NISCORT FATHER AGNEL SCHOOL

ACP -2019-2020
CLASS XI
COURSE-ENGLISH CORE(083)
S.N TOPIC/THE SUB- Month/No. LEARNING TEACHING STRATEGY, TEACHING ACTIVIT
O ME TOPIC of periods OBJECTIVES AID, RESOURCES, WEBSITES/ART & IES
INTEGRATION PLANNE
D/
ASSESS
MENT
Reading April/3 To summarize Reading of the passage Worksheets
1. Comprehens information from *understanding the main idea
ion different written text, *locating the relevant points
reconstructing
*format assignment
arguments and accounts
*finding the main headings and sub headings s
in a coherent Abbreviations
presentation. Summarising
Note -To express extra marks Assignment
2. -Making April/6 spontaneously, newspaper articles s/worksheet
concisely and precisely, s
differentiating finer format
shades of significance *content
Format, even in the most *expression Groups
3. NOTICE types and April/3 complex situations *examples (discussion on a topic and writing would be
the -To express ideas with the content) formed
Textbook according
objectives extra information and
*extra marks to the range
of notice, complexity, fluently
of Learners
and
purpose distributed
4. ARTICLE Definition, April/3 To express ideas *methodology the role of
purpose of fluently and * format 5 Ws and
article spontaneously without * marking scheme frame a
writing and difficulty in notice on
technique expressions, grammar the subject
usage, format usage, Speech/Debate given.
 relevant vocabulary. Question/an
swer
*assignmen
ts
Discussion
newspaper
articles

-magazine
articles

-written
pieces on
various
subjects

5. Literature PORTRAIT May/4 -make the students Introduction to the writer 1.RTC
(Prose) OF A LADY identify the genre to •Background 2.Short
introduction which the story •Values and Messages Answer
*author belongs. -to understand •Theme Questions
*background
the techniques used by based on
*setting
*summary
the author - to enhance Reading of the text understand
vocabulary -to  Introduction to the author ing
strengthen family bonds  -Background of Story 3.Extrapol
- to enable them to  Autobiographical Element ative
comprehend the cultural  Character Analysis Questions
background of the Discussion of the theme & Values imbibed based on
story. -to facilitate NCERT Text Book Theme &
making connections -Reference Books values
between similar -Assignments
situations in different Extramarks-Educational software
storylines/life
experiences Role Play

6. Literature A May/3 to encourage the  Recitation 1.RTC

(Poetry) Photograp students to appreciate  Introduction to the Poet 2.Short
h poetry and read aloud  Background & Setting Answer
introduction with proper intonation -identifying interesting words and phrases Questions
*poet and using them in different contexts based on
*background -to prepare the students understand
Identifying & appreciating the use of
 *setting Figurative Language/Symbols ing
*summary for poetic forms and Discussion of the theme & Values imbibed/ 3.Extrapol
adept them with the NCERT Text Book ative
figures of speech, -Reference Books Questions
rhyme and rhythm -Assignments based on
Extra Marks-Educational software Theme &
-to read and recognize values
the purpose of economy Speech- ‘Change is the law of the nature’
of words and the hidden
pathos correlating them
with author’s
background and
personal experiences- to
build empathy and
sympathy with the loss
of the speaker

7. Literature The May/4 To develop the habits of  About the Author 1.RTC
(Story) Summer of reading for information  Character Analysis 2.Short
the & pleasure, drawing  Plot Analysis Answer
Beautiful inferences from what  Theme Questions
White they read & relating based on
Horse texts to their previous Reading of the text understand
knowledge.  introduction to the author ing
introduction 3.Extrapol
 -Background & Setting
*author To enhance ative
*background  -identifying interesting words and
familiarizing with Questions
*setting phrases and using them in different
specific background based on
*summary contexts
information of author / Theme &
 Identifying & appreciating the use of
book excerpt / history – values
Figurative Language
 Character Analysis
To facilitate an attitude
Discussion of the theme & Values imbibed
to become honest and
NCERT Text Book
trustworthy in thought
-Reference Books
and action, responsible
-Assignments
cooperative,
Extramarks-Educatinal software
understanding and
tolerance, respect for
Speech on ‘Respect for tradition & cultural’
national identities in
 relation to other people
-

-to recognize the

technique of repetition
as an element of sty
8. Grammar Determiner May/2 The learners will be i. Articles Exercises
s able to identify ii. Quantifiers including
determiners and use iii. Possessives •Fill ups
them appropriately. iv. Demonstratives • Editing
The comprehending v. Distributives •MCQ
skills will be improved.
1. Discussion on Concept & Usage
Sentence construction 2. Rules & Examples
skills will be Extra marks
strengthened Reference Books

Chart showing kinds of determiners

9. Literature We’re Not May/5 To allow a problem Introduction to the writer 1.RTC
(Prose) Afraid to solving: identifying the •Background 2.Short
Die problem; considering •Values and Messages Answer
the options; weighing •Theme Questions
the pros and cons of Reading of the text based on
each option; reaching a  Introduction to the author understand
decision  -Background of Story ing
The learners would be  Autobiographical Element 3.Extrapol
able to enhance their  Character Analysis ative
problem-solving skills. Discussion of the theme & Values imbibed Questions
They would be able to NCERT Text Book based on
inculcate the values of -Reference Books Theme &
determination and will -Assignments values.
power. Extra marks-Educational software.

Role play
10. Literature The July/5 to encourage the •About the poet 1.RTC
(Poetry) Laburnum students to appreciate •Use of Figurative Language 2.Short
Top poetry and read aloud •Contrast Answer
 Introduction with proper intonation •Values &Message Questions
Reading •Central Idea based on
Poetic -to prepare the students •Recitation understand
devices for poetic forms and •Introduction to the Poet ing
Explanation
adept them with the •Background & Setting 3.Extrapol
figures of speech, ative
rhyme and rhythm. -identifying interesting words and phrases Questions
and using them in different contexts based on
To make them NCERT Text Book Character
understand that life is a -Reference Books Analysis,
process of exchange -Assignments Theme &
and transformation. Extramarks-Educational software values
Identifying & appreciating the use of
Figurative Language

NCERT Text Book

-Reference Books
-Assignments
Extramarks-Educational software.
Essay writing on ‘Life is a process of
exchange and transformation.’
11. Literature Ranga’s July/4 To enable the students 1.RTC
(Story) Marriage enrich their •About the Author 2.Short
Introduction vocabulary.  •Character Analysis Answer
Reading •Plot Analysis Questions
Explanation To enable them get •Theme based on
Identifying enjoyment through •Value understand
new words
reading the lesson. ing
and phrases
Background & Setting 3.Extrapol
-to guide the students to -identifying interesting words and phrases ative
relate the characteristics and using them in different contexts Questions
of literature to larger NCERT Text Book based on
cultural and human -Reference Books Character
values. -Assignments Analysis ,
Extramarks-Educational software Theme &
-To facilitate making  Identifying & appreciating the use of values
connections between Figurative Language Assignment
similar situations in Discussion of the theme & Values imbibed /question/a
different storylines/life NCERT Text Book nswers
experiences. -Reference Books
 -Assignments
-To appreciate the Extramarks-Educational software
timeless significance of
the issue of marriage
institution, role of Role play
English and gender discussion on ‘The role of English in a
stereotyping man’s life’

Writing Letter to July/2 Explain the purpose of  Format

12. the Editor writing a letter to an  Organisation Assignme
editor  Content & Expression nts –Letter
Writing
List the components of Group Activity-
a letter  Discussion & Analysis of Social issues
 Relevance & Significance of writing
Demonstrate the ability such Letters
to use appropriate,  Format & Layout
persuasive language  Organisation & Expression
and grammar in formal
 Extramarks-Educational software
writing
 Newspapers
 Magazines
13. Writing Letter of July/2 The learners would be  Format extra marks
complain able to organise their  Organisation worksheet
Format thoughts and express  Content & Expression
*Content freely.
*Expression
Group Activity-
*Marking They would develop an  Discussion & Analysis of Social issues
scheme
interest towards writing  Relevance & Significance of writing
thus enhancing their such Letters
writing skills.  Format & Layout
 Organisation & Expression
Their thinking skills
 Extramarks-Educational software
would be enhanced.
 Newspapers
Magazines
Demonstrate the ability
to use appropriate,
persuasive language
and grammar in formal
 writing

Poster Extra
making marks
14. Writing July/2 To express ideas introduction(purpose)
common
aesthetically and *content
issues
relevantly with *expression
*events
definition in purpose, *creativity
*content
*presentation
*expression expressions, grammar
usage, format usage,
relevant vocabulary
Comprehend
an effective Poster
Poster Making
making as a tool of
Visual Communication.
Focus on the message
to be delivered. Keep
the sequence well
ordered. Use graphs and
images effectively.
Plan and organize a
poster presentation.
Use spacing, margins,
colours, and layout to
maximize
Poster
15 Literature The July/5 -To facilitate making • Reading of the text 1.RTC
(story) Address connections between • introduction to the author 2.Short
introduction similar situations in • -Background & Setting Answer
*author different storylines/life • -identifying interesting words and Questions
*background experiences phrases and using them in different contexts based on
*setting • Identifying & appreciating the use of understand
-To help learners Figurative Language ing
distinguish different • Character Analysis 3.Extrapol
perspectives; analyzing Discussion of the theme & Values ative
them; drawing NCERT Text Book Questions
conclusion/s Reference Books based on
-Assignments Character
-To encourage the Extramarks-Educational software Analysis ,
 Discussion-‘Suffering of people during war’ Theme &
uncovering of motives values
absorbing didactics
16. Literature The Voice August/4 To recognize the •About the poet 1.RTC
(Poetry) of the Rain purpose of economy of •Use of Figurative Language 2.Short
words and the nuances •Contrast Answer
of the lines that •Values &Message Questions
highlights the cyclic •Central Idea based on
nature of rain •Introduction to the Poet understand
•Background & Setting ing
the students would be 3.Extrapol
able to grasp the theme -identifying interesting words and phrases ative
and meaning of the and using them in different contexts Questions
poem. They would be NCERT Text Book based on
able to draw a -Reference Books Theme &
comparative study -Assignments valu
between human life and Extramarks-Educational software Es
nature. Identifying & appreciating the use of
Figurative Language

poetry writing on the wind, sun, moon or

To enhance snow-highlighting the pride in their
familiarizing with narration.
Literature/ Discoverin August/5 specific background
17 (prose) g Tut :the Introduction information of author /
Saga *Author book excerpt / history
Continues *Message of Tutankhamun.
*Theme . Reading
--to guide the students Introduction
to relate the Identifying difficult words and phrases
characteristics of Text book
literature to larger Extra marks Assignment
cultural and human Discussion
values of question
answers
Making of collage on Egyptian’s culture.
-identify the techniques
used by the writer.
18. Literature Albert August/4 To enable the students Short
(Story) Einstein at to enrich their •About the Author Answer
 School vocabulary .  •Character Analysis Questions
•Plot Analysis based on
To enable them to enjoy •Theme understand
the reading story in •Value ing
English. Extrapolat
Background & Setting ive
To stir their thinking.  -identifying interesting words and phrases Questions
and using them in different contexts based on
To enable the students NCERT Text Book Character
to use new words and -Reference Books Analysis ,
phrases of English.  -Assignments Theme &
Extramarks-Educational software values
-To enhance  Identifying & appreciating the use of
familiarizing with Figurative Language
specific background Discussion of the theme & Values imbibed
information of author / NCERT Text Book
book excerpt / history -Reference Books
-To facilitate making -Assignments
connections between Extra marks-Educational software
similar situations in
different storylines/life Debate -Education system
experiences.
Write the contents of short story in the form
of note making.

