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SENIOR
SECONDARY
Curriculum
CBSE-i
CURRICULUM
Senior
CB
- Internati
al
on
CLASSES XI-XII
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, logical
mathematical 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 and her team involved in the
development of this document. I specially appreciate the efforts of (Late) Dr. Srijata Das for working tirelessly
towards meeting deadlines.
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
Prof. A. K. Bakshi
Dr. N. K. Sehgal
Mr. L. V. Sehgal
Prof. Kapil Kapoor
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. Gayatri Khanna
Mr. Maneesh Jaryal
Mrs. Anita Makkar
Prof. Biswajit Nag
Ms. Usha Sharma
Ms. Mandira Pal
Biology :
Dr. Smita Bhatia
Mr. GauravDatta
Ms. Mandira Pal
Ms. MridulaArora
Ms. Manu Sharma Dixit
Ms. AkanshaMadan
Ms. Monalisa Paul
Dr. PushpendraTiwar
Geography:
Dr. PreetiTewari
Ms. Rupa Das
Mr. S Fazal Daoud Firdausi
Ms. NeenaPhogat
Ms. Sujata Sharma
Ms. Deepa Kapoor
Ms. Bharti Malhotra
Ms. IshaKaushik
Mr. Riyazuddin Khan
Ms. PoojaVerma
Ms. MamtaKantiKumar
Ms. Pratima Menon
Ms. RichaBhardwaj
Ms. SunitaBajpai
Ms. Shweta Yadav
Mr. Gurvinder Singh
Mr. SurendraNarain
Mr. Rahul Singh
Physics :
Mr. VivekKaushik
Ms. NamrataAlwadhi
Mr. Dhirender Sharma
Ms. SucharitaBasuKasturi
Mr. Vivek
Ms. SonikaBabbar
Mathematics :
Dr. Sushil Kumar
Mrs. Monica Talwar
Mrs. Charu Dureja
Mrs. Seema Juneja
Dr. H. L. Bhatia
Mrs. Neeru Aggarwal
Dr. Saroj Khanna
Dr. Sushma Bansal
Business Studies :
Dr. S. K. Bhatia
Ms. Meenu Ranjan Arora
Mrs. Shegorika
Mr. Sandeep Sethi
Ms. Usha Sharma
Ms. Komal Bhatia
Ms. Ravisha Aggarwal
Ms. Sakshi Mehta
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
Ms. Sakshi Mehta
Accountancy :
Mr. S. S. Sehrawat
Dr. K. Mohna
Dr. Balbir Singh
Ms. Bhupendra Kriplani
Ms. Shipra Vaidya
Mr. Sandeep Sethi
Ms. Sakshi Mehta
Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "Sovereign Democratic Republic
(w.e.f. 3.1.1977)
Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "unity of the Nation (w.e.f. 3.1.1977)
(d) to defend the country and render national service when called upon to do so;
(e) to promote harmony and the spirit of common brotherhood amongst all the people of India
transcending religious, linguistic and regional or sectional diversities; to renounce practices
derogatory to the dignity of women;
(f)
(g) to protect and improve the natural environment including forests, lakes, rivers, wild life and to
have compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
(i)
(j)
to strive towards excellence in all spheres of individual and collective activity so that the nation
constantly rises to higher levels of endeavour and achievement.
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Contents
Preface
Acknowledgements
Introduction
1.
Eligibility of Candidates
2.
Scheme of Examination
3.
Scheme of Studies
24
4.
CBSE-i : English
27
5.
CBSE-i : Maths-I
62
Class XI
6.
CBSE-i : Maths-II
81
Class XI
7.
CBSE-i : Maths-I
100
Class XII
8.
CBSE-i : Maths-II
123
Class XII
9.
CBSE-i : Physics
138
10.
194
11.
CBSE-i : Chemistry
204
12.
264
13.
CBSE-i : Biology
283
14.
311
15.
CBSE-i : Accountancy
331
16.
347
17.
CBSE-i : Economics
366
18.
CBSE-i : Geography
384
19.
CBSE-i : CORE
404
SEWA
404
Perspectives
414
Research
418
Life Skills
425
20.
431
21.
CBSE-i : Assessment
448
22.
CBSE-i : Annexure
461
462
CBSE-i
Senior School Curriculum
The Senior School Curriculum caters to the school leaving stage of education. It aims
to provide a learner with opportunities to grow and explore various higher
education career options available for their self fulfilment and training. The stage
enables the transition of students to higher education, professional training and
employment.
The CBSE-i Senior School Curriculum aims at providing opportunities to students
for preparing them for a life after school by using an enquiry-based approach and a
constructivist theory of learning. It aims to prepare students for further studies in
different areas of future employment across a multitude of professions and in new
and emerging areas of knowledge. The learners are encouraged to acquire tools to
deal with new technology and to manage and accommodate change and develop
moral, ethical and cultural values, thus, preparing them for active participation as
citizens of the global world.
The CBSE-i Curriculum for classes XI and XII has been designed to:
be a two year course building upon the Secondary Curriculum of CBSE-i;
offer an opportunity for learners to develop their fullest potential and
creativity;
utilise innovative learner- centred and enquiry based approach to teaching;
include diverse academic, technical and commercial subjects thus
accommodating a whole range of abilities and interests across a wide spectrum
over a period of two years;
give an opportunity to students to apply knowledge and skills acquired;
be sensitive to the emerging issues which will be infused, integrated and /or
developed into different disciplines;
promote a reading culture and appreciation of literature;
develop skills such as problem solving, enquiry, team work, team building,
planning and organising to help learners become productive and adaptive to
survive in a changing environment;
provide opportunities for extended learning, development of Perspectives,
Research Orientation, SEWA (Social Empowerment through Work and Action) and
a more liberal approach towards Art Education (both Visual and Performing
Arts);
provide opportunities for learners to engage in Health and Physical Education
and participate in physical fitness activities.
Aims and Objectives
At the end of two years a learner will be able to:
acquire knowledge, develop confidence and ability to assess his/her personal
strengths and weaknesses and be realistic in making appropriate career choices
for further education and employment;
develop desirable attitudes and behavioural patterns in interacting with the
environment in a manner that is conserving, preserving and nurturing
develop skills that will enable his/her to apply content learnt and attitudes and
values developed to practical life situations in the world of work.
develop an understanding of and acquire basic skills in business, everyday
commercial transaction and entrepreneurship.
Eligibility of Candidates
ADMISSION OF STUDENTS TO A SCHOOL, TRANSFER/MIGRATION OF
STUDENTS AND SCHEME OF EXAMINATION UNDER CBSE-i
1. Admission-General Conditions
1.1
(ii)
b)
c)
Explanation
(a)
(b) For admission to classes XI and XII, the student must have evidence of
School Based Assessment and Continuous and Comprehensive
Evaluation reflected through grades recorded in the Performance Profile
(of classes IX-X).
1.2
1.3
1.4
2.
2.1
Admission to Class XI under CBSE-i shall be open only to such a student who
has qualified
a)
Secondary School Course (Grade X) conducted by the Board along with the
Board Based and School Based Assessment over a period of two years in classes
IX and X in subjects offered under the CBSE or CBSE-i which may vary from
year to year.
b)
2.2
(b)
has been declared fit for promotion to Class XII or has obtained
minimum Grade D in all the subjects as per Scheme of Studies
prescribed by the Board in Scholastic Areas in Class XI conducted by a
`School/an institution affiliated to this Board / affiliated to any
recognized Board in India or abroad subject to submission of the Report
Book and the Transfer Certificate of the student duly countersigned by
the educational authorities of the Board/Country concerned.
In case of all such admissions the schools would obtain post facto approval of the
Board within one month of admission of the student
Notwithstanding anything contained in the Rules above, the Chairman, CBSE shall
have the power to allow change of school for better academic performance, medical
reasons etc. to avoid undue hardship to any candidate(s).
3.
3.1
Admission Procedure
Admission register in the form prescribed by the Local Government /
Education Board concerned shall be maintained by the `School where the
name of every student joining the School shall be entered.
3.2
3.3
If a student applying for admission to a school has attended any other school,
an authenticated copy of the Transfer Certificate from his last school must be
procured before his name can be entered in the Admission Register. The
format of the Transfer Certificate is given at Annexure -1 of the Examination
Bye-Laws (of CBSE available on the website www.cbse.nic.in).
3.4
In no case shall a student be admitted into a class higher than that for which
he is entitled according to the Transfer Certificate.
3.5
A student shall not be allowed to migrate from one `School to another during
the session after his name has been sent to the Board for the CBSE- Senior
School (Class XII) Assessments. This condition may be waived off in special
circumstances by the Chairman of the Board.
3.6
3.7
3.8
4.
4.1
(b)
5.
Admission to Examinations
5.1
General
Notwithstanding anything contained in the Examination Bye-laws, no
candidate who has been expelled or is under the punishment of rustication or
is debarred from attending regular school for any reason whatsoever shall be
admitted to any Assessments of the Board for CBSE-i.
5.2
(b)
Secured a grade equal or higher than grade D in all the five main
subjects (except 6th additional subject) of internal assessment at the
examination referred to at (a) above;
(c)
6.
Regular Candidates
6.1
6.2
Explanation- A candidate whose name is struck off from the rolls of the
School after submission of his name/application for admission to the
Assessments conducted by the Board at Secondary and Senior School levels
shall cease to be a candidate and as such will not be eligible for admission to
the assessment/examination conducted by the Board/School.
7.
7.1
CBSE-i Senior School level Class XII Assessment / Examination will be open
to such regular candidates who have submitted duly completed application
for admission to concerned Assessment/Examination in the manner
prescribed by the Board, along with the prescribed fee forwarded to the
Board by the Head of the Institution/School. A student must also fulfil the
following conditions:
1)
2)
3)
4)
5)
6)
7.2
7.3
No affiliated school shall endeavour to present the candidates who are not on
its roll nor will it present the candidates of its unaffiliated branch/schools to
any of the Boards for CBSE-i Assessment/Examination.
7.4
If the Board has reasons to believe that an affiliated school is not following
the Rules under section 7.2 and 7.3 above, the Board will resort to penalties
against its affiliated schools as deemed fit.
8.
8.1
10
unless
the
candidate
fulfils
the
attendance
The candidate who has not qualified the same examination in the
preceding year and who rejoins Classes XI/XII as the case may be is
required to have at least 75% of attendance calculated on the possible
attendance from the 1st of the month following the publication of the
results of the final examination by the School/ Board upto the 1st of
the month preceding the month of the year in which the examination
of the School/Board commences.
11
(iv)
The candidate who has not qualified in the same examination in the
preceding year and who rejoins Classes XI/XII as the case may be is
required to have 60% of attendance if he is participating in Sports at
National/International level organized by CBSE or Olympic/
National Sports Authority of the country as verified by the Embassy
of India calculated on the possible attendance from the 1st of the
month following the publication of the results of the final examination
by the School/Board upto the 1st of the month preceding the month in
which the examination of the School/Board commences.
(v)
8.2
Exemption from study of subjects under Core, like SEWA, Life Skills
including Creative thinking, Research and Perspectives or CoScholastic Areas like Visual and Performing Arts/Physical and Health
Education may be granted to a candidate on medical grounds in
respect of CBSE-i Senior School Examinations conducted by the Board
provided the application is supported by a certificate given by a
Registered Medical Officer and forwarded by the Head of the School
with his recommendations.
(ii)
12
9.
(ii)
Cases of candidates
with attendance below 50% in class XII, appearing for the Boards
examination shall be considered for condonation of shortage of
attendance by the Chairman only in exceptional circumstances created
on medical grounds, such as candidate suffering from serious diseases
like cancer, AIDS, TB or similar serious diseases requiring long period
of hospitalization.
13
(iii)
The Principal shall refer a case of shortage within the above prescribed
limit of condonation to the Board, either with the recommendations or
with valid reasons for not recommending the case.
(iv)
prolonged illness
b)
c)
d)
e)
f)
10.
11.
Private Candidates
A Private Candidate means a person who is not a regular candidate but,
under the provisions of the Examination Bye-Laws, is allowed to undertake
14
11.2
(ii)
Private candidates shall not be allowed to offer such subjects for the
examination which involve practical work except in the case of
candidates who have not qualified earlier and had completed regular
course of study at an institution affiliated to the Board in the previous
academic year.
15
12.
Exemptions to those students who are Differently Abled such as Visually and
hearing impaired, physically challenged, Autistic, Dyslexic, Spastic and other
categories defined in the PWD Act, 1995.
(i)
(ii)
60 minutes
50 minutes
40 minutes
30 minutes
13.
(b)
(c)
(ii)
The amanuensis must be a student of a class lower than the one for
which the candidate is taking the examination.
16
II.
14.
General Conditions:
(i)
(ii)
17
(ii)
(iii)
MARKS RANGE
GRADE
GRADE POINT
91-100
A1
10.0
81-90
A2
9.0
71-80
B1
8.0
61-70
B2
7.0
18
(iv)
51-60
C1
6.0
41-50
C2
5.0
33-40
4.0
21-32
E1
20 and below
E2
16.
Formative Assessment in the subjects under Scholastic Area for XI, XII
shall be undertaken by the schools. Summative Assessments will be
taken by the School/Board for Classes XI, XII based on the specifications
given in the Curriculum document and circulars available on the CBSE-i
Portal. Assessment on Co-Scholastic areas may be based on the
indicators of assessments provided.
(ii)
19
17.
Merit Certificates
The Board will award Merit Certificates to such candidates who have
obtained Grade A1 in all the five subjects (excluding the 6th additional
subject) under Scholastic Area as per the qualifying criteria.
18.
Qualifying Criteria
i)
(ii)
20
(iv) Candidates exempted from one or more subjects under Scholastic Area
and Co-Scholastic Area as well as Core Areas shall be eligible for
appearing in the Formative and Summative Assessments and result shall
be declared subject to fulfilment of other conditions laid down in the
Qualifying Criteria.
(v)
19.
20.
Improvement of Performance
i)
21
The
at the
His/her
21.
Upgrading of Performance
(i)
22
22.
Other Conditions
For rest of the conditions or any other conditions not specifically mentioned
here, the Examination Bye-Laws laid down by the Board and amendments
made there to from time to time will be applicable.
23
Scheme of Studies
Classes XI-XII
Scholastic Areas
I.
One Language
English (CBSE-i Curriculum) (801)
II.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Subject
Code
Mathematics-I
Mathematics-II
Physics
Chemistry
Biology
Business Studies
Accountancy
Geography
Economics
901
923
902
903
904
912
913
917
911
Besides the above mentioned electives, a candidate can also choose elective from
the subjects given below with code. (CBSE-Curriculum Document 2014- Vol I
Main Subjects )*
Biotechnology(905), Engineering Graphics(906), Political Science(916), History(915),
Home Science(907), Fine Arts(932), Agriculture(925), Computer Science(908),
Informatics Practices(909), Multimedia and Web Technology(910), Sociology(919),
Psychology(918), Philosophy(920), Physical Education(921), Music(933), Dance(934),
Entrepreneurship(914), Fashion Studies(931) and Creative Writing and Translation
Studies(922). Heritage craft (935), Graphic design (936),
*Additional Subject: A candidate can also offer an additional elective which may
either be a language at elective level (out of those mentioned above) or, any other
elective subject.
24
Additional languages that may be offered in lieu of an elective are given below:
Hindi Aadhar (835), Malayalam (813), Urdu(c)(804), Arabic (c)(817), Tamil (807) and
French (819).
(Syllabus of these subjects will be same as that given in CBSE-i Curriculum
Document 2014, Vol 2, Main Subject)
Note:
1. A candidate can opt for maximum of two IT based Courses as electives out of
the four electives offered.
2. A candidate can opt for either Mathematics I or Mathematics II as one of the
electives out of the four electives offered.
3. In addition to the electives which have been mentioned as part of CBSE-i or
CBSE a candidate may choose to offer any other elective/ additional
language being offered by the Board provided that permission is sought from
the competent authority on a case to case basis.
Co-scholastic Areas
1. A student will offer any of the two CORE-areas given below. These will not
be assessed but only commented upon
SEWA
Perspectives
Life Skills
Research
2. A student will offer the following which again be commented upon
Visual and Performing Arts
Health and Physical Education
Attitudes and Values
Schools are expected to draw their own programmes in the core area of CBSE-i in
accordance with the guidelines prescribed in the curriculum.
25
Instructional Time:
Subject
No of Periods
Approximate hours of
study
Language I
08
6 hours
Elective I
08
6 hours
Elective II
08
6 hours
Elective III
08
6 hours
Elective IV
08
6 hours
02
1 hour 30 minutes
02
1 hour 30 minutes
02
1 hour 30 minutes
Total
46
34 hours 30 minutes
While designing the courses it has been presumed that a minimum of 30 weeks of
teaching time will be available in each session for actual instructional transaction
(giving margin to vacations, public holidays and other contingencies). A school may
assign more or less number of periods to individual subjects according to their
relative importance.
Note:
The schools are expected to give adequate time for Community Service outside the
school hours, the minimum being equivalent to two periods a week.
Medium of Instruction
The medium of instruction, in general, shall be English in all the schools affiliated
with the Board.
26
Language
English
One of the most significant ways in which a globalized world has influenced education today
is by compelling education systems the world over to benchmark quality in terms of global
standards thereby reducing the gap between regional, national and international curricula.
The changing scenario has necessitated that recognition be given to critical pedagogy, social
constructivism and networking for maximizing learning. Creativity finds its place at the core
of the learning process. It is imperative now to integrate Life Skills with acquisition,
processing and creation of knowledge, to harness technology for enhanced and accelerated
learning and to emphasize the need for promoting learner independence.
The philosophy of the CBSE-i course is to nurture the children's innate curiosity by providing
an opportunity to discover the world around them in their own way. The learner is at the
centre of this paradigm, collaborating with peers and teachers to bring fresh perspectives and
to develop originality of thought through research and discovery.
The students at the Senior School level have certain special needs and this is a crucial phase in
their education, determining to a considerable extent, what careers they would pursue later on
in life. Besides deciding the career and the subject combination that they have to opt for, they
are at a juncture where critical thinking skills and co-operative strategies would enable them
to analyze their environment and use this knowledge to develop solutions to the challenges
they identify and also awaken their intellectual, emotional, and moral capacities and train
their will.
In this curriculum, for classes XI and XII the definition of language proficiency extends
beyond grammatical rules governing sounds, word forms, word orders to convey meaning
(phonology, morphology, syntax and semantics) to an in-depth knowledge of social
conventions of language use. The course then aims to shift the emphasis from language as just
an instrument of communication or acquisition of skills to a tool to facilitate innate creative
self-expression as well as social interaction. In other words, this approach aims at using
language not merely as a functional tool but also as a dynamic medium for critical study,
creative pursuits and a realistic understanding of the social and cultural milieu in its entirety
by enriching vocabulary and discourse patterns.
The English curriculum at the primary and the secondary levels focuses on language skills.
The CBSE-i course attempts to initiate these skills to reading a variety of texts. It is vital to offer
27
texts of different levels of difficulty dealing with a vast variety of topics to make the present
generation realize the pleasure and joy of living with books.
The desirability of reading extensively and as many different genres as possible is
indisputable. By reading and discerning incredible works of great writers, the students will
not only enhance their communicative competence, but also enrich their life. The curriculum
has been so designed that literature occupies the centre stage and all the language skills and
verbal abilities including vocabulary and grammar radiate from it and merge into it. Such a
design, it is hoped, will sustain the interest of students as well as teachers. By embedding
critical pedagogy through analysis and discussion in the content, an attempt has been made to
strike a balance between language acquisition and literary appreciation. There has been a
deliberate attempt to pitch the curriculum standard at a reasonably high level so that the
learner is challenged and goes into the enquiry mode thereby promoting a unique learning
culture that makes the learners take an increasingly higher responsibility for his/ her own
learning.
In both years of Senior School level a student has to read ten units in each class. Term-wise
break up of units is given. The break up has been given with a view to assist teachers in
planning the teaching. Teachers may find the units a bit lengthy, but it is entirely their
discretion as to how they develop the language skills of students. Out of ten units one or two
units can be left out, but the writing and grammar part of each unit must be transacted in the
class. The units are independent and theme based. There is an effort made on the part of the
authors to include variety of activities in each unit so that students find them challenging and
stimulating.
The broad objectives for the course are detailed as follows:
Reading
a. To adopt different strategies for different types of texts, both literary and non-literary.
b. To select and extract relevant information using the skills of skimming and scanning.
c. To deduce the meaning of unfamiliar lexical items in a given context.
d. To recognise the organization and form of a text.
e. To understand the writer's attitude and bias and comprehend the difference between
what it says and what it implies.
f. To differentiate between claims and realities, facts and opinions.
g. To arrive at a personal conclusion in an original and creative manner.
h. To analyse, interpret, infer and evaluate the ideas in a text.
28
Writing
a.
d.
e.
f.
To write for a specific purpose and audience using appropriate vocabulary, tone and
style.
Listening
a. To listen to a range of discourses and texts with comprehension.
b. To listen to a talk or conversation and understand the topic and main points.
c.
d. To distinguish main points from supporting details and relevant from irrelevant
information.
e.
Speaking
a. To speak clearly using appropriate word stress, sentence stress and intonation
patterns.
b. To adopt different strategies to convey ideas effectively according to purpose, topic
and audience (including the appropriate use of polite expressions).
c.
f.
29
To ask the right questions so as to elicit the desired response, and respond
appropriately to questions; and to participate in spontaneous spoken discourse in
familiar social situations.
Literature
a. To read and appreciate a range of texts including literary texts of a variety of genres,
representing different periods and cultures.
b. To critically analyse and interpret literary texts and to give personal response.
c.
To acquire enhanced language use through the study of texts rich in thought,
figurative language, style and tone.
f.
30
English
Term-wise Syllabus
Class - XI
Sr. No.
Term - I
Sr. No.
Term - II
Fantasy
Love
Time
Ambition
Freedom
Fortitude
Happiness
Friendship
10
Freewill
Class - XII
Sr. No.
Term - I
Sr. No.
Term - II
Renunciation/ Sacrifice
Humour
Courage
Devotion
Beauty
Forgiveness
Social Justice
Survival
10
Nature
31
32
Speaking
skills
They will:
participate
actively in
group
discussions
present their
viewpoint
with clarity
discuss ways
to resolve
conflict
debate for
and against
an idea and
come to a
consensus
Listening
skills
They will:
listen and
respond to an
extract from a
story/song/
poem to
grasp the
main idea
listen for
specific
information
listen for
pleasure
They will:
understand
the elements
of a short
story
understand
the meaning
of new words
in context
appreciate a
poem on the
unknown
read a one-act
play
Reading
skills
Writing
skills
They will:
write a story
about love (or
the lack of it)
creating a
suitable
atmosphere
write with
logical
continuity
and fluency
write a
poem/ ballad
celebrating
love
take down
notes
precis writing
Rationale/ Learning
Outcomes
Syllabus - Class XI
English
Use of tenses
Direct and
Indirect
Kinds of
sentences
Transformation of
sentences
Use literary
devices like
similes and
metaphors to
improve their
writing skills
Language
Structure and
convention;
literary devices
33
Speaking
skills
They will:
take part in a
dramatisation
of the text
conduct an
interview
learn to
anchor a
discussion
outline point
of view
Listening
skills
They will:
watch a film
related to the
theme and
respond to
what they
hear
listen actively
to questions
in an
interview
format
listen closely
to follow
dialogue in
English
They will:
read and
understand
Gothic/
Horror
Story as a
literary genre
read and
appreciate a
play
identify the
main events
chronologically
deduce the
meanings of
unfamiliar
words
read and
understand a
poem on the
topic
Reading
skills
Writing
skills
They will:
write a story
write a simple
poem about a
supernatural
character
create a storyboard and a
comic strip
based on a
story about
the supernatural
write a blurb
write a film
review
Rationale/ Learning
Outcomes
Phrases and
clauses
Kinds of
sentences
Transformation of
sentences
Use literary
devices like
personification and
imagery to
improve their
writing skills
Language
Structure and
convention;
literary devices
34
Reading
skills
Speaking
skills
They will:
participate
actively in
group
discussions
present their
viewpoint
with clarity
discuss ways
They will:
listen and
respond to a
historical
speech
listen and
respond to a
popular song
listen to grasp
They will:
understand
the themes
elements of a
short story
appreciate the
theme of a
poem/ story
on war and
Reading
skills
Writing
skills
Writing
skills
Language
Structure and
convention;
literary devices
Language
Structure and
convention;
literary devices
They will:
Types of
learn to write
sentences
slogans on
Relative
clauses
peace
Use
literary
write simple
devices like
poems on
antithesis and
peace
irony to
write an essay
improve their
write with
writing skills
Speaking
skills
Listening
skills
Listening
skills
Rationale/ Learning
Outcomes
learning
outcomes/expectations
outlined here.
Research project based
on activities and life
skills are built into the
methodology of every
Unit
Rationale/ Learning
Outcomes
35
Listening
skills
Reading
skills
Writing
skills
to resolve
peace and
logical
understand
continuity
conflict in
the futility of
and fluency
groups by
war
(a sustained
following
piece of
group norms understand
writing)
the meaning
debate for
of new words learn to fill up
and against
a form/ and
in context
an idea and
learn to write
come to a
a resume
consensus
Learn to write
learn to give a
a formal letter
speech
Speaking
skills
Rationale/ Learning
Outcomes
36
Speaking
skills
They will:
take part in
dramatisation of the
text
conduct an
interview
present their
findings with
the help of
multi media
Listening
skills
They will:
watch a film/
interview
related to the
theme and
respond to
what they
hear
listen actively
to questions
in an
interview
format
listen closely
to follow
dialogue in
English
They will:
read and
understand
texts/
accounts of
ambitious/
ego-centric
people
identify the
main events
chronologically
deduce the
meanings of
unfamiliar
words
read,
understand
and enjoy a
poem on the
subject
suggested
texts: play/
prose
Reading
skills
Writing
skills
They will:
learn to write
dialogue for a
skit/
play
a debate
a newspaper
report
an account of
events in
chronological
order
an account of
events in the
past as a part
of the events
a diary entry
a proposal for
a project
Rationale/ Learning
Outcomes
Types of
sentences
Noun Clauses
Understand
the style and
tone of a
poem
Close passage
Language
Structure and
convention;
literary devices
37
Rationale/ Learning
Outcomes
Rationale/ Learning
Outcomes
Reading
skills
Speaking
skills
Reading
skills
Writing
skills
Writing
skills
Language
Structure and
convention;
literary devices
Language
Structure and
convention;
literary devices
They will:
Adverbial
learn to write
clauses
dialogue for a Transforskit/play
mation of
write a Diary
sentences
entry
Use of literary
write a
devices
description of
Speaking
skills
They will:
They will:
They will:
listen and
participate
understand
respond to a
actively in
the elements
poem/
group
of a short
popular song
discussions
story and
listen to grasp narrate
anticipate
the main idea
events, real or
and predict
imaginary, in
listen for
what will
Listening
skills
Listening
skills
38
Listening
skills
Speaking
skills
Writing
skills
come next in
a character
a text.
and a clear
account of
retrieve and
events
synthesise
information
expand notes
from a range
into a piece of
of reference
writing
material
write an
using study
informal
skills such as
letter
skimming
and scanning
understand
the nuances
of a travelogue
understand
the meaning
of new words
in context
Reading
skills
Rationale/ Learning
Outcomes
39
Speaking
skills
They will:
conduct an
interview
express their
opinions and
ideas in a
group
discussion
debate an
issue, giving
reasoned
arguments
for their
views
participate in
a role play
Listening
skills
They will:
listen to a
song or film
on the theme
listen to a
speech for
gist and
specific
information
listen closely
to follow
dialogue in
English
They will:
read a variety
of texts with
the theme of
human
relationships
read to
understand
the gist of the
texts
read for
specific
information
understand
meanings in
context
find out the
etymology of
selected
vocabulary in
the given text
read,
understand
and
appreciate a
poem on the
given theme
Reading
skills
Writing
skills
Language
Structure and
convention;
literary devices
They will:
Conditional
write a precis
sentences
write an
Use of literary
informal
devices
letter
plan writing
and organise
ideas step by
step
write an essay
on a given
topic
compare and
contrast ideas
and write a
point of view
write a notice
and a circular
write a
memoir
Rationale/ Learning
Outcomes
40
Reading
skills
Speaking
skills
They will:
participate
actively in
group
discussions
present their
viewpoint
with clarity
prepare and
present
powerpoint
presentations
learn to
present views
They will:
listen and
respond to a
play/ film
listen to grasp
the main idea
listen for
specific
information
They will:
understand
the elements
of a short
story
appreciate a
graphic novel
read and
understand
the study of
character and
situation in a
play on the
given theme
understand
Reading
skills
Writing
skills
Writing
skills
Language
Structure and
convention;
literary devices
Language
Structure and
convention;
literary devices
They will:
Active and
passive voice
write an
informal
Use literary
letter
devices to
improve their
write in
writing
logical
sequence and
continuity
write a diary
entry
write an essay
write a blurb
Speaking
skills
Listening
skills
Listening
skills
Rationale/ Learning
Outcomes
Rationale/ Learning
Outcomes
41
Listening
skills
They will:
watch a film
related to the
theme and
respond to
what they
hear
Listening
skills
Rationale/ Learning
Outcomes
Rationale/ Learning
Outcomes
the meaning
of new words
in context
Reading
skills
Reading
skills
They will:
They will:
take part in a read and
dramatisation
understand
of the text
nonnarrative/
conduct an
factual texts
interview
identify the
hold a press
Speaking
skills
Writing
skills
Writing
skills
Language
Structure and
convention;
literary devices
Language
Structure and
convention;
literary devices
They will:
Transformation of
learn to write
sentences
an e-mail
Cloze
write a
passages
description of
a person
Use of literary
devices like
write a
Speaking
skills
42
betrayal.
A wide selection of
activities to be
provided to help any
teacher wishing to
extend his/ her
students beyond the
learning outcomes/
expectations outlined
here.
Research project based
on activities and life
skills are built into the
methodology of every
Unit
Rationale/ Learning
Outcomes
listen actively
conference
main features
to questions
of such texts
present a
in an
description of summarise
interview
the given
the efforts of
format
piece
crusaders
listen closely
with the help deduce the
to follow
of multi
meanings of
dialogue in
media
unfamiliar
English
words
read a poem
on the theme
Listening
skills
Writing
skills
critical
appreciation
of a poem
write a film/
book review
take notes
expand notes
into a piece of
writing
irony and
sarcasm
Language
Structure and
convention;
literary devices
43
Speaking
skills
They will:
participate
actively in
group
discussions
present their
viewpoint
with clarity
debate for
and against
an idea and
come to a
consensus
Listening
skills
They will:
listen and
respond to a
commentary
listen to grasp
the main idea
listen for
specific
information
They will:
read and
understand
nonnarrative/
factual texts
identify the
main features
of such texts
understand
the elements
of a
biography/
autobiography
summarise
the given
piece
deduce the
meanings of
unfamiliar
words
read poems
on the theme
Reading
skills
Writing
skills
Language
Structure and
convention;
literary devices
They will:
Transform learn to write
ation of
a formal letter
sentences
write a
Practice of
newspaper
grammar
article
through
cloze
write a
biosketch
write a news
paper report
write slogans
and design
posters
design a
Manifesto of
Fundamental
Human
Rights
Rationale/ Learning
Outcomes
44
Listening
skills
Listening
skills
Reading
skills
They will:
take part in a
dramatisation
of the text
conduct an
interview
present a
description of
their
workspace
with the help
of multi
media
Speaking
skills
They will:
read and
understand
drama/ radio
film script as
a literary
genre
deduce the
meanings of
unfamiliar
words
read a
biography
Reading
skills
Writing
skills
Writing
skills
Language
Structure and
convention;
literary devices
Language
Structure and
convention;
literary devices
They will:
transformation of
learn to write
sentences
dialogue for a
skit/play
write a formal
letter
write a
description of
a character
design an
invitation, a
poster and a
brochure for
a Play/
Speaking
skills
They will:
The Unit aims at enabling
students to understand the watch a film/
interview/
importance of time. What
TV
happens when a character
documentary
wakes up in a different
related to the
time or an alternate reality?
theme and
Or, what would you do if a
respond to
spirit or a ghost took you
what they
on a journey through time
hear
to visit your past
listen actively
experience, present
to questions
realities, and/or future
in an
possibilities?
interview
Rationale/ Learning
Outcomes
Rationale/ Learning
Outcomes
45
Listening
skills
format
A wide selection of
activities to be provided listen closely
to help any teacher
to follow
wishing to extend his/
dialogue in
her students beyond the
English
learning outcomes/
expectations outlined
here.
Research project based
on activities and life
skills are built into the
methodology of every
Unit
Rationale/ Learning
Outcomes
Video/ Music
Show
Writing
skills
Language
Structure and
convention;
literary devices
46
Speaking
skills
They will:
participate
actively in
group
discussions
present their
viewpoint
with clarity
discuss ways
to resolve
conflict
debate for
and against
an idea and
come to a
consensus
Listening
skills
They will:
listen and
respond to an
extract from a
story / song/
poem to
grasp the
main idea
listen for
specific
information
listen for
pleasure
Writing
skills
They will:
They will:
understand
write a story
the elements
about an act
of a short
of
story
renunciation
understand
and build up
the meaning
a suitable
of new words
atmosphere
in context
write an essay
appreciate a
with logical
poem on the
continuity
and fluency
topic
write a
poem/ ballad
celebrating an
event of
renunciation
Take down
notes
precis writing
Reading
skills
Rationale/ Learning
Outcomes
Unit 1: Theme:
Renunciation Sacrifice
use of tenses
direct and
Indirect
kinds of
sentences
transformation of
sentences
use literary
devices like
similes and
metaphors to
improve their
writing skills
Language
Structure and
convention;
literary devices
47
Listening
skills
Listening
skills
Reading
skills
Reading
skills
They will:
They will:
take part in a read and
dramatisation
understand a
of the text
short story as
conduct an
a literary
interview
genre
learn to
read and
anchor a
appreciate a
discussion
play
Speaking
skills
Writing
skills
Writing
skills
They will:
write a
memoir
write a simple
poem about a
heroic
character
write a diary
entry
Speaking
skills
They will:
Courage is the ability to
confront fear, pain, danger, watch a film
related to the
uncertainty, or
theme and
intimidation. "Physical
respond to
courage" is courage in the
what they
face of physical pain,
hear
hardship, death, or threat
listen actively
of death, while "moral
to a
courage" is the ability to act
Rationale/ Learning
Outcomes
Rationale/ Learning
Outcomes
Unit 1: Theme:
Renunciation Sacrifice
phrases and
Clauses
kinds of
sentences
transformation of
sentences
use literary
devices like
Language
Structure and
convention;
literary devices
Language
Structure and
convention;
literary devices
48
Listening
skills
Rationale/ Learning
Outcomes
Outline point
of view
Speaking
skills
identify the
main events
chronologically
deduce the
meanings of
unfamiliar
words
read and
understand a
poem on the
topic
Reading
skills
Writing
skills
write a formal
letter
expressing
views with
logical
continuity
create a
storyboard/
script for a
documentary
about a hero
write a film
review
personification and
imagery to
improve their
writing skills
Language
Structure and
convention;
literary devices
49
Speaking
skills
They will:
participate
actively in
group
discussions
present their
viewpoint with
clarity
discuss ways
to resolve
conflict in
groups by
following
group norms
debate for and
against an idea
and come to a
consensus
Listening
skills
They will:
listen and
respond to a
historical
speech
listen and
respond to a
popular song
listen to grasp
the main idea
listen for
specific
information
They will:
understand the
elements of a
short story
appreciate the
theme of a
poem/ story
on beauty and
understand the
futility of war
examine a
play/ extract
from a play
understand the
meaning of
new words in
context
Reading
skills
Writing
skills
They will:
Learn to write
Commercial
and Classified
advertisements
Write an essay
with logical
continuity and
fluency
Fill up a
form/write/
resume
Write a formal
letter
Rationale/ Learning
Outcomes
Types of
sentences
Relative
clauses
Use literary
devices like
antithesis and
irony to
improve their
writing skills
Language
Structure and
convention;
literary devices
50
Listening
skills
They will:
watch a film/
interview
related to the
theme and
respond to
what they
hear
listen actively
to questions
in an
interview
format
listen closely
to follow
dialogue in
English
Justice is a concept of
moral rightness based on
ethics, rationality, law,
natural law, religion,
fairness, or equity, along
with the punishment of the
breach of said ethics.
Justice is often used
interchangeably with the
word "fairness." In any
situation, be it in a
courtroom, at the
workplace or in line at the
local theatre, we want
reasonable and impartial
decisions made, which is
why the goddess of justice
is blindfolded. And when
people feel that they aren't
getting their due, then
society protests with events
like the French Revolution
civil rights marches
Reading
skills
They will:
They will:
take part in a read and
dramatisation
understand
of the text
texts/
conduct an
accounts of
interview
justice/
present their
injustice
findings with identify the
the help of
causes and
multi media
effects of an
vent
deduce the
meanings of
unfamiliar
words
read,
understand
and enjoy a
poem on the
subject
suggested
texts: play/
prose
Speaking
skills
Writing
skills
Language
Structure and
convention;
literary devices
They will:
Types of
learn to write
sentences
dialogue for a Noun Clauses
skit/play
Understand
write a
the tone of a
speech
poem
write a
newspaper
report
write an
account of
events in
chronological
order
write an
account of
events in the
past as a part
of the events
write a diary
entry
Rationale/ Learning
Outcomes
51
Listening
skills
They will:
listen and
respond to a
poem/
popular song
Listening
skills
Rationale/ Learning
Outcomes
A wide selection of
activities to be provided
to help any teacher
wishing to extend his/
her students beyond the
learning outcomes/
expectations outlined
here.
Research project based
on activities and life
skills are built into the
methodology of every
Unit.
Rationale/ Learning
Outcomes
Reading
skills
They will:
conduct an
interview
participate
actively in
Speaking
skills
They will:
understand
the elements
of a short
story and
Reading
skills
Writing
skills
Writing
skills
Language
Structure and
convention;
literary devices
Language
Structure and
convention;
literary devices
They will:
adverbial
learn to write
Clauses
dialogue for a transformskit/play
ation of
write a Diary
sentences
Speaking
skills
52
Listening
skills
Speaking
skills
Reading
skills
Rationale/ Learning
Outcomes
entry
Use of literary
write a
devices
description of
a character
and a clear
account of
events
expand notes
into a piece of
writing
write an
informal
letter
write a diary
entry
Writing
skills
Language
Structure and
convention;
literary devices
53
Rationale/ Learning
Outcomes
Rationale/ Learning
Outcomes
Speaking
skills
They will:
listen to and
narrate
humorous
stories and
narratives
express their
opinions and
ideas in a
group
discussion
debate an
issue, giving
They will:
listen to a
song or film
on the theme
listen for gist
and specific
information
listen closely
to follow
dialogue in
English
They will:
read a variety
of texts with
the theme of
humour
read to
understand
the play of
words in the
texts
appreciate a
graphic novel
understand
Reading
skills
Writing
skills
Writing
skills
They will:
write a story
write an
informal
letter
plan writing
and
organising
ideas step by
step
write an
article for a
magazine
Speaking
skills
Listening
skills
Listening
skills
Conditional
Sentences
Use literary
devices
Language
Structure and
convention;
literary devices
Language
Structure and
convention;
literary devices
54
Rationale/ Learning
Outcomes
Speaking
skills
Writing
skills
meanings in
compare and
context
contrast ideas
find out the
and write a
etymology of
point of view
selected
write a diary
vocabulary in
entry
the given text write a
read,
poem/
understand
Limerick
and
appreciate a
poem on the
given theme
Reading
skills
55
Speaking
skills
They will:
participate
actively in
group
discussions
present their
viewpoint
with clarity
prepare and
present
PowerPoint
presentations
learn to
present views
with the help
of multimedia
Listening
skills
They will:
listen and
respond to a
song/ film
listen to grasp
the main idea
listen for
specific
information
They will:
understand
the elements
of a short
story
appreciate a
graphic novel
read and
understand
the study of
character and
situation in a
play on the
given theme
understand
the meaning
of new words
in context
Reading
skills
Writing
skills
They will:
write an
Essay
write in
logical
sequence and
continuity
write a Diary
Entry
write an
article
write a
poem/ song
Rationale/ Learning
Outcomes
Active and
Passive Voice
Use literary
devices to
improve their
writing skills
Language
Structure and
convention;
literary devices
56
Listening
skills
Listening
skills
Reading
skills
Reading
skills
They will:
They will:
take part in
read and
dramatisation
understand
of the text
narrative/
conduct an
factual texts
interview
identify the
hold a press
main features
conference
of such texts
Speaking
skills
Writing
skills
Writing
skills
They will:
learn to write
an e-mail
write an
informal
letter
writing a
story
Speaking
skills
Rationale/ Learning
Outcomes
Rationale/ Learning
Outcomes
Transformation of
sentences
Cloze
passages
Use of literary
devices like
irony and
sarcasm
Language
Structure and
convention;
literary devices
Language
Structure and
convention;
literary devices
57
Listening
skills
Speaking
skills
Reading
skills
Writing
skills
write a diary
entry
write a film/
book review
take notes
expand notes
into a precis
Rationale/ Learning
Outcomes
58
Speaking
skills
They will:
participate
actively in
group
discussions
present their
viewpoint
with clarity
debate for
and against
an idea and
come to a
consensus
Listening
skills
They will:
listen and
respond to a
discussion on
values/
issues
listen to grasp
the main idea
in an audio
clipping
listen for
specific
information
They will:
read and
understand
nonnarrative/
factual texts
identify the
main features
of such texts
understand
the elements
of a
biography/
autobiography
summarise
the given
piece
deduce the
meanings of
unfamiliar
words
read a poem
on the theme
Reading
skills
Writing
skills
Language
Structure and
convention;
literary devices
They will:
transfor write an essay
mation of
write a
sentences
newspaper
article
write a
bio-sketch
write a news
paper report
write slogans
and design
posters
design a
Manifesto of
Fundamental
Values
Rationale/ Learning
Outcomes
59
Rationale/ Learning
Outcomes
Rationale/ Learning
Outcomes
Speaking
skills
Reading
skills
Writing
skills
Writing
skills
Language
Structure and
convention;
literary devices
Language
Structure and
convention;
literary devices
They will:
Transform learn to write
ation of
a paper on a
sentences
given topic
write a formal
letter
Speaking
skills
They will:
They will:
They will:
watch a film/ take part in a read and
interview/
dramatisation
understand
TV
of the text
poems and
documentary conduct an
given pieces
interview
related to the
deduce the
Listening
skills
Listening
skills
60
Listening
skills
Speaking
skills
Reading
skills
Writing
skills
Rationale/ Learning
Outcomes
MATHEMATICS
The study of Mathematics helps students to develop strategies that improve their
logical thinking and analytical ability. The syllabus of CBSE-i Mathematics at Senior
School level has emerged after a thorough research of the international needs for
higher studies in Mathematics and for professional courses like Engineering,
Physical and Bioscience, Commerce or Computer Applications. The present syllabus
has been designed in accordance with National Curriculum Framework 2005 and as
per guidelines given in focus group on teaching of Mathematics 2005 which is to
meet the emerging needs of all categories of students. Developing the concepts from
real life situations and other subject areas, greater emphasis has been laid on
application of various concepts.
Objectives:
The broad objectives of teaching Mathematics at Senior School stage are to help the
students to:
acquire knowledge and critical understanding, particularly by way of motivation
and visualization, of basic concepts, terms, principles, symbols and mastery of
underlying processes and skills.
feel the flow of reasons while proving a result or solving a problem.
apply the knowledge and skills acquired to solve problems and wherever
possible, by more than one method.
develop positive attitude.
think, analyze and articulate logically.
develop interest in the subject by participating in related competitions.
acquaint students with different aspects of mathematics used in daily life.
develop an interest in students to study mathematics as a discipline.
develop awareness of the need for national integration, protection of
environment, observance of small family norms, removal of social barriers,
elimination of sex biases.
develop reverence and respect towards great Mathematicians for their
contributions to the field of Mathematics.
Note: Keeping in mind the requirement of different career options, two different
syllabi, namely Mathematics I and Mathematics II have been developed.
Mathematics I has been developed keeping in mind the needs of the students
offering pure sciences, Mathematics II addresses the needs of the students who
have not opted for pure sciences.
61
Class XI
Term - Wise Syllabus of Mathematics - I
Term I
Sr
No
Unit
Term II
Sr
No
Unit
Sets
Permutations and
Combinations
Binomial Theorem
Trigonometric Functions
Principle of Mathematical
Induction
10
Straight Lines
11
Conic Sections
13
12
Introduction to three
Dimensional Geometry
14
Probability
Unit
Term II
Sr
No
Unit
Sets
Permutations and
Combinations
Binomial Theorem
Trigonometric Functions
Principle of Mathematical
Induction
11
Straight Lines
10
12
13
Statistics
14
Probability
62
Mathematics -I
SYLLABUS CLASS XI
Sets and their representations, Empty set, Finite & Infinite sets.
Equivalent and equal sets. Subsets.
Subsets of a set of real
numbers especially intervals (with notations).
Power set,
Universal set.
Venn diagrams. Union and Intersection of sets. Difference of sets.
Complement of a set. Properties of complement sets. Practical
problems on union and intersection of sets.
Contents
1.1
and
Conversion from set builder form to roster form and vice versa.
1.2
Empty Set
1.3
Singleton Set
1.4
Finite and
infinite Sets
1.5
Equivalent
and Equal Sets
1.6
Subsets
1.7
Power Set
1.8
Universal Set
1.9 Complement of
a Set
1.10 Intervals as
closed interval, open interval, right half open interval, left half
63
Subsets of R
open interval.
1.11 Venn
diagrams
1.13 Difference of
sets
1.14 Laws of
Operations on
Sets
distributive laws
De Morgans law
1.15 Properties of
Complement
Sets
1.16 Practical
Problems on
union and
Intersection of
Sets
1)
2)
Unit 2 : Relations
and Functions
(14 periods)
64
Contents
2.1 Ordered Pairs
Learning Outcomes
Students will be able to:
identify an ordered pair.
identify the equality of two ordered pairs.
2.2 Cartesian
Product of Sets
R).
2.6 Function as a
Special Kind of
Relation from
one Set to
another
A X A.
2.7 Pictorial
representation
of a Function
g(x) = g(x)
(fg)(x) = f(x).g(x)
65
f(x)
, g(x)
2.9 Real valued
functions and
their graphs
constant function
identity function
linear function
quadratic function
polynomial function
rational function
modulus function
signum function
Unit 3 :
Trigonometric
Functions
(18 periods)
tan x tan y
1 tan x tan y
y
2
cot (x + y) =
cos
y
2
cot x cot y 1
cot y cot x
y
2
. cos
y
2
y
2
. sin
y
2
y
2
. sin
y
2
Identities related to sin 2x, cos 2x, tan 2x, sin3x, cos3x and tan3x.
General solution of trigonometric equations of the type sin = sin,
cos = cos and tan = tan.
Proof and simple application of sine and cosine rules only, law of
sine, law of cosine and their applications.
66
Contents
Learning Outcomes
Students will be able to:
3.2 Measuring
angles in
radians and in
degrees and
conversion
from one
measure to
another
3.3 Definition of
trigonometric
functions with
the help of unit
circle
, where n is a positive
3.6 Trigonometric
functions as
periodic
functions, their
amplitude,
argument,
period and
graph
3.7 Trigonometric
functions of
sum and
difference of
67
two angles
cot ( x
y)
cot x cot y 1
cot y cot x
sin x sin y
2sin
cos
2
2
x y
x y
cos x cos y 2 cos
cos
2
2
x y
x y
sin x sin y 2 cos
sin
2
2
x y
x y
cos x cos y
2sin
sin
2
2
use the above identities to simplify trigonometric equations.
3.9 Identities
related to sin2x,
cos2x, tan2x,
sin3x, cos3x
and tan3x
deduce identities related to sin 2x, cos 2x, tan 2x, sin 3x, cos 3x and
tan 3x, and apply them to simplify trigonometric equations.
3.10 General
solution of
trigonometric
equations of
the type sin =
sin , cos =
cos and tan =
tan .
solve for an unknown side or angle, using the law of sines or the
law of cosine.
apply law of sines and law of cosine in various problems.
determine the area of a triangle or parallelogram, given the
measure of two sides and the included angle.
Algebra
UNIT 4 : Principle
of Mathematical
Induction:
(10 periods)
Contents
Learning Outcomes
68
4.2 Principle of
mathematical
induction and
its
applications
UNIT 5: Complex
Numbers and
Quadratic
Equations
(14 periods)
Contents
5.1
5.2
Need for
complex
number,
especially
iota to be
motivated by
inability to
solve some of
quadratic
equation.
Standard
form of
complex
number
define a complex number (z = a+ib) and identify its real and imaginary
parts
5.3
5.4
Modulus and
conjugate of
complex
number
Multiplication and
division of
complex
numbers
69
5.5
5.6
Polar
representtation of
complex
number
Argand Plane
Statement of
Fundamental
theorem of
algebra
5.8
Square root of
a complex
number
5.9
Solution of
quadratic
equations in
the complex
number
system
5.11 De Moivre's
theorem
UNIT 6: Linear
and Quadratic
Inequalities
(10 periods)
Contents
Learning Outcomes
Students will be able to:
6.1 Linear
inequations
6.2 Algebraic
solutions of
linear
inequations in
one variable
6.3 Algebraic
solutions of
linear
70
inequations in
two variables
6.4 Graphical
solution of
linear
inequations in
two variables
Solution of linear inequality in two variables and the graph of its solution
set
6.5 Inequations
solving
modulus
functions
understand wavy curve method for 2nd degree and higher degree
polynomials expressed in the form (x+a)(x+b) ...... (the number of such
terms corresponding to the degree of the polynomial)
UNIT 7:
Permutation and
Combination
(12 periods)
Contents
Learning Outcomes
Students will be able to:
7.1 Fundamental
principles of
counting
7.3 Permutation
7.4 Combinations
of
Pr
permutation
to
n!
n
find
n!
n r ! r!
7.5 Derivation of
properties of
combination
For 0
n
n, we have Cr
71
Cn
r !
other
results
If 1
Cx
Cr
Cr
n 1
Cr
n , then
n
Cy
y or, x
C0
linear permutations
circular permutation
restricted permutation
permutations when particular thing is to be included everytime
permutations when particular thing is never to be included
permutation of objects are not all different
Permutation with repetition
7.7 Simple
applications
UNIT 8: Binomial
Theorem :
(8 periods)
Contents
8.1 Pascals
Triangle
8.2 History,
statement and
proof of the
binomial
theorems for
positive
integral
indices
know the binomial theorems for positive integral indices and their proof
8.4 Application of
binomial
theorem
get familiar with middle term in binomial expansion when number of terms
are even/odd
get familiar with pth term from the end
72
UNIT 9: Sequences
and Series :
(12 periods)
Contents
Learning Outcomes
Students will be able to:
9.1 Arithmetic
Progression,
Geometric
Progression
9.2 Arithmetic
mean
9.3 Geometric
mean
9.7 Relation
between A.M.
and G.M.
identify and apply the relation between arithmetic mean and geometric
mean.
9.8 Sum to n
terms of
special series
n, n 2 ,
n3
find the sum of n terms of a series given its nth term using results of
n, n 2 ,
n3 .
9.9 Arithmeticogeometric
series
9. 10 Harmonic
Progression
73
Co-ordinate Geometry
Unit 10 : Straight Lines
(12 periods)
Contents
74
m2 m1
1 m1m2
10.7 Equation of
family of lines
passing through
the point of
intersection of
two lines
10.8 Distance of a
point from a line
Contents
11.1
Introduction to
75
11.2
section of a cone
Circle (Standard
form)
11.3
Circle (general
form)
g2
f2 c
Parabola
(standard form)
11.5
Parabola
(general form)
11.6
11.7
Ellipse
(standard form)
horizontal &
vertical ellipse
Ellipse (general
form)
find the vertices, major and minor axis, foci, directrix, centre,
eccentricity and latus rectum of the vertical and horizontal
ellipse.
11.8
Hyperbole
(standard form)
76
Hyperbole
(general form)
11.10 Application of
conic section
(10 periods)
Contents
Learning Outcomes
Students will be able to:
12.2 Distance
between two
points and
section formula
Calculus
Unit 13 : Limits
and Continuity
77
(16 Periods)
Contents
Learning Outcomes
Students will be able to:
13.1 Limit of
function
13.2 Fundamental
theorem on
limits
13.3 Standard
results on
limits and
their
application
1)
lim f x
g x
lim f x
lim g x
2)
lim f x
g x
lim f x
lim g x
3)
lim f x .g x
4)
lim
lim g x
x
lim
xn an
x a
g x
then lim f x
x
log a
log(1 x)
1
0
x
13.4 Trigonometric
limits
tan x
0
x
1 where x is in radius
lim
x
sin x
0
x
lim
x
1/ x
na n 1 , where a
ex 1
1
0
x
lim 1 x
, provided g x
lim
x
c.lim f x
ax 1
lim
x 0
x
lim
x
g x
if f x
lim f x
6)
lim f x .lim g x
f x
lim c. f x
5)
78
lim g x
x
of
13.5 Infinite
limits
lim f ( x)
x
lim f ( x)
x a
lim f ( x)
x a
lim f ( x)
x a
f + g is continuous at x=a
(ii)
f g is continuous at x=a
Probability
Unit 14 : Probability
(10 periods)
Random
experiments:
outcomes,
sample
spaces
(set
representation). Events: occurrence of events, not, and and or
events, exhaustive events, mutually exclusive events Axiomatic
(set theoretic) probability, connections with the theories of earlier
classes. Probability of an event, probability of not, and & or
events.
79
Contents
Learning Outcomes
Students will be able to:
14.1 Random
experiment:
outcomes,
sample spaces
(set
representation).
14.2 Events:
occurrence of
events, 'or', 'and',
& 'not' events
14.3 Exhaustive
events, mutually
exclusive events
Axiomatic (set
theoretic)
probability
14.4 Probability of an
event
14.6 Probability of
occurrence of a
complementary
events
14.7 Results on
probability
P(E)0,P() =0,P(S) =1
0 P(E) 1
If E1 E2 then p(E1)P(E2)
P(E1- E2) = P(E1) - P(E1E2)
14.8 Addition
theorem
80
Class - XII
Term - Wise Syllabus of Mathematics - I
Term I
Sr
No
Unit
Term II
Sr
No
Unit
Matrices
Indefinite Integrals
Determinants
Definite Integrals
10
Application of Integrals
11
Differential Equation
Differentiability
12
Vectors
Application of Derivatives
13
Three Dimensional
Geometry
14
Probability
Class - XII
Term - Wise Syllabus of Mathematics - II
Term I
Sr
No
Unit
Term II
Sr
No
Unit
Inverse Trigonometric
Function
Definite Integrals
Matrices
Application of Integrals
Determinants
10
Differential Equations
12
Application of Calculus in
Commerce and Economics
Differentiability
11
Annuities
Application of Derivatives
13
Probability
Indefinite Integrals
14
Linear Programming
81
Mathematics -II
SYLLABUS CLASS XI
Contents
1.1 Sets and their
representations
1.6 Subsets
82
1.9 Complement of
a set
1.10 Intervals as
subsets of R
1.13 Difference of
sets
1.14 Laws of
operations on
sets
distributive laws
De Morgans law
1.15 Properties of
complement
sets
1.16 Practical
problems on
union and
intersection of
sets
2)
83
Unit 2 : Relations
and Functions
(14 periods)
Contents
2.2 Cartesian
product of sets
R).
84
2.6 Function as a
special kind of
relation from
one set to
another
AXA
2.7 Pictorial
representation
of a function
g(x) = g(x)
f(x)
b) (fg)(x) = f(x).g(x)
c)
2.9 Real valued
functions and
their graphs
, g(x)
85
tan x tan y
1 tan x tan y
y
2
cot (x + y) =
cos
y
2
cot x cot y 1
cot y cot x
y
2
. cos
y
2
y
2
. sin
y
2
y
2
. sin
y
2
Identities related to sin 2x, cos 2x, tan 2x, sin3x, cos3x and tan3x.
General solution of trigonometric equations of the type sin = sin,
cos = cos and tan = tan.
Proof and simple application of sine and cosine rules only, law of
sine, law of cosine and their applications.
Contents
Learning Outcomes
Students will be able to:
86
one measure to
another
3.3 Definition of
trigonometric
functions with
the help of unit
circle
3.4 Sign of
trigonometric
functions
, where n is a positive
3.6 Trigonometric
functions as
periodic
functions, their
amplitude,
argument, period
and graph
3.7 Trigonometric
functions of sum
and difference of
two angles
sin x sin y
2sin
cos
2
2
x y
x y
cos x cos y 2 cos
cos
2
2
x y
x y
sin x sin y 2 cos
sin
2
2
87
cos x cos y
2sin
y
2
sin
x y
2
deduce identities related to sin 2x, cos 2x, tan 2x, sin 3x, cos 3x
and tan 3x, and apply them to simplify trigonometric equations.
solve for an unknown side or angle, using the law of sines or the
law of cosine.
apply law of sines and law of cosine in various problems.
determine the area of a triangle or parallelogram, given the
measure of two sides and the included angle.
Algebra
UNIT 4 : Principle of
Mathematical
Induction:
(10 periods)
Contents
Learning Outcomes
Students will be able to:
4.2 Principle of
mathematical
induction and its
applications
88
Contents
Learning Outcomes
Students will be able to:
5.1 Linear
inequations
5.2 Algebraic
solutions of
linear
inequations in
one variable
5.3 Algebraic
solutions of
linear
inequations in
two variables
5.4 Graphical
solution of
linear
inequations in
two variables
5.5 Inequations
solving modulus
functions
89
Contents
Learning Outcomes
Students will be able to:
6.1 Fundamental
principles of
counting
6.3 Permutation
n!
n
r !
6.5 Derivation of
properties of
combination
n
n, we have Cr
Cn
Cx
r
n
n , then
Cy
y or, x
90
6.6 Types of
permutations
linear permutation
circular permutation
restricted permutation
permutations when particular thing is to be included
everytime
permutations when particular thing is never to be
included
permutation of objects are not all different
permutation with repetition
6.7 Simple
applications
UNIT 7: Binomial
Theorem :
(10 periods)
Contents
Learning Outcomes
Students will be able to:
7.2 History,
statement and
proof of the
binomial
theorems for
positive integral
indices
7.4 Application of
binomial
theorem
UNIT 8: Sequences
and Series :
(12 periods)
91
Learning Outcomes
Students will be able to:
8.1 Arithmetic
Progression,
Geometric
Progression
n, n2 ,
8. 10 Harmonic
Progression
n3
series
Co-ordinate Geometry
Unit 9 : Straight Lines
(9 periods)
Contents
Learning Outcomes
Students will be able to:
m2 m1
1 m1m2
Commercial Mathematics
Unit 10 : Stocks, Shares
and Debentures
(14 Periods)
Contents
Learning Outcomes
93
10.7 Debentures
Contents
Learning Outcomes
Students will be able to
11.3 Computation of
partition values-
94
Quartiles,
deciles and
percentiles
11.4 Partition values
by graphical
method
Calculus
Unit 12 : Limits
and Continuity
(16 Periods)
Contents
Learning Outcomes
Students will be able to understand
12.1 Limit of
function
meaning of x
12.2 Fundamental
theorem on
limits
7)
lim f x
g x
lim f x
lim g x
8)
lim f x
g x
lim f x
lim g x
9)
lim f x .g x
lim g x
xn an
lim
x 0 x
a
g x
12) if f x
12.3 Standard
results on
limits and
their
application
lim f x
lim f x .lim g x
f x
11) lim c. f x
x
10) lim
x
, provided g x
c.lim f x
x
g x
then lim f x
x
na n 1 , where a
95
lim g x
x
ex 1
1
0
x
lim
x
ax 1
0
x
lim
log a
lim
log(1 x)
1
x
lim 1 x
x
12.4 Trigonometric
limits
lim
sin x
x
lim
tan x
x
1 where x is in radius
12.5 Infinite
limits
1/ x
lim f ( x)
x
lim f ( x)
x a
lim f ( x)
x a
lim f ( x)
x a
96
Contents
Learning Outcomes
Students will be able to:
13.1 Measure of
dispersion
13.2 Measure of
dispersion
13.4 Analysis of
frequency
distributions
using
coefficients of
variation.
97
Unit 14 : Probability
(10 periods)
Contents
Learning Outcomes
Students will be able to:
14.1 Random
experiments:
outcomes,
sample spaces
(set
representation).
14.2 Events:
occurrence of
events, 'or',
'and', & 'not'
events
14.3 Exhaustive
events,
mutually
exclusive
events
Axiomatic (set
theoretic)
probability
14.4 Probability of
an event
98
14.5 Odds of an
event
14.6 Probability of
occurrence of a
complementary
events
14.7 Results on
probability
P(E)0,P() =0,P(S) =1
0 P(E) 1
If E1 E2 then p(E1)P(E2)
P(E1- E2) = P(E1) - P(E1 E2)
14.8 Addition
theorem
99
Mathematics -I
SYLLABUS CLASS XII
1.1 Types of
relations :
reflexive,
symmetric,
transitive and
equivalence
relations
1.2 One to one and
on to functions
1.3 Composite
functions
1.4 Inverse of a
function and
binary
operations
1.5 Concept of
exponential and
logarithmic
function to the
base e,
100
logarithmic
function as
inverse of
exponential
function and
their graphs
Unit 2: Inverse
trigonometric
functions
(10 Periods)
Contents
2.1 Definition of
inverse
trigonometric
function in a
unit circle
2.2 Range, domain,
principal value
branches
2.3 Graphs of
inverse
trigonometric
functions
2.4 Elementary
properties of
inverse
trigonometric
functions
2.5 Problems based
on properties
101
Contents
3.1
Matrices
define matrices
use matrix notation
determine the order of a matrix
identify types of matrices:
- Row matrix
- Column matrix
- Square matrix
- Diagonal matrix
- Scalar matrix
- Identity or unit
- Null (zero) matrix
- Upper triangular matrix
- Lower triangular matrix
3.2
Equality of
matrices
3.3
3.4
Operation on
matrices
Multiplica-
tion of
matrices
3.5 Transpose of
102
3.6
matrix
Symmetric
and skew-
symmetric
matrices
3.7
Concept of
elementary
row and
column
transformatio
ns
Unit 4:
(10 Periods)
Contents
Learning Outcomes
Determinants
33
matrices)
4.2 Application of
determinant
4.3 Properties of
determinants
4.4 Cramers Rule
103
Unit 5: Adjoint
and Inverse of a
matrix
(10 Periods)
Contents
Learning Outcomes
Students will be able to:
5.1
Adjoint of a
matrix
5.2
Singular and
Non singular
matrix
5.3
Invertible
matrices
5.4
Solving a
system of
linear
equations by
Matrix
method
Calculus
Unit 6 :
Differentiability
(14 Periods)
104
Contents
Learning Outcomes
Students will be able to:
6.1
Differentiability
6.2
Product Rule
6.3
Quotient
Rule
Derivatives
6.4
of implicit
functions
6.5
6.6
Derivative of
logarithmic
and
exponential
functions
Derivative of
Infinite
Series
6.7
Logarithmic
differentiation
6.8
Differentiation of
one function
with respect
105
to another.
6.9
Derivatives
of functions
expressed in
parametric
form
6.10 Second order
derivative
Unit 7 :
Applications of
Derivatives
(14 Periods)
Contents
7.1
7.2
Rate of
change
Increasing/
decreasing
functions
7.3
Rolle's
theorem,
Lagrange's
mean value
theorem
(without
proof) and
their
geometrical
interpretatio
n and simple
106
application
theorem
verify Lagrange's mean value theorem for a given function
apply Lagrange's mean value theorem to solve problems
7.4
Tangents
and normals
7.5
Approximations
7.6
Maxima and
minima
(local
maxima/
local minima
and absolute
maxima/
determine the points of local maxima and local minima for a given
function
absolute
minima),
first
derivative
test, second
derivative
test, simple
problems
(that
107
illustrate
basic
principles
and
understandi
ng of the
subject as
well as real
life
situations)
Unti 8 : Indefinite
Integrals
(14 Periods)
dx
a
dx
,
x
( px q)dx
,
ax 2 bx c
ax 2 x 2 dx,
Contents
dx
,
ax bx c
dx
x
dx
,
x
dx
,
ax
bx c
( px q)dx
ax
bx c
dx
dx
a b cos x, a b sin x,
8.1 Integration as
an inverse
process of
differentiatio
n
8.2 Integration of
a variety of
functions by
substitution
xn 1
1
C and d x log x C
n 1
x
108
x 2 a 2 dx,
f ax b dx using substitution
method
evaluate integrals of the form
f' x
f x
f x
dx
n
f ' x dx
sin x or cos x
dx
sin x cos x
integration using trigonometric identities
dx
a sin x b cos x
by putting a = r cos
b = r sin
a sin x b cos x
dx.
c
sin
x
d
cos
x
evaluate
8.3 Integration
by parts
e x f ( x)
f 1 ( x) dx
evaluate
ekx kf ( x)
evaluate
eax sin bx c dx
f 1 ( x) dx
109
eax cos bx c dx
and
8.4 Some special
integrals
dx
a
dx
dx
, 2
2
x a
a x2
(with proofs)
evaluate the integral
dx
( px q)dx
,
ax bx c ax 2 b x c
2
dx
dx
dx
dx
,
,
,
2
2
2
2
2
a b cos x a b sin x a sin x b cos x a b sin x c cos 2 x1
dx
dx
,
2
2
(a sin x b cos x)
a cos x b sin x cos x c sin 2 x d
evaluate the integral
dx
dx
dx
dx
,
,
,
(using
a sin x b cos x a b sin x a b cos x a sin x b cos x c
half angle formula)
evaluate the integrals
x4
dx
( x 2 1)dx
( x 2 1)dx
,
,
and
kx 2 1 x 4 kx 2 1 x 4 kx 2 1
dx
a2 x2
dx
x2
a2
dx
x2 a2
dx
ax
and
bx c
px q dx
ax 2 bx c
evaluate the integral
a2
x 2 dx,
x2
a 2 dx,
a2
x 2 dx
ax 2 bx cdx, ( px q ) ax 2 bx cdx
110
(with
x
P Q
linear functions of x
evaluate integrals of the form
x
P Q
x
P Q
x
P Q
Unit 9: Definite
integrals
9.1
Fundamental
theorem of
calculus
(without
proof)
f x
g x
,g x
0, when
Definite
integral by
substitution
111
9.3
Basic
properties of
definite
integrals and
evaluation of
definite
integrals
f x dx
a
of variable.
property II
b
f x dx
f x dx
i.e., if the limits of a definite are interchanged then its value changes
by minus sign only.
property III
b
f x dx
f x dx
f x dx, when a c b.
c
property IV
If is a continuous function defined on
b
a, b ,
then
f x dx
a
f a + b - x dx
a
property V
f x
0, a ,
If
is a continuous function defined on
then
a
f x dx
0
f a x dx
0
property VI
f x
If
is a continuous function defined on
a, a ,
a
a
f x dx
a
2 f x dx , if f x is an even function
0
, if f x is an odd function
property VII
If
f x
112
0, 2 a ,
then
a
2a
f x dx
2 f x dx , if f 2a x
0
9.4 Definite
integrals as a
limit of sum.
f x
if f 2a x
f x
Unit 10 :
Application of the
integrals
(10 Periods)
Contents
10.3 Area
bounded
between two
curves
sin x '
Unit 11 :
Differential
Equations
113
(12 Periods)
Contents
dy
dx
py
dx
dy
Learning Outcomes
Students will be able to:
11.1 Definition,
order and
degree
11.2 General and
particular
solutions of
a differential
equation
11.3 Formation of
differential
equation
11.4 Homogenous
differential
equation of
first order
and first
degree
11.5 Linear
equation of
first order
dy
dx
of
differential
equation
dx
dy
11.6 Applications
py
114
Contents
12.1
Vectors and
Scalars
12.2
Magnitude
and
direction of
a vector
12.3
Position
vector of a
point
12.4
Components of a
vector
12.5
Addition of
vectors
12.6
Properties
of addition
of vectors
115
12.7
Multiplica-
tion of a
vector by a
scalar
n a
na
(i)
n a
na
(ii)
m na
mn a n ma
n
(iii)
(iv)
m n a ma na
m a b
ma nb
(v)
prove the section formula for internal division and external division
of vectors
use the appropriate section formula to find the position vector of a
point dividing the given line segment in given ratio.
12.8
Position
vector of a
point
dividing a
line
segment in
a given
ratio
12.9 Direction
cosines and
direction
ratios of
vector
12.10 Scalar (dot
product) of
vectors
116
commutativity
distributivity of scalar product over vector addition
a.b 0
zero vectors
(iv)
(v)
m a .b
2
a
m a.b
a. mb
m a. nb mn a . b
mn a . b
a. mn b
a.
(viii) a
a
(vii)
12.11 Projection
of a vector
on a
number line
12.12 Vector
product
b
a. b
a .b
2
2 2
b
a
b
2a . b
2
2 2
b
a
b 2 a.b
2 2
b . a b
a
b
a
b
Let and be vectors and m, n be scalars
a b
b a
(i)
ma b m a b
a mb
(ii)
ma nb mn a b
m a nb
(iii)
a b c
a b a c
(iv)
b c
a b a c a
117
n ma b
a b
(v)
(vi) a b
a b a c
Unit 13 : Three-
(16 Periods)
Contents
Learning Outcomes
dimensional
Geometry
Brief recall
of direction
cosines and
direction
find the angle between two vectors in terms of their directions cosines
ratios of a
find the angle between two vectors in terms of their direction ratios
line
118
13.2
Cartesian
and vector
equation of
a straight
line
13.3
Angle
between
two lines
13.4
Shortest
distance
between
two lines
13.5
Distance
between
parallel
lines
13.6
Equation of
a plane in
find equation of a plane when the normal to the plane and distance
0 of the plane from the origin are given (both vector and Cartesian
normal
form)
form
119
13.7
Equation of
a plane
passing
through a
given point
13.8
Equation of
plane in
intercept
form
13.9
Equation of
plane in
general
form
13.10 Equation of
plane
through the
intersection
of two
planes
13.11 Angle
between
two planes
13.12 Distance of
a point
from a
plane
13.13 Image of a
point in
plane
13.14 Coplanar
lines
condition for the coplanarity of two lines and equation of the plane
containing them.
120
Probability
Unit 14 :
Probability
(10 Periods)
Contents
14.1 Conditional
Probability
P A B
assume that P( B)
P B
P AB
0 or P B A
P A B
P A
assume that P( A) 0
understand and use the properties of conditional probability.
solve the problems based on conditional probability.
14.2 Multiplication
theorem on
probability
P A B P A .P B A
P( A) 0, P( B) 0
A2
A3 ..... An
P A1 P A2 A1 P A3 A1
An A1
14.3 Independent
Events
A2
.... An
A2 ......
...
for independent
121
events
14.4 Total
Probability
14.5 Bayes
theorem
14.6 Random
variable and
its
probability
distribution
14.7 Mean and
variance of
random
variable
14.8 Repeated
independent
(Bernoulli)
trials and
Binomial
distribution
122
Mathematics II
SYLLABUS CLASS XII
Unit 1: Inverse
trigonometric
functions
(10 Periods)
Contents
1.1 Definition of
inverse
trigonometric
function in a
unit circle
1.2 Range, domain,
principal value
branches
1.3 Graphs of
inverse
trigonometric
functions
1.4 Elementary
properties of
inverse
trigonometric
functions
1.5 Problems based
on properties
123
Contents
2.1
Matrices
2.2
Equality of
define matrices
use matrix notation
determine the order of a matrix
identify types of matrices:
- Row matrix
- Column matrix
- Square matrix
- Diagonal matrix
- Scalar matrix
- Identity or unit
- Null (zero) matrix
- Upper triangular matrix
- Lower triangular matrix
understand the condition for the equality of matrices
matrices
2.3
Operation on
matrices
2.4
Multiplication of
matrices
2.5
Transpose of
matrix
2.6
Symmetric
and skewsymmetric
matrices
124
2.7
Concept of
elementary
row and
column
transformations
Unit 3:
Determinants
(10 Periods)
Contents
of a square
matrix (up to
33
matrices)
3.2 Application of
determinant
3.3 Properties
of
determinants
3.4 Cramers Rule
Unit 4: Adjoint
and Inverse of a
matrix
(10 Periods)
Contents
4.1 Adjoint of a
matrix
125
matrix
4.3 Invertible
matrices
4.4 Solving a
system of linear
equations by
Matrix method
Calculus
Unit 5 :
Differentiability
(14 Periods)
Contents
5.1
Differentiability
126
Product Rule
5.3
Quotient
Rule
Derivatives
5.4
of implicit
functions
5.5
5.6
Derivative of
logarithmic
and
exponential
functions
Derivative of
Infinite
Series
5.7
Logarithmic
differentiation
5.8
Differentiation of
one function
with respect
to another.
5.9 Derivatives
of functions
expressed in
parametric
form
5.10 Second order
derivative
Unit 6 :
(14 Periods)
Contents
Learning Outcomes
Applications of
Derivatives
Rate of
127
6.2
change
(x) is a function of x
Increasing/
decreasing
functions
6.3
6.4
Approximations
Maxima and
minima (local
maxima/ local
minima and
absolute
maxima/
absolute
determine the points of local maxima and local minima for a given
function
minima), first
derivative
test, second
derivative
test, simple
problems
(that
illustrate
basic
principles
and
understandin
g of the
subject as
well as real
life
128
situations)
Chapter 7 :
Indefinite Integrals
dx
a
dx
x2
( px q)dx
,
ax 2 bx c
ax 2
Contents
x 2 dx,
a2
dx
,
ax bx c
dx
x
dx
,
x
dx
,
ax
bx c
( px q)dx
ax
bx c
7.1
Integration as
an inverse
process of
different-
iation
7.2
Integration of
a variety of
xn 1
1
C and
d x log x C
n 1
x
functions by
substitution
f ax b dx using substitution
method
evaluate integrals of the form
f' x
Integration
by parts
7.4
Some special
integrals
dx
f x
f x
f ' x dx
evaluate the
Integration by parts:
evaluate
e x f ( x)
f 1 ( x) dx
evaluate
ekx kf ( x)
f 1 ( x) dx
129
dx
a
dx
dx
, 2
2
x a
a x2
2
x 2 a 2 dx,
dx
( px q)dx
,
ax bx c ax 2 b x c
2
x4
dx
evaluate
dx
( x 2 1)dx
( x 2 1)dx
and
,
,
kx 2 1 x 4 kx 2 1 x 4 kx 2 1
dx
,
x
dx
,
x
a2
dx
ax
and
bx c
px q dx
ax 2 bx c
evaluate the integral
a2
x 2 dx,
x2
a 2 dx,
a2
x 2 dx
(with
ax 2 bx cdx, ( px q ) ax 2 bx cdx
x
P Q
linear functions of x
evaluate integrals of the form
x
P Q
x
P Q
x
P Q
Integration
by partial
fraction
f x
g x
130
,g x
0, when
Unit 8: Definite
integrals
Learning Outcomes
The students will be able to
(12 Periods)
8.1
8.2
Fundamental
theorem of
calculus
(without
proof)
Definite
integral by
substitution
8.3
Basic
properties of
definite
integrals and
evaluation of
definite
integrals
f x dx
a
of variable.
property II
b
f x dx
f x dx
i.e., if the limits of a definite are interchanged then its value changes
by minus sign only.
property III
b
f x dx
f x dx
f x dx, when a c b.
c
property IV
if f x
b
a, b ,
then
f x dx
a
f a + b - x dx
a
property V
If f x is a continuous function defined on 0, a , then
a
f x dx
0
f a x dx
0
property VI
If f x is a continuous function defined on
a, a , then
a
a
f x dx
a
2 f x dx , if f x is an even function
0
, if f x is an odd function
131
property VII
If f x is a continuous function defined on 0, 2 a ,
a
2a
f x dx
2 f x dx , if f 2a x
8.4
Definite
f x
if f 2a x
f x
integrals as a
limit of sum
Learning Outcomes
Students will be able to:
9.1
Area
bounded by a
curve and a
line
dy
dx
dx
dy
Contents
py
Learning Outcomes
Students will be able to:
identify a differential equation
10.1 Definition,
132
order and
degree
10.2 General and
particular
solutions of a
differential
equation
10.3 Formation of
differential
equation
10.4 Homogenous
differential
equation of
first order and
first degree
10.5 Linear
equation of
first order
dy
dx
of differential
equation
dx
dy
10.6 Applications
py
Commercial Mathematics
Unit 11: Annuities
(12 Periods)
Contents
Learning Outcomes
133
11.2 Types of
annuityordinary
annuity,
annuity due,
deferred
annuity
(1 r )n 1
uses of the formula A R
, where R is the regular
r
Learning Outcomes
Students will be able to:
12.1 Basic
functions Cost function,
demand
function,
revenue
function and
134
profit function
12.2 Average and
Marginal
functions
12.3 Maximisation
and
Minimisation
c
using the concept of
x
maxima/minima in calculus
12.4 Applications
of integration
to commerce
and
economics.
Determination
of cost and
average cost
function
MCdx K
Probability
Unit 13 : Probability
Contents
13.1 Conditional
Probability
( B)
0 or P B A
P A B
assumethatP( A)
P A
135
P A B
P( B) 0
P A .P B A
0,
P A1
A2
...... An A1
13.3 Independent
Events
13.4 Total
Probability
13.5 Bayes
theorem
13.6 Random
variable and
its probability
distribution
13.7 Mean and
variance of
random
variable
13.8 Repeated
independent
(Bernoulli)
trials and
Binomial
distribution
13.9 Poisson
distribution
13.10 Normal
distribution
A3 ..... An
A2
.... An
P A1 P A2 A1 P A3 A1
1
A2
...
136
Linear Programming
Unit 14 : Linear
Programming
(16 Periods)
Contents
14.1 Introduction
14.2 Linear
Inequalities
14.3 Formulation
of Linear
Programming
problem
14.4 Application
of linear
programming
problems
137
PHYSICS
Physics is the study of nature and natural phenomenon. It deals with basic laws of
nature and their manifestation in different natural phenomenon. It attempts to
explain diverse physical phenomenon in terms of few concepts, laws and principles
on the basis of observations, experimentation and analysis. The excitement in the
study of Physics comes from the elegance and universality of its basic theories and
from the fact that a few basic concepts and laws can explain phenomenon covering a
large range of magnitude of physical quantities at macroscopic as well as
microscopic domains.
The syllabus keeps in view the above special feature of the subject and the rigor and
depth of the discipline. It aims at helping the students acquire desired
understanding, competencies, abilities and skills. The international character of the
syllabus also encourages the students to develop the ability to undertake
independent and self-directed learning as well as the ability to think logically.
Sufficient scope has been provided in the syllabus to carry out experimental work
and acquire desired practical skills. An effort has also been made to provide
sufficient linkages between the theory component and practical work included in
the syllabus.
Salient features of the syllabus include:
emphasis on the use of SI units, symbols, nomenclature of physical quantities
and formulations as per the international standards.
emphasis on basic conceptual understanding of the content.
maintaining logical sequencing of the units and proper placement of concepts
with their linkages for better learning.
promotion of process skills, problem-solving ability and application of
theoretical concepts to everyday life situations.
exposing the Learners to different processes used in Physics- related
industrial and technological applications.
developing experimental skills and investigatory skills in the learners.
promoting problem solving abilities and creative thinking in the learners.
develop conceptual competence in the learners for higher studies and make
them realize and appreciate the interface of Physics with other disciplines.
138
Physics- Class-XI
Term-wise Syllabus
Sr.No.
1
Term-I
Name of the Unit
Physical World and
Measurement
Sr.No
6
Term-II
Name of the Unit
Gravitation
Kinematics
Laws of Motion
Thermodynamics
10
Physics- Class-XII
Term-wise Syllabus
Sr.No.
1
2
Term-I
Name of the Unit
Electrostatics
Current Electricity
Sr.No
Term-II
Name of the Unit
6
7
Optics
Dual Nature of Matter and
Radiations
Electronic Devices
Electromagnetic Waves
10
Communication Systems
139
PHYSICS
SYLLABUS - CLASS-XI
Unit-I: Physical World and Measurement
Content
Need for
measurement
Units of
measurement
Learning Outcomes
Students will be able to :
understand that every physical quantity is expressed
completely in terms of a numerical value and unit.
SI units
Fundamental and
derived Units
Systems of units
140
141
Unit-II: Kinematics
Content
Frames of Reference
Learning Outcomes
Students will be able to:
appreciate the necessity and importance of a Frame
of Reference for describing motion.
Elementary concepts
of differentiation
and integration
position and
displacement
vectors
general vectors
and notation
equality of
vectors
Vector operations
- addition and
subtraction of
142
vectors
- unit vectors
- resolution of a
vector in a plane
- rectangular
components
- multiplication of
a vector by a real
number
- scalar product of
vectors
- vector product of
vectors
Motion in a straight
Line
- Displacement, speed
and velocity
- Average and
instantaneous speed
and velocity
143
- Position-time and
velocity-time graphs
for a uniform motion
- Concept of
acceleration, uniform
acceleration, average
and instantaneous
acceleration
- Average and
instantaneous
acceleration
- uniformly accelerated
motion
- Velocity-time and
position-time graphs
for a (onedimensional)
- uniformly accelerated
Motion
- Mathematical
relations for
uniformly accelerated
motion
- Graphical derivation
of equations of
motion for a
uniformly accelerated
motion
- Relative velocity
instantaneous velocity.
appreciate the difference between the average and the
instantaneous values of speed/velocity.
draw position-time and velocity-time graphs for a
uniform motion.
define the term acceleration
differentiate between uniform and non-uniform
acceleration
define the terms average and instantaneous
acceleration.
understand the meaning of uniformly accelerated
motion
obtain equations of motion for a uniformly
accelerated motion..
draw velocity-time and position time graphs for a
uniformly accelerated motion.
derive the relations for a uniformly accelerated
motion using its velocity-time graph.
solve problems on uniformly accelerated motion.
understand that a freely falling object is having a
uniformly accelerated motion.
solve problems on motion associated with the
uniform accerleration g.
draw/interpret graphs for accelerated motion.
understand the concept of relative displacement and
relative velocity
solve problems on relative velocity.
Motion in a Plane
- Motion in a plane
Cases of uniform
velocity and uniform
acceleration
Projectile Motion
Meaning
Mathematical
relations
Definition of the
some basic terms
Uniform Circular
Motion
145
Unit III:
Laws of Motion
Content
Force and Inertia
-
intuitive concept of
force
definition of force
inertia
Learning Outcomes
Students will be able to:
appreciate the intuitive concept of force.
understand that force can be defined as an external
agency that is needed to change the state of rest or of
uniform motion of a body.
recognize that external agencies can exert forces on a
body even from a distance
appereciate that a body can continue in its state of
rest, or of uniform motion in a straight line, only when
no external force acts on it.
comprehend the meaning of the term inertia
understand that the mass of a body can be regarded
as a measure of its inertia.
Newtons laws of
motion
Concept of
momentum
Second law of
motion
Impulse
146
Friction
Laws of friction
Rolling friction
Lubrication
Dynamics of uniform
circular motion
147
centripetal force
mathematical expression.
example of circular
motion(vehicle on
level circular road,
vehicle on banked
road)
Learning outcomes
Students will be able to
work done by a
Energy
Kinetic energy
Work-energy theorem
Potential energy
Potential energy of a
spring
Different forms of
148
energy
Law of conservation of
energy.
Power
Conservative and nonconservative forces
-
conservative forces
conservation of
mechanical (kinetic
and potential)
energy
non-conservative
forces
Motion in a vertical
circle
-
motion in a vertical
circle
necessary condition
for looping the
149
loop
conservative forces.
Collisions
Elastic collisions
Inelastic collisions
Collisions in onedimension
Collisions in twodimensions
Learning outcomes
Students will be able to:
understand the concept of rigid body
know the meaning of the centre of mass of a two particle
system and write the mathematical expression for it.
obtain the general expressions for the co-ordinates of the
centre of mass of a system of n particles and write its vector
form.
appreciate the reason for the coincidence of the centres of
mass of homogeneous bodies, of regular shape, with their
respective geometric centres.
150
mass of a rigid
body
Centre of
mass of
uniform rod
Motion of a Rigid
Body
translational
motion
rotational
motion
processional
motion
combination
of
translational
and rotational
motion
angular
velocity
angular
acceleration
analogy
between
translational
and rotational
motion
kinematical
equations of
motion for
rotational
motion.
Turning effects
of forces
-
torque
151
Moment of a
force torque
Angular
momentum
Conservation
of angular
momentum
Equilibrium of
rigid bodies
-
meaning of
equilibrium of
a rigid body
conditions for
equilibrium of
a rigid body
principle of
moments
Centre of gravity
-
meaning
significance
Moment of
inertia
- radius of
152
gyration
- values of
moment of
inertia of
simple
geometrical
objects
- parallel and
perpendicular
axis theorems
on moment of
inertia
- dynamics of
rotational
motion about a
fixed axis
- rolling motion
Learning outcomes
The students will be able to:
appreciate the long history of mankinds effort to understand
planetary motion
differentiate between geocentric and heliocentric model and
the historical context under which these ideas prevailed
know how early astronomical observations were taken and
how they lead to universal laws
state and interpret Keplers laws of planetary motion
recognize how Keplers laws originated from the effort to
understand Tycho Brahes astronomical data
realize how measurements on planetary motion confirmed
with Keplers law of period
state Newtons law of Gravitation
know the concept of central forces
define G and describe various experiments proposed for the
measurement of G
153
Gravitational
Field
Gravitational
potential
energy
Gravitational
potential
Escape
velocity
Orbital
energy
and
define
the
expression
154
for
escape
velocity
from
the
velocity of a
satellite
Geostationary
satellite
Learning outcomes
Students will be able to:
Elastic
behavior
Stress-strain
relationship
Hookes law
Youngs
modulus
Bulk
modulus
Shear
Modulus of
rigidity
Poissons
ratio
Elastic
energy
155
Pressure due
to a fluid
column
Pascals law
and its
applications
(hydraulic
lift and
hydraulic
brakes)
Effect of
gravity on
fluid
pressure
Viscosity
Stokes law
Terminal
velocity
Reynolds
number
list viscosities
temperatures
Streamline
and turbulent
flow
Critical
velocity
Bernoullis
theorem and
its
applications
of
some
common
fluids
at
relevant
156
Surface
energy and
surface
tension
Angle of
contact
Excess of
pressure
Application of
surface
tension ideas
to drops,
bubbles, and
capillary rise
Thermal
properties of
matter
Heat and
temperature
Thermal
expansion of
solids,
liquids and
gases
Anomalous
between
thermal
157
expansion
Specific heat
capacity
Calorimetry
Change of
state latent
heat capacity
Heat transfer
Conduction,
convection
and radiation
Qualitative
ideas of
Blackbody
radiation
Green house
effect
Thermal
conductivity
Newtons law
of cooling
Weins
displacement
law
Stefans law
158
Learning Outcomes
Students will be able to :
Thermal
Equilibrium
Definition of
temperature
Zeroth law of
thermodynam
ics
159
these.
state different scales of temperature
know the concept of absolute zero and the absolute scale of
temperature
obtain conversion formulae between different scales of
temperature
understand that heat is energy in transit-energy that flows
between regions at different temperatures.
list different units of heat and conversion formulae between
them
understand the concept of mechanical equivalent of heat .
define heat capacity and specific heat capacity
obtain and use the formula Q = m c (Tf Ti) and state its use
differentiate between specific heat capacity at constant
volume and at constant pressure
comprehend the concept of internal energy of an ideal gas
differentiate between negative and positive work
First Law of
Thermodyna
mics
Heat, work
and internal
energy
1st law of
thermodynam
ics
Isothermal
and Adiabatic
process
160
Second Law of
Thermodynamics
Reversible and
irreversible
processes
Heat engines
Refrigerators
of
refrigeration
from
2nd
law
of
Learning Outcomes
Students will be able to
know the molecular nature of matter
understand the concept of macroscopic and microscopic
properties of a gas
list physical quantities with
macroscopic properties of a gas.
units
that
characterize
161
162
Learning Outcomes
Students will be able to:
Periodic
motion
period,
frequency,
displacement
as a function of
time
Periodic
functions
Equation of
SHM
Phase
Oscillation of a
spring
restoring
force and
force constant
Energy in SHM
Simple
pendulum
derivation of
expression for
its time period
Free, forced
and damped
163
oscillations
(qualitative
ideas only)
resonance
164
for
formation
of
Doppler effect
165
Physics
Syllabus - CLASS-XII
Unit I: Electrostatics
Content
Electric charge
-
Kinds of
charges
Charge
conservation
Coulombs
law: force
between two
point charges
Forces
between
multiple
charges
are
Principle of
superposition
and
continuous
charge
distribution
Electric field
Electric field
due to a point
charge
Electric field
lines
Electric dipole
and electric
field due to it
Learning Outcomes
Torque on a
dipole in
uniform
electric field
define electric
quantitatively.
field
both
qualitatively
as
well
as
166
Electric flux
Statement of
Gausss
theorem
Applications
of Gausss
theorem to
determine
electric field
due to
infinitely long
straight wire,
uniformly
charged
infinite plane
sheet and
uniformly
charged thin
spherical shell
(field inside
and outside)
Electric
potential
know that the electric potential varies as 1/r for a point charge
and as 1/r2 for an electric dipole.
Potential
difference
Electric
potential due
to a point
charge, a
dipole and a
system of
charges
Equipotential
surfaces
System of two
point charges
Electric dipole
in an
electrostatic
field
Conductors
and insulators
-
Free charges
and bound
charges inside
a conductor
Dielectrics and
electric
polarization
Capacitance
Capacitors and
capacitance
Combination
of capacitors in
series and in
parallel
Capacitance of
a parallel plate
168
capacitor with
and
without
dielectric
medium
between
the
plates
-
Energy stored
in a capacitor
Van de Graff
generator
Flow of
electric
charges in a
metallic
conductor
Drift velocity,
mobility and
their relation
with electric
current
Learning Outcomes
Students will be able to:
define electric current as the rate of flow of electric charge
through any section of a wire and express it in SI units.
appreciate that an external electric field gives a net drift
velocity to free electrons in metals over their random motion.
recognize that electron mobility characterizes how quickly an
electron can move through a conductor when pulled by an
electric field.
understand the relationship of drift velocity and mobility with
electric current.
understand the linear relationship of current flowing through
a conductor with the potential difference across its ends.
Resistance
Ohms law
and electrical
resistance
V-I
characteristics
(linear and
non-linear)
Electrical
energy and
169
power
-
Electrical
resistivity and
conductivity
Carbon
resistors
Colour code
for carbon
resistance
Series and
parallel
combinations
of resistors
Temperature
dependence of
resistance
Cell
Internal
resistance of a
cell
Potential
difference and
emf of a cell
Combination
of cells in
series and in
parallel
Electrical
measurements
Kirchhoffs
laws and
simple
applications
Wheatstones
bridge
Metre bridge
170
Potentiometer:
principle and
its applications
to measure
potential
difference and
for comparing
emf of two
cells
unknown resistances.
understand that the potentiometer is based on the principle
that when constant current is passed through a wire of
uniform area of cross-section, the potential drop across any
portion of wire is directly proportional to the length of that
portion.
understand how a potentiometer can be used to compare emfs
of two cells and also to measure internal resistance of a cell.
Measurement
of internal
resistance of a
cell
171
Amperes law
Interaction of
Magnetic Field
with moving
charges and
current carrying
conductors
Force on a
moving charge
n uniform
magnetic and
electric fields;
Lorentz force
Force on a
current carrying
conductor in a
uniform
magnetic field
Force between
two parallel
current carrying
conductors
Definition of
ampere
Torque
experienced by
a current loop
in a uniform
magnetic field
Current loop as
172
a magnetic
dipole and its
dipole moment
Magnetic dipole
moment of a
revolving
electron
Motion of a
moving charge
n a magnetic
field
General
trajectory of a
moving charge
n a magnetic
field
The Cyclotron
Velocity
Selector
Moving Coil
Galvanometer
Principle,
construction
and working of
a moving coil
galvanometer
Conversion of
a moving coil
galvanometer
into
(a) an ammeter
(b) a voltmeter
Magnetic Dipole
(Bar Magnet)
Magnetic field
intensity due to
a magnetic
dipole
(i) along to axis
(ii) perpendicular to it
axis
Magnetic Field
Lines
Torque on a
magnetic dipole
(bar magnet) in
a uniform
magnetic field
Bar Magnet as
an equivalent
solenoid
Earths Magnetic
Field
Cause of Earths
magnetic field
and the simple
pictorial
representation
The three
174
elements used
the describing
earths magnetic
field.
Magnetic
Substances
Magnetisation
and agnetic
Intensity
Permeability
and
susceptibility
Diamagnetism
Paramagnetism
Ferromagnetism
Electro Magnets
and Permanent
Magnets
Electromagnets
Factor affecting
the strength of
Electromagnets
175
Permanent
Magnets
Learning Outcomes
Students will be able to :
Electromagnetic
Induction
Electromagnetic
Induction
Faradays law
Lenzs law
Motional
electromotive
force
Eddy Currents
Induction and
Inductance
Inductance
Mutual
Induction and
the coefficient of
mutual
induction
176
Self induction
and the
coefficient of self
inductance
Alternating
Currents
Alternating
Currents
Peak and rms
values of
alternating
currents and
voltages
Alternating
voltage applied
to a pure
inductor (L)
Alternating
voltage applied
to a pure
capacitor (C)
177
178
179
Learning Outcomes
Students will be able to :
Displacement
current
- Maxwells
Equations
modification of
- Amperes law
- Applications
Electromagnetic
Waves
- production
- characteristic
properties
- mathematical
and graphical
representation
represent the mutually perpendicular variations of E , B.
and the direction of wave propagation graphically
list properties of e.m. waves.
Electromagnetic
spectrum
- different
regions of e.m.
spectrum
180
- production and
detection of
e.m. waves
- frequency and
wavelength
ranges
- uses of em
waves
radio waves
(ii)
microwaves
(iii) infrared
(iv) visible light
(v)
ultraviolet rays
(vi) X-rays
(vii) gamma-rays.
know the frequency and wave length range of each part of
e.m. spectrum.
know the methods of production and detection of different
types of e.m. waves.
describe the characteristic properties and uses of each part
of e.m. spectrum.
Unit-VI: Optics
Content
Reflection of
light
-
the
phenomenon
applications
Learning Outcomes
Students will be able to:
recall the laws of reflection of light
cite examples of reflection of light in everyday life
define the terms
centre of curvature
radius of curvature
Spherical
mirrors
- related terms
- sign
conventions
- ray diagrams
- Derivation of
the formula
- linear
magnification
- related
numiercals
Refraction of
light
-
Meaning
Laws of
refraction
Refractive
index
related
problems
Total internal
reflection
- meaning of
the term
know the terms: real depth and apparent depth and obtain
the relation between the two.
appreciate the effects of atmospheric refraction on natural
phenomenon.
define the term total internal reflection
state the necessary conditions for observing total internal
reflection
apply the concept of total internal reflection for explaining
- necessary
conditions
(i) mirage
- daily life
examples
Refraction at a
spherical surface
- related terms
ray diagrams
for image
182
formation
Thin Lenses
- lens formula
- lens makers
formula
- magnification
- power of a
lens
- combination
of lenses
thin lens
- combination
of a lens and a
mirror
Prism,
Dispersion and
scattering of
light
- Refraction of
light through
a prism
- the prism
equations
- dispersion of
light
- dispersion in a
prism
- scattering of
light
- related natural
phenomenon
183
- image
formation
- power of
accommodation
- common
defects of
vision and
their
correction
- correction of
vision defects
Optical
instruments
- microscopes
- simple
microscope
- compound
microscope
- astronomical
telescopesrefracting and
reflecting
- terrestrial
telescope
Wave optics
- wave front
- Huygens
principle
- reflection and
refraction of
184
plane waves at
a plane
surface using
Huygens
principle
- Doppler effect
(qualitative)
Interference of
light
- the
phenomenon
- coherent
sources
- youngs
double slit
experiment.
Diffraction of
light
- the
phenomenon
- diffraction at a
single slit
- interference
and diffraction
patterns
- resolving
power of
185
optical
instruments.
Polarisation of
light
- the
phenomenon
- plane
polarized
light,
- Mulus law
- polarisation
by scattering
- polarisation
by reflection
- Brewsters law
- Polaroids
Unit-VII:
Content
Learning Outcomes
Students will be able to:
Dual Nature of
Radiations
- Hertzs
experiment
- Emission of
electron
186
Photoelectric
Effect
- Phenomenon
of
photoelectric
effect
- factors
affecting
photoelectric
current
- related terms
- laws of
photoelectric
effect
Einsteins
photoelectric
equation
- mathematical
expression
- explanation of
photoelectric
effect on the
basis
of
Mathematical
equation
- explanation of
laws of
photoelectric
effect based on
Mathematical
equation
- particle nature
of light- the
phton
- dual nature of
light
187
Wave nature of
matter
- wave nature
of particles
- de-Broglie
relation
- DavissonGermer
experiment
Learning Outcomes
Students will be able to:
Alpha particle
scattering
Experiment
- Alpha particle
scattering
- Concept of
atomic nucleus
Rutherfords
Atomic model
- Basic model
- atomic spectra
Atomic spectra
188
expressions for
The Nucleus
Composition and
size of nucleus
- Atomic masses,
- isotopes,
isobars and
isotones
Radioactivity
189
state Rutherford
disintegration
and
Soddys
law
of
radioactive
Nuclearreactions: fission
and fusion
why
235U92
is fissionable and
238U92
is not
describe
nuclear chain reaction. Distinguish between
uncontrolled and the controlled chain reaction.
understand the principle of a nuclear-reactor
draw diagram
functioning.
of
nuclear
reactor
and
describe
190
its
Learning Outcomes
Students will be able to:
Solids
- Energy bands in
solids
(Qualitative
ideas only)
- Conductors,
insulators and
semiconductors
Semiconductor
devices
- Semiconductor
diode: I-V
characteristics in
forward and
reverse bias
- Diode as a
rectifier
- I-V
characteristics of
LED,
photodiode,
solar cell and
Zener diode
process
of
conduction
of
current
in
191
- Zener diode as a
voltage
regulator
as a dc voltage regulator.
- Junction
transistor,
transistor action,
characteristics of
a transistor
- Transistor as an
amplifier
(common
emitter
configuration)
- Oscillator using
transistor
Digital electronics
- Logic gates
NOT, OR, AND,
NOR and
NAND
- Transistor as a
switch
Learning Outcomes
Communication
- Elements of
communication
system (block
diagram only)
- Bandwidth of signals
(speech, TV and
digital data)
- Bandwidth of
transmission medium
- Propagation of
192
electromagnetic
waves in the
atmosphere, sky and
space wave
propagation
Modulation
- Need for modulation
- Production and
detection of
amplitude-modulated
wave
193
Physics
Practicals
I.
Instructions:
a.
The lists of experiments and activities to be carried out by the students have
been arranged in different blocks. Some of the blocks contain internal
choice. Schools are required to set up all the experiments in each block,
although students will be conducting only the requisite number of
experiments in each block.
b.
Experiments
c.
i.
The teacher may decide the method and protocol of conducting each
experiment.
ii.
iii.
iv.
Activities
i.
Each block of the experiments has certain activities attached to it. The
activities will be performed by the students based on the knowledge
acquired by him/her during the course of performing the main
experiments.
194
II.
ii.
iii.
Assessment scheme:
a. The overall assessment will comprise of two parts
Continuous assessment throughout the year
A year-end examination as per the scheme given below.
b. Separate percentage of marks has been assigned for different components
of the assessment as shown in the tables below.
c. Assessment for the sincerity in conducting the experiments throughout
the year shall be done from the log book of experiments and the reports of
the activities performed.
d. Students may be encouraged to test new ideas while conceptualizing and
conducting the activities and will be suitably rewarded in the final
examination.
e. Continuous assessment of the experiments and activities shall be made by
the teacher throughout the year and the marks shall be awarded by the
teacher prior to the final examination. It is necessary that part of this
assessment be done through a presentation or demonstration of the
activities by the student at the time of its being carried out during the
year.
III.
b.
195
measurements (block I) and the other will be a randomly chosen one from
the experiments in the remaining blocks.
c.
The student shall submit the practical record, daily log record and the
report/transcript of all the activities performed by him/her during the
year for assessment.
d. The examiners shall assess the activities from new ideas and viva.
Activities
Continuous Assessment
Continuous Assessment
Record
04 marks
Report/Transcript
04 marks
Log book
04 marks
Demo/Presentation
02 marks
Final Examination
Final Examination
Experiments
08 marks
New ideas
02 marks
Viva
04 marks
Viva
02 marks
Total
20 marks
Total
10 marks
196
CLASS XI
List of Experiments and Activities
BLOCK I: Measurements
Learning Outcomes
To develop a sense of appreciation for the
1.
2.
3.
Activities*(any two)
1. Determine the volume of a thin sheet
2. Determine the volume of a cylinder.
3. Comparison of the measurements
obtained with that of an ordinary
pencil box scale.
The use of vectors and real life application of the basic law of vector
addition.
197
Viscosity
Experiments (any two)
Activities*(any two)
198
Heat capacity
Experiments (any one)
Activities*(any one)
BLOCK V: Sound
Learning Outcome
To understand basics of oscillations and sound waves and their propagation in a
medium
199
Activities*(any one)
2. Determination of frequency of a
tuning fork using sonometer, closed
tube etc.
3. Dependence of time period of a
spring block system on factors like
amplitude of oscillation, orientation
of spring (vertical/horizontal), mass
of block , length of spring, etc.
CLASS XII
List of Experiments and Activities
BLOCK I: Measurements
Learning Outcomes
To develope a sense of appreciation for the
Activities*(any two)
1. Continuity of circuits
200
Electrical circuits
Resistance of materials
Combination of resistances
Combination of voltages
Experiments (any two)
Activities*(any two)
Functioning of galvanometer
Magnetism
Alternating Current
Experiments (any one)
1. To determine resistance of a
galvanometer by half-deflection
method and to determine its figure
Activities*(any one)
1. To measure the resistance and
impedance of an inductor with and
without iron core.
201
of merit.
Activities*(any two)
202
BLOCK V: Electronics
Learning Outcomes
To understand
Activities*(any one)
203
Chemistry
Chemistry is the branch of Science that deals with the composition, properties and
interaction of matter. These aspects can be best described and understood in terms
of basic constituents of matter, i.e. atoms and molecules. That is why Chemistry is
also called the Science of atoms and molecules. The subject plays a central role in
explaining, understanding and meeting diverse human needs, be it food, healthcare,
industry, environment, materials or any other everyday life requirement.
The present syllabus has been designed with the objectives of developing in-depth
understanding of fundamental concepts in the subject as well as exposing the
learners to latest developments in related fields. The knowledge related to the
subject of Chemistry has undergone tremendous changes during the past one
decade. Many new areas like synthetic materials, bio-molecules, natural resources,
industrial chemistry have entered in a big way and hence have to be an integral part
of the syllabus. New nomenclature of elements and compounds, symbols and units
of physical quantities floated by scientific bodies like IUPAC and CGPM are of
immense importance and have been included in the present syllabus. The
international character of the syllabus encourages the students to develop the ability
to undertake independent and self-directed learning as well as to think logically.
Sufficient scope has been provided in the syllabus to carry out experimental work
and acquire desired practical skills. The syllabus ensures adequate linkages between
theory component and practical work.
Salient features of the syllabus include:
developing an in-depth understanding of fundamental concepts, laws and
principles of the subject
preparing the learners to study Chemistry in academic and professional
courses (such as medicine, engineering, technology) at higher education
stage.
204
technological applications
apprising learners with interface of Chemistry with other disciplines of
science such as Physics, Biology, Geology, Engineering etc.
acquainting learners with different aspects of chemistry used in everyday life
promoting an awareness that Chemistry is a cooperative and cumulative
activity.
encouraging the learner to explore and investigate different domains of human
activity related to Chemistry.
205
CLASS XI CHEMISTRY
Term wise Syllabus
Sr.No.
1
Term I
Name of the Unit
Some Basic Concepts of
Chemistry
Sr.No.
8
Term II
Name of the Unit
Thermodynamics
Structure of Atom
Equilibrium
10
Redox Reactions
11
s- Block Elements
12
13
Aliphatic Hydrocarbons
14
Environmental Chemistry
Sr.No.
Solid State
Surface Chemistry
Solutions
10
Chemical Kinetics
Eletrochemistry
11
12
Coordination of Compounds
p-Block Elements
13
Aromatic Hydrocarbons
14
Organic compounds
containing Nitrogen
15
Term II
206
Syllabus- Class XI
Chemistry
UNIT 1 Some Basic Concepts of Chemistry
Contents
1.1 General Introduction
1.2 Measurement of
Properties of
Matter
The International
System of units
Uncertainty in
measurement
1.3 Laws of Chemical
Combination
Statement of laws of
chemical combination
Importance of laws of
chemical combination
Daltons Atomic
Theory
Learning Outcomes
The students will be able to:
understand the meaning, importance and scope of
chemistry.
appreciate the need for chemistry in our day-to-day
lives.
list the characteristics of three physical states of
matter
recapitulate that matter can be classified into
elements, compounds and mixtures.
know the S.I. units of base physical quantities.
convert S.I. units into other units and vice versa.
represent a number in scientific notations.
appreciate the need for significant figures.
207
Contents
Learning Outcomes
Learning Outcomes
The students will be able to:
recall the existence of sub atomic particles namely
electrons, protons and neutrons in an atom.
know about the Thomson and Rutherford models of
atom and list their limitations.
recall the meaning of terms atomic number, mass
number, isotopes and isobars.
appreciate the developments which led to Bohr
model.
understand the characteristics of Bohr model as well
as the causes of its failure.
208
209
Electronic
configuration of atoms
2.6 Stability of
Completely
Filled and half-filled
Orbitals
Learning Outcomes
The Students will be able to:
comprehend the necessity of classifying the
elements.
know the historical developments in the evolution
of Modern Periodic Table with emphasis on
Mendeleevs Periodic table
recognize that Mendeleevs periodic table was the
best historical attempt towards classification, yet it
had several drawbacks.
know the basis of modern periodic classification.
appreciate the atomic number as the basis of
classification for Modern periodic table as
compared to atomic mass for Mendeleevs periodic
table.
locate periods and groups in the modern periodic
table.
correlate the electronic configuration of elements in
same group and in same period.
identify the s-, p-, d- and f- blocks in modern
periodic table.
locate metals, non-metals and metalloids in the
modern periodic table.
write the nomenclature of elements with atomic
numbers greater than 100.
210
Learning Outcomes
212
orbital theory.
4.5 Hydrogen Bond
Intermolecular
hydrogen bonding
Intramolecular
hydrogen bonding
Learning Outcomes
213
214
Learning Outcomes
6.1 Introduction to
Thermodynamics
6.2 Thermodynamic
Terms
Concepts of :
- system,
surrounding
-
types of system
state of a system
state function and
path function
extensive and
intensive properties
reversible and
irreversible process
6.3 Thermodynamic
Quantities
- Work
-
Heat
215
Topics
Learning Outcomes
heat.
recognize that work and heat are not state functions.
Enthalpy
Heat capacity
Measurement of U
and H
216
Topics
6.5 Thermochemistry
- Enthalpy change in a
chemical reaction
- Endothermic and
Exothermic reactions
- Standard enthalpy of
reactions
-
Enthalpy changes
during phase
transformations
Standard enthalpy of
formation
Thermochemical
equations
Hesss Law of
Constant Heat
Summation
Enthalpies for
different types of
reactions
Learning Outcomes
define reaction enthalpy.
recognize that heat changes accompany chemical
reactions.
compare exothermic and endothermic reactions.
define standard enthalpy of reactions.
examine the enthalpy changes accompanying
phase transformations such as fusion,
vaporization, sublimation.
describe and apply the standard enthalpy of
formation values to calculate the enthalpy change
for the reaction.
know the convention for writing Thermochemical
equations.
comprehend the Hesss Law of Constant Heat
Summation.
discuss the enthalpies of different types of
reactions such as Standard enthalpy of combustion,
Enthalpy of atomization, Bond enthalpy ,Enthalpy
of solution.
construct a Born-Haber Cycle for determination of
lattice enthalpy.
solve numerical based on Hesss Law of Constant
Heat Summation.
6.6 Spontaneity
- Entropy
- Second law of
Thermodynamics
- Gibbs energy change
for spontaneous and
non-spontaneous
processes
- Criteria for
equilibrium
217
Topics
-
Third Law of
Thermodynamics
Learning Outcomes
write its mathematical expression.
analyze Stotal as the criterion for examining
spontaneity.
examine the statement of second law of
thermodynamics.
understand the need for introducing Gibbs free
energy and write its mathematical expression.
derive the criteria for spontaneity given by G.
interpret the effect of temperature on spontaneity
of reaction.
derive a mathematical expression showing the
relation between free energy and equilibrium
constant.
solve numerical based on second law of
thermodynamics.
state the third law of thermodynamics.
Learning Outcomes
7.1 Introduction to
Equilibrium
Dynamic nature of
equilibrium
7.2 Equilibrium in
Physical Processes
-
Solid - liquid
equilibrium
Liquid - vapour
218
Topics
Learning Outcomes
equilibrium
Solid vapour
equilibrium
Equilibrium involving
dissolution of solid
and gases in liquids
7.3 Equilibrium in
Chemical Processes
Dynamic nature of
chemical
equilibrium
Law of Chemical
Equilibrium
Equilibrium
constant
Homogenous
Equilibria
Heterogeneous
Equilibria
219
Topics
7.5 Applications of
Equilibrium
Constant
-
Predicting the
extent of a reaction
Predicting the
direction of the
reaction
Calculating
Equilibrium
Concentrations
Le Chateliers
principle
Learning Outcomes
understand that the magnitude of Kc or Kp does not
give any information about the rate.
distinguish between reaction quotient and
equilibrium constant.
recognize the usefulness of the reaction quotient in
predicting the direction of reaction by comparing the
values of reaction quotient and equilibrium constant.
calculate the equilibrium concentrations with the
help of equilibrium constant.
220
Topics
Learning Outcomes
pH scale
Ionization constant of
weak acids and bases
Solubility product
Learning Outcomes
8.1 Introduction to
Redox Reactions
221
Topics
8.2
8.3
Oxidation and
Reduction
Reactions
Redox Reactions in
Terms of Electron
Transfer Reactions
- Competitive
electron transfer
reactions
Learning Outcomes
examine the origin of the terms oxidation and
reduction.
understand the different definitions of oxidation and
reduction.
analyze the meaning of the term redox as reactions
in which oxidation and reduction reactions occur
simultaneously.
identify the chemical species undergoing oxidation
and reduction in a chemical reaction.
comprehend that the half reactions involving loss of
electrons are called oxidation reactions and the half
reactions involving gain of electrons are called
reduction reaction.
define the terms reducing agent and oxidising agent
with respect to a redox reaction.
explain the mechanism of redox reactions by
electron transfer process.
understand the evolution of the electrochemical
series.
8.6
examine the following types of redox reactions Combination reactions, Decomposition reactions,
Displacement reactions, Metal displacement, Nonmetal displacement, Disproportionation reaction.
Types of Redox
Reactions
222
Topics
8.7
Balancing of
Redox
Reactions
Oxidation number
method
Half reaction
method
Learning Outcomes
enumerate the detailed steps for balancing redox
reactions by Oxidation number method and Half
reaction method.
write the balanced redox reaction by applying the
steps of oxidation number method or half reaction
method.
comprehend redox reactions as a basis for titrations.
recognize the use of different types of indicators in
redox titrations.
Learning Outcomes
The students will be able to:
recall the electronic configuration of hydrogen
and modern periodic table.
examine the problem pertaining to the position
of hydrogen in periodic table
identify the modes of occurrence of dihydrogen
Occurrence of
dihydrogen
Isotopes of
hydrogen
Methods of
preparation of
hydrogen
Properties of
hydrogen
Uses of hydrogen
9.3 Hydrides
Classification
General methods of
223
preparation
General properties
9.4 Water
General
characteristics
Heavy water
Uses
Preparation
Learning Outcomes
The students will be able to:
recall the positioning of s-block elements in
periodic table and their electronic configuration
know the commonly used terms alkali and
alkaline earth metals for the group 1 and group 2
elements.
224
relationship
Biological
importance
Electronic
configuration
Chemical properties
Diagonal
relationship
Biological
importance
Physical Properties
Learning Outcomes
The students will be able to:
recall the positioning of p-block elements in
periodic table and their electronic configuration
know the commonly used terms halogens
understand the term inert pair effect
225
Learning Outcomes
Origin of organic
chemistry
Organic chemistry as a
separate discipline
12.2 Types of
Hybridization of
Carbon
-
Types of
hybridization in
carbon compounds
Shapes of organic
molecules
2D and 3D
structural
representations of
226
organic compounds
12.3 Classification of
Organic Compounds
based on functional
groups
based on structure
12.4 IUPAC
Nomenclature of
Organic Compounds
-
Priority order of
functional groups
Prefixes and
suffixes for
functional groups
Derivation of
structural formula
from a given
IUPAC name and
vice-versa
Structural
isomerism
Stereochemistry
and
stereoisomerism
Projection formulae
Interconversion of
projection formulas
Conformations and
their relative
stabilities (ethane
and butane)
227
Geometrical
isomerism (cis and
trans)
Optical isomerism
Absolute and
relative
nomenclature of
optical isomers
carbocation
carbanion
free radical
Electrophilic and
nucleophilic
reagents
Types of organic
reactions
228
12.8 Electronic
Displacements in a
Covalent Bond
-
inductive effect
electromeric effect
resonance
hyperconjugation
12.9 Aromaticity
-
Huckels rule
Stability of aromatic
compounds
Relative acidity of
carboxylic acids,
phenols and
alcohols
Relative basicity of
amines
Learning Outcomes
The students will be able to:
appreciate the importance of hydrocarbons in
229
hydrocarbons
230
Markovnikovs and
anti-Markovnikovs
addition of HX, and
H2O, ozonolysis,
oxidation and
polymerisation
Physical properties
Chemical reactions
(Addition of H2, X2,
HX, and H2O and
polymerisation).
231
water.
apply Markovnikov's rule for addition in
unsymmetrical alkynes.
know important polymerization reactions of
alkynes, viz. linear and cyclic polymerisation.
list the applications/uses of some important
alkynes
Learning Outcomes
The students will be able to:
generate awareness that many chemical
reactions and processes are the cause of
environmental pollution.
14.2 Environmental
Pollution
Environmental
pollution
Conservation of
natural resources
14.3 Air Pollution
Greenhouse effect
Depletion of
stratospheric ozone
Sulphur oxides
Nitrogen oxides
14.4 Water Pollution
Types of water
pollutants
Treatment of water
pollution
BOD
232
Industrial waste
management
Learning Outcomes
1.2
1.3
Classification of
Solids on the Basis
of Order in the
Arrangement
Crystalline and
amorphous Solids
Primitive and
Centred Unit Cells
Number of atoms in
per unit Cell in a
233
1.4
Close Packing in
solids
Packing in Solids
Voids
Packing Efficiency
Calculation of
density of unit
cell
1.5
Imperfections in
Solids
Types of Point
Defects
234
Interstitial Defect
Frenkel Defect
Schottky Defect
Non-Stoichiometric Defects
Metal Excess Defect
Metal Deficiency Defect
Impurity Defects
1.7 Electrical Properties
Conductors,
semiconductors
and insulators
Band theory of
solids
n & p type
semiconductors
Learning Outcomes
2.1 Introduction to
solutions
Solute
Solvent
235
Solution
2.4 Solubility
Solubility of solid in
liquid
Solubility of gas in
liquid
Henrys law
236
2.6 Classification of
Liquid-Liquid Solutions
on Basis of Raoults Law
Ideal solutions
Non Ideal solutions
Positive deviation
Negative deviation
237
Learning Outcomes
3.1 Introduction to
Electrochemistry
- Redox reactions
3.2 Types of
Electrochemical Cells
- Electrolytic cells
- Galvanic cells
3.3 Electrolysis
- Electrode
- Sign conventions at
anode and cathode
- Laws of electrolysis
3.4 Conductance in
Electrolytic Solutions
238
Metallic and
electrolytic
conductance
Types of electrolytes
Conductance
Resistance
Molar conductivity
Variation of
conductivity with
concentration
Kohlrauschs Law
239
Average rate of
reaction
Instantaneous
rate of reaction
Learning Outcomes
The students will be able to:
realize the evolution of the topic Chemical Kinetics.
appreciate the importance and need of Chemical
Kinetics in Chemistry.
contrast the scope of Chemical kinetics and
Thermodynamics in chemistry.
classify reactions on the basis of time needed for
their completion.
recall the meaning of the term rate.
define and express Rate of a reaction in terms of
different Reactants and Products.
understand the reason for appearance of sign before
the rate expression.
differentiate between Instantaneous and Average
rate of reaction graphically.
derive the S.I. units for the rate of a reaction
compute average rate of a reaction.
240
Zero order
reactions
First order
reactions
Pseudo First
order reaction
241
Reaction.
solve numerical pertaining to half- life of a reaction.
discuss the change in conditions which leads to a
change in the order of a reaction.
recognize the meaning of the term Pseudo.
illustrate the concept of pseudo first order reaction
with the help of examples.
solve numerical for determination of rate constant
of a pseudo first order reaction.
4.5 Temperature
Dependence of Rate of
Reaction
-
Activation
Energy
Arrhenius
Equation
242
Learning Outcomes
The students will be able to:
explain the term Surface.
list the various Surface phenomenon.
5.2. Adsorption on a
Surface
- Physisorption
- Chemisorption
- Factors affecting
the adsorption
of gases on
solids
5.3.
Catalysis
Homogenous
and
heterogeneous
catalysis
Shape selective
catalysis
Enzyme catalysis
define catalyst.
examine the effect of addition of catalyst to
chemical reaction.
classify catalysis into Homogenous Catalysis
and Heterogeneous Catalysis.
specify the mechanistic steps of the Adsorption
Theory of Catalysis.
comprehend the meaning of shape selective
catalysis.
know and appreciate that zeolites are good
shape selective catalysts.
list the applications of zeolite catalyst.
recognize the reason for enzymes to be termed
as biochemical catalysts.
list the industrial applications of catalysts.
Colloids
Distinction
describe a colloid.
distinguish between True solution, Colloid,
5.4.
243
between true
solution, colloid
and suspension
Classification of
colloids
Properties of
colloids
Suspension.
classify colloids on the basis of:
Physical state of dispersed phase and
dispersion medium
Nature of interaction between dispersed
phase and dispersion medium
o Lyophilic colloids
o Lyophobic colloids
Type of particles of the dispersed phase
o Multimolecular colloids
o Macromolecular colloids
o Associated colloids
understand the mechanism of micelle
formation.
explain the cleansing action of soap.
know the preparation methods of colloids
namely Chemical methods, Bredigs Arc
method, Peptization.
analyze the methods for purification of colloids
namely Dialysis, Electro-dialysis and
Ultrafiltration.
understand the properties exhibited by the
colloids namely Colligative Properties, Tyndall
effect, Colour, Brownian motion, Charge on
colloidal particles, Electrophoresis, Coagulation.
describe the phenomenon of electro-osmosis.
discuss the listed methods of coagulation of
lyophobic sols namely Electrophoresis, Mixing
two oppositely charged sols, Boiling, Dialysis,
Addition of electrolytes.
interpret the Hardy-Schulze rule.
define coagulating value of electrolyte.
examine the principle for carrying out
coagulation of lyophilic sols.
know the method for protection of colloids.
appreciate the applications of colloids.
244
5.5.
Emulsions
- Types of
emulsions
Learning Outcomes
The students will be able to:
appreciate the importance of studying
extraction and purification of elements.
recall the periodic table and the properties with
reference to metals and non-metals
Froth flotation
Leaching
6.4 Conversion of ore to
oxide
Calcination
Roasting
245
Smelting
Reduction with
hydrogen
Aluminothermite process
Air reduction
Bessemerization
Reduction by
electrolysis
6.6 Refining of Metals
Liquation
Hydrometallurgy
Vapor phase
refining
Cupellation
Zone refining
Electrolytic
refining
6.7 Thermodynamics of
Metallurgical
Processes
Learning Outcomes
246
Reactivity of
nitrogen and
phosphorus
Allotropic forms
of phosphorus
Compounds
247
Learning Outcomes
Variable valency
concept
Color
Magnetic
properties
Catalytic
properties
Compounds
8.3 F-Block Elements
Electronic
configuration
Oxidation states
Lanthanide
contraction
Learning Outcomes
9.1 Introduction to
248
Coordination
Compounds
9.2 Coordination
Compounds
General
composition
Coordination
number
Types of ligands
Werner theory
9.3 IUPAC
Nomenclature of
Coordination
Compounds
IUPAC rules
9.4 Valence Bond
Theory as Applied to
Coordination
Compounds
Valence bond
theory
Crystal field
theory
9.5 Importance of
Coordination
Compounds
Analytical
applications
Industrial
249
applications
Biological
applications
UNIT X: Aromatic Hydrocarbons
Content
Learning Outcomes
10.1 General
Introduction
Aliphatic and
Aromatic
hydrocarbons
10.2 Aromatic
Hydrocarbons
(Benzene)
Methods of
preparation
(Decarboxylation of
aromatic acids and
reduction of
phenol)
Physical properties
Chemical reactions
(nitration,
sulphonation,
halogenation and
Friedel Craft's
alkylation and
acylation).
250
Learning Outcomes
11.1 Introduction to
Haloalkanes and
Haloarenes
11.2 Structure
-
Classification
Structure of 1 o,
2o and 3o
haloalkanes and
haloarenes
11.3 Preparation
-
Preparation of
haloalkanes from
alcohols
Preparation of
haloarenes from
phenols
Sandmeyers
reaction
Preparation of
alkyl iodides
251
from alkyl
chlorides and
bromides
11.4 Physical
Properties
Physical
Properties of
Haloalkanes
Physical
Properties of
Haloarenes
11.5 Chemical
Properties
-
Nature of C-X
bond
Chemical
Properties of
Haloalkanes (SN2
and SN1,
elimination of
HX,
Chemical
Properties of
Haloarenes
(halogenation,
252
nitration ,
sulphonation,
Friedel Crafts
reaction, WurtzFittig and Fittig
reaction)
Learning Outcomes
The students will be able to:
recall the IUPAC naming of alcohols, phenols
and ethers
significance of studying these compounds.
12.2 Structure
-
Structure of alcohols,
phenols and ethers
Classification
253
Preparation of
alcohols (hydration
of alkenes,
hydroborationoxidation, reduction
of carbonyl
compounds, from
Grignards reagent)
Preparation of
Phenols (from
chlorobenzene,
benzene and
cumene)
Physical Properties
of Alcohols, Phenols
and Ethers
Chemical Properties
of Alcohols (with
metals, esterification,
esterification, with
HX, dehydration)
Chemical Properties
of Phenols
(halogenation,
nitration and
sulphonation,
254
Kolbes, ReimerTiemann,
deoxygenation and
oxidation)
Preparation from
alcohols
Williamsons ether
synthesis
255
Ether cleavage by HX
halogenation,
nitration and Friedel
Crafts reaction
Learning Outcomes
13.1 Introduction to
Aldehydes, Ketones and
Carboxylic Acids
13.2 Structure of
Aldehydes, Ketones and
Carboxylic Acids
13.3 Preparation of
256
From alcohols
From alkenes
From alkynes
From aromatic
hydrocarbons
Gattermann-Koch
From nitriles
Physical Properties
of aldehydes and
ketones
Chemical
Properties of
Aldehydes and
Ketones
(nucleophilic
addition reactions,
nucleophilic
257
additionelimination
reactions,
reduction,
oxidation, Aldol
condensation,
Cannizzarro
reaction,
electrophiclic
substitution in
aromatic
aldehydes)
Structure of
carboxylic acid
Preparation of
carboxylic acids (by
oxidation,
hydrolysis, from
Grignard reagents)
Physical properties
of carboxylic acids
Chemical
properties of
258
carboxylic acids
Learning Outcomes
The students will be able to:
recall the IUPAC naming of amines
significance of studying these compounds.
14.2 Structure
14.3 Preparation of
Amines
- By reduction of
nitro compounds,
nitriles and amides
- Ammonolysis of
alkyl halides
259
Structure
Methods of
Preparation
Physical properties
Chemical
Properties
260
Learning Outcomes
appreciate the role of chemical compounds
and molecules in living systems.
define biomolecules.
categorize biomolecules on the basis of their
structural similarities, viz. carbohydrates,
proteins, vitamins and nucleic acids.
know the general formula and characteristic
features of this class of compounds.
classify carbohydrates on the basis of their
structure (hydrolysis behaviour), functional
group (aldoses and ketoses) and reducing
properties.
recall D and L nomenclature for
monosaccharides.
interpret the straight chain as well as cyclic
structure of D-glucose and relate it with Dglyceraldehyde.
know some reactions of glucose.
elementary idea about other carbohydrates :
monosaccharide (fructose), disaccharides
(sucrose, lactose, maltose) and
polysaccharides (starch and cellulose).
261
Classification
Methods of
polymerization
Preparation of
Some polymers
263
Chemistry
Practical
I.
Instructions:
a. The lists of experiments and activities to be carried out during the year have
been arranged in different blocks. Some of the blocks contain internal choice.
Schools are required to set up all the experiments in each block, although
students will conduct the requisite number of experiments in each block.
b. Experiments
All the experiments must be demonstrated by teacher and performed by
students, except in the case where it is mentioned that it is to be
demonstrated by teacher only.
Each experiment to be conducted and assessed for continuous internal
assessment in three parts:
o Pre-Lab
o In-Lab
o Post-Lab
Parameter
Pre-Lab
In-Lab
Post-Lab
Duration
Two periods
(continuous)
One period
Documentation
Auxillary
Notebook/Sheets
Auxillary
Notebook/Sheets
Practical
Notebooks/ Sheets
(Loose sheets to be
compiled in a file)
Implementation
1. Calculations/
interpretation
done based on
observations
and the result
discussed with
teacher.
Aim
Theory with
discussion
Apparatus
required(selecti
on and
Handling)
2. Experiment
demonstrated
by teacher
3. Experiment
conducted by
Students
Collecting
apparatus
Chemicals
264
2. Test-2 given to
students
3. Experimen-
Required
(associated
safety Hazards
and symbols)
Procedure
(observation
recording
format)
Formula to be
used for
calculations (if
any) or other
interpretation
and result
discussed by
teacher.
(Emphasis on
correct usage of
SI units)
and
chemicals
Set up of
apparatus
trecorded in
practical
Notebook and
signed by
teacher.
Experiment
performed as 4. Sample
attached in a
per
sample book
procedure
with names and
and
signed by
precautions
teacher.
4. Observations
recorded by
students and
signed by
teacher
Safe disposal or
storage
Precautions
Continuous
Internal
Assessment
None
265
Record book
Discipline
Calculations
/inference
Apparatus
Result
set up
Procedure
followed
Result
Discussion
Precautions
taken
Problems
encountered
and resolved
Observations
Any Other
Any other
Two continuous periods per week must be allocated for chemistry Practical.
The first period to be devoted for General instructions like:
o conduct/discipline in Chemistry Laboratory
o safety precautions (Lab coat and Safety goggles compulsory)
o Auxiliary and Practical Books
o Know your laboratory (location of common reagents etc.)
o Any other
The second period to be used for Pre-Lab of first experiment
In the subsequent week, the two continuous periods to be used for In-lab of
experiment-1
In the following week, one period of the two continuous periods to be used
for Post-lab of experiment-1 and the second period to be used for Pre-lab of
experiment-2 and so on.
c. Activities (Any two, each from different block, and to be submitted at the
time of final examination)
i.
ii.
266
iii.
iv.
v.
vi.
vii.
II.
Assessment Scheme:
a. The overall assessment will comprise of continuous assessment throughout
the year to be documented for every student and may be done as given
below.
267
A. For experiments:
Experiment- Experiment- Experiment1
2
3
Experiment4
Experiment-5
and so on
Test-1
Test-2
Analysis
-1
Analysis2
Total
A.
Average
score
These marks to be scaled to 10 to give final marks for internal assessments for Experiments.
B. For Activities:
Activity
Nature of
activity
(newness
and
relevance
to main
experiment)
Performance/Col
lection of
data and
Interpretat
ion
Individual
contribution
(if group
activity)
Presentation/
demonstra
tion
Vivavoce
Total
Activity-1
Activity-2
Total
The total marks of both the activities to be scaled to 06 to give final marks for internal
assessments for activities.
268
III.
Max. Marks: 30
Experiments
Activities
Continuous assessment
From II A
10 marks
Continuous assessment
From II C
Final Examination
Experiment
10 marks
Viva
02 marks
Total
06 marks
Final Examination
Viva
22 marks
02 marks
Total
269
08 marks
CLASS XI
List of Experiments and Activities
BLOCK 1: Solutions and their Strength
Learning Outcomes
Activities
concentrated solution of a
saturated solution.
known strength.
To estimate the strength of
HCl solution by titration of
HCl vs NaOH solution.
270
Activities
271
To determine pH of some
solutions using pH meter.
Activities
o Reaction between
[Co(H2O)6]2+ and
chloride ions.
BLOCK 4: Thermochemistry
Learning Outcomes:
Activities
272
CLASS XII
List of Experiments and Activities
BLOCK 1: Chemical Kinetics
Learning Outcomes:
Activities
Activities
1.
2.
273
Hydroxide
examples
Any other activity related to
experiments
Develop the skill of carrying out some organic preparations and know the
handling of the product.
Activities
274
Activities
Activities
275
CLASS XI
List of Experiments and Activities
BLOCK 1: Solutions and their Strength
Learning Outcomes
Learn the skill of preparing standard solutions.
Develop the skill for preparing a solution of a particular strength by
dilution.
Know the significance of neutralization reactions.
Appreciate the role of indicators in neutralization reactions.
Understand the choice of suitable indicator
Experiments
To preparesomestandard
solutions and dilution of a
concentrated solution of a
known strength.
To estimate the strength of
HCl solution by titration of
HCl vsNaOH solution.
Activities
Invoke the concept of common ion effect
and precipitate sodium chloride from its
saturated solution.
Determine the amount of alkali in soap by
volumetric analysis.
Any other activity related to experiments.
276
Activities
277
Activities
To determine pH of some
solutions using pH meter.
To study any of the following
equilibrium reactions:
o Reaction between ferric
ions and thiocyanate
ions by
increasing/decreasing
concentrations of either
ions.
o Reactionbetween
[Co(H2O)6]2+ and
chloride ions.
BLOCK 4: Thermochemistry
Learning Outcomes:
Understand heat capacity and enthalpy.
Distinguish between different types of enthalpies
Infer the experimental results
Determine enthalpy of neutralization for calculating enthalpy of ionization
Experiments
Activities
278
CLASS XII
List of Experiments and Activities
BLOCK 1: Chemical Kinetics
Learning Outcomes:
Understand factors affecting rate of a reaction,
Infer the experimental data obtained for rate law verification.
Apply principles of chemical kinetics in our day-to-day lives.
Analyze several chemical changes taking place around us in our
environment.
Experiments
Activities
279
Experiments
Activities
Activities
derivatives of aldehydes/ketones.
Activities
281
Mohr salt.
Calculate the strength of the given solution by applying equivalent weight
and normality concepts.
Experiments (all)
Activities
282
Biology
Biology content for class XI-XII attempts to cover basic concepts as essential for
adequate understanding in this domain.
The curriculum intends to
acquaint the learner with fundamental concepts and processes associated
with the phenomenon of life.
relate concepts and develop skill based ability for use in daily life.
The approach is mainly focused to achieve careful observation, promotion of
opportunities to formulate conjectures; refutation or acceptance of ideas through
stepwise analysis and experimentation and sustained documentation of individual
and collaborative work.
Like the previous classes, the extension program called Breakthroughs would
familiarize students with present day development in scientific thought process in
the form of issues.
All human effort is geared to uncover or discover the mysterious phenomenon of
life. There are many ways to understand life; Biology represents one such
perspective.
The course is spread over 30 units. The content is developed around general, plant
specific, animal specific, technology based and environment specific contexts. The
unit on circulation and exchange of gases has been undertaken to connect the cardiopulmonary system. This range has been identified after much deliberation by
experts.
The intended objectives of this course are enabling learners to:become curious about the phenomenon of life
observe variety of life forms and changes in them according to geographical /
ecological variations
relate to myriad kind of surroundings and identify the important role of each
in creating conducive living conditions
in depth understanding of concepts and develop ability to use them in
research projects
283
familiarise with the nature of Biology, its fundamental principles and how
these principles evolved over the time
introduce social dimension through study on environmental activism.
encourage non directive, self paced learning using libraries, media, websites
for initiating into research and development
view Biology as a part of a triune of science- society- technology and its role
in welfare.
explore, extend, evaluate and enact practices related to life
explore the fact of how changes occur through theory building
discuss the role of theory and practical component in science, here Biology
TERM II
UNIT
BIODIVERSITY
10
PHOTOSYNTHESIS IN
PLANTS
11
STRUCTURAL
ORGANIZATION IN PLANTS
12
CELLULAR RESPIRATION
DIVERSITY IN ANIMALS
13
STRUCTURAL
ORGANIZATION IN
ANIMALS
14
NUTRITION, DIGESTION
AND ABSORPTION
BIOMOLECULES
15
CIRCULATION AND
EXCHANGE OF GASES
STUDY OF CELL-TOOLS
AND TECHNIQUES
16
OSMOREGULATION AND
EXCRETION
STRUCTURE AND
FUNCTIONS OF A CELL
17
MOVEMENT AND
LOCOMOTION
CELL CYCLE
284
CLASS XII-Biology
Term-wise Syllabus
TERM I
UNIT
TERM II
UNIT
PLANT DEVELOPMENT
AND REPRODUCTION
ANIMAL DEVELOPMENT
AND REPRODUCTION
HORMONES AND
HORMONAL CONTROL
HEREDITY AND
VARIATION
10
CONSERVATION AND
RESTORATION ECOLOGY:
ISSUES AND CONCERNS
MOLECULAR BASIS OF
INHERITANCE
11
EVOLUTION
12
ROLE OF BIOLOGY IN
HUMAN WELFARE
13
285
SYLLABUS: Class-XI
BIOLOGY
Unit- 1: Biodiversity
CONCEPT
LEARNING OUTCOMES
Introduction
History of
Classification
Methods of
Classification
Brief classification
of Organisms
Introduction
Characteristic
Features of Plants
286
Angiosperms
Characteristic
Features of Fungi
Reproduction in
Fungi
Anatomy of Plants
Plant Families
Introduction to
Classification
287
Classification
based on
Characters
Introduction
Chemical Concepts
Describe chemical bonds: covalent and non-covalent (coordinate, ionic, hydrogen, Van der Waals and hydrophobic
interactions) present in biomolecules
Analyse carbon as important base of biomolecules
Write the functional groups: methyl, ethyl, carboxyl,
carbonyl, amino, phenyl, sulfydryl, phosphoryl
Appraise that life depends on water
Describe the importance of pH and buffering activity of cell
constituents
State the basic thermodynamic principles involved in
biochemical reactions
Express energy flow through different processes such as
diffusion, osmosis, imbibition, absorption, adsorption, mass
flow and active transport
Unit-6: Biomolecules
Introduction
288
Carbohydrates
Lipids
Proteins
Enzymes
Nucleic Acids
Vitamins
Introduction
Microscopy
289
Cell fractionation,
Chromatography,
Electrophoresis
Tissue Culture
Introduction
Cell Diversity
Cellular
Organisation in
Prokaryotes
Cellular
Organisation in
Eukaryotes
290
Introduction
Phases of Cell
Cycle and their
Significance
Cell Division
Regulation of Cell
Cycle
Introduction
Photosynthetic
Machinery
291
photosynthesis
Light Reaction
(or Hill reaction)
Carbon Fixation
Reactions(or
Calvin Bensen
cycle)
Adaptations in
Tropical and Subtropical Plants
Introduction
292
Importance of
Nitrogen Cycle in
Plant Systems
Mechanism of
Transport in Plants
Introduction
293
Aerobic and
Anaerobic
Respiration
Respiratory Output
Introduction
Epithelial Tissues
Connective Tissues
Muscular and
Neural Tissues
294
Human Alimentary
Canal
Histology of
Human Gut
Describe the four major layers that form the wall of the
alimentary canal
State the location and function of structures such as villi,
microvilli, crypts of Lieberkhn and goblet cells
Associated Glands
Movement and
Digestion of Food
in the Alimentary
Canal
Absorption
Disorders of
Digestive System
295
Health and
Nutrition
Introduction
Human
Respiratory System
Introduction to
Circulation
Blood Circulation
296
Disorders of
Respiratory and
Circulatory System
Osmoregulation
Excretory Products
297
Excretion in
Invertebrates
Human Excretory
System
Urine Formation
Regulation of
Kidney Function
Micturition and
Constituents of
Urine
Accessory
Excretory Organs
Disorders of
Excretory System
298
Role of Different
Type of Muscles
Structure of
Contractile
Proteins
Muscular
Contraction
The Skeletal
System
Muscular and
Skeletal System
Disorders
299
BIOLOGY
SYLLABUS: Class-XII
Unit-1: Plant Development and Reproduction
Content
Introduction
Learning Outcomes
Define the terms differentiation, development and growth
Relate the processes of differentiation, dedifferentiation
and re-differentiation
Growth and
Development
Plant Growth
Regulators
Reproduction in
Plants
300
Human
Reproductive
System
Fertilization and
Implantation
301
Introduction to
Genetics
Mendelian
Inheritance
Extension and
Modification of
Mendels Work
Sex
Determination
302
Significance of
Variations
Chromosomal
abnormalities in
Man
Introduction
Genetic Material
Regulation of
Genes
From Gene to
Proteins
Genetic code
303
Unit- 5: Evolution
Origin of Life
Mechanism of
Evolution
of
Lamarck
towards
Origin of Species
Environment,
Ecology and
Biosphere
Components of
the Environment
304
Ecosystem
Concepts and
Principles
Nutrient and
Energy Flow in
Ecosystem
Biogeochemical
Cycles
Adaptation
Adaptive
Responses of
Organisms
305
Population
Interaction
Primitive
Nervous System
in Invertebrates
Neurons and
Functioning of
the Nervous
System in
Humans
Introduction
Endocrine Glands
306
Hormones
Disorders of
Endocrine glands
Biodiversity
Hotspots
Extinction of
species
Conservation of
Biodiversity
Restoration
Ecology
307
environment
Pollution
Global Warming
and Ozone
Depletion
Medicinal Field
308
Animal
Husbandry
Crop
Improvement
Microbes in
human welfare
309
Introduction to
Biotechnology
Define Biotechnology
Recognise biotechnology as an interdisciplinary science
Recombinant
DNA Techniques
Applications of
Biotechnology
Scope of Biology
310
Biology
Practical
I.
Instructions:
a.
The list of experiments and activities to be carried out by the students has
been arranged in different blocks. Each block contains one or more of the
following three types of practical exercises depending upon the learning
outcomes of the unit.
Temporary mount
Experiment
Spotting Study of organisms or their parts with the help of
preserved museum specimens or slides.
Students are required to do exercises as suggested in various blocks.
b.
Practical Exercises
The teacher may decide the method and protocol of conducting each
practical exercise.
A practical record book shall be maintained by every student. After
completion of each experiment, a student shall record the theory,
procedure, observations, results, precautions, etc. in the practical
record book and get it signed by the concerned teacher within two
weeks of the completion of the exercise.
In addition to the record book that is updated only after completing
a practical exercise, student will also maintain a separate daily log of
the experiments in an auxiliary notebook. This will include the
observations, problems encountered while conducting the
experiment, how these were overcome and summary of
questions/ideas discussed with the teacher, any new idea or
experience related with the experiment. This auxiliary note book
should be signed at the end of every class by the concerned teacher.
The experiments are to be performed by the students individually.
C.
Activities/Project in Term-II
Each block of experiments has certain activities attached to it.
Minimum two activities from any block are to performed by each
311
II.
Assessment Scheme:
a. The overall assessment will comprise of two parts:
Continuous assessment throughout the year
A term-end examination as per the scheme given below.
b. Separate percentage of marks has been assigned for different components
of the assessment as shown in the table below.
c. Assessment for the consistency in conducting the experiments throughout
the year shall be done from the auxiliary note book of experiments,
reports of the activities performed and practical record book.
d. Students may be encouraged to test new ideas while conceptualizing and
conducting the activities/Project and will be suitably acknowledged in the
term-end examination.
e. Continuous assessment of the experiments and activities shall be made by
the teacher throughout the year and the marks shall be awarded prior to
the term end examination. It is necessary that part of this assessment be
done through a presentation or demonstration of the activities by the
student at the time of its being carried out during the year.
III.
312
Activities/ Project
Continuous Assessment
Continuous Assessment
Practical
Record
03 marks
Report
03 marks
Auxiliary
note book
02 marks
Demo/Performance
and Presentation
04 marks
Term-End Examination
Practical
Exercises (3)
12 marks
Viva
03 marks
Term-End Examination
Articulation of the
theme,
resourcefulness and
03 marks
Viva
Total
20 marks
Total
313
10 marks
CLASS XI
TERM I-PRACTICAL
BLOCK 1. DIVERSITY
Includes:
Unit- 1 Biodiversity
Unit- 2 Diversity of Plants and Fungi
Unit- 3 Structural Organizations in Plants
Learning Outcomes:
Identify the characteristic features of each group of organisms.
Appreciate the diversity present within each group
Develop the skill to classify organisms according to the characteristics.
Correlate the characteristics with the evolutionary trend
PRACTICAL EXERCISES
I Temporary Mount
1. Preparation and study of T.S
of a dicot and a monocot root
and stem (primary).
2. Study of distribution of
stomata in upper and lower
surface of a monocot and a
dicot leaf
ACTIVITIES
1. Collect the stem/root of any five
plants in your neighborhood cut the
T.S of the stem/root. Prepare a
temporary stained mount. Study the
structure and identify whether it is a
monocot or a dicot. Draw the diagram,
record the differences from the
specimen you have studied in class.
Note the observation.
2. Collect leaves of 2 mesophytes and 2
xerophytes (monocot/dicot). Prepare a
peel mount and study the distribution
of stomata on upper and lower
epidermis. Record your observation.
Draw a labeled diagram.
II Experiment
1. Dissection and display of floral 1.
314
315
BLOCK 2. BIOMOLECULES
Includes:
Unit -5 Lives and Its Chemistry
Unit -6 Biomolecules
Learning outcomes:
Perform general chemical tests to identify the various biomolecules present in
cells
Distinguish different biomolecules on the basis of their chemical properties
EXPERIMENT
I.
ACTIVITIES
1. Collect 5 food items. Grind (if
required) and prepare the extract:
test the presence of various
nutrients in each extract. Record
your observations make a list of
precautions observed by you.
316
PRACTICAL EXPERCISES
ACTIVITIES
I Experiment
1. Perform gram- staining
experiment with Lactobacillus to
identify whether the bacteria
present in curd is gram + ve or
gram ve
II Spotting Exercise
1.
Class XI
Term II Practicals
BLOCK I LIFE PROCESSES
Includes:
Unit 10 Mineral Nutrition And Transport In Plants
Unit 11 Photosynthesis In Plants
Unit 12 - Cellular Respiration
Learning Outcomes
Understand concept of some mechanisms of transport in plant cells
Compare anatomy of a monocot and a dicot leaf and relate it to their
physiology
317
Practical Exercise
I.
Project
Temporary Mount
Experiments
1. Study of osmosis by potato
osmometer.
2. Study of various leaf pigments
of plant through paper
chromatography.
Spotting Exercise
1. Study of T.S of a monocot and a
dicot leaf through permanent
slide and compare their
anatomy.
318
Project
Experiment
1.
2.
Spotting Exercise
1.
2.
319
Class XII
Term II-Practicals
BLOCK I REPRODUCTION AND DEVELOPMENT OF ORGANSIMS
Includes:
Unit 1- Plant Development and Reproduction
Unit 2- Animal Development and Reproduction
Learning Outcomes
Study various agencies of pollination and stages of pollen germination.
Development of skills like handling apparatus, observation, analysis and
recording
Understand the location and development of male and female reproductive
organs in flowers.
320
Activities
I Temporary Mount
1. To prepare a temporary mount
to study pollen germination on a
nutrient medium
II. Experiment
Dissection of a flower to display the
floral whorls
1. Dissection of a flower to display the 1. Collect 5 locally available flowers
floral whorls and a cross section of
from the families studied. Cut
ovary to study placentation (one
section of ovary and study the type
flower each from family Fabaceae,
of placentation. Write the floral
Liliaceae and Solanaceae). Write the
formula and draw the floral
floral formula and draw the floral
diagram. Identify family of the
diagram. Identify family of the
flower described.
flower described.
III. Spotting Exercise
1. Study emasculation, tagging and
bagging in a given flower
2. Study adaptations in flowers
pollinated by different agencies
3. Identification of stages of gamete
development that is T.S. testis
and
T.S.
ovary
through
permanent slides (from any
mammal)
4. T.S.
of
blastula
through
permanent slides
321
Activities
I Temporary Mount
1. To prepare a temporary stained
mount of onion root tips to show
various stages of mitosis.
II. Experiment
1. Study the effect of temperature 1. To study the activity of amylase
and pH on activity of salivary
present in maize embryos using
amylase.
starch - Agar medium.
2. Separation of various amino
acids by paper chromatography
2. Study the role of DNA fingerprinting
and staining with ninhydrin
in forensic sciences and paternity
disputes. Prepare a detailed report.
322
Activities
1.
pictorial illustrations.
Prepare age pyramids by
gathering
data
from
five
different regions/countries.
Class XII
Term II- Practicals
BLOCK I CONTROL AND CO-ORDINATION
Includes:
Unit 8- Neurons and Nervous System
Unit 9- Hormones and Hormonal Control
Learning Outcomes
Understand the structure and function of spinal cord
To study the role of exocrine and endocrine glands
Practical Exercises
Spotting Exercise
1. Use permanent slides to study
-T.S of spinal cord
-T.S of pancreas
Activities
1. Study of at least two case studies of
hormonal and neural disorders,
their cause, symptoms and role of
technology to control them
2. How do we learn: sensory
coordination
324
Activity
325
Activities
I Temporary Mount
1. Prepare a temporary mount of 1. Collect information on Bt cotton
yeast cells
a) pest Resistance genes
b) it benefits over naturally
grown cotton
c) effect on economy
1. Isolation and spooling of DNA
from vegetable / fruits extracts.
2. Collect information on various
strategies used by biotechnologist
to enhance food production.
3. Study the rate of fermentation of
starch
using
various
concentrations of yeast
4. Practices followed in Food
326
Beginning
Developing
Accomp
-lished
Exemplary
SCORE
TEMPORARY MOUNT
Ability to prepare a clear
temporary mount
-cutting of a
section/squashing
-staining
-mounting
Identification of various
tissues/stages of cell
division/part under study
Ability to draw neat and
labeled diagram
Identification of the
distinguishing features of a
concerned slide
EXPERIMENT
Ability to perform the
experiments.
Focussed observations
Drawing
327
inference/conclusions
Following necessary
precautions
Recording/documenta
tion of observations,
results, presentations
SPOTTING
Identification of a spot
Well labelled diagrams (only for
slides and not specimen)
Write 2-4 identifying characters of
the given spot
Write and discuss complete
classification (wherever applicable)
of
a) plants upto division;
b) animals: invertebrates upto
phylum and vertebrates upto
class
PowerPoint Presentation
CATEGORY
5 pointA Grade
4 points-B
Grade
3 points-C
Grade
2 points-D
Grade
1 point-E
Grade
1. Knowledge of
topic
Precise
Good in
and clear Undersin
tanding
concept
Average in
Understanding
Deviated
from the
topic
No clarity of
topic
2. Clarity of
language and
understandability
Meticulous and
accurate
In correct
language
with poor
performance
Well
written
and
orderly
328
3. Grammar and
spelling errors
Accurat,
using
good
vocabulary
Good but
Average
little errors with
mistakes
Not clear
with lots of
error
Poor and
incorrect
formation
4. Organisation of
slides
Unique
and
Imaginative
Simple
and
orderly
Deviated
from the
content
Do not
follow the
content
No order,
showing
poor quality
5. Slides follow a
sequential pattern
Orderly
and well
kept
All right
and need
slight
changes
Average in
presentation
Not in
order and
need lot of
change
No pattern is
taken care
DEBATE
ASSESSMENT RUBRICS
CATEGORY
5 point-A
Grade
4 points-B
Grade
3 points-C
Grade
Organisation and
clarity
Viewpoints
and
response
outlined
are clear,
orderly
and
original
CompletClear and
ely clear
orderly in
and
most parts
orderly
presentatio
n
Clear in
some parts
but not
overall
Not clear in
most of the
parts
Use of
Arguments
Reasons
are given
to
support
viewpoint
Most
relevant
reasons
given in
support
Some
relevant
reasons
given
Few or no
relevant
reasons
given
Many
reasons
given in
support
329
2 points-D
Grade
1 point-E
Grade
Use of
examples
and facts
Examples
and facts
given to
support
reasons
Most
relevant
supporting
examples
and facts
given
Many
examples/fa
cts given
Some
relevant
examples/fa
cts given
Few or no
relevant
supporting
examples/Fa
cts given
Use of
rebuttal
Argumen
ts made
by other
teams are
responde
d to and
dealt with
effectiveely
Many
effective
counter
arguments
made
Some
effective
counter
arguments
made to
rebut
arguments
Few effective
counter
arguments
made
No effective
counter
argument
made
Presentation
style
Tone of
voice, use
of
gestures,
level of
enthusiasm
consistently
convincing
Tone of
voice, use
of
gestures,
level of
enthuseiasm
usually
convincing
Tone of
voice, use of
gestures,
level of
enthusiasm
sometimes
convincing
Few of these
features are
used
convincinggly
Features not
used
convincingly
330
ACCOUNTANCY
Rationale
With the fast changing economic scenario and business environment in a state of
continuous flux, elementary business education along with accountancy as the
language of business and as a source of financial information has carved out a place
for itself at the Senior School stage. The Course in Accountancy has been introduced
for students after ten years of schooling in CBSE schools located in foreign countries.
The CBSE-i syllabus gives students a firm foundation in basic accounting principles
and methodology and also acquaints them with the changes taking place in the
presentation and analysis of accounting information, keeping in view the
development of accounting standards and use of computers. As CBSE is moving to
the regime of providing a course curriculum for the students of the Schools affiliated
from outside India, the Curriculum for Accountancy has been designed taking into
account global practices. The curriculum has been aligned to the International
standards.
Against this background, the course puts emphasis on developing basic
understanding about the nature and purpose of the accounting information and its
use in the conduct of business decisions and operations. This would help to develop
among students logical reasoning, careful analysis and considered judgment.
Accounting as an information system aids in providing financial information. The
emphasis at Class XI is placed on basic concepts and process of accounting leading
to the preparation of accounts for a sole proprietorship firm. Computerized
Accounting has completely changed the pace of Accounting in a big way. Keeping
this in view, the students are expected to become familiar with the basic knowledge
about computers and its use in accounting.
Objectives:
The Course has been designed with the objectives to:
familiarize the students with accounting as an information system;
acquaint them with basic concepts of accounting and accounting standards;
develop the skills of using accounting equation in processing business
transactions;
develop an understanding about recording of business transactions and
preparation of financial statements;
enable them with accounting skills for reconstitution of partnership firms;
enable them to understand and analyse the financial statements; and
familiarize them with the fundamentals of computerized system of accounting.
331
CLASS XI-Accountancy
Term wise Syllabus
Term I
Sr.No.
1
Term II
Sr.No.
7
2
3
8
9
4
5
Rectification of Errors.
Depreciation, Provisions
Reserves
10
11
Project-I
12
Project II
and
Term II
for
and
Accounting
for
Partnership
Firms-I
Accounting for Partnership
Firms-II
332
Sr.No.
3
Analysis of Financial
Statements
Cash Flow Statement
Project Work
SYLLABUS CLASS XI
ACCOUNTANCY
Unit 1:- Introduction to Accounting
Contents
Learning Outcomes
1.1 Accounting-objectives, advantages After going through this Unit, the students
and
limitations;
types
of will be able to:
accounting information; users of
describe the significance, objectives,
accounting information and their
advantages and limitations of accounting
needs.
in the modern economic environment
with varied types of business and nonbusiness economic entities.
identify/recognise the individual(s) and
entities that use accounting information
for serving their needs of decision
making.
1.2 Basic accounting terms: business
transaction,
account,
capital,
drawings, liability (internal &
external, long term & short term),
asset (intangible & tangible,
current, non-current liquid and
fictitious),
receipts (capital &
revenue), expenditure (capital,
revenue & deferred), expense,
income, profits, gains and losses,
purchases, sales, stock, debtors ,
bills receivable, creditors, bills
payable, goods, cost, vouchers,
discount- trade and cash.
333
Learning Outcomes
2.1 Fundamental accounting assumptions: After going through this Unit, the
going concern, consistency, and students will be able to:
accrual
state the meaning of accounting
assumptions and their relevance in
accounting.
explain the
assumptions.
various
accounting
334
Learning Outcomes
335
Learning Outcomes
336
account.
appreciate the need for creating
reserves and also making provisions
for events which may belong to the
current year but may happen in next
year.
Learning Outcomes
Learning Outcomes
337
expenses,
prepaid
expenses,
accrued income, income received in
advance, depreciation, bad debts,
provision for doubtful debts,
provision for discount on debtors,
managers commission, abnormal
loss, goods taken for personal use
and goods distributed as free
samples.
6.5 Preparation of Trading and Profit
and Loss Account and Balance
Sheet of sole proprietorship.
Develop
the
understanding
of
preparation of Trading and Profit and
Loss Account and Balance Sheet.
Learning Outcomes
338
profit
Learning Outcomes
organizations:
Learning Outcomes
Learning Outcomes
state the meaning
Information System.
339
of
Accounting
10.4 Accounting
system
and
database
o Accounting
and
database
Management system.
o Concept
of
entity
and
relationship:
entities
and
relationships in an Accounting
system:
o Designing and creating simple
tables, forms, and reports in
the context of accounting
system.
10.5 Concept of Electronic
Spreadsheet
340
Learning Outcomes
After going through this Unit, the students
will be able to:
state the meaning of partnership,
partnership firm and partnership deed.
describe different types of partners,
sanctify the characteristic features of
partnership and the contents of partnership
deed.
1.3 Goodwill:
nature,
factors
affecting and methods of
valuation average profit, super
profit, and capitalization
341
Learning Outcomes
2.1 Change in the Profit Sharing Ratio After going through this Unit, the
among the existing partners students will be able to:
sacrificing ratio, gaining ratio.
describe the meaning of sacrificing
Accounting for revaluation of assets
ratio, gaining ratio and the change in
and re-assessment of liabilities and
profit sharing ratio among existing
distribution
of
reserves
and
partners.
accumulated profits on admission
develop the understanding of
of a new partner.
accounting treatment of assets and reassessment of liabilities and
distribution of reserves and
accumulated profits.
2.2 Admission of a partner effect of
admission of a partner: change in
the profit sharing ratio, treatment of
goodwill (IAS-38), treatment for
revaluation of assets and re assessment of liabilities, treatment
of reserves and accumulated profit,
adjustment of capital accounts and
preparation of balance sheet
develop
the
understanding
of
treatment of goodwill as per IAS-38,
treatment of revaluation of assets and
re-assessment of liabilities, treatment of
reserves and accumulated profits,
adjustment of capital accounts and
preparation of balance sheet of the new
firm.
342
Learning Outcomes
3.1 Share and share capital: nature and After going through this Unit, the
students will be able to:
types
state the meaning of share and share
capital and differentiate between
equity shares and preference shares
and different types of share capital.
343
develop
the
understanding
of
accounting treatment of forfeiture and
re-issue of forfeited shares.
in
Learning Outcomes
4.1 Debentures: Issue of debentures at After going through this Unit, the
par, premium and discount. Issue students will be able to:
of debentures for consideration
explain the accounting treatment of
other than cash, debentures as
different categories of transactions
collateral security. Interest on
related to issue of debentures.
debentures
4.2 Redemption of debentures.
344
Learning Outcomes
After going through this
students will be able to:
Unit,
the
develop
the
understanding
of
preparation of balance sheet as per the
prescribed norms/formats.
develop
the
understanding
of
computation of current ratio and quick
ratio.
345
Learning Outcomes
Unit,
the
346
BUSINESS STUDIES
The CBSE-i syllabus in Business Studies has been designed to cater to the needs of
the students studying in foreign countries with the purpose to familiarize them with
the ever changing social, legal, economic, political and technological conditions
affecting business scenario globally. In a globalised economy, a student of Business
Studies is required to understand the global business environment in order to
survive and thrive in different business cultures.
Rationale
The course in Business Studies is introduced at + 2 stage of Senior School Education
as formal commerce education is provided after first ten years of schooling.
Therefore, it becomes necessary that instructions in these subjects are given in such a
manner that students have a good understanding of the principles and practices
bearing in business (trade and industry) as well as their relationship with the
society.
Business is a dynamic process that brings together technology, natural resources and
human initiative in a constantly changing global environment. To understand the
framework in which a business operates, a detailed study of the organization and
management of business processes and its interaction with the environment is
required.
Globalization has changed the way firms transact their business. Information
Technology is becoming a part of business operations in more and more
organizations. Computerized systems are fast replacing other systems. E-business
and other related concepts are picking up fast which need to be emphasized in the
curriculum.
The course in Business Studies will prepare students to analyze, manage, evaluate
and respond to changes which affect business. It provides a way of looking at and
interacting with the business environment. It recognizes the fact that business
influences and is influenced by social, political, legal and economic forces. It allows
students to appreciate that business is an integral component of society and
develops an understanding of many social and ethical issues. It also informs
students of a range of study and work options and bridges the gap between school
and work.
347
Objectives
By undergoing the Business Studies Course at senior school level, a student will be
able to:
1. get familiar with the problems and perspectives of doing business across
national boundaries and within foreign countries;
2. gain insight into environmental perspectives of doing business outside the
home country;
3. understand the trends that are changing our society and develop skills to
interact with people from different backgrounds;
4. develop among students an understanding of the processes of business and
its environment of the countries of their respective schools;
5. acquaint students with the dynamic nature and inter-dependent aspects of
business locally as well as globally;
6. get familiarized with theoretical foundations of organizing, managing and
handling operations of a business enterprise;
7. appreciate the economic and social significance of business activity, business
ethics and corporate social responsibility;
8. acquaint students with the practice of managing the operations and resources
of business;
9. prepare students to function more effectively and responsibly as consumers,
employers, employees and citizens;
10. make transition from school to the world of work including selfemployment.
348
Term II
Sr. No.
Sr. No.
Forms of Business
Organisations
Internal Trade
International Trade
Social Responsibilities of
Business
Term II
Sr. No.
Sr. No.
Introduction of Management
Financial Management
Principles of Management
10
Financial Markets
11
Marketing Manaement
Planning
12
Consumer Protection
Organizing
Staffing
Directing
Controlling
349
SYLLABUS - CLASS XI
BUSINESS STUDIES
Part A: Foundations of Business
Unit 1:- Nature and Purpose of Business
Contents
1.1 Concept and characteristics of
business.
Learning Outcomes
After going through this Unit, the
students will be able to:
describe the meaning and main features
of business.
350
Learning Outcomes
After going through this Unit, the
students will be able to:
classify different forms of business
organisations like sole proprietorships,
limited companies, etc.
describe the features of a sole
proprietorship and its merits and
limitations vis--vis other forms.
351
Cooperatives.
Private-Public Partnerships
Learning Outcomes
352
Learning Outcomes
After going through this Unit, the
students will be able to:
state the meaning of banking, its role as
a business support service and
different services provided by banking
to business.
4.2 Insurance
4.4 Transportation
appreciate
the
importance
of
transportation as an auxiliary service to
business both for men and material.
4.5 Warehousing
4.6 Logistics
4.7 Advertising
4.8 Consultancy
353
Learning Outcomes
After going through this
students will be able to:
Unit,
the
appreciate
the
responsibility
of
business towards different stake
holders, government and society.
Learning Outcomes
354
Learning Outcomes
After going through this Unit, the students
will be able to:
differentiate between a wholesaler and
retailer
explain the services provided by them.
355
describe
different
chambers
of
Commerce & Industry and their
functions.
Learning Outcomes
After going through this Unit, the students
will be able to:
develop understanding of meaning,
need, benefits and difficulties faced in
international trade.
356
Learning Outcomes
1.1 Management
1.4 Management
functions
357
level to level.
1.5 Coordination- concept,
characteristics and importance.
Learning Outcomes
2.1 Principles of management - After going through this Unit, the students
will be able to:
concept, nature and significance.
recognise the meaning, nature and
significance of principles of management.
2.2 Fayols
general principles of
management
develop
an
understanding
of
the
state
the
meaning
of
scientific
management.
understand its principles and techniques.
Learning Outcomes
358
changes on business
Learning Outcomes
After going through this Unit, the students
will be able to:
explain the meaning of planning as a
function of management.
develop an understanding about the
features, importance and limitation of
planning.
359
Learning Outcomes
5.3 Structure
of
organisationFormal and Informal.
describe
meaning
of
organisational
structures,
formal
and
informal
organisations. Appreciate that informal
organisation cannot be eliminated and
management has to make its effective use.
360
Learning Outcomes
6.1 Concept and importance of After going through this Unit, the students
will be able to:
staffing.
develop the understanding of the concept
and importance of staffing as a
management function.
6.2 Staffing as a part of human
resource management.
Learning Outcomes
After going through this Unit, the students
will be able to:
state the meaning and importance of
directing as a function of management.
361
nature
Learning Outcomes
and After going through this Unit, the students
will be able to:
describe the
management.
controlling
function
of
8.2 Relationship
between
planning and controlling.
362
Learning Outcomes
9.2 Financial
investment,
dividend.
decisions:
financing and
Learning Outcomes
After going through this Unit, the students
will be able to:
understand the meaning and types of
financial markets.
363
10.2
10.3
10.4
Stock Exchange
Functioning
10.5
understand
the
meaning
of
dematerialisation of share and Role of
depository services in facilitating share
trading.
10.6
Regulation
Markets.
of
Financial
Learning Outcomes
11.1 Marketing concept and After going through this Unit, the students
will be able to:
functions.
explain the meaning and functions of
marketing.
management
11.2 Marketing
philosophies.
364
Learning Outcomes
12.1Concept and importance of After going through this Unit, the students
will be able to:
consumer protection.
appreciate the concept and importance of
consumer protection.
12.2 Rights and responsibilities of
consumers
365
ECONOMICS
One of the critical aims of CBSE-i is to promote internationalism in its students so
that they can become global citizens. This can be achieved by having a better
understanding of countries- how they work in collaboration and competition with
each other. Hence, Economics plays a vital role in enhancing internationalism
amongst its students by promoting international cooperation and mutual
understanding because of its focus on global issues.
The sole concern of all activities, including economic activities, is welfare, the feeling
of being better off. To achieve this there should be co-operation at all levels of an
economy both micro and macro. At a micro level, i.e. at the individual level, the
aim is to increase personal or family welfare. At the macro level, i.e. at the national
level, each policy aims at increasing societys welfare. This divides the study of
economics into two major divisions: microeconomics and macroeconomics.
Each division talks about the basic principles that help people to take economic
decisions. The ultimate aim behind each decision is to increase welfare. The two
divisions, however, are not independent. Microeconomic decisions underpin the
macroeconomic results in an economy. The course designed for the CBSE
International Senior School level covers the basic principles of economics, both
micro and macro as it is believed that through a study of these principles, students
will better appreciate economic theories and enhance their understanding of global
issues.
The main emphasis in the design of the curriculum is on developing concepts rather
than the theories.
The class XI course has two parts: (1) Development Economics and (2) International
Economics.
The study of Development Process is macroeconomics because it deals with the
country as a whole. The course aims at introducing concepts relating to economic
development of a country and at the same time studying the changes that take place
when the country moves from one level to the higher level of economic
development.
The study of international economics is partly micro-economics and partly
macroeconomics. International economics covers the study of (1) international trade,
(2) international trade policy, (3) balance of payments and foreign exchange, and (4)
366
367
CLASS XI Economics
Term wise Syllabus
Term I
Term II
Sr.No.
Sr.No.
Basis of Trade.
Development Process.
Development Issues
Barriers to Trade
Development Indicators.
10
Reforms in Trade
11
Project II.
Project I
Term II
Sr.No.
Sr.No.
Introduction
10
Role of Government
368
SYLLABUS - CLASS XI
ECONOMICS
Part A: Development Economics
Unit 1: Some Basic Concepts
Contents
1.1
Learning Outcomes
Macroeconomics Vs Microeconomics;
Gross Domestic Product/ National
Income; Aggregate Demand and
Aggregate Supply; Consumption;
Investment; Inflation.
Learning Outcomes
369
Learning Outcomes
Globalization.
3.3 Globalisation
of
of
370
Learning Outcomes
Learning Outcomes
5.1 Pre New Economic Policy (1947- After going through this Unit, the learner
will be able to:
1990)
5.2 Post New Economic Policy (1991
learn the conceptual aspects of economic
onwards)
development, the learner gets familiar with
the actual development process that has
taken place in India since Independence.
explain the dramatic changes in economic
policies followed since 1991.
recognise the need for such drastic changes.
analyse whether the desired results have
been achieved.
371
Learning Outcomes
After going through this Unit, the learner
will be able to:
select any two countries and make a
comparison of their achievements in
different
aspects
of
economic
development during a specified period.
(The data can be obtained from UNDPs
Human Development Reports, World
Banks, World Economic Indicators, etc.)
Learning Outcomes
After going through this Unit, the learner
will be able to:
recognise the crucial differences between
internal trade and external trade.
analyse why there is at all need for
trading with other countries.
find answers to some such questions:
why should a country export rather then
sell all it produces within the country?
What is it that prompts the countries to
trade with each other?
recognise the basis of trade.
show how trade between the two
countries is gainful to both .
analyse how relative availability of
factors of production determine what a
country should import and what it
should export.
372
8.2
Learning Outcomes
After going through this Unit, the learner
will be able to:
get familiar with the terms foreign
exchange and foreign exchange rate.
identify that there are two alternative
ways of determining what an actual
exchange rate would be:
(1) Fixed by government and
(2)
determined by the foreign exchange
market.
analyse
relative
advantages
and
disadvantages of fixed and market foreign
exchange rates.
explain the conceptual process of how the
market exchange rate is determined
through the forces of demand and supply
of foreign exchange.
relate how the government can influence
the market exchange rate (managed
floating rate).
get familiar with the term balance of
payment, an account showing the flow of
foreign exchange rate.
explain the structure of balance of
payments accounts.
Enumerate the different components of
the account and items that find place in
this account.
identify what indicates deficit in the
balance of payments.
differentiate between autonomous and
accommodating transactions in this
context.
373
Learning Outcomes
9.1 Natural barriers vs. man made After going through this Unit, the learner
will be able to:
barriers
identify what prevents free flow of trade
between countries.
Learning Outcomes
10.1 Role
of
World
Trade After going through this Unit, the learner
Organization (WTO). Role of will be able to:
International Monetary Fund
analyse the role of two international level
(IMF).
institutions WTO and IMF in
minimizing the barriers to trade between
countries
leading
to
economic
globalization of the world.
374
Learning Outcomes
After going through this Unit, the learner
will be able to:
explain some basic tools-equation, slope,
graph, etc. used to represent concepts
and theories in mathematical and
geometric forms.
375
Learning Outcomes
2.1 Consumer's equilibrium meaning After going through this Unit, the learner
of utility, marginal utility, law of will be able to:
diminishing
marginal
utility,
explain with examples how a consumer
conditions
of
consumer's
takes decisions about spending his
equilibrium using marginal utility
income to realize the objective of
analysis.
Indifference
curve
maximum satisfaction, i.e. how a
analysis
of
consumer's
consumer attains equilibrium.
equilibrium-the consumer's budget
differentiate between the explanation of
(budget set and budget line),
consumers equilibrium as given in the
preferences of the consumer
Utility Analysis and as given in the
(indifference curve, indifference
Indifference Curve Analysis.
map) and conditions of consumer's
appreciate that Indifference Curve
equilibrium.
Analysis is an improvement over the
2.2 Demand,
market
demand,
Utility Analysis.
determinants of demand, demand
make graphical presentation of the
schedule,
demand
curve,
concepts and theory used in explaining
movement along and shifts in the
consumers equilibrium.
demand curve.
identify factors that determine the
demand for a good.
2.3 Price elasticity of demand - factors
affecting price elasticity of
demand; measurement of price
elasticity of demand (a)
percentage-change method and
(b) geometric method (linear
demand
curve);
relationship
between
price
elasticity
of
demand and total expenditure.
376
Learning Outcomes
3.1 Production function: Total Product, After going through this Unit, the learner
Average Product and Marginal will be able to:
explain the change in output that takes
Product.
place as only one input is increased
Returns to a Factor.
keeping all other inputs unchanged.
3.2 Cost, Short run costs - total cost,
represent this change diagrammatically.
total fixed cost, total variable cost;
identify the pattern of change in cost as
Average fixed cost, average
output increases.
variable cost and marginal costdifferentiate between fixed cost and
meaning and their relationship.
variable cost.
outline the relation between marginal
3.3 Revenue - total, average and
cost and average cost
marginal revenue.
explain the concept of Revenue as used
in microeconomics.
3.4 Producer's equilibrium-meaning
recognise the behaviour of revenue as
and its conditions in terms of
output is increased.
marginal revenue-marginal cost.
differentiate between the behaviour of
3.5 Supply,
market
supply,
revenue
under
different
market
determinants of supply, supply
conditions and represent the same
schedule, supply curve, movements
diagrammatically.
along and shifts in supply curve,
understand
the
relation
between
price
elasticity
of
supply;
marginal revenue and average revenue.
measurement of price elasticity of
identify the conditions that must be
supply (a) percentage change
fulfilled for a producer to realize the
method and (b) geometric method.
objective of earning maximum profit.
represent the same diagrammatically.
identify the factors that determine the
supply of a good.
explain the concept of shift in supply
and represent the same graphically.
377
Learning Outcomes
After going through this Unit, the learner
will be able to:
infer that microeconomics conceives of
four types of market situations: perfect
competition, monopoly, monopolistic
competition and oligopoly.
Learning Outcomes
5.1 Applications of Demand and After going through this Unit, the learner
will be able to:
supply.
explain the implication of maximum
price ceiling by the government and
represent the same on a graph.
378
Learning Outcomes
6.1 Some
basic
concepts: After going through this Unit, the learner
consumption goods, capital will be able to:
differentiate between (1) consumption
goods, final goods, intermediate
good and capital goods; (2) final goods
goods; stocks and flows; gross
and intermediate goods giving examples
investment and depreciation.
and significance of the distinction.
6.2 Circular flow of income;
Methods of calculating National
identify the concept of depreciation.
Income Value Added or
analyse the basis of distinction between
Product method, Expenditure
gross investment and net investment.
method, Income method.
explain how income flows from
6.3 Aggregates related to National
production units to households and then
Income: Gross National Product
back from households to production
(GNP), Net National Product
units.
(NNP), Gross and Net Domestic
explain the significance of this circular
Product (GDP and NDP) - at
flow in identifying methods of
market price, at factor cost;
estimating national income.
6.4 National Disposable Income
explain the steps and precautions taken
(gross and net), Private Income,
while estimating national income by the
Personal Income and Personal
value-added, expenditure and income
Disposable Income; Real and
methods.
Nominal GDP. GDP and
Welfare
develop capability to solve numerical
questions
estimation.
on
national
income
379
Learning Outcomes
7.1 Money Its meaning and After going through this unit, the learner
will be able to:
features
Supply of money Currency
held by the public and net
explain the difficulties of barter
demand deposits held by
system of exchange of goods and
commercial
banks.
Money
services.
creation by the commercial
also explain how introduction of
banking system.
money
has
removed
these
difficulties.
point out functions of money in this
context.
explain the concept of money
supply. Identify the components of
money supply.
understand how commercial banks
create money.
7.2 Central bank and its functions
380
Learning Outcomes
381
terms: full
involuntary
Learning Outcomes
After going through this Unit, the learner
will be able to:
explain
briefly
the
government budget.
structure
of
in a
382
Learning Outcomes
After going through this Unit, the learner
will be able to:
383
GEOGRAPHY
Rationale
Geography is introduced as an elective subject at the senior school stage. After ten
years of general education, students branch out at the beginning of this stage and are
exposed to the rigours of the discipline for the first time. Being an entry point for the
higher education, students choose geography for pursuing their academic interest
and, therefore, need a broader and deeper understanding of the subject. For others,
geographical knowledge is useful in daily lives because it is a valuable medium in
the education of young people. Its contribution lies in the content, cognitive
processes, skills and values that geography promotes and thus helps the students to
explore, understand and evaluate the environmental and social dimensions of the
world in a better manner.
The international syllabus for Geography for the students of XI and XII in the
Middle East and Monsoon Asia is a strong step forward in the direction of creating a
knowledge base with which the students of these regions can associate easily.
Middle East comprises of 22 countries and Monsoon Asia has 12 countries under it.
A cursory glance at the existing Geography syllabus of these regions shows a
Eurocentric and North American representation of the geographical facts and
concepts. While there is an increasing need for the students to understand the facts
and concepts in the regional context, the initiative taken by CBSE towards bringing
out a syllabus in the regional context is rightly to help students develop a new and
contemporary understanding and interpretation of these facts. This not only will
help the students but also has a potential to enhance the discipline of Geography
Objectives
The course in geography will help learners to:
familiarise themselves with the terms, key concepts and basic principles of
geography.
search recognize and understand the processes and patterns of the spatial
arrangement of the natural as well as human features and phenomena on the
earths surface.
understand and analyse the inter-relationship between physical and human
environments and their impact.
apply geographical knowledge and methods of inquiry to new situations or
problems at different levels-local, regional, national and global.
384
Term II
PART-A
PART B
Sr.
No.
Sr.
No.
Geography as a Discipline
Introduction
The Earth
Physiographic
Landforms
10
Climate
11
Oceans
12
MAP WORK
Life on Earth
MAP WORK
Practical Work
Hands on Practical Component/Project Work
Term I
Unit I: Fundamental of Maps
Term - II
Unit II: Topographic and Weather Maps
Practical File
Audio Visual Presentation from any topic
from any topic from Part A
Practical File
Audio Visual Presentation from any topic
from any topic from Part B
385
Sr.
No.
Term I
Term II
PART A
PART B
Fundamentals of Human
Geography
Sr.
No.
People
Population
Human settlements
Human activities
Transport Communication
and Trade
10
Human Settlement
11
12
TERM II
PART C : Practical Work
13
14
15
Field study
386
GEOGRAPHY
SYLLABUS - CLASS XI
Part A: Fundamentals of Physical Geography
Unit-1: Geography as a Discipline
Contents
Learning Outcomes
Learning Outcomes
After going through this Unit, the students
will be able to:
comprehend the process of formation of
earth with different stages. Understand
about the interior of the earth and its
three different layers.
gain insight into the reasons of plate
movements, types of plate movements
along the boundaries and resultant
landforms.
comprehend the reasons of different types
of earth movements and the resultant
landforms.
387
Unit 3: Landforms
Contents
3.1 Rocks: major types of rocks:
formation, characteristics,
economic use.
3.2 Landforms and their evolution
relationship with rocks.
3.3 Geomorphic processes:
weathering, mass wasting,
erosion and deposition; soilformation
3.4 Landforms and their associated
features: fluvial, glacial, Aeolian
and coastal (examples from
India).
Learning Outcomes
After going through this Unit, the students
will be able to:
acquire knowledge about the different
processes leading to the formation of
different types of rocks. Clearly distinguish
among the three types of rocks and their
characteristics and thus their economic
importance.
understand the broad categories of
landforms and the changes through time.
understand the nature, strength and
weaknesses of rocks and the resultant
landforms.
analyse the evolution of landforms by
studying geomorphic processes.
clearly distinguish between the processes.
Gain a deep understanding of the
processes and resultant landforms.
understand the process of soil formation.
Gain insight into the work of different
agents of erosion.
clearly understand the reason of a
particular agent dominating a particular
region (e.g. winds in dry areas).
clearly associate resultant landforms with
agents of gradation.
388
Unit 4: Climate
Contents
4.1 Insolation and temperature:
Definition, factors affecting
distribution; mechanisms of
energy transfer in earth
atmospheric system (conduction,
convection, radiation and
advection). Heat budget:
latitudinal variation.
Learning Outcomes
After going through this Unit, the students
will be able to:
understand the definition and concept of
insolation. Analyse how different
temperatures are the result of variability of
insolation.
comprehend the other factors affecting the
distribution of temperature distribution
of land and sea, location and height of a
landform etc.
comprehend mechanism of energy transfer
on the surface of earth and atmosphere and
the reaction between the nature of a
landform and the process of energy
transfer.
comprehend the heat budget of the earth
and atmosphere and the latitudinal
variation of the heat budget and the modes
of transfer of temperature between
latitudes.
389
390
classification).
Unit 5: Oceans
Contents
5.1 Oceans ocean bottom
topography.
5.2 Distribution of temperature and
salinity; (vertical and horizontal)
movements of ocean waterwaves, tides and currents.
Learning Outcomes
After going through this Unit, the students
will be able to:
identify the causes leading to difference in
ocean bottom topography.
know about
topography.
the
different
types
of
391
Learning Outcomes
Unit 7 : Map work on identification of features based on the above units on the
outline political map of the world.
Learning Outcomes
After going through this Unit, the students
will be able to:
identify the countries in Monsoon Asia and
learn about their surroundings.
392
Unit 9 : Physiography
Contents
9.1 Structure and Relief
9.2 Drainage Systems, watersheds
Learning Outcomes
After going through this Unit, the students
will be able to:
understand the structure of each country
and identify the relief features.
identify the water bodies.
understand the drainage system and the
concept of water divide and identify these.
identify physical/physiographic divisions
and understand the reason behind their
formation.
Learning Outcomes
393
of
natural
Learning Outcomes
After going through this Unit, the students
will be able to:
and
Differentiate
between
hazards
and
disasters. Understand each hazard and
analyse the reasons behind them.
appreciate
the
need
for
disaster
preparedness.
C. Practical work
Unit 1: Fundamentals of Maps
Maps Meaning and Definition
History of Map Making
Types of Maps according to Scale, Function and Subject Matter; Uses of Maps
Scales Definition and Types, Representation, Converting scales; Construction
394
of Simple and Comparative Scales; Uses of other scales such as Time Scale, Pace
Scale, Revolution Scale, Square root scales, Cube root Scales, Scales of Verticals,
Perspective scales, Diagonal Scales and Vernier Scale
Measurement of Distance using Scales and Rotameter
Measurement of Areas by Square method and Planimeter
Latitude, Longitude and Time Concept of Time Zones, Calculating Time
Map Projections Types, Construction, Properties and Uses of Conical with one
standard parallel and Cylindrical Equal Area
395
GEOGRAPHY
SYLLABUS - CLASS XII
Fundamentals of Human Geography
Unit 1: Human Geography: Nature and Scope
Contents
Learning Outcomes
After going through this Unit, the students
will be able to:
comprehend the nature and scope of
human Geography.
and
Unit 2 : Population
Contents
Learning Outcomes
After going through this Unit, the students
will be able to:
396
composition;
Learning Outcomes
After going through this Unit, the students
will be able to:
397
Learning Outcomes
4.1 Land transport - roads, railways, After going through this Unit, the students
including
trans-continental will be able to:
railways.
understand about roads, railways and their
4.2 Water transport- inland
importance in the economy. Understand
waterways; major ocean routes.
special cases of transcontinental railways.
4.3 Air transport- domestic and
international
398
Learning Outcomes
After going through this Unit, the students
will be able to:
Learning Outcomes
399
Learning Outcomes
After going through this Unit, the students
will be able to:
Learning Outcomes
After going through this Unit, the students
will be able to:
400
problems.
Transport and
Learning Outcomes
After going through this Unit, the students
401
communication-roads, railways,
waterways and airways: oil and
gaspipelines; communication
networkings - radio, television,
satellite and internet.
10.2 International trade-changing
pattern of international trade
within the monsoon Asian
region and rest of the world.
Learning Outcomes
After going through this Unit, the students
will be able to:
11.1
Environmental pollution;
urban-waste disposal.
11.2
Urbanisation, rural-urban
migration (problems of slums)
11.3
Land Degradation.
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C. PRACTICAL WORK
UNIT I : PROCESSING OF DATA AND THEMATIC MAPPING
Sources of Data
Tabulation and processing of data calculation of averages, measures of
central tendency and deviation
Representation of statistical data Bar diagrams and pie charts;
Thematic mapping Dots, Choropleth, Isopleth and Flow diagrams
403
Core Areas
Social Empowerment through Work and Action
SEWA is an integral component of CBSE-i. All students from classes I to XII will be part of a
community service program of every year. This is an essential requirement for CBSE-i. The
objective of this programme is to underline the significance of the interdependence of all
human beings in this shrinking global village. Students must acknowledge that they have a
responsibility towards the less privileged, the disadvantaged as well as towards the
differently-abled. The principle of giving to society has to become second nature to them.
Several years ago the noted educationist Paulo Freire pointed out that there is no such thing as
neutral education. Any education, to be meaningful, has to fit into the context of the society in
which it is given and which is relevant to the times. In the context of the multiplicity and the
rapidity of the changes that are taking place, the students need to be enabled to know and
understand the contexts in which they are living today and the demands that will be made on
them, in the immediate future, to fit into the changing patterns of society.
Vision
SEWA will involve enhanced choice of engaging with the families and the community in
creating lasting values in the mindset of the youngsters. The activity will give students robust
404
knowledge of centred ideas to implement in a relatively regulated setting. We might get to see
different approaches that will give valuable insights to teachers, students and parents. Once
we fine-tune ideas into educational experience through SEWA it will attract quality education
away from rote learning and would prove to be a catalyst for critical thinking. A project or
module may culminate into other developmental opportunities.
Notes to Teachers
SEWA has been designed to integrate social awareness into the regular curriculum of the
students. There is an urgent need to foster strong mental health amongst today's children so
that they can connect with their peers as well as their elders. The main objective of the projects
is to direct children's mind in constructive activities with positive outcomes. This would help
them develop self-confidence and self esteem. The teacher must be very careful in facilitating
the child's activities so as to provide a suitable learning environment to them. This in result
would also give a boost to a positive school climate.
The teachers need to create opportunities for students to engage learning activities to develop
core competencies such as:
a)
Social Awareness
b)
Self Management
c)
Relationship
d)
e)
Responsible Decision-making
They need to be open-minded about errors committed by learners while implementing the
SEWA programme. The learners may find themselves in ambiguous situations and
sometimes suffer from moral conflicts. As adults we need to facilitate widening the scope for
the children so that they find alternative ways of making informed decisions. Here, one cannot
underline the responsibility of the school as a community. Thus one could develop and
establish a caring community encouraging collaborative learning activities by weaving SEWA
into their daily school activities.
The projects for Classes I-V are general by nature with many options being provided so that
the teachers can plan according to the capacity of the group. The documentation for this group
can be more visual-collection of photographs, scrapbook and such tools can be used more
explicitly. However, the activities planned for Class VI-XII can be taken up with more
seriousness and documented in proper formats. Teacher might modulate the project activities
and provide creative freedom to learners to plan using other suitable ways without digressing
405
from the learning outcomes specified. Visual evidences and testimonials must be given due
importance while compiling and documenting.
SEWA activities are bound to germinate some thought process in young minds.
An activity through which a student attains financial or some other type of benefit
(unless this benefit is passed on in full to a worthy cause).
Getting involved in effortless, monotonous, and repetitive work like returning library
books to the shelves.
Any activity or project, which is already part of the student's Academic Curriculum.
Activities with a bias to any religion or cultural sector which may hurt the sentiment of
any other person in any form.
Students discuss how they can improve/impact the community and choose the focus
area for the project.
Students identify the causes they want to support and choose one/or more ways of
carrying it forward.
Students outline the objectives of the projects they have chosen and present plans for
the implementation as well as ways of measuring the success of the project.
Students seek guidance from the teacher when they need it.
Students learn how to plan, implement, review and take responsibility for their
decisions.
406
Students examine the effect of their intervention and support for the causes they have
chosen and present them to the rest of the class/school.
The student Portfolio/dossier captures the hours spent as well as documents evidence
of the impact of their work that is shared as PowerPoint with the school community and
as part of a special exhibition at the end of the year.
Decide on yearly focus theme for SEWA and class-wise sub themes.
Arrange administrative support for the activities involving government and outside
agencies.
Dedicate day/s for SEWA exhibition or presentation day at the end of the year or as
suitable.
Arrange training and create support structure for all involved as required.
Dear Mentors/Teachers,
The most challenging and important purpose of social empowerment even before we take up
work and action is to hone Social Intelligence (SI) of students in today's electronically wired
world and nuclear families. Social Intelligence world denotes and requires one to one
introduction, real emotions, love, sentiments, caring, sharing compassion and concern in real
situations whereas presently we are engrossed in the virtual world with internet, I-pads,
Palmtops, mobiles and satellite T.V. etc. Let us remember, the human race is designed for face
to face interaction. Such interaction simply perks and comforts us and SEWA activities are the
right answer in that direction.
SEWA PLEDGE
WE AS MEMBERS OF SEWA WILL WALK, TALK, THINK, FEEL, CARE
AND SHARE THE ESSENCE OF SEWA IN MIND, BODY AND SPIRIT TO
BRING POSITIVE CHANGES IN THE WORLD AROUND US. WE SHALL DO
EVERYTHING WITHIN OUR ABILITY TO IMBIBE THE SPIRIT OF SEWA IN
WHATEVER PROJECT WE UNDERTAKE FOR THE WELFARE OF ONE
AND ALL.
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408
Approved ( )
Disapproved ( )
SEWA Mentor's Suggestions/ Comments:
409
Hour 1
Hour 2
Hour 3
Hour 4
Hour 5
Hour 6
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Activity
Hours
Mentors
Signature
2)
3)
4)
What change do you see in yourself in terms of behaviour, life-skills etc. after this
project?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
5)
How did this activity/project benefit others? How did you ensure they continue to get
these benefits even after the project?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
6)
Details of the beneficiary (ies.) Any significant comment received from them.
__________________________________________________________________________
__________________________________________________________________________
412
7)
What were the problems faced? What might you do differently next time to improve?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Volunteer's Signature: ________________________________ Date: ______________
Mentor's Observation
Attendance: _____________________________________________________________________
Involvement: ____________________________________________________________________
Regularity: ______________________________________________________________________
Commitment: ___________________________________________________________________
Additional Comments: ____________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
The activity/project was (circle appropriate response):
Satisfactorily completed
____________________________
____________________________
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Perspectives
Introduction
The introduction of Perspectives as a discipline of learning at the core of the
curriculum indicates a need for a deep insight into the subject matter in a particular
context. Perspectives would help schools to enable learners to constructively and
critically evaluate events, materials, situations, ideas and other real life experiences
and take their own stand. The objective of the discipline is to enable every learner
develop competency of independent judgment and take meaningful position while
dealing with other subjects. The students would connect their experiences to various
issues and critically analyze, appreciate or review a subject matter and take a well
informed and well considered position at the individual level. This can be done
both individually as well as collectively in a group. Issues related to the society, the
developments in the field of science and technology, environmental issues or any
national, local or international issue may be considered as subject matter for
perspectives. The issues must not hurt the environment of any society
The objective of this learning area is to encourage the children to have an
independent approach to an issue by substantiating their views with an insightful
study of the same.
The outcome of the study undertaken should act as a means of developing a childs
analytical skills, original thinking, critical thinking and reflective thinking. The
discipline of Perspectives would help schools to enable learners to think
constructively and evaluate events, materials, situation, ideas and other real life
experiences critically and take their own stand.
The connection between essential learning in the scholastic domain and the core
which includes Perspectives, Life Skills, Research and SEWA (Social Empowerment
Through Work and Action) would help in coherent organization of knowledge. The
selection across all areas of pedagogy and assessment practices would be
interconnected and aligned. Learning in this way will add value and meaning of
contents much beyond the learning taking place in classroom and the boundaries of
the school.
414
415
Notes to Teachers
The purpose of the given projects is to provide materials which teachers can use in
their classrooms. The material is wide-ranging and it depends on the teachers to
decide when and how to use the materials. They might be used as a routine exercise
or may be used in club activities.
An earnest attempt has been made to make the subject matter comprehensive and
all-encompassing so as to include various subjects that could widen pupils horizon
of critical thinking.
The teachers are required to take printouts of the assessment rubrics and distribute it
amongst students before starting any activity. The CBSE-i gives priority to Peer
assessment and Peer evaluation. The facilitators are encouraged to use them in their
classes. This will help the students to internalize the characteristics of quality work
by evaluating the work of their peers. In order to make the students understand this
type of evaluation, the teacher may spend a practice session with them. Thus,
students can benefit from using rubrics or checklists to guide their assessments.
The rubrics of assessment provided at the end cannot be claimed to be all
exhaustive. The facilitator may improvise on it. However, they should not forget to
link this to learning, which is the primary goal.
417
Research
"In the broadest sense of the word, the definition of research includes any
gathering of data, information and facts for the advancement of knowledge.
-
Martin Shuttleworth
418
419
420
Research Outline
Chapter 1: Introduction
1. Problem statement
2. Purpose
Chapter II: Study of the Problem
3. Problem description
4. Problem documentation
5. Review of Literature
Chapter III: Outcomes and Evaluation
6. Goals and expectations
7. Expected outcomes
8. Measurement of outcomes
9. Analysis of results
Chapter IV: Solution Strategy
10. Statement of problem
11. Solution description
12. Conclusion
References
421
How Can it Be
Documented?
Documentation can be
performed by either report
card grades, grades on
assignments and tests, or
teacher/student surveys.
1.
2.
3.
422
Planning Matrix
Problem
Goal
1. Twenty (20) of the 62 L.D. students are 4. Sixty (60) of the 62 L.D. students will
receiving failing grades on daily
receive passing grades (70% or above)
assignments and tests in one or more of
on daily assignments and tests in
their inclusion classes.
inclusive classrooms.
2. Thirty (30) of the 62 L.D. students
complete less than half of their
assigned homework.
3. Fifteen (15) of the 62 L.D. students
received failing grades on their report
cards in one or more inclusion classes.
Causes
423
Planning Matrix
Problem
Goal
Evidence
Outcomes
Causes
Solutions
424
425
International is to provide accurate, objective and scientific knowledge keeping in mind that
the content should be ageappropriate and directed towards the sensitivity of young minds.
The process of transfer is made simpler through the KAVELS approach.
(Knowledge, Attitude, Value Enhanced Life Skills)
A positive attitude is essential to cope with the rapid changes which happen in the life of a
young learner in the areas of body, mind and soul. Different values need to be experienced at
different levels and internalized through development of appropriate expression. Social-skills
are needed to use values throughout the day.
Young people need to think about Life Skills, reflect on them and carry them into their
personal and social lives. They need to be able to see the effect of their behaviour and choices
and develop socially conscious Decision-Making Skills. One can develop reflection points for
value enhanced Life-Skills such as 'Everyone in the world has the right to live with dignity and
respect' including myself. (Values : Respect, Life-Skills : Critical-Thinking Decision-Making).
'Tolerance is being open and receptive to the beauty of differences'. (Value : Tolerance, Life-Skills :
Interpersonal-Skills Communicative-Skills). One can also add sayings from the local culture,
bring in local role models and learning gleaned from historical figures.
In addition to enhancing knowledge, the focus of the modules is on development of value
enhanced Life-Skills in students which would help them in resisting peer-pressure, taking
informed decisions and making healthy choices.
To create awareness about the ten core Life-Skills and their inter-relatedness.
Relationship-Management
Gender Concerns
Professional-Communication
Process of Growing up
Consumer Education
Social-Communication
Environmental- Awareness
426
In short, Life-Skills empower young people to take positive action to protect them and
promote their health and positive social-relationships.
Vision
Nurturing...
Aware, Responsible and Empowered Adolescents
Life-Skills are essentially individual abilities that help to promote mental well-being and
competence in young people when they face the realities of life. Most development
professionals agree that Life-Skills are generally applied in the context of health and social
issues of concern.
Social-Skills
InterpersonalRelationships
EffectiveCommunication
Empathy
Emotional-Skills
Managing Feeling/
Emotions
Coping with Stress
Self Esteem
Self Awareness
Note: Most of these skills are interdependent and overlap with each other.
Thinking-Skills
These include decision-making/problem-solving skills and information gathering skills. The
individual must also be skilled at evaluating the future consequences of their present actions
and the actions of others. They need to be able to determine alternative solutions and to
analyze the influence of their own values and the values of those around them.
427
Social-Skills
These include verbal and non-verbal communication, active listening and the ability to
express feelings and give feedback. Also in this category, are negotiation/refusal-skills and
assertiveness skills that directly affect one's ability to manage conflict. Empathy, which is the
ability to listen and understand others' needs, is also a key interpersonal-skill. Team work and
the ability to cooperate include expressing respect for those around us. Development of this
skill set enables the adolescent to be accepted in society. These skills result in the acceptance of
social norms that provide the foundation for adult social behaviour.
Emotional-Skills
These refer to skills to increase the internal locus of control, so that the individual believes that
s/he can make a difference in the world and affect change. Self-esteem, self-awareness, selfevaluation skills and the ability to set goals are also part of the more general category of selfmanagement skills. Anger, grief and anxiety must all be dealt with, and the individual learns
to cope with loss or trauma. Stress and time management are key areas of focus, as are positive
thinking and relaxation techniques.
Social-Skills
Social-skills help a person
to demonstrate the ability to
identify, verbalize and
respond effectively to
others' emotions in an
empathetic manner. Along
with this s/he gets along
well with others without
prejudices. S/he also takes
criticism constructively and
reflects, listens actively and
communicates using
appropriate words,
intonation and body language.
428
Emotional-Skills
With enhanced emotional
skills an individual is able to
identify causes and effects
of stress on oneself and
develop and use multifaceted strategies to deal
with it. As and when
required, the person is also
able to express and
respond to emotions with
an awareness of the
consequences.
Improved Self-Esteem
Self- confidence
Assertiveness
429
relations with family members, which are an important source of social support. It may
also mean being able to end relationships constructively.
7. Effective-Communication means that we are able to express ourselves, both verbally and
non-verbally, in ways that are appropriate to our cultures and situations. This means
being able to express opinions and desires, but also needs and fears. And it may mean
being able to ask for advice and help in a time of need.
8. Empathy is the ability to imagine what life is like for another person, even in a situation
that we may not be familiar with. Empathy can help us to understand and accept others,
who may be very different from ourselves. So this skill can improve social interactions, for
example, in situations of ethnic or cultural diversity.
9. Managing-Feelings and Emotions includes skills for increasing internal locus of control
for managing emotions, anger and stress.
10. Coping with Stress means that we take action to reduce the sources of stress, for example,
by making changes to our physical environment or lifestyle. It also means learning how to
relax, so that tensions created by unavoidable stress do not give rise to health problems.
The various Life-Skills work best in conjunction. Many Life-Skills are required to manage a
particular situation and cope with it effectively. One particular skill may be effectively utilized
in diverse situations. The appropriate combination of Life-Skills at a given moment is an art.
Adolescents learn their Life-Skills from parents/teachers / significant others who act as role
models.
There are two ways of incorporating the concept of LifeSkills in various disciplines.
a) By emphasizing the importance of a particular Life-Skill in the text, one can at least, create
the necessary awareness among young boys and girls about certain Life-Skills, which
would ensure a healthy life for them. For instance, while discussing the needs and
concerns of young adolescents the importance of developing among them the skill of
firmly saying 'NO' to eating Junk food or going out for late night parties.
b) The second way to incorporate Life-Skills in text-books is to include a few meaningful
questions or activities in the text. The purpose is to motivate children to critically think and
decide for themselves what safe and responsible behaviour is.
430
Physical Education
Introduction to School Health
Rationale
For most children, going to school' is a historic milestone in their lives. It is a place that plays
one of the most important roles in their physical, mental and emotional development. Schools
are settings where children learn, where character is moulded, where values are inculcated
and where the future citizens of the world are groomed to face life's challenges.
Schools can be dynamic settings for promoting health, for enabling children to grow and
mature into healthy adults, yet the potential of the school to enhance health is often
underutilized. 'School Health' has largely remained confined to medical check-ups of children
and /or some hours of health instruction in the curriculum.
Today, schools present an extraordinary opportunity to help millions of young people acquire
health supportive knowledge, values, attitudes and behaviour patterns. The students can
serve as a means of promoting health of other children, their families and community
members. Health is a multidimensional concept and is shaped by biological, physical,
psychological, social, economic, cultural and political factors. There is a growing recognition
that the health and psychosocial well-being of children and youth is of fundamental value and
that the school setting can provide a strategic means of improving children's health, selfesteem, Life Skills and behaviour.
There are various initiatives in school health at present, but most of them are topic based and
age group specific and often rely on the initiative of the individual school or an agency. The
comprehensiveness and sustainability in these initiatives are not clearly laid out.
The need of the time is a Comprehensive School Health Policy integrated within the
educational system at the National and State levels. This will harmonize the effective
partnership of health and education sectors to facilitate the holistic approach to child and
adolescent development in schools.
431
In 1960, the Government of India set up a Committee on School Health (Renuka Ray
Committee) which recommended that Health education should be included as part of
general education in the primary, middle and secondary schools. The report of the Renuka
Ray Committee (1961) provided guidelines and recommendations for both the content and
the appropriate transaction of health education at various stages of schooling. In the wake of
the National Policy on Education (1986, Revised 1992) and the National Health Policy 1983,
steps were initiated to look at school health education in a more comprehensive manner. The
National Health Policy, 2002 envisages giving priority to school health programmes which
aim at preventive-health education, providing regular health check-ups, and promotion of
health-seeking behaviour among children. The policy suggests that school health
programmes can gainfully adopt specially designed modules in order to disseminate
information relating to 'health' and 'family life'. This is expected to be the most cost-effective
intervention as it improves the level of awareness, not only of the extended family, but the
future generation as well. The noteworthy initiatives under this 2002 policy were setting up a
well-dispersed network of comprehensive primary health care services linked with extension
and health education. It is widely accepted that school students are the most impressionable
targets for imparting information relating to the basic principles of preventive health care. The
policy attempted to target this group to improve the general level of awareness with regard to
`health promoting' behaviour. The girl child in the rural belt needs to be targeted right from
school level. The policy recognized that the overall well-being of the citizen depended on the
synergistic functioning of the various sectors in the society. The health status of the citizens
would, inter alia, be dependent on adequate nutrition, safe drinking water, basic sanitation, a
clean environment and primary education, especially for the girl child.
The National Curricular Framework 2005 by NCERT has categorically stated that health is a
critical input for the overall development of the child and it influences significantly enrolment,
retention and completion of school. It advocates a holistic definition of health within which
physical education and yoga contribute to the physical, social, emotional and mental
development of a child. Undernutrition and communicable diseases are the major health
problems faced by majority of children in this country from pre-primary through to the higher
secondary school stage. Thus there is a need to address this aspect at all levels of schooling
with special attention to vulnerable social groups and girl children. It has proposed that the
mid-day meal programme and medical check ups be made a part of the curriculum and
education about health be provided which address the age specific concerns at different stages
of development.
432
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lives. There can be more emphasis on the inclusion of sports and games from the local area.
Indigenous knowledge in this area must be reflected at the local level.
Policies make a difference. Appropriate and effective school health policies can have an
impact on health behaviors, short-term health outputs, learning/academic achievement and
social development. There is a need to develop a uniform, effective code of practice for school
administrators and educators undertaking health promotion in schools.
views health holistically, addressing the inter-relatedness of health problems and the
factors that influence health within the context of the human and material environment
and other conditions of life.
utilizes all educational opportunities for health: formal and informal, standard and
innovative approaches in curriculum and pedagogy.
strives to harmonize health messages from various sources that influence students,
including messages from the media, advertising, the community, health and development
systems, family and peers and the school.
empowers children and youth, as well as their families to act for healthy living and to
promote conditions supportive of health.
ensure that school health programmes are based on formally assessed and evidence based
practice.
advocate the value of a comprehensive and planned approach to school health through
education sector.
encourage partnerships for school health promotion with key stakeholders, viz. Students,
parents, health professionals, teachers and counselors.
The overall objective of the Policy is to equip the educational sector to develop Health
Promoting Schools.
emotional, and social health and whose services are provided by well qualified and wellsupported professionals;
7. Integrated Family and Community Involvement activities that are designed to engage
families as active participants in their children's education; that support the ability of
families to support children's school achievement; and that encourage collaboration with
community resources and services to respond more effectively to the health-related needs
of students; and
8. A Staff Health Promotion Policy that provides opportunities for school staff to improve
their health status through activities such as health assessments, health education and
health-related fitness activities.
A.
B.
C.
D.
E.
The school administration should provide the lead for health promotion as a major initiative
and should include all the stakeholders including parents, teachers, students and the
community.
The Global School Health Survey aims at providing the profile of the students as Baseline in
the following areas;
Respondent demographic
Hygiene
Clean drinking water
Protective factors
Tobacco use and smoking
Sleep patterns
Dietary behaviors
Personal health
Physical activity
HIV Infection or AIDS Awareness
Alcohol and Drugs
Leisure Activities
The Central Board of Secondary Education is involved with a Comprehensive School Health
Programme and has collaborated with WHO on a Global School Health Survey. A total of 75
schools under various categories were selected under this scheme by WHO on a random
sampling basis.
436
The Survey was conducted through a questionnaire which had various components related to
physical growth, drinking and eating habits, personal health, safety concerns feelings and
emotions, substance abuse, physical fitness and personal experience.
The school administration can then take up various initiatives as per the Health Promotion
Manual specifically designed for the three major age groups, classes 1-5, 6-8 and 9-12. The
checklist can be used to understand the current status and to guide the activities. A School
Health Club can be formed and can become the focal point of school health promotion. In
addition to specific class room based activities and revising school health curriculum, the
health promotion programme should encompass the entire school environment and should
become a school campus activity. The health promotion programmes should inspire and
motivate the teachers, students and parents and should be conceived in a participatory
manner. The school should also strive to provide healthy living habits through a conducive
environment. The health promotion initiatives can be assessed and based on a scoring system
and the school can be declared as a Health Promoting School.
Once the school achieves the status of a Health Promoting School, it should strive to maintain
and excel in its initiatives and should become a model for other schools .
What is the status of health education activities in the classroom, school and community?
Does the school have a clear policy on health promotion, jointly prepared by staff and
parents?
Is health education imparted effectively across the curriculum? In particular, are the
following topics covered.
environment health
personal health
drug abuse
physical education
emotional health
Are the health topics taught at school based on the needs of the community?
Are teaching methods learner-centred using the environment as well as the school?
Are educational materials including visual aids and books available and are they based on
health topics?
437
Are the water and sanitation facilities adequate, clean and well maintained?
Is there at least one teacher in the school trained to give first aid, detect simple health
problems and refer children to health services?
Are there well developed links with the community and local health workers?
Do policy makers within health, education and other services provide support to school
health promotion?
Preparing a Comprehensive School Health Plan using eight elements of the co-ordinated
School Health Program with input from students and their families;
Ensuring that the various components of the School Health Program are integrated within
the basic operations of the school, are efficiently managed, reinforce one another, and
present consistent messages for student learning;
Reporting on program implementation, results, and means for improvement (to whom
and how) regularly.
Ensuring that the instruction and services provided through various components of the
School Health Programme are mutually reinforcing and present consistent messages;
Facilitating collaboration among School Health Programme personnel and between them
and other school staff;
438
Assisting the administrator/school principal and other administrative staff with the
integration, management, and supervision of the School Health Program;
Facilitating collaboration between the school and other agencies and organizations in the
community who have an interest in the health and well-being of children and their families;
and
Conducting evaluation activities that assess the implementation and results of the School
Health Program, as well as assisting with reporting evaluation results.
439
The shared involvement of Government and NGOs from health education and other
community services
The main resource comes from teachers, children and parents. There is no school, however
poor, that lacks the resource of children.
fosters health and learning with all the measures at its disposal.
engages health and education officials, teachers, all students, parents, health providers
and community leaders in efforts to make the school a healthy place.
strives to provide a healthy environment, school health education and school health
services along with school/community projects and outreach, health promotion
programmes for staff, nutrition and food safety programmes, opportunities for physical
education and recreation, and programmes for counselling, social support and mental
health promotion.
implements policies and practices that respect an individual's well being and dignity,
provide multiple opportunities for success and acknowledge good efforts and intentions
as well as personal achievements.
strives to improve the health of school personnel, families and community members as
well as pupils; and works with community leaders to help them understand how the
community contributes to or undermines health and education.
Creating conditions that are conducive to health (through policies, services, physical / social
conditions)
Building capacities for peace, shelter, education, food, income, a stable ecosystem, equity,
social justice and sustainable development.
Preventing main causes of death, disease and disability: tobacco use, HIV/AIDS/STDs,
sedentary lifestyle, drugs and alcohol, violence and injuries, unhealthy nutrition.
Influencing health-related behaviours: knowledge, beliefs, skills, attitudes, values and support.
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There are numerous community health issues that loom large: mental health, increasing
weight and physical inactivity, sun protection and risks of skin cancer, drug and alcohol
abuse, bullying and violence etc. A planned and co-ordinated approach to tackle any of these
is crucial. Resources need to be better designed and utilised, funds must be targeted and spent
effectively. Projects and programs need to be co-ordinated, linked or joined together. An issue
can galvanise a team into action but instead of being in a reactive mode, a planned and
co-ordinated approach is far better. You could say that the Health Promoting School approach
is an organisational tool.
442
and businesses can be a source of support. Staying in touch with information through the
networks can keep you abreast of current funding opportunities.
The Curriculum
1. Environment-Centred Approaches
In this approach, the aim is to improve the educational climate of the school and to provide
opportunities for child to utilize the School Health Programme. The positive mental health
atmosphere includes the amount of time spent in school, the structuring of playground
activities, the physical infrastructure of the school and the classroom decoration.
National campaigns to reduce the incidents of certain mental health damaging behaviours
e.g., bullying, ragging, corporal punishment etc.
The mental health team can include representatives from the governing body,
teachers, support staff and parents. The governing body can identify problems and
opportunities within the school.
g The school mental health team can monitor and evaluate the outcome and
provide feedback so that appropriate modifications can be made to the programme.
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h School can be the centre for community enhancement projects including programmes to
improve physical and emotional health. They can serve as training centres for parenting
skills where parents learn more about child development and parent effectiveness skills
and receive support to enhance feelings of self worth and competence.
Such a programme provides a co-ordinated, collaborative effort to improve communication,
understanding and respect between staff, students and parents. This provides a sense of
direction and ownership of the programme.
d The use of parents as teacher's aides can be a helpful learning experience for the parents,
the teacher and the child. Working in the classroom provides parents with perspective of
their child as they observe other children and talk with other parents and the teacher.
e Early intervention programmes with high risk behaviours such as aggressiveness,
smoking, excessive shyness, worsening of interpersonal relationships, poor school
attendance, declining academic performances, irritable and fluctuating moods and
changes in peer groups can prevent serious consequences.
f
School can also use screening tools for identification of psycho-social problems and mental
disorders. This can help the schools in determining if children have (or are at risk of
having ) significant mental health problems. Although, there is a danger of labelling and
stigma nevertheless the instruments can be very useful in planning management
strategies.
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g School based Health Centres located within the school have an important role in
supporting better health care for children and adolescents. The mental health services in
these school-based health clinics can provide screening, c o u n s e l l i n g f o r c o m m o n
adolescent concerns, information about substance abuse, HIV / AIDS, reproductive
health, depression, stress, anxiety, etc. Because these clinics are located within the daily
environment of the children mostly youth, they offer particular benefit to young people
who might not otherwise receive assistance.
in a way that can be measured reliably. The evaluation process is then planned, implemented
and the outcome data analyzed and disseminated. The initial planning team meets again and
discusses whether or not the goals were met and make appropriate modifications.
Health Intervention is Accepted and Most Effective if :
Brought in and through the support of school counsellors and / teachers who
recognize that poor social functioning interferes with learning.
Fosters health and learning with all the measures at its disposal.
Engages health and education officials, teachers, teachers' unions, parents, health
providers and community leaders in efforts to make schools a healthy place.
Strives to provide a healthy environment, school health education health services along
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with school/community projects and outdoor promotion programmes for staff, nutrition
and food, safety opportunities for Physical Education and recreation and programmes for
counselling, social support and mental health promotion.
Implements policies and practices that respect an individual's welfare, dignity, provide
multiple opportunities for success and acknowledge intentions as well as personal
achievements.
Strives to improve the health of school personnel, pupils as well as families and works with
community leaders to understand how the community contributes or undermines
education.
Graded across the year based on student participation and teacher observations.
Physical Education Cards (PEC) will be a part of the curriculum from Classes I V.
In classes XI and XII a student may opt for Physical Education as per scheme of studies.
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ASSSESMENT
Introduction- Educational assessment is an omnibus term which includes all the
processes and products which describe the nature and extent of children's learning,
how it meets the aims and objectives of teaching, and how it relates to the classroom
environment which is designed to facilitate learning.
(Source: Adapted from Statterly, D. (1989) Assessment in Schools, Basil Blackwell,
Oxford.)
Assessment is an integral part of the teaching learning process. It is continuous like
teaching and learning and addresses two basic questions. How are we doing? How
can we do better? An assessment is a diagnostic process that measures an
individuals behavior, life skills, attitudes, or other selected qualities and aspects of a
students growth and development in addition to the cognitive domain reflected in
scholastic aspects. In order to be valuable to individuals an assessment must be
based on the curriculum, students must know what is expected of them-hence must
be accurate and objective. In addition, it must meet scientific criteria, as well as
provide meaningful insight. More than providing just data and information it open
doors to strategic change and helps measure progress. Assessment can lead to
increased self-awareness and inspire people to learn and grow. As a sequel to the
development of curriculum of CBSE-i, there is an exigency of developing an
assessment framework for the CBSE-i. CBSE has clearly spelt out guidelines for
schools on assessment framework to oversee the quality of transaction in CBSE-i
schools. It is in harmony with pedagogy prescribed for the transaction of the
international curriculum by CBSE-i.
I. Assessment in CBSE-i-Senior School-Guiding Principles
The educational assessment in CBSE-i has the following guiding principles:
The ultimate purpose of assessment is to support and enhance student
learning.
It must be capable of eliciting optimal performance from students.
Assessment shall focus on all key areas of student learning and development:
Scholastic, Life Skills, Performing Arts and Visuals Arts, Physical Education,
Critical thinking etc.
It will be continuous and comprehensive in nature.
It will move from purely summative assessment to a variety of assessment
tools catering to varying needs of a learner.
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development of a child is not only unfair but also unscientific. Over emphasis on
examination marks focusing on only scholastic aspects makes children assume that
assessment is different from learning, resulting in the learn and forget syndrome.
Besides encouraging unhealthy competition, the overemphasis on Summative
Assessment system also produces enormous stress and anxiety among the learners.
Feature of Summative Assessment
Assessment of learning
Generally taken by students at the end of a unit or semester to demonstrate
the sum of what they have or have not learned.
Summative assessment methods are the most traditional way of evaluating
student work.
Summative Assessment
Good summative assessments--test and other graded evaluations--must be
demonstrably reliable, valid, and free of bias (Angelo and Cross, 1993).
assessment (that) has increasingly been used to sum up learning (Black
and William, 1999)
looks at past achievements adds procedures or tests to existing work
involves only marking and feedback grades to students is separated from
teaching. is carried out at intervals when achievement has to be
summarized and reported. (Harlen, 1998)
II
Scholastic Assessment
Formative Assessment
(Flexible Timing)
Tool
Summative Assessment
Written-End of term
(Practical)
Techniques
Objective type
Tests
Objective Type
Short Answer
Type
Assignments
Quizzes
Long Answers
Type
Competitions
Practical Skills
Interview
schedule
Debates/ Panel
Discussion
Checklist
Elocution
Projects
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Rating scale
Group discussions
Anecdotal records
Club activities
Document
Analysis
Mind maps
Role plays
Tests and
inventories
Portfolio
For assessment in scholastic areas the CBSE-i schools will undertake both Formative
and Summative Assessment in both classes, i.e. XI and XII. In classes XI and XII,
there will be two Formatives and two Summative, one in each term. For class XII
Summative Assessment-II will be a Board conducted examination at the end of the
year.
In class XI, for Summative Assessment I, design of the Question Paper, Blue Print,
Sample Questions and question bank will be provided by the Board. School will
generate their own question paper out of the question bank based on the Blue Print.
Evaluation of answer scripts of SA-I will be done at the school level based on the
marking scheme provided by the Board.
For SA-II of class XI, the entire syllabus of XI will be tested. The evaluation of the
answer scripts will be done by the school, based on the marking scheme provided by
the Board.
For class XII, Summative Assessment I will be conducted by the school based on
their own question paper and Marking Scheme. Summative Assessment-II will be
conducted by the Board. The entire syllabus of class XII will be examined through
this Board examination. The evaluation of the answer scripts will be done by the
Board.
In class XI out of FA-I and SA-I, a total weightage of 5 percent will be carried
forward and out of FA II and SA II a total weightage of 15 percent will be carried
forward towards the result of class XII. In class XII there will be FA I and SA-I in
term I. For SA-II the Board examination will be conducted out of a total of 100
marks. Out of these 100 marks, division of theory component and practical
component in every subject will be decided by the subject committees. A total
weightage of 80 per cent out of these 100 marks will be carried forward towards the
result of class XII.
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Class XI
Class XII
Term I
Term II
Term I
Term II
FA I + SA 1
FA II + SA II
FA I + SA II
SA II
5% weightage
15% weightage
--
80% weightage
Weight-age to be given
40%
Inferential type
20%
20%
Multidisciplinary
10%
10%
Type of Question
Weightage to be given
10-20%
Short Answer I
30-40%
20-30%
10-40%
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SAQs assess unassisted recall of information rather than recognition. A short question has
to be worded carefully so as to elicit the desired response.
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The CBSE-i PAT specifically aims atevaluating the proficiencies of the learners knowledge, understanding, skills
in the given discipline/domain of learning
evaluating a variety of thinking skills for a given concept/content of learning
evaluating and establishing the levels of proficiencies of learners and reflect
them through narrative records
facilitating the learner to think intelligently and efficiently and develop skills
of discrimination, differentiation, analysis, comprehension and synthesis
testing the abilities of learners in creative and critical thinking and to
applying concepts across disciplines through inter-disciplinary approach.
recording and certifying the performance of the learners through the above
instruments in narrative terms.
IMPORTANT:
This test is an addition to the School Based Assessment (SBA) conducted
by the respective schools and would be compulsory for all the learners.
This test is also over and above the SA-II for class X which will be
conducted by the Board.
PAT will be compulsory for the students of classes IX,X and XI
CBSE-i PAT is conducted in the subjects of English, Mathematics, Science,
and Social Science.
CBSE-i PAT is not a qualifying test.
Parameters of the Test
The CBSE-i PAT is a non qualifying online test which may be used as a quality
control device.
1. It will be largely content independent but based on classes IX-X-XI syllabus in
the subject with reference to the broad learning objectives.
2. There will be separate tests in each of the main subjects viz English, Social
Science, Mathematics and Science.
3. This will be an online test which will be offered over a period of one week.
4. At a time 30 students can take the on-line test. Each student will get a unique
question paper consisting of 50 questions of MCQ type.
5. The test will be carried out through a battery of 50 multiple choice questions in
each discipline/domain of learning.
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6. The MCQs will cover a wide range of thinking skills of the learners and hence
would not be restricted to textual learning.
7. The MCQs will cover verbal, non-verbal, numerical, graphical and visual
questions.
8. The MCQs will test the aptitude, attitude and different ability levels of the
learners.
9. The students will be required to respond by making appropriate choice for the
right answer for each question.
10. The normal duration for the test will be 90-120 minutes for each subject as may
be decided by the Board.
11. All MCQs have to be responded only through digital medium.
12. The MCQs will be available only in English Medium.
13. The PAT was conducted in the month of May in 2011 for Class IX as a pilot and
would be conducted for the classes IX, X and XI every year.
Test Design
The components of CBSE-i Performance Analysis Test (PAT) listed above are
themselves complex abilities and skills, not all aspects of which are amenable to
measurement on the basis of performance on a single test. The questions may be
devised to test as wide a range as possible. These questions may be as close to real
life situations as possible to make it enjoyable and interesting to examinees. The
completion of the project may include development of framework of the test in
consultation with educators, evaluation experts, subject experts, education
researchers and teachers; preparation of item bank, pilot testing of the item banks
and finalization of the test etc. The finalised test will be administered in all schools
by digital mode only. Student response will be collected and processed centrally by
the Board. The result sheet will be jointly certified by CBSE-i and the collaborating
school.
The Test papers
CBSE-i Performance Analysis Test (PAT) as a whole covers a range of skills and
learning outcomes which broadly draw upon the common curriculum elements in
the specific subject areas. The test will cover different kinds of test items through
Multiple Choice Questions only.
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The following table provides detailed guidelines regarding the skills that can be
tested at the three levels:
Skills to be Tested
Basic Level
Medium Level
Advanced
Level
Assessment is often equated with tests and examinations. This is misleading since
neither is essential to assessment. Assessment is an all embracing term. It covers any
of the situations in which some aspects of a students education is in some sense
measured, whether this measurement is by the teacher, an examiner or indeed the
student himself/herself. It is concerned with how well the student has done.
Evaluation is whether it was worth doing in the first place. Evaluation cannot take
place without assessment.
(Source: Adapted from Lloyd-Jones, R. and Bray, E. (1986) Assessment: From
Principles to Action, Macmillan, London.)
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CBSE-i
ANNEXURE - I
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Strategies for
Inclusive
Classrooms
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informally assess the skills a student needs, rather than relying solely on standardized
curriculum;
make appropriate expectations for each student, regardless of the student's capabilities.
learn how to value all kinds of skills that students bring to a class, not just the academic
skills. In doing this, teachers will convey a message that in their classrooms they value all
skills.
If teachers can do this, it allows all students to be included in a class and school.
Also the teachers must be able to:
consult with and develop partnerships with parents and other caretakers;
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create an inclusive community that extends beyond the boundaries of the school;
Teaching Strategies
The teacher in an inclusive classroom has to accommodate the different learning styles and
rates of learning. She/he has to ensure that educational opportunities are provided to all
students. The first step is to ensure that effective inclusive teaching practices are in place. The
following are the two major strategies that are commonly used in inclusive classrooms:
(a) Cooperative Learning
(b) Peer Tutoring
(a) Cooperative Learning
While using cooperative learning methods, the class has to be divided into mixed ability
groups to achieve a goal. The following factors may have to be taken into consideration while
using this strategy.
Students may be assigned groups. The aim of each group is to study what the teacher has
taught and help each group member to achieve the highest level possible.
Students may start with a partner in a pair and end in a group. Partners or pairs reach an
agreement and share this information with other group members or with the whole class.
Students may form groups. The teacher may provide each group member a piece of
information related to a topic. The group members then come together and collate the
information for the entire class.
Students may form groups to research on various topics. This helps to present the topic in
detail and all students participate in the teaching-learning process.
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Adapt curriculum materials when required to suit the needs of different students
Use hands-on approach that maximizes the use of all senses and addresses the need to
include visual, auditory and kinesthetic learners as well as differently abled children.
Collaborate with experts to teach learning strategies and study skills to students
Sign language helps in communicating with children who cannot understand the
language of instruction well.
Let the light fall on your face and not behind you. This would be helpful in lip reading.
Students who are able to lip read or not able to see should be placed in front rows
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working on what makes objects float or sink students with special needs may be
understanding the concept of sinking and floating and the difference between them.
Curriculum overlapping happens when
students have individually appropriate
learning outcomes from different curricular
areas but work on these in a shared activity.
For example, when students are working in
groups some may be achieving the learning
outcomes for social studies while students
with special needs may be working on
development of communication skills.
Omission; for example, omitting very complex work for children with intellectual
disabilities; and
What a teacher can do for children with disabilities to increase their access to school and
learning potential;
1. Children with disabilities sometimes find it difficult to get to school. Try to organise
transportation to school and make school accessible by ramps, and other resources
that respond to specific needs.
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2. When a child with a disability first comes to your school, talk with the family
member who is with the child. Find out what the childs disabilities are and what she
or he can do despite the disability. Ask about any problems and difficulties that the
child may have.
3. When the child starts school, visit the parents from time to time to discuss with them
what they are doing to facilitate the childs learning. Ask about plans for the childs
future. Find out how you can best work with the family.
4. Ask if the child needs to take any medicines while in school.
5. If you do not have enough time to give the child all the attention she or he needs, ask
the school or community to find a helper for you. The helper could give the children
the extra help needed during school hours.
6. Make sure that the children can see and hear you when you teach. Write clearly so
that they can read what you are saying. Also, let a child with a disability sit in front of
the classroom so, they can see and hear better.
7. Find out if the child and the parents have problems about schooling. Ask if the family
thinks that other school children are helpful to the child and whether the child gets
on well at school
UNICEF http://www.unicef.org/teachers/protection/access.htm
The persons with disabilities (Dyslexic, Blind, Spastic and candidate with Visual
Impairment) have the option of studying one compulsory language as against two.
Besides one language they can offer any four of the following subjects - Mathematics,
Science and Technology, Social Science, Another Language, Music, Painting, Home
Science and Introductory Information Technology.
Alternate questions in lieu of questions requiring special skills based on visual inputs
must be provided in Mathematics and Science for Secondary School Examination
(Class X).
The visually impaired students may be provided with questions papers with enlarged
print.
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Disabled candidates may be allowed an additional one hour (60 minutes) for each
paper or flexible timing as the school deems fit may be adopted.
The Board considers the Physiotherapic exercises as equivalent to Physical and Health
Education component of the Board.
School should whenever possible provide classrooms on the ground floor if there is a
student who suffers from pronounced physical disability.
Exemption from studying third language up to middle school level (i.e. Class VIII).
The amanuensis should be a student of class lower than the one for which the candidate
will be taking the examination.
The amanuensis is paid remuneration as prescribed from time to time by the Board.
The candidate may be permitted to use the services of an amanuensis in all or any of the
papers. Services of same amanuensis is taken for all the papers.
The candidates are permitted to draw the diagrams etc. themselves, if desired by them.
Services of same amanuensis is taken for all the papers.
60 minutes
50 minutes
40 minutes
30 minutes
The Centre Superintendent makes the sitting arrangements for the dyslexic, visually
impaired, physically challenged and spastic candidates on the ground floor, as far as
possible.
Alternative type questions are provided in lieu of questions having visual inputs for
the blind candidates in English Communicative and Social Science for Class X and
History, Geography and Economics for Class XII.
Separate question papers in enlarged print for Mathematics and Science & Technology
in Class X are provided.
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The Centre Superintendent(s) are directed to send the answer books of special category
students in separate covers.
To facilitate easy access, a few selected schools are made examination centres for
special students.
Visually impaired candidates have the facility to use computer or a typewriter for
writing answers.
A separate column is provided on the title page of the answer book for indicating the
category of differently abled candidates so that these answer books could be
segregated for sending them separately to the Regional Office of the Board.
The Board has also issued advisory to schools for Inclusive Education of children with
disabilities. These guidelines are as follows :
to provide support through assistive devices and the availability of trained teachers
to modify the existing physical infrastructure and teaching methodologies to meet the
needs of all children including Children with Special Needs
to ensure that all schools are made disabled friendly by 2020 and all educational
institutions including hostels, libraries, laboratories and buildings will have barrier
free access for the disabled
to ensure availability of study material for the disabled and Talking Text Books,
Reading Machines and computers with speech software
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a loop induction system will be introduced for the hearing handicapped students
to revisit classroom organization required for the education of Children with Special
Needs
The Board has also directed all its schools to provide proper physical facilities like ramps,
toilets for wheel chair users and auditory signals in elevators and lifts in accordance with the
provisions laid down in PWD Act, 1995 for differently abled students. (Ref. Affiliation Bye
Laws)
The Board has made provisions for visually impaired students to take up Science subjects, i.e.,
Physics, Chemistry and Biology, involving practicals, at Senior Secondary level by deciding
to provide separate question papers in lieu of practicals to visually impaired students in these
subjects. The alternate question papers for practicals will contain multiple choice questions,
based on practical content in the subjects of Physics, Chemistry and Biology. This new scheme
for providing alternate question papers in Physics, Chemistry and Biology at Senior
Secondary level has been implemented for the students of Class XI from the session 2011-12
and for the students of Class XII from the session 2012-13.
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