CHEMISTRY (043)
SYLLABUS FOR SESSION
2021-22 CLASS XII Term-I
|
S.No
|
UNIT
|
Periods
|
MARKS
|
|
1
|
Solid State
|
8
|
10
|
|
2
|
Solutions
|
8
|
|
3
|
p-Block Elements
|
7
|
10
|
|
4
|
Haloalkanes and Haloarenes
|
9
|
15
|
|
5
|
Alcohols, Phenols and Ethers
|
9
|
|
6
|
Biomolecules
|
8
|
|
|
TOTAL
|
49
|
35
|
Solid State:
Classification of solids based on different binding forces: molecular, ionic,
covalent and metallic solids,
amorphous and crystalline solids (elementary idea).
Unit cell in two dimensional and three
dimensional lattices, calculation of density of unit cell, packing in solids,
packing efficiency, voids, number
of atoms per unit cell in a cubic unit cell, point defects.
Solutions: Types
of solutions, expression of concentration of solutions of solids in liquids,
solubility of gases in liquids, solid
solutions, Raoult's law, colligative properties - relative lowering of vapour pressure, elevation of boiling point, depression of freezing point,
osmotic pressure, determination of molecular masses
using colligative properties.
p Block Elements:
Group -15 Elements: General introduction, electronic configuration, occurrence, oxidation states, trends in physical and
chemical properties; Nitrogen preparation properties and uses; compounds of Nitrogen: preparation and properties of Ammonia and Nitric Acid.
Group 16 Elements: General
introduction, electronic configuration, oxidation states, occurrence, trends
in physical and chemical properties, dioxygen: preparation, properties and uses, classification of Oxides, Ozone,
Sulphur -allotropic forms;
compounds of Sulphur:
preparation properties and uses of Sulphur-dioxide, Sulphuric
Acid: properties and uses; Oxoacids
of Sulphur (Structures only).
Group 17 Elements: General
introduction, electronic configuration, oxidation states, occurrence, trends in physical and chemical
properties; compounds of halogens, Preparation, properties and uses of Chlorine and Hydrochloric acid,
interhalogen compounds, Oxoacids of halogens (structures only).
Group 18 Elements: General
introduction, electronic configuration, occurrence, trends in physical and chemical properties, uses.
Haloalkanes and Haloarenes: Haloalkanes: Nomenclature, nature of C–X bond, physical
and chemical properties, optical rotation mechanism of substitution reactions.
Haloarenes: Nature of C–X bond, substitution reactions (Directive influence
of halogen in monosubstituted compounds
only).
Alcohols, Phenols and Ethers: Alcohols: Nomenclature, methods of preparation, physical and chemical properties (of primary alcohols
only), identification of primary, secondary and tertiary alcohols, mechanism of dehydration.
Phenols: Nomenclature,
methods of preparation, physical and chemical properties, acidic nature of phenol,
electrophillic substitution reactions, uses of phenols.
Ethers: Nomenclature, methods of preparation, physical and chemical properties, uses.
Biomolecules:
Carbohydrates - Classification (aldoses and
ketoses), monosaccahrides (glucose and fructose), D-L configuration
Proteins -Elementary idea of
- amino acids, peptide bond, polypeptides, proteins, structure of proteins - primary, secondary, tertiary
structure and quaternary structures (qualitative idea only), denaturation of proteins.
Nucleic Acids: DNA and RNA
PRACTICALS
Term I: A 15-mark Practical
would be conducted under the supervision of subject teacher/
internal examiner. This
would contribute to
the overall practical
marks for the
subject. OR
In case the situation of lockdown continues until Nov-Dec 2021,
a Practical Based Assessment (pen- paper) of 15 marks would be conducted at the end of Term I at the school
level and marks
would be submitted by the schools to the Board.
This would contribute to the overall practical marks for the subject.
Term-I Evaluation Scheme
|
S. No
|
Practical
|
Marks
|
|
1.
|
Volumetric Analysis
|
4
|
|
2.
|
Salt Analysis
|
4
|
|
3.
|
Content Based experiment
|
2
|
|
4.
|
Class record and viva(Internal Examiner)
|
5
|
|
|
TOTAL
|
15
|
(1) Volumetric analysis (4 marks)
Determination of concentration/ molarity of KMnO4 solution by titrating it against a standard solution of:
i.
Oxalic acid,
ii.
Ferrous Ammonium Sulphate
(Students will be required to prepare standard solutions by weighing
themselves).
(2)
Salt analysis (Qualitative analysis) (4 marks)
Determination of one cation and one anion
in a given salt.
Cations- Pb2+, Cu2+, As3+, Al3+,
Fe3+, Mn2+, Ni2+, Zn2+, Co2+,
Ca2+, Sr2+, Ba2+, Mg2+, NH4+ Anions – (CO3)2- , S2- , NO2 - , SO3 2- , SO42- , NO3-, Cl- , Br- , I- , PO4 3- , C2O4 2- ,CH3COO- (Note:
Insoluble salts
excluded)
(3)
Content Based Experiments (2 marks)
A. Chromatography
i. Separation of pigments from extracts of leaves and flowers by paper chromatography and determination of Rf values.
ii. Separation of constituents present in an inorganic mixture
containing two cations
only (constituents having
large difference in Rf values
to be provided).
B. Characteristic tests of carbohydrates, fats and proteins
in pure samples and their detection in given foodstuffs.
SYLLABUS FOR SESSION 2021-22
CLASS XII Term-II
|
S.No
|
UNIT
|
No. of
Periods
|
MARKS
|
|
1
|
Electrochemistry
|
7
|
13
|
|
2
|
Chemical Kinetics
|
5
|
|
3
|
Surface Chemistry
|
5
|
|
4
|
d-and f-Block Elements
|
7
|
9
|
|
5
|
Coordination Compounds
|
8
|
|
6
|
Aldehydes, Ketones and Carboxylic Acids
|
10
|
13
|
|
7
|
Amines
|
7
|
|
|
TOTAL
|
49
|
35
|
Electrochemistry: Redox
reactions, EMF of a cell,
standard electrode potential, Nernst equation and its application to chemical cells, Relation between
Gibbs energy change and EMF of a cell, conductance in electrolytic solutions, specific and molar
conductivity, variations of conductivity with
concentration, Kohlrausch's Law, electrolysis.
Chemical Kinetics: Rate of a reaction (Average
and instantaneous), factors
affecting rate of reaction: concentration, temperature, catalyst; order and molecularity of a reaction,
rate law and specific rate
constant, integrated rate equations and half-life (only for zero and first order reactions).
Surface Chemistry: Adsorption - physisorption and chemisorption, factors affecting
adsorption of gases on solids, colloidal
state: distinction between
true solutions, colloids
and suspension; lyophilic, lyophobic, multi-molecular and macromolecular colloids;
properties of colloids;
Tyndall effect, Brownian movement, electrophoresis, coagulation.
d-a
nd f-Block Elements:
General introduction, electronic configuration, occurrence and characteristics of transition metals,
general trends in properties of the first row transition metals – metallic
character, ionization enthalpy,
oxidation states, ionic radii, colour,
catalytic property, magnetic properties, interstitial compounds, alloy formation.
Lanthanoids - Electronic configuration, oxidation states and lanthanoid contraction and its consequences.
Coordination Compounds: Coordination compounds - Introduction, ligands, coordination number, colour,
magnetic properties and shapes, IUPAC nomenclature of mononuclear coordination compounds. Bonding, Werner's
theory, VBT, and CFT.
Aldehydes, Ketones and Carboxylic Acids: Aldehydes and Ketones: Nomenclature, nature of carbonyl
group, methods of preparation, physical
and chemical properties, mechanism of nucleophilic addition, reactivity of alpha hydrogen
in aldehydes, uses.
Carboxylic Acids: Nomenclature, acidic nature, methods
of preparation, physical
and chemical properties; uses.
Amines:
Amines: Nomenclature,
classification, structure, methods of preparation, physical and chemical properties, uses, identification of primary, secondary
and tertiary amines.
PRACTICALS
Term II: At the
end of Term II, a 15-mark Practical would
be conducted under the supervision of Board
appointed external examiners. This would contribute to the overall practical
marks for the subject.
OR
In case the situation of
lockdown continues beyond December 2021, a Practical
Based Assessment (pen-paper) of 10
marks and Viva 5 marks would be conducted at the end of Term II jointly by
the external and internal examiners
and marks would be submitted by the schools to the Board. This would contribute to the overall
practical marks for the subject.
TERM-II Evaluation Scheme
|
S. No
|
Practical
|
Marks
|
|
1.
|
Volumetric Analysis
|
4
|
|
2.
|
Salt Analysis
|
4
|
|
3
|
Content Based Experiment
|
2
|
|
4
|
Project Work and Viva(Internal and External Both)
|
5
|
|
|
TOTAL
|
15
|
1) Volumetric analysis (4 marks)
Determination of concentration/ molarity of KMnO4 solution by titrating it against a standard solution of:
i.
Oxalic acid,
ii.
Ferrous Ammonium Sulphate
(Students will be required to prepare standard solutions by weighing
themselves).
2)
Salt analysis (Qualitative analysis) (4 marks)
Determination of one cation and one anion
in a given salt.
Cations- Pb2+, Cu2+, As3+, Al3+,
Fe3+, Mn2+, Ni2+, Zn2+, Co2+,
Ca2+, Sr2+, Ba2+, Mg2+, NH4+ Anions – (CO3)2- , S2- , NO2 - , SO3 2- , SO42- , NO3-, Cl- , Br- , I- , PO4 3- , C2O4 2- ,CH3COO- (Note:
Insoluble salts
excluded)
3)
Content based experiment
A.
Preparation of Inorganic Compounds
Preparation of double salt of Ferrous Ammonium Sulphate or Potash Alum.
Preparation of Potassium Ferric Oxalate.
B.
Tests for the functional groups present in organic
compounds:
Unsaturation, alcoholic, phenolic, aldehydic, ketonic, carboxylic and amino (Primary) groups.
Guidelines on Syllabus for Visually Handicapped students.
Schools are expected to
rationalise and divide the syllabus of practicums for visually handicapped students into two halves on the basis of
collective guidelines given for the same in the complete syllabus and as per the convenience of their students. This
flexibility is given in view of the special condition of visually handicapped students .They will, however, be assessed on 15 marks in practical examination in both the
terms as rest of their peers.
General Instructions for Investigatory Project
In Chemistry the students of
class XI and XII are supposed to conduct a scientific investigations involving laboratory testing and collecting information from other sources.
This project is assessed as a part of practical examination at the end of year.
At the outset, teachers must
map appropriate competencies or learning outcomes with real world problems (projects) that are age
appropriate for their students. Students in consultation with their teacher finally determine the project question
for them depending upon their interest
and proclivity. A project should ideally arise out of
the need felt by the student. Students explore their areas of interest
and narrow down their ideas
to a testable hypothesis or problem question.
For example: Abdul waits for
summers as his favourite fruit watermelon is available in plenty. This year he noticed
that every time he bought a watermelon its colour was dark red and was exceptionally sweet
from inside. This never happened
in earlier years.
Some watermelons would
be sweet some would not.
Abdul were surprised by this observation and worried if the fruit was adulterated. He thought of conducting a
test to find out if fruits and vegetables available in his locality were adulterated. He reviewed
articles and papers on adulteration and found out simple tests to check adulteration at home. Abdul conducted the test
and shared his results with his friend and teacher.
He developed a small manual
to help other check adulteration in fruits.
There are many issues in our immediate
surroundings which need to be addressed. Keen observation will help identify
the problem.
Before developing a problem question,
students must do research on topics and find out what other
people have already done in the selected area to avoid repetition.
During this phase, students should be
encouraged to record the reference of every bit of information they got from
different sources. After developing problem question, students should
write down precise
testable hypothesis and design an experiment or procedure to test their hypothesis by collecting and analysing the data followed by writing conclusion and
limitation of the study. Students must also develop a timeline and checklist about accessibility to resources required,
safety of experiment/procedure, harmlessness of experiments to
environment, organisms and other people. Teacher must ensure that it is doable within a specified
period of time and available resources and is appropriately challenging to a particular student (neither be very complex
or longer nor be very easy and short). It should not culminate into finding information from a book or website.
A project could have the following outline:
1.
Statement of Problem-
A
clear statement of the problem/need that has given rise to the project
2.
Objectives-General and specific objectives of topic
3.
Introduction-The introduction should describe the relevance of problem or why the problem is the most appropriate for your
inquiry. It should also describe previously known facts about your problem question with proper bibliography.
Introduction towards end briefly includes hypothesis your hypothesis and the method to test it.
4.
Problem question (specific, concrete questions to which concrete answers can be given) and/ or hypotheses
5.
Methods/Procedures Methodology (will your research be based on survey, an experimental investigation, historical study, ethnographic study
or content analysis).Methods describe the experiments proposed or the observations
planned to make and the detailed process of analysis of data/observations. Methods
proposed should be feasible and be able to adequately answer problem question.
6. Materials/Resources required
7.
Observations/Data gathered
Using the procedures mentioned in introduction, experiments should be conducted
and data should be recorded. Interesting things
that happened during the conduct of experiments should also be recorded.
8. Analysis of data and discussion of result
Data should be interpreted
in terms of proposed hypothesis. Data should be tabulated and interpreted with the help of graphs if
possible. The interpretation should be done in an honest manner even if it does not support proposed
hypothesis.
9.
Conclusion Reporting and writing up the report
Discussion of new learning from the study may be covered under conclusion. This may have
possible suggestions for future studies.
10. Limitation of the study
The limitations of the study
are those features of design or procedure that might have affected
the interpretation of the results
of study. The limitations are alternatively interpreted as flaws or shortcomings due to flawed methodology, observations, small number of experiments or non-peer reviewed
nature of study
etc.
11. Bibliography
Rubric for Assessment of Project
|
PARAMETER
|
Exemplary (4)
|
Accomplished (3)
|
Developing (2)
|
Beginner (1)
|
|
Factual information
|
Content covers the research well
|
Content from all eras
but has few
inaccuracies
|
Content does not cover all eras and has
few
inaccuracies
|
Content does not cover all eras and is historically
inaccurate
|
|
Sources
|
Multiple sources (6 or more) used (library, books, interview with people, different
websites, blogs etc.)
|
Many sources (4-
5) used (Books, websites, blogs )
|
Few sources used (2-3)
|
Relied on only one source
|
|
Data collection
|
Collected data from a large random sample (50 people or more from different age group,
gender, social status)
OR collected data for different samples and at least 5 reading for each set of experiment
|
Collected data from a fairly
large random sample (30 -50 people from
different age group, gender, social status)
OR collected data for different samples
and 3 reading for each
set of experiment
|
Collected data from
a small random sample (20 people from different age group,
gender, social status) OR collected data for one sample and 3-5 readings
|
Collected data from
a small sample (10 or less people) OR collected data for
one sample and 1-2 readings
|
|
Interpretations and conclusion
|
In correlation with data and aim of the project.
Clear conclusions based
on
findings
|
In correlation with
data and aim of the project.
Conclusions not
based on findings
|
Not in correlation with data but in correlation
with the aim Random
conclusions
|
Not in correlation
with data and aim, No
conclusions
|
|
Journal
|
Daily entries with
details of discussions and brainstorming sessions with the
teacher.
|
Most of the entries done
with details of discussions with
the teacher
|
Daily entries without
details
|
Random entries
|
|
Project report
|
Exceptionally attractive, organized sequentially and logically, creatively presented with data and clear conclusions
|
Attractive, organized sequentially
and logically, presented
some data and conclusions
|
Information is organized sequentially and logically but not in
an attractive manner. Random Data without
conclusions
|
Presentation is confusing. There is no sequence.
|
|
Academic Honesty
|
Sites all sources and gives due credits
|
Most of the sources
cited
|
Few sources cited
|
Uses other people’s ideas without giving
credit
|