LESSON PLAN

1. SPECIFICATION OF THE SUBJECT LEARNT

Learning Subject
: Chemistry
Topic Learnt
: Atomic Structure
Grade/ Semester
: X/ 1
Target Group
: Those underlied by SETS vision and approach
Time Allocation
: 6 x 45 menit
2. ACHIEVED COMPETENCY AND THE INDICATORS
Standar Competency:
To comprehend atomic structure, the periodical properties of the elements, and chemical
bond
Basic Competency:
To comprehend atomic structure based on atomic theory Bohr, element characters, relative
atomic mass, and periodic of element in periodic table and realize the regularity through
electron configuration understanding and the physical properties and chemical properties of
element with their implication in the SETS context
Indicators of competency achievement

To determine the elementary particles (proton, electron, and neutron)

To determine the electron configuration and valence electron
To determine the relative atomic mass based on periodic table
To classify the element into isotope, isobar, and isoton
To explain development of atomic theory to show weakness and superiority of each

atomic theory based on experiment data.

To describe structure of element periodic table
To compare the development of periodic table to identify their superiority

weakness
To explain the basis of element grouping in the periodic table
To classify element into metal, non metal and metalloid
To analyze tables and graph to determine trends of atomic radius, ionization energy, and

electronegativity
To provide examples products of some element
To explain the implication of the chemical production toward environment, society, as
well as the technology applied.

3. LEARNING ACTIVITIES
a. Learning Approach: SETS Approach

and

b. Forms of Activities
1) First Meeting ( 2 x 45 minutes )
I. Introduction (5 minutes)
Pupils are asked to brainstorm on what is atom, and try to imagine atom
shape by description.
II. Main Activities (80 minutes)
Pupils gather in their group, bring their concept maps about the atomic
structure (as their assignment at last meeting), and exhibit the results of their

concept mapping on the wall near the group (3 minutes)

Each group should observe the concept maps produced by the other groups (7

minutes)
Pupils and teacher evaluate the concept map (10 minutes)
Teacher present the material on the 1st-4th indicators (40 minutes)
In group, students discuss about development of atomic theory to show
weakness and superiority of each atomic theory (10 minutes)

Students are presenting and discussing the result of study (10 minutes)

III. Closing the Class (5 minutes)

Teacher let pupils to ask some questions about the materials.

Pupils conclude result of study guided by teacher.
Pupils are given some homework about electron configuration.

2) Second Meeting ( 2 x 45 minutes )

I. Introduction (8 minutes)
Pupils are asked to brainstorm on periodic table, atomic radius, ionization
energy, electron affinity, and electronegativity.
II.

Main Activities (75 minutes)

Pupils are asked to make the group in 4. (3 minutes)

Students are given an article about the development of periodic table (2

minutes)

In group, pupils discuss on the weakness and superiority of each periodic

table (10 minutes)

One pupil of each group are reading the result of group discussion (7
minutes)

Teacher gives the confirmation (8 minutes)

Teacher present the material on the basis of element grouping in periodic

table and classification of element into metal, non metal and metalloid (15
minutes)

Pupils are given the material about of atomic radius, ionization energy,
electron affinity, and electronegativity (1 minutes)

In group, pupils discuss cooperatively to study trends of atom radius,

ionization energy, electron affinity, and electronegativity of elements in
period and group based on data or graph and atomic number (14 minutes)

One pupil of each group are writing the result of group discussion (5
minutes)

III.

Teacher gives the confirmation (10 minutes)

Closing the Class (7 minutes)

Teacher let pupils to ask some questions about the materials.
Pupils and teacher make the conclusion of the materials that have been

learned.
Pupils in group in 5 are assigned to make a paper about physical and
chemical properties of an element in environment and related with SETS

context. Each group must be discussing the different element.

For next meeting, each groups are also bring a sample of product that consist
of the element based on the paper. Paper will be present in presentation next
meeting.

3) Third Meeting ( 2 x 45 minutes )

I.
Introduction (10 minutes)
Pupils are asked to brainstorm on classify example element in surrounding class
into metal, non metal and metalloid.
II.

