Guidance Tutorials

2009-05-26T14:34:00.001+05:30

2009-05-26T14:34:00.000+05:30

2008-03-01T12:18:00.000+05:30

All the best

2008-02-20T13:08:00.001+05:30

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.

2007-07-07T23:51:00.000+05:30

"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

ALWAYS USE LEFT EAR FOR MOBILE PHONES

2007-07-03T21:06:00.001+05:30

Please use left ear while using cell (mobile), because if you use the right one it will affect brain directly. This is a true fact from Apollo medical team.

2007-07-03T20:16:00.000+05:30

How excessive attention and goodies spoil your kids

The behaviour of a spoiled child is usually unsettling for his/ her parents.
Spoiled misconduct may involve one or more of the following characteristics:
~ The child does not obey -- for instance, he/ she will keep right at what he/ she is doing, in spite of being told to stop or discontinue a particular activity.
~ The child does not co-operate with parents, or heed their advice and suggestions.
~ Very often, spoiled children back-answer and defy their parents, to prove their assertiveness.
~ Spoiled kids don't understand the difference between their needs and their wishes.
~ They insist on having their own way under any circumstances, and make unjust and excessive demands of others.
~ They are always seeking attention, and don't respect the rights and wishes of others.
~ They try to control people.~ They have very low tolerance levels, and frequently complain of boredom.
~ Spoiled children whine or throw tantrums often.If your child exhibits one or more of the characteristics mentioned above on a regular basis, it is very likely that he/ she is being spoiled, and that there is a flaw in your disciplining methods. So what do you do to prevent or reverse such a situation?

Here are a few pointers on how to handle a spoiled child:
~ Set your child rules and limits as per his/ her age and level of responsibility:
Just as parents have a responsibility to keep their child's environment safe, they also have a responsibility to take charge, set limits and lay down rules for the child. Youngsters thrive on rules and limits. Hearing 'no' occasionally is good for them.
Parents need to let their children know the rules in advance, and follow through with them. Your child will still love you, even if you say 'no' at times. Explain why your child isn't allowed to do or have something, but you don't need to provide a reason for every rule. Sometimes, it is just because 'that's the rule'.
And rules are not open to negotiation. Some examples of rules include going to bed on time, not hitting anyone, eating meals at the dining table, etc. Children need external control until they can develop self-control and self-discipline. Remember, as your child grows older, reduce the limits imposed, and increase the freedom.~ Offer choices where possible:
In situations where there are no fixed rules, give your children opportunities to make a choice -- for instance, which book to read, which toys to take to the park, which clothes to wear etc. Make sure your kids know the difference between areas in which they have choices, and areas in which they do not.~ Understand your child's upsets:
Distinguish between your child's needs and wishes. Needs include relief from pain, hunger, fatigue, and fear. The best thing to do at such times is to hug your child and respond to his/ her crying immediately -- for instance, if it's hunger that's the problem, provide food immediately, and if it's fatigue, put the child to bed at once.
When crying is part of a child's tantrum, however, ignore it.

~ Never give in to tantrums:
Children throw temper tantrums to get your attention, to wear you down, to get you to change your mind, and to get their own way. Crying is used to change your 'no' to a 'yes'. Tantrums may include whining, complaining, crying, breath-holding, pounding the floor, shouting, throwing things, or slamming a door.
As long as your child stays in one place and is not too destructive or in a position to cause any harm, you should feign ignorance during a tantrum. If you are not able to handle the shouting, leave the room. But don't give the child extra attention by lecturing or nagging, and don't give in to the tantrum either.
Don't punish children for crying, call them crybabies, or tell them that they shouldn't cry. Accept what they are feeling, but don't give in to their demands. If you give in, the child will learn that throwing tantrums is a way to get things done.~ Teach your children to cope with boredom:
Assuming that you talk and play with your children for several hours a day, you do not need to be by their side constantly, nor is it necessary to provide them with structured activities or a constant companion at all times.
When you're busy, expect your children to occupy themselves with art and craft, toys, books etc. Even one-year-olds can keep themselves busy for 15 minutes at a time. By the age of three, most children can keep themselves entertained for half their spare time. When you tell your children to find something to do on their own, you are doing them a favour. A lot of creative development, thinking, and imagination stems from coping with boredom.~ Teach your child to be patient:
Waiting teaches a child how to deal with frustration. All adult matters in which they have no part to play hold some degree of frustration for youngsters. Learning to be patient is something children must learn gradually, and it takes practice.
Don't feel guilty if you have to make your child wait a few minutes now and then (for example, when you are having a chat with a friend in person, or on the phone). Waiting awhile doesn't hurt children, but teaches them perseverance and patience at the same time. ~ Let your child face normal life challenges:
Changes such as moving home and starting school are normal life pressures. These provide kids with opportunities for learning and problem-solving. Always be available and supportive, but don't help your children with situations they can handle themselves. In short, don't overprotect them. Their coping skills and self-confidence will benefit them in the long run.

