LESSON PLAN

Subject to Teach: Chemistry

Main Material: Solubility and solubility productGrade/Semester: XI / 2Approach

: SETS approachTime allocation: 4 weeks x 4 jp1. Core CompetencyCC 1 : Living and practice the teaching of their religionCC 2

: Living and practicing honest behavior, discipline, responsibility, caring (mutual assistance, cooperation, tolerance, peace), polite, responsive and proactive, and demonstrate behaviors as part of the solution to various problems in interacting effectively with the social environment and the nature and position ourselves as a reflection of the nation in the associationCC 3 : Understand, implement, and analyze factual knowledge, conceptual, procedural, and metacognitive based on his curiosity about science, technology, arts, culture, and humanities with an insight into humanity, national, state, and civilization-related causes of phenomena and events, and applying procedural knowledge in a specific field of study according to their talents and interests to solve problemsCC 4 : Processing, reasoning, and presenting in the realm of the concrete and abstract domains associated with the development of the learned at school independently, act effectively and creatively, and able to use the method according to the rules of science2. Basic Competency and IndicatorsBasic Competency:3.14 Predict the forming of precipitate from a reaction based on solubility and solubility product principal (Ksp)Indicators of learning achievement :1. Students can explain the definition of solubility and solubility product2. Students can understand the relationship of solubility and solubility product3. Students can calculate the value of Ksp

4. Students can explain the effect of addition of same ion to forming the precipitate4.14 Analyze the result of experiment data to predict the forming of precipitateIndicators of learning achievement :1. Students can understand the function and benefit of solubility product2. Students can predict the forming of precipitate3. Students can describe solubility and solubility product principal in daily life

3. Learning Purposes1. Students can recognizes the existence of regularity factors that affect the rate of reaction and order of reaction 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 can explain the definition of solubility and solubility product5. Students can understand the relationship of solubility and solubility product6. Students can calculate the value of Ksp

7. Students can explain the effect of addition of same ion to forming the precipitate8. Students can understand the function and benefit of solubility product9. Students can predict the forming of precipitate10. Students can describe solubility and solubility product principal in daily life4. Instructional Materialsa. Solubility (s)Solubility is maximum amount of substance that can dissolve in the solvent. Solubility expressed in gram/L or mol/L. The solubility of substance affected by factors that is kind of solvents and temperature.

b. Solubility constant (Ksp)

When the solid salt is first added to the water, no Ca2+ and F- ions are present. However, as dissolving occurs, the concentrations of Ca2+ and F- increase, and it becomes more and more likely that these ions will collide and re-form the solid. Thus two opposite (competing) processes are occurringthe dissolving reaction shown above and the reverse reaction to re-form the solid:

Ca2+(aq) + 2F-(aq) CaF2(s)Ultimately, equilibrium is reached. No more solid dissolves and the solution is said to be saturated.

We can write an equilibrium expression for this process according to the law of chemical equilibrium:

Ksp = [Ca2+][F-]2where [Ca2+] and [F-] are expressed in mol/L. The constant Ksp is called the solubility product constant, or simply the solubility product.

c. The relationship of solubility and Ksp

See the equilibria happens in saturated Ag2CrO4Ag2CrO4(s) 2Ag+(aq) + CrO42-(aq) s mol/L 2s mol/L s mol/L

The equilibria concentration of Ag+ ion and CrO42- ion in saturated solution can be related with Ag2CrO4 solubility, that is based on its reaction coefficient. If the solubility of Ag2CrO4 is expressed with s, so the concentration of Ag+ ion in that solution is equal to 2s and concentration of CrO42- ion is equal to s. So, the value of solubility product (Ksp) is :Ksp = [Ag+]2 [CrO42-]

= (2s)2 (s)= 4s3d. The effect of same ion to solubilitySee the equilibria reaction below :

CaSO4 Ca2+ + SO42-If we add H2SO4, so will happens shifting equilibrium (remember Le Chatelier law about shifting equilibrium)

H2SO4 2H+ dan SO42-CaSO4 Ca2+ + SO42- same ionIf equilibrium shifts to left, how about CaSO4 solubility ? The solubility of CaSO4 will decrease. If we add Ba(OH)2 so will happens shifting equilibrium.

The relationship of solubility product and solubility can describe solubility will decrease if added reagent that contain of same ion. The effect of same ion into solubility is same ion will decrease solubility. But, same ion doesnt affect the value of solubility product if its temperature doesnt change.

Example of reaction that contain of same ion :

a. The formation of salts

Example :The solubility of CaCO3(s) in the water contain of CO2 higher than water.

