SalinanterjemahanRPP 2013 Laju Reaksi

PLAN OF LEARNING
(RPP)
Unit Level:High School

Subjects: Chemistry
Class / Semester:XI / 1
Topic: The rate Reaction
Time allocation:3 meetings, 12 JP 45 minutes
I. COMPETENCE CORE
KI 1: Appreciate and practice the teachings of religion adheres.
KI 2: Appreciate and practice honest behavior, discipline, responsibility, caring (gotong royong,
cooperation, tolerance, peace), polite, responsive and proactive, and demonstrate behaviors
as part of the solution to various problems in interacting effectively with the social
environment and nature and put themselves as a reflection of the people in the association
world.
KI 3: Understand, implement, and analyze the knowledge of factual, conceptual, procedural, and
metacognitive by curiosity about science, technology, art, culture, and humanities with
insights into humanity, nation, state, and civilization-related causes of phenomena and
events, and applying procedural knowledge in a specific field of study according to their
talents and interests to solve the problem.
KI 4: Processing, reasoning, and menyaji in the realm of the concrete and the abstract realm
associated with the development of learned in school independently, to act effectively and
creatively, and are able to use the method according to the rules of science.
II. BASIC COMPETENCE

1.1. Recognizing the regularity of the nature of the reaction rate as a manifestation of the
greatness of Almighty God and the knowledge of their regularity as a result of human
creative thinking tentative truth.
2.1. Shows the behavior of scientific (curious, disciplined, honest, objective, open, able to
distinguish between fact and opinion, tenacious, thorough, responsible, critical, creative,
innovative, democratic, communicative) in designing and conducting experiments and
discussions are embodied in everyday attitude.
1
2.3. Shows responsive and proactive behavior as well as wise as a manifestation of the ability to
solve problems and make decisions.
3.6. Understanding the theory of collision (collision) to explain chemical reactions.
3.7. Analyzes the factors that influence the reaction rate and determine the order of the reaction
is based on experimental results.
4.6. Presenting the results of an understanding of the theory of the collision (collision) to explain
chemical reactions.
4.7. Designing, conducting, and concluding, and presents the results of experimental factors that
influence the reaction rate and reaction order.
III. LEARNING INDICATORS

Cognitive
a. Explainingconnection with the collision theory the factors that affect the rate of reaction.
b. Explaining the relationship with the activation energy of the collision theory is based on the
activation energy graphs and complex formation activated in exothermic and endothermic
reactions.
c. Explaining the effect of concentration on the reaction rate by experiment.
d. Explaining the effect of temperature on the reaction rate by experiment.
e. Describing the effects of the surface area of the touchpad on the rate of reaction through the
trial.
f. Explaining the effect of the catalyst on the reaction rate by experiment.
g. Determine the order of the reaction is based on analysis of data that is obtained through
experiment.
h. Analyze the relationship between the collision theory to the factors that affect the rate of
reaction.
affective
a. Showsbehavior in scientific experiment and solve problems in conducting experiments and
group discussions.
b. Show an active attitude in asking and answering questions related to the material compound
rate of reaction.
c. Show a critical attitude in response to explanation or opinion regarding the material reaction
rate.
2
Psychomotor
a. Assembling and using the set of tools in conducting experiments concerning the factors that
affect the rate of reaction carefully.
b. Presenting data from group discussions collision theory and the factors that influence the
reaction rate is systematically using appropriate language.
IV. Learning Objectives

Cognitive
a. Students can explain the relevance theory of collision with the factors that affect the rate of
reaction.
b. Students can explain the relationship with the activation energy of the collision theory is
based on the activation energy graphs and complex formation activated in exothermic and
endothermic reactions.
c. Students can explain the effect of concentration on the reaction rate by experiment.
d. Students can explain the effect of temperature on the reaction rate by experiment.
e. Students can explain the effect of the surface area of the touchpad on the rate of reaction
through the trial.
f. Students can explain the effect of the catalyst on the rate of reaksimelalui trial.
g. Students can determine the order of the reaction is based on analysis of data obtained through
the experiment.
h. Students can analyze the relationship between the collision theory to the factors that affect the
rate of reaction.
Affective
a. Students are able to demonstrate the scientific behavior in conducting experiments and
solving problems in conducting experiments and group discussions.
b. Students are able to demonstrate an active attitude in asking and answering questions related
to the material compound rate of reaction.
c. Students are able to demonstrate a critical attitude in response to explanation or opinion
regarding the material reaction rate.
Psychomotor
3
a. Students are skilled to assemble and use a set of tools in conducting experiments concerning
the factors that affect the rate of reaction carefully.
b. Students skilled in presenting the data results of group discussions collision theory and the
factors that influence the reaction rate is systematically using appropriate language.
V. LEARNING MATERIALS
1. MaterialsPrerequisites:
o Thermochemistry reaction exothermic and endothermic reactions.
2. The core material

o factors that determine the rate of reaction.
o Collision theory.
o The activation energy.
o Order of reaction and reaction rate equation.
VI. STRATEGY LEARNING

Model: SETS
Approach: Scientific
Method: Practical, group discussions, assignments
source of learning:Books chemical and related articles
Media of learning: Power point regarding the pace and order of the reaction
equipment and learning materials (attached in Appendix 1A-D)
VII. ACTIVITYLearning
A. First meeting
time
Teaching and Learning Steps allocatio
n
Initial Introduction
Activity o Students answer greetings and pray. 10 min
o Students examined attendance by teachers.
o Students are conditioned for flocking according to the division
4
of the group that has organized teachers.
Recap
o Students revisit the matter at the previous meeting regarding
the exothermic and endothermic reactions in thermochemical.
Motivation
o Students pay attention to the teacher's explanation reaction rate
application in everyday life and in industry.
o Students are given information about instructional materials,
namely Factors Affecting the reaction rate.
Main Activity Viewing
o Students observe images of fireworks and iron perkaratan 10 min
process.
o Students are given the fact that there is a chemical reaction that
is rapid, such as the ignition of fireworks, and there is a slow
process, such as iron perkaratan process.
ask
o Students are expected toany questions:
- Why is there a rapid reaction and no reaction takes place
slowly?
- What causes a reaction to take place sooner or later?
Collecting Data
o Each group of students is divided into 4 large, to accept LKS
practicum(Appendix1)are different, with the division title 70 min
practicum as follows:
- A large group of 1: effect of concentration on reaction rate
- large group 2: The effect of temperature on the reaction rate
- Large group 3: the influence of the surface area of the
touchpad on the rate of reaction
- 4 large groups: the influence of the catalyst on the reaction
rate
o Students read and study worksheets that have been given by
the teacher.
5
o Students are doing practical work in accordance with the
working steps on worksheets.
o Students working on the problems on worksheets based on the
results of the lab.
o Students analyze events that occur in the different conditions to
a chemical reaction that takes place during the practicum.
associates
o Studentsconclude the influence of concentration, temperature, 10 min
surface area of touch, and a different catalyst to speed the
reaction.
Communicating
o Each group of students present the results of their group 60 min
discussions verbally and in writing in front of the class.
o Students who have not obtained a turn presentations,
individually write a resume or summary of the experimental
results group presentation.
FinalEvent Closing
o Each group of students submit one practical worksheets that 20 min
have been done on the teacher.
o Student individually submit the resume during the presentation
attention to another group of teachers.
o Students are given the opportunity by the teacher to ask
instructional materials that are still unclear.
o Students and teachers conclude learning materials.
o Students are given the task to report the results of experiments
have been conducted to be collected at the next meeting as well
as read about the collision theory and activation energy.
o Students pray.
o Students answered regards cover.
B. Second Meeting of
Teaching and Learning Steps Time
6
allocatio
n
o Students are conditioned for flocking according to the division
of the group that has organized teachers.
Recap
the determinants of the reaction rate.
motivation
o Studentteacher noticed a brief explanation regarding the
determinants of the reaction rate.
o Students are presented with the question of what causes these
factors can increase the rate of reaction?
o To answer these questions the students are given information
about the learning materials, the collision theory and activation
energy.
o Students observe the analogy of the process of pushing the car 10 min
through the ramp.
o Students are given the fact, that with sufficient energy, the car
can pass through the ramp smoothly, but if the energy supplied
when pushing the car is weak, then it is likely the car will go
down again / back again very large.
ask
- What is the relationship of energy to push the car to the rate
of reaction?
- How is the energy relationship with the factors that
determine the rate of reaction?
Collecting Data 70 min
7
o Each group of students is divided into 4 large, to discuss the
matter differently, with the division title material as follows:
- A large group of 1: relationship collision theory with
concentrations of reagents
- large group 2:relationship collision theory with the reaction
temperature
- Large group 3:relations theory collision with a surface area
ofof substances touch
- a large group4:relations with the collision theory catalyst
o Students analyze the discussion using the book source material
and related articles.
associates
o Studentsconclude hubunganteori collision with concentration, 10 min
temperature, surface area of touch, and a catalyst in a chemical
reaction.
Communicating
o Each group of students present their oral group and (if 60 min
possible) written in front of the class.
individually write a resume or summary of the discussion
groups make presentations.
FinalEvent Closing
o Each group of students submit the record results of group 20
discussion on the teacher. minutes
o Student individually submit the resume during the presentation
attention to another group of teachers.
o Students are given the task to read the Order of reaction and
reaction rate equation.
o Students pray.
8
C. Third Meeting of
Time
Teaching and Learning Steps allocatio
n
Recap
the collision theory and activation energy.
motivation
o Studentis given to the fact that in studying the rate of reaction is
not completed only by understanding the determinants alone,
but the reaction rate is familiar with the reaction order. The first
step in determining the rate of reaction is to first determine the
reaction order.
o Students are given information about instructional materials,
namely the Order of reaction and reaction rate equation.
o Students observe the teacher's explanations concerning the 30 min
determination of the reaction order, graphics reaction order, and
the writing of the reaction rate equation based on secondary
data.
ask
- How to determine the order of the reaction and the
reaction rate equation of data from different experiments?
collect data 60 min
o Students are conditioned togrouped according to the division of
the group that has organized teachers.
9
o Each group of students receives a non-experimental
LKS(Appendix 2), which is shared by the teacher.
o Students analyze and work on worksheets provided by the
teacher in groups.
associate 10 min
o Students concluderelationship with the reaction order rate
equation.
Communicating 40 min
o Each group of students present the results of their group
discussions verbally and in writing in front of the class.
individually writing down weaknesses / errors and logical
refutation of the results of the discussion groups make
presentations.
FinalEvent Closing
o Each group of students submit the record results of group 30
discussion on the teacher. minutes
o Student individually submit the results of refutation or
weaknesses / errors committed by those who do presentasipada
teachers.
o Students are given the task of reading and collecting articles
about Chemical Equilibrium.
o Students pray.
VIII. Evaluation
1. procedure
a. Cognitive Assessment Assessment: Written test
b. affective Rating: Attitudes of students during the learning takes place
c. Penilain Psychomotor: Product experimental results
10
2. Instrument Rating
Instrument RatingCognitive
Learning Objectives Problem Score
a. Students can explain the 1. Of a reaction was found that a temperature 10
relevance theory of collision with rise of 10 C can increase the reaction rate of
the factors that affect the rate of 2 . Description appropriate for this event is
reaction. ...
a. the average energy of the particles that act
rose to 2
b. the average speed of particles that acts
rose to 2
c. number of particles having a minimum
energy increases to 2
d. the frequency of collisions rises to 2
e. activation energy rose to 2
b. Students can explain the 2. Consider the graph the relationship between 10
relationship with the activation the catalyst and the activation energy for the
energy of the collision theory is following:
based on the activation energy
graphs and complex formation
activated in exothermic and
endothermic reactions.
activation energy is the rate determining step

