Lesson Plan Solubility and Solubility Product

By Tessa Eka Yuniar 1

LESSON PLAN

1. Specifications Subject of Learning

Subjects : Chemistry

Subject Matter : Solubility and Solubility Product

Grade / semester: XI / 2

Target Group : SETS vision and approaches

Meetings : 1st

Time Allocation : 2 x 45 minutes

2. Achievements Competence and Indicators

Standard Competencies

4. Understanding the properties of the acid-base solution, methods of measurement, and

its application.

Basic Competencies

4.7 Predicting the precipitate’s formation of a reaction based on the principle of

solubility and solubility product.

Indicators

4.7.1 Describe the equilibrium in a saturated solution or a salt solution that is difficult

to dissolve.

4.7.2 Connecting the solubility product constants with the solubility or deposition.

4.7.3 Write down the expression of solubility product (Ksp) of various electrolytes

soluble in water.

4.7.4 Calculate the solubility of a poorly soluble electrolyte based on solubility product

(Ksp) pricing data or vice versa.

3. Learning Activities

Learning Approach : SETS approach

Forms of Learning Activities :

a. Preliminary (5 minutes)

Students are asked to imagine if we add one teaspoon of salt in a glass of water, then

stirred then the salt will dissolve. Teachers demonstrate the solubility of salt and

adding salt in the solution so that the salt does not dissolve anymore.

b. Main Activities (70 minutes)

1. Teachers communicate the learning materials (15 minutes)


1) equilibrium in a saturated solution, definition the solubility and solubility

product,

2) the relationship between solubility and solubility product.

2. Teachers guide students to form groups of 4-5 people. (3 minutes)

3. Each group is given in the form of discussion about the different and the concepts

of science solubility in the form of technology in the form of salt purification

process. (2 minutes)

4. Each group discusses the implications related to purification SETS salt. (15

minutes)

5. Each group wrote down the results discussed in the student worksheet. (10

minutes)

6. Representatives from each group presented the results discussion in the

classroom. (25 minutes)

c. Closing Activities (15 minutes)

1. Teacher guided the discussion forum to conclude about the existence of salt that

implicates SETS both in terms of advantages and disadvantages. (10 minutes)

2. Each group writes a logical conclusion in the student worksheet, and then

collected. (5 minutes)

3. Learning Devices

Tools / materials:

Whiteboard, markers, erasers, student worksheets, beaker glass, salt (NaCl), stirrer, LCD,

computer, presentation of solubility and solubility product.

Reference sources :

Purba, Michael. 2004. Kimia untuk SMA Kelas XI. Jakarta: Erlangga.

Sutresna, Nana. 2007. Cerdas Belajar Kimia untuk Kelas XI SMA/MA. Bandung:

Grafindo Media Tama.

Article from the Internet about the purification process of table salt.

4. Learning Product

Human Resources

a. Students who understand the meaning / definition of solubility and solubility

product.

b. Students who understand the relationship between solubility and solubility product.


c. Students who understand the implications SETS linkages for the concept of science


Non Products Human Resources

a. Collection of discussion results SETS visionary about the process of purification salt

related to scientific concepts the solubility and solubility product.

b. Collection of discussion results in do the problems correctly.

5. Program Evaluation and Learning Results

Program Evaluation

The adequacy and appropriateness of planning, implementation, and evaluation through

self-observation, group, and the process by teachers and students.

Learning Results

a. Cognitive aspects

1) Test the understanding of solubility and solubility product

2) Test the understanding of the solubility product constant the relationship between

with the solubility or deposition.

3) Test the ability to write an expression for Ksp of electrolytes various poorly

soluble in water.

4) Test the ability to calculate the solubility of a poorly soluble of electrolytes based

on Ksp pricing data or vice versa.

b. Affective aspects

Procedure: direct observation of the students impression that includes expression,

comments, and other physical reactions when demonstrated in the process of

dissolution of salt in water.

c. Psychomotoric aspects

Procedure: direct observation of the student's ability to conduct discussions and skills

to manage group discussions.

6. Responsible Person

Teachers of chemistry subjects

The Headmaster


LESSON PLAN






Meetings : 2nd





its application.

Basic Competencies



Indicators

4.7.5 Describe the effect of adding the common ions in solution and its application.

4.7.6 Explain the relationship between solubility product (Ksp) and pH.

4.7.7 Estimate the formation precipitation by price constant solubility product (Ksp)

and prove it by experiment.





Teachers encourage students to remember in the morning when brushing your teeth

and mouth feel fresh and imagine what happens when we use toothpaste accidentally

swallow. Teacher informs that today the students will discuss the processes and

reactions that occur in the addition of fluoride in toothpaste and its implications to the

elements of SETS.




1) Common ion effects against the solubility.

2) The relationship between pH and Ksp.

3) The precipitation process.

2. Teachers guide students in groups consisting of 4-5 people are like the previous

meeting. (3 minutes)

3. Each group was given a discussion of articles with the topic of the addition of

fluoride in toothpaste. (2 minutes)

4. Each group discusses the implications of SETS related to addition of fluoride in

toothpaste. (15 minutes)

5. Each group wrote down the results discussed in the student worksheet. (10

minutes)

6. Representatives from each group presented the results of discussion in the

classroom. (25 minutes)


1. Forum discussion is guided by the teacher to conclude about the addition of

fluoride in toothpaste SETS that implicates of both in terms of advantages and

disadvantages. (5 minutes)

2. Each group writes a logical conclusion in the student worksheet, and then

collected. (5 minutes)

3. Teachers assign tasks to each group to create a clipping about scientific concepts

solubility and solubility product of with the topic of: the formation of stalactites

and stalagmites, the photographic industry, the process of removal of water

hardness, ulcer medications, intravenous fluids, eye drops, and isotonic drinks to

be presented at the next meeting. (5 minutes)

4. Learning Devices

Tools / materials:

Whiteboard, markers, erasers, student worksheets, article about the addition of fluoride

in toothpaste, LCD, computer, presentation of solubility and solubility product.

Reference sources :




Articles from the Internet about the addition of fluoride in toothpaste.


5. Learning Product

Human Resources

a. Students who understand the effects of the addition of ions to the solution common.

b. Students who understand the effect of pH on solubility.

c. Students who able to calculate Qc to predict the formation of precipitate based on

Ksp price data.

d. Students who able to explain the implications of the relationship elements of SETS

in the discussion on the addition of fluoride in toothpaste.


a. Collection of discussion results SETS visionary about the addition of fluoride in

toothpaste related to scientific concepts of solubility and solubility product.

b. Collection of results exercises correctly.


Program Evaluation



Learning Results


1) Test the understanding of the effect of the addition of common ions to the

solution.

2) Test the understanding of the effect of pH on the solution.

3) Test the ability to calculate Qc to predict the formation of precipitate based on

Ksp price data.



comments, and other physical reactions during the learning process.






The Headmaster


LESSON PLAN






Meetings : 3rd





its application.

Basic Competencies



Indicators

4.7.8 Giving an example of the application of scientific concepts of solubility and

solubility product in daily life.

4.7.9 Explaining the application of solubility and solubility product and the relationship

of science concept of solubility and solubility product with another elements of

SETS reciprocally.





Students are asked to imagine what they are going to see if Cave Jatijajar. In there,

there are precipitate of limestone that form stalactites and stalagmites ornament.

Teachers encourage students to think about the process that takes place. Thus

forming the stalactites and stalagmites.




1) Examples of the application of concept of solubility and solubility product in

daily life.

2) Application of solubility and solubility product and the relationship of science

concept of solubility and product solubility with another element of SETS

reciprocally.

2. Teachers guide students in groups consisting of 4-5 people as the previous

meeting. (5 minutes)

3. Teachers choose some clipping that has been assigned at the previous meeting.

Students present the results of clipping in front of the class in turn. Students who

do not come forward presentation listening and record the important things

thoroughly. Teachers analyze, evaluate students' problem solving process and

examine the findings of the student to ensure the correctness of those findings.

(40 minutes)

4. Teachers guide students to reflect on the results of solving the problems they

discuss and give rewards to a group that has been succeed and provide motivation

for groups who have not succeeded (if any). (10 minutes)


1. Forum discussion is guided by teacher to conclude regarding the application of

scientific concepts solubility and solubility product of which implicates to SETS.

(5 minutes)

2. Each group wrote on the discussion with the logical conclusion then collected. (5

minutes)

3. Teachers assign tasks to each group to bring products related to the application of

scientific concepts solubility and solubility product at the next meeting. (5

minutes)

4. Learning Devices

Tools / materials:

Whiteboard, markers, erasers.

Reference sources :




Article from the internet about the formation of stalactites and stalagmites.


5. Learning Product

Human Resources

a. Students are able to give examples of the application of scientific concepts solubility

and solubility product in their daily lives.

b. Students are able to explain the application of solubility and solubility product and the

relationship of science concepts of solubility and product solubility with another

element of SETS reciprocally.


a. Collection of clippings about the application of scientific concepts solubility and

solubility product in daily life associated with elements of SETS.

b. Collection of discussion results SETS visionary about scientific concepts solubility

and solubility product.


Program Evaluation



Learning Results


1) Test the ability of the students to give examples of the application of scientific

concepts solubility and solubility product in daily life.

2) Test the ability of the students to explain the application of solubility and

solubility product and the relationship of science concepts of solubility and

product solubility with another element of SETS reciprocally.









The Headmaster


LESSON PLAN






Meetings : 4th





its application.

Basic Competencies



Indicators

4.7.10 Mention of products resulting from concepts of solubility and solubility product.

4.7.11 Explain the advantages and disadvantages of technology products produced for

the environment and society.





Teachers encourage students to imagine when we have stomach ulcers we tend to

consume ulcer drug. When consumed in excess, it will cause constipation. Teachers

ask students why constipation can occur. At this meeting we will discuss the

products, advantages and disadvantages of the application of scientific concepts



1. Students collect products that have been assigned at the previous meeting. (5

minutes)

2. Teachers guide students to groups as in the previous meeting. (5 minutes)


3. Each group discusses the advantages and disadvantages of products related to

scientific concepts solubility and solubility product that has been brought and

connect with elements of SETS. (20 minutes)

4. Each group writes the results of the discussion in a written report (10 minutes)

5. Representatives from each group presented the results of the discussion. (30

minutes)

c. Closing activities (15 minutes)

1. Forum discussion is guided by the teacher to conclude regarding products,

advantages and disadvantages of the application of concepts of solubility and

solubility product of which implicates to SETS. (10 minutes)

2. Each group wrote a logical conclusion in written reports then collected. (5

minutes)

4. Learning Devices

Tools / materials:

Whiteboard, markers, erasers.

Reference sources :




5. Learning Product

Human Resources

a. Students are able to mention the product from concepts of solubility and solubility

product.

b. Students are able to explain the advantages and disadvantages of technology products

produced for the environment and society.


Written reports discussion results SETS visionary about scientific concepts solubility and

solubility product.


Program Evaluation



Learning Results



1) Test the ability to mention products resulting from concepts of solubility and

solubility product.

2) Test the ability to explain the advantages and disadvantages of technology

products produced for the environment and society.









The Headmaster

Documents

Lesson Plan Solubility and Solubility Product