SCENARIO

GROUP INVESTIGATION

REACTION RATE

Teacher 1: Badrul

Teacher 2: Auliya

Teacher 3: Nindi

Students :

Ahlan (1) , Abel (2), Alfin (3), Sheren (4), Natasya (5), Saniyah (6),
Mutiara (7), Naufal (8), Okta (9), Ratih (10)

Introduction (10 Minutes)

Teacher get into classroom with smile

Teacher 1 : Assalamu’alaikum Wr.Wb

Students : Wa’alaikumsalam Wr.Wb

Teacher 1 :Good morning, students

Students :Good morning , Sir

Teacher 1 :How was your day?

Students :I’m doing great, Sir. Thank you. And you?

Teacher 1 :Oh, I’m pretty good. Okay, before we start our lesson, better we pray
together. Ahlan, please lead your friend to pray together.

Student 1 :Oke guys, before we start our lesson today, let’s pray together. Pray start...

Finish...

Teacher 1 :Thanks, Ahlan. Hmm. Now I will check your attendance today (until last
student). So, there is no one absence today?
Students :No one, Sir

Teacher 1 :This is good. I think all of you is diligent students. Keep spirit for today !!

Students : Of course, Sir

Phase 1: Clarify Goals and Establish Set

Teacher 1 : Okay, tomorrow we discussed about molarity and collosion theory. Who is the
one that still remember about this materials?

Student 1 : Me, Sir. Molarity is one measure of concentration of solution. The molarity of a
solution states the number of moles of a substance per liter of solution.

Teacher 1 : What a great answer. There may be another answer students?

Students : No, sir. I think my answer same as he does

Teacher 1 : Oke, then who can answer or give opinion about collosion theory?

Students : Hemm (silent moment)

Teacher 1 : Oh come on don’t be shy I know all of you know it

Students : (Hands up) I will try to answer, Sir

Teacher 1 : Go on

Student 3 : The collision theory states that reactant particles must collide with each other to

react. Collisions between particles of reactants that succeed in producing a

reaction are called effective collisions.

Teacher 1 : Yes alright i guess you have already studied last night

Teacher 1 : Now I will give you a phenomenon in this slide. Please pay attention. In this
phenomenon. What you can get ?

Student 4 : This is a Barbeque party, Sir. He grill the meat in the burned charcoal.
Teacher 1 : Yes, that is good. This is Habibi. He made a barbecue party. He always made a party
after collage final exams. One day his sister, Putri help him during her collage
holiday. Putri cut the meat smaller than her brother does . With the same temperature,
the meat of Putri and her mother grill. Meat that is made by putri cooked faster than her
brother made. From that what variabel you can make ?

Students : (Silent moment). Teacher wait for a moment then give the scaffolding

Teacher 1 : There are three type of variables namely independent, control, and dependent
variable. Maybe Mutiara can answer the question?

Student 7 : Independent variables is he size of cut meat, control variables the type meat

dependent variables the time needed to grill the meat

Teacher 1 : That’s correct and How about the Problem formulation?

Student 2 : How the size of meat affected the time needed to grill?.

Teacher 1 : Woww that’s good, how about the hypothesis?

Student 6 : If the surface are wider, the time needed is smaller.

Meanwhile if the surface area narrower, the longer time needed to grill

Teacher 1 : Wow that good, sheren. Don’t be shy i know you can. Oke the things that we are
talking about is relate with the material today. After this learning process, i hope
that (teacher show the learning objectives)

Main Activities (30 Minutes)

Phase 2: Present the Information

Teacher 2 : Okay students, in this meeting you are gonna study about factors that affect to

reaction rate (Teacher give general infomation about reaction rate dan the factor that

influence the reaction rate using concept map)

Phase 3: Organize students into learning teams

Teacher 2 : To make you understand deeply about factors that affect to

reaction rate, i’m gonna divided you into two big group. Each group consist of 5

students. Please count 1 and 2. The one that get number one is in group one. Then

for the one that get number 3 is in group 2.