Main Activities (70 minutes)

Teacher describes about the properties some element in periodic table and
explain about the physical and chemical properties and their implication in

SETS context (10 minutes).

Pupils are asked to join with their group (8 groups) (3 minutes)
Teacher give work sheet there is blank concept map to each group. Each
group would be discuss to fill the work sheet based on the paper that
assigned at the last meeting about physical and chemical properties of an

element in environment and related with SETS context. (12 minutes).

By the agreement of all groups, three group asked to do presentation, one by
one of group and do discuss about the matter that learn in class guided by
teacher.

Teacher asks each group to evaluate the concept map of another group when
presentation and give comment on it. (15 minutes for each group, 45 minutes
for all).
III.

Closing the Class (10 minutes)

Teacher will guide the pupils on concluding the course of activities following

the main course of the discussion.

Teacher asks pupils to collect the works of work sheet and the paper with
power point that presented.

4. INSTRUCTIONAL MATERIALS
Learning Materials:
Samples of real substances related to hydrocarbon available at home and the
surrounding of the students living compounds like diesel fuel, gasoline, kerosene,

candle, hard and soft paraffin,

Relevant printed materials or information downloaded from internet

References

Chemistry books containing information on atomic structure

World of Chemistry Book
LKS Kimia Kharisma SMA X semester 1
Sains Kimia Book Kurikulum 2004 : 1A, publisher: Bumi Aksara
Kimia Book for Senior High School: 1A, publisher: Yudhistira
Information on newspaper related to the hydrocarbon compounds, their implication to
the environment and the society in terms of the prices, the hazardous impact, as well as

the benefit of the compounds to the society.

Information in the internet relevant to the above matter.

5. LEARNING PRODUCTS
Human Resources
Pupils who understand the concepts learnt and their implication to the science and

technology progress as well as their implication to the environment and the society
Pupils who have some ideas on how to apply their knowledge for solving their daily life
problems.

Non Human Resources

Collection of information relevant to the understanding of the pupils on the concepts

learnt through concept maps

6. EVALUATION ON THE LEARNING PROGRAM

Program Evaluation

Adequacy and relevance of the planning, implementation, and the evaluation through self,
group, and process observation by the teacher and pupils.
Learning Evaluation
Cognitive aspect
Testing on the pupils understanding on the concepts of atomic structure, properties of
periodic table, and understanding psycal and cemichal properties of some element in

periodic table.
Understanding of concept maps (work sheet) to show the relation with SETS context.
Paper as assignment.

Affective Aspect
Observe the pupils expression and comments when they are shown with information and
other relevant the concepts

of atomic structure, properties of periodic table, and

understanding psycal and cemichal properties of some element in periodic table.

Psychomotor Aspect
Observe the pupils capabilities in discussion, presentation and on handling materials on the
concepts of atomic structure, properties of periodic table, and understanding psycal and
cemichal properties of some element in periodic table.

ATTACHMENT :

1. WORK SHEET

ENVIRONTMEN
T:

SCIENE :

TECHNOLOGY :

SOCIETY :

2. LEARNING MATERIAL
A. Atomic Structure
1) Internal Particle of atom
Atom consist of some particle:
1. Electron
Composer particle of atom that has mass 9.1110-28 gram and has charge -1
2. Proton
Composer particle of atom that has mass 1,67310-24
gram and has charge +1
3. Neutron
Composer particle of atom that has mass 1,67510 24
gram and has neutral charge.
2) Atomic number and mass number
Atomic number is the number of protons in the nucleus of a given atom. And mass number
is the total number of protons and neutrons in the nucleus of a given atom.

Isotope
Isotope is atoms with the same number of protons but different numbers of
neutrons.
Example:
12
C6
proton = 6, neutron = 6 elektron = 6
13
C6
proton = 6, neutron = 6, elektron =7

Isobar
Isobar is different atom but has the same mass number
Example :
24
Na11 with 24Mg12 has same number 24.

