TEACHERS’ MANUAL ON FORMATIVE ASSESSMENT
SCIENCE  : CLASS – IX

Table of Contents:

School Based Continuous & Comprehensive Evaluation and formative Assessment

• Chapter-1 Matter in our Surroundings
• Chapter-2 Is Matter Around us pure ?
• Chapter-3 Atoms and Molecules
• Chapter-4 Structure of the Atom
• Chapter-5 The Fundamental Unit of Life
• Chapter-6 Tissues
• Chapter-7 Diversity in Living Organism
• Chapter-8 Motion
• Chapter-9 Force and Laws of Motion
• Chapter-10 Gravitation
• Chapter-11 Work and Energy
• Chapter-12 Sound
• Chapter-13 Why do we fall ill ?
• Chapter-14 Natural Resources
• Chapter-15 Improvement in Food Resources

Continuous and Comprehensive Evaluation

Education aims at making children capable of becoming responsible, productive and useful members of a society. Knowledge, skills and attitudes are built through learning experiences and opportunities created for learners in school. It is in the classroom that learners can analyse and evaluate their experiences, learn to doubt, to question, to investigate and to think independently. The aim of education simultaneously reflects the current needs and aspirations of a society as well as its lasting values and human ideals. At any given time and place they can be called the contemporary and contextual articulations of broad and lasting human aspirations and values.

रचनात्मक मूल्यांकन हेतु शिक्षक संदर्शिका

• हिंदी : पाठ्यक्रम- अ
• हिंदी : पाठ्यक्रम- ब
• कक्षा - नौवीं

निरंतर और व्यापक मूल्यांकन : शिक्षा का लक्ष्य बच्चों को समाज के लिए उत्तरदायी, उत्पादक और उपयोगी सदस्य बनने की क्षमता प्रदान करना है। विद्यालय में छात्रों के लिए सीखने के अनुभवों और सृजित अवसरों के ज्ञान, कौशल और दृष्टिकोण के माध्यम से निर्मित की जाती हैं। कक्षाकक्ष में छात्रा अपने अनुभवों का विश्लेषण और मूल्यांकन करने, शंकाएँ अभिव्यक्त करने, प्रश्न करने, खोजबीन करने और स्वतंत्रा रूप से सीखने का कार्य कर सकेंगे। साथ ही साथ शिक्षा का लक्ष्य समाज की वर्तमान आवश्यकताओं और आकांक्षाओं को दर्शाना और इसके चिरस्थायी मूल्यों और मानवीय आदर्शों को प्रदर्शित करना है। किसी भी समय और स्थान पर इन्हें व्यापक और चिरस्थायी मानवीय आकांक्षाओं और मूल्यों का समकालीन और संदर्भित कथन कहा जा सकता है।

छात्रों की समझ, शैक्षिक लक्ष्य, ज्ञान की प्रकृति और विद्यालय की प्रकृति एक सामाजिक संस्थान के रूप में हमें कक्षा में होने वाले अभ्यासाें को सि(ांतों को तय करने में सहायता दे सकते हैं। इस प्रकार संकल्पनात्मक विकास की प्रक्रिया निर्धरित संदर्भों को गहराई तक ले जाने, समृ( बनाने तथा अर्थ के नए आयामों को अर्जित करने की निरंतर प्रक्रिया है। इसी के साथ इससे प्राकृतिक और सामाजिक दुनिया के उन सि(ांतों का विकास होता है जिनके विषय में बच्चे जानते हैं, इसमें अन्य व्यक्तियों के साथ उनके संबंध् शामिल हैं, जो उन्हें यह समझाते हैं कि चीज़ें ऐसी क्यों हैं, जैसी दिखाई देती है और इसके कारण तथा प्रभाव के बीच क्या संबंध् है। इस प्रकार मनोवृत्तियां, भावनाएं और मूल्य बोधत्मक विकास का अविभाज्य हिस्सा हैं और ये भाषा, मानसिक प्रस्तुतीकरण, संकल्पनाओं और तार्किकता के विकास के साथ जुड़े हैं। जैसे जैसे बच्चों की उच्च अवबोधत्मक क्षमताओं का विकास होता है उनका अपनी मान्यताओं से और अध्कि परिचय हो जाता है तथा वे अपने सीखने की प्रक्रिया का विनियमन करने में सक्षम होते हैं।

