LESSON PLAN

Submitted by:
Anjani Nur Panjalin

(12030194201

INTERNATIONAL CHEMISTRY EDUCATION 2012

MATEMATICS AND NATURAL SCIENCE FACULTY
SURABAYA STATE UNIVERSITY
2014

Lesson Plan | Buffer Solution

Lesson Plan
Level of Education

: Senior High School

School

: Senior High School 1 Krian

Class/Semester

: XI/II

Subject

: Chemistry

Subject Matter

: Buffer Solutions

Topic

: The Properties of Buffer Solutions

Meeting

:1

Time Alocation

: 1 x 45 minutes

Learning Model

: Buzz Group

Lesson Plan | 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

1. Recognizing the regularity of the nature

1.1.1 Through this learning activity, student

of hydrocarbons, thermochemical, the

of buffer solution as a manifestation of

will be able to recognize the regularity

rate of reaction, chemical equilibrium,

the glory of God Almighty and the

of the nature of buffer solution by

solutions and colloids as a

knowledge about the existence of such

showing a thankful and self-awareness

manifestation of the glory of God

regularity as a result of human creative

Almighty and the knowledge about the

Lesson Plan | Buffer Solution

existence of such regularity as a result

thinking that truth is tentative.

of human creative thinking that truth is

tentative.
2.1 Demonstrate scientific behavior (having 1.
curiosity, discipline, honest, objective,
open, able to distinguish fact and

2.

opinion, tenacious, thorough,

responsible, critical, creative,
innovative, democratic,

3.

Students will demonstrate scientific

2.1.1 By the implementation of buzz group,

behaviour; critical thinking

students will be able to demonstrate

Students will demonstrate scientific

scientific behaviour; critical thinking in

behaviour; democratic

daily life

Students will demonstrate scientific

2.1.2 By the implementation of buzz group,

students will be able to demonstrate

behaviour; communicative

communicative) in designing and

scientific open-minded behaviour in

conducting experiments and discussions

daily life

are realized in attitude everyday.

2.2 Shows cooperative, polite, tolerant,
peace-loving and caring to environment

1. Students will show cooperative behavior 2.2.1 By the implementation of buzz group,
2. Students will show tolerant behaviour

and efficient behavior in utilizing

students will be able to show a great

cooperative behaviour

natural resources.

2.2.2 By the implementation of buzz group,

students will be able to show tolerant
behaviour in their daily life

2.3 Shows the responsive and proactive

behavior as well as wise as a

1. Students will show responsive behaviour 2.3.1 By the implementation of buzz group,
2. Students will show proactive behavior

Lesson Plan | Buzz Group

students will be able to show a good

manifestation of the ability to solve

responsive behaviour in learning

problems and make decisions

activity
2.3.2 By the implementation of buzz group,
students will be able to show proactive
behavior learning activity

3.13 Analyze the role of the buffer solution

1.

in the living body.

Student will be able to analyze the role

of the buffer solution in the living body.

3.13.1 By the implementation of buzz

group, students will be able to wellanalyzed the role of the buffer
solution in the living body

4.11 Design, conduct, and conclude and

present the results of experiments to

1.

Student will be able to conclude and

present their ideas on buffer solution

4.11.1 By the implementation of buzz

group, students will be able to well-

determine the nature of the buffer

concluded and well-presented the role

solution.

of the buffer solution in the living

body

2. Learning Material
What is Buffer Solution?
Some examples of role of buffer solutions in daily life.(in power point
only picture).

For irritation eye-drop

in living body cell

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:

Maintain the drug in a specific un-ionised or ionised form, depending on

the type of solution used. For
example, ionised forms tend to be
more soluble in water, while unionised forms are more soluble in
lipids

Increase the drugs shelf-life

Maintain the drug in a nearneutral pH, this way avoiding any
Lesson Plan | Buffer Solution

irritation to the body tissues

Protect the drug against undesired hydrolysis in aqueous solution

paint

soap

leather

Citric acid in fruits

blood

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.

Textile and leather industry

The textile and leather industry rely heavily on many different dyes to
obtain different colours and textures. The strength of some of these dyes is
defined by its pH and drastic changes will affect the colour and how the dye
may react to a certain fabric.
For example, monosodium phosphate is commonly used to maintain a low
pH for acidic dyeing of textile fibres, whereas disodium phosphate is more
useful within a mild alkali range to dye fabrics that are sensitive to extreme
pH conditions.
Other industries
There are many other industries where buffers play a vital role:

Manufacture of glue: properties of some ingredients used in the

manufacture of glue, such as gelatine, change significantly even within

minute alterations in pH. Buffers are used to avoid these changes.

Electroplating: Plating of some alloys can only be successfully completed

if pH is kept under narrow limits

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

Lesson Plan | Buzz Group

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

Chemistry Handbook XI grade: Chang, IGSCE, Brady

Slide of power point

Video

Worksheet

4. Learning Model
Class Discussion: Buzz Group

5. Learning Media

Slide of power point

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

Lesson Plan | Buzz Group

I.

Clarify aims and establishes set

1. Teacher explains that today class discussion will be held
2. Teacher explains the aim of class discussion
3. Teacher divides class into small group consist of 3-6 student on each group
discussion (KI 2, cooperative)
4. Teacher then gives the reference that will be used
Phase II

II.

Focus the discussion

1. Teacher provides a focus discussion that is Buffer Solution in living
body.
2. Teacher giving ground rule in buzz group discussion, as the following
-

Each group choose one member to make a list of ideas generated by

the group as recorders

The recorders summarize for the whole class the major ideas and
opinions expressed in their group

Then concluded together

3. Teacher playing a video about blood. Students observe (mengamati) the

video
4. Teacher ask (menanya) the initial question: what is buffer? How can they
manage to control pH?
5. Then the teacher starts the discussion
Phase III
III.

Hold the discussion

1. Teacher allows students to use (collecting data/mengumpulkan data) all

the references they need, such as books, moduls, and internet to do the
discussion.
2. Teacher monitors all student interaction
3. Teacher responds to their discussion interaction.
4. Teacher remind of the ground rule.

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:
-

The definition of buffer solution

The properties of buffer solution

The classification of buffer solution

The determination of buffer solution pH on buffer solution

And the buffer solution principle on blood (living body) works

7. Student can present their result in slide of presentation (PPT) or just

directly in front of class. (KI 4, presenting the result)
Phase IV
IV.

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.

Debrief the discussion

1. Teacher reviews what had been learnt on this meeting, and give a
reflection how
2. Teacher asks student to give their opinion about the class discussion as
examination and evaluation.
3. Students express their opinion about the class discussion and how it affect
their thinking skill.
4. Students find the benefit and the meaning of the discussion.

C. Closure (10)
1. Teacher asks each group to make an well-revised and well-written
summary as hometask collected next week.

Lesson Plan | Buzz Group

11

2. Teacher gives information of next week material; Calculating pH of

buffer solution.
3. Teacher gives short evaluation; post test. (conditional if possible to do)
4. Teacher ends todays meeting with prayers.

Assessment Instrument and Rubrics

Spiritual Attitudes Assessment (for KI 1)
a. Technique

: Observation

b. Instrument Form

: Observational by observer

c.
No.
1.

Score

Attitudes

Appreciate the power of God on the regularity

of buffer solution.

2.

Aware of the power of God on the regularity

on the exact solution buffer system of human
blood.
Total score
Scoring Guide
3 : Excellent
2 : Good
1 : Mediocre
Rubrics

No.
1.

Score

Attitudes

Appreciate the power of God on

Not

Less

Appreciate

the regularity of buffer solution.

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.

Lesson Plan | Buffer Solution

1
3

2.

Aware of the power of God on

Not aware

Less aware

Aware of

the regularity on the exact

of the

of the

the power

solution buffer system of human

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 Assessment (Attitudes for KI 2)

a. Technique

: Self assestment

b. Instrument Form

: Self assessment sheet

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.

Lesson Plan | Buffer Solution

1
5

Im open-minded if I (Students) can accept my friends opinion, I can see the

needs of listening and appreciating others opinion, Im ready to embrace new
things.
Im cooperative if I (Students) can get along with my team, I can solve my
problem by working (sharing) in group, I can be a good member and make solid
team
Im tolerant if I (students) appreciate others opinion, respect them and give a
good view and good tact to make them understand my opinion and the right way
Im proactive if Im (Students) not shy to ask question and respond others, Im
always ready to do learning activity.
Im responsive if I always fully concentrate and give a respond to discussion
interaction and always ready to learn.
Scoring Guide
Its great on me

:3

Its just so so on me : 2
Its lacking on me
Score =

:1

Post Test (Cognitive Assessment for KI 3)

Technique: Multiple Choices
1.

Mixture that bellongs to buffer solution is... (C2)

a. NaOH + NaCl
b. NH4OH + HCl
c. CH3COOH + CH3COOK
d. HCOOH + HCl
e. NH4OH + CH3COOH

2.

Which statement that is correct from following ... (C2)

a. Addition of small amount of strong acid or strong base in buffer
solutions gives not slightly change in pH so its negligible.
b. In dilution, theres no change in pH on buffer solutions whether how
much dilution magnitude is.
c. pH of buffer solutions cant be changed
d. pH of buffer solutions not changing because of addition strong acid or
strong base.
e. Buffer solutions are only prepared from weak acid with certain salt on
equal comparation.

3. These following are buffer solution, except (C4)

a. NH4OH dan NH4Cl
b. HCN dan KCN
c. CH3COOH dan CH3COONa
d. H2CO3 dan KHCO3
e. Ca(OH)2 dan CaCl2
4. Function of buffer solutions systtem in blood is maintaining . (C4)
a. Acid-base degree in blood
b. Fibrinogen
c. Hb in blood
Lesson Plan | Buffer Solution

1
7

d. Leukocyte in blood
e. Erithrocyte in blood

5. Following solutions are reacted

(1) 100 ml CH3COOH 0,1 M and 100 ml NaOH 0,1 M
(2) 100 ml CH3COOH 0,2 M and 100 ml NaOH 0,1 M
(3) 100 ml HCl 0,1 M and 100 ml NH4OH 0,1 M
(4) 100 ml HCl 0,05 M dan 100 ml NH4OH 0,1 M
Mixtures that form buffer solution are... (C4)
a. (1), (2), and (3)
b. (2) and (4)
c. (1) and (3)
d. (4)
e. All mixtures

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 =

Performance Assesment (for KI 4)

Score is obtained from teachers observation on experiment activity that are
being conducted by students in small groups. The score belongs to group but
also used as individual performance assessment.
Technique: Observation
Discussion Topic: Buffer Solution

No.

Score

Activity Steps

1.

Preparing discussion; find reference

2.

Working discussion in group

3.

Every member gives their list of

opinion
4.

Recorders list all of the ideas

5.

Presenting the result in front of class

(communicative, informative, and
effective)
Total Score

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

finding the reliable

source for references,
read and interpret the
information from
reference

Lesson Plan | Buffer Solution

1
9

.2.

Working discussion in group

Do sharing, make a
Do it

Do it 2 of

good interaction, the

poorly

discussion produce
good result

3.

Every member gives their list

Every member

of opinion

actively read and

Do it

Do it 2 of

contribute for a list,

poorly

occur a god
discussion and right
point of list

4.

Recorders list all of the ideas

Do it accurately and
Do it

Do it

noted it and

poorly

mediocre

accommodated the
group ideas correctly

5.

Presenting the result in front of

Communicative :

class

when the language

(communicative,

informative, and effective)

used is wellunderstood and not

vague, informative
when the
Do it

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 =