Wednesday, 20 February 2008
CENTRAL BOARD OF SECONDARY EDUCATION
2, COMMUNITY CENTRE, PREET VIHAR, DELHI – 110092
D(A)/PA/CIR/05 Dated:25th March, 2005
Circular No. 19/2005
All Heads of Institutions
Affiliated to CBSE
Dear Principal,
Sub: Restructuring of Science Practical Work – Reg
As a part of its ongoing exercise in improving curricular transactions in schools, the
Board has decided to restructure the existing pattern of science practical work in schools at the
secondary level. The revised scheme of practical work envisages a written paper on practical
examination along the lines of the theory examination. A concept paper on “Restructuring of
science practicals at secondary level” is enclosed.
The salient feature of the scheme are:
The theory examination will be of duration of 2½ hours and will be based on 60
marks
There will be a separate paper on practical skills in Science and Technology for
20 marks
The duration of the examination on practical skills will be 1½ hours
The paper on practical skills will be based on Multiple Choice Questions
The examination on practical skills will be conducted by the Board soon after
the theory examination on a separate date notified by the Board
There will be an internal assessment in Science & Technology with an allocation
of 20 marks
The marks for theory and practical will be indicated separately in the statements
of Marks issued by the Board
The scheme will come into force with effect from the ensuing academic year (2005-06)
commencing from April 2005 in class IX. In other words, the class X examination of March 2007
will be held according to the revised scheme. You are requested to kindly go through the
concept paper carefully and ensure its effective implementation in your school. Kindly bring it to
the notice of all the stakeholders of your school.
Yours faithfully,
(G. BALASUBRAMANIAN)
DIRECTOR (ACADEMIC)
Restructuring Science Practicals at Secondary Level
Relevance of Science Education:
The subject of science occupies a central place in the learning paradigm of school
education. It is one of the subjects in the core curriculum as envisaged in the National
Policy of Education. All commissions on education have laid adequate emphasis on the
learning of science at the school level in order to develop right scientific attitude and
aptitude among the younger generation of the country. Learning of science provides
skills of rational thinking, enhances the qualities of observation, logic, analysis, critical
thinking. Objective interpretation, problem-solving and decision making apart from
several other skills. The applications of science and the emergence of technology have
enhanced the learning climate to empower productive and profitable use of matter,
materials and energy for better quality of life.
The school Science curriculum
In the school education climate, in the first few years of primary schooling emphasis is
laid on environmental sciences. At the middle school level, an integrated approach is
adopted so that the learners are able to envisage science in a holistic manner as a
mode of thinking based on certain established scientific procedures rather than as a
conglomeration of some ideas and concepts of individual disciplines. This is a stage
where learners tend to develop the ability of questioning the concepts and procedures
with questions of ‘why, how and why not?” It is also required at this level that
demonstration be given in the classroom so as to develop the quality of keen
observation and enhance interest in learning of the subject.
The secondary level provides the most appropriate climate for finding answers to many
of the questions they had raised earlier and to indulge in probing into the systems to find
answers. This is a stage which empowers them to develop skills of logical thinking,
scientific aptitude and attitude. The curriculum and textual materials provide necessary
foundational inputs to meet the challenges in the learning process of science and
technology. However, it is the transaction of science that goes a long way in achieving
the above objectives.
The context of Practical work:
It is an established fact that science and technology is not learnt exclusively from
textbooks and other reading materials. The students should have adequate opportunity
to learn by doing. The skills learnt during practical work in a laboratory facilitate them to
explore, discover and innovate. The study of Science & Technology should enable the
learners to pursue the subject with a sense of joy, a spirit of inquiry and a sense of
adventure.
Some of the skills the students learn in laboratory include:
Planning
Manipulation
Analysis
Observation
Comparison
Interpretation
Problem-solving
Calculation
Decision-making
Several other skills could also be identified and facilitated.
Laboratory work has been incorporated in the science curriculum as an essential
component. Schools are expected to use meaningful pedagogical skills in classrooms
through demonstrations and in laboratories through hands-on experience to the
students. The objective of Practical work is not only facilitating the learners in the use of
laboratory equipments and instruments, but to use them in a scientific manner with
safety precautions. The hands-on experience is aimed to provide a sense of confidence
and a feeling of discovery in the minds of learners apart from basic manipulative skills.
Evaluation of practical work – the current scenario:
Keeping in view that these skills are not measurable during a short interval of time
during the conduct of a practical examination, especially up to the secondary level, the
Board had proposed the scheme of continuous and comprehensive evaluation of the
practical work during the entire academic year when various practical activities are
carried out by the students in the classroom.
It is also important to note that adequate opportunities need to be given to the students
to adopt an open ended approach while dealing with problems of science and
technology, so that they are not conditioned necessarily by a pre-conceived end result.
There is also adequate scope for extended learning through practical experiences which
cannot be framed into a pre-fabricated record of work. It is essential that the
performance of practical in the school should give better understanding of the concepts
and promote critical inquiry among the learners so that they are able to apply this
knowledge whenever called for both in similar as well as other different situation.
It has been observed by the Board, over a period of time, that the practical work is not
being conducted by a large number of schools in the true spirit in which they have to be
done. Even in places, where adequate infrastructural facilities and support mechanisms
exist, the practical work is being conducted in a very ceremonious manner as if it is a
part of a formality to complete in the process of learning science. The evaluation of
practical work also raises many debatable issues including the credibility and validity of
such assessments. There is poor correlation in many cases between the performance
of students in theory and practical work, though it may be incorrect to correlate their
relevance in all cases. Nevertheless it is a meaningful indicator.
Most often, the fact that the assessment is conducted internally makes the schools to
adopt a very casual approach to the practical work. The students, having completed the
course do score marks, though they have, in many cases, not acquired the essential
scientific skills. The situation needs to be addressed. A paradigm shift in the approach
seems to be essential to give adequate thrust to practical work so that there is
seriousness and sincerity of purpose and it also empowers the learners with the
objectives which have been defined for the same.
The proposed change:
It is in this context, that the Board has decided to make some changes in the subject of
Science & Technology for assessment at secondary level.
Present position (for secondary classes):
Total Marks for science and technology : 100 marks
Marks for Theory Examinations(3 hours): 75 Marks
Marks for Internal Assessment of Practical work: 25 Marks
The Revised Scheme:
Total Marks for Science & Technology: 100 Marks
Marks for Theory Examination (2 ½ hours): 60 Marks
Marks for Written Examination Science & Technology (practical skills) (1½ hours):
20 marks
Marks for Internal Assessment: 20 Marks
Theory Examination:
The time of the theory examinations would be reduced to 2½ hours from the
existing time of 3 hours. The syllabi for the theory examination will be suitably pruned
and marks for different units would be modified and intimated. A revised sample
question papers would also be issued by the Board in this regard.
Written Examination In Practical work:
The Board will conduct a written examination on the practical syllabi notified for
the practical work in the subject of Science & Technology. The objective of the
examination would be to assess the depth of understanding of the work done by the
students during the year. It will test apart from the concept, the skills involved, the
critical thinking competencies and the ability to apply the hands-on skills. The Board
would bring out a sample question paper shortly to facilitate the schools to adopt
themselves with comfort to this new scheme.
The pattern of the question paper will be based on Multiple Choice. An OMR sheet will
be used for answering questions and evaluation will be done using computers. The
duration of this examination will be 1½ hours. This examination will be held on a day
later than the theory examination as would be notified in the schedule of the
examination.
Internal Assessment:
The internal assessment of the learners would be made during the school
academic year and the weightage of twenty (20) marks will have the following
components:
Testing of skills (skills will be listed) : 15 marks
Record of Practical work and Viva : 5 marks (3+2)
The Board will bring detailed guidelines to schools on effective implementation of the
internal assessment.
Certification:
The marks obtained by the candidate will be reflected in the statement of marks issued
by the Board in the following manner:
Theory (60 Marks)
Practical (40 Marks)
Total (100 Marks)
Marks obtained by a student in theory and practical will be indicated separately in the
certificate to be issued by the Board.
This revised scheme will come into effect from the ensuing academic session (2005-06)
for class IX and hence the students appearing in class X in March 2007 examination will
take up the secondary examinations in the revised scheme.
The need:
The schools need to understand the objective of the proposal and ensure its effective
implementation. This calls for review of the existing curriculum transaction in the
classrooms. The quality of teaching science has to be made more pragmatic, relevant,
life-oriented and facilitate critical inquiry in the minds of the learners. This will help the
learners to acquire self confidence, a sense of enterprise and focus on productivity. It
needs intense discussion with science teachers, planning of the pedagogy and close
monitoring. As such the Board hopes that this would bring an appropriate climate
building even in the middle level of the school with due emphasis on demonstrations
and hands-on experience. The effective implementation of this scheme calls for
commitment and synergy on the part of all affiliated schools, but it is an important
emerging requirement of the system, if we have to usher the nation to the status of a
developed country.
2, COMMUNITY CENTRE, PREET VIHAR, DELHI – 110092
D(A)/PA/CIR/05 Dated:25th March, 2005
Circular No. 19/2005
All Heads of Institutions
Affiliated to CBSE
Dear Principal,
Sub: Restructuring of Science Practical Work – Reg
As a part of its ongoing exercise in improving curricular transactions in schools, the
Board has decided to restructure the existing pattern of science practical work in schools at the
secondary level. The revised scheme of practical work envisages a written paper on practical
examination along the lines of the theory examination. A concept paper on “Restructuring of
science practicals at secondary level” is enclosed.
The salient feature of the scheme are:
The theory examination will be of duration of 2½ hours and will be based on 60
marks
There will be a separate paper on practical skills in Science and Technology for
20 marks
The duration of the examination on practical skills will be 1½ hours
The paper on practical skills will be based on Multiple Choice Questions
The examination on practical skills will be conducted by the Board soon after
the theory examination on a separate date notified by the Board
There will be an internal assessment in Science & Technology with an allocation
of 20 marks
The marks for theory and practical will be indicated separately in the statements
of Marks issued by the Board
The scheme will come into force with effect from the ensuing academic year (2005-06)
commencing from April 2005 in class IX. In other words, the class X examination of March 2007
will be held according to the revised scheme. You are requested to kindly go through the
concept paper carefully and ensure its effective implementation in your school. Kindly bring it to
the notice of all the stakeholders of your school.
Yours faithfully,
(G. BALASUBRAMANIAN)
DIRECTOR (ACADEMIC)
Restructuring Science Practicals at Secondary Level
Relevance of Science Education:
The subject of science occupies a central place in the learning paradigm of school
education. It is one of the subjects in the core curriculum as envisaged in the National
Policy of Education. All commissions on education have laid adequate emphasis on the
learning of science at the school level in order to develop right scientific attitude and
aptitude among the younger generation of the country. Learning of science provides
skills of rational thinking, enhances the qualities of observation, logic, analysis, critical
thinking. Objective interpretation, problem-solving and decision making apart from
several other skills. The applications of science and the emergence of technology have
enhanced the learning climate to empower productive and profitable use of matter,
materials and energy for better quality of life.
The school Science curriculum
In the school education climate, in the first few years of primary schooling emphasis is
laid on environmental sciences. At the middle school level, an integrated approach is
adopted so that the learners are able to envisage science in a holistic manner as a
mode of thinking based on certain established scientific procedures rather than as a
conglomeration of some ideas and concepts of individual disciplines. This is a stage
where learners tend to develop the ability of questioning the concepts and procedures
with questions of ‘why, how and why not?” It is also required at this level that
demonstration be given in the classroom so as to develop the quality of keen
observation and enhance interest in learning of the subject.
The secondary level provides the most appropriate climate for finding answers to many
of the questions they had raised earlier and to indulge in probing into the systems to find
answers. This is a stage which empowers them to develop skills of logical thinking,
scientific aptitude and attitude. The curriculum and textual materials provide necessary
foundational inputs to meet the challenges in the learning process of science and
technology. However, it is the transaction of science that goes a long way in achieving
the above objectives.
The context of Practical work:
It is an established fact that science and technology is not learnt exclusively from
textbooks and other reading materials. The students should have adequate opportunity
to learn by doing. The skills learnt during practical work in a laboratory facilitate them to
explore, discover and innovate. The study of Science & Technology should enable the
learners to pursue the subject with a sense of joy, a spirit of inquiry and a sense of
adventure.
Some of the skills the students learn in laboratory include:
Planning
Manipulation
Analysis
Observation
Comparison
Interpretation
Problem-solving
Calculation
Decision-making
Several other skills could also be identified and facilitated.
Laboratory work has been incorporated in the science curriculum as an essential
component. Schools are expected to use meaningful pedagogical skills in classrooms
through demonstrations and in laboratories through hands-on experience to the
students. The objective of Practical work is not only facilitating the learners in the use of
laboratory equipments and instruments, but to use them in a scientific manner with
safety precautions. The hands-on experience is aimed to provide a sense of confidence
and a feeling of discovery in the minds of learners apart from basic manipulative skills.
Evaluation of practical work – the current scenario:
Keeping in view that these skills are not measurable during a short interval of time
during the conduct of a practical examination, especially up to the secondary level, the
Board had proposed the scheme of continuous and comprehensive evaluation of the
practical work during the entire academic year when various practical activities are
carried out by the students in the classroom.
It is also important to note that adequate opportunities need to be given to the students
to adopt an open ended approach while dealing with problems of science and
technology, so that they are not conditioned necessarily by a pre-conceived end result.
There is also adequate scope for extended learning through practical experiences which
cannot be framed into a pre-fabricated record of work. It is essential that the
performance of practical in the school should give better understanding of the concepts
and promote critical inquiry among the learners so that they are able to apply this
knowledge whenever called for both in similar as well as other different situation.
It has been observed by the Board, over a period of time, that the practical work is not
being conducted by a large number of schools in the true spirit in which they have to be
done. Even in places, where adequate infrastructural facilities and support mechanisms
exist, the practical work is being conducted in a very ceremonious manner as if it is a
part of a formality to complete in the process of learning science. The evaluation of
practical work also raises many debatable issues including the credibility and validity of
such assessments. There is poor correlation in many cases between the performance
of students in theory and practical work, though it may be incorrect to correlate their
relevance in all cases. Nevertheless it is a meaningful indicator.
Most often, the fact that the assessment is conducted internally makes the schools to
adopt a very casual approach to the practical work. The students, having completed the
course do score marks, though they have, in many cases, not acquired the essential
scientific skills. The situation needs to be addressed. A paradigm shift in the approach
seems to be essential to give adequate thrust to practical work so that there is
seriousness and sincerity of purpose and it also empowers the learners with the
objectives which have been defined for the same.
The proposed change:
It is in this context, that the Board has decided to make some changes in the subject of
Science & Technology for assessment at secondary level.
Present position (for secondary classes):
Total Marks for science and technology : 100 marks
Marks for Theory Examinations(3 hours): 75 Marks
Marks for Internal Assessment of Practical work: 25 Marks
The Revised Scheme:
Total Marks for Science & Technology: 100 Marks
Marks for Theory Examination (2 ½ hours): 60 Marks
Marks for Written Examination Science & Technology (practical skills) (1½ hours):
20 marks
Marks for Internal Assessment: 20 Marks
Theory Examination:
The time of the theory examinations would be reduced to 2½ hours from the
existing time of 3 hours. The syllabi for the theory examination will be suitably pruned
and marks for different units would be modified and intimated. A revised sample
question papers would also be issued by the Board in this regard.
Written Examination In Practical work:
The Board will conduct a written examination on the practical syllabi notified for
the practical work in the subject of Science & Technology. The objective of the
examination would be to assess the depth of understanding of the work done by the
students during the year. It will test apart from the concept, the skills involved, the
critical thinking competencies and the ability to apply the hands-on skills. The Board
would bring out a sample question paper shortly to facilitate the schools to adopt
themselves with comfort to this new scheme.
The pattern of the question paper will be based on Multiple Choice. An OMR sheet will
be used for answering questions and evaluation will be done using computers. The
duration of this examination will be 1½ hours. This examination will be held on a day
later than the theory examination as would be notified in the schedule of the
examination.
Internal Assessment:
The internal assessment of the learners would be made during the school
academic year and the weightage of twenty (20) marks will have the following
components:
Testing of skills (skills will be listed) : 15 marks
Record of Practical work and Viva : 5 marks (3+2)
The Board will bring detailed guidelines to schools on effective implementation of the
internal assessment.
Certification:
The marks obtained by the candidate will be reflected in the statement of marks issued
by the Board in the following manner:
Theory (60 Marks)
Practical (40 Marks)
Total (100 Marks)
Marks obtained by a student in theory and practical will be indicated separately in the
certificate to be issued by the Board.
This revised scheme will come into effect from the ensuing academic session (2005-06)
for class IX and hence the students appearing in class X in March 2007 examination will
take up the secondary examinations in the revised scheme.
The need:
The schools need to understand the objective of the proposal and ensure its effective
implementation. This calls for review of the existing curriculum transaction in the
classrooms. The quality of teaching science has to be made more pragmatic, relevant,
life-oriented and facilitate critical inquiry in the minds of the learners. This will help the
learners to acquire self confidence, a sense of enterprise and focus on productivity. It
needs intense discussion with science teachers, planning of the pedagogy and close
monitoring. As such the Board hopes that this would bring an appropriate climate
building even in the middle level of the school with due emphasis on demonstrations
and hands-on experience. The effective implementation of this scheme calls for
commitment and synergy on the part of all affiliated schools, but it is an important
emerging requirement of the system, if we have to usher the nation to the status of a
developed country.
Saturday, 7 July 2007
"Proof for 4=5 - from Ramanujam's dairy!"
Ramanujam's proof!!.... can u find any flaws?? Can U Prove 4=5?? This seems to be an anomaly or whatever u call in mathematics. It seems, Ram anujam found it but never disclosed it during his life timeand that it has been found from his dairy. See this illustration:
-20 = -20
16-36 = 25-45
adding 81/4 to both sides:
16-36+(81/4) = 25-45+(81/4)
Changing the order
16+(81/4)-36 = 25+(81/4)-45
(this is just like : a square + b square - two a b = (a-b)square. )
Here a = 4, b=9/2 for L.H.S and a =5, b=9/2 for R.H.S. So it can be expressed as follows:
(4-9/2)(4-9/ 2) = (5-9/2)(5-9/ 2)
Taking positive square root on both sides:
4 - 9/2 = 5 - 9/2
4 = 5 hence proved
Ramanujam's proof!!.... can u find any flaws?? Can U Prove 4=5?? This seems to be an anomaly or whatever u call in mathematics. It seems, Ram anujam found it but never disclosed it during his life timeand that it has been found from his dairy. See this illustration:
-20 = -20
16-36 = 25-45
adding 81/4 to both sides:
16-36+(81/4) = 25-45+(81/4)
Changing the order
16+(81/4)-36 = 25+(81/4)-45
(this is just like : a square + b square - two a b = (a-b)square. )
Here a = 4, b=9/2 for L.H.S and a =5, b=9/2 for R.H.S. So it can be expressed as follows:
(4-9/2)(4-9/ 2) = (5-9/2)(5-9/ 2)
Taking positive square root on both sides:
4 - 9/2 = 5 - 9/2
4 = 5 hence proved
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