LESSON PLAN

Level of Education

: Senior High School

School

: SMA SIS (Sekolah Indonesia Singapura)

Class/Semester

: XI/Second

Subject

: Chemistry

Subject Matter

: Chemical Equilibrium

Meeting

:1

Time Allotment

: 1 x 45 minutes (Once Meeting)

Main Competence 1 (KI 1):

Appreciating and practicing the religious teaching which embraced
Basic Competence
1.1 Aware of the regularity of hydrocarbon properties, thermo-chemistry, reaction
rates, equilibrium chemistry, colloidal solution and as a manifestation of the
greatness of God the Almighty and the knowledge about the existence of such
orderliness as a result of creative thinking the human truth is tentative.
Indicator
1. Realize the chemical equilibrium as Almighty God massiveness.
Learning Objective :
1. Students may be aware of the chemical equilibrium as a manifestation of
the greatness of God Almighty.

Main Compentence 2 :
Appreciating 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 and natural environment
as well as in position ourselves as a reflection of the nation in the
association world.

Basic Competence :
2.1 Show the scientific behavior (have curiosity, discipline, honest, objective,
open mind, be able to differ fact and opinion, tape, precise, responsibility,
critic, creative, innovative, democratic, communicative) in design and
doing experiment and discuss that applied in daily life.
2.2 Behave in cooperation, polite, tolerant, peace-loving and caring
environment and efficient in utilizing natural resources.
2.3 Show the behavior of the responsive and proactive as well as wise as a
manifestation of the ability to solve problems and make decisions
Indicator :
Honest attitude, discipline, and responsible
Honest:
a. Delivering something based on the actual situation
Discipline
a. Always present in class on time
b. Working worksheet appropriately and timely guidance
Responsible
a. Responsible to the task that given in a group when discussion is
done.
Learning objectives
1. In the implementation of learning activities, students can practice and
apply the honest attitude
2. In the implementation of learning activities, students can practice and
apply the discipline attitude
3. In the implementation of learning activities, students can practice and
apply the responsible attitude

Main Competence 3 (KI 3)

Understanding, implicating, analyzing factual, conceptual and procedural

knowledge based on curiosity of science, technology, art, culture, humanities, with
insight into humanity, national, state, and civilization in related causes of
phenomena and events, as well as applying procedural knowledge in a specific
field of study according to their talents and interests to solve problems
Basic Competence :
3.8

Analyze the factors that affect the equilibrium shifts towards

industrial application

3.9

Determine the quantitative relationship between reactants with the

reaction product of an equilibrium reaction.

Indicator :
1. Analyze the effect of changes in concentration at equilibrium shift based
on Le Catelier priciple.
Learning Objective:
1. Doing an experiment, student able to analyze the effect of changes in
concentration at equilibrium shift based on Le Catelier priciple.
2. Given a problem, student able to explain the effect of changes in
concentration at equilibrium shift based on Le Catelier priciple.

Main Competence 4 (KI 4):

Processing, reasoning, present, and create in the realm of the concrete and the
abstract domains associated with the development of the learned at school
independently and act effectively and creatively, and able to use the scientific
method
Basic Competence
4.8 Design, conduct, and conclude and present the experimental results of the
factors that influence the direction of the equilibrium shift.
4.9 Solve problems related to the quantitative relationship between reactants
with the reaction product of an equilibrium reaction.

Indicator
1. Conducting experimental about the effect of concentration to the direction
of the equilibrium shift.
2. Inferring the experiment result.
Learning Objective
1.

By conducting the experiment, students will be able to mastery scientific

performance skill; designing tools, identifying and analyzing the effect of

2.

concentration to the direction of the equilibrium shift.

Based on the results of experiment, student will be able to analyze and

3.

infer them accordance the purpose of experiment.

Based on the results of experiment, student will be able arrange a written
report of experiment.

LEARNING MATERIALS

Le Chtelier's Principle
Le Chtelier's principle states that if a dynamic equilibrium is disturbed
by changing the conditions, the position of equilibrium shifts to counteract the
change to reestablish an equilibrium. If a chemical reaction is at equilibrium and
experiences a change in pressure, temperature, or concentration of products or
reactants, the equilibrium shifts in the opposite direction to offset the change. This
page covers changes to the position of equilibrium due to such changes and
discusses briefly why catalysts have no effect on the equilibrium position.
Concentration Changes
Le Chtelier's principle states that if the system is changed in a way that
increases the concentration of one of the reacting species, it must favor the
reaction in which that species is consumed.
a. Increasing a concentration
According to Le Chtelier, the position of equilibrium will move in such a
way as to counteract the change. Like when increasing the concentration of
A , the equilibrium position will move so that the concentration of
A decreases again by reacting it with B to form more C and D. The
equilibrium moves to the right (indicated by the green arrow below).

b. Decreasing a concentration
In the opposite case in which the concentration of A is decreased,
according to Le Chtelier, the position of equilibrium will move so that the
concentration of A increases again. More C and D will react to replace the
A that has been removed. The position of equilibrium moves to the left.

This is essentially what happens if one of the products is removed as soon

as it is formed. If, for example, C is removed in this way, the position of
equilibrium would move to the right to replace it. If it is continually
removed, the equilibrium position shifts further and further to the right,
effectively creating a one-way, irreversible reaction.

LEARNING MODEL AND METHOD

a. Learning Model : Inquiry
b. Learning Method :literature study, discussion, group work, and assignments

MEDIA, TOOLS, AND RESOURCES LEARNING

a. Media : worksheet, power point, seesaw picture, video and miniature
b. Tools : Macbook, LCD
c. Resources :
Harwood, Richard.2008. IGCSE New Edition Chemistry. Cambridge:
Cambridge University Press.

LEARNING ACTIVITIES
Meeting 1
Activities

Time

A. Preliminary

Teacher
Teacher greetings to the student
Teacher engage the teacher to pray

together
Teacher checks the presence of the

student.
Teacher comunnicate the learning goal

that should be reach by the student.

Teacher explain will study with inkuiri
models and wouldnt clearly explain
about the matter
Phase

:Providing

Problem

Situation
Demonstrate knowledge and skill

Teacher display scheme about factor that

influence the direction of the equilibrium
shift and ask student to scrutinize.

Teacher display picture about seesaw

Teacher display video about seesaw
From the demostration teacher giving
question:
Which direction to shift the equilibrium
if the concentration of the reagent added,
and which way the equilibrium shifts if
the concentration is reduced (ask student

to rise their hand)

Mention other factors that can affect the
equilibrium shifts (ask student to rise

their hand)
B. Main Activities
Teacher divides

student into group, a

group contain 3 student.

Explanation

 The teacher distributes worksheets 1 to

each group to do for 5 minutes. When
doing discussion the students arent
allowed to cheat the other or group.
Teachers train students to be disciplined
and obey the rules.
Teacher ask student to do chapter 1 to
giving explanation

about equilibrium

and effect of adding of concentration.

Students are allowed to discuss with their
group member. Teachers guide students
in conducting discussions.
Teacher asks each group to read their
answer and opinion in chapter 1.
Phase

2:

Formulating

the

problem

Teacher

asks

students

to

examine

problems in the demonstration given by

the direction of the questions in the
chapter 2.
Teacher ask students to determine data
which support the problems given (by
reviewing the existing literature related
to the subject matter).
Teacher guide students to formulate
problems

For a discussion of students, teachers

around to each group to guide the
discussion. When there is a question of
the student, the teacher should only be
answered with "yes" or "no", then give
directives guiding questions.

Phase 3: Formulating Hypothesis

Teacher ask students to make a
hypothesis oftheproblemgiven(allow
student to find the reference on the
book).
Teachergivethestudentopportunityto
test thehypothesis throughexperiments
planned.
Phase 4: Collecting Data
Teacher ask student to planning the
problem solving. (concentration)
Teachers guide students to plan the
problem solving, help to prepare the
necessary

tools

and

materials

and

develop appropriate work procedures

appropriate guiding experiment.
Phase 5: Testing the hypothesis
Teacher ask student to conduct the

experiment
Teacher ask student to observe the

experiment and collecting data

Teacher act as facilitator and guiding

during the students work.

Teachers help students to make sense
observations and help collect and

organize data
Teachers help students analyze the
data to find a concept.

Phase 6: Making Conclution

Teachers ask the student to
communicate their experiment result

andtogetherwiththestudentsmakea
conclusionsfromexperiment.
Teachers guide students to make a
summary of the equilibrium shift
(lessons learned ontheday)
C. Closing
Teachers reflect the lessons learned
today. The teacher gave praise /
awards to students who perform well
and provide advice to continue to

improve their knowledge

Teachers give read assignments from
IGCSE New Edition Chemistry book
to prepare for the next lesson about
calculation Kc, Kp, and the degree of
dissociation.