~ Know when to encourage your child:
Children need encouragement, but don't overdo it. Encourage them for good behavior and obeying the rules. Encourage them to try new things and work on difficult tasks, but teach them to do things for their own satisfaction too.

Self-confidence and a sense of accomplishment come from completing tasks that they set themselves. Giving children excessive attention whenever they accomplish something, however, can make them praise-dependent and demanding. Avoid the tendency to overpraise commonplace achievements.

~ Teach your children to respect the rights of adults:
A child's needs for love, food, clothing, safety, and security are obviously first priority to the parents. However, your needs are important too. This is especially true of working parents -- their time with family is limited.
Both the quality and quantity of time you spend with your child is important. Quality time is time that is enjoyable, interactive, and focused on your child. Children need some quality time with their parents every day. But spending every free moment of your evenings and weekends with your kids is not good for them, nor for you.

You need a balance to preserve your emotional wellbeing and mental health. Spending time with your spouse or friends will not only nurture your adult relationships, but also help you return to the parenting role with more to give. Children should learn how to accept separations from their parents. If they aren't taught to respect your rights, they may not learn to respect the rights of other adults either.

~ Don't buy your child goodies as a means of bonding with him/ her:
If your parent-child relationship is based on a supply of material goods, your child won't have the chance to experience unconditional love.

Instead, spend time with your child. Do things together that both of you enjoy. In case you haven't been able to spend time with your child lately, don't take him/ her shopping to make up for it and lessen the guilt you may feel. A better option is to take your child on an outing, and catch up on the days that you have missed.

2007-06-24T21:52:00.000+05:30

Seven Tips to select A Good Study Place
You may have noticed sometimes that your study place is not comfortable and you feel tired soon while studying. Your study place must be cool and comfortable. Here are some tips that will help you to select a good study place.

1. Your study should always available to you. It should not be a corner of the Guest Room or the Bed Room. As far as possible don’t share your study place with other activities. If it is not possible to get separate study place, it is better to fix timings when the place will be free for studies and arrange your study time-table as per the changes.

2. The study place must be free from any type of interruptions. These interruptions break your concentration and you may not be quite attentive to your studies. Some students feel better to study at night as it is completely uninterrupted study time. But night-long studies are not advised by experts. Rather than doing so, it is better to find a good study place without interruptions.

3. Generally quiet environment is best for students. Loud voices, Television, Radio and other audio-visual activities near study place are not recommended. Keep them away. At least at the time of study, switched them off. Some students feel that light music help them in concentrating better on studies. Such students can use it.

4. Be sure your Study Place must have reference books and notes and other stationary items such as pens and pencils, paper, ruler, calculator, and whatever else you might need. If you use a computer for your schoolwork, it should be in your Study Place.

5. Your study chair and table must be in appropriate proportion of height and size. Otherwise you will feel body ache soon.

6. Adequate amount of lighting is must for the study place. Table lamps with CFL’s are good source of lightening the place. Natural light is the best option, if available.

7. Fresh air and good temperature should be there. Proper ventilation should be made at the study place. If your Study Place is too warm, you might become sleepy. If it is too cold, your thinking may slow down and become unclear. Select a temperature at which your mind and body function best

2007-06-24T21:42:00.000+05:30

Surface area and volume
TIME: Time 1 hr
General Instructions:
Ø All Questions are compulsory.
Ø Marks are given alongwith the questions individually.
Ø Use of calculator is not permitted.

