Material for vidiocolloid nature

Material for vidio

colloid 

There is this daily life, often we encounter some products that are a mixture of some substances, but the substance can be mixed evenly / homogeneous. For example, when the mother makes milk for younger sister, powder / milk powder mixed evenly with hot water. Such products are colloidal systems.

Colloids are a mixture of heterogeneous substances (two phases) between two or more substances in which the colloidal particles of matter (dispersed / dispersed phases) are spread evenly in other substances (dispersing medium). The size of colloidal particles ranges from 1-100 nm. The size in question can be the diameter, length, width, or thickness of a particle. Another example of a colloidal system is the ink, which consists of color powders (solid) with liquid (water). In addition to ink, there are still many other colloidal systems, such as mayonnaise, hairspray, jelly, etc.

The colloidal state or colloidal system or colloidal suspension or colloidal solution or a colloid is a two-phase

 mixture of the dispersed phase and dispersing phase with a dispersed particle size ranging from 10-7 to 

10-4 cm. The particle size dispersed does not explain the state of the particle. Particles can consist of tiny 

atoms, molecules or molecules. Colloidal gold consists of particles of different sizes, each containing millions 

of gold atoms or more. Colloidal sulfur consists of particles containing about one thousand S8 molecules. 

An example of a very large molecule (also called a macro molecule) is haemoglobin. The molecular weight 

of this molecule is 66800 s.m.a and has a diameter of about 6 x 10-7.

2.2 KOLOID TYPES

The colloidal system is composed of dispersed phases which are evenly dispersed in the dispersing medium. 

The dispersed phase and dispersing medium may be solid, liquid, and gaseous. Based on the dispersed phase, 

the colloidal system can be grouped into 3, namely:

1. Sol (solid dispersed phase)

A. Solid soles are soles in dense dispersing medium

Example: metal alloy, color glass, black diamond

B. The liquid sole is the sole in the liquid dispersing medium

Example: paint, ink, flour in water, clay

C. The gas sol is the sole in the gas dispersing medium

Example: dust in air, combustion smoke

2. Emulsion (liquid dispersed phase)

A. Solid emulsion is an emulsion in a solid dispersant medium

Example: Jelly, cheese, butter, rice

B. The liquid emulsion is an emulsion in a liquid dispersing medium

Examples: milk, mayonnaise, hand cream

C. The gas emulsion is an emulsion in a gas dispersing medium

Examples: hairspray and mosquito repellent

3. BUIH (gas dispersed phase)
A. Solid foam is a froth in a solid dispersant medium
Examples: Pumice, marshmallow, foam rubber, Styrofoam
B. Liquid foam is a froth in a liquid dispersing medium
Example: whipped egg whites, soap foam
- For grouping of froth, if the phase is dispersed and the dispersing medium
 
Both are gases, the mixture is a solution
2.3 CHOLOID PROPERTIES
Tyndall Effect
 
The Tyndall effect is a symptom of scattering of light beam (light) by colloidal particles. This is because the size
 of the colloidal molecule is quite large. This tyndall effect was discovered by John Tyndall (1820-1893), 
a British physicist. Therefore it is called the tyndall effect.
 
The tyndall effect is the effect that occurs when a solution is exposed to light. When the true solution
 (pictured left) is illuminated with light, the solution will not scatter light, whereas in the colloidal system
 (right image), the light will be scattered. It happens because the colloidal particles have relatively large
 particles to be able to scatter the rays. In contrast, in the true solution, the particles are relatively small
 so that the scattering occurs only slightly and is very difficult to observe.
 
    Brownian motion
 
Brownian motion is the movement of colloidal particles that always move straight but erratic (random motion
 / irregular). If we observe colloids under an ultra microscope, then we will see that the particles will move to 
form zigzags. This zigzag movement is called Brownian motion. The particles of a substance are constantly 
moving.

Absorption

Absorption is the absorption of particles or ions or other compounds on the surface of colloidal particles

 caused by the surface area of ​​the particles. (Note: Absorption must be distinguished from absorption, 

which means absorption occurring within a particle). Example: (i) Fe (OH) 3 Colloid is positively charged

 because its surface absorbs H + ions. (Ii) As2S3 Colloid is negatively charged because its surface absorbs

 S2 ions.

    Colloidal load

Known two kinds of colloids, the colloids are positively charged and negatively charged colloids.

    Colloid coagulation

Coagulation is a clumping of colloidal particles and forming a precipitate. With the occurrence of 

coagulation, means dispersed substances no longer form colloids. Coagulation may occur physically

 such as heating, cooling and stirring or chemically such as the addition of electrolytes, mixing different 

colloidal loads.

