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E-Diary SESSION – 2020-2021 NAME OF TEACHER- Nimisha Srivastava DESIGNATION- PGT (chemistry) SCHOOL- dr. Rajendra prasad Kendriya vidyalaya CLASSES TO BE TAUGHT – XII A, Xia, VIIIB SUBJECT –chemistry (CLASS XII, XI); SCIENCE (CLASS VIII)
BIO-DATA OF THE TEACHER 1. Name of the Teacher: NIMISHA SRIVASTAVA 2. Father’s Name: SH. DHIRAJ KUMAR SRIVASTAVA 3. Mother’s Name: SMT. SHASHI KALA SRIVASTAVA 4. Designation: PGTCHEMISTRY 5. Qualifications: B.Sc., M.Sc. (CHEMISTRY), B. Ed. 6. Category: GENERAL 7. Employee Code:26409 8. Date of joining in KVS:16/12/2002 9. Date of joining present KV: 28/06/2020 10. Mobile no. -9717843352 11. Email Id:[email protected] 12.Residential Address – 67-D, POCKET A, DDA FLATS, SUKHDEV VIHAR, DELHI – 110025 13. Permanent Address – 67-D, POCKET A, DDA FLATS, SUKHDEV VIHAR, DELHI – 110025
CODE OF CONDUCT Article 59. For Teachers The provisions of the CCS (Conduct) Rules, 1964 shall apply mutatis mutandis to all the employees of the Kendriya Vidyalaya Sangathan. In addition to this, the following code of conduct shall also be applicable to teachers. Violation of these shall make an employee liable for action under the CCS (CCA) Rules, 1965. 1. Every teacher shall, by precept and example, in still in the minds of the pupil, entrusted to his care, love for the motherland. 2. Every teacher shall, by precept and example, inculcate in the minds of his pupils respect for law and order. 3. Every teacher shall organize and promote all school activities which foster a feeling of universal brotherhood amongst the pupils. 4. Every teacher shall, by precept and example, promote tolerance for all religions amongst his pupils. 5. No teacher shall be a member of any political party or carry on activities either openly or in camera in support of any such party. He shall also not have any association with either any political party or any organization which has been declared by the Sangathan to be carrying out its activities against the aims, objects and functions of Kendriya Vidyalayas. 6. The teacher shall always be on the alert to see that his pupils do not take active part in politics. 7. No teacher shall be a member of the State or Central Legislature. He shall resign his job before contesting for elections as a candidate. 8. Every teacher shall take a stand against unhealthy and bad customs and practices in modern society and must strive his best to instill in the minds of his pupils the principles of co‐operation and social service.
9. Every teacher shall co-operate with and secure the co-operation of other persons in all activities which aim at the improvement of the moral, mental and physical well-being of pupils. 10. Every teacher shall be strictly impartial in his relations with all his pupils. He shall be sympathetic and helpful particularly to the slow learners. 11. Every teacher shall be a learner throughout his life not only to enrich his own knowledge, but also of those who are placed in his care. He shall plan out his work on approved lines and do it methodically and vigilantly, eschewing all extraneous considerations. 12. Every teacher shall regard each individual pupil as capable of unique development and of taking his due place in the society, and help him to be creative as well as co-operative. 13. Every teacher shall be temperate and sober in his habits. He shall scrupulously avoid smoking, chewing of betel leaves and such other undesirable habits in the presence of students and within the precincts of the Vidyalaya. 14. Every teacher shall have an exemplary moral character. His dealing with the members of the opposite sex in the Vidyalaya or outside, shall not be such as would cause reflection on his character or bring discredit to the Vidyalaya. 15. Every teacher shall take pride in his calling and try to promote the dignity and solidarity of his profession. 16. Every teacher shall be an advocate of freedom of thought and expression and the development of scientific temper in himself and his students. 17. No teacher shall indulge in or encourage any form of malpractice connected with examinations or other school activities.
18. Confidential matters relating to the institution and the Department shall not be divulged by any teacher. 19. No teacher shall undertake private tuition or private employment or otherwise engage himself in any business. 20. Every teacher shall be clean and trim. He shall not be casual and informal, while on duty. His dress shall be neat and dignified. He shall on no account be dressed so as to become an object of excitement or ridicule or pity at the hands of students and his colleagues. 21. Every teacher shall be punctual in attendance in respect of his class work as also for any other work connected with the duties assigned to him by the Principal. He shall realize that he is a member of the team and shall help in developing a corporate life in the school. 22. Every teacher shall abide by the rules and regulations of the Vidyalaya and show due respect to the constituted authority, diligently carrying out instructions issued to him by the superior authority. 23. Every teacher shall avoid monetary transaction with the pupils and parents and refrain from exploiting his Vidyalaya influence for personal ends. He shall generally conduct his personal matters in such a manner that he does not incur a debt beyond his means to repay. 24. No teacher shall prepare or publish any text-book or keys or assist directly or indirectly in their preparation, or use such publications without obtaining prior approval of the Sangathan. 25. No teacher shall engage himself as a selling agent or canvasser for any publishing firm/trader. 26. No teacher shall apply for an assignment or job outside the Sangathan directly. He shall invariably forward his application through proper channel.
27. No teacher shall present his grievances, if any, except through proper channel, nor will he canvass for any non-official or outside influence or support in respect of any matter pertaining to his service in the Vidyalaya. 28. Every teacher shall consider Vidyalaya property and funds as if placed in trust with him and shall exercise the same with prudence and care as he would do in respect of his own property or funds. 29. No teacher shall accept or permit any member of his family or any other person acting on his behalf to accept any gift from any pupil, parent or any person with whom he has come into contact by virtue of his position in the Vidyalaya except as provided under Rule 13 of the CCS (Conduct) Rules, 1964. 30. No teacher shall, except with the previous sanction of the Sangathan, give any talk on the radio, publish any statement or document either in his own name or anonymously, pseudonymously or in the name of any other person , which has the effect of an adverse criticism of any current or recent policy or action of the Central Government or a State Government, or which is capable of embarrassing the relations between the Central Government and a State Government or between the Central Government and the Government of any foreign state. 31. No teacher shall, except with the previous sanction of the competent authority, ask for or accept contribution or other collections in cash or in kind in pursuance of any object whatsoever. 32. It shall be the duty of every teacher: (i) To respect the National Flag and the National Anthem. (ii) To promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities and to renounce practices derogatory to the dignity of women. (iii) To develop scientific temper, humanism and spirit of enquiry and reform. (iv) To safeguard public property and to abjure violence. (v) To strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavor and achievement.
33. If a teacher is convicted by a Court of Law or arrested, it shall be his duty to inform his immediate superior the fact of his conviction or arrest and the circumstances connected therewith as soon as it is possible for him to do so. Failure to do so will be regarded as deliberate suppression of material information. 34. (a) Every teacher shall at all times (i) Maintain absolute integrity. (ii) Maintain devotion to duty. (iii) Do nothing which is unbecoming of an employee of the Sangathan (b) Nothing contained in part (a) of this Article shall be deemed to take away or abridge the right of a teacher: (i) to appear at any examination to improve his qualification; (ii) to become or to continue to be a member of any Literary, scientific or professional organization; (iii) To make any representation for the redressed of any bonafide grievances, subject to the condition that such representation is not made in any rude or in decorous language. 35. It is the responsibility of the class teacher or the teachers to ensure security and safety of the children under his control and supervision in the discharge of his duties. The teachers who are to escort children to excursions, tours, Scout & Guide camp, NCC Camps, & Sports Meets, etc., shall ensure the safety and security of the children. A teacher is described as a role model, a guru from time immemorial and he should maintain moral and ethical values and set an example to the children. He must not demonstrate unethical activities towards the children. He should keep reasonable distance from the female students and female teachers and shall not indulge in unwelcome sexually determined behaviour like (i) physical contact and advances (ii) demanding or requesting for sexual favours (iii) passing on sexually coloured remarks (iv) showing any pornography and(v) any other unwelcome physical, verbal or non-verbal conduct of sexual nature.
TEACHER’S TIME TABLE
Day Monday Class 10:00 – 10:40 am: XII-A 05:30 – 06:30 pm: XII-A (Remedial)
Tuesday 08:00 – 08:40 am: XI-A 02:00 – 02:40 pm: VIII-B
Wednesday 10:00 – 10:40 am – XII-A 11:00 – 11:40 am – XII-A 04:30 – 05:30 pm – XII-A (Remedial)
Thursday 08:00 – 08:40 am: XI-A 02:00 – 02:40 pm: VIII-B
Friday 10:00 – 10:40 am – XII-A
ACADEMIC AND NON-ACADEMIC RESPONSIBILITIES S. No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
Academic & Non-Academic Responsibilities Class teacher of XI-A Science Subject Committee Convener Chemistry lab ( In-Charge ) AI (In-Charge) ATL ( In-charge ) NCSC (In-Charge) INSPIRE Awards (In-Charge) KVPY Contractual Interview Committee (In-Charge) Student Council (Member) Mental Well-Being Committee (Member)
Saturday 08:00 – 08:40 am: XI-A 02:00 – 02:40 pm: VIII-B
CLASS XII (2020-21) (THEORY) Total Periods (Theory 98 + Practical 36) 70 Marks
Time: 3 Hours Unit No. Unit I Unit II Unit III Unit IV Unit V Unit VII Unit VIII Unit IX Unit X Unit XI Unit XII Unit XIII Unit XIV
Title Solid State Solutions Electrochemistry Chemical Kinetics Surface Chemistry p -Block Elements d -and f -Block Elements Coordination Compounds Haloalkanes and Haloarenes Alcohols, Phenols and Ethers Aldehydes, Ketones and Carboxylic Acids Amines Biomolecules Total
No. of Periods Marks 8 8 23 7 5 5 7 19 7 8 9 9 10 28 7 8 98 70
Unit I: Solid State
8 Periods
Classification of solids based on different binding forces: molecular, ionic, covalent and metallic solids, amorphous and crystalline solids (elementary idea). Unit cell in two dimensional and three dimensional lattices, calculation of density of unit cell, packing in solids, packing efficiency, voids, number of atoms per unit cell in a cubic unit cell, point defects. Unit II: Solutions
8 Periods
Types of solutions, expression of concentration of solutions of solids in liquids, solubility of gases in liquids, solid solutions, Raoult's law, colligative properties - relative lowering of vapour pressure, elevation of boiling point, depression of freezing point, osmotic pressure, determination of molecular masses using colligative properties.
Unit III: Electrochemistry
7 Periods
Redox reactions, EMF of a cell, standard electrode potential, Nernst equation and its application to chemical cells, Relation between Gibbs energy change and EMF of a cell, conductance in electrolytic solutions, specific and molar conductivity, variations of conductivity with concentration, Kohlrausch's Law, electrolysis. Unit IV: Chemical Kinetics
5 Periods
Rate of a reaction (Average and instantaneous), factors affecting rate of reaction: concentration, temperature, catalyst; order and molecularity of a reaction, rate law and specific rate constant, integrated rate equations and half-life (only for zero and first order reactions). Unit V: Surface Chemistry
5 Periods
Adsorption - physisorption and chemisorption, factors affecting adsorption of gases on solids, colloidal state: distinction between true solutions, colloids and suspension; lyophilic, lyophobic, multi-molecular and macromolecular colloids; properties of colloids; Tyndall effect, Brownian movement, electrophoresis, coagulation. Unit VII: p-Block Elements
7 Periods
Group -15 Elements: General introduction, electronic configuration, occurrence, oxidation states, trends in physical and chemical properties; Nitrogen preparation properties and uses; compounds of Nitrogen: preparation and properties of Ammonia and Nitric Acid. Group 16 Elements: General introduction, electronic configuration, oxidation states, occurrence, trends in physical and chemical properties, dioxygen: preparation, properties and uses, classification of Oxides, Ozone, Sulphur -allotropic forms; compounds of Sulphur: preparation properties and uses of Sulphur-dioxide, Sulphuric Acid: properties and uses; Oxoacids of Sulphur (Structures only). Group 17 Elements: General introduction, electronic configuration, oxidation states, occurrence, trends in physical and chemical properties; compounds of halogens, Preparation, properties and uses of Chlorine and Hydrochloric acid, interhalogen compounds, Oxoacids of halogens (structures only). Group 18 Elements: General introduction, electronic configuration, occurrence, trends in physical and chemical properties, uses. Unit VIII: d and f Block Elements
7 Periods
General introduction, electronic configuration, occurrence and characteristics of transition metals, general trends in properties of the first row transition metals – metallic character, ionization enthalpy, oxidation states, ionic radii, colour, catalytic property, magnetic properties, interstitial compounds, alloy formation. Lanthanoids - Electronic configuration, oxidation states and lanthanoid contraction and its consequences. Unit IX: Coordination Compounds
8 Periods
Coordination compounds - Introduction, ligands, coordination number, colour, magnetic properties and shapes, IUPAC nomenclature of mononuclear coordination compounds. Bonding, Werner's theory, VBT, and CFT. Unit X: Haloalkanes and Haloarenes
9 Periods
Haloalkanes: Nomenclature, nature of C–X bond, physical and chemical properties, optical rotation mechanism of substitution reactions.
Haloarenes: Nature of C–X bond, substitution reactions (Directive influence of halogen in monosubstituted compounds only). Unit XI: Alcohols, Phenols and Ethers
9 Periods
Alcohols: Nomenclature, methods of preparation, physical and chemical properties (of primary alcohols only), identification of primary, secondary and tertiary alcohols, mechanism of dehydration. Phenols: Nomenclature, methods of preparation, physical and chemical properties, acidic nature of phenol, electrophillic substitution reactions, uses of phenols. Ethers: Nomenclature, methods of preparation, physical and chemical properties, uses. Unit XII: Aldehydes, Ketones and Carboxylic Acids
10 Periods
Aldehydes and Ketones: Nomenclature, nature of carbonyl group, methods of preparation, physical and chemical properties, mechanism of nucleophilic addition, reactivity of alpha hydrogen in aldehydes, uses. Carboxylic Acids: Nomenclature, acidic nature, methods of preparation, physical and chemical properties; uses. Unit XIII: Amines
7 Periods
Amines: Nomenclature, classification, structure, methods of preparation, physical and chemical properties, uses, identification of primary, secondary and tertiary amines. Unit XIV: Biomolecules
8 Periods
Carbohydrates - Classification (aldoses and ketoses), monosaccahrides (glucose and fructose), D-L configuration Proteins -Elementary idea of - amino acids, peptide bond, polypeptides, proteins, structure of proteins - primary, secondary, tertiary structure and quaternary structures (qualitative idea only), denaturation of proteins. Nucleic Acids: DNA and RNA.
PRACTICALS Evaluation Scheme for Examination Volumetric Analysis Salt Analysis Content Based Experiment Project Work Class record and viva Total
Marks 08 08 06 04 04 30
PRACTICAL SYLLABUS
36 Periods
Micro-chemical methods are available for several of the practical experiments. Wherever possible, such techniques should be used. A. Chromatography i) Separation of pigments from extracts of leaves and flowers by paper chromatography and determination of Rf values. ii) Separation of constituents present in an inorganic mixture containing two cations only (constituents having large difference in Rf values to be provided). B. Preparation of Inorganic Compounds Preparation of double salt of Ferrous Ammonium Sulphate or Potash Alum. Preparation of Potassium Ferric Oxalate. C. Tests for the functional groups present in organic compounds: Unsaturation, alcoholic, phenolic, aldehydic, ketonic, carboxylic and amino (Primary) groups. D. Characteristic tests of carbohydrates, fats and proteins in pure samples and their detection in given foodstuffs.
E. Determination of concentration/molarity of KMnO4 solution by titrating it against a standard solution of: (i) Oxalic acid, (ii) Ferrous Ammonium Sulphate (Students will be required to prepare standard solutions by weighing themselves). F. Qualitative analysis Determination of one cation and one anion in a given salt. Cation : Pb2+, Cu2+ As3+, Aℓ3+, Fe3+, Mn2+, Zn2+, Cu2+, Ni2+, Ca4 2+, Sr2+, Ba2+, Mg2+, NH + Anions: (CO3)2-, S2-, (SO3)2-, (NO2)-, (SO4)2-, Cℓ-, Br-, I-, PO43-, (C2O4)2-, CH3COO-,NO (Note: Insoluble salts excluded) PROJECT Scientific investigations involving laboratory testing and collecting information from other sources A few suggested Projects. • Study of the presence of oxalate ions in guava fruit at different stages of ripening. • Study of quantity of casein present in different samples of milk. • Preparation of soybean milk and its comparison with the natural milk with respect to curd formation, effect of temperature, etc. • Study of the effect of Potassium Bisulphate as food preservative under various conditions (temperature, concentration, time, etc.) • Study of digestion of starch by salivary amylase and effect of pH and temperature on it. • Comparative study of the rate of fermentation of following materials: wheat flour, gram flour, potato juice, carrot juice, etc. • Extraction of essential oils present in Saunf (aniseed), Ajwain (carum), Illaichi (cardamom). Study of common food adulterants in fat, oil, butter, sugar, turmeric power, chilli powder and pepper. Note: Any other investigatory project, which involves about 10 periods of work, can be chosen with the approval of the teacher.
Practical Examination for Visually Impaired Students of Classes XI and XII Evaluation Scheme Time Allowed: Two hours Identification/Familiarity with the apparatus Written test (based on given/prescribed practicals) Practical Record Viva Total
Max. Marks: 30 5 marks 10 marks 5 marks 10 marks 30 marks
General Guidelines • The practical examination will be of two hour duration. • A separate list of ten experiments is included here. • The written examination in practicals for these students will be conducted at the time of practical examination of all other students. • The written test will be of 30 minutes duration. • The question paper given to the students should be legibly typed. It should contain a total of 15 practical skill based very short answer type questions. A student would be required to answer any 10 questions. • A writer may be allowed to such students as per CBSE examination rules. • All questions included in the question papers should be related to the listed practicals. Every question should require about two minutes to be answered. • These students are also required to maintain a practical file. A student is expected to record at least five of the listed experiments as per the specific instructions for each subject. These practicals should be duly checked and signed by the internal examiner. • The format of writing any experiment in the practical file should include aim, apparatus required, simple theory, procedure, related practical skills, precautions etc. • Questions may be generated jointly by the external/internal examiners and used for assessment. • The viva questions may include questions based on basic theory/principle/concept, apparatus/materials/ chemicals required, procedure, precautions, sources of error etc.
Items for Identification/Familiarity of the apparatus for assessment in practical (All experiments) Beaker, glass rod, tripod stand, wire gauze, Bunsen burner, Whatman filter paper, gas jar, capillary tube, pestle and mortar, test tubes, tongs, test tube holder, test tube stand, burette, pipette, conical flask, standard flask, clamp stand, funnel, filter paper Hands-on Assessment • Identification/familiarity with the apparatus • Odour detection in qualitative analysis List of Practicals The experiments have been divided into two sections: Section A and Section B. The experiments mentioned in Section B are mandatory. SECTION- A A Chromatography (1) Separation of pigments from extracts of leaves and flowers by paper chromatography and determination of Rf values (distance values may be provided). B Tests for the functional groups present in organic compounds: (1) Alcoholic and Carboxylic groups. (2) Aldehydic and Ketonic C Characteristic tests of carbohydrates and proteins in the given foodstuffs. D Preparation of Inorganic Compounds- Potash Alum SECTION-B (Mandatory) E Quantitative analysis (1) (a) Preparation of the standard solution of Oxalic acid of a given volume (b) Determination of molarity of KMnO4 solution by titrating it against a standard solution of Oxalic acid. (2) The above exercise [F 1 (a) and (b)] to be conducted using Ferrous ammonium sulphate (Mohr's salt) F Qualitative analysis: (1) Determination of one cation and one anion in a given salt. Cation – NH4+ 4
Anions – CO32-, S2-, SO32-, Cl-, CH3COO(Note: Insoluble salts excluded) Note: The above practicals may be carried out in an experiential manner rather than recording observations.
COURSE STRUCTURE CLASS–XI (THEORY) (2020-21) Total Periods (Theory 119 + Practical 44) Time: 3Hours
Total Marks70
Unit No.
Title
No. of Periods
Unit I
Some Basic Concepts of Chemistry
10
Unit II Unit III
Structure of Atom Classification of Elements and Periodicity in Properties
12 6
Unit IV
Chemical Bonding and Molecular Structure
14
Unit V Unit VI
States of Matter: Gases and Liquids Chemical Thermodynamics
9 14
Unit VII
Equilibrium
12
Unit VIII
Redox Reactions
4
Unit IX Unit X
Hydrogen s -Block Elements
4 5
Unit XI
Some p -Block Elements
9
Unit XII
Organic Chemistry: Some basic Principles and Techniques
10
Unit XIII
Hydrocarbons
10
Total
119
Marks 11 04
21
16
18 70
Unit I: Some Basic Concepts of Chemistry
10 Periods
General Introduction: Importance and scope of Chemistry. Atomic and molecular masses, mole concept and molar mass, percentage composition, empirical and molecular formula, chemical reactions, stoichiometry and calculations based on stoichiometry. Unit II: Structure of Atom
12 Periods
Bohr's model and its limitations, concept of shells and subshells, dual nature of matter and light, de Broglie's relationship, Heisenberg uncertainty principle, concept of orbitals, quantum numbers, shapes of s, p and d orbitals, rules for filling electrons in orbitals - Aufbau principle, Pauli's exclusion principle and Hund's rule, electronic configuration of atoms, stability of half- filled and completely filled orbitals. Unit III: Classification of Elements and Periodicity in Properties
06 Periods
Modern periodic law and the present form of periodic table, periodic trends in properties of elements -atomic radii, ionic radii, inert gas radii, Ionization enthalpy, electron gain enthalpy, electronegativity, valency. Nomenclature of elements with atomic number greater than 100. Unit IV: Chemical Bonding and Molecular Structure
14 Periods
Valence electrons, ionic bond, covalent bond, bond parameters, Lewis structure, polar character of covalent bond, covalent character of ionic bond, valence bond theory, resonance, geometry of covalent molecules, VSEPR theory, concept of hybridization, involving s, p and d orbitals and shapes of some simple molecules, molecular orbital theory of homonuclear diatomic molecules(qualitative idea only), Hydrogen bond. Unit V: States of Matter: Gases and Liquids
9 Periods
Three states of matter, intermolecular interactions, types of bonding, melting and boiling points, role of gas laws in elucidating the concept of the molecule, Boyle's law, Charles law, Gay Lussac's law, Avogadro's law, ideal behaviour, empirical derivation of gas equation, Avogadro's number, ideal gas equation and deviation from ideal behavior.
Unit VI: Chemical Thermodynamics
14 Periods
Concepts of System and types of systems, surroundings, work, heat, energy, extensive and intensive properties, state functions. First law of thermodynamics -internal energy and enthalpy, measurement of U and H, Hess's law of constant heat summation, enthalpy of bond dissociation, combustion, formation, atomization, sublimation, phase transition, ionization, solution and dilution. Second law of Thermodynamics (brief introduction) Introduction of entropy as a state function, Gibb's energy change for spontaneous and non- spontaneous processes. Third law of thermodynamics (brief introduction). Unit VII: Equilibrium
12 Periods
Equilibrium in physical and chemical processes, dynamic nature of equilibrium, law of mass action, equilibrium constant, factors affecting equilibrium - Le Chatelier's principle, ionic equilibrium- ionization of acids and bases, strong and weak electrolytes, degree of ionization, ionization of poly basic acids, acid strength, concept of pH, buffer solution, solubility product, common ion effect (with illustrative examples). Unit VIII: Redox Reactions
04 Periods
Concept of oxidation and reduction, redox reactions, oxidation number, balancing redox reactions, in terms of loss and gain of electrons and change in oxidation number. Unit IX: Hydrogen
04 Periods
Position of hydrogen in periodic table, occurrence, isotopes, hydrides-ionic covalent and interstitial; physical and chemical properties of water, heavy water, hydrogen as a fuel. Unit X: s-Block Elements (Alkali and Alkaline Earth Metals) Group 1 and Group 2 Elements
5 Periods
General introduction, electronic configuration, occurrence, anomalous properties of the first element of each group, diagonal relationship, trends in the variation of properties (such as ionization enthalpy, atomic and ionic radii), trends in chemical reactivity with oxygen, water, hydrogen and halogens, uses. Unit XI: Some p-Block Elements
9 Periods
General Introduction to p -Block Elements Group 13 Elements: General introduction, electronic configuration, occurrence, variation of properties, oxidation states, trends in chemical reactivity, anomalous properties of first element of the group, Boron - physical and chemical properties. Group 14 Elements: General introduction, electronic configuration, occurrence, variation of properties, oxidation states, trends in chemical reactivity, anomalous behaviour of first elements. Carbon-catenation, allotropic forms, physical and chemical properties. Unit XII:
Organic Chemistry -Some Basic Principles and Techniques
10 Periods
General introduction, classification and IUPAC nomenclature of organic compounds. Electronic displacements in a covalent bond: inductive effect, electromeric effect, resonance and hyper conjugation. Homolytic and heterolytic fission of a covalent bond: free radicals, carbocations, carbanions, electrophiles and nucleophiles, types of organic reactions. Unit XIII: Hydrocarbons
10 Periods
Classification of Hydrocarbons Aliphatic Hydrocarbons: Alkanes - Nomenclature, isomerism, conformation (ethane only), physical properties, chemical reactions. Alkenes - Nomenclature, structure of double bond (ethene), geometrical isomerism, physical properties, methods of preparation, chemical reactions: addition of hydrogen, halogen, water, hydrogen halides (Markovnikov's addition and peroxide effect), ozonolysis, oxidation, mechanism of electrophilic addition. Alkynes - Nomenclature, structure of triple bond (ethyne), physical properties, methods of preparation, chemical reactions: acidic character of alkynes, addition reaction of - hydrogen, halogens, hydrogen halides and water. Aromatic Hydrocarbons:
Introduction, IUPAC nomenclature, benzene: resonance, aromaticity, chemical properties: mechanism of electrophilic substitution. Nitration, sulphonation, halogenation, Friedel Craft's alkylation and acylation, directive influence of functional group in monosubstituted benzene. Carcinogenicity and toxicity. PRACTICALS Evaluation Scheme for Examination Volumetric Analysis Salt Analysis Content Based Experiment Project Work Class record and viva Total PRACTICAL SYLLABUS
Marks 08 08 06 04 04 30 Total Periods: 44
Micro-chemical methods are available for several of the practical experiments, wherever possible such techniques should be used. A. Basic Laboratory Techniques 1. Cutting glass tube and glass rod 2. Bending a glass tube 3. Drawing out a glass jet 4. Boring a cork B. Characterization and Purification of Chemical Substances 1. Determination of melting point of an organic compound. 2. Determination of boiling point of an organic compound. 3. Crystallization of impure sample of any one of the following: Alum, Copper Sulphate, Benzoic Acid. C.
Quantitative Estimation
1. Using a mechanical balance/electronic balance. 2. Preparation of standard solution of Oxalic acid. 3. Determination of strength of a given solution of Sodium hydroxide by titrating it against standard solution of Oxalic acid. 4. Preparation of standard solution of Sodium carbonate. 5. Determination of strength of a given solution of hydrochloric acid by titrating it against standard Sodium Carbonate solution. D.
Qualitative Analysis a) Determination of one anion and one cation in a given salt 4 Cations- Pb2+, Cu2+, As3+, Al3+, Fe3+, Mn2+, Ni2+, Zn2+, Co2+ , Ca2+, Sr2+, Ba2+, Mg2+, NH + Anions – (CO3)2-, S2-, (SO3)2-, (SO4)2-, NO3-, Cl-, Br-, I-, (PO4)3-, C2O42-, CH3COO(Note: Insoluble salts excluded) b) Detection of -Nitrogen, Sulphur, Chlorine in organic compounds.
PROJECTS Scientific investigations involving laboratory testing and collecting information from other sources. A few suggested Projects • Checking the bacterial contamination in drinking water by testing sulphide ion • Study of the methods of purification of water • Testing the hardness, presence of Iron, Fluoride, Chloride, etc., depending upon the regional variation in drinking water and study of causes of presence of these ions above permissible limit (if any). • Investigation of the foaming capacity of different washing soaps and the effect of addition of Sodium carbonate on it • Study the acidity of different samples of tea leaves. • Determination of the rate of evaporation of different liquids
•
Study the effect of acids and bases on the tensile strength of fibers. • Study of acidity of fruit and vegetable juices. Note: Any other investigatory project, which involves about 10 periods of work, can be chosen with the approval of the teacher.
Practical Examination for Visually Impaired Students Class XI Note: Same Evaluation scheme and general guidelines for visually impaired students as given for Class XII may be followed. A. List of apparatus for identification for assessment in practicals (All experiments) Beaker, tripod stand, wire gauze, glass rod, funnel, filter paper, Bunsen burner, test tube, test tube stand, dropper, test tube holder, ignition tube, china dish, tongs, standard flask, pipette, burette, conical flask, clamp stand, dropper, wash bottle • Odour detection in qualitative analysis • Procedure/Setup of the apparatus B. List of Experiments A. Characterization and Purification of Chemical Substances 1. Crystallization of an impure sample of any one of the following: copper sulphate, benzoic acid B. Experiments based on pH 1. Determination of pH of some solutions obtained from fruit juices, solutions of known and varied concentrations of acids, bases and salts using pH paper 2. Comparing the pH of solutions of strong and weak acids of same concentration. C. Quantitative estimation 1. Preparation of standard solution of oxalic acid. 2. Determination of molarity of a given solution of sodium hydroxide by titrating it against standard solution of oxalic acid. D. Qualitative Analysis 1. Determination of one anion and one cation in a given salt 2. Cations – NH4+
Anions – (CO3)2-, S2-, (SO3)2-, Cl-, CH3COO(Note: insoluble salts excluded) 3. Detection of Nitrogen in the given organic compound. 4. Detection of Halogen in the given organic compound. Note: The above practicals may be carried out in an experiential manner rather than recording observations.
NAME OF TEXT BOOKS S. No 1 .
2 .
3.
CLASS & SUBJECT XII (A)
NAMES OF THE BOOKS TEXT BOOK - NCERT
XI (A)
EXEMPLAR PROBLEMS -NCERT LABORATORY MANUAL PUBLISHED BY NCERT OTHER RELATED BOOKS OR MANUALS BY NCERT TEXT BOOK - NCERT
VIII-B
EXEMPLAR PROBLEMS -NCERT LABORATORY MANUAL PUBLISHED BY NCERT OTHER RELATED BOOKS OR MANUALS BY NCERT TEXT BOOK - NCERT
LIST OF AUDIO VISUAL AIDS PREPARED / USED BY THE TEACHER (through different modes) CLASS XII-A Power point presentations Power point presentations of Chapter–1-14
CLASS XI-A Power point presentations Power point presentations of Chapter 1-8 CLASS VIII-B Power point presentations Power point presentations of Chapter–1-14 Shared links of videos prepared by others: https://www.youtube.com/watch?v=szNFYED5siY&t=15s https://www.youtube.com/watch?v=E-SnC_WKsCg https://www.youtube.com/watch?v=VUfqjSeeZng https://www.youtube.com/watch?v=jLgSXryMxwM https://www.youtube.com/watch?v=n5ueicK3TUY https://www.youtube.com/watch?v=Cvp6mLWbgaM https://www.youtube.com/watch?v=rWBw4ybGukg https://www.youtube.com/watch?v=fXo39WiDNhg (nitrate test) https://www.youtube.com/watch?time_continue=47&v=58naKHqpCWo&feature=emb_logo (how to use fire extinguisher) DIKSHA LINKS OF VARIOUS CHAPTERS Video links of Basic Radicals (Cation) GROUP 0 https://www.youtube.com/watch?v=GTZBs3iZgg0&feature=youtu.be : Ammonium ion (NH4+):GROUP 1 https://www.youtube.com/watch?v=RBVKBlwyeT4&feature=youtu.be : Lead ion (Pb2+)
GROUP 2 https://www.youtube.com/watch?v=czm2pwjiftc&feature=youtu.be : Copper ion (Cu2+) https://www.youtube.com/watch?v=f7PfeaA8kow&feature=youtu.be : Lead ion (Pb2+) GROUP 3 https://www.youtube.com/watch?v=PPG9XIp0HhY&feature=youtu.be : Ferric ion (Fe3+) https://www.youtube.com/watch?v=0HPi7X2yhbw&feature=youtu.be : Aluminum ion (Al3+) GROUP 4 https://www.youtube.com/watch?v=MRELKbMFF_E&feature=youtu.be : Cobalt ion (Co2+) https://www.youtube.com/watch?v=TVNRUMMCg4o&feature=youtu.be : Nickel ion (Ni2+) https://www.youtube.com/watch?v=Abcyr8AqwAc&feature=youtu.be : Manganese ion (Mn2+) https://www.youtube.com/watch?v=v7_glUDP_sk : Zinc ion (Zn2+) GROUP 5 https://www.youtube.com/watch?v=uKy424Vf_44&feature=youtu.be : Calcium ion (Ca2+) https://www.youtube.com/watch?v=M8YqOhM2J54&feature=youtu.be : Strontium ion (Sr2+) https://www.youtube.com/watch?v=gaamIjai20o&feature=youtu.be : Barium ion (Ba2+) GROUP 6 https://www.youtube.com/watch?v=j8a7ItqTowc&feature=youtu.be : Magnesium ion (Mg2+) Video links of Acidic Radicals (Anion) https://youtu.be/PXB8McUBNT4 : Carbonate ion [(CO3)2-] https://youtu.be/-pdKtHePATQ : Sulphite ion [(SO3)2-] https://youtu.be/FdVO1zX6doA : Phosphate ion [PO4)3-] https://youtu.be/-YVH0DXbqmo : Sulphate ion [(SO4)2-] https://youtu.be/0B_Mq5uY9Ng : Oxalate ion [(C2O4)2-] https://youtu.be/3bxac77mzuI : Sulphide ion [S2-] https://youtu.be/O3d_NKyhIwg : Chloride ion [Cl-] https://youtu.be/dMK4RoYh01o : Bromide ion [Br-]
https://youtu.be/YVs24Q9yjgI : Iodide ion [I-] https://youtu.be/CWSMiXq-7Wc : Nitrite ion [NO2-] https://youtu.be/fXo39WiDNhg : Nitrate ion [NO3-] https://youtu.be/Iqn4UdKY1MY : Acetate ion [CH3COO-] Google classroom Class codes: Class XII: oxz5imk Class XI: kpyl6hm Class VIII: bs4sk3w OLAB link: http://www.olabs.edu.in/ TERM LINK: https://bitly/term-8science
Lesson Plan – NIMISHA SRIVASTAVA PGT (CHEMISTRY) Class / Section: XII A Gist of Lesson/ Focussed Skills/ Competencies
Types of solutions, expression of concentration of solutions of solids in liquids, solubility of gases in liquids, solid solutions, Raoult's law, colligative properties - relative lowering of vapour pressure, elevation of boiling point, depression of freezing point, osmotic pressure, determination of molecular masses using colligative properties.
Chapter: Unit II – Solutions
Subject: Chemistry Targeted Learning Outcomes(TLO)
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
1) Know about various types of solutions and methods to express their concentration.
PowerPoint presentation Shared KVSRO (Delhi) online classes
2) Understand Henry’s law and its application.
Assessment Strategies Planned MLL, HOTS, Correlation etc.
Q1. Define molarity, ppm, mass percentage. Q2. Define Raoult’s law and Henrys law. Q3. What is positive and negative deviation.
3) Know about Raoult’s law, ideal and non-ideal solutions. 4) Understand the colligative properties and their application in calculation of molar mass.
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
Month: April-May 2020
Self-recorded videos shared through WhatsApp and online revision classes conducted during Summer Break
Q4. Define osmosis, osmotic pressure, reverse osmosis. Q5. Write the applications of Henry’s law.
Name of Principal: Dr. CHARU SHARMA
Numericals Assignment Q1. Calculate the molarity of each of the following solutions: (a) 30 g of Co(NO3)2. 6H2O in 4.3 L of solution (b) 30 mL of 0.5 M H2SO4 diluted to 500 mL. Q2. Calculate (a) molality (b) molarity and (c) mole fraction of KI if the density of 20% (mass/mass) aqueous KI is 1.202 g mL-1. . Q3. H2S, a toxic gas with rotten egg like smell, is used for the qualitative analysis. If the solubility of H2S in water at STP is 0.195 m, calculate Henry’s law constant. Q4. Boiling point of water at 750 mm Hg is 99.63° C. How much sucrose is to be added to 500 g of water such that it boils at 100°C. Q5. Calculate the mass of ascorbic acid (Vitamin C, C6H8O6) to be dissolved in 75 g of acetic acid to lower its melting point by 1.5°C. Kf = 3.9 K kg mol-1. Q6. Calculate the osmotic pressure in pascals exerted by a solution prepared by dissolving 1.0 g of polymer of molar mass 185,000 in 450 mL of water at 37°C. Q7. A solution is obtained by mixing 300 g of 25% solution and 400 g of 40% solution by mass. Calculate the mass percentage of the resulting solution. Q8. An antifreeze solution is prepared from 222.6 g of ethylene glycol (C2H6O2) and 200 g of water. Calculate the molality of the solution. If the density of the solution is 1.072 g mL–1, then what shall be the molarity of the solution? Q9. Calculate the mass of a non-volatile solute (molar mass 40 g mol–1) which should be dissolved in 114 g octane to reduce its vapour pressure to 80%. Q10. A 5% solution (by mass) of cane sugar in water has freezing point of 271K. Calculate the freezing point of 5% glucose in water if freezing point of pure water is 273.15 K. Q11. Two elements A and B form compounds having formula AB2 and AB4. When dissolved in 20 g of benzene (C6H6), 1 g of AB2 lowers the freezing point by 2.3 K whereas 1.0 g of AB4 lowers it by 1.3 K. The molar depression constant for benzene is 5.1 K kg mol–1. Calculate atomic masses of A and B. Q12. Calculate the depression in the freezing point of water when 10 g of CH3CH2CHClCOOH is added to 250 g of water. Ka = 1.4 × 10–3, Kf = 1.86 K kg mol–1.
Assertion and Reason In the following questions a statement of assertion followed by a statement of reason is given. Choose the correct answer out of the following choices. (i) Assertion and reason both are correct statements and reason is correct explanation for assertion. (ii) Assertion and reason both are correct statements but reason is not correct explanation for assertion. (iii) Assertion is correct statement but reason is wrong statement. (iv) Assertion and reason both are incorrect statements. (iv) Assertion is wrong statement but reason is correct statement 1. Assertion: Molarity of a solution in liquid state changes with temperature. Reason: The volume of a solution changes with a change in temperature. 2. Assertion: When NaCl is added to water a depression in freezing point is observed. Reason: The lowering of the vapour pressure of a solution causes depression in the freezing point. 3.Assertion: For measuring resistance of an ionic solution an AC source is used. Reason: Concentration of ionic solution will change if DC source is used. 4.Assertion: When methyl alcohol is added to water, boiling point of water increases. Reason: When a volatile solute is added to a volatile solvent, elevation in boiling point is observed. 5. Assertion: When a solution is separated from the pure solvent by a semipermeable membrane, the solvent by a semipermeable membrane, the solvent molecules pass through it from pure solvent side to the solution side. Reason : Diffusion of solvent occurs from a region of high concentration solution to a region of low concentration solution.
Class / Section: VIII B
Subject: Chemistry
Chapter 1 – Crop production and its management
Month: April 2020
Gist of Lesson/ Focussed Skills/ Competencies
Targeted Learning Outcomes(TLO)
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
MLL and HOTS.
Crops, Types of Crops-Rabi crops, Kharif Crops, Zaid Crops, Steps of Crop productionCrop Selection. Soil Preparation. Seed Selection. Seed Sowing. Irrigation. Fertilizing. Harvesting. Fertilizers and manures Weeds and Weedicides Irrigation and Methods of Irrigation
Students will know about the Crop and its types with example Students will understand the various steps of crop production Student will know about various agricultural implements Students will understand the difference between manure and fertilizers Students will about weeds and need of their removal Student will understand the methods of irrigation used by farmers
KVSRO (Delhi) online classes
Q1. Give two examples of each. (a) Kharif crop (b) Rabi crop Q2. What are weeds? How can we control them? Q3. What is irrigation? Describe two methods of irrigation which conserve water. Q4. Explain how fertilisers are different from manure. Q5. Write a paragraph in your own words on each of the following. (a) Preparation of soil (b) Sowing (c) Weeding (d) Threshing HOTSQ6. Explain how soil gets affected by the continuous plantation of crops in a field. Q7. If wheat is sown in the Kharif season, what would happen? Discuss. Correlation-with geography
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
Activity-1 Collect the seeds of various crops used in your home and classify them as Rabi crop and Kharif crop Activity 2Visit a crop field in your neighbourhood and note the steps used during crop production
Name of Principal: Dr. CHARU SHARMA
Lesson Plan – NIMISHA SRIVASTAVA PGT (CHEMISTRY) Class / Section: XII A Gist of Lesson/ Focussed Skills/ Competencies
Redox reactions, EMF of a cell, standard electrode potential, Nernst equation and its application to chemical cells, Relation between Gibbs energy change and EMF of a cell, conductance in electrolytic solutions, specific and molar conductivity, variations of conductivity with concentration, Kohlrausch's Law, electrolysis.
Subject: Chemistry
Chapter: Unit III – Electrochemistry
Month: April-May 2020
Targeted Learning Outcomes(TLO)
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
1) Students will know about basic terms like electrochemical cell, Standard electrode potential, Conductivity and conductance etc.
PowerPoint presentation Shared
Q1. Define the terms:
KVSRO (Delhi) online classes
Oxidation, Reduction, Oxidising agent, Reducing agent.
Self-recorded videos shared through WhatsApp and online revision classes conducted during Summer Break
Q2. What is the difference between specific conductivity and molar conductivity?
2) Students will understand Kohlrausch’s law and its application 3) Student will understand Nernst Equation and its application
Assessment Strategies Planned MLL, HOTS, Correlation etc.
Q3. How the two differ with dilution. Explain. Q4. State Kohlrausch’s law. Q5. Write all formulae involved in the chapter.
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
Name of Principal: Dr. CHARU SHARMA
Numericals Assignment Q1. Can you store copper sulphate solutions in a zinc pot? Q2. The molar conductivity of 0.025 mol L–1 methanoic acid is 46.1 S cm2 mol–1. Calculate its degree of dissociation and dissociation constant. Given λ0 (H+) = 349.6 S cm2 mol–1 and λ0 (HCOO–) = 54.6 S cm2 mol–1. . Q3. Calculate the standard cell potentials of galvanic cell in which the following reactions take place: (i) 2Cr(s) + 3Cd2+ (aq) → 2Cr3+ (aq) + 3Cd (ii) Fe2+(aq) + Ag+ (aq) → Fe3+ (aq) + Ag(s) Calculate the rG⊖ and equilibrium constant of the reactions. Q4. Write the Nernst equation and emf of the following cells at 298 K: (i) Mg(s)|Mg2+(0.001M)||Cu2+(0.0001 M)|Cu(s) (ii) Fe(s)|Fe2+(0.001M)||H+(1M)|H2(g)(1bar)| Pt(s) (iii) Sn(s)|Sn2+(0.050 M)||H+(0.020 M)|H2(g) (1 bar)|Pt(s) (iv) Pt(s)|Br–(0.010 M)|Br2(l )||H+(0.030 M)| H2(g) (1 bar)|Pt(s). Q5. How much electricity in terms of Faraday is required to produce: (i) 20.0 g of Ca from molten CaCl2? (ii) 40.0 g of Al from molten Al2O3? Q6. A solution of Ni(NO3)2 is electrolysed between platinum electrodes using a current of 5 amperes for 20 minutes. What mass of Ni is deposited at the cathode? Q7. Three electrolytic cells A, B, C containing solutions of ZnSO4, AgNO3 and CuSO4, respectively are connected in series. A steady current of 1.5 amperes was passed through them until 1.45 g of silver deposited at the cathode of cell B. How long did the current flow? What mass of copper and zinc were deposited?
Assertion and Reason Note: In the following questions a statement of assertion followed by a statement of reason is given. Choose the correct answer out of the following choices. (i) Both assertion and reason are true and the reason is the correct explanation of assertion. (ii) Both assertion and reason are true and the reason is not the correct explanation of assertion. (iii) Assertion is true but the reason is false. (iv) Both assertion and reason are false. (v) Assertion is false but reason is true. 1. Assertion: Cu is less reactive than hydrogen. Reason: E⊖ is negative. Cu2+/Cu
2. Assertion: ECell should have a positive value for the cell to function. Reason: Ecathode < Eanode 3. Assertion: Conductivity of all electrolytes decreases on dilution. Reason: On dilution number of ions per unit volume decreases. 4. Assertion: Λm for weak electrolytes shows a sharp increase when the electrolytic solution is diluted. Reason: For weak electrolytes degree of dissociation increases with dilution of solution. 5. Assertion: Current stops flowing when ECell = 0. Reason: Equilibrium of the cell reaction is attained.
Class / Section: VIII B
Subject: Chemistry
Gist of Lesson/ Focussed Skills/ Competencies
Microorganisms- A living organism that is very minute to be seen by the naked eye, especially a single celled organism, such as a bacterium is called microorganism. Microorganisms are classified into four major groups mainly bacteria, fungi, protozoa and some algae.
They can survive under different types of climatic environment, Virus: You may be surprised to know that the viruses can be crystallized and stored like some non-living things, such as common salt and sugar. Bacteria: Fungi: Most fungi take their food from dead organic matter. Some live on other organisms as parasites. Algae:
Chapter 2 – Microorganisms: Friend and Foe
Targeted Learning Outcomes(TLO)
Connecting science with daily life experiences 1) Students will know about the various types of microorganisms 2) Students will know advantages of microorganism i.e. in fermentation of sugar, Nitrogen fixation. Vaccination, Antibiotics etc. 3) Students will understand harms of microorganisms i.e. Food spoiling, clothes damage, Disease in plants and animals 4) Students will understand Vaccination
Month: April 2020
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
MLL and HOTS
KVSRO (Delhi) online classes
Q1. Can microorganisms be seen with the naked eye? If not, how can they be seen?
Activity 1
Q2. What are the major groups of microorganisms?
To show the slides of Microorganisms
Q3. Name the microorganisms which can fix atmospheric nitrogen in the soil. Q4. Write 10 lines on the usefulness of microorganisms in our lives. Q5. Write a short paragraph on the harmful effects of microorganisms. Q6. What are antibiotics? What precautions must be taken while taking antibiotics? Q.7 Choose the correct answer. (a) Yeast is used in the production of (i) sugar (ii) alcohol (iii) hydrochloric acid (iv) oxygen (b) The following is an antibiotic (i) Sodium bicarbonate (ii) Streptomycin (iii) Alcohol (iv) Yeast (c) Carrier of malaria-causing protozoan is (i) female Anopheles mosquito (ii) cockroach (iii) housefly (iv) butterfly
Protozoa, Plasmodium, a protozoan, causes malaria. Microorganisms are commercially used for the large scale production of alcohol, wine and acetic acid (vinegar), while has medicinal uses too. Microorganisms can harmful too. Some of the microorganisms cause diseases in humans, plants as well as in animals.
4) Students will know about the antibiotics and their use
Activity 2
Collect the wrappers of Students will know the methods of pickles and jams from home and note down the food preservation food preservatives used in it
Food Preservation- Microorganisms may grow on our food and spoil it. Spoiled food emits bad smell,bad taste and changed colour. Antibody- When a disease causing microbes enter our body, our internal defensive mechanisms produces substances called Antibodies to fight disease causing microbes. VaccinePasteurization Nitrogen Cycle
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
Name of Principal: Dr. CHARU SHARMA
Class / Section: VIII B
Subject: Chemistry
Chapter 3 – Synthetic fibres and Plastics
Gist of Lesson/ Focussed Skills/ Competencies
Targeted Learning Outcomes(TLO)
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
Fibres- I. Threads like a) Natural fibres b) Synthetic fibres c) Man-made fibres
Connecting science daily life situation1)Students will know about the fibres and their types with examples
KVSRO (Delhi) online classes
II Different Types of Synthetic Fibre Nylon Polyester III. Characteristics of Synthetic Fibres IV. Plastics-Plastic is a polymer Types of Plastics 1. Thermoplastic 2. Thermosetting plastic Characteristics’ of Plastics Biodegradable and Non-biodegradable substances The four ‘R’ or Five R Principle means Reduce, Reuse, Recycle and Recover Refuse. Petrochemicals Acrylics
2)Students will understand the plastics and will know the difference between thermoplastic and thermosetting plastics 3) Students will understand the biodegradable and nonbiodegradable substances 4) Students will know the 5R Principle and to use it to save our environment 5) Students will understand the Acrylics and petrochemicals
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
Month: April 2020 MLL and HOTS
Q1. Give examples which indicate that nylon fibres are very strong. Q2. Explain why plastic containers are favoured Activity 1 for storing food. Q3. Explain the difference between the To collect different fabrics thermoplastic and thermosetting plastics. from home and classify Q4. Explain why the following are made of them into natural fibres thermosetting plastics. (a) Saucepan handles and synthetic fibres (b) Electric plugs/switches/plug boards Activity 2 Q5. Rana wants to buy shirts for summer. Should he buy cotton shirts or shirts made from Explain your role in saving synthetic material? Advise Rana, giving your our environment from reason. plastics Q6. ‘Avoid plastics as far as possible’. Comment on this advice. Activity 3 Q7. ‘Manufacturing synthetic fibres is actually helping conservation of forests’. Comment. Classify your household Q8. Describe an activity to show that waste into biodegradable thermoplastic is a poor conductor of electricity. and non-biodegradable waste
Name of Principal: Dr. CHARU SHARMA
Lesson Plan – NIMISHA SRIVASTAVA PGT (CHEMISTRY) Class / Section: XII A Gist of Lesson/ Focussed Skills/ Competencies
Group -15 Elements: General introduction, electronic configuration, occurrence, oxidation states, trends in physical and chemical properties; Nitrogen preparation properties and uses; compounds of Nitrogen: preparation and properties of Ammonia and Nitric Acid, Oxides of Nitrogen (Structure only); Phosphorus allotropic forms, compounds of Phosphorus: Halides and Oxoacids (elementary idea only). Group 16 Elements: General introduction, electronic configuration, oxidation states, occurrence, trends in physical and chemical properties, dioxygen: preparation, properties and uses, classification of Oxides, Ozone, Sulphur -allotropic forms; compounds of Sulphur: preparation properties and uses of Sulphur-dioxide, Sulphuric Acid:, properties and uses; Oxoacids of Sulphur (Structures only). Group 17 Elements: General introduction, electronic configuration, oxidation states,
Subject: Chemistry Targeted Learning Outcomes(TLO)
Connecting Chemistry with daily life experiences 1) Students will know the trends in general properties of p-block elements like electronic configuration, Ionisation energies, Oxidation state, MP, BP etc. 2) Students will understand the structures and basicity oxoacids of Nitrogen phosphorus , sulphur and chlorine 3) Students will understand the properties of hydrides of Nitrogen family, oxygen family and halogen family
Chapter: Unit VII – p Block Elements Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
Assessment Strategies Planned MLL, HOTS, Correlation etc.
Activity - 1 Shapes of molecules using plastic stick model 3 D Shapes using Animations
Activity -2 Experiments to show reaction of Ammonia with CuSO4, Nessler’s reagent, AgCl etc.
Activity-3 E-Content of the Chapter
4) Students will understand the Preparation, Manufacture and properties of Ammonia, Phosphine, Nitric acid, sulphuric acid, SO2, O2etc.
Q1. Arrange the following in the order of property indicated for each set: (i)) F2, Cl2, Br2, I2 - increasing bond dissociation enthalpy. (ii) HF, HCl, HBr, HI - increasing acid strength. (iii) NH3, PH3, AsH3, SbH3, BiH3 – increasing base strength. Q2. Give reason for following (i)Why does R3P = O exist but R3N = O does not (R = alkyl group)? (ii) NH3 is basic while BiH3 is only feebly basic. (iii)Nitrogen exists as diatomic molecule and phosphorus as P4. (iv)nitrogen show catenation properties less than phosphorus (v)Fluorine exhibits only –1 oxidation state whereas other halogens exhibit + 1, + 3, + 5 and + 7 oxidation states also. (vi)Sulphur is paramagnetic in vapour state (vi) Fluorine is strongest oxidising agent Q3. Draw the shape of following a) XeF2 b) IBr2- c) XeO3 d) XeOF4 e) H2S2O3 f) H4P2O7
Activity - 4 5) Students will be able draw the Structures/shapes of oxoacids.
Month: June-July 2020
Q4. Complete and balance the following equation a) P4+NaOH+H2O → b) AgNO3+H3PO2+H2O →
occurrence, trends in physical and chemical properties; compounds of halogens, Preparation, properties and uses of Chlorine and Hydrochloric acid, interhalogen compounds, Oxoacids of halogens (structures only).
compounds of xenon and interhalogen compounds
Ring test of Nitrate (THROUGH O LABS)
c) XeF4 +H2O Complete hydrolysis→
1) Students will be able to arrange the halogens in increasing/ decreasing order of their bond energy
Group 18 Elements: General introduction, electronic configuration, occurrence, trends in physical and chemical properties, uses.
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
Name of Principal: Dr. CHARU SHARMA
Class / Section: VIII B
Subject:
Chemistry
Chapter 5 – Coal and Petroleum
Month: June 2020
Gist of Lesson/ Focussed Skills/ Competencies
Targeted Learning Outcomes(TLO)
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
MLL and HOTS
Exhaustible and inexhaustible natural resources, fossil fuels- coal petroleum and natural gas
Connecting science to daily life experiences-
E-content – Notes, PowerPoint presentation and animated videos of the chapter.
Q1. What are the advantages of using CNG and LPG as fuels?
Formation of coal-carbonisation Formation of petroleum Destructive distillation of coal and its products Refining of petroleum and its fractions Calorific value of fuel and characteristics of ideal fuel CNG, LPG, PCRA and conservation of fossil fuels
1. Students will know about various fuels used in daily life 2. Students will understand the exhaustible and inexhaustible natural resources 3. Students will understand the importance of coal and petroleum and the need of their conservation 4. Students will know about the constituents of petroleum and their uses
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
Q2. Name the petroleum product used for surfacing of roads. Q3. Describe how coal is formed from dead vegetation. What is the process called? Q4. Explain why fossil fuels are exhaustible natural resources. Q5. Describe the characteristics and uses of coke. Q6. Explain the process of formation of petroleum.
Name of Principal: Dr. CHARU SHARMA
Lesson Plan – NIMISHA SRIVASTAVA PGT (CHEMISTRY) Class / Section: XII A
Subject: Chemistry
Chapter: Unit VIII – d and f Block Elements
Month: July 2020
Gist of Lesson/ Focussed Skills/ Competencies
Targeted Learning Outcomes(TLO)
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
Assessment Strategies Planned
General introduction, electronic configuration, occurrence and characteristics of transition metals, general trends in properties of the first row transition metals – metallic character, ionization enthalpy, oxidation states, ionic radii, colour, catalytic property, magnetic properties, interstitial compounds, alloy formation,
Connecting Chemistry with daily life situations-
1. Titration (O-LABS)
Q1. Predict which of the following will be coloured in aqueous solution? Ti3+, V3+, Cu+, Sc3+, Mn2+, Fe3+ and Co2+. Give reasons for each.
Lanthanoids - Electronic configuration, oxidation states, and lanthanoid contraction and its consequences.
1) Students will know the about transition elements, lanthanides and actinides
MLL, HOTS, Correlation etc.
Q2. Compare the stability of +2 oxidation state for the elements of the first transition series. Q3. Explain: a) Transition elements form coloured compounds. b) Transition elements form interstitial compounds. c) Transition elements form alloys. d) Transition elements act as catalyst.
2) Students will understand the properties of transition elements 2. PPT shared in Google Classroom
Q4. What is the cause and consequence of lanthanoid contraction? Q5. Why Zn, Cd and Hg not considered as transition elements.
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
Name of Principal: Dr. CHARU SHARMA
Class / Section: VIII B
Subject:
Chemistry
Chapter 11 – Force and Pressure
Gist of Lesson/ Focussed Skills/ Competencies
Targeted Learning Outcomes(TLO)
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
Force: A force is a push or a pull. Types of forces: Contact Forces: Muscular force, Frictional force Non-contact forces: Magnetic force Electrostatic force, Gravitational force EFFECT OF FORCEApplication of Force State of Motion Thrust and Pressure Pressure: Force acting per unit area is known as pressure. P= Force/Area, SI unit is Pascal. Distribution of pressure Pressure in fluids The upward force exerted by a fluid on an object is known as up thrust or buoyant force. Atmospheric Pressure: Our atmosphere extends to several kilometres above sea level. The weight of the air acts as pressure known as atmospheric pressure.
Connecting Science with daily life experiences
Activity-1
1. Students will know about force 2. Students will understand various types of force experienced in their daily life 3. Students will understand the effect of force 4. Students will know about the pressure 5. Students will understand the atmospheric pressure and its application
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
Classify the following actions into various types of contact and non-contact force a) Falling of apple from tree b) A Boy carrying the water bucket c) Hitting a ball by cricket bat Activity-2 State activities where the force can a) Change the state of motion b) Change the direction of motion
Month: July 2020 MLL and HOTS
Q1. Give two examples each of situations in which you push or pull to change the state of motion of objects. Q2. Give two examples of situations in which applied force causes a change in the shape of an object. Q3. In the following situations identify the agent exerting the force and the object on which it acts. State the effect of the force in each case. (a) Squeezing a piece of lemon between the fingers to extract its juice. (b) Taking out paste from a toothpaste tube. (c) A load suspended from a spring while its other end is on a hook fixed to a wall. (d) An athlete making a high jump to clear the bar at a certain height. Q4. A blacksmith hammers a hot piece of iron while making a tool. How does the force due to hammering affect the piece of iron?
Name of Principal: Dr. CHARU SHARMA
Lesson Plan – NIMISHA SRIVASTAVA PGT (CHEMISTRY) Class / Section: XII A
Subject: Chemistry
Chapter: Unit IX – Coordination Compounds
Month: August 2020
Gist of Lesson/ Focussed Skills/ Competencies
Targeted Learning Outcomes(TLO)
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
MLL and HOTS
Coordination compounds Introduction, ligands, coordination number, colour, magnetic properties and shapes, Bonding. Important terms: Coordination Entity, Central atom/ion, Ligands, Types of ligands, Coordination Number, Coordination sphere, Coordination polyhedron, Oxidation number
1) Students will be able to write the IUPAC names of coordination compounds 2) Students will know the structural isomerism, stereoisomerism and optical isomerism in coordination compounds
Activity 1
Q1. Discuss the nature of bonding in the following coordination entities on the basis of valence bond theory: (i) [Fe(CN)6]4– (ii) [FeF6]3– (iii) [Co(C2O4)3]3– (iv) [CoF6]3–
Werner's theory of coordination compounds. IUPAC nomenclature of mononuclear coordination compounds. Valence Bond Theory (VBT) Crystal field Theory (CFT) structure and stereoisomerism Importance of Coordination compounds (in qualitative analysis, extraction of metals and biological system).
3) Students will know the basic terms of coordination compounds like coordination polyhedral, coordination number, ligands, and homoleptic and hetroleptic complexes. 4) Students will know the differences between VBT & CFT 5) Students will understand the application of coordination compounds in medicine, analytical chemistry and in metallurgy
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
a) E-content of Chapter
Q2. Draw figure to show the splitting of d orbitals in an octahedral crystal field. Q3. What is spectrochemical series? Explain the difference between a weak field ligand and a strong field ligand. Qu- What is crystal field splitting energy? How does the magnitude of Δo decide the actual configuration of d orbitals in a coordination entity? Qu- [Cr(NH3)6]3+ is paramagnetic while [Ni(CN)4]2– is diamagnetic. Explain why? Qu- A solution of [Ni(H2O)6]2+ is green but a solution of [Ni(CN)4]2– is colourless. Explain. Qu-[Fe(CN)6]4– and [Fe(H2O)6]2+ are of different colours in dilute solutions. Why?.
Name of Principal: Dr. CHARU SHARMA
Class / Section: XII A Gist of Lesson/ Focussed Skills/ Competencies
Rate of a reaction (Average and instantaneous), factors affecting rate of reaction: concentration, temperature, catalyst; order and molecularity of a reaction, rate law and specific rate constant, integrated rate equations and half-life (only for zero and first order reactions), concept of collision theory (elementary idea, no mathematical treatment), activation energy, Arrhenius equation.
Subject: Chemistry
Chapter: Unit IV – Chemical Kinetics
Targeted Learning Outcomes(TLO)
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
1) Students will know the basic terms like rate of reaction, rate constant, instantaneous rate, order of reaction, Activation energy, order of reaction, molecularity etc.
KVSRO (Delhi) online classes (April 2020).
2) Students will be able to understand the integrated rate law method, initial rate method to calculate order of reaction. 3) Students will know the Collision theory of reaction rate. 4) Students will understand Arrhenius equation and its application.
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
Online revision classes conducted during August 2020. Numerical Assignment worksheet given.
Month: August 2020
MLL and HOTS
Q1. The half-life for radioactive decay of 14C is 5730 years. An archaeological artefact containing wood had only 80% of the 14C found in a living tree. Estimate the age of the sample. Q2. A reaction is second order with respect to a reactant. How is the rate of reaction affected if the concentration of the reactant is (i) doubled (ii) reduced to half? Q3. The rate of a reaction quadruples when the temperature changes from 293 K to 313 K. Calculate the energy of activation of the reaction assuming that it does not change with temperature.
Name of Principal: Dr. CHARU SHARMA
Numericals Assignment Q1. A first order reaction has a rate constant 1.15 × 10-3 s-1. How long will 5 g of this reactant take to reduce to 3 g? Q2. For the reaction: 2A + B → A2B the rate = k[A][B]2 with k = 2.0 × 10–6 mol–2 L2 s–1. Calculate the initial rate of the reaction when [A] = 0.1 mol L–1, [B] = 0.2 mol L–1. Calculate the rate of reaction after [A] is reduced to 0.06 mol L–1. . Q3. A reaction is first order in A and second order in B. (i) Write the differential rate equation. (ii) How is the rate affected on increasing the concentration of B three times? (iii) How is the rate affected when the concentrations of both A and B are doubled? Q4. The half-life for radioactive decay of 14C is 5730 years. An archaeological artifact containing wood had only 80% of the 14C found in a living tree. Estimate the age of the sample. Q5. For a first order reaction, show that time required for 99% completion is twice the time required for the completion of 90% of reaction. Q6. A first order reaction takes 40 min for 30% decomposition. Calculate t1/2. Q7. The decomposition of a hydrocarbon follows the equation k = (4.5 × 1011s –1) e-28000K/T Calculate Ea. Q8. The time required for 10% completion of a first order reaction at 298K is equal to that required for its 25% completion at 308K. If the value of A is 4 × 1010s–1. Calculate k at 318K and Ea.
Class / Section: XII A Gist of Lesson/ Focussed Skills/ Competencies
Adsorption - physisorption and chemisorption, factors affecting adsorption of gases on solids, colloidal state: distinction between true solutions, colloids and suspension; lyophilic, lyophobic, multi-molecular and macromolecular colloids; properties of colloids; Tyndall effect, Brownian movement, electrophoresis, coagulation
Subject: Chemistry
Chapter: Unit V – Surface Chemistry
Targeted Learning Outcomes(TLO)
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
Connecting Chemistry with daily life situations 1) Students will know about adsorption, Physical and chemical adsorption
KVSRO (Delhi) online classes (April 2020).
2) Students Will understand the Colloids and its properties like Tyndal effect, Peptisation, Zeta Potential, Brownian movement, as well as application of colloids 3) Students will understand coagulation of colloids and Hardy Schulze rule
Month: August 2020
MLL and HOTS
Q1. What is the difference between physisorption and chemisorption?
Online revision classes conducted during August 2020.
Q2. What are the factors which influence the adsorption of a gas on a solid?
Links from DIKSHA portal:
Q3. What is an adsorption isotherm? Describe Freundlich adsorption isotherm.
1) Mind Map 2) Videos 3) MCQs and Q&A
Q4. What do you understand by activation of adsorbent? How is it achieved? Q5. What is coagulation. Q6. Discuss the effect of pressure and temperature on the adsorption of gases on solids.
4) Students will know catalysis, Shape selective catalysis, Selectivity of catalyst
Q7. What are lyophilic and lyophobic sols? Give one example of each type. Why hydrophobic sols are easily coagulated?
5) Students will know about emulsions, emulsifiers
Q8. Explain what is observed (i) when a beam of light is passed through a colloidal sol. (ii) an electrolyte, NaCl is added to hydrated ferric oxide sol. (iii) electric current is passed through a colloidal sol?
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
Name of Principal: Dr. CHARU SHARMA
Class / Section: VIII B Gist of Lesson/ Focussed Skills/ Competencies
What is combustion
Ignition temperature
How to control fire
Types of combustion
Harmful effects of burning fuel
Subject:
Chemistry Targeted Learning Outcomes(TLO)
Chapter 6 – Combustion and Flame Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
Explain the process of combustion 1. Activity to show the in order to describe the role of fuel necessary conditions for and oxygen in the process as combustion. necessary conditions for combustion to take place Define ignition temperature to explain why minimum temperature is required for a substance to catch fire. Compile and list the commonly known inflammable substances. List the conditions necessary for producing fire. Differentiate between the type of combustion Explain the different parts of flame in order to explain why goldsmiths blow the outermost zone of a flame to melt gold and silver Compare the calorific value of commonly used fuel List harmful by-products of burning fuel
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
Month: August 2020 MLL and HOTS
1. A student lights a candle and keeps a glass over it. He notices that the candle puts off after some time. What is the reason for his observation? 2. A group of students is learning about combustion. They researched that fuel and gas are needed to start a fire. Which option shows the things that the students need? (a)fuel -grass, gas –oxygen(b)fuel wood, gas –oxygen(c)fuel -wood, gas –carbon dioxide (d)fuel -matchstick, gas –carbon dioxide. 3. The calorific value of wood and coal is 20000 kJ/kg and 30000 kJ/kg respectively. Which will produce the most heat? (a)500 grams of coal(b)1 kilogram of coal (c)500 grams of wood(d)2 kilograms of wood 4.Give one example each of different types of combustion.
Name of Principal: Dr. CHARU SHARMA
Class / Section: XI A
Subject: Chemistry
Gist of Lesson/ Focussed Skills/ Competencies
General Introduction: Importance and scope of Chemistry. Atomic and molecular masses, mole concept and molar mass, percentage composition, empirical and molecular formula, chemical reactions, stoichiometry and calculations based on stoichiometry.
Chapter: Unit I – Some Basic Principles of Chemistry
Month: August 2020
Targeted Learning Outcomes(TLO)
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
Connecting chemistry with daily life experiences 1. Students will understand the scope and importance of chemistry.
E-Content, DIKSHA portal Q1. In three moles of ethane (C2H6), calculate the following: (i) Number of moles of carbon videos and PowerPoint atoms. (ii) Number of moles of hydrogen atoms. presentation (iii) Number of molecules of ethane.
2. Students will understand the atomic and molecular masses, mole concept and molar mass. 3. Students will understand the empirical and molecular formula 4. Students will be able to solve the numericals based on stoichiometry of chemical equation
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
MLL and HOTS
Q2. Calculate the number of atoms in each of the following (i) 52 moles of Ar (ii) 52 u of He (iii) 52 g of He. Q3. Chlorine is prepared in the laboratory by treating manganese dioxide (MnO2) with aqueous hydrochloric acid according to the reaction 4 HCl (aq) + MnO2 (s) → 2H2O (l) + MnCl2 (aq) + Cl2 (g) How many grams of HCl react with 5.0 g of manganese dioxide?
Name of Principal: Dr. CHARU SHARMA
Class / Section: XII A Gist of Lesson/ Focussed Skills/ Competencies
Classification of solids based on different binding forces: molecular, ionic, covalent and metallic solids, amorphous and crystalline solids (elementary idea). Unit cell in two dimensional and three dimensional lattices, calculation of density of unit cell, packing in solids, packing efficiency, voids, number of atoms per unit cell in a cubic unit cell, point defects.
Chapter: Unit I – Solid State
Subject: Chemistry
Month: September 2020
Targeted Learning Outcomes(TLO)
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
MLL and HOTS
1) Know about solids and their properties.
Activity 1
Q1. How many lattice points are there in one unit cell of each of the following lattice? (i) Face-centred cubic (ii) Face-centred tetragonal (iii) Body-centred
2) Understand the Basic terms like Unit cell, Space lattice, Coordination numbers, close packing of spheres etc. 3) Understand the density of crystal and solve numericals of density. 4) Derive the relationship between edge of unit cell (a) and radius of sphere (r). 5) Know the various types of defects in solids.
Explaining close packing of spheres using 3-D- animations
Q2. Explain (i) The basis of similarities and differences between metallic and ionic crystals. (ii) Ionic solids are hard and brittle. Q3. Calculate the efficiency of packing in case of a metal crystal for (i) simple cubic (ii) body-centred cubic (iii) face-centred cubic (with the assumptions that atoms are touching each other). Q4. Silver crystallises in fcc lattice. If edge length of the cell is 4.07 × 10–8 cm and density is 10.5 g cm–3, calculate the atomic mass of silver. Q5. A cubic solid is made of two elements P and Q. Atoms of Q are at the corners of the cube and P at the body-centre. What is the formula of the compound? What are the coordination numbers of P and Q? Q6. Niobium crystallises in bodycentred cubic structure. If density is
8.55 g cm–3, calculate atomic radius of niobium using its atomic mass 93 u. Q7. If the radius of the octahedral void is r and radius of the atoms in close packing is R, derive relation between r and R. Q8. Analysis shows that nickel oxide has the formula Ni0.98O1.00. What fractions of nickel exist as Ni2+ and Ni3+ ions?
Activity 2 Demonstration of Tetrahedral and Octahedral voids using e-content
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
Name of Principal: Dr. CHARU SHARMA
Class / Section:
XII A
Subject:
Chemistry
Chapter: Unit X – Haloalkanes and Haloarenes
Month: September 2020
Gist of Lesson/ Focussed Skills/ Competencies
Targeted Learning Outcomes(TLO)
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
MLL and HOTS
Haloalkanes: Nomenclature, nature of C–X bond, physical and chemical properties, optical rotation mechanism of substitution reactions.
Students will:
DIKSHA portal links for MCQs, Short answers and Long answers.
1. Haloalkanes react with KCN to form alkyl cyanides as main product while AgCN forms isocyanides as the chief product. Explain.
Haloarenes: Nature of C–X bond, substitution reactions (Directive influence of halogen in monosubstituted compounds only).
1. Appreciate the relation between properties and nature of the C-X bond. 2. Learn Name reactions
2. Predict the order of reactivity of the following compounds in SN1 and SN2 reactions: (i) The four isomeric bromobutanes (ii) C6H5CH2Br, C6H5CH(C6H5) Br, C6H5CH(CH3)Br, C6H5C(CH3)(C6H5)Br
3. Attempt nomenclature 4. Solve conversions and word problems 5. Differentiate between Haloalkanes and Haloarenes 6. Gain ability to solve reasoning based questions. 7. Understand and write mechanisms
3. How will you bring about the following conversions? (i) Ethanol to but-1-yne (ii) Ethane to bromoethane (iii) Propene to 1-nitropropane (iv) Toluene to benzyl alcohol 4. Explain why (i) the dipole moment of chlorobenzene is lower than that of cyclohexyl chloride? (ii) alkyl halides, though polar, are immiscible with water? (iii) Grignard reagents should be prepared under anhydrous conditions? 5. p-Dichlorobenzene has higher m.p. than those of o- and m-isomers. Discuss.
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
Name of Principal: Dr. CHARU SHARMA
Class / Section: XI A
Subject:
Chemistry
Chapter: Unit II – Structure of Atom
Month: September 2020
Gist of Lesson/ Focussed Skills/ Competencies
Targeted Learning Outcomes(TLO)
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
MLL and HOTS
Structure of Atom: Bohr's model and its limitations, concept of shells and subshells, dual nature of matter and light, de Broglie's relationship, Heisenberg uncertainty principle, concept of orbitals, quantum numbers, shapes of s, p and d orbitals, rules for filling electrons in orbitals Aufbau principle, Pauli's exclusion principle and Hund's rule, electronic configuration of atoms, stability of half- filled and completely filled orbitals.
Students will: 1. Understand the important features of the quantum mechanical model of atom
Videos and PowerPoint presentations
1. Which of the following are isoelectronic species i.e., those having the same number of electrons? Na+, K+, Mg2+, Ca2+, S2-, Ar.
2. State the de Broglie relation and Heisenberg uncertainty principle 3. Define an atomic orbital in terms of quantum numbers 4. State Aufbau principle, Pauli exclusion principle and Hund’s rule of maximum multiplicity 5. Write the electronic configurations of atoms.
2. (i) Write the electronic configurations of the following ions: (a) H- (b) Na+ (c) O2- (d) F(ii) What are the atomic numbers of elements whose outermost electrons are represented by (a) 3s1 (b) 2p3 and (c) 3p5? (iii) Which atoms are indicated by the following configurations? (a) [He] 2s1 (b) [Ne] 3s2 3p3 (c) [Ar] 4s2 3d1. 3. Using s, p, d notations, describe the orbital with the following quantum numbers. (a) n=1, l=0; (b) n = 3; l=1 (c) n = 4; l =2; (d) n=4; l=3. 4. How many electrons in an atom may have the following quantum numbers? (a) n = 4, ms = – ½ (b) n = 3, l = 0 5. State Aufbau principle, Pauli's exclusion principle and Hund's rule
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
Name of Principal: Dr. CHARU SHARMA
Class / Section: VIII B
Subject:
Gist of Lesson/ Focussed Skills/ Competencies
Deforestation and its cause Consequence of deforestation
Conservation of forest and wildlife
Endemic species
Red data book
Recycling and reforestation
Chemistry
Chapter 7 – Conservation of plants and animals
Targeted Learning Outcomes(TLO)
List causes of deforestation Describe how droughts are caused to elaborate the consequence of deforestation Describe the process of desertification List some famous biosphere and wildlife sanctuaries List the flora and fauna in surroundings List the flora and fauna exclusive to a particular region List famous animal reserve. Describe the importance of Red Data Book. Explain recycling and reforestation
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies 1. Observe the harmful effects of deforestation leading to soil erosion. 2. Locate biosphere and wildlife sanctuaries on the map of INDIA.
Month: September 2020
Assessment Strategies Planned MLL,HOTS, Correlation etc.
1. Many factories are built by cutting trees and clearing forests. What will be its likely effect on the nature? 2. Bori Sanctuary and Satpura National Park are present in the Pachmarhi Biosphere Reserve. How do these three areas help in protecting the plants and animals? (a)These large areas provide artificial habitat to wild life.(b)These large areas conserve organisms and their habitats. (c)These large areas control the number of wildlife by preventing natural breeding.(d)These large areas prevent the interaction of organisms with wildlife to keep them safe. 3. What information can be likely obtained from the Red book data? 4. Explain recycling to describe ways to reduce deforestation.
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
Name of Principal: Dr. CHARU SHARMA
Class / Section: XI A
Subject:
Chemistry Chapter: UNIT III – Classification of Elements and Periodicity in Properties
Month: September 2020
Gist of Lesson/ Focussed Skills/ Competencies
Targeted Learning Outcomes(TLO)
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
MLL and HOTS
Classification of Elements and Periodicity in Properties Modern periodic law and the present form of periodic table, periodic trends in properties of elements -atomic radii, ionic radii, inert gas radii, Ionization enthalpy, electron gain enthalpy, electronegativity, valency. Nomenclature of elements with atomic number greater than 100.
Students will: 1. Understand the Periodic Law.
PowerPoint presentations and notes from DIKSHA portal
1. Show by a chemical reaction with water that Na2O is a basic oxide and Cl2O7 is an acidic oxide.
2. Understand the significance of atomic number and electronic configuration as the basis for periodic classification.
2. In terms of period and group where would you locate the element with Z =114? 3. Why do elements in the same group have similar physical and chemical properties?
3. Name the elements with Z >100 according to IUPAC nomenclature. 4. Classify elements into s, p, d, f blocks and learn their main characteristics. 5. Recognise the periodic trends in physical and chemical properties of elements 6. Compare the reactivity of elements and correlate it with their occurrence in nature.
4. How do atomic radius vary in a period and in a group? How do you explain the variation?
Piyush of Class XI-A prepared a puzzle on periodic table.
5. Consider the following species: N3-, O2-, F-, Na+, Mg2+ and Al3+ (a) What is common in them? (b) Arrange them in the order of increasing ionic radii. 6. Explain why cation are smaller and anions larger in radii than their parent atoms? 7. Which of the following pairs of elements would have a more negative electron gain enthalpy? (i) O or F (ii) F or Cl 8. Write the general outer electronic configuration of s-, p-, d- and f- block elements.
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
Name of Principal: Dr. CHARU SHARMA
Class / Section: VIII B Gist of Lesson/ Focussed Skills/ Competencies
Cell number, shape and size
Cell structure and function
Parts of the cell
Subject:
Science
Chapter 8: Cell structure and Function
Targeted Learning Outcomes(TLO)
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
Classify animals based on their cell 1. e-Tour of Plant cell and number, shape and size in order to Animal cell. describe unicellular and multicellular animals. 2. Suggested Art integrated project List the different parts and Create a basic cell model for functions of a typical cell in order animals or plants. to appreciate the unit structure in an organism.
Distinguish between plant and animal cells Draws labelled diagram of structure of cell.
Month: September 2020 MLL and HOTS
1. Differentiate between animal and plant cell. 2. Make a sketch of the human nerve cell. What function do nerve cells perform? 3. Write short notes on the following. (a) Cytoplasm (b) Nucleus of a cell 4. State the difference between eukaryotes and prokaryotes. 5. Where are chromosomes found in a cell? State their function. 6. ‘Cells are the basic structural units of living organisms’. Explain. 7. Explain why chloroplasts are found only in plant cells?
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
Name of Principal: Dr. CHARU SHARMA
Class / Section: XII A
Subject:
Chemistry
Chapter: Unit XI – Alcohols, Phenols and Ethers
Month: October 2020
Gist of Lesson/ Focussed Skills/ Competencies
Targeted Learning Outcomes(TLO)
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
MLL and HOTS
Alcohols: Nomenclature, methods of preparation, physical and chemical properties (of primary alcohols only), identification of primary, secondary and tertiary alcohols, mechanism of dehydration.
Students will:
OLABS Tests for Functional group
1. Arrange the following sets of compounds in order of their increasing boiling points: (a) Pentan-1-ol, butan-1-ol, butan-2-ol, ethanol, propan-1-ol, methanol. (b) Pentan-1-ol, n-butane, pentanal, ethoxyethane.
Phenols: Nomenclature, methods of preparation, physical and chemical properties, acidic nature of phenol, electrophillic substitution reactions, uses of phenols.
1. Appreciate relation between physical properties and structure. 2. Learn Name reactions 3. Attempt nomenclature 4. Solve conversions and word problems 5. Differentiate between primary, secondary and tertiary alcohols,, Alcohols and phenols. 6. Gain ability to solve reasoning based questions.
2. Arrange the following compounds in increasing order of their acid strength: Propan-1-ol, 2,4,6-trinitrophenol, 3-nitrophenol, 3,5dinitrophenol, phenol, 4-methylphenol 3. Ortho and para nitrophenols are more acidic than phenol. Draw the resonance structures of the corresponding phenoxide ions. 4. Alcohols are comparatively more soluble in water than hydrocarbons of comparable molecular masses. Explain this fact. 5. Write all name reactions and mechanisms of this chapter.
7. Understand and write mechanisms
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
Name of Principal: Dr. CHARU SHARMA
Class / Section: XII A
Subject:
Chemistry Chapter: Unit XII – Aldehydes, Ketones and Carboxylic Acids
Gist of Lesson/ Focussed Skills/ Competencies
Targeted Learning Outcomes(TLO)
Aldehydes and Ketones: Nomenclature, nature of carbonyl group, methods of preparation, physical and chemical properties, mechanism of nucleophilic addition, reactivity of alpha hydrogen in aldehydes, uses.
Students will:
Carboxylic Acids: Nomenclature, acidic nature, methods of preparation, physical and chemical properties; uses.
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
OLABS Chemical tests of 1. Appreciate the relation between aldehydes, ketones and properties and nature of the nature carboxylic acid. of carbonyl group. 2. Learn Name reactions 3. Attempt nomenclature 4. Solve conversions and word problems 5. Differentiate between Aldehydes and Ketones. Test of Carboxylic acid. 6. Gain ability to solve reasoning based questions. 7. Understand and write mechanisms
Month: October 2020
MLL and HOTS
1. Arrange the following compounds in the increasing order of their boiling points: CH3CH2CH2CHO, CH3CH2CH2CH2OH, H5C2O-C2H5, CH3CH2CH2CH3 2. Would you expect benzaldehyde to be more reactive or less reactive in nucleophilic addition reactions than propanal? Explain your answer. 3. An organic compound (A) with molecular formula C8H8O forms an orange-red precipitate with 2,4DNP reagent and gives yellow precipitate on heating with iodine in the presence of sodium hydroxide. It neither reduces Tollens’ or Fehlings’ reagent, nor does it decolourise bromine water or Baeyer’s reagent. On drastic oxidation with chromic acid, it gives a carboxylic acid (B) having molecular formula C7H6O2. Identify the compounds (A) and (B) and explain the reactions involved. 4.Arrange the following compounds in increasing order of their reactivity in nucleophilic addition reactions. (i) Ethanal, Propanal, Propanone, Butanone. (ii) Benzaldehyde, p-Tolualdehyde, p-nitrobenzaldehyde, Acetophenone. 5. Write all name reactions and mechanisms of this chapter.
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
Name of Principal: Dr. CHARU SHARMA
Class / Section:
XI A
Subject:
Chemistry
Chapter: UNIT IV – Chemical Bonding and Molecular Structure
Month: October 2020
Gist of Lesson/ Focussed Skills/ Competencies
Targeted Learning Outcomes(TLO)
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
Assessment Strategies Planned
Chemical Bonding and Molecular Structure Valence electrons, ionic bond, covalent bond, bond parameters, Lewis structure, polar character of covalent bond, covalent character of ionic bond, valence bond theory, resonance, geometry of covalent molecules, VSEPR theory, concept of hybridization, involving s, p and d orbitals and shapes of some simple molecules, molecular orbital theory of homonuclear diatomic molecules (qualitative idea only), Hydrogen bond.
Students will: 1. Understand Kossel-Lewis approach to chemical bonding; 2. Explain the octet rule and its limitations, draw Lewis structures of simple molecules; 3.Explain the formation of different types of bonds; 4. Describe the VSEPR theory and predict the geometry of simple molecules; 5. Explain the valence bond approach for the formation of covalent bonds; 6. Predict the directional properties of covalent bonds; 7. Explain the different types of hybridisation involving s, p and d orbitals and draw shapes of simple covalent molecules; 8. Describe the molecular orbital theory of homonuclear diatomic molecules; 9. Explain the concept of hydrogen bond.
PowerPoint presentations and notes from DIKSHA portal
1. Explain the formation of a chemical bond.
Ball and Stick Model of Molecules
3. Discuss the shape of the following molecules using the VSEPR model: BeCl2, BCl3, SiCl4, AsF5, H2S, PH3
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
MLL,HOTS, Correlation etc.
2. Write Lewis dot symbols for atoms of the following elements : Mg, Na, B, O, N, Br.
4.Although geometries of NH3 and H2O molecules are distorted tetrahedral, bond angle in water is less than that of ammonia. Discuss. 5. Define electronegativity. How does it differ from electron gain enthalpy? 6. Which out of NH3 and NF3 has higher dipole moment and why? 7. What is meant by hybridisation of atomic orbitals? Describe the shapes of sp, sp2, sp3 hybrid orbitals. 8. Draw diagrams showing the formation of a double bond and a triple bond between carbon atoms in C2H4 and C2H2 molecules. 9. Define hydrogen bond. Is it weaker or stronger than the van der Waals forces? Name of Principal: Dr. CHARU SHARMA
Class / Section: VIII B Gist of Lesson/ Focussed Skills/ Competencies
Sexual reproduction
Fertilization
Subject:
Science
Chapter 9 – Reproduction of Animals
Targeted Learning Outcomes(TLO)
Differentiate between asexual and sexual reproduction. Differentiate between sex cells corresponding to parent in order to explain male and female gamete. Describe the process of fertilization. Differentiate between internal and external fertilization.
Development of embryo
Reproduction in animals
Describe the process of embryo and foetus formation to explain how an individual is formed inside mother's womb.
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies Classify commonly known animals and plants based on how they reproduce using crossword given in TERM
Month: October 2020 MLL and HOTS
1.What is the difference between the sperm cells and ova of an animal? (a)Sperm cells are male gametes while ova are female gametes.(b)Sperm cells are female gametes while ova are male gametes. (c)Sperm cells are transferred from a female to the reproductive organs of a male.(d)Sperm cells are produced in females while both sperm cells and ova are produced in males 2.What is characteristic to the process of fertilization ? (a)Process of ovulation occurs. (b)Egg is attached to the walls of uterus. (c)Fusion of sperm and ovum takes place.(d)Transfer of ovum through oviducts occurs.
Classify animals into viviparous and oviparous animals. Describe metamorphosis. Describe the process of reproduction in hydra in order to explain the process of asexual reproduction
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
Name of Principal: Dr. CHARU SHARMA
Class / Section:
XI A
Subject:
Chemistry
Chapter: Unit V – States of Matter: Gases and Liquids
Month: October 2020
Gist of Lesson/ Focussed Skills/ Competencies
Targeted Learning Outcomes(TLO)
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
Assessment Strategies Planned
States of Matter: Gases and Liquids Three states of matter, intermolecular interactions, types of bonding, melting and boiling points, role of gas laws in elucidating the concept of the molecule, Boyle's law, Charles law, Gay Lussac's law, Avogadro's law, ideal behaviour, empirical derivation of gas equation, Avogadro's number, ideal gas equation and deviation from ideal behavior.
Students will: 1. Explain the existence of different states of matter in terms of balance between intermolecular forces and thermal energy of particles; 2. Explain the laws governing behaviour of ideal gases; 3. Apply gas laws in various real life situations; 4. Explain the behaviour of real gases; 5. Describe the conditions required for liquefaction of gases; 6.Realise that there is continuity in gaseous and liquid state; 7. Differentiate between gaseous state and vapours; and 8. Explain properties of liquids in terms of intermolecular attractions.
DIKSHA portal MCQs, Long Answers and Short Answers.
1. At 25°C and 760 mm of Hg pressure a gas occupies 600 mL volume. What will be its pressure at a height where temperature is 10°C and volume of the gas is 640 mL.
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
MLL,HOTS, Correlation etc.
Numericals 2. What will be the pressure exerted by a mixture of 3.2 g of methane and 4.4 g of carbon dioxide contained in a 9 dm3 flask at 27 °C ? 3. In terms of Charles’ law explain why –273 °C is the lowest possible temperature. 4. Explain the physical significance of van der Waals parameters. 5. Using the equation of state pV=nRT; show that at a given temperature density of a gas is proportional to gas pressure p. 6. Critical temperature for carbon dioxide and methane are 31.1 °C and –81.9 °C respectively. Which of these has stronger intermolecular forces and why? Name of Principal: Dr. CHARU SHARMA
Class / Section: VIII B
Subject:
Gist of Lesson/ Focussed Skills/ Competencies
Changes at puberty
Effects of hormones
Balanced diet and issue of drugs in adolescent
SCIENCE
Chapter 10 – Reaching the Age of Adolescence
Targeted Learning Outcomes(TLO)
Define adolescence and adolescent age in order to explain changes at puberty Enumerate different variations that take place in body at puberty to explain the effect of adolescence on changing human body . Explain the effects of hormones in the development of secondary sexual characteristics in order to illustrate growth during puberty Elaborate the functions of hormones secreted by endocrine glands in order to explain the growth in male and female body at puberty. Summarize the functions of sex and other hormones to establish their role secondary sexual characteristics. Elucidate the need for a balanced diet in order to explain the nutritional needs of adolescents
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
Month: October 2020
MLL and HOTS
DIKSHA MCQ 1.What change occurs in females at puberty? Crossword NCERT
(a)development of large voice box(b)development of hair on face and chest(c)region below the waist becomes wider(d)Shoulder broaden 2. Which secondary sexual characteristic develops in female during puberty by the respective hormones? Testosterone, Oestrogen, adrenalin Thyroxine 3. What is the need for balanced diet in adolescents? 4. What is the term used for chemical secretions of endocrine glands responsible for changes taking place in the body?
Name of Principal: Dr. CHARU SHARMA
Class / Section:
XI A
Subject:
Chemistry
Chapter: Unit VI – Thermodynamics
Gist of Lesson/ Focussed Skills/ Competencies
Targeted Learning Outcomes(TLO)
Chemical Thermodynamics Concepts of System and types of systems, surroundings, work, heat, energy, extensive and intensive properties, state functions.
Students will be able to: PowerPoint presentations 1. Explain the terms: system and surroundings; 2. Discriminate between close, open and isolated systems; 3. Explain internal energy, work and heat; 4. State first law of thermodynamics and express it mathematically; 5. Calculate energy changes as work and heat contributions in chemical systems; 6. Explain state functions: U, H. 7. correlate U and H; 8. Measure experimentally U and H; 9. Define standard states for H; 10. calculate enthalpy changes for various types of reactions; 11. State and apply Hess’s law of constant heat summation; 12. Differentiate between extensive and intensive properties; 13. Define spontaneous and nonspontaneous processes; 14 explain entropy as a thermodynamic state function and apply it for spontaneity;
First law of thermodynamics -internal energy and enthalpy, measurement of U and H, Hess's law of constant heat summation, enthalpy of bond dissociation, combustion, formation, atomization, sublimation, phase transition, ionization, solution and dilution. Second law of Thermodynamics (brief introduction) Introduction of entropy as a state function, Gibb's energy change for spontaneous and non- spontaneous processes. Third law of thermodynamics (brief introduction).
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
Month: October 2020 MLL and HOTS
1.The combustion of one mole of benzene takes place at 298 K and 1 atm. After combustion, CO2(g) and H2O (1) are produced and 3267.0 kJ of heat is liberated. 2. Calculate the standard enthalpy of formation, f H0 of benzene. Standard enthalpies of formation of CO2(g) and 2 H2O(l) are –393.5 kJ mol–1 and – 285.83 kJ mol–1 respectively. 3. Calculate the standard enthalpy of formation of CH3OH(l) from the following data: CH3OH (l) + 3/2 O2(g) → CO2(g) + 2H2O(l) ; rH0 = –726 kJ mol–1 C(graphite) + O2(g) →CO2(g) ; cH0 = –393 kJ mol–1 H2(g) + ½ O2(g) → H2O(l) ; f H0 = –286 kJ mol–1. 4. For the reaction 2 A(g) + B(g) → 2D(g) U0 = –10.5 kJ and S0 = –44.1 JK–1. Calculate G0 for the reaction, and predict whether the reaction may occur spontaneously. 5. State first, second and third law of thermodynamics.
Name of Principal: Dr. CHARU SHARMA
Class / Section: VIII B
Subject:
Gist of Lesson/ Focussed Skills/ Competencies
CHAPTER 12 : FRICTION Force of friction Friction necessary evil Reducing friction Fluid friction
CHAPTER 13 SOUND Recognition of causes of sound, Sound produced by humans, Sounds needs a medium to propagate, We hear sound through our ears, Frequency and amplitude, Noise pollution
SCIENCE
Chapter 12, 13 – FRICTION, SOUND
Targeted Learning Outcomes(TLO)
Analyse contact and non contact force. Provide advantages and disadvantages of friction in order to justify friction as necessary evil. Differentiate between rolling friction and sliding friction and static friction. Explain drag caused by air (friction caused by fluids) Explain vibrations . List commonly known musical instrument and identify parts that vibrate. Describe the structure and function of an eardrum
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
Month: October 2020
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
Assessment Strategies Planned MLL, HOTS, Correlation etc.
Discover the factors that cause friction when two bodies are moving relatively in order to explain why it is easier to move an object on a smooth surface compared to a rough surface.
1.Which option describes a situation where resistance accompanies the applied force? (a)while kicking a football(b)while opening the door(c)while lifting the bucket(d)while burning a matchstick
2.Explain why sportsmen use shoes with spikes. Different musical instruments 3.. Iqbal has to push a lighter box and Seema has to push a similar heavier played by students to find box on the same floor. Who will have to apply a vibrating parts. larger force and why? 4. Explain why sliding friction is less than static friction. 5. Give examples to show that friction is both a friend and a foe. 1.What is an example of an object that works on vibrations? (a)a spinning top(b)a coin is tossed(c)marble rolling on a ramp(d)guitar string being plucked. 2. What is the difference between noise and music? Can music become noise sometimes? 3. List sources of noise pollution in your surroundings. 4. Explain in what way noise pollution is harmful to humans. Name of Principal: Dr. CHARU SHARMA
Class / Section: XII A
Subject:
Chemistry
Chapter: Unit XIII – Amines
Month: November 2020
Gist of Lesson/ Focussed Skills/ Competencies
Targeted Learning Outcomes(TLO)
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
MLL and HOTS
Amines: Nomenclature, classification, structure, methods of preparation, physical and chemical properties, uses, identification of primary, secondary and tertiary amines.
Students will:
OLABS Chemical tests of Amines.
1. Write chemical equations for the following conversions: (i) CH3–CH2–Cl into CH3–CH2–CH2–NH2
1. Appreciate the relation between properties and nature of the C-X bond. 2. Learn Name reactions 3. Attempt nomenclature 4. Solve conversions and word problems 5. Differentiate between Haloalkanes and Haloarenes 6. Gain ability to solve reasoning based questions. 7. Understand and write mechanisms
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
(ii) C6H5–CH2–Cl into C6H5–CH2–CH2–NH2 2. Arrange the following in decreasing order of their basic strength: C6H5NH2, C2H5NH2, (C2H5)2NH, NH3 3. Give one chemical test to distinguish between the following pairs of compounds. (i) Methylamine and dimethylamine (ii) Secondary and tertiary amines (iii) Ethylamine and aniline (iv) Aniline and benzylamine 4. Account for the following: (i) pKb of aniline is more than that of methylamine. (ii) Ethylamine is soluble in water whereas aniline is not. 5. Attempt all NCERT nomenclature based questions.
Name of Principal: Dr. CHARU SHARMA
Class / Section:
XII A
Subject:
Chemistry
Chapter: Unit XIV – Biomolecules
Month: November 2020
Gist of Lesson/ Focussed Skills/ Competencies
Targeted Learning Outcomes(TLO)
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
MLL and HOTS
Carbohydrates – Classification (aldoses and ketoses), monosaccharides (glucose and fructose), D-L configuration
Students will: 1. Know about different types of biomolecules.
PPT: Biomolecules
1. What are monosaccharides?
Proteins – Elementary idea of - amino acids, peptide bond, polypeptides, proteins, structure of proteins - primary, secondary, tertiary structure and quaternary structures (qualitative idea only), denaturation of proteins. Nucleic Acids: DNA and RNA.
2. Learn classification of carbohydrates, proteins and nucleic acids. 3. Appreciate the structural determination of glucose. 4. Differentiate between DNA and RNA.
2. What are reducing sugars? 3. What happens when D-glucose is treated with the following reagents? (i) HI (ii) Bromine water (iii) HNO3 4. Enumerate the reactions of D-glucose which cannot be explained by its open chain structure. 5. What are essential and non-essential amino acids? Give two examples of each type. 6. Define the following as related to proteins (i) Peptide linkage (ii) Primary structure (iii) Denaturation. 7. Differentiate between globular and fibrous proteins. 8. What is the difference between a nucleoside and a nucleotide? 9. Write the important structural and functional differences between DNA and RNA.
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
Name of Principal: Dr. CHARU SHARMA
Class / Section:
XI A
Subject:
Chemistry
Chapter: Unit VII – Equilibrium
Month: November 2020
Gist of Lesson/ Focussed Skills/ Competencies
Targeted Learning Outcomes (TLO)
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
MLL and HOTS
Equilibrium Equilibrium in physical and chemical processes, dynamic nature of equilibrium, law of mass action, equilibrium constant, factors affecting equilibrium - Le Chatelier's principle, ionic equilibrium- ionization of acids and bases, strong and weak electrolytes, degree of ionization, ionization of poly basic acids, acid strength, concept of pH, buffer solution, solubility product, common ion effect (with illustrative examples).
1. Identify dynamic nature of equilibrium involved in physical and chemical processes; 2. State the law of equilibrium; 3. Explain characteristics of equilibria involved in physical and chemical processes; 4. Write expressions for equilibrium constants; 5. Establish a relationship between Kp and Kc; 6. Explain various factors that affect the equilibrium state of a reaction; 7. Classify substances as acids or bases according to Arrhenius, Bronsted-Lowry and Lewis concepts; 8. Classify acids and bases as weak or strong in terms of their ionization constants; 9. Explain the dependence of degree of ionization on concentration of the electrolyte and that of the common ion;
PowerPoint presentations
1. Write the expression for the equilibrium constant, Kc for each of the following reactions: (i) 2NOCl (g) →2NO (g) + Cl2 (g) (ii) 2Cu(NO3)2 (s) →2CuO (s) + 4NO2 (g) + O2 (g) (iii) CH3COOC2H5(aq) + H2O(l) →CH3COOH (aq) + C2H5OH (aq) (iv) Fe3+ (aq) + 3OH– (aq) → Fe(OH)3 (s) (v) I2 (s) + 5F2 →2IF5
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
MCQs from DIKSHA portal Numerical sheet O-LABS: Practical on pH
2. Describe the effect of : a) addition of H2 b) addition of CH3OH c) removal of CO d) removal of CH3OH on the equilibrium of the reaction: 2H2(g) + CO (g) →CH3OH (g) 3. What is meant by the conjugate acid-base pair? Find the conjugate acid/base for the following species: HNO2, CN–, HClO4, F-, OH-, CO32-, and S2– 4. Which of the followings are Lewis acids? H2O, BF3, H+, and NH4+ 5. What will be the conjugate bases for the Brönsted acids: HF, H2SO4 and HCO3-? 6. The pH of a sample of vinegar is 3.76. Calculate the concentration of hydrogen ion in it. Name of Principal: Dr. CHARU SHARMA
Class / Section: VIII B
Subject:
Gist of Lesson/ Focussed Skills/ Competencies
Do liquids conduct electricity?
Chemical effects of electric current
Electroplating
SCIENCE
Chapter 14 – Chemical Effects of Electric Current
Targeted Learning Outcomes(TLO)
Distinguish between good and poor conductors of electricity in order to explain that various materials can conduct electricity under certain conditions List commonly known chemical effects of electricity in order to establish that electricity causes chemical reactions. Describe the process of electroplating in order to explain the application of chemical effects of electricity on metals
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies 1.Distinguish between good and poor conductors of electricity in order to explain that almost all materials can conduct electricity under certain conditions: Distilled water, tap water, 3 volt battery, L.E.D. flexible wire, rubber base (to insert L.E.D), 2 plates. 2. DIKSHA APP Video showing all activities in NCERT.
Month: November-December2020
Assessment Strategies Planned MLL and HOTS
1.A student learns that salts like potassium chloride and sodium chloride are introduced in a weakly conducting solution. What option explains the chemical reactions that salts undergo and affect the conductivity of the solution? (a)Salts react chemically with the water particles and decrease the conductivity of the solution. (b)Salts help to make the solution non-conducting by reacting with the particles of the solution. (c)Salts mix with the particles of the weak conducting solution and helps to produce oxygen from the solution. (d)Salts undergoes a chemical reaction with the particles of the solution and increase its conductivity. 2. Does pure water conduct electricity? If not, what can we do to make it conducting? 3. In case of a fire, before the firemen use the water hoses, they shut off the main electrical supply for the area. Explain why they do this. 4. Prepare a list of objects around you that are electroplated.
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
Name of Principal: Dr. CHARU SHARMA
Class / Section:
XI A
Subject:
Chemistry
Chapter: Unit VIII – Redox Reactions
Month: December 2020
Gist of Lesson/ Focussed Skills/ Competencies
Targeted Learning Outcomes(TLO)
Teaching Learning Activities Planned for achieving the TLO using suitable resources and Classroom management strategies
MLL and HOTS
Redox Reactions Concept of oxidation and reduction, redox reactions, oxidation number, balancing redox reactions, in terms of loss and gain of electrons and change in oxidation number.
Students will: 1. Identify redox reactions as a class of reactions in which oxidation and reduction reactions occur simultaneously; 2. Define the terms oxidation, reduction, oxidant (oxidising agent) and reductant (reducing agent); 3. Explain mechanism of redox reactions by electron transfer process; 4. Use the concept of oxidation number to identify oxidant and reductant in a reaction; 5. Classify redox reaction into combination (synthesis), decomposition, displacement and disproportionation reactions; 6. Suggest a comparative order among various reductants and oxidants; 7. Balance chemical equations using (i) oxidation number (ii) half reaction method;
Practice Sheet on Balancing of Redox reactions
1. Write the net ionic equation for the reaction of potassium dichromate(VI), K2Cr2O7 with sodium sulphite, Na2SO3, in an acid solution to give chromium(III) ion and the sulphate ion.
Name of Teacher: NIMISHA SRIVASTAVA (PGT-CHEMISTRY)
2. Permanganate ion reacts with bromide ion in basic medium to give manganese dioxide and bromate ion. Write the balanced ionic equation for the reaction. 3. Assign oxidation number to the underlined elements in each of the following species: (a) NaH2PO4 (b) NaHSO4 (c) H4P2O7 (d) K2MnO4 (e) CaO2 (f) NaBH4 (g) H2S2O7 (h) KAl(SO4)2.12 H2O 4. Write formulas for the following compounds: (a) Mercury(II) chloride (b) Nickel(II) sulphate (c) Tin(IV) oxide (d) Thallium(I) sulphate (e) Iron(III) sulphate (f) Chromium(III) oxide 5. Balance the following redox reactions by ion – electron method: (a) MnO4– (aq) + I– (aq) → MnO2 (s) + I2(s) (in basic medium) (b) MnO4– (aq) + SO2 (g)→Mn2+ (aq) + HSO4- (aq) (in acidic solution)
Name of Principal: Dr. CHARU SHARMA