reaction shown by ...
a. Ea1 D.Ea4
b. Ea2 E.Ea5
c. Ea3
10
3. The following chart states ...
a. The reaction takes place to release
energy
b. X is the change in enthalpyreactions
c. reactioncan only take place when X> Y
d. the reaction is endothermic reaction
e. X + Y is the activation energy of
c. Students can explain the effect of 4. Consider the following table:
concentration on the reaction rate 10
by experiment.
11
Based on experimental data 4 and 5 above,
factors that affect the speed of reaction is ....
a. Concentration d. The surface area
of
b. catalyst e.astringent
properties
c. Climate Change
d. Students can explain the effect of 5. At a reaction temperature of 25 C was 10
temperature on the reaction rate raised to 75 C. If every increase of 10 C
by experiment. the speed to 2 times faster, the speed of the
above reaction be ... times faster.
a. 8 b. 10 c. 16 d. 32 e. 64
e. Students can explain the effect of 6. In the form of chunks of limestone reacts 10
the surface area of the touchpad with HCL slower than in powder form. This
on the rate of reaction through the indicates that the reaction rate is influenced
trial. by ...
a. Being substance
b. Type substances
c. Personalitysubstances
d. surface area of
e. substances Origin
f. Students can explain the effect of 7. Note the mechanism of the reaction equation 10
the catalyst on the reaction rate below:
by experiment. A(aq) + B(aq) AB(aq) (slow)
A(aq) + B(aq) + C(s) AB(aq) + C(s) (fast)
substance C is ...
a. Inhibitor
b. homogeneousCatalysts
c. catalysts
d. enzyme
e. substrate
g. Students can determine the order 8. Which of the following statements in 10
of the reaction is based on the accordance with the data in the table?
analysis of data that is obtained SO2(M)
Experime H2 Time
through experiment.
12
nt (M) (sec)
1 a 4a 36
2 2a 4a 18
3 3a 4a 9
4 4a 2a 18
5 5a a 36-order
a. reaction to H2 is the second

b. order of the reaction of the SO2 is the
second 10
c. order total reaction is 4
d. reaction speed to be 4 x if (H2)and
(SO2)increased 2x
e. formula reaction velocity v = k (H2)
(SO2)2
9. From the reaction aA + bB cC + dD , data

obtained experimental results as follows:
[A] [B] the v
beginning end of
of
0.1 0.1 5 10-4
0.1 0.2 to 9.5 10-4
0.2 0.3 1.4 10-3
0.5 0.2 1 10-3
From these data we can conclude ...

a. v = k [A] d.v = k [A]
b. v = k [B] e. v = k [A] [B]
c. v = k [B]
h. Students can analyze the 10. The increase in temperature generally 10
relationship between the collision increase the reaction. The exact reasons to
theory to the factors that affect explain it is ...
the rate of reaction. a. the kinetic energy of the molecules
decreased
b. rise temperature reaction produces
irreversible
c. speed of each molecule being the same
d. kinetic energy of the molecules
increases
e. the temperature rise far the activation
energy of
13
Instrument Affective
Ratings affective using observation sheet attached to the Guidelines for
Assessment,Self-Assessmentand Peer Assessment.
Instrument RatingPsychomotor
Rating psychomotorusing practical observation sheet attached to the Guidelines for
Assessment
3. GuidelinesRatings
Cognitive
Tableassessment test results
Numberabout
12
No. Nameof students 34 Score
56
78
...
Nilai =100
Rating Affective
Attitude Objectives:
a. Students are able to demonstrate the scientific behavior in conducting experiments and
solve problems in group discussions.
Aspects Assessed
Thorough Responsible Honest Score

No. Student Name
01 Total
20
12
14
01
...
Rubric:
0: if not thorough in running the lab, not responsible for the cleanliness and integrity of the
instrument, as well as dishonest in writing the results of lab work in group discussions.
1: if careful in running the lab, responsible for the cleanliness and integrity of the tool,
sertajujur in writing lab results in group discussions, however slow and indecisive when
working in the laboratory.
2: if thoroughly in running the lab, responsible for the cleanliness and integrity of the tool,
sertajujur in writing lab results in group discussions.
Affective Objectives:
b. Students are able to demonstrate an active attitude in asking and answering questions
related compounds and petroleum hydrocarbons.
Aspects Assessed
Total
No. Student Name On inquiry Active Answering
Score
0 1 2 0 1 2
1.
2.
3.
...
Rubric:
0: if not active in asking and answering questions submitted.
1: if asked and answered questions submitted, but not systematic in asking questions and
one concept when answering.
2: if asked and answered questions submitted, as well as systematic in asking questions
15
and the correct concept when answering.
Affective Objectives:
c. Students are able to demonstrate a critical attitude in response to explanation or opinion
regarding the compounds and petroleum hydrocarbons.
Aspects Assessed
inquiry of Opinion Answering

