National Institute of Open Schooling (NIOS) | Class XII Syllabus - Word Processing

Senior Secondary Course (Syllabus)
Word Processing (327)

1. Basic Concepts

• 1.1 Introduction
• 1.2 Objectives
• 1.3 What is a Computer
• 1.4 Characteristics of computer
• 1.5 History of Computer
• 1.6 Computer Generations
• 1.7 Types of Computers
• 1.8 What is you have learnt
• 1.9 Terminal Questions
• 1.10 Feedback to Intext question

2. Computer Organization

• 2.1 Introduction
• 2.2 Objectives
• 2.3 Basic Computer Operation
• 2.4 Functional Units
• 2.5 Memory Systems of a Computer.
• 2.6 Secondary Storage
• 2.7 Input Output Device
• 2.8 What you have learnt
• 2.9 Terminal Questions
• 2.10 Feedback to Intext question

3. An introduction to Windows 95

• 3.1 Introductions
• 3.2 Objectives
• 3.3 Improved Features of Windows-95
• 3.4 Start Button and Task Bar
• 3.5 My Computer
• 3.6 Windows Explore3
• 3.7 Network Neighborhood
• 3.8 Recycle Bin
• 3.9 Find
• 3.10 Work with program
• 3.11 MS-DOS Window
• 3.12 Shut Down the Computer
• 3.13 Change Windows Setting
• 3.14 What you have learnt
• 3.15 Terminal Question
• 3.16 Feedback Questions

4. Introduction to Ms-Word

• 4.1 Introduction
• 4.2 Objectives
• 4.3 What is Word-Processing
• 4.4 Important Features of Ms-Word
• 4.5 Getting Started with Ms-Word
• 4.6 Main menu option
• 4.7 What you have learnt
• 4.8 Terminal Questions
• 4.9 Feedback to Intext questions

National Institute of Open Schooling (NIOS) | Class XII Syllabus - Typewriting

Senior Secondary Course (Syllabus)
Typewriting (323/423)

Total Study Time 250 Hours (50 Hrs. Theory, 200 Hrs. Practical) [Theory: 30 Marks]
(Theory & Practicals) Max Marks: 100 [Practical: 70 Marks]

RATIONALE
Typewriting has become a necessary for modern human life. Its use as a laboursaving device is increasing. It is a very useful method of communication and expression. It has established itself as a very gainful source of employment. It is a skill which today every civilized human being must cultivate whether he is in business, administration, profession or vocation. The study of the subject would prepare the students mot only for employment but also for running their own institutes. The course includes necessary theoretical knowledge about typewriting. This is expected to provide essential background information considered useful for creating awareness about job of a typist which is so challenging.

STATEMENTS OF OBJECTIVES
This course aims at enabling learner to:

GENERAL OBJECTIVES

• Develop skills in quick written communication;
• Cultivate personal and vocational skills in typewriting;
• Improve essential traits and behaviour pattern e.g. concentration, judgment, initiative etc.

1. TYPEWRITER AND ITS PROPER MAINTENANCE

Study Time: 6 hrs.

APPROACH
This module is designed to provide the learners with essential background information on the typewriter. This would enable them to choose a suitable typewriter and handle it properly to gain its maximum utility. This module is also useful for them to know how to take care of their typewriter so that it can give reliable and uninterrupted service.

PRE-REQUISITE KNOWLEDGE CONTENT UNITS
Familiar with a typewriter and typed matter.

• 1.1 Typewriter – its use and importance.
• 1.2 A standard typewriter.
• 1.3 Makes and categories of typewriters.
• 1.4 Essential parts of a typewriter and their uses.
• 1.5 Care and upkeep of a typewriter.
• 1.6 Ribbon changing and ribbon economy.

SUGGESTED TEACHING HINTS
(i) Explanation and illustration on electronic typewriter, word processor and chequewriting typewriter may be included (1.3)
(ii) Illustrations on essential operative parts may included in (1.4)

SUGGESTED LEATNING EXPERIENCES
Visits to exhibitions and showrooms displaying typewriters and word processors and collection of related literature.

2. METHODS OF TYPEWRITING

Study Time: 4 hrs.

APPROACH
This modules has been designed to acquaint the learners with different methods of typewriting and their evaluation.

CONTENT UNITS

• 2.1 Methods of typewriting.
  --2.1.1 Touch
  --2.1.2 Sight
  
  Their merits and demerits
• 2.2 Approaches to typing
  --2.2.1 Horizontal
  --2.2.2 Vertical

SUGGESTED TEACHING HINTS

3. KEY-BOARD OPERATION

Study Time: 8 hrs.

APPROACH
This module is designed to enable the learners to develop correct setting posture before the typewriter and operate the keyboard with skill, efficiency and confidence. The practice series provided in the lesson would enable them to type correctly and gradually master the keyboard operation.

PRE-REQUISITE KNOWLEDGE
Methods of Typewriting.

