Chemistry curriculum ix xii

CURRICULUM CHEMISTRY GRADE IX-XII 1
CHEMISTRY CURRICULUM
GRADE IX-XII
AND
CHEMISTRY CONDENSED CURRICULUM
FOR TECHNOLOGIES & AGRICULTURE /
VETERINARY GROUPS
GRADE XI-XII
2019
PUNJAB CURRICULUM AND TEXTBOOK BOARD LAHORE

TABLE OF CONTENTS
Sr. No. Chapters Pages
Preamble 3
1 Introduction 4
2 Transition of Scheme of Studies into Curriculum, Textbook &
Dissemination into Knowledge & Skills
7
3 Matrix for Chemistry for Grade IX-XII 8
4 Standards and Benchmarks of Grade IX-XII 10
5 Students Learning Outcomes for Grade IX 17
6 Students Learning Outcomes for Grade X 25
7 Practical for Grade IX-X 33
8 Students Learning Outcomes for Grade XI 37
9 Students Learning Outcomes for Grade XII 53
10 Practical for Grade XI-XII 67
11 Chemistry Condensed Curriculum 73
12 Teaching Strategies 98
13 Assessment and Evaluation 107
14 Guidelines for Developing Teaching Learning Resources 112
15 Curriculum Review Committee Members for Chemistry (IX-XII) 114

PREAMBLE
Curriculum lies at the heart of the educational enterprise. It is a mean through which
nations transmit their philosophy of life and its spirit to exemplify their value system to its young
generations. The development of curriculum requires inputs from the stakeholders to reflect the
needs of the society and interests of the learners.
Curriculum, syllabus and standards of education were on the concurrent list under Entry 38
of the Concurrent Legislative List to the Fourth Schedule of the Constitution of Islamic Republic of
Pakistan, 1973. After 18th Constitutional Amendment, development of curricula and approval of
textbook manuscripts and supplementary reading material relating to textbooks, production of
reference and research material in respect of the problems relating to the Schemes of Studies and
curricula / textbooks etc. are now the exclusive domain of the Punjab Curriculum and Textbook
Board under Punjab Curriculum and Textbook Board Act, 2015 (Act VI of 2015).
To carry out its mandate, the Punjab Curriculum and Textbook Board has prepared Scheme
of Studies from Pre-Primary Education to Intermediate Level for the province of Punjab in
consultation with all the stakeholders involved in the delivery of education. This Scheme of Studies
has been prepared keeping in view the arising need of Science & Technology in our society, modern
trends in education and the need to bridge the gap between public / private schools and Deeni
Madaris of the Punjab.
For development of Chemistry curriculum, the National Curriculum developed by Ministry
of Federal Education, Islamabad has been taken as the reference document.
This Curriculum will hopefully pave the way for bringing about qualitative change in
education at this level.
Managing Director

1. INTRODUCTION
Curriculum revision, both qualitatively and quantitatively, is a continual process aimed at
achieving betterment and excellence in national academics at all levels. In new Scheme of Studies,
Science and Technology is integrated from Grade III to X after which the students are given the
choice of opting for one of the streams to adopt for their further course of study, one of which is
the Science stream wherein the major branches, Physics, Chemistry, and Biology, all taught as
separate subjects.
The curriculum has to be responsive to the needs of the learner and to shift from objective
and knowledge-based learning to competency-based learning. Chemistry is an experimental
science that combines academic study with the acquisition of practical and investigational skills.
It is often called the central science, as chemical principles underpin both the physical
environment in which we live and all biological systems. Developing a deeper understanding of
the big ideas requires students to understand basic concepts, develop inquiry and problem-solving
skills, and connect these concepts and skills to the world beyond the classroom. Specifically, the
Chemistry curriculum is designed to enhance three learning domains of the students. These are
performing scientific processes and skills, understanding and applying scientific knowledge, and
developing scientific attitudes and values.
The Chemistry curriculum in Grades IX to XII builds on three basic goals that run through
every grade and strand of the elementary curriculum and that reflect the essential triad of
knowledge, skills, and the ability to relate Science to Technology, Society, and the Environment
(STSE). The curriculum is learner-centered instead of teacher-centered. This study of science aims
to develop in all students’ cognitive (knowledge), affective (attitudes) and psychomotor (skills)
abilities. This curriculum document has been built upon Standards, Benchmarks and Learning
Outcomes. Standards are what students should know and be able to do. Standards are broad
descriptions of the knowledge and skills students should acquire in a subject area. Benchmarks
indicate what students should know and be able to do at various developmental levels. Learning
outcomes indicates what students should know and be able to do for each topic in any subject
area at the appropriate developmental levels.
Grade IX-X Chemistry is designed for students who have demonstrated both aptitude and
interest in the sciences. Students will learn the basic principles of Chemistry including,
fundamental concepts of matter and energy, structure and properties of atoms and molecules,

chemical bonding and properties of aggregates, and principles of chemical equilibrium and
reactions. Descriptive Chemistry will be used by students in grade XI-XII to study all areas more
effectively, and to understand how chemical phenomena are applicable in everyday life activities.
Chemistry deals with the composition, structures and properties of matter, the
interactions between different types of matter, and the relationship between matter and energy.
Through the learning of Chemistry, it is possible to acquire relevant conceptual and procedural
knowledge. A study of Chemistry also helps to develop understanding and appreciation of
developments in engineering, medicine and other related scientific and technological fields.
Furthermore, learning about the contributions, issues and problems related to innovations in
Chemistry will help students develop an understanding of the relationship between science,
technology, society and the environment (STSE). The curriculum attempts to make the study of
Chemistry relevant and interesting. Organic Chemistry, inorganic Chemistry, physical Chemistry,
analytical Chemistry and applied Chemistry will be explored in more detail than the regular
Chemistry course, and will explore the relationship between application of Chemistry and the
discovery process.
The Chemistry Standards are designed to continue student investigations of the physical
sciences that began in Grades VI and provide students the necessary skills to be proficient in
Chemistry. These standards include more abstract concepts such as the structure of atoms,
structure and properties of matter, the conservation and interaction of energy and matter, and
the use of Kinetic Molecular Theory to model atomic and molecular motion in chemical and
physical processes. Students investigate Chemistry concepts through experiences in laboratories
and fieldwork using the process of inquiry.
The Grades IX-X Chemistry course provides the foundation for later classes and introduces
students to the pursuit of science through investigations and inquiry activities that have real-world
relevance. Chemistry XI covers mainly Physical and Theoretical Chemistry, while Chemistry XII
covers mainly Organic and Inorganic Chemistry. These include an introduction to Chemistry as the
study of changes in matter, gases, thermochemistry, quantum theory, chemical bonding, crystals,
phase changes, solutions, chemical kinetics, chemical equilibrium, acids and bases, entropy,
electrochemistry, nuclear Chemistry, metallurgy, alkali and alkaline metals, nonmetallic metals,
transition metals, organic Chemistry, and synthetic and natural organic polymers with emphasis

on state of the art applications prevailing in the world today and how this modern forms of
products have altered our environment.

2. TRANSITION OF SCHEME OF STUDIES INTO CURRICULUM, TEXTBOOKS &
DISSEMINATION OF KNOWLEDGE & SKILLS
1. Sustainable technical development is the pathway to the socio-economic development of
a nation. To have technologically vibrant, industrialized and knowledge-based Pakistan
maximum efforts must be directed towards imparting high quality education, which covers
all emerging trends of modern developments, and scientific learning.
The Scheme of Studies 2017 has not only laid requisite emphasis on existing subjects like
physical and social sciences, it has also focused on Quranic Education with Urdu as well as
English translation of the Holy Quran, Technology based education, computer Science &
IT, Agriculture education, Business Administration, Fine Arts and Sports Education.
2. This Scheme of Studies has laid down the following Aims and Objectives:
 Prescribe the subjects to be taught to various grades and impart high quality student-
centered learning.
 Transform School Education with added emphasis on STEAM subjects and skillful
application of emerging trends, modern concepts, technical knowledge and
innovative activities.
 Produce disciplined, motivated and enlightened youth with high moral character,
sound ethical values and resilience to face adversities and challenges.
 Develop logical and critical thinking and the ability to reflect critically upon their
work and the work of others.
 Become brief and precise in expressing statements and results.
3. Aforementioned Aims and objectives have to be achieved through curriculum, textbooks
and dissemination of knowledge & skills to the students.

4. Matrix for Chemistry for Grade IX – XII is outlined as under:-
Matrix for Chemistry for Grade IX-X
Sr. No Units for Grade IX
Part 1 Basic Concepts
1. Fundamentals of Chemistry
2. Avogadro’s Number and Mole
3. Periodic table and Periodicity of Properties
Part 2 Physical Chemistry
4. Structure of Atoms
5. Physical states of Matter
6. Solutions
7. Oxidation and Reduction
8. Electrochemistry
Sr. No Units for Grade X
Part 2 Inorganic Chemistry
9. Chemical Bonding
10. Acids, Bases and Salts
11. Metals
12. Chemistry of Selective Non-metals
13. Environmental Chemistry
Part 3 Organic Chemistry
14. Organic Chemistry
15. Macromolecules
Part 4 Industrial Chemistry
16. Chemical Industries
Sr. No Units for Grade XI
Part 1 Physical Chemistry
1. Stoichiometry
2. Atomic Structure
3. States of Matter I : Gases

4. States of Matter II : Liquids
5. States of Matter III : Solids
6. Chemical Equilibrium
7. Chemical Kinetics
8. Solutions and Colloids
9. Thermodynamics
10. Electrochemistry
Part 2 Environmental Chemistry
Part 3 Analytical Chemistry
12. Analytical Chemistry
Sr. No Units for Grade XII
13. Acids, Bases and Salts
14. Theories of Covalent Bonding and Shapes of Molecules
15. s- and p- Block Elements
16. d- Block Elements
17. Introduction to Organic Chemistry and Hydrocarbons
18. Aromatic Hydrocarbons
19. Alkyl Halides and Amines
20. Alcohols, Phenols and Ethers
21. Aldehydes and Ketones
22. Carboxylic Acids
Part 6 Biochemistry Chemistry
23. Biochemistry
24. Industrial Chemistry

3. STANDARDS AND BENCHMARKS OF GRADE IX-XII
AIMS:
This study of Chemistry aims to develop in all students:
 Scientific understanding of the physical world.
 Cognitive, affective, and psychomotor abilities appropriate to the acquisition and use of
chemical knowledge, understanding, attitude, and skills.
 Appreciation for the products and influences of science and technology, balanced by a
concern for their appropriate application.
 Understanding of the nature and limitations of scientific activity.
 Ability to apply the understanding of Chemistry to relevant problems (including those from
everyday real-life) and to approach those problems in rational ways.
 Respect for evidence, rationality and intellectual honesty.
 Capacities to express themselves coherently and logically, both orally and in writing, and
to use appropriate modes of communication characteristic of scientific work.
 Ability to work effectively with others.
OBJECTIVES:
A statement of objectives relevant to each of the general aims is listed below. The sequence is in
no particular order.
Understanding the physical world:
Students should understand the scientific concepts inherent in the theme for each unit and be
able to:
 State, exemplify, and interpret the concepts.
 Use appropriately, fundamental terms and classification related to the concepts.
 Cite, explain or interpret scientific evidence in support of the concepts.
Using appropriate cognitive, affective and psychomotor abilities:
Students should show ability to:
 Formulate questions that can be investigated by gathering first or second-hand data.
 Find relevant published background information.
 Formulate hypotheses and make predictions from them.
 Plan an investigation and carry out the planned procedure.
 Use appropriate and relevant motor skills in carrying out investigations.

 Observe phenomena, describe, measure and record these as data.
 Classify, collate and display data.
 Construct and/or interpret visual representations of phenomena and relationships
(diagrams, graphs, flowcharts, physical models).
 Analyze data and draw conclusions.
 Evaluate investigative procedures and the conclusions drawn from such investigations.
Understanding the nature and limitations of scientific activity:
For each facet of scientific activity selected for study, students should:
 Describe and exemplify it.
 Use appropriately any fundamental terms and classification related to it.
 Recognize that the problem-solving nature of science has limitations.
 Acknowledge that people engaged in science, a particularly human enterprise, have the
characteristics of people in general.
Appreciating influences of science and technology: Students should:
 Recognize that the technology resulting from scientific activity influences the quality of life
and economic development through or by Improvements in medical / health care,
nutrition, and agricultural techniques.
 Explain that these influences may be the result of unforeseen consequences, rapid
exploitation, or rapid cultural changes.
 Realize that advances in technology require judicious applications.
Respecting evidence, rationality and intellectual honesty:
Students should:
 Display respect for evidence, rationality and intellectual honesty given the number of
emotive issues in the area of Chemistry.
Showing capacities to communicate:
Students should:
 Comprehend the Intention of a scientific communication, the relationship among its pans
and its relationship to what they already know.
 Select and use the relevant pans of a communication.
 Translate information from communications in particular modes (spoken. Written, tables,
graphs, flowcharts, diagrams) to other modes.

 Structure information using appropriate modes to communicate it.
Working with others:
Students should actively participate in group work and:
 Share the responsibility for achieving the group task.
 Show concern for the fullest possible involvement of each group member.
In the 21°' century, students will remain the most important natural resource to ensure the
continual improvement and ultimate progress of humankind. This curriculum document is built
upon Standards, Benchmarks, and Learning Outcomes for the benefit of student growth and
progress.
STANDARDS are what students should know and be able to do. Standards are broad descriptions
of the knowledge and skills students should acquire in a subject area. The knowledge includes the
important and enduring ideas, concepts, issues, and information. The skills include the ways of
thinking; working, communication, reasoning, and investigating that characterize a subject area.
Standards may emphasize interdisciplinary themes as well as concepts in the core academic
subjects.
The expectations in all Grades from IX to XII are organized in five strands/theme representing the
major content areas in the Chemistry curriculum. The five strands/themes are as follows:
1. Physical Chemistry
2. Inorganic & analytical Chemistry
3. Organic Chemistry
5. Industrial Chemistry
BENCHMARKS Indicate what students should know and be able to do at various developmental
levels. Our benchmarks are split into 5 developmental levels:
 Kindergarten to grade III
 Grades IV-V
 Grades VI-VIII
 Grades IX-X
 Grades XI-XII
LEARNING OUTCOMES Indicate what students should know and be able to do for each topic in
any subject area at the appropriate developmental level. The Learning Outcomes sum up the total
expectations from the student. The Knowledge based Student Learning Outcomes are aligned

according to the Bloom’s taxonomy levels, i.e. remembering, understanding, applying, analyzing,
evaluating and creating.
The Standards and the accompanying Benchmarks will assist in the development of
comprehensive curriculum, foster diversity in establishing high quality Learning Outcomes, and
provide an accountability tool to individuals involved in the education marketplace. These provide
a common denominator to determine how well students are performing and will assure that all
students are measured on the same knowledge and skills using the same method of assessment.
STANDARDS:
Standard 1.1 (Physical Chemistry)
Students will acquire knowledge about fundamentals of Chemistry and structure of an
atom, which leads them to understand the major concepts of thermodynamics, chemical
equilibrium and electrochemistry.
Standard 1.2 (Inorganic & analytical Chemistry)
Students will acquire knowledge about the key introductory concepts of acid-base
Chemistry, chemical bonding and properties of s, p and d-block elements as well as knowing the
basics of analytical techniques.
Standard 1.3 (Organic Chemistry)
Students will acquire knowledge about basic concepts of organic Chemistry, Chemistry of
hydrocarbons and functional groups.
Standard 1.4 (Environmental Chemistry)
Students will develop understanding of fundamental principles of environmental
Chemistry and different types of pollutions (water and air).
Standard 1.5 (Industrial Chemistry)
Students will acquire knowledge about principles of large-scale production of materials,
chemical processes and unit operations.
Benchmarks
Standard 1.1Students will acquire knowledge about fundamentals of Chemistry and structure of
an atom, which leads them to understand the major concepts of thermodynamics, chemical
equilibrium and electrochemistry.

Benchmarks IX-X
1. Understand the most important basic concepts of Chemistry and realize the connections
of Chemistry with everyday phenomena and with the well-being of man and nature.
2. Use formulas to show amount such as moles, Avogadro’s, and their relationship to one
another
3. Understand the development of the atomic model as well as be able to draw and
describe a Bohr's model.
4. Understand that every element on the periodic table is able to complete a Nobel gas,
electron configuration.
5. Interpret the behavior of different states of matter and elaborate the properties of
substance in solution form.
6. Complete oxidation/reduction reactions as well as identify the oxidizing and reducing
agents in an equation.
7. Develop an understanding towards types of electrochemical cells, their working and
application in industries.
Benchmarks XI-XII
1. Consolidate their understanding of previously learnt basics of mole and Avogadro’s
number in connection with the complex mole calculations.
2. Use past information to complete problems which contain stoichiometry, (balancing,
naming and oxidations)
3. Explore the in-depth knowledge of atomic structure and can solve the related
mathematical problems.
4. Compare and Contrast the Bohr model and the quantum model of the atom.
5. Explain the Heinsenberg Uncertainty principal and how it led to the idea of atomic
orbital.
6. List the four quantum numbers, and know the shape, number of electrons, etc.
7. List the total number of electrons needed to fully occupy each energy level, and be able
to complete a Nobel gas, electron configuration of given element.
8. Describe structure and properties of matter in different states (including solutions and
collides) and the theories used to describe them.
9. Understand the absorption and release of energy in chemical reactions along with first
law of thermodynamics and its application.
10. Understand the concept of dynamic equilibrium and chemical kinetics including reaction
mechanisms and catalysis.
11. Know oxidizing and reducing agents and their uses and be able to write redox reactions.
12. Recognize the principles of electrochemical phenomena and relevant quantitative
applications.

Standard 1.2Students will acquire knowledge about the key introductory concepts of acid-base
Chemistry, chemical bonding and properties of s, p and d-block elements as well as knowing the
basics of analytical techniques.
Benchmarks IX-X
1. Describe basic concepts related to acid, bases, salts and use litmus paper, pH paper and
other indicators for measuring pH of solutions.
2. Identify different types of chemical bonding and their properties.
3. Compare periodic trends, and be able to look at the table and know the valance,
notation, size, affinity, negativity, and physical properties.
4. Predict the nature of elements as metals and non-metals. Explain the types, properties
and reactions of metals along with the commercial uses of some common metals.
5. Evaluate the physical and chemical aspects of selected nonmetal elements.
Benchmarks XI-XII
1. Calculate pH and pOH along with the problems related to acid or base strengths. Also
discuss the pH levels and ways in which pH can be changed or kept constant.
2. Explain theories of covalent bonding, hybridization, resonance, bond characteristics and
finally explain molecular polarity.
3. Describe periodicity and explain the general reactions and physical properties of s- and p-
block elements.
4. Explain the general feature of d-block elements with emphasis on Chemistry of transition
elements.
5. Identify principles behind the techniques used for structural investigation and chemical
analysis. (spectroscopic methods and chromatographic methods)
Standard 1.3Students will acquire knowledge about basic concepts of organic Chemistry,
Chemistry of hydrocarbons and functional groups.
Benchmarks IX-X
1. Describe structures, properties and reactions of some common organic compounds.
2. Explain how multiple functional groups can entirely changes the nature of molecules.
3. Understand the Chemistry of macromolecules including polymers, proteins,
carbohydrates, enzymes, lipids, nucleic acids.

Benchmarks XI-XII
1. Explain the structure and general properties of aliphatic, aromatic, heterocyclic
complexes and organometallic compounds.
2. Elaborate the structure, properties and reactions of functional groups in organic
compounds.
3. Describe the classification, structure and nutritional significance of some macromolecules
including proteins, carbohydrates, enzymes and lipids.
Standard 1.4 Students will develop understanding of fundamental principles of environmental
Chemistry and different types of pollutions (water and air).
Benchmarks IX-X
1. Explain the composition of atmosphere with the primary focus on air pollution and its
effects.
2. Determine the hardness of water, predict its disadvantages and the methods of removing
hardness.
3. Identify the major water pollutants and their effects on life.
Benchmarks XI-XII
1. Elaborate the chemical reactions occurring in the troposphere and stratosphere along
with water pollution and propose green solutions of water and air pollution.
Standard 1.5Students will acquire knowledge about principles of large-scale production of materials,
chemical processes and unit operations.
Benchmark IX-X
1. Identify basic metallurgical operations along with processing methods of urea and iron in
industry.
Benchmarks XI-XII
1. Know important industrial raw materials and further processing methods of
petrochemicals, synthetic polymers and cement industry.

Time Allocation: 20 days
Weightage: 14%
4. STUDENTS LEARNING OUTCOMES FOR GRADES IX-X
LEARNING OUTCOMES FOR GRADE IX
Part 1 Basic Concept
Unit 1
FUNDAMENTALS OF CHEMISTRY
Contents Students Learning Outcomes
Students will be able to: Cognitive Level
1.1 Branches of
Chemistry
1.1.1 Physical Chemistry
1.1.2 Inorganic Chemistry
1.1.3 Organic Chemistry
1.1.4 BioChemistry
1.1.5 Analytical Chemistry
1.1.6 Industrial Chemistry
1.1.7 Nuclear Chemistry
1.1.8 Environmental
Chemistry
1.1.9 Green Chemistry
1.2 Basic Definitions
1.2.1 Elements, Compounds
and Mixtures
1.2.2 Atomic Number
1.2.3 Relative Atomic
Mass and Atomic
Mass Unit
1.2.4 Calculation of
Relative Atomic
Mass
1.2.5 Percentage
Composition
1.2.6 Empirical Formula
and Molecular
Formula
1.2.7 Molecular Mass
and Formula Mass
 Describe different branches of Chemistry
with examples.
 Identify examples to explain the inter-
linkage and differences between various
branches of Chemistry.
 Differentiate between matter and energy.
 Distinguish among elements, atom,
molecule, ion, compounds and mixtures.
 Define atomic number, mass number,
relative atomic mass and atomic mass unit.
 Justify why C-12 is taken as standard.
 Formulate empirical and molecular formula
of various compounds.
 Differentiate between empirical and
molecular formula.
SKILLS:
 Calculate the percentage composition of
various compounds.
 Calculate the empirical and molecular
formula from given %age composition.
 Deduce the number of electrons, protons
and neutrons in an atom/ion from atomic
number and mass number.
SOCIETY, TECHNOLOGY AND SCIENCE:
 Explain how Science developed through
observations and experiments rather than
by speculation alone.
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Weightage: 8%
UNIT-2
AVOGADRO’S NUMBER AND MOLE
2.1 Avogadro's
Number and Mole
2.1.1Molar Mass
2.2 Chemical
Calculations
2.2.1 Mole-Mass
Calculations
2.2.2 Mole-Particle
Calculations
 Distinguish among the terms gram atomic
mass, gram molecular mass and gram formula
mass.
 Convert atomic mass, molecular mass and
formula mass into gram atomic mass, gram
molecular mass and gram formula mass.
 Define Avogadro’s number and mole.
 Relate gram atomic mass, gram molecular mass
and gram formula mass to mole.
 Describe how Avogadro's number is related to
a mole of any substance.
SKILLS:
 Calculate the mass of one mole of any
substance.
 Calculate the number of moles in a given mass
of a substance.
 Calculate the number of moles in a given
number of representative particles of any
substance.
 Calculate the number of representative
particles in a given number of moles of any
substance.
 Create an analogy to explain the size of a mole.
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Weightage: 15%
UNIT-3
PERIODIC TABLE AND PERIODICITY OF PROPERTIES
3.1 Periodic Table
3.1.1 Periods
3.1.2 Groups
3.2 Periodicity of Properties
3.2.1 Atomic Size
3.2.2 Ionization Energy
3.2.3 Electron Affinity
3.2.4 Electro-negativity
 Summarize the history of development of
periodic table.
 State Mendeleev’s Periodic Law and describes
its salient features.
 State the modern periodic law and describe
modern Periodic Table.
 Distinguish between a period and a group in
the Periodic Table.
 Classify the elements into two categories:
(groups and periods) according to the
configuration of their outer most electrons.
 Recognize the similarity in the chemical and
physical properties of elements in the same
group of elements.
 Identify the relationship between electron
configuration and the position of an element
in the Periodic Table.
 Explain how shielding effect influences
periodic trends.
 Define the terms Atomic size, Ionization
Energy, Electron Affinity and Electro-
negativity.
 Describe how do atomic size, the ionization
energy, electronegativity and Electro Affinity
change within a group and within a period in
the Periodic Table.
SKILLS:
 Divide Periodic Table into blocks.
 Locate the families on the Periodic Table.
 Describe the importance of vacant spaces in
Mendeleev’s Periodic Table.
 Explain how Mendeleev’s Periodic Table helps
in correcting the Atomic Masses of elements.
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Weightage: 14%
Part 2
Physical Chemistry
UNIT-4
STRUCTURE OF ATOMS
4.1 Theories and
Experiments
related to Atomic
Structure
4.1.1 Rutherford's
Atomic Model
(Experiment and
Postulates)
4.1.2 Bohr's Atomic
Theory
(Postulates)
4.2 Electronic
Configuration
4.2.1 Concepts of s
and p Sub-Shells
4.2.2 Electronic
Configurations
of First 20
Elements
4.3 Isotopes
 Evaluate the experimentation and
contributions that Rutherford made for the
development of the atomic theory.
 Describe postulates of Bohr’s Atomic Theory.
 Explain how Bohr's Atomic Theory differs
from Rutherford’s Model.
 Elaborate the structure of an atom including
the location of the proton, electron and
neutron.
 Identify the properties of atomic particles.
 Identify the presence of sub shells in a shell.
 Interpret the electronic configurations of first
20 elements in the Periodic Table according
to Aufbau principle.
 Define isotopes.
 Compare isotopes of an atom.
 State the uses of isotopes in various fields of
life.
SKILLS
 Formulate the structure of different isotopes
from mass number and atomic number (H, C,
Cl, and U).
 Deduce the electronic configuration in core
and valence notation for given the atoms and
ions from their atomic number.
 Describe the importance of Uranium in
generating electricity.
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Weightage: 12%
UNIT-5
PHYSICAL STATES OF MATTER
5.1 Physical State of
matter
5.2 Gaseous State
5.2.1 Typical Properties
5.2.2 Laws Related To
Gases:
 Boyle's Law
 Charles's Law
5.3 Liquid State
5.3.2 Factors Affecting
the Boiling Point
5.4 Solid State
5.5 Types of Solids
5.5.1 Amorphous
5.5.2 Crystalline State
5.5.3 Allotropy
 Compare the physical states of matter with
regard to intermolecular forces present
between them.
 Explain the properties of gases (diffusion,
effusion, pressure, density and
compressibility).
 Account for pressure-volume changes in a gas
using Boyle's Law.
 Account for temperature-volume changes in a
gas using Charles's Law.
 Explain the properties of liquids like
evaporation, vapour pressure, boiling point,
freezing point, diffusion and density.
 Identify the Brownian’s movement of liquid
particles.
 Analyze the effect of external pressure on
boiling point.
 Describe physical properties of solids (melting
points, density and sublimation points).
 Differentiate between amorphous and
crystalline solids.
 Explain the allotropic forms of elements (S and
C).
SKILLS:
 Inspect the daily life examples of evaporation,
diffusion and effusion.
 Plan an experiment to show Brownian’s
movement of liquid.
 Explain the working of pressure cooker.
 Determine melting point of organic solids.
 Determine boiling point of organic liquids.
 Carry out sublimation.
SOCIETY, TECHNOLOGY, AND SCIENCE:
 Explain how ice is formed.
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Weightage:14%
UNIT-6
SOLUTIONS
6.1 Components of
Solution
6.2 Saturated,
Unsaturated and
Supersaturated
Solutions
6.3 Dilution of
Solution
6.4 Types of Solutions
6.5 Concentration
Units
6.5.1 Percentage
6.5.2 Molarity
6.5.3 Problems
Involving the
Molarity of a
Solution
6.6 Solubility and
Solute - Solvent
Interaction
6.6.1 Effect of
Temperature
on Solubility
6.7 Comparison of
Solutions,
Suspension and
Colloids
6.7.1 Solutions
6.7.2 Colloids
6.7.3 Suspension
(Turbidity)
 Define the terms: solution, aqueous solution,
solute and solvent and give examples of each.
 Identify water as a universal solvent.
 Explain the difference between saturated,
unsaturated and supersaturated solutions.
 Identify different types of solutions and give an
example of each.
 Explain what is meant by the concentration of a
solution, molarity and percentage (w/w, v/w,
v/v, and w/v).
 Predict the solubility of one substance in
another by using of the rule that "Like dissolves
like".
 Define solubility.
 Inspect the effect of temperature on solubility.
 Define colloids and suspensions.
 Differentiate between solutions, suspension
and colloids.
SKILLS:
 Solve problems involving the Molarity of a
solution.
 Prepare a solution of given Molarity.
 Prepare dilute solutions from concentrated
solutions of known Molarity.
 Convert the Molarity of a solution into its
concentration in g/dm3.
 Prepare solutions of different strength.
 Carry out dilutions of solutions.
 Relate solutions to different products in their
community.
 Read the nutrition information given on
mineral water, juice, vinegar and common
syrup to analyze the concentration of various
components.
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Weightage: 11%
UNIT-7
OXIDATION AND REDUCTION
7.1 Oxidation and
7.2 Reduction
7.3 Oxidation States and
7.4 Rules for Assigning
Oxidation States
7.5 Oxidizing and
Reducing Agents
7.6 Oxidation-Reduction
Reactions
 Explain oxidation and reduction in terms of
loss or gain of oxygen or hydrogen and loss
or gain of electrons.
 Define oxidizing and reducing agents in a
redox reaction.
 Identify the oxidizing and reducing agents
in a redox reaction.
 Define oxidation state.
 State the common rules used for assigning
oxidation numbers to free elements, ions
(simple and complex), molecules and
atoms.
SKILLS:
 Calculate the oxidation number of element
in a compound.
 Identify the species undergoing oxidation
and reduction reactions.
 Determine the oxidation number of an
atom of any element in a compound.
 Understand the oxidation or reduction
reactions in fruits and vegetables.
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Weightage: 12%
UNIT-8
ELECTROCHEMISTRY
8.1 Electrolyte and its
Types
8.2 Electrochemical Series
and its Applications
8.3 Electrochemical Cell
8.4 Galvanic Cell
8.5 Electrolytic Cell
8.6 Electrolysis of Water
8.7 Electrochemical
Industries
8.7.1 Manufacture of Na
byDown Cell
8.7.2 Electroplating
 Understand the importance and application
of electroChemistry.
 Define ElectroChemistry.
 Recognize weak and strong electrolyte.
 Distinguish between ionization and
dissociation.
 Compare the tendencies of metals and non-
metals to be oxidized and reduced in an
electrochemical series.
 Understand the reactions of metals with
dilute acids with the help of electrochemical
series.
 Identify components of Electrochemical Cell
in terms of anode and cathode.
 Sketch an Electrolytic Cell and label cathode
and anode.
 Identify the direction of cation and anion
towards respective electrodes.
 Propose how electrolysis of acidified water
would occur.
 Describe manufacturing of Na metal by Down
Cell.
 Explain Electroplating of Copper.
SKILLS:
 Perform metal displacement reactions in
aqueous medium.
 Understand electroplating of artificial jewelry.
 Explain electroplating of rims of wheels of
motorbikes.
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Weightage: 14%
LEARNING OUTCOMES FOR GRADE X
UNIT-9
CHEMICAL BONDING
9.1 Chemical Bonds
9.2 Types of Chemical
Bonds
9.2.1 Ionic Bonds
9.2.2 Covalent Bonds
9.2.3 Dative Covalent Bonds
9.2.4 Polar and Non-Polar
Covalent Bond
9.2.5 Metallic Bonds
9.3 Intermolecular Forces
9.3.1 Dipole-Dipole
Interactions
9.3.2 Hydrogen Bonding
 Find the number of valence electrons in an atom
using the Periodic Table.
 State the Octet and Duplet rules.
 State the importance of noble gas electronic
configurations in the formation of ion.
 Explain how elements attain stability and relate
importance of energy in chemical bonding.
 Outline the ways in which bonds can be formed.
 Describe the formation of an ionic bond.
 Recognize the compounds having ionic bonds.
 Identify characteristics of ionic compounds.
 Justify the formation of a covalent bond
between two nonmetallic elements.
 Propose examples of single, double and triple
covalent bonds.
 Explain polar and nonpolar covalent bond with
respect to electronegativity difference.
 Describe the properties of covalent compounds.
 Distinguish between the dipole-dipole
interaction and hydrogen bonding.
 Describe the formation of Coordinate covalent
bond.
 Explain the formation of metallic bond.
SKILLS
 Deduce electron cross and dot structures for
simple covalent molecules containing single
(H2), double (O2) and triple (N) covalent bonds.
 Predict the nature of chemical bond through
difference in electronegativity values.
 Perform an experiment to study the nature of
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Weightage: 17%
ionic compound as electrolyte.
 Explain the need for different synthetic
adhesives like glues and epoxy resins.
 Explain how aircrafts, cars, trucks and boats are
partially held together with epoxy adhesives.
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UNIT-10
ACIDS, BASES AND SALTS
10.1 Concepts of Acids
and Bases
10.1.1Arrhenius
Concept of
10.1.2Acids and Bases
10.1.3Bronsted
Concept of Acids
and Bases
10.1.4Lewis Concept of
Acids and Bases
10.2 pH Scale
10.3 Salts
10.3.1Preparation of
Salts
10.3.2Types of Salts
(Acidic, Basic
and Neutral
Salts)
 Define and give examples of Arrhenius acids
and bases.
 Make use of the Bronsted-Lowry theory to
classify substances as acids or bases, or as
proton donors or proton acceptors.
 Classify substances as Lewis acids or bases.
 Deduce the equation for the self-ionization of
water.
 Explain one method for the preparation of
each type of salt.
SKILLS:
 Use litmus paper, pH paper and other
indicators for measuring pH of solutions.
 Depending upon hydrogen ion or hydroxide
ion concentration, classify a solution as
neutral, acidic or basic.
 Complete and balance a neutralization
reaction.
 Perform acid-base titrations and related
calculations.
 Identify areas of work for analytical chemists.
 Explain why the quantity of preservatives in
food is restricted by government regulations.
 Explain pH-dependent foods.
 Explain process of etching in an industry.
 Explain stomach acidity.
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Weightage: 7%
Weightage: 11%
UNIT-11
METALS
11.1 Types of Metals
11.2 Structure of
Metals
11.3 Properties of
Alkali and Alkaline
Earth Metals
11.4 Reactions of
metals
 Identify elements of periodic table as alkali
metals, alkaline Earth metals and transition
metals.
 Analyze the arrangement of particles in metals.
 Describe general properties (i.e. melting point,
hardness, luster, and malleability, thermal and
electrical conductivity) of alkali and alkaline
earth metals.
 Explain how metals react with water, oxygen
and hydrogen.
SKILLS:
 Propose the reaction of given metal with water,
oxygen or hydrogen.
 Identify commercial value of silver, gold, iron
and platinum.
 Discuss the environmental advantages and
disadvantages of recycling metals, e.g.
aluminium and copper
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UNIT-12
CHEMISTRY OF SELECTIVE NON-METALS
12.1Nitrogen
12.1.1 Preparation of
ammonia and its
uses
12.1.2 Role of
ammonia
12.2 Sulphur
 Describe occurrence of nitrogen in nature.
 Compare the preparation of ammonia in
laboratory and on industry scale.
 Identify the role of ammonia in preparation of
nitrogenous fertilizers (ammonium sulphate,
ammonium nitrate and urea).
R U Ap An E C
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Weightage: 14%
12.2.1 Extraction of
Sulphur by
Frasch Process
12.2.2 Preparation
Sulphuric Acid
and its Uses
12.3 Chlorine
12.3.1 Preparation and
reactions of
chlorine
12.3.2 Chlorine as
disinfectant
12.4 Oxygen
12.4.1 Importance of
Oxygen
12.4.2 Extraction of
Oxygen
 Describe the occurrence and extraction of
Sulphur.
 Explain the preparation of Sulphuric acid by
Contact process.
 Explain the properties of Sulphuric acid as
oxidizing agent (reaction with C, S, H and Br).
 Describe uses of Sulphuric acid.
 Elaborate the preparation of chlorine and its
reactions with H, O and C.
 Identify the role of chlorine as disinfectant.
 Explain the importance of O2 gas.
 Discuss the process of extraction of O2 gas from
air.
SKILLS:
 Understand the role of fertilizer in agriculture.
 Understand role of Sulphur in treatment of
skin diseases.
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UNIT-13
ENVIRONMENTAL CHEMISTRY
13.1Composition of
Atmosphere
13.1.1Layers of Atmosphere
13.1.2Air Pollutants
13.1.3Reactions Occurring
in atmosphere (Acid
Rain and its Effects,
Ozone Depletion and
its Effects)
13.2Soft and Hard Water
13.2.1Types of Hardness of
Water
13.2.2Methods of Removing
Hardness
13.2.3Disadvantages of
Water Hardness
13.3Major Water
 Define atmosphere.
 Explain composition of atmosphere.
 Differentiate between stratosphere and
troposphere.
 Identify the major air pollutants.
 Describe acid rain, ozone depletion and their
effects on environment.
 Differentiate among soft, temporary and
permanent hard water.
 Infer some possible disadvantages of water
hardness.
 Propose methods for eliminating temporary
and permanent hardness of water.
 Identify industrial wastes and household
wastes as water pollutants.
 Deduce the effects of water pollutants on life.
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Weightage: 13%
Pollutants
13.3.1Industrial Wastes
13.3.2Household Wastes
13.3.3Agricultural Waste
13.4 Water Borne Diseases
13.5 Water Purification
 Describe the various types of water borne
diseases.
 Plan different economical waysto make water
drinkable.
SKILLS:
 Perform filtration experiments in the
laboratory on different water samples having
suspended impurities.
 Test water quality by checking its colour,
odour, hardness and conductivity and pH.
 Determine boiling point of water.
 Perform distillation of impure water samples.
 Explain how hard water hampers the cleansing
action of soap.
 Explain how and why water treatment is
essential for water to make it drinkable.
 Explain how incineration of waste material
contributes to the problem of air pollution.
 Debate whether the government should do
more to control air pollution resulting from
auto exhaust.
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UNIT-14
ORGANIC CHEMISTRY
14.1 Unique Properties
of Carbon
14.2 General
Characteristics and
Sources of Organic
Compounds
14.3 Homologous Series
 Debate on why the whole branch of Chemistry
is based on carbon.
 Understand the concept of Organic
Chemistry.
 Identify some general characteristics of
organic compounds.
 Analyze coal, petroleum, natural gas and
plants as a source of organic compound.
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14.3.1 Alkanes
14.3.2 Alkenes
14.4 Functional Groups
14.4.1.1Functional
Groups
Containing
Carbon,
Hydrogen and
Oxygen
14.4.1.2Functional
Groups
Containing
Carbon,
Hydrogen and
Halogens
14.4.1.3Double and
Triple Bonds
14.5 Alcohols and
Carboxylic Acids
14.5.1 Preparation
14.5.2 Important
Reactions
14.5.3 Preparation
of Ether Alcohol
and Acetic Acid
 Interpret the importance of organic
compounds (polymers, medicine).
 Describe the Properties of a Homologous
Series.
 Devise a definition of Homologous Series in
Organic Chemistry.
 Name alkanes and alkenes up to C2 to C4.
 Formulate chemical equations to show the
reaction of alkanes with oxygen and chlorine.
 Formulate chemical equation to show the
preparation of alkanes and alkenes by the
dehydration of ethanol and dehydro-
halogenation of alkyl halide.
 Formulate chemical equations to show the
reaction of alkanes with hydrogen, steam,
bromine, water and KMnO4.
 Define functional group.
 Differentiate between different organic
compounds on the basis of their functional
groups.
 Formulate a chemical equation to show the
preparation of ethanol from ethene by
fermentation.
 Formulate chemical equation to show
laboratory preparation of Acetic Acid.
SKILLS:
 Identify carboxylic acids, phenols, aldehydes
and ketones in terms of functional groups in
the laboratory.
 Distinguish between saturated and
unsaturated compounds using iodine,
bromine and potassium permanganate
solutions.
 Understand how pharmaceutical chemists
work towards partial and total synthesis of
effective new drugs.
 Explain how substances produced by plants
and animals can also be produced in the labs.
 Explain hydrocarbons as fuel and feed stock in
industry.
 Explain hydrogenation of margarine.
 Explain the importance of vinegar.
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Weightage: 10%
UNIT-15
MACROMOLECULES
15.1 Polymers
15.1.1 Lipids
15.1.2 Natural
Polymers
15.1.3 Synthetic
Polymers
 Define the terms: Macromolecules, Monomer,
Polymer
 Identify the types of Polymers: natural
polymers and synthetic polymers.
 Explain lipids with reference to fats and oils.
 Describe carbohydrate as a macromolecule.
 Distinguish between monosaccharide and
disaccharide.
 Explain proteins are polymers made from
reactions between amino acid monomers.
 Examine preparation and uses of Polyethylene,
PVC, Polystyrene, Polyester, Nylon and Teflon.
SKILLS:
 Evaluate the relative solubility in water of
starch and sugar.
 Explain why agricultural and nutritional
sciences are vital.
 Explain the use of natural products in the
preparation of flavors, fragrances, resins and
pharmaceuticals.
 Explain the use of dextrose in drips.
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Weightage: 13%
UNIT-16
CHEMICAL INDUSTRIES
16.1 Applied Chemistry
16.2 Urea
16.3 Basic
Metallurgical
Operations
16.4 Iron Industry
16.5 Domestic
Chemical
Industries
 Understand the introduction to applied
Chemistry.
 Describe the composition of urea.
 Develop a flow sheet diagram for the
manufacture of urea.
 List the uses of urea.
 Identify some metallurgical operations.
 Name the ores of iron.
 Sketch the manufacturing process of iron.
 List the uses of Iron.
SKILLS:
 Explain how stains are removed.
 Prepare ink, polish, soap, detergent and liquid
soap.
SOCIETY,TECHNOLOGY AND SCIENCE:
 Relate the study of Chemistry with the careers
in industry.
 Describe how different types of fire (caused by
wood, oil, electric spark) require different
chemical ways to put them out.
 Explain how technology affects the production
of common chemicals.
 Debate the use of synthetic fertilizers versus
organic / natural fertilizers.
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LIST OF CHEMISTRY PRACTICALS
Grade-IX
Practical Equipment Chemicals
UNIT-1
Fundamentals of Chemistry
1. Separate the given mixture
by physical method.
Glass plate, spatula, magnet,
test tube, beaker, gas burner,
matches, and safety goggles.
Iron filings, sand or any
other soluble mix.
UNIT-2
Avogadro’s Number and Mole
None None None
UNIT -3
Periodic Table and
Periodicity of Properties
None None None
UNIT-4
Structure of Atoms
None None None
UNIT-5
Physical States of Matter
1. Determine the Melting
Point of Naphthalene and
Biphenyl.
Beaker, thermometer, Bunsen
burner, tripod stand, wire
gauze, glass stirrer, capillary
tube and iron stand.
Water, naphthalene and
biphenyl.
2. Determine the Boiling
Point of Acetone and Ethyl
Alcohol.
Beaker, thermometer, Bunsen
burner, tripod stand, wire
gauze, glass stirrer, fusion tube,
iron stand and capillary tube.
Water, acetone and ethyl
alcohol.
3. Separate naphthalene from
the given mixture of NaCl or
NH4Cl and naphthalene /
NH4Cl by sublimation.
China dish or watch glass,
tripod stand, funnel, burner,
NaCl bath and cotton.
Mixture of NaCl,
naphthalene / NH4Cl.

4. Separate the given mixture
of alcohol and water by
distillation.
Round bottom distillation flask
or retort, thermometer, corks,
water condenser, receiving
flask, burner, iron stand, tripod
stand, wire gauze, filter paper
and funnel.
Mixture of water and
alcohol.
UNIT-6
Solutions
Preparation of Solution of
Known Molarity:
1. Prepare 250cm3
of 0.1
Hydrated Oxalic acid.
Beaker, stirrer, volumetric flask
and physical balance, funnel,
wash bottle.
Oxalic acid, Distilled water.
2. Prepare 250cm3
of 0.05M
of Na2CO3solution.
Burette, funnel, volumetric
flask.
Distilled water, Na2CO3.
3. Prepare 100 ml of 0.05M
Oxalic acid from the
above solution.
Burette, funnel, volumetric
flask.
Stock solution, distilled
water, Oxalic acid.
4. Demonstrate that miscible
liquids dissolve in each
other and immiscible
liquids do not.
Three small beakers, organic
waste bottle, safety goggles.
Water, oil, ethanol.
5. Demonstrate that
temperature affects
solubility.
Test tubes, burner, matches
test tube holder, test tube rack,
stirring rod, safety goggles.
Sucrose, water.
UNIT-7
Oxidation and Reduction
None None None
UNIT-
8ElectroChemistry
1. Demonstrate the conductivity
of different given solutions.
Dry battery cell with holder
with two electrodes, beakers,
stirrer test tube holder.
Two electrodes, distilled
water, sugar, NaCl, vinegar,
HCl, NaOH.

2. Demonstrate a metal
displacement reaction in
aqueous medium.
Copper wire, bulb with bulb
holder, test tube.
Copper sulphate and iron
strip or nail.
Grade-X
UNIT-9
Chemical Bonding
None None None
UNIT-10
Acids, Bases and Salts
Demonstrate that some natural
substances are weak acids.
Dropper, knife, test tubes, two
test tube racks, beaker, gas
burner, wire gauze, matches,
dropper, safety goggles.
Citrus fruits, pH paper.
Standardize the given
HCl solution
volumetrically.
Pipette, burette, funnel,
conical flask, beaker, iron
stand.
Standard solution of HCl,
solution of NaOH,
phenolphthalein.
Determine the exact
Molarity of the HCl
solution volumetrically.
Pipette, burette, funnel,
conical flask, beaker, iron
stand.
Standard solution of
Na2CO3, solution HCl,
methyl orange.
Determine the exact Molarity of a
solution of oxalic acid
volumetrically.
Pipette, burette, funnel, conical
flask, beaker.
Standard solution of
oxalic acid,
phenolphthalein, solution
of NaOH.
Classify substances as acidic, basic
or neutral.
Six 100 cm3
beakers, red and
blue litmus papers ,safety
goggles
Red and blue litmus
paper, 0.1% bromo-
thymol blue, 0.1%
solutions of various acids
(HCl, H2SO4 and acetic
acid)
Bases: (Sodium carbonate,
hydroxide of sodium,
potassium, calcium and
magnesium)
Natural Substances:
Methanol, ethanol,

sodium chloride and
water.
Identify saturated and unsaturated
organic compounds by
KMnO4.
Test tubes, test tube holder,
test tube rack, dropper.
Cinnamic acid solution,
KMnO4 solution, distilled
water.
UNIT-11
Metals
Identify sodium, strontium,
barium, copper, potassium
radicals by flame test.
Platinum wire, HCl, spatula,
watch, glass, burner, and
match sticks.
Salt of each of sodium,
strontium, barium, copper,
potassium, concentrated
HCl.
Testing for metal ions:
Al3+
, Zn2+
,Ca2+
, Fe2+
, Fe3+
, Cu2+
Test tubes, test tube rack,
safety goggles.
NaOH, NH4OH.
UNIT-12
Chemistry of some selective non-
metals
Reaction of sulphuric acid with
zinc.
Wolf bottle, delivery tube,
gas jar
Zinc granules, dil. H2SO4
UNIT-13
Environmental Chemistry
None None None
UNIT-14
Organic Chemistry
None None None
UNIT-15
Macromolecules
Demonstrate that sugar
decomposes into elements or
other compounds.
China dish, burner, tripod,
stand, wire gauze, matches,
spatula, safety goggles.
Sugar.
UNIT-16
Chemical Industries
Preparation of shoe polish
Beaker, stirrer
Wax, turpentine oil, black
dye

Part 1: Physical Chemistry
Weightage: 11%
6. STUDENTSLEARNINGOUTCOMESFORGRADESXI-XII
LEARNING OUTCOMES FOR GRADE XI
Unit 1
Stoichiometry

UNDERSTANDING R U Ap An E C
1.1 Mole and
Avogadro's
number
 Describe the relationships between Avogadro’s number,
the mole concept, and the molar mass of any given
substance.

 Interpret a balanced chemical equation in terms of
interacting moles using appropriate units of measure
(e.g., moles, grams, atoms, ions, molecules) at STP.

1.2Standard
conditions
 Describe standard conditions for a reaction. 
1.3 Mole
Calculations
 Interpret mole ratios from balanced equations for use as
conversion factors in Stoichiometric problems.
(Applying)

 Solve stoichiometric problems with balanced equations
using moles, representative particles, masses and
volumes of gases (at STP).

1.4 Excess
and Limiting
Reagents
 Identify the excess and limiting reagent in a reaction. 
 Determine the maximum amount of product(s)
produced and the amount of any unreacted excess
reagent by knowing the limiting reagent in a reaction.

1.5
Theoretical
Yield and
Actual Yield
as Percentage
 Solve the problems to calculate the third value if any
two of the following is given: theoretical yield, actual
yield. Percentage yield.

 Calculate the theoretical yield and the percent yield
when given the balanced chemical equation, the
amounts of reactants and the actual yield.

SKILLS:  Make use of the volume ( 22.4 L ) of one mole of a gas at
STP to solve mole-volume problems.

 Determine the gram molecular mass of a gas from
density measurements of gases at STP. 

Weightage: 12%
 Perform calculations based on moles, mass, volume and
number of particles.

 Find out the limiting reactant in a chemical reaction and
do the related calculations.

 Understand that Chemistry is a quantitative Science.

Unit 2
Atomic Structure
R U Ap An E C
2.1 Application of
Bohr's Model
2.1.1 Bohr model and
its defects
2.1.2 Radius and
energy of
Hydrogen Atom
 Summarize Bohr's atomic theory.
 Calculate the radii of orbits of H atom by using
Bohr's model.
 Determine the energy of electron in a given
Orbit of hydrogen atom by using Bohr's atomic
model.



2.2 Planck's Quantum
Theory
2.2.1 Derivation of
E=hcv
 Relate energy equation (for electron) to
frequency, wavelength and wave number of
radiation emitted or absorbed by electron.

2.3 Determination of
atomic number
 Find out atomic number with the help of
Mosley’s law.

2.4 Orbital and Energy
Levels
2.4.1 Principal,
Azimuthal,
Magnetic and
Spin Quantum
Number
2.4.2 Shapes of s, p
and d Orbital
2.4.3 Spectrum of
Hydrogen atom
 Define photon as a unit of radiation energy.
 Describe the dual nature of electron and
Heisenberg Uncertainty Principle.
 Describe the concept of orbitals.
 Explain the significance of quantized energies
of electrons.
 Explain four quantum numbers with reference
to Schrodinger’s wave equation.
 Compare the general shapes and orientation
of s, p, and d orbitals.
 Relate the discrete line spectrum of hydrogen
to energy levels of electrons in the hydrogen
atom (introduction to spectral series).







2.6 Orbital’s Electronic
Configurations
2.6.1 Rules
 Make use of the Aufbau Principle, the Pauli
Exclusion Principle, and Hund's Rule to write
the electronic configuration of the elements.


Weightage: 11%
2.6.2 Electronic
Configurations
 Interpret the sequence of filling of electrons in
many electron atoms.
 Propose electronic configuration of atoms
considering (n+l) rule.


SKILLS  Determine the frequency of radiation from the
given value of wavelength or wave number.
 Determine the energy of a photon associated
with a given wavelength or frequency of
radiation.
 Calculate energy difference between different
energy levels of the hydrogen atom.



SOCIETY, TECHNOLOGY
AND SCIENCE
 Describe how making models helps better
understand atoms and molecules in a better
way.

Unit3
States of Matter I: Gases
R U Ap An E C
3.1 Kinetic Molecular
Theory of Gases
3.1.1 Postulates of
Kinetic
Molecular
Theory
3.1.2 Pressure and
Its Units
 List the postulates of Kinetic Molecular Theory.
 Describe the motion of particles of a gas according
to Kinetic Theory.
 State the values of standard temperature and
pressure (STP and SATP).
 Relate temperature to the average kinetic energy
of the particles in a gas.
 Make use of Kinetic Theory to explain gas
pressure.
 Infer the effect of change in temperature and
pressure on the volume of gas.






3.2 Absolute
Temperature
Scale
 Explain the concept of absolute zero through
Charles’s law.
 Justify the significance of absolute zero, giving its
value in degree Celsius and Kelvin.


3.3 Avogadro's Law  State and explain the significance of Avogadro's
Law.

3.4 Ideal Gas
Equation
3.4.1 Derivation
3.4.2 Gas Constant
and its Units
 Derive Ideal Gas Equation using Boyle's, Charles'
and Avogadro's law.
 Calculate the value of the ideal gas constant.
 Make use of different units of ideal gas constant.




Weightage: 8%
3.5 Real Gases
3.5.1 Causes for
Deviation
3.5.2 Van der Waal
equation
 Distinguish between ideal and real gas.
 Analyze data regarding real gases to identify
deviation from ideal behavior.
 Explain why real gases deviate from the gas laws.



3.6 Dalton’s law of
partial pressure
 Define partial pressure.
 State Dalton’s law of partial pressure.
 Make use of Dalton’s law to calculate pressure of
gas mixture.



3.7 Liquefaction of
gases
 Understand the process of cooling of gas and
Joule Thomson Effect.
 Explain the Linde’s method of liquefaction of
gases.
 Design a flow sheet diagram to describe the
fractional distillation of air.



SKILLS  Interconvert pressure in Pascal, kilopascals,
atmospheres and bar.
 Determine the new volume of a gas when the
pressure of the gas changes.
 Apply the ideal gas laws to calculate the pressure
or the volume of a gas.
 Determine the molar volume of the gas under
various conditions.




SOCIETY,
TECHNOLOGY AND
SCIENCE
 Predict how pressure affects scuba divers at
varying depths.

Unit 4
States of Matter II: Liquids
R U Ap An E C
4.1 Kinetic Molecular
Interpretation of
Liquids
4.1.1 Properties of
liquids
4.1.2 Intermolecular
Forces (Vander
Waals Forces)
Dipole Dipole
 Describe simple properties of liquids e.g.,
diffusion, compression, expansion, motion of
molecules, spaces between them,
intermolecular forces and kinetic energy based
on Kinetic Molecular Theory.
 Explain physical properties of liquids such as
evaporation, vapour pressure, boiling point,
viscosity and surface tension.




Weightage: 8%
interaction, London
Forces
4.1.3 Hydrogen Bonding
 Explain applications of dipole-dipole forces,
hydrogen bonding and London forces.
 Make use of the concept of Hydrogen bonding
to explain the following properties of water:
high surface tension, high specific heat, low
vapor pressure, high heat of vaporization, and
high boiling point and anomalous behaviour of
water when its density shows maximum at 4
degree centigrade.

4.2 Energetic of
Phase Changes
4.2.1 Molar Heat of Fusion,
Molar Heat of
Vaporization.
4.2.2 Energy Changes and
intermolecular
Attractions
4.2.3 Change of State and
Dynamic Equilibrium
 Define molar heat of fusion and molar heat of
vaporization.
 Describe how heat of fusion and heat of
vaporization affect the particles that make up
matter.
 Relate energy changes with changes in
intermolecular forces.
 Define dynamic equilibrium between two
physical states.




SKILLS  Deduce types of intermolecular attractions
between the molecules of a liquid from a
given list of liquids based on its molecular
structures.
 Compare and explain the volatility of different
liquids at same temperature based on
intermolecular forces.


Unit 5
States of Matter III: Solids
R U Ap An E C
5.1 Kinetic
Molecular
Interpretation
of Solids
5.1.1 Properties of
Solids
 Describe simple properties of solids e.g.
diffusion, compression, expansion, motion of
molecules, spaces between them,
intermolecular forces and kinetic energy based
on kinetic molecular theory.

5.2 Types of
Solids
5.2.1 Amorphous
5.2.2 Crystalline
 Differentiate between amorphous and
crystalline solids.


5.3 Properties of
Crystalline
Solids
 Describe properties of crystalline solids like
symmetry, geometrical shape, melting point,
cleavage planes, habit of a crystal, crystal
growth. Anisotropy, symmetry, isomorphism,
polymorphism, allotropy and transition
temperature.
 Use carbon and sulphur to describe allotropes.


5.4 Classification
of crystalline
system
 Elaborate the different crystalline systems in
terms of crystallographic elements.

5.5 Crystal
Lattice
5.5.1 Unit Cell
5.5.2 NaCl Crystal
5.5.3 Lattice
Energy
 Explain the significance of the unit cell to the
shape of the crystal using NaCl as an example.
 Define lattice energy. 

5.6 Types of
Crystalline
Solids
5.6.1 Ionic Solids
5.6.2 Covalent
Solids
5.6.3 Metallic
Solids
5.6.4 Molecular
Solids
 Differentiate between ionic, covalent, molecular
and metallic crystalline solids.
 Name three factors that affect the shape of an
ionic crystal.
 Explain the low density and high heat of fusion
of ice.
 Define and explain molecular and metallic solids.




SKILLS  List some common amorphous solids
encountered in daily life.
 Explain why a compound like CaCl2 will fluctuate
in mass from day to day because of humidity.
 Purify saline water by repeated freezing.



SOCIETY,
TECHNOLOGY AND
SCIENCE
 Propose examples of crystalline and amorphous
solids in their community and relate these to
their specific uses.


Weightage: 6%Unit 6
Chemical Equilibrium
R U Ap An E C
6.1 Reversible
Reactions and
Dynamic
Equilibrium
6.1.1 Concept and
explanation
6.1.2 Law of Mass
Action and
Expression for
Equilibrium
Constant
6.1.3 Relationship
between Kc,
Kp, Kx,Kn
6.1.4 Importance of
Kc and
Reaction
Quotient
 Define chemical equilibrium in terms of a reversible
reaction.
 Write both forward and reverse reactions and
describe the macroscopic characteristics of each.
 State the necessary conditions for equilibrium and
the ways that equilibrium can be recognized.
 Describe the microscopic events that occur when a
chemical system is in equilibrium.
 Write the equilibrium expression for a given chemical
reaction.
 Relate the equilibrium expression in terms of
concentration, partial pressure, number of moles and
mole fraction.
 Write expression for reaction quotient.
 Determine if the equilibrium constant will increase or
decrease when temperature is changed, given the
equation for the reaction.
 Propose microscopic events that account for
observed macroscopic changes that take place during
a shift in equilibrium.
 Determine if the reactants or products are favored in
a chemical reaction, given the equilibrium constant.










6.2 Factors Affecting
Equilibrium (Le-
Chatelier’s
Principle)
6.2.1 Industrial
Application of
Le-Chatelier's
Principle
 State Le-Chatelier's Principle and be able to apply it
to systems in equilibrium with changes in
concentration, pressure, temperature, or the
addition of catalyst.
 Explain industrial applications of Le Chatelier's
Principle using Haber's process as an example.


6.3 Solubility Product  Define and explain solubility product. 
6.4 Common Ion
Effect
 Define and explain common ion effect giving suitable
examples.


Weightage: 9%
SKILLS  Determine the equilibrium constant for a reaction
given the equilibrium concentrations of reactants and
products.
 Determine the concentration specified, given the
equilibrium constant and appropriate information
about the equilibrium concentrations.
 Study the equilibrium between chromate and
dichromate in different media.


SOCIETY,
TECHNOLOGY AND
SCIENCE
 Relate the role of chemical equilibrium in industries
that focus on high yields.

Unit 7
Chemical Kinetics
R U Ap An E C
1.1 Chemical Kinetics  Understand the concept of chemical kinetics. 
1.2 Rates of Reactions
1.2.1 Rate of reaction
and rate constant
1.2.2 Order of reaction
and its
determination
1.2.3 Rate law or rate
expression
 Explain and use the terms rate of reaction, rate
equation, order of reaction, rate constant (and
units) and rate determining step.
 Identify the significance of the rate-determining
step on the overall rate of a multi-step reaction.
 Identify the role of the rate constant in the
theoretical determination of reaction rate.
 Understand that order of a reactant is not related
to the stoichiometric coefficient of the reactant in
the balanced chemical equation.
 Explain the form and function of a rate law or rate
expression.
 Determine the rate law for the reaction when given
the order with respect to each reactant.







Weightage: 8%
1.3 Collision Theory and
Activation Energy
1.3.1 Factors affecting
rate of reaction
1.3.2 Activation energy
1.3.3 Reaction
mechanism
 Use the collision theory to explain how the rate of
a chemical reaction is influenced by the
temperature, concentration, surface area and
presence of a catalyst.
 Explain what is meant by the terms activation
energy and activated complex.
 Relate the ideas of activation energy and the
activated complex to the rate of a reaction.
 Inscribe the reaction mechanism for the reaction
through potential energy diagram for a reaction.




1.4 Catalysis
1.4.1 Homogeneous
Catalysis
1.4.2 Heterogeneous
Catalysis
1.4.3 Enzyme Catalysis
 Define terms catalyst, catalysis, homogeneous
catalysis and heterogeneous catalysis.
 Explain that a catalyst provides a reaction pathway
that has low activation energy.
 Describe enzymes as biological catalysts.
 Explain why powdered zinc reacts faster.




SKILLS  Draw energy diagrams that represent the activation
energy and show the effect of a catalyst.
 Determine initial rate using concentration data.
 Deduce the order of a reaction using the method of
initial rates.



SOCIETY, TECHNOLOGY
AND SCIENCE
 Describe how enzymes can be effective in removing
stains from fabrics.
 Understand that Chemistry deals with the
transformation of matter.


Unit 8
Solutions and Colloids
R U Ap An E C
8.1 General Properties of
Solutions
8.1.1 Solution, suspension
and colloids
8.1.2 Hydrophilic and
hydrophobic
molecules
8.1.3 The nature of
solutions in liquid
phase
8.1.4 The effect of
temperature and
 List the characteristics of colloids and suspensions
that distinguish them from solutions.
 Define hydrophilic and hydrophobic molecules.
 Explain the nature of solutions in liquid phase
giving examples of completely miscible, partially
miscible and immiscible liquid-liquid solutions.
 Interpret the solubility graph and explain the effect
of temperature and pressure on solubility.





pressure on
solubility
8.2 Concentration Units  Write the solution concentration in terms of
percent mass, molality, molarity, mole fraction and
parts per million, billion and trillion.

8.3 Colligative
properties of dilute
Solutions
8.3.1 Raoult’s law
 Define the terms colligative.
 Explain the colligative properties of a dilute
solution, i.e. lowering of the vapour pressure,
elevation of the boiling point, depression of the
freezing point and osmotic pressure.
 Compare on a particle basis why a solution has a
lower vapor pressure than the pure solvent.
 State Raoult’s law.
 Predict how the number of solute particles may
alter the colligative properties.
 Explain osmotic pressure, reverse osmosis, and
give their daily life applications.






8.4 Solvation and
Hydration
 Describe the role of solvation in the dissolving
process.
 Define the term water of hydration.
 Explain concept of solubility and relate it to
solution saturation.
 Distinguish between the solvation of ionic species
and molecular substances.
 List three factors that accelerate the dissolution
process.
 Define heat of solution and apply this concept to
the hydration of ammonium nitrate crystals.






8.5 Colloids
8.4.1 Properties of
Colloids
8.4.2 Types of Colloids
 List some properties of colloids.
 Describe types of colloids and their properties.


SKILLS  Perform calculations involving percent (volume-
volume) and percent (mass/volume) solutions.
 Determine the molality of a solution.
 Determine the freezing point depression and the
boiling point elevation of aqueous solutions.
 Determine the percent of water in a given hydrate.




SOCIETY, TECHNOLOGY
AND SCIENCE
 Infer the physical phenomenon behind the
effervescence observed when a bottle of
carbonated drink is uncapped.
 Explain the phenomenon of freezing in a mixture
of ice and salt. 


Weightage: 8%
Unit 9
Thermodynamics
Students will be able to: Cognitive level
R U Ap An E C
9.1 Thermodynamics  Define thermodynamics.
 Classify reactions as exothermic or endothermic.
 Define the terms system, surrounding, boundary, state
function, heat, heat capacity, internal energy, work
done and enthalpy of a substance.



9.2 Thermal and
Internal energy
 Relate change in internal energy of a system with
thermal energy at constant temperature and constant
pressure.

9.3 First law of
thermodynamics
 State first law of thermodynamics. 
9.4 Standard state
and Standard
enthalpy changes
 Specify conditions for the standard heat of reaction.
 Relate a change in enthalpy to the heat of reaction,
combustion and atomization of a reaction. 

9.5 Measurement of
enthalpy of
reaction and
Heat capacity
 Make use of the experimental data to calculate the
heat of reaction using a calorimeter.

9.6 Hess's law:
enthalpy Change
calculations
 Apply Hess's Law to construct simple energy cycles.
 Describe how heat of combustion can be used to
estimate the energy available from foods. 

9.7 Born Haber cycle  Explain reaction pathway diagram in terms of enthalpy
changes of the reaction. (Born Haber's Cycle)

SKILLS  Determine the enthalpy change of a reaction by using
standard heats of formation.
 Deduce the heat of a reaction, which is experimentally
inaccessible from the heats of a set of reaction, which
are experimentally measurable.
 Calculate lattice energy and enthalpy of formation of
NaCl and MgO from given set of appropriate data.



SOCIETY,
TECHNOLOGY AND
SCIENCE
 Understand the use of cold and hot pouches for cooling
and heating.
 Understand that transformation of matter is
accompanied with changes in energy



Weightage: 8%
Unit 10
Electrochemistry
R U Ap An E C
10.1 Oxidation-
Reduction Concepts
10.1.1 Oxidation and
Reduction
10.1.2 Oxidation Numbers
10.1.3 Recognizing
Oxidation Reduction
Reactions
10.1.4 Balancing Oxidation
Reduction Equations by:
10.1.4.1 Oxidation
Number Method
10.1.4.2 Ion-exchange
Method
10.1.4.3 Half Reaction
Method
 Define oxidation and reduction in terms of a change
in oxidation number.
 Determine the oxidation number of an atom of any
element in a pure substance using periodic table.
 Describe the characteristics of a Redox reaction.
 Identify oxidizing or reducing atoms in a redox
equation.
 Balance redox equations by using the oxidation
number change method.
 Balance redox reactions by using the ion-exchange
method.
 Identify oxidation and reduction half reactions in a
redox reaction.
 Balance redox reactions by using the half reaction
method.








10.2 Electrode,
Electrode
Potential and
Electrochemical
Series
 Define cathode, anode, electrode potential and
Standard Hydrogen Electrode (S.H.E).
 Define the standard electrode potential of an
electrode.
 Predict the products of single replacement
reactions by using the electrochemical series of
metals.



10.3 Cell potential
10.3.1Dry cell
10.3.2Electrochemical
series
10.3.3Cell potential
 Identify the substance oxidized and the substance
reduced in a dry cell.
 Describe how a dry cell supplies electricity.
 Define cell potential, and describe how it is
determined.



10.4 Batteries
10.1.1.1 Primary
Batteries
10.1.1.2 Fuel Cells
 Explain how batteries work.
 Describe the reaction that occurs when a lead
storage battery is recharged.
 Explain how a lead storage battery produces
electricity.
 Explain how a fuel cell produces electrical energy.




10.5 Corrosion and its
Prevention
 Explain corrosion and describe simple methods like
electroplating and galvanizing for its prevention.


Weightage: 6%
SKILLS  Make use of standard electrode potentials to
calculate the standard emf of cell.
 Predict the feasibility of an electrochemical reaction
from emf data.
 Calculate the cell potential for an electrochemical
cell under standard conditions.
 Deduce the direction of flow of electrons in an
electrochemical cell.




SOCIETY, TECHNOLOGY
AND SCIENCE
 Explain how paints can protect metal surfaces from
corrosion and other harmful agents.
 Propose examples of applications of oxidation-
reduction reactions in daily life.
 Identify solar cells as the source of energy in future.



Part 2 Environmental Chemistry
Unit 11
Environmental Chemistry
R U Ap An E C
11.1 Chemistry of
the Troposphere
11.1.1Chemical
Reactions in the
Atmosphere
11.1.2 Ozone in
troposphere
11.1.3COx. NOx, VOCs.
SOx, O3
11.1.4Acid Rain
11.1.5Smog
11.1.6Global Warming
and Climate
Change
 Recognize various chemical reactions occurring in
the atmosphere.
 Explain how ozone build up in the Earth's lower
atmosphere, or troposphere and recognize its
adverse effects.
 Recognize that the release of COx, SOx, NOx, VOCs
are associated with the combustion of hydrocarbon
based fuels.
 Infer problems associated with release of
pollutants including acid rain and the formation by
free radical reactions of hazardous inorganic and
organic compounds e.g., PAN.
 Identify causes and impacts of urban smog.
 Describe how properties of gases promote
greenhouse effect.








 Explain greenhouse effect and global warming as
resulting in climate change.
11.2 Chemistry of the
Stratosphere
11.2.1Role of ozone in
stratosphere
11.2.2CFCs and Halons
11.2.3 Destruction of
Ozone
 Describe the role of ozone in the stratosphere in
reducing the intensity of harmful UV radiation
reaching the earth.
 Describe the role of CFCs in destroying ozone in the
stratosphere.
 Make connections between Halons (Halo alkanes)
and CFCs and their effects on ozone depletion.



11.3 Water Pollution
11.3.1Types of Water
Pollutants
11.3.2Water analysis
 Recognize and describe various water pollutants.
 Propose the various parameters of water analysis.


11.4 Green Chemistry
11.4.1Alternatives to
CFCs
11.4.2Automobile
Pollutants and
the Catalytic
Convener
11.4.3 Hazards of
dumping
untreated water
11.4.4 Water
purification
 Deduce possible alternatives to the use of CFCs.
 Identify ways in which air pollution resulting from
auto exhausts can be alleviated.
 Recognize the use of catalytic converters in
reducing pollutant emissions from petrol driven
cars.
 Explain that dumping waste water from household
and industry without treatment to the rivers and
creeks is dangerous for the environment.
 Propose three ways in which water is purified
naturally.





SKILLS  Estimate chloride ions in tap water using titration
technique.

SOCIETY, TECHNOLOGY
AND SCIENCE:
 Predict effects of radiation pollution.
 Explain the need to work in a well-ventilated area
while working with toxic solvents as used in
adhesives.
 Describe how rainwater seepage through
hazardous wastes dumpsites can dissolve and
reach drinking water supplies.
 Explain how photochemical reactions contribute to
air pollution.





Weightage: 5%
Part 3 Analytical Chemistry
Unit 12
Analytical Chemistry
R U Ap An E C
12.1 Introduction to
analytical Chemistry
 Understand the analytical Chemistry with
reference to classical and modern method of
analysis.
 Differentiate between qualitative and
quantitative analysis.
 Acquire basic understanding of organic and
inorganic compounds.



12.2 Classical Method of
Analysis
12.2.1Combustion
Analysis
 Discuss the procedure of combustion analysis. 
12.3 Modem Methods of
Analysis
12.3.1 Spectroscopy
Analysis
12.3.1.1 Infra Red (IR)
12.3.1.2 Ultra-Violet /
Visible (UV-VIS)
12.3.1.3 Nuclear
Magnetic
Resonance
(NMR)
12.3.1.4 Atomic Emission
and Absorption
12.3.1.5Mass
Spectrometry
(MS)
 Analyze the electromagnetic radiations in terms
of spectroscopy.
 Define spectroscopy.
 Explain the fundamentals of IR and UV/visible
spectroscopy techniques and their applications
in structure analysis.
 Elaborate in simple terms the principles of
proton NMR spectroscopy.
 Discuss the basic principle of atomic emission
and absorption spectroscopy and its
application.
 Explain principle and working of mass
spectrometer.






12.3.2Separation analysis
12.3.2.1 Chromatography
 Describe the technique of chromatographic
analysis.
 Explain the separation of components by paper
and thin-layer chromatography.



SKILLS  Outline the use of mass spectrometer in
determination of relative isotopic masses and
isotopic abundance.
 Calculate the average atomic mass of an
element from isotopic data.
 Determine percentage of C, H and O from given
data and determine empirical and molecular
formula.



SOCIETY, TECHNOLOGY
AND SCIENCE
 Explain how different instruments help in the
study of Chemistry.
 Recognize the link between chemical
instrumentation and technology.
 Explain how forensic chemists use the MS to
identify small amounts of unknown material.
 Explain why forensic chemists must have strong
problem-solving skills and a broad background
in analytical Chemistry.





Weightage: 9%
LEARNING OUTCOMES FOR GRADE XII
Part 4Inorganic Chemistry
Unit 13
Acids, Bases and Salts
R U Ap An E C
13.1 Bronsted-
LoweryDefinitions
of Acids and
Bases
13.1.1Proton Donors
and Acceptors
13.1.2Conjugate Acid-
Base Pairs
 Define Bronsted and Lowery concepts for acids and
bases.
 Define salts, conjugate acids and conjugate bases.
 Identify conjugate acid-base pairs of Bronsted-Lowery
acid and base.



13.2 Expressing the
Strength of Acids
and Bases
13.2.1 Ionization
Equation of Water
13.2.2 pH, pOH and pKw
13.2.3 Acid Ionization
Constant, Ka and
pKa
13.2.4 Base Ionization
Constant, Kb and
pKb
13.2.5 Leveling effect
 Explain ionization constant of water.
 Calculate pH and pOH in aqueous medium using given
Kw values.
 Use the extent of ionization and the acid dissociation
constant Ka to distinguish between strong and weak
acids.
 Use the extent of ionization and the base dissociation
constant, Kb, to distinguish between strong base and
weak bases.
 Define and explain the leveling effect. 




13.3 Buffer
Solutions and
their
Applications
 Define a buffer, and show with equations how a buffer
system works.
 Discuss how buffer solution maintains a constant pH
even with the addition of small amounts of strong acid
or strong base.
 Describe application of buffer solutions.



13.4 Salt
Hydrolysis
 Use the concept of hydrolysis to explain why aqueous
solutions of some salts are neutral acidic or basic.

SKILLS  Calculate the fourth parameter when given three of
four parameters- molarity of base, volume of base,
molality of acid, volume of acid - used in a titration


Weightage: 9%
experiment, assuming a strong acid and strong base
reaction.
 Calculate the [H3O+], given the Ka and molar
concentration of weak acid.
 Calculate concentrations of ions of slightly soluble
salts (solubility product).
 Calculate Ka for the system, given the equilibrium
concentrations of a weak acid and the [H3O+] in the
solution.
 Perform acid-base titrations to calculate molality and
strength of given sample solutions.
 Make a buffered solution.





SOCIETY,
TECHNOLOGY AND
SCIENCE
 Link preservatives in food products and allergic
reactions in people.
 Explain why essential elements like iodine are added
to table salt for better human health.
 Explain gastric acidity and use of anti-acid drugs.
 Explain curdling of milk with lemon juice.




Unit 14
Theories of Covalent Bonding and Shapes of Molecules
R U Ap An E C
14.1 Theories of
covalent
bonding
14.1.1VSEPR
14.1.2 Hybridization
14.1.3VBT
14.1.4 Resonance
14.1.5MOT
 Describe the postulates of VSEPR theory.
 Use VSEPR theory to describe the shapes of
molecules up to AB6 type.
 Understand the concept of hybridization.
 Summarize the postulates of valance bond theory.
 Explain the phenomenon of resonance by valence
bond theory.
 Describe the postulates of molecular orbital theory
(MOT).






14.2 Bond
Characteristics
14.2.1Bond Energy
14.2.2Bond Length
14.2.3Ionic
Character
14.2.4Polarity
 Define bond energy.
 Explain how bond energies can be used to compare
bond strengths of different chemical bonds.
 Identify the change in bond lengths of hetero-
nuclear molecules due to difference in
electronegativity values of bonded atoms.
 Explain what is meant by the term ionic character of
a covalent bond.






Weightage: 12%
 Predict the molecular polarity from the shapes of
molecules.
 Describe how knowledge of molecular polarity can
be used to explain some physical and chemical
properties of molecules.

SKILLS:  Use ball and stick models to represent different
molecular shapes.
 Determine the shapes of some molecules from the
number of bonded pairs and lone pairs of electrons
around the central atom.
 Predict the shapes of simple molecules using orbital
hybridization.
 Infer the physical nature of molecule form its
structure.




SOCIETY,
TECHNOLOGY AND
SCIENCE:
 Explain how hydrogen bonds and covalent
disulphide bridges are responsible for straight and
curly hair.

Unit 15
s- and p- Block Elements
R U Ap An E C
15.1 Introduction
15.1.1Trends in Physical and
Atomic Properties of the
Elements
15.1.1.1 Atomic Radius
15.1.1.2 Ionization Energy
15.1.1.3 Electronegativity
15.1.1.4 Electrical
Conductivity
15.1.1.5 Melting and
Boiling Points
 Recognize the demarcation of the Periodic
Table into s block. p block, d block, and f
block.
 Identify how physical properties like atomic
radius, ionization energy, electronegativity,
electrical conductivity and melting and
boiling points of elements change within a
group and within a period in the Periodic
Table.


15.2 Period 3 (Na to Ar)
15.2.1Reactions of the Period 3
Elements
15.2.2Physical Properties of the
Oxides, chlorides and
hydroxides
15.2.3Reactions of Oxides,
chlorides and
hydroxides with Water
 Discuss the reactions of period 3 elements
with water, oxygen and chlorine.
 Identify physical properties (structure,
melting and boiling points, electrical conductivity
and acid-base behavior of oxides, chlorides
and hydroxides of period 3 elements.
 Describe reactions of oxides and chlorides of
period 3 elements with water.




15.3 Group 1 Elements
15.3.1Reactions with Water
15.3.2Reactions with Oxygen
15.3.3Reactions with Chlorine
15.3.4Effect of Heat on
Nitrates, Carbonates and
Hydrogen-Carbonates
 Describe reactions of Group I elements with
water, oxygen (formation of normal oxides,
peroxides, super oxides) and chlorine.
(Applying)
 Explain effect of heat on nitrates, carbonates
and hydrogen carbonates of Group I
elements and relatewith the trends of the
polarizing ability of the positive ion.


15.4.1Reactions with Water,
Oxygen and Nitrogen
15.4.2Trends in Solubility of the
Hydroxides, Sulphates
and Carbonates
15.4.3Trends In Thermal
Stability of the Nitrates
and Carbonates
15.4.4 Peculiar behavior
of Beryllium
 Describe reactions of Group II elements with
water, oxygen and nitrogen.
o Formation of simple oxides and
peroxides on heating with
oxygen
o Formation of nitrides on heating in
air
 Analyze the trend in solubility of the
hydroxides, sulphates and carbonates of
Group II elements.
 Analyze the trends in thermal stability of the
nitrates and carbonates of Group II elements.
 Differentiate beryllium from other members
of its group.




15.5.1Natural abundance of
Carbon and Silicon
15.5.2Chlorides and Oxides of
Group IV
 Compare the natural abundance of Carbon and
Silicon
 Discuss the chlorides and oxides of group IV
elements.


15.6 Group 7- Elements:
Halogens
15.6.1Strength of Halogens
15.6.2The Acidity of Hydrogen
Halides
 Explain the relative behaviour of halogens as
oxidizing agents and reducing agents.
 Compare the acidity of hydrogen halides.
 Discuss the oxides of chlorine.



SKILLS:  Perform flame tests and explain the
appearance of colors in the flame.
 Analyze acidic and basic ions using various
tests.
 Distinguish between an oxide and a peroxide.
 Propose representative equations for the
formation of oxides and sulphides.
 Compare the chemical properties of s and p
block elements.





SOCIETY, TECHNOLOGY AND
SCIENCE:
 Describe how the food and beverage industry
uses steel, tin, aluminum and glass for
canning purposes.
 Explain how certain elements are mined and
extracted from the earth.



Weightage: 9%
 Relate the properties of the halogens to their
important commercial uses.
 Explain that iodine deficiency leads to goiter.
 Explain the applications of bleaching powder
and hydrogen peroxide as greener oxide
agent.
 Explain fluoride toxicity and deficiency.




Unit 16
d- Block Elements
R U Ap An E C
16.1General Features
16.1.1Electronic
Structure
16.1.2Variable Oxidation
States
16.1.3Alloy formation
 Describe electronic structures of elements and ions of
d-block elements.
 Explain why the electronic configuration for chromium
and copper differ from those assigned using the Aufbau
principle.
 Define an alloy and describe some properties of an
alloy that are different from the metals that compose
it.



16.2Coordination
Compounds
16.2.1Nomenclature of
Coordination
compounds
16.2.2Shapes of Complex
Ions with
Coordination
number 2, 4 and 6
 Describe the understanding of coordination
components.
 Explain shapes, origin of colors and nomenclature of
coordination compounds.
 Relate the coordination number of ions to the crystal
structure of the compound of which they are a part.



16.2 Chemistry of Some
Important Transition
Elements
16.3.1Chromium
16.3.2Manganese
16.3.3Iron
16.3.4Copper
 Describe oxidation state, important reactions and uses
of chromium such as reduction of chromate VI ions
with Zn and an acid, potassium dichromate as an
oxidizing agent in organic Chemistry, potassium
dichromate as an oxidizing agent in titrations,
chromate — dichromate equilibrium.
of manganese, e.g. potassium permanganate as an
oxidizing agent.
of iron, i.e. Iron as catalyst in Haber's process, iron as
catalyst in reaction between persulphate and iodide
ions.




Weightage:11%
 Explain the reactions of Iron (II) and (III) in complexes
(with Carbonate, and Thiocyanate ions).
of Copper.
 Describe the reactions of copper to form complexes
(with water, ammonia).



SKILLS  Calculate concentration of iron (ii) ions in solution by
titration with KMnO4.
 Explain the reaction of hexa-aquacopper (ii) ions with
iodide and determine the concentration of copper (ii)
ions in the solution.


SOCIETY, TECHNOLOGY
AND SCIENCE
 Compare properties of Brass, Bronze and their
constituent elements.
 Identity that certain transition metal compounds are
used in paints.


Part 5Organic Chemistry
Unit 17
Introduction to Organic Chemistry and Hydrocarbons
R U Ap An E C
17.1 Organic Chemistry  Describe the significance of organic Chemistry
and organic compound.

17.2Types of
Hydrocarbons
 Classify hydrocarbons as aliphatic and aromatic
compounds.

17.3 Nomenclature  Describe nomenclature of alkanes, cycloalkanes,
alkenes and alkynes.

17.4 Isomerism
18.3.1Chiral Centre
18.3.2Carbon-Based
Chiral Centers
18.3.3Optical Isomers
18.3.4Stereoisomerism
18.3.5Structural
Isomerism
 Explain isomerism in alkanes, alkenes, alkynes
and substituted benzene.
 Explain what is meant by a chiral center and show
that such a center gives rise to optical isomerism.
 Define and explain with suitable examples the
terms isomerism, stereoisomerism and structural
isomerism.



17.5Alkanes
18.2.1Relative Stability
18.2.2Reactivity
 Explain less reactive nature of alkanes towards
polar reagents.

17.6Radical Substitution
Reactions
 Define homolytic and heterolytic fission. 


Weightage: 7 %
 Describe free radical initiation, propagation and
termination of methane.
17.7Alkenes
18.3.6Preparation of
Alkenes
18.3.7Reactivity
18.3.8Reactions
 Describe the structure and reactivity of alkenes as
exemplified by ethene.
 Explain dehydration of alcohols and
dehydrohalogenationof RX for the preparation of
ethene.
 Describe the Chemistry of alkenes by the
following reactions of ethene: Hydrogenation,
hydrochalogenation, hydration, halogenation,
halohydratien, epoxidation. ozonolysis.
Polymerization and hydroxylation.



17.8Alkynes
18.3.9 Relative Stability
18.3.10 Preparation
of Alkynes
18.3.11 Acidity of
Terminal Alkynes
18.3.12 Addition
Reactions of
Alkynes
 Compare the reactivity of alkynes with
alkanesand alkenes.
 Describe the preparation of Alkynes using
elimination reactions.
 Describe acidity of alkynes.
 Discuss Chemistry of alkynes by hydrogenation,
hydrohalogenation, hydration, bromination,
ozonolysis, and reaction with metals.




SKILLS:  Develop straight chain structures of alkanes,
alkenes and alkynes up to 10 carbon atoms.
 Describe and differentiate between substitution
and addition reactions.
 Identify chiral centers in given structural formula
of a molecule.



SOCIETY, TECHNOLOGY
AND SCIENCE:
 Identify and link uses of various hydrocarbons
used in daily life.
 Identify various hydrocarbons which will be
important as fuels for the future energy needs of
Pakistan.


Unit 18
Aromatic compounds
R U Ap An E C
18.1 Introduction to
aromaticity
 Develop an understanding on basic concept of
aromaticity.

Weightage: 9%
18.2 Shape of benzene
18.3 Nomenclature of
aromatic hydrocarbons
18.4 Resonance Energy
and Stabilization
18.5 Reactivity And
Reactions
18.6 Substituent Effects -
(Table of Substituent
Effects)
 Explain the shape of benzene molecule.
 Describe naming of hydrocarbons.
 Explain resonance energy and relative stability.
 Describe addition reactions of benzene.
 Describe the mechanism of electrophilic
substitution in benzene.
 Discuss Electrophilic Aromatic Substitution Reactions
of benzene and methyl benzene by nitration,
sulphonation, halogenations, Friedal Crafts
alkylation and acylation.
 Describe oxidation of benzene.
 Apply the knowledge of positions of substituents
in the electrophilic substitution of benzene.
 Identify the orientation in benzene (-ortho, -meta,
and -para)





SKILLS:  Draw different possible ring structures of benzene
(Kekule structures).
 Compare the reactivity of benzene with alkanes
and alkenes.
 Predict the nature of product according to
directing effect of substituents.



SOCIETY, TECHNOLOGY
AND SCIENCE:
 Identify the commercial use of aromatic
hydrocarbons as solvent.
 Justify the hazardous nature of aromatic
hydrocanbons.


Unit 19
Alkyl Halides and Amines
R U Ap An E C
19.1 Alkyl halides
19.1.1 Nomenclature
19.1.2 Preparations of
Alkyl Halides
 Name alkyl halides using IUPAC system.
 Discuss the reactivity of RX.
 Describe the preparation of RX by the reaction of
alcohols with HX, SOCl2, POCl3, PX3and PX5.



19.2 Reactivity
19.2.1 SN1 Mechanism
19.2.2 SN2Mechanism
19.2.3 El Mechanism
19.2.4 E2 Mechanism
 Explain the mechanism and types of nucleophilic
substitution reactions.
 Explain the mechanism and types of elimination
reactions.


19.3 Organometallic
Compounds
 Describe the preparation and reactivity of Grignard's
Reagents.


Chemistry curriculum ix xii

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