Lesson Plan Colloid System

LESSON PLAN

CHEMISTRY MATERIAL

COLLOID SYSTEM

1. SPECIFICATION OF THE SUBJECT LEARNT

Learning Subject : Chemistry

Topic Learnt : Colloidal Systems

Grade/Semester : XI/ 2

Target Group : Underlied by SETS vision and approach

Time Allocation : 3 week x 4 hour lesson (on syllabus)

Meeting sequence : 3 meeting

2. ACHIEVED COMPETENCY AND THE INDICATORS

Core Competencies :

CC 1 : Appreciate and practice rules of their religion.

CC 2 : Appreciate and practice behavior such as honest, discipline,

responsibility, caring (mutual assistance, cooperation, tolerance, peace), polite,

responsive and pro-active and displayed as part of the solution to various

problems in interacting effectively with the social and natural environment and in

placing ourselves as a reflection of the nation in the association world.

CC 3 : Understanding, applying, analyzing factual knowledge, conceptual, procedural

based on curious 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

specific studies according to their talents and interests to solve the problem.

CC 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

Basic Competency of CC 3:

3.15 Analyzing the role of colloids in life by properties through visionary in the

SETS context.

Indicators :

Classifying types of colloids by the dispersed phase and the dispersing phase

Describe the properties of colloids (Tyndall effect, Brownian motion,

dialysis, electrophoresis, emulsions, coagulation)

Explaining colloidal liofob and liofil

Basic Competency of CC 4:

4.15 Applying the idea / ideas to modify colloid manufacture experience makes several

types of colloids.

Indicators:

Knowing how to make a simple colloidal substance .

Analyze the properties of colloidal systems made.

Designing experiments Tyndall effect in colloidal systems and to distinguish

the true solution.

Conducting experiments Tyndall effect in colloidal systems and to distinguish

the true solution to some of the ingredients that are nearby

Observe and record the experimental data Tyndall effect in distinguishing

true colloidal systems and solutions to some of the ingredients that are

nearby

Analyze experimental data distinguishing properties of colloidal systems with

a solution

Summing properties of the solution by distinguishing properties of colloidal

systems with a solution

Communicate the results of experiments distinguishing properties of colloidal


.

Learning Objectives

1. Students can recognize the regularity properties of colloids as a manifestation of

the greatness of God Almighty .

2. Students can demonstrate positive attitudes ( individual and social ) in group

discussions

3. Students can demonstrate the behavior and acceptance, respect, and honesty carry,

rigor, discipline and responsibility

4. Students can mention the sense of understanding the Tyndall effect

5. Students can uses Tyndall effect in distinguishing true colloidal and solution

6. Students can explain the Tyndall effect application in everyday life

7. Students can analyze the Tyndall effect relationship with the wavelength of light

8. Students can explain the process of Brownian motion in colloidal systems

9. Students can infer the relationship between Brownian motion with a state of

colloidal systems

10. Students can name the understanding of adsorption of colloidal

11. Students can determine the adsorption of colloidal applications in everyday life

12. Students can name the principle of the colloidal sol payload

13. Students can infer the relationship between the stability of colloidal

colloidal charge

14. Students can name the sense electrophoresis

15. Students can use to determine the charge electrophoresis of colloidal sol

16. Students can name the understanding of dialysis

17. Students can explain the process of dialysis in colloidal systems

18. Students can explain dialysis applications in everyday life

19. Students can explain the process of coagulation

20. Students can name the causes coagulation of colloidal

21. Students can determine the causal factors of colloid coagulation

22. Students can cite examples in everyday life of Coagulation

23. Students can explain the workings of the emulsifier to stabilize colloidal

24. Students can explain the role of a protective colloid

25. Students can distinguish soles and insoles liofob and liofil.

26. Students can design experiments to distinguish the Tyndall effect of colloidal

systems and the true solution

27. Students can experiment Tyndall effect in distinguishing true colloidal systems

and solutions to some of the ingredients that are nearby.

28. Students can observe and record the experimental data Tyndall effect in

colloidal systems and to distinguish the true solution to some of the ingredients

that are nearby.

29. Student can analyze experimental data distinguishing properties of colloidal


30. Students can infer properties of the solution by distinguishing properties of

colloidal systems with a solution

31. Students can communicate the results of experiments distinguishing properties of

colloidal systems with a solution

3. LEARNING MATERIALS

Facts

Homogeneous

Heterogeneous

Concept

Colloids

Tyndall Effect

Motion Brown

Payload Colloids

Electrophoresis

Adsorption

Coagulation

Protective Colloid

Dialysis

Colloids and Colloid Liofil Liofob

Principles

Tyndall effect in distinguishing true colloidal systems and solutions to some

of the ingredients that are nearby .

The distinguishing characteristic of colloidal systems with a solution.

Colloid is a heterogeneous mixture of substances ( two -phase ) between two or

more substances in which the particles are sized colloidal substance ( the dispersed

phase / were broken ) spread evenly in another substance ( the dispersing medium /

breaker ) . Colloidal particle size range between 1-100 nm . The size is meant to be

the diameter, length, width, and thickness of a particle . Another example is a

colloidal system is ink , which consists of color powders ( solid ) to liquid ( water

) . In addition to the ink, there are many other colloidal systems, such as

mayonnaise, hairspray, jelly, etc. .

The state of colloid or colloid systems or colloidal suspension or colloidal

solution or a colloid is a mixture of the two , namely dispersed phase and the

dispersing phase with a dispersed particle sizes ranging from 10-7 to 10-4 cm . The

amount of the dispersed particles , the particles did not explain the

circumstances . Particles can consist of atoms , small molecules or molecules are

very large . Consisting of colloidal gold particles with many- size , each containing

millions of atoms of gold or more . Sulfur colloid consists of particles containing

about a thousand molecules of S8 . An example of very large molecules (also called

macro molecules ) is hemoglobin . The molecular weight of this molecule 66800 amu and

has a diameter of about 6 x 10-7 .

Types Of Colloidal

Colloidal systems composed of the dispersed phase is uniformly dispersed in the

dispersing medium . Dispersed phase and the dispersing medium can be solid , liquid ,

and gas . dispersed based phase , colloidal systems can be grouped into three ,

namely :

1) Soles ( solid dispersed phase )

a. Sol sol is a solid in solid dispersing medium Example : metal alloy , glass

color , black diamonds

b. Sol sol liquid is in a liquid dispersing medium Example : paint , ink ,

powder in water , clay

c. Sol sol gas is the gas dispersing medium Example : airborne dust , smoke

burning

2) Emulsion ( dispersed phase liquid )

a. Solid emulsion is an emulsion in the dispersing medium solid example :

Jelly , cheese , butter , rice

b. Liquid emulsion is emulsified in a liquid dispersing medium Example : milk ,

mayonnaise , cream hand

c. Emulsion is an emulsion of gas in the gas dispersing medium Example :

hairspray and mosquito repellent

3) Froth ( gas dispersed phase )

a. Solid foam is dense foam in the dispersing medium Example : Pumice Stone ,

marshmallows , foam rubber , Styrofoam

b. Liquid foam is froth in liquid dispersing medium Example : beaten egg

whites , foam soap

c. For grouping froth , if the dispersed phase and the dispersion medium are

both in the form of gas , mixtures classified solution .

Properties of Colloidal

Tyndall Effect

Tyndall effect is the scattering phenomenon beam ( light ) by the colloidal

particles . This is because the size of the colloidal molecules are quite

large . Tyndall effect was discovered by John Tyndall (1820-1893) , an English

physicist . Therefore, the nature of the so-called tyndalleffect . Tyndall

effect is the effect that occurs when a solution is exposed to light . At the

time of the true solution ( left image ) irradiated with light , then the

solution will not scatter light , whereas the colloidal system ( picture right )

, the light will be scattered . it happens because the colloidal particles have

particles that are relatively large in order to scatter the light . Instead ,

the true solution , the particles are relatively small so that the scattering

that occurs only a few and very difficult to observe .

Brownian motion

Brownian motion is the motion of colloidal particles are constantly moving

straight but erratic ( random motion / irregular ) . If we observe under a

microscope colloidal ultra , then we will see that the particles will move to

form a zigzag . The zigzag movement is called Brownian motion . The particles of

a substance constantly moving . The movement can be random as in liquids and

gases , or just vibrate in place as in solids . To colloid dispersing medium

liquid or gas , the movement of particles will result in collisions with

colloidal particles themselves . The collision took place from all directions .

Therefore, the particle size is small enough , then the collisions that occur

tend to be unbalanced . So there is a resultant collision which causes changes

in the direction of motion of the particles resulting in a zigzag motion or

Brownian motion . The smaller the size of the colloidal particles , the faster

the Brownian motion occurs . Similarly , the larger the size of the colloidal

particles , the slower the Brownian motion that occurs . It is difficult to

explain why Brownian motion is observed in the solution and not found in

solids ( suspension ) . Brownian motion is also influenced by temperature . The

higher the temperature of the colloidal system , the greater the kinetic energy

possessed particles dispersing medium . As a result , the Brownian motion of the

particles dispersed phase sooner . Vice versa , the lower the temperature of the

colloidal system , the slower the Brownian motion .

Absorption

Absorption is the absorption of incident particles or ions or other

compounds on the surface of colloidal particles due to particle surface area .

( Note : Absorption should be distinguished from absorption , which means that

absorption occurs in a particle ) . Example : ( i ) Colloidal Fe ( OH ) 3

because the surface absorbs positively charged H + ions . ( ii ) negatively

charged colloidal As2S3 because the surface absorbs ion S2 .

Pay load known two kinds of colloidal colloid , which is positively charged

colloidal and negatively charged colloids .

Coagulation of colloidal

Coagulation is the clumping of colloidal particles and form a precipitate .

With the on set of coagulation , means a substance no longer form a colloidal

dispersion . Coagulation can occur physically as heating , cooling and stirring

or adding chemicals such as electrolytes , colloid mixing different charge .

Protective Colloid

Protective colloid is a colloid that has the properties of colloids to protect

others from the coagulation process .

Dialysis

Dialysis is the separation of colloidal ions bully in this way is called

dialysis .

Electrophoresis

Electrophoresis event is separation of charged colloidal particles using an

electrical current .

4. LEARNING METHOD:

1. Experiment

2. Discussion Group

3. TPS (Think-Pair-Share)

4. TTW (Think-Talk-Walk)

5. MEDIA, TOOLS, AND SOURCE OF LEARNING

1. The Media.

Concept map

LCD

Laptop

Video

Pictures

Internet

material Online

2. Equipment / materials

Flashlights, cups, spoons, sugar, milk powder, jelly drinks, water.

3. Resource Learning

Michael Purba, Chemistry Class XI SMA / MA, grants, Jakarta

Supplement books:

o Intelligent Learning Chemistry, Nana Sutresna, Grafindo Primary Media 2008

o Handbook of Chemistry vol 1, Allied Chemical Activity Book Student, and

hands out

o Worksheet

Internet : http://e-dukasi.net

http://psb-psma.org

http://psb-psma.org/

http://e-dukasi.net/

6. LEARNING ACTIVITIES

Learning Approach: SETS Approach

Forms of Activities

Meeting 1

Model : Introduce and Think Pair Share

Activities Time InformationA. Introduction

1) Communicating outline learning

objectives that will be studied

2) Reminds back on a rough

understanding of the solution

and suspension

3) Motivate students by asking

whether a mixture of sugar and

water and a mixture of sand and

water solution or suspension,

including the rough

15’ Teachers

collect oral

reading task

and the task

of finding

articles on

the type -

the type of

colloid

4) Reminds back on understanding

the types of colloids and

colloidal

5) Motivate students by asking the

types of colloids on an object

or objects, instances where the

ink is a liquid dispersed sol

solid phase and liquid phase

are dispersing, etc..B. Core Activities Teacher

1) Teachers presented the learning

material based on learning

objectives.

2) Teachers plan and provide

guidance on the initial

training of students

3) Teacher to check whether the

students have understood the

question and answer

60’

4) Teacher provide opportunities

for students to ask questions

about material that has not

been understood

5) Teacher presented the little

(big lines) of the material to

the purpose of learning.

6) Teacher gives a question or

issue relating to the material

and students are asked to think

about the question

independently.

7) Teacher instruct students to

pair up with another student (a

friend of the table), students

were asked to discuss answers

to questions that have been

thought previously

independently

8) Teacher pointing at random

pairs of students to come

forward and present the results

of their discussion to the

class. It is intended that each

pair of students to share

knowledge on the entire pair of

students one classC. Closing

1) Involving students in

summarizing the key points on

the learning materials with

reference to the learning

objectives

2) Quizzes

15’

Meeting 2

Model : Think Talk Walk




2) Recalling the properties of

colloidal

3) Motivate students by asking why

the colloidal system is stable

and why when the sun will set,

we will see that the sky is

orange or reddish

15’ Teachers

collect oral

reading task

and the task

of finding

articles on

the type -

the type of

colloid

B. Core Activities Teacher

1) The teacher informs briefly

about the material to the

purpose of learning.

2) Teacher divides the students

into small groups consisting of

5-6 persons are heterogeneous (

based on students' academic

60’

ability , gender , and social

background )

3) Teacher gives the student

worksheet ( LKS ) in each group

to be covered by the student

( the same material for each

group )

4) Stage think

Teachers instruct students to

read and think about the answer

independently of the LKS , and

pour the mind - the mind in the

form of small notes

5) Stage Talk

Each individual in each group

to present the results of his

thought and the friend

sekelompoknyamenndiskusikan

things or materials that are

less understood

6) Stage write

Students pour discussion

results through individual

posts on the student worksheet

( LKS ) which has been provided

by the teacher

7) Having all students complete

the worksheet , then the

teacher pointed to one of the

groups at random to present the

results of the discussion the

next classC. Closing

1) Teachers with students who have

completed the material

concluded discussed in class

2) Teachers provide an evaluation

of the students' answers on the

15’

student worksheet, the value

obtained is the value of

individual development which

will be donated as a group

score will then be added

together to be a group.

3) Teachers give awards to groups

that have the best value.

Meeting 3

Model : Experiment




2) Recalling the properties of

colloidal systems and ways of

making colloidal systems

15’ Teachers

collect oral

reading task

and the task

of finding

articles on

3) Motivate students by asking

what would happen if a

colloidal systems and the true

solution sentenced mers, as

well as how to make colloidal

system if the particles have a

size that is larger than the

particle size of the colloidal

system.

the type -

the type of

colloid

B. Core Activities Teacher

1) The teacher divides the

students into small groups

consisting of 5-6 people.

2) Teacher asks the students to

sit in accordance with the

respective group cooperative

learning masingn such order and

issued LKS home they have

discussed earlier, the

60’

worksheets for a group

3) Teachers guide the group in

conducting experiments,

observations, collect and

organize data and asking

questions

4) Conduct formative evaluation by

asking one of the group of

present work and ask other

groups respond or ask questions

5) Collecting the work group and

votesC. Closing

1) Involving students in

summarizing important points

which correspond to the

learning materials reference to

the learning objectives

2) Provide awards to groups that

15’

show good performance and value

7. ASSESSMENT OF LEARNING OUTCOMES

Achievement test (understanding) in the form of individual quiz conducted at the

end of the meeting with the scoring system (scores according to the depth of the

material that is understood by the student).

Attitude Assessment (behavior) based on the current attitude of the discussion.

8. LEARNING PRODUCTS

Human Resources

Students who understand the concepts and their implications for science learning

and

technological advances and their implications for the environment and society

Students who have some ideas about how to apply their knowledge to solve everyday

problems of life.

Non-Human Resources

The collection of relevant information to understand the students on the concepts

studied through the concept map

Presentation of concept of colloidal system

9. ASSESMENT

Numb

.

Aspect Mecanism and

procedure

Instrument Informati

on1. Attitude Observation

Working Group

Observation

Sheet2. Knowledge - Assignment

- Assignment

Problem

- Written

Test

- Objective

Problem3. Skill - Performance

Presentation

- Practice

Report

OBSERVATION SHEET ATTITUDE

Subjects : ............................................... .........................

.........

Grade / Semester

: .............................................. ..................................

School Year

: ............................................... .................................

Observation Time

: ............................................... ................................

Indicator of religious attitudes , responsibility , caring , responsive , and courteous

1 . BT ( not shown) didn’t indicate if the earnest efforts in completing the task

2 . MT ( starting to ) if it shows existing earnest effort in completing the task but

still little and yet steady / consistent.

3 . MB ( start growing ) if it shows no real effort in completing tasks quite often and

began to steady / consistent

4 .MK( entrenched ) if shows the painstaking effort in completing the task continuously

and steady / consistent

Put a check mark in the appropriate columns of the observations .

No Nam

e

Religious Responsible Care Responsive Good MannersBT MT MB MK BT MT MB MK BT MT MB MK BT MT MB MK BT MT MB MK

1.2.3.4.5...

.

Attitudes and Skills Assessment process experimental data, include:

1. Spiritual Attitude

a. Technique : Observations

b. Help Instruments : Observation Sheet

c. Grating :

No

.

Attitude /

Value

Item Instrument

1 Realizing

that all the

gifts of God

Almighty

Be grateful

2 Realizing

that God

Almighty

will provide

convenience

Pray pre and after

doing something

2. Social Attitudes



c. Grating :

No

.

Attitude /

Value

Item Instrument

1 Honesty Not cheating

during a test.

Not

plagiarism.

Do not steal

from friends.

2 Discipline Arrive on time

Tasks on time

Orderly,

obedient

Dressed and

well groomed

3 Responsibili

ty

Return the

borrowed items

Doing a good

job

Accept the risk

of acts

committed

3. Knowledge



c. Grating :

No

.

Attitude /

Value

Item Instrument

1 Curiosity Able to answer

questions

Being able to

predict the

solubility of the

precipitate in

Being able to

calculate the

solubility and

solubility

results

Able to

understand the

concepts of

solubility and

solubility

product

4. Skill

a. Technique : Observation


c. Grating :

No

.

Attitude /

Value

Item Instrument

Patient Preparing den

tool materials

with good

Not in a hurry

at the time of

trial

Not

interfere

friend

Willingness

perform duties

in conformity

deal

Discipline Orderly in

conducting

experiments in

laboratory

Responsibili

ty

Replace if

damaged the

appliance

Thorough Be careful when

experimenting

Net Always clean

the instrument

after use

Neat Using a lab

coat properly

Honest Reported

experimental

data

10. DEVELOPER

Pati , October 30th 2014

Chemistry treacher,

Silmi Azifah

4301412028

Lesson Plan Colloid System

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