LESSON PLAN

Level of Education : SMA X

Subject : Chemistry

Class/Semester : XI/1

Main materials : Reaction Rate

Sub materials : Determining Factors of the Reaction Rate

Time Allocation : 1 × 45 minutes (1 meetings)

A. Main Competence
1. Appreciating and practicing the religious teaching which embraced.
2. Appreciating and practicing honest behavior, discipline, responsibility, caring (mutual
assistance, cooperation, tolerance, peace), polite, responsive and proactive and displayed
as part of the solution to various problems in interacting effectively with the social and
natural environment as well as in position ourselves as a reflection of the nation in the
association world.
3. Understanding, implicating, analyzing factual, conceptual and procedural knowledge
based on curiosity of science, technology, art, culture, humanities, with insight into
humanity, national, state, and civilization in related causes of phenomena and events, as
well as applying procedural knowledge in a specific field of study according to their
talents and interests to solve problems.
4. Processing, reasoning, presenting, and creating in the realm of the concrete and the
abstract domains associated with the development of the learned at school independently
and act effectively and creatively, and able to use the scientific method.
B. Basic Competence and Indicator
Basic Competence Indicator
3.6 Explain the factors that are affect the 3.6.1 Mention determinants reaction rate.
rate of reaction using collision theory. 3.6.2 Explain the determinants of reaction
rate.
3.6.3 Explain the determinants of reaction
rate based on collision theory.
 Basic Competence Indicator
4.6Present search results information on the 4.6.1 Designing experiments on the
settings and storage of materials for prevent determinants reaction rate.
changes in physics and uncontrolled 4.6.2 Doing experiment on the determinants
chemistry. reaction rate.
4.6.3 Make conclusion of the experimental
results regarding the determinants of
reaction rate.
4.6.4 Presented the results of experiments
on the factors determining the reaction rate.
4.6.5 Search results information storage of
materials prevent changes in physics and
uncontrolled chemistry.
4.6.6 Presented the results information
storage of materials prevent changes in
physics and uncontrolled chemistry.

C. Learning Objectives
3.6.1.1 Given the phenomenon of the reaction rate, students are able to name the
determinants of the reaction rate correctly.
3.6.2.1 Given the phenomenon of the reaction rate, students are able to explain the
determinants of the reaction rate correctly.
3.6.3.1 Given the phenomenon of the reaction rate, students are able toexplain the
determinants of reaction rate based on collision theory.
4.6.1.1 Given a phenomenon regarding the surface area factor as a determinant of the
reaction rate, students are able to design an experiment based on the tools and
materials that have been given appropriately.
4.6.2.1 Given a phenomenon regarding the surface area factor as a determinant of the
reaction rate, students are able to experiment according to work procedures
correctly.
 4.6.3.1 After obtaining data through experiments, students are able to make conclusions
about the factors that determine the rate of reaction, especially on the surface area
correctly.
4.6.4.1 From the experimental data, students are able to communicate the results of
experiments that have been carried out regarding the determinants of reaction rates
correctly.
4.6.5.1 Given some chemicals, students are able to search results information storage of
materials prevent changes in physics and uncontrolled chemistry.
4.6.6.1 From the information obtained, students are able to present the results information
storage of materials prevent changes in physics and uncontrolled chemistry.
D. Learning Materials
For the activity 1 the material can be resume below:
 Fact
The difference in reaction time is based on the surface area of the reacting
substance.
 Concept
The law of reaction rates and the determinants of reaction rates.
 Procedural
Surface area affects the reaction rate where the greater the surface area, the wider
the touch area so the reaction rate is faster.
Determination of reaction rates involving surface area
 Metacognitive
Predict the rate of reaction and changes that occur in the solution after iodine and
vitamin C react.
1. Equation Rate of Reaction and Reaction Order
Chemical reaction:
A 2 + B 2 → 2 AB
Reaction rate equation : V = k [ A 2 ] x [ B 2 ] y
Where: V = reaction rate (Ms -1 )             
              k = reaction rate constant
              [A 2 ] = concentration of substance A (M)
              [B 2 ] = concentration of substance B (M)
              x = reaction order of substance A
              y = reaction order of substance B
              x + y = total reaction order
Reaction Order:
1. Reaction order 0 : reaction rate does not depend on concentration
The ordered equation is 0: V = k [A ] 0

2. Reaction Order 1 : reaction rate is directly proportional to the concentration of the

reactants. 
If the concentration is increased twice, then the reaction rate will be twice as fast as
before, etc.
Reaction rate equation : V = k [A ]

3. Reaction Order 2: In a second-order reaction, the increase in reaction rate will be
proportional to the increase in the concentration of second rank reagents. If the
concentration of reagents is increased twice, the reaction rate will increase to four
times the original.
Reaction rate equation: V = k [A] 1 [B] 1 ; V = k [A] 2 ; V = k [B] 2
 Thus, if the concentration of a substance is increased a times, the reaction rate
becomes b times; so the reaction order for the substance is:

where x = reaction order

2. Factors that Influence the Reaction Rate and its Relationship with the Impact
Theory
 Pile Theory
Reactions between reagent molecules occur when collisions occur. To collide with
each other, the reacting molecules must have a certain minimum kinetic energy. The
minimum energy required for the collision to occur and the reaction to take place is
called the Activation Energy (Ea).

Figure 1: Activation Energy

Factors Affecting Reaction rate:
1. Concentration of reagents
Associated with the collision theory states that: the greater the concentration, the
greater the likelihood of intermolecular collisions that react so the reaction rate takes
place faster.
Example: 3M HCl faster reaction than 2M HCl .
2. Temperature
 Using the collision theory, it is clear that the higher the temperature, the more
molecules the activation energy reaches, so that the reaction rate takes place more
quickly.
Example: the temperature of 35 0 C reacts faster than the temperature of 25 0C
The formula for increasing the rate of reaction
T−T 0 T−T 0
1
V =( Δv ) ΔT xV 0 t= ( )
Δv
ΔT
xt 0

Where:
V = final reaction rate             
V  = initial reaction rate             
0 

