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ERROR ANALYSIS

REMEDIATION

AND

UNATTENDED QUESTIONS
IN EXAMS

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ERROR ANALYSIS AND REMEDIATION IN EXAMINATIONS

FOR CLASS XII CHEMISTRY

UNIT-1 SOLID STATE

CONCEPT PROBABLE ERRORS PRECAUTIONS WHICH
BY STUDENTS CAN BE TAKEN BY THE
TEACHER
1) DENSITY *Edge length is presented in metre * The teacher should
CALCULATION IN instead of centimetre. emphasis that1 pm= 10-10cm
NUMERICALS
2) DEFECTS IN *Confused between Schottky and
*Enable the students to
CRYSTALS Frenkel defects.
distinguish between vacancy
and interstitial defects
3) SEMICONDUCTORS *students not having clear *Students may be trained to
fundamental difference between n know that the total no. of
and p type semiconductor. valenceelectrons in a p-type
conductor is 3 and 5 in n-
type semiconductor.
4) MAGNETIC *students get confused between the
PROPERTY different terms. *Students may be able to
learn the different magnetic
properties as per the direction
5) CALCULATION OF *Students get confused between the of the magnetic domains.
THE NO. OF ATOMS no. of atoms per unit cell. *Students should have clear
IN SPECIFIC UNIT idea about the portion of
CELL
atom at the different position
of the unit cell.
UNIT-2 SOLUTIONS
Concept Probable errors committed by Precaution which can be
students taken by the teacher

 expressing the  confusion between w/w%,  Teacher has to specify

concof solution w/v % clearly the difference
 Unit and  Write wrong units for Kb between these
conversions and Kf. Do conversions of concepts .
units in wrong manner.  appropriate clarity is
 van’t Hoff’s  identify “i” value wrongly to be given
factor(i) for association /  i>1 ( dissociation)
dissociation of solute and i <1 (association)

 Osmosis  direction of osmosis from  several biological

hypo to hyper not clearly phenomena should be
under stood explained
 osmosis and reverse  Conditions should be
osmosis clear.
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 ΔT  ΔT generally converted to
Kelvin
UNIT-3: ELECTROCHEMISTRY
CONCEPT PROBABLE ERROR
Electro chemical cells Identification of anode &
cathode
Nernst equation Wrong formula
Nernst equation -conc Wrong substitution
Electrolysis Products of electrolysis
Basic Terms Confusion in terms like
conductance, conductivity and
molar conductivity
Finding the value of ‘n-the Confusion in determining the
number of electrons number of electrons gained or
gained or lost’ lost during a redox reaction or in
a given cell representation
UNIT-4 CHEMICAL KINETICS
PROBABLE ERRORS
CONCEPT COMMITTED BY STUDENTS
Units Units for rate constant
Order and molecularity Student often confused between
both of them.
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 ΔT is the same
whether it is ◦C or K
PRECAUTIONS TAKEN
BY STUDENTS
For electrochemical cells, use
the concept of LOAN-Left-
Oxidation-Anode-Negative
while for cathode it will be
opposite of this
OR clarity in terms of E0
values OR overall reaction to
be given
Whenever ‘+’ sign is used in
the equation the, the log term
should be
log[reactant]/[product]
Practice on many cell
reactions
If electrodes are inert, they
donot invove in reaction OR
E0 values to be stressed upon
Proper clarity to be given in
terms of definitions and
symbols
Train the students to write the
overall reaction ( if not given)
and find the difference in
total charge of any one
reacting species
PRECAUTIONS WHICH
CAN BE TAKEN BY
TEACHER
The general formula (mol L-
1 1-n -1
) s can be given to write
units for rate constant of any
order (n is the order of the
reaction ).
Teacher must highlight that
order can be found only by
experimentation whereas
molecularity can be identified
by the stoichiometric
coefficient.
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Interpretation of graphs for Commit mistakes in taking right
various orders co-ordinates
Identifying the order of the Often confused with the order.
reaction by the graphs. Doesn’t give proper attention
towards the coordinates
Solving numericals Choosing incorrect values for the
concentration terms
Solving numericals Takes temperature terms in
Celsius units instead of kelvin
scale.
UNIT-5 SURFACE CHEMISTRY
CONCEPT COMMON MISTAKES
Confused with the basic
BASIC TERMS difference of ADSORPTION and
ABSORPTION
Confused with adsorbate and
BASIC TERMS adsorbent
ADOSRPTION Freundlich adsorption isotherm –
ISOTHERM at high pressure/ low pressure
Dispersed phase/Dispersion
medium
BASIC TERMS
ACTIVITY AND In catalyst – activity and
SELECTIVITY selectivity.
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Writing of proper integrated
rate equations can avoid this
error.
To give stress on the variables
taken on the ordinates
( Conc.terms )
Teacher must clarify that in
the first order reactions [R] in
the denominator is the conc. of
the reactant present at that
given time.
Teacher must drilling work on
number of numericals based
on this concept.
REMEDIAL METHODS
By giving examples related to
day to day activities.
eg. 1)Chalk piece dipped in ink.
- Surface is only blue
- Adsorption
2) Chalk dipped in blue ink
for longer time
- Bulky phenomenon
- Absorption
By giving examples of solute
(less in quantity) for adsorbate
and solvent (more in quantity)
for adsorbent.
With the help of graph it can be
explained
- Solute is dispersion
phase which is less in
quantity.
- Solvent is dispersion
medium which is more
in quantity.
By giving examples like water,
alcohol etc.
By giving suitable examples
- Activity of platinum
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Multimolecular/Macro molecular
colloids/Associated colloids
TYPES OF COLLOIDS
PREPARATION Preparation of colloids
1. Oxidation – reduction
method
2. Double decomposition
method
PROPERTIES OF Tyndall effect
COLLOIDS
ORIGIN OF CHARGE Preferential Adsorption
COAGULATION Hardy – Schulze rule
(Pt) catalyst to form
water
- Role of enzymes in
digestion of food.
- ‘Multi’ means many
molecules like S8
- Macro means large
molecules like
polymers (proteins)
- Associated like soap
solution
By practice
By giving examples-
1. Canopy
2. Theatre
By giving suitable examples
1. AgNO3 in KI (negative)
2. KI in AgNO3 (positive)
By showing which one is in
larger quantity
By giving examples of
neutralization concept

UNIT-6 GENERAL PRINCIPLES OF EXTRACTION

CONCEPTS COMMON MISTAKES REMEDIAL METHODS

BASIC TERMS Ore / Mineral with formula - By giving examples of
profitable and
economical extraction
- By giving practice
-
FROTH FLOATATION Depressant - By giving example of
METHOD preferential extraction of
Galena(PbS/ZnS) by use
of NaCN. Formation of
soluble complex by zinc.
CONC OF ORE Leaching Instead of giving ionic equation,
give molecular formula, and
balanced equation.
REDUCTION OF ORE Ellingham diagram By giving graph to explain the
metal which has more negative
value in the graph (lower side
of graph can reduce the Metal

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REDUCTION OF ORE Electrochemical reduction
REDUCTION OF ORE Out of C & CO which is a better
reducing agent
EXTRACTION OF ORE Extraction of iron
- Confused with reactions
at different temperatures
REFINING Refining
- Confused with zone
refining
UNIT-7 p-BLOCK ELEMENTS
CONCEPTS PROBABLE ERRORS
COMMITTED BY STUDENTS
1.NH3 is a Lewis acid
2.Ammonium chloride is NH3Cl
3. Formula of Azides is BaN3
GROUP-15
NITROGEN FAMILY 4.Calculation of O.S of nitrogen
in compounds.
5. lewis dot structure of NO and
NO2
6. Formula of Phosphorus,
phosphoric and hypophosphorus
acid
GROUP-16 7.The electron gain enthalpy of S
OXYGEN FAMILY is less negative than O.
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Oxide[MO] above it).
By giving examples of activity
series. The metal which is more
reactive can displace the metal
from its compound.
With the help of Ellingham
diagram it can be explained.
By showing model/ powerpoint
presentation of blast furnace we
can make them understand
Ellingham diagram.
- C is better reducing
agent at high
temperature while CO is
better reducing agent at
low temperature.
-
Movement of rolling heater in
one direction, we get pure metal.
PRECAUTIONS WHICH
CAN BE TAKEN BY THE
TEACHER
Lewis base due to ability to
donate lone pair of electrons
Ammonium chloride is NH4Cl
Formula of Azides is Ba(N3)2
Except for compound with F and
O, N is –ve O.S
Both are odd electron species
Phosphorusacid- H3PO3
Phosphoric acid-
H3PO4Hypophosphorus acid-
H3PO2
The electron gain enthalpy of O
is less negative than S
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8.Formula of sulphurous and
sulphuric acid
9.Metal oxides of higher O.S are
basic
10.SO2 +Cl2 -- SOCl2
11. The electron gain enthalpy of
Cl is less negative than F
12. Acidic strength of Hydrogen
halides is –
HF>HCl>HBr>HI
GROUP-17 13. Bond dissociation enthalpy of
HALOGENS halogens is-
I2< Br2<Cl2<F2
14.Reaction of fluorine and other
halogens with water
15.Strength of oxoacids of
chlorine is-
HOCl>HOClO> HOClO2>
HOClO3
16.Complete and partial
hydrolysis of XeF6
GROUP-18
NOBLE GASES 17.Formation of complex ion of
XeF2 with PF5 and SbF5
18.Preparation of Xenon fluorides Ratio of Xe to F2 must be
mentioned.
UNIT-8: d AND f BLOCK ELEMENTS
Probable Errors
CONCEPT
Committed by students
Valence Shell electronic Electronic configuration of Cu,
configuration of atoms / Cr
ions
Valence Shell electronic Electronic configuration of ions
configuration of ions for any transition element, the
students will remove the electrons
from the penultimate shell.
No.of unpaired electrons In case of 3d6 some students write Orbital diagram of 3d orbital can
in an ion the number of unpaired electrons be drawn and they will
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sulphurous acid-H2SO3
sulphuric acid-H2SO4
Metal oxides of higher O.S are
acidic
SO2 +Cl2 -- SO2Cl2
The electron gain enthalpy of F
is less negative than Cl
Acidic strength of Hydrogen
halides is –
HF<HCl<HBr<HI
Bond dissociation enthalpy of
halogens is-
Cl2> Br2>F2>I2
Reaction of fluorine forms HF
and releases O2and other
halogens form hypohalous acids
with water
Strength of oxoacids of chlorine
is-
HOCl<HOClO< HOClO2<
HOClO3
In complete hydrolysis XeO3
and partial hydrolysis yields
XeOF4 alongwith HF.
[XeF]+[PF6]-
[XeF3]+[SbF6]-
Precautions which can be
taken by the Teachers
Account for the stability of half-
filled and fully filled d-orbitals
Write the electronic
configuration arrange in
increasing order of “n”. Then
remove the electrons from
valence shell ‘ns’
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as 6
Reducing/ Oxidising agent Confusion on the reducing and
oxidising nature
Reducing/ Oxidising agent Why is Cr2+ reducing and Mn3+ is
oxidising when both have d4
configuration
Position of Lanthanoids Students think that the
Lanthanoids&Actinoids form the
last two rows of the periodic
table
Consequences of Students make mistakes while
Lanthanoidcontraction. arranging the metals in the
increasing/decreasing order of
atomic size
Whether La is a Both La & Ac has d1
Lanthanoid& Ac is an configuration therefore students
Actinoid consider it as d block elements
Colour of Dichromate Confusion in the colour of
and Chromate ion Dichromate and Chromate ion in
acidic & basic medium
UNIT-9: CO-ORDINATION COMPOUNDS
IUPAC nomenclature There is confusion
whilementioning the oxidation
state of central metal ion
VB theory Electronic configuration of ions.
Crystal field splitting Pairing of electron
theory
Optical isomers Isomers of complex with
bidentate ligands such as en,ox
UNIT-10: HALOALKANES AND HALOARENES
Concept Probable errors committed by
students
Boiling point variation. Instead of decrease with increase
in branching they will write the
reverse.
Melting point of O- and Due to symmetry para isomer has
Para isomer. higher melting point, but the
student will make mistake here
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understand that number of
unpaired electrons is 4.
An oxidising agent gets reduced
while a reducing agent gets
oxidized.
Explain the difference between
half-filled d5 and half-filled d3 in
terms of t2g level in CFT.
Electronic configuration of
Actinoids need to be taught
again and their position in the
periodic table made clear.
The concept of Lanthanoid
contraction is to be made clear.
Both La & Ac in their +3
oxidation state behave similar to
that of lanthanoids&Actinoids
The oxidation state of Cr in both
the cases is +6 but colour
changes according to the pH of
the medium.
Practice for writing
nomenclature and oxidation state
of ligands should be made clear.
Electron from the valence shell
will be lost first
Presence of CO,CN-, NH3
Ligands will lead to pairing.
Drawing octahedral structure
first and then filling ligand
Precaution which can be taken
by teacher
Concept should be explained by
taking many long and branched
halo alkanes examples.
We have to make the concept
clear
-due to symmetry of para isomer
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and write ortho.
There is confusion while writing
IUPAC nomenclature the structure of halobenzene and
halocyclohexyl derivatives.
There is confusion in the order of
SN1 and SN2 reactivity of 1o,2o,3o towards SN1
and SN2 Reactions
Dehydrohalogenation of They are not able to apply
Haloalkane Saytzeff’s rule correctly.
Students will make mistakes in
Electrophilic Substitutions the effect of Electron
of Withdrawing Group and Electron
haloarenes. releasing group in electrophilic
reactions of halo arenes.
UNIT-11: ALCOHOLS, PHENOLS AND ETHERS
Concept Probable error committed by
the students
Identification of primary , Students are not able to
secondary and tertiary alcohols identify the pri , sec and tert.
alcohols
Distinction among the primary They don’t give the name of Distinction test with chemical
, secondary and tertiary alcohol the reagent and product formed equation must be practiced
( by chemical test) after the reaction.
Acidic nature of phenol Normally they write wrong
resonating structure.
Mechanism of Dehydration of Normally they are not able to
Alcohols and Hydration of show the correct shifting of
alkenes. electron.
Williamson`s synthesis for the Students are not clear about
preparation of ether. the suitable condition for the
reaction (Alkyl halide must be
primary one and the sod.
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it fits in to the crystal lattice
better
Teacher should give sufficient
pictorial and bond line models of
halo benzene derivatives and
cyclohexane derivatives
separately.
Stability of carbocation and
steric factors to be clearly
explained along with the
corresponding mechanisms of
SN1 and SN2
Sufficient examples and practice
on reactions involving Saytzeff’s
rule.
Students should be able to
identify the EWG and ERG and
be clear about the EWG increase
reactivity .
Precaution which can be
taken by the teacher
By giving suitable example
containing all pri, sec and tert.
Movement of electrons in the
benzene ring given for the
practice.
Practice must be given in the
class room and slip test may
also be conducted.
The idea of mechanism of
substitution and elimination
must be given to the students.
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UNIT-12: ALDEHYDES, KETONES AND CARBOXYLIC ACIDS

Concept Probable error committed by Precaution which can be

the students taken by the teacher

alkoxide may be pri, sec, or

tertiary.

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Confusion on reactivity of
aldehydes and ketones
Distinction among the
Aldehydes & Ketones
(by chemical test)
Distinction between acetic acid
and Formic acid.
Concept
Conversion of aniline to p-
nitro aniline
Conversion of aniline into p-
bromo aniline
Basic nature of amines
UNIT-14: BIOMOLECULES
CONCEPT
Hydrolysis of disaccharides
and polysaccharides
Nitrogenous bases of RNA and
DNA
CONCEPT
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Ketones are more reactive than
aldehydes
They don’t give the name of
the reagent and product formed
after the reaction.
Normally they write
+veIodoform test for Acetic
acid.
UNIT-13: AMINES
Probable error committed by
the students
Writes both o- and p- Nitro
aniline
Writes both o- and p-bromo
aniline
Basic nature of amines in
gaseous phase and in aqueous
phase
PROBABLE ERRORS
COMMITTED BY
STUDENTS
Writes only monomers of
glucose
Writes thiamine to RNA and
uracil to DNA
UNIT-15: POLYMERS
PROBABLE ERRORS
+I effect and steric effect
Distinction test with chemical
equation must be practiced
Explanation wrt resonating
structure of acetic acid to be
given.
Precaution which can be
taken by the teacher
Student should be told about
the basic nature of the aniline
Student should be explained
about thehighly ring activating
nature of NH2 group and it
should be deactivated by
converting in to acetanilide
.
Students should be explained
about the stability of hydrogen
bonded amines and +I effect
of amines.
PRECAUTIONS WHICH
CAN BE TAKEN BY
TEACHER
student should be told about
different monomers formed by
disaccharides and
polysaccharides.
Learn Uhiayachalagaya for
RNA U,A,C,G
PRECAUTIONS WHICH
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COMMITTED BY CAN BE TAKEN BY
STUDENTS TEACHER
Thermoplastics and Write thermo plastics in place Through ppt’s show the
thermosetting plastics of thermosetting plastics structural difference between
these two polymers.
Addition and condensation Confused in giving examples. Showing free radical
polymers/ chain growth and mechanism in chain growth,
step growth polymers gradual step formation in step
growth polymers.
Structure of polymers Drawing the wrong structures By repeated practice of
of monomers monomeric structures.

Names and formulae of Writes names for formulae and Students should read the
monomers formulae for names question properly and answer
correctly

UNIT-16: CHEMISTRY IN EVERYDAY LIFE

CONCEPT PROBABLE ERRORS PRECAUTIONS WHICH
COMMITTED BY CAN BE TAKEN BY
STUDENTS TEACHER
Drug -Enzyme interaction Confused with the attachment By drawing the structures of
of the substrate and the active enzymes and its active site.
site of the enzyme.

Confused with the interaction Clarifying the targets of

Antacid and antihistamines of drug with the target. antacid and antihistamine.

Detergents Structures of anionic , cationic By practice of general

and non ionic detergents. structures of these detergents.

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