ASSESSMENT FRAMEWORK AND MODEL QUESTION PAPER

CHEMISTRY
Grade XII
NATIONAL CURRICULUM OF PAKISTAN
2022-23 SCHEME OF STUDIES 2006

FEDERAL BOARD
OF INTERMEDIATE AND SECONDARY
WE WORK FOR
EDUCATION, ISLAMABAD EXCELLENCE
FEDERAL BOARD OF INTERMEDIATE AND SECONDARY EDUCATION
H-8/4, ISLAMABAD

ASSESSMENT FRAMEWORK
FOR
CHEMISTRY GRADE-XII
CURRICULUM 2022-23
SCHEME OF STUDIES 2006
 ACKNOWLEDGEMENT
It is a great honour that we, at the Federal Board of Intermediate and Secondary Education, have developed the Assessment Framework (AF) for the subject of
Chemistry for Grade-XII The primary objective of the AF is to optimize the current curriculum 2022-23. This comprehensive framework has been crafted
meticulously by subject matter and assessment experts who conducted an in-depth review of all learning outcomes for Grade-XII Chemistry curriculum. They
evaluated these outcomes in terms of their scope, cognitive level, and progression across the grade.

This significant undertaking was the result of a series of extensive meetings and collaborative efforts of the subject and assessment experts. Their dedication
and expertise have been instrumental in bringing this framework to fruition.
The Assessment Framework will serve as a guiding document for students, teachers and paper setters. Students will receive clear directions for preparing
themselves for the annual examination. Similarly, teachers will use it as a guide to understand what to teach in class and to prepare students for the final
examinations accordingly. Similarly paper setters will also seek guidance from this document.
Following subject as well as assessment experts/committee members remained constantly engaged in the development of the AF:
1. Dr. Shaista Sabir, Associate Professor, PAEC Model College for Girls, Nilore, Islamabad
2. Mr. Naeem Mushtaq, Associate Professor, Islamabad Model College for Boys, G-10/4, Islamabad
3. Ms. Javeria Gul, HOD Chemistry, Pak Turk Muaarif International School, Islamabad
4. Ms. Aliya Sajid, Lecturer, Army Public School & College, Pasban, Rawalpindi

The whole work was successfully accomplished under the able supervision and guidance of Dr. Ikram Ali Malik, Chairman, FBISE and due to the hard work
and dedication of the staff of Research Section of FBISE, in particular, Syed Zulfiqar Shah, Deputy Secretary, Research and Academics who played a pivotal
and leading role in finalizing the Assessment Framework.

MIRZA ALI
Director (Test Development)
FBISE, Islamabad
 ASSESSMENT FRAMEWORK FOR CHEMISTRY GRADE-XII, CURRICULUM 2022-23

To ensure clarity and precision in assessment, the learning outcomes have been categorized into two distinct groups: formative and summative. This
classification helps in effectively measuring student progress and understanding. Each Student learning outcome (SLO) has been carefully marked as either
formative or summative within the newly developed Assessment Framework. SLOs of Summative Assessment Format will be part of the Final Examination
while SLOs of Formative Assessment will although be part of the teaching-learning activity but they will NOT be part of Final Examinations. Estimated
cognitive levels i.e Knowledge (K), Understanding (U) and Application (A) of all the SLOs have also been indicated. It may be noted that all the higher cognitive
levels have been collectively accumulated in the cognitive level of 'Application'. In subjects involving Practicals (Lab work), it has been mentioned categorically
whether an SLO is summative for theory or summative for Practical Based Assessment (PBA). If an SLO is summative for PBA, it means that Laboratory work
is required in the teaching-learning activity and it will be part of the Practical Examination/ Practical Based Assessment.

The Assessment Framework will act as a comprehensive guide for students, teachers and paper setters. Students will have clear instructions on how to prepare
for the annual examinations. Teachers will use the framework to understand the curriculum and effectively prepare their students for the final examination.
Additionally, paper setters will refer to this document for guidance in setting examination papers.

A model question paper has also been developed to provide a clear structure and format for upcoming examinations. The model question paper ensures
consistency and fairness, offering students a comprehensive understanding of what to expect in their examinations. By aligning the paper with the Student
Learning Outcomes (SLOs) of the curriculum, we ensured that the questions accurately reflect the skills and knowledge that students are expected to acquire.

A detailed Table of Specifications (ToS) has been created to ensure equitable coverage of cognitive levels and content domains in order to generate a balanced
question paper. The ToS serves as drawing scale and action plan for the question paper, ensuring that all important areas of the curriculum are adequately and
proportionately assessed.
 FORMATIVE ASSESSMENT: AN ESSENTIAL COMPONENT OF EFFECTIVE LEARNING

Formative assessment is a pivotal element in the educational process, distinguished by its role in providing ongoing feedback to both students and
educators. Unlike summative assessments, which evaluate student learning at the end of an instructional period, formative assessments are integrated
into the learning process to monitor student understanding and guide instructional decisions.

The primary objective of formative assessment is to identify learning gaps and misunderstandings as they occur, enabling timely interventions. This
dynamic approach allows teachers to adjust their teaching strategies to better meet the needs of their students. For instance, if a teacher notices
through a quick quiz or class discussion that a significant portion of the class struggles with a particular concept, they can revisit that topic, providing
additional explanations or alternative methods of instruction. This adaptability is crucial for fostering a deeper understanding of the material.

Formative assessments come in various forms, ranging from informal methods like classroom discussions, observations, and questioning, to more
structured approaches such as quizzes, peer assessments, and self-reflections. These methods are not limited to paper-and-pencil tasks but can
include digital tools that provide instant feedback. The versatility of formative assessments allows educators to cater to diverse learning styles and
preferences, ensuring that all students are engaged and supported in their learning journey.

Formative assessment plays a significant role in creating a supportive classroom environment. It shifts the focus from merely achieving grades to
understanding the learning process. This approach reduces the pressure on students, as they perceive assessments not as a final judgment of their
abilities but as a part of their learning journey. Consequently, formative assessment can lead to increased student motivation and engagement.

In conclusion, formative assessment is a powerful tool that, when effectively implemented, can significantly enhance the learning experience. It
provides invaluable insights for both teachers and students, promotes a growth-oriented learning environment, and supports the continuous
development of essential skills. As education evolves, the role of formative assessment will undoubtedly continue to be central in fostering
successful and meaningful learning experiences.
 SUMMATIVE ASSESSMENT: EVALUATING LEARNING OUTCOMES IN THE FORM OF
TERMINAL/FINAL EXAMINATION

Summative assessment is a fundamental component of the educational process, designed to evaluate student learning at the conclusion of an

instructional period. Unlike formative assessment, which provides ongoing feedback during the learning process, summative assessment serves as

a final measure of what students have learned. Typically administered at the end of a unit, course, or academic year. Summative assessment aims

to determine the extent to which educational objectives have been achieved.

The primary purpose of summative assessment is to assess the overall effectiveness of instruction and learning. It provides a conclusive evaluation

of student performance, often in the form of tests, final projects, or standardized exams. These assessments generate grades or scores that reflect a

student’s achievement in a given subject area over a specific period or time duration.

Summative assessment is often used to make critical decisions regarding student progression, certification, or placement in subsequent educational

levels. Additionally, summative assessments provide valuable data that inform curriculum development and instructional strategies. By analyzing

summative assessment results, educators can identify trends, strengths, and weaknesses within their instructional approaches, allowing for

improvements in future teaching.

In conclusion, summative assessment plays a critical role in the educational process by providing a final evaluation of student learning. While it

differs from formative assessment in its focus and application, it is an essential tool for measuring academic achievement. When balanced with

formative assessments, summative assessments contribute to a well-rounded and effective approach to evaluating and supporting student learning.
 National Curriculum of Pakistan 2022-2023
ASSESSMENT FRAMEWORK CHEMISTRY GRADE-XII (HSSC-II)
Details of Content Areas/ SLOs

Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
A Ethics and Values [SLO:C-12-A-01] Identify common cognitive biases/fallacies that Understanding Formative Question(s) will not 02
Nature of in Chemistry can hinder sound scientific reasoning in physical be given in the
Science in sciences (Some examples include: annual examination;
Chemistry ● the confirmation bias however, it will be
● hasty generalizations the part of classroom
● post hoc ergo propter hoc (false cause) teaching.
● the straw man fallacy
● redefinition (moving the goalposts)
● the appeal to tradition
● false authority
● failing Occam's Razor
● argument from non-testable hypothesis
● begging the question
● fallacy of exclusion
● faulty analogy
[SLO: C-12-A-02] Explain the pros and cons of ethical Understanding Formative
considerations involved in the production and use
of chemical substances and processes (Some
examples include: the impact on human health
and the environment; the responsibility of
scientists and companies; the role of regulations
and laws).
[SLO: C-12-A-03] Explain and apply the following terms to Application Formative
deconstruct the structure of a scientific argument

Page 1 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
in a variety of formats such as speeches, written
articles and advertisement brochures:
● claims
● counterclaims
● rebuttals
● premises
● conclusions
● assumptions
B Electrochemistry [SLO: C-12-B-01] Apply the concept of oxidation numbers in Application Summative Question(s) will be 14
Physical identifying oxidation and reduction reactions for theory given in the annual
Chemistry [SL0: C-12-B-02] Apply the concept of changes in oxidation Application Summative examination.
numbers to balance chemical equations for theory
[SL0: C-12-B-03] Define the terms. redox, oxidation, reduction, and Understanding Summative
disproportionation (in terms of electron transfer for theory
and changes in oxidation number).
[SLO: C-12-B-04] Identify the reducing agents in a redox reaction Understanding Summative
for theory
[SLO: C-12-B-05] Describe the role of oxidizing land reducing Understanding Summative
agents in the redox reaction for theory
[SLO: C-12-B-06] Explain the concept of the activity series of metals Understanding Summative
and how it relates to the ease of oxidation for theory
[SLO: C-12-8-07] Deduce the feasibility of redox reactions from Understanding Summative
activity series or reaction data. for theory
[SLO: C-12-B-08] Explain the use of the Winkler Method to measure Understanding Formative Already discussed in
biochemical oxygen demand (BOD) and its use as SSC level, that is
a measure of water pollution. why it will not be the
[SLO: C-12-B-09] Explain how electrolytic cells convert electrical Understanding Formative part of annual
energy to chemical energy, with oxidation at the examination.
anode and reduction at the cathode.

Page 2 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
[SLO: C-12-B-10] Predict the identities of substances liberated Knowledge Summative Question(s) will be
during electrolysis based on the state of the for theory given in the annual
electrolyte, position in the redox| series, and examination.
concentration.
[SLO: C-12-8-11] Apply the relationship between the Faraday Application Summative Question(s) will be
constant, Avogadro constant, and the charge on for theory given in the annual
the electron to solve problems. examination.
[SLO: C-12-B-12] Calculate the quantity of charge passed during Application Summative
electrolysis and the mass or volume of substance for theory
liberated during electrolysis.
[SLO: C-12-B-13] Deduce the Avogadro constant by an electrolytic Understanding Summative
method for theory
[SLO: C-12-B-14] Define the terms standard electrode potential and Understanding Summative
standard cell potential for theory
[SLO: C-12-B-15] Describe the standard hydrogen electrode and Understanding Summative
methods used to measure standard electrode for theory
potentials.
[SL0: C-12-B-16] Calculate the standard cell potentials by Application Summative
combining the potentials of two standard for theory
electrodes and then use these to predict the
feasibility of a reaction and the direction of
electron flow in a simple cell.
[SLO: C-12-8-17] Deduce the relative reactivity of elements, Understanding Summative
compounds, and as oxidizing agents or reducing for theory
agents from their electrode potential values.
[SLO: C-12-B-18] Construct redox equations using relevant half- Application Summative
equations. for theory
[SLO: C-12-B-19] Explain how electrode potentials vary with the Understanding Formative Question(s) will not
concentrations of aqueous ions and use the be given in the
Nernst equation to predict, this quantitatively. annual

Page 3 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
examination;
however, it will be
the part of
classroom teaching.
[SLO: C-12-B-20] Explain how voltaic (galvanic) cells convert Understanding Summative Question(s) will be
energy from spontaneous, exothermic chemical for theory given in the annual
processes to electrical energy with oxidation at examination.
the anode and reduction at the cathode.
[SLO: C-12-B-21] Explain how voltaic cells convert chemical Understanding Summative
energy from redox reactions to electrical energy for theory
using Cu-Zn galvanic cell as an example
Chemical [SLO: C-12-B-22] Explain common ion effects giving suitable Understanding Formative Already discussed in 06
Equilibrium examples. XI Class,
[SLO: C-12-B-23] Use the extent of ionization and the acid Applications Formative Question(s) will not
dissociation constant, Ka to distinguish between be given in the
strong and weak acids. annual examination;
however, it will be
the part of classroom
teaching.
[SLO: C-12-B-24] Use the extent of ionization and the base Applications Summative Question(s) will be
dissociation constant, Kb, to distinguish between for theory given in the annual
strong and weak bases. examination.
[SLO: C-12-B-25] Explain what is meant by a chemical buffer Understanding Summative
and how a buffer system works. (For context for theory
this should include:
a. Defining what is a buffer solution
b. Explaining how buffer solution can be
made

Page 4 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
c. Explaining how buffer solutions control
pH; use chemical equations in these
explanations
d. Describe and explain the uses of buffer
solutions including the role of HCO31- in
controlling PH in blood.
[SLO: C-12-B-26] Calculate concentration of ions of slightly soluble Applications Formative Already discussed in
salts. XI Class,
Question(s) will not
be given in the
annual examination;
however, it will be
the part of classroom
teaching.
[SLO: C-12-B-27] State what is meant by the term partition Knowledge Summative Question(s) will be
coefficient, Kpc? for theory given in the annual
[SLO: C-12-B-28] Calculate a partition coefficient for a system in Applications Summative examination.
which the solute is in the same physical state in for theory
the two solvents.
[SLO: C-12-B-29] Explain the factors affecting the numerical value Understanding Summative
of a partition coefficient in terms of the polarities for theory
of the solute and the solvents used
Acid-Base [SL0: C-12-B-30] State that pH = - log[H+ (aq)] and [H+] = 10(to the Knowledge Formative Already discussed 02
Chemistry power)-pH. in XI Class,
[SL0: C-12-B-31] State that change of one pH unit represents a Knowledge Formative Question(s) will not
10-fold change in the hydrogen ion concentration be given in the
[H+]. annual
[5L0: C-12-B-32] Use the ionic product constant, Application Formative examination;
Kw = [H1+][OH1-] = 10-14 at 298 K to solve however, it will be
problems.

Page 5 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
the part of
classroom teaching.
[SL0: C-12-B-33] Sketch the pH titration curves of titrations using Application Summative Question(s) will be
combinations of strong and weak acids with for theory given in the annual
strong and weak alkalis examination.
C Group 2 [SLO: C-12-C-01] Describe the properties and trends of Group 2 Understanding Summative Question(s) will be 10
Inorganic elements, including their electron configurations, for theory given in the annual
Chemistry reactivity, and common compounds such as examination.
oxides, hydroxides and carbonates.
[SLO: C-12-C-02] Explain the chemical reactivity, of Group 2 Understanding Summative
elements, including their reactions with oxygen, for theory
water, and acids (Be, Mg, Ca).
[SLO: C-12-C-03] Explain the reactivity of Group 2 elements in Understanding Summative
terms of their electron configuration and valence for theory
electrons.
[SLO: C-12-C-04] Describe the industrial and everyday uses of Knowledge Summative
Group 2 compounds, including their role in for theory
medicine and agriculture.
[SLO: C-12-C-05] Explain the term reactivity series and its Understanding Summative
application in predicting the outcome of chemical for theory
reactions.
[SLO: C-12-C-06] Use the term reactivity series and its application Application Summative
in predicting the outcome of chemical reactions. for theory
[SL0: C-12-C-07] Explain the extraction and purification process of Understanding Summative
Group elements and their compounds. for theory
[SLO: C-12-C-08] Understand the term thermal decomposition and Understanding Summative
its application in the analysis of Group 2 for theory
compounds especially carbonates and nitrates.

Page 6 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
[SLO: C-12-C-09] Use the term thermal decomposition and its Application Summative
application in the analysis of Group 2 compounds for theory
especially carbonates and nitrates.
[SLO: C-12-C-10] Explain the trend in solubility of group 2 sulfates Understanding Summative
and hydroxides using terms enthalpy of hydration for theory
and enthalpy of solution
[SLO: C-12-C-11] Compare the properties and reactivity of Group 2 Understanding Summative
elements with group 1in the periodic table. for theory
[SLO: C-12-C-12] Explain the term complex ion and its application Understanding Formative Question(s) will not
in the formation of Group 2 compounds. be given in the
annual examination;
however, it will be
the part of classroom
teaching.
[SLO: C-12-C-13] Explain the term basic oxide and its application in Understanding Summative Question(s) will be
the formation of Group 2 compounds. for theory given in the annual
[SLO: C-12-C-14] Describe qualitatively the trend in the thermal Understanding Summative examination.
stability of the nitrates and carbonates including for theory
the effect of ionic radius on the polarization of the
large anion.
[SLO: C-12-C-15] Describe qualitatively the variation in solubility Understanding Summative
and of enthalpy change of solution, ∆H sol, of the for theory
hydroxides and sulfates in terms of relative
magnitudes of the enthalpy change of hydration
and the lattice energy.
Transition Metals [SLO: C-12-C-16] Identify the general physical and chemical Understanding Summative Question(s) will be 16
properties of the first row of transition elements, for theory given in the annual
titanium to copper. examination.

Page 7 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
[SLO: C-12-C-17] Define a transition element as a d block element Understanding Summative
which forms one or more stable ions with for theory
incomplete d orbitals.
[SLO:C-12-C-18] Sketch the shape of 3dxy orbital and 3dxz orbital Application Formative Already discussed in
XI Class,
Question(s) will not
be given in the
annual examination;
however, it will be
the part of classroom
teaching.
[SLO: C-12-C-19] Identify the properties of transition elements Some Understanding Summative Question(s) will be
examples include: for theory given in the annual
a. they have variable oxidation states examination.
b. they behave as , catalysts
c. they form complex ions
d. they form coloured compounds.
[SLO: C-12-C-20] Explain why transition elements. have variable Understanding Summative
oxidation states in terms of the similarity in for theory
energy of the 3d and the 4s subshells
[SLO: C-12-C-21] Explain why transition elements behave as Understanding Summative
catalysts in terms of having more than one stable for theory
oxidation state, and vacant d orbitals that are
energetically accessible and can form dative
bonds with ligands
[SLO: C-12-C-22] Explain why transition elements form complex Understanding Summative
ions in terms of vacant d orbitals that are for theory
energetically accessible
[SLO: C-12-C-23] Explain the reactions of transition elements. with Understanding Summative
ligands to form complexes, including the for theory

Page 8 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
complexes of copper(ll) and cobalt(ll) ions with
water and ammonia molecules and hydroxide and
chloride ions
[SLO: C-12-C-24] Define the term ligand as a species that contains a Understanding Summative
lone pair of electrons that forms a dative covalent for theory
bond to a central metal atom /ion.
[SLO: C-12-C-25] Use the term monodentate ligand including as Application Summative
1- 1-
examples H2O, NH3, Cl and CN for theory
[SLO: C-12-C-26] Use the term bidentate ligand including as Application Summative
examples 1,2-Diaminoethane, H2NCH2CH2NH2, for theory
and the ethanedioate ion, C2O42-, polydentate
ligand including as an example EDTA
[SLO: C-12-C-27] Define the term complex as a molecule or ion Understanding Summative
formed by a central metal atom / ion surrounded for theory
by one or more ligands
[SLO: C-12-C-28] Describe the geometry (shape and bond angles) of Understanding Summative
transition element complexes which are linear, for theory
square planar, tetrahedral or octahedral.
[SLO: C-12-C-29] State what is meant by coordination number? Knowledge Summative
for theory
[SLO: C-12-C-30] Predict the formula and charge of a complex Application Summative
ion, given the metal ion, its charge or oxidation for theory
state, the ligand and its coordination number or ,
Geometry.
[SLO: C-12-C-31] Explain qualitatively that ligand exchange can Understanding Formative Question(s) will not
occur, including the complexes of copper (Il) ions be given in the
and cobalt (I) ions with water and ammonia annual
molecules and hydroxide and chloride ions. examination;
however, it will be

Page 9 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
the part of
classroom teaching.
[SLO: C-12-C-32] Predict, using E0 values, the feasibility of redox Application Summative Question(s) will be
reactions involving transition elements and their for theory given in the annual
ions. examination.
[SLO: C-12-C-33] Analyze reactions involving MnO4 2-/ C2O42-, in Application Formative In the annual
acid solution given suitable data (including for theory examination
describing the reaction and doing calculations). Summative Question(s) will be
for PBA given in the practical
[SLO: C-12-C-34] Analyze reactions involving MnO41-/ Fe2+ in acid Application Formative based assessment
solution given suitable data (including describing for theory paper, not in the
the reaction and doing calculations) Summative theory paper.
for PBA
[SLO: C-12-C-35] Analyze reactions involving Cu2+/ I- given Application Summative Question(s) will be
suitable data (including describing the reactions for theory given in the annual
and doing calculations) perform calculations examination.
involving other redox systems given suitable data.
[SLO: C-12-C-36] Perform calculations involving other redox Application Formative In the annual
systems given suitable data. for theory examination
Summative Question(s) will be
for PBA given in the practical
based assessment
paper, not in the
theory paper.
[SLO: C-12-C-37] Explain why transition elements form coloured Application Summative Question(s) will be
compounds in terms of the frequency of light for theory given in the annual
absorbed as an electron is promoted between two examination.
non- degenerate d, orbitals

Page 10 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
[SLO: C-12-C-38] Describe the splitting of degenerate d orbitals into Understanding Summative
two non-degenerate sets of d orbitals of higher for theory
energy and use of ΔE in:
a. octahedral complexes, two higher and
three lower d orbitals
b. tetrahedral complexes, three higher and
two lower d orbitals.
[SLO: C-12-C-39] Explain why transition elements form coloured Understanding Summative
compounds in terms of the frequency of light for theory
absorbed as an electron is promoted between two
non- degenerate d, orbitals.
[SLO: C-12-C-40] Describe, in qualitative terms, the effects of Understanding Summative
different ligands on ΔE, frequency of light for theory
absorbed, and hence the complementary colour
that is observed.
[SLO: C-12-C-41] Use the complexes of copper (l) ions and cobalt Applications Formative Question(s) will not
(ll) ions with water and ammonia molecules and be given in the
hydroxide, chloride ions as examples of ligand annual
exchange affecting the colour observed. examination;
[SLO: C-12-C-42] Stereoisomerism in transition element complexes. Understanding Formative however, it will be
Describe the types of stereoisomerism shown by the part of
complexes, including those associated with classroom teaching.
bidentate ligands:
a. geometrical (cis-trans) isomerism, e.g.
square planar such as [Pt(NH3)2,Cl2] and
octahedral such as [Co(NH3)4(H2O)2]2+
and
[Ni(H2NCH2CH2NH2)2(H2O)2]
b. Optical isomerism, e.g.
[Ni(H2NCH2CH2NH2)3]2+ and

Page 11 of 35
 Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
[Ni(H2NCH2CH2NH2)2(H2O)2]2+.
[SLO: C-12-C-43] Deduce the overall polarity of complexes Understanding Summative Question(s) will be
for theory given in the annual
[SLO: C-12-C-44] Define the stability constant, Kstab, of a complex Understanding Summative examination.
as the equilibrium constant for the formation of for theory
the complex ion in a solvent (from its constituent
ions or molecules).
[SLO: C-12-C-45] Write an expression for a Kstab of a complex Application Summative
[H2O] should not be included). for theory
[SLO: C-12-C-46] Use Kstab expressions to perform calculations. Application Summative
for theory
[SLO: C-12-C-47] Explain ligand exchanges in terms of Kstab values Understanding Formative Question(s) will not
and understand that a large Kstab is due to the be given in the
formation of a stable complex ion. annual examination;
however, it will be
the part of classroom
teaching.
E Organic SLO: C-12-E-01 Explain stereoisomerism and its division into Understanding Summative Question(s) will be 08
Organic Chemistry geometrical (cis/trans) and optical isomerism. for theory given in the annual
Chemistry examination.
SLO: C-12-E-02 Describe geometrical (cis/trans) isomerism in Understanding Summative
alkenes, and explain its origin in terms of for theory
restricted rotation due to the presence of π bonds.
[SLO: C-12-E03] Describe the shape of benzene and other aromatic Understanding Summative
molecules, including sp2 hybridization, in terms for theory
of ϭ bonds and a delocalized π system.
SLO: C-12-E-04 Explain what is meant by a chiral center and that Understanding Summative
such a center gives rise to two optical isomers for theory
(enantiomers).

Page 12 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
SLO: C-12-E-05 Describe that enantiomers have identical physical Understanding Summative
and chemical properties except for their ability to for theory
rotate plane- polarized light and potential
biological activity.
[SLO: C-12-E-06] Apply the terms optically active, racemic mixture Application Summative
and meso compounds on given structure. for theory
[SLO: C-12-E-07] Describe the effect of two optical isomers of a Understanding Summative
single substance on a plane polarized light. for theory
[SLO: C-12-E-08] Explain the significance of chirality in the Understanding Formative Question(s) will not
synthetic preparation of drug molecules, including be given in the
the potential different biological activity of annual examination;
enantiomers, the need to separate racemic however, it will be
mixtures, and the use of chiral catalysts to produce the part of classroom
a single pure optical isomer using thalidomide as teaching.
an example when describing the arrangement of
atoms in organic molecules.
Hydrocarbon [SLO: C-12-E-09] Explain the shape of the benzene molecule Understanding Summative Question(s) will be 10
(molecular/orbital aspect). for theory given in the annual
[SLO: C-12-E-10] Define resonance, resonance energy and relative Understanding Summative examination.
stability of benzene. for theory
[SLO: C-12-E-11] Compare the reactivity of benzene with alkanes Understanding Summative
and alkenes. for theory
[SLO: C-12-E-12] Describe the mechanism of substitution reactions Understanding Summative
with chlorine and bromine, including the for theory
formation of ortho, para, and meta isomers, and
predict the major product(s) of the reaction.
[SLO: C-12-E-13] Explain the mechanism of nitration, including the Understanding Summative
formation of a nitronium ion, and predict the for theory
major product(s) of the reaction.

Page 13 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
[SLO: C-12-E-14] Explain the mechanism of Friedel-Crafts Understanding Summative
alkylation and acylation, respectively, including for theory
the role of the Lewis acid catalyst, and predict the
major product(s) of the reaction.
[SLO: C-12-E-15] Explain the mechanism of side chain oxidation, Understanding Summative
including the formation of a benzoic acid, and for theory
predict the major product(s) of the reaction.
[SLD C-12-E-16] Explain the mechanism of hydrogenation, Understanding Summative
including the role of a metal catalyst, and predict for theory
the major product(s) of the reaction, which is
cyclohexane.
[SLO: C-12-E-17] Describe the mechanism of electrophilic aromatic Understanding Summative
substitution, including the role of the electrophile for theory
and the formation of a sigma complex, and predict
the major product(s) of the reaction based on the
directing effects of substituents on the aromatic
ring.
Halogenoalkanes [SLO: C-12-E-18] Describe production of halogenoarenes i.e. Understanding Summative Question(s) will be 07
reaction of benzene with CI2 and Br2 in the for theory given in the annual
presence of catalyst examination.
[SLO: C-12-E-19] Compare the reactivity of halogenoalkane and Understanding Summative
halogenoarenes using chloroethane and for theory
chlorobenzene as examples.
[SLO: C-12-E-20] Predict the major product(s) based on the reaction Understanding Summative
conditions and the molecular structure of the for theory
halogenoalkane.
[SLO: C-12-E-21] Analyze the mechanism and products of a Understanding Summative
reaction pathway involving a halogenoalkane, for theory
and use retro- synthesis to deduce the starting
materials.

Page 14 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
[SLO: C-12-E-22] Describe the SN1 and SN2 mechanisms of Understanding Summative
nucleophilic substitution in halogenoalkanes for theory
including the inductive effects of alkyl groups.
[SLO: C-12-E-23] Identify that primary halogenoalkanes tend to Knowledge Summative
react via the SN2 mechanism; tertiary for theory
halogenoalkanes via the SN1 mechanism; and
secondary halogenoalkanes by a mixture of the
two, depending on structure.
[SLO: C-12-E-24] Explain the different reactivities of Understanding Formative Already discussed in
halogenoalkanes (with particular reference to the XI Class,
relative strengths of the C-X bonds as exemplified Question(s) will not
by the reactions of halogenoalkanes with aqueous be given in the
silver nitrates). annual examination;
however, it will be
the part of classroom
teaching.
Hydroxy [SLO: C-12-E-25] Describe the reaction with acyl chlorides to form Understanding Summative Question(s) will be 06
Compounds - esters using ethyl ethanoate. for theory given in the annual
[SLO: C-12-E-26] Recall the reactions (reagents and conditions) by Knowledge Summative examination.
which phenol can be produced: reaction of for theory
phenylamine with HNO3 or NaNO3, and dilute
acid below 1°C to produce the diazonium salt;
further warming of the diazonium salt with H2O
to give phenol.
[SLO: C-12-E-27] Recall the chemistry of phenol, as exemplified by Knowledge Summative SLO: C-12-E-27 part
the following reactions: for both (a-d) will be
a. with bases, for example NaOH (aq) to theory and included in the
produce sodium phenoxide PBA theory paper of
b. with Na(s) to produce sodium phenoxide annual examination,
and H2(g) whereas part (e) will

Page 15 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
c. in NaOH(aq) with diazonium salts to give be included in the
azo compounds. practical based
d. nitration of the aromatic ring with dilute assessment.
HNO3,(ag) at room temperature to give a
mixture of 2-nitrophenol and 4-
nitrophenol
e. bromination of the aromatic ring. with
Br2(aq) to form 2,4,6- tribromophenol.
[SLO: C-12-E-28] Explain the acidity of phenol. Understanding Summative Question(s) will be
for theory given in the annual
[SLO: C-12-E-29] Describe the relative acidities of water, phenol Understanding Summative examination.
and ethanol. for theory
[SLO: C-12-E-30] Explain why the reagents and conditions for the Understanding Summative
nitration and bromination of phenol are different for theory
from those for benzene.
[SLO: C-12-E-31] Recall that the hydroxyl group of a phenol directs Understanding Summative
to the 2-, 4-and 6- positions. for theory
[SLO: C-12-E-32] Apply knowledge of the reactions of phenol to Application Formative Question(s) will not
those of other phenolic compounds, e.g. naphthol. be given in the
annual examination;
however, it will be
the part of classroom
teaching.
Carbonyl [SLO: C-12-E-33] State the reaction by which benzoic acid can be Knowledge Summative Question(s) will be 07
Compounds produced: reaction of an alkyl benzene with hot for theory given in the annual
alkaline KMnO4 and then dilute acid, exemplified examination.
by methylbenzene.
[SLO: C-12-E-34] Describe the reaction of carboxylic acids with Understanding Summative
PCl3 and heat, PCl5, or SOCl2 to form acyl for theory
chlorides.

Page 16 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
[SLO: C-12-E-35] Recognize that some carboxylic acids can be Understanding Summative
further oxidized: for theory
a. The oxidation of methanoic acid,
HCOOH, with Fehling's reagent or
Tollens’ reagent or acidified KMnO4 or
acidified K2Cr2O4 to carbon dioxide and
water.
b. The oxidation of ethane dioic acid,
HOOCCOOH, with warm acidified
KMnO4, to carbon dioxide.
[SLO: C-12-E-36] Explain the relative acidities of carboxylic acids, Understanding Summative
phenols and alcohols. for theory
[SLO: C-12-E-37] Explain the relative acidities of chlorine Understanding Summative
substituted carboxylic acids. for theory
[SLO: C-12-E-38] Recall the reaction by which esters can be Knowledge Summative
produced: reaction of alcohols with acyl chlorides for theory
using the formation of ethyl ethanoate and phenyl
benzoate as examples.
[SLO: C-12-E-39] Recall the reactions (reagents and conditions) by Knowledge Summative
which is acyl chlorides can be produced: reaction for theory
of carboxylic acids with PCl3and heat, PCl5, or
SOCl2.
[SLO: C-12-E-40] Describe the following reactions of acyl chlorides: Understanding Summative
a. Hydrolysis on addition of water at room for theory
temperature to give the carboxylic acid and
HCl.
b. Reaction with an alcohol at room
temperature to produce an ester and HCI.
c. Reaction with phenol at room temperature
to produce an ester and HCI.

Page 17 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
d. Reaction with ammonia at room
temperature to produce an amide and HCI.
e. Reaction with a primary or secondary
amine at room temperature to produce.
[SLO: C-12-E-41] Describe the addition-elimination mechanism of Understanding Summative
acyl chlorides in reactions. for theory
[SLO: C-12-E-42] Explain the relative ease of hydrolysis of| acyl Understanding Summative
chlorides, alkyl chlorides and halogenoarenes for theory
(aryl chlorides).
Nitrogen [SLO: C-12-E-43] Primary and secondary amines, recall the Knowledge Summative Question(s) will be 10
Compounds reactions (reagents and conditions) by which for theory given in the annual
primary and secondary amines are produced: examination.
a. reaction of halogenoalkanes with NH3 in
ethanol heated under pressure
b. reaction of halogenoalkanes with primary
amines in ethanol, heated in a sealed tube /
under pressure.
c. the reduction of amides with LiAIH4,
d. the reduction of nitriles with LiAIH4 or
H2/ Ni.
[SLO: C-12-E-44] Describe the reactions by which nitriles can be Understanding Summative
produced: reaction of a halogenoalkane with for theory
KCN in ethanol and heat.
[SLO: C-12-E-45] Recall the reactions by which hydroxy nitriles can Knowledge Summative
be produced: the reaction of aldehydes and for theory
ketones with HCN, and heat.
[SLO: C-12-E-46] Describe the hydrolysis of nitriles with dilute acid Understanding Summative
or dilute alkali followed by acidification. for theory
[SLO: C-12-E-47] Describe the basicity of aqueous solutions of Understanding Summative
amines. for theory

Page 18 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
[SLO: C-12-E-48] Phenylamine and azo compounds. Understanding Summative
Describe the reaction of phenylamine with for theory
Br2(aq) at room temperature.
[SLO: C-12-E-49] Describe the reaction of phenylamine with HNO2 Understanding Summative
or NaNO2 and dilute acid below 1°C to produce for theory
the diazonium salt; further warming of the
diazonium salt with H2O to give phenol.
[SLO: C-12-E-50] Explain the relative basicities of aqueous Understanding Summative
ammonia, ethylamine and phenylamine. for theory
[SLO: C-12-E-51] Identify the properties of azo compounds (Some Understanding Summative
examples include: for theory
(a) Describe the coupling of
benzenediazonium chloride with phenol in
NaOH(aq) to form an azo compound
(b) identify the azo group
(c) state that azo compounds are often used as
dyes
Recognize that other azo dyes can be
formed via a similar route).
[SLO: C-12-E-52] Amides Understanding Summative
Identify the reactions (reagents and conditions) by for theory
which amides are produced (Some examples
include:
a. the reaction between ammonia and an acyl
chloride at room temperature.
b. the reaction between a primary amine and
an acyl chloride at room temperature).
[SLO: C-12-E-53] Describe the reactions of amides (Some examples Understanding Summative
include: for theory

Page 19 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
a. hydrolysis with aqueous alkali or aqueous
acid
b. the reduction of the CO group in amides
with LiAIH4 to form an amine).
[SLO: C-12-E-54] Explain why amides are much weaker bases than Understanding Summative
amines. for theory
[SLO: C-12-E-55] Describe the acid/ base properties of amino acids Understanding Summative
and the formation of zwitterions. for theory
[SLO: C-12-E-56] Describe the formation of amide (peptide) bonds Understanding Summative
between amino acids to give di-and tripeptides. for theory
[SLO: C-12-E-57] Predict the results of electrophoresis on mixtures Application Summative
of amino acids and dipeptides at varying pHs. for theory
Polymers [SLO: C-12-E-58] Explain the chemical processes and properties of Understanding Formative Question(s) will not 06
PVC and nylon, and the applications of these be given in the
polymers in the industry. annual examination;
[SLO: C-12-E-59] describe the condensation reaction of ammonia or Understanding Formative however, it will be
an amine with an acyl chloride at room the part of classroom
temperature to give an amide teaching.
[SLO: C-12-E-60] Discuss the importance of chemical industries in Understanding Formative
the economy of Pakistan, and describe the raw
materials that are available in the country for
various chemical industries.
[SLO: C-12-E-61] Describe the chemical processes of addition and Understanding Summative Question(s) will be
condensation polymerization and the differences for theory given in the annual
between them. Examples include, examination.
a. addition polymers such as poly(ethene)
and poly(chloroethene), PVC,
b. polyesters (from reactions of diol and
dicarboxylic or dioyl acid, and from
hydroxycarboxylic acid),

Page 20 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
c. polyamides (from reactions of a diamine
and a dicarboxylic acid or dioylchloride,
of an amino carboxylic acid, or between
amino acids).
[SLO: C-12-E-62] Identify the polymer formed, the monomer Understanding Summative
present in a section of polymer, and classify them for theory
as one of the two polymers.
[SLO: C-12-E-63] Deduce the repeating unit of a polymer obtained Understanding Summative
from a given monomer or pair of monomers and for theory
identify the monomers present in a given section
of; a polymer molecule.
[SLO:C-12-E-64] Predict the type of polymerization reaction for a Understanding Summative
given monomer or pair of monomers. for theory
[SLO: C-12-E-65] Explain the challenges associated with the Understanding Formative Question(s) will not
disposal of non- biodegradable polymers. be given in the
annual examination;
however, it will be
the part of classroom
teaching.
[SLO: C-12-E-66] Recognize that poly(alkenes) are chemically inert Understanding Summative Question(s) will be
and can therefore be difficult to biodegrade. for theory given in the annual
[SLO: C-12-E-67] Recognize that some polymers can be degraded Understanding Summative examination.
by the action of light. for theory
[SLO: C-12-E-68] Recognize that polyesters and polyamides are Understanding Summative
biodegradable by acidic and alkaline hydrolysis. for theory
[SLO: C-12-E-69] Outline the use of polymers to create artificial Understanding Formative Question(s) will not
organs in biomedical science. be given in the
annual examination;
however, it will be

Page 21 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
the part of classroom
teaching.
Organic [SLO: C-12-E-70] Describe the use of Artificial Intelligence tools in Understanding Formative Question(s) will not 01
Synthesis designing organic molecules may have the be given in the
potential to be used as medicine. (Halicin can be annual examination;
used as an example) however, it will be
the part of classroom
teaching.

Biochemistry [SLO: C-12-E-71] Explain the basis of classification and structure- Understanding Summative Question(s) will be 07
function relationship of carbohydrates. for theory given in the annual
examination.

[5L0: C-12-E-72] Explain the role of various carbohydrates in Understanding Formative Question(s) will not
health and diseases. be given in the
[5L0: C-12-E-73] Identify the nutritional importance of Understanding Formative annual examination;
carbohydrates and their role as energy storage. however, it will be
the part of classroom
teaching.

[SLO: C-12-E-74] Explain the basis of classification and structure- Understanding Summative Question(s) will be
function relationship of proteins. for theory given in the annual
examination.

[SLO: C-12-E-75] Describe the role of various proteins in Understanding Formative Question(s) will not
maintaining body functions and their nutritional be given in the
importance. annual examination;
however, it will be
the part of classroom
teaching.

Page 22 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
[SLO: C-12-E-76] Describe the role of enzyme as biocatalyst and Understanding Summative Question(s) will be
relate this role to various functions such as for theory given in the annual
digestion of food examination.
[SLO: C-12-E-77] Identify factors that affect enzyme activity such Understanding Summative
as the effect of temperature and PH. for theory
[SLO: C-12-E-78] Explain the role of inhibitors of enzyme catalyzed Understanding Summative
reactions. for theory
[SLO: C-12-E-79] Describe the basis of classification and structure- Understanding Summative
function relationship of lipids. for theory
[SLO: C-12-E-80] Identify the nutritional and biological importance Understanding Formative Question(s) will not
of lipids. be given in the
[SLO: C-12-E-81] Importance of lipids repetition Identify the Understanding Formative annual examination;
structural components of DNA and RNA. however, it will be
the part of classroom
teaching.

[SLO: C-12-E-82] Differentiate between the structures of DNA Understanding Summative Question(s) will be
polymer (double strand) and RNA (single strand). for theory given in the annual
examination.
[SLO: C-12-E-83] Relate DNA sequences to its function as storage Understanding Formative Question(s) will not
of genetic information. be given in the
[SLO: C-12-E-84] Relate RNA sequence (transcript) to its role in Understanding Formative annual examination;
transfer of information to protein (translation). however, it will be
[SLO: C-12-E-85] Identify the sources of minerals such as iron, Understanding Formative the part of classroom
calcium, phosphorus and zinc. teaching.
[SLO: C-12-E-86] Describe the role of iron, calcium, phoshorous Understanding Formative
and zinc in nutrition.
[SLO: C-12-E-87] Explain why animals and humans have large Understanding Formative
glycogen deposits for sustainable ‘muscular
activities. Hibernating animals (polar bear,

Page 23 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
reptiles and amphibians) accumulate fat to meet
energy resources during hibernation.
[SLO: C-12-E-88] Identify complex carbohydrates which provide Understanding Formative
lubrication to the elbow and knee.
[SLO: C-12-E-89] Describe fibrous proteins from hair and silk Understanding Formative
[SLO: C-12-E-90] Explain how cholesterol and amino acid serve as Understanding Formative
hormones
[SLO: C-12-E-91] Identify insulin as a protein hormone whose Understanding Formative
deficiency leads to diabetes mellitus.
[SLO: C-12-E-92] Explain the role of ‘minerals in structure and Understanding Formative
function.
[SLO: C-12-E-93] Identify calcium as a requirement for coagulation. Understanding Formative
[SLO: C-12-E-94] Identify how milk proteins can be precipitated by Understanding Formative
lowering the pH using lemon juice.
F Uncertainties and SLO: C-12-F-01] Uncertainties and errors in measurement and Understanding Formative Question(s) will not 02
Empirical errors in results be given in the
Data measurement and Differentiate between Qualitative data and annual examination;
Collection results Quantitative Data -(Qualitative data includes all however, it will be
and non-numerical information obtained from the part of classroom
Analysis observations not from measurement. - teaching.
Quantitative data are obtained from
measurements, and are always associated with
random errors/uncertainties, determined by the
apparatus, and by human limitations such as
reaction times).
[SLO: C-12-F-02] Justify that the propagation of random errors in Understanding Formative
data processing shows the impact of the
uncertainties on the final result. (Some examples
may include:

Page 24 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
• When we process data that| contains
random errors, these errors can propagate
or accumulate throughout the calculation,
resulting in larger uncertainties in the final
result. - For example, if we measure the
length and width of a rectangle to
calculate its area, any small errors in the
measurement of length and width will
propagate through to the area calculation,
resulting in a larger uncertainty in the final
area measurement.
This information is critical in scientific research
as it helps us assess the reliability of our data and
draw valid conclusions from our experiments).
[SLO:C-12-F-03] Analyze the concept that experimental design and Understanding Formative
procedure usually lead to systematic errors in
measurement, which cause a deviation in a
particular direction.
[SLO:C-12-F-04] Justify that repeat trials and measurements will Understanding Formative
reduce random errors but not systematic errors.
[SLO: C-12-F-05] Graphical techniques Understanding Summative Question(s) will be
Explain that graphical techniques are an effective for theory given in the annual
means of communicating the effect of an examination.
independent variable on a dependent variable, and
can lead to determination of physical quantities.
[SLO: C-12-F-06] Discuss that sketched graphs have labeled but Understanding Formative Question(s) will not
unscaled axes, and are used to show qualitative be given in the
trends, such as variables that are proportional or annual examination;
inversely proportional. however, it will be

Page 25 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
[SLO: C-12-F-07] Discuss that drawn graphs have labelled and Understanding Formative the part of classroom
scaled axes, and are used in quantitative teaching.
measurements.
Qualitative [SLO: C-12-F-08] Analyze mass spectra in terms of m/e values and Understanding Formative Already discussed in 03
analysis isotopic abundances (knowledge of the working XI Class, that is why
(Mass of the mass spectrometer is not required). it will not be the part
Spectrometry) [SLO: C-12-F-09] Calculate the relative atomic mass of an element, Application Formative of annual
given the relative abundances of its isotopes, or examination.
its mass spectrum.
[SLO: C-12-F-10] Deduce the molecular mass of an organic Application Summative Question(s) will be
molecule from the molecular ion peak in a mass for theory given in the annual
spectrum. examination.
[SLO: C-12-F-11] Suggest the identity of molecules formed by Understanding Summative
simple fragmentation in a given mass spectrum. for theory
[SLO: C-12-F-12] Deduce the number of carbon atoms, n, in a Understanding Summative
compound using the M+ peak and the formula, for theory
𝟏𝟎𝟎 𝑿 𝒂𝒃𝒖𝒏𝒅𝒂𝒏𝒄𝒆 𝒐𝒇 [𝑴 + 𝟏]𝐩𝐞𝐚𝐤
𝒏=
𝟏. 𝟏 𝑿 𝑨𝒃𝒖𝒏𝒅𝒂𝒏𝒄𝒆 𝒐𝒇 𝑴+ 𝒑𝒆𝒂𝒌
[SLO: C-12-F13] Deduce the presence of bromine and chlorine Understanding Summative
atoms in a compound using the M+ peak. for theory
Spectroscopy [SLO: C-12-F14] Explain that the degree of unsaturation or index Understanding Formative Question(s) will not 04
of hydrogen deficiency (IHD) can be used to be given in the
determine from a molecular formula the number annual examination;
of rings or multiple bonds in a molecule. however, it will be
the part of classroom
teaching.

[SLO: C-12-F15] Explore how Mass spectrometry (MS), proton Understanding Summative Question(s) will be
nuclear magnetic resonance spectroscopy (1H for theory given in the annual
NMR) and infrared spectroscopy (IR) are examination.

Page 26 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
techniques that can be used to help identify
compounds and to determine their structure
[SLO: C-12-F-16] Interpret an infrared (IR) spectrum of a simple Understanding Summative
molecule to identify functional groups for theory
[SLO: C-12-F-17] Deduce possible structures for organic Understanding Summative
compounds using IR spectrum and molecular for theory
formula (Examples: phenol, acetone, ethanol)
[SLO: C-12-F-18] Predict whether a given molecule will absorb in Application Summative
the UV/visible region. for theory
[SLO: C-12-F-19] Predict the color of a transition metal complex Application Summative
from its UV/visible spectrum. for theory
[SLO: C-12-F-20] Explain atomic emission and atomic absorption Understanding Summative
spectrum.
NMR [SLO: C-12-F-21] Analyze the different environments of carbon Understanding Summative Question(s) will be 06
atoms present in a simple molecule using a 13C- for theory given in the annual
NMR spectrum. examination.
[SLO: C-12-F-22] Use a 13C NMR spectrum to deduce possible Application Summative
structures of a simple molecule. for theory
[SLO: C-12-F-23] Predict the number of peaks in a 13C NMR Application Summative
spectrum for a given molecule. for theory
[SLO: C-12-F-24] Analyze the different environments of protons Understanding Summative
present in a simple molecule using a 1H (proton) for theory
NMR spectrum.
[SLO: C-12-F-25] Use a H1(superscript)(proton) NMR spectrum to Application Summative
deduce relative numbers of each type of proton for theory
present, the number of equivalent protons on the
carbon atom adjacent to the one to which the
given proton is attached,
[SLO: C-12-F-26] Deduce possible structures for the molecule Application Summative
for theory

Page 27 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
[SLO: C-12-F-27] Predict the chemical shifts and splitting patterns Application Summative
of the protons in a given molecule. for theory
[SLO: C-12-F-28] Explain the use of tetramethylsilane, TMS, as the Understanding Summative
standard for chemical shift measurement. for theory
[SLO: C-12-F-29] Recognize the need for deuterated solvents, e.g. Understanding Summative
CDCl3, when obtaining a proton NMR spectrum. for theory
[SLO: C-12-F-30] Describe the identification of O-H and N— H Understanding Summative
protons by proton exchange using D2O. for theory
Chromatography [SL0: C-12-F-31] Describe the terms stationary phase, mobile Understanding Summative Question(s) will be 04
phase, Rf value, baseline and solvent front. for theory given in the annual
[SLO: C-12-F-32] Explain the principles and applications of thin Understanding Summative examination.
layer chromatography in colorless forensic for theory
chemistry and analysis of unknown materials.
[SLO: C-12-F-33] Interpret Rf values and retention times in Understanding Formative Question(s) will not
chromatograms to determine the composition of a be given in the
mixture. annual examination;
however, it will be
the part of classroom
teaching.

[SLO:C-12-F-34] Explain the importance of selecting the Understanding Summative Question(s) will be
appropriate stationary and mobile phases in for theory given in the annual
chromatography and their impact on the examination.
separation of compounds.
[SLO: C-12-F-35] Describe the use of mass spectrometry in Understanding Formative Question(s) will not
combination with chromatography for identifying be given in the
and quantifying small amounts of unknown annual examination;
materials in forensic analysis. however, it will be
the part of classroom
teaching.

Page 28 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)

Materials [SLO: C-12-F-36] Explain the properties of different materials and Understanding Formative Question(s) will not 02
how they can be applied to desired structures. be given in the
annual examination;
however, it will be
the part of classroom
teaching.
[SLO: C-12-F-37] Explain the process of extracting metals from ores Understanding Summative Question(s) will be
and alloying them to achieve desired for theory given in the annual
characteristics. examination.
[SLO: C-12-F-38 Explain the mechanism of catalysts and how they Understanding Summative
increase the rate of a reaction while remaining for theory
unchanged at the end.
[SLO: C-12-F-39] Explain the challenges associated with recycling Understanding Formative Question(s) will not
and toxicity of some materials produced through be given in the
materials science. annual examination;
[SLO: C-12-F-40] Explain the use of X-ray crystallography in Understanding Formative however, it will be
analyzing structures. the part of classroom
teaching.

Medicine [SLO: C-12-F-40] Recognize the concept of therapeutic index and Understanding Formative Question(s) will not 01
therapeutic window in relation to drug be given in the
administration annual examination;
[SLO: C-12-F-41] Explain the mechanism of action and uses of Understanding Formative however, it will be
aspirin and penicillin and. explain the chemical the part of classroom
structure of the same teaching.
[SLO: C-12-F-42] Describe the mechanism of action of opiates and Understanding Formative
the concept of opioid receptors in the brain

Page 29 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
[SLO: C-12-F-43] Describe the pH regulation of stomach and its Understanding Formative
relation to the concept of nonspecific reactions
and active metabolites
[SLO: C-12-F-44] Recognize the challenges in treating viral Understanding Formative
infections with drugs and the concept of antiviral
medications.
Agriculture [SLO: C-12-F-45] Explain the chemical composition and Junction of Understanding Summative Question(s) will be 03
different types of fertilizers, including their role for theory given in the annual
in providing essential nutrients to crops and the examination.
impact of their application on soil health.
[SLO: C-12-F-46] Identify the different types of pesticides used in Understanding Summative
agriculture and describe their mode of action, for theory
including the potential benefits and risks
associated with their use.
[SLO: C-12-F-47] Identify the chemical reactions that occur when Understanding Summative
acid rain falls on crops and soil and explain the for theory
effects it has on crop, growth, including nutrient
uptake and crop yield.
[SLO: C-12-F-48] Explain the basics of genetic engineering and how Understanding Formative Question(s) will not
it is used in agriculture, including the be given in the
development of genetically modified crops and annual examination;
the potential benefits and risks associated with however, it will be
their use. the part of classroom
[SLO: C-12-F-49] Explain how changes in temperature, Understanding Formative teaching.
precipitation, and extreme weather events can
affect crop growth and yield, including the
potential for crop failures and food shortages, as
well as the potential to develop new crop varieties
that are more resilient to changing climate
conditions.

Page 30 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)

Industry [SLO: C-12-F-50] Justify the importance and significance of Understanding Summative Question(s) will be 03
industrial chemistry in various industries such as for theory given in the annual
manufacturing, energy, healthcare, and examination.
environmental protection.
[SLO: C-12-F-51] Describe the chemical processes involved in Understanding Summative
industrial production, including addition and for theory
condensation polymerization, and the properties
and uses of resulting materials. Condensation
polymerization, and the properties and uses of
resulting materials.
[SLO: C-12-F-52] Identify the raw materials and resources used in Understanding Summative
industrial chemistry, including those readily for theory
available in the context of Pakistan.
SLO: C-12-F-53] Explain the applications of industrial chemistry in Understanding Formative Question(s) will not
industries such as petrochemical, cosmetics, be given in the
cement, food production and more. annual examination;
[SLO: C-12-F-54] Elaborate on the safety measures and precautions Understanding Formative however, it will be
necessary in industrial chemical processes and the part of classroom
facilities. teaching.

G Basic Instruction [SLO: C-12-G-01] Analyze risks associated with experiments in the Understanding Formative Question(s) will not 22
Lab and lab and suggest strategies to minimize hazards for PBA be given in the
Practical annual examination
Skills [SLO: C-12-G-02] Develop guidelines for lab experiments that Understanding Formative in the practical based
incorporate appropriate safety measures. for PBA

Page 31 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
[SLO: C-12-G-03] Communicate laboratory safety protocols to their Application Formative assessment,
peers and colleagues. for PBA However it will be
[SLO:C-12-G-04] Analyze chemical hazards in terms of impact on Understanding Formative the part of lab work
the environment. for PBA teaching.

Titrations [SLO: C-12-G-05] (Use the following types of titrations as examples: Understanding Summative Question(s) will be
acid-alkali titration (this could be weak or strong for PBA given in the annual
acid and weak or strong alkali), potassium examination in the
manganate (VIl) titration with hydrogen practical based
peroxide, iron((Il) ions, nitrite ions or ethanedioic assessment paper.
acid or its salts and sodium thiosulfate and iodine
titration)

[SLO: C-12-G-06] Understand how to correctly set up a burette in Understanding Formative Question(s) will not
order to carry out titrations. for PBA be given in the
[SLO: C-12-G-07] Identify the importance of carrying out a rough Understanding Formative annual
titration before for PBA examination;
however, it will be
the part of lab work
teaching.
[SLO: C-12-G-08] Carry out titrations until concordant results are Application Summative Question(s) will be
obtained. for PBA given in the annual
[SLO: C-12-G-09] Identify and use appropriate indicators in the Understanding Summative examination in the
titration. for PBA practical based
[SLO: C-12-G-10] Carry out rate investigation by mixing reagents Application Summative assessment paper.
and recording the time for an observation to for PBA
occur.
Measurement of [SLO: C-12-G-11] Suggest experimental designs to measure the rate Understanding Formative Question(s) will not
rate of reaction of a reaction. for PBA be given in the
annual examination;

Page 32 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
however, it will be
the part of lab work
teaching.
Gravimetric [SLO: C-12-G-12] Prepare a sample for gravimetric analysis. Application Summative Question(s) will be
analysis for PBA given in the annual
[SLO: C-12-G-13] Perform gravimetric analysis using appropriate Application Summative examination in the
techniques (may include precipitation and for PBA practical based
filtration). assessment paper.

[SLO: C-12-G-14] Ensure quality of observation by properly Understanding Formative Question(s) will not
controlling variables, using appropriate for PBA be given in the
equipment, and making accurate and precise annual examination;
measurements (for example heat a solid in a however, it will be
crucible on a pipe- clay triangle and record any the part of lab work
mass change). teaching.
[SLO: C-12-G-15] Prepare and set up a sample for a thermometric Application Formative
analysis, including appropriate mixing and for PBA
stirring techniques.
[SLO: C-12-G-16] Accurately use and take readings from Application Formative
thermometers. for PBA
[SLO: C-12-G-17] Set up and Prepare a gas volume experiment, Application Formative
including appropriate apparatus selection and for PBA
assembly techniques.
[SLO: C-12-G-18] Use a gas syringe, gas burette, or other Application Formative
appropriate equipment to measure gas volume for PBA
[SLO: C-12-G-19] Understand the appropriate methods to be used Understanding Summative Question(s) will be
when carrying out qualitative analysis tests: for PBA given in the annual
• to treat all unknown materials with caution examination in the
practical based
assessment paper.

Page 33 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
• to use an appropriate quantity of the
material under test
• to add only the specified amount
to work safely,
• to use a test-tube holder when heating a
solid in a hard-glass test tube
• to record all observations, even when this
is ‘no change' or ‘remains a colourless
solution’
• to use excess alkali where a precipitate is
produced on addition of NaOH(aq) or
NH3 (aq) to determine its solubility or
identify a gas whose formation is shown
by effervescence.
Test of [SLO: C-12-G-20] Perform the following organic analysis tests and Application Summative Question(s) will be
Functional functional group present: for PBA given in the annual
groups and • the production of an orange/red precipitate examination in the
organic analysis with Fehling’s reagent to indicate the practical based
presence of the aldehyde functional group assessment paper.
the production of a silver mirror/black
precipitate with Tollens’ reagent to
indicate the presence of the aldehyde
functional group
• the production of a yellow precipitate with
alkaline aqueous iodine to indicate the
presence of the CH3CO or CH3CH(OH)
group
• the change in colour of acidified
potassium manganate (VIl) from purple to

Page 34 of 35
Domains Content Area SLO No. SLO Description Cognitive Type of Remarks Time
Level Assessment allocation
(Formative (Lectures)
or
Summative)
colourless to indicate the presence of a
compound that can be oxidized.
[SLO: C-12-G-21] Identify the best way to present collected and Understanding Formative Question(s) will not
transformed data based on the experiment being for PBA be given in the
performed. annual examination;
[SLO:C-12-G-22] Interpret the collected data to draw conclusions Understanding Formative however, it will be
based on the experiment being performed. for PBA the part of lab work
teaching.

Total Lectures: 162

Page 35 of 35
 Federal Board HSSC-II Examination
Model Question Paper Chemistry
(Curriculum 2022-2023) Scheme of Studies 2006

ROLL NUMBER Version No.

Section - A (Marks 17)
⓪ ⓪ ⓪ ⓪ ⓪ ⓪ ⓪ ⓪ ⓪ ⓪
Time Allowed: 25 minutes ① ① ① ① ① ① ① ① ① ①
② ② ② ② ② ② ② ② ② ②
Section – A is compulsory. ③ ③ ③ ③ ③ ③ ③ ③ ③ ③
All parts of this section are to be ④ ④ ④ ④ ④ ④ ④ ④ ④ ④
answered on this page and handed ⑤ ⑤ ⑤ ⑤ ⑤ ⑤ ⑤ ⑤ ⑤ ⑤
over to the Centre Superintendent. ⑥ ⑥ ⑥ ⑥ ⑥ ⑥ ⑥ ⑥ ⑥ ⑥
Deleting/overwriting is not allowed. ⑦ ⑦ ⑦ ⑦ ⑦ ⑦ ⑦ ⑦ ⑦ ⑦
Do not use lead pencil. ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧
⑨ ⑨ ⑨ ⑨ ⑨ ⑨ ⑨ ⑨ ⑨ ⑨

Invigilator Sign. ____________ Candidate Sign. _______________

Q1. Fill the relevant bubble against each question. Each part carries ONE mark.

S. No Question A B C D A B C D
In which of the following
i. 1reactions is there the greatest
   
. change in oxidation number of
nitrogen?
The base dissociation
constants (Kb) for four bases
are given below:
ii.
W: 1.2×10−4
2 W Y Z X    
X: 3.5×10−2
.
Y: 6.8×10−6
Z: 2.1×10−3
Which base is the strongest?
How many ions are produced 3 4 5 6
iii. 3
from [Co(NH3)6]Cl3 in the    
.
solution?
Which of the following group
iv. 42 compounds is commonly Magnesium Calcium Barium Strontium
   
. used to diagnose disorders of sulfate carbonate sulfate nitrate
the intestine and stomach.
When benzene is nitrated, NO+ NO2 NO2- NO2+
conc. Nitric and sulphuric acid
v. 5react to form an intermediate
   
. which attack the benzene ring,
which one of the following
represents this intermediate?
A transition metal ion with a Linear Tetrahedral Square Octahedral
3d8 electronic configuration Planar
vi. 6commonly forms a four
   
. coordinate complex. Which
geometry is most likely
observed for such a complex?
 What is the least number of
vii. 7carbon atoms in a non-cyclic
7 8 9 10    
. alkane molecule that has a
chiral centre?
Which of the following
viii. 8substituents is an electron- –OH –CH₃ –NO₂ –NH₂
   
. withdrawing, meta-directing
group?
Which of the following Methyl Tert-butyl
ix. 9 Ethyl Isopropyl
halogenoalkanes is most likely chloride bromide    
. bromide chloride
to undergo an SN1 reaction?
Which of the following
x. 1reagent and condition is NaOH and HNO₃ at HNO₂ and Br₂ in the
0required for the diazotization heat room HCl below presence of    
. reaction of phenylamine temperature 5°C FeBr₃
before coupling with phenol?
The
Which of the following best Phenol has Alcohols do
phenoxide
xi. 1explains why phenol is more Phenol has a a higher not undergo
ion is
1acidic than alcohols? hydroxyl molecular electrophilic    
stabilized
. group weight. substitution
by
reactions
resonance
xii. 1Which one of the following is Ethanedioat Thiocyanat 1,2-Diamino
Oxalate ion    
. not a bidentate ligand? e ion e ion ethane
DNA
RNA contains
RNA is DNA and
contains only
What is a key structural ribose sugar, always RNA have
thymine
component that differentiates while DNA base, while found in a the same
xiii.    
RNA from DNA? double- sugar and
contains RNA
helix nitrogenous
deoxyribose contains
structure. bases.
sugar. only uracil
base.
Which of the following
compounds will NOT produce Methyl Ethyl Isopropyl
xiv. Benzene    
benzoic acid when treated benzene benzene benzene
with hot alkaline KMnO4?
How can colourless By using By heating
compounds be detected in By observing ultraviolet the TLC
Thin Layer Chromatography their natural (UV) light or By dissolving
plate until
xv. (TLC)? the TLC plate    
colors under chemical compounds
in a solvent.
normal light. staining become
reagents. visible.
Which of the following
xvi. sections of a polymer chain    
represents a polyamide?
According to the activity
series of metals, which of the
Magnesium Gold Silver Copper
following metals can displace
xvii.    
zinc from a zinc sulphate
solution in a displacement
reaction?
 Federal Board HSSC-II Examination
Model Question Paper Chemistry
(Curriculum 2022-2023) Scheme of Studies 2006

Time allowed: 2.35 hours Total Marks: 68

Note: Answer all parts from Section ‘B’ and all questions from Section ‘C’ on the E-sheet. Write your
answers on the allotted/given spaces.

SECTION – B (Marks 42)

14  3  42 
Q. 2 Attempt the following questions (14x3 = 42)
(i) What is meant by coordination number? 03 OR Starting from an acyl chloride, how would you 1.5
Complete the table for the following two prepare the following compounds? Provide +
complexes. chemical equations. 1.5
i. Phenyl benzoate
ii. Propyl ethanoate

(ii) How can nylon-6,6 be prepared from 02 OR An unknown organic compound has a strong 03
Hexandioic acid ? Give complete chemical + absorption band around 1700 cm⁻¹ in its IR
reaction. Also mention type of 01 spectrum. What functional group is likely present?
polymerization. Suggest a possible structure if its molecular
formula is C₃H₆O.
(iii) Electrophoresis can be used to separate 03 OR Copper and silver both are transition metals. 03
amino acids which are produced by the Copper (I) and silver (I) compounds are
hydrolysis of a polypeptide. colourless. Suggest your answer.
Using glycine (NH2CH2COOH) as an
example, explain why the result of
electrophoresis depends on pH.
(iv) What information can be obtained from the 03 OR -OH group is a characteristics functional group of 03
number of signals in a 1H NMR spectrum? ethanol and phenol. Explain why phenol is more
Support your answer with a suitable acidic than ethanol?
example.
(v) Describe how acyl chlorides can be 03 OR Write down the steps involved in the mechanism 03
prepared using phosphorus trichloride of the reaction between an aldehyde or ketone and
(PCl₃). Include reagents and conditions in hydrogen cyanide.
your answer.
(vi) Explain the molecular orbital structure of 03 OR Benzene can be converted into acetophenone by 03
benzene and how delocalized π-electrons Friedel Craft acylation. Write down the steps
contribute to its relative stability. involved in the mechanism of the formation of
Acetophenone from benzene.
(vii) Use the following data to construct redox 03 OR A 20.0 cm3 sample of 0.200 moldm–3 NH3(aq) was 03
equations, and calculate the standard cell titrated with 0.100 moldm–3 HCl. Sketch how the
potentials, for the reactions between pH changes during this titration. Mark clearly
acidified H2O2 (aq) and KI (aq). where the end point occurs.
I2 + 2𝑒̅ 2I1- 𝐸 ° = 0.54V
+
O2 + 2H + 2𝑒̅ H2O2 𝐸 ° = 0.68 V
(viii) What are enzyme inhibitors? Differentiate 03 OR Describe the mechanism by which a catalyst 03
between competitive and non-competitive speeds up a chemical reaction. Explain this using
inhibition with examples. the oxidation of sulfur dioxide) to sulfur trioxide
in the presence of vanadium (V) oxide as a
catalyst.
(ix) Hex-2-ene shows one of the type of 03 OR Write at least three repeating unit of the polymer 03
isomerism. Draw displayed formulae of its formed from the monomer CH₂=CHCl, and
two isomers. classify it as either an addition polymer or a
condensation polymer.
 (x) Explain what is meant by the term chiral 03 OR Explain why chloroethanoic acid is a stronger 03
center. Draw displayed formulae for the acid than ethanoic acid.
isomers of CH3CH(OH)CO2H.
(xi) Describe and explain how the thermal 1+2 OR Write a balanced chemical equation for the 03
stabilities of the Group II nitrates vary reaction of acid rain (containing sulphuric acid)
down the group. with calcium carbonate in the soil. Explain how
this reaction affects soil pH and crop growth.
(xii) Describe and explain the trend in the 1+2 OR The three Chloro compounds acyl chloride, aryl 03
solubilities of the sulphates of the Group II chloride and alkyl chloride vary in their ease of
elements. hydrolysis. Suggest an explanation for these
differences in reactivity.
(xiii) When 100 cm3 of an aqueous solution 3 OR Balance the following redox equation by 03
containing 0.50 g of an organic compound oxidation number method.
A was shaken with 20 cm3 of hexane, it HNO3 + Zn Zn(NO3)2 + N2O + H2O
was found that 0.40 g of A was extracted
into the hexane. Calculate the partition
coefficient of A between hexane and water.
(xiv) How is calcium hydroxide (slaked lime) 03 OR During the electrolysis of copper (II) sulphate 2+1
used in agriculture, and why is it important (CuSO₄) solution using inert electrodes. Name the
for soil treatment? products formed at the anode and cathode. Explain
your reasoning.

SECTION – C (Marks 26)

Note: Attempt all questions. Marks of each question are given.
Q.3 Consider a following reaction where stable Use the following Eo values to predict whether a
complex is formed. reaction will occur when the following pairs of
aqueous solutions are mixed. If a reaction occurs,
write a balanced equation and calculate the Eo cell.
Fe3+ + e– Fe2+ Eo = 0.77 V
–
(a) Write an expression of Kstab for this 02 OR Cl2 + 2e 2Cl– Eo =1.36 V
–
reaction and state its unit. Br2 + 2e 2Br– Eo =1.07 V
–
(b) At equilibrium at 298K, concentration of 04 I2 + 2e 2I– Eo = 0.54 V
[Cd(H2O)6]2+ and EDTA4- was found to be Co3+ + e– Co2+ Eo = 1.82 V
-8 -3 -10 -3 3+ –
3x10 moldm and 4x10 moldm . Cr + e Cr2+ Eo = -0.41 V
2-
Calculate concentration of [Cd(EDTA)] in
this solution. Kstab of [Cd(EDTA)]2- is (i) Fe3+(aq) and Cl –(aq) 02
6.3x10 . 19
(ii) Co3+(aq) and Br–(aq) 02
(iii) Cr2+(aq) and I2(aq) 02
Q.4 (a) What is meant by buffer solution? 01 OR Describe the SN1 and SN2 mechanisms of 06
(b) Write suitable equations to show how a 03 nucleophilic substitution in halogenoalkanes.
mixture of ethanoic acid, CH3CO2H, and Explain the step-by-step mechanism of each
sodium ethanoate acts as a buffer solution to reaction with suitable examples.
control the pH when either an acid or an
alkali is added.
(c) Briefly describe how the pH of blood is 02
controlled.
Q.5 Write down the reagents and conditions used 07 OR Complete the following reactions of phenol. Draw 07
to prepare primary and secondary amines and write the name of the compounds formed
starting from (A –G).
a. Chloro ethane C6H5OH + NaOH → A
b. Ethanamide C6H5OH + Na → B + C
c. Methyl cyanide C6H5OH + C6H5N2 Cl⁻ → D + E
C6H5OH + HNO3 → F + G
Q.6 Following data represents the mass OR (a) Write balanced chemical equations for the 03
spectrum of organic compound X: reaction of:
 Molecular ion peak (M⁺) at m/z = 122 with i) Strontium with oxygen
intensity 100% ii) Strontium oxide with hydrochloric acid
 M⁺+1 peak at m/z = 4.4%
 Fragment peaks at m/z = 107,81,79 and 51
 A characteristic peak pattern with a 1:1 (b) Describe the different carbon environments in 02
intensity ratio at m/z = 122 and 124 butanone (CH₃COCH₂CH₃) based on its ¹³C-
NMR spectrum.
(a) Calculate the number of carbon atoms 02 (c) Predict the number of peaks and justify your 02
(n) in the compound. answer.
(b) Identify the halogen present in the 02
compound based on the given mass
spectral data.
(c) Suggest a possible structure for organic 03
compound X by analyzing the given
fragment peaks.
 Federal Board HSSC-II Examination
Chemistry Model Question Paper
(Curriculum 2022-23)
Alignment of Questions with Student Learning Outcomes
Section-A (1x 17 = 17 Marks)

Q1. SLO’s Domain Cognitive Marks

level
i. [SLO: C-12-B-01] B A 1
Apply the concept of oxidation numbers in identifying oxidation and reduction
reactions
ii. [SLO: C-12-B-24] B A 1
Use the extent of ionization and the base dissociation constant, Kb to distinguish
between strong and weak bases.
iii. [SLO: C-12-C-30] C A 1
Predict the formula and charge of a complex ion, given the metal ion, its charge or
oxidation state, the ligand and its coordination number or, Geometry.
iv. [SLO: C-12-C-04] C K 1
Describe the industrial and everyday uses of Group 2 compounds, including their
role in medicine and agriculture.
v. [SLO: C-12-E-13] E U 1
Explain the mechanism of nitration, including the formation of a nitronium ion, and
predict the major product(s) of the reaction.
vi. [SLO: C-12-C-28] C U 1
Describe the geometry (shape and bond angles) of transition element complexes
which are linear, square planar, tetrahedral or octahedral.
vii. [SLO: C-12-E-04] E U 1
Explain what is meant by a chiral center and that such a center gives rise to two
optical isomers (enantiomers).
viii. [SLO: C-12-E-17] E U 1
Describe the mechanism of electrophilic aromatic substitution, including the role of
the electrophile and the formation of a sigma complex, and predict the major
product(s) of the reaction based on the directing effects of substituents on the
aromatic ring.
ix. [SLO: C-12-E-23] E K 1
Identify that primary halogenoalkanes tend to react via the SN2 mechanism; tertiary
halogenoalkanes via the SN1 mechanism; and secondary halogenoalkanes by a
mixture of the two, depending on structure.
x. [SLO: C-12-E-49] E U 1
Describe the reaction of phenylamine with HNO2 or NaNO2 and dilute acid below
1°C to produce the diazonium salt; further warming of the diazonium salt with H2O
to give phenol.
xi. [SLO: C-12-E-29] E U 1
Describe the relative acidities of water, phenol and ethanol.
xii. [SLO: C-12-C-26] C A 1
Use the term bidentate ligand including as examples 1,2-Diaminoethane,
H2NCH2CH2NH2, and the ethanedioate ion, C2O42-, polydentate ligand including as
an example EDTA
xiii. [SLO: C-12-E-82] E U 1
Differentiate between the structures of DNA polymer (double strand) and RNA
(single strand).
xiv. [SLO: C-12-E-33] E K 1
State the reaction by which benzoic acid can be produced: reaction of an alkyl
benzene with hot alkaline KMnO4 and then dilute acid, exemplified by
methylbenzene.
 xv. [SLO: C-12-F-32] E U 1
Explain the principles and applications of thin layer chromatography in colorless
forensic chemistry and analysis of unknown materials.
xvi. [SLO: C-12-E-63] E U 1
Deduce the repeating unit of a polymer obtained from a given monomer or pair of
monomers and identify the monomers present in a given section of; a polymer
molecule.
xvii. [SLO: C-12-B-06] B U 1
Explain the concept of the activity series of metals and how it relates to the ease of
oxidation

SECTION- B (14 x 3 = 42)

Q. 2. Attempt the following questions.

Q SLO Cognitive SLO

Cognitive
Domain

Domain
Marks

Marks
No level

level
(i) [SLO: C-12-C-29] 1 K C OR [SLO: C-12-E-38] 3 K E
State what is meant by + Recall the reaction by
coordination number? 2 which esters can be
produced: reaction of
alcohols with acyl
chlorides using the
formation of ethyl
ethanoate and phenyl
benzoate as examples.
(ii) [SLO: C-12-E-61] 03 U E OR [SLO: C-12-F-17] 03 U F
Describe the chemical
processes of addition and Deduce possible
condensation structures for organic
polymerization and the compounds using IR
differences between spectrum and molecular
them. Examples include, formula (Examples:
polyamides (from phenol, acetone, ethanol)
reactions of a diamine
and a dicarboxylic acid or
dioylchloride, of an
amino carboxylic acid, or
between amino acids).
(iii) Identify the chemical 3 A E OR [SLO: C-12-C-37] 03 A C
reactions that occur Explain why transition
when acid rain falls on elements form coloured
crops and soil and compounds in terms of the
frequency of light
explain the effects it has absorbed as an electron is
on crop, growth, promoted between two
including nutrient uptake non- degenerate d, orbitals
and crop yield.
(iv) [SLO: C-12-F-24] 03 U F OR [SLO: C-12-E-29] 03 U E
Analyze the different
environments of protons
 present in a simple Describe the relative
molecule using a 1H acidities of water, phenol
(proton) NMR spectrum. and ethanol.
(v) (a) [SLO: C-12-E-39] 03 K E OR [SLO: C-12-E-45] 03 K E
Recall the reactions by
Recall the reactions which hydroxy nitriles can
(reagents and conditions) be produced: the reaction
by which is acyl of aldehydes and ketones
chlorides can be with HCN, and heat.
produced: reaction of
carboxylic acids with
PCl3and heat, PCl5, or
SOCl2.
[SLO: C-12-E-09] and [SLO: C-12-E-14]
[SLO: C-12-E-10] Explain the mechanism of
(vi) Explain the shape of the 03 U E OR Friedel-Crafts alkylation 03 U E
benzene molecule and acylation,
(molecular/orbital respectively, including the
aspect). role of the Lewis acid
Define resonance, catalyst, and predict the
resonance energy and major product(s) of the
relative stability of reaction.
benzene.
(vii) [SLO: C-12-B-18] 03 A B OR [SL0: C-12-B-33] 03 A B
Construct redox Sketch the pH titration
equations using relevant curves of titrations using
half- equations. combinations of strong
[SLO: C-12-B-16] and weak acids with
Calculate the standard strong and weak alkalis
cell potentials by
combining the potentials
of two standard
electrodes and then use
these to predict the
feasibility of a reaction
and the direction of
electron flow in a simple
cell.
(viii) [SLO: C-12-E-78] 3 U E OR [SLO: C-12-F-38] 03 U F

Explain the role of Explain the mechanism of

inhibitors of enzyme- catalysts and how they
catalyzed reactions. increase the rate of a
reaction while remaining
unchanged at the end.
(ix) SLO: C-12-E-02 3 U E OR [SLO: C-12-E-63] 2 U E
Describe geometrical Deduce the repeating unit
(cis/trans) isomerism in of a polymer obtained
alkenes, and explain its from a given monomer or
origin in terms of pair of monomers and
restricted rotation due to identify the monomers
the presence of π bonds.
 present in a given section
of; a polymer molecule. 01 U U
[SLO:C-12-E-64]
Predict the type of
polymerization reaction
for a given monomer or
pair of monomers.
(x) SLO: C-12-E-04 3 U E OR [SLO: C-12-E-37] 3 U E
Explain what is meant by Explain the relative
a chiral center and that acidities of chlorine
such a center gives rise to substituted carboxylic
two optical isomers acids.
(enantiomers).
(xi) [SLO: C-12-C-14] 1+ U C OR [SLO: C-12-F-47] 3 U F
Describe qualitatively the 2
trend in the thermal Identify the chemical
stability of the nitrates reactions that occur when
and carbonates including acid rain falls on crops
the effect of ionic radius and soil and explain the
on the polarization of the effects it has on crop,
large anion.
growth, including
nutrient uptake and crop
yield.
(xii) [SLO: C-12-C-15] 1+ U C OR [SLO: C-12-E-42] 3 U E
Describe qualitatively the 2 Explain the relative ease
variation in solubility and of hydrolysis of| acyl
of enthalpy change of chlorides, alkyl chlorides
solution, ∆H sol, of the and halogenoarenes (aryl
hydroxides and sulfates chlorides).
in terms of relative
magnitudes of the
enthalpy change of
hydration and the lattice
energy.
(xiii) [SLO: C-12-B-28] 3 A B OR [SL0: C-12-B-02] 03 A B
Calculate a partition Apply the concept of
coefficient for a system in changes in oxidation
which the solute is in the numbers to balance
same physical state in the chemical equations
two solvents.

(xiv) [SLO: C-12-C-04] 03 K C OR [SLO: C-12-B-10] 3 K B

Describe the industrial Predict the identities of
and everyday uses of substances liberated
Group 2 compounds, during electrolysis based
including their role in on the state of the
medicine and agriculture. electrolyte, position in the
redox series, and
concentration.
 SECTION – C (Marks 26)

Note: Attempt the following questions

Q No SLO

Cognitive

Cognitive
Domain

Domain
Marks

Marks
level

level
SLO

Q:3 (a) [SLO: C-12-C-45] 02 A C OR [SL0: C-12-B-16] 2 A B

Write an expression for Calculate the standard cell
Kstab of a complex potentials by combining the +
(b) [SLO: C-12-C-46] potentials of two standard
Use Kstab expressions to 04 A C electrodes and then use these 2
perform calculations. to predict the feasibility of a +
reaction and the direction of
electron flow in a simple 2
cell.

[SLO: C-12-B-18]
Construct redox equations
using relevant half-
equations.
Q:4 [SLO: C-12-B-25] 06 U B OR [SLO: C-12-E-22] 3+ U E
Explain what is 3
meant by a Describe the SN1 and SN2
chemical buffer and mechanisms of nucleophilic
how a buffer system substitution in
works. (For context halogenoalkanes including
this should include: the inductive effects of alkyl
a. Defining what is a groups.
buffer solution
b. Explaining how
buffer solution can
be made
c. Explaining how
buffer solutions
control pH; use
chemical equations
in these explanations
d. Describe and explain
the uses of buffer
solutions including
the role of HCO31- in
controlling PH in
blood.
Q:5 [SLO: C-12-E-43] 7 K E OR [SLO: C-12-E-27] 07 K E

Primary and Recall the chemistry of

secondary amines, phenol, as exemplified by
recall the reactions the following reactions:
(reagents and a. with bases, for example
conditions) by which NaOH (aq) to produce
primary and sodium phenoxide
secondary amines are b. with Na(s) to produce
produced: sodium phenoxide and
a. reaction of H2(g)
halogenoalkanes
c. in NaOH(aq) with
with NH3 in ethanol
diazonium salts to give
heated under
azo compounds.
pressure
b. reaction of d. nitration of the aromatic
halogenoalkanes ring with dilute
with primary amines HNO3,(ag) at room
in ethanol, heated in temperature to give a
a sealed tube / under mixture of 2-nitrophenol
pressure. and 4-nitrophenol
c. the reduction of
amides with LiAIH4,
d. the reduction of
nitriles with LiAIH4
or H2/ Ni.
Q6 (a) [SLO: C-12-F-11] 2 U F OR (a) [SLO: C-12-C-02] 3 U C
Explain the chemical
Suggest the identity of
reactivity, of Group 2
molecules formed by
elements, including their
simple fragmentation in
reactions with oxygen,
a given mass spectrum.
water, and acids (Be, Mg,
(b) [SLO: C-12-F-12] Ca).
2 U F
Deduce the number of (b) [SLO: C-12-F-21]
02 U F
carbon atoms, n, in a
compound using the M+ Analyze the different
peak and the formula, environments of carbon
atoms present in a simple
(c) [SLO: C-12-F-13] molecule using a 13C-NMR
3 U F spectrum.
Deduce the presence of
bromine and chlorine 02 A F
(c) [SLO: C-12-F-23]
atoms in a compound
using the M+ peak. Predict the number of peaks
in a 13C NMR spectrum for a
given molecule.
 Table of Specification of the Model Paper Grade - XII, (HSSC-II)

Domain A B C E

Cognitive

Ethics and Values

Electrochemistry

Halogeno Alkane
Transition metals
Levels

in Chemistry

Caompound

Compounds
Equilibrium

Acid and bases

compounds
Chemical

Carbonyl

Nitrogen
Hydroxy
Hydrocarbon
Chemistry
Group II

Organic
Knowledge Formative Q2(xiv/s)(3) Q1(iv)(1) Q2(i/f)(3) Q1(ix)(1) Q5(s)(7) Q1(xiv)(1) Q2(v/s)(3)
Q2(xiv/f)(3) Q2(i/s)(3) Q5(f)(7)
Q2(v/f)(3)

Understanding Formative Q1(xvii)(1) Q4(f)(6) Q2(xi/f)(3) Q1(vi)(1) Q1(vii)(1) Q1(v)(1) Q4(s)(6) Q1(xi)(1) Q2(x/s)(3) Q1(x)(1)
Q2(xii/f)(3) Q2(ix/f)(3) Q1(viii)(1) Q2(iv/s)(3) Q2(xii/s)(3)
Q6(a)(s)(3) Q2(x/f)(3) Q2(vi/f)(3)
Q2(vi/s)(3)
Application Formative Q1(i)(1) Q1(ii)(1) Q2(vii/s)(3) Q1(iii)(1) Q2(iii/f)(3)
Q2(vii/f)(3) Q2(xiii/f)(3) Q1(xii)(1)
Q2(xiii/s)(3) Q2(iii/s)(3)
Q3 (s) (6) Q3 (f)(6)
Total 0 17 10 3 13 15 7 8 7 11 13 14

Content % 0 11.1% 6.5% 2% 8.5% 9.8% 4.6% 5.2% 4.6% 7.2% 8.5% 9.2%

1
 Domain E F Total %age

Cognitive

Qualitative analysis
Organic Synthesis
Levels

Chromatography
Spectrometry)
measurement and
Uncertainties and
Biochemistry

Spectroscopy
(Mass

Agriculture
Polymers

Medicine
Material

Industry
errors in

NMR
results
Knowledge Formative Formative 35 23%
Understanding Q1(xvi)(1) Formative Q1(xiii)(1) Q6(f)(7) Q2(ii/s)(3) Q2(iv/f)(3) Q1(xv)(1) Q2(viii/s)(3) Q2(xi/s)(3) 82 53.5%
Q2(ii/f)(3) Q2(viii/f)(3) Q6(b)(s)(2)
Q2(ix/s)(3)
Application Formative Q6(c)(s)(2) 36 23.5%

Total 7 4 7 3 7 1 3 3 153 100

Content % 4.6% 2.6% 4.6% 2% 4.6% 0.65% 2% 2% 100

Note:
1 This ToS does not reflect policy, but it is particular to this model question paper.
2 Proportionate / equitable representation of the content areas may be ensured.
3 The percentage of cognitive domain is 20%, 50%, and 30% for knowledge, understanding, and application, respectively with ± 5% variation.
4 While selecting alternative questions for SRQs and ERQs, it must be kept in mind that:

 Difficulty levels of both questions should also be same

 SLOs of both the alternative questions must be different
Key: Question Number (part/ first choice) marks example: Q2 ( i / f ) 4
Question Number (part/ second choice) marks example: Q2 ( i / s) 4

2
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