natural resources. rate of reaction rate of reac tion communicativ
2.3 Showing responsive and proactive as well as  Discussing factors affecting e,
wise behavior as a form of problem-solving reaction rate responsibility,
ability and decision making  Designing and presenting and caring
3.6 Understanding collision theory to explain design results of factors environment,
chemical reactions affecting reaction rate etc.)
3.7 Analyzing the factors that influence the rate of (size, concentration,
reaction and determine the order of the temperature and catalyst) Portfolio
reaction based on experimental data to equate perceptions  Experiment
4.6 Presenting the comprehension about collision  Conducting experiment report
theory to explain chemical reactions. about factors affecting
4.7 Designing, performing, and concluding as well reaction rate. Multiple Choice
as presenting experimental results of factors  Observing and recording or Essay written
that affect reaction rate and reaction order. data of experiment result test
 Analyzing the
Associating experimental
 Processing data to create a data of
graph of reaction rate factors
 Processing and analyzing affecting the
 No. Of
Basic Competencies Instructional Objective Instructional Activities Assessment Resources
Periods
experimental data of reaction rate
factors affecting reaction  Making graph
rate. of reaction
 Processing and analyzing rate based on
experimental data to data
determine the order of  Analyzing
reactions and reaction rate experimental
equations data to
 Connecting the catalyst determine
factor to the effect of the the order of
catalyst present in the reactions and
industry reaction rate
equations
Communicating
 Making an experimental
report using the correct
language.
 Presenting the
experimental results using
the correct language.

1.1 Recognizing the regularity hydrocarbon, Students will be able to; Observing Assignment 2 weeks  Chemistry
thermochemical, reaction rate, chemical 1. Explain dynmic  Observing by reading,  Designing 8 HL Textbook Grade
equilibrium, solution and colloid as equilibrium in listening and seeing from experiment 11, Esis
manifestation of the greatness of Almighty God chemical reaction various sources about about factors  Chemistry
and the knowledge of the regularity is as a 2. Write down the Textbook Grade
chemical equilibrium, an that shift the
11, Erlangga
result of human creative thinking that truth is equilibrium constant example of a direction of
 Cambridge
tentative. expression for a demonstration of sulfuric equilibrium IGCSE
2.1 Showing scientific behavior (curious, disciplined, reaction lead reacted with Chemistry
honest, objective, open, able to distinguish fact 3. Distinguish between potassium iodide formed Observation  Worksheet
and opinion, tenacious, conscientious, homogeneous and yellow precipitate, after  Scientific  handout
responsible, critical, creative, innovative, heterogeneous addition of sodium sulfate attitudes in
democratic, communicative) in designing and equilibria reformed to white conducting
conducting experiments and discussions are 4. Explain the precipitate. experiments
 No. Of
Basic Competencies Instructional Objective Instructional Activities Assessment Resources
Periods
embodied in attitude everyday. significance of the and
2.2 Showing cooperative, courteous, tolerant, equilibrium constant Asking presentations
peace-loving and caring about the environment of a reaction  Asking why there is a back , for example:
and cost-effective in utilizing natural resources. 5. Explain the factors reaction (dynamic find volume
2.3 Showing responsive and proactive behavior as that effect the equilibrium reaction), and and
well as wisdom as a form of problem-solving equilibrium using the what factors influence the temperature
ability and decision making Le Chatelier’s equilibrium shift? scale, how to
3.8 Analyzing factors that affect the shift direction principle use pipettes,
of equilibrium applied in the industry 6. Provide examples of Collecting data how to weigh,
3.9 Determining quantitative relationship between the use of the  Discussing reactions that activeness,
reactants and product of an equilibrium equilibrium principle occur based on the results cooperation,
reaction in optimizing of the demonstration communicativ
4.8 Designing, performing, and concluding as well processes in  Discussing the occurrence e, and caring
as presenting experimental results of factors industries of equilibrium reactions environment,
that affect the shift direction of equilibrium 7. Work on quantitative and their types etc.)
4.9 Solving problem related to the quantitative calculations in  Writing equations of
relationship between reactants and product of chemical equilibrium reactions in equilibrium Portfolio
an equilibrium reaction  Designing experiments of  Experiment
factors that shift the report
direction of equilibrium
and present it to equalize Multiple choice
perception or Essay written
 Conducting experiments of test
factors that shift the  analyzing
direction of equilibrium data of
(concentration, volume, factors that
pressure and temperature) shift the
 Observing and recording direction of
experiment data equilibrium
 Determining
Associating the
 Processing and analyzing composition
data of factors that shift of substance
the direction of in equilibrium
 No. Of
Basic Competencies Instructional Objective Instructional Activities Assessment Resources
Periods
equilibrium state,
 Applying factors that shift dissociation
the direction of degree (α),
equilibrium to get optimal equilibrium
results in the industry constant (Kc
 Discussing information to and Kp) and
determine the Kc
composition of substances relationship
in equilibrium, dissociation with Kp
degree (α), equilibrium
constant (Kc and Kp) and
Kc relationship with Kp

