1. rpp particle theory - seri 2

TAZKIA INTERNATIONAL ISLAMIC BOARDING SCHOOL2015-2016

LESSON PLAN(RENCANA PELAKSANAAN PEMBELAJARAN)

LESSON PLAN(RENCANA PELAKSANAAN PEMBELAJARAN)

Sekolah Mata Pelajaran Kelas/SemesterMateri PokokAlokasi Waktu

: SMP TAZKIA IIBS MALANG: Physics: VIII/1: Particle Theory : 9 x 30 minutes

A; Standart Kompetensi/Kompetensi Inti : 1; Understanding States of matter

B; Kompetensi Dasar dan Indikator:1.1;Show how the particle theory of matter can be used to explain the properties of

solids, liquids and gases, including changes of state, gas pressure and diffusion. (C)Indicators :

1.1.1; Explain that chemistry is the study of matter1.1.2; Explain that matter is made from tiny particle called atoms and molecules1.1.3; Explain atoms and molecules make up the three common states of matter – solids,

liquids, and gases1.1.4; Explain that being a solid, liquid, or gas is aproperty of a substance.1.1.5; Analyze the particle of liquid are attracted to one another, are in motion, and are able

to move past one another.1.1.6; Describe the observation about water on the molecular level using the idea that water

is composed of tiny particles that are attracted to one another.1.1.7; Explain that heating and cooling affect particle motion.1.1.8; Analyze the particle of solid are orderly arrange, are so attracted to one another, are

in fibrate, and are not able to move past one another.1.1.9; Analyze the particle of gas are so randomly arrange, are not so attracted each other,

are in motion, and are able to move past one another.

C; Tujuan Pembelajaran: D. Integrasi Al-qur’an dan Karakter/nilai-nilai Keislaman

1; Students can explain that chemistry is the study of matter through class discussion.

2; Students can explain that matter is made from particle through theteacher demonstration and explaination.

3; Students can explain the Explain atoms and molecules make up thethree common states of matter – solids, liquids, and gases through teacher explaination.

4; Students can explain the Explain that being a solid, liquid, or gas isaproperty of a substance through teacher explaination.

5; Students can analyze the particle of liquid are attracted to one another through experiment,

But those who disbelieve say, "The Hour will not come to us." Say, "Yes, by my Lord, it will surely come to you. He is [Allah] the Knower of the Unseen, Whom not an atom's weight eludes, either in the heavens or in the earth; nor is there anything smaller or larger than that which is not in a Clear Book. (Qur'an, Saba' 34:3)

teacher demonstration, and videoobservation.

6; Students can analyze the particle of liquid are in motion through experiment, teacher demonstration, and video observation.

7; Students can analyze the particle of liquid are able to move past one another through experiment, teacher demonstration, and videoobservation.

8; Students can describe the observation about water on the molecular level using the idea that water is composed of tiny particles that are attracted to one another through discussion, video demonstration and teacher explaination.

9; Students can explain that heating a liquid increases the speed of the particles through discussion, video demonstration and teacher explaination.

10; Students can explain that cooling a liquid decrease the speed of theparticles through discussion, video demonstration and teacher explaination.

11; Students can analyze the particle of solid are orderly arrange, are so attracted to one another, are in fibrate, and are not able to move past one another through discussion, video demonstration and teacher explaination.

12; Students can analyze the particle of gas are so randomly arrange, are not so attracted each other, are in motion, and are able to move past one another through discussion, video demonstration and teacher explaination.

And, [O Muhammad], you are not [engaged] in any matter or recite any of the Qur'an and you [people] do not do any deed except that We are witness over you when you are involved in it. And not absent from your Lord is any [part] of an atom's weight within the earth or within the heaven or [anything] smaller than that or greater but that it is in a clear register. (Qur'an, Yūnus 10:61)

The meaning of "dharra" (رر)ٍةة as "atom" is a modern (ذذdefinition.