CONTENT UNITS CERTIFICATION

• 3.1 Setting posture
• 3.2 Insertion and removal of papers
• 3.3 Learning the second row (home row) – guide keys and home keys
• 3.4 Learning the third row (upper row)
• 3.5 Learning the first row (bottom row)
• 3.6 Learning the fourth row (number row)
• 3.7 Special signs and symbols in the keyboard and their uses.

SUGGESTED TEACHING HINTS
(i) Lessons be well illustrated.
(ii) Rhythmic typewriting may be explained
(iii) Use of copy holder may be explained under 3.1

SUGGESTED LEATNING EXPERIENCE
Video films on different techniques of typewriting may be shown.

4. DISPLAY IN TYPEWRITING

Study Time: 12 hrs.

APPROACH
Special care must be given to the way in which a message is expressed so as to create right effect on the recipient. This module has been designed to acquaint the learners with latest styles of display while typing paragraph, letter, etc. This would enable them to achieve high standards in typing.

PRE-REQUISITE KNOWLEDGE
Typing

CONTENT UNITS

• 4.1 Centering
• 4.2 Margin-spacing and line-spacing
• 4.3 Use of punctuation
• 4.4 Figures – Arabic and Roman
• 4.5 Paragraph – types and styles, and numbering
• 4.6 Styles of typing different kinds of letters
• 4.7 Syllabification
• 4.8 Foot-motes

CBSE steps to ease exam pressure

The Central Board of Secondary Education (CBSE) has announced grading system for the students appearing in class X examination and introduced several other steps to ease examination pressure.

Foremost among these is the decision that final paper of every subject of class IX would have multiple choice questions (MCQs). Be it English, Hindi, English grammar, maths and social science, all will have numerous questions which will have multiple choices as answers, carrying one mark each. However, the MCQs come with a rider. The question paper would be printed on a separate sheet which would be taken from the examinees 30 minutes after the examination begins. All the MCQs are to be attended within this duration. The remaining part of the question paper would thereafter be distributed amongst the examinees.

Moreover, there would be flexibility of time given to students for completing the question papers. The science paper, which earlier used to be of three hours, would henceforth be of three-and-half-hour.

National Institute of Open Schooling (NIOS) | Class XII Syllabus - Sociology

Senior Secondary Course (Syllabus)
Sociology

Rationale:
After studying up to the Secondary level, a student starts developing some understanding of the nature and character of the society he lives in.

Sociology explores all aspects of social relationships, and it helps to understand why human beings create the societies they inhibit and how they behave with other individuals and groups in which they live. Sociology is considered as another of all Social Sciences because it studies the economic, political, anthropological historical, geographical and psychological dimensions of society. Sociology, however, is primarily concerned with the diversity of human relations particularly along the lines of social class, race, ethnicity, gender and age etc.

Ignorance about society is the root cause of all social evils. The knowledge, obtained by scientific methods, about society can contribute to the development of a good society. August Comte, father of Sociology, has said that man would become the master of his social destiny as soon as he develops a science of society.

Change is continuous and permanent. The changes occurring today in the world make Sociology an extremely important subject to study. This course of Sociology will make students familiar with processes of change and development in general and with reference to Indian society in particular. The learner, as a student and citizen, needs to be exposed to the comprehension of the reality and the realization of the predicament.

Objectives
This course has the following objectives:

• To familiarize the learner with the basic concepts in Sociology.
• To make them familiar with various social institutions and social divisions in society.
• To make them familiar with the process of change and development in society in general and with reference to Indian society in particular.
• To familiarize them with different dimensions of Indian Society.
• To enable the learner to look at social realities objectively.
• Finally to inculcate among students ability to perceive social realities scientifically.

Distribution of Marks and Time

Module I : Sociology: Basic concepts

Time: 70 hours Marks : 30

Approach: This module is meant to introduce Sociology to the learner. It acquaints the learner with the definition of Sociology, its development and growth, relationship with other Social Sciences. It further exposes the learner to certain techniques used in Sociological research. This module also explains important basic sociological concepts.

Contents:

• 1.1 An Introduction to Sociology
• 1.2 Emergence and Development of Sociology
• 1.3 Sociology: Its Relationships with other Social Sciences
• 1.4 Methods and Techniques of Research in Sociology
• 1.5 Society, Community, Association and Institution
• 1.6 Social Groups
• 1.7 Social Structure and Social System
• 1.8 Norms and values
• 1.9 Status and Role
• 1.10 Cooperation, Competition and Conflict
• 1.11 Acculturation, Assimilation & Integration

National Institute of Open Schooling (NIOS) | Class XII Syllabus - Secretrial Practice

Senior Secondary Course (Syllabus)
Secretrial Practice and PA/PS Sourse (326/426)

Theory Paper 1 Hour 70 Marks
Practical 3 Hours 30 Marks

Theory

• Unit 1 Questions, qualifications and duties of a Private Secretary / Office Assistant
• Unit 2 Knowledge of organizational structure of an establishment
• Unit 3 Handling of mail
• Unit 4 Postal Services
• Unit 5 Noting and Drafting
• Unit 6 Maintenance of records
• Unit 7 Meeting and appointments
• Unit 8 Travel arrangements

