SYLLABUS

              SECONDARY COURSE

           ENGLISH (202)

                                                      Secondary Course

In a pluralistic and multilingual society like ours, the place of English as a link language
cannot be denied position assumes even more importance in today’s world where barriers
in communication have broken down information technologies have modified our
lifestyle: we are fast moving towards a global village.
In today’s time, a learner needs to be equipped with enough English Language abilities so
that he or she interact meaningfully with the wide world ahead of him. Also to ensure
that a learner is not disadvantage terms of access to further courses of study, access to
avenues of knowledge and information or even job knowledge of English is required to
fulfill learner needs for utility and enjoyment.
ASSUMPTIONS
In terms of the learners knowledge of English we assume: -
• that he\she has learnt English for three years
therefore, his/her linguistic abilities may be assumed to be that he\she –
• is able to understand simple questions, instruction and directions given orally.
• is able to answer question in English in a word or phrase.
• is able to read and comprehend word and phrases of high frequency.
• is able to read and comprehend short simple sentences.
• is familiar with the use of some punctuation mark like and his possessions.
• has a vocabulary of atleast 200-250 words.
TIME FRAME
In terms of study hours the total time frame for this course is 240 hours. An hour wise
breakup is given blew:
Print Materials Audio Assignments
30 lessons 10 lessons 8 + 1 questions paper
30 x 5 hrs. 10 x 5 hrs.
8 x 4 hrs.
+
8 x 1 hrs. (Counseling)
150 hrs. 50 hrs. 40 hrs.
Total: 150 + 50 + 40 = 240 hrs
MODULE – READING SKILLS
The learners should able to: -
- use reading as a tool for learning*
- give evidence of having mastered desirable habits of silent reading*
- read in sense group*
- read at varying speed depending the purpose of reading*
- read (extracts from) simplified classics for pleasure*
- understand explicitly state information on a text
- understand information in a text, not explicitly stated, through making in inference.
- Understand texts that the linguistically straightforward and have a clear underlying
structure (e.g. chronological ordering)
- Recognize conceptual meaning, especially quantity and amount, location and
direction, comparison and degree, and cause and result.
- Identify the main idea (or important information) and significant details in a text I
that is not linguistically complex.
- Understand relations between parts of a text through basic lexical and grammatical
cohesion devices like anaphoric reference, repetition, comparison and synonym
- Recognize discourse marks commonly used in written registers (like therefore for
conclusion and however for contract)
- Understand the communicative value (function) of sentences with explicit indicators
and without explicit indicators (e.g. an interrogative that is a polite command)
- Interpret texts by relating them to other material or the sane theme (and to own
experience and knowledge).
Note: Items with * will not be tested.
MODULE – WRITING SKILLS
The learner should be able to: -
- write neatly and legibly
- use spacing, capitalization, and basic marks of punctuation like the full stop, question
mark and comma
- spell familiar, frequently – used words correctly
- use basic grammatical structures and appropriate vocabulary
- use basic reference words like pronouns and linkers
- organize a text coherently
- identify the audience and select the appropriate style – formal/information
- supply personal information on simple forms, like an application form
- fill in forms like money order forms and railway reservation form
- write short messages, notices, slogans or captions for a picture
- write shore personal letters including letters of invitation, congratulation
- write short formal letters seeking permission, have making complaints or apologizing
- write shore narrative and descriptive paragraphs
- edit written work and correct the more obvious errors of spelling, punctuation and
grammar.
MADULE - STUDY SKILLS
The learner should be able to:
- use a dictionary to find the meaning, usage and spelling of words
- skim a text of obtain its overall idea
- scan a text to locate specifically required information
- understand and interpret information presented in a chart, table, graph, etc.
- transform information contained in short, simple verbal descriptions in to tables,
lines, list, charts, etc.
- make notes and summarise.
Note: texts selected are from other subjects at Secondary level. Texts are also drawn
authentic material.
MODULE – LITERARY SKILLS
At the end of this course the learner should be able to
- enjoy a piece of literature and the creative use of language
- identify the literary form
- trace the developments of events / plot/ themes etc.
- compare and contrast characters and talk about them
- appreciate and imbibe qualities of kindness, courage, honesty etc. by a change in
attitude and develop a humane personality
- identify literary devices (figures of speech, melody and rhythm, images etc.)
- interpret the functions of these literary devices in a poem.
MODULE –ELEMENTS OF LANGUAGE
This component comprises a) grammar and usage and b) vocabulary. All grammar items
have been selected from the text and further conceptualized for presentation and practice.
Consequently the functional aspect of grammar has been highlighted.
Each new grammar item is practiced in single sentences as well as in paragraphs in the
contexts. The deference between spoken and written English is highlighted. In spoken
English for e.g. we use contracted forms and often use single words or phrases instead of
complete sentences.
Grammar and Usage
1. Parts of a sentence (subject, predicate, object)
2. Types of sentences (statements, questions (wh, yes/no), commands, requests)
3. Subject Verb Concord (pronouns, singular/ plural, auxilliaries)
4. The Verb Phrase (Verb forms, adverbs)
5. The noun phrase (noun, determiners, adjectives, prepositions)
6. Time and tense
- simple present
- present continuous
- simple past, past continuous
- present perfect, present perfect continuous
- past perfect, past perfect continuous
- going to, will/shall + verb
7. Non – finites (infinites, gerunds, participles)
8. The modals (will, would, shall, should, can, could, must, ought, to, need)
9. Clauses (adverb clauses of time, manner, reason: relative clauses, conditional clauses
– if + simple present + simple future. e.g. if I had a lakh of rupees. I’ll buy a scooter)
10. Reported speech (modification of time, word order – reporting statements, questions,
imperatives)
Language functions
1. Greetings/taking leave
2. Introductions
3. Supplying information
4. Seeking information
5. Describing
6. Narrating stories
7. Reporting events
8. Giving instructions/directions
9. Following instructions
10. Making requests
11. Taking messages
12. Apologizing/expressing regret/thanking
13. Complaining
14. Appreciating/ expressing likes & dislikes
15. Advising and suggesting
16. Taking about future plans
17. Giving reasons
The integrated objective of a completed lesson may be as follows: a possible frame-
Topic Text Type
Language
Functions
Grammar Items
The Selfish
giant
Narrative
(story)
Narrating
Reporting
Describing
Simple past
Past perfect
Adjectives
Reported- Speech
COURSE CONTENT
The following poems and prose pieces will be exploited to develop the skills listed above:
Textual Material
1. The Mountain Goat
2. The Most Difficult thing in the World
3. How The Squirrel Got His Stripes
4. Snake Bite
5. Childhood Day
6. Kondiba – A Hero
7. The King and The Tamarind Tree
8. Naina’s Village
9. Tall Trees*
10. A Tiger Comes To Town (I)
11. A Tiger Comes To Town (II)
12. The Story of Anju Dua
13. Shining Thing*
14. The Two Mares
15. A Birthday Letter
16. How Noise Affects Our Life
17. My Elder Brother
18. Indian Weavers*
19. Amartya Sen
20. The Last Stone Mason
21. The Wondrful World*
22. Stealing and Atonement
23. Gentleman In White
24. My Visions For India
25. Caring For Others
26. Hills Station, Darjeeling
27. A Prayer For Heading*
28. The Way You Look
29. New Goods From Rubbish
30. Studies In The Park
31. Truth*
32. The Return of The Lion
33. Reading With Understanding
34. Filling Up Forms, Cheques etc.
*Poem
SCHEME OF EVALUATION
Summative evaluation
There will be one paper of 80 marks at the end of the course. This paper will be of 3 hrs.
duration.
Formative Evaluation
There will be three tutors marked Assignments (TMA) to be attempted by the learners.
The grades obtained in the best of two will be reflected in the final mark sheet.
In addition the following will be administered as part of the course material:
• There are 6 assignments in all for the studies.
• There is an assignment after at least every 5th unit.
• Each assignment is of 50 marks and of 11/2 hrs. duration.
• These assignments cover all the five units preceding the assignment.
• Questions are of varying difficulty levels.
• Each assignment aims at testing skills.
Weightage by Modules
Reading - 38 marks
Writing - 31 marks
Elements of language - 31 marks
Weightage of objectives
Knowledge - 28
Comprehension- 29
Expression – 43
Care has been taken to test the skill in focus in terms of recognition and production. This
means for e.g. while marking comprehension unseen passage a student’s ability to
understand, interpret and respond to the given passages should be tested. In other words
only reading skill is to be tested. As such content assumes more importance than
expression in this case.
Types of questions for testing/evaluation
• Long answer type 1 question
Marks - 6 marks each
• Long answer type 2 question
Marks - 5 marks each
• Short answer type 1 question
Marks – 2 marks each
• Short answer type 2 question
Marks – 4 marks each
• Very short answer type question
Marks – 1 marks each
• Multiple-choice question mark.
Type of activities
The following types of activities have been used for developing the different language
skills and contents of the syllabus. Examples of areas where each type of activity can be
applicable is given below each head.
1. Transformation
- of sentences
2. Information Gap Activities
- for grammatical items
- for developing writing skills
- for testing reading comprehension
3. Information Transfer Activities
- from tables/graphs/brochures
- from flow charts
4. Describing Activities
5. Reporting Activities
- From newspaper items for developing speaking skills
6. Drawing inferences
7. Using the dictionary
8. Marking notes and summary.

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                                                        SOCIAL SCIENCE(213)

                                                                 Secondary Course

The study of human society is a complex one. It involves a study of the network of social relations. Understanding
society requires inputs from a number of subjects. Hence, the syllabus of social science attempts at taking an
integrated approach drawing upon the knowledge inputs of anthropology, sociology, history, civics, geography
and economics. Social Science seeks to enable the students to gain knowledge and understanding of the historical,
socio-cultural, economic, political and physical aspects of society. It helps them acquire important values and
prepares them to grow as responsible citizens. It motivates the learners to effectively participate in and contribute
to the process of nation building and development.
Objectives
The Curriculum Aims:
􀁺 to promote an understanding of the process of continuity, change and development through which human
societies have evolved;
􀁺 to develop an understanding of contemporary India with a broad historical perspective keeping in mind
the basic framework of goals and policies of national development.
􀁺 to develop knowledge of India’s main thrust of freedom struggle and an understanding of the values and
ideals it represented;
􀁺 to develop an appreciation of the richness and diversity of India’s heritage both natural and cultural and
the need for their preservation;
􀁺 to help learners comprehend and cherish the values enshrined in the Indian Constitution and to prepare
them for exercising their rights and duties as informed citizens of a democratic society;
􀁺 to develop an appreciation of the structure and working of civic and political institutions in the country;
􀁺 to promote an insight into the physical environment and the need for its protection proper upkeep and
qualitative improvement;
􀁺 to acquaint learners with our natural and human resources and the ways of their systematic and sustainable
development;
􀁺 to promote an understanding of the issues and major challenges of contemporary India – agaist the broad
world perspective;
􀁺 to promote an understanding of India’s role in world affairs.
1. Module: Evolution of Human Society
17 Marks
Approach
This Module aims at acquainting learners with a brief sketch of the evolution of human society over the ages. It
seeks to familiarize learners with the various stages through which human society has passed up to the present
day. It seeks to facilitate an understanding and appreciation of human effort as the main force behind social
evolution and progress.
Historical Perspective
a. Pre-historic society;
Bronze age civilizations- Harappan, Mesopotamian, Chinese, and Egyptian civilizations.
Iron age civilizations-Indian, Greek, Roman and Iranian Civilization.
b. Medieval world: religious and cultural developments and the features of the feudal system.
c. Beginning of the modern age- Rise of modern science, Industrial revolution, American, French and Russian
revolutions, and Movement for Democracy.
d. Colonialism in Asia and Africa.
e. The First World War, League of Nations, rise of Fascism and Nazism, Second World War, the United
Nations.
Contemporary World
Issues in World Order (since 1945) and emerging global village.
2. Module: India: Natural Environment, Resources and Development
15 Marks
Approach: The unit is designed to acquaint the learner with the inter-relationship between environment resources
and development. This unit enables the learners to understand the basic elements of environment and its dynamism.
It will also highlight the maintaining of ecological balance on the earth, so that the total life, of which human is but
a part continues to exist and flourish on the earth.
This unit is also designed to acquaint the learner with the concept of natural resource base in its totality and
scientific development on a sustainable basis. This module will mainly discuss about various natural and manmade
resources, their distribution, utilization, and need for conservation and management. The module is to be
developed with reference to India.
1. Physiography-location, relief, structure, major physiographic units;
2. Drainage; Role of rivers in the economy; Pollution of rivers and its control.
3. Climate: Factors influencing climate; Monsoon-Its characteristics. Distribution of Rainfall and
Temperature; Formation of seasons; Climate and Human Life
4. Vegetation and wild life of India
5. Soil and Water Resources: land as a resource, soil formation, types and distribution: changing land – use
pattern: land degradation and conservation measures. Water resources- sources, distribution, utilisation,
multi-purpose projects, and water scarcity, need for conservation and management, water harvesting.
6. Mineral and Power Resources: Types of Minerals, Distribution, Use and Economic Importance of
Minerals, Conservation. Power Resources L Types of Power resources – conventional and Nonconventional,
Distribution and Utilisation, and Conservation.
7. Agriculture: Types of Farming, Major Crops, Cropping Patter, Technological and Institutional Reforms;
Their Impact; Contribution of Agriculture of National Economy-Employment and Output, Food Security,
Impact of Globalisation.
8. Manufacturing Industries: Types, spatial distribution and contribution of Industries to the national economy.
3. Module: India : People, Society and Culture
12 Marks
Approach: This module aims to help learners understand the physical and cultural diversities of the country and
their underlying unity. The physical diversities include landform, climate, soil, vegetation and wild life. Cultural
aspects include the meaning of culture especially in the context of India, cultural diversity and its relationship
with the physical environment. It emphasises the richness of the countries heritage, both natural and cultural and
the need to preserve it for future generations.
1. People: demographic aspects- quantitative and qualitative; population as a resource; social structure-caste,
class, kinship, and religion.
2. Culture- cultural heritage
Meaning of culture, factors influencing cultures, different components of culture – Tradition, aesthetics, art,
architecture, literature, science and technology, beliefs and practices, religion, unity in diversity.
Heritage: Natural and Cultural; Preserving Heritage: need, and measures for their preservation.
4. Module: India’s Struggle for Freedom
15 Marks
Approach: This module aims at acquainting learners with the history of the nationalist movement in India. It
seeks to emphasize the unique socio-cultural routes of India’s freedom struggle. It focuses on the monumental
sacrifices of the freedom fighters from different regions of the country. It also seeks to familiarize the learners
with visions of a radically reformed social order.
1. Establishment of British rule in India and its impact
2. Religious and social reform movements;
3. Indian National Movement (1857-1927): towards an organised movement for freedom.
4. Indian National Movement (1927-1947): towards a mass struggle-participation of diverse sections of the
Indian society.
5. Module: Citizen, State and the Constitution
13 Marks
Approach: This module has been designed to emphasis the importance of good citizens, their rights and duties.
It is observed that people always talk about their rights but they hardly talk about their duties. Thus, stress will be
given on Fundamental Duties and Directive Principles of State Policy. The module seeks to highlight the philosophy
of the constitution. This module is also designed to enable learners to appreciate the need for active participation
of the citizen in the successful functioning of a democracy.
1. Framing of the Constitution;
2. Preamble and features of the Constitution
3. Citizenship
4. Fundamental Rights
a. Meaning of Fundamental Rights and its significance
b. Provisions of the constitution regarding Fundamental Rights
5. Human Rights - National Human Rights Commission (NHRC) and State Human Rights Commission
(SHRC)
6. Fundamental Duties
a. Meaning of Fundamental Duties and relationship between Rights and Duties
b. Provisions of the Constitution regarding Fundamental Duties.
7. Directive Principles of State Policy
a. Meaning of Directive Principles of State Policy
b. The constitutional provisions regarding Directive Principles of State Policy and its significance.
6. Module: Democracy at Work
15 Marks
Approach: This unit seeks to acquaint the learners with the different levels of governments- Local, State and
Central. At the local level three institutions are included- Panchayati Raj, Municipal administration and District
administration. This will be followed by the two successive levels of governments- State and Union governments.
1. Local Government and Field Administration
a. Panchayati Raj System
b. Municipal administration and
c. District administration
2. State Government
a.Governor
b.Chief Minister and Council of Ministers
c.State Legislature
d.High Courts
e.State Secretariat
3. Union Government
a) President
b) Prime Minister and Council of Ministers
c) Supreme Court
d) Central Secretariat
4. People’s Participation in the Democratic Process
a) Political parties and pressure groups/interest groups
b) Public opinion, electoral processes and universal adult franchise
7. Module: Contemporary India : Issues and Challenges
13 Marks
Approach: This unit seeks to identify the Political, Social and Economic challenges facing within and outside of
the country. The learner should be made aware of the nation’s problems and be able to suggest ways for
removing them.
1. National Integration and Secularism
2. Social Justice and Economic Justice
3. Empowerment of Women and Equality of Opportunity
4. Education and Health for All
5. Environment and its qualitative improvement
6. India and the world peace.

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                                                 BUSINESS STUDIES(215)

                                                                    Secondary Course

1. Rationale
We all live in a very vast and complex business environment. Whether we are poor or rich, the
business activities around us have made our lives easy by fulfilling our basic needs and also
improving our standard of living. We may recall the types and practices of business in the past and
compare with the practices of today. Today’s business activities are changing at a faster speed
because of the advancement of science and technology and better communication system. Modern
methods of production and distribution have made today’s business world a global market. The
goods and services produced in one country are now readily available in other counties. Scientific
management, use of advanced information and communication technology, readily available finance
and insurance provide greater relief to the complexity of business activities. Thus, the need of the
hour is to enable our learners to look into and interact with the modern business environment that
affects their everyday life. To be acquainted with some elementary knowledge about the world of
business, a course on Business Studies should be very useful at the secondary level.
2. Objectives
The broad objectives of teaching Business Studies at secondary level are to enable the learners
to:
i. Understand the nature and scope of business activities and various forms of business
organization;
ii. Appreciate the role of business in the economy and its obligations towards the
community;
iii. Recognize the various social values and business ethics;
iv. Understand the concept of trade and various service activities those facilitate trade
like Transport, Communication, Warehousing, Banking and Insurance;
v. Identify the role of Information Technology in business sector;
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vi. Understand the process of selling and distribution in modern business world;
vii. Be acquainted with the rights and responsibilities of the consumers and there
protection
viii. Choose their career in business in terms of wage as well as self employment
3. Course Structure
The syllabus of Business Studies is divided into seven modules.
Module Title Marks Hours
1 Business Environment 12 35
2 Structure of Business Organisation 14 40
3 Service Sector and Business 16 40
4 Banking and Insurance 14 30
5 Selling and Distribution 16 45
6 Consumer Awareness 16 35
7 Career Opportunities in Business 12 15
Total 100 240
4. Evaluation
The evaluation system for this subject would consists of internal evaluation through Tutor Marked
Assignment (TMA) and external examination. The final or external examination will be conducted
twice a year i.e., in the month of April and October. TMA will be treated as a learning tool only.
It will help the learners to know their progress and prepare well for the examination. The awards
of TMA will be reflected on the mark sheet separately and will not be considered for inclusion in
overall grading in public examination. Besides the above two strategy of evaluation, certain inbuilt
components for self-evaluation such as Intext questions, Terminal exercises, etc. would also be
provided in each lesson as far as possible.
5. Course Description
5.1 Business Environment 12 marks 35 hours
Approach
We live in a business environment. It is an indispensable part of human society. It satisfies our
wants by providing variety of goods and services through wide networking of business activities.
This module has been designed to enable the learners to be aware of the world of business,
recognize its importance and objectives as well as appreciate its responsibility towards the
community.
5.1.1 Introduction to Business
• Human activities
• Business activities around us
• Concept, characteristics and importance of Business
173
5.1.2 Business Heritage of India
• Evolution of Commerce and Industry
• India’s contribution to the world of business
5.1.3 Objectives of Business
• Economic, Social, Human, National and Global objectives of business
• Business Environment - Economic, Social, Political environment
5.1.4 Social Responsibility of Business
• Concept of social responsibility
• Responsibility towards - owners, employees, consumers and society
• Social values and business ethics
• Environmental protection
5.2 Structure of Business Organization 14 marks 40 hours
Approach
The business world operates with a wide networking of business activities in different forms.
Whether it is industry or commerce, a variety of activities are performed by different forms of
business organizations to satisfy the wants of the society. This module has been designed to
develop an understanding among the learners about the classification and forms of business
organization.
5.2.1 Industry and Commerce
• Classification of Business activities - Industry and Commerce
• Industry and its types
• Commerce - trade and its auxiliaries
• Types of trade
• E-commerce- Meaning and advantages
5.2.2 Forms of Business Organisation
• Sole proprietorship - meaning, characteristics, advantages and limitations, suitability of
sole proprietorship form of business organization.
• Partnership - meaning, characteristics, advantages and limitations, types of partners,
suitability of partnership form of business organization.
• Cooperative Society - meaning, characteristics, advantages and limitations, types of
cooperative societies, suitability of cooperative form of business organization.
• Joint Stock Company - meaning, characteristics, advantages and limitations, suitability
of company form of business organization. Types of Joint Stock Company - Public
Limited Companies, Private Limited Companies, Government Companies, Multinational
Companies.
5.3 Service Sector and Business 16 marks 40 hours
Approach
Today’s business has become complex and sensitive. Its success largely depends upon the
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availability of various service activities such as transport, warehousing and communication etc.
This facilitates the normal functioning of business and develops a wide networking of business
activities throughout the world. This module aims at developing an insight into these service activities.
5.3.1 Transport
• Rail, Road, Sea and Air transport - features, advantages and limitations
• Importance of transport in Business
5.3.2 Warehousing
• Meaning and need for warehousing
• Types of warehouses
• Characteristics of an ideal warehouse
• Functions of warehousing
• Advantages of warehousing
5.3.3 Communication
• Meaning and importance
• Types of Communication
• Means of Communication - letter, telephone, telegraph, teleprinter, teleconferencing,
Fax, Internet
Business Correspondence
• Nature and Importance
• Qualities of a Good Business Letter
• Types of Business letter - General Correspondence, Letter of Enquiry, Quotation,
Order, Recovery, Complaints
5.3.4 Postal Services
• Nature of Postal Services
• Services provided by Post Office
• Importance of Post Services
5.4 Banking and Insurance 14 marks 30 hours
Approach
Business needs fund for establishment, growth and development. Simultaneously every business
bears a certain amount of risk and operates under uncertainties. In this context Banking and
Insurance facilitate the business operation. This module has been designed to acquaint the learners
with various services provided by Banking and Insurance to the business sector.
5.4.1 Banking
• Meaning and role of Bank
• Type of Banks
• Functions of a Commercial Bank
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5.4.2 Bank Deposit Account
• Bank deposit accounts - Type
• Opening and operating of Saving Bank Account
5.4.3 Negotiable Instruments
• Meaning and importance
• Types - Hundis, Bills of Exchange, Promissory Note, Cheque,
5.4.4 Insurance
• Business risks
• Concept and importance of Insurance
• Types of Insurance - Life
-General - Fire, Marine and other types
• Principles of Insurance
5.5 Selling and Distribution 16 marks 45 hours
Approach
In today’s business world mass production has necessitated the use of effective system of selling
and distribution in the market. Modern technology has revolutionized the selling and distribution
techniques and made today’s business world a global market. The goods and services now
produced in one country are readily available in other countries. This module has been designed
to develop an understanding among the learners regarding the process of selling and distribution
of goods and services in the modern day’s business world.
5.5.1 Purchase and Sale
• Concept of purchasing and selling
• Types: Cash, Credit, Hire Purchase System and Installment Payment System
• Documents used in the process of purchase and sale: Quotation, order, invoice, debit
note, credit note, accounts sale, delivery note, advice note
5.5.2 Channels of Distribution
• Concept of channels of distribution
• Direct and indirect channels of distribution
• Role of wholesalers and retailers in the process of distribution
• Types of retail trade- small scale and large scale
5.5.3 Large-scale Retail Trade
• Forms of large scale retail trade - Departmental Store, Super Bazaar, Multiple shops
• Non-store retailing- Mail order business, Tele-shopping, Automated vending machine,
selling through Internet
5.5.4 Personal Selling
• Meaning and Importance
• Qualities of a successful salesman
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5.5.5 Advertising
• Meaning and importance
• Media of advertising
5.5.6 Sales Promotion
• Meaning and Importance
• Tools of sales promotion
5.6 Consumer Awareness 16 marks 35 hours
Approach
We are consumers and the main objective of every business should be consumer satisfaction.
However in practice, consumers are often exploited by the businessmen in different ways.
Sometimes low quality goods are provided or higher price is charged. This happens due to the
lack of awareness about our rights and responsibilities as a consumer. It is in this context this
module has been designed to develop an understanding among the learners about their rights,
responsibilities and their protection under different provisions of the law.
5.6.1 Consumer- Rights and Responsibilities
• Consumer-meaning
• Consumerism and National Economy
• Rights of Consumers
• Responsibilities of Consumers
5.6.2 Wise- buying
• Concept of wise buying
• Factors determining buying decisions
• Consideration for wise-buying
• Quality and Standardisation marks- ISI, Agmark, FPO, Hallmark, ISO, Wool
Mark, Ecomark, Bharat II (Euro II)
5.6.3 Consumer Protection
• Meaning and need
• Problems faced by consumers
• Parties to consumer protection
• Legal protection to consumers
• Consumer Forums and how to seek redressal
• Role of Non Government Organisations in promoting consumer awareness
5.6.4 Savings and Investment
• Sources of income
• Spending money wisely
• Need for savings
• Avenues of investments
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5.7 Career Opportunities in Business 12 marks 15 hours
Approach
Every one of us at one stage or other has to choose a career for earning our livelihood. It is an
important aspect of our life. The area of business offers a large number of avenues of employment
both in terms of self-employment and wage-employment. Self- employment today appears to be
the best solution for unemployment and growth of our country. Working for one self is a challenge
and a joy by itself. Having this in view the present module has been designed to acquaint the
learners with various career opportunities and the competencies required to enter the world of
work.
5.7.1 Choosing a Career
• Concept and Importance of career
• Avenues of Career in Business
• Importance of self employment
• Competencies required to pursue the career
5.7.2 Entrepreneurship
• Concept and Importance
• Qualities of a successful Entrepreneur
• Functions of an Entrepreneur
• How to start a small Business Enterprise

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                                                                       MATHEMATICS(211)

                                                                   Secondary Course    

RATIONALE
Mathematics is an important discipline of learning at the secondary stage. It helps the
learners in acquiring decision- making ability through its applications to real life both in familiar
and unfamiliar situations. It predominately contributes to the development of precision, rational
and analytical thinking, reasoning and scientific temper. One of the basic aims of teaching
Mathematics at the Secondary stage is to inculcate the skill of quantification of experiences
around the learner. Mathematics helps the learners to understand and solve the day to day life
problems faced by them including those from trade, banking, sales tax and commission in
transaction. It also helps them to acquire the skill of representing data in the form of tables/graphs
and to draw conclusions from the same.
The present curriculum in Mathematics includes the appreciation of the historical development of
mathematical knowledge with special reference to the contribution of Indian mathematicians
particularly in the introduction of zero, the decimal system of numeration in the international
form (popularly known as Hindu – Arabic numerals ). The learners are encouraged to enhance
their computational skills using Vedic Mathematics.
OBJECTIVES
The main objectives of teaching Mathematics at the Secondary stage are to enable the
learners to :
· acquire knowledge and understanding of the terms, concepts, symbols, principles and
processes.
· acquire the skill of quantification of experiences around them.
· acquire the skill of drawing geometrical figures, charts and graphs representing given data.
· interpret tabular/graphical representation of the data.
· articulate logically and use the same to prove results.
· translate the word problems in the mathematical form and solve them.
· appreciate the contribution of Indian mathematicians towards the development of the subject.
· develop interest in Mathematics.
292
DESCRIPTION OF COURSE
The present syllabus in Mathematics has been divided into six modules namely Algebra
,Commercial Mathematics ,Geometry, Mensuration ,Trigonometry and Statistics .
The marks allotted , number of lessons and suggested study time for each module are as under :
Name of the module Number of
lessons
Study time
( in hours )
Marks
1. Algebra
2. Commercial Mathematics
3. Geometry
4. Mensuration
5. Trigonometry
6. Statistics

