SYLLABUS

School Class Competences KI 1 KI 2 : :

: Senior High School : X :

Appreciate and practice of their religion Appreciate and practice honest behavior, 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 as well as in position ourselves as a reflection of the nation in the association world.

KI 3

Understand, apply, analyze factual knowledge, conceptual, procedural, based on his curiosity 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 specific according to their talents and interests to solve problems

KI 4

Processing, reasoning, and presenting in the realm of the concrete and the abstract domains associated with the development of a self-learned in school, and is able to use the method according to the rules of science.

Basic Competence 1.1 Recognizing the structural regularity of particle matter as the greatness of God Almighty and the knowledge of the structure of matter particles as a result of human creative thinking that truth is tentative. 2.1 Demonstrate scientific behavior disciplined, (curious, honest,

Material Oxidationreduction concept

Learning Activities Observing : Observe the characteristic of chemical changes, e.g : the color changes of potatoes become brown. Asking : Ask why the color of potato change become brown after it was peeled?

Assessment Task Designing experiments about effectiveness of vitamin C to obstruct in browning reaction of potato

Time Allocation 1 x 45 minutes

Reference Worksheet Chemistry Book Class X Semester 2

Collecting data : Design an experiment about effectiveness of vitamin observation scientific

that can prevent in browning attitude when reaction of potato. Doing the experiment about effectiveness of vitamin C to obstruct in browning designing and conducting experiments as well as a presentation

objective, open, able to distinguish between fact and opinion, tenacious, conscientious, responsible, critical,

creative, democratic,

innovative, in

reaction of potato Observe the color changes that occur in potato note the result of experiment and rank the most effective solution that can prevent to obstruct in browning reaction. Associate : Analysis data to conclude the most effective solution that can prevent browning reaction of potatoes

with the observation sheet

communicative)

designing and conducting experiments and

portfolio Answer the questions on the worksheet

discussions are realized in everyday behaviors. 2.2 cooperative Demonstrate behavior,

polite, tolerant, peaceloving and caring

environment and efficient in utilizing natural

resources. 2.3 Demonstrate behaviors responsive, and proactive and prudent as of a the Communicate: Communicating the result of experiment in front of the class

manifestation

ability to solve problems and make decisions

3.9

Analyze of

the the

development concept of

oxidation-

reduction reactions 4.9 Design, conduct, and conclude and present the experimental results of the oxidation-reduction reaction.

LESSON PLAN

School Subject Class/Semester Time Allocation

: Senior High School : Chemistry : X/2 : 1 x 45 minutes

I. Basic Competence 1.1 Recognizing the structural regularity of particle matter as the greatness of God Almighty and the knowledge of the structure of matter particles as a result of human creative thinking that truth is tentative. 2.1 Demonstrate scientific behavior (curious, disciplined, honest, objective, open, able to distinguish between fact and opinion, tenacious, conscientious, responsible, critical, creative, innovative, democratic, communicative) in designing and conducting experiments and discussions are realized in everyday behaviors.

2.2 Demonstrate cooperative behavior, polite, tolerant, peace-loving and caring environment and efficient in utilizing natural resources.

2.3 Demonstrate behaviors responsive, and proactive and prudent as a manifestation of the ability to solve problems and make decisions

3.9 Analyze the development of the concept of oxidation-reduction reactions

4.9 Design, conduct, and conclude and present the experimental results of the oxidationreduction reaction.

II. Indicator Cognitive Product : 1. Describe the most effective solution that can prevent browning reaction of potatoes.

Process: 1. Formulating the hypothesis 2. Doing the experiment 3. Filling the observation table 4. Performing data analysis 5. Formulating the conclusion

Affective Character: 1. 2. 3. Honest Responsibility Patient

Social Skills: 1. 2. 3. Communication with friends in a group. Cooperation with friends. Being a good listener, ask questions, express opinions, respond to questions ,and to respect the opinions of others in the group discussions.

III. Objectives Cognitive Product : 1. Independently through the observation, student can describe the most effective solution that can prevent browning reaction of potatoes.

Process: 1. Independently, student be able to formulate the hypothesis of observation correctly. 2. Independently, student be able to do the experiment correctly 3. Independently, student be able to fill the observation table correctly 4. Independently, student be able to perform data analysis clearly in front of the class. 5. Student be able to formulate the conclusion of observation correctly thorough group discussion

Affective Character: In learning process, students can show the character of honest, responsibility and confidence solution in accordance with assessment sheet 2: Character

Social Skills: In learning process, student can make communication with friends in group, cooperation in completing group task and Being a good listener, ask questions ,express opinions, respond to questions ,and to respect the opinions of others in the group discussions in accordance with assessment sheet 3 : Social Skill

IV. Learning Material A. Main Material B. Sub material an atom in : Redox Reaction : Oxidation reaction a chemical compound. The formal oxidation state is

The oxidation state is an indicator of the degree of oxidation of the hypothetical charge that an atom would have if all bonds to atoms of different elements were 100% ionic. The increase in oxidation state of an atom through a chemical reaction is known as an oxidation; a decrease in oxidation state is known as a reduction. Such reactions involve the formal transfer of electrons, a net gain in electrons being a reduction and a net loss of electrons being an oxidation. For pure elements, the oxidation state is zero. In everyday life encountered chemical reactions, one of which is the oxidation and reduction reactions. Oxidation is defined as the reaction between a substance and oxygen, resulting in oxygen-containing compounds. While the reduction reaction is the reverse of the oxidation reaction, the reaction of the release of oxygen from oxygen-containing substances. Substances called oxidation oxidizing or oxidizing agents. The oxidation reaction can be prevented or slowed the use of anti-oxidants.

V. Learning Model Problem Based Learning

VI. Learning Method Observation Group discussion

VII. Learning Resources and Learning Media

1. Learning Resources:

a.Chemistry Book Class X Semester 1 b. Worksheet

2. Media for Learning:

Tools and Materials for observation

V.

LEARNING PROCEDURE

Activity Opening activity (5 minutes) Phase 1 : Orientation to the problem 1. Teacher checked student attendance 2. Teacher asked student about the last material (oxidation reduction topic) 3. Teacher motivate the students with bring the small pieces of potato that have been browning effect. Ask to student Why the color of potato became brown? 4. Teacher assist student to find authentic problem from students knowledge and information : how to keep the original color of

Done Yes No 1

Assessment Score 2 3 4

potato in order to not become brown?

Main Activity (35 minutes) Phase 2 : Organizing student to study 1. Teacher divide the student into 2 group, that contain 4 member in each group 2. Teacher give redox worksheet to every student 3. Teacher guide the student to make hypothesis based on the experiment 4. Teacher explain the procedure of experiment Phase 3 : Teacher guiding and group investigation 1. Teacher ask to one of member in group take the material and equipment 2. Teacher remember the student to carefully and do experiment appropriate with the redox worksheet 3. Teacher guiding student to do investigation and observe the problem

Phase 4 : Developing and presenting the result 1. Teacher ask each group to fulfill the table result and answer the questions 2. Teacher ask student to take my number in front of the class 3. Teacher ask the student to prepare result of experiment in front of the class 4. the teacher asks representatives from each group to present the experimental results by means scrambles number on steering wheel

Phase 5 : Analyzing and evaluating the problem solving process 1. Teacher ask student to compare the result both of group 2. Teacher asks all student to analyze the result of their

experiment 3. Teacher guide student to conclude about experimental result that has been done 4. Teacher evaluate the learning process that happen by asking is there any difficulties in solving the problem? 5. Teacher helps students to reflect on their investigation and the process they done.

VIII. Assessment Learning result: 1. Worksheet asassesment sheet 1: Product 2. Key worksheet 3. Assessment Sheet 2 : Process 4. Assessment sheet 3: character 5. Assessment sheet 4: social skill

IX. References Sudarmo, Unggul. (2005). Kimia Untuk SMA Kelas X. Publisher: Erlangga Departemen Pendidikan Nasional. 2008. Panduan Umum Pengembangan Silabus. Dirjen Manajemen Dikdasmen Direktorat Pembinaan SMA. Departemen Pendidikan Nasional. 2008. Pengembangan Rencana Pelaksanaan

Pembelajaran. Dirjen Manjemen Dikdasmen Direktorat Pembinaan SMA.

ASSESSMENT SHEET 1 : PRODUCT WORKSHEET

REDOX REACTION AND ITS APLICATION IN DAILY LIFE

A. Basic Competence 1.1 Recognizing the structural regularity of particle matter as the greatness of God Almighty and the knowledge of the structure of matter particles as a result of human creative thinking that truth is tentative. 2.1 Demonstrate scientific behavior (curious, disciplined, honest, objective, open, able to distinguish between fact and opinion, tenacious, conscientious, responsible, critical, creative, innovative, democratic, communicative) in designing and conducting experiments and discussions are realized in everyday behaviors. 2.2 Demonstrate cooperative behavior, polite, tolerant, peace-loving and caring environment and efficient in utilizing natural resources. 2.3 Demonstrate behaviors responsive, and proactive and prudent as a manifestation of the ability to solve problems and make decisions 3.9 Analyze the development of the concept of oxidation-reduction reactions 4.9 Design, conduct, and conclude and present the experimental results of the oxidation-reduction reaction. B. Description of matter Reactions Oxidation is defined as the reaction between a substance and oxygen to produce an oxygen-containing compounds. While the reduction reaction is the reverse of the oxidation reaction, ie the reaction of oxygen release of a substance containing oxygen. Substances called Reducing oxidation or reducing agents, whereas substance that is reduced is called oxidants or oxidizing agents. Oxidation reactions can be prevented or slowed the use of anti-oxidants.

linda [Type the company name] 1

[Year ]
C. The main problem Choey likes cooking so much. one day she have a party in the beach with her friends. she prepared many potatoes for barbeque, then she peeled the potatoes at home so she can enjoy the party without peel potatoes again. when she was arriving at the beach, she was shocked because her potatoes become brown. then Linda said that actually choey must soak the potatoes into lime solution. Do you know why Linda said that? what the effect of soaking potatoes in lime solution? lets break this problem!