t = end time             

t  = initial time             
0 

Δv = increase reaction rate             

T = temperature at the final reaction rate             
To = temperature at the initial reaction rate             
ΔT = increase the temperature     
3. Surface Area
Collision theory explains that the more the surface area of the touch, the more the
place of collision between the molecules that react, so that the rate of reaction occurs
faster.
Example: 1 gram of substance X is faster than 1 gram of powder X, but 1 gram of
powder X reacts faster than 1 gram of substance X.
Solution> powder> solids
4. Catalyst
Substances that can accelerate the reaction rate by decreasing / reducing the
activation energy.
 Figure 2: Ea reduction due to addition of catalyst
E. Models and Methods of Learning
1. Model of learning : Guided Inquiry
2. Methods of Learning : Simple experiment, discussions, asking and question, and
practice.
F. Media/Learning Instrument
1. Media/Tools :
 Power point
 Experminets :
Tools : Beaker glass, pipettes, voluetric flask
Materials : Vitamin C, iodine solution, aquadest
2. Source of Learning :
 Student’s book
 Student Worksheet
 Internet
 Environment
 Other relevant sources
G. Learning Activity
Activity Description of Activity Time
Preliminary A. Introduction 10 minutes
 Orientation
1. Teacher greetings to the students.
2. Teacher ask the leader of the class to engage
the students to pray together
Activity Description of Activity Time
3. Teacher checks the presence of the students
and ask their conditions
 Apperception
1. Teacher review the previous materials about
the definition about reaction rate and related
material about characteristic of chemical
reaction
2. Teacher recall the student’s memory by
asking them about the previous materials.
 Motivation
1. Teacher give the phenomena about the
determinant of reaction rate in case of
surface area.
2. Teacher explain the learning objectivities
for this meeting.
 Giving references
1. Teacher tell the student about the learning
materials
2. The teacher divides students into small
groups of 3 students (Collaboration).
3. Teacher distributes student worksheets to
students.
4. Teacher explain the learning mechanism
according to learning step.
Main Activities Phase 1: Formulate the Problem 30 minutes
1. The teacher guides students in observing the
phenomenon presented in the student
worksheets.
2. The teacher guides students in formulating the
problem together with the group based on the
phenomena and practicum to be carried out
Activity Description of Activity Time
(Critical thinking, Literature, Collaboration).
3. The teacher gives students the opportunity to
ask questions about the problems they find
(Critical thinking, Science literacy,
Collaboration)
Phase 2: Propose a Hypothesis
1. The teacher ask students to discuss and read the
relevant literature for the preparation of
hypothesis (Critical thingking, Science
literacy, Collaboration).
2. The teacher guides students in making
hypotheses to answer the problem statements
that have been made with the group
(Collaboration).
3. The teacher guides students in determining the
variables in the practicum (Critical thinking).
Phase 3: Design an Experiment
1. The teacher asks students to take the tools and
materials that will be used in practicum the
influence of surface area on the reaction rate
(Creative).
2. The teacher guides students in determining work
procedures in practicum the influence of surface
area on the reaction rate based on the variables
and the material used (Creative, Critical
thingking).
Phase 4: Doing Experiment
1. The teacher guides students with their groups in
practicing with groups about the effect of
surface area on the reaction rate (Collaboration
 Activity Description of Activity Time
and Communication)
Phase 5: Analyze the experiment data
1. The teacher guides students together with their
groups to the analyze data that has been
collected through the experiment and answer
questions in the student worksheet in
accordance with the experimental data
(Collaboration).
2. The teacher asks students to present the results
they get from the practicum (Communication).
3. The teacher gives other students the opportunity
to ask questions and discuss the results of the
experiments they get (Communication).
Phase 6: Make a conclusion
1. The teacher guides students in drawing general
conclusions from shared problems with the
group (Critical thinking).
Student reflect the learning process
1. The teacher guides students in discussions to
gain an understanding of how surface area
influences the reaction rate.
Closing Closing Class 5 minutes
1. Teacher assist students to inference the
matterial that has been learnt today.
2. Teacher gives homework to students to do
exercises and prepare the next material for
the next meeting.
3. Teacher closes the class by greeting.

H. Assessment
 1. Assessment Techniques
a. Knowledge assessment : task and written test
b. Skills assessment : practicum
2. Form of Assessment
a. Skill assessment : student observation sheet activity
b. Knowledge assessment : multiple choice questions and student worksheet
3. Assesment Instrument (attached)

Knowing:
Headmaster, Teacher,

……………………… ……………………………..
NIP. ………………... NIP ………………………..
ATTACHMENT 1
School : SMA X
Subject : Chemistry
Class : XI
Material : Determining Factors of the Reaction Rate
Basic Competence : 3.6 Explain the factors that are affect the rate of reaction
using collision theory.
Indikator : 3.6.1   Mention determinants reaction rate.
3.6.2  Explain the determinants of reaction rate.
3.6.3 Explain the determinants of reaction rate based on
collision theory.
Assessment of Knowledge
Written Test: Used to assess the knowledge of students in the subject used to assess student
knowledge in the sub-material determining factors of the reaction rate.