Q.1 The volume of a vessel in the form of a right circular cylinder is 448 cm3 and its height is 7cm. Find the radius of its base. (2)
Q.2 A hollow cone is cut by a plane parallel to the base and the upper portion is removed. If the curved surface of the remainder is of the curved surface of the whole cone, find the ratio of the line segment into which the cone’s altitude is divided by plane. (3)
Q.3 A well, whose diameter is 7m, has been dug 22.5m deep and the earth dug out is used to form an embankment 10.5m wide around it. Find the height of the embankment. (3)
Q.4 A solid toy is in the form of a hemisphere surmounted by a right circular cone. Height of the cone is 2cm and the diameter of the base is 4 cm. If a right circular cylinder circumscribes the solid, find how much more space it will cover. (3)
Q.5 A right circular triangle with sides 3cm and 4cm is revolved around its hypotenuse. Find the volume of the double cone thus generated. (5)
Q.6 The height of a cone is 30 cm. A small cone is cut off at the top by a plane parallel to the base. If its volume be of the volume of the given cone, at what height above the base is the section made. (5)
Q.7 A hemispherical bowl of internal radius 9cm is full of liquid. This liquid is to be filled into cylindrical shaped bottles each of diameter 3cm and height 4cm. How many bottles are necessary to empty
the bowl? (3)
Q.8 The rain water from a roof 22m 20m drains into a cylindrical vessel having diameter of base 2m and height 3.5m. If the vessel is just full, find the rainfall in cm. (3)
Q.9 A circus tent has cylindrical shape surmounted by a conical roof. The radius of the cylindrical base is 20m. The heights of the cylindrical and conical portions are 4.2m and 2.1m, respectively. Find the volume of the tent. (3)
Q.10 A solid is composed of a cylinder with hemispherical ends. If the whole length of the solid is 104cm and radius of each of the hemispherical ends is 7 cm, find the cost of polishing its surface at the rate of Re 1 per dm2. (5)

2007-06-24T21:38:00.000+05:30

SOME TIPS FOR STUDENTS
TO DEAL WITH STRESS !

· Make realistic study plans
· Assess priorities, assets and difficulties
· Follow a normalized routine atmosphere at home should be recommended.
· To take frequent breaks.
· Not to strip off TV or entertainment and outings.
· Feel comfortable about oneself.
· That imagining extreme consequences and worst situations is of no use and needs to be discouraged.
· It is helpful to make the student see what he can accomplish in the remaining time is not negligible.
· Constant encouragement and reassurance is essential from all significant members in the school and family.
· It is important that the student is clear about how to take the examination, how to tackle questions and how to manage time.
· Students tend to magnify failures and try to talk to them out of it. They should not demean themselves, manage time.
· Advise them to contact the teachers or counselors if they feel low or anxious or disinterested in studies.

MUST DOS FOR STUDENTS
For improved concentration, motivation, work blocks

· Know your concentration span, study with breaks.
· Work out best time for concentration.
· Group study for difficult subjects.
· Do not let previous results discourage you – identify your weak areas from previous exams. And work on them.
· Time management plan must be made for all subjects.
· Choose a study place with minimum distractions and autosuggest to your self about your resolution.
· Try to coincide study time with the time, you would be giving an exam.
· In case of average achievers, master what you know and are comfortable with.
· For low achievers, master the essential information first.
· Prioritize the workload. Give your best concentration time to the toughest subject.
· Repeat your learnt work so the recall in exam is easy. Work not repeated or revised is easily forgotten.
· Try to plan your revision time by drawing up a timetable. Build in time for the things you enjoy – like watching you favorite TV programme, going out with your friends, or going to play football in the park.
· Give yourself a few treats – pamper yourself with a long hot bath, or listen to your favorite CD for an hour after you have finished your revision.
· Relax with what you know before entering the exam hall.
· Do not get anxious about the result – cross that bridge when you come to it…options await.

MUST DOS FOR PARENTS

· Student can fail to do well if they fail to cope with stress. Parents should guide their children in planning, organizing and setting a timetable.
· To avoid a stress situation for the child the parents must provide right kind of motivation and a conducive environment.
· Help the child to develop self-discipline self-direction, self-confidence and a sense of achievement.
· Just good schooling and tuition are not substitutes for emotional cushioning.
· Help the child in maintaining his confidence especially when he seems discouraged by his dropping marks or grades. Do not displace your anxiety on the child.
· The achievement goals should be realistically set according to the child’s capability.
· Do no mix academic issues with family conflicts.
· Praise your child when he does well. Encourage the child’s performance with positive statements like, “well done”, “you can do better”, rather than saying “that was not enough”.
· Work out your child’s schedule with him instead of nagging him. There could be learning problems.
· Do not harp on previous failures or results.
· Under achievement may be due to some children believing it is safer not to try than to try and fail.
· If achievement expectations are too high then some children would prefer to be criticized for being lazy than being considered not good enough.
· Humor relieves tension. Be light and humorous with the child.
· Try to gain your child’s confidence and discuss his problems with him. Help him to find a solution.
· Exams are not the end of the world.Accept that expectation for every one to do well is unrealistic, as many won’t pursue this for long. About the Author

Guidance Tutorials: Admission to Class XI and Pass Criteria for Class IX/XI.

2007-06-23T21:09:00.000+05:30

Guidance Tutorials: Admission to Class XI and Pass Criteria for Class IX/XI.

Admission to Class XI and Pass Criteria for Class IX/XI.

2007-06-23T20:33:00.000+05:30

CENTRAL BOARD OF SECONDARY EDUCATION
2, COMMUNITY CENTRE, PREET VIHAR, DELHI-110092.

No. CE/PA/2007/14151-21150

To all the Heads of Institutions
Affiliated to CBSE

Subject : Admission to Class XI and Pass Criteria for Class IX/XI.

Dear Principal,

As you may be aware, many schools follow the practice of starting class XI along with other classes in the month of April in the new academic session to utilize the period before summer vacation for instructional purposes. Academically, this seems to be correct practice so that the children may remain busy with meaningful activities. So the schools admit students of class XI provisionally before the announcement of the results of class X Board examination and accordingly allow them the subjects’ choice/Stream as per their performance in pre-boards and unit tests.

It is understood that some schools resort to the un-psychological practice of forcing students to change their subjects/steams in class XI after the class X results are announced. Students are often forced to change from Science subjects to Commerce or Humanities subjects.

Once the students get admission to class XI with a particular combination of subjects, they buy the textbooks and start attending the classes for nearly a month. A forced change of subjects later demoralizes the students, causing mental and emotional stress. Further, parents are compelled to take on the additional burden of buying a second set of books for the newly allotted subjects.

This practice has to be discouraged. Hence, schools are instructed not to force the students to change their subjects in class XI once they have been admitted with a particular combination of subjects. If there is any change in subject(s), the request has to come from the student and it has to be dealt as per the Clause 26 of Chapter 4 of the Examination Bye-Laws.

You are further informed that the Board has prescribed pass criteria for Class IX & XI in the Examination Bye-Laws of CBSE and the same is as under :-

Rule 40.1(vi) “ in order to be declared as having passed the Class XI Examination a candidate shall obtain 33% marks in all the subjects. The pass marks in each subject of examination shall be 33%. In case of subject involving practical work a candidate must obtain 33% marks in theory and 33% in practical separately in addition to 33% marks in aggregate in order to qualify in that subject “

Rule 41.1(vi) “ in order to be declared as having passed the Class IX Examination a candidate shall obtain 33% marks in all the subjects. The pass marks in each subject of examination shall be 33%.”

It is understood that many schools do not follow the Pass Criteria for Class IX and XI as prescribed by the Board. It is reiterated that the above Pass Criteria be implemented by all the schools for Class IX and XI.

Yours faithfully,

( M.C.SHARMA )CONTROLLER OF EXAMINATIONS

Project Work For Class X and IX

2007-06-21T17:55:00.000+05:30

Central Board of Secondary Education
Shiksha Kendra, 2 Community Center, Preet Vihar
Delhi 110092

ACAD/EO(COM)/2007 14/05/2007

Circular No.24/07

The Heads
of all CBSE affiliated institutions

Sub.: Topics/themes for Project Work in Social Science for class X
Dear Principal,
Your kind attention is drawn to the office circular no.18 dated 21.07.2006 detailing Project Guidelines for classes IX and X for the academic session 2006-07. With the introduction of the new curriculum and textbooks, topics/themes for Project Work in Social Science for Class X have been revised for the current academic session 2007-08 and the same is forwarded for further dissemination to the concerned teachers in your school. The guidelines and other details on project work requirements and evaluation for classes IX and X and the themes for class IX project work specified in the above circular no.18 remain unchanged.

Yours faithfully,

(C. GURUMUTHY)
DIRECTOR (ACAD.)

LIST OF SUGGESTED PROJECTS IN SOCIAL SCIENCE FOR CLASS X
(ANY ONE PROJECT)

UNIT 1 : INDIA AND THE CONTEMPORARY WORLD II

1. Nationalism in Europe and India

Compare the policies and methods used by Otto von Bismarck and Sardar Vallabhai Patel in unification of Germany and integration of States of India respectively. The report should include :-
· Condition of Germany before 1871 (unification)
· Condition of India immediately after 1947
· Why the need for unification in both the places
· Emergence of Bismarck and Sardar Patel, their brief life history
· Their role in unification and integration.
· Similarities and differences between the methods adopted by the two leaders
· How did the unification affect the growth of the respective countries.

You may refer to the following websites:

http:/en.wikipedia.org/wiki/Otto_von_Bismark
http://www.cyberessays.com/History/73.htm
http://www.cyberessays.com/History/73.htm
http://www1.bartleby.com/65/bi/BismarckO.html
http://en.wikipedia.org/wiki/Political_integration_of India

Books : Any European History book on 19th century and Integration of States by V.P. Menon

2. Evolution and significance of the symbols associated with India’s freedom movement

· Need for symbols in general and during Freedom struggle
· Evolution of the symbols over a period of time. (Any two symbols out of the flag, a song, an object like the Charkha, a khadi, a novel, a place a newspaper like Harijan etc. may be selected).
· The impact of symbols on common people during the course of the freedom movement – how and in what occasions were they used
· How did they help in the making of the Indian nation-did they give a sense of identity?
· What do these symbols mean to you today?
· Design a symbol for 21st century reflecting its nationhood-Explain the symbol

You may refer to the following websites :

Flag:
http://www.geocities.com/dakshina_kan_pa/art 16/flag1.htm
http://brilliantgnorance.blogspot.com/2005/08/history-of-indian-flag.html.

Sabarmati Ashram:
http://en.wikipedia.org/wiki/Sabarmati_Ashram
http://www.mkgandhi.org/gandhiyatra/sabarmati.htm
http://www.indcast.com/ms/ASHRAM%20HISTORY.htm
Khadi:
http://en.wikipedia.org/wiki/Khadi
http://www.kvic.org.in/v4/khadi.asp

3. Growth of a city – Mumbai or Kolkata or Delhi or Chennai or any other city of India in the 19th and 20th centuries
· Trace the growth of the chosen city from 17th century onwards
· Reasons for its growth and importance
· New administrative set up like municipalities, railway stations, post offices
· Change in population pattern
· Maps pertaining to this period
· Some imporant monuments and the new architecture in the cities
· The city today and its importance
Colonial architecture websites:

http://www.postcolonialweb.org/india/art/architecture/colonial/colov.html

http://www.scholars.nus.edu.sg/post/india/art/architecture/colonial

4. Series of inventions/ discoveries during the Industrial revolution in England (Any two)
· The need for the inventions in 18th & 19th century in England
· The inventors and their story
· Technique/science behind the inventions
· Opposition/reaction of the society
· Evolution of the invention till Modern Times
· Do we use any of these today? How and where?
· Which, according to you was the most important of all inventions? Why?
You may refer to the following websites:
http://www.blupete.com/Literature/Biographies/Science/Inventors.htm
http://en.wikipedia.org/wiki/Industrial_Revolution
http://members.aol.com/TeacherNet/Industrial.html#Inventions
Refer to any books of British history of 18th and 19th centuries
Recreating the history of a period through a book.
Suggested books for reading :-
Exodus by Leon Iris for formation of Israel
Armaggden by Leon Uris for the aftermath of a war
All quiet on the western front for First World war
Oliver Twist, David Copper Field by Charles Dickens for society during Industrial Revolution
Good Earth by Pearl S Buck;
Roots by Alex Hailey;
Godaan and Chess Players by Prem Chand,
Broken Nest by Rabindranath Tagore;
Neel Darpan by Din Bandhu Mitra
Plain Tales from Raj by Charles Allen
Raj by Gita Mehta
The city of djinns by William Dalrymple
My experiments with truth by M.K Gandhi
To kill a mocking bird by Harper Lee
or any regional language book (any one book) or any other book of your liking. The report to include -
1. Gist of the story
2. Narrate specific incidents that reflect some features of the society.
3. Have some or any of these features changed over a period of time?
4. Comparison with modern times.
Which character do you like the most and why?
UNIT 2 INDIA – RESOURCES AND THEIR DEVELOPMENT
6. Multipurpose River Valley Projects and alternate water supply methods
· Role of multipurpose river valley projects
· Evaluation of positive and negative aspects of river valley projects
· Case study on one river valley and one local area conservation project
Ø Narmada Bachao Andolan
Ø Tehri Dam Andolan
The case study should include the following:-
· Rehabilitation of the displaced population
· Environment Impact Assessment
7. Development and changes in Agriculture of India since independence
· Transition from subsistence to commercial farming
· Change in the cropping pattern in Punjab, Maharashtra and Tamil Nadu
· Green Revolution I and II and its impact both positive and negative
8. Industrial Pollution and Environmental Degradation
· Types of pollutants
· Ill-effects of different pollutants
· Consequences of pollution study of any local river, factory or land fill.
9. Tourism
· Development of different types of tourism
· Important destinations of foreign and Indian tourists in at least 2 States of India
· Tourism as an upcoming industry
· Hindrance in the development of tourism in India
UNIT 3: DEMOCRATIC POLITICS - II
1. Comparative study of India and any one country from the United States of America/ Australia/Canada/South Africa
The study report to include :
· Meaning of Federalism.
· Why Federalism required in India and the “chosen” country
· Features of Federalism in both—similarities and differences
· Working of Federalism-- Federalism in theory and practice—give examples of center and state relationships and conflict and tension between center and state and state and State
· How successful has federalism been in both the countries
· Which system—a federal or unitary, do you favour for India? Why?

11. Political Parties
· Meaning of Political parties.
· Kinds of political parties.
· Political party system in Great Britain, United States of America, India, Switzerland, China, Cuba, USSR, North Korea . Take political party systems from any of the two countries mentioned here and compare their organization, manifestoes, policies and programs, their success and failure.
· Participation in political parties and participation of political parties in the democratic process.
· If you had to join a political party in India today, which one would it be and why?
· What would be your manifesto?
12. Judicial Activism
· Meaning and scope of judicial activism
· Judicial activism in the developed countries/developing countries. Students can take one from a developed country such as USA, UK and one from a developing country e.g. India.
· What is the need for judicial activism?
· Judicial activism and the role of NGOs.
· Extent of success achieved by judicial activism.
· Judicial activism and judicial structure in India.
Students are required to read the newspapers of recent times and take up a case study like Jessica Lal case and explain judicial activism.
13. Need of Media role in a Democratic system
· Meaning of media.
· Kinds of media : print and electronic
· Media and democratic system
· Freedom of press, its necessity and role in India
· The success achieved in India - a comparative study with any other country
· Media and the latest technologies adopted pertaining to sports, elections, discoveries, wars, inventions etc.
· Do the electronic media sometimes go overboard covering celebrities?
· Is media always fair in India—give examples from recent times.
14. Challenges facing the Democratic system
· Kinds of challenges (any one)
o Poverty
o Illiteracy
o Regionalism
o Unemployment
o Communalism
o Linguism
o Political violence--insurgency
The challenge and its present scenario.
· Steps taken by Government for tackling the challenge.
· Extent of success achieved pertaining to the challenge.
· Is the extent of success satisfactory? If not, why not?
· Suggestions for improvement.
UNIT 4 - UNDERSTANDING ECONOMICS II
15. Globalization and its impact on agriculture and industry
· What is Globalization?
· Factors that have led to globalization in the 21st century
· Effects of globalization on the Indian farming sector – both positive and negative
· Effects on Indian industry
· WTO and Globalization
· Globalization and the future of the Indian economy.
16. Changes in the occupational patterns of India since independence
· Transition from primary sector to secondary and tertiary sector
· Comparison between India and anyone developed economy such as USA, Japan or Germany.
· Emerging role of tertiary sector in India.
· New kinds of jobs that have emerged in the last decade—Which of these excites you the most?
17. Indicators of Development
· Different indicators of development.
· Regional disparities in development seen through the indicators.
· Comparisons of development between Indian and any one developed country of the world.
18. How to become an aware consumer?
· Who is a consumer?
· Rights of a consumer
· Problems faced by consumers – give examples from every day life.
· What are consumer redressal forums/courts? What do they do?
· How to seek justice from these? Steps needed to be taken by an ordinary consumer
· When you go to buy a product what all do you check? Give examples of different types of products.
· Interview a consumer activist
· From newspaper reports, give an example of a case when consumers have won their rights.

UNIT 5 - DISASTER MANAGEMENT
19. Role of Govt./Non-Government functionaries in your locality in Disaster Management.
· Interview any of the Govt./Non-Government functionaries in your locality on their role in Disaster Management.
o Senior District Magistrate
o Additional District Magistrate
o Sarpanch
o Head of any NGO – dealing in Disaster Management
o Police inspector, Superintendent of Police
o Civil Defence Warden
o Home guard personnel
o NCC Commandant in the school
o Municipal authorities
· Enquire from at least 20 persons from different walks of life in your locality or school on the areas in disaster management and preparedness plans developed by them.
· Prepare a report on the areas where awareness is needed and find out the local resources available to create awareness.
20. Manual for Disaster Management
· Choose to be any authority on Disaster Management, such as Village Sarpanch, Disaster Magistrate, Police Inspector or Fire Services Officer.
· Formulate laws or rules to be followed in a disaster for the most vulnerable groups.
· Prepare a manual for your department’s officials to follow in an emergency. It should include rules to follow for health, safety, relief availability and distribution, law and order etc.

DIRECTOR (ACADEMIC)

2007-06-21T17:51:00.000+05:30

Central Board of Secondary Education
2 Community Center, Preet Vihar
Delhi 110092

ACAD/EO (COM)/2007. Dated 12.03.2007

Circular No.15/07
The Heads
of all CBSE affiliated institutions

Subject: Changes in the Social Science syllabus of class X and Economics, Accountancy and Geography syllabuses of class XII

Dear Principal,
This is to bring to your kind notice that following changes have been brought about in the syllabuses mentioned below with effect from the academic session 2007-08 of class X and XII and applicable to March 2008 examination.

SOCIAL SCIENCE (CLASS X)

In Unit 1 : India and the Contemporary World II, the instruction under themes on page 80 of the Secondary School Curriculum, 2008 will be read like this :
“The students are expected to choose any two themes from the first two sub-units i.e.
1.1: Events and Processes and
1.2 : Economies and Livelihood and any one theme from the sub-unit
1.3 : Culture, Identity and Society.
In sub-unit 1.1, out of the three themes given, theme 3 :‘Nationalism in India’ is compulsory. The second choice in that sub-unit will be from the first two themes, namely ‘Nationalism in Europe’ and ‘Nationalist Movement in Indo China.”

ECONOMICS FOR CLASS XII

Following topics have been deleted from the units 8, 9 and 10 of Part B, Introductory Macro Economics.
Unit 8 : Recent significant reforms and issues in the Indian Banking System – Privatisation and Modernisation.
Unit 9 : Downsizing the role of government : meaning and implications.
Unit 10 : A brief analysis about recent exchange rate issues.

ACCOUNTANCY FOR CLASS XII

In Unit 2, Accounting for Partnership firms, Preparation of Profit and loss appropriation accounts will include past adjustments.
In Unit 3, Treatment of goodwill will be as per Accounting Standard 10.
In Unit 4, The portion “Redemption of debenture : Out of proceeds of fresh issue, accumulated profits and sinking fund”, may be read as follows :
“Redemption of debentures out of capital; redemption methods : lump sum payment, draw by lots, purchase in open market and conversion (excluding cum-interest and ex-interest).”
GEOGRAPHY FOR CLASS XII
In Part C, Practical work, a unit 3 on Practical Record Book and Viva Voce’ has been added to the existing units 1 and 2. As a result the unit-wise marks distribution under Practical Work will be as follows :
Unit 1 : Processing of Data and Thematic mapping 15 marks
Unit 2: Field study or Spatial Information Technology 10 marks
Unit 3: Practical Record Book and Viva Voce’ 5 marks

The above stated changes may please be brought to the notice of the concerned subject teachers.

Yours faithfully,

(C.GURUMURTHY)
DIRECTOR (ACADEMIC)

GLOBAL WARMING

2007-06-20T14:24:00.000+05:30

The Planet is Heating Up—and Fast
Glaciers are melting, sea levels are rising, cloud forests are drying, and wildlife is scrambling to keep pace. It's becoming clear that humans have caused most of the past century's warming by releasing heat-trapping gases as we power our modern lives. Called greenhouse gases, their levels are higher now than in the last 650,000 years.

What Causes Global Warming?
Scientists have spent decades figuring out what is causing global warming. They've looked at the natural cycles and events that are known to influence climate. But the amount and pattern of warming that's been measured can't be explained by these factors alone. The only way to explain the pattern is to include the effect of greenhouse gases (GHGs) emitted by humans.
Signs are Everywhere
The planet is warming, from North Pole to South Pole, and everywhere in between. Globally, the mercury is already up more than 1 degree
Fahrenheit (0.8 degree Celsius), and even more in sensitive polar regions.
Has Global Warming Been Exaggerated?
The warming of Earth's surface and oceans over the past century is very well documented, and climate research shows that most of the warming in the past half century results from manmade greenhouse gases. In recent years, global warming has been the subject of a great deal of political controversy. As scientific knowledge has grown, this debate is moving away from whether humans are causing warming and toward questions of how best to respond.

What Can We Do?
The evidence that humans are causing global warming is strong, but the question of what to do about it remains controversial. Economics, sociology, and politics are all important factors in planning for the future.

http://green.nationalgeographic.com/environment/global-warming/

High risk behaviours

2007-06-19T14:59:00.000+05:30

Drug abuse, self harm, aggression

Basic Features

It is behaviour that is potentially harmful to self or others.
Behaviour relating to consumption and abuse of psychotropic drugs or commonly used medicines like cough syrups, sleeping pills, painkillers, without prescription.
Behaviour related to smoking and consumption of alcohol. Self-harming behaviour like Suicide, Wrist slashing, hitting self, Starving deliberately etc.
Harm to others in the form of abusive and aggressive Behaviour like rash driving or violence to others in any form.

STRESS MANANGEMENT

2007-06-19T08:57:00.000+05:30

The students should:

Assess priorities, assets and difficulties

Follow a normalized routine atmosphere at home.

Imagining extreme consequences and worst situations is of no use and needs to be discouraged.

It is helpful to know what she/ he can accomplish.

Do not magnify failure and try to talk them out of it. Should not demean themselves.

Contact the teachers or counselors if they feel low or anxious or disinterested.

Develop alternative coping strategies and de -focus from the pain.

Must Dos for students:
1 Learn to be positive.
2 Learn to relax.
3 Talk to family and friends.
4 Do your best and stop worrying. Result is not the ultimate decisive factor.
5 It is more important to choose the next options.
6 Find out and update with wide and varied career choices. Invariably the decision should not be based or influenced by the friends.
7 For an average performer or below average, skill based/vocational courses. are best choice

2007-06-18T02:04:00.000+05:30

Dealing with results

It is important for the counselor to help children cope up with the disappointment, if at all, related to examination results. Broadly speaking examination results should be treated as a spring board to future achievements and better prospects. Examination results can cause a great deal of anxiety to the students and parents alike. However, a consistent family support system can be of help.

Parents should look out for the following signs:

Physical symptoms, such as sleeping or eating more or less than usual
Mental symptoms, such as loss of concentration and interest
Emotional symptoms such as tears, tantrums, panic attacks
Addictive symptoms, such as excessive drinking or smoking or using pills
Self depreciating comments “I knew I’ll never pass or never do well or…Mohit’s much brighter than me………”

Must Dos for parents:

v Do not nag the child. Be supportive and encouraging.
v Help the child to develop self-discipline, self-direction, self-confidence and a sense of achievement.
v Just good schooling and tuition are not substitutes for emotional cushioning.
v Help the child in maintaining his confidence especially when he seems discouraged by his dropping marks or grades. Do not displace your anxiety on the child.
v The achievement goals should be realistically set according to the child’s capability.
v Praise the child when he does well. Encourage the child’s performance with positive statements like, “well done”, “you can do better”, rather than saying “that was not enough”.
v Do not harp on previous failures or results.
v If achievement expectations are too high it may lead to greater anxiety.
v Humor relieves tension. Be light and humorous with the child.
v Try to gain your child’s confidence and discuss problems. Help to find a solution.
v Exams are not the end of the world.
v Accept that expectation for every one to do well is unrealistic.
v Involve the child in decision making.
v Be aware of the market demands and do not concentrate on traditional courses alone. This will narrow down the options considerably and cause stress.
v Many students do better after school because of maturity and greater focus, course of interest, rise and awareness level and exposure to options.
v Avoid criticizing or comparing the child with others.
v Make the child feel important and loved.
v Listen to your child.
v Take help of a professional counselor in case of a conflict or depression over the result.