X PDF

Delhi Public School
Sonepat
Annual Syllabus: 2014‐15
Class: X
DELHI PUBLIC SCHOOL
ENGLISH SYLLABUS
CLASS X
SESSION 2014-15
Reading skills:
 To build their analytical skills.
 To add on to their acquired vocabulary bank.
 To introduce them to the idioms and phrases (in usage).
 To provide them with information on various aspects of life and world in general.
Writing skills:
 To help them pen down and express their thoughts, feelings, emotions and opinions.
 To learn the distinction between formal and informal writing.
 To prepare them for the everyday challenges in the professional world in future.
 To enhance their creative ability.
Listening skills:
 To relate to the correct pronunciation of words.
 To feel comfortable with the strongest medium of acquiring knowledge and hold on
language.
 To know the importance of voice modulation and intonation.
 To be exposed to various accents.
Speaking skills (Activities/Talk/Group discussions):

 To help them attain fluency in English language.
 To pronounce words correctly.
 To be confident while speaking.
Recommended books: Literature Reader [L.R](Core A)NCERT; Story of my life by Helen Keller
(novel) unabridged form; Main Course Book [M.C.B] (Core A) NCERT; BBC pullout sheets
TOPICS SUB TOPICS METHOD OF EXTRA
TEACHING WORK
APRIL
1. Two Gentlemen of Verona- About the author
Prose Comprehension
Referring to few
extra fictions by the
same author.
Written work
2. Mirror- Poem About the poet
Comprehension
Referring to few
extra poems by the
same poet.
Written work
3. The Letter – Prose About the author FIRST & SECOND
Comprehension
Referring to few MODEL READING+
extra fictions by the Practice of
same author. DIRECT/EXPLANATION CBSE Sample
Written work Papers of
4.MCB Unit 1 Introduction of long METHOD+ GROUP previous year
answer type
questions /answers- DISCUSSION + PEN &
for CBSE based
topics. PAPER/ORAL TEST
5. Writing- Notice, Message;  Format
Article Writing  Content (use
of correct
tense, value
points)
6. Grammar Revision of basic
grammar: Parts of
speech followed by
Errors/Omission
and Sentence
Reordering
MAY
1. The Letter- Prose (Contd) About the author
Comprehension
Referring to few
extra fictions by FIRST & SECOND
the same author.
Written work MODEL READING+
2. The Frog and the About the poet
Nightingale –Poem Comprehension Practice of
DIRECT/EXPLANATION
Referring to few CBSE Sample
extra poems by the Papers of
METHOD+ GROUP
same poet. previous year
Written work DISCUSSION + PEN &
3. MCB: Unit 2 (Education)
4. Writing - Story Writing;  Format PAPER/ORAL TEST
Data Interpretation; Bio  Content (use
Sketch of correct
tense, value
points)
5. Novel Reading –Story of
my life by Helen Keller
6. Grammar - Reported
Speech
JULY
1. Mrs. Packletide’s Tiger- About the author
Prose Comprehension
Referring to few
extra fictions by
the same author. FIRST & SECOND
Written work
2. Not Marble, nor the Gilded About the poet MODEL READING+
Monuments – Poem Comprehension
Referring to few Practice of
DIRECT/EXPLANATION
extra poems by the CBSE Sample
same poet. Papers of
METHOD+ GROUP
Written work previous year
3. Writing Skills – Informal  Format DISCUSSION + PEN &
Letter, Informal E-mail,  Content (use
Speech of correct PAPER/ORAL TEST
tense, value
points)
AUGUST
1.The Dear Departed - Drama About the dramatist
Comprehension
Referring to a few FIRST & SECOND
extra plays by the
same dramatist. MODEL READING+
Written work.
2.Writing Skills – Formal  Format DIRECT/EXPLANATION
Practice of
Letter, Formal E-mail, Diary  Content (use CBSE Sample
Entry, Report Writing Papers of
of correct METHOD+ GROUP
previous year
tense, value
points) DISCUSSION + PEN &
my life by Helen Keller PAPER/ORAL TEST
4. Grammar- Voice, Gap
filling
SEPTEMBER
2. Grammar- Dialogue
Completion
3. ASL (Speaking and

listening skills)
REVISION FOR SUMMATIVE ASSESSMENT I
OCTOBER
1.The Rime of the Ancient About the poet FIRST & SECOND
Mariner- Poem Comprehension
extra poems by the
same poet DIRECT/EXPLANATION
Written work
METHOD+ GROUP
DISCUSSION + PEN &
PAPER/ORAL TEST
NOVEMBER
1. A Shady Plot - Prose About the author
Comprehension
Referring to a few
extra fictions by FIRST & SECOND
the same author
Written work MODEL READING+
2. Patol Babu, Fim Star – About the author
Prose Comprehension DIRECT/EXPLANATION
Referring to a few
extra fictions by METHOD+ GROUP
the same author Practice of
Written work DISCUSSION + PEN & CBSE Sample
3. Ozymandias – Poem About the poet Papers of
Comprehension PAPER/ORAL TEST previous year
Referring to few
extra poems by the
same poet
Written work
DECEMBER
1. Julius Caesar - Drama About the author FIRST & SECOND
Comprehension
same author. DIRECT/EXPLANATION
Written work Practice of
METHOD+ GROUP CBSE Sample
Papers of
DISCUSSION + PEN & previous year
PAPER/ORAL TEST
Audio Visual for DRAMA
JANUARY
1. Julius Caesar – Drama About the author
(Contd.) Comprehension
Referring to few
same author.
Written work
2.Virtually True – Prose About the author FIRST & SECOND
Comprehension
Referring to a few MODEL READING+ Practice of
extra fictions by CBSE Sample
the same author. DIRECT/EXPLANATION Papers of
Written work previous year
3. Snake – Poem About the poet METHOD+ GROUP
Comprehension
Referring to few DISCUSSION + PEN &
extra poems by the
same poet PAPER/ORAL TEST
Written work
Audio Visual for DRAMA
4. ASL
FEBRUARY
1. Writing Skills – Factual  Format
Description, Dialogue  Content (use
Completion of correct
tense, value
points)
REVISION FOR SUMMATIVE ASSESSMENT II
MONTH WISE SYLLABUS (MACRO SPECTRUM)
MONTH TOPICS TEACHING

PERIODS/T
OPIC
APRIL Prose – Two Gentlemen of Verona 4
The Letter 3
Poem – Mirror 3
Novel- Story of my life 4
MCB – Unit 1 (People)

3
Writing – Notice, Message, Article
Grammar – Error/Omission, Sentence Reordering 3

MAY Prose – The Letter (Contd.) 2
Poem – The Frog and the Nightingale 4
Novel – Story of my life 4
MCB – Unit 2 (Education)

4
Writing – Story Writing, Data Interpretation, Bio Sketch
Grammar – Reported Speech 3

JULY Prose – Mrs. Packletide’s Tiger 4
Poem – Not marble, nor the Gilded Monuments 4
Writing – Informal Letter, Informal Email, Speech 4

Writing
AUGUST Drama – The Dear Departed 7
Novel – Story of my Life 4

Writing – Formal Letter, Formal Email, Diary Entry, 5
Report
Grammar – Voice, Gap Filling 3
SEPTEMBER Novel – Story of my Life 3
Grammar – Dialogue Completion 2
ASL - Listening & 3

Speaking Skills
Revision for SA 1
SUMMATIVE ASSESSMENT 1 TO BE CONDUCTED

OCTOBER Poem – The Rime of the Ancient Mariner 10
Writing – Article writing, Process description 3
Grammar – Gap Filling 2
NOVEMBER Prose – A Shady Plot 5

Patol Babu, Fim Star 6
Poem – Ozymandias 3
Grammar - Revision 3
DECEMBER Drama – Julius Caesar 8
Grammar – Revision 2
Writing - Revision 2
JANUARY Drama – Julius Caesar (Contd.) 3
Prose – Virtually True 5
Poem – Snake 3
ASL 3
FEBRUARY Writing- Factual Description, Dialogue Writing, Report 5
Writing
Novel- Story of my life 4
Revision for SA 2
MARCH SUMMATIVE ASSESSMENT 2 TO BE CONDUCTED
SCHEME OF SECTION AND WEIGHTAGE TO CONTENT: (SA I + SA II)
SECTION CONTENT TYPES OF NO. OF MARKS

QUESTIONS QUESTIONS
Section A Two Passages
Factual/Discursive/ Literary Supply Type 8 VSAQs x 1 8 marks
(Gap filling, sentence
completion, Table
completion, word
attack questions,
Reference and Short
Answer Questions)
Factual/Discursive/ Literary Multiple Choice

Questions. 7 MCQs x 1 7 marks
Total
8+7 = 15
Section B Writing Skills: Short + Long

Compositions
A short composition of up 1 3 marks
to 50 words in the form of a
Notice, Message or Diary
Entry.
A composition of about 80- 1 5 marks

100 words in the form of
Biographical sketch, Data
Interpretation, Dialogue
Writing or Description
(People, Objects or
Events)
An extended writing task of

length up to 1 6 marks
120-150 words in the form
of a Formal/Informal
Letter or Email.
An extended writing task of

length up to 1 6 marks
120 words in the form
of an Article, Speech,
Debate, Story or
Newspaper Report.
Total
3+5+6+6=20
Section C Grammar MCQs as 3 MCQs x 1 3
Gap Filling
MCQs on: 3 MCQs x 1 3

Sentence Completion
or Dialogue
Completion
Supply Type 3 VSAQs x 1 3

Question on:
Sentence Reordering
Question on:
Editing or Omission

Question on:
Sentence
Transformation
Total
3+3+3+3+3=15
Section D Literature An extract from
a) poetry 3 VSAQs x 1 9 marks
b) prose 3 VSAQs x 1
c) drama 3 VSAQs x 1
with three questions
each, based on
reference to context
requiring the students
to
supply the answers.
Two out of three 2 SAQs x 3 6 marks

short answer type
questions based on
prose, poetry and
play of 3 marks
each. (30 - 40 words
each)
One out of two long 1 LAQs x 5 5 marks

answer type
questions to assess
personal response to
text (story, poem or
play). (150 words)
Long Reading Text Global questions on 1 LAQs x 5 5 marks

theme and plot
involving
interpretation and
inference.
One out of two 1 LAQs x 5 5 marks

character sketches in
100 words.
Total
9+6+5+5+5=30
WEIGHTAGE ASSIGNED TO THE TERMS (SA I + SA II)
Division of Syllabus for Term I (April - September) Total Weightage Assigned
Summative Assessment I 30%

Section Marks
Reading 15
Writing 20
Grammar 15
Literature+ Value Based Question 20
Long Reading Text 10
Listening and Speaking 10
Formative assessment 20%
Total 90 marks 50%
Division of Syllabus for Term II (October - March) Total Weightage Assigned
Summative Assessment I 30%

Section Marks
Reading 15
Writing 20
Grammar 15
Literature+ Value Based Question 20
Listening and Speaking 10
Formative assessment 20%
Total 90 marks 50%
For this academic session i.e. 2014-15, CBSE might introduce an OTBA section of 10 marks of
half an hour duration in summative examination( s).
SYLLABUS AND MARKING SCHEME FOR FORMATIVE ASSESSMENTS
FORMATIVE ASSESSMENT I [August , 2014]

(Pen and Paper Test) to be weighed down to 10 marks
SECTION TOPICS MARKS (20)

Writing Notice 5
Message
Grammar Errors/Omissions 5
Sentence Reordering
Literature Two Gentlemen of Verona 10
Mirror
FORMATIVE ASSESSMENT II (10 marks)

Project to be submitted by August 26, 2014
 Biography and works of any author of your choice through collage.
 Debate
FORMATIVE ASSESSMENT III [November , 2014]

(Pen and Paper Test) to be weighed down to 10 marks
SECTION TOPICS MARKS (20)

Grammar Reported Speech 6
Voice
Literature A Shady Plot 14
The Rime of the Ancient Mariner
FORMATIVE ASSESSMENT IV (10 marks)
Project to be submitted by January 20, 2014
1. Project and viva on critical review of Shakespeare’s ‘The Tempest’
2. Recitation of one of the poems of P.B. Shelley
SYLLABUS AND MARKING SCHEME FOR SUMMATIVE ASSESSMENTS
SUMMATIVE ASSESSMENT 1
(90 marks)
SECTION TOPICS MARKS

Reading 2 Passages 15
Writing  Notice/ Message/ Diary Entry 20
 Bio Sketch/Data
Interpretation/Factual
Description/Dialogue Writing
 Letter/E-mail
 Article/Speech/Story Writing/
Debate/ Newspaper Report
Grammar  Gap Filling 15
 Dialogue Completion
 Errors/Omissions
 Sentence Reordering
 Voice
 Reported Speech
Literature Prose: 20
 Two Gentlemen of Verona
 The Letter
 Mrs. Packletide’s Tiger
Poem:
 Mirror
 The Frog and the Nightingale
 Not marble, nor the Gilded
Monuments
Play:
 The Dear Departed
 Story of my Life – Helen Keller
Listening and Speaking Skills 10

SUMMATIVE ASSESSMENT II
(90 marks)
SECTION TOPICS MARKS

Reading 2 Passages 15
Writing  Notice/ Message/ Diary Entry 20
 Bio Sketch/Data
Interpretation/Factual
Description/Dialogue Writing
 Letter/E-mail
 Article/Speech/Story Writing/
Debate/ Newspaper Report
Grammar  Gap Filling 15
 Dialogue Completion
 Errors/Omissions
 Sentence Reordering
 Voice
 Reported Speech
Literature Prose: 20
 A Shady Plot
 Patol Babu, Film Star
 Virtually True
Poem:
 Ozymandias
 The Rime of the Ancient Mariner
 Snake
Play:
 Julius Caesar

 Story of my Life – Helen Keller
Listening and Speaking Skills 10
Dates for Formative Assessments
FA 1 - August 12, 2013
FA 2 - To be submitted by August 26, 2013
FA 3 - November 25, 2013
FA 4 - To be submitted by January 20, 2014

DELHI PUBLIC SCHOOL, SONEPAT
Syllabus for Session 2014‐15

Subject: French
Class: X
Facilitator: Ms Divya Maheshwari
No. of Periods allotted per week: 4
Book: Entre Jeunes 2, Cahier d’exercice Entre Jeunes 2 (Text book by CBSE)
Me n Mine (Sample papers and Worksheets)
I Term‐ Apr‐Sep
II Term‐ Oct‐March
A. Annual Syllabus
Term Topics No of periods per topic
I Term  Retrouvons nos amis 5
 Après le bac
(April – Sep)  Bon appétit 5
 Chacun ses gouts
5
 Chez le medecin
5
5
II Term  Chercher du travail 5
 Le plaisir de lire
(Oct – Mar)  Metro , Boulot , Dodo 5
 Vive la République
5
 C’est bon le progrès
5
5
B.BROAD SPECTRUM SYLLABUS MONTHLY BREAKUP
Months Topics with sub topics Tentative No. of Periods

Marks per
topic
Apr Retrouvons nos amis 5
Proverbs, Describing a place
La Corse , Le tour de France, Festivals of Cannes / CNC = 5 4
Avignon, Festival of music
WS = 5

FA = 2
= 12
May Après le bac Gr = 6 5
Imperfect Future WS = 10
Nominal form CNC = 3 4
Pronoun “On” FA = 3
= 22
Expressing a wish

Education system of France and India
Universitiy of Paris
Le CROUS
June ‐‐‐‐
July Bon appétit Gr = 8 5
Personal Pronouns , Y, en, its implementation WS = 5
French dishes CNC = 4 4
Specialties FA = 4
Advertisements = 21
French recipe
Placing order at a restaurant
Aug Chacun sa goute Gr = 6 5
Demonstrative WS = 10
Pronoun (simple , composé) CNC = 3 4
emphasis : c’est ____ qui FA = 4
Le verbe peindre = 25
Invitation
Sep Revision ‐
Oct Chez le medecin Gr = 8 5
Possessive pronoun : its types WS = 5
Health and social security in France CNC = 5
Sickness and maladies FA = 4 3
= 22
Expressing one’s state and health
Expressing pain and suffering
Vocabulary
Nov Chercher du travail Gr = 8 5
Le plaisir de lire WS = 5 4
Relative pronoun (simple , composé) contracted CNC = 3
relative pronoun
FA = 5
Office vocabulary

CV, ANPE announcements

To get the library membership = 21
Library card
Television francaise
Dec Metro , Boulot , Dodo Gr = 4 5
Past conditional tense WS = 5
Third condition of past tense CNC = 3
Titles of metro Transport FA = 3 2
Transport system ,
SNCF , TGV , RATP ,

= 15
Tour by Seine on boat ,

Metro stations , French cars , route code ,
advertisements
Jan Vive la République Gr = 6 5
Reported speech , Present participle, Gerunds WS = 5
Minitel ,Tele card, Political system of France CNC = 6 2
Debate on political system in French FA = 3

= 20
Feb C’est bon le progrès Gr = 6 5
Subjunctive tense its forms, e‐mail Writing WS = 10
Internet , web page , Information Technology of CNC = 3
France, Mailing a friend in French, Creating a
French email ID FA = 2
Revision
= 21
C. MICRO SPECTRUM SYLLABUS
Topics Method of teaching Information about France
1 Retrouvons nos amis AV Method Festivals of France
Lecture
Class Discussion
2 Après le bac AV Method School system and Education

system in France
Lecture
Class Discussion
3 Bon appétit AV Method Food

Lecture
Class Discussion
4 Chacun ses gouts AV Method Loisirs
Lecture
Class Discussion
5 Chez le medecin AV Method ‐
Lecture
Class Discussion
6 Chercher du travail AV Method Searching job, CV etc
Lecture
Class Discussion
7 Le plaisir de lire AV Method Famous books, newspapers

etc
Lecture
Class Discussion
8 Metro , Boulot , Dodo AV Method ‐
Lecture
Class Discussion
9 Vive la République AV Method Political system of France
Lecture
Class Discussion
10 C’est bon le progress AV Method Internet etc
Lecture
Class Discussion
D. EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENTS:
The Question Paper will be divided into four sections:
Section A: Reading Comprehension 10 marks

Section B: Writing 25 marks
Section C: Grammar 40 marks
Section D: Literature & Non‐detailed 15 marks
Scheme of Section and Weightage to content:
TOTAL MARKS: 90

SECTION DETAILS OF TOPICS/SECTIONS TYPE OF NO. OF MARKS

QUESTIONS QUES‐
TIONS
Section A 1 Unseen Prose Passage True or False 04 04 X 1/2 = 2
M.C.Q. 08 08 X 1 = 8
Total =10
Section B 1 Long Composition (Informal L.A. 01 1 X 10 = 10

Letter)

3 Short Compositions
(Message/Post card, Dialogue, S.A. 03 1 X 5 = 5
Recipe) 1 X 5 = 5
1 X 5 = 5
Total = 25
Section C GRAMMAR M.C.Q/ Fill ups 06 08 X 5 = 40
Total = 30
Section D LITERATURE:
5 X 1 = 5
(Culture and Civilization) M.C.Q. 05 5 X 2 = 10
S.A. 05
Total = 15

Note: For the Formative assessments, the following areas of evaluation may be considered:
a) Oral (role play, group discussions, poetry recitation, skits, show and tell etc.)
b) Project Work (research on a topic, essay, collage, power point presentations etc.)
c) Quiz/Assignments/Work Sheet
d) Class test/Unit test
e) Home‐work/class work
Syllabus for SA I Lessons 1‐5
Syllabus for SA II Lesson 6‐10
Delhi Public School Sonepat
Syllabus for Session 2014 ‐ 15
Subject: German II Language
Class: X
Teacher/Facilitator: Mr.Aditya Kumar Sharma
Book: Wir Part 3 (MainBook and Workbook)
Annual Syllabus
Term Topics No. of Periods per topic
 Menschentypen 7

 Die Mode
(1st Term : April – September) 7
 Beziehungen(Eltern und
Kinder)
6
(2nd Term : October – February)  Die Umwelt 5

 Gesellschaft(Jugend und
soziales Bewusstsein)

6
 Schülerzeitung

5

BROAD SPECTRUM SYLLABUS MONTHLY BREAKUP
April  Wiederholung 1

 Menschentypen
1. Personen beschreiben‐ Aussehen
- Charakter
2. Die Namen der Sternzeichen 1
3. Adjektiv als Attribut ‐ mit bestimmtem Artikel
‐ mit unbestimmtem Artikel 1
‐ Nom., Akk. 1
4. Fragewort: was für ein/ eine…? 1

1
2
2
May
 Die Mode
1. Kleidung stücke beschreiben
2. Ratschläge/ Tipp geben 1
3. Meinungen äußern
4. Adjektiv als Attribut ‐ mit bestimmtem Artikel 1
‐ mit unbestimmtem Artikel
1
‐ Nom., Akk.
1
5. Fragewort: Welche,welcher,welches.
6. K‐II: würde + Infinitive 1

1
1
3
June
July  Wiederholung 1

 Beziehungen(Eltern und Kinder)
1. Wünsche äußern 1
2. Reflexiv verben 1
3. Das Relative Pronomen(Nom., Akk.) 2
4. Der Relativsatz 3
August  Beziehungen(Eltern und Kinder)(contd..)
1. KII : sein, haben, Modalverben
2. E‐mail schreiben 2

2
 Wiederholung
4
September
Summative Assessment 1
October  Die Umwelt
1. Umweltschutz
2. Über Umweltfragen diskutieren 1
3. Statt…zu + Infinitiv
4. Stattdessen 1
5. Fragen im Nebensatz (indirekte Frage)
1
2
1
November
 Gesellschaft(Jugend und soziales Bewusstsein)
1. Soziales Engagement
2. Verben mit Präposition 2
3. Frage:für wen? Mit wem usw..?
4. Fragewörter: Womit?, Wofür? 2
5. Antwort: damit, dafür, darauf
2
1
1
December
 Schülerzeitung
1. Statistik 31erben und beschreiben
2. Passiv: Präsens 1

2
January
 Schülerzeitung
1. Über Medienkonsum diskutieren
2. Schülerzeitung entstehen
2
2
February
Revision for Final Examination 3
(Summative Assessment 2)
MICRO SPECTRUM SYLLABUS
Topics No. of Sub Method of

Topic teaching –
Project
1) Lecture Activity
2) AV Method
3) Class project
4) Assessment

3. Menschentypen 1. Personen Lecture / AV 1. 20

beschreiben method questions to
‐Aussehen /Discussion identify a
famous
‐Charakter personality

2. Die Namen der
Sternzeichen 2. Relate
3. Adjektiv als characteristi
Attribut cs to specific
‐mit bestimmtem sunsigns
Artikel
‐mit
unbestimmtem
3. Read the
Artikel
horoscopes
‐Nom., Akk. in German
newspapers
4. Fragewort: was für
ein/ eine…?

4. Die Mode 1. Kleidung stücke Lecture / AV Each student

beschreiben method / brings
2. Ratschläge/ Tipp Discussion pictures of
geben
garments to
3. Meinungen äußern
4. Adjektiv als class and
Attribut descries them
‐ mit bestimmtem
Artikel
‐mit
unbestimmtem
Artikel
‐Nom., Akk.
5. Fragewort:
Welche, welcher,
welches.
6. K‐II: würde +
Infinitive

1. Wünsche äußern Lecture / Audio / RolePlay:

2. Reflexiv 33erbena Discussion/ Discussion
1. Beziehungen 3. Das Relative Assessment between
(Eltern und Pronomen(Nom.,
parents and
Kinder) Akk.)
4. Der Relativsatz child
5. KII : sein, haben, aboutgoing
Modalverben out with
6. Personbeschreiben friends for a
7. E‐mail schreiben movie late in
the evening.

4. Die Umwelt 1. Umweltschutz Lecture / AV Project:

2. Über method / Umweltschut
Umweltfragen Assessment/Proje z
diskutieren
ct
3. Statt…zu + *Find out
Infinitiv about waste
4. Stattdessen
management
5. Fragen im in school
Nebensatz
(indirekte Frage) *Suggest
ways in
which you
can help
protect the
environment
.

5. 1. Soziales Lecture / AV Find out how

Gesellschaft(Jugend Engagement method / waste
und soziales 2. Verben mit Discussion disposal is
Präposition
Bewusstsein) structured in
3. Frage:für wen?
Mit wem usw..? Germany.

4. Fragewörter:
Womit?, Wofür?
5. Antwort: damit,
dafür, darauf

6. Schülerzeitung 1. Statistik lesen Discussion/ AV Preparing a

und beschreiben method / school
2. Passiv: Präsens Lecture/Project/ Newspaper
5. Über
Medienkonsum
diskutieren
6. Schülerzeitung
entstehen

EXAMINATION STRUCTURE FOR SUMMATIVE ASSESSMENT:
The question paper will be divided into four Sections: Marks 90 Theory + 10 Marks Internal Assessment
Section A: Reading Comprehension – 30 marks.

Section B: Writing skills ‐ 20 marks.

Section C: Grammar ‐ 30 marks.

Section D: Vocabulary ‐ 10 marks.
Scheme of Section and Weightage to Content:

SECTION TYPES OF QUESTIONS NO. OF MARKS

QUESTIONS
Section One Unseen Passage.(12) MCQ 3

A
One seen Passage (12) True/False
One word answers
Match the following Total=30
Summarizing of German Text in Make Sentences
English(8)
Writes Synonyms &
Antonyms
Section B Writing Skills 2
Email (30‐40 words) (4) LA Total=20
Postcard OR Paragraph (50‐60 words)(4) LA
Section C Grammar MCQ 6
Perfect Fill in the blanks
Separable Verbs Match the following
Past Tense Sentences Total=30
Subordinate Clause (als, dass, damit)
Question Making
Accusative/Dative personal pronouns
Prepositions
Section Vocabulary Fill in the blanks/ 1

D Sentence making.
Completing a paragraph with given Total=10
elements.