PRACTICAL

• Unit 1 Use of Telephone
• Unit 2 Use of Telex
• Unit 3 Use of Intercom
• Unit 4 Use of Dictaphone
• Unit 5 Use of Photocopier
• Unit 6 Use of Franking machine
• Unit 7 Use of Cyclostyling machine
• Unit 8 Use of electronic typewriter
• Unit 9 Functioning of a computer-simple and elementary operation

National Institute of Open Schooling (NIOS) | Class XII Syllabus - Psychology

Senior Secondary Course (Syllabus)
Psychology

1. RATIONALE
Psychology is relevant to all walks of life. Everyone learns some psychology, if not in school, through one’s own experience and uses it without realizing it consciously. Prominent applications in psychology include areas of human development and adjustment, development of skills, communication, education, social change, stress etc. As mentioned earlier, psychology extends to all areas of human existence. While imparting knowledge of the above to a student of Senior Secondary, it is our endeavor to acquaint him/her with his/her own life concerns and bring home on how psychology has bearing in such issues. It will also be important that while discussing modern psychological thought and research, the indigenous ideas are integrated into a collective perspective.

2. OBJECTIVES

• To make students understand the major areas of life concern (e.g. development, education., work, hearth, society etc.)
• To make students understand the relationship between the life concern and psychological perspective.
• To make student apply the knowledge of psychology in the solution of problems related to individual life concerns.
• To make students apply the knowledge to psychology for personal and social development.

3. DISTRIBUTION OF MARKS

National Institute of Open Schooling (NIOS) | Class XII Syllabus - Political Science

Senior Secondary Course (Syllabus)
Political Science

CORE MODULES

MODULE 1: INDIVIDUAL, STATE AND THE GLOBAL ORDER

• Sphere of Politics: Power and Authority Freedom and Justice
• Nation, State and the Government
• The Nation-State and Globalisation of Politics.

MODULE 2: ASPECTS OF THE CONSTITUTION OF INDIA

• The Making of the Constitution: The Preamble
• Salient Features of the Indian Constitution
• Fundamental Rights
• Directive Principles of State Policy and Fundamental Duties
• Federalism and Centre-State Relation
• Emergency Provisions
• Students Assignments

MODULE 3: ORGANS OF GOVERNMENT: CENTRE ANS STATE LEVELS

• The President and Governors

The Council of Ministers:

• The Prime Minister and The Chief Minister
• The Parliament of India
• The State Legislature
• Structure and Jurisdiction of Indian Judiciary
• Judicial Review and Protection of Fundamental Rights
• Judicial Activism

MODULE 4: DEMOCRACY AT WORK

• Universal Adult Franchise
• Political Parties and Pressure Groups
• Role of Socio-Political Movements

MODULE 5: ORGANISATION OF THE GOVERNMENT

• Administrative System: Centre, State and District Level
• Parliamentary Control: The Parliamentary Committees
• Comptroller and Auditor General
• Public Grievances and Redressal Machinery

National Institute of Open Schooling (NIOS) | Class XII Syllabus - Physics

Senior Secondary Course (Syllabus)
Physics

RATIONAL
Physical is a fundamental science because it deals with such basic feature of the world as time, space, motion matte, electricity, light and radiations. Every event that occurs in the natural world has some feature that can be viewed in these terms. Study of Physics need not necessarily be taken as means of becoming a physicist; it is a means of rationally understanding nature. Physics lies behind all technological advancement such as computer, internet, lunching of rockets and satellites, radios and TV communications, lasers, etc. It also finds applications in such simple activities of men as lifting a heavy weight or making a long jump. Physics is thus an all-pervading science and its study helps us in finding answers to questions like why and how?

In order to bring out various aspects of Physics as a fundamental science the content of the present syllabus has been so chosen as to relate with the study of natural physical phenomenon. The underlying physical laws and principles of such phenomena and their effects on daily life have been reflected in the syllabus. Themes like motion, properties of matter, energies like heat, light and electricity and electronics with would be of interest to all and specially to those who are interested in pursuing Physics as a career have been selected to from our content. The syllabus also includes such emerging areas as electronics, nuclear physics, astrophysics, medical physics and photography, which find immense applications in daily life.

Though mathematics is basic to the understanding of most of the problems of physics, in the present course stress has been given to avoid rigour or mathematics like integration and differentiation. The focus has been to teach concepts of physics rather than mathematics calculation.
This course attempts.

1. acquire knowledge and develop understanding of concepts, fundamental laws, principles and processes in the area of physics so that relationship between cause and effects of physical phenomenon can be understood;
2. appreciate the contributions of physics towards improving quality of lice;
3. promote interest in physics and foster a spirit of enquiry; and
4. Improve competencies of individuals in work skills required in their procession.

As a part of this process, the course also aims at developing the following abilities in the learner:

• Experimental skills (like taking observations, manipulation of equipment) and communicative skills such as reporting of observations and experimental result;
• Problems solving ability e.g. analyzing a situation or data, establishing relationship between cause and effects:
• Scientific temper of mind by making judgment on verified facts and not opinions, by showing willingness to accept new ideas and discoveries: and
• Awareness of the dangers inherent in the possible misuse of scientific knowledge.

Structure of the Syllabus
The syllabus in physics includes two parts-core modules and optional modules. The core modules comprises of the essential concepts and phenomenon of physics, which a student at this level should know. It has eight core modules, which contain predominantly the subject matter of mechanics, electricity, light and other areas of physics representing the minimum knowledge required to progress into the more advanced areas and to develop appreciation for the fact that physics plays a significant role in most situations. The optional modules are on the specific fields and have four modules one each on Astrophysics, Electronics, Photography and Audio-Videography and Medical physics. In the optional modules there is a choice to opt any one of the given four modules.

(A) CORE MODULES

(B) OPTIONAL MODULES
(One Module – 10 Marks Each and 30 hrs.)

National Institute of Open Schooling (NIOS) | Class XII Syllabus - Painting

Senior Secondary Course (Syllabus)
Painting

RATIONALE
Painting is a form of art. It is a powerful way of self-expression providing a sense of fulfillment and achievement. This course is aimed at providing with necessary inputs of practical work and skill to the learner’s familiarity of the theory of art through ages. This will further help in aesthetic development, ability to appreciate and discover beauty of life and integrate it into one’s own personality. Thus, art will make us more sensitive to our Cultural Heritage, environment and develop a creative attitude in day-to-day activities.

COURSE OBJECTIVES
The objectives of this course are to:

• develop knowledge and understanding of visual art;
• develop skill, ability and aesthetic attitude;
• acquaint about the development of art and various styles of art expression and their salient features;
• develop understanding about the visual aspects of composition, division of space, rhythm, texture, tonal gradation and expressive value of line in a learner;
• to work with harmony and contrast of colour, having various drawing and painting materials such as pencils, pastels, water and oil colour, ink etc.

COURSE STRUCTURE
This course in painting for the senior secondary level has been divided into three compulsory modules namely :

• History and Appreciation of Indian art.
• History and Appreciation of Indian painting and Sculptures
• Folk Paintings

It also includes one practical paper having three parts.

• Object Drawing
• Painting and Composition
• Folk Art as Motif

COURSE DESCRIPTION

Module – 1 : History and Appreciation of Indian art.
(From 2500 B.C. to 16th Century A.D.)

Approach :
The art objects, belonged to Indus Valley Civilization, are the only available earliest evidence of great tradition of India. The nature form of these art works help us to imagine that tradition of Indian art must have begun long before 2500 B.C. Changing condition of politics and religions kept on motivating Indian art through the ages from 4th C. B.C. to 16th C. A.D., leaving a missing link for approximately 1000 yrs from post Indus Valley civilization to Mauryan period. Indian Art under the patronage of Hindu, Muslim, Buddhist and Jain rulers, flourished till 16th C. A.D. to face a new era of art movement after the Mughals became the rulers of India.

• Unit 1.1 Art of Indus Valley Civilization
  (Harappan and Mohen-jo-daro 2500 B.C. to 1750 B.C.).
  Brief introduction and appreciation supported with drawing, maps, and pictures of the
  following art objects:
  
  Objects : Collection
  • Mother Goddess : National Museum, Delhi
  • Seal with Bull Design : National Museum, Delhi
  • Painted Pottery : National Museum, Delhi
  • Jewellery (necklace) National Museum, Delhi
  
  Supportive video programme(s)
  • Mother Goddess
  • Seal with Bull Design
  • Painted Pottery
  • Jewellery (necklace)
• Unit 1.2: Art of Mauryan to Gupta Period
  (4th Century B.C. to 6th Century A.D.)
  Brief introduction and appreciation supported with drawing and pictures of the following art objects:
  
  Objects : Collection
  • Lion Capital : Sarnath Museum
  • Chauri Bearer (Yakshi) : Patna Museum
  • Stupa I at Sanchi : Sanchi, Madhya Pradesh
  • Lord Mahavira – Jain Tirthankara : National Museum, U.P.
  • Seated Buddha (Gandhara Style) : Sarnath Museum, Madhya Pradesh
  • Seated Buddha : Government Museum, Mathura
  
  Supportive video programme(s)
  • Nataraja, (Cosmic dance of lord Shiva
  • Dokra Casting (Trible Bronze casting)
  • Triumph of Labour
• Unit 1.3 : Indo – Islamic Architecture
  (From 12th Century A.D. to 17th Century)
  Brief introduction and appreciation supported with drawing, and pictures of the following heritages/monuments.
  
  Pictures : Place
  • Qutab Minar Delhi
  • Taj Mahal Agra
  • Gol Gumbaz Bijapur
  
  Supportive video programme(s)
  • Qutab Minar
  • Taj Mahal
  • Gol Gumbaz

National Institute of Open Schooling (NIOS) | Class XII Syllabus - Mathematics

Senior Secondary Course (Syllabus)
Mathematics

RATIONALE
The curriculum in Mathematics has been designed to cater to the specific needs of NIOS learners. The thrust is on the applicational aspects of mathematics and relating learning to the daily life and work situation of the learners. The course is modular in nature with – eight compulsory modules forming the core curriculum and four optional modules out of which the learner is to choose one optional module. An attempt has been made to reduce rigour and abstractness.

OBJECTIVES
The course aims at enabling learners to :
• become precise, exact and logical.
• acquire knowledge of mathematical terms, symbols, facts and formulae.
• develop an understanding of mathematical concepts.
• develop problem solving ability.
• acquire skills in applying the learning to situation including reading charts, tables, graphs etc.
• apply the above skills in solving problems related to Science, Commerce and daily life.
• develop a positive attitude towards Mathematics and its application.

COURSE STRUCTURE
The compulsory modules are :
1. Complex Numbers and Quadratic Equations
2. Determinants and Matrices
3. Permutations and Combinations
4. Sequences and Series
5. Trigonometry
6. Coordinate Geometry
7. Differential Calculus
8. Integral Calculus
The optional modules are :
9. Statistics and Probability
10. Vectors and Analytical Solid Geometry
11. Linear Programming

MODULE WISE DISTRIBUTION OF STUDY HOURS AND MARKS

CURRICULUM OF SENIOR SECONDARY MATHEMATICS

COMPULSORY MODULES

Module 1: Complex Numbers and Quadratic Equations

Study Time: 15 hrs. Max. Marks: 10

Pre-requisites: Real numbers and quadratic equations with real coefficients.

Content and Extent of Coverage

• Complex Numbers
  - Definition in the form x + iy
  - Real and imaginary parts of a complex number.
  - Modulus and argument of a complex number
  - Conjugate of a complex number
• Algebra of Complex number
  - Equality of complex numbers
  - Operations on complex numbers (addition, subtraction, multiplication and division)
  - Properties of operations (closure, commutativity, associativity, identity, inverse, distributivity)
  - Elementary properties of modulus namely
  (i) | z | = 0 <=> z = 0 and z1 = z2 <->| z1| = | z2 |
  (ii) | z1 + z2 | ≤ | z2 | + | z2 |
  (iii) | z1/z2 | = | z1 | / | z2 | (z2≠0)
• Argand Diagram
  - Representation of a complex number by a point in a plane.
• Quadratic Equations
  - Solution of quadratic equation with real coefficients using the quadratic formula
  - Square root of a complex number
  - Cube roots of unity

Extended Learning

• Polar representation of a complex number
• Quadratic equations with complex coefficients

CBSE ask Class X students to ‘interact with chairman’

There are many apprehensions as well as queries among students and parents regarding the new grading system to be introduced at class Twitter Facebook Share Email Print Save Comment X level from the next year’s CBSE board exam. To quell their fears and address their concerns, the CBSE has decided to answer all questions through a students utility medium - ‘Interact with chairman’-on its website.

The foremost concern of parents is whether the removal of board examination would reduce tension and help kids become strong competitor. And there are some who fear that such an initiative could be a retrograde step. There are also apprehensions about transparency in assessment of students in co-scholastic areas under the new scheme of CCE (continuous and comprehensive evaluation).

Students want to know how the new system will affect their future prospects, admission to senior classes and preparation for AIEEE, IIT-JEE, AIPMT or other competitive examinations.

The CBSE has clarified that better learning takes place in a supportive and friendly environment than in a “threat situation”. Stating that grading system will provide sounder platform, the board made it clear that there will neither be reduction in syllabus nor dilution in standard of examinations. The question papers designed by the board will be used by schools. The curriculum is being re-organised but not diluted, it states

As far as maintaining transparency during evaluation is concerned, it is stated that marking of answersheets would be done as per a given marking scheme. Formative assessment will be based on two or three different tools and techniques, which will minimise possible favours.

Moreover, the answersheets will be given back to students who can approach the school principal in case of any doubt. As far as assessment in co-scholastic areas is concerned, it will be done by a team of teachers instead of a single educator.

Madhya Pradesh Board | Date Sheet for Higher Secondary and Vocational Exam 2010

Board of Secondary Education Madhya Pradesh

Time Table of Board Examinations – 2010

Date Sheet Higher Secondary Exam & Higher Secondary Vocational Exam-2010

Time: Afternoon 2:00pm to 05.00 pm

25 Interesting Games based on Education

Some games are played for fun only but some educational games are very helpful to improve the mental skills. Here is the list of 25 educational games to improve the skills. Check the the list of games below.

1. Kids Spell
2. Spin and Spell
3. GamesGames.com
4. Spelling City
5. Catch the Spelling
6. Read, Write, Think
7. Just Crosswords
8. Variety Games
9. Armored Penguin
10. Ed Helper
11. Quiz-Tree
12. Multiplication.com
13. Fit Brains
14. Math Cats
15. Handipoints
16. Novel Games
17. ABCya
18. Starfall
19. Sheppard Software
20. Decimal Squares
21. CSI web adventures.
22. Shedd Aquarium
23. Pest World for Kids
24. MSNBC
25. Kids Past

UPSC | Mark Query for NDA & NA Examination 2009 (Qualified in Written)

Union Public Service Commission has declared the result of National Defence Academy/Naval Academy written examination 2009. To check the marks obtained in written examination click on the following button

National Institute of Open Schooling (NIOS) | Class XII Syllabus - Home Science

Senior Secondary Course (Syllabus)
Home Science

1. RATIONALE
Home Science is a Subject, which promotes understanding of each of the home with necessary scientific basis and provides essential knowledge to face the changing ways of life. An attempt has been made to develop a course by adoping an integrated approach towards the application of science, technology and humanities in areas like resource management, mind the fact that the Senior Secondary stage could be the terminal point of study for most learners this course not only better equips them to deal with problems on the home front but also offers information on advanced vocational streams for those who decide to pursue a career.

2. OBJECTIVES
The comprehensive objectives of teaching Home Science at this level are to _
- develop a scientific approach through application of science and technology in everyday living.
- promote awareness of ill-effects of environmental degradation on human lives;
- explain principles and techniques to handle problems in middle childhood and adolescence;
- impart advanced knowledge of textiles;
- explain the need and basis of therapeutic nutrition.

3. DISTRIBUTION OF MARKS

4. COURSE DESCROPTION:
The course has been divided into two parts: the CORE modules and some OPTIONAL modules. The core modules comprise four in member and impart knowledge and information, which is essential for all learners. These are compulsory for all students of the course. There are three optional modules out of which the students have to choose and study any one module.

CORE MODULES

4.1 RESOURCE MANAGEMENT
This modules is designed to familiarize the reader with the concept of conservation of energy, to create a sense of maintaining ethics at work, to develop skills in money management, and to show how the available space and time can be effectively used to maximize output.

National Institute of Open Schooling (NIOS) | Class XII Syllabus - History

Senior Secondary Course (Syllabus)
History

RATIONALE
History is the scientific study of human beings and the evolution of human society in point of time and in different ages. As such it occupies all important place in the school curriculum. It is, therefore, taught as a general subject forming a part of Social Science both at the Middle and the Secondary Stages. At the Middle Stage, entire Indian History is covered, while at the Secondary Stage, the land marks in the development of human society are taught. At the Senior Secondary Stage, History becomes an elective subject. Its main thrust is to bridge the gap between the presence of change-oriented technologies of today and the continuity of our cultural tradition so as to ensure that the coming generation will represent the fine synthesis between change and continuity. It is, therefore, deemed essential to take up the entire Indian History from the Ancient to the Modem period for Senior Secondary Stage. The rationale for taking up the teaching of History at this stage is :

1. to promote an understanding of the major stages in the evolution of Indian society through the ages.
2. to develop an understanding of the historical forces responsible for the evolution of Indian society in the Ancient, Medieval and Modem times.
3. to develop an appreciation of
   (i) the diverse cultural and social systems of the people living indifferent parts of the country.
   (ii) the richness, variety and composite nature of Indian culture.
   (iii) the growth of various components of Indian culture, legitimate pride in the achievement of Indian people in. different parts of the country.
   (iv) the process of change which evolved as a result of interaction with other cultures.
4. to identify the fissiparous trends which hampered the growth of the Indian nation in different periods.
5. to recognize that the Indian culture has not remained and developed in isolation, rather was a result of a synthesis of different cultures and to understand the contemporary process of change, continuity and development.
6. to remove from the minds of the younger generation prejudices and complexes transmitted from the biased interpretation of History, the social environment and the accident of birth.
7. to develop an appreciation of the contribution made by the people from all parts of the country in the making of the national heritage.
8. to foster proper understanding of the contemporary problems of India in historical perspective so as to develop an enlightened citizenship for active participation in the establishment of a just social order.
9. to inculcate scientific temper and objectivity to the study of India’s past in order to relate to the present.
   The study of History at this stage is intended to initiate and introduce students to the ‘Elements of Historical Methodology’ as also how the historian thinks and works. For this, he should be acquainted with the various types of sources which form the basis of history and develop the competence to evaluate the reliability of the sources.

APPROACH
Keeping in view the implications of the National Policy on Education (May, 1986, PP. 3,4) providing access to education of a comparable quality for all students, irrespective of caste, creed, location or sex and the Programmes of Action (August, 1986, P. 144) emphasizing the immediate need for introducing the curricular change in the content of history essential to nurture national identity, protect, preserve and promote our common cultural heritage, the approach to the teaching-learning of History at the +2 Stage (Senior Secondary) will highlight the following:

1. The new focus will be on the socio-economic and cultural development of man in society. The political developments and dynastic treatment, which has been hitherto the main thrust in the teaching-learning process, will no longer be given undue emphasis.
2. The emphasis at this stage will be laid on the development of a composite culture and national integration by highlighting the contribution of the people from all parts of the country through the ages. The development of the components of composite culture has assumed different forms in different periods of Indian History. In Ancient and Medieval India, the cultural identity and unity formed the main basis whereas in Modern India, the political unification during the British rule constituted the main plank of the composite culture which was strengthened further with the integration of the Princely States with the India Union.
3. It is necessary to highlight the role, the suffering and sacrifice of the people in the struggle for freedom against the British rule irrespective of religion and region.
4. Other important areas include the removal of social evils and emancipation of women in modern India. The study of History at this stage will not remain confined to the reading material alone. The whole process will be activity oriented with more emphasis on the self-learning activities of the learners. To create further interest in the study of History frequent use will be made of audio-visual aids (T.V.-CCTV), maps, charts, time-line, genealogical tables and the learner will be required to study historical geography of India and undertake field trips wherever feasible. The development of the entire process of learning History will take place with the close co-operation and active participation of the learner during the contact programmes. Each module of the course (Unit and Sub-Unit) has been divided into two parts-the General Foundation Units and the Certification Units. The General Foundation Units provide a comprehensive view of Indian History in chronological sequence for proper understanding of the main events of Indian History in self-contained units. The Certification Units are to be studied in reasonable depth including interpretation critical thinIdng and balanced views for eItemal examination at the Senior Secondary level.

SYLLABUS IN OUTLINE

National Institute of Open Schooling (NIOS) | Class XII Syllabus - Geography

Senior Secondary Course (Syllabus)
Geography

1. RATIONALE
The discipline of Geography promotes systematic studies of interaction between man and environment. The studies are undertaken on both the micro and macro levels. These studies at global, regional and local levels are taken up within the spatial and temporal frame work. The contents of Geography become highly fascinating even to the beginner. Man has a reason to feel excited over the fact that his is a living planet pulsating with life and constant change of every possible description. As far as his knowledge goes this is the only celestial body of its kind inhabited with intelligent life which he can think of. Interplay between man an environment being the focal point of geographic study, its contents have become very exciting because of man’s ingenuity and ability to adapt himself to the environmental variations spread over time and space. Since man and environment are equally dynamic, their interrelationship has been growing and becoming more and more complex day by day. A student of Geography is bound to be thrilled by the new insight into the exciting partnership between two. Since Geography deals with both man and environment, it acts as a natural bridge between humanities and sciences. The former includes the contents from economics, history, political science, sociology, anthropology and commerce. The latter include earth sciences such as geophysics, geology, geomorphology, oceanography, climatology and meteorology. Astronomy and space sciences also provide a meaningful back drop. It is against this broad perspective that the course in Geography has been drawn up for the Senior Secondary Stage. It is hoped that it would be dealt with accordingly. Previously, the courses of study was divided in to two categories i.e. foundation and certification units. In the revised syllabus, all the lessons are compulsory and questions will be asked from each lessons according to the weightages of marks assigned to each module.

To the extent possible, the practicals should be dovetailed to the theoretical portions. The theoretical knowledge can be better assimilated and reinforced through its practical application. Practical problems can be quickly grasped only through the mastery over theory and basic principles. Thus theory and practicals must be seen in their complementary and reinforcing role instead of dealing with them in compartments in a routine or mechanical fashion.

2. OBJECTIVES
The main objectives of this course are as follows:

• To provide spatial (i.e. areal and locational) and temporal (i.e. time) dimensions to the patterns of interactions between man and environment for their proper appreciation.
• To help in appreciating different and changing social perceptions of environments as seen by different groups of people from place to place and by the same people from time to time.
• To help in understanding that man everywhere tries to make the best possible use of natural resources commensurate with his social and technological level of development.
• To help in realizing that man must use his environment and natural resource base on a continuing basis avoiding their destruction and westage.
• To help in understanding that the study of Geography of India should lead to emotional integration of her diverse people and removal of regional imbalances in its economic growth and developments.
• To help in appreciating the spirit and structure of Geography as discipline.

3. DISTRIBUTION OF MARKS

National Institute of Open Schooling (NIOS) | Class XII Syllabus - Computer Science

Senior Secondary Course (Syllabus)
Computer Science

Lesson 1
Anatomy of a Digital Computer

• 1.1 Introduction
• 1.2 Objectives
• 1.3 Functions and Components of a Computer
  -- 1.3.1 How the CPU and Memory work
• 1.4 Input devices
  --1.4.1 Keyboard
  --1.4.2 Magnetic Ink character Recognition (MICR)
  --1.4.3 Optical mark recognition (OMR)
  --1.4.4 Bar Code Reader
  --1.4.5 Digitigng Tablet
  --1.4.6 Scanners
  --1.4.7 Mouse
  --1.4.8 Light Pen
  --1.4.9 Speech input devices
• 1.5 Memory Unit
  --1.5.1 Capacity of Primary Memory
• 1.6 Secondary Storage
  --1.6.1 Magnetic Tape
  --1.6.2 Magnetic Disk
  --1.6.3 Floppy Disk
  --1.6.4 Optical Disk
• 1.7 Output Device
  --1.7.1 Display Screen
  --1.7.2 Printer
  --1.7.3 Plotter
  --1.7.4 Sound Cards & Speaker
  --1.7.5 3 D - Audio
• 1.8 What do you have learnt
• 1.9 Terminal Questions
• 1.10 Feedback to In –Text Question

Lesson - 2
Data Processing Concept

• 2.1 Introduction.
• 2.2 Objectives
• 2.3 Data
• 2.4 Processing
• 2.5 Information
• 2.6 Data Processing Activities
• 2.7 The Data Processing Cycle
• 2.8 Computer Processing Operation
• 2.9 Data Processing Systems
• 2.10 Data Organisation
• 2.11 Variable and Fixed Length Records
• 2.12 Logical Versus Physical Records
• 2.13 What you have learnt
• 2.14 Terminal Questions
• 2.15 Feedback to In- Text Question

Lesson – 3
Computer Software

• 3.1 Introduction.
• 3.2 Objectives
• 3.3 Computer Language
• 3.4 Type of High –Level Language
• 3.5 Compilers and Interpreters
• 3.6 What is Software
• 3.7 Type of software
  --3.7.1 System software
  --3.7.2 Application Software
• 3.8 What do you have learn
• 3.9 Terminal Questions
• 3.10 Feedback to In-Text Question

National Institute of Open Schooling (NIOS) | Class XII Syllabus - Commerce

Senior Secondary Course (Syllabus)
Commerce

1. RATIONALE
The trend today in business is towards globalization. The entire world has become one big market. Development in transportation and communication has layed a significant role in unifying varrious countries of the world. Business activities play a vital role in the development of a country. Its increasing contribution to production of goods and services measures the level of growth in an economy. Today goods are produced and sold in anticipation of demand. Business as an activity has become more complex and sensitive. It is also exposed to greater risks and uncertainties. Hence the activity requires a systematic learning and professional handling. The current syllabus is designed to cater to the needs of National Open School students in various areas of business studies. It aims at creating an interest and understanding in the area of trade, and its auxiliaries, management, finance, and marketing and would enable the students to acquire the necessary knowledge and skills. The scope of business as a career is also highlighted. The entire course content is divided into core and optional modules. Learning experiences considered essential for business studies are described in core modules, whereas practice oriented areas have been covered in optional modules. The optional modules of the syllabus are based on vocational areas e.g. office procedures and practices, banking, setting up factories, and agency services. The modules would help the learners to enter the world of employment/self-employment by creating an interest in them for vocational activities.

DISTRIBUTION OF MARKS

National Institute of Open Schooling (NIOS) | Class XII Syllabus - Chemistry

Economics Syllabus Class XII
Sr Secondary Course (Chemistry)
CURRICULUM

RATIONALE
According to present scheme of school education at Senior Secondary stage, chemistry emerges out as a separate discipline. It is this stage where major emphasis is to be laid on providing suitable conceptual foundation.

The present chemistry course has been developed basically around the themes: Why to chemical reactions occur? What is the quantitative relationship among reacting constituents in a chemical reaction? How far and how fast will a chemical reaction proceed under a given set of conditions? Can we predict whether a chemical reaction will occur or not? What is the relation between the structure of a chemical substance and its functions/properties? In what way is a chemical reaction relevant for getting new types of substances and materials for daily life and chemical industries?

In the present course, there is no compartmentalization like physical, inorganic and organic chemistry. However basic chemical concepts considered necessary in the study of descriptive chemistry (inorganic and organic) are provided in the beginning of the course and an effort has been made to provide a disciplinary structure to chemistry and, therefore, a logical sequencing of concepts is provided. Applications of chemistry in daily life have been interwoven with the conceptual themes in such a way that learners can appreciate the importance of the study of chemistry relevant to daily life and in the economic development of the country. Some interdisciplinary aspects have also been provided to make the course more meaningful and functional.

OBJECTIVES OF THE COURSE
At the end of the course, it is expected that a learner will be able to:
· Understand the principles, theories and laws of chemistry responsible for various chemical processes/reactions,
· Realize the role of chemistry in production of many elements (metals/non-metals) and compounds useful in industries and daily life.
· Appreciate the chemical nature of inorganic and organic substances around him/her,
· Choose various vocational, professional and applied course of his/her choice based on knowledge of chemistry gained. Apart from this, the present course also aims at developing the following in the learner:
· Perform chemical calculations to know about the chemical reactions and chemical compounds,
· Explain chemical reactions, concepts and phenomenon,
· Develop awareness about uses and abuses of chemical substances,
· Develop skills like arranging/setting apparatus, handling apparatus and chemicals properly, and
· Analyse and synthesise simple compounds.

SPECIAL FEATURES OF THE COURSE
The academic standard of the present chemistry course is comparable with the chemistry course of any State Education Board or Central Board of Secondary Education, New Delhi. Considering the nature of open learning system, it has been found desirable to divide the course into class XI and class XII. The rationale behind the course is that every Unit has a role to play in understanding the holistic view of chemistry. The course also provides optional modules ‘mostly of applied nature’ out of which a student can choose one module according to his/her choice of career. Thus, there are seven course modules and five optional modules. A student appearing for senior secondary examination is expected to offer all the seven core modules, one module out of five optional modules, and practicals. All the core and optional modules are listed below: