Lesson Plan of Factors Affecting The Rate

Reaction ( Surface Area)

Innovative Learning II

Compiled by:
Fikri Ulin Nuha
Widyah Angreini
Yovi Ocktaviani

14030194046 /PKU-2014
14030194010 /PKU-2014
14030194005 /PKU-2014

CHEMISTRY DEPARTMENT
MATHEMATCS AND NATURAL SCIENCE FACULTY
THE STATE UNIVERSITY OF SURABAYA
2016

Lesson Plan
School

: Avicena Senior High School

Learning Subject

: Chemistry

Grade/Semester

: XI/ 1

Subject Matter

: Rate Reaction

Sub Subject Matter : factors Affecting the Rate Reaction

Time Allocation

: 1 x 45 minutes

A. Main Competence
Main Competence 1

: Appreciating and applying the religious which belief.

Main Competence 2

: Appreciating

and

practicing

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.
Main Competence 3

: Understanding,

implicating,

analyzing

factual,

conceptual and procedural knowledge based on

curiosity

of

science,

technology,

art,

culture,

humanities, with insight into humanity, national, state,

and civilization in related causes of phenomena and
events, as well as applying procedural knowledge in a
specific field of study according to their talents and
interests to solve problems.
Main Competence 4

: Processing, reasoning, present, and create in the realm

of the concrete and the abstract domains associated
with the development of the learned at school

independently and act effectively and creatively, and

able to use the scientific method.
B. Basic Competence and Indicator
1.1. Realize the regularity of the nature of the hydrocarbons, thermochemical,
the rate of reaction, chemical equilibrium, solutions and colloids as the
God massivness and knowledge about particle structure as result of
humans creativity, which the truth is tentative.
Indicator :
1.1.1

After discussing about the matter, student realize

that the regularity of reaction rate as Almighty

1.1.2

God massiveness.
After discussing about the matter, students are
grateful for Gods creation as the greatness of

Almighty God.
Learning Goals:
1.1.1.1 After discussing about the matter, student realize that the regularity of
reaction rate as Almighty God massiveness.
1.1.1.2 After discussing about the matter, students are grateful for Gods creation
as the greatness of Almighty God.
2.1. Show the scientific behavior (have curiousity, discipline, honest,
objective, open mind, be able to differ fact and opinion, tape, precise,
responsibility, critic, creative, innovative, democrative, communicative)
in design and doing experiment and discuss

that applied in daily

life.
Indicator:
2.1.1. Student be able to apply honest attitude.
2.1.2. Student be able to apply communicative attitude.
2.1.3. Student be able to apply curiosity attitude.
Leraning Goals:
2.1.1.1.

Through experiment

activities, student can be

honest when do their worksheet based on their experiment

sincerely.

2.1.1.2.

Through

experiment

activities

student

can

communicative when discuss with their group and present the

result sincerely.
2.1.1.3.

Through

learning activity including discussing,

student can be able to apply curiosity attitude.

3.7. Analysing the factors that affect the reaction rate and determine the order
of the reaction based on the experimental results.
Indicator :
3.7.1.
Understanding the factors that affect the rate of reaction.
3.7.2.
Classify the factors that affect reaction rate
Learning Goals:
3.7.1.1. Through experiments, students are able to understand the
effect of surface area on reaction rate correctly.
3.7.1.2. Through learning activity, student can be able to Classify
the factors that affect reaction rate
4.7. Design, conduct and conclude and present the results of experimental
factors that affect the rate of reaction and the reaction order.
Indicator :
4.7.1.

Design the experiment of factors that affect the rate of

reaction and the reaction order

4.7.2.

Conducting the experiment of factors that affect the rate of

reaction and the reaction order

4.7.3.
Concluding the the result of experiment of factors that
affect the rate of reaction and the reaction order
4.7.4.
Present the result of experiment of factors that affect the
rate of reaction and the reaction order
Learning Goals:
4.7.1.1.1.