19. Grammar Compariso August/2 Define adjectives and Definition Exercises

n comparative adjectives Kinds of adjectives, comparison, formation including
from positive to comparative and •Fill ups
Discuss the rules for superlative and vice versa. • Editing
writing comparative •MCQ
adjectives 1. Discussion on Concept & Usage
2. Rules & Examples
Create comparative Extra marks
adjectives Reference Books.

Chart making
15. Writing LETTER August/2 To express ideas  Format
OF fluently and  Organization Assignme
PLACING spontaneously without nts –Letter
 Content & Expression
ORDERS& difficulty in Writing
 REPLIEs expressions, grammar Group Activity-
(business usage, format usage,  Format & Layout
letter) relevant vocabulary.  Organisation & Expression
*format
*content
 Extramarks-Educational software
*expression  Newspapers
*marking Magazines
scheme
Debate on Email replaced letter writing
16. Grammar Tenses August /4 Students will be able to  Pair Activity to develop understanding Exercises
All three define all tenses of the concept. including
tenses and  Discussion on the difference between I. Fill ups
use of distinguish between all tenses ii.Mcq
verbs in the tenses  Rules of Conversion iii.
them  Usage Conversio
list the rules for  Various sentence structures n
converting sentences
from one tense to  Extramarks-Educational software
another.  Newspapers
17. Literature Landscape August/4 -to guide the students to  About the Author 1. RTC
(Prose) of the Soul relate the characteristics  Theme 2.Short
Introduction of Art to larger cultural Answer
 Value
*Author and human Questions
*Message
Reading of the text
 introduction to the author based on
*Theme The students would be understand
 -Background & Setting
able to grasp the theme ing
 Identifying & appreciating the use of
and meaning of the
Figurative Language
prose. 3.Extrapol
Discussion of the theme & Values imbibed
ative
NCERT Text Book
Their critical and Questions
-Reference Books
creative thinking skills based on
-Assignments
would be enhanced theme &
Extramarks-Educational software
values
18. Literature Mother’s October/4 To create interest in the  About the Author 1.RTC
(Story) Day students to study  Character Analysis 2.Short
English stories. Answer
 Plot Analysis
Questions
To develop the four  Theme based on
skills of the language. understand
 Reading of the text ing
To facilitate making  introduction to the author
connections between  -Background & Setting 3.Extrapol
similar situations in  -identifying interesting words and ative
different storylines/life phrases and using them in different Questions
experiences through the contexts based on
genre of theatre/drama  Identifying & appreciating the use of theme &
that is more credible Figurative Language values
and realistic to  Character Analysis
comprehend the Discussion of the theme & Values imbibed
mother’s stereotype and NCERT Text Book
understand her -Reference Books
significant role in -Assignments
family bonding-to .Extramarks-Educational software
empathize with her
problems and seek Write a Script and present a Role Play on
resolution Mother’s Day
19. Literature Childhood October/4 To recognize the •About the poet 1.RTC
(Poetry) purpose of economy of •Use of Figurative Language 2.Short
words and the nuances •Contrast Answer
of the lines that •Values &Message Questions
highlights the cyclic •Central Idea based on
nature of rain •Recitation understand
•Introduction to the Poet ing
the students would be •Background & Setting 3.Extrapol
able to grasp the theme ative
and meaning of the - NCERT Text Book Questions
poem. -Reference Books based on
-Assignments Theme &
To make them them Extramarks-Educational software values
realize that lost Identifying & appreciating the use of
childhood cannot be Figurative Language
regained.
20. Literature The Ailing October/4 To sensitize learners to . Introduction Written test
(prose) Planet the imminent issues of 2.Reading Assignment
Introduction declining health of 3.Explanation s/question/a
*Writer planet Earth 4.Identifying new words, phrases and literary nswers
*Summary devices
*Message 5.Discussion on related social issues. Slogan
Writing on
 Go
-To facilitate making  Extramarks-Educational software Green
connections between  Extramarks Newspape
similar situations in r search on
different storylines/life various
experiences Slogan Writing on articles on
Go Green environme
-To initiate the role of nt
an ambassador in the
educated students and
make them stewards of
the Earth The
21. Literature The Ghat October/5 To create interest in the Introduction
(Prose) of the Only students to study 2.Reading 2.Short
World English stories. 3.Explanation Answer
4.Identifying new words, phrases and literary Questions
devices
To facilitate making based on
5.Discussion on related social issues
connections between understand
Map of India
similar situations in ing
NCERT Text Book
different storylines 3.Extrapol
-Reference Books
Love for nature always ative
-Assignments
encourage people to Questions
Extra marks-Educational software
fight with odds of their based on
life Character
NCERT Text Book.
Analysis,
Theme &
values
22. Writing Advertisem October/3 To express ideas Format
ent fluently and 2. example Extra
Format spontaneously without 3.headline (according to the category) marks
*Content difficulty in 4.Developing a message(brief) Assignment
*Creativity 5.The call to action s
expressions, grammar
*Language usage, format usage,
*Expressions Reference Books
relevant vocabulary.
-Assignments
Extramarks
-Educational software

Designing of different Invitation

23. Grammar Modals November/ 1Students will be able to

4 give and receive introduction Exercises
instructions using Modals. *explanation(uses of modals) including
2.They will be able to *examples i.Fill ups
differentiate between the -Assignments ii.Mcq
modals used for Extramarks-Educational software
possibility ,obligation and
iii.
necessity by identifying Conversio
Discussion on five professions n
these types of modals in (doctor/teacher/farmer/driver and mechanic) as
the language around them. what they can do, they should do and they
3.Students will be able to cannot do.
demonstrate an ability to
reason deductively using
modals forms
4.Students will be able to
express the degree of
certainty of the action in
the sentence.
To enable the students,  Recitation 1.RTC
24. Literature Father to November/ comprehend the poem  Introduction to the Poet 2.Short
(Poetry) Son 4 locally and globally.  Background & Setting Answer
Introduction -identifying interesting words and phrases Questions
*Poet To read and recognize and using them in different contexts based on
*Background the purpose of economy understand
Identifying & appreciating the use of
*Setting of words and the hidden ing
*Theme Figurative Language
pathos and nuances of a Discussion of the theme & Values imbibed 3.Extrapol
*Explanation
*Poetic
precious father-child ative
 Device NCERT Text Book Questions
relationships that is -Reference Books based on
crumbling , correlating -Assignments Theme &
with personal Extramarks-Educational software value
experiences- to build up
didactics, empathy and
sympathy with the loss
of the father
25. Literature The November/ To create awareness in 1.RTC
(Prose) Adventure 4 the reader that there is Discussion of the theme & Values imbibed 2.Short
Introduction more than one way to  Extramarks-Educational software Answer
*Author look at an occurrence.  Newspapers Questions
*Background To make them aware of based on
*Setting the Indian understand
NCERT Text Book
*Characteris independence scenario -Reference Books ing
ation
-Assignments 3.Extrapol
*Theme
Extramarks-Educational software. ative
Questions
based on
Theme &
values
26. Report November/ To express ideas Format Writing a
Writing Writing 4 harmoniously and 2.Show an example report/lette
*Format chronologically without 3.Catchy headline r to the
*Content difficulty in 4.Record of sequence of events editor on a
*Expressions 5. what, when, where, how, action taken
expressions, grammar recent
*Creativity 8. conclusion
usage, format usage, disaster/m
*Grammatica Reference Books
l accuracy relevant vocabulary etro with
-Assignments
congruent
Extramarks-Educational software
The learners would be newspaper
able to organise their clip.
thoughts and express Selecting
freely. and
discussing
Newspape
r reports/
They would develop an editorial.
interest towards writing
thus enhancing their
writing skills.
 Students will be able to: Exercises
27. Grammar PASSIVE November/  • Pair Activity to develop understanding including
VOICE 3 Define 'active voice' of the concept. i.Fill ups
and passive voice  Discussion on the difference between ii.Mcq
Active & Passive Voice iii.
Identify examples of  Rules of Conversion Conversio
active and passive  Usage n
voices  Various sentence structures
convert passive voice  Extramarks-Educational software
into active voice  Newspapers
Role Play delivering dialogues in the
passive. (group activity

29. Writing Formal November/ Describe the difference • Introduction Topics for
Letter: To 3 between formal and • Purpose letters to
place an informal writing • Types place an
order • Format order
Write an original • Sample letter
formal or informal • Assignment
piece • Extramarks
• Reference books
The students will be
able to write a simple
letter that includes a
greeting, body, and
closing.
30. Literature Silk Road December/   • Reading of the text 1.RTC
(prose) 5 • introduction to the author 2.Short
• -Background & Setting Answer
• -identifying interesting words and Questions
phrases and using them in different contexts based on
• Identifying & appreciating the use of understand
Figurative Language ing
• Character Analysis 3.Extrapol
Discussion of the theme & Values ative
NCERT Text Book Questions
Reference Books based on
-Assignments Character
Extramarks-Educational software Analysis ,
 Theme &
values
31. Literature The Tail of December/ 1.RTC
(story) the Melon 4 • Background and setting 2.Short
City Answer
• Reading and comprehension Questions
• Pair activity based on
understand
• Identifying interesting words and ing
phrases and using them in different contexts 3.Extrapol
ative
Discussion of the theme & Values imbibed Questions
NCERT Text Book based on
-Reference Books Theme &
-Assignments values
Extramarks
-Educational software

Research on the literary laureate Vikram

Seth and relate the poem to one of his other
poems
32. Literature(p The December/ To facilitate making About the Author Short
rose) Browning 6 connections between • Introduction Answer
Version similar situations in 2. Reading Questions
Introduction different storylines/life 3. Characterisation based on
*Author experiences through 4. Role play understand
*Background the genre of drama. 5. Explanation ing
*Setting 6. Identifying new words & literary devices
Understanding the Extrapolat
*Explanation 7. Discussion on related social issues.
universal theme of ive
*Summary
teacher-student Questions
*Theme NCERT Text Book
relationship and the based on
-Reference Books
sanctity of it. Character
-Assignments
Analysis ,
Extramarks-Educational software
The learners will be Theme &
able to stimulate values
Role play
language development
and increase the Discussion on related social issues.

33. Literature(st Birth January/6 . To allow a problem About the Author Short
ory) Introduction solving: identifying the • Introduction Answer
*Author problem; considering 2. Reading Questions
*Background the options; weighing 3. Characterisation based on
*Setting the pros and cons of 4. Role play understand
*Explanation 5. Explanation
each option; reaching ing
*Summary 6. Identifying new words & literary devices
an empathetic decision Extrapolat
*Theme 7. Discussion on related social issues.
ive
To facilitate making Questions
NCERT Text Book
connections. based on
-Reference Books
Character
-Assignments
To help learners Analysis ,
Extramarks-Educational software
distinguish different Theme &
perspectives; analysing values
them; drawing Role play
conclusion/s Story writing on the theme ‘We should not lose
hope for positive result’

Revision

PITFALLS

SKILL COMMON CHALLENGES REMEDIATION

Comprehension Time management Read the questions first and then
the text. This way the learner
knows exactly what to look out
for and where to find them.

New word may look challenging Construct the meaning with the
help of the context.

More than one appropriate Go for the one that covers the
answer in multiple choice maximum points.
questions
 Writing Lack of ideas (article, letters)
Wrong format
Miss out the value points.
no mention of the issuing
authority.
exceed the word limit
Wrong indentation in note-
making
*Writing in sentences
*exceeding the word limit in
summary
Literature Weak language, practically every
line has to be explained
Difficulty in understanding
poems because of the figurative
language used such as idioms,
metaphors, similes, symbolism
and such
On the spot jotting of ideas
Organizing in paragraphs
Following CODER (Collect
ideas, organize them, draft, edit
your work, revise)
Rigorous practice
Create a character
Give her some characteristics
Put her in a particular setting
Create a problem in her life
Resolve
Give synopsis first and then try
to elicit simple answers
Use story telling as a technique
First as a class let the learners
enjoy the poetry
Paraphrase the poem into simple
English and the major issues and
theme to be discussed
Use of pictures is also a great
help
Move on to analysis and critical
appreciation
 SUBJECT-CHEMISTRY (043)

Overview Of Chemistry

Chemistry: The branch of science that deals with the composition and constitution of substances and the changes that they
undergo as a consequence of alterations in the constitution of their molecules.
 Chemistry is sometimes called “the central science,” because it bridges physics with other natural sciences,
such as geology and biology.
 Chemistry is the study of matter and its properties.
 Sub-domains of chemistry include: analytical chemistry, biochemistry, inorganic chemistry, organic chemistry,
physical chemistry, and biophysical chemistry.

General Learning Outcome

 Students will have a firm foundation in the fundamentals and application of current chemical and scientific theories
including those in Analytical, Inorganic, Organic and Physical Chemistries.
 Students will be able to design and carry out scientific experiments as well as accurately record and analyze the results of
such experiments.
 Students will be skilled in problem solving, critical thinking and analytical reasoning as applied to scientific problems.
 Students will be able to clearly communicate the results of scientific work in oral, written and electronic formats to both
scientists and the public at large.
 Students will be able to explore new areas of research in both chemistry and allied fields of science and technology.
 Students will appreciate the central role of chemistry in our society and use this as a basis for ethical behaviour in issues
facing chemists including an understanding of safe handling of chemicals, environmental issues and key issues facing our
society in energy, health and medicine.
 Students will be able to explain why chemistry is an integral activity for addressing social, economic, and environmental
problems.
 Students will be able to function as a member of an interdisciplinary problem solving team.
 
 Grade –XI Syllabus at Glance (2019-20)
Term 1 Unit I: Some Basic Concepts of Chemistry
Unit II: Structure of Atom
Unit III: Classification of Elements and Periodicity in Properties
Unit IV: Chemical Bonding and Molecular Structure
Unit V: States of Matter: Gases and Liquids
Unit VI: Chemical Thermodynamics
Unit IX: Hydrogen(till Hydrides)
Practicals Quantitative Estimation
1) (a) Preparation of standard solution of Oxalic acid.
(b)Determination of strength of a given solution of Sodium Hydroxide by titrating it against standard solution of Oxalic
acid.
2) (a)Preparation of standard solution of Sodium Carbonate.
(b)Determination of strength of a given solution of Hydrochloric acid by titrating it against standard Sodium Carbonate
solution
Qualitative Analysis
1) Determination of one anion and one cation in a given salt Cations- Pb2+, Cu2+, Al3+, Fe3+, Mn2+, Ni2+, Zn2+, Co2+,
Ca2+, Sr2+,Ba2+ , Mg2+ , [NH4] +
2)Anions – [CO3] 2- , S2- , [SO3] 2- , [SO4] 2- , [NO3] - , Cl- ,Br- , I- , [PO4] 3- , [C2O4] 2- , CH3COO- (Note: Insoluble
salts excluded)

Term 2 Unit I: Some Basic Concepts of Chemistry

Unit II: Structure of Atom
Unit III: Classification of Elements and Periodicity in Properties
Unit IV: Chemical Bonding and Molecular Structure
Unit V: States of Matter: Gases and Liquids
Unit VI: Chemical Thermodynamics
Unit VII: Equilibrium
Unit VIII: Redox Reactions
Unit IX: Hydrogen
Unit X:s -Block Elements
Unit XI: p -Block Elements
Unit XII: Organic Chemistry: Some basic Principles and Techniques
Unit XIII: Hydrocarbons
 Unit XIV:Environmental Chemistry
Practicals 1. Characterization and Purification of Chemical Substances
Determination of melting point of an organic compound.
Determination of boiling point of an organic compound.
Crystallization of impure sample of any one of the following: Copper Sulphate
2. Determination of pH of some solutions obtained from fruit juices, solution of known and varied concentrations of
acids,
bases and salts using pH paper or universal indicator.
• Comparing the pH of solutions of strong and weak acids of same concentration.
• Study the pH change in the titration of a strong base using universal indicator. (b) Study the pH change by common-ion
in case of weak acids and weak bases. D. Chemical Equilibrium One of the following experiments: a) Study the shift in
equilibrium between ferric ions and thiocyanate ions by increasing/decreasing the concentration of either of the ions. b)
Study the shift in equilibrium between [Co(H2O)6] 2+ and chloride ions by changing the concentration of either of the
ions.
S. TOPIC/ SUBTOPIC Month/ Learning Objectives Teaching Activities Pitfalls
N THEME No. of Strategy, Planned/
O. Periods Teaching Aids, Assessment/Art
Resources, Integration
websites

1. Basic Concept of  Atomic Mass April After studying this unit  Power point Practical:  Students learn
Chemistry and Molecular (12) students will be able to presentation prepration of laws of Chemical
Mass understand the role  Extra marks solution of given combination
 Concentration  White board Molarity and without
 of chemistry in
normality in lab in understanding the
s different spheres of  Marker
practical periods. statement.
 Dalton’s life and the  Assignments
(students will be  Students don’t use
Atomic characteristics of  Mcq test
performing sign conventions
Theory  three states of matter. experiments in
 Importance in numerical.
 Students will be able practical period in
and Scope of Lab.  Wrong
to classify different
Chemistry Art integration: understanding of
substances into
 Laws of Drawing reason behind real
elements,
Chemical flowcharts on life applications.
 mixtures and
Combination compounds. matter and its
 Mole and types, Chemistry
 Define SI base units and its branches.
Equivalent and list some
Weight commonly used
 Nature of prefixes. Assessment
Matter  Use of scientific 1. MCQ test
 Percentage notations and will be 2. Assignments
Composition able to differentiate 3. Numerical based
 Properties of between test
Matter and  precision and accuracy
Their along with significant
Measurement figures and their
 Stoichiometry  conversions.
and
 Students will be able
Stoichiometric
to understand various
Calculations
laws of chemical
 Uncertainty in
Measurement  combinations and
terms like atomic
 mass, average atomic
mass,
 molecular mass, mole
and molar masses.
 Students will be able
to calculate mass
percent, empirical
formulae
and other
stoichiometric
calculations like
molarity, molality
2. Structure of atom  Atomic May At the end of the Videos on Practical:  Wrong interpretation
Spectrum (13) lesson students will be quantum numbers, Characterization and of type of atomic
( Emission and able shells, orbitals and Purification of spectra
Absorption sub shells, Chemical  Students are not able
 Understand the nature
Spectra) Line Aufbau’s Substances to solve the
of electromagnetic
Spectrum of principle, Hund’s (a) Crystallization of
radiation, numerical of
Hydrogen rule and Pauli’s impure sample of any
photoelectric effect hydrogen line
 Bohr’s Model and atomic spectrum. exclusion one spectra.
for Hydrogen principle
 State the de Broglie’s of the following:  Students may get
Atom
relation and Alum, confused while
 Dual Behavior
Heisenberg’s Copper filling of electronic
of matter and
Heisenberg’s Uncertainty Sulphate, Benzoic configuration.
Uncertainty Principle. Acid.  Confusion between the
Principle  Define an atomic value of Rydberg
 Schrödinger’s orbital in terms of Diagrams: Fig constant during
Equation quantum numbers. 2.9, 2.13, 2.14, numerical problems
 Introduction of 2.15, 2.17.
 State Aufbau’s
orbitals and (NCERT part 1)
Principle, Pauli’s
quantum exclusion principle
numbers and Hund’s rule of
 Filling of maximum Art Integration:
Orbitals in multiplicity. Drawing structures of
atom - Pauli’s different orbitals.
 Write the electronic
Exclusion
Principle, configuration of
Aufbau’s atom.
 Principle,
Hund’s rule of
maximum
 multiplicity,
electronic
configurations
3 classification of  The s-block May(8) Students will be able to  Video on Diagrams: Fig 3.2,  Students are unable to
elements and Elements.  understand about trends in table learn the sequence of
periodicity in  The p-block periodic classification periodic 3.4, table 3.5, fig actinides and
properties Elements. of elements properties. 3.4, 3.5, lanthanides series.
 The d-block  Cherish with elements  Power point 3.6, 3.7.  Not clear about the
Elements of Mendeleev’s and presentation Art integration: terms like polar
(Transition Modern periodic table  Extra marks Students will learn covalent character.
Elements)  Classification of  White board the periodic table
 The f-block elements into different  Marker by making rhymes
Elements blocks Assignments and songs for
(Inner-  Know about Periodic Mcq test. learning different
transition Property of different families of
Elements) Electronegativity elements
Metals, Non-  Atomic radii
metals And Corrections in
Metalloids. Periodic table
4 Chemical bonding  KÖssel-Lewis July (12)  After studying this Videos on valence Art Integration:  Wrong arrow directions
approach Unit, Students will be bond theory and Drawing molecular during resonating
 octet rule and able to VSEPR theory orbital structures
limitations  understand Kössel- Diagram  Students are not able to
 Resonance Lewis approach to predict the structures
 types of bonds Assessment through VSEPR theory
chemical bonding;
1. MCQ test
 VSEPR theory  explain the octet rule  They are unable to
2. Assignments
 Valence bond and its show hybridization
3. Theory based
theory  limitations, draw Lewis test technique in proper
 Hybridization  structures of simple 4.Oral evaluation manner.
 Molecular molecules;  Not able to find the
orbital theory of  explain the formation correct bond order due to
homonuclear of different wrong filling of bonding
diatomic  types of bonds; and anti- bonding
Molecules molecular orbitals
 describe the VSEPR
theory and predict the
geometry of simple
molecules; explain the
valence bond
 approach for the
formation of covalent
 bonds;
 predict the directional
properties of covalent
bonds;
 explain the different
types of hybridization
involving s, p and
d orbitals and draw
shapes of simple
covalent molecules;
 describe the molecular
orbital theory of
homonuclear diatomic
molecules;
 explain the concept of
hydrogen bond.

