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EEXEMPL
AR
OBLEMS
XEMPLAR
PROBLEMS
XEMPL
AR PR
PR
XEMPLAR
PROBLEMS
OBLEMS
CHEMIS
CHEMISTRY
CHEMISTRY
TRY

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Class XII

FOREWORD

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The National Curriculum Framework (NCF) 2005 initiated a new phase of

development of syllabi and textbooks for all stages of school education. In this
phase, a conscious effort has been made to discourage rote learning and to enhance
comprehension. This is well in tune with the NPE-1986 and Learning Without
Burden-1993 that recommend child centred system of education. The textbooks
for Class XI were released in 2006 and for Class XII in 2007. Overall the books
have been well received by students and teachers.
NCF-2005 notes that treating the prescribed textbooks as the sole basis of
examination is one of the key reasons why other resources and sites of learning are
ignored. It further reiterates that the methods used for teaching and evaluation will
also determine how effective these textbooks prove for making childrens life at
school a happy experience, rather than source of stress or boredom. It calls for
reforms in examination system currently prevailing in the country.
The position papers of the National Focus Groups on Teaching of Science,
Teaching of Mathematics and Examination Reforms envisage that the question
papers, set in annual examinations conducted by the various Boards do not really
assess genuine understanding of the subjects. The quality of question papers is
often not up to the mark. They usually seek mere information based on rote
memorisation, and fail to test higher-order skills like reasoning and analysis, let
alone lateral thinking, creativity, and judgment. Good unconventional questions,
challenging problems and experiment-based problems rarely find a place in question
papers. In order to address the issue, and also provide additional learning material,
the Department of Education in Science and Mathematics (DESM) has made an
attempt to develop resource book of exemplar problems in different subjects at
secondary and higher secondary stages. Each resource book contains different
types of questions of varying difficulty level. Some questions would require the
students to apply simultaneously understanding of more than one concept. These
problems are not meant to serve merely as question bank for examinations but are
primarily meant to improve the quality of teaching/learning process in schools. It
is expected that these problems would encourage teachers to design quality
questions on their own. Students and teachers should always keep in mind that
examination and assessment should test comprehension, information recall,
analytical thinking and problem-solving ability, creativity and speculative ability.
A team of experts and teachers with an understanding of the subject and a
proper role of examinations worked hard to accomplish this task. The material was
discussed, edited, and finally included in this resource book.
NCERT would welcome suggestions from students, teachers and parents which
would help us to further improve the quality of material in subsequent editions.

New Delhi
21 May 2008

Professor Yash Pal

Chairperson
National Steering Committee
National Council of Educational
Research and Training

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PREFACE

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The Department of Education in Science and Mathematics (DESM), National Council

of Educational Research and Training (NCERT), initiated the programme for the
development of Exemplar Problems in science and mathematics for secondary
and higher secondary stages based on the subject textbooks developed on the
basis of the NCF-2005. The present book is based on the content of the Chemistry
Textbook for Class XII published by the Council in 2007.
The main objective of the book on Exemplar Problems in Chemistry is to provide
the teachers and students a large number of quality problems in various forms
and format with varying levels of difficulty to facilitate teaching-learning of concepts
in Chemistry that are presented through the Textbook for Class XII. It is envisaged
that the problems included in this book would help the teachers to design tasks to
assess effectiveness of their preparation of balanced question papers for unit and
terminal tests. The feedback based on the analysis of students responses may help
the teachers in further improving the quality of classroom instructions. In addition,
the problems given in this book are also expected to help the teachers to perceive
the basic characteristics of good quality questions and motivate them to frame
similar problems on their own. Students can benefit themselves by attempting the
problems given in the book for self assessment and also in mastering the basic
techniques of problem solving. Some of the problems given in the book are expected
to challenge the students understanding of Chemistry concepts and to apply them
in new situations. At a number of places elaboration of answers may be required.
The problems included in this book were developed in workshop mode organised
by the DESM involving practising teachers, subject experts from universities and
institutes of higher learning, and the members of the Chemistry group of the DESM
whose names appear separately. I gratefully acknowledge their efforts and thank
them for their valuable contribution in our endeavour to provide good quality
instructional material for the school system. I, especially, thank Professor Brahm
Parkash, Dr. Alka Mehrotra, and Dr. Anjni Koul of DESM for editing and refining
the problems and for making the manuscript pressworthy. Thanks are also due
to Professor Brahm Parkash and Dr. Alka Mehrotra of DESM for coordinating
this programme.

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I also thank Shri Ishwar Singh, Sr. DTP Operator for typing the manuscript
and preparing a press-ready copy.
We look forward to feedback from students, teachers and parents for further
improvement of the content of the book.

Hukum Singh
Professor and Head

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DEVELOPMENT TEAM
MEMBERS
Amit Kumar, Sr. Assistant Professor, Department of Chemistry, Dayal Singh College,
Delhi University, New Delhi

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Anjni Koul, Sr. Assistant Professor, DESM, NCERT, New Delhi

Anju Srivastava, Associate Professor, Department of Chemistry, Hindu College, Delhi
University, New Delhi
Anuradha Sen, PGT (Chemistry), Apeejay School, Sheikh Sarai, New Delhi

D. S. Rawat, Associate Professor, Department of Chemistry, Delhi University, Delhi

K.K. Arora, Associate Professor, Department of Chemistry, Zakir Husain College, Delhi
University, New Delhi
M.L. Agarwal, Principal (Retd.), Kendriya Vidyalaya, Jaipur, Rajasthan

Mamta Sharma, Associate Professor, Department of Chemistry, K.M. College, Delhi

University, Delhi
Pooja Bhagat, Associate Professor, Department of Chemistry, Acharya Narendra Dev
College, New Delhi
Ruchi Verma, Assistant Professor, DESM, NCERT, New Delhi

S. K. Gupta, Associate Professor, School of Studies in Chemistry, Jiwaji University,

Gwalior

Sandeep Sharma, Associate Professor, Department of Chemistry, Rajdhani College,

Delhi University, New Delhi
Sulekh Chandra, Associate Professor, Department of Chemistry, Zakir Husain College,
Delhi University, New Delhi
MEMBER-COORDINATORS

Brahm Parkash, Professor (Retd.), DESM, NCERT, New Delhi

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Alka Mehrotra, Associate Professor, DESM, NCERT, New Delhi

ACKNOWLEDGEMENT

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The National Council of Educational Research and Training acknowledges

the valuable contributions of the individuals and the organisations involved
in the development of Exemplar Problems in Chemistry for Class XII.
Alongwith the Development Team Vijay Sarda, Associate Professor, Department
of Chemistry, Zakir Husain College, Delhi University, New Delhi have
contributed very effectively for the review of the manuscript of this book.
The Council also thanks Seema Gupta, Associate Professor, Department
of Chemistry, Acharya Narendra Dev College, New Delhi; C. Shriniwas, PGT
(Chemistry), Kendriya Vidyalaya, Pushp Vihar, Sector-3, New Delhi; Haritima
Chopra, Associate Professor, Department of Chemistry Maitreyi College, New
Delhi; A. Pramila, PGT (Chemistry), Army Public School, Sector-37, Noida;
K.C. Trikha, Associate Professor (Retd.), Department of Chemistry, ARSD
College, New Delhi.

The Council also acknowledges the contribution of team working for Hindi
translation of the book specially Alok Chaturvedi, Sr. Assistant Professor,
Department of Chemistry, Govt. College, Ajmer and K. K. Sharma, Vice Principal
(Retd.), College of Education, Govt. of Rajasthan, Ajmer for providing valuable
suggestions to improve the English manuscript.
The help provided by Bal Yogeshwar, Lab Assistant, DESM, NCERT, during
the workshop is also greatly acknowledged.

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Special thanks are also due to Hukum Singh, Professor and Head, DESM,
NCERT for his administrative support. The Council also acknowledges the support
provided by the APC office of DESM; administraive staff of DESM; Deepak Kapoor,
Incharge, Computer Station, DESM, Ishwar Singh, DTP Operator and K. T.
Chitralekha, Copy Editor. The efforts of the Publication Department are also
highly appreciated.

I NTRODUCTION

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Assessment of students is an important part of the teaching-learning process. It

helps a teacher to evaluate (i) his/her own teaching and (ii) the achievement of
students in a particular subject. In other words, assessment provides the present
achievement and subsequent guidance to teaching-learning. It is also an
instrument to assess the educational progress of learners.
According to Blooms taxonomy, there are three domains of educational
objectives (i) cognitive (ii) affective and (iii) psychomotor. Cognitive domain deals
with the educational products and processes.
In the present book, the problems pertaining to cognitive domain have been
included. These are categorised into different classes on the basis of the type of
their construction.
(i)

Multiple choice

(ii)

Matching type

(iii)

Short answer type

(iv)

Long answer type

(v)

Assertion and reason type

Multiple choice type : Multiple choice questions are widely used in

objective tests for different examinations. A multiple choice question
consists of a stem followed by 4-5 responses.
(a) Stem : The stem is that part in which the task which the students
have to undertake is set out. It may be a direct question or an
incomplete statement.
(b) Response : Below the stem of the question, there are a number of
options comprising of the correct answer(s) and distractors. These
should appear to closely resemble with one another. The distractors
distract students. The style of presentation i.e., length, precision etc.
of any response should not provide any clue of its being a correct
answer or a distractor. Correct responses should be arranged
randomly. A good multiple choice question can induce higher order
thinking among students. A number of multiple choice questions
relating to various aspects of the same theme presented as material,
picture or diagram, or a combination of more than one of these
enables the learners to develop multiple abilities.
Matching Type : In this type, a premise is to be matched with single
correct response out of a number of responses. It is known as simple
matching. In compound matching, a premise has to be matched with
more than one correct response.
Short answer type : These type of questions have a short answer either
in the form of a word or a few sentences or diagram or numerical value or
a combination of these. Good short answer questions involve the use of

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(i)

(ii)

(iii)

(a)

contrast, distinguish, discriminate and differentiate.

(b)

compare, list similarities/dissimilarities.

(c)

explain, show how and why and give explanatory reasons.

(d)

discuss, defend, refute, prove, disprove, justify.

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(iv)

action oriented and precise verbs such as, deduce, conclude, classify,
interpret, explain, extrapolate, translate etc. for precision. The words like,
briefly, short notes on etc. are avoided.
Long answer type : These questions require long answers to be written
with or without diagram(s). Long answer questions involve the following
tasks to test higher order abilities.

(e)

judge, evaluate.

Assertion Reason type : These questions enhance the reasoning ability

of the learner. In these questions there is a statement of assertion followed
by a statement of reason. Learner selects the correct response through
logical reasoning.
Some Problem Solving questions have also been included in the book. Such
questions require the application of knowledge and procedures to a problem
situation. It is a form of discovery learning, bridging the gap between the learners
existing knowledge and the solution to the problem. In problem solving the learner
is required to construct some knowledge to find out the solution to the problem
or investigate a fact or a result.
For closed-ended problems, there will only be one answer. For open-ended
problems, there will be more than one answer.

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(v)

C ONTENTS
(iii)

PREFACE

(v)

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FOREWORD

Solid State

Unit 2

Solutions

17

Unit 3

Electrochemistry

33

Unit 4

Chemical Kinetics

47

Unit 5

Surface Chemistry

63

Unit 6

General Principles and Processes of Isolation of Elements

77

Unit 7

The p-Block Elements

90

Unit 8

The d- and f- Block Elements

105

Unit 9

Coordination Compounds

120

Unit 10

Haloalkanes and Haloarenes

133

Unit 11

Alcohols, Phenols and Ethers

154

Unit 12

Aldehydes, Ketones and Carboxylic Acids

168

Unit 13

Amines

180

Unit 14

Biomolecules

202

Unit 15

Polymers

217

Unit 16

Chemistry in Everyday Life

228

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Unit 1

Blue Print of Sample Question Paper

244

Model Question Papers

246-666

Appendices

267-274

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