रचनात्मक मूल्यांकन हेतु शिक्षक संदर्शिका

• हिंदी : पाठ्यक्रम- अ
• हिंदी : पाठ्यक्रम- ब
• कक्षा - दसवीं

निरंतर और व्यापक मूल्यांकन : शिक्षा का लक्ष्य बच्चों को समाज के लिए उत्तरदायी, उत्पादक और उपयोगी सदस्य बनने की क्षमता प्रदान करना है। विद्यालय में छात्रों के लिए सीखने के अनुभवों और सृजित अवसरों के ज्ञान, कौशल और दृष्टिकोण के माध्यम से निर्मित की जाती हैं। कक्षाकक्ष में छात्रा अपने अनुभवों का विश्लेषण और मूल्यांकन करने, शंकाएँ अभिव्यक्त करने, प्रश्न करने, खोजबीन करने और स्वतंत्रा रूप से सीखने का कार्य कर सकेंगे। साथ ही साथ शिक्षा का लक्ष्य समाज की वर्तमान आवश्यकताओं और आकांक्षाओं को दर्शाना और इसके चिरस्थायी मूल्यों और मानवीय आदर्शों को प्रदर्शित करना है। किसी भी समय और स्थान पर इन्हें व्यापक और चिरस्थायी मानवीय आकांक्षाओं और मूल्यों का समकालीन और संदर्भित कथन कहा जा सकता है।

छात्रों की समझ, शैक्षिक लक्ष्य, ज्ञान की प्रकृति और विद्यालय की प्रकृति एक सामाजिक संस्थान के रूप में हमें कक्षा में होने वाले अभ्यासाें को सि(ांतों को तय करने में सहायता दे सकते हैं। इस प्रकार संकल्पनात्मक विकास की प्रक्रिया निर्धरित संदर्भों को गहराई तक ले जाने, समृ( बनाने तथा अर्थ के नए आयामों को अर्जित करने की निरंतर प्रक्रिया है। इसी के साथ इससे प्राकृतिक और सामाजिक दुनिया के उन सि(ांतों का विकास होता है जिनके विषय में बच्चे जानते हैं, इसमें अन्य व्यक्तियों के साथ उनके संबंध् शामिल हैं, जो उन्हें यह समझाते हैं कि चीज़ें ऐसी क्यों हैं, जैसी दिखाई देती है और इसके कारण तथा प्रभाव के बीच क्या संबंध् है। इस प्रकार मनोवृत्तियां, भावनाएं और मूल्य बोधत्मक विकास का अविभाज्य हिस्सा हैं और ये भाषा, मानसिक प्रस्तुतीकरण, संकल्पनाओं और तार्किकता के विकास के साथ जुड़े हैं। जैसे जैसे बच्चों की उच्च अवबोधत्मक क्षमताओं का विकास होता है उनका अपनी मान्यताओं से और अध्कि परिचय हो जाता है तथा वे अपने सीखने की प्रक्रिया का विनियमन करने में सक्षम होते हैं।

Q.1. Consider the following two statements:

1. Kirchhoff's junction law follows from the conservation of charge.
2. Kirchhoff's loop law follows from the conservation of energy

Which of the following is correct?

1. Both (A) and (B) are wrong
2. (A) is correct and (B) is wrong
3. (A) is wrong and (B) is correct
4. (4) Both (A) and (B) are correct

Sol:

Q. 1.    Which one of the following species does not exist under normal conditions?

Sol:

Q. 1.   An element playing important role in nitrogen fixation is :

1. Molybdenum
2. Copper
3. Manganese
4. Zinc

Answer: (1)

Q. 2.    Select the correct statement from the ones given below:

1. Barbiturates when given to criminals make them tell the truth
2. Morphine is often given to persons who have undergone surgery as a pain killer.
3. Chewing tobacco lowers blood pressure and heart rate
4. Cocaine is given to patients after surgery as it stimulates recovery

Answer: (2)

Q. 3.    Listed below are four respiratory capacities (a − d) and four jumbled respiratory volumes of a normal human adult: Respiratory Respiratory
capacities volumes.

1. Residual volume 2500 mL
2. Vital capacity 3500 mL
3. Inspiratory reserve volume 1200 mL
4. Inspiratory capacity 4500 mL

Which one of the following is the correct matching of two capacities and volumes?

1. (b) 2500 mL, (c) 4500 mL
2. (c) 1200 mL, (d) 2500 mL
3. (d) 3500 mL, (a) 1200 mL
4. (a) 4500 mL, (b) 3500 mL

Answer: (3)

Q. 4. Transfer of pollen grains from the anther to the stigma of another flower of the same plant is called:

1. Xenogamy
2. Geitonogamy
3. Karyogamy
4. Autogamy

Answer: (2)

Q. 5. ABO blood groups in humans are controlled by the gene I. It has three alleles − I^A, I^B and i. Since there are three different alleles, six different genotypes are possible. How many phenotypes can occur?

1. Three
2. One
3. Four
4. Two

Answer: (3)

Q. 6. Low Ca⁺⁺ in the body fluid may be the cause of:

1. Tetany
2. Anaemia
3. Angina pectoris
4. Gout

Answer: (1)

As is announced earlier, the preliminary stage of the CBSE Heritage India Quiz, 2010 will be conducted on Saturday, 28th August, 2010 in 69 centers across the country and in a few centers abroad as per the list given below. 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 will 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 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 and 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.

The Central Board of Secondary Education notifies the following scholarship schemes on the basis of examinations conducted by the Board in the year 2010:

1. CBSE Merit Scholarship Scheme for Single Girl Child For + 2 studies.

2. CBSE Merit Scholarship Scheme for Professional Studies (AIPMT).

3. CBSE Merit Scholarship Scheme for Professional Studies (AIEEE).

4. CBSE Merit Scholarship Scheme for Under Graduate Studies for Single Girl Child.

5. Central Sector Scheme of Scholarship For College And University Students 2010.

The details, eligibility conditions of each scheme are given in Board’s website: www.cbse.nic.in which may be referred to. Eligible students may apply by 31st December 2010.

Admission of Poor Children in School

The High Court of Delhi in its interim order dated 30.5.2007 in WP No.3156/2002 had directed that the private schools of the capital, which have been allotted land by the Government agencies, shall earmarked at least 10 per cent seats for admission of students belonging to the economically weaker sections and 5 per cent for wards of the staff of the schools. The matter at present is subjudice.

Government of NCT of Delhi has informed that an audit report on “Regulation of School Education by Directorate of Education and Financial Management in unaided recognized schools’ has been received from Accountant General (Audit), Delhi. It is for the Government of NCT of Delhi to take appropriate action on the report.

Broadband Connectivity in Schools

Under the Centrally Sponsored Scheme “Information and Communication Technology in Schools” there is a provision for internet connectivity including broadband in Government and Government aided secondary and higher secondary schools subject to availability of telecom infrastructure in the vicinity and based on viable proposals from the State Government.

The Rural Wire-line Broadband Scheme of Department of Telecommunication, there is provision for providing broadband connectivity to individual users and Government Institutions, including schools in rural and remote areas. Under the Scheme, BSNL plans to provide 8,88,832 wire-line broadband connections to individual users and Government Institutions, including schools, and will set up 28.672 kiosks over a period of 5 years i.e. by 2014. As of May 2010, a total of 1,42,906 broadband connections have been provided in rural and remote areas.

Central Government has decided to set up 6,000 model schools

The Central Government has decided to set up 6,000 Model Schools at the block level, at the rate of one school per block, as benchmarks of excellence.  3500 of these schools are to be set up in Educationally Backward Blocks (EBBs) through State Governments and the remaining 2500 schools are to be set up through Public Private Partnership (PPP).  The first component of the scheme in EBBs is already operational.  The sharing pattern for both recurring and non-recurring expenditure of these schools is 75:25 between the Central Government and the State Governments except for the special category States, for which the sharing pattern is 90:10.  So far, 434 Model Schools in 12 States have been sanctioned.  The State-wise break-up of model schools sanctioned so far is as under:

Standard of Primary Education in Rural Areas

National Council of Educational Research and Training (NCERT) conducts National Learners’ Achievement Survey for classes 3, 5, and 8 periodically. Till now two rounds of achievement surveys have been conducted. In the case of class 5 Mathematics, there has been an improvement in learning levels form 46.51 per cent in the 1st round to 48.46 per cent in the 2nd round of achievement survey. In language, there has been an improvement from 58.57 per cent in the 1st round to 60.31 per cent in the 2nd round, and in Environmental studies the improvement has been from 50.30 per cent in the 1st round to 52.19 per cent in the 2nd round. Under SSA, several steps have been taken to improve the standard of primary education. These include, inter-alia, recruitment of 10:30 lakh additional teachers to improve Pupil-Teacher Ratio, regular In-service Training of Teachers, distribution of Free Textbooks for children in Primary and Upper Primary classes.

(For Delhi Region only)

The application forms for private candidates for 2011 Exams. (Class X & XII) under All India / Delhi Scheme are available for sale w.e.f. 20/8/10 from the following Branches of the Syndicate Bank, against payment of Rs. 10/- each:-

Application forms will be available till 27^th August 2010 and filled application forms can be submitted till 9^th September 2010 at Science Branch. The exam will be conducted on 31^st January 2011.

Compartmental Examination Results - 2010
Secondary School Examination (Class X) Results

(Ajmer, Panchkula, Guwahati, Chennai and Allahabad Regions)

Compartmental Examination Results:

Educational Loan Scheme Introduction

Education is central to the Human Resources Development and empowerment in any country. National and State level policies are framed to ensure that this basic need of the population is met through appropriate public and private sector initiatives. While government endeavour to provide primary education to all on a universal basis, higher education is progressively moving into the domain of private sector. With a gradual reduction in government subsidies higher education is getting more and more costly and hence the need for institutional funding in this area.

The scope of education has widened both in India and abroad covering new courses in diversified areas. Development of human capital is a national priority and it should be the endeavour of all that no deserving student is denied opportunity to pursue higher education for want of financial support. Loans for education should be seen as an investment for economic development and prosperity. Knowledge and information would be the driving force for economic growth in the coming years.

Based on recommendations made by a Study Group, IBA had prepared a Model Educational Loan Scheme in the year 2001 which was advised to banks for implementation by Reserve Bank of India vide circular No.RPCD.PLNFS.BC.NO.83/06.12.05/2000-01 dated April 28, 2001 along with certain modifications suggested by the Government of India. In line with the announcement made by the Hon'ble Finance Minister in his Budget Speech for the year 2004-05, IBA had communicated certain changes in the security norms applicable to educational loans with limits above Rs.4 lakhs and up to Rs. 7.5 lakhs.

We have been receiving enquiries from members seeking clarifications on the various provisions of the scheme based on feedback received from the branches. With a view to ensure that the scheme is implemented in letter and spirit, it was decided to review the scheme and make modifications in the scheme to facilitate smooth operation at bank branches. Towards this, a Working Group of General Managers drawn from select banks was constituted at IBA. This revised model scheme has been prepared based on the suggestions made by the Group.