Protective colloids

Protective colloid is a colloid that has properties to protect other colloids from the coagulation process.

    Dialysis

Dialysis is the separation of colloid from disruptive ions in this way called the dialysis process.

    Electrophoresis

Electroferesis is the event of separation of charged colloid particles by using electric current.

youtube page below https://youtu.be/WMaIxRRDPkc

RPP K13 NATURE - CHOLOID PROPERTIES

RPP K13 NATURE - CHOLOID PROPERTIES

CHEMICAL LEARNING IMPLEMENTATION PLAN

CHOLOID SYSTEM

Education Status: SMA NEGERI 2 SAROLANGUN

Subject         : Chemistry

Class / Semester: XI / 2

Subject         : Colloidal System

Sub Subject     : Colloidal properties

Allocation Time : 2 x 45 minutes

A.COMPETENCE CORE

KI 1: Embrace and practice the teachings of their religion

KI 2: Appreciating and practicing honest behavior, discipline, responsibility,    

      caring (teamwork, cooperation, tolerance, peace), polite, responsive and 

      pro-active and to be part of the solution to many problems in interacting

      effectively with the environment social and environmental as well as in 

      positioning itself as a reflection of the nation in the eyes of the world.

KI 3: Understand, implement, analyze factual knowledge, conceptual, procedural, 

      based on curiosity about science, technology, arts, culture and humanities 

      with the vision of humanity, national, state, and civilization-related 

      causes of phenomena and events, as well as applying procedural knowledge 

      on a specific field of study according to their interest to solve the

      problem of talent.

KI 4: Processing, reasoning, and all present in the realm of the concrete and the 

      abstract realm associated with the development of the learned at school 

      independently, and able to use the method according to the rules of science.

B. BASIC COMPETENCY1

1: Recognizes the regularity of hydrocarbons, thermochemicals, reaction rates, 

   chemical equilibrium, solutions and colloids as a manifestation of God's 

   greatness and knowledge of the existence of such order as the result of 

   creative human thought whose truth is tentative.Indicators:

 • Exalting God Almighty 

 • Realize that the rules set by God Almighty are best for us. 

2.1: Shows scientific behavior (curiosity, discipline, honest, objective, open, 

     able to distinguish facts and opinions, resilient, meticulous, responsible, 

     critical, creative, innovative, democratic, communicative) in designing and 

     experimenting and discussing Manifested in everyday attitude.Indicators:

 • Curiosity 

 • Be honest in using observational data

 • Thorough in processing and analyzing data

 • Resilient in seeking knowledge that supports problem solving.

 2.3: Analyze the role of colloids in life based on their propertiesIndicators:   

 • Explain the properties of Tyndall's colloidal effects 

 • Explain the properties of Brown's effect colloid

 • Explain the properties of colloidal electrophoresis effects

 • Explain the properties of colloidal absorption effects

 • Explain the properties of colloid coagulation effects

 • Conducted experiments on the effects of tyndall

 • Concludes from experiments on the tyndall effect 

 • Bring out experimental results on the effects of tyndall

C. LEARNING OBJECTIVES

 • Students can explain the properties of Tyndall's colloid effects 

 • Students can explain the properties of the colloid effects of Brownian motion 

 • Students can explain the properties of colloidal effects of electrophoresis

 • Students can explain the properties of colloidal absorption effect

 • Students can explain the properties of colloid coagulation effects

 • Students can experiment on the effects of tyndall

 • Students can deduce from experiments about the effects of tyndall 

   • Students can present experimental results on the effects of tyndall.

D. LEARNING MATERIAL Properties of colloids 

1. Tyndall effectThe tyndall effect is a light scattering event when transmitted through a colloidal system.

 In everyday life, the tyndall effect is encountered in the following events:

 • Visible lights of dusty vehicle lights. 

 • Projector light in the cinema. 

 2. Brown motionBrownian motion is the movement of the particles are dissipated in the colloidal system that

 occurs because of the collision between the particles. This movement is random and does not stop.If a sol is

 examined with an ultra microscope it will be seen that the sol particles are rapidly moving in short straight

 lines and changing the direction of the motion suddenly (zig - zag).  

 3. ElectrophoresisElectrophoresis is a process of observing immigration or migration. The particles in the

  colloidal system are due to the electric field effect. 

4. AdsorbtionAdsorbtion is the process of absorption of the surface of objects or ions made by the colloidal

 system so that it has an electric charge. 

 5. CoagulationCoagulation is a condition in which colloidal particles form a larger set. This clotting is due to the

 addition of a chemical to a particular enzyme. 

  The colloid system consists of two phases, namely:

 A. Phase dispersed: dispersed substances

 B. Medium dispersion: medium used for dispersion. 

E. APPROACH AND LEARNING METHOD 

Model              : Discovery Learning 

Approach        : scientific 

Methods         : Experiments and Discussions 

 F. MEDIA AND LEARNING RESOURCES

 •Power poin

 • LKS and Hand Out 

 • Flash animation 

 • Chemistry Book of SMA Curriculum 2013

 • Tools and Materials (plastic cups, spoons, flashlights, aquades, sugar, 

.

No	Details		Time Allocation	Indicators
	TEACHER	STUDENT
	Initial Activity  1.       Introduction Master replied greeting  "good morning children"      Teacher invites all  students to pray  and headed by  the class leader.   Teacher asks about	student attendance     2.      Apperception        - Teacher asks question to student "last week,       we have learned about colloid         definition and its kind.       - Anyone still remember, what is a colloid? 3.      Motivation    -Teacher asks student questions   "Last week, you were given  the task of reading the    material about the  properties of colloids.   -Anyone know the  properties of  colloids in the    colloidal system?          Teachers convey the title of learning objectives   Teacher directs students in group sharing	-          Students say  good morning  "good morning"         The class leader  leads the prayer     -          Student answers          teacher questions   -   - Student answers  questions from teacher "I bu, Colloid is a  mixture of some   substances that   are located between  the nature of the  solution and the  suspension (rough  suspension).     Student answers  questions from  teacher "There bu, the  properties - the  nature of colloid  there are 5 bu  namely tyndall  effect, brown  motion,   electrophoresis,  adsorption and  coagulation.     Students listen to the   delivery of learning objectives and titles.   students divide the  group according  to the direction  of the 10 Minute  teacher - Students divide the  group according  to the direction  of the teacher	10 Minute
B.	Core activities 1. Observing Teachers describe a phenomenon related to learning materials that is the nature  of colloids there are 5 effects of tyndall, brown, motion, electrophoresis,  adsorption, and coagulaasi. On the tyndall effect also occurs in everyday  life we ​​can observe as dibioskop if there is smoke billowing then the light from the  light projector will look brighter, the second happened in the fog area,  highlight the car lamp look more clearly. 2.      Ask:                                                                                 The teacher gives the students the opportunity to        identify the problem (based on the phenomenon)            relevant to the lesson material, then formulated        in the form of problem / question formulation          and the answer is hypothetical. 3.    collectingg data:                                                       Teachers guide students to collect data       and as facilitators. 4.      associate :                                                                           The teacher guides the        students and as the facilitator. 5.  proof:        The teacher guides the       students and as the facilitator. 6.      communicate:  The teacher guides the students  and as the facilitator.	Students observe  the phenomena  associated with Students identify problems relevant to the lesson  material, then  formulated in the form of problem / question formulas and the answers are hypothetical. Students identify problems  relevant to the lesson  material, then formulated  in the form of problem /  question formulas  and the answers  are hypothetical. Students are conditioned  to group in accordance  with the division of  groups that have been  arranged by the teacher.   - Each group of students  receives LKS distributed  by the teacher.   - Students work on the  LKS according to the  source of information  they have. -              Students work on LKS in       accordance with the source       of information they have.             -         Students analyze experiment       data to find out what happens       when the coconut sugar and        coconut milk solution is        viewed with the light beam          emitted by the flashlight.   -        Students perform examination of experimental data obtained to prove whether or not the hypothesis is established with the findings obtained.    Students draw conclusions and convey the results of their discussion about the decrease of freezing point based on verification (verification) -	70 menit
C	Cover   1. The teacher asks questions to test students'  understanding of the material they have learned.       2. The teacher guides the students to conclude  the learning outcome today           3. The teacher assigns the student to  read and collect the material at the  next meeting on the type of colloid. 4.    Master greetings	S   - Student answers  teacher questions     - Students conclude  learning outcomes  from experimental  experiences and  explanations from  teachers     - Students record  the task given  by the teacher,  and listen to  the delivery  of the teacher   - Students answer  greetings from the  teacher	10 menit

J. ASSESSMENT OF LEARNING RESULTS

1. Assessment Procedure

The assessment of learning is done through two types of assessment:

A. Assessment of learning process: Assessment of Attitude, Skills Assessment

B. Assessment of learning outcomes: Written Test

2. Type of Assessment

A. Assessment of Attitude

See the attitude of the students during the lesson.

B. Skills Assessment

View the student's ability during the learning process.

C. Knowledge Assessment

Answer students in working on the problem in the LKS.