LESSON
PLAN
1.
SPECIFICATION OF THE SUBJECT LEARNT
Learning
Subjects :
Chemistry
Topic
Learnt : Acid-base titrations and Titration curve
Grade
/ Semester :
XI / 1
Target
Group :
Those underline by SETS vision and approach
Meeting
Sequence :
1 (on this standard competency)
A.
Core
Competencies
CC 1 : Appreciate
and practice the teachings of
their religion
CC2 : Appreciate
and practice honest behavior,
discipline, responsibility, caring
(mutual assistance, cooperation, tolerance, peace), polite,
responsive and proactive,
and show attitude
as part of the
solution to various problems in
interacting effectively with the
social and natural environment as well
as in position ourselves as
a reflection of the nation in the association world
CC 3 :
Understand,
implement, and analyze
factual knowledge, conceptual, procedural, and metacognitive based
on his curiosity about science,
technology, arts, culture, and humanities
with knowledge of
humanity, national, state,
and civilization-related causes of phenomena and
events, as well as apply the knowledge procedural
in specific fields
of study according to their talents and interests to solve problems
CC 4 :
Processing, reasoning, and
presenting in the realm of the concrete and abstract domains associated with
the development of the independently learned in school, acting effectively and
creatively, and be able to use the method according to the rules of science
B. ACHIEVED
COMPETENCY AND INDICATORS
BASIC COMPETENCE
1.1
Recognizing the
regularity of hydrocarbon
properties, thermochemical, the rate of reaction, chemical
equilibrium, solutions and
colloids as a manifestation of the greatness of Almighty God and the knowledge of the existence of the order
as a result of
human creative thinking that
truth is tentative.
2.1
Shows
the behavior of scientific (curious, disciplined, honest,
objective, open, able
to distinguish fact and opinion, tenacious,
conscientious, responsible, critical,
creative, innovative, democratic, communicative) in designing and conducting
experiments and discussions
are realized in everyday
behaviors.
2.2
Demonstrate
cooperative behavior, polite, tolerant, and
care for the environment as well as
efficient in utilizing natural resources.
2.3
Demonstrate
pro-active behavior
responsive and wise
as a manifestation of the ability
to solve problems and make decisions.
3.11 Determine
the concentration / acidity or alkaline based on the
results of acid base titration.
4:11 Determining the concentration / level of acid or alkaline based on the results of acid-base titration.
Indicators:
Indicators:
1.
Mention understanding of acid-base
titration appropriately.
2.
Determining concentrations / levels of
acid or base titration through carefully and thoroughly.
3.
Determine appropriate indicators used for
titration of acids and bases with the right.
4.
Designing titration
experiments to determine the concentrations / levels of acid-base correctly.
5.
Summing up the results of acid-base titration experiments with logical and right
6.
Calculating levels of substances with appropriate experimental data.
7.
Presenting the results of the experiment with the proper acid-base titration.
C. LEARNING PURPOSE
1.
Mention with full sense of responsibility acid-base titration
2.
Determining concentrations / levels of acid or base titration carefully and correctly
3.
Determine appropriate indicators used for titration of acids and bases acids correctly
4.
Determining levels of substance titration results of the data carefully and correctly
5.
Through
experimentation, students can experiment with acid or base titration carefully
and thoroughly.
6.
Through group discussions with lab result data, students can
calculate the concentration of a substance with the appropriate experimental
data.
7.
Through the
presentation, the students can present the results of experiments with the
proper acid-base titration.
D. LEARNING MATERIALS
• Facts
titrant solution standard solution
Acid solution Base solution
• Concept
titration
• Facts
titrant solution standard solution
Acid solution Base solution
• Concept
titration
Asides
alkalimeters , Equivalence point ,the end point titration ,Changes in pH in the
neutralization reaction
• Principle
equivalence point
The end point titration
• Procedure
• Principle
equivalence point
The end point titration
• Procedure
In the reaction of acids and bases if many moles of acid equals moles of base will be generated much salt and water. Neutralization reaction of acids and bases can be used to determine the levels of acid solution or alkaline solution. A certain amount of acid solution was titrated with a base solution to reach equivalent point (acids and bases react right).
If one solution of known molarity solution then the other one can be determined by the formula:
M1 x V1 = M2 x V2
M1 x V1 = M2 x V2
information: 1 = 2 = acid and base
Equivalent point can be determined by adding an indicator. This indicator should change color around the equivalent point. Titration was stopped when the indicator shows a change of color. This condition is called end point titration
Titration is a
method of analysis of the measurement of the amount of solution needed to react
with substances that are fixed in other solutions. Titration is derived from
the word meaning titer drops.
Important
things to titration
a. Equivalence point
Equivalence point is when the number of moles of H + is equal to the number of moles of OH- .Usually indicated by pH values.
b. Endpoint titration
Endpoint titration was the time at which the titration should be stopped when the indicator changes color. Acid-base neutralization reaction can be used to determine the level / concentration of various solutions. Levels of acid solution was determined using an alkaline solution of known levels, or vice versa. The process of assay solution in this way is called acid-base titration / asides alkalimeters.
Titration was performed by reacting a little / a drop-a drop of base solution through the buret into the acid solution lies in the erlenmeyer flask, until both are right runs with marked color change indicator, called the endpoint of the titration. Equivalent point known with the help of indicators. If a solution of acid-base etched with an alkaline solution, the pH of the solution will increase or vice versa. Graph representing the change in pH in acid-base hatch with a base or vice versa is called titration curve.
a. Equivalence point
Equivalence point is when the number of moles of H + is equal to the number of moles of OH- .Usually indicated by pH values.
b. Endpoint titration
Endpoint titration was the time at which the titration should be stopped when the indicator changes color. Acid-base neutralization reaction can be used to determine the level / concentration of various solutions. Levels of acid solution was determined using an alkaline solution of known levels, or vice versa. The process of assay solution in this way is called acid-base titration / asides alkalimeters.
Titration was performed by reacting a little / a drop-a drop of base solution through the buret into the acid solution lies in the erlenmeyer flask, until both are right runs with marked color change indicator, called the endpoint of the titration. Equivalent point known with the help of indicators. If a solution of acid-base etched with an alkaline solution, the pH of the solution will increase or vice versa. Graph representing the change in pH in acid-base hatch with a base or vice versa is called titration curve.
a.
Neutralization of a strong acid by a strong base
Changes in pH by neutralizing the strong acid strong base curves obtained are as follows. In the titration of HCl with NaOH, pH rose initially very slow and then there was a jump in pH and subsequent pH increase slowly again. The midpoint of the vertical part of the graph 3 is the equivalence point titration. In the titration of a strong acid and a strong base, the equivalence point occurs at pH = 7. A solution with a pH of 7 is neutral ie the same number of H + ions with OH-ions
Changes in pH by neutralizing the strong acid strong base curves obtained are as follows. In the titration of HCl with NaOH, pH rose initially very slow and then there was a jump in pH and subsequent pH increase slowly again. The midpoint of the vertical part of the graph 3 is the equivalence point titration. In the titration of a strong acid and a strong base, the equivalence point occurs at pH = 7. A solution with a pH of 7 is neutral ie the same number of H + ions with OH-ions
In the
titration of a strong acid by a strong base of appropriate indicators used are
methyl red, methyl red as the trajectory between 4.4 to 6.2. So the indicator
color changes from red to yellow. When the yellow color of the indicator
solution pH is above 6.2 or close to 7.
b. Titration of Strong Acid with Weak Bases
b. Titration of Strong Acid with Weak Bases
While the strong base titration by strong acid used is appropriate indicator phenolphthalein. because phenolphthalein stretch between 8.3 to 10. So the color changes from red indicator becomes colorless. When the indicator is colorless solution pH is already below 8.3 or close to 7.
E. Learning
Approach/ Model/ Methode
Learning
approach : SETS approach
LEARNING METHOD:
1. Experiment
2. Discussion Group
3. Inquiry
1. Experiment
2. Discussion Group
3. Inquiry
F.
Media, Tools, and Source of
learning
Media : Presentation media (power point)
Tools / Material
Tools
Screen, On focus and White Board
Material
a) Discussion Sheet Learners
b) The assessment
Material
a) Discussion Sheet Learners
b) The assessment
Material
Burette, stative, beaker, some
sample solutions, indicators, funnel and pipette.
References
Source of learning:
a.
Curriculum Handbook 2013
b.
Michael
Purba dan Sunardi. 2012. KIMIA untuk SMA
Kelas XI. Jakarta: Erlangga
c.
Suwardi, dkk. 2009. Panduan Pembelajaran Kimia untuk SMA & MA Kelas XI.
Jakarta : Pusat Perbukuan, Departemen Pendidikan
Nasional.
d.
Fauziah, Nenden. 2009. Kimia Untuk SMA dan MA Kelas XI IPA.
Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional
e.
Internet
G. LEARNING ACTIVITIES
Meeting 1
Meeting 1
Activity
|
Time
|
Information
|
·
A. Preliminary
1. Teacher enters the class and make
greeting
2. Teachers examine student attendance as a discipline.
3. Teachers delivers the learning purpose to be
achieved.
4. Teacher asks the task of reading and searching for articles on the acid-base titration. 5. Teacher gives motivation: asking questions to direct students to the material to be studied: what is the titration? |
10 minutes
|
Teachers collect oral
reading task and
the task of finding articles on
acid-base titration
|
B.
Core Activities Teacher
Observing
·
Teachers ask questions relating to what the function of the indicator in acid-base titration, what is the appropriate indicator for acid-base titration point, when titration declared finished?
Questioning
·
Teachers ask questions relating to what the function of the indicator in acid-base titration, what is the appropriate indicator for acid-base titration point, when titration declared finished?
·
The teacher asks the question of how to test the truth of the concentration of a product, for example a kitchen vinegar 25%?
Eksperimenting
• Teacher recalls acid-base titration, learners observe with curiosity.
• Learners discuss determining concentrations / levels of acid or base in a discussion sheet with diligent, conscientious, and responsible, the teacher provides guidance.
Associating
·
Students analyze the results of the
discussion on acid-base titration to determine the concentration /
concentration of acid or base carefully and responsibly, teachers provide
direction.
·
Learners write down the formula used
in the acid-base titration
Communicating
·
Students with teacher concludes the right acid-base titration
|
60 minute
|
|
C. C.
Closing
·
Teachers with students to make inferences about the acid-base titration
·
Teacher asks students to take notes about the assignment of the acid-base titration
·
Teachers convey information about the acid-base titration lab which will be held next week.
·
Teachers terminate learning activities by providing a message to keep learning.
·
Teacher close
the class with greeting. Students answer the greeting religiously.
|
15 minute
|
Meeting 2
Activity
|
Time
|
Information
|
·
Preliminary
1. Teacher enters the class and
make greeting
2. Teachers examine student
attendance as a discipline.
3. Teachers
delivers the learning purpose to be achieved.
4. Teacher asks the task of reading and searching for articles on the acid-base titration.
Teacher divides students into groups
5.
Teachers asking questions to direct students to the
material to be studied, for example, "Can we determine the concentration
of a substance in a solution with a known concentration of other substances?
In what ways?
6. Teachers provide motivation by
showing videos of acid-base titration lab
|
10 minutes
|
Teachers collect oral
reading task and
the task of finding articles on
acid-base titration
|
A.
Core Activities Teacher
Observing
o
Students listen to a demonstration on how to titrate with
curiosity, the teacher provides guidance.
Questioning
o Teachers ask
questions related to what the purpose of the acid-base titration lab?
Indicator of what is used in acid-base titration? And When titration declared
finished?
o The teacher
asks the question of how to test the truth of the concentration of a product,
for example a kitchen vinegar 25%?
Eksperimenting
o
Students design experiments acid-base titration
o
Students predict the precise indicator for acid-base titration
o
Students in groups of acid-base titrations experimenting
o
Students record the experimental data with the honest
Associating
o Students
analyze experimental data to determine the concentration of a substance in
acid-base titration carefully and responsibly, teachers provide guidance.
o Students
analyze the titration curve to determine the equivalence point titration
endpoint through carefully and responsibly, teachers provide guidance.
Communicating
o
Students present the results of experiments with appropriate
|
60 minute
|
|
C. Closing
o
Students are required to conclude on acid-base titration in groups with responsibility, the teacher provides guidance.
o
With the help of a computer presentation, teachers display what they have learned and concluded about acid-base titration experiments.
o
The teacher gives the task to create a report lab results
o
The teacher conveys information about the replay that will be held next week.
o
Teachers terminate learning activities by providing a message to keep learning.
o
The teacher gives the task of finding applications of
acid-base titration using SETS approaches and tasks for students to read the
following material
o
Teacher close
the class with greeting. Students answer the greeting religiously.
|
15 minute
|
H.
EVALUATION
OBSERVATION SHEET ASSESSMENT OF
ATTITUDE
Subjects : Chemistry
Class / Semester : XI.MIPA / 1
Academic Year : 2014
Observation time :
Subjects : Chemistry
Class / Semester : XI.MIPA / 1
Academic Year : 2014
Observation time :
No
|
Aspects assessed
|
Engineering Assessment
|
Time Ratings
|
1.
|
Attitude
a. Actively involved in the learning b. Cooperate in group activities. |
observation
|
During the current study and discussion
|
2.
|
Knowledge
a. Solve the problems correctly b. Interpret the answer to the real problem. |
Observations and tests
|
• Completion of individual and group assignments
• After discussion group |
3.
|
Skills
·
Skillfully apply the concepts / principles and
problem-solving
·
Strategies that are relevant with regard to the material.
|
observation
|
Completion of
tasks (both individuals and groups) and the current discussion
|
Indicators of
active attitude in learning chemistry.
1. Less Looks at all if the show does not take part in the learning
2. Look if the show has been no attempt to take part in the study but not steady / consistent
3. Highly visible if the show had taken part in completing the task group continuously and steady / consistent
1. Less Looks at all if the show does not take part in the learning
2. Look if the show has been no attempt to take part in the study but not steady / consistent
3. Highly visible if the show had taken part in completing the task group continuously and steady / consistent
Attitude indicator
cooperate in group activities.
1. Less looks if at all not trying to cooperate in group activities.
2. Look if the show has been no effort to cooperate in group activities but still not steady / consistent.
3. Highly visible if the business showed cooperate in group activities continuously and fixed / consistent.
1. Less looks if at all not trying to cooperate in group activities.
2. Look if the show has been no effort to cooperate in group activities but still not steady / consistent.
3. Highly visible if the business showed cooperate in group activities continuously and fixed / consistent.
Indicators tolerant
attitude towards different problem-solving processes and creative.
1. Less looks if none appears to be tolerant of different problem-solving processes and creative.
2. Look if the show has been no attempt to be tolerant of different problem-solving processes and creative but still not steady / consistent.
1. Less looks if none appears to be tolerant of different problem-solving processes and creative.
2. Look if the show has been no attempt to be tolerant of different problem-solving processes and creative but still not steady / consistent.
3. Highly visible if
the show has been no attempt to be tolerant of different problem-solving
processes and creative continuous and steady / consistent.
Please tick √ in the appropriate columns of the observations
No
|
NIS
|
Name of Student
|
Sikap
|
||||||||
Active
|
Collaboration
|
Tolerant
|
|||||||||
LL
|
L
|
HV
|
LL
|
L
|
HV
|
LL
|
L
|
HV
|
|||
1
|
|||||||||||
2
|
|||||||||||
3
|
|||||||||||
4
|
|||||||||||
5
|
|||||||||||
Description:
LL: Less Looks
L: Looks
HV: Highly visible
LL: Less Looks
L: Looks
HV: Highly visible
DISCUSSION SHEET
1.
A group of students will perform acid-base titration lab. And they will determine the indicators used in the neutralization: a strong acid by a strong base, weak acid by a weak base, weak base by a strong acid. What indicators can be used for all three?
Answer: ……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
2.
A group of students perform acid-base titration experiments in the laboratory. If 20.60 mL of 0.0100 M HCl solution is used to titrate 30.00 mL of NaOH to the equivalence point, what is the concentration of NaOH solution?
Answer: ……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
3. A group of
students perform acid-base titration experiments in the laboratory. A total of
25 mL of 0.1 M HCl solution is titrated with 0.1 M KOH solution Calculate the
pH of the solution:
a. before plus KOH
b. after KOH plus as much as 5 mL
c. after KOH added as much as 15 mL
d. after KOH added as much as 24 mL
e. after KOH added as much as 25 mL
f. after KOH added as much as 26 mL
g. after KOH added as much as 35 mL
h. after addition of 50 mL of KOH
Draw the titration curve!
a. before plus KOH
b. after KOH plus as much as 5 mL
c. after KOH added as much as 15 mL
d. after KOH added as much as 24 mL
e. after KOH added as much as 25 mL
f. after KOH added as much as 26 mL
g. after KOH added as much as 35 mL
h. after addition of 50 mL of KOH
Draw the titration curve!
Answer: ……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
DISCUSSION SHEET
School: High School ...
BASIC COMPETENCE
BASIC COMPETENCE
4.11
Designing, conducting, and concluding and presenting the results of acid-base titration experiments.
EXPERIMENT 1
Titration STRONG ACID WITH A STRONG BASE
OBJECTIVE: Determine the levels of a substance of unknown concentration with titers are known concentration (standard solution / standard)
BASIC THEORY
Titration is a method for using the content of a substance with another substance that has been known concentration. Acid-base titration is basically a reaction by acid-base neutralization or vice versa. In conducting the titration, the solution was titrated called titration put into erlenmeyer flask, while the penetration is called the titrant solution incorporated into the burette.
Titration is a method for using the content of a substance with another substance that has been known concentration. Acid-base titration is basically a reaction by acid-base neutralization or vice versa. In conducting the titration, the solution was titrated called titration put into erlenmeyer flask, while the penetration is called the titrant solution incorporated into the burette.
We can calculate the levels of titration premises using a data volume of titrant required to reach the equivalent point. Equivalent point is the pH of acids and bases when appropriate equivalent. To obtain the accuracy of the titration endpoint chosen as close as possible to the equivalent point.
Example titration of strong acid and a strong base is HCl-NaOH titration. If the PP indicator used in titration HCL-NaOH, titration was performed until Fenoftalein becomes colorless because it is the closest point to get the equivalent point.
MATERIALS AND TOOLS:
-Pipette -NaOH solution
Tube-reaction -solution of HCl
-Burette - Indicator PP
- Stative - distilled water
- Beaker
- Pumpkin erlenmeyer
- Funnel and pipette.
HOW IT WORKS:
-Pipette -NaOH solution
Tube-reaction -solution of HCl
-Burette - Indicator PP
- Stative - distilled water
- Beaker
- Pumpkin erlenmeyer
- Funnel and pipette.
HOW IT WORKS:
Step work
1. Arrange titration apparatus in accordance with the picture below
1. Arrange titration apparatus in accordance with the picture below
8.
Fill the burette with 0.1 M NaOH solution until it is right on the surface of the numbers 0
3. Contents erlenmeyer flask with 10 mL and 10 mL of HCl solution used as drops with 2 drops fenoftalin
4. Place the erlenmeyer flask containing HCl solution is right under the faucet burette as shown in the picture
5. Slowly open the tap and stream NaOH solution in the buret into the Erlenmeyer flask
6. Erlenmeyer flask Shake your right hand so that the use of NaOH solution from the burette flowing evenly mixed with
7. When NaOH solution droplets begin to cause color changes when mixed with a solution of HCl, NaOH solution to reduce the flow faucets reduce gap burette
8. Stop the titration when the color of the solution becomes pink hint.
9. Record the volume of NaOH solution in use
10. Repeat the titration with a second 10 mL HCl.
11. Calculate the concentration of HCl solution is based on the data volume of NaOH used.
3. Contents erlenmeyer flask with 10 mL and 10 mL of HCl solution used as drops with 2 drops fenoftalin
4. Place the erlenmeyer flask containing HCl solution is right under the faucet burette as shown in the picture
5. Slowly open the tap and stream NaOH solution in the buret into the Erlenmeyer flask
6. Erlenmeyer flask Shake your right hand so that the use of NaOH solution from the burette flowing evenly mixed with
7. When NaOH solution droplets begin to cause color changes when mixed with a solution of HCl, NaOH solution to reduce the flow faucets reduce gap burette
8. Stop the titration when the color of the solution becomes pink hint.
9. Record the volume of NaOH solution in use
10. Repeat the titration with a second 10 mL HCl.
11. Calculate the concentration of HCl solution is based on the data volume of NaOH used.
I.
Observations
Fill in the table is based on experimental observations that have been made!
Fill in the table is based on experimental observations that have been made!
Titration
|
Volume HCl (mL)
|
Volume NaOH 0,1 M (mL)
|
||
Early (V1)
|
End (V2)
|
Used up (V2-V1)
|
||
1
|
||||
2
|
||||
J.
Questions
1.
Give the equation for the reaction in acid-base titrations have you done!
..................................................................................................................
..................................................................................................................
2. Fenoftalein What is the use in acid-base titration experiment?
..................................................................................................................
..................................................................................................................
3.
Was color HCl solution in the erlenmeyer flask when:
a. Before titration? ............................................... ...................................
b. after titration? ............................................... ......................................
a. Before titration? ............................................... ...................................
b. after titration? ............................................... ......................................
4. Explain Definition of end point titration?
..................................................................................................................
..................................................................................................................
5. What is the concentration of HCl solution based on experimental data which have you done?
..................................................................................................................
..................................................................................................................
6. Write the acid-base titration experiment conclusions based on the results of experiments that you have done!
..................................................................................................................
..................................................................................................................
H. EVALUATION
AUTENTIC
ASESSMENT
A. Cognitive
No
|
Name
|
No Matter
|
Score
|
information
|
||||
1
|
2
|
3
|
4
|
5
|
||||
Note: Aspects assessed Score
1. Answer students' improper 0-25
2. Answer students do not complete but true 26-80
3. Complete and correct student answers 81-100
1. Answer students' improper 0-25
2. Answer students do not complete but true 26-80
3. Complete and correct student answers 81-100
B. Affective
Name Student
:
Class
:
No
|
Statement / indicator
|
5
|
4
|
3
|
2
|
1
|
Score
|
1
2
3
4
|
Asking
Read reference books
Cooperation in groups
Timeliness collect duties
|
Note : 5 = very good
4 = good
20
3 = enough
2 = less
1 = very less
B.
Psychomotor
Name of Student:
group:
class:
Name of Student:
group:
class:
No
|
Statement / indicator
|
5
|
4
|
3
|
2
|
1
|
Score
|
1
|
Using a lab coat.
|
||||||
2
|
Preparing tools / materials experiments
|
||||||
3
|
Stringing appliance titration.
|
||||||
4
|
Skills to experiment.
|
||||||
5
|
Washing and care of experimental tools.
|
||||||
6
|
organizing data
|
||||||
7
|
Analyzing the experimental data.
|
||||||
8
|
draw the
conclusion
|
||||||
9
|
Create reports experiments.
|
Note
: 5 = very good
4 = good
20
3 = enough
2 = less
1 = very less
PRACTICAL ASSESSMENT REPORT FORMAT
Group Name ……………Class ........ Date ........
Experiment title:
No
|
The components in the value
|
Penilaian
|
||
weight %
|
Score
|
Value
|
||
1
|
The formulation
of experimental purposes
|
5
|
||
2
|
Formulation of
the problem and hypotheses
|
10
|
||
3
|
Relevance literature review with the problem being solved
|
20
|
||
4
|
Organizing data obtained from experimental activities
|
15
|
||
5
|
Data analysis is in line with the problems solved
|
20
|
||
6
|
The discussion of the results of data analysis utilizing literature review made
|
20
|
||
7
|
Conclusions are made to focus on a goal or formulation of the problem
|
10
|
||
8
|
Grammar and language use
|
5
|
||
number
|
100 %
|
|||
Assessment Score : 1, 2, 3, 4, 5 (1 = very less, 2 =
less, 3 = enough, 4 = good, 5 = very good)
Total Score : ………………………….
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