CaCO3(s) + H2O(l) + CO2(g) Ca(HCO3)2(aq) solubleb. Reaction between amphoteric base with strong baseExample :The solubility of Al(OH)3 in KOH is higher than solubility of Al(OH)3 in water. Al(OH)3(s) + KOH(aq) KAlO2(aq) + 2 H2O(l) soluble

c. The formation of complex ion

Example :The solubility of AgCl in NH4OH is higher than solubility of AgCl in water. AgCl(s) + NH4OH(aq) Ag(NH3)2Cl(aq) + H2O(l) solublee. Precipitation ReactionWe can get out an ion from its solution by precipitation reaction. Such as, calcium ion (Ca2+) in hard water can be got out by add Na2CO3 solution. Ca2+ ion will gather with carbonate ion (CO32-) to form CaCO3, hard soluble salt, so precipitated.Ca2+(aq) + CO32-(aq) CaCO3(s)The process of happens AgCl precipitate if solution contaion of Cl- ion dropped with Ag+ solution. AgCl can dissolve in water, although in little amount. Its mean that Ag+ ion and Cl- ion can be on the solution until saturated solution, is until same with value of Ksp AgCl. If addition of Ag+ ion increase, so [Ag+][Cl-] > Ksp AgCl. So the excession of Ag+ ion and Cl- ion will gather to form AgCl precipitation.

Concept of Qc is :

Qc AgCl = [Ag+][Cl-]

If Qc < Ksp, so the solution is not saturated

If Qc = Ksp, so happens saturated solution

If Qc > Ksp, so happens AgCl precipitatef. The principal of solubility in daily lifea. The formation of saltThe salt made from salt water by evaporation principal to get NaCl crystal. In salt contain of other compounds, such as MgCl2 and CaCl2. To pure the salt, done the separation of disturbance substance based on precipitation principal. Its reaction occurred :

1. CaCl2(aq) + Na2CO3(aq) CaCO3(s) + 2NaCl(aq)White precipitate of CaCO3 is separated and got pure NaCl

2. MgCl2(aq) + 2NaOH(aq) Mg(OH)2(s) + 2NaCl(aq)MgCl2 reacted with strong base sodium hydroxide and produce white precipitate of Mg(OH)2 that doesnt dissolve, so got pure NaCl b. Photograph industryc. Removing hard waterHard water disturb our life. Hard water will reduce cleaning power of detergent, because Ca2+ contain in hard water will reacts and form insoluble salt. Hard water is water contain of high Mg2+ ion and Ca2+ ion. While, contain of HCO3- anion. Because of that, added salt contain of carbonate ion (CO32-) and bicarbonate ion (HCO3-). The addition of those ion will affect Ca2+ precipitated as CaCO3.

5. Learning Approach And MethodLearning Approach

: SETS and ScientificModel

: Cooperative ModelMethod

: Discussion, Task, Exercises, and Experiment6. Learning Activities Learning first time: 2 x 45 minutesStudent ActivityTeacher ActivityTime

A. Introduction

1) Students respond to greetings and questions relating to the conditions of Teacher, attendance

2) As apperception to encourage curiosity and critical thinking, the teacher asked a question about the solution in order to lead students to recall material already taught

3) Teacher motivates students

4) Students receive information competence, material, purpose, benefits, and lessons that will be implemented

5) Teacher conveys the range of material and explanation of learning activities to be carried out. For example:

"Today we will learn about the solution saturated, unsaturated, saturated, soluble salts, alkaline soluble, solubility and solubility product by conducting simple experiments and group discussions" Teacher asks the students related to the material that has been taught about the solution15

B. Core Activities Teacher

1) Observing

Students observe examples of the phenomenon of sparingly soluble salts (limestone mountain images and teeth)

2) Questioning

Students discuss why CaCO3 can form a limestone mountain? what are the benefits of limestone mountains in life

3) Exploring / collect information / experiment:

Observed:

Students are given worksheets and experiment dissolving a soluble salt (NaCl) and soluble salts (CaCO3).

Observing the results of experiments conducted

Inquire:

From the observations, it is likely the student will be asked:

Why is NaCl soluble salt?

Why is it difficult CaCO3 dissolved?

Why when added solute (NaCl) continuous, long dissolution of the substance, then remained insoluble solid?

What is the salt is soluble?

Collecting the data:

Teacher guide students

Identify the observations of experimental dissolving NaCl

Discuss the definition of a saturated solution unsaturated solution and supersaturated solution.

Identify observations solubility of salt (NaCl and CaCO3)

Discuss the meaning of the solubility

Calculate the solubility of NaCl and CaCO3 based experiments

Comparing the solubility table with the results of the calculation.

Discuss the meaning of sparingly soluble salts and alkaline soluble

Determining the soluble salts, alkaline soluble and soluble salts and bases.

Write the equation CaCO3 and NaCl saturated solution based on experiments that have been carried out

Identify the equilibrium solubility of sparingly soluble salts

Discuss the equilibrium solubility of CaCO3 occurs in solution with NaCl solution

Discuss the definition of solubility product constants.

4. Associating

Teacher guides students so that students can

Summing understanding unsaturated solution saturated solution, supersaturated solution of NaCl salt experiment

Summing understanding solubility, soluble salts, soluble salts and alkaline soluble by observation and discussion.

Identify examples of sparingly soluble salts and alkaline soluble

Summing the equilibrium that occurs in a solution of CaCO3

Summing up on the definition of Ksp

Write the solubility product constants of sparingly soluble salts and bases

5. Communicating

Students present the results of discussions with the communicative language Students present the results of discussions with the communicative languageTeacher divides the students into groups of 4-5 people

Teacher motivates students to ask questions

Teacher guides students in conducting experiments

60

C. Closing

Teacher with students to make inferences about the learning outcomes that have been done

The teacher gives an evaluation form questions and written assignments done at home

Teacher gives assignments for students to read the following material Teacher with students to make inferences about the learning that have been done

Teacher asks students to take notes about the written assignments 15

Learning II time: 2 x 45 minutes Student activityTeacher activityTime

A. Introduction

1) Students respond to greetings and questions relating to the conditions of Teacher, attendance

2) As apperception to encourage curiosity and critical thinking, the teacher asked a question solubility and solubility product

3) Teacher motivates students

4) Students receive information learning objectives that will be implemented

5) Teacher conveys the material scope of learning activities to be carried out. For example:

"The material we will study today is the result of a relationship with the solubility solubility of the compound."The teacher asks to the students related to the material that has been taught about the solubility and solubility product

15

B. Core Activities Teacher

1. Observing

Students observe the solubility and Ksp table electrolyte compounds

.

Several compounds solubility table

CompoundsSolubility

mol L-1

AgI

1,225 x 10-8

AgCl

1,34 x 10 -5

CaF2

2,136 x 10-4

AgCrO4

1,3 x 10-4

Mg(OH)2

1,55 x 10-4

CaCO3

6,9 x 10-5

CaC2O4

1,5 x 10-5

PbI2

1,3 x 10-3

Ca(OH)2

3,9 x 10-6

BaSO4

1,05 x 10-5

PbCl2

7,5 x 10-2

1. Questioning (Questioning)

Students discuss why the greater solubility Ksp value is also getting bigger?

2. Experiment:

Identify the relationship solubility solubility product

Discuss the relationship solubility and solubility product

Calculate the Ksp of AgCl is based on the value of its solubility.

Calculate the value of Ksp solubility of PbI2 based PbI2

3. Associating

Teacher guides students so that students can:

Summing solubility relationship with solubility product

Write the equation of the relationship with the solubility of the compound solubility product of electrolytes in general.

Calculate the Ksp of AgCl based on solubility of AgCl

Calculate the solubility of PbI2 based value its Ksp

4. Communicating

Students express opinions on current discussions and communicating results to temaan his discussion with good language and can be understood by Teacher and friendsTeacher divides the students into groups of 4-5 people and share LKS

Teacher motivates students to ask questions

Teacher guides students60

C. Closing

Teacher with students to make inferences about the learning outcomes that have been done

The teacher gives an evaluation form direct questions and exercises to give the task of working in textbooks

Teacher give assignments for students to read the following material (the namesake ion effect on solubility)Teacher with students to make inferences about the learning that has been done

The teacher asks to the students to listen and do exercises in textbooks

Teacher gives assignments for students to read the following material (the namesake ion effect on solubility)15

Learning III time: 3 x 45 minutes Student activityTeacher activityTime

A. Introduction

1) Students respond to greetings and questions relating to the conditions of Teacher, attendance

2) As apperception to encourage curiosity and critical thinking, the teacher asked a question solubility and solubility product

3) Teacher motivates students

4) Students receive information learning objectives that will be implemented

5) Teacher conveys the material scope of learning activities to be carried out. For example:

"The material we will study today is the namesake ion effect on the solubility Teacher asks to the students relate to the material that has been taught about the solubility and solubility product15

B. Core Activities Teacher

1. Observing

Students learn about the influence of experimental materials that dissolve CaCO3 namesake ions in water and Na2CO3.