Annual Syllabus
Subject: Japanese
Class 10

Text Book: Minna No Nihongo ‐ 2
Translation: Minna No Nihongo ‐ 2
BROAD SPECTRUM
N0. Of
Month Topics and Sub topics Lessons
periods
 Sentence patterns mentioned in
Bunkei
April 12  How to write Japanese letter Lesson 14
 Directions
 How to explain the way to go
somewhere
Bunkei
May 6 Lesson 15
 How to introduce selves’ family.
 How to take permission
 Self introduction( more detailed)
Bunkei
July 3 Lesson 16
 A brief introduction of OOSAKA,
KOOBE, KYOOTO and NARA
 Introduction of Japanese bank
Bunkei
 Time
August 12 Lesson 17
 How to give instructions to
someone.
 How to make negative of any verb.
 Revision
September 6 Lesson 18
Bunkei
 Verbs
 Hobby
 Instruction card of Library
October 8 Bunkei Lesson 19
 Japan’s mountain FUJI‐A brief intro
sports etc.
 Sentence patterns mentioned in Lesson 20 and Lesson
November 9
Bunkei 21
 My Diary
December 5 Lesson 21
Bunkei
 How named Kangaroo
Lesson 17 to Lesson
January 5 Revision
21
Lesson 17 to Lesson
February 6 Revision
21
MICRO SPECTRUM
April

Total allotted Sessions in the month: 20 [Lesson 14]
Topic Objective Teaching Aids Reference Books/websites

Sentence  To make students  Minna No Nihono ‐II  Minna No Nihono ‐II(Text Book)
Patterns familiar with (Text Book)  Minna no Nihongo (Elementary
colloquial Japanese.  Minna no Nihongo Translation & Grammar Notes)
 ちょっ  To introduce and (Elementary  Minna No Nihongo – KANJI
と explain some new Translation & WORKBOOK (Available in
まって patterns, Kanji and Grammar Notes) library)
くださ vocabulary  Open discussions  www.sites.google.com/site/dps
い。  To make students  Videos sjapanese
 今電話 able to write about  Kanji Logics  Minna No Nihongo‐Audio
を them selves  Flash Cards
かけて  To improve  Audio CDs
students’ Japanese
います
writing skills.
。
 Revision of other

patterns.

Subtopics:
 How to write Japanese letter
 Directions
 How to explain the way to go somewhere
Micro Points: All Micro points will be based on occurred situations in the classes and all above topics will be
explained in the class situation vise.
May

Sentence Patterns  To make  Minna No  Minna No Nihono ‐II(Text Book)

students familiar Nihono (Text  Minna no Nihongo (Elementary
 ～てもいい with colloquial Book) Translation & Grammar Notes)Book)
ですか。 Japanese.  Minna no  Minna No Nihongo – KANJI WORKBOOK
 サントスさんは  To introduce and Nihongo (Available in library)
パソコンを explain some (Elementary  www.sites.google.com/site/dpssjapanese
もって new patterns, Translation &  Minna No Nihongo‐Audio
います。 Kanji and Grammar
vocabulary Notes)
 To make  Open
students able to discussions
write about  Videos
them selves  Kanji Logics
 To improve  Flash Cards
students’  Audio CDs
Japanese writing
skills.
 Revision of other
patterns.

Subtitle:
 How to introduce selves’ family.
 How to take permission
 Self introduction( more detailed)
July

Topic Objective Teaching Reference

Aids Books/websites
Sentence Patterns  To make  Minna No  Minna No Nihono ‐II(Text
students Nihono (Text Book)
 朝ジョギングをして、シャワー familiar with Book)  Minna no Nihongo
をあびて、会社へ行きます。 colloquial  Minna no (Elementary Translation &
 コンサートを終わってから、レ Japanese. Nihongo Grammar Notes
ストランで食事をしました。  To introduce (Elementary  Minna No Nihongo – KANJI
 おおさかは食べ物がおいしいで and explain Translation & WORKBOOK (Available in
す。 some new Grammar library)
 このパソコンはかるくて、べん patterns, Kanji Notes)  www.sites.google.com/site/d
りです。 and  Open pssjapanese
vocabulary discussions  Minna No Nihongo‐Audio
 To make  Videos
students able  Kanji Logics
to write about  Flash Cards
their daily  Audio CDs
routine and to
explain
something.
 To improve
students’
Japanese
writing and
listening skills.
 Revision of
other
patterns.
 To introduce
‘How to join 2
or more than
2 verbs and
adjectives.

Subtopics:
 A brief introduction of OOSAKA, KOOBE, KYOOTO and NARA
 Introduction of Japanese bank
August


TIME  To make  Minna No  Minna No Nihono ‐II(Text Book)
students Nihono (Text  Minna no Nihongo (Elementary
VERBS familiar with Book) Translation & Grammar Notes
Japanese  Minna no  Minna No Nihongo – KANJI
Sentence Patterns colloquial Nihongo WORKBOOK (Available in library)
language. (Elementary  www.sites.google.com/site/dpssjapan
 ～ないでください。  To introduce Translation & ese
 ～なければなりません and explain Grammar Notes)  Minna No Nihongo‐Audio
。 some new  Open
 ～なくてもいいです。 patterns, discussions
 読むことができます。 Kanji and  Videos
 見ることです。 vocabulary  Kanji Logics
 寝るまえににっきを書  To make  Flash Cards
きます。 students  Audio CDs
 Revision able to use
various
verbs to
explain
themselves.
 To improve
students’
Japanese
writing and
listening
skills.

Subtopics:
 How to give instructions to someone.
 How to make negative of any verb.
Micro Points: All Micro points will be based on occurred situations in the classes and all above topics will
be explained in the class situation vise.
September

Topic Objective Teaching Reference Books/websites

Aids
 To make  Minna No  Minna No Nihono ‐II(Text Book)
students Nihono  Minna no Nihongo (Elementary
VERBS familiar with (Text Book) Translation & Grammar Notes
Japanese  Minna no  Minna No Nihongo – KANJI WORKBOOK
Sentence Patterns。 colloquial Nihongo (Available in library)
language. (Elementary  www.sites.google.com/site/dpssjapane
 読むことができます。  To introduce Translation se
 見ることです。 and explain & Grammar  Minna No Nihongo‐Audio
 寝るまえににっきを書 some new Notes)
きます。 patterns, Kanji  Open
and vocabulary discussions
 To make  Videos
students able to  Kanji Logics
use various  Flash Cards
verbs to explain  Audio CDs
themselves.
 To improve
students’
Japanese writing
and listening
skills.

Subtopics:
 Hobby
 Instruction card of Library
Micro Points: All Micro points will be based on occurred situations in the classes and all above topics will
be explained in the class situation vise.

October
Verbs  To make  Minna No  Minna No Nihono ‐II(Text

students Nihono (Text Book)
SENTENCE PATTERNS familiar with Book)  Minna no Nihongo
Japanese  Minna no (Elementary Translation &
 見たことがあります。 colloquial Nihongo Grammar Notes
 休みの日はテニスをしたり、散 language. (Elementary  Minna No Nihongo – KANJI
歩にいったりします。  To introduce Translation & WORKBOOK (Available in
 これからだんだんあつくなりま and explain Grammar library)
す。 some new Notes)  www.sites.google.com/site/d
patterns,  Open pssjapanese
Kanji and discussions  Minna No Nihongo‐Audio
vocabulary  Videos
 To make  Kanji Logics
students able  Flash Cards
to use various  Audio CDs
verbs to
explain
themselves.
 To improve
students’
writing and
listening skills.

Subtopics:
 Japan’s mountain FUJI‐A brief intro

November

Total allotted Sessions in the month: 15 [Lesson 20 & Lesson 21]
Verbs  To make  Minna No  Minna No Nihono ‐II(Text Book)

students Nihono (Text  Minna no Nihongo (Elementary
SENTENCE PATTERNS familiar Book) Translation & Grammar Notes
with  Minna no  Minna No Nihongo – KANJI
 サントスさんはパテイーに Japanese Nihongo WORKBOOK (Available in library)
来なかった。 colloquial (Elementary  www.sites.google.com/site/dpssja
 日本は物価がたかい。 language. Translation & panese
 沖縄の海がきれいだった。  To Grammar  Minna No Nihongo‐Audio
 今日はぼくの誕生日だ。 introduce Notes)
 あした雨が降るとおもいま and explain  Open
す。 some new discussions
 来月アメリカへ行くと言い patterns,  Videos
ました。 Kanji and  Kanji Logics
 ～ましょう vocabulary  Flash Cards
 To make  Audio CDs
students
able to use
various
verbs to
explain
themselves.
 To improve
students’
Japanese
writing and
listening
skills.

Subtopics:
 My diary

December
Topic Objective Teaching Reference Books/websites

Aids
Verbs  To  Minna  Minna No Nihono ‐II(Text Book)

make No  Minna no Nihongo (Elementary
SENTENCE PATTERNS stude Nihon Translation & Grammar Notes
nts o  Minna No Nihongo – KANJI
 あした雨が降るとおもいます famili (Text WORKBOOK (Available in library)
。 ar Book)  www.sites.google.com/site/dpssjap
 来月アメリカへ行くと言いま with  Minna anese
した。 Japan no  Minna No Nihongo‐Audio
 ～ましょう ese Nihon
colloq go
uial (Elem
langu entary
age. Transl
 To ation
introd &
uce Gram
and mar
explai Notes)
n  Open
some discus
new sions
patter  Videos
ns,  Kanji
Kanji Logics
and  Flash
vocab Cards
ulary  Audio
 To CDs
make
stude
nts
able
to use
variou
s
verbs
to
explai
n
thems
elves.
 To
impro
ve
stude
nts’
Japan
ese
writin
g and
listeni
ng
skills.
Subtopics:
 How named Kangaroo
January and February
All sessions of this month will be based on Revision for Lesson 14 – 21
__________________*__________________

Syllabus for session 2014 - 2015
Subject: Mathematics
Class: X
Teacher/Facilitator: Mr Pardeep Wadhwa
No of Periods allotted per week: 5
No. of Total Periods in the session: 139
A. ANNUAL SYLLABUS
Serial no. Ist Term – April‐Sept Number of periods per topic
1 Real Numbers 5
2 Polynomials 5
3 Pair of Linear equations in two variables 10
4 Introduction to Trigonometry 10
5 Triangles 9
6 Statistics 7
IInd Term‐ Oct‐Mar
1 Heights and distances 4
2 Quadratic Equations 7
3 Areas of plane figures 4
4 Circles 6
5 Constructions 4
6 Surface Areas and Volumes 8
7 Arithmetic Progressions 7
8 Probability 3
9 Coordinate geometry 5
B. Broad Spectrum Syllabus: Monthly Breakup
S.No Months Topics Number of periods (

Teaching + Assessment)
1 April 1.Real Numbers 5
2.Polynomials 5 + 1
3a. pair of linear equations in two 6
variables
2 May 3bPair of Linear Equations in two 4
Variables (contd) + 1
4.Introduction to Trigonometry 10
3 June SUMMER BREAK
4 July 5. Statistics 7
+ 1
6a. Triangles 2
5 August 6b. Triangles ( contd ) 7
+ 1
7. Quadratic equations 7

6 September HALF YEARLY EXAMS

( SUMMATIVE ASSESSMENT I )
REVISION
15
7 October 8. Arithmetic Progressions 7
9. Heights and distances 4 + 1

8 November 10. Circles 6
11. Constructions 4 + 1
12. Probability 3
9 December 13. coordinate geometry 5 + 1

10 January 14. Surface area and volumes 8
15. Areas of plane figures 4
11 February REVISION 22

12 March ANNUAL EXAMS

( SUMMATIVE ASSESSMENT II)

C. Micro Spectrum Syllabus

Topics Sub Topics No of Method of Project/

Periods Teaching/Teaching
designated Aid used Activities

 Euclid’s Division
Real Numbers Lemma 2 Problem solving/
 The fundamental explanation method

theorem of
2
Arithmetic
Black Board Details of
 Revisiting Rational
and Irrational activities

Numbers given in
1
section G
Polynomials
Lecture /
 Geometrical explanation.
meaning of the 1

zeroes of a
polynomial Reference book.

 Relationship

between Zeroes 2
of a polynomial

 Division Algorithm Graph papers
for polynomials 2
 Pair of Linear
2
Equations in Two
Pair of Linear Variables
Equations in two  Algebraic and
Graph papers
variables Graphical Method
5
of solution of a
pair of Linear

Equations
3 Problem solving
 Equations method
reducible to a pair

of Linear
equations in two

variables

Introduction to  Trigonometric
Trigonometry Ratios of various 5 Lecture / Explanation
angles method
 Trigonometric
5 Reference book.
identities

Statistics  Mean of grouped 2 Lecture / explanation.
data
1 Problem solving
 Mode of grouped
Method
data

 Median of grouped 2

data
 Graphical

Graphs
representation of 2

cumulative
frequency
distribution
 Similar Figures
1 Demonstration/
 Similarity of Explanation
2
Triangles
 Criteria for Geometry box.
Triangles 2
similarity of

Triangles
 Area of similar 2
triangles

 Pythagoras
Theorem 2
 Quadratic
1 Demonstration/
Equations Explanation
Quadratic  Solution of 3
Equations quadratic equation Reference book.
3
 Nature of roots

 Tangents to a
3 Lecture/Explanation.
circle
Circles  No. of tangents 3 Geometry Box
from a point

 Division of line
2 Lecture/Explanation.
segment
Constructions  Constructions of 2 Geometry Box
tangent

Demonstration/
Probability 3
Explanation
Dice, Coins, Playing
 A theoretical cards
approach

Arithmetic 3 Demonstration/
 Nth term of an
Progression Explanation
A.P. 4

 Sum of first n Real objects.
terms of an A.P.

Some  Heights and 4 Demonstration/

applications of Distances Explanation
trigonometry .
Reference Book

Areas of plane  Perimeter and
1 Demonstration/
area of a circle
figures 1
Explanation

 Areas of sector
and segment of a Geometry box.

circle Plane Shapes.

 Areas of
combination of 2
plane figure

Coordinate 1 Problem solving
 Distance Formula
Geometry 2
Method
 Section Formula
 Area of a triangle
2

Surface area and  Surface area of

2 Various 3‐D objects
volumes combinations of
solids
 Volume of 2 Explanation / Problem
combinations of Solving Method

solid
 Conversion of 2
solids from one

shape to another
 Frustum of cone 2

D. Marking Scheme (Topic wise marks distribution) ( may be

changed/revised by the CBSE )
First Term (SA I ) MARKS :90
UNITS MARKS
I NUMBER SYSTEMS 11
Real Numbers
II ALGEBRA 23
Polynomials,Pair of Linear Equations in two variables
III GEOMETRY 17
Triangles
IV TRIGONOMETRY 22
Introduction to Trigonometry
V STATISTICS 17
TOTAL 90
Second Term ( SA II ) MARKS :90

UNITS MARKS
I ALGEBRA ( Contd ) 23
Quadratic Equations, Arithmetic Progressions
II GEOMETRY(Contd ) 17
Circles,Constructions
III MENSURATION 23
Areas Related to Circles , Surface Areas &Volumes
IV TRIGONOMETRY (Contd) 08
Heights & Distances
V COORDINATE GEOMETRY 11
VI PROBABILITY 08
TOTAL 90
E. FORMATIVE ASSESSMENTS :( May be changed / revised by the C.B.S.E. )

FA TIME FRAME SUBTASK 1 SUBTASK 2 SUBTASK 3 SUBTASK 4
FA 1 (15July‐29July) Pen‐Paper Activities (Lab OralQuiz/ Viva Notebook

test Manual) submission
FA 2 (6Aug – 3 Sep) Project (Project) Viva Bestof Notebook

Based(File) Revision Test/ submission
Quiz
FA 3 (5 Nov‐17 Dec) Pen‐Paper Activities (Lab OralQuiz/ Viva Notebook

test Manual) submission
F.A. 4 (14 Jan‐11 Feb) Project Based (Project) Viva Bestof Notebook

OR Revision Test/ submission
Quiz
PSA
NOTE : Each FA will comprise of four subtasks, of ten marks each, which would be further
totaled and then averaged out in terms of ten marks per FA.

F. Marking Scheme/Question Paper Blue Print (Question wise marks
distribution)
SUMMATIVE ASSESSMENT I and II :
Sl. Form of Question Marks for each No. of Total Marks

No question Questions
1. M.C.Q. 1 4 4
2. Short answer type- I 2 6 12

3 Short answer type- II 3 10 30
4 Long answer type 4 11 44
Total 31 90
5. OTBA --- 10
NOTE: SA‐I and SA‐II will contain one or two value‐based questions carrying a weightage of 3‐5 marks.
(inclusive in 90 marks paper.)
G. Experiments/ Activities to be carried out in the maths lab manual :

TERM I
1. To find the HCF of two numbers experimentally based on Euclid Division Lemma.
2. To verify the conditions for consistency of a system of linear equations in two variables.
3. To verify the basic proportionality theorem for a triangle, using parallel line board and
triangle cut outs.
4. To find median graphically.

5. To find mode graphically.
TERM II
1. To verify that the given sequence is an arithmetic progression by paper cutting and pasting
method.
2. To verify that lengths of tangents drawn from an external point to a circle are equal by using
the method of paper cutting, folding and pasting.
3. To verify that the sum of areas of three sectors of the same radii `r` formed at the vertices
(as centre) of any triangle is π r2/ 2, using paper cutting and pasting.
4. To give a suggestive demonstration of the formula for the volume of a sphere in terms of its
radius.
5. To illustrate that the medians of a triangle concur at a point ( called the centroid), which
always lies inside the triangle.
-------------------------x-------------------------------x---------------------------
SYLLABUS MONTHLY BREAKUP
Class: 10th
Subject: Social Science FY: 2014-2015
Month Topic and Subtopics No of Mode of Beyond curriculum
periods teaching
APRIL Chapter-1 (Geog.)

Resources & Development
1. Types of Resources Activity1: On the
2. Development of Resources Map, Text Book political map of India
3. Resource Planning 4 & AV Method identify the soil type in
4. Resource planning in India different regions
4.1 Conservation of Resources
5. Land Resources
5.1 Land Utilisation
5.2 Land use Pattern in India
6. Land degradation &
Conservation Measures
6.1 Soil as a Resource
6.2 Classification of Soils
6.3 Soil Erosion &
Conservation
Chapter-1 (Civics) Explanation of Group presentation To

Power Sharing the chapter understand how power
1. Belgium and Sri Lanka 3 PPt through sharing takes place in
2. Majoritarianism in Sri Lanka ebeam different situations of
3. Accommodation in Belgium life for
3.1 Why power sharing is example - at home,
desirable? community, school,
4. Forms of Power Sharing within political party etc
Chapter- 5 (History)
Industrialization in the
modern world. Collage Making
1.Before the Industrial Textbook By doing this activity,
Revolution 5 PPT the creative talent of the
1.1 The coming of the factory students may be
1.2 The pace of Industrial displayed. The students
change will be
2.Hand Labour and Steam power able to :
2.1 Life of the workers -Identify the
3. Industrialization in the multinational
colonies companies.
3.1 The Age of Indian textiles -Understand the impact
3.2 What happened to weavers? of globalization on the
3.3 Manchester comes to India psyche of the people
4. Factories come up
4.1 The Early Entrepreneurs
4.2 Where did the workers come
from?
5. The Peculiarities of Industrial
growth
5.1 Small-scale Industries Pre-
dominate
6. Markets for goods
Conclusion
Chapter-1 (Eco.)
Development
1. What Development Promises- Discussion: What does
Different People, Different Textbook development mean to
Goals 3 each of us?
2. Income and Other Goals Collect newspaper
3. National Development clippings to show how
4. How to Compare Different development is taking
Countries or States? place in the country
5. Income and Other Criteria
6. Public Facilities
7. Sustainability of Development
Chapter-2 (Civics) Work Sheet on

May Federalism Overview of the Classification of the
1. What is Federalism? 3 chapter through federal and non federal
2. What makes India a federal PPt forms of governments.
country? Procedure: Some
3. How is federalism practiced? statements / features of
3.1 Language Policy federal and non-federal
3.2 Centre-State relations governments are given
4. Decentralisation in India together.
The student will identify
each feature and write
under the headings as
federal or non federal
government
Chapter-2 (Geog.)
Forest & Wildlife Resources Some news snippets
1. Biodiversity or Biological Tribal community in
Diversity Lecture/AV/Disc Bastar
2. Flora and Fauna In India 4 ussion 1.Black earth boa snake
3. Vanishing Forests - Fat & oil from the
4. Classification of Forests: snake is used to cure
1.1 Normal Species asthma by applying on
1.2 Endangered Species chest.
1.3 Vulnerable Species 2. Cobra Snake - Fats &
1.4 Rare Species oils of cobra are
1.5 Endemic Species massaged onto the head
1.6 Extinct Species to cure hair loss and also
5. Negative Factors that causes cure migraines
depletion of Flora Fauna
6. Conservation of Forests &
Wildlife in India
7. Types and Distribution of
Forests & Wildlife Resources
8. Community and Conservation
Chapter-2 (Eco.) 3 Textbook/Lect Topic :Sectoral

Sector of the Indian Economy Contribution to India's
1. Sectors of Indian Economy GDP and Employment
2. Comparing the three sectors Procedure :1. The
3. Primary, Secondary and teacher shall make a
Tertiary Sectors in India copy of the graph on an
4. Division of Sectors as powerpoint/ OHP/ Chart
Organized and Unorganized paper
5. Sectors in Terms of which is displayed in the
Ownership: class for all students to
Public and Private Sectors observe.
Chapter-7 (History) (To begin Lecture/AV Activity 1 : Debate
in May) method Topic: Relevance of
Novel, Society and History 5 Novels in Digital age
1. The Rise of the Novel Activity 2: Crossword
1.1 The Publishing Market Puzzle based on various
1.2 The World of the Novel novels in the text
1.3 Community and Society Activity 3: Show them
1.4 The New Woman one of the movies based
1.5 Novels for the Young Charles Dickens Novels
1.6 Colonialism and After
2. The Novels Comes to India
2.1 The Novel in South India
2.2 The Novel in Hindi
2.3 Novels in Bengal
3. Novels in the Colonial World
3.1 Uses of the Novel
3.2 The Problem of Being
Modern
3.3 Pleasures of Reading
4. Women and the Novel
4.1 Caste Practices, ‘Lower-
Castes’ and Minorities
5. The Nation and its History
Chapter-3 (Geog.)
July Water Resources 4 Map/ Lecture/ Activity:1 Signboard or
1. Water: some facts and figures AV Method manual to keep nearby
2. Water Scarcity and the need water bodies clean and
for unpolluted
Water Conservation and
Management Activity 2: Map work to
3. Multi-purpose River Projects locate the dams and
and Integrated Water rivers
Resource
Management
4. Hydraulic Structures in India
5. Rainwater Harvesting
Chapter-3 (Civics)
Democracy and Diversity Know the reaction of the
1. A Story from Mexico PPt through people on the social
Olympics 2 ebeam issues based on
2. Differences, similarities, discrimination.
divisions Create awareness about
2.1 Origins and social the discrimination of
differences women and their
2.2 Overlapping and cross- condition in the society
cutting differences
3. Politics of social divisions
3.1 Range of outcomes
3.2 Three determinants
Find out the different

August regions of India
Chapter-4 (Geog.) AV/Lecture/Disc practicing the following
Agriculture 5 ussion types of farming and
1. Types of Farming discuss the nature of
1.1 Primitive Subsistence farming :
Farming a. Intensive subsistence
1.2 Intensive Subsistence farming
Farming b. Plantation
1.3 Commercial Farming c. Primitive Subsistence
2. Cropping Pattern farming
3. Major Crops d. Commercial farming
3.1 Food Crops other than e. Mixed farming
Grains
3.2 Horticulture Crops
3.3 Non-Food Crops
3.4 Fibre Crops
4. Technological and
Institutional
Reforms
5. Contribution of agriculture to
the national economy,
employment and output
Chapter-4 (Civics)
Gender, Religion and Caste
1. Gender and politics PPt through
1.1 Women’s political 4 ebeam Students to find out how
representation gender discrimination
2. Religion, communalism and still take place in our
politics country with the help of
2.1 Communalism case study
2.2 Secular state
3. Caste and politics
3.1 Caste inequalities
3.2 Caste in politics
3.3 Politics in caste
September Revision
SA-1 as per CBSE directions

October
Chapter-1 (History)
The Nationalist Movement in 5 PPt through
Indo-China ebeam Activity 1 : Project
1. Emerging from the shadow of Lecture Make a comparative
China study of the Vietnamese
1.1Colonial domination & struggle for freedom and
resistance Indian struggle against
1.2 Why the French thought British Imperialism
Colonies necessary
1.3 Should colonies be
developed
2. The Dilemma of Colonial

Education
2.1 Talking Modern
2.2 Looking Modern
2.3 Resistance in Schools
3. Hygiene, Disease and
Everyday
Resistance
3.1 Plague strikes Hanoi
3.2 The Rat Hunt
4. Religion and Anti-colonialism
5. The Vision of Modernisation
5.1 Other ways of becoming
modern: Japan and China
6. The Communist Movement
and
Vietnamese Nationalism
6.1 The new republic of
Vietnam
6.2 The entry of US into the
war
6.3 The Ho Chi Minh Trail
7. The Nation and its Heroes
7.1 Women as rebels
7.2 Heroes of the Past Times
7.3 Women as Warriors
7.4 Women in Times of Peace
8. The End of the War
Chapter-5 (Geog.)
Minerals and Energy 5 Map/Lecture/Dis
Resources cussion Locate the places related
1. What is a mineral? to the distribution of
2. Mode of Occurrence of minerals
Minerals Familiarize with the
3. Ferrous Minerals distribution of a
4. Non-Ferrous Minerals particular mineral.
5. Non-Metallic Minerals a. A place where
6. Rock Minerals mica deposits are
7. Conservation of minerals found in Bihar
8. Energy Resources
9. Conventional Sources of
Energy b. Iron-ore mine of the
9.1 Coal part of Chhattisgarh,
9.2 Petroleum etcA place where mica
9.3 Natural Gas deposits are found in
94 Electricity Bihar
10. Non-Conventional Sources
of Energy
10.1 Solar Energy
10.2 Wind Power
10.3 Biogas
10.4 Tidal Energy
10.5 Geo Thermal Energy
11. Conservation of Energy
Resources
Chapter-5 (Civics)
Popular Struggles and
Movements Activity No.1 : Report
1. Popular struggles in Nepal and 3 Short Making
Bolivia documentary on On the basis of news in
1.1 Movement for democracy in the Royal the newspaper or TV
Nepal massacre in Channels, identify any
1.2 Bolivia’s Water War Nepal five pressure groups
1.3 Democracy and popular PPT working in India
struggles
2. Mobilisation &Organisations
3. Pressure Groups Movements
3.1 Sectional Interest Groups
and Public Interest Groups
3.2 Movement Groups
3.3 Is their influence healthy?
November
Chapter-3 (Eco.) Modern Forms of

Money and Credit Lecture/PPt Money-
1. Money as a Medium of 3 In this activity students
Exchange learn how to issue a
2. Modern Forms of Money cheque in order to buy a
3. Loan Activities of Banks mobile telephone. It
4. Two Different credit demonstrates to students
Situations that cheques are a
5. Terms of Credit modern way of money
6. Formal Sector Credit in India and how it acts as a
7. Self-Help Groups for the poor medium of exchange.
8. Summing Up5. Challenges to
Political Parties
6. How can parties be reformed?
Chapter-6 (Civics)
Political Parties 3 PPt through Use of Flash Cards:
1. Why do we need political ebeam Each student will be
parties? asked to collect names
1.1 Meaning of 2 regional parties in
1.2 Functions India
1.3 Necessity They will find out the
2. How many parties should we following information
have? related to the regional
3. National Political Parties parties selected by them
3.1 Indian National Congress Number of seats the
3.2 Bharatiya Janta Party different regional parties
3.3 Bahujan Samaj Party have secured in the last
3.4 Communist Party of India- Assembly and Lok
Marxist Sabha elections
3.5 Communist Party of India The symbols allotted to
3.6 Nationalist Congress Party the Regional parties
4. State Parties
5. Challenges to Political Parties
6. How can parties be reformed?
Nov/ Chapter-6 (Geog.)

December Manufacturing Industries 5 Lecture/ Classification of
1. Importance of Manufacturing Discussion Industries
2. Contribution of Industry to Map through -classify industries on
National Economy ebeam various criteria;
3. Industrial Location -know about the basis of
4. Classification of Industries classification;
5. Agro Based Industries -understand the different
5.1 Textile Industries categories of industries
5.2Cotton Textiles
5.3 Jute Textiles Activity : Map work on
5.4 Sugar Industry Software Technology
6. Mineral Based Industries Parks
6.1 Iron and Steel Industry Identify the software
6.2 Aluminium Smelting technology parks set up
6.3 Chemical Industries in different states of
6.4 Fertiliser Industry India.
6.5 Cement Industry Locate some of the
6.6 Automobile Industry software technology
6.7 Information Technology parks in India.
and
Electronics Industry
7. Industrial Pollution and
Environmental Degradation
7.1 Air Pollution
7.2 Water Pollution
7.3 Thermal Pollution
7.4 Noise Pollution
8. Control of Environmental
Degradation
Chapter-3 (History)
Nationalism in India
1.The First World War, Khilafat 6 Movie on Album on Indian
and Non-Cooperation Gandhiji’s National Movement
1.1 The idea of Satyagraha freedom struggle between 1920-1935.
1.2 The Rowlatt Act PPT Comprehend the non-
1.3 Why Non-cooperation? violent nature of Indian
2. Different Strands within the national movement
Movement Analyse the contribution
2.1 The Movement in the of different sections of
Towns society;
Develop creativity in
presentation of the
2.2 Rebellion in the project in a systematic
Countryside manner.
2.3 Swaraj in the Plantations
3. Towards Civil Disobedience
3.1 The Salt March & the
Civil
Disobedience Movement
3.2 How participants saw the
Movement?
3.3 The Limits of Civil
Disobedience
4. The Sense of Collective
Belonging
4.1 Conclusion
Chapter-4 (Eco.)
Globalization and Indian 4 Tracing the origin
Economy Lecture and PPT (Finding a logo, relating
1. Production Across Countries it to the company and
2. Interlinking Production finding its origin)
Across Activity no.2 Cartoon
Countries Making
3. Foreign Trade and Integration Topic: Disparities of
of Market Income and Opportunity
4. What is Globalization
5. Factors that have Enabled
Globalization
6. World Trade Organization
7. Impact of Globalization in
India
8. The Struggle for a Fair
Globalization
9. Summing Up
January
Chapter-7 (Geog.) 4 Map/Lecture/Dis Interpretation of

Life Lines of National cussion diagrams on Roadways
Economy
1. Transport Activity : Mark the
1.1 Roadways major ports on the map
1.11 Golden Quadrilateral of India and world
Super
Highways
1.12 National Highways
1.13 State Highways
1.14 District Roads
1.15 Other Roads
1.16 Border Roads
1.17 Road Density
1.2 Railways
1.3 Pipelines
1.4Waterways
1.41 Major Sea Ports
1.5 Airways
2. Communication
3. International Trade
4. Tourism as a Trade
Chapter-7 (Civics) 2 Lecture Debate: Is democracy

Outcomes of Democracy better than non
1. How do we assess democracy
democracy’s outcome?
2. Accountable, responsive and
legitimate government
3. Economic growth and
development
4. Reduction of inequality and
poverty
5. Accommodation of social
diversity
6. Dignity and freedom of the
Citizens
Chapter-5 (Eco.) 3 Discussion/

Consumer Rights Lecture Develop an
1. The Consumer in the advertisement
Marketplace Topic : Consumer
2. Consumer Movement consciousness
3. Consumer Rights
3.1 Safety is Everyone’s Right Create a poster
3.2 Information about goods Topic : Consumer's
and Services rights and duties
3.3 When choice is denied
3.4 Where should consumer
go to get justice?
4. Learning to become Well-
informed Consumer
5. Taking the Consumer
Movement Forward
Chapter-8 (Civics) 1 Discussion

Challenges to Democracy
1. Thinking about challenges Overview of democracy
2. Different contexts, different and its outcomes
challenges
3. Different types of challenges
4. Thinking about Political
reforms
5. Redefining democracy
February Revision
-------- ---------
------------
March SA-II as per CBSE directions

Blue Print for Formative Assessments
Formative Assessment –I
MCQ/ Quiz/ Field activity/ Notebook maintenance
Total Marks-40/4=10
Paper Pen Test/ MCQ- 10 marks
Maintenance of Notebooks – 10 marks
Field activity- 10 marks
Quiz in the class- 10 marks
Formative Assessment –II
Project/ Viva/ Notebook maintenance/Quiz
Total Marks- 40/4=10
Project – 10 marks
Viva- 10 marks
Quiz-10 marks
Formative Assessment –III
Pen paper test/ Green Olympiad/ Maintenance of notebooks/ Participation in class
Paper- pen test – 10 marks
Green Olympiad- 10 marks
Participation in class- 10 marks
Formative Assessment –IV
Project/ Viva/ Maintenance of notebooks/PSA test
Project – 10 marks
Maintenance of Notebooks –10 marks
Viva- 10 marks
PSA test- 10 marks
Term I/Term II Examination
The Unit-wise distribution of marks over the two terms for Summative assessment will be as
follows:
Units Term I Term II
India and Contemporary World II 23 23
India-Resources and their development 23 23
Democratic Politics II 22 22
Understanding Economic Development II 22 22
Disaster Management -- --
(only through project and assignments)
Total 90 90
The prescribed syllabus will be assessed using Formative and Summative assessments in the
following manner:
Term I Term II Total
Formative Assessment 1, 2, 3 and 4 20% 20% 40%
Summative Assessment 1 and 2 20% 40% 60%
Total 40% 60% 100%
Blue Print for SA-1 and SA-2 Examination
S. Form of Questions Marks for each No. of Questions Total Marks

No. Question
1. Very short nswers 1 9 9
2. Short Answers 3 12 36
3. Long Answers 5 8 40
4. Map 1x5 1 5
TOTAL 30 90
Social Science Syllabus
SA-I
History: India and Contemporary World II
Sub Unit 1.2: Economies and

Livelihood
(Any one of the following) Marks
1. Industrialization 1850s -1950s (Chapter IV) 12
2. Urbanization and Urban Lives (Chapter V)
3. Trade and Globalization (Chapter VI)

Sub Unit 1.3: Cultural, Identity and
Society
(Any one of the following)
4. Print culture and nationalization (Chapter VII) 11
5. History of the Novel (Chapter VIII)
Geography: India- Resources and their

development
1. Resources (Chapter I) 8
2. Natural Resources (Chapter I)
3. Forest and Wild Life (Chapter II) 5
4. Water Resources Chapter III) 5
5. Agriculture (Chapter IV) 5
Political Science: Democratic Politics II
1. Power sharing mechanism in (Chapter I and II) 11

Democracy
2. Working of Democracy (Chapter III and IV) 11
Economics: Understanding Economic

Development II
1. The story of Development (Chapter I) 10

2. The role of service sector in Indian (Chapter II) 12
Economy
Disaster Management:
For Term I and Term II
(Through Project and Assignment in Formative Assessment only)
Topics:
1. Tsunami
2. Safer Construction Practices
3. Survival Skills
4. Alternate Communication Skills
5. Sharing Responsibility
FOR II TERM
Projects options will be given from History, Pol.Sc, Geography and Economics and students
will be given topics on the basis of their groups or roll numbers which was allotted to them in
the beginning of the session.
Social Science Syllabus
SA-II
History: India and Contemporary World II
Sub Unit 1.1: Event and Processes
(Any one of the Chapter I and II, Chapter III is Marks

compulsory)
1. Nationalism in Europe (Chapter I) 11
2. Nationalist Movement in Indo-China (Chapter V)
3. Nationalism in India (Chapter VI) 12
Geography: India- Resources and their development
1. Mineral Resources (Chapter V) 5
2. Power Resources (Chapter V)
3. Manufacturing Industries (Chapter VI) 12
4. Transport, Communication and Trade (Chapter VII) 6
Political Science: Democratic Politics II
1. Competitions and contestations in Democracy (Chapter V and 10

VI)
2. Outcomes of Democracy (Chapter VII) 8
3. Challenges in Democracy (Chapter VIII) 4
Economics: Understanding Economic Development II
1. Money and Financial System (Chapter III) 6
2. Globalization (Chapter IV) 9
3. Consumer Awareness (Chapter V) 7

PHYSICS SYLLABUS 2014 - 15
Class – 10
a) ANNUAL SYLLABUS:
(i) 1st term – April to October 
S.No. Topics for SA – I Marks No. of

Periods per
topic
1. Current Electricity 13 marks 24
2. Magnetic Effects of Electric Current 12 marks 20
3. Sources of Energy 7 marks 8
4. Practical Topics – 1. Verify Ohm’s Law, 2. Equivalent 4 marks 6

resistance of Series combination of resistors and 3.
Equivalent resistance of Parallel Combination of resistors.
Total = 32
marks + 4
marks
(ii) 2nd Term – November to March 
S.No. Topics for SA – II Marks No. of

Periods
per topic
1. Light – Reflection and Refraction 13 marks 32
2. Human eye and the colourful world 12 marks 20
3. Practical Topics – 1. Find Focal length of Concave mirror, 2. 4 marks 6

Find Focal length Convex lens, 3. Prove refraction through a
glass slab, 4. Trace the path of light rays through a prism and 5.
Draw images of object placed in front of convex lens.
Total = 25
marks + 4
marks
Syllabus for FA – 1: Current Electricity (paper – pencil test) [3 marks]; MCQs (practical based) [3
marks]; Summer HHW [10 marks]; Notebook Submission [10 marks]
Syllabus for FA – 2: Project based
Syllabus for FA – 3: Light – Reflection (paper – pencil test) [3 marks]; MCQs (practical based) [3
marks]; Summer HHW [10 marks]; Notebook Submission [10 marks]
Syllabus for FA – 4: PSA
b) BROAD SPECTRUM SYLLABUS MONTHLY BREAKUP:
Months Topics with sub topics Marks per topic for No. of Periods
UT/exams (teaching + project +
assessment)
April Current Electricity – 7 14 + 2 practicals
 Charges – positive
and negative
 Current – flow of
charges
 Potential
difference
 Ammeter,
voltmeter and
galvanometer
 Symbols of
electric
components and
circuit diagrams
 Flow of current
through wire
 Ohm’s law, V – I
graph and its
slope
 Resistance and
resistivity
 Series and parallel

connection of
resistances
 Related numerical
May  Joule’s law of 7 10 + 2 practicals

heating
 Power of devices
 Application of
heating effect of
electric current –
fuse, bulb
 Electricity bill and

its calculation
Magnetic effects of
Electric current –
 Oersted’s
experiment
 Magnetic field
 Magnetic lines of
forces and their
properties
July  SNOW rule and 7 8 + 2 practicals

right hand thumb
rule
 Magnetic field
around
– A straight
conductor
- A circular
loop
- A solenoid
 Clock rule
August  Force on a current 6 12

carrying
conductor –
Kicking wire
experiment
 Fleming’s left
hand rule
 Application of
above
phenomenon in
daily life
Electromagnetic
Induction –
 Generation of
current by magnet
and coil
 Generation of
current in a coil
by a current
carrying coil 1+2 2
 Fleming’s right
hand rule
 DC versus AC
and advantages of
AC over DC
 Domestic electric
circuits –
overloading and
short circuiting
September Sources of Energy – 3 8
 Different forms of
energy and their
sources
 Characteristics of
a good source of
energy and fuel
 Conventional
versus non
conventional
sources of energy
 Renewable versus
non renewable
sources of energy
 Fossil fuels and

their pollution
hazards
 Solar energy –
solar cell and
solar cooker
 Electricity
generation –
thermal , hydro
power,
geothermal, tidal,
wave and OTEC
 Biomass and
biogas
 Nuclear energy –
nuclear fission
and nuclear fusion
 Dangers
associated with
nuclear energy
 Environmental
consequences
Revision…
October SA – I examination --- ---
Light – Reflection 2 4
 Dual nature of
light (wave and
particle)
 Reflection of light
November Light – Reflection 7 15 + 2 practicals
 Laws of reflection
 Reflection
through a plane
mirror
 Different types of
spherical mirror –
convex and
concave
 Different terms
related to
spherical mirrors
 Image formation
by spherical
mirrors
 Uses of spherical
mirrors
 Sign convention
 Mirror formula
and magnification
December Light – Refraction 7 14 + 2 practicals
 Examples from
daily life
 Refraction
through glass slab
and terms related
to it.
 Laws of refraction
 Refractive index –
its formula and
units
 Optical density
 Refraction
through spherical
lenses and terms
related to them
 Image formation
in spherical lenses
and sign
convention
 Lens formula,
magnification and
power of a lens
January Human eye – 5 10 + 2 practicals
 Structure of
human eye –
diagram ad
function of
various parts of
eye
 Power of
accommodation
of eye and
advantage of
having two eyes
 Defects of vision
– cataract, colour
blindness
– refractive
defects of vision –
myopia,
hypermetropia,
presbyopia and
related numericals
with diagram
Refraction through prism
 Angle of prism
 Angle of
deviation
 Dispersion –
splitting of light
into its constituent
colours
 White light
 Spectrum –
VIBGYOR
 Formation of a
rainbow
 Total internal
reflection
February Atmospheric Refraction- 5 8
 Twinkling of stars
 Early sunrise and

delayed sunset
 Scattering of
light- TYNDALL
EFFECT
 Application of
scattering of light
like colour of the
sky during
sunrise, noon and
sunset
Revision…
c) MICRO SPECTRUM SYLLABUS:
Topics Number of Sub Topics with Method of Project

period designated teaching – 1)
Lecture
2) AV Method
3) Class project
4) Assessment
Current  Charges – positive Lecture, Resistivity of insulators,

Electricity and negative demonstration of alloys and metals and
ammeter, their behavior with
 Current – flow of voltmeter, change in temperature,
charges galvanometer,
resistors and other Superconductor and their
 Potential difference importance
circuit
 Ammeter, voltmeter components.
and galvanometer
 Symbols of electric
components and
circuit diagrams
 Flow of current
through wire
 Ohm’s law, V – I
graph and its slope
 Resistance and
resistivity
 Series and parallel
connection of
resistances
 Related numerical
Practical related to
 Joule’s law of heating
the topic for
 Power of devices demonstration.
 Application of
heating effect of Lecture, AV,
electric current – demonstration of
fuse, bulb fuse.
 Electricity bill and its
calculation
Magnetic effects  Oersted’s experiment Lecture, AV, To draw the magnetic

of Electric activity based on lines of forces and denote
current  Magnetic field formation of their direction around a
magnetic field bar magnet and U shaped
 Magnetic lines of
lines around a magnet.
forces and their
magnet.
properties
 SNOW rule and right To find about the use of

hand thumb rule electromagnets in our
daily life.
 Magnetic field around
Phenomena related to
– A straight
magnetic field and
conductor
magnetic field lines
- A circular loop around earth and sun etc.
- A solenoid
 Clock rule
 Force on a current
carrying conductor –
Kicking wire
experiment
 Fleming’s left hand

rule
 Application of above
phenomenon in daily
life
Electromagnetic  Generation of current Lecture, AV, To find out about various

Induction by magnet and coil dynamos’ and types of circuit breakers
MCB’s which are used as safety
 Generation of current demonstration and devices in houses.
in a coil by a current torch working on
carrying coil the principle of Working, construction
EMI. and applications of DC
 Fleming’s right hand motor
rule
Principle of commutator
 DC versus AC and
advantages of AC Brushless motor
over DC
Construction, working
 Domestic electric and application of DC and
circuits – overloading AC generator
and short circuiting Frequency of AC in
different countries and
supply voltage
Sources of  Different forms of Lecture, First nuclear bombing and

Energy energy and their demonstration of its consequences
sources solar cooker, solar
water heater, Difference between atom
 Characteristics of a smart class. bomb and hydrogen bomb
good source of
Structure of a nuclear
energy and fuel
reactor and its functioning
 Conventional versus
Einstein’s mass energy
non conventional
equivalence
sources of energy
E = mc2
 Renewable versus
non renewable Biological indicators of
sources of energy pollution
 Fossil fuels and their

pollution hazards
 Solar energy – solar

cell and solar cooker
 Electricity generation
– thermal , hydro
power, geothermal,
tidal, wave and
OTEC
 Biomass and biogas
 Nuclear energy –
nuclear fission and
nuclear fusion
 Dangers associated
with nuclear energy
 Environmental
consequences
Light –  Dual nature of light Lecture, Spherical mirrors used in

Reflection (wave and particle) demonstration solar furnaces
using optic kit,
 Reflection of light AV Laughing mirrors
 Laws of reflection
 Reflection through a
plane mirror
 Different types of
spherical mirror –
convex and concave
 Different terms
related to spherical
mirrors
 Image formation by
spherical mirrors
 Uses of spherical
mirrors
 Sign convention
 Mirror formula and

magnification
Light –  Examples from daily Lecture, To investigate that

Refraction life demonstration colours of a spectrum
using optic kit, may be recombined using
 Refraction through AV, related a convex lens.
glass slab and terms practical to
related to it. emphasize on the To find out about the
theory portion. universe and what
happened after the Big
 Laws of refraction Bang scientists use a very
important optical device
 Refractive index – its called the telescope. We
formula and units have to find about the
different types of
 Optical density
telescopes used from
 Refraction through earth or launched into
spherical lenses and space to study it.
terms related to them
 Image formation in
spherical lenses and
sign convention
 Lens formula,
magnification and
power of a lens
Human eye  Structure of human Lecture, AV, Various types of

eye – diagram ad demonstration blindness in human
function of various using a model of beings
parts of eye eye.
Contact lenses
 Power of
Defect called astigmatism
accommodation of
and its correction
eye and advantage of
having two eyes
 Defects of vision –
cataract, colour
blindness
– refractive defects of vision

– myopia, hypermetropia,
presbyopia and related
numericals with diagram
Refraction  Angle of prism Lecture, AV,

through a Prism demonstration
 Angle of deviation using optic kit and
prism
 Dispersion – splitting
of light into its
constituent colours
 White light
 Spectrum –
VIBGYOR
 Formation of a
rainbow
 Total internal
reflection
Colourful World  Twinkling of stars Lecture, AV Colour of atmosphere on

Mars and Venus
 Early sunrise and
delayed sunset
 Scattering of light-
TYNDALL EFFECT
 Application of
scattering of light like
colour of the sky
during sunrise, noon
and sunset
d) SUMMATIVE EXAMINATION – I and II:
S.No. Form of Marks of each Number of Total marks

questions question questions
1. Very short 1 1 +1 (Sources) 1+1

question
2. Short answer 2 2 4
question – I
3. Short answer 3 3 + 2 (Sources) 9+6

question – II Tot
4. Long answer 5 2 10 al
question Ma
rks
5. MCQs 1 5 5 =
(practical based) 36
 N
o overall choice will be there in question paper.
Estimated difficulty levels of question:

a) Easy = 15%
b) Average = 70%
c) Difficult = 15%
 Types of questions:
Knowledge Based = 40% Understanding Based = 50% Application Based = 10%

CHEMISTRY SYLLABUS 2014 - 15

Class – 10
b) ANNUAL SYLLABUS:
(iii) 1st term – April to September 
S.No. Chapters for SA – I Marks No. of

Periods
per topic
5. Chemical Reactions and Equations 6 3
6. Acids, Bases and Salts 10 5
7. Metals and Non Metals 11 7
8. Practical Topics – 1.To find ph of given samples. 2. To study the 6 4

properties of Acids and Bases(HCl and NaOH). 3. To perform and
observe i)combination rx. ii) decomposition rx. iii) displacement
rx. iv) double displacement rx. 4. To observe the action of Zn, Fe,
Cu and Al metals on the given salt solutions To prepare SO2 gas
and observe its properties.
Total =
27 marks
+6 marks
(iv) 2nd Term – October to March 
S.No. Topics for SA – II Marks No. of

Periods
per topic
4. Carbon and its Compounds 12 marks 11
5. Periodic classification of Elements 6 marks 3
6. Practical Topics – 1. To study the properties of acetic acid 5 marks 3

(Ethanoic Acid) 2.To study saponification reaction for
preparation of soap. 3. To study the comparative cleaning
capacity of a sample of soap in soft and hard water.
Total = 18
marks + 5
marks
Syllabus for FA – 1: Chemical reactions and equations (paper – pencil test) [4 marks]; MCQs
(practical based) [4 marks]; Summer HHW [10 marks]; Notebook Submission [10 marks]
Syllabus for FA – 2: Project Based
Syllabus for FA – 3: Carbon and its compounds (paper – pencil test) [3 marks]; MCQs (practical
based) [3 marks]; Summer HHW [10 marks]; Notebook Submission [10 marks]
Syllabus for FA – 4: PSA
d) BROAD SPECTRUM SYLLABUS MONTHLY BREAKUP:
Months Topics with sub Marks per topic for No. of Periods
topics UT/exams (teaching + project +
assessment)
April Chemical Reaction 5 3 + 1 practicals

and Equations
General
introduction
Writing a
chemical equation
Balancing of a
chemical equation
Types of chemical
reaction
Corrosion
Rancidity
Acids, Bases and

Salts 2
General
introduction
May Importance of 3 + 1 practicals
pH in everyday life
Family of salts
pH of salts
Metals and Non
Metals
Physical
properties of
metals and non
metals
July 5 3 + 1 practicals
Chemical
properties of
metals
August Reactivity series 5 4+1practicals
How do metals
and non metals
reacts
Properties of
ionic compounds
Occurrence and
extraction of
metals
Corrosion
Revision…
September Carbon and its 4

Compounds
Versatile nature
of Carbon
Saturated and
unsaturated
carbon
Compounds
Revision for SA-1
October SA – I examination
Homologous
series
Nomenclature of
carbon
compounds
November Properties of 4 + 1 practicals
carbon
compounds
(oxidation,
addition,
substitution)
Some important
carbon
compounds
(Ethanol and
Ethanoic Acids)
December Soaps and 5 2 + 1 practicals

detergents
Periodic
Properties
(Contd...)
Mendeleev’s
Periodic Table
Modern Periodic
Table
Trends in Modern
Periodic Table
(vacancy, atomic
size, metallic and
non
metallic
properties)
January Periodic 5 4 + 1 practicals
Properties
(Contd...)
Mendeleev’s
Periodic Table
Modern Periodic
Table
Trends in Modern
Periodic Table
(vacancy, atomic
size, metallic and
non
metallic
properties)
REVISION
February
e) MICRO SPECTRUM SYLLABUS:
Topics Number of Sub Topics with period Method of Project

designated teaching –
1) Lecture
2) AV Method
3) Class project
4) Assessment
Chemical Chemical Equation, Balanced chemical Lecture, AV, Importance of

equation, implications of a balanced Activity on chemical
reactions and chemical equation, types of chemical chemical reactions in
equations reactions : combination, decomposition, reactions daily life
displacement, double displacement, Rancidity:
precipitation, causes, effects
and preventions.
neutralization,
oxidation and reduction. Corrosion of
Metals

Acids, Bases Their definitions in terms of furnishing of Lecture, AV, Uses of acids

and Salts H+ and OH‐ ions, General properties, activity based on and bases in our
examples and uses, concept of pH pH, properties of life
scale(Definition relating to logarithm not POP.
required), importance of pH in everyday
life;
Pollution caused
preparation and uses of sodium hydroxide, by acids and
Bleaching powder, Baking soda, washing bases
soda and Plaster of Paris.
Metals and Properties of metals and non‐metals, Lecture, AV, Alloys: A boon

Non-Metals demonstration of to mankind
reactivity series, corrosion,
formation and properties of ionic activity showing
compounds, conditions for
corrosion.
basic metallurgical processes, corrosion
and its prevention,
Alloys : their composition and uses.
Carbon and its Covalent bonding in carbon compounds. Lecture, AV, Fullerenes

Compounds Versatile nature of carbon. Homologous Activity related to
esterification, Diamond: The
series Nomenclature of carbon
Sparkling Stone
compounds containing functional
Demonstration of
groups (halogens, alcohol, ketones, properties of Hydrocarbons
aldehydes, alkanes and alkynes), ethanoic acid.
difference between saturated
hydrocarbons and unsaturated
hydrocarbons. Chemical properties of
carbon compounds (combustion,
oxidation, addition and substitution
reaction). Ethanol and Ethanoic acid
(only properties and uses), soaps and
detergents.
Periodic Dobereiner’s triads and its limitations, Lecture, AV History of

Classification
classification Newland’s law of octaves and its
limitations,
of elements
Mendeleev’s classification: Features,
advantages and Anomalies.
Need for classification, Modern Periodic
table, gradation in Properties, valency,
Atomic number, metallic and non‐
metallic properties.
f) SUMMATIVE EXAMINATIONS – I :

1. Very short answer 1 2 2

question
question – I
3. Short answer 3 3 9 Tot
question – II al
ma
4. Long answer 5 2 10 rks:
question 33
5. MCQs 1 6 6 SU
(practical based) UM
MA
TIVE EXAMINATIONS – II:

1. Very short answer - - - Val

question ue
bas
2. Short answer 2 2 4 ed
question – I que
stio
ns
question – II
=3
4. Long answer 5 1 5 to 5
question ma
rks
5. MCQs 1 5 5
(practical based) Tot
al
marks:23
 No overall choice will be there.
Estimated difficulty levels of question paper:

d) Easy = 15%
e) Average = 70%
f) Difficult = 15%
 Types of questions:
Knowledge Based = 40% Understanding Based = 40% Application Based = 20%
CLASS X
BIOLOGY :
ANNUAL SYLLABUS
Topics Term No. of Periods per Chapter

(Ist Term – April-Sept)
World of living Life processes 30
Control and Co-ordination in
animals and plants
(2nd term Oct‐March)
World of living Reproduction 20
Heredity and evolution
Natural Resources Management of natural 10
resources
Our environment
Months Topics with sub topics No. of Periods (must specify

teaching+ project+ assessment)
April Life processes 10
May Life processes 10
July-August Control and Co- 10

ordination
in animals and plants
+REVISION
October Revision and exams 6
November Reproduction 8
December Heredity and 12

evolution
January Management of 10
natural
resources
Our environment;
topics No. of Sub Topic Method of teaching Project
with period – 1) Lecture

designated
2) AV Method
3) Class project
4) Assessment
World of living Life Processes : Lecture cum Enclosure 1 :
"living being". Basic demonstration What parts of a plant do
concept of nutrition, method we eat?
respiration, transport Some excellent Enclosure 2 :Studying
and excretion in modules from Our Senses
plants and animals. you ENCLOSURE 3:
Control and Co- tube and nucleus DRAGON GENETICS
ordination in Animals .com LAB (Principles of
and Plants : Tropic to be used for Mendelian Genetics)
movements in plants; concept Enclosure 4:Evolution
Introduction to plant reinforcement by Natural Selection
hormones; Enclosure 5:Crossword
control and co- Puzzle for Basic
ordination in animals Principles of Genetics
: nervous system;
voluntary, involuntary
and reflex action,
chemical co- Lecture cum
ordination: demonstration
animal hormones method
Reproduction : Project : AIDS and
Reproduction in ARC
animal and plants AV METHOD
(asexual and sexual) Some excellent
reproductive health- modules from

need for and you
methods of tube and nucleus
family planning. safe .com
sex vs HIV/AIDS. to be used for
Child bearing and concept
women's health. reinforcement
Heredity and
evolution : Heredity;
Mendel's
contribution- Laws for
inheritance of traits:
Sex determination:
brief
introduction; Basic
concepts of evolution
Natural Resources Management of Lecture cum Project on :
natural resources. demonstration DAMS
Conservation and method -curse
judicious use of AV METHOD or boon(class

discussion,
natural resources Some excellent
debate competition)
Forest and wild life, modules from
Biodiversity : The rivet
coal you
popper theory
and petroleum tube and nucleus
discussion forum
conservation. .com
Red Data book: who all
Examples of People's to be used for
we have lost by far??
participation for concept
Poster designing on
conservation of reinforcement
“BAN all CFC and
natural resources. Investigatory
Plastic
The Environment : Project
Big dams : : To estimate
advantages and % BOD levels, pH
limitations; value and suspended
alternatives if any. particulate matter in
Water harvesting. water and air around
Sustainability us
of natural resources.
Our Environment :
Eco-system,
Environmental
problems, Ozone
depletion, waste
production and their
solutions.
Biodegradable and
non-biodegradable,
substances
Term Wise Marks Distribution (Biology)

FA I : Pen and paper test (Total PCB:10)
FA II ;Project Based
*NOTE :FA Marks to be calculated as an average of the two tests taken
SA I : World of living (19)

Life process; control and coordination in animals and plants
FA III: Pen and Paper test

(Total PCB:10)
FA IV: PSA
SA II: World of living (27)

Reproduction; Heredity and evolution
Natural Resources( 06)
Management of natural resources; Our Environment

Syllabus
2014 – 2015

Subject : Foundation of Information

Technology
(Code 0165)
Class : X
Teacher/Facilitator : Ms Pooja Sunit Chawla
No. of Periods allotted per week : 02
No. of Total Period allotted in the session : 53 (approx.)
Term Topics No. of Periods per topic
08
1. Basics of Information Technology
(1st Term : April – September) 19
2. Information Processing Tools
3. IT Applications
04
1. Information Processing Tools 18
(2nd Term : October – February)
2. IT Applications
04
3. Societal impacts of IT
02
No. of Periods
(Each period will be

Months Topics with sub topics comprised of
Lecture + Demo +
Practical)
Unit I : Basics of Information Technology 4
 Internet
April
Unit II : Information Processing Tools

4
 Office Tools : Database Management Tool
Unit I : Basics of Information Technology 4
 Services available on Internet

 Web Services
May
 Office Tools : Database Management Tool 3

2
July
 Office Tools : Database Management Tool
2
 Information Representation Methods : Hyper
Text Markup Language
6

August Text Markup Language
Unit III : IT Applications

2
2

September
Unit III : IT Applications
2
Revision

October 2

November 8
2

December Text Markup Language
Unit IV : Societal Impacts of IT

2
6
January
 Information Representation Methods :
Extensible Markup Language
Unit III : IT Applications 4
February
Revision
Topics No. of Sub Topic Practical / Project
Unit I :
Basics of Information Technology
 Internet 1. World Wide Web  PPT :

2. Web servers * History of Internet
3. Web sites
4. Web Pages * Functioning of Internet
5. Web Browsers
6. HTML * Web servers
7. Web address
8. Email address * Web Browsers
9. URL
10. HTTP
 Services available 1. Information Retrieval  Search engines

on Internet 2. Locating sites using search
engines and finding people on  Downloading and uploading files
the net  Video conferencing
3. FTP  e-Banking
4. Downloading and Uploading  e-Shopping
files from or two remote site  e-Reservation
 Web Services 1. Chat

2. email
3. Video Conferencing
4. e-Learning
5. e-Banking
6. e-Shopping
7. e-Reservation
8. e-Groups
9. Social Networking
10. Blogs
11. Newsgroups
Unit II :
Information Processing Tools
 Office Tools : 1. Basic Concepts and need for a  IT Applications :

Database database * OOo Base Projects based on Business
Management Tool 2. Creating a database Computing
3. Setting the Primary Key
4. Entering data into a database
5. Inserting and deleting Fields
6. Inserting and deleting Records (Detail in Unit III)
7. Data Validation :
 Field Size
 Default Value
 Validation Rule
 Validation Text
 Required
 Allow Zero Length.
 Information 1. Introduction to Web Page  IT Applications :

Representation Designing using HTML * HTML Projects on Website
Methods : Hyper 2. Creating and saving an HTML Designing
Text Markup document
Language 3. Accessing a web page using a
web browser (Internet
Explorer, Mozilla Firefox, (Detail in Unit III)
Opera, Apple Safari, Netscape
Navigator, Google Chrome)
4. Elements in HTML :
 Container elements
 Empty elements
5. Designing web pages using the
following elements :
 HTML
 HEAD
 TITLE
 BODY (Attributes :
BACKGROUND,
BGCOLOR, TEXT,
LEFTMARGIN,
RIGHTMARGIN,
TOPMARGIN,
BOTTOMMARGIN,
LINK, ALINK, VLINK)
 FONT(Attributes :
COLOR, SIZE, FACE)
 BASEFONT(Attributes :
COLOR, SIZE, FACE)
 CENTER
 BR (Break)
 HR(Horizontal Rule) –
{Attributes : SIZE,
WIDTH, ALIGN,
NOSHADE, COLOR}
 COMMENTS ! for
comments
 H1…H6 (Heading)
 P (Paragraph)
 B (Bold)
 I (Italics)
 U (Underline)
 UL & OL (Unordered
List & Ordered List) –
{Attributes : TYPE,
START}
 LI (List Item)
 Insertion of images
using the element IMG
(Attributes : SRC,
WIDTH, HEIGHT, ALT,
ALIGN)
 Super Script : SUP
 Subscript : SUB
 Creating Table : TABLE
(BACKGROUND,
BGCOLOR, WIDTH,
CELLSPACING,
CELLPADDING,
BORDER)
 TR
 TD
 ROWSPAN
 COLSPAN
 Internal and External
Linking between Web
Pages : Significance of
linking
 A - Anchor Element
(Attributes : NAME,
HREF, TITLE, ALT)
 Information 1. Introduction to XML  IT Applications :

Representation 2. Difference between XML and * XML Project
Methods : HTML with respect to the
Extensible Markup following :
Language  Data separation
 data sharing
 document structure
 tags
 nesting of elements
 attributes
 values.
3. XML Elements
 Defining own tags in
XML
 root elements
 child elements and their
attributes
4. Comments in XML
5. White space and new line in
XML
6. well formed XML documents
7. validating XML documents
8. XML Parser
9. Viewing XML documents in a
web browser
Unit III :
IT Applications
 Database Domain : Business Computing  Personal Data Management System

Management Tool
 School / Class Result with

student-wise and subject-wise
marks
 Employee Payroll (Computation of

monthly salary)
 Stock Inventory (Purchase and issue

records)
 Hyper Text Domain : Website Designing  Personal Blog with Name, Photo,
Markup Language Areas of Interest, School, State, Country
 School Website - Infrastructure,

Facilities, Uniform, Motto, School
Pictures, Extra-Curricular Activities,
Subject and Language Options
 Travel and Tourism
 Indian Statistics - State wise Area,

Population, Literacy (Enrolment in
Primary, Middle, Secondary, Senior
Secondary), Gender Ratio
 Environment (Save Energy)
 Pollution (Global Warming)
Unit IV :
Societal Impacts of IT
 Societal Impacts of 1. Virus  Virus, worms & Anti – virus softwares

IT 2. Worms  Data Backup & recovery
3. Trojans and Anti-Virus  Phishing
Software
4. Spyware
5. Malware
6. Spams
7. Data Backup and recovery
tools and methods
8. Online Backups
9. Hacker and Cracker with
regard to Computer Data and
Applications
Information security provisions

in e-commerce

DETAILED MARKS BREAKUP FOR SUMMATIVE ASSESSMENTS
Marks Breakup : SA 1 / SA 2 : 90 MARKS
THEORY : 72 MARKS
PRACTICAL SKILLS : MCQs : 18 MARKS
BLUE PRINT / TOPIC – WISE MARKS DISTRIBUTION FOR SUMMATIVE ASSESSMENTS
Summative Assessment Topics Marks
1. Basics of Information Technology 28
2. Information Processing Tools
SA 1 3. IT Applications 34
28
90
1. Information Processing Tools 34
2. IT Applications
SA 2 3. Societal impacts of IT 39
17
90

BLUE PRINT / MARKS DISTRIBUTION FOR FORMATIVE ASSESSMENTS
Formative Assessment Topic(s) Exam Type Marks Total Marks
Paper – Pen 10
Notebook Evaluation 10
Basics of Information
FA 1 40
Technology
Group Discussion 10
Presentation 10
Project 10
Project Presentation 10
FA 2 IT Applications : OOo BASE 40
Viva 10
Project Report File 10
Paper – Pen 10
Notebook Evaluation 10
FA 3 Social Impacts of IT 40
Group Discussion 10
Presentation 10
Project 10
Project Presentation 10
FA 4 IT Applications : HTML 40
Viva 10
Project Report File 10

DELHI PUBLIC SCHOOL SONEPAT
SYLLABUS FOR SESSION 2014-2015
Subject: Art
Class: X
Broad Spectrum Syllabus

Month No. of Topic Teaching Aids used

Period
specify
April 2 1. Drawing – How to cover the art Art file and Poster colour
file. (Colour – Black and
decoration with waste material)
2. Drawing – Own Choice Painting
May 3 3. Drawing – Drawing – Pencil Art file and shading pencils(2B,

Shading (2B,4B,6B) 4B, 6B and 8B)
4. Landscape with pencil shading
(Charcoal)
June 0 Art Practice/ Holiday
Homework
July 2 5. Drawing – Perspective Drawing Art file and Poster colour
(Composition)
August 3 6. Drawing - Calligraphy Handmade sheet
Septembe 3 7. Drawing – Own choice cartoon Any Medium

r composition
October 2 8. Drawing – Still life Art file and shading pencils(2B,
4B, 6B and 8B)
November 3 9. Drawing - Poster Designing Art file and Poster colour
December 1 10. Craft Work – Paper Folder Art file Calligraphy pen
January 1 11. Drawing – Outdoor Sketching Art file and shading pencils(2B,
with pencil 4B, 6B and 8B)
February 2 12. Drawing – Outdoor Sketching Art file and ink pens
with ink pen

DELHI PUBLIC SCHOOL
SONEPAT
ANNUAL SYLLABUS OF INDIAN MUSIC TABLA
Class IX TO X
SESSION 2014-15
(COURSE OF FIRST YEAR)
TEACHER
PREM SINGH

Examination for P.A will be taken
according to dates fixed by
pracheen Kala Kendra in the
months of Aug to October. Exam
will be written as well as Practical.
Dates will be intimated later on.

DELHI PUBLIC SCHOOL

SONEPAT
ANNUAL SYLLABUS OF KATHAK DANCE
Class IX TO X
SESSION 2014-15
TEACHER
PAMPA BHATTACHARYA


DELHI PUBLIC SCHOOL
SONEPAT
ANNUAL SYLLABUS OF INDIAN MUSIC
VOCAL
Class IX TO X
SESSION 2014-15
TEACHER
SWAPAN KUNDU


DELHI PUBLIC SCHOOL
SONEPAT
ANNUAL SYLLABUS OF INDIAN MUSIC
INSTRUMENTAL
Class IX TO X
SESSION 2014-15
TEACHER
SHOEB AHMED


Delhi Public School
Sonepat
Annual Syllabus
Western Music
2014-2015
Teacher: Ms. Talisangla Jamir

April / Jul / Aug
• Basic Theory
• Voice Training
• Harmony
• Voice Modulation
• Hymnal Songs(Two)
 Occasional Songs (2)
Sept / Oct / Nov
• Basic Theory
• Revision (Voice Training, Harmony &
Voice Modulation
• Christmas Carols
 Hymnal Songs(Two)
Dec / Jan / Feb
• Basic Theory
• Revision (Voice Training, Harmony &
Voice Modulation
• Revision of all Songs

Delhi Public School
Sonepat

DPS
S ONEPAT
CYBERNETICS CLUB SYLLABUS ‐ X
Session:2013‐14 ( Number of Periods Alloted‐12 )
Index
Sr. Contents Periods

No.
1 The .NET Framework
2 About ASP.NET Technology
3 .NET Languages
3
4 Setting up ASP.NET and IIS
5 ASP.NET Applications
6 Web Form Fundamentals & Web Controls
7 Assessment Projects
 Currency Converter 
 Online Quiz Builder
 Online Payroll Application
9
 Guest Book Application
 Puzzle Game
 Online Dictionary Application
 Lucky Number Application
Application Based Projects in ASP.NET
Currency Converter
Quiz Application
Payroll Application
Guest Book Application
Puzzle Application
dsfdf
E-Dictionary Application
SYLLABUS FOR SESSION 2014-2015
Subject: Art Club

Class: X
Rag to Riches
Few things which are necessary for Rag to riches club like scissors, fevicol, pencil, eraser, scale and Black
sketch pen.
Month Topic Teaching Aids used
April collage About collage ‐ Material related to collage
A collage is a work of art

composed of numerous
materials, such as paper,
newsprint, photographs, ribbons
or other objects attached to
background support, such as
plain paper. A collage can even
be made with physical materials
or electronic images, attaching
them to a digital background.
Originating from the French
word "coller", meaning "to glue",
and the collage allows you to
experiment with a wide range of
materials to achieve amazing
end results. This article provides
a sample of the many
possibilities limited only by your
creativity and imagination.
Referring website :
www.wikihow.com
May Calligraphy art About Calligraphy‐ Calligraphy pen set, ivory sheet,
(Learn how to Calligraphy (meaning “beautiful graph paper

write beautifully) writing” in Greek) is the art of
decorative handwriting. It is a
practice spanning thousands of
years and countless cultures.
Though in the past it was used
largely for religious purposes, it
is now used for a variety of
purposes.
June Search about Search about various famous

Art arena Artists and their work style and
design one reprint of great artist.
July Printing About Printing techniques -

techniques
(Visit to printing There are nine primary

press) methods of printing:
 Digital printing is a fast‐
developing technology.
 Engraving is often used
to make fine stationery.
 Flexography is used for
product packaging.
 Gravure is used in
extremely large runs of
catalogs and magazines.
 Letterpress is the oldest
method, pioneered by
Johannes Gutenberg in the
15th century.
 Offset lithography uses
plates and rubber blankets
to transfer images to paper.
 Reprographics is a term
for photocopying and
duplication.
 Screen printing is used
to make billboards and T‐
shirts.
 Thermography produces
raised printing and is often
used for stationery.
August Optical illusion About Optical Illusion - Ivory sheet, black ink, geometrical

instruments, 2b, 4b, 6b‐pencils,
Optical illusion can also be
referred as ‘visual illusion”
Optical illusion makes us observe
and experience the visual that
actually doesn’t exist. Optical
illusion has its own huge world
where there are thousands of
types of illusions to make you go
crazy and amazed.
September Visit to art Visit to Art Galleries along with Art Club Note book, Geometry box.

Gallery students
(Modern art Gallery, Triveni Art
Gallery, Ravindra Bhawan art
Gallery)
 To know and
explore the art galleries
 To know Great
and Contemporary
artists and their Work
style.
October Clay Modeling About Clay Modeling‐ Basic clay, Fevicol, Card board, Clay
modeling instruments, Water
container.
November Logo designing About logo designing‐ Art Club Note book, Art File,

Geometry box.
A logo is the identification mark
that can be recognized easily in a
group or crowd. It is generally
used by commercial enterprise,
organizations and also
individuals to instant public
recognition.
Logo design is an important part
of graphic design and is one of
the most difficult to perfect.
Being the first introductory
mark, a logo needs to be
perfects like colors and
formation.
December Rangoli About Rangoli Designing‐ Rangoli Designing Material like:‐
Rangoli is a Traditional folk art Marble powder, Wood dust, Flowers
INDIA. The ancient symbols have patels,
been passed on through the
ages, from each generation to
the one that followed, Thus
keeping both the art form and
the tradition alive. Rangoli may
be known by other names in the
different provinces, but they are
tied together by the
commonality of the use of
traditional symbols and what
they signify. The purpose of
Rangoli is decoration and it is
thought to bring good luck.
January Poster Designing About Designing Art Club Note book, Art File,

Geometry box. Ivory sheet, Poster
Posters are one of the outdoor colors.
mediums of advertising. They are
used to promote a brand, an
Idea or a massage. Poster need
to be eye catchy that can attract
the viewer from a distance
poster a generally seen from are
distance or from the window of
the moving bus, car.
A Poster is generally composed
using three main elements:‐
1‐Visual
2‐Slogan
3‐Logo
February Revision
March Checking

PREFACE
Science is a vast and fascinating subject that integrates all

spheres of life. Teaching and learning science can be fun and
interesting when the topics are taught in an interactive
manner and are related to the child’s surroundings.
The National Curriculum Framework (NCF). It states,
‘The child should be engaged in joyfully exploring the world
around and harmonizing with it’.
The Science Club Syllabus is designed in such a way so that
the students should inculcate the basic knowledge that would
enable them to understand the subject and develop keen
interest towards learning science.
BUDDING
SCIENTISTS AT WORK
Science is being taught in schools in a very mechanical way. Students are confined to their
textbooks, the topics and contents included therein.
They are hardly encouraged to observe, explore, look for patterns or analyses the everyday
experience occurring around them. Mere rote memorization of concepts is leading children towards
a stressful existence.
The present "Learning by doing" is an effort by the SCIENCE CLUB to make Science learning
more meaningful, interesting and joyful.
An effort has been made to include activities which are based on different content areas and
concepts. Delhi Public School Sonepat takes pleasure in establishing
Avishkaar Science Centre,
A centre where the students understand the concept of scientific topics using practical
application which will help them to get hand on experience.
Be it Physics, Chemistry or Biology.
Suggested activities have been so designed that they can be done easily without using expensive
materials or equipment which would coherent with the syllabus designed by CBSE as laid down in
the CCE document.
THE SPECTRUM
SCIENCE CLUB SYLLABUS FOR CLASSES VI TO X

DOING REAL SCIENCE
How to run a science fair project?
 Become curious.
 Wonder about something.
 Write down some questions you'd like to ask.
 Pick a good question, then convert it into a statement.
Example question: Does the smell of cats cause fear in mice?

Example statement: The smell of cats causes fear in mice.
 This 'statement' is your Hypothesis.

 Dream up an experiment to prove or disprove your statement.
o How can you get some cat's scent?
o How can you tell when mice show fear?
o How would you keep the scent away from the mice until you're ready?
 Perform the experiment.
 Options:
o Perform the experiment several times, to find out if it always works.
o Perform a "control" experiment that lacks the important part. For example, repeat
your experiment exactly, but with pure water without cat scent. This shows that mice
were afraid of the cat smell. Maybe mice are actually afraid of YOU, not of the cat
smell.
 Discuss your results, decide whether your results proved your statement.
 Write up your results so others can see them too.
 Was there anything wrong with your experiment? Think of a much better experiment.
 Do it on your own, even if there is no Science Fair.
 Uh-oh, you've become a real scientist.
Templates

SCIENCE CLUB PIC’S

CONTENT
ACTIVITIES FOR CLASSES VI:

1.GENERATOR FROM MOTOR
2.FAN CAR
3.MULTIPLE GENERATOR
4.WIND GENERATOR
5.TREES OF LIFE
6.MAGNIFICENT MOTOR
7.BOTTLE PLANTER
8.BLOW BALLOON WITH BOTTLE
9.NO MAGNET MOTOR
10.COCONUT CREATURE
11.BOTTLE BLAST
12.LEVITATING PENCIL
13.PENCIL SPINNER
14.WATER PUMP
15.BOTTLE JET
16.STANDING SPINNING PENCIL
17.BOTTLE JET
18.EXPANSION OF AIR
19.TOOTHPASTE TUBE
20.CD HOVERCRAFT
21.STRAW CENTRIFUGE
22.BALLOON PUMP
23.SYRINGE GENERATOR

ACTIVITIES FOR CLASSES VII - VIII:

1..Hydro-power or water power Dam
2..Air Battery
3..Electric Generator
4.Solar Car
5.Magnet Levitation Set
6. Electric Car
7. Air propulsion Motor Boats
8.WORKING MODEL ON GLOBAL WARMING
9. A working model of stomata
10.CANDLE POWER
11. Passing of electricity through liquid
12. Generating electricity using lemon & potato
ACTIVITIES FOR CLASSES IX - X:

IN ACCORDANCE WITH AVISHKAAR SCIENCE CENTRE
Content:
1. Electronic component Learning
2. Introduction to the working of Bread board (include soldering).
3. Making projects:
a. LED glow
b. Series Parallel circuit
c. Switch based circuit
d. Diode based circuit
e. Spy alarm
f. Door bell
4. Preparation of CO2 gas
5. Hydrogen preparation in laboratory
6. Green house effect.
7. Creating fish ponds and learning about their habitat.
8. Process of distillation of water.
9. Growing and learning about herbs in school premises.
10.Robotics (programming + projects)

LINKS FOR ACTIVITIES
http://www.sciencebob.com/experiments/index.php
http://www.education.com/science-fair/
http://www.madsci.org/experiments/archive/854444893.Ch.html
http://www.madsci.org/experiments/archive/854443814.Ch.html
http://www.rainbowresource.com/searchspring.php?q=science+working+models#/?filter.category_name=Sci
ence%3E%3EPHYSICS
http://www.education.com/science-fair/article/carbon-dioxide-temperature-atmosphere/
http://www.freesciencefairproject.com/physics/wind_turbine.html
http://education.blurtit.com/1418559/show-me-how-to-make-a-working-model-for-science-exhibition
http://education.blurtit.com/2815237/i-am-in-9th-standard-and-i-want-to-make-a-working-model-for-science-
please-suggest-a
http://www.askmefast.com/A_simple_but_nice_science_exhibition_working_model_of_class_67-
qna4749995.html#q5188579
ACTIVITIES
CD HOVERCRAFT -!
Build a homemade, hovering toy using air pressure
We used to think that building our own hovercraft was going to take a couple of trips to NASA. We quickly realized
that it was a little iffy having jet engines and ultra-lightweight material anywhere near Steve. We had to develop
our own design using everyday materials, and that's exactly what we did. Using a CD, a balloon, and a few other
household items you can create a working hovercraft, too!
Materials
 Compact disc (CD)
 Sports bottle cap (push/pull closure)
 Card stock or thin cardboard
 Balloon
 Pushpin or thumbtack
 Hot glue gun
 Scissors
 Smooth surface
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EXPERIMENT
1. Using a pushpin, poke 2 holes near the center of a closed sports bottle cap. Make sure that the tamper-proof
ring is removed from the cap and that the holes go all the way through the plastic of the cap.
2. Use the hot glue gun to glue the bottom of the cap to the top of the compact disc. Use as little hot glue as
possible, but be sure that there is a perfect airtight seal between the cap and CD. Giving the cap a slight twist when you
glue it to the CD can help.
3. Create a collar for the cap by curving or bending a piece of card stock or thin cardboard (2"x6"). Cut two slits,
one on each end of the card stock that are 1" from the end. Cut the slits on opposite sides of the collar (think of it as the
top and bottom of the collar). Join the slits together to create the collar.
4. Find a clean, smooth surface to place the hovercraft on.
5. Inflate the balloon and twist the opening shut.
6. Pull the open end of the balloon through the collar.
7. Stretch the balloon's opening over the sports bottle cap.
8. Without letting any air out, place the cardboard collar around the base of the balloon and cap.
9. Now let the air out of the balloon.
10. If the hovercraft doesn't slide or spin easily, make sure the CD isn't warped. If it is, you'll need to rebuild your
hovercraft. If everything looks normal, try poking larger or more holes in the sports bottle cap.
HOW DOES IT WORK?
Hovercrafts work by using air to lift a vehicle off of the ground. The CD Hovercraft is no exception. As the balloon
deflates, it is releasing air through the sports bottle cap and beneath the CD. Because of the shape, smoothness, and
weight distribution of the CD, the releasing air creates a cushion of air between the CD and the surface. This cushion of
air reduces the friction between the CD and surface and allows your hovercraft to move more freely.
AIR PRESSURE CAN CRUSHER
There are lots of different ways to crush a soda can... with your foot, in your hands, on your head. But nothing
compares to the fun you’ll have doing the soda can implosion experiment. Just wait until the can goes “POP” and
then you’ll see who has nerves of steel.
Materials
 Empty soda cans (search the recycling bin or start drinking!)
 Stove or hot plate
 Cooking tongs
 Gloves
 Bowl
 Cold water
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EXPERIMENT
1. Start by rinsing out the soda cans to remove any leftover soda goo.
2. Fill the bowl with cold water (the colder the better).
3. Add one generous tablespoon of water to the empty soda can (just enough to cover the bottom of the can).
4. Place the can on the burner of the stove while it is in the “OFF” position. It’s time for that adult to turn on the
burner to heat the water. Soon you’ll hear the bubbling sound of the water boiling and you’ll see the water vapor rising
from the can. Continue heating the can for one more minute.
5. It’s important to think through this next part before you do it. Here’s what's going to happen: you’re going to use
the tongs to lift the can off of the burner, turn it upside down, and plunge the mouth of the can down into the bowl of
water.
6. Get a good grip on the can near its bottom with the tongs held so that your hand is in the palm up position.
Using one swift motion, lift the can off the burner, turn it upside down, and plunge it into the cold water. Don’t hesitate…
just do it!
7. Wow... and you thought that you had nerves of steel. The can literally imploded. How does that work?
8. Don’t just sit there... get back to that stove and do it again! Each time you repeat the experiment, carefully
observe what is happening in order to try to figure out how it works.
HOW DOES IT WORK?
Here’s the real scoop on the science of the imploding can. Before heating, the can was filled with water and air. By
boiling the water, the water changed states from a liquid to a gas. This gas is called water vapor. The water vapor
pushed the air that was originally inside the can out into the atmosphere. When the can was turned upside down and
placed in the water, the water vapor condensed and turned back into the water. Water molecules in the liquid state are
many times closer together than molecules in the gas state. All of the water vapor that filled up the inside of the can
turned into only a drop or two of liquid, which took up much less space.
This small amount of water cannot exert much pressure on the inside walls of the can, so the pressure of the air pushing
from the outside of the can is great enough to crush it. The sudden collapsing of an object toward its center is called
animplosion. Nature wants things to be in a state of equilibrium or balance. To make the internal pressure of the can
balance with the external pressure on the can, the can implodes. Hey, air pressure is powerful!
One more thing... if you watch very closely when you turn the can upside down, you'll see that the cold water in the bowl
shoots up into the can. This is similar to what happens when you drink from a straw. Though we say we are "sucking"
liquid up through the straw, we really aren't. Outside air pressure is pushing down on the surface of the liquid. When you
reduce the pressure in your mouth (that sucking action) the outside pressure is greater than the pressure inside your
mouth and the soda shoots through the straw and into our mouths. The same thing is true with the can. The force
applied downward into the cold water pushes the water up into the can. To put it simply, science doesn't suck... it just
pushes and pulls.
ADDITIONAL INFO
Explore the many mysteries of air with more hands-on science that makes learning fun.
SINKING SODA SURPRISE

Which of your favorite sodas will sink, and which carbonated beverages will swim? It's density at its finest!
SUBMIT A REVIEW
Plug the drain, fill the sink with water, and take the plunge with Steve Spangler’s floating science challenge. We all
know that certain things float in water while other things sink, but why? Do all heavy things sink? Why does a
penny sink and an aircraft carrier float? Think you know the answers? Well, get ready for a few amazing surprises!
Materials
 Demo tank
 An assortment of different sodas (standard 12 oz cans)

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EXPERIMENT
1. Ask your audience the question, “Will this can of regular soda float or sink in the bucket of water?” After
gathering everyone’s answer, place the can of regular soda in the water and notice that it sinks to the bottom. If the can
of regular soda floats, you might have an air bubble trapped under the bottom of the can.
2. Pick up a can of diet soda and pose the same question. Be sure to point out the fact that the cans are exactly
the same size and shape and contain the same amount of liquid (compare the number of milliliters… probably 355 mL).
Place the can of diet soda in the water. It floats! Wobble the can from side to side to show your audience that there are
no bubbles trapped under the bottom. It still floats. Why?
3. Let your group experiment with different kinds of soda. Why do the diet sodas float and the regular soda cans
sink, no matter the brand?
Try the experiment again using salt water. Are your results any different? What if you continue adding salt? How much
salt do you have to add before your results change? Consider changing the temperature of the water or the temperature
of the cans. Do either of those changes affect the results?
HOW DOES IT WORK?
This demonstration is an excellent way to learn about density. We are all familiar with the basic concepts of sinking and
floating. Objects less dense than water float, and those more dense than water sink. Empty cans float, rocks sink. This is
only possible because of differences in density.
If both diet and regular soda cans are placed on a double pan balance scale, it would be clear that the regular soda is
heavier than the diet soda. This demonstrates the difference between mass and volume. Mass refers to how much stuff
exists within an object. If something is heavier than another object, it contains more mass. Mass is measured in grams.
Volume, on the other hand, refers to how much space an object occupies. For fluids, volume is usually measured in liters
(L) or milliliters (mL). There are 1000 mL in one liter. This is what we were referring to when we told you that the cans
contained the same amount of liquid - 355 mL. Since both cans have the same volume, the heavier can must have a
greater mass. We can now conclude that the heavier can is more dense than the lighter can.
Diet sodas usually contain aspartame, an artificial sweetener, while regular sodas use sugar. Take a look at the
nutritional information on the side of the cans. Notice how much sugar is in a regular soda (look under carbohydrates).
Most regular sodas have about 41 grams of sugar. How much is 41 grams? Try 18 packets of sugar like the ones you
might find at a restaurant! Yikes! That's a lot! Diet soda is flavored with a relatively small amount of an artificial sweetener
(like aspartame) which is 200 times sweeter than an equal amount of sugar. Therefore, only a tiny amount of aspartame
is needed. Both sugar and aspartame are more dense than water, which can be easily demonstrated by adding small
amounts of each to a container of water (they sink). So it is actually a matter of how much of each is used. The 41 grams
or so of sugar added to a can of regular soda make it sink. The relatively tiny amount of aspartame used in diet sodas
will have a negligible effect on the mass, enabling the can to float.
Why do cans of diet soda float? It is all due to the fact that there is a little bit of space, called "headspace," above the
fluid in each can of soda. This space is filled with gas, which is much less dense than the soda itself. It is this space
above the soda that lowers the density of diet drinks just enough to make them float. Sugared drinks also have this
headspace, but the excessive amount of sugar added makes the can more dense than water.
EXPERIMENT OF THEWEEK
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JEDI TRAINING - MAKE A LIGHT SABER

Use the force and hands-on science know-how to become a Jedi master and defeat the Empire.
While this product is currently imaginary, there are some other cool products that are real. Check out the related
products to the right!
From Tatooine to Hoth, there is one legendary weapon that is regarded as the ultimate in Rebel and Empire
warfare… the lightsaber. Ewoks, wookies, jawas, and droids all cower before the mighty lightsaber. Wanna make
your own? Let us take you to a galaxy far, far away and teach you how you can build your own lightsaber, right at
home.
Materials
 Two coated wires
 One uncoated wire
 Dilithuium Crystal
 Duct tape
 Electrical tape
 Energy Modulation Circuit
 Light switch
 Tall aluminum can
 Needle-nose plyiers
 Phillips screwdriver
 Permanent marker
 Box-cutter
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EXPERIMENT
1. Use a permanent marker to trace the size and shape of the light switch onto the side of the can.
2. Carefully cut out the light switch-sized shape using a box cutter.
3. Check to make sure that your light switch fits into the newly cut hole. Increase the size if needed.
4. Put the coated wires in the top and bottom of the light switch.
5. Attach the uncoated (ground) wire and secure it with needle-nose pliers and a Phillips screwdriver. Once you
have the wires attached, make sure the switch is off.
6. Attach the Energy Modulation Circuit (EMC) to the end of the uncoated wire with electrical tape.
7. Feed the covered and uncovered wires through opening in the side of the can, then out of the top of the can,
placing the light switch in the opening.
8. Attach the ground wire to the pop tab and secure it with the pliers.
9. Create a loop in the end of the covered wire and attach it to the dilithium crystal.
10. Secure the dilithium crystal into the opening in the top of the can.
11. Using the duct tape, make sure the your lightsaber is securely held together.
12. You're all set! Point the dilithium crystal away from yourself and flip the switch to on. With a "WOOOHM" the
lightsaber sparks to life!
HOW DOES IT WORK?
The key to the operation of the homemade lightsaber comes in the two rare components, the dilithium crystal and the
EMC. The EMC, when switched on, converts a standard electrical charge into a hybrid form of energy that emits light,
heat, and sound. This hybrid energy is intensified as it passes through the dilithium crystal. This exponential amplification
converts the weak, long-wave energy into an a form of short-wave energy that is capable of cutting through most objects.
We've received a lot of questions asking us how to create lightsabers of different colors. Unfortunately, only you can
determine the color of your lightsaber. Will you use The Force for good, or are you going to learn towards The Dark
Side?
COLOR CHANGING CARNATIONS

Where does the water go when a plant is watered? With this experiment, children can discover for themselves
how essential the functions of roots and stems are to plant growth. As the colored water is absorbed, students will
be able to see how the water is absorbed into the plant and will be amazed when the petals of the carnation
change color.
Materials
 6 white carnations
 8 plastic cups
 Food coloring (red, blue, and green)
 Knife (you'll need an adult helper for this)
 Water
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EXPERIMENT
1. Fill four of the cups one-half full with water.
2. Add about 20-30 drops of food coloring to three of the cups of water (red, blue, and green). In this case, more
food coloring is better! The fourth cup should contain just plain water.
3. Before placing any of the flowers in the cups of water, have an adult trim the stem of each flower at an angle to
create a fresh cut. For cut flowers, it is important for the stem tubes to be filled with water. If air gets in the tube no water
can move up the stem. Many gardeners and florists cut stems under water so no air bubbles can get in to break the tube
of water and make the flower wilt.
4. Place one freshly cut white carnation in the cup containing the uncolored water. Then place a freshly cut white
carnation in each of the three cups of colored water. Save the remaining two carnations for the next step. As you wait to
see the results, make some predictions: How will the carnation in the plain water compare to the carnations in the
colored water? Which color will be soaked up first? How long will it take? Will one of the colors create a deeper colored
flower or do the colors all absorb to the same degree?
5. The next step is a popular trick called "Split Ends," and it requires some help from an adult. Have your adult
helper use a sharp knife to slit the stem straight down the middle. Put each half of the stem into a cup of different colored
water (try positioning the red and blue cups next to each other, for example). Make a few more predictions: Which color
will be soaked up? Will the colors mix to make a new color or will the color of the flower be divided down the middle?
Just remember to keep the ends of the stems wet at all times and to make fresh cuts on the ends.
6. You'll want to check back every few hours to see how things are progressing. It may take as long as 24 hours
for the colored water to work its way up to the white petals. At the conclusion of your experiment, remember to examine
the whole plant carefully including the stems, leaves, buds, and petals to find every trace of color.
HOW DOES IT WORK?
As you probably noticed, most plants have a "drinking" problem. Okay, in this case it's a good problem. Most plants
"drink" water from the ground through their roots. The water travels up the stem of the plant into the leaves and flowers
where it makes food. When a flower is cut, it no longer has its roots, but the stem of the flower still "drinks" up the water
and provides it to the leaves and flowers.
Okay, now it's time to get technical. There are two things that combine to move water through plants --
transpiration and cohesion. Water evaporating from the leaves, buds, and petals (transpiration) pulls water up the stem
of the plant. This works in the same way as sucking on a straw. Water that evaporates from the leaves "pulls" other
water behind it up to fill the space left by the evaporating water, but instead of your mouth providing the suction (as with
a straw) the movement is due to evaporating water. This can happen because water sticks to itself (called water
cohesion) and because the tubes in the plant stem are very small (in a part of the plant called the xylem). This process is
called capillary action.
Coloring the water with food coloring does not harm the plant in any way, but it allows you to see the movement of water
through the roots to the shoots. Splitting the stem simply proves that the tiny tubes in the stem run all the way from the
stem to the petals of the flowers. Our unofficial tests indicated that the blue dye went up the carnations the fastest,
followed by the red dye and then the green dye.
Like colored dyes in this experiment, some chemicals that pollute our waters can get into the soil and ground water and
contaminate our vegetables and plants growing in the soil. Some chemicals and pollutants, just like the color dyes, may
travel up into the plant and affect its health or growth.
ADDITIONAL INFO
Science Fair Connection:
Color Changing Carnations is a good science fair experiment because you start with a control, or something that doesn't
change in the experiment (in this case, the control is the carnation in the plain water). Then you add a variable, or
change something in the experiment (in this case, you change the color of the liquid) and you make some comparisons
between the control flower and the flower that has been exposed to the variable. You think of another idea to test, like
splitting the stem in half and testing two colors at once, and you make some more comparisons.
So, if you wanted to make Color Changing Carnations your own science fair project, what other questions could you
ask?
 What would happen if you split the carnation and put one side of it in water and the other side in colored water?
Would the flower be all one color or would only half of it absorb the color?
 What would happen if you changed the way you colored the liquid? Try adding a colored drink powder like
KoolAid, Gatorade, or lemonade instead of using food coloring. Does the manner in which you color the water make a
difference?
 What would happen if you put the carnation stem into soda instead of water? Could you create a root beer
colored carnation? What if you used clear colored soda for one side of the flower and dark colored soda for the other
side? Would the flower be divided in color, all one color, or not colored at all?
 If you take the carnation out of the cups, do both sides of the flower dry up at the same rate? What happens to
the colored side? Does the color disappear as it dries up?
 What if you put one carnation in regular water and one carnation in water mixed with Miracle Gro fertilizer?
Would it have any impact on the flower? Why or why not?
 What if you put one side of the flower in water and one side in salt water? Would the flower thrive or would one
side thrive and the other side shrivel up and die?
Let your imagination run wild! There are all kinds of questions about carnations that you could explore for a science fair
project. Just remember to change only one variable at a time. Compare the effect of that variable to the flower with no
variable added (the control), document your discoveries, and come to some conclusions about plants and how they
absorb liquids. Prepare your presentation and get ready to share your research with everyone who attends the science
fair.

GROWING BACTERIA IN PETRI DISHES

Take samples and see what will grow in an agar Petri dish.
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This activity will prove that Mom was right... "Wash your hands with soap and warm water!" A Petri dish prepared
with nutrient agar (a seaweed derivative with beef nutrients) is an ideal food source for the bacteria you'll be
growing. In this experiment, Steve Spangler collected samples from items around the office - you will not believe
what he found.
Materials
 1 Petri dish (4-inch size)
 Water
 Agar nutrient (5 grams)
 Container to boil water
 Cotton swab
 Hand sanitizer
 Tape
 Zipper-lock bag
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EXPERIMENT
1. You'll need a clean, microwave-safe container (a quart-sized bowl works great) to mix and heat the agar with
water. These mixing proportions make enough nutrient agar to prepare two halves of the Petri dish. Mix 1/2 teaspoon
agar (about 1.2 grams) with 1/4 cup (60 mL) of hot water and stir. Bring this mixture to a boil for one minute to completely
dissolve the agar. CAUTION: Adult supervision is required to boil water. If you are using the microwave oven to boil the
mixture, be careful not to let the solution boil over. The mixture should be clear with no particles floating around in the
solution. Allow the mixture to cool for 3 to 5 minutes before moving on to the next step.
2. Separate the Petri dish (there's a top and a bottom) and carefully fill the bottom half of the Petri dish with warm
agar nutrient solution. Use the top half of the Petri dish to loosely cover the bottom portion (set the lid ajar to allow
moisture to escape) and allow the solution to cool and harden for at least an hour.
3. It's time to collect some bacteria on the end of a cotton swab. The classic test is to roll a clean cotton swab in
your mouth and then to lightly draw a squiggle with it on the gelled agar. However, many people like to test something
even more gross like the keys on your computer or the television remote control. Unless someone recently cleaned the
buttons on the TV remote, you're in for some real YUCK in a few days.
4. Consider all of your options below (or come up with your own) to collect samples. You might want to collect a
sample from a computer keyboard for one half of the Petri dish and collect a sample from a door handle for the other
half. Remember, you must use clean cotton swabs for each sample. In order to get a good sample collection, dampen
the end of the cotton swab with water. Be sure to wipe the end of the cotton swab all over the surface to be tested to
cover the end of the swab with invisible bacteria. Things that you might want to test: door handles, your hands, under
your fingernails, your mouth, the top of a desk, computer keyboard, remote control, pencil or a pen, area around a
bathroom sink, fax machine, calculator, cell phone, or your favorite toy.
5. Lift the top off the Petri dish and LIGHTLY draw a squiggly line in the agar with the end of the cotton swab.
Cover the Petri dish with the top half and use a piece of paper or tape to label the dish with the name of the item you
tested. For your protection, place the sealed Petri dish inside a zipper-lock bag and seal it closed. For safety reasons, do
not ever open the zipper-lock bag - you can view the growing bacteria through the clear plastic bag.
6. Here's a clever test: Try placing a drop (no more) of hand sanitizing gel in the middle of one of your squiggles.
Your hypothesis might be that the antibacterial chemical in hand sanitizer will keep any bacteria from growing. We'll see
if you're right.
7. Place the plates in a warm dark place to grow - not too warm, but anything up to about 98 degrees F (37
degrees C) should be fine. In a short time, you'll be greeted by an amazing variety of bacteria, molds, and fungi. You
should continue to see more and larger colonies for the next few days, but you should not see any growth where the
disinfectants (hand sanitizers) are. You might even see a "halo" around each spot where you placed the hand sanitizer.
This halo is called the "kill zone" - measure and compare the size of the kill zone to determine the effectiveness of
different antibacterial agents. Remember... Do not open the plates once things begin to grow. You could be culturing a
pathogen.
8. Remember not to open the zipper-lock bag... ever! When you're finished analyzing your growing bacteria,
dispose of the entire bag in the trash.
Golly, Mom is right! It is important to wash your hands whenever you can!
HOW DOES IT WORK?
You're likely to have a huge variety of colors, shapes, and smells in your tiny worlds. Count the number of colonies on
the plate, note the differences in color, shape, and other properties. Getting bacteria to grow can be a little tricky, so don't
get discouraged if you have to make more than one attempt. Allow enough time for them to grow, too. You need millions
of them in one place just to see them at all. They're really tiny! In a lab, you'd use your trusty inoculating loop to pick up a
bit of the bacteria in order to create a slide for further study under a microscope.
Most bacteria collected in the environment will not be harmful. However, once they multiply into millions of colonies in a
Petri dish they become more of a hazard. Be sure to protect open cuts with rubber gloves and never ingest or breathe in
growing bacteria. Keep your Petri dishes sealed in the zipper-lock bags for the entire experiment. When you're finished
with the experiment, some people recommend placing the Petri dish bag in a larger zipper-lock bag along with a few
drops of bleach. Seal the larger bag and dispose of it in the trash.
ADDITIONAL INFO
Science Fair Connection:
Just growing bacteria in a Petri dish is not a science fair experiment. Yes, it is gross and cool and fascinating, but it
doesn't meet the requirements of a science fair project. If you want to do a science fair project about germs, you have to
add avariable, or something that changes in the experiment.
 In the Growing Bacteria activity described above, adding an anti-bacterial hand sanitizer is a variable. Make one
dish of germs and one dish of germs with a drop of the anti-bacterial sanitizer or, better yet, make three dishes--one as
thecontrol (just germs), one with an anti-bacterial sanitizer, and a third dish with another brand of anti-bacterial sanitizer.
Then you can see which anti-bacterial sanitizer is more effective in killing germs. Just make sure that all three Petri
dishes have germs from the same place in your home or classroom so that you know they are all exposed to the same
bacteria. They also need to be grown in the same warm, dark place for the same amount of time so that the conditions
are standardized as much as possible.
Growing Bacteria is such a popular activity that we've written it up as a sample science fair project (see the link below).
The sample project describes the swabbing technique to collect the germs and gives you lots of helpful hints about
growing bacteria. It makes suggestions about variables and gives you some ideas to make the project your own. What it
doesn't give you is the data. What fun would that be? Don't you want to do the experiment for yourself and see what
discoveries you make?
If you want to do a science fair project on germs, check out the Growing Bacteria science fair project.

BALLOON IN A BOTTLE
How hard would it be to inflate a balloon in a plastic soda bottle?
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Some things look so easy until you try them. Case in point... how hard would it be to inflate a balloon in a plastic
soda bottle? Hey, no big deal. Just put the balloon down inside the bottle and puff away. That's until you realize
something about the properties of air. Don't worry... Steve Spangler will show you how to be amazing.
Materials
 1-liter bottle
 Latex balloons
 Rubber stopper or cork
 Water
 Nail
 Hammer
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 EXPERIMENT
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EXPERIMENT
1. Slip the balloon inside the neck of the bottle and stretch the mouth of the balloon over the bottle top.
2. Take a deep breath and try to blow up the balloon inside the bottle. Good luck!
3. Remove the balloon, fill the soda bottle to the brim with water, then seal it with a cap.
4. Ask an adult to punch a small hole with a nail and hammer in the side of the bottle, close to the base.
5. Remove the nail, uncap the bottle, and empty the water out the top.
6. Place the balloon in the bottle again (Step 1) and try to blow up the balloon. Quite a difference! Blow hard until
the balloon fills most of the bottle (a little water left in the bottle helps). Place a finger (or thumb) over the nail hole when
you stop blowing. You are too cool! Now, move your finger.
HOW DOES IT WORK?
The balloon won't inflate much the first time because the bottle is already filled with air. There's no room for the balloon
to expand inside the bottle. However, when you punch a hole in the bottle, the air molecules in the bottle have an exit.
They're pushed out as the balloon fills the space inside. As long as you plug the hole, the balloon stays inflated. When
you take your thumb off the hole, outside air flows back into the bottle as the balloon collapses. Because of the elasticity
of the rubber or latex, the balloon shrinks to its original size as the air rushes out the top of the bottle. By the way, when
you filled the bottle with water, you made its walls more rigid and it was easier to push the nail through the flexible
plastic. Who'd ever think that flowing, soft water could give that much support?
Try this! Inflate the balloon in the bottle again and cover the nail hole with your thumb. Pour water into the balloon while
keeping your thumb over the hole. Go outside or hold the bottle over a sink before you remove your thumb. Watch out for
that stream of water gushing out of the bottle top! You might decide to hand a full water-balloon-bottle to a friend and just
"forget" to tell them about the hole.
Suppose your thumb gets tired while the balloon is inflated. Put a cap tightly on the bottle and remove your thumb. For
the air to flow, both holes have to be open. How would more holes or even one large hole change the speed of inflating
and deflating the balloon? What would more or bigger holes do to the stream flowing from the water-balloon-bottle? Try it
out! Balloons and bottles make a great science combo!
BUILD A LIGHT BULB - CIRCUIT SCIENCE

Create a battery-powered light bulb from household items
When you are conducting experiments and demonstrations using electricity, you'll use the science of circuits. Amazing
things are possible with circuits including alarms, radios, and lights. In the Build a Light Bulb experiment, you'll
use household items to construct a complete circuit that results in a homemade light bulb.
Materials
 Eight D-sized batteries
 Mason jar or other clear glass
 Electrical tape
 Pie pan
 Scissors
 Toilet paper tube
 Mechanical pencil refills
 Two sets of small alligator clips

VIDEOS
 EXPERIMENT
 REVIEWS
PRINT EXPERIMENT
EXPERIMENT
1. Using electrical tape, fix eight D-sized batteries together, end-to-end, with the positive ends connected to the
negative ends. You've made a super battery!
2. Use scissors to cut a toilet paper tube to a height that will fit comfortably (leave plenty of room) inside of a
mason jar or other clear glass.
3. Tape one positive and one negative alligator clip to one end of the toilet paper tube. Make sure the clip is facing
up, away from the rest of the toilet paper tube.
4. Tape the tube with the clips attached to a pie pan so that it stands upright, with the clips facing up.
5. Carefully clip a mechanical pencil refill between the two alligator clips. The pencil refill needs to be in one piece,
so be gentle.
6. Place a mason jar or clear glass over the top of the toilet paper tube stand.
7. Touch the other positive and negative ends of the alligator clips to the ends of your super battery.
8. Give the circuit a moment to circulate the electricity and… voila! The pencil refill begins to glow.
HOW DOES IT WORK?
When you touch the free ends of the alligator clips to your "super battery," you form a complete circuit. That means
electricity flows freely through the entire apparatus that you have just built. This flow of electricity channels through the
graphite-based mechanical pencil refill that is connected by alligator clips. The flowing electricity has a noticeable effect
on the pencil refill. The thin refill begins to glow and give off smoke. This happens because the electricity heats the
graphite refill to an incredible temperature. So, if you are hoping to save some money by using your own homemade light
bulbs around the house,stick with the store bought ones. It's not as cool, but it is safer.

CLASSES VII & VIII
ACTIVITY - 1
1. Hydro-power or water power Dam
Hydro-power or water power is power derived from the energy of falling water and running
water, which may be harnessed for useful purposes. Since ancient times, hydro-power has been
used for irrigation and the operation of various mechanical devices, such
as watermills, sawmills, textile mills, dockcranes, domestic lifts, power houses and paint making.
Water's power is manifested in hydrology, by the forces of water on the riverbed and banks of a
river. When a river is in flood, it is at its most powerful, and moves the greatest amount
of sediment. This higher force results in the removal of sediment and other material from the
riverbed and banks of the river, locally causing erosion, transport and, with lower
flow, sedimentation downstream.
Flowing water creates energy that can be captured and turned into electricity. This is
called hydroelectric power or hydropower.
on a thermacol make two houses or hut one road and most importantly one dam
buy one small motor this is easily available in markets
it will cost you Rs 50
it will have a shaft
attach turbine to it made of silver foil which we use for food packaging
take two bulbs use it as light of the huts
make two street lights near roads
while showing its working use battery or cells to light them

you can explain it as when turbine rotates it produces electricity which we ase for domestic or
industrial purpuse
i know it will be hard for you to make it without seeing
but i will try to find out a photo graph of my model
other is solar energy in this also u have to make huts roads and all
as solar cells r very costly u can make them using a mirror
u can also make model on topic circulatory system

make a big diagram of heart and use to pipes and pumps
add blue color in water to show impure blood and red color to show pure blood
When it comes to making a model of a hydroelectric plant there are several key components
that you will need to make sure you include. These threeessential things are a water reservoir,
some kind of turbine which will be turned by the water and something that represents a
generator which will be powered by the turbine. Build a small wooden frame to hold your
creation together when you are finished.
In real life, the water reservoir will be a dam which is above the turbines but for your model
you just need something small to hold the water above theturbine so that it can fall down and
turn it. Your "dam" can therefore be just about anything that holds the water at
an elevation above the turbine.
The turbine can just be a mini water wheel that is attached below the elevated water source.
The water from this source is allowed to flow down from the source and through the turbine.
So that people can see what is going on, a small waterfall and a paddlewheel. However in a
real life dam, the turbine and water flow downwards would be enclosed inside the dam.
When the water flows down from the waterfall, the turbine will spin. So to show that it is
working, you will need to attach something to the dam that shows that electricity is being
generated. Showing this can be tricky because the normal method would be to attach a
small light bulb or LED to the turbine, however there probably wouldn't be enough power
generated to light a bulb. So the best way to show the electricity would be to attach a
voltmeter to the turbine so that you can effectively show how much voltage is being generated.
Some people who have a bit more time attach arechargeable battery to the turbine to
demonstrate the electricity.
Making a dam
Materials
1. 3 plastic straws
2. Large cork
3. Pieces of thin, stiff plastic
4. Wire coat hanger
5. Green sponge
6. Pail
7. 2 catch pans
8. 2 flexible tubes
10. A small piece of wood (the measurements are difficult to tell)
Procedure
1. Cut the wood to the length that is required. The wood must be 1/4 inch thick
2. Nail the wood together so it looks like two troughs.
3. Waterproof the model down the middle of each trough with caulking compound.
4. Paint the model with a green waterproof paint. You should use layers of paint on the model
just to be sure that the water does not go through.
5. Drill three holes in the triangle that will be the dam. Secure this into one of the troughs. Use
caulking compound.
6. Use a green sponge or something else that resembles trees to put on the side if each river.
This will create the trees that are on the side of every river. Make the trees thick around the
dam to show how the plant-life is thicker there in real life.
7. Make the turbine out of the cork and the stiff plastic, placing the plastic around the cork.
Drill a hole in the middle of the cork and stick the wire of the coat hanger through it. Secure
this to the model at the base of the dam.
8. Put three straws in the holes in the triangle piece that is the dam. Two of the straws that are
on the outer edges must have holes in them made with a pin that are an inch apart. Plug the
end of the straws with a clay.
9. Fill the bucket with water and put one end of the tubes into it. Place the other at the top of
the model. Let the water run down the model into the catch pans.
ACTIVITY - 2
2.Air Battery
Make a battery that works with air and saltwater
Introduction: We all know that the world is now facing an energy crisis and everyone is trying to
do something about that. Now you can show everyone that electrical energy or electricity can be
made from air and saltwater. After all, both the air and the saltwater are freely available
everywhere. These are the two things that we have plenty of them.
This may seem impossible. I could not believe it

myself the first time that I heard about it. It almost
sounds like a magic trick. Finally, I decided to test it
anyway.
I tried different concentrations of salt water, different

temperatures, and different electrodes and had no
success. It took me a few months thinking about it
until I solved the problem in my mind and decided to
repeat my tests again. This time everything worked
fine and I was able to make enough electricity to light
up a small light bulb.
The concept is easy. The same way that you burn wood and make heat energy, you should be able
to burn metals and get electricity (or electrical energy). The difference is that you are not really
burning any thing; instead, you are producing a condition for oxidization which by itself is the same
as slow burning. So what you really do is oxidizing iron in saltwater using the oxygen from the air
or any I don’t know if this method of producing electricity is economical and cost effective. What
I know is that it is worth to try. If with one cup of salt water and some metals I was able to light up
a small light bulb, maybe you can light up the entire building by a tank of salt water and a few
hundred pounds of scrap metal.
Actually there are many different combinations of many different materials that can produce some
electricity. Experimenting with saltwater and air is suggested for the younger students because these
are relatively safer material.
List of materials:
This is the minimum list of material you need for your
experiment.
1. Miniature light bulb (low voltage, low current)

2. Miniature base for light bulb
3. Pair of insulated solid copper wire AWG=20
4. Pair of alligator clips
5. Magnesium Electrodes
6. Iron Electrodes
7. A cup of saltwater (not in the picture)
8. Screws for the miniature base.
Save time and money. Order a kit now.
Additional optional materials you may use:
1. A wooden board to mount the miniature base (light holder)

2. Plastic container about 4" x 4" x 4"
3. Hydrogen Peroxide
What is a good title for my project?
You can call it "Air battery", "Salt water battery", "electricity from air" or "electricity from the salt
water".
Procedure:
1. Remove the plastic insulation of about one inch from both ends of the wires.
2. Loosen the screw on both contacts of the bulb holder. Place one end of the red wire
under one screw, make a loop and then tighten the screw. Place one end of the black
wire under the other screw, make a loop and then tighten the screw.
3. Pass the open end of the red wire through the arm of the red alligator clip and secure it
under the screw.
4. Pass the open end of the black wire through the arm of the black alligator clip and
secure it under the screw.
5. Screw the light bulb on the miniature base.
6. Connect the red alligator clip to the iron electrode and secure it on one side of the
plastic container or the cup.
7. Connect the black alligator clip to the magnesium electrode and secure it on the
opposite side of the container. (You may need to hold them by hand or use a small tape
to hold them in place on the side of the container.
8. In another pitcher, prepare some strong, warm salt water. Add enough salt so at the
end some salt will be left at the bottom of the pitcher.
9. Transfer the salt water from the pitcher to the container.
10. At this time, if all the connections are secure and the electrodes are large enough, you
should get a light.
How can I get more light?

1. Make sure your electrodes are not touching each other.
2. Make sure there is nothing blocking the space between
the electrodes.
3. Make sure that the alligator clips are not touching the
salt water.
4. Both electrodes must have the maximum possible
surface contact with salt water.
The test tube electrodes (magnesium electrodes in test tubes) are formed like a spring. This
provides the largest possible surface contact. For Iron electrode you may use steel wool. Steel
wool has a very large surface contact. A steel screen may work as well.
You may notice that you will get more light if you stir the solution or if you remove the iron
electrode and insert it back again. Such actions provide oxygen to the surface of the iron.
Note: Steel is about 98% iron.
The oxygen in the air may not be enough for your demonstration and
you may get a dim light.
In this case you may add some oxygen (in the form of hydrogen
peroxide) to the salt water. That should immediately increase the
light.
A cup is relatively small. If you have access to a larger container, you will get a better result. In a larger
container, it is easier to secure the electrodes in two opposite sides so they will not touch each other.
ACTIVITY - 3
3. Electric Generator
Wooden Generator
Making an electric generator is a good way of learning

the principles of generators. It also is an exciting
science project.
As a display project, you just need to make it and

demonstrate its structure. As an experimental project,
you need to come up with questions about the factors
that may affect the rate of production of electricity.
Question:
If you want to do this as an experimental project, following are some suggested questions:
1. How does the speed of turning affect the production of electricity?

2. How does the diameter of wire coil affect the amount of electricity?
3. How does the number of loops of wire in the coil affect the amount of electricity?
4. How does the diameter of coil wire affect the electric current?
5. How do the material used in the construction of an electric generator affect the production of
electricity?
Hypothesis:
Depending on the question that you select, you may predict an answer. That is called your hypothesis.
Dependent and Independent Variables
The factor that you are testing is your independent variable. For example the speed of turning and
diameter of wire are samples of independent variables. The rate of production of electricity is the
dependent variable.
Material:
Following are the material that you need in order to construct a wooden electric generator.
1. Wood dowel 3/8" diameter

2. Wood Dowel 1" diameter.
3. Rod magnet 3" long
4. Insulated copper wire
5. 1.2 Volt Screw Base light Bulb
6. Base for the light bulb
7. Small sand paper
8. Wood Glue
9. 1/2 Square foot Balsa wood (1/8" diameter)
Preparation:
If you are buying a kit, all the wooden parts are included and they are already cut to the size. So you
just need to connect them. If you don't have a kit, prepare the wooden parts as follows:
1. Cut two square pieces from the balsa wood (3.5" x 3.5").
2. Make a 3/8" hole in the center of each square.
3. Cut four 1" x 3 7/16.
4. Cut a 3/4" piece from the 1" wood dowel. Make a 3/8" hole in the center of it. Insert a 6" long
3/8" wood dowel in the hole, apply some glue. center it and wait for it to dry.
5. Make another hole with the diameter of your rod magnet in the center of the larger wood dowel
piece for the magnet to go through.
Wood dowels after completing the step 4
Wood dowels after completing the step 5
Adult supervision and professional help is required for all cuttings and hole makings.
Procedure: (If you buy a kit, make sure to read the procedure suggested in your kit)
1. Insert the magnet in the hole of the wood dowel. Center it and use some glue to secure it.
2. Use one large square balsa wood and four smaller rectangular balsa woods to make a box.
3. Insert your wood dowel into the hole in the center of the box. At this time the magnet is inside
the box.
4. Place the other large square to complete the box. Apply some glue to the edges and wait for
the glue to dry. By now, you have a box and inside the box you have a magnet that can spin
when you spin the wood dowel.
5. Wrap the copper wire around the box and use masking tape to secure it. Note that more copper
wire around the box results more electricity.
6. Remove the insulation from the ends of the wire and connect it to the screws of the bulb holder
or base.
7. Insert the light bulb
8. Spin the wood dowel fast to get the light.
4. Solar Car
MiniScience's Solar Racer activity introduces students to alternative

energy concepts while incorporating problem solving, design and
modeling. In addition, students will experience using hand tools as they
construct their solar vehicle.
Students can explore:
 Propulsion types and drive concepts

 Basic soldering techniques and electronic concepts
 Alternative energies like solar power
The federal government has encouraged alternative forms of transportation due to a limited supply of
oil and increasing environmental pollution. Solar cars are just one of many transportation concepts
emerging. Solar cars use solar cell panels instead of gasoline as the fuel. As a result, exhaust fumes
and oil consumption are eliminated.
The solar cell panel generates an electrical charge that is stored in a battery and used to provide
energy as the vehicle is driven. The lighter the vehicle, the less energy used and the farther the
vehicle will travel. In cloudy days, or at night, energy can be drawn from reserve batteries. In the
future, charge stations will be located on the road sides for quick battery charging.
ACTIVITY – 5
5. Magnet Levitation Set

(Magnetic Levitating Train)
If you have learned about magnets and magnetic poles, you may want to demonstrate one of the
practical applications of repelling poles as your science project. You can make a magnetic levitating
train. In a magnetic levitating train the rails and the train must repel each other.
The main component of this magnetic levitating train is a strip of strong

plastic magnet. One pair of the plastic magnet will be glued to a board
and act as the rail. Two smaller strips will be glued to the train
car (Instead of wheels).

You may buy a kit that contains all materials.
Magnet Levitation Science set contains the materials you

need to perform many different experiments related to
magnet and magnetic field. These materials can also be used
in your presentations or as a part of your display.
Learn about equilibrium and magnetic fields while building a

gravity-defying train.
Magnet Levitation kit includes:
 20 Ceramic Magnets
 Super-strong NEODYMIUM Magnet
 Hi-force Magnetic Strips
 Plastic Guide Rails
 Compass
 Iron Filings
 Wood Block
 Wooden dowel
 Online instructions
Additional Materials Required: Additional Materials Required for your experiments can be found at
home or purchased locally. Some of these material are:
 Clear adhesive tape
 String/tread Initial levitating train you build looks like this
 1 book
picture. You may want to build and paint a
 1 Nickel (US five cent piece)
decorative train to mount above your plain train
 6 Small paper clips
 Several Magazines block.
 1 piece of paper (8.5 x 11)
 lightweight tape
 2 US quarters
 sheet of sandpaper
ACTIVITY – 6
6.Electric Car
Making an electric car is a mechanical engineering challenge often used as a competition for students
from 5th grade to 8th grade.
An electric car is driven by a DC electric motor, powered

by one or two batteries.
Transmission of force from the motor to the car axle is

accomplished using two pulleys and one rubber band
acting as a belt. A simple switchmade of a paper clip is
used to connect or disconnect the circuit. Wheels are
made of larger pulleys with rubber rings as tires. The car
chassis is mad of a plastic board, reinforced by wood
blocks and eye screws that will also support the axles of
the wheels.
Some students may prefer to buy all the parts separately and cut all the woods themselves and
design their own car; however, most students and teachers prefer to get all the parts in a kit and
make changes as they need.
With this project students can explore:
 A simple propulsion method

 Basic gluing techniques and design concepts
 Concept of stored chemical energy energy and converting it to mechanical energy
 A simple electric circuit
Items Needed:
It includes at least 4 wooden parts and one plastic board, cut to size in addition to the 4 pulley
wheels, 4 tire rings, battery holder, one transmission pulley, electric motor, rubber bands, motor
mount, screws, brass paper clips and eyelets.
Materials Checklist:
Before using the kit please verify the content with the parts in this
picture.
In addition to the kit parts you will need:
 White glue or wood glue

 Grip Pins
 Sand Paper (Medium Grit)
 Tape
 Latex Paint
Teacher Preparation:
During construction of the electric vehicle, students can experiment and comprehend methods of
power transfer, using glue, measurement, making a simple electric circuit . It is up to the teacher to
make sure this background information is provided to students in some manner.
ACTIVITY - 7
7.Air propulsion Motor Boats

(Simple Electric Circuit)
Combine the joy and excitement of mechanical toys with your

science project by constructing an air propelled motor boat.
This is also a good way of learning about simple electric
circuits. Your boat will have a battery, a switch and a motor
with propeller. This can be used as a science project related to
electricity, force or floatation. This idea is good for a display
project, an engineering project and an experimental
(investigatory) project.
The main structure is made of Styrofoam board that is

available at hardware stores and home improvement stores.
Material used in this project are: Simple Switch,

Electric Motor, Battery Holder, Propeller, Screws and
Wire.
All the materials are from the "Car Boat Kit". This kit
also include wheels and axles in case you need to
convert your boar to a hybrid vehicle that can drive
both in dry land and in water.

Procedure:
Start by cutting the foam. You can cut the Styrofoam easily
with utility knives. Just practice for a few minutes and you will
get the grip on it. Hold the knife in a sharp angle and don't
push too much. You may need to go over the same line a few
times until you get a clean cut.
Styrofoam boards can be glued using white glue or wood glue.

They can also be painted using any latex paint or water based
paint.

Feel free on making your own design. Just reserve a place
where you can place the electric motor and secure it with
tape.
Battery is a heavy piece; it must be centered in order for

your boat to have a balance on water. Adjustments may be
made by placing other heavy objects onboard.
Please note that with this method you are not restricted to a
boat. You may also make a car that drives by pushing the air
backward. You just need four wheels and four nails. Make
sure that the wheels are large enough and can spin freely.
To hide the battery and switch, you may also use some
cardboard to make a cabin and place it over those parts.
The boat that you see in the picture does not have a
steering mechanism. You may try different possible
methods to construct a steeling mechanism in your boat.
Finally you can make a vehicle that can drive both on

land and in water. To do that simply attach the
wheels to the sides of the boat.
If you did not get sheaves in your kit, use the wheels
of any plastic toy car instead.
Material that comes with the kit may be used in many other projects as well.
Two pictures of a simple air
propelled electric car. With
some creativity and artwork you
can make this a must better
project.
The Kit Contains the electric motor, simple switch, battery

holder, wire, light bulb, screw base for light bulb, wire,
screws and propeller.
You will need additional material and tools such as

Styrofoam board, wood, nail, water color, screw driver,
battery and utility knife.
The electric circuit you make in this project is a simple

electric circuit containing a power source (battery), a switch
and a resistor (the motor).
ACTIVITY – 8

8.WORKING MODEL ON GLOBAL WARMING
Given the importance of young people being educated about global warming, more and more
people are having the same idea as you. For elementary school children, you would be able to
conduct solar thermal experiments that are used to demonstrate how the greenhouse effect works.
Understanding how the weather works and how climates can change is incredibly importance, and
hence this idea of a greenhouse effect experiment is great for younger students who want to learn
the basics of global warming.
For middle school students, something a little more complex can be done. Instead you could
somehow illustrate the way in which biodiesel and biofuels are made, and it can be demonstrated
how the fuels are used, and how they work. Students at middle school will be able to create more
detailed and complex projects. So as a teacher you should be able to teach the students the
changes that occur in the ozone layer, and how it has a huge effect on things on planet earth.
Namely, the effect that is has on the penguin population within Antarctica.
You could also test a number of landscaping materials like stones and woodchips to determine the
effect that they have on cooling the earth down.
For high school students, something even more complex and interesting can be done. For
instance, you could go about demonstrating how the change of the climate will affect peoples’ lives,
and a model solar car can be built to show how global warming can be slowed down through the
use of new and innovative technologies like this. This will involve creating a car that runs on
electricity with a basic structure, four motors and a solar panel that are able to power the wheels
and the motors.
ACTIVITY - 9
9. A working model of stomata

Stomata are pores which are found in a leaf that is used for the exchange of gas. A working model of
stomata would be reasonably simple to create and would need to ensure that the following could happen:
 The size of the hole (the pore) would need to be regulated
 The hole would need to open and close when this was required
Stomata open and close in certain conditions which would need to be reproduced in a model. The pores
open during periods of high humidity and in extreme light conditions, whilst they close in low light
and low humidityconditions.
The most obvious items to use when building this model would therefore be some sort of artificial light,
such as a light bulb, or a candle, and the pore could be represented by small balloons. Balloons need gas
to inflate, andthe gases provided by light and heat could make the balloons inflate, and deflate much like
stomata.
Water also has an impact as to when stomata are open or closed. If there is ashortage of water present for
any particular length of time, the stomata will close. Too much water and they will open. This message is
sent to the stomata from the roots of the plant. Water could be introduced into the model in much the same
way, using the balloons. The balloon wouldn't necessarily close if too much water was present but it would
be visible when this was the case.
A model of stomata is a great way to show off biology skills learned,
ACTIVITY - 10
10.CANDLE POWER
Things Required
Take 2 very thick candles
A strong magnet
2 nails (2 inches )
2 leads with alligator clips
2 LED’S
3 volt DC motor
Procedure :
Fix the nail into each candle, make sure that the other end of the nail should not come out of
the candle, rub both sides of the nails with the magnet to magnetize them. Next attach each
lead to each nail on the candle. Now you can power up almost everything that uses a batteries.
Attach LED’S to other side of the leads and lit up the candle, see the LED’S glows, now
connect a 3volt DC motor see it works. This can also be used as a mobile charger.
ACTIVITY - 11
PASSING OF ELECTRIC THROUGH

LIQUIDS

EXPERIMENT
Big Idea
Water is comprised of two elements - hydrogen (H) and oxygen (O).
Distilled water is pure and free of salts; thus it is a very poor conductor of
electricity. By adding ordinary table salt (NaCl) to distilled water, it
comes an electrolyte solution, able to conduct electricity.
Key Concepts
 Ionic compounds such as salt water, conduct electricity when they
dissolve in water.
 Ionic compounds consist of two or more ions that are held together
by electrical attraction. One of the ions has a positive charge (called
a cation) and the other has a negative charge (anion).
 Molecular compounds, such as water, are made of individual
molecules that are bound together by shared electrons (i.e. covalent
bonds).
In chemistry, electrolysis is a method of separating bonded elements and

compounds by passing an electric current through them. An ionic
compound, in this case salt, is dissolved with an appropriate solvent, such
as water, so that its ions are available in the liquid. An electrical current is
applied between a pair of inert electrodes immersed in the liquid. The
negatively charged electrode is called the cathode, and th positively
charged one the anode. Each electrode attracts ions which are of the
opposite charge. Therefore, positively charged ions (called cations) move
towards the cathode, while negatively charged ions (termed anions) move
toward the anode. The energy required to separate the ions, and cause
them to gather at the respective electrodes, is provided by an electrical
power supply. At the probes, electrons are absorbed or release by the ions,
forming a collection of the desired element or compound.One important
use of electrolysis is to produce hydrogen. The reaction that occurs is
2 H20 (aq) -->> 2H2 (g) + O2 (g)
This has been suggested as a way of shifting society towards using

hydrogen as an energy carrier for powering electric motors and internal
combustion engines. Electrolysis of water can be achieved in a simple
hands-on project, where electricity from a battery is passed through a
container of water (in practice a saltwater solution or other electrolyte will
need to be used otherwise no result will be observed). Electrolysis of an
aqueous solution of table salt (NaCl, or sodium choride) produces
aqueous sodium hydroxide and chlorine, although usually only in minute
amounts. NaCl (aq) can be reliably electrolysed to produce hydrogen.
Hydrogen gas will be seen to bubble up at the cathode, and chlorine gas
will bubble at the anode.
PASSING OF ELECTRIC CURRENT THROUGH DISTILLED

WATER.
Distilled water is water that was boiled to steam and recondensed to water.
Virtually all the salt that was originally in it is left behind as the pure water
boils away. So distilled water is relatively pure H2O (HOH). Although
water can ionize to H+ and OH- sort of like salt does, it ionizes to a far,
far, far, lesser degree and is therefore very resistant to conducting
electricity; there are virtually no ions available to carry charges through
the water.
EXPERIMENT ON ELECTROLYSIS
USING PENCIL LEAD.
Electricity is "created" when certain chemicals react together. We

use chemically- made electricity to power many machines from
flashlights to a watch or sometimes a car. Yes, there are cars that run
on electricity! The devices that store electricity are called batteries.
Electricity can also be used to produce chemical changes.
Water is a simple chemical made from two gases -- hydrogen and

oxygen. Every molecule of water has two atoms of hydrogen for
every atom of oxygen. H2O is the chemical formula for a molecule
of water.
If an electrical current is passed through water between electrodes

(the positive and minus poles of a battery), the water is split into its
two parts: oxygen and hydrogen. This process is called electrolysis
and is used in industry in many ways, such as making metals like
aluminum. If one of the electrodes is a metal, it will become covered
or plated with any metal in the solution. This is how objects
are silverplated.
You can use electricity to split hydrogen gas out of the water similar
to the process called electrolysis.
Try This!
1. A 9 volt battery
2. Two regular number 2 pencils (remove eraser and metal part on the
ends)
3. Salt
4. Thin cardboard
5. Electrical wire
6. Small glass
7. Water
Sharpen each pencil at both ends.
Cut the cardboard to fit over glass.

Push the two pencils into the cardboard, about
an inch apart.
Dissolve about a
teaspoon of salt into
the warm water and
let sit for a while.
The salt helps
conduct the
electricity better in
the water.
Using one piece

of the electrical wire,
connect one end on
the positive side of
the battery and the
other to the black
graphite (the "lead"
of the pencil) at the
top of the sharpened
pencil. Do the same
for the negative side
connecting it to the
second pencil top.
Place the other

two ends of the
pencil into the salted
water.
As the electricity from the battery passes through and between

the electrodes (the pencils), the water splits into hydrogen
and chlorine gas, which collect as very tiny bubbles around
each pencil tip.
Hydrogen collects around the cathode and the chlorine gas

collects around the anode.
How can you get chlorine from H2O? Good question!

Sometimes in experiments, a secondary reaction takes place.
This is what happens in this experiment.
Oxygen is not given off in this experiment. That's because the

oxygen atoms from the water combine in the liquid with the salt
to form hydroxyl ions. Salt's chemical formula is NaCl - sodium
chloride. The chlorine gas is from the chloride in the salt. The
oxygen in the hydroxyl ions stay in the solution. So, what is
released in this reaction is not oxygen but is chlorine gas that
collects around the pencil tip. Around the other pencil is
hydrogen gas.
In real electrolysis systems, a different solution is used, and
higher levels of electricity help to split the water molecules into
hydrogen and oxygen without this secondary reaction.
ACTIVITY - 12
LEMON
/
POTAT
O
POWER
Creating a battery from a lemon is a common project in many science text

books. Successfully creating one of these devices is not easy.
Batteries consist of two different metals suspended in an acidic solution.
Copper and Zinc work well as the metals and the citric acid content of a
lemon will provide the acidic solution.
Batteries like this will not be able to run a motor or energize most light
bulbs. It is possible to produce a dim glow from an LED.
The picture at the top of this page shows a basic lemon battery, a lemon,
copper penny and zinc coated nail.
The lemon: A large, fresh, "juicy" lemon works best.
The nail: Galvanized nails are coated in zinc.Use galvanized common
nail.
The penny: Any copper coin will work
Creating the battery: Insert a penny into a cut on one side of the lemon.
Push a galvanized nail into the other side of the lemon.
The nail and penny must not touch.
This is a single cell of a battery. The zinc nail and the copper penny are
called electrodes. The lemon juice is called electrolyte.
All batteries have a "+" and "-" terminal. Electric current is a flow of
atomic particles called electrons. Certain materials , called conductors,
allow electrons to flow through them. Most metals (copper, iron) are good
conductors of electricity. Electrons will flow from the "-" electrode of a
battery, through a conductor, towards the "+" electrode of a
battery. Volts (voltage) is a measure of the force moving the electrons.
(High voltage is dangerous!)
I have connected a volt meter to our single cell lemon battery. The meter
tells us this lemon battery is creating a voltage of 0.906 volts.
Unfortunately this battery will not produce enough current (flowing
electrons) to light a bulb.
To solve this problem we can combine battery cells to create higher

voltages. Building more lemon batteries and connecting them with a metal
wire from "+" to "-" adds the voltage from each cell.
The two lemon batteries above, combine to produce a voltage of 1.788
volts. This combination still does not create enough current to light a
small bulb. Note the red wire connecting the batteries is joined from "+"
(penny) to "-" (galvanized nail).
Four lemon batteries create a voltage of 3.50 volts. We should be able to

light up a small device like an LED (Light Emitting Diode).
Note the connecting wires go from "+" to "-" on each battery.
LED
To turn on an LED you must determine the "+" and "-" connections. If
you look closely at the red plastic base of an LED you will notice a "flat"
spot (indicated by arrow above). The wire that comes out beside the flat
spot must connect to the "-" side of a battery, the other wire to the "+"
side.
Important information about LEDs: LEDs are designed to work at very

low voltages (~ 2V) and low currents. They will be damaged if connected
to batteries rated at over 2 volts. LEDs require resistors to control current
when used with batteries rated at over 2 volts. Lemon batteries produce
low current. It is OK to connect an LED to a lemon battery.
In the above image, electrons flow from the "-" (nail) end of our lemon
battery through the LED (making it glow) then back to the "+" (penny) end
of the battery. This is an electronic circuit. The LED glows dimly with
this configuration.
ACTIVITY : 7 SOLAR OVEN
Goal(s):
To make a very basic solar oven to illustrate how the sun
can be a source of
renewable energy.
To illustrate the ‘Greenhouse Effect’
General description of the activity:
The pupils are divided into several groups where they can
build different types of
solar oven. Full instructions on how to build different solar
ovens are provided in a
special work sheet that comes with this activity (see Aid 2
below). After completion
of the different types of oven, the pupils can measure and
compare their
performance. A fun way of doing this would be to melt a
piece of chocolate in the
ovens.
Required materials:
A box from carton (pizza box for example);
A roll of aluminium and plastic foil;
Black paper;Tape
ACTIVITIES FOR CLASSES IX - X: IN ACCORDANCE WITH
AVISHKAAR SCIENCE CENTRE

Content:
1.Electronic component Learning
2.Introduction to the working of Bread board (include soldering).
3.Making projects:
a. LED glow
b. Series Parallel circuit
c. Switch based circuit
d. Diode based circuit
e. Spy alarm
f. Door bell
4.Preparation of CO2 gas
5.Hydrogen preparation in laboratory
6.Green house effect.
7.Creating fish ponds and learning about their habitat.
8.Process of distillation of water.
9.Growing and learning about herbs in school premises.
10.Robotics (programming + projects)

1. Components
If you've ever looked down on a city from a skyscraper window, you'll
have marveled at all the tiny little buildings beneath you and the streets
linking them together in all sorts of intricate ways. Every building has a
function and the streets, which allow people to travel from one part of a
city to another or visit different buildings in turn, make all the buildings
work together. The collection of buildings, the way they're arranged, and
the many connections between them is what makes a vibrant city so
much more than the sum of its individual parts.
The circuits inside pieces of electronic equipment are a bit like cities too:
they're packed with components (similar to buildings) that do different
jobs and the components are linked together by cables or printed
metal connections (similar to streets). Unlike in a city, where virtually
every building is unique and even two supposedly identical homes or
office blocks may be subtly different, electronic circuits are built up from
a small number of standard components.
These are some of the most important components you'll encounter:
Resistors
These are the simplest components in any circuit. Their job is to restrict
the flow of electrons and reduce the current or voltage flowing by
converting electrical energy into heat. Resistors come in many different
shapes and sizes. Variable resistors (also known as potentiometers) have
a dial control on them so they change the amount of resistance when you
turn them. Volume controls in audio equipment use variable resistors like
these.
Photo: A typical resistor on the circuit board from a radio.

Diodes
The electronic equivalents of one‐way streets, diodes allow an electric
current to flow through them in only one direction. They are also known
as rectifiers. Diodes can be used to change alternating currents (ones
flowing back and forth round a circuit, constantly swapping direction) into
direct currents (ones that always flow in the same direction).
Photo: Diodes look similar to resistors but work in a different way and do
a completely different job. Unlike a resistor, which can be inserted into a
circuit either way around, a diode has to be wired in the right direction
(corresponding to the arrow on this circuit board).

Capacitors
These relatively simple components consist of two pieces of conducting
material (such as metal) separated by a non‐conducting (insulating)
material called a dielectric. They are often used as timing devices, but
they can transform electrical currents in other ways too. In a radio, one of
the most important jobs, tuning into the station you want to listen to, is
done by a capacitor.
Photo: A small capacitor in a transistor radio circuit.

Transistors
Easily the most important components in computers, transistors can
switch tiny electric currents on and off or amplify them (transform small
electric currents into much larger ones). Transistors that work as switches
act as the memories in computers, while transistors working as amplifiers
boost the volume of sounds in hearing aids. When transistors are
connected together, they make devices called logic gates that can carry
out very basic forms of decision making. (Thrusters are a little bit like
transistors, but work in a different way.)
Photo: A typical field‐effect transistor (FET) on an electronic circuit board.

Op to‐electronic (optical electronic) components
There are various components that can turn light into electricity or vice‐
versa. Photocells (also known as photoelectric cells) generate tiny electric
currents when light falls on them and they're used as "magic eye" beams
in various types of sensing equipment, including some kinds of smoke
detector. Light‐emitting diodes (LEDs) work in the opposite way,
converting small electric currents into light. LEDs are typically used on the
instrument panels of stereo equipment. Liquid crystal displays (LCDs),
such as those used in flat screen LCD televisions and laptop computers,
are more sophisticated examples of opt‐electronics.
Photo: An LED mounted in an electronic circuit. This is one of the LEDs that
makes red light inside an optical computer mouse.

Electronic components have something very important in common.
Whatever job they do, they work by controlling the flow of electrons
through their structure in a very precise way. Most of these components
are made of solid pieces of partly conducting, partly insulating materials
called semiconductors. Because electronics involves understanding the
precise mechanisms of how solids let electrons pass through them, it's
sometimes known as solid‐state physics. That's why you'll often see
pieces of electronic equipment described as "solid‐state."
Electronics around us
Electronics is now so pervasive that it's almost easier to think of things
that don't use it than of things that do.
Entertainment was one of the first areas to benefit, with radio (and
later television) both critically dependent on the arrival of electronic
components. Although the telephone was invented before electronics
was properly developed, modern telephone systems, cell phone
networks, and the computers networks at the heart of the Internet all
benefit from sophisticated, digital electronics.
Try to think of something you do that doesn't involve electronics and you
may struggle. Your car engine probably has electronic circuits in it—and
what about the GPS satellite navigation device that tells you where to go?
Even the airbag in your steering wheel is triggered by an electronic circuit
that detects when you need some extra protection.
Electronic equipment saves our lives in other ways too. Hospitals are
packed with all kinds of electronic gadgets, from heart‐rate monitors
and ultrasound scanners to complex brain scanners and X‐
ray machines. Hearing aids were among the first gadgets to benefit from
the development of tiny transistors in the mid‐20th century, and ever‐
smaller integrated circuits have allowed hearing aids to become smaller
and more powerful in the decades ever since.
Who'd have thought have electrons—just about the smallest things you
could ever imagine—would change people's lives in so many important
ways?
2. Circuits
Breadboard
A breadboard is used to make up temporary circuits for testing or to try
out an idea. No soldering is required so it is easy to change connections
and replace components. Parts will not be damaged so they will be
available to re‐use afterwards.
The photograph shows a typical small breadboard which is suitable for
beginners building simple circuits with one or two ICs (chips). Larger sizes
are available.

The bread board has many strips of metal (copper usually) which run
underneath the board. The metal strips are laid out as shown below.

These strips connect the holes on the top of the board. This makes it easy
to connect components together to build circuits. To use the bread
board, the legs of components are placed in the holes (the sockets). The
holes are made so that they will hold the component in place. Each hole
is connected to one of the metal strips running underneath the
board. Each wire forms a node. A node is a point in a circuit where two
components are connected. Connections between different components
are formed by putting their legs in a common node.

On the bread board, a node is the row of holes that are connected by the
strip of metal underneath.

The long top and bottom row of holes are usually used for power supply
connections.

The rest of the circuit is built by placing components and connecting them
together with jumper wires. Then when a path is formed by wires and
components from the positive supply node to the negative supply node,
we can turn on the power and current flows through the path and the
circuit comes alive.

For chips with many legs (ICs), place them in the middle of the board so
that half of the legs are on one side of the middle line and half are on the
other side.

A circuit might look like the following.

What is Soldering?
Soldering is the joining together
of two metals to give physical
bonding and good electrical
conductivity. It is used primarily
in electrical and electronic
circuitry. Solder is a
combination of metals, which
are solid at normal room
temperatures and become
liquid at between 180 and
200Â°C. Solder bonds well to
various metals, and extremely well to copper.
In electronics a 60/40 fluxed core solder is used. This consists of 60% Lead
and 40% Tin, with flux cores added through the length of the solder.
Flux is an aggressive chemical that removes oxides and impurities from
the parts to be soldered. This ensures a good physical and electrical joint
is made. Fluxes enable good "wetting" or "tinning". Wetting is a term that
describes good adhesion of the solder to the components being soldered.
Tinning is a term that describes the application of solder to the soldering
iron tip, or to a component being prepared for soldering.
Soldering Irons
These are the tools, which heat the solder from room temperature to its
melting point. A modern basic electrical soldering iron consists of the
following: ‐
* Heating element
* Soldering bit (often called the tip)
* Handle
* Power cord
The heating element can be either a resistance wire wound around a
ceramic tube, or a thick film resistance element printed onto a ceramic
base. The element is then insulated and placed into a metal tube for
strength and protection. This is then thermally insulated from the handle.
The element reaches temperatures of around 370 to 400Â°C. i.e.
approximately 200 degrees higher than the melting point of the solder.
The soldering bit is a specially shaped piece of copper plated with iron
and then usually plated with chrome. Copper is used for good thermal
conductivity. Iron is very resistant to aggressive solders and fluxes. The bit
then fits over or inside the heating element dependant on the design of
the soldering iron.
The handle and power cord completes the soldering iron. Various handle
styles are available. The power cord is often insulated with PVC. but, this
can be damaged and melt if touched by a hot soldering iron. Therefore
silicone rubber insulated power leads are extremely popular for long life
and electrical safety.
Soldering Iron Selection
The strength or power of a soldering iron is usually expressed in Watts.
Irons generally used in electronics are typically in the range 12 to 25
Watts. The most popular irons for use in hobbyist electronics are the 18
and 25 Watt versions.
It must be remembered that a 25 Watt iron will not run hotter than a 12
Watt iron, but it will have more power available to quickly replace heat
drained from the iron during soldering. Therefore, the bigger the
component being soldered, the greater the need for "quantity of heat",
the higher the power needed.
Most irons are available in a variety of voltages, 12V, 24V, 115V, and
230V are the most popular. Today most laboratories and repair shops
have a wired 24V supply. You should always use this low voltage where
possible, as it is much safer. If you would like 24 volts in the home, use an
Antex Plug‐in power supply unit.
As your soldering skills improve, you may work with temperature
sensitive devices such as integrated circuits and smaller more delicate
components like surface mount. For these applications temperature
controlled soldering (TCS) is essential. The lowest cost TCS iron has a
temperature sensor in the tip of the element and control circuitry in the
handle. The temperature may be set between 200 degC and 450 degC.
For bench work a soldering station may be used. This incorporates
temperature selection, optional digital readout, anti‐static lead
connection, 24V transformer, an iron holder, and a sponge, all within a
neat bench unit.
Care & Maintenance
In common with all tools, the soldering iron will last longer with proper
care:
a) Before and during use wipe the bit on a damp sponge. Most bench
stands incorporate a sponge for this purpose.
b) When using a new bit, apply solder to it as it heats up. This will ensure
good tinning of the bit.
c) Always keep a hot iron in a bench stand, or suspended by the hook,
when not in use.
d) Regularly check the mains lead for burns or other damage. Consider
replacing with silicone rubber if necessary.
e) If broken or damaged, all component parts are available from Antex as
spares.
f) Never put a soldering iron into any liquid.
g) Periodically remove the bit and clear away any oxide build up. This will
prevent the bit from seizing and also will ensure that low earth continuity
is maintained (vital in electrostatic controlled areas)
2. Simple projects
a. Design a Simple
LED Circuit
LED circuits are very easy
to design. An LED or
Light Emitting Diode is a
very low current light
source that is very safe
and durable for use in
your project. This article
will show you how to
design and build a very simple LED circuit.
Things You'll Need
 LED's
 Resistor
 Battery or power source
 Wire or alligator clips
 Helpful to have (multimeter)
 Helpful to have (soldering iron)
Instructions

1. The first step is to choose how many LED's you want to light and their
type (color, brightness). With this simple circuit you will be somewhat
limited by the amount of voltage that can be safely provided for your
project.

2. Calculate the amount of voltage you need from your power supply.
Look for the "diode forward voltage" specification from the
manufacture's website or packaging. If you do not have this
information you can use the following to estimate:
Red or Orange 2.0 V
Yellow 2.1 V
Green 2.2 V
True Green, Blue, White 3.3 V
Blue (430 nm) 4.6 V
Say you want to have 3 Red LED's in your circuit. Only use the diode
forward voltage value. So, 3 x 2.0 = 6V, needed.
3. Once you have the required voltage, choose how you want to power the
circuit. Do you want to plug it into an outlet and not have to change
batteries or do you want the freedom to move around?
DC voltage works easiest. AA, AAA, or 9V batteries are
cheap and easy to find for a simple project. The simplest
way to use AC as your source is a wall plug (wall wart),
the large black plugs that come with most every electronic device you
purchase. You probably have a box full of these sitting around. You will
have to cut the plug off the end of the cord. Use a multimeter to
determine the positive and negative lead.
AC voltage can also be designed in the circuit. AC will only drive the LED
half of the time since the voltage travels in waves. A full‐wave bridge
rectifier can be used to fully power LED's. This is essentially what the wall
wart is doing for you.
Find a power supply greater than the calculated diode forward voltage
value from step 2. In our case we calculated 6 volts. A power supply
value greater than 6 volts will be needed. If you are driving a large
number of LED's, current may also be important.

4. Calculate the required LED resistor value.
LED's cannot be connected directly to the battery or power supply. The
LED will be instantly destroyed because the current is too great. The
current must be reduced. The easiest way to do this is
by using a resistor. Calculate the LED resistor value
with the following formula:
LED Resistor Value, R = (supply voltage ‐ LED voltage) / LED current
In our example:
Say we use a 9V battery, then supply voltage = 9V.
LED voltage for red LED's, from Step 2 is 2.0 V
LED current is 20 mA (this is a typical value if not provided by the
manufacturer)
If the resistor value is not available, then choose the nearest standard
resistor value which is greater. If you want to increase the battery life
you can select a higher resistor value to reduce current. The reduced
current will result in a dimmer LED.
R = (9 ‐ 2.0) / 20 mA = 350 ohms, use the next higher standard value =
360 ohms.
5. Wire your circuit together.
You can soldier the wires directly together, use crimp connectors, or
use a small circuit board. Choose the best method based on the size of
your project.
6. The final step is to mount the LED's in your project. Radio Shack and
others sell chrome or plastic LED holders that make a professional
looking mount easy. You can add momentary push buttons or on/off
switches to your LED circuits.

b. Delayed ON LED
Description:
Here is very simple circuit in which the LED becomes ON only after a
preset time the power supply is switched ON. When the power supply is
switched on the transistor will be OFF. The capacitor now charges via the
preset R3 and when the voltage across C1 is sufficient, the transistor
switches ON and LED glows. The ON delay depends on the value of POT
R3 .You can increase the time delay by increasing the resistance of POT
R3.
This circuit alone may not have much practical applications but this can
be used in many other projects where a delayed ON indication is
required.

Circuit diagram:

Notes:
 Assemble the circuit on a general purpose PCB.
 The circuit can be powered from a 10V DC power supply.
 Anyway you can use from 6 to 18V for powering this circuit, but you
need to adjust the POT R3 for getting the required delay.
c. Series & parallel circuits
There are two types of circuit we can make, called series and parallel.
The components in a circuit are joined by wires.
 if there are no branches then it's a series circuit
 if there are branches it's a parallel circuit
Series circuits
In a television series, you get several episodes, one after the other. A
series circuit is similar. You get several components one after the other.
If you follow the circuit diagram from one side of the cell to the other,
you should pass through all the different components, one after the
other, without any branches.

If you put more lamps into a series circuit, the lamps will be dimmer than
before.
In a series circuit, if a lamp breaks or a component is disconnected, the
circuit is broken and all the components stop working.

Series circuits are useful if you want a warning that one of the
components in the circuit has failed. They also use less wiring than
parallel circuits.
Parallel circuits
In parallel circuits different components are connected on different
branches of the wire. If you follow the circuit diagram from one side of
the cell to the other, you can only pass through all the different
components if you follow all the branches.

In a parallel circuit, if a lamp breaks or a component is disconnected from
one parallel wire, the components on different branches keep working.
And, unlike a series circuit, the lamps stay bright if you add more lamps in
parallel.

Parallel circuits are useful if you want everything to work, even if one
component has failed. This is why our homes are wired up with parallel
circuits.

3. Preparation of H2 & CO2

gas
Occurrence
Hydrogen occurs in free and combined state.

 It is found trapped in certain rocks and minerals, mixed with natural
gas in gold mines and in traces in volcanic gases.
 The sun and most of the stars are made of free hydrogen. It is the
nuclear fusion of hydrogen atoms which produces large amount of heat
and light energy.
 In combined state, 1/9th part of water by weight consists of
hydrogen. It is a vital constituent of the cells and tissues of animal and
plant kingdom.

General Methods of Preparation of Hydrogen

 When metals like sodium, potassium and calcium are treated with
cold water, they react violently with the formation of hydroxides and
hydrogen gas.

 When metals like Mg, Al, Zn and Fe are heated to dull red heat and
steam is passed over them , they form their oxides and hydrogen

 When metals like Mg, Al, Zn and Fe are treated with dilute sulphuric
acid, they react to form salts and hydrogen.

 When metals like Al, Zn and Sn in powdered state is boiled with
concentrated alkali solutions, they form soluble salts and hydrogen.

 When electric current is passed through acidulated water, hydrogen
gas is liberated at the cathode and oxygen at the anode.

 When hydrides of sodium, potassium and calcium are treated with
water, they react in the cold to form hydroxides and hydrogen.

Laboratory Preparation of Hydrogen
Hydrogen is prepared in the laboratory by treating granulated zinc with
dilute sulphuric acid or dilute hydrochloric acid in cold.

Laboratory Preparation of Oxygen
Any of the above mentioned methods could be used to prepare oxygen in
the laboratory. Mercuric and silver oxides are not used for the
preparation of oxygen, as they are very expensive.
For the laboratory preparation of oxygen from any of the compounds like
lead dioxide, trilead tetroxide, potassium nitrate, sodium nitrate,
potassium chlorate or potassium permanganate, the arrangement of
apparatus is, as per the diagram.

Oxygen is usually collected over water because the solubility of the gas in
water is not high. If the gas is needed dry, then it can be passed through a
drying agent, like anhydrous calcium chloride or quick lime, or
concentrated sulphuric acid, and then collected over mercury.
5. Green House effect

Objective
The objective is to build a simple and small greenhouse and investigate
how trapped infrared radiation affects the temperature within.
Introduction
Do you know the cause of the last ice age? Do you know why the last ice
age started and why it ended? This question puzzled scientists in the
nineteenth century, and many of them put a lot of effort into figuring it
out. In 1824, Joseph Fourier, the famous French mathematician and
physicist, discovered that gases in the atmosphere might affect the
surface temperature of Earth. He called this the greenhouse
effect. Fourier reasoned that energy, in the form of visible light from the
Sun, can easily penetrate the atmosphere to reach the surface of Earth
and heat it up, but heat can't easily escape back into space. Our
atmosphere absorbs the heat coming from Earth, called infrared
radiation, and radiates some of it back to Earth. This is why we are warm,
instead of a lifeless and frigid planet.
In the mid‐nineteenth century, John Tyndall was also trying to figure out
what started and ended the ice age. In the course of his investigation, he
looked into which gases in the atmosphere could trap heat. He found that
water vapor and carbon dioxide (CO2), two components of the
atmosphere, could trap heat. In fact, even though there are only a few
parts in 10,000 of CO2 in the atmosphere, even a trace amount can affect
how much heat the atmosphere radiates.
At the end of the nineteenth century, a Swedish scientist, Svante
Arrhenius, performed a complicated calculation that showed that cutting
the amount of CO2 in the atmosphere could lower the temperature by 4–
5 degrees. That would be sufficient to cause an ice age. At the time of the
last ice age, geochemical events may have caused variations in the
amount of CO2 in the atmosphere. According to Arvid Hogbom, a friend of
Arrhenius', human activity at the end of the nineteenth century was
adding CO2 to the atmosphere at about the same rate as geochemical
processes. Arrhenius predicted that at that rate, there would be global
warming in a few centuries. He didn't realize that humans would continue
to increase their rate of CO2 production. Being too warm didn't bother
Arrehenius because he lived in chilly Sweden!
The study of climatology and the effects of excess CO2 are very
complicated. Just as water moves through the water cycle on Earth,
CO2 moves through the carbon cycle. Carbon dioxide cycles in water,
vegetation, air, soils and living creatures. How all of these carbon cycles
interact can help in finding a possible answer to global warming. In this
science fair project, build a model of Earth, a simple greenhouse, and
investigate how heat is trapped in the model and how the temperature
varies. You will compare the temperature inside and outside the model
Earth at different times of the day. See for yourself how the greenhouse
effect works!
Terms and Concepts
 Greenhouse effect
 Infrared radiation
 Radiate
 Atmosphere
 Geochemical
 Rate
 Climatology
 Global warming
Materials and Equipment
 Wood board, 1" X 6" X 20" (4) . You can purchase a 1" X 6" x
8' board at your local hardware store and have them saw it into
pieces for you.
 Nails, 2 inches long (8)
 Hammer
 Safety goggles
 Gloves
 Adult helper
 Sheet of transparent plastic or glass, 24" X 24", ¼ inch thick. You can
purchase this from your local hardware or plastic store. Plastics are
usually sold with a sticky coating on both sides. Peel this coating off
prior to starting the project.
 Thermometer (2)
 Lab notebook
 Graph paper
Experimental Procedure
1. Put on your safety goggles and
work gloves. Have an adult helper
assist you. Hammer two nails
through each end of one of the
wood boards. Don't hammer the
nails completely through. Just
hammer the nails 1 inch into the
board. Repeat with a second
wood board.

Figure 1. Wood board with two nails hammered in at both ends.
2. Place the four wood boards into a square so that the two boards
with the nails are opposite each other.
3. Carefully hammer the nails into the adjoining wood boards. Make
sure that the boards are straight and not crooked, and that the ends
are flush. You should have a simple four‐sided wood frame that sits
flush to the ground.
Figure 2. Hammering the nails in.

Figure 3. The finished wood
frame is not crooked and sits
flush to the ground.

4. Take your wood frame and lay it outdoors in a sunny location where
it will not be disturbed for seven days. Try to find a location that is
on top of soil and not on concrete or brick. Place one of the
thermometers inside the wood frame.
5. Drape the wood frame with the square plastic sheet. Make sure that
the plastic covers and overlaps the entire wood frame. There should
be no gaps between the wood and the plastic. This model
represents Earth and our atmosphere. The ground and the wood
frame model the Earth and the plastic sheet represents the
atmosphere.
6. Place the second thermometer outside of the wood frame, next to
it. Place it so that it is not under the plastic. This model represents
Earth without an atmosphere.
7. Record the temperature inside and outside of the model at three
different times of the day, for seven days, in your lab notebook. Use
a data table, like the one shown below. Try to take temperature
readings at approximately the same times each day. Record the
weather for each day that you take temperature readings in your
lab notebook.
6. Herbs
Today the use of plants in treating day to day ailments has gained
eminence worldwide. Moreover the faith in Ayurvedic system of medicine
has become more profound; the use of these medicines has come to be
identified as more of therapeutic value as compared to the other system
of medicines. Needless to stress the importance of herbal and medicinal
plants in our lives it is pertinent to propagate & popularize them more.
There is a need to make everyone including our young generation aware
of various kinds of Indian herbs and their significance in our lives as
Children from the 100% FUTURE. Moreover they are impressionable and
can be molded and guided in a right manner.
The following Methodology was followed:
Pre Plantation Work
A lecture cum presentation was done in class. A team of students are
educated on the importance of Medicinal and Herbal Plants. This was to
make children of class aware of the reasons for developing the herbal
garden and the medicinal importance of these plants. It was also to
encourage the whole hearted participation.
Plantation
X Preparing the ground, digging the pits, preparing the pots, mixing of
manure, etc. was done.
X Students involved in plantation were given a plant each and assigned
the care of those named plants
X Plantation of the herbal plants. It is being done in phases according to
the planting time. Maximum plantation was done in July & August.
› putting of boards & placards & distribution of literatures of herbal
plants was done.
› Students are being visited from time to time and regular guidance is
provided on the related subject.
It has been an extremely fruitful experience in imparting this creative
education and finding the children evincing keen interest / involvement in
planting various types of herbs in their school campus.
Our objective of making young children aware about the various
types of herbal/medicinal plants that can be grown in Delhi’s climatic
conditions and their medicinal uses has been achieved. The school will
have a small Herbal Garden which is being maintained by the selected
students. Moreover these students are acting as didactics in further
disseminating the knowledge gained to their fellow school mates and
family members.
Besides carrying out plantation activities, children are learning
about the uses and benefits of the herbs.
8. Robotics

After learning about mechanical designing of robots, now switch on to
the programming skills (Robo Grammar). Various models based of the
programming are as:
1. Obstacle avoider using 1 touch Sensor
2. Obstacle avoider using 2 touch sensors
3. Obstacle avoider using 1 IR Sensor
4. Obstacle avoider using 2 IR Sensors
5. Surface follower
6. Object follower
7. Line follower
8. Humanoid Robot with sensor

ACKNOWLEDGEMENT
THE SCIENCE CLUB WOULD LIKE TO THANK OUR PRO
VICE CHAIRPERSON MRS R. MAAN FOR SHARING HER
VISION AND PROVIDING US WITH AVISHKAAR
SCIENCE CENTRE – AN INNOVATIVE LEARNING
EXPERIENCE FOR THE STUDENTS OF DELHI PUBLIC
SCHOOL SONEPAT.
THIS THIRD ISSUE OF
THE SPECTRUM
FOCUSES ON CONCEPTUAL AND EXPERIENTIAL WAY
OF LEARNING.

Syllabus for session 2014‐15

Cookery Club
X
No. of periods allotted per week‐1
Month wise syllabus

MONT PERI THEORY PRACTICALS WHAT TO DO

H ODS
April 4 TABLE Teaching in

ETIQUETTES: Cafeteria  First you should remove your napkin
from the table or plate, and place it on
 How to
your lap.
behave
on
dining  If you are eating out, you should wait
table until all the members of your group have
(table been served.
manner
s)  Always use serving utensils and not your

 Usage own to lift food from the serving dish.
of
cutlery
items(s  Never talk when you have food in your
mouth. That’s just gross. Even if someone
poon,
fork,knif asks you a question, wait until you swallow

e) before answering.
 Placeme
nt of
 Don’t cut all your food before you begin
cutlery,
eating. Cut one or two bites at a time.
glass of
water,  Never blow on your food. If it is hot, wait a
plates few minutes for it to cool off. Scoop your
etc. Club notebook soup away from you.
and demo  Keep your elbows off the table. Rest the
hand you are not using in your lap.
 Never use a toothpick or dental floss at the
table.

Club notebook

1. Avoid leaving food that is cooking unattended for
a long period of time, if at all. If using a timer, have

it with you at all times to remind you that you have
something brewing in the kitchen.
2. Turn handles of pots and pans inward and not

sticking out.
3. Avoid reaching over the stovetop when cooking
and watch your sleeves.

4. Keep curtains, potholders, towels, and any other
combustibles away from cooking areas.
5. Do not put knives or other sharp objects into a
full sink. Someone could reach in and accidentally
get hurt.
6. When processing hot liquids in a blender (such as
sauces and soups), make sure the blender's lid is

back on, then cover the lid with a towel and your
hand, before proceeding to blend. Also, do not fill
the blender more than half‐way.

7. Launder your dishtowels and sponges frequently
BASIC SAFETY to get rid of bacteria or simply replace often.
TIPS: 8. Keep children and pets away from appliances

when cooking.
 Instructi
ons 9. Keep appliance cords as short as possible to avoid
about accidents such as tripping or knocking the appliance
working
over.
in a
10. Have a small fire extinguisher and a first aid kit
kitchen
 Cleanlin readily accessible. Also make sure that smoke

ess detectors are placed throughout your house.
 Hygiene Condiments definition: small amounts of spices
 First aid
and herbs added to whet appetites and to enhance

the taste of the dish

 There are just about as many different
types of condiments as there are different
types of food, with various cultures having
versions that are unique or particularly
important to the people of that culture.
Common examples of condiments include
ketchup, mustard, mayonnaise, salad
dressing, soy sauce, barbecue sauce, relish,
salt, and pepper.

 Coriander is an annual herb, mainly
cultivated for its fruits as well as for the
tender green leaves. It is native of the
Mediterranean region. In India, it is
grown in Andhra Pradesh,

 Garlic, a native of Southern Europe is

one of the important bulb crops grown
and used as a spice or condiment
throughout India. Gujarat followed by
Orissa are the largest producing states..

 Curry leaf plays an important role as a
INTRODUCTION condiment in the culinary preparation of
South Indian dishes. It is cultivated in
OF DIFFERENT
field scale in Coimbatore, Periyar,
CONDIMENTS
Madurai, Salem and Trichy districts of
(in English) Tamil Nadu and in Dharward, Belgaum
and Uttara Kannada of Karnataka State.
 Coriand
er
 Garlic
 Curry
 Tamarind is native to tropical Africa and
leaf
 Tamarin is now widely planted and naturalized
d everywhere in the tropics.
 Clove
 Ginger  Clove, the dried unopened flower buds
 Black of the evergreen tree, is an important
pepper spices noted for its flavour and
medicinal values.

 Ginger, an indigenous plant, is an

important spice crop of the world. It is

valued in medicine as a carminative and

stimulant of the gastro-intestinal tract.

 Black pepper the king of spices belongs
to the family Piperaceae. It is obtained from
the perennial climbing vine, Piper nigrum

which is indigenous to the tropical forests

a) Boiling
In this method food is covered with an adequate
quantity of water and heated to a boiling. For
example we boil potatoes, eggs, a number of
vegetables, rice etc.
Usually green leafy vegetables such as cabbage,
methi, and spinach are cooked with no water.
Whereas vegetables such as green peas, green
beans, are cooked with little water. Cereals such as

rice and pulses such as dals, legumes, and grams are
boiled in large amounts of water.
There are a few points which you should keep in
mind while boiling foods.

i) Before boiling, wash the food stuffs thoroughly.

ii) Cover the food with an adequate quantity of
water and one spoon salt.
iii) First boil the water and then put the food.

METHOD OF
BOILING

 Tea
 Egg
boiling
 Potato

May 2 INTRODUCTION  Sweet Methods of Cooking

ABOUT Potato
DIFFERENT  Idli / These are the methods of cooking. Food can be
METHODS OF RawaIdli cooked:
 Momos(st
COOKING: i) By moist heat
eaming)
 Baking
ii) By dry heat.
 Roastin

g iii) By frying in ghee or oil.
 Grilling
 Frying : A. Cooking by Moist Heat
‐Deep frying
In this method water is heated or boiled. The food is
‐Pan frying put into this boiling water or cooked in the steam
which comes out from the boiling water.
‐Stir frying
There are three ways by which you cook food by

moist heat.
Simmering
 Steamin These are:
g
 Blendin a) Boiling
g
 Stewing b) Simmering or stewing
c) Steaming
Let us study about each of these three processes
now.
Do you know what happens when the water boils?
Yes, it gives off steam. When foodis cooked in water
vapour with or without pressure it is said to be
steamed and thismethod of cooking is called
steaming. Can you name some steamed foods that
youhave eaten? Yes, Idli and Dhokla.
Steaming can be done for solid and semi‐solid
foods.
Water is heated in a pan on fire. The pan is covered
with a clean muslin cloth. Food is
placed on the cloth. The steam passes around the
food and cooks the food placed
above.
When you are making idlis, the batter is put in the
idlimould, which is then lowered into
June
July 4 DIFFERENT  Vegetable B. Cooking by Dry Heat

TECHNIQUES OF cutlets(de
COOKING ep frying) What do we normally eat for breakfast? Some times
 Pakoras we eat chapaties, paranthas,
(deep
frying purees and some times bread. We also eat rusks
 Cake and buns. Do you know how these are cooked? Yes,
they are cooked by dry heat..
Cooking food by dry heat means using hot air
to cook the food.
There are three methods of cooking food by dry
heat using hot air.
a) Baking
b) Roasting
c) Grilling
a) Baking
Baking is the method in which food is placed inside
a closed box called an oven. Theair inside the oven
is made hot by fire or electricity. The food gets
cooked by hot air.Have you seen a bakery in your
village or neighbouhood? You must have also seen
the
big ovens heated by fire in which biscuits, breads
and pastries are made in these bakeries.
These ovens are also known as ‘bhattis’. It is in
these ovens that the food iscooked. In the very big
bakeries, the air is heated by electricity.
You can easily make an oven at home to bake foods.
Take an empty oil pin. Put a layer of sand in it and
fit it with a lid. Heat this over coal, kerosence or a
gas stove. Once itbecomeshot, put the food inside
and close the lid. Place the tin on a low fire.
Bakefood till it is light brown in colour. Do not open
the lid very often because the hot airfrom inside will
go out and make the food dry and hard.
b) Roasting
Another method of cooking food by dry heat is
called roasting. Roasting is cooking ona glowing fire.
While roasting, the food is put directly on the hot
tava, hot stand or hot fire and cooked. For eg.
channas, brinjals, potatoes, maize, ground nuts,
cashew nuts, papad, meat etc. are cooked by this
method. You must, have had chicken or
paneertikkas cooked in this way.
c) Grilling
Grilling is cooking over a glowing fire. The food is
supported on a iron grid over thefire, or between
electrically heated grill bars. The grill bars are
brushed with oil toprevent food sticking and can be
heated by charcoal, coke, gas or electricity. The
foodis cooked on both sides to give the distinctive
flavour of grilling.
August 4  Introduc Introducing
e cereals to
differen students, their
t Pulses names and
and
compositions
Cereals
 Tips
 Dal with
about using
tadka
pressure
 Sooji
cooker
Upma

Item Calories
Bengal Gram(chanaki dal)
369
(Roasted),100gm
Bengal Gram(chanaki dal) (Cooked),
105
100gm
Black Gram(urd dal), 100gm 105
Green Gram(mung) (Cooked), 100gm 105
Lentil Gram (Cooked), 100gm 105
Red Gram(tur dal) (Cooked), 100gm 105
Masoor Dal with Ice, 100gm 118
Mixed Pulses with Vegetables, 100gm 88
Bean Sprouts Salad, 1 serving 85
Moong Sprout Salad, 1 serving 53
Pressure‐cooking is fairly simple, but here are a few
important tips to remember:‐

• Most importantly, be familiar with the owner's
manual for your particular cooker. Read it
thoroughly and follow all manufacturers’
recommendations.
• You can use more liquid than recommended, but
never use less.
• Read and understand the recipe before you begin.
• Be sure the lid is properly closed and locked into
position before developing pressure.
• Use that timer! Timing is as important as
developing pressure.
• Once you have reduced pressure according to
directions, shake the pot before opening the seal to
readjust the inner temperature.
• Cut same foods into pieces of uniform size to
promote even cooking. When mixing foods, cut
those that cook more quickly into larger pieces and
those that cook more slowly into smaller pieces.
• If your recipe calls for browning or searing as a
preliminary step, be sure to scrape up the brown
bits clinging to the bottom so they are loose when
you add the liquid. This will discourage scorching.
• Since flavors are more concentrated with this
cooking method, you may want to reduce herbs and
seasonings when converting conventional recipes.
Choose fresh herbs over dried herbs.
• If you end up with too much liquid, simply cook in
the uncovered pot until the liquids are reduced to
your satisfaction.
Septe 4  Introduc  Making of Tip: Moderately soft dough, used for sweet breads,

e different Dough requires 3 to 5 minutes of kneading and will still be
mber terms of  Rolling slightly sticky. Moderately stiff dough, used for
cooking like out chappatis most nonsweet breads, requires 6 to 8 minutes of
Saute etc.  Making of kneading and is slightly firm to the touch.
stuff
parantha

COOKING TEST AND FESTIVE
CELEBRATION
Octobe 4  Introduc  Vegetable  Salads and diets have always had a delicious

r tion about Sandwich partnership. But salads are healthful and
healthy  Bread satisfying even if you’re not watching your
cooking poha waistline. With vegetables at their core, salads
(Different are great sources of vitamin C, and the leafiest
Salads) among them supply plenty of that “foliage”
vitamin, folate. The most colorful
combinations—spiked with tomatoes, carrots,
cabbages or bell peppers—also deliver vitamin
A (as beta carotene), A great salad deserves a
great dressing, of course, so we've also created
plenty to use interchangeably. This collection of
delicious salad recipes includes hearty main‐
dish salads that help you feel full and satisfied,
as well as lighter salads to serve as a side dish
or appetizer. Dig into one tonight, and you’re
well on your way to starting your own salad
habit.
Novem 4  Importa  Soup  Soups are a staple in the diet of everyone
ber nce of  Decoratio who wants good food that doesn't cost much
soups n of money. Making your own soups saves money.
vegetables(fo Most leftover soups can be used in casseroles.
r salad) Instead of a can of cream of mushroom soup,
substitute 1‐1/2 to 2 cups of your favorite
leftover creamed soup with an additional
tablespoon of flour blended in. This is a real
money saving tip, as canned cream soups ‐‐
while great for taste, nutrition and convenience
‐‐ do add to the cost of a casserole. Make soup
every week, and hide some of it in the
casseroles. Your family will truly thank you.
Decem 2  Cooking  Macroni  The invention of macaroni has also been
ber of above attributed to the Etruscans, the pre‐Roman
food by civilization of the Italian peninsula. The
students & Italian culinary authority Massimo Alberini’s
grades claim that the Etruscans knew pasta secca,
repeated by many authors, is now known to
be false. .
Macaroni is a variety of dry pasta made
with durum wheat. Elbow macaroni noodles
usually do not contain eggs and are
normally cut in short, hollow shapes;
however, the term refers not to the shape
of the pasta, but to the kind of dough from
which the noodle is made. Although home
machines exist that can make macaroni
shapes, macaroni is usually made
commercially by large‐scale extrusion. The
curved shape is caused by the different
speeds on either side of the pasta tube as it
comes out of the machine. The name
derives from Italian maccheroni. A different
name, chifferi or lumaconi, refers to the
elbow‐shape pasta of this article.
Januar 3  Introduc  Pulao 1. Toast the Grains:

y tion about with Raita
rice & its  Lemon Toasting the dry rice grains in a little butter or olive
flavours Rice oil before adding the water brings out their flavor.
Cook the Rice with Vegetable Broth:
This one's a no-brainer, assuming that you have

some extra stock handy! If not, I'll add a dab of
chicken or vegetable bouillon. I sometimes find
that using 100% chicken broth can make the rice
feel gummy or overly-starchy — personally, I
usually go for a 50/50 mix of broth and water.
This adds a layer of flavor and richness without
going overboard.
I almost always add a bay leaf, no matter what I'm
cooking for the main dish. Bay adds a slight woodsy‐
herbal flavor that compliments the flavors in a curry
just as equally as a plate of roasted vegetables.
Other flavors get added based on what I'm cooking.
Cardamom and coriander seeds work well when the
rice is accompanying an Indian or South‐East Asian
dish. If I have it, I'll also add a nub of lemon grass or
ginger. A square of kombu in the cooking rice is a
nice touch for Chinese and Japanese dishes, while
cumin seeds and even cinnamon can go with
Southwestern and Mexican foods. And then dried
herbs like thyme and oregano are great when Italian
or French is on the menu.
Februa 4 REVISION,QUIZ & WRITTEN TEST
ry

DELHI PUBLIC SCHOOL
ECO AND SOCIAL AWARENESS CLUB ACTIVITIES
FY 2014-15
PURPOSE:
To gain an understanding of our environment and our place in it;

To be actively, physically and spiritually involved with nature;
To improve the natural environment;
To help protect and preserve wildlife;
To develop and enhance our mental and physical skills;
To lessen our negative impact on the environment;
To teach others about what we have learned;
To provide a service to our community.
GOALS:
To connect with nature through positive learning experiences
which will benefit ourselves, our environment and wildlife in our community?
The Students of the ECO CLUB will be divided into five groups –
The activities under the scheme include:

1. Motivate the students to keep their surroundings green and clean by undertaking plantation of trees.
(Forest Department provides free saplings
2. Promote ethos of conservation of water by minimizing the use of water.
3. Motivate students to imbibe habits and life style for minimum waste generation, source separation of
waste and disposing the waste to the nearest storage point.
4. Educate students to create awareness amongst public and sanitary workers, so as to stop the
indiscriminate burning of waste which causes respiratory diseases.
5. Sensitize the students to minimize the use of plastic bags, not to throw them in public places as they
choke drains and sewers, cause water logging and provide breeding ground for mosquitoes.
6. Organize tree plantation programmes, awareness programmes such as Quiz, essay, painting
competitions, rallys, nukkad natak etc. regarding various environmental issues and educate children about
re-use of waste material & preparation of products out of waste
7. Organize Nature Trail in Wild Life Sanctuaries/Parks/Forest areas to know about the Bio-diversity
Suggested Activities
Anti Crackers Campaign
Pollution during Diwali really goes high but it has been noticed that for last year or two, it has
comparatively gone down. How was it made possible? The answer is, through students.
Our students will get involved in anti crackers campaign during Diwali. During Diwali our students
will take out rally on anti crackers in the residential area nearby and in the school. They will do
signature campaign in the school not to burst crackers during Diwali. In order to make students
realize the bad aspects of crackers like pollution, child labour, hazardous work place etc. nukkad
nataks will be held in the school itself.
Our students do celebrate Diwali but with candles, lamps, lighting etc. Our students will try to do
campaign for celebrating Diwali in public manner i.e. like all people coming together and enjoying
crackers at a time. This will not just minimize use of crackers but also build good band among the
people.
Plantation drive
Every year our students will take part in plantation drive. Under this campaign our students will not
just plant trees inside the school campus and look after them but they will go out and adopt a land
and plant trees there and take care of them.
The students and teachers also take saplings from the school nursery and plant them in their garden.
We fill our nursery every year and distribute the plants to interested students, teachers and parents.
Campaign on Energy Conservation &Yamuna
Eco-club will carry out clean Yamuna Campaign in Delhi & Energy Conservation Drive in school which will
result in substantial saving for the school and also spreading awareness about the energy Conservation
methods amongst students .Students will also be involved in Energy Audit of the school. Energy group
students keep a check to switch off all fans and lights when not in use. They will also interview the canteen
staff, bus drivers for the use of LPG and CNG respectively.
Natural Holi Colors

Our students will be convinced to use natural holi Colors which are safe and hygienic.
Holi with chemical Colors are very harmful for our skin, eyes, hair and in certain cases even carcinogenic.
So, our students will be encouraged to play Holi with natural Colors made from Haldi, Mahendi, Besan,
Gulmohar Flower, Jamun, Chandan etc. making of dry and wet Colors from natural products are very easy.
Our student’s will not just use them but also teach others how to make these colours so that more and more
people can play Holi and enjoy it.
No to Poly bags
Poly bags are necessary evil. Plastic bags are of various types some of them can be recyclable and few of
them are not. These Poly bags are menace as we leave poly bags everywhere without thinking about what
will be its impact on our environment. Plastic do not degrade naturally so when it goes in drain, it blocks,
when it goes in water it kills aquatic species.
In order to minimize use of Polly bags, our school is no-plastic zone and we have banned the use of poly
bags inside the school and instead they are encouraged to use cloth bags, paper bags etc. We will take out a
campaign wherein the students and teachers will be encouraged to use jute bags or paper bags or cloth bags
which are eco-friendly and speaking to them about ill effects of plastic bags.
Waste Management Drive
In order to inculcate the habit of keeping our surroundings neat and clean, our students will take part in waste
management drive. In this campaign students go to public places like Delhi Ridge, Khewra village to clean
the place an encourage people to develop Bin culture by raising slogans on waste management. Our students
have already carried out Bahalgarh cleanliness drive last year and distributed paper bags to the shopkeepers
Eco Tours
Students have will be visiting places like Yamuna Biodiversity Park, Natural Museum for natural history
Celebration of Earth Day, Environment Day, Wild life week etc.
Our students never forget to celebrate environment related days. They will participate in drawing and
painting competitions, they will set up environment related models for display to parents, declamation,
debate, slogan and competitions are also conducted on these occasions. Students will be shown
documentaries and films on environment given by WWF.
Paper Recycling
Another kind of waste which is generated in the school is paper. So, in order to teach students as to how can
we recycle and reuse these papers, we have our own paper recycling unit.
The process is very simple, first of all waste paper is torn into very small pieces and then soaked in water.
The soaked paper is then made into pulp and then put into water filled tub. Then frames are put into pulp and
finally paper is made. The students will be encouraged to make paper bags and distribute in the school for
day-to day purposes.
Water Harvesting
Wastage of water, another issue concerning our environment.
Usually it is seen that people use tap water for drinking and either they do not close it or leave it half closed.
So, first of all to minimize this practice, students will be given instructions not to waste water and then tap
water harvesting was introduced in the school.
In this process, the water coming out of the tap water will be collected through a channel of PVC pipe, which
goes inside a small well in the ground. This well is filled with sand, bricks and pebbles and then covered.
The ultimate aim of this process is to send wastewater in water table by getting it filtered naturally.
We also do rain water harvesting in our school. A recharge well is dug up at a huge play ground, where
water logging was a common problem during rainy season. Now with the help of this recharge well, we have
not only solved the issue of water logging but it has also increased our ground water table, which is
benefiting nearby localities too.
Contributing valuable articles to INTACH Young Newsletter
Our school has tied up with INTACH an organization to preserve the heritage in India. Our club
students have become budding writers and they regularly send articles for their Quarterly
Newsletter which is based on a particular theme whereby doing research work as well as getting
acquainted with various facts about India
Eco Games
There are wealth of Eco games available that can either be played outside or others that bring the
environment indoors. The games help the children think about environmental issues but in a fun way
Find a Tree
Materials needed: Blindfolds, wooded area

Time required: 40 minutes
Purpose: To develop trust and initiate a discussion about the environment
Activity:
Children are paired and take turns leading a blindfolded partner to a tree. They investigate the tree
and its surrounding area without removing the blindfold. They are led back to the starting point.
The blindfold is removed and they attempt to find their tree.
Leaf Hunt Relay
Materials needed: Leaves

Time required: Variable
Purpose: To get children acquainted with the different shapes of leaves
Activity:
Divide the group into several teams. Ask the players to collect leaves from a number of different
trees. They are to collect as many leaves fallen from each tree as there are teams. For each team,
make a leaf pile consisting of one leaf from each tree and place this pile at a set distance in front of
the team. The leader holds up a leaf and then says "Go". At the signal, the first player each team
runs to the pile of leaves, finds the leaf shown and holds it up. A point is awarded for each leaf
correctly identified The leaves are returned to the piles and the players go to the end of the line. The
game can also be played as a speed relay.
Scavenger Hunts
Materials Needed: None

Time required: Variable
Purpose: To appreciate the variety of the natural world
Activity:
Various Scavenger Hunt themes, eg.
 collecting a variety of natural objects to match with descriptive words (eg. something spiky)
 collecting pairs of natural objects displaying opposite characteristics (eg. rough and smooth)
 Colour Chips - matching natural shades with artificial colours
 Colour Palettes - collecting as many tiny samples of different natural colours and shades as possible.
SOCIAL AWARENESS
A number of social work programmes will be carried out:
 "I am" - Integrated personality development programme focuses on all-round development

of the student, equipping them with life skills.
 "Jagrit" - HIV Aids awareness programme.
 "Growing up Equal" - focuses on creating awareness of gender equality and rights of girls.
 Literacy Drive in school with support staff
 Donation of old clothes, stationery, toys, utensils, bags etc to an NGO GOONJ
 Collecting course books from school children after they step into new class and donating
them to the children who are underprivileged.
Other activities include, "Adolescent Health Awareness" programmes like growing up and sexual
education, Anti-Tobacco and Anti-Drug Abuse awareness, Obesity and Health care and Stress
management.

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Speaking skills (Activities/Talk/Group discussions):

3. ASL (Speaking and

DISCUSSION + PEN &

Audio Visual for DRAMA

MONTH WISE SYLLABUS (MACRO SPECTRUM)

MONTH TOPICS TEACHING

Novel- Story of my life 4

MCB – Unit 1 (People)

Grammar – Error/Omission, Sentence Reordering 3

Poem – The Frog and the Nightingale 4

Novel – Story of my life 4

MCB – Unit 2 (Education)

Grammar – Reported Speech 3

Poem – Not marble, nor the Gilded Monuments 4

Writing – Informal Letter, Informal Email, Speech 4

AUGUST Drama – The Dear Departed 7

Novel – Story of my Life 4

Grammar – Dialogue Completion 2

ASL - Listening & 3

SUMMATIVE ASSESSMENT 1 TO BE CONDUCTED

Writing – Article writing, Process description 3

Grammar – Gap Filling 2

NOVEMBER Prose – A Shady Plot 5

Novel – Story of my Life 3

Novel – Story of my Life 2

Prose – Virtually True 5

Novel- Story of my life 4

SCHEME OF SECTION AND WEIGHTAGE TO CONTENT: (SA I + SA II)

SECTION CONTENT TYPES OF NO. OF MARKS

Factual/Discursive/ Literary Multiple Choice

Section B Writing Skills: Short + Long

A composition of about 80- 1 5 marks

An extended writing task of

An extended writing task of

MCQs on: 3 MCQs x 1 3

Supply Type 3 VSAQs x 1 3

Supply Type 3 VSAQs x 1 3

Two out of three 2 SAQs x 3 6 marks

One out of two long 1 LAQs x 5 5 marks

Long Reading Text Global questions on 1 LAQs x 5 5 marks

One out of two 1 LAQs x 5 5 marks

WEIGHTAGE ASSIGNED TO THE TERMS (SA I + SA II)

Division of Syllabus for Term I (April - September) Total Weightage Assigned

Summative Assessment I 30%

Division of Syllabus for Term II (October - March) Total Weightage Assigned

Summative Assessment I 30%

SYLLABUS AND MARKING SCHEME FOR FORMATIVE ASSESSMENTS

FORMATIVE ASSESSMENT I [August , 2014]

SECTION TOPICS MARKS (20)

FORMATIVE ASSESSMENT II (10 marks)

FORMATIVE ASSESSMENT III [November , 2014]

SECTION TOPICS MARKS (20)

SYLLABUS AND MARKING SCHEME FOR SUMMATIVE ASSESSMENTS

SECTION TOPICS MARKS

Listening and Speaking Skills 10

SECTION TOPICS MARKS

Long Reading Text 10

Listening and Speaking Skills 10

Dates for Formative Assessments

FA 1 - August 12, 2013

FA 2 - To be submitted by August 26, 2013

FA 3 - November 25, 2013

FA 4 - To be submitted by January 20, 2014