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CBSE i - Leading for Change

Aims:

• to develop strategies that improve their reasoning ability.
• to use trial and improvement techniques
• to make hypotheses and resolve them
• to develop Computational Skills along with reasoning, analysis, synthesis and logic
• to develop skills of approximation, estimation, measurement
• to be able to identify patterns
• to promote logical and spatial intelligences
• Mathematics Lab activities - an integral, compulsory part of the Math curriculum examinable from classes VI to X.

Information and Communications Technology:

• to help students assess the impact of new technologies on society
• to train them to use these productively.
• to help students understand and use common software applications
• to enhance their ability to access, evaluate and research information

Aims:

• To develop an understanding of eco-systems and their interrelations.
• To develop an awareness about the utilization, overexploitation of natural resources.
• To recognize the need for keeping pollution under control in order to maintain the quality of life.
• To develop the ability to identify, analyze and reflect upon different environmental concert ns.
• To acquire skills to collect, analyze and interpret data and information relating to environmental problems.
• To develop skills for effectively tackling problems related to the local environment.
• To adopt practices that help in promoting balance in nature by making judicious utilization of resources and materials.
• To acquire leadership qualities through participation in specifically designed activities.
• To develop love, affection, sensitivity and a sense of responsibility towards all living beings.
• To participate in activities and programmers for protecting, preserving and conserving the environment and its resources.
• To appreciate and respect legal provisions for protection of animals and plants.
• To imbibe the essence of environmental values and ethics in order to live in harmony with nature.

CLASS IX

There will be one paper of two hours duration carrying 80 marks and Internal Assessment of 20 marks.
The theory paper will have two sections:
Section A (Compulsory) will contain short answer questions covering the entire syllabus.
Section B will consist of questions, which will require detailed answers. There will be a choice of questions in this section.

Aims:
The learner

• To develop an in-depth understanding of various environmental issues and concerns of national and global importance.
• To develop a balanced view of the relationship between environment and development.
• To understand basic concepts related to sustainable development vis-à-vis improvement of quality of life.
• To develop a deeper concern for the environment and a sense of commitment and responsibility to take proactive action.
• To appreciate the variety in living organisms and recognize India as a mega- diversity nation.
• To appreciate the role of the individual, community, national and international agencies in resolving environmental problems.
• To practice ways of bringing about qualitative improvement in the environment by assuming leadership role.
• To identify self with one's environment with an attitude to personally contribute towards its improvement.
• To respect customs and traditions related to local conservation practices and accept indigenous eco-friendly technologies.
• To develop skills to undertake and participate in investigative studies on various environmental issues; and
•  To motivate others and participate in social and community activities in dealing with environmental problems.

CLASS XI

There will be two papers in the subject:
Paper I: Theory - 3 hours …70 marks
Paper II: Practical/Project Work - … 30 marks

Aims:

• To understand facts and concepts concerning various aspects of the environment.
• To recognize dependence of human life on the environment.
• To identify local and region specific environmental problems.
• To understand the role of individuals, society and the government in protection, preservation and conservation of environment.
• To develop awareness about rules, regulations and legal provisions for protection, preservation and conservation of the environment.
• To develop skills for observation, collection, comparison, classification, analysis and communication.
• To make judicious use of resources.
•  To adopt proper ways for management and disposal of waste.
•  To develop awareness, desirable skills and attitudes and appreciation for the protection, preservation and conservation of the environment and cultural heritage.
• To imbibe values like love and respect for nature and its laws, respect for the rights of others including animals.

The content of Environmental Education will have to be further strengthened in its cognitive, affective  nod co native components by providing additional inputs in the form of investigations, projects, co-scholastic activities and the like. This will facilitate development of necessary awareness, attitudes and skills for promoting positive participatory action.

Classes I - V

Aims:

1. To recognize common objects, plants and animals in the immediate surroundings.
2. To acquire skills of observation, collection of information, classification, description and self-expression concerning various environmental phenomena.
3. To observe simple rules for healthy living and safe storage of food and water.
4. To practice proper ways of waste disposal.
5. To develop habits for protection of self as well as the surroundings.
6. To express love for the environment through drawing, painting, dancing, singing, gardening, tree plantation and other activities.
7. To take care of and shows concern for all living beings.
8. To develop attitudes desirable for conservation of environment; and
9. To imbibe values like love for nature, respect for rights of animals, care of plants and other living beings and protection of the environment.

Classes I - II

In classes I and II the entire transaction process should be woven around the child‘s immediate environment with the teacher being perceived as a curriculum constructor. The curriculum for Environmental Education for these classes should be transacted through language, mathematics and the Art of Healthy and Productive Living (AHPL).

Primacy to Art Education:

The importance of arts in the education system has been repeatedly discussed and recommended over the decades. Rather than encouraging the pursuit of arts the education system in the country tends to relegate arts to be ‘useful hobbies’ and ‘leisure activities’. The National Curriculum Framework (NCF) – 2005 reiterates the importance of Art Education at all stages of school education so that ‘we retain our unique cultural identity in all its diversity’. NCF – 2005 recommends four major areas of Art Education at the Secondary and Senior Secondary stages. These include Music, Dance, Visual Arts and Theatre. NCF – 2005 also stipulates that students must be introduced to the rich and varied art traditions in the country with due emphasis on learning rather than teaching. The approach should be participatory, interactive and experiential, rather than instructive. Such an approach should foster self-expression and self-awareness among children. It should create aesthetic awareness and develop imagination, enhance confidence in movement and speech, promote tolerance and sensitivity.

National Bal Bhawan: Bal Shree programme:

The National Bal Bhawan has played a vital role in the promotion of Arts throughout the length and breadth of the country. Currently there are 73 state and district Bal Bhawans in the country. The National Bal Bhawan has instituted a system of honouring talented children in different age groups in the year 1995 through the Bal Shree scheme.

The Bal Shree programme recognizes talent in the following areas:
1. Creative Performance
2. Creative Arts
3. Creative Scientific Innovations
4. Creative Writing

The National Bal Bhawan makes a selection of creative children through activities conducted at three levels, viz:
1. Local level by organizing 2-day camps in which 8 children (2 in each stream) are identified at the local level 2.
2. Zonal Levels by organizing 3 days camps in which local experts, specialists from six zones, namely North, East, West, Central, South-I and South -II participate for selection of children
3. National Levels by organizing 4 day camps from the six zones in the country. A panel of experts and resource persons representing the four streams are identified to observe and assess the creativity of children. On an average 150 children participate in the National level camp and approximately 50 children are chosen for the Bal Shree honour.

Summative Assessment I for the first term (April – September, 2010)
One Theory Paper 2 hours 20 marks
One Practical Paper 1 hour 60 marks

A. Design of the Question Paper for the Theoretical Examination.
01. The question paper will include questions from the following topics

Summative Assessment I for the first term (April – September, 2010)
One Theory Paper 2 hours 20 marks
One practical paper 1 hour 60 marks

A. Design of the question paper for the Theoretical examination.
01. The question paper will include questions from the following topics –

• Functions of important parts of typewriter.
• Elementary knowledge about display of letters and tabulation – Margin setting.
• Knowledge of cutting stencils and use of correcting fluid.

02. Weightage to different forms of questions.

Time 3 hours Maximum Marks 80

The Question paper is divided into 4 sections:

Section A Reading Comprehension 10 marks
Section B Writing Skills 25 marks
Section C Grammar 30 marks
Section D Culture & Civilization 15 marks

As in the previous years, the first edition of the CBSE Heritage India Quiz will start from August 2010. Teams will be identified on the basis of their performance in the first round of written preliminary quiz to be conducted in August, 2010. Each school will be represented by three students forming a team who may be selected from classes IX to XII.

The preliminary written examination of the CBSE Heritage India Quiz, 2010 will be conducted on SATURDAY, 28TH AUGUST, 2010 in different centres across the country and also in a few centres abroad. The first stage of the quiz will be a multiple choice type written quiz wherein the correct answer is to be marked on the OMR answer sheet by darkening the appropriate circle.

The details of the quiz are as under:-

• The proposed CBSE –Heritage India Quiz will be held on Saturday, 28th August, 2010
• The timings of the examination will be from 10.30 a.m. to 12.00 noon. The candidates have to be present at the centre allotted at 10.00 a.m.
• Each school will be represented by three candidates. These candidates will be students from classes IX to XII.
• The candidates will carry bonafide certificate issued by the Principal of respective schools and the photocopy of the letter sent to the school.
• Roll Number is allotted to each candidate and it has to be mentioned CAREFULLY on first page of the OMR answer sheet. Candidate should affix their signatures in the space provided for this purpose in the OMR answer sheet.
• Each candidate will write his/her name, code no. of the centre of examination on the OMR answer sheet at the space marked for the same.
• No candidate will be allowed to leave the examination hall till the completion of the examination. The candidates will be allowed to take the question paper with them.

Post Metric Scholarship Program 2010 by APSMFC

Andhar Pradesh State Minorities Finance Corporation Ltd.
5th Floor Haj House, Nampally
Hyderabad 500001
AP, INDIA

Andhra Pradesh State Minorities Finance Corporation (APSMFC) invites application fof candidates for post-metric scholarship programme 2010.

