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Submitted by:
Anjani Nur Panjalin
(12030194201
Lesson Plan
Level of Education
School
Class/Semester
: XI/II
Subject
: Chemistry
Subject Matter
: Buffer Solutions
Topic
Meeting
:1
Time Alocation
: 1 x 45 minutes
Learning Model
: Buzz Group
1. Main Competence
KI 1 : Appreciate and carry out with devotion the teachings of their religion
KI 2 : Appreciate and practice honest, discipline, responsibility, caring (mutual assistance, cooperation, tolerance, peace), polite, responsive and
proactive behavior, and demonstrate behaviors as part of a solution to various problems in interacting effectively with the social and
natural environment as well as in placing themselves as a reflection of the nation in the global association
KI 3 : Understand, implement, and analyze factual knowledge, conceptual, procedural, and metacognitive based on curiosity about science,
technology, art, culture, and humanities with human insight, national, state, and civilization-related in association with the causes of
phenomena and events, and apply knowledge procedural in specific fields of study according to their talents and interests to solve the
problem
KI 4 : Processing, reasoning, and presenting in the realm of concrete and abstract domains associated with the development of the learned in
school independently, act effectively and creatively, and be able to use the method according to the rules of science
Basic Competence
1.1 Recognizing the regularity of the nature
Indicator
Learning Purpose
2.
3.
behaviour; democratic
daily life
behaviour; communicative
daily life
1. Students will show cooperative behavior 2.2.1 By the implementation of buzz group,
2. Students will show tolerant behaviour
natural resources.
1. Students will show responsive behaviour 2.3.1 By the implementation of buzz group,
2. Students will show proactive behavior
activity
2.3.2 By the implementation of buzz group,
students will be able to show proactive
behavior learning activity
1.
1.
solution.
2. Learning Material
What is Buffer Solution?
Some examples of role of buffer solutions in daily life.(in power point
only picture).
Pharmaceutical industries
Many different therapeutic drugs are synthesised under restrict pH
conditions to ensure the stability and clinical effectiveness of these
treatments. This is usually achieved with buffer solutions. In addition,
buffers can be used to:
paint
soap
leather
Specialised buffers are also used extensively in the food industry as food
additives, in particular to ensure the appearance and flavour of certain food
items, as well as delaying any microbiological invasion. These additives
are usually weak acids or their respective salts already naturally present in
some foods.
Printing: In a similar way to the textile industry, buffers are used during
printing to ensure the ink maintains its normal properties. Incorrect pH may
affect how the ink penetrates and dries on the paper, altering the final result.
What is a Buffer?
Buffer Solutions
Buffer solution is a solution include two weak acid or weak base and salt,
two components that must exist. This solution is able to resist changes in
pH when the addition of a little acid or base. Buffer solution is very
important in chemical and biological system. pH role in the human body is
very diverse from one fluid to another fluid, such as blood pH is around 7,4
while gastric fluid pH of about 1,5. The pH value is essential for the enzyme
to work properly and that the osmotic pressure remain balanced, in many
cases mantained by the buffer.
Buffer solution must contain a high enough concentration of acid to react
with OH- ions were added to him and must contain the same high
concentration of base to react with H+ ions were added. In addition, the acid
and base components of the buffer should not be mutually spend in a
neutralization reaction. These requirements aremet by the conjugate acid
base pair (weak acid and base conjugate or a weak base and acid conjugate)
Simple buffer solution can be prepared by adding acetic acid (CH3COOH)
and sodium acetate (CH3COONa) in an amount equal to the water. Both
equilibrium concentration of acid ang base conjugate (from CH3COONa)is
assumed equal to the initial concentration. This is because (1) CH3COOH is
weak acid and hydrolysis ion CH3COO- is very small and (2) the presence
of ions CH3COO- suppress ionization of CH3COOH, and presence of
CH3COOH ions suppress hydrolysis CH3COO-.
The second solution containing this substance is able to neutralize the acid
or base is added. Sodium acetate, a strong electrolyte, perfect ionized water.
