LESSON PLAN

I.

II.

Identity
A. School Identity
: Senior high school
B. Subject
: Chemistry
C. Class/semester
: XI/2
D. Topic
: Chemical Equilibrium
E. Time Allocation
: 30 minutes
Main Competence
1. Comprehending and applying religion that they believed.
2. Comprehending and applying honest, discipline, responsible, care (mutual
cooperation, tolerant, peaceful), well mannered, responsive and proactive behavior
and showing behavior as part of solution and become reflection of nation in world
association.
3. Understanding, applying, analyzing factual, conceptual, procedural and
metacognitive knowledge based on their curiosity about science, technology, art,
and culture with humanity, nationality, and civilization concerned with cause of a
phenomena and incident, and applying procedural knowledge in specific subject
based on their talent and interest to solving problem.
4. Processing, thinking logically, and performing concrete domain and abstract
domain concerned with developing what they learn at school individually, and

III.

able to using scientific method.

Basic Competence
2.1 Showing scientific behavior (curiosity, discipline, honest, objective, openminded, able to distinguish fact and opinion, tough, careful, responsible, critical,
creative, innovative, democratic, communicative) in designing, executing
experiments and discussing that applied in daily life.

III.8.

Analyzing factors that influence chemical equilibrium shifting that applied in

industry.

IV.8.

Designing, conducting, concluding, and presenting experiment results of

factor that affecting the equilibrium.

VI.

Indicators and Learning Goals

A. Indicator

Behavior
2.1.1 Showing their curiosity about effect of concentration to chemical
equilibrium.
2.1.2 Showing discipline behavior in learning.
2.1.3 Showing critical behavior in receiving statements.
Knowledge
3.8.1. Explaining effect of concentration to chemical equilibrium.
3.8.2. Predicting direction of equilibrium shifting based on change of
concentration.
Skills
4.8.1. Comunicating the demonstration result about effect of concentration to
chemical equilibrium.
B. Learning Objective
1. Students are able to explain the effect of concentration to chemical equilibrium
by observing a demonstration with discipline, curious and critical behavior and
communicate the demonstration result through written report.
2. Students are able to predict direction of chemical equilibrium shifting that
caused by concentration change with discipline, curious and critical behavior
through discussion.
VII.

Topic
A. Prerequisite topic

: Equilibrium state, equilibrium constant, reaction

quotien.
Equilibrium State
Equilibrium state exists when two opposing reactions occur simultaneously at
the same rate. Chemical equilibria are dynamic equilibria; that is, individual
molecules are continually reacting, even though the overall composition of the
reaction mixture does not change. In a system at equilibrium
dD,

aA + bB

cC +

the equilibrium is said to lie toward the right if more C and D are present

than A and B, and to lie toward the left if more A and B are present.

Equilibrium Constant

The equilibrium constant Kc, is defined as the product of the equilibrium

concentrations (moles per liter) of the products, each raised to the power that
corresponds to its coefficient in the balanced equation, divided by the product
of the equilibrium concentrations of reactants, each raised to the power that
corresponds to its coefficient in the balanced equation.

Reaction Quotien
The reaction quotient has the same form as the equilibrium constant, but it
involves specific values that are not necessarily equilibrium concentrations. If
they are equilibrium concentrations, then Q = Kc. The concept of the reaction
quotient is very useful. We can compare the magnitude of Q with that of Kc
for a reaction under given conditions to decide whether the forward or the
reverse reaction must occur to a greater extent to establish equilibrium.
B. Main topic

: Chemical Equilibrium

C. Subtopic

: Effect of concentration to chemical equilibrium

VIII. Learning Material

Many chemical reaction go to completion. The product cannot be converted
back to the reactants by a single reaction. The reaction is irreversible. Some
reaction can be reversed :
-

When blue, hydrated copper(II) sulfate is heated, it decomposes into white,

anhydrous copper(II) sulfate and water :
CuSO4.5H2O(s) CuSO4(s) + 5H2O(l)

When water is added into anhydrous copper(II) sulfate the reaction

reverses and blue copper sulfate is formed :
CuSO4(s) + 5H2O(l) CuSO4.5H2O(s)

We can show these two reaction in one equation :

CuSO4.5H2O(s) CuSO4(s) + 5H2O(l)

When the forward and backward reaction are happening at the same time, the
system is in equilibrium state. The product are being converted to reactants at the

same time as the reactants are being converted to products. So, equilibrium
reacion do not go to completion.
If a change of conditions (stress) is applied to a system at equilibrium, the
system shifts in the direction that reduces the stress to move toward a new state of
equilibrium. One of the stress is the change in concentration of components that
involve in the equilibrium system.
The example of equilibrium system is :
Co(H2O)62+ + 4Cl- CoCl42- + 6H2O (l)
When CoCl2 is dissolved, it produce the pink solution, which is Co(H2O)62+
ion. When HCl is added into the solution, it turns into blue solution. This indicate
that the concentration of CoCl42- complex ion increase because equilibrium shift
to CoCl42- formation. But, when water is added, the solution turn back into pink
because equilibrium shift to Co(H2O)62+ formation.
Another example is the equilibrium system of K2Cr2O7 and K2CrO4 as this
equation :
2CrO42- (aq)+ 2H+(aq) Cr2O72- (aq) + H2O (l)
2

Cr 2 O7

2
Cr O 4

+
H

K=
When K2CrO4 is dissolve in the water, that equilibrium system will occur, that
means Cr2O72- ions also can be found in the solution. The solution of K 2CrO4 is
yellow, and the solution of K2Cr2O7 is orange. When K2CrO4 is added by acid, it
turns into orange. This indicate that the concentration of Cr2O72- ion is increased
and conversely, the concentration of CrO42- is decreased because equilibrium has
shifted into Cr2O72- formation. When the solution is added by base, it turns
yellow. This indicate that the concentration of Cr2O72- ion is decreased and
conversely, the concentration of CrO42- is increased because equilibrium has
shifted into CrO42- formation.

Addition of acid will increase the concentration of H+ ion, so the ratio of

reactant and product concentration is larger that the ratio in equilibrium state (Q
is smaller than K). It makes more product formation until the equilibrium state is
reached back, and the equilibrium is shifted into product formation.
Addition of base into orange solution will decrease the concentration of H +
because it will react with OH- to form H2O, so the ratio of reactant and product
concentration is smaller than the ratio in equilibrium state (Q is bigger than K). It
cause reactant is formed again until the equilibrium is reached back.
IX.

Learning Strategies
A. Learning Model

: Constructivistic

B. Learning Approach : Guided Inquiry

C. Learning Method
X.

: Demonstration and discussion

Media and Learning Resources

A. Media

: Students worksheet about effect of concentration to

chemical equilibrium; powerpoint slide, video; experiment tools and materials.

Tools :
-

Test tube

1 pc

Dropped pipette

3 pcs

Test tube rack

1 pc

Materials :
-

K2CrO4 0,1 M solution

HCl 1 M solution

NaOH 1 M solution

B. Learning Resources :

XI.
Step of
Activities
Opening

Sudarmo, Unggul. 2013. Kimia untuk SMA/MA Kelas X. Jakarta:Erlangga.

Sunarya, Yayan. 2009. Mudah dan Aktif Belajar Kimia 1. Jakarta : Pusat
Perbukuan Depdiknas.
Learning Activity
Activities

Teacher says greeting to students

Duration

Attitude

3 minutes Discipline

Teacher and students pray together

Teacher checks students presence

Aperception and Motivation :

o Student

watch

video

of

decomposition

of

CuSO4.5H2O and the reverse reaction.

Teacher : In our last meeting, we have learned about
reversible reaction. The decomposition of
CuSO4.5H2O is one of reversible reaction.
Can you write the equation?
o Student write the chemical equation of CuSO4.5H2O
decomposition.
Teacher : How if the rate forward equal with rate
reverse reaction?
Student : The system is in equilibrium state.
Teacher : Good. How is the composition ratio of
product and reactant when attaining
equilibrium state?
Students : It always constant, Maam.
Teacher : If the reactants amount is different before
equilibrium state is reached, how is the
composition ratio of product and reactant
when attaining equilibrium state?
Students : The ratio will always be the same.
Teacher : Great. So, from what constant we know
ratio of reagent and products of an
equilibrium state?
Students : Equilibrium constant.
Teacher : What is the difference between equilibrium
constant and reaction quotient ?
Student : The concentration of each substance in the
system doesnt necessarily equilibrium
Teacher

concentration.
: Yes. Both of that constant will help us to
analyze what can system of reaction do to
keep in equilibrium. And today, we will

Main

learn about that.

Inquiry syntax : Observation

Activity

minutes

Students are facilitated to observe phenomenon about the

Critical

reversible reaction of Co(H2O)62+ + 4Cl- CoCl42- +

6H2O (l). The addition of Cl- ion into Co(H2O)62+ (pink)
solution will make the solution become blue (the color of
CoCl42-).

Students formulate problem related to the phenomenon.

Expected question :
-

Why the change of concentration affect the

equilibrium?

What is the effect of concentration to chemical

equilibrium?
Inquiry syntax : Manipulation
Students propose an experiment procedure to prove they
hypothesis
Inquiry syntax : Generalization

3 minutes Curiosity

7 minutes Critical

To answer the problem, students pay attention into

teachers demonstration about equilibrium shifting of
K2CrO4 and K2Cr2O7 equilibrium system that caused by
change of concentration.
Teacher : To answer your question, I will show a
demonstration, so pay attention to this. We
will see how the change of concentration
affecting equilibrium system.

Students write the important things during demonstration

in the worksheet.
Teacher: These are the tools and materials that will be
used. Look carefully and write some important

things on your worksheet.

Inquiry syntax : Verification
Students analyze and generalize observation data by filling

Critical

minutes

the questions in worksheet and guided by teacher.

Inquiry syntax : Application

Closing

1 minute

Critical

One of the students presents discussion result.

Teacher and students make a conclusion about effect of 5 minutes Critical

concentration to chemical equilibrium that theyve learned.

If a change of conditions (stress) is applied to a system at

equilibrium, the system shifts in the direction that
reduces the stress to move toward a new state of
equilibrium.

When the reaction is in the equilibrium state, if the

concentration increases (the compound is added into
system), the system reacts to consume some of it. If the
concentration decreases (the compound is removed from
the system), the system reacts to produce some of it.

Student explain the relationship between the effect of

concentration to chemical equilibrium with daily life.

XII.

Students pray together

Teacher closes the learning with greeting
Evaluation
A. Assignment

: Written experiment report

B. Form of evaluation

: Written test, attitude assessment, skills assessment

C. Tools of evaluation

: essay, observation form of attitude, observation form

of skills
XIII. Appendix
A. Students worksheet
B. Answer of students worksheet
C. Observation form of attitude
D. Knowledge Assessment
E. Observation form of skills
F. Powerpoint slides