Video Of Colloid System

A. Understanding and Colloidal Types

     The colloidal system is a mixed form which lies between the solution and the suspension (crude mixture). The colloidal system is closely related to our daily lives . Body fluids, such as blood are colloidal systems, foods such as milk, cheese, rice, and bread are colloidal systems. Paints, various medicines, cosmetic ingredients, farmland are also colloidal systems. Colloid is a mixed system of "metastable" (as if stable, but will separate after a certain time). Colloids are different from solutions; Solution is stable.

Colloids (Colloid Dispersions) features:
Example: a mixture of milk with water.
    It is macroscopically homogeneous, but heterogeneous if observed with an ultra microscope.
    The particles are dimensionless between 1 nm-100 nm.
    Two phases
    Generally stable.
    Can not be filtered, except with ultra filters.

Types of Colloids
Based on the dispersed phase and dispersion phase a colloid is divided as follows:
1. Aerosols
The colloidal system of a solid or liquid particles disposed of in a gas is called aerosol. If the dispersed substance is a solid, called a solid aerosol; If the dispersed substance is a liquid, it is called a liquid aerosol. Today many products are made in aerosol form, such as hair spray (hair spray), mosquito spray, perfume, spray paint, and others.

2. Sol
The colloidal system of solid particles dispersed in a liquid is called a sol. Colloid type soles we find in everyday life and in industry.
The colloidal system of liquid dispersed in other liquids is called an emulsion. The requirement of the emulsion is that the two types of liquids do not dissolve. Emulsions are formed because of emulsifier (emulgator). Examples are casein in milk and egg yolks in mayonise.

3. Sour
The colloidal system of a gas dispersed in a liquid is called foam. As with emulsions, to stabilize the foam, there is a need for a foaming agent, such as soap, detergent, and protein.

4. Gel
A semi-rigid colloid (between solid and liquid) is called a gel. Examples: gelatin, glue kanji, jam, gelatin, soap gel, and silica gel. The gel may be formed from a dispersed solvent dispersion medium resulting in a rather dense colloid.
 

Based on its elasticity, gel can be divided into:
1.Gel elastic
The elastic gels, which can be deformed when given a force and return to the original shape if force is removed. Examples are soap and gelatin.
2. Non-elastic gels
Gel that is not elastic, meaning does not change if given style. An example is silica gel.

B. Colloidal properties
 

1. Tyndall Effect
The Tyndall effect is the scattering of light by colloid solutions, an event in which the path of the colloid rays can be seen because colloid particles can scatter light into all directions. Examples: sunlight scattered colloidal particles in the sky, until the sky is blue during the day and orange in the afternoon; Dust in the room will be visible if there is light coming in through the gap.

2. Brownian motion
Brownian motion is the motion of colloid particles in the dispersing medium continuously, because of the collision between the dispersed particle and dispersant. Due to this continuous active motion, the colloidal particles do not separate if ignored.

 3. Colloid Adsorption
Colloidal adsorption is the absorption of substances or ions on the colloidal surface. The nature of adsorption is used in the process: sugar cane bleaching, Norit, and water purification. Example: colloid between diarrhea drugs and fluid in the intestine that will absorb the germs that cause diarrhea
 

4.Colloid Charge and Electrophoresis
Colloid charges are determined by the ion charge absorbed by the colloid surface. Electrophoresis is the movement of colloid particles due to the influence of the electric field.
Colloidal particles have the ability to absorb ions or electric charges on the surface. Colloidal particles therefore become electrically charged. Absorption on this surface is called adsorption.
Because the colloidal particles have a charge it can move in an electric field. If the colloid is fed direct current through the electrode, then the positively charged colloid will move toward the negative electrode and upon arrival in the negative electrode there will be neutralization of the charge and the colloid will coagulate.
Example: factory chimney fitted with electroplated metal plate in order to coagulate the dust.
 