2. Questioning

Students are likely to be asked, such as:

Why CaCO3 solution with Na2CO3 precipitate formed more, than the CaCO3 precipitate formed with water?

What affects a lot of precipitate formed in the solution of CaCO3 with Na2CO3?

What if the addition is another solution such as (NH4)2CO3 in CaCO3 solution with water, will form more sludge?

3. Exploring / collect information/ experiment:

Conduct experiments the effect of ion namesake Analyze the influence of ion experimental data namesake Discuss the meaning of ions namesake Discuss the shift in equilibrium caused by the addition of ions namesake Discuss the effect of ions on the solubility namesake. Calculate the value of Ksp and solubility of an ionic compound due to the addition of namesake

4. Associating

Teacher guide for students to:

Summing understanding ion namesake Summing the equilibrium shift due to the addition of ions namesake Summing namesake ion effect on the solubility Calculating the reduced solubility due to the addition of ions namesake.

5. Communicating

Students express opinions on current discussions and communicating results to temaan his discussion with good language and can be understood by Teacher and friends.Teacher divides the students into groups of 4-5 people and share LKS

Teacher guide students to conduct experiments

105

C. Closing

Teacher with students to make inferences about the learning outcomes that have been done The teacher gives an evaluation form direct questions and exercises to give the task of working in textbooks Teacher give assignments for students to read the following material (the effect of pH on solubility)Teacher with students to make inferences about the learning outcomes that have been done

The teacher gives an evaluation form direct questions and exercises to give the task of working in textbooks

Teacher give assignments for students to read the following material (the effect of pH on solubility)15

Learning IV time: 3 x 45 minutes Student activityTeacher activityTime

A. Introduction

1) Students respond to greetings and questions relating to the conditions of Teacher, attendance

2) As apperception to encourage curiosity and critical thinking, the teacher asked a question namesake ion effect on the solubility

3) Teacher motivate students

4) Students receive information learning objectives that will be implemented

5) Teacher convey the material scope of learning activities to be carried out. For example:

"The material we will study today is the effect of pH on solubilityThe teacher asked the students relate to the material they have been taught about the influence of ions on the solubility namesake15

B. Core Activities Teacher

1. Observing

Students read materials experiments on the effect of pH of the solid Fe(OH)2, CaCO3 solids each dissolved in NaOH solution of pH = 10, pH = 2 HCl solution and distilled water.

2. Questioning

Students are likely to be asked, such as:

Why many precipitate formed in the solution of Fe (OH)2 with NaOH pH = 10? Why is the precipitate in a solution of CaCO3 with HCl pH = 2 produces less sludge than CaCO3 solution in water? What affects the amount of precipitate formed?

3. Exploring / collect information / experiment:

Conduct experiments the effect of pH on solubility Analyzing data from experimental effect of pH on solubility Discuss the result of the addition of NaOH and HCl on the solubility of Fe(OH)2 to CaCO3 Discuss about the effect of pH on solubility. Calculate the value of Ksp and solubility of Mg(OH)2 in NaOH pH = 12

4. Associating

Teacher guide for students to:

Summing up due to the addition of NaOH and HCl on the solubility of Fe(OH)2 to CaCO3 Summing up the effect of pH on solubility Calculate the solubility of Mg(OH)2 in NaOH pH = 12. 5. Communicating

Students express opinions on current discussions and communicating results to temaan his discussion with good language and can be understood by Teacher and friendsThe teacher divides the students into groups of 4-5 people and share LKS

Teacher guide students to conduct experiments105

C. Closing

Teacher with students to make inferences about the learning outcomes that have been done The teacher gives an evaluation form direct questions and exercises to give the task of working in textbooks Teacher give assignments for students to read the following material (precipitation reaction) Teacher with students to make inferences about the learning outcomes that have been done

The teacher gives an evaluation form direct questions and exercises to give the task of working in textbooks

Teacher give assignments for students to read the following material (precipitation reaction)15

Learning V time: 3 x 45 minutesStudent activityTeacher activityTime

A. Introduction

1) Students respond to greetings and questions relating to the conditions of Teacher, attendance

2) As apperception to encourage curiosity and critical thinking, the teacher asks a question about solubility, Ksp, namesake ion effect on the solubility

3) Teacher motivate students

4) Students receive information learning objectives that will be implemented

5) Teacher convey the material scope of learning activities to be carried out. For example:

"The material we will study today is the precipitation reactioThe teacher asked the students relate to the material that has been taught about solubility, Ksp, namesake ion effect on the solubility15

B. Core Activities Teacher

1. Observing

Students read and understand the material deposition reaction

2. Questioning

Students are likely to be asked, such as:

"Precipitation reaction was what? Why be like that, ma'am? "

3. Exploring/collect information / experiment:

Discuss precipitation reaction with a group of friends

4. Associating

Teacher guide students to revisit the notion that the deposition reaction and the factors that influence

5. Communicating

Students express opinions on current discussions and communicating results to temaan his discussion with good language and can be understood by Teacher and friends. Teacher hand out worksheets and explain to students the precipitation reactionTeacher guide students to be able to conclude105

C. Closing

Teacher with students to make inferences about the learning outcomes that have been done The teacher gives an evaluation form direct questions Teacher give assignments for students to read the following material (predicting the formation of deposits)Teacher with students to make inferences about the learning outcomes that have been done

The teacher gives an evaluation form direct questions

Teacher give assignments for students to read the following material (predicting the formation of deposits)15

Learning VI time: 3 x 45 minutesStudent activityTeacher activityTime

A. Introduction

1) Students respond to greetings and questions relating to the conditions of Teacher, attendance

2) As apperception to encourage curiosity and critical thinking, the teacher asks a question about solubility, Ksp, namesake ion effect on the solubility, precipitation reactions

3) Teacher motivate students

4) Students receive information learning objectives that will be implemented

5) Teacher convey the material scope of learning activities to be carried out. For example:

"The material will we learn today is predicting the formation of depositsThe teacher asked the students relate to the material that has been taught about solubility, Ksp, namesake ion effect on the solubility, precipitation reactions, and application of solubility principal in daily life15

B. Core Activities Teacher

1. Observing

Students read and understand the material predicts the formation of deposits

2. Questioning

Students are likely to be asked, such as:

"How to predict the formation of deposits, ma'am?"

3. Exploring / collect information / experiment:

Observing the results of experimental solution of Pb(NO3)2 0.03 M NaCl solution were added 0.06 M Treating the observations as calculating the value Qc of each experiment. Analyzing data from experimental precipitation reaction Discuss the relationship Qc with Ksp so that the formation of precipitate. Predicting the occurrence of sediment based on calculations Qc and Ksp 4. Associating

Summing up due to the addition of NaCl, the formation of deposits Summing Qc relationship with Ksp to predict the formation of deposits. Predicting the occurrence of sediment based on calculations Qc and Ksp Understanding the application of solubility principal in daily life5. Communicating

Students express opinions on current discussions and communicating results to temaan his discussion with good language and can be understood by Teacher and friends. Teacher guide students to be able to conclude

Teacher guide students to conclude105

C. Closing

Teacher with students to make inferences about the learning outcomes that have been done The teacher gives an evaluation form direct questions The teacher closed the meetingTeacher with students to make inferences about the learning outcomes that have been done

The teacher gives an evaluation form direct questions

The teacher closed the meeting15

7. Learning Media and Sources1. MediaOnline Materials: Power point

2. Equipment / Materials - A set of practical tools - Laptops - Projector - Whiteboard - Markers 3. Learning Resources

Michael Purba. 2007 Chemistry Class XI SMA / MA. New York: McGraw- Supplement books:

Parning, Horale, Tiopan. CHEMISTRY. Jakarta: Yudhisthira Student Activity Book Allied Chemical, and hands out LKS

Internet

http://e-dukasi.net http://psb-psma.org8. Learning Products

Human Resources (HR) Students understand the application of solubility principal in daily life Students understand the implications (interconnectedness) of solubility and solubility products material with SETS approachProducts Of Non-Human Resources The results of the discussion with SETS approach of forming the precipitation on reaction based on solubility and solubility product principal and its application in daily life Experiment report Task and excercises about solubility and solubility product9. Evaluation of Programs and Outcomes Study

Evaluation Of ProgramsThe adequacy and suitability of the learning activities and evaluation planning, through self observation, group process, as well as by Teacher and students Student AssessmentCognitive Aspects1. Test your knowledge about solubility and solubility product2. Test your understanding of the application of solubility and solubility products in daily life that is associated with the SETS approachAffective AspectsObserving the effect of learners through the display faces (expression), comments, and other physical reactions when given images, videos, and discussions that are submitted about the solubility and solubility product and the application of solubility and solubility products in daily lifeAspects Of PsychomotorObserving the ability of learners in conducting activities discussion (in the form of frequently asked questions as well as provide a disclaimer) as well as the skills to manage the activities of group discussion (ability to enable activities discussion).Kudus,

Head of SMA 1 Bae KudusChemistrys TeacherNIP.

NIP.