LESSON PLAN

I.

LESSON SUBJECT SPECIFICATION

Education Unit

: Senior High School

Subject

: Chemistry

Topic

: Colligative Properties

Class/ Semester

: XII / 1

Target Group

: SETS Approach

Meeting

Time Allotment

: 18 x 45 minutes (9 meeetings)

II. TARGET COMPETENCES AND INDICATORS

A. Core Competences
CC 1 : Comprehending and practicing the tenet of religion.
CC 2 : Comprehending and practicing honest behavior, discipline, responsible, care
(mutual assistance, cooperation, tolerance, peace), well mannered, responsive,
and proactive, and showing attitude as part of the various problems of nation
in have interaction effectively with natural and social environment and also in
get his/her self as nation reflection in world assocciation.
CC 3 : Comprehending, applying, and analyzing factual, conceptual, procedural, and
meta cognitive based on his/her curiosity about knowledge in science,
technology, art, culture, and humanities by the perception of humanity,
nationality, and civilization related to cause of phenomenon and event, and
applying procedural knowledge in a specific field of study according to their
talents and interests to solve problems.
CC 4 : Processing, reasoning, and presenting in the concrete and abstract domains
related to the self development that learned at school independently, act
effectively and creatively, and be able to use the method according to the
rules of science.

B. Basic Competences and Indicators

1.1. Recognizing the regularity of the colligative properties of solutions as a form of

greatness of Almighty God and the knowledge of the existence of such regularity
as a result of human creative thinking that has the tentative validity.
Indicators:
1.1.1 Understanding some examples of the phenomenon in our life about
colligative properties of solutions as a manifestation of the greatness of
1.1.2

Almighty God.
Be grateful for the existence of colligative properties of solution created

1.1.3

by Almighty God that is able to explain various phenomena for human.

Using knowledge of the human creative thinking about colligative
properties of the solution to raise our love to Almighty God.

II.1.

Showing the scientific behaviour (curious, discipline, honest, objective, open

minded, knowing the differences between fact and opinion, tough, careful,
responsible, critical, creative, innovative, democratic, communicative) to plan
and do the experiment and discuss that showed in daily activities.
Indicators:
2.1.1. Collect a various resources curiosity to answer the questions related to
colligative properties of solutions.
2.1.2. Do a discussion about colligative properties of solutions with an open
minded attitude and communicative in presenting the results of these
discussions.
2.1.3. Thorough in observing, processing and analyzing the observed data.
2.1.4. Be honest in using experimental data.
2.1.5. Be able to think scientific in analyzing a problem and be capable creatively
to make a relationship of a wide range of phenomena from the perspective
of science.

II.2. Showing the cooperate behavior, good manner, tolerance, peacefull, care about
environment, and wise in using natural resources.
Indicators:
2.2.1. Be able to do cooperate in the group, be polite and tolerant in explaining
opinion.

2.2.2. Care about the environment and be wise in using environs proven by each
learning activity inside and outside the classroom.
II.3. Showing the responsive behavior, pro-active, and wise as the capability to solve
the problem and make the decision.
Indicators:
2.3.1. Analyze all of problems related to colligative properties and can solve
those problems in teamwork and able to make a decision.
3.1. Analyzing the causes of colligative properties phenomenon in vapor pressure
lowering, freezing point depression, boiling point elevation, and

osmotic

pressure.
Indicators:
3.1.1. Analyzing the linkage principle of colligative properties of solutions
(science) in daily life, both to the environment, technology development,
and society.
3.1.2. Calculate units of concentration (molality and mole fraction) carefully.
3.1.3. Analyzing the relationship between molality and mole fraction with
colligative properties of solution.
3.1.4. Explain the colligative properties of solution in the vapor pressure
lowering, boiling point elevation, freezing point depression and osmotic
pressure.
3.1.5. Solve problems related to the colligative properties of solution using
Raoult's law.
3.1.6. Calculate the vapor pressure lowering, boiling point elevation, freezing
point depression and osmotic pressure.
3.1.7. Make the conclusion about the colligative properties of a solution related
to vapor pressure lowering, boiling point elevation, freezing point
depression and osmotic pressure.
3.2. Distinguishing the colligative properties of electrolytes and non electrolytes
Indicators:
3.2.1. Write the ionization reaction of some electrolyte solution.
3.2.2. Make the conclusion about the difference number of particles between
electrolyte and nonelectrolyte solutions.
3.2.3. Specifies the number of ions (n) electrolyte solution, the degree of
dissociation (), and explain its relationship with Van't Hoff factor (i).

3.2.4. Explaining the relationship between factors van 'Hoff with colligative
properties of electrolyte solutions.
3.2.5. Explaining the differences of colligative properties between electrolytes
and nonelectrolyte solutions.
3.2.6. Calculate the vapor pressure lowering, boiling point elevation, freezing
point depression and osmotic pressure of electrolyte and nonelectrolyte
solutions.
3.2.7. Make the experiment about boiling point elevation and freezing point
depression of electrolyte and nonelectrolyte solutions.
3.2.8. Make the experiment to observe the boiling point elevation and freezing
point depression of electrolyte and nonelectrolyte solutions.
3.2.9. Design the experiment that can be used for the environment or society
related to the colligative properties of the solution.
4.1. Presenting the analysis result based on experiments data of vapor pressure
lowering, freezing point depression, boiling point elevation, and

osmotic

pressure.

Indicators:
4.1.1. Jot the experimental data of boiling point elevation and freezing point
depression of electrolyte and nonelectrolyte solutions in the results table
experiment.
4.1.2. Observing the experimental data of boiling point and freezing point of
electrolyte and nonelectrolyte solutions.
4.1.3. Make the P-T diagram that showing the relationship between the solution
and the solvent with vapor pressure lowering, freezing point depression,
boiling point elevation.
4.1.4. Review critically and present the application of the colligative properties
of solution in the SETS context through class discussion.
4.2. Processing and analyzing the experiments data to compare the colligative
properties of electrolytes and non electrolytes with the same concentration.
Indicators:

4.2.1. Explain the differences between boiling point elevation and freezing point
depression of electrolyte and nonelectrolyte solutions with the same
concentration.
4.2.2. Classifying the solutions from the properties of electrolyte and
nonelectrolyte solutions.
4.2.3. Make the conclusion about the differences of boiling and freezing point
between electrolyte and nonelectrolyte solutions.
4.2.4. Analyzing the P-T diagram to explain the relationship between the solution
and the solvent with vapor pressure lowering, boiling point elevation, and
freezing point depression.
4.2.5. Determine the colligative properties of electrolyte solutions.

C. Learning Aims
1.

By the end of the lesson, students are able to:

Be grateful of the greatness of God Almighty with the regularity on colligative

2.

properties of solutions.
Show the curiosity attitude, open minded, communicative, conscientious, honest,
and cooperative behavior and always want to know more deep about phenomena or

3.

symptoms of colligative properties.

Understanding from the perspective of science of each problem and various

4.

phenomena in nature and environment.

Show the cooperation behavior, good manners, tolerant, and care for the

5.

environment.
Analyze the colligative properties of the solution from the linkage element of SETS

6.

in everyday life correctly.

Calculate molality and mole fraction correctly and be able to analyze the
relationship between molality and mole fraction of the colligative properties of

7.

solution.
Explain the colligative properties of solution on vapor pressure lowering, boiling

8.
9.

point elevation, freezing point depression and osmotic pressure appropriately.

Use Raoult's law to solve problems related to colligative properties of solution.
Calculate the vapor pressure lowering, boiling point elevation, freezing point
depression and osmotic pressure accurately and precisely.

10. Make the conclusion about the influence of solute with vapor pressure lowering,
freezing point depression, boiling point elevation, and osmotic pressure of
electrolyte and nonelectrolyte solutions.
11. Write the ionization reaction of some electrolyte solution and can make the
conclusion about the difference number of particles between electrolyte and
nonelectrolyte solutions correctly.
12. Specifies the number of ions (n) electrolyte solution, the degree of dissociation (),
and explain its relationship with Van't Hoff factor (i) and electrolyte and
nonelectrolyte solutions correctly.
13. Explain the differences of colligative properties between electrolytes and
nonelectrolyte solutions.
14. Calculate the vapor pressure lowering, boiling point elevation, freezing point
depression and osmotic pressure of electrolyte and nonelectrolyte solutions.
15. Make the experiment about the boiling point elevation and freezing point
depression of electrolyte and nonelectrolyte solution.
16. Make the experiment, write the experimental data, and observe that data to observe
the boiling point elevation and freezing point depression of electrolyte and
nonelectrolyte solution.
17. Classify the solutions from the properties of electrolyte and nonelectrolyte
solutions.
18. Proscess and analyze experimental data to compare the colligative properties of
electrolyte and nonelectrolyte solution with the same concentration.
19. Explain the differences of boiling and freezing point between electrolyte and
nonelectrolyte solutions with the same concentration.
20. Make and analyze the P-T diagram to explain the relationship between the solution
and the solvent with vapor pressure lowering, boiling point elevation, and freezing
point depression.
21. Review critically and present the application of the colligative properties of solution
in the SETS context.
22. Design experiments related to the colligative properties of the solution and can be
used for the environment or society.
III. LEARNING MATERIAL
A. Theory:
1.

Concentration unit of solution:

1) Molality

2) Mole fraction
2. Colligative properties:
1) Raoults Law
2) Vapor pressure lowering
3) Freezing point depression
4) Boiling point elevation
5) Osmotic and osmotic pressure
6) Diagram P-T
3. Colligative properties of electrolyte and non-electrolyte solution
1) Ionization reaction of the electrolyte solution
2) Van't Hoff factor (i)
3) The difference between colligative properties of electrolyte and nonelectrolyte
solution.
B. Facts:
Some examples of colligative properties of solutions that occur in nature and
environment, including:
1.

Phenomenon in the neighborhood:

1) Boiling water with and without salt;
2) Cooking in a pot with and without lid;
3) The use of salt on snowy roads.
4) The use of salt in making ice cream.
5) The occurrence of dead sea.

2.

In the living things in nature:

1) Antifreeze in the animal body
2) Water uptake by plant roots

3.

The field of medicine:

1) The use of intravenous fluids
2) Hemodialysis (dialysis)
3) Peritonel Dialysis (washing the abdominal cavity)

4.

Industry:
1) Petroleum refining process (distillation method)

IV. LEARNING ACTIVITIES

A. Learning Approach

: SETS Approach

B. Learning Model

: Discovery Learning and Project Based Learning

C. Learning Methods

: Discussion of information, question and answer,

lecture, experiment, problem solving, designing
project

D. Learning Activities

1st Meeting (2 x 45 minutes)

No.
1.

Time
Allocation
INTRODUCTION Teacher opens the class, greets students, and checks1 0 minutes
studentss attendance.
Activity

Description of Activity

Provide the initial apperception to students

about the material that will be taught: Provide
students the example of phenomena in everyday life to
about the process of evaporation, boiling, and freezing
water. Another example is the absorption of water by
plants. Teacher ask questions to the students: why water
can evaporate, boil, and freeze? What if there is a
substance in the water which are difficult to evaporate?
How did plant absorb water from soil?
Provides an overview of motivation in the form
of benefits derived after studying the material being
taught: S fter completion learners studying this material
will be pulled out i what will happen if there is a
substance in water which are difficult to evaporate.
Learners will also know the "secret" plants absorb water
to survive.

2.

CORE
ACTIVITIES

M enyampaikan learning objectives.

a. Observe (Observing)
7 0 minutes
Before the meeting, the students have been asked to
observe related phenomena in the colligative
properties of their respective communities. Students
are instructed to make observations on the effect of
the use of the lid when boiling water.
Furthermore, educators view a video about the
process of water uptake by plants.
Conducting interaction and initial p Participants

gain knowledge by asking students about the

observation of learners and videos that have been
aired when viewed from the context of science.
b.

Ask (Questioning)
Learners with curiosity m engajukan various
questions related to the results of observations that
have been made in their respective communities,
namely:
1) M engapa boiled water for too long in the pan
without the lid can be reduced in number?
2) Why plants can absorb water that is below
ground level?

c.

M engumpul k s of data (Experimenting)

Learners are asked flocking to 8 group.
Every second group was given a discussion of one
of the topics related to the various colligative
properties of the solution, namely the decrease in
vapor pressure, elevation of boiling point, freezing
point depression, and osmotic pressure.
Each group was asked to collect and analyze
various information related to the topic of the nature
koligatifnya respectively.

d.

Associates (associating):
Each group discusses the understanding of each
topic discussed colligative properties.
Each group m enyimpulkan cause of the topics
discussed colligative properties.

Each
group
was asked to discuss the implications SETS
associated with each topic discussed colligative
properties.

e.

Communicating (Communicating):
Each group was asked to lower the disku his results
in a written report.
For groups with similar topics were asked to
compare the results of the discussion and give each
other feedback.
Representatives of each group with a different topic
d iminta present the results of its discussions, to
include the results of g abungan two equal groups.

3.

CLOSING

Educators m engarahkan learners to make

inferences about the nature of colligative solution include
reduced vapor pressure, elevation of boiling point,
freezing point depression, and osmotic pressure.

Educators invites students to appreciate and

understand the various regularities in the colligative
properties of the solution as the greatness of God
1 0 minutes
Almighty.

Each group made the results of their discussion to

be collected.

Delivering the
lesson plan for the next meeting which is about the unit
of molar concentration and mole fraction of which will
be related to the calculation of colligative properties.

Greetings cover.

Meeting 2 nd, 3, and 4 (6 x 45 minutes)

No.
1.

Activity
INTRODUCTION

Time
Allocation

M engucap the greeting, say hello learners, and 1 0 minutes

to check the presence of learners.
Description of Activity

Provide motivation and apperception to

students: m enggali student's knowledge of a variety of
materials colligative properties that have been studied
previously and the material to be learned via a question
and answer, as follows: based on the material that has
been presented by learners, about what influences mem i
colligative properties of the solution? How do I calculate
the change in one of the colligative properties at a
particular solution?

M enyampaikan learning objectives.

a. Observe (Observing)
7 0 minutes
Displaying PPT media that broadcast on the
concentration unit molality and mole fraction.
Displaying PPT media that broadcast on colligative
properties vapor pressure, elevation of boiling point,
freezing point depression, and k osmoti pressure,
Raoult's law.
Displaying PPT media that show some data on the
relationship between the solvent and the solution is to

2.

CORE
ACTIVITIES

change the vapor pressure, boiling point, and freezing

point. The data is also displayed in the form of a
diagram PT.
b. Ask (Questioning)
Learners with curiosity m engajukan various
questions about the material content of the media
being displayed, such as:
1) How important is knowledge of the molality
and mole fraction of the colligative properties of
a solution?
2) How is the relationship between the molality
and mole fraction of the colligative properties of
a solution?
3) Actually what affect the colligative properties
of a solution?
4) How do I calculate the change in a solution
colligative properties?
5) Why a solution can decrease the vapor pressure,
elevation of boiling point, freezing point
depression, and osmotic pressure?
6) How PT diagram can explain the relationship
between the solution and the solvent vapor
pressure the boiling point elevation, and freezing
point depression?
c. M engumpul k s of data (Experimenting)
Asking p Participants learners asked to observe and
understand about the molality and mole fraction.
Collecting and reviewing a variety of information
related to the relationship between molality and mole
fraction of the colligative properties of solutions and
connect with Raoult's law.
Discussing a variety of information related to how
to calculate decrease in vapor pressure, elevation of
boiling point, freezing point depression, and osmotic
pressure.
Discuss the data shown with his PT diagram.
d. Associates (associating):
Men yimpulkan relationship between molality and
mole fraction of the colligative properties of the

solution.
Asking p Participants learners to complete the
calculation related to the molality and mole fraction.
Asking p Participants learners to complete the
calculation related to the decrease in vapor pressure,
elevation of boiling point, freezing point depression,
and stress osmoti k based hu kum Raoult.
Creating and m enganalisis diagram PT based on
data that has been given to understand the relationship
between the solution and the solvent vapor pressure
decrease the boiling point elevation, freezing point
depression.
e. Communicating (Communicating):
Asking p Participants students together to check the
results of the use of a formula based on Raoult's law in
completing the calculations associated with a reduced
vapor pressure, elevation of boiling point, freezing
point depression, and osmotic pressure.
Some students were asked to p Participants memp
resentasikan PT diagrams that have been made and the
analysis that describes the relationship between the
solution and the solvent vapor pressure the boiling
point elevation, freezing point depression.
Provide reinforcement of the material being studied.
3.

CLOSING

Educators m engarahkan learners to make

inferences about the nature of colligative solution include
reduced vapor pressure, elevation of boiling point,
freezing point depression, and osmotic pressure.

Educators invites students to appreciate and

understand the various regularities in the colligative
properties of the solution as the greatness of God
Almighty.

Asking learners to collect the PT diagram that has

1 0 minutes
been made and the analysis.

Giving
homework relating to the calculation of colligative
properties of solution.

Delivering the
lesson plan for the next meeting (meeting 2 and 3).

Assign tasks
to the students to observe the effect of the use of salt in
the cooking process (4 meetings).

Greetings cover.

Meeting of the 5th (2 x 45 minutes)

No.
1.

Activity
INTRODUCTION

Time
Allocation

M engucap the greeting, say hello learners, and 1 0 minutes

to check the presence of learners.
Description of Activity

Provide initial apperception to students about

the material that will be taught: M emberikan example
phenomena in everyday life to students about the making
of ice cream. Participants students are invited to find out
how the process of making ice cream is based on the
experience that has been known. Educators give clue to
the students that, in the manufacture of ice cream added
salt. Educators and fishing questions to the students why
the substance is salt added to ice, why do not other
substances, such as sugar, sand, and so on.

Provides an overview of motivation in the form

of benefits derived after studying the material being
taught: S fter finished studying this material learners will
know the secret of why the ice cream seller added salt in
the ice and learners will be able to distinguish the
colligative properties of electrolyte and nonelectrolyte
solutions.

2.

CORE
ACTIVITIES

M enyampaikan learning objectives.

a. Observe (Observing)
7 0 minutes
Before the meeting, the students have been asked to
observe related phenomena in the colligative
properties of their respective communities. Students
are instructed to make observations about the effect of
the use of salt in the cooking process.
Furthermore, educators showing the process of
making ice cream from an ice cream-making video
tutorials.
Conducting interaction and initial p Participants
gain knowledge by asking students about the
observation of learners and videos that have been
aired when viewed from the context of science and

technology.
b. Ask (Questioning)
Learners with curiosity m engajukan various
questions related to the results of observations that
have been made in their respective communities and
from the ice cream making videos that have been
aired, namely:
1) Why cook without salt boil faster?
2) Why is necessary to add salt in the creation of
artificial ice-cream?
3) Why salt can make the ice cream stays cold?
c. M engumpul k s of data (Experimenting)
Learners are asked flocking to 8 group.
Each group performs p e r a trial on the boiling
point elevation and freezing point depression in a
solution of NaCl salt and sugar using 2 different
concentrations (NaCl and sugar 0.1 m; 0.2 m NaCl
and sugar)
The division practicum each group are as follows:
Group 1: experiments using the boiling point
elevation of 0.1 m NaCl solution;
- Group 2: the boiling point elevation experiment
using a sugar solution of 0.1 m;
- Group 3: the boiling point elevation experiment
using a 0.2 m NaCl solution;
- Group 4: experimental elevation of boiling point
using a sugar solution of 0.2 m;
- Group 5: experimental freezing point depression
using a 0.1 m NaCl solution;
Group 6: The experimental freezing point
depression using a sugar solution of 0.1 m;
- Group 7: experimental freezing point depression
using a 0.2 m NaCl solution;
- Group 8: experimental freezing point depression
using a sugar solution of 0.2 m;
Comparing the experimental results for NaCl and
glucose with the same concentration.
d. Associates (associating):
Each group discussed and experimental results
enyimpulkan m respectively.

Each
group

was asked to discuss the implications SETS associated

with each topic discussed colligative properties.
e. Communicating (Communicating):
Each group was asked to derive and report the
results disku praktikumnya in a written report.
For the experimental group with NaCl and glucose
with the same concentration were asked to compare
the results of the discussion and its practical reports
and give each other feedback.
Representatives of each group was asked to present
the results of discussions and reports praktikumnya, to
include the results of g abungan two equal groups.
3.

CLOSING

Educators m engarahkan learners to make

inferences about the nature of the electrolyte solution
colligative solution and nonelectrolyte.

Educators invites students to appreciate and

understand the various regularities in the colligative
properties of the solution as the greatness of God
Almighty.
1 0 minutes

Each group made the results of their discussion to

be collected.

Delivering the
lesson plan for the next meeting which is on the material
related to the colligative properties of a solution of
electrolytes Delivering the lesson plan for the next
meeting.

Greetings cover.

6th and 7th meeting (4 x 45 minutes)

No.
1.

Activity
INTRODUCTION

Time
Allocation

M engucap the greeting, say hello learners, and 1 0 minutes

to check the presence of learners.
Description of Activity

Provide motivation and apperception to

students: m enggali student's knowledge of colligative
properties of materials that have been studied previously
and the material to be learned via a question and answer
related to experimental elevation of boiling point and
freezing point depression that had previously been done.

M enyampaikan learning objectives.

2.

CORE
ACTIVITIES

a. Observe (Observing)
7 0 minutes
Displaying PPT media that broadcast on a laruan
electrolyte ionization.
Displaying PPT media that broadcast material about
colligative properties of electrolyte solutions.
b. Ask (Questioning)
Learners with curiosity m engajukan various
questions about the material content of the media
being displayed, such as:
1)
What is the relationship between the ionization
of the electrolyte solution with colligative
properties of a solution?
2)
How is the relationship between colligative
properties of electrolyte solution with a solution?
3)
How different colligative properties of
electrolyte and nonelectrolyte solution?
4)
Do I calculate colligative properties of
electrolyte solution as colligative properties have
been studied before?
c. M engumpul k s of data (Experime nting)
Asking p Participants students to observe and
understand about the ionization of the electrolyte
solution.
Collecting and reviewing a variety of information
about the relationship between the ionization of the
electrolyte solution, the number of ions (n) electrolyte
solution, the degree of dissociation (), n da Van't
Hoff relation to factor (i).
Discussing a variety of information related to how
to calculate colligative properties of electrolyte
solution and compare it with nonelectrolyte solution.
d. Associates (associating):
Summing up the relationship between the ionization
olutions l electrolyte, the number of ions (n)
electrolyte solution, the degree of dissociation ()
with the Van't Hoff factor (i) and its association with
colligative properties of electrolyte solutions.
Summing differences colligative properties of
electrolyte solution with nonelectrolyte solution.

Asking p Participants learners to complete the

calculation related to the colligative properties of
electrolyte solutions that include Van't Hoff factor (i).

e. Communicating (Communicating):
Asking p Participants students together to check the
results of the use of a formula that includes the Van't
Hoff factor (i) in completing the calculations related to
the colligative properties of electrolyte solutions.
Provide reinforcement of the material being studied.
3.

CLOSING

Educators m engarahkan learners to make

inferences about the colligative properties of the
electrolyte solution.

Giving
homework relating to the calculation of the solution
colligative properties electrolyte.

Educators
invites students to appreciate and understand the various
regularities in the colligative properties of the solution as 1 0 minutes
the greatness of God Almighty.

Delivering the
lesson plan for the next meeting (meeting 6).

Assign tasks
to students to seek as much information as just as much
about the application of colligative properties of solutions
of various aspects of life and its association with SETS,
which will be used for discussion at the next meeting (7
meetings).

Greetings cover.

8th Meeting (2 x 45 minutes)

No.
1.

Activity
INTRODUCTION

Time
Allocation

M engucap the greeting, say hello learners, and 1 0 minutes

to check the presence of learners.
Description of Activity

Provide initial apperception to students about

the material that will be taught: m enggali student's
knowledge of the application materials colligative
properties that have been studied previously by a question
and answer: What are the application of the colligative
properties of a solution that you know?

Provides an overview of motivation in the form

of benefits derived after studying the material being
taught: S fter completion learners studying this material
will be pulled out i what how real colligative properties
applied in everyday life.

2.

CORE
ACTIVITIES

M enyampaikan learning objectives.

a. Observe (Observing)
7 0 minutes
Educa show a short video about f enomena the dead
sea, petroleum refining, the animal life in the cold
temperature, and u ntuk dialysis dialysis.
Conducting interaction and initial p Participants
gain knowledge by asking students about the
observation of learners and videos that have been
aired when viewed from the context of science.
b.

Ask (Questioning)
Learners with curiosity m engajukan various
questions related to the results of observations of the
video that has been aired, namely:
1) What colligative properties are applied to these
examples?
2) Could make an engineering using colligative
principle?

c.

M engumpul k s of data (Experimenting)

Learners are asked flocking to 8 group.
Every second group was given a discussion of one
of the topics related to the application of colligative
properties of a solution that has been shown in the
video, which is the phenomenon of the dead sea,
petroleum refining, the animal life in the cool
temperate regions, and dialysis for dialysis.
Each group was asked to collect and analyze
various information related to each topic.

d.

Associates (associating):
Each group discusses the classification of
applications that have been determined for each of
these groups based on the nature koligatifnya.

Each

group m enyimpulkan working principle of

the application are discussed colligative properties of
each group.
Each group was asked to discuss the implications
SETS associated with each topic discussed
colligative properties of the application, including
the principle of work and benefits provided.
e.

3.

CLOSING

Communicating (Communicating):
Each group presented the results of the discussion
Each group was asked to lower sinya disku results
in a written report.
For groups with similar topics were asked to
compare the results of the discussion and give each
other feedback.

Educators m engarahkan learners to make

inferences about the working principle of the application
of colligative properties of solutions associated with the
application.

Educators invites students to understand and

appreciate the various application colligative properties
of the solution as the greatness of God Almighty.

Each group made the results of their discussion to

be collected.

Delivering the
lesson plan for the next meeting which applications
colligative properties of a solution, but done by the
learners.

Assign tasks to each group to draft a project that 1 0 minutes

will be presented at the next meeting. Each group was
asked to make a project design with the following
options:
1)
R Definition experiment and its products are
associated with different applications colligative
properties, but the principle works almost the same
with each topic which if allowed could be
beneficial to the environment and society, or
2)
S imulasi were able to explain the topic
application of colligative properties of each as an
additive to understand the technology related to the
colligative properties of the solution.
The design depicted on recycled paper.

Greetings cover.

Meeting ke- 9 (2 x 45 minutes)

No.
1.

Activity
INTRODUCTION

Description of Activity
M engucap the1 0 minutes
greeting, say hello
learners,
and
to
check the presence of
learners.

Provide initial
apperception
to
students about the
material that will be
taught: Participants
asked students about
preparedness p u n t uk
present the design of
each project.

Provides
an
overview
of
motivation in the
form
of
benefits
derived
after
studying the material
being taught: S fter
finished studying this
material learners will
gain an idea of the
possibility
of
generating a creation
or a product that uses
the
principle
of
colligative properties
of solutions.

M enyampaikan
learning objectives.
Educators convey to
students that one
purpose of this study

Time Allocation

was to to enlarge the

love of God shown
by m emanfaatkan
knowledge of the
results of human
creative
thinking
about
colligative
properties of the
solution.
2.

CORE
ACTIVITIES

a. Observe
7 0 minutes
(Observing)
The design of the
project each group
that
has
been
described
in
recycled
paper
taped to the front of
the class to be
observed by all
educators
and
learners.
b.
Ask
(Questioning)
Learners
with
curiosity
m
engajukan various
questions related
to the results of
observations
of
the designs that
have
been
attached to the
project, namely:
1) How is the
working
principle of
each design
project?
2)
How to
benefit from
the

application of
each design
project?
c.

M engumpul k s
of
data
(Experimenting)
Learners
are
asked in groups
according to their
group.
Each group was
asked to collect
and
analyze
various
information
related to the
topic of each
design project.

d.

Associates
(associating) :
Each
group
discusses project
design that allows
it to be carried out
in
accordance
topic each.
Each group was
asked to discuss
the implications
SETS
projects
relating to the
design of each,
covering
the
principles of work
and
benefits
provided.

e.

Communicating
(Communicating) :
Each
group
presented
the
results of the
project design and

its
products,
including working
principles
and
benefits.
For groups with
similar
topics
were asked to
compare
the
results of the
discussion
and
give each other
feedback.
Another
group
responded to the
group
presentation.
Each group was
asked to lower
sinya disku results
in
a
written
report.
3.

CLOSING

Educators
directing learners to
make inferences about
the working principles
and benefits from the
application
of
colligative properties
of a solution in
accordance with the
design of the project
each group.

Educators invites
students to understand
and appreciate the
existence of regularity
in the colligative
properties
of
the
solution
as
the
greatness of God
Almighty.

Each group made

the results of their
discussion
to
be
collected.

Delivering
the
lesson plan for the
next meeting.

Greetings cover.

V.

LEARNING TOOL
A.

Equipment / Materials
1.

V ideo of examples of colligative properties of solutions such as the

absorption of water by plants ( 1 meeting ), the process of making ice cream ( 5

meetings ), and the phenomenon of the dead sea, petroleum refining, the animal
life in the cool temperate regions, and dialysis for dialysis ( 8 meetings ).
2.

Media power point (PPT) which beirisi material about the unit molality

and mole fraction concentration, colligative properties (vapor pressure, elevation

of boiling point, freezing point depression, and osmotic pressure), Raoult's law
relationship data between the solvent and the solution is to change the vapor
pressure, boiling point and freezing point, and PT diagrams ( meeting 2, 3, and
4 ), i onisasi electrolyte solution and colligative properties of electrolyte solution
( meeting 6 and 7 ).
3.

Product information, science, and technology utilization colligative

properties of the solution and i mplikasinya on the environment and society.

B.

Source of referral
2.

Chemistry book containing information on the colligative properties of the

solution.
3.

Encyclopedia

4.

Websites containing information on the colligative properties of solution

and applications such as :

1)
2)

Wikipedia
http://indonesiakutercinta.wordpress.com/2010/08/13/penggunaan-sifatkoligatif-larutan/

3)

http://ls1959.com/health/prinsip-dialysis-dan-hemodialisis

4)

http://yuridajilbaber.wordpress.com/2010/12/09/proses-osmosis/ , etc.

4.
VI.

News newspaper

LEARNING PRODUCTS
A.

Human Resources (HR)

1. Learners who have attitudes as follows:
1)

Scientific attitude

2)

Spiritual

3)

Curiosity

4)

Honest

5)

Confident

6)

Thorough and careful

7)

bepikir logical

8)

Cooperation

9)

Communicative
1.
2.

Learners who understand the implications of linkages Science,

Environment, Technology and Society (SETS) for topic colligative properties of

solutions and applications.
3.

Learners who have an idea of how to apply their knowledge to solve

problems in everyday life.

B.

Non HR Products
1.

Set of results along with a discussion of the PT diagram analysis and

examples and implications of the application of colligative properties of a

solution in the context of SETS.
2.

Products and simulation tools that explain the working principle several

colligative properties of the solution as the application of new technologies that

can be utilized for the surrounding environment and community.
VII.

PROGRAM EVALUATION AND LEARNING OUTCOMES

A. Program Evaluation

Adequacy and appropriateness of planning, implementation and evaluation

through observation of self, groups, and processes by teachers and students.
B. Evaluation of Learning Outcomes
1.

Cognitive Aspects

1)

Test your understanding of the colligative properties of the solution.

2)

Test your understanding of the influence of the solute on the colligative

properties of solutions.

3)
4)

Test your understanding of the PT diagram.

Test your understanding of how mene reforms introducing colligative
properties calculations based on the solution of Raoult's law.

5)

Test your understanding of the colligative properties of electrolyte

solutions.

6)

Test your understanding of how to determine the calculation of the solution

colligative properties include Van't Hoff factor ( i ).

7)

Test the understanding of the differences colligative properties of

electrolyte and nonelectrolyte solutions.

8)

Test your understanding of the application of the colligative properties of

the solution in the daily life and its association with SETS.

2.
1)

Affective Aspects
Observing the attitude of learners during the learning covers,
kereligiusannya, his responsibility, discipline, responsive to her, and to his
courtesy.

2)

Observing the impression of learners, through facial appearance,

comments, and other physical reactions when presented with a video of
examples of colligative properties of solutions such as the absorption of
water by plants ( 1 meeting ), the process of making ice cream ( 5 meetings
), and the phenomenon of the dead sea , petroleum refining, the animal life
in the cool temperate regions, and dialysis to dialysis ( 8 meetings ).

3.

Psychomotor Aspects
1)

Observing the ability of the learners in conducting discussions and

collaboration skills in managing the group discussions.

2)

Observing the ability of the learners in the learning and asking questions
during the discussion.

3)

Observing the ability of learners to express an opinion during the learning

and discussion.

4)

Observing the ability of the learners in the practical activities and the skills
to read the data and connect his observations with theory.

C. Instruments of Learning Outcomes

No
Aspect
.
1. Attitude

Mechanisms and
Procedures

Observations during
the learning process

Assignment

Written Test

Instrument

Sheet Observation

Rubric Assessment
2. Knowledge

Assignment
Problem

Objective
Problem

Portfolio
3. Skill

Performance

Performance
Presentation
Presentation

Skills Practice
Rubric
Assessment

VIII.

RESPONSIBLE

Teacher Learning

nal Institutions Director

: Fika Atina Rizqiana, S. Pd.

: Prof. Achmad Binadja, Ph.D.

Explanation
Individual
I

ndividual
G

roup
I

ndividual
G

roup

APPENDIX 1
ASSESSMENT ASPECTS OF Cognitive
PROBLEM SHEET
Multiple Choice
1.

The statement below is true ...

a.

Pure solvent boiling point higher than the boiling point of the solution

b.

The freezing point of pure solvent is lower than the freezing solution tiitk

c.

Pure solvent boiling point lower than the boiling point of the solution

d.

The freezing point of the solution is getting more and more besr soluble

substances
e.
2.

Boiling point of the solution become smaller with increasing solute

The presence of dissolved substances can lead to ...

a.

The increase in freezing

b.

Freezing point depression

c.

Vapor pressure drop

d.

Decrease the boiling point

e.

The increase in osmotic pressure

3.

Here is the freezing point depression trial data:

Concentration

Solution

Freezing Point ( C)
(molar)
NaCl
0,1
-0.372
NaCl
0,2
-0.744
CO (NH )
0,1
-0.186
CO (NH )
0,2
-0.372
C H O
0,1
-0.186
Based on these data, it can be concluded that the freezing point depression depends on ...
2

12

a.

Type solute

b.

Molar concentration of the solution

c.

Type of solvent

d.

Type of solute particles

e.

The number of solute particles

4.

In order for the seasonal cold radiators in the country does not freeze at a temperature of

-6 C, then for every kg of water must be added at least ethylene-glycol antifreeze, C H O

2

grams total ...

a.

50

b.

100

c.

200

d.

300

e.

400

5.

A total of 19 grams of MgCl (Mr = 95) and 17 grams of NaNO (Mr = 85) was dissolved
2

into the water until the solution volume to 500 mL. At a temperature of 27 C and R = 0.082
L.atm price / K.mol, the osmotic pressure of the solution is ...
a.

57.6 atm

b.

48.0 atm

c.

38.4 atm

d.

19.2 atm

e.

14.76 atm

6.

At a temperature of 20 C, the saturated vapor pressure is 18 mmHg. If the system

follows the hu kum Raoult, saturated water vapor pressure of a solution containing 72 grams
of water and 24 grams of urea (Mr = 60) at a temperature of 20 C close to the price ...
a.

18 x

mmHg

b.

18 x

mmHg

c.

18 x 0.4 mm Hg

d.

18 x

mmHg

e.

18 x

mmHg

7.

Among the five following solution which has the highest boiling point is ...
a.

C H O 0.03 M

b.

Mg (NO ) 0.02 M

c.

0.02 M NaCl

12

d.

Al (SO ) 0.01 M

e.

KAI (SO ) 0.03 M

8.

The part that shows the process of melting

of a solution represented by point ...

a.

LT

b.

TM

c.

KL

d.

MN

e.

PT

9.

The following is an example of the phenomenon is the vapor pressure drop ...
a.

Petroleum refining

b.

Making ice cream

c.

Dialysis

d.

The formation of the Dead Sea

e.

Desalination of sea water

10. With a concentration equal, an increase in the boiling tiitk 0.1 m NaCl solution is twice
that of NaCl 0.1 m urea solution, because ...

Essai

a.

Colligative properties of the ocean affected by the type of solute

b.

Urea is a non-electrolyte solution, while the NaCl electrolyte

c.

The number of particles in a solution of NaCl twice as much

d.

Kb on larger NaCl

e.

NaCl concentration greater

1.

Identify examples of
the application of colligative properties of solutions in everyday life and explain the relation to
science, environment, technology, and society in the form SETS following diagram:

2.

1.6 grams of sodium hydroxide dissolved in 500 grams of

water. Calculate the boiling point of the solution! (Water Kb = 0.52 C / m, Ar Na = 23 O =

16 Ar, Ar H = 1)
3.

Twenty grams of substance X (nonelectrolyte) are

dissolved in 360 ml of water, it turns the vapor pressure of 40 cmHg. When the vapor pressure
of water at the temperature of 40.2 cmHg, then what is the formula mass of substance X?
4.

In order for 500 grams of water does not freeze at a

temperature of -5.4 C (Kf = 1.8 C / m), then at least as much NaCl is added ....
5.

Fresh water is very hard to find in dry climates such as in

the desert. Many ways have been made to obtain fresh water, one of which is to make a fresh
seawater. This can be done with the process of distillation, which evaporate sea water and then
accommodate the resulting steam then carried by condensation of the cooling process. This
method turned out to be economically very costly and requires a relatively long time. If
related to the knowledge of the colligative properties of the solution, is there any other
solution to resolve the water problem?

INTEGRATED TASK

Based on some
information about the application of colligative properties of a solution, using a diagram of the

relationship between elements of Science, Environment, Technology and Society (SETS) or

Salingtemas, try analyzes the advantages and disadvantages that may occur as a result of the use
of colligative properties in technology, environment and society. You may, of course, even
necessary, add other information regarding the use of colligative properties of solutions for a
variety of purposes in order to be a more thorough review.

Model Analysis Salingketerkaitan SETS

PORTFOLIO
Once you understand the concept of colligative properties of solutions, investigate
-peristiwa event (phenomenon) that is going on around you which is the application (the
application of) the concept of colligative properties of solutions. Enter your information as much
as possible in the appropriate columns. You are allowed to add new columns if the column below
is not enough. Consider the example in line 1.
No.
1.

Colligative
Technology
Environment
properties (Science)
Freezing point
The addition of salt The use of salt as a
depression
for the manufacture natural additive that
of ice cream.
will not damage the

Community
Job creation: ice cream
seller.

environment if it
becomes waste.
2.

3.

4.

5.

THINKING SKILLS ASSESSMENT SHEET SETS

Indicator of the ability to link with environmental science, technology, and society
Score 1

if it did not show a genuine attempt to infer the relationship (not shown).

Score 2

if it shows there have been efforts in concluding the relationship but still s edikit

and yet steady / consistent (starting to look).

Score 3

if it shows no real effort in concluding linkages often enough and began a steady /

consistent (start growing).

Score 4

if it shows a genuine attempt to infer the relationship is not constant and steady

ERUs / consistent (entrenched).

Place a mark () in the appropriate columns of the observations.

No.

The ability to link science with

Name of
Student

Environment
One 2

1.
2.
3.
ff.
Score Rating:

Value =

x 100

Criteria values:
Excellent
Nice
Enough
Less

: 80-100
: 70-79
: 60-69
: <60

Technology
One

Total
Score

Community
4

One

Ket

APPENDIX 2
ASSESSMENT ASPECTS OF Affective
OBSERVATION SHEET ATTITUDE
Attitude development indicators religious, responsibility, discipline, responsive, and
mannered
Score 1

Score 2

if it did not show a genuine attempt to complete the task (not shown).
:

if the show had no real effort in completing the task but still s edikit and yet

steady / consistent (started to appear).

Score 3

if it shows no real effort in completing tasks often enough and began a steady /

consistent (start growing).

Score 4

if it showed a real effort in completing the task continuously and steady /

consistent (entrenched).
Place a mark () in the appropriate columns of the observations.
Name
Ng Tanggu
Total Ket
Religious
Discipline Responsive
Courtesy
N
of
responsible
Score
o. Studen O
2 3 4 One 2 3 4 One 2 3 4 One 2 3 4 One 2 3 4
ne
t
1.
2.
3.
ff.
Score Rating:

Value =

x 100

Criteria values:
Excellent
Nice
Enough
Less

: 80-100
: 70-79
: 60-69
: <60

APPENDIX 3
ASSESSMENT ASPECTS OF psychomotor
OBSERVATION SKILLS SHEET
1.

Performance Presentation

Indicators assessing inerja k p resentasi learners

a.

Ability to present

Score 3

If participants didikmenjelaskan clearly, loudly, and can be understood by

other learners.
Score 2

If participants didikmenjelaskan loud and can not be understood by other

learners.
Score 1

If participants didikmenjelaskan not clear, the sound is very slow, and can not

be understood if other learners.

b.

Accuracy

Score 3

very thorough.

Score 2

less scrupulous.

Score 1

not careful.

c.

The ability to express their opinions

Score 3

Often express opinions clearly and relate.

Score 2

A charcoal express opinions

Score 1

It does not attempt ever express an opinion

Place a mark () in the appropriate columns of the observations.

Aspect Observed
No.

Name

Ability to present

One
One
2
3
4
ff
Score Rating:

The ability to
express their
opinions

Accuracy
One

One

The
total
score

Explanation

Value =

x 100

Criteria values:
Excellent

: 80-100

Nice

: 70-79

Enough

: 60-69

Less

: <60
2.

Performance Pr aktikum

Assessment Criteria:
1) Preparation Activity
Aspects assessed
a.

Skills in preparing
tools and lab materials.

2)

Criteria

Value

Equipment and materials can be complete without the help

4
of a teacher practicum
Can set up a complete lab equipment and materials with
3
the help of a teacher
Can lab equipment and materials but less complete
2
Not lab equipment and materials
One

Skill
Aspects assessed
a.

Skill in using a lab.

Criteria

Value

Knowing the tools, functions and its use

Knowing the tools, functions but can not use it
Knowing the tools, but do not know the functions and
how its use
Not knowing the tools, functions, and its use

4
3
2
One

b. Skill in observing Knowing the tools, functions and its use

4
the results of the
Knowing the tools, functions but can not use it
3
experiment.
Knowing the tools, but do not know the functions and
2
how its use
Not knowing the tools, functions, and its use
One
c.
Skill in connecting Linking observations with accurate and complete
4
observations
with materidengan
Linking observations with the proper materials and
material
3
complete with precise but less complete
Connecting materidengan observations with accurate
2
and complete but are less precise and complete

d. Mastery of lab
procedures.
(Mastery procedure well
without opening the lab
manual and without
asking the teacher)
e.

Cooperation group

f. Skills
asking
questions
(Bertanyaapa, why, and
how to ask for an
explanation
of
the
observations with a
clear and systematic)

3)

Not able to connect the observations with the material

with appropriate and complete
Being able to do without opening the manual lab
practicum, and without the help of a teacher
Being able to do a practicum with the occasional open
lab manual and without asking the teacher
Being able to do lab work by opening the lab manual
and without asking the teacher
Being able to do lab work by opening an instruction
manual lab and ask the teacher
Able to work and communicate well to all members of the
group
Able to work and communicate well to most members of
the group
Able to work and communicate well with just one friend
group
Students tend to be passive with a friend group.
Being able to ask what, why, and how to ask for an
explanation of the results clearly and systematically
pegamatan
Able bertanya2 kaliuntuk ask for an explanation of the
results clearly and systematically pegamatan
Able bertanya1 kaliuntuk ask for an explanation of the
results clearly and systematically pegamatan
Bertanyauntuk not ask for an explanation of the results
pegamatan

One
4
3
2
One
4
3
2
One
4
3
2
One

End of Activity
Highest level of
Criteria
Value
achievement
a. Health tools and a Capable of cleaning tools and spruce up the place with a
4
practicum
good lab
Capable of cleaning tools, but less well tidy up the lab
3
Less capable of cleaning tools and spruce up the place
2
with a good lab
Do not clean the appliance and make up the lab
One
b. Restore the tools Able to restore the equipment to its original site
4
into place properly and appropriately and accurately
Able to restore the equipment to its original place with
carefully
3
the right but less thorough
Able to restore the equipment to its original site but is
2
less precise and meticulous

Do not return the equipment to its original place

Preparation of Interim Report
Highest level of
Criteria
achievement
Create reports interim
Being able to report the results of the analysis with
results of the analysis
complete and clear
Being able to make a full report of the analysis, but less
(Title, objectives, tools and
clear
materials, observations,
Being able to report the results of the analysis but is less
data analysis, conclusions
complete and clear
and results of the full
Do not report the results of the analysis
analysis and clear)

One

4)

Score Rating:
Value =

x 100

Criteria values:
Excellent
Nice
Enough
Less

: 80-100
: 70-79
: 60-69
: <60

Value
4
3
2
One