Parents should think beyond doctors and engineers, says IAS Dr Madhavi Khode

Of late, women empowerment has been the societal buzzword with much emphasis being laid upon making the fairer sex self-sufficient, decisive and in authoritative position. Lending one of the finest examples to this cause is Dr. Madhavi Khode, an IAS officer of Maharashtra, who has been a topper and a gold medalist throughout her education. Dr Khode has an innate capacity to be different from others and an urge to excel. She has a very different perspective towards life and the society.

In an interactive session with Nagpur Today, Commissioner of Tribal Welfare Dr. Madhavi Khode shared her journey of making it to the coveted post. She also viewed that nothing comes easy in life and one must struggle hard to achieve the goals and dreams.

(Download) NCERT Revised Syllabus of Physics  (Class 11 & 12)

PHYSICS  (CLASSES XI –XII)

The syllabus for Physics at the Higher Secondary Stage has been developed with a view that this stage of school education is crucial and challenging as it is a transition from general science to discipline-based curriculum. The recommendations of National Curriculum Framework-2005 have been followed, keeping the disciplinary approach with rigour and depth, appropriate to the comprehension level of learners. Due care has been taken that the syllabus is not heavy and at the same time it is comparable to the international standards. The syllabus provides logical sequencing of the subject matter with proper placement of concepts with their linkages for better understanding.

It is expected that the syllabus will help to develop an interest in the learners to study Physics as a discipline and inculcate in learners the abilities, useful concepts of Physics in real-life situations for making learning of Physics relevant, meaningful and interesting. The learner is expected to realize and appreciate the interface of Physics with other disciplines.

RATIONALE

The higher secondary stage is crucial and challenging stage of school education as it is a transition from general science to discipline-based curriculum. Physics is being offered as an elective subject at the higher secondary stage of school education. At this stage, the students take up Physics, as a discipline, with a purpose of pursuing their future careers in basic sciences or professional courses like medicine, engineering, technology and studying courses in applied areas of science and technology at tertiary level. There is a need to provide the learners with sufficient conceptual background of Physics which would eventually make them competent to meet the challenges of academic and professional courses after the higher secondary stage.

The present effort of reforming and updating the Physics curriculum is an exercise based on the feedback received from the school system about existing syllabus and curricular material, large expansion of Physics knowledge, and also the educational and curricular concerns and issues provided in the National Curriculum Framework-2005.

The recommendations of National Curriculum Framework-2005 have been followed, keeping the disciplinary approach with rigour and depth, appropriate to the comprehension level of learners. Due care has been taken that the syllabus is not heavy and at the same time, it is comparable to the international standards. Also, it is essential to develop linkages with other disciplines for better learning of Physics concepts and establishing relationship with daily-life situations and life-skills.

SALIENT FEATURES

• Emphasis on basic conceptual understanding of content.

• Promoting process-skills, problem-solving abilities and applications of Physics concepts/content, useful in real-life situations for making Physics learning more relevant, meaningful and interesting.

• Emphasis on use of SI Units, Symbols, nomenclature of physical quantities and formulations as
  per international standards.

• Emphasis on Physics-related technological/industrial aspects to cope up with changing demand of society committed to the use of Physics, technology and informatics.

• Providing logical sequencing of the ‘Units’ of the subject matter and proper placement of concepts with their linkages for better learning and matching the concepts/content with comprehension level of the learners.

• Reducing the curriculum load by eliminating overlapping of concepts/content within the discipline of Physics or with other disciplines; reducing the descriptive portion and providing suitable formulation/depth of treatment appropriate to the comprehension level of learners, making room for contemporary core - topics and emerging curricular areas in Physics.

