RPP K13 : Determination / Estimation of Solution pH

LESSON PLAN

Name of School        : SMA Negeri 8 Jambi

Subject                    : Chemistry

Class / Semester      : XI / I

Lesson Subject         : Determination / Estimation of Solution pH

Time Allocation          : 2 x 45 Minutes (1 x meeting)

A. CORE COMPETENCY

KI 1 : Living and practicing the religious teachings it embraces

KI 2 : Living and practicing honest, disciplined, responsible, caring (peasant, cooperative, tolerant, peaceful) behavior, polite, responsive and pro-active and showing attitude as part of the solution to problems in interacting effectively with the social environment And nature and in placing ourselves as a reflection of the nation in the association of the world.

KI 3 : Understanding, applying, analyzing factual, conceptual, procedural knowledge based on his knowledge of science, technology, art, culture, and humanities with the insights of humanity, nationality, state and civilization on the causes of phenomena and events, and applying procedural knowledge to A specific field of study according to his or her talents and interests to solve problems.

KI 4 : Processing, reasoning, and recruiting in the realm of concrete and abstract realms related to the development of self-study in schools independently, and capable of using methods according to scientific rules.

B. BASIC COMPETENCE AND INDICATORS

KI	Basic Competence (KD)	Indicator of KD Achievement
KI 1	1.1 Recognizing the regularity of hydrocarbons, thermochemicals, reaction rates, chemical equilibrium, solutions and colloids as a manifestation of the greatness of God and the knowledge of such order as the result of creative human thought which is tentative.	1. Saying greeting upon entering the classroom     2. Increasing gratitude to God Almighty
KI 2	2.1 Demonstrate scientific behavior (curiosity, discipline, honest, objective, open, able to distinguish facts and opinions, resilient, conscientious, responsible, critical, creative, innovative, democratic, communicative) in designing and experimenting and discussing embodied Everyday attitude.      2.2 Demonstrate co-operative, courteous, tolerant, peace-loving and caring about the environment and cost-effective in utilizing natural resources.	1. showing discipline in carrying out the estimation practice determines the pH of the solution     2. showing an environmentally careful attitude during carrying out the estimated practice determines the pH of the solution
KI 3	3.1 Analyze the nature of the solution based on the concept of acid base and / or solution pH        (Focus: Determination of pH of the solution using some chemical indicator)	1. Describe some pH of the solution      2. Review the pH trajectory of several indicators
KI 4	4.1 Prompts ideas about the use of appropriate indicators to determine acid / base or acid / base titration	Students can estimate the pH of a solution

C. LEARNING OBJECTIVES:

Through experimental experiments, students can determine the approximate pH of some solutions and know the proper use of the indicator.

D. LEARNING MATERIALS

-   Acid-base indicator

- The color change route of some indicators

          An indicator is a complex compound that can react with acids and bases. With indicators, we can know an acidic and basic substances. The indicator can also be used to determine the strength level of an acid or base. Some indicators are made of natural plant dyes, but there are also some indicators synthesized in the laboratory. Indicators that are often available in the laboratory is litmus paper because it is practical and the price is cheap. We recognize two types of litmus paper, the red and blue litmus. In acidic solutions, litmus paper is always red in color, while in litmus paper base solutions are always blue. Thus, the acidic solution will convert the blue litmus paper to red and the base solution will change the red litmus color to blue.

Here are the pH indicators that we often use in the laboratory. The indicator shows the change in the color of the levency at a given pH range.

No	Indicator Name	Discoloration		Range PH
		From	To
1	Blue Timol	Red	Yellow	1,2 - 2,8
2	2.6 Dinitrophenol	Colorless	Yellow	2.0 - 4.0
3	Methyl yellow	Red	Yellow	2.9 - 4.0
4	Blue bromophenol	Yellow	Blue	3.0 - 4.6
5	Methyl orange	Red	Yellow	3,1 - 4,4
6	Bromkresol green	Yellow	Blue	3,8 - 5,4
7	Methyl red	Red	Yellow	4.2 - 6.3
8	Litmus	Red	Blue	5,0 - 8,0
9	Methyl purple	Purple	Green	4.8 - 5.4
10	P-Nitrophenol	Colorless	Yellow	5,6 - 7,6
11	Bromtimol blue	Yellow	Blue	6.0 - 7.6
12	Red phenol	Yellow	Blue	6.8 - 8.4
13	Phenolphthalein	Colorless	Red	8.3 - 10.0
14	Timolftalein	Colorless	Blue	9.3 - 10.6
15	Alizarien yellow R	Yellow	Violet	10.1 - 12.0
16	1,3,5-Trinitrobenzene	Colorless	Orange	12.0 - 14.0

          One indicator that has a good level of confidence is a universal indicator. The universal indicator is an indicator consisting of various indicators that have different colors for each pH value of 1-14. There are universal indicators in the form of solutions and there is also a paper. The universal indicator package is always equipped with a standard color for pH 1-14. In a solution, the hydrogen ion concentration, [H ^+], more expressed in the negative logarithm of the hydrogen ion concentration, known as PH larutan.pH = -log [H ^+] (Henderson-Hasselbalch equation, 1999) . The pH indicator is a substance (an acid or a weak base) that will change color over a certain range. The pH range that causes the color changing indicator is called the pH trajectory. The pH range that causes the color changing indicator is called the pH trajectory. If:

1. PH <pH trajectory (below the pH range) then the indicator will show the acid color

2. PH> pH route (above pH trajectory) then the indicator will show base color.

Example indicator: blue bromtimole (pH 6,0-7,6), red red (3,2-4,4), yellow alizarin (10,1-12,0)

E. LEARNING METHODS

Approach: Scientific

Methods: Experiments, information discussions, assignments

F. LEARNING ACTIVITIES

THE INTERNATIONAL MEETING

PRACTICAL PROCEDURES pH SOLUTIONS

Activity Steps
preliminary (10 minutes)	Core activities (65 minutes)	Cover (15 minutes)
1. Students pray      2. Students do ice breaking to focus students on learning activities      3. Students are introduced to see several types of chemical indicators      4. Apperception:  - How to determine a solution acidic, alkaline or neutral? - How to determine the pH of a solution?      5. Students listen to the teacher about the lesson objectives to be achieved	1. Students listen to the teacher's explanation of the pH route change of some indicators and observe the pH solution charts the teacher has provided.     2. Students prepare the tools and materials needed in a pH-determination practice     3. Students carry out the lab in accordance with the work chart      4. The teacher walks around monitoring, providing guidance, and asking questions about the color change of the solution with different indicator solutions also provide encouragement and assistance (for less-active students) when needed when students do their labs in groups      5. Students conducted an experiment to estimate the pH of a solution with various indicators      6. Students observe and write experiment data according to observation       7. Students discuss and answer questions in sheet lks with his group.       8. Students and teachers jointly discuss practicum data	1. Students are guided by teacher through question and answer to give conclusion during the lab     2. The teacher assigns a task to the next meeting which is to provide homework in the form of a practicum report and reminds to re-read the material to be learned at the next meeting     3. The teacher closes the lesson by taking lessons from the learned material.

G. TOOLS, MEDIA AND LEARNING RESOURCES

Equipment              : Test tube, Plat Drops, drops Pipette, test tube racks, NaCl solution, CH ₃ COOH, NaOH, HCl, detergent water, juice, Marker, Whiteboard,

Media                    : LKS, Chart stretch pH several indicators,

Learning Resources :  Chemical Handbook Volume 2 , Chemistry SMA / MA Class XI (Diknas) Hal 159-160. Www.books.google.com , Basic chemistry. Concepts of Core Chemistry. Volume 2. Raymond Chang. P. 142-145

H. ASSESSMENT

No	Aspect	Mechanisms and Procedures	Instrument	Information
1.	Spiritual Attitude	- Non Test	- Observation sheet
2.	Knowledge	-   Assignment of Written Test	-Problem Assignment (Double Choice Test) - Assessment rubric
3.	Social Attitude	- Observation Group	- Observation sheet
4.	Skill	- Performance assessment - Practicum Report	- Observation sheet - Assessment rubric

1. Assessment of Spiritual Attitude

A. Spiritual Assessment Instrument

Hint:

This sheet is filled with teachers to assess the attitudes of learners. Put a check mark (√) on the score column according to the spiritual attitude shown by the learner, with the following criteria:

1. Less, if learners never do

2. Enough, if learners sometimes do

3. Well, if learners often do

4. Very good, if learners always do.

No	Rated aspect	Rating Score				Information
		1	2	3	4
1	Say hello when entering the classroom
2	Increasing gratitude to God for the science given

B. Spiritual Assessment Rubric

No	Spiritual Aspects					Information
		1	2	3	4
1	Say hello when entering the classroom	Students do not say hello	Students rarely say hello	Students say hello not wholeheartedly	Students greet wholeheartedly
2	Increasing gratitude to God for the science that has been given	Students are not enthusiastic in following the lesson	Students are less enthusiastic in following the lesson	Students are quite enthusiastic in following the lesson	Students are very enthusiastic in following learners

2. Cognitive Assessment

No	Indicator	Problems example	Score
1	Estimates the pH of a solution	A solution when given a yellow alizarin indicator (route pH 10,1-12,0 color yellow acid and red base color) shows a reddish orange color then the pH of the solution is ... <10,1 10,1-11,05 11.5 11.05-12.00 > 12 Key answers: D The color orange means a mixture of both color (acid and base) Then pH = (10,1 + 12,0) / 2 = 11,05 The reddish orange color means the pH route approaching the base color (above the pH = 12.0 trajectory) So the pH of the solution is 11.05-12.0	1
2		A. <3.2       B. 3.2-3.8       C. 3.8       D. 3,8-4,4        E.  > 4.4              Key answers: B The color orange means a mixture of both color (acid and base) then pH = (3.2 + 4.4) / 2 = 3.8 Reddish orange color means pH trajectory approaching acid color (below route pH = 3.2) So the pH of the solution is 3.2-3.8	1
3		From some indicators: Indicator Route pH Discoloration Methyl Orange 3,1 - 4,4 Red-orange Methyl Red 4.2 - 6.2 Red Yellow Bromtimol Blue 6.0-7.6 Yellow-blue Phenolpthalein 8.3-9.6 Not colored A sample of river water was tested for pH by several indicators:        - With orange orange metal        - With blue blue bromtimol        - With yellow methyl red        - With colorless PP Then the pH of river water is predicted ...        A. 3.1 <pH <7.6 d. 5.4 <pH 6.0        B. 4.4 <pH <7.6 e. 7.6 <pH <8.3        C. 6,0 <pH <8.3 Key answers: E With orange methyl orange, then pH> 4.4 With methyl red yellow, then pH> 6.2 With blue blue bromtimol, then pH> 7.6 With PP colorless, then pH <8.3 So the pH of solution = 7.6 <pH <8.3	1
4		A solution when given a methyl red indicator (route pH 3.2-4.4, red acid color and yellow base color) shows a reddish orange color then the pH of the solution is ...      A. <3.2      B. 3.2-3.8      C. 3.8      D. 3,8-4,4      E. > 4.4 Key answers: B The color orange means a mixture of both color (acid and base) then pH = (3.2 + 4.4) / 2 = 3.8 Reddish orange color means pH trajectory approaching acid color (below route pH = 3.2) So the pH of the solution is 3.2-3.8	1
Scores gained
Value = Score obtained x 100 4

3. Aspects of Social Attitude

A. Instrument assessment of social attitudes

No	Name	Rated aspect								Total score
		Discipline				Environmental care
		1	2	3	4	1	2	3	4
1.
2.
3.

B. Assessment rubric

The indicators of discipline are as follows:

1. Arrive on time

2. Comply with discipline during the lab

3. Work / collect tasks / reports in accordance with the time specified

4. Following the activity during the lab to the end

Environmental Caring attitude indicators:

1. Removing the remaining use of the substance is in place

2. Washing the practically clean tools at the sink

3. Dry the tools practically dry

4. Tidy / clear the table, chairs after practicum

Rated aspect	Score	Criteria / descriptor
Discipline	4	If students meet all four criteria indicators
	3	If the student meets all three criteria indicators
	2	If the student meets both of the indicators criteria
	1	If the student meets only one indicator criterion
Environmental care	4	If students meet all four criteria indicators
	3	If the student meets all three criteria indicators
	2	If the student meets both of the indicators criteria
	1	If the student meets only one indicator criterion

INFORMATION

QUALITY CRITERIA QUALITY RATE

8 Very Good A

6-7 Good B

4-5 Enough C

2-3 Less D

4. Aspects of Skills (Psychomotor)

No		Name		Rated aspect																Score
				Systematic steps of workmanship				Observe the events that occur during the reaction				Skills on the use of practicum tools				Presents the results of practicum activities
				1	2	3	4	1	2	3	4	1	2	3	4	1	2	3	4
1.
2.

Assessment rubric

Rated aspect	Score	Criteria / descriptor
Systematic steps of workmanship	4	Students perform experiments according to the procedure and do so in the order and results obtained as expected
	3	Students perform experiments according to the procedure and do so in order but the expected results are not yet appropriate
	2	Students perform experiments according to procedure but not in sequence
	1	Students do not experiment in accordance with the procedures given
Observe the events that occur during the reaction	4	Students observe the reaction carefully and all events are well observed
	3	Students observe the reaction with less precision, only partially observed events
	2	Students only see the reaction going on but no observations
	1	Students do not observe events that occur during the reaction but do other activities.
Skills on the use of practicum tools	4	Students use appropriate and correct tools in how to use them as well as meticulous in reading of tool scale, tool calibration and also meniscus tool
	3	Students use appropriate and correct tools in how to use them but not thoroughly in reading tool scale, tool calibration and also meniscus tools
	2	Students use tools that fit their function but are still not quite right with how to use them
	1	Students use inappropriate and inappropriate tools with their functions
Presents the results of practicum activities	4	Students perform well and communicate and interact with all students
	3	Students perform well and are communicative but lack interaction with all students
	2	Students want to appear but less communicative with other students
	1	Students look nervous and do not want to talk during the presentation

INFORMATION

QUALITY CRITERIA QUALITY RATE

13-16 Very Good A

10-12 Good B

7-9 Enough C

4-6 Less D

TERSTRUCTURE TASK

Practicum Report

Practical Reporting Assessment Format

Student's name :

Systematic Report	Score Weight	Scores gained
Title	1
Aim	1
Tools and materials	2
Work steps	4
Observation data	4
Data analysis	8
Discussion	12
Conclusion	8
Answer questions	8
Bibliography	2
Total Score	50
Value = Score obtained x 100 50