Workshop materials for Class XII

ZONAL INSTITUTE OF EDUCATION AND TRAINING, Bhubaneswar

Kv-3 Campus, Mancheswar Rail Colony, Bhubaneswar (Odisha) 751017 India

Visit us: www.zietbbsr.org E.mail: zietbbsr.yahoo.com

REFERENCE MANUAL CUM REPORT

3, , Venue Kendriya Vidyalaya No 3 Bhubaneswar, Odisha

Prepared By : ZONAL INSTITUTE OF EDUCATION AND TRAINING, Bhubaneswar

Kv-3 Campus, Mancheswar Rail Colony, Bhubaneswar (Odisha) 751017 India Visit us: www.zietbbsr.org E.mail: zietbbsr.yahoo.com

KENDRIYA VIDYALAYA SANGATHAN;

NEW DELHI




Shri AvinashDikshit

Commissioner KVS New Delhi

Shri G.K. Srivastava

Additional Commissioner (Admn) KVS New Delhi

Dr. Dinesh Kumar

Additional Commissioner (Acad) KVS New Delhi

Dr. Shachikant

Joint Commissioner (Training) KVS New Delhi

Dr. Vijayalakshmi

Joint Commissioner (Acad) KVS New Delhi

Dr. E. Prabhakar

Joint Commissioner (Pers) KVS New Delhi

Shri M. Arumugam

Joint Commissioner (Fin.) KVS New Delhi

Shri S. Vijaykumar

Joint Commissioner (Admn) KVS New Delhi

Special thanks

Ms R Kalavathi, Deputy Commissioner, KVS (RO) Bhubaneswar

OUR PATRONS




Acknowledgement

Course Director

USHA ASWATH IYER

Deputy Commissioner & Director, ZIET Bhubaneswar

Venue Director

Shri DamodarPurohit

Principal, K.V. 3 Bhubaneswar

Resource Persons

Mrs Hajra Shaikh

PGT (Chemistry)

ZIET Bhubaneswar

Mr Suresh Kumar Sahu

K.V. No3 Bhubaneswar

PGT (Chemistry)

Bhubaneswar Region

Mr Aaditya Kumar Panda

PGT (Chemistry)

K. V. 3 Bhubaneswar

Bhubaneswar Region

Supported by

ZIET Bhubaneswar Staff

Mrs. Hajra Shaikh (PGT-Chem), Mr. K. P. Dash (PGT-Eng), Dr. Abhijit Saha (PGT-Biology), Mr. Nabaghan Nayak (PGT- Math),

Mr. Parasuram Shukla (PGT -Econ), Ms T Samrajya Lakshmi(PGT-Phy) Dr. Santosh Gupta (Librarian),Mrs. SantiLataPadhy(UDC)




From the Directors Desk

Academics is an important part of any school and Kendriya

Vidyalayas have proved their academic brilliance with their

consistent performance of over 94% pass in the Class XII Board

Exams. There is a growing need to improve the qualitative results

too.

The idea of developing worksheets graded for different levels of

learners was designed keeping in mind that an improvement in qualitative

results will automatically result in quantitative improvement.

The materials have been developed by the teachers of the six participating

regions: Bhubaneswar, Ranchi, Guwahati, Kolkata, Silchar and Tinsukia under

the inspiring leadership of Ms Jayalakshmi Raju, Principal, K V Srikakulam

(Bhubaneswar Region) and the dedicated guidance of the three Resource

Persons, Mr A K Panda and Mr S K Sahu, both PGT Chemistry of K V 3

Bhubaneswar and Ms Hajra Shaikh (ZIET Bhubaneswar).

I request the participating teachers to use this material and to share it with

other colleagues and students. Kindly send your suggestions so that we can

improve these materials.

Wishing all of you the very best in the 2014 Board Exams and in your future

too. USHA ASWATH IYER

DIRECTOR

ZIET BHUBANESWAR




KENDRIYA VIDYALAYA, SRIKAKULAM

PEDDAPADU, SRIKAKULAM DIST. 532 401 (A.P.)

Ref. No. 1-45 /KV-SKL/2013-14/ Dated 13.08.2013

Everything starts with a dream or concept in your mind. The dream is given form by putting it on paper

The construction process begins

The workshop has been a powerful tool and technique modeler to streamline our dream towards achieving invincible results in chemistry. The questions banks and concept mapping will go a long way in revolutionizing the information disseminated and equipping the students with easy to follow preparation techniques. It provides a logical, systematic introduction to all aspects besides answering several questions both from the point of the students and the

teachers.

To my colleagues and friends across the country whose valuable inputs have made publication of this

material possible and on behalf of myself, my colleagues, and my past, present, and future students:

Thank you!

K.Jayalakshmi Raju

Principal. K.V.Srikakulam &

Associate Director For Chemistry PGTs Work Shop, ZIET,Bhubaneswar

8




9




Time Table: 10

Participants Details 11

Allotment of Work 14

SWOT Analysis 15

Relating class Xi to Class XII 20

Learning Methods and Aids to Memory

Effective revision strategies 26

Worksheets

o Chapter 1& 2 49

o Chapter 3&4 56

o Chapter 5 &6 60

o Chapter 7, 8, 9 65

o Chapter 10,11,12 : 70

o Chapter 13,14 : 75

o Chapter 15,16 : 78

Question banks (minimum level of learning)

o Chapter 1,2,3,4,5 88

o Chapter 6,7,8,9,10 124

o Chapter 11,12,13,14,15,16 164

Question banks ( frequently asked questions including HOTS)

o Chapter 1,2,3,4,5 193

o Chapter 6,7,8,9,10 202

o Chapter 11,12,13,14,15,16 261

Concept Mapping 270

Daywise Report 303

Memories 304

I

10




3 DAY WORKSHOP ON IMPROVING RESULTS IN CLASS XII CHEMISTRY

TIME TABLE

9.00-9.15 9.15- 10.45 10.45- 11.00 11.00- 13.00

13.00 -14.00 14.00 - 15.30

15.30- 15.45 15.45- 17.30

8/1/2013 Thursday Registration + Inauguration

Aims and objectives of the workshop/ SWOT analysis/motivation; Mrs Hajra Shaikh

TEA

BR

EAK

Making into groups (10 min) / Explaining preparation of worksheets (30 min)presentation by Mr Panda / Identifying concepts (30 min)/ Preparation of worksheet

LUN

CH

BR

EAK

Preparation of worksheets

TEA

BR

EAK

Preparation of worksheets

8/2/2013 Friday Prayer and review of previous day

Linking class XI to class XII/Linking Practicles to theory; Mr Sahu Preparation of Question bank

Preparation Question bank

Preparation of Question Bank

8/3/2013 Saturday

Prayer and review of previous day

Learning Styles/ Aids to memory; Mr Panda

Concept Mapping/ Explanation and Preparation

Consolidating

Plenary and Valedictory

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KENDRIYA VIDYALAYA SANGATHAN ZIET:: BHUBANESWAR

Workshop on improvement of results of class XII - Period of Workshop 01.08.13 to 03.08.13 at K V No.3 Bhubaneswar

DETAILS OF PARTICIPANT

Sl. No

Name of Participant (in BLOCK Letters)

Designation Name of KV Region

Cate.SC / ST Mobile No. E-mail id

Employee Code

Date of Joining in KVS

in ENGLISH in ENGLISH in ENGLISH

1 MS. SUSHMA MANDA

PGT Chem NAD VIZAG BHUBANESWAR Gen 9989818812

[email protected] 29605 16/08/95

2 MR. B. SREEDHAR PGT Chem

NO.2, NSB VIZAG

. 2 BHUBANESWAR OBC 7893426497


3 MR. JAYANTA KUMAR SAHOO

PGT Chem DHENKANAL BHUBANESWAR Gen 9861442317 [email protected] 11386 12/10/2002

4 MRS. PRAVASHINI. ROY

PGT Chem NO.1, BBSR(2S)

. 1 (II ) BHUBANESWAR Gen 9437164302 [email protected] 10233 20/01/89

5 MRS. SMITA MOHANTA

PGT Chem SAMBALPUR BHUBANESWAR OBC 9437855954


6 MS. RASHMITA SAHOO

PGT Chem PURI BHUBANESWAR OBC 8018159290 [email protected] 10233 24/10/08

7 DR. C R TRIPATHY PGT Chem

NO.1, CUTTACK . 1 BHUBANESWAR Gen 9438011119


8 MR. TEK CHAND PGT Chem TURA GUWAHATI SC 9805736409 [email protected] 47503 29/10/09

9 MR. MUKESH KR. AGARWAL

PGT Chem JAGIROAD GUWAHATI Gen 7896102816 [email protected] 8270 25/10/08

12




10 MR. Mohd SALEEM SIDDIQUI

PGT Chem

NEHU SHILLONG GUWAHATI OBC 9612651759


11 MR. ARUP KUMAR ROY

PGT Chem ALIPURDUAR GUWAHATI Gen 8967304633


12 MISS MERCY LALROHLUOHMAR

PGT Chem HASIMARA GUWAHATI ST 9093931494 [email protected] 25/01/12

13 Dr MADHU KUMARI GUPTA

PGT Chem BENGDUBI GUWAHATI Gen 7602759187


14 Mr OM PRAKASH MEENA

PGT Chem PORT BLAIR-1 -1 KOLKATA ST 9679508515 [email protected] 44253 8/4/2009

15 Dr A K LAHA PGT Chem DUM DUM OF KOLKATA Gen 8100218136


16 A K MANI PGT Chem No2 Port Blair KOLKATA SC 9433970544


17 A HAQUE PGT Chem JOKA IIM

KOLKATA Gen 9163990213


18 DEWENDRA JHA PGT Chem

KANCHRAPARA-1

. 1 KOLKATA Gen 9434188594 [email protected] 13/9/86

19 PIYUSH KUMAR MISRA

PGT Chem ASANSOL KOLKATA Gen 9434071362 [email protected] 46075 25/10/08

20 SANDHYA SANNIGRAHI

PGT Chem ADRA KOLKATA Gen 9732129499


21 SH. JAI JAI RAM SINGH,

PGT Chem

NO. 1, DHANBAD . 1 RANCHI Gen 9472792322 1103 22/7/95

22 DR. HEMANT KUMAR,

PGT Chem GOMOH RANCHI Gen 8757757794


23 SH MANOJ KUMAR, PGT Chem CRPF, RANCHI

RANCHI Gen 9835170231


24 SH. BRAJESH KUMAR

PGT Chem

No 1 HEC, RANCHI RANCHI OBC 8987555635 [email protected] 37449 2/9/2003

25 SH. BHISMA KANT, PGT Chem

NAMKUM, RANCHI RANCHI OBC 9431366869


26 MRS. SANTWANA KABI ,

PGT Chem TATANAGAR RANCHI Gen 9835505361 [email protected] 2/3/1994

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27 MRS Mahadevi PRADHAN,

PGT Chem SUNDARGARH RANCHI OBC 8260171112


28 MR. ANIL KUMAR SHARMA

PGT Chem HAFLONG SILCHAR Gen 9859473785


29 Mr BHARAT KUMAR PANDYA

PGT Chem BAGAFA SILCHAR Gen 8974364120


30 MR.SATHEESH KUMAR T T V

PGT Chem LUMDING SILCHAR OBC 7896699987


31 SH.SAJEESH KUMAR TV

PGT Chem KUNJABAN SILCHAR Gen 9862827352

[email protected] 14/2/11

32 SH. PRATHEESH .N PGT Chem SILCHAR SILCHAR OBC 9085359082 [email protected] 50045 23/10/08

33 DR ABHYAS YADAV PGT Chem DIMAPUR TINSUKIA OBC 9774128085 [email protected] 32930 26/08/03

34 SH PRAVEEN BUTE PGT Chem NO.1,TEZPUR . 1 TINSUKIA OBC 8876093581


35 SH NARESH KUMAR PGT Chem KIMIN TINSUKIA SC 9612328008 [email protected] 45677 24/10/08

36 SH.BABLU KUMAR PGT Chem PASIGHAT TINSUKIA OBC 9863485426


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KENDRIYA VIDYALAYA SANGATHAN

ZONAL INSTITUTE OF EDUCATION AND TRAINING, BHUBANESWAR

3 DAY WORKSHOP ON IMPROVING RESULTS IN CLASS XII CHEMISTRY

SL NO REGION Worksheet in

Chapters^ Question bank in chapters* Concept Mapping in chapters #

1 Bhubaneswar 1,2,5 1-5 for FAQ with minimum learning level

13,14

2 Guwahati 4,3,6 6- 10 for FAQ with minimum learning level

15,16

3 Kolkatta 10,11,12 11- 16 for FAQ with minimum learning level

1,2,3

4 Ranchi 7,8,9 1-5 for above average 4,5,6,

5 Silchar 15,16 6 -10 for above average 7,8,9

6 Tinsukia 13,14 11-16 for above average 10,11,12

Note

^ Worksheets are to be prepared on a concept in the chapter. At least three concepts in each chapter should be taken up. Questions should be of one mark. Worksheet should include HOTS. Submit with Answers.

* Q bank should be prepared such that the weak student feels encouraged. Q bank for board pattern student should be such that there is some challenge for the brighter student Submit with Answers

# Concept mapping is done on one concept and not on an entire chapter. Hence there can be many concept maps in a chapter

Submit as soft copy only

All these should be typed in Calibri font, font size 12, space 1

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SWOT Analysis

Making The Most Of Your Talents And Opportunities

Chance favours the prepared mind --Louis Pasteur

Your Talent, Your Success

You are most likely to succeed in life if you use your talent to your fullest extent

Similarly you will suffer fewer problems if you know what your weaknesses are, and if you manage these weaknesses

so that they dont matter in the work you do.

The Power of SWOTWhat makes SWOT specially Powerful is that with a little thought it can help you uncover opportunities

that you would not have other wise spotted. And by understanding your weaknesses you can otherwise manage the threats

that might otherwise hurt your abilities.

View yourself through SWOT

If you look at yourself through SWOT Framework, you can start seperating yourself from your peers, and further develop the

specialised talent and abilities you need to advance in your career.

Strengths

What advantages do you have that others dont?

What do you do better than others?

What personal resources can you access?

What do other people ( boss, peers) see as your strength?

Which of your achievements are you most proud of?

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What values do you believe in that others fail to exhibit?

Are you part of a network that nobody is involved in? if so what connections do you have with influential people?

Your perspective

Consider this from your perspective, and from the point of view of the people around you. Dont be modest or

shy , be as objective as you can.

If you have any difficulty with this write down a list of your personal charecteristics. Some of these will

hopefully be strengths.

Consider your strengths:

Think about your strengths in relation to the people around you.For example, if you are very good in

mathematics, and the people around you are also good in maths, then this is not likely to be a strength in your

current role, it is only a necessity .

Opportunities:

A teacher goes on an extended leave; Can I take his role partiallysay Exam department or CCA

What new technology can help you? Learn more about computersuse them not only for power points but

also for video recording.

Do you get good contacts because of your nature that helps you benefit the school

What trend do you see in your school how you can take advantage of these eg: A circular to go to Foreign

schools; study their requirements and work accordingly.

Are any of the teachers failing to do anything important? Can you take advantage of their mistakes? Bring out

something important and new that comes into the notice of the head.

Do the teachers complain about something? Could you create an opportunity by providing a solution

Potential Opportunities:

Networking events or educational classes

A new role or project that forces you to learn new skills, like public speaking, international relations.

Learning a foreign language for a potential opportunity of going abroad.

Look

Look at your strengths and ask yourself if these open up any opportunities

Look at your weaknesses and ask yourself whether you can open up opportunities by eliminating these

weaknesses.

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Threats

What obstacles do you currently face at work?

Are any of your colleagues competing with you for projects or roles?

Is your Job (or the demand for the things you do) changing?

Does changing technology threaten your position?

Could any of your weaknesses lead to threats?

Analyse

Performing this analysis will lead to key information it will point out what needs to be done and put

problems into perspective.

Key POINTS:

A SWOT matrix is a framework for analyzing your strengths and weaknesses as well as

oppertunities and threats that you face

Helps you focuss on strengths

Helps minimize your weaknesses.

Assists in taking the greatest possible advantage of opportunities available to you.

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MARKSHEET in %

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

SOLI

D S

TATE

SOLU

TIO

NS

ELEC

TRO

CH

EMIS

TRY

KIN

ETIC

S

SUR

FAC

E C

HEM

ISTR

Y

PR

INC

IPLE

S A

ND

PR

AC

TIC

ES

P B

LOC

K E

LEM

ENTS

D B

LOC

K E

LEM

ENTS

CO

OR

DIN

ATI

ON

CO

MP

OU

ND

S

HA

LO A

LKA

NES

AN

D H

ALO

AR

ENES

ALC

OH

OLS

AN

D P

HEN

OLS

ALD

EHYD

ES, K

ETO

NES

, CA

RB

OX

YLIC

AC

ID

AM

INES

PO

LYM

ERS

BIO

MO

LEC

ULE

S

CH

EMIS

TRY

IN E

VER

YDA

Y LI

FE

13-Apr

13-May

13-Jun

13-Jul

13-Aug

13-Sep

13-Oct

13-Nov

13-Dec

14-Jan

14-Feb

This table can be used by the student to analyse his/ her weaknesses and strengths in XII chemistry. It can be further modified by

identifying concepts in each chapter.

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CONCEPTS IN CLASS XI WHICH ARE USED IN CLASS XII

(Which need to be mastered for better performance in class XII)

Organic Chemistry Some Basic Principles

IUPAC Naming and structureIncluding all functional groups (Some common names)

Isomerismgeometrical, structural

Classification of organic compounds

Fundamental concepts of organic Reaction Mechanisms

Homolytic and Hetrolytic Cleavage, Neucleophiles and Electrophiles, Electron movement in organic reactions

Electron displacement effects in Covalent Bonds

I. Inductive Effect( +I And I effect)

II. Resonance effect ( writing resonance structures, predicting stabilities of resonance structures)

a. Resonance effect ( +R and -R )

III. Hyperconjugation

IV. Reaction intermediates

V. Stability of carbocations, carboanions and free radicals

VI. Types of organic reactions and their mechanisms

[Substitution SN1, SN2; Addition Reactions; Elimination Reactionsalpha and beta, rearrangement reactions, polymerisation &

condensation reactions

21




22




Hydrocarbons

WurtzReaction,MarkovnikovRule,Kharash Effect(Peroxide effect)Ozonolysis ,Polymerizationand cyclicPolymerization, Aromatization

, Isomerization,bayers reagent ,lindlarscatalyst, dehydrohalogenation, Reaction-eliminationofhaloalkanes ( SaytzeffRule)Aromaticity,

Resonance and stabilityofBenzene, ElectrophilicsubstitutionReactions--FriedelCraftReaction alkylationandAcylation,

NitrationAndhalogenations,Sulphonation, ElectrophilicadditionReactions--MarkovnikovRule, Free RadicaladditionReactions--KharashEffect(Peroxide effect)Directiveinfluenceofa functionalgroupinmonosubstitutedbenzene, ringactivatingandDeactivatinggroup towardselectrophile, MechanismofMarkovnikovRuleandKharash EffectPreparationand PropertiesofAlkane, alkene ,Alkyne, Benzene, AcidicCharacter ofAlkynes,alkenes and alkanes

Effectofbranching on theboilingpointofisomericisomericcompounds (alkanes ,alcohols,haloalkanes)EffectofH-bondingon BPofalcohols,Carboxylicacids,Aminesetc.Understandingacidicand basiccharacterusingresonanceandInductiveeffect

23




24




25




REDOX REACTIONS

Understandingtheconceptof RedoxReactions( bothoxidationandReductionhalfcell reaction),Calculationof Oxidationnumber.Identificationof

oxidizingand reducingagentin a given reactionTypes of redox reactionsCombination,Decomposition,Displacement,DisproportionationReactions,

Competitive electrontransferreactions--Metalactivityorelectrochemicalseries

Balancingof redox reactions--halfreactionmethod( Ionelectronmethod) inacidic and basicmediumRedoxreactionsas thebasisfor Titrations.

Redoxreactionsand electrodeprocesses--FeasibilityofRedoxcouple,Standard Hydrogenelectrode, Standard electrodepotential, Cell Representation

, carriers of current,Sign ofelectrode,Halfcellreaction.

26




EFFECTIVE REVISION STRATEGY

By A.K PANDA , PGT ( CHEM) ,K V NO-3 ,BBSR

PROBLEMS

Under performance of students despite having talents is a real disturbing phenomenon in the present days student mass . Poor attention span , fickleness , lack

of determination , lack of self -belief

Students complain they often forget whatever they learnt yesterday

Learning through passive notes is the major stumbling block for better performance

Solution :

Revision is an art, and the people who master this art minimize time spent revising BUT maximize result.

Effectiveness of revision is the Maximization of Productivity of technique adopted while learning .

Qualitative revision guarantees better result .

The purpose of revision :Revision means going over work in order to:

(a) Check your understanding through organized notes -

(b) Make links between different topics to see how the whole subject/topics fits together.

(c) Remind yourself of material you have forgotten. Record information you need to remember and then you can

play it back to yourself.

(d) Reinforce your learning. Through preparation of Active Learning material .

(e) Identify and fill gaps in your knowledge.

(f) To prepare a concept map or Mater Card which will give a panoramic view of whole chapter /topic / subjects

27




for quick view just before examination .

(G) Reduction of anxiety just before the exam day

Revision techniques :There are countless ways of revising.

The least effective ways :- Just reading through notes over and over.

The most effective ways :- Where you interact with the material, making it meaningful to yourself,

for example:

THROUGHREVISION GROUPS groups of friends who help one another to revise by supporting, explaining, discussion and testing. Get someone else (your class mate) to test you, preferably a friend doing the same exam or by the teacher very often to lessen the anxiety and improvise the perfection Discussing the key word revision cards with other students ensure better performance .

Through Master card preparation ( Preparation of Cards for effective drilling and time bound revision) Learning through organized materials helps long-term retention . Using your text book and class notes to organize the concepts in the fashion of outline notes and practice it (the key word revision cards) to bring out the maximum information with out assistance from your study material . to answer a question or address a problem you have not previously tackled.

Hints and clue may be utilized to reconstruct a memory that has been organized .

Identify the key points- words, phrases and diagrams ,examples and evidence for each topic keeping in mind that questions from past papers and text book

questions are covered up .

Preparation of outline active notes An organized and intelligent question bank compel the students to search the answer from books and other allied materials In a nut shell they are trained to read books and improvise self- study . This could be a true reflection of a chapter in a couple of work sheets .

Revise in short bursts- Small chuncks are easier to remember.

Frequent short-spells of learning are more effective than long ones . Several shorter practices spread out over a period of time will do much more good than a

marathon session where your progress is impaired by fatigue. When studying, dont be afraid to take a short break and then return to your work. Lengthy materials

are divided into convenient units . Recalling through structured active sheets enhances output .

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Go over the same material quite quickly several times rather than spending a long time on one occasion.

(Cards are prepared for target setting in small chunks)

We can move the recall from the SHORT-TERM to the LONGTERM memory through the series of revise and recapitulation cycle.

Learning through Question Framing Preparation of question framing indicators .

Summarizing material under headings onto index cards.

Prioritizing and leveling the questions: Make a priority list of questions and concepts in consultations with teachers and Stick to your list for the target specific exam . vis--vis syllabus and previous year question bank

Set realistic goals with respect to time available .

Reworking the material into a chart or diagram. ( MIND MAPS- cycle , linear ,interconnecting ,classification , spider map etc.)

Make links, comparisons and contrasts between different areas of your program. Association and linking the concepts and terms helps to remember . Mnemonics can be a helpful way to memorize facts.

Prepare for questions that combine two different topics.

For slow learners (or Bloomers) :

Repetition is extremely helpful in turning short-term memories into long term memories. Without repetition, short-term memory vanishes.

* Fragmentation of big targets into various small achievable realistic targets (Confidence Building Measures)

[Some of the above methods are tried by us in our day to day learning activities to ensure better performance and retaining in long term memory . ]

What to revise? Syllabus for the exam is clear or not ?

Difficult topic first? or Easy topic first ---------- Thre is no correct order . Choose the order that meets your needs ? Setting a positive challenge ?

From where to revise ? when to revise ? What type Of exam I am to face ?

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Is it Monthly Test / Unit Test , Pre-Board , Board .

Spoting Exam Questions ( PYQ- 5 Years )

Devise questions around a topic .

List past exam questions. Grouping them into types of questions as per emphasis . Add questions which make other angle to the topic . Check to see which

questions occur most frequently in past papers -- A rough guide to the likelyhood of particular question occurring .

We must scan the question setters mind as per the trend . We must be in a position to predict the Questions for upcoming years .

Question framing is not random . There is a specific structure in terms of level of questions and also with respect to concepts .

List useful definitions . / key words / ideas / concept (as a part of revision) It helps to plan your revision

Build-up good notes from which to revise

Subject Syllabus Topics Subtopics -- Revise around these questions / Topics / Subtopics

KEY WORD REVISION CARDS

# KEY WORD REVISION CARDS are popular and effective way of developing your revision notes .

# Revision Cards ( Key facts cards) smaller than post card is better

OBJECTIVES :- The intention is to record the minimum number of words to retain a full understanding of the information the next time you look at and use the

cards . (Active processing and condensing them )

Keeping whole chapters note in small area has a great psychological effect . Enabling one to feel in control . Revising from a series of small non-bulky cards seems so much more manageable than overwhelming piles of A4 notes . (It manages voluminous revision )

Key words are designed to stimulate your recall of the topic without the necessary to write complex sentences

Brief out line notes on a card can quickly capture the moment . ( try to condense a considerable amount of information on to it ]

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Caution:- Borrowed Revision Cards are not that much of effective than your own cards .

Always consult main notes if a point on your card is not clear .

Cards are dynamic in nature and easy to use at any point :-There must be scope for amendment in your notes .

What is the ideal time to make ?

After completion of topic , immediately the outlines notes should be made as the topic is fresh in your mind .You must keep your material organized for the purpose of doing well in exam .

Cards must contain ------ Recording / Recalling / diagrammatic data / Cross-sectional drawing / graphs / Tables / formula .

Its practicability Anytime Anywhere

Cross verifications helps in any areas which are not fully understood enables problem areas to be addressed at the early stage rather than just before exams . ,.

Original Learning - Number of spaced revision final reproduction .

Forgetting is made less and less rapid by repeated learning of the same material . . Memory Tree will be sharper with each repetitions .

As if weapons are to be hi-tech to counter the volley of questions you are to face in exam ( as battle field) .

Flash Cards - How to Use Flash Cards to Study Chemistry

Flash cards are a quick, easy, visual way of setting prioritiesboth for the subjects themselves and for the minutia within said content area. By using flash

cards to plan your study sessions, you can quickly identify essential versus negligible information. In algebra, for instance, you can create a stack pertaining

to fractions, one to quadratic equations, and another to decimals, and simply arrange stacks based on the focus of the information.

Great study habits are not simply confined to the human brain. There are other outside tools that can help maximize learning potential and get those synapses

firing. One such tool is the flash cardsomething so simple, yet so effective

Making education fun

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One of the biggest reasons group studiers prefer flash cards is because they really can break the monotony and make education fun.

Flashcards remain one of the best tools for memorizing information. The most common way to create flashcards is to use index cards.

Students can simply write the question on one side and the answer on the opposite side and test themselves repeatedly. However, there are several ways to

modify this process to enhance the learning experience.

Memorize Facts & Reinforce Concepts with Flash Cards

Flash cards can be a great study aid. You can use them to help memorize facts, lists, and structures as well as to reinforce important concepts. Here's how to

prepare and use flash cards to study.

Flashcards for Individuals and Flashcards for Study Groups

Tackling advanced subjects

Flash cards can make difficult subjects easier. Working with subjects that are so far off what one is used to naturally creates confusion when information

starts piling up. The razor-precision focus that flash cards force your brain into keep you from getting overwhelmed when you encounter new and

unfamiliar areas.

Customizing the learning experience

Flash cards are editableeither by hand or computerand they provide unending support for the learner as he seeks to take charge of his studies and

customize the experience in such a way that is interesting, effective and fun.

Its not enough to know the information; one must also be able to recall as much of it as he can within a set time framework with as much accuracy as possible

This technique will enable the brain to recognize the most essential details of a concept or fact when it turns up on an exam or other crucial situations.

Learning Facts with Flash Cards

Start with a stack of blank index cards.

On one side of a card, write a question or name of a structure you need to memorize. On the back of the card, write the answer. Limit yourself to one fact per

card.

Prepare as many cards as you need.

To use the cards effectively, view the question and quiz yourself. Do you know the answer? Check the back of the card. If you answered correctly, set the card

aside. If you were wrong, place the card on the back of your stack so that you will see it again.

Proceed through your stack of cards. Set aside cards you get right and continue through cards you get wrong until you have gotten all questions/answers

correct.

32




Now shuffle the cards and repeat the process.

Practice makes perfect, so if you get frustrated, set the cards aside and come back to them. Go through your cards every day (or more often, if you are

cramming). Question framing Session

Students must be intimated in advance about the lesson and the concept to be revised on a selected day for the upcoming examinations .

Questions to be framed by the student (a) on a selected concept (b) Related to the concept outside the chapter after the questions based on chapter and concepts are over

Teacher must give chance to the passive students to ask questions . (CBM for students)

( as each group has few members of active students and passive students- Duty of leader of group is to activate and train these passive students)

passive students: who usually do not participate in group participation . 9 may be bright learners or just bloomers )

Gradation of questions ( easy , HOT , etc. ) Verification of correctness of QS . through students

and subsequent compilation. ( as the teacher has no time to all this - taking the help of students )

Use of flash cards , stimulate the mind of some students , try to frame the questions based on the answer they know. Teachers must classify these QS as MLL question and related to TBQ and PYQ of CBSE .

# Advantages :

* If someone can frame questions , he or she knows about the answer and understand the topic well , or questions

* Familiarity with questions will reduce fear from facing questions

Confidence will increase Concepts will be revised and its fundamentals will become clear

33




Questions of graded difficulty will be available as question bank related to the topic

Alertness in the class will be visible as everybody would like to participate in the question Anser Session .

Incentive must be given to the group member for best question framing . competitiveness will be developed .

By showing the flash cards .

EFFECTIVE REVISION STRATEGY

PROBLEMS

Under performance of students despite having talents is a real disturbing phenomenon in the present days student mass . Poor attention span , fickleness , lack

of determination , lack of self -belief

Students complain they often forget whatever they learnt yesterday

Learning through passive notes is the major stumbling block for better performance

Solution :

Revision is an art, and the people who master this art minimize time spent revising BUT maximize result.

Effectiveness of revision is the Maximization of Productivity of technique adopted while learning .

Qualitative revision guarantees better result .

The purpose of revision :Revision means going over work in order to:

(a) Check your understanding through organized notes -

(b) Make links between different topics to see how the whole subject/topics fits together.

(c) Remind yourself of material you have forgotten. Record information you need to remember and then you can

play it back to yourself.

34




(d) Reinforce your learning. Through preparation of Active Learning material .

(e) Identify and fill gaps in your knowledge.

(f) To prepare a concept map or Mater Card which will give a panoramic view of whole chapter /topic / subjects

for quick view just before examination .

(G) Reduction of anxiety just before the exam day

Revision techniques :There are countless ways of revising.

The least effective ways :- Just reading through notes over and over.

The most effective ways :- Where you interact with the material, making it meaningful to yourself,

for example:

THROUGHREVISION GROUPS groups of friends who help one another to revise by supporting, explaining, discussion and testing. Get someone else (your class mate) to test you, preferably a friend doing the same exam or by the teacher very often to lessen the anxiety and improvise the perfection Discussing the key word revision cards with other students ensure better performance .

Through Master card preparation ( Preparation of Cards for effective drilling and time bound revision) Learning through organized materials helps long-term retention . Using your text book and class notes to organize the concepts in the fashion of outline notes and practice it (the key word revision cards) to bring out the maximum information with out assistance from your study material . to answer a question or address a problem you have not previously tackled.

Hints and clue may be utilized to reconstruct a memory that has been organized .

Identify the key points- words, phrases and diagrams ,examples and evidence for each topic keeping in mind that questions from past papers and text book

questions are covered up .

Preparation of outline active notes An organized and intelligent question bank compel the students to search the answer from books and other allied materials In a nut shell they are trained to read books and improvise self- study . This could be a true reflection of a chapter in a couple of work sheets .

35




Revise in short bursts- Small chuncks are easier to remember .

Frequent short-spells of learning are more effective than long ones . Several shorter practices spread out over a period of time will do much more good than a

marathon session where your progress is impaired by fatigue. When studying, dont be afraid to take a short break and then return to your work. Lengthy materials

are divided into convenient units . Recalling through structured active sheets enhances output .

Go over the same material quite quickly several times rather than spending a long time on one occasion.

(Cards are prepared for target setting in small chunks)

We can move the recall from the SHORT-TERM to the LONGTERM memory through the series of revise and recapitulation cycle.

Learning through Question Framing Preparation of question framing indicators.

Summarizing material under headings onto index cards.

Prioritizing and leveling the questions: Make a priority list of questions and concepts in consultations with teachers and Stick to your list for the target specific exam . vis--vis syllabus and previous year question bank

Set realistic goals with respect to time available.

Reworking the material into a chart or diagram. (MIND MAPS- cycle, linear ,interconnecting ,classification , spider map etc.)

Make links, comparisons and contrasts between different areas of your program. Association and linking the concepts and terms helps to remember . Mnemonics can be a helpful way to memorise facts.

Prepare for questions that combine two different topics.

For slow learners (or Bloomers) :

Repetition is extremely helpful in turning short-term memories into long term memories . Without repetition , short-term memory vanish.

* Fragmentation of big targets into various small achievable realistic target (Confidence Building Measures)

[ Some of the above methods are tried by us in our day to day learning activities to ensure better performance and retaining in long term memory . ]

36




What to revise ? Syllabus for the exam is clear or not ?

Difficult topic first ? or Easy topic first ---------- There is no correct order . Choose the order that meets your needs ? Setting a positive challenge ?

From where to revise ? when to revise ? What type Of exam I am to face ?

Is it Monthly Test / Unit Test , Pre-Board , Board .

Spoting Exam Questions ( PYQ- 5 Years )

Devise questions around a topic .

List past exam questions. Grouping them into types of questions as per emphasis . . Add questions which make other angle to the topic . Check to see which

questions occur most frequently in past papers -- A rough guide to the likelyhood of particular questions. Occurring

We must scan the question setters mind as per the trend . We must be in a position to predict the Qs . for upcoming years .

Question framing is not random . There is a specific structure in terms of level of questions and also with respect to concepts .

List useful definitions . / key words / ideas / concept (as a partr of revision) It helps to plan your revision

Build-up good notes from which to revise

Subject Syllabus Topics Subtopics -- Revise around these questions / Topics / Subtopics




OBJECTIVES :- The intention is to record the minimum number of words to retain a full understanding of the information the next time you look at and use the

cards . (Active processing and condensing them )

Keeping whole chapters note in small area has a great psychological effect . Enabling one to feel in control . Revising from a series of small non-bulky cards seems so much more manageable than overwhelming piles of A4 notes . (It manages voluminous revision )

37






Caution:- Borrowed Revision Cards are not that much of effective than your own cards .



what is the ideal time to make ?

After completion of topic , immediately the outlines notes should be made as the topic is fresh in your mind .You must keep your material organized for the purpose of doing well in exam .

Cards must contain ------ Recording / Recalling / diagrammatic data / Cross-sectional drawing / graphs / Tables / formula .

Its practicability Anytime Anywhere

Cross verifications helps in any areas which are not fully understood enables problem areas to be addressed at the early stage rather than just before exams . ,.

original Learning - No. of spaced revision final reproduction .

Forgetting is made less and less rapid by repeated learning of the same material . . Memory Tree will be sharper with each repetitions .

As if weapons are to be hi-tech to counter the volley of questions you are to face in exam ( as battle field) .

Flash Cards - How to Use Flash Cards to Study Chemistry

Flash cards are a quick, easy, visual way of setting prioritiesboth for the subjects themselves and for the minutia within said content area. By using flash

cards to plan your study sessions, you can quickly identify essential versus negligible information. In algebra, for instance, you can create a stack pertaining

to fractions, one to quadratic equations, and another to decimals, and simply arrange stacks based on the focus of the information.

38




Great study habits are not simply confined to the human brain. There are other outside tools that can help maximize learning potential and get those synapses

firing. One such tool is the flash cardsomething so simple, yet so effective

Making education fun

One of the biggest reasons group studiers prefer flash cards is because they really can break the monotony and make education fun.

Flashcards remain one of the best tools for memorizing information. The most common way to create flashcards is to use index cards.

Students can simply write the question on one side and the answer on the opposite side and test themselves repeatedly. However, there are several ways to

modify this process to enhance the learning experience.

Memorize Facts & Reinforce Concepts with Flash Cards

Flash cards can be a great study aid. You can use them to help memorize facts, lists, and structures as well as to reinforce important concepts. Here's how to

prepare and use flash cards to study.

Flashcards for Individuals and Flashcards for Study Groups

Tackling advanced subjects

Flash cards can make difficult subjects easier. Working with subjects that are so far off what one is used to naturally creates confusion when information

starts piling up. The razor-precision focus that flash cards force your brain into keep you from getting overwhelmed when you encounter new and

unfamiliar areas.

Customizing the learning experience

Flash cards are editableeither by hand or computerand they provide unending support for the learner as he seeks to take charge of his studies and

customize the experience in such a way that is interesting, effective and fun.

Its not enough to know the information; one must also be able to recall as much of it as he can within a set time framework with as much accuracy as possible

This technique will enable the brain to recognize the most essential details of a concept or fact when it turns up on an exam or other crucial situations.

39




Learning Facts with Flash Cards

Start with a stack of blank index cards.

On one side of a card, write a question or name of a structure you need to memorize. On the back of the card, write the answer. Limit yourself to one fact per

card.

Prepare as many cards as you need.

To use the cards effectively, view the question and quiz yourself. Do you know the answer? Check the back of the card. If you answered correctly, set the card

aside. If you were wrong, place the card on the back of your stack so that you will see it again.

Proceed through your stack of cards. Set aside cards you get right and continue through cards you get wrong until you have gotten all questions/answers

correct.

Now shuffle the cards and repeat the process.

Practice makes perfect, so if you get frustrated, set the cards aside and come back to them. Go through your cards every day (or more often, if you are

cramming).

Question framing Session



Teacher must give chance to the passive students to ask questions . (CBM for students)

( as each group has few members of active students and passive students- Duty of leader of group is to activate and train these passive students)

passive students: who usually do not participate in group participation . 9 may be bright learners or just bloomers )

Gradation of questions ( easy , HOT , etc. ) Verification of correctness of QS . through students

40




and subsequent compilation. ( as the teacher has no time to all this - taking the help of students )


# Advantages :

* If someone can frame questions , he or she knows about the answer and understand the topic well , or questions

* Familiarity with questions will reduce fear from facing questions



Alertness in the class will be visible as everybody would like to participate in the question Anser Session .

Incentive must be given to the group member for best question framing . competitiveness will be developed . By showing the flash cards .






Caution

Borrowed Revision Cards are not as much of effective as your own cards .



41




What is the ideal time to make ?

After completion of topic , immediately the outlines notes should be made as the topic is fresh in your mind .You must keep your material organized

for the purpose of doing well in exam .

Cards must contain ------

Recording / Recalling / diagrammatic data / Cross-sectional drawing / graphs / Tables / formula .

ITS PRACTICABILITY

Anytime Anywhere

Reliability of cards

Cross verifications helps in any areas which are not fully understood enables problem areas to be addressed at the early stage rather than just before

exams . ,

Advantage

Original Learning - No. of spaced revision final reproduction.

Forgetting is made less and less rapid by repeated learning of the same material.

Memory Tree will be sharper with each repetitions.

42




\

43




CRACK THE CODE

IN THE FOLLOWING PAIRS

CLASS-XIP-BLOCK ELEMENTS

1. CO /CO2 2. BCl3 /AlCl3 3. H3BO3/H3PO3 4. CO2 /SiO2

5. H3BO3 /H2SO4

6. BCl3/TlCl3

7. BCl3 /CCl4

8. [BF6] 3-

/[AlF6]3-

9. PbCl4 /SnCl4

10. Al2O3 /B2O3

11. BCl3 /BH3

12. BCl3 /SiCl4

13. GaCl /TlCl

14. PbO2 /SnCl2

15. BF3 /BCl3

16. PbCl2 /PbCl4

17. TlCl/TlCl3

18. AlF3 /AlCl3

19. Carbon /Silicon

20. B2H6 /H3BO3

21. PBI4/PbCl4

22. Diamond /Graphite

23. BH3 /[BH4]

24. Ga /Al

25. Water Gas /Producer

Gas

26. BCl3/PCl3

27. N(CH3)3 / N(SiH3)3

28. Nitrate /Phosphate

29. HNO3 /H3PO4

30. BF3/NF3

31. [SiF6]2-

/[SiF6]2-

32. SiCl4/CCl4

33. BF3 /[BF4]

44




/

Wh

ich

on

e is

asso

cia

ted

with

H- b

on

din

g ?

Which has more bond angle & why ?

Which is more Basic?

Which has better com

plexing character?

Which has more boiling point?Wh

ich is

more

volatil

e?

Wh

ich

( N

-H /

P-H

) B

DE

is m

ore

?

whic

h h

as h

igher T

herm

al s

tability

?

Which is more Acidic?

Whic

h h

as

more

reduci

ng c

hara

cter?

Which one dissolves in w

ater and which one bubble out?

Whi

ch is

pre

pare

d in

Hab

ber's

pro

cess

?

Which

is us

ed in

Holm

e's sig

nals?

Which has Rotten fish smell?

Whic

h o

ne form

s so

luble

com

ple

x w

ith A

gC

l ?

Whic

h o

ne fo

rm d

eep b

lue c

olo

ura

tion w

ith C

u 2

+ ?

whi

ch h

as g

reat

er a

ffint

y fo

r pro

ton?

NH3 PH3

QUESTION FRAMING

45




SESSION



Teacher must give chance to the passive students to ask questions . (CBM for students) (as each group has few members of active students and passive students- Duty of leader of group is to activate and train these passive students) Who are passive students: who usually do not participate in group participation. (may be bright learners or just bloomers ) Gradation of questions ( easy , HOT , etc. ) Verification of correctness of QS . through students and subsequent compilation. (

as the teacher has no time to all this - taking the help of students )


Advantages :

If someone can frame questions , he or she knows about the answer and understand the topic well , or questions

Familiarity with questions will reduce fear from facing questions



Alertness in the class will be visible as everybody would like to participate in the question Answer Session .

Incentive must be given to the group member for best question framing . competitiveness will be developed .

By showing the flash cards . NaCl

Common salt ki Dandi march ---- From the angle of chemistry THE SOLID STATE :

1# NaCl is a -------------------(amorphous , crystalline) substance . 2# NaCl belongs to ----------- crystal system ? ( cubic , hexagonal , triclinic , orthorhombic ) 3# NaCl shows a property of ---------------- ( isotropic , anisotropic)

46




4# Which one conducts both in molten and aqueous state but not conduct in solid state ( Na , NaCl) 5# NaCl is is which type of crystal ? ( covalent , metallic , ionic , molecular) 6# NaCl belongs to --------------- type crystal ? ( primitive , bcc , fcc) 7# What is the Co-ordination number of NaCl ? 8# NaCl belongs to --------------------- type of packing ? ( ABABAB , ABCABCABC..) 9# In NaCl crystal , which one present in octahedral voids ? (Na+ , Cl-) 10# NaCl crystal act as ------( insulator , semiconductor , conductor) at room temperature . 11# How many number of chloride ions present in a cubic unit cell of Na Cl ? 12# When NaCl is heated conductivity ---------------------- ( increases , decreases) 13# F-Centre is ---------------------- type of defect ( stoichiometric , non-stoichiometric) 14# NaCl shows ---------------------- defect ( Frenkel , Shottky ) 15# NaCl is ----------------- ( diamagnetic , paramagnetic) substance . 16# What happens when NaCl crystals are heated in a atmosphere of sodium vapours ? 17# When NaCl added in SrCl2 , what type of defect is observed ? ( Shottky defect , frenkel defect , impurity) 18# F-centre shown by NaCl crystal is ----------------- in colour ? ( pink , yellow , violet) 19# If NaCl is doped with 10-3 mol% of SrCl2 ,The concentrations of cation vacancies are ---- 20# Refractive index of which solid is /are observed to have the same value along all directions ? ( NaCl ,Quartz , Glass , PVC) 22# What percent of octahedral voids are occupied in NaCl crystal ? ( 25% , 50% , 100%) 23# When NaCl crystal is heated what happens to its Co-ordination number ? (increases , decreases)

47




CHAP-2 : SOLUTIONS 24# What inter-particle interaction is present when NaCl is dissolved in water ? 25# Vapour pressure is ---------------(increased , decreased) when NaCl is added in water . 26# Which has more Freezing point and why ? ( Distilled water or Sea water ) 27# What is the vant Hoff factor of NaCl in very dilute solution in Water? 28# Whose boiling point is more and why ? ( 1mol of NaCl in 100 mL water , 1 mol of Glucose in 100mL water) 29# Which has more osmotic pressure and why ? (1M NaCl solution , 1M Glucose solution) 30# Name the process used to get fresh water from salt water . 31# Why NaCl act as de-icing agent ? 32# How NaCl helps to preserve meat ? 33# 1% NaCl solution is called ------- (hypertonic , hypotonic , isotonic) solution to the plasma concentration of human blood cell ? 34# When you measure molar mass through colligative properties ,why NaCl shows abnormal molecular mass but nor glucose ? 35# When a person takes lot of salt or salty food , he/she experience water retention in tissue cells and intercellular spaces because of ----------------- . The resulting puffiness or swelling is called ------------------------- . 36# When 5.85g of NaCl is added in 100 mL water , then the Formality(or Molarity)of the aq. Solution is -------- M 37# When heated solubility of NaCl in water -------------------------- ( decreases , increases) 38# Aqueous NaCl solution is ------------------- solution ( ideal , non-ideal) 39# Aqueous NaCl solution is shows ----------------(positive , negative , no ) deviations from Raoults Law . 40# Kya apke tooth paste me NAMAK HAI ? Why NaCl is added in tooth paste ? 41# Whose i (vant Hoff factor ) is more and why ? ( 0.1m , 0.01m) 42# Why doctors asked the patient to take low sodium salt for high B.P patient ? 43# Why do you gargle luke warm salt water ? CHAP-3 : ELECTROCHEMISTRY 44# NaCl is --------------------(strong , weak) electrolyte 45# Which one is used in salt bridge more frequently ? ( NaCl , KCl) 46# Corrosion becomes --------------- (faster . slower) in saline condition. 47# When dilution occurs in Aq. NaCl solution , conductivity ------(decreases , increases) 48# Write the Kohlrausch limiting molar conductivity equation for NaCl ? 49# Molar conductivity of aq. NaCl -----(increases , decreases) with dilution linearly with C 50# What happens when aqueous NaCl is electrolysed at platinum electrode ? 51# What happens when molten NaCl is electrolysed at platinum electrode ? 52# Say True of False . Limiting molar conductivity cannot be obtained for aq. NaCl graphically .

48




53# Which one show more limiting conductivity in water at 298 K ? ( Na+ , K+ ) 54# How much Chlorine gas in terms of gram would produced when 96500 C is passed in aq NaCl solution . CHAP-5 : SURFACE CHEMISTRY : 55# NaCl in water is a ------------------------- ( crystalloid , colloid) 56# Say TRUE or FALSE . -- Aq . solution of NaCl will show Tyndal Effect . 57# What happens when NaCl is added in positively charged sol ferric hydroxide ? 58# Which has better coagulation capacity for potitively charged ferric hydrohyde sol ? ( NaCl , Potassium Ferrocyanide) 59# Name the enzyme that shows high catalytic activity in presence of NaCl which provides Na+ . 60# What is the charge of sol developed when NaCl is added in excess of AgNO3 solution ? Chap-7 : p-BLOCK ELEMENTS 61# Name the gas obtained when NaCl is treated with Conc . H2SO4 . 62# Name the gas produced when NaCl is reacted with MnO2 and Conc . H2SO4 . ? 63# What do you observe when Aq.NaCl is treated with acidified KMnO4 solution ? 64# Which is more covalent in nature ? ( LiCl , NaCl ) Miscellaneous ---------- 65# Why NaCl is added in soap preparation ? 66# Why a small amount of NaCl is added during the preparation of egg albumin sol .

So on ------- and so on --------------------- Its not an End -------------------please continue

49




WORKSHEETS Chapter 1:

Solid State CONCEPT: Close packing of SOLIDS

I)Match the following

COLUMN-A COLUMN-B

a)

b)

c)

d)

Sqaure close packing in two dimension

Hexagonal close packing in two dimensions

Hexagonal close packing in threedimensionsl

cubic close packing in three dimensions

1

2

3

4.

Triangular voids

Pattern of spheres is repeated in every fourth

layer.

Pattern of spheres is repeated in alternate

layers layer.

Co-ordination number-4

II) Multiple choice questions.

1. Percentage of empty space in a body centre cubic arrangement is

a) 74 b) 32 c) 26 d) 68

2.The total no of tetrahedral voids in fcc is

a) 6 b) 8 c) 10 d) 12

3. Which of the following statement is/ are not true in the hexagonal close packing.

a) Packing efficiency 74% b) C.N=12

c) Tetrahedral voids of the second layer are covered by the spheres of the third layers.

d) Spheres of the fourth layer are exactly aligned with those of the first layer

4. In which pair most efficient packing is present.

a. hcp & bcc

b. bcc& ccp

c. hcp& ccp

d. bcc& simple cubic

5. In which of the arrangement octahedral voids are formed

a. Hcp

b. bcc

c. fcc

d. simple cubic

III) FILL IN THE BLANKS

1. The C.N of each sphere in hcp is ----------- while that of bcc is __________.

2. An octrahedral void is ----------------times larger than a tetrahedral void.

3. ABAB type of packing is called---------- where as ABCABCtype of packing is called fcc.

4. For bcc, r=31/2

a /4, then for fcc, r=---------.

Ans: I) a-4, b-1, c-3, d-2

II) 1-d, 2-8, 3-d, 4-c

III)

1. 12 & 8;

2. two

3. HCP

4. 2 a/4

CONCEPT: CLASSIFICATION OF SOLIDS

50




A) Match the following

COLUMN-A COLUMN-B

a)

b)

c)

d)

e)

Ionic crystal

Metallic crystal

Covalent crystal

Non polar crystal

Hydrogen bonded crystal

1

2

3

4

5

Graphite

Ice

MgO

Gold

Dry ice

B) Multiple choice questions.

1. Which of the following is a network solid?

a. I2

b. SO2 (solid)

c. Diamond

d. Argon

2. Which of the following is not an electrical conductor?

a. Ar b. Mg c. TiO d. H2O

i. only b)

ii. only c)

iii. a &d

iv. b, c&d

3. Which of the following is not a characteristic of a crystalline solid?

a. True solid

b. long range order

c. isotropic in nature

d. definite heat of fusion

4. A solid is very hard, electrical insulator in solid state as well as in molten state& melts at extremely high temperature . It

may be

a. covalent solid

b. metallic solid

c. molecular solid

d. ionic solid

5. Iodine molecules are held in crystals by

a. London forces

b. coulombic forces

c. dipole- dipole interactions

d. covalent bonds

C:FILL IN THE BLANKS ( BY choosing appropriate words given in the bracket)(isotropy, valence electrons, amorphous)

1. Graphite is a good conductor due to presence of -----------.

2. Glass is a ---------- solid as it shows fluidity.

3. If the electrical conductivity is same in all direction through a solid the substance is an amorphous solid& this property

is called ------------.

ANS

A: a-3 b-4, c-1, d-5, e-2

B:1-c, 2-iii, 3-c, 4-a, 5-a

C:

1. Free electrons

2. Psuedo solid

3. Isotropy

CONCEPT: DEFECTS IN CRYSTALS

A) Match the following

51




COLUMN-A COLUMN-B

a)

b)

c)

d)

e)

Schottky defect

Doping silicon with aluminium

Doping silicon with arsenic

Heating NaCl crystal in presence of sodium

vapour.

Impurity defects

1

2

3

4

5

Crystals become coloured

n-type of semiconductors are formed

NaCl with Sr+2

& some cationic sites vacant.

Density of the crystals decreases

p- type of semiconductore is formed

Ans: a-4, b-5, c-2, d-1, e-3

B) Multiple choice question

1. Which kind of defects are introduced by doping?

a. dislocation defect

b. Schottky defect

c. Frenkel defect

d. Electronic defects

2. Which of the following is also known as dislocation defect?

a. Schottky defect

b. Frenkel defect

c. nonstoichiometric defect

d. simple interstitial defect

3. Which of the following defects are shown by AgBr

a. Schottky defect

b. Frenkel defect

c. metal excess defect

d. metal deficiency defect

i. a &b

ii. c &d

iii. a &c

iv. b&d

4. To get an n-type of semiconductor from silicon it should be doped with a substance with valence --------electrons

a. 1 b. 2 c. 3 d. 5

5. Schottky defect is observed in the crystal when

a. some cations move from their lattice sites to interstitial sites

b. equal number of cations and anions are missing from the lattice

c. some lattice sites are ocuupied by the electrons

d. some impurity is present in the lattice

Ans: 1 a 2d 3 a 4 d 5b

FILL IN THE BLANKS

1. NaCl crystals have some yellow colour is due to the presence of -----------.

2. The process of adding impurities to a crystalline substance so as to change its properties

Like conductivities etc is called ----------------

3. Frenkel defect is shown by crystals having low coordination number & ---------- difference in the size of the cations & anions.

4. Schottky defect in ionic crystals always results in --------- of density.

5. ----------- crystal defect is produced when NaCl is doped with MgCl2.

Ans: ( F-centre ,doping, large, decrease, impurity defect)

Prepared by: Bhubaneswar Region

52




UNIT-1: TOPIC: SOLID STATE : worksheet for class-xii FILL IN THE BLANKS/ CHOOSE THE CORRECT ANSWER

CONCEPT- Defects chap-solid state

CH-SOLID STATE CARD -7 [15=5M]



28# The excess of lithium in LiCl makes it pink is due to ----------------------------- 29 # The compound that shows both Schottky and Frenkel defect is ----------------------- 30# Doping ---------(minimizes , maximizes) the forbidden energy gap . 31# The forbidden energy is maximum in -------- ( Ge , Mg , NaCl ,Ge doped with In ) 32# Which one show metal excess defects ( FeO , ZnO) 28- f centres, 29- AgBr; 30-min; 31-NaCl, 32-ZnO

33# When an electron is trapped in an anion vacant centre , it is called ------------------------. 34# Si , Ge can be doped with a group -------------- elements to produce p-type semiconductor. ( Gp- 12,13,14,15) 35# Solar cell is an efficient -------------------------- ( photo-diode , photo-triode) 36# Diode acts as a ------- ( rectifier , amplifier) 37# ---------------- oxide is like metallic cu in its conductivity and appearance . 33-F centre; 34-13gp, 35- photo-diode, 36-a rectifier, 37-





38# The process of adding an appropriate amount of suitable impurity to increase the conductivity of a intrinsic semi-conductor like S , Ge is called 39# When in a substance the magnetic moments of the domains are alligned in parallel and antiparallel directions in unequal numbers , the phenomenon observed is called ----------- . (ferromagnetism, anti-ferromagnetism, ferrimagnetism) 40# In which type of semi-conductor , electron holes are moving towards negatively charged plate under the influence of electric field ? ( p-type , n-type) Ans: 38-doping, 39-ferrimag, 40- p-type

41# If an atom is missing from its lattice site and it occupies the interstitial site , the electrical neutrality as well as the stoichiometry of the compound are maintained . This type of defect is called -------------------- defect . 42# The set of molecular orbitals generated due to overalp of atomic orbitals having very close in energy is called --------- 43# Frenkel defect is shown by the crystals having --------------- (high , low) co-ordination number and ---- ( large , small) difference in the size of the cations and the anions . Ans: 41-frenkel, 42-energy band, 43-low

CONCEPT- Amorphous and crystalline solids


CH-SOLID STATE---MISCELLANEOUS

CARD -12 [15=5M]

44# ---------------- is a covalent crystal ( Iodine , NaCl , ice , Carborundum) 45# Which one will show anisotropy ? ( quartz , paraffin wax , rubber , quartz glass ) 46# ---- solids conducts electricity in molten state but not in solid state. ( molecular , ionic , metallic , covalent) 47# ---------------- solids have very high melting point ( molecular , ionic , metallic , covalent) 48# Solar cell is an efficient ------------------- ( photo-diode , photo-triode) 49# Photovoltaic material is -------------------- ( Amorphous silicon , Pure silicon crystal) 50# Some of the glass from ancient civilizations which are with us are milky in appearance due

WRITE TRUE OR FALSE .

51# In end centred unit cell of an atomic

substance there are four atoms per

unit cell. [ ]

52# In rock-salt structure, the number of formula

units per unit cell is four. [ ]

53# Schottky defects disturb the ratio of cations

and anions in the compound .

54# NaCl is a paramagnetic substance. [ ]

55# A compound having radius ratio (r+/r-) in the

53




to ---- 44-carborundum, 45-quartz, 46-ionic, 47-ionic, 48-photo diode 49- amorphous silicon, 50- flowing of glass followed by crystallisation, 51-f, 52-t, 53- f, 54- f, 55-t

range 0.7321 generally

has CsCl structure. [ ]

CH-SOLID STATE---MISCELLANEOUS CARD -13

[15=5M]

CH-SOLID STATE---MISCELLANEOUS CARD -14

[15=5M]


56# Fe3O4 is ferrimagnetic .Among the three

type of arrangement , hcp,ccp,and bcc, the

most efficient packing is bcc. [ ]

57# If the radius ratio is in the range

0.2250.414 the cation prefers to be present

in an octahedral void. [ ]

58# Diamond is an example of atomic solid. [ ]

59# Orthorhombic unit cell has least symmetry

[]

60# F-centre is a type of stoichiometric defect.[ ]

56-f, 57-f, 58-t, 59-f, 60-t


61# 14 kinds of space lattices are possible in the

crystal. [ ]

62# Pure alkali halides show Frenkel Defects . [ ]

63# When temperature increases conductivity of

semi-conductor decreases. [ ]

64#Frenkel defect is shown by ionic substance in

which there is a large difference in the size of

ions[ ]

65# The existence of different chemical compounds in the same crystallineform is called allotropy. [ ] 61-t, 62-t, 63-f, 64-t, 65-f

54




answersQ.26# Q.27# Q.28# Q.29# Q.30#

diamagnetic ZnO F-Centre ,Electron

trapped in anion

vacant centre

AgBr minimizes

Q.31# Q.32# Q.33# Q.34# Q.35#

NaCl ZnO F-centre 13 Photo-diode

Q.36# Q.37#

Q.38#

Q.39# Q.40#

Rectifier ReO3 Doping Ferrimagnetism p-type

Q.41# Q.42# Q.43# Q.44# Q.45#

Frenkel defect Bands Low Carborundum quartz

Q.46#. Q.47# Q.48# Q.49#

Q.50#

ionic covalent photo-diode Amorphous silicon Due to some

crystallization

Prepared by : Mr A K PANDA , PGT(CHEMISTRY) ,KV NO-3 , BBSR

SOLUTIONS

Colligative properties 1. Why the boiling point of solution is higher than pure liquid ? 2. Fill the space of column -B by matching with Column -A by taking following values: H mix< 0 and V mix< 0 ; H mix = 0 and V mix = 0 ;H mix> 0 and V mix> 0

Column A Column -B

A Ethyl alcohol and water

B CCI4 and Benzene or toluene

C Water- nitric acid

D Aniline acetone

55




E Chloro benzene-Bromobenzene

F n-hexane and n-heptane

3. Ammonia dissolve in water and Fluorine dissolve in water will not obey Henry's law why?

4. Fill in the blanks.

a) Constant boiling mixtures are called -----------?

b) The boiling point of one molal solution is known as --------?

c) Liquid having similar structure and polarity form ----------type of solution?

d) Solution having same osmotic pressure have same concentration are known as -----------?

e) The symptom observed by a person at high altitudes is ------------?

5. Identify the portions from the following graphs:

(A)

Slope = ?

X

P

(B) TemperatureV

apou

r pr

essu

re

P0 PSolvent

Solution?

(C) X2

PSlope = P2

oP1

o

?

(D)

X1 = 0

X2 = 0 X2 = 1

X1 = 1

P1

P2

M.F

V.P

0

0P2

0

P1

P2

P = P1 + P

2

A BType of solution =?

(E)

Type of solution =?

(F)

B

Type of solution = ?

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Workshop materials for Class XII

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Transcript of Workshop materials for Class XII