Given the tools, materials and worksheets, in groups the

students are able design the experiment effect surface area on

the rate of reaction.

4.7.1.1.2. Students are able to conduct the experiment effect surface
area on the rate of reaction based on the procedure in the
worksheet.

4.7.1.1.3. Students are able process the experimental data or

information to conclude the factors that affect the rate of
reaction.
4.7.1.1.4. Students are able to present the result discussion about effect
surface area on the rate reaction experiment.
C. Learning Materials
Reaction Rate
Reaction rate, the speed at which a chemical reaction proceeds. It is
often expressed in terms of either the concentration (amount per unit volume)
of a product that is formed in a unit of time or the concentration of a reactant
that is consumed in a unit of time. Alternatively, it may be defined in terms of
the amounts of the reactants consumed or products formed in a unit of time.
There is factors of affect in reaction rate :
1. Concentration Effects
Two substances cannot possibly react with each other unless their
constituent particles (molecules, atoms, or ions) come into contact. If there is
no contact, the reaction rate will be zero. Conversely, the more reactant
particles that collide per unit time, the more often a reaction between them can
occur. Consequently, the reaction rate usually increases as the concentration of
the reactants increases.
2. Temperature Effects
Increasing the temperature of a system increases the average kinetic
energy of its constituent particles. As the average kinetic energy increases, the
particles move faster and collide more frequently per unit time and possess
greater energy when they collide. Both of these factors increase the reaction
rate. Hence the reaction rate of virtually all reactions increases with increasing
temperature. Conversely, the reaction rate of virtually all reactions decreases
with decreasing temperature. For example, refrigeration retards the rate of
growth of bacteria in foods by decreasing the reaction rates of biochemical
reactions that enable bacteria to reproduce.

3. Surface Area Effects

Surface area is the exposed matter of a solid substance. Imagine that
you are holding a perfect cube of magnesium. The surface area is the sum of
the area of all six sides of the cube. The surface area of the cube can be
increased by dividing the cube into smaller cubes. Surface area is maximized
when a single large cube is crushed to fine powder. The rate of reaction of a
solid substance is related to its surface area. In a reaction between a solid and
an aqueous/liquid/gas species, increasing the surface area of the solid-phase
reactant increases the number of collisions per second and therefore increases
the reaction rate.
When two reactants are in the same fluid phase, their particles collide
more frequently than when one or both reactants are solids (or when they are
in different fluids that do not mix). If the reactants are uniformly dispersed in a
single homogeneous solution, then the number of collisions per unit time
depends on concentration and temperature, as we have just seen. If the
reaction is heterogeneous, however, the reactants are in two different phases,
and collisions between the reactants can occur only at interfaces between
phases. The number of collisions between reactants per unit time is
substantially reduced relative to the homogeneous case, and, hence, so is the
reaction rate. The reaction rate of a heterogeneous reaction depends on the
surface area of the more condensed phase.
The surface area of accelerating the reaction rate because the more
surface area, more and more of the substance collide and the greater their
chances of collisions effectively bring about change. The more surface area,
the smaller the particle size of the substance. So the smaller the particle size of
a substance, the reaction would be even faster. One of the conditions for the
reaction to take place are substances reagents must be mixed or touching. In a
heterogeneous mixture of reagents, reaction only occurs at the boundary mix.
This mixture limit field is a touch area. By expanding the broad field of touch,
the reaction will proceed more quickly. From the picture above we can see that

the surface area of the image at point P B is greater than the image point A.
The amount of solute (green circle) in the second image above is the same, but
the size is different. We can calculate the solute molecules that can collide
with solvent molecules (red circles). The more molecules of a solute that can
come into contact with solvent molecules, meaning the greater the surface
area. With the increasingly wide surface reactants, will facilitate the molecules
collide and produce reaction products. In other words, the reaction rate
increases
4. Catalyst Effects
A catalyst is a substance that participates in a chemical reaction and
increases the reaction rate without undergoing a net chemical change itself.
Consider, for example, the decomposition of hydrogen peroxide in the
presence and absence of different catalysts. Because most catalysts are highly
selective, they often determine the product of a reaction by accelerating only
one of several possible reactions that could occur.Most of the bulk chemicals
produced in industry are formed with catalyzed reactions. Recent estimates
indicate that about 30% of the gross national product of the United States and
other industrialized nations relies either directly or indirectly on the use of
catalysts.
A substance that increases the rate of a reaction but is not consumed in the
reaction. It does so by lowering the activation energy (Ea) - The energy level
that must be overcome by the reactants in a chemical reaction in order for the
reaction to occur) of a reaction. Possible ways of lowering the E a of a
reaction:

Increases the frequency of collisions between the reactant molecules.

Changes the relative orientation of the reactant molecules.
Donates electron density to the reactant molecules.
Reduces the intramolecular bonding within the reactant molecules.
Provides an alternate pathway or mechanism for the reaction.

D. Learning Model
Learning Model : Inquiry base learning
Methods

: Scintific Approach and Discussion

E. Tools and Learning Resources

1. Media
a) Power Point
b) Video
c) Worksheet
2. Tools and Materials
a) Tools
1. Testube
2. Graduated Cylinder
3. Beaker Glass
4. Stopwatch
b) Materials
1. Baloon
2. CaCO3
3. HCl solution
4. Aquades

3. Resource
Resource used is :
1. Chemistry textbook 11th grade.
Michael Purba. 2006. Kimia untuk kelas XI . Jakarta: Erlangga

F. Learning Activity
Stage
Activity
Introduction 1. Teacher greetings and Pray Together
2. Teacher check attendance.
(Phase 1. Gain attention and explain the

Time Alocation
7 minutes

inquiry proces.)
3. Teacher give apperception to student about
about the last material
Teacher ask student about rate reaction
4. Teacher shown the learning goals and
explain about what they will do.
Teacher shown a slide about learning
objectives that contain by step of inquiry.
5. Teacher Divide the Students into 3 grops
6. Teachers Give worksheets to each student
Main
Activity

(Phase 2. Present the inquiry problem or

discrepant event)
1. Student read the example

6 minutes
of

phenomenon in their worksheet

There is problem, hypothesis, and
variable based on phenomenon about
surfacae area on rate reaction .
2. Teacher give instruction how to make a
problem, hypothesis, and variable based
on phenomenon
(Observation)
3. Student read the phenomenon about the
lesson to make a problem.
( The laboratory phenomenon about
predict the effect of surface area)
( Phase 3. Have students formulate
hypotheses to explain the problem or event)

4 minutes

4. Student discuss with their group about

the phenomenon and make the problem
formula
Which is...........?
Is the prediction match with experiment
result?
Is the comparison between powder and
chunks who is the faster ?
( qusetioning )
5. Student make hypothesis and variable
based on the problems
6. Teacher guided student to make
hypothesis and variable
7. Students group read their hypothesis
and variable
(Phase 4. Encourage students to collect data
to test the hypothesis)
8. Student fill the blank in worksheet
9. About tools, materials, and procedure
of experiment
10. Student to do an experiment.
11. Teacher ask student take tools and
materials in their table and do an
experiment
12. Teacher guided student to do
experiment.
13. Students write the observation result
result in their worksheet honestly.
( collecting data)

10 minutes

(Phase 5. Formulate explanations and/or

conclutions )

10 minutes

14. Student do group discussion about their

experiment Students make conclusions from
the results of experiments that have been get
(association)
15. Students group present their discussion
result and the conclusion
16. Teacher ask the other group to present their
discussion result and the conclusion
(communicating)

Closing

(Phase 6: Reflect on the Problem Situation

and the Thinking Processes Used to Inquire
into it)
1. Teacher ask students about the learning
process today
2. Teacher give an evaluation to student
3. Teacher give appreciate to the class
4. Teacher greeting

G. Assesment
H. Referencess

8 minutes