Isoton
Isoton is different atom but has same number of neutron.
Example :

Ca40 with 39K19

20

3) Electron Configuration

certain

According

to

paths

called

electrons depends

Bohr's

atomic

shells

or

model,

electrons

energy

levels.

around
Shell

on energy. Lowest energy levels

the

nucleus

in

that

is

occupied

of atoms

is

the shell

located at least in or closest to the core, the more out of the greater number
shell and the greater the energy level.
To determine the electron configuration of an element, there are some
standards that must be kept in mind, namely:
a. Starting
from
the
track
closest

to

the

core,

each

trajectory

referred to a shell-1 (K shell), shell-to-2 (L shell), shell-to-3 (shell M),

b.

shell-to-4 (shell N), and so on.

The maximum number of

electrons

(at

most)

that

can

occupy

each shell is: 2 n2 , with n = number of shell

K shell can accommodate a maximum of 2 electrons.
L shell can accommodate a maximum of 8 electrons.
c.

M leather can accommodate a maximum of 18 electrons, and so on.

The outer skin may only contain a maximum of 8 electrons.

B. Development Atomic Theory

1. Daltons Atomic Theory
1) Elements are made of tiny particles called atoms.
2) All atoms of a given element are identical.
3) The atoms of a given element are different from those of any
element.
4) Atoms of one element can combine with atoms of other
elements to form compounds. A given compound always has

other
Figure

the

same relative numbers and types of atoms.

5) Atoms are indivisible in chemical processes. That is, atoms are not created or destroyed in
chemical reactions. A chemical reaction simply changes the way the atoms are grouped
together.
2. J.J Thomsons Atomic Theory
The Plum Pudding Model

Given J. J. Thomsons results, it was natural to wonder what the atom might look like. J. J.
Thomson and William Thomson (better known as Lord
Kelvin, and no relation to J. J.) are credited with proposing

that

the atom might be something like plum pudding (a pudding

with

raisins randomly distributed throughout). They reasoned that

the

atom might be thought of

as a uniform pudding of

Figure

positive charge with enough negative electrons scattered within to counterbalance that positive
charge (see Figure 1.2). Thus the plum pudding model of the atom came into being.
3. Rutherfords Atomic Theory
Ernest Rutherford revealed that the Atom is described as an empty

room

with a core containing a positive charge located in the center and

the

electrons orbit around the nucleus. (see Figure 1.3).

Figure

4. Bohrs Atomic Theory

Bohr said that the electrons surrounding the atomic nucleus at

certain

energy levels (electron shells) and the electrons can move

from one

energy level to another energy by releasing or absorbing

(see Figure 1.4).

energy.
Figure

B. Development of Periodic Table

Because of the importance of the outermost electron shell, the different regions of the periodic table
are sometimes referred to as periodic table blocks, named according to the subshell in which the
"last" electron resides. The s-block comprises the first two groups (alkali metals and alkaline earth

metals) as well as hydrogen and helium. The p-block comprises the last six groups which are
groups 13 through 18 in IUPAC (3A through 8A in American) and contains, among others, all of
the metalloids. The d-block comprises groups 3 through 12 in IUPAC (or 3B through 8B in
American group numbering) and contains all of the transition metals. The f-block, usually offset
below the rest of the periodic table, comprises the lanthanides and actinides
Periods (periodic table)
A period is a horizontal row in the periodic table. Although groups are the most common way of
classifying elements, there are regions where horizontal trends are more significant than vertical
group trends, such as the f-block, where the lanthanides and actinides form two substantial
horizontal series of elements.
1. Dobereiners Law of Triads
The development of the periodic table begins with German chemist Johann
Dobereiner (1780-1849) who grouped elements based on similarities. Calcium (atomic
weight 40), strontium (atomic weight 88), and barium (atomic weight 137) possess similar
chemical prepares. Dobereiner noticed the atomic weight of strontium fell midway between
the weights of calcium and barium:
Ca Sr

Ba

40

137

88

(40 + 137) 2 = 88

Dobereiner noticed the same pattern for the alkali metal triad (Li/Na/K) and the
halogen triad (Cl/Br/I)
Li Na

Cl Br

39

35

23

80 127

In 1829 Dobereiner proposed the Law of Triads: Middle element in the triad had
atomic weight that was the average of the other two members.
The weakness of this theory is:
a. The grouping of elements is less efficient in the presence of several other elements
and are not included in the triad when the same nature with the elements of the triad
group

b. A lot of elements that have similar properties but there are more than three.
c. There was not a lot of triads which are found.
The superiority of this theory is:
a.