E; Materi Pembelajaran: F; Metode Pembelajaran:

The particle theory

Properties of matter (Solid, liquid, and gas)

5 – E (Engage, Explore, Explain, Elaborate, Evaluate)

Class Discussion

Group Discussion

Demonstration

Video Observation

Q and A MethodsG; Media, Alat, dan Sumber Pembelajaran

1; Media1st meeting (3x30 minutes)

Matterials for Each Group• Water in small cup• Dropper• 2 popsicle• Wax paper• 2 large index cards (5 × 8”)• TapeMatterials for the Demonstration• Tall clear plastic cup• Water (room temperature)• White sheet of paper• Food coloring (red, blue, or green)

2nd Meeting (3x30 minutes)Materials for Each Group• Hot water (about 50°C) in a clear plastic cup• Cold water in a clear plastic cup• Yellow food coloring in a small cup• Blue food coloring in a small cup• 4 droppers

2; Alat dan Bahan

Board marker

LCD

White-board

Notes

Camera

3; Sumber Belajar

Cambridge checkpoint 1, Chapter 8 The States of Matter

Cambridge checkpoint 2, Chapter 8 The particle Theory

And another learning sources about particle theoryH; Langkah-langkah Kegiatan Pembelajaran:

Pertemuan ke-1 (3 x 30 minutes)

Kegiatan PembelajaranPengelolaan

KelasWaktu

1; Pendahuluan/Kegiatan Awala; Orientasi

Teacher start the learning activities with asked student to pray together.Teacher check student attending.Teacher check classroom sanitation.

5 minutes

b; ApersepsiBegin the first class by leading an introduction.Teacher ask student to make name tag using color paper and rope.

c; MotivasiTeacher asked the student to read quran surah Yunus : 61And tell them about particle that every matter in this univers is made from a tiny particle. Allah already tell us 1500 years ago in quran with “dharra” words.So we must have to learn it well as good moslem ummat.

d; Memberikan acuanTeacher tell the students about today’s activities.The student will learn about 1-8 learning outcomes.

2; Kegiatan Intia; Engage

Begin the learning activity by leading a short discussion.Ask students what they think the study of chemistry might be about.Teacher can get a sense of student prior knowledge, identify some misconceptions.Tell students that chemistry is the study of matter andwhat matter does. Teacher could go so far as to say that chemistry is the study of stuff and what stuff does on a very small scale.Ask students for the three common types of matter on Earth (solid, liquid, and gas).• What are some examples of matter?

Tell students that matter is often defined as anythingthat has mass and takes up space. Continue the discussion by using water as an example.

• Does water have mass, and does it take up space?A bucket of water is pretty heavy to lift. It definitely has mass. It also takes up space in the bucket. Since it has mass and takes up space, water is matter. But that’s just the very beginning. In chemistry, we want to look deeper and find out more about what matter is made of and how it acts.

Give each student an activity sheet.Students will record their observations and answer questions about the activity on the activity sheet.The Explain It with Atoms & Molecules and Take It Further sections of the activity sheet will either be completed as a class, in groups, or individually, depending on your instructions. Look at the teacher version of the activity sheet to find the questions and answers.

b; ExploreIn this activity, students look closely at a drop of water and move drops of water on wax paper. They see that the water holds together well and is not so

ENGAGE

Discussion

Q and A Methods

EXPLOREExperiment

5 minutes

5 minutes

5 minutes

10 minutes

easy to separate. The goal is for students to begin thinking about water, or any substance, on the molecular level and to conclude that water molecules must be attracted to one another. The reason for these attractions will be dealt with in later chapters.Question to investigateDoes water hold together well or come apart easily?Materials for each group• Water in small cup• Dropper• 2 popsicle sticks• Wax paper• 2 large index cards (5 × 8")• TapeTeacher preparationCover a large index card with a piece of wax paper so that the wax paper completely covers the card. Tape the wax paper in place. Prepare two cards for each group.Procedure 1; Use the dropper to gently squeeze out a drop of

water but try not to let the drop fall completely out of the dropper. See how far you can make the drop hang off the end of the dropper without the drop falling.

2; Place 4 or 5 drops of water together on a piece of wax paper to make one medium-size drop.

3; Gently tilt the wax paper in different directions so that the drop moves.

4; Use a popsicle stick to slowly drag the drop around the wax paper a bit. Try using your popsicle stick to separate your drop into two.

5; Use your popsicle stick to move the drops near each other. Then move one drop so that the two drops touch.

c; Record and discuss student observationGive students time after the activity to record their observations by answering the following questions on their activity sheet. Once they have answered the questions, discuss their observations as a whole group. When you squeezed the drop of water out of the

dropper, did the water break apart or did it hold together?

When you tilted the wax paper, did the drop split apart or stay together?

When you were pulling the drop around the wax paper, did the water seem to hold together or come apart easily?

When you tried to split your drop, did the drop separate easily?

What happened when the two small drops touched?

Expected resultsThe water beads up on the wax paper and stays together when the wax paper is tilted and when the

Discussion in groups 10 minutes

drop is moved around with a straw. It is difficult to separate the drop into two drops. When the drops touch, they combine quickly and easily.

d; AssociationTeacher and student do a demonstration to show that water molecules are in motion. Materials :• Tall clear plastic cup• Water (room temperature)• White sheet of paper• Food coloring (red, blue, or green)Procedure1; Add water to the cup until it is about ¾ filled.2; Ask students to watch closely as you add one or

two drops of food coloring to the water. Do not stir. Instead, allow the color to slowly mix into thewater on its own.

3; Hold the cup up with a sheet of white paper behind it so it is easier for students to see the color moving and mixing in the water.

Expected resultsThe drops of food coloring will slowly move and mix into the water. Eventually all the water in the cup willbe evenly colored.Ask student:How do your observations support the idea that water molecules are moving?Help students understand that the drop of coloring mixes into the water because the water molecules move and push the color in all directions. The molecules of the food coloring themselves are also in motion.

e; ExplainShow the molecular model animation Particles of a Liquid.Explain that the little balls represent the particles of aliquid, in this case water molecules. Let students knowthat for now, they will use circles or spheres to represent atoms and molecules, but eventually they will use a more detailed model. For now, students should focus on the motion of the molecules, how theyinteract, and their distance from one another.Point out that the molecules of a liquid are in motion but they are attracted to each other. That’s why they move past each other but don’t get very far apart from one another. Have students draw their own model of water on themolecular level and complete the activity sheet.Explain to students that this is a model of water molecules. Point out that the molecules are not in anyexact order but are near each other. They have little curved “motion lines” to show that the molecules are moving.Have students draw a model of water on the molecularlevel on their activity sheet. They should use the

Demonstration

Q and A Methods

EXPLAINClass Discussion

5 minutes

5 minutes

15 minutes

model you have shown them to guide their own drawing.Students’ drawings should show that the molecules are:• Randomly arranged• Close together• MovingBe sure students realize that this model shows water molecules enormously bigger than they actually are. Not only are water molecules much smaller, they are also much more numerous. A single drop of water is made up of more than a billion trillion extremely tiny water molecules.To give students an idea of how small and numerous water molecules are, teacher could tell students the following: In about 1 tablespoon of water, there are about 600 billion trillion water molecules. If you could count 1 million water molecules every second, it would take about 200 million centuries to count all themolecules in that tablespoon of water. Atoms and molecules are huge in number and incredibly small in size.Show a video so that students can see an example thatwater molecules are attracted to one another.Show a video of a water balloon popping in slow motion.Ask students: Why do you think the water keeps its shape the

moment the balloon is popped?Students should realize that water holds together pretty well because the water molecules are attracted to each other.

Imagine a drop of water hanging from your finger. How is this similar to the water staying together after the balloon is popped?This can also be explained by the fact that water molecules are very attracted to each other.

If you have time, give students the opportunity to playgames with drops of water.

Water Drops Unite!Teacher PreparationPrint 2 “Water Drops Unite” sheets for each group.Procedure1; Tape a piece of wax paper over the

“Water Drops Unite” sheet.2; Place about 5 drops of water in each of the small

circles around the outside.3; As fast as you can, use your straw to drag each

drop of water to the center. When all the drops are united in the center, you are done.

4; Challenge your partner to see who can unite all their water drops the fastest.

Race Drop RacewayTeacher Preparation

ELABORATEVideo Observation

Q and A Methods

Games

5 minutes

10 minutes

Print 2 “Race Drop Raceway” sheets for each group. You and a partner can follow the directions below to race each other.Procedure1; Tape the “Race Drop Raceway” sheet onto a piece

of cardboard to give it support.2; Tape a piece of wax paper over the “Race Drop

Raceway” sheet. 3; Place 2–4 drops of water together to make one

larger drop at the “Start.”4; As fast as you can, tilt the cardboard and guide

your race drop around the track to the “Finish.” Try not to touch the edge of the track. The first tofinish is the winner.

5; Penutupa; Kesimpulan

Ask student to give reviu about today’s activityTeacher give the added value to the student who wantto explain. Teacher give the student chance to asked about anything they don’t understand.Teacher and student check the early student answer about cloud ang give the follow up.

b; EvaluasiTeacher give the evaluation papar 5 minutes

c; InformasiTeacher give the student agenda for next meeting.“Molecule in Motion”

EVALUATEQuiz

5 minutes

5 minutes



KelasWaktu



b; ApersepsiTeacher give the student use self starters.Student answer use self starters question in 5 minutes.

c; MotivasiTeacher advise the student to always review their lesson on the night before.

d; Memberikan acuanTeacher tell the students about today’s activities.The student will learn about 9-10 learning outcomes.Students will explain that heating and cooling affect particle motion.

2; Kegiatan Intia; ENGAGE

Teacher ask students to help design an experiment to see if the speed of water molecules is different in hot water compared to cold water.

ENGAGE

Discussion

5 minutes

5 minutes

5 minutes

5 minutes

Ask students questions such as the following: Is the speed of water molecules different in hot and

cold water? What can we do to find out?Students may guess that molecules in hot water move faster. There are several possible experiments that students might suggest to find out if this is true. One of the more obvious ones is to heat water a lot so that it boils. Then you can see the watermoving. You could do that but it requires a hot plate, takes a fair amount of time, and may have to be done as a demonstration instead of being an activity the students can do.

Tell students that one possible method is to use hot water and cold water and add food coloring to the water. If the water molecules move faster at one temperature than another, the food coloring should move faster too and make the movement easy to see.Ask students:• Should we use the same amount of hot and cold

water in our experiment? Yes• Should we use the same type of cup for the hot and

cold water? Yes• Should we use the same number of drops of food

coloring in each cup? Yes• Should we put the coloring in at the same time? YesTeacher explain that the different things like the amount of water, type of cup, and number of drops of food coloring are called variables.Give each student an activity sheet.

b; EXPLOREStudents do an activity to compare the speed of watermolecules in hot and cold water.Question to investigateIs the speed of water molecules different in hot and cold water?Teacher preparationThis activity works best if there is a big difference between the temperatures of the hot and cold water.1; Squirt 4–5 drops of blue food coloring into a small

cup for each group.2; Squirt 4–5 drops of yellow food coloring into

another small cup for each group.3; Add ice to about 6 cups of tap water to make it

sufficiently cold.4; Pour about ¾ cup of cold water (no ice) into a cup

for each group.5; Pour about ¾ cup of hot water into a cup for each

group.Materials for each group• Hot water (about 50 °C) in a clear plastic cup• Cold water in a clear plastic cup• Yellow food coloring in a small cup• Blue food coloring in a small cup• 4 droppers

Q and A Methods

EXPLOREExperiment

10 minutes

10 minutes

Procedure1; With the help of your partners, use droppers to

carefully place 1 drop of yellow and 1 drop of bluefood coloring into the hot and cold water at the same time.

2; Allow the colors to mix on their own as you watch them for a couple of minutes.

c; Record and discuss student observations.Give students time after the activity to record their observations by answering the following questions on their activity sheet. Once they have answered the questions, discuss their observations as a whole group.

• Describe what the colors looked like and how they moved and mixed in the cold water.• Describe what the colors looked like and how they moved and mixed in the hot water.• What does the speed of the mixing colors tell you about the speed of the molecules in hot and cold water?

Expected resultsThe yellow and blue food coloring will spread faster inhot water than in cold. The colors will combine and turn green in the hot water while the colors will remain separate longer in the cold water. Students should agree that the colors mix faster in the hot water because the molecules of both the water and food coloring move faster in hot water than they doin cold water.

d; AssociationTeacher show an animation of water molecules at different temperatures.Explain that the little balls represent the particles of aliquid, in this case water molecules. Let students knowthat for now, they will use circles or spheres to represent atoms and molecules, but eventually they will use a more detailed model. For now, students should focus on the motion of the molecules, how theyinteract, and their distance from one another.Ask students: Are the molecules moving faster in cold or hot

water?Students should realize that the molecules of hot water are moving faster. The molecules of cold water are moving slower.

How does this match with your observations with the food coloring?The food coloring in the hot water mixed faster than the coloring in the cold water did.

Look closely at the space between the molecules in cold and hot water. Is there more space in between the molecules in hot water or in cold water? Is it a lot of space?

Discussion in groups

EXPLAINClass Discussion

ELABORATEVideo Observation

Q and A Methods

5 minutes

15 minutes

5 minutes

5 minutes

Point out to students that molecules of hot water are moving faster and are slightly further apart. The molecules of cold water are moving slower andare a little closer together. If students do not notice a difference, move the slider all the way to the left again and then quickly to the right. Show the animation a few times to give students a chance to notice the differences.

Have students answer questions about the animation and draw a model of water molecules on their activity sheet. Question number 5 and 6

e; EXPLAINHave students explain why hot water takes up more space than room-temperature water.Have students read and discuss the Take It Further question on theactivity sheet. After the class discussion, have students write their own response to the following question in the space provided on the activity sheet.


Ask student to give reviu about today’s activityTeacher give the added value to the student who wantto explain. Teacher give the student chance to asked about anything they don’t understand.Teacher and student check the early student answer about cloud ang give the follow up.

b; EvaluasiTeacher give the evaluation papar 5 minutes

c; InformasiTeacher give the student agenda for next meeting.“Moving particle in solid”

Class Discussion

EVALUATEQuiz

10 minutes

5 minutes

5 minutes



KelasWaktu



b; Apersepsi Teacher asked the student to write anything they do not understand about last meeting learning matterial.Student write the question on the piece of colored stick notes And sticked them on the class board.

c; MotivasiTeacher motivated the student to not afraid to ask about anything they don’t understand.

5 minutes

5 minutes

Because the one who afraid to asked he will be get lost forever in everything.Quran already give order to asked to some one who know well about.

QS. An-Nahl [16] : 43

And We sent not before you except men to whom We revealed [Our message]. So ask the people of the message if you do not know.QS. Al-'Anbya' [21] : 7

And We sent not before you, [O Muhammad], except men to whom We revealed [the message], so ask the people of the message if you do not know.

d; Memberikan acuanTeacher tell the students about today’s activities.The student will learn about 11-12 learning outcomes.

2; Kegiatan Intia; Mengamati

Teacher asked the student to make group discussion. Each group consist of 4 people.Teacher give activity sheet to the student.Teacher show some video animation about solid and gas particleTeacher show the video according to the number on the activity sheet.

b; MenanyaTeacher asked some question to the student to collect students understanding about the video.Student answer the teacher question.Teacher give some addition mark on the activity sheet to student who can answer the question

c; MengumpulkanTeacher give the student chance to discuss the answer on the activity sheet.Student discuss the activity sheet with the group.Teacher moving through the groups to help the group discussion.

d; MengasosiasiStudents discuss the rest of activity sheet.The student also discuss about the first problem (number 8) about the solid particle and the second problem (number 14 about the differences of solid, liquid an gas.

e; MengkomunikasikanEach group must explain each problem on the activity

Video Observation

Q and A methods

Group Discussion

Explore

Presentation

20 minutes

20 minutes

5 minutes

5 minutes

sheet.Teacher divided the problem to the group so every group not explain every proplen on the activity sheet.Student asked about anything they still do not understand well.


One of student give the review of today’s activities.Teacher give the added value to the student who wantto give review.

b; EvaluasiStudent fix their answer on the activity sheet acordingto the class discussion.Teacher asked student to collect the activity sheet for evaluation.

c; Informasi Teacher tell the student to study hard for 1stEXAM for the next meeting.

Reviuw

20 minutes

5 minutes

5 minutes

I; Penilaian

1; Jenis / teknik penilaianUraian

2; Bentuk Instrumen1; Lembar Kerja Siswa (Activity Sheet) – Terlampir2; Quiz – Terlampir3; 1st Exam - Terlampir

3; Pedoman Penskoran1; Rambu-rambu Lembar Kerja Siswa (Activity Sheet Answer) -Terlampir2; Rambu-rambu kuis (Quiz Answer) – Terlampir3; Rambu-rambu UH 1 (1st Exam) - Terlampir

Catatan (komentar/pesan/kesan/saran atasan langsung):

Mengetahui Kepala Sekolah,

Eko Nurhaji Purnomo S.Pd

Batu, 3 Agustus 2015Guru Mata Pelajaran Fisika

Umy Hidayatur Rasyidah, M.Pd

1. rpp particle theory - seri 2

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