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Jee P Block Elements
Jee P Block Elements
XI
CBSE-i
UNIT-12
CHEMISTRY
CBSE-i
CHEMISTRY
CLASS
XI
UNIT-12
Preface
Education plays the most important role in acquiring professional and social skills and a positive attitude to face
the challenges of life. Curriculum is a comprehensive plan of any educational programme. It is also one of the
means of bringing about qualitative improvement in an educational system. The Curriculum initiated by Central
Board of Secondary Education -International (CBSE-i) is a progressive step in making the educational content
responsive to global needs. It signifies the emergence of a fresh thought process in imparting a curriculum which
would restore the independence of the learner to pursue the learning process in harmony with the existing
personal, social and cultural ethos.
The CBSE introduced the CBSE-i curriculum as a pilot project in few schools situated outside India in 2010 in
classes I and IX and extended the programme to classes II, VI and X in the session 2011-12. It is going to be
introduced in classes III, VII and for Senior Secondary classes with class XI in the session 2012-13.
The Senior Secondary stage of education decides the course of life of any student. At this stage it becomes
extremely important for students to develop the right attitude, a willingness to learn and an understanding of the
world around them to be able to take right decisions for their future. The senior secondary curriculum is expected
to provide necessary base for the growth of knowledge and skills and thereby enhance a student's potential to
face the challenges of global competitiveness. The CBSE-i Senior Secondary Curriculum aims at developing
desired professional, managerial and communication skills as per the requirement of the world of work. CBSE-i
is for the current session offering curriculum in ten subjects i.e. Physics Chemistry, Biology, Accountancy,
Business-Studies, Economics, Geography, ICT, English, Mathematics I and Mathematics II. Mathematics at two
levels caters to the differing needs of students of pure sciences or commerce.
The Curriculum has been designed to nurture multiple intelligences like linguistic or verbal intelligence, logicalmathematical intelligence, spatial intelligence, sports intelligence, musical intelligence, inter-personal
intelligence and intra-personal intelligence.
The Core skills are the most significant aspects of a learner's holistic growth and learning curve. The objective of
this part of the core of curriculum is to scaffold the learning experiences and to relate tacit knowledge with formal
knowledge. This involves trans-disciplinary linkages that would form the core of the learning process.
Perspectives, SEWA (Social Empowerment through Work and Action), Life Skills and Research would be the
constituents of this 'Core'.
The CBSE-i Curriculum evolves by building on learning experiences inside the classroom over a period of time.
The Board while addressing the issues of empowerment with the help of the schools' administering this system
strongly recommends that practicing teachers become skilful and lifelong learners and also transfer their
learning experiences to their peers through the interactive platforms provided by the Board.
The success of this curriculum depends upon its effective implementation and it is expected that the teachers will
make efforts to create better facilities, develop linkages with the world of work and foster conducive
environment as per recommendations made in the curriculum document.
I appreciate the effort of Dr.Sadhana Parashar, Director (Training), CBSE, Dr. Srijata Das, Education Officer,
CBSE and Ms. Anjali Chhabra, Assistant Education Officer, CBSE and their teams involved in the development of
this document.
The CBSE-i website enables all stakeholders to participate in this initiative through the discussion forums. Any
further suggestions on improving the portal are always welcome.
Vineet Joshi
Chairman, CBSE
Acknowledgements
Advisory
Shri Vineet Joshi, Chairman, CBSE
Dr. Sadhana Parashar, Director (Training), CBSE
Ideators Classes XI and XII
Prof. A K Bakshi
Dr. N K Sehgal
Prof. Kapil Kapor
Ms. Renu Anand
Dr. Barkatullah Khan
Ms. Avnita Bir
Conceptual Framework
Shri G. Balasubramanian, Former Director (Acad), CBSE
Ms. Abha Adams, Consultant, Step-by-Step School, Noida
Dr. Sadhana Parashar, Director (Training), CBSE
Ms. P Rajeshwari
Ms. Gyatri Khanna
Mrs. Anita Makkar
Prof. Biswajit Nag
Ms. Usha Sharma
Biology :
Dr. Ranjana Saxena
Dr. Neeraja Sood
Dr. P Chitralekha
Ms. Mridula Arora
Ms. Lucy Jad
Ms. Priyanka Choudhury
Ms. Prerna Gosain
Ms. Malini Sridhar
Geography:
Dr. Preeti Tewari
Ms. Rupa Das
Mr. S Fazal Daoud Firdausi
Ms. Neena Phogat
Ms. Sujata Sharma
Ms. Deepa Kapoor
Ms. Bharti Malhotra
Ms. Isha Kaushik
Mr. Riyaz Khan
Physics :
Dr. B. Biswal
Ms. Namarata Alwadhi
Mr. Dhirender Sharma
Ms. Vandana Banga
Mr. Vivek
Economics:
Mr. S K Agarwala
Ms. Ambika Gulati
Ms. Nidhi Singh
Ms. Malti Modi
Ms. Sapna Das
Ms. Ingur Agarwal
Ms. Shankar Kulkarni
Mr. Sandeep Sethi
Mathematics :
Dr. Sushil Kumar
Mrs. Monica Talwar
Mrs. Charu Dureja
Mrs. Seema Juneja
Dr. H L Bhatia
Dr. Sushma Bansal
Mrs. Neeru Aggarwal
Dr. Saroj Khanna
Accountancy :
Mr. S S Sehrawat
Dr. K Mohna
Dr. Balbir Singh
Ms. Bhupendra Kriplani
Ms. Shipra Vaidya
Mr. Sandeep Sethi
Business Studies :
Dr. S K Bhatia
Ms. Meenu Ranjan Arora
Mrs. Shegorika
Mr. Sandeep Sethi
Ms. Usha Sharma
Ms. Komal Bhatia
Ms. Ravisha Aggarwal
ICT :
Mr. Mukesh Kumar
Ms. Nancy Sehgal
Ms. Purvi Srivastava
Ms. Gurpreet Kaur
Coordinators:
Ms. Sugandh Sharma, EO
Dr Rashmi Sethi, EO
Shri R. P. Sharma,
Consultant (Science)
Contents
Preface
Acknowledgement
Syllabus Coverage
Learning Outcomes
Cross-curricular links
Mind Map
Teachers' Notes
Contents
Student Worksheet
8-15
16-20
Summary
21
23
24
Interesting facts
25
28
General Introduction
11.2
Group 13 elements
11.3
Electronic configuration
Reactivity
Compounds
Group 14 elements
-
Electronic configuration
General properties
Catenation
Carbides
Compounds
LEARNING OUTCOMES
At the end of this unit students would be able to
Deduce the variation in oxidation states within Group 13 and Group 14.
Understand the reactions of boron and aluminium with air, halogens, acids
and alkalis.
List the allotropic forms of carbon and describe their general characteristics,
including a brief idea about fullerenes.
A. Warm up -
B. Pre-requisite
STEPS TO BE FOLLOWED
SKILL
TEACHERS TIP
STUDENTS TIP
DEVELOPED
Emphasize that
within the p-block,
the periodic trends
are not as regular
as amongst the sblock elements. A
good number of
irregularities in
physical
parameters, such
as atomic radii,
ionic radii and
ionization
enthalpy are
observed in Group
13 and 14.
Imagination
and
visualisation,
identification,
infer, compare,
analyse,
correlation
Recapitulate the
Recall the periodic
periodic properties trends and reasons
and trends. .
behind the trends
Recall,
Identification,
comprehension
Analytical and
problem
solving skills,
Creative
thinking
Scientific and
analytical
thinking
11.1 General
Introduction
Discuss the
position of Group
13 and 14 elements
in the periodic
table. Emphasize
that these elements
have smaller size,
higher ionization
enthalpies and
lower reactivities
The metallic
character increases
on going down the
group. This is most
evident in Group
14, where the first
element (carbon) is
a non-metal, the
next two (silicon
and germanium)
3
Recall,
identification,
infer, compare
11.2 Group 13
elements
11.3 Group 14
elements
than the
corresponding
elements of Group
1 and 2.
are metalloids,
while the last two
(indium and tin)
are true metals.
Discuss the
general trends
within Group 13.
Introduce the
concept of inert
pair effect. List
important
chemical reactions
of boron and
aluminium.
Describe the
preparation,
properties and
structures of some
industrially
important
compounds of
Group 13
elements.
The Group 13
elements are harder
and less reactive
than the s-block
elements. A few
compounds of
gallium and
indium find
applications in
semiconductor
devices. Diborane
and orthoboric acid
have interesting
structural
properties, while
borax is
commercially
important.
Student Activity 1
Student
Worksheet 1
Emphasize the
importance of
catenation,
explaining why it
is more important
for carbon than for
the other members
of the group. A
description of the
allotropic forms of
carbon, both the
crystalline and
amorphous
varieties. The
variation in
Elucidate the
reason as to why
carbon forms such
a large number and
variety of
compounds. The
variation of
metallic character
within the group.
Preparation and
properties of
different categories
of carbides.
Knowhow of
silicon-based
4
Decisionmaking,
observation,
correlation,
Scientific and
analytical
thinking
Organisation,
identification,
infer, compare,
analyse,
correlation
reactivities of the
compounds of
carbon and silicon.
The basis of the
classification of
carbides.
Industrial
importance and
structures of
silicates and
silicones.
polymers.
Student
Worksheet 2
Student Activity 2
C. Summary
Review the
highlights of the
chapter.
Emphasize the
importance of
variable oxidation
states, catenation
and allotropy.
Solve the
crossword puzzle.
Understand why
the variation of
metallic character is
more marked in
Group 13 and 14,
than in Group 1
and 2 and to what
consequence.
Compare and
contrast the
properties of sand p-block
elements.
Student
Worksheet 3
Analyse, infer,
application
Selforganisation,
selfdisciplined,
dealing
with
new situations
or
problems,
adaptability.
PRE-REQUISITES
Recall the following concepts already learnt in previous classes.
(i)
(ii)
(iii)
(iv)
MIND - MAP
1. Group 13 elements
2. Group 14 elements
Electronic
configuration
Electronic
configuration
Physical
properties
Physical
properties
Chemical
properties
Chemical
properties
Catenation
Reactivity
Allotropic forms
Compounds
Carbides
Compounds
Prerequisite
Recapitulate the periodic table and the positioning of p-block. Discuss some periodic
properties and trends.
11.1
General Introduction
Emphasize that within the p-block, the periodic trends are not as regular as
amongst the s-block elements. A good number of irregularities in physical
parameters, such as atomic radii, ionic radii and ionization enthalpy are
observed in Group 13 and 14.
Discuss the position of Group 13 and 14 elements in the periodic table.
Emphasize that these elements have smaller size, higher ionization
enthalpies and lower reactivities than the corresponding elements of Group
1 and 2.
11.2
Group 13 elements
Discuss the general trends within Group 13. Introduce the concept of inert
pair effect. List the important chemical reactions of boron and aluminium.
Describe the preparation, properties and structures of some industrially
important compounds of Group 13 elements.
Explanation
Density
Fact
Explanation
(ii) Boron exists in two allotropic forms i.e. crystalline and amorphous.
(iii) The melting point and boiling point of boron are much higher than
the other elements in the group.
(iv) Boron is hard and almost unreactive at ordinary temperature.
(v) Boron forms only covalent compounds because of its high
electronegativity and Ionisation enthalpy.
Both boron and silicon do not occur in the free state but are found in
the combined state mostly in the form of borates and silicates.
2.
3.
Boron and
silicon,
both
have
11
high melting
points
and
are
semiconductors.
4.
5.
Both form solid oxides, boron oxide B 2O3 and silica SiO2, which
are acidic and dissolve in alkalies to form borates and silicates
respectively.
B2O3 + 6NaOH
2Na3BO3 + 3H2O
SiO2 + 2NaOH
Na2SiO3 + H2O
The hydroxides of boron and silicon, B(OH)3 and Si(OH)4 both are
weak acids.
B(OH)3 + 6NaOH
Si(OH)4 + 2NaOH
6.
2Na3BO3 +3H2O
Na2SiO3 + 3H2O
7.
The halides of both boron and silicon are covalent, volatile and
hygroscopic. These are easily hydrolysed by water to boric acid and
silicic acid, respectively.
BCl3+ 3H2O
H3BO3 + 3HCl
SiCl4 + 4H2O
H4SiO4+ 4HCl
CoO + B2O3
Co(BO2)2
Cobalt metaborate (blue)
Cr2O3 + 3B2O3
2Cr(BO2)3
Chromium metaborate (green)
MnO + B2O3
Mn(BO2)3
Managanese metaborate (pink)
CuO + B2O3
Mn(BO2)2
Cupric metaborate (blue)
Certain metaborates are reduced to the free metal in reducing flame
by carbon.
2Cu(BO2)2 + C
Cupric
metaborate
(blue)
2CuBO2 + C
Metal
(Red)
2CuBO2 + B2O3 + CO
Cuprous
metaborate
(colourless)
2Cu + B2O3 + CO
Structure of Borates
Structure of complex borate anions is difficult to be predicted from the
stoichiometry of their compounds. However, they are generally cyclic or
linear polymers. Structure consists of:
a) Boron atom linked either to three oxygen atom (BO3 units) or four
oxygen atoms (BO4 tetrahedron)
b) Polynuclear anions are formed by corner-sharing of boron oxygen
triangles or tetrahedrons.
13
11.3
Group 14 Elements
Emphasize the importance of catenation, explaining why it is more
important for carbon than for the other members of the group. A description
of the allotropic forms of carbon, both the crystalline and amorphous
varieties. The variation in reactivities of the compounds of carbon and
silicon. The basis of the classification of carbides, structures of silicates and
silicones.
Tell the students to perform Student Activity 2 and Student Worksheet 2.
Extension
Some more Physical Properties of Group 14 elements
Melting point:
Fact
Explanation
Explanation
DENSITY
Fact
Explanation
Structure of Trisilylamine
The compound trisilylamine has the formula (SiH 3)3N.
Electronic
1S
2S
2P
STUDENT WORKSHEETS
Student Worksheet 1
1.
2.
3.
4.
5.
c) BBr3
d) BI3
6.
7.
Write chemical equations for the reaction of aluminium with (a) air; (b)
hydrochloric acid; and (c) sodium hydroxide.
8.
9.
10.
2.
3.
4.
5.
17
Student Worksheet 2
1.
2.
3.
4.
5.
Asbestos is a form of
a) Silicone
b) Silicate
c) Carbide
d) Fullerene
18
6.
7.
8.
9.
Write chemical equations for the reaction of lead with (a) concentrated
sulphuric acid; (b) concentrated nitric acid; and (c) sodium hydroxide.
10.
Answers
1)
3)
2)
4)
19
Student Worksheet 3
1.
Explain why BF3 has no dipole moment, while PF3 has a substantial dipole.
2.
Giving reason, explain why tin(II) chloride is a solid, while tin(IV) chloride is
a liquid.
3.
4.
5.
6.
7.
20
SUMMARY
Group 13
Physical Property
Increase
3. Metallic radii
4. Ionisation energy
5. Oxidation states
6. Electropositive character
Increases
Chemical Property
No reaction
Decreases
3. Halides - p -p
bond
Group 14
Physical Property
Trend in
Comparison to
Group 15
1. Atomic radii
Increases
decreases
2. Ionisation energy
decreases
(C > Si >Ge>Sn<Pb)
increases
3. Oxidation states
4. Electropositivity
Increases
decreases
5. Electronegativity
Decreases
increases
6. Catenation
Decreases
21
Chemical Property
1. Hydrides
Stability decreases
2. Halides
3. Oxides
4. Silicones
BH3 has a dimeric nature and exists as diborane. It has four normal covalent B H bonds i.e. two centre, two electron bonds which lie in same plane and two
bridge bonds; B ... H ... B i.e. three centre two electron bonds or banana bonds.
Boron on strong heating gives a glassy bead called borax bead which forms the
basis of borax bead test.
Boric acid is a weak monobasic acid and it is not a proton donor but acts like
Lewis acid.
B(OH)3 + H OH
[B(OH)4]+H+
Carbon shows various allotropic forms like diamond, graphite, coke, charcoal,
lampblack, etc. Fullerene is the
60C
22
Beginning Approaching
(1)
(2)
23
Meeting
(3)
Exceeding
(4)
FLOW CHART
2.
1.
General characteristics
of p-block elements and
their position in the
periodic table.
Group 13 elements.
Physical and chemical
properties. Inert pair
effect. Industrially
important compounds.
3.
3.
4.
Group 4 elements.
Physical and chemical
properties. Catenation.
Allotropic forms of
elements. Industrially
important compounds.
Comparison and
contrast between
members of Group 13
and 4, with special
reference to the
structure of their
compounds.
CROSSWORD
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
MNEMONICS
Boring Aluminum Galleys Indigestible Tally-list (B, Al, Ga, In, Tl)
Can Silly Getty Snatch Pebbles (C, Si, Ge, Sn, Pb)
INTERESTING FACTS
25
Arachno-boranes: BnH(n+6)
B2H6 diborane
B4H10tetraborane
B5H9pentaborane - 9
B5H11pentaborane - 11
B6H10hexaborane - 10
B6H12 hexaborane - 12
B8H12octaborane -12
B8H14octaborane - 14
B10H14decaborane
B9H15nonaborane or enneaborane
Out of these, diborane is one of the simplest and most studied of the hydrides.
It is an important reagent in synthetic organic chemistry.
The fullerene saga
In 1996, the noble prize in chemistry was shared by two American scientists
named Richard.E.Smalley and Robert.F.Curl of Rice university, Huston,
Texas, USA and a British scientist. Harold W. Kroto for their discovery of
fullerenes in 1985. This fascinating discovery has excelled the interests of
chemists, phycists and material scientist in chemistry. Kroto had shown that
linear chain molecules of carbon and nitrogen i.e. polyynesHC nN were
present in interstellear space. So he got interested in knowing the method to
produce long chains in the laboratory. Smalley had built up an apparatus to
produce clusters of virtually any element in periodic table by 'leaser
vaporization supersonic beam' technique. Curl was an expert in laser
spectroscopy of molecules and transient species Now, Kroto mentioned this
idea to his friend Curl and Curl who was collaborating Smalley from 1982 on
semi-conductor clusters told him that Smalley had the apparatus suited to
produce carbon clusters. Thus, all the three came together and carried out
their research in Rice University in 1985.
Laser evaporation of graphite didn't give any evidence for the formation of
linear molecules. In addition, other carbon clusters containing 40 to 100 of
carbon atoms were formed. By the use of mass spectrometry, they noticed
26
that one peak at atomic unit (U) 720 corresponding to C60 was predominantly
present in evaporation experiments. Another peak, which was at 840 u,
corresponded to C70. This molecule was named Buck minsterfullerene in
honor of American architect Buchminster Fuller, who designed geodesic
domes. Several other experiments were carried out in different countries and
the general name 'fullerene' was given to these species formed by the
condensation of carbon vapour. They care also called bucky balls or tubes.
Another breakthrough came in 1990 when Kractechnor and Huffman found a
practical method for the production of fullereness in large quantities. They
passed an electric arc through graphite rod in an atmosphere of helium to
produce carbon root. The extraction of soot with an organic solvent gave a
soluble fraction which contained C60 in large quantity and smalle fractions of
C70 and other fullerenes. Then, C60 and C70 were isolated by chromatography.
C70 has the shape like a rugby ball. Carbon nanotubes are also produced by
electric arc evaporation of graphite which consists of cylindrical tubes formed
by graphite layers which are capped by fullerne like hemispheres. These
bucky balls have applications in catalysis, nanotechnology and lectronics.
Kroto calls C60 as 'the celestial sphere that fell on earth'.
27
28