Communicating
 Making experimental
reports and present them
using the correct language.

1.1 Recognizing the regularity hydrocarbon, Students will be able to: Observing Assignment 5 weeks  Chemistry
thermochemical, reaction rate, chemical 1. Define acids and  Searching information by  Designing 20 HL Textbook Grade
equilibrium, solution and colloid as bases according to reading, listening, and experiment of 11, Esis
manifestation of the greatness of Almighty God the Arrhenius, observing as well as natural  Chemistry
and the knowledge of the regularity is as a Bronsted Lowry, and Textbook Grade
concluding experimental indicators and
11, Erlangga
result of human creative thinking that truth is Lewis Theory data to understand acid chemical
 Cambridge
tentative 2. Distinguish types of and base theory, natural indicators IGCSE
2.1 Showing scientific behavior (curious, disciplined, acids and bases indicator and chemical  Designing Chemistry
honest, objective, open, able to distinguish fact 3. Explain the properties indicator, pH (weak acid / acid and base  Worksheet
and opinion, tenacious, conscientious, of acids and bases base, strong acid / base) strength  Handout
responsible, critical, creative, innovative, 4. Explain the strengths  Searching information experiment
democratic, communicative) in designing and of acids and bases from various sources about  Designing
conducting experiments and discussions are based on the acid-base titration acid base
embodied in attitude everyday. ionization constants titration
2.2 Showing cooperative, courteous, tolerant, 5. Explain the pH experiment
peace-loving and caring about the environment concept Asking  Making
 No. Of
Basic Competencies Instructional Objective Instructional Activities Assessment Resources
Periods
and cost-effective in utilizing natural resources 6. Determine the pH of  Asking questions related to curve/graph
2.3 Showing responsive and proactive behavior as a solution whether the materials of titration
well as wisdom as a form of problem-solving 7. Understand the around us can serve as
ability and decision making. working principle of indicators Observation
3.10 Analyzing the properties of solution based on pH indicators  What is the difference of  Scientific
the concept of acid base or solution pH. 8. Provide examples of weak acid with strong acid attitudes in
3.11 Determining the concentration of acid or base the role of pH in daily and weak base with strong conducting
based on acid-base titration data. life base experiment
4.10 Giving ideas about the use of appropriate 9. Explain the  Asking question relating to and
indicators to determine the acidity of neutralization what is the function of presentation,
acid/base or acid base titration. reaction of acid and indicator in acid-base for example:
4.11 Designing, performing, and concluding as well base in aqueous titration, What is the how to find
as presenting the results of acid-base titration solution proper indicator for the volume and
experiments. 10. Understand and acid-base titration point, temperature
determine the when is the titration scale, how to
stoichiometry declared complete? use pipettes,
solution through  How to test the true how to weigh,
acid base titration concentration of a activeness,
11. Analyze the graph of product, such as 25% cooperation,
acid and base kitchen vinegar. communicativ
titration result e, and caring
12. Be able to describe Collceting data environment,
the preparation of  Analyzing acid-base theory etc.)
soluble and based on Arrhenius,  Observing
insoluble salt Bronsted Lowry and Lewis scientific
concepts attitudes in
 Discussing natural doing
materials that can be used experiment
as indicators and
 Designing and presenting presentation,
experimental design of for example:
natural indicators and stringing
chemical indicators to titration
equate perceptions tools, how to
 No. Of
Basic Competencies Instructional Objective Instructional Activities Assessment Resources
Periods
 Conducting experiment see the
about natural indicators volume scale,
and chemical indicators. how to fill the
 Discussing the weak acid / burette, how
base difference with strong to use the
acid / base pipette, how
 Designing and presenting to weigh,
experimental design about activeness,
how to differentiate weak cooperation,
acid / base with strong communicativ
acid / base which is the e, and caring
concentration equal to environment,
universal indicator or pH etc.)
meter to equate
perception Portfolio
 Conducting an experiment  Experimental
to distinguish weak acid / report
base with strong acid /  Titration
base which is the curve
concentration equal to
universal indicator or pH Multiple choice
meter and Essay
 Observing and recording written test
experimental results  Comprehensi
 Designing experiment and on about
presenting the result of concept of
acid-base titration design acid-base
to equate perception  Calculate the
 Predicting indicator that pH of a weak
can be used for acid-base acid / basic
titration solution and
 Conducting experiment strong acid /
about acid base titration. base solution
 Conducting experment  Analyzing the
 No. Of
Basic Competencies Instructional Objective Instructional Activities Assessment Resources
Periods
about preparing salt strength of
 Observing and recording acid base that
data of titration result related to the
degree of
Associating ionization (α)
 Concluding the concept of or ionization
acid base constant (Ka)
 Processing and concluding  Determining
data of natural materials concentration
that can be used as of titrant and
indicators. titrand
 Analyzing indicators that  Analyzing the
can be used to titration curve
differentiate acid and base and
or acid base titration determining
 Predicting the pH of the
solution using some equivalence
indicators. point through
 Concluding the weak acid / the end point
base difference with strong of the
acid / base titration
 Calculate the pH of a weak
acid / basic solution and
strong acid / base solution
 Connceting weak acid /
base with strong acid /
base to obtain the degree
of ionization (α) or
ionization constant (Ka)
 Processing data of
experiment result
 Determining concentration
of titrant and titrand
 Determining the purity of a
 No. Of
Basic Competencies Instructional Objective Instructional Activities Assessment Resources
Periods
substance
 Analyzing the titration
curve and determining the
equivalence point through
the end point of titration

Communicating
 Making experimental
report and present them
using the correct language.
 Communicating natural
materials that can be used
as acid base indicators
 Making an acid-base
titration report and
present it using the correct
language
 Communicating that to
determine the purity of a
substance can be done by
acid-base titration.

1.1 Recognizing the regularity hydrocarbon, Studens will be able to: Observing Assignment 3 weeks  Chemistry
thermochemical, reaction rate, chemical 1. Explain the concept  Searching information  Designing salt 12 HL Textbook Grade
equilibrium, solution and colloid as of salt hydrolysis from various sources hydrolysis 11, Esis
manifestation of the greatness of Almighty God 2. Identify salts that can about salt hydrolysis experiment  Chemistry
Textbook Grade
and the knowledge of the regularity is as a undergo hydrolysis  Identify salt pH by using
11, Erlangga
result of human creative thinking that truth is based on the types of litmus paper or universal Observation
 Worksheet
tentative. of the cation and indicator or pH meter  Scientific
 Handout
2.1 Showing scientific behavior (curious, disciplined, anion components attitudes
honest, objective, open, able to distinguish fact 3. Calculate the Asking when doing
and opinion, tenacious, conscientious, hysrolysis constant  Asking question relating to experiment
responsible, critical, creative, innovative, 4. Determine the pH of the properties of salt and
democratic, communicative) in designing and salt solutions which derived from: presentation,
 No. Of
Basic Competencies Instructional Objective Instructional Activities Assessment Resources
Periods
conducting experiments and discussions are 5. Provide examples of - Weak acid and strong for example:
embodied in attitude everyday. salt hydrolysis in daily base, how to use
2.2 Showing cooperative, courteous, tolerant, life - Strong acid and weak litmus paper,
peace-loving and caring about the environment base, universal
and cost-effective in utilizing natural resources. - Weak acid and strong indicator or
base, pH meter; see
2.3 Showing responsive and proactive behavior as
- Weak acid and weak the scale of
well as wisdom as a form of problem-solving
base volume and
ability and decision making.
temperature,
3.12 Analyzing the salts that undergoing hydrolysis.
Collecting data how to use
4.12 Designing, performing, and concluding as well
as presenting experimental results to  Designing experiment and pipettes, how
presenting the result of a to weigh,
determine the type of salt that undergo
salt pH identification activeness,
hydrolysis
design to equate cooperation,
perceptions communicativ
 Conducting experiment of e, and caring
salt identification environment,
 Observing and recording etc.)
titration result
Portfolio
Associating  Experimental
 Processing and analyzing report
observed data
 Concluding the properties Multiple Choice
of hydrolyzed salt and Essay
 Analyzing salt chemical written test
formulas and predict their  Analyzing the
properties graph of
 Determining the graph of relationship
relationship of pH value of pH value
changes to acid-base changes to
titrations to explain the acid-base
properties of hydrolyzed titrations to
salt explain the
 No. Of
Basic Competencies Instructional Objective Instructional Activities Assessment Resources
Periods
 Determining the hydrolysis properties of
constant (Kh) and the pH the
of the hydrolyzed salt hydrolyzed
solution by calculation salt
 Determining
Communicating the hydrolysis
 Making salt identification constant (Kh)
experiment report and and the pH of
present it using the the
correct language hydrolyzed
salt solution
by calculation

1.1 Recognizing the regularity hydrocarbon, Students will be able to: Observing Assignment 3 weeks  Chemistry
thermochemical, reaction rate, chemical 1. Define a buffer  Searching information  Designing 12 HL Textbook Grade
equilibrium, solution and colloid as solution and its from various sources about buffer 11, Esis
manifestation of the greatness of Almighty God components buffer solution, the solution  Chemistry
and the knowledge of the regularity is as a 2. Calculate the pH of a Textbook Grade
properties and pH of buffer experiment
11, Erlangga
result of human creative thinking that truth is system that contains solutions and the role of
 Worksheet
tentative. a buffer solution buffer solutions in living Observation
 Handout
2.1 Showing scientific behavior (curious, disciplined, using the Henderson- organisms  Scientific
honest, objective, open, able to distinguish fact Hasselbalch equation  Searching information attitudes in
and opinion, tenacious, conscientious, 3. Explain how buffer about blood related to its doing
responsible, critical, creative, innovative, solutions work upon ability to maintain pH to experiment
democratic, communicative) in designing and the addition of a acid or base addition and and
conducting experiments and discussions are small amount of acid dilution presentation,
embodied in attitude everyday. or base, and dilution. for example:
2.2 Showing cooperative, courteous, tolerant, Calculate pH change Asking how to use
peace-loving and caring about the environment in the system  Asking question how litmus paper,
and cost-effective in utilizing natural resources. 4. Explain the capacity buffer solution formed. universal
2.3 Showing responsive and proactive behavior as of a buffer solution  Why the pH of buffer indicator or
well as wisdom as a form of problem-solving and factors solution is relatively pH meter; see
ability and decision making. determining it unchanged with the the scale of
3.13 Analyzing the role of buffer solutions in the 5. Prepare a buffer addition of a bit of acid or volume and
 No. Of
Basic Competencies Instructional Objective Instructional Activities Assessment Resources
Periods
body of living things solution base temperature,
4.13 Designing, conducting, and concluding as well 6. Provide examples of  What is the function of how to use
as presenting experiment result to determine buffer solutions in buffer solution in living pipettes, how
the properties buffer solution daily life organism? to weigh,
activeness,
Collecting data cooperation,
 Analyzing the formation of communicativ
buffer solution e, and caring
 Analyzing the properties of environment,
buffer solution etc.)
 Designing an experiment
to find if it is buffer Portfolio
solutions or non-buffer  Experiment
solutions using a universal eport
indicator or pH meter and
to present the design Multiple Choice
results equate perceptions and Essay
writen test
 Designing an experiment
 Analyzing
to determine the
data to
properties of the buffer
conclude
solution or non-buffer
which one is
solution with the addition
buffer
of a bit of acid or base or
solutions
when diluted and present
 Calculating
the design result to
the pH of
equalize the perception
buffer
 Conducting experiment solution
 Observing and recording  Analyzing the
observed data graph of
relationship
Associating of pH value
 Processing and analyzing changes to
data to conclude which acid-base
one is buffer solutions
 No. Of
Basic Competencies Instructional Objective Instructional Activities Assessment Resources
Periods
 Determining the pH of titration to
buffer solution through explain the
calculation properties of
 Determining the graph of the buffer
relationship of pH value solution
changes to acid-base
titration to explain the
properties of buffer
solution

Communicating
 Making salt identification
experiment report and
present it using the correct
language
 Communicating the
properties of buffer
solution and the benefits
of buffer solutions in the
body of living things.

1.1 Recognizing the regularity hydrocarbon, Students will be able to: Observing Assignment 3 weeks  Chemistry
thermochemical, reaction rate, chemical 1. Write down the  Searcing information from  Designing 12 HL Textbook Grade
equilibrium, solution and colloid as expression for the various sources by reading, experiment of 11, Esis
manifestation of the greatness of Almighty God solubility product listening and observing precipitation  Chemistry
and the knowledge of the regularity is as a constant Textbook Grade
solubility and solubility reaction
11, Erlangga
result of human creative thinking that truth is 2. Work out the products and predicting
 Worksheet
tentative. solubility of a the formation of Observation
 Handout
2.1 Showing scientific behavior (curious, disciplined, substance precipitation and the  Scientific
honest, objective, open, able to distinguish fact 3. Predict the effect of adding common attitudes in
and opinion, tenacious, conscientious, precipitate formed ions doing
responsible, critical, creative, innovative, through calculation experiment
democratic, communicative) in designing and 4. Explain the effects Asking and
conducting experiments and discussions are of a common ion  Asking question related to presentation,
 No. Of
Basic Competencies Instructional Objective Instructional Activities Assessment Resources
Periods
embodied in attitude everyday. and pH on solubility solubility and solubility for example:
2.2 Showing cooperative, courteous, tolerant, product find volume
peace-loving and caring about the environment  Why chalk (CaCO3) difficult and
and cost-effective in utilizing natural resources. to dissolve in water? temperature
2.3 Showing responsive and proactive behavior as scale, how to
well as wisdom as a form of problem-solving Collecting data use pipettes,
ability and decision making.  Discussing thereaction of how to weigh,
3.14 Predicting the formation of precipitation from solubility equilibrium activeness,
a reaction based on solubility and solubility  Discussing the formula of cooperation,
product (Ksp). equilibrium constant (Ksp) communicativ
4.14 Processing and analyzing experimental data to  Designing solubility of a e,
predict the formation of precipitation substance experiment and responsibility,
presenting the design and caring
result to equate environment,
perception etc.)
 Conducting solubility
experiments of a  Portfolio
substance Experiment
 Observing and recording report
data observed

Associating Multiple Choice

 Discussing about the and Essay
relationship between written test
solubility and solubility  Calculating
product the solubility
 Discussing about the effect and solubility
of common ion addition in product
solubility.  Predicting the
 Predicting solubility of a solubility of a
substance substance
 Calculating the solubility
and solubility product
 Processing data
 No. Of
Basic Competencies Instructional Objective Instructional Activities Assessment Resources
Periods
experiment result data

Communicating
 Making experimental
report and present them
using the correct
language.

1.1 Recognizing the regularity hydrocarbon, Students will be able to: Observing Assignment 1 weeks  Chemistry
thermochemical, reaction rate, chemical 1. Explain the process of  Searching information  Making 4 HL Textbook
equilibrium, solution and colloid as making colloidal from various sources by concept map Grade 11, Esis
manifestation of the greatness of Almighty God 2. Identify and classify reading, listening and of colloidal  Chemistry
and the knowledge of the regularity is as a properties of colloid observing colloidal system, Textbook
result of human creative thinking that truth is 3. Describe the role of systems, colloidal colloidal Grade 11,
tentative. colloid in other properties, colloid properties, Erlangga
2.1 Showing scientific behavior (curious, disciplined, industries preparation and colloidal colloid  Worksheet
honest, objective, open, able to distinguish fact roles in everyday life preparation  Handout
and opinion, tenacious, conscientious,  Searching examples of and colloidal
responsible, critical, creative, innovative, colloids present in roles in
democratic, communicative) in designing and everyday life. everyday life
conducting experiments and discussions are and present
embodied in attitude everyday. Asking them
2.2 Showing cooperative, courteous, tolerant,  Asking question relating to  Designing
peace-loving and caring about the environment the differences of experiment of
and cost-effective in utilizing natural resources. solutions, colloids and colloid
2.3 Showing responsive and proactive behavior as suspensions, colloidal preparation
well as wisdom as a form of problem-solving systems present in life
ability and decision making. (cosmetics, Observation
3.15 Analyzing the role of colloids in daily life pharmaceuticals,  Scientific
based on its properties foodstuffs and so on) attitudes in
4.15 Giving ideas to modify colloid-making based  Why are dishes soiled by conducting
on the experience of making several colloidal oil should be washed with experiment
types soap? and
presentation,
 No. Of
Basic Competencies Instructional Objective Instructional Activities Assessment Resources
Periods
Collecting data for example:
 Discussing reading results find volume /
about colloidal systems, temperature
colloidal properties, colloid scale, how to
preparation and colloidal use flashlight
roles in daily life (Tyndall
 Designing experiments on effect), how
colloid preparation and to use
presenting the results of pipettes,
design to equate weighing,
perceptions activeness,
 Conducting experiment of cooperation,
how to make colloid communicativ
 Observing and recording e,
data observed responsibility,
 Discussing materials / and caring
substances in the form of environment,
colloids in the etc.)
pharmaceutical, cosmetic,
foodstuff, and others Portfolio
 Experimental
Associating report
 Analyzing and concluding
the experiment data Multiple Choice
 Connecting the colloidal and Essay
system with colloidal written test
properties  Comprehensi
 Discussing about liophobe on of colloidal
and hydrophobe colloid systems,
colloidal
Communicating properties,
 Presenting summary and colloidal
results about colloidal preparation
systems, colloidal

Basic Competencies
No. Of
Instructional Objective Instructional Activities Assessment Resources
Periods
properties, colloid
preparation and colloidal
roles in daily life
 Making experimental
reports and present them
using the correct language
 Communicating the role of
colloids in the
pharmaceutical, cosmetic,
foodstuff, and others
industries.

Acknowledged:

Principal Academic Vice Principal Subject Teacher

Herdina Tambunan, M.Pd Hesti M. N Yolanda Bangun