LESSON PLAN

Unit Education : High School

Subjects : Chemistry

Class / Semester : XI / 1

Highlights : Chemical Equilibrium

Sub Highlights : Dynamic Equilibrium

Allocation of Time : 2 x 45 minutes

I. Core Competencies
KI 1: Living and practice the teachings of their religion
KI 2: Living and practicing honest behavior, discipline, responsibility, caring
(mutual assistance, cooperation, tolerance, peace), polite, responsive and
pro-active and displayed as part of the solution to various problems in
interacting effectively with the social environment and nature and the
place itself as a reflection of the nation in the association world.
KI 3: Understanding, applying, analyzing factual knowledge, conceptual,
procedural sense curiosity based on science, technology, art, culture, and
humanities with human insight, national, state, and civilization-related
causes of phenomena and events, as well as apply the procedural
knowledge in specific field of study according to their talents and interests
to solve the problem.
KI 4: Rework, reasoning, and give in the realm of concrete and abstract domains
associated with the development of the learned in school independently,
and is able to use the method according to the rules of science
 II. Competence Basic
1.1. Recognizing the regularity of the particle structure of matter as a
manifestation of the glory of God Almighty and the knowledge of the
structure of matter particles as a result of human creative thinking that truth is
tentative.
2.1. Demonstrate scientific behavior (having curiosity, discipline, honest,
objective, open, able to distinguish fact and opinion, tenacious, thorough,
responsible, critical, creative, innovative, democratic, communicative) in
designing and conducting experiments and discussions are realized in attitude
everyday.

2.2. To Show cooperative behavior, polite, tolerant, peace-loving and caring

environment and saving in the use of natural resources.
2.3. Shows the behavior of responsive and pro-active as well as wise as a form
of problem-solving skills and make kep messenger.
3.8. Analyze the factors that influence the shift towards equilibrium applied in
the industry.

III. Indicators Of Competence Achievement

1. Explain the dynamic equilibrium.
2. Analyzing homogeneous and heterogeneous equilibrium.

IV. Learning Objectives

A. Cognitive
Through group discussions, properly students can:
1. Explain reversible and irreversible reactions
2. Describes a chemical reaction reaches a dynamic equilibrium
3. Analyzing equilibrium homogeneous and heterogeneous equilibrium
B. Affective
Students demonstrate behaviors or attitudes honest, disciplined, responsible,
curious, and cooperation.
 C. Skills
Students can ask questions, answer questions, and argues properly in the
learning process

V. Subject Matter
Highlights : Chemical Equilibrium
Sub Highlights : Dynamic Equilibrium

VI. Approaches and Methods of Learning

Approach : Scientific
Model : Cooperative Learning STAD
Methods : In-depth information, assignments

VII. Lesson
No
Of Learning Activities The Time
.

1. INITIAL ACTIVITY 10 Minutes

Teachers say hello to students
Before start learning, the teacher invites students pray according
to their own beliefs

Teachers check attendance of learners

Recap and motivation of teachers give to students

Recap: In previous meetings you've learned about the reaction
rate. Where the reaction rate is reduced the amount of
reactants or the increase in the number of products in a unit
time. In the reaction rate, an irreversible reaction but a
unidirectional reaction called irreversible reaction (1 arrow
). It turns out there is a reaction in a chemical reaction that
can be discharged and no reaction takes place on - being
studied in chemical equilibrium Now we will learn about the
chemical equilibrium. In chemical equilibrium reactions that
occur are reversible reaction (reversible).
Motivation : Teacher linking dynamic equilibrium in everyday life.
 Have you ever seen a burning paper? Is the ashes of
burning paper can be converted back to its original
paper? The process can not be done, is not it? Reaction
like that is classified as a reaction that takes place in
the same direction or reaction irreversible
(irreversible). Well what can reverse reaction
(reversible)? This reaction is analogous to an ice cube,
which was originally made of water ice, and when ice
is placed in an open environment, how it is? Melt is not
it? And he turned back to its original form, namely
water. So what is a reversible reaction (reversible)?
Teachers and expressed purpose of learning
2. CORE ACTIVITIES 70 Minutes
The teacher divides the students into heterogeneous groups of 4-
5 students
Participants students sitting in group respectively
Teacher gives L APD
Viewing:
Teachers give students the opportunity to read reference books /
L APD of dynamic equilibrium
The teacher asks the students to pay attention to instructional
media (Power Point) are presented teachers of dynamic
equilibrium
Teachers learning to associate with KI 1:
So much balance that God bestows upon His servants. For example,
the balance between day and night, where the letter Yaseen
paragraph 40, which means:
"It is not possible for the sun and the moon pursuing night may not
precede the afternoon. Each circulating in orbit "
Thus, we must give thanks to all the blessings that God has
bestowed.
Ask:
How reversible reaction can occur?
How can a say in the equilibrium reaction?
How is the equilibrium reaction?
Collecting the data:
Students discuses difference irreversible and reversible reactions
and examples.
 Students discuses equilibrium reactions and the types
Associate:
Students conclude types of chemical reactions
Students conclude a reaction in equilibrium
Summing up the equilibrium reaction conditions and the types
Communicating:
Students present the discussion of irreversible and reversible
reactions
Students present the discussion of the equilibrium reaction and
the types
Teachers give students the power to learning
3. ACTIVITY END 10 Minutes
Students summarize the results of teacher-led learning
Teachers provide time for students to reflect on the
lessons
Teachers provide evaluations to students about the
material that has been studied
The teacher tells the subject matter that will come
Teachers shut learning

VIII. Resources and Learning Media

a. Learning Resources
Sudarmo, Superior. 2014. Chemical For SMA / MA Class XI. Jakarta:
Erlangga
b. Instructional Media
1. Equipment: Infocus
2. Material: Slide teaching materials
IX. Assesment
Rated aspect Assessment Techniques Time Ratings

Completion of
1. Assignment (Attached)
Cognitive individual and group
assignments
2. Written test(Attached)

Observation Sheet Discussion groups and

Affective during the learning
(Attached) process

Performance assessment sheet Discussion groups, and

Skills during the learning
(Attached)
process

Pekanbaru, 28 October 2014

Teachers Tutor Student

Dra. Hj. Novia Husneli Fitriatul Hasanah

NIP. 19601122 198503 2 003 NIM.1105120720

Knowing,
Headmaster of SMAN 1 Pekanbaru
 Dra.Wan Roswita,M.Pd
NIP.19680119 199103 2 002

Name of Group :
Name :
Class :

LEARNING OBJECTIVES

Through group discussions, properly students can:

1. Explain reversible and irreversible reactions
2. Describes a chemical reaction reaches a dynamic equilibrium
3. Analyzing equilibrium homogeneous and heterogeneous
equilibrium

INSTRUCTION

1. Learn and understand the material on the LAPD

2. Answer the questions on the LAPD correctly

3. Discuss the answers with the group members

4. The time allotted for 20 minutes

Material

1. Reversible and irreversible reactions Reactions

Irreversible reaction (irreversible) is a reaction which runs one direction

from left to right and substances reaction products can not react back to
form reactants.
Its distinctive characteristics:
The reaction is written with an arrow ()
The reaction takes place in one direction from left to right
Substances reaction products can not be returned as early substance
The new reaction stops when one - one or all of the reactants
exhausted.
Example: Mg (s) + 2HCl (aq) MgCl 2 (aq) + H 2 (g)
Reversible reaction (reversible) is a reaction that goes both ways and
substances reaction product can be returned.
Characteristics:

The reaction is written with two opposite arrows ( )

The reaction takes place from two directions, ie from left to right
and from right to left.
The right reaction is called the forward reaction
Reaction left called backlash
Substance reaction products can be returned early as first substance
Reaction never stops because the component substances
inexhaustible
The reaction rate equal to the rate of the reaction left to right

Example : 2HI(g) H2(g) + I2(g)

BiCl3(aq) + H2O(l) BiOCl(s) + 2HCl(aq)

2. State Equilibrated

Various chemical reactions are not all able to reach equilibrium. And to
achieve the equilibrium there are some special requirements that the reaction
on both sides (reversible), a closed system and is dynamic. Closed system is a
system in which the reaction of both substances react and reaction products
remain in the system. Closed system does not always have to happen in a
closed container, except in the reaction gas. And dynamic means of
microscopic reaction takes place continuously in both directions at a rate equal
to the rate of reaction formation reaction behind it.

3. Type of Chemistry Equilibrium Based On The Form

Homogeneous equilibrium is an equilibrium in which there are substances

with the same form.

Example: N2(g) + 3H2(g) 2NH3(g)

2HI(g) H2(g) + I2(g)

Heterogeneous equilibrium is an equilibrium in which there are substances
with different manifestations.

Example: H2O(g) H2O(l)

BiCl3(aq) + H2O(l) BiOCl(s) + 2HCl(aq)

Task!

1. No chemical reactions that take place in the same direction (irreversible)

and there are irreversible (reversible). Explain the difference accompanied
with examples!
Answer:






2. When is a said to be in equilibrium reaction? and what requirements must

be met in order for a reaction can be categorized equilibrium reaction?
Answer:

3. Why chemical equilibrium is also called dynamic equilibrium? Explain!

Answer:



..

4. Consider the following equilibrium reaction:

CaCO3(s) CaO(s) + CO2(g)

Is CaCO3 decomposition in open containers can achieve dynamic

equilibrium? Explain it!
Answer:


.

5. Determine whether the following equilibrium relatively homogeneous or

heterogeneous equilibrium?
a CO(g) + H2O(g) CO2(g) + H2(g)
b. NO2-(aq) + H2O(l) HNO2 (aq) + OH-
 c. N2O4(g) 2NO2(g)
d. CH4(g) + H2O(g) CO(g) + 3H2 (g)
Answer:


..............................................
............................................................................................................................

ANSWER KEY

STIDENTS WORKDHEET

DYNAMIC EQUILIBRIUM

1. No chemical reactions that take place in the same direction (irreversible)

and there are irreversible (reversible). Explain the difference accompanied
with examples!
Answer:

a. Irreversible reaction (reaction one way) is the reaction that takes place
completely (one way) and will stop when one or all of the reactants and
substances discharged reaction products can not be returned as the original
substance. As an example of the formation reaction of salt (NaCl), where
NaCl produced could not be parsed back into its constituent substances.

NaOH(aq) + HCl(aq) NaCl(aq) + H2O(l)

b. Reversible reaction (reaction back and forth) is a reaction that can last
from two directions, ie from the substance of the reactants and products of
substances. This reaction has never stopped since the component
substances and substances inexhaustible reaction products (products) can
be returned as early substance
As an example of the formation reaction HI and HI decomposition
reaction follows. HI-forming reaction is the opposite of the HI
decomposition reaction, and both can occur simultaneously.
 H2(g) + I2(g) 2HI(g)

2. When is a said to be in equilibrium reaction? And what requirements must

be met in order for enrichment can be categorized reaction equilibrium
reaction? Explain!
Answer:
A reaction is said in equilibrium when the rate of the forward reaction, v 1, is
equal to the rate of the reverse reaction, v 2, (v 1 = v 2). This means that the rate
of "disappearance" of a component equal to the rate of formation of the
components, so that there is no macroscopically visible changes in the system
To be able to be an equilibrium reaction, the necessary requirements, among
others:
Reversible reaction
Closed system
Is dynamic

3. Why chemical equilibrium is also called dynamic equilibrium?

Answer:
Because when the reaction reaches equilibrium actually still continues over
time (dynamic) on a microscopic level, although macroscopic reaction as if
suspended.

4. Consider the following equilibrium reaction:

CaCO3(s) CaO(s) + CO2(g)

Is CaCO 3 decomposition in open containers can achieve dynamic

equilibrium?
Answer:
Do Not. Open container made of CO 2 out of the system so that the dynamic
equilibrium can not be achieved.
5. Determine whether the following equilibrium relatively homogeneous or
heterogeneous equilibrium?

a. CO(g) + H2O(g) CO2(g) + H2(g)

b. NO2-(aq) + H2O(l) HNO2 (aq) + OH-
c. N2O4(g) 2NO2(g)
d. CH4(g) + H2O(g) CO(g) + 3H2 (g)
Answer:
a. homogeneous equilibrium c. homogeneous equilibrium
b. heterogeneous equilibrium d. homogeneous equilibrium
 EVALUATION
1. A reaction is said to reach equilibrium if ....
a. The reaction rate equal to the rate of the reaction left to right
b. Total left side reaction coefficient equal to the right hand side

c. Mole substances before and after the same reaction

d. Mass substances before and after the same reaction

e. The reaction not last longer.

2. The reaction equilibrium is dynamic if ....
a. The reaction continued two opposite directions microscopically

b. The reaction continued two opposite directions macroscopic

c. The number of moles on the left side is equal to the number of moles on
the right side

d. The reaction of the reaction is always the same left from right

e. Changes in the equilibrium reaction in both directions continuous reaction

3. Among the reactions below which a homogeneous equilibrium is ... ..

a. CaCo3(s) CaO(s) + CO2(g)

b. Fe3+ + SCN- [Fe(SCN)]2+
(aq) (aq) (aq)

c. H2O(g) H2O(l)
d. Ni(s) + 4 CO(g) Ni(CO)4(g)
e. AgCl Ag+ + Cl-
(s) (aq) (aq)
 Answer Key

EVALUATION

1. A reaction is said to reach equilibrium if ....

a. The reaction rate equal to the rate of the reaction left to right
b. Total left side reaction coefficient equal to the right hand side

c. Mole substances before and after the same reaction

d. Mass substances before and after the same reaction

e. The reaction not last longer.

2. The reaction equilibrium is dynamic if ....
a. The reaction continued two opposite directions microscopically

b. The reaction continued two opposite directions macroscopic

c. The number of moles on the left side is equal to the number of moles on
the right side

d. The reaction of the reaction is always the same left from right

e. Changes in the equilibrium reaction in both directions continuous reaction

3. Among the reactions below which a homogeneous equilibrium is ... ..

a. CaCo3(s) CaO(s) + CO2(g)

b. Fe3+ + SCN- [Fe(SCN)]2+
(aq) (aq) (aq)
 c. H2O(g) H2O(l)
d. Ni(s) + 4 CO(g) Ni(CO)4(g)
e. AgCl Ag+ + Cl-
(s) (aq) (aq)

Appendix 1

COGNITIVE ASSESSMENT SHEET

Name of School : SMAN 1 Pekanbaru

Subject : CHEMISTRY
Class / Semester : XI / 1
Material : Chemical Equilibrium (Dynamic Equilibrium)

1. Rating L APD

Number Problem
No. Name of Students Score Ket
1 2 3 4 5
 Score
Value= x 100
Total Score

2. Evaluation Assessment

No Number Problem
Name of Students Score Ket
. 1 2 3 4

Score
Value= x 100
Total Score
Appendix 2

ASSESSMENT SHEET AFFECTIVE

Name of School : SMAN 1 Pekanbaru

Subject : CHEMISTRY
Class / Semester : XI / 1
Material : Chemical Equilibrium (Dynamic Equilibrium)
The attitude indicator
Discipli Be To be Coopera Curios
Total
No Name of Students ne Honest responsi tion ity
Score
ble
1 2 3 1 2 3 1 2 3 1 2 3 1 2 3
 ** Tick () the appropriate score numbers

Descriptors:
Discipline
1. Students solve the problems given in a timely manner
2. Students do not make a scene in the classroom
3. Students are not out of the classroom
Be Honest
1. Students work group tasks within each group
2. Students working on the evaluation of each
3. In the group, students are expected to work together, not just one person
working
To Be Responsible
1. Students actively in group discussions
2. Students can explain the results back to the front of the group discussion
3. Students submit arguments / opinions which he correctly
Cooperation
1. Students do their worksheet in groups
2. Students find solutions to problems in joint d a l a m group
3. Students survive peer group as well as the work of other groups
Curiosity
1. Students find out the answer to the problem given to him
2. Students ask questions
3. Students argue with the hope to find out if his opinion is true or not
Assessment:
Score 3: Three aspects are met
Score 2: Two aspects are met
Score 1: One aspect is met

Score
Value= x 100
Total Score(15 score)

Appendix 3

SKILLS ASSESSMENT SHEET

Name of School : SMAN 1 Pekanbaru

Subject : CHEMISTRY
Class / Semester : XI / 1
Material : Chemical Equilibrium (Dynamic Equilibrium)
Skill Indicators Total
N Score
Name of Students
o Asking Reply Contend
1 2 3 1 2 3 1 2 3
 ** Tick () the appropriate score numbers

Specification aspects assessed:

No Rated aspect Descriptors Score

.
Students can ask Students do not ask questions 1
1. Students can ask questions but not in 2
questions.
accordance with the material being studied
Students can ask a question in accordance 3
with the expected material
2 Students can Students do not answer the question 1
answer questions Students can answer the question but 2

(reasoning) wrong or inaccurate.

Students can answer the question 3
correctly.
3 Students can Students do not express opinions / ideas 1
express opinions / about the material being studied
ideas. Students can express opinions / ideas 2
about the material being studied but
incorrect or inaccurate
Students can express opinions / ideas 3
about the material being studied by the
appropriate

Score
Value= x 100
Total Score(9 score)