2. OBJECTIVES OF THE SCHEME :

The Educational Loan Scheme outlined below aims at providing financial support from the banking system to deserving/ meritorious students for pursuing higher education in India and abroad. The main emphasis is that every meritorious student though poor is provided with an opportunity to pursue education with the financial support from the banking system with affordable terms and conditions. No deserving student is denied an opportunity to pursue higher education for want of financial support.

3. APPLICABILITY OF THE SCHEME:

The scheme detailed below could be adopted by all Commercial Banks. The scheme provides broad guidelines to the banks for operationalising the educational loan scheme and the implementing bank will have the discretion to make changes suiting to the convenience of the students/ parents to make it more customer friendly.

Study Tips: Important Points to Enhance Your Performance | Self Assessment

Following are some points which you may use for self assessment that whether you are upto the mark to what we expect out of you. Ask yourself these questions and grade yourself as to where you stand and whether your preparation is upto the mark or not. You may also use these points as suggestions from our side to enhance your performance.

1. You note down every relevant thing written on the white board.
2. You are able to seggregate the portion in which you find difficulty.
3. You attempt the quizzes very honestly & sincerely in the class.
4. You ask the doubts with concerning faculty after the classes.
5. You discuss problems with your friends in TA
6. You never miss classes due to what so ever reason.
7. You set small - small targets for daily schedule and try to accomplish them.
8. You study the lectures on the same day in writing.
9. You solve all the class illustrations / inchapters on your own at home.
10. You attempt covered portion of Ex-I on the same day.

Undisputedly, the wealth of a country is judged by the health of its people. Worldwide, nations are seeking viable answers to the question of how to offer a health care system, which leads to improvements in the health status of their citizens. In our view, health care in India is the responsibility of the community as a whole. A collaborative approach, which involves financial support, strategic planning and health prioritizing legislation, involves the government, community leaders, and private and public health care professionals. Here in India we must encourage individual, family and group participation in taking care of their physical, mental and emotional health and provide venues for doing so. We need to support an increase in health seeking behaviours motivated by education, through the school system, civic groups and public information.

Faults of the country’s medical system have become apparent within the last decade as economics forced hospitals to begin amalgamating services and reducing staff, thereby increasing clients’ access to timely services. From years of evidence, public and private health care understands the need to view health care from a business perspective; however, without losing sight of the need to provide high quality, accessible services. Indeed, we must strive to improve the health care system by creating an environment that encourages and rewards quality of care by the professionals who are providing the services. We are seeing to do more than maintain the status quo of our community’s health, and instead to improve on the health status of all concerned. Through tightly coordinated partnerships with medical, social, educational, business, civic and religious organisations of this country, we can develop a comprehensive and coordinated health care system.

This curriculum on Health Care Sciences has been developed for a two year new course at 10 + 2 stage. It has been so designed that the trainees on completion of the course will be competent to work as General Duty Assistants (GDAs) and go up in ladder as supervisor in Hospitals and Nursing Homes, to start their own self-employment ventures. The Course intends to impart both theoretical knowledge and practical training, suited for both self and wage employment.

Scope and Prospects of Health Care Sciences Course : This forms a good basic course for healthcare sector, after which the pass out can either join the healthcare service system as a GDA or go for higher education (Vertical Mobility) in the health care sector related courses (advanced courses in the health sector). Pass out of this course can be good multi-skilled worker for the healthcare industry, who can handle a number of jobs depending upon where he/she is posted.

Regional level CBSE Science Exhibition 2010 : The Regional Level CBSE Science Exhibition,2010 will be held in the month of August,2010 as per the following schedule. Every participating school is also being informed individually. A copy of the letter being sent to every school is given below for complete information. Consultant CBSE , Mr. R.P. Sharma, may be contact at 011- 23211200 or science.cbse@gmail.com in case of any further clarification in this regard: