LESSON PLAN

“ELECTROLYTE AND NON-ELECTROLYTE”

Compiled by:

Maya Fratnia Nuraili (16030194035)

Nuril Lailiyah Iswahyuni (16030194036)

PKU 2016

CHEMISTRY DEPARTMENT

FACULTY OF MATHEMATICS AND SCIENCES

UNIVERSITAS NEGERI SURABAYA

2018
 LESSON PLAN

Senior High School : SMA Negeri 21 Surabaya

Subject : Chemistry

Grade/Semester : X/I

Matter : Electrolyte and non-electrolyte Solutions

Time Allocation : 1x45 minutes

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

B. BASIC COMPETENCE AND INDICATOR

Basic Competence Indicator
3.8 Analyzing the characteristic of non- 3.8.1 Explaining the definition of
electrolyte and electrolyte solution electrolyte and non-electrolyte
based on electrical conductivity solution based on phenomenon
3.8.2 Identifying the characteristics of
electrolyte and non-electrolyte
solution based on experiment report
 3.8.3 Comparing the different
characteristics between electrolyte
and non-electrolyte solution

C. LEARNING OBJECTIVE
3.8.1.1 Given phenomenon, student be able to explain the definition of electrolyte and
non-electrolyte solution correctly.
3.8.2.1 Given experiment result, student be able to identify the characteristics of
electrolyte and non-electrolyte solution.
3.8.3.1 Given experiment result, student be able to compare the different characteristics
between electrolyte and non-electrolyte solution.

D. LEARNING MATERIALS
1. Prerequisite concept : solutions
2. Main concept :
Factual
Electro fishing is one of the activities that are often carried out by the villagers
and fishermen. It relies on two electrodes which deliver direct current at high voltage
from the anode to the cathode through the water. Water in river, pond, or ocean can
conduct electricity because many minerals dissolved.
Conceptual
Metals can conduct electricity because the electrons can move freely. The
power itself is the flow of electrons that move from high potential to low potential.
Pure water is composed of H2O molecules. Are there any free electrons in the
molecules of H2O? H2O molecule is neutral, has no free electrons. Thus, you may
suspect that pure water does not have the potential to conduct electricity.
How if there is substance dissolved in water? Depending on the nature of the
solute, there is a solution that can conduct electricity there also cannot conduct
electricity. Solution that can deliver an electric current is called an electrolyte
solution.
Ionic compounds are formed through electron transfer to produce cations and
anions. Both these chemical species have positive and negative electric charge. An
example is table salt or sodium chloride. If the salt is dissolved into the water, will
decompose to form the ions so that in NaCl solution are electrically charged species,
namely Na + and Cl-
 NaCl (aq) → Na+ (aq) + Cl-(aq)
When the electrode is connected to the current source, the ions Na+ and Cl- will
move toward the electrodes of opposite charge to carry an electric charge. Thus,
electricity can flow from one electrode to another electrode through the ions in
solution.

Enrichment concept
In the human body, water-electrolyte balance between strictly regulated so that
cells and organs to function properly. In the human body, electrolytes are going to
have a function, among others, in maintaining the osmotic pressure of the body,
regulate the distribution of fluid into the compartment of body water (body’s fluid
compartment), keeping the pH of the body and will also be involved in each oxidation
and reduction as well as contribute to every metabolic process.
E. LEARNING STRATEGY
Approach : Scientific Approach
Model : Cooperative Learning
Type : Think Pair Share
Stratedgy : Observation, Study case, and Discussion
F. MEDIA AND LEARNING RESOURCES
1. Media
Worksheet, Power point.
2. Learning Resources
Chemistry Student’s Book for Grade 10
Sudarmo, Unggul. 2013. Kimia Untuk SMA/MA Kelas 10. Jakarta: Erlangga
Saidah dan Purba. 2013. Kimia Bidang Keahlian Teknoogi dan Rekayasa. Jakarta :
Erlangga
Watoni, Haris. 2013. Kimia Untuk SMA/MA Kelas 10. Jakarta : Yrama Widya
G. LEARNING STEPS
Steps Learning Activities Time

Early 1. Orientation 10 Minute

Activities - Teacher greets
- Conditioning learners to get ready for the lesson
- Teacher invites students to pray before starting the
lesson
- Teacher check the presence of students
2. Apperception
Teacher remind the student about previous material by
providing the question about definition of solution.
Teacher : “What is the definition of solution? And what
are the examples?”
Student : “Definition of solution is a mixture of two or
more homogeneous substances. Examples: tea, coffee ,
sugar solution, etc”

Main Phase 1: Delivering Goals and Motivating Students 30 minute

Activities - Teacher conveys the purpose of learning.
Teacher : “Have you ever seen people fishing with electric
sets whose source currents come from accu zuur? Why can
a fish die if the electric sets device is immersed in water?
If the solution changes to sugar solution, whether the fish
can die too?”
Student: “Because there are an electric current, but in
sugar solution cannot conduct an electric current”
Teacher: “We know that what is electrocuted with the accu
zuur is the river water instead of the fish, but the fish can
die because the river water can deliver electric current”

Teacher asks the student to sit in their group

Phase 2: Present information
- Teacher showing a video about some solution that can
 turn on the lamp and not
- Student observing the video.(Observing)
- Teacher giving information about the material
- Teacher giving question
"Why does some solution can turn on the lamp and
another solution does not?”
"What are the solution that conduct electricity?”
“What the characteristic of solution that can conduct
electricity?
The teacher gives the student to answer the question itself
(think)

Phase 3 : Organize students in study groups

- The teacher divides the student into groups of 2 people

- Teacher distributes the worksheet and asks the student
to do it in group. Student can get the answer by the
discussion and use some books as a resource. (Pair)

Phase 4 : Guiding groups to work and study

- Student discuss with group friends based on

experiment data results and answer the problems in the
worksheet.
- Students are asked to discuss with their partners
questions on the student worksheet. (Associating)
- The teacher asks students to write the results of their
discussion on the answer to the worksheet.

Phase 5 : Evaluation

- The teacher ask which the group to answer the

question in front of the class (share)
- The teacher asks students to make a conclusion
- The student share the conclusion
- Teacher clarify the matter that have learned and give
the conclusion
 Phase 6 : Giving Awards

- Teacher asks students to give an appreciation of group

that answering more
- Teacher ask students’ feedback about the discussion
and thinking process that have been done by asking
question “How is our lesson today? Fun, isn’t it?”

Closing - Teacher ask the student to do the task at home and 5 minutes
Activities study the next material.
- Teacher ends the learning activity by praying and
greeting.

H. LEARNING RESULT ASSESSMENT

1. Types/technics of assessment
- Social assessment by Student Observation Sheet
- Cognitive assessment by essay test (for KI3)
- Discussion assessment by Student Observation Sheet
2. Instrument and form (attached)
Essay worksheet
3. Scoring guidelines and key answer (attached)

Surabaya, Feburauri 21, 2019

Approved by, Chemistry Teacher
Headmaster

…………………………………… ………………………………..
NIP………………………………. NIP. …………………….........
 Attitude Assessment

Subject Chemistry
:
Grade/semester : X/I
Matter Electrolyte and Non-electrolyte Solution
:
Basic Competence : 2.1 Showing attitude (curious, discipline, honest, objective,
open- minded, be able to distinguish between fact and
opinion, tenacious, precise, responsible, critical,
creative, innovative, democratic, communicative) in
design, conduct experiment and discuss that applied in
daily life.

Indicator 2.1.1 Student can show their responsible, discipline, and good
: manner when discussing a matter.

Attitude Assessment of Student

Good
No Name Discipline Active Responsible Score
Manners

Rubric:

4 = show 4 aspects

3 = show 3 aspects

2 = show 2 aspects

1 = show 1 aspect
Attachment

AFFECTIVE AND COGNITIVE ASSESSMENT SHEET

No Aspects Technics Score Scoring Time

1 Affective Observation During lesson
a. Pay attention to the teacher’s
explanation
b. Active during lesson
c. Try to collect references
2 Cognitive Observation, During lesson
a. Understanding the concept of Task, test. and discussion
electrolyte and non-electrolyte
solution (definition,
characteristic and example)
b. Re-explaining electrolyte and
non-electrolyte solution
concept
c. Answering the essay test
correctly

Rubric
1 = only show one indicator
2 = show two indicators
3 = show three indicators
Attachment

No Problem Answer key Max Score

1 Explain the definition of electrolyte
solution!
2 Which of the following solution that
including electrolyte solution?
- Liquid soap
- Water
- Sauce
- HCl (aq)
3 Mention the characteristics of
electrolyte solution that you know!
4 Water is an extremely weak
electrolyte. So, it cannot conduct
electricity. However, we are
frequently reminded to do not operate
manual electric devices when our
hand is still wet. Why so?
5 At flood disaster, PLN sometime
should be turn off electricity. Do you
can conclusion, why? Give the
reason!
The solutions that can 15
conduct electricity
Water (weak-electrolyte) 15
and HCl (aq) (strong-
electrolyte)
- Can conduct 20
electricity
- There are 2 types of
electrolyte solutions,
weak and strong
electrolyte solution
Ability to conduct the 25
electricity current, the
complete answer up to
teacher
It’s dangerous. Can make 25
people get electricity,
because water is one of
electrolyte solution, even
it was a weak-electrolyte
solution.

𝑠𝑐𝑜𝑟𝑒
Score = x 100
𝑠𝑐𝑜𝑟𝑒 𝑚𝑎𝑥

Value range:
A= 80-100
B= 70-85
C= ≤ 69