LESSON PLAN

Education System : High School

Subjects : Chemistry
Class / Semester : XI / II
Main Material : Buffer Solution
Meeting to :1
Time Allocation : 2 x 45 minutes
A. Core Competency
KI 1 : Live and practice the teachings of the religion they hold.
KI 2 : Developing behavior (honest, discipline, responsibility, caring, polite,
environmentally friendly, mutual cooperation, cooperation, peace-loving,
responsive and proactive) and show attitude as part of the solution to various
national problems in interacting effectively with the social and natural
environment and in placing oneself as a reflection of the nation in world
relations.
KI 3 : Understanding, applying, analyzing factual, conceptual, procedural
knowledge based on his curiosity about science, technology, art, culture, and
humanities with the insight of humanity, nationality, statehood, and civilization
related to the causes of phenomena and events, and apply procedural
knowledge in specific fields of study according to their talents and interests to
solve problems.
KI 4 : Processing, reasoning, and serving in the realm of concrete and abstract
domains related to the development of what they learned at school
independently, and being able to use methods according to scientific principles.
B. Basic Competence
1.1 Realizing the regularity of the hydrocarbon nature, thermochemistry, reaction
rate, chemical equilibrium, solutions and colloids as a manifestation of the
greatness of God and knowledge of the existence of such order as a result of
creative thought whose truth is tentative.
2.1 Demonstrate scientific behavior (have a curiosity, discpline, honest, objective,
open able to distinguish facts and opinions, be tenacious, conscientious,
responsible, critical, creative, innovative, democratic, communicative) in
 designing and conducting experiments and discussions that are manifested in
daily life
3.13 Analyzing the role of buffer solutions in the body of living things
4.13 Design, conduct and conclude and present the results of experiments to
determine the nature of the buffer solution
C. Indicator
1.1.1 Students admire the buffer solution as a manifestation of God's
greatness
2.1.1 Students are able to show cooperative scientific behavior in learning
activities
3.13.1 Students are able to analyze buffer solutions based on experimental
results
3.13.2 Students are able to analyze solutions that are buffered and non-buffered
3.13.3 Students are able to analyze the components forming buffer solutions
3.13.4 Students are able to test the pH value of the buffer solution through a
calculation method
3.13.5 Students are able to create questions and problem solving methods
related to the pH value of the buffer solution
3.13.6 Students are able to analyze the pH value of a buffer solution by adding
a little acid, a little base or dilution through a calculation method
4.13.1 Students are able to check the properties of buffer solution based on
experimental results.
D. Subject matter
Definition of Buffer Solution
A buffer solution or a buffer solution is a solution whose pH is practically
unchanged even if it is added slightly acidic, slightly alkaline, or when the
solution is diluted. The buffer solution contains a mixture of weak acids and
their conjugate bases or weak bases and their conjugate acids.
Buffer solutions are divided into 2:
1. Acid buffer solution that maintains the pH in the acidic region (pH <7)
Acid buffer solution is a mixture of weak acid and its conjugate base (salt).
Example:
 The buffer solution is a mixture of CH3COOH (weak acid) and CH3COO-
(salts or conjugate bases).
2. A base buffer solution that maintains the pH in the base region (pH> 7).
Base buffer solution is a mixture of weak bases with conjugate acid (salt).
Example:

+
The buffer solution is a mixture of NH3 (weak base) and NH4 (salt or
acid conjugation).
How the acid buffer works
 Examples of Acid Buffer Solutions: CH3COOH and CH3COO-
 In the solution occurs equilibrium:
CH3COOH → CH3COO- + H+
 Addition of acid: will shift left balance, H + ion added will react with
CH3COO- forming CH3COOH.
CH3COO- + H+ → CH3COOH
 Addition of bases: OH- ions from bases will react with H+ ions to form
water, so the equilibrium shifts to right and the concentration of H+
ions can be maintained. So the base added will practically react with
CH3COOH to form CH3COO- and water:
CH3COOH + OH- → CH3COO- + H2O
How the base buffers work
 Examples of basic buffer solutions: NH3 and NH4+
 In equilibrium solution
NH3 + H2O → NH4+ + OH-
Addition of acid: the H+ ion from the acid binds OH- ions, so the
equilibrium shifts to the right and the concentration of OH- ions can be
maintained. The added acid reacts with NH3 to form NH4+
  Base addition: addition of base will shift the equilibrium to the left so
that the concentration of OH- ions can be maintained. The added base
reacts with acids (in this case NH4+) to form bases (NH3) and water.
NH4+ + OH- → NH3 + H2O
Calculate the pH of the Buffer Solution
1. Acid Buffer Solution
[𝑎]
H+ = Ka x [𝑔]

pH = - log H+
2. Base Buffer Solution
[𝑏]
OH- = Kb x [𝑔]

pOH = - log [OH-]

pH = 14 – pOH
Information :
Ka : The ionization constant is weak acid
Kb : The ionization constant is weak base
[a] : Concentration weak acid
[b] : Concentration weak base
[g] : Concentration conjugation acid/base/the salt
E. Media, Tools, Materials, and Learning Resources
The first meeting
1. Media:
a. Picture
b. Trial equipment
c. Power point
2. Tools
a. Beaker Glass
b. Measuring cup
c. Pipette
d. Label
e. Universal indicator
3. Materials
 a. Isotonic drink
b. Soft drink
c. Iced Tea
d. HCl Solution
e. NaOH Solution
f. Aquades
4. Learning Resource
a. Class XI Chemistry Book
b. LKS 1
c. Other relevant literacy sources
F. Learning Activities
 The first meeting
Preliminary Activities (10 Minutes)
Phase 1: Focusing students' attention and explaining the inquiry process
1. The teacher greets
2. The class leader leads the prayer before the lesson begins
3. The teacher checks the presence of students
4. Students and teachers ask questions and answers about the previous
acid-base material and angels with the material that will be studied
(planning)
5. Students observe pictures of soft drinks, isotonic drinks and tea drinks
in slde presented by the teacher to motivate and the teacher asks
students which drinks are able to maintain their pH values
6. Students pay attention to the learning objectives conveyed by the
teacher.
Core Activities (70 Minutes)
Phase 2: Presenting a problem or phenomenon (10 minutes)
7. Students form groups of 4-5 students with teacher guidance.
8. Students receive LKS 1 distributed by the teacher.
9. Students observe the phenomenon of buffer solutions in everyday life
contained in LKS 1 with the guidance of the teacher.
10. Students choose the formulation of the problem that fits the
phenomenon of a sample buffer solution in daily life from the two
problem formulations contained in LKS 1 with the guidance of the
teacher (planning).
11. Students express their opinions about the formulation of problems that
fit the phenomenon in the worksheet with the guidance of the teacher
(planning).
12. Students and teachers clarify the most appropriate problem formulation
based on the phenomenon in LKS 1 (Monitoring and Evaluating).
Phase 3: Helps students formulate hypotheses to explain problems or
phenomena (5 minutes)
13. Students choose a hypothesis that fits the phenomenon of a sample
buffer solution in daily life from the 2 hypotheses found in LKS 1 with
the teacher's guidance (planning).
14. Students and teachers clarify the most appropriate hypothesis based on
the phenomenon in LKS 1 (Monitoring and Evaluating).
Phase 4: Encourage students to collect data (30 Minutes)
15. Students collect data by first learning the experimental procedure
according to the instructions in LKS 1 with the guidance of the teacher
(planning).
16. Students work together with group members to collect data by
conducting experiments according to the experimental procedures in
LKS 1 with the guidance of the teacher (Monitoring).
Phase 5: Formulate an explanation (25 Minutes)
17. Students fill in the observational data and analyze the experimental data
in LKS 1 with the guidance of the teacher (Monitoring).
18. Students present the results of experimental data and data analysis
results in front of the class
19. Students convey the conclusions of the experiments conducted based on
observational data and analysis results (Evaluating).
Closing Activity (10 Minutes)
Phase 6: Reflect on the problem situation and the thought process
 20. Students convey the conclusions of learning activities that have been
carried out (Evaluating).
21. The teacher ends the learning activity by reading the prayer and leaving
the class.
G. Assessment
Aspec Assessment technique Instrument's Shape
Spiritual attitude Self-assessment Self-Assessment Sheet
Social Attitude Observation Observation Sheet for
Social Attitudes
Knowledge Write test Problem Description
Metacognitive Skills Write test Problem Description
The skills Observation Skill Observation Sheet
Student worksheet
Chemistry
Properties of Buffer Solution

Group
Class
 Indicator and Purpose
Indicator
3.13.1 Students are able to analyze buffer solutions based on experimental
results.
3.13.2 Students are able to analyze solutions that are buffered and non-buffered
3.13.3 Students are able to analyze the components forming buffer solutions.
4.13.1 Students are able to check the properties of buffer solution based on
experimental results.
Purpose
3.13.1.1 Through the experimental data, students are able to analyze buffer
solutions appropriately
3.13.2.1 Through the experimental data, students are able to analyze the buffer
solution and not the buffer solution correctly
3.13.3.1 Through experiments students are able to analyze the components
forming buffer solutions correctly
4.13.3.1 Through the experimental data students are able to check the
properties of the buffer solution appropriately
 PHENOMENON
In the afternoon the weather is very hot, Faisal, Bayu and Angga cycled after
school. Then they stopped at their respective shops to buy iced tea, soft drinks and
isotonic drinks. They drank it immediately, but they still had half of their drink
left. until at home they immediately put down their drinks and immediately
played. the next day they saw his drink, it turned out that Faisal's iced tea was
stale. while soft and isotonic drinks are still fresh. Stale iced tea drinks due to
changes in pH value. They see the composition of the drink. Soft drinks and
isotonic drinks contain nitric acid and sodium citrate. While iced tea does not
contain nitric acid and sodium citrate. The next day, they asked the teacher, and
the teacher gave advice to them to test the three drinks by adding a solution of
HCl, NaOH and Aquades.