Eligibility for Scholarship Program:

1. Student pursuing studies from class XI to Ph.D including Technical and vocational courses (Those courses which are not covered in Merit Cum Means based Scholarship)
2. Annual income of Parent / Guardian from all sources does not exceed Rs.2.00 lakhs
3. Secured not less than 50% marks in the previous final examination
4. The Educational institution should be recognized by the competent authority
5. The course in which the student is admitted should be recognized by competent authority
6. It is compulsory to fill up all the pages of the application form.
7. It is necessary to fill up all the * marked fields in the application form (otherwise the application will not be accepted)
8. Obtain a print out of the filled in application form and submit the same through the institution along with all required enclosures.
9. Please Note down Your Token number after filling the Application as it is to be used for further references

Units:

I. Number SystemsII. Algebra
III. Trigonometry
IV. Coordinate Geometry
V. Geometry
VI. Mensuration
VII. Statistics and Probability

Unit I: Number Systems

1. REAL NUMBERS : (15) Periods
Euclid's division lemma, Fundamental Theorem of Arithmetic - statements after reviewing work done earlier and after illustrating and motivating through examples, Proofs of results – irrationality of Ö2, Ö3, Ö5, decimal expansions of rational numbers in terms of terminating/non-terminating recurring decimals.

Unit II: Algebra

1. POLYNOMIALS (6) Periods
Zeros of a polynomial. Relationship between zeros and coefficients of a polynomial with particular reference to quadratic polynomials. Statement and simple problems on division algorithm for polynomials with real coefficients.

2. PAIR OF LINEAR EQUATIONS IN TWO VARIABLES (15) Periods
Pair of linear equations in two variables. Geometric representation of different possibilities of solutions/inconsistency. Algebraic conditions for number of solutions. Solution of pair of linear equations in two variables algebraically -by substitution, by elimination and by cross multiplication. Simple situational problems must be included. Simple problems on equations reducible to linear equations may be included.

Units:

I. Chemical Substances
II. World of living
III. Effects of Current
IV. Light
V. Natural Resources

Unit I: Chemical Substances - Nature and Behaviour

Theme : Materials (Chemistry) (55 Periods)

Acids, bases and salts : General properties, examples and uses, concept of pH scale, importance of pH in everyday life; preparation and uses of sodium hydroxide, Bleaching powder, Baking soda, washing soda and Plaster of Paris.

Chemical reactions : Chemical Equation, Types of chemical reactions : combination, decomposition, displacement, double displacement, precipitation, neutralization, oxidation and reduction in terms of gain and loss of oxygen and hydrogen.

Metals and non metals : General properties of Metals and Non-metals, reactivity series, Formation and properties of ionic compounds, Basic Metallurgical processes, corrosion and its prevention.

Carbon Compounds : Covalent bonding in carbon compounds. Versatile nature of carbon, Nomenclature of carbon compounds, Functional groups, difference between saturated hydrocarbons and unsaturated hydrocarbons, Ethanol and Ethanoic acid (only properties and uses), soaps and detergents.

Periodic classification of elements : Modern Periodic table, Gradation in Properties.

Units:

I. Number Systems
II. Algebra
III. Coordinate Geometry
IV. Geometry
V. Mensuration
VI. Statistics and Probability

Appendix:
1. Proofs in Mathematics
2. Introduction to Mathematical Modelling.

Unit I: Number Systems Real Numbers : (Periods 20)

Review of representation of natural numbers, integers, rational numbers on the number line. Representation of terminating/non-terminating recurring decimals, on the number line through successive magnification. Rational numbers as recurring/terminating decimals.

Examples of nonrecurring/non terminating decimals such as etc. Existence of non-rational numbers (irrational numbers) such as and their representation on the number line. Explaining that every real number is represented by a unique point on the number line, and conversely, every point on the number line represents a unique real number. Existence of for a given positive real number x (visual proof to be emphasized). Definition of nth root of a real number.

Recall of laws of exponents with integral powers. Rational exponents with positive real bases (to be done by particular cases, allowing learner to arrive at the general laws). Rationalisation (with precise meaning) of real numbers of the type (and their combinations) where xand y are natural numbers and a, b are integers.

Unit II: Algebra : Polynomials (Periods 25)

Definition of a polynomial in one variable, its coefficients, with examples and counter examples, its terms, zero polynomial. Degree of a polynomial. Constant, linear, quadratic, cubic polynomials; monomials, binomials, trinomials. Factors and multiples. Zeros/roots of a polynomial/equation. State and motivate the Remainder Theorem with examples and analogy to integers. Statement and proof of the Factor Theorem. Factorisation of ax2 + bx + c, a ≠ 0 where a, b, c are real numbers, and of cubic polynomials using the Factor Theorem.

