School : SMAN 2 SAROLANGUN
A.
Subjects : Chemistry
B.
Class /
semester : X MIA / 1
C.
Basic
Material : Atomic Model and Periodic System
D.
Time
allocation : 6 meetings x 3 hours Lesson (18 Hours
Lesson)
E. Learning objectives :
After observing the environment, reading the
developmental articles and applications of chemistry students can understand
and realize the nature, the importance of the role of chemistry in life, the
scientific method and work safety.
F. Basic competencies:
1.
Recognizing the orderliness of the
structure of material particles as a manifestation of the greatness of God YME
and the knowledge of the structure of matter particles as the result of human
creative thinking whose truth is tentative.
2. Shows scientific behavior (curiosity, discipline, honest, objective,
open, able to distinguish facts and opinions, resilient, meticulous,
responsible, critical, creative, innovative, democratic, communicative in
designing and conducting experiments and discussions embodied in Everyday
attitude.
3. Demonstrate co-operative, courteous, tolerant, peace-loving and caring
about the environment and cost-effective in utilizing natural resources.
4. Demonstrate responsive, and proactive and wise behavior as a form of
problem-solving ability and decision making.
5. Analyze the development of the
atomic model.
6. Analyzing atomic structure based
on Bohr's atomic theory and quantum mechanical theory.
7. Analyze the relationship of
electron configuration and orbital diagrams to determine the location of
elements in the periodic table and the periodic properties of the elements.
G.
Indicators of achievement of competence:
1.
To mention
the existence of the order of the structure of material particles as a
manifestation of the greatness of God YME and the knowledge of the particle
structure of matter as the result of creative human thought which is tentative.
2.
Behave scientific (have a curiosity,
discipline, honest, objective, open, able to distinguish facts and opinions,
resilient, meticulous, responsible, critical, creative, innovative, democratic,
communicative in designing and conducting experiments and discussions embodied
in Everyday attitude.
3.
Can cooperate, courteous, tolerant, love peace
and care for the environment and efficient in utilizing natural resources.
4.
Be responsive, and proactive and wise as a
form of problem-solving ability and make decisions.
5.
Determining
elementary particles of atoms (protons, electrons and neutrons)
6.
Determining
relative atomic mass based on periodic table.
7.
Classify
the elements into isotopes, isobars and isotons.
8.
Explain the
development of atomic theory to show the weaknesses and advantages of each
atomic theory.
9.
Explain the
difference Bohr's atomic structure and quantum mechanics.
10.
Describe an orbital diagram.
11. Determine the electron and the valence
electron configuration.
12.
Determining the location of classes and period
elements in the periodic system based on the electron configuration.
13.
Explain the tendency 4 The nature of the
periodicity of the elements in the periodic table
H.
Learning materials:
v atomic number and mass number
v Isotopes, isobars, isotons
v The development of the atomic model
v Bohr and atomic structures
v Bohr electron configuration
v Atomic structure of quantum mechanics.
v Quantum numbers
v Configuration of electrons of quantum
mechanics
v Groups and periods
v Orbital diagrams
v The nature of the nature of the elements
v Orbital shape
I.
Learning
method: Scientific, discovery, problem solving
J.
Learning
media:
Learning
resources: BSE chemistry book Class X
Print
media: Magazines, newspapers
Electronic
media: Internet articles
K.
Learning steps:
Meeting
1 (3 Hours Lessons = 135 minutes)
Atomic
number, mass number, isotope, isobar, isoton
Stage
|
Activities
|
Time
|
preliminary
|
ü Pray with the
students
ü Saying greeting
ü Checking student
attendance
ü Gathered assignments
last week
ü Listening to the
Basic Material / Competence to be studied
ü Listening to the
Learning Method information that will be used
ü Divide the group
ü Give homework:
1. Create concept maps
about the development of the atomic model
2. Summarize how to
determine the number of electrons, protons and neutrons
3. Make a summary of
how to determine isotopes, isobars and isotons
|
15 minutes
|
Core
|
· Observe
Ø Observing atomic particles and their relation to mass numbers and
atomic numbers.