Students : Okay, Miss (Students is busy and dont give any attention to the teacher)

Teacher 2 : Don’t make a noise students. Please sit with your own group. Okay as i said

before today we only discuss about 2 factors there are concentration and surface
area. For first group you can choose the factor first(Step 1 : Topic Selection)
Student 5 : Okay, Miss we want to choose the factor of concentration that affect to the

reaction rate

Teacher : Okay because of that, the second group get factor of surface area that affect to

the reaction rate. Okay ?

Students : Okay, Miss

Teacher 2 : Okay i am gonna give you one sheet work each group. Please each group make
a circle. So you can discuss the worksheet with your friend comfortably.

(students make a circle)

Teacher : In that worksheet there are some question and you have to answer each
following question. After that you have to conduct the experiment then in the
end each group have to present the result of the experiment in front of the
classroom. When the other group present the result of their experiment the others
have to pay attention because in the last i will give you some question relate to
the things that you are presented about and the group that get the higher point
will get the gift from me. Okay? Any question so far? (Step 2 : Cooperative
Planning)

Teacher : no mam
Phase 4: Assist team work and study

(Step 3 : Implementation)

Teacher 2 : Now please pay attention on your worksheet on page 9. Please read the
phenomena then determine the variables of that phenomena. Before that, I will
explain, there are three kind of variables. Independent, control and dependent.

 Independent variable is perlakuan berbeda yang dapat mengakibatkan

perubahan
 Control variable is perlakuan yang dibuat sama
 Dependent variable is variabel yang timbul karena perlakuan yang berbeda

So please find this 3 variables from the phenomena. I give you 2 minutes. Okay
students?

Students : Okay, Miss.

Teacher 2 : Time is up student, please group 1 and 2 please write your variables on the
whiteboard

(teacher gives the boardmarker to group 1 and 2)

(student (3) write the answer on whiteboard)

Student (3) : The variable are

1. Independent Variable : Concentration of HCl

2. Control Variable : the volume of HCl, the size of Mg
3. Dependent Variable : the time needed Mg to react
(student (10) write the answer on whiteboard)

Student (10) : The variable are

1. Independent Variable : The form of CaCO3

2. Control Variable : the volume of HCl, the size of balloon, the mass of
CaCO3
 3. Dependent Variable : the time needed for balloon to expand

Teacher 2 : That’s good group 1 and group 2 you can back to your sit. Now from these
variables, then determine the problem formula and the hypothesis. I give you 3
minutes. okay students?

Students : Okay miss

Teacher 2 : Okay time is up students, please group one let us know formulation problem that
you have already discussed with the group.

Student (1) : Problem formulation that we have already made is how is the effect of concentration
to the rate of reaction?

Teacher 2 : Okay good, how about the second group?

Student (8) : Problem formulation that we have already made is how is the effect of surface area
to the rate of reaction?

Teacher 2 : How about the hypothesis? please each group write your hypothesis on
whiteboard!

(Teacher gives boardmarket to group 1 and 2)

(Student (2) write the hypothesis on whiteboard)

Student (2) : The hypothesis is if the concentration bigger, the reaction rate goes faster

Meanwhile if the concentration smaller, the reaction rate goes slower

Teacher 2 : Very good, and group 2?

(Student (9) write the hypothesis on whiteboard)

Student (9) : The hypothesis is if the surface are wider, the reaction rate goes faster

Meanwhile if the surface area narrower, the reaction rate goes slower

Teacher 2 : Okay good. Group 1 and 2, you can back to your sit.
 After this, you will start to conduct the experiment. Please two person from
group 1 and group 2 come forward to take the tools and the materials of
experiment. Hurry up student
(Student come forward to take the box of experiment)
Teacher 2 : before starting the experiment please use the safety tools, the gloves and the
mask. Because we are using the concentrated solution, so please be careful.
Students : Okay mam
Teacher 2 : If you finish to use the safety tools. Please read the procedure of experiment on
your worksheet and follow step by step. I give you 5 minutes to conduct the
experiment. Please do it quickly but still carefully. Is there any question?
Students : no mam
(students conduct the experiment for 5 minutes)
Teacher 2 : Time is up. You can take off your gloves, and your mask. And 1 person of each
group please bring the box of experiment on my table.
Students : ok mam
Teacher 2 : Now please fill the result of experiment column, then discuss the analysis with
your group I think 5 minutes is enough to discuss it. (Step 4 : Analysis and
synthesis)
Phase 5: Test on the materials

(Step 5 : Presentation of final product)

Teacher 3 : Your time is up student. Please rearrange your sit. On the line form. So all of
you can see the whiteboard

Students : Yes mam

(Students rearrange the chair into the line formation)

Teacher 3 : Now please each group present your result of experiment and your analysis in
front of the class. Which group want to share their result first?

(All student raise their hand)

Teacher 3 : wow, all of you want to be the first group. Now i have to choose, please 3 person
of group 1 come forward. Maybe Sheren, Natasha and Ahlan can to be the
delegation of group 1

(group 1 come forward)

Teacher 3 : group 1, please said what factor that you have chosen. Then show your result of
experiment, and write the result of experiment on the whiteboard

Group 1 : Ok mam

(Student (1) take the rack from the box of experiment)

Student (4) : Now we will present our result of experiment & discussion. We choose
concentration affect the reaction rate. The result of our experiment are :

 On tube 1 with the consentration of HCl (Hydrocloric acid) is 2M the time is …… and
the reaction rate is …..
 On tube 2 with the consentration of HCl (Hydrocloric acid) is 1 M the time is …… and
the reaction rate is ….
 On tube 3 with the consentration of HCl is 0.5 M the time is …… and the reaction rate is
…..
Student (5) : Then for analysis data,
 The reaction between Magnesium and Hidrocloric acid is
(Student (5) Write on the whiteboard)
Mg(aq) + HCl(aq)  MgCl2(aq) + H2(g)
Student (1) :
 Second, Based on experiment, on which test tube the Mg (magnesium) is reacted the
fastest? Why this happened? Related with the theory that you have learn!
So based on experiment, Magnesium is reacted fastest on test tube 1 with the
concentration is 2 M, it happened because the concentration of magnesium define the
amount of particle. Bigger the concentration, bigger amount of particle and it cause the
probability of each particle to collide is higher. This higher collition probability make the
reaction goes faster.
Student (1) : That’s all our presentation is there any question?
(Silence)

Teacher 3 : Group 2 do you have any question about the concentration factor?

(Student (9) raise her hand)

Student (9) : I have a question for group 1. If I manipulate the volume of HCl solution and
still using Mg tape on experiment. It still can be used to prove the concentration
affect the reaction rate?

(Student (2) raise her hand)

Student (2) : we think, it can be used to prove that concentration affect the reaction rate.
Because the volume HCl can be use to represent the number of HCl in solution.

Teacher : That’s good group 1. I will give some explanation. Before answer it we have to
understand what is the definition of concentration. So, concentration is the
number of comparisons between the solute and the solvent. In HCl solution, the
solute is HCl, meanwhile the solvent is water. Which reacts with Mg is HCl, not
water. The amount of HCl not only can be stated with molarity but also the
volume. So the volume of HCl represent the concentration HCl in solution. From
this can be concluded that the volume of HCl can be used to prove that
concentration affect the reaction rate. Do you understand group 2?

Group 2 : yes mam

Group 1 : OK thank you group 1. Please give applause to the group 1

(all the student applause)

Teacher 3 : Students, when your friend have presentation, please another group pay
attention, because after this I have to test your understanding about the factor
that influence the reaction rate. Have you got it?