There will be three Tutor Marked Assignments (TMA’s) to be attempted by the learner. The
awards/grades of the best two TMA’s will be reflected in the Mark sheet.
DETAILED DESCRIPTION OF EACH MODULE IS AS FOLLOWS :
Module 1 : Algebra
Study time : 50 Hours Marks : 26
Scope and Approach : Algebra is generalized form of arithmetic. Here we would deal with
unknowns in place of knowns as in arithmetic. These knowns are, in general, numbers. It may be
recalled that the study of numbers begin with natural numbers without which we would not be
able to count. The system of natural numbers is extended to rational number system. To be able
to measure all lengths in terms of a given unit, the rational numbers have to be extended to real
numbers. Exponents and indices would simplify repeated multiplication and their laws would be
introduced. These would be used to write very large and very small numbers in the scientific
notation.
Algebraic expressions and polynomials would be introduced with the help of four fundamental
operations on unknowns. Equating two algebraic expressions or polynomials leads to equations.
In the module a study of linear and quadratic equations would be taken up to solve problems of
daily life.
The learners would be acquainted with different number patterns. One such pattern, namely
Arithmetic Progression would be studied in details.
293
1.1 Number Systems
Review of natural numbers ,integers and rational numbers, rational numbers as
terminating or non – terminating decimals. Introduction of irrational numbers as nonterminating
and non – recurring decimals.
Rounding of rational numbers and irrational numbers. Real numbers.
Representation of irrational numbers such as 2 , 3 and 5 on the number line.
Operations on rational and irrational numbers.
1.2 Indices ( Exponents )
Exponential notation ,meaning of exponent ,laws of exponents. Applications of laws of
exponents. Expressing numbers as product of powers of prime numbers. Scientific
notation.
1.3 Radicals( Surds )
Meaning of a radical, index and radicand. Laws of radicals. Simplest form of a radical.
Rationalising a radical in the denominator. Simplification of expressions involving
radicals.
1.4 Algebraic Expressions and Polynomials
Introduction to variables. Algebraic expressions and polynomials. Operations on algebraic
expressions and polynomials. Degree of a polynomial. Value of an algebraic expression .
1.5 Special Products and Factorisation
Special products of the type ( a ± b )2 , (a + b)(a – b) , ( a ± b )3.
Application of these to calculate squares and cube of numbers.
Factorisation of the algebraic expressions.
Factorisation of expressions of the form a2 – b2, a3 ± b3 .
Factorisation of the polynomial of the form ax2 + bx + c ( a ¹ 0) by splitting the middle
term.
H.C.F and L.C.M of two polynomials in one variable only by factorisation.
Rational expressions. Rational expression in the simplest form.
Operations on rational expressions.
1.6 Linear Equations
Linear equations in one variable and in two variables. Solution of a linear equation in one
variable.
System of linear equations in two variables. Graph of a linear equation in two variables.
Solution of a system of linear equations in two variables ( graphical and algebraic
methods).
Solving word problems involving linear equations in one or two variables.
294
1.7 Quadratic Equations
Standard form of a quadratic equation : ax2 + bx + c = 0 , a ¹ 0.
Solution of ax2 + bx + c = 0 , a ¹ 0 by (i) factorization (ii) quadratic formula.
Formation of quadratic equation with given roots. Application of quadratic equations to
solve word problems.
1.8 Number Patterns
Recognition of number patterns. Arithmetic and Geometric progressions. nth term and
sum to n terms of an Arithmetic Progression.
Module 2 : Commercial Mathematics
Study time : 35 Hours Marks : 15
Scope and Approach : After passing Secondary level examination ,some learners may work in
banks, business, houses, insurance companies dealing with sales tax ,income tax , excise duty etc.
Some other may enter business and ind ustry. Some may go for higher studies. All of them will
need mathematics of finance. In any case ,every citizen has to deal with problems involving
interest , investment , purchases etc. It is in this context ,the present module would be developed.
In this module , applications of compound interest in the form of rate of growth ( appreciation )
and depreciation(decay) will be dealt. In solving problems related to all the stated areas , the
basic concepts of direct and inverse proportion (variation) ,and percentage are all pervading.
2.1 Ratio and Proportion
Review of ratio and proportion. Application of direct and inverse proportion (variation).
2.2 Percentage and its Applications
Concept of percentage. Conversion of percents to a decimal ( fraction ) and vice -
versa. Computations involving percentage.
Applications of percentage to (i) profit and loss (ii) simple interest
(iii) discount (rebate ) (iv) sales tax
(v) commission in transaction (vi) instalment buying
2.3 Compound Interest
Compound interest and its application to rate of growth and depreciation.
(conversion periods not more than 4 )
2.4 Banking
Concept of Banking. Types of accounts : (a) Saving (b) Fixed/term deposit
Calculation of interest in saving account and on fixed deposit with not more than 4
conversion periods.
295
Module 3 : Geometry
Study time : 75 Hours Marks : 25
Scope and Approach : Looking at the things around him , the learner sees the corners
,edges , top of a table , circular objects like rings or bangles and similar objects like
photographs of different sizes made from the same negative which arouse his curiosity to
know what they represent geometrically.
To satisfy the learners curiosity and to add to his knowledge about the above things, the
lessons on Lines and Angles, congruent and similar triangles and circles will be
introduced. Some of the important results dealing with above concepts would be verified
experimentally while a few would be proved logically. Different types of quadrilaterals
would also be introduced under the lessons on Quadrilaterals and Areas.
The learners would also be given practice to construct some geometrical figures using
geometrical instruments. In order to strengthen graphing of linear equations , the basic
concept of coordinate geometry has been introduced.
Note : Proofs of only “ * ” marked propositions and riders based on “ * ” marked
propositions using unstarred propositions may be asked in the examination.
However direct numerical problems based on unstarred propositions may also be asked in
the examination.
3.1 Lines and Angles
Basic geometrical concepts : point ,line ,plane,parallel lines and intersecting lines in a
plane. Angles made by a transversal with two or more lines.
If a ray stands on a line, the sum of the two angles so formed is 180o.
If two lines intersect, then vertically opposite angles are equal.
If a transversal intersects two parallel lines then corresponding angles are equal.
If a transversal intersects two parallel lines then
(a) alternate angles are equal
(b) interior angles on the same side of the transversal are supplementary.
If a transversal intersects two lines in such a way that
(a) alternate angles are equal ,then the two lines are parallel.
(b) interior angles on the same side of the transversal are supplementary ,then the two
lines are parallel.
*Sum of the angles of a triangle is 180o.
An exterior angle of a triangle is equal to the sum of the interior opposite angles.
Concept of locus (daily life examples may be given)
The locus of a point equidistant from two given :
(a) points (b) intersecting lines.
296
3.2 Congruence of Triangles
Concept of congruence through daily life examples . Congruent figures.
Criteria for congruence of two triangles namely : SSS,SAS,ASA,RHS
*Angles opposite to equal sides of a triangle are equal.
*Sides opposite to equal angles of a triangle are equal.
*If two sides of a triangle are unequal ,then the longer side has the greater angle
opposite to it.
In a triangle , the greater angle has the longer side opposite to it.
Sum of any two sides of a triangle is greater than the third side.
3.3 Concurrent Lines
Concept of concurrent lines.
Angle bisectors of a triangle pass through the same point.
Perpendicular bisectors of the sides of a triangle pass through the same point.
In a triangle the three altitudes pass through the same point.
Medians of a triangle pass through the same point which divides each of the medians in
the ratio 2 : 1.
3.4 Quadrilaterals
Quadrilateral and its types.
Properties of special quadrilaterals viz. trapezium ,parallelogram ,rhombus , rectangle
,square.
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.
The line drawn through the mid point of a side of a triangle parallel to another side bisects
the third side.
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.
A diagonal of a parallelogram divides it into two triangles of equal area.
*Parallelograms on the same or equal bases and between the same parallels are equal in
area.
Triangles on the same or equal bases and between the same parallels are equal in area.
Triangles on equal bases having equal areas have their corresponding altitudes equal.
297
3.5 Similarity of Triangles
Similar figures ,concept of similarity in geometry. Basic proportionality theorem and its
converse.
If a line is drawn parallel to one side of a triangle , the other two sides are divided in the
same ratio.
If a line divides any two sides of a triangle in the same ratio , it is parallel to the third side.
Criteria for similarity of triangles : AAA, SSS and SAS .
If a perpendicular is drawn from the vertex of the right angle of a triangle to its
hypotenuse , the triangles on each side of the perpendicular are similar to the whole
triangle and to each other.
The internal bisector of an angle of a triangle divides the opposite side in the ratio of the
sides containing the angle.
Ratio of the areas of two similar triangles is equal to the ratio of the squares on their
corresponding sides.
*In a right triangle ,the square on the hypotenuse is equal to the sum of the squares on the
other two sides (Baudhayan / Pythagoras theorem)
In a triangle ,if the square on one side is equal to the sum of the squares on the remaining
two sides ,the angle opposite to the first side is a right angle
( converse of Baudhayan /Pythagoras theorem)
3.6 Circles
Definition of a circle and related concepts. Concept of concentric circle.
Congruent circles :
Two circles are congruent if and only if they have equal radii.
Two arcs of a circle( or congruent circles) are congruent , if the angles subtended by them
at the centre(s) are equal and its converse.
Two arcs of a circle( or congruent circles)are congruent ,if their corresponding chords are
equal , and its converse.
Equal chords of a circle( or congruent circles) subtend equal angles at the centre(s) and
conversely , if the angles subtended by the chords at the centre of a circle are equal , then
the chords are equal.
Perpendicular drawn from the centre of a circle to a chord bisects the chord.
The line joining the centre of a circle to the mid point of a chord is perpendicular to the
chord.
There is one and only one circle passing through three given non collinear points.
Equal chords of a circle (or of congruent circles) are equidistant from the centre (centres)
and its converse.
298
3.7 Angles in a Circle and Cyclic Quadrilateral
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.
*Angles in the same segment of a circle are equal.
Angle in a semi circle is a right angle.
Concyclic points.
*Sum of the opposite angles of a cyclic quadrilateral is 180o.
If a pair of opposite angles of a quadrilateral is supplementary , then the quadrilateral is
cyclic.
3.8 Secants , Tangents and their Properties
Intersection of a line and a circle. Point of contact of a line and a circle.
A tangent at any point of a circle is perpendicular to the radius through the point of
contact.
Tangents drawn from an external point to a circle are of equal length.
If two chords AB and CD of a circle intersect at P (inside or outside the circle),
then PA ´ PB = PC ´ PD
If PAB is a secant to a circle intersecting the circle at A and B, and PT is a tangent to the
circle at T, then PA ´ PB = PT2.
If a chord is drawn through the point of contact of a tangent to a circle , then the angles
which this chord makes with the given tangent are equal respectively to the angles formed
by the chord in the corresponding alternate segments.
3.9 Constructions
Division of a line segment internally in a given ratio.
Construction of triangles with given data:
(a) Construction of a triangle with given data : SSS , SAS , ASA , RHS
(b) perimeter and base angles (c) its base , sum and difference of the other two sides and
one base angle.(d) its two sides and a median corresponding to one of these sides.
Construction of parallelograms , rectangles, squares , rhombuses and trapeziums.
Constructions of quadrilaterals given :
(a) four sides and a diagonal (b) three sides and both diagonals
(c) two adjacent sides and three angles (d) three sides and two included angles
(e) four sides and an angle
299
Construction of a triangle equal in area to a given quadrilateral.
Construction of tangents to a circle from a point
(a) outside it
(b) on it using the centre of the circle .
Construction of circumcircle and incircle of a triangle.
3.10 Coordinate Geometry
Coordinate system. Distance between two points. Section formula (internal division only).
Coordinates of the centroid of a triangle.
Module 4 : Mensuration
Study time : 25 Hours Marks : 10
Scope and Approach : In this module an attempt would be made to answer the following
questions arising in our daily life.
How do you find the length of the barbed wire needed to enclose a rectangular kitchen garden ?
What is the cost of constructing two perpendicular concrete rectangular paths ?
What is the area of the four walls of a room with given dimensions ?
How much plywood is needed to be fixed on the top of a rectangular table ?
The formulae for areas of plane figures would be taught in the first lesson.
In the second lesson , the surface and volume of the different solids ( three dimensional figures )
would be taken up and formulae given. Their applications to daily life situations would then be
taken up.
4.1 Area of Plane Figures
Rectilinear figures. Perimeter and area of a square , rectangle ,triangle, trapezium ,
quadrilateral , parallelogram and rhombus.
Area of a triangle using Hero’s formula. Area of rectangular paths .
Simple problems based on the above.
Non rectilinear figures : Circumference and area of a circle.
Area and perimeter of a sector.
Area of circular paths. Simple problems based on the above.
4.2 Surface Area and Volume of Solids
Surface area and volume of a cube , cuboid , cylinder , cone , sphere and hemisphere.
( combination of two solids should be avoided ).
Area of four walls of a room.
300
Module 5 : Trigonometry
Study time : 20 Hours Marks : 12
Scope and Approach : In astronomy one often encounters the problems of predicting the
position and path of various heavenly bodies ,which in turn requires the way of finding the
remaining sides and angles of a triangle provided some of its sides and angles are known. The
solutions of these problems has also numerous applications to engineering and geographical
surveys ,navigation etc. An attempt has been made in this module to solve these problems. It is
done by using ratios of the sides of a right triangle with respect to its acute angle called
trigonometric ratios. The module will enable the learners to find other trigonometric ratios
provided one of them is known. It also enables the learners to establish well known identities and
to solve problems based on trigonometric ratios and identities.
Measurement of accessible lengths and heights (e.g. height of a pillar, height of a house etc.) and
inaccessible heights ( e.g. height of a hill top, height of a lamp post on the opposite bank of a
river (without bridge),celestial objects etc. ) is a routine requirement. The learners will be able to
distinguish between angles of elevation and depression and use trigonometric ratios for solving
simple real life problems based on heights and distances , which do not involve more than two
right triangles.
5.1 Introduction to Trigonometry
Trigonometric ratios of an acute angle of a right triangle.
Relationships between trigonometric ratios.
Trigonometric identities : sin2q + cos2q = 1, sec2q = 1+ tan2q, cosec2q = 1+ cot2q
Problems based on trigonometric ratios and identities.
5.2 Trigonometric Ratios of Some Special Angles
Trigonometric ratios of 30o,45o and 60o.
(Results for trigonometric ratios of 30o,45o and 60o to be proved geometrically)
Trigonometric ratios of complementary angles.
Application of these trigonometric ratios for solving problems such as heights and
distances( problems on heights and distances should not involve more than two right
triangles)
301
Module 6 : Statistics
Study time : 35 Hours Marks :12
Scope and Approach : Since ancient times, it has been the practice by the householders ,
shopkeepers , individuals etc to keep records of their receipts, expenditures and other resources.
To make the learners acquainted with the methods of recording, condensing and culling out
relevant information from the given data, the learners would be exposed to the lesson on Data
and their Representation.
Everyday we come across data in the form of tables, graphs, charts etc on various aspects of
economy, advertisements which are eye catching. In order to read and understand these, the
learners would be introduced to the lesson on Graphical Representation of Data.
Sometimes we are required to describe data arithmetically like average age of a group median
score of a group or modal collar size of a group. To be able to do this, the learners would be
introduced to the lesson on Measures of Central Tendency. They would also be taught
characteristics and limitation of these measures.
‘It will rain today’, ‘India will win the match against England’, are statements that involve the
chance factor. The learners would be introduced to the study of elementary probability as
measure of uncertainty, through games of chance- tossing a coin, throwing a die , drawing a card
at random from a well shuffled pack etc.
6.1 Data and their Representation
Introduction to Statistics. Statistics and statistical data. Primary and secondary data.
Ungrouped/raw and grouped data. Class marks ,class intervals , class limits and true class
limits. Frequency, frequency distribution table. Cumulative frequency.
Cumulative frequency table.
6.2 Graphical Representation of Data
Drawing of Bar charts, Histograms and frequency polygons.
Reading and interpretation of Bar charts and Histograms. Reading and construction of
graphs related to day to day activities ;temperature – time graph ,pressure – volume graph
and velocity – time graph etc.
6.3 Measures of Central Tendency
Mean of ungrouped (raw ) and grouped data. Mode and median of raw data.
Properties of mean and median .
6.4 Introduction to Probability
Elementary idea of probability as a measure of chance of occurrence of an event
( for single event only ) Problems based on tossing a coin ,throwing a die, drawing a card
from a well shuffled pack .
􀃄􀃄􀃄

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                                                INDIAN CULTURE AND HERITAGE(223)

                                                               Secondary Course

1.0 Rationale
It is a fact that a nation is progressive and developed in true sense when people are proud
of being its citizens. India is one of the ancient nations which has survived, preserved and
propagated her culture inspite of a very hard struggle for existence. She has survived
because of the eternal values that she has cherished and developed since the time
immemorial. Her culture is a living one rooted in a living past and based on undying
spiritual foundation, which inspite of its ups and downs, has kept the lamp of the spirit
burning. She has established the principle of spiritual oneness under the great variety
found in the world, the world of thought as well as physical world. The study of one’s
cultural heritage leads one to the appreciation of beauty and wisdom in life. Thus the
knowledge of the cultural heritage of our great land is essential for each and every citizen
of the country. No education can claim to be successful until and unless it is founded on
the country’s cultural background and is able to fulfill the aspirations of its people.
2.0 Objectives
The main objectives of this course are –
􀁺 to develop among the learners a feeling of love and a sense of belongingness towards the
nation.
􀁺 to impart knowledge about the glorious culture and rich heritage of the country.
􀁺 to acquaint the learners with the great contributions of our ancestors in the areas of philosophy,
science, arts, music, architecture etc.
􀁺 to acquaint the learners with the underlying unity among different religions’ in India and
unity in other diversities.
􀁺 to acquaint the learners with the impact of Indian Culture in different countries of the world.
1. Culture : Definition and Characteristics 10
2. Indian Culture through the Ages 14
3. Languages and Literature 10
4. Indian Philosophical Thought 10
5. Fine Arts 10
6. Science and Technology 12
7. Education 10
8. Social Structure 12
9. Spread of Indian Culture Abroad 12
Total 100
Description of Course
Module 1 : Culture : Definition and Characteristics
Marks : 10
Study Hours : 20
Approach
This module is designed to develop an understanding of the concept and meaning of culture.
The salient features of Indian culture which make it distinct will also be discussed.
Unit 1 : Culture : Meaning and Components
􀁺 Definition of Culture
􀁺 Concept of Culture (Sanskriti) in India;
􀁺 Characteristics of Culture – Culture is Universal, Dynamic Nature of Culture,
Culture is Acquired and Learned, Culture includes both material and non-material
components
􀁺 Emergence of Culture – Evolution of Culture, Savagery, Barbarism, Pastoral,
Agricultural, Industrialization
􀁺 Meaning of Civilization – Variation in Civilization, Culture and Civilization,
Culture and Heritage
Unit 2 : Salient Features of Indian Culture
􀁺 Indian Concept of Culture
􀁺 Salient Features of Indian Culture – Spirituality, Universality, Unity in Diversity,
Scientific Outlook, Theory of Karma, Love for Nature, Reverence for Women, Value
Based Society
􀁺 Towards Synthesis of Cultures
Module 2 : Indian Culture through the Ages
Marks : 14
Study Hours : 35
Approach
This module aims at developing an understanding of the historical development of Indian Culture.
The evolution of Indian Culture through the Ages will be highlighted . This module will also
help the learners to know about religious impact and the reformative movements.
Unit 3 : Indian Culture through the Ages : Ancient India – I
􀁺 Lifeline of Indian Culture
􀁺 Time Scale
􀁺 Evolution of Human Body
􀁺 Dynamism of Indian Culture
􀁺 Historical Perspective : Roots of Indian Culture in Sindhu-Saraswati Civilization
and Vedic Culture
Unit 4 : Indian Culture Through the Ages : Ancient India – II
􀁺 Popular Religious Reforms
􀁺 Vedic Revival in South India
􀁺 The Age of Empires
􀁺 The Rajputs
􀁺 Pallavas and Cholas
Unit 5 : Indian Culture Through the Ages : Medieval India – I
􀁺 Arrival of Muslims
􀁺 Rise of Sufism – Four Silsilahs,
􀁺 Political Aspect
􀁺 Cultural Development in India
􀁺 Influence on Religion and Society
Unit 6 : Indian Culture Through the Ages : Medieval India – II
􀁺 Development of Folk Arts – Painting, Music
􀁺 Indo-Mughal Culture
􀁺 Rise of Modern Indian Languages
􀁺 New Faiths – Sikh, Parsi
􀁺 Southern India
Unit 7 : Indian Culture Through the Ages : Modern India
􀁺 Rise of the West and its Impact on India
􀁺 India by the end of the 18th Century
􀁺 Social Conditions
􀁺 Social and Religious Reformers – Raja Ram Mohan Roy, Swami Dayanand,
Jyotiba Govindraro Phule, Narayan Guru, Pandita Rama Bai
􀁺 Press and the growth of Modern Indian Languages and Literature – Since
Independence, India Today
􀁺 Conclusion
Module 3 : Languages and Literature
Marks : 10
Study Hours : 25
Approach
This module is intended to acquaint the learners with Indian languages and literature. Our
Vedas are the oldest literature, which deal with all the dimensions of human life. The Upanishads
present the philosophical knowledge contained in Vedas. Most of the ancient literature of
India is in Sanskrit. A large number of languages is used in India now a days. All this will be
discussed in this module.
Unit 8 : Indian Languages and Literature – I
􀁺 Indian Languages
􀁺 The Vedas – Rig Veda, Yajur Veda, Sam Veda, Atharva Veda
􀁺 The Upnishads
􀁺 Epics : Ramayan and MahaIndia – The Bhagvat Gita,
􀁺 Puranas
􀁺 Buddhist and Jain Literature in Pali, Prakrit and Sanskrit
􀁺 Sanskrit Literature
Unit 9 : Indian Languages and Literature – II
􀁺 Northern Indian Languages and Literature – Urdu and Persian, Hindi Literature,
Bengali, Assamese and Oriya Literature, Punjabi and Rajasthani, Gujarati
Language, Sindhi, Marathi, Kashmiri Literature
Module 4 : Indian Philosophical Thought
Marks : 10
Study Hours : 25
Approach
This module is designed with the aim to explain the Indian philosophic thoughts. This module
will also help the learners to understand the continuity and change in Indian Thought and Practice.
Unity 10 : Concept and Meaning of Philosophy
􀁺 Metaphysics (Theory of Reality) – Cosmology, Nature of Human Being, Problem
of Freedom, Concept of God
􀁺 Epistemology – Agnosticism, Skepticism, Affirmation of Knowledge,
Experimentalism
􀁺 Logic
􀁺 Ethics
􀁺 Aesthetics
Unity 11 : Different Schools of Philosophy – I
􀁺 Systems of Indian Darshan – Samkhya System, Main Characteristics, Prakrit,
Nature of Purusha
􀁺 Philosophy of Yoga – Main Characteristics, The Eight-fold Yoga
􀁺 Nyaya Philosophy - Main Characteristics
􀁺 Vaisheshika Philosophy – Main Characteristics
􀁺 Mimansa Philosophy – Main Characteristics, Validity of Knowledge, Mimansa
Metaphysics, Mimamsa Philosophy of Religion
􀁺 Vedanta Philosophy – Main Characteristics, Advaita Metaphysics, The Doctrine of
Maya
Unity 12 : Different School of Philosophy – II
􀁺 Charvaka School – Main Characteristics – Cosmology, Carvaka Ethics
􀁺 Jain Philosophy – Main characteristics
􀁺 Philosophy of Buddha – Main Characteristics
Unity 13 : Unity and Continuity in Indian Thought
􀁺 Unity in Diversity – Main Common Characteristics
Module 5 : Fine Arts
Marks : 10
Study Hours : 25
Approach
In Ancient Indian society Art went hand in hand with religion. Our temples have been
repositories of all arts. Thus Indian Art is spiritual in its outlook, idealistic in expression and
sublime in interpretation. This module intends to make the learners aware of spiritual
objectives behind ancient Indian Art. An attempt will also be made to acquaint the learners
with folk art and crafts (Rural and Tribal) along with the impact of Mughal and Roman art.
Unit 14 : Indian Art – Visual Arts – Painting and Sculpture
􀁺 Concept of Art
􀁺 Painting
􀁺 Sculpture
􀁺 Evolution of Art - Mauryan Era, Ajanta, Mughal Era, British Company School,
Modern Indian Art, Folk Art, Mithila Painting, Kalamkari Painting, Warli
Painting, Kalighat Painting, Pahadi Painting
􀁺 Role of Art in Indian Culture
Unit 15 : Indian Art – Performing Arts – Music, Dance and Drama
􀁺 Concept of Performing Arts
􀁺 A Brief History of Music (Sangeet), Dance (Nritya), Drama (Natak)
􀁺 Present Scenario of the three Art forms
􀁺 Some Important Dramas and their Writers - Well Known Dancers, Important
Musicians who have contributed in the field of music
􀁺 Art forms and the Development of Human Personality
Unit 16 : Indian Architecture
􀁺 Architecture – Origins
􀁺 Indian Perspective
􀁺 Evolution of Indian Architecture – Pre-Historic Indus Valley Period, Development
in the Rig Vedic Period, Early Historic Period, Architecture in Mughal Era
􀁺 Colonial Architecture and The Modern Period
􀁺 Greatness of Indian Architecture
􀁺 Limitations of Indian Architecture
Module 6 : Science & Technology
Marks : 12
Study Hours : 30
Approach
This module brings the contribution of ancient Indian scientists into limelight. This will highlight
the contribution of Indians to the filed of Science and Technology which is no less significant
than their contribution of spiritual wisdom. Through this module our learners will know our
ancestors who made immense contribution in the field of science and technology. The reference
of great scientists will be made at proper places.
Unit 17 : Science and Technology
􀁺 Vedas as the supreme source of knowledge
􀁺 Achievements in Metallurgy – Iron Pillar at Mehraulli, Copper Statue of Buddha
􀁺 Aeronautical and Marine Times
􀁺 Mathematics
􀁺 Astronomy
􀁺 Astrology
􀁺 Physics
􀁺 Chemistry
􀁺 Natural Sciences and Ayur-Ved
􀁺 Concept of ecological Balance rooted in Traditions
Unit 18 : Science and Scientists of Ancient India – I
􀁺 Mathematics - India’s Numeral System – Baudhayan, Aryabhatta, Brahmgupta,
Bhaskaracharaya
􀁺 Physics – Kanad, Varahmihir
􀁺 Chemistry - Nagarjuna
􀁺 Astronomy
Unit 19 : Sciences and Scientists of Ancient India – II
􀁺 Biology
􀁺 Surgery
􀁺 Sushrut
􀁺 Astrology - Phalit Jyotish
􀁺 Ayurved – Noteworthy Features of Ayurved, Charak
􀁺 Yog – Patanjali
Unit 20 : Science and Scientists of Medieval India
􀁺 Sciences in Medieval Period – Mathematics, Biology, Chemistry, Astronomy,
Medicine, Agriculture
Unit 21 : Scientists of Modern India
􀁺 Srinivas Ramanujan
􀁺 Chandershekhar V. Raman
􀁺 Jagdish Chander Bose
􀁺 Homi Jehangir Bhabha
􀁺 Dr. Vikram Sarabhai
􀁺 Dr. A.P.J. Abdul Kalam
Module 7 : Education
Marks : 12
Study Hours : 30
Approach
The ancient system of education in India not only imparted education to earn livelihood but
also to develop all round personality of the students. Ancient universities such as Takshila and
Nalanda had attained phenomenal growth and fame in the world. This module is designed to
introduce the learners with ancient educational system and present problems and developments
in the field of education.
Unit 22 : Education System in Ancient India
􀁺 General Concept of Education
􀁺 Aims and Objectives of Education
􀁺 Concept of four Rinas
􀁺 Other methods to Preserve Cultural Tradition
􀁺 Gurukul System
􀁺 Teacher Student Relationship (Guru-Shisya Parampara)
􀁺 Subjects of Study
􀁺 Concepts of Biksha and Guru Dakshina
􀁺 Education of Girls
Unit 23 : Famous Centres of Learning in Ancient India
􀁺
􀁺 Takshila – Nalanda, Valabhi, Vikramasila, Kashi, Nadia, Mithila
􀁺 Method of Teaching in the Vedic Schools
Unit 24 : Contemporary Education System (Brief Historical Perspective and its
Problems)
􀁺 Important Features of the Ancient Education System
􀁺 Education System under Buddhism – Teaching Methods, Type of Examination
System
􀁺 Education in Mughal Period – Salient features of Muslim Education
􀁺 Education under the British Rule – Domination by Christian Missionaries, Objective
of English Education, Setting of Education Departments, Higher Education
􀁺 Sri Aurobindo’s National system of Education
􀁺 School Education in the Post Independence India
􀁺 Problems of Contemporary Education
􀁺 Some Notable Developments in the Field of Education
􀁺 Diversified Fields of Education
Module 8 : Social Structure
Marks : 12
Study Hours : 30
Approach
A study of culture of any society has to include all aspects of the social life. To know the Indian
culture, it is important to know the social structure of contemporary society. This module
intends to make the learners aware of social structure of India starting from individual and
reaching to the entire world of beings.
Unit 25 : Indian Social Structure ‘Varna’ and ‘Jati’ Systems
􀁺 Social Structure of Indian Society
􀁺 Varna System – Brahmin, Kshatriya, Vaishya, Shudra
􀁺 Emergence of Caste (Jati) System
Unit 26 : Indian Value System ‘Purusharth’ and ‘Ashram’ System
􀁺 Concept of ‘Purusharth’ – Dharm, Arth, Kaam, Moksh
􀁺 Social Significance of Purusharth
􀁺 Concept of Rin (Debts)
􀁺 Social Institution of ‘Ashram’ – Brahmacharya, Grihasth, Vanprasth and Sanyas
􀁺 Social significance of the Ashram system
􀁺 Sanskars
Unit 27 : Concept of Family and Place of Woman in the Indian Society
􀁺 Concept of Family – Characteristics of Family, Functions of Family
􀁺 Family in Indian Perspective – Importance of Marriage,
􀁺 Family System in India – Characteristics of Joint Family
􀁺 Status and Role of Women in the Indian Society
Unit 28 : Some Contemporary Social Problems
􀁺 Dowry Problem
􀁺 Drug Abuse and Drug Dependence
􀁺 Child Abuse – Problem of the Girl Child and Women
􀁺 Problem of the Aged
􀁺 Problem of Poverty and Unemployment
􀁺 Overview
Module 9 : Spread of Indian Culture Abroad
Marks : 12
Study Hours : 30
Approach
While others conquered the other countries through wars, Indians made their way in foreign
lands through the heart of the people living there. Right from the beginning Indian culture
attracted the students and aspirants of other countries who took with them the spirit of Indian
culture to their lands. This module will explain to the learners how the Indian culture spread
far beyond the geographical boundaries of India through trade, learning, indentured labour or
religious ambassadors.
Unit 29 : Spread of Indian Culture Abroad : Modes
􀁺 Spread of Indian Culture Through Traders
􀁺 Through Teachers, Emissaries and Missionaries
􀁺 Through Indentured Labour and Other Modes – Indentured Labour, Romas
􀁺 Non-Resident Indians
Unit 30 : Indian Culture in Central and East Asia
􀁺 Afghanistan
􀁺 Central Asia
􀁺 China
􀁺 Korea
􀁺 Japan
􀁺 Nepal
􀁺 Mongolia, Siberia and Buryatia
􀁺 Tibet
􀁺 Bhutan
Unit 31 : Indian Culture in South East Asia
􀁺 Sri Lanka
􀁺 Burma
􀁺 Thailand
􀁺 Laos
􀁺 Cambodia
􀁺 Vietnam (Champa)
􀁺 Malaysia
􀁺 Indonesia
Unit 32 : Spread of Indian Culture Abroad – West Asia
􀁺 Participation of Navy in trade
􀁺 India’s contact with Africa
􀁺 India’s contact with Rome
􀁺 Early Indians Expansion
􀁺 Emperor Asoka’s contribution to the world outside
􀁺 Spread through Scholars
􀁺 Spread of Medical Knowledge Abroad
􀁺 Spread through Indented Labourers

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                                          DATA ENTRY OPERATIONS (229)

                                                                Secondary Course

 Input and Output Devices
 System Software and Application Software
  Computer Language
  Compiler and Assembler
2. Operating System
  Desktop Elements
 Locating Files and Folders
 Changing System Setting
 File Management in Windows
 Installation of Software and Hardware
3. Basics of Word Processing
 Starting Word Program
 Word Screen Layout
 Typing Screen Objects
 Managing Documents
 Protecting and Finding Documents
4. Formatting Documents
 Working with text
 Formatting Paragraphs
 Creating Bulleted and Numbered Lists
 Spelling and Grammar
5. Mail Merge
 Types of document in Mail merge
 Creating data Source
 Creating Mailing Labels
 Merging Data into Main Document
6. Basics of Spreadsheet
 Selecting, Adding and Renaming Worksheets
 Modifying a Worksheet
 Resizing Rows and Columns
 Workbook Protection
7. Formatting Worksheets
 Formatting Toolbar
 Formatting Cells
 Formatting Columns and Rows
 Protect and Unprotect Worksheets
8. Formulas, Functions and Charts
 Copying a Formula
 Types of Functions
 Types of Charts
 Auto shapes and Smart art
9. Creating Presentation
 Creating Slides
 Slide Sorter View
 Changing Slide Layouts
 Moving Between Slides
 

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                                                                      SYLLABUS

             SENIOR SECONDARY COURSE

           ENGLISH (302)

                                                Senior Secondary Course

Sr. Secondary Course (Syllabus)
English 302
RATIONALE
In a multi – lingual society like India where different languages and diverse cultures
interplay with each other all the time, learning second and third languages is becoming
indispensable.
In India, English has been assigned the status of an associate official language. It is also
an as for international communication. English gives access to a large wealth of
scientific and technical literature. It is also the language of business communication all
over the world. The study of English is profitable to learners in several ways.
The syllabus centers to the needs of National Institute of Open Schooling learners, the
majority of whom are adults. They are able to use their mother – tongue proficiently
although they may not possess adequate knowledge of English. In the syllabus, therefore,
a special effort has been made to create a sound language base areas as separate
components and also by strengthening them further through the textual content.
A special feature of this syllabus in the introduction of English for Specific Purpose
designed to need the varied professional and academic needs of the learners.
Thus an attempt has been made, in this course, to meet the vocational needs of learners
who are already employed or will join the world of work;
- Academic needs of learners who are already employed or will join the world of work.
- Academic needs of learners who plan to pursue a college / university education.
The course assumes that the learner.
• Can read and comprehend simple passages in English with ease;
• Is familiar with the basic elements of English grammar;
• Can communicate wimple ideas clearly in writing and speech.
SPECIAL OBJECTIVES
The specific objectives of teaching English at the Senior Secondary stage are to enable
the learners develop their:
• Reading ability, i.e. learner
• Locates important facts,
• Grasps the meaning, facts and ideas,
• Gets at the central idea of piece,
• Follows the sequence of ideas and events
• Identifies relationship between characters, facts and ideas,
• Compares facts and ideas,
• Infers meaning,
• Evaluates ideas, events and action,
• Interest non – verbal forms of presentations, develops the habit of reading for
information& pleasure.
• Uses dictionary & encyclopedia
• Writing ability
• Writes simple sentences with correct punctuation and spelling
• Presents and develop simple ideas coherently
• Organizes ideas in to paragraphs using appropriate sentence linkers,
• Narrates event processes.
• Listening ability i.e. the learner
• Understands English spoken at normal conversational speed,
• Understands questions
• Follows directions.
• Understands the main ideas of stories, radio – broadcasts, commentaries and
• Academic pieces
• Speaking ability
COURSE CONTENT
The course in divided into four modules
Module 1. Reading and functional grammar.
This module emphasizes the development of different reading skills, enhancement of
vocabulary and functional grammar.
Module 2 Functional writing and study skills.
This module is designed to equip the learner with the ability to write clearly and
correctly.
Module 3 Listening and speaking skills
This module provides the learners with opportunities to develop their listening and
speaking skills. This will be done through two audio tapes accompanies by worksheets.
Module 4 English for specific purpose
This module would help the learner to develop skills that are needs for academic and
vocational purpose.
(i) English for Science
(ii) English for Receptionists
(iii) English for Office use
Total Study time
An approximate break up of the total reading time of 240 hours for the sections is as
follows:
(i) Reading and functional grammar – 100 hrs.
(ii) Functional writing and study skills – 70 hrs.
(iii) Listening and speaking skills - 30 hrs.
(iv) English and specific purpose - 40 hrs
Distribution of marks
The total marks for English is 100. There will be one paper of 3 hrs. duration. The
allocation of marks is a follows:
1. Prescribed texts 20 marks
2. Functional Grammar 15 marks
3. Functional writing skills 25 marks
4. Comprehension (unfamiliar passages) 20 marks
5. Optional module 20 marks
Total 100 marks
Module 1. Reading comprehension (prescribed texts) and functional grammar.
Study time 100 hrs.
Marks 20+15
A variety of genres – short stories, expository pieces, biographies, poems, plays,
newspaper and magazine excerpts have been included. Teaching of grammar has been
integrated with the reading texts. The emphasis is on functional grammar.
The following ten prose texts and five poems have been selected for development of
different reading skills.
Prose texts (Prescribed)
1) A warmer or a colder earth (popular science) Arthur – C. Clark
2) The tiger in the tunnel (narrative) – Ruskin Bond.
3) First two or four pages from Sunny Days (autobiographical) – By Sunil Gavaskar
4) Case of suspension (narrative)
5) Big brother (narrative) Shekhar Joshi
6) Father, dear father (news paper article form the Hindu)
7) Face to face (autobiographical) Ved Mehta
8) I must know the truth (narrative) Sigrun Srivastva
9) If I were you (play) Douglas James
10) India, her past and her future (speech) Jawahar Lal Nehru
Poems
1) Leisure – W H Davis
2) The road not taken – Robert Frost
3) Where the mind is without fear- Tagore
4) My grandmother’s house – Kamla Das
5) The night of the scorpion – Nissi, Ezekiel
Non prescribed
In this section learners will be exposed to newspaper, articles, tables, diagrams,
advertisements etc. which they have to read carefully and interpret. In the examination
similar pieces will be used.
Grammar and usage
The following points of grammar and usage have been selected from the reading
passages.
1) agreement/concord: number – gender etc.
2) Tenses: simple past (negatives/interrogatives) present perfect, past perfect continuous,
past perfect, expressing future time (will and going to)
3) Passive voice (perfect tenses and modals)
4) Modals (must, should ought to, would)
5) Linking words (to like because although, instead of, if, as, since, who, which that,
when however, inspite of)
6) Reported speech, statements, questions (yes/no)
Module 2
Functional writing and study skills
Study time 70 hrs. 25
marks
This module help the learner to write descriptive and narrative paragraph, letters, reports
notices etc. and also practice skills of note making
1. Paragraph writing
• Describing objects
• Describing people
• Narrating events, stories
2. Letter writing
• Application for leave
• Application for jobs
• Asking for information form various agencies (e.g. Last date for getting
prospects; price of items before placing doers etc.)
3. Note making
4. Ending (punctuation, spelling, appropriate vocabulary, structures)
Module – 3
Listening and speaking skills
In this module the learners will be exposed to a variety of listening activities recorded on
audiotapes. These will be samples of good spoken English, which the learners can use as
models. Work sheets will accompany the listening material.
This module will include the following:
1. Introducing yourself/friends in formal and informal situations.
2. Inviting people (over the phone and face to face) giving details of occasion, time
place and date. Acceptance and refusal of invitation – formal and informal.
3. Seeking and supplying information (example opening an account in a bank, applying
for loans etc.)
4. Talking and conveying messages (over the phone and face to face).
5. Giving directions / instruction.
6. Discussing contemporary issues related to environment, child labour, gender bias etc.
7. Listening to excepts form television and radio.
8. Listening to poems/plays (prescribed).
9. Listening to speeches / talks.
10. Listening to songs like “We shall overcome”.
Module 4 - 6
English for specific purposes
Study Time 40 hrs.
20 marks
There modules are being offered. A learner has to opt for any one. The first is for
academic purposes and the next two are for vocational purposes. The focus is not on the
teaching of the subject matter like science and literature but on the way in which
language is used in the deferent subjects.
Module 4
English for Science
Study Time 40 hrs.
This course will introduce learners to some interesting pieces of popular science.
1. Health and hygiene
2. Conservation of (nearly extinct) animals.
3. Plant life.
4. Bio gas / solar energy.
These pieces illustrate the use of English in scientific writing: giving information
factually, logically and objectively.
Module 5
English for Receptionist
Study Time 40 hrs.
This module will introduce the learners to a variety of exercises, tasks and meaningful
activities related to the receptionist’s use of English. The printed course materials will be
supported by tapes.
The following competencies be developed:
1. Receiving messages, making request etc.
2. Supplying information
3. Giving advice and making suggestions
4. Dealing with complaints
5. Making entries in an appointment book, register etc.
Module 6
English for Office Use
Study Time 40 hrs.
This course will help the learner to use English effectively and appropriately in the office
environment. The competencies will be developed.
1. Using the telephone taking and passing messages.
2. Receiving messages
3. Marking noting on files and circular.
4. Writing office notes, memos, notices, agendas for meetings.
5. Telegrams and fax messages.
6. Writing business letters, application enquires, complaints.7. Filling in forms, cheques, pay in slips etc.

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                                                                      MATHEMATICS (311)

                                                Senior Secondary Course

SYLLABUS
SENIOR SECONDARY COURSE IN MATHEMATICS
RATIONALE
The curriculum in Mathematics has been designed to cater to the specific needs of NIOS
learners. The thrust is on the applicational aspects of mathematics and relating learning to the
daily life and work situation of the learners. The course is modular in nature with – eight
compulsory modules forming the core curriculum and four optional modules out of which the
learner is to choose one optional module. An attempt has been made to reduce rigour and
abstractness.
OBJECTIVES
The course aims at enabling learners to :
• become precise, exact and logical.
• acquire knowledge of mathematical terms, symbols, facts and formulae.
• develop an understanding of mathematical concepts.
• develop problem solving ability.
• acquire skills in applying the learning to situation including reading charts, tables, graphs etc.
• apply the above skills in solving problems related to Science, Commerce and daily life.
• develop a positive attitude towards Mathematics and its application.
COURSE STRUCTURE
The compulsory modules are :
1. Complex Numbers and Quadratic Equations
2. Determinants and Matrices
3. Permutations and Combinations
4. Sequences and Series
5. Trigonometry
6. Coordinate Geometry
7. Differential Calculus
8. Integral Calculus
The optional modules are :
9. Statistics and Probability
10. Vectors and Analytical Solid Geometry
11. Linear Programming
2
MODULE WISE DISTRIBUTION OF STUDY HOURS AND MARKS
Module
No.
Compulsory Modules Minimum
Study Hours
Marks
1.
2.
3.
4.
5.
6.
7.
8.
Complex Numbers & Quadratic Equations
Determinants & Matrices
Permutations & Combinations
Sequences & Series
Trigonometry
Coordinate Geometry
Differential Calculus
Integral Calculus
15
15
20
20
30
30
45
45
10
10
08
08
10
10
17
17
Optional Modules
(The learner have to choose any one module)
9.
10.
11.
Statistics & Probability
OR
Vectors & Analytical Solid Geometry
OR
Linear Programming
20 each
10 each
TOTAL 240 100
CURRICULUM OF SENIOR SECONDARY MATHEMATICS
COMPULSORY MODULES
Module 1: Complex Numbers and
Quadratic Equations
Study Time: 15 hrs. Max. Marks: 10
Pre-requisites: Real numbers and quadratic
equations with real coefficients.
Content and Extent of Coverage
• Complex Numbers
- Definition in the form x + iy
- Real and imaginary parts of a complex
number.
- Modulus and argument of a complex
number
- Conjugate of a complex number
• Algebra of Complex number
- Equality of complex numbers
- Operations on complex numbers
(addition, subtraction, multiplication and
division)
3
- Properties of operations (closure,
commutativity, associativity, identity,
inverse, distributivity)
- Elementary properties of modulus
namely
(i) z = 0Û z = 0 and z1 = z2 Û z1 = z2
(ii) 1 2 1 2 z + z £ z + z
(iii) 1 1
2
2 2
( 0)
z z
z
z z
= ¹
• Argand Diagram
- Representation of a complex number by
a point in a plane.
• Quadratic Equations
- Solution of quadratic equation with real
coefficients using the quadratic formula
- Square root of a complex number
- Cube roots of unity
Extended Learning
• Polar representation of a complex
number
• Quadratic equations with complex
coefficients
NOTE :
- “Division by zero is not allowed in
complex numbers” to be stressed.
- Lack of order in complex numbers to be
highlighted.
- The fact that complex roots of a
quadratic equation with real coefficients
occur in conjugate pairs but the same
may not be true if the coefficients are
complex numbers is to be verified using
different examples.
Module 2: Determinants and Matrices
Study Time: 15 hrs. Max. Marks: 10
Pre-requisites : Knowledge of number
systems; solution of system of linear
equations.
Content and Extent of Coverage
• Determinants and their Properties
- Minors and Cofactors
- Expansion of a determinant
- Properties of determinants
• Matrices
- Introduction as a rectangular array of
numbers
- Matrices upto order 3×4
• Types of matrices
- Square and rectangular matrices
- Unit matrix, zero matrix, diagonal, row
and column matrices
- Symmetric and skew symmetric matrices
• Algebra of matrices
- Multiplication of a matrix by a number
- Sum and difference of matrices
- Multiplication of matrices
• Inverse of a square matrix
- Minor and cofactors of a matrix
- Adjoint of a matrix
- Inverse of a matrix
• Solution of a system of linear
equations
- Solution by Cramer’s Rule
- Solution by matrix method
NOTE:
- The properties of determinants to include
the following:
1. If any two rows or columns of a
determinant are interchanged, then
4
the sign of the determinant is
changed.
2. If each element of a row (or column)
of a determinant is multiplied by a
constant, the value of the
determinant gets multiplied by.
3. If k times a row (or column) is added
to another row (or column) the value
of the determinant remains
unchanged.
- The number of equations and variables to
be restricted to three only.
Extended Learning
• Cramer’s Rule for four or more
equations
• Determinant as a function
• Matrix as a function
• Matrices over complex numbers
• Hermitian and Skew Hermitian
• Rank of a Matrix
• Inverse by elementary row
transformations
• Solution of 4 or more than 4 linear
equations in 4 more than 4 variables
Module 3: Permutations, Combinations
and Binomial Theorem
Study Time: 20 hrs. Max. Marks: 8
Pre-requisites : Number Systems
Content and Extent of coverage
• Mathematical Induction
- Principle of mathematical induction
- Application of the principle in solving
problems
• Permutations
- Fundamental Principle of Counting
- Meaning of nPr
- Expression for nPr
• Combinations
- Meaning of nCr
- Expression for nCr
- Properties of nCr namely
(i)
!
n
n r
r
P
C
n
=
(ii) n n
r n r C C − =
(iii) 1
1
n n n
r r r C C C +
− + =
• Binomial Theorem
- Binomial theorem for a positive index
with proof.
Extended Learning
• Circular permutations
• Pascal’s triangle
• Binomial theorem for negative index
and rational indices (without proof)
Module 4: Sequences and Series
Study Time: 20 hrs. Max. Marks: 8
Pre-requisites : Permutation, Combination
and concept of a function, Exponential
functions, Logarithmic functions and their
properties, and graphs.
Content and Extent of coverage
• Arithmetic Progression
- Concept of a sequence
- A.P as a sequence
- General term of an A.P
- Sum upto ‘n’ terms of an A.P.
• Geometric Progression
- G.P as a sequence
- General term of a G.P
- Sum upto ‘n’ terms of a G.P.
- Sum upto infinite terms of a G.P.
• Series
- Concept of a series
- Some important series, etc. using method of
differences and mathematical induction
5
• Exponential and Logarithmic Series
- Representation of ex and log(1+ x) as
series.
- Properties of x e and log(1+ x)
Extended Learning
• Arithmetic Mean, Geometric Mean
• Harmonic Progression, Arithmetico-
Geometric Progression and their
relationships
• Logarithms on any base
Module 5 : Trigonometry
Study Time: 30 hrs. Max. Marks: 10
Pre-requisites : Trigonometric ratios of an
acute angle.
Content and Extent of coverage
• Functions
- Concept of a function
- Domain, codomain and range of a function
- Graphs of functions
- Odd and even functions
- Some important functions
• Composition of Functions
- Composition of two or more functions
- Inverse of a Function
• Trigonometric Ratios
- Radian measure of angles
- Trigonometric ratios as functions
- Graphs of T-ratios
- Periodicity
- T-ratios of allied angles
- Inverse Trigonometric ratios
• Addition and Multiplication formulae
- Addition and subtraction formulae for
trigonometric functions
- Sines, Cosines and Tangents of multiples
and submultiples
- Solution of simple trigonometric
equations
Extended Learning
• Properties of triangles
• Solution of triangles
• Properties of inverse functions
• Trigonometric equations and their
solutions
• General solution of Trigonometric
equations
Module 6 : Coordinate Geometry
Study Time: 30 hrs. Max. Marks: 10
Pre-requisites: Number systems and
plotting of points on a graph.
Content and Extent of coverage
• Introduction ( Basic concepts)
- Distance Formula
- Section Formula
- Area of a Triangle
• Straight Line
- Equation of a straight line in
- Slope-intercept form
- Two point form
- Point-slope form
- Parametric form
- Intercepts form
• General equation of first degree and its
relationship with straight line
• Parallel and Perpendicular Lines
- Angle between two lines
- Parallel lines
- Perpendicular lines
- Distance of a point from a line
- Distance between two parallel lines
- Family of lines
• Circle
- Equation of a circle whose radius and
centre are given.
6
- Equation of a circle in terms of
extremities of its diameter.
- General equation of a circle
- Equations of tangents and normals
- Parametric representation of a circle.
• Conic Sections
- Acquaintance with equation of parabola
and ellipse in standard form
- Eccentricity, directrix and focus
NOTE:
- Problems on lines to include questions of
the type l +l l ' = 0
- Conic sections to be introduced through
examples of loci and not as a section of a
cone.
Extended Learning
• Locus
- Advanced examples of loci
• System of Circles
- Equation of a family of circles passing
through the intersection of two circles
- Condition for orthogonality of circles
- Radical axis of two circles
• Sections of a cone (Conic sections)
- Derivation of equations of parabola, ellipse
and hyperbola in standard form
- Condition for y = mx + c to be a tangent to
these conics
- Point of tangency
• General second degree equation in two
variables
Condition for it to represent :
- A pair of straight lines
- A circle
- Different conic sections
MODULES 7: Differential Calculus
Study Time: 45 hrs. Max. Marks: 17
Pre-requisites: Trigonometry and Exponential
and Logarithmic series
Content and Extent of Coverage
• Limit and Coverage
- Notion of limit (left hand and right hand
limits)
- Continuity of functions at a point
- Continuity of functions in an interval
• Differentiation
- Derivatives from the first principle
- Derivative as instantaneous rate of change
- Geometrical meaning of derivative
- Derivative of sum, difference, product and
quotient of functions and chain rule
- Derivatives of algebraic, trigonometric,
exponential and logarithmic functions.
• Monotonicity of functions
- Monotonicity and sign of the derivative
- Second derivative of a function
- Maxima and Minima
NOTE:
- The concept of monotonic function will be
introduced at the appropriate stage.
Extended Learning
• Differentials and errors
• Approximation
• Rolle’s theorem
• Lagrange’s mean value theorem
• Derivatives of higher orders
• Points of inflexion
• Concavity and convexity of functions
7
MODULE 8 : INTEGRAL CLACULUS
Study Time: 45 hrs. Max. Marks: 17
Pre-requisite : Differential Calculus
Content and Extent of Coverage
• Introduction to Integral Calculus
- Integration as inverse of differentiation
- Properties of integrals
• Techniques of Integration
- Integration by Substitution
- Integration by parts
- Integration using partial fractions
• Definite Integrals
- Idea of definite integral as limit of a sum
- Geometrical interpretation of definite
integrals in simple cases.
- Properties of definite integrals
(i) ( ) ( )
b a
a b

f x dx = −
f x dx
(ii) ( ) ( ) ( )
b c b
a a c

f x dx =
f x dx +
f x dx
(iii)
2
0 0 0
( ) ( ) (2 )
a a a

f x dx =
f x dx +
f a − x dx
(iv) ( ) ( )
b b
a a

f x dx =
f a + b − x dx
(v)
0 0
( ) ( )
a a

f x dx =
f a − x dx
(vi)
2
0 0
( ) 2 ( )
a a

f x dx =
f x dx if f (2a − x) = f (x)
= 0 if f (2a − x) = − f (x)
(vii)
0
( ) 2 ( )
a a
a
f x dx f x dx
−

=
if ƒ is an even
function of x
= 0 if f is an odd function of x
- Fundamental theorem of Integral Calculus
(statement only)
- Application of definite integrals in finding
area under a curve
• Differential Equations
- Notion of differential equation, its order and
degree
- Solution of first order, first degree
differential equations
NOTE:
The fact that integral is called primitive, antiderivative
to be specified.
The following types of integrals may be taken
up giving appropriate details.
2 2 2 2 2 2 2 2 2
2 2 2
2 2 2 2
2 1
, , , , ,
( ) ( )
, , ,
, , sin ,
( ) , sin ,
sin
ax
n
dx dx dx dx dx
x a x a a x a x ax bx c
dx px q dx px q dx
ax bx c ax bx c ax bx c
x a dx a x dx e bx dx
px q ax bx c dx x dx −
± ± − − + +
+ +
+ + + + + +
± −
+ + +

















cos , ,
sin cos
m dx dx
x x dx
a+b x a+b x



Extended Learning
• Application of definite integrals in
finding the area under a curve
• Formation of a differential equation
• Higher order differential equations
reducible to variable separable cases
8
OPTIONAL MODULES
(The learner have to choose any one out three
modules)
Module 9 : Statistics and Probability
Study Time: 20 hrs. Max. Marks: 10
Pre-requisites : Mean, median and mode of
ungrouped and grouped data.
Content and Extent of coverage
• Measures of dispersion
- Range
- Mean deviation
- Variance and standard deviation
• Random Experiments and Events
- Ramdom experiments
- Sample space, events
- Types of events, viz. mutually exclusive
events and equally likely events
• Probability
- Concept of probability
- Use of permutation and combination in
probability
- Probability as a function
- Conditional Probability and independent
events
- Random variable as a function on sample
space.
• Probability Distribution
- Introduction to probability distribution
- Binomial distribution
- Expected value of a random variable
- Mean and variance of a Binomial
distribution.
NOTE:
- Probability to be explained as the ratio of
number of cases favourable to an event and
the total number of cases.
- Venn diagrams to be used as frequently as
possible to give a pictorial representation of
the concepts
- Use of addition theorem when product of
event is easily identifiable.
Extended Learning
• Correlation and regression
• Curve fitting (fitting a line)
• Mean and variance of Poisson
distribution
• Bivariate probability distributions.
Module 10: Vectors & Analytical Solid Geometry
Study hrs. : 20 Max. Marks: 10
Pre-requisites: Knowledge of Two-
Dimensional Geometry ,Coordinate Geometry
and Trigonometry.
Content and extent of Coverage
• Vectors
- Scalars and vectors
- Vectors as directed line segments
- Magnitude and direction of a vector
- Null vector and Unit vector
- Equality of vectors
- Position vector of a point
• Algebra of vectors
- Addition and subtraction of vectors and their
properties
- Multiplication of a vector by a scalar and
their properties
• Resolution of a vector
- Resolution of a vector in two dimensions.
- Resolution of a vector in three dimensions
- Section formula
• Co-ordinates of a point
- Co-ordinates of a point in space.
- Distance between two points
- Co-ordinates of a division point.
- Direction cosines and projection.
- Condition of parallelism and
perpendicularity of two lines.
9
• The Plane
- General equation of a plane.
- Equation of a plane passing through three
points.
- Equation of a plane in the normal and
intercept form.
- Angle between two planes.
- Plane bisecting angles between two planes.
- Homogeneous Equations of second degree
representing two planes.
- Projection and Area of a triangle.
- Volume of tetrahedron.
• The Straight Line
- Equation of a line in symmetrical form.
- Deduction of the general equation into
symmetrical form.
- Perpendicular distance of a point from a
straight line.
- Angle between a line and a plane.
- Condition of coplanarity of two lines.
• The Sphere
- Equation of a sphere : Centre-radius form.
- Equation of a sphere through four non
coplanar points.
- Diameter form of the equation of a sphere.
- Plane section of a sphere and sphere through
a given circle.
- Intersection of a sphere and a line.
Extended Learning
• Skew lines
• Intersection of three planes.
• Pole and polar plane in a sphere.
• Equation of a cylinder and its properties.
• Equation of a cone and its properties.
Module 11: Linear Programming
Study Time: 20 hrs. Max. Marks: 10
Pre-requisites : Matrices
Content and Extent of coverage
• Introduction
- Introduction through a real life problem.
- Solution by graphical method
- General terms used in linear programming
(inequation, objective function, convex
polygon, feasible solution, optimal solution,
etc.)
- Constraints in a linear programming
problem
- Feasible and optimal solutions.
- Simplex method.
• Applications
- Dual problem
- Assignment problem
- Transportation problem
Extended Learning
• Product-mix problem
• Duality
• Simplex method.

==========================================================================

                                                                             PHYSICS (312)

                                                Senior Secondary Course

RATIONAL
Physical is a fundamental science because it deals with such basic feature of the world as
time, space, motion matte, electricity, light and radiations. Every event that occurs in the
natural world has some feature that can be viewed in these terms. Study of Physics need
not necessarily be taken as means of becoming a physicist; it is a means of rationally
understanding nature. Physics lies behind all technological advancement such as
computer, internet, lunching of rockets and satellites, radios and TV communications,
lasers, etc. It also finds applications in such simple activities of men as lifting a heavy
weight or making a long jump. Physics is thus an all-pervading science and its study
helps us in finding answers to questions like why and how?
In order to bring out various aspects of Physics as a fundamental science the content of
the present syllabus has been so chosen as to relate with the study of natural physical
phenomenon. The underlying physical laws and principles of such phenomena and their
effects on daily life have been reflected in the syllabus. Themes like motion, properties
of matter, energies like heat, light and electricity and electronics with would be of interest
to all and specially to those who are interested in pursuing Physics as a career have been
selected to from our content. The syllabus also includes such emerging areas as
electronics, nuclear physics, astrophysics, medical physics and photography, which find
immense applications in daily life.
Though mathematics is basic to the understanding of most of the problems of physics, in
the present course stress has been given to avoid rigour or mathematics like integration
and differentiation. The focus has been to teach concepts of physics rather than
mathematics calculation.
This course attempts.
(i) acquire knowledge and develop understanding of concepts, fundamental laws,
principles and processes in the area of physics so that relationship between cause
and effects of physical phenomenon can be understood;
(ii) appreciate the contributions of physics towards improving quality of lice;
(iii) promote interest in physics and foster a spirit of enquiry; and
(iv) improve competencies of individuals in work skills required in their procession.
As a part of this process, the course also aims at developing the following abilities in the
learner:
• experimental skills (like taking observations, manipulation of equipment) and
communicative skills such as reporting of observations and experimental result;
• problems solving ability e.g. analyzing a situation or data, establishing relationship
between cause and effects:
• scientific temper of mind by making judgment on verified facts and not opinions, by
showing willingness to accept new ideas and discoveries: and
• awareness of the dangers inherent in the possible misuse of scientific knowledge.
Structure of the Syllabus
The syllabus in physics includes two parts-core modules and optional modules. The core
modules comprises of the essential concepts and phenomenon of physics, which a student
at this level should know. It has eight core modules, which contain predominantly the
subject matter of mechanics, electricity, light and other areas of physics representing the
minimum knowledge required to progress into the more advanced areas and to develop
appreciation for the fact that physics plays a significant role in most situations. The
optional modules are on the specific fields and have four modules one each on
Astrophysics, Electronics, Photography and Audio-Videography and Medical physics. In
the optional modules there is a choice to opt any one of the given four modules.
(A) CORE MODULES
Modules Marks Min. Study Time
1. Motion, force and Energy
2. Properties of Matter
3. Heat and Thermodynamics
4. Electricity and Magnetism
5. Oscillations and Waves
6. Optics and Optical Instruments
7. Atoms and Nuclei
8. Semiconductors and their
Applications
14
08
06
14
06
08
07
07
45
25
20
45
20
25
25
20
Total 70 225 hours
(B) OPTIONAL MODULES
(One Module – 10 Marks Each and 30 hrs.)
Modules Marks Min. Study Time
1. Astrophysics
2. Electronics
3. Photography and Audio-Videography
4. Physics in Medical Sciences
10
10
10
10
30
30
30
30
The details of Curriculum is given below:
CORE MODULES
MODULE 1: MOTION, FORCE AND ENERGY
Unit 1: Dimensional Analysis and Vectors
(i) Units
(ii) Dimensions
(iii) Dimensional formula
(iv) Application of dimensional equations
(v) Vectors and their representation (graphically)
(vi) Resolution of vectors in to rectangular components (two dimensions)
(vii) Addition and subtraction of vectors
Unit 2: Motion in a Straight Line
(i) Distance and displacement,
(ii) Speed and Velocity with special reference to average and relative velocity
(iii) Instantaneous velocity
(iv) Uniform motion with examples.
(v) Non-uniform motion (constant acceleration) with examples.
(vi) Graphical representation of motion in two dimensions (including that of constant
acceleration)
(vii) Equations of Motion with numerical problems.
Unit 3: Newton’s Laws of Motion
(i) Concept of force and inertia
(ii) First law of motion with examples
(iii) Second law of motion with concept of momentum and force.
(iv) Third law of motion with examples.
(v) Free body diagram.
(vi) Conservation of linear momentum
(vii) Friction and lubrication
Unit 4: Motion in a Plane
(i) Projectile motion (equation, time of fight, rang, and maximum height)
(ii) Uniform circular motion (radial and tangential acceleration)
(iii) Centripetal acceleration
(iv) Application of circular motion
(v) Uniformly rotating frame of reference and non-inertial force (centrifugal force)
(vi) Relation between velocity and angular velocity
Unit 5: Gravitational motion
(i) Newton’s universal law of gravitation.
(ii) Inertial mass and gravitational mass.
(iii) Acceleration due to gravity and its variation.
(iv) Kepler’s laws.
(v) Motion of planets, orbital and escape velocity.
(vi) Satellites – geostationary, weightlessness.
Unit 6: Work, Energy and Power
(i) Work done by a constant force.
(ii) Work done by a carrying force (graphical method) with example of spring.
(iii) Work-energy relation
(iv) Conservative and non-conservative force.
(v) Mechanical energy (kinetic and potential) with examples.
(vi) Conservation of energy, (spring, pendulum, etc.)
(vii) Elastic and inelastic collision
(viii) Power and its units.
Unit 7: Rotational Motion
(i) Rigid body motion, center of mass, couple and Torque.
(ii) Moment of inertia, radius of gyration and its significance.
(iii) Theorems of Motion for a uniformly rotating rigid body (no derivation)
(iv) Angular momentum and its conservation with simple application.
(v) Rotational and translational motions with example (motion of ball, cylinder,
flywheel on an inclined plane.
MODULE 2: MECHANICAL PROPERTIES OF MATTER
Unit 1: Properties of solids
(i) Elastic properties and hook’s law.
(ii) Young’s modules, Bulk modulus, modulus of rigidity and compressibility.
(iii) Applications of elasticity-cantilever, girder etc.
Unit 2: Properties of Liquids
(i) Hydrostatic pressure and buoyancy.
(ii) Pascal’s law and its application
(iii) Forces of Cohesion and adhesion
(iv) Surface energy and surface Tension.
(v) Angle of contact and capillary action.
(vi) Application of surface tension, liquid drops, bubbles and detergents
(vii) Types of liquid flow-laminar and turbulent, Reynolds number,
(viii) Viscosity and Stoke’s law.
(ix) Bernoulli’s Theorem (no derivation) and its applications.
Unit 3: Properties of Gases
(i) Kinetic theory of gases (with derivation of ideal gas equation state)
(ii) K. E. and temperature relationship
(iii) Specific heat of gases, equilibrium of heat.
(iv) Specific heats Cp and C v and their relationship.
MODULE 3: HEAT AND THERMODYNAMICS
Unit 1: Laws of thermodynamics
(i) Thermodynamic variables, concept of hear, and thermodynamic equilibrium.
(ii) Temperature and its measurement.
(iii) Principle of Calorimetery.
(iv) Thermodynamic processes – isothermal, adiabatic, reversible, irreversible and
cyclic process
(v) First law of thermodynamics – internal energy
(vi) Second change, phase diagram, latent heat, triple point, and concept of entropy and
its significance.
(vii) Carnot’s Cycle and its Efficiency.
Unit 2: Transfer of Heat
(i) Conduction of Heat
(ii) Convection of Heat
(iii) Radiation of Heat
(iv) Black Body Radiation
(v) Wien’s Law
(vi) Stefan’s Law
(vii) Green House Effect
(viii) Newton’s Law of Cooling.
MODULE 4: ELECTRICITY AND MAGNETISM
Unit 1: Electrostatics
(i) Properties of electric charge-quantizations & conservation.
(ii) Coulomb’s law (vector form)
(iii) Electric field and field or point charge (through diagram)
(iv) Force in and charged particle in electric field.
(v) Electric field of a dipole and dipole moment
(vi) Behavior of electric dipole in uniform electric field.
(vii) Electric Potential due to appoint charge, due to a dipole and potential energy.
(viii) Relation between electric field and potential
(ix) Statement and use of Gauss theorem Determining electric field of a point charge,
ling wire, plane sheet, solid sphere, spherical shell.
(x) Conductors, and field inside conductor, electrostatic shielding.
(xi) Capacitors and their combinations
(xii) Dielectric and their polarization
(xiii) Electric field in dielectric, capacitor with dielectric.
Unit 2: Electric Current
(i) Electric current in a conductor
(ii) Ohm’s law, Resistivity of material and Colour coding of resistors.
(iii) Combination of resistances (series and parallel)
(iv) Kirchoff’s laws and their application to electrical circuits
(v) Wheatstone bridge principle
(vi) Potentiometer and its application
Unit 3: Chemical and Thermal Effects of Electric Current
(i) Heating effect of electric current, joules law of heating
(ii) Electrolysis – Faraday’s laws of electrolysis and their application
(iii) Thermoelectricity (Seabeck, peltier and Thomson effect (only qualitative)
Unit 4: Magnetic Effect of Electric Current
(i) Magnetic effect of electric current
(ii) Bio-Savart law – Magnetic field at the center of a coil carrying current
(qualitative treatment)
(iii) Amprere’s circuital law and its application in finding magnetic field of a wire
loop (at a center), toroid and solenoid.
(iv) Force on a current carrying wire in a uniform magnetic field and definition of
ampere.
(v) Force on a charged particle in a magnetic field and Lorentz force.
(vi) Magnetic dipole moment of a current loop
(vii) Torque on a current loop in magnetic field.
(viii) Moving coil Galvanometer and its conversion into ammeter and voltmeter.
Unit 5: Magnetism
(i) Magnet and magnetic field
(ii) Components of Earth’s magnetic field
(iii) Molecular theory of magnetism (qualitatively)
(iv) Dia, para and Ferro magnetic materials
Unit 6: Electromagnetic Induction and Alternating Current
(i) Faraday’s law of electro-magnetic induction
(ii) Lenz’s law
(iii) Self and mutual induction
(iv) Growth and decay of current in L. R and CR circuits (qualitative)
(v) Alternating current and voltage, illustrating with phase diagram – Peak and RMS
values.
(vi) Circuits containing only R. L or C separately, their phase relationship between I
&V
(vii) Power in AC circuit – Power factor and watts current (pure inductor and Pure
capacitor)
(viii) LCR series combination (using phaser diagram only) and resonance
Unit 7: Electric Power Generation and its Transmission
(i) Generators – AC and DC
(ii) Transformers
(iii) Transmission of power (domestic and industrial distribution)
(iv) Various energy sources, electrical power generation – hydro-electricity, chemical
energy, molecular energy, wind energy and solar energy.
(v) Status of Electric power in India.
(vi) Problem of low voltage and load shedding.
MODULE 5: OSCILLATIONS AND WAVES
Unit 1: Simple Harmonic Motion
(i) Periodic motion – amplitude, period frequency and phase
(ii) Simple Harmonic Motion as a projection of uniform circular motion with
examples of spring and simple pendulum.
(iii) Forced oscillations – resonance with examples.
(iv) Damped oscillations with example (without mathematics)
Unit 2: Elastic Waves
(i) Moving pulse, harmonic waves, wavelength, frequency, speed and their
relationship, amplitude of wave
(ii) Wave motion in taut string, formula for its speed.
(iii) Wave motion in gaseous medium and formula for its speed.
(iv) Phase difference between two harmonic waves.
(v) Superposition of waves – interference of waves, reflection of waves from rigid
boundary, standing waves and beast (only qualitative treatment, with equation)
(vi) Characteristics of sound waves.
(vii) Threshold of hearing, intensity of sound and its unit.
(viii) Shock waves, noise pollution.
(ix) Resonance column (overtones and harmonics) only through diagram
(x) Doppler’s effect and its application.
MODULE 6: OPTICS AND OPTICAL INSTRUMENTS
Unit 1: Reflection and Refraction of Light
(i) Reflection of light from spherical mirrors, sign convention.
(ii) Mirror formulae and problems based on it
(iii) Reflection of light, Snell’s law of refraction
(iv) Total Internal Reflection and its application.
(v) Refraction through single curved surface and lenses.
(vi) Lens maker’s formula and magnification
(vii) Power of lens.
(viii) Combination of lenses.
Unit 2: Dispersion and Scattering of Light
(i) Dispersion of light through prism
(ii) Spectrometer and its uses
(iii) Spherical and chromatic aberration.
(iv) Scattering of light in atmosphere
(v) Rainbow
Unit 3: Electromagnetic waves
(i) Maxwell’s theory of em-waves.
(ii) Properties of em-waves
(iii) Em-waves spectra
(iv) Em-waves propagation and their application
Unit 4: Wave Properties of Light
(i) Nature of light
(ii) Light as wave
(iii) Huygen’s wave theory and wave propagation – reflection and refraction
(iv) Interference – Young’s double slit experiment
(v) Diffraction of light (qualitative)
(vi) Polarization, polarization by reflection and its application in daily life
Unit 5: Optical instruments
(i) Compound microscope and its magnifying power
(ii) Telescope – astronomical (Newton’s reflector) and terrestrial
(iii) Resolving power in terms of Rayleigh’s criteria
(iv) Resolving power of eye, telescope and microscope
MODULE 7: ATOMS AN NUCLEI
Unit 1: Structure of Atom
(i) Alpha –particle scattering and Rutherford’s atomic model
(ii) Bohr’s atomic model, energy levels in electron volts
(iii) Hydrogen Spectrum
Unit 2: Photoelectric Effect and Mater Waves
(i) Emission of electrons
(ii) Photoelectric effect and its explanation
(iii) Photocell and its applications
(iv) Wave nature of matter, de-Broglie Waves – Davission and Germer Experiment
Unit 3: Nuclei and Radio - Activities
(i) Atomic mass unit, mass number, size of nucleus
(ii) Isotopes and neutrons
(iii) Mass-energy equivalence (MeV)
(iv) Mass defect and binding – energy curve
(v) Radio activity - a, b decay and g emission
(vi) Half life and decay constant of nuclei
(vii) Application of radioactivity in carbon dating, medical and agriculture.
Unit 4: Nuclear Fission and Fusion
(i) Fission reaction
(ii) Fusion reaction
(iii) Energy in stars
(iv) Nuclear reactor
(v) Peaceful and destructive application of Nuclear Energy.
(vi) Nuclear Pollution
MODULE 8: SEMICONDUCTORS AND THEIR APPLICATIONS
Unit 1: Basics of Semiconductors
(i) Energy bands in solids
(ii) Conductors, insulators, and semiconductors (on the basis of electrical
conductivity)
(iii) Charge carries in semiconductors-Holes and electrons
(iv) Electrical conductivity of semiconductors
(v) Intrinsic and extrinsic semiconductors
(vi) P-type and n-type semiconductors.
Unit 2: Semiconductor Devices
(i) Pn – junction diode
(ii) Characteristic of pn-junction diode
(iii) Types of diode
(iv) Transistor – pup and npn
(v) Characteristic curves of transistor
Unit 3: Applications of semiconductor Device
(i) Pn-junction diode as a rectifier
(ii) Transistor as an amplifier (common emitter)
(iii) Transistor as a switching device
(iv) Logic gates and their realization (OR, AND, NOT, NAND, NOR)
OPTIONAL MODULE 1: ASTRO PHYSICS.
Unit 1: The Sun and the Solar Family
(i) The Sun – introduction
(ii) Interesting phenomenon on solar atmosphere – corona.
(iii) Magnetic field in the solar system
(iv) Sunspot cycle, granulation on solar surface, solar flares, prominence
(v) Planets and their characteristics.
(vi) Comets, meteors, meteoroids and asteroids
(vii) Evaluation of solar system.
Unit 2: Astronomical Telescopes
(i) Windows in electro – magnetic spectrum
(ii) Principle and use of refraction and reflecting telescope
(iii) Newtonian and Cassegrainian telescopes- their principles and uses
(iv) X-ray telescope and radio – telescope
(v) Spherical aberration
(vi) Rayleigh’s criterion
Unit 3: Stars
(i) Measuring distances and masses of stars
(ii) Brightness of stars
(iii) Surface temperature of Stars
(iv) Stellar spectra, stellar classification
(v) H. R. diagram
(vi) Evaluation of stars – different theories
Unit 4: Universe
(i) Our galaxy
(ii) Interstellar gas clouds
(iii) Structure of the galaxy, central bulge, disc of the galaxy
(iv) Halo and corona
(v) External galaxies
(vi) The expanding universe
(vii) Origin of the universe, evolving universe, steady state universe, cosmic back –
ground radiation, open or closed universe
MODULES 2: ELECTRONICS IN DAILY LIFE
Unit 1: Measuring Instruments in Electronics
(i) Multimeter principle and its uses.
(ii) C R O and its uses for measurement of voltage, frequency and wave form.
(iii) Transducers and their application
(iv) Display Device –L E D, L E D and their uses
Unit 2: Power Supply and Signal Generating Systems
(i) Solar cells and their uses
(ii) Frequency generator, power supply inverters, emergency light
(iii) Zener diode as a voltage regulator
Unit 3: Microprocessor and its Applications
(i) Microprocessor – architecture and functional blocks
(ii) Instructions – data transfer, control and branch, and input – output
(iii) Uses of microprocessor in household devices.
Unit 4: Circuit Breaker, Timer and Power Control
(i) Electronic circuit breaker
(ii) Timers, M C B power control.
(iii) Calculator and Electronic watches –principle and operations
OPTIONAL MODULES 3: PHOTOGRAPHY AND VIDEO –AUDIOGRAPHY
Unit 1: PHOTOGRAPHY – CAMERA
(i) Camera – an introduction, part of a camera, camera eye (lens), shutters, special
lens
(ii) Types of camera – their basic principle, constructions and working
(iii) Principle of video camera
(iv) Choosing a camera, picture size.
(v) Choice of lens – angle of view and resolving power, aperture and focusing.
Unit 2: Film Exposing and Processing
(i) Films (storture), types of films
(ii) Film exposure, aperture and speed relationship, use of exposure meter
(iii) Developing the exposed film, developers, ingredients and their functions,
preparation of developers, types of developers B & W whored.
(iv) Preservation of developers, methods, field of developments, tray method tank
method, precautions during film development
(v) Film fixing, fixing, washing and drying of film.
Unit 3: Audio – Video Recording
(i) Basic principle of recording (Inter-conversion)
(ii) Methods of conversion of video signal into electrical signals.
(iii) Methods of conversion of audio signal into electrical signals
(iv) Storage of audio – video signals on tapes
(v) Quality of recording, sound recording on cine films
(vi) Tape characteristics, structure and composition, tape format, tape speeds,
important tape parameters
(vii) Preservation of tapes, storage techniques, precaution
(viii) Over recording, need for over recording various methods of over – recording,
protection of over–recording.
Unit 4: Compact Disc For Audio – Video Recording
(i) Compact disc – limitation of traditional audio recording system, lamination video
recording system.
(ii) Need for compact disc, advantages of compact disc.
(iii) C D for audio recording.
(iv) Basic principle of audio recording.
(v) Construction of CD for audio.
(vi) Methods of CD – audio –recording.
(vii) Care and cautions.
(viii) CD for video –recording, construction of CD for video.
(ix) Basic principle for video recording.
(x) Methods of CD – video recording.
(xi) General operating and installation precautions.
(xii) CD – players, operating principle.
(xiii) Quality of reproduction.
PHYSICS CURRICULUM FOR PRACTICAL WORK
The knowledge of physical concepts and generalization that is gained mainly through
theory gets crystallized with the help of practical work undertaken by a learner. It leads
to better understanding through first hand experience and reinforcement. The practical
work acts as an aid to instruction. It science and facilitate the development of the
physco-motor skills.
The skills which this course on practicals aims to develop are:
(i) Observing skills, which include, proper use of measuring instruments and
apparatus.
(ii) Manipulative skills, which include selection of appropriate equipment, setting it
up, performing experiments with reasonable speed, accuracy and neatness.
(iii) Reporting skills which include presenting the observations sin an appropriate
manner / sequence, calculating the result accurately and interpreting data and
drawing conclusion.
The syllabus in practical physics has been developed in consonance with the theory part
of the physics syllabus so that the learner can understand better the knowledge gained in
theory. In order to expose the learner to different areas of physics, the practicals are
grouped into three sections A, B and C. A learner is required to perform 18 experiments
in all, selecting six from each section given below:
LIST OF PRACTICALS
Group A – Perform Any Six
1. Determine the internal diameter and depth of a cylindrical container (like tin can,
calorimeter) using a vernier calipers and find its capacity. Verify the result using
a graduated cylinder.
2. Determine the diameter of a given wire using a screw gauge and its length with
the help of meter scale. Determine mass of the wire using a physical balance and
calculate the density of the material of the wire in kg. /m3.
3. Determine the radius of curvature of a concave mirror using a spherometer.
Verify the result by parallax method using one needle.
4. Find the time period of a simple pendulum for small amplitudes and draw the
graph of length of the pendulum against square of the time period. Use the graph
to find the length of the second’s pendulum.
OR
Find the time period of a simple pendulum of different amplitudes up to about 60o
) and draw a graph between the time period and amplitude of the simple
pendulum for a given length.
5. Find the weight of a given body using law of parallelogram of vectors and verify
by spring balance.
6. Study the Newton’s law of cooling by plotting a graph between cooling time and
temperature different between calorimeter and surroundings.
7. Determine the specific heat of a solid using the methods of mixtures.
OR
Determine the specific heat of a solid using the method of mixture.
8. Find the spring constant of a helical spring by measuring its extension by a known
load. Then to find acceleration due to gravity by measuring time period of
vertical oscillations of a known loan.
9. Find the required to empty a burette, filled with water, to ½ of its volume, to ¼ of
its volume, to 1/8 of its volume a so on. Plot a graph between volume of water in
the burette and time and thus study at each stage, that the fractional rate of flow is
the same (analogy to radio – active decay)
10. Determine the radius of gyration about the center of gravity of a meter scale used
as bar pendulum by studying its oscillations about axes close to its C. G.
Group B: Perform Any Six
1. Determine – (i) in an air column the wavelength of sound produced, (ii) the
velocity of sound in air at room temperature using a resonance column and tuning
fork.
2. Compare the frequencies of two tuning forks by finding first and second
resonance positions in a resonance tube.
3. Establish graphically the relation between the tension and length of a string of
sonometer vibrating in its fundamental mode resonating with a given tuning fork.
Use the graph to determine the mass per unit length of the string.
4. Find the volume of v for different volume of u in case of a concave mirror and
find its focal length (f) by plotting graph between (1/u) and (1/v).
5. Find the focal length (f) of convex lens by plotting graph between 1/u and 1/v.
6. Find the focal length of a convex mirror using a convex lens.
7. Determine the focal length of concave lens by combining it with a suitable convex
lens.
8. Draw a graph between the angle of incidence (i) angle of deviation (D) for a glass
prism. Determine the refractive index of the glass of the prism using this graph.
9. Compare the refractive indices of two transparent liquids using a concave mirror
and a single pin.
10. Set up an astronomical telescope and find its magnifying power.
Group C – Perform Any Six
1. Verify law of combination (series and parallel) of resistances using ammeter –
voltmeter method and coils of known resistances.
2. Compare the e. m. f’s of two given primary cells using a potentiometer.
3. Determine the specific resistance of two material of the given wire using a meter
bridge.
4. Determine the internal resistance of a cell using a potentiometer
5. Determine the inductance and resistance of a given coil using suitable series
resistance and A. C. voltmeter.
6. Study decay of current in R. C. circuit using a galvanometer and find the time
constant of the circuits.
7. Draw the characteristic curve in forward biased pn junction diode and to
determine the static and dynamic resistance of the given diode.
8. Study the characteristic of a, an npn transistor in common emitter mode and to
find out the values of current and voltage gains.
9. Draw lines of force due to a bar magnet keeping
(i) North pole pointing north
(ii) North pole pointing south
Locate the neutral point.
10. Determine the internal resistance of a moving coil galvanometer by half
deflection method. Convert the galvanometer into a voltmeter of suitable range
and verify it.
SCHEME OF PRACTICAL EXAMINATION
Duration: 3 hours
There will be a practical examination of 20 marks apart from the theory examination.
The distribution of 20 marks is as follows:
(i) Viva : 3 Marks
(ii) Record Book : 3 Marks
(iii) Two Experiments : 14 Marks
(7 Marks each)
(Theory should not be from the same group)

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                                                                     CHEMISTRY (313)

                                                Senior Secondary Course

RATIONALE
According to present scheme of school education at Senior Secondary stage, chemistry
emerges out as a separate discipline. It is this stage where major emphasis is to be laid on
providing suitable conceptual foundation.
The present chemistry course has been developed basically around the themes: Why to
chemical reactions occur? What is the quantitative relationship among reacting
constituents in a chemical reaction? How far and how fast will a chemical reaction
proceed under a given set of conditions? Can we predict whether a chemical reaction
will occur or not? What is the relation between the structure of a chemical substance and
its functions/properties? In what way is a chemical reaction relevant for getting new
types of substances and materials for daily life and chemical industries?
In the present course, there is no compartmentalization like physical, inorganic and
organic chemistry. However basic chemical concepts considered necessary in the study
of descriptive chemistry (inorganic and organic) are provided in the beginning of the
course and an effort has been made to provide a disciplinary structure to chemistry and,
therefore, a logical sequencing of concepts is provided. Applications of chemistry in
daily life have been interwoven with the conceptual themes in such a way that learners
can appreciate the importance of the study of chemistry relevant to daily life and in the
economic development of the country. Some interdisciplinary aspects have also been
provided to make the course more meaningful and functional.
OBJECTIVES OF THE COURSE
At the end of the course, it is expected that a learner will be able to:
· Understand the principles, theories and laws of chemistry responsible for various
chemical processes/reactions,
· Realize the role of chemistry in production of many elements (metals/non-metals)
and compounds useful in industries and daily life.
· Appreciate the chemical nature of inorganic and organic substances around
him/her,
· Choose various vocational, professional and applied course of his/her choice
based on knowledge of chemistry gained.
Apart from this, the present course also aims at developing the following in the learner:
· Perform chemical calculations to know about the chemical reactions and chemical
compounds,
· Explain chemical reactions, concepts and phenomenon,
· Develop awareness about uses and abuses of chemical substances,
· Develop skills like arranging/setting apparatus, handling apparatus and chemicals
properly, and
· Analyse and synthesise simple compounds.
SPECIAL FEATURES OF THE COURSE
The academic standard of the present chemistry course is comparable with the chemistry
course of any State Education Board or Central Board of Secondary Education, New
Delhi. Considering the nature of open learning system, it has been found desirable to
divide the course into class XI and class XII. The rationale behind the course is that
every Unit has a role to play in understanding the holistic view of chemistry.
The course also provides optional modules ‘mostly of applied nature’ out of which a
student can choose one module according to his/her choice of career. Thus, there are
seven course modules and five optional modules. A student appearing for senior
secondary examination is expected to offer all the seven core modules, one module out of
five optional modules, and practicals. All the core and optional modules are listed below:
CORE MODUELS
S.No. Module Marks
Study
Alloted Hours
1. Atoms, Molecules and 7 14
Stoichiometry
2. States of Matter 7 18
3. Chemical Energetics 8 23
4. Chemical Dynamics 7 19
5. Structure of Atoms and Chemical 11 33
Bonding
6. Elements and Their compounds 15 48
7. Chemistry of Organic Compounds 15 48
OPTIONAL MODULES
1. Agricultural Chemistry 10 37
2. Bio-Chemistry
3. Environmental Chemistry
Total 80 240
A detailed curriculum is given for your ready reference
CORE MODULES
MOUDLE 1 : ATOMS, MOLECULES AND STOICHIMOMETRY
Unit 1 Measurements in Chemistry
· A simple idea of basic SI units
· Derived SI unit
· Numerical Problems
Unit 2 Mole Concept
· Counting and weighting of atoms and molecules
· Avogadro constant
· Molar quantities
· Numerical problems
Unit 3 Chemical Stoichimoetry
· Empirical and molecular formulae
· Chemical formula and percentage composition (chemical formula from
percentage composition and vice versa)
· Mass relationship in chemical reactions (mole ratio from a balanced chemical
equation, mole calculation)
· Limiting reagent concept and percentage yield.
· Numerical problems
MODULE 2 : STATES OF MATTER
Unit 1 Behaviour of Gases
· The gaseous state
· Boyle’s Law
· Charles’ law-kelvin Temperature Scale
· Avogadro’s principle
· Dalton’s law of partial pressures
· Ideal gas equation
· The kinetic molecular theory of gases
· Graham’s low of diffusion
· Real gases-deviations from ideal gas behaviour.
· Liquifaction of gases
· Numerical problems
Unit 2 Liquids and Solids
· The liquid state
· The solid state
Unit 3 Solutions
· Solution, solute and solvent
· Concentration of solutions, - molarity molality, normality, mole fraction and mass
percentage
· Types of solutions
· Raoult’s law
· Ideal and non-ideal solutions
· Colligate properties of solutions simple numerical problems.
· Simple numerical problems
Unit 4 The Colloidal Solution
· True solution, colloidal solution and a suspension
· Classification of colloids
· Preparation of colloidal solutions
· Properties of colloidal solutions
· Properties of colloidal solutions
· Applications of colloids
MODULS 3 : CHEMICAL ENERGETICS
Unit 1 Some Basic Concepts of Thermodynamics and Thermochemstry
· System : Isolated, closed and open system
· Processes; isothermal, adiabatic, reversible and irreversible
· Standard state of a substance
· Exothermic and endothermic reactions
· Thrmochemical equations
· Concept of internal energy and enthalpy change, relationship between rH and
rE, first law of thermodynamics
· Standard enthalpy of reactions
· Enthalpy changes during a reaction: enthalpy of formation, enthalpy of
combustion, enthalpy of neutralization
· Hess’s law and its applications
· Bond enthalpy
· Numerical Problems
Unit 2 Spontaneity of Chemical Reactions
· Concept of entropy, entropy change in a system and spontaneity
· Relationship between G,H and S
· Free energy change and spontaneity of a Chemical reaction
· Standard free energy of formation
· Free energy change and chemical equilibrium
· Numerical problems
MODULE 4 : CHEMICAL DYNAMICS
Unit 1 Chemical Equilibrium
· Reversible reactions
· Types of equilibrium system
· Equilibria in homogeneous and heterogeneous systems
· Law of chemical equilibrium
· Relationship between Kc and Kp
· Factors affecting equilibrium – Le Chatelier’s Principle
· Numerical problems.
Unit 2 electrochemistry
· Electrolysis
· Electrical conductivity of electrolytic solutions
· Electrochemical cells
· Standard electrode potential
· Electrochemical series and its applications
· Effect of concentration on electrode potentials by Nernst equation
· Relationship between emf and free energy
· Numerical problems
Unit 3 Rates of Chemical Reactions
· Rate of a Reaction
· Expressions for reactions rates
· Factors affecting rate of reaction
· Rate law
· Order of a reaction
· First order reaction
· Half life period
· Effect of temperature on reaction rate
· Catalysis
· Numerical problems
Unit 4 Ionic Equilibria
· Acid-base equilibrium
· Ionisation constant of weak acids and bases
· Ionization of water
· pH value
· buffer solutions
· solubility equilibrium, solubility product and its applications
· numerical problems
MODULES 5 : STRUCTURE OF AN ATOM AND CHEMICAL BONDING
Unit 1 Atomic Structure
· Fundamental particles of an atom
· Scattering of particles-Rutherford’s experiment
· Discovery of neutron
· Discharge of electricity through gases
· Rutherford’s nuclear model
· Electromagnetic radiation
· Visible spectrum
· Line spectra of H-atom; Bohr model (no derviation)
· Wave-particle duality
· The uncertainity principle
· The wave mechanical model-orbitals (probability picture may be emphasized),
quantum number and Pauli’s exclusion principle
· Aufbau Principle-electronic configuration of atoms.
· Hund’s rule
Unit 2 Period Table and Variation in Atomic Properties
· Early attempts of classification
· Long form of periodic table
· Variation in atomic properties
Unit 3 The Chemical Bond -I
· Why do atoms combine (potential energy diagram)
· Formation of ionic bonds, characteristics of covalent compounds, partial ionic
character of covalent bonds, coordinate covalent bond.
Unit 3 The Chemical Bond – II
· Shapes of molecules. An introduction to VSEPR theory (upto 6 electron pairs
only)
· Hybridization of atomic orbitals, hybrid orbitals (sp, sp , sp )
· Multiple covalent bonds
MODULE 6 : ELEMENTS AND THEIR COMPOUNDS
Unit 1 general characteristics of Main Group Elements
Variation in properties among s and p block elements with respect to (i) size (ii)
ionization energies (iii) electron affinities (iv) electronegativity (v) metallic behaviour,
variation in the nature of their (i) hydribes (ii) oxides and halides, diagonal relationship
between elements (Li and mg only)
Unit 2 General Characteristics of Transition Elements
Electronic configuration, properties of d-block elements (first series only) in terms of
their (i) variable oxidation states, (ii) magnetic properties (iii) colour of their ions and
compounds (iv) complex formation and (v) catalytic properties.
Unit 3 Main-Group Elements and Their Compounds – 1
· Hydrogen
· Alkali and alkaline earth metals
· Boron and aluminium
· Carbon and silicon
Unit 4 Main-Group Elements and Their Compounds – II
· Nitrogen and phosphorus
· Oxygen and sulphur
· Halogens and noble gases
Unit 5 Chemistry of some Important Compounds of Transition Elements
Preparation, properties and application of some important compounds: KMnO4, K2Cr2 O7
K4 Fe2 (CN6) CUSO4 5H2 O Calamine.
Unit 6 General Metallurgical Principles
· Occurrence of metals
· Important ores of some common elements: Na, Al, Sn, Pb,Ti, Fe, Cu, Ag and Zn
· General principles involved in the isolation of metals from their ores and refining
taking examples from these metals)
MODULE 7: CHEMISTRY OF ORGANIC COMPOUNDS
Unit 1 General Principles, Classification and Nomenclature
· Classification
· Type of bond fission : Homolytic, Heterolytic
· Inductive effect,
· Types of reactions: substitution and addition (electrophonic and nucleophilic),
elimination an rearrangement
· Functional groups : definition and types
· IUPA nomenclature of monofunctional organic compounds
· Isomerism
Unit 2 Hydrocarbons
· Definition and types of hydrocarbons
· IUPA nomenclature
Unit 3 Preparation and Properties of Hydrocarbons – II
· Preparation of hydrocarbons
· Physical properties of hydrocarbons
Unit 4 Preparation and Properties of Hydrocarbons – II
· Chemical properties of hydrocarbons (addition, substitution, oxidation)
Unit 5 Compounds of Carbon Containing halogens (Haloalkanes and haloarenes)
· IUPAC Nomenclature of hologen compounds
· Preparation of haloalkanes and haloarenes
· Physical and chemical properties
Unit 6 compounds of Carbon Containing Oxygen
· Different types of oxygen containing compounds ( alcohols, ethers, aldehydes,
ketones, acids, esters)
· IUPAC nomenclature of oxygen containing compounds
· Preparation and properties of alcohols, phenols, aldehydes, ketones and acids.
Unit 7 Compounds of Carbon Containing Nitrogen
· Types of compounds-amides, animes, nitro compounds
· IUPAC nomenclature of amides, amines and nitro compounds
· Preparation and properties of primary aromatic and aliphatic amines.
OPTIONAL MODULES
MODULE 1 : AGRICULUTRAL CHEMISTRY
UNIT 1 soil and Plant Nutrients
· Simple idea of soil
· Types of soil
· Soil Texture
· Soil Reaction
· Plant Nutrients
UNIT 2 manures and Fertilizers
· Essential Plant Nutrients
· Types of manures
· Compost production
· Vermicompost and vermiculture
· Types of fertilizers
· Methods of using fertilizers
UNIT 3 Pests and Pesticides
· Pests
· Pest control
· Pesticides
· Pest management
UNIT 4 Biological Nitrogen Fixation and Plant Growth Hormones
· Nitrogen cycle
· Nitrogen fixation
· Biolfertilizers
· Plant growth hormones
MODULE 2 : BIOCHEMISTRY
UNIT 1 Carbohydrates
· Natural sources of carbohydrates
· Monosaccharide, disaccharide and polysaccharide
· Structure of carbohydrates
· Biological significance of carbohydrates
UNIT 2 Proteins
· Simple idea of proteins
· Classification and structure of proteins
· Amino acids
UNIT 3 Fats and Lipids
· Lipids
· Oils and fats
UNIT 4 Nucleic Acid
· Nucleic Acid
· DNA and RNA
UNIT 5 Enzymes
· A simple idea of enzymes
· Classification of enzymes
· Uses of enzymes
MODULES 3 : ENVIRONMENTAL CHEMISTRY
UNIT 1 Environment and its pollution
· Idea of environment
· Threats to environment
· Pollutants
UNIT 2 Atmosphere, Oxygen and air Pollution
· Composition of air
· Respiration, photosynthesis and decay cycle
· Air pollutants
· Green house effect
· Global warming
· Depletion of ozone layer
· Acid rain
UNIT 3 Water Pollution
· Water resources
· Water pollutants
· Biological oxygen demand
· Prevention of water pollution
· Legislative measures for prevention of water pollution
UNIT 4 Heavy Metal Contamination
· Heavy metal
· Effects of heavy metal contamination
· Preventive measures
UNIT 5 Radioactive Waste Management
· Radioactive sources
· Ill effects of radiation
· Preventive measures
· Regulations regarding safety
CURRICULUM FOR PRACTICAL WORK IN CHEMISTRY
Objectives of the present course in practical work are as follows :
1. To develop and inculcate laboratory skills and techniques
2. To enable the students to understand the basic chemical concepts,
3. To develop basic competence of analyzing and synthesizing chemical
compounds and mixtures.
To meet these objectives three different type of laboratory experiments are provided in
the present practical course.
1. Experiment for developing laboratory skills/techniques
2. Concept based experiments
3. Traditional experiments (for analyzing and synthesing chemicals)
List of Practicals
1. (i) General safety measures with special reference to safe handling of
chemicals.
(ii) Acquaintance with boring of glass tubes, sealing of apparatus, filtration,
distillation, crystallization, preparation calibration, cleaning of glass
apparatus and use of burner, etc.)
(iii) Measurement of volume, length, mass and density and common erros
therein.
2. Preparation, collection and study of some important physical and chemical
properties of at least three gases, one each from the following groups :
(a) Hydrogen and oxygen
(b) Carbon dioxide and hydrogen sulphide
(c) Chlorine, hydrogen chloride, and sulphur dioxide
3. Preparation of dilute solutions of known concentration of sulphuric acid,
hydrochloric acid and nitric acid. (Dilution should be carried out strictly under
the supervision of a teacher).
4. Study of interaction of metals (any four) with salt solution and arranging them
according to their activity (to form activity series). Metals and salts may be
selected from the following.
Mg, Zn, Fe, Sn, Pb, Cu and Al and their salts. (Checking the order of metal sin
series based on the electrode potential will be desirable.)
5. (a) Determination of pH of following substances by using a universal
indicator solution or pH papers.
(i) Salt solution
(ii) Acids and bases of different dilutions
(iii) Vegetable and fruit juices
(b) Study of pH change by common-ion effect in base of weak acids and weak
bases by above method (specific examples of CH3COOH and CH3COONa
and NH4OH and NH4 OH and NH4 CI may be taken).
6. Determination of melting point of a solid substance or low melting point (below
1000C) by glass capillary tube method (Paraffin oil may be used as bath).
7. Study of solubility of solid substances in water at different temperatures and
plotting of a solubility curve.
8. Study of the shift in equilibrium between ferric ions and thiocyanate ions by
increasing/decreasing the concentration of their ions.
9. Study of:
(a) The effect of concentration on the rate of reaction between sodium
thio-sulphate and hydrochloric acid.
(b) The effect of temperature on the rate of reaction between sodium
thiosulphate and hydrochloric acid.
10. Separation of coloured substances by paper chromatography and comparison of
their Rf values.
(a) a mixture of red and blue ink or a black ink.
(b) Juice of a flower or grass.
11. Detection of nitrogen, sulphur and halogens in an organic compound
(combinations of halogens t be avoided). Not more than two of the above
elements should be present in the given organic compound.
12. Study of simple reactions of carbohydrates, fats and proteins in pure form and
detection of their presence in given food stuffs.
13. Preparation of soap by using different oils and its comparison with the market
soap by determining the foaming capacity and cleaning effect.
14. Use of chemical balance to be demonstrated.
(a) preparation of solution of oxalic acid and ferrous ammonium sulphate of
known molarity by weighing (non-evaluative)
(b) A study of (i) acid-base and (ii) redox titrations (single titration only).
(both the solutions to be provided).
(i) Oxalic acid and sodium hydroxide
(ii) Ferrous ammonium sulphate and potassium permanganate.
15. Elementary qualitative analysis of a salt involving detection of one cationic and
one anioninc species from the following groups. (Salts insoluble in hydrochloric
acid excluded).
Cations:
Pb2+, Cu2+, Cd2+, Fe3+ Al3+ Ni2+ Zn2+
Mn , Ca NH
Anions:
Co3
2-, S2-, Cl-, Br-, I-, NO2 , NO3
-, SO42-, PO43-
16. Functional groups in organic compounds
(i) Test of unsaturation
(ii) Test for Carboxylic, phenolic, aldehydic and ketonic groups.
PRACTICAL EXAMINATION
There will be a practical examination of 20 marks and 3 hours duration.
The distribution of marks is as follows:
Marks
1. S alt Analys is 4
(one cation + one anion)
2. Velumetric Analysis 6
(i) (write-up in which student may be
asked to write brief method,
indicator, equation, end point. 2
(ii) Set-up of experiment 2
(iii) Results 2
3. (i) Detection of elements in an organic compound 2
(ii)Detection of functional group 2
OR
Setting up of one experiment from experiments at
serial number 2 to 10, 12 and 13. 4
4. V iva-voce 3
5. Record book 3
Total 20

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                                                                         BIOLOGY (314)

                                                Senior Secondary Course

Biology arose in a two fold manner - firstly, as a
practising art towards exploring and improving a
variety of usable plant and animal products as well
as towards maintaining good health; secondly, as an
academic pursuit out of human curiosity to know
about themselves and other living beings and to
understand the position of humankind on the planet
Earth. In other words, the storehouse of knowledge
about living beings started building up only when
humans were curious to know about life. In order to
respect and appreciate the great diversity in living
things at all levels of organisation, and to understand
the impact of biological development on our life style,
an attempt has been made in the present syllabus to
bring out the different facts of
Life. Hence, the themes that highlight the contribution
of biology to the analysis and solution of problems
of daily life like growth, health, nutrition, and
environment, have been chosen as components of
the content. The topics based on these themes will
be dealt at the individual and community levels. Efforts
have been made to reflect biology as not merely a
correlational science but also as an experimental
discipline by dealing with different tools and
techniques used in biological studies. However, the
vastness of knowledge has delimited the scope of
each topic included in the syllabus. Besides integrating
the content and the depth at which it could be dealt,
modernity of the concepts as well as emerging areas
like Biotechnology, Biochemistry and Immunology
have also been introduced. The syllabus includes
some optional modules to help the students to enrich
in areas of their choice which should facilitate them
to choose a career or pursue higher education.
The course would enable the learner to :-
(i) acquire knowledge of biological terms, facts,
concepts, principles, and processes in order to
understand the living world as a whole.
(ii) appreciate diversity in the living world as also
inter-relationships of various living organisms,
ecological balance in nature, and the role of
biology in human welfare.
(iii) visualise the hazards of nuclear weapons and
environmental pollution, and to create an
awareness for ecological use of natural resources
in the service of humankind.
(iv) develop insight into the role and impact of
Biology in various allied professions such as
medicine, agriculture forestry, biotechnology,
veterinary sciences and pharmacology.
(v) develop interest in the living world with an aim
to respect life.
As a part of this process, the syllabus also aims
at developing the following abilities in the
students to:
(i) apply knowledge and understanding of
biology in situations which are novel and
unfamiliar by developing abilities to analyse,
hypothesise, draw conclusion and predict
results.
(ii) develop skills in handling, improvising and
manipulating scientific apparatus, and
recording observations and data.
(iii) develop scientific attitude through the mode
of curiosity and evidence for proof.
COURSE CONTENT
The syllabus contains 8 core modules and 4 optional
modules which are as follows:-
BIOLOGY
314
47
visualize the origin of life on earth and the vast
diversity in the living world from simple to more
complex and to attempt to group them together at
various levels of classification. In addition, it points
out that studies of fossils and changes in population
in time and space provide evidence that evolution
has occured and is still occurring and provides an
explanation for the mechanism of these changes.
Unit 1 Classification of organisms
l Principles of classification and taxonomic
categories.
l Linnaeus and binomial nomenclature, general rule
for naming, writing and printing of scientific
names of organisms.
l Taxonomic categories (taxa) from, species upto
phylum.
Unit 2 Viruses
l Characteristics of viruses, taking examples of
TMV, Polio, HIV, bacteriophage T2.
Unit 3 Scheme of five kingdom classification
of organisms.
Unit 4 Kingdom Prokaryotae (Monera)
l Chemical nature, general structure and
characteristics of bacteria with common
examples.
l Mention of useful and harmful bacteria like
Lactobacillus, Rhizobium, Mycobacterium
tuberculosis, Clostridium tetani,
Cornybacterium diphtheria
Unit 5 Kingdom Protista
l General characteristics and classification upto
phyla with examples of Amoeba, Entamoeba,
Plasmodium, Euglena & Diatoms
Unit 6 Fungi
l General characteristics of fungi, useful and
harmful fungi, examples-Rhizopus
CORE MODULES Marks
1. Diversity and evolution of life 6
2. Cell, Cell functions and Tissues 10
3. Functional morphology and Life
processes in plants 11
4. Functional morphology and Life
processes in animals 11
5. Reproduction and Development 10
6. Heredity and Genetics 10
7. Population Explosion and Family
Planning 4
8. Environmental Biology 8
OPTIONAL MODULES Marks
1. Tools and Techniques in Biology 10
2. Economic Biology 10
3. Health Science 10
4. Emerging Areas in Biology-
Biochemistry, Biotechnology
and Immunobiology 10
DISTRIBUTION OF MARKS
The core modules are compulsory for all learners.
From the list of optional modules the learner can take
any 1 course of his/her choice. Thus, each learner
takes 9 modules in all.
Core Modules 70
Optional Modules 10
Practical Examination 20
Grand Total 100
MODULE 1: DIVERSITY AND
EVOLUTION OF LIFE
Study Time : 25 hours Marks : 6
Approach
This module is intended to enable the learner to
48
(Breadmould), Yeast, Penicillium notatum,
Puccinia graminis (wheat rust)
Unit 7 Kingdom Plantae
Algae- Chlamydomonas, Spirogyra
Bryophyta (Liverworts and Mosses), Pteridophyta
(Ferns), Spermatophyta (Gymnosperms and
Angiosperms), General morphological features of
flower and fruit and some common examples of the
following families: Poaceae (Graminae), Brassicaceae
(Cruciferae) and Leguminosae (only Papilionaceae).
Unit 8 Kingdom Animalia
Main characteristics, classification upto phylum and
common examples of Porifera, Coelenterata,
Platyhelminthes, Nemathelminthes, Annelida,
Arthropoda, Mollusca and Echinodermata; Chordata
upto classes, classification of Mammalia upto
subclasses, with important examples for all.
Unit 9 Origin and Evolution of Life
a) Origin of life : Views, spontaneous generation,
experiments of Pasteur, Abiogenesis
hypothesis, Oparin’s hypothesis of origin of life,
Miller’s experiment.
b) Organic evolution, progressive and retrogressive
evolution, evidences of evolution.
Theories of evolution - Lamarckism, Darwinism,
Mutation Theory, Neo Darwinism.
Suggested Teaching/Learning Hints While
explaining taxonomic categories of classification
examples should be given (in a tabular form, e.g.
complete classification of the house of cat and man.)
While discussing plant and animal groups, their
characteristics, levels of organisation and other
features should be given in a tabular form. The fact
that evolution is a continuous process should be
highlighted.
Suggested extended learning Find out what
microbiology deals with. Read articles on the studies
made by evolutionists regarding the history of
development of mankind in magazines and
newspapers. Read and see films on Civilization.
MODULE 2 : CELL, CELL FUNCTION
AND TISSUES.
Study Time : 30 hours Marks : 10
Approach
This module is designed to get an insight into the
entire living world as composed of basically the same
kind of unit structure - the cell. All functions in the
living body are ultimately the outcome of the activities
of cells. The cells are composed of numerous
organelles - each concerned with its specific function.
Though fundamentally similar, the cells show a vast
array of modification and specialization forming tissues
to suit the need of different parts of the body and
more so in the different kinds of organisms. The
learner should be able to understand and appreciate
that all organisms starts their life as a tiny single cell
which, by repeated division and growth, may finally
give rise to giants like elephant or banyan tree.
Unit 1 Cell Structure
Discovery of cell, cell theory, cell-its shape, size,
physical and chemical composition, generalized cell
structure as seen under compound and electron
microscopes, differences between animal and
plant cell.
Cell organelles - structure and functions of cell wall,
plasma membrane, endoplasmic reticulum, ribosomes,
Golgi bodies, micro bodies, Mitochondria,
chloroplast, centrosome, cilia and flagella, nucleus
(excluding chemical nature of chromosomes) and cell
inclusions.
Unit 2 Cell Division
Mitosis and its significance. Meiosis and its
significance.
Unit 3 Tissues
Plant Tissues-Meristems-Apical, Intercalary and
Lateral: Parenchyma, Collenchyma, Sclerenchyma,
Xylem and Phloem.
Animal Tissues-Epithelial, Connective, Muscular and
Nervous.
49
Unit 4 Levels of Organisation (cell to organism)
A general idea about the ascending order of levels
of organization-cell, tissues, organ, organ system and
organism.
Suggested Teaching/Learning Hints Suitable
examples from daily life should be taken in order to
explain the levels of organisation, for example the
root systems of a tree is one of its organ systems
having root, root hairs etc.
Suggested Extended Learning Find out about
‘cancer’ cells which differ from normal cells in that
they multiply rapidly and wildly and do not follow
the normal rules of cellular conduct. Get to know
about the tools involved in the investigation of cells.
MODULE 3: FUNCTIONAL
MORPHOLOGY AND LIFE
PROCESSES IN PLANTS
Study time : 35 hrs Marks : 11
Approach
This module intends to highlight the complex nature
of the structure and function of the different organsystems
in plants with special emphasis on the life
processes occuring in higher plants (e.g. in a flowering
plant).
Pre-requisite knowledge Elementary idea about
different types of root, stem and leaf and their
functions.
Unit 1 :- Root
Primary growth, primary structure of dicot and
monocot roots, mode of origin of lateral roots.
Secondary growth in dicot roots.
Special features of root for common functions of
anchorage, growth in soil, absorption, conduction of
water and mineral salts, as well as special functions
of storage and respiration. Distribution of mechanical
tissues to withstand pulling strain.
Unit 2 Stem
Primary growth, primary structure of dicot and
monocot stem, mode of origin of lateral branches.
Secondary growth in dicot stem.
Growth rings (annual rings), sap wood and heart
wood. Structural features for support, exposing
leaves and flowers to favourable positions, conduction
as well as special functions of storage and
photosynthesis.
Distribution of mechanical tissues to withstand
bending strain.
Unit 3 Absorption and Transport
Active and passive absorption, diffusion, osmosis,
major theories on transport of water and organic
substances.
Unit 4 Nutrition
Macronutrients and micronutrients. Deficiency
symptoms.
Unit 5 Leaf
Internal structure of dicot and monocot leaf.
Distribution of mechanical tissues, stomata, hairs and
hydathodes, vascular tissues, air spaces etc.
Unit 6 Transpiration and Guttation
Processes, magnitude and significance of transpiration
and guttation, and factors affecting them.
Unit 7 Photosynthesis
The process and its significance. Factors affecting
photosynthesis.
Unit 8 Respiration
Aerobic, anaerobic, respiratory quotient, factors
affecting respiration (excluding biochemical
pathways), fermentation.
Unit 9 Flower and Inflorescence
Parts of a typical flower, flowers in dicots and
monocots, arrangement and condition of various parts
of flower. Placentation, major types of inflorescence.
Unit 10 Fruit
Definition, major categories, edible parts of common
fruits,
Unit 11 Growth and Development
Definitions of growth and development, growth curve,
50
stages of plant growth, photoperiodism, vernalisation
hormonal regulation of growth, measurement of
growth. Different types of plant movement and
responses; growth, turgor, hydration, tropic and nastic
movements.
Suggested Teaching/Learning Hints Specimens
of fresh plants should be observed by a learner while
studying about its various parts. This should be
highlighted in the instuction material. Activities which
one can do at home should be given, for example :
observing osmosis in a carrot.
Suggested Extended Learning Read about
Hybrid Plants which give new varieties of flowers,
fruits etc.
MODULE 4 : FUNCTIONAL
MORPHOLOGY AND LIFE
PROCESSES IN ANIMALS
Study Time : 35 hrs Marks : 11
Approach
The module brings out the relationship between the
structure and function in animals with special reference
to human so that the learner can appreciate the
importance of intregration and co-ordination among
processes in the functioning organism as a whole.
Pre-requisite knowledge Elementary idea about
the human body.
Unit 1 Digestive System
Digestive organs, digestion, absorption, assimilation.
Unit 2 Respiratory System
Respiratory organs, breathing, gaseous transport and
tissue respiration.
Unit 3 Circulatory System
Circulatory organs, blood circulation, histology and
functions of blood, blood coagulation, blood
transfusion, blood groups, blood pressure, lymph and
lymph glands, spleen. Immune system (basic idea of
immunocytes and immunity).
Unit 4 Excretory System
Excretory organs, finer structure of mammalian
kidney, ultrafiltration and urine formation, an
elementary idea of dialysis.
Unit 5 Nervous System
Central nervous system, peripheral nervous system,
autonomous nervous system, sense organs, reflex
action.
Unit 6 Skin and skeletal System
(a) Skin: Basic structure and functions of skin.
(b) Skeletal System: All major bones in human
skeleton and their role in protection and/
or, movements, types of joints.
Unit 7 Endocrine system (Chemical
Regulation)
Endocrine glands, nature and role of hormones, an
elementary knowledge of Pheromones.
Unit 8 Reproductive System
Male and Female reproductive organs, histology of
gonads, fertilisation, artificial insemination, ovarian
cycle, fertility control, in vitro fertilisation and its
prospects, Twins-monozygotic and dizygotic.
Suggested Teaching/Learning Hints Read about
the concept organ transplant which is coming up as
growing area in the field of human physiology.
MODULE 5 : REPRODUCTION AND
DEVELOPMENT
Study Time : 30 hrs Marks :- 10
Approach
This module is designed to highlight the diverse
methods of reproduction in living beings from very
simple binary fission among unicellular organisms to
complex sexual reproduction in plants and animals.
It deals with both normal and abnormal development.
Pre-requisite knowledge An elementary
understanding of the organs of reproduction in plants
and animals.
51
Unit 1 Reproduction in non-flowering plants
Reproduction patterns in Escherichia coli,
chlamydomonas, Spirogyra, Rhizopus, Funaria,
Dryopteris, Pinus.
Unit 2 Reproduction in flowering plants
Juvenility, flowering, flower as a reproductive organ,
flower formation and sex expression, pollen and
ovule, pollination, fertilization, seed development, fruit
development, pathenocarpy.
Unit 3 Vegetative reproduction in plants
Bulb, tuber, rhizome, bulbil, runner, sucker, etc.
Special method culture (micropropagation).
Unit 4 Patterns of reproduction in animals
Asexual reproduction by fission, fragmentation and
budding. Sexual (gametic) reproduction.
Unit 5 Basic features of embryonic
development in animals
Gametogenesis, sperm and egg, general principles
of fertilization, cleavage, blastulation, gastrulation
organogenesis, morphogenesis and differentiation.
Unit 6 Embryonic nutrition in birds and
mammals (human)
Structure of hen's egg, role of albumen, yolk and the
extra embryonic membranes (amnion and allantois).
Implantation and placenta in humans.
Unit 7 Some special aspects in Developmental
Biology
Growth and regeneration, cancer, ageing (senescene).
SuggestedTeaching/Learning Hints Environmental
influence on the embryo should be discussed while
explaining embryonic development in order to
highlight that a pregnant woman can help ensure the
well being of the developing foetus.
Suggested Extended Learning : Read about
articles on artificial insemination, in-vitro fertilization
and other such areas in magazines and newspapers.
MODULE 6: HEREDITY AND GENETICS
Study Time : 30 hrs Marks : 10
Approach
This module describes the principles and mechanisms
of heredity in determining the characteristics of
organisms. It highlights the interaction of genetics and
environment in the processes involved in the
development of organisms, with special reference to
humans. It also deals with Variation which is the result
of genetic and/or environmental factors.
Pre-requisite knowledge Basic understanding of
the cell structure and cell division.
Unit 1 Principles of Inheritance
Mendel's Law of Inheritance.
Linkage and crossing-over, criss-cross inheritance.
Unit 2 Gene expression and Interaction
One gene one enzyme hypothesis, Incomplete
dominance, lethal genes, pleiotropic genes, Polygenic
inheritance with example of skin colour in man.
Unit 3 Physical and Chemical basis of Heredity
Basic structure of DNA and RNA, nucleotides and
nucleosides, Functions of nucleic acids, replication
of DNA, transcription and translation.
Unit 4 Mutation
Definition of mutation, Mutagens-physical and
chemical and their effects, Useful and harmful effects
of mutation.
Unit 5 Human Genetics
Problems and modern approach to human genetics,
human karyotypes, Autosomal and sex chromosomal
abnormalities.
Abnormalities due to multiple sets of genomes.
Colour blindness haemophilia disorders due to
incompatibility of genes.
Rh-factor, ABO blood groups, Amniocentesis.
52
Unit 6 Genetics and Society
Improvement of plants and animals by selective
breeding, gene pool, genetic counselling, genetic
engineering and its importance, somatic hybridization
and cloning.
Suggested Teaching/Learning Hints Distinction
between DNA and varieties of RNA should be
discussed.
Social and ethical problems raised by artificial
mutagens may be considered.
Suggested Extended Learning Read about
'Genetic drift' with changes in gene frequency by some
events.
Read about the contributions of the Nobel Prize
winner Hargobind singh Khurana.
MODULE 7 : POPULATION EXPLOSION
AND FAMILY PLANNING
Study Time : 10 hrs Marks : 4
Approach
This module is designed to bring out the fact of the
increase in human population all over the world
through the prehistoric and historic times. It aims in
providing awareness of the causes and dangers of
population explosion in the more recent times. Also
it provides adequate information about the methods
of family planning and birth control and to remove
misconceptions about human birth.
Unit 1 Concept and Definitions
Definitions of population, birth rate, death rate,
growth rate.
Unit 2 Trends
Trends in world population and Indian population.
Unit 3 Reasons
Reasons for increased rate of population rise in India
Unit 4 Consequences of overpopulation
Unit 5 Control of Population growth
Importance, need for educating both male and famale
adolescents, Higher age of marriage, need for use of
contraception during the reproductive age.
Unit 6 Methods of Contraception
Reversible Spacing, Natural, Barrier, Hormonal
(Pills and implants,) Devices, Devices plus Hormonal.
Irreversible Tubectomy, Vasectomy, No-scalpel
Vasectomy. Possibility of making reversible
contraception.
Suggestion Extended/Learning Hints Find out
about the methods and techniques adopted by a
demographer in the population studies.
MODULE 8 : ENVIRONMENTAL
BIOLOGY
Study Time : 15 hrs Marks : 8
Approach
This module emphasises the basic understanding of
rules governing the interrelationships in a biotic
community. It brings out the basic principle of
conservation by pointing out that conservation of
natural resources would brighten the prospect of
future of mankind. The quality of human life should
be improved without disturbing the natural
ecosystems.
Unit 1 Ecological Principles
The biotic and abiotic factors in an ecosystem,
dependence of plants and animals on their
environment, inter-dependence of plants and animals;
flow of energy through the biosphere, food chains
and food webs, preservation of representative natural
ecosystem. Man's place in environment (a general
idea).
Unit 2 Spatial Distribution of plants and
animals
Biomes General characteristics of the climate and
the flora and fauna of the different biomes.
53
Unit 3 Conservation and use of Natural
Resources
(a) Non-Renewable Resources: Primary
energy resources and their
consumption fossil fuels, minerals.
(b) Renewable Resources-water, wood,
natural, pastures.
Conservation of Soil and Water Causes and
methods of prevention of soil erosion, fertilizers and
manures.
Water management and irrigation.
Conservation of Wild Life Forest and their
conservation, endangered species, National parks in
India.
Agencies dealing with conservation and wild life
sanctaries.
Non conventional sources of Energy Hydropower,
wind energy, nuclear power, solar energy, biogas,
geothermal energy.
Unit 4 Pollution
Causes, prevention and remedy of different kinds of
pollution-air, water, soil, thermal and noise.
Unit 5 Radiation in relation to human life
Kinds of radiation, harmful effects of non-ionising
(ultraviolet) and ionising (X-rays, gamma rays and
p-particles) radiations, their short term and long term
effects, nuclear fall out, strontium-90 and its harmful
effects.
Suggested Extended/Learning Hints Collect
information about the recent legislation pertaining to
conservation of natural resources from newspaper
and magazines.
OPTIONAL MODULES
1. TOOLS AND TECHNIQUES IN
BIOLOGY INCLUDING LABORATORY
TECHNIQUES
Study Time : 30 hrs Marks : 14
Approach
This module is designed to enable the learner to
familiarise herself/himself with the common laboratory
techniques that may help him/her to maintain and look
after a biological laboratory from the point of view
of teaching as well as research. It includes
maintenance of laboratory equipment and precautions
necessary to be observed while working in a
laboratory.
Unit 1 Short history of invention of simple and
compound microscopes.
Unit 2 Basic principle of electron microscope, phase
contrast microscope, cytochemistry, autoradiography,
paper chromatography, tissue culture, centrifugation.
The historical resume to bring out the origin and
growth of biology should be discussed briefly.
Unit 3 General laboratory equipments :-
Thermostats, pH meter, autoclave, calorimeter,
distillation units, centrifuge, weighing balance,
microtomes, blood pressure instrument, Kymograph.
Unit 4 Preparation of common stains and
reagents
Types of stains and reagents, materials required, steps
involved.
Unit 5 Maintenance of Botanical garden and
Zoological museum aquarium, Herbarium and Green
house.
Unit 6 Some techniques
Collection and Methods of culturing organisms for
class work, Laboratory care of animals.
Suggested Extended Learning :- Maintenance of
laboratory equipments should be discussed.
Precautions that are necessary to be observed while
working in a laboratory should also be stressed.
2. ECONOMY BIOLOGY
Study Time : 30 hrs Marks : 14
54
Approach
This module highlights human dependence on
agriculture to provide cereals, pulses, beverages,
fruits and vegetables for food, fibres of different kinds
for clothing and medicine to treat different diseases.
The importance of forests and different products
obtained from forest plants is also highlighted. Some
of the common principles and practices in raising and
rearing a variety of animals for their commercial
products such as milk, fishes, pearls, silk, lac etc.
are discussed. The concept of using vermiculture as
a means of biodegradation leading to production of
good manure is described.
Unit 1 Agriculture : Human dependence on
agriculture:- Different kinds of Crops; cereals, oil
seeds, sugarcane, fibres (cotton, flax, jute, leaf fibres
coconut fibres,) cotton and jute, vegetables pulses
and fruits-Green revolution, farm management
including irrigation, storage, marketing of the product
kitchen gardening.
Beverages :- Sources, processing and nutritional
value of coffee, tea, coco, soya milk.
Unit 2 Mushroom culture, Floriculture and
Hydroponics:- Brief information about each of
these methods.
Unit 3 Medicinal Plants Concept of general value
of - Amla, Mahua Cinchona, Atropa belladona,
Pinus, Pterocarpus, Opium, Datura, Ocimum,
Eucalyptus, Rauvolfia, Neem.
Unit 4 Forest Wealth Importance of forest,
different products-paper, plywood, rubbergums,
resin.
Unit 5 Animal Husbandry General principles of
raising and caring of animals useful for human, proper
management for their products like milk, butter, ghee,
meat, hides, wool, leather. Poultry farming.
Unit 6 Fisheries An elementary idea of fresh water
and marine fisheries. Different kinds of common
edible fish-their rearing and breeding. Pearl fisheries.
Unit 7 Apiculture and Lac Culture General
acquaintance with bee keeping and honey extraction,
uses of honey and wax. An elementary idea of lac
insect and lac production.
Unit 8 Sericulture and Vermiculture:- A general
idea about sericulture, different kinds of silk moths,
their rearing and silk reeling. Types of silks. Idea of
rearing of economically useful worms like earthworm.
3. HEALTH SCIENCES
Study Time : 30 hrs Marks : 14
Approach
This module aims at creating awareness regarding
the need of proper hygiene for maintenance of
individual health. It also imparts knowledge regarding
the need for a healthy social environment around a
person. The role of proper and balanced nutrition to
prevent nutritional deficiency diseases is also
highlighted. The types, causes and modes of
transmission of human diseases, the common
symptoms, prevention and methods of control of
some common communicable diseases are discussed.
Non-Communicable diseases and their causes are
also highlighted. It also attempts to create awareness
about the symptoms and prevention of sexuallytransmitted
diseases.
Unit 1 Concept of Health and Hygiene
Definiation and meaning of health, need for good
health/concept of ill health, concept and importance
of hygiene for maintenance of good health.
Unit 2 Nutrition and Health Nutrition, macro and
micro nutrients, sources of nutrients need for
balanced diet, calorific needs of persons in various
occupations; nutrition during pregnancy and lactation.
Unit 3 Nutriotional disorders Kwashiorkor,
Marasmus, disorders due to mineral deficiency
namely iron, iodine and calcium; disorders due to
vitamin deficiency; overeating-obesity; risk of intake
of overdoses of iron and vitamin.
Unit 4 Dangers of Drug Addiction Harmful
effects of addictive drugs and beverages;
rehabilitation of a drug addict.
55
Unit 5 Hygiene Types of hygiene - personal,
domestic, community with emphasis on social
nuisances like spitting, nose-picking, urination,
defaecation, throwing garbage and other common
insanitary habits.
Unit 6 Disease Disease, its definition, types,
transmission of disease, parasite, pathogen, infection,
infestation, vector, carrier, host.
Unit 7 Communicable Disease Categories,
communicable diseases with examples; causes and
common symptoms prevention and control of some
common communicable diseases-Chicken pox,
Measles, Polimyelitis, Hepatitis, Rabies, Bacterial
Dysentery, Diphtheria, Cholera, Tuberculosis,
Leprosy, Malaria, Typhoid, Amoebiasis, Filariasis,
Transmission of disease (e.g. German Measles)
during pregnancy.
Unit 8 Non-Communicable disease Heart
disease, Hypertension, Diabetes, Arthritis,
Osteoporosis, Cancer and Allergy.
Unit 9 Sexually Transmitted Diseases Syphilis,
Gonorrhoea, AIDS - awareness, symptoms and
prevention.
4. EMMERGING AREAS IN BIOLOGY -
BIOCHEMISTRY, BIOTECHNOLOGY
AND IMMUNOLOGY
Study Time : 30 hrs Marks : 14
PART A Biochemistry
Approach
This module is intended to make the learner
understand that all living beings are the outcome of
chemical activities. It describes the nature of various
biologically important molecules such as water,
amino acids as well as the structure and function of
the macromolecules such as the proteins, lipids and
nucleic acids.
Unit 1 Introduction to Biochemistry:- Elements
found in living organisms.
Unit 2 Simple biologically important Molecules
water, amino acids, sugars, (pentoses and hexoses),
fatty acids, aromatic bases.
Unit 3 Macromolecules Structure and function
of carbohydrates, proteins and lipids.
Conjugated proteins (e.g. glycoprotein,
phospholipids)
Unit 4 Metabolism of carbohydrates, proteins
and lipids Regulation of metabolism
Unit 5 Translation and Transcription
PART B : Biotechnology
Approach
Biotechnology is emerging as an exciting endeavour
of human technological excellence in Biology. This
module provides ideas about the manipulation of
genetic makeup (genetic engineering) in order to
harvest important biological products, useful
transgenic organisms and normal genes for gene
therapy.
Unit 1 Uses of biological processes in
industry Use of fermenting yeast to produce alcohol
used as beverages and in industry, yoghurt
production, use of micro-organisms in production of
antibiotics.
Unit 2 General idea of Genetic Engineering
Manipulation of genetic make-up to produce cheaply
and on a large scale proteins and hormones (insulin,
blood serum, proteins etc.) and other products of
commercial and medical importance.
Unit 3 General idea of Transgenic Organisms
Basic concept of transgenic organisms, Transgenic
animals (with one example ), Importance of
transgenic organisms.
Unit 4 Biogas Production Use of microbes in
producing biogas.
Unit 5 Gene therapy in humans:- Insertion of
good genes into humans to counteract harmful
mutation and treat disorder such as diabetes, sicklecell
anemia, etc.
56
PART C : Immunobiology
Approach
Immunobiology is a fast growing field in Biology. The
humans are constantly faceing various kinds of
infections. Such infections most often are
counteracted and not allow to flourished inside the
body by an efficient immune system. Whenever the
immmune system for one reason or the other reason
get weakened then the particular disease appear. In
this way the importance of immune system is being
realised. In this module you will be able to gain an
insight into this immune system and learn about its
intricacy.
UNIT 1 Introduction Types of defence
mechanisms in the body
(i) Skin, mucous membrane of eyes, nose etc.
(ii) Immune system.
Unit 2 Tissues and organs involved in the
immune system Cell types involved (T cells, B
cells, macrophages)
Unit 3 Definition of antigen, antibody General
account of humoral and cell mediated immune
response
Unit 4 Types of immunity:-
Natural
Acquired : active and passive
Unit 5 Active Immunization (vaccines):- List of
vaccines available against diseases.
Unit 6 Effect of HIV on immune system.
Unit 7 Definition of Allergens
PRACTICAL WORK
Purpose
The purpose of teaching biology is not only to acquaint
the learners with biological terms, facts, concepts and
principles but also to develop practical skills.
Development of practical skills leads to better
understanding through first hand experience and
mutual reinforcement. It takes into account the
development of psychomotor skills. Since this is an
important aspect of development, the present biology
course considers practical work as an integral part
of the theory.
The skills which the present course intends to develop
are :-
(i) observational skills in the form of identifyig
relevant details in given specimens, locating
the desired parts in a dissection or
specimen.
(ii) manipulative skills in the form of arranging,
handling and reading apparatus and
instruments.
(iii) dissectional skills.
(iv) collecting, mounting and preserving skills.
(v) drawing, labelling and reporting
experimental results and thereby
interpreting it.
List of Practicals
A) For Core Modules
1. Preparing stained glycerine mounts of
i) Epidermal peel of onion, squamous
epithelium of frog, squash preparations of
root tip of onion to show mitotic stages.
ii) Collenchyma, sclerenchyma, parenchyma
from transverse sections of petiole
(preferably Datura)
iii) Xylem and phloem from a cucurbit stem
by cutting transverse section
iv) Striated and non-striated muscle
(cockroach)
2. Demonstration of the structure of root, stem,
leaf (of both dicot and monocot) with the help
of prepared slides.
3. Study of cartilage, bone (mammalian long bone),
blood (frog and man) and sections of liver,
kidney, testis, ovary and skin of mammal (from
prepared slides).
57
4. To perform experiments to demonstrate and/
or determine
i) Osmosis in potato/carrot
ii) Plasmolysis in Rhoeo/Tradescantia leaf
iii) Stomatal count and its correlation with
transpiration from the two surfaces in a
bifacial leaf using cobalt chloride paper.
iv) Rate of photosynthesis in Hydrilla (or any
other aquatic plant) in normal, green and
red lights (by counting the number of
bubbles liberated per minute).
v) Evolution of CO2 during germination of
seeds;
vi) Action of salivary amylase on starch;
vii) Chemical test of abnormalities in urine
(sugar and albumin)
5. Examination of prepared slides/specimens to
study the life history of the following
i) Chalmydomonas (vegetative)
ii) Spirogyra (vegetative and conjugation)
iii) Mucor/Rhizopus (all stages)
iv) Moss (Funaria) Gametophyte and
Sporophyte
v) Fern (Pteris/Dryopteris)-Prothallus,
Sporophyte, Sporangium
vi) Pinus-Long and Dwarf Shoots, Male and
Female Cones, Slide of Pollen Grains.
vii) Flowering plant-study of floral parts of
China Rose/Holly Hock and petunia, their
floral formulae and floral diagram.
6. Identification with distinguishing features and
classification upto classes, of the following:-
Paramecium, Sponge, Hydra, Tapeworm,
Liverfluke, Leech, Butterfly/Moth, Housefly,
Scorpion, Pila, Starfish, Dogfish, Rohu, Toad,
Wall-Lizard, Snake, Pigeon, Bat.
7. Identification of life history stages of silk moth.
8. Identification of frog-egg, cleavage, blastula,
gastrula, neurula (whole mount or section from
prepared slides), tadpole.
9. Demonstration of live sperm from rat.
10. Dissection/Demonstration of the general viscera
of rat to expose and flag label the following
parts:
Stomach, appendix, liver, spleen, pancreas,
diaphragm, heart, dorsal aorta, kidney, adrenals,
testis/ovary.
PRACTICAL EXAMINATION
There will be a practical examination of 3 hours
duration and Maximum marks 20, apart from the
theoretical examination. The distribution of marks is
as follows:-
MARKS
(i) Performing an experiment 4
(ii) Submitting a project 2
(iii) Identification of given samples
(4 samples) 3
(iv) Preparing mounts 3
(v) Maintenance of Record Book 3
(vi) Viva Voce 5
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                                                                   ACCOUNTANCY (320)

                                                Senior Secondary Course

Accountancy is an important language of business. Its knowledge has become
indispensable for recording and analysing business transactions, interpreting the business
results thereof and initiating future action.
The highlights of this course include:
a) the knowledge of principles and practices of financial accounting;
b) the preparation of financial statements of Trading and Non-Trading
Organisations.
c) the detailed knowledge of Accounting Vouchers prepared by business concerns;
d) the promotion of knowledge about Savings A/c, Cash Book, Pass Book, etc.
e) the provision of elementary knowledge of Computers in Accounting (to be
introduced later on)
The modules one to seven (Core Modules) have been considered essential for all learners
to study. However, the learners are expected to opt for any one module out of two
optional modules depending on his/her interests.
________________________________________________________________________
OBJECTIVES
________________________________________________________________________
This course aims at enabling the learners to:
develop skills of recording business transactions, maintaining accounts and interpreting
the results thereof.
- develop skills to prepare Accounting Vouchers to increase competence for
employment.
- join higher stream of accounting education.
- join professional Courses in Accounting Stream.
________________________________________________________________________
DISTRIBUTION OF MARKS
________________________________________________________________________
S.No. Core Modules Marks Time (Hrs)
1. Introduction to Financial Accounting 6 17
2. Accounting terms, Accounting 6 16
equation and Journal
3. Voucher Approach in Accounting 12 40
4. Bank Reconciliation Statement 6 15
5. Financial Statements 15 30
6. Partnership Accounts 20 45
7. Accounting for Share Capital 15 52
Total 80 19 5
Choose any one out of two
Modules 8 to 9
8. Analysis of Financial Statements 45
9. Final Accounts of Non-Trading Organisation 20
Total 100 240
IMPORTANT NOTE FOR PAPER SETTERS AND LEARNERS
APPLICATION:
Paper setters may set questions asking journal entries for marks not exceeding 20. Such
questions can be from one topic or combination of topics.
Module 1. Introduction to Financial Accounting 6 Marks
Approach
This module has been designed to introduce Accounting to learners. This module will
familiarise the learners with Basic Assumptions, Concepts and Conventions of
Accounting.
Prerequisite Knowledge
General idea of profit or loss, transactions.
Content Units
Unit 1. Accounting-An Introduction
Business transactions, Book-keeping, Accounting and its branches.
Nature, functions and objectives of Financial Accounting.
Unit 2. Accounting Assumptions:
Meaning, Assumptions: Business Entity, Money Measurement, Going Concern and
Periodicity.
Unit 3. Accounting Concepts
Meaning, concepts: Matching, Accrual, Realisation and Dual Aspect Concept.
Unit 4. Accounting Conventions
Meaning, Conventions: Consistency, Full disclosure, Materiality, Conservatism.
Module 2: Accounting Terms, Accounting Equation and Journal: 6 Marks
Approach
This module had been designed to familiarise the students with different accounting
terms, accounting equation and journal approach to accounting. This will enable them, i)
to prepare Accounting equation. ii) to make journal entires for business transactions.
Pre-Requisite Knowledge
Familiarity with items of merchandise and Mathematical equation.
Content Units
Unit 1. Accounting Terms
Meaning and significance of different Accounting terms like Assets, Liabilities, Capital,
Revenues and Expenses.
Unit 2. Accounting Equation
Need of Accounting equation, Meaning and preparation of Accounting equation.
Unit 3. Rules of Accounting
Meaning of Accounts, Type of Accounts: Assets, Liabilities, Capital, Revenue and
Expense, Rules of Debit and Credit on the basis of Accounting Equation.
Unit 4. Journal
Meaning, classification of journal into General journal and special journals (with
examples). Incorporation of journal entries involving different accounts.
Unit 5: Cash Book
Meaning, types-Simple Cash Book, Two column Cash Book and Three column Cash
Book.
Module 3 Voucher Approach in Accounting 12 Marks
Approach
This module has been designed to familiarise the learners with different types of
accounting vouchers usually prepared by business concerns. This will enable the learners
to prepare accounts.
Pre-Requisite Knowledge
Familiarity with cash memos, bills, house, Rent Receipt, Electricity bill, Telephone bill,
etc.
Unit 1: Vouchers and their preparation
Meaning, usefulness and types of vouchers (Accounting Vouchers and Supporting
Vouchers), preparation of Accounting Vouchers: Debit Voucher, Credit Voucher,
Transfer Voucher.
Unit 2 Day Book and Subsidiary Day Books
Meaning Classification of Day Book: Simple Day Book, Day Book with a transfer
column, Day Book with Bank and transfer column, Classification of Subsidiary Day
Books: Purchases Day Book, Sales Day Book, Purchases Returns Day Book, Sales
Returns Day Book.
Unit 3: Recording the vouchers into Day Books
Recording into Simple Day Book, Day Book with Transfer Column, Day-Book with
Bank Column.
Unit 4: Recording the Vouchers into Subsidiary Day Books
Recording into Purchases Day Book, Sales Day Book, Sales Returns Day Book, Puchases
Returns Day-Book..
Unit 5: Ledger Posting of Day Book
Meaning and format of Ledger, Posting the items from Day Book to Ledger A/cs.
Unit 6: Posting of Subsidiary Day Books
Posting the items from Subsidiary Day Books to Ledger A/cs.
Unit 7: Trial Balance
Meaning, objective and format of Trial Balance, Preparation of Trial Balance from
Ledger balances.
Unit 8: Errors and their Rectification
Meaning of Accounting error, Classification of errors, Rectification of errors through
journal and Accounting vouchers, Need and Preparation of Suspense A/c.
Module 4: Bank Reconciliation Statement 6 Marks
Approach
This module has been designed to explain the reasons responsible for the differences
between the balance shown by Cash Book and Pass Book.
Pre-Requisite Knowledge
Familiarity with Cash Book and Pass Book
Content Unit
Units 1: Bank Reconciliation Statement
Need, Meaning, reasons for difference between the balance of cash book and pass book,
preparation.
Module 5: Financial Statements 15 Marks
Approach
This module has been designed to explain to the learners the calculation of profit or loss
during the accounting period. This also enables the learners to explain the financial
position of the business on a particular date.
Pre-Requisite Knowledge
Familiarity with Accounting terms, Ledger Posting, Trial Balance etc
Content Units
Unit 1: Capital and Revenue
Classification of expenditure into Capital and Revenue (with examples), Calculation of
Cost of Goods sold, Capital and Revenue receipts.
Unit 2: Preparation of Trading and Profit and Loss Account and Balance Sheet.
Need, format of Trading and Profit and Loss A/c., items to be recorded on the Debit and
Credit Side of Trading and Profit and Loss A/c, Preparation of Trading and Profit and
Loss A/c. Need, format of Balance Sheet, identification of Accounts to be written on
liabilities and Assets side, Preparation of Balance sheet.
Unit 3: Preparation of Trading and Profit and Loss A/c and Balance Sheet (with
adjustments).
Need for adjustments, adjustments regarding closing stock, Depreciation, Additional bad
debts, Provision for Doubtful Debts, Outstanding expenses, Pre-paid expenses, Accrued
income and unearned income, incorporation of Adjustments in Trading and Profit and
Loss A/c and Balance Sheet.
Module 6 : Partnership Accounts 20 Marks
Approach
This module has been designed to explain to the learners the accounting procedure
regarding admission, retirement and death of a partner through journal and accounting
vouchers. This also explains the valuation and recording of Goodwill and revaluation and
realisation of assets and liabilities.
Pre-Requisite Knowledge
Familiarity with system of accounts
Content Units
Unit 1: Partnership-General
Meaning, Partnership Deed, Types of Partners, Capital Accounts.
Accounting Treatment of the following in the absence of Partnership Deed.
a) Distribution of Profits
b) Interest on Partner’s Loans
c) Interest on Capital and Drawings
d) Salary and Commission of Partner
Unit 2: Admission of Partner
Concept of Admission of Partner, Calculation of Profit sharing ratio, Revaluation of
assets and liabilities, Goodwill: Meaning, Valuation and its recording, Adjustment
regarding Adjustments in Partners’ capital A/c, Preparation of Revaluation A/c, Partner’s
Capital A/c and Balance Sheet from the given information.
Unit 3: Retirement and Death of a Partner
Meaning, Calculation of New Profit sharing ratio, calculation of Gaining ratio, Recording
of goodwill, Revaluation of assets and liabilities, Accumulated reserves and profits,
Adjustments regarding partners, Capital Accounts, Calculation of profit upto the date of
death of a partner. Preparation of Relevant A./cs and Balance Sheet.
Unit 4: Dissolution of a Partnership Firm
(Excluding Insolvency of Partners)
Concept of Dissolution of partner and partnership firm, Realisation of asset and making
payment of Liabilities, Treatment of unrecorded Assets and Liabilities, Preparation of
Realisation A/c., Partner’s Capital A/c and Bank A/c.
Module 7: Accounting for Share Capital 15 Marks
Approach
This module has been designed to impart to the learners the knowledge of different types
of shares as a source of finance and their accounting treatment through Accounting
Vouchers and journal.
Pre-Requisite Knowledge
Familiarity with the company a form of business organisation.
Content Units
Unit 1: Joint Stock Company – An Introduction
Meaning, characteristics and kinds of companies, Shares (as a source of finance) and its
types, kinds of shares capital.
Unit 2: Issue of Shares
At par, At discount (Sec. 79) and At Premium (Sec, 78), Share Application, Share
Allotment and Share Calls, Calls in Arrears and Calls-in-Advance. Journal entries in the
books of company, Preparation of Accounting Vouchers, Preparation of Share Capital
A/c, Share Allotment A/c, Bank A/c and Calls A/c.
Unit 3: Forfeiture and Reissue of Forfeited Shares
Meaning of forfeiture, Accounting Treatment for forfeiture of shares issued at Par,
discount and Premium, Accounting Treatment for reissue of forfeited shares originally
issued at par, discount and premium.
Optional Modules
Module 8: Analysis of Financial Statements 20 Marks
Approach
This module has been designed to explain the different accounting ratios to enable the
learners to prepare the statement of sources and uses of funds.
Pre-Requisite Knowledge
Familiarity with financial statements
Content Units
Unit 1: Ratio Analysis – An Introduction
Meaning of financial statements, Meaning and need for Analysis of financial statement..
Arithmetical and Accounting Ratio, Concept of Ratio Analysis, parties interested in
Analysis of financial statement, Significance of Accounting Ratios.
Unit 2 : Accounting Ratios – I
Meaning, Significance and calculation of Liquidity and Turnover Ratios.
Unit 3 : Accounting Ratios – II
Meaning, significance and calculation of Gross Profit, Net Profit, Return on Investment
and Debt-Equity Ratios.
Unit 4: Funds Flow Statement – I
Meaning, Need, Increase/decease in working capital by preparing Schedule of Changes in
Working Capital, Funds from operation.
Unit 5: Funds Flow Statement – II
Preparation of Funds Flow Statement in ‘T’ form, Adjustments: Depreciation (including
Provision for Depreciation), Sale and Purchase of fixed Asset.
Module 9: Final Accounts of Non-Trading Organisations 20 Marks
Approach
This module has been designed to enable the learners to prepare final A/cs of Non-
Trading Organisations.
Pre-Requisite Knowledge
Familiarity with
- Educational Institutions, Clubs, Hospitals, etc.
- Concepts of Receipts and Payments.
- Concepts of Income and Expenditures.
Content Units
Unit 1: Accounts of Non-Trading Organisations-I
Meaning and characteristics, Receipts and Payments A/c; Meaning, Need, Preparation,
Difference between Receipts and Payments A/c and Cash Book.
Unit 2: Accounts of Non-Trading Organisations-II
Income and Expenditure A/c: Meaning, Need, Preparation, Difference between Receipts
and Payments A/c and Income and Expenditure A/c. Adjustments: Outstanding and Prepaid
expenses, Accrued and unearned Incomes, Subscriptions and Depreciation on Asset
only. Preparation of Balance Sheet.

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                                                                 BUSINESS STUDIES (319)

                                                Senior Secondary Course

The trend today in business is towards globalization.
The entire world has become one big market.
Development in transportation and communication
has played a significant role in unifying varrious
countries of the world. Business activities play a
vital role in the development of a country. Its
increasing contribution to production of goods and
services measures the level of growth in an economy.
Today goods are produced and sold in anticipation
of demand. Business as an activity has become more
complex and sensitive. It is also exposed to greater
risks and uncertainties. Hence the activity requires a
systematic learning and professional handling.
The current syllabus is designed to cater to the needs
of National Open School students in various areas
of business studies. It aims at creating an interest
and understanding in the area of trade, and its
auxiliaries, management, finance, and marketing and
would enable the students to acquire the necessary
knowledge and skills. The scope of business as a
career is also highlighted.
The entire course content is divided into core and
optional modules. Learning experiences considered
essential for business studies are described in core
modules, whereas practice oriented areas have been
covered in optional modules.
The optional modules of the syllabus are based on
vocational areas e.g. office procedures and practices,
banking, setting up factories, and agency services.
The modules would help the learners to enter the
world of employment/self-employment by creating
an interest in them for vocational activities.
DISTRIBUTION OF MARKS
S.NO. CORE MODULES MARKS HOURS
1. Introduction to Business 16 40
2. Business as a Career 8 10
3. Trade and Service Activities 16 40
4. Management of Business 16 40
5. Financing of Business 12 30
6. Marketing 12 30
OPTIONAL MODULES
CHOOSE ANY ONE OUT OF FOUR
MODULES
7. Office procedures and Practices
8. Practical Banking 20 50
9. Introduction to Factory Set-up
10. Agency Services
Total 100 240
AIMS AND OBJECTIVES OF THE
COURSE
GENERAL OBJECTIVES
1. The main objectives is to prepare the learners for
SYLLABUS
COMMERCE
(Business Studies)
Syllabus :: 2 Syllabus :: 2
activities related to trade and commerce.
2. To enable the learners to acquire knowledge,
understanding and skill in business and
management.
3. To create an interest in trade and auxiliaries and
various kinds of services.
4. To educate the learner about the role of business
in the economy and its social obligation to the
community.
SPECIFIC OBJECTIVES
1. To acquaint the learner with the nature and scope
of business and form of business organisation
and its suitability.
2. To make them aware about the concept of tradeinternal
and external and activities auxiliary to
trade.
3. To develop in them awareness about managerial
skills like planning organising, staffing, directing
and controlling.
4. To make them understand the concept of business
finance sources (long-term, short-term), financial
institutions and their services.
5. To develop in them the understanding of
marketing, channels of distribution, sales
promotion, advertising and personal selling.
6. To make them aware about avenues of
employment, career development and selfemployment,
office procedure and practices,
functions of commercial funds, factory set-up and
agency services.
CORE MODULES
MODULE-I: INTRODUCTION TO BUSINESS
TIME: 40 HOURS MARKS: 16
APPROACH:
This module is designed to acquaint the learners
with the nature and scope of business, and the
different forms of business organisations.
PRE-REQUISITE KNOWLEDGE:
Understanding of human activities and knowledge of
various forms of business organisation.
CONTENT UNITS
Unit. 1 Nature and scope of Business.
Unit. 2 Forms of Business Organisation:
Sole Proprietorship, Joint Hindu
Family, Partnership, Joint Stock
Company, Co-operative Societycharacteristics.
Suitability of different forms of
Business organisation.
MODUL- II: BUSINESS AS A
CAREER
TIME : 10 HOURS MARKS : 8
APPROACH:
This module explains business as a career, need for
employment, avenues of employment and concept
of self-employment. It analyses and identifies various
jop opportunities in offices and business in general.
It also describes the procedure of establishing a
small enterprise.
PRE-REQUISITE KNOWLEDGE :
Understanding of the nature and scope of business.
CONTENT UNITS :
Unit. 1 Concept of career, need for
employment. Avenues of employment
and career in business through wageemployment.
Unit. 2 Self - employment in business and
Syllabus :: 3
qualities required for success in
business.
Unit. 3 How to establish a business
enterprise.
MODULE-III : TRADE AND
SERVICE ACTIVITIES
TIME : 40 HOURS MARKS: 16
APPROACH:
This module is designed to familiarise the learner
with the importance of the different types of trade
and its auxiliaries
PRE-REQUISITE KNOWLEDGE:
General knowledge of various concepts of trade and
its auxiliaries.
CONTENT UNITS:
Unit. 1 Trade and auxiliaries to trade.
Unit. 2 Internal Trade: Meaning of Retail and
Wholesale Trade, Services of
wholesaler and Retailer.
Specialised Retailing Agencies:
Departmental Stores, Multiple Shops,
Mail Order Houses, Super Bazars -
their characteristics, merits and
demerits.
Unit. 3 External Trade: Procedure of Export
and Import Trade, Main documents
used in Foreign Trade.
Unit.4 Service Activities: Transport,
Communication, Postal Services,
Banking and Insurance.
MODULE-IV : MANAGEMENT OF
BUSINESS
TIME: 40 HOURS MARKS: 16
APPROACH:
This module is designed to acquaint the learners
with the concepts, general principles and functions
of business management.
PRE - REQUISITE KNOWLEDGE:
General idea about management and role of
managers.
CONTENT UNITS
Unit. 1 Introduction to Management:
Definition, nature and scope of
management, concept of scientific
management and principles of general
management.
Unit. 2 Planning: Meaning and process.
Unit. 3 Organising: Process of organising.
Unit. 4 Staffing: Recruitment and Selection of
employees, their training and
development, appraisal and
promotion.
Unit. 5 Directing: Meaning and importance of
communication, motivation, leadership
and supervision.
Unit. 6 Co-ordination and Controlling:
Meaning and process.
MODULE-V: FINANCING OF
BUSINESS
TIME : 30 HOURS MARKS : 12
APPROACH:
This module is to introduce the learner with different
sources of finance and financial institutions.
PRE-REQUISITE KNOWLEDGE:
General understanding of the basic concepts of
financing of business.
CONTENT UNITS :
Unit. 1 Introduction to Business Financing.
Syllabus :: 4
Unit. 2 Sources of Short-Term Finance -
Nature and characteristics.
Unit. 3 Sources of Long-Term Finance-
Nature and characteristics.
Unit. 4 Role of Specialised Financial
Institutions- Objectives and functions
of IFCI, IDBI, ICICI, UTI and
SFCs, related to financing of business.
MODULE-VI : MARKETING
TIME : 30 HOURS MARKS: 12
APPROACH:
This module is designed to acquaint the learners
with various elements of marketing mix.
PRE- REQUISITE KNOWLEDGE :
General idea of market, marketing, advertisement
and selling.
CONTENT UNITS:
Unit. 1 Meaning, objectives, nature and scope of
marketing.
Unit. 2 Marketing mix.
Unit. 3 Channels of distribution.
Unit. 4 Sales promotion.
Unit. 5 Advertising.
Unit. 6 Personal selling.
OPTIONAL MODULES
CHOOSE ANY ONE OUT OF FOUR
MODULE-VII : OFFICE PROCEDURES AND
PRACTICES
TIME : 50 HOURS MARKS: 20
APPROACH:
This module is designed to acquaint the learners
with the concept of office and its set-up, various
office activities and use of office equipments and
machines.
PRE-REQUISITE KNOWLEDGE :
General understanding of office functions.
CONTENT UNITS:
Unit. 1 Nature and Functions of office.
Unit. 2 Office set-up: Type of Jobs in a
modern office.
Unit. 3 Handling inward and outward mail.
Unit. 4 Systems of filing and indexing.
Unit. 5 Office equipments and machines.
MODULE-VIII : PRACTICAL
BANKING
TIME : 50 HOURS MARKS : 20
APPROACH:
This module is designed to acquaint the learners
with various transactions and services of commercial
banks.
PRE-REQUISITE KNOWLEDGE :
General idea about banks and their functions.
CONTENT UNITS :
Unit. 1 Nature and Scope of Banking. Types
of Banks.
Unit. 2 Functions of Commercial Banks.
Unit. 3 Opening and operating of Deposit
Accounts.
Unit. 4 Loans and Advances.
Unit. 5 Other Banking Services.
Syllabus :: 5
MODULE-IX : INTRODUCTION TO
FACTORY SET-UP
TIME : 50 HOURS MARKS : 20
APPROACH:
This module is designed to acquaint the learners
with the service , working conditions and provisions
of health, safety, and welfare measures in factories.
PRE-REQUISITE KNOWLEDGE
General understanding of the concept of a
manufacturing unit.
CONTENT UNITS:
Unit. 1 Nature and characteristics of factories.
Unit. 2 Health and welfare measures in
factories.
Unit. 3 Safety measures in factories.
Unit. 4 Working and service conditions in
factories.
MODULE-X : AGENCY SERVICES
TIME : 50 HOURS MARKS : 20
APPROACH:
This module identifies the key activities involved in
rendering various agency services. It also acquaints
the learner with relevant documents and proforma.
PRE-REQUISITE KNOWLEDGE:
General idea about various agency services and their
relationship with business.
CONTENT UNITS
Unit. 1 Meaning, characteristics and
importance of Agency Services.
AGENCY AVENUES
Unit. 2 Types of Agency Services. Insurance
Agency, Saving Agency, Advertising
Agency, Tours and Travel Agency,
Property Agency, Couriers and
Packing Agency.
Unit. 3 How to secure agencies?
– Insurance Agency.
– Saving Agency.
– Tours and Travel Agency.

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                                                                         HISTORY (315)

                                                Senior Secondary Course

   History is the scientific study of human beings and the evolution of human society in point
of time and in different ages. As such it occupies all important place in the school curriculum.
It is, therefore, taught as a general subject forming a part of Social Science both at the
Middle and the Secondary Stages. At the Middle Stage, entire Indian History is covered,
while at the Secondary Stage, the land marks in the development of human society are
taught.
At the Senior Secondary Stage, History becomes an elective subject. Its main thrust is to
bridge the gap between the presence of change-oriented technologies of today and the continuity
of our cultural tradition so as to ensure that the coming generation will represent the
fine synthesis between change and continuity. It is, therefore, deemed essential to take up
the entire Indian History from the Ancient to the Modem period for Senior Secondary Stage.
The rationale for taking up the teaching of History at this stage is :
1. to promote an understanding of the major stages in the evolution of Indian society
through the ages.
2. to develop an understanding of the historical forces responsible for the evolution of
Indian society in the Ancient, Medieval and Modem times.
3. to develop an appreciation of
(i) the diverse cultural and social systems of the people living indifferent parts of
the country.
(ii) the richness, variety and composite nature of Indian culture.
(iii) the growth of various components of Indian culture, legitimate pride in the achievement
of Indian people in. different parts of the country.
(iv) the process of change which evolved as a result of interaction with other cultures.
4. to identify the fissiparous trends which hampered the growth of the Indian nation in
different periods.
5. to recognize that the Indian culture has not remained and developed in isolation, rather
was a result of a synthesis of different cultures and to understand the contemporary
process of change, continuity and development.
6. to remove from the minds of the younger generation prejudices and complexes
163
164
transmitted from the biased interpretation of History, the social environment and the
accident of birth.
7. to develop an appreciation of the contribution made by the people from all parts of the
country in the making of the national heritage.
8. to foster proper understanding of the contemporary problems of India in historical
perspective so as to develop an enlightened citizenship for active participation in the
establishment of a just social order.
9. to inculcate scientific temper and objectivity to the study of India’s past in order to
relate to the present.
The study of History at this stage is intended to initiate and introduce students to the
‘Elements of Historical Methodology’ as also how the historian thinks and works. For this,
he should be acquainted with the various types of sources which form the basis of history
and develop the competence to evaluate the reliability of the sources.
APPROACH
Keeping in view the implications of the National Policy on Education (May, 1986, PP. 3,4)
providing access to education of a comparable quality for all students, irrespective of caste,
creed, location or sex and the Programmes of Action (August, 1986, P. 144) emphasizing
the immediate need for introducing the curricular change in the content of history essential
to nurture national identity, protect, preserve and promote our common cultural heritage,
the approach to the teaching-learning of History at the +2 Stage (Senior Secondary) will
highlight the following:
1. The new focus will be on the socio-economic and cultural development of man in
society. The political developments and dynastic treatment, which has been hitherto
the main thrust in the teaching-learning process, will no longer be given undue emphasis.
2. The emphasis at this stage will be laid on the development of a composite culture and
national integration by highlighting the contribution of the people from all parts of the
country through the ages. The development of the components of composite culture
has assumed different forms in different periods of Indian History. In Ancient and
Medieval India, the cultural identity and unity formed the main basis whereas in Modern
India, the political unification during the British rule constituted the main plank of the
composite culture which was strengthened further with the integration of the Princely
States with the India Union.
3. It is necessary to highlight the role, the suffering and sacrifice of the people in the
struggle for freedom against the British rule irrespective of religion and region.
4. Other important areas include the removal of social evils and emancipation of women
in modern India.
165
The study of History at this stage will not remain confined to the reading material alone. The
whole process will be activity oriented with more emphasis on the self-learning activities of
the learners. To create further interest in the study of History frequent use will be made of
audio-visual aids (T.V.-CCTV), maps, charts, time-line, genealogical tables and the learner
will be required to study historical geography of India and undertake field trips wherever
feasible. The development of the entire process of learning History will take place with the
close co-operation and active participation of the learner during the contact programmes.
Each module of the course (Unit and Sub-Unit) has been divided into two parts-the General
Foundation Units and the Certification Units. The General Foundation Units provide a
comprehensive view of Indian History in chronological sequence for proper understanding
of the main events of Indian History in self-contained units. The Certification Units are to be
studied in reasonable depth including interpretation critical thinIdng and balanced views for
eItemal examination at the Senior Secondary level.
SYLLABUS IN OUTLINE
Module Marks
1. Ancient Indian History 08
2. Climax of Ancient India 10
3. Legacy of Ancient India 12
4. Rise and Fan of the Delhi Sultanate 08
5. The Mughal Empire 10
6. Contribution of Medieval India 12
7. Renascent India 08
8. India’s Struggle for Independence 22
9. Maps 10
The General Foundation units form the base for understanding
the Certification-units. All units should therefore be studied.
However the examination will be based only on the units marked
Certification.
The erstwhile Module 9 India Since Independence has now been
incorporated as Unit 65 India Since Independence in Module 8.
166
MODULE—1
EARLY ANCIENT INDIAN HISTORY
Study Time : 25 hrs. Marks : 08
Approach This module is designed to highlight the continuity and change in
the socio-religious life of the Harappan and Vedic cultures followed
by the interaction of Brahamanism, Jainism, Buddhism, the impact
of Persian and Greek culture and the growth of political unity under
Magadh.
Pre-requisite ∗ Knowledge of the historical geography of ancient India.
Knowledge ∗ A proper perspective of the Dravidian Civilisation.
∗ Knowledge of the beginning of the Age of Metals—use of
copper and bronze which produced the earliest urban
civilisation in India.
CONTENT UNITS
Unit 1 Prehistoric India
General Foundation 1.1 Pre-historic India
— Impact of geography on Indian History
— Unity in Diversity
— Ancient people of India
— Pre-historic Cultures
— Palaeolithic Culture
— Neolithic Culture
— Chalcolithic Culture
Unit 2 The Harappan Civilisation
General Foundation 2.1 Salient features of the Harappan Civilisation
— Sites, Extent and Period
— Town Planning
— Social Life
— Crafts and Trade
— Pottery
— Seals
— Terra-cotta figurines
— Religion
— Script
— Weights and Measures
— Disappearance
167
Certification 2.2 Its Significance
- Legacy of the Harappan Civilization
- Harappan Civilisation and West Asia
- Harappans Aryans and the Vedic
Unit 3 The Vedic Age
General Foundation 3.1 The Rig-Vedic Age
- The Aryan Advent
- Political Organisation
- Early Aryan Society
- Economic Life
- Rig Vedic Gods
General Foundation 3.2 The Later Vedic Age
- Expansion
- Political Changes
- Material Life
- Social Development
- The Epic Age
- Religion
Certification 3.3 Importance of Vedas
- Schools of Vedic Philosophy
- Vedic Literature : Samhitas, Brahmanas, Aranyakas
- The Upanishads and the Puranas
- Concept of Dharma: Four ends of Life
- Evolution of the Caste System- The Dharmashastras
- Varnashrama System (Four Stages of Life)
Unit 4 Ancient Indian Religions
General Foundation 4.1 Jainism
- Vardhaman Mahavira
- Doctrine of Jainism
- Spread of Jainism
- Rise of Sects
General Foundation 4.2 Buddhism
- Life of Gautama Buddha
- Doctrines of Buddhism
- Spread of Buddhism
- Rise of Sects
- Decline of Buddhism
168
Certification 4.3 Contribution of Jainism and Buddhism
- Importance of Jainism
- Influence of Buddhism
- Comparison of Jainism with Buddhism
Unit 5 Growth of Political Unity
General Foundation 5.1 Rise of Magadh
- Concept of Political Unity
- Sixteen Mahajanapadas
- Magadhan Supremacy
- The Nandas
General Foundation 5.2 Persian and Greek Invasions
- Persian Conquest
- Alexander’s Invasion
- Extinction of Greek rule in Northwest India
Certification 5.3 Importance of Magadhan Supremacy and Foreign Invasions
- Importance of the first Magadhan Empire
- Results of the Persian Impact
- Effects of Alexander’s Invasion
Suggested Activities for
Extended Learning Prepare a time line showing:
(1) the period of Harappan Civilisation
(2) the Rig-Vedic Age
(3) the Epic Period
(4) the Jaina-Buddhist period.
(5) the rise of first Magadhan Empire
(6) the invasion of Alexander
- Draw a list of important Vedic, Jaina and Buddhist
literature relating to this period.
- List important archaeological materials of the
Harappan civilisation.
- On a given outline map of India show the following:
(1) Harappa, Mohenjodaro, Lothal and Kalibangan
(2) Areas of Mahajanapadas of
(a) Avanti (b) Gandhara (c) Kosala (d) Magadh
(e) Vatsa (f) Matsya
(3) Route of Alexander’s invasion
(4) Extent of Magadhan Empire under Mahapadma Nanda,
(5) Kausambi, Mathura, Pataliputra, Rajagriha, Sravasti,
Inraprastha, Texila, Ujjain, Vaishali, Viratnagar.
169
- A visit to a nearby museum, if there is one, to see
the archaeological remains of ancient Indian bricks,
pottery, seals, implements, ornaments, toys and idols.
Collect available picture postcards relating to the art,
sculpture and architecture of ancient Indian Published
by the Archaeological Survey of India, New Delhi
- Read about the social and political conditions as
reflected in the ‘Epics’ (Ramayan and Mahabharata).
MODULE – 2
CLIMAX OF ANCIENT INDIA
Study Time: 25 hrs. Max. Marks: 10
Approach This module is designed to highlight the cultural aspects of life in the
Maurya, Gupta and Vardhana empires and also the development of
culture in Eastern and Southern India.
* Rise of Mahajanapadas and transition from Republic to the
centralised monarchy.
* Spread of Indian religions: Hinduism, Jainism and Buddhism.
* Cultural impact of the Persian and the Greek Invasions.
CONTENT UNITS
Unit 1 The Age of Mauryas
General Foundation - Chandra Gupta Maurya
- Imperial organisation
- Ashoka; Impact of the Kalinga War
- Dharma and spread of Buddhism
- Edicts
- Cause of Downfall of the Mauryan Empire
Unit 2 Kanishka and Satavahanas
General Foundation 2.1 The Indo-Greeks
- The Sakas
- The Parthians
- The Kushans – Kanishka-Achievements of
Kanishka
2.2 The Satavahanas
- Political Developments
Pre-requisite
Knowledge
170
- Foreign Trade and Settlements
- Pattern of Social Life
- Religious Life
Unit 3 The Gupta Empire and Harsha
General Foundation 3.1 The Gupta Empire
- Rise and expansion of the Gupta Empire
- Chandragupta I
- Samudragupta
- Chandragupta II
- Decline of the Gupta Empire-Invasions of the Hunas
Certification 3.2 Life in the Gupta Age
- Administration
- Social development-Status of women
- Economic life
- Religious life
- Account of Fa-hsien
Certification 3.3 Harsha
- Main events
- The Assembly at Kanauj,
- Account of Hsuan Tsang
- Nalanda University
Unit 4 Development in Eastern and Southern India
General Foundation 4.1 Development of Culture in
- Assam
- Bengal
- Kalinga
General Foundation 4.2 Early Kingdoms of the South
- Early Cholas, The Cheras and Pandyas
- The Chalukyas
- The Rashtrakutas
- The Pallavas
- The Cholas
Unit 5 Life under the Maurya and The Gupta Empire
Certification - Asoka’s place in History
- Contacts with Central Asian Countries
- Growth of Brahmanism and Buddhism
- Development of Art, Architecture, Painting,
Literature under the Guptas
171
— Science and Technology under the Guptas
Suggested Activities for — Visiting nearby museum to prepare list of archaeological remains
Extended Learning and pieces of the Mauryan, Kushan and Gupta Age
— Identifying sea-ports of India on a map of India.
— Studying the contributions of Aryabhatta to the development
of Science.
MODULE-III
LEGACY OF ANCIENT INDIA
Study Time : 25 Max. Marks : 12
Approach This module is designed to highlight the development of Indian
painting, sculpture and different styles of architecture, schools of
philosophy and development of science in ancient India. It also
reflects a wonderful resource in men and money possessed by the
rulers and the changes in spiritual ideals and ideas. Art in ancient
India was a true reflex of national mind. Modern India is indebted to
the important cultural contributions of ancient India.
Pre-requisite ∗ A proper understanding of different phases of evolution of Indian
Knowledge ∗ religions.
∗ Indian colonial and cultural expansion in Asia,
∗ Appreciation of the cultural contributions of the Maurya,
Kushan, Gupta and Vardhana Empires.
CONTENT-UNITS
General Foundation Unit 1 Indian Culture Abroad
— Spread of Indian Culture in West Asia, Tibet, China and South
East Asia
— Colonial Settlement Abroad
— Development of Trade and Commerce
— Art and Architecture—Angkor Vat and Borobudur
Certification Unit 2 Our Cultural Heritage
Contributions of Ancient India :
— Aryan—non-Aryan Synthesis
— Agrarian Economy
— Rise of Landed class
172
- Changes in the Vama System
- Hindu-Jain-Buddhist Interaction
- The Coming of Christianity
- Mathematics and Medicine
- Literature and Philosophy: The Tamil Hertiage
- Sculpture, Painting and Architecture: Brief
Outlines of Schools of Art; Gandhara and
Mathura: Contributions of the Pallavas and the
Cholas; Mahabalipuram, Tanjore and Halebid
Suggested Activities - Visiting important historical places e.g. Bodhgaya,
Sarnath, Sanchi, Mount Abu, Mahabalipuram,
Kanchipuram, Tanjore and Halebid, Ajanta and
Ellora.
- Collecting picture postcards of important
sculptures of the period.
- Locating important cultural sites on a map of India.
MODULE - IV
RISE AND FALL OF THE DELHI SULTANATE
Study Time: 20 hrs. Marks: 08
Approach This module is designed to highlight the foundation, expansion and
disintegration of the Delhi Sultanate, Vijaynagar and Bahmani Kingdoms and
also the invasion of the Mongols and the advent of the Portuguese in India.
* The state of affairs under different dynasties of Rajputs, their internal
conflicts.
* Temptation of invaders for Indian wealth.
CONTENT UNITS
General Foundation Unit 1 Establishment of the Delhi Sultanate
1.1 Advent of Islam in India
- Coming of Arab traders
- Conquest of Sind (712 A.D.)
General Foundation 1.2 Indian invasion of Sultan Mahmud of Ghazni (996-1030 A.D.)
- The emergence of Rajput states and the struggle for
supremacy.
Pre-requisite
Knowledge
173
- Advent of Muhammed Ghuri (1173-1205 A.D.) and
the Battles of Tarain
- The Mamluk Sultans, Iltutmish, Raziya and Balban
- The Mongol invasions
- Conquest of Northern India by the Mamluk Sultans
Certification 1.3 A comparative estimate of the achievements of Sultan
Mahmud of Ghazni and Muhammad Ghuri.
- Effects of Sultan Mahmud of Ghazni’s invasion of India.
- Causes of success of Turkish conquest of Northern
India and the failure of Rajput resistance.
- Achievements of Iltutmish and Balban.
Unit 2 Alauddin Khalji and Muhammad Bin Tughlaq
General Foundation 2.1 The Khaljis (1210-1320)
- Jalaluddin Firuz Khalji (1210-96)
- Alauddin Khalji (1296-1316)
- Expansion of Delhi Sultanate: Devgiri, Rajputana and Malwa
- Deccan Expedition of Malik Kafur (1307)
- Mongol Invasions
General Foundation 2.2 The Tughlaqs (1320-1412 A.D.)
- Ghiyas-ud-din Tughlaq (1320-24 A.D.)
- Territorial expansion and suppression of revolts
- Fall of Warangal
- Accession of Muhammad Tughlaq
- Expansion in the South: Kampili and Hoysala
Certification 2.3 Reforms of Alauddin Khalji
- Military Organisation
- Agrarian Reforms
- Market Regulations
- Assessment of Reforms
Certification 2.4 Experiments of Muhammad-Bin-Tughlaq (1325-1351 A.D.)
- Transfer of Capital
- Taxation in the Doab
- Introduction of Token Currency
- Invasion of Khurasan
- Ibn Batuta
- Appraisal of the Experiments
Unit 3 Disintegration of the Delhi Sultanate
General Foundation 3.1 Firuz Tughlaq and his Successors
- Invasion of Timur (1398)
174
— Rise of Provincial Dynasties : Jaunpur, Gujarat, Malwa, Bengal,
Kashmir
— The Saiyids and the Lodi Sultans
Certification 3.2 Impact of Reforms of Firuz Tughlaq
— Effects of Timur’s invasion of India
— Estimate of Zainul Abidin of Kashmir
— Achievements of Sikander Lodi
Unit 4 Rise and fall of the Vijaynagar and Bahmani Kingdoms
General Foundation 4.1 Foundation of the Vijaynagar Kingdom
— Rise and expansion of the Bahamani Kingdom and conflict
with Vijaynagar
— Advent of the Portuguese
— Bread-up of the Bahmani Kingdom
— Battle of Talikota and Distintegration of the Vijaynagar Kingdom.
Certification 4.2. Climax of Vijaynagar : Deva Raya II, Krishna Deva Raya III
— Evaluation of the Achievements of Mahmud Gawan
— Causes of the break-up of the Bahmani Kingdom
— Causes of the downfall of the Vijaynagar Kingdom
Suggested Activities for
Extended Learning — Visit to a nearby museum of any place historical importance
related to the Delhi Sultanate
— Collection of the extract from account of foreign travellers
visiting Vijaynagar Kingdom.
— Study the extent of the territories under the provincial dynasties
of Jaunpur, Gujarat, Malwa, Mewar and Kashmir.
— Study the strength and weaknesses of Pataliputra, Kanauj,
Daulatabad and Calcutta (until 1911) as capitals of India.
MODULE V
THE MUGHAL EMPIRE
Study Time : 30 hrs. Max. Marks : 10
Approach This module is designed to highlight the efforts of the Mughals
towards political integration of India and development of a composite
culture. It also identifies the forces which contributed to the
disintegration of the Mughal Empire and the emergence of independent
provincial states.
175
* Recognizing the factors which led to the rapid changes of dynasties
during (the Delhi Sultanate)
* Understanding the political condition of India in the fifteenth century.
* Knowledge of the results of Timur’s invasion of India.
* Knowledge of the weaknesses of the Lodi dynasty which helped Babur
to establish Mughal rule in India.
CONTENT-UNITS
Unit 1 Establishment of the Mughal Empire
General Foundation 1.1 Establishment of the Mughal Empire
- India at the opening of the sixteenth century
- Babur and the foundation of the Mughal Empire.
- Humayun’s struggle with Bahadur Shah and Sher Shah
- End of Sur Dynasty and return of Humayun
Certification 1.2 Significance of Babur’s advent into India
- Administration of Sher Shah
Unit 2 Consolidation of the Mughal Empire
General Foundation 2.1 Accession of Akbar and expansion of the Mughal Empire
- Jahangir and Shah Jahan
- Foreign Policy of the Mughals: North Western
Frontier and Central Asia.
Certitication 2.2 Achievements of Akbar: Efforts towards Integration
- Assessment of the achievements of Jahangir and
Shah Jahan
Unit 3 Decline of the Mughal Empire
General Foundation 3.1 Aurangzeb and War of Succession
- Relations with Assam and Bengal
- Popular Revolts : Jats, Satnamis, Bundelkhand
Certification 3.2 Role of Aurangzeb
- Causes of Aurangzeb’s success in the War of
Succession
- Significance of Popular Revolts
Unit 4 Mughal Relations with Rajputs and Sikhs
General Foundation 4.1 Babur and the Rajputs
- Akbar’s Rajput policy: Conquest of Chittor,
Ranthambhor
- Rana Pratap and war with Akbar
- Surrender of Mewar (1614)
Pre-requisite
Knowledge
176
- Aurangzeb’s relations with the Sikh Gurus: Guru
Amar Das and Guru Ram Das
- Jahangir and Sikh Gurus: Guru Arjun Das and Guru
Hargovind
- Aurangzeb and Sikh Gurus: Tegh Bahadur and
Gobind Singh
Certification 4.2 Evaluation of Rajput policy of the Mughals
- Assessment of the Mughal Policy towards the Sikhs.
Unit 5 Mughal Empire and the Deccan
General Foundation 5.1 Mughal Policy towards the Deccan under Akbar
- Conquest of Berar, Ahmadnagar and Khandesh
- Shah Jahan and the Deccan
- Viceroyalty of Aurangzeb
- Annexation of Bijapur and Golconda by Aurangzeb
Certification 5.2 Assessment of the Mughal policy towards the Deccan
- Akbar
- Aurangzeb
Unit 6 Rise of the Marathas
General Foundation 6.1 Rise of Shivaji
- Aurangzeb’s relations with Shivaji
- Aurangzeb’s war with the Marathas after Shivaji
(1680-1707)-Shambhaji, Raja Ram and Tara Bai
Certification 6.2 Shivaji’s Administration
- Estimate of Shivaji
- Assessment of Aurangzeb
- Aurangzeb’s responsibility for the decline of the
Mughal Empire.
- Collect picture post cards of important Mughal
Monuments from Tourist Departments of Delhi and U.P.
- Visit to a nearby historical place relating to the Mughal
Forts, Palaces and gardens.
- Prepare a flow chart of
(1) the administrative system of Akbar
(2) the administrative system of Shivaji
Suggested Activities for
Extended Learning
177
MODULE VI
CONTRIBUTION OF MEDIEVAL INDIA
Study Time : 25 hrs. Marks : 12
Approach This module is designed to highlight the salient features of the social,
economic, religious and cultural life of the people is medieval India
so as to develop appreciation of the efforts towards the development
of a composite culture. The richness and variety of our art and style
of architecture reflect the synthesis of various cultures.
Pre-requisite ∗ Contribution of the important rulers of medieval India.
∗ Difference in State policy between the Sultanate and the Mughal
Empire.
CONTENT UNITS
Unit 1 Administrative system and Military organization
General Foundation 1.1 Administrative System : Nature of the Delhi Sultans and the
Caliphate
— Secularism under Akbar
— Central Administration
— Provincial Administration
— Local Administration
General Foundation 1.2 Military Organisation : Military System during the Sultanate
period
— The mansbdari system of the Mughals.
Unit 2 Social and Economic Conditions
Certification 2.1 Social Conditions : Feudal Society : The Sultans; the Nobles
and the Slaves
— The Mughal nobility, middle class and masses
— Growing disparity in life-style
— Social customs, manners and education
— Social decline
Certification 2.2 Economic Conditions : General prosperity
— Prices and Wages
— Land revenue system
— Trade and Commerce
Unit 33 Religious policy
General Foundation 3.1 Religious policy of Delhi Sultante
178
— Interaction of Islam and Hinduism
— The Bhakti Movement - Vaishanavites
— The Sufism
— Contribution of Amir Khusrau
Certification 3.2 Religious Policy of the Mughals
— Akbar and Din-i-illahi
— Towards cultural synthesis
— Aurangzeb and alienation of Rajputs, Sikhs and Maradhas,
Unit 4 Development of Culture
Certification — Architecture under the Sultanate
— Architecture under the Mughals
— Development of languages and literature
— Arabic, Persian, Sanskrit, Urdu and Regional Languages : Tamil,
Hindi, Bengali and Marathi.
— Mughal painting; Music and Dance ; other arts, Gardening,
Pottery, Metal-works, Jewellery and Textiles.
Suggested Activities — Visiting any local medieval forts, palaces, gardens, museums.
for Extended Learning — Locating cultural centres on a map of India.
— Listing architectural specimens of the Mughal period.
— Study of the literary developments in the regional languages.
— A select study of the composition of the Sufi and the Bhakti
saints.
— Study the different styles of architecture during the period.
— Study the different schools of painting during the Mughal
period.
— Collection of printed paintings of Mughal period published by
the Publication Division, Patiala House, New Delhi - 1.
MODULE VII
RENASCENT INDIA
Study Time : 20 hrs. Marks : 08
Approach This module is designed to promote a critical look at the British
policy which transformed a trading company into a sovereign power
and to study the impact of modern western ideas on the Indian
society which contributed to the social awakening the religious
reform movements.
179
* Knowledge of the advent of European tradingcompanies in India-the
Portugueses, the Dutch, the French and the English East India company.
* Knowledge of social conditions of Indian in the 19th century.
* Understanding of the growth of religious orthodoxy and intellectual
decline of India in the eighteenth century.
CONTENT UNITS
Unit 1 Establishment of British Rule in India
General Foundation 1.1 Advent of the European Trading Nations
- New trade routes to India and advent of European
trading companies.
- Growth of the English East India Company
- Causes of Success of the English East India Company.
General Foundation 1.2 Territorial expansion of the East India Company
- Bengal, Avadh, Mysore and Sind
- The fall of the Marathas
- British policy towards Nepal, Burma and Afghanistan
General Foundation 1.3 Economic Impact of British Rule
- Land Revenue Policy-The Permanent Settlement, the
Ryotwari, the Mahalwari system
- Economic exploitation of India
- Development of modern industries and export policy
Unit 2 Assessment of the British Rule
Certification - Dual System of Company’s administration in Bengal
- System of Subsidiary Alliance
- Doctrine of Lapse
- Assessment of agricultural and industrial policies.
- Ruin of Handicrafts
- Darinof wealth
- A Balancesheet of British Rule in India
Unit 3 English Education in India
General Foundation - Early Missionary efforts and private enterprise
- Contributions of to the growth of English education
in India.
(i) Raja Rammohan Roy
(ii) Macaulay
(iii) William Bentinck
(iv) M.G. Ranade
- Establishment of three Universities and downward
filtration theory of education.
Pre-requisite
Knowledge
180
- Deccan Education Society
- Development of education in the 20th century
- Growth of professional education
- Move towards universalisation of elementary
education and equal educational opportunity.
Unit 4 Religious Reform Movements
Certification - The Brahmo Samaj and Raja Rammohan Roy
- The Prarthana Samaj and Mahadev Govind Ranade
- Arya Samaj and Swami Dayanand Saraswati
- The Ram Krishna Mission and Swami Vivekanand
- The Theosophical Society and Annie Besant
- The Aligarh Movement and Sayyid Ahmed Khan
Unit 5 Social Reforms
Certification - Abolition of Sati and Female Infanticide
- Widow remarriage and education of women
- Removal of untouchability and emphasis on social
equality:
- Role of (i) Jyotiba Phule (ii) B.R. Ambedkar, (iii)
Mahatma Gandhi
- Social legislation
- Servants of India Society
* Compare the boundaries of British territories in India in 1757 and 1857
* Study the historical importance of (i) Sultan Siraj-ud-daulah (ii)
Mir Qasim (iii) Tipu Sultan
* Prepare a time line showing the birth of Brahmo Samaj, Prarthana
Samaj, Arya Samaj, Theosophical society, Aligarh movement, Ram
Krishna Mission.
* Read the biographies of Raja Rammohan Roy, Mahadev Govind
Ranade, Swami Dayanand, Sayyid Ahmed and Vivekanand and
collect their views.
* Visit a local Arya Samaj centre or Ram Krishna Mission and assess
its activities.
* Visit a nearby social welfare organisation and study its activities
relating to promotion of education among women and deprived
sections of Indian population and removal of untouchability.
Suggested Reading
Activities for
Extended Learning
181
MODULE VIII
INDIA’S STRUGGLE FOR INDEPENDENCE
Study Time : 40 hrs. Marks : 22
Approach This module is designed to examine critically the struggle for
independence in order to highlight the fact that this struggle involved
people of all regions and religious communities of India. The National
Movement regarded political independence as the essential prerequisites
for the reconstruction of Indian society. It became a
movement under the leadership of Mahatma Gandhi. It also exposed
the British policy of divide and rule.
This module also highlights the significant achievements of India since
independence, inculcation of democratic values, economic resurgence,
social mobility, cultural development and advances in science and
technology. It also stresses India’s role in world affairs with special
reference to our neighbours and contribution to world peace.
Pre-requisite ∗ Impact of the British rule in India, in more ways than one, was
responsible for the national struggle for independence.
∗ The social and religious reform movements of the 19th century
played an important role in the development of Indian nationalism.
CONTENT-UNITS
Unit 1 The Revolt of 1857
General Foundation 1.1 Causes : remote and immediate ; course of the Revolt
Certification 1.2 Nature, Causes of failure and Results of the Revolt.
Unit 2 Factor contributing to the growth of Indian Nationalism
Certification — British policy : political and economic
— Administrative unification of the country
— Introduction of Western ideas and institution
— A new awakening through Western education; rediscovery
of India’s past
— Economic exploitation
— Racial discrimination
— Impact of press and literature
— Impact of social and religious reforms.
Unit 3 Indian National Movement (1885-1905)
General Foundation — Early political movements
— Establishment of the Indian National Congress
— Policy of Indian National Congress till 1905
— British Government’s attitude towards the Indian National Congress.
182
General Foundation Unit 4 Growth of Indian National Movement (1906-1918)
- The partition of Bengal and its consequences
- The Swadeshi and Boycott Movements
- Formation of the Muslim League (1906)
- The Moderates and the Extremists: The Surat split of
Indian National Congress (1907)
- Inadequacy of Morley Reforms
- The Revolutionary Activities
- The Home Rule Movement
- Lucknow Pact (1916)
- Emergence of Mahatma Gandhi
- Champaran Satyagraha
General Foundation Unit 5 Struggle for Freedom (1919-1942)
- The Montague-Chelmsford Reforms
- The Rowlatt Act
- The Jallianwala Bagh Massacre
- The Swarajists
- Resurgence of the masses
- The Simon Commission
- Hindu-Muslim Relations
- Lahore Congress and Poorna Swaraj
- Revival of Revolutionary Activities
- Civil Disobedience Movement
- Round Table Conference
- Growth of Socialist Ideas
- Formation of Congress Ministries
- International Developments and the Congress
- All India State People Movement
- New Communal Trends.
Certification Unit 6 Towards Poorna Swaraj 1942-1947
- World War II and the Cripps Mission
- Quit India Movement
- Subhas Chandra Bose and the Indian National Army
- Interim Government
- Partition of India
- Emergence of a Socialist, Secular and Democratic Republic.
Certification Unit 7 An Over-View
- Features of the freedom movement
183
— Participation by the masses
— Emphasis on social reforms :-
(i) Removal of Untouchability
(ii) Emancipation of Women
— Economic planning and rural reconstruction
— Secular character
— Leaders from all regions
Role of :
1. Abul Kalam Azad
2. Annie Besant
3. Bal Gangadhar Tilak
4. Bhagat Singh
5. C. Rajgopalachari
6. Gopal Krishna Gokhale
7. Jawahar Lal Nehru
8. Lala Lajpat Rai
9. Mahatma Gandhi
10. Muhammad Ali Jinnah
11. Sardar Patel
12. Sarojini Naidu
13. Subhas Chandra Bose
14. Subramania Bharati
15. V.D. Savarkar
184
Certification Unit 8 India Since Independence
— Integration of princely states (1947-58)
— Reorganisation of the Indian States.
— India- A Democratic Republic
— Democratic planning, process.
— Social Mobility—Decline of cast rigidities and
untouchability.
— Emancipation of woman.
— Development of science and technology.
— Problem of national integration.
— Principles of Indian Foreign Policy
— Indo-Pak Relations
— Sino-Indian Relations
— India’s Relations with Bangladesh
— Non-Alignment Movement.
Suggested Activities for
Extended Learning — Visiting a nearby school/public library and collect material about
the role of national leaders in the freedom struggle as listed
above.
— Identifying important Centres of National Movement on a given
map of India.
— Studying the text of (i) the Pledge of Independence on 20th
January, 1930 (ii) The Quit India Resolution of 8th August,
1942. (iii) Nehru’s address to the Constituent Assembly of
15th August 1945.
— Prepare a list of important Indian Exports in 1946-47.
— List the major Princely states which integrated with the Indian
Union with dates.
185
MODULE IX
MAPS
Study Time : 30 hrs. Marks : 10
Approach This module is designed to acquaint the learner with the historical
geography of India from the pre-historic period to the attainment of
independence so as to relate the past to the present for reinforcing
the knowledge and understanding of the content areas covered under
the above modules (I to IX).
Pre-requisite ∗ Knowledge of important historical land-marks covered in the
Knowledge module I to IX.
∗ Knowledge of important historical sites and geography of India.
∗ Knowledge of successive changes in the political map of India
through the ages.
CONTENT- UNITS
General Foundation Unit 1 Maps
1.1 The Palaeolithic and the Neolithic settlements.
1.2 Ancient Trade Centres.
1.3 Empire of Kanishka.
1.4. The Gupta Empire.
1.5 Empire of Harsha
1.6 India’s Contact with Asian Countries.
1.7 India in 1210 A.D.
186
1.8 India under the Tughlaqs
1.9 India in the 15th Century
1.10 The Mughal Empire in 1605 A.D.
1.11 Kingdom of Shivaji 1680
1.12 Anglo-French War-1740-1761
1.13 Indian and European Settlements in 1705 A.D.
1.14 Major Indian States in 1750 A.D.
1.15 British Empire in India in 1805 A.D.
1.16 Kingdom of Ranjit Singh
1.17 Important Centres of the Revolt of 1857.
1.18 Major Indian States on the Eve of Independence
1.19 Famines in India in the 19th and 20th Centuries
1.20 Partition of India in 1947
Certification Unit 2 Maps
2.1 Sites of the Harappan Culture
2.2 Asoka’s Empire
2.3 South India in 750 A.D.
2.4 The Chola Empire
2.5 The Khalji Empire 1320 A.D.
2.6 Political conditions of India in 1525 A.D.
2.7 The Mughal Empire in 1707 A.D.
2.8 The Maratha Empire in India in 1760 A.D.
2.9 The British Empire in 1856 A.D.
2.10 Important Centres of The Freedom Movement from 1920-47.
* Studying the content of the various units with the map listed
above.
* Practising the location/identification of the important historical
places, trade routes, and centres, places related to national
movements.
* Use visual aids e.g. wall maps and historical Atlas wherever
necessary to understand the appropriate textual material of the
content.
Pre-requisite
Knowledge
187
WEIGHTAGE IN TERMS OF MARKS
FOR EXTERNAL EXAMINATION
S.No. Modules Marks Weightage of study
hours
Foundation Certification
(i) Ancient Indian History 08 10 15
(ii) Climax of Ancient India 10 10 15
(iii) Legacy of Ancient India 12 10 15
(iv) Rise and Fall of the Delhi Sultanate 08 10 10
(v) The Mughal Empire 10 15 15
(vi) Contribution of Medival India 12 10 15
(vii) Renascent India 08 10 10
(viii) India’s Struggle for Independence 22 15 25
(ix) Maps 10 10 20
Total 100 100 140

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                                                                        SOCIOLOGY (331)

                                                Senior Secondary Course

After studying up to the Secondary level, a student starts developing some understanding
of the nature and character of the society he lives in.
Sociology explores all aspects of social relationships, and it helps to understand why
human beings create the societies they inhibit and how they behave with other individuals
and groups in which they live. Sociology is considered as another of all Social Sciences
because it studies the economic, political, anthropological historical, geographical and
psychological dimensions of society. Sociology, however, is primarily concerned with
the diversity of human relations particularly along the lines of social class, race, ethnicity,
gender and age etc.
Ignorance about society is the root cause of all social evils. The knowledge, obtained by
scientific methods, about society can contribute to the development of a good society.
August Comte, father of Sociology, has said that man would become the master of his
social destiny as soon as he develops a science of society.
Change is continuous and permanent. The changes occurring today in the world make
Sociology an extremely important subject to study. This course of Sociology will make
students familiar with processes of change and development in general and with reference
to Indian society in particular. The learner, as a student and citizen, needs to be exposed
to the comprehension of the reality and the realization of the predicament.
Objectives
This course has the following objectives:
· To familiarize the learner with the basic concepts in Sociology.
· To make them familiar with various social institutions and social divisions in
society.
· To make them familiar with the process of change and development in society in
general and with reference to Indian society in particular.
· To familiarize them with different dimensions of Indian Society.
· To enable the learner to look at social realities objectively.
· Finally to inculcate among students ability to perceive social realities
scientifically.
Distribution of Marks and Time
________________________________________________________________________
Module Marks Study hours
________________________________________________________________________
1. Sociology: Basic concepts 30 70
2. Social Institutions and Social 12 35
stratification
3. Social Change Socialization and 13 35
Social Control
4. Indian Society 30 60
5. Optional (Any One) 15 40
Status of Women
Or
Culture
________________________________________________________________________
Total 100 240
________________________________________________________________________
Module I
Title : Sociology: Basic concepts
Time: 70 hours Marks : 30
Approach: This module is meant to introduce Sociology to the learner. It acquaints the
learner with the definition of Sociology, its development and growth, relationship with
other Social Sciences. It further exposes the learner to certain techniques used in
Sociological research. This module also explains important basic sociological concepts.
Contents:
1.1 An Introduction to Sociology
1.2 Emergence and Development of Sociology
1.3 Sociology: Its Relationships with other Social Sciences
1.4 Methods and Techniques of Research in Sociology
1.5 Society, Community, Association and Institution
1.6 Social Groups
1.7 Social Structure and Social System
1.8 Norms and values
1.9 Status and Role
1.10 Cooperation, Competition and Conflict
1.11 Acculturation, Assimilation & Integration
Module II
Title : Social Institution and Social Stratification
Time: 35 hours Marks: 12
Approach: This module has been designed to acquaint the learner about major social
institutions found in a society and also to acquaint him with the system of social divisions
based on hierarchy, differentiations and inequality.
Contents
2.1 Marriage
2.2 Family
2.3 Kinship
2.4 Economy, Polity and Religion
2.5 Social Stratification: Hierarchy, Differentiation and Inequality
Module III
Title : Social change, Socialization and Social Control
Time 35 hours Marks: 13
Approach: This module acquaints the learner with the processes of social change in
society, and how an individual becomes an accepted member of a society through
socialization. It also explains how social control is maintained in a society and the
relationship between society and environment.
Content:
3.1 Factors of Social change
3.2 Processes of Social Change
3.3 Socialization
3.4 Social control
3.5 Social Deviance
3.6 Society and Environment
Module IV
Title: Indian Society
Time: 60 hours Marks: 30
Approach: This module acquaints the learner with certain Indian Social thinkers and
various dimensions of Indian society. It sensitizes the learner with major social problems
of India in general and of certain weaker sections in particular.
Content:
4.1 Indian Social Thinkers
4.2 Unity and Diversity
4.3 National Integration: Concept and Challenge
4.4 Indian Society: Tribal, Rural and Urban
4.5 Caste System in India
4.6 Major Religious communities in India
4.7 Major Social Problems of India
4.8 Problem of Scheduled Castes and Scheduled Tribes
4.9 Problems of other Deprived Sections
Module V
Optional Module
Time: 40 Marks: 15
Approach: These modules have been designed for enrichment of knowledge in a specific
area of interest of the learner, either about status of women or culture. Learners can select
one out of the two modules for study and examination.
(a) Status of Women:
Approach: This module has been designed to acquaint the learner with the status of
women from historic to present times. It also explains gender discrimination and
problems of women and their quest for equality and empowerment.
5.1 Society and Environment
5.2 Historical and cultural perspectives
5.3 Gender Discrimination
5.4 Problems of women
5.5 Quest for Equality and Women’s Empowerment.
OR
(b) Culture
Approach : The module has been designed to acquaint the learner with the concept of
culture and its characteristics. This also enriches the knowledge about different aspects of
culture in general and with particular reference to Indian cultural heritage. It also briefly
tells us about the influence of media on culture.
5.1 Culture: Concept and Characteristics
5.2 Indian Cultural Heritage
5.3 Cultural Pluralism
5.4 Media and culture

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                                                              POLITICAL SCIENCE (317)

                                                Senior Secondary Course

MODULE 1: INDIVIDUAL, STATE AND THE GLOBAL ORDER
· Sphere of Politics: Power and Authority Freedom and Justice
· Nation, State and the Government
· The Nation-State and Globalisation of Politics.
MODULE 2: ASPECTS OF THE CONSTITUTION OF INDIA
· The Making of the Constitution: The Preamble
· Salient Features of the Indian Constitution
· Fundamental Rights
· Directive Principles of State Policy and Fundamental Duties
· Federalism and Centre-State Relation
· Emergency Provisions
· Students Assignments
MODULE 3: ORGANS OF GOVERNMENT: CENTRE ANS
STATE LEVELS
· The President and Governors
The Council of Ministers:
· The Prime Minister and The Chief Minister
· The Parliament of India
· The State Legislature
· Structure and Jurisdiction of Indian Judiciary
· Judicial Review and Protection of Fundamental Rights
· Judicial Activism
MODULE 4: DEMOCRACY AT WORK
· Universal Adult Franchise
· Political Parties and Pressure Groups
· Role of Socio-Political Movements
MODULE 5: ORGANISATION OF THE GOVERNMENT
· Administrative System: Centre, State and District Level
2
· Parliamentary Control: The Parliamentary Committees
· Comptroller and Auditor General
· Public Grievances and Redressal Machinery
Students Assignments
Political Science Curriculum
MODULE 6: DEMOCRATIC DECENTRALISATION
· Urban Local Bodies
· Panchayati Raj Institutions
· Non-Government Organisations
MODULE 7: CONTEMPORARY POLITICAL CONCERNS
· Communalism and Regionalism
· Environmental Degradation
· Population Growth and Demographic Change
The policy of economic liberalization if India
Students Assignments-4
MODULE 8: WORLD POLITICS AND INDIA
· Post Cold War global Order
· The United Nations
· Some International Agencies
· Aspect of India’s Foreign Policy
· Students Assignemnt-5
· Sample Question Papers
OPTIONAL
MODULE 1: SOME EMERGING ISSUES OF INDIAN
POLITICS
· Case in Indian Politics Reservations
· Political violence
· Role of Media
· Students Assignment
3
MODULE 2: FREEDOM STRUGGLE AND CONSTITUTIONAL
DEVELOPMENT IN INDIA
· Colonialism in India
· Freedom Struggle in India
· Landmarks in Constitutional Development
1
POLITICAL SCIENCE
CURRICULUM FOR SENIOR SECONDARY
MODULE 1: INDIVIDUAL, STATE AND THE GLOBAL ORDER
· Sphere of Politics: Power and Authority Freedom and Justice
· Nation, State and the Government
· The Nation-State and Globalisation of Politics.
MODULE 2: ASPECTS OF THE CONSTITUTION OF INDIA
· The Making of the Constitution: The Preamble
· Salient Features of the Indian Constitution
· Fundamental Rights
· Directive Principles of State Policy and Fundamental Duties
· Federalism and Centre-State Relation
· Emergency Provisions
· Students Assignments
MODULE 3: ORGANS OF GOVERNMENT: CENTRE ANS
STATE LEVELS
· The President and Governors
The Council of Ministers:
· The Prime Minister and The Chief Minister
· The Parliament of India
· The State Legislature
· Structure and Jurisdiction of Indian Judiciary
· Judicial Review and Protection of Fundamental Rights
· Judicial Activism
MODULE 4: DEMOCRACY AT WORK
· Universal Adult Franchise
· Political Parties and Pressure Groups
· Role of Socio-Political Movements
MODULE 5: ORGANISATION OF THE GOVERNMENT
· Administrative System: Centre, State and District Level
2
· Parliamentary Control: The Parliamentary Committees
· Comptroller and Auditor General
· Public Grievances and Redressal Machinery
Students Assignments
Political Science Curriculum
MODULE 6: DEMOCRATIC DECENTRALISATION
· Urban Local Bodies
· Panchayati Raj Institutions
· Non-Government Organisations
MODULE 7: CONTEMPORARY POLITICAL CONCERNS
· Communalism and Regionalism
· Environmental Degradation
· Population Growth and Demographic Change
The policy of economic liberalization if India
Students Assignments-4
MODULE 8: WORLD POLITICS AND INDIA
· Post Cold War global Order
· The United Nations
· Some International Agencies
· Aspect of India’s Foreign Policy
· Students Assignemnt-5
· Sample Question Papers
OPTIONAL
MODULE 1: SOME EMERGING ISSUES OF INDIAN
POLITICS
· Case in Indian Politics Reservations
· Political violence
· Role of Media
· Students Assignment
3
MODULE 2: FREEDOM STRUGGLE AND CONSTITUTIONAL
DEVELOPMENT IN INDIA
· Colonialism in India
· Freedom Struggle in India
· Landmarks in Constitutional Development

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                                                          DATA ENTRY OPERATION (336)

                                                Senior Secondary Course

1. Basics of Computer
 Computer Organization
  Input and Output Devices
 System Software and Application Software
  Computer Language
  Compiler and Assembler
2. Operating System
  Elements of Windows XP
 Desktop Elements
 Locating Files and Folders
 Changing System Setting
 File Management in Windows
 Installation of Software and Hardware
3. Basics of Word Processing
 Starting Word Program
 Word Screen Layout
 Typing Screen Objects
 Managing Documents
 Protecting and Finding Documents
 Printing Documents
4. Formatting Documents
 Working with text
 Formatting Text
 Formatting Paragraphs
 Bulleted and Numbered Lists
 Copying and Moving Text
 Spelling and Grammar
 Page Formatting
 Creating Tables
5. Mail Merge
 Types of document in Mail merge
 Creating data Source
 Creating Mailing Labels
 Merging Data into Main Document
6. Basics of Spreadsheet
 Selecting, Adding and Renaming Worksheets
 Modifying a Worksheet
 Resizing Rows and Columns
 Workbook Protection
7. Formatting Worksheets
 Formatting Toolbar
 Formatting Cells
 Formatting Rows and Columns
 Formatting Worksheets Using Styles
 Protect and Unprotect Worksheets
8. Formulas, Functions and Charts
 Formulas and Functions
 Copying a Formula
 Types of Functions
 Types of Charts
 Auto Shapes and Smart art
9. Creating Presentation
 Creating Slides
 Slide Sorter View
 Changing Slide Layouts
 Moving Between Slides
10. Introduction to Internet
 Getting Connected to Internet
 Types of Internet Connections
 Internet Terminology
 Understanding Internet Address
Web Browser and Internet Services