• The syllabus is arranged in Units spread over two years duration. The Units are so sequenced as to provide different dimensions of Physics as a discipline. The time allocation for learning Physics content per Unit in terms of instructional periods have been mentioned for each Unit to help the Textbook Development Team members to develop the instructional material so as to cover it within the time frame. Each Unit has been arranged with a topic, content related practical work (one core experiment, two activities to be evaluated) and suggested investigatory projects (one project to be evaluated). There is an imperative need for evaluating the learners through Continuous and Comprehensive Evaluation of various concepts covered in a Unit. With this background, the Physics curriculum at the higher secondary stage attempts to:

• Strengthen the concepts developed at the secondary stage to provide firm ground work and foundation for further learning Physics at the tertiary level more effectively and learning the relationship with daily-life situations;

• Develop conceptual competence in the learners and make them realize and appreciate the interface of Physics with other disciplines;

• Expose the learners to different processes used in Physics-related industrial and technological applications;

• Develop process-skills and experimental, observational, manipulative, decision-making and investigatory skills in the learners;

• Promote problem-solving abilities and creative thinking to develop interest in the learners in the study of Physics as a discipline;

• Understand the relationship between nature and matter on scientific basis, develop positive scientific attitude, and appreciate the contribution of Physics towards the improvement of quality of life and human welfare;

• Physics teaching-learning at the higher secondary stage enables the learners to comprehend the contemporary knowledge and develop aesthetic sensibilities and process skills. The experimental skills and process-skills developed together with conceptual Physics knowledge prepare the learners for more meaningful learning experiences and contribute to the significant improvement of quality of life. The learners would also appreciate the role and impact of Physics and technology, and their linkages with overall national development.

CLASS XI (THEORY)

(Total Periods: 180)

Unit I: Physical World and Measurement

(Periods 10)

Physics: Scope and excitement; nature of physical laws; Physics, technology and society. Need for measurement: Units of measurement; systems of units; SI units, fundamental and derived
units. Length, mass and time measurements; accuracy and precision of measuring instruments; errors in measurement; significant figures.

Dimensions of physical quantities, dimensional analysis and its applications.

Unit II: Kinematics

(Periods 30)

Frame of reference, Motion in a straight line: Position-time graph, speed and velocity. Uniform and non-uniform motion, average speed and instantaneous velocity. Uniformly accelerated motion, velocitytime and position-time graphs, relations for uniformly accelerated motion (graphical treatment).

Elementary concepts of differentiation and integration for describing motion. Scalar and vector quantities: Position and displacement vectors, general vectors and notation, equality of vectors, multiplication of vectors by a real number; addition and subtraction of vectors. Relative velocity.

Unit vectors. Resolution of a vector in a plane – rectangular components.

Scalar and Vector products of Vectors. Motion in a plane. Cases of uniform velocity and uniform acceleration – projectile motion. Uniform circular motion.

Unit III: Laws of Motion

(Periods 16)

Intuitive concept of force. Inertia, Newton’s first law of motion; momentum and Newton’s second law of motion; impulse; Newton’s third law of motion. Law of conservation of linear momentum and its applications.

Equilibrium of concurrent forces. Static and kinetic friction, laws of friction, rolling friction, lubrication.

Dynamics of uniform circular motion: Centripetal force, examples of circular motion (vehicle on level circular road, vehicle on banked road).

Unit IV: Work, Energy and Power

(Periods 16)

Work done by a constant force and a variable force; kinetic energy, work-energy theorem, power.

Notion of potential energy, potential energy of a spring, conservative forces; conservation of mechanical energy (kinetic and potential energies); non-conservative forces; motion in a vertical circle, elastic and inelastic collisions in one and two dimensions.

Unit V: Motion of System of Particles and Rigid Body

(Periods 18)

Centre of mass of a two-particle system, momentum conservation and centre of mass motion. Centre of mass of a rigid body; centre of mass of uniform rod. Moment of a force, torque, angular momentum, conservation of angular momentum with some examples.

Equilibrium of rigid bodies, rigid body rotation and equation of rotational motion, comparison of linear and rotational motions; moment of inertia, radius of gyration. Values of M.I. for simple geometrical objects (no derivation). Statement of parallel and perpendicular axes theorems and their applications.

Unit VI: Gravitation

(Periods 14)

Kepler’s laws of planetary motion. The universal law of gravitation. Acceleration due to gravity and its variation with altitude and depth. Gravitational potential energy; gravitational potential. Escape velocity, orbital velocity of a satellite. Geostationary satellites.

Unit VII: Properties of Bulk Matter

(Periods 28)

Elastic behaviour, Stress-strain relationship, Hooke’s law, Young’s modulus, bulk modulus, shear, modulus of rigidity, poisson’s ratio; elastic energy.

Pressure due to a fluid column; Pascal’s law and its applications (hydraulic lift and hydraulic brakes).Effect of gravity on fluid pressure.

Viscosity, Stokes’ law, terminal velocity, Reynold’s number, streamline and turbulent flow. Critical velocity, Bernoulli’s theorem and its applications.

Surface energy and surface tension, angle of contact, excess of pressure, application of surface tension ideas to drops, bubbles and capillary rise.

Heat, temperature, thermal expansion; thermal expansion of solids, liquids, and gases. Anomalous expansion. Specific heat capacity: Cp , Cv – calorimetry; change of state – latent heat.

Heat transfer – conduction and thermal conductivity, convection and radiation. Qualitative ideas of Black Body Radiation, Wein’s displacement law, and Green House effect.

Newton’s law of cooling and Stefan’s law.

Unit VIII: Thermodynamics

(Download) NCERT Revised Syllabus of Mathematics (Class 11 & 12)

MATHEMATICS (CLASSES XI –XII)

General Guidelines

(i) All concepts/identities must be illustrated by situational examples.
(ii) The language of ‘word problems’ must be clear, simple and unambiguous.
(iii) Problems given should be testing the understanding of the subject.
(iv) All proofs to be produced in a manner that allow the learner to see flow of reasons. Wherever possible, give more than one proof.
(v) Motivate results, wherever possible. Prove explicitly those results where a short and clear argument reinforces mathematical thinking and reasoning. There must be emphasis on correct way of expressing the arguments.

CLASS XI

(Total Periods 180)

UNIT I: SETS AND FUNCTIONS

1. Sets

(Periods 12)

Sets and their representations. Empty set. Finite and Infinite sets. Equal sets. Subsets. Subsets of the set of real numbers especially intervals (with notations). Power set. Universal set. Venn diagrams. Union and intersection of sets. Difference of sets. Complement of a set, Properties of Complement sets.

2. Relations and Functions

(Periods 14)

Ordered pairs, Cartesian product of sets. Number of elements in the Cartesian product of two finite sets. Cartesian product of the reals with itself (upto R × R × R).
Definition of relation, pictorial diagrams, domain, co-domain and range of a relation. Function as a special kind of relation from one set to another. Pictorial representation of a function, domain, co-domain and range of a function. Real valued function of the real variable, domain and range of these functions, constant, identity, polynomial, rational, modulus, signum and greatest integer functions with their graphs. Sum, difference, product and quotients of functions.

3. Trigonometric Functions

(Periods 18)

Positive and negative angles. Measuring angles in radians and in degrees and conversion from one measure to another. Definition of trigonometric functions with the help of unit circle. Truth of the identity sin² x + cos² x = 1, for all x. Signs of trigonometric functions and sketch of their graphs. Expressing sin (x+ y) and cos (x + y) in terms of sin x, sin y, cos x and cos y. Deducing the identities like following:

Identities related to sin2x, cos2x, tan2x, sin3x, cos3x and tan3x. General solution of trigonometric equations of the type sinθ = sinα, cosθ = cosα and tanθ = tanα. Proofs and simple applications of sine and cosine formulae.

UNIT II : ALGEBRA

1. Principle of Mathematical Induction

(Periods 06)

Process of the proof by induction, motivating the application of the method by looking at natural numbers as the least inductive subset of real numbers. The principle of mathematical induction and simple applications.

2. Complex Numbers and Quadratic Equations

(Periods 10)

3. Linear Inequalities

(Periods 10)

Linear inequalities, Algebraic solutions of linear inequalities in one variable and their representation on the number line. Graphical solution of linear inequalities in two variables. Solution of system of linear inequalities in two variables - graphially.

4. Permutations and Combinations

(Periods 12)

Fundamental principle of counting. Factorial n. Permutations and combinations derivation of formulae and their connections, simple applications.

5. Binomial Theorem

(Periods 08)

History, statement and proof of the binomial theorem for positive integral indices. Pascal’s triangle, general and middle term in binomial expansion, simple applications.

6. Sequence and Series

(Periods 10)

Sequence and Series. Arithmetic Progression (A.P.), Arithmetic Mean (A.M.), Geometric Progression (G.P.), general term of a G.P., sum of n terms of a G.P. Arithmetic and geometric series, infinite G.P. and its sum, geometric mean (G.M.). Relation between A.M. and G.M. Sum
to n terms of the special series : ∑ n, ∑ n² and ∑ n³

UNIT III : COORDINATE GEOMETRY

(Download) NCERT Revised Syllabus of Chemistry (Class 11 & 12)

CHEMISTRY (CLASSES XI –XII)

RATIONALE

Higher Secondary Stage is the most crucial stage of school education because at this stage specialised discipline based, content oriented courses are introduced. Students reach this stage after 10 years of general education and opt for Chemistry with a purpose of mostly for pursuing their career in basic sciences
or professional courses like medicines, engineering, technology and studying courses in applied areas of science and technology at tertiary level. Therefore, at this stage, there is a need to provide learners with sufficient conceptual background of Chemistry, which will make them competent to meet the challenges of academic and professional courses after the higher secondary stage.

National Curriculum Framework - 2005 recommends a disciplinary approach with appropriate rigour and depth with the care that syllabus is not heavy and at the same time it is comparable to the international level. It emphasizes a coherent focus on important ideas within the discipline that are properly sequenced to optimize learning. It recommends that theoretical component of Higher Secondary Science should emphasize on problem solving methods and the awareness of historical development of key concepts of science be judiciously integrated into content. The present exercise of syllabus development in Chemistry at Higher Secondary Stage is based on this framework.

Salient features of the present syllabus are thus:

• Some background of Chemistry from secondary stage is assumed; however, no specific knowledge of topics in Chemistry is pre-supposed.

• The course is self-contained and broadly covers fundamental concepts of Chemistry.

• Attempt has been made to see discipline of Chemistry does not remain only the science of facts but becomes related to modern applications in the world around us.

• The syllabus provides logical sequencing of the ‘Units’ of the subject matter with proper placement of concepts with their linkages for better understanding.

• Emphasis has been on promoting process - skills, problem solving abilities and applications of concepts of Chemistry useful in real life situation for making learning of Chemistry more relevant, meaningful and interesting.

• An effort has been made on the basis of feedback, to remove repetition besides reducing the content by suitably integrating the different content areas.

• Practical syllabus has two components. There are core experiments to be undertaken by the students in the classroom and will be part of examination while each student will carry out one investigatory project and submit the report for the examination. With this background, the Chemistry curriculum at the higher secondary stage attempts to

• promote understanding of basic principles in Chemistry while retaining the excitement in Chemistry;

• develop an interest in students to study Chemistry as discipline;

• strengthen the concepts developed at the secondary stage and to provide firm foundation for further learning of Chemistry at tertiary level more effectively;

•  develop positive scientific attitude, and appreciate contribution of Chemistry towards the
  improvement of quality of human life;

• develop problem solving skills and nurture curiosity, aesthetic sense and creativity;

• inculcate values of honesty, integrity, cooperation, concern for life and preservation of the environment;

• make the learner realise the interface of Chemistry with other disciplines of science such as Physics, Biology, Geology, etc;

• equip students to face challenges related to health, nutrition, environment, population, whether
  industries and agriculture.

CLASS XI (THEORY)

(Total Periods 180)

Unit I: Some Basic Concepts of Chemistry

(Periods 14)

General Introduction: Importance and scope of chemistry.

Historical approach to particulate nature of matter, laws of chemical combination, Dalton’s atomic theory: concept of elements, atoms and molecules.

Atomic and molecular masses. Mole concept and molar mass; percentage composition and empirical and molecular formula; chemical reactions, stoichiometry and calculations based on stoichiometry.