Total
No. Student Name 01 Score
20
12
01
...
Rubric:
0: if not ask, do not argue, and did not answer.
1: if asked, argue, or answer, but less in accordance with the material.
2: if asked, argue, or answer, and content in accordance with the material.
16
Rate Psychomotor
Psychomotor Objectives:
a. Students are skilled in assembling a set of tools and do experiments about the factors that
affect the rate of reaction carefully.
value
Aspects assessed SB Good Less SK
Score: 4 Score: 3 Score: 2 Score: 1
1. Student equipment and materials
appropriately.
2. Students cleaning and drying the tool before
practicum.
3. Students drafting tool as directed practicum.
4. Students take and incorporate materials
using spatula.
5. Students read the scale on glassware or a
thermometer correctly.
6. Students noted that the rate of change occur
in the different conditions.
7. Students clean the appliance after the
practicum.
8. Students conduct experiments on time.
Total
Total Total:
Psychomotor Objectives:
b. Students skilled presents data from a group discussion on the process of formation and
separation techniques petroleum fractions and its usage systematically use appropriate
language.
Aspects Assessed
Use of Language Proficiency in Score

No. Student Name
speaking Total
0 1 2 0 1 2
1.
2.
3.
...
Rubric:
0: if not using language that is offensive or not proficient in delivering informasihasil
17
group discussions.
1: if you use polite language, but not confident in speaking or less proficient in delivering
systematically informasihasil group discussions.
2: if using polite language or proficient in delivering systematically informasihasil group
discussions.
18
SELF ASSESSMENT SHEET
(SELFASSESSMENT)
Give an assessment of yourself by giving a check markin the column next to the statement honestly!
Name: ................................................ ....

Group: ............................................ ........
No. Statement Yes No

1. Is learning today before attending your first read the material to be learned?
2. Do you collect and bring the discussion?
If "Yes", write down the categories of discussion that you carry.
.................................................. .................................................. .....
............................................. .................................................. ..........
3. Do you critique your friend's opinion in a discussion group?
4. Do you accept criticism of your friends?
5. Do you give any advice or your opinion in group discussions?
6. Do you ask a question on another friend during the discussion?
7. Do you ask questions to the teacher during the discussion?
8. Do you encourage your friends to argue / ask questions / criticism?
9. Do you understand the learning material about the rate of reactions that
have been implemented? If "No" reveal parts that still confuse you.
.................................................. .................................................. .....
............................................. .................................................. ..........
10. do you feel satisfied with the discussion group that has been done? If "No"
to express your concerns.
.................................................. .................................................. .....
............................................. .................................................. ..........
CAUTION: collect the form at the teacher!
19
ASSESSMENT SHEET ONE FRIEND
(PEERASSESSMENT)
Give your assessment of your group of friends to give a check markin the column statement honestly
and objectively!
Name Appraisal:............................................... .....

Group: ........................................... .........
A
c
c
e O
p p G
M
t i i
oti
Br Gi i n v on Aski
vat
ing vin n i i Frien ng
ing
s g g o n ds Ques
Ot
No. Your Friend's Name Di Cr n g Aski tions
he
sc itic c G A ng on
r
uss is r i d Ques Teac
Fri
ion m i v v tions her
en
t i ic
ds
i n e
c g
i
s
m
1.
2.
3.
4.
5.
CAUTION: collect the form at the teacher!
20
ANNEX
21
22
LAMPIRAN 1A
Date Lab:____________________________
Group:________
MembersGroup: ____________________________
____________________________
____________________________
____________________________
____________________________
STUDENT WORK SHEET (LKS)

EFFECT OF CONCENTRATION ON THE SPEED OF REACTION DIFFERENCE
Objective:
Students can deduce the effect of adding different concentrations of the chemical reaction rate.
A. Basic Theory of
Change reactant concentration per unit time can be manipulated to make it faster or slower,
even the reaction is stopped. To manipulate the speed of reaction, you need to know what factors
that can affect the speed of the reaction sutau. These factors are the concentration of reactants,
surface area substances react, the reaction temperature, and catalyst.
If in a reaction, the molar concentration of one reactant diperbesaratau reduced, how will
this affect the rate of reaction?
B. Equipment and Materials

Test tube 4 pieces
stopwatch 1 set of
of zinc Solid 4 pieces
Spatula 1 piece
0.5M HCl solution 10 mL
solution of HCl 1M 10 mL
2M HClsolution 10 mL
solution of 3M HCl 10 mL
Label
C. Working procedure
23
1. Set up four test tubes each are numbered 1 - 4.
2. Fill in the first test tube with a solution of 10 ml of HCl 0.5M.
3. Insert pieces of zinc into a test tube.
4. Calculate the reaction time with a stopwatch at the time of the zinc strip inserted into the strip
zinc solution until completely reacted.
5. Repeat these steps for the solution of HCl 1M, 2M and 3M on the three other test tubes.
D. Observations
Complete observation data table below:
NumberTest Tube Reagent Time
E. Question
1. Based on your observations, what can be an indicator of the reaction?
2. Write down the amount of the independent variable, the dependent variable and control variables
in experiments that have been done!
3. Which finished composition to react more quickly?
4. Graph the relationship between the concentration of HCl on time!
F. Conclusion
Make a logical conclusion based on experiments that you have done!
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
24
25
LAMPIRAN 1B
Practicum Date:____________________________
Group:________
MembersGroup: ____________________________
____________________________
____________________________
____________________________
____________________________

EFFECT OF TEMPERATURE DIFFERENCE ON THE SPEED OF REACTION
Objectives:
Students can conclude effect of temperature on the rate of chemical reactions.
A. Basic Theory of
Does temperature affect the speed of reaction?

chemical Geals 50 mL 1 piece
stopwatch 1 set of
solutions of Na2S2O3 0.1M 20 mL
solution0.1M HCl 20 mL
spiritus Burner 1 piece of
white paper 1 sheet
Markers 1 piece
Thermometers 1 piece
26
C. Work Procedure
1. Place the beaker 50 mL on white paper by a cross with a marker.
2. Enter 20 ml of Na2S2O30.1M into the beaker.
3. Measure the temperature of a 0.1 M HCl solution using a thermometer, record observations in
the table.
4. Enter the 20 ml of HCl 0.1M into a beaker containing Na2S2O3that.
5. Calculate the time from pouring HCl until a cross on paper is not visible.
6. Repeat these steps with a solution of Na2S2O3and HCl are heated to 50C and 70C with
methylated spirit burners.
D. Observations
Complete data tables following observations:
Attempt to-reagent temperature Time
HCl(aq)
E. Question
1. Changes are occurring in the reaction?
2. Write down the amount of the independent variable, the dependent variable and control
variables in experiments that have been done!
3. Of the three reactions, the reaction Which has the highest reaction speed?
4. Graph the relationship between temperature and the rate of reaction.
F. Conclusion
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
27
______________________________________________________________________________
28
LAMPIRAN 1C
Practicum Date:____________________________
Group:________
MembersGroup: ____________________________
____________________________
____________________________
____________________________
____________________________

PERBEDAANLUAS EFFECT OF TOUCH SURFACE
SPEED OF REACTION
Objectives:
Students can conclude effect of temperature on the rate of chemical reactions.
A. Basic Theory of
The surface area is the surface area in reaksikimia substances that come into contact
toproduce reaction reagents. In a chemical reaction, not all substances bereaksidapat surface area in
contact until the reaction.
How do the differences in surface area of the touchpad to the speed of reaction?

beaker 100 mL of 1 piece of
glass measuring 100 mL of 1 piece
Stopwatch set1
knife 1 piece
Spatula 1 piece
stirrer rod 1 piece
Tablet Redoxon 3 eggs
29
Water
C. Working Procedure
1. Fill a beaker with 50 ml of water.
2. Enter 1butirtablet Redoxon into the water.
3. Measure the reaction time using a stopwatch ranging from tablet to tablet when the income is
no longer left in the solution.
4. Repeat these steps using a tablet Redoxon cut into 4 parts, and tablet Redoxon finely ground.
D. Observations
Attempt to-Reagent Time
+
+
+
E. Question
1. What is an indicator of a reaction?
2. Write down the amount of the independent variable, the dependent variable and control
variables in experiments that have been done!
3. Which of the tablet form larger surface area?
4. In the experiment into howtablet? Redoxon soluble
F. Conclusion
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
30
LAMPIRAN 1D
Practicum Date:____________________________
Group:________
MembersGroup: ____________________________
____________________________
____________________________
____________________________
____________________________

EFFECT OF CATALYST ADDITION TO THE SPEED OF REACTION
Objectives:
Students can deduce the effect of adding a catalyst to speed the chemical reactions.
A. Basic Theory of
Katalisadalah substances that are added in small amounts into a sistemreaksi to accelerate the
reaction. At the end of the reaction, the catalyst diperolehkembali in the form of the original
substance.

