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MP Board Class 9

Science Syllabus

RationaleThe exercise of revising the syllabus for science and technology has been carried out with “Learning without burden” as a guiding light and the position papers of the National Focus Groups as points of reference. The aim is to make the syllabus an enabling document for the creation of textbooks that are interesting and challenging without being loaded with factual information. Overall, science has to be presented as a live and growing body of knowledge rather than a finished product.

Very often, syllabi – especially those in science – tend to be at once overspecified and underspecified. They are overspecified in that they attempt to enumerate items of content knowledge which could easily have been left open, e.g., in listing the families of flowering plants that are to be studied. They are underspecified because the listing of ‘topics’ by keywords such as ‘Reflection’ fails to define the intended breadth and depth of coverage. Thus there is a need to change the way in which a syllabus is presented.

The position paper on the teaching of science – supported by a large body of research on science education – recommends a pedagogy that is hands-on and inquiry-based. While this is widely accepted at the idea level, practice in India has tended to be dominated by chalk and talk methods. To make in any progress in the desired direction, some changes have to be made at the level of the syllabus. In a hands-on way of learning science, we start with things that are directly related to the child’s experience, and are therefore specific. From this we progress to the general. This means that ‘topics’ have to be reordered to reflect this. An example is the notion of electric current. If we think in an abstract way, current consists of charges in motion, so we may feel it should be treated at a late stage, only when the child is comfortable with ‘charge’. But once we adopt a hands-on approach, we see that children can easily make simple electrical circuits, and study several aspects of ‘current’, while postponing making the connection with ‘charge’.

Some indication of the activities that could go into the development of a ‘topic’ would make the syllabus a useful document. Importantly, there has to be adequate time for carrying out activities, followed by discussion. The learner also needs time to reflect on the classroom experience. This is possible only if the content load is reduced substantially, say by 20-25%.

Children are naturally curious. Given the freedom, they often interact and experiment with things around them for extended periods. These are valuable learning experiences, which are

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essential for imbibing the spirit of scientific inquiry, but may not always conform to adultexpectations. It is important that any programme of study give children the needed space, andnot tie them down with constraints of a long list of ‘topics’ waiting to be ‘covered’. Denyingthem this opportunity may amount to killing their spirit of inquiry. To repeat an oft-quotedsaying: “It is better to uncover a little than to cover a lot.” Our ultimate aim is to help childrenlearn to become autonomous learners.

Themes and FormatThere is general agreement that science content up to Class X should not be framed along disciplinarylines, but rather organised around themes that are potentially cross-disciplinary in nature. In thepresent revision exercise, it was decided that the same set of themes would be used, right fromClass VI to Class X. The themes finally chosen are: Food; Materials; The world of the living; Howthings work; Moving things; People and ideas; Natural phenomena and Natural resources. Whilethese run all through, in the higher classes there is a consolidation of content which leads to somethemes being absent, e.g. Food from Class X.

The themes are largely self-explanatory and close to those adopted in the 2000 syllabus forClasses VI-VIII; nevertheless, some comments may be useful. In the primary classes, the ‘science’content appears as part of EVS, and the themes are largely based on the children’s immediatesurroundings and needs: Food, Water, Shelter etc. In order to maintain some continuity betweenClasses V and VI, these should naturally continue into the seven themes listed above. For example,the Water theme evolves into Natural resources (in which water continues to be a sub theme) as thechild’s horizon gradually expands. Similarly, Shelter evolves into Habitat, which is subsumed in Theworld of the living. Such considerations also suggest how the content under specific themes couldbe structured. Thus clothing, a basic human need, forms the starting point for the study of Materials.It will be noted that this yields a structure which is different from that based on disciplinaryconsiderations, in which materials are viewed purely from the perspective of chemistry, rather thanfrom the viewpoint of the child. Our attempt to put ourselves in the place of the child leads to‘motion’, ‘transport’ and ‘communication’ being treated together as parts of a single theme: Movingthings, people and ideas. More generally, the choice of themes – and sub themes – reflects the thrusttowards weakening disciplinary boundaries that is one of the central concerns of NCF-2005.

The format of the syllabus has been evolved to address the underspecification mentionedabove. Instead of merely listing ‘topics’, the syllabus is presented in four columns: Questions, Keyconcepts, Resources and Activities/Processes.

Perhaps the most unusual feature of the syllabus is that it starts with questions rather thanconcepts. These are key questions, which are meant to provide points of entry for the child tostart the process of thinking. A few are actually children’s queries (“How do clouds form?”), butthe majority are questions posed by the adult to support and facilitate learning (provide ‘scaffolding’,in the language of social constructivism). It should be clarified here that these questions are notmeant to be used for evaluation or even directly used in textbooks.



Along with the questions, key concepts are listed. As the name suggests, these are thoseconcepts which are of a key nature. Once we accept that concept development is a complexprocess, we must necessarily abandon the notion that acquisition of a specific concept willbe the outcome of any single classroom transaction, whether it is a lecture or an activity. Anumber of concepts may get touched upon in the course of transaction. It is not necessaryto list all of them.

The columns of Resources and Activities/Processes are meant to be of a suggestive nature,for both teachers and textbook writers. The Resources column lists not only concrete materialsthat may be needed in the classroom, but a variety of other resources, including out-of-classexperiences of children as well as other people. Historical accounts and other narratives are alsolisted, in keeping with the current understanding that narratives can play an important role inteaching science. The Activities column lists experiments, as normally understood in the contextof science, as well as other classroom processes in which children may be actively engaged,including discussion. Of course, when we teach science in a hands-on way, activities are not add-ons; they are integral to the development of the subject. Most experiments/activities would haveto be carried out by children in groups. Suggestions for field trips and surveys are also listed here.Although the items in this column are suggestive, they are meant to give an idea of the unfoldingof the content. Read together with the questions and key concepts, they delineate the breadth anddepth of coverage expected.

The Secondary StageAt the secondary stage, abstraction and quantitative reasoning come to occupy a more centralplace than in the lower classes. Thus the idea of atoms and molecules being the building blocks ofmatter makes its appearance, as does Newton’s law of gravitation.

One of the traps which we have to avoid is the attempt to be comprehensive. While thetemptation exists even in lower classes, at the secondary stage it is particularly strong. Thismay manifest itself in two ways: adding many more concepts than can be comfortably learntin the given time frame, and enumeration of things or types of things, even where there is nostrong conceptual basis for classification. Thus we may end up with a mass of informationthat the child has to perforce memorise. An example is the listing of nine types of glass. Inthe present revision, no attempt is made to be comprehensive. Unnecessary enumeration isavoided. The processes by which factual knowledge can be acquired is more important thanthe facts themselves.

At this stage, while science is still a common subject, the disciplines of physics, chemistry andbiology are beginning to emerge. The child should be exposed to experiences as well as modesof reasoning that are typical of these subjects, while continuing to be encouraged to look at thingsacross disciplinary boundaries. This stage also sees a certain consolidation of knowledge withinthemes. As a result, a theme may get a lot of space in one class (e.g. How things work in Class X)while being absent from the other.



IXTheme/ Questions Key concepts Resources Activities/

Sub-theme Processes

1. FoodHigher yields

2. MaterialsMaterial in ourclothing

Differentkinds ofmaterials

What do we do toget higher yields inour farms?

What kinds ofclothes help us keepcool?Why do wet clothesfeel cool?

In what way arematerials differentfrom each other?Is there somesimilarity inmaterials?

In how many wayscan you group thedifferent materialsyou see around?How do solids,liquids and gases

Plant and animalbreeding andselection for qualityimprovement, use offertilizers, manures;protection frompests and diseases;organic farming.

Cooling byevaporation.Absorption of heat.

All things occupyspace, possess mass.Definition of matter.

Solid, liquid and gas;characteristics –shape, volume,density; change ofstate – melting,freezing,

Visit to any fish/bee/dairy/pig etcfarms; data showingharmful effects ofinsecticides; processfor the preparationof compost, vermi-compost.

Work done inClass VII; glassware,heat source, blackpaper,thermometers.

Everyday substanceslike wood, salt,paper, ice, steel,water, etc.

Wax, water, ice, oil,sugar, camphor/ammoniumchloride/naphthalene.

Collection of weedsfound in fields ofdifferent crops;collection ofdiseased crops;discussion andstudyingcomposting/vermi-composting

(Periods 8)

Experiments toshow cooling byevaporation.Experiments toshow that the whiteobjects get less hot.

(Periods 5)

To feel the texture,observe the colourand lustre, effect ofair, water and heat,etc. on each of thematerials

(Periods 4)

Sorting out amedley of materials,in various ways.Observe shape andphysical state ofdifferent materials.

SCIENCE CLASS IX



Theme/ Questions Key concepts Resources Activities/Sub-theme Processes

What arethings madeof ?

differ from eachother?Can materials existin all the threestates?

What are thingsaround you madeof ?What are thevarious types ofchemicalsubstances?

Do substancescombine in adefinite manner?

How do thingscombine with eachother?Are there anypatterns which canhelp us guess howthings will combinewith each other?

evaporation,condensation,sublimation.

Elements,compounds andmixtures.Heterogeneous andhomogeneousmixtures. Colloidsand suspensions.

Equivalence – that xgrams of A ischemically not equalto x grams of B.

Particle nature, basicunits: atoms andmolecules.Law of constantproportions. Atomicand molecularmasses.

Samples ofcommonly availableelements,compounds andmixtures. Samplesof solution,suspension andcolloid.

Historical accounts.Glassware, chemicals(oxalic acid, sodiumhydroxide,magnesium ribbon).

Kits for makingmolecular models.

Historical accountincludingexperiments ofLavoisier andPriestley.

Observe effect ofheat on each of theresources. (Teacherto perform theexperiment forcamphor,ammonium chlorideand naphthalene.)

(Periods 4)

Discussion on claims‘Air is a mixture’(Mixture of what?How can these beseparated?), ‘Water iscompound’ and‘Oxygen is anelement’.

Titration usingdroppers orsyringes, quantitativeexperiments.

Discussion on thefact that elementscombine in a fixedproportion throughdiscussion onchemical formulaeof familiarcompounds.




Simple numericals tobe done by thestudents.A game for writingformulae. e.g. crisscrossing of valenciesto be taught throughdividing studentsinto pairs. Eachstudent to hold twoplacards: one withthe symbol and theother with thevalency. Keepingsymbols in place,teacher to moveonly valencies toform the formulaof a compound.

Brief historicalaccount ofRutherford’sexperiment.

(Periods 18)

Discussion ondiversity and the

What is thereinside anatom?

3. The Worldof the LivingBiologicalDiversity

How do chemistsweigh and countparticles of matter?

Can we see an atomor a molecule undera microscope or bysome other means?What is there insidean atom?

How do the variousplants around us

Mole concept.Relationship of moleto mass of theparticles andnumbers.Valency.Chemical formulaeof commoncompounds.

Atoms are made upof smaller particles:electrons, protons,and neutrons.These smallerparticles are presentin all the atoms buttheir numbers vary indifferent atoms.Isotopes and isobars.

Diversity of plantsand animals – basic

Charts, films etc.

Specimens of someanimals, and plants




What is theliving beingmade up of?

differ from eachother? How arethey similar?What aboutanimals? How arethey similar to anddifferent from eachother?

What are we madeup of?What are thedifferent parts ofour body? What isthe smallest livingunit?

issues in scientificnaming, Basis ofclassification,Hierarchy ofcategories/groups,Major groups ofplants (salientfeatures) (Bacteria,Thallophyta,Bryophyta,Pteridophyta,Gymnosperms andAngiosperms).Major groups ofanimals (salientfeatures) (Non-chordates up tophyla and Chordatesup to classes).

Cell as a basic unitof life; Prokaryoticand eukaryotic cells,multicellularorganisms; cellmembrane and cellwall, cell organelles:chloroplast,mitochondria,vacuoles, ER, GolgiApparatus; nucleus,chromosomes –basic structure,number.Tissues, organs, organsystems, organism.

not easily observablearound you.

Permanent slides,model of the humanbody.

characteristicsassociated withany group.

(Periods 14)

Observation ofmodel of humanbody to learn aboutlevels oforganization – tissue,organ, system, andorganism, observeblood smears (frogand human), cheekcells, onion peel cell,Spirogyra, Hydrillaleaves (cyclosis).

(Periods 12)




How do wefall sick?

How dosubstancesmove fromcell to cell?

What are thevarious causes ofdiseases?How can diseasesbe prevented?How can weremain healthy?

How do food andwater move fromcell to cell?How do gases getinto the cells?What are thesubstances thatliving organismsexchange with theexternal world?How do theyobtain thesesubstances?

Structure andfunctions of animaland plant tissues(four types inanimals; meristematicand permanenttissues in plants).

Health and its failure.Disease andits causes.Diseases caused bymicrobes and theirprevention –Typhoid, diarrhoea,malaria, hepatitis,rabies, AIDS, TB,polio; pulse polioprogramme.

Diffusion/exchangeof substancesbetween cells andtheir environment,and between the cellsthemselves in theliving system; role innutrition, water andfood transport,excretion, gaseousexchange.

Newspaper articles,information fromhealth centres,photographs ofvarious causalorganisms.Photographs,permanent slides ofbacteria.

Egg membrane,Rhoeo leaves, sugar,microscope, slides.

Surveyingneighbourhood tocollect informationon diseaseoccurrence pattern.Studying the lifecycle of themosquito andmalarial parasite.Discussion on howmalaria is spread,how to preventmosquito breeding.

(Periods 10)

Looking at closedand open stomata,plasmolysis in Rhoeoleaf peels.

(Periods 15)




Analysis of motionof differentcommon objects.Drawing distance-time and velocity-time graphs foruniform motion andfor uniformlyaccelerated motion.

(Periods 12)

Demonstrating theeffect of force onthe state of motionof objects in avariety of daily-lifesituations.Demonstrate thechange in directionof motion of anobject by applyingforce.

(Periods 10)

Analysis of motionof ball falling down

Historical accounts;Experiences fromdaily life; woodenand glass boards,sand, balls; woodensupport, some coins(say of Rs. 2 or Rs.5); tumbler; balloonsetc.

Spring balance

Motion –displacement,velocity; uniformand non-uniformmotion along astraight line,acceleration,distance-time andvelocity time graphsfor uniform anduniformlyaccelerated motion,equations of motionby graphical method;elementary idea ofuniform circularmotion.

Force and motion,Newton’s laws ofmotion: inertia of abody, inertia andmass, momentum,force andacceleration.Elementary idea ofconservation ofmomentum, actionand reaction forces.

Gravitation; universallaw of gravitation,

4. MovingThings, Peopleand IdeasMotion

Force andNewton’s laws

Gravitation

How do wedescribe motion?

What makes thingschange their stateof motion?

What makes thingsfall?




Work, energyand power

Floatingbodies

How do wehear from adistance?

Do all things fall inthe same way?

How do wemeasure work donein moving anything?How does fallingwater make a millrun?

How does a boatfloat on water?

How does soundtravel?What kind ofsounds can we hear?What is an echo?How do we hear?

force of gravitationof the earth (gravity),acceleration due togravity; mass andweight; free fall.

Work done by aforce, energy, power;kinetic and potentialenergy; law ofconservation ofenergy.

Thrust and pressure.Archimedes’principle, buoyancy,elementary idea ofrelative density.

Nature of soundand its propagationin various media,speed of sound,range of hearing inhumans; ultrasound;reflection of sound;echo and sonar.Structure of thehuman ear (auditoryaspect only).

Rope (or string),board or plank,wooden block, ball,arrow, bamboostick, spring, etc.

Cycle pump; boardpins, bulletin board,mug, bucket, wateretc.

String, ball or stoneas bob, water tank,stick, slinky, rope,echo tube, rubberpipe etc.

Model or chartshowing structure ofthe ear.

and of ball thrownup. Measuring massand weight by aspring balance.

(Periods 7)

Experiments onbody rolling downinclined planepushing anotherbody.Experiments withpendulum.Experiments withspring.Discussion.

(Periods 6)

Experiments withfloating and sinkingobjects.

(Periods 4)

Experiment onreflection of sound.

(Periods 10)



X


Why do air, waterand soil seem not tobe consumed?How does thepresence of airsupport life onearth?How have humanactivities createddisturbances in theatmosphere?How does naturework to maintainbalance of itscomponents?

Daily newspapers,magazines and otherreading materials.Weather reports overa few months and airquality reports overthe same timeperiod. Case studymaterial.

Case studies ofactual situation inIndia with moregeneralisedoverview of interrelationship of air,water, soils, forests.Debates on theseissues usingresources mentionedalongside, visit to/from anenvironmentalNGO; discussion.

(Periods 15)


SCIENCE CLASS X

1. Food2. MaterialsDifferentkinds ofmaterials

Why are somesubstances sour andsome bitter in taste?

Orange juice, lemonjuice, soap solution,litmus solution, zinc,

Testing differentsubstances withindicators.

5. HowThings Work6. NaturalPhenomena7. NaturalResourcesBalance inNature

Physical resources:air, water, soil. Airfor respiration, forcombustion, formoderating temp-eratures, movementsof air and its role inbringing rains acrossIndia.Air, water and soilpollution (briefintroduction).Holes in ozone layerand the probabledamages.Bio-geo chemicalcycles in nature:water, oxygen,carbon, nitrogen.

Acids, bases and salts:General properties,examples and uses.




Why does soapsolution feelslippery?Why does seawatertaste salty?

Why does iron rust?Why does paintediron not rust?Why is burningsensation removedwhen one takesantacids?Why do substancesstop burning in theabsence of air?Why is flame seenwhen substancesburn?Can substancesburn without flame?Why does amatchstick kept inthe blue part of theflame not burn?Why is a red coatingformed on the zincrod when it is keptin copper sulphatesolution?What is the materialof the coating?

Types of chemicalreactions:combination,decomposition,displacement, doubledisplacement,precipitation,neutralisation,oxidation andreduction in termsof gain and loss ofoxygen andhydrogen.

Neutralisationreactions

(Periods 5)

Mixing pairs ofsubstancesmentionedalongside, to see thereactions –discussion onchemistry in thekitchen, chemistryinside our bodies.Carrying out simplereactions thatencompassdecomposition,displacement,doubledisplacement,precipitation,neutralisation,oxidation andreduction.

(Periods 10)

copper andaluminium metals.Acids: hydrochloricacid, sulphuric acid,nitric acid. Bases:sodium hydroxide.Common salt.

Turmeric, limejuice,vinegar, baking soda,washing soda, yeast,hot water.Materials such as ironnails, copper strip,aluminium strip, zincstrip, galvanised strip,petri dishes with andwithout covers,container that can befilled with water,cotton wool, etc.




How thingschange/reactwith oneanother.?

Materials ofcommon use

How do copper,silver, iron exist innature?

What is thecomposition ofnatural gas used forcooking?What is petrol?What is vinegar?

How is commonsalt obtained?Besides its use infood, is it used forother purposes?What makeswashing soda andbaking sodadifferent materials?How does bleachingpowder make paperand cloth white?What is the whitematerial that is usedfor making casts?How do soaps cleanclothes?Can some other

Brief discussion ofbasic metallurgicalprocesses.Properties ofcommon metals.Elementary ideaabout bonding.

Carbon compounds,elementary ideaabout bonding.Saturatedhydrocarbons,alcohols, carboxylicacids: (nopreparation, onlyproperties).

Soap – cleansingaction of soap.

Samples of metals:iron, copper, lead,silver, zinc,aluminium, gold; ofnon-metals: sulphur,graphite; of alloys:steel, brass

Models

Kit containingvarious materials likecommon salt,washing soda,baking soda, lime,lime stone, bleachingpowder, plaster ofParis, soaps; alcohol.

Discussions onmetallurgicalprocesses andsimple experimentsinvolving metals,with chemicalreactions.

Experimentsinvolving reactionsof carbon and itscompounds withchemical reactions.Use of models.

(Periods 16)

Use of kit materialsfor demonstrationas well asperforming ofexperiments bystudent ofproperties.Visits tofactories.

(Periods 8)




How areelementsclassified?

3. The Worldof the LivingOurEnvironment

How do westay alive?

material be used forcleaning clothes?Why does a manlose control on hisbody after drinkingalcohol?Why do peoplebecome blind ondrinking denaturedalcohol?

How do chemistsstudy such a largenumber ofelements?

What will happen ifwe bury differentmaterials in the soil?What will happen ifwe kill all insects?Some of us eatmeat; some do not –what about animals?

What are theprocesses neededfor living?

Gradations inproperties:Mendeleev periodictable.

Our Environment:Environmentalproblems, what canwe do? Biodegradable, non-biodegradable.Ozone depletion.

Define ‘living’ things;Basic concept ofnutrition, respiration,transport andexcretion in plantsand animals.

Brief historicalaccount, charts, filmsetc.

Discussion on foodhabits of animals,finding out thevarious wastematerials producedand their disposal indifferent parts ofthe country.

Models and chartsof various systemsin animals, and partsin plants.

Predicting trends onthe basis of thetable.

(Periods 5)

Activity of buryingdifferent materials inthe soil and studyingperiodically whathappens; constructionof food web usingmodels, classificationof some commonplants and animals asconsumers etc.

(Periods 8)

Study various thingsaround to decidewhether they areliving/non living.

(Periods 15)




Control in theliving

Reproductionin the living

Heredity andevolution

Why do roots growtowards theground? Can wemake them growupwards? Why dostems growupwards?

Do plants andanimals have similarreproductive cycles?Can we decide howmany children areborn in a family?

Why are we like ourparents? Did similarplants and animalsexist in the past?Did life alwaysexist?

Tropic movements inplants; Introductionto plant hormones;Control andcoordination inanimals: voluntary,involuntary and reflexaction, nervoussystem; chemicalcoordination: animalhormones.

Reproduction inplants and animals.Need for andmethods of familyplanning.Safe sex vs. HIV/AIDS.Childbearing andwomen’s health.

Heredity; Origin oflife: briefintroduction; Basicconcepts ofevolution.

Young plants forexperiments, seeds;Kit materials;Pavlov’s experimenton conditionedreflex.

Permanent slide L.S.grain; charts/specimens ofembryos, egg.Charts and othermaterials on familyplanning.Newspaper reportson HIV/AIDS.

Data and worksheetfrom Mendel’sexperiments,specimen of fossil.

Experiments ontropic movements inplants – geotropism,hydrotropism,phototropism,interaction offactors; experimenton apicaldominance;demonstration ofreflex action.

(Periods 10)

Study pollen tubegrowth and pollentubes on a stigmaticmount, mountsoaked seeds to seeembryonal axis,cotyledons etc., seedgermination –epigeal andhypogeal; structureof the hen’s egg.Discussion on familyplanning andresponsibleparenting.

(Periods 10)

Phenotypic ratio 3:1,2:1., 9:3:3:1

(Periods 10)




4. MovingThings,People andIdeas5. Howthings workElectricCircuits

In which directiondoes current flowinside a conductor?

How is potentialdifference across aconductor related tocurrent through theconductor?

How can youarrange a given setof resistors so thatthe same currentflows through all?

Potential difference,potential.

Ohm’s law

Series combinationof resistances.

Battery, conductorvoltmeter, ammeter,connecting wire, key.

-do-And rheostats

-do-and given set ofresistors.

Using a simpleelectric circuit, showthat charges flowfrom higherpotential to lowerpotential.Use the analogy offlow of water fromhigher (potential tohighest energy)lower height (lowerpotential energy).

Using a circuitconsisting of aconductor, battery,key, voltmeter andammeter, establish arelationship betweenpotential differenceand current andhence Ohm’s law.

Using the Ohm’s lawcircuit, establishingthe properties ofseries combinationand the rule forresistance.




How are appliancesconnected in ahouse?

How much heat isgenerated when acurrent I flowsthrough a resistor?

How does theneedle of acompass changedirection whenplaced at differentpoints near amagnet?

Does a currentcarrying conductorproduce a magneticfield?

What happens to acurrent carryingconductor when it isplaced in a magneticfield?

Parallel combinationof resistances.

Power dissipated dueto current. Interrelation between P, V,I and R.

Magnetic fieldField lines

Field due to acurrent carrying wire.Field due to currentcarrying coil orsolenoid.

Force on currentcarrying conductorFleming’s left handrule.

-do-and given set ofresistors.

Appliances based onheating effect ofcurrent in daily life.

A magnet, compass,white sheet, drawingboard, drawing pins.

A battery, aconductor, compass,key, A coil, Asolenoid.

A small rod, standand two wires forsuspe-nding the rod, astrong horseshoemagnet.

Establishing the rulefor parallelcombination ofresistors.

Identification ofappliances in dailylife base on heatingeffect of current.Calculation ofpower in daily lifesituations.

(Periods 12)

Drawing magneticfield lines in vicinityof a bar magnet.

Demonstrating thata current carryingconductor producesa magnetic field.Demonstrating themagnetic fieldproduced by acurrent carrying coilor solenoid.

Demonstrating that acurrent carryingconductor whenplaced in a magneticfield experiences force.

Magnets




How does theabove effect help usto design machinesto do work?

What do youobserve when amagnet is movedtowards a wireconnected to agalvanometer?

How can thephenomenon ofelectromagneticinduction be usedto design a deviceto generateelectricity?

Does the currentproduced by agenerator have thesame direction allthe time?

How are the bulbsetc. connected tothe AC source inour homes?

Electric motor.

Electromagneticinduction.

Induced potentialdifferences, inducedcurrent.

Electric generator.principle andworking.

Direct current.Alternating current;frequency of AC.Advantage of ACover DC.

Domestic electriccircuits.

Appliances usingmotors.

Two coils of wire,a magnet,a galvanometer.

Iron nails, battery,switch.

A simple model ofelectric generator.

Model of electricgenerator.

Demonstrationboard for domesticelectric circuit.

Demonstrating theworking of amotor.Identifying theappliances based onelectric motors.

Demonstrating thephenomenon ofelectromagneticinduction.Demonstrating thatcurrent is induced ina coil kept near acoil in which currentchanges.

Demonstrating theprinciple andworking of agenerator.

Familiarising withvoltage andfrequency of AC inour homes.

Explaining theworking of domesticelectric circuits.Demonstrating the




6. NaturalPhenomena

Why is paper burntwhen light passingthrough a lensstrikes it?

Does a sphericalmirror also exhibitsimilarphenomenon?Can we see a fullimage of a tallbuilding using asmall mirror?

Why does a spoonpartly immersed inwater in atransparent glassappear broken atthe level of waterwhen viewed fromthe sides?

What do lenses do?How do theycorrect defects invision?

Convergence anddivergence of light.

Images formed by aconcave mirror;related conceptscentre of curvature,principal axis. Opticalcentre, focus, focallength.

Refraction; laws ofrefraction.

Images formed by aconvex lens;functioning of lens inhuman eye;problems of visionand remedies.

Experience. Doubleconvex lens.

A candle, stand tohold a mirror, meterscale.

Glass slab, pins.

Convex lens.

use of a fuse indomestic circuit.

(Periods 12)

Observation ofconvergence anddivergence withlenses.

Exploring andrecording featuresof images formedby a concave mirror,by placing an objectbeyond c.c.,between c.c. andfocus, and betweenpole and focus; raydiagrams.

Activity to explorelaws of refraction.

Activity exploring andrecording features ofimages formed byconvex lens. Raydiagrams. Studyingthe glasses used by




7. NaturalResourcesConservationof NaturalResources

Why does the pathof light change onentering a differentmedium?

Why or how does aprism disperse light?

Why is the sky blue?

How can wecontribute toprotectenvironment in ourlocality?What are the majorglobalenvironmental issuesof direct relevanceto us?

Application ofspherical mirrors andlenses.

Appreciation ofconcept ofrefraction; velocityof light; refractiveindex; twinkling ofstars; dispersion oflight.

Dispersion of light.

Scattering of light.

Management ofnatural resources.Conservation andjudicious use ofnatural resources.Forest and wild life,coal and petroleumconservation.

Concepts learntearlier.

Prism, pins.

Observations andexperience.

Articles/stories onconservation; Posterson environmentalawareness.

human beings tocorrect differentvision defects.

Activities studyingrefraction.

Observation ofobjects throughprisms; tracing raysrefracted through aprism; discussion.

Activity showingscattering of light inemulsion etc.

(Periods 25)

Case studies withfocus oncommercialactivities exploitingnatural resources.Effect of these onvaries cycles innatures.




What are the stepsexpected on thepart of localadministration tomaintain balances innature in yourregion? How canwe help?

How does theconstruction of bigdams affect the lifeof the people andthe regionalenvironment?Are rivers, lakes,forests and wild lifesafe in your area?

What are thevarious sources ofenergy we use? Areany of these sourceslimited? Are therereasons to prefersome of them overothers?

People’sparticipation. Chipkomovement.Legal perspectives inconservation andinternational scenario.

Big dams:advantages andlimitations;alternatives if any.Water harvesting.Sustainability ofnatural resources.

Different forms ofenergy, leading todifferent sources forhuman use: fossilfuels, solar energy;biogas; wind, waterand tidal energy;nuclear energy.Renewable versusnon-renewablesources.

The regionalenvironment

Sources ofenergy

Case studies onChipko movement;CNG use.

Case study materialon dams.Resource material onwater harvesting.

Experience; printmaterial on varioussources of energy;materials to make asolar heater.

Making posters/slogans for creatingawareness.

Case studies withfocus on issues ofconstruction ofdams and relatedphenomena (actual/probable).Debates on issuesinvolved.

Discussion.Making models andcharts in groups.Making a solarheater/cooker.

(Periods 8)




Why do air, waterand soil seem not tobe consumed?How does thepresence of airsupport life onearth?How have humanactivities createddisturbances in theatmosphere?How does naturework to maintainbalance of itscomponents?

Daily newspapers,magazines and otherreading materials.Weather reports overa few months and airquality reports overthe same timeperiod. Case studymaterial.

Case studies ofactual situation inIndia with moregeneralisedoverview of interrelationship of air,water, soils, forests.Debates on theseissues usingresources mentionedalongside, visit to/from anenvironmentalNGO; discussion.

(Periods 15)

5. HowThings Work6. NaturalPhenomena7. NaturalResourcesBalance inNature

Physical resources:air, water, soil. Airfor respiration, forcombustion, formoderating temp-eratures, movementsof air and its role inbringing rains acrossIndia.Air, water and soilpollution (briefintroduction).Holes in ozone layerand the probabledamages.Bio-geo chemicalcycles in nature:water, oxygen,carbon, nitrogen.



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