Learning Questions Answer Stage Score

Objectives
3.6.1 Given the 1. Mother is frying potatoes for a A C3 0-3
phenomenon of the snack. The potatoes are cut into
reaction rate, stick shapes and the remainder are
students are able to cut into four pieces. When fried,
name the the cut potato shaped sticks will
determinants of the quickly cookalthough the
reaction rate temperature and time of frying are
correctly. the same as larger potatoes. From
this phenomenon based on factors
that influence the rate of reaction,
what factors are in accordance
with the phenomenon?
a. Surface area of potatoes
b. Concentration of oil
c. Frying temperature
d. Stirring techniques
e. The number of potatoes
Learning Questions Answer Stage Score
Objectives
2. Some sugar with same weight C C3
dissolved in hot water with sugar
dissolved in room temperature
water, will dissolve more quickly
sugar dissolved in hot water. This
phenomenon is in accordance with
the factors that influence the rate
of the reaction that is …
a. Surface area
b. Concentration
c. Temperature
d. Catalyst
e. Quantity
3. Chlorine is used to clear B C3
swimming pool water. Tania uses
500 mL of water-soluble chlorine,
while Sania uses 2 times the
amount of dissolved chlorine from
Tania's property. As a result,
Tania's chlorine is more effective
than Sania's even though the
amount of chlorine used is the
same. From this phenomenon,
which is in accordance with the
determinants of the reaction rate
that is …
a. Surface area
b. Concentration
c. Temperature
d. Catalyst
 Learning Questions Answer Stage Score
Objectives
e. Quantity
3.6.2 Given the 1. When firewood in the form of E C3 0-3
phenomenon of the small pieces and others in the form
reaction rate, of larger pieces or whole.
students are able to Firewood in the form of small
explain the pieces will burn out faster. That
determinants of the way, the factors that influence the
reaction rate rate of combustion are ...
correctly. a. Surface area because the
larger the size does not have a
surface area
b. Surface area because the
smaller the size it has no
surface area
c. surface area because the
smaller the size the smaller
the surface area
d. Surface area because the
larger the size the greater the
surface area
e. Surface area because the
smaller the size the greater
the surface area
2. Two students are doing chemistry D C3
practicum in the laboratory. In
the practicum, two conditions are
requested where one is treated
using a catalyst and the other is
not. Then the faster reaction is ...
a. Experiments that do not use a
Learning Questions Answer Stage Score
Objectives
catalyst because it occurs
naturally
b. Experiments that do not use a
catalyst because the catalyst
can slow down the course of
the reaction.
c. Experiments using catalysts
because catalysts can produce
the desired product.
d. Experiments using catalysts
because catalysts look for
shortcuts to speed up the
course of the reaction.
e. Experiments using catalysts
because catalysts are
additional reagents.
3. The effect of temperature on the A C3
reaction rate can be seen in
everyday life. For example,
potato foods will cook faster if
fried in hot oil than if boiled in
water. This is because…
a. The temperature of hot oil is
higher than the temperature
of boiling water.
b. The temperature of hot oil is
lower than the temperature of
boiling water.
c. The temperature of hot oil is
same with the temperature of
 Learning Questions Answer Stage Score
Objectives
boiling water.
d. Hot oil has a higher viscosity
than boiling water.
e. Hot oil has a lower viscosity
than boiling water.
3.6.3 Given the 1. From the experimental data, it was A C3 0-3
phenomenon, obtained time to dissolve the
students are able substance for the powder-shaped
toexplain the substance t = 3s and for the
determinants of substance in the form of pieces t =
reaction rate based 8s. From these data it can be
on collision theory. concluded that reaction rate
influenced by …
a. The greater the surface area,
the higher the possibility for
particles to collide.
b. The greater the surface area,
the lower the possibility for
particles to collide.
c. Greater surface area then the
possibility between particles
does not occur collision.
d. The smaller the surface area,
the higher the possibility for
particles to collide
e. The surface area is smaller
then the possibility between
particles does not occur
collision.
2. When making sweet tea, we need C C3
Learning Questions Answer Stage Score
Objectives
a greater concentration of water
so that sugar dissolves easily.
The phenomenon is in
accordance with the factors that
influence the rate of the reaction
namely ...
a. Concentration, the greater the
concentration, the lower the
chance of particles colliding.
b. Concentration, the greater the
concentration there is no
possibility of collisions
between particles.
c. Concentration, the greater the
concentration, the more likely
the particles to collide.
d. Concentration, the smaller the
concentration, the more likely
particles are to collide.
e. Concentration, the smaller the
concentration there will be no
collision between paticles.
3. In an experiment, there is usually A C3
a treatment or step to heat. It is
used to accelerate the reaction
rate, because ...
a. An increase in temperature
will increase the kinetic
energy of the reagent
molecule
 Learning Questions Answer Stage Score
Objectives
b. An increase in temperature
will increase the pressure of
the reagent molecule
c. An increase in temperature
will reduce the activation
energy of the reacting
substance
d. An increase in temperature
will increase the
concentration of the reagent
e. An increase in temperature
will increase the surface area
of the reagent
Student score
Score: x 100
Total score
Knowing:
Headmaster, Teacher,

……………………… ……………………………..
NIP. ………………... NIP ………………………..
ATTACHMENT 2

School : SMA X
Subject : Chemistry
Class : XI
Material : Determining Factors of the Reaction Rate
Basic Competence : 4.6 Present search results information on the settings and
storage of materials for prevent changes in physics and
uncontrolled chemistry.
Indikator : 4.6.1   Designing experiments on the determinants reaction rate.
4.6.2  Doing experiment on the determinants reaction rate.
4.6.3 Make conclusion of the experimental results regarding
the determinants of reaction rate.
4.6.4 Presented the results of experiments on the factors
determining the reaction rate.
4.6.5 Search results information storage of materials prevent
changes in physics and uncontrolled chemistry.
4.6.4 Presented the results information storage of materials
prevent changes in physics and uncontrolled chemistry.
Assessment of Skills

Student Score
No Indicators
1 2 3 4 5 6
1. Prepare tools and materials
Do the practicum according
2.
to the procedure
Take measurements with a
3.
stopwatch
Take measurements with a
4.
volumetric flask
5. Using pipettes
6. Presentation

No Item Rating Score Indicator Rating

.
1. Prepare tools and 0 Not preparing tools and materials.
1 Prepare all tools and materials but not complete.
materials
2 Prepare all the tools and materials but some do not
match the specifications.
 No Item Rating Score Indicator Rating
.
3 Prepare all tools and materials in full in accordance
with the specifications.
2. Do the practicum 0 Not doing practicum according to practicum
according to the procedures.
1 Perform practicum procedures incomplete.
procedure.
2 Perform all practicum procedures not in sequence.
3 Perform all practicum procedures in sequence.
3. Take measurements 0 Students do not take measurements.
1 Students take measurements incorrectly and
with a stopwatch.
inaccurately.
2 Students take measurements correctly but not
carefully.
3 Students take measurements using a stopwatch
correctly and thoroughly.
4. Take measurements 0 Students do not take measurements.
1 Students take measurements using a volumetric flask
with a volumetric
incorrectly and inaccurately.
flask
2 Students take measurements using a volumetric flask
correctly but inaccurately.
3 Students take measurements using a volumetric flask
correctly and accurately.
5. Using pipettes 0 Students do not use pipettes
1 Student using a pipettes incorrectly but not carefully.
2 Student using a pipettes correctly but not carefully.
3 Student using a pipettes correctly and carefully
6. Presentation 0 Student can’t do thepresentation about their
experiment
1 Student can do the presentation about their experiment
reuslt bravely, but a little bit unclear and understable
2 Student can do the presentation about their experiment
reuslt bravely, understanable, but it doesn’t clear
3 Student can do the presentation about their experiment
result bravely, understanable, and clear
Student score
Score: x 100
Total score
Knowing:
Headmaster, Teacher,

……………………… ……………………………..
NIP. ………………... NIP ………………………..
 Attitude Assessment Instruments

School : SMA X
Subject : Chemistry
Class : XI
Material : Determining Factors of the Reaction Rate

Item Of Pos/
No Time Name Attitude Follor Up
Attitude Neg
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16

Knowing:
Headmaster, Teacher,

……………………… ……………………………..
NIP. ………………... NIP ………………………..
 Student Activity Observation Sheet
School : SMA X
Subject : Chemistry
Class : XI
Meeting no :2
Charging instructions:
1. Observers make observations in a place that allows to see student activities.
2. Observations are made since the teacher starts the lesson.
3. Every 5 minutes the observer observes the dominant student activity in the class.
4. Put a check mark () on the dominant activity carried out by students in the class.
5. If there is a predominant activity carried out by students in a class that is considered more than one, then it is possible to put a
check mark () of more than one.
6. Activities marked with (*) are considered dominant if there are already one or more students doing it.

Observation in minutes
No Student Activities
5 10 15 20 25 30 35 40 45
1 Express opinions
2 Take note of the teacher's brief explanation
of the concept of the influence of surface
area on reaction rates
3 Pay attention and note outline learning
objectives through teacher's powerpoint
4 Observe the phenomena at the powerpoint
given by the teacher
 Asking question
5 Asking question
6 Group according to the direction of the
teacher
7 Read and understand the phenomenon of
experiments in the student worksheet
8 Write a problem statement
9 Write a hypothesis
`10 Write the experiment variable
11 Do an experiment
12 Write down observations
13 Analyzing experimental data
14 Concluded the experiment
15 Convey the results of the discussion
16 Irrelevant activities (playing, bothering
friends, etc.)
 Teacher Activity Observation Sheet
School : SMA X
Subject : Chemistry
Class : XI
Meeting no :2

Implementation
Part of Activities Learning Activities
Yes No
Introduction- 1. Teacher greetings to the students.
2. Teacher ask the leader of the class
Orientation
to engage the students to pray
together
3. Teacher checks the presence of
the students and ask their
conditions
Introduction- 1. Teacher review the previous
Apperception materials about the definition
about reaction rate and
characteristic of chemical
reaction
2. Teacher recall the student’s
memory by asking them about the
previous materials.
Introduction- 1. Teacher give the phenomena
Motivation about the determinant of reaction
rate in case of surface area
2. Teacher explain the learning
objectivities for this meeting
Introduction- 1. Teacher tell the student about the
Giving References learning materials
2. The teacher divides students into
small groups of 3 students
(Collaboration).
3. Teacher distributes student
worksheets to students.
 4. Teacher explain the learning
mechanism according to learning
step.
Main Activities 1. The teacher guides students in
Phase 1: observing the phenomenon
Formulate the presented in the student
Problem worksheets.
2. The teacher guides students in
formulating the problem together
with the group based on the
phenomena and practicum to be
carried out (Critical thinking,
Literature, Collaboration).
3. The teacher gives students the
opportunity to ask questions
about the problems they find
(Critical thinking, Science
literacy, Collaboration)
Main Activities 1. The teacher ask students to
Phase 2: Propose a discuss and read the relevant
Hypothesis literature for the preparation of
hypothesis (Critical thingking,
Science literacy, Collaboration).
2. The teacher guides students in
making hypotheses to answer the
problem statements that have
been made with the group
(Collaboration).
3. The teacher guides students in
determining the variables in the
practicum (Critical thinking).
Main Activities 1. The teacher asks students to take
Phase 3: Design an the tools and materials that will
Experiment be used in practicum the
influence of surface area on the
reaction rate (Creative).
2. The teacher guides students in
determining work procedures in
practicum the influence of surface
area on the reaction rate based on
the variables and the material
used (Creative, Critical
thingking).
Main Activities 1. The teacher guides students with
Phase 4: Do their groups in practicing with
experiment groups about the effect of surface
area on the reaction rate
(Collaboration and
Communication)
Main Activities 1. The teacher guides students
Phase 5: Analyze together with their groups to the
the experiment analyze data that has been
data collected through the experiment
and answer questions in the
student worksheet in accordance
with the experimental data
(Collaboration).
2. The teacher asks students to
present the results they get from
the practicum (Communication).
3. The teacher gives other students
the opportunity to ask questions
and discuss the results of the
experiments they get
(Communication).
Main Activities 1. The teacher guides students in
Phase 6: Make a drawing general conclusions from
conclusion shared problems with the group
(Critical thinking).

Main Activities 1. The teacher guides students in

Student reflect the discussions to gain an
learning process understanding of how surface
area influences the reaction rate.
Closing Class 1. Teacher assist students to
inference the matterial that has
been learnt today.
2. Teacher gives homework to
students to do exercises and
prepare the next material for the
next meeting.
3. Teacher closes the class by
greeting.