High School Curriculum and Syllabus

1. MIZO

1. Mizo tawng zir a tul chhan (Rationale)
Mizo tawng hi Mizo naupangte tan chuan an pianpui tawng a ni a. Middle School-ah hian naupangten Primary School lama an lo zir tawh kha chhunzawmin Mizo tawng ngaihthlak kawngah te, sawi chhuah kawngah te, chhiar leh ziak thiam kawngah te hma an sawn a, tawngkauchheh chheh dan tha an hriat a, tawng bungrua an nghah theih nan te, Mizo tawng hi an ngaihhlut a, an hman tam theih nan te, Mizo hnam nunphung leh ziarang an hriatthiam theih nan leh hlut nachang an hriat theih nan uar taka zir zawm hi a tul a ni.

2. Mizo tawng zirtirin a tum tlangpui (General Objectives)
1. Naupangte hriatna tizau tur leh hun awl an hman thatna tura lehkha chhiar an chin theih nan
2. Anmahni ngeia thil ngaihtuah thiamna neih tir
3. Naupangte tawngkam bungrua tihhausak zel
4. Hnam nunphung (culture) anmahni a tuh
5. Hnam inpumkhatna thinlung neihtir
6. Nun dan changkang leh tha zawk hriattir
7. Thu ziah te, hla ziah te leh a lamrik dan dik taka chhiar thiamtir
8. Thu leh hla (Literature) lama tuina neihtir

CLASS VIII
THIAM TURA BEISEI TE:
Listening
1. Mi thusawi reng reng dawhthei taka ngaithlain an thusawi tlangpui a hrethiam ang
2. Thusawi a ngaihthlakin tawngkam mawi leh mawi lo te, a fiah leh fiah lo te, tawngkam
hawihhawm leh hawihhawm lo te a hre hrang thiam ang.
3. Hla thu a chhiarin eng lam hawi hla nge a nih a thliar thiam ang
Speaking
1. Inhnialfiamna (debate) leh sawihona (group discussion) ah a tel thei tawh ang
2. Thu sawi tur thupui hre sa lova, a tla chawpa thusawi (extempore speech) a thei tawh ang
3. Mizo hla thu un deuhte pawh a lamrik dan tur dik takin a sawi chhuak thiam ang
4. Mizo tawng hi a zahpui lovang a, dik takin thusawi nan a hmang thei tawh ang

Reading
1. Thuziak chi hrang hrang - thawnthu, essay leh mimal chanchin te a awmzia hrethiam chungin a ri leh ri lovin a chhiar thiam ang
2. Hla chi hrang hrang - Pathian hla, Ram ngaih hla, Hla lenglawng leh Lengzem hlate a thu a chhiar thiam ang
Writing
1. Hla thu tawngkam hman lar zual deuh deuh leh hla thu inchheh dan leh a inkawp dan dikte a hmang thiam ang
2. A thumal hriat tawhte dik takin a hmang thiam ang a, thu ziak zawm leh zawm loh turte pawh a thiam thawkhat tawh ang
3. Punctuation mark hrang hrang te a hmang dik thiam tawh ang.
4. Mizo tawngkauchheh leh tawng upa tlanglawn zualpuite chu a hmang thiam ang
5. Thil lo thleng a hmuh dan leh a ngaihdan a ziak chhuak thiamin mi thu ziak khaikhawm leh a thupui ziak chhuah a thiam tawh ang
6. Mahni chanchin (Autobiography) a ziak thiam ang.

Vocabulary
1. Mizo tawng thumal a tam thei ang ber a hre tawh ang.

2. ENGLISH

LEARNING OUTCOMES FOR CLASS VIII
At the end of Class VIII the learner would have further developed the abilities of listening, speaking, reading, writing anf thinking with reference to a certain quantum of language spelt out in terms of grammatical and vocabulary items. The various competencies of the language abilities are listed below. The learner
understands English when it is spoken
* understands and responds appropriately to instructions, requests, questions, suggestion and proposals
* comprehends narrations and descriptions
* understands, appreciates and enjoys poems, anecdotes, jokes and riddles
participates in a conversation/discussion in English on a topic within the range of her/his experience and interest
* produces English speech sounds which are intelligible
* speaks with accuracy following the overall rhythm of spoken English, i.e. proper pauses and sentence stress
* converses in familiar social situations
* asks and responds to questions, gives instructions, narrates simple experiences, describes things and reports happenings
* reads texts in English with ease and understanding
* locates details in texts both prescribed and non-prescribed
* understands the central ideas
* follows the sequence of ideas and events
* analyses, compares, contrast ideas in the text
* relates ideas to his/her own experience
* uses his/her thinking faculty to read between the lines and beyond the lines
* interprets tables, charts,diagrams, graphs and maps
* learns to use a suitable dictionary
* develops a taste for reading express herself/himself with ease and facility using appropriate vocabulary and sentence structures
* masters the mechanics of writing
* writes neatly with proper speed
* writes simple notices for the school notice board
* writes short paragraphs, letters and simple narrative and descriptive pieces
* writes accurate descriptions of people, places and things
* writes compositions on events and processes
* develop the skill of making notes
uses her/his proficiency in English
* as a spring board to explore and study other areas of knowledge
* as a vehicle to keep herself/himself abreast of the latest developments in different fields of knowledge
Course Content
The course content will consist of a language package comprising grammar usage and vocabulary, and a thematic package. The grammar items have been listed. No attempt has been made at linearisation of grammatical and lexical items. The thematic package is suggestive and should be in accord with the leaners’ life experiences and interests.
Linguistic Content
(a) Grammar and Usage
In addition to consolidating the grammatical and lexical items learnt earlier, the following areas of grammar will be introduced and recycled through the Upper Primary Stage :
* word classes (noun, verb, adjective, adverb, pronoun, conjunction, interjection, preposition)
* modal auxiliaries * agreement
* tense forms * sentence types
* reported speech passivisation presented in the form of continuous text
* ing forms * Use of have/do/be forms
* Sequence of tense * Derivatives


Language Items for Class VIII
1. Word classes - nouns and adjectives
2. Prefixes
3. Word classes - adjectives and adverbs
4. Antonyms
5. Word families
6. Suffixes
7. Phrasal verbs
8. Noun-verb words
9. Classification -
10. Past perfect
11. Time clauses
12. Reason clauses
13. Question tags
14. Gerunds / Participles
15. Relative clauses - whose, who, whom
16. Modals
17. Reported speech - statement & questions
18. Make + object + verb
19. let + object + verb
20. Passive voice
21. If-clauses
Notes :
1. There should be at least seven poems in the course
2. Every lesson must have exercises on comprehension, vocabulary
and composition/writing
3. Exercises on speaking should also be included to practice oral skill.

(b) Vocabulary
Learners are expected to acquire a working vocabulary of approximately 1500 new words during the upper primary stage. The new vocabulary items should be appropriate to, and consistent with, themes and sub-themes reflected in the materials and suited to the learners’ experiential and cognitive range and their communication needs.

Thematic Content
Themes/sub-themes will be selected which are in conformity with the learners’ immediate environment - physical, social and cultural. These should lead to an understanding and practice of the Core Components listed in NCERT’s National Curriculum Framework for school education (2000, p.36). These would inculcate desirable values and attitudes. No attempt however will be made at being didactic or exhortative.
The need for strengthening national identity is being felt now much more than ever before. As such there is a strong need for promoting national integration, and social cohesion by cultivating values as enshrined in the Constitution of India through school curriculum. With this in view, the ten core components identified in the National Policy on Education, 1986 need to be reaffirmed. They are as follows : the history of India’s freedom movement; the Constitutional Obligations; the content essential to nurture national identity; India’s common cultural heritage; egalitarianism, democracy and secularism; equality of sexes; protection of the environment; removal of social barriers; observance of the small family norm; and inculcation of scientific temper.
The fundamental Duties as laid down in Article 51A of Part IVA of the Indian Constitution should also be highlighted. These are to : (a) abide by the constitution and respect its ideals and institutions; the National Flag and the National Anthem; (b) cherish and follow the noble ideals which inspired our national struggle for freedom; (c) uphold and protect the sovereignty, unity and integrity of India; (d) defend the country and render national service when called upon to do so; (e) 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) value and preserve the rich heritage of our composite culture; (g) protect and improve the natural environment including forests, lakes rivers, wild life and to have compassion for living creatures; (h) develop scientific temper, humanism and the spirit of enquiry and reform; (i) safeguard public property and abjure violence; and (j) strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and achievement.
These core components need to be integrated in school curriculum in a suitable manner. It is envisaged that they would help in instilling a nationally shared perception and values and creating an ethos and value system in which a common Indian identity could be strengthened.
The syllabi and materials must create and sustain among the learners a sense of patriotism, pride in being an Indian and should promote international understanding.
Since all contemporary issues cannot be included in the school curricula as separate subjects of study, relevant concerns like human rights, conservation and improvement of environment, conservation of resources, population concerns, disaster management education, adolescence education, forestry, value inculcation, fundamental duties and rights, neighbourhood education, migration education, family life education, safety education, consumer education and education for sustainable development must be suitably incorporated in language materials.
Sub themes :
1. Personal Relationship
Self, the Family and Home; Friends and Pets; Family relationships and roles (kinship terms); Family values (respect for elders, etc.); Special occasions (festivals, etc.).
2. The Neighbourhood
Neighbourhood personalities
Occupations and professions
Social diversity; different languages, religions, customs
The values of social cohesion and harmonious living
3. The Larger Community
My country and my people
Geography and natural resources, sustainable development
History and legends
4. The Nation
People - rural, tribal - unity in diversity
Famous Indians
India’s contribution to world civilisation
Pride in being an Indian
India’s freedom movement
5. The World Beyond
India’s neighbours; lands, peoples, cultures, cultural exchanges between India and other countries, role and the value of international understanding, tales from other lands
6. The World of Adventure
Travellers and explorers
Acts of bravery, courage and endurance
7. The World of Sports and Health Education
The value of games and sports
Famous sports people like Malleshwari, Gopichand; Stories from the sports arena
8. Heath with Special Reference to Adolescence Reproductive Health
Process of growing up
HIV/ AIDS
Education against drug abuse
9. The World of Nature
Our environment and its protection
The wonders of nature
Life in pre-historic times; the dinosaurs
Natural disasters; man versus nature
10. The World of Science and Technology
Science in everyday life
Discoveries and inventions that have changed the world
Communication; Information Technology
Famous scientists
11. The World of Imagination
The supernatural; ghost stories
Fantasies

The mode of presentation should include stories, descriptions, letters, dialogues and conversations, diary entries, biographies/autobiographies, travelogues, playlets and poems. A range of suitable themes has been suggested in the syllabus. Material producers are expected to choose appropriate themes from the list provided.

The Curricular Package
The package for each class will consist of a textbook and workbook. Each textbook should contain about 10 comprehensive units (lessons and activities) and severals poems of varying lengths depending upon the class. The textbook should be of about seventy five to hundred printed pages. The workbook will have an equal number of worksheets.
The recommended weightage in terms of marks is fifty percent for the textbook, thirty percent for the workbook.
Methods and Techniques
The methodology will be based on a multi-skill, activity based learner centred approach. Classroom interaction would be such as to promote optimal learner participation leading to an urge to use language both in speech and writing. The selection of actual classroom procedures is left to the discretion of the teacher. However, the following are recommended :
* Role play
* Dramatization
* Reading aloud
* Recitation of rhymes, poems and speeches
* Telling and retelling stories, anecdotes and jokes
* Discussion, debate
* Simple projects
* Interpreting pictures, sketches, cartoons
* Activities, tasks and language games
* Pair work, group work and short assignments both individual and group
* Exploring the electronic media
Time Allocation
About one hundred and eighty working days are set aside for the teaching and learning of English.
This takes care of continuous, comprehensive evaluation.
Evaluation
Evaluation in language should be periodic, preferably at regular intervals of six weeks of actual instruction. Evaluation should be both oral and written. Periodic tests should carry a weightage of fifty percent - twenty five percent each to oral and written. The marks should be taken into account in the final grade.
Results of tests and examinations should be treated basically as feedback to teachers. They should guide them in programming their teaching and in organising remedial work.

3. HINDI


Specific Aims
1. Language Skill
(a) Hindi-a thu ziah (paragraph) dik taka chhiara hrethiam tur leh ziak thiam tura zirtir
(b) Zirlaiten an thil hmuh leh hriatte Hindi-a sawi leh ziak chhuak thei tura zirtir
(c) Midangte nen Hindi tawnga inbe tawn thei tura Hindi thiam tir
(d) T.V. leh Radio-a thusawi te dik leh chiang taka a awmze hrethiam thei tura zirtir
(e) Hindi emaw Mizo tawng emaw -a thu ziak eng tawng ve ve emaw pawha let (translate) thiam tura zirtir

2. Knowledge of Language
(a) Designation chi hrang hrang Hindi a sawi thei tura zirtir eg. Prime Minister/Chief Minister, President, Secretary etc.
(b) Anmahnia thu (sentence) chi hrang hrang phuah thei tura zirtir
(c) Antonyms leh Synonyms te hmanna thiam tir
(d) Grammar Basic Knowlege thiam tir (Functional).

3. Environmental Knowlege
(a) Historical Monument (India/World) lesson dah nise
(b) Mi ropui chanchin (Mizo, India) dah nise
(c) Eizawnna chi hrang hrang (Lo neih /huan/Industry tenau/ Ran vulh) chungchang lesson-a dah nise
(d) Geographical hmun pawimawh chanchin (Mizoram leh India) dah nise
(e) Hnam inpumkhatna lam hawi lesson-a telh nise
(f) National Festival chungchang dah nise
(g) National Symbol chanchin lesson 1-a dah nise (Flag, Flower, Bird and Animal)

4. Text Book
(a) Lesson 20 - 25 inkar dah ni thei se
(b) Thumal thar 250 - 300 vel dah belh nise
(c) Hla (Poem) 4 tal dah ni thei se
(d) Thawnthu zirtir nei tha leh belhchian dawl lesson 5 tal dah nise
(e) Inbiakna (Conversation) hi lesson 5 vel awm thei se
(f) Mi ropui chanchin,National Festival leh National Symbol lesson dah ni ngei se
(g) Geographycal hmun pawimawh, Historical Monument, Eizawnna chi hrang hrang lesson dah nise

5. Work & Exercises
(a) Spelling exercises, Dictation, Rapid Writing leh Good Hand Writing nei thei tura exercises tam thei ang ber neih nise
(b) Lesson a Antonyms, Synonyms leh thumal pawimawh te a tam thei ang ber practice pui nise
(c) Lesson tina zirlai-te a tam thei ang bera chhiara ziah tir thin nise
(d) Zirlaibu-a Synonyms, Antonyms, Sentence-a a awmze dik tak hre thei tura practice pui
(e) Masculine leh Feminine-te Singular leh Plural form-a sentence siam thiam tura zirtir
(f) Hindi thumal te Simple form (case ending tel lo ) leh oblique form (case ending tel) singular leh plural form a sentence siam thiam tura zirtir eg=
(g) Pronoun leh Adjective thumalte simple form leh oblique form te singular leh plural form-a sentence siam thiam tura zirtir.
(h) Verb, Adverb, gender, tense thumalte dik taka hmang thiam tura zirtir.

Suggestion :
1. School-a Hindi period allotment hi 5 period tal dah nise. Hei hi a theih loh chuan 4 (four) period tal dah nise. Hemi chungchangah MBSE hotuten Head of institution te atul angin hma min lakpui se.
2. Textbook siam laiin thlirho turin MBSE hian he Sub-Committee hi min recommend leh ngei se.

4. MATHEMATICS

Kamkeuna : Pawl 5 leh pawl 8 inkar curriculum leh syllabi te hi a duang tura Mizoram Board of School Education(MBSE) in sub-committee a ruatte chuan uluk takin an duang a. Mizoram dinhmun ngun taka en chungin, pawl sang lama Mathematics-a zirlaite harsatna sukinag tur leh master degree thlenga mathematics lak tumte tan pawh a level hniam lo tur si, mathematics la chhunzawm zel lo turte tan pawh a exam hrang hranga pawimawh thinte hrut kim si a curriculum duan chu a tum ber a ni.

1. Upper Primary Stage (Classes V- VIII) Mathematics Curriculum duan dawna ngaihpawimawh te:
1.1 Primary stages a mathematics curriculum nena inphaman tawk ni se. Tin, class IX leh X mathematics curriculum phaman tawka duan ni bawk se.
1.2 Number system an thiam chian ngei theih na tur ngaihpawimawh ni se.
1.3 Naupangin hmun(time table) an thiam bel theih ngei nan curriculum siam ni se.
1.4 Mental arithmetics hi thil pawimawh tak a nih angin ngaihpawimawh ni se. Pen leh lehkhapuan tellovin a tam thei ang chawk thiam se.
1.5 Formula hmanga chawh uar tir ni se.
1.6 Geometry hi a lem nena kalkawp tlat ani tih naupangin an hriat a, an thanhnan theih nan a lem ziah(construction) uar zawngin curriculum hi duan ni se la.

2. A tum (Objectives) : Upper Primary stage mathematics curriculum-in naupang thiam tir a tum te chu hengte hi an a ni :
2.1 Naupangin primary stage-a a thiam tawhte a hman thiam theih nan.
2.2 Mathematics concept, facts, principles etc. te a hriat a, commercial mathematics, mensuration leh stattistics te a thiam theih nan.
2.3 A taka ziah chhin leh a mah ngeiin a ngaihtuahna leh a taka a ziah chhinna a tang a geometrical figure hrang hrangte a hriatfiah theih nan.
2.4 Geometrical problem-te a ngaihtuah thiam a, a chawhthiam theih nan.
2.5 Algebra dan hrang hrangte a hman thiam theih nan.
2.6 Thil lem ziah te a thiam nan leh thil teh dan a thiam theih nan.
2.7 Data awmzia a hriat theih nan leh graph atanga thil entirte awmzia a hriat theih nan.
2.8 Pawl sang lama mathematics la chho zel turte tana zir tur awmze nei taka siam leh la chhunzawm zel lo turte tan pawha nitin nun leh exam chi hrang hranga pawimawh turte thiam tir.
2.9 Naupangte rilrua inrintawkna leh chhiarkawp chawh nuam tihna siamsak.

CLASS VIII MATHEMATICS SYLLABUS

Unit I Square root by division method.
Square root of rational number and decimal.
Cube and Cube roots
Rational, irrational and real numbers.
Laws of indices.
Surd - addition, subtraction, multiplication. Rationalisation(simple cases only)

Unit II SET THEORY

Unit III Polynomial - Addition, subtraction, multiplication and division.
Application of the following formulae :

(a + b)2 = a2 + 2ab + b2 .
(a - b)2 = a2 - 2ab + b2 .
(a + b)3 = a3 + b3 + 3ab (a + b)
(a - b)3 = a3 - b3 - 3ab (a - b)
a2 - b2 = (a + b) (a - b).
a3 + b3 = (a + b) (a2 - ab + b2) .
a3 - b3 = (a - b) (a2 - ab + b2 ).

Factorisation : a) application of distributive law
b) use of formulae :
a2 - b2 = (a + b) (a - b).
a3 + b3 = (a + b) (a2 - ab + b2) .
a3 - b3 = (a - b) (a2 - ab + b2 ).


(c) Factorisation of quadratic polynomials by splitting middle term.
GCD and LCM of polynomials by factorisation method.

Unit IV Equation - Linear equation in one variable. Word problem.
Linear equation in two variables, solution by elimination method.

Unit V Percentage and its applications; time, work and distance.

Unit VI Mensuration (simple case only)
Perimeter and area of triangle, square, rectangle, parallelogram, rhombus and trapezium.
Circle - Circumference and area.
Volume and surface area of cube, cuboid, cylinder, sphere.

Unit VII Statistics : Statistical data, Mean, Median ang Mode; frequency and cumulative frequency distribution table and graphical representation of data.

Unit VIII Geometry
Definition of some geometrical terms.
Parallel lines and angles formed by a transversal. Study of the following postulates :
1. If two parallel lines are intersected by a transversal, then the pair of corresponding angles are equal.
2. If two parallel lines are intersected by a transversal, then the pair of alternate angles are equal.
3. Vertically opposite angles are equal.

Triangle - Congruency and its application.
Formal Proof of the following Theorems:
1. Sum of interior angles of a traingle is 1800
2. If two sides of a triangle are equal, then prove that the angles opposite to these sides are equal.


Quadrilaterals - square, rectangle and parallelogram.
Formal Proof of the following Theorems:
1. Opposite sides of a parallelogram are equal.
2. The diagonals of a parallelogram bisect each other.

Unit IX Circles : Radius, diameter, arc, chord.
Formal Proof of the following Theorems:
1. Chords of a circle equidistant from the centre are equal.
2. Equal chords of circle are equidistant from the centre.

Unit X Geometrical Constructions.
1. Construction of triangles.
2. Construction of quadrilaterals.

5. SCIENCE & TECHNOLOGY

1. The Universe (i) Night Sky; celestial objects-moon, planets, comets, meteors and meteorites, stars, constellations
(ii) The solar system, artificial satellites and their application (gross features only)

2. Soil (i) Types of soil
(ii) Formation of soil
(iii) Constituents of soil including flora and launa
(iv) Soil as a resource
(v) Soil pollution and erosion and their prevention

3. Air
(i) Atmosphere and atmospheric pressure
(ii) Constituent of air
(iii) Preparation, properties and uses of oxygen, uses of nitrogen; conversion of nitorgen into nitrates (atmospheric and biological)
(iv) Air pollution - causes and prevention
(v) Green house effect; acid rain

4. Transformation of Substances
(i) Characteristics of chemical reactions - evolution of gas, change of colour formation of precipitate, energy change and change of state
(ii) Purification of substances - distillation
(iii) Characterization of substances - melting point, boiling point
(iv) Types of chemical reactions - decomposition, combination, displacement, precipitation, neutralisation, oxidation and reduction ( in terms of gain/loss of oxygen/hydrogen).
5. Structure of Atom (i) Atoms - building blocks of matter, neutral character
(ii) Model of an atom (Dalton)
(iii) Composition - electron, proton, neutron
(iv) Nucleus of an atom
(v) Formation of ions
(vi) Atomic number, mass number, isotopes, valency of atoms, formulae of simple compounds, simple chemical reactions.

6. Metals and Non-metals (i) Characteristics
(ii) Occurrence
(iii) Physical and chemical properties
(iv) Corrosion (iron) and its prevention
(v) Uses of common metals and non metals
(vi) Metal replaces metal (Mg, Al, Fe, Cu, Zn)
(vii) Noble metals and their uses
(viii) Common alloys (examples only) and their uses

7. Carbon (i) Carbon in earth’s crust, atmosphere and the living organism
(ii) Allotropy: allotropic forms of carbon
(iii) Graphite and diamond -structure, properties and uses
(iv) Fullerences (mention only)
(v) Preparation, properties and uses of carbon dioxide and methane

8. Cellular Level of Organisation
(i) Cell adn its structure : important organelles (mention of names only) and their function
(ii) Differences between plant and animal cells

9. Micro organism
(i) Algae (some blue-green algae and diatoms), bacteria, virus
(ii) Some fungi and protozoa
(iii) Useful and harmful micro organisms (examples)

10. Light
(i) Refraction of light through a glass slab and a prism, laws of refraction
(ii) Dispersion of white light through a prism (qualitative)
(iii) Refractive index ( as a ratio of speed of light in two media)
(iv) Lenses - convex and concave, converging and diverging action of lenses, focal point, focal length of a lens; image formed by lenses for different position of an object
(v) Application of lenses - magnifying glass, microscope, camera, telescope
(vi) Human eye as an example of a natural lens

11. Magnetism and Electricity
(i) Magnetism - load stone - example of a natural magnet, bar magnet, properties of magnets, magnetic compass
(ii) Electric current, cell as a source of current
(iii) Conversion of chemical energy into electrical energy, commonly used cells dry cell, button cell
(iv) Simple electric circuit (Comprising a cell, a bulb and a switch)
(v) Conductors and insulators
(vi) Magnetic properties of a current carrying conductors and a coil
(vii) Electromagnets and their uses
(viii) Electric bell
(ix) Electromagnetic induction (elementary idea)

12. Sources of Energy
(i) Sources of energy - renewable and non-renewable
(ii) Burning and combustion
(iii) Types of fuel- solid fuels (wood, charcoal, coal and coke), liquid fuels (petrol, diesel, kerosene), gaseous fuels (compressed natural gas or CNG, LPG)
(iv) Fossil fuels - coal, petroleum, natural gas
(v) Solar energy, wind energy, hydro-electric energy, nuclear energy (gross features of these sources of energy, their availability and harnessing)
(vi) Biogas
(vii) Energy for development of technology
(viii) Emerging pattern of energy consumption in India - individual, societal and global; impact of energy consumption on environment; judicious use of various sources of energy - improved chullahs, stoves and burners
(ix) Fire fighting

13. Some Common Diseases
(i) Diseases caused by micro-organisms - communicable and non-communicable diseases (examples)
(ii) Causes, symptoms and prevention of cholera, tuberculosis, common cold, chicken pox, typhoid, diarhoea and gastro enteritis, polio and rabies
(iii) Vaccination

14. Food Production and Management
(i) Agriculture, agricultural practices soil preparation, selection of seeds, sowing, manuring, irrigation, weeding, crop protection, harvesting and storage of grains
(ii) Crop improvement
(iii) Dairying, poultry, piggery, fisheries, agriculture, care and shelter for animals and their protection against diseases

15. Technology in Everyday Life : (Introductory) Photocopier, Hydroelectric Power Station, Solar Energy, Stethoscope, Public Address System, Fax machine, Computer, Internet, E-Mail. (Light treatment only)

16. Our Scientists.

6. SOCIAL SCIENCES

Unit I : People and Society in the Modern Period
Content Outline
1. World Scenario : the industrial revolution - spread and consequences, search for markets and raw materials; European conquest of Asia and Africa - impact on world economy with special reference to India; East India Company and Indian States, disintegration of the Mughal Empire and the rise and fall of Maratha Power.
2. British Conquest of India; rise and expansion of British power, impact of British rule in India - Social, Political, Economic, Cultural (Impact on Mizoram may be given in short)
3. Resurgence of Indian Nationalism: uprising of 1857 and the shaking of the British Power in India
4. Birth of the Indian National Congress - rise of the Gandhi era of freedom struggle - role of Gandhi, non-violence and the methods used by him, 1942 movements; developments leading to partition and independence of India.

Unit : II Resources and Development
Content Outline
1. Resources : resources and their types - natural and human
2. Natural resources; their distribution, utilization and conservation, land and soil, water, natural vegetation, wildlife, mineral and power resources (word patterns with special reference to India)
3. Agriculture : types of farming, major crops, food crops, fibres, bevereges, agricultural development.
4. Industries: Classification of Industries based on size, raw material, ownership
5. Human Resources - Composition, Population change, distribution and density.
6. Disaster Management - Introduction.
7. Earthquakes - Origin and effects, preparing for an Earthquake.
8. Cyclones - Meaning, effects and preparing for cyclones.


Unit III - India and the World - Major Issues and Challenges
Content Outline
1. Global Issues: Environmental degradation, disaster, population and development, poverty and hunger, terrorism, globalization and human rights (with special reference to India)
2. India and the United Nations
3. Role of World Agencies : WHO, UNESCO, UNICEF, World Bank
4. Foreign Policy of India: Policy of Peace and International Understanding, Policy of non-alignment, Panchsheel, Disarmanent.

7. HEALTH EDUCATION

Objectives
1. To know about the Human body, and various types of body cells
2. To know about the Human Reproductive System and to prepare especially the girl student to become future mother.
3. To help the student to know about the different sense organ and the
importance of taking care of them.
4. To identify factors and conditions influencing their own health and that
of others.
5. To recognize common, personal, family and commonly health problems
and find measures to prevent the common diseases.
6. To acquaint them with the basic immunization programmes and to let
them gain knowledge on certain illness related to dogs and pets.
7. To develop and awareness towards sanitation
8. To know about various type of pollution and its impact on human health
9. To create an awareness on the harmful effect of drug abuse
10. To create and awareness about the importance of health for all.

Learning Outcome
* Children will have clear knowledge about the human body, the structure and functions of various types of body cell
* Children specially girls will know about human reproductive and prepare themselves to be future mother
* They will be well acquainted with the five sense organs and develop skill to take care of them.
* Children will be aware of the different communicable diseases and how it can be transmitted and thereby take preventive measures.
* Children will learn that many common ointments can be prevented if due care is taken in terms of sanitation in our daily living
* They will be aware of the importance of immunization.
* Children will develop knowlege on disposal of refuse and have an awareness on the importance of sanitation
* They will develop an awareness about the of pollution and will take steps to prevent it
* They will know about the danger of drugs abuses and will teach them to refrain from it
* They will be aware of the importance of health and will actively participate in health programmes.

Content
- Building blocks of human body
- Structure and functions of various types of body cells
- Characteristics of body cells
- Reproductive system- Male and Female
- formation of featus
- Care during pregnancy - low birth weight
- factors responsible for LBW
- Importance of mother milk for proper growth and health of the new born.
- Child care practice to protect the child from diseases to ensure proper growth and development.
- Weaning practices and effects on child health.
- Structure and function of five sense organs
- Care of skin, nose, eye, ears, tongue to enable them to discharge their function properly.
- Different communicable diseases
- How a diseases is transmitted from a sick person to a healthy person
- Measures to prevent diseases transmitted through a particular mode of transmission
- different types of Air and Water born diseases
- Individual and Community measures to prevent diseases
- Sanitary disposal of waste
- Use and care of latrines for defecation
- Avoiding indiscriminate spitting
- Prevention of Contamination of food and water
- Immunization programme
- Timely immunization against preventable diseases
- Vaccination of dogs, care of pets, fly, ant mosquito, and anterodent
measures.
- Community Water supply
- Sewage disposal
- Construction of compost pits and Soakage pits
- Disinfection of wells
- Types of pollution
- Influence of various types of pollution on human health
- Role of individual community and Government for prevention of various types of pollution
- Harmful effects of self-medication
- Misuse of drugs, alcohol and tobacco on the individual his family and his social life
- PHC for health for all
- Measures to control health problems of communities through their active participation in health programmes.

9. GENERAL KNOWLEDGE

Objectives
1. Addition to some topics in lower classes
2. Who’s who?
3. Sports and music terms, trophies, instruments, persons, etc. be taught
4. Defence Forces
5. Party system and election
6. Civil Services be made known to them
7. To let them know various kind of Awards
8. Most of the world be taught
9. To let them know current events


Contents
1. Mountains (World)
2. Rivers & Lakes (World)
3. National Anthem (Author and Meaning)
4. National song (Author and Meaning)
5. Who’s who (Mizoram, India & World)
6. Abbreviations (about 20, lower course not to be repeated)
7. Historical monuments (World)
8. Sports - terms, trophies, persons etc.
9. Various Defence Forces - Army, Navy & Airforce rank equivalent
10. Political Party System (uni-, bi- & multi-)
11. Elections (constituency, representation (Mizoram & India)
12. Civil Services - IAS, MCS, IFS, IPS, MPS, etc.
13. Awards (Nobel, Bharat Ratna, Bhusan, Padma Shri etc.
14. ‘Most’ of the world
15. Popular musical signs and Symbols - singers and musicians.
16. Current events.

Note :
(1) Detail guides for text book writers be prepared.
(2) Text book writers should look into the standard of the learners

Learning Outcome
1. They will achieve more knowledges on the topics they have learnt in Primary and Middle stages
2. They will be acquainted with some successful persons and they will have a thirst for success
3. They will come to know different kinds of sports and music. Persons who have been successful and names of trophies and terms of sports and music will be known.
4. They will understand different defence forces such as - Army, Navy, Airforces and police with their ranks and symbols etc.
5. They will come to understand the Party system and how elections are conducted
6. Civil Services such as - IAS, IFS, IPS, MCS, MPS etc. will be acquainted to them and they will have interests to join those services.
7. A knowledge about awards will motivate them to be sincere and hard work in their studies and works.
8. More, Best, First in the world will be known and they will be able to compare with others, they will also be given incentives.
9. Their knowledges will be widen and they will be interested to know more which will let them read newspapers and hear announcement of news over radio and television.

10. MORAL / VALUE EDUCATION
Objectives
1. Kut hnathawh hi hnazahawm a ni tih hriattir.
2. Rinawmna, taihmakna leh dikna tulna leh thatnate hriattir.
3. Hun vawn dik pawimawhna hriattir.
4. Nu leh pa/ aia upa zah thiamtir.
5. Tlawmngaihna awmzia hriattir leh tlawmngai tura fuih.
6. Tuarchhelna, tih hram hramna, hmang chang hriatna thatna hriattir.
7. Duhtuina leh a tha thei ang bera thil tih duhna tuh.
8. Ram leh hnam hmangaihna rilru tuh.
9. Chet dan mawi (Manner & Ettiquette).
(i) Incheina. (ii) Lirthei khalhtute tan.
(iii) Inleng chungah. (iv) Nula leh tlnagval tan.
(v) Telephone hman danah. (vi) Hostel-ah.

Learning outcome
1. Kut hnathawh hi hnazahawm a ni tih te, rinawmna, taihmakna leh dikna tulna leh te, hun vawn dik pawimawhna te, nu leh pa/ aia upa zah thiamte, tlawmngaihna awmzia te, tuarchhelna leh tih hram hramna thatna te an hria ang a; duhtuina leh a tha thei ang bera thil tih duhna te, ram leh hnam hmangaihna rilru te an rilrua a intuh ang a, an nun chhoh zelnaah an tangkaipui ang.
2. Awmdan mawi leh chet dan mawi an hria ang a, an nitin nunah an senglut thei ang.

Content
1. Kut hnathawh hi hnazahawm a ni tih te, rinawmna, taihmakna leh dikna tulna leh te, hun vawn dik pawimawhna te, nu leh pa/ aia upa zah thiamte, tlawmngaihna awmzia te, tuarchhelna leh tih hram hramna thatna te an hriat a; duhtuina leh a tha thei ang bera thil tih duhna te, ram leh hnam hmangaihna rilru te an rilrua tuh a nih theih nan thu leh hla, thu inchhang leh thawnthu tawi awmze nei te hmanga zirtir tur a ni ang.
2. Awmdan mawi leh chet dan mawi an hriatna turin kaihhruaina thuziak zirtir tur an ni ang.

8. PHYSICAL EDUCATION

Objectives

1. To develop organic fitness and efficient organic system and cultivate
habits of exercises.
2. To develop neuro-mascular skills and promote the ability to perform work with ease and grace. To develop sense of self-reliance, self sacrifice, desire to serve and tolerance.
3. To develop attitude of co-operation, good sportmanship, courage and confidence. To prepare herself/himself for making a worth while use of leisure time and for participating and observing, appreciating and enjoying them.
4. To develop sense of preservation of traditional, identity and community
living.

Learning Outcome

* Students will develop fitness and have habits of exercises in them
* Neoro-mascular skills and ability to perform work with ease and gra sense of self - reliances, self sacrifice and tolerance will be developed in the students.
* Attitude of co-operation, good sportsmanship, courage and confidence will be developed in students. Atleast, worth while use of leisure time in observation, appreciation and enjoyment of Sports will be developed in students.
* A sense of preservation of traditional identity and community living will be developed in the students.

Content

* (1) Drill : Exercise Table 1 - 10, 4 & 8 & 16 counts
(2) Bharatyam : Pole Drill, Dumbell.

* (1) Race :100m, 200m 400m & 800m
1500m & 300m, Relay Race, Suttle Race
(2) Throwing : Shot put, Javelin, Discus and Hammer.
(3) Jumping : High Jump, Long Jump and Triple Jump.
(4) Gymnastics : Floor Exercises.

* (1) Games : Football, Handball, Hockey, Badminton, Volleyball,
Basketball & Table Tennis.
(2) Short History of Games
(3) Techniques and skills of the Games
(4) Tournament of Competition.

* (1) Folk Dance : Khuallam, Cheraw, Sarlamkai etc.
(2) Folk Games : Invawkpuinawr, Inarpasual, Inchai, Inbuan, Judo, Inkawibah etc.

10. WORK EXPERIENCE
Objectives

1. Kut hnathawh ngainat zirtir, hna zahawm a nihna hriattir, khua leh tui tha nihna a ni tih leh hruaitu tha nihte zirtir.
2. Thing leh mau leh pangpar te pawimawhna zirtirte leh school compound a a tak ngei a tihtir atangin thawh ho thiamna, induhsak tawnna, mawhphurhna lak thiam, mi tanpui chakna leh thil duat thiamna te tuh a ni ang.
3. Thing, mau, puan, la, hmanga kut themthiamna hrang hrang sum chang thei khawpa thiamtir. Heng atang hian thil ulukna, rintlak taka thiltih, intodelh duhna, senso tur hisap thiamna, mahni kea ding thei tura inrintawkna tuh.
4. Thlai, theirah hmanga thil siam leh electricity awmzia mawl te te zirtir. Heng atang hian thil chikna, nghahtheihna, hmang chang hriatna, mahni a hmalak duhna, fimkhurna, rintlak taka thil tih theihna te tuh a ni ang.

Learning Outcomes

1. Kut hnathawh a zahthlak lohzia an hria ang a. Hnathawh tur awm reng rengah taima tak leh phur takin, nawr ngai lovin an ti mai tawh ang a. An thil tih reng reng faitak leh uluk takin an ti zel tawh ang. Hruaitu tha ni turin chher an ni ang.
2. Thing, mau, pangpar te an phun ngei hian duat taka enkawl dan an thiam ang a, midang te tana malsawmna a ni tih an in hria ang a, induhsak tawnnate, mi dawhtheihna te, mi tanpui chakna te an neiin mawhphurhna lakah an tlan chhe lovang.
3. Kut themthiamna chi hrang hrang an pawchhuakin, sum deh chhuah theihna khawpin an thiam ang. An thil siam chhuah te an ulukin, rintlak takin thil an ti ang. Chu chuan an senso tur ate an hisap thiam ang a, mahni intodelh leh mahni kea ding thei turin inrintawkna an nei ang.
4. Thlai leh theirah te hmangin thil chi hrang hrang an siam thiam ang. Electricty simple wiring and fitting an thiam ang. Heng hi chik takin an ti ang a, nghahtheihna a ngaihzia te an hria ang a. Fimkhur leh rintlak taka tih an thiam ang a, mahni a hmalak duhna te an nei zui ang.

Contents

1. Classroom vawn fai
2. Mahni chenna In leh a vel vawn fai
3. School leh a vel vawn fai
4. Furniture vawn fai leh vawn him
5. Thing leh pangpar phun
6. Electricity zir (Simple wiring and fitting)
7. Pickle siam (Tumbu, Tawkte, rawhtui leh hmarcha hmangin)
8. Jam leh squash siam (Theirah, mai, etc)
9. Inchhung bungrua tih fai leh enkawl leh rem fel
10. Ipte thui leh naute mawza phiar
11. Puan tah (them lem talin)
12. Mau hmanga bawlhhlawhbawm, ash tray, Pen stand, Casettee dahna siam
13. Thing hmanga sum leh suk siam
14. Lehkhabu kawm tuam
15. Mau leh hmunphiah hmanga inchhung hawlfaina siam
16. Hnah leh pangpar ro hmanga inchhung cheimawina siam.

INFORMATION TECHNOLOGY

1. Introduction to Information Technology (IT)
* Why information becomes important in our modern world.
* Data & information definitions (with explanations)
* IT Concept (Explanation)
* Advantages & Disadvantages (Efficiency/Effectiveness, weak points and how to prevent)


2. Computer History
* The Abacus, John Napier, Pascal’s Calculating Machine, Calculating Machine of Leibnitz, Analytical Engines of Charles Babbage, Holerith’s Tabulating Machine, Turing, Mark I
* Computer generation (1st, 2nd, 3rd, 4th & 5th)


3. Logical Structure of Computer
* Computer Definitions
* Basic units of Computer
* Hardware & Software
* The Memory


4. Computer Arithmetic
* Number Systems
* Decimal numbers
* Binary numbers
* Hexadecimal numbers
* Conversion of numbers (from one system to another)
* Simple Additions (using 4-bit binary numbers)
* Data Representation

5. Operating Systems
* Operating System - Concept & Definition
* Booting Computer
* Directory Structure of a Computer
* DOS (Disk Operating System) Commands
* How Windows work (Windows 95/98 etc.)


6. Databases
* DBMS (Database Management Systems)
* Database Operations


7. Computer Programming
* Introduction to Programming - Flowchart/Algorithm etc.
* Loops


Practical Works
1. DOS, MS Office and other Database Software (e.g. dBase, Foxpro) software may be introduced.
2. Practical examination (if any) would focus only in DOS.

Mizo
Class IX
One Paper 3 Hours Marks: 100

1.0 Mizo hi Section Pali (4) a then a ni a, chungte chu -

Section A : Chhiar (Reading) - 18 marks
Section B : Ziak (Writing) - 20 marks
Section C : Grammar - 12 marks
Section D : Literature (50 marks)
(a) Thu - 20 Marks
(b) Hla - 20 Marks
(c) Rapid Reader - 10 Marks

1.1 Section A :Chhiar (Reading) 18 Marks
Zirlaibu (Text bu) pawn lam atanga thuziak tha lakchhuah, naupangin an thil chhiar atanga zawhna awm thei te an chhan thiam theih nan a kha thuziak atanga zawhna siam a, naupang chhan tir thin tur a ni.

1.2 Section B :Ziak (Writing) 20 Marks
Heng a hnuaia thil hrang hrang ziak te hi zirtir tur a ni:
1.2.1 Essay 8 Marks
1.2.2 Lehkhathawn chi hrang hrang (Thian hnena lehkhathawn, Kohhrana lehkha thehluh tur ziah, VC / Head Teacher / Headmaster/Principal/BDO/SDO (PWD, PHE, Civil etc) te hnena lehkha thehluh tur ziah, lehkhathawn chhan etc. 5 Marks
1.2.3 Mizo tawng ziak
a) Hawrawppui hmanna
b) Chhinchhiahna hrang hrang hman dan
c) Ziak zawm leh zawm loh tur 4 Marks
1.2.4 Committee kohna ziah, ruang chunga pangpar dah a thu ziah, notice Board a tar tur thu ziah, nitin nuna thutawi ziah tul ang chi etc 3 Marks


1.3 Section C : Grammar 12 Marks
1.3.1 Noun chi hrangte
1.3.2 Pronoun chi hrangte
1.3.3 Gender
1.3.4 Nambar
1.3.5 Mood

1.4 Section D : Literature 50 Marks
A) Hla ( Poetry) 20 Marks
1. Aia upate zah thiamin : Liandala
2. Turnipui kan do dai : Rokunga
3. Ka dawn ngamlo : Damhauhva
4. Buannel : R.L. Thanmawia
5. Sekibuhchhuak : Zirsangzela Hnamte
6. Rawlthar tang fan fan : Lalsangzuali Sailo
7. Lenkawl engin tlang dum dur saw : Aithulha
8. Lam ang ka lo let leh ta e : F. Rokima
9. Ka parmawite : Thandanga
10. Kan damchhung ni : P.S. Chawngthu
11. Damlai luipui dung leh vang fang mah ila : Patea

B) Thu (Prose) 20 Marks
1. Beiseina - P.L.Liandinga
2. Mithiam - C.Vanlallawma
3. Fak hlawh lo Val rual - Vanneihtluanga
4. Kan incheina - Rev.Z.T.Sangkhuma
5. Ze nghet - Lalzuia Colney
6. Mizo chhungkaw nun - B.Lalthangliana
7. Lungawina - James Dokhuma
8. Kut hnathawh hlutzia - J.F.Laldailova

C) Rapid Reader 10 Marks
Kristian Vanram Kawngzawh Thu - Chuautera (Lehlin)
Bung 1 - 16

Class X
One Paper 3 Hours Marks: 100

1.0 Mizo hi Section Pali (4) a then a ni a, chungte chu
Section A :Chhiar (Reading) - 18 marks
Section B :Ziak (Writing) - 20 marks
Section C :Grammar - 12 marks
Section D :Literature (50 marks)
(a) Hla (Poetry) - 20 Marks
(b) Thu (Prose) - 20 Marks
(c) Rapid Reader - 10 Marks

1.1 Section A : Chhiar (Reading) - 18 Marks
Zirlaibu (Text bu) pawn lam, naupangin an thil chhiar atanga zawhna awm thei te an chhan thiam nana thu ziak, a tawpa zawhna awm chi zir tur a ni. &l

1.2 Section B : Ziak (Writing) - 20 Marks
Heng a hnuaia thil hrang hrang ziak te hi zirtir tur a ni.
1.2.1 Essay, kaihhruaina pek lawk hmanga ziah
1.2.2 Thil ziah tawi - lehkhathawn (Chanchinbu a thuchhuah tur ziah, Editor hnena lehkhathawn, notice, message, advertisement etc, leh chhan letna lehkha ziah.
1.2.3 Thuziah sei :- Thil hmuh leh hriat atanga thu phuah, entirnan - table leh thil lem ena thuziah, midang hriat tura mahni thil tawn chanchin ziah, chhumbung deuhva thil chhinchiah ziah that etc. Lehkhathawn - Sawrkar office, kohhran leh pawl hrang hrang a thehluh tur ziah. Midang nena thil ziah lama indawrna chi reng rengte.
1.3 Section C : Grammar - 12 Marks I Applied Grammar - 8 Marks
1. Adjective
2. Verb
3. Adverb
4. Conjunction

II Tawng Upa - 4 Marks

1.4 Section D : Literature - 50 Marks
A) Hla ( Poetry) - 20 Marks
(1) Mizo kan nih kan lawm e - Rokunga
(2) Zawlkhawhermawii - Vankhama
(3) Zofate inpumkhatna - C.Chhuanvawra
(4) Thlangtiang thlifim - V.Thangzama
(5) Zirtu kawng - Selet Thanga
(6) Thal awiin lelte pa’n - Romani
(7) Nungchate hmakhua - Ngurchhawna
(8) Mangtha, Mangtha - Lalzova
(9) Lungrukah min vei ve rawh - Zikpuii pa
(10) Siamtu Pathian tan - P.S.Chawngthu
(11) An va hlu em thilnung tinreng - Chali

B) Thu (Prose) - 20 Marks
(1) Nun kawng - R.L.Thanmawia
(2) Kan Zoram nuam - Thandanga
(3) Ram hring - Laltluangliana Khiangte
(4) Zawlbuk - J.Liankhuma
(5) Zan - James Dokhuma
(6) Hun hi - Siamkima Khawlhring
(7) Mizo khawtlang inawp dan - B.Lalthangliana
(8) Ropui - H.K.Bawihchhuaka

C) Rapid Reader - 10 Marks
Kristian Vanram Kawngzawh Thu - Chuautera (Lehlin)
Bung 17 - 30



ENGLISH-COMMUNICATIVE
Two Year Syllabus for Classes IX & X


English has been designed to develop the student’s communicative competence in English. Therefore, content selection is determined by the student’s present and future academic, social and professorial needs.

The overall aims of the course are:
(a) to enable the learner to communicate effectively and appropriately in real-life situations.
(b) to use English effectively for study purpose across the curriculum.
(c) to develop and integrate the use of the four language skills, i.e. listening, speaking, reading and writing.
(d) to develop interest in and appreciation of literature.
(e) to revise and reinforce structures already learnt.
(f) to develop interest in the appreciation of literature.

Teachers may kindly keep the following in mind to develop these competencies:

Creativity : Students should be encouraged to think on their own and express their ideas using their experience, knowledge and imagination, rather than being text or teacher dependent.
Self-monitoring : Students should be encouraged to monitor their progress, space out their learning, so students should be encouraged to see language not just as a functional tool, but as an important -part of personal development and inculcation of values.

Teaching/Testing Objectives
READING
By the end of the course, students should be able to :
1. read silently at varying speed depending on the purpose of reading;
2. adopt different strategies for different types of text both literary and non-literary;
3. recognise the organization of a text;
4. identify the main points of a text;
5. understand relations between different parts of a text through lexical and grammatical cohesion devices.
6. anticipate and predict what will come next in a text;*
7. deduce the meaning of unfamiliar lexical items in a given context;
8. consult a dictionary to obtain information on the meaning and use of lexical items;*
9. analyses interpret, infer (and evaluate*) the ideas in the text;
10. select and extract from a text information required for a specific purpose (and record it in note form*)
11. transcode information form verbal to diagrammatic form;
12. retrieve and synthesise information form a range of reference material using study skills such as skimming and scanning;*
13. interpret texts by relating them to other material on the same theme (and to their own experience and knowledge*); and
14. read extensively on their own.
Objectives which will not be tested in a formal examination

WRITING
By the end of the course, students should be able to
1. express ideas in clear and grammatically correct English, using appropriate punctuation and cohesion devices;
2. write in a style appropriate for communicative purposes;
3 . plan, organise and present ideas coherently by introducing, developing and concluding a topic;
4. write a clear description (e.g. of a place, a person, ail object or a system);
5. write a clear account of events (e.g. a process, a narrative,) a trend or a cause-effect relationship);
6. compare and contrast ideas and arrive at conclusions;
7. present an argument, supporting it with appropriate examples;
8. use an appropriate style and format to write letters (formal and informal), postcards, telegrams, notices, messages, reports, articles and diary entries,
9. monitor, check and revise written work,
10. expand notes into a piece of writing;
11. summarise or make notes from a given text, and
12. recode information from one text type to another (e.g. diary entry to letter, advertisement to report, diagram to verbal form)

**LISTENING
By the end of the course, the students should be able to
1. adopt different strategies according to the purpose of listening (e.g. for pleasure, for general interest, for specific information):
2. use linguistic and non-linguistic features of the context as clues to understanding and interpreting what is heard (e.g. cohesion devices, key words, intonation, gestures background, noises);
3. listen to a talk or conversation and understand the topic and main points;
4. listen for information required for a specific purpose, e.g. in radio broadcast, commentaries,, airport and railway station announcements;
5. distinguish main points from supporting details, and relevant from irrelevant information;
6. understand and interpret messages conveyed in person or by telephone;
7. understand and respond appropriately to directive language, e.g. instruction, advice, requests and warning; and
8. understand and interpret spontaneous spoken discourse in familiar social situations.

* Objectives which will not be tested in a formal examination
** These objectives will not be tested in a formal examination.


**SPEAKING
By the end of the course, students should be able to
1. speak intelligibly using appropriate word stress, sentence stress and intonation patterns;
2. adopt different strategies to convey ideas effectively according to purpose, topic and audience (including the appropriate use of polite expressions);
3. narrate incidents and events, real or imaginary; in a logical sequence;
4. present oral reports or summaries; make announcements clearly and confidently;
5. express and argue a point of view clearly and effectively;
6. take active part in group discussions, showing ability to express agreement or disagreement to summarise ideas, to elicit the views of others, and to present own ideas;
7. express and respond to personal feelings, opinions and attitudes;
8. convey messages effectively in person ‘ or by telephone;
9. frame questions so as to elicit the desired response, and respond appropriately to questions; and
10. participate in spontaneous spoken discourse in familar social situations.


GRAMMAR
By the end of the course, Students should be able to use the following accurately and appropriately in context
1. Verbs
Tenses:
present/past forms
simple/continuous forms
perfect forms
future time reference
Modals:
Active and Passive voice
Subject-verb concord
*non-finite verb forms (infinitives and participles)

2. Sentence Structure
Connectors
Types of sentences:
affirmative/interrogative sentences
negation
exclamations
*Types of Phrases and Clauses
finite and non-finite subordinate clauses:
noun clauses and phrases
adjective clauses and phrases
adverb clauses and phrases
Indirect speech
*Comparison
*Nominalisation
3. Other Areas
Determiners
Pronouns
Prepositions

LITERATURE
By the end of the course, students should be able to understand, interpret, evaluate and respond to the following features in a literary text :
1. Character, as revealed through
appearance and distinguishing features,
socio-economic background
action/events,
expression of feelings,
speech and dialogues
2. Plot/Story/Theme, emerging through main events,
progression of events and links between them;
sequence of events denoting theme.
3. Setting, as seen through
time and place,
socio-economic and cultural background, people, beliefs and attitudes.
4. Form
rhyme
rhythm
simile
metaphor
alliteration
pun
repetition
* Objective which will not be tested at Class IX level. They will, however, form the part of testing in Class X
** These objectives will not be tested in a formal examination.




EXAMINATION SPECIFICATIONS
CLASS IX

One Paper 3 hours 100 marks

SECTION A: READING 30 marks
Three unseen passages with a variety of comprehension questions including 05 marks for word attack skills such as word formation and inferring meaning.
(1) 150-250 words in length 8 marks
(2) 200-300 words in length 8 marks
(3) 500-600 words in length 14 marks
The total length of the three passages will be between 900 and 1100 words. The passages will include one of each of the following types.
Factual passage, e.g. instruction, description, report.
Discursive passage involving opinion, e.g. argumentative, persuasive or interpretative text.
Literary passage, e.g. extract from fiction, drama, poetry, essay or biography. In the case of a poetry extract, the text may be shorter than 150 words.

SECTION B: WRITING 30 marks
Four writing tasks as indicated below:
(1) Linguistically controlled task, where a student builds up a short composition with guidance. 5 Marks
(2) Short composition of not more than 50 words,, e.g. a note, notice, message, telegram, or short postcard. 5 Marks
(3) Composition based on a verbal stimulus such as an advertisement, notice, newspaper-cutting, table, diary-extract, notes, letter or other forms of correspondence 10 Marks
(4) Composition based on a visual stimulus such as a diagram, picture, graph, map, cartoon, or flow chart 10 Marks
One of the longer (10 marks) compositions will draw on the thematic content of the main Coursebook.
At least one task will involve the production of a form of correspondence, e.g. a letter postcard, note or notice.
One task will involve the production of a discursive text in which the student is required to express his/her point of view on the topic given.


SECTION C: GRAMMAR 15 marks
A variety of short questions involving the use of particular structures within a context (i.e. not in isolated sentences). Test types used will include, for example, gap-filling, cloze, (gap filing exercise . with blanks at regular intervals)-sentence-completion, sentence-reordering, editing, dialogue-completion and sentence transformation.
The grammar syllabus will be sampled each year with marks allotted for :
verb forms
sentence structures
other areas

SECTION D: LITERATURE 25 Marks
(1) Two extracts from, different poems from the prescribed reader, each followed by two or three questions to test local and global comprehension of the set text. Each extract will carry 4 marks 8 Marks
(2) One or two questions based on one of the drama texts from the prescribed reader to test llocal and global comprehension of the set text. An extract may or may not be used. 5 marks
(3) One question based on one of the prose texts from the prescribed reader to test global comprehension and extrapolation beyond the set text. 4 marks
(4) One extended question based on one of the prose texts from the prescribed reader to test global comprehension and extrapolation beyond the set text. 8 marks
Questions will test comprehension at different level, literal, inferential and evaluative.



CLASS X
One Paper 3 hours 100 marks

SECTION A : READING 30 marks
Three unseen passages with a variety of comprehension questions including 5 marks for word attack skills such as word formation and inferring meaning.
(1) 150-250 words in length 8 marks
(2) 200-300 words in length 8 marks
(3) 500-600 words in length 14 marks
The total of the three passages will be between 900 and 1100 words. The passages will include one each of the following types:
Factual passage, e.g. instruction, description,, report
Discursive passage involving opinion, eg. argumentative, presuasive or interpretative text.
Literary passage, e.g. extract from fiction, drama, poetry, essay or biography. In the case of a poetry extract, the text may be shorter than 150 words



SECTION B: WRITING 30 marks
Four writing tasks as indicated below :
(1) A linguistically controlled task, where a student builds up a composition with guidance. 5 Marks
(2) Short composition of not more than 50 words, e.g. a note or notice, message, telegram,short postcard. 5 Marks
(3) Composition based on a verbal and/or visual stimulus such as an advertisement, notice, newspaper-cutting, table, diary extract, notes, letter or other forms of correspondence. 10 Marks
(4) Composition based-on a verbal and/or visual stimulus such as a diagram, picture, graph, map, cartoon, or flowchart. 10 Marks
One of the longer (10 marks) compositions will draw on the thematic content of the Main Course Book.
At least one task will involve the production of a form of correspondence, eg. a letter, postcard, note or notice.
One task will involve the production of discursive text in which the student is required to express his/her point of view on the topic given.


SECTION C: GRAMMAR 15 Marks
A variety of short questions involving the use of particular structures within a context (i.e. not in isolated sentences). Test types will include, for example, cloze (gap-filling exercise with blanks at regular intervals) sentence-completion, sentence-reordering, editing, dialogue-completion and sentence transformation.

The grammar syllabus will be sampled each year, with marks allotted for different areas of the content of the syllabus prescribed for Class IX as well as X as detailed below:
By the end of the course, students should be able to use the following accurately and appropriately in context.



1. Verb forms
Tenses:
present/past forms
simple/continuous forms
perfect forms
future time reference
Modals
Active and Passive voice
Subject- Verb agreement
Non-finite verb forms (infinitive and participles)
2. Sentence Structure
Connectors
Types of sentences:
affirmative/interrogative sentences
negation
exclamations
Types of phrases and Clauses:
finite and non-finite subordinate clauses:
noun clauses and phrases
adjective clauses and phrases
adverb clauses and phrases
Indirect speech
Comparison
Nominalisation
3. Other Areas
Determiners
Pronouns
Prepositions



SECTION D : LITERATURE 25 marks
(1) Two extracts from different poems from the prescribed reader, each followed by two or three question to test local and global comprehension of the set text. Each extract will carry 4 marks. 8 marks
(2) One or Two questions based on one of the drama text from the prescribed reader, to test local and global comprehension of the set text. An extract may or may not be used 5 Marks
(3) One extended question based on one of the prose texts from the prescribed reader, to test global comprehension and extrapolation beyond the set text. 4 marks
(4) One extended question based on one of the prose texts from the prescribed reader to test global comprehension and -extrapolation beyond the set text. 8 marks
Questions will test comprehension at different levels- literal, inferential and evaluative.
There will be no continuous assessment at Class X level.
At the end of Class X the Board’s three hour examination will test reading and writing skills specified in the teaching/testing objectives together with representative samples of the literature and grammar objectives. The structure of the Class X examination paper will be in accordance with the sample paper given in Grammar Workbook.


SCIENCE AND TECHNOLOGY

Science plays a role in developing in children well-defined abilities in cognitive, affective and psychomotor domains. It augments the spirit of enquiry, creativity, objectivity and aesthetic sensibility. Also, science concerns itself with the fundamental knowledge of the universe, the world and its environment; and technology deals with numerous ways and means of pressing science into the service of mankind. It has helped to enhance and improve the quality of human life. Discoveries in science have paved the way for the evolution of new technologies. At the same time, technology has been instrumental in the development of science. In view of the strong organic linkages between science and technology, it is imperative that every individual acquires some basic knowledge of science and technology. It is with this objective in mind that Science and Technology has been included as a subject of study for general education.
It is envisaged that the present course in science and technology would facilitate development of essential scientific and technological attitudes and skills among children that would form the foundation for their future growth. An attempt has been made to integrate science and technology especially in areas, such as food, health and nutrition, agriculture, energy and industry. It is expected that it would help children to relate their knowledge of science and technology in their day-to-day life and also in different areas of national development.
Science and Technology syllabus at secondary stage has been designed under six major themes which are-Matter, Energy, Living World, Natural Resources, Environment and the Universe.
A separate course on Practical exercises has been designed so as to help children include laboratory skills. Efforts have been made to include practical exercises from each theme to the maximum extent possible. It is envisaged that every student will carry out at least 15 exercises in one academic session.
A judicious combination of various methods of teaching may be adopted by the teacher in keeping with instructional objectives of a given chapter. The teacher may make effective use of a variety of teaching-learning materials in print and audio visual forms. He/she may gradually develop a resource base of teaching-learning materials by developing innovative demonstrations, scanning available software and surfing through internet.

Objectives:
The broad objectives of teaching of science and Technology at secondary stage are to help the learner to:
· understand the nature of science and technology;
· understand the basic concepts, principles and laws of science;
· apply basic scientific principles in finding solutions to problems related to agriculture, energy, health, nutrition, etc.;
· develop problem-solving and decision making skills;
· inculcate values that underline science and technology;
· develop and understand various processes of environment and concern for its conservation and preservation;
· understand and appreciate the joint enterprise of science, technology and society;
· develop rich and satisfying views of the universe;
· develop an attitude which would equip them to continue science and technology education throughout life;
· acquire process skills which form part of the attitude for developing a scientific temper;
· develop certain manipulative skills which are required in day-to-day situations.

COURSE STRUCTURE
CLASS IX
(THEORY)
One Paper Time: Three Hours Marks:75
Unit Marks
Matter-Nature and Behaviour 18
Motion, Force and work 23
Organisation in the Living World 16
Natural Resources 13
Our Environment 05
Total : 75


THEME : MATTER
UNIT 1 : MATTER- NATURE AND BEHAVIOUR Measurement in Science and Technology: Historical developments (in brief), International system of units, maintenance of standards.
Nature of Matter : Classification of matter based on chemical construction-elements, compounds and mixtures, types of mixtures-homogeneous and heterogeneous solution, suspension and colloid, concentration of solution (percentage only).
Atoms and Molecules, atomic theory of matter (Dalton’s postulates), atomic and molecular masses, the mole, law of constant proportion, calculation of percentage composition of elements in simple compounds, determination of empirical and molecular formulae of simple substances.
Structure of Atom : Constituents of an atom-electrons, nucleus (neutrons and protons), atomic number and mass number, Isotopes, distribution of electrons in shells (upto atomic number 20), valence electrons and valency. Radioactivity radio-isotopes and their applications.
Periodic Classification of elements : A brief historical perspective of periodic classification of elements, periodic law, modem periodic table of 18 columns, variation in properties across a period and along a group-metallic and nonmetallic, atomic size, ionization energy, and electron affinity.
Chemical Bonding : Formation of a chemical bond, types of bonds- ionic. and covalent, electronegativity and a polar covalent bond, properties of ionic and covalent compounds.
Chemical Reactions : Formulae of simple compounds, equation of simple chemical reactions and their balancing. Types of chemical reactions-combination, decomposition, displacement (single and double displacement), oxidation and reduction (in terms of gain/loss of electrons).

THEME : ENERGY
UNIT 2 : MOTION, FORCE AND WORK
Motion : Motion-in living and non-living. Uniform and non-uniform motion(one direction)-distance and displacement, velocity and acceleration; distance-time and velocity-time graphs for uniform and uniformly accelerated motion derivation of equations of motion by graphical method uniform circular motion (qualitative idea only).
Force : Force and motion: Newton’s laws of motion-inertia of a body inertia and mass, momentum, force and acceleration, conservation of momentum, action and reaction forces, Friction-factors affecting friction, sliding and rolling friction, examples of advantages and disadvantages of friction, control of friction (qualitative idea only). Thrust and Pressure-Archimedes’ principle and its applications, relative density.
Gravitation : Universal law of gravitation-force of gravitation of the earth (gravity). Effect of gravity on plants (in brief), acceleration due to gravity, mass and weight, free fall, motion of a projectile with initial horizontal velocity (qualitative idea only).
Work and Energy : Work done by a force-power and energy, kinetic and potential energy, transformation of scale (Celsius, Kelvin), thermometers-laboratory and clinical, specific heat capacity computation of heat lost or gained by method of mixtures. Thermal expansion-coefficient of linear and volume expansion; change of state, latent heat; cooling due to evaporation; humidity and relative humidity.
Wave Motion and Sound : Motion of a simple pendulum, oscillation and waves. Types of waves longitudinal and transverse, graphical representation of simple harmonic waves, amplitude, wavelength, frequency and velocity of a wave.
Nature of sound and its propagation, range of hearing in humans. Reflection of sound; echo, SONAR

THEME : LIVING WORLD
UNIT 3 : ORGANISATION IN THE LIVING WORLD

Cell and Cell Structure : Cell structure, difference between prokaryotic and eukaryotic cells, functions of cell organelles (brief account), cell division-mitosis (different stages), elementary idea of meiosis.
Tissues : Plant tissues-Structure and functions (meristematic and permanent-protective only); animal tissues-structure and functions (epithelial, connective, muscular and nervous).

Diversity in the Living World : General idea of classification of living organisms and their importance, nomenclature, classification (two kingdoms) with characteristics and examples up to phylum in plants and invertebrate animals and class levels in chordate animals.
Food, Nutrition and Health : Health and its importance (WHO definition), community and personal health, conditions essential for good health (nutrition, proper habits, exercise and relaxation), components of food (nutrients in food, their sources and functions), balanced diet, under-nutrition and malnutrition food adulteration (definition, common food adulterants, their tests and harmful effects); quality of drinking water.

Human Diseases : Diseases-definition, source and types of diseases (communicable and non-Communicable diseases, symptoms, prevention and control of some diseases (malaria influenza cholera, diarrhoea, jaundice, typhoid, rabies, AIDS, tuberculosis).
Deficiency Diseases: protein energy malnutrition (marasmus and kwashiorkor), vitamin deficiency (scurvy, rickets, beriberi, pellagra, xerophthalmia), mineral deficiency (anaemia, goitre).

THEME : NATURAL RESOURCES
UNIT 4 : NATURAL RESOURCES

Our Natural Resources: Air, water, soil, minerals, energy, flora and fauna, management and replenishment of natural resources.

Coal and Petroleum: Coal and petroleum as natural resources of carbon and its compounds, Coal - its destructive distillation (in brief), Petroleum - its fractional distillation (in brief). Carbon - tetravalency and catenation. Hydrocarbons-classification (Saturated and unsaturated). Homologous series, isomerism; preparation and properties of methane, ethene and ethyne.

Food Resource-Sustainable Agriculture : Mixed farming, mixed cropping, crop rotations biological and economic considerations), varietal improvement through breeding and selection.

Food Resource-Animals : Improved breeds-cattle and livestock (poultry and fish), breeding, feeding and shelter for livestock, prevention against major diseases.

THEME : ENVIRONMENT
UNIT 5 : OUR ENVIRONMENT
Our Environment: Habitat and Adaptation- Habitat and its types, adaptation in plants and animals, causes and effects of alteration of habitats on organisms conservation of habitats.
Biosphere-ecosystem and biosphere, structure of an ecological system, food chain, food webs, trophic levels, function of an ecological system, flow of energy, biogeochemical cycles of materials (carbon and nitrogen), types of ecosystems, biomass, biodiversity and its importance.


PRACTICALS
(CLASS IX) Marks: 25

Note: A student is expected to perform fifteen practical exercises from the list suggested below, at least two exercises from each unit.

MATTER, NATURE AND BEHAVIOUR
* To prepare a Solution of common salt/sugar of a given percentage composition by mass.
* To prepare a collidal solution of sulphur and differentiate it from (i) true solution, and
(ii) suspension on the basis of transparency and filtration criterion respectively.
* To differentiate between a mixture (containing two components) and pure compound.
* To carry out the following chemical reactions and record observations:
(i) iron nail with copper sulphate solution in water, (ii) burning of magnesium ribbon in air,
(iii) zinc with sulphuric acid, (iv) heating of ammonium chloride,
(v) sodium sulphate with barium chloride in the form of their aqueous solutions.


MOTION, FORCE AND WORK
* To determine the density of a liquid (other than water) by using a spring balance and a measuring cylinder.
* To determine the density of a solid (denser than water) by using a spring balance and measuring cylinder.
* To study the variation in time period of a simple pendulum with length and to plot L-T2 graph.
* To determine the value of acceleration due to gravity.
* To study the variation in limiting friction with mass and the nature of surfaces in contact.
* To verify Archimedes Principle.
* To determine the boiling point of water and melting point of a solid (ice, urea).
* To determine the specific heat of a metallic solid (of known mass) using the method of mixtures.
* To measure the temperature of hot water as it cools and plot a temperature- time graph.
* To determine the velocity of a pulse propagated through a stretched string/slinky.
ORGANISATION IN THE LIVING WORLD
* To prepare temporary mount of onion peel, cheek epithelial cells and spirogyra, identify their parts and draw labeled diagrams.
* To identify and draw labeled diagrams of different stages of mitosis from prepared slides.
* To identify different types of plants (parenchyma, collechyma, sclernchyma) and animal tissues (striated muscle, nerves, blood) from prepared slides and draw their diagrams.
* To test the presence of glucose and starch in the given samples of food materials.
* To test the presence of adulterants in a given sample of food material, turmeric or coriander (in powdered form).
NATURAL RESOURCES
* To distinguish between saturated and unsaturated organic compounds.
* To prepare carbon dioxide gas and study its properties.
* To test different samples of soil (4-5 samples) for its acidity and alkalinity.
OUR ENVIRONMENT
* To study adaptive features of xerophytes, hydrophytes and mesophytes.
* To prepare a temporary mount of leguminous root nodules to study bacteria.
* To study the external structural adaptations of any two in respect of their terrestrial
(cockroach) aquatic (fish, prawn) amphibious (toad, frog), reptilians (lizards, chameleons),
aerial (birds) and burrowing (mole, rat, earthworm) features.

CLASS X
THEORY
One paper Time: Three Hours Marks: 75
Unit Marks
I Chemical Reactions and 06
Some Important Chemical compounds
II Energy 22
III Life Processes 19
IV Natural Resources 18
V Our Environment 05
VI Exploring Space 05
Total : 75

THEME : MATTER
UNIT 1 : CHEMICAL REACTIONS AND SOME IMPORTANT CHEMICAL COMPOUNDS
Rate of Chemical Reaction and Chemical Equilibrium : Elementary idea of rate of reactions, slow and fast reactions, reversible and irreversible reactions. Chemical equilibrium-dynamic nature only; acids and bases, pH scale, Heat changes during chemical reactions.
Some Important Chemical Compounds: Preparation/manufacture (outline only), properties and uses of-washing soda, baking soda, Breaching powder and plaster of Paris. Manufacture and properties of some important building materials-lime, cement, glass and steel.
THEME : ENERGY
UNIT 2 : ENERGY
Light : Nature of light, reflection of light-laws of reflection, reflection from plane and curved surfaces, mirror-plane, concave and convex, sign conventions, derivation of mirror formula, magnification.
Refraction of light : Laws of refraction, refraction through a rectangular slab, image formation by concave and convex lenses, tens formula (with simple treatment), sign conventions, power of a lens, some optical phenomena in nature (twinkling of stars, mirage), defects of vision and their correction.
Optical instruments: Construction and working of a compound microscope and an astronomical telescope.
Dispersion: Dispersion of white light by a glass prism; composition of white light, colour of objects and pigments, superposition of light of primary colours.
Electricity and its Effects : Potential and potential difference, electric current, Ohm’s Law, combination of resistances in series and parallel; heating effects of electric current and its applications. Power, commercial unit of electrical energy.
Chemical Effects of Current: Electrolysis-Faraday’s Laws (excluding equations), electroplating, electrochemical cells-dry cells.
Magnetic Effect of Current: Magnetic field due to current carrying conductor-straight, coil, solenoid (qualitative idea only), electromagnetic induction, electric motor and generator (DC), direct and alternating current-(qualitative idea), domestic electric circuits, safety measures in using electricity.
Sources of Energy: Renewable and nonrenewable sources, Renewable sources-solar energy (solar cooker, solar water heater, solar cell), wind energy-hydro energy (tidal, ocean, thermal, hydroelectric) geothermal, wood, biogas, hydrogen and alcohol. Non-renewable sources-fossil fuels (coal, petroleum and natural gas), conditions of Combustion, choice of a good fuel, efficient use of fuels. Nuclear fusion, nuclear fission, chain reaction, nuclear reactors (basic principle and safety measures), advantages and hazards of using nuclear energy. Judicious use of energy.

THEME : LIVING WORLD
UNIT 3 : LIFE PROCESSES
Life Processes-I : Nutrition-modes of nutrition-autotrophic, heterorophic, samprophytic, holozoic and parasitic; nutrition in plants-photosynthesis (main steps), Factors affecting photosynthesis; nutrition in animals (main steps)-in amoeba and grasshopper; human digestive system.
Respiration : Respiration and breathing, respiration in plants and animals, types of respiration (aerobic and anaerobic), respiration through skin, gills, air tube, lungs (earthworm, fish, grasshopper and humans); structure and functions of respiratory organs in humans (elementary idea).
Transportation : Transportation in plants and animals; transportation in plants (water and minerals, food) transportation in human-role and composition, blood clotting, blood groups and blood transfusion; structure and function of heat and blood vessels (elementary idea), lymphatic system.
Excretion: Excretion in animals, (amoeba and earthworm); excretion in humans; osmoregulation.
Life Process-II : Control and Coordination-Coordination in plants and animals-nervous system and
hormones inhuman beings, reflex action.
Reproduction : Types of reproduction-asexual (fission, budding, regeneration); vegetative propagation in plants-cutting grafting and lyering; parthenogenesis; sexual reproduction and its significance, reproductive parts in plants, pollination and fertilization, human reproductive system-sexual cycle in females, fertilisation, population control reproductive health-sexually transmitted diseases.
Heredity and Evolution : Heredity and, variation physical basis of heredity-chromosomes, DNA (elementary idea only), genes; sex determination (elementary idea of organic evolution).


THEME : NATURAL RESOURCES
UNIT 4 : NATURAL RESOURCES
Metals and non-Metals : Metals-Minerals and ores; metallurgy-enrichment of ores, extraction of metals from ores their refinement and purification (with reference to iron and aluminium). Activity series of metals, general properties and corrosion of metals. Alloys-components, properties and uses of steel, stainless steel, brass and magnelium, Alloying of gold.
Non-metal : Importance and general properties; preparation, properties and uses-of hydrogen, Manufacture of ammonia-reactions only, its properties and uses, Sulphur-occurrence, extraction, properties (allotropy and effect of heat) and uses. Properties and uses of sulphur dioxide. Manufacture of sulphuric acid (reactions only), its properties and uses.
Carbon Compounds: Functional groups (oxygen containing only); alcohols-preparation, properties and uses of formaldehyde and acetone. Carboxylic acids-preparation, properties and uses of acetic acid. Some common synthetic polymers, soaps and detergents.

THEME : ENVIRONMENT
UNIT 5 : OUR ENVIRONMENT

Environment and Environmental Problems: Causes, prevention and control (soil erosion, pollution of air water and accumulation of waste) of environmental problems. Biodegradable and non-biodegradable materials, ecological balance-sustainable development, inter-relationship of population, environment and development. Efforts for conservation and protection of the environment: environmental laws (mention only).


THEME : THE UNIVERSE
UNIT 6 : EXPLORING SPACE Exploring Space: Solar system-planets, asteroids, cornets and meteors; earth-evolution and structure, stars, constellations, night sky, milky way, galaxy, structure of universe and its-theories. Space Exploration-(a brief history ):Elementary ideas about space launching vehicles; different types of artificial satellites and their orbits applications of artificial satellites-in communication, weather monitoring, remote sensing; space science programmes in India (an overview).




PRACTICALS
CLASS -X Marks:25
A student is expected to perform fifteen practical-exercises from the list suggested below; at least three exercises from each unit. The schools will conduct the evaluation in practicals as per the Guidelines given at the end of this section.

CHEMICAL REACTIONS AND SOME IMPORTANT CHEMICAL COMPOUNDS
* To find the pH of given samples (4-5) of solids/fruit juices using pH paper.
* To measure the change in temperature during chemical reactions (at least 4) and conclude whether the reaction is exothermic or not.
* To identify bleaching powder from the given samples of chemicals (4 samples)
* To identify washing soda or baking soda from given samples of chemicals. (4 samples)
* To verify the dynamic nature of equilibrium by conducting any two reversible reactions.
* (a) To carry out the reactions of an acid (HCI) with (i) litmus solution (blue and red). (ii) zinc metal (iii) sodium carbonate, and (iv) sodium hydroxide.
(b) To carry out the reactions of a base (NaOH) with (i) litmus solution (blue and red), (ii) aluminium metal, and (iii) hydrochloric acid.

ENERGY
* To verify the laws of reflection of light using plane mirror.
* To determine the focal length of a concave mirror by obtaining image of a distant object.
* To trace the path of a ray of light passing through a rectangular glass slab and measure the angle of incidence and the angle of emergence.
* To determine the focal length of a convex lens by focusing a distant object
* To trace the path of a ray of light passing through a glass prism and measure the angle of deviation.
* To study the dependence of current on the potential difference across a resistor and determine its resistance.
* To find out the resultant resistance of two resistors connected in (i) series, and (ii) parallel.

LIFE PROCESSES
* To prepare temporary mount of a (i) leaf, and (ii) peel to show its stomata.
* To study binary fission for budding with the help of prepared slides.
* To determine the percentage of water absorbed by raisins.
* To show that light is necessary for photosynthesis.
* To show that oxygen evolves during photosynthesis.
* To show that carbon dioxide is produced during respiration.
* To show transpiration in plants.

NATURAL RESOURCES
* To show rusting of iron and identify the conditions for rusting.
* To prepare sulphur dioxide gas and study its two physical and two chemical properties.
* To prepare ammonia gas and study its two physical and two chemical properties.
* To purify copper from its impure sample by electrolysis.
* To study the interaction of metals (any four) with their salt solutions and arrange them according to the their reactivity:
Mg, Zn, Fe, Sn, Pb, Cu and A1.
* To study any two physical and two chemical properties of acetic acid.
* To compare the foaming capacity of different samples of soaps (at least three samples).
* To study the comparative cleansing capacity of a sample of soap in (i) soft water and (ii) hard water.
* To prepare soap by cold process.

SCHEME OF EVALUATION
The scheme calls for continuous assessment. The exercises are required to be preformed throughout the academic session. A total of 15 exercises are to be performed by every student. Assessment of each exercise needs to be done during the course of it being performed. Assessment of each exercise will be done out of maximum of 20 marks, the break-up of which is given here under. At the end of the year, the total marks obtained by any student will be worked out as under: (a) Average of all the exercises attempted may be worked out (b) Practical record of the work done by each student during the whole year may be evaluated out of maximum of 5 marks as per the break-up shown below. These marks should then be added to the average marks of (a) above. The marks to be communicated to the Board will, thus be out of maximum of 25 marks.

(a) Practical Exercises (The total of 15 from the list given above) 20 Marks
Break-up of marks for each exercise:
(i) Setting/handling of the apparatus 4
(ii) Observations/identification 4
(iii) Calculation/result 4
(iv) Interpretation 4
(v) Viva-Voce (Principle, formula, procedure, application of acquired knowledge, precautions) 4
Total 20 Marks
(b) Practical Record 5 Marks
(i) indexing 01
(ii) Recording of Experiments in proper way 02
(iii) Regularity in submitting 01
(iv) Neatness 01
Total 05 Marks
Total of (a) and (b) 25 Marks

Note: If there is no scope for evaluation of any parameter of the assigned experiment, its equivalent marks will be distributed over other appropriate parameters.



SOCIAL SCIENCE

RATIONALE
Social Sciences is a compulsory subject upto secondary stage of school education. It is an integral component of general education because it helps the learners in understanding the environment in its totality and developing a broader perspective and an empirical, reasonable and humane outlook. This is of crucial importance because it helps them grow into-well-informed and responsible citizens with necessary attributes and skills for being able to participate and contribute effectively in the process of development and nation-building.
The social sciences-curriculum draws its content mainly from geography, history, civics and economics. Some elements of sociology and commerce are also included. Together they provide a comprehensive view of society over space and time, and in relation to each other. Each subject’s distinct methods of enquiry help the learners study society from different angles and form a holistic view.

OBJECTIVES
The main objectives of this syllabus are :
* to develop an understanding of the processes of change and development-both in terms of time and space, through which human societies have evolved.
* to make learners realise that the process of change is continuous and any event or phenomenon or issue cannot be viewed in isolation but in a wider context of time and space.
* to develop an understanding of contemporary India with its historical perspective, of the basic framework of the goals and policies of national development in independent India, and of the process of change with appropriate connections to world development,
* to deepen knowledge about and understanding of India’s freedom struggle and of the values and ideals that it represented, and to develop an appreciation of the contributions made by people of all sections and regions of the country.
* to help learners understand and cherish the values enshrined in the Indian Constitution and to prepare them for their roles and responsibilities as effective citizens of a democratic society.
* to deepen the knowledge and understanding of India’s environment in its totality, their interactive processes and effects on the future quality of peoples lives to facilitate the learners to understand and appreciate the diversity in the land and people of the country with its underlying unity.
* to develop an appreciation of the richness and variety of India’s heritage-both natural and cultural and the need for its preservation.
* to promote an understanding of the issues and challenges of contemporary India- environmental, economic and social, as part of the development process.
* to help pupils acquire knowledge, skills and understanding to fare the challenges of, contemporary society as individuals and, groups and learn the art of living a confident and stress-free life as well as participating effectively in the community,
* develop scientific temper by promoting the spirit of enquiry and following a rational and objective approach in analysing and evaluating data and information as well as views and interpretations
* to develop academic and social skills such as critical thinking, communicating effectively both in visual and verbal forms-cooperating with others, taking initiatives and providing leadership in solving others’ problems.
* to develop qualities clustered around the personal, social, moral, national and ritual values that make a person humane and socially effective.

CLASS IX
3 Hours Marks: 100
Class IX Marks Periods
Unit I India in the Twentieth
Century World 40 90
Unit II Making of a Modern Nation 25 50
Unit III Land and the People 35 70


UNIT I : INDIA IN THE TWENTIETH CENTURY WORLD

CONTENT OUTLINE
a. World : Some Major Developments : The Western Europe and Colonialism in Asia and Africa: First World War-Causes and consequences; Russian Revolution; Peace-Initiatives; League of Nations and Peace Treaties.

b. Towards a new world : Development of Fascism and Nazism; Nationalist Movements in Asia and Africa; Second World War-Causes and Consequences.

c. Indian National Movement (l) : Impact of British Rule in India; Religious and Social Reform Movements-Impact; Great Uprising of 1857 and other Popular Uprisings; Indian National Movement (1857-1927) Indian National Congress –Rise of Extremism, Boycott and Swadeshi Movement; Muslim-League; Morley-Minto Reforms; Revolutionary. Movements; Emergence of Gandhi; Jallianwallah Bagh Massacre, and Other Repressive Measures; Khilafat and Non- Cooperation Movement; Swaraj Party.

d. Indian National Movement (2) : 1927 - 1947: Simon Commission, Demand for Complete Independence; Civil Disobedience Movement; Peoples Movements; Constitutional Developments-, Satyagraha Movement; Quit India Movement; INA; Independence and Partition.

e. World After 1945: U.N. Charter, Cold War-Causes and Consequences, Formation of Military Blocks, Race for Armaments, Use of Atom Bomb, Emergence of Independent States in Asia and Africa, Non-Aligned Movement, Division of Germany and Unification, Disintegration of Soviet Union.

f. India After Independence : Framing of the Indian Constitution-Main Provisions and Basic Features- Accession of Princely States and Integration of Goa, and Pondicherry; Linguistic Reorganisation of States; Integration of Tribals; Regionalism and Regional inequality; Developments in Science and Technology; International Role of India-Relation with Super Powers-USA and Russia; Relation with Neighbours- Pakistan, Nepal, Bhutan, China, Bangladesh, Myanmar (Burma) and Sri Lanka.
LEARNING OUTCOME
This Unit will enable the learners to develop :
* understand contemporary India in the light of world developments
* discuss exploitative nature of colonial rule and the consequences of the loss of freedom by the people in Asia and Africa with special reference to India
* understand how the urge of freedom contributed to the growth of nationalism
* understand and appreciate the methods of India’s struggle for freedom and sacrifices made by the freedom fighters
* appreciate the fact that people of India irrespective of religion, caste, gender and region participated in the struggle for freedom
* realise that the independence of India was hard earned and it is the duty of all citizens to protect and preserve the freedom of the country
* inculcate a sense of pride in the country and commitment to the country’s unity and integrity
* appreciate the consequences of the policy of non-violence and its relevance today
* analyse the factors leading to the World Wars and their consequences
* appreciate the peace initiatives and other developmental efforts taken at regional and international levels
* explain the major political developments and alliances in the world after 1945.

SUGGESTED ACTIVITIES
· Organise debate/group discussions on topics related to the given content.
· Preparation of album containing photographs of leaders and events of freedom struggle.
· Collection of material related to freedom struggle and the local level-village/town, subdivision and district accompanied by a report.
(Any One Activity)

UNIT II : MAKING OF A MODERN NATION

CONTENT OUTLINE
a Political Map of India after Independence, Integration of Princely States, Reorganisation of States, Regional Aspirations and Formation of new States.

b Constitution of India- Framing & it goals: Democracy, Socialism, Secularism and National Integration.

c Main Features of the Constitution: Organs of Government and their Functioning; Governance at the Centre, State and Local Levels; Fundamental Rights, Fundamental Duties and Directive Principles of State Policy.

d. Indian Democracy : Its Functioning, Universal Adult Franchise, Public Opinion, Elections, Political Parties, Interest Groups.


LEARNING OUTCOME
This UNIT will enable the learners to :
* explain the formation of new states on the basis of language of the area as well as in the context of regional aspirations
* identify the ideals and principles which guided the national movement and have been incorporated in the Constitution
* highlight the features of the Indian Constitution
* explain the structure and functioning of legislature, executive and judiciary at the central, state and local levels
* identify Fundamental Rights as given in the Constitution
* explain the Constitutional provisions for protecting Fundamental Rights
* discuss the importance of Fundamental Duties in the life of the individual and society
* show respect for national symbols and inculcate in them the desire and determination to uphold the unity and integrity of India
* explain the importance of Directive Principles of State Policy
* identify the Directive Principles which have been implemented
* argue in favour of Democracy
* analyse that success of Democracy depends upon self discipline, people’s participation and public opinion
* identify the various agencies that help in the formation of sound public opinion
* understand the importance of right to vote
* explain the importance of elections and the role of political parties in elections.


SUGGESTEDACTIVITIES
Debate on
* “Pros and cons of formation of new states on the basis of regional aspirations”.
* Inter group discussion on “Unity in Diversity” depicting languages, dresses and food habits.
* Election of class council, which elects class monitor. During this activity the students will observe the various stages of elections from nomination to the declaration of results and will prepare a report on the same.
Class Magazine
* The students will express their views on government policies which they will collect in the form of news clippings from newspapers. Also those issues on which government has modified its own earlier decision because of the pressure of public opinion.
Note : Any two activities to be undertaken.


UNIT III : LAND AND THE PEOPLE
CONTENT OUTLINE
a. India: Location, Relief, Structure, Major Physiographic Units, Rocks and Minerals, Soils, their Distribution. Impact on life.

b. Climate :Factors influencing the Climate; Monsoon-Its Characteristics, Rainfall and Temperature Distribution; Seasons; Climate and Human Life.
c. Drainage : Major Rivers and tributaries, Lakes and Seas, Role of Rivers in the Economy, Pollution of Rivers, Measures to control River Pollution.

d. Natural Vegetation : Vegetation Types, Distribution as well as Altitudinal Variation, Need for Conservation and various measures.

e. Wildlife: Major species, their distribution, need for conservation and various measures.

f. Population: Size, Distribution, Age-Sex Composition, Population Change-Migration as a Determinant of Population Change, Literacy, Health, Occupational Structure and National Population Policy: Adolescents as Under-Served Population Group with Special Needs.


LEARNING OUT COME
This Unit will enable the learners to:
* understand the major landform features and the underlying geological structure; their association with various rocks and minerals as well as nature of soil types
* identify the various factors influencing the climate and explain the, climate variation of our country and its impact on the life of the people
* explain the importance and unifying role of monsoons
* describe the river systems of the country and explain the role of rivers in the evolution of human society
* find out the nature of diverse flora and fauna as well as their, distribution
* develop concern about the need to protect the bio-diversity of our country
* analyse the uneven nature of population distribution and show concern about the large size of our population
* discuss the various occupations of people and explain various factors of population change
* explain various dimensions of national population policy and understand the needs of adolescents as under-served group


SUGGESTED ACTIVITIES
Survey
* Major land form features of the locality and its influence on social features, i.e. transport-communication and settlement.
Activity is to be accompanied by a brief report.
Posters:
· River Pollution
· Rain Water Harvesting
· Depletion of Forests and Global Warming/Soil Erosion.


CLASS X
3 hours Marks: 100
Class X Marks Periods
Unit I Heritage of India 20 40
Unit II Resources and Their Utilisation 40 80
Unit III Economic and Social Development 40 90


UNIT 1 : HERITAGE OF INDIA

CONTENT OUTLINE
a. Heritage : Natural and- Cultural.

b. Natural Heritage : Landscape, Rivers, Vegetation and Wild Life.

c. Cultural Heritage : Tradition; Art, craft and aesthetics; Architecture; Literature; Science and technology; Unity in Diversity.

d. Preserving Heritage: Heritage sites and need and measures for their preservation.



LEARNING OUTCOME
This Unit will enable the learners to :
* be familiar with the richness of natural and cultural heritage of India
* appreciate the diversities and the underlying unity
* show concern towards the heritage sites and develop awareness to protect and to maintain the same
* understand the importance of proper planning and participation of individuals / group / community towards conservation of our heritage

UNIT 2 : RESOURCES AND THEIR UTILISATION

CONTENTOUTLINE
a. Resources : Types-Natural and Human; Need for Resource Planning.
b. Natural Resources : Land as a Resource, Changing Land-Use pattern; Degradation and Conservation Measures.
c. Forest and Wildlife Resources : Types and Distribution, Depletion of Flora and Fauna; Conservation and Protection of Forests and Wildlife.
d. Agriculture : Types of Farming, Major Crops, Cropping Pattern, Technological and Institutional Reforms; Their impact; Contribution of Agriculture to National Economy-Employment and Output, Food Security, Impact of Globalisation.
e. Water Resources: Sources, Distribution, Utilisation, Multi-purpose Projects, Water Scarcity, Need for Conservation and Management, Water Harvesting.
f. Mineral Resources: Types of Minerals Distribution, Use and Economic Importance of Minerals, Conservation.
g. Power Resources : Types of Power Resources-Conventional and non-Conventional, Distribution and Utilisation, Conservation.
h. Manufacturing Industries: Types, Spatial Distribution. Contribution of Industries to the national Economy, Industrial Pollution and Degradation of Environment, Measures to Control Degradation.
i. Transport, Communication and Trade


LEARNING OUTCOME
This Unit will enable the learners to :
* understand the value of resources and the need for their judicious utilisation and conservation
* understand the importance of forests and wildlife in our environment as well as develop concern towards depletion of resources
* identify various types of farming and discuss the various farming methods
* describe the spatial distribution of major crops as well as understand the relationship between rainfall regimes and cropping pattern.
* explain various government policies for institutional as well as technological reforms since independence
* understand the importance of agriculture in national economy
* understand the importance of water as a resource as well as develop awareness towards its judicious use and conservation
* discuss the importance o)f industries in the national economy as well as understand the regional disparities which resulted due to concentration of industries in some areas.
* discuss the need for a planned industrial development and debate over the role of government towards sustainable development
* explain the importance of transport and communication in the ever shrinking world
* understand the role of trade in the economic development of a country and analyse the changing patterns.

SUGGESTED ACTIVITIES
Survey and Brief Report:
* Sources of water in the locality, and pollution (based on secondary source of information). or
* Various irrigation practices in the village and the change in cropping pattern in the land decade.
Poster:
· Depletion of forests and the green-house effect
· Depletion of forests and ecological imbalance.
· Pollution of water in he locality
Note: Any two activities to be undertaken.
UNIT 3 : ECONOMIC AND SOCIAL DEVELOPMENT
CONTENT OUTLINE
Economic Development
a. Economic Development: An Overview, Economy and its development: Types of Economies; Features and/Sectors of Indian Economy; Factors determining allocation of resources and decision making by individuals. The Market and the State; Process of Liberalisation Privatization and Globalisation; Their need for the Indian economy; WTO; Sustainable economic development
Economic Issues and Challenges:
b. Price Rise : Causes and effects of Price Rise, State Initiatives for Controlling Price rise- Consumer Awareness, factors leading to consumer exploitation, awareness of Consumer Rights and Duties, Legislation ensuring consumer rights, improving Public Distribution System, Standardisation of Products;

c. Poverty : Causes of Poverty, Incidence of Poverty, Poverty Alleviation Programmes; Unemployment: Types of unemployment, Population Growth and Unemployment, Strategies to Reduce Unemployment, International Migration, Skill Development and Entrepreneurship Development.

Social Development
d. Social Development An Overview; Human Development; Human Development Index, Challenges for Human Development-Health, Gender Equality and Empowerment of Women.

Social Issues and Challenges
e. Communalism and Casteism-Nature of the Problem, Constitutional Provisions for Safeguarding the Interests of the Minorities, Weaker Sections and Backward Classes and their implementation, Communal Harmony and Social Cohesion; Social Change-Legal Literacy and its Need, Rights of a Citizen, Rights of a Child, Protecting Children from Exploitation (Child Labour and Child Abuse), Protection to the Aged and the Disabled, Drive against Antisocial Practices-Corruption.


Terrorism and Insurgency
f. Internal and Frontier Disturbances and their Impact on Economy and Society; India’s Peace Initiatives and Role of Other Countries.

LEARNING OUTCOME
This Unit will enable the learners to :
· discuss different types of economies
· explain the main features of Indian economy
· understand the relationship between allocation o resources and decision making
· identify the factors influencing shifts in the role of state
· understand sectoral changes in the economy due to globalisation
· understand impact of price rise on different sections of society
· identify antisocial practices leading to price rise
· appreciate efforts of consumer organisations and the state to protect consumers against exploitation
· realise the inter-relationship among population, poverty and unemployment
· understand the magnitude of the problem of poverty
· appreciate Governmental efforts to reduce poverty
· understand the gravity of the problem of unemployment
· become acquainted with the interrelationship between migration and unemployment
· understand the concept of human development
· differentiate between the two approaches to development: per capital national income and human development approaches
· identify the various inputs needed for human development
· discuss the issues relating to health facilities available in the country
· state the factors responsible for gender inequality and steps taken for women empowerment
· acquire skills in compiling and interpreting simple statistical data relating to human development
· identify communalism and casteism as major problems facing contemporary India
· explain the nature and various aspects of these problems
· discuss the various constitutional provisions to safeguard the interests of the minorities, weaker sections and backward classes
· argue convincingly in favour of communal harmony and social cohesion
· identify the major (basic) rights of the child
· assert whenever these rights are violated
· become aware of the various legal provisions to protect our interest against any kind of exploitation
· show a sense of tolerance/respect for a variety of religious beliefs and ways of living among different sections of Indian society
· explain the problem of terrorism and insurgency in the context of India
· realise the impact of internal and border disturbances on the economic and social development of our country
· reflect upon India’s efforts in maintaining peace within and outside the country towards framing a cohesive global society.

SUGGESTED ACTIVITIES
· To organise an inter-class discussion/debate in the school on “Women’s contribution in household work should be remunerative”
· To collect relevant information about the state to which the learner belongs in terms of selected indices of human development e.g. literacy and/health and prepare a report.
· Preparation of a report based on newspaper/magazine clippings regarding the incidence of communal disharmony in the area/locality during past one year and efforts made to resolve the issue.
· Preparation of a report on the position of women and weaker sections in Indian Society based on newspaper/magazine reports.
· Conducting a survey in the locality about child labour in terms of number,, composition, age. sex, working condition, preparing a report.

Note : Any two activities to be undertaken, one each from economic and social development.



MATHEMATICS

The curriculum at Secondary stage primarily aims at enhancing the capacity of students to employ Mathematics in solving day-to-day life problems and studying the subject as a separate discipline. It is expected that students should acquire the ability to solve problems using algebraic methods and apply the knowledge of simple trigonometry to solve problems of heights and distances. Carrying out experiments with numbers and forms of geometry, framing hypothesis and verifying these with further observations form inherent part of Mathematics learning at this stage. The proposed curriculum includes the study of -Arithmetical concepts, number system, algebra, geometry, trigonometry, mensuration, statistics, graphs and coordinate geometry etc.
The teaching of Mathematics should be imparted through activities which may involve the use of concrete materials, models, patterns, charts, pictures posters, games, puzzles and experiments.

OBJECTIVES
The broad objectives of teaching of Mathematics at secondary stage are to help the learners to:
* consolidate the Mathematical knowledge and skills acquired at the upper primary stage;
* acquire knowledge and understanding of the terms, symbols, concepts, principles, processes, proofs etc.
* develop mastery of basic algebraic skills;
* develop drawing skills;
* apply mathematical knowledge and skills to solve real life problems by developing abilities to analyze, to see interrelationship involved, to think and reason;
* develop the ability to articulate logically;
* develop awareness of the need for national unity,, national integration, protection of the, environment, observance of small family norms, removal of social barriers, elimination of sex biases;
* develop necessary skills to work with modem technological devices such as calculators’, computers etc;
* develop interest in Mathematics as a problem solving tool in various fields for its beautiful structures and patterns, etc;
* develop reverence and respect towards great Mathematicians, particularly towards the Indian, Mathematicians for their contributions to the field of Mathematics.

COURSE STRUCTURE
CLASS IX
One Paper Time: Three Hours Marks: 100
Unit Marks
Number system 06
Algebra 24
Commercial Mathematics 16
Geometry 24
Trigonometry 08
Mensuration 10
Statistics 12
Total 100

UNIT I : NUMBER SYSTEM
Introduction to Irrational Numbers
Irrational numbers as non-terminating and non-repeating decimals. Real numbers and the real number line. Surds and Rationalization of surds. (Irrational numbers may be introduced by recalling rational numbers as terminating or non-terminating recurring decimals.) Problems of proving a number to be irrational number should be avoided. Representing an irrational number on the number line should be avoided for numbers other that Rationalization of only those surds are to be included which involve square roots and are binomials or trinomials),

UNIT II : ALGEBRA
Factorisation of Polynomials
Review of factorisation of algebraic expressions done in earlier classes. Factorisation of polynomials of the form ax2+bx+c, a ¹ 0, by splitting the middle term, where a, b and c are real numbers. Factorisation of algebraic expressions of the type x3+y3, x3-y3, x3+y3+z3-3xyz. Remainder theorem, factor theorem and factorisation of polynomials of degree not exceeding three. (While factorisation of the polynomial ax2+bx+c, a ¹ 0, a,b,c, should be rationals or square root of rationals only. (1) If a+b+c= 0, then a3+b3+c3 = 3abc, Questions involving above concept will be included. (2) Simple expressions reducible to the form a3+b3+c3-3abc may be included).

Ratio and Proportion
Recall of the concepts of ratio and proportion. Continued proportion, invertendo, altemendo, componendo and dividendo.

Linear Equations,in Two Variables
Review of Linear equations in one variable. Co-ordinates of a point and plotting of points with given integral co-ordinates in Cartesian plane. Introduction to liner equations in two variables. Graph of a linear equation in one/two variables in Cartesian plane. (For the graph of linear equation in two variables, equation should be so chosen so as to get as far as possible integral valued coordinates.)

UNIT III : COMMERCIAL MATHEMATICS
Percentage
Further problems on percentage.
Profit and Loss
Further problems on profit and loss.
Discount
Discount/rebate including successive discounts. (Not more than three successive discounts should be taken).
Compound Interest
Compound interest when the interest is compounded yearly half yearly and quarterly. Rate of growth and depreciation. Conversion period not more than four (Rate should be 4%, 5% or I 0%)
Cost of Living Index
Cost of living index and its computation (weighted aggregate method only).
Sales Tax
Computation of sales tax including inverse problems.
Banking
(i) Different types of accounts in a bank.
(ii) Calculation of interest on savings bank account from a pass book.
(iii) Calculation of interest on FD accounts. (Teacher may take the students to a bank to show the various facilities available to the customers and process of calculation of interest thereon.)

UNIT IV : GEOMETRY
A number of propositions in Geometry are listed below. Most of them have already been learnt at the upper primary stage through activities/experiments. At this stage, the purpose is to acquaint the pupil with the nature and method of a geometrical proof. In order to ensure that the burden on the pupil is not much, only proofs of some selected propositions may be asked in the examination. These propositions may be selected in such a way that they reflect different types of proofs such as direct proof, proof by contradiction, proof by exhaustion, proof by various applications of the previous propositions. Keeping this in view, some propositions have been marked with ‘*’. In view of the above:
(i) The truth of the unstarred propositions should be brought home to the pupils by either recalling them form earlier classes or by verifying them experimentally in the present class. (As far as possible riders should be given with figures). For the verification of geometrical results, teacher may use different types of activities such as models, paper cutting, paper folding, measurement etc. The students should also be encouraged to perform these activities themselves.
(ii) The proofs of only the ‘*’ marked propositions may be asked in the examination.
(iii) The riders only on ‘*’ marked propositions may be asked in the examination. However they may involve the use of unstarred propositions.
(iv) The unstarred propositions should not be asked as riders/exercises in the examination.



Lines and Angles
1. Given any two distinct points in a plane, there exists one and only one line containing them.
2. Two distinct lines cannot have more than one point in common.
3. Given a line and a point, not on the line, there is one and only one line which passes through the given point and is parallel to the given line.
4. If a ray stands on a line,, then the sum of the two adjacent angles so formed is 1801, and its converse.
5. If two lines intersect, the vertically opposite angles are equal.
6. If a transversal intersects two parallel lines, then (a) Each pair of alternate angles is equal (b) The interior angles on the same side of the transversal are supplementary.
7. If a transversal intersects two parallel lines, then (a) Each pair of alternate angles is equal. (b) The interior angles on the same side of the transversal are supplementary.
8. Converse of (7).
9. Lines which are parallel to a given line are parallel to each other.
10. The sum of the angles of a triangle is 1800
11. If a side of a triangle is produced, the exterior angle so formed is equal to the sum of two interior opposite angles.
Congruence of Triangles
1. Two triangles are congruent if any two sides and the included angle of the one triangle are equal to any two sides and the included angle of the other triangle.
*2. Two triangles are congruent if any two angles and the included side of one triangle are equal to any two angles and the included side of the other triangle.
3. Two triangles are congruent if the three sides of one triangle are equal to the three sides of the other triangle.
*4. The angles opposite to equal sides of a triangle are equal.
5. The sides opposite to equal angles of a triangle are equal.
*6. Two right triangles are congruent if the hypotenuse and a side of one triangle are respectively equal to the hypotenuse and a side of the other triangle.


Inequalities in a Triangle
1. If two sides of a triangle are unequal, the larger side has the greater angle opposite to it.
*2. In a triangle, the greater angle has a larger side opposite to it.
3. The sum of any two sides of a triangle is greater than its third side.
4. Of all the line segments that can be drawn to a given line from a point not lying on it, the perpendicular segment is the shortest.

Loci
1. The locus of a point equidistant from two fixed points is the perpendicular bisector of the segment joining the two points.
2. The locus of a point equidistant from two intersecting lines is the pair of bisectors of the angles formed by the given lines.

Concurrent Lines in a Triangle
1. The angle bisectors of a triangle pass through the same point.
2. The perpendicular bisectors of the sides of a triangle pass through the same point.
*3. Medians of a triangle pass through the same point which divides each of the medians in the ratio 2:1.
4. In a triangle, the three altitudes pass through the same point.

Parallelograms
1. A diagonal of a parallelogram divides it into two congruent triangles.
2. In a parallelogram, the opposite sides are of equal length and its converse.
3. In a parallelogram, the opposite angles are equal and its converse.
*4. A quadrilateral is a parallelogram if a pair of its opposite sides is parallel and is of equal
5. In a parallelogram, the diagonals bisect each other and its converse.

*6. In a triangle, the line segment joining the mid points of any two sides is parallel to the third side and is half of it.
7. The line drawn through the mid point of one side of a triangle parallel to another side bisects the third side.
*8. If there are three or more parallel lines and the intercepts made by them on a transversal are equal, the corresponding intercepts on any other transversal are also equal.

Areas
1. Parallelograms on the same base and between the same parallels are equal in area.
2. Triangles on the same base and between the same parallels are equal in area.
3. Triangles with equal areas and equal bases have equal corresponding altitudes.

Constructions
1. Construction of a triangle given its base, slim of the other two sides and one base angle.
2. Construction of a triangle given its base, difference of the other two sides and one base angle.
3. Construction of a triangle of given perimeter and base angles.
4. Construction of a triangle given its two sides and a median corresponding to one of these sides.
5 . Construction of a triangle equal in area to a given quadrilateral.
[(i) Proofs of constructions not required.
(ii) Constructions using ruler and compasses only.]


UNIT V : TRIGONOMETRY
Trigonometric Ratios
Formation of angles through rotation of a ray. Idea of positive and negative angles. Trigonometric, ratios of an acute angle of a right angled triangle. Trigonometric ratio of 00, 300, 450, 600, 900. Geometric proofs of trigonometric ratios of 300, 600, 450. Given a trigonometric ratio, to find all other trigonometric ratios. Given a side and an angle of a right triangle, to find other sides and angles.

UNIT VI : MENSURATION
Plane Figures
Area of a triangle using Hero’s formula. Area of a quadrilateral. Area of sector of a circle. Area of segment of a circle. Further problems based on areas and perimeter/circumference of the above said plane figures. (In calculating area of segment of a circle, problems should be restricted to central angle of 600, 900, and 1200 only). Plane figures involving square, rectangle, triangle, trapezium, quadrilateral, parallelogram, rhombus and circle should be taken).

Solids
Recognition of some more solids: Prism, pyramid/tetrahedron and octahedron.
Volume and surface area of (a) Right triangular prism (b) Right pyramid with equilateral triangle as base (tetrahedron). (simple problems of volume and surface area of right triangular prism and right.


UNIT VII : STATISTICS
Statistics and Statistical Data
Introduction to statistics. Primary and secondary data. Raw/ungrouped and grouped data. (In case of raw data, the number of observations should not exceed 30).
Frequency Table
Class marks, class intervals, frequency, frequency table, cumulative frequency, cumulative, frequency table. (In grouped data, only equal intervals should be taken).
Graphical Representation of Data
Drawing of histogram. Reading and construction of temperature-time graph, pressure-volume graph, velocity-time graph, etc.
Measures of Central Tendency
Mean of raw and ungrouped data. Median and mode of raw data. [(i) Properties of mean, median and mode may be given to highlight their significance and use. (ii) Not more than 10 observations should be taken for calculation of median and mode.]

CLASS X
One Paper Time: Three Hours Marks: 100
Unit Marks
Algebra 26
Commercial Mathematics 12
Geometry 22
Trigonometry 10
Mensuration 10
Statistics 12
Coordinate Geometry 08
Total: 100

UNIT I : ALGEBRA
Linear Equations in Two Variables
System of linear equations in two variables. Solution of the system of linear equations (i) Graphically. (ii) By algebraic methods: (a) Elimination by substitution (b) Elimination by equating the co-efficients. (c) Cross multiplication. Applications of Linear equations in two variables in solving simple problems from different areas. (Restricted upto two equations with integral values as a point of solution. Problems related to life to be incorporated).
Polynomials
HCF and LCM of polynomials by factorisation.
Rational Expressions
Meaning of rational expressions. Reduction of rational expressions to lowest terms using factorisation. Four fundamental operations on rational expressions. (Properties like commutativity, associativity, distributive law etc. not to be discussed. Cases involving Factor theorem may also be given).
Quadratic Equations
Standard form of a quadratic equation ax2 + bx + c = 0, (ac = 0). Solution of ax2 + bx + c = 0 by (i) factorisation (ii) quadratic formula. Application of quadratic equations in solving word-problems from different areas. (Roots should be real) (Problems related to day-to-day activities to be incorporated).
Arithmetic Progression (AP)
Introduction to AP by pattern of number. General term of an AP, Sum to n-terms of an AP. Simple problems. (Common difference should not be irrational number).

UNIT II : COMMERCIAL MATHEMATICS
Installments
Installment payments and installment buying (Number of installments should not be more than 2 in case of buying). (Only equal installments should be taken. In case of payments through equal installments, not more than three installments should be taken.
Income Tax
Calculation of Income Tax for salaried class. (In case of income tax problems, annual salary should be exclusive of HRA).

UNIT III : GEOMETRY
A number of propositions in Geometry are listed below. Some of them have already been learnt at the upper primary stage through activities/experiments. At this stage, the purpose is to acquaint the pupil with the nature and method of a geometrical proof. In order to ensure that the burden on the pupil is not much, only proofs of some selected propositions may be asked in the examination. These propositions may be selected in such a way that they reflect different types of proofs such as direct proof, proof by contradiction, proof by exhaustion, proof by various applications of previous propositions, Keeping this in view, some propositions have been marked with ‘*’. (For the verification of geometrical results, teacher may use different types of activities such as models, paper cutting, paper folding, measurement etc. The students should also be encouraged to perform these activities themselves). In view of this:
(i) The truth of the unstarred propositions should be brought home to the pupils by either recalling them from earlier classes or by verifying them experimentally in the present class.
(ii) The proofs of only ‘*’ marked propositions may be asked in the examination.
(iii) The riders on ‘*’ propositions only may be asked in the examination. However, they may involve the use of other results (unstarred ones).
(iv) The unstarred propositions should not be asked as riders/exercises in the examination.

Similar Triangles
*1 If a line is drawn parallel to one side of a triangle, the other two sides are divided in the same ratio.
2 . If a line divides any two sides of a triangle in the same ratio, the line is parallel to the third side.
3 . If in two triangles, the corresponding angles are equal, their corresponding sides are proportional and the triangles are similar.
4. If the corresponding sides of two triangles are proportional, their corresponding angles are equal and the triangles are similar.
5. If one angle of a triangle is equal to one angle of the other and the sides including these angles are proportional, the triangles are similar.
6. If a perpendicular is drawn from the vertex of the right angle of a right triangle to the hypotenuse, the triangles on each side of the perpendicular are similar to the whole
*7. The ratio of the areas of similar triangles is equal to the ratio of the squares of their corresponding sides.
*8. In a right triangle, the square on the hypotenuse is equal to the sum of the squares on the other two sides.
*9. In a triangle, if the square on one side is equal to the sum of the squares on the remaining two, the angle opposite to the first side is a right angle.
10. The internal bisector of an angle of a triangle divides the opposite side in the ratio of the sides containing the angle and its converse.

Circles
1. Two circles are congruent if and only if they have equal radii.
2. Equal chords of a circle subtend equal angles at the centre and conversely, if the angles subtended by the chords at the centre (of a circle) are equal, then the chords are equal.
3 . Two arcs of a circle are congruent if the angles subtended by them at the centre are equal and its converse.
4. If two arcs of a circle are congruent, their corresponding chords are equal and its converse.
5. The perpendicular from the centre of a circle to a chord bisects the chord and conversely, the line drawn through the centre of a circle to bisect a chord is perpendicular to the chord.
*6. There is one and only one circle passing through three given non-collinear points.
7. Equal chords of a circle (or congruent circles) are equidistant from the centre (s) and conversely, chords of a circle (or of congruent circles that are equidistant from the centre(s) are equal.
*8. The angle subtended by an arc at the centre is double the angle subtended by it at any point on the remaining part of the circle.
9. The angle in a semi-circle is a right angle and its converse.
*10. Angles in the same segment of a circle are equal.
11. If a line segment joining two points subtends equal angles at two other points lying on the same side of the line containing the segment, the four points lie on a circle.
*12. The sum of the either pair of the opposite angles of a cyclic quadrilateral is 1800
13. If a pair of opposite angles of a quadrilateral is supplementary, then the quadrilateral is cyclic.
14. The tangent at any point of a circle is perpendicular to the radius through the point of contact.
15. The lengths of tangents drawn from an external point to a circle are equal.
*16. 1 of two chords of a circle intersect inside or outside the circle, then the rectangle formed by the two parts of one chord is equal in area to the rectangle formed by the two parts of the other.
17. Converse of proposition 16.
*18. If PAB is a secant to a circle intersecting it at A and B and PT is a tangent, then PA x PB = PT2
*19. If a line touches a circle and from the point of contact a chord is drawn, the angles which this chord makes with the given line are equal respectively to the angles formed in the corresponding alternate segments and the converse.
*20. If two circles touch each other internally or externally, the point of contact lies on the line joining their centres. (Concept of common tangents to two circles should be given)
Constructions
1. Construction of tangents to a circle (i) At a point on it without using the centre. (ii) At a point on it using the centre. (iii) From a point outside it. [(i) Proofs of constructions not required. (ii) Constructions using ruler and compasses only].
2 . Construction of incircle and circumcircle of a triangle with given sides.
3 . Construction of a triangle, given base, vertical angle and either altitude or median through the vertex.
4. Construction of figures (triangles. quadrilaterals) similar to the given figure as per the given scale factor.

UNIT IV : TRIGONOMETRY
Trigonometric Identities
1. sin 2 A + cos2 A= 1
2. sec 2 A= 1 + tan 2 A
3. cosec2A= 1 + cot2A
4. Proving simple identities based on the above.
Trigonometric ratios of complementary angles
sin (900-A) = cos A
cos (900-A) = sin A
tan (900-A) = cot A
cosec (900-A) = sec A
sec(900-A) = cosec A
cot (900-A) = tan A
Problems based on above.
Heights and Distances
Simple Problems on heights and distances.
(i) Problems should not involve more than two right triangles.
(ii) Ancries of elevation/depression should be only 300, 450, 600.

UNIT V : MENSURATION
Volumes and Surface Areas
(i) Problems on finding volumes and surface areas of combinations of right circular cone, right circular cylinder, hemisphere and sphere. Frustum of a cone.
(ii) Problems involving converting one type of metallic solid into another and other mixed problems. (Problems with combination of not more than two different solids be taken).

UNIT VI : STATISTICS
Mean Mean of grouped data. (Calculation by assuming assumed mean should also be discussed).
Probability Elementary idea of probability as a measure of uncertainty (for single event only).

Pictorial Representation of Data
Reading and construction of pie chart.[(i)Sub parts of a pie chart should not exceed five). (ii)Central angles should be in multiples of 5 degrees.]

UNIT VII COORDINATE GEOMETRY
Co-ordinate Geometry
Distance between two points. Section formula. (internal division only.)



INTRODUCTORY INFORMATION TECHNOLOGY

Computer has permeated in every walk of life. It has included the subject INTRODUCTORY INFORMATION TECHNOLOGY as an additional (optional) at the secondary level. This subject offers scope for computer-added learning. It also facilitates developing a generation of knowledge workers.

Learning Objectives
General:
1. To familiarize with basics of information technology
2. To develop basic skills of using tools for word processing, presentation and database management
3 . To appreciate use of IT in various domains.
Specific
1. Cognitive domain: Knowledge and understanding, To develop basic understanding of IT system operations and information accessing tools
2. Psychomotor domain: Skills, To develop skills in using tools of word processor, to manage database, to make graphs, to analyses reports using spreadsheets and to develop web pages.
3 . Affective domain: Personality traits To develop habit of teamwork and structured presentation.

CLASS IX
Unitwise Periods/weightage-theory and Practicals
Unit Topic Marks
Theory Practical
1 IT Basic 10 00
2 IT Tools 30 30
Windows
MS-Office
*MS-Word
*MS-Power Point
*MS-Excel
3 IT Application 00 30
Total 40 60
One paper Time: 2 hours Marks: 40

THEORY
Unit 1 : IT BASICS
Convergence of Technologies:

Computer System:
Characteristics of a computer, Basic applications of a computer, Components of a computer system Central processing Unit (CPU), Visual Display Unit (VDU), Keyboard,

Concept of Memory :
Primary and Secondary Memory, RAM and ROM, Units of Memory-Byte, Kilobyte, Megabyte, Gigabyte, Terabyte Input/Output Devices:
Mouse, Joy Stick, Scanner, Microphone, OCR, MICR, Light pen, Bar code Reader, Digital Camera, Printer, Speaker, Plotter.

Storage Devices :
Computer languages :
Machine Language, Assembly Language and High level Languages, Role of assembler and Compiler.
Types of software :
System, utility and Application software with examples
Communication Technology :
Need for networking, LAN, MAN, and WAN
Data Communication Device: Modem,
Introduction to Internet.
Content:
Data, Information and multimedia;

UNIT 2 : IT TOOLS
MS-Windows:
Basic concept of an Operating System and its functions.

Introduction of Windows : Using Mouse and moving icons on the screen, My Computer, Recycle Bin, Task Bar, Start-menu and menu selection, running an application, Setting system date and time; Windows Explorer to view files, folders and directories, creating and renaming of files and folder, Opening and Closing of Windows, Minimise, Restore and Maximise forms of windows, Basic components of a Window: Desktop, Frame, Title Bar, Menu Bar, Status Bar, Scroll Bars (Horizontal and Vertical), Using right button of the Mouse, Creating Shortcut, Basic Windows Accessories: Notepad, Paint, Calculator, Wordpad, using Clipboard; .

MS - OFFICE:
MS Word:
Introduction to a Word Processor, Creating and Saving a document, Editing and formatting a Document; Text Style (B, I.U.), Font Type Size, changing color, alignment of text; Formatting paragraphs with line or paragraph spacing; adding headers and rooters numbering pages, using grammar and spell check utilities, using subscript and superscript, inserting symbols, Print Preview, printing a document.

Inserting Word Art, Clipart and Pictures, Page Setting, Bullets and Numbering, Borders and Shading, Format Painter, Find and Replace, Inserting Tables:

Inserting, deleting-rows and columns, merging cells, splitting cells, using auto format: Mail Merge

MS Power Point:
Introduction to Presentation Graphics, Understanding the concept of Slide Shows, Basic elements of a slide, Different types of Slide Layouts, Creating and saving a Presentation, Different views of a slide: Normal view, Slide Sorter view and Slide Show, Editing and Formatting a slide: Adding Titles, Subtitles, Text Background, Watermark; Headers and Footers, Numbering Slides;

Inserting pictures from files, Animating-pictures and Text with Sound Effects, Timing Text box, Pictures and Slides, Rehearse Timings, ungrouping and Grouping pictures from Clipart.

MS Excel:
Introduction to Spreadsheets, Concept of Worksheets and workbooks, Creating and Saving a worksheet, Working with a spreadsheet: entering numbers, text, date/time, series using Auto Fill, Editing and formatting a worksheet including changing colour, size, font, alignment of text, Inserting or Deleting cells, rows and columns, Formulae-Entering a formula in a cell, using operators (+, -, *,/) in formulae, Relative referencing, Absolute referencing and mixed referencing, Printing a worksheet.

Use Simple Statistical functions: SUMO, AVERAGE(), MAX(), MIN(), IF(), (without compound statements); inserting tables in worksheet, Embedding Charts of various types: Line, Pie, Scatter, Bar and Area in a worksheet.

UNIT 3 : IT APPLICATIONS
Students are suggested to work on the following areas using MS-Word, MS-Powerpoint and MS-Excel on topics implementing the tools covered in the course.

Domains:

Documentation:
* Informal letter
* Formal letter
* Report Writing
* Greeting card
* Poster making
Presentation :
* School Magazine
* Environment and Pollution
* Product Advertisement
* Any topic specific from text book (any subject)

Analysis Reporting:
* Cricket Record
* Weather Report
* School/Class Result


CLASS IX
PRACTICALS
Practical Paper Examination Duration Marks
One 3 Hours 60

(A) HANDS ON EXPERIENCE (4 Exercises) 30 Marks
Design of a Practical Question Paper
The examiner is advised to set the question paper according to the prescribed curriculum and distribution of marks.
I Windows Operating System 6 Marks
II MS Word 8 Marks
III MS Excel 8 Marks
IV MS Powerpoint 8 Marks

I. WINDOWS operating system :*
To test some of the following basic system operations on file/folder(s)
· Create
· Rename
· Copy/Cut/Paste
· Delete
· Commands related to Notepad/Wordpad/Paint
· Using Clipboard


II. MS Word:*
A Paragraph in MS Word incorporating some of the tools given below to be tested during the examination
· Editing and Formatting text and paragraph.
· Page and Paragraph Setup
· Inserting pictures and WordArt

III. MS Power Point:*
A Power Point presentation with 2/3 slides using some of the tools given below to be tested during the examination:
· Editing and formatting slides
· Inserting pictures and sounds
· Animating pictures and text with sound effects

IV. MS Excel:*
A problem in spreadsheet related to some of the tools given below to be tested during the examination:
· Formatting cells and data
· Functions & Formulae (Relative, absolute and Mixed reference)
· Charts


(B) IT Application Report File 20 Marks
Students are supposed to make a IT Application Report File Containing Real life assignments/ presentations using MS Word,. MS PowerPoint and MS Excel on at least 15 topics from the domain:
At least 5 documents of MS Word
At least 5 presentations of MS Power Point
At least 5 spreadsheets of MS Excel with graphs

(C) VIVAVOCE 10 Marks


CLASS X
Unitwise Periods/Weightage-Theory and Practicals

Unit Topic Marks
Theory Practical
1 IT Basics 10
2 IT Tools 30 30
MS- Office
*MS-Access (10) (10)
HTML (20) (20)
3 IT Application 00 30
Report file (20)
Viva (10)
Total 40 60

One paper Time: 2 hours Marks: 40

THEORY
UNIT 1 : IT BASICS
Internet: World Wide Web, Web Servers, Web sites, Web Pages, Web Browsers, HTML, Web address, Email address, URL, HTTP.

Services available on Internet: Information Retrieval, Electronic Mails, Locating sites using search engines and finding people on the net, Chat, Video Conferencing, FTP, Downloading and Uploading files from or two remote site, Newsgroup.

UNIT 2 : IT TOOLS
MS-Office
MS Access:
Basic Concepts and need for a database, Creating a database, Setting the Primary Key, Entering data into a database, Inserting and deleting fields, Inserting and deleting Records, Data Validation: Field Size, Default Value Validation Rule, Validation Text, Required, Allow Zero Length.

HYPER TEXT MARK UP LANGUAGE
Basic Concept of Web Browsers with emphasis on popular browsers Internet Explorer and Netscape Navigator.

HTML Fundamentals:
Introduction to Web Page Designing using HTML, Creating and saving an HTML document, Elements in HTML Container and Empty elements, Designing web pages using the following elements:
HTML, HEAD, TITLE, BODY (Attributes: BACKGROUND, BGCOLOUR, TEXT, LINK, ALIN
VLINK, LEFTMARGIN, TOPMARGIN), FONT (Attributes: COLOUR, SIZE, FACE),
BASEFONT (Attribute: COLOUR, SIZE, FACE), CENTER, BR (Break), HR (Horizontal Rule),
Attributes: SIZE, WIDTH, ALIGH,-NOSHADE, COLOUR, COMMENTS , ! for comments, H1..
H6 (Heading), P (Paragraph), B (Bold), I (Italics), U (Underline), UL & OL (Unorder List & Ordered List Attributes: TYPE, START, LI (List Item), Insertion of images using the element IMG (Attributes : SRC, WIDTH, HEIGHT, ALT, ALIGN)
Internal and External Linking between Web Pages: Significance of linking, A-Anchor Element (Attributes: NAME HREF, TITLE, ALT)

UNIT 3 : IT APPLICATIONS
Students are suggested to work on the following areas using Access and HTML on topics implementing the tools covered in the course.
Domains:
Database
* Personal Data Management System
* Employee Payroll
* Stock Inventory
Website Designing
* Travel and Tourism
* Rural India
* Environment and Pollution
CLASS X

PRACTICALS

Practical Paper Examination Duration Marks
One 3 Hours 60

(A) HANDS ON EXPERIENCE (2 Exercises) 30 Marks

I MS ACCESS 8 MARKS
II HTML 22 MARKS

I. MS Access:*
A problem in MS Access related to some of the tools given below to be tested during the examination:
· Creating and entering data into a database
· Setting the primary key
· DataValidation

II. HTML*
A Problem on Web Page designing (Minimum 2 pages) to be given which will cover some of the following HTML elements:
· , ,

• Tweet
• Share
• Share
• Share
• Share