The order of elements that have similar characteristic.

b. The calculation of the triads, there are almost close to the mass of atoms in the
periodic table that we now use.

2. Law of Octaves ( based on increasing atomic weights)

English chemist John Newlands (1837-1898), having arranged
the 62 known elements in order of increasing atomic weights, noted
that after interval of eight elements similar physical/chemical properties
reappeared.
The weakness of the theory : only used for light elements or to
elements with maximal atomic mass is 40.
The superiority of the theory : 1 octave disputing elements indicate
the similarity of properties.

3. Mendeleev's Periodic Table (increasing relative atomic weights)

Then in 1869, Russian chemist Dimitri Mendeleev (1834-1907) proposed arranging elements
by atomic weights and properties (Lothar Meyer independently reached similar conclusion
but published results after Mendeleev). Mendeleev's periodic table of 1869 contained 17
columns with two partial periods of seven elements each (Li-F & Na-Cl) followed by two
nearly complete periods (K-Br & Rb-I).

a.

The weakness of this theory :

Still contained elements of a larger mass is located in
front of the element whose mass is smaller. Co:
Tellurium (te) = 128 in the left-iodine (I) = 127. This
is because the elements that have a similarity of

nature is placed in one class.

b. there is an element of atomic mass increase is not
appropriate because it is closer to the similarity of
properties.
The superiority of this theory:
a. The justification of the atomic mass. Before, atomic mass In = 76 become 113.
Moreover Be = 13.5 become 9. U = 120 become 240.
b. Mendeleevs periodic table was also predict undiscovered elements and predicted
the mass of the atoms of the element..

4. Noble Gases
Lord Rayleigh (1842-1919) and William Ramsey (1852-1916) greatly enhanced the
periodic table by discovering the "inert gases." In 1895 Rayleigh reported the discovery of a
new gaseous element named argon. This element was chemically inert and did not fit any of

the known periodic groups. Ramsey followed by discovering the remainder of the inert gases
and positioning them in the periodic table. So by 1900, the periodic table was taking shape
with elements were arranged by atomic weight. For example, 16g oxygen reacts with 40g
calcium, 88g strontium, or 137g barium. If oxygen used as the reference, then Ca/Sr/Ba
assigned atomic weights of 40, 88, and 137 respectively.
Rayleigh (physics) and Ramsey (chemistry) were awarded
Nobel prizes in 1904. The first inert gas compound was made in
1962 (xenon tetrafluoride) and numerous compounds have followed (see xenon
compounds)--today the group is more appropriately called the noble gases.

4. Moseley's Periodic Law (based on increasing proton number/ atomic number)

Soon after Rutherford's landmark experiment of discovering the proton in 1911,
Henry Moseley (1887-1915) subjected known elements to x-rays. He was able to derive the
relationship between x-ray frequency and number of protons. When Moseley arranged the
elements according to increasing atomic numbers and not atomic masses, some of the
inconsistencies associated with Mendeleev's table were eliminated. The modern periodic
table is based on Moseley's Periodic Law (atomic numbers). At age 28, Moseley was killed
in action during World War I and as a direct result Britain adopted the policy of exempting
scientists from fighting in wars.

Shown below is a periodic table from 1930:

The weakness of the theory : there is an element that is not similar to the nature of the
bottom, example: H.
The superiority of the theory : increase in the relative atomic mass of an element is
in conformity with the increase in atomic number.
Properties of Periodic table
tal, non metal and metalloid

Most elements are metals. They are usually shiny, very dense, and only melt at high
temperatures. Their shape can be easily changed into thin wires or sheets without
breaking. Metals will corrode, gradually wearing away, like rusting iron. Heat and

electricity travel easily through metals, which is why it is not wise to stand next to a
flagpole during a thunderstorm!