D. Experiment Objective: 1. Identifying the most effective solution that can prevent browning reaction of potatoes.

E. Hypothesis Formulate hypothesis of the information you have obtained :

A. Basic Competence

F. Equipment and Materials a. Equipment : - Knives

- Small bowl
b. Material : - Potato - Water - Solution Vitamin C - Lime Solution - Salt solution - Vinegar G. Procedure : 1. Prepare tools and materials 2. Prepare 6 small glass that filled by half of each glass with : lime solution, vitamin C solution, salt solution, vinegar and the last glass is empty as comparator. 3. Slice the potato

4. Dip potato slice into each glass

5. Soak potato slice in 1 minutes 6. Take the potato slice out of the solution and put in white paper 7. Let it 10 minutes and observe the color changes of potatoes from each glass 8. Record the data in the table bellow
linda [Type the company name] 3

H. Experiment Data :

Number

Treatment Potato with no treatment Potato dipped in lime solution Potato dipped in vitamin C solution Potato dipped in salt solution Potato dipped in water Potato dipped in vinegar

Observation the color Before After

4.

[Year ]

I. Experiment Analysis

1. a Based on your observation, which potato that shows color

changes?

...........................................................................................................
b. From your answer in 1a, which potato that change faster?

...........................................................................................................
2. a. Which potato that shows no color changes of potatoes?

...........................................................................................................

b. what is the contain of that solution and why it can keep the color of potato?

........................................................................................................... ........................................................................................................... ........................................................................................................... ........................................................................................................... ...........................................................................................................

J. CONCLUSION

KEY WORKSHEET

REDOX REACTION AND ITS APLICATION IN DAILY LIFE

A. Basic Competence 1.1 Recognizing the structural regularity of particle matter as the greatness of God Almighty and the knowledge of the structure of matter particles as a result of human creative thinking that truth is tentative. 2.1 Demonstrate scientific behavior (curious, disciplined, honest, objective, open, able to distinguish between fact and opinion, tenacious, conscientious, responsible, critical, creative, innovative, democratic, communicative) in designing and conducting experiments and discussions are realized in everyday behaviors. 2.2 Demonstrate cooperative behavior, polite, tolerant, peace-loving and caring environment and efficient in utilizing natural resources. 2.3 Demonstrate behaviors responsive, and proactive and prudent as a manifestation of the ability to solve problems and make decisions 3.9 Analyze the development of the concept of oxidation-reduction reactions 4.9 Design, conduct, and conclude and present the experimental results of the oxidation-reduction reaction.

B. Description of matter
Reactions Oxidation is defined as the reaction between a substance and oxygen to produce an oxygen-containing compounds. While the reduction reaction is the reverse of the oxidation reaction, ie the reaction of oxygen release of a substance containing oxygen. Substances called Reducing oxidation or reducing agents, whereas substance that is reduced is called oxidants or oxidizing agents. Oxidation reactions can be prevented or slowed the use of anti-oxidants. linda
[Type the company name] 1

[Year ]
C. The main problem Choey likes cooking so much. one day she have a party in the beach with her friends. she prepared many potatoes for barbeque, then she peeled the potatoes at home so she can enjoy the party without peel potatoes again. when she was arriving at the beach, she was shocked because her potatoes become brown. then Linda said that actually choey must soak the potatoes into lime solution. Do you know why Linda said that? what the effect of soaking potatoes in lime solution? lets break this problem!

D. Experiment Objective: 1. Identifying the most effective solution that can prevent browning reaction of potatoes.

E. Hypothesis
Formulate hypothesis of the information you have obtained : the rank of most effective solution that can prevent browning reaction of potatoes are Vitamin C solution, lime solution, vinegar, water, no treatment, salt water.

linda

F. Equipment and Materials a. Equipment : - Knives - Small bowl b. Material : - Potato - Water - Solution Vitamin C - Lime Solution - Salt solution

- Vinegar
G. Procedure : 1. Prepare tools and materials 2. Prepare 6 small glass that filled by half of each glass with : lime solution, vitamin C solution, salt solution, vinegar and the last glass is empty as comparator. 3. Slice the potato 4. Dip potato slice into each glass 5. Soak potato slice in 1 minutes 6. Take the potato slice out of the solution and put in white paper 7. Let it 10 minutes and observe the color changes of potatoes from each glass 8. Record the data in the table bellow
linda [Type the company name] 3

H. Experiment Data :

Number

Treatment

Observation the color Before After

Potato with no treatment

yellow

Brownish yellow (++)

Potato dipped in lime solution Potato dipped in vitamin C solution Potato dipped in salt solution Potato dipped in water Potato dipped in vinegar

yellow

yellow

yellow

Bright Yellow

4.

yellow

Brownish yellow (+++)

yellow

Brownish yellow (+)

yellow

Yellow (-)

[Year ]

I. Experiment Analysis

1. a Based on your observation, which potato that shows color changes? potato which dipped in water, no treatment and salt solution b. From your answer in 1a, which potato that change faster? potato which dipped in salt solution 2. a. Which potato that shows no color changes of potatoes? potato which dipped in vitamin C solution, lime solution and vinegar b. what is the contain of that solution and why it can keep the color of potato? vitamin C solution and lime solution has vitamin C, that content of anti oxidant compound, although vinegar doesnt has vitamin C but it also has anti oxidant compound. the anti oxidant compound that can prevent the browning reaction of potato

J. CONCLUSION

the rank of most effective solution to prevent the browning reaction are Vitamin C solution, Lime solution, Vinegar, water, no treatment, salt solution.

ASSESSMENT SHEET 2 : PROCESS

Name Class Date

: : :

NO ASPECT THAT ASSESSED 1. 2. 3. 4. 5. 6. 7. 8. Formulating hypothesis Identifying manipulation variable Identifying response variable Identifying controls variable Doing experiment appropriate with procedure Write the experiment result in table Doing analysis based on the experiment result Making conclusion.

MAX SCORE SCORE 10 10 10 10 10 20 20 10 100

TOTAL SCORE

Student

Observer

ASSESSMENT SHEET 3: CHARACTER Observation Format of Character Behavior Name Class Date : : :

Assessing instruction: For each character behavior below, the assessment of students character behavior is by using scale with the options: Option A = Very good B = Good C = Enough good D = Bad No 1 Aspect Honestly (recording the result of group discussion) 2 3 Responsible for completing group task Confidence question in answering teacher A Score 4 3 2 1 B C D Note

Chemistry Teacher

NIP

ASSESSMENT SHEET 4: SOCIAL SKILL Observation Format of Social Skill Name Class Date : : :

Assessing Instruction: For each social skill below, the assessment of students social skill is by using scale with the options: Option A = Very good B = Good C = Enough good D = Bad Score 4 3 2 1

No 1

Aspect Communication with friends in his/her own a group Cooperation with friends in doing the group task Being a good listener Ask questions ,express opinions ,respond to questions ,and to respect the opinions of others in the group discussions

Note

2 3 4

Teacher NIP

OBSERVATION SHEET FROM 3 OBSERVER 1st observer Activity Done Yes Opening activity (5 minutes) Phase 1 : Orientation to the problem 1. Teacher checked student attendance 2. Teacher asked student about the last material (oxidation reduction topic) 3. Teacher motivate the students with bring the small pieces of potato that have been browning effect. Ask to student Why the color of potato became brown? 4. Teacher assist student to find authentic problem from students knowledge and information : how to keep the original color of potato in order to not become brown? 3 4 4 4 2 4 No Score 2nd observer Done Yes No Score 3rd observer Done Yes No Score

Main Activity (35 minutes) Phase 2 : Organizing student to study 1. Teacher divide the student into 2 group, that contain 4 member in each group 2. Teacher give redox worksheet to every student 4 2 4 2 4

3. Teacher guide the student to make hypothesis based on the experiment 4. Teacher explain the procedure of experiment Phase 3 : Teacher guiding and group investigation 1. Teacher ask to one of member in group take the material and equipment 2. Teacher remember the student to carefully and do experiment appropriate with the redox worksheet 3. Teacher guiding student to do investigation and observe the problem

3 4 4 3 3

3 3 3 3 3

3 4

3 4

Phase 4 : Developing and presenting the result 1. Teacher ask each group to fulfill the table result and answer the questions 2. Teacher ask student to take my number in front of the class 3. Teacher ask the student to prepare result of experiment in front of the class 4. the teacher asks representatives from each group to present the experimental results by means scrambles number on steering wheel 4 3 4 4 4 3 4 4 4 4 3 4

Phase 5 : Analyzing and evaluating the problem solving process 1. Teacher ask student to compare the result both of group 2. Teacher asks all student to analyze the result of their experiment 3. Teacher guide student to conclude about experimental result that has been done 4. Teacher evaluate the learning process that happen by asking is there any difficulties in solving the problem? 5. Teacher helps students to reflect on their investigation and the process they done. 3 3 3 4 4 4 4 3 4 4 3 3 3 4 4