CBSE Class 11 Chemistry Syllabus for academic session 2026-27
This page contains the CBSE Class 11 Chemistry syllabus for the academic session 2026-27, as prescribed by CBSE curriculum.
Rationale
The second phase of Secondary stage is the most crucial stage of school education because at this juncture specialised discipline based, content oriented courses are introduced. Students reach this stage after 10 years of general education and opt for Chemistry with a purpose of pursuing their career in basic sciences or professional courses like medicine, engineering, technology and to study courses in applied areas of science and technology at tertiary level. Therefore, there is a need to provide the learners with sufficient conceptual background of Chemistry, which will make them competent to meet the challenges of academic and professional courses after this stage.
The new and updated curriculum is based on a disciplinary approach with rigour and depth ensuring that the syllabus is not heavy and at the same time it is comparable to that at the international level. The pedagogy of Chemistry has undergone tremendous changes in recent times. To keep pace with the developments in Chemistry, many new areas like green chemistry, material science, biomolecules, and industrial chemistry deserve to be an integral part of the chemistry syllabus at this stage. In addition, the nomenclature of elements and compounds; symbols, and units of physical quantities, recommended by scientific bodies like IUPAC and CGPM also need to be incorporated in the updated syllabus. The proposed syllabus takes due care to address these issues.
Objectives
The curriculum of Chemistry at the second phase of Secondary stage has been
designed to:
•
equip the learners with tools to understand the working of Chemistry rather than mere facts of it;
•
develop the necessary conceptual foundations of chemistry and ability to apply them to real life situations;
•
enable the learners to represent chemical phenomena at macroscopic, molecular, and symbolic levels;
•
make the learners identify patterns and form connections that underlie various chemical phenomena;
•
prepare the learners to contribute to frontier research areas related to climate change, environmental issues, materials science, biology and medicine etc.:
•
inculcate problem solving skills in the learners and integrate life skills and values in the context of chemistry; and
•
apprise learners of the interface of chemistry with other disciplines of science such as physics, biology, geology, engineering etc.
Marking Scheme – Theory
Time: 3 Hours
Total Marks: 70
S.No.
Title
Marks
1
Some Basic Concepts of Chemistry
7
2
Structure of Atom
9
3
Classification of Elements and Periodicity in Properties
6
4
Chemical Bonding and Molecular Structure
7
5
Chemical Thermodynamics
9
6
Equilibrium
7
7
Redox Reactions
4
8
Organic Chemistry: Some basic Principles and Techniques
11
9
Hydrocarbons
10
TOTAL
70
Syllabus – Theory
Unit 1: Some Basic Concepts of Chemistry
Importance of Chemistry, Nature of Matter, Properties of Matter and their Measurement, Uncertainty in Measurement, Laws of Chemical Combination, Dalton’s Atomic Theory, Atomic and Molecular Masses, Mole Concept and Molar Masses, Percentage Composition, Stoichiometry and Stoichiometric Calculations.
Unit 2: Structure of Atom
Discovery of Sub-atomic Particles, Atomic Models, Developments Leading to the Bohr’s Model of Atom, Bohr’s Model for Hydrogen Atom, Towards Quantum Mechanical Model of the Atom, Quantum Mechanical Model of Atom.
Unit 3: Classification of Elements and Periodicity in Properties
Why we Need to Classify Elements? Genesis of Periodic Classification, Modern Periodic Law and the Present Form of Periodic Table, Nomenclature of Elements with Atomic Number > 100, Electronic Configuration of Elements and the Periodic Table, Electronic Configuration of Elements and Types of Elements: s-, p-, d-, f- Blocks, Periodic Trends in Properties of Elements.
Unit 4: Chemical Bonding and Molecular Structure
Kossel-Lewis Approach to Chemical Bonding, Ionic or Electrovalent Bond, Bond Parameters, The Valence Shell Electron Pair Repulsion (VSEPR) Theory, Valence Bond Theory, Hybridisation, Molecular Orbital Theory, Bonding in Some Homonuclear Diatomic Molecules, Hydrogen Bonding.
Unit 5: Thermodynamics
Thermodynamic Terms, Applications, Measurement of ∆U and ∆H: Calorimetry, Enthalpy Change, and ∆H of a Reaction – Reaction Enthalpy, Enthalpies for Different Types of Reactions, Spontaneity, Gibbs Energy Change and Equilibrium.
Unit 6: Equilibrium
Equilibrium in Physical Processes, Equilibrium in Chemical Processes – Dynamic Equilibrium, Law of Chemical Equilibrium and Equilibrium Constant, Homogeneous Equilibria, Heterogeneous Equilibria, Applications of Equilibrium Constants, Relationship between Equilibrium Constant K, Reaction Quotient Q and Gibbs Energy G, Factors Affecting Equilibria, Ionic Equilibrium in Solution, Acids, Bases and Salts, Ionization of Acids and Bases, Buffer Solutions, Solubility Equilibria of Sparingly Soluble Salts.
Unit 7: Redox Reactions
Classical Idea of Redox Reactions – Oxidation and Reduction Reactions, Redox Reactions in Terms of Electron Transfer Reactions, Oxidation Number, Redox Reactions and Electrode Processes.
Unit 8: Organic Chemistry – Some Basic Principles and Techniques
General Introduction, Tetravalence of Carbon: Shapes of Organic Compounds, Structural Representations of Organic Compounds, Classification of Organic Compounds, Nomenclature of Organic Compounds, Isomerism, Fundamental Concepts in Organic Reaction Mechanism, Methods of Purification of Organic Compounds, Qualitative Analysis of Organic Compounds, Quantitative Analysis
Unit 9: Hydrocarbons
Classification, Alkanes, Alkenes, Alkynes, Aromatic Hydrocarbon, Carcinogenic and Toxicity.
Note: The following topics are included in the syllabus but will be assessed only formatively to reinforce understanding without adding to summative assessments. This reduces academic stress while ensuring meaningful learning. Schools can integrate these with existing chapters as they align well. Relevant NCERT textual material is enclosed for reference.
1.
s & p Block Elements
Electronic configuration, atomic & Ionic radii, Ionization Enthalpy, Hydration Enthalpy and general trends in physical and chemical properties of s and p block elements across the periods and down the groups; unique behavior of the first element in each group.
2.
The Gaseous State
Qualitative treatment of Gas laws, Ideal gas equation and deviations from it.
PRACTICAL
Evaluation Scheme for Examination
Marks
Volumetric Analysis
08
Salt Analysis
08
Content Based Experiment
06
Project Work
04
Class record and viva
04
Total
30
PRACTICAL SYLLABUS
Micro-chemical methods are available for several of the practical experiments, wherever possible such techniques should be used.
A.
Basic Laboratory Techniques
1.
Cutting glass tube and glass rod
2.
Bending a glass tube
3.
Drawing out a glass jet
4.
Boring a cork
B.
Characterization and Purification of Chemical Substances
1.
Determination of melting point of an organic compound.
2.
Determination of boiling point of an organic compound.
3.
Crystallization of impure sample of any one of the following: Alum, Copper Sulphate, Benzoic Acid.
C.
Experiments based on pH
1.
Any one of the following experiments:
•
Determination of pH of some solutions obtained from fruit juices, solution of known and varied concentrations of acids, bases and salts using pH paper or universal indicator.
•
Comparing the pH of solutions of strong and weak acids of same concentration.
•
Study the pH change in the titration of a strong base using a universal indicator.
2.
Study the pH change by common-ion in case of weak acids and weak bases.
D.
Chemical Equilibrium
Any one of the following experiments:
•
Study the shift in equilibrium between ferric ions and thiocyanate ions by increasing/decreasing the concentration of either of the ions.
•
Study the shift in equilibrium between [Co(H2O)6]2+ and chloride ions by changing the concentration of either of the ions.
E.
Quantitative Estimation
1.
Using a mechanical balance/electronic balance.
2.
Preparation of standard solution of Oxalic acid.
3.
Determination of strength of a given solution of Sodium hydroxide by titrating it against standard solution of Oxalic acid.
4.
Preparation of standard solution of Sodium carbonate.
5.
Determination of strength of a given solution of hydrochloric acid by titrating it against standard Sodium Carbonate solution.
F.
Qualitative Analysis
1.
Determination of one anion and one cation in a given salt
Cations: 𝑷𝒃𝟐+,𝑪𝒖𝟐+, 𝑨𝒍𝟑+, 𝑭𝒆𝟑+,𝑴𝒏𝟐+, 𝑵𝒊𝟐+, 𝒁𝒏𝟐+, 𝑪𝒐𝟐+, 𝑪𝒂𝟐+, 𝑺𝒓𝟐+, 𝑩𝒂𝟐+, 𝑴𝒈𝟐+, {NH^+_4}
Anions: {CO^{2-}_3}, 𝐒𝟐−, {SO^{2-}_3},{NO^-_3}, {NO^-_2}, Cl–, Br–, I–, {SO^{2-}_4}, {PO^{3-}_4}, CH3COO–
(Note: Insoluble salts excluded)
2.
Detection of -Nitrogen, Sulphur, Chlorine in organic compounds.
PROJECTS
Scientific investigations involving laboratory testing and collecting information from other sources.
A few suggested Projects
a)
Checking the bacterial contamination in drinking water by testing sulphide ion
b)
Study of the methods of purification of water
c)
Testing the hardness, presence of Iron, Fluoride, Chloride, etc., depending upon the regional variation in drinking water and study of causes of presence of these ions above permissible limit (if any).
d)
Investigation of the foaming capacity of different washing soaps and the effect of addition of Sodium carbonate on it
e)
Study the acidity of different samples of tea leaves.
f)
Determination of the rate of evaporation of different liquids
g)
Study the effect of acids and bases on the tensile strength of fibers.
h)
Study of acidity of fruit and vegetable juices.
Note: Any other investigatory project, which involves about 10 periods of work, can be chosen with the approval of the teacher.
Practical Examination for Visually Challenged Students
Evaluation Scheme
Marks
Identification/Familiarity with the apparatus
5
Written test (based on given/prescribed practical’s)
10
Practical Record
5
Viva
10
Total
30
General Guidelines
•
The practical examination will be of two-hour duration.
•
A separate list of ten experiments is included here.
•
The written examination in practicals for these students will be conducted at the time of practical examination of all other students.
•
The written test will be of 30 minutes’ duration.
•
The question paper given to the students should be legibly typed. It should contain a total of 15 practical skill based very short answer type questions. A student would be required to answer any 10 questions.
•
A writer may be allowed to such students as per CBSE examination rules.
•
All questions included in the question papers should be related to the listed practicals
•
Every question should require about two minutes to be answered.
•
These students are also required to maintain a practical file. A student is expected to record at least five of the listed experiments as per the specific instructions for each subject. These practicals should be duly checked and signed by the internal examiner.
•
The format of writing any experiment in the practical file should include aim, apparatus required, simple theory, procedure, related practical skills, precautions etc.
•
Questions may be generated jointly by the external/internal examiners and used for assessment.
•
The viva questions may include questions based on basic theory/principle/concept, apparatus/materials/ chemicals required, procedure, precautions, sources of error etc.
List of apparatus for identification for assessment in practicals (All experiments)
Beaker, tripod stand, wire gauze, glass rod, funnel, filter paper, Bunsen burner, test tube, test tube stands, dropper, test tube holder, ignition tube, china dish, tongs, standard flask, pipette, burette, conical flask, clamp stand, dropper, wash bottle
•
Odor detection in qualitative analysis.
•
Procedure/Setup of the apparatus.
List of Experiments
A.
Characterization and Purification of Chemical Substances
Crystallization of an impure sample of any one of the following: copper sulphate, benzoic acid.
B.
Experiments based on pH
1.
Determination of pH of some solutions obtained from fruit juices, solutions of known and varied concentrations of acids, bases and salts using pH paper.
2.
Comparing the pH of solutions of strong and weak acids of same concentration.
C.
Chemical Equilibrium
1.
Study the shift in equilibrium between ferric ions and thiocyanate ions by increasing/decreasing the concentration of either ions.
2.
Study the shift in equilibrium between [Co(H2O)6]2+ and chloride ions by changing the concentration of either of the ions.
D.
Quantitative estimation
1.
Preparation of standard solution of oxalic acid.
2.
Determination of molarity of a given solution of sodium hydroxide by titrating it against standard solution of oxalic acid.
E.
Qualitative Analysis
1.
Determination of one anion and one cation in a given salt
Cations – {NH_4^+}
Anions: {CO^{2-}_3}, S2-, Cl–, CH3COO–
(Note: insoluble salts excluded)
2.
Detection of Nitrogen in the given organic compound.
3.
Detection of Halogen in the given organic compound.
Note: The above practical may be carried out in an experiential manner rather than recording observations.
Prescribed Books:
1.
Chemistry Part – I, Class-XI, Published by NCERT.
2.
Chemistry Part – II, Class-XI, Published by NCERT.
3.
Manual of Microscale Chemistry laboratory kit, Published by NCERT
Links for NCERT textbooks:
1.
2.
3.
Practical Examination for Visually Challenged Learners Classes XI and XII
Evaluation Scheme
Marks
Identification/Familiarity with the apparatus
5
Written test (based on given/prescribed practical’s)
10
Practical Record
5
Viva
10
Total
30
General Guidelines
•
The practical examination will be of two-hour duration.
•
A separate list of ten experiments is included here.
•
The written examination in practicals for these students will be conducted at the time of practical examination of all other students.
•
The written test will be of 30 minutes’ duration.
•
The question paper given to the students should be legibly typed. It should contain a total of 15 practical skill based very short answer type questions. A student would be required to answer any 10 questions.
•
A writer may be allowed to such students as per CBSE examination rules.
•
All questions included in the question papers should be related to the listed practicals
•
Every question should require about two minutes to be answered.
•
These students are also required to maintain a practical file. A student is expected to record at least five of the listed experiments as per the specific instructions for each subject. These practicals should be duly checked and signed by the internal examiner.
•
The format of writing any experiment in the practical file should include aim, apparatus required, simple theory, procedure, related practical skills, precautions etc.
•
Questions may be generated jointly by the external/internal examiners and used for assessment.
•
The viva questions may include questions based on basic theory/principle/concept, apparatus/materials/ chemicals required, procedure, precautions, sources of error etc.
List of apparatus for identification/familiarity for assessment in practical (All experiments)
Beaker, glass rod, tripod stand, wire gauze, Bunsen burner, Whatman filter paper, gas jar, capillary tube, pestle and mortar, test tubes, tongs, test tube holder, test tube stand, burette, pipette, conical flask, standard flask, clamp stand, funnel, filter paper.
Hands-on Assessment
•
Identification/familiarity with the apparatus
•
Odour detection in qualitative analysis
List of Experiments
The experiments have been divided into two sections: Section A and Section B.
The experiments mentioned in Section B are mandatory.
SECTION A
A.
Surface Chemistry
1.
Preparation of one lyophilic and one lyophobic sol
i.
Lyophilic sol – starch, egg albumin and gum
ii.
Lyophobic sol – Ferric hydroxide
B.
Chromatography
Separation of pigments from extracts of leaves and flowers by paper chromatography and determination of Rf values (distance values may be provided).
C.
Tests for the functional groups present in organic compounds
1.
Alcoholic and Carboxylic groups
2.
Aldehyde and Kenotic groups
D.
Characteristic tests of carbohydrates and proteins in the given foodstuffs.
E.
Preparation of Inorganic Compounds- Potash Alum
SECTION B (Mandatory)
F.
Quantitative analysis
1.
(a)
Preparation of a given volume of the standard solution of Oxalic acid.
(b)
Determination of molarity of KMnO4 solution by titrating it against a standard solution of Oxalic acid.
2.
The above exercise [F 1 (a) and (b)] to be conducted using Ferrous ammonium sulphate (Mohr’s salt)
G.
Qualitative Analysis
Determination of one anion and one cation in a given salt
Cation – {NH^+_4}
Anions – {CO^{2-}_3}, S2-, Cl–, CH3COO–
(Note: insoluble salts excluded)
Note: The above practical may be carried out in an experiential manner rather than recording observations.
QUESTION PAPER DESIGN
S.No
Domains
Total Marks
%
1
Remembering and Understanding:
Exhibit memory of previously learned material by recalling facts, terms, basic concepts and answers. Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas.
28
40
2
Applying:
Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.
21
30
3
Analysing, Evaluating and Creating:
Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations. Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.
Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.
21
30
1.
No chapter wise weightage is provided, however, care to be taken to cover all the chapters.
2.
Suitable internal variations may be made for generating various templates.
3.
There will be no overall choice in the question paper.
4.
However, 33% internal choices will be given in all the sections.