Unit II: Structure of Atom

(Periods 16)

Discovery of electron, proton and neutron; atomic number, isotopes and isobars. Thompson’s model and its limitations, Rutherford’s model and its limitations Bohr’s model and its limitations, concept of shells and subshells, dual nature of matter and light, de Broglie’s relationship, Heisenberg uncertainty principle, concept of orbitals, quantum numbers, shapes of s, p and d orbitals, rules for filling electrons in orbitals - Aufbau principle, Pauli exclusion principle and Hund’s rule, electronic configuration of atoms, stability of half filled and completely filled orbitals.

Unit III: Classification of Elements and Periodicity in Properties

(Periods 8)

Significance of classification, brief history of the development of periodic table, modern periodic law and the present form of periodic table, periodic trends in properties of elements –atomic radii, ionic radii, inert gas radii, ionization enthalpy, electron gain enthalpy, electronegativity, valence. Nomenclature of elements with atomic number greater than 100.

Unit IV: Chemical Bonding and Molecular Structure

(Periods 16)

Valence electrons, ionic bond, covalent bond, bond parameters, Lewis structure, polar character of covalent bond, covalent character of ionic bond, valence bond theory, resonance, geometry of covalent molecules, VSEPR theory, concept of hybridization involving s, p and d orbitals and shapes of some simple molecules, molecular orbital theory of homonuclear diatomic molecules (qualitative idea only). Hydrogen bond.

Unit V: States of Matter: Gases and Liquids

(Periods 14)

Three states of matter, intermolecular interactions, types of bonding, melting and boiling points,role of gas laws in elucidating the concept of the molecule, Boyle’s law, Charle’s law, Gay Lussac’s law, Avogadro’s law, ideal behaviour, empirical derivation of gas equation, Avogadro number, ideal gas equation. Kinetic energy and molecular speeds (elementary idea), deviation from ideal behaviour, liquefaction of gases, critical temperature. Liquid State – Vapour pressure, viscosity and surface tension (qualitative idea only, no mathematical derivations).

Unit VI: Thermodynamics

(Periods 18)

Concepts of system, types of systems, surroundings, work, heat, energy, extensive and intensive properties, state functions. First law of thermodynamics – internal energy and enthalpy, heat capacity and specific heat, measurement of ΔU and ΔH, Hess’s law of constant heat summation, enthalpy of : bond dissociation,
combustion, formation, atomization, sublimation, phase transition, ionization, solution and dilution. Introduction of entropy as a state function, Second law of thermodynamics, Gibbs energy change for spontaneous and non-spontaneous process, criteria for equilibrium. Third law of thermodynamics –Brief introduction.

Unit VII: Equilibrium

(Periods 20)

Equilibrium in physical and chemical processes, dynamic nature of equilibrium, law of mass action, equilibrium constant, factors affecting equilibrium – Le Chatelier’s principle; ionic equilibrium – ionization of acids and bases, strong and weak electrolytes, degree of ionization, ionization of polybasic acids, acid strength, concept of pH., Hydrolysis of salts (elementary idea), , buffer solutions, Henderson equation, solubility product, common ion effect (with illustrative examples).

Unit VIII : Redox Reactions

(Periods 6)

Concept of oxidation and reduction, redox reactions, oxidation number, balancing redox reactions in terms of loss and gain of electron and change in oxidation numbers , applications of redox reactions.

Unit IX Hydrogen

(Periods 8)

Position of hydrogen in periodic table, occurrence, isotopes, preparation, properties and uses of hydrogen; hydrides – ionic, covalent and interstitial; physical and chemical properties of water, heavy water; hydrogen peroxide-preparation, reactions, use and structure; hydrogen as a fuel.

Unit X: s- Block Elements (Alkali and Alkaline earth metals)

(Periods 14)

Group 1 and Group 2 elements:

General introduction, electronic configuration, occurrence, anomalous properties of the first element of each group, diagonal relationship, trends in the variation of properties (such as ionization enthalpy, atomic and ionic radii), trends in chemical reactivity with oxygen, water, hydrogen and halogens; uses.
Preparation and Properties of Some Important Compounds: Sodium carbonate, sodium chloride, sodium hydroxide and sodium hydrogencarbonate, biological importance of sodium and potassium. CaO, CaCO₃ , and industrial use of lime and limestone, biological importance of Mg and Ca.

Unit XI: Some p-Block Elements

(Periods 16)

General Introduction to p-Block Elements

Group 13 elements: General introduction, electronic configuration, occurrence, variation of properties, oxidation states, trends in chemical reactivity, anomalous properties of first element of the group; Boronphysical and chemical properties, some important compounds: borax, boric acids, boron hydrides. Aluminium: uses, reactions with acids and alkalies.

Group 14 elements: General introduction, electronic configuration, occurrence, variation of properties, oxidation states, trends in chemical reactivity, anomalous behaviour of first element. Carbon - catenation, allotropic forms, physical and chemical properties; uses of some important compounds: oxides. Important compounds of silicon and a few uses : silicon tetrachloride, silicones, silicates and zeolites, their uses.

Unit XII: Organic Chemistry – Some Basic Principles and Techniques

(Download) NCERT Revised Syllabus of Biology (Class 11 & 12)

BIOLOGY (CLASSES XI –XII)

In the present attempt of the NCERT to revise the Biology syllabus of the Classes XI and XII, several documents like ‘Learning without Burden’, the National Curriculum Framework- 2005, the report of the ‘National Focus Group on Teaching of Science’ as well as reports of several external and internal reviews carried out, helped to decide the main focus of the revision. Hence, the revised syllabus aims primarily at reducing the information load while ensuring at the same time that ample opportunities and scope for learning and appreciating basic concepts of Biology continues to be available within the framework.

The Biology Syllabus reinforces the ideas introduced in the lower classes while the children learn new concepts besides getting an exposure to contemporary areas of Biology. This syllabus aims also at emphasising the underlying principles that are common to both animals and plants, as well as highlighting the interrelationships of Biology with other areas of knowledge. The format of the syllabus allows a simple, clear, sequential flow of concepts without any jarring jumps. The empirical experience gained and practical exercises carried out during the course would prepare the student to handle Biology easily at higher levels in case she/he opts to continue further studies in this area.

The revised syllabus stresses the connection of the study of Biology to real life problems -use of biological discoveries/innovations in everyday life - in environment, industry, medicine, health and agriculture.

Since it was important that the quality of Biology education at the higher secondary level was not compromised in any way, the reduction in load from the syllabus required a very careful selection of topics to be taught. The Committee chose to leave topics out if: the question about why the child needs to study
the topic at the particular stage could not be answered; if the topic had no direct relevance to the child i.e. was not contextual; if the content was repetitive across stages with no change in expected understanding, and if any topic was in isolation with no evident horizontal or vertical linkages. The need for a network of
ideas and cross-linking between the areas being identified was deemed very important. While deciding on the units/topics and the depth of each topic for the higher secondary level, a holistic view of the syllabus across all stages from the primary to the higher secondary and beyond was taken. Reducing the use of too
many technical terms and avoiding very large numbers of examples will also help to make the content a little lighter. The importance of careful selection of illustrations and their use to make the concepts more explicit was stressed; in Biology the quality of illustrations can make or mar any attempt at good textbooks/
teaching.

The principal objective at this stage would be to explore the variations amongst the living and developing respect for the diversities, and to appreciate that the most complex biological phenomena are also built on essentially simple processes. Learning Biology should uncover these elementary aspects and illustrate their
linkage to more complex phenomena. It was also felt that the contributions of scientists (women scientists in particular) that led to critical and important discoveries in Biology should be highlighted, not merely through a chronological listing, but through brief biographical discussions, in an effort to bring out the
processes that led to the discovery of principles and ideas in Biology. These would stimulate critical and creative thinking. Besides, the proposed course at the higher secondary stage provides substantial orientation to the students to professional/career opportunities available in medicine, agriculture, research, teaching and industry.

The syllabus also takes up issues pertaining to environment, health and other ethical issues that arise with any interference of human beings in the natural processes, which have great relevance from the societal point of view. A discussion on these in the prescribed syllabus would help tackle prevalent misconceptions and empower the student to playa rational, responsible and informed role in society. The teaching time in terms of number of periods available is indicated for each uni

The young student would get an exposure to the various branches of Biology in a more contextual and friendly manner as they studied various units in the syllabus; each unit could also provide a glimpse of the career opportunities in the particular area. After studying any unit, the child gets an opportunity to think
more deeply and to form informed opinions. The description of the diverse/various tools and techniques used in the study of Biology have not been collated to form a distinct unit in the syllabus. It is envisaged that the teachers who teach this syllabus and the textbooks prepared based on it, will discuss techniques in a contextual manner rather than distanced from real experimental situations.

The committee faced a dilemma while considering the topic of animal physiology: whether to deal with ‘animal’ or ‘human’ physiology. But the moment the focus of discussion shifted - from the ‘subject’ dictated one to the child - and the available time was considered, it was evident that ‘human’ physiology was more appropriate at this stage. The student is closest to herself and is curious about the functioning of the human body. The ‘science’ understood after a study of human physiology could be meaningfully applied to other organisms.

The students should be encouraged to do at least one project, may be in Class XI. The basic objective of these projects should be to provide the child with an exposure to what it means to carry out an investigation, what research methodologies are, how data is analysed and presented and, how to interpret data and
draw conclusions. The project should provide space for the child to choose a theme in the area of her interest, think independently allow autonomous working and also provide freedom to present the project in any format of her/his choice, thus improving her/his communication skills.

The syllabus committee hopes that the spirit of the exercise is carried forward to the textbook and the classrooms, across the country, ultimately meeting our objective of reducing the burden on the child while making learning Biology exciting. Teaching should emphasise on ways of acquiring knowledge rather than on conveying knowledge.

CLASS XI (THEORY)

(Total Periods = 180)

I. Diversity in Living World

( Periods 25 )

What is living?; Biodiversity; Need for classification; Three domain of life; Taxonomy & Systematics; Concept of species and taxonomical hierarchy; Binomial nomenclature; Tools for study of Taxonomy–Museums, Zoos, Herbaria, Botanical gardens.

Five kingdom classification; Salient features and classification of Monera; Protista and Fungi into major groups; Lichens; Viruses and Viroids.

Salient features and classification of plants into major groups- Algae, Bryophytes, Pteridophytes, Gymnosperm and Angiosperm (three to five salient and distinguishing features and at least two examples of each category); Angiosperms- classification up to class, characteristic features and examples.

Salient features and classification of animals- non chordate up to phyla level and chordate up to classes level (three to five salient features and at least two examples).

II. Structural Organisation in Animals and Plants

( Periods 25 )

Morphology and modifications; Tissues; Anatomy and functions of different parts of flowering plants: Root, stem, leaf, inflorescence- cymose and racemose, flower, fruit and seed (To be dealt along with the relevant practical of the Practical Syllabus).

Animal tissues; Morphology, anatomy and functions of different systems (digestive, circulatory, respiratory, nervous and reproductive) of an insect (cockroach). (Brief account only)

III. Cell Structure and Function

(Periods 40)

Cell theory and cell as the basic unit of life; Structure of prokaryotic and eukaryotic cell; Plant cell and animal cell; Cell envelope, cell membrane, cell wall; Cell organelles– structure and function; Endomembrane system- endoplasmic reticulum, Golgi bodies, lysosomes, vacuoles; mitochondria, ribosomes, plastids, microbodies; Cytoskeleton, cilia, flagella, centrioles (ultra structure and function); Nucleus–nuclear membrane, chromatin, nucleolus.

Chemical constituents of living cells: Biomolecules–structure and function of proteins, carbodydrates, lipid, nucleic acids; Enzymes–types, properties, enzyme action.

Cell division : Cell cycle, mitosis, meiosis and their significance.

IV. Plant Physiology

(Periods 45)

Transport in plants: Movement of water, gases and nutrients; Cell to cell transport– Diffusion, facilitated diffusion, active transport; Plant – water relations– Imbibition, water potential, osmosis, plasmolysis; Long distance transport of water– Absorption, apoplast, symplast, transpiration pull, root pressure and guttation; Transpiration– Opening and closing of stomata; Uptake and translocation of mineral nutrients– Transport of food, phloem transport, Mass flow hypothesis; Diffusion of gases (brief mention).

Mineral nutrition: Essential minerals, macro and micronutrients and their role; Deficiency symptoms; Mineral toxicity; Elementary idea of Hydroponics as a method to study mineral nutrition; Nitrogen metabolism – Nitrogen cycle, biological nitrogen fixation.

Photosynthesis: Photosynthesis as a means of Autotrophic nutrition; Where does photosynthesis take place; How many pigments are involved in Photosynthesis (Elementary idea); Photochemical and biosynthetic phases of photosynthesis; Cyclic and non cyclic photophosphorylation; Chemiosmotic hypothesis; Photorespiration; C₃ and C₄ pathways; Factors affecting photosynthesis.

Respiration: Exchange of gases; Cellular respiration – glycolysis, fermentation (anaerobic), TCA cycle and electron transport system (aerobic); Energy relations – Number of ATP molecules generated; Amphibolic pathways; Respiratory quotient.

Plant growth and development: Seed germination; Phases of plant growth and plant growth rate; Conditions of growth; Differentiation, dedifferentiation and redifferentiation; Sequence of developmental process in a plant cell; Growth regulators–auxin, gibberellin, cytokinin, ethylene, ABA; Seed dormancy; Vernalisation; Photoperiodism.

V. Human Physiology

(Periods 45)

Digestion and absorption: Alimentary canal and digestive glands; Role of digestive enzymes and gastrointestinal hormones; Peristalsis, digestion, absorption and assimilation of proteins, carbohydrates and fats; Calorific value of proteins, carbohydrates and fats (for box item not to be evaluated); Egestion;
Nutritional and digestive disorders– PEM, indigestion, constipation, vomiting, jaundice, diarrhea.

Breathing and Respiration: Respiratory organs in animals (recall only); Respiratory system in humans; Mechanism of breathing and its regulation in humans– Exchange of gases, transport of gases and regulation of respiration, Respiratory volumes; Disorders related to respiration-Asthma, Emphysema, Occupational
respiratory disorders.

Body fluids and circulation: Composition of blood, blood groups, coagulation of blood; Composition of lymph and its function; Human circulatory system– Structure of human heart and blood vessels; Cardiac cycle, cardiac output, ECG; Double circulation; Regulation of cardiac activity; Disorders of circulatory system-Hypertension, Coronary artery disease, Angina pectoris, Heart failure.

Excretory products and their elimination: Modes of excretion – Ammonotelism, ureotelism, uricotelism; Human excretory system–structure and fuction; Urine formation, Osmoregulation; Regulation of kidney function– Renin-angiotensin, Atrial Natriuretic Factor, ADH and Diabetes insipidus; Role of other organs in excretion; Disorders-Uraemia, Renal failure, Renal calculi, Nephritis; Dialysis and artificial kidney.

Locomotion and Movement: Types of movement – ciliary, flagellar, muscular; Skeletal muscle – contractile proteins and muscle contraction; Skeletal system and its functions (To be dealt with the relevant practical of Practical syllabus); Joints; Disorders of muscular and skeletal system- Myasthenia gravis, Tetany, Muscular dystrophy, Arthritis, Osteoporosis, Gout.

CBSE will be provide 45 mins self-defence training to girls

CALLING IT an unfortunate reality that the safety of children is often at stake in today’s world, the Central Board of Secondary Education (CBSE) on Monday issued directions to all the affiliated schools to dedicate 45 minutes everyday to provide self-defence training to girls.

As per the circular issued, some recent incidents have accentuated the need to ensure safety of girls.Vineeta Arora, principal of Bhavan Vidyalaya School, Sector 27, said, “There is no doubt that making the self-defence training a part of curriculum will help the girls a lot but we would have to work out the modalities on reserving 45 minutes to train the girls on a daily basis.”

The CBSE has asked the schools to impart one-week training at the beginning of both terms — term-I and term-II — on self-defence to all the girl students of classes I-X.