CBSE-i curriculum guide for senior secondary classes

CBSE-i
SENIOR
SECONDARY
Curriculum
Shiksha Kendra, 2, Community Centre, Preet Vihar,Delhi-110 092 India
CBSE-i
CURRICULUM
Senior
CB
- Internati
al
on
CLASSES XI-XII
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India
All Rights of these documents are reserved. No part of this publication

may be reproduced, printed or transmitted in any form without the
prior permission of the CBSE-i. This material is meant for the use of
schools who are a part of the CBSE-International only.
Preface
Education plays the most important role in acquiring professional and social skills and a positive attitude to face
the challenges of life. Curriculum is a comprehensive plan of any educational programme. It is also one of the
means of bringing about qualitative improvement in an educational system. The Curriculum initiated by Central
Board of Secondary Education-International (CBSE-i) is a progressive step in making the educational content
responsive to global needs. It signifies the emergence of a fresh thought process in imparting a curriculum which
would restore the independence of the learner to pursue the learning process in harmony with the existing
personal, social and cultural ethos.
The CBSE introduced the CBSE-i curriculum as a pilot project in few schools situated outside India in 2010 in
classes I and IX and extended the programme to classes II, VI and X in the session 2011-12. It is going to be
introduced in classes III, VII and for Senior Secondary classes with class XI in the session 2012-13.
The Senior Secondary stage of education decides the course of life of any student. At this stage it becomes
extremely important for students to develop the right attitude, a willingness to learn and an understanding of the
world around them to be able to take right decisions for their future. The senior secondary curriculum is expected
to provide necessary base for the growth of knowledge and skills and thereby enhance a student's potential to
face the challenges of global competitiveness. The CBSE-i Senior Secondary Curriculum aims at developing
desired professional, managerial and communication skills as per the requirement of the world of work. CBSE-i
is for the current session offering curriculum in ten subjects i.e. Physics Chemistry, Biology, Accountancy,
Business-Studies, Economics, Geography, ICT, English, Mathematics I and Mathematics II. Mathematics at two
levels caters to the differing needs of students of pure sciences or commerce.
The Curriculum has been designed to nurture multiple intelligences like linguistic or verbal intelligence, logical
mathematical intelligence, spatial intelligence, sports intelligence, musical intelligence, inter-personal
intelligence and intra-personal intelligence.
The Core skills are the most significant aspects of a learner's holistic growth and learning curve. The objective of
this part of the core of curriculum is to scaffold the learning experiences and to relate tacit knowledge with formal
knowledge. This involves trans-disciplinary linkages that would form the core of the learning process.
Perspectives, SEWA (Social Empowerment through Work and Action), Life Skills and Research would be the
constituents of this 'Core'. The CBSE-i Curriculum evolves by building on learning experiences inside the
classroom over a period of time. The Board while addressing the issues of empowerment with the help of the
schools' administering this system strongly recommends that practicing teachers become skilful and lifelong
learners and also transfer their learning experiences to their peers through the interactive platforms provided by
the Board.
The success of this curriculum depends upon its effective implementation and it is expected that the teachers will
make efforts to create better facilities, develop linkages with the world of work and foster conducive
environment as per recommendations made in the curriculum document.
I appreciate the effort of Dr. Sadhana Parashar, Director (Training), CBSE and her team involved in the
development of this document. I specially appreciate the efforts of (Late) Dr. Srijata Das for working tirelessly
towards meeting deadlines.
The CBSE-i website enables all stakeholders to participate in this initiative through the discussion forums. Any
further suggestions on improving the portal are always welcome.
Vineet Joshi
Chairman, CBSE
Acknowledgements
Advisory
Shri Vineet Joshi, Chairman, CBSE
Dr. Sadhana Parashar, Director (Training), CBSE
Ideators Classes
Prof. A. K. Bakshi
Dr. N. K. Sehgal
Mr. L. V. Sehgal
Prof. Kapil Kapoor
Ms. Renu Anand
Dr. Barkatullah Khan
Ms. Avnita Bir
Conceptual Framework
Shri G. Balasubramanian, Former Director (Acad), CBSE
Ms. Abha Adams, Consultant, Step-by-Step School, Noida
Dr. Sadhana Parashar, Director (Training), CBSE
Ms. P. Rajeshwari
Ms. Gayatri Khanna
Mr. Maneesh Jaryal
Mrs. Anita Makkar
Prof. Biswajit Nag
Ms. Usha Sharma
Ms. Mandira Pal
Dr. Niti Nandini Chatnani

Dr. Preeti Tewari
Dr. Anil K. Bali
Dr. Deeksha Bajpai
Mr. S. K. Agarwala
Dr. Samita Bhatia
Dr. Vijay Sarda
Ms. Neeta Rastogi

Dr. Anshu
Dr. Om Vikas
Dr. Rajesh Hassija
Mr. Mukesh Kumar
Material Production Groups:

English :
Ms. Gayatri Khanna
Ms. Renu Anand
Ms. P. Rajeshwary
Ms. Sandhya Awasthi
Ms. Manna Barua
Ms. Veena Bhasin
Ms. Urmil Guliani
Ms. Sudha Ravi
Mr. Anil Kumar
Ms. Vijaylaxmi Raman
Ms. Neerada Suresh
Chemistry :
Dr. K. K. Arora
Dr. Sarita Passui
Dr. Adarsh Gulati
Dr. Niti Mishra
Dr. A.C. Handa
Mr. S. K. Jain
Biology :
Dr. Smita Bhatia
Mr. GauravDatta
Ms. Mandira Pal
Ms. MridulaArora
Ms. Manu Sharma Dixit
Ms. AkanshaMadan
Ms. Monalisa Paul
Dr. PushpendraTiwar
Geography:
Dr. PreetiTewari
Ms. Rupa Das
Mr. S Fazal Daoud Firdausi
Ms. NeenaPhogat
Ms. Sujata Sharma
Ms. Deepa Kapoor
Ms. Bharti Malhotra
Ms. IshaKaushik
Mr. Riyazuddin Khan
Ms. PoojaVerma
Ms. MamtaKantiKumar
Ms. Pratima Menon
Ms. RichaBhardwaj
Ms. SunitaBajpai
Ms. Shweta Yadav
Mr. Gurvinder Singh
Mr. SurendraNarain
Mr. Rahul Singh
Physics :
Mr. VivekKaushik
Ms. NamrataAlwadhi
Mr. Dhirender Sharma
Ms. SucharitaBasuKasturi
Mr. Vivek
Ms. SonikaBabbar
Mathematics :
Dr. Sushil Kumar
Mrs. Monica Talwar
Mrs. Charu Dureja
Mrs. Seema Juneja
Dr. H. L. Bhatia
Mrs. Neeru Aggarwal
Dr. Saroj Khanna
Dr. Sushma Bansal
Business Studies :
Dr. S. K. Bhatia
Ms. Meenu Ranjan Arora
Mrs. Shegorika
Mr. Sandeep Sethi
Ms. Usha Sharma
Ms. Komal Bhatia
Ms. Ravisha Aggarwal
Ms. Sakshi Mehta
Economics:
Mr. S. K. Agarwala
Ms. Ambika Gulati
Ms. Nidhi Singh
Ms. Malti Modi
Ms. Sapna Das
Ms. Ingur Agarwal
Ms. Shankar Kulkarni
Mr. Sandeep Sethi
Ms. Sakshi Mehta
Accountancy :
Mr. S. S. Sehrawat
Dr. K. Mohna
Dr. Balbir Singh
Ms. Bhupendra Kriplani
Ms. Shipra Vaidya
Mr. Sandeep Sethi
Ms. Sakshi Mehta
Chief - Coordinator: Ms. Kshipra Verma, E.O

Coordinators:
Ms. S. Radha Mahalakshmi, EO
Shri R. P. Singh, AEO
Ms. Monika Munjal Gandhi
(Coordinator)
Mr. Sandeep Sethi, EO

Sh. R. P. Sharma
Consultant (Science)
Ms. Reema Arora
Consultant (Chemistry)
Mr. Navin Maini, RO (Tech)

Ms. Neelima Sharma,
Consultant (English)
Mr. Sanjay Sachdeva, DO
Shri Al Hilal Ahmed, AEO

Ms. Deepa Shukla
Consultant (Biology)
THE CONSTITUTION OF INDIA

PREAMBLE
WE, THE PEOPLE OF INDIA, having solemnly resolved to constitute India into a
SOVEREIGN SOCIALIST SECULAR DEMOCRATIC REPUBLIC and to secure to all its citizens :
JUSTICE, social, economic and political;

LIBERTY of thought, expression, belief, faith and worship;
EQUALITY of status and of opportunity; and to promote among them all
FRATERNITY assuring the dignity of the individual and the [unity and integrity of the Nation];
2
IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY

ADOPT, ENACT AND GIVE TO OURSELVES THIS CONSTITUTION.
1.
2.
Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "Sovereign Democratic Republic
(w.e.f. 3.1.1977)
Subs, by the Constitution (Forty-Second Amendment) Act. 1976, sec. 2, for "unity of the Nation (w.e.f. 3.1.1977)
THE CONSTITUTION OF INDIA

Chapter IV A
Fundamental Duties
ARTICLE 51A
Fundamental Duties - It shall be the duty of every citizen of India(a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the
National Anthem;
(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;
(c)
to uphold and protect the sovereignty, unity and integrity of India;
(d) to defend the country and render national service when called upon to do so;
(e) to promote harmony and the spirit of common brotherhood amongst all the people of India
transcending religious, linguistic and regional or sectional diversities; to renounce practices
derogatory to the dignity of women;
(f)
to value and preserve the rich heritage of our composite culture;
(g) to protect and improve the natural environment including forests, lakes, rivers, wild life and to
have compassion for living creatures;
(h) to develop the scientific temper, humanism and the spirit of inquiry and reform;
(i)
to safeguard public property and to abjure violence;
(j)
to strive towards excellence in all spheres of individual and collective activity so that the nation
constantly rises to higher levels of endeavour and achievement.
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djus okyh ca/qrk c<+kus ds fy, n`<+ladYi gksdj viuh bl lafo/ku lHkk esa vkt rkjh[k 26 uoEcj] 1949 bZ dks ,rn~}kjk bl
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Hkkx 4 d
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(?k)
ns'k dh j{kk djs vkSj vkg~oku fd, tkus ij jk"V dh lsok djs_
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vk/kfjr lHkh HksnHkko ls ijs gksa] ,slh izFkkvksa dk R;kx djs tks fL=k;ksa ds lEeku ds fo# gSa_
(p)
gekjh lkekfld laLfr dh xkSjo'kkyh ijaijk dk ego le>s vkSj mldk ijh{k.k djs_
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gq, iz;Ru vkSj miyfC/ dh ubZ mapkb;ksa dks Nw ysA
Contents
Preface
Acknowledgements
Introduction
1.
Eligibility of Candidates
2.
Scheme of Examination
3.
Scheme of Studies
24
4.
CBSE-i : English
27
5.
CBSE-i : Maths-I
62
Class XI
6.
CBSE-i : Maths-II
81
Class XI
7.
CBSE-i : Maths-I
100
Class XII
8.
CBSE-i : Maths-II
123
Class XII
9.
CBSE-i : Physics
138
10.
CBSE-i : Physics (Practical)
194
11.
CBSE-i : Chemistry
204
12.
CBSE-i : Chemistry (Practical)
264
13.
CBSE-i : Biology
283
14.
CBSE-i : Biology (Practical)
311
15.
CBSE-i : Accountancy
331
16.
CBSE-i : Business Studies
347
17.
CBSE-i : Economics
366
18.
CBSE-i : Geography
384
19.
CBSE-i : CORE
404
SEWA
404
Perspectives
414
Research
418
Life Skills
425
20.
CBSE-i : Physical Education
431
21.
CBSE-i : Assessment
448
22.
CBSE-i : Annexure
461
Strategies for Inclusive Classrooms
462
CBSE-i
Senior School Curriculum
The Senior School Curriculum caters to the school leaving stage of education. It aims
to provide a learner with opportunities to grow and explore various higher
education career options available for their self fulfilment and training. The stage
enables the transition of students to higher education, professional training and
employment.
The CBSE-i Senior School Curriculum aims at providing opportunities to students
for preparing them for a life after school by using an enquiry-based approach and a
constructivist theory of learning. It aims to prepare students for further studies in
different areas of future employment across a multitude of professions and in new
and emerging areas of knowledge. The learners are encouraged to acquire tools to
deal with new technology and to manage and accommodate change and develop
moral, ethical and cultural values, thus, preparing them for active participation as
citizens of the global world.
The CBSE-i Curriculum for classes XI and XII has been designed to:
be a two year course building upon the Secondary Curriculum of CBSE-i;
offer an opportunity for learners to develop their fullest potential and
creativity;
utilise innovative learner- centred and enquiry based approach to teaching;
include diverse academic, technical and commercial subjects thus
accommodating a whole range of abilities and interests across a wide spectrum
over a period of two years;
give an opportunity to students to apply knowledge and skills acquired;
be sensitive to the emerging issues which will be infused, integrated and /or
developed into different disciplines;
promote a reading culture and appreciation of literature;
develop skills such as problem solving, enquiry, team work, team building,
planning and organising to help learners become productive and adaptive to
survive in a changing environment;
provide opportunities for extended learning, development of Perspectives,
Research Orientation, SEWA (Social Empowerment through Work and Action) and
a more liberal approach towards Art Education (both Visual and Performing
Arts);
provide opportunities for learners to engage in Health and Physical Education
and participate in physical fitness activities.
Aims and Objectives
At the end of two years a learner will be able to:
acquire knowledge, develop confidence and ability to assess his/her personal
strengths and weaknesses and be realistic in making appropriate career choices
for further education and employment;
develop desirable attitudes and behavioural patterns in interacting with the
environment in a manner that is conserving, preserving and nurturing
develop skills that will enable his/her to apply content learnt and attitudes and
values developed to practical life situations in the world of work.
develop an understanding of and acquire basic skills in business, everyday
commercial transaction and entrepreneurship.
CBSE-i Senior Secondary in a Nutshell
Eligibility of Candidates
ADMISSION OF STUDENTS TO A SCHOOL, TRANSFER/MIGRATION OF
STUDENTS AND SCHEME OF EXAMINATION UNDER CBSE-i
1. Admission-General Conditions
1.1
A student seeking admission to any class in a School* will be eligible for

admission to that class only if he/she:
(i)
has been studying in a school recognized by or affiliated to this Board or

any other recognized Board of Secondary Education in India or other
parts of the world;
(ii)
has passed qualifying or equivalent qualifying assessment/examination

making him eligible for admission to that Class;
(iii) satisfies the requirements of age limits (minimum and maximum) as

determined by the local authorities/Country and applicable to the place
where the School is located;
(iv) produces:
a)
the School Leaving Certificate/Transfer Certificate signed by the

Head of the Institution last attended and countersigned, if required
by the local authorities designed for the purpose.
b)
document(s) in support of his/her having passed qualifying or

equivalent qualifying assessment/examination.
c)
the Date of Birth Certificate issued by the Registrar of Birth and

Deaths, where-ever existing, as proof of date of birth.
* A school in this section refers to any school offering CBSE-i curriculum
Explanation
(a)
A person who has been studying in an institution, which is not

recognized by this Board or by any other recognized Board of Secondary
Education of the concerned place, shall not be admitted to any class of a
School on the basis of Certificate(s) of such unrecognized institution
attended by him earlier.
(b) For admission to classes XI and XII, the student must have evidence of
School Based Assessment and Continuous and Comprehensive
Evaluation reflected through grades recorded in the Performance Profile
(of classes IX-X).
1.2
No student migrating from a School in a foreign country, other than the

School affiliated to this Board, shall be eligible for admission unless an
eligibility certificate in respect of such a student has been obtained from this
Board. For obtaining eligibility certificate from the Board, the Principal of the
School to which admission is being sought will submit to the Board full
details of the case and relevant documents with his/her own remarks/
recommendations. The eligibility certificate will be issued by the Board only
after the Board is satisfied that the course of study undergone and
assessment/examination qualified is equivalent to the corresponding class of
this Board.
1.3
No person who is under the sentence of rustication or is expelled from any

Board/University/School or is debarred from appearing in the assessment/
examination by any Board/University for whatever reason shall be admitted
to any class in a school offering CBSE-i Curriculum.
1.4
No student shall be admitted or promoted to any subsequent higher class in

any school unless he has completed the regular course of study of the class to
which he was admitted at the beginning of the academic session and has
4
achieved the performance targets of School Based Assessment at the end of

the concerned academic session/term qualifying him for promotion to the
next higher class.
1.5
No student shall be admitted in Class IX and above in a school affiliated with

the Board after 31st August of the year except with prior permission of the
Chairman, CBSE/Competent Authority. The application for permission to
grant admission after 31st of August shall be routed through the Principal of
the school specifying the reasons which are unavoidable. The candidate shall
complete the required percentage of attendance (75%) for Classes IX, X, XI
and XII as per Examination Bye-laws of the Board to make him/her eligible
for the examinations conducted by the Board/School. In such cases where
the admission by the candidate could not be taken in a higher class by the
stipulated date because of the late declaration of result by the Board in
respect of the Assessments / Examination conducted by it such permission
would not be required, provided the candidate applied for admission within
a fortnight of the declaration of the result.
2.
Admission: Specific Requirements
2.1
Admission to Class XI under CBSE-i shall be open only to such a student who
has qualified
a)
Secondary School Course (Grade X) conducted by the Board along with the
Board Based and School Based Assessment over a period of two years in classes
IX and X in subjects offered under the CBSE or CBSE-i which may vary from
year to year.
b)
An equivalent certification course provided by any other recognized

Board of Secondary Education / University in India or abroad.
2.2
Admission to Class XII As the syllabus prescribed at Senior School level is

of two years integrated course, no admission shall be taken in Class XII
directly. Provided further that admission to Class XII in a `School shall be
open only to such a student who:
(a)
has completed a regular course of study of Class XI from a `School/ an

institution affiliated to this Board and;
(b)
has been declared fit for promotion to Class XII or has obtained
minimum Grade D in all the subjects as per Scheme of Studies
prescribed by the Board in Scholastic Areas in Class XI conducted by a
`School/an institution affiliated to this Board / affiliated to any
recognized Board in India or abroad subject to submission of the Report
Book and the Transfer Certificate of the student duly countersigned by
the educational authorities of the Board/Country concerned.
In case of all such admissions the schools would obtain post facto approval of the
Board within one month of admission of the student
Notwithstanding anything contained in the Rules above, the Chairman, CBSE shall
have the power to allow change of school for better academic performance, medical
reasons etc. to avoid undue hardship to any candidate(s).
3.
3.1
Admission Procedure
Admission register in the form prescribed by the Local Government /
Education Board concerned shall be maintained by the `School where the
name of every student joining the School shall be entered.
3.2
Successive admission numbers must be allotted to students on their admission

and each student should retain this number throughout the entire span of his
schooling in a particular school. A student returning to the school after
absence of any duration shall resume his original admission number.
3.3
If a student applying for admission to a school has attended any other school,
an authenticated copy of the Transfer Certificate from his last school must be
procured before his name can be entered in the Admission Register. The
format of the Transfer Certificate is given at Annexure -1 of the Examination
Bye-Laws (of CBSE available on the website www.cbse.nic.in).
3.4
In no case shall a student be admitted into a class higher than that for which
he is entitled according to the Transfer Certificate.
3.5
A student shall not be allowed to migrate from one `School to another during
the session after his name has been sent to the Board for the CBSE- Senior
School (Class XII) Assessments. This condition may be waived off in special
circumstances by the Chairman of the Board.
3.6
A student leaving his school at the end of a session or who is permitted to

leave his school during the session shall on payment of all dues, receive an
authenticated copy of the Transfer Certificate up to date. A duplicate copy
may be issued if the Head of the Institution is satisfied that the original is lost
but it shall always be so marked.
3.7
In case a student from an institution not affiliated to the Board seeks

admission in a school affiliated to the Board offering CBSE-i, such a student
shall produce a Transfer Certificate duly countersigned by educational
authorities of Board/Country concerned.
3.8
If the statement made by the parents or guardian of a student or by the

student himself (if he is a major at the time of his admission to a school) is found to
contain any willful misrepresentation of facts regarding his/her career, the
Head of the Institution may punish him as per the Rules applicable in the
country where the school is situated and the matter may be reported to the
Board.
4.
Academic Qualifications to undertake a course of study under

CBSE-i
4.1
To undertake a course of study at Senior School level under CBSE-i, a

candidate should have:
(a)
Studied and qualified Class X of a Board or of an affiliated/ recognized

school at least two years earlier than the year in which he would take
Class XII Examination conducted by the Board.
(b)
Secured a grade higher than grade E in each of the subjects of internal

assessment at the examination referred to at (a) above;
5.
Admission to Examinations
5.1
General
Notwithstanding anything contained in the Examination Bye-laws, no
candidate who has been expelled or is under the punishment of rustication or
is debarred from attending regular school for any reason whatsoever shall be
admitted to any Assessments of the Board for CBSE-i.
5.2
Qualification for the Senior School Examination

(a)
Qualified the Secondary School Class X of the Board or any other

recognized Board in India or abroad at least two years earlier than the
year in which he would take Senior School Class XII Examination
conducted by the Board;
(b)
Secured a grade equal or higher than grade D in all the five main
subjects (except 6th additional subject) of internal assessment at the
examination referred to at (a) above;
(c)
Qualified Class XI Examination from a school affiliated to the Board or

any other recognized Board in India or abroad at least one year earlier
than the year in which he would take the Senior School Class XII
Examination conducted by the Board.
6.
Regular Candidates
6.1
Definition- A Regular Candidate means a student enrolled in a school,

who has pursued a regular course of study in a school and seeks admission as
such to the CBSE-i Assessment Examination of the Board at Senior School
levels unless there is something repugnant in the subject or context.
6.2
Explanation- A candidate whose name is struck off from the rolls of the
School after submission of his name/application for admission to the
Assessments conducted by the Board at Secondary and Senior School levels
shall cease to be a candidate and as such will not be eligible for admission to
the assessment/examination conducted by the Board/School.
7.
Admission to Assessment / Examination for Regular Candidates
7.1
CBSE-i Senior School level Class XII Assessment / Examination will be open
to such regular candidates who have submitted duly completed application
for admission to concerned Assessment/Examination in the manner
prescribed by the Board, along with the prescribed fee forwarded to the
Board by the Head of the Institution/School. A student must also fulfil the
following conditions:
1)
duly certified academic qualifications laid down in Rule 5 of the

Examination Bye Laws;
2)
has not passed equivalent or higher examination of any other Board or

University;
3)
is on the active rolls of the School;
4)
has completed a regular course of study, as defined and detailed in

Rule 8 of Examination Bye Laws, in a school in the subjects in which he
would appear in Assessment/ Examination concerned;
5)
bears a good moral character and is of good conduct; and
6)
satisfies all other provisions, applicable to him/her, of the Examination

Bye-laws and any other provision made by the Board governing
admission to the Assessment/ Examination concerned, if any.
7.2
It is mandatory upon a school affiliated to the Board and offering CBSE-i to

follow the Examination Bye-Laws of the Board;
7.3
No affiliated school shall endeavour to present the candidates who are not on
its roll nor will it present the candidates of its unaffiliated branch/schools to
any of the Boards for CBSE-i Assessment/Examination.
7.4
If the Board has reasons to believe that an affiliated school is not following
the Rules under section 7.2 and 7.3 above, the Board will resort to penalties
against its affiliated schools as deemed fit.
8.
A Regular Course of Study
8.1
Requirement of attendance in school including the subjects of internal

assessment
(i)
The expression a regular course of study referred to in the

Examination Bye-Laws means at least 75% of attendance in the classes
held counted from the day of commencing teaching Classes XI/XII, as
the case may be, upto the 1st of the month preceding the month of the
year in which the Assessment / Examination of the School/Board
10
commences. Candidates taking up subject(s) involving practical shall

also be required to have put in at least 75% of the total attendance for
practical work in the subject in the laboratory. Heads of Institutions
shall not allow a candidate who has offered subject(s) involving
practicals to take the practical examination(s) unless the candidate
fulfils the attendance requirements as given in this Rule.
(ii)
The expression a regular course of study referred to in the

Examination Bye-Laws means at least 60% of attendance in respect of
students participating in Sports at National/International level
organized by CBSE or Olympic/National Sports Authority of the
country as verified by the Embassy of India, the classes held counted
from the day of commencing teaching Classes XI/XII, as the case may
be, up to the 1st of the month preceding the month of the year in which
the examination of the School/Board commences. Candidates taking
up a subject(s) involving practicals shall also be required to have put in
at least 60% of the total attendance for practical work in the subject in
the laboratory. Heads of Institutions shall not allow a candidate who
has offered subject(s) involving practicals to take the practical
examination(s)
unless
the
candidate
fulfils
the
attendance
requirements as given in this Rule.

(iii)
The candidate who has not qualified the same examination in the
preceding year and who rejoins Classes XI/XII as the case may be is
required to have at least 75% of attendance calculated on the possible
attendance from the 1st of the month following the publication of the
results of the final examination by the School/ Board upto the 1st of
the month preceding the month of the year in which the examination
of the School/Board commences.
11
(iv)
The candidate who has not qualified in the same examination in the
preceding year and who rejoins Classes XI/XII as the case may be is
required to have 60% of attendance if he is participating in Sports at
National/International level organized by CBSE or Olympic/
National Sports Authority of the country as verified by the Embassy
of India calculated on the possible attendance from the 1st of the
month following the publication of the results of the final examination
by the School/Board upto the 1st of the month preceding the month in
which the examination of the School/Board commences.
(v)
In the case of migration from other institutions, attendance at the

institution/school recognized by the Education Department of the
Local Authority/Country from which the candidate migrates will be
taken into account in calculating the required percentage of
attendance.
8.2
Exemption in attendance for the subjects of Internal Assessment

(i)
Exemption from study of subjects under Core, like SEWA, Life Skills
including Creative thinking, Research and Perspectives or CoScholastic Areas like Visual and Performing Arts/Physical and Health
Education may be granted to a candidate on medical grounds in
respect of CBSE-i Senior School Examinations conducted by the Board
provided the application is supported by a certificate given by a
Registered Medical Officer and forwarded by the Head of the School
with his recommendations.
(ii)
The Chairman shall have the powers to condone shortage of

attendance in the subjects of Internal Assessment.
12
9.
RULES FOR CONDONATION OF SHORTAGE OF ATTENDANCE

(i)
If a candidates attendance falls short of the prescribed percentage, in

case of students appearing for the CBSE-i Senior School Examinations
conducted by the Board/School, the Head of the School may submit
his/her name to the Board provisionally. If the candidate is still short
of the required percentage of the attendance within three weeks of the
commencement of the examination, the Head of the Institution shall
report the case to the Board immediately. If in the opinion of the Head
of the Institution, the candidate deserves special consideration, he may
submit his recommendation to the Board not later than three weeks
before the commencement of the examination for condonation of
shortage in attendance by the Chairman, CBSE, who may issue orders
as he may deem proper. The Head of the school in his/her letter
requesting for condonation of shortage in attendance, should give the
maximum possible attendance to a student counted from the day of
commencement of teaching of Class XII (beginning of the session) up
to the 1st of the month preceding the month of the year in which the
examination of the Board commences, attendance by the candidate in
question during the aforesaid period and the percentage of attendance
by such a candidate during the aforesaid period.
(ii)
Shortage up to 25% only may be condoned by the Chairman, CBSE in

respect of those students appearing for the CBSE-i Senior School
Examination conducted by the Board/School.
Cases of candidates
with attendance below 50% in class XII, appearing for the Boards
examination shall be considered for condonation of shortage of
attendance by the Chairman only in exceptional circumstances created
on medical grounds, such as candidate suffering from serious diseases
like cancer, AIDS, TB or similar serious diseases requiring long period
of hospitalization.
13
(iii)
The Principal shall refer a case of shortage within the above prescribed
limit of condonation to the Board, either with the recommendations or
with valid reasons for not recommending the case.
(iv)
The following may be considered valid reasons for recommending the

cases of the candidates with attendance less than the prescribed
percentage:
a)
prolonged illness
b)
loss of father/mother or some other such incidence leading to his

absence from the school and meriting special consideration and
c)
any other reasons of similar serious nature
d)
authorized participation in sponsored tournaments and sports

meets of not less than inter school level and at SEWA activities
under camps including the days of journeys for such participation
shall be counted as full attendance;
e)
authorized participation in sports at National/International level

organized by CBSE or Olympic/National Sports Authority of the
Country
f)
movement of wards of expatriates to their homeland in

exceptional circumstances.
10.
Detaining of Eligible Candidates

In no case the Heads of affiliated schools shall detain eligible candidates from
appearing for the Assessment/ Examination.
11.
Private Candidates
A Private Candidate means a person who is not a regular candidate but,
under the provisions of the Examination Bye-Laws, is allowed to undertake
14
CBSE-i Assessment / Examination at Senior School level, unless there is

something repugnant in the subject or context.
11.1
Persons eligible to appear as Private Candidate in CBSE-i

A candidate who has completed a regular course of study from a school
affiliated to the Board which is offering CBSE-i but could not qualify the
Senior School level Assessment / Examination, will be eligible to reappear at
the subsequent Assessment/Examination as a Private Candidate in the
syllabus and textbooks as prescribed for the Assessment / Examination of the
year in which he will reappear.
11.2
Procedure for Submission of Application of Private Candidates

(i)
A private candidate must submit to the Board within the prescribed

limit an application in the form prescribed together with the prescribed
fee for the examination given in Examination Bye-Laws and three copies
of passport size photographs duly signed by the candidate and
countersigned by the Head of a School affiliated to the Board.
(ii)
If the application of a private candidate is received after the prescribed

date, he shall pay late fee as prescribed.
(iii) When a private candidate's application for admission to the examination

is rejected on account of non-eligibility or making any false statement,
the full amount of fee remitted shall be forfeited.
(iv) A private candidate shall not be allowed to offer a subject which is not
being taught in an affiliated School.
(v)
Private candidates shall not be allowed to offer such subjects for the
examination which involve practical work except in the case of
candidates who have not qualified earlier and had completed regular
course of study at an institution affiliated to the Board in the previous
academic year.
15
12.
Exemptions to those students who are Differently Abled such as Visually and
hearing impaired, physically challenged, Autistic, Dyslexic, Spastic and other
categories defined in the PWD Act, 1995.
(i)
Spastic, Visually and hearing impaired, Physically challenged, Dyslexic

and Autistic students appearing for the Senior Secondary School
Examination are permitted to use an amanuensis and shall be allowed
an additional time as given below:
(ii)
For paper of 3 hours duration
60 minutes
50 minutes
40 minutes
30 minutes
The Board will consider the Physio-therapy exercise as equivalent to

Physical and Health Education course of the Board.
13.
Use of Amanuensis and appointment of Amanuensis

(i)
Amanuensis may be allowed in the following cases:

(a)
to a visually impaired, physically handicapped or spastic candidate
(b)
on sudden illness rendering the candidate unable to write as

certified by a Medical Officer of the rank not lower than Assistant
Surgeon
(c)
in the case of an accident rendering the candidate unable to write

the examination as certified by a registered Medical Officer
(ii)
The amanuensis must be a student of a class lower than the one for
which the candidate is taking the examination.
16
(iii) The Superintendent of the examination centre concerned shall choose a

suitable amanuensis and forward immediately to the Board, a report
giving full particulars of the candidate and of the amanuensis for his
consideration and approval.
(iv) The Superintendent shall arrange a suitable room for the candidate for
whom an amanuensis is allowed and appoint one special Assistant
Superintendent to supervise his examination.
(v)
The services of amanuensis shall be provided free of cost, to the

candidate.
(vi) The amanuensis shall be paid by the Board remuneration as prescribed

from time to time.
II.
SCHEME OF EXAMINATION AND QUALIFYING CRITERIA
14.
General Conditions:
(i)
The Scheme of Assessment/Examination and qualifying criteria for

CBSE-i Senior School Examination conducted by the Board shall be as
laid down from time to time.
(ii)
School Based Assessments shall be conducted by the Schools as per the

criteria laid down by the Board from time to time.
(iii) The Board will conduct external Assessment/Examination at the end of

Class XII in respect of students studying in schools affiliated to the
Board upto Senior School level. The weight of Assessment (Board Based)
may vary from year to year as prescribed by the Board.
(iv) Class XII examinations will be based on the syllabi as prescribed by the
Board for Class XII from time to time.
17
(iv) Number of papers, duration of Assessment/Examination and weightage

for each subject/ paper will be as specified in the curriculum for the year
and may vary from year to year.
(v)
The assessment/examination would be conducted in theory as well as in

practicals, depending upon the nature of the subject(s) and the
marks/grades allotted will be as prescribed in the curriculum and also
through circulars uploaded on the CBSE-i Portal.
(vii) Marks as well as grades shall be awarded for individual subjects.
15 Grading (CBSE-i Senior School Examination)

(i)
At the CBSE-i Senior School Examination/Assessment of subjects

under Scholastic Area shall be in numerical scores to be converted to
Grades on a nine-point scale which shall be indicated in the Statement
of Subject-wise Performance/Certificate of School-Based Assessment.
Assessment in subjects under Co-Scholastic Areas shall also be in
grades, as per Scheme of Studies.
(ii)
The qualifying grade in each subject under Scholastic Area shall be

minimum Grade D
(iii)
The students shall be assessed in subjects under Scholastic Area using

the conventional numerical marking and later converted into the
grades and the same shall be awarded as under:
MARKS RANGE
GRADE
GRADE POINT
91-100
A1
10.0
81-90
A2
9.0
71-80
B1
8.0
61-70
B2
7.0
18
(iv)
51-60
C1
6.0
41-50
C2
5.0
33-40
4.0
21-32
E1
20 and below
E2
Cumulative Grade Point Average (CGPA) shall also be reflected in the

Statement of Subject wise Performance.
Note: Cumulative Grade Point Average (CGPA) is the average of Grade

Points obtained in all the five subjects (excluding 6th additional subject) as per
Scheme of Studies. Subject wise and overall indicative percentage of marks
can be assessed as under:
Subject wise indicative percentage of marks = 9.5 x GP of the subject
Overall indicative percentage of marks = 9.5 x CGPA
16.
SCHEME OF EXAMINATION (SENIOR SCHOOL EXAMINATION)

(i)
Formative Assessment in the subjects under Scholastic Area for XI, XII
shall be undertaken by the schools. Summative Assessments will be
taken by the School/Board for Classes XI, XII based on the specifications
given in the Curriculum document and circulars available on the CBSE-i
Portal. Assessment on Co-Scholastic areas may be based on the
indicators of assessments provided.
(ii)
The evaluation for subjects under Scholastic Area and Co-Scholastic

Areas shall be based on cumulative record of the candidate during
his/her continuous assessment in the school.
19
(iii) Schools are expected to maintain regular records of students

achievement and progress. These records are subject to scrutiny by the
Board when it deems fit.
(iv) Subjects of study under Scholastic Area shall be assessed jointly by the
School and Board. Details of question papers, marks and duration will
be as per the Scheme informed by the Board from time to time.
17.
Merit Certificates
The Board will award Merit Certificates to such candidates who have
obtained Grade A1 in all the five subjects (excluding the 6th additional
subject) under Scholastic Area as per the qualifying criteria.
18.
Qualifying Criteria
i)
A candidate will be eligible to get the Qualifying Certificate, if he/she

gets a minimum Grade D in all the five subjects (excluding the 6th
additional subject) under Scholastic Area in the main or at the
subsequent five attempts of Improvement of Performance.
(ii)
No overall grade shall be awarded. However, Cumulative Grade Point

Average (CGPA) shall be indicated in the Statement of Subject wise
Performance. Subject wise and overall indicative percentage of marks
could be derived based on Grade Point/Cumulative Grade Point
Average.
(iii) In respect of a candidate offering an additional subject, the following

norms shall be applied:
(a) The replacement shall satisfy the conditions as laid down in the
Scheme of Studies.
20
(iv) Candidates exempted from one or more subjects under Scholastic Area
and Co-Scholastic Area as well as Core Areas shall be eligible for
appearing in the Formative and Summative Assessments and result shall
be declared subject to fulfilment of other conditions laid down in the
Qualifying Criteria.
(v)
In order to be eligible to qualify Class XI examination a candidate shall

have to obtain minimum Grade D in all the five subjects (excluding the
6th additional subject) under Scholastic Area at the main or the
subsequent improvement of Performance attempt.
19.
Eligibility for Improvement of Performance

A candidate obtaining Grades E1 or E2 in any or all the five subjects
(excluding the 6th additional subject) under Scholastic Area, as per the
Scheme of Studies, jointly examined by the School and Board shall be eligible
for Improvement of Performance in any or all the five subjects.
20.
Improvement of Performance
i)
A candidate who has appeared for the CBSE-i Senior School

Examination conducted by the Board/Senior Secondary School affiliated
to the Board and obtained Grades E1 or E2 in any or all the five subjects
(excluding the 6th additional subject) under Scholastic Area, as per the
Scheme of Studies, shall be eligible for improving his/her performance
in any or all the five subjects and may reappear at the Improvement of
Performance examination to be conducted by the Board for all such
candidates to be held in the same year. The candidate will be issued
Statement of Subject wise Performance/Certificate of School-Based
Assessment provided he/she obtains minimum Grade D in at least five
21
subjects (excluding the 6th additional subject) as per the Scheme of

Studies and grades in the subjects under Scholastic Areas.
ii)
A candidate who fails to obtain minimum Grade D in the five subjects

(excluding the 6th additional subject) under Scholastic Area at one or all
the chances of Improvement of Performance at the Senior School
Examination shall be treated to have not qualified the examination and
shall be required to reappear in all the subjects at the subsequent
examination to be held in March of the subsequent year as per syllabi
and courses laid down for Summative Assessment II for the year of
examination concerned, in order to qualify the examination.
The
candidates grades obtained in all the Formative Assessments and

Summative Assessment I at the Main examination shall be carried over.
(iii) A candidate who fails to obtain minimum Grade D in the five subjects
(excluding the 6th additional subject) under Scholastic Area
at the
Secondary School Examination conducted by the Board shall be

provisionally admitted to class XI till he takes in the subsequent first
chance Improvement of Performance to be held that year.
His/her
admission shall be treated as cancelled if he fails to obtain minimum

Grade D in the five subjects (excluding the 6th additional subject) under
Scholastic Area at the first chance Improvement of Performance.
21.
Upgrading of Performance
(i)
A candidate who has obtained minimum Grade D in the five subjects

under Scholastic Area and a Qualifying Certificate of School Based
Assessment at the Senior School Examination may reappear at the
examination for upgrading of performance in the main examination in
succeeding year only, provided he/she has not pursued higher studies
22
in the meantime. The candidates appearing for upgrading of

performance in the examination can appear in the subject(s) only in
which they have obtained minimum Grade D.
(ii)
A candidate appearing for upgrading of performance shall appear in

the syllabus prescribed for Summative Assessment II only, for the year
of examination or the final examination.
(iii) Candidates who appear for upgrading of performance shall be issued

only Statement of Subject wise Performance reflecting the grades
obtained in the said examination.
(iv)
A candidate appearing for upgrading of performance in one or more

subjects cannot appear for additional subject simultaneously
22.
Other Conditions
For rest of the conditions or any other conditions not specifically mentioned
here, the Examination Bye-Laws laid down by the Board and amendments
made there to from time to time will be applicable.
23
Scheme of Studies
Classes XI-XII
Scholastic Areas
I.
One Language
English (CBSE-i Curriculum) (801)
II.
Any Four Electives out of the following:

Exclusive Curriculum for CBSE-i will be available in the following subjects
1.
2.
3.
4.
5.
6.
7.
8.
9.
Subject
Code
Mathematics-I
Mathematics-II
Physics
Chemistry
Biology
Business Studies
Accountancy
Geography
Economics
901
923
902
903
904
912
913
917
911
Besides the above mentioned electives, a candidate can also choose elective from
the subjects given below with code. (CBSE-Curriculum Document 2014- Vol I
Main Subjects )*
Biotechnology(905), Engineering Graphics(906), Political Science(916), History(915),
Home Science(907), Fine Arts(932), Agriculture(925), Computer Science(908),
Informatics Practices(909), Multimedia and Web Technology(910), Sociology(919),
Psychology(918), Philosophy(920), Physical Education(921), Music(933), Dance(934),
Entrepreneurship(914), Fashion Studies(931) and Creative Writing and Translation
Studies(922). Heritage craft (935), Graphic design (936),
*Additional Subject: A candidate can also offer an additional elective which may
either be a language at elective level (out of those mentioned above) or, any other
elective subject.
24
Additional languages that may be offered in lieu of an elective are given below:
Hindi Aadhar (835), Malayalam (813), Urdu(c)(804), Arabic (c)(817), Tamil (807) and
French (819).
(Syllabus of these subjects will be same as that given in CBSE-i Curriculum
Document 2014, Vol 2, Main Subject)
Note:
1. A candidate can opt for maximum of two IT based Courses as electives out of
the four electives offered.
2. A candidate can opt for either Mathematics I or Mathematics II as one of the
electives out of the four electives offered.
3. In addition to the electives which have been mentioned as part of CBSE-i or
CBSE a candidate may choose to offer any other elective/ additional
language being offered by the Board provided that permission is sought from
the competent authority on a case to case basis.
Co-scholastic Areas
1. A student will offer any of the two CORE-areas given below. These will not
be assessed but only commented upon
SEWA
Perspectives
Life Skills
Research
2. A student will offer the following which again be commented upon
Visual and Performing Arts
Health and Physical Education
Attitudes and Values
Schools are expected to draw their own programmes in the core area of CBSE-i in
accordance with the guidelines prescribed in the curriculum.
25
Instructional Time:
Subject
No of Periods
Approximate hours of
study
Language I
08
6 hours
Elective I
08
6 hours
Elective II
08
6 hours
Elective III
08
6 hours
Elective IV
08
6 hours
Visual and Performing Arts,
02
1 hour 30 minutes
Health and Physical Education
02
1 hour 30 minutes
Perspectives ,Research ,Life Skills

and SEWA
02
1 hour 30 minutes
Total
46
34 hours 30 minutes
While designing the courses it has been presumed that a minimum of 30 weeks of
teaching time will be available in each session for actual instructional transaction
(giving margin to vacations, public holidays and other contingencies). A school may
assign more or less number of periods to individual subjects according to their
relative importance.
Note:
The schools are expected to give adequate time for Community Service outside the
school hours, the minimum being equivalent to two periods a week.
Medium of Instruction
The medium of instruction, in general, shall be English in all the schools affiliated
with the Board.
26
Language
English
One of the most significant ways in which a globalized world has influenced education today
is by compelling education systems the world over to benchmark quality in terms of global
standards thereby reducing the gap between regional, national and international curricula.
The changing scenario has necessitated that recognition be given to critical pedagogy, social
constructivism and networking for maximizing learning. Creativity finds its place at the core
of the learning process. It is imperative now to integrate Life Skills with acquisition,
processing and creation of knowledge, to harness technology for enhanced and accelerated
learning and to emphasize the need for promoting learner independence.
The philosophy of the CBSE-i course is to nurture the children's innate curiosity by providing
an opportunity to discover the world around them in their own way. The learner is at the
centre of this paradigm, collaborating with peers and teachers to bring fresh perspectives and
to develop originality of thought through research and discovery.
The students at the Senior School level have certain special needs and this is a crucial phase in
their education, determining to a considerable extent, what careers they would pursue later on
in life. Besides deciding the career and the subject combination that they have to opt for, they
are at a juncture where critical thinking skills and co-operative strategies would enable them
to analyze their environment and use this knowledge to develop solutions to the challenges
they identify and also awaken their intellectual, emotional, and moral capacities and train
their will.
In this curriculum, for classes XI and XII the definition of language proficiency extends
beyond grammatical rules governing sounds, word forms, word orders to convey meaning
(phonology, morphology, syntax and semantics) to an in-depth knowledge of social
conventions of language use. The course then aims to shift the emphasis from language as just
an instrument of communication or acquisition of skills to a tool to facilitate innate creative
self-expression as well as social interaction. In other words, this approach aims at using
language not merely as a functional tool but also as a dynamic medium for critical study,
creative pursuits and a realistic understanding of the social and cultural milieu in its entirety
by enriching vocabulary and discourse patterns.
The English curriculum at the primary and the secondary levels focuses on language skills.
The CBSE-i course attempts to initiate these skills to reading a variety of texts. It is vital to offer
27
texts of different levels of difficulty dealing with a vast variety of topics to make the present
generation realize the pleasure and joy of living with books.
The desirability of reading extensively and as many different genres as possible is
indisputable. By reading and discerning incredible works of great writers, the students will
not only enhance their communicative competence, but also enrich their life. The curriculum
has been so designed that literature occupies the centre stage and all the language skills and
verbal abilities including vocabulary and grammar radiate from it and merge into it. Such a
design, it is hoped, will sustain the interest of students as well as teachers. By embedding
critical pedagogy through analysis and discussion in the content, an attempt has been made to
strike a balance between language acquisition and literary appreciation. There has been a
deliberate attempt to pitch the curriculum standard at a reasonably high level so that the
learner is challenged and goes into the enquiry mode thereby promoting a unique learning
culture that makes the learners take an increasingly higher responsibility for his/ her own
learning.
In both years of Senior School level a student has to read ten units in each class. Term-wise
break up of units is given. The break up has been given with a view to assist teachers in
planning the teaching. Teachers may find the units a bit lengthy, but it is entirely their
discretion as to how they develop the language skills of students. Out of ten units one or two
units can be left out, but the writing and grammar part of each unit must be transacted in the
class. The units are independent and theme based. There is an effort made on the part of the
authors to include variety of activities in each unit so that students find them challenging and
stimulating.
The broad objectives for the course are detailed as follows:
Reading
a. To adopt different strategies for different types of texts, both literary and non-literary.
b. To select and extract relevant information using the skills of skimming and scanning.
c. To deduce the meaning of unfamiliar lexical items in a given context.
d. To recognise the organization and form of a text.
e. To understand the writer's attitude and bias and comprehend the difference between
what it says and what it implies.
f. To differentiate between claims and realities, facts and opinions.
g. To arrive at a personal conclusion in an original and creative manner.
h. To analyse, interpret, infer and evaluate the ideas in a text.
28
Writing
a.
To express ideas in clear and grammatically correct English using appropriate

punctuation and cohesion devices.
b. To plan, organize and present ideas coherently by introducing, developing and

concluding a topic.
c.
To compare and contrast ideas and arrive at a conclusion.
d.
To present an arrangement supporting it with appropriate examples.
e.
To monitor, check and revise written work.
f.
To expand notes into a piece of writing.
g. To summarise/ write a precis in about one third of the passage.

h. To recode information from one text type to another.
i.
To write for a specific purpose and audience using appropriate vocabulary, tone and
style.
Listening
a. To listen to a range of discourses and texts with comprehension.
b. To listen to a talk or conversation and understand the topic and main points.
c.
To listen for information required for a specific purpose.
d. To distinguish main points from supporting details and relevant from irrelevant
information.
e.
To adopt different strategies according to the purpose of listening.
Speaking
a. To speak clearly using appropriate word stress, sentence stress and intonation
patterns.
b. To adopt different strategies to convey ideas effectively according to purpose, topic
and audience (including the appropriate use of polite expressions).
c.
To narrate incidents and events, real or imaginary in a logical sequence.
d. To present oral reports or summaries; make announcements clearly and confidently.

e.
To express and argue a point of view clearly and effectively.
f.
To take active part in group discussions, showing ability to express agreement

or
disagreement, to summarise ideas, to elicit the views of other, and to present
own ideas.
29
g. To express and respond to personal feelings, opinions and attitudes.

h. To convey messages effectively in person or by telephone.
i.
To ask the right questions so as to elicit the desired response, and respond
appropriately to questions; and to participate in spontaneous spoken discourse in
familiar social situations.
Literature
a. To read and appreciate a range of texts including literary texts of a variety of genres,
representing different periods and cultures.
b. To critically analyse and interpret literary texts and to give personal response.
c.
To comprehend how form, structure and language contribute to shape meaning.
d. To develop independent opinions and judgements on literary texts based on close

reading, reflection and research.
e.
To acquire enhanced language use through the study of texts rich in thought,
figurative language, style and tone.
f.
To sensitize students to human values.
g. To develop an insight into diverse cultures.

h. To cultivate in students reading for pleasure.
Study Skills
a. To refer to a dictionary, encyclopaedia, thesaurus and academic reference material.
b. To use tools on the internet for knowledge and language.
Verbal Ability
a. To enhance vocabulary.
b. To be able to use grammar items accurately and appropriately.
30
English
Term-wise Syllabus
Class - XI
Sr. No.
Term - I
Sr. No.
Term - II
Fantasy
Love
War & Peace
Time
Ambition
Freedom
Fortitude
Happiness
Friendship
10
Freewill
Class - XII
Sr. No.
Term - I
Sr. No.
Term - II
Renunciation/ Sacrifice
Humour
Courage
Devotion
Beauty
Forgiveness
Diligence and Justice
Social Justice
Survival
10
Nature
IMPORTANT NOTE FOR THE TEACHER:

Note: The Self Learning Modules or Units are meant for enhancing all the skills in a language in an integrated
manner. Schools may decide to pick up a minimum of six and a maximum of eight units based on the themes
that interest their students. The areas covered under grammar and writing tasks must be covered from the
Units you decide to leave out. It may be mentioned that feedback on the Themes/Units/Activities that your
students have enjoyed the most must be shared with the CBSE- i Academic team to encourage them to provide
more such tasks.
31
32
Speaking
skills
They will:
participate
actively in
group
discussions
present their
viewpoint
with clarity
discuss ways
to resolve
conflict
debate for
and against
an idea and
come to a
consensus
Listening
skills
They will:
listen and
respond to an
extract from a
story/song/
poem to
grasp the
main idea
listen for
specific
information
listen for
pleasure
Students will examine

stories and writings about
love or the lack of it. They
will build up an
understanding of the
elements of pure/platonic/
lasting/ephemeral love in
literature. They will focus
on pure love, love as an
end in itself, doomed love
etc.
A wide selection of
activities to be provided
to help any teacher
wishing to extend his/
her students beyond the
learning outcomes/
expectations outlined
here.
Research project based
on activities and life
skills are built into the
methodology of every
Unit
They will:
understand
the elements
of a short
story
understand
the meaning
of new words
in context
appreciate a
poem on the
unknown
read a one-act
play
Reading
skills
Writing
skills
They will:
write a story
about love (or
the lack of it)
creating a
suitable
atmosphere
write with
logical
continuity
and fluency
write a
poem/ ballad
celebrating
love
take down
notes
precis writing
In this Unit students will develop their
Rationale/ Learning
Outcomes
Unit 1: Theme: Love
Syllabus - Class XI
English
Use of tenses
Direct and
Indirect
Kinds of
sentences
Transformation of
sentences
Use literary
devices like
similes and
metaphors to
improve their
writing skills
Language
Structure and
convention;
literary devices
33
Speaking
skills
They will:
take part in a
dramatisation
of the text
conduct an
interview
learn to
anchor a
discussion
outline point
of view
Listening
skills
They will:
watch a film
related to the
theme and
respond to
what they
hear
listen actively
to questions
in an
interview
format
listen closely
to follow
dialogue in
English
Fantasy is a genre of fiction

that uses magic and other
supernatural phenomena
as a primary element of
plot, theme, or setting.
Many works within the
genre take place in
imaginary worlds where
magic is common. Fantasy
is generally distinguished
from science fiction and
horror by the expectation
that it steers clear of
(pseudo-scientific and
macabre themes,
respectively, though there
is a great deal of overlap
between the three (which
are subgenres of
speculative fiction).
A wide selection of
to help any teacher
They will:
read and
understand
Gothic/
Horror
Story as a
literary genre
read and
appreciate a
play
identify the
main events
chronologically
deduce the
meanings of
unfamiliar
words
read and
understand a
poem on the
topic
Reading
skills
Writing
skills
They will:
write a story
write a simple
poem about a
supernatural
character
create a storyboard and a
comic strip
based on a
story about
the supernatural
write a blurb
write a film
review
Rationale/ Learning
Outcomes
Unit 2: Theme: Fantasy

Fantasy/Imagination
Phrases and
clauses
Kinds of
sentences
Transformation of
sentences
Use literary
devices like
personification and
imagery to
improve their
writing skills
Language
Structure and
convention;
literary devices
34
Reading
skills
Speaking
skills
They will:
participate
actively in
group
discussions
present their
viewpoint
with clarity
discuss ways
They will:
listen and
respond to a
historical
speech
listen and
respond to a
popular song
listen to grasp
This unit aims to open up

students to the horrors of
war and show them the
vision of a peaceful world,
which now seems only to
exist in the realm of
literature, so that as the
future generation they see
the benefits of peaceful
They will:
understand
the themes
elements of a
short story
appreciate the
theme of a
poem/ story
on war and
Reading
skills
Writing
skills
Writing
skills
Language
Structure and
convention;
literary devices
Language
Structure and
convention;
literary devices
They will:
Types of
learn to write
sentences
slogans on
Relative
clauses
peace
Use
literary
write simple
devices like
poems on
antithesis and
peace
irony to
write an essay
improve their
write with
writing skills
Speaking
skills
Listening
skills
Listening
skills
Rationale/ Learning
Outcomes
Unit 3: Theme: Peace/

Conflict Resolution
learning
outcomes/expectations
outlined here.
Unit
Rationale/ Learning
Outcomes
Unit 2: Theme: Fantasy

Fantasy/Imagination
35
Listening
skills
Reading
skills
Writing
skills
to resolve
peace and
logical
understand
continuity
conflict in
the futility of
and fluency
groups by
war
(a sustained
following
piece of
group norms understand
writing)
the meaning
debate for
of new words learn to fill up
and against
a form/ and
in context
an idea and
learn to write
come to a
a resume
consensus
Learn to write
learn to give a
a formal letter
speech
Speaking
skills
conflict resolution and

the main idea
therefore look for ways to
listen for
resolve matters amicably.
specific
They will hopefully realise
information
that violence is not an
answer and that violence
begets more violence.
A wide selection of
to help any teacher
learning outcomes/
here.
Unit
Rationale/ Learning
Outcomes
Unit 3: Theme: War and

Peace/ Conflict Resolution
Language
Structure and
convention;
literary devices
36
Speaking
skills
They will:
take part in
dramatisation of the
text
conduct an
interview
present their
findings with
the help of
multi media
Listening
skills
They will:
watch a film/
interview
related to the
theme and
respond to
what they
hear
listen actively
to questions
in an
interview
format
listen closely
to follow
dialogue in
English
This unit aims to develop

in students an appreciation
of ambition and a desire
for personal achievement.
They read about
motivation and
determination necessary to
achieve goals in life.
Ambitious people seek to
be the best at what they
choose to do for
attainment, power, or
superiority. They will see
how ambition and
aspiration as a quality is
valued in leaders.
Throughout human
mankind, many examples
can be found of people
who were extremely
ambitious, for better and
for worse.
A wide selection of
to help any teacher
They will:
read and
understand
texts/
accounts of
ambitious/
ego-centric
people
identify the
main events
chronologically
deduce the
meanings of
unfamiliar
words
read,
understand
and enjoy a
poem on the
subject
suggested
texts: play/
prose
Reading
skills
Writing
skills
They will:
learn to write
dialogue for a
skit/
play
a debate
a newspaper
report
an account of
events in
chronological
order
an account of
events in the
past as a part
of the events
a diary entry
a proposal for
a project
Rationale/ Learning
Outcomes
Unit 4: Theme: Ambition
Types of
sentences
Noun Clauses
Understand
the style and
tone of a
poem
Close passage
Language
Structure and
convention;
literary devices
37
Fate or Destiny is seen as a

sequence of events that is
inevitable and
unchangeable. There is
often an argument that
individuals can choose
their own fate by selecting
different paths
Rationale/ Learning
Outcomes
Unit 5: Theme: Freewill

learning outcomes/
here.
Unit
Rationale/ Learning
Outcomes
Unit 4: Theme: Ambition
Reading
skills
Speaking
skills
Reading
skills
Writing
skills
Writing
skills
Language
Structure and
convention;
literary devices
Language
Structure and
convention;
literary devices
They will:
Adverbial
learn to write
clauses
dialogue for a Transforskit/play
mation of
write a Diary
sentences
entry
Use of literary
write a
devices
description of
Speaking
skills
They will:
They will:
They will:
listen and
participate
understand
respond to a
actively in
the elements
poem/
group
of a short
popular song
discussions
story and
listen to grasp narrate
anticipate
the main idea
events, real or
and predict
imaginary, in
listen for
what will
Listening
skills
Listening
skills
38
Listening
skills
Speaking
skills
Writing
skills
come next in
a character
a text.
and a clear
account of
retrieve and
events
synthesise
information
expand notes
from a range
into a piece of
of reference
writing
material
write an
using study
informal
skills such as
letter
skimming
and scanning
understand
the nuances
of a travelogue
understand
the meaning
of new words
in context
Reading
skills
throughout their life, but,

specific
a chronoinformation
logical
in literature, the different
sequence
listen to,
courses of action the
express and
understand
individuals take
and interpret
respond to
nonetheless lead to a
spontaneous
personal
predetermined fate.
discourse in
feelings and
Broadly speaking, fate is a
familiar social
attitudes
power or agency that
situations
learn to
predetermines and order
participate in
the course of events.
declamation
A wide selection of
to help any teacher
learning out-comes/
here.
Unit.
Rationale/ Learning
Outcomes
Unit 5: Theme: Freewill

Language
Structure and
convention;
literary devices
39
Speaking
skills
They will:
conduct an
interview
express their
opinions and
ideas in a
group
discussion
debate an
issue, giving
reasoned
arguments
for their
views
participate in
a role play
Listening
skills
They will:
listen to a
song or film
on the theme
listen to a
speech for
gist and
specific
information
listen closely
to follow
dialogue in
English
Fortitude, is the ability to

confront fear, pain, danger,
uncertainty, or
intimidation. "Physical
courage" is courage in the
face of physical pain,
hardship, death, or threat
of death, while "moral
courage" is the ability to act
rightly in the face of
popular opposition, shame,
scandal, or
discouragement. In this
Unit students will learn
about courage that helps
them rise above
opposition. They will also
read about cowardice and
lack of courage.
A wide selection of
to help any teacher
learning outcomes/
here.
They will:
read a variety
of texts with
the theme of
human
relationships
read to
understand
the gist of the
texts
read for
specific
information
understand
meanings in
context
find out the
etymology of
selected
vocabulary in
the given text
read,
understand
and
appreciate a
poem on the
given theme
Reading
skills
Writing
skills
Language
Structure and
convention;
literary devices
They will:
Conditional
write a precis
sentences
write an
Use of literary
informal
devices
letter
plan writing
and organise
ideas step by
step
write an essay
on a given
topic
compare and
contrast ideas
and write a
point of view
write a notice
and a circular
write a
memoir
Rationale/ Learning
Outcomes
Unit 6: Theme: Fortitude
40
Reading
skills
Speaking
skills
They will:
participate
actively in
group
discussions
present their
viewpoint
with clarity
prepare and
present
powerpoint
presentations
learn to
present views
They will:
listen and
respond to a
play/ film
listen to grasp
the main idea
listen for
specific
information
Happiness is a mental state

of well-being characterized
by positive emotions
ranging from contentment
to intense joy. A variety of
biological, psychological,
religious, and
philosophical approaches
have striven to define
happiness and identify its
sources.
Happiness as different
from comfort.
A wide selection of
activities to be
They will:
understand
the elements
of a short
story
appreciate a
graphic novel
read and
understand
the study of
character and
situation in a
play on the
given theme
understand
Reading
skills
Writing
skills
Writing
skills
Language
Structure and
convention;
literary devices
Language
Structure and
convention;
literary devices
They will:
Active and
passive voice
write an
informal
Use literary
letter
devices to
improve their
write in
writing
logical
sequence and
continuity
write a diary
entry
write an essay
write a blurb
Speaking
skills
Listening
skills
Listening
skills
Rationale/ Learning
Outcomes
Unit 7: Theme: Happiness
Research project based on

activities and life skills are
built into the methodology
of every Unit
Rationale/ Learning
Outcomes
Unit 6: Theme: Fortitude
41
Listening
skills
They will:
watch a film
related to the
theme and
respond to
what they
hear
Friendship is one of the

most important of human
relationships, and
literature itself is full of
friends and friendships.
They will read about both
enduring friendship and
Listening
skills
Rationale/ Learning
Outcomes
Unit 8: Theme: Friendship
provided to help any

teacher wishing to
extend his/ her
students beyond the
learning outcomes/
here.
Unit
Rationale/ Learning
Outcomes
Unit 7: Theme: Happiness
the meaning
of new words
in context
Reading
skills
Reading
skills
They will:
They will:
take part in a read and
dramatisation
understand
of the text
nonnarrative/
conduct an
factual texts
interview
identify the
hold a press
Speaking
skills
Writing
skills
Writing
skills
Language
Structure and
convention;
literary devices
Language
Structure and
convention;
literary devices
They will:
Transformation of
learn to write
sentences
an e-mail
Cloze
write a
passages
description of
a person
Use of literary
devices like
write a
with the help

of multimedia
Speaking
skills
42
betrayal.
A wide selection of
activities to be
teacher wishing to
extend his/ her
students beyond the
learning outcomes/
here.
Unit
Rationale/ Learning
Outcomes
Unit 8: Theme: Friendship

Speaking
skills
Reading
skills
listen actively
conference
main features
to questions
of such texts
present a
in an
description of summarise
interview
the given
the efforts of
format
piece
crusaders
listen closely
with the help deduce the
to follow
of multi
meanings of
dialogue in
media
unfamiliar
English
words
read a poem
on the theme
Listening
skills
Writing
skills
critical
appreciation
of a poem
write a film/
book review
take notes
expand notes
into a piece of
writing
irony and
sarcasm
Language
Structure and
convention;
literary devices
43
Speaking
skills
They will:
participate
actively in
group
discussions
present their
viewpoint
with clarity
debate for
and against
an idea and
come to a
consensus
Listening
skills
They will:
listen and
respond to a
commentary
listen to grasp
the main idea
listen for
specific
information
Human beings have a

natural right to liberty and
freedom. Free will is the
ability to make choices free
from certain kinds of
constraints. The principle
of freedom also implies
that though individuals
have freedom of choices,
they must be held morally
accountable for their
actions. Political freedom is
one of the most important
features of democratic
societies. It refers to the
positive exercise of rights,
capacities and possibilities
for action, and the exercise
of social or group rights.
A wide selection of
to help any teacher
learning outcomes/
here.
They will:
read and
understand
nonnarrative/
factual texts
identify the
main features
of such texts
understand
the elements
of a
biography/
autobiography
summarise
the given
piece
deduce the
meanings of
unfamiliar
words
read poems
on the theme
Reading
skills
Writing
skills
Language
Structure and
convention;
literary devices
They will:
Transform learn to write
ation of
a formal letter
sentences
write a
Practice of
newspaper
grammar
article
through
cloze
write a
biosketch
write a news
paper report
write slogans
and design
posters
design a
Manifesto of
Fundamental
Human
Rights
Rationale/ Learning
Outcomes
Unit 9: Theme: Freedom
44
Listening
skills
Listening
skills
Reading
skills
They will:
take part in a
dramatisation
of the text
conduct an
interview
present a
description of
their
workspace
with the help
of multi
media
Speaking
skills
They will:
read and
understand
drama/ radio
film script as
a literary
genre
deduce the
meanings of
unfamiliar
words
read a
biography
Reading
skills
Writing
skills
Writing
skills
Language
Structure and
convention;
literary devices
Language
Structure and
convention;
literary devices
They will:
transformation of
learn to write
sentences
dialogue for a
skit/play
write a formal
letter
write a
description of
a character
design an
invitation, a
poster and a
brochure for
a Play/
Speaking
skills
They will:
The Unit aims at enabling
students to understand the watch a film/
interview/
importance of time. What
TV
happens when a character
documentary
wakes up in a different
related to the
time or an alternate reality?
theme and
Or, what would you do if a
respond to
spirit or a ghost took you
what they
on a journey through time
hear
to visit your past
listen actively
experience, present
to questions
realities, and/or future
in an
possibilities?
interview
Rationale/ Learning
Outcomes
Unit 10: Theme: Time

Unit
Rationale/ Learning
Outcomes
Unit 9: Theme: Freedom
45
Listening
skills
format
A wide selection of
activities to be provided listen closely
to help any teacher
to follow
dialogue in
English
learning outcomes/
here.
Unit
Rationale/ Learning
Outcomes
Unit 10: Theme: Time

Speaking
skills
Reading
skills
Video/ Music
Show
Writing
skills
Language
Structure and
convention;
literary devices
46
Speaking
skills
They will:
participate
actively in
group
discussions
present their
viewpoint
with clarity
discuss ways
to resolve
conflict
debate for
and against
an idea and
come to a
consensus
Listening
skills
They will:
listen and
respond to an
extract from a
story / song/
poem to
grasp the
main idea
listen for
specific
information
listen for
pleasure
Students will examine

stories and writings about
renunciation. They could
also compare renunciation
with acquisition. Even
though the importance of
renunciation as an ideal
has been admitted, for
much of the youth today,
however, renunciation
seems not so much
unpalatable as unfamiliar,
and indeed all but
incomprehensible. The
pieces picked up could
deal with renunciation of
power/ kingdom/
personal gain/ glory.
A wide selection of
texts and activities to be
teacher wishing to
extend his/ her
Writing
skills
They will:
They will:
understand
write a story
the elements
about an act
of a short
of
story
renunciation
understand
and build up
the meaning
a suitable
of new words
atmosphere
in context
write an essay
appreciate a
with logical
poem on the
continuity
and fluency
topic
write a
poem/ ballad
celebrating an
event of
renunciation
Take down
notes
precis writing
Reading
skills
Rationale/ Learning
Outcomes
Unit 1: Theme:
Renunciation Sacrifice
Syllabus - Class XII

English
use of tenses
direct and
Indirect
kinds of
sentences
transformation of
sentences
use literary
devices like
similes and
metaphors to
improve their
writing skills
Language
Structure and
convention;
literary devices
47
Listening
skills
Listening
skills
Reading
skills
Reading
skills
They will:
They will:
dramatisation
understand a
of the text
short story as
conduct an
a literary
interview
genre
learn to
read and
anchor a
appreciate a
discussion
play
Speaking
skills
Writing
skills
Writing
skills
They will:
write a
memoir
write a simple
poem about a
heroic
character
write a diary
entry
Speaking
skills
They will:
Courage is the ability to
confront fear, pain, danger, watch a film
related to the
uncertainty, or
theme and
intimidation. "Physical
respond to
courage" is courage in the
what they
face of physical pain,
hear
hardship, death, or threat
listen actively
of death, while "moral
to a
courage" is the ability to act
Rationale/ Learning
Outcomes
Unit 2: Theme: Courage
students beyond the

learning outcomes/
here.
Unit
Rationale/ Learning
Outcomes
Unit 1: Theme:
Renunciation Sacrifice
phrases and
Clauses
kinds of
sentences
transformation of
sentences
use literary
devices like
Language
Structure and
convention;
literary devices
Language
Structure and
convention;
literary devices
48
Listening
skills
rightly in the face of

speech
popular opposition, shame,
listen closely
scandal, or
to follow
discouragement.
dialogue in
A wide selection of
English
activities to be provided listen for
to help any teacher
specific
information
and tone
learning outcomes/
here.
Unit
Rationale/ Learning
Outcomes
Unit 2: Theme: Courage
Outline point
of view
Speaking
skills
identify the
main events
chronologically
deduce the
meanings of
unfamiliar
words
read and
understand a
poem on the
topic
Reading
skills
Writing
skills
write a formal
letter
expressing
views with
logical
continuity
create a
storyboard/
script for a
documentary
about a hero
write a film
review
personification and
imagery to
improve their
writing skills
Language
Structure and
convention;
literary devices
49
Speaking
skills
They will:
participate
actively in
group
discussions
present their
viewpoint with
clarity
discuss ways
to resolve
conflict in
groups by
following
group norms
debate for and
against an idea
and come to a
consensus
Listening
skills
They will:
listen and
respond to a
historical
speech
listen and
respond to a
popular song
listen to grasp
the main idea
listen for
specific
information
This unit aims to enable

students to discover their
own definitions of beauty.
Confucius said everything
has its beauty but not
everyone sees it. Students
will examine beauty as not
just a visual experience; but
as a characteristic that
provides a perceptual
experience to the eye, the ear,
the intellect, the aesthetic
faculty, or the moral sense. It
is the qualities that give
pleasure, meaning or
satisfaction to the senses
A wide selection of
to help any teacher
learning outcomes/
here.
Research project based on
activities and life skills are
built into the
Unit
They will:
understand the
elements of a
short story
appreciate the
theme of a
poem/ story
on beauty and
understand the
futility of war
examine a
play/ extract
from a play
understand the
meaning of
new words in
context
Reading
skills
Writing
skills
They will:
Learn to write
Commercial
and Classified
advertisements
Write an essay
with logical
continuity and
fluency
Fill up a
form/write/
resume
Write a formal
letter
Rationale/ Learning
Outcomes
Unit 3: Theme: Beauty
Types of
sentences
Relative
clauses
Use literary
devices like
antithesis and
irony to
improve their
writing skills
Language
Structure and
convention;
literary devices
50
Listening
skills
They will:
watch a film/
interview
related to the
theme and
respond to
what they
hear
listen actively
to questions
in an
interview
format
listen closely
to follow
dialogue in
English
Justice is a concept of
moral rightness based on
ethics, rationality, law,
natural law, religion,
fairness, or equity, along
with the punishment of the
breach of said ethics.
Justice is often used
interchangeably with the
word "fairness." In any
situation, be it in a
courtroom, at the
workplace or in line at the
local theatre, we want
reasonable and impartial
decisions made, which is
why the goddess of justice
is blindfolded. And when
people feel that they aren't
getting their due, then
society protests with events
like the French Revolution
civil rights marches
Reading
skills
They will:
They will:
dramatisation
understand
of the text
texts/
conduct an
accounts of
interview
justice/
present their
injustice
findings with identify the
the help of
causes and
multi media
effects of an
vent
deduce the
meanings of
unfamiliar
words
read,
understand
and enjoy a
poem on the
subject
suggested
texts: play/
prose
Speaking
skills
Writing
skills
Language
Structure and
convention;
literary devices
They will:
Types of
learn to write
sentences
dialogue for a Noun Clauses
skit/play
Understand
write a
the tone of a
speech
poem
write a
newspaper
report
write an
account of
events in
chronological
order
write an
account of
events in the
past as a part
of the events
write a diary
entry
Rationale/ Learning
Outcomes
Unit 4: Theme: Justice
51
Listening
skills
They will:
listen and
respond to a
poem/
popular song
Although we all have the

same basic needs for
physical survival, some of
these needs may become
more or less important,
Listening
skills
Rationale/ Learning
Outcomes
Unit 5: Theme: Survival
A wide selection of
to help any teacher
learning outcomes/
here.
Unit.
Rationale/ Learning
Outcomes
Unit 4: Theme: Justice
Reading
skills
They will:
conduct an
interview
participate
actively in
Speaking
skills
They will:
understand
the elements
of a short
story and
Reading
skills
Writing
skills
Writing
skills
Language
Structure and
convention;
literary devices
Language
Structure and
convention;
literary devices
They will:
adverbial
learn to write
Clauses
dialogue for a transformskit/play
ation of
write a Diary
sentences
Speaking
skills
52
Listening
skills
Speaking
skills
Reading
skills
depending upon the

listen to grasp
group
anticipate
situation. The word
the main idea
discussions
and predict
survival can be applied to a listen for
narrate
what will
variety of circumstances.
specific
events, real or
come next in
Animals survive daily in
information
imaginary, in
a text
the wilderness, families
a chronolo listen to,
retrieve and
survive under harsh
gical
understand
synthesise
conditions as victims of
sequence
and interpret
information
war, people survive who
spontaneous express and
from a range
become lost or stranded in
respond to
discourse in
of reference
unfamiliar environments,
personal
familiar social
material
and children survive daily
feelings and
situations
using study
in unsafe city streets.
attitudes
skills such as
Depending upon an
skimming
individual's location or
and scanning
needs, survival may take
understand
on very different
the meaning
meanings. They will
of new words
examine these ideas.
in context
A wide selection of
to help any teacher
learning outcomes/
here.
Rationale/ Learning
Outcomes
entry
Use of literary
write a
devices
description of
a character
and a clear
account of
events
expand notes
into a piece of
writing
write an
informal
letter
write a diary
entry
Writing
skills
Language
Structure and
convention;
literary devices
53
What is humour? First,

humour is the experience
of incongruity. In one's
environment the
incongruity may be
situational or between
concepts, thoughts, or
ideas. Second, as James
Thurber has stated,
"Humour is emotional
chaos remembered in
tranquillity." Third,
humour can be
experienced in the joy of
Rationale/ Learning
Outcomes
Unit 6: Theme: Humour
research project based

Unit
Rationale/ Learning
Outcomes

Reading
skills
Speaking
skills
They will:
listen to and
narrate
humorous
stories and
narratives
express their
opinions and
ideas in a
group
discussion
debate an
issue, giving
They will:
listen to a
song or film
on the theme
listen for gist
and specific
information
listen closely
to follow
dialogue in
English
They will:
read a variety
of texts with
the theme of
humour
read to
understand
the play of
words in the
texts
appreciate a
graphic novel
understand
Reading
skills
Writing
skills
Writing
skills
They will:
write a story
write an
informal
letter
plan writing
and
organising
ideas step by
step
write an
article for a
magazine
Speaking
skills
Listening
skills
Listening
skills
Conditional
Sentences
Use literary
devices
Language
Structure and
convention;
literary devices
Language
Structure and
convention;
literary devices
54
"getting" it-- the

understanding of
something that we at first
did not comprehend. This
occurs every day in
misunderstandings at
which we laugh. Fourth,
the experience of the
"forbidden", or "getting
away with" something
(often seen with children)
is often experienced as
humorous.
A wide selection of
to help any teacher
learning outcomes/
here.
Unit
Rationale/ Learning
Outcomes
Unit 6: Theme: Humour

Listening
skills
reasoned
arguments
for their
views
participate in
role play
Speaking
skills
Writing
skills
meanings in
compare and
context
contrast ideas
find out the
and write a
etymology of
point of view
selected
write a diary
vocabulary in
entry
the given text write a
read,
poem/
understand
Limerick
and
appreciate a
poem on the
given theme
Reading
skills

Language
Structure and
convention;
literary devices
55
Speaking
skills
They will:
participate
actively in
group
discussions
present their
viewpoint
with clarity
prepare and
present
PowerPoint
presentations
learn to
present views
with the help
of multimedia
Listening
skills
They will:
listen and
respond to a
song/ film
listen to grasp
the main idea
listen for
specific
information
The dictionary defines

devotion as ardent, often
selfless affection and
dedication, as to a person
or principle. Thus, the first
component of devotion is
love. Love is primarily selfgiving giving yourself to
your beloved through
feelings, thoughts, and
deeds. So, devotion
involves giving of yourself,
loyally and with deep
affection. The second
principal component of
devotion is humility
humbling yourself before
your beloved. Devotion, in
the sense of our special
technique, is to love and
consciously humble
yourself before the
beloved: Spirit.
A wide selection of
to help any teacher
They will:
understand
the elements
of a short
story
appreciate a
graphic novel
read and
understand
the study of
character and
situation in a
play on the
given theme
understand
the meaning
of new words
in context
Reading
skills
Writing
skills
They will:
write an
Essay
write in
logical
sequence and
continuity
write a Diary
Entry
write an
article
write a
poem/ song
Rationale/ Learning
Outcomes
Unit 7: Theme: Devotion
Active and
Passive Voice
Use literary
devices to
improve their
writing skills
Language
Structure and
convention;
literary devices
56
Listening
skills
Listening
skills
Reading
skills
Reading
skills
They will:
They will:
take part in
read and
dramatisation
understand
of the text
narrative/
conduct an
factual texts
interview
identify the
hold a press
main features
conference
of such texts
Speaking
skills
Writing
skills
Writing
skills
They will:
learn to write
an e-mail
write an
informal
letter
writing a
story
Speaking
skills
Forgiveness is letting go of They will:

watch a film/
the need for revenge and
releasing negative thoughts
clipping
of bitterness and
related to the
resentment. Forgiveness is
theme and
the miracle of a new
respond to
beginning. It is to hold out
what they
a hand; to want to renew a
hear
friendship; to want a new
Rationale/ Learning
Outcomes
Unit 8: Theme: Forgiveness

learning outcomes/
here.
Unit
Rationale/ Learning
Outcomes
Unit 7: Theme: Devotion
Transformation of
sentences
Cloze
passages
Use of literary
devices like
irony and
sarcasm
Language
Structure and
convention;
literary devices
Language
Structure and
convention;
literary devices
57
Listening
skills
Speaking
skills
Reading
skills
Writing
skills
write a diary
entry
write a film/
book review
take notes
expand notes
into a precis
relationship. It may not

listen actively present a
summarise
take away the pair. It does
to questions
description of
the given
not deny the past injury. It
in an
the efforts of
piece
means a willingness to
interview
crusaders
deduce the
have a relationship with
meanings of
format
with the help
the other party that is
unfamiliar
listen closely
of multi
based on love and not on
words
to follow
media
what has happened in the
read a poem
dialogue in
past.
on the theme
English
A wide selection of
to help any teacher
learning outcomes/
here.
Unit
Rationale/ Learning
Outcomes
Unit 8: Theme: Forgiveness

Language
Structure and
convention;
literary devices
58
Speaking
skills
They will:
participate
actively in
group
discussions
present their
viewpoint
with clarity
debate for
and against
an idea and
come to a
consensus
Listening
skills
They will:
listen and
respond to a
discussion on
values/
issues
listen to grasp
the main idea
in an audio
clipping
listen for
specific
information
Ethics refers to wellfounded standards of right

and wrong that prescribe
what humans ought to do,
usually in terms of rights,
obligations, benefits to
society, fairness, or specific
virtues. Ethical standards
also include those that
enjoin virtues of honesty,
compassion, and loyalty.
Feelings, laws, and social
norms can deviate from
what is ethical. Ethics also
means, then, the
continuous effort of
studying our own moral
beliefs and our moral
conduct, and striving to
ensure that we, and the
institutions we help to
shape, live up to standards
that are reasonable and
solidly-based.
A wide selection of
They will:
read and
understand
nonnarrative/
factual texts
identify the
main features
of such texts
understand
the elements
of a
biography/
autobiography
summarise
the given
piece
deduce the
meanings of
unfamiliar
words
read a poem
on the theme
Reading
skills
Writing
skills
Language
Structure and
convention;
literary devices
They will:
transfor write an essay
mation of
write a
sentences
newspaper
article
write a
bio-sketch
write a news
paper report
write slogans
and design
posters
design a
Manifesto of
Fundamental
Values
Rationale/ Learning
Outcomes
Unit 9: Theme: Ethics/

Social Justice
59
Nature, in the broadest

sense, is everything that
was not made by man. So
the definition of nature
excludes all things that
were introduced by
Rationale/ Learning
Outcomes
Unit 10: Theme: Nature
to help any teacher

learning outcomes/
here.
Unit
Rationale/ Learning
Outcomes
Unit 9: Theme: Ethics/

Social Justice
Reading
skills
Speaking
skills
Reading
skills
Writing
skills
Writing
skills
Language
Structure and
convention;
literary devices
Language
Structure and
convention;
literary devices
They will:
Transform learn to write
ation of
a paper on a
sentences
given topic
write a formal
letter
Speaking
skills
They will:
They will:
They will:
watch a film/ take part in a read and
interview/
dramatisation
understand
TV
of the text
poems and
documentary conduct an
given pieces
interview
related to the
deduce the
Listening
skills
Listening
skills
60
Listening
skills
Speaking
skills
Reading
skills
Writing
skills
mankind. All those human

theme and
present a
meanings of
write a
unfamiliar
developments are
respond to
description of
description of
words
summarized as culture.
what they
their
a place
read a
Nature writing also
hear
workspace
design an
description of
listen actively
invitation, a
includes nonfiction prose
with the help
a place
to questions
poster and a
writing about the natural
of multi
in an
brochure for
environment.
media
interview
a Play/
A wide selection of
format
Video/ Music
Show
listen closely
to help any teacher
to follow
dialogue in
English
learning outcomes/
here.
Unit
Rationale/ Learning
Outcomes
Unit 10: Theme: Nature

Language
Structure and
convention;
literary devices
MATHEMATICS
The study of Mathematics helps students to develop strategies that improve their
logical thinking and analytical ability. The syllabus of CBSE-i Mathematics at Senior
School level has emerged after a thorough research of the international needs for
higher studies in Mathematics and for professional courses like Engineering,
Physical and Bioscience, Commerce or Computer Applications. The present syllabus
has been designed in accordance with National Curriculum Framework 2005 and as
per guidelines given in focus group on teaching of Mathematics 2005 which is to
meet the emerging needs of all categories of students. Developing the concepts from
real life situations and other subject areas, greater emphasis has been laid on
application of various concepts.
Objectives:
The broad objectives of teaching Mathematics at Senior School stage are to help the
students to:
acquire knowledge and critical understanding, particularly by way of motivation
and visualization, of basic concepts, terms, principles, symbols and mastery of
underlying processes and skills.
feel the flow of reasons while proving a result or solving a problem.
apply the knowledge and skills acquired to solve problems and wherever
possible, by more than one method.
develop positive attitude.
think, analyze and articulate logically.
develop interest in the subject by participating in related competitions.
acquaint students with different aspects of mathematics used in daily life.
develop an interest in students to study mathematics as a discipline.
develop awareness of the need for national integration, protection of
environment, observance of small family norms, removal of social barriers,
elimination of sex biases.
develop reverence and respect towards great Mathematicians for their
contributions to the field of Mathematics.
Note: Keeping in mind the requirement of different career options, two different
syllabi, namely Mathematics I and Mathematics II have been developed.
Mathematics I has been developed keeping in mind the needs of the students
offering pure sciences, Mathematics II addresses the needs of the students who
have not opted for pure sciences.
61
Class XI
Term - Wise Syllabus of Mathematics - I
Term I
Sr
No
Unit
Term II
Name of the unit
Sr
No
Unit
Name of the unit
Sequences and Series
Sets
Permutations and
Combinations
Relations and Functions
Binomial Theorem
Trigonometric Functions
Principle of Mathematical
Induction
Complex Numbers and

Quadratic Equations
10
Straight Lines
Linear and Quadratic

Inequalities
11
Conic Sections
13
Limits and Continuity
12
Introduction to three
Dimensional Geometry
14
Probability
Term - Wise Syllabus of Mathematics II

Term I
Sr
No
Unit
Term II
Name of the unit
Sr
No
Unit
Sequences and Series
Sets
Permutations and
Combinations
Binomial Theorem
Trigonometric Functions
Principle of Mathematical
Induction
11
Average and Partitions

Values
Straight Lines
Linear and Quadratic

Inequalities
10
Stocks, Shares and

Debentures
12
Limits and Continuity
13
Statistics
14
Probability
62
Name of the unit
Mathematics -I
SYLLABUS CLASS XI
Sets, Relations and Functions

Unit 1 : Sets
(1 periods)
Sets and their representations, Empty set, Finite & Infinite sets.
Equivalent and equal sets. Subsets.
Subsets of a set of real
numbers especially intervals (with notations).
Power set,
Universal set.
Venn diagrams. Union and Intersection of sets. Difference of sets.
Complement of a set. Properties of complement sets. Practical
problems on union and intersection of sets.
Contents
1.1
Sets and their

representtations
Learning Outcomes: Students will be able to

identify sets as well defined collections.
represent sets in roster and set builder form.
identify the symbols
between the two.
and
and understand the difference
Conversion from set builder form to roster form and vice versa.
1.2
Empty Set
identify empty sets (null sets).
1.3
Singleton Set
Identify singleton set and frame examples.
1.4
Finite and
infinite Sets
identify finite and infinite sets; and their respective

representations.
1.5
Equivalent
and Equal Sets
understand meaning of equal and equivalent sets.

differentiate between equal and equivalent sets.
determine whether the given pair of sets is equal or not.
1.6
Subsets
identify the subsets of a given set and its symbol ( )

understand that every set has two trivial subsets - null set and
the set itself.
understand the difference between a subset and proper subset.
1.7
Power Set
identify power set as set of subsets.
1.8
Universal Set
identify universal set and its symbol ( )
1.9 Complement of
a Set
find the complement of a subset of a given set, within a given

universe.
1.10 Intervals as
closed interval, open interval, right half open interval, left half
63
Subsets of R
open interval.
1.11 Venn
diagrams
represent sets using venn diagrams.
1.12 Union and

Intersection of
Sets
find the intersection of sets and union of sets.
1.13 Difference of
sets
find the difference of sets and their representation using venn

diagram.
1.14 Laws of
Operations on
Sets
apply the following laws of algebra on sets:
show the intersection and union of sets using Venn diagrams.

identify disjoint sets and its representation using venn diagram.
Laws of union of sets (commutative law, associative law,

idempotent law, identity law)
laws of intersection of sets
distributive laws
De Morgans law
1.15 Properties of
Complement
Sets
apply properties of complement sets.
1.16 Practical
Problems on
union and
Intersection of
Sets
solve practical problems on union and intersection of sets.

apply results and solve problems on number of elements of sets
using properties like
1)
2)
Unit 2 : Relations
and Functions
(14 periods)
Ordered pairs, Cartesian product of sets. Number of elements in the

Cartesian product of two finite sets. Cartesian product of the set of
all reals with itself (upto R x R x R). Definition of relation, pictorial
diagrams, domain, co-domain and range of a relation. Function as a
special kind of relation from one set to another.
Pictorial
representation of a function, domain, co-domain & range of a
function. Real valued functions, domain and range of the functions:
constant, identity, linear& quadratic polynomial, rational, modulus,
signum and greatest integer functions with their graphs. Sum,
difference, product and quotients of functions, Even and odd
function
64
Contents
2.1 Ordered Pairs
Learning Outcomes
Students will be able to:
identify an ordered pair.
identify the equality of two ordered pairs.
2.2 Cartesian
Product of Sets
identify a cartesian product of two non empty sets.

identify the two sets given their cartesian product.
find the union and intersection on cartesian products.
find ordered triplets (R
R).
identify the number of elements in the cartesian product of two

finite sets.
identify cartesian product of set of all real numbers with itself.
2.3 Definition of
Relation
understand relation of two sets as a subset of their cartesian

product.
2.4 Arrow Diagram
pictorial representation of a relation between two sets.
2.5 Domain, Codomain and

Range of a
Relation
identify domain, co-domain and range of a relation.
2.6 Function as a
Special Kind of
Relation from
one Set to
another
identify function as a special kind of relation from one set to

another.
determine when a relation is a function.
describe and write functional relationships for given problem
situations.
understand that f
A X A.
2.7 Pictorial
representation
of a Function
represent functions using graphs.
2.8 Domain, Codomain and

Range of a
Function
identify domain, co-domain and range of a function.
to understand that every graph does not represent a function.
finding domain and range of a given function.

identify even and odd functions.
find specific function values
find the algebra of functions covering:
(f g)(x) = f(x)
g(x) = g(x)
(fg)(x) = f(x).g(x)
65
f(x)
, g(x)
2.9 Real valued
functions and
their graphs
recognise the following real valued functions

o
constant function
identity function
linear function
quadratic function
polynomial function
rational function
modulus function
signum function
greatest integer function

Student is expected to draw the graphs of the above mentioned
real valued functions
Unit 3 :
Trigonometric
Functions
(18 periods)
Positive and negative angles. Measuring angles in radians and in

degrees and conversion from one measure to another. Definition of
trigonometric functions with the help of unit circle. Truth of the
identity sinx + cosx=1, for all x. Signs of trigonometric functions.
Domain and range of trigonometric functions and their graphs.
Trigonometric functions as periodic functions, their amplitude,
argument period & graph. Expressing sin (x+y) and cos (x+y) in
terms of sin x, sin y, cos x & cos y. Deducing identities like the
following :
tan (x+y) =
tan x tan y
1 tan x tan y
sin x + sin y =2 six
y
2
cot (x + y) =
cos
y
2
cot x cot y 1
cot y cot x
, cos x + cos y = 2 cos
y
2
. cos
y
2
sin x - sin y = 2 cos
y
2
. sin
y
2
, cos x cos y = 2 sin
y
2
. sin
y
2
Identities related to sin 2x, cos 2x, tan 2x, sin3x, cos3x and tan3x.
General solution of trigonometric equations of the type sin = sin,
cos = cos and tan = tan.
Proof and simple application of sine and cosine rules only, law of
sine, law of cosine and their applications.
66
Contents
Learning Outcomes
3.1 Positive and

negative angles
identify positive and negative angles.
3.2 Measuring
angles in
radians and in
degrees and
conversion
from one
measure to
another
measure angles in both degrees and in radians, and convert

between these measures
3.3 Definition of
trigonometric
functions with
the help of unit
circle
define trigonometric functions with the help of unit circle.
3.4 Sign of trigonometric

functions
identify the change of signs of trigonometric functions in different

quadrants.
develop and apply the value of trigonometric functions at 0, /6,
/4, /3, /2 radians and their multiples*.
use the reciprocal and co-function relationships to find the values
of the secant, cosecant and cotangent 0, /6, /4, /3, /2 radians
value of trigonometric functions at n
integer
, where n is a positive
3.5 Domain and

range of
trigonometric
functions
identify the domain and range of trigonometric functions.
3.6 Trigonometric
functions as
periodic
functions, their
amplitude,
argument,
period and
graph
identify trigonometric functions as periodic functions with sine

and cosine functions having a period of 2 , tangent and cotangent
functions having a period of , secant and cosecant functions
having a period of 2 .
3.7 Trigonometric
functions of
sum and
difference of
express sin (x y) and cos (x y) in terms of sin x, sin y, cos x and

cos y.
tan x tan y
tan ( x y)
1 tan x tan y
construct the graphs of trigonometric functions and describe their

behaviour, including periodicity, amplitude, zeros and symmetry.
67
two angles
cot ( x
3.8 Express sum

and difference
of T-Functions
as the product
of T-ratios
y)
cot x cot y 1
cot y cot x
sin x sin y
2sin
cos
2
2
x y
x y
cos x cos y 2 cos
cos
2
2
x y
x y
sin x sin y 2 cos
sin
2
2
x y
x y
cos x cos y
2sin
sin
2
2
use the above identities to simplify trigonometric equations.
3.9 Identities
related to sin2x,
cos2x, tan2x,
sin3x, cos3x
and tan3x
deduce identities related to sin 2x, cos 2x, tan 2x, sin 3x, cos 3x and
tan 3x, and apply them to simplify trigonometric equations.
3.10 General
solution of
trigonometric
equations of
the type sin =
sin , cos =
cos and tan =
tan .
find the general solution of the trigonometric equations of the type

sin = sin , cos = cos and tan = tan .
3.11 Proof and

simple
applications of
sine and cosine
rules
prove the law of sines and law of cosine.
finding general solutions of

=
solve for an unknown side or angle, using the law of sines or the
law of cosine.
apply law of sines and law of cosine in various problems.
determine the area of a triangle or parallelogram, given the
measure of two sides and the included angle.
Algebra
UNIT 4 : Principle
of Mathematical
Induction:
(10 periods)
Process of the proof by induction, motivating the application of the method

by looking at natural numbers as the least inductive subset of real numbers.
The principle of mathematical induction and simple applications.
Contents
Learning Outcomes
68

4.1 Process of
proof by
induction
apply the principle of mathematical induction to establish the validity of a

general result involving natural numbers.
4.2 Principle of
mathematical
induction and
its
applications
application of the principle of mathematical induction in solving problems
UNIT 5: Complex
Numbers and
Quadratic
Equations
(14 periods)
Contents
Need for complex numbers, especially , to be motivated by inability to

solve some of the quadratic equations, standard form of a complex number.
Algebraic properties of complex numbers, Argand plane, the modulus and
conjugate of a complex number and polar representation of complex numbers.
Statement of Fundamental Theorem of Algebra, solution of quadratic equations
in the complex number system.
Squareroot of a complex number. Cube roots of unity and their properties.
Learning Outcomes
5.1
5.2
Need for
complex
number,
especially
iota to be
motivated by
inability to
solve some of
quadratic
equation.
understand the need of Imaginary Quantities
Standard
form of
complex
number
define a complex number (z = a+ib) and identify its real and imaginary
parts
understand the concept of iota and its application
concept of purely real and purely imaginary complex number

get familiar with equality of complex numbers
understand the
properties
5.3
5.4
addition and subtraction of complex numbers and its
Modulus and
conjugate of
complex
number
identify the conjugate of a complex number and familiarized with its

properties
Multiplication and
division of
complex
numbers
understand the multiplication of complex numbers and its properties
identify the modulus of a complex number and familiarized with its

properties
understand the division of complex numbers and its properties
identify the multiplicative inverse or reciprocal of a complex number
69
5.5
5.6
Polar
representtation of
complex
number
understand the polar or trigonometrical form of a complex number
Argand Plane
geometrical representation of a complex number
find the modulus of a complex number

find the argument of a complex number
understand different properties of complex numbers and its representation

on argand plane
solve different mathematical problems using argand plane
5.7
Statement of
Fundamental
theorem of
algebra
get familiar with fundamental theorem of algebra
5.8
Square root of
a complex
number
find the square root of a complex number
5.9
Solution of
quadratic
equations in
the complex
number
system
solve the quadratic equations in the complex number system
5.10 Cube root of

unity and its
properties
familiar with cube roots of unity and their properties
5.11 De Moivre's
theorem
prove and apply De-Moivre's theorem
UNIT 6: Linear
and Quadratic
Inequalities
(10 periods)
Linear inequalities. Algebraic solutions of linear inequalities in one variable

and their representation on the number line. Graphical solution of linear
inequality in two variables.
Graphical solution of system of linear inequalities in two variables. Inequalities
involving modulus function. Practical problems on linear inequality, algebraic
solution of quadratic inequality.
Contents
Learning Outcomes
6.1 Linear
inequations
understand linear inequalities
6.2 Algebraic
solutions of
linear
inequations in
one variable
find algebraic solutions of linear inequalities in one variable
6.3 Algebraic
solutions of
linear
find algebraic solutions of linear inequalities in two variables
represent the solution of linear inequalities in one variable on a number

line
simultaneous solution of two linear inequalities algebraically as well as on
number line
70
inequations in
two variables
6.4 Graphical
solution of
linear
inequations in
two variables
Solution of linear inequality in two variables and the graph of its solution
set
6.5 Inequations
solving
modulus
functions
inequalities involving modulus function.
Solution of system of linear inequalities in two variables and the graph of

its solution set
understand wavy curve method for 2nd degree and higher degree
polynomials expressed in the form (x+a)(x+b) ...... (the number of such
terms corresponding to the degree of the polynomial)
UNIT 7:
Permutation and
Combination
(12 periods)
Fundamental principle of counting. Factorial n. (n!) Permutations and

combinations. Properties of combination, derivation of formulae and their
connections, simple applications.
Contents
Learning Outcomes
7.1 Fundamental
principles of
counting
know the fundamental addition principles of counting and apply it to find

out number of ways particular event can occur
7.2 Factorial n (n!)
know the meaning of factorial and its symbol
know the fundamental multiplication principles of counting and apply it to

find out number of ways particular event can occur
know how to compute factorial
know how to represent product of consecutive numbers in factorial
know how to represent product of consecutive numbers in factorial
7.3 Permutation
familiarity with the meaning of permutation

derive the formulae of a linear permutation
use
the
formula
p(n, n) = n!
0! = 1
7.4 Combinations
of
Pr
permutation
to
n!
n
find
familiar with the meaning of combination

distinction between combination and permutation
n!
n r ! r!
derive the formulas of combination Cr
7.5 Derivation of
properties of
combination
familiarity and use of properties of combination
For 0
n
n, we have Cr
71
Cn
r !
other
results
If n and r are non negative integers such that

Then,
If 1
Cx
Cr
Cr
n 1
Cr
n , then
n
Cy
y or, x
If n is an even natural number, then the greatest of the values

n
C0 , nC1 , nC2 , ......., nCn is nCn 2
use the formula of combination to find other results n Cn

7.6 Types of
permutations
C0
linear permutations
circular permutation
restricted permutation
permutations when particular thing is to be included everytime
permutations when particular thing is never to be included
permutation of objects are not all different
Permutation with repetition
7.7 Simple
applications
UNIT 8: Binomial
Theorem :
(8 periods)
Contents
solve the simple practical problems on permutation

solve the simple practical problems on combination
Pascals triangle. History, statement and proof of the binomial theorem for
positive integral indices. General and middle term in binomial expansion,
simple applications.
Learning Outcomes
8.1 Pascals
Triangle
get familiar with the Pascal's triangle
8.2 History,
statement and
proof of the
binomial
theorems for
positive
integral
indices
know the binomial theorems for positive integral indices and their proof
8.3 General and

middle term in
binomial
expansion
get familiar with the general term in binomial expansion
8.4 Application of
binomial
theorem
compute simple application problems using binomial theorems
observe different patterns of numbers followed in pascals triangle

expand an expression using binomial theorem
get familiar with middle term in binomial expansion when number of terms
are even/odd
get familiar with pth term from the end
72
UNIT 9: Sequences
and Series :
(12 periods)
Sequences and Series, Arithmetic Progression (A.P.), Arithmetic Mean (A.M.),

Geometric Progression (G.P.), general term of a G.P., sum of n terms of a G.P.,
infinite G.P. and its sum, geometric mean (G.M.), relation between A.M. and
G.M., Sum to n terms of the special series
,
and
Arithmetic
Geometric Series. Harmonic Progression.
Contents
Learning Outcomes
9.1 Arithmetic
Progression,
Geometric
Progression
identify an arithmetic or geometric sequence.

find the formula for the nth term of an arithmetic sequence
find the formula for the nth term of a geometric sequence.
prove a given sequence from an arithmetic progression or a geometric
progression
determine a specified term of an arithmetic sequence
determine a specified term of a geometric sequence.
generate or construct sequences from given recursive relationships
9.2 Arithmetic
mean
find the arithmetic mean.
9.3 Geometric
mean
find the geometric mean.
9.4 Sum to n terms

of an A.P.
find the sum of finite terms of an arithmetic progression.
9.5 Sum to n terms

of a G.P.
find the sum of finite terms of a geometric progression.
9.6 Infinite G.P.

and its sum
find the sum of an infinite geometric progression.
9.7 Relation
between A.M.
and G.M.
identify and apply the relation between arithmetic mean and geometric
mean.
9.8 Sum to n
terms of
special series
find the sum to n terms of the special series
insert n arithmetic means between 2 given numbers

insert n geometric means between 2 given numbers
n, n 2 ,
n3
find the sum of n terms of a series given its nth term using results of
n, n 2 ,
n3 .
9.9 Arithmeticogeometric
series
identify arithmeticogeometric series.
9. 10 Harmonic
Progression
identify harmonic progression.

find the sum to n terms of harmonic progression.
73
Co-ordinate Geometry
Unit 10 : Straight Lines
(12 periods)
Contents
Brief recall of two dimensional geometry from earlier classes,

Shifting of origin, Slope of a line and angle between two lines.
Various forms of equations of a line: parallel to axes, point
slope form, slope intercept form, two-point form, intercept
form and normal form. General equation of a line. Equation of
family of lines passing through the point of intersection of two
lines. Distance of a point from a line, distance between parallel
lines.
Learning Outcomes
10.1 Brief recall of

two dimensional
geometry from
earlier classes
distance between two points

area of triangle whose vertices are given
co-ordinates of a point divides the join of two given coordinates in the particular ratio
co-ordinates of midpoint of a line segment joining two coordinates
co-ordinates of centroid and incenter of a triangle
10.2 Shifting of origin

10.3 Slope of a line
comprehend the change in equation on shifting the point

of origin
find the slope of a line when angle of inclination is given
identify the slope of a line in terms of co-ordinates of any two
points on it
familiar with condition of parallel lines and perpendicular
lines in terms of slope
use slopes of lines to investigate geometric relationships,
including parallel lines, perpendicular lines.
10.4 Angle between

two lines
have a familiarity with the theorem that angle between two
10.5 Various forms of

equation of a
line: parallel to
equation of lines parallel to the co-ordinate axis
lines having slope m1 and m2 is given by tan
74
m2 m1
1 m1m2
axis, point slop

form, slopintercept form,
two point form,
intercept form,
and normal form
form the equation of line when co-ordinates of point through

which line passes and slope is given (point-slope form).
form the equation of line when co-ordinates of two points
through which line passes are given (two point form).
familiar with intercepts of a line on the axes.
form the equation of line making slope m and making an
intercept c on y/x axis (slope intercept form).
form the equation of line when a line cuts off intercepts a & b
respectively on x and y axis (intercept form).
form the equation of line when the length of the perpendicular
on it and angle of that perpendicular is given (normal form of
line).
use different forms of a line to find out missing parameters of
a line in symmetric form.
10.6 General equation

of a line
identify general equation and transform it in different

standard forms.
10.7 Equation of
family of lines
passing through
the point of
intersection of
two lines
find the point of intersection of two lines.
10.8 Distance of a
point from a line
compute the distance of a point from a line.
10.9 Distance between

parallel lines
compute the distance between parallel lines.
Unit 11 : Conic Section

(10 periods)
Contents
understand the concept of family of lines passing through the

intersection of lines ll and l2 in terms of l1 + k l2 = 0.
give the equation of lines passing through the point of
intersection of two lines under given conditions.
Sections of a cone: circle, ellipse, parabola, hyperbola, a point, a

straight line and pair of intersecting lines as a degenerated case of
a conic section. Standard equation of a circle; General equation of
a circle, general equation of conic sections when its focus, directrix
and eccentricity are given, standard equations and simple
properties of parabola, ellipse and hyperbola.
Learning Outcomes
Students will be able to
11.1
Introduction to
identify the circle, parabola, ellipse and hyperbola as cross
75
11.2
section of a cone
sections of a double napped cone by a plane.
Circle (Standard
form)
identify the equation of a circle in standard form having the

Centre (h, k) and radius r.
equation of a circle having centre at origin and radius r.
equation of a circle when the end points of a diameter are
given.
11.3
Circle (general
form)
general equation of a circle with centre at (-g, -f) and radius
g2
f2 c
find the equation of the circle using given conditions .

find the condition for a line to be a tangent to a circle
11.4
Parabola
(standard form)
identify the standard parabola (right handed, left handed,

upward and downward parabola)
find the axis, vertex, focus, directrix and the latus rectum of
the standard parabola
11.5
Parabola
(general form)
identify the general equation of a parabola

reduction of general form of parabola to the standard form.
find the axis, vertex, focus, directory and the latus rectum
from the general equation of the parabola.
find the equation of parabola under given condition.
11.6
11.7
Ellipse
(standard form)
horizontal &
vertical ellipse
identify the vertical and horizontal ellipse.
Ellipse (general
form)
identify the general form of an ellipse (vertical & horizontal)
find the vertices, major and minor axis, foci, directrix, centre,
eccentricity and latus rectum of the vertical and horizontal
ellipse.
reduction of general form of ellipse to the standard form.

find the vertices, major and minor axis, foci, directrix, centre,
eccentricity and latus rectum from the general from of ellipse.
find the equation of an ellipse under given conditions.
11.8
Hyperbole
(standard form)
identify the hyperbola in standard form (also conjugate

hyperbola)
76
find the centre, vertices, foci, directrix, transverse and

conjugate axes, eccentricity and length of latus rectum.
11.9
Hyperbole
(general form)
identify the general form of hyperbole.

reduction of general form of hyperbola to standard form.
find the centre, vertices, foci directrix, transverse and
conjugate axes, eccentricity & latus rectum from the general
equation of hyperbola
find the equation of hyperbole under given condition
11.10 Application of
conic section
apply the concepts of parabola, ellipse and hyperbola in the

given problems.
Unit 12: Introduction

to Three dimensional
Geometry
Co-ordinate axes and co-ordinate planes in three dimensions.

Co-ordinates of a point in space.
(10 periods)
Distance between two points and section formula, direction

cosines of a line, direction ratios of line, angle between two lines.
Contents
Learning Outcomes
12.1 Co-ordinate axes

and co-ordinate
planes in three
dimensions
identify co-ordinate axes in three dimensions.

identify co-ordinate planes in three dimensions.
find co-ordinates of a point in space.
12.2 Distance
between two
points and
section formula
find distance between two points.
12.3 Some results on

line in space
direction cosines of a line
apply section formula.
direction ratios of a line

angle between two lines.
Calculus
Unit 13 : Limits
and Continuity
Intuitive idea of Limit of a function. Derivative introduced as rate of

change of distance function and its Geometric meaning, Definition of
derivative, relate it to slops of tangent of the curve, derivative of sum,
77
(16 Periods)
difference, product and quotient of function, Derivative

polynomials and trigonometric function.
Contents
Learning Outcomes
13.1 Limit of
function
understand the meaning of x
13.2 Fundamental
theorem on
limits
apply fundamental theorems on limits
13.3 Standard
results on
limits and
their
application
understand the limit of function at a point
1)
lim f x
g x
lim f x
lim g x
2)
lim f x
g x
lim f x
lim g x
3)
lim f x .g x
4)
lim
lim g x
x
lim
xn an
x a
g x
then lim f x
x
log a
log(1 x)
1
0
x
13.4 Trigonometric
limits
tan x
0
x
1 where x is in radius
lim
x
sin x
0
x
lim
x
1/ x
na n 1 , where a
ex 1
1
0
x
lim 1 x
, provided g x
lim
x
c.lim f x
ax 1
lim
x 0
x
lim
x
g x
if f x
lim f x
6)
lim f x .lim g x
f x
lim c. f x
5)
78
lim g x
x
of
13.5 Infinite
limits
lim f ( x)
x
lim f ( x)
x a
13.6 One sided

limit
Right hand limit
lim f ( x)
x a
Left hand limit
lim f ( x)
x a
existence of limit of function.

13.7 Continuity
understand the meaning of continuity of a function

determine the continuity of a given function at a point when the
function on both the sides of the given point is same
function on both the sides of the given point is different
determine the value of a constant given in the definition of a
function when it is continuous at an indicated point
apply the algebra of continuous functions:
If f and g are continuous function at x=a then
(i)
f + g is continuous at x=a
(ii)
f g is continuous at x=a
(iii) fg is continuous at x=a

(iv) g is continuous at x=a
(v)
f / g is continuous at x=a when g(a)
Probability
Unit 14 : Probability
(10 periods)
Random
experiments:
outcomes,
sample
spaces
(set
representation). Events: occurrence of events, not, and and or
events, exhaustive events, mutually exclusive events Axiomatic
(set theoretic) probability, connections with the theories of earlier
classes. Probability of an event, probability of not, and & or
events.
79
Contents
Learning Outcomes
14.1 Random
experiment:
outcomes,
sample spaces
(set
representation).
learn the concept of random experiment, outcomes of random

experiment and sample spaces
14.2 Events:
occurrence of
events, 'or', 'and',
& 'not' events
understand the term event as a subset of sample space
14.3 Exhaustive
events, mutually
exclusive events
Axiomatic (set
theoretic)
probability
identify impossible events and sure events

Identify simple and compound events
14.4 Probability of an
event
find the probability of occurrence of an event
14.5 Odds of an event
Odds in favour of an event

Odds against an event.
14.6 Probability of
occurrence of a
complementary
events
Find the probability of complement of an event using the

relation P(E) = 1 P( E)
14.7 Results on
probability
P(E)0,P() =0,P(S) =1
list the sample spaces of a random experiment
write events/sample space for a given experiment

recognise 'or', 'and' & 'not' events
identify mutually exclusive events

identify exhaustive events
get familiar with independent events, equally likely events,
and complementary events*
0 P(E) 1
If E1 E2 then p(E1)P(E2)
P(E1- E2) = P(E1) - P(E1E2)
14.8 Addition
theorem
Addition theorem for two events

P(A B) = P (A) + P (B) P(A B)
Addition theorem for three events
P(A B C) = P (A) + P (B)+P(C) P(A B) -P(B C) P(C A)+P(A B C)
Addition theorem for mutually exclusive events.
80
Class - XII
Term - Wise Syllabus of Mathematics - I
Term I
Sr
No
Unit
Term II
Sr
No
Unit
Matrices
Indefinite Integrals
Determinants
Definite Integrals
Adjoint and Inverse of a

Matrix
10
Application of Integrals
Sets, Relations and

Functions
11
Differential Equation
Differentiability
12
Vectors
Application of Derivatives
13
Three Dimensional
Geometry
14
Probability
Name of the unit
Name of the unit
Class - XII
Term - Wise Syllabus of Mathematics - II
Term I
Sr
No
Unit
Term II
Sr
No
Unit
Inverse Trigonometric
Function
Definite Integrals
Matrices
Application of Integrals
Determinants
10
Differential Equations
Adjoint and Inverse of a

Matrix
12
Application of Calculus in
Commerce and Economics
Differentiability
11
Annuities
Application of Derivatives
13
Probability
14
Linear Programming
Name of the unit
81
Name of the unit
Mathematics -II
SYLLABUS CLASS XI
Sets, Relations and Functions

Unit 1 : Sets
(10 periods)
Sets and their representations, Empty set, Finite & Infinite

sets. Equivalent and equal sets. Subsets. Subsets of a set of
real numbers especially intervals (with notations). Power
set, Universal set.
Venn diagrams. Union and Intersection of sets. Difference
of sets. Complement of a set. Properties of complement sets.
Practical problems on union and intersection of sets.
Contents
1.1 Sets and their
representations
Learning Outcomes: Students will be able to

identify sets as well defined collections.
represent sets in roster and set builder form.

identify the symbols and and understand the
difference between the two.
conversion from set builder form to roster form and vice
versa.
1.2 Empty set
identify empty sets (null sets).
1.3 Singleton set
identify singleton set and frame examples.
1.4 Finite and

infinite sets
identify finite and infinite sets; and their respective

representations.
1.5 Equivalent and

equal sets
understand meaning of equal and equivalent sets.

differentiate between equal and equivalent sets.
determine whether the given pair of sets is equal or not.
1.6 Subsets
identify the subsets of a given set and its symbol ( )

understand that every set has two trivial subsets - null set
and the set itself.
understand the difference between a subset and proper
subset.
82
1.7 Power set
identify power set as set of subsets.
1.8 Universal set
identify universal set and its symbol( )
1.9 Complement of
a set
find the complement of a subset of a given set, within a

given universe.
1.10 Intervals as
subsets of R
closed interval, open interval, right half open interval, left

half open interval.
1.11 Venn diagrams
represent sets using venn diagrams.
1.12 Union and

intersection of
sets
find the intersection of sets and union of sets.

show the intersection and union of sets using Venn
diagrams.
identify disjoint sets and its representation using venn
diagram.
1.13 Difference of
sets
find the difference of sets and their representation using

venn diagram.
1.14 Laws of
operations on
sets
apply the following laws of algebra on sets:

-
Laws of union of sets (commutative law, associative

law, idempotent law, identity law)
laws of intersection of sets
distributive laws
De Morgans law
1.15 Properties of
complement
sets
apply properties of complement sets.
1.16 Practical
problems on
union and
intersection of
sets
solve practical problems on union and intersection of sets.

apply results and solve problems on number of elements
of sets using properties like
1) 1)
2)
83
Unit 2 : Relations
and Functions
(14 periods)
Contents
Ordered pairs, Cartesian product of sets. Number of elements

in the Cartesian product of two finite sets. Cartesian product
of the set of all reals with itself (upto R x R x R). Definition of
relation, pictorial diagrams, domain, co-domain and range of
a relation. Function as a special kind of relation from one set
to another. Pictorial representation of a function, domain, codomain & range of a function. Real valued functions, domain
and range of the functions: constant, identity, linear &
quadratic polynomial, rational, modulus, signum and greatest
integer functions, logarithmic and exponential function with
their graphs. Sum, difference product and quotients of
functions, Even and odd function
Learning Outcomes
2.1 Ordered pairs
identify an ordered pair.

equality of two ordered pairs
2.2 Cartesian
product of sets
identify a cartesian product of two non empty sets.

identify the two sets given their cartesian product.
find the union and intersection on cartesian products.
find ordered triplets (R
R).
identify the number of elements in the cartesian product of

two finite sets.
identify cartesian product of set of all real numbers with
itself.
2.3 Definition of
relation
understand relation of two sets as a subset of their

cartesian product.
2.4 Arrow diagram
pictorial representation of a relation between two sets.
2.5 Domain, codomain and

range of a
relation
identify domain, co-domain and range of a relation.
84
2.6 Function as a
special kind of
relation from
one set to
another
identify function as a special kind of relation from one set

to another.
determine when a relation is a function
describe and write functional relationships for given
problem situations
understand that f
AXA
2.7 Pictorial
representation
of a function
represent functions using graphs.
2.8 Domain, codomain and

range of a
function
identify domain, co-domain and range of a function.
to understand that every graph does not represent a

function
find domain and range of a given function.

identify even and odd functions
find specific function values
Algebra of functions covering:
a) (f g)(x) = f(x)
g(x) = g(x)
f(x)
b) (fg)(x) = f(x).g(x)
c)
2.9 Real valued
functions and
their graphs
, g(x)
recognise the following real valued functions

o constant function
o identity function
o linear function
o quadratic function
o polynomial function
o rational function
o modulus function
o signum function
85
o greatest integer function

o logarithmic and exponential function
Student is expected to draw the graphs of the above
mentioned real valued functions
Unit 3 : Trigonometric
Functions
(18 periods)
Positive and negative angles. Measuring angles in radians and in

degrees and conversion from one measure to another. Definition of
trigonometric functions with the help of unit circle. Truth of the
identity sinx + cosx=1, for all x. Signs of trigonometric functions.
Domain and range of trigonometric functions and their graphs.
Trigonometric functions as periodic functions, their amplitude,
argument period & graph. Expressing sin (x+y) and cos (x+y) in
terms of sin x, sin y, cos x & cos y. Deducing identities like the
following :
tan (x+y) =
tan x tan y
1 tan x tan y
sin x + sin y =2 six
y
2
cot (x + y) =
cos
y
2
cot x cot y 1
cot y cot x
, cos x + cos y = 2 cos
y
2
. cos
y
2
sin x - sin y = 2 cos
y
2
. sin
y
2
, cos x cos y = 2 sin
y
2
. sin
y
2
Identities related to sin 2x, cos 2x, tan 2x, sin3x, cos3x and tan3x.
General solution of trigonometric equations of the type sin = sin,
cos = cos and tan = tan.
Proof and simple application of sine and cosine rules only, law of
sine, law of cosine and their applications.
Contents
Learning Outcomes
3.1 Positive and

negative angles
identify positive and negative angles.
3.2 Measuring angles

in radians and in
degrees and
conversion from
measure angles in both degrees and in radians, and convert

between these measures
86
one measure to
another
3.3 Definition of
trigonometric
functions with
the help of unit
circle
define trigonometric functions with the help of unit circle.
3.4 Sign of
trigonometric
functions
identify the change of signs of trigonometric functions in

different quadrants.
develop and apply the value of trigonometric functions at 0, /6,
/4, /3, /2 radians and their multiples*.
use the reciprocal and co-function relationships to find the values
of the secant, cosecant and cotangent 0, /6, /4, /3, /2
radians
value of trigonometric functions at n
integer
, where n is a positive
3.5 Domain and

range of trigonometric functions
identify the domain and range of trigonometric functions.
3.6 Trigonometric
functions as
periodic
functions, their
amplitude,
argument, period
and graph
identify trigonometric functions as periodic functions with sine

and cosine functions having a period of 2 , tangent and
cotangent functions having a period of , secant and cosecant
functions having a period of 2 .
3.7 Trigonometric
functions of sum
and difference of
two angles
express sin (x y) and cos (x y) in terms of sin x, sin y, cos x

and
cos y.
tan x tan y
tan ( x y)
1 tan x tan y
cot x cot y 1
cot ( x y)
cot y cot x
3.8 Express sum and

difference of
T-Functions as
the product of
T-ratios
construct the graphs of trigonometric functions and describe

their behaviour, including periodicity, amplitude, zeros and
symmetry.
sin x sin y
2sin
cos
2
2
x y
x y
cos x cos y 2 cos
cos
2
2
x y
x y
sin x sin y 2 cos
sin
2
2
87
cos x cos y
2sin
y
2
sin
x y
2
use the above identities to simplify trigonometric equations.

3.9 Identities related
to sin2x, cos2x,
tan2x, sin3x, cos3x
and tan3x
deduce identities related to sin 2x, cos 2x, tan 2x, sin 3x, cos 3x
and tan 3x, and apply them to simplify trigonometric equations.
3.10 General solution

of trigonometric
equations of the
type sin = sin ,
cos = cos and
tan = tan .
find the general solution of the trigonometric equations of the

type sin = sin , cos = cos and tan = tan .
3.11 Proof and simple

applications of
sine and cosine
rules
prove the law of sines and law of cosine.
finding general solutions of.

=
solve for an unknown side or angle, using the law of sines or the
law of cosine.
apply law of sines and law of cosine in various problems.
determine the area of a triangle or parallelogram, given the
measure of two sides and the included angle.
Algebra
UNIT 4 : Principle of
Mathematical
Induction:
(10 periods)
Process of the proof by induction, motivating the

application of the method by looking at natural numbers as
the least inductive subset of real numbers. The principle of
mathematical induction and simple applications.
Contents
Learning Outcomes
4.1 Process of proof

by induction
apply the principle of mathematical induction to establish the

validity of a general result involving natural numbers.
4.2 Principle of
mathematical
induction and its
applications
application of the principle of mathematical induction in

solving problems
88
UNIT 5: Linear and

Quadratic
Inequalities
(10 periods)
Linear inequalities. Algebraic solutions of linear inequalities

in one variable and their representation on the number line.
Graphical solution of linear inequality in two variables.
Graphical solution of system of linear inequalities in two
variables. Inequalities involving modulus function. Practical
problems on linear inequality, algebraic solution of quadratic
inequality.
Contents
Learning Outcomes
5.1 Linear
inequations
understand linear inequalities
5.2 Algebraic
solutions of
linear
inequations in
one variable
find algebraic solutions of linear inequalities in one

variable
represent the solution of linear inequalities in one
variables on a number line
simultaneous solution of two linear inequalities
algebraically as well as on number line
5.3 Algebraic
solutions of
linear
inequations in
two variables
find algebraic solutions of linear inequalities in two

variables
5.4 Graphical
solution of
linear
inequations in
two variables
solution of linear inequality in two variables and the

graph of its solution set
solution of system of linear inequalities in two variables
and the graph of its solution set
5.5 Inequations
solving modulus
functions
inequalities involving modulus function.
understand wavy curve method for 2nd degree and higher

degree polynomials expressed in the form (x+a)(x+b) ......
(the number of such terms corresponding to the degree of
the polynomial)
UNIT 6: Permutation
and Combination
(12 periods)
Fundamental principle of counting. Factorial n. (n!)

Permutations and combinations. Properties of combination,
derivation of formulae and their connections, simple
applications.
89
Contents
Learning Outcomes
6.1 Fundamental
principles of
counting
know the fundamental addition principles of counting

and apply it to find out number of ways particular event
can occur
know the fundamental multiplication principles of
counting and apply it to find out number of ways
particular event can occur
6.2 Factorial n (n!)
know the meaning of factorial and its symbol

know how to compute factorial
know how to represent product of consecutive numbers
in factorial
know how to represent product of consecutive numbers
in factorial
6.3 Permutation
be familiar with the meaning of permutation

derive the formulae of a linear permutation n Pr
n!
n
r !
use the formula of permutation to find other results

p(n, n) = n!
0! = 1
6.4 Combination
be familiar with the meaning of combination

know the distinction between combination and
permutation
n!
derive the formulas of combination n Cr
n r ! r!
6.5 Derivation of
properties of
combination
be familiar with use of properties of combination

For 0
n
n, we have Cr
Cn
If n and r are non negative integers such that 1

n
n
Cr 1 n 1Cr
Then, Cr
If 1
Cx
r
n
n , then
Cy
y or, x
if n is an even natural number, then the greatest of the

values n C0 , nC1 , nC2 , ......., nCn is nC
n
use the formula of combination to find other results

n
Cn nC0 1
90
6.6 Types of
permutations
linear permutation
circular permutation
restricted permutation
permutations when particular thing is to be included
everytime
permutations when particular thing is never to be
included
permutation of objects are not all different
permutation with repetition
6.7 Simple
applications
solve the simple practical problems on permutation

solve the simple practical problems on combination
UNIT 7: Binomial
Theorem :
(10 periods)
Pascals triangle. History, statement and proof of the

binomial theorem for positive integral indices. General
and middle term in binomial expansion, simple
applications.
Contents
Learning Outcomes
7.1 Pascals Triangle
get familiar with the Pascal's triangle

observe different patterns of numbers followed in Pascals
triangle
7.2 History,
statement and
proof of the
binomial
theorems for
positive integral
indices
know the binomial theorems for positive integral indices

and their proof
expand an expression using binomial theorem
7.3 General and

middle term in
binomial
expansion
get familiar with the general term in binomial expansion

get familiar with middle term in binomial expansion
when number of terms are even/odd
get familiar of pth term from the end
7.4 Application of
binomial
theorem
compute simple application problems using binomial

theorems
UNIT 8: Sequences
and Series :
(12 periods)
Sequences and Series, Arithmetic Progression (A.P.),

Arithmetic Mean (A.M.), Geometric Progression (G.P.),
general term of a G.P., sum of n terms of a G.P., infinite G.P.
and its sum, Geometric Mean (G.M.), relation between A.M.
91
and G.M. ,Sum to n terms of the special series

,
and
, Arithmetic geometric series. Harmonic Progression.
Logarithmic/ exponential series.
Contents
Learning Outcomes
8.1 Arithmetic
Progression,
Geometric
Progression
identify an arithmetic or geometric sequence.

find the formula for the nth term of an arithmetic
sequence
find the formula for the nth term of a geometric sequence.
prove a given sequence forms an arithmetic progression
or a geometric progression
determine a specified term of an arithmetic sequence
determine a specified term of a geometric sequence.
generate or construct sequences from given recursive
relationships
8.2 Arithmetic mean
find the arithmetic mean.

insert n arithmetic means between 2 given numbers
8.3 Geometric mean
find the geometric mean.

insert n geometric means between 2 given numbers
8.4 Sum to n terms of

an A.P.
find the sum of finite terms of an arithmetic progression.
8.5 Sum to n terms of

a G.P.
find the sum of finite terms of a geometric progression.
8.6 Infinite G.P. and

its sum
find the sum of an infinite geometric progression.
8.7 Relation between

A.M. and G.M.
identify and apply the relation between arithmetic mean

and geometric mean.
8.8 Sum to n terms

of special series
find the sum to n terms of the special series
n, n2 ,
find the sum of n terms of a series given its nth term

n, n2 , n3 .
using results of
8.9 Arithmeticogeometric series
identify arithmeticogeometric series.
8. 10 Harmonic
Progression
identify harmonic progression.

find the sum to n terms of harmonic progression.
8.11 Logarithmic and

exponential
understand meaning of a logarithmic and exponential

series
92
n3
series
apply these series in solving different problems
Co-ordinate Geometry
Unit 9 : Straight Lines
(9 periods)
Brief recall of two dimensional geometry from earlier classes,

Shifting of origin, Slope of a line, slope form of a line and angle
between two lines.
Contents
Learning Outcomes
9.1 Brief recall of two

dimensional
geometry from
earlier classes
know the distance between two point

know the area of triangle whose vertices are given
identify co-ordinates of a point divides the join of two given
co-ordinates in the particular ratio
identify co-ordinates of midpoint of a line segment joining two
co-ordinates
identify co-ordinates of centroid and incenter of a triangle
9.2 Shifting of origin
comprehend the change in equation on shifting the point of

origin
9.3 Slope of a line
find the slope of a line when angle of inclination is given

identify the slope of a line in terms of coordinates of any two
points on it
be familiar with condition of parallel lines and perpendicular
lines in terms of slope
use slopes of lines to investigate geometric relationships,
including parallel lines, perpendicular lines.
9.4 Angle between two

lines
have a familiarity with the theorem that angle between two

lines having slope m1 and m2 is given by tan
m2 m1
1 m1m2
Commercial Mathematics
Unit 10 : Stocks, Shares
and Debentures
(14 Periods)
Meaning of a share and stock, types of shares preference and

equity. Face value/ market value of a share, stocks and brokerage
and Income on a stock. Market value of stock if face value is
given. Gain/ loss in sale and purchase of a stock. Meaning and
type of a debenture.
Contents
Learning Outcomes
93

10.1 Meaning of a
share, types of
shares preference
and equity
understand meaning of share, types of shares-preference and

equity
10.2 Face value/ market

value of a share
find total dividend on shares and price earning
10.3 Stocks and

brokerage
understand meaning of a stock and brokerage
10.4 Income on sale of a

stock
find income on a stock
10.5 Market value of

stock
find investment required to purchase a given stock (cases of

brokerage also included )
10.6 Gain/ loss in sale

and purchase of a
stock
calculate gain/loss in the sale/purchase of a stock

determine change in income on sale/investment of stock
10.7 Debentures
understand meaning of a debenture

calculate income/loss on sale of debentures
Unit 11: Average and

Partition Values
(14 Periods)
Recall meaning of averages/measures of central tendencies:

mean, mode, median for ungrouped and grouped data.
Partition values, Computation of partition values- Quartiles,
deciles and percentiles. Partition values by graphical
method
Contents
Learning Outcomes
11.1 Recall meaning

of
averages/measur
es of central
tendencies:
mean, mode,
median for
ungrouped and
grouped data
11.2 Partition values
recall averages/measures of central tendencies-mean,

mode and median
11.3 Computation of
partition values-
find partition values quartiles, deciles and percentiles
understand meaning of partition values
94
Quartiles,
deciles and
percentiles
11.4 Partition values
by graphical
method
determine partition values by graphical method from

ogive or cumulative frequency curve
Calculus
Unit 12 : Limits
and Continuity
(16 Periods)
Intuitive idea of Limit of a function. Derivative introduced as rate of

change of distance function and its Geometric meaning, Definition of
derivative, relate it to slops of tangent of the curve, derivative of sum,
difference, product and quotient of function, Derivative of
polynomials and trigonometric function.
Contents
Learning Outcomes
Students will be able to understand
12.1 Limit of
function
meaning of x
12.2 Fundamental
theorem on
limits
apply fundamental theorems on limits
limit of function at a point
7)
lim f x
g x
lim f x
lim g x
8)
lim f x
g x
lim f x
lim g x
9)
lim f x .g x
lim g x
xn an
lim
x 0 x
a
g x
12) if f x
12.3 Standard
results on
limits and
their
application
lim f x
lim f x .lim g x
f x
11) lim c. f x
x
10) lim
x
, provided g x
c.lim f x
x
g x
then lim f x
x
na n 1 , where a
95
lim g x
x
ex 1
1
0
x
lim
x
ax 1
0
x
lim
log a
lim
log(1 x)
1
x
lim 1 x
x
12.4 Trigonometric
limits
lim
sin x
x
lim
tan x
x
1 where x is in radius
12.5 Infinite
limits
1/ x
lim f ( x)
x
lim f ( x)
x a
12.6 One sided

limit
Right hand limit
lim f ( x)
x a
Left hand limit
lim f ( x)
x a
existence of limit of function.

12.7 Continuity
understand the meaning of continuity of a function

function on both the sides of the given point is same
function on both the sides of the given point is different
determine the value of a constant given in the definition of a
function when it is continuous at an indicated point
apply the algebra of continuous functions:
If f and g are continuous function at x=a then
(vi) f + g is continuous at x=a
96
(vii) f g is continuous at x=a

(viii) fg is continuous at x=a
(ix) g is continuous at x=a
(x)
f / g is continuous at x=a when g(a)
Statistics and Probability

Unit 13 : Statistics
(14 periods)
Measure of dispersion, mean deviation, variance and

standard deviation of ungrouped/grouped data. Analysis
of frequency distributions using coefficients of variation.
Correlation and regression.
Contents
Learning Outcomes
13.1 Measure of
dispersion
know how to measure the dispersion
13.2 Measure of
dispersion
know how to measure the mean deviation about the

mean for ungrouped data
median for ungrouped data
mean for discrete/continuous frequency distribution
median for discrete/continuous frequency distribution
13.3 Variance and

standard
deviation of
ungrouped/
grouped data
know how to measure the standard deviation of

ungrouped data
13.4 Analysis of
frequency
distributions
using
coefficients of
variation.
find the coefficients of variation
know how to measure the variance for

discrete/continuous frequency distribution
know how to measure the standard deviation for
discrete/continuous frequency distribution
do analysis of frequency distributions using coefficients
of variation
97
13.5 Correlation and

Regression
understands the meaning of bivariate frequency

distribution, marginal and conditional distributions and
relationship between variables
calculate co-variance between two variables X and Y,
coefficient of correlation (Karl Pearsons coefficient of
correlation)
understand meaning of regression, lines of regression
(Least square approach)
find regression coefficient of Y on X.
(10 periods)
Random experiments: outcomes, sample spaces (set

representation). Events: occurrence of events, not, and
and or events, exhaustive events, mutually exclusive
events Axiomatic (set theoretic) probability, connections
with the theories of earlier classes. Probability of an event,
probability of not, and & or events.
Contents
Learning Outcomes
14.1 Random
experiments:
outcomes,
sample spaces
(set
representation).
learn the concept of random experiment, outcomes of

random experiment and sample spaces
14.2 Events:
occurrence of
events, 'or',
'and', & 'not'
events
understand the term event as a subset of sample space

write events/sample space for a given experiment
14.3 Exhaustive
events,
mutually
exclusive
events
Axiomatic (set
theoretic)
probability
identify impossible events and sure events

Identify simple and compound events
14.4 Probability of
an event
find the probability of occurrence of an event
list the sample spaces of an random experiment
recognise 'or', 'and',& 'not' events
identify mutually exclusive events

identify exhaustive events
familiar with independent events, equally likely events,
and complementary events*
98
14.5 Odds of an
event
odds in favour of an event

odds against an event.
14.6 Probability of
occurrence of a
complementary
events
find the probability of complement of an event using the

relation P(E) = 1 P( E)
14.7 Results on
probability
P(E)0,P() =0,P(S) =1
0 P(E) 1
If E1 E2 then p(E1)P(E2)
P(E1- E2) = P(E1) - P(E1 E2)
14.8 Addition
theorem
addition theorem for two events

P(A B) = P (A) + P (B) P(A B)
addition theorem for three events
P(A B C) = P (A) + P (B)+P(C) P(A B) -P(B C) P(C A)+P(A B C)
addition theorem for mutually exclusive events.
99
Mathematics -I
SYLLABUS CLASS XII

Unit 1: Relations
and Functions
(12 Periods)
Contents
Types of relations: reflexive, symmetric, transitive and equivalence

relations. One to one and on to function, composite functions,
inverse of a function. Binary operations. Concept of exponential
and logarithmic function to the base e, logarithmic function as
inverse of exponential function and graphs.
Learning Outcomes
1.1 Types of
relations :
reflexive,
symmetric,
transitive and
identify reflexive relation, illustrate reflexive relation.

identify symmetric relation
identify transitive relation
identify anti symmetric relation
understand the conditions for an equivalence relation
determine a relation is equivalence
equivalence
relations
1.2 One to one and
on to functions
1.3 Composite
functions
1.4 Inverse of a
function and
binary
operations
1.5 Concept of
exponential and
logarithmic
function to the
base e,
identify one - one functions

identify on to functions
identify bijective functions
define composition of two functions
understand that given two functions f and g, fog may not be equal
to gof
define the inverse of a given function, if exists.
understand the definition of binary operation on a set
determine if a given operation is a binary operation on a given set
determine the total number of binary operations on a given finite
set
determine if a given binary operation is commutative
determine if a given binary operation is associative
determine if a given binary operation is distributive
determine the identity element for a binary operation
determine the inverse element of a given element
understand the properties of looking at its graph.
understand the properties of logarithmic function looking at its
graph
define logarithmic function as inverse of exponential function
sketch the graph of exponential function
100
logarithmic
function as
inverse of
exponential
function and
their graphs
Unit 2: Inverse
trigonometric
functions
(10 Periods)
Contents
Definition of inverse trigonometric function in unit circles, range,

domain principal value branches. Graphs of inverse trigonometric
functions, Elementary properties of inverse trigonometric
functions.
Learning Outcomes
2.1 Definition of
define all inverse trigonometric function using a unit circle
inverse
trigonometric
function in a
unit circle
2.2 Range, domain,
principal value
branches
2.3 Graphs of
state the domain and range of inverse trigonometric functions

state the principal value branch of inverse trigonometric functions
and neighbouring branches.
sketch the graphs of six inverse trigonometric functions.
inverse
trigonometric
functions
2.4 Elementary
prove the properties of inverse trigonometric functions
properties of
inverse
trigonometric
functions
2.5 Problems based
on properties
use the trigonometric properties to solve trigonometric equations

and to prove trigonometric identities.
101
Matrices and Determinants

Unit 3: Matrices
(12 Periods)
Contents
Concept, notation, order, equality, types of matrices: zero matrix,

transpose of matrix, symmetric and skew symmetric matrices,
Addition, multiplication and scalar multiplication of matrices, simple
properties of addition, multiplication and scalar multiplication, Noncommutativity of multiplication of matrix and existence of non-zero
matrices whose product is the zero matrix (restrict to square matrices
of orders). Concept of elementary row and column operations,
invertible matrices and proof of the uniqueness of inverse, if it exists.
(Here all matrices will have real entries)
Learning Outcomes
3.1
Matrices
define matrices
use matrix notation
determine the order of a matrix
identify types of matrices:
- Row matrix
- Column matrix
- Square matrix
- Diagonal matrix
- Scalar matrix
- Identity or unit
- Null (zero) matrix
- Upper triangular matrix
- Lower triangular matrix
3.2
Equality of
understand the condition for the equality of matrices
matrices
3.3
3.4
Operation on
perform addition and subtraction of matrices
matrices
understand the properties of addition of matrices
Multiplica-
perform multiplication of a matrix by a scalar
tion of
identify the properties of scalar multiplication
matrices
understand the conditions order of matrices to multiply them

perform multiplication of matrices, wherever possible
identify properties of matrix multiplication
can illustrate non zero matrices whose product is the zero matrix
solve problems based on application of matrices
3.5 Transpose of
write the transpose of a matrix
102
3.6
matrix
verify the properties of transpose
Symmetric
identify symmetric matrices
and skew-
identify skew-symmetric matrices

understand that for a symmetric matrix aij=aji
symmetric
matrices
understand that in a skew symmetric matrix, diagonal elements are

zero.
construct a symmetric and skew symmetric matrix.
prove that every square matrix can be expressed uniquely as sum of
symmetric and skew symmetric matrix.
write a given square matrix as sum of symmetric and skew
symmetric matrix.
3.7
Concept of
elementary
row and
column
apply elementary row and column transformations on a matrix of

order 2 2 and 3 3
invertible matrices (AB=BA= I).
find the inverse of a matrix using column or row transformations
transformatio
ns
Unit 4:
(10 Periods)
Determinant of a square matrix (upto 3 3 matrices) properties of

determinants, minors, cofactors and applications of determinants in
finding the area of a triangle, collinearity of points. Consistency,
inconsistency and number of solutions of system of linear equations
by examples. Solving system of linear equations in two or three
variables (having unique solution) using. Cramers Rule and its
applications on word problems.
Contents
Learning Outcomes
Determinants

4.1 Determinant
of a square
matrix (up to
33
find the value of a determinant of order

determine the minor of an element of a square matrix
determine the cofactor of an element of a square matrix
determine the determinant of a square matrix of order 3x3
matrices)
4.2 Application of
determinant
4.3 Properties of
determinants
4.4 Cramers Rule
use determinants to find the area of a triangle

use determinants to determine the collinearity of three points
verify the properties of determinants
apply the properties of determinants to solve problems
solve system of linear equations using Cramers Rule
103
Unit 5: Adjoint
and Inverse of a
matrix
(10 Periods)
Adjoint of a square matrix of order 2 2 and 3 3. Properties of adjoint

of a matrix. Inverse of a square matrix. Consistency, in consistency
and number of solutions of a system of linear equations by examples.
Solving the system of linear equations in two and three variables by
matrix method and its application in word problem.
Contents
Learning Outcomes
5.1
Adjoint of a
matrix
find the adjoint of a square matrix upto order 3 3

verify the properties of adjoint :
A(adj A)=(adj A).A= A In for a matrix A of order n.
adj(AB)=(adj B)(adj A)
(adj A)T =adj AT
adj A = A n-1
5.2
Singular and
understand the definition of singular and non singular matrices.
Non singular
identify singular and non singular matrix.
matrix
5.3
Invertible
matrices
understand the condition for a matrix in order to be invertible

prove that every invertible matrix possesses a unique inverse
find the inverse of a matrix using definition
find the inverse of a matrix when it satisfies some matrix equation.
verify results on invertible matrices
5.4
Solving a
system of
linear
equations by
Matrix
method
solve a system of linear equation in two variables (having unique

solution) using inverse of a matrix
understand the conditions for consistency and inconsistency of
system of linear equations
solve a system of linear equations in three variables (having unique
solution) using inverse of a matrix
solve a system of linear equations when the inverse of coefficient
matrix is obtained from some given relation
solve problems on application of simultaneous linear equations
Calculus
Unit 6 :
Differentiability
(14 Periods)
Differentiability, Derivative introduced as rate of change of distance

function and its Geometric meaning, Definition of derivative relate it
to slops of tangent of the curve, derivative of sum, difference, product
and quotient of function, Derivative of polynomials and trigonometric
function. Derivative of composite functions, chain rule, derivates of
inverse trigonometric functions derivate of implicit functions.
104
Derivatives of logarithmic and exponential functions.

Logarithmic differentiation derivative of functions expressed in
parametric forms seconds order derivatives.
Contents
Learning Outcomes
6.1
Differentiability
6.2
Product Rule
6.3
Quotient
Rule
Derivatives
6.4
understand the meaning of differentiability of a function

determine the differentiability of a function at a given point
determine relation between continuity and differentiability.
derivative at a point
geometrical significance of derivative as slope of tangent.
physical significance of derivative as a rate of change of y with respect
to x.
derivative of a function by first principle.
derivative of algebraic functions
derivative of scalar multiple of a function
derivative of sum and difference of functions
derivative of a polynomial.
derivative of product of function
derivative of quotient of function
differentiable given an implicit function
of implicit
functions
6.5
6.6
Derivative of
logarithmic
and
exponential
functions
Derivative of
determine the derivatives of logarithmic and exponential function
find the derivative of the given Infinite series
Infinite
Series
6.7
Logarithmic
differentiate the functions of the using logarithmic differentiation
differentiation
6.8
Differentiation of
one function
with respect
differentiate one function with respect to another function
105
to another.
6.9
Derivatives
of functions
expressed in
parametric
form
6.10 Second order
differentiate functions given in parametric form
determine second order derivative of a given function
derivative
Unit 7 :
Applications of
Derivatives
(14 Periods)
Contents
Applications of derivatives rate of change increasing/decreasing

functions, Rolles theorem and Lagranges Mean Value theorem
tangents and normal approximation, maxima and minima (first
derivative test Local Maxima /Local Minima and second derivative test
Absolute Maxima / Absolute Minima). Simple problems (that
illustrate basic principles and understanding to the subject as well as
real-life situations).
Learning Outcomes
7.1
7.2
Rate of
change
solve problems on rate of change of y with respect to x where y = f (x)

is a function of x
Increasing/
determine if a function is strictly increasing in a given interval
decreasing
functions
determine if a function is strictly decreasing in a given interval

determine if a function is increasing/ decreasing
identify the necessary and sufficient condition for montonicity of a
function
find an interval in which a function is increasing or decreasing
prove the monotonicity of a function on a given interval
7.3
Rolle's
theorem,
Lagrange's
mean value
theorem
(without
proof) and
their
understand the statement of Rolle's theorem

understand the geometrical interpretation of Rolle's theorem
check the applicability of Rolle's theorem for a given function in a
given interval
verify Rolle's theorem for a given function in a given interval
apply Rolle's theorem to solve a problem
geometrical
understand the statement of Lagrange's mean value theorem
interpretatio
understand the geometrical interpretation of Lagrange's mean value
n and simple
106
application
theorem
verify Lagrange's mean value theorem for a given function
apply Lagrange's mean value theorem to solve problems
7.4
Tangents
and normals
determine the slope of tangents and normals to a given curve at a

given point
determine points on a given curve at which tangent is parallel to a
given line
determine points on a given curve at which tangent is perpendicular
to a given line
determine the equation of the tangent to a given curve at a given
point
determine the equation of the normal to a given curve at a given
point
determine the angle of intersection of two curves i.e. the angle
between the tangents to the two curves
7.5
Approximations
7.6
Maxima and
minima
(local
maxima/
local minima
and absolute
understand the terms absolute error, relative error, percentage error

solve problems based on application of differentiation under
approximation.
understand the definition of local maxima and minima
understand the definition of absolute maxima and minima
understand the algorithm for the first derivative test for local
maxima and minima
maxima/
determine the points of local maxima and local minima for a given
function
absolute
determine the points of inflexion for a given function
minima),
first
derivative
understand the algorithm for second derivative test
test, second
determine the maximum and minimum values of a function in a

closed interval
derivative
determine the points of absolute maxima and minima
test, simple
problems
solve practical problems on maxima and minima
(that
107
illustrate
basic
principles
and
understandi
ng of the
subject as
well as real
life
situations)
Unti 8 : Indefinite
Integrals
(14 Periods)
Integration as inverse process of differentiation, integration of a

variety of functions by substitution;
dx
a
dx
,
x
( px q)dx
,
ax 2 bx c
ax 2 x 2 dx,
Contents
dx
,
ax bx c
dx
x
dx
,
x
dx
,
ax
bx c
ax 2bx cdx, ( px q) ax 2 bx cdx,
( px q)dx
ax
bx c
dx
dx
a b cos x, a b sin x,
Integration by parts, integration by partial factions

Learning Outcomes
8.1 Integration as
an inverse
process of
differentiatio
define the terms: primitive or anti derivative and indefinite integrals

identify the fundamental integration formulas
understand integration as inverse process of differentiation
n
8.2 Integration of
a variety of
functions by
substitution
evaluate integrals by using x dx
xn 1
1
C and d x log x C
n 1
x
understand the geometrical interpretation of indefinite integrals
108
x 2 a 2 dx,
evaluate integrals of the form
f ax b dx using substitution
method
f' x
f x
f x
dx
n
f ' x dx
sin x or cos x
dx
sin x cos x
integration using trigonometric identities
sin n xdx, cosn xdx
integral of the form

when n is odd
sin m x cosn xdx

Where at least one of m or n is odd
evaluate
dx
a sin x b cos x
by putting a = r cos
b = r sin
a sin x b cos x
dx.
c
sin
x
d
cos
x
evaluate
8.3 Integration
by parts
evaluate the integration by parts:

evaluate
e x f ( x)
f 1 ( x) dx
evaluate
ekx kf ( x)
evaluate
eax sin bx c dx
f 1 ( x) dx
109
eax cos bx c dx
and
8.4 Some special
integrals
evaluate the integrals of the form
dx
a
dx
dx
, 2
2
x a
a x2
(with proofs)
evaluate the integral
dx
( px q)dx
,
ax bx c ax 2 b x c
2
dx
dx
dx
dx
,
,
,
2
2
2
2
2
a b cos x a b sin x a sin x b cos x a b sin x c cos 2 x1
dx
dx
,
2
2
(a sin x b cos x)
a cos x b sin x cos x c sin 2 x d
dx
dx
dx
dx
,
,
,
(using
a sin x b cos x a b sin x a b cos x a sin x b cos x c
half angle formula)
evaluate the integrals
x4
dx
( x 2 1)dx
( x 2 1)dx
,
,
and
kx 2 1 x 4 kx 2 1 x 4 kx 2 1
reducible to this form

evaluate
dx
a2 x2
dx
x2
a2
dx
x2 a2
(with proofs) and
reducible to this from
dx
ax
and
bx c
px q dx
ax 2 bx c
a2
x 2 dx,
x2
a 2 dx,
a2
x 2 dx
proofs) and reducible to this form.

evaluate integrals
ax 2 bx cdx, ( px q ) ax 2 bx cdx
110
(with
x
P Q
dx, Where P is Q both are
linear functions of x
x
P Q
dx, Where P is a quadratic
expression and Q is a linear expression

x
P Q
dx, Where P is a linear
expression and Q is a quadratic expression

x
P Q
dx, Where P is a quadratic
expression and Q is a quadratic expression x i.e P ax2+ b and

q=cx2 +d
8.5 Integration
by partial
fraction
Unit 9: Definite
integrals
9.1
Fundamental
theorem of
calculus
(without
proof)
evaluate the integral of a rational function
f x
g x
,g x
g(x) is a product of non repeated linear factors

when g(x) has linear and repeated factors.
when g(x) contains quadratic factors.
Learning Outcomes
The students will be able to:
understand the fundamental theorem of integral calculus (without
proof)
evaluate definite integrals by suitable substitution.

9.2
0, when
Definite
integral by
substitution
111
9.3
Basic
properties of
definite
integrals and
evaluation of
definite
integrals
identify the basic properties of definite integrals

property I
b
f t dt i.e., Integration is independent of the change
f x dx
a
of variable.
property II
b
f x dx
f x dx
i.e., if the limits of a definite are interchanged then its value changes
by minus sign only.
property III
b
f x dx
f x dx
f x dx, when a c b.
c
property IV
If is a continuous function defined on
b
a, b ,
then
f x dx
a
f a + b - x dx
a
property V
f x
0, a ,
If
is a continuous function defined on
then
a
f x dx
0
f a x dx
0
property VI
f x
If
a, a ,
a
a
f x dx
a
2 f x dx , if f x is an even function
0
, if f x is an odd function
property VII
If
f x
112
0, 2 a ,
then
a
2a
f x dx
2 f x dx , if f 2a x
0
9.4 Definite
integrals as a
limit of sum.
f x
if f 2a x
f x
evaluate the definite integrals using above mentioned properties.

understand the concept of limit of sum.
evaluate definite integral as a limit of sum (linear, quadratic, cubic
and exponential functions)
Unit 10 :
Application of the
integrals
(10 Periods)
Contents
Applications in finding the area bounded by a curve and a line. Area

bounded between lines. Areas bounded between two curves. Areas of
circles / ellipses (in standard form only). Area under the curve
y sin x , y cos x (the region should be clearly identifiable)
Learning Outcomes
10.1 Finding the

areas
of
circles/
parabolas/
ellipses (in
standard
form only)
10.2 Area
bounded by
a curve and a
line
determine the area enclosed in a circle

determine the area enclosed in an ellipse
determine the area bounded by a curve and a line

a line and the axes
two lines and an axis
determine the area of a triangle
determine the area bounded by modules function and given lines
10.3 Area
bounded
between two
curves
determine the area bounded between two curves

determine the area under the curve ' y
sin x '
find the area under the curve y = cos x

find the area bounded by y = sin x & y = cos x under given
conditions
Unit 11 :
Differential
Equations
Definition order and degree, general and particular solutions of a

differential equation, Formation of differential equation whose
general solution is given Solution is differential equations by method
of separation of variables, homogeneous differential equations of first
113
(12 Periods)
Contents
order and first degree solutions of linear differential equation of the

type:
dy
dx
py
dx
dy
px q where p and q are functions of y
q where p and q are functions of x and
Learning Outcomes
11.1 Definition,
order and
degree
11.2 General and
particular
solutions of
a differential
equation
11.3 Formation of
differential
equation
11.4 Homogenous
differential
equation of
first order
and first
degree
11.5 Linear
equation of
first order
identify a differential equation

tell the order and degree of a differential equation
verify that the given solution is solution of a given differential
equation
form a differential equation given its general solution
solve differential equations in variable separable form

determine particular solution, when initial values are given
solve differential equations that are reducible to variable separable
form
identify homogenous differential equation of first degree and first
order
solve the homogenous differential equation of first degree and first
order
solve linear differential equation of the type
dy
dx
of
differential
equation
q, where p and q are functions of x
dx
dy
11.6 Applications
py
px q, where p and q arefunctions of y
solve problems of application on growth and decay

solve problems on velocity, acceleration, distance and time
solve population based problems on application of differential
equations
solve problems of application on co- ordinate geometry
114
Vectors and Three Dimensional Geometry

Unit 12 : Vectors
(16 Periods)
Contents
Vectors and Scalars, Magnitude and direction of a vector.

Representation of vectors, types of vectors, position vector of a point,
components of a vector, Addition of vectors (properties of addition,
laws of addition), Multiplication of a vector by a scalar, position vector
of a point dividing a line segment in a given ratio. Scalar (dot) product
of vectors, projection of a vector on a line. Vector (cross) product of
vectors, scalar triple product.
Learning Outcomes
12.1
Vectors and
Scalars
differentiate Scalar and Vectors quantities.

represent a vector.
find magnitude of vector.
represent negative of a vector.
12.2
Magnitude
and
direction of
define and illustrate various type of vectors, e.g. parallel vector,

coinitial vectors, coterminous collinear vectors, like and unlike
vectors, equal vectors
a vector
12.3
Position
write the position vector of a point
vector of a
point
12.4
Components of a
vector
identify components of a vector in two dimension

identify components of a vector in three dimension
identify components of a vector in terms of coordinates of its end
points
12.5
Addition of
vectors
12.6
Properties
of addition
of vectors
understands and can use triangle law of vector addition.

understands and can use parallelogram law of addition of vectors
prove commutative property under addition
prove associative property under addition
find additive identity
find additive inverse of a given vector.
solve problems based on vector addition
115
12.7
Multiplica-
multiply the vector by a scalar
tion of a
appreciate the following properties of multiplication of vectors a , b

by a scalar m,n
vector by a
scalar
n a
na
(i)
n a
na
(ii)
m na
mn a n ma
n
(iii)
(iv)

m n a ma na

m a b
ma nb
(v)
prove the section formula for internal division and external division
of vectors
use the appropriate section formula to find the position vector of a
point dividing the given line segment in given ratio.
12.8
Position
vector of a
point
dividing a
line
segment in
a given
ratio
12.9 Direction
cosines and
direction
ratios of
vector
12.10 Scalar (dot
product) of
vectors
find the position vector of a point dividing the line segment

(internally and externally)
find direction ratios of a vector

determine the direction cosines of a vector
find the unit vector in the direction of given vector
define scalar product
understand the geometrical interpretation of scalar product
find the scalar product of two given vectors
apply the scalar product
(i) to check the perpendicularity of two vectors
(ii) to determine the angle between two vectors
(iii) to find the projection of a vector on a line
(iv) to find the work done by a given force in direction of
displacement
116
understand and apply the following properties of scalar product

(i)
(ii)
(iii)
commutativity
distributivity of scalar product over vector addition

a.b 0
a is perpendicular to b where a and b are non
zero vectors
(iv)
(v)
For any vector a ,

a.a

m a .b
2
a

m a.b
a. mb
Where a , b are vectors and m is scalar

(vi)

m a. nb mn a . b

mn a . b
a. mn b
Where a , b are vectors and m, n are scalars
a.
(viii) a
a
(vii)
12.11 Projection
of a vector
on a
number line
12.12 Vector
product

b
a. b
a .b
2
2 2

b
a
b
2a . b
2
2 2

b
a
b 2 a.b

2 2
b . a b
a
b
define the vector product of given vectors

understand the geometrical interpretation of the vector product
find the vector product of given vectors
understand and apply the properties of vector product
a
b
Let and be vectors and m, n be scalars

a b
b a
(i)

ma b m a b
a mb
(ii)
ma nb mn a b
m a nb
(iii)

a b c
a b a c
(iv)

b c
a b a c a
117

n ma b
a b
(v)

(vi) a b

a b a c

a || b, a and b are non zero vectors
use the vector product to

check the collinearity of two vectors
find unit vector perpendicular to vectors a & b both

find moment of a force in direction of displacement
find area of parallelogram formed by adjacent vectors a & b
find the area of triangle with adjacent sides a & b
find the area of quadrilateral with diagonals d 1 & d

12.13 Scalar triple
product
define scalar triple product.

understand geometrical interpretation of scalar triple product
find the scalar triple product.
find the volume of the parallelepiped having adjacent edges using
scalar triple product
find the volume of the parallelepiped with the given vertices
use scalar triple product to show that three vectors are coplanar.
Unit 13 : Three-
(16 Periods)
Direction cosines and direction ratios of a line joining two points.

Cartesian and vector equation of a line. Coplanar and skew lines.
Shortest distance between two lines. Cartesian and vector equation of a
plane. Angle between two lines. Angle between two planes. Angle
between a line and a plane. Distance of a point from a plane
Contents
Learning Outcomes
dimensional
Geometry

13.1
Brief recall
of direction
cosines and
recall the direction ratios of a line passing through two points

recall the direction cosines of a line passing through two points
direction
find the angle between two vectors in terms of their directions cosines
ratios of a
find the angle between two vectors in terms of their direction ratios
line
118
13.2
Cartesian
and vector
equation of
a straight
line
find the vector and Cartesian equation of a straight line through a

given point and parallel to given vector
find the vector and Cartesian equation of a line passing through two
given points
conversion of equation of a line from vector form to Cartesian form
and vice versa
find equation of a line passing through a given point and
perpendicular to two given lines
find the foot and length of perpendicular from a given point on a
given line
intersecting lines and their point of intersection
condition for two given lines to intersect
13.3
Angle
find angle between two lines
between
two lines
13.4
Shortest
define skew lines
distance
define line of shortest distance
between
two lines
find the shortest distance (S.D.) between two lines

understand that if S.D. = 0 lines are intersecting and can find the point
of intersection of two lines.
13.5
Distance
find the distance between two parallel lines
between
parallel
lines
13.6
Equation of
a plane in
find equation of a plane when the normal to the plane and distance
0 of the plane from the origin are given (both vector and Cartesian
normal
form)
form
119
13.7
Equation of
a plane
passing
through a
given point
find equation of plane passing through a given point and

perpendicular to a given vector (both vector and Cartesian form)
find equation of plane passing through two points and parallel to a
given line (both vector and Cartesian form)
find equation of a plane through a given point and parallel to two
given lines
find equation of a plane containing two lines (both vector and
Cartesian form)
find equation of a plane passing through three points (both vector and
Cartesian form)
13.8
Equation of
plane in
find equation of a plane whose intercepts on coordinate axes are

given
intercept
form
13.9
Equation of
general equation of the plane and its reduction to normal form
plane in
general
form
13.10 Equation of
plane
through the
intersection
of two
planes
13.11 Angle
between
two planes
13.12 Distance of
a point
find equation of a plane passing through intersection of two given

planes (both vector and Cartesian form)
find angle between two planes

find angle between a line and a plane
find the distance of a point from a plane in (Cartesian form and vector
form)
from a
plane
13.13 Image of a
find the image of the point in a given plane
point in
plane
13.14 Coplanar
lines
condition for the coplanarity of two lines and equation of the plane
containing them.
120
Probability
Unit 14 :
Probability
(10 Periods)
Contents
Multiplication theorem on probability. Conditional probability,

independent events Total probability. Bayes theorem, Random
variable and its probability distribution, mean and variance of random
variable. Repeated independent (Bernoulli) trials and Binomial
distribution.
Learning Outcomes
14.1 Conditional
Probability
understand the meaning of conditional probability

derive the formula of conditional probability using multiplication
theorem
P A B
assume that P( B)
P B
P AB
0 or P B A
P A B
P A
assume that P( A) 0
understand and use the properties of conditional probability.
solve the problems based on conditional probability.
14.2 Multiplication
theorem on
probability
understand that if A and B are two events associated with a random

experiment, then
P A B P A .P B A
P( A) 0, P( B) 0
P( B).P( A / B), given that
understand the extension of multiplication theorem that if
A1 , A2 , A3 ,..... An are n events associated with a random experiment,

then
P A1
A2
A3 ..... An
P A1 P A2 A1 P A3 A1
An A1
14.3 Independent
Events
A2
.... An
A2 ......
...
Identify the independence or dependence of events

use the formula P A
P A P B for independent events
understand that P(A/B)=P(A), P(B) 0
for independent
& P(B/A)= P(B), P(A) 0

events A&B
find the probability of simultaneous occurrence for independent
events
find probability of occurrence of at least one event for independent
121
events
14.4 Total
Probability
find the probability of an event when certain conditional probabilities

of that event are given.
14.5 Bayes
theorem
14.6 Random
variable and
its
probability
distribution
14.7 Mean and
variance of
random
variable
use the conditional probability to make predictions in reverse
14.8 Repeated
independent
(Bernoulli)
trials and
Binomial
distribution
know the definition of Bernoulli trial.
understand the meaning of random variable

write probability distribution of random variables
find mean of a discrete random variable

find mean of continuous random variable
find variance of discrete random variable
find the probabilities for Bernoulli trials using binomial probability

formula
122
Mathematics II
SYLLABUS CLASS XII
Unit 1: Inverse
trigonometric
functions
(10 Periods)
Contents
Definition of inverse trigonometric function in a unit circles, range,

domain principal value branches. Graphs of inverse trigonometric
functions, Elementary properties of inverse trigonometric
functions.
Learning Outcomes
1.1 Definition of
define all inverse trigonometric function using a unit circle
inverse
trigonometric
function in a
unit circle
1.2 Range, domain,
principal value
branches
1.3 Graphs of
state the domain and range of inverse trigonometric functions

state the principal value branch of inverse trigonometric functions
and neighbouring branches.
sketch the graphs of six inverse trigonometric functions.
inverse
trigonometric
functions
1.4 Elementary
prove the properties of inverse trigonometric functions
properties of
inverse
trigonometric
functions
1.5 Problems based
on properties
use the trigonometric properties to solve trigonometric equations

and to prove trigonometric identities.
Matrices and Determinants

Unit 2: Matrices
(12 Periods)
Concept, notation, order, equality, types of matrices: zero matrix,

transpose of matrix, symmetric and skew symmetric matrices,
Addition, multiplication and scalar multiplication of matrices, simple
properties of addition, multiplication and scalar multiplication, Noncommutativity of multiplication of matrix and existence of non-zero
123
Contents
matrices whose product is the zero matrix (restrict to square matrices

of orders). Concept of elementary row and column operations,
invertible matrices and proof of the uniqueness of inverse, if it exists
(Here all matrices will have real entries)
Learning Outcomes
2.1
Matrices
2.2
Equality of
define matrices
use matrix notation
determine the order of a matrix
identify types of matrices:
- Row matrix
- Column matrix
- Square matrix
- Diagonal matrix
- Scalar matrix
- Identity or unit
- Null (zero) matrix
- Upper triangular matrix
- Lower triangular matrix
understand the condition for the equality of matrices
matrices
2.3
Operation on
matrices
2.4
Multiplication of
matrices
2.5
Transpose of
matrix
2.6
Symmetric
and skewsymmetric
matrices
perform addition and subtraction of matrices

understand the properties of addition of matrices
perform multiplication of a matrix by a scalar
identify the properties of scalar multiplication
understand the conditions order of matrices to multiply them
perform multiplication of matrices, wherever possible
identify properties of matrix multiplication
can illustrate non zero matrices whose product is the zero matrix
solve problems based on application of matrices
write the transpose of a matrix
verify the properties of transpose
identify symmetric matrices
identify skew-symmetric matrices
understand that for a symmetric matrix aij=aji
understand that in a skew symmetric matrix, diagonal elements are
zero.
construct a symmetric and skew symmetric matrix.
prove that every square matrix can be expressed uniquely as sum of
symmetric and skew symmetric matrix.
write a given square matrix as sum of symmetric and skew
symmetric matrix.
124
2.7
Concept of
apply elementary row and column transformations on a matrix of

order 2 2 and 3 3
invertible matrices (AB=BA= I).
find the inverse of a matrix using column or row transformations
elementary
row and
column
transformations
Determinant of a square matrix (upto 3 3 matrices) properties of

determinants, minors, cofactors and applications of determinants in
finding the area of a triangle, collinearity of points. Consistency,
inconsistency and number of solutions of system of linear equations
by examples. Solving system of linear equations in two or three
variables (having unique solution) using Cramers Rule and its
applications on word problems.
Learning Outcomes
Unit 3:
Determinants
(10 Periods)
Contents

3.1 Determinant
find the value of a determinant of order

determine the minor of an element of a square matrix
determine the cofactor of an element of a square matrix
determine the determinant of a square matrix of order 3x3
of a square
matrix (up to
33
matrices)
3.2 Application of
determinant
3.3 Properties
of
determinants
3.4 Cramers Rule
Unit 4: Adjoint
and Inverse of a
matrix
(10 Periods)
Contents
use determinants to find the area of a triangle

use determinants to determine the collinearity of three points
verify the properties of determinants
apply the properties of determinants to solve problems
solve system of linear equations using Cramers Rule
Adjoint of a square matrix of order 2 2 and 3 3. Properties of adjoint
of a matrix. Inverse of a square matrix. Consistency, in consistency
and number of solutions of a system of linear equations by examples.
Solving the system of linear equations in two and three variables by
matrix method and its application in word problem.
Learning Outcomes
4.1 Adjoint of a
matrix
find the adjoint of a square matrix upto order 3 3

verify the properties of adjoint :
A(adj A)=(adj A).A= A In for a matrix A of order n.
adj(AB)=(adj B)(adj A)
(adj A)T =adj AT
adj A = A n-1
125
4.2 Singular and

Non singular
understand the definition of singular and non singular matrices.

identify singular and non singular matrix.
matrix
4.3 Invertible
matrices
4.4 Solving a
system of linear
equations by
Matrix method
understand the condition for a matrix in order to be invertible

prove that every invertible matrix possesses a unique inverse.
find the inverse of a matrix using definition.
find the inverse of a matrix when it satisfies some matrix equation.
verify results on invertible matrices.
solve a system of linear equation in two variables (having unique
solution) using inverse of a matrix.
understand the conditions for consistency and inconsistency of
system of linear equations.
solve a system of linear equations in three variables (having unique
solution) using inverse of a matrix.
solve a system of linear equations when the inverse of coefficient
matrix is obtained from some given relation.
solve problems on application of simultaneous linear equations.
Calculus
Unit 5 :
Differentiability
(14 Periods)
Contents
Differentiability, Derivative introduced as rate of change of distance

function and its Geometric meaning, Definition of derivative relate it
to slops of tangent of the curve, derivative of sum, difference, product
and quotient of function, Derivative of polynomials and trigonometric
function. Derivative of composite functions, chain rule, derivates of
inverse trigonometric functions derivate of implicit functions.
Derivatives of logarithmic and exponential functions.
Logarithmic differentiation derivative of functions expressed in
parametric form second order derivatives.
Learning Outcomes
5.1
Differentiability
understand the meaning of differentiability of a function

determine the differentiability of a function at a given point
determine relation between continuity and differentiability
derivative at a point
geometrical significance of derivative as slope of tangent.
physical significance of derivative as a rate of change of y with respect
to x
derivative of a function by first principle
derivative of algebraic functions
derivative of scalar multiple of a function
126
derivative of sum and difference of functions

derivative of a polynomial
5.2
Product Rule
5.3
Quotient
Rule
Derivatives
5.4
derivative of product of function

Derivative of quotient of function
differentiable given an implicit function
of implicit
functions
5.5
5.6
Derivative of
logarithmic
and
exponential
functions
Derivative of
determine the derivatives of logarithmic and exponential function
find the derivative of the given Infinite series.
Infinite
Series
5.7
Logarithmic
differentiate the functions of using the logarithmic differentiation
differentiation
5.8
Differentiation of
one function
with respect
to another.
5.9 Derivatives
of functions
expressed in
parametric
form
5.10 Second order
differentiate one function with respect to another function.
differentiate functions given in parametric form
determine second order derivative of a given function
derivative
Unit 6 :
(14 Periods)
Applications of derivatives rate of change increasing/decreasing

functions, maxima and minima (first derivative test Local Maxima
/Local Minima and second derivative test Absolute Maxima /
Absolute Minima). Simple problems (that illustrate basic principles
and understanding to the subject as well as real-life situations).
Contents
Learning Outcomes
Applications of
Derivatives

6.1
Rate of
solve problems on rate of change of y with respect to x where y = f
127
6.2
change
(x) is a function of x
Increasing/
determine if a function is strictly increasing in a given interval
decreasing
functions
determine if a function is strictly decreasing in a given interval

determine if a function is increasing/ decreasing
identify the necessary and sufficient condition for montonicity of a
function
find an interval in which a function is increasing or decreasing
prove the monotonicity of a function on a given interval
6.3
6.4
Approximations
understand the terms absolute error, relative error, percentage error

solve problems based on application of differentiation under
approximation.
Maxima and
understand the definition of local maxima and minima
minima (local
maxima/ local
minima and
absolute
maxima/
understand the definition of absolute maxima and minima

understand the algorithm for the first derivative test for local
maxima and minima
absolute
determine the points of local maxima and local minima for a given
function
minima), first
determine the points of inflexion for a given function
derivative
test, second
derivative
understand the algorithm for second derivative test
test, simple
determine the maximum and minimum values of a function in a

closed interval
problems
determine the points of absolute maxima and minima
(that
illustrate
solve practical problems on maxima and minima
basic
principles
and
understandin
g of the
subject as
well as real
life
128
situations)
Chapter 7 :
Integration as inverse process of differentiation, integration of a

variety of functions by substitution;
dx
a
dx
x2
( px q)dx
,
ax 2 bx c
ax 2
Contents
x 2 dx,
a2
dx
,
ax bx c
dx
x
dx
,
x
dx
,
ax
bx c
( px q)dx
ax
bx c
ax 2bx cdx, ( px q) ax 2 bx cdx,
Integration by parts, integration by partial factions

Learning Outcomes
7.1
Integration as
an inverse
process of
different-
define the terms: primitive or anti derivative and indefinite integrals

identify the fundamental integration formulas
understand integration as inverse process of differentiation
iation
7.2
Integration of
a variety of
evaluate integrals by using x n dx
xn 1
1
C and
d x log x C
n 1
x
functions by
understand the geometrical interpretation of indefinite integrals
substitution
f ax b dx using substitution
method
f' x

7.3
Integration
by parts
7.4
Some special
integrals
dx
f x
f x
f ' x dx
evaluate the
Integration by parts:
evaluate
e x f ( x)
f 1 ( x) dx
evaluate
ekx kf ( x)
f 1 ( x) dx

(with proofs)
129
dx
a
dx
dx
, 2
2
x a
a x2
2
x 2 a 2 dx,
dx
( px q)dx
,
ax bx c ax 2 b x c
2
evaluate the integrals
x4
reducible to this form
dx
evaluate
dx
( x 2 1)dx
( x 2 1)dx
and
,
,
kx 2 1 x 4 kx 2 1 x 4 kx 2 1
dx
,
x
dx
,
x
(with proofs) and
a2
reducible to this from
dx
ax
and
bx c
px q dx
ax 2 bx c
a2
x 2 dx,
x2
a 2 dx,
a2
x 2 dx
(with
proofs) and reducible to this form.

evaluate integrals
ax 2 bx cdx, ( px q ) ax 2 bx cdx
x
P Q
dx, where P is Q both are
linear functions of x
x
P Q
dx, where P is a quadratic
expression and Q is a linear expression

x
P Q
dx, where P is a linear
expression and Q is a quadratic expression

x
P Q
dx, where P is a quadratic
expression and Q is a quadratic expression x i.e P ax2+ b and q=cx2

+d
7.5
Integration
by partial
fraction
Evaluate the integral of a rational function
f x
g x
g(x) is a product of non repeated linear factors

When g(x) has linear and repeated factors.
When g(x) contains quadratic factors.
130
,g x
0, when
Unit 8: Definite
integrals
Learning Outcomes
The students will be able to
(12 Periods)
8.1
8.2
Fundamental
theorem of
calculus
(without
proof)
Definite
understand the fundamental theorem of integral calculus (without

proof)
evaluate definite integrals by suitable substitution.
integral by
substitution
8.3
Basic
properties of
definite
integrals and
evaluation of
definite
integrals
identify the basic properties of definite integrals

property I
b
f t dt i.e., Integration is independent of the change
f x dx
a
of variable.
property II
b
f x dx
f x dx
i.e., if the limits of a definite are interchanged then its value changes
by minus sign only.
property III
b
f x dx
f x dx
f x dx, when a c b.
c
property IV
if f x
b
a, b ,
then
f x dx
a
f a + b - x dx
a
property V
If f x is a continuous function defined on 0, a , then
a
f x dx
0
f a x dx
0
property VI
If f x is a continuous function defined on
a, a , then
a
a
f x dx
a
2 f x dx , if f x is an even function
0
, if f x is an odd function
131
property VII
If f x is a continuous function defined on 0, 2 a ,
a
2a
f x dx
2 f x dx , if f 2a x
8.4
Definite
f x
if f 2a x
f x
evaluate the definite integrals using above mentioned properties.
integrals as a
understand the concept of limit of sum.
limit of sum
evaluate definite integral as a limit of sum (linear, quadratic, cubic

and exponential functions)
Unit 9 :
Application of the
integrals
(10 Periods)
Contents
Applications in finding the area bounded by a curve and a line. Area

bounded between lines. Areas bounded between two curves.
Learning Outcomes
9.1
Area
determine the area bounded by a curve and a line,
bounded by a
a line and the axes
curve and a
two lines and an axis
line
determine the area of a triangle

determine the area bounded by modules function and given lines
Unit 10 :
Differential
Equations
Definition order and degree, general and particular solutions of a

differential equation, Formation of differential equation whose
general solution is given Solution is differential equations by method
of separation of variables, homogeneous differential equations of
first order and first degree solutions of linear differential equation of
the type:
dy
dx
dx
dy
Contents
py
q where p and q are functions of x and
px q where p and q are functions of y
Learning Outcomes
identify a differential equation
10.1 Definition,
tell the order and degree of a differential equation
132
order and
degree
10.2 General and
particular
solutions of a
differential
equation
10.3 Formation of
differential
equation
verify that the given solution is solution of a given differential

equation
form a differential equation given its general solution
solve differential equations in variable separable form

determine particular solution, when initial values are given
solve differential equations that are reducible to variable separable
form
10.4 Homogenous
differential
equation of
first order and
first degree
10.5 Linear
equation of
first order
identify homogenous differential equation of first degree and first

order
solve the homogenous differential equation of first degree and first
order
dy
dx
of differential
equation
q, where p and q are functions of x
dx
dy
10.6 Applications
py
px q, where p and q are functions of y
solve problems of application on growth and decay

solve problems on velocity, acceleration, distance and time
solve population based problems on application of differential
equations
solve problems of application on co- ordinate geometry
Commercial Mathematics
Unit 11: Annuities
(12 Periods)
Meaning of an annuity, Types of annuityordinary annuity, annuity

due, deferred annuity. Amount and present value of an ordinary
annuity, annuity due and deferred annuity
Contents
Learning Outcomes
133

11.1 Meaning of an
annuity
understand meaning of an annuity
11.2 Types of
annuityordinary
annuity,
annuity due,
deferred
annuity
find the amount (future value) of an ordinary annuity when the

payments are made at the beginning of each period
11.3 Amount and

present value
of an ordinary
annuity
find present value of an ordinary annuity
11.4 Amount and

present value
of an annuity
due
find amount of an annuity due and present value of an annuity due
11.5 Amount and

present value
of a deferred
annuity
determine amount of a deferred annuity
11.6 Sinking fund
(1 r )n 1
uses of the formula A R
, where R is the regular
r
determine present value of a deferred annuity
payment in the sinking fund to be used after n periods, A is the

amount in the sinking fund, to solve problems related to sinking
fund.
Unit 12:
Applications of
Calculus in
Commerce and
Economics
(16 Periods)
Contents
Learning Outcomes
12.1 Basic
functions Cost function,
demand
function,
revenue
function and
understand the meaning of basic functions like cost functions,

demand functions, revenue functions, profit function etc and solves
problems based on them
134
profit function
12.2 Average and
Marginal
functions
understand the meaning of average and marginal functions

find average cost function, marginal cost function, total cost function
etc
find total revenue, marginal revenue, average revenue, etc. when
demand function, revenue functions are given
12.3 Maximisation
and
Minimisation
maximise total revenue when revenue function is given

maximise total profit using P(x) =R (x)-C(x) where R(x) and C(x)
denote the total revenue received and total cost incurred in
production of x units of a commodity respectively
minimise average cost AC
c
using the concept of
x
maxima/minima in calculus
12.4 Applications
of integration
to commerce
and
economics.
Determination
of cost and
average cost
function
determine total cost function and average cost function using

integration C
MCdx K
Probability
Contents
Multiplication theorem on probability. Conditional probability,

independent events Total probability. Bayes theorem, Random
variable and its probability distribution, mean and variance of
random variable. Repeated independent (Bernoulli) trials and
Binomial distribution, Poisson distribution
Learning Outcomes
13.1 Conditional
Probability
understands the meaning of conditional probability

derive the formula of conditional probability using multiplication
theorem
assume that
( B)
0 or P B A
P A B
assumethatP( A)
P A
135
understand and use the properties of conditional probability.

Solve the problems based on conditional probability.
13.2 Multiplication
theorem on
probability
understand that if A and B are two events associated with a random

experiment, then
P A B
P( B) 0
P A .P B A
P( B).P( A / B), given that P( A)
0,
understand the extension of multiplication theorem that if

A1 , A2 , A3 ,..... An are n events associated with a random experiment,
then
P A1
A2
...... An A1
13.3 Independent
Events
13.4 Total
Probability
13.5 Bayes
theorem
13.6 Random
variable and
its probability
distribution
13.7 Mean and
variance of
random
variable
13.8 Repeated
independent
(Bernoulli)
trials and
Binomial
distribution
13.9 Poisson
distribution
13.10 Normal
distribution
A3 ..... An
A2
.... An
P A1 P A2 A1 P A3 A1
1
A2
...
Identify the independence or dependence of events

use the formula P A
P A P B for independent events
understand that P(A/B)=P(A), P(B) 0

for independent
& P(B/A)= P(B), P(A) 0
events A&B
find the probability of simultaneous occurrence for independent
events
find probability of occurrence of at least one event for independent
events
find the probability of an event when certain conditional
probabilities of that event are given.
use the conditional probability to make predictions in reverse
understand the meaning of random variable
write probability distribution of random variables
find mean of a discrete random variable
find mean of continuous random variable
find variance of discrete random variable
know the definition of Bernoulli trial.
find the probabilities for Bernoulli trials using binomial probability
formula
understand Poisson distribution as the limited case of binomial

distribution
136
Linear Programming
Unit 14 : Linear
Programming
(16 Periods)
Contents
Introduction, definition of related terminology such as constraints,

objective function, optimization, different types of linear
programming problems, mathematical formulation of linear
programming problems, graphical method of solution for problem in
two variables, corner point method and iso-cost line, feasible regions,
feasible solutions, optimal feasible solutions (up to three non-trivial
constraints), transportation problem.
Learning Outcomes
14.1 Introduction
14.2 Linear
Inequalities
14.3 Formulation
of Linear
Programming
problem
14.4 Application
of linear
programming
problems
define a linear programming problem as planning or allocating

limited resources to obtain optimal results
use of linear programming in industry
understand the advantages and limitation of linear programming
define the following:
- objective function
- constraints
determine graphically the region bounded by simultaneous linear
inequalities (up to three) of variables and shade the region bounded
by them
set and compute a linear programming problem:
- Set the problem in terms of decision variables
- Identify the objective function
- Identify the set of problem constraints
- Express the problem in terms of inequations
- Solve the inequality
determine graphically the feasible region of simple linear
programming problems
Identify optimal solution using
- Corner point method
- Iso cost method
solving the Manufacturing, Diet problem etc.
solving the transportation problems with cost minimization focus
only
solving problem cases with unbounded solution (exceptional cases
of linear programming problem with no solutions or unbounded
solutions)
137
PHYSICS
Physics is the study of nature and natural phenomenon. It deals with basic laws of
nature and their manifestation in different natural phenomenon. It attempts to
explain diverse physical phenomenon in terms of few concepts, laws and principles
on the basis of observations, experimentation and analysis. The excitement in the
study of Physics comes from the elegance and universality of its basic theories and
from the fact that a few basic concepts and laws can explain phenomenon covering a
large range of magnitude of physical quantities at macroscopic as well as
microscopic domains.
The syllabus keeps in view the above special feature of the subject and the rigor and
depth of the discipline. It aims at helping the students acquire desired
understanding, competencies, abilities and skills. The international character of the
syllabus also encourages the students to develop the ability to undertake
independent and self-directed learning as well as the ability to think logically.
Sufficient scope has been provided in the syllabus to carry out experimental work
and acquire desired practical skills. An effort has also been made to provide
sufficient linkages between the theory component and practical work included in
the syllabus.
Salient features of the syllabus include:
emphasis on the use of SI units, symbols, nomenclature of physical quantities
and formulations as per the international standards.
emphasis on basic conceptual understanding of the content.
maintaining logical sequencing of the units and proper placement of concepts
with their linkages for better learning.
promotion of process skills, problem-solving ability and application of
theoretical concepts to everyday life situations.
exposing the Learners to different processes used in Physics- related
industrial and technological applications.
developing experimental skills and investigatory skills in the learners.
promoting problem solving abilities and creative thinking in the learners.
develop conceptual competence in the learners for higher studies and make
them realize and appreciate the interface of Physics with other disciplines.
138
Physics- Class-XI
Term-wise Syllabus
Sr.No.
1
Term-I
Name of the Unit
Physical World and
Measurement
Sr.No
6
Term-II
Name of the Unit
Gravitation
Kinematics
Properties of Bulk Matter
Laws of Motion
Thermodynamics
Work, Energy and Power
Behaviour of Perfect Gas and

Kinetic Theory
Motion of System of Particles

and Rigid Body
10
Oscillations and Waves
Physics- Class-XII
Term-wise Syllabus
Sr.No.
1
2
Term-I
Name of the Unit
Electrostatics
Current Electricity
Sr.No
Term-II
Name of the Unit
6
7
Optics
Dual Nature of Matter and
Radiations
Magnetic Effects of current and

Magnetism
Atoms and Nuclei
Electromagnetic Induction and

Alternating Currents
Electronic Devices
Electromagnetic Waves
10
Communication Systems
139
PHYSICS
SYLLABUS - CLASS-XI
Unit-I: Physical World and Measurement
Content
Need for
measurement
Units of
measurement
Learning Outcomes
Students will be able to :
understand that every physical quantity is expressed
completely in terms of a numerical value and unit.
SI units
appreciate the co-relation between the numerical value

and the unit used in measurement of a physical
quantity.
Fundamental and
derived Units
recognize that the scope of measurement covers a

tremendous range of magnitudes.
Systems of units
realise the necessity of standardizing units for

unambiguous measurements at different places and
different times.
Basic measurements
list the fundamental physical quantities
Length, mass and time

measurement,
accuracy and precision
in measurement,
errors in measurement
significant figures.
state the SI units of fundamental physical quantities

and write their symbols
define the fundamental SI units
use prefixes and symbols to express multiples and submultiples of SI units.
convert SI units into other units and vice versa
differentiate between fundamental and derived units.
express derived units as products or quotients of
fundamental units.
know the basic direct methods of measurement of
length, mass and time.
know (one each) indirect method of measurement of
length, mass and time.
recognize the extreme range and order of length, mass
and time intervals in the physical world.
understand the meaning of, and difference between,
accuracy and precision in measurements
differentiate between mistake and error
140
differentiate between systematic errors and random

errors.
know and distinguish between absolute error, relative
error and percentage error. recognise how errors
combine in different mathematical operations as
combination of errors.
understand the reason for taking arithmetic mean as the
representative value of a set of measurements.
appreciate the importance and role of accurate
measurements in Science and Technology.
develop the ability to calculate relative error in a
sum/difference, product/quotient or a power.
solve problems on calculation of relative error and
percentage error.
understand the meaning of significant figures and the
rules used for calculating these.
appreciate the need of significant figures
solve problems on calculation of significant figures in
a sum/difference, product/quotient or a power
understand the reason for ambiguity in quoting the
number of significant figures in some situations.
Dimensional analysis
Dimensions of a
Physical quantity
Applications of
dimensional
analysis
understand the meaning of dimensions of a physical

quantity
appreciate the role and significance of the number and
nature of fundamental units chosen, on the
dimensions of different physical quantities.
understand the principles of dimensional homogeneity
apply the principle of dimensional homogeneity.
use the methods of dimensional analysis to
- check the correctness or otherwise of given physical
equation
-
convert the units from one system to another system
obtain the relation between a given set of physical

quantities
appreciate the uses and limitations of the method of

dimensional analysis
141
Unit-II: Kinematics
Content
Frames of Reference
Learning Outcomes
appreciate the necessity and importance of a Frame
of Reference for describing motion.
Elementary concepts
of differentiation
and integration
define the term frame of reference.

understand the importance of defining zero of time
for description of motion in a given situation.
understand the meaning of the terms differentiation
and differential coefficient.
know (without derivation) the results for differential
coefficients of xn, sinx, cosx and tanx and log x.
understand the meaning of Integration as a limiting
sum.
know without derivation, the results for integration
of xn, (1/x), sinx and cos x.
Scalar and Vector

Quantities
-
position and
displacement
vectors
general vectors
and notation
equality of
vectors
Vector operations
- addition and
subtraction of
classify physical quantities into scalars and vectors

define position and displacement vectors
appreciate the significance and necessity of two
conditions for equality of two vectors.
understand rules for addition of two vectors.

define the term resultant of a number of vectors.
state Parallelogram Law and Triangle law for
142
vectors
- unit vectors
- resolution of a
vector in a plane
- rectangular
components
- multiplication of
a vector by a real
number
- scalar product of
vectors
- vector product of
vectors
addition of two vectors.

appreciate the importance and necessity of
parallelogram law (or the triangle law) in solving
problems.
generalize Triangle law to Polygon law for
addition of any numbers of vectors.
understand similarities and dissimilarities between
scalar addition and vector addition.
use Parallelogram law or Triangle law for vector
subtraction. know the definition and significance of
the unit vectors i^ , j^, k^
understand the meaning of resolution and
components of a vector.
define rectangular components of a vector in a
plane.
understand the meaning of multiplication of a vector
by a real (positive as well as negative) number
define Scalar Product and Vector Product of two
vectors
give examples of scalar and vector product of vectors.
solve problems on scalar and vector products of two
vectors
Motion in a straight
Line
define the terms distance, displacement, speed and

velocity
- Displacement, speed
and velocity
differentiate between uniform and non-uniform

Motion
- Uniform and non

uniform Motion
understand the meaning of average speed and

average velocity
- Average and
instantaneous speed
and velocity
solve problems on uniform motion

define the terms instantaneous speed and
143
- Position-time and
velocity-time graphs
for a uniform motion
- Concept of
acceleration, uniform
acceleration, average
and instantaneous
acceleration
- Average and
instantaneous
acceleration
- uniformly accelerated
motion
- Velocity-time and
position-time graphs
for a (onedimensional)
- uniformly accelerated
Motion
- Mathematical
relations for
uniformly accelerated
motion
- Graphical derivation
of equations of
motion for a
uniformly accelerated
motion
- Relative velocity
instantaneous velocity.
appreciate the difference between the average and the
instantaneous values of speed/velocity.
draw position-time and velocity-time graphs for a
uniform motion.
define the term acceleration
differentiate between uniform and non-uniform
acceleration
define the terms average and instantaneous
acceleration.
understand the meaning of uniformly accelerated
motion
obtain equations of motion for a uniformly
accelerated motion..
draw velocity-time and position time graphs for a
uniformly accelerated motion.
derive the relations for a uniformly accelerated
motion using its velocity-time graph.
solve problems on uniformly accelerated motion.
understand that a freely falling object is having a
uniformly accelerated motion.
solve problems on motion associated with the
uniform accerleration g.
draw/interpret graphs for accelerated motion.
understand the concept of relative displacement and
relative velocity
solve problems on relative velocity.
Motion in a Plane
- Motion in a plane
understand the meaning of motion in a plane

through appropriate daily life situations
appreciate that for motion in a plane, one needs to use
144
Cases of uniform
velocity and uniform
acceleration
vector form of the one-dimensional relations for a

uniformly accelerated motion..
understand that motion in a plane ( i.e., a two
dimensional motion) can be regarded as made up of
two motions along a straight line.
Projectile Motion
define the term projectile motion
Meaning
derive the equation of the trajectory of a projectile.
Mathematical
relations
Definition of the
some basic terms
define the terms: time of flight (T), maximum height

attained (H) and the horizontal range (R ) of a
projectile.
obtain relations for T, H and R in terms of the speed
of projection (u) and the angle of projection ( Q )
understand the nature of dependence of T,H. and R
on u and (Q ) and represent these dependences
graphically.
solve problems on projectile motion
Uniform Circular
Motion
understand circular motion and define the basic

terms associated with it.
define uniform circular motion
appreciate that a uniform circular motion is not
equivalent to a uniform motion.
understand that a particle in uniform circular motion
has an acceleration.
derive an expression for the (constant) magnitude of
the acceleration of a particle in uniform circular
motion.
understand the meaning of instantaneous directions
of displacement, velocity and acceleration for a
particle in uniform circular motion.
solve problems on uniform circular motion
145
Unit III:
Laws of Motion
Content
Force and Inertia
-
intuitive concept of
force
definition of force
inertia
Learning Outcomes
appreciate the intuitive concept of force.
understand that force can be defined as an external
agency that is needed to change the state of rest or of
uniform motion of a body.
recognize that external agencies can exert forces on a
body even from a distance
appereciate that a body can continue in its state of
rest, or of uniform motion in a straight line, only when
no external force acts on it.
comprehend the meaning of the term inertia
understand that the mass of a body can be regarded
as a measure of its inertia.
Newtons laws of
motion
state Newtons first law of motion.

cite examples of applications of first law of motion
The first law of

motion
define the term momentum and write its

mathematical form.
Concept of
momentum
Second law of
motion
understand that the force ,acting on a body , is

related to its rate of change of momentum.
Impulse
Third law of motion
state Newtons second law of momentum and write its

mathematical form.
obtain the usual form(F=ma) ,of the second law, and
know its limitation.
solve problems based on the second law of motion.
use the second law of motion for writing the dynamical
equation of motion of a given body.
use the second law of motion to define the unit of force.
define the term impulse and write its mathematical
form.
state the relationship between impulse and change in
momentum.
146
state Newtons third law of motion.

understand that ,in nature, forces always occur in
pairs.
appreciate that forces of action and reaction act on
different bodies and hence do not cancel each other.
cite examples of Newtons third law of motion in
everyday life situations.
Law of conservation of
linear momentum and
its application
Equilibrium of
concurrent forces
understand that the internal forces in a body or a

system of particles always add up to give a null force.
state the law of conservation of linear momentum.
understand that this law is a consequence of the third
law of motion.
use the law of conservation of linear momentum in
different situations.
understand the meaning of the term equilibrium and
know its difference from the state of rest.
analyse the details of the equilibrium of a body.
know the necessary and sufficient conditions for the
equilibrium of a body acted upon by concurrent
forces.
Friction
recall the concept of the force of friction.
differentiate between static and kinetic friction
static and kinetic

friction
Laws of friction
Rolling friction
Lubrication
define the term coefficient of friction and write the

mathematical expression for it.
state the laws of friction and appreciate their empirical
nature.
comprehend the meaning of the term rolling friction
know about practical situations in daily life where
friction is undesirable and where it is useful
understand the role of lubricants in reducing friction
Dynamics of uniform
recall the concept of uniform circular motion
circular motion
define the term centripetal force and write its
147
centripetal force
mathematical expression.
example of circular
motion(vehicle on
level circular road,
vehicle on banked
road)
show an understanding of applications of centripetal

force to explain motion of a body moving along a
curved path..
analyse the motion of a vehicle on a level circular road
in terms of the different forces acting on it.
appreciate the need for banking of curved roads.
explain the motion of a vehicle on banked road and
appreciate how the r banking of roads can help to
reduce the wear & tear of vehicle tyres.
understand the role and use of free body diagrams in
solving problems in mechanics.
Unit-IV: Work, Energy and Power

Content
Work
-
Learning outcomes
work done by a
recall the co-relation between work and energy
(i) constant force
define the term work and state its SI unit
(ii) variable force
use the concept of scalar product of two vectors in

writing the mathematical expression for the work done
by a force
write the general formulae for work done by a (i)
constant force (ii) variable force
use the force-time graph, for a variable force, to
calculate the work done by it.
solve problems on work done by a constant force and
by a variable force
Energy
Kinetic energy
Work-energy theorem
Potential energy
Potential energy of a
spring
Different forms of
define the SI unit and the commercial unit of energy

and obtain the relation between the two.
define the term kinetic energy and derive the (classical)
formula for it.
know the general (relativistic) formula for the kinetic
energy of a body
understand the concept of equivalence of mass and
energy
148
energy
understand the concept of mechanical energy
Law of conservation of
energy.
know about the different forms of energy available in

nature.
state the law of conservation of energy and appreciate
its significance.
state the work-energy theorem and prove if for a
variable force.
appreciate the significance of the work-energy
theorem.
understand the concept of potential energy and write
the general formula for its calculation.
appreciate the arbitrariness associated with the choice
of zero of P.E.
calculate the potential energy of a spring
solve problems on kinetic energy and potential energy
Power
Conservative and nonconservative forces
-
conservative forces
conservation of
mechanical (kinetic
and potential)
energy
non-conservative
forces
Motion in a vertical
circle
-
motion in a vertical
circle
necessary condition
for looping the
define the termpower and state its SI unit

appreciate the difference between the work done by a
force and the power associated with a force
solve problems on calculation of power
understand the meaning of the term conservative
forces
understand the concept of conservative of mechanical
energy
understand the meaning of the term non-conservative

force, and know about examples of non-conservative
forces
appreciate the difference between conservation of
mechanical energy and conservation of energy.
know the examples of conservative forces and non
149
loop
conservative forces.
Collisions
understand the basic difference between motion in a

horizontal circle and that in a vertical circle.
Elastic collisions
Inelastic collisions
Collisions in onedimension
Collisions in twodimensions
analyse the general details and obtain the formulae for

the motion of a particle in a vertical circle.
know the meaning of the term looping the loop.
obtain the necessary condition for looping the loop.
solve problems on motion in a vertical circle.
distinguish between elastic and inelastic collisions,
with examples
derive the mathematical relations for the final
velocities of two particles undergoing a onedimensional elastic collision.
solve problems on one dimensional elastic and
inelastic collisions.
appreciate the reasons for our inability to completely
solve the problem of an elastic collision in twodimensions.
understand and use the methods followed for solving
problems on collisions in two-dimensions.
Unit-V: Motion of System of Particles and Rigid Body

Content
Centre of mass
Centre of
mass of a two
particle
system
Momentum
conservation
and centre of
mass motion
Centre of
Learning outcomes
understand the concept of rigid body
know the meaning of the centre of mass of a two particle
system and write the mathematical expression for it.
obtain the general expressions for the co-ordinates of the
centre of mass of a system of n particles and write its vector
form.
appreciate the reason for the coincidence of the centres of
mass of homogeneous bodies, of regular shape, with their
respective geometric centres.
150
mass of a rigid
body
solve problems on calculation of centre of mass for a system

of particles and for combination of regular shaped bodies.
Centre of
mass of
uniform rod
analyse the details of the motion of the centre of mass of a

system of particles
Motion of a Rigid
Body
understand the reason for regarding the centre of mass of a

system of particles, as the point where all the mass of the
system may be regarded as concentrated
translational
motion
prove that the total momentum, of a system of particles, is

equal to the product of the total mass of the system and the
velocity of its centre of mass.
rotational
motion
appreciate that, in the absence of many net external force, the

centre of mass of a system moves with a constant velocity.
processional
motion
understand the meaning of pure translational motion.
combination
of
translational
and rotational
motion
angular
velocity
angular
acceleration
analogy
between
translational
and rotational
motion
kinematical
equations of
motion for
rotational
motion.
Turning effects
of forces
-
torque
know the condition under which a rigid body can have

rotational motion only
appreciate the meaning of the rotation of a rigid body about
a fixed axis.
know the meaning of processional motion and state some
examples of the same.
define the terms angular velocity and obtain its relation
with the linear velocity.
define the term angular acceleration and obtain its relation
with linear acceleration.
know the condition under which a rigid body can have a
pure (i) translational (ii) rotational motion.
appreciate the condition under which a rigid body can in
general have a combination of translational and rotational
motions and state some examples of such cases.
know the analogy between the basic terms used for
describing translational and rotational motions.
write the kinematical equations of motion for rotational
motion and use them for solving problems.
recall the meaning of vector product of two vectors.
recall the meaning of the moment of a force.
understand that the rational analogue of force is the moment
of a force.
151
Moment of a
force torque
Angular
momentum
Conservation
of angular
momentum
define the term torque and express it as a vector product.

define the term angular momentum and write the vector
expression for it.
understand that the time rate of change of the angular
momentum of a particle, is equal to the torque acting on it.
derive the relation between torque and angular momentum
for a system of particles.
know the meaning of the termcouple for a pair of equal
magnitude forces.
define the term moment of a couple and prove that it does
not depend upon the point about which moments are taken.
Equilibrium of
rigid bodies
-
meaning of
equilibrium of
a rigid body
conditions for
equilibrium of
a rigid body
principle of
moments
know the SI units of torque and angular momentum.

state and comprehend the principle of conservation of
angular momentum.
state examples of principles of conservation of angular
momentum.
understand the meaning of the equilibrium of a rigid body.
know the necessary and sufficient conditions for equilibrium
of a rigid body
state and use the principle of moments
solve problems based on the use of the conditions of
equilibrium of a rigid body.
know the meaning of the centre of gravity of a rigid body.
Centre of gravity
-
meaning
significance
distinguish between the centre of mass and the centre of

gravity of a rigid body
appreciate the conditions under which the centre of gravity
of rigid body can be different from its centre of mass.
appreciate that the analogue of mass, for rotational motion,
is not the mass itself.
use the expression for kinetic energy of a rotating body to
know the analogue of mass for rotational motion
Moment of
inertia
define the term moment on inertia and state its SI unit.
- radius of
appreciate the points of similarity and dissimilarity between,
define the term radius of gyration and state its SI unit.
152
gyration
- values of
moment of
inertia of
simple
geometrical
objects
- parallel and
perpendicular
axis theorems
on moment of
inertia
- dynamics of
rotational
motion about a
fixed axis
mass and moment of inertia

state the values of moment of inertia and radium of gyration
(without any derivation) of some simple geometrical objects
about some specified axis.
state the theorems of parallel and perpendicular axis in
appropriate given situations.
get familiar with the basic ideas of the dynamics of
rotational motion about a fixed axis.
know the meaning of rolling motion and rolling without
slipping.
get familiar with the basic ideas of the rolling motion
(without slipping) of a disc on a surface.
obtain expression for the kinetic energy of rolling motion
- rolling motion
Unit- VI: Gravitation

Content
Planetary
motion
Keplers law
of planetary
motion
Universal law
of gravitation
Learning outcomes
appreciate the long history of mankinds effort to understand
planetary motion
differentiate between geocentric and heliocentric model and
the historical context under which these ideas prevailed
know how early astronomical observations were taken and
how they lead to universal laws
state and interpret Keplers laws of planetary motion
recognize how Keplers laws originated from the effort to
understand Tycho Brahes astronomical data
realize how measurements on planetary motion confirmed
with Keplers law of period
state Newtons law of Gravitation
know the concept of central forces
define G and describe various experiments proposed for the
measurement of G
153
draw the vector diagram for gravitational forces between two

masses
understand how to compute gravitational forces for multiple
masses
recognize that gravitational force is one of the four basic
forces of nature and it is a weak force
derive Keplers laws of planetary motion from Newtons laws
of Gravitation
Acceleration
due to
gravity
Concept of g
Variation of g
with altitude
Variation of g
with depth
inside earth
recall the concept of acceleration and use it to derive the

expression for g from Newtons law of Gravitation
recognize that the shape of the earth affects the value of g on
its surface
comprehend the popular statement Cavendish weighed the
earth
realize that the acceleration due to the pull of the earth is the
same for each mass
derive the expression for variation of g(h) with height h above
the surface of earth and state its limitations
recognize why g(h) cannot be used for negative h (points
below the surface)
derive the expression for variation of g(d) with depth d
below the surface of earth
recognize that work is done when a mass is moved from one
point to another
Gravitational
Field
recall the concept of potential

Gravitational potential energy
Gravitational
potential
energy
state the expression for the potential energy of a mass at a

height from the surface of earth
Gravitational
potential
Escape
velocity
Orbital
energy
and
define
derive the formula for the gravitational potential energy

associated with two masses separated by a distance
differentiate between gravitational potential energy and
gravitational potential
know the concept of escape velocity
obtain
the
expression
154
for
escape
velocity
from
the
velocity of a
satellite
Geostationary
satellite
conservation of energy principle

appreciate the human effort to place artificial earth satellites
and list their fields of use
derive the expression for the time period of an orbiting earth
satellite
list different types of satellites and derive the condition for
geo-stationary satellite
list the range of applications of a geo-stationary satellite
Unit-VII: Properties of Bulk Matter

Content
Elasticity
Learning outcomes
Elastic
behavior
recognize that a solid deformed under a force tend to regain

its original shape and size when the applied force is removed
Stress-strain
relationship
appreciate that elastic behavior of solids have large scale

engineering application and list some of those applications
Hookes law
know the molecular origin of elastic behavior
Youngs
modulus
define stress and strain and state their units
Bulk
modulus
demonstrate different deformation regions in a typical stressstrain curve for a metal
Shear
Modulus of
rigidity
realize that modulus of elasticity is a characteristic property of

the material and list their values for some of the common
substances
Poissons
ratio
know simple experimental methods to measure modulus of

elasticity
Elastic
energy
describe how different moduli of elasticity correspond to

different kinds of stress and strain
differentiate between different types of stress
explain why the elastic constant poissons ratio has a different

dimension from other moduli of elasticity
derive the expression for the elastic potential energy
Pressure in a
fluid
state the definition and units of pressure and comprehend

why it is a scalar quantity
155
Pressure due
to a fluid
column
state Pascals law and explain hydrostatic paradox through a

schematic diagram
Pascals law
and its
applications
(hydraulic
lift and
hydraulic
brakes)
appreciate how Pascals law lead to the construction of

hydraulic lifts and hydraulic brakes
Effect of
gravity on
fluid
pressure
relate different units of pressure (e.g., mm of Hg, torr, Pa, bar)

along with the situations where they are used
list some of the common applications of Pascals law
explain how open tube manometer is used for measuring

pressure difference
derive the expression that describes the variation of pressure
with depth for a liquid column
understand the concept of friction in the context of fluids in

motion
recognize that viscosity originates from the force between
layers of liquid in relative motion
Viscosity
Stokes law
derive the expression for the coefficient of viscosity for a layer

of liquid and state its dimension and SI unit
Terminal
velocity
present intuitive arguments on how and why viscosity

depends on temperature
Reynolds
number
list viscosities
temperatures
Streamline
and turbulent
flow
comprehend how Stokes law quantifies the viscous drag

force acting on a body falling through a fluid
Critical
velocity
Bernoullis
theorem and
its
applications
of
some
common
fluids
at
relevant
describe why a raindrop would attain a terminal velocity as it

descends under gravity and derive the expression for it
define Reynolds number and list the formulae to compute
this number in different circumstances
differentiate between streamline and turbulent flow and
draw schematic diagrams for both types of flow
state the equation of continuity and recognize that it is a
statement of conservation of mass in flow of incompressible
fluid
explain Bernoullis principle, derive Bernoullis equation and
list special cases of this equation
appreciate how Bernoullis principle can be used to construct
156
a device known as Venturi-meter that measures the flow

speed of incompressible fluid
list some of the common applications of Bernoullis principle
Surface
Tension
list a couple of novel physical phenomena which occurs

because of the contact of a liquid surface with a solid surface
Surface
energy and
surface
tension
comprehend the origin of surface energy
Angle of
contact
Excess of
pressure
Application of
surface
tension ideas
to drops,
bubbles, and
capillary rise
define surface tension and relate it to surface energy

list the value of surface tension of some commonly used
liquids at their environment temperatures
demonstrate through simple experiments the phenomena of
surface tension
recognize that different liquid drops acquire different shapes
on a solid surface
draw schematic diagram of a water drop and mercury drop
on a surface and differentiate between the interfacial tensions
and the angle of contacts
derive the expressions for the pressure difference between the
inside and the outside of a drop and a bubble
describe the phenomenon of capillarity through a schematic
diagram
recognize that the liquid-solid interface determines the shape
of the meniscus of a liquid in the capillary tube and show how
that governs the rise or fall of the height of the liquid in the
capillary
Thermal
properties of
matter
Heat and
temperature
Thermal
expansion of
solids,
liquids and
gases
Anomalous
realize that heat is a form of energy transferred between

bodies or systems by virtue temperature difference
list a couple of common examples of length, area and volume
expansion of solids due to increase in surrounding
temperature
recognize the qualitative differences
expansion of solids, liquids and gases
between
thermal
know that coefficient of linear and volume expansion are

characteristic properties of material
list and compare the coefficient of linear and volume
157
expansion
expansion of some common substances
Specific heat
capacity
describe anomalous expansion of water and how that

explains why ice floats
Calorimetry
differentiate between heat capacity and specific heat capacity
Change of
state latent
heat capacity
define molar specific heat capacity and state its SI unit

recognize that for a gas molar specific heat at constant
pressure is different from that at constant volume. List both
the quantities for the gases in the atmosphere
describe how calorimeter uses the principle heat gained is
equal to the heat lost to measure the specific heat capacity of
a given solid
draw the P-T phase diagram for water
comprehend the concept of latent heat and list the values of
latent heats for some substances along with the corresponding
melting and boiling point temperatures
differentiate between latent heat of fusion and latent heat of
vaporization
Heat transfer
Conduction,
convection
and radiation
comprehend different modes of heat transfer in solid, liquid

and gases
differentiate between conduction, convection, and radiation.
List some examples for each of them
Qualitative
ideas of
Blackbody
radiation
derive the expansion for heat flow by conduction in a bar with

its ends maintained at two different temperatures
Green house
effect
recognize that convection is a mode of heat transfer possible

only in fluids and occur by actual motion of matter
Thermal
conductivity
recognize that radiation is a mode of heat transfer that can

occur between two bodies even when they are placed in
vacuum
Newtons law
of cooling
Weins
displacement
law
Stefans law
define thermal conductivity and list its value for some

common metals, non-metals and gases
describe the phenomenon of black body radiation and list

some examples in our daily life
recognize that the rate of cooling of hot water is initially
higher and decreases as the temperature of the water drops
state Newtons law of cooling and the factors on which the
158
constant of proportionality depends

show how Newtons law of cooling enables one to compute
the time of cooling of a body
present an experimental arrangement for the verification of
Newtons law of cooling
know the history behind Stefans law and Wiens law of
Blackbody radiation
state and interpret Stefans law and Wiens law
realize that Stafans law and Wiens law were not adequate
explanation of blackbody radiation, although both
independently explained some regions of the spectral energy
density
appreciate how the failures of these two laws lead to
Quantum Theory
Unit VIII: Thermodynamics

Content
Concept of
Temperature
Learning Outcomes
Thermal
Equilibrium
appreciate the concept of hot and cold that the direction of

thermal energy flow forms the basis of differentiating a higher
temperature region from a lower temperature region
Definition of
temperature
recognize that there is no net flow of heat between regions at

same temperature
Zeroth law of
thermodynam
ics
understand the concept of thermal equilibrium and how it

differs from mechanical equilibrium.
understand that the concept of thermal equilibrium forms the
basis of defining temperature.
state and comprehend zeroth law of thermodynamics
recognize that
certain physical properties vary with
temperature and such properties can be used to measure
temperature
understand the concept of calibration of measuring
instruments and its use in different types of thermometers
differentiate between different types of thermometers on the
basis of physical property and physical substance used in
159
these.
state different scales of temperature
know the concept of absolute zero and the absolute scale of
temperature
obtain conversion formulae between different scales of
temperature
understand that heat is energy in transit-energy that flows
between regions at different temperatures.
list different units of heat and conversion formulae between
them
understand the concept of mechanical equivalent of heat .
define heat capacity and specific heat capacity
obtain and use the formula Q = m c (Tf Ti) and state its use
differentiate between specific heat capacity at constant
volume and at constant pressure
comprehend the concept of internal energy of an ideal gas
differentiate between negative and positive work
First Law of
Thermodyna
mics
Heat, work
and internal
energy
1st law of
thermodynam
ics
Isothermal
and Adiabatic
process
state 1st law of thermodynamics

understand the concept of State Functions
appreciate how first law of thermodynamics defines internal
energy a state function
recognize that first law of thermodynamics is restatement of law
of conservation
understand the concept of adiabatic and isothermal processes
understand the concept of isobaric and isochoric processes.
draw PV graph representation of different thermodynamic
process.
list applications of first law of thermodynamics for adiabatic and
isothermal processes and obtain the relation between the two
types of specific heat capacities for an ideal gas.
understand the concepts of reversible and irreversible
processes
160
Second Law of
Thermodynamics
Reversible and
irreversible
processes
Heat engines
Refrigerators
state and interpret Second law of Thermodynamics

appreciate the concept of heat engine.
understand carnot engine qualitatively.
differentiate between negative and positive work
realize that in a cyclic process heat cannot be entirely
converted to work without any other change
define efficiency of a heat engine and state the expression for
efficiency of carnot engine.
draw carnot cycle graphically.
obtain the concept
thermodynamics
of
refrigeration
from
2nd
law
of
understand that a refrigerator can be viewed as the reverse

of heat engine.
understand the concept of coefficient of performance of a
refrigerator.
Unit IX: Behaviour of Perfect Gas and Kinetic Theory

Content
Perfect gas
Equation of
state
Work done
in
compressing
a gas
Learning Outcomes
know the molecular nature of matter
understand the concept of macroscopic and microscopic
properties of a gas
list physical quantities with
macroscopic properties of a gas.
units
that
characterize
state and interpret Boyles law and list some of its

applications.
state Charles law
list different pair-wise relationships between macroscopic
parameters and derive equation of state for a gas
state the conditions in which a gas is termed as perfect gas
recognize the origin of Boltzman constant, universal gas
constant and the relationship between them
express graphically how real gases approach perfect gas
161
behavior at low pressure and high temperature

differentiate between experimental P-V curve and theoretical
prediction
Kinetic
theory of
gases
Assumptions
Concept of
pressure
Kinetic energy
and
temperature
rms speed of
gas molecule
degrees of
freedom
law of
equipartition
of theory
(statement
only) and its
application
to the specific
heat capacities
of
gases
Concept of
mean free
path
Avogadros
number
state the microscopic assumptions of the kinetic theory of

gases and justify these with intuitive physical arguments
recognize that pressure in a gas originates from kinetic energy
of the molecules
derive the formula for pressure for a gas confined in a volume
using kinetic arguments, and conservation of momentum and
kinetic energy
describe kinetic interpretation of temperature
recall the equation of state for a perfect gas and using this,
show how kinetic energy of a perfect gas is linked to
temperature
comprehend the concept of root mean square (rms) speed and
how it can be measured
understand the concept of degrees of freedom and explain why a
diatomic gas has five degrees of freedom per molecule
state the law of equipartition of energy
derive expressions for internal energy and specific heat for
gases using equipartition theorem
appreciate the relevance of statistical mechanics in the
microscopic description of a gas
understand how the concept of mean free path helps us to relate
macroscopic and microscopic properties of gas
express how mole, the SI unit for amount of substance, is
defined in terms of Avogadros number
compute the number of molecules present in a certain quantity
of a known gas
162
UnitX: Oscillations and Waves

Content
Learning Outcomes
Periodic
motion
understand why oscillations occur in nature and the

property of the forces that cause these
period,
frequency,
displacement
as a function of
time
define parameters that characterize periodic motion
Periodic
functions
understand that periodic functions repeat their value after a

fixed time interval
show graphically the relationship between displacement and

restoring force for a periodic motion
relate frequency, angular frequency and time period
use periodic functions to express displacement as a function

of time for periodic motion
show how to determine time period and frequency from a
periodic function describing periodic motion
Simple
Harmonic
Motion (SHM)
understand how any oscillatory motion can be expressed by

superposition of harmonic functions (sin and cosine
functions)
Equation of
SHM
show graphically the variation of force, velocity and

acceleration for a body of mass m connected to an ideal
spring on a frictionless surface and undergoing SHM
Phase
Oscillation of a
spring
restoring
force and
force constant
Energy in SHM
Simple
pendulum
derivation of
expression for
its time period
Free, forced
and damped
derive the equation of motion for SHM in differential form

from Hookes law
solve the equation of motion of SHM and recognize the need
of the concept of phase
understand how frequency of oscillation depend on the
spring constant
demonstrate in a single graph the displacement, velocity
and acceleration of a SHM and relate their magnitude and
sign at their extreme values
derive the expression for potential and kinetic energy and
show that they confirm to the principle of conservation of
energy
draw a force diagram of simple pendulum motion and
163
oscillations
(qualitative
ideas only)
derive its equation of motion
resonance
obtain the expression for the time period of simple

pendulum and state the conditions of its validity
appreciate the concept of small oscillation and how it helps

in solving the equation of motion for simple pendulum
deduce the equation of motion for damped harmonic motion

by adding the frictional force term to the equation of SHM
Wave motion
Transverse and
longitudinal
wave
Speed of wave
motion
Displacement
relation for
progressive
wave
present intuitive argument as to why the frictional term in

damped harmonic motion is proportional to velocity
state the solution of damped harmonic motion and interpret
the solution graphically
deduce the equation of motion for forced harmonic motion
by adding the periodic force term to the equation of damped
harmonic motion
state the solution of forced harmonic motion and interpret
the solution graphically
demonstrate graphically the concept of resonance and
describe its consequence
present qualitative differences between SHM, damped
harmonic motion and forced harmonic motion
recognize that wave motion is a mode of transfer of energy
without any physical transfer or flow of matter
state general characteristics of a wave motion
list different kinds of waves with examples
differentiate between mechanical and electromagnetic
waves
demonstrate graphically the formation of transverse and
longitudinal waves and differentiate them qualitatively
show how the displacement of a travelling wave in the
transverse direction can be represented by a time dependent
sinusoidal wave of a particular form
illustrate wave motion graphically
understand the terms representing amplitude, phase,
angular frequency and the wave number in the equation for
a travelling wave
164
express wave number in terms of wavelength and angular

frequency in terms of time period
obtain the relationship between velocity, wavelength and
time period for a travelling wave
state and interpret the expression for the speed of transverse
waves on a stretched string and the speed of longitudinal
waves in a solid bar
Superposition
of waves
Principle of
superposition
of waves
Reflection of
waves
Standing
waves in
strings and
organ pipes
Fundamental
mode and
harmonics
Beats
state the basic principle of superposition of waves

demonstrate graphically different possible outcomes when
two harmonic waves of equal amplitude and wavelength
superpose
recognize that a travelling wave undergoes a phase change
of on reflection from a rigid boundary
understand
the
conditions
stationary/standing waves
for
formation
of
differentiate between progressive and stationary waves

recognize the nodes and the antinodes in a stationary wave
describe the concepts of normal modes of oscillation,
fundamental mode and harmonics
demonstrate graphically the first six harmonics for a
stretched string at both ends
understand the formation of standing waves in air columns
show graphically the possible harmonics for an air column
open at one end and one that is open at both ends
explain the phenomenon of beats and describe its use in
tuning musical instruments
Doppler effect
state Doppler effect

derive Doppler frequencies for various combinations of
motion between source and observer
list various medical applications of Doppler effect
165
Physics
Syllabus - CLASS-XII
Unit I: Electrostatics
Content
Electric charge
-
Kinds of
charges
Charge
conservation
Coulombs
law: force
between two
point charges
Forces
between
multiple
charges

understand that bodies having same kind of charge repel each
other while those having opposite kinds of charge attract each
other.
appreciate that charge has discrete nature (quantization of
charge) and for an isolated system, the net charge always
remains constant.
state Coulombs law in electrostatics and draw an analogy
with the Newtons law of gravitation.
express the inverse square law in SI units and in vector form.
calculate the force on a charge when a number of charges
interacting (Principle of superposition).
are
Principle of
superposition
and
continuous
charge
distribution
Electric field
Electric field
due to a point
charge
Electric field
lines
Electric dipole
and electric
field due to it
Learning Outcomes
Torque on a
dipole in
uniform
electric field
define electric
quantitatively.
field
both
qualitatively
as
well
as
appreciate that electric lines of force can be used to determine

the direction and the strength of an electric field.
obtain electric field intensity at a point due to a point charge,
for a system of charges distributed discretely and continuous
charge distribution.
comprehend the concept of electric flux.
define an electric dipole and the dipole moment associated
with it.
determine electric field at a point along the dipoles axis and
along its equitorial line.
express the torque on a dipole placed in uniform electric field
166
Electric flux
in terms of the dipole moment vector p and the electric field

vector E.
Statement of
Gausss
theorem
prove the Gausss theorem for electrostatics using the concept

of solid angle.
Applications
of Gausss
theorem to
determine
electric field
due to
infinitely long
straight wire,
uniformly
charged
infinite plane
sheet and
uniformly
charged thin
spherical shell
(field inside
and outside)
know that the Gausss theorem is useful in calculating electric

fields due to different charge configurations.
apply Gausss theorem to prove mathematically that for an
infinitely long line charge, the electric field varies as 1/r, for an
infinite plane sheet of charge it is independent of the distance
from the sheet, and for a uniformly charged thin spherical
shell it varies as 1/r2 outside the shell and is zero inside the
shell.
appreciate that the electrostatic electric field is a conservative
field and can be expressed as the negative gradient of the
electric potential (E = -dV/dr).
define the potential difference between two points in an
electric field in terms of amount of work done in moving a
unit test charge from one point to another against the
electrostatic force.
Electric
potential
know that the electric potential varies as 1/r for a point charge
and as 1/r2 for an electric dipole.
Potential
difference
Electric
potential due
to a point
charge, a
dipole and a
system of
charges
calculate the electric potential for a system of charges-using

summation for discrete and integration for continuous charge
distributions.
Equipotential
surfaces
understand that work done in moving a test charge from one

point to another on an equipotential surface is zero.
appreciate that the electric potential energy of a system of
charges is equal to the amount of work done in assembling
that system of charges.
express the potential energy of an electric dipole placed inside
a uniform electric field in terms of the dipole moment vector p
and the electric field vector E.
understand that electrical conduction in metals is due to free
electrons and materials which do not have free electrons in
167
them are unable to conduct electrically and are called

insulators.
explain the behavior of a conductor in an electrostatic field.
appreciate that a dielectric material made up of either nonpolar molecules or polar molecules in the absence of an
external field has net polarization zero, but in the presence of
an external field it gets polarized.
Electric
potential
energy
-
System of two
point charges
Electric dipole
in an
electrostatic
field
Conductors
and insulators
-
Free charges
and bound
charges inside
a conductor
Dielectrics and
electric
polarization
Capacitance
Capacitors and
capacitance
Combination
of capacitors in
series and in
parallel
Capacitance of
a parallel plate
comprehend that a capacitor is a device that stores electrical

energy.
understand that capacitance (C) of a conductor is a constant of
proportionality for the linear relationship q = CV and its value
depends upon the shape and dimensions of the conductor.
understand that the capacity of a conductor to store charge is
greatly increased on placing an earthed conductor near it.
comprehend the terms dielectric medium and dielectric
constant.
understand that on introducing a dielectric material medium
between the two conductors of a capacitor, the capacitance of
the capacitor is increased by a factor of K, known as the
dielectric constant of the dielectric medium.
determine the capacitance of a parallel plate capacitor with
and without a dielectric medium between the plates and
appreciate that it depends only on the shape and dimensions
of the plates and on the medium between the two plates.
obtain the mathematical expression for total capacitance of a
series and a parallel combination of capacitors in terms of the
capacitances of the individual capacitors in the combination.
appreciate that the work done in charging a capacitor is stored
in the capacitor in the form of electrical energy.
derive an expression for energy density associated with a
charged capacitor in terms of the electric field confined in the
space between the conductors of the capacitor.
appreciate how a high voltage generator can be obtained
using the principle that if a hollow conductor is in contact with
another conductor, then as charge is supplied to the other
conductor, the hollow conductor continues accepting the
charge irrespective of howsoever large its potential may grow.
168
capacitor with
and
without
dielectric
medium
between
the
plates
-
Energy stored
in a capacitor
Van de Graff
generator
(Van de Graaff generator)
Unit II: Current Electricity

Content
Electric
current
-
Flow of
electric
charges in a
metallic
conductor
Drift velocity,
mobility and
their relation
with electric
current
Learning Outcomes
define electric current as the rate of flow of electric charge
through any section of a wire and express it in SI units.
appreciate that an external electric field gives a net drift
velocity to free electrons in metals over their random motion.
recognize that electron mobility characterizes how quickly an
electron can move through a conductor when pulled by an
electric field.
understand the relationship of drift velocity and mobility with
electric current.
understand the linear relationship of current flowing through
a conductor with the potential difference across its ends.
Resistance
state ohms law and explain its limitations.
Ohms law
and electrical
resistance
realize that the resistance of a conductor depends upon its

nature, its dimensions, and upon the physical conditions.
V-I
characteristics
(linear and
non-linear)
Electrical
energy and
interpret correctly the V-I characteristics for linearity and nonlinearity.

understand the relationships Electrical Energy = VIt and Power
= VI.
realize that electrical resistivity or specific resistance of a
conductor depends upon the nature of the material of the
conductor and upon its temperature.
169
power
-
Electrical
resistivity and
conductivity
Carbon
resistors
Colour code
for carbon
resistance
Series and
parallel
combinations
of resistors
Temperature
dependence of
resistance
Cell
Internal
resistance of a
cell
Potential
difference and
emf of a cell
Combination
of cells in
series and in
parallel
Electrical
measurements
Kirchhoffs
laws and
simple
applications
Wheatstones
bridge
Metre bridge
define the reciprocal of resistivity of a material as its

conductivity.
realize the advantage of remembering the sentence B B ROY
of Great Britain has a Very Good Wife in determining the
value and the tolerance of carbon resistances.
express the total resistance of a series and a parallel
combination of resistors in terms of the resistances of the
individual resistors in the combination.
appreciate that the temperature coefficient of a resistance is
defined as the change in resistance per unit resistance at 00C
per degree rise of temperature.
define emf of a cell as the potential difference between the two
poles of the cell in an open circuit and the internal resistance of
the cell as the resistance offered by the electrolyte of the cell
when the electric current flows through it.
differentiate between the emf of a cell and its terminal
potential difference.
realize that when two identical cells are joined in parallel, the
net emf is equal to the emf of either cell.
realize that when cells are joined in series, the net emf is given
by the algebraic sum of the emfs of the individual cells
state Kirchoffs laws for electrical networks.

analyze complicated circuits containing more than one source
of emf using Kirchhoffs laws: the junction rule and the loop
rule.
understand the principle of Wheatstones bridge and use it to
measure resistance of a conductor.
realize that a metre bridge is based on the principle of
wheatstones bridge and it can be used to accurately measure
an unknown resistance and also to compare values of two
170
Potentiometer:
principle and
its applications
to measure
potential
difference and
for comparing
emf of two
cells
unknown resistances.
understand that the potentiometer is based on the principle
that when constant current is passed through a wire of
uniform area of cross-section, the potential drop across any
portion of wire is directly proportional to the length of that
portion.
understand how a potentiometer can be used to compare emfs
of two cells and also to measure internal resistance of a cell.
Measurement
of internal
resistance of a
cell
Unit III: Magnetic Effects of Current and Magnetism

Content
Learning Outcomes
Magnetic Field
Concept of
understand the concept of magnetic field
magnetic field
differentiate between the interaction of (i) a magnetic field
Oersteds
and (ii) an electric field with electric charges
Experiment
describe oersteds experiment alongwith its significance and
Biot-savart Law
recognise that oersteds experiment led to the realization that
:
currents are the basic source of a magnetic field.
- its application
formulate biot-savart law in a mathematical form for the
to current
magnetic field due to a current element.
carrying
express biot-savart law in its vector form and explain how to
circular loop.
find the direction of the magnetic field due to a current
- its application
element at a given field point.
to infinitely
appreciate the (i) similarity and (ii) difference between the
long straight
biot-savart law, for a current element, and the coulombs law
wire
for a point charge.
use biot-savart law to calculate the magnetic field due to a
current carrying circular coil at its centre and an axial point.
apply the biot-savart law to calculate the magnetic field due to
an infinitely long current carrying straight wire.
appreciate how the magnetic field due to an infinitely long
straight current carrying wire depends on the distance of the
field point from the wire.
171
Amperes law
Interaction of
Magnetic Field
with moving
charges and
current carrying
conductors
Force on a
moving charge
n uniform
magnetic and
electric fields;
Lorentz force
Force on a
current carrying
conductor in a
uniform
magnetic field
Force between
two parallel
current carrying
conductors
Definition of
ampere
Torque
experienced by
a current loop
in a uniform
magnetic field
Current loop as
state and interpret amperes circuital law

recognise that amperes law is an alternate statement of biotsavart law.
understand that amperes law can be readily used only in
cases of symmetrical current distributions.
present a general outline of how to use amperes law for the
calculation of magnetic field.
using amperes law, derive the expression for magnetic field
due to an infinitely long straight current carrying wire, a long
solenoid, a toroidal sllenoid.
know the (vector) expression for the force experienced by a
moving charge in a uniform magnetic field and use it to define
tesla the SI unit of magnetic field.
obtain the general vector expression for lorentz force by
combining the forces on a moving charge due to a uniform
magnetic field and an electric field.
apply lorentz force
to solve
common problems in
electromagnetism.
obtain the expression for the force on a current carrying
conductor placed in a uniform magnetic field.
derive the expression for the force between two parallel
current carrying straight conductors. Comprehend why the
force between two parallel current carrying conductors is
repulsive for like currents and attractive for unlike currents.
define the ampere, the si unit of current on the basis of the
force between ntwo parallel current carrying conductors.
obtain an expression for the torque experienced by a current
loop placed in a uniform magnetic field and using it, define
the equivalent magnetic moment of a current loop.
show that a circular current loop can be regarded as a
magnetic dipole and obtain the expression for its magnetic
dipole moment.
recognise the expression for the magnetic dipole moment of a
circular current loop can be generalized to any planer current
loop.
derive the expression for the magnetic dipole moment of a
revolving electron.
appreciate the difference between the orbital and the spin
magnetic moment of the electron
know the meaning of the bohr magneton.
172
a magnetic
dipole and its
dipole moment
Magnetic dipole
moment of a
revolving
electron
Motion of a
moving charge
n a magnetic
field
General
trajectory of a
moving charge
n a magnetic
field
The Cyclotron
Velocity
Selector
Moving Coil
Galvanometer
Principle,
construction
and working of
a moving coil
galvanometer
Conversion of
a moving coil
galvanometer
into
(a) an ammeter
(b) a voltmeter
understand that a magnetic force does not produce any

change in the speed of a moving charge.
understand that a moving charge describes a circular path in a

magnetic field when its velocity is perpendicular to the
direction of the magnetic field.
obtain expressions for the (i) radius of the circular path (ii)
frequency of rotation for a moving charge describing a circular
path in a magnetic field.
recognise that the general trajectory of a moving charged
particle in a magnetic field is a helical one and obtain the
radius and pitch of this helical path.
state the principle of a cyclotron and explain the details of the
construction and working of a cyclotron.
obtain the expressions for the cyclotron frequency and the
maximum kinetic energy of the ions accelerated by a
cyclotron.
state the uses and the limitations of the cyclotron.
comprehend the principle of a velocity selector and list some
of its uses.
state the principle of a moving coil galvanometer and describe
the basic details of the construction and working of a moving
coil galvanometer.
interpret the terms current sensitivity and voltage sensitivity
of a moving coil galvanometer and list the factors on which
they depend.
know the reason for having zero resistance for an ideal
ammeter and justify the requirement of zero resistance in an
ideal ammeter.
explain how to convert a given a moving coil galvanometer
into an ammeter of appropriate range
know the reason for having an infinite resistance for an ideal
voltmeter and justify the requirement of infinite resistance.
explain how to convert a given moving coil galvanometer into
173
Magnetic Dipole
(Bar Magnet)
Magnetic field
intensity due to
a magnetic
dipole
(i) along to axis
(ii) perpendicular to it
axis
Magnetic Field
Lines
Torque on a
magnetic dipole
(bar magnet) in
a uniform
magnetic field
Bar Magnet as
an equivalent
solenoid
Earths Magnetic
Field
Cause of Earths
magnetic field
and the simple
pictorial
representation
The three
a voltmeter of appropriate range.

explain how to convert a moving coil galvanometer into an
ammeter of appropriate range.
recognise that the magnetic dipole (bar magnet) is the most
elementary entity in magnetism
using the corresponding expressions for an electric dipole,
obtain the expressions for the magnetic field intensity due to a
magnetic dipole at a point along its axison perpendicular axis
understand the concept and the characteristics of magnetic
field lines.
appreciate why it is not appropriate to use the term lines of
force with the field lines of a magnetic field.
draw the magnetic field lines of a magnetic dipole (bar
magnet)
using the corresponding expression for an electric dipole,
obtain the expression for the torque on a magnetic dipole (bar
magnet) placed in a uniform magnetic field.
use this expression to define the si unit of magnetic moment.
draw the magnetic field lines of the magnetic field of a long
current carrying solenoid.
explain why a bar magnet can be regarded as an equivalent
solenoid.
comprehend the origin of earths magnetism and draw its

schematic pictorial representation.
differentiate between the (i) magnetic and geographic north
and south poles of the earth and the (ii) magnetic equator
and the geographic equator.
recognise why we need, three elements for describing the
magnetic field of the earth at a pint on its surface.
define and interprete the terms: horizontal component of the
earths magnetic field and its magnetic declination and angle of
174
elements used
the describing
earths magnetic
field.
dip or angle of inclination

relate angle of dip to the components of the earths magnetic
field.
define magnetisation (m) and the magnetic intensity (h) and
list the relations between the magnetic field (b), the magnetic
intensity (h) and the magnetisation (m)
explain the terms magnetic susceptibility (), the relative
magnetic permeability (r) and the magnetic permeability,
() of a given substance.
understand the term diamagnetism and the range/order of
magnitude of the values of , r and for diamagnetic
substances.
state the basic properties of diamagnetic materials and list
some of the common diamagnetics.
understand the term paramagnetism and list the range of
magnitude for , r and for some common paramagnetic
materials.
state the basic properties of paramagnetic materials.
state curies law for paramagnetics and list its limitations
Magnetic
Substances
Magnetisation
and agnetic
Intensity
Permeability
and
susceptibility
Diamagnetism
Paramagnetism
Ferromagnetism
understand the term ferromagnetism and list the range of

magnitude for , r and for some common ferromagnetic
materials.
summarise the basic properties of ferromagnetic materials.
state curie-weiss law for ferromagnetic and list its limitations.
interpret meaning/definition of its curie temperature.
understand the meaning of the terms hysteresis in
ferromagnetism.
draw the magnetic hysteresis loop for a ferromagnetic material.
differentiate between soft ferromagnet and hard
ferromagnet.
define the term electromagnet and list the factors affecting
the strength of an electromagnet.
recognise that the hysteresis curve plays a pivotal role in
deciding the materials suitable as the core materials of
electromagnets. List a few such materials along with their use.
define the term permanent magnets
recognise that hysteresis curve plays a pivotal role in
deciding the materials suitable for making permanent
Electro Magnets
and Permanent
Magnets
Electromagnets
Factor affecting
the strength of
Electromagnets
175
Permanent
Magnets
magnets. List some such materials.

list how and where permanent magnets are used.
Unit IV: Electromagnetic Induction and Alternating Currents

Content
Learning Outcomes
Electromagnetic
Induction
recognize that electricity and magnetism are not separate

physical phenomena but actually inter-related
Electromagnetic
Induction
know the details of the experimental observations by

michael faraday and joseph henry and their consequences
Faradays law
comprehend the term electromagnetic induction
Induced Emf and

Current
explain the term magnetic flux and state its SI unit
Lenzs law
Motional
electromotive
force
Eddy Currents
realize the significance of change in magnetic flux and rate of

change of magnetic flux
state faradays law of electromagnetic induction along with
the mathematical expression
determine the different methods of varying magnetic flux
differentiate between induced emf and current.
state how lenzs law provides the polarity of the induced
emf
relate lenzs law and the law of conservation of energy.
understand the concept of motional emf and derive the
mathematical expression for it.
appreciate the significance of motional emf vis--vis uniform
and time independent magnetic field.
Induction and
Inductance
explain eddy currents and demonstrate the same through

simple experiments.
Inductance
know why eddy currents are not desirable in devices like

transformer and electric motors.
Mutual
Induction and
the coefficient of
mutual
induction
describe how lamination of cores can prevent eddy currents.

show the advantage of eddy currents with common practical
applications.
176
Self induction
and the
coefficient of self
inductance
define the term inductance and state its dimension and SI

unit.
comprehend the concept of mutual induction
define coefficient of mutual induction for a pair of long co-axial
solenoids and obtain the mathematical expression for the
same
appreciate the significance of the reciprocity relation m12= m21
for the coefficient of mutual induction
list the factors on which the coefficient of mutual induction
of a pair of coils depends
define coefficient of self induction for a given coil and obtain
the expression for a long solenoid.
appreciate the reasons for referring to the self induced emf
as back emf, and terming self inductance as electrical inertia
obtain the formula for the energy required to build up a
current i in a coil of self inductance l.
define the SI unit of inductance the henry in different
ways.
Alternating
Currents
Alternating
Currents
Peak and rms
values of
alternating
currents and
voltages
Alternating
voltage applied
to a pure
inductor (L)
Alternating
voltage applied
to a pure
capacitor (C)
state the origin of alternating current

differentiate alternating current from direct current
appreciate the reason for considering sinusoidal time
variation as the basic or fundamental form of alternating
current
distinguish between the instantaneous value, the peak value
and the rms value of an alternating current.
know the significance of the rms value of an alternating
current.
define the rms value of an alternating voltage and obtain
the relation between this value and the peak value of the
alternating voltage.
analyse a circuit where a pure resistor is connected to an
alternating voltage.
recognize that the role of impedance in an ac circuit is
analogous to the role of a resistance in a dc circuit
understand that in a pure resistor circuit the current is in
177
phase with the applied alternating voltage

AC Circuits
Alternating
voltage applied
to a pure resistor
(R)
Phasor
representation
AC current and
voltage
Graphical
simultaneous
representation of
AC voltage (V)
and AC current
(I) versus (t)
Series LCR
circuit
Resonance
Power in AC
circuits
Wattless
Currents
LC oscillations
(Qualitative
study only)
draw and interpret simultaneous graphs of alternating

voltage (v) and alternating current (i) for a pure-resistor
circuit
comprehend the notion of phasors or rotating vectors
and draw phasor diagrams for v and i for a pure resistor
circuit
realize that the impedance offered by a pure inductor to an
alternating voltage is directly proportional to the frequency
of this voltage and to the self inductance (l) of the inductor.
draw and interpret simultaneous graphs of alternating
voltage (v) and the alternating current (i) for a pure inductor
circuit.
draw phasor diagrams for v and i for a pure inductor circuit
and show that the current (i) lags in phase behind the
applied voltage (v) by (/2) or 900.
realize that the impedance offered by a pure capacitor to an
alternating voltage is inversely proportional to the frequency
of the applied voltage and to the capacitance (c) of the
capacitor.
draw the phasor diagrams for v and i for a pure capacitative
circuit and show that the current (i) leads in phase the
applied voltage (v) by (/2) or 900.
differentiate between resistive and reactive impedances.
draw and interpret the phasor diagrams for vl, vc, vr and i
for an lcr circuit connected to an alternating voltage.
obtain, using the phasor diagram, the expressions for the
current, impedance and phase angle () for an lcr circuit
draw and interpret simultaneous graphs for the alternating
voltage(v) and the current (i) for a series lcr circuit.
state the mathematical expression for the voltage in a series
lcr circuit and use it to derive the relationship between
current, impedance and phase
recognize that a series lcr circuit can show the phenomenon
of resonance and obtain the expression for the resonant
frequency.
explain the special characteristics of a series lcr circuit under
resonance conditions
178
describe in detail the concept of sharpness of resonance

and quality factor for series lcr circuit and show how they
can be increased.
obtain the expression for the average power over a cycle for
an ac circuit and define the term power factor
state the general relations for the phase angle () and the
power factor (cos ) for a single impedance, or for a series
combination of impedances in an ac circuit
understand the term wattless currents.
appreciate that over a complete cycle in an ac circuit, a pure
inductor and a pure capacitor are wattless elements and
know the physical origin behind this
explain the existence of sustained oscillations in a pure lc
circuit and derive the expression for the frequency of these
oscillations.
recognize the analogy between the lc oscillations and the
mechanical oscillations of a block attached to a spring.
describe the effect of resistance on the lc oscillations of a
practical lc circuit.
Electrical Devices
AC generator
Transformer
understand the principle of an ac generator

explain the basic details of the construction and working of
an ac generator.
obtain expression for the instantaneous emf in an ac
generator and list the factors on which it depends.
appreciate the role of the slip rings in an ac generator.
list different sources of energy which are used for providing
the mechanical energy needed (for rotating the armature
coil) in an ac generator.
state the principle of a transformer.
describe the basic details of the construction and working of
a transformer.
obtain the relation between the ratio of the voltage across
the secondary to that across the primary and the ratio of the
number of turns in the secondary to that in the primary in a
transformer
differentiate between a step-up and a step-down
179
transformer and list some of the practical uses of each of

these two types of transformers.
determine the main causes of energy losses in a transformer
and list the ways and means of reducing each of the
different types of energy losses
appreciate the role and importance of transformers in
minimizing the inevitable energy losses associated with
large scale transmission and distribution of electrical energy
over long distances.
Unit V: Electromagnetic Waves

Content
Learning Outcomes
Displacement
current
- Maxwells
Equations
understand the inadequacy of Amperes law.

appreciate Maxwells reasoning for
Amperes law.
modification of
- Amperes law
appreciate the need for displacement current through the

charging process of a capacitor
- Applications
write expression for the displacement current

compare conduction current and displacement current
write the modified form of Amperes law.
Electromagnetic
Waves
- production
- characteristic
properties
- mathematical
and graphical
representation
write Maxwells equations

know that
waves
accelerated charged particles radiate e.m.
describe Hertzs experiment

recognise the transverse wave nature of e.m. waves.

represent the mutually perpendicular variations of E , B.
and the direction of wave propagation graphically
list properties of e.m. waves.
Electromagnetic
spectrum
write the expression for velocity of e.m. waves in terms of

the electric and magnetic properties of the medium.
- different
regions of e.m.
spectrum
know the relation between the magnitudes of the electric

and magnetic field in an e.m. wave.
write expression for energy density of electric and magnetic
180
- production and
detection of
e.m. waves
- frequency and
wavelength
ranges
- uses of em
waves
fields, momentum and radiation pressure for e.m. waves.

Classify the electromagnetic spectrum into:
(i)
radio waves
(ii)
microwaves
(iii) infrared
(iv) visible light
(v)
ultraviolet rays
(vi) X-rays
(vii) gamma-rays.
know the frequency and wave length range of each part of
e.m. spectrum.
know the methods of production and detection of different
types of e.m. waves.
describe the characteristic properties and uses of each part
of e.m. spectrum.
Unit-VI: Optics
Content
Reflection of
light
-
the
phenomenon
applications
Learning Outcomes
recall the laws of reflection of light
cite examples of reflection of light in everyday life
define the terms
centre of curvature
radius of curvature
Spherical
mirrors
pole and principle axis

principle foci and focal length for a spherical mirror
- related terms
state the cartesian sign convention
- sign
conventions
obtain the relation between the focal length and radius of

curvature.
- ray diagrams
draw ray diagrams for image formation by a

concave/convex spherical mirror for different positions of
the object.
summarise the basic details of the images formed, in a
181
spherical mirror, for both kinds of mirrors.

Mirror formula
derive the mirror formula for a spherical mirror
- Derivation of
the formula
appreciate the algebric nature of the terms u, v, f and r
- linear
magnification
- related
numiercals
define the term linear magnification and obtain the it

mathematical expression for it
solve problems on the mirror formula.
recall the meaning of the term refraction of light
state snells law
define the terms: absolute refractive index and relative
refractive index and appreciate the difference between the
two.
Refraction of
light
-
Meaning
Laws of
refraction
Refractive
index
related
problems
Total internal
reflection
- meaning of
the term
differentiate between optical density and mass density of a

medium
comprehend refraction of light
parallel sided glass slab.
taking place through a
know the terms: real depth and apparent depth and obtain
the relation between the two.
appreciate the effects of atmospheric refraction on natural
phenomenon.
define the term total internal reflection
state the necessary conditions for observing total internal
reflection
apply the concept of total internal reflection for explaining
- necessary
conditions
(i) mirage
- daily life
examples
and (iii) totally reflecting prisms
(ii) sparkling of diamonds

understand the working of optical fibres and their use in
the design and application of light pipes
Refraction at a
spherical surface
define the terms centre of curvature, radius of curvature,

aperture and principle axis for a lens.
- related terms
derive the basic equation for refraction at a spherical

surface.
ray diagrams
for image
define the terms optical center, principle axis, principal foci
182
formation
and focal length for a thin lens

derive lens makers formula and obtain the
formula.
Thin Lenses
- lens formula
- lens makers
formula
- magnification
- power of a
lens
- combination
of lenses
thin lens
define the term magnification and obtain the expression for

it.
draw ray diagrams for image formation in a thin
convex/concave lens for different positions of the object.
summarise the basic details of the image formed in a thin
lens for both kinds of lenses.
define the term power of a lens and state its SI unit.
obtain the formula for the equivalent focal length of a
combination of thin-lenses in contact.
- combination
of a lens and a
mirror
solve problems on combination of a lens and a mirror.
Prism,
Dispersion and
scattering of
light
show diagrammatically the passage of a monochromatic

ray of light through a triangular glass prism.
derive expression for the angle of deviation in terms of
angle of incidence, angle of emergence and angle of prism
- Refraction of
light through
a prism
show graphically the variation of the angle of deviation

with angle of incidence (i) for a prism.
- the prism
equations
understand the meaning of minimum deviation and the

angle of minimum deviation.
- dispersion of
light
obtain the expression for refractive index of the material of

the prism in terms of angle of prism and angle of
minimum deviation
- dispersion in a
prism
define the term dispersion of light.
- scattering of
light
explain the phenomenon of dispersion in terms of

variation of refractive index with wavelength..
- related natural
phenomenon
apply the concept of dispersion of light to have a

(qualitative) understanding of rainbow formation
define the term scattering of light
comprehend rayleigh scattering
understand the blue colour of sky and the reddish
183
appearance of the sun at sunrise and sunset time.

Human Eye
draw labeled diagram of human eye.
- image
formation
know the functions of different parts of human eye
- power of
accommodation
- common
defects of
vision and
their
correction
- correction of
vision defects
Optical
instruments
- microscopes
- simple
microscope
- compound
microscope
- astronomical
telescopesrefracting and
reflecting
- terrestrial
telescope
know the meaning of the term , automatic accommodation

know common defects (myopia, hypermetropia,
astigmatism and presbyopia) of vision
draw ray diagrams to show the common defects of vision .
understand the reasons for defects of vision and the
methods used to correct these defects.
solve problem related to defects of vision and their
correction.
draw ray diagrams for image formation in a simple
microscope and a compound microscope
obtain formulae for the magnifying power of a simple
microscope and a compound microscope.
draw ray diagrams for image formation in a refracting type
astronomical telescope.
know the formula for the magnifying power and length of a
refracting type astronomical telescope in its normal
adjustment position.
know the basic difference between an astronomical and a
terrestrial refracting telescope.
draw ray diagram for the formation of image in a reflecting
type astronomical telescope.
appreciate the reasons for preference of reflecting type
telescope in astronomy.
Wave optics
define the terms: wavefront and wavelet
- wave front
state huygens principle.
- Huygens
principle
use huygens principle to draw the shapes of wavefronts

for different type of sources.
- reflection and
refraction of
use huygens principle to understand (i) reflection (ii)

refraction of a plane wavefront at a plane surface.
184
plane waves at
a plane
surface using
Huygens
principle
- Doppler effect
(qualitative)
obtain the laws of reflection and refraction using huygens

principle.
draw diagrams showing refraction of a plane wave by a)
thin prism b) convex lens .
draw diagram to show the reflection of a plane wave by a
concave mirror.
understand (qualitatively) doppler effect in terms of
wavefronts
define the term interference of light.
Interference of
light
comprehend the terms, phase difference, path difference

and coherent sources
- the
phenomenon
understand the conditions for observing sustained

interference of light
- coherent
sources
describe youngs double slit experiment.
- youngs
double slit
experiment.
derive mathematical expression for the fringe width in

youngs double slit experiment.
solve problems on interference and related concepts.
comprehend the phenomenon of diffraction of light
understand diffraction of light at a single slit through
superposition of secondary wavelets
obtain mathematical expression for the width of central
maxima.
know the conditions for maxima and minima.
Diffraction of
light
- the
phenomenon
- diffraction at a
single slit
- interference
and diffraction
patterns
- resolving
power of
draw the intensity distribution graph for diffraction at a

single slit
appreciate the reasons for rapid fall in intensity of the
secondary maxima.
compare interference pattern and diffraction pattern.
define resolving power of a microscope and telescope and
write mathematical expressions for these
know the meaning of numerical aperture of a microscope
and its use in an oil immersion objective of a microscope.
appreciate the difference between resolution and
magnification.
185
optical
instruments.
know the meaning of fresnel distance and its significance

in defining the range of validity of ray optics.
apply the related concepts to real life situations.
comprehend the phenomenon of polarization of light
Polarisation of
light
appreciate why polarization phenomenon can be associated

only with transverse waves. distinguish between plane of
vibration, and place of polarization
- the
phenomenon
state the meaning of plane polarized light
- plane
polarized
light,
explain polarisation of light in a plane surface.

know the basic details of polarisation by scattering.
- Mulus law
understand the production of polarised light by reflection
- polarisation
by scattering
state brewsters law and malus law.

know about polaroids and their uses.
- polarisation
by reflection
- Brewsters law
- Polaroids
Unit-VII:
Dual Nature of Matter and Radiations
Content
Learning Outcomes
Dual Nature of
Radiations
comprehend that radiations behave like waves or particles

under different situations.
- Hertzs
experiment
describe Hertzs and Lenards experiments and main

observations.
- Emission of
electron
understand the phemomenon of emission of electrons from

a photosensitive surface when radiations fall upon it.
186
Photoelectric
Effect
- Phenomenon
of
photoelectric
effect
comprehend the phenomenon of photoelectric emission

define the terms, work function, threshold frequency,
stopping potential and photoelectric current.
describe the factors affecting photoelectric current
state the laws of photoelectric emission
- factors
affecting
photoelectric
current
- related terms
- laws of
photoelectric
effect
Einsteins
photoelectric
equation
- mathematical
expression
- explanation of
photoelectric
effect on the
basis
of
Mathematical
equation
- explanation of
laws of
photoelectric
effect based on
Mathematical
equation
write mathematical expression for Einsteins photoelectric

equation.
interpret laws of photoelectric emission on the basis of
photoelectric equation.
represent the observations of photoelectric effect graphically
solve problems based on photoelectric equation
appreciate that light in interaction with matter displays
particle nature.
distinguish between particle nature and wave nature.
understand the meaning of wave nature of particles or
matter waves.
- particle nature
of light- the
phton
- dual nature of
light
187
Wave nature of
matter
- wave nature
of particles
- de-Broglie
relation
- DavissonGermer
experiment
write and appreciate the De-Broglie relation x=h/mv

solve problems based on de-broglie relation
compare wavelength of material particles with wavelength
of e.m. waves.
explain the wave nature of electrons based on the
diffraction of a beam of electrons in Davisson Germer
Experiment
Unit VIII: Atoms and Nuclei

Content
Learning Outcomes
Alpha particle
scattering
Experiment
- Alpha particle
scattering
- Concept of
atomic nucleus
describe Geiger-Marsden set up of -particle scattering

experiment
state the important observations made during -particle
scattering experiment
represent diagrammatically the variation of number of particles scattered and angle of scattering
conclude the presence of atomic nucleus on the basis of
observations made in scattering experiment.
know the size of the atomic nucleus
know the distance of closest approach and impact
parameter.
Rutherfords
Atomic model
- Basic model
- atomic spectra
describe Rutherfords model of an atom.

derive mathematical expressions for the radius of an orbit
and the energy of electron in an orbit
appreciate that the radius of orbit; speed of electron in orbit
and energy of electron in orbit are continuous variables.
recognise the drawbacks of Rutherfords atomic model.
Atomic spectra
understand the characteristic nature of the spectrum of

radiations of each element
describe the atomic spectra of Hydrogen atom.
188
learn the names and the expression for wave number of

1. Lymann
2. Balmer
3. Paschen
4. Brackett and (e) Pfund series.
state Bohrs postulates for atomic structure.
The Bohr Model
of the atom
- Postulates
- Mathematical
Expressions
- Energy level
Diagram
Derive
mathematical
calculate (a) radius of the orbit

(b) speed of electron in an orbit
(c) energy of electron in an orbit.
draw energy-level diagrams
explain observed spectrum of hydrogen atom in terms of the
energy-level diagram
recognise the limitations of the Bohr model.
recognise that nucleus is positively charged and contains
almost the entire mass of the atom
expressions for
compare the size of the atom and the atomic nucleus.
The Nucleus
know the composition of atomic nucleus

appreciate that a nucleus contains a neutral particle called
the neutron that has almost the same as that of a proton.
define atomic mass unit (a.m.u)
Composition and
size of nucleus
- Atomic masses,
- isotopes,
isobars and
isotones
define the terms

1. atomic number (Z)
2. mass number (A)
differentiate between isotopes; isobars and isotones in terms
of nuclear constituents (i.e. number of protons and neutrons
in the nucleus)
Radioactivity
know Becquerels discovery of radioactivity
alpha, beta and

gamma rays
and their
properties
describe the experimental set up using either electric or

magnetic fields leading to the discovery of the components
of radioactive rays.
understand main properties of alpha particles, -particles
and x- rays.
189
recognise the statistical nature of the laws of radioactivity

Radioactive
decay laws
state Rutherford
disintegration
and
Soddys
law
of
radioactive
recognise Exponential decay of radioactive materials

define the terms
1. half-life
2. mean-life
and give their relationship.
write SI units of radioactivity.
state and use Einsteins mass-energy equivalence relation
know the Statement of the law of conservation of massenergy
Mass-Energy
relation
and
mass defect
-binding energy
per nuclear and
its variation with
mass number
Nuclearreactions: fission
and fusion
understand the Concept of

1. Mass defect
and (b) nuclear binding-energy
sketch graph to show the variation of nuclear binding
energy/nucleon with the mass number. Its significance to
predict whether energy will be released or absorbed in a
nuclear reaction.
give a brief description of a nuclear reaction.
understand the release or absorption of energy in a nuclear
reaction and calculate energy released/absorbed using
mass-energy equivalence relation.
comprehend the process of nuclear fission. Describe fission
reaction and calculate energy released during fission of one
atom of 235U92.
understand
fissionable.
why
235U92
is fissionable and
238U92
is not
describe
nuclear chain reaction. Distinguish between
uncontrolled and the controlled chain reaction.
understand the principle of a nuclear-reactor
draw diagram
functioning.
of
nuclear
reactor
and
describe
describe nuclear fusion as a thermo-nuclear reaction.
190
its
recognize the difficulties involved in carrying out a nuclear

fusion reaction in laboratory.
describe proton-proton cycle of nuclear fusion.
explain release of energy in nuclear fusion
compare release of energy in nuclear fission and nuclear
fusion.
describe the process of release of energy in the Sun..
solve problems based on Binding energy and mass-energy
relationship.
Unit IX: Electronic Devices

Content
Learning Outcomes
Solids
- Energy bands in
solids
(Qualitative
ideas only)
- Conductors,
insulators and
semiconductors
Semiconductor
devices
- Semiconductor
diode: I-V
characteristics in
forward and
reverse bias
- Diode as a
rectifier
- I-V
characteristics of
LED,
photodiode,
solar cell and
Zener diode
appreciate the modification of discrete energy levels of single

free atoms to energy bands in solids where large number of
atoms are confined in small volumes.
differentiate conductors, insulators and semiconductors on the
basis of their different energy band structures.
understand the
semiconductors.
process
of
conduction
of
current
in
realize the importance of doping in semiconductors in

increasing their conductivity.
differentiate p-type and n-type semiconductors.
understand the formation of p-n junction and the development
of potential barrier across it.
comprehend the working of a junction diode as a switch that
conducts (switch closed) when forward biased and that does
not conduct (switch open) when reverse biased.
interpret correctly the I-V characteristics of a junction diode in
forward and reverse bias.
comprehend the working of a p-n diode as a half wave and full
wave rectifier for converting ac voltage into dc voltage.
understand the I-V characteristics of LED, photodiode, solar
cell and Zener diode.
appreciate the working of a Zener diode in reverse bias mode
191
- Zener diode as a
voltage
regulator
as a dc voltage regulator.
- Junction
transistor,
transistor action,
characteristics of
a transistor
realize that for a transistor to be used in active mode, its

emitter-base junction should always be forward biased and its
collector-base junction should always be reverse biased.
- Transistor as an
amplifier
(common
emitter
configuration)
- Oscillator using
transistor
Digital electronics
- Logic gates
NOT, OR, AND,
NOR and
NAND
understand the formation of a three terminal semiconductor

device called transistor.
explain the input and output characteristics of a transistor.

comprehend the working of a transistor with proper biasing in
CE mode as an ac voltage amplifier.
understand that a device that converts dc voltage into ac
voltage is called an oscillator.
realize the importance of digital circuits in electronics.
understand the functioning of different logic circuits with one
or more inputs but only one output such as NOT, OR, AND,
NOR and NAND logic gates.
realize that a truth-table shows outputs for all possible input
combinations for a given logic circuit.
explain the functioning of a transistor as a switch.
- Transistor as a
switch
Unit-X Communication Systems

Content
Learning Outcomes
Communication
- Elements of
communication
system (block
diagram only)
- Bandwidth of signals
(speech, TV and
digital data)
- Bandwidth of
transmission medium
- Propagation of

draw and explain the block diagram of a
communication system having basic blocks of a
transmitter and of a receiver.
explain qualitatively the functioning of the various
elements of communication such as the microphone,
the modulator, the R.F. amplifier, the transmitter
antenna, the receiver antenna, the demodulator, the
A.F. amplifier, and the loud speaker.
discuss frequency bandwidth of speech, TV and
digital data signals.
192
electromagnetic
waves in the
atmosphere, sky and
space wave
propagation
Modulation
- Need for modulation
- Production and
detection of
amplitude-modulated
wave
realize the importance of radio waves (AM band and

FM band) and microwaves in radio communication.
explain the propagation of ground wave (or surface
wave through medium wave band), sky wave
(through short wave band), TV signals (through FM
band) and microwaves.
realize that energies of audio signals are low and
thus they cannot be efficiently transmitted without
being superimposing on high frequency carrier
waves.
understand that when an audio signal is
superimposed on a high frequency carrier wave in a
manner that frequency of the modulated wave is
same as that of carrier wave but its amplitude is
modified in accordance with that of the audio signal,
the process is called amplitude modulation.
understand that when the amplitude of the
modulated wave is same as that of carrier wave but
its frequency is modified in accordance with that of
the audio signal, the process is called frequency
modulation.
understand the role of allotting fixed carrier wave
frequencies to different transmitting stations in the
process of detection of modulated waves.
193
Physics
Practicals
I.
Instructions:
a.
The lists of experiments and activities to be carried out by the students have
been arranged in different blocks. Some of the blocks contain internal
choice. Schools are required to set up all the experiments in each block,
although students will be conducting only the requisite number of
experiments in each block.
b.
Experiments
c.
i.
The teacher may decide the method and protocol of conducting each
experiment.
ii.
A practical record book shall be maintained by every student. After

completion of each experiment, a student shall record the theory,
procedure, observation table, calculations, graphs, results, errors,
precautions, suggestions etc. in the practical record book and get it
signed by the concerned teacher within two weeks of the completion
of the experiment.
iii.
In addition to the record book that is updated only after completing

an experiment, the student will also maintain a separate daily log of
the experiments. This will include the problems encountered while
conducting the experiment, how these were overcome and summary
of questions/ideas discussed with the teacher, time spent on different
stages of the experiment etc. This log book should be signed at the
end of every class by the concerned teacher.
iv.
The experiments are to be performed by the students individually.
Activities
i.
Each block of the experiments has certain activities attached to it. The
activities will be performed by the students based on the knowledge
acquired by him/her during the course of performing the main
experiments.
194
II.
ii.
Each of the activities will be recorded by the student in a mini

reportbook (one or two pages) which needs to be signed by the
teacher and kept by the student for final evaluation.
iii.
The list of activities in each block is only suggestive in nature. The

students can conduct an activity outside this list with the approval of
the teacher. However, the chosen activity has to be linked to the main
experiments in the block and must be of similar standard as the ones
mentioned here.
Assessment scheme:
a. The overall assessment will comprise of two parts
Continuous assessment throughout the year
A year-end examination as per the scheme given below.
b. Separate percentage of marks has been assigned for different components
of the assessment as shown in the tables below.
c. Assessment for the sincerity in conducting the experiments throughout
the year shall be done from the log book of experiments and the reports of
the activities performed.
d. Students may be encouraged to test new ideas while conceptualizing and
conducting the activities and will be suitably rewarded in the final
examination.
e. Continuous assessment of the experiments and activities shall be made by
the teacher throughout the year and the marks shall be awarded by the
teacher prior to the final examination. It is necessary that part of this
assessment be done through a presentation or demonstration of the
activities by the student at the time of its being carried out during the
year.
III.
Conduct of Final Examination

a.
The final examination will be of three hour duration.
b.
At the time of the final examination, the student will be required to

perform two experiments, one of which will be based on the
195
measurements (block I) and the other will be a randomly chosen one from
the experiments in the remaining blocks.
c.
The student shall submit the practical record, daily log record and the
report/transcript of all the activities performed by him/her during the
year for assessment.
d. The examiners shall assess the activities from new ideas and viva.
PRACTICAL EXAMINATION SCHEME

(Total marks: 30)
Experiments
Activities
Continuous Assessment
Record
04 marks
Report/Transcript
04 marks
Log book
04 marks
Demo/Presentation
02 marks
Final Examination
Final Examination
Experiments
08 marks
New ideas
02 marks
Viva
04 marks
Viva
02 marks
Total
20 marks
Total
10 marks
196
CLASS XI
List of Experiments and Activities
BLOCK I: Measurements
Learning Outcomes
To develop a sense of appreciation for the
importance of proper measurement and limits of measurement of an

instrument
concept of least count
understanding of the fact that some instruments can be defective - concept of

zero error and its correction
Experiments (all)
1.
Use of Vernier Callipers to measure

length, diameter and other
parameters.
2.
Use of Screw Gauge to measure

thickness and diameter.
3.
Use of Spherometer to measure

radius of curvature of a spherical
surface.
Activities*(any two)
1. Determine the volume of a thin sheet
2. Determine the volume of a cylinder.
3. Comparison of the measurements
obtained with that of an ordinary
pencil box scale.
BLOCK II: Mechanics

Learning Outcomes
To understand
The use of vectors and real life application of the basic law of vector
addition.
The Force of Friction
Concept of force equilibrium
Motion of a body on an inclined plane
Relationship between the various force components of a body and friction
197
Experiments (any two)
Activities* (any two)
1. Determine the weight of a given

body using parallelogram law of
vectors
1. Factors affecting the spring constant

of a spring e.g. material, thickness of
wire, length of spring etc.
2. Explore the relationship between

force of limiting friction and normal
reaction and find out the co-efficient
of friction between a block and a
horizontal surface.
2. Dependence of force of friction on the

angle of incline, nature of surfaces in
contact, etc.
3. To determine the force constant of a

helical spring by plotting a graph
between load and extension.
3. Determination of weight of a body

without using spring balance and
weighing machine e.g. principle of
moments.
4. Determination and dependence of
coefficient of restitution of collision on
factors like mass, material, speed etc.
of colliding objects.
5. Effective spring constant for series
and parallel combination of springs.
BLOCK III: Material Properties

Learning Outcomes
To understand
Mechanical properties of solids, liquids and gases
The property of surface tension in liquids
Viscosity
1. Determination of Youngs modulus

of the material of a given wire.
2. Determination of surface tension of
water by capillary rise method and
compare the value with that given in
books.
3. Determination of coefficient
viscosity of a liquid by measuring
1. Dependence of surface tension of

water on temperature, impurities like
salt, detergent etc.
2. Comparison/determination of
densities of different liquids using U
tube.
3. Determination of surface tension of
soap solution using alternative
198
terminal speed of a spherical body.
methods like wire frame, glass slide,

etc.
4. Determination of the coefficient of
viscosity of water by capillary flow
method
5. Determination of the breaking
stress of a given wire
BLOCK IV: Heat and Thermal Effect

Learning Outcomes
To understand
The concept of hot and cold
The concept of heat and its measurement
Thermometers and measurement of temperature
Heat capacity
Experiments (any one)
Activities*(any one)
1. Study the relationship between the

temperature of a hot body and time
by plotting a cooling curve.
1. Effect on rate of cooling due to

material of container, nature of liquid,
surface area, etc.
2. Determine specific heat capacity of a

given (i) solid (ii) liquid, by the
method of mixtures.
2. Investigation of various laws

associated with ideal gases.
3. Determination of specific heat
capacity of a liquid using cooling
curve.
4. Determination of specific latent heat
of ice/steam
BLOCK V: Sound
Learning Outcome
To understand basics of oscillations and sound waves and their propagation in a
medium
199
1. Study the relation between the

length of a given wire and tension
for constant frequency using
sonometer.
1. Dependence of time period of a

simple pendulum on angular
amplitude, mass of bob (keeping
length of pendulum same), etc.
2. Using a resonance tube determine

the speed of sound and end
correction in air at room
temperature.
2. Determination of frequency of a
tuning fork using sonometer, closed
tube etc.
3. Dependence of time period of a
spring block system on factors like
amplitude of oscillation, orientation
of spring (vertical/horizontal), mass
of block , length of spring, etc.
* For details refer I.C.iii
CLASS XII
BLOCK I: Measurements
Learning Outcomes
To develope a sense of appreciation for the
importance of proper measurement and limits of measurement of an

instrument
concept of least count
understanding of the fact that some instruments can be defective - concept

of zero error and its correction
Experiments (all)
1. Electrical measurements using a

multi-meter
1. Continuity of circuits
2. Measurements using a travelling

microscope
3. Limits of using a given multimeter
2. Rectifying the faults in a given circuit

4. Finding the area of a small and thin
rectangular metallic sheet
200
BLOCK II: Electricity

Learning Outcomes
To understand
Electrical circuits
Resistance of materials
Combination of resistances
Combination of voltages
1. To determine resistance of a given

wire using a meter bridge and hence
determine the specific resistance of
its material.
2. To compare the emf of two given
primary cells using potentiometer.
3. To determine the internal resistance
of a given primary cell using a
potentiometer.
1. To determine specific resistance.

2. To Determine the resistance of a
number of carbon resistors
3. To study the variation in potential
drop with length of a wire for a
steady current.
4. To assemble a household circuit
5. To assemble given resistors in a
suitable combination to obtain a
desired resistance and verify the
same with a multimeter.
BLOCK III: Magnetism

Learning Outcomes
To understand
Functioning of galvanometer
Magnetism
Current due to varying magnetic field
Alternating Current
1. To determine resistance of a
galvanometer by half-deflection
method and to determine its figure
1. To measure the resistance and
impedance of an inductor with and
without iron core.
201
of merit.
2. To convert a given galvanometer into

an ammeter and a voltmeter of
desired range and to verify the same.
2. To determine the frequency of the

AC mains with a sonometer.
3. To study the factors affecting the

strength of an electromagnet.
4. To plot magnetic field lines and
locate the neutral point for a bar
magnet.
5. To design any electrical device
BLOCK IV: Optics

Learning Outcomes
To understand
Real and virtual images
Reflection from and refraction through a medium
Relationship between u, v and f for thin spherical lenses and mirrors

1. To determine the value of v for

different values of u in case of a
concave mirror and to determine the
focal length.
1. To determine the refractive index of a

medium (which may be solid or
liquid) by any method.
2. To determine the focal length of a

convex mirror, using a convex lens.
2. To determine the wavelength of a

light beam.
3. To study aberrations in lenses and
mirrors.

convex lens by plotting graphs
4. To determine the critical angle for
between u and v or between 1/u and
any media.
1/v.
5. To design any optical instrument.
concave lens, using a convex lens
202
BLOCK V: Electronics
Learning Outcomes
To understand
Diode types and characteristics
Transistor types and characteristics
Circuits using diodes and transistors

1. To draw the I-V characteristic curve

of a p-n junction in forward bias and
reverse bias.
2. To study the characteristic of a
common - emitter npn or pnp
transistor and to determine the
values of current and voltage gains.
1. To design an appropriate logic gate

combination for a given truth table.
2. To study effect of intensity of light
(by varying distance of the source) on
an L.D.R.
3. To construct a switch using a
transistor and to draw the graph
between the input and output voltage
and mark the cut-off, saturation and
active regions.
4. To set up a common base transistor
circuit and to study its input and
output characteristic and to calculate
its current gain.
5. To study the characteristics of a LED
or a photodiode.
* For details refer I.C. iii
203
Chemistry
Chemistry is the branch of Science that deals with the composition, properties and
interaction of matter. These aspects can be best described and understood in terms
of basic constituents of matter, i.e. atoms and molecules. That is why Chemistry is
also called the Science of atoms and molecules. The subject plays a central role in
explaining, understanding and meeting diverse human needs, be it food, healthcare,
industry, environment, materials or any other everyday life requirement.
The present syllabus has been designed with the objectives of developing in-depth
understanding of fundamental concepts in the subject as well as exposing the
learners to latest developments in related fields. The knowledge related to the
subject of Chemistry has undergone tremendous changes during the past one
decade. Many new areas like synthetic materials, bio-molecules, natural resources,
industrial chemistry have entered in a big way and hence have to be an integral part
of the syllabus. New nomenclature of elements and compounds, symbols and units
of physical quantities floated by scientific bodies like IUPAC and CGPM are of
immense importance and have been included in the present syllabus. The
international character of the syllabus encourages the students to develop the ability
to undertake independent and self-directed learning as well as to think logically.
Sufficient scope has been provided in the syllabus to carry out experimental work
and acquire desired practical skills. The syllabus ensures adequate linkages between
theory component and practical work.
Salient features of the syllabus include:
developing an in-depth understanding of fundamental concepts, laws and
principles of the subject
preparing the learners to study Chemistry in academic and professional
courses (such as medicine, engineering, technology) at higher education
stage.
204
exposing the learners to various emerging new areas of Chemistry and

apprise them with their relevance in the future studies and their applications
in various spheres of chemical sciences and technology.
equiping learners to apply learning of the subject to different domains of
health, nutrition, environment, population weather, industry and agriculture.
developing problem- solving skills in learners
exposing
the learners to different processes used in industries and their
technological applications
apprising learners with interface of Chemistry with other disciplines of
science such as Physics, Biology, Geology, Engineering etc.
acquainting learners with different aspects of chemistry used in everyday life
promoting an awareness that Chemistry is a cooperative and cumulative
activity.
encouraging the learner to explore and investigate different domains of human
activity related to Chemistry.
205
CLASS XI CHEMISTRY
Term wise Syllabus
Sr.No.
1
Term I
Name of the Unit
Some Basic Concepts of
Chemistry
Sr.No.
8
Term II
Name of the Unit
Thermodynamics
Structure of Atom
Equilibrium
Classification of Elements and

Periodicity in Properties
10
Redox Reactions
Chemical Bonding and

Molecular Structure
11
s- Block Elements
States of Matter: Gases and

Liquids
12
Some p- Block Elements
Organic Chemistry: Some Basic

Principles
Hydrogen
13
Aliphatic Hydrocarbons
14
Environmental Chemistry
CLASS XII CHEMISTRY

Term wise Syllabus
Term I
Sr.No.
Sr.No.
Name of the Unit
Solid State
Surface Chemistry
Solutions
10
Chemical Kinetics
Eletrochemistry
11
d and f Block Elements
General Principles and

Processes of Isolation of
Elements
12
Coordination of Compounds
p-Block Elements
13
Aldehydes, Ketones and

Carboxylic Acids
Aromatic Hydrocarbons
14
Organic compounds
containing Nitrogen
Haloalkanes and Haloarenes
15
Chemistry in and around us
Name of the Unit
Term II
Alcohols, Phenols and Ethers
206
Syllabus- Class XI
Chemistry
UNIT 1 Some Basic Concepts of Chemistry
Contents
1.1 General Introduction
1.2 Measurement of
Properties of
Matter
The International
System of units
Uncertainty in
measurement
1.3 Laws of Chemical
Combination
Statement of laws of
chemical combination
Importance of laws of
chemical combination
Daltons Atomic
Theory
Learning Outcomes
understand the meaning, importance and scope of
chemistry.
appreciate the need for chemistry in our day-to-day
lives.
list the characteristics of three physical states of
matter
recapitulate that matter can be classified into
elements, compounds and mixtures.
know the S.I. units of base physical quantities.
convert S.I. units into other units and vice versa.
represent a number in scientific notations.
appreciate the need for significant figures.
state various laws of chemical combination namely

Law of conservation of mass, Law of definite
proportions, Law of multiple proportions, Gay
Lussacs law of gaseous volumes, Avogadro law.
understand the principles underlying these laws.
appreciate the importance of these laws in
chemistry.
understand the evolution of Daltons atomic theory
from the laws of chemical combination.
solve problems based on laws of combination.
207
Contents
Learning Outcomes
1.4 Empirical Formula

and
Molecular Formula
Atomic mass
Molar mass
Empirical formula
Molecular formula
recall the terms atomic mass, average atomic mass,

molecular mass and formula mass.
differentiate between empirical formula and
molecular formula of a compound.
determine the empirical and molecular formulae of
compounds from given percentage compositions of
various elements.
1.5 Mole Concept and

Stoichiometry
Mole concept
Stoichiometric
calculations
understand the terms mole concept, mole fraction,

molarity, molality and mass percent.
express mole in terms of mass, number and volume.
solve problems based on mole concept, mole
fraction, molarity and molality.
understand stoichiometry and its significance in a
chemical reaction.
appreciate the role of limiting reagent in a chemical
reaction.
solve problems involving limiting reagents.
UNIT II Structure of Atom

Contents
2.1 Introduction to
Structure of Atom
2.2 Atomic models

- Thomson model
- Rutherford model
- Bohr model
- Dual behaviour
Learning Outcomes
recall the existence of sub atomic particles namely
electrons, protons and neutrons in an atom.
know about the Thomson and Rutherford models of
atom and list their limitations.
recall the meaning of terms atomic number, mass
number, isotopes and isobars.
appreciate the developments which led to Bohr
model.
understand the characteristics of Bohr model as well
as the causes of its failure.
208
comprehend the Plancks quantum theory and Black

body radiation phenomenon.
appreciate that radiation and matter show dual
behaviour.
solve problems based on De Broglie relation.
2.3 Quantum Mechanical
Model
- Concept of orbitals
- Heisenbergs
uncertainty principle
- Quantum numbers
understand the concept of quantization of electronic

energy levels.
distinguish between orbit and orbital.
state the Heisenbergs uncertainty principle and
solve problems based on the same.
list the important features of quantum mechanical
model.
designate an orbital by n, l and m quantum numbers.
recognize the various permissible values for each
quantum number.
understand the origin of electron spin quantum
number.
2.4 Shapes of Atomic

Orbitals
- Shape of s, p and d
orbitals
- Node and nodal
surface
- Shielding effect
plot the orbital wave functions for s, p and d

orbitals.
draw the probability density plots of s, p and d
orbitals.
understand the terms: Node and Nodal surface.
calculate the number of nodes for any given orbital.
arrange various orbitals in order of increasing
energies and plot their energy level diagrams.
understand the concept of shielding and define
effective nuclear charge.
2.5 Rules for Filling

Electrons
in Orbitals
Aufbau principle
Paulis exclusion
principle
Hunds rule
understand and apply Aufbau principle.

understand the (n+l) rule.
predict order of energies of orbitals.
state and apply Paulis exclusion principle as well
as Hunds rule of maximum multiplicity.
represent the electronic configuration for any given
atom.
209
Electronic
configuration of atoms
2.6 Stability of
Completely
Filled and half-filled
Orbitals
calculate the number of valence electrons for any

given element.
recognize the causes of stability of completely filled
and half-filled sub shells.
understand the concept of exchange pair formation
and exchange energy.
comprehend the contribution of symmetrical
distribution of electrons towards stability.
UNIT III: Classification of Elements And Periodicity in Properties

Content
3.2 Historical Attempts

towards Classification
Mendeleev Periodic
table
3.3 Modern Periodic

Table
Periodicity of
properties
Groups and periods
Nomenclature of
elements with atomic
numbers greater than
100
Learning Outcomes
The Students will be able to:
comprehend the necessity of classifying the
elements.
know the historical developments in the evolution
of Modern Periodic Table with emphasis on
Mendeleevs Periodic table
recognize that Mendeleevs periodic table was the
best historical attempt towards classification, yet it
had several drawbacks.
know the basis of modern periodic classification.
appreciate the atomic number as the basis of
classification for Modern periodic table as
compared to atomic mass for Mendeleevs periodic
table.
locate periods and groups in the modern periodic
table.
correlate the electronic configuration of elements in
same group and in same period.
identify the s-, p-, d- and f- blocks in modern
periodic table.
locate metals, non-metals and metalloids in the
modern periodic table.
write the nomenclature of elements with atomic
numbers greater than 100.
210
3.4 Periodic Trends in

Physical Properties
Atomic radii
Ionic radii
Lanthanide
Contraction
Ionization enthalpy
Electron gain enthalpy
Electronegativity
understand how the atomic and ionic radius varies

along a group and a period.
know how the ionic radius varies with respect to
charge on cation and anion.
specify the reason for lanthanide contraction.
understand the importance of van der Waal radius.
state the significance of ionization enthalpy.
list the factors on which ionization enthalpy
depends
know how the ionization enthalpy varies along a group
and a period.
acquire an understanding of 1st, 2nd and 3rd
ionization enthalpy.
identify where the exceptions to periodicity of
ionization enthalpy in the periodic table occur.
understand the term electron gain enthalpy.
know how the electron gain enthalpy varies along a
group and a period.
know where the exceptions to periodicity of electron
gain enthalpy in the periodic table occur.
state the significance of electronegativity.
differentiate between electronegativity and electron
gain enthalpy.
explain how the electronegativity varies along a
group and a period.
3.5 Periodic Trends in

Physical Properties
Valency and oxidation
state
Anomalous properties
of second period
elements
Periodic trends and
chemical
reactivity
recall the role of electrons in outermost shell as the

basis for combining capacity of elements.
explain about the variation in valency (or oxidation
state) in a group and period of periodic table.
comprehend the concept of variable valency.
know the reason for the anomalous properties of
second period elements in contrast to other elements
in the same group and their diagonal relationship
with third period elements.
appreciate the higher reactivity of the elements
placed at the two extremes of the periodic table and
the lowest in the centre.
211
UNIT IV: Chemical Bonding and Molecular Structure

Content
Learning Outcomes

recapitulate the importance of valence electrons in
bond formation.
4.2 Types of Chemical

Bonds
Ionic bond
Covalent bond
Polar covalent bond
comprehend the formation of ionic bond and

covalent bond.
compare the properties of ionic and covalent
compounds.
draw the Lewis structures of representative and
simple covalent compounds.
infer the characteristics of polar covalent
compounds.
gauge covalent character of ionic compounds on the
basis of Fajans rules.
4.3 Valence Bond Theory

Hybridization
VSEPR theory
Resonance
comprehend the key features of valence bond theory

as applied to simple molecules.
understand the concept of hybridization involving s, p-, and d- orbitals.
predict the shapes and geometries of simple
molecules on the basis of hybridization and VSEPR
theory.
visualise the three dimensional geometries with the
help of models and softwares.
invoke Sidgwick-Powell theory to explain shapes of
simple molecules having lone pairs of electrons.
write canonical forms of simple molecules and
understand the importance of resonance energy.
4.4 Molecular Orbital

Theory
Magnetic
characteristics
Bond order
comprehend the key features of molecular orbital

theory.
discuss the necessity of molecular orbital theory.
predict the paramagnetic / diamagnetic character of
simple molecules on the basis of molecular orbital
theory.
predict the bond order on the basis of molecular
212
orbital theory.
4.5 Hydrogen Bond
Intermolecular
hydrogen bonding
Intramolecular
hydrogen bonding
comprehend the characteristics of hydrogen bond.

discuss the factors affecting hydrogen bonding.
list the properties affected by hydrogen bonding.
compare inter- and intramolecular hydrogen
bonding.
UNIT V: States of Matter: Gases and Liquids

Contents
Learning Outcomes

to three States of Matter

recall that matter exists in different states.
5.2 Intermolecular Forces

- Types of
intermolecular forces
- Nature of
intermolecular forces
understand the various types of intermolecular

forces such as van der Waals forces, London
dispersion forces, Dipole-Dipole interaction, Dipoleinduced dipole interaction, Hydrogen bond and
their effects on physical state of matter.
predict the effect of thermal energy on
intermolecular forces.
5.3 Laws Governing

Gaseous
State
- Boyles law
- Charles law
- Gay-Lussacs law
- Avogadro law
comprehend the laws governing the behaviour of

gases.
apply gas laws in various real life situations.
represent Boyles law, Charles law and GayLussacs law graphically.
solve problems based on gas laws.
interpret experimental data quantitatively and
qualitatively.
know the terms isobar, isotherm and isochors.
5.4 Ideal Behaviour

- Ideal gas equation
- Daltons law of partial
pressure
- Kinetic theory of gases
derive the ideal gas equation from gas laws.

express the numerical value of gas constant in
different units.
solve problems based on ideal gas equation.
derive quantities like density and molar mass from
ideal gas equation.
213
understand the concept of Daltons law of partial

pressure and solve problems based on the same.
list the postulates of kinetic theory of gases.
5.5 Deviation from Ideal
Behaviour
- Compressibility factor
- Boyles temperature
analyze the behaviour of real gases.

distinguish between ideal and real gases.
appreciate and analyze the reasons for deviation
from ideal nature.
derive the van der Waals equation by applying
pressure and volume correction terms to ideal gas
equation.
solve problems based on van der Waals equation.
understand the concept of compressibility factor.
interpret plots of compressibility factor vs. pressure.
understand the term Boyles temperature.
5.6 Liquefaction of Gases

Critical temperature,
critical pressure and
critical volume
describe the conditions required for liquefaction of

gases.
comprehend and define the terms critical
temperature, critical pressure and critical volume.
differentiate between gaseous state and vapours.
5.7 Liquid State

Vapour pressure
Viscosity
Surface tension
comprehend the meaning of the term vapour

pressure and its dependence on temperature.
comprehend the term surface tension and
understand the existence of surface tension in
liquids.
understand the effect of temperature on surface
tension of a liquid.
understand the term viscosity and appreciate the
concept of laminar flow and its link to viscosity of a
liquid.
solve problems based on viscosity measurements.
understand the effect of temperature on viscosity of
a liquid.
recognize the role of viscosity and surface tension in
real life situations through suitable examples.
214
UNIT VI: Thermodynamics

Topics
Learning Outcomes
6.1 Introduction to
Thermodynamics
The students would be able to:
6.2 Thermodynamic
Terms
Concepts of :
- system,
surrounding
-
types of system
state of a system
state function and
path function
extensive and
intensive properties
reversible and
irreversible process
6.3 Thermodynamic
Quantities
- Work
-
Heat
understand the meaning of the term

Thermodynamics
differentiate between the terms system and
surrounding.
distinguish between open system, closed system
and isolated system.
understand the meaning of state of a system, state
function and path function.
distinguish between extensive and intensive
properties.
comprehend the concept of thermodynamic
reversibility.
distinguish between reversible and irreversible
processes.
recall the physical interpretation of work.

understand the work done during the process of
expansion and compression
write the S.I. units of work.
deduce a mathematical expression to calculate the
work done during isothermal expansion and
compression of an ideal gas and during free
expansion.
solve numerical for calculating work done during
expansion and compression.
comprehend the difference in the work done during
expansion and compression when carried out
reversibly and irreversibly.
understand the concept of heat.
know the IUPAC sign conventions of work and
215
Topics
Learning Outcomes
heat.
recognize that work and heat are not state functions.
6.4 First Law of

Thermodynamics
- Internal Energy
-
Enthalpy
Heat capacity
Measurement of U
and H
explain the concept of internal energy.

show that internal energy is a state function.
state and deduce the mathematical expression for
the first law of thermodynamics.
interpret the first law to explain its consequences.
solve numerical based on the first law of
thermodynamics.
recognize the need for enthalpy function
derive a mathematical expression for enthalpy.
appreciate the physical significance of enthalpy.
comprehend that Internal energy change is the
heat evolved or absorbed at constant volume and
Enthalpy change is the heat evolved or absorbed at
constant pressure.
deduce a mathematical relation between H and
U and solve numerical.
explain heat Capacity, molar heat capacity and
specific heat capacity.
differentiate between Cp and Cv.
derive a mathematical relation between Cp and Cv
for an ideal gas.
know the procedure of measurement of H and
U in a calorimeter.
216
Topics
6.5 Thermochemistry
- Enthalpy change in a
chemical reaction
- Endothermic and
Exothermic reactions
- Standard enthalpy of
reactions
-
Enthalpy changes
during phase
transformations
Standard enthalpy of
formation
Thermochemical
equations
Hesss Law of
Constant Heat
Summation
Enthalpies for
different types of
reactions
Learning Outcomes
define reaction enthalpy.
recognize that heat changes accompany chemical
reactions.
compare exothermic and endothermic reactions.
define standard enthalpy of reactions.
examine the enthalpy changes accompanying
phase transformations such as fusion,
vaporization, sublimation.
describe and apply the standard enthalpy of
formation values to calculate the enthalpy change
for the reaction.
know the convention for writing Thermochemical
equations.
comprehend the Hesss Law of Constant Heat
Summation.
discuss the enthalpies of different types of
reactions such as Standard enthalpy of combustion,
Enthalpy of atomization, Bond enthalpy ,Enthalpy
of solution.
construct a Born-Haber Cycle for determination of
lattice enthalpy.
solve numerical based on Hesss Law of Constant
Heat Summation.
6.6 Spontaneity
- Entropy
- Second law of
Thermodynamics
- Gibbs energy change
for spontaneous and
non-spontaneous
processes
- Criteria for
equilibrium
understand the limitations of first law of

thermodynamics.
recognize that all natural processes will tend to
proceed spontaneously in one direction only.
comprehend with the help of examples
that decrease in enthalpy is not a criterion for
spontaneity.
interpret randomness or disorder with the help of
examples.
explain the thermodynamic function , Entropy and
217
Topics
-
Third Law of
Thermodynamics
Learning Outcomes
write its mathematical expression.
analyze Stotal as the criterion for examining
spontaneity.
examine the statement of second law of
thermodynamics.
understand the need for introducing Gibbs free
energy and write its mathematical expression.
derive the criteria for spontaneity given by G.
interpret the effect of temperature on spontaneity
of reaction.
derive a mathematical expression showing the
relation between free energy and equilibrium
constant.
solve numerical based on second law of
thermodynamics.
state the third law of thermodynamics.
UNIT VII: Equilibrium

Topics
Learning Outcomes
7.1 Introduction to
Equilibrium
Dynamic nature of
equilibrium
understand the term equilibrium and identify its

dynamic nature.
know all reactions do not go to completion.
know the importance of equilibria in biological and
environmental processes.
7.2 Equilibrium in
Physical Processes
-
Solid - liquid
equilibrium
Liquid - vapour
discuss the equilibria during phase transformation

processes for Solid- liquid equilibrium, Liquidvapour equilibrium, Solid- vapour equilibrium.
explain the equilibrium involving dissolution of
solid in liquids and gases in liquids.
218
Topics
Learning Outcomes
equilibrium
state the Henrys Law and know its application.
Solid vapour
equilibrium
comprehend features and general characteristics of

Equilibria involving physical processes.
Equilibrium involving
dissolution of solid
and gases in liquids
7.3 Equilibrium in
Chemical Processes
understand the attainment of equilibrium in a

chemical reaction.
Dynamic nature of
chemical
equilibrium
interpret the meaning of equilibrium by plotting a

graph of the concentration of reactants and products
versus time.
Law of Chemical
Equilibrium
list the general characteristics of chemical

equilibrium.
Equilibrium
constant
explain and derive a mathematical formulation of

Law of Mass Action.
derive the mathematical expression for the law of
chemical equilibrium for a general reaction.
understand the meaning of equilibrium constant and
discuss its characteristics.
differentiate between Kp and Kc and derive a
mathematical relation between Kp an Kc.
solve numerical based on the law of chemical
equilibrium.
7.4 Types of Chemical

Equilibria
-
Homogenous
Equilibria
Heterogeneous
Equilibria
distinguish between homogenous and

heterogeneous equilibria.
219
Topics
7.5 Applications of
Equilibrium
Constant
-
Predicting the
extent of a reaction
Predicting the
direction of the
reaction
Calculating
Equilibrium
Concentrations
7.6 Factors Affecting

Equilibria
-
Le Chateliers
principle
7.7 Ionic Equilibrium in

Solution
Learning Outcomes
understand that the magnitude of Kc or Kp does not
give any information about the rate.
distinguish between reaction quotient and
equilibrium constant.
recognize the usefulness of the reaction quotient in
predicting the direction of reaction by comparing the
values of reaction quotient and equilibrium constant.
calculate the equilibrium concentrations with the
help of equilibrium constant.
state the Le Chateliers principle.

comprehend the effect on equilibria due to change in
concentration, pressure, inert gas addition,
temperature, addition of catalyst.
know examples of equilibria which involves ions.
Strong and weak

electrolytes
classify substances according to their ability to

conduct electricity into electrolytes and nonelectrolytes
Acids, bases and

salts
categorize electrolytes into strong and weak

electrolytes
recognize that acids, bases and salts fall under the
category of electrolytes.
recall the characteristics and examples of acids, bases
and salts.
differentiate between dissociation and ionisation.
discuss the theories of acids and bases.
write conjugate acid and conjugate bases for
Bronsted bases and Bronsted acids respectively.
identify chemical species as Lewis acids and Lewis
bases.
7.8 Ionization of Acids

and Bases
recognize that water can act as an acid as well as

base.
220
Topics
Learning Outcomes
Ionic product of Water
write the reaction for self ionisation for water.
pH scale
Ionization constant of
weak acids and bases
describe ionic product of water and appreciate its

temperature dependence.
Factors affecting acid

strength
Common ion effect
distinguish between acidic, neutral and basic

aqueous solutions by relative values of hydronium
ion and hydroxyl ion.
define pH of a solution and solve numerical based
on pH.
derive the mathematical expression for equilibrium
constant of weak acid (Ka) and weak base (Kb).
comprehend the usefulness of pKa and pKb.
calculate the pH of a weak electrolyte.
explain common ion effect and apply the concept to
solve numerical.
understand the meaning of hydrolysis of salts
(elementary idea, no quantitative treatment).
7.9 Buffer Solutions
describe a buffer solution.

explain buffer action with the help of examples.
7.10 Solubility Equilibria

of Sparingly Soluble
Salts
-
Solubility product
Common ion effect of

solubility of ionic salts
list the factors on which solubility depends.

categorize salts on the basis of their solubility into
soluble, slightly soluble and sparingly soluble.
comprehend the meaning of solubility product.
calculate solubility of a salt by knowing the
numerical value of solubility product constant.
UNIT VIII: Redox Reactions

Topics
Learning Outcomes
8.1 Introduction to
Redox Reactions

appreciate the importance of redox reactions.
221
Topics
8.2
8.3
Oxidation and
Reduction
Reactions
Redox Reactions in
Terms of Electron
Transfer Reactions
- Competitive
electron transfer
reactions
Learning Outcomes
examine the origin of the terms oxidation and
reduction.
understand the different definitions of oxidation and
reduction.
analyze the meaning of the term redox as reactions
in which oxidation and reduction reactions occur
simultaneously.
identify the chemical species undergoing oxidation
and reduction in a chemical reaction.
comprehend that the half reactions involving loss of
electrons are called oxidation reactions and the half
reactions involving gain of electrons are called
reduction reaction.
define the terms reducing agent and oxidising agent
with respect to a redox reaction.
explain the mechanism of redox reactions by
electron transfer process.
understand the evolution of the electrochemical
series.
8.4 Oxidation Number

- Calculation of
oxidation number
comprehend the meaning of oxidation number.

state the rules for calculation of oxidation number.
apply the rules and determine the oxidation number
of the desired element in a molecule or in an ion.
understand and use the Stock notation for
representing chemical compounds.
define the terms oxidation, reduction, oxidising
agent, reducing agent and redox reactions, using the
concept of oxidation number.
analyze the limitations of oxidation number.
8.6
examine the following types of redox reactions Combination reactions, Decomposition reactions,
Displacement reactions, Metal displacement, Nonmetal displacement, Disproportionation reaction.
Types of Redox
Reactions
222
Topics
8.7
Balancing of
Redox
Reactions
Oxidation number
method
Half reaction
method
8.8 Redox Titrations
Learning Outcomes
enumerate the detailed steps for balancing redox
reactions by Oxidation number method and Half
reaction method.
write the balanced redox reaction by applying the
steps of oxidation number method or half reaction
method.
comprehend redox reactions as a basis for titrations.
recognize the use of different types of indicators in
redox titrations.
UNIT IX: Hydrogen

Content
Position of
hydrogen in the
periodic table
9.2 Dihydrogen
Learning Outcomes
recall the electronic configuration of hydrogen
and modern periodic table.
examine the problem pertaining to the position
of hydrogen in periodic table
identify the modes of occurrence of dihydrogen
Occurrence of
dihydrogen
recall the three isotopes of hydrogen and know

their occurrence in dihydrogen
Isotopes of
hydrogen
discuss the laboratory and industrial methods of

preparing dihydrogen.
Methods of
preparation of
hydrogen
understand the physical and chemical properties

of hydrogen.
Properties of
hydrogen
Uses of hydrogen
9.3 Hydrides
Classification
General methods of
list the importance and applications of Atomic

hydrogen and dihydrogen.
know the reasons for the use of hydrogen as a
fuel and the term hydrogen economy.
know the term hydrides and the classification
them into ionic, covalent and interstitial
hydrides.
223
preparation
understand the different types of hydrides.
General properties
write the general properties and uses of ionic,

covalent and interstitial hydrides.
9.4 Water
appreciate water as a covalent hydride.
General
characteristics
understand the structure of water in gas, liquid

and solid phase
Hard and soft

water
know the physical and chemical properties of

water.
Heavy water
assess the reason for hardness of water.

analyse the difference between temporary and
permanent hardness.
list the importance of heavy water.
9.5 Hydrogen peroxide

Properties
acquire a knowhow on the preparation,

properties, storage and uses of hydrogen
peroxide.
Uses
draw the structure of hydrogen peroxide.
Preparation
calculate the volume strength of hydrogen

peroxide.
UNIT X: S-Block Elements

Content
Learning Outcomes
recall the positioning of s-block elements in
periodic table and their electronic configuration
know the commonly used terms alkali and
alkaline earth metals for the group 1 and group 2
elements.
10.2 Group 1 Elements

Electronic
configuration
Physical Properties
Chemical properties
Diagonal
understand the physical properties, including

variation in melting and boiling points, flame
coloration and electrical conductivity of alkali
metal ions.
comprehend the chemical properties, including
reactivity with air and water.
224
relationship
justify the diagonal behavior of Li with Mg.
Biological
importance
list the anomalous properties of lithium.

explain the industrial preparation and list the
uses of sodium hydroxide, sodium carbonate and
sodium hydrogen carbonate.
Some Alkali metal

compounds
appraise the significance of sodium-potassium

pump.
understand the physical properties, including

variation in melting and boiling points and flame
coloration.
Electronic
configuration
Chemical properties
comprehend the chemical properties, including

reactions with water, air, acids and alkalis.
Diagonal
relationship
understand the preparation and list the uses of

lime, limestone and gypsum.
Biological
importance
appraise the biological importance of calcium

and magnesium.
Physical Properties
Some Alkaline earth

metal compounds
UNIT XI: Some P-Block Elements

Content
Learning Outcomes
recall the positioning of p-block elements in
periodic table and their electronic configuration
know the commonly used terms halogens
understand the term inert pair effect

Electronic
configuration
Occurrence
Inert pair effect
Reactivity
Some compounds of
Group 13 elements
know the variation of atomic radii, ionization

enthalpy and electronegativity in the group.
deduce the variation of oxidation states within
the group.
understand the reactions of boron and
aluminium with air, halogens, acids and alkalis.
describe the preparation, properties and
structures of orthoboric acid, borax and diborane.
225

Electronic
configuration
General properties
Catenation
Allotropic forms of
carbon
Carbides
Some compounds of
Group 14 elements
understand the concept of catenation.

list the allotropic forms of carbon and describe
their general characteristics, including a brief
idea about fullerenes.
identify different types of classification of
carbides, and list their general methods of
preparation and general properties.
compare the reactivity of silicon tetrachloride
and carbon tetrachloride.
understand the classification and structures of
silicates.
know the preparative methods and importance
of silicones.
UNIT XII: Organic Chemistry - Some Basic Principles

Content
Learning Outcomes
Origin of organic
chemistry
Organic chemistry as a
separate discipline
know the origin of the term Organic Chemistry.

understand the evolution of modern organic
chemistry with the synthesis of urea as first
organic compound.
realize the necessity of studying this branch as a
separate discipline.
12.2 Types of
Hybridization of
Carbon
-
Types of
hybridization in
carbon compounds
Shapes of organic
molecules
2D and 3D
structural
representations of
recall the reason for tetravalence of carbon.

understand the types of hybridization in carbon.
visualise the three dimensional geometry of sp3,
sp2 and sp hybridised carbons with the help of
models and softwares
compare their bond angles and bond lengths.
write 2D structural representations (complete,
condensed and bond line) of organic compounds.
226
organic compounds
12.3 Classification of
Organic Compounds
understand the concept of functional groups and

homologous series.
based on functional
groups
classify organic compounds on the basis of

functional groups.
based on structure
classify organic compounds on the basis of their

structures.
12.4 IUPAC
Nomenclature of
Organic Compounds
-
Priority order of
functional groups
Prefixes and
suffixes for
functional groups
Derivation of
structural formula
from a given
IUPAC name and
vice-versa
12.5 Stereochemistry and

Isomerism
-
Structural
isomerism
Stereochemistry
and
stereoisomerism
Projection formulae
Interconversion of
projection formulas
Conformations and
their relative
stabilities (ethane
and butane)
recognize the need to adopt a systematic method

of nomenclature.
know the IUPAC system of nomenclature.
use prefixes and suffixes for naming different
functional groups.
list the priority order for compounds having
more than one functional group.
apply IUPAC system to derive IUPAC name
from a given structural formula (having not more
than two functional groups) and vice-versa.
(Aliphatic: upto 6 Carbon atoms and Aromatic
upto 9 Carbon atoms having one or two
functional groups)
define isomerism.
identify the types of structural isomerism, viz.
Chain, Position, Functional, and metamerism.
know stereochemistry and stereoisomerism.
differentiate between structural and stereo
isomerism.
comprehend and differentiate between
configurations (geometrical and optical isomers)
and conformations with the help of molecular
modelling kit.
understand the representation of 3-D molecules
in a 2-D space by using Wedge-Dash, Newman,
Sawhorse and Fischer representation.
227
Geometrical
isomerism (cis and
trans)
draw important conformations of ethane and

butane using Newmann and Sawhorse formulas
and compare their relative stabilities.
Optical isomerism
Absolute and
relative
nomenclature of
optical isomers
draw the energy diagram for ethane and

correlate with the eclipsed and staggered
conformations.
identify the criteria for the compounds to exhibit
geometrical isomerism
draw cis and trans isomers of 2-butene and
compare their physical properties like melting
point, boiling point, dipole moment, solubility
etc.
understand the concept of chirality (upto one
chiral carbon containing molecules) and optical
isomerism (d and l).
define enantiomers and racemic mixture
(without separation techniques).
acquire an elementary knowledge of designating
R and S (without using CIP Rules); and D and L
configurations
12.6 Homolytic and

Heterolytic Fission of
a Covalent Bond
-
carbocation
carbanion
free radical
12.7 Basics of Organic

Reaction
-
Electrophilic and
nucleophilic
reagents
Types of organic
reactions
describe the type of cleavage/ fission in a

covalent bond.
identify the intermediates produced by cleavage
of a covalent bond.
discuss the structure and stability of
carbocations, carbanions and free radicals.
understand the concept of a general organic
reaction mechanism and define the following:
substrate, attacking reagent, intermediate,
products and by products.
classify reagents as electrophilic and
nucleophilic.
acquire an elementary idea of types of organic
reactions: addition, substitution, elimination,
rearrangement and redox.
228
12.8 Electronic
Displacements in a
Covalent Bond
-
inductive effect
electromeric effect
resonance
hyperconjugation
understand various forms of electron

displacements.
describe inductive effect, electromeric effect,
resonance effect and hyperconjugation with
examples.
differentiate between permanent and temporary
electron displacements.
define resonance and resonance stabilization
energy.
12.9 Aromaticity
-
Huckels rule
identify aromatic character using Huckels rule

for cyclic molecules.
Stability of aromatic
compounds
compare the stability of aliphatic, aromatic and

anti-aromatic compounds.
12.10 Acidity and

Basicity (Bronsted
and Lowrys
Concept)
-
Relative acidity of
carboxylic acids,
phenols and
alcohols
Relative basicity of
amines
categorize acids and bases on the basis of

Bronsted and Lowrys concept.
relate acidity of carboxylic acids (aliphatic and
mono substituted aromatic acids), phenols and
alcohols with corresponding pKa values.
compare relative acidity of carboxylic acids,
phenols, alcohols, alkynes, alkenes, alkanes and
water.
relate basicity of amines (1 , 2 , 3 aliphatic and
monosubstituted aromatic amines) with
corresponding pKb values.
discuss basicity of amines in gaseous and
aqueous medium.
know the concept of H-bonding and its effect on
acidity and basicity
UNIT XIII: Aliphatic Hydrocarbons

Content
Classification of
Learning Outcomes
appreciate the importance of hydrocarbons in
229
hydrocarbons
our daily life.

classify hydrocarbons on the basis of types of
carbon-carbon bonds.
visualize the structure and bonding in each class
of hydrocarbons using molecular models.
13.2 Alkanes (Upto 5

Carbon Atoms)
Methods of
preparation
(Reduction, Wurtz
reaction, Kolbes
electrolysis)
Physical properties
Chemical reactions
(Halogenation,
Isomerisation,
Oxidation,
Aromatization,
Combustion,
Pyrolysis)
know the general formula of alkanes.

list the members of homologous series of
alkanes.
recall IUPAC system of nomenclature and
isomerism in alkanes.
identify sources and methods of preparation of
alkanes, viz. Reduction (of alkenes, alkynes, alkyl
halides, alcohols and carboxylic acids), Wurtz
reaction and Kolbes electrolysis.
relate the trends in physical properties of alkanes
(like physical state, melting point, boiling point
and solubility) with their structural features.
discuss reactivity of alkanes and their
characteristic substitution reaction with halogens.
know important reactions of alkanes, viz.
isomerization, oxidation, aromatization,
combustion and pyrolysis.
list the applications/uses of some important
alkanes.
13.3 Alkenes (Upto 5

Carbon Atoms)
Methods of
preparation
(Partial reduction,
dehydrohalogenati
on, dehydration,
dehalogenation)
Physical properties
Chemical reactions
(Addition of H2, X2,
know the general formula of alkenes.

alkenes.
recapitulate IUPAC system of nomenclature,
isomerism in alkenes and structure of ethene.
alkenes, viz. partial reduction of alkynes to obtain
cis alkenes (partial hydrogenation by Lindlars
catalyst) and trans alkenes (Birch reduction),
dehydrohalogenation of alkyl halides,
dehydration of alcohols (elimination reaction)
230
Markovnikovs and
anti-Markovnikovs
addition of HX, and
H2O, ozonolysis,
oxidation and
polymerisation
and dehalogenation of dihalides.

relate the trends in physical properties of alkenes
(like physical state, dipole moment, melting
point, boiling point and solubility) with their
structural features.
discuss reactivity of alkenes and their
characteristic addition reactions with hydrogen
halides .
understand Markovnikov's addition (including
rearrangement cases not more than six carbon
system) and peroxide effect.
recognize the concept of regioselectivity.
know important reactions of alkenes, viz.
addition of hydrogen, halogen and water,
ozonolysis, oxidation and polymerisation.
alkenes
13.4 Alkynes (Upto 5

Carbon Atoms)
Methods of
preparation
(Hydrolysis of
calcium carbide,
dehydrohalogenation)
know the general formula of alkynes.

alkynes.
recapitulate IUPAC system of nomenclature,
isomerism in alkynes and structure of ethyne.
Physical properties

alkynes, viz. hydrolysis of calcium carbide and
dehydrohalogenation of vicinal and geminal
dihalides.
Chemical reactions
(Addition of H2, X2,
HX, and H2O and
polymerisation).
relate the trends in physical properties of alkynes

(like physical state, polarity, melting point,
boiling point and solubility) with their structural
features.
recall acidic character of acetylenic proton and
relative acidities of alkynes, alkenes and alkanes.
discuss reactivity of alkynes and their
characteristic addition reactions with
dihydrogen, halogens, hydrogen halides and
231
water.
apply Markovnikov's rule for addition in
unsymmetrical alkynes.
know important polymerization reactions of
alkynes, viz. linear and cyclic polymerisation.
alkynes
UNIT XIV: Environmental Chemistry

Content
Learning Outcomes
generate awareness that many chemical
reactions and processes are the cause of
environmental pollution.
14.2 Environmental
Pollution
Environmental
pollution
Conservation of
natural resources
14.3 Air Pollution
Greenhouse effect
Depletion of
stratospheric ozone
Sulphur oxides
define environmental pollution.

list different segments of pollution, such as air
pollution, water pollution and soil pollution.
highlight why conservation of air, water and
land resources is important.
differentiate between primary and secondary
pollutants.
learn the causes, consequences and mitigation of
greenhouse effect, stratospheric ozone depletion,
acid rain and photochemical smog.
Nitrogen oxides
14.4 Water Pollution
Types of water
pollutants
Treatment of water
pollution
BOD
classify water pollutants organic, inorganic,

physical and physiological and biological.
explain treatment of polluted water by activated
sludge method, chlorination and reverse osmosis.
acquire a brief idea about the importance of
BOD.
232
14.5 Industrial Pollution

Industrial and
agricultural
chemicals that
cause
environmental
degradation
identify sources and detrimental effects of

asbestos and mercury.
classify industrial waste into solid and
hazardous categories.
appreciate green chemistry approach to waste
management.
Industrial waste
management
Syllabus- Class XII

Chemistry
UNIT 1: Solid State
Content
1.1
-
Learning Outcomes
Introduction to Solid The students will be able to:

State Chemistry
recognize the difference between fluidity and
Characteristics of
rigidity.
Solid State
understand the state of a substance on the basis of
net effect between intermolecular forces and thermal
energy.
describe general characteristics of solids.
1.2
1.3
Classification of
Solids on the Basis
of Order in the
Arrangement
Crystalline and
amorphous Solids
differentiate between crystalline and amorphous

solids on the basis of arrangement of constituent
particles.
give examples and list the uses of the crystalline and
amorphous solids.
Crystal Lattices and

Unit Cells
understand the terms crystal lattice and unit cell.
Primitive and
Centred Unit Cells
know seven types of unit cells with their examples.
Number of atoms in
per unit Cell in a
list the parameters that characterize a unit cell.

classify unit cells into Primitive Unit Cells and
Centred Unit Cells.
233
cubic unit cell
categorize centred unit cells into Body- Centred Unit

Cells,
Face Centred Unit Cells,End- Centred Unit Cells.
draw different types of unit cells .
know the existence of fourteen Bravais Lattices.
compute the number of atoms per unit cell in
Primitive, Body - Centred, Face - Centred, End Centred Unit Cell.
1.4
Close Packing in
solids
Packing in Solids
Voids
Packing Efficiency
Calculation of
density of unit
cell
explain close packing in one dimension.

show the square close packing and hexagonal close
packing in two dimension close packing.
visualize the close packing in three dimension
leading to ccp and hcp type of structure with the
help of models.
determine the coordination number in one
dimension, two dimension and three dimension
close packing.
define void.
classify voids into tetrahedral voids and octahedral
voids.
examine the relation between the chemical formula
of a compound and number of voids filled.
understand the meaning of Packing Efficiency.
calculate packing efficiency in hcp and ccp
structures.
compute the density of a unit cell using unit cell
dimensions.
1.5
Imperfections in
Solids
Types of Point
Defects
recognize the existence of imperfections in solids.

analyse the reasons for imperfections in solids.
categorize defects into point defects and line defects.
classify point defects into:
Stoichiometric Defects
Vaccancy Defect
234
Interstitial Defect
Frenkel Defect
Schottky Defect
Non-Stoichiometric Defects
Metal Excess Defect
Metal Deficiency Defect
Impurity Defects
1.7 Electrical Properties
Conductors,
semiconductors
and insulators
Band theory of
solids
n & p type
semiconductors
classify solids into Conductors, Insulators and

Semiconductors.
interpret the difference in conductivity of
Conductors, Insulators and Semiconductors on the
basis of band theory of solids.
understand the process of doping and appreciate
the need of doping to enhance the characteristics.
categorize doping into doping with Electron rich
impurities and doping with Electron- deficit
impurities.
list the applications of n-type and p-type
semiconductors.
1.8 Magnetic Properties

Paramagnetic
Diamagnetic
Ferromagnetic
Antiferromagnetic
Ferrimagnetic
know the origin of magnetic properties in solids.

categorize solids on the basis of their magnetic
properties into paramagnetic, diamagnetic,
ferromagnetic, antiferromagnetic, ferromagnetic.
draw diagrams to show the schematic alignment of
magnetic moments in ferromagnetic,
antiferromagnetic, and ferromagnetic.
UNIT II: Solutions

Content
Learning Outcomes
2.1 Introduction to
solutions
Solute
Solvent

recall the difference between pure substance and
mixture.
235
Solution
understand the terms solute, solvent, solution.

differentiate between aqueous solutions and nonaqueous solutions.
2.2 Types of Solutions

Gaseous Solutions
Liquid Solutions
Solid solutions
classify binary solutions on the basis of the physical

state of components into gaseous, liquid and solid
solutions.
know the examples of the various types of binary
solutions.
2.3 Expressing the

Concentration of
Solutions of Solids
in Liquids
Various quantities
used to express
concentration of a
solution
express quantitatively the composition of a solution

by expressing its concentration in Mass percentage,
Volume percentage, Mass by volume percentage,
Parts per million (ppm), Mole fraction, Molarity,
Normality, Molality and Formality.
calculate the concentration of any given solution in
any of the above listed measures.
convert concentrations from one system of units to
another.
2.4 Solubility
Solubility of solid in
liquid
Solubility of gas in
liquid
Henrys law
understand the term solubility.

differentiate between saturated and unsaturated
solutions.
understand the concept of solubility of a solid in
liquid.
know the effect of factors such as temperature and
nature of solute and solvent on solubility of solid in
liquid.
appreciate the phenomena of solubility of a gas in
liquid.
know the effect of factors such as temperature and
pressure on solubility of gas in liquid.
understand the applications of Henrys Law.
solve problems based on Henrys Law.
2.5 Vapour Pressure of

Liquid Solutions
recall the term Vapour Pressure.

understand the reason behind origin of vapour
236
Solution of two volatile

liquids
Solution containing
non-volatile solute
Raoults law
pressure for a binary solution of two volatile liquids.

derive Raoults Law.
interpret the graphical plot for Raoults Law.
solve problems based on Raoults Law.
understand the conditions of Raoults Law
becoming a special case of Henrys law.
understand the decrease in vapour pressure in
presence of non-volatile solute.
derive Raoults law for non-volatile solute.
interpret the graphical plot of variation of vapour
pressure.
2.6 Classification of
Liquid-Liquid Solutions
on Basis of Raoults Law
Ideal solutions
Non Ideal solutions
Positive deviation
Negative deviation
define Ideal and Non-ideal Solutions.

understand the reasons for Positive and Negative
deviation in case of non-ideal solutions.
interpret graphical plots of positive and negative
deviation.
comprehend the concept of azeotropes.
2.7 Colligative Properties

Relative lowering of
vapour pressure
Elevation of boiling
point
Depression of freezing
point
Osmotic pressure
Determination of
molecular masses
using colligative
properties
identify the four Colligative Properties.

understand the reason behind change in vapour
pressure of solution.
define Molal Elevation Constant and derive its units.
define Molal Depression Constant and derive its
units.
interpret the vapour pressure curve for solution and
solvent for understanding elevation in boiling point
and depression in freezing point
comprehend the term Osmotic Pressure.
understand the terms osmosis, isotonic solutions,
hypertonic solutions and hypotonic solutions.
explain Reverse Osmosis and appreciate its
application.
derive a mathematical expression for calculation of
molecular mass from each Colligative property.
237
apply mathematical expressions for solving

problems based on colligative properties.
2.8 Abnormal Molecular
Mass
vant Hoff factor
appreciate the reason for abnormality in molecular

masses.
define vant Hoff factor.
use vant Hoff factor to modify the expressions of
Colligative properties and solve problems based on
such expressions.
UNIT III: Electrochemistry

Content
Learning Outcomes
3.1 Introduction to
Electrochemistry
- Redox reactions

appreciate the importance of Electrochemical
studies.
recall definition of redox reactions.
3.2 Types of
Electrochemical Cells
- Electrolytic cells
- Galvanic cells
recall the definition of a cell.

distinguish between Electrolytic cells and Galvanic
cells.
3.3 Electrolysis
- Electrode
- Sign conventions at
anode and cathode
- Laws of electrolysis
comprehend the phenomena of Electrolysis.

recall definition of an electrode.
recognize the sign convention in the electrolytic cell.
elaborate the mechanism of electrolysis.
understand primary and secondary changes.
list chemical examples of Electrolysis and the
products of electrolysis.
recognize the Quantitative Aspect of Electrolysis.
state the first and second law of Electrolysis.
solve problems based on Faradays Laws.
3.4 Conductance in
Electrolytic Solutions
understand the term Conductance.
238
Metallic and
electrolytic
conductance
Types of electrolytes
Conductance
Resistance
Molar conductivity
Variation of
conductivity with
concentration
Kohlrauschs Law
differentiate between metallic conductance and

electrolytic conductance.
classify Electrolytes into Strong, Weak and Non
Electrolytes.
recall the terms resistance, resistivity.
define terms such as Conductance, Conductivity
and Molar Conductivity.
express the S.I. units of the physical quantities listed
above.
apply the concepts developed to solve problems.
list factors on which conductivity depends.
analyze the variation of conductivity and molar
conductivity with concentration for both Strong and
Weak Electrolytes as well as Interpret their graphical
plots.
understand Kohlrauschs Law of independent
migration of ions.
use the values of limiting molar conductivity of ions
to calculate limiting molar conductivity of weak
electrolytes.
3.5 Galvanic Cells

- EMF of a cell
- Standard electrode
potential
- Nernst equation and
its application to
chemical cells
- Relation between
Gibbs energy change
and emf of a cell
understand the terms Galvanic Cell and redox

couple.
construct an Electrochemical Cell.
know the function of salt bridge
understand terms such as Electrode potential,
Standard Electrode potential.
predict the sign convention in the Galvanic Cells.
define EMF of a cell.
differentiate between EMF and Potential Difference.
understand the functioning of Standard Hydrogen
Electrode.
appreciate the arrangement of Standard Electrode
Potentials into an Electrochemical series.
represent an Electrochemical Cell.
derive Nernst Equation.
239
understand significance of Nernst Equation.

calculate EMF.
calculate Equilibrium constant from Nernst
Equation.
calculate Gibbs Energy for an Electrochemical Cell.
understand the concept of spontaneity of a cell
reaction.
3.6 Application of emf
studies
- Corrosion
understand and appreciate the concept of corrosion

and its link to electrochemistry and emf.
comprehend the reactions involved in the process of
corrosion and rusting.
UNIT IV: Chemical Kinetics

Content
4.1 Introduction to
Chemical Kinetics
4.2 Rate of Chemical

Reaction
-
Average rate of
reaction
Instantaneous
rate of reaction
Learning Outcomes
realize the evolution of the topic Chemical Kinetics.
appreciate the importance and need of Chemical
Kinetics in Chemistry.
contrast the scope of Chemical kinetics and
Thermodynamics in chemistry.
classify reactions on the basis of time needed for
their completion.
recall the meaning of the term rate.
define and express Rate of a reaction in terms of
different Reactants and Products.
understand the reason for appearance of sign before
the rate expression.
differentiate between Instantaneous and Average
rate of reaction graphically.
derive the S.I. units for the rate of a reaction
compute average rate of a reaction.
240
4.3 Factors Affecting

Rate of a Reaction
Concentration of
reactants,
temperature,
catalyst, nature of
reactants, pressure
(gases), presence of
light, surface area of
the reactants
Rate Law and
Specific Rate
Constant
Order And
Molecularity
4.4 Integrated Rate

Equations and Half life
-
Zero order
reactions
First order
reactions
Pseudo First
order reaction
specify the listed factors and its effect on the rate of

reaction
Concentration
Temperature
Catalyst
Nature of Reactants
Pressure (gases)
Presence of light
Surface area of the reactants
deduce the Rate Law.
appreciate the importance of experimental
determination of Rate Law.
analyze the meaning of Rate Constant.
identify the meaning of order of a Reaction.
cite examples of reactions of different orders.
derive the units of rate constant for reactions having
different orders.
explain the meaning of molecularity.
differentiate between elementary and complex
reactions.
comprehend the concept of rate determining step.
enlist the mechanistic pathway of a reaction.
compare order and molecularity.
understand the need for integrated Rate Equations.
cite the advantage of integrated rate equation in
comparison to differential rate equation.
derive integrated Rate Equations for Zero Order
Reactions and First Order Reactions.
analyze the plot which gives variation in the
concentration of the reactant versus time for zero
order and first order reactions.
compute the numerical value of Rate Constant.
explain Half-Life of a Reaction.
deduce mathematical expressions for half-life
reactions for Zero Order Reaction and First Order
241
Reaction.
solve numerical pertaining to half- life of a reaction.
discuss the change in conditions which leads to a
change in the order of a reaction.
recognize the meaning of the term Pseudo.
illustrate the concept of pseudo first order reaction
with the help of examples.
solve numerical for determination of rate constant
of a pseudo first order reaction.
4.5 Temperature
Dependence of Rate of
Reaction
-
Activation
Energy
Arrhenius
Equation
4.6 Collision Theory
understand the quantitative dependence of rate of

reaction on temperature.
express the quantitative dependence of rate of
reaction on temperature mathematically in the form
of Arrhenius equation.
interpret Arrhenius equation.
analyze the plot drawn between potential energy
and reaction coordinate.
explain the term activation energy.
appreciate the effect of catalyst on Activation
Energy.
analyse Maxwell Boltzmann distribution curve.
show and understand the most probable kinetic
energy with the help of Maxwell Boltzmann
distribution curve.
solve numerical based on Arrhenius Equation.
know the theoretical basis of Collision Theory.
define Collision Frequency.
express mathematically the modified form of
Arrhenius equation.
list the drawbacks of Collision Theory.
242
UNIT V: Surface Chemistry

Content
5.1. Introduction to
Surface
Chemistry
Learning Outcomes
explain the term Surface.
list the various Surface phenomenon.
5.2. Adsorption on a
Surface
- Physisorption
- Chemisorption
- Factors affecting
the adsorption
of gases on
solids
understand the process of Adsorption.

differentiate between Adsorption and
Absorption.
understand the mechanism and
thermodynamics of Adsorption.
classify Adsorption into Physisorption and
Chemisorption.
list the factors affecting the adsorption of gases
on solids.
realize the applications of Adsorption.
5.3.
Catalysis
Homogenous
and
heterogeneous
catalysis
Shape selective
catalysis
Enzyme catalysis
define catalyst.
examine the effect of addition of catalyst to
chemical reaction.
classify catalysis into Homogenous Catalysis
and Heterogeneous Catalysis.
specify the mechanistic steps of the Adsorption
Theory of Catalysis.
comprehend the meaning of shape selective
catalysis.
know and appreciate that zeolites are good
shape selective catalysts.
list the applications of zeolite catalyst.
recognize the reason for enzymes to be termed
as biochemical catalysts.
list the industrial applications of catalysts.
Colloids
Distinction
describe a colloid.
distinguish between True solution, Colloid,
5.4.
243
between true
solution, colloid
and suspension
Classification of
colloids
Properties of
colloids
Suspension.
classify colloids on the basis of:
Physical state of dispersed phase and
dispersion medium
Nature of interaction between dispersed
phase and dispersion medium
o Lyophilic colloids
o Lyophobic colloids
Type of particles of the dispersed phase
o Multimolecular colloids
o Macromolecular colloids
o Associated colloids
understand the mechanism of micelle
formation.
explain the cleansing action of soap.
know the preparation methods of colloids
namely Chemical methods, Bredigs Arc
method, Peptization.
analyze the methods for purification of colloids
namely Dialysis, Electro-dialysis and
Ultrafiltration.
understand the properties exhibited by the
colloids namely Colligative Properties, Tyndall
effect, Colour, Brownian motion, Charge on
colloidal particles, Electrophoresis, Coagulation.
describe the phenomenon of electro-osmosis.
discuss the listed methods of coagulation of
lyophobic sols namely Electrophoresis, Mixing
two oppositely charged sols, Boiling, Dialysis,
Addition of electrolytes.
interpret the Hardy-Schulze rule.
define coagulating value of electrolyte.
examine the principle for carrying out
coagulation of lyophilic sols.
know the method for protection of colloids.
appreciate the applications of colloids.
244
5.5.
Emulsions
- Types of
emulsions
recall the meaning of emulsion.

classify emulsions into Oil dispersed in water,
Water dispersed in oil.
comprehend properties of emulsions.
UNIT VI: General Principles and Processes of Isolation of Elements

Content
6.1 Introduction to
Metallurgy
Learning Outcomes
appreciate the importance of studying
extraction and purification of elements.
recall the periodic table and the properties with
reference to metals and non-metals
6.2 General Principles

of Metallurgy
Ores
Steps in the
extraction of
metals
6.3 Concentration of
Ore
Hydraulic
washing
Magnetic
separation
understand the importance of metallurgy.

classify ores on the basis of chemical
composition.
differentiate between ores and minerals.
identify the broad steps involved in
metallurgical operations.
comprehend the necessity of concentration of
ore.
list the ores which may be subjected to
hydraulic washing, magnetic separation, froth
flotation and leaching.
Froth flotation
Leaching
6.4 Conversion of ore to
oxide
know why it is necessary to transform ore into

oxide.
Calcination
differentiate between calcinations and roasting.
Roasting
list examples of ores that may be subjected to

calcinations or roasting.
6.5 Reduction of Ore to

Crude Metal
understand that variable reducing agents are

required for different ores.
245
Smelting
list examples of ores which may be subjected to

different reduction processes.
Reduction with
hydrogen
write reactions for reduction processes.
Aluminothermite process
Air reduction
Bessemerization
Reduction by
electrolysis
6.6 Refining of Metals
list examples of metals which may be refined by

each of the purification technique.
Liquation
Hydrometallurgy
describe Mond process and van Arkel Process

of vapor phase refining.
Vapor phase
refining
understand the importance of zone refining for

preparing semi conductors.
Cupellation
Zone refining
Electrolytic
refining
6.7 Thermodynamics of
know the importance of free energy and

temperature in metallurgical operations.
Metallurgical
Processes
deduce the choice of reducing agents in

metallurgy.
UNIT VII: P-Block Elements

Content
Learning Outcomes
7.1 Introduction to PBlock Elements

appreciate the importance of studying p- block
elements and their compounds.
reference to p-block elements.

Electronic
configuration
Oxidation states
deduce the stability of oxidation states of the

elements.
comprehend the reactions of nitrogen and
phosphorus with air and halogens.
246
Reactivity of
nitrogen and
phosphorus
discuss the preparation, properties and uses of

nitrogen, ammonia and nitric acid.
Allotropic forms
of phosphorus
identify the allotropic forms of phosphorus.
Compounds
write the structures of nitrogen oxides.

appraise the preparation, structures and
reactions of phosphorus oxides and phosphorus
chlorides.
write the structures of oxyacids of phosphorus.
7.3 Group 16 elements

Electronic
configuration
Oxidation states
Classification of
oxides
Allotropic forms
of sulphur
identify different oxidation states of the

elements.
describe the preparation and properties of
dioxygen and ozone.
understand the general characteristics of oxides.
compare the characteristics of different
allotropic forms of sulfur.
describe the manufacture and properties of
sulfuric acid.
write the structures of oxyacids of sulfur.

Electronic
configuration
Physical
properties
Reactivity
Interhalogen
compounds
Pseudohalogens
study the variation in physical properties of

halogens.
discuss the reactions of halogens with water and
sodium hydroxide.
describe the preparation and properties of
chlorine, hydrochloric acid and bleaching
powder.
compare the characteristics and structures of
Interhalogen compounds.
study the properties of pseudohalogens and
pseudohalides.
classify the oxyacids of halogens.

Electronic
configuration
Clathrates
study the variation in physical properties of

noble gases.
describe the preparation, structures and
properties of xenon difluoride, xenon
tetrafluoride and xenon hexafluoride.
247
UNIT VIII: D- AND F- Block Elements

Content
Learning Outcomes
8.1 Introduction to Dand F-Block Elements

appreciate the importance of studying d- and fblock elements and their compounds.
reference to d- and f-block elements.
8.2 d-Block elements

General
properties of 3d
elements.
Electronic
configuration
discuss the possibility for and against inclusion

of copper in 3d series.
identify oxidation states of 3d series members.
comprehend the origin of color in transition
metal ions.
deduce the significance of magnetic moment.
Variable valency
concept
describe catalysis by invoking activated

complex theory.
Color
discuss the preparation and properties of

potassium permanganate and potassium
dichromate.
Magnetic
properties
Catalytic
properties
Compounds
8.3 F-Block Elements
Electronic
configuration
compare the electronic configurations of

lanthanoids and actinoids.
Oxidation states
identify important oxidation states of

lanthanoids and actinoids.
Lanthanide
contraction
comprehend the consequences of Lanthanoid

contraction.
compare lanthanoids and actinoids with respect
to complexation behaviour.
UNIT IX: Coordination Compounds

Content
Learning Outcomes
9.1 Introduction to
248
Coordination
Compounds
appreciate the importance of studying

coordination compounds.
9.2 Coordination
Compounds
differentiate between coordination compounds

and double salts / organometallic compounds.
General
composition
Coordination
number
Types of ligands
classify ligands into different types.

deduce the coordination number and oxidation
state of metal in coordination compounds.
list the postulates of Werner coordination
theory.
Werner theory
9.3 IUPAC
Nomenclature of
Coordination
Compounds
IUPAC rules
9.4 Valence Bond
Theory as Applied to
Coordination
Compounds
understand IUPAC rules for naming

mononuclear coordination compounds.
write the nomenclature of coordination
compounds with cationic, anionic and neutral
coordination sphere.
recapitulate the hybridization of metal orbitals.
compare the strength of ligands on the basis of
spectrochemical series.
Valence bond
theory
deduce the structures of coordination

compounds with coordination number 4 and 6
on the basis of valence bond theory.
Crystal field
theory
explain magnetic properties of coordination

compounds on the basis of valence bond theory.
list the drawbacks of valence bond theory.
appreciate the the basis of crystal field theory.
apply crystal field theory to explain bonding in
octahedral and tetrahedral coordination
compounds.
9.5 Importance of
Coordination
Compounds
Analytical
applications
Industrial
infer the usefulness of coordination compounds

to qualitative analysis.
appraise the involvement of coordination
compounds in metallurgy.
appreciate the importance of coordination
compounds in combating heavy metal toxicity.
249
applications
outline the applications of coordination

compounds in therapeutics.
Biological
applications
UNIT X: Aromatic Hydrocarbons
Content
Learning Outcomes
10.1 General
Introduction
Aliphatic and
Aromatic
hydrocarbons
appreciate the importance of studying aromatic

hydrocarbons.
understand characteristic features of this class of
compounds.
recall IUPAC system of nomenclature and
isomerism in aromatic compounds.
recapitulate aromaticity, resonance, stability
and structure of benzene.
10.2 Aromatic
Hydrocarbons
(Benzene)
Methods of
preparation
(Decarboxylation of
aromatic acids and
reduction of
phenol)
Physical properties
Chemical reactions
(nitration,
sulphonation,
halogenation and
Friedel Craft's
alkylation and
acylation).

benzene, viz. decarboxylation of aromatic acids
and reduction of phenol.
relate physical properties of aromatic
compounds with their structure (like physical
state, polarity, aroma and solubility).
discuss reactivity of arenes and their
characteristic electrophilic substitution reactions,
viz. nitration, sulphonation, halogenation and
Friedel Craft's alkylation and acylation.
understand directive influence of functional
group in monosubstituted benzene.
know the addition and combustion reactions of
benzene.
aromatic hydrocarbons.
250
XI: Haloalkanes And Haloarenes

Content
Learning Outcomes
11.1 Introduction to
Haloalkanes and
Haloarenes

recall the IUPAC naming of haloalkanes and
haloarenes
significance of studying these compounds.
11.2 Structure
-
Classification
Structure of 1 o,
2o and 3o
haloalkanes and
haloarenes
understand the structure of haloalkanes and

haloarenes.
classify the haloalkanes as 1 o, 2o and 3o.
write the wedge-dash structure of simple 1 o, 2o
and 3o haloalkanes.
visualise the 3D structure of haloalkanes and
haloarenes with the help of models and
softwares.
compare the structure of haloalkanes with
alkanes.
appreciate the polarity induced due to presence
of halogen in haloalkanes as compared to
alkanes.
compare the spatial/steric strain in 1 o, 2o and 3o
haloalkanes.
11.3 Preparation
-
Preparation of
haloalkanes from
alcohols
Preparation of
haloarenes from
phenols
Sandmeyers
reaction
Preparation of
alkyl iodides
understand the methods of preparation of

haloalkanes from alcohols.
understand the methods of preparation of
haloarenes from phenols.
compare the different preparation methods in
terms of yields.
appreciate the non-formation of haloarenes
from phenols using some of these reagents.
recapitulate the methods of preparation of
haloalkanes from alkanes by halogenation
251
from alkyl
chlorides and
bromides
(having upto 5 carbon atoms).

understand the Sandmeyers reaction to prepare
aryl halides
recapitulate the methods of preparation of
haloalkanes from alkenes by addition of HX
with emphasis on Markownikoffs and antiMarkownikoffs addition (having upto 5 carbon
atoms).
write the product(s) for the addition of halogen
to alkenes.
understand the preparation of alkyl iodides
from alkyl chlorides and bromides.
11.4 Physical
Properties
Physical
Properties of
Haloalkanes
compare the physical properties like physical

state, melting point, boiling point, density and
solubility amongst different halides and the
different members of the homologous series.
Physical
Properties of
Haloarenes
11.5 Chemical
Properties
-
Nature of C-X
bond
Chemical
Properties of
Haloalkanes (SN2
and SN1,
elimination of
HX,
Chemical
Properties of
Haloarenes
(halogenation,
understand the nucleophilic substitution

mechanisms (SN2 and SN1) with emphasis on
stereochemistry of the product(s)
predict the products for important nucleophilic
substitution reactions of simple 1o, 2o and 3o
haloalkanes and the preferred route.
analyse the nucleophilic substitution reaction in
terms of the stereochemistry of the product(s)
understand the elimination reactions like
dehydrohalogenation.
describe the formation of organometallic
compounds like Grignard reagent
understand the electronic effects operating in
252
nitration ,
sulphonation,
Friedel Crafts
reaction, WurtzFittig and Fittig
reaction)
haloarenes with the help of chlorobenzene.

compare the nature of C-X bond in haloarenes
with that of haloalkanes
appreciate the use of drastic conditions for
nucleophilic substitution reactions as compared
to that in haloalkanes.
justify the ease of hydrolysis by the presence of
nitro groups on ortho and para-positions
recall the ortho and para directing nature of
halogens in benzene towards electrophilic
substitution
predict the products for halogenation, nitration ,
sulphonation and Friedel Crafts reaction of
mono substituted haloarenes.
know the Wurtz-Fittig and Fittig reaction with
metals.
apply the reactions for inter-conversions.
11.6 Haloalkanes and

Haloarenes around us
aware of the uses and environmental effects of

some important haloakanes and haloarenes.
UNIT XII: Alcohols, Phenols and Ethers

Content
Alcohols, Phenols and
Ethers
Learning Outcomes
recall the IUPAC naming of alcohols, phenols
and ethers
12.2 Structure
-
Structure of alcohols,
phenols and ethers
Classification
understand the structure of alcohols, phenols

and ethers with the help of sp3 hybridisation.
compare the bond lengths and bond angles
amongst alcohols, phenols and ethers
253
classify the alcohols as monohydric, dihydric

and polyhydric as well as 1 o, 2o and 3o.
visualise the 3D structure of alcohols, phenols
and ethers with the help of models and
softwares.
2.3 Preparation of Alcohols
and Phenols
-
Preparation of
alcohols (hydration
of alkenes,
hydroborationoxidation, reduction
of carbonyl
compounds, from
Grignards reagent)
Preparation of
Phenols (from
chlorobenzene,
benzene and
cumene)
2.4 Properties of Alcohols,

Phenols and Ethers
recall the method of preparation of alcohols

from alkenes by Markownikoffs addition of
water.
appreciate the anti-Markownikoffs addition
of water through hydroboration-oxidation of
alkenes.
know the methods of preparation of alcohols
by reduction of carbonyl and carboxylic
compounds
understand the preparation of 1 o, 2o and 3o
alcohols by the use of Grignard reagent with
carbonyl compounds.
know the method of preparation of phenols
from chlorobenzene, benzene and cumene.
state, melting point, boiling point and
solubility amongst alcohols, phenols and
ethers; and amongst the different members of
the homologous series.
Physical Properties
of Alcohols, Phenols
and Ethers
Chemical Properties
of Alcohols (with
metals, esterification,
esterification, with
HX, dehydration)
recapitulate the acidity amongst monosubstituted alcohols and phenols.
Chemical Properties
of Phenols
(halogenation,
nitration and
sulphonation,
know the esterification reactions for

conversion of alcohols and phenols into
esters.
appreciate the ease of nucleophilic

substitution reactions of alcohols in the
presence of acids.
write the reactions for conversion of alcohols
254
Kolbes, ReimerTiemann,
deoxygenation and
oxidation)
into halo alkanes and phenols into haloarenes.

differentiate 1 o, 2o and 3o alcohols by Lucas
reagent
compare the reactivity of 1 o, 2o and 3o
alcohols towards dehydration
understand the formation of different
products by the oxidation and
dehydrogenation of 1 o, 2o and 3o alcohols.
recall the ortho and para directive influence
of phenol towards electrophilic substitution
predict the products for halogenation,
nitration and sulphonation of phenol
understand the named reactions of phenols
viz., Kolbes and Reimer-Tiemann.
know the reactions for deoxygenation and
oxidation of phenol.
12.5 Alcohols Around us
aware of the uses and health effects of

methanol and ethanol
12.6 Preparation of Ethers
know the method of preparation of ethers

from alcohols.
Preparation from
alcohols
Williamsons ether
synthesis
compare the conditions in which ethers are

formed by dehydration of alcohols with those
of alkene formation
understand the named reaction Williamsons
reaction as a method for ether synthesis.
appreciate the competitive elimination
reaction forming alkenes along with
Williamsons ether synthesis.
predict the product for different alkyl halides
when subjected to sodium alkoxides
extend the use of Williamsons ether synthesis
for preparation of alkyl aryl ethers.
255
12.7 Chemical Properties of

Ethers
understand the ether cleavage by HX.
Ether cleavage by HX
appreciate the fragmentation depending on

the nature of alkyl group.
halogenation,
nitration and Friedel
Crafts reaction
predict the formation of the halide and

alcohol from non-symmetrical simple ethers
(not more than 8 carbon atoms)
recall the ortho and para directive influence
of alkoxy group towards electrophilic
substitution.
predict the products for halogenation,
nitration and Friedel Crafts reaction on
phenol.
UNIT XIII: Aldehydes, Ketones And Carboxylic Acids

Content
Learning Outcomes
Carboxylic Acids

recall the IUPAC naming aldehydes, ketones
and carboxylic acids
13.2 Structure of
Carboxylic Acids
understand the structure of aldehydes,

ketones and carboxylic acids.
appreciate the planar structure at the
carbonyl and carboxyl carbon due to sp2
hybridisation.
apply the electronic effects to understand the
polarity in the carbonyl and carboxyl groups
visualise the 3D structure of aldehydes,
ketones and carboxylic acids with the help of
models and software.
13.3 Preparation of
recall the method of preparation of aldehydes
256
Aldehydes and Ketones

-
From alcohols
From alkenes
From alkynes
From aromatic
hydrocarbons
Gattermann-Koch
From acid chlorides
From nitriles
and ketones by the oxidation and

dehydrogenation of alcohols.
recall the formation of aldehydes and ketones
by ozonolysis of alkenes.
recall the formation of aldehydes and ketones
by hydration of alkynes.
know the conversion of acid chlorides and
nitriles to aldehydes.
know the mild oxidising agents used for the
conversion of toluene to benzaldehyde
extend the Gattermann-Koch reaction for
preparation of benzaldehyde from benzene
appreciate the use of alkyl cadmiums and not
Grignard reagents for conversion of acid
chloride into ketones.
know the preparation of ketones from acid
chlorides by the use of Grignard reagent.
appreciate that some of the above reactions
cannot be used for preparation of both
aldehydes and ketones.
13.4 Physical, Chemical

Properties and Uses of
Aldehydes and Ketones
-
Physical Properties
of aldehydes and
ketones
Chemical
Properties of
Aldehydes and
Ketones
(nucleophilic
addition reactions,
nucleophilic

solubility with other functional groups; and
amongst the different members of the
homologous series.
understand the nucleophilic addition
reactions.
appreciate the need of acidic or basic medium
for the nucleophilic addition reaction
apply the nucleophilic addition reaction on
the reaction of simple aldehyde and ketones
with HCN, NaHSO3, Grignard reagents, ROH
257
additionelimination
reactions,
reduction,
oxidation, Aldol
condensation,
Cannizzarro
reaction,
electrophiclic
substitution in
aromatic
aldehydes)
understand the nucleophilic addition

followed by elimination reactions
write the product of the reaction of simple
aldehyde and ketones with NH2G.
know the reagents used for the reduction to
alcohols and to hydrocarbons
differentiate amongst different aldehydes
and ketones on the basis of oxidation tests
viz., Tollens test, Fehlings test, haloform test)
appreciate the acidity of -hydrogen
understand and write the aldol condensation
predict the products of Cross-aldol
condensation
understand Cannizzarro reaction as a
disproportionation reaction.
recall the meta directing nature of CHO and
COCH3 groups
write the product of electrophilic substitution
reactions (halogenation, nitration)
list some uses of aldehydes and ketones in
everyday life.
13.5 Carboxylic acids

-
Structure of
carboxylic acid
Preparation of
carboxylic acids (by
oxidation,
hydrolysis, from
Grignard reagents)
Physical properties
of carboxylic acids
Chemical
properties of
know the structure of carboxylic acid and

derivatives.
appreciate the resonance in carboxylic acid
and derivatives.
know the methods of preparation of
carboxylic acid by oxidation of alcohols and
alkyl benzenes.
understand the hydrolysis of nitriles, amides
and esters.
know the methods of preparation of
carboxylic acid from Grignard reagent
258
carboxylic acids

homologous series
write the product of the reaction of carboxylic
acids with metals and alkalies.
recall the acidity order amongst mono
substituted carboxylic acids.
write the product of the reaction of carboxylic
acids with PCl3, PCl5 and SOCl2
understand the product of the reaction of
carboxylic acids with ammonia
know the product of reduction,
decarboxylation , HVZ reaction and ring
substitution
UNIT XIV: Organic Compounds Containing Nitrogen

Content
14.1 Introduction
Learning Outcomes
recall the IUPAC naming of amines
14.2 Structure
understand the structure of 1o, 2 o and 3 o

aliphatic and aromatic amines.
visualise the 3D structure of amines with the
help of models and software.
14.3 Preparation of
Amines
- By reduction of
nitro compounds,
nitriles and amides
- Ammonolysis of
alkyl halides
know the methods of preparation of amines

by reduction of nitro compounds, nitriles and
amides;
write the mixture of products obtained by
ammonolysis of alkyl halides and Gabriels
phthalimide as a better route for preparation
of primary amines.
259
understand the Hoffmann degradation

reaction
apply Hoffmann degradation reaction to
convert higher amides into lower primary
amines.
14.4 Physical and
Chemical Properties of
Amines
- Physical Properties
of Amines
- Chemical
Properties of
Amines

homologous series.
illustrate the hydrogen bonding amongst
primary and secondary amines.
recall the reaction of amines with alkyl
halides
understand the acylation of amines.
know the carbylamines reaction as a test for
primary amines.
differentiate 1o, 2 o and 3 o with the help of
nitrous acid and Hinsbergs test.
recall the ortho and para directing nature of
amine group in aniline.
write the product of electrophilic substitution
reactions of aniline (halogenation, nitration
and sulphonation)
appreciate the need for acetylation for
deactivating aniline and for better yields of
para product.
14.5 Diazonium Salts

- Nomenclature
-
Structure
Methods of
Preparation
write the IUPAC names of simple diazonium

salts
draw the resonating structures of benzene
diazonium salt
Physical properties
know diazotization as the method for

preparation of diazonium salts
Chemical
Properties
appreciate the ice cold conditions required for

diazotisation
write the products of the reactions of
260
diazonium salts for replacement of diazonium

group by halogens, by hydrogen, -OH group,
-NO2 group.
understand the coupling reaction of
diazonium salts with phenol and aniline
forming dyes
differentiate aromatic primary amines from
other amines by the azo dye test.
familiar with the importance of diazonium
salts in synthesis of aromatic compounds
CHAPTER XV: Chemistry in and Around Us

Content
15.1 Biomolecules
Carbohydrates
Amino acids and
proteins
Nucleic acids
Vitamins
Learning Outcomes
appreciate the role of chemical compounds
and molecules in living systems.
define biomolecules.
categorize biomolecules on the basis of their
structural similarities, viz. carbohydrates,
proteins, vitamins and nucleic acids.
know the general formula and characteristic
features of this class of compounds.
classify carbohydrates on the basis of their
structure (hydrolysis behaviour), functional
group (aldoses and ketoses) and reducing
properties.
recall D and L nomenclature for
monosaccharides.
interpret the straight chain as well as cyclic
structure of D-glucose and relate it with Dglyceraldehyde.
know some reactions of glucose.
elementary idea about other carbohydrates :
monosaccharide (fructose), disaccharides
(sucrose, lactose, maltose) and
polysaccharides (starch and cellulose).
261
know the zwitter-ionic structure of amino

acids
classify amino acids as essential and nonessential and on the basis of their acidity
(acidic, basic or neutral).
recall D and L nomenclature for amino acids.
understand the formation of peptides,
polypeptides and proteins through peptide
linkages.
evaluate qualitatively the structure of
proteins at different levels as primary,
secondary, tertiary and quaternary.
understand the loss of biological activity of
proteins with denaturation.
appreciate specificity of enzymes towards a
particular substrate.
be aware of the diseases caused by deficiency
of vitamins.
appreciate the role of nucleic acids as carriers
of genetic information.
know structural features of DNA and RNA.
15.2 Polymers
appreciate the role of polymers in daily life.
Classification
define polymers and polymerization.
Methods of
polymerization
comprehend the terms monomer, polymer,

macromolecule.
Preparation of
Some polymers
understand the need and different ways of

classifying polymers.
classify polymers on the basis of their source,
structure, mode of polymerization and
molecular forces.
familiar with example(s) for each class of
polymers.
predict the structural formula of the polymer
for important polymers from the formula of
monomers.
know characteristic properties of rubber and
262
relate to its structure.

discuss vulcanization of natural rubber.
classify rubber as natural and synthetic.
write methods of preparation of synthetic
rubber (neoprene, Buna-S and Buna-N).
categorize polymers as biodegradable and
non-biodegradable.
15.3 Chemicals in
Medicines, Food and
Hygiene (Soaps and
Detergents)
recognize and visualize importance of

chemicals and chemical transformations in
important spheres of life, viz. medicine, food
and hygiene (soaps and detergents).
define the term chemotherapy.
be familiar with the terms antacids,
antihistamines, tranquilizers, analgesics,
antimicrobials (antibiotics, antiseptics and
disinfectants) and antifertility drugs.
recognize the purpose of adding chemicals to
food.
know the role of artificial sweetening agents
as food additive.
recognize the function/ purpose of food
preservatives.
acquire an elementary idea of antioxidants
understand the process of saponification for
preparation of soaps.
identify chemicals with cleansing properties.
compare cleansing action of soaps and
detergents.
get an elementary idea of biodegradable
detergents.
263
Chemistry
Practical
I.
Instructions:
a. The lists of experiments and activities to be carried out during the year have
been arranged in different blocks. Some of the blocks contain internal choice.
Schools are required to set up all the experiments in each block, although
students will conduct the requisite number of experiments in each block.
b. Experiments
All the experiments must be demonstrated by teacher and performed by
students, except in the case where it is mentioned that it is to be
demonstrated by teacher only.
Each experiment to be conducted and assessed for continuous internal
assessment in three parts:
o Pre-Lab
o In-Lab
o Post-Lab
Parameter
Pre-Lab
In-Lab
Post-Lab
Duration
One period (of 3540 Minutes)
Two periods
(continuous)
One period
Documentation
Auxillary
Notebook/Sheets
Auxillary
Notebook/Sheets
Practical
Notebooks/ Sheets
(Loose sheets to be
compiled in a file)
Implementation
Instructions given 1. Test-1 given to

by teacher
students
1. Calculations/
interpretation
done based on
observations
and the result
discussed with
teacher.
Aim
Theory with
discussion
Apparatus
required(selecti
on and
Handling)
2. Experiment
demonstrated
by teacher
3. Experiment
conducted by
Students
Collecting
apparatus
Chemicals
264
2. Test-2 given to
students
3. Experimen-
Required
(associated
safety Hazards
and symbols)
Procedure
(observation
recording
format)
Formula to be
used for
calculations (if
any) or other
interpretation
and result
discussed by
teacher.
(Emphasis on
correct usage of
SI units)
and
chemicals
Set up of
apparatus
trecorded in
practical
Notebook and
signed by
teacher.
Experiment
performed as 4. Sample
attached in a
per
sample book
procedure
with names and
and
signed by
precautions
teacher.
4. Observations
recorded by
students and
signed by
teacher
Safe disposal or
storage
Precautions
Continuous
Internal
Assessment
None
1. Test-1: 5-10 min 1. Test-2: 5-10 min

MCQs based on
MCQs based on
Pre-Lab
In-Lab and PostLab.
2. Analysis-1
:
Experimental
2. Analysis-2:
Hand Analysis
Overall Analysis
by
recording
of Experiment
marks each for
by
recording
marks each for
Lab coat and
other safety
precautions
265
Record book
Discipline
Calculations
/inference
Apparatus
Result
set up
Procedure
followed
Result
Discussion
Precautions
taken
Problems
encountered
and resolved
Observations
Any Other
Any other
Two continuous periods per week must be allocated for chemistry Practical.
The first period to be devoted for General instructions like:
o conduct/discipline in Chemistry Laboratory
o safety precautions (Lab coat and Safety goggles compulsory)
o Auxiliary and Practical Books
o Know your laboratory (location of common reagents etc.)
o Any other
The second period to be used for Pre-Lab of first experiment
In the subsequent week, the two continuous periods to be used for In-lab of
experiment-1
In the following week, one period of the two continuous periods to be used
for Post-lab of experiment-1 and the second period to be used for Pre-lab of
experiment-2 and so on.
c. Activities (Any two, each from different block, and to be submitted at the
time of final examination)
i.
Each block of the experiments has certain activities attached to it.
ii.
The activities are to be performed by the students either on individual

basis or in groups as suggested by teacher.
266
iii.
Activities are related to experiments and are based on the knowledge

acquired by him/her during the course of performing the main
experiments.
iv.
The exact procedure to be followed for performing the activities has to

be decided by the student based on his/her learning in doing the related
experiment. They are to be carried out without any more instructions by
teacher.
v.
Each of the activities must be recorded in a mini report /transcript (not

more than 3-4 pages) which need to be signed by the teacher and kept by
the student for final evaluation. Report of all the activities performed
during the year can be put together in the form of a single document.
vi.

students can conduct an activity outside this list. However, the chosen
activity has to be linked to the main experiment in the block and has to
be approved by the teacher.
vii.
Students are to be encouraged to test new ideas while conceptualizing

and conducting the activities.
II.
Assessment Scheme:
a. The overall assessment will comprise of continuous assessment throughout
the year to be documented for every student and may be done as given
below.
267
A. For experiments:
Experiment- Experiment- Experiment1
2
3
Experiment4
Experiment-5
and so on
Test-1
Test-2
Analysis
-1
Analysis2
Total
A.
Average
score
These marks to be scaled to 10 to give final marks for internal assessments for Experiments.
B. For Activities:
Activity
Nature of
activity
(newness
and
relevance
to main
experiment)
Performance/Col
lection of
data and
Interpretat
ion
Individual
contribution
(if group
activity)
Presentation/
demonstra
tion
Vivavoce
Total
Activity-1
Activity-2
Total
The total marks of both the activities to be scaled to 06 to give final marks for internal
assessments for activities.
268
III.
Conduct of Final Examination

a. The final examination will be of three hour duration.
b. At the time of the final examination the student will be required to
conduct two experiments, both from different blocks.
c. The student shall submit the practical record, sample book and the
report/transcript of the activities performed by him/her during the year
for assessment.
d. Though the total time for the students for practical examination is three
hours, the team of two teachers, one internal and one external, may
extend the time for interaction with a student while discussing new ideas
used by a student and conducting viva.
Time: Three Hours
Max. Marks: 30
Experiments
Activities
Continuous assessment
From II A
10 marks
Continuous assessment
From II C
Final Examination
Experiment
10 marks
Viva
02 marks
Total
06 marks
Final Examination
Viva
22 marks
02 marks
Total
269
08 marks
CLASS XI
BLOCK 1: Solutions and their Strength
Learning Outcomes
Learn the skill of preparing standard solutions.
Develop the skill for preparing a solution of a particular strength by

dilution.
Know the significance of neutralization reactions.
Appreciate the role of indicators in neutralization reactions.
Understand the choice of suitable indicator

Experiments
Activities
To prepare some standard
Invoke the concept of common ion effect
solutions and dilution of a
and precipitate sodium chloride from its
concentrated solution of a
saturated solution.
known strength.
To estimate the strength of
HCl solution by titration of
HCl vs NaOH solution.
Determine the amount of alkali in soap

by volumetric analysis.
Any other activity related to
experiments.
BLOCK 2: ORGANIC CHEMISTRY

Learning Outcomes
Understand the concept of solubility of organic compounds in different

solvents.
Comprehend melting point as a criteria of identification and purity.
Understand the use of acid-base neutralization reaction and extraction for

separation of simple organic compounds
Carry out simple differentiating tests.
270
Perform preliminary separation techniques.
Develop the skill of drawing and visualising chemical structures using

simple chemistry softwares and be aware of their features.
Experiments
Activities
To observe the physical appearance & Tests of adulteration in food.

solubilityof some pure compounds
Find out melting points of two pure
(water, hot water, aq. NaHCO3,
compounds and compare with their
NaOH, HCl) and relate with the
mixed melting point and appreciate
nature of substance whether acidic,
the use of mixed melting point as a
basic or neutral. Determination of
criteria of purity.
melting point (using melting point
Unsaturation test on different fats
apparatus) of some organic
and oils or on various organic
compounds.
compounds around us.
To separate amixture of two organic
compounds by chemical methods
experiments
and using separating funnel (phenol
and toluene; benzoic acid and
toluene; aniline and toluene).
To test the presence of unsaturation
in some organic compounds using
alk KMnO4 and bromine water.
To draw the structures of some
organic compounds and visualize
their 3D using Chemsketch/ISIS
draw softwares and explore the
features (to generate IUPAC
nomenclature, bond angle, bond
length etc.).
BLOCK 3: Acid-Base and Equilibrium

Learning Outcomes
Recall the concept of pH
Identification of different pH solutions
271
Distinguish between quality of water samples/soil samples
Collaborate and interpret results

Experiments
To determine pH of some
solutions using pH meter.
To study any of the following

equilibrium reactions:
Activities
o Reaction between ferric

ions and thiocyanate
ions by
increasing/decreasing
concentrations of either
ions.
Determine the pH of samples of

water, soil and cleansing agents
collected locally and linking with
environmental study.
Study the pH of various substances

using red cabbage juice.
Determine the solubility product of

Potassium Nitrate

experiments
o Reaction between
[Co(H2O)6]2+ and
chloride ions.
BLOCK 4: Thermochemistry
Learning Outcomes:
Understand heat capacity and enthalpy.
Distinguish between different types of enthalpies
Infer the experimental results
Determine enthalpy of neutralization for calculating enthalpy of ionization

Experiments
Activities
To determine Heat Capacity of a

calorimeter.
Determine the heat of solution for

different salts (KNO3 and NH4Cl)
To determine the enthalpy of

neutralization of strong acid
(HCl) vs. strong base (NaOH)
Determine heat of hydration for

Copper Sulphate
Determine the various

thermodynamic parameters using
the KSP data for Potassium Nitrate

experiments.

ionization of a weak acid
(CH3COOH)
272
CLASS XII
BLOCK 1: Chemical Kinetics
Learning Outcomes:
Understand factors affecting rate of a reaction
Infer the experimental data obtained for rate law verification
Apply principles of chemical kinetics in our day-to-day lives
Analyze several chemical changes taking place around us in our

environment
Experiments
Activities
To study the effect of concentration

on rate of a reaction for a reaction
between hydrogen peroxide and
sodium iodide.
Study the effect of temperature on

rate of a reaction by carrying out
dissolution of sugar in water at
different temperatures.
To calculate activation energy of a

reaction between magnesium
carbonate and hydrochloric acid.
Study the effect of surface area on

the rate of reaction taking different
samples of sugar and coffee.
experiments
BLOCK 2: Surface Chemistry

Learning Outcomes:
Distinguish between solution, colloid and suspension.
Infer the properties of a colloid.
Understand Tyndall effect shown by colloids.
Analyze different materials and their classification into solution,
colloids and suspension
Experiments
Activities
1.
To show that milk is a colloid and

to decoagulate milk.
Study the difference between water

based and oil base creams
2.
To prepare Lyophobic sol of Ferric
Study coagulation using everyday
273
Hydroxide
examples
experiments
BLOCK 3: Organic Chemistry

Learning Outcomes
Understand the principle of chromatography
Apply paper chromatography for separation of simple organic compounds

and to track a reaction.
Calculate the Rf value.
Develop the skill of carrying out some organic preparations and know the
handling of the product.
Know and apply the methods of identifying functional group present in

some organic compounds.
Experiments
Activities
To separate a mixture of two organic

compounds by paper
chromatography and calculation of Rf
values.
Separation of dyes present in some

medicines /plant pigments/
confectionary using paper
chromatography.
To detect the extra element present in

organic compounds (detection for
single extra element : nitrogen , sulphur
and halogen) (Demonstration by
teacher only)
Test of functional groups in some

natural or man-made products like
medicines/ household products.
To test the functional group present

in monofunctional organic
compounds :
-COOH, phenolic, aldehydic, ketonic,
primary amino.
To prepare oxime and 2, 4 DNP
derivatives of aldehydes/ketones.
Preparation of some polymers.

Iodine test and ninhydrin test for
finger print detection.
Preparation of soap from oils to
study the ester hydrolysis.
Develop paper chromatogram of the
starting material, reagent and the
product of a simple reaction to
analyse the reaction.
experiments.
274
BLOCK 4: Inorganic Chemistry: Preparation and Qualitative Analysis

Learning Outcomes
Distinguish between salts, double salts and coordination compounds.
Develop the skill of crystallization for purifying inorganic compounds.
Understand the importance of color reactions and precipitation reactions in
qualitative analysis.
Know the importance of solubility product in salt analysis.
Experiments (all)
Activities
To prepare Potash alum

ortetraamminecopper (II) sulphate
Qualitative analysis of a salt
Test the presence of ammonia in a)

glass cleaners; and b) hair dye
conditioners.
Test whether a given sample of
white paint contains lead-based or
titanium-based pigment.
Cations: Cu2+, Fe3+, NH4+, Mg2+

Anions: CO32-, PO43-, SO42- , Cl-
Test the presence of phosphate

ions in detergents.
experiments
BLOCK 5: Redox Titrations

Learning Outcomes
Define oxidizing agents and reducing agents.
Appreciate that potassium permanganate is a versatile oxidizing agent.
Develop skill to write molecular and ionic equations for reactions involving
potassium permanganate.
Justify the use of sulphuric acid while preparing the standard solution of
Mohr salt.
Calculate the strength of the given solution by applying equivalent weight
and normality concepts.
Experiments (all)
Activities
To determine the strength of a
Estimation of the ascorbic acid
275
given oxalic acid solution by

titration of KMnO4 vs oxalic
acid.
content of vitamin C tablets.

Determine the percentage of
available chlorine in different
samples of bleaching powders.

given Mohr salt solution by
titration of KMnO4 vs Mohr salt
solution.

experiments
CLASS XI
BLOCK 1: Solutions and their Strength
Learning Outcomes
Learn the skill of preparing standard solutions.
Develop the skill for preparing a solution of a particular strength by
dilution.
Know the significance of neutralization reactions.
Appreciate the role of indicators in neutralization reactions.
Understand the choice of suitable indicator
Experiments
To preparesomestandard
solutions and dilution of a
concentrated solution of a
known strength.
To estimate the strength of
HCl solution by titration of
HCl vsNaOH solution.
Activities
Invoke the concept of common ion effect
and precipitate sodium chloride from its
saturated solution.
Determine the amount of alkali in soap by
volumetric analysis.
Any other activity related to experiments.
BLOCK 2 :ORGANIC CHEMISTRY

Learning Outcomes
Understand the concept of solubility of organic compounds in different
solvents.
276
Comprehend melting point as a criteria of identification and purity.

Understand the use of acid-base neutralization reaction and extraction for
separation of simple organic compounds
Carry out simple differentiating tests.
Perform preliminary separation techniques.
Develop the skill of drawing and visualising chemical structures using
simple chemistry softwares and be aware of their features.
Experiments
Activities
To observe the physical appearance

&solubilityof some pure compounds
(water, hot water, aq. NaHCO3,
NaOH, HCl) and relate with the
nature of substance whether acidic,
basic or neutral. Determination of
melting point (using melting point
apparatus) of some organic
compounds.
To separate amixture of two organic
compounds by chemical methods
and using separating funnel (phenol
and toluene; benzoic acid and
toluene; aniline and toluene).
To test the presence of unsaturation
in some organic compounds using
alk KMnO4 and bromine water.
To draw the structures of some
organic compounds and visualize
their 3D using Chemsketch/ISIS
draw softwares and explore the
features (to generate IUPAC
nomenclature , bond angle , bond
length etc).
277
Tests of adulteration in food.

Find out melting points of two
pure compounds and compare
with their mixed melting point
and appreciate the use of mixed
melting point as a criteria of
purity.
Unsaturation test on different fats
and oils or on various organic
compounds around us.
experiments
BLOCK 3: Acid-Base and Equilibrium

Learning Outcomes
Recall the concept of pH

Identification of different pH solutions
Distinguish between quality of water samples/soil samples
Collaborate and interpret results
Experiments
Activities
To determine pH of some
solutions using pH meter.
To study any of the following
equilibrium reactions:
o Reaction between ferric
ions and thiocyanate
ions by
increasing/decreasing
concentrations of either
ions.
o Reactionbetween
[Co(H2O)6]2+ and
chloride ions.
Determine the pH of samples of water,

soil and cleansing agents collected
locally and linking with
environmental study.
Study the pH of various substances
using red cabbage juice.
Determine the solubility product of
Potassium Nitrate
experiments
BLOCK 4: Thermochemistry
Learning Outcomes:
Understand heat capacity and enthalpy.
Distinguish between different types of enthalpies
Infer the experimental results
Determine enthalpy of neutralization for calculating enthalpy of ionization
Experiments
Activities
To determine Heat Capacity of a

calorimeter.
Determine the heat of solution for

different salts (KNO3 and NH4Cl)

neutralization of strong acid
(HCl) vs. strong base (NaOH)
Determine heat of hydration for

Copper Sulphate
Determine the various
thermodynamic parameters using
278
ionization of a weak acid

(CH3COOH)
the KSP data for Potassium Nitrate

experiments.
CLASS XII
BLOCK 1: Chemical Kinetics
Learning Outcomes:
Understand factors affecting rate of a reaction,
Infer the experimental data obtained for rate law verification.
Apply principles of chemical kinetics in our day-to-day lives.
Analyze several chemical changes taking place around us in our
environment.
Experiments
Activities
To study the effect of concentration

on rate of a reaction for a reaction
between hydrogen peroxide and
sodium iodide.
Study the effect of temperature on

rate of a reaction by carrying out
dissolution of sugar in water at
different temperatures.
To calculate activation energy of a

reaction between magnesium
carbonate and hydrochloric acid.
Study the effect of surface area on

the rate of reaction taking different
samples of sugar and coffee.
experiments
BLOCK 2: Surface Chemistry

Learning Outcomes:
Distinguish between solution, colloid and suspension.
Infer the properties of a colloid.
UnderstandTyndall effect shown by colloids.
Analyze different materials and their classification into solution,
colloids and suspension
279
Experiments
Activities
3. To show that milk is a colloid and

to decoagulate milk.
Study the difference between water

based and oil base creams
4. To prepare Lyophobic sol of Ferric

Hydroxide
Study coagulation using everyday

examples
experiments
BLOCK 3: Organic Chemistry

Learning Outcomes
Understand the principle of chromatography
Apply paper chromatography for separation of simple organic compounds
and to track a reaction.
Calculate the Rf value.
Develop the skill of carrying out some organic preparations and know the
handling of the product.
Know and apply the methods of identifying functional group present in some
organic compounds.
Experiments
Activities
To separate a mixture of two organic

compounds by paper
chromatography and calculation of Rf
values.
Separation of dyes present in some

medicines /plant pigments/
confectionary using paper
chromatography.
To detect the extra element present in

organic compounds (detection for
single extra element : nitrogen , sulphur
and halogen) (Demonstration by
teacher only)
Test of functional groups in some

natural or man-made products like
medicines/ household products.
To test the functional group present

in monofunctional organic
compounds :
-COOH, phenolic, aldehydic, ketonic,
primary amino.
To prepare oxime and 2,4 DNP
280
Preparation of some polymers.

Iodine test and ninhydrin test for
finger print detection.
Preparation of soap from oils to
study the ester hydrolysis.
Develop paper chromatogram of the
starting material, reagent and the
derivatives of aldehydes/ketones.
product of a simple reaction to

analyse the reaction.
experiments.
BLOCK 4: Inorganic Chemistry: Preparation and Qualitative Analysis

Learning Outcomes
Distinguish between salts, double salts and coordination compounds.
Develop the skill of crystallization for purifying inorganic compounds.
Understand the importance of color reactions and precipitation reactions in
qualitative analysis.
Know the importance of solubility product in salt analysis.
Experiments (all)
Activities
To prepare Potash alum

ortetraamminecopper(II)sulphate
Qualitative analysis of a salt
Test the presence of ammonia

in a) glass cleaners; and b) hair
dye conditioners.
Test whether a given sample of
white paint contains lead-based
or titanium-based pigment.
Cations: Cu2+, Fe3+, NH4+, Mg2+

Anions: CO32-, PO43-, SO42- , Cl-
Test the presence of phosphate

ions in detergents.
experiments
BLOCK 5: Redox Titrations

Learning Outcomes
Define oxidizing agents and reducing agents.
Appreciate that potassium permanganate is a versatile oxidizing agent.
Develop skill to write molecular and ionic equations for reactions involving
potassium permanganate.
Justify the use of sulphuric acid while preparing the standard solution of
281
Mohr salt.
Calculate the strength of the given solution by applying equivalent weight
and normality concepts.
Experiments (all)
Activities

given oxalic acid solutionby
titration of KMnO4 vs oxalic
acid.
Estimation of the ascorbic acid

content of vitamin C tablets.
Determine the percentage of
available chlorine in different
samples of bleaching powders.

given Mohr salt solution by
titration of KMnO4 vs Mohr salt
solution .

experiments
282
Biology
Biology content for class XI-XII attempts to cover basic concepts as essential for
adequate understanding in this domain.
The curriculum intends to
acquaint the learner with fundamental concepts and processes associated
with the phenomenon of life.
relate concepts and develop skill based ability for use in daily life.
The approach is mainly focused to achieve careful observation, promotion of
opportunities to formulate conjectures; refutation or acceptance of ideas through
stepwise analysis and experimentation and sustained documentation of individual
and collaborative work.
Like the previous classes, the extension program called Breakthroughs would
familiarize students with present day development in scientific thought process in
the form of issues.
All human effort is geared to uncover or discover the mysterious phenomenon of
life. There are many ways to understand life; Biology represents one such
perspective.
The course is spread over 30 units. The content is developed around general, plant
specific, animal specific, technology based and environment specific contexts. The
unit on circulation and exchange of gases has been undertaken to connect the cardiopulmonary system. This range has been identified after much deliberation by
experts.
The intended objectives of this course are enabling learners to:become curious about the phenomenon of life
observe variety of life forms and changes in them according to geographical /
ecological variations
relate to myriad kind of surroundings and identify the important role of each
in creating conducive living conditions
in depth understanding of concepts and develop ability to use them in
research projects
283
familiarise with the nature of Biology, its fundamental principles and how
these principles evolved over the time
introduce social dimension through study on environmental activism.
encourage non directive, self paced learning using libraries, media, websites
for initiating into research and development
view Biology as a part of a triune of science- society- technology and its role
in welfare.
explore, extend, evaluate and enact practices related to life
explore the fact of how changes occur through theory building
discuss the role of theory and practical component in science, here Biology
CLASS XI- Biology

Term-wise Syllabus
TERM I
UNIT
NAME OF THE UNIT
TERM II
UNIT
NAME OF THE UNIT
BIODIVERSITY
10
PHOTOSYNTHESIS IN
PLANTS
DIVERSITY IN PLANTS AND

FUNGI
11
MINERAL NUTRITION AND

TRANSPORT IN PLANTS
STRUCTURAL
ORGANIZATION IN PLANTS
12
CELLULAR RESPIRATION
DIVERSITY IN ANIMALS
13
STRUCTURAL
ORGANIZATION IN
ANIMALS
LIFE AND ITS CHEMISTRY
14
NUTRITION, DIGESTION
AND ABSORPTION
BIOMOLECULES
15
CIRCULATION AND
EXCHANGE OF GASES
STUDY OF CELL-TOOLS
AND TECHNIQUES
16
OSMOREGULATION AND
EXCRETION
STRUCTURE AND
FUNCTIONS OF A CELL
17
MOVEMENT AND
LOCOMOTION
CELL CYCLE
284
CLASS XII-Biology
Term-wise Syllabus
TERM I
UNIT
NAME OF THE UNIT
TERM II
UNIT
NAME OF THE UNIT
PLANT DEVELOPMENT
AND REPRODUCTION
NEURONS AND NERVOUS

SYSTEM
ANIMAL DEVELOPMENT
AND REPRODUCTION
HORMONES AND
HORMONAL CONTROL
HEREDITY AND
VARIATION
10
CONSERVATION AND
RESTORATION ECOLOGY:
ISSUES AND CONCERNS
MOLECULAR BASIS OF
INHERITANCE
11
BIOLOGY AND HUMAN

HEALTH
EVOLUTION
12
ROLE OF BIOLOGY IN
HUMAN WELFARE
STATICS AND DYNAMICS

OF AN ECOSYSTEM
13
BIOTECHNOLOGY AND ITS

APPLICATION
STATICS AND DYNAMICS

OF ORGANISMS AND
POPULATION
285
SYLLABUS: Class-XI
BIOLOGY
Unit- 1: Biodiversity
CONCEPT
LEARNING OUTCOMES
Introduction
Describe the characteristics of living organisms

Explain the significance of diversity of life forms in their
surroundings
History of
Classification
Develop time sense in the evolution of art of

classification over the years.
Acknowledge by describing the contributions of various
taxonomists and explain their systems of classification.
Enlist the features of the Five Kingdom classification as
proposed by R.H Whittaker
Describe the characteristic features of each kingdom
Methods of
Classification
Discuss the importance and use of tools and techniques

in classification of organisms
Use simple dichotomous keys based on easily identifiable
characteristics.
Relate the use of cladogram to phylogenetic analysis
Brief classification
of Organisms
Define and describe the Binomial System of naming

species
Describe the hierarchical scheme of grouping organisms
Compare the Three Domain classification with the earlier
systems in terms of modifications
Discuss the evolutionary position of viruses
Unit-2: Diversity in Plants and Fungi
Introduction
Explain the basis of classification in Plants.
Characteristic
Features of Plants
Describe features of algae, its classification, life cycle and

economic importance
Discuss features and life cycle of Bryophytes and
Pteridophytes
Describe and compare features of Gymnosperms and
286
Angiosperms
Characteristic
Features of Fungi
Reproduction in
Fungi
Explain the characteristics of different types of fungi with

suitable examples and relate to their economic
importance
Explain the asexual and sexual reproduction in fungi.
Describe the importance of reproduction as basis for
classification in fungi
Unit- 3: Structural Organisation in Plants (Angiosperms)

External
Morphology of
Plants
Present an overview of plant body.

Discuss morphology of roots, stem and leaves along with
their various modifications
Identify and describe the inflorescence and parts of
flowers and fruits
Anatomy of Plants
Study different kind of plant tissues and discuss their

features.
Explain the anatomy of dicot and monocot root, stem and
leaf.
Describe the secondary growth in root and stem of dicot
plants.
Detailed description of the structure of two types of
seeds
Plant Families
Identify salient features of Fabacae, Solanacae and

Liliacae
Unit 4: Diversity in Animals
Introduction to
Classification
Define the basic characteristics of animals

Explain the basis/ fundamental principles of animal
classification such as levels of organization, symmetry,
diploblastic and triploblastic organization, body plan,
coelom, segmentation and notochord development
287
Classification
based on
Characters
State the different levels of classification of animals such

as phylum, sub-phylum, upto species and sub species.
State the chief characteristics of major animal phyla and
provide examples
State the chief characteristics of major animal phyla and
provide examples
Identify the differences between chordates, non
chordates, and hemichordates
Identify lab specimens and classify them into respective
groups
Observe various organisms in the locality and groups
them into respective phyla and state their specific
characters
Unit- 5: Life and its Chemistry
Introduction
Explain the general concepts pertaining to living cells
Chemical Concepts
Describe chemical bonds: covalent and non-covalent (coordinate, ionic, hydrogen, Van der Waals and hydrophobic
interactions) present in biomolecules
Analyse carbon as important base of biomolecules
Write the functional groups: methyl, ethyl, carboxyl,
carbonyl, amino, phenyl, sulfydryl, phosphoryl
Appraise that life depends on water
Describe the importance of pH and buffering activity of cell
constituents
State the basic thermodynamic principles involved in
biochemical reactions
Express energy flow through different processes such as
diffusion, osmosis, imbibition, absorption, adsorption, mass
flow and active transport
Unit-6: Biomolecules
Introduction
Familiarize with micro- and macro-molecules
288
Carbohydrates
Recall that carbohydrates constitute the most abundant

category of biomolecules
Define and classify carbohydrates
List the role of carbohydrates
Discuss the nature of artificial or synthetic sweeteners and
their impact on health
Lipids
Explain the hydrophobic nature of lipids

Classify lipids on the basis of their chemical structure
Differentiate between saturated and unsaturated fatty acids
Describe the importance of cholesterol in human body
Proteins
State the composition of proteins

Understand the chemical structure of amino acid
Describe the structure of proteins
List the functions of proteins
Enzymes
Name and classify Enzymes

Enlist and describe the factors affecting enzyme action
Explain the mechanism of enzyme action
Nucleic Acids
Describe the basic structure and functions of DNA and

RNA
Vitamins
Describe the role of vitamins and minerals in life

Unit 7: Study of Cell-Tools and Techniques
Introduction
Recall the structure and function of the cell

Identify the necessity of tools and techniques in the study
of cells
Microscopy
Recognise the limitations of human eye and need of

technology for refined observation.
Familiarise and list the basic principles of microscopy
Explain briefly different kinds of microscopes
Use various microscopic techniques for the study of cell
structure and functions
Identify specific principles of fixation and staining of
microscopic specimens.
289
Cell fractionation,
Chromatography,
Electrophoresis
Identify the significance of separation of sub-cellular

components to study the structural and functional aspects
of cell
Explain the principle and steps involved in cell
fractionation, chromatography and electrophoresis
Tissue Culture
Describe the technique of plant and animal tissue culture

Discuss the contribution of Tissue Culture technique in
advancement of knowledge of biology and human
welfare
Unit-8: Structure and Functions of a Cell
Introduction
Establish cell as the basic unit of structure and function in

living organisms
Describe the cell theory based on its postulates
Discuss the need of multicellularity in organisms
Cell Diversity
Correlate diversity in the structure of cells to functions

they perform.
Cellular
Organisation in
Prokaryotes
Identify variations in shapes of bacteria

Explain the general scheme of organisation of a typical
prokaryotic cell.
Describe the important structural features of prokaryotic
cells.
Classify bacteria on the basis of Gram staining technique.
Cellular
Organisation in
Eukaryotes
Identify cell organelles which are distinctively present in a

plant cell and animal cell
Identify and describe the structure of a plant and animal
cell as seen under electron microscope
Describe the structure of the plasma membrane and its
role in regulating the entry and exit of ions and molecules
within a cell
Describe the structure and function of plant cell wall
Compare the role of cell wall with that of cell membrane
Discuss and describe the structure and function of cell
organelles like endoplasmic reticulum, ribosomes, golgi
apparatus, lysosomes, vacuoles, mitochondria, plastids,
microtubules, flagella, cilia, centrioles and nucleus
Correlate the structural organisation of different cell
290
Introduction
organelles with their respective function

Compare and contrast between eukaryotic and
prokaryotic cells in terms of size, presence and absence of
cell organelles, location and structure of genetic material,
and protein synthesis
Unit-9: Cell Cycle
Describe the cell cycle and its distinct stages
Recall and appreciate the importance of cell cycle
Phases of Cell
Cycle and their
Significance
Comprehend the significance of the events occurring in

various phases of the cell cycle
Connect different phases as a rhythmic pattern.
Cell Division
Highlight the differences and similarities in the process of

cell division between prokaryotes and eukaryotes
Prepare / observe / describe and draw labelled figures of
various stages of mitosis and meiosis
Regulation of Cell
Cycle
Identify various factors that control the cell cycle

Analyse the significance of the regulation of cell cycle/ cell
division
Discuss different stages of Mitosis and Meiosis.
Compare the two types of cell division.
Unit-10: Photosynthesis in Plants
Introduction
Describe photosynthesis as an essential process in plants

Appraise the discoveries and investigations of various
scientists which led to the formulation of the chemical
reactions involved in photosynthesis
Photosynthetic
Machinery
Analyse the anatomical and morphological adaptive

features of leaves which make them suitable factories to
carry out the process of photosynthesis
Describe the anatomical structure of chloroplast, the site
of Photosynthesis
Draw the link between the specific structure of various
photosynthetic pigments and their respective functions
Differentiate between Absorption and Action spectra
Draw the link between light absorbed and rate of
291
photosynthesis
Light Reaction
(or Hill reaction)
Differentiate between light dependent and carbon fixation

stages of Photosynthesis
Explain the mechanism of light dependent phase
Describe the organisation of Photo systems I & II and their
role in trapping light energy
Explain the significance of photolysis of water in light
reaction
Define photophosphorylation
Distinguish between cyclic and non-cyclic
photophosphorylation
Carbon Fixation
Reactions(or
Calvin Bensen
cycle)
Mention the important steps involved in investigation of

light independent phase of photosynthesis by Calvin and
his colleagues
Analyse the pathway of carbon in photosynthesis through
the study of the Calvin cycle
Decipher the significance of the specific
nomenclature/reference of Calvin cycle as C3 cycle.
Justify the requirement of C4 pathway/cycle in tropical
and sub-tropical plants
Draw the specialized anatomy of the leaves of C4 plants
Adaptations in
Tropical and Subtropical Plants
Analyse the process of photorespiration and the reason of

its occurrence
Factors Affecting
Photosynthesis
Describe the factors affecting the rate of photosynthesis

Link the significance of photosynthesis with the
productivity of agricultural/crop plants and human
energy demands
Unit-11: Mineral Nutrition and Transport in Plants
Introduction
Describe the role of nutrients in plant growth and survival

Recognise the criteria of essential elements
Macro and Micronutrients
Differentiate between macro and micro nutrients

Explain deficiency symptoms and the effects of toxicity of
macro and micronutrients
292
Define hydroponics and apply the concept in practical

Nutrient Cycle
Describe and draw the nitrogen cycle
Importance of
Nitrogen Cycle in
Plant Systems
Describe the working of the nitrogen cycle in the

ecosystem
Describe the role of microorganisms in the nitrogen cycle.
Describe symbiotic and non symbiotic nitrogen fixation
Explain the role of ammonia produced during nitrogen
fixation
Mechanism of
Transport in Plants
Identify the role of pores in diffusion and facilitated

diffusion
Recognise the role of active transport in plant nutrition
Discuss the significance of imbibition
State the relation between water potential, solute potential
and pressure potential and osmotic pressure
Define the root pressure and suction pressure theories and
identify the groups of plants exhibiting these mechanisms
Explain the role of transpiration in the ascent of water
from soil
Recognise the symplast and apoplast theories of water
transport
Explain the unidirectional and bidirectional transport
mechanisms
State the mechanism of transport in phloem
Relate the mass flow hypothesis with transport in phloem
Unit-12: Cellular Respiration
Introduction
Differentiate between respiration and combustion.

Define the role of ATP as the energy currency of the cell
Describe cellular respiration as a series of redox reactions
Discuss how photosynthesis and respiration are two
similar processes yet different from each other
293
Aerobic and
Anaerobic
Respiration
Differentiate between aerobic and anaerobic respiration on

the basis of their site, the process involved and energy
generated in terms of ATP production
Describe the fate of the products of anaerobic respiration
Enlist the phases of aerobic respiration
Summarise the pathway of Glycolysis
Analyse the fate of pyruvic acid (end product of glycolysis)
through the Krebs/TCA Cycle
Summarise the pathway and significance of Electron
Transporting System
Calculate the total energy yield of cellular respiration.
Respiratory Output
Introduction
Compare the respiratory quotients of various respiratory

substrates like carbohydrates, proteins and fats.
Unit-13: Structural Organisation in Animals
Recapitulate the levels of organization in organisms
Classify animal tissues into epithelial, connective,
muscular and neural tissues
Epithelial Tissues
Differentiate between simple and compound epithelia

Describe various types of simple epithelia including their
modifications such as ciliated epithelium and glandular
epithelium
Discuss the role of epithelial tissues in absorption and
secretion
Identify the location and state the functions of compound
epithelium
Briefly describe the type of cell junctions
Connective Tissues
State the functions of connective tissues with examples

Differentiate between loose and dense connective tissues
State the location and function of areolar and adipose
tissues
Identify blood, bone, cartilage, tendon and ligament as
specialized connective tissues and discuss their cellular
organization
Muscular and
Neural Tissues
Briefly describe the three type of muscular tissues

Briefly comment on muscle and neural tissues
294
Unit-14: Nutrition, Digestion and Absorption in Animals

Introduction
Differentiate between the terms nutrition, digestion and

absorption
Identify the various modes of nutrition: autotrophic and
heterotrophic
Human Alimentary
Canal
Comprehend the type of human dentition

Identify the four types of teeth and compute the dental
formula
State the roles of tongue, teeth, epiglottis and oesophageal
sphincter
Recognize the location of: stomach and its three major
parts; small intestine and its three parts; and three regions
of large intestine
Compare the stomach of ruminants with stomach of
humans
Histology of
Human Gut
Describe the four major layers that form the wall of the
alimentary canal
State the location and function of structures such as villi,
microvilli, crypts of Lieberkhn and goblet cells
Associated Glands
State the location and function of salivary glands and their

secretion
State the location and function of liver, gall bladder and
pancreas
Movement and
Digestion of Food
in the Alimentary
Canal
State the significance of peristalsis and the role of

longitudinal and circular muscles in this process
Describe the role of various gastrointestinal secretions
during digestion of food components
Comment on the hormonal control of digestive secretions
Absorption
Differentiate between diffusion, facilitated diffusion and

active transport to discuss absorption of simple products of
digestion
Disorders of
Digestive System
List the common disorders of the digestive system

Comment briefly on their clinical aspects
295
Health and
Nutrition
Discuss the concept of calorific value

Compare the calorific value for proteins, fats and
carbohydrates
Categorize the types of nutrients into macro- and micronutrients and trace elements
Discuss the concept of a balanced diet
Discuss the role of vitamins, minerals, water and
roughage in diet
Describe the important nutritional deficiency disorders
Discuss the relation of dietary habits and lifestyle diseases
Unit-15: Circulation and Exchange of Gases in Animals
Introduction
Differentiate between the terms breathing and respiration

List the diverse mechanisms employed by different
groups of animals for respiration
Human
Respiratory System
List the organs comprising the human respiratory system.

Explain the mechanism of pulmonary ventilation
Comprehend the meaning of terms : respiratory volumes
and capacities
Discuss the role of blood in the transport of respiratory
gases
State the locomotion of respiratory centre and discuss how
respiration in humans gets regulated
Introduction to
Circulation
Define blood as a complex connective tissue

Describe briefly the external and internal structure of
human heart
Differentiate between open and closed circulatory systems
State the characteristic features of arteries and veins
Discuss briefly the process of microcirculation
Blood Circulation
Explain the flow of blood through the heart

Explain the significance of double circulation.
Describe the phases of cardiac cycle
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Briefly state the mechanisms for regulation of heart beat

Broadly relate the above process with standard ECG and
identify its clinical significance
Elaborate the general plan of blood circulation through
human body
Gaseous Exchange
Describe the concept of partial pressure and explain the

phenomena of pulmonary gaseous exchange
Relate the same concept to explain the exchange of gases
between body tissues and blood
Describe how haemoglobin helps in transport of oxygen
from lungs to tissues
Explain the oxygen dissociation curve
Describe the ways in which CO2 gets transported from
tissues to the lungs for exhalation
Disorders of
Respiratory and
Circulatory System
List the major disorders of respiratory system and discuss

their clinical aspects
List the major disorders of human circulatory system and
discuss their clinical aspects
Suggest ways to maintain cardiac health
Unit-16: Osmoregulation and Excretion in Animals

Introduction
Define the terms excretion and osmoregulation

Differentiate between osmoconformers and
osmoregulators
Osmoregulation
Discuss the mechanisms by which animals regulate their

water-solute balance in freshwater and marine
environment
State the mechanisms by which animals regulate their
water-solute balance in terrestrial environment including
desert animals
Excretory Products
Identify the sources of nitrogenous waste in animals

Discuss the elimination of various nitrogenous wastes in
animals
Infer CO2 and excess water as excretory products in
animals
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Excretion in
Invertebrates
Briefly comment on: contractile vacuoles, protonephridia

and flame cells; nephridia, malpighian tubules, green
glands
Human Excretory
System
Describe the excretory system in humans

Describe the internal organization of kidney
Urine Formation
Discuss the mechanism of urine formation: the processes

of glomerular filtration, selective reabsorption and
secretion
Explain the counter current mechanism for the production
of concentrated urine
Regulation of
Kidney Function
Describe the role of antidiuretic hormone (ADH) in

regulation of renal functions
Discuss the regulatory role of juxtaglomerular apparatus
(JGA) or renin-angiotensin mechanism
State how Atrial Natriuretic Factor(ANF) acts as a check on
the renin-angiotensin mechanism
Micturition and
Constituents of
Urine
Define the term micturition
Accessory
Excretory Organs
Recognize organs other than kidney that are involved in

elimination of excretory products viz. lungs, liver, skin and
discuss their role in excretion
Disorders of
Excretory System
State some common disorders of excretory system and

their clinical aspects
Discuss briefly the techniques of haemodialysis and kidney
transplantation
Reason why patients body tends to reject a kidney
transplant
Justify how clinical examination of urine samples can help

in diagnosis of certain metabolic disorders
Unit-17: Movement and Locomotion in Animals

Introduction
Differentiate between movement and locomotion

State the significance of movement and locomotion in
different animals
Discuss the types of locomotion found in different animals
298
Role of Different
Type of Muscles
Recognize muscle as a specialized tissue

List important features of the skeletal, smooth and cardiac
muscles
State the unique properties of skeletal muscle and establish
the relation with its structure
Structure of
Contractile
Proteins
Muscular
Contraction
Discuss the structure and function of action and myosin

filaments
The Skeletal
System
State the significance of skeletal system

List the components of axial and appendicular skeleton
Describe the arrangement of bones in the human body
Discuss the significance of each of these structures
Differentiate between fibrous joints, cartilaginous joints
and synovial joints
Muscular and
Skeletal System
Disorders
List some important disorders of the muscular and skeletal

system
Discuss briefly the clinical aspects of these disorders
Write steps to maintain muscular and skeletal efficiency
Explain the mechanism of sliding filament theory of

muscle contraction and relaxation
Describe the biochemical events that occur during muscle
contraction and relaxation
Discuss the role of calcium in muscle contraction
Differentiate between red and white muscle fibres
299
BIOLOGY
SYLLABUS: Class-XII
Unit-1: Plant Development and Reproduction
Content
Introduction
Learning Outcomes
Define the terms differentiation, development and growth
Relate the processes of differentiation, dedifferentiation
and re-differentiation
Growth and
Development
Measure growth in plants through various methods

Observe growth in various parts of plants and graphically
represent it
Analyze the data obtained from the observation.
Define growth rate in terms of absolute and relative growth
Differentiate between different patterns of growth curve
observed in plants
Study growth and development in individual parts of
plants including both vegetative and reproductive parts
Compare primary and secondary growth in plants and
understand the role of various tissues in the process
Plant Growth
Regulators
Explain the concept of photoperiodism and vernalisation
Reproduction in
Plants
Point out the morphological and anatomical changes

observed in plants in their transition from vegetative to
reproductive phase
Describe the various types of asexual reproduction
Draw and describe the reproductive parts in flowering
plants
Understand the process of sporogenesis and gametogenesis
Describe the process of pollination and fertilization
Enlist the steps involved in seed formation and point out
300
the differences between monocot and dicot seed formation

Describe the importance of seed and fruit formation in
flowering plants
Explain the concept of Apomixis and polyembryony
Unit 2 : Animal Development and Reproduction
Introduction
Recapitulate the differences between asexual and sexual

reproduction
Discuss the common modes of asexual reproduction in
animals
Describe parthenogenesis as alternative mode of
reproduction
Human
Reproductive
System
Describe the male and female reproductive systems in

humans
Fertilization and
Implantation
Describe key steps involved in the process of fertilization

Discuss the mechanisms by which polyspermy is prevented
in humans
Discuss the sequence of events from fertilization to
implantation including cleavage
Illustrate the internal structure of human testis and ovary

Define spermatogenesis and describe stages involved in the
process
Illustrate the structure of human sperm
Define oogenesis and describe stages involved in the process
Illustrate the structure of human ovum
Define puberty and discuss associated changes in human
male and female
Describe the phases of menstrual cycle and the role of
hormones
Define the terms menarche and menopause
Illustrate the structure of human blastocyst

Embryonic
Development
Briefly discuss the terms gastrulation, neurulation and

organogenesis
List the four extarembryonic membranes and their
significance
301
State the functions of placenta including its role as an

endocrine gland
Discuss briefly the process of parturition and lactation
Reproductive
health
Discuss the important aspects of reproductive health and its

significance in a society
Discuss the prevent measures against STDs
Suggest reasons for population explosion and methods of
contraception and birth control
Briefly describe certain techniques to combat infertility
among couples
Unit-3 : Heredity and Variation
Introduction to
Genetics
Define genetics and discuss the emergence of genetics as an

important field of Biology
Define inheritance as the transmission of genetic information
from generation to generation
Explain the concept of Heredity and Variations
Mendelian
Inheritance
Describe the experiments of Mendel and elucidate the laws

of inheritance
Describe the significance of test cross, back cross and
reciprocal cross
Explain the Chromosomal basis of Mendels Laws
Analyze the significance of Mendels work
Discuss the role of theory building in science
Extension and
Modification of
Mendels Work
Explain the complex inheritance patterns which do not

follow Mendels laws
Describe incomplete dominance, co-dominance, polygenic
inheritance and multiple allelism citing suitable examples
Describe the contribution of Morgan and his research on
Drosophila
Describe linkage and crossing over
Discus the implications of sex linked inheritance
Sex
Determination
Discuss the basis of sex determination in human beings,

birds and insects (honeybee)
302
Significance of
Variations
Define variation and enlist the variations seen in living

organisms
Draw the link between meiosis and variation
Describe the factors responsible for variation
Compare and contrast continuous and discontinuous
variation
Chromosomal
abnormalities in
Man
Identify and explain the genetic disorders due to change in

Chromosome number and structure
Apply the principles of inheritance to study of pedigree
analysis in humans
Unit-4: Molecular Basis of Inheritance
Introduction
Give experimental evidences to prove that DNA is the

genetic material
Genetic Material
Compare the properties of DNA and RNA as genetic

material
Describe the structure of nucleic acids
Describe the gene structure in prokaryotes and eukaryotes
Present an overview of DNA replication in prokaryotes and
eukaryotes
Regulation of
Genes
Discuss the process of transcription and translation.
From Gene to
Proteins
Explain the regulation of gene expression in bacteria (lac

operon)
Genetic code
Familiarize with the significance of the triplet code

Identify the pattern in genetic code
Discuss the t-RNA and anticodon on it
Write the characteristics of genetic code
Discuss translocation in brief
Describe human genome project in terms of its goals,
features and applications
303
Unit- 5: Evolution
Origin of Life
Understand and appreciate the origin of earth and life on

earth
Explain biochemical theory of origin of life
Mechanism of
Evolution
Recognize the contribution

understanding the evolution
of
Lamarck
towards
Appreciate Darwins theory of Natural selection

Evidences in
Favour of
Evolution
Comprehend the concept of Organic Evolution

Explain the significance of Hardy Weinberg principle
Differentiate between homologous and analogous organs
Explain the morphological, paleontological, embryological,
and molecular evidences in favour of organic evolution
Trace the evolution of modern human being from its
ancestors
Origin of Species
Understand the significance of Neo-Darwinism

Explain the sources of variations (gene and chromosomal
mutation, recombination, gene flow and genetic drift)
Discuss speciation and differentiate between Allopatric and
Sympatric speciation with examples
Co-relate the role played by Reproductive Isolation in the
origin of new species
Unit-6: Statics and Dynamics of an Ecosystem
Environment,
Ecology and
Biosphere
Define the terms: environment, ecology, ecosphere,

ecosystem and biosphere
Co-relate the concept of environment, ecology and
biosphere
Discuss the levels of ecological organisation
Understand the concept of population and community with
respect to the biosphere
Components of
the Environment
List various components of the environment

Differentiate between the biotic and abiotic components
Define autotrophs (producers), heterotrophs (consumers),
decomposers, scavengers and parasites
304
Ecosystem
Concepts and
Principles
Define and discuss ecosystem

Discuss the inter-relationship between plants and animals
in an aquatic ecosystem and terrestrial ecosystem
Explain the pond ecosystem as an ideal example of an
aquatic ecosystem
Explain the concept of ecological succession
Nutrient and
Energy Flow in
Ecosystem
Explain food chain and food web with examples

Draw a relationship between food chain, food web,
different trophic levels and energy flow
Explain the significance of food chain and food web
Trace the path of energy flow in a food chain
Appreciate the importance of various trophic levels in an
ecosystem
Explain the concept and types of ecological pyramids
Discuss the significance of studying ecological pyramids
Biogeochemical
Cycles
Describe the various biogeochemical cycles

Appreciate the cycling of minerals in nature citing the
examples of carbon and phosphorus
Adaptation
Discuss the concept of ecological adaptations

Relate the concept of ecological adaptation with the
organisms habitat
Justify the role of adaptation in the living world
Describe the concept of habitat and niche
Unit-7: Statics and Dynamics of Organisms and Population
Adaptive
Responses of
Organisms
Discuss the mechanisms of homeostasis such as regulation,

conformation, migration and suspension
Describe the concept of adaptation in reference to different
abiotic factors
Population and its

Regulation
Discuss the concept of population

Define Natality, Mortality, Immigration, Emigration and
dispersal
Explain the signification of S-shaped and J-shaped curve
List the various factors that can control population growth
Discuss the phenomena of population explosion
305
Population
Interaction
Explain population interaction, mutualism, commensalism,

symbiosis, amensalism, predation, parasitism, and
competition with examples
Unit-8: Neurons and Nervous System
Primitive
Nervous System
in Invertebrates
State a brief account of the nervous system of organisms

such as hydra, planaria and cockroach
Neurons and
Functioning of
the Nervous
System in
Humans
Describe the parts of the human nervous system

Describe briefly the transmission of an impulse through a
nerve fiber
Explain the significance of the neurotransmitters in
conduction of the nerve impulse in a chemical synapse
Explain the structure and function of human brain and
spinal cord
Describe and illustrate the process of reflex action
Enumerate structural and functional differences between
the sympathetic and parasympathetic nervous systems
Describe the structure and function of human eye and ear
Unit-9: Hormones and Hormonal Control
Introduction
Justify the need of chemical coordination in human body

Compare neural and chemical coordination
Explain the coordination between neural and
chemical/hormonal system to ensure smooth and
continuous activity of various organ systems
Endocrine Glands
Differentiate between endocrine and exocrine glands

Categorize endocrine glands according to their location,
secretion and function
Tabulate hormones of endocrine glands and their specific
functions
Appreciate the role of endocrine glands in maintaining
homeostasis
306
Hormones
Define the term hormones

Classify hormones on the basis of their site of secretion and
mode of action (trophic and non trophic)
Describe the role of hypothalamus and its secretion in
functioning of pituitary /master gland
Discuss the feedback mechanism of hormonal action
Disorders of
Endocrine glands
Describe the symptoms of the disorders caused by underer

and over production of various endocrine hormones
Unit-10: Conservation and Restoration Ecology: Issues and Concerns

Introduction
Describe biodiversity and discuss the magnitude of global

bio diversity
Describe the importance of conservation of biodiversity
Biodiversity
Hotspots
Map the biodiversity hotspots identified all over the world

and discuss their importance
Extinction of
species
Discuss the reason for extinction of species by natural and

anthropogenic actions
Sensitize of the learner about the need of conservation of
species hence Biodiversity
Analyze the implication of introduction of exotic species
and its impact on the ecosystem
Conservation of
Biodiversity
Describe the initiatives taken for conservation of bio

diversity
Differentiate between in situ and ex situ conservation
Discuss case studies of some of the above mentioned
initiatives
Discuss the latest research on wild life conservation
Enlist at least ten endangered species and the significance
of the red data book
Restoration
Ecology
Differentiate between restoration and regeneration

Appreciate the emergence of restoration as an important
field in ecology by citing suitable examples
Emphasize the role of local people as protectors of their
307
environment
Pollution
Define and describe air, water, land and noise pollution

Explain the effects of air, water, noise and land pollution on
organisms
Suggest possible ways to reduce pollution of air, water,
noise and land
Describe various control measures to be used for air
pollution such as electrostatic precipitators
Discuss the Euro IV norms and use of alternate fuels to
control pollution
Explain the terms eutrophication, bioaccumulation and
biomagnifications
Discuss the concept of waste management
Global Warming
and Ozone
Depletion
Discuss the effects of global warming and ozone depletion
Unit-11:Biology and Human Health

Introduction
Prepare a concept web relating health and its various

aspects
Discuss the role of immune system in fighting diseases
Enlist the types of communicable diseases, the causative
pathogens and methods of prevention and treatment
Autoimmune diseases
Medicinal Field
Discuss the role of Antibiotics in controlling bacterial

diseases
Enlist the various non communicable diseases and their
treatment
Explain the concept of allergy and immunodeficiency
Discuss the latest diagnostic techniques in field of medicine
Describe the advancements made in stem cell therapy for
treatment of diseases.
308
Explain the effects of alcohol and drug abuse

Unit-12: Role of Biology in Human Welfare
Introduction
Understanding the link between the study of biology and

its real life applications
Identify the fields in which biology has made significant
contribution.
Animal
Husbandry
Discuss the importance of Livestock wealth of a nation

Describe the processes involved in animal husbandry
Role of Poultry for supplying egg protein
Describe the importance of animal breeding
Discuss the role of Apiculture, Pisciculture and
Aquaculture as careers in enhancing the economic
development of a nation as well as fulfilling the food
requirement of its people
Importance of sericulture and lac culture
Crop
Improvement
Discuss the importance of food production and food

security
Analyse various strategies to enhance the food production
of a nation on the basis of its food crops produce
Enlist the major food crops of their respective nation
Discuss the traditional method and modern techniques of
crop improvement citing suitable methods
Describe and explain Biofortification
Describe the strategies apart from crop hybridisation in
improvement of crop production like pest control,
application of manures and fertilizers, irrigation facilities
etc.
Appreciate the role of Integrated pest Management as a
strategy to improve crop production
Microbes in
human welfare
Describe the role of Single Cell Protein in enhancing food

production
Explain the role of microbes and plants in reducing
environmental pollution
309
Discuss the role of microbes as bio control agents and as

biofertilisers
Discuss the role of microbes in manufacture of Dairy and
Bakery Products and alcoholic beverages
Discuss the role of microbes in manufacture of food
supplements such as amino acids, proteins, vitamins etc.
Discuss the role of microbes and plants in production of
fuels
Forensic Science
Discuss the role of Biology in various fields of forensics

Unit-13: Biotechnology and its Application
Introduction to
Biotechnology
Define Biotechnology
Recognise biotechnology as an interdisciplinary science
Recombinant
DNA Techniques
Define Recombinant DNA Technology

Define restriction enzymes, ligase, cloning vectors (pBR322)
and describe their significance in recombinant DNA
technology
Explain the application of Recombinant DNA Technology
to generate recombinant DNA molecule
Explain the use of polymerase Chain reaction (PCR) to
amplify DNA in Vitro
Describe various methods of Transformation
Applications of
Biotechnology
Discuss the use of Genetic Engineering to create transgenic

micro-organisms, plants and animals (GMOs)
Explain the importance of stem cells and their applications
Describe the principle, procedure and application of DNA
finger printing
Discuss the application of Biotechnology in agriculture and
medicine with suitable examples
Describe the procedure for obtaining foreign gene product
Safety and Ethical

Issues
Discuss the safety and ethical issues related to

Biotechnology
Scope of Biology
Identify the various career options in Biology
310
Biology
Practical
I.
Instructions:
a.
The list of experiments and activities to be carried out by the students has
been arranged in different blocks. Each block contains one or more of the
following three types of practical exercises depending upon the learning
outcomes of the unit.
Temporary mount
Experiment
Spotting Study of organisms or their parts with the help of
preserved museum specimens or slides.
Students are required to do exercises as suggested in various blocks.
b.
Practical Exercises
The teacher may decide the method and protocol of conducting each
practical exercise.
A practical record book shall be maintained by every student. After
completion of each experiment, a student shall record the theory,
procedure, observations, results, precautions, etc. in the practical
record book and get it signed by the concerned teacher within two
weeks of the completion of the exercise.
In addition to the record book that is updated only after completing
a practical exercise, student will also maintain a separate daily log of
the experiments in an auxiliary notebook. This will include the
observations, problems encountered while conducting the
experiment, how these were overcome and summary of
questions/ideas discussed with the teacher, any new idea or
experience related with the experiment. This auxiliary note book
should be signed at the end of every class by the concerned teacher.
The experiments are to be performed by the students individually.
C.
Activities/Project in Term-II
Each block of experiments has certain activities attached to it.
Minimum two activities from any block are to performed by each
311
student based on the knowledge acquired by him/her during the

course of performing the main experiments in each term.
In term II, an investigatory Project has to be undertaken as an
activity. Investigatory project will be a sort of extended activity.
Each of the activities will be recorded by a student in an activity
report book (loose sheets put in a file) which needs to be signed by
the teacher and kept by the student for final evaluation. Project will
be recorded in the form of a project report.
students can conduct an activity outside this list with the approval
of teacher. However, the chosen activity has to be linked to the
main experiments in the block and must be of similar standard as
the ones mentioned here. Freedom of choice is with regard to the
area of interest of the learners maintaining the desirable quality
parameters.
II.
Assessment Scheme:
a. The overall assessment will comprise of two parts:
Continuous assessment throughout the year
A term-end examination as per the scheme given below.
b. Separate percentage of marks has been assigned for different components
of the assessment as shown in the table below.
c. Assessment for the consistency in conducting the experiments throughout
the year shall be done from the auxiliary note book of experiments,
reports of the activities performed and practical record book.
d. Students may be encouraged to test new ideas while conceptualizing and
conducting the activities/Project and will be suitably acknowledged in the
term-end examination.
e. Continuous assessment of the experiments and activities shall be made by
the teacher throughout the year and the marks shall be awarded prior to
the term end examination. It is necessary that part of this assessment be
done through a presentation or demonstration of the activities by the
student at the time of its being carried out during the year.
III.
Conduct of Term- End Examination

a.
The term end examination will be of three hours duration.
312
b. At the time of term-end examination, the student will be required to

perform three practical exercises:Preparation of a temporary mount - 4 marks
One Experiment - 4 marks
Spotting exercise - 4 marks
c. The student shall submit the practical record, auxiliary note book and the
activity report book/ Project Report of all the activities performed by
him/her during the year for assessment.
d. The examiners shall assess the activities/ Project from articulation of the
theme, resourcefulness and viva.
(Total marks: 30)
Practical Exercises
Activities/ Project
Practical
Record
03 marks
Report
03 marks
Auxiliary
note book
02 marks
Demo/Performance
and Presentation
04 marks
Term-End Examination
Practical
Exercises (3)
12 marks
Viva
03 marks
Term-End Examination
Articulation of the
theme,
resourcefulness and
03 marks
Viva
Total
20 marks
Total
313
10 marks
CLASS XI
TERM I-PRACTICAL
BLOCK 1. DIVERSITY
Includes:
Unit- 1 Biodiversity
Unit- 2 Diversity of Plants and Fungi
Unit- 3 Structural Organizations in Plants
Learning Outcomes:
Identify the characteristic features of each group of organisms.
Appreciate the diversity present within each group
Develop the skill to classify organisms according to the characteristics.
Correlate the characteristics with the evolutionary trend
PRACTICAL EXERCISES
I Temporary Mount
1. Preparation and study of T.S
of a dicot and a monocot root
and stem (primary).
2. Study of distribution of
stomata in upper and lower
surface of a monocot and a
dicot leaf
ACTIVITIES
1. Collect the stem/root of any five
plants in your neighborhood cut the
T.S of the stem/root. Prepare a
temporary stained mount. Study the
structure and identify whether it is a
monocot or a dicot. Draw the diagram,
record the differences from the
specimen you have studied in class.
Note the observation.
2. Collect leaves of 2 mesophytes and 2
xerophytes (monocot/dicot). Prepare a
peel mount and study the distribution
of stomata on upper and lower
epidermis. Record your observation.
Draw a labeled diagram.
II Experiment
1. Dissection and display of floral 1.
Pick up four or more plants from any
314
whorls from each of the

following families
(Solanaceae,Liliaceae
Fabaceae, and Adventitious).
Write the floral formula and
draw the floral diagram.
Identify the family of the
flower described.
III Spotting Exercise
1. Study of the
specimens/permanent slides
and identification with reasonsBacteria, Oscillatoria, Spirogyra,
Rhizopus, Mushroom, Yeast,
Liverwort, Moss, Fern, Pine,
one monocotyledonous plant
and one dicotyledonous plant
and one lichen.
2. Study of specimens and
identification with reasonsAmoeba, Hydra, Liverfluke,
Ascaris, leech,earthworm,
prawn, silkworm, honeybee,
snail, starfish, shark, rohu, frog,
lizard, pigeon and rabbit.
3. Study of tissues, diversity in
shapes and sizes of plant cell
focussing on their economic
significance, if any. (E.g.
palisade cells, guard cells,
parenchyma, collenchyma,
sclerenchyma, xylem, phloem)
4. Study of different modification
in root, stem and leaves.
5. Study and identification of
different types of inflorescence
of the three families studied. Describe

their vegetative and floral
characteristics and record your
observations. Also record how
different they are from the ones you
studied. Write the economic
importance of each family.
1. a) Observe different organisms in a

garden. Make a list of at least ten
different organisms, write their
common and scientific name. Classify
them and write the economic
importance, if any.
b) Consult your teacher/explore
internet to find out how organisms can
be preserved. Find out the
preservation techniques for plants and
animals. Record them.
315
BLOCK 2. BIOMOLECULES
Includes:
Unit -5 Lives and Its Chemistry
Unit -6 Biomolecules
Learning outcomes:
Perform general chemical tests to identify the various biomolecules present in
cells
Distinguish different biomolecules on the basis of their chemical properties
EXPERIMENT
I.
ACTIVITIES
1. Collect 5 food items. Grind (if
required) and prepare the extract:
test the presence of various
nutrients in each extract. Record
your observations make a list of
precautions observed by you.
To test the presence of sugars

(reducing and non-reducing),
starch, proteins and fats
present in the sample
provided.
BLOCK -3 STUDY OF CELL

Includes:
Unit- 7 Cells: Tools and Techniques
Unit - 8 Structure and Functions of a Cell
Unit- 9 Cell Cycle
Learning outcomes:
Recognize the dividing cell in the root tip
Identify different stages of mitosis
Observe the chromosomes in metaphase and anaphase
316
PRACTICAL EXPERCISES
ACTIVITIES
I Experiment
1. Perform gram- staining
experiment with Lactobacillus to
identify whether the bacteria
present in curd is gram + ve or
gram ve
1. Study the micrograph of the

following: Plant cell, Animal cell,
Mitochondria, Centriole.
II Spotting Exercise
1.
2. Take root tips from two different

plants, hydrolyze them and
prepare temporary mount. Try to
find out whether the cells are
dividing or not. If yes, identify the
stage and draw the diagram.
Compare with the material
studied by you in the class room.
Record all stages of mitosis and
draw labelled diagrams.
Study of mitosis in permanent

slides of onion root tips cells.
Class XI
Term II Practicals
BLOCK I LIFE PROCESSES
Includes:
Unit 10 Mineral Nutrition And Transport In Plants
Unit 11 Photosynthesis In Plants
Unit 12 - Cellular Respiration
Learning Outcomes
Understand concept of some mechanisms of transport in plant cells
Compare anatomy of a monocot and a dicot leaf and relate it to their
physiology
317
Practical Exercise
I.
Project
Temporary Mount
Study the effect of isotonic, hypotonic

and hypertonic solution on epidermal
peel of a leaf.
II.
Experiments
1. Study of osmosis by potato
osmometer.
2. Study of various leaf pigments
of plant through paper
chromatography.
Comparative study of rate of

transpiration in upper and lower
surfaces of a leaf.
III.
a) Study of deficiency symptoms of

essential elements on plant
growth / hydroponics.
b) Study the effect of different
wavelengths (VIBGYOR),
intensity of light and CO2
concentration on rate of
photosynthesis in plants.
c) Study of deficiency symptoms of
essential elements on plant
growth / hydroponics.
Spotting Exercise
1. Study of T.S of a monocot and a
dicot leaf through permanent
slide and compare their
anatomy.
Observation and comments on the

experimental set up for showing
phototropism.
BLOCK II LIFE PROCESSES IN ANIMALS

Includes:
Unit:13 - Structural Organisation In Animals
Unit 14 Nutrition, Digestion And Absorption
Unit 15- Circulation And Exchange Of Gases
Unit 16- Osmoregulation And Excretion
Unit 17- Movement And Locomotion
Learning Outcomes
Observe and identify various animal tissues.
318
Understand the role of saliva in human body.

Identify and detect normal and abnormal constituents of urine.
Locate various type of bones and joints in human body and understand their
respective function.
Relate morphological features of a cockroach with its taxonomy.
Practical Exercise
Project
Experiment
1.
Study the effect of salivary

amylase on activity of starch and
find the achromic point.
2.
Test the presence of urea, sugar,

albumin in urine sample.
1. a) Study the journey of saliva from

its origin to its action.
b) Comparison of achromic point of
salivary amylase in different age
groups
c) Discuss and describe the role of
saliva in transmission of disease.
2. a) Study the role of kidney in urine
Formation (theory).
b) Study of disorders related with
malfunctioning of kidney (atleast
2 case studies).
c) Relate advancement in
technology to treat the above
disorders.
Spotting Exercise
3. Detailed analysis of blood;
1.
Compare RBC of frog and human

with the help of permanent slide.
a) Cellular and non-cellular

components of blood
2.
Study of squamous epithelium,

muscle fibres, T.S bone and T.S
cartilage through permanent slide.
b) RBC and WBC count from blood

sample of different age groups.
3. Study of human skeleton and

different types of joints.
c) Study the importance of blood as

a fundamental diagnostic tool for
4. Study of external morphology of a
health and different diseases.
cockroach with the help of a
d) Study atleast two disorders
specimen.
related with circulatory system
319
and how they can be treated.

4. Test heart rate and blood
pressure in human beings of
diverse age groups, genders,
weight and life styles. Correlate
your findings with the clinical
aspects.
5. Find haemoglobin content in
blood of persons of various age
groups and genders. Comment
upon various diseases which may
occur due to its deficiency and
excess
6. To germinate leguminous seeds
in different temperature and light
conditions, using different
medium-soil, sand and cotton.
Record observations from day 1
to day 6.
Class XII
Term II-Practicals
BLOCK I REPRODUCTION AND DEVELOPMENT OF ORGANSIMS
Includes:
Unit 1- Plant Development and Reproduction
Unit 2- Animal Development and Reproduction
Learning Outcomes
Study various agencies of pollination and stages of pollen germination.
Development of skills like handling apparatus, observation, analysis and
recording
Understand the location and development of male and female reproductive
organs in flowers.
320
Differentiate between spermatogenesis and oogenesis in humans

Practical Exercises
Activities
I Temporary Mount
1. To prepare a temporary mount
to study pollen germination on a
nutrient medium
1. A comparative study of the

stages of germination of a
monocot and a dicot seed (a
leguminous
and
a
nonleguminous)
2. Prepare a studied report on
measures
to
prevent
reproductive ill health
II. Experiment
Dissection of a flower to display the
floral whorls
1. Dissection of a flower to display the 1. Collect 5 locally available flowers
floral whorls and a cross section of
from the families studied. Cut
ovary to study placentation (one
section of ovary and study the type
flower each from family Fabaceae,
of placentation. Write the floral
Liliaceae and Solanaceae). Write the
formula and draw the floral
floral formula and draw the floral
diagram. Identify family of the
diagram. Identify family of the
flower described.
flower described.
III. Spotting Exercise
1. Study emasculation, tagging and
bagging in a given flower
2. Study adaptations in flowers
pollinated by different agencies
3. Identification of stages of gamete
development that is T.S. testis
and
T.S.
ovary
through
permanent slides (from any
mammal)
4. T.S.
of
blastula
through
permanent slides
321
1. Collect 5 flowers from your

neighborhood. On the basis of
features of flowers, find out
agencies of pollination.
BLOCK II Heredity and Evolution

Includes:
Unit 3- Heredity and Variation
Unit 4- Molecular Basis of Inheritance
Unit 5- Evolution
Learning Outcomes
Learners will be able to
Identify various stages of cell division
Separate protein monomers
Understand the concept of evolution
Practical Exercises
Activities
I Temporary Mount
1. To prepare a temporary stained
mount of onion root tips to show
various stages of mitosis.
1. Grow onion to get root tips. Cut

few root tips at different times
of the day like morning and
afternoon. Prepare their stained
temporary mounts. Compare
the no. of dividing cells in the
two. Record your observations.
Draw diagrams and write the
features of each stage of mitosis.
2. Prepare a report on two genetic
disorders.
II. Experiment
1. Study the effect of temperature 1. To study the activity of amylase
and pH on activity of salivary
present in maize embryos using
amylase.
starch - Agar medium.
2. Separation of various amino
acids by paper chromatography
2. Study the role of DNA fingerprinting
and staining with ninhydrin
in forensic sciences and paternity
disputes. Prepare a detailed report.
322
Give a case study for each.

III Spotting Exercise
1. Study of prepared pedigree 3. Prepare a pedigree chart for
charts of genetic traits such as transmission of atleast 3 human
rolling of tongue, blood groups, heritable traits.
widows peak, color blindness
2. Study
Homologous
and
analogous organs through plant
/ Animal specimens / charts
3. Study of
various stages of
Meiosis in onion bud cell or
grass hopper testes through
permanent slides
BLOCK III ECOLOGY

Includes:
Unit 6- Statics and Dynamics Of An Ecosystem
Unit 7- Statics and Dynamics Of Organisms And Population
Learning Outcomes
Learners will be able to
Understand different types of soils
Identify some microorganisms from water samples
Understand the various components of an ecosystem
Practical Exercises
I. Experiment
Activities
1.
1. Collect soil from atleast two different

sites and study their texture,
moisture content, pH and water
holding capacity, correlate with the 2.
kinds of plants that grow in them.
2. Collect water from two different
accessible water bodies. Study them 3.
323
Explore internet and study the

factors affecting growth and
development of plants in
different biomes of the world.
One case study showing the
stages of primary and secondary
succession.
Prepare a food web using
for pH and presence of microorganisms.

4.
3. Study the presence of suspended
particulate matter in air at the two
widely different sites.
pictorial illustrations.
Prepare age pyramids by
gathering
data
from
five
different regions/countries.
4. Study of plant population density by

quadrate method.
5. Study of plant population frequency
by quadrate method.
II Spotting Exercise
1. Comment
upon
morphological
adaptations, two plants and two
animals found in xeric conditions.
2. Comment
upon
morphological
adaptations, plants and animals
found in aquatic conditions.
1. List atleast 2 xeric/aquatic plants

and animals found in your region
and describe their adaptation.
Make photographic
presentations. Debate. For
example on Bio Ethics and
Diversity of Life.
Class XII
Term II- Practicals
BLOCK I CONTROL AND CO-ORDINATION
Includes:
Unit 8- Neurons and Nervous System
Unit 9- Hormones and Hormonal Control
Learning Outcomes
Understand the structure and function of spinal cord
To study the role of exocrine and endocrine glands
Practical Exercises
Spotting Exercise
1. Use permanent slides to study
-T.S of spinal cord
-T.S of pancreas
Activities
1. Study of at least two case studies of
hormonal and neural disorders,
their cause, symptoms and role of
technology to control them
2. How do we learn: sensory
coordination
324
Study of retention capacity of

learners when exposed to: only
auditory, Audio-visual signals,
Only visual signals. What are the
sensory strengths of visually
challenged persons
3. Discuss and describe of pathway of
reflex arch and clinical significance
of it through Knee Jerk activity
BLOCK II HUMAN BEINGS AND THEIR ENVIRONMENT

Includes:
Unit 10- Conservation and Restoration Ecology: Issues and Concerns
Unit 11- Biology and Human Health
Unit 12- Role of Biology In Human Welfare
Learning Outcomes
Understanding the Concept of various environmental issues
Knowledge of various human diseases
Awareness regarding plant breeding techniques
Practical Exercise
Activity
1) Identification of common 1. Compare effect of various antacids on HCl and

growth of methano bacteria on cellulose extracts
disease causing organisms
in covered test tubes to study the production of
like Ascaris, Entamoeba,
methane gas.
Plasmodium, Ringworm
through permanent slides 2. Detailed study of detection of cancer: its cause,
symptoms, type and treatment.
or specimens. Comment
on symptoms of disease 3. a) Study of Plant breeding techniques with
special reference to disease resistance and its
that they cause.
role in enhancement of food quality
b) Prepare a list of hybrid crops of the following
and identify their features (if accessible)
i) Maize
ii) Wheat
iii) Rice
iv) Garden peas
c) How are they better than their normal breed
325
4. To study/obtain the air quality data and its

trends with respect to air pollutants in your
locality/region from concerned regulatory
agencies. Find out whether they are within
permissible range as per the applicable rules.
Enumerate the source of air pollutants and
discuss the measures to control it.
5. Prepare a report of the study of peoples
participation in conservation of forests.
6. Prepare a report on various environmental
issues, with special reference to environmental
laws and their implementation.
Block III BIOTECHNOLOGY

Includes:
Unit -13- Biotechnology and its Applications
Learning Outcomes
Understand the concept of fermentation
Identify important components of plasmid DNA
Isolate, visualize and feel the DNA from plants
Practical Exercises
Activities
I Temporary Mount
1. Prepare a temporary mount of 1. Collect information on Bt cotton
yeast cells
a) pest Resistance genes
b) it benefits over naturally
grown cotton
c) effect on economy
1. Isolation and spooling of DNA
from vegetable / fruits extracts.
2. Collect information on various
strategies used by biotechnologist
to enhance food production.
3. Study the rate of fermentation of
starch
using
various
concentrations of yeast
4. Practices followed in Food
326
technology related to the process

of fermentation of food items and
beverages.
III. Spotting
1. Pictographic spotting of various 1. Prepare a report on various
genes and restriction sites in the
applications of biotechnology in
structure of plasmid pBR322
improving human health
BIOLOGY PRACTICALS: CLASS XI XII

ASSESSMENT RUBRICS
Practical Exercises
Beginning
Developing
Accomp
-lished
Exemplary
SCORE
TEMPORARY MOUNT
Ability to prepare a clear
temporary mount
-cutting of a
section/squashing
-staining
-mounting
Identification of various
tissues/stages of cell
division/part under study
Ability to draw neat and
labeled diagram
Identification of the
distinguishing features of a
concerned slide
EXPERIMENT
Ability to perform the
experiments.
Focussed observations
Drawing
327
inference/conclusions
Following necessary
precautions
Recording/documenta
tion of observations,
results, presentations
SPOTTING
Identification of a spot
Well labelled diagrams (only for
slides and not specimen)
Write 2-4 identifying characters of
the given spot
Write and discuss complete
classification (wherever applicable)
of
a) plants upto division;
b) animals: invertebrates upto
phylum and vertebrates upto
class
PowerPoint Presentation
CATEGORY
5 pointA Grade
4 points-B
Grade
3 points-C
Grade
2 points-D
Grade
1 point-E
Grade
1. Knowledge of
topic
Precise
Good in
and clear Undersin
tanding
concept
Average in
Understanding
Deviated
from the
topic
No clarity of
topic
2. Clarity of
language and
understandability
Meticulous and
accurate
Simple and Poor

average
language
In correct
language
with poor
performance
Well
written
and
orderly
328
3. Grammar and
spelling errors
Accurat,
using
good
vocabulary
Good but
Average
little errors with
mistakes
Not clear
with lots of
error
Poor and
incorrect
formation
4. Organisation of
slides
Unique
and
Imaginative
Simple
and
orderly
Deviated
from the
content
Do not
follow the
content
No order,
showing
poor quality
5. Slides follow a
sequential pattern
Orderly
and well
kept
All right
and need
slight
changes
Average in
presentation
Not in
order and
need lot of
change
No pattern is
taken care
DEBATE
ASSESSMENT RUBRICS
CATEGORY
5 point-A
Grade
4 points-B
Grade
3 points-C
Grade
Organisation and
clarity
Viewpoints
and
response
outlined
are clear,
orderly
and
original
CompletClear and
ely clear
orderly in
and
most parts
orderly
presentatio
n
Clear in
some parts
but not
overall
Not clear in
most of the
parts
Use of
Arguments
Reasons
are given
to
support
viewpoint
Most
relevant
reasons
given in
support
Some
relevant
reasons
given
Few or no
relevant
reasons
given
Many
reasons
given in
support
329
2 points-D
Grade
1 point-E
Grade
Use of
examples
and facts
Examples
and facts
given to
support
reasons
Most
relevant
supporting
examples
and facts
given
Many
examples/fa
cts given
Some
relevant
examples/fa
cts given
Few or no
relevant
supporting
examples/Fa
cts given
Use of
rebuttal
Argumen
ts made
by other
teams are
responde
d to and
dealt with
effectiveely
Many
effective
counter
arguments
made
Some
effective
counter
arguments
made to
rebut
arguments
Few effective
counter
arguments
made
No effective
counter
argument
made
Presentation
style
Tone of
voice, use
of
gestures,
level of
enthusiasm
consistently
convincing
Tone of
voice, use
of
gestures,
level of
enthuseiasm
usually
convincing
Tone of
voice, use of
gestures,
level of
enthusiasm
sometimes
convincing
Few of these
features are
used
convincinggly
Features not
used
convincingly
330
ACCOUNTANCY
Rationale
With the fast changing economic scenario and business environment in a state of
continuous flux, elementary business education along with accountancy as the
language of business and as a source of financial information has carved out a place
for itself at the Senior School stage. The Course in Accountancy has been introduced
for students after ten years of schooling in CBSE schools located in foreign countries.
The CBSE-i syllabus gives students a firm foundation in basic accounting principles
and methodology and also acquaints them with the changes taking place in the
presentation and analysis of accounting information, keeping in view the
development of accounting standards and use of computers. As CBSE is moving to
the regime of providing a course curriculum for the students of the Schools affiliated
from outside India, the Curriculum for Accountancy has been designed taking into
account global practices. The curriculum has been aligned to the International
standards.
Against this background, the course puts emphasis on developing basic
understanding about the nature and purpose of the accounting information and its
use in the conduct of business decisions and operations. This would help to develop
among students logical reasoning, careful analysis and considered judgment.
Accounting as an information system aids in providing financial information. The
emphasis at Class XI is placed on basic concepts and process of accounting leading
to the preparation of accounts for a sole proprietorship firm. Computerized
Accounting has completely changed the pace of Accounting in a big way. Keeping
this in view, the students are expected to become familiar with the basic knowledge
about computers and its use in accounting.
Objectives:
The Course has been designed with the objectives to:
familiarize the students with accounting as an information system;
acquaint them with basic concepts of accounting and accounting standards;
develop the skills of using accounting equation in processing business
transactions;
develop an understanding about recording of business transactions and
preparation of financial statements;
enable them with accounting skills for reconstitution of partnership firms;
enable them to understand and analyse the financial statements; and
familiarize them with the fundamentals of computerized system of accounting.
331
CLASS XI-Accountancy
Term wise Syllabus
Term I
Sr.No.
1
Term II
Name of the Unit

Introduction to Accountancy
Sr.No.
7
Name of the Unit

Financial Statements of Business
Organisations
Accounting for Bills of Exchange
Financial statements of Not- forProfit Organisations
2
3
Theory base of Accounting

Recording of Transactions and
Preparation of Trial Balance
8
9
4
5
Rectification of Errors.
Depreciation, Provisions
Reserves
10
11
Accounts for Incomplete Records

Computers in Accounting
Project-I
12
Project II
and
CLASS XII Accountancy

Term wise Syllabus
Term I
Sr.No.
1
Name of the Unit

Part
A:
Accounting
Partnership
Firms
Companies
Term II
for
and
Accounting
for
Partnership
Firms-I
Accounting for Partnership
Firms-II
332
Sr.No.
3
Name of the Unit

Accounting for shares
Accounting for Debentures
Part B: Financial Statement

Analysis
Analysis of Financial
Statements
Cash Flow Statement
Project Work
SYLLABUS CLASS XI
ACCOUNTANCY
Unit 1:- Introduction to Accounting
Contents
Learning Outcomes
1.1 Accounting-objectives, advantages After going through this Unit, the students
and
limitations;
types
of will be able to:
accounting information; users of
describe the significance, objectives,
accounting information and their
advantages and limitations of accounting
needs.
in the modern economic environment
with varied types of business and nonbusiness economic entities.
identify/recognise the individual(s) and
entities that use accounting information
for serving their needs of decision
making.
1.2 Basic accounting terms: business
transaction,
account,
capital,
drawings, liability (internal &
external, long term & short term),
asset (intangible & tangible,
current, non-current liquid and
fictitious),
receipts (capital &
revenue), expenditure (capital,
revenue & deferred), expense,
income, profits, gains and losses,
purchases, sales, stock, debtors ,
bills receivable, creditors, bills
payable, goods, cost, vouchers,
discount- trade and cash.
explain the various terms used by the

learners as new entrants in the area of
accounting and to differentiate between
different related terms like current & non
current, capital & revenue.
give examples of terms like business
transaction liabilities, assets, receipts,
expenditure and purchases.
explain that sales include both cash and
credit sales/purchases relating to the
accounting year.
differentiate among income, profits and
gains.
333
Unit 2. Theory Base of Accounting

Contents
Learning Outcomes
2.1 Fundamental accounting assumptions: After going through this Unit, the
going concern, consistency, and students will be able to:
accrual
state the meaning of accounting
assumptions and their relevance in
accounting.
explain the
assumptions.
various
accounting
2.2 Accounting principles: accounting

entity, money measurement,
accounting period, full disclosure,
materiality, prudence, cost concept,
matching concept and dual aspect
describe the meaning of accounting

principles and the situations in which
a principle is applied during the
accounting process.
2.3 Double entry system
acknowledge the fact that recording of

accounting
transactions
follows
double entry system.
2.4 Basis of accounting cash basis and

accrual basis
explain the basis of recording

accounting transactions and to
appreciate that accrual basis is a better
basis for depicting the correct
financial position of an enterprise.
2.5 Accounting Standards: concept &

objective. IFRS (International Financial
Reporting Standards)
appreciate that various accounting

standards developed nationally and
globally are in practice for bringing
parity in the accounting treatment of
different items.
334
Unit 3: Recording of Transactions and Preparation of Trial Balance

Contents
Learning Outcomes
3.1 Accounting equation: analysis of

transactions using accounting
equation
After going through this Unit, the students

will be able to:
explain the concept of accounting equation
and appreciate that every transaction
affects either both the sides of the equation
or a positive effect on one item and a
negative effect on another item on the
same side of accounting equation.
3.2 Rules of debit and credit: for

assets,
liabilities,
capital,
revenue and expenses
explain the effect of a transaction (increase

or decrease) on the concerned assets,
liabilities, capital, revenue and expenses.
3.3 Origin of transactions- source

documents (invoice, cash memo,
pay in slip, cheque), preparation
of vouchers cash (debit &
credit) and non cash (transfer)
appreciate that on the basis of source

documents accounting vouchers are
prepared for recording transactions in the
books of accounts.
3.4 Books of original entry: format

and recording Journal
develop the understanding of recording of

transactions in journal.
3.5 Cash book: simple, Cash book

with bank column, petty cash
book
explain the purpose of maintaining a

Cash Book and develop the skill of
preparing the format of different types of
cash books and the method of recording
cash transactions in Cash Book.
3.6 Other books: Purchases Book,

Sales Book, Purchases Returns
Book, Sales Returns Book, Bills
Receivable Book, Bills Payable
Book and Journal Proper
describe the method of recording

transactions other than cash transactions
as per their nature in different Subsidiary
books according to their nature.
335
3.7 Ledger format, posting from

Journal, Cash Book and other
special purpose books, balancing
of accounts
appreciate that for ascertaining the

position
of
individual
accounts
transactions are posted from subsidiary
books and general proper into the
concerned accounts in the ledger and
develop the skill of doing ledger posting.
3.8 Trial balance: objectives and

preparation
state the need and objectives of preparing

trial balance and develop the skill of
preparing trial balance.
3.9 Bank Reconciliation Statement:

need and preparation. Corrected
cash book balance
appreciate that at times bank balance as

indicated by cash book is different from
the bank balance as shown by the pass
book/bank statement and to reconcile
both the balances bank reconciliation
statement is prepared.
develop understanding of preparing Bank
Reconciliation Statement.
Unit 4 Depreciation, Provisions and Reserves

Contents
Learning Outcomes
4.1 Depreciation: concept, need and

factors
affecting
depreciation;
methods
of
computation
of
depreciation: straight line method,
written
down
value
method
(excluding change in method).
4.2 Accounting treatment of depreciation:
by charging to asset account, by
creating provision for depreciation/
accumulated depreciation account,
treatment of disposal of asset.
explain the necessity of providing

depreciation and develop the skill of
using different methods for computing
depreciation.
understand the accounting treatment

of providing depreciation directly to
the concerned asset account or by
creating provision for depreciation
account.
appreciate the method of asset
disposal through the concerned asset
336
account.
appreciate the need for creating
reserves and also making provisions
for events which may belong to the
current year but may happen in next
year.
4.3 Provisions and reserves: concept,

objectives and difference between
provisions and reserves;
types of
reserves- revenue reserve, capital
reserve, general reserve, specific
reserves and secret reserves.
Unit 5: Rectification of Errors

Contents
Learning Outcomes
5.1 Errors: types-errors of omission,

commission, principles, and
compensating; their effect on Trial
balance.
appreciate that errors may be

committed during the process of
accounting.
understand the meaning of different
types of errors and their effect on trial
balance.
develop the skill of identifying and
location of errors and their rectification
and preparation of suspense account.
5.2 Detection and rectification of errors;

preparation of suspense account.
Unit 6: Financial Statements of Business Organizations

Contents
Learning Outcomes
6.1 Financial Statements: objective and

importance.
6.2 Trading and profit and loss
account: gross profit, operating
profit and net profit.
Describe the meaning of financial

statements and the purpose they serve.
6.3 Balance Sheet: need, grouping,

marshalling of assets and liabilities.
Explain the need for preparing Balance

Sheet and understanding the technique of
marshalling of assets and liabilities and
benefits of marshalling.
6.4 Adjustments in preparation of

financial statements: with respect to
closing
stock,
outstanding
Appreciate that there may be certain

items other than shown in trial balance
which may need adjustment while
State the meaning of gross profit,

operating profit and net profit and
develop the skill of preparing Trading
Account.
337
preparing financial statements.

Develop
the
knowledge
and
understanding to do adjustments for
items and their presentation in financial
statements like depreciation, closing
stock, provisions etc.
expenses,
prepaid
expenses,
accrued income, income received in
advance, depreciation, bad debts,
provision for doubtful debts,
provision for discount on debtors,
managers commission, abnormal
loss, goods taken for personal use
and goods distributed as free
samples.
6.5 Preparation of Trading and Profit
and Loss Account and Balance
Sheet of sole proprietorship.
Develop
the
understanding
of
preparation of Trading and Profit and
Loss Account and Balance Sheet.
Unit 7: Accounting for Bills of Exchange

Contents
Learning Outcomes
After going through this Unit, the

7.1 Bills of exchange and promissory note:
students will be able to:
definition, features, parties, specimen and
acquire the knowledge of using bills of
distinction.
exchange and promissory notes for
financing business transactions;
understand
the
meaning
and
distinctive
features
of
these
instruments and develop the skill of
their preparation.
7.2 Important terms: term of bill, due
date, days of grace, date of maturity,
bill at sight, bill after date,
discounting of bill, endorsement of
bill, bill sent for collection, dishonor
of bill, noting of bill, retirement and
renewal of a bill, insolvency of
acceptor.
State the meaning of different terms

used in bills of exchange and their
implication in accounting.
7.3 Accounting treatment of bill transactions.
Explain the method of recording of bill

transactions.
338
Unit 8: Financial Statements of Not-For-Profit Organizations

Contents
8.1 Not-forconcept.
profit
Learning Outcomes
organizations:
state the meaning of a Not-for-profit

organisation and its distinction from a
profit making entity.
8.2 Receipts and payment account:

features.
describe the meaning of Receipt and

Payment Account, its features and
develop the understanding that only cash
transactions concerning current, past &
future periods whether of revenue or
capital nature are recorded in Receipts
and Payments Account.
8.3 Income and Expenditure Account:

features. Preparation of Income and
Expenditure Account and balance
sheet from the given receipt and
Payment account with additional
information.
explain the meaning of Income and

Expenditure Account and its features.
develop the understanding of preparing
Income and Expenditure Account and
Balance Sheet of a Not-for-Profit
organisation with the help of given
Receipt and Payment Account and
additional information.
Unit 9:- Accounts from Incomplete Records

Contents
Learning Outcomes
9.1 Incomplete records: uses and

limitations.
state the meaning of incomplete records

and their uses and limitations.
9.2 Ascertainment of profit/loss by

Statement of Affairs method.
develop the skill of computation of

profit/loss using the Statement of
Affairs method.
Unit 10:- Computers in Accounting

Contents
10.1 Introduction to Computer and
Accounting Information system
{AIS}
Learning Outcomes
state the meaning
Information System.
339
of
Accounting
10.2 Application of computers in

Accounting: automation of
accounting process, designing
accounting reports, MIS
reporting, data exchange with
other information systems.
appreciate the need for use of computers

in accounting leading to automation of
accounting
process
for
designing
accounting reports and MIS. Develop the
technique of data exchange with other
information systems.
10.3 Comparison of accounting

process in manual and
computerized accounting
highlighting advantages and
limitations of automation.
Sourcing of accounting system:
Readymade, customized and
tailor-made accounting system.
Advantages and disadvantages of
each option.
develop the understanding of comparing

the manual and computerized accounting
process and appreciate the advantages
and limitations of automation.
10.4 Accounting
system
explain the understanding of database

system and its related concepts in context
of accounting system.
and
database
o Accounting
and
database
Management system.
develop the knowledge of different styles

of computerized accounting.
o Concept
of
entity
and
relationship:
entities
and
relationships in an Accounting
system:
o Designing and creating simple
tables, forms, and reports in
the context of accounting
system.
10.5 Concept of Electronic
Spreadsheet
describe the meaning of Electronic

Spreadsheet
and
develop
the
understanding of using the Spread Sheet.
10.6 Features offered by Electronic

Spreadsheet Graphs, Charts and
Diagrams
develop the skills of preparing graphs,

charts and diagrams using electronic
spreadsheet.
Unit 11. Project Work (Any One)

Note: Information regarding Project Work will be uploaded on the CBSE-i Portal
340
SYLLABUS - CLASS XII

ACCOUNTANCY
PART A: ACCOUNTING FOR PARTNERSHIP FIRMS AND COMPANIES
Unit 1:- Accounting for Partnership Firms-I

Contents
1.1 Partnership, partners, firm,
partnership deed
Learning Outcomes
will be able to:
state the meaning of partnership,
partnership firm and partnership deed.
describe different types of partners,
sanctify the characteristic features of
partnership and the contents of partnership
deed.
1.2 Fixed v/s fluctuating capital

accounts, division of profit
among partners, guarantee of
profits,
past
adjustments
(relating to interest on capital,
interest on drawing, salary and
profit sharing ratio), preparation
of Profit & Loss Appropriation
Account
differentiate between fixed and fluctuating

capital, outline the process and develop the
understanding of preparation of Profit and
Loss Appropriation Account.
1.3 Goodwill:
nature,
factors
affecting and methods of
valuation average profit, super
profit, and capitalization
state the meaning, nature and factors

affecting goodwill
develop the understanding of valuation of
goodwill using different methods of
valuation of goodwill.
develop the understanding of making past

adjustments.
341
Unit 2:- Accounting for Partnership Firms- II

Contents
Learning Outcomes
2.1 Change in the Profit Sharing Ratio After going through this Unit, the
among the existing partners students will be able to:
sacrificing ratio, gaining ratio.
describe the meaning of sacrificing
Accounting for revaluation of assets
ratio, gaining ratio and the change in
and re-assessment of liabilities and
profit sharing ratio among existing
distribution
of
reserves
and
partners.
accumulated profits on admission
develop the understanding of
of a new partner.
accounting treatment of assets and reassessment of liabilities and
distribution of reserves and
accumulated profits.
2.2 Admission of a partner effect of
admission of a partner: change in
the profit sharing ratio, treatment of
goodwill (IAS-38), treatment for
revaluation of assets and re assessment of liabilities, treatment
of reserves and accumulated profit,
adjustment of capital accounts and
preparation of balance sheet
explain the effect of change in profit

sharing ratio on admission of a new
partner.
2.3 Retirement and death of a partner:

effect of retirement /death of a
partner change in profit sharing
ratio, treatment of goodwill,
treatment for revaluation of assets
and re-assessment of liabilities,
adjustment of accumulated profit
explain the effect of retirement/deaths

of a partner on change in profit sharing
ratio.
develop
the
understanding
of
treatment of goodwill as per IAS-38,
treatment of revaluation of assets and
re-assessment of liabilities, treatment of
reserves and accumulated profits,
adjustment of capital accounts and
preparation of balance sheet of the new
firm.
state the meaning of sacrificing ratio.

develop
the
understanding
of
accounting treatment of goodwill,
revaluation of assets and re-assessment
342
and reserves. Calculation of

deceased partners share of profit
till and capital adjustment the date
of death. Preparation of deceased
partners executors account and
preparation of balance sheet.
of liabilities and adjustment of

accumulated profits and reserves on
retirement/deaths of a partner and
adjustment.
develop the skill of calculation of
deceased partners share till the time of
his death and prepare deceased
partners executors account.
discuss the preparation of the capital
accounts of the remaining partner and
the balance sheet of the firm after
retirement/death of a partner.
2.4 Dissolution of partnership firms:

types of dissolution of firm.
Settlement of accounts -preparation
of realization account, and related
accounts (excluding piecemeal
distribution, sale to a company and
insolvency of partner and firm).
understand the situations under which

a partnership firm can be dissolved.
develop
the
understanding
of
preparation of realisation account and
other related accounts.
Unit 3. Accounting for Shares

Contents
Learning Outcomes
3.1 Share and share capital: nature and After going through this Unit, the
types
state the meaning of share and share
capital and differentiate between
equity shares and preference shares
and different types of share capital.
343
3.2 Accounting for share capital: issue

and allotment of equity shares.
private placement of shares. Public
subscription of shares over
subscription and under subscription
of shares; Issue at par and
premium, calls in advance and
arrears, issue of shares for
consideration other than cash.
explain the accounting treatment of

share capital transactions regarding
issue of shares.
3.3 Accounting treatment of forfeiture

and re-issue.
develop
the
understanding
of
accounting treatment of forfeiture and
re-issue of forfeited shares.
3.4 Disclosure of share capital

companys balance sheet.
describe the presentation of share

capital in the balance sheet of the
company.
in
Unit 4. Accounting for debentures

Contents
Learning Outcomes
4.1 Debentures: Issue of debentures at After going through this Unit, the
par, premium and discount. Issue students will be able to:
of debentures for consideration
explain the accounting treatment of
other than cash, debentures as
different categories of transactions
collateral security. Interest on
related to issue of debentures.
debentures
4.2 Redemption of debentures.
state the meaning of redemption of

debentures
develop
the
understanding
of
accounting treatment of transactions
related to redemption of debentures.
344
Part B: Financial Statement Analysis

Unit5. Analysis of Financial Statements
Contents
5.1 Financial statements of a
company: balance sheet of a
company in the prescribed form as
per the formats and the manner as
prescribed by the State).
Learning Outcomes
After going through this
Unit,
the
develop
the
understanding
of
preparation of balance sheet as per the
prescribed norms/formats.
5.2 Financial Statement Analysis:

objectives and limitations.
state the meaning, objectives and

limitations of financials statement
analysis.
5.3 Tools for Financial Statement

Analysis: Inter-firm comparison,
common size statements, cash
flow analysis and ratio analysis.
point out the meaning of the different

tools of Financial Statements Analysis.
5.4 Accounting Ratios: objectives and

classification of ratios.
know the meaning, objectives and

significance of different types of ratios.
5.5 Liquidity ratios: current ratio and

quick ratio.
develop
the
understanding
of
computation of current ratio and quick
ratio.
5.6 Solvency Ratios: Debt to Equity

Ratio, Total Asset to Debt Ratio,
Proprietary Ratio, Interest
Coverage Ratio.
develop the skill of computation of debt

equity ratio, total asset to debt ratio,
proprietary ratio and interest coverage
ratio.
345
5.7 Activity ratios: Stock Turnover

Ratio, Debtors Turnover Ratio,
Creditors Turnover Ratio,
Working Capital Turnover Ratio.
explain the computation of stock

turnover ratio, debtors turnover ratio
and working capital turnover ratio.
5.8 Profitability Ratios: Gross Profit

Ratio, Operating Ratio, Net Profit
Ratio and Return on Investment
(ROI).
develop the skill of computation of gross

profit ratio, net profit ratio and return on
investment.
Unit 6. Cash Flow Statement

Contents
Learning Outcomes
6.1 Meaning, objectives and

preparation (as per IAS7) (indirect
Method only).

Unit,
the
state the meaning and objectives of cash

flow statement.
develop
the
understanding
of
preparation of Cash Flow statement
using in direct method as per IAS-7.
Unit 7. Project Work

Note: Information regarding Project Work will be uploaded on the CBSE-i Portal
346
BUSINESS STUDIES
The CBSE-i syllabus in Business Studies has been designed to cater to the needs of
the students studying in foreign countries with the purpose to familiarize them with
the ever changing social, legal, economic, political and technological conditions
affecting business scenario globally. In a globalised economy, a student of Business
Studies is required to understand the global business environment in order to
survive and thrive in different business cultures.
Rationale
The course in Business Studies is introduced at + 2 stage of Senior School Education
as formal commerce education is provided after first ten years of schooling.
Therefore, it becomes necessary that instructions in these subjects are given in such a
manner that students have a good understanding of the principles and practices
bearing in business (trade and industry) as well as their relationship with the
society.
Business is a dynamic process that brings together technology, natural resources and
human initiative in a constantly changing global environment. To understand the
framework in which a business operates, a detailed study of the organization and
management of business processes and its interaction with the environment is
required.
Globalization has changed the way firms transact their business. Information
Technology is becoming a part of business operations in more and more
organizations. Computerized systems are fast replacing other systems. E-business
and other related concepts are picking up fast which need to be emphasized in the
curriculum.
The course in Business Studies will prepare students to analyze, manage, evaluate
and respond to changes which affect business. It provides a way of looking at and
interacting with the business environment. It recognizes the fact that business
influences and is influenced by social, political, legal and economic forces. It allows
students to appreciate that business is an integral component of society and
develops an understanding of many social and ethical issues. It also informs
students of a range of study and work options and bridges the gap between school
and work.
347
Objectives
By undergoing the Business Studies Course at senior school level, a student will be
able to:
1. get familiar with the problems and perspectives of doing business across
national boundaries and within foreign countries;
2. gain insight into environmental perspectives of doing business outside the
home country;
3. understand the trends that are changing our society and develop skills to
interact with people from different backgrounds;
4. develop among students an understanding of the processes of business and
its environment of the countries of their respective schools;
5. acquaint students with the dynamic nature and inter-dependent aspects of
business locally as well as globally;
6. get familiarized with theoretical foundations of organizing, managing and
handling operations of a business enterprise;
7. appreciate the economic and social significance of business activity, business
ethics and corporate social responsibility;
8. acquaint students with the practice of managing the operations and resources
of business;
9. prepare students to function more effectively and responsibly as consumers,
employers, employees and citizens;
10. make transition from school to the world of work including selfemployment.
348
CLASS XI-Business Studies

Term wise Syllabus
Term I
Term II
Part A: Foundation of Business
Part B: Finance and Trade
Sr. No.
Name of the Unit
Sr. No.
Name of the Unit
Nature and Purpose of

Business
Source of Business Finance
Forms of Business
Organisations
Internal Trade
Emerging Modes of Business
International Trade
Business Support Services
Social Responsibilities of
Business
CLASS XII Business Studies

Term wise Syllabus
Term I
Term II
Part A: Principles and Functions of

Management
Part B: Business Finance and Marketing
Sr. No.
Name of the Unit
Sr. No.
Name of the Unit
Introduction of Management
Financial Management
Principles of Management
10
Financial Markets
Global Business Environment
11
Marketing Manaement
Planning
12
Consumer Protection
Organizing
Staffing
Directing
Controlling
349
SYLLABUS - CLASS XI
BUSINESS STUDIES
Part A: Foundations of Business
Unit 1:- Nature and Purpose of Business
Contents
1.1 Concept and characteristics of
business.
Learning Outcomes
describe the meaning and main features
of business.
1.2 Business profession and

employment distinctive
features.
state the distinctive features of business

as a profession and employment.
1.3 Objectives of business

economic and social, role of
profit in business
gain an insight about the goals of a

business emphasizing the importance of
profit as a goal and orientations of the
student towards social objective of a
business.
1.4 Classification of business

activities: Industry and
Commerce.
explain different types of business

activities and their classification
between industrial and commercial
activities.
1.5 Industry types: primary,

secondary, tertiary.
distinguish between primary,

secondary and tertiary industrial
activities.
1.6 Commerce trade: types

(internal, external, wholesale,
and retail; and auxiliaries to
trade: banking, insurance,
transportation warehousing,
communication, and advertising.
explain the meaning of commerce and

trade, different types of trading
activities and services which assist
trade.
350
1.7 Business risks nature and

causes.
develop awareness about the types of

risks that a business is exposed to and
to understand their nature and causes.
Unit 2:- Forms of Business Organizations

Contents
2.1 Sole Proprietorships features,
merits and limitations
Learning Outcomes
classify different forms of business
organisations like sole proprietorships,
limited companies, etc.
describe the features of a sole
proprietorship and its merits and
limitations vis--vis other forms.
2.2 Partnerships Features, types,

merits and limitations of
partnerships and partners,
registration of a partnership firm,
partnership deed, types of
partners
state the features of different types

partnerships.
be aware of merits and limitations of
types of partnerships, registration of a
partnership firm, partnership deed and
different types of partners.
2.3 Company Private and Public

Limited Companies Features,
merits and limitations
gain insight into limited company as a

distinct form of business organisation
and understand the difference between
public and private limited company
focusing on their features, merits and
limitations.
2.4 Formation of a company
understand the process of formation of

private limited and public limited
company.
2.5 Large, Medium, Small and Micro

Businesses
classify business on the basis of size

into large, medium, small and micro
business.
351
2.6 Other forms of business

organization:
Public Sector Undertakings
Limited and Unlimited Liability
Partnerships
focus on some other forms of business

organisations
like
public
sector
undertakings, co-operatives, limited
liability partnerships and private
public partnerships.
Cooperatives.
Private-Public Partnerships
Unit 3:- Emerging Modes of Business

Contents
Learning Outcomes
3.1 E-Business Scope and benefits,

resources required for successful ebusiness implementation, online
transactions, payment
mechanisms, security and safety of
business transactions

understand what e-business is.; its
scope and benefits, requirements for
implementing e-business, how the
transactions are completed and
payments made; how to ensure the
safety of business transactions.
3.2 Outsourcing Concept, need and

scope of BPO (Business Process
Outsourcing) and KPO
(Knowledge Process Outsourcing).
state the concept of outsourcing.

describe the meaning, need and scope
of BPO & KPO
352
Unit 4:- Business Support Services

Contents
4.1 Banking
Learning Outcomes
state the meaning of banking, its role as
a business support service and
different services provided by banking
to business.
4.2 Insurance
describe the concept of insurance and

different types of insurance products
useful for a business enterprise.
4.3 Information and

Communication Technology
Services
state the meaning of information &

communication technology services
available to and useful for a business.
4.4 Transportation
appreciate
the
importance
of
transportation as an auxiliary service to
business both for men and material.
4.5 Warehousing
describe the need for warehousing of

finished products pending their sale.
4.6 Logistics
develop the understanding of logistics

for successful implementation of
business operations.
4.7 Advertising
appreciate the need for advertising,

advantages and disadvantages of
advertizing for a business.
4.8 Consultancy
focus on the benefits and costs of

consultancy service for a business
organization.
353
Unit 5:- Social Responsibility of Business

Contents
Learning Outcomes
5.1 Concept of Social Responsibility
Unit,
the
appreciate the social responsibility of a

business.
5.2 Case for Social Responsibility
be aware of the need for social

responsibility.
5.3 Corporate Governance
discuss the importance of corporate

governance.
5.4 Responsibility towards owners,

investors, consumers, employees,
government and community
appreciate
the
responsibility
of
business towards different stake
holders, government and society.
5.5 Environment Protection and

Business
describe the responsibility of Business

in connection with environment
protection.
5.6 Business Ethics and its elements
state the meaning and elements of

business ethics.
Part B:- Finance and Trade

Unit 6:- Sources of Business Finance
Contents
Learning Outcomes
6.1 Concept of Business Finance

will be able to:
describe the meaning and importance of
business finance.
354
6.2 Long-term Sources of

Finance Bank Loan, Debt,
Equity and Hybrids
identify the sources of long-term finance

like debt, equity & hybrids.
6.3 Short-term Sources of

Finance Trade Credit,
Commercial Papers,
Accruals, bank Credit.
identify the sources of short-term

finance like Trade credit, commercial
paper, bank credit etc.
6.4 International Sources of

Finance American
depository receipts (ADRs),
Global Depository Receipts
(GDRs) and Indian
depository Receipts (IDRs),
Foreign Currency
Convertible Bonds (FCCBs)
and External Commercial
borrowings
(ECBs).
discuss the international sources of

equity finance, debt finance & hybrids
like ADRs, GDRs, IDRs, ECBs & FCCBs.
Unit 7:- Internal Trade

Contents
7.1 Services of a wholesaler and
retailer
Learning Outcomes
will be able to:
differentiate between a wholesaler and
retailer
explain the services provided by them.
7.2 Types of retail trade- itinerant

and small scale fixed shops
classify the types of retail trade, itinerant

and fixed shops.
7.3 Large scale retailersdepartmental stores, chain

stores, mail order business.
discuss large scale retailers like

departmental stores, chain stores, mail
order businesses.
355
7.4 Automatic vending machines.
become familiar with the uses and

advantages of Automatic Vending
machines.
7.5 Chambers of Commerce and

Industry- basic functions.
describe
different
chambers
of
Commerce & Industry and their
functions.
7.6 Main documents used in

internal trade: Proforma
Invoice, Invoice, Debit Note,
Credit Note Lorry Receipt,
(LR) and Railway Receipt
(RR).
explain main documents used in internal

trade and to know when, where, why
and how these are used.
7.7 Terms of Trade : Cash on

Delivery (COD), Free on Board
(FOB), Cost, Insurance and
Freight (CIF), Errors and
Omissions Excepted (E&OE).
state different terms of trade and their

meaning.
Unit 8:- International Trade

Contents
8.1 Concept and Challenges of
International Trade.
Learning Outcomes
will be able to:
develop understanding of meaning,
need, benefits and difficulties faced in
international trade.
8.2 Export Import Procedures
describe Export Import procedures.
8.3 INCO terms
explain the main INCO Terms
8.4 Documentation for International

Trade
explain about main documents used in

International trade.
356
8.5 WTO Role and Organization
describe the organization and role of

WTO in laying rules for international
trade.
Unit 9:- Project Work

Note: Information regarding project Work will be provided on the CBSE-i Portal.

Part A: Principles and Functions of Management
Unit 1:- Introduction to Management
Contents
Learning Outcomes
1.1 Management
concept, After going through this Unit, the students

will be able to:
objectives and importance.
understand the meaning, objectives and
importance of management.
1.2 Management as science, art and
profession.
develop the knowledge of essential

features of science, art and profession and
on the basis of knowledge so acquired to
be able to conclude. whether management
is an art, a science or a profession.
1.3 Levels of management.
explain the different levels of management

and the functions performed by managers
at these levels.
1.4 Management
functions
planning, organising, staffing,

directing and controlling.
describe that managers at all levels

perform the function of planning,
organising,
staffing,
directing
and
controlling however the scope &
importance of these functions differ from
357
level to level.
1.5 Coordination- concept,
characteristics and importance.
discuss the need, characteristics and

importance of coordination.
develop
an
understanding
that
coordination
is
the
essence
of
management.
Unit 2:- Principles of Management

Contents
Learning Outcomes
2.1 Principles of management - After going through this Unit, the students
will be able to:
concept, nature and significance.
recognise the meaning, nature and
significance of principles of management.
2.2 Fayols
general principles of
management
develop
an
understanding
of
the
principles of management as developed

by Henny Fayol and appreciate the fact
that these principles are general in nature
and are universally applicable in all types
of management activities.
2.3 Taylors scientific management

principles and techniques.
state
the
meaning
of
scientific
management.
understand its principles and techniques.
Unit 3:- Global Business Environment

Contents
Learning Outcomes
3.1 Global Business Environment

Concept and Importance
358

describe the meaning of business
environment & its importance.
3.2 Dimensions of Global Business
discuss different types of business

environment.
Environment Political, Economic,

Social, Technological and Legal
3.3 Impact of Government policy
develop an understanding that

changes in government policy on
business affects the business in many
ways and develop the understanding
that
policy
of
liberalisation,
privatisation and globalisation have
impacted
the
Indian
Business
Environment greatly.
changes on business
Unit 4:- Planning

Contents
4.1 Concept, importance and
limitations.
Learning Outcomes
will be able to:
explain the meaning of planning as a
function of management.
develop an understanding about the
features, importance and limitation of
planning.
4.2 Planning process.
identify the steps in the planning process.
4.3 Single use and Standing plans objective, strategy, policy,

procedure,
method,
rule,
budget, programme.
state the meaning and applications of single

use and standing plans.
359
Unit 5:- Organizing

Contents
Learning Outcomes
5.1 Concept and importance.

will be able to:
define the concept of Organising,
state features, need and importance of
organising as a function of management.
5.2 Organizing Process.
understand the steps in the organising

process.
5.3 Structure
of
organisationFormal and Informal.
describe
meaning
of
organisational
structures,
formal
and
informal
organisations. Appreciate that informal
organisation cannot be eliminated and
management has to make its effective use.
5.4 Functional and Divisional.
classify different types of organisational

structures, their merits and limitations.
appreciate the suitability of different forms
of organisation structures.
5.5 Delegation: concept, elements

and importance.
understand the meaning and need for

delegation and appreciate that delegation is
essential for the functioning of all types of
enterprises.
be aware of the elements of delegation, i.e.
authority, responsibility and accountability.
5.6 Decentralization: concept and

importance.
understand the meaning and need for

decentralisation
and
appreciate
the
distinction
between
delegation
and
decentralisation.
360
Unit 6:- Staffing

Contents
Learning Outcomes
6.1 Concept and importance of After going through this Unit, the students
will be able to:
staffing.
develop the understanding of the concept
and importance of staffing as a
management function.
6.2 Staffing as a part of human
resource management.
appreciate that staffing is a part of human

resource management.
6.3 Staffing process-: Recruitment- sources

-: Selection- process
examine the process of staffing and become

aware of recruitment and selection process.
6.4 Training and developmentconcept and importance.

Methods of training- on the
job and off the job- Induction
training, vestibule training,
apprenticeship training, and
internship training.
develop understanding of meaning and

benefits of training and development and
know different methods of training.
Unit 7:- Directing

Contents
7.1 Concept and importance
Learning Outcomes
will be able to:
state the meaning and importance of
directing as a function of management.
361
7.2 Elements of directing

- Supervision- concept,
functions of a supervisor.
- Motivation- concept, Maslows
theory of hierarchy of needs,
financial and non financial
incentives.
- Leadership- concept, stylesauthoritative, democratic,
and laissez faire
- Communication- concept,
formal and informal
communication, barriers to
effective communication, how
to overcome the barriers.
become aware of the elements of directing

viz. supervision, motivation, leadership
and communication.
understand the meaning and functions of a
supervisor,
meaning
of
motivation,
Maslows theory of need hierarchy and
types of incentives.
describe the concept and styles of
leadership.
recognise the meaning and types of
communications and barriers to effective
communication alongwith measures to
overcome the barriers.
Unit 8:- Controlling

Contents
8.1 Concept,
importance.
nature
Learning Outcomes
and After going through this Unit, the students
will be able to:
describe the
management.
controlling
function
of
8.2 Relationship
between
planning and controlling.
appreciate the fact that planning and

controlling are related functions of
management; planning becomes useless
without controlling and there cannot be
any controlling without planning.
8.3 Steps in the process of control.
identify the steps in the process of control,

i.e.
establishment
of
objectives,
measurement of performance, recording of
deviations and taking corrective measures.
362
Part B: Business Finance And Marketing

Unit 9:- Financial Management
Contents
Learning Outcomes
9.1 Concept and objectives

financial management.
9.2 Financial
investment,
dividend.
of After going through this Unit, the students

will be able to:
state the meaning and objectives of financial
management and need for financial
management.
decisions:
financing and
explain the importance of financial

decisions and the factors affecting these
decisions.
9.3 Financial planning: concept

and importance.
describe the meaning of financial planning.

understand the steps in the process of
financial planning.
appreciate its importance.
9.4 Capital structure- concept and

factors affecting.
develop an understanding of the optimal

proportion of debt and equity in the capital
structure.
appreciate the factors that affect the capital
structure of a business.
9.5 Fixed and working capital concept and factors affecting

their requirements.
state the meaning of fixed capital, working

capital and net working capital.
get aware of the factors which affect the
fixed
capital
and
working
capital
requirements of a business.
Unit 10:- Financial Markets

Contents
10.1
Financial Markets: Concept

and Types
Learning Outcomes
will be able to:
understand the meaning and types of
financial markets.
363
10.2
Money market Instruments
become aware of the different money

market instruments like treasury bills,
certificate of deposit, commercial paper etc.
10.3
Capital Markets and its

types Primary and
Secondary
explain the meaning of capital market.

understand the importance and functions of
primary market & secondary market
10.4
Stock Exchange
Functioning
discuss the functions of stock exchange in

Indian context.
10.5
Depository Services and

Dematerialization
understand
the
meaning
of
dematerialisation of share and Role of
depository services in facilitating share
trading.
10.6
Regulation
Markets.
appreciate the need for regulation of

financial markets.
become aware of the existing regulatory
framework.
of
Financial
Unit 11:- Marketing Management

Contents
Learning Outcomes
11.1 Marketing concept and After going through this Unit, the students
will be able to:
functions.
explain the meaning and functions of
marketing.
management
become aware of different philosophies of

marketing management.
11.3 Marketing Mix concept
Product concept, branding,

labeling and packaging.
explain the meaning of marketing mix and

4ps of the concept of marketing.
understand the concept of branding,
11.2 Marketing
philosophies.
364
Price factors determining

price.
Physical distributionconcept, channels of
distribution: types, choice of
channels.
Promotionconcept and
elements; advertisingconcept, role, objections
against advertising, personal
selling concept and
qualities of a good salesman,
sales promotion concept
and techniques, public
relations concept and role.
labelling and packaging.

know the factors determining the price
understand the meaning of channels of
distribution and factors affecting the choice
of channels.
develop understanding of the concept of
promotion and its elements.
appreciate the meaning and benefits of
advertising and objections against it.
become aware of the concept of personal
selling and qualities of a good salesman.
know the meaning and techniques of sales
promotion.
appreciate the meaning and importance of
public relations.
Unit 12:- Consumer Protection

Contents
Learning Outcomes
12.1Concept and importance of After going through this Unit, the students
will be able to:
consumer protection.
appreciate the concept and importance of
consumer protection.
12.2 Rights and responsibilities of
consumers
become aware of rights and responsibilities

of a consumer.
12.3 Red ressal mechanism.
understand the mechanism for seeking

redressal of consumer grievances.
12.4 Consumer awareness Role

of the State and consumer
organizations.
appreciate the role of state and consumer

organisations in spreading consumer
awareness.
365
ECONOMICS
One of the critical aims of CBSE-i is to promote internationalism in its students so
that they can become global citizens. This can be achieved by having a better
understanding of countries- how they work in collaboration and competition with
each other. Hence, Economics plays a vital role in enhancing internationalism
amongst its students by promoting international cooperation and mutual
understanding because of its focus on global issues.
The sole concern of all activities, including economic activities, is welfare, the feeling
of being better off. To achieve this there should be co-operation at all levels of an
economy both micro and macro. At a micro level, i.e. at the individual level, the
aim is to increase personal or family welfare. At the macro level, i.e. at the national
level, each policy aims at increasing societys welfare. This divides the study of
economics into two major divisions: microeconomics and macroeconomics.
Each division talks about the basic principles that help people to take economic
decisions. The ultimate aim behind each decision is to increase welfare. The two
divisions, however, are not independent. Microeconomic decisions underpin the
macroeconomic results in an economy. The course designed for the CBSE
International Senior School level covers the basic principles of economics, both
micro and macro as it is believed that through a study of these principles, students
will better appreciate economic theories and enhance their understanding of global
issues.
The main emphasis in the design of the curriculum is on developing concepts rather
than the theories.
The class XI course has two parts: (1) Development Economics and (2) International
Economics.
The study of Development Process is macroeconomics because it deals with the
country as a whole. The course aims at introducing concepts relating to economic
development of a country and at the same time studying the changes that take place
when the country moves from one level to the higher level of economic
development.
The study of international economics is partly micro-economics and partly
macroeconomics. International economics covers the study of (1) international trade,
(2) international trade policy, (3) balance of payments and foreign exchange, and (4)
366
international financing. Of these 1 and 2 are micro-economic while 3 and 4 are

macroeconomic studies.
The class XII the course has two parts: (1) Introduction to microeconomics and (2)
Introduction to macroeconomics. The main emphasis is on introducing the basic
principles which help in taking economic decisions.
Indian Economic Development is not included because of the international character
of the course. The schools covered under CBSE-i are spread over a number of
countries and it is not possible to include study of economic development of all the
participating countries. However, the concept of economic development and its
processes are important for learners as it helps them to understand and appreciate
how economies have developed and what hurdles exist for developing economies.
Thus, Indian Economic Development has been adequately substituted by concepts
relating to economic development and the development process.
Indian Economic Development is replaced by Development Economics in Class XI.
It is a logical replacement as justified above. At the same time it provides continuity
to the Economics curriculum of CBSE-i Secondary level. The Secondary School
curriculum introduces only a few basic concepts. The Senior School curriculum of
CBSE-i is a step forward towards introducing methods and process of economic
development.
International Economics in Class XI is a natural addition because of the spread of the
CBSE-i schools over a number of countries. It will be of immense help to learner in
understanding international economic relations. International Economics also
provides continuity to the CBSE-i secondary curriculum which touches concepts
relating to international economics.
Microeconomics and Macroeconomics have been retained as they provide the basic
principles for taking economic decisions. Concepts studied under these two
branches of economics help learner understand how the world around them
functions.
367
CLASS XI Economics
Term wise Syllabus
Term I
Term II
Part A: Development Economics
Part B:International Economics
Sr.No.
Name of the Unit
Sr.No.
Name of the Unit
Some Basic Concepts.
Basis of Trade.
Development Process.
Foreign Exchange and Balance

of Payments
Development Issues
Barriers to Trade
Development Indicators.
10
Reforms in Trade
Indian Economic Development
11
Project II.
Project I
CLASS XII Economics

Term wise Syllabus
Term I
Term II
Part A: Introductory Microeconomics
Part B: Introductory Macroeconomics
Sr.No.
Name of the Unit
Sr.No.
Name of the Unit
Introduction
National Income and related

aggregates
Consumers Equilibrium and

Demand
Money and Banking
Producers Behaviour and

Supply
Determination of Income and

Employment
Forms of Market and Price

Determination
Government Budget and the

Economy
Simple applications of demand

and supply
10
Role of Government
368
SYLLABUS - CLASS XI
ECONOMICS
Part A: Development Economics
Unit 1: Some Basic Concepts
Contents
1.1
Learning Outcomes
Macroeconomics Vs Microeconomics;
Gross Domestic Product/ National
Income; Aggregate Demand and
Aggregate Supply; Consumption;
Investment; Inflation.
After going through this Unit, the learner

will be able to:
get familiar with some basic concepts
essential for the study of development
economics.
conclude that the outcome of the
development process is income.
recognise the need to be familiar with the
concept of national income and the
aggregates woven around it.
Unit 2: Development Process

Contents
1.1
Learning Outcomes
Stages of growth; Balanced Vs.

Unbalanced Growth. Development and
population Growth.

will be able to:
identify from the experiences of
developed countries how the process of
development proceeds stage by stage
depending upon the different angles
from which we can look at these stages:
from the angle of change from one
economic system to another; from the
angle of change in the relative
importance of different sectors; or change
from nature of production etc.
recognise the implication of the
simultaneous development of all the
sectors of the economy (balanced growth)
as compared to the development of
certain selected sectors first and the rest
latter (unbalanced growth).
369
analyse how growth rate of population is

affected when economic development
takes place.
analyse how economic development is
affected as population increases.
Unit 3: Development Issues

Contents
Learning Outcomes
3.1 Unemployment; Poverty;

will be able to:
Inequalities and its indicators
infer that raising standard of living of the

people requires attacking unemployment,
inequalities and poverty while framing
strategy of development.
(Gini coefficient and Lorenz

Curve);
3.2 Environment: Kyoto Protocol;
understand the nature of unemployment,

how to measure the extent of inequalities
and the poverty in the country.
Globalization.
3.3 Globalisation
infer that there is degradation

environment during the process
development.
of
of
read more on how to keep this in check

and at the same time have economic
development too.
get familiar with important aspects of this
issue being debated among countries
continuously.
infer that increasing economic contacts
between the countries of the world
(globalisation) promote trade, and
through trade, development.
370
Unit 4: Development Indicators

Contents
Learning Outcomes
4.1 Percapita Income;

will be able to:
4.2 Human Development Index.
understand the overall achievement of a

country when deliberate attempts are
made towards economic growth.
identify the criterion which should be
adopted
to
measure
economic
development.
explain the alternative criteria present in
use, like per capita real income and
Human Development Index.
Unit 5: Indian Economic Development

Contents
Learning Outcomes
5.1 Pre New Economic Policy (1947- After going through this Unit, the learner
will be able to:
1990)
5.2 Post New Economic Policy (1991
learn the conceptual aspects of economic
onwards)
development, the learner gets familiar with
the actual development process that has
taken place in India since Independence.
explain the dramatic changes in economic
policies followed since 1991.
recognise the need for such drastic changes.
analyse whether the desired results have
been achieved.
371
Unit 6: Project Work

Contents
6.1 Comparison between two
countries
Learning Outcomes
will be able to:
select any two countries and make a
comparison of their achievements in
different
aspects
of
economic
development during a specified period.
(The data can be obtained from UNDPs
Human Development Reports, World
Banks, World Economic Indicators, etc.)
Part B: International Economics

Unit 7: Basis of Trade
Contents
7.1
Internal trade vs. external trade; Why

do countries trade? Basis of trade: (a)
absolute advantage basis and (b)
Comparative advantage basis; Gain
from trade; Advantage and factor
endowment.
Learning Outcomes
will be able to:
recognise the crucial differences between
internal trade and external trade.
analyse why there is at all need for
trading with other countries.
find answers to some such questions:
why should a country export rather then
sell all it produces within the country?
What is it that prompts the countries to
trade with each other?
recognise the basis of trade.
show how trade between the two
countries is gainful to both .
analyse how relative availability of
factors of production determine what a
country should import and what it
should export.
372
Unit 8: Foreign Exchange and Balance of Payments

Contents
8.1
8.2
Foreign Exchange: Meaning,

fixed vs. flexible exchange
rates, managed floating
exchange rate, determination of
exchange rate.
Balance of payments: Meaning,
structure of account and its
components, meaning of deficit
in balance of payments.
Learning Outcomes
will be able to:
get familiar with the terms foreign
exchange and foreign exchange rate.
identify that there are two alternative
ways of determining what an actual
exchange rate would be:
(1) Fixed by government and
(2)
determined by the foreign exchange
market.
analyse
relative
advantages
and
disadvantages of fixed and market foreign
exchange rates.
explain the conceptual process of how the
market exchange rate is determined
through the forces of demand and supply
of foreign exchange.
relate how the government can influence
the market exchange rate (managed
floating rate).
get familiar with the term balance of
payment, an account showing the flow of
foreign exchange rate.
explain the structure of balance of
payments accounts.
Enumerate the different components of
the account and items that find place in
this account.
identify what indicates deficit in the
balance of payments.
differentiate between autonomous and
accommodating transactions in this
context.
373
Unit 9: Barriers to Trade

Contents
Learning Outcomes
9.1 Natural barriers vs. man made After going through this Unit, the learner
will be able to:
barriers
identify what prevents free flow of trade
between countries.
9.2 Trade defence instruments: Tariffs,

quotas, foreign exchange controls,
custom restrictions
differentiate between natural barriers,

like high transport cost, and man made
barriers, i.e. restrictions placed by
government.
explain how these barriers work.
explain the trade defence instruments
such as tariffs, quotas, exchange controls
and custom restrictions.
Unit 10 : Reforms in Trade

Contents
Learning Outcomes
10.1 Role
of
World
Trade After going through this Unit, the learner
Organization (WTO). Role of will be able to:
International Monetary Fund
analyse the role of two international level
(IMF).
institutions WTO and IMF in
minimizing the barriers to trade between
countries
leading
to
economic
globalization of the world.
374

Part A Introductory Microeconomics
Unit 1: Introduction
Contents
1.1 Some basic tools in the study of
Economics: Equation of a line,
slope of a line, slope of a curve.
Learning Outcomes
will be able to:
explain some basic tools-equation, slope,
graph, etc. used to represent concepts
and theories in mathematical and
geometric forms.
1.2 Meaning of microeconomics and

macroeconomics. What is an
economy? Central problems of an
economy: what how and for
whom to produce; concepts of
production possibility frontier and
opportunity cost.
understand that study of economics is

broadly
categorized
into
microeconomics and macroeconomics
and understand the difference between
the two.
infer that fundamental cause of all
economics problems is scarcity of
resources, wants being unlimited a
natural fact.
infer that every country- big or small,
rich or poor faces certain economic
problems of what, how and for whom to
produce.
explain the common problems through
the mathematical tools.
375
Unit 2: Consumers Equilibrium and Demand

Contents
Learning Outcomes
2.1 Consumer's equilibrium meaning After going through this Unit, the learner
of utility, marginal utility, law of will be able to:
diminishing
marginal
utility,
explain with examples how a consumer
conditions
of
consumer's
takes decisions about spending his
equilibrium using marginal utility
income to realize the objective of
analysis.
Indifference
curve
maximum satisfaction, i.e. how a
analysis
of
consumer's
consumer attains equilibrium.
equilibrium-the consumer's budget
differentiate between the explanation of
(budget set and budget line),
consumers equilibrium as given in the
preferences of the consumer
Utility Analysis and as given in the
(indifference curve, indifference
Indifference Curve Analysis.
map) and conditions of consumer's
appreciate that Indifference Curve
equilibrium.
Analysis is an improvement over the
2.2 Demand,
market
demand,
Utility Analysis.
determinants of demand, demand
make graphical presentation of the
schedule,
demand
curve,
concepts and theory used in explaining
movement along and shifts in the
consumers equilibrium.
demand curve.
identify factors that determine the
demand for a good.
2.3 Price elasticity of demand - factors
affecting price elasticity of
demand; measurement of price
elasticity of demand (a)
percentage-change method and
(b) geometric method (linear
demand
curve);
relationship
between
price
elasticity
of
demand and total expenditure.
Explain the concept of shift in demand

and represent the same graphically.
Explain the concept of elasticity of
demand, i.e. degree of response of
demand to a given change in a
determinant of demand.
Identify the various methods of
measuring price elasticity of demand.
376
Unit 3: Producers Behaviour and Supply

Contents
Learning Outcomes
3.1 Production function: Total Product, After going through this Unit, the learner
Average Product and Marginal will be able to:
explain the change in output that takes
Product.
place as only one input is increased
Returns to a Factor.
keeping all other inputs unchanged.
3.2 Cost, Short run costs - total cost,
represent this change diagrammatically.
total fixed cost, total variable cost;
identify the pattern of change in cost as
Average fixed cost, average
output increases.
variable cost and marginal costdifferentiate between fixed cost and
meaning and their relationship.
variable cost.
outline the relation between marginal
3.3 Revenue - total, average and
cost and average cost
marginal revenue.
explain the concept of Revenue as used
in microeconomics.
3.4 Producer's equilibrium-meaning
recognise the behaviour of revenue as
and its conditions in terms of
output is increased.
marginal revenue-marginal cost.
differentiate between the behaviour of
3.5 Supply,
market
supply,
revenue
under
different
market
determinants of supply, supply
conditions and represent the same
schedule, supply curve, movements
diagrammatically.
along and shifts in supply curve,
understand
the
relation
between
price
elasticity
of
supply;
marginal revenue and average revenue.
measurement of price elasticity of
identify the conditions that must be
supply (a) percentage change
fulfilled for a producer to realize the
method and (b) geometric method.
objective of earning maximum profit.
represent the same diagrammatically.
identify the factors that determine the
supply of a good.
explain the concept of shift in supply
and represent the same graphically.
377
Unit 4: Forms of Market and Price Determination

Contents
4.1
Perfect competition - Features;

Determination of market
Learning Outcomes
will be able to:
infer that microeconomics conceives of
four types of market situations: perfect
competition, monopoly, monopolistic
competition and oligopoly.
equilibrium and effects of shifts

in demand and supply.
4.2
Other Market Forms monopoly, monopolistic

competition, oligopoly - their
meaning and features.
explain meaning, features and its

implication of a perfectly competitive
market.
explain how price is determined in a
perfectly competitive market and
represent the same graphically.
recognise the implications of shift in
demand, or in supply, or in both
simultaneously as such shifts affect price
and output. Represent the same
graphically.
identify features and their implication of
monopoly, monopolistic competition
and oligopoly markets.
Unit 5: Simple Applications of Demand and Supply

Contents
Learning Outcomes
5.1 Applications of Demand and After going through this Unit, the learner
will be able to:
supply.
explain the implication of maximum
price ceiling by the government and
represent the same on a graph.
378
explain the implication of minimum price

ceiling by the government and represent
the same on a graph.
Part B Introductory Macroeconomics

Unit 6: National Income and Related Aggregates
Contents
Learning Outcomes
6.1 Some
basic
concepts: After going through this Unit, the learner
consumption goods, capital will be able to:
differentiate between (1) consumption
goods, final goods, intermediate
good and capital goods; (2) final goods
goods; stocks and flows; gross
and intermediate goods giving examples
investment and depreciation.
and significance of the distinction.
6.2 Circular flow of income;
Methods of calculating National
identify the concept of depreciation.
Income Value Added or
analyse the basis of distinction between
Product method, Expenditure
gross investment and net investment.
method, Income method.
explain how income flows from
6.3 Aggregates related to National
production units to households and then
Income: Gross National Product
back from households to production
(GNP), Net National Product
units.
(NNP), Gross and Net Domestic
explain the significance of this circular
Product (GDP and NDP) - at
flow in identifying methods of
market price, at factor cost;
estimating national income.
6.4 National Disposable Income
explain the steps and precautions taken
(gross and net), Private Income,
while estimating national income by the
Personal Income and Personal
value-added, expenditure and income
Disposable Income; Real and
methods.
Nominal GDP. GDP and
Welfare
develop capability to solve numerical
questions
estimation.
on
national
income
explain the concept of disposable

income and the various aggregates
woven around it like national disposable
income, private income, personal
income and personal disposable income.
379
develop capability to solve numerical

problems on disposable income.
distinguish between real income (GDP)
and nominal income (GDP). Identify
how real income is derived from the
nominal income.
infer that income (GDP) alone is not
sufficient to derive conclusions about
how much better off are the people over
a period of time.
point out limitations of GDP as an
indicator of welfare.
Unit 7: Money and Banking

Contents
Learning Outcomes
7.1 Money Its meaning and After going through this unit, the learner
will be able to:
features
Supply of money Currency
held by the public and net
explain the difficulties of barter
demand deposits held by
system of exchange of goods and
commercial
banks.
Money
services.
creation by the commercial
also explain how introduction of
banking system.
money
has
removed
these
difficulties.
point out functions of money in this
context.
explain the concept of money
supply. Identify the components of
money supply.
understand how commercial banks
create money.
7.2 Central bank and its functions
differentiate between central bank

and commercial banks.
explain the functions of a central
bank.
380
Unit 8: Determination of Income and Employment

Contents
Learning Outcomes
8.1 Aggregate demand and its

components.

will be able to:
8.2 Propensity to consume and

propensity to save (average
and marginal).
8.3 Shortrun equilibrium output;
investment multiplier and its
mechanism.
8.4 Meaning of full employment
and
involuntary
unemployment.
8.5 Problems of excess demand
and
deficient
demand;
measures to correct them change
in
government
spending,
availability
of
credit.
give meaning of the concept of aggregate

demand and its components.
explain the concept of propensity to
consume and differentiate between APC
and MPC.
state the consumption function in the form
of an equation.
explain the concept of propensity to save
and differentiate between APS and MPS.
state the saving function in the form of an
equation.
state the relation between APC and APS,
MPC and MPC, consumption function and
saving function.
represent
consumption
and
saving
functions on a graph and explain how one
function can be derived from the other
function.
explain the assumptions and conditions
necessary for the national income to reach
the equilibrium level in the short run.
explain the alternative approaches in this
context.
represent the national income equilibrium
on a graph.
381
explain the concept of multiplier and its

working with the help of numerical
example.
explain meaning of the
employment
and
unemployment.
terms: full
involuntary
explain the concepts of deficient demand

and excess demand and represent the
same diagrammatically.
Explain the possible fiscal policy and
monetary policy measures that can be
taken to correct deficient demand and
excess demand.
Unit 9: Government Budget and the Economy

Contents
9.1 Government budget - meaning,
objectives and components.
9.2 Classification of receipts - revenue
receipts and capital receipts;
classification of expenditure
revenue expenditure and capital
expenditure.
9.3 Measures of government deficit revenue deficit, fiscal deficit,
primary deficit: their meaning.
Learning Outcomes
will be able to:
explain
briefly
the
government budget.
structure
of
analyse the objectives the government

budget exercise intends to achieve.
differentiate between (a) revenue receipts
and capital receipts; (b) revenue
expenditure and capital expenditure.
list different types of deficits
government budget.
in a
explain the meaning of each type of

deficit: revenue, fiscal and primary
deficits.
understand what each type of deficit
indicates.
382
Unit 10: Role of Government

Contents
Learning Outcomes
will be able to:
10.1 Fiscal Policy, Policies to check

market failure.
understand that government undertakes

its economic activities through the budget
making and that such an exercise is called
fiscal policy.
explain the tools of fiscal policy.
explain what role each tool plays.
define market failure.
explain the policies government adopts to
check market failure.
383
GEOGRAPHY
Rationale
Geography is introduced as an elective subject at the senior school stage. After ten
years of general education, students branch out at the beginning of this stage and are
exposed to the rigours of the discipline for the first time. Being an entry point for the
higher education, students choose geography for pursuing their academic interest
and, therefore, need a broader and deeper understanding of the subject. For others,
geographical knowledge is useful in daily lives because it is a valuable medium in
the education of young people. Its contribution lies in the content, cognitive
processes, skills and values that geography promotes and thus helps the students to
explore, understand and evaluate the environmental and social dimensions of the
world in a better manner.
The international syllabus for Geography for the students of XI and XII in the
Middle East and Monsoon Asia is a strong step forward in the direction of creating a
knowledge base with which the students of these regions can associate easily.
Middle East comprises of 22 countries and Monsoon Asia has 12 countries under it.
A cursory glance at the existing Geography syllabus of these regions shows a
Eurocentric and North American representation of the geographical facts and
concepts. While there is an increasing need for the students to understand the facts
and concepts in the regional context, the initiative taken by CBSE towards bringing
out a syllabus in the regional context is rightly to help students develop a new and
contemporary understanding and interpretation of these facts. This not only will
help the students but also has a potential to enhance the discipline of Geography
Objectives
The course in geography will help learners to:
familiarise themselves with the terms, key concepts and basic principles of
geography.
search recognize and understand the processes and patterns of the spatial
arrangement of the natural as well as human features and phenomena on the
earths surface.
understand and analyse the inter-relationship between physical and human
environments and their impact.
apply geographical knowledge and methods of inquiry to new situations or
problems at different levels-local, regional, national and global.
384
develop geographical skills, relating to collection, processing and analysis of

data/ information and preparation of report including maps and graphs and use
of computers where ever possible.
utilize geographical knowledge in understanding issues concerning the
community such as environmental issues, socio-economic concerns, gender etc.
to become responsible and effective members of the community.
CLASS XI, GEOGRAPHY

TERM WISE SYLLABUS
Term I
Term II
PART-A
PART B
Fundamental s of Physical Geography
Physical Environment : Modern

Asia/Middle East
Sr.
No.
Name of the Units
Sr.
No.
Name of the Units
Geography as a Discipline
Introduction
The Earth
Physiographic
Landforms
10
Climate, Vegetation and Soils
Climate
11
Natural Hazards and Disaster:

Causes, Consequences and
Management
Oceans
12
MAP WORK
Life on Earth
MAP WORK
Practical Work
Hands on Practical Component/Project Work
Term I
Unit I: Fundamental of Maps
Term - II
Unit II: Topographic and Weather Maps
Practical File
Audio Visual Presentation from any topic
from any topic from Part A
Practical File
Audio Visual Presentation from any topic
from any topic from Part B
385
For Practical written Examination

Construction of Scale
Construction of Projection
Calculating time
Theory Question
For Practical Examination

Topographic Sheet interpretation
Aerial Photograph/Satellite Imagery
Weather Map
CLASS XII, GEOGRAPHY

TERM WISE SYLLABUS
Sr.
No.
Term I
Term II
PART A
PART B
Fundamentals of Human
Geography
People and economy :

MonsoonAsia/Middle East
Name of the Units
Sr.
No.
Name of the Units
Human Geography: Nature

and Scope
People
Population
Human settlements
Human activities
Resources and development
Transport Communication
and Trade
10
Transport Communication and

International Trade
Human Settlement
11
Geographical Perspective on Selected

Issues and Problems (One Case study
to be introduced for each topic)
Map Work on identification of

features based on above units
on the outline political
12
Map work on locating and labeling of

features based on above units on
outline political map of india
TERM II
PART C : Practical Work
13
Processing of data and thematic mapping
14
Spatial information technology
15
Field study
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GEOGRAPHY
SYLLABUS - CLASS XI
Part A: Fundamentals of Physical Geography
Unit-1: Geography as a Discipline
Contents
Learning Outcomes
1.1 Geography as a science of spatial

studies

will be able to:
1.2 Branches of geography: physical

and human; significance of
physical geography
gain an understanding of the subject as it

integrates several disciplines with focus on
spatial nature of each aspect.
differentiate between the two branches of
Geography very clearly, and understand the
significance of physical geography from
human point of view.
Unit 2: The Earth

Contents
2.1 Stages in formation of earth,
Interior of the earth;
2.2 Continental drift and plate
tectonics: concept of plate
movement, boundaries/margins
2.3 Earth Movements folds and
faults
2.4 Earthquakes including tsunamis
and volcanic eruptions.
Learning Outcomes
will be able to:
comprehend the process of formation of
earth with different stages. Understand
about the interior of the earth and its
three different layers.
gain insight into the reasons of plate
movements, types of plate movements
along the boundaries and resultant
landforms.
comprehend the reasons of different types
of earth movements and the resultant
landforms.
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acquire knowledge about the natural

phenomena and comprehend the reasons
behind them and their impact on humans.
Unit 3: Landforms
Contents
3.1 Rocks: major types of rocks:
formation, characteristics,
economic use.
3.2 Landforms and their evolution
relationship with rocks.
3.3 Geomorphic processes:
weathering, mass wasting,
erosion and deposition; soilformation
3.4 Landforms and their associated
features: fluvial, glacial, Aeolian
and coastal (examples from
India).
Learning Outcomes
will be able to:
acquire knowledge about the different
processes leading to the formation of
different types of rocks. Clearly distinguish
among the three types of rocks and their
characteristics and thus their economic
importance.
understand the broad categories of
landforms and the changes through time.
understand the nature, strength and
weaknesses of rocks and the resultant
landforms.
analyse the evolution of landforms by
studying geomorphic processes.
clearly distinguish between the processes.
Gain a deep understanding of the
processes and resultant landforms.
understand the process of soil formation.
Gain insight into the work of different
agents of erosion.
clearly understand the reason of a
particular agent dominating a particular
region (e.g. winds in dry areas).
clearly associate resultant landforms with
agents of gradation.
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Unit 4: Climate
Contents
4.1 Insolation and temperature:
Definition, factors affecting
distribution; mechanisms of
energy transfer in earth
atmospheric system (conduction,
convection, radiation and
advection). Heat budget:
latitudinal variation.
Learning Outcomes
will be able to:
understand the definition and concept of
insolation. Analyse how different
temperatures are the result of variability of
insolation.
comprehend the other factors affecting the
distribution of temperature distribution
of land and sea, location and height of a
landform etc.
comprehend mechanism of energy transfer
on the surface of earth and atmosphere and
the reaction between the nature of a
landform and the process of energy
transfer.
comprehend the heat budget of the earth
and atmosphere and the latitudinal
variation of the heat budget and the modes
of transfer of temperature between
latitudes.
4.2 Factors affecting distribution of

temperature, vertical and
horizontal distribution of
temperature; inversion of
temperature.
4.3 Pressure and winds pressure

belts, planetary, seasonal and local
clearly demarcate between variations of

temperature distribution vertically and
horizontally and the reasons thereof.
understand the phenomenon of inversion
of temperature in specific regions and
comprehend the reasons causing them.
analyse scientifically the impact of
temperature difference on atmospheric
pressure and understand the formation of
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winds, air masses and fronts.
pressure and associated wind patterns.

differentiate between different types of
winds and air masses.
4.4 Atmospheric disturbances

including depressions, tropical
and extra tropical cyclones.
understand fronts and the reason behind

their occurrence.
4.5 Atmospheric moisture:

Hydrological cycle, evaporation
and humidity absolute, specific
and relative.
distinguish between different types of

condensation and the reasons behind their
formation.
understand the Hydrological process and

the reasons behind the process
acquire knowledge of moisture in the

atmosphere.
comprehend the concept of transfer of
water from land to air to sea and the
processes involved in it.
distinguish between different types of
humidity and relation between them, and
impact on climate.
4.6 Condensation: dew, frost, fog,

mist and cloud.
4.7 Rainfall: types convectional,

orographic, cyclonic and world
distribution.
4.8 Classifying climate Koeppens,

Thonthwaite, Trewarth (detailed
study of only Koeppens
understand the process and the reasons

behind the process.
differentiate between different types of
condensation and the reason behind their
formation.
comprehend the process of rainfall and the
different types of rainfall.
know about the amount of rainfall
occurring in different parts of the world
and also the reasons.
analyse the reasons behind different types
of climate in different regions and classify
types of climate.
learn about different ways to classify
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classification).
climate according to different scholars.

understand the phenomenon of global
warming, its course and effects.
study in great detail the impact of global
warming on glaciers, sea level, ozone layer,
climate, flora and fauna.
appreciate the need for finding solutions to
arrest global warming by global
community.
4.9 Climate change: Green house

effect, global warming.
Unit 5: Oceans
Contents
5.1 Oceans ocean bottom
topography.
5.2 Distribution of temperature and
salinity; (vertical and horizontal)
movements of ocean waterwaves, tides and currents.
Learning Outcomes
will be able to:
identify the causes leading to difference in
ocean bottom topography.
know about
topography.
the
different
types
of
understand the concept of differences in

temperature and salinity, the causes of
differences and different types.
understand different types of movements
of ocean water, their causes and impact on
human life.
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Unit 6: Life on Earth

Contents
Learning Outcomes
6.1 Biosphere Biodiversity, its

importance and conservation,
concept of ecosystem and
ecological balance.

will be able to:
explain biodiversity and its impact on
humans.
familiarize with the concept of ecosystem
and ecological balance.
Unit 7 : Map work on identification of features based on the above units on the
outline political map of the world.
Part B. Physical Environment

Monsoon Asia / Middle East
MONSOON ASIA
UNIT 8: INTRODUCTION
Contents
8.1 Location Space relations in the
world, identification of countries.
Learning Outcomes
will be able to:
identify the countries in Monsoon Asia and
learn about their surroundings.
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Unit 9 : Physiography
Contents
9.1 Structure and Relief
9.2 Drainage Systems, watersheds
9.3 Physiographic Divisions
Learning Outcomes
will be able to:
understand the structure of each country
and identify the relief features.
identify the water bodies.
understand the drainage system and the
concept of water divide and identify these.
identify physical/physiographic divisions
and understand the reason behind their
formation.
Unit 10: Climate, Vegetation and Soils

Contents
Learning Outcomes
10.1Weather and climate-spatial and

temporal distribution of
temperature, pressure, winds and
rainfall, Monsoon: mechanism,
onset and withdrawal, variability
of rainfalls: Climatic divisions
(Koeppen)
10.2
10.3 Natural vegetation- types and
distribution of natural vegetation;
wild life; conservation; biosphere
reserves;

will be able to:
understand the reason behind the spatial
and temporal distribution of temperature,
pressure, winds and rainfall.
comprehend the pattern of onset
withdrawl and distribution variabiting and
break of monsoon and reasons behind it.
comprehend the concept of water balance,
relation
between
precipitation
and
evaporation.
understand the division of climatic regions
by Koeppens.
understand the meaning
vegetation and wild life.
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of
natural
know about the distribution of natural

vegetations. Comprehend the need for
conservation of wild life.
10.4 Soils- major types (USDAs

classification) and their
distribution, soil degradation,
salinity, desertification and
conservation of soils.
get familiarized with the concept of

biosphere reserve and its role in the
conservation.
explain major types of soil and their
distribution. Comprehend the concept of
soil degradation, its causes and appreciate
the need for soil conservation.
Unit 11 Natural Hazards and Disasters: Causes, Consequences and

Management (One Case Study to Be Introduced For Each Topic)
Contents
Learning Outcomes
will be able to:
11.1Floods, Clouds bursts

Droughts
11.2 Earthquakes and Tsunami
11.3 Cyclones
11.4 Landslides
and
Differentiate
between
hazards
and
disasters. Understand each hazard and
analyse the reasons behind them.
appreciate
the
need
for
disaster
preparedness.
C. Practical work
Unit 1: Fundamentals of Maps
Maps Meaning and Definition
History of Map Making
Types of Maps according to Scale, Function and Subject Matter; Uses of Maps
Scales Definition and Types, Representation, Converting scales; Construction
394
of Simple and Comparative Scales; Uses of other scales such as Time Scale, Pace
Scale, Revolution Scale, Square root scales, Cube root Scales, Scales of Verticals,
Perspective scales, Diagonal Scales and Vernier Scale
Measurement of Distance using Scales and Rotameter
Measurement of Areas by Square method and Planimeter
Latitude, Longitude and Time Concept of Time Zones, Calculating Time
Map Projections Types, Construction, Properties and Uses of Conical with one
standard parallel and Cylindrical Equal Area
Unit 2: Topographic and Weather Maps

Study of topographic maps (1 : 50,000 or 1 : 25,000 maps); contour cross section
and identification of landforms-slopes, hills, valleys, waterfall, cliffs; distribution
of settlements.
Aerial Photographs: Types and Geometry-vertical aerial photographs; difference
between maps and aerial photographs; photo scale determination.
Satellite imageries, stages in remote sensing data-acquisition, platform and
sensors and data products, (photographic and digital).
Identification of physical and cultural features from aerial photographs and
satellite imageries.
Use of weather instruments: thermometer, wet and dry-bulb thermometer,
barometer, wind vane, raingauge.
Use of weather charts: describing pressure, wind and rainfall distribution.
395
GEOGRAPHY
Fundamentals of Human Geography
Unit 1: Human Geography: Nature and Scope
Contents
Learning Outcomes
will be able to:
comprehend the nature and scope of
human Geography.
1.1 Nature and Scope
understand different concepts

differentiate between them.
and
Unit 2 : Population
Contents
Learning Outcomes
will be able to:
2.1 Population distribution,

density and growth
2.2 Determinants of population

change: birth rate, death rate and
migration, demographic
transition theory.
2.3 Patterns, causes and
consequences of population
change.
2.4 Age-sex ratio; rural-urban
understand the meaning of density and

analyse the causes for uneven density of
population.
comprehend the concept of growth.
Identify the factors affecting the density of
population.
understand the terms Birth Rate, Death
Rate
and
Migration.
Comprehend
demographic transition and relate it with
economic condition of a country or a
region.
identify the pattern of migration also its
396
composition;
causes and consequences.
2.5 Human development - concept;

selected indicators, international
comparisons.
understand population composition and

acquire knowledge about the change in
population composition.
understand the concept of human
development. Comprehend the selected
indicators.
Analyze
international
comparisons.
Unit 3: Human Activities

Contents
Learning Outcomes
will be able to:
3.1 Primary activities - concept and

changing trends; gathering,
pastoral, mining, fishing,
subsistence agriculture, modern
agriculture; people engaged in
agricultural and allied activities
with examples.
3.2 Secondary activities-concept;
manufacturing: types
household, small scale, large
scale; agro based and mineral
based industries; people engaged
in secondary activities- with
examples
3.3 Tertiary activities-concept; trade,
transport and communication;
services; people engaged in
understand the importance of agriculture in

the economy at the national and global
level. Recognise the factors that led to
commercial farming from subsistence.
understand the reason for gathering and
different types of pastoral activities.
understand types of fishing and its
importance to the economy.
familiarize with the terms. Differentiate
between different types of industries, based
on different bases of classification.
Understand the lives of people in
secondary activities.
understand the emergence of service sector
as the most important human activity.
Understand the lives of people engaged in
tertiary activities.
397
tertiary activities- with examples.

3.4 Quaternary and quinary
activities-concept; knowledge
based industries; people engaged
in quaternary and quinary
activities- with examples
comprehend the concepts of quarternary

and
quinary
activities.
Understand
knowledge based industries. Familiarise
with people in these activities.
Unit 4: Transport Communication and Trade

Contents
Learning Outcomes
4.1 Land transport - roads, railways, After going through this Unit, the students
including
trans-continental will be able to:
railways.
understand about roads, railways and their
4.2 Water transport- inland
importance in the economy. Understand
waterways; major ocean routes.
special cases of transcontinental railways.
4.3 Air transport- domestic and
international
understand about each mode of transport,

its positive and negative points.
4.4 Oil and gas pipelines.
understand the importance of satellite
4.5 Satellite communication and cyber

space.
4.6 International trade:
ports as
gateways, changing patterns, role
of WTO.
communication and meaning of cyber

space, and its importance.
analyse the concept and pattern of
international trade and its changing
pattern.
familiarize with different types of ports.
comprehend WTO and its roles.
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Unit 5: Human Settlement

Contents
Learning Outcomes
will be able to:
5.1 Types - rural and urban;

morphology of cities (case study);
distribution of mega cities;
problems.
comprehend the concepts of settlements.

distinguish between rural and urban,
settlements
understand the morphology of a city
through case study.
analyse the causes of problems of cities.
familiarise with distribution of Mega cities
UNIT 6: MAP WORK ON IDENTIFICATION OF FEATURES BASED ON ABOVE

UNITS ON THE OUTLINE POLITICAL MAP OF WORLD.
Part B People and Economy

Monsoon Asia/Middle East
Monsoon Asia
Unit 7: People
Contents
Learning Outcomes
7.1 Population: distribution, density

and growth; composition of
population literacy, linguistic,
sex, rural-urban and
occupational regional
variations of population change.

will be able to:
comprehend the meaning of density and
growth.
analyse the factors affecting population
distribution and growth.
399
7.2 Migration: international,

national-causes and
consequences.
7.3 Human Development: selected
indicators and regional patterns.
analyse the causes of regional variation in

change.
understand the phenomenon and its types.
analyse the causes and consequences of
migration. Analyse the regional patterns
and indicators.
Unit 8 : Human Settlements

Contents
Learning Outcomes
will be able to:
8.1 Rural settlements - types and

distribution.
8.2 Urban settlements - types,
distribution and functional
classification.
recognise rural settlements.

distinguish between types of rural
settlements. Learn about their distribution.
know about urban settlements. Distinguish
between types of rural settlements. Learn
about their distribution.
Unit 9: Resources and Development

Contents
Learning Outcomes
will be able to:
9.1 Land resources- Land Use, pattern

of
agricultural
land
use;
distribution of major crops (Wheat,
Rice, Tea, Coffee, Cotton, Jute,
Sugarcane and Rubber), pattern of
agricultural development.
analyse the pattern of agricultural land use

and know about the distribution of major
crops. Comprehend the reason behind the
distribution. Analyse the pattern of
agricultural development and associated
400
9.2 Water resources-availability and

utilisation-irrigation,
domestic,
industrial and other uses; scarcity
of water and conservation of water
- Rain water harvesting and
watershed management (one case
study related with participatory
watershed management to be
introduced). Conflicts related to
river water utilisation (national and
international).
problems.
9.3 Mineral and energy resourcesdistribution of metallic (Iron-ore,

Copper, Bauxite, Manganese) ; nonmetallic (Mica, Salt) minerals;
conventional (Coal, Petroleum,
Natural gas and Hydro electricity)
and
non-conventional
energy
sources (solar, wind, biogas) and
conservation.
identify the distribution of minerals.

Distinguish between conventional and non
conventional energy. Appreciate the need
for conservation. Understand the methods
of conservation.
9.4 Industries - types, factors of

industrial location; distribution and
changing pattern of selected
industries-iron and steel, cotton
textiles, petrochemicals, impact of
globalisation on industrial location.
identify the water resources and types.

Familiarize with different uses of water
Analyse the problems of scarcity of water
and appreciate the needs for conservation
and different types of conservation.
Understand the reasons of conflicts related
to water.
classify industries of the particular region.

Identify the factors affecting industrial
locations. Understand distribution of
selected industries, and also their changing
pattern. Analyse impact of globalisation on
industries.
Unit 10: Transport Communication

and International Trade
Contents
10.1
Transport and
Learning Outcomes
401
communication-roads, railways,
waterways and airways: oil and
gaspipelines; communication
networkings - radio, television,
satellite and internet.
10.2 International trade-changing
pattern of international trade
within the monsoon Asian
region and rest of the world.
will be able to:

explain about different modes of transport,
their distribution and role in the economy.
understand about communications.
explain
the
different
modes
of
communication and the role in the life of
people and economy.
explain the concept of international trade
analyse the changing pattern of trade both
with the region and international level.
Unit 11: Geographical Perspective on Selected issues

And Problems (One Case Study to be
Introduced for Each Topic)
Contents
Learning Outcomes
will be able to:
11.1
Environmental pollution;
urban-waste disposal.
11.2
Urbanisation, rural-urban
migration (problems of slums)
11.3
Land Degradation.
identify the causes of area specific

environmental pollution and urban waste
disposal and appreciate the need to
overcome the problem.
explain the process of urbanisation.
Appreciate the problems related with rural
urban migration.
understand the concept of land degradation
analyse the reasons and appreciate the need
for different types of conservation.
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Unit 12: Map Work on Locating and Labelling of Features Based on

Above Units on Outline Political Map of India.
C. PRACTICAL WORK
UNIT I : PROCESSING OF DATA AND THEMATIC MAPPING
Sources of Data
Tabulation and processing of data calculation of averages, measures of
central tendency and deviation
Representation of statistical data Bar diagrams and pie charts;
Thematic mapping Dots, Choropleth, Isopleth and Flow diagrams
UNIT II: SPATIAL INFORMATION TECHNOLOGY

Introduction to GIS; Hardware and Software; data formats raster and
vector, data input, editing and typology building; data analysis; overlay and
buffer
UNIT III: FIELD STUDY

Field visit and study: map orientation, observation and preparation of sketch;
survey on any one of the local concerns; pollution, ground water changes, land use
and land-use changes, poverty, energy issues, soil degradation, impact of floods and
drought, catchment area of school, market survey and household survey (any one
topic of local concern may be taken up for the study; observation and questionnaire
survey may be adopted for the data collection; collected data may be tabulated and
analysed with diagrams and maps).
403
Core Areas
Social Empowerment through Work and Action
SEWA is an integral component of CBSE-i. All students from classes I to XII will be part of a
community service program of every year. This is an essential requirement for CBSE-i. The
objective of this programme is to underline the significance of the interdependence of all
human beings in this shrinking global village. Students must acknowledge that they have a
responsibility towards the less privileged, the disadvantaged as well as towards the
differently-abled. The principle of giving to society has to become second nature to them.
Several years ago the noted educationist Paulo Freire pointed out that there is no such thing as
neutral education. Any education, to be meaningful, has to fit into the context of the society in
which it is given and which is relevant to the times. In the context of the multiplicity and the
rapidity of the changes that are taking place, the students need to be enabled to know and
understand the contexts in which they are living today and the demands that will be made on
them, in the immediate future, to fit into the changing patterns of society.
The SEWA Philosophy

SEWA is social or community service; it can include environmental and international projects.
The word 'Sewa' to a large extent inspires SEWA (Social Empowerment through Work and Action)
philosophy, which in the Indian environment refers to the concept of service to the
community.
It enables and inspires each student to develop a spirit of discovery and initiative that has real
benefits and consequences. It encourages students to develop a sense of responsibility and
personal commitment to do what they can to improve the world around them and increase the
well being of others. It prepares students to participate in and contribute to the local as well as
global community by fostering the development of values and attitudes that transcend issues
of politics, religion, class, race, ethnicity and gender. SEWA aims to abet students in becoming
better persons, being more humane and committed citizens, and be future leaders working to
create a harmonious and peaceful world.
Vision
SEWA will involve enhanced choice of engaging with the families and the community in
creating lasting values in the mindset of the youngsters. The activity will give students robust
404
knowledge of centred ideas to implement in a relatively regulated setting. We might get to see
different approaches that will give valuable insights to teachers, students and parents. Once
we fine-tune ideas into educational experience through SEWA it will attract quality education
away from rote learning and would prove to be a catalyst for critical thinking. A project or
module may culminate into other developmental opportunities.
Notes to Teachers
SEWA has been designed to integrate social awareness into the regular curriculum of the
students. There is an urgent need to foster strong mental health amongst today's children so
that they can connect with their peers as well as their elders. The main objective of the projects
is to direct children's mind in constructive activities with positive outcomes. This would help
them develop self-confidence and self esteem. The teacher must be very careful in facilitating
the child's activities so as to provide a suitable learning environment to them. This in result
would also give a boost to a positive school climate.
The teachers need to create opportunities for students to engage learning activities to develop
core competencies such as:
a)
Social Awareness
b)
Self Management
c)
Relationship
d)
Interpersonal Skills and
e)
Responsible Decision-making
They need to be open-minded about errors committed by learners while implementing the
SEWA programme. The learners may find themselves in ambiguous situations and
sometimes suffer from moral conflicts. As adults we need to facilitate widening the scope for
the children so that they find alternative ways of making informed decisions. Here, one cannot
underline the responsibility of the school as a community. Thus one could develop and
establish a caring community encouraging collaborative learning activities by weaving SEWA
into their daily school activities.
The projects for Classes I-V are general by nature with many options being provided so that
the teachers can plan according to the capacity of the group. The documentation for this group
can be more visual-collection of photographs, scrapbook and such tools can be used more
explicitly. However, the activities planned for Class VI-XII can be taken up with more
seriousness and documented in proper formats. Teacher might modulate the project activities
and provide creative freedom to learners to plan using other suitable ways without digressing
405
from the learning outcomes specified. Visual evidences and testimonials must be given due
importance while compiling and documenting.
SEWA activities are bound to germinate some thought process in young minds.
Activities complying with SEWA criteria

SEWA activities require involvement and interaction. When students assume a passive role
and no contributory service is performed, it cannot be defined as a SEWA activity/project.
Activities which do NOT fall under SEWA:
An activity through which a student attains financial or some other type of benefit
(unless this benefit is passed on in full to a worthy cause).
Getting involved in effortless, monotonous, and repetitive work like returning library
books to the shelves.
Any activity or project, which is already part of the student's Academic Curriculum.
Work experience that only benefits the student.
Activities that cause division among different groups in the community.
Activities with a bias to any religion or cultural sector which may hurt the sentiment of
any other person in any form.
Regular recreational or community activities like a visit to a museum, the theater,

concert, or sports event unless it clearly inspires work in a related activity in which a
student is already engaged.
Any unsupervised or recorded activity where there is no guide or responsible adult on

site to evaluate and confirm student performance and evaluate accordingly.
Guidelines for Students
Students discuss how they can improve/impact the community and choose the focus
area for the project.
Students identify the causes they want to support and choose one/or more ways of
carrying it forward.
Students outline the objectives of the projects they have chosen and present plans for
the implementation as well as ways of measuring the success of the project.
Students seek guidance from the teacher when they need it.
Students learn how to plan, implement, review and take responsibility for their
decisions.
406
Students examine the effect of their intervention and support for the causes they have
chosen and present them to the rest of the class/school.
The student Portfolio/dossier captures the hours spent as well as documents evidence
of the impact of their work that is shared as PowerPoint with the school community and
as part of a special exhibition at the end of the year.
Guidelines for Schools
Design and announce school SEWA policy.
Decide on yearly focus theme for SEWA and class-wise sub themes.
Orient parents about SEWA and seek support from stakeholders.
Appoint School SEWA Mentor and Class-wise SEWA Mentors.
Arrange administrative support for the activities involving government and outside
agencies.
Dedicate day/s for SEWA exhibition or presentation day at the end of the year or as
suitable.
Arrange training and create support structure for all involved as required.
Ensure 100% dedicated involvement.
Dear Mentors/Teachers,
The most challenging and important purpose of social empowerment even before we take up
work and action is to hone Social Intelligence (SI) of students in today's electronically wired
world and nuclear families. Social Intelligence world denotes and requires one to one
introduction, real emotions, love, sentiments, caring, sharing compassion and concern in real
situations whereas presently we are engrossed in the virtual world with internet, I-pads,
Palmtops, mobiles and satellite T.V. etc. Let us remember, the human race is designed for face
to face interaction. Such interaction simply perks and comforts us and SEWA activities are the
right answer in that direction.
SEWA PLEDGE
WE AS MEMBERS OF SEWA WILL WALK, TALK, THINK, FEEL, CARE
AND SHARE THE ESSENCE OF SEWA IN MIND, BODY AND SPIRIT TO
BRING POSITIVE CHANGES IN THE WORLD AROUND US. WE SHALL DO
EVERYTHING WITHIN OUR ABILITY TO IMBIBE THE SPIRIT OF SEWA IN
WHATEVER PROJECT WE UNDERTAKE FOR THE WELFARE OF ONE
AND ALL.
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Guidelines for Mentor Teacher for conduct of SEWA

` Support students in identification and selection of the causes they want to support and
take up as projects.
` Provide supervision, consultation, guidance to students and create support structures
required whenever they need it.
` Guide students on how to plan, implement, review and take responsibility for their
decisions.
` Guide students on upkeep of Portfolio/dossier.
` Plan and prepare SEWA exhibition or presentation day at the end of the year.
Procedures
1. Fill out a My SEWA promise form. The description of the activity needs to be in
complete simple sentences and describe the SEWA activity intended to be taken. The
student in consultation with the teacher and parents decide and create an hourly
schedule of activities. This form must be signed by a parent and submitted before the
activity begins to the school's SEWA Mentor.
2. Fill out 'Reflective Musings' at the end of every 5 hours (approx.) given to the project
and keep attaching it to the SEWA dossier. The hours stand here for the clock hours and
not the regular 35-45 minute periods observed in school.
3. SEWA hours will be accounted for both in school as well as out of school activities.
4. It is expected from a SEWA volunteer that they'll be honest in recording their activities.
5. Complete your SEWA hours by the due date which should ideally be part of the
'My SEWA Promise Form' or decide along with the initial hourly schedule plan. All the
forms must be completed and signed attached with relevant evidences, together with a
Self-Appraisal Form for classes IV-XII and a summary list of the SEWA projects/hours
as items of SEWA dossier/scrapbook (esp. for classes 1-3). The visual evidence
(photographs, videos etc), testimonials and certifications must be there to support the
project.
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My SEWA Promise Form

Dear Student,
SEWA is a firm step to prepare you for life. It is a voluntary project experience. You have to
complete My SEWA Promise Form and obtain prior approval for the activity/project.
Selection of a SEWA activity, development, implementation of the proposal and evaluation of
the activity is the responsibility of each student. Signature of the parent indicates review and
approval of this proposal.
Student's Name: ______________________________________________ Class: ______________
(Print or type)
Brief Description of the Activity:
Duration (Days and Time): _______________________________ Estimated Hours: __________

Name of Mentor Teacher: __________________________________________________________
Student Signature: ______________________________________ Date: _____________________
Parent Signature: _______________________________________ Date: _____________________
Approved ( )
Disapproved ( )
SEWA Mentor's Suggestions/ Comments:
Signature of SEWA Mentor: ___________________________________Date: __________
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SEWA Hourly Schedule

Hour Count
Date and Day
Proposed Activity Plan
Hour 1
Hour 2
Hour 3
Hour 4
Hour 5
Hour 6
410
SEWA Hour Log

STUDENT NAME : _______________________________________________________________
PROJECT : _______________________________________________________________________
Date
Activity
Hours
Mentors
Signature
Total Hours _____________________

411
SEWA Self Appraisal Form

The following questions should be addressed at the end of each activity/project. These are guiding
questions. Candidates can either answer on this form or write a reflective, continuous text incorporating
responses to these questions.
NAME OF THE STUDENT : ________________________________________________________
NAME OF ACTIVITY/PROJECT: __________________________________________________
1)
Briefly state your experiences about this activity/project.

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2)
What were your initial expectations from this activity/ project?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3)
How satisfied are you from the end results?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4)
What change do you see in yourself in terms of behaviour, life-skills etc. after this
project?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
5)
How did this activity/project benefit others? How did you ensure they continue to get
these benefits even after the project?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
6)
Details of the beneficiary (ies.) Any significant comment received from them.
__________________________________________________________________________
__________________________________________________________________________
412
7)
What were the problems faced? What might you do differently next time to improve?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Volunteer's Signature: ________________________________ Date: ______________
Mentor's Observation
Attendance: _____________________________________________________________________
Involvement: ____________________________________________________________________
Regularity: ______________________________________________________________________
Commitment: ___________________________________________________________________
Additional Comments: ____________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
The activity/project was (circle appropriate response):
Satisfactorily completed
Not Satisfactorily completed
____________________________
____________________________
Activity/Project Mentor's signature _________________________________________________
We make a living by what we get, but we make

a life by what we give.
Winston Churchill
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Perspectives
Introduction
The introduction of Perspectives as a discipline of learning at the core of the
curriculum indicates a need for a deep insight into the subject matter in a particular
context. Perspectives would help schools to enable learners to constructively and
critically evaluate events, materials, situations, ideas and other real life experiences
and take their own stand. The objective of the discipline is to enable every learner
develop competency of independent judgment and take meaningful position while
dealing with other subjects. The students would connect their experiences to various
issues and critically analyze, appreciate or review a subject matter and take a well
informed and well considered position at the individual level. This can be done
both individually as well as collectively in a group. Issues related to the society, the
developments in the field of science and technology, environmental issues or any
national, local or international issue may be considered as subject matter for
perspectives. The issues must not hurt the environment of any society
The objective of this learning area is to encourage the children to have an
independent approach to an issue by substantiating their views with an insightful
study of the same.
The outcome of the study undertaken should act as a means of developing a childs
analytical skills, original thinking, critical thinking and reflective thinking. The
discipline of Perspectives would help schools to enable learners to think
constructively and evaluate events, materials, situation, ideas and other real life
experiences critically and take their own stand.
The connection between essential learning in the scholastic domain and the core
which includes Perspectives, Life Skills, Research and SEWA (Social Empowerment
Through Work and Action) would help in coherent organization of knowledge. The
selection across all areas of pedagogy and assessment practices would be
interconnected and aligned. Learning in this way will add value and meaning of
contents much beyond the learning taking place in classroom and the boundaries of
the school.
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Perspectives: Broad objectives

The study of Perspectives will help learners to:
scaffold learning experiences and to relate tacit knowledge with formal
knowledge;
provide an opportunity to students to think independently and form opinions
beyond stereotypes;
provide an opportunity to reflect, debate, concur and arrive at an informed
decision;
help develop research skills;
allow opportunities for reflection on issues of relevance;
encourage collaborative and reflective learning;
provide an opportunity to initiate, conceive, plan and execute their work
creatively.
Guidelines for Students:
The student must responsibly use multiple sources to collect data or plan
sufficient number of investigations before arriving at a view.
They must present arguments reasonably and appropriately and evaluate
suitability of conclusions drawn.
They would present their ideas in a format agreed by their teacher and
themselves.
The teacher would facilitate the process in Perspectives, encourage, enable and
empower the learners to present their point of view confidently, clearly and
independently. The learners are expected to think over all the aspects before forming
opinions and support their views with evidence.
The project should be initially guided by the teacher and then must be left to the
students to work independently, to encourage them to think and reflect on an issue
critically with confidence. Teacher will act as facilitator and be there to provide
guidance proving the scaffolding required. The students may follow the basic
guidelines:
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Choose a work from the given choices.

Make optimum use of teacher as a resource.
Set a realistic time frame for completing the project.
Make a timeline for data collection/research.
Make sufficient number of field trips /survey wherever required.
Remain focused on the objective of the project.
In case of group work take responsibility for his/her task.
Work collaboratively.
Build a consensus among a small group.
Exhibit leadership skills.
Do independent thinking.
Acknowledge sources.
Follow prescribed format and present accordingly.
Submit by deadline.
Guidelines For Teachers:
The students are from heterogeneous backgrounds and have varying learning
styles. Teachers must be sensitive about students needs.
Motivate the students to think in an integrated manner.
The logistics of the activity should be planned beforehand.
Some activities require relatively less preparation, others need careful
logistical preparation.
Calculate the time required for the activity in two dimensions- out of class
preparation and in-class time.
Development of Perspectives would require a deep insight into the subject
matter under consideration and the ambience and environment in which it
exists.
Stimulate active participation and leverage learner ownership.
Engage students in selfassessment.
Emphasise useful advice and learning functions by discerning learning needs.
Must be relevant to learning aims.
Promote independent thinking. The teachers should allow students to work
in their own way rather than re-orienting their thinking.
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Teachers should avoid giving their opinions and be non-judgmental.

Provide the rubrics of assessment for every work undertaken by the student.
Notes to Teachers
The purpose of the given projects is to provide materials which teachers can use in
their classrooms. The material is wide-ranging and it depends on the teachers to
decide when and how to use the materials. They might be used as a routine exercise
or may be used in club activities.
An earnest attempt has been made to make the subject matter comprehensive and
all-encompassing so as to include various subjects that could widen pupils horizon
of critical thinking.
The teachers are required to take printouts of the assessment rubrics and distribute it
amongst students before starting any activity. The CBSE-i gives priority to Peer
assessment and Peer evaluation. The facilitators are encouraged to use them in their
classes. This will help the students to internalize the characteristics of quality work
by evaluating the work of their peers. In order to make the students understand this
type of evaluation, the teacher may spend a practice session with them. Thus,
students can benefit from using rubrics or checklists to guide their assessments.
The rubrics of assessment provided at the end cannot be claimed to be all
exhaustive. The facilitator may improvise on it. However, they should not forget to
link this to learning, which is the primary goal.
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Research
"In the broadest sense of the word, the definition of research includes any
gathering of data, information and facts for the advancement of knowledge.
-
Martin Shuttleworth
Research can be termed as the methodical investigation based on certain premise.

The word research is derived from the French word "recherche", which means "to go
about seeking". It is used to ascertain or corroborate facts, endorse the results of
work previously done, review new or existing problems, support theories, or
develop new ones. The key purposes of research are documentation, breakthroughs,
analysis, or the research and development of methods and systems for the
advancement of existing human knowledge.
According to Trochim, (2006) Research is often conducted using the hourglass
model structure of research. The hourglass model starts with a broad spectrum for
research, focusing on the required information through the methodology of the
project (like the neck of the hourglass), then expands the research in the form of
discussion and results.
There are several forms of research: scientific, humanities, artistic, economic, social,
business, etc. The term Research is to be understood in a limited sense for school
environment. The objective of this learning area is to provoke the curiosity of the
learner to any subject matter/concept/product/ activity of his/her liking and
pursue an insightful study of the same. It is to be understood that this term is not to
be related to the discipline of science or technology, but all disciplines of learning
yield themselves as instruments for such work.
Further, the Board does not expect the outcome to be the production of material but
sees such a study as a means of developing the research skills which is an important
requirement of the day and as an exercise in opening the vistas of human mind to
enquiry and problem solving.
The Broad Objectives of Research Projects are to:
provide an opportunity for the students to apply the skills learnt in different
subject areas. Allows the students to work on an area/topic of choice.
provide an opportunity for students to work at their own pace.
418
allow students to focus and develop clear and achievable goals.

provide an opportunity for students to express a truly personal point of view.
provide an opportunity to conceive, initiate, plan, organize and create their
own work.
give a chance to reflect on special interests, hobbies, abilities and talents.
help develop research skills.
allow opportunities for self reflection.
Guidelines for Students
Research will include extended writing on a topic chosen by the student. This will
be cross curricular in nature and will provide the opportunity to use experiences
from Perspectives. This will be initiated from class VI onwards. Students may think
on their areas of interest and choose the topic they would like to do research on.
Choose a suitable partner for the project, bring in inputs from at least two other
subject areas to formulate the aim of the research work independently on the
timeline and adhere to interim deadlines. Divide tasks effectively, carry own jobs
responsibly, use multiple sources to collect data or plan many investigations if the
topic is from Science. They have to
present data appropriately
process data correctly
infer correctly and evaluate suitability of sources/experiments effectively
suggest improvements
present in the prescribed format
answer questions effectively
The students will record their observations and document them in a format
agreed by the teacher and student. The project is required to be:
Interdisciplinary with inputs from more than one discipline/subject
An original piece of writing
Expressed in words augmented with pictures, drawings, data etc. (number
of maximum permitted words will vary for different classes)
Students will be provided with topics from a variety of subject areas and will be
asked to choose. They will work under the guidance of a supervisor who will
monitor progress closely, evaluate methods and suggest alternatives.
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Teacher Guided Research

The research is to be teacher guided where teacher will be providing regular
scaffolding to the student. It will be in the form of group work and the teachers role
here will be of a facilitator. The students will:
choose an idea or concept to work on from the given choices
make a timeline for research/experiment with the first draft, second draft and
final draft under guidance
organize their time to ensure sufficient time for the review of data/literature
use sufficient number of data sources for gathering information
interpret the data/information correctly
voice their own opinion in the final evaluation
acknowledge sources, attach bibliography.
The research project should be present in the prescribed format.
The research that we are focusing here differs somewhat from the traditional
approach to research. Rather than focusing on issues and questions of a broad or
theoretical nature, this method is basically a classroom enquiry or teacher guided
research and requires the researcher to identify and document the existence of a
problem in his/her own setting. Based on a scholarly review of current literature,
the researcher must then propose and implement a plan to solve or improve the
problem. Finally, the researcher develops a system to evaluate the effectiveness of
his/her solution. The process will be divided into following parts:
Selection of a problem (Focus of research)
Collection of data (how can you prove a problem exists and what does the literature
or other relevant data say about the problem?)
Organization of data (what is the most effective method for presenting your
findings?)
Analyses and interpretation of data (what are some possible causes of the problem?)
Suggesting actions to be taken (what can be done to improve the problem?)
The span of research should be such that it can be improved within a realistic time
frame; and the researcher (student) should keep in mind that he/she, personally, has
the ability to make an impact.
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Research Outline
Chapter 1: Introduction
1. Problem statement
2. Purpose
Chapter II: Study of the Problem
3. Problem description
4. Problem documentation
5. Review of Literature
Chapter III: Outcomes and Evaluation
6. Goals and expectations
7. Expected outcomes
8. Measurement of outcomes
9. Analysis of results
Chapter IV: Solution Strategy
10. Statement of problem
11. Solution description
12. Conclusion
References
421
Writing the Problem Statement

Stating the Problem
Problem: What is?
Students with learning
disabilities are receiving
failing grades from
regular classroom
teachers.
What Should Be?

Students with learning
disabilities should be
receiving passing grades
from regular classroom
teachers.
How Can it Be
Documented?
Documentation can be
performed by either report
card grades, grades on
assignments and tests, or
teacher/student surveys.
1.
2.
3.
Refine the Problem Statement:

Primary school students with learning disabilities are receiving failing grades on
assignments and report cards from regular education teachers involved in inclusive
education.
1.
2.
3.
422
Planning Matrix
Problem
Goal
Primary school students with Learning

Disabilities (L.D.) are receiving failing
grades on assignments and report cards
from regular education teachers involved
in inclusive education.
Evidence
Primary school students with Learning

Disabilities (L.D.) will receive passing
grades on assignments and report cards
from regular education teachers involved
in inclusive education.
Outcomes
1. Twenty (20) of the 62 L.D. students are 4. Sixty (60) of the 62 L.D. students will
receiving failing grades on daily
receive passing grades (70% or above)
assignments and tests in one or more of
on daily assignments and tests in
their inclusion classes.
inclusive classrooms.
2. Thirty (30) of the 62 L.D. students
complete less than half of their
assigned homework.
3. Fifteen (15) of the 62 L.D. students
received failing grades on their report
cards in one or more inclusion classes.
Causes
5. Sixty (60) of the 62 L.D. students will

complete an average of 75% of their
homework as recorded by the regular
classroom teacher.
6. Sixty (60) of the 62 L.D. students will
earn passing grades on report cards
(Pass/C or above) in all inclusion
classes.
Solutions
7. L.D. students appear to lack

organizational skills necessary for
academic success.
11. L.D. students will receive direct

instruction related to improving
organizational skills.
8. Basic skill levels of L.D. students are

below average.
12. Classroom teachers will modify

evaluative expectations of L.D.
students to compensate for their
handicapping condition.
9. Classroom teachers do not have

information necessary to make
curricular or evaluative modifications.
10. Classroom teachers do not want to
participate in inclusive education.
13. Classroom teachers will be provided

in-service training on curricular
modification techniques.
14. Classroom teachers will be provided
with adequate support to properly
facilitate the inclusion process.
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Planning Matrix
Problem
Goal
Evidence
Outcomes
Causes
Solutions
424
Life Skills Education Program

History of Life-Skills
Life-Skills Based Education (LSBE) has a long history of supporting child development and
health promotion. In 1986, the Ottawa Charter for Health Promotion recognized Life-Skills in
terms of making better health choices. The 1989 Convention on the Rights of the Child (CRC)
linked life skills to education by stating that education should be directed towards the
development of the child's fullest potential. The 1990 Jomtien Declaration on 'Education for
All' took this vision further and included Life-Skills among essential learning tools for
survival, capacity development and quality of life. The 2000 Dakar World Education
Conference took a position that all young people and adults have the human right to benefit
from "an education that includes learning to know, to do, to live together and to be", and
included Life-Skills in two out of the six EFA Goals.
Life-Skills Based Education is now recognized as a methodology to address a variety of issues of child and
youth development and thematic responses including as expressed in UNGASS on HIV/AIDS (2001),
UNGASS on Children (2002), World Youth Report (2003), World Program of Human Rights
Education (2004), UN Decade on Education for Sustainable Development (2005), UN Secretary
General's Study on Violence Against Children (2006), 51st Commission on the Status of Women
(2007), and the World Development Report (2007).
Every nation, society and community has to work towards promoting adolescent health.
When young people acquire Knowledge, Attitudes, Value Enhanced Life-Skills (KAVELS),
they benefit in a variety of ways. These Life-Skills help young people to make informed
decisions, solve problems, think critically and creatively, communicate effectively, build
healthy relationships, empathize with others, cope with stress and manage their lives in a
healthy and productive manner. Such knowledge and skills can lead to behaviours that
prevent disease and injury, foster healthy relationships and enable young people to play
leadership roles.
Moreover, the knowledge and Life-Skills education imparted to students are likely to be
passed on to their own children, thus influencing future generations.
Global and Indian experiences have shown that educational interventions that focus on LifeSkills development have proven very effective in empowering adolescents to manage their
concerns, including avoidance of risky behaviour.
The approach that is being followed by the Central Board of Secondary Education
425
International is to provide accurate, objective and scientific knowledge keeping in mind that
the content should be ageappropriate and directed towards the sensitivity of young minds.
The process of transfer is made simpler through the KAVELS approach.
(Knowledge, Attitude, Value Enhanced Life Skills)
A positive attitude is essential to cope with the rapid changes which happen in the life of a
young learner in the areas of body, mind and soul. Different values need to be experienced at
different levels and internalized through development of appropriate expression. Social-skills
are needed to use values throughout the day.
Young people need to think about Life Skills, reflect on them and carry them into their
personal and social lives. They need to be able to see the effect of their behaviour and choices
and develop socially conscious Decision-Making Skills. One can develop reflection points for
value enhanced Life-Skills such as 'Everyone in the world has the right to live with dignity and
respect' including myself. (Values : Respect, Life-Skills : Critical-Thinking Decision-Making).
'Tolerance is being open and receptive to the beauty of differences'. (Value : Tolerance, Life-Skills :
Interpersonal-Skills Communicative-Skills). One can also add sayings from the local culture,
bring in local role models and learning gleaned from historical figures.
In addition to enhancing knowledge, the focus of the modules is on development of value
enhanced Life-Skills in students which would help them in resisting peer-pressure, taking
informed decisions and making healthy choices.
Objectives of the Life-Skills Programme:
To develop concept of Life-Skills with respect to everyday life.
To create awareness about the ten core Life-Skills and their inter-relatedness.
To develop Life-Skills of Creative-Thinking, Critical-Thinking, Empathy, Coping with

Stress, Coping with Emotions, Inter-personal Relationships, Communication-Skills,
Decision-Making Skills, Self-Awareness and Problem-Solving.
To apply these Life-Skills in all spheres of life.
These can be utilized in many content areas like:
Relationship-Management
Gender Concerns
Professional-Communication
Process of Growing up
Consumer Education
Education for Development
Livelihood and Employability
Social-Communication
Environmental- Awareness
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In short, Life-Skills empower young people to take positive action to protect them and
promote their health and positive social-relationships.
Vision
Nurturing...
Aware, Responsible and Empowered Adolescents
Life-Skills are essentially individual abilities that help to promote mental well-being and
competence in young people when they face the realities of life. Most development
professionals agree that Life-Skills are generally applied in the context of health and social
issues of concern.
What are the main Components of Life-Skills?

Thinking-Skills
Social-Skills
Emotional Skills
These Life-Skills can be further segregated into three core groups as depicted below:
Life-Skills
Thinking-Skills
Self-Awarness
Problem-Solving
Decision-Making
Critical-Thinking
Creative-Thinking
Social-Skills
InterpersonalRelationships
EffectiveCommunication
Empathy
Emotional-Skills
Managing Feeling/
Emotions
Coping with Stress
Self Esteem
Self Awareness
Note: Most of these skills are interdependent and overlap with each other.
Thinking-Skills
These include decision-making/problem-solving skills and information gathering skills. The
individual must also be skilled at evaluating the future consequences of their present actions
and the actions of others. They need to be able to determine alternative solutions and to
analyze the influence of their own values and the values of those around them.
427
Social-Skills
These include verbal and non-verbal communication, active listening and the ability to
express feelings and give feedback. Also in this category, are negotiation/refusal-skills and
assertiveness skills that directly affect one's ability to manage conflict. Empathy, which is the
ability to listen and understand others' needs, is also a key interpersonal-skill. Team work and
the ability to cooperate include expressing respect for those around us. Development of this
skill set enables the adolescent to be accepted in society. These skills result in the acceptance of
social norms that provide the foundation for adult social behaviour.
Emotional-Skills
These refer to skills to increase the internal locus of control, so that the individual believes that
s/he can make a difference in the world and affect change. Self-esteem, self-awareness, selfevaluation skills and the ability to set goals are also part of the more general category of selfmanagement skills. Anger, grief and anxiety must all be dealt with, and the individual learns
to cope with loss or trauma. Stress and time management are key areas of focus, as are positive
thinking and relaxation techniques.
How do Life-Skills help?

Thinking-Skills
With the enhancement of
thinking skills, an individual
demonstrates the ability to be
original, flexible and
imaginative. Instead of taking
all that comes her/his way,
she/he raises questions and
thinks critically, identifies and
analyses problems. While
deciding on a thing she/he
implements a well thought
out decision and takes
responsibility. It makes one
comfortable with one's own
self at the same time accepting
or trying to overcome
weaknesses while building on
the strengths for positive selfconcept.
Social-Skills
Social-skills help a person
to demonstrate the ability to
identify, verbalize and
respond effectively to
others' emotions in an
empathetic manner. Along
with this s/he gets along
well with others without
prejudices. S/he also takes
criticism constructively and
reflects, listens actively and
communicates using
appropriate words,
intonation and body language.
428
Emotional-Skills
With enhanced emotional
skills an individual is able to
identify causes and effects
of stress on oneself and
develop and use multifaceted strategies to deal
with it. As and when
required, the person is also
able to express and
respond to emotions with
an awareness of the
consequences.
Enhanced Life-Skills in an individual thus help in developing:
Improved Self-Esteem
Self- confidence
Assertiveness
Ability to establish relationships
Ability to plan and set goals
Acquisition of knowledge related to specific content areas
Detailing of Core Life-Skills:

1. Self-Awareness includes our recognition of 'self', of our character, of our strengths and
weaknesses, desires and dislikes. Developing self-awareness can help us to recognize
when we are stressed or feel under pressure. It is also often a pre-requisite to effective
communication and interpersonal-relations, as well as developing empathy for others. We
all have different attributes/qualities.
2. Critical-Thinking is an ability to analyze information and experiences in an objective
manner. Critical-thinking can contribute by helping us to recognize and assess the factors
that influence attitudes and behaviour, such as values, peer-pressure and the media.
3. Problem-Solving enables us to deal constructively with problems in our lives. Significant
problems that are left unresolved can cause mental-stress and give rise to accompanying
physical strain.
4. Creative-Thinking contributes to both decision-making and problem-solving by enabling
us to explore the available alternatives and various consequences of our actions or nonaction. It helps us to look beyond our direct experience and even if no problem is
identified, or no decision is to be made, creative-thinking can help us to respond
adaptively and with flexibility to the situations of our daily lives.
5. Decision-Making helps us to deal constructively with decisions about our lives. This can
have positive consequences for the health of young people when they actively make
decisions about their own health practices by assessing different options and the effects of
different decisions.
6. Interpersonal-Relationships Skills help us to relate in positive ways with the people we
interact with. This may mean being able to make and keep friendly relationships, which
can be of great importance to our mental and social well being. It may mean keeping good
429
relations with family members, which are an important source of social support. It may
also mean being able to end relationships constructively.
7. Effective-Communication means that we are able to express ourselves, both verbally and
non-verbally, in ways that are appropriate to our cultures and situations. This means
being able to express opinions and desires, but also needs and fears. And it may mean
being able to ask for advice and help in a time of need.
8. Empathy is the ability to imagine what life is like for another person, even in a situation
that we may not be familiar with. Empathy can help us to understand and accept others,
who may be very different from ourselves. So this skill can improve social interactions, for
example, in situations of ethnic or cultural diversity.
9. Managing-Feelings and Emotions includes skills for increasing internal locus of control
for managing emotions, anger and stress.
10. Coping with Stress means that we take action to reduce the sources of stress, for example,
by making changes to our physical environment or lifestyle. It also means learning how to
relax, so that tensions created by unavoidable stress do not give rise to health problems.
The various Life-Skills work best in conjunction. Many Life-Skills are required to manage a
particular situation and cope with it effectively. One particular skill may be effectively utilized
in diverse situations. The appropriate combination of Life-Skills at a given moment is an art.
Adolescents learn their Life-Skills from parents/teachers / significant others who act as role
models.
There are two ways of incorporating the concept of LifeSkills in various disciplines.
a) By emphasizing the importance of a particular Life-Skill in the text, one can at least, create
the necessary awareness among young boys and girls about certain Life-Skills, which
would ensure a healthy life for them. For instance, while discussing the needs and
concerns of young adolescents the importance of developing among them the skill of
firmly saying 'NO' to eating Junk food or going out for late night parties.
b) The second way to incorporate Life-Skills in text-books is to include a few meaningful
questions or activities in the text. The purpose is to motivate children to critically think and
decide for themselves what safe and responsible behaviour is.
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Physical Education
Introduction to School Health
Rationale
For most children, going to school' is a historic milestone in their lives. It is a place that plays
one of the most important roles in their physical, mental and emotional development. Schools
are settings where children learn, where character is moulded, where values are inculcated
and where the future citizens of the world are groomed to face life's challenges.
Schools can be dynamic settings for promoting health, for enabling children to grow and
mature into healthy adults, yet the potential of the school to enhance health is often
underutilized. 'School Health' has largely remained confined to medical check-ups of children
and /or some hours of health instruction in the curriculum.
Today, schools present an extraordinary opportunity to help millions of young people acquire
health supportive knowledge, values, attitudes and behaviour patterns. The students can
serve as a means of promoting health of other children, their families and community
members. Health is a multidimensional concept and is shaped by biological, physical,
psychological, social, economic, cultural and political factors. There is a growing recognition
that the health and psychosocial well-being of children and youth is of fundamental value and
that the school setting can provide a strategic means of improving children's health, selfesteem, Life Skills and behaviour.
There are various initiatives in school health at present, but most of them are topic based and
age group specific and often rely on the initiative of the individual school or an agency. The
comprehensiveness and sustainability in these initiatives are not clearly laid out.
The need of the time is a Comprehensive School Health Policy integrated within the
educational system at the National and State levels. This will harmonize the effective
partnership of health and education sectors to facilitate the holistic approach to child and
adolescent development in schools.
Historical Review to School Health

It has long been recognized that schools provide the most appropriate setting for both health
services and health education for children and young persons. Globally, 'school health' has
been an important initiative for several decades, comprising largely of school health services
and school health education.
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In 1960, the Government of India set up a Committee on School Health (Renuka Ray
Committee) which recommended that Health education should be included as part of
general education in the primary, middle and secondary schools. The report of the Renuka
Ray Committee (1961) provided guidelines and recommendations for both the content and
the appropriate transaction of health education at various stages of schooling. In the wake of
the National Policy on Education (1986, Revised 1992) and the National Health Policy 1983,
steps were initiated to look at school health education in a more comprehensive manner. The
National Health Policy, 2002 envisages giving priority to school health programmes which
aim at preventive-health education, providing regular health check-ups, and promotion of
health-seeking behaviour among children. The policy suggests that school health
programmes can gainfully adopt specially designed modules in order to disseminate
information relating to 'health' and 'family life'. This is expected to be the most cost-effective
intervention as it improves the level of awareness, not only of the extended family, but the
future generation as well. The noteworthy initiatives under this 2002 policy were setting up a
well-dispersed network of comprehensive primary health care services linked with extension
and health education. It is widely accepted that school students are the most impressionable
targets for imparting information relating to the basic principles of preventive health care. The
policy attempted to target this group to improve the general level of awareness with regard to
`health promoting' behaviour. The girl child in the rural belt needs to be targeted right from
school level. The policy recognized that the overall well-being of the citizen depended on the
synergistic functioning of the various sectors in the society. The health status of the citizens
would, inter alia, be dependent on adequate nutrition, safe drinking water, basic sanitation, a
clean environment and primary education, especially for the girl child.
The National Curricular Framework 2005 by NCERT has categorically stated that health is a
critical input for the overall development of the child and it influences significantly enrolment,
retention and completion of school. It advocates a holistic definition of health within which
physical education and yoga contribute to the physical, social, emotional and mental
development of a child. Undernutrition and communicable diseases are the major health
problems faced by majority of children in this country from pre-primary through to the higher
secondary school stage. Thus there is a need to address this aspect at all levels of schooling
with special attention to vulnerable social groups and girl children. It has proposed that the
mid-day meal programme and medical check ups be made a part of the curriculum and
education about health be provided which address the age specific concerns at different stages
of development.
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Introduction to a Comprehensive School Health Programme

The idea of a Comprehensive School Health programme, conceived in the 1940's, included the
following major components viz. medical care, hygienic school environment, nutritious
school lunch and health and Physical Education. These components are important for the
overall development of the child and hence need to be included as a part of the curriculum.
The more recent addition to the curriculum is yoga. The entire group must be taken together as
a comprehensive health and Physical Education curriculum, rather than the current
fragmentary approach used in schools today. As a core part of the curriculum, time allocated
for games and for yoga must not be cut down or taken away under any circumstances.
Given the interdisciplinary nature of health, there are many opportunities for cross curricular
learning and integration. Activities such as the National Service Scheme, Bharat Scouts and
Guides and the National Cadet Corps, are some such areas. The Sciences provide
opportunities to learn about physiology, health and disease and the inter-dependence
between various living organisms and the physical habitat. Social Science could provide
insights into communities, health as well as understanding the spread, control and cure of
infectious diseases, from socio-economic and global perspectives. This subject lends itself to
applied learning and innovative approaches can be adopted for transacting the curriculum.
The importance of this subject to the overall development needs to be reinforced at the policy
level with the health department, administrators, other subject teachers in schools, the health
department, parents and children. Recognizing health and Physical Education as core and
compulsory, ensuring that adequate equipment for sports and yoga instructors are available,
and that doctors and medical personnel visit schools regularly, are some of the steps that can
be taken. Further this subject could be offered as an elective at the +2 level.
The 'need based approach' could guide the dimensions of physical, psycho-social and mental
aspects that need to be included at different levels of schooling. A basic understanding of the
concern is necessary, but a more important dimension is that of experience and development
of health or skills and physique through practical engagements with play, exercises, sports
and practices of personal and community hygiene. Collective and individual responsibilities
for health and community living need to be emphasized. Several national health programmes
like the Reproductive and Child Health, HIV AIDS, tuberculosis and Mental Health have been
targeting children as a focus with prevention in view. These demands on children need to be
integrated into existing curricular activities rather than adding on.
Yoga could be introduced from the primary level onwards in informal ways, but formal
introduction of Asanas and Dhyana should begin only from class VI onwards. Even health
and hygiene education must rely on the practical and experiential dimensions of children's
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lives. There can be more emphasis on the inclusion of sports and games from the local area.
Indigenous knowledge in this area must be reflected at the local level.
Policies make a difference. Appropriate and effective school health policies can have an
impact on health behaviors, short-term health outputs, learning/academic achievement and
social development. There is a need to develop a uniform, effective code of practice for school
administrators and educators undertaking health promotion in schools.
Comprehensive School Health Policy

The WHO defines a health promoting school as one that is constantly strengthening its
capacity as a healthy setting for living, learning and working. It focuses on creating health
and presenting important causes of death, disease and disability by helping school children,
staff, family and community to care for themselves, take informed decisions over
circumstances that affect their health and create conditions that are conducive to health.
School health education is comprehensive and meaningful when it;
views health holistically, addressing the inter-relatedness of health problems and the
factors that influence health within the context of the human and material environment
and other conditions of life.
utilizes all educational opportunities for health: formal and informal, standard and
innovative approaches in curriculum and pedagogy.
strives to harmonize health messages from various sources that influence students,
including messages from the media, advertising, the community, health and development
systems, family and peers and the school.
empowers children and youth, as well as their families to act for healthy living and to
promote conditions supportive of health.
For who is the School Health Policy?

This policy is for the Central Board of Secondary Education and its affiliated schools and
educational organizations. The policy will provide useful information to the community
sector and other organizations that also have an interest in engaging in school based health
initiatives.
What does this School Health Policy aim to do?
The policy aims to:
provide an effective guide for school administrators/educators to assist them in

developing Health Promoting Schools.
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ensure that school health programmes are based on formally assessed and evidence based
practice.
advocate the value of a comprehensive and planned approach to school health through
education sector.
encourage partnerships for school health promotion with key stakeholders, viz. Students,
parents, health professionals, teachers and counselors.
The overall objective of the Policy is to equip the educational sector to develop Health
Promoting Schools.
Components of the Policy

The eight components of the Comprehensive School Health Policy are:
1. A school environment that is safe; that is physically, socially, and psychologically healthy;
and that promotes health-enhancing behaviors;
2. A sequential Health Education curriculum taught daily in every grade, pre-kindergarten
through twelfth, that is designed to motivate and help students maintain and improve
their health, prevent disease, and avoid health-related risk behaviors and that is taught by
well-prepared and well-supported teachers;
3. A sequential Physical Education curriculum taught daily in every grade, pre-kindergarten
through twelfth, that involves moderate to vigorous physical activity; that teaches
knowledge, motor skills, and positive attitudes; that promotes activities and sports that all
students enjoy and can pursue throughout their lives; that is taught by well-prepared and
well-supported staff; and that is co-ordinated with the comprehensive school health
education curriculum;
4. A nutrition services program that includes a food service program and employs well
prepared staff who efficiently serve appealing choices of nutritious foods; a sequential
program of nutrition instruction that is integrated within the comprehensive school health
education curriculum and co-ordinated with the food service program; and a school
environment that encourages students to make healthy food choices;
5. A School Health Services Program that is designed to ensure access or referral to primary
health care services; foster appropriate use of health care services; prevent and control
communicable disease and other health problems; provide emergency care for illness or
injury; and is provided for by well-qualified and well-supported health professionals;
6. A Counseling, Psychological, and Social Services Program that is designed to ensure access
or referral to assessments, interventions, and other services for student's mental,
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emotional, and social health and whose services are provided by well qualified and wellsupported professionals;
7. Integrated Family and Community Involvement activities that are designed to engage
families as active participants in their children's education; that support the ability of
families to support children's school achievement; and that encourage collaboration with
community resources and services to respond more effectively to the health-related needs
of students; and
8. A Staff Health Promotion Policy that provides opportunities for school staff to improve
their health status through activities such as health assessments, health education and
health-related fitness activities.
How to implement the policy?

Key Messages for Plan of Action
Strategy for action at national, state,
district and community level
A.
B.
C.
D.
E.
Form interfaces / Action Groups

Review current situation for School Health Promotion
Plan and Implement School Health Policy
Monitor and evaluate activities
Share experiences / lessons with others
The school administration should provide the lead for health promotion as a major initiative
and should include all the stakeholders including parents, teachers, students and the
community.
The Global School Health Survey aims at providing the profile of the students as Baseline in
the following areas;
Respondent demographic
Hygiene
Clean drinking water
Protective factors
Tobacco use and smoking
Sleep patterns
Dietary behaviors
Personal health
Physical activity
HIV Infection or AIDS Awareness
Alcohol and Drugs
Leisure Activities
The Central Board of Secondary Education is involved with a Comprehensive School Health
Programme and has collaborated with WHO on a Global School Health Survey. A total of 75
schools under various categories were selected under this scheme by WHO on a random
sampling basis.
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The Survey was conducted through a questionnaire which had various components related to
physical growth, drinking and eating habits, personal health, safety concerns feelings and
emotions, substance abuse, physical fitness and personal experience.
The school administration can then take up various initiatives as per the Health Promotion
Manual specifically designed for the three major age groups, classes 1-5, 6-8 and 9-12. The
checklist can be used to understand the current status and to guide the activities. A School
Health Club can be formed and can become the focal point of school health promotion. In
addition to specific class room based activities and revising school health curriculum, the
health promotion programme should encompass the entire school environment and should
become a school campus activity. The health promotion programmes should inspire and
motivate the teachers, students and parents and should be conceived in a participatory
manner. The school should also strive to provide healthy living habits through a conducive
environment. The health promotion initiatives can be assessed and based on a scoring system
and the school can be declared as a Health Promoting School.
Once the school achieves the status of a Health Promoting School, it should strive to maintain
and excel in its initiatives and should become a model for other schools .
Checklist for Situation Analysis of School Health
What is the status of health education activities in the classroom, school and community?
Does the school have a clear policy on health promotion, jointly prepared by staff and
parents?
Is health education imparted effectively across the curriculum? In particular, are the
following topics covered.
environment health
personal health
safety and accident prevention
drug abuse
physical education
emotional health
Are the health topics taught at school based on the needs of the community?
Are teaching methods learner-centred using the environment as well as the school?
Are educational materials including visual aids and books available and are they based on
health topics?
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Are the water and sanitation facilities adequate, clean and well maintained?
Is there at least one teacher in the school trained to give first aid, detect simple health
problems and refer children to health services?
Is there an effective and committed school health committee?
Are parents involved in health promotion activities in the school?
Are there well developed links with the community and local health workers?
Do policy makers within health, education and other services provide support to school
health promotion?
Responsibilities of the School

Responsibilities of Administrators / Principals:
The Administrators / School principals shall be responsible for:
Preparing a Comprehensive School Health Plan using eight elements of the co-ordinated
School Health Program with input from students and their families;
Ensuring that the various components of the School Health Program are integrated within
the basic operations of the school, are efficiently managed, reinforce one another, and
present consistent messages for student learning;
Developing procedures to ensure compliance with School Health Policies;
Supervising implementation of School Health Policies and procedures;
Negotiating provisions for mutually beneficial collaborative arrangements with other

agencies, organizations, and businesses in the community; and
Reporting on program implementation, results, and means for improvement (to whom
and how) regularly.
Responsibilities of the School Health Co-ordinator / Teachers / Counsellor

Each school shall appoint/designate a school health co-ordinator to assist in the
implementation and co-ordination of School Health Policies and Programs by:
Ensuring that the instruction and services provided through various components of the
School Health Programme are mutually reinforcing and present consistent messages;
Facilitating collaboration among School Health Programme personnel and between them
and other school staff;
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Assisting the administrator/school principal and other administrative staff with the
integration, management, and supervision of the School Health Program;
Providing or arranging for necessary technical assistance;
Identifying necessary resources;
Facilitating collaboration between the school and other agencies and organizations in the
community who have an interest in the health and well-being of children and their families;
and
Conducting evaluation activities that assess the implementation and results of the School
Health Program, as well as assisting with reporting evaluation results.
Monitoring and Evaluation

Obtaining baseline data on the health of the children, the quality of school health services, the
environment of the school and health knowledge, skills and practices of students are essential
for evaluating the effectiveness of a planned intervention.
The nature and quality of School Health Education Programmes should be evaluated by the:
a) Instruction intended to motivate health maintenance and promote wellness and not
merely the prevention of disease or disability.
b) Activities designed to develop decision-making competencies related to health and health
behaviour.
c) A planned, sequential pre-school to end-of-school curriculum based on student needs and
current and emerging health concepts and societal issues.
The content and terminology of the training curriculum for both students and teachers need to
be made region-specific and resource-sensitive. Attractive and interesting communication
methods should be used.
Strategies in Schools to promote healthy habits :

To be effective, strategies need to be individualized, made context specific, sensitive, within a
broad framework using modern day marketing techniques and strategies.
The mobilization of local resources
Ownership of the programme by the school
Training of teachers and health workers
Participation by parents and the community
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The shared involvement of Government and NGOs from health education and other
community services
The main resource comes from teachers, children and parents. There is no school, however
poor, that lacks the resource of children.
Promoting School Health

A School is promoting health if it
fosters health and learning with all the measures at its disposal.
engages health and education officials, teachers, all students, parents, health providers
and community leaders in efforts to make the school a healthy place.
strives to provide a healthy environment, school health education and school health
services along with school/community projects and outreach, health promotion
programmes for staff, nutrition and food safety programmes, opportunities for physical
education and recreation, and programmes for counselling, social support and mental
health promotion.
implements policies and practices that respect an individual's well being and dignity,
provide multiple opportunities for success and acknowledge good efforts and intentions
as well as personal achievements.
strives to improve the health of school personnel, families and community members as
well as pupils; and works with community leaders to help them understand how the
community contributes to or undermines health and education.
A School promoting health focuses on:
Caring for oneself and others
Making healthy decisions and taking control over life's circumstances
Creating conditions that are conducive to health (through policies, services, physical / social
conditions)
Building capacities for peace, shelter, education, food, income, a stable ecosystem, equity,
social justice and sustainable development.
Preventing main causes of death, disease and disability: tobacco use, HIV/AIDS/STDs,
sedentary lifestyle, drugs and alcohol, violence and injuries, unhealthy nutrition.
Influencing health-related behaviours: knowledge, beliefs, skills, attitudes, values and support.
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Why should we become a Health Promoting School ?

The Health Promoting School's framework or model provides the most effective way that
schools can promote health and well being for all members of the school communities:
students, teachers, parents and the local communities around it. It's a global movement with a
local focus.
The model recognises the importance of the participation and consultation of all stakeholders
in a school community. Priority is given to the specific health issues and needs of the school.
There is an inbuilt reflection and evaluation process to effectively review and align programs
within the setting of the school.
A Health Promoting School encourages planning and co-ordinated action and use of
resources rather than a reactive response to crises. It involves curriculum planning, whole
school organisational alignment and partnerships with people and agencies to support
programs and projects.
When can we call ourselves a Health Promoting School ?

A Health Promoting School is on a continuous and deepening journey. When a school has
formed a representative committee, surveyed the school communities to clarify the needs and
established an implementation plan with a time line for action, then it could be said to be a
Health Promoting School.
One off projects can initiate the process of becoming a Health Promoting School but one off
projects do not make a school health promoting. One or two people in a school community
may get things started but forming a committee, setting up structures for communication and
procedures, writing policies and implementing them are important parts of the process
towards becoming a Health Promoting School. Internal partnerships become crucial for
integrating the health promoting school framework into school culture. Even if the
enthusiastic energy of one or two goes then the framework for health promotion is better able
to continue and be taken up by others.
Why are partnerships so important in Health Promoting Schools ?
The important feature of Health Promoting School is shared responsibility: the whole school
needs to work in a collaborative way to implement projects and programs. Internal
partnerships become crucial again. Teachers, Parents and students need to communicate,
reach across and support the school. Health agencies can provide support for school program
where it is required, delivering their support in relevant and effective ways.
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There are numerous community health issues that loom large: mental health, increasing
weight and physical inactivity, sun protection and risks of skin cancer, drug and alcohol
abuse, bullying and violence etc. A planned and co-ordinated approach to tackle any of these
is crucial. Resources need to be better designed and utilised, funds must be targeted and spent
effectively. Projects and programs need to be co-ordinated, linked or joined together. An issue
can galvanise a team into action but instead of being in a reactive mode, a planned and
co-ordinated approach is far better. You could say that the Health Promoting School approach
is an organisational tool.
How can we encourage parents/guardians to get involved in our School

Health Programmes ?
Being a Health Promoting School is a great way to involve parents with the school community.
Requests for support for tailored programs that fit with a bigger plan or goal can be drawn for
parents. Whereas some may not come to a meeting, they may be happy to help set up a
vegetable patch or talk to adolescents. Parents/ guardians do like to be consulted and
participate in a vision of the school community when the health and well being of their
children is concerned. The activities such as writing a policy or volunteering on a project can
provide an opportunity for parent participation.
Communication through newsletters, noticeboards and displays, information at PTM's
(Parents Teacher Meetings) and conferences can help keep parents/guardians in touch.
How can we involve students in shaping our School Health Programmes?

Student Representative Council and Student Health Committees are excellent teams who can
help survey students about their health concerns and needs. Teachers, parents/guardians and
students may have very different ideas about what is the most important health issue to
address and the way that health activities are implemented.
Consultation and the resulting discussions create the best foundation for student engagement,
ownership of the process and student participation in the health issues relevant to their lives.
Which organisations in the local community can help with our health programmes and plan ?
Through the links to local health promotion sites you can find contacts to a wide range of
organisations and agencies that support School Health Programs. The Health Promotion
Schools Officers can help too with contact information if you don't know where to start.
How can we get funding to support new ideas and initiatives?

Depending on your project, funding through partnerships with community organizations
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and businesses can be a source of support. Staying in touch with information through the
networks can keep you abreast of current funding opportunities.
Implementation of School Health Programmes

The three main areas of a Health Promoting School are:
The Curriculum
The School Ethos (Physical and Social Environment)
School-based health programmes can be Environment-Centred or Child-Centred.
1. Environment-Centred Approaches
In this approach, the aim is to improve the educational climate of the school and to provide
opportunities for child to utilize the School Health Programme. The positive mental health
atmosphere includes the amount of time spent in school, the structuring of playground
activities, the physical infrastructure of the school and the classroom decoration.
What kind of programmes can the school conduct?

a Programmes/workshops can be organized to enhance the ability of administrators,
teachers and support staff to deal with specific areas of emotional or behavioural
disturbances that they encounter.
b Programmes for improving teachers' capacity to understand how to make use of other
agencies providing mental health services for children.
c
National campaigns to reduce the incidents of certain mental health damaging behaviours
e.g., bullying, ragging, corporal punishment etc.
d Improvement in the school's social environment can be brought about by encouraging

parent participation through parent programmes in support of school activities.
e A multidisciplinary mental health team can be established in the school to provide
consultation in the management of student behaviour problems.
f
The mental health team can include representatives from the governing body,
teachers, support staff and parents. The governing body can identify problems and
opportunities within the school.
g The school mental health team can monitor and evaluate the outcome and
provide feedback so that appropriate modifications can be made to the programme.
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h School can be the centre for community enhancement projects including programmes to
improve physical and emotional health. They can serve as training centres for parenting
skills where parents learn more about child development and parent effectiveness skills
and receive support to enhance feelings of self worth and competence.
Such a programme provides a co-ordinated, collaborative effort to improve communication,
understanding and respect between staff, students and parents. This provides a sense of
direction and ownership of the programme.
2. Child - Centred Approach

Child-centred approach includes individual mental health consultations and specific
problem-focused interventions as well as more general classroom programmes to improve
coping skills, social support and esteem.
What kind of programmes can the school conduct?
a A particular child who exhibits difficult behaviour can be referred to the school counsellor
or mental health professionals.
b The counselor is involved in giving recommendations to the parents, the teachers and in
some cases referral for treatment outside the school.
c
Maladjustment can be prevented by locating children at-risk and involving t h e m i n a n

intensive goal-directed intervention that should include close contact with special
educators, nodal teachers, counsellors and peer mentors.
d The use of parents as teacher's aides can be a helpful learning experience for the parents,
the teacher and the child. Working in the classroom provides parents with perspective of
their child as they observe other children and talk with other parents and the teacher.
e Early intervention programmes with high risk behaviours such as aggressiveness,
smoking, excessive shyness, worsening of interpersonal relationships, poor school
attendance, declining academic performances, irritable and fluctuating moods and
changes in peer groups can prevent serious consequences.
f
School can also use screening tools for identification of psycho-social problems and mental
disorders. This can help the schools in determining if children have (or are at risk of
having ) significant mental health problems. Although, there is a danger of labelling and
stigma nevertheless the instruments can be very useful in planning management
strategies.
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g School based Health Centres located within the school have an important role in
supporting better health care for children and adolescents. The mental health services in
these school-based health clinics can provide screening, c o u n s e l l i n g f o r c o m m o n
adolescent concerns, information about substance abuse, HIV / AIDS, reproductive
health, depression, stress, anxiety, etc. Because these clinics are located within the daily
environment of the children mostly youth, they offer particular benefit to young people
who might not otherwise receive assistance.
Steps in Setting up School Health Programme

Step 1: Establishment of a Team
Planning for a Comprehensive School Mental Health Programme begins with the
collaboration of school personnel, family members, community members, health
professionals and students who come together to create an environment that is productive,
positive and supportive.
Step 2: Assessment of School and Community Environment

Basic information regarding regional demographics, health risks and resources should be
available for the team to consider. When possible, an assessment focusing on community
strengths and available resources, as well as needs should be done to provide the planning
team with the information they need to develop objectives.
Step 3: Development of a Plan

Once the need and potential for a mental health programme are assessed and most suitable
elements of the model framework are chosen after discussions with parents, educators,
student community members and mental health professionals, the next task is to develop a
specific plan of action including clearly stated objectives, assignment of responsibilities, a
timeline and a co-ordinating mechanism with an outside agency.
Step 4: Monitoring and Evaluation

Obtaining baseline data on the physical and emotional health of children, the quality of school
health services, the environment of the school and the health knowledge, skills and practices
of students are all essential for evaluating the effectiveness of a planned intervention.
One approach to measuring outcomes which may be particularly useful for school-based
health programmes utilizes goal attainment changes as the unit of measurement. Initially the
team of school professionals, students, parents and community members meet with
professionals, skilled in outcome research, to define how successful outcome will be defined
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in a way that can be measured reliably. The evaluation process is then planned, implemented
and the outcome data analyzed and disseminated. The initial planning team meets again and
discusses whether or not the goals were met and make appropriate modifications.
Health Intervention is Accepted and Most Effective if :
It is part of the general educational system.
Implemented through Health Care in the school.
Supported and developed by families and parent groups.
Brought in and through the support of school counsellors and / teachers who
recognize that poor social functioning interferes with learning.
Brought in through School management or which recognizes that schools are a

good setting to foster overall health and wellness among school going children.
Attractive pictorial stickers which communicate nutritional messages can be

put in sections which sell nutritious foods. Healthy attractive posters in the
canteen can reinforce the nutrition related messages
A Health Promoting School

Health is the responsibility of all. The lesson and experiences gained as children stay with us
throughout life. So there is a need to develop a uniform effective code for school
administrators and educationists to promote health in schools. This will harmonize the
effective partnership of health and education sectors to facilitate a holistic approach to
children and adolescent development in schools.
Many of today's and tomorrow's leading causes of death and disease can be significantly
reduced by preventing behaviour that is initiated during youth, through education,
understanding and motivation and fostered by social and political conditions.
A Health Promoting School is a setting where education and health programmes create a
health promoting environment which in turn promotes learning. It constantly strengthens its
capacity as a healthy setting for learning and preparing for life.
A School fostering health:
Fosters health and learning with all the measures at its disposal.
Engages health and education officials, teachers, teachers' unions, parents, health
providers and community leaders in efforts to make schools a healthy place.
Strives to provide a healthy environment, school health education health services along
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with school/community projects and outdoor promotion programmes for staff, nutrition
and food, safety opportunities for Physical Education and recreation and programmes for
counselling, social support and mental health promotion.
Implements policies and practices that respect an individual's welfare, dignity, provide
multiple opportunities for success and acknowledge intentions as well as personal
achievements.
Strives to improve the health of school personnel, pupils as well as families and works with
community leaders to understand how the community contributes or undermines
education.
Cares for oneself and others.
Makes healthy decisions and takes control over life's circumstances.
Creates conditions that are conducive to health.
The Physical Education curriculum
Is compulsory from Classes I to X.
Will not be formally examined.
Graded across the year based on student participation and teacher observations.
Physical Education Cards (PEC) will be a part of the curriculum from Classes I V.
In classes XI and XII a student may opt for Physical Education as per scheme of studies.
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ASSSESMENT
Introduction- Educational assessment is an omnibus term which includes all the
processes and products which describe the nature and extent of children's learning,
how it meets the aims and objectives of teaching, and how it relates to the classroom
environment which is designed to facilitate learning.
(Source: Adapted from Statterly, D. (1989) Assessment in Schools, Basil Blackwell,
Oxford.)
Assessment is an integral part of the teaching learning process. It is continuous like
teaching and learning and addresses two basic questions. How are we doing? How
can we do better? An assessment is a diagnostic process that measures an
individuals behavior, life skills, attitudes, or other selected qualities and aspects of a
students growth and development in addition to the cognitive domain reflected in
scholastic aspects. In order to be valuable to individuals an assessment must be
based on the curriculum, students must know what is expected of them-hence must
be accurate and objective. In addition, it must meet scientific criteria, as well as
provide meaningful insight. More than providing just data and information it open
doors to strategic change and helps measure progress. Assessment can lead to
increased self-awareness and inspire people to learn and grow. As a sequel to the
development of curriculum of CBSE-i, there is an exigency of developing an
assessment framework for the CBSE-i. CBSE has clearly spelt out guidelines for
schools on assessment framework to oversee the quality of transaction in CBSE-i
schools. It is in harmony with pedagogy prescribed for the transaction of the
international curriculum by CBSE-i.
I. Assessment in CBSE-i-Senior School-Guiding Principles
The educational assessment in CBSE-i has the following guiding principles:
The ultimate purpose of assessment is to support and enhance student
learning.
It must be capable of eliciting optimal performance from students.
Assessment shall focus on all key areas of student learning and development:
Scholastic, Life Skills, Performing Arts and Visuals Arts, Physical Education,
Critical thinking etc.
It will be continuous and comprehensive in nature.
It will move from purely summative assessment to a variety of assessment
tools catering to varying needs of a learner.
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Assessment shall consider a wide range of relevant performance information,

formal and informal, standardized and non-standardized.
It shall be a combination of formative and summative assessment. Covering
extensively generic skills such as analyzing, deducing and evaluating.
It will include research projects (encouraging self paced learning) and non
examinable element viz.
Perspectives, Life Skills, SEWA (Social
Empowerment through Work and Action) and Research. Out of these four
areas students will opt for two areas.
Information on how to understand and use assessment data shall be
provided regularly to the schools.
The teachers will be empowered through regular online counseling and
supported by training programmes.
1. How are the results of assessment used?
Results are used to:
promote students learning
develop strategies in the instructional programmes for improvement
generate opportunities for self reflection, collaboration etc. and demonstrate
improvement through formative assessment before the final summative.
take decisions regarding placement of students.
2. Framework for assessment
A Framework for Assessment aims to:
Create and effective assessment system which support the learning objectives
at various levels of depth and the teaching learning activities.
Ensure smooth transitions in learning by providing links between primary,
middle and secondary levels.
Provide effective network through which there is sharing of performance
standards, expectations and assessment tools and techniques among teachers
and students.
Develop effective reporting procedures.
Continuous and Comprehensive Evaluation
Continuous and Comprehensive Evaluation (CCE) refers to a system of schoolbased evaluation of students that covers all aspects of a students development. It is
a developmental process of a child which emphasizes on two fold objectives.
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The term continuous is meant to emphasize that evaluation of identified aspects of

students growth and development is a continuous process rather than an event,
built into the total teaching-learning process and spread over the entire span of
academic session. It means regularity of assessment, diagnosis of learning gaps, use
of corrective measures and feedback evidence to teachers and students for their self
evaluation.
The second term comprehensive means that the scheme attempts to cover both the
scholastic and the co-scholastic aspects of students growth and development. Since
abilities, attitudes and aptitudes can manifest themselves in forms other that the
written word, the term refers to application of a variety of tools and techniques (both
testing and non-testing) and aims at assessing a learners development in area of
learning like:
Knowledge
Understanding/ Comprehension
Application
Analysis
Evaluation
Creativity
In others words the following areas have to be assessed:
Knowledge: What a person knows.
Skills: The ability to do something, especially manual or physical.
Thinking Processes: Advanced ways of thinking, such as applying, analyzing,
synthesizing and evaluating.
Values: Standards and principles that can be used to judge the worth of an
idea or action.
Actions: What people do as a result of the other kinds of learning.
School-based Continuous and Comprehensive Evaluation
There has been a consistent move towards reducing the load on the student by
making public or board examination stress free. Over the decade their has been a
high pitched race towards more marks and thus more competitiveness among
students and schools.
The paradigm shift is to empower schools by creating a workable school based
continuous and comprehensive scheme.
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School Based Continuous and Comprehensive Evaluation system should be

established to:
reduce stress on children
make evaluation comprehensive and regular
provide space for the teacher for creative teaching
provide a tool of diagnosis and remediation
produce learners with greater skills
Positions Paper on Aims of Education - NCF 2005, NCERT
4. There are four Assessment Paradigms
Assessment of Learning
Most commonly, assessment is defined as a process whereby someone attempts to
describe and quantify the knowledge, attitudes or skills possessed by another.
Teacher directedness is paramount and the student has little involvement in the
design or freedom in implementing the assessment process in these circumstances.
Features:
Summative
Teacher designs learning
Teacher collects evidence
Teacher judges what has been learnt (and what has not)
Assessment for Learning
The assessment for learning involves increased levels of student autonomy, but not
without teacher guidance and collaboration. The assessment for learning is
sometimes seen as being akin to formative assessment and can be seen as informed
teaching. There is more emphasis towards giving of useful advice to the student
and less emphasis on the giving of marks and the grading functionFeature:
Teacher designs learning
Teacher designs assessment with feedback to student
Teacher assesses what has been learnt
Assessment as Learning
Assessment as learning is perhaps more connected with diagnostic assessment and
can be constructed with more of an emphasis on informing learning. Assessment as
learning generates opportunities for self assessment and for peer assessment.
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Students take on increased responsibility to generate quality information about their

learning and that of otherTeacher and student co-construct learning
Teacher and student co-construct assessment
Teacher and student co-construct learning progress map
Assessment for learning and assessment as learning activities should be deeply
embedded in teaching and learning and be the source of iterative feedback, allowing
students to adjust, re-think and re-learn.
Assessment in Learning
The assessment in learning places the question at the centre of teaching and
learning. It deflects the teaching from its focus on a correct answer to a fertile
question. Through the enquiry, students engage in processes that generate feedback
about their learning, which come from multiple sources and activities. It contributes
to the construction of other learning activities, lines of enquiry and the generation of
other questions.
Features:
Student at the centre of learning
Student monitors, assesses and reflects on learning
Student initiates demonstration of learning (to self and others)
Teacher as coach and mentor
5. Scholastic Assessment
The desirable behavior related to the learners knowledge, understanding,
application. evaluation, analysis and creativity in subjects and the ability to apply it
in an unfamiliar situation are some of the objectives in scholastic domain.
In order to improve the teaching learning process, Assessment should be both
Formative and Summative.
Formative and Summative Assessment
Formative Assessment is a tool used by the teacher to continuously monitor student
progress in a non threatening, supportive environment. It involves regular
descriptive feedback, a chance for the students to reflect on their performance, take
advice and improve upon it.
It involves students being an essential part of
assessment from designing criteria to assessing self or peers. If used effectively it
can improve student performance tremendously while raising the self esteem of the
child and reducing the work load of the teacher.
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Features of Formative Assessment

Is diagnostic and remedial
Make the provision for effective feedback
Provides the platform for the active involvement of students in their own
learning
Enables teachers to adjust teaching to take into account the results of
assessment
Recognizes the profound influence assessment has on the motivation and
self-esteem of student, both of which are crucial influences on learning
Recognizes the need for students to be able to assess themselves and
understand how to improve
Builds on students prior knowledge and experience in designing what is
taught
Incorporates varied learning tools into deciding how and what to teach.
Encourages students to understand the criteria that will be used to judge their
work
Offers an opportunity to students to improve their work after feedback
Helps students to support their peers and expect to be supported by them
Formative Assessment is thus carried out during a course of instruction for
providing continuous feedback to both the teachers and the learners for taking
decisions regarding appropriate modifications in the transactional procedures
and learning activities.
often means no more than that the assessment is carried out frequently and
is planned at the same time as teaching. (Black and Wiliam, 1999)
provides feedback which leads to students recognizing the (learning) gap
and closing it.. it is forward looking. (Harlen, 1998)
. includes both feedback and self-monitoring. (Sadler, 1989)
.. is used essentially to feed back into the teaching and learning process.
(Tunstall and Gipps, 1996)
Summative Assessment is carried out at the end of a course of learning. It measures
or sums-up how much a student has learned from the course. It is usually a
graded test, i.e., it is marked according to a scale or set of grades. Assessment that is
predominantly of summative nature will not by itself be able to yield a valid
measure of the growth and development of the child. It, at best, certifies the level of
achievement only at a given point of time. The paper pencil tests are basically a onetime mode of assessment and to exclusively rely on them to decide about the
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development of a child is not only unfair but also unscientific. Over emphasis on
examination marks focusing on only scholastic aspects makes children assume that
assessment is different from learning, resulting in the learn and forget syndrome.
Besides encouraging unhealthy competition, the overemphasis on Summative
Assessment system also produces enormous stress and anxiety among the learners.
Feature of Summative Assessment
Assessment of learning
Generally taken by students at the end of a unit or semester to demonstrate
the sum of what they have or have not learned.
Summative assessment methods are the most traditional way of evaluating
student work.
Summative Assessment
Good summative assessments--test and other graded evaluations--must be
demonstrably reliable, valid, and free of bias (Angelo and Cross, 1993).
assessment (that) has increasingly been used to sum up learning (Black
and William, 1999)
looks at past achievements adds procedures or tests to existing work
involves only marking and feedback grades to students is separated from
teaching. is carried out at intervals when achievement has to be
summarized and reported. (Harlen, 1998)
II
Scholastic Assessment
Formative Assessment
(Flexible Timing)
Tool
Summative Assessment
Written-End of term
(Practical)
Techniques
Objective type
Tests
Objective Type
Short Answer
Type
Assignments
Short Answer Type
Quizzes
Long Answers Type
Long Answers
Type
Competitions
Practical Skills
Interview
schedule
Debates/ Panel
Discussion
Checklist
Elocution
Projects
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Rating scale
Group discussions
Anecdotal records
Club activities
Document
Analysis
Mind maps
Role plays
Tests and
inventories
Portfolio
For assessment in scholastic areas the CBSE-i schools will undertake both Formative
and Summative Assessment in both classes, i.e. XI and XII. In classes XI and XII,
there will be two Formatives and two Summative, one in each term. For class XII
Summative Assessment-II will be a Board conducted examination at the end of the
year.
In class XI, for Summative Assessment I, design of the Question Paper, Blue Print,
Sample Questions and question bank will be provided by the Board. School will
generate their own question paper out of the question bank based on the Blue Print.
Evaluation of answer scripts of SA-I will be done at the school level based on the
marking scheme provided by the Board.
For SA-II of class XI, the entire syllabus of XI will be tested. The evaluation of the
answer scripts will be done by the school, based on the marking scheme provided by
the Board.
For class XII, Summative Assessment I will be conducted by the school based on
their own question paper and Marking Scheme. Summative Assessment-II will be
conducted by the Board. The entire syllabus of class XII will be examined through
this Board examination. The evaluation of the answer scripts will be done by the
Board.
In class XI out of FA-I and SA-I, a total weightage of 5 percent will be carried
forward and out of FA II and SA II a total weightage of 15 percent will be carried
forward towards the result of class XII. In class XII there will be FA I and SA-I in
term I. For SA-II the Board examination will be conducted out of a total of 100
marks. Out of these 100 marks, division of theory component and practical
component in every subject will be decided by the subject committees. A total
weightage of 80 per cent out of these 100 marks will be carried forward towards the
result of class XII.
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Class XI
Class XII
Term I
Term II
Term I
Term II
FA I + SA 1
FA II + SA II
FA I + SA II
SA II
5% weightage
15% weightage
--
80% weightage
The practical component will be assessed in both Formative and Summative

Assessments.
However, a broad distribution of weightage to various types of questions is given
below which may be adhered. This weightage has been decided keeping in view the
essence and spirit of the CBSE-i curriculum.
Type of questions:
Type of Question
Weight-age to be given
Based on Conceptual Understanding
40%
Inferential type
20%
Higher Mental Ability type
20%
Multidisciplinary
10%
Construct Question based on the Answer provided
10%
Type of Question
Weightage to be given
Multiple Choice Questions
10-20%
Short Answer I
30-40%
Short Answer Type II
20-30%
Long Answer Type
10-40%
A word about the type of questionsMCQs (Multiple Choice Questions)

Multiple choice items are typically composed of questions that require students to
select one clearly correct or best option from those provided. They consist of a stem
that asks the questions or sets of the situation for response, followed by a series of
one correct and several (generally around three) incorrect options (distractors).
SAQs (Short Answer Questions)
Short answer questions are constructed- response or open ended questions that
require students to create an answer. Short answer items typically require responses
of one word to a few sentences.
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SAQs assess unassisted recall of information rather than recognition. A short question has
to be worded carefully so as to elicit the desired response.
LAQs (Long Answer Questions)

Questions requiring long answer which include explanation, description expression
of opinion arguments etc are LAQs. The length of answer varies from class to class.
Similarly weightage of marks will also determine the length of the answer. Students
are expected to write with fluency and accuracy. The text type under LAQ could be
writing of an article, short essay, report, speech or any other sustained piece of
writing.
CBSE-i - Performance Analysis Test (PAT)
The CBSE-i Performance Analysis Test (PAT) is a benchmark in testing of skills,
application and abilities of the students in given disciplines and domains. It is a test
to know how well a student has comprehended the facts, concepts, principles and
ways of learning of the subject.
The core testing elements of the test include observing, comparing, classifying,
solving, translating, interpreting, analyzing, synthesizing, creating/composing,
deducing, justifying and judging/evaluating. The CBSE-i PAT is intended to
provide an international quality analysis of the level of proficiencies attained by the
students.
Such a test in language may assess a students skills in vocabulary, reading,
comprehension or accuracy. Similarly, a test in Science may focus on assessing
students ability to apply concepts and principles to analyze new situations and
solve problem and skills of devising and conducting experiments etc. and a test in
Mathematics may assess problems solving abilities and skills of mathematical
thinking, procedures and mathematical reasoning of the students etc.
The CBSE conducts CBSE-i PAT to
provide a validated test to moderate the School Based Assessment, Formative
and Summative Assessments.
assess higher order/skills and levels of proficiency in individual subject.
broadly base their assessment on learning outcomes.
provide a descriptive analysis of individual performance for each learner.
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The CBSE-i PAT specifically aims atevaluating the proficiencies of the learners knowledge, understanding, skills
in the given discipline/domain of learning
evaluating a variety of thinking skills for a given concept/content of learning
evaluating and establishing the levels of proficiencies of learners and reflect
them through narrative records
facilitating the learner to think intelligently and efficiently and develop skills
of discrimination, differentiation, analysis, comprehension and synthesis
testing the abilities of learners in creative and critical thinking and to
applying concepts across disciplines through inter-disciplinary approach.
recording and certifying the performance of the learners through the above
instruments in narrative terms.
IMPORTANT:
This test is an addition to the School Based Assessment (SBA) conducted
by the respective schools and would be compulsory for all the learners.
This test is also over and above the SA-II for class X which will be
conducted by the Board.
PAT will be compulsory for the students of classes IX,X and XI
CBSE-i PAT is conducted in the subjects of English, Mathematics, Science,
and Social Science.
CBSE-i PAT is not a qualifying test.
Parameters of the Test
The CBSE-i PAT is a non qualifying online test which may be used as a quality
control device.
1. It will be largely content independent but based on classes IX-X-XI syllabus in
the subject with reference to the broad learning objectives.
2. There will be separate tests in each of the main subjects viz English, Social
Science, Mathematics and Science.
3. This will be an online test which will be offered over a period of one week.
4. At a time 30 students can take the on-line test. Each student will get a unique
question paper consisting of 50 questions of MCQ type.
5. The test will be carried out through a battery of 50 multiple choice questions in
each discipline/domain of learning.
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6. The MCQs will cover a wide range of thinking skills of the learners and hence
would not be restricted to textual learning.
7. The MCQs will cover verbal, non-verbal, numerical, graphical and visual
questions.
8. The MCQs will test the aptitude, attitude and different ability levels of the
learners.
9. The students will be required to respond by making appropriate choice for the
right answer for each question.
10. The normal duration for the test will be 90-120 minutes for each subject as may
be decided by the Board.
11. All MCQs have to be responded only through digital medium.
12. The MCQs will be available only in English Medium.
13. The PAT was conducted in the month of May in 2011 for Class IX as a pilot and
would be conducted for the classes IX, X and XI every year.
Test Design
The components of CBSE-i Performance Analysis Test (PAT) listed above are
themselves complex abilities and skills, not all aspects of which are amenable to
measurement on the basis of performance on a single test. The questions may be
devised to test as wide a range as possible. These questions may be as close to real
life situations as possible to make it enjoyable and interesting to examinees. The
completion of the project may include development of framework of the test in
consultation with educators, evaluation experts, subject experts, education
researchers and teachers; preparation of item bank, pilot testing of the item banks
and finalization of the test etc. The finalised test will be administered in all schools
by digital mode only. Student response will be collected and processed centrally by
the Board. The result sheet will be jointly certified by CBSE-i and the collaborating
school.
The Test papers
CBSE-i Performance Analysis Test (PAT) as a whole covers a range of skills and
learning outcomes which broadly draw upon the common curriculum elements in
the specific subject areas. The test will cover different kinds of test items through
Multiple Choice Questions only.
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The following table provides detailed guidelines regarding the skills that can be
tested at the three levels:
Skills to be Tested
Basic Level
Identify [Knowledge-Recall] visuals of archaeological sources,

paintings, symbols, posters, diagrams, flow charts, scientific
evidence.
Identify [Knowledge-Recall] cause and effect relationship in
events, developments and contributions made by people
Medium Level
Interpret [Comprehension] and analyze visuals/excerpts from

primary or secondary sources and select appropriate conclusion
From a set of 4 timelines select one representing the correct
chronological sequence
Analyze a passage [Comprehension] to recognize cause and effect
relationship in events, developments and contributions of people
Use basic formulae to solve simple problems, preferably at a
mental level
Advanced
Level
Compare and Contrast [Evaluate] excerpts from historical

documents/two visuals to distinguish between fact and bias
/identify multiple perspectives
Analyze a passage to identify [Analysis] patterns of change and
continuity in historical events and developments
Interpret [Comprehension] and analyze historical data presented
on a timeline and select appropriate conclusion
Numerical, equations and problems
Assessment is often equated with tests and examinations. This is misleading since
neither is essential to assessment. Assessment is an all embracing term. It covers any
of the situations in which some aspects of a students education is in some sense
measured, whether this measurement is by the teacher, an examiner or indeed the
student himself/herself. It is concerned with how well the student has done.
Evaluation is whether it was worth doing in the first place. Evaluation cannot take
place without assessment.
(Source: Adapted from Lloyd-Jones, R. and Bray, E. (1986) Assessment: From
Principles to Action, Macmillan, London.)
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CBSE-i
ANNEXURE - I
461
Strategies for
Inclusive
Classrooms
462
Strategies for Inclusive Classrooms

The CBSE-i believes that all students must have access to learning with equal opportunity
irrespective of their class, gender, race, ability, disability, language and culture, social or
economic conditions. The decisions taken in the classroom should value and include the
perspectives, knowledge and culture and language experiences which student brings to the
classroom. The school curriculum should advocate and celebrate diversity in terms of culture
and other differences. It should include all learners to realize every potential.
Research says that the teachers in an inclusive classroom should have the ability to:
informally assess the skills a student needs, rather than relying solely on standardized
curriculum;
take advantage of individual interests of students for developing required skills;
develop alternative assessment;
make appropriate expectations for each student, regardless of the student's capabilities.
learn how to value all kinds of skills that students bring to a class, not just the academic
skills. In doing this, teachers will convey a message that in their classrooms they value all
skills.
If teachers can do this, it allows all students to be included in a class and school.
Also the teachers must be able to:
recognise and respond to the diversity of students in their classrooms;
accommodate to students' different learning styles and rates of learning by employing a

range of teaching methods, including cooperative group learning, peer tutoring, team
teaching and individualized instruction;
be aware of the rights of students with education support needs;
locate appropriate material, equipment or specialists; and facilitate to identify and

overcome barriers to learn;
consult with and develop partnerships with parents and other caretakers;
use appropriate forms and multiple modes of assessment;
adapt their instruction to the prior knowledge and beliefs of students;
463
create an inclusive community that extends beyond the boundaries of the school;
seek to enhance the self-esteem of all students.
Teaching Strategies
The teacher in an inclusive classroom has to accommodate the different learning styles and
rates of learning. She/he has to ensure that educational opportunities are provided to all
students. The first step is to ensure that effective inclusive teaching practices are in place. The
following are the two major strategies that are commonly used in inclusive classrooms:
(a) Cooperative Learning
(b) Peer Tutoring
(a) Cooperative Learning
While using cooperative learning methods, the class has to be divided into mixed ability
groups to achieve a goal. The following factors may have to be taken into consideration while
using this strategy.
Group members may have similar or different goals assigned to them
Members accept ideas from others.
Members help each other to learn.
Members interact with each other to solve problems.
Techniques of Cooperative Learning

Grouping may follow any pattern. Some are given below:
Students may be assigned groups. The aim of each group is to study what the teacher has
taught and help each group member to achieve the highest level possible.
Students may start with a partner in a pair and end in a group. Partners or pairs reach an
agreement and share this information with other group members or with the whole class.
Students may form groups. The teacher may provide each group member a piece of
information related to a topic. The group members then come together and collate the
information for the entire class.
Students may form groups to research on various topics. This helps to present the topic in
detail and all students participate in the teaching-learning process.
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Examples of Teaching Strategies
Observe carefully and plan interventions for differently abled students
Audio visual presentations are helpful for all students
Adapt curriculum materials when required to suit the needs of different students
Use hands-on approach that maximizes the use of all senses and addresses the need to
include visual, auditory and kinesthetic learners as well as differently abled children.
Expose students to real objects and meaningful experiences in natural environments at

naturally occurring times of the day
Collaborate with experts to teach learning strategies and study skills to students
Provide extra time if required to complete assignments
Provide small group tutoring or individual tutoring in or outside the class
Provide leadership opportunities
Expose and provide opportunities to promote appropriate social skills
Use a pleasant tone of voice
Never make fun of any child
Provide opportunities to use language
Promote positive interdependence in the class
Life Skills Education through interactive opportunities
Keep directions brief and clear
Give examples and illustrations
Have interclass and within class groupings
Provide reinforcements and remediation
Sign language helps in communicating with children who cannot understand the
language of instruction well.
Let the light fall on your face and not behind you. This would be helpful in lip reading.
Classroom Design Modifications
Students who are able to lip read or not able to see should be placed in front rows
Classroom should be well lit without shadows and glares
Make children with disabilities sit with a competent peer
Remove sources for excessive noise from the classroom
Speak and write on the blackboard simultaneously

465
Put posters and displays in the classroom at eye level of students.

Provide adequate furniture for meeting the special needs of children
Eliminate sharp objects from the wall
Assist the visually impaired with good colour schemes
Provide flexible group learning areas
Have flexible time schedules
Personally meet the needs of all students
(b) Peer Tutoring

A peer is an individual who belongs to a similar social group. In an inclusive classroom peer
means a fellow student. Peer tutoring means students teaching each other on one-to-one basis.
So when a student of the same age or class provides instruction to another student of the same
age or class the technique is called peer-tutoring.
It is also possible in some situations that an older student may tutor younger students. This is
called cross-age tutoring. Sometimes, peer-tutoring may prove to be quite effective and both
students gain from the process.
In peer tutoring the tutor should perform four acts, such as:
Monitoring means supervision and regulation of the performance of a differently
abled learner;
Reinforcing means providing appropriate contingencies for approved behaviour.
She/he may praise the learner if she/he has completed the work to a required
standard;
Modeling means the demonstration of a particular activity or behaviour by the
peer tutor; and
Explaining means exposing the relationships on a topic and providing appropriate
examples to clarify doubts.
Curricular Modifications A few instances

Following are some examples of curricular modifications that will help in addressing the
special needs of different children:
1. Multi Level Curriculum Instructions refer to teach a diverse group of learners within a
shared activity in which students have individually appropriate learning outcomes within
the same curricular area. For example, in a science class while majority of students may be
466
working on what makes objects float or sink students with special needs may be
understanding the concept of sinking and floating and the difference between them.
Curriculum overlapping happens when
students have individually appropriate
learning outcomes from different curricular
areas but work on these in a shared activity.
For example, when students are working in
groups some may be achieving the learning
outcomes for social studies while students
with special needs may be working on
development of communication skills.
Theatre is the most inclusive subject as it

challenges both disabled and non-disabled.
The stereotype of success and ability
enforced through schools and colleges lead
to a scuttling of learning through
expression of human face, body and sound,
says veteran theatre personality Steve
Clorfeine. Source: Disability New and Information Service
National Centre for promotion for Employment for Disabled People
http://www.dnis.org/
2. Students with Physical Disabilities - may require adaptations to the physical

environment of the school like ramps, proper toilets etc.
3. Students with severe visual impairments - may require adaptations in the equipments
and the materials like reading material in Braille.
4. Students with intellectual challenges - may require modification in the curricular content
to provide less complex information and learning of functional and vocational skills.
5. Students with hearing impairments may require the teacher to use short sentences, look
at the student often while talking and ask peers to help as much as possible.
6. Teachers/special educators may explore the following alternatives in relation to content,
teaching materials, responses expected from the child and methods of assessment:
Modification; for example, computer responses instead of oral responses;
Substitution; for example, Braille for written materials;
Omission; for example, omitting very complex work for children with intellectual
disabilities; and
Compensation; for example, self care skills, vocational skills.
What a teacher can do for children with disabilities to increase their access to school and
learning potential;
1. Children with disabilities sometimes find it difficult to get to school. Try to organise
transportation to school and make school accessible by ramps, and other resources
that respond to specific needs.
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2. When a child with a disability first comes to your school, talk with the family
member who is with the child. Find out what the childs disabilities are and what she
or he can do despite the disability. Ask about any problems and difficulties that the
child may have.
3. When the child starts school, visit the parents from time to time to discuss with them
what they are doing to facilitate the childs learning. Ask about plans for the childs
future. Find out how you can best work with the family.
4. Ask if the child needs to take any medicines while in school.
5. If you do not have enough time to give the child all the attention she or he needs, ask
the school or community to find a helper for you. The helper could give the children
the extra help needed during school hours.
6. Make sure that the children can see and hear you when you teach. Write clearly so
that they can read what you are saying. Also, let a child with a disability sit in front of
the classroom so, they can see and hear better.
7. Find out if the child and the parents have problems about schooling. Ask if the family
thinks that other school children are helpful to the child and whether the child gets
on well at school
UNICEF http://www.unicef.org/teachers/protection/access.htm
Relaxation for Disabled Children-CBSE-i Guidelines

The facilities extended by the Board to the disabled candidates (Dyslexic, Blind, Spastic and
candidate with Visual Impairment) are as under:
The persons with disabilities (Dyslexic, Blind, Spastic and candidate with Visual
Impairment) have the option of studying one compulsory language as against two.
Besides one language they can offer any four of the following subjects - Mathematics,
Science and Technology, Social Science, Another Language, Music, Painting, Home
Science and Introductory Information Technology.
Alternate questions in lieu of questions requiring special skills based on visual inputs
must be provided in Mathematics and Science for Secondary School Examination
(Class X).
Visually Challenged, Physically Handicapped and Dyslexic students are permitted to

use an amanuensis. The amanuensis must be a student of a class lower than the one for
which the candidate is taking the examination.
The visually impaired students may be provided with questions papers with enlarged
print.
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Disabled candidates may be allowed an additional one hour (60 minutes) for each
paper or flexible timing as the school deems fit may be adopted.
The Board considers the Physiotherapic exercises as equivalent to Physical and Health
Education component of the Board.
School should whenever possible provide classrooms on the ground floor if there is a
student who suffers from pronounced physical disability.
Exemption from studying third language up to middle school level (i.e. Class VIII).
Permission to use an amanuensis.
The amanuensis should be a student of class lower than the one for which the candidate
will be taking the examination.
The Centre Superintendent of the Examination Centre chooses a suitable amanuensis

and forward his/her particulars to the Regional Officer concerned for consideration
and approval.
The services of amanuensis shall be provided free of cost.
The amanuensis is paid remuneration as prescribed from time to time by the Board.
The candidate may be permitted to use the services of an amanuensis in all or any of the
papers. Services of same amanuensis is taken for all the papers.
The candidates are permitted to draw the diagrams etc. themselves, if desired by them.
Services of same amanuensis is taken for all the papers.
Additional time as under is given in each paper;

60 minutes
50 minutes
40 minutes
30 minutes
The Centre Superintendent makes the sitting arrangements for the dyslexic, visually
impaired, physically challenged and spastic candidates on the ground floor, as far as
possible.
Alternative type questions are provided in lieu of questions having visual inputs for
the blind candidates in English Communicative and Social Science for Class X and
History, Geography and Economics for Class XII.
Separate question papers in enlarged print for Mathematics and Science & Technology
in Class X are provided.
469
The Centre Superintendent(s) are directed to send the answer books of special category
students in separate covers.
To facilitate easy access, a few selected schools are made examination centres for
special students.
Visually impaired candidates have the facility to use computer or a typewriter for
writing answers.
Teachers from schools for visually impaired are appointed as Assistant

Superintendent(s) (Invigilators) at the special examination centres. However,
precaution is taken to appoint different subject teachers on different days.
A separate column is provided on the title page of the answer book for indicating the
category of differently abled candidates so that these answer books could be
segregated for sending them separately to the Regional Office of the Board.
A differently abled candidate appearing for Class X Summative Assessment

Examination has the option to opt for one language instead of two along with any four
of the following subjects:
Mathematics, Science, Social Science, Another Language, Music, Painting, Home Science and
Introductory Information Technology, Commerce (Elements of Business) & Commerce
(Elements of Book Keeping and Accountancy)
The Board has also issued advisory to schools for Inclusive Education of children with
disabilities. These guidelines are as follows :
to ensure that no child with special needs is denied admission in Mainstream

Education
to monitor the enrollment in schools of disabled children
to provide support through assistive devices and the availability of trained teachers
to modify the existing physical infrastructure and teaching methodologies to meet the
needs of all children including Children with Special Needs
to ensure that all schools are made disabled friendly by 2020 and all educational
institutions including hostels, libraries, laboratories and buildings will have barrier
free access for the disabled
to ensure availability of study material for the disabled and Talking Text Books,
Reading Machines and computers with speech software
to ensure an adequate number of sign language interpreters, transcription services and
470
a loop induction system will be introduced for the hearing handicapped students
to revisit classroom organization required for the education of Children with Special
Needs
to ensure regular in-service training of teachers in inclusive education at the

elementary and secondary level.
The Board has also directed all its schools to provide proper physical facilities like ramps,
toilets for wheel chair users and auditory signals in elevators and lifts in accordance with the
provisions laid down in PWD Act, 1995 for differently abled students. (Ref. Affiliation Bye
Laws)
The Board has made provisions for visually impaired students to take up Science subjects, i.e.,
Physics, Chemistry and Biology, involving practicals, at Senior Secondary level by deciding
to provide separate question papers in lieu of practicals to visually impaired students in these
subjects. The alternate question papers for practicals will contain multiple choice questions,
based on practical content in the subjects of Physics, Chemistry and Biology. This new scheme
for providing alternate question papers in Physics, Chemistry and Biology at Senior
Secondary level has been implemented for the students of Class XI from the session 2011-12
and for the students of Class XII from the session 2012-13.
471
472
CENTRAL BOARD OF SECONDARY EDUCATION

Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India

CBSE-i curriculum guide for senior secondary classes

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CBSE-i

Shiksha Kendra, 2, Community Centre, Preet Vihar,Delhi-110 092 India

Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India

All Rights of these documents are reserved. No part of this publication

Dr. Niti Nandini Chatnani

Ms. Neeta Rastogi

Material Production Groups:

Chief - Coordinator: Ms. Kshipra Verma, E.O

Mr. Sandeep Sethi, EO

Mr. Navin Maini, RO (Tech)

Shri Al Hilal Ahmed, AEO

THE CONSTITUTION OF INDIA

JUSTICE, social, economic and political;

IN OUR CONSTITUENT ASSEMBLY this twenty-sixth day of November, 1949, do HEREBY

THE CONSTITUTION OF INDIA

to uphold and protect the sovereignty, unity and integrity of India;

to value and preserve the rich heritage of our composite culture;

to safeguard public property and to abjure violence;

lkoZtfud laifk dks lqjf{kr j[ks vkSj fgalk ls nwj jgs_

CBSE-i : Physics (Practical)

CBSE-i : Chemistry (Practical)

CBSE-i : Biology (Practical)

CBSE-i : Business Studies

CBSE-i : Physical Education

Strategies for Inclusive Classrooms

CBSE-i Senior Secondary in a Nutshell

A student seeking admission to any class in a School* will be eligible for

has been studying in a school recognized by or affiliated to this Board or

has passed qualifying or equivalent qualifying assessment/examination

(iii) satisfies the requirements of age limits (minimum and maximum) as

the School Leaving Certificate/Transfer Certificate signed by the

document(s) in support of his/her having passed qualifying or

the Date of Birth Certificate issued by the Registrar of Birth and

* A school in this section refers to any school offering CBSE-i curriculum

A person who has been studying in an institution, which is not

No student migrating from a School in a foreign country, other than the

No person who is under the sentence of rustication or is expelled from any

No student shall be admitted or promoted to any subsequent higher class in

achieved the performance targets of School Based Assessment at the end of

No student shall be admitted in Class IX and above in a school affiliated with

Admission: Specific Requirements

An equivalent certification course provided by any other recognized

Admission to Class XII As the syllabus prescribed at Senior School level is

has completed a regular course of study of Class XI from a `School/ an

Successive admission numbers must be allotted to students on their admission

A student leaving his school at the end of a session or who is permitted to

In case a student from an institution not affiliated to the Board seeks

If the statement made by the parents or guardian of a student or by the

Academic Qualifications to undertake a course of study under

To undertake a course of study at Senior School level under CBSE-i, a

Studied and qualified Class X of a Board or of an affiliated/ recognized

Secured a grade higher than grade E in each of the subjects of internal

Qualification for the Senior School Examination

Qualified the Secondary School Class X of the Board or any other

Qualified Class XI Examination from a school affiliated to the Board or

Definition- A Regular Candidate means a student enrolled in a school,

Admission to Assessment / Examination for Regular Candidates

duly certified academic qualifications laid down in Rule 5 of the

has not passed equivalent or higher examination of any other Board or

is on the active rolls of the School;

has completed a regular course of study, as defined and detailed in

bears a good moral character and is of good conduct; and

satisfies all other provisions, applicable to him/her, of the Examination