LESSON PLAN BUFFER SOLUTION

I. SPECIFICATION OF THE SUBJECT LEARNT

Learning Subject

: Chemistry

Topic Learnt

: Buffer solution

Grade/Semester

: XI/ 2

Target Group

: Underlied by SETS vision and approach

Meeting sequence

: 3 week x 4 hour lesson (on syllabus)

Time Allocation

: 3 meeting

II. Core Competencies :

CC 1 : Appreciate and practice rules of their religion.
CC 2 : Appreciate and practice behavior such as honest, discipline, responsibility, caring
(mutual assistance, cooperation, tolerance, peace), polite, responsive and pro-active
and displayed as part of the solution to various problems in interacting effectively
with the social and natural environment and in placing itself as a reflection of the
nation in the association world.
CC 3 : Understanding, applying, analyzing factual knowledge, conceptual, procedural based
on curious sense about science, technology, arts, culture, and humanities with an
insight into humanity, national, state, and civilization -related causes of phenomena
and events, as well as applying procedural knowledge in the field specific studies
according to their talents and interests to solve the problem.
CC 4 : Processing, reasoning, and presenting in the realm of the concrete and abstract
domains associated with the development of the self-learned at school, and were
able to use the method according to the rules of science
III. Achievement Indicators Basic Competence and Core Competence
KD of KI 1:
1.1 Recognizing the regularity of the structure of matter as the particle greatness
of Almighty God and the knowledge of the structure of matter particles as a result of
human creative thinking that truth is tentative.
Indicators :

Exalts the greatness of God Almighty

Recognizing that the conditions set by the Almighty God is the best for us.

KD of KI 2:

2.1 Demonstrate scientific behavior (curious, disciplined, honest, objective, open, able to
distinguish fact and

opinion, tenacious, thorough,

responsible,

critical,

creative,

innovative, democratic, communicative) in design and conduct experiments and discuss

the embodied in everyday behaviors.
Indicators:

Curiosity
Honestly in using experimental data to prove a legal chemical basis (using the data for

what it is and the results are in accordance with the data experiments)
Thorough in processing and analyzing the data (perform legal proof basic chemical and

consistent trace the steps and truth results)

Tenacious in finding the source of knowledge that supports the completion of problem
(can resolve the problem at the beginning to the end of the trace the correct steps).

KD of KI 3:
3.13 Analyzing the nature of the role of the buffer solution in the living body
Indicators:

Mention sense buffer solution

Identifying the properties of buffer solution through trial
Explain formation solution buffer
Explain relationship nature of the buffer on blood

KD of KI 4:
4.8 Design, conduct, and conclude and present the results of experiments to determine the
nature of the buffer solution
Indicators:
Designing experiments to investigate the nature of the buffer solution
Experimenting nature solution buffer on some solution
Observe and record the experimental data solution buffer
Process and m enganalisis experimental data solution buffer
Summing properties by the addition of buffer solution slightly acids, bases or dilution
Communicate the nature of the experimental results buffer solution
IV. Learning Objectives
1.

Students may be aware of the regularity of the solution as a manifestation of the

greatness of God Almighty.

2.

Students can demonstrate positive attitudes (individual and social) in group

discussions

3.

Students can demonstrate the behavior and attitude of accepting, appreciating, and
executing honesty, rigor, discipline and responsibility

4.

Students may mention the sense of a buffer solution

5.

Students can identify the properties of buffer solution through trial

6.

Students can explain the formation of solution buffer

7.

Students are able to explain relationship nature of the buffer on blood

8.

Students can design an experiment to investigate the nature of the buffer solution
Students can discriminate n trials of an nature solution on some solution.

9.

Students can observe and record the experimental data solution buffer on some
solution.

10. Students can either though and analyzing experimental data buffer solution.
11. Students can infer properties of the solution by the addition of slightly acids, bases or
dilution.
12. Student can determine the pH of the solution buffer.
13. Student can determine graph relationship change pH on titration acid alkali for
explain nature solution buffer.
14. Student can presented result trial use system correct language.
V. Learning Materials
Components of a buffer solution
Buffer solution can be prepared by mixing a weak acid with its conjugate base or a
weak base with its conjugate acid. Example:
a. acid buffer solution, CH3COOH (aq) + CH3COONa (aq)
Data acidic pH buffer solution is determined by calculation based on the equilibrium
reaction:
HA H + + AKa = [H +] [A-]

[HA]
[H +] = Ka. [HA]
[A-]
Note: [HA] = concentration of acid
[A-] = concentration of salt
b. alkaline buffer solution, NH3 (aq) + NH4Cl (aq)
Data alkaline pH buffer solution were determined by calculation based on the
equilibrium reaction:
MOH M + + OHKa = [M +] [OH-]
[MOH]
[OH-] = Ka. [MOH]
[M +]
Note: [MOH = concentration of base
[M +] = concentration of salt
How a buffer solution
If the acid is added, the H + ions and the acid will react with ions to form CH3COOH
CH3COO-pH so prices are likely to remain.
If a base is added, the OH-ions will be neutralized by CH3COOH, pH so prices are
likely to remain
The nature of the buffer solution
The nature of the buffer solution is to maintain the pH value if :
To a solution buffer was added a bit of acid or base.
The solution was diluted
VI. Learning Method
The method used is scientific approach SETS
Guided Inquiry Learning Model
Discussion, task, exercises
VII. Learning Resources

Michael Proto, Chemistry Class X SMA / MA, grants, Jakarta

Handbook of Chemistry vol 1, Allied Chemical Activity Book Student, and hands out
Worksheets

VIII. Learning Media (Media, Equipment, Materials)

1.

Media
LCD, laptop, video, pictures, internet, etc
2. Equipment and materials

IX.

PPT

Chemistry Books
Module
Video

Learning Steps Activity

Learning Approach: SETS Approach
Meeting 1
Time

Activity
2. Students respond regards and questions relating to the
conditions of teachers and attendance
3. As apersepsi to encourage curiosity and critical thinking, the
teacher asked a question about blood and its properties.

Introduction
15 minutes

4. Teachers motivate students to show the video "Blood role in

maintain blood "
5. Students receive information competence, material, purpose,
benefits, and lessons that will be implemented
6. Teachers collect oral reading tasks and search for articles
about a buffer solution
7. The teacher asks task read literature about application nature
solution blood in life daily
8. The teacher divides teachers into group large

Core activities
60 minutes

1. Student asked analyze literature on buffer solution.

inutes
2. Teachers m engajukan question whether all solutions can
maintain its pH? Why a solution can maintain its pH? What
are the benefits of a buffer solution in body creature life?
3. The teacher gives material early about understanding
solution buffer and its properties

4. Teachers provide data results experiment about solution

buffer and memberika n example way determine the pH of
the solution buffer.
5. Student requested for determine the pH of the data results
experiments.
6. Students discuss result task read
7. The teacher asks student present result discussion
Closing
15 minutes

Teachers with students to make inferences about solution

nature solution buffer and way determination pH.
The teacher asks student search literature about role buffer in
life day-to-day
Teachers with students to make inferences about the
discussion.
The teacher asks student learn experiment solution buffer for
activity laboratory

Meeting 2

Time

Activity
( Phase I : Orientation of students to the problem )
a. Teachers deliver the learning objectives ( KD and indicators )

Introduction

b . Teachers give a pretest to determine students' prior knowledge of

15 minutes

the material to be covered

c . Teachers motivate students by way of delivering usability buffer
material in everyday life and do apperception .
d . Teachers pose problems in daily life related to the buffer material.

Core

( Phase II : Organizing students to learn )

activities

a. The teacher organizes students into each group .

60 minutes

b . The teacher instructed the students to open a worksheet that has

distributed 01 .
c . The teacher gives instructions to students on how to work on the
problems posed in the LKS 01 .
( Phase III : Guiding investigation of individual and group )
a. Teachers help students define and organize tasks to be performed as
set out in its LKS respectively ( LKS/XI-2/LP/01 ) in groups
b . The teacher directs students to conduct research in the theory of the
issues expressed in the article O - FISH in LKS 01 by utilizing the
students as well as other reference books that are relevant to the task at
hand
c . Teachers guide students to create a temporary answer ( hypothesis )
of the issues expressed in the article O - FISH in LKS 01 .
( Phase IV : Developing and presenting the works )
a. Teachers provide guidance in order to do brainstorming in groups to
answer all pertanyanyaan in LKS 01 .
b . Teachers check the work of each group before it was read in class .
( Phase V : Analyze and evaluate the problem-solving process )
a . Directing each group to check back LKS group's work
b . One group was appointed to read the group's work in LKS and
other groups provide questions / comments / input .
c . The teacher gives the answer reinforcement developed in the

Closing

discussion .
The final activity ( + 5 min )

15 minutes

a. Teachers provide an appreciation of the report of the discussion that

has been collected by each group
b . Teachers submit action plan at the next meeting .

Meeting 3

Time

Activity


Introduction
15 minutes

Core
activities
60 minutes

Closing
15 minutes

Students respond regards and questions relating to the conditions

of teachers and attendance.
Teachers charge task report as result psychomotor and cognitive.

The teacher told student for presented result report according to

dated.
Other students scrutinize and prepare question for student
presentations.
Teachers see course process presentation and answer question
Teachers with students to make inferences about activity
presentation.
The teacher asks student work questions exercise in LKS.

X. Valuation
Worksheet 01: BUFFER SOLUTION
LKS buffer (BUFFER)
Objectives:
Studying the nature of the buffer solution and not the addition of a little acid buffer,
bases, or dilution.
Theory:
Most of the metabolic processes in living organisms takes place at pH constant.
Enzymes work well in certain pH. Bacteria multiply at pH particular. Blood pH is
relatively constant at 7.4. To maintain the pH of the solution to prevent changes are
striking, use substances that are buffers. Buffer solution is a solution that containing a
weak acid with its salt, or a weak base with its salt.
Tools and Materials:
o
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Test tubes (4) and the rack

M NaCl solution
CH3 solution
COONa 0.1 M
Pipette 4
HCl solution
solution of NH3 0.1 M
10 ml measuring cup (1)

Procedure.

o
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M NaOH solution
solution of NH4
Cl 0.1 M
Universal indicator
solution of CH3
COOH 0.1 M
distilled water
100 ml beaker (1)

1. Insert the 5 ml of H2O into the reaction tube. Give 1 sheet indicators universal.
Record the pH prices. Divide the solution into 2 and enter into test tube.
2. Into the first test tube, Adding 2 drops of 0.1 M NaOH Record the pH prices.
3. Into the second test tube, add 2 drops of HCl 0.1 M. Record the pH prices.
4. Put to the test tube 2 ml CH3 COOH + 2 ml of 0.1 M CH3 COONa 0.1 M
5. Calculate the pH, then the solution is divided into 2 pieces of test tubes
6. Into the first test tube, add 2 drops of 0.1 M NaOH, calculate the pH of its
7. Into the second test tube, add 2 drops of 0.1 M HCl, calculate the pH of its
8. Put to the test tube 2 ml of NH4 OH + 2 ml of 0.1 M NH4 Cl 0.1 M
9. Calculate the pH, then the solution is divided into 2 pieces of test tubes
10. Into the first test tube, add 2 drops of 0.1 M NaOH, calculate the pH of its
11. Into the second test tube, add 2 drops of 0.1 M HCl, calculate the pH of its
o
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Observation
o
a.
o
o
o
b.

o +
o

o
o

o
H
o CH3COOH +
CH3COONa
o
..

o .....
o
_
o ___

o
o
o
o

c.

N
a
O
H
o _
_
_
_
o .
.
.
.
.

o
+
o +
N
a
O
H
o _
_
_
_
o .
.
.
.
.

o
__

o
....

o
+

o
__
o
....

Quest

o +

o
ion.

o NH4OH +
NH4Cl

o .....

o ___

N
a
O
H
o _
_
_
_
o .
.
.
.
.

o
+

1.

o
__

o
....

Solution of NH4OH + NH4Cl called buffer solution .......

o

2. Solution of CH3COOH + CH3COONa buffer solution called .......

3. Give the conclusion of the experiment above.

o
A. Answer the question below correctly!

o 1. What is a buffer solution?

o 2. Provide an example of a buffer solution in everyday life!
o 3. Stand is divided into 2. Explain!
o 4. Describe the properties of a buffer solution?
o B. Choose one best answer!
o 5. Among the mix below includes buffer solution, except ....
o

a. NH4OH and NH4Cl

o d. H2CO3 and KHCO3

b. HCN and KCN

o e. Ca(OH)2 and CaCl2

c. CH3COOH and

CH3COONa
o

6. The function of the buffer solution in the blood system is to maintain .....
o

a. Blood acidity

b. fibrionogen blood ..

c. Blood Hb

o d. White blood cells from

blood
o e. Red blood cells from
blood

7. Some solution reacted as follows.

o

(1) 100 ml of 0.1 M acetic acid and 100 ml of 0.1 M NaOH

(2) 100 ml of 0.2 M acetic acid and 100 ml of 0.1 M NaOH

(3) 100 ml of 0.1 M hydrochloric acid and 100 ml of NH 4 OH 0.1 M

(4) 100 ml of 0.05 M hydrochloric acid and 100 ml of NH 4 OH 0.1 M

oMixture on top of which forms a buffer solution is

oa. (1), (2), and (3)

o d. all solution

ob. (4)

o e. (2) and (4)

oc. (1) and (3)

o
o

scores obtained
Value = --------------------------- x 100
maximum score

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XI. Assessment

o Attitudes and Skills Assessment process experimental data include:

1.

Spiritual Attitude
a. Technique
b. Help Instruments
c. Grating
o
No.
o
1
o
2

: Observations
: Observation Sheet
:

o
Attitude /
Value
o
Realizing
that all the gifts
of God Almighty
o
Realizing
that God
Almighty will
provide
convenience

Item Instrument

Be grateful

o
Pray prev and after
doing something

o
2.

Social Attitudes
a. Technique
b. Help Instruments
c. Grating

: Observations
: Observation Sheet
:

o
o
Attitude /
No. Value
o
o
Honesty
1

Item Instrument

Not cheating during a

test.
Not plagiarism.

o
2

o
3

o
ity

Do not steal from

friends.

Arrive on time
Tasks on time
Orderly, obedient
Dressed and well
groomed

Return the borrowed

items
Doing a good job
Accept the risk of acts
committed

Discipline

Responsibil

o
3.

Knowledge
a. Technique
b. Help Instruments
c. Grating
o
o
Attitude /
No. Value
o
o
Curiosity
1

: Observations
: Observation Sheet
:
Item Instrument

Able to answer questions

Being able to predict the
solubility
of
the
precipitate in
Being able to calculate
the
solubility
and
solubility results
Able to understand the
concepts of solubility
and solubility product

o
4. Skill
a.
b.
c.

Technique
Help Instruments
Grating
:
o
o
Attitude /
No. Value
o
o
Patient

: Observation
: Observation Sheet
o

Item Instrument

o
Preparing den
tool materials with

o
Not
interfere friend

Discipline

o
lity

Responsibi

Thorough

Net

Neat

Honest

good
o
Not in a hurry
at the time of trial
o
Willingness
perform duties in
conformity deal
o
Orderly in
conducting
experiments in
laboratory
o
Replace if
damaged the
appliance
o
Be careful
when experimenting
o
Always clean
the instrument after
use
o
Using a lab coat
properly
o
Reported
experimental data it is

o
o
o
o
o ASSESSMENT PROCESS SHEET
o
o Grade :

Date :

o Instructions :
For each behavioral performance following process, mark ()the assessment
of the performance of the students using a scale based on the rubric !
o

o Performance Task Details (RTK) / scoring

o Neatn
o Summ
o Distin
ess

ing

guishi

buffer

ng

soluti

buffer

on

solutio

prope

n and

rties

not

of

the

practi

buffer

cum
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Total scores obtained

Value = --------------------------- x 100 %
Total maximum score

o
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o Criteria :

o Very Good (SB) : If 85% <% score of 100%

Both (B) : If 70% <% score of 85%
Enough (C) : If 55% <% score of 70%
Less (K) : If 40% <% score of 55%
Very Less (SK) : If 25% <% score of 40%
o
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o RUBRIC ASSESSMENT PROCESS
o

o Working

o Criteria

dimensions

Grada

Rated

tion
Level
Achie
vemen

t
o

o Neatness

o 1. At the

o If

moment

working on the

answer sheet

oi

student

nt

discussion kept

clean sheets.

ar

o 2. When they

are written

answer with
clear and

et
o If
2

legible.

o 3. Write down

oi

the answers in a

nt

systematic

s
ar
e
m
o

et
o If
1
p
oi
nt
s
ar
e
m

et
o If
n
ot
hi

n
g
is
f
ul
fi
ll
e
o

o Summing

o 1. The time

d
o If

buffer

practicum

solution

students can

properties

experiment

oi

of

with good and

nt

practicum

appropriate

procedures.

ar

o 2. Students can

deduce all

properties

et
o If

penyangga3

solution. 3.

Students can

oi

explain the

nt

nature of each

of the buffer

ar

solution.

e
m
o

et
o If
1
p
oi
nt

s
ar
e
m
o

et
o If
n
ot
hi
n
g
is
f
ul
fi
ll
e

d
o If

o Distinguishi

o 1. students can

ng buffer

explain the

solution and

sense of

not the

solution

oi

buffer

buffer.

nt

2. Students can

not explain the

ar

sense buffer

solution.

o 3. Students can
explain the
differences in
buffer solution
instead of
buffer solution

et
o If
2
p
oi
nt
s

ar
e
m
o

et
o If
1
p
oi
nt
s
ar
e
m

et
o If
n
ot
hi
n
g
is
f
ul
fi
ll
e
d

o
o
o
o
XI.

DEVELOPER
o Silmi Azifah
o 4301412028