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KEGIATAN BELAJAR 1
                      Membedakan Larutan, Koloid, dan Suspensi



              30 MENIT                                                                   OFFLINE



            Tujuan : Peserta didik dapat membedakan larutan, koloid, dan suspensi







                    Petunjuk :

                  Amatilah video

                  berikut, setelah
                    itu jawablah

                   pertanyaan di

                     bawah ini!
















           PERTANYAAN
           1.Berdasarkan  video,  apa  yang  membedakan  antara  larutan  koloid,  dan

           suspensi?
           Jawab :........................................................................................................................
           .....................................................................................................................................
           .....................................................................................................................................
           2. Bagaimana jika campuran tersebut disaring dengan penyaring ultra?

           Jawab :........................................................................................................................
           .....................................................................................................................................
           ....................................................................................................................................



           3. Berikan contoh larutan, koloid, dan suspensi
           Jawab :........................................................................................................................
           .....................................................................................................................................
           ....................................................................................................................................









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