Ø Observe the modern periodic table
Ask
1. What are the
atomic particles?
2. Where is the
position of electrons in the atom?
3. How to specify
atomic element number?
4. How to specify
the element mass number?
5. Shows what,
atomic element number?
6. Shows what,
elemental mass number?
7. How to determine
the number of proton elements?
8. How to determine
the number of element electrons?
9. How to determine
the number of neutron elements?
10. What dimadsud
with isotopes, isobars and isotons!
11. Why is the atomic model evolving?
Data collection
ØObserve the atomic number and mass number of several elements to
determine the number of electrons, protons and neutrons of the element.
Ø Analyzing the atomic number and mass number of some case examples on
elements to understand isotopes, isobars, and isotons.
|
90 minutes
|
End
|
Gathering assignments
ØConcept map about the development of atomic model.
Ø A summary of how to determine the number of
electrons, protons and neutrons
ØA summary of how to determine isotopes,
isobars and isotons
Formative Test Written
|
5 minutes
25 minutes
|
L.
Assessment of learning outcomes:
1)
Affordable
With
Observation
Attitude
assessment sheets Attitude during discussions and presentations
2)
Cognitive
Task
Create
a concept map about the development of the atomic model
Summarize
how to determine the number of electrons, protons and neutrons
Make
a summary of how to determine isotopes, isobars and isotons
è Affective
With Observation
Attitude assessment sheets Attitude during discussions and
presentations.
è Cognitive
Task:
Create a concept map about the
development of the atomic model
Summarize how to determine the number of
electrons, protons and neutrons
Make a summary of how to determine
isotopes, isobars and isotons
è Written Format:
Question :
üHow to determine atomic number and mass number?
ü How to determine the number of electrons, protons, and
neutrons of an elemental atom?
üHow to determine isotope, isobar and isoton?
è Psychomotor
Skills Assessment Sheet
How to make students active in learning "Atomic Model and Periodic System", and to understand the material that is claimed by the teacher?
BalasHapusTo make students active and also understand about this lesson, start the lesson not by explaining but start with the question. Spread the question to the whole class, hope all students participate in answering the question, then all students have been moved to think independently. Collect all the answers the students give and discuss with all students the truth of all the answers given. Ask for reasons why one answer is acceptable and the other does not. Then there will be knowledge sharing between students, students give each other information and all students involved in learning. If there are students who ask the teacher, should the teacher not answer itself, throw to the class in order to be answered by other students. So students here are required to be active in the lesson.
HapusGive students time to ask about something that is unclear, or give them time to express their ideas or views that have not been revealed. End the lesson by having them make a resume for what they understand and they are talking during the lesson in written form.
How the student can Create a concept map about the development of the atomic model?
BalasHapusTo draw up a concept map, the first step should be to determine its first reading of the atomic model, then to determine the relevant concepts of the atomic model, and then sort the concepts from the most inclusive to the least inclusive or examples, Subsequently constructing the concepts on paper, beginning with the most inclusive concept at the top to the least inclusive concept, linking the concepts related to connecting lines and connecting each of the connecting lines, and developing the concept map, For example by adding two or more new concepts to each concept already in the concept map.
HapusExplain the orbital diagram?
BalasHapusThe orbital diagram is the description of the picture of the electrons in the atom.
HapusThere are three rules that are useful in forming orbital diagrams:
A. According to the Auf Bau Principle, each electron will occupy the orbital of the lowest energy level.
B. Pauli's principle of prohibition says that only two electrons can enter into a single orbital.
C. The Hund rule states that electrons go into different orbital at the same sub-level before doubling in orbitals.
Example:
The orbital diagram for 2p4 is:
↑ ↓ - ↑ - ↑
What if your exposure or explanation is not in line with the RPP you have made, will it affect your knowledge and your students?
BalasHapusIf the RPP that has been created is not in line with the learning, it will affect the child's knowledge, RPP is made to facilitate us in teaching for step by step. The lesson should be implemented according to the RPP that has been made because with the learning system arranged will also facilitate students and give clarity to the students about what will be learned, step by step learned will be neatly arranged. RPP made here requires students to be active in learning, therefore, the way that has been prepared in the RPP can increase the knowledge that students have. RPP is used for conceptualized and clear learning.
HapusAre there other learning methods that make it easier for students to understand the atomic model of theoretical theory?
BalasHapus@hudiaumamifaisal
Other methods that can be done are:
Hapus-Cooperative Learning is a teaching-learning strategy that emphasizes joint attitudes or behaviors in working or helping among others in a regular group structure of cooperation, consisting of two or more persons. Cooperative learning is one form of learning based on constructivist ideology. Cooperative learning is a learning strategy with a number of students as small group members with different levels of ability. In completing the task of the group, each student group member must work together and help each other to understand the subject matter. In cooperative learning, learning is said to be unfinished if one of the friends in the group has not mastered the subject matter
- Structured recitation method is one of the choice of teaching method of a teacher, where the teacher gives some test items to the students to do outside of school hours. Giving these test items is usually done on every classroom teaching activity, at the end of each meeting or end of class meeting. Giving this task is one of the alternatives to further refine the delivery of specific learning objectives. This is due to the density of subject matter that must be conveyed while learning time is very limited in the classroom. With the many educational activities in schools in an effort to improve the quality and frequency of the content of the lesson, it is very time consuming students to carry out teaching and learning activities.
-Discussion group is a way or guidance technique that involves a group of people in face-to-face interaction, where each member of the group will have the opportunity to contribute their own thoughts and share experiences or information for problem solving or decision-making. In group discussions group members appoint moderators (leaders), set goals, and agendas to be obeyed.
Explain about isotopes, isobars, and isotons and examples
BalasHapus-Isotopes are atoms that have the same atomic number, but their mass number
Hapusdifferent. The atomic number is determined by the number of protons. The number of protons in the isotope-
The isotope is the same, the only difference is the number of neutrons.
The isotope example is as follows, since it is difficult to type, so to the left of the element is the number of neutrons, whereas to the right of the element is the number of protons:
Hydrogen: 1H1, 2H1, and 3H1
Chlorine: 35Cl17 and 37Cl17
- atoms that have the same mass number, but the atomic number is different. Examples of isobar:
14N7 and 14C6 have mass numbers 14, and
24Na11 and 24Mg12 have mass numbers 24.
Description: the left element is the mass number, the right element is the atomic number.
-Isotons are atoms that have the same number of neutrons, but the number of protons is different.
Example of isoton:
13C6 and 14N7 have 7 neutrons, and
31P15 and 32S16 have 16 neutrons
What if the Indicator of achievement of one's competence is not fulfilled or runs?
BalasHapusIndicators are measurable and / or observable behaviors to demonstrate the achievement of certain basic competencies that are subject to subject assessment (Mulyasa, 2007: 139). In the Indicator Development Guide (2010: 3) and Permendiknas Number 41 of 2007 also states that the indicators of achievement of competencies are measurable and / or observable behaviors to demonstrate the achievement of certain basic competencies that are subject to subject assessment. The indicators of achievement of competencies are formulated using the word Measurable operational work, which includes knowledge, attitudes, and skills. Indicator is one important component in learning activities. The existence of indicators will be a reference to the successful or not successful implementation of learning activities undertaken. With that, teachers are expected to understand about the indicators. Can be formulated that the indicators are more specific competencies. If a series of indicators in one Basic Competency can already be achieved by the students, it means that the Basic Competency target has been fulfilled. If the indicator is not achieved in a person, then the learning is done can be said to be unsuccessful.
Hapus