Students : Yes mam

Teacher 3 : Now, please 3 person of group 2 come forward. Maybe Saniyah, Mutiara and
Naufal can to be the delegation of group 2

(group 2 come forward)

Teacher 3 : group 2, please said what factor that you have chosen. Then show your result of
experiment, and write the result of experiment on the whiteboard

Group 1 : Ok mam

(Student (8) take the rack from the box of experiment)

Student (6) : Now we will present our result of experiment & discussion. We choose surface
area affect the reaction rate. The result of our experiment are :

 On erlenmeyer A with the powder of CaCO3 (Calcium carbonate), the time is …… and
the reaction rate is …..
 On erlenmeyer B with the chunck of CaCO3 (Calcium carbonate), the time is …… and
the reaction rate is …..
Student (7) : Then for analysis data,
 First, write the reaction that happened on this experiment!
(Teacher give the boarmarker to the student)
The reaction between calcium carbonate and hydrochloric acid is
(Student Write on the whiteboard)
CaCO3 (s) + 2HCl (aq) → CaCl2 (aq) + CO2 (g) + H2O(l)
Student (8) :
 Second, What is the gas that filling the balloon?
The gas that filling the balloon is Carbon dioxide
 Third, Based on experiment, on which test tube that have the fastest ballon expand? Why
this happened? Related with the theory that you have learn!
The fastest balloon expand is on test tube A, because on test tube A CaCO3 is on powder
form. Based on theory, wider the surface area, faster the reaction rate. If compared
powder and chunk form, powder have a bigger surface area than a chunk form. So, the
powder form have a faster reaction rate.
Student (7) : That’s our presentation, is there any question?

(Student (2) raise her hand)

Student (2) : Mam, I little bit confuse. How was the powder of CaCO3 reacts faster than the
CaCO3 on chunk form?

Teacher 3 : Yeah, good question. Please group 2 try to answer it!

(Student 10 raises her hand)

Student (10) : I will try to answer the question. Although the chunk form physically have a
big size, actually the surface area of powder form is wider than the chunk form.
So it cause the reaction rate of powder form is faster than on the chunk form

Teacher 3 : that’s very good group 2. So this is the explanation. On the chunk form, HCl
only touch the outside part of CaCO3, and cannot touch the inner part of CaCO3.
Meanwhile on the powder form, the chunk have been broke up. So the inner part
of CaCO3 can touch the HCl solution. that is the reason why the powder have
faster reaction rate than on the chunk form. Have you got it, Abel?

Student (2) : Yes mam, I completely understand now

Teacher 3 : is there any question?

Students : no mam

Teacher 3 : Thank you for group2. Please give applause to the group 2

(all the students applause)

--Step 6 evaluation--

Teacher 3 : So all of you already have the presentation. Please give a big applause for your
participation on this class.

(all the students applause)

Teacher 3 : although I can see you really understand about this matter from your face. I
have to confirm it with the quiz of this matter today. The rules are

1) Each group only can raise their hand when I read the question completely.
2) I will choose the fastest group that raise their hand
3) No one allow to answer my question before I choose the group. Do you
understand?

Students : yes mam

Teacher 3 : Before that, I have something for you.

(Teacher take the box of star on their hands)

Teacher 3 : This box called star box. So in this box there are some stars. You can get this
stars if you actively answer my question and participate actively on my class. So
what is the benefit if you get a lot of stars? Your group will become the winner
and I have a big present for that group.

(Students applause excitedly)

Teacher 3 : because all the group have presentation in front of the class. I will give each
group their first star! Here you go

(Teacher gives the star to the each group)

Student : Thank you mam

Teacher 3 : so are you ready for the quiz today?

Student : Yes mam

Teacher 3 : I can’t feel your spirit. Are you ready for the quiz ?

Student : Yes I am (said excitedly)

Teacher 3 : The first question. Listen carefully. Auliya have a task from his teacher to do
the experiment with using iodine and vitamin C. Help auliya to predict which
one of this condition will have the faster reaction rate :

a) Using 3 grams of vitamin C powder, or

b) Using 3 grams of vitamin C chunk

(almost all student raise their hand)

Teacher 3 : Wow, I think group 2 raise their hand first. Ratih what is your suggestion to
Auliya?