Nonmetals, on the right side of the periodic table, are very different from metals. Their
surface is dull and they dont conduct heat and electricity. As compared to metals, they
have low density and will melt at low temperatures. The shape of nonmetals cannot be
changed easily because they are brittle and will break.

Elements that have properties of both metals and nonmetals are called metalloids. They
can be shiny or dull and their shape is easily changed. Electricity and heat can travel
through metalloids but not as easily as they travel through metals.

4) Atomic Radius, Ionization energy, Electronegativity

Atomic Radius
The atomic radius of an element is half of the distance between the centers of
two atoms of that element that are just touching each other. Generally, the atomic
radius decreases across a period from left to right and increases down a given group.
The atoms with the largest atomic radii are located in Group I and at the bottom of
groups.
Moving from left to right across a period, electrons are added one at a time to
the outer energy shell. Electrons within a shell cannot shield each other from the
attraction to protons. Since the number of protons is also increasing, the effective
nuclear charge increases across a period. This causes the atomic radius to decrease.
Moving down a group in the periodic table, the number of electrons and filled
electron shells increases, but the number of valence electrons remains the same. The
outermost electrons in a group are exposed to the same effective nuclear charge, but
electrons are found farther from the nucleus as the number of filled energy shells
increases. Therefore, the atomic radii increase.

Ionization Energy

The ionization energy, or ionization potential, is the energy required to

completely remove an electron from a gaseous atom or ion. The closer and more
tightly bound an electron is to the nucleus, the more difficult it will be to remove,
and the higher its ionization energy will be. The first ionization energy is the energy
required to remove one electron from the parent atom. The second ionization energy
is the energy required to remove a second valence electron from the univalent ion to
form the divalent ion, and so on. Successive ionization energies increase. The second
ionization energy is always greater than the first ionization energy. Ionization
energies increase moving from left to right across a period (decreasing atomic
radius). Ionization energy decreases moving down a group (increasing atomic
radius). Group I elements have low ionization energies because the loss of an
electron forms a stable octet.

Electronegativity
Electronegativity is a measure of the attraction of an atom for the electrons in
a chemical bond. The higher the electronegativity of an atom, the greater its
attraction for bonding electrons. Electronegativity is related to ionization energy.
Electrons with low ionization energies have low electronegativities because their
nuclei do not exert a strong attractive force on electrons. Elements with high
ionization energies have high electronegativities due to the strong pull exerted on
electrons by the nucleus. In a group, the electronegativity decreases as atomic
number increases, as a result of increased distance between the valence electron and
nucleus (greater atomic radius). An example of an electropositive (i.e., low
electronegativity) element is cesium; an example of a highly electronegative element
is fluorine.

C. Physical property and Chemical property

Physical property is characteristic of a substance that can change without the substance's
becoming a different substance. Characteristics are examples of physical properties. Substances
also have physical properties. The typical physical properties of a substance include odor, color,
volume, state (gas, liquid, or solid), density, melting point, and boiling point.

Chemical property is characteristic that describes the ability of a substance to change to a

different substance. An example of a chemical change is wood burning in a fireplace, giving off
heat and gases and leaving a residue of ashes. In this process, the wood is changed to several new
substances. Other examples of chemical changes include the rusting of steel, the digestion of food,
and the growth of plants. In a chemical change a given substance changes to a fundamentally
different substance or substances.
A physical change involves a change in one or more physical properties, but no change in
the fundamental components that make up the substance. The most common physical changes are
changes of state: Solid - liquid - gas
A chemical change involves a change in the fundamental components of the substance; a
given substance changes into a different substance or substances. Chemical changes are called
reactions: silver tarnishes by reacting with substances in the air; a plant forms a leaf by combining
various substances from the air and soil; and so on.