Learning Implementation Plan Name of School: High School Subjects: Chemistry Class / Semester: X / 1 The meeting: 1 Allocation of Time:

2 x 35 Minutes I. Competency Standards: 1. Understanding the concepts of chemistry and its scope II. Basic Competencies: 1.2 Describe the chemistry point of view in the form of the theory III. Indicators: Knowing about the scope of chemistry Describe the fundamentals of chemistry IV. Learning Objectives After studying this material, is expected to: Students can explain the scope of chemistry Students can define the notion of chemistry Students can distinguish between microscopic and macroscopic in chemistry Students can explain the composition of compounds in chemistry Students can explain the different elements and compounds Students can explain the different elements and atoms Students can explain the differences in the chemical formula and chemical struct ure Students can distinguish between compounds and molecules Students can identify the properties of chemical substances Students can distinguish changes in the chemical and physical changes V. Learning Materials. 1.1 Scope of Chemical Sciences Definition: In brief, Chemistry is the science of engineering materials, namely converting a material into another material. A complete, Chemistry is the study of: a. The composition of the material = include material forming components and th e comparison of each component. b. Material structure includes the structure of the particles making up the mat erial or describe how the constituent atoms are bonded to each other such materi als. c. Material properties include physical properties (shape and appearance) and c hemical properties. Properties of a material is influenced by: the composition a nd structure of the material. d. Material changes include changes in physical / physics (form) and chemical c hanges (resulting in new substances). e. Energy accompanying material changes concerning the amount = amount of energy that accompanies the origin of matter and energy. Chemical Sciences was developed by the chemists to answer the question "what" an d "why" about the nature of matter that exist in nature. Knowledge is born of an effort to answer the question "what" is a fact that is: the properties of matter are observed equally by each person will generate descr iptive knowledge. Knowledge is born of an effort to answer of the questions "why" of a substance h aving certain properties will result in Theoretical Knowledge. Scheme of how developed the Chemical Sciences: Observing Chemical Experts Classify

Interpret the data Draw general conclusions Designing and conducting experiments Created the theory of Chemical Sciences To solve chemical problems, use the Scientific Method are: A. Formulating the problem 2. Collecting the information 3. Develop a hypothesis (provisional estimates) 4. Test the hypothesis by experiment 5. Deduce 6. Tested with experimental conclusions A study should consider the following: a. Selected problems is an interesting problem and not boring b. Researchers have considerable expertise and skills c. Time spent on research is quite d. Supporting infrastructure and facilities are easily available e. The results can be beneficial to the people and not dangerous

Formulation of the problem must consider several things: A. Form of interrogative sentence 2. Brief, clear and specific 3. Give a response based on the data and how to perform data collection Several requirements that must be met in formulating hypotheses: a. Verifiable b. Structured in such a way that can lead to the conclusion c. Can answer the problem posed at the beginning of the study d. Should be simple and well-defined The types of research on how to obtain the data: a. a) Primary = research studies that require data from the first source (respon dents) include: o Case Study o Survey o Research o Experimental b. Secondary study = study used data from the source rather than the first. The study also recognized that the term variable factors or elements that will d etermine the change. The types of variables: A. Free variables = variables that affect the other variables (= variable manipu lation) 2. Bound variable = variable that occurs due to the treatment of independent var iables (= the response variable) 3. Control variables = variables are made equal in a trial / study that serves a s a control or comparison (also called variable = fixed) Data is a real information or materials that can be used as the basis of the stu dy through the analysis. The types of data in the study: a. Primary data = data obtained directly from the object (first source). b. Secondary data = data not obtained directly from the object, but through othe r sources, either orally or in writing. Scientific attitude that must be owned by a researcher: A. Honest and diligent 2. Can distinguish between fact and opinion 3. Courageous and polite in asking questions and arguments 4. Have a great curiosity to something you want to study and develop 5. Concerned about the environment and engage in activities that demonstrate con

cern for the 6. Scientific and critical thought 7. Open to suggestions and opinions of others 8. Objective about the actual state 9. Thorough, careful and accurate 1.2 Benefits of Studying Chemical Sciences Include: a. The better our understanding of the nature around and the various processes t hat take place in it. b. Have the ability to process natural materials into more useful products for h umans. c. Help us in order to attitude formation. In particular, the chemistry has a very important role in the areas of: health, agriculture, farming, law, biology, architecture and geology. Behind a huge contribution to our lives, honestly it should be recognized that t he development of chemical science as well give negative impact to human life. 1.3 Branches of Chemical Sciences Include: A. Chemical Analysis = Learn about the analysis of the chemicals contained in a product. 2. Physical Chemistry = The focus of studies of the determination of energy that accompany chemical re actions, physical properties of substances and chemical changes. 3. Organic Chemistry = Study of chemicals found in living things. 4. Inorganic Chemistry = The opposite of organic chemistry; studying inanimate objects. 5. Environmental Chemistry = Learn about everything that happens in the environment, particularly relating to environmental pollution and ways to overcome them. 6. The core chemistry (radiochemistry) = Study of radioactive substances. 7. Biochemistry = Branch of chemistry that is closely associated with the biological sciences. 8. Food Chemistry = Learn how to improve the quality of food. 9. Pharmaceutical Chemistry = Focus of research studies and development of materials that contain the drug. 1.4 Development of the Chemical Sciences A. Around the year 3500 BC, in Ancient Egypt has been practicing chemical reacti ons (eg: how to make wine, embalming). 2. At the 4th century BC, the Greek philosophy which Democritus and Aristotle tr ied to understand the nature of matter. o According to Democritus = every material composed of tiny particles called ato ms. o According to Aristotle = material composed of four types of elements, namely: earth, water, air and fire. 3. Middle Ages (500-1600 years), which is spearheaded by the Arab and Persian ch emists. o Chemistry leads to more practical terms. Produced various types of substances such as alcohol, arsenic, zinc iodide acid, sulfuric acid and nitric acid. o Name of chemistry was born, from the Arabic word (al-Kimiya = change in the ma terial) by the Arab scientist Jabir ibn Hayyan (700-778 years). 4. The 18th century, the term Modern Chemistry. Pioneered by the French chemist Antoine Laurent Lavoisier (years 1743-1794) who managed to put the law of conser vation of mass. 5. In 1803, an English chemist named John Dalton (years 1766-1844) proposed the theory of atoms for the first time. Since then, the chemistry continues to grow rapidly until today. Chemistry is the science that studies include composition of matter, structure,

properties and changes of matter and energy that accompany it. In the context of chemistry, "microscopic" implies a level of detail at the atom ic or sub-atomic particles that can not be seen directly (even with a microscope ) The macroscopic world that we can know by direct observation of physical propert ies such as mass, volume, etc.. Alkene is an unsaturated aliphatic hydrocarbons having one double bond (C = C). Alkane general formula CnH2n + 2.

VI. Model and Learning Method a. Learning Model Learning directly b. Teaching methods Lectures, and administration tasks. VII. Learning Steps a. Initial activity (Introduction) (20 minutes) Making a list is present Orientation: By using existing events in everyday life, the teacher explains the presence of chemical sciences in its sphere of human life. For example, househo ld appliances and the use of metallic materials have been turned into raw materi als polivynil clorida plastic (PVC). Teachers warned about the concepts of chemistry and its scope b. Core Activities (30 minutes) The teacher gives an explanation of the concept of chemical sciences and its sco pe Students give examples of chemistry in everyday life Teacher training c. Activities End (Cover) (20 minutes) Teachers and students to make conclusions about the concept and its scope of che mical science in human life. Furthermore, teachers do the administration tasks t o determine the achievement indicators and competence. VIII. Tools, Materials and Learning Resources a. Tool: White board, markers, eraser b. Ingredients: LKS c. Sources: Website: IX. Appraisal a. Type of bill Personal tasks, oral tests. b. Forms of Instruments Homework, a list of questions.