Student (10) : we predict that the a) condition will have faster reaction rate. Because the
powder form have larger surface area than the vitamin C on a chunck form. It
caused the powder form have a faster reaction rate and make it quickly reacts
into a water.

Teacher 3 : Wow, because of your group can answer with the correct explanation, Group 2
I give you two stars

(teacher gives the star to the group 2)

Teacher 3 : Next question. Mr. Uyun will clean the bathroom using the mixture of carbol
and water. Help Mr. Uyun to determine the effective composition of carbol and
water. If he has two options :

a) 300 mL carbol with 700 mL of water, or

b) 700 mL carbol with 300 mL water!

Give me the reason!

(almost all student raise their hand)

Teacher 3 : okay please Alfin from group 1

Student (3) : Our answer is b) using 700 mL karbol with 300 mL water. High concentration
of carbol means many molecule of carbol will bind with the stain caused the
 bathroom cleaner than the bathroom that is cleaned by using 300 mL carbol and
700 mL water.

Teacher 3 : That’s correct. Group 1 I give you two stars

(teacher gives the star to the group 1)

Teacher 3 : well, I think that’s two questions have represent the topic of today. Please show
me your stars.

(each group shows their stars)

So all of you have 3 stars. I can’t let all the group to be the winner. So I will give
the last question. The group that can answer my question, will get 2 stars and to
be the winner. Are you ready?

Student : Yes mam (said excitedly)

Teacher 3 : Actually do you still remember, what is reaction rate what are the factor that
influence it!

(all the student raise their hands quickly)

Teacher 3 : ok group 2, Saniyah what is your answer?

Student (6) : Rate of reaction is the measure of the change in concentration of the reactants
or the change in concentration of the products per unit time. The factor that
influence it are concentration, surface area, temperature and catalyst.

Teacher 3 : Yeah. This is your stars. So how many stars that your group have?

Group 2 : we have 5 stars

Teacher : Wow so the winner is group 2. Students give a big applause to the group 2

(all students give applause)

--phase 6 provide recognition--

Teacher 3 : group 2 please come forward and receive the presents

(group 2 stand in front of the class, teacher give the present, all students give applause)

Teacher 3 : Group 2 you can back to your sit

Group 2 : Thank you mam

Teacher 3 : Now, let’s make the conclusion of the matter that we study today. Starting from
group 1 give us the conclusion of your experiment!

Student (4) : from our experiment, we conclude that the concentration influence the reaction
rate. Higher the concentration faster the reaction rate and the vice versa

Teacher 3 : Then group 2, what is your conclusion ?

Student (8) : from our experiment, we conclude that the surface area influence the reaction
rate. Wider the surface area, faster the reaction rate and the vice versa

Teacher 3 : all the answer is correct.

Rate of reaction is the measure of the change in concentration of the reactants or

the change in concentration of the products per unit time. The factors that
influence it are concentration, surface area, temperature and catalyst. But today
we only study about the concentration and surface area factor. Concentration and
surface area are directly proportional with it reaction rate. Higher the
concentration, faster the reaction rate. Wider the surface area, faster the reaction
rate. What about the temperature and the catalyst? We will study it on the next
meeting. So far is there any question?

Student : No mam

--Closing--

Teacher 3 : for your assignment, please open up your textbook on page 271. Please do
exercise 2 as your homework and collect it on the next meeting. Have you found
the exercise?
 (Student open up the textbook)

Student : Yes, Sir

Teacher 3 : Ok, Good. On the next meeting we will study about the temperature and
catalyst factors. So please study this matter, so we can discuss it together next
week. Okay student?

Student : Yes, Sir

Teacher 3 : Please Ahlan leads your friends to pray together

Captain : so friend, before we end this lesson let we pray together. Pray start

(Student and teacher pray together)

Captain : pray finish

Teacher 3 : okay student, I’m sorry if I have a mistake thank you for your attention, thank
you for your spirit. Be happy. The last I say Wassalamualaikum wr.wb