5.Colloid Coagulation
Colloid coagulation is a clumping of colloids due to opposite charge electrolytes. Example: the dirt on the water is clumped by alum so the water becomes clear.
Factors that cause coagulation:
Ø Temperature changes.
Ø Stirring.
Ø The addition of ions with a large load (example: alum).
Ø Positive colloid mixing and negative colloid. Colloid Protector
 

6. Dialysis
In colloid manufacture, there are often ions that can disrupt the colloidal stability. These disruptive ions can be removed by a process called dialysis.
In this process, the colloidal system is inserted into the colloid pouch, then the colloid pouch is inserted into the vessel containing the flowing water (see figure). Colloid bags are made of semipackable membranes, which are membranes that can miss small particles, such as ions or simple molecules, but withstand colloids. Thus, the ions out of the bag and drift with the water.

    Colloid 

Liofil and Lycophobic Colloid

Colloid Lycophile is a colloid that adsorbs fluid, thus forming a sheath around the colloids. Example: gelatin.

Lycophile Colloid
    Adsorpting medium.
    Can be made with a relatively large concentration.
    Not easily coagulated with the addition of electrolytes.
    The viscosity is greater than the medium.
    Reversible.
    Tyndall effect is weak

Colloid Liofob is a solid that does not adsorb liquids. For a stable colloid loading, the dispersant must be free from electrolytes by means of dialysis, ie the purification of the dispersing medium of the electrolyte.

Lycophobic colloid
    Does not adsorb the medium.
    Only stable at small concentrations.
    Easily clot on the addition of electrolytes.
    Viscosity is almost the same as the medium.
    Not reversible.
    The tyndall effect is clearer.

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Structured tasks Learning Implementation Plan ( RPP )

LEARNING IMPLEMENTATION PLAN (RPP)

School Name         : SMAN 9 MUARO JAMBI
Subject                  : Colloidal System
Class / Semester   : XI / 1
Allocation Time   : 2 × 45 minutes
Meeting to            : 1
 

A. Competency standards
1.1 Know the colloidal system
1.2 Explain the system and properties of colloids and their application in daily life.
B. Basic Competence
1.1. Classify the properties of colloid and its application in daily life.
C. Indicators
«Know the colloidal system and its types
«Describe the type of colloid, properties and manufacturing process
D. Learning Objectives
After studying this chapter, students are expected to be able to:
«Explain the notions of colloidal systems and colloidal types
«Explain the properties of colloids
«Differentiating lyophil and lyophobic colloids
«Let the process of colloid making by condensation and dispersion
E. Learning Resources and Media
«Source: Chemistry Science Book 2 for SMA / MA (Ningsih, Sri Rahayu, et al)
«Media: lectures, discussions, books, LKS and practice questions
F. Details of Student Learning Activities

Stage	Teacher Activities	Student Activities
Initial Activity (10 minutes)	«Convey the expected indicators and competencies «Billing assignments at previous meetings	«Listening to teacher explanations «Gathering assignments at previous meetings
Core Activity (60 minutes)	«Explain the notion of colloidal system «Explain the types of colloids «Explain the properties of colloids «Explain the differences of lyophil and lyophobe colloids «Explain the making of colloid by means of condensation and dispersion «Ruling students doing LKS	«Listen and record teacher explanations «Working on LKS
End Activity (20 minutes)	«  Hold discussions (questions and answers) with students «Convey the conclusions of learning materials «Providing evaluation questions «Providing motivation to repeat home learning «Providing homework	«  Ask questions about unfamiliar learning materials, answer questions or refute teacher questions «Listening and recording the conclusions of learning materials «Doing the evaluation question «Follow the teacher's instruction to repeat the home study materials «Notes about homework

G. Assessment
1) Bill type: self-service work at home
2) Form of instrument: matter esay
3) Instrument: written test

                                                                                Muaro Jambi,    August 2017

                Knowing

              Headmaster                                                       Subject teachers

      Harmonis, S.Pd, M.Pd                                M. Aljaziri Baduzaman, S.Pd

          NIP.                                                             NIP.

using english to predict rendement in chemical reaction

In chemistry, the chemical yield, the yield of the reaction, or only the rendement refers to the amount of reaction product produced in the chemical reaction. [1] Absolute rendement can be written as weight in grams or in moles (molar yield). The relative yield used as a calculation of the effectiveness of the procedure is calculated by dividing the amount of product obtained in moles by the theoretical yield in moles:
Rendemen fractional = rendemen actual / theoretical rendemen
To obtain a percentage yield, multiply the fractional yield by 100%.

One or more reactants in chemical reactions are often used redundantly. The theoretical rendement is calculated based on the number of moles of the limiting reagent. For this calculation, it is usually assumed that there is only one reaction involved.

The ideal chemical yield value (theoretical rendement) is 100%, a value highly unlikely to be achieved in its practice. Calculate the percentage of rendement that is by using the following equations percent rendemen = weight yield / weight of yield divided by the sample weight multiplied by 100%.

We can learn with this practice :

ASETAT / CUKA ACID (CH3COOH)
WITH 0.1 N NaOH

Name : M. Aljaziri Badruzaman

Date of practice :

I. Purpose
The purpose and objective of this practicum is for the practitioner to know and understand how to determine the level of acetic acid with 0.1 N NaOH.

II. Tools and reagents
Tools :
# Erlenmeyer 250 ml
# Pipette volume 10 ml + 25 ml
# Buret 50 ml
# Cup cup 100 ml
# Funnels
Reactor :
** NaOH 0.1 N
** Acetic acid (Vinegar)
** PP Indicators
Reaction:
NaOH + CH3COOH >>> CH3COONa + H2O

III. Ways of working :
Clean and rinse buret with distilled water.
^^^
Bilasi and buret contents with 0.1 N NaOH solution until full and dihimpitka drawn (scale) zero.
  ^^^
Pipette 25 ml of acetic acid into 100 ml measuring flask, dilute to the line mark.
^^^
Beat the 12 x solution.
  ^^^
Pipette 10 ml aqueous solution into the erlenmeyer.
  ^^^
Spend 2 drops of PP indicator.
  ^^^
Titar with NaOH solution from burette to pink point of end.
  ^^^
Calculate the acetic acid level in% or g / l.

IV. Data and calculations
BE = BM = 60
Final volume: 39.60 ml
Initial Volume: 0.00 ml -
Titration volume: 39.60 ml
Final volume: 39.50 ml
Initial Volume: 0.00 ml -
Titration volume: 39.50 ml
# Average titration volume = (39.60 + 39.50): 2 = 39.55 ml
#Chart of CH3COOH = X ml x N. NaOH x P x BE = 39.55 ml x 0.1N x (100 x 1000) x 60: 250 = 39.55 x 0.1 x 400 x 60 = 94.920 mg / l = 94.920 g / l
#% CH3COOH = acetic acid concentration (g / l) x 100%
1000 x BJ (considered 1)
= 94.920 x 100%
1000
= 9,492%

V. Discussion:
In diluting the standard solution must be precisely coined zero (scale) in order to keep acetic acid content or unchanged. Then the solution should be shaken at least 12x for a homogeneous solution and the final result is appropriate. In this experiment, the indicator used is penolftalin (PP) with a pH trajectory between 8.2 to 10, because the guitar is a strongly alkaline NaOH. In practice, it should be done 2 times the experiment so that the results more accurate in determining levels. The difference between the 2 experiments is a maximum of 0.1 ml. In doing the titration should be careful because if less will only affect the final result. The result of end pointing should be pink because at that time the solution is neutral.

VI. Conclusion:
Thus, CH3COOH levels of 94.920 g / l or 9.492%

using english to report A simple chemical experiment in English

A chemical report can be made after we have done a simple experiment or in a laboratory, following an experimental sample performed in a chemical laboratory.

1. OBJECTIVES OF EXPERIMENT
- Observe the effect of temperature change on reaction rate

2. LITERATURE REVIEW
2.1 Theoretical Basis
           Chemical Kinetics is the assessment of the rate and mechanism of chemical reactions. Iron rusts faster in moist air than in dry air, eating more quickly decomposes when not cooled. This is a typical example of complex chemical changes with varying rates according to reaction conditions (Sunarya, 2002).
Reaction Rate
The reaction rate of a chemical reaction is a measure of how the concentration or pressure of the substances involved in the reaction changes with time. Reaction rate analysis is very important and has many uses, for example in chemical engineering and chemical equilibrium studies. The reaction rate is fundamentally dependent on:
• Reactant concentrations, which usually make the reaction run faster when concentration is increased. This is due to increased atomic impact per unit time,
• Surface area available for reactants to interact, especially solid reactants in heterogeneous systems. Large surface area will increase the reaction rate.
• Pressure, by increasing pressure, we decrease the volume between molecules so that it will increase the collision frequency of the molecule.
• Activation energy, which is defined as the amount of energy required to make the reaction start and run spontaneously. The higher activation energy implies that the reactants need more energy to initiate the reaction than the lower activation energies.
• Temperature, which increases the reaction rate when raised, this is because high temperatures increase the molecular energy, thus increasing collisions between molecules per unit time.
• The presence or absence of a catalyst. The catalyst is a substance that alters the path (mechanism) of a reaction and increases the reaction rate by decreasing the activation energy required for the reaction to proceed. The catalyst is not consumed or altered during the reaction, so it can be reused.
• For some reactions, the presence of electromagnetic radiation, primarily the vitiligo, is required to break the bonds necessary for the reaction to begin. This mainly occurs in reactions involving radicals (Sukamto, 1989).
The rate of reaction is related to the concentration of the substances involved in the reaction. This relationship is determined by the rate equations of each reaction. It should be noted that some reactions It should be noted that some reactions have a speed independent of reaction concentration. This is called a zero-order reaction. Reaction kinetics is a branch of chemistry that deals with reaction rates and the factors that influence them. The rate or rate of the reaction is the change in the concentration of reagents or products in a unit of time. The rate of a reaction can be expressed as the rate of reduced concentration of a reactant, or the rate of increase in the concentration of a product. The concentration is usually expressed in moles per liter. The reaction rate of a chemical reaction can be expressed by the rate equation of the reaction. For the following reactions:
A + B → AB
The reaction rate equation is generally written as follows:
R = k [A] m [B] n
K as the reaction rate constant, m and n are the partial order of each reactant.
The magnitude of the reaction rate is influenced by the following factors:
1. The nature and size of reagents
2. Concentrations of reagents
3. The reaction temperature
4. Catalyst (Sukamto, 1989).
Nature and Size of Reagents
The reagents properties and reagent size determine the rate of reaction. The more relative the reactant nature of the reaction rate will increase or the reaction progresses faster. The more the surface area of ​​the reaction rate reactants will increase, this is explained by the increasing surface area of ​​the reacting agent, the interaction of the reactant agent is wider. The surface of the reagents can be expanded by reducing the size of the reagents. Thus, to increase the rate of reaction, the reactant agent in powder form is preferable when compared in the form of chunks.
The nature of reagents. Substances differ significantly in their rate of chemical change. The hydrogen and flour molecules react violently, even at room temperature, by producing hydrogen fluoride molecules.
H2 + F2 → 2HF (very fast at room temperature)
In similar circumstances, the hydrogen and oxygen molecules react so slowly that no chemical change occurs:
2H2 + O2 → H2O
(Sunarya, 2002).

Concentrations of reagents
   In general, if the greater the concentration of the substance the reaction rate is greater, and vice versa if the concentration also, and vice versa if the sentence of a substance the smaller the reaction rate becomes smaller. For some reactions, the reaction rate is getting smaller. For some reactions, the rate of reaction can be expressed by a mathematical equation known as the reaction rate or reaction law called the order of the reaction. Determining the order of reactions of a chemical reaction in principle determines how much influence the change in reagent concentration to the reaction rate (Keenan, 1979).
Temperature or Temperature Reaction
The rate of a chemical reaction increases with increasing temperature. Usually an increase of 10ºC will tuck two or three rates of a reaction between the molecules. The increase in the rate of this reaction can be explained in part as the faster the molecules move around at higher temperatures and hence collide with each other more often. However, this has not been explained entirely, to more often colliding molecules, but they also collide with greater impact (impact), as they move faster. At large temperatures, as more molecules have greater speed and hence have enough energy to react.
Almost all reactions become faster when the temperature is increased because the given heat will increase the kinetic energy of the particles of the interaction. As a result the number and energy of the collision increase (Sunarya, 2002).
Catalyst
The catalyst is a substance added to a reaction to speed up the course of the reaction. The catalyst usually reacts temporarily and then re-forms as a free agent. A reaction using a catalyst is called a catalyst reaction or a process called catalyst.
Properties of the catalyst:
1. The catalyst does not react permanently, since it does not undergo chemical changes during the reaction.
2. The catalyst does not affect the reaction end result.
3. The catalyst does not start the reaction but only affects its speed.
4. The catalyst works effectively at the optimum temperature.
5. A catalyst affects only the specific reaction rate, meaning the catalyst acts on one reaction or a kind of reaction and not for other types of reactions.
6. The activation of the catalyst may be enlarged by another substance called promoter.
7. The result of a reaction can sometimes act as a catalyst and is called an autocatalyst.
8. The catalyst may react with other substances so that the catalyst properties are lost.
9. A catalyst that can slow down the reaction is called a negative catalyst (Sunarya, 2002).
Catalyst Classification:
Based on the phase can be divided into 2, namely homogeneous catalyst and heterogeneous catalyst.
1. Homogeneous catalyst is a catalyst which has the same phase as the reagent, possibly gas, liquid and solid.
2. Heterogeneous catalysts are catalysts having different phases with reagents. Generally these catalyst substances are solid and liquid or gas reactants (Sunarya, 2002).

3. METHOD OF EXPERIMENT
3.1 Tools and Materials
3.1.1 Tools
- 6 Test tubes
- Drop pipette
- Stopwatch
- 3 cup goblets
- Bunsen
3.1.2 Materials
- 2 ml of 0.1 M oxalic acid
- 0.5 ml of H2SO4 6 M
- KMnO4 0.1 M

3.2 Work Scheme
3.2.1. The influence of temperature on the reaction rate
For this experiment, there is an example of a reaction between oxalic acid and potassium permanganate in an acidic atmosphere
1. take 6 test tubes, fill each with 2 ml of 0.1 M oxalic acid and 0.5 ml of 6 M sulfuric acid.
2. Prepare 3 cups of trophy, fill half with water. The first cup of the cup was boiled, the 2nd cup cup was heated to 50 ° C, and the third cup was not heated.
3. Insert 2 test tubes into each cup. After 10 minutes, into each tube plus 3 drops of KMnO4 0.1 M. notice the color change and record the time and reaction in each tube.
4. RESULT AND DISCUSSION
4.1. Results
From the experiment conducted got the following results:

repeated	temperatures
	100	50	25
1	purple 0 s brown 10 s Bening 13 s	purple 0 detik brown 17 detik Bening 22 detik	purple 0 detik purple young 17 detik brown 34 detik Bening 51 detik
2	old	old	old
averages	7,67 s	13 s	25,5 s

4.2. Discussion
So based on the experiment can be seen the color changes that occur and how many seconds the reaction rate of the experiment. The higher the temperature the faster the reaction rate progresses.

5. REFERENCES
Keenan, et al. 1979. Chemistry for Universities. Jakarta: Erland.
Sukamto. 1989. Chemical Physics. Jakarta: PT.Bhineka Cipta.
Sunarya, Yayan. 2002. Basic Chemistry II Based on Recent Chemical Principles. Bandung: Alkemi Grafisindo Press.

6. APPENDIX