Test tube 2 pieces of
glass measuring 10 ml of 1 piece
Pipette drops 3 pieces
solution of H2O2 3% 8 mL
powder MnO2
solution soaps
C. Working procedure
1. Mix 4 mL of H2O2 3% and 1 drop of soap solution into test tube.
31
2. Shake and observe the changes.
3. Repeat these steps, then add a little powdered MnO2.
D. Observations
Attempt to-reagent Observations
+ +
E. Question
1. Was there any change after the reaction?
2. Whether it could be an indicator of the course of a chemical reaction?
3. Compare the observations between the reaction with MnO2 and without MnO2.Which is faster
reaction?
F. Conclusion
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
32
33
LAMPIRAN 2

ORDER RATE OF REACTION AND THE EQUATION OF REACTION
Do the following questions in groups and write your answer on another paper individually!
1. From the reaction of 2 N2O5 4 NO2 + O2 data showed compound forming NO2 as follows:
No
[NO2](M) Time (hours)
.
1 0,000 0
2 0,020 1
3 0,040 2
4. 0.080 3
The rate of formation of NO2 is ... ..
2. The experimental data on the reaction: NH4+(aq) + NO2-(aq) N2(aq) + 2H2O(l)
Trial to-[NO2-](M) [NH4+](M) v (M s-1)
1 0.01 0.2 5 , 4 10-7
2 0.02 0.2 1010.8-7
3 0.04 0.2 21.5 10-7
4 0.02 0.02 10.8 10-7
5 0 02 0.06 32.4 10-7
formula reaction speed is ... ..
3. Note the experimental data as follows:

Attempt to-[H2]M [SO2]M time (sec)
1 0.1 0.4 36
34
2 0.2 0.4 18 3
0.4 0.4 9
The equation for the reaction rate in the above experiment is ... ..
4. The reaction rate of a gas is expressed as = k [A] [B]. Determine the ratio of the rate of reaction
compared to the reaction rate early if:
a) the volume occupied by the gases reduced to half the original volume of
b) the volume occupied by the gases reduced to 1/4 of its original volume
5. for the reaction A + B AB obtained the following data

Ifthe concentration of A raised three times the concentration of B fixed, the rate of reaction to nine
times faster. If the concentration of A and B is increased three times, the reaction rate becomes 27
times faster. Reaction rate equation is ... ..
6. At a temperature of 273 C, bromine gas can react with nitrogen monoxide according to the
following reaction equation:
2NO(aq) + Br2(g) 2NOBr(g)
Preliminary
Experime Initial reaction
Concentration(M)
nt rate (M s-1)
NO Br
2 1 0.1 0.05
6 2 0.1 0.10
The reaction rate when the concentration of NO gas = 0 , 01 M and gas Br2= 0.03 M is .....
35

SalinanterjemahanRPP 2013 Laju Reaksi

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PLAN OF LEARNING

Unit Level:High School

II. BASIC COMPETENCE

III. LEARNING INDICATORS

IV. Learning Objectives

2. The core material

VI. STRATEGY LEARNING

activation energy is the rate determining step

a. reaction to H2 is the second

9. From the reaction aA + bB cC + dD , data

From these data we can conclude ...

Thorough Responsible Honest Score

inquiry of Opinion Answering

Use of Language Proficiency in Score

Name: ................................................ ....

No. Statement Yes No

CAUTION: collect the form at the teacher!

Name Appraisal:............................................... .....

CAUTION: collect the form at the teacher!

STUDENT WORK SHEET (LKS)

B. Equipment and Materials

STUDENT WORK SHEET (LKS)

B. Equipment and Materials

STUDENT WORK SHEET (LKS)

B. Equipment and Materials

STUDENT WORK SHEET (LKS)

B. Equipment and Materials

STUDENT WORK SHEET (LKS)

The rate of formation of NO2 is ... ..

2. The experimental data on the reaction: NH4+(aq) + NO2-(aq) N2(aq) + 2H2O(l)

Trial to-[NO2-](M) [NH4+](M) v (M s-1)

1 0.01 0.2 5 , 4 10-7

2 0.02 0.2 1010.8-7

3 0.04 0.2 21.5 10-7

4 0.02 0.02 10.8 10-7

5 0 02 0.06 32.4 10-7

formula reaction speed is ... ..

3. Note the experimental data as follows:

5. for the reaction A + B AB obtained the following data

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