H2O
CH3COONa(s) CH3COO-(aq) + Na+(aq)
If the acid is added, the ions H+ will be consumed by the conjugate base in
the buffer, CH3COO-, based on the equation
CH3COO-(aq) + H+(aq) CH3COOH(aq)
If that is added to the buffer system is base, OH- ions will be neutralized by
the acid in the buffer :
CH3COOH(aq) + OH-(aq) CH3COO-(aq) + H2O(l)
3. Learning Source
Internet
Video
Worksheet
4. Learning Model
Class Discussion: Buzz Group
5. Learning Media
Flash video
Worksheet
6. LEARNING SCENARIOS
Lesson Plan
Time allocation: 1x 45 minutes
A. Preliminary (5)
1. Teacher begins learning activity by saying greeting and then praying (KI
1).
2. Teacher checks presence of students.
3. Presenting the goals of learning that will be reached today.
4. Teacher makes students to recall previous material; acid-base and connect
the new materials with the prior knowledge.
5. Teacher distributes worksheet to students.
B. Teacher Main Activities (30)
Phase I
I.
II.
The recorders summarize for the whole class the major ideas and
opinions expressed in their group
5. The recorders start to list and analyze (associating) the ideas. Each
member has to give a list of their own ideas. (KI 3, cognitive skill)
6. The recorders expresses (communicating) their ideas about:
-
End of discussion
1. All of student ideas is accommodated by teacher.
2. Teacher then lead them to summarize the ideas by themselves in group and
make it to whole class.
3. Then teacher ask students to write the summary of the class discussion
today as the result of learning activity.
4. Teacher asks one of member in each group to read the review in their own
word.
Phase V
V.
C. Closure (10)
1. Teacher asks each group to make an well-revised and well-written
summary as hometask collected next week.
11
: Observation
b. Instrument Form
: Observational by observer
c.
No.
1.
Score
Attitudes
2.
No.
1.
Score
Attitudes
Not
Less
Appreciate
appreciate
appreciate
the power
the power
the power
of God on
of God on
of God on
the
the
the
regularity
regularity
regularity
of buffer
of buffer
of buffer
solution.
solution.
solution.
1
3
2.
Not aware
Less aware
Aware of
of the
of the
the power
power of
power of
of God on
blood.
God on the
God on the
the
regularity
regularity
regularity
on the
on the
on the
exact
exact
exact
solution
solution
solution
buffer
buffer
buffer
system of
system of
system of
human
human
human
blood.
blood.
blood..
Total score
Score =
: Self assestment
b. Instrument Form
c.
I Think ...
No.
Attitudes
1.
Critical
2.
Open-minded
3.
Cooperative
4.
Tolerant
5.
Pro-active
6.
Responsive
Its great on
Its just so
Its lacking on
me
so on me
me
For observer
No.
Attitudes
1.
Critical
2.
Open-minded
3.
Cooperative
4.
Tolerant
5.
Pro-active
6.
Responsive
Scores
3
Rubrics
Im critical if I (Students) always question the nature and the truth, always giving
reasoning and logical answer, Im loving to investigate to get my problem done.
1
5
:3
Its just so so on me : 2
Its lacking on me
Score =
:1
2.
1
7
d. Leukocyte in blood
e. Erithrocyte in blood
Key Answer
1. c. CH3COOH + CH3COOK
2. a. Addition of small amount of strong acid or strong base in buffer
solutions gives not slightly change in pH so its negligible.
3. e. Ca(OH)2 dan CaCl2
4. a. Acid-base degree in blood
5. c. (2) and (4)
Scoring
Each right answer get score 1.
Score =
No.
Score
Activity Steps
1.
2.
3.
opinion
4.
5.
Scoring Guide
3: excellent
2: good
1: mediocre
Rubrics
No.
1.
Score
Activity Steps
Preparing
discussion;
find
3
Can identify the
reference
purpose of learning,
Do it
Do it 2 of
poorly
3 criteria
1
9
.2.
Do sharing, make a
Do it
Do it 2 of
poorly
discussion produce
good result
3.
Every member
of opinion
Do it 2 of
poorly
occur a god
discussion and right
point of list
4.
Do it accurately and
Do it
Do it
noted it and
poorly
mediocre
accommodated the
group ideas correctly
5.
Communicative :
class
(communicative,
Do it 2 of
poorly
presentation has a
meaning and
information to
audience , and
effective when the
audience is focus and
attracted to the
presentation and give
a respond
Total Score
Score =