5. States of matter  Intermolecular July After studying this unit Video on different 1.Revision of Students may get
forces (12) students will be able to gas laws practical  Wrong interpretation
 The gas laws  explain the existence 2. Discussion of of graphs of gas laws.
 Ideal gas of different states of different topics to  Find difficulty during
equation matter in terms of be used as numerical problems
 Dalton’s law of balance between investigatory  Not able to put Value
partial pressures projects. of correct gas constant
intermolecular forces
 Kinetic
and thermal energy of during unit change.
molecular theory Art Integration:
particles;  Write wrong
of gases Drawing graphs
 Behaviour of  explain the laws representation of real
of different gas
real gases: governing behaviour gas and liquefaction
laws and to
deviation from of ideal gases; of gas
explain critical
ideal gas  apply gas laws in temperature of  Not clear between the
behaviour various real life gases. higher and lower value
 Liquefaction of situations; of compressibility
gases  explain the behaviour constant
Assessment
 Liquid state 1. MCQ test
of real gases;
 2. Assignments
 describe the
conditions required for 3. pen paper theory
liquefaction of gases; based test
ealize that there is 4.Oral evaluation
 continuity in gaseous
and liquid state;
 differentiate between
gaseous state and
vapours;
 explain properties of
liquids in terms of
intermolecular
attractions
6 Thermodynamics  First Law: Heat, August After studying this Unit, Video on system Practical:  Students may not clear
Work, Internal (18) you will be able to and types of 1. Revision of about differences
Energy and  explain the terms : system. practical between isothermal
Enthalpy system and 2. Collection of and adiabatic process.
 The System and data regarding the  Confusion between
surroundings;
the Surroundings investigatory energy, internal energy
 discriminate between
 The Internal project. and Gibbs free energy
Energy as a close, open and  Unable to convert the
Assessment
State Function isolated systems; units of energy
1. MCQ test
 Enthalpy, H (a)  explain internal 2. Assignments  Unable to find Correct
A useful new energy, work and heat; 3. pen paper value from log table
state function  state first law of Numerical
 The relationship  thermodynamics and based test
between Cp and express it 4. .Oral
CV for an ideal mathematically; evaluation
gas
 calculate energy
 Measurement of
changes as work and
∆U and ∆H:
calorimetry heat contributions in
 Entropy chemical systems;
 Gibbs free  explain state
energy functions: U, H.
 correlate ∆U and ∆H;
 measure
experimentally ∆U
and ∆H;
 define standard states
for ∆H;
 calculate enthalpy
changes for various
types of reactions;
 state and apply Hess’s
 law of constant heat
summation;
 differentiate between
extensive and
intensive properties;
 define spontaneous
and nonspontaneous
processes;
 explain entropy as a
thermodynamic state
function and apply it
for spontaneity;
 explain Gibbs energy
change (∆G);
 establish relationship
between ∆G and
spontaneity, ∆G and
equilibrium constant
7 Hydrogen  Identify the August(5) After studying this Video to show Diagrams: Fig  Confusion
modes of unit, you will be able applications of 9.1, 9.3 (NCERT between structure
occurrence to present informed hydrogen. part 2) of Water and ice
 preparation of opinions on the Art integration:  Usually Students
dihydrogen position of hydrogen Making of ppt for do Cramming in
 hydrogen to in the periodic table; PJBL activity for ionic equations
form ionic,  identify the modes of same chapter. related to
molecular and occurrence and hydrogen
nonstoichiometri preparation of
c compounds dihydrogen on a small
 Hydrides of and commercial scale;
hydrogen describe isotopes of
 physical and hydrogen;
chemical
 explain how different
properties
elements combine
 difference
with hydrogen to form
between ‘hard’
ionic, molecular and
and ‘soft’ water
 electron- nonstoichiometric
deficient, compounds;
electron precise,  describe how an
electron-rich, understanding of its
hydrogen properties can lead to
 the production of
useful substances,and
new technologies;
 understand the
structure of water and
use the knowledge for
explaining physical
and chemical
properties;
 explain how
environmental water
quality depends on a
variety of dissolved
substances; difference
between ‘hard’ and
‘soft’ water and learn
about water softening;
 acquire the knowledge
about heavy water and
its importance;
 understand the
structure of hydrogen
peroxide, learn its
preparatory methods
and properties leading
to the manufacture of
useful chemicals and
cleaning of
environment;
 understand and use
certain terms e.g.,
electron-deficient,
electronprecise,
electron-rich,
hydrogen
HALF YEARLY EXAMINATION
8 Equilibrium  Equilibrium September-  To describe the Video on Determination  Students are unable to
in physical october difference between LeChatelier’s of pH of some solve some typical
and (18) “completion” for principle and pH solutions numerical.
chemical irreversible chemical obtained from  They may get confused
processes, reactions and for Diagrams: Fig fruit juices, between the types of
 dynamic reversible chemical 7.2, 7.4, 7.5, solution of equilibrium constant.
nature of reactions. 7.6, 7.7, 7.8 known and  Not clear about ionization
equilibrium,  To describe a system varied constant.
 law of mass at chemical concentration  Find difficulty while
action, s of acids, putting log value.
equilibrium.
equilibrium bases and  They may not able to
constant  To describe the
salts using pH explain the terms like
 factors “position” of
paper or common ion effect and
affecting equilibrium. buffer solutions.
universal
equilibrium  To describe the law of indicator. 
Le chemical equilibrium • Comparing
Chatelier’s (law of mass action). the pH of
principle,  To write an solutions of
ionic equilibrium constant strong and
equilibrium- expression for a weak acids of
ionization of
reversible reaction in same
acids and
bases, strong terms of reactant and concentration.
and weak product concentrations • Study the pH
electrolytes or partial pressures change in the
 degree of (gases). titration of a
ionization,  To calculate the value strong base
ionization of of the equilibrium using
poly basic universal
constant for a
acids, acid indicator. (b)
reversible chemical
strength, Study the pH
reaction given the
concept of change by
equilibrium common-ion
pH,
Henderson concentrations of all in case of
Equation, reactants and weak acids
hydrolysis of products. and weak
salts  To describe why the bases. D.
(elementary concentrations of the Chemical
idea), buffer reactants and products Equilibrium
solution, do not change when a One of the
solubility following
chemical reaction has
product, experiments:
common ion reached equilibrium.
 To describe chemical a) Study the
effect (with
equilibrium in terms shift in
illustrative
of the rates of the equilibrium
examples)
between ferric
forward and reverse
ions and
reactions.
  To describe what thiocyanate
information is ions by
provided by the value increasing/dec
of the equilibrium reasing the
constant for a concentration
chemical reaction. of either of
the ions. B)
 To calculate the value
Study the
of Kp given the value
shift in
of Kc (and vice versa).
equilibrium
 To calculate the value between
of the reaction [Co(H2O)6] 2+
quotient, Q, given the and chloride
concentrations or ions by
partial pressures changing the
(gases) of reactants concentration
and products at any of either of
moment in time the ions.
 To calculate the new • Project
equilibrium position Report: Final
attained when a Submission
change in Assessment
concentration of either 1. MCQ test
2. Assignments
a reactant or product is
3. pen paper
made to a system theory based
initially at test
equilibrium. 4. Oral
 To describe and use evaluation
the van’t Hoff
equation.
9 Redox reactions  Concepts of September After studying this  PowerPoint Practical:  Students get confused
Oxidation and October(7) unit students will be presentation. Qualitative between the electron
Reduction able to SMART board Analysis (a) transfer reactions.
 redox reactions  identify redox and/or white Determination  Find difficult during
in terms of reactions as a classof board to of one anion balancing of chemical
electron transfer reactions in which succinctly and one equation using ion electron
reactions oxidationand demonstrate cation in a method.
 oxidation reduction reactions balancing of given salt
number occur redox Cations and
 Types of redox simultaneously; reactions. Anions –
reactions  define the terms (Note:
  Balancing of oxidation,reduction,  Video on Insoluble salts
redox reactions oxidant ( oxidis ing electrochemical excluded)
by oxidation and agent) and reductant cell. (b) Detection
ion electron (reducing agent); of -Nitrogen,
method  explain mechani sm of Sulphur,
 Electrochemical redox Chlorine in
cell reactions by electron organic
transfer compounds
 independently identify Assessment
& balance redox 1. MCQ test
reactions using the 2. Assignments
half-reaction method 3. pen paper
for both acidic and theory based
basic solutions. test
4. Oral
evaluation
10 S block  Group 1 November After studying this Videos to Art  Students get confused in
elements: alkali (8) unit, Students will be show Integration: structures of chapter
metals able to compound s Drawing  Find difficulty to represent
 General  describe the general of sodium structures of the eudiometric chemical
characteristics of characteristics BeCl2 equations.
The compounds of the alkali metals and  Unable to draw the various
of the alkali their compounds; structures
Metals  explain the general
 Anomalous characteristics
properties of of the alkaline earth
lithium metals and
 Some important their compounds;
compounds of  Describe the
sodium manufacture,
 Biological properties and uses of
importance of industrially
Sodium and Important sodium and
potassium calcium compounds.
 Group 2 explains the atomic,
elements : physical and
alkaline chemical properties
Earth of alkaline earth
metals
 General
characteristics of  lists the uses of
compounds of alkaline earth metals
the alkaline like Be, Mg, Ca, Ba
 Earth metals and Ra
 Diagonal  explains the general
Relationship characteristics of the
between compounds of the
Beryllium and alkaline earth metals
Aluminium  recognizes the
anomalous properties
of Be and compares
the
properties of Be with
those other alkaline
earth metals
 explains the
preparation, properties
and uses of
compounds
of calcium like
calcium oxide,
calcium hydroxide,
calcium
carbonate, calcium
sulphate, and cement
 illustrates the
biological importance
of Mg and Ca
11 P block  General November After teaching this unit, Video to Art  Students get confused in
. Introduction to p (12) the Students. show Integration: structures of chapter
-Block Elements  explains the trends in structure of Drawing  Find difficulty to represent
 Group 13 atomic and physical Borax, structures of the eudiometric chemical
Elements: properties of group 13 silicones etc. borax, equations.
 Boron - physical elements silicones.  Unable to draw the various
and chemical  explains chemical structures.
properties, some properties of group 13
important elements
compounds  identifies anomalous
 Group 14 properties of Boron
Elements  describes structure and
 physical and properties of some
chemical important compounds
properties; uses of Boron
of some  explains uses of
important boron, aluminium and
compounds:
  Important their compounds
compounds of  explains trends in
Silicon and a atomic and physical
few uses: Silicon properties of group 14
Tetrachloride, elements
Silicones,  explains chemical
Silicates and properties of group 14
Zeolites, their elements
uses  identifies anomalous
behavior of carbon
 describes allotropic
forms of carbon
 describes structure and
properties of some
important
 compounds of carbon
and silicon
 explain the uses of
carbon
12 Organic Chemistry -  General December Students will be able Videos to Art  Wrong interpretation of
Some Basic Principles introduction, (18) to show types of Integration: rules to write IUPAC
and Techniques methods of  recognizes reason for fission, Drawing name.
purification, the tetra valency of reaction flowcharts on  Students find difficulty
qualitative and carbon atom. intermediates organic during writing of IUPAC
quantitative  identifies shapes of compounds name of organic
analysis, organic molecules on and types of compounds.
classification the basis of sigma isomerism  Students get confused
and IUPAC bond , doble bond and between the new terms
nomenclature of triple bond. like hyperconjugation,
organic  writes the structure of Assessment Electromeric effect,
compounds. organic molecules in 1. IUPAC name types of fission etc.
 Electronic various ways. based board  Not able to write the
displacements in  Classifies the organic test complete performa of
a covalent bond: compounds on the 2. Assignments Qualitative analysis of
inductive effect, basis of its structure. 3. pen paper cations and anions during
electromeric  Names the compound theory based test practicals.
effect, resonance 4.Oral
according to IUPAC
and hyper system of evaluation
conjugation.
nomenclature and also
 Homolytic and derives the structures
heterolytic from the given name.
fission of a
 Identifies the concepts
 covalent bond: of organic reaction
free radicals, mechanism.
carbocations,  Explains the influence
carbanions, of electronic
electrophiles and displacements on
nucleophiles, structure and
types of organic reactivity of organic
reactions. compounds.
 Recognizes the type of
organic reactions on
the basis of reaction
mechanism.
 Describes the
techniques of
purification of organic
compounds.
 Writes the chemical
reactions involved in
the qualitative analysis
of organic
compounds.
 Explains the principals
involved in qualitative
analysis of organic
compounds.
 Explains the principles
involved in
quantitative analysis
of organic
compounds.
13 Hydrocarbons  Classification of January Students will be able to:  Video to show Art  Students may not able to
Hydrocarbons (17)  Names hydrocarbons stereoisomerism Integration: learn the rules for IUPAC
Aliphatic according to IUPAC in alkanes. Drawing nomenclature of
Hydrocarbons: system of  Video to show different hydrocarbon compounds
 Alkanes - nomenclature. structure of resonating  Wrong interpretation of
Nomenclature,  Recognizes and writes benzene. structures of rules to write IUPAC
isomerism, structures of isomers benzene. name.
conformation of alkanes, alkenes, 2. structures  students are not able to do
(ethane only), alkynes and aromatic of the nomenclature of long
physical hydrocarbons. stereoisomers chain or branched chain
properties,  Identifies alkenes of ethane. hydrocarbons.
chemical showing geometrical  Not able to draw the
 reactions isomerism structures of isomerism
including free  Describe s various Assessment  Are not able to recognize
radical methods of 1. Assignments the various configurations
mechanism of preparation of 2. pen paper of aromatic and aliphatic
halogenation, hydrocarbons. theory based compounds.
combustion and  Distinguishes between test
pyrolysis. alkanes, alkenes , 3. Oral
 Alkenes - alkynes and aromatic evaluation
Nomenclature, hydrocarbonon the
structure of basis of physical
double bond properties.
(ethene),  Examines the
geometrical chemical properties of
isomerism, alkanes, alkenes ,
physical alkynes and aromatic
properties, hydrocarbons.
methods of  Sketches and
preparation, differentiates between
chemical various conformations
reactions: of ethane and their
addition of difference in
hydrogen, enenergy..
halogen, water,
 predicts the formation
hydrogen halides
of the addition
(Markownikov's
products of
addition and
peroxide effect),  Unsymmetrical
ozonolysis, alkenes and alkynes
oxidation, on the basis of
mechanism of electrophilic addition
electrophilic mechanism.
addition.  predicts the formation
 Alkynes - of addition products of
Nomenclature, unsymmetrical
structure of alkenes with HBr free
triple bond radical addition
(ethyne), mechanism.
physical  appreciates the role of
properties, hydrocarbons as
methods of source of energy and
preparation,  for other industrial
chemical applications.
reactions: acidic  describes the structure
 character of of benzene, explains
alkynes, addition aromaticity and
reaction of - mechanism of
hydrogen, electrophilic
halogens, substitution reactions
hydrogen halides of benzene.
and water.  Predicts the directive
Aromatic influence of
Hydrocarbons: substituent in mono
Introduction, substituted benzene
IUPAC ring.
nomenclature,  Appreciates the
benzene: adverse effect of
resonance, carcinogenicity and
aromaticity, toxicity. Organises the
chemical awareness campaigns
properties: by the students.
mechanism of
electrophilic
substitution.
Nitration,
sulphonation,
halogenation,
Friedel Craft's
alkylation and
acylation,
directive
influence of
functional group
in
monosubstituted
benzene.
Carcinogenicity
and toxicity
14 Environmental  Environmental January Students will be able to:  PPT on Art Integration:  Students are not able to
Chemistry pollution - air, (5)  Identifies the meaning environmental Making PPT on write free radical reaction
water and soil of environmental Chemistry. the different mechanism for various
pollution, chemistry. topics of reactions occurring in
 chemical  defines atmospheric Chapter environment.
reactions in pollution, lists reasons
atmosphere, for global warming Assessment
smog, and Green house effect 1. Assignments
 major and acid rain. 2.Oral evaluation
 atmospheric  Identifies causes for
pollutants, acid ozone layer depletion Project: Final
rain, ozone and and its effects. submission
its reactions  explains reasons for
effects of water pollution and
depletion of identifies international
ozone layer,  Standards for drinking
 greenhouse water.
effect and global  Describes causes of
warming- soil pollution.
pollution due to
 Suggests and adopts
industrial
strategies for control of
wastes,
environmental
 green chemistry pollution.
as an alternative
 Appraises the
tool for reducing
importance of Green
pollution,
Chemistry in day-to-
 Strategies for day life.
control of
environmental
pollution.

S.N TOPIC SUBTOPIC
O OF PERIODS
1. Chapter-1: The What is living? Biodiversity;
Living World Need for classification; three
domains of life; taxonomy and
systematics; concept of species
and taxonomical hierarchy;
binomial nomenclature; tools
for study of taxonomy-
museums, zoological parks,
herbaria, botanical gardens.
2. Chapter-2: Five kingdom classification;
Biological Salient features and
Classification classification of Monera,
Protista and Fungi into major
groups: Lichens, Viruses and
Viroids.
3. Chapter-3: Plant Salient features and
Kingdom classification of plants into
major groups – Algae,
Bryophyta, Pteridophyta,
Gymnospermae and
Angiospermae (three to five
salient and distinguishing
features and at least two
examples of each category);
Angiosperms – classification
upto class, characteristic
features and examples.
4. Chapter-4: Salient features and
Animal classification of animals non
Kingdom chordates up to phyla level and
SUBJECT-BIOLOGY
MONTH/NO LEARNING OBJECTIVES
March The students will be able to:
(5) 1) Explain the characteristic of  Extra mark module
living organisms.
2) Discuss biodiversity and
rules of nomenclature
3) Explain classification of
living organisms
March- April The students will be able to:
(10) 1) Explain the criteria for
classification
2) Classify hierarchy in
taxonomical
classification
3) List out the
characteristics of the two
kingdom system of
classification
4) Enlist the features of the
five kingdom system of
classification
5) Discuss virus and lichens
August (6) The students will be able to:
1) Classify plant kingdom
2) Explain bryophyte and
their life-cycle
3) Differentiate sporophytes
from gametophytes
4) Recall pteridophytes and
their life-cycle
5) Discuss gymnosperms
6) Illustrate the life cycle of
an angiosperm
August (10) The students will be able to:
1) Discuss animal diversity
2) List the general
TEACHING STRATEGY, ACTIVITIES PLANNED/
TEACHING AID, ASSESSMENT/ ART
RESOURCES, WEBSITES INTEGRATION
 Use of smart board. 1. Worksheets are given
to the students.
2. Class test is taken on
regular basis.
3. Periodic test
 Use of smart board. 1. Worksheets are
 Extra mark module given to the students.
 Videos are shown to 2. Class test is taken on
explain the content. regular basis.
 Quiz is conducted in the 3. Periodic test
class. 4. Visualizing
 Experiments are permanent slides,
conducted to give hands preparation of slide.
on experience.
 Use of smart board. 1. Worksheets are given
 Extra mark module to the students.
 Videos are shown to 2. Class test is taken on
explain the content. regular basis.
 Quiz is conducted in the 3. Students prepared
class. herbarium files.
 Experiments are
conducted to give hands
on experience.
 Use of smart board. 1. Worksheets are given
 Extra mark module to the students.
 Videos are shown to 2. Class test is taken on
 chordates up to class level characteristics of animals explain the content. regular basis.
based on grades of  Quiz is conducted in the 3. They prepared charts
organisation, types of class. to study the
symmetry  Experiments are classification
3) Recognise the need for conducted to give hands
animal classification on experience.
4) Recall the characteristic
features and examples of
each phylum
5) Highlight the economic
importance of each phylum
5. Chapter-5: Morphology and modifications: April (12) The students will be able to:  Use of smart board. 1. Worksheets are given
Morphology of Tissues 1) Classify types of roots  Extra mark module to the students.
Flowering 2) Explain the characteristics  Videos are shown to 2. Class test is taken on
Plants of stem explain the content. regular basis.
3) Describe modifications of  Quiz is conducted in the
roots and stems class.
4) Categorize leaves based on  Experiments are
their on their venation, conducted to give hands
phyllotaxy and on experience.
arrangement
5) Discuss the types of
inflorescence with
examples
6) Classify flowers
7) Describe parts of a flower
and their modification
8) Give an outline
classification of fruits and
explain them with
examples
9) Explain parts of a seed
10) List out the characteristic
features, economic
importance of Fabaceae,
Solanaceae, Liliaceae
6. Chapter-6: Anatomy and functions of April- May The students will be able to:  Use of smart board. 1. Worksheets are given
Anatomy of different parts of flowering (10) 1) Explain meristematic  Extra mark module to the students.
Flowering plants: root, stem, leaf, tissues  Videos are shown to 2. Class test is taken on
Plants inflorescence, flower, fruit and 2) Discuss complex tissues explain the content. regular basis.
seed 3) Understand epidermal  Quiz is conducted in the 3. Periodic test.
tissue system class. 4. Use of microscope,
4) Explain the structure of  Experiments are preparation of slide.

7. Chapter-7: Animal tissues: Morphology,
Structural anatomy and functions of
Organisation in different systems (digestive,
Animals circulatory, respiratory, nervous
and reproductive) of an insect
(cockroach)
8. Chapter-8: Cell- Cell theory and cell as the basic
The Unit of Life unit of life: Structure of
prokaryotic and eukaryotic
cells; Plant cell and animal cell;
Cell envelope, cell membrane,
cell wall; Cell organelles -
structure and function;
endomembrane system,
endoplasmic reticulum, Golgi
bodies, lysosomes, vacuoles;
mitochondria, ribosomes,
plastids, microbodies;
cytoskeleton, cilia, flagella,
centrioles (ultrastructure and
function); nucleus, nuclear
membrane, chromatin,
stomata and process of conducted to give hands
stomatal opening and on experience.
closure
5) Compare the anatomy of
dicot and monocot stem
and root
6) Discuss anatomical
differences between
monocot and dicot leaves
7) Compare annual and
growth rings
The students will be able to:  Use of smart board. 1. Worksheets are given
1) Explain morphology and  Extra mark module to the students.
body systems in  Videos are shown to 2. Class test is taken on
earthworms explain the content. regular basis.
2) Discuss the economic  Quiz is conducted in the 3. Periodic test
importance of earthworm class.
3) Compare aestivation and  Experiments are
hibernation conducted to give hands
4) Explain morphology and on experience.
body systems in cockroach
5) Highlight economic
importance of cockroach
6) Explain morphology and
body systems of frog
7) Express the economic
importance of frogs
September- The students will be able to:  Use of smart board. 1. Worksheets are given
October (4) 1. Recall cell structure  Extra mark module to the students.
2. Craw the structure of a cell  Videos are shown to 2. Class test is taken on
3. Compare unicellular and explain the content. regular basis.
multi-cellular organisms  Quiz is conducted in the 3. Periodic test
4. Discuss “cell as the basic class.
unit of life”  Experiments are
5. Explain cell theory conducted to give hands
6. List out the significance of on experience.
cell theory
7. Describe cell organelles
with diagrams
8. Tabulate cell organelles
with their functions
 nucleolus.
9. Chapter-9: Chemical constituents of living
Biomolecules cells: biomolecules, structure
and function of proteins,
carbodydrates, lipids, nucleic
acids, enzymes, types,
properties, enzyme action.
10. Chapter-10: Cell Cell cycle, mitosis, meiosis and
Cycle and Cell their significance.
Division
11. Chapter-11: Transport in plants; Movement of
Transport in water, gases and nutrients; cell to November (6)
Plants cell transport, Diffusion,
facilitated diffusion, active
transport; plant-water relations,
The students will be able to:
Imbibition, water potential,
osmosis, plasmolysis; long
distance transport of water -
Absorption, apoplast, symplast,
transpiration pull, root pressure
October (6) The students will be able to:
1. List out some inorganic
substances and mineral
elements of a cell
2. Explain the structure,
functions and types of
carbohydrates
3. Discuss the properties of
lipids
4. Compare the primary,
secondary and tertiary
structure of protein
5. List out the types and
functions of proteins
6. Recall DNA structure and
function
7. Discuss types and
functions of RNA
8. Describe properties of
enzymes
9. Differentiate water-soluble
from fat-soluble vitamins
October (6) The students will be able to:
1. Explain the terms ‘cell
division’ and ‘cell cycle’
2. Describe the various stages
in mitosis and meiosis
3. List out the significance of
mitosis and meiosis
4. Differentiate between
mitosis and meiosis
October- The students will be able to:
1. Determine water potential
of a plant cell
2. Analyze the various facts
influencing the absorption
and movement of water
across the cell
3. Explain the theory of
translocation
4. Describe the mechanism
and regulation of stomatal
 Use of smart board. 1. Worksheets are given
 Extra mark module to the students.
 Videos are shown to 2. Class test is taken on
explain the content. regular basis.
 Quiz is conducted in the 3. Periodic test
class.
 Experiments are
conducted to give hands
on experience.
 Use of smart board. 1. Worksheets are given
 Extra mark module to the students.
 Videos are shown to 2. Class test is taken on
explain the content. regular basis.
 Quiz is conducted in the 3. Periodic test
class.
 Experiments are
conducted to give hands
on experience.
 Use of smart board. 1. Worksheets are given
 Extra mark module to the students.
 Videos are shown to 2. Class test is taken on
explain the content. regular basis.
 Quiz is conducted in the 3. Periodic test
class.
 Experiments are
conducted to give hands
on experience.
 and guttation; transpiration,
opening and closing of stomata;
Uptake and translocation of
mineral nutrients - Transport of
food, phloem transport, mass
flow hypothesis; diffusion of
gases.
12. Chapter-12: Essential minerals, macro- and
Mineral micronutrients and their role;
Nutrition deficiency symptoms; mineral
toxicity; elementary idea of
hydroponics as a method to
study mineral nutrition;
nitrogen metabolism, nitrogen
cycle, biological nitrogen
fixation.
13. Chapter-13: Photosynthesis as a mean of
Photosynthesis autotrophic nutrition; site of
in Higher Plants photosynthesis, pigments
involved in photosynthesis
(elementary idea);
photochemical and biosynthetic
phases of photosynthesis; cyclic
and non cyclic
photophosphorylation;
chemiosmotic hypothesis;
photorespiration; C3 and C4
pathways; factors affecting
photosynthesis.
opening and closing
5. Recall the factors effecting
stomatal movement
November (7) The students will be able to:  Use of smart board. 1. Worksheets are given
1. Define essential mineral  Extra mark module to the students.
elements  Videos are shown to 2. Class test is taken on
2. Compare micro and macro- explain the content. regular basis.
elements- their role and  Quiz is conducted in the 3. Periodic test
deficiency symptoms in class.
plants  Experiments are
3. Discuss the mechanism of conducted to give hands
absorption of elements on experience.
4. Describe nitrogen
metabolism in relation to
plants
5. Define the various modes
of plant nutrition
6. Analyse the method of
translocation of solutes and
water through the
conducting tissues.
November (7) The students will be able to:  Use of smart board. 1. Worksheets are given
1. Illustrate with a diagram  Extra mark module to the students.
the ultra structure of  Videos are shown to 2. Class test is taken on
chloroplast explain the content. regular basis.
2. Recognize the role of  Quiz is conducted in the 3. Periodic test
photosynthetic pigments in class.
photosynthesis  Experiments are
3. Explain the mechanism of conducted to give hands
photosynthesis- light on experience.
reaction and dark reaction
4. Recall the steps involved in
the C4 pathway
5. Tabulate the differences
between C3 and C4 plants
6. List the factors that affect
rate of photosynthesis
7. Analyse the process of
Crassulacean Acid

14. Chapter-14: Exchange of gases; cellular
Respiration in respiration - glycolysis,
Plants fermentation (anaerobic), TCA
cycle and electron transport
system (aerobic); energy
relations - number of ATP
molecules generated;
amphibolic pathways;
respiratory quotient.
15. Chapter-15: Seed germination; phases of
Plant – Growth plant growth and plant growth
and rate; conditions of growth;
Development differentiation, dedifferentiation
and redifferentiation; sequence
of developmental processes in a
plant cell; growth regulators –
auxin, gibberellins, cytokinin,
ethylene, ABA; seed dormancy;
vernalisation; photoperiodism.
16. Chapter-16: Alimentary canal and digestive
Digestion and glands, role of digestive
Absorption enzymes and gastrointestinal
hormones; Peristalsis, digestion,
absorption and assimilation of
proteins, carbohydrates and fats;
calorific values of proteins,
carbohydrates and fats;
Metabolism in succulent
plants
November (6) The students will be able to:
1. Define the term respiration
2. Recall the types of
respiration
3. Describe the mechanism of
respiration including
glycolysis, oxidation of
pyruvic acid, citric acid
cycle and electron transport
system
4. Discuss fermentation or
anaerobic respiration
5. Calculate the respiratory
quotient of various
respiratory substrates
December (5) The students will be able to:
1. Restate the conditions
necessary for seed
germination
2. Explain the characteristics
of growth and development
3. Demonstrate plant growth
with the help of a lever
auxanometer
4. Explain the more of action
of phytohormones
5. Discuss the various aspects
in regulation of plant
development
6. Express senescence and
photoperiodism
7. Explain the various tropic
movements in plants
July (6) The students will be able to:
1. Draw the alimentary canal
in humans
2. Explain the process of
digestion
3. Describe digestion in the
mouth, stomach and small
intestine
 Use of smart board. 1. Worksheets are given
 Extra mark module to the students.
 Videos are shown to 2. Class test is taken on
explain the content. regular basis.
 Quiz is conducted in the 3. Periodic test
class.
 Experiments are
conducted to give hands
on experience.
 Use of smart board. 1. Worksheets are given
 Extra mark module to the students.
 Videos are shown to 2. Class test is taken on
explain the content. regular basis.
 Quiz is conducted in the 3. Periodic test
class.
 Experiments are
conducted to give hands
on experience.
 Use of smart board. 1. Worksheets are given
 Extra mark module to the students.
 Videos are shown to 2. Class test is taken on
explain the content. regular basis.
 Quiz is conducted in the 3. Students were given
class. the particular topics
 Experiments are which they had to
conducted to give hands teach in the class
 egestion; nutritional and
digestive disorders – PEM,
indigestion, constipation,
vomiting, jaundice, diarrhoea.
17. Chapter-17: Respiratory organs in animals
Breathing and (recall only); Respiratory
Exchange of system in humans; mechanism
Gases of breathing and its regulation
in humans – exchange of gases,
transport of gases and
regulation of respiration,
respiratory volume; disorders
related to respiration – asthma,
emphysema, occupational
respiratory disorders.
18. Chapter-18: Composition of blood, blood
Body Fluids and groups, coagulation of blood;
Circulation composition of lymph and its
function; human circulatory
system – Structure of human
heart and blood vessels; cardiac
cycle, cardiac output, ECG;
double circulation; regulation of
cardiac activity; disorders of
circulatory system –
hypertension, coronary artery
disease, angina pectoris, heart
failure.
4. Recall absorption and on experience. through presentation.
assimilation of digested
products
5. Explain the process of
egestion
6. Explain the process of
neural and hormonal
regulation of digestive
juices
7. Describe metabolism of the
major food stuffs and their
nutritive value
8. Recall nutritional
deficiencies and disorders
July (4-5) The students will be able to:  Use of smart board. 1. Worksheets are given
1. Recall the structure of  Extra mark module to the students.
respiratory system in  Videos are shown to 2. Class test is taken on
humans explain the content. regular basis.
2. Describe the mechanism of  Quiz is conducted in the 3. Students were given
respiration in man class. the particular topics
3. Describe gaseous exchange  Experiments are which they had to
and transport in terrestrial conducted to give hands teach in the class
animals on experience. through presentation.
4. Discuss common
respiratory disorders
July (8) The students will be able to:  Use of smart board. 1. Worksheets are given
1. List the types of  Extra mark module to the students.
components in blood and  Videos are shown to 2. Class test is taken on
their functions explain the content. regular basis.
2. Discuss the types of blood  Quiz is conducted in the 3. Students were shown
groups in man class. videos to understand
3. Recall the functions of  Experiments are different concepts.
blood conducted to give hands
4. Describe the structure of on experience.
the human heart
5. Illustrate the internal
structure of arteries and
veins with diagrams
6. Explain the lymphatic
system
7. Describe diseases due to
disorders of the circulatory
system
19. Chapter-19: Modes of excretion –
Excretory ammonotelism, ureotelism,
Products and uricotelism; human excretory
Their system – structure and function;
Elimination urine formation,
osmoregulation; regulation of
kidney function – rennin –
angiotensin, atrial natriuretic
factor, ADH and diabetes
insipidus; role of other organs
in excretion; disorders –
uraemia, renal failure, renal
calculi, nephritis; dialysis and
artificial kidney.
20. Chapter-20: Types of movement – ciliary,
Locomotion and flagellar, muscular; skeletal
Movement muscle-contractile proteins and
muscle contraction; skeletal
system and its functions; joints;
disorders of muscular and
skeletal system – myasthenia
gravis, tetany, muscular
dystrophy, arthritis,
osteoporosis, gout.
21. Chapter-21: Neuron and nerves; Nervous
Neural Control system in humans – central
and nervous system; peripheral
Coordination nervous system and visceral
nervous system; generation and
conduction of nerve impulse;
reflex action; sensory
perception; sense organs;
elementary structure and
functions of eye and ear.
22. Chapter-22: Endocrine glands and
Chemical hormones; human endocrine
Coordination system – hypothalamus,
and Integration pituitary, pineal, thyroid,
parathyroid, adrenal, pancreas,
gonads; mechanism of hormone
action (elementary Idea); role of
August (4)  Use of smart board.
 Extra mark module
 Videos are shown to explain
the content.
 Quiz is conducted in the class.
 Experiments are conducted to
give hands on experience.
August (6) The students will be able to:
1. Explain the types of
movements
2. Describe the structure and
function of skeletal system
in man
3. Discuss the types of
muscles and functions of
muscular system in man
December (5) The students will be able to:
1. Explain neuron as the
structural and functional
unit of the nervous system
2. Illustrate conduction of
nerve impulse with a
diagram
3. Describe nervous system in
humans
4. Describe neural
coordination and
physiology of reflex action
December (5) The students will be able to:
1. Discuss the concept of
hormones
2. Explain the location of
various glands present in
human body
3. Describe the secretion of
 Use of smart board. 1. Worksheets are given
 Extra mark module to the students.
 Videos are shown to 2. Class test is taken on
explain the content. regular basis.
 Quiz is conducted in the 3. Periodic test
class.
 Experiments are
conducted to give hands
on experience.
 Use of smart board. 1. Worksheets are given
 Extra mark module to the students.
 Videos are shown to 2. Class test is taken on
explain the content. regular basis.
 Quiz is conducted in the
class.
 Experiments are
conducted to give hands
on experience.
 Use of smart board. 1. Worksheets are given
 Extra mark module to the students.
 Videos are shown to 2. Class test is taken on
explain the content. regular basis.
 Quiz is conducted in the
class.
 Experiments are
conducted to give hands
on experience.
 Use of smart board. 1. Worksheets are given
 Extra mark module to the students.
 Videos are shown to 2. Class test is taken on
explain the content. regular basis.
 Quiz is conducted in the 3. Periodic test
class.
 Experiments are
hormones as messengers and various endocrine glands conducted to give hands
regulators, hypo – and on experience.
hyperactivity and related
disorders; dwarfism,
acromegaly, cretinism, goiter,
exophthalmic goiter, diabetes,
Addision’s disease.
 ACP-MATHEMATICS

Overview
Mathematics by virtue of its boundless practical applications and tasteful bid of its methods and results has long held a
prominent place in human life. From the quick arithmetic that we do in our everyday lives to the onerous calculations of science
and technology. Mathematics shapes and effects about every item around us.
There is an adage about Mathematics: ―Mathematics is the Queen of all Sciences. This adage exemplifies the significance,
scope and importance of Mathematics in the realm of sciences. Being a Queen‘, as a subject, Mathematics deserves to be adored
and admired by all. But unfortunately, this subject is perceived by the students as a most difficult subject. Not only in India, but
across the globe, learning of the subject creates trepidation.

General Learning Outcome

The broad objectives of teaching Mathematics at senior school stage intend to help the students:
 to acquire knowledge and critical understanding, particularly by way of motivation and visualization, of basic concepts,
terms, principles, symbols and mastery of underlying processes and skills.
 to feel the flow of reasons while proving a result or solving a problem.
 to apply the knowledge and skills acquired to solve problems and wherever possible, by more than one method.
 to develop positive attitude to think, analyze and articulate logically.
 to develop interest in the subject by participating in related competitions.
 to acquaint students with different aspects of Mathematics used in daily life.
 to develop an interest in students to study Mathematics as a discipline.
 to develop awareness of the need for national integration, protection of environment, observance of small family norms,
removal of social barriers, elimination of gender biases.
 to develop reverence and respect towards great Mathematicians for their contributions to the field of Mathematics.
Grade –IX Syllabus at Glance (2019-20)
Term 1 Chapter 1- Sets
Chapter 2- Relations and Functions
Chapter 3- Trigonometric Functions
Chapter 4- Principle of Mathematical Induction
Chapter 5- Complex Numbers and Quadratic Equations
Chapter 6- Linear Inequalities
Chapter 7- Permutations and Combinations
Chapter 8- Binomial Theorem
Term 2 Chapter 9- Sequence and Series
Chapter 10- Straight Lines
Chapter 11- Conic Sections
Chapter 12- Introduction to Three Dimensional Geometry
Chapter 13- Limits and Derivatives
Chapter 14- Mathematical Reasoning
Chapter 15- Statistics
Chapter 16- Probability

S.NO TOPIC/ SUBTOPIC Month/ Learning Objectives Teaching Activities Pitfalls

. THEME No. of Strategy, Planned/
Periods Teaching Aids, Assessment
Resources,
websites
1. Sets  Sets and their April Students should be able to: 1. Smart board  To verify  Confusion in
representations. (10)  Identify set, object and 2. Extra marks distributive using belongs
 Empty set. roster notation. module law for three to and subset
 Finite and  Determine if a given set is 3.Maths activity given non-  Students use
Infinite sets. finite or infinite. 4.Videos empty sets A, small letters to
 Equal sets. B and C, that
 Determine if two are more denote set
 Subsets. is, A∪(B∪C)
sets are equal by examining  Usage of
 Subsets of a set = (A∪B)∩(A
their elements. www. wrong formula
of real numbers
 How to represent a set mathxtc.com ∪C) AU(B∩C) =
especially
intervals (with diagrammatically by using (AUB)∩C
notations). Venn diagram Art Integration-  While solving
Explanation of
  Power set.  Verification of laws by operation on sets practical
 Universal set. using Venn diagram. using problems on
 Venn Diagrams  Finding sub sets of a given demonstration and sets, students
 Union and set. act. neglect n(AB)
Intersection of  Understanding universal and in Venn
sets. diagram
set, complement set.
 Difference of representation
sets.  Intersection, union and
difference of two sets. too.
 Complement of
a set. Properties  Using laws solving
of Complement. problems.
 Solving problems on
cardinality of sets.

2. Relations  Ordered pairs. April The students should be able 1. Smart board  To identify a  confusion in
and  Cartesian (10) to 2. Extra marks relation and a the range and
Functions product of sets.  Define Cartesian product of module function. the co-domain.
 Number of sets 3.Maths activity  To distinguish  Confusion
elements in the  Define a relation. 4.Videos between a
Cartesian between the
 Distinguish between Relation and a relation and the
 Product of two http//www.taossch
different types of relations. Function function.
finite Sets
 Define a function and a real ools.org
 Cartesian
product of the valued function.
set of reals with  Differentiate between a Art integration-
itself (upto R x relation and a function. Explanation of
R x R).  Distinguish between concept of domain
 Definition of different types of functions. and range using
relation,  Identify Domain, Co- visual art.
pictorial
Domain and range of
diagrams,
domain, co-
various relations.
domain and
range of a
relation.
 Function as a
special type of
relation.
 Pictorial
representation
of a function,
domain, co-
 domain and
range of a
function.
 Real valued
functions,
domain and
range of these
functions,
constant,
identity,
polynomial,
rational,
modulus,
signum,
exponential,
logarithmic and
greatest integer
functions, with
their graphs.
 Sum,difference,
product and
quotients of
functions.
3. Trigonom  Positive and July Students should be able to: 1. Smart board  To prepare a  Sin(A+B)=sin
etric negative (15) 1. Angles: 2. Extra marks model to A +SinB
Functions angles.  Measure angles in degrees module illustrate the  Student write
 Measuring and radians and convert 3.Maths activity values of Sin2 A=sin A2
angles in from one system to the 4.Videos sine function  Cosx+cosy=
radians and in other. www.powershow. and cosine x+ y
degrees and  Tell the exact radian and com function for 2cos( ¿ co
2
conversion degree measures of the different x− y
from one special angles. Art Integration- angles which s( ) In
2
measure to  Use the formulas for the Explanation of are multiples RHS, the
another. length of a circular arc and graphs using π coefficient
Dance. of and π.
 Definition of the area of a circular 2 should not be
trigonometric sector.  To plot the cancelled
functions with  Solve applied problems graphs of sin with 2 of the
the help of involving angles, arc x, sin 2x, 2 angle.
unit circle. length, area of sector, sin x and sin
 Truth of the angular and linear speeds x
2
.
identity sin2x 2. Trigonometric circle
 + cos2x = 1,  State the definitions of
for all x. sine and cosine of any
 Signs of angle on the unit circle .
trigonometric  Give the values of sine
functions. and cosine at the special
 Domain and angles on the unit circle.
range of  Define tangent, cotangent,
trigonometric secant, and cosecant in
functions and terms of sine and cosine.
their graphs.  State the domains of the
 Expressing sin trigonometric functions.
(x±y) and cos  Determine which
(x±y) in terms quadrants have positive
of sinx, siny, and negative trigonometric
cosx & cosy values
and their  State and use the
simple fundamental identities
applications. relating the trigonometric
 Deducing functions.
identities like  State and use the
the following: definition of periodic
 Identities functions.
related to  Graph sine and cosine
sin2x, cos2x, functions using amplitude,
tan2 x, sin3x, period, and phase shifts.
cos3x and  Graph tangent, cotangent,
tan3x. secant, and cosecant
 General functions
solution of  State for the trigonometric
trigonometric functions their domain,
equations of range, period, symmetries,
the type sin y (Vertical) asymptotes, x-
= sin a, cos y intercepts, y-intercept, and
= cos a and tan whether the function is
y = tan a. even or odd.
3. Analytical trigonometry
 State and use various
trigonometric identities:
addition, difference,
 multiple angles, sub-
multiple angles, product-
to-sum, sum-to-product,
etc.
 Verify trigonometric
identities and find
counterexamples to false
identities.
 Solve trigonometric
equations.

4. Principle  Process of the May (6) The students should be able 1. Smart board  Solving  Not defining
of proof by to 2. Extra marks questions of P(n)
Mathemat induction  Define the statement of module different level  Not testing for
ical  motivating the PRINCIPLE OF 3.Maths activity that enhance P(1)
Induction application of MATHEMATICAL 4.Videos students  Errors in
the method by INDUCTION understanding simplifying
looking at  Define the statement P(n). www.xpowerpoint. . P(k+1) in the
natural  Prove that P(1) is true for com process of
numbers as the all n ∈ N. using P(k)
least inductive  Prove that P(k+1) is true
subset of real whenever P(k) is true.
numbers.  Conclude that P(n) is true
 The principle for all n ∈N.
of  Applies the principle of
mathematical PMI to various problems.
induction and  Understand the meaning
simple of Principle of
applications. Mathematical Induction.
 Understand clearly each
steps involved in different
type of induction.
 Know how to use
induction in daily lives.

5. Complex  Need for July (8) The students should be able 1. Smart board  To interpret  In z=a+ib,
Numbers complex to 2. Extra marks geometrically Im(z)=ib
and numbers,  Define a complex number module the meaning whereas Im(z)
Quadratic especially√−1, as z = a + ib 3.Maths activity of i = √ −1. =b
 Equations  Algebraic  Represent a complex 4.Videos  Students write
properties of number geometrically on √−x = - √ x
complex an Argand plane. www.authorstrea which is
numbers.  Verify the properties of m.com wrong.
 Argand plane addition, subtraction,  Students write
and polar multiplication, division of |Z 1+ Z 2| = |Z 1|
representation complex numbers. + |Z 2| which is
of complex  Find the conjugate, wrong.
numbers. modulus, inverse of a
 Statement of complex number.
Fundamental  Represent the complex
Theorem of number in the polar form.
Algebra,  Find the square root of the
solution of complex number.
quadratic
equations
(with real
coefficients)
in the complex
number
system.
 Square root of
a complex
number.
6. Linear  Linear July (7) The students should be able 1. Smart board  To verify  While plotting
Inequalitie inequalities. to: 2. Extra marks that the the points like
s  Algebraic  Define an inequality. module graph of a (2,0) and
solutions of  Differentiate in equations 3.Maths activity given (0,3), students
linear and equations 4.Videos inequality, plot the first
inequalities in  Identify various types of say 5x+4y- point on y-
one variable inequalities. (Numerical www.powershow. 40 < 0, of the axis and the
and their inequalities, Literal com/view/graphin form second on x-
representation inequalities. Double g ax+by+c < 0. axis.
on the number inequalities, Slack a,b >0, c < 0  Students shade
line. inequities, linear Art integration- represents the wrong
 Graphical inequalities in one Solution of the one of the portion
solution of variable, linear inequalities will two half ( x−2)
linear inequalities in two be demonstrated planes.  ¿0
( x +3)
inequalities in variables x and y, system in the ground. implies x-2>0
 two variables. of linear inequalities in which is
 Graphical two variables) wrong
method of  Solve the in equations
finding a Algebraically and
solution of graphically.
system of  Apply their knowledge
linear and understanding in
inequalities in solving the Application of
two variables. inequalities in the present
day situations
7. Permutati  Fundamental August  Students are able to solve 1. Smart board  To find the  A problem of
ons and principle of (10) the problems by using 2. Extra marks number of permutation is
Combinati counting.Facto Fundamental principle of module ways in which confused with
ons rialn. (n!) counting 3.Maths activity in which three combination.
 Permutations  students understand 4.Videos cards can be  (x -y)! = x! - y!
and Permutation as an www.xpowerpoint. selected from  Confusion in
combinations, arrangement and apply com/ppt/permutati given five the formulae of
 Derivation of their knowledge in solving on.html cards. P(n,r) and
Formulae for problems C(n,r)
n
Cr and nPr and  Students can apply Art Integration-
their permutations under Role Play
connections, restrictions in solving
simple problem
applications.  Students are able to
develop pascal’s triangle
 students can differentiate
permutation and
combination and can apply
in solving problems

8. Binomial  History, August  Students can apply 1. Smart board  To construct a  The 3rd term of
Theorem statement and (10) Binomial theorem for any 2. Extra marks Pascal’s a binomial
proof of the positive integer n module Triangle and to theorem using
binomial  They are able to apply 3.Maths activity write binomial Tr+1 is taken as
theorem for binomial theorem in 4.Videos expansion for T3 in which r=3
positive evaluating the particular mathxtc.com/ a given whereas r=2
integral cases like (1+x)n, (X-Y)n, …/number positive  Confusion
indices (1-x)n etc. Alg/files/the integral between the
 Pascal's  They are able to find the binomialtheorem.p exponent. term and
 triangle values of numbers like pt coefficient of
 General and (98)5, (100)7 etc and the term like the
middle term in develop computational www.authorstream third term of the
binomial skills .com/presentation/. expansion
expansion,  Students can find General ..623028 (x+y)5 and the
simple term, middle terms and coefficient of x3
applications. independent terms of an
expansion

S.NO. TOPIC/T SUBTOPIC Month/ Learning Objectives Teaching Activities Pitfalls

HEME No. of Strategy, Planned/
Periods Teaching Aids, Assessment
Resources,
websites
1. Sequences  Sequence and October Student will be able to : 1. Smart board  To obtain  Confusion in
and Series Series. (10)  describe the concept of a 2. Extra marks formula for definition of
Arithmetic sequence (progression); module the sum of sequences and
Progression (A.  define an A.P. and cite 3.Maths activity squares of series.
P.). 4.Videos
examples; first n-natural  Confusion in
 Arithmetic www.pptsearch36
 find common difference numbers. the number of
Mean (A.M.) 5.com/ppt-on-
 Geometric and general term of a  To terms of a GP
A.P; sequences and demonstrate  Condition for
Progression
(G.P.)  find the fourth quantity of series.html that the sum to infinite
 General term of an A.P. given any three Arithmetic terms of a GP
Art Integration- mean of two (lrl<1)is
a G.P of the quantities a, d, n
Patterns will be different neglected
 Sum of n terms and tn;
of a G.P., explained using positive while solving
 calculate the common
infinite G.P. patterns in the numbers is problems.
difference or any other
and its sum nature. always greater
term of the A.P. given  While writing
 Geometric any two terms of the A.P; than the the nth term in
mean (G.M.) Geometric a special
 derive the formula for the
 Relation mean.
sum of ‘n’ terms of an sequence,
between A.M.
A.P; students
and G.M.
 Formulae for  calculate the fourth generalize
the following quantity of an A.P. given using the first
special sums. three of S, n, a and d; term alone.
n n
 insert A.M. between two Students
∑ k ,∑ k2 , numbers; should verify
k =1 k=1
 n
 solve problems of daily for n=2,3 also
∑ k3 life using concept of an while finding
k =1
A.P; the nth term
 state that a geometric and sum to n
progression is a sequence terms.
increasing or decreasing
by a definite multiple of a
non-zero number other
than one;
 identify G.P.’s from a
given set of progressions;
 find the common ratio
and general term of a
G.P;
 Calculate the fourth
quantity of a G.P when
any three of the quantities
tn, a, r and n are given.
 calculate the common
ratio and any term when
two of the terms of the
G.P. are given;
 write progression when
the general term is given;
 derive the formula for
sum of n terms of a G.P;
 calculate the fourth
quantity of a G.P. if any
three of a, r, n and S are
given;
 derive the formula for
sum (S¥ ) of infinite
number of terms of a G.P.
when r <1;
 find the third quantity
when any two of S, a and
r are given;
 convert recurring
decimals to fractions
 using G.P;
 Insert G.M. between two
numbers; and establish
relationship between
A.M. and G.M.

2. Straight  Brief recall of October  Students are able to find 1. Smart board  To verify that  The value of
Lines two (10) out slope of a line when (i) 2. Extra marks the equation Area is
dimensional Inclination was given, module of a line calculated in –
geometry from (ii)two points were given. 3.Maths activity passing ve units.
earlier classes. 4.Videos
 They are able to find out through the Modulus
 Shifting of
the given lines are point of should be
origin.
perpendicular or parallel https://youtu.be/k5 intersection of incorporated
 Slope of a line
from the given slopes. DWvLbNc-o, two lines a1x in finding
and angle
between two  They are able to find out + b1y + c1=0 areas.
lines. the angle between the https://youtu.be/D and a2x + b2y  While finding
lines when the slopes of 81l4zRSofk. + c2=0 is of the length of
 Various forms
of equations of the lines were given. the form (a1x the normal
a line: parallel Art Integration- + b1y + c1) + λ from 3
 They are able to find out
to axis, point – Role play (a2x + b2y + x+4y+9=0,the
various forms of the line
slope form, and conversions from one c2) =0 n p=-9/5.
slope-intercept Perpendicular
form to another form.
form, two-point distance from
form, intercept  They are able to find out
distance of a line from a the origin to
form and
normal form. given point not lying on the line cannot
 General the line. be –ve.
equation of a  They are able to find out 
line. distance between the
 Equation of parallel lines.
family of lines  They are able to find out
passing through the coordinates of a point
the point of
using translation of axes.
intersection of
two lines
 Distance of a
point from a
line.
3. Conic  Sections of a Novemb  Students are able to find 1. Smart board  To construct  For the
Sections cone: circles, er (13) out radius & centre of a 2. Extra marks different types equation, 3x2
ellipse, circle when the equation module of conic +3y2+6x+8y+
 parabola, of a circle is given and 3.Maths activity sections. 5=0, centre =
hyperbola, a vice versa. 4.Videos  To construct (-3,-4). Before
point, a  They are able to find out an ellipse with writing the
straight line focus, vertex and length of https://youtu.be/V given major centre, the
and a pair of latus rectum of the bLRAXZ7zB8 and minor equation
intersecting parabola from its standard . axes. should be
lines as a equation. https://youtu.be/9t brought to the
degenerated  They are able to find out 8ENyXNs0U standard form.
case of a conic equation of parabola when  Error- While
section. focus or vertex was given. Art Integration- writing the
 Standard  They are able to find out Different curves coordinates of
equations and from the standard equation of conic sections focus and
simple of ellipse its foci, vertices, will be vertices of a
properties of eccentricity, length of demonstrated parabola,
parabola, major axis, length of with the help of ellipse and
ellipse and minor axis and length of cone (visual art). hyperbola, x
hyperbola. latus rectum etc. and y
 Standard  They are able to find out coordinates
equation of a from the standard equation are
circle. of hyperbola its foci, interchanged.
vertices, eccentricity, Standard
length of major axis, equations are
length of minor axis and to be
length of latus rectum etc. identified
 They are able to apply properly from
their knowledge and which the
understanding in solving students can
application problems of write the
parabola and ellipse. required
coordinates
correctly.

4. Introducti  Coordinate Novemb  Students are able to find 1. Smart board  To explain the  Concept of
on to axes and er (8) out, where the given point 2. Extra marks concept of octant may
Three coordinate lies in the space. module octants by not be cleared
Dimensio planes in three  They are able to identify 3.Maths activity three mutually to students
nal dimensions. the eight octants and the 4.Videos perpendicular  The ratio -2:1
Geometry  Coordinates of three coordinate planes planes in is taken as
a point. (xy, yz, zx). https://youtu.be/Z4 space. internal
XQmd-RNjU division
  Distance  They are able to solve the whereas it
between two problems using distance Art Integration- indicates
points and formula. Visual Art external
section  They are able to solve the division.
formula. problems using section
formula.
 They are able to solve the
collinearity problems
using distance formula.

5. Limits  Derivative Decemb  Students will imagine and 1. Smart board  Verification of  Mistakes while
and introduced as er (9) observe the intuitive idea 2. Extra marks the geometrical using LHL and
Derivative rate of change of limits through graphs. module significance of RHL.
s both as that of  Students will comprehend 3.Maths activity derivative.  Product rule
distance one sided limits both 4.Videos and quotient
function and graphically and through rules are not
geometrically. the definition. www.powershow. used properly.
 Intuitive idea  Students will apply the com/view4/57ec4b
of limit. concept of one sided limits -NjNiM/limits
 Limits of to find the existence of the
polynomials limit.
and rational  They observe the nature of
functions the function involving the
trigonometric, limit.
exponential  They compare whether the
and function is a difference
logarithmic Quotient
functions.  After understanding the
 Definition of derivative, they apply
derivative and limit of Difference
relate it to Quotient to obtain the
scope of derivative.
tangent of the  They apply differentiation
curve, to find the slope of the
derivative of tangent at any point on the
sum, curve.
difference,
product and
quotient of
 functions.
 Derivatives of
polynomial
and
trigonometric
functions.
6. Mathemat  Mathematicall Decemb  Student will observe the 1. Smart board  To obtain truth  Mistakes while
ical y acceptable er (8) difference between a 2. Extra marks values of using LHL and
Reasoning statements. sentence and a statement. module compound RHL.
 Connecting  Student understands 3.Maths activity statements of  While writing
words/ phrases different types of 4.Videos the type p v q the negation of
- consolidating statements. using switch a negation of a
the  They infer the validity of www.powershow. connections in statement, one
understanding the statement through com/view1/1 series. negation is
of "if and only different methods.  To obtain truth neglected.
if (necessary  The student applies the values of  While writing
and sufficient) above concepts in the compound the converse
condition", validity of many statements of and contra
"implies", mathematical statements. the type p v q positive of an
"and/or",  They will apply the above using switch implication
"implied by", concepts in Boolean connections in statement, they
"and", "or", algebra and in digital parallel. interchange.
"there exists" electronics  While proving
and their use the validity of
through the statement,
variety of the method
examples specified is
related to real neglected.
life and
Mathematics.
 Validating the
statements
involving the
connecting
words,
difference
among
contradiction,
converse and
 contrapositive.
7. Statistics  Measures of January  Students will observe the 1. Smart board  While finding
Dispersion: (12) dispersion of the raw data 2. Extra marks the median,
Range, Mean through Range. module arranging the
deviation,  Students will comprehend 3.Maths activity observations
variance and that there are also other 4.Videos is an array is
standard types of measures of forgotten.
deviation of dispersion. www.psych.stanfo  While
ungrouped/gro  Students will understand rd.edu/bigopp/stati calculating the
uped data. the formulae of mean stics.ppt mean
 Analysis of deviation and standard deviation,
frequency deviation. Modulus sign
distributions  They will start calculating is forgotten.
with equal mean deviation and
means but standard deviation.
different  They apply the above
variances. concepts in comparing the
variability of 2 series

8. Probabilit  Random January  Students will observe the 1. Smart board  To write the  Misunderstan
y experiments; (10) outcomes of the random 2. Extra marks sample space ding of the
outcomes, experiment. module when a coin is question
sample spaces  They will relate the set of 3.Maths activity tossed once,  In calculating
(set all possible outcomes to a 4.Videos two times, P(E).
representation set ‘S’ the sample space. three times,
).  They are able to relate www.powershow. four times.
 Events; event E of S as the subset com/view/1db38-
occurrence of of S NjlXo/probability
events, ‘not’,  They understand the
‘and’ and ‘or’ measure of uncertainty
events, through P(E).
exhaustive  They will apply the
events, concept of P(E) in many
mutually day to day situations.
exclusive
events,
Axiomatic (set
theoretic)
probability,
 connections
with other
theories of
earlier classes.
 Probability of
an event,
probability of
‘not’, ‘and’
and ‘or’
events.

Topic/Sub Topic
Unit I: What is psychology?
1. What is Psychology?
a. Psychology as a
Discipline
b. Psychology as a Natural
Science
c. Psychology as a Social
Science
2. Understanding Mind and
Behaviour
3. Popular Notions about the
Discipline of Psychology
4. Evolution of Psychology
5. Development of Psychology in
India
6. Branches of Psychology
7. Themes of Research and
Applications
8. Psychology and Other Disciplines
9. Psychologists at Work
10. Psychology in Everyday Life.
Unit II: Methods of Enquiry in
Psychology
1. Goals of Psychological Enquiry
a. Steps in Conducting
Scientific Research
b. Alternative Paradigms of
Research
2. Nature of Psychological Data
3. Some Important Methods in
Psychology
a. Observational Method
b. Experimental Method
c. Correlational Research
d. Survey Research
e. Psychological Testing
PSYCHOLOGY
Objectives /Skill to be period Assessment/Activities Learning outcomes
Developed s
1. To understand the 16 Assessment can be The student is able to understand and appreciate
nature and role of done by using Psychology as discipline, its application and
psychology in checklist, Quiz, Peer relationships with other science through
understanding mind and Evaluation, Paper appropriate and interesting examples and
behavior. Pencil test, Chart analysis of everyday experience.
Preparation and
2. To State the growth Individual and Group
of the discipline. Presentation.
3. To know the
different fields of
psychology, its
relationship with other
disciplines, and
Professions.
4. To appreciate the
value of psychology in
daily life to help you
understand yourself and
others better.
1. The learner is able to 20 Assessment can be The student will familiarize with the methods of
explain the goals and done by using Paper studying and understanding both Quantitative
nature of psychological Pencil test and and Qualitative methods in Psychology and
enquiry. Individual and Group various issