Beruflich Dokumente
Kultur Dokumente
AIMS
develop an interest in chemistry;
2.
3.
4.
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The broad aims of this syllabus are that the students should be able to:
5.
6.
7.
GENERAL OBJECTIVES
enable learners to develop understanding science process skill and scientific attitude to
appreciate chemistry as a changing and growing human activity;
2.
be able to apply the knowledge and principles learned in explaining phenomena or solving
problems related to chemistry;
3.
4.
5.
prepare the students to adopt careers in chemistry based field of science and technology;
6.
7.
8.
9.
recognize the usefulness and limitations of scientific method and to appreciate the
interrelationship between different disciplines.
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SPECIFIC OBJECTIVES
The syllabus content is based on the following specific objectives:
A.
2.
3.
B.
4.
understand the relevant applications of chemistry in society and in every day life;
5.
Practical Skills
Students should be able to:
1.
follow sequence of instruction, learn techniques and safe handling of apparatus and
chemicals;
2.
3.
4.
5.
6.
C.
Attitudes
Students should be able to:
1.
2.
accept that theories and models have both usefulness and limitations in making
predications and describing physical phenomena;
3.
4.
5.
show awareness of the moral, economic, political and social consequences of the
applications of chemistry to meet human needs;
6.
7.
8.
Limiting Reactant
Percentage yield
2.
1.
2.
3.
4.
1.
1.
2.
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3.
SCOPE
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6.
CONTENTS
The Basic Concepts (14 periods)
Atom, Molecule, Ion and Molecular
Ion
Relative atomic mass and relative
molecular mass
Determination of relative atomic
masses of isotopes by Mass
Spectrometry
Determination of empirical and
molecular formula
The mole, Avogadros number and
molar volume
Stoichiometric calculations
4.
5.
5.
3.
1.
2.
3.
4.
5.
6.
7.
Liquefaction of gases
Real gases & their deviation from
ideal behaviour
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8.
Plasma state
4.
1.
2.
Phase changes
3.
4.
Liquid crystals
Solids
5.
6.
7.
8.
5.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
6.
1.
3.
5.
6.
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2.
7.
1.
4.
5.
Hesss Law
8.
1.
3.
4.
Acid-base equilibrium
5.
6.
9.
1.
2.
3.
2.
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2.
Types of solutions
3.
4.
10.
1.
2.
3.
Electrochemical cells
Electrode potential
4.
Electrochemical series
5.
6.
11.
1.
2.
3.
4.
5.
6.
CHEMISTRY PRACTICALS
For Class XI
Separation of a mixture of inks by paper chromatograph
2.
Separation and identification lead and cadmium ions in a mixture solution by paper
chromatography
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1.
4.
5.
6.
7.
8.
9.
10.
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3.
sulphate
11.
12.
Titration of iodine solution against sodium thiosulphate solution using starch solution
indicator
ii.
iii.
iv.
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The students will recall the difference between an atom, molecule, ion and molecular ion
2.
ii.
The determination of relative atomic masses by mass spectrometry and its use to
solve the chemical problem.
iii. The concept of mole, Avogadros number, molar volume and to apply these concept
for stoichiometric calculation
iv. The concept of limiting reactant
To calculate theoretical and percentage yields using balanced chemical equations.
Experimental Techniques
The students will learn
The concept and operation of filtration
ii.
iii.
iv.
v.
The concept and the principle paper chromatography with its development
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i.
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v.
The Gases
1.
The students will be able to compare the properties of three states of matter in terms of
their physical behaviour and the types of intermolecular forces present in these states.
2.
ii.
About the important postulates which formulate the kinetic model of gases
Ideal and non ideal behaviour of gases and vander Waals explanation of non-ideal
behaviour
The concepts of hydrogen bonding, dipole-dipole interaction and London dispersion forces
and the effect of these forces on the physical properties of molecules
ii.
The concepts of evaporation, vapour pressure and boiling point and the methods to
determine the vapour pressure of a liquid and effect of pressure on boiling point
iii.
iv.
v.
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vi.
vii.
viii. To classify solids on the basis of the dimensions of unit cell and the forces of attraction
between their particles
ix.
x.
Atomic Structure
The students will learn
i.
ii.
iii.
About the various models of atom e.g. Rutherfords & Bohrs model
iv.
v.
vi.
About the wave nature of electron and how quantum number can be used to explain its
physical behaviour
vii.
viii. About the rules to distribute electrons in energy levels and sub-levels
Chemical Bonding
The students will learn
i.
The definition of a chemical bond and the energy changes accompanied by the formation
of a bond
ii.
About the thermodynamic properties of elements and the reasons of their variation in the
periodic table
iii.
iv.
v.
vi.
How chemical changes are related to energy changes during the formation and breakage of
bonds.
Thermo Chemistry
The students will learn
i.
ii.
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iii.
iv.
v.
vi.
Chemical Equilibrium
The students will learn
About reversible reaction & phenomenon of equilibrium
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i.
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reactions
ii.
To write equilibrium constant expression using the concept of law of mass action (Kc,Kp)
iii.
iv.
The effect of variation of conditions on reaction at equilibrium with the help of LeChatliers principle
v.
Acid base equilibrium and its application in the terms of pH, pOH, pKw, buffers and Buffer
vi.
vii.
The concepts of solubility product and common ion effect and their application
Solution
The students will recall the concentration units and the types of solution.
The students will learn
i.
ii.
About the energy changes during the formation of a solution of solid in liquid
iii.
iv.
v.
How the elevation of boiling point lowing of vapour pressure and depression in freezing
point are measured and use to calculate molar mass of unknown solute
vi.
Electrochemistry
ii.
iii.
The concepts of electrode potential and to describe standard hydrogen electrodes and to
determine standard electrode potential of metals
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11
iv.
The concept of electrochemical series and to predict the spontaneity of the reaction
v.
vi.
vii.
The concept of rate of reaction, rate constant and rate determining step
ii.
iii.
iv.
v.
vi.
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the curriculum have been realized. What really matters is the methodology employed for such
determination. As is now recognized, performance on the basis of content-oriented tests alone
does not provide an adequate measure of a students knowledge and ability to use information in
a purposeful or meaningful way; the implication, then, is that effective and rewarding techniques
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should be developed for evaluating the kind and content of teaching and learning that is taking
place and for bringing about improvement in both. The following points, while developing the
tests/questions may be kept in view:
dynamic in approach and diverse in design. When used in combination, they should
properly accommodate every aspect of a students learning.
4. Classroom examinations offer the best and most reliable evaluation of how well
students have mastered certain information and achieved the course objectives.
the students for the revised pattern of examination. The model papers, instructional
objectives, definitions of cognitive levels and command words and other guidelines
included in this book must be kept in view during teaching and designing the test
items for internal examination.
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13
compare
and
contrast,
create,
design,
14
formulate,
integrate,
rearrange,
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well as students to the specific tasks that students are expected to undertake in the course of their
subject studies. Same command words will be used in the examination questions to assess the
competence of the candidates through their responses. The definitions of command words have
also been given to facilitate the teachers in planning their lessons and classroom assessments.
Classify:
State the basis for categorization of a set of related entities and assign
examples to categories.
Compare:
Define the
term or terms:
Demonstrate:
Implies that the candidate is expected to show how is one thing related to
another, usually it is a reference to theory but sometimes it is by physical
manipulation or experiment.
Describe:
Determine:
Often implies that the quantity concerned cannot be measured directly but
is obtained by calculation, substituting measured or known values of other
quantities into a standard formula, for e.g. relative molecular mass.
Differentiate:
Discuss:
Draw/Construct:
Explain:
Find:
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Calculate:
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15
List/Enlist:
Outline:
Predict or
Deduce:
Prepare:
Purify:
Relate:
Describe how things depend upon, follow from or are part of another.
State:
Identify:
Explore:
Recognize:
involves looking at a given example and stating what it most probably is.
Measure:
Write:
Narrate:
To write down the facts and explanation as given or provided in the text.
Show:
Recall:
To bring back to mind and write down, as it is given in the text that you
have already memorized.
16
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textbook, but will now be curriculum based to support the examination reforms. Therefore, the
students and teachers are encouraged to widen their studies and teaching respectively to
competitive textbooks and other available material.
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Chemistry 11
Punjab Textbook Board, Lahore
2.
3.
4.
Chemistry class XI
Baluchistan Textbook Board, Quetta
5.
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17
FBISE
WE WORK F OR EXCELL ENCE
Roll No:
____________
SECTION A
Time allowed: 20 minutes
Marks: 17
Note: Section-A is compulsory and comprises pages 1-6. All parts of this section
are to be answered on the question paper itself. It should be completed in the
first 20 minutes and handed over to the Centre Superintendent.
Deleting/overwriting is not allowed. Do not use lead pencil.
Q.1
Insert the correct option i.e. A/B/C/D in the empty box opposite each
part. Each part carries one mark.
i.
ii.
Under which set of conditions, a real gas obeys the ideal gas laws
most closely.
A.
B.
C.
D.
Page 1 of 6
18
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iii.
iv.
3
4
5
6
Page 2 of 6
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19
Turn Over
v.
vi.
vii.
blue <
red
x-ray < radio waves
microwave > x-ray
E visible > E uv
CCl4
BF3
CF4
NF3
Solvent front
10cm
8cm
6cm
4cm
2cm
0cm
X
Page 3 of 6
20
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Electric Field
A.
B.
C.
D.
ix.
When two ice cubes are pressed over each other, they unite to
form one cube. Which force holds them together?
A.
B.
C.
D.
x.
P1
P3
P2
P2
Covalent bond
Electrostatic interaction
Co-ordinate covalent bond
Hydrogen bonding
K(s) + Cl2(g)
K+(aq) + Cl-(aq)
K+(g) + Cl-(g)
K+(g) + Cl-(g)
KCl(s)
KCl(aq)
KCl(s)
KCl(g)
Page 4 of 6
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21
H = x
H = y
H = z
H = w
Turn Over
xi.
The solubility product values for the following salts at 25C are:
PbCl2=1x10-5 NaCl=1x1025 KCl=1x1023 ZnCl2=1x1020
On passing HCl gas, which one of the following salts precipitates
out first?
A.
B.
C.
D.
xii.
NaCl
ZnCl2
PbCl2
KCl
Non-ideal solutions
Ideal solutions
Standard solution
Saturated solution
xv.
Pressure
Volume
Mass
Temperature
Electrolysis of water
Electrolysis of aqueous hydrochloric acid
Electrolysis of sodium chloride
Electrolysis of aqueous copper (II) sulphate
An aqueous solution
An electrolyte
Solid sodium chloride
A liquid metal
Page 5 of 6
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A.
B.
C.
D.
X2Y
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xvi.
1.8g of C12H22O11
8g of CaCO3
6g of NaNO3
4g of H2
____________________
Page 6 of 6
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23
FBISE
WE WORK F OR EXCELL ENCE
Total Marks: 68
Note: Sections B and C comprise pages 1-6 and questions therein are to be
answered on the separately provided answer book. Answer all the questions
from section B and attempt any two questions from section C. Use
supplementary answer sheet i.e., sheet B if required. Write your answers
neatly and legibly.
SECTION B
(42 marks)
Note: Attempt ALL the questions. The answer to each part of a question should
not exceed 5 to 6 lines.
Q.2
(2)
ii.
(3)
i.
ii.
(OR)
A gaseous hydrocarbon has the following composition by mass:
C = 85.7 % and H = 14.3%
Calculate empirical formula of the gaseous hydrocarbon.
(2)
A 0.25g sample of the hydrocarbon has a volume of 100cm3 at STP
a.
(2)
b.
(1)
Page 1 of 6
24
Turn Over
(2)
The diagram given below shows the chromatogram of following five spots
a.
Unknown mixture 1
b.
Unknown mixture 2
c.
Dye A
d.
Dye B
e.
Dye C
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Q.4
What is the energy of this radiation per photon and per mole
of photon?
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Q.3
Q.5
i.
(1)
ii.
iii.
(2)
(1)
ii.
(1)
iii.
(1)
(OR)
The following sets of quantum numbers are not allowed. For each set
state why?
a.
n=3
l=3
m=0
s = -
b.
n=2
l=1
m = -1
s = -1
c.
n=3
l=1
m = -2
s = -
Page 2 of 6
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25
(1)
(1)
(1)
Turn Over
Q.6
Substance
H2O
Ar
NH3
N2
Q.7
What will happen to gas molecules under the conditions you have
mentioned in part (a)?
(2)
See the table and state whether the critical temperature of N2
will be higher or lesser than NH3 and why?
(2)
Formula
Pentane
Propanol
Diethyl
ether
i.
ii.
Q.8
(1)
Relative molecular
mass
72
74
74
Boiling
point/C
36
117
35
Compare pentane with diethyl ether, why both have nearly same
boiling points.
Why does propanol have a higher boiling point than pentane and
diethyl ether, name the intermolecular forces involved?
(1)
(2)
(2)
(2)
(OR)
Following table shows the ionic radii in pm.
Li+ (60)
Na+ (95)
K+ (133)
i.
Be2+ (31)
Mg2+ (61)
Ca2+ (99)
Al3+ (50)
O2- (132)
S2- (184)
F-1 (136)
Cl-1 (181)
Br -1 (195)
26
(3)
Turn Over
ii.
(1)
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Q.9
a.
b.
(1)
ii.
c.
(1)
(1)
(2)
i.
ii.
iii.
(1)
(1)
(1)
(OR)
Page 4 of 6
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27
Turn Over
i.
(1)
(1)
(3)
ii.
iii.
Q.12 a.
b.
(1)
(1)
(3)
SECTION C
(Marks: 26)
Note: Attempt any TWO questions.
Q.13 a.
b.
c.
Q.14 a.
28
(1)
(3)
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b.
i.
ii.
c.
Q.15 a.
Both BF3 and NH3 are tetra-atomic molecules, still they have
different geometries.
i.
Draw their structures and discuss bond angles according to
VSEPR theory.
(3)
ii.
Give hybridization in these molecules and draw the structure
of hybridized orbitals.
(3)
iii. These compounds exhibit different dipole moments. Comment
on this behaviour.
(2)
Using the Molecular Orbital Treatment of oxygen molecule. Prove
that:
i.
O2 is paramagnetic while O22- is diamagnetic.
(4)
ii.
There is double bond between oxygen atoms in O2.
(1)
b.
____________________
Page 6 of 6
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29
FBISE
WE WOR K FOR EXCELLENCE
Marks: 15
(4)
(7)
(OR)
Preparation and standardization of acid alkali solution.
(7)
3.
Note book
(2)
4.
Viva voce
(2)
2.
____________________
Page 1 of 1
30
FBISE
WE WORK F OR EXCELL ENCE
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SECTION A
Q.1
i.
iv.
vii.
x.
xiii.
xvi.
D
C
C
C
D
D
ii.
v.
viii.
xi.
xiv.
xvii.
C
A
C
C
A
D
iii.
vi.
ix.
xii.
xv.
A
D
D
B
D
(17x1=17)
SECTION B
Q.2
(5)
2NH3 + 5F2
i.
ii.
i.
N2F4 + 6HF
4
moles of NH3 =
= 0.235
17
14
moles of F2 =
= 0.368
38
( mark)
( mark)
85.7
12
(1 mark)
(OR)
:
H
:
7.142 :
1
:
CH2
14.3
1.008
(1 mark)
14.187
2
(1 mark)
31
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(1 mark)
( mark)
(1 mark)
( mark)
ii.
a.
V = n Vm
V
100
=
= 4.16 10-3 mol
Vm
22414
mass
relative molecular mass =
mole
0.25
=
= 56
4.46 10 3
molecular formula mass
n=
empirical formula mass
56
=
=4
14
n=
b.
(1 mark)
(1 mark)
( mark)
( mark)
Q.3
(3)
a.
V=
=
b.
3 10 8
= 5.09 101J S-1
10
589 10
E = h
Per photon = 6.626 10-34 5.09 1015
= 3.37 10-18J
Per mole
3.37 10
1000
(1 mark)
(1 mark)
18
6.022 10 23
= 2029 KJ/mol
(1 mark)
Q.4
(4)
i.
ii.
iii.
A and C
B
Relative solubility of different solute present in the
mixture
Solute having lower Rf value is less soluble than solute
having higher Rf value in the same solvent
(1 mark)
(1 mark)
(1 mark)
(1 mark)
Q.5
(3)
-1
-3
i.
ii.
I2 + I (aq)
I (aq)
Distribution law or partition law
iii.
K=
[I
[I
2 ( CCI 4 )
as I 3(1aq )
(1 mark)
(1 mark)
(1 mark)
(OR)
32
b.
c.
Q.6
(1 mark)
(1 mark)
(1 mark)
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a.
(5)
Low temperature
High pressure
Molecules come close to each other attractive forces
between them increase.
Gaseous particles are converted into liquid state.
Lesser than NH3
N2 molecules have weak Vander Waal forces while
stronger forces (hydrogen bonding) exist in NH3
molecules.
( mark)
( mark)
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a.
b.
c.
(1 mark)
(1 mark)
(1 mark)
(1 mark)
Q.7
(3)
i.
ii.
Q.8
(4)
i.
=q r
ii.
(1 mark)
(1 mark)
(1 mark)
O=C =O
In CO2 dipole moment of C = O cancel the effect of each
other.
(1 mark)
i.
ii.
(OR)
Variation in period
Reason
Variation in group
Reason
K+ Cl- = 131 + 181 = 312Pm
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33
(1 mark)
( mark)
(1 mark)
( mark)
(1 mark)
Q.9
(5)
a.
b.
c.
(1 mark)
(1 mark)
(1 mark)
(2 marks)
Q.10
(3)
i.
ii.
iii.
+ive electrode
ive electrode
+ive electrode
(1 mark)
(1 mark)
(1 mark)
i.
ii.
iii.
(OR)
from anode to cathode
4
Zn + 20HZn(OH)2 + 2 e
(1 mark)
(1 mark)
(1 mark)
at anode
Q.11
(3)
3
Concentration = 5g/dm
Conc.g dm 3
molar mass
5
=
= 0.0305mol/dm3
104
Ca2+ + 2 NO31
Concmol/dm3 =
Ca(NO3)2
Conc. of Ca2+ = 0.0305M
Conc. of NO31 = 2 0.0305 = 0.061M
(1 mark)
(2 marks)
Q.12
(4)
a.
b.
Q.13
(13)
a.
i.
C2H2 + 5/2O2
(a) C + O2
(b) H2 + 1/2 O2
CO2
34
2CO2 + H2O
H = ?
H = -393.5KJ/mol
H2O H = -285.7KJ/mol
(c) 2C + H2
C2H2
H = 226KJ/mol
Multiply equation (a) by (2) then add the product to equation
(b) we get:
2CO2 + H2O
H = -1072.7KJ
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ii.
5
O2 + H2
2
om
(d) 2C +
b.
i.
ii.
iii.
K (+g ) + e +
1
Cl 2
2
HLattice
H(ion)
K(g) + Cl2
H(atm)
K(s) + Cl2(g)
c.
i.
ii.
iii.
KCl
Hf
System move towards backward direction.
System move towards backward direction.
Towards forward direction.
Q.14
(3 marks)
(1 mark)
(1 mark)
(1 mark)
(13)
a.
i.
ii.
PA = PA X A
(1 mark)
PB = PB X B
Pt = PA + PB = PA X A + PB X B
XA + XB = 1
X A = 1 X B
(1 mark)
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35
Pt = PA (1 X B ) + PB X B
b.
i.
ii.
c.
Pt = ( PB PA ) X B + PA
(1 mark)
(1 mark)
110
g of KNO3
210
110
525g =
525 g of KNO3
210
1g =
= 275g of KNO3
This is saturated solution.
Positive deviation
negative deviation
In case of positive deviation total pressure increases.
In case of negative deviation total pressure decreases.
Diagram for both deviation.
Q.15
(1 mark)
(1 mark)
(1 mark)
(2 marks)
(1 mark)
(1 mark)
(1 mark)
(13)
a.
i.
..
H H H
Bond angle = 107
(1 mark)
( mark)
ii.
(1 mark)
H
H
Bond angle = 120
In NH3 = SP3 hybridization
In BF3 = SP2 hybridization
( mark)
( mark)
( mark)
(1 mark)
36
om
w.
Twaww
le.eTa
lm
ee
m
-E-E-P
-Pak
aisktan
is.cto
amn
.c
(1 mark)
iii.
b.
i.
In NH3 O
while in BF3 = O
due to their structure.
O2
(1 mark)
(1 mark)
ii.
electron in orbital.
Bond order = [10 6]
= [4]
=2
ww
37
(2 marks)
(1 mark)