Units:

I. Matter - ITS nature and behaviour
II. Organisation in living world
III. Motion, Force and Work

Unit I: MATTER - NATURE AND BEHAVIOUR

Definition of matter; solid, liquid and gas; characteristics - shape, volume, density; change of state-melting (absorption of heat), freezing, evaporation (Cooling by evaporation), condensation, sublimation.
Nature of matter : Elements, compounds and mixtures. Heterogenous and homogenous mixtures, colloids and suspensions.
Particle nature, basic units : atoms and molecules. Law of constant proportions. Atomic and molecular masses.
Mole Concept : Relationship of mole to mass of the particles and numbers. Valency. Chemical formula of common compounds
Structure of atom : Electrons, protons and neutrons; Isotopes and isobars.

Unit II: ORGANIZATION IN THE LIVING WORLD : (45) Periods

Biological Diversity : Diversity of plants and animals - basic issues in scientific naming, basis of classification. Hierarchy of categories / groups, Major groups of plants (salient features) (Bacteria, Thalophyta, Bryo phyta, Pteridophyta, gymnosperms and Angiosperms). Major groups of animals (salient features) (Non-chordates upto phyla and chordates upto classes).

Cell- Basic Unit of life : Cell as a basic unit of life; prokaryotic and eukaryotic cells, multicellular organisms; cell membrane and cell wall, cell organelles; chloroplast, mitochondria, vacuoles, ER, golgi apparatus; nucleus, chromosomes - basic structure, number. Tissues, organs, organ systems, organism. Structure and functions of animal and plant tissues (four types in animals; merismatic and permanent tissues in plants).

The Indira Gandhi National Open University (IGNOU), New Delhi, India in collaboration with the United Nations Educational Scientific and Cultural Organization (UNESCO), South Asia Office in New Delhi is organizing the Science Olympiad 2010 for the South Asian Countries. The purpose of the Science Olympiad is to search the science talent in all SAARC countries.

1. The test for Science Olympiad will be conducted on 2-Tier basis.

2.First Tier test:
The First Tier test shall be taken by all participants in the respective centres chosen by them.
»This First Tier test is an objective test for 3 hrs with equal weight for Mathematics, Physics, Chemistry and Biology in terms of test time and marks.
It is made up of multiple choice questions with varying degree of simplicity/ hardness.
The test will focus on the general but deep understanding of subject materials and comprehension.
The test items will be thought provoking.
There will be negative marking for wrong choices.
Answers are to be marked on OMR sheets for ready reckoning of marks.

3. Second Tier Test:
From among the participants the top (about 30 to 40 meritorious students from all SAARC countries) will take the second Tier test by being invited to Delhi.
It will test the participant’s higher level of understanding and problem solving capability.
Each question may take 5-10 minutes again with equal weight for M,P,C,B.
Also there will be a question on broader understanding of science and society, which is restricted to 10-15 minutes.
The total duration for this test will be 3 hrs
This test will be held in IGNOU, New Delhi.

4. The test material i.e. syllabus is given in detail as part of this website

5. Medium of Test : The medium of objective and written test will be English.

Eligibility Criteria

The Eligible Participants:

1. Should currently (2010-2011 academic year) be enrolled at the 11th Standard/Class level in a higher Secondary School in India or its equivalent in Afghanistan, Bangladesh., Bhutan, Maldives, Nepal, Pakistan, and Sri Lanka.

2. Must have appeared and passed in the science branch (Mathematics, Physics, Chemistry, and Biology i.e. MPCB or their equivalent) at their 10th Standard/Class (or its equivalent) final Examination and have scored a minimum of 70%. E.g. If your scores are M=80%; P=75%; C=65% and B=70% average score is 72.5% and you are eligible to participate.If your Scores are in grades as is prevalent in some school board, it should be B1 and higher. In case, PCB is considered as a single Science subject, then the average will be between mathematics and science. Example M=85% Science=75% Average Score =80 % , Candidate becomes eligible

Part 1: Foundation of Library & Information Science.

Unit.1. Library as an Social Institution

• Social & Historical foundations of Library.
• Different types of libraries Academic, Public, Special their distinguishing features and functions.
• Role of U.G.C. for development of Academic libraries.
• Role in Library of formal and informal education. Shivaji University, Jodhpur

Unit.2 Normative Principles of Lib. & Inf. Science

Reading Comprehension (Section - A)

Ability to comprehend, analyze and interpret an unseen text: Three/four unseen texts of varying lengths (150-250 words) with a variety of objective type, multiple choice questions (including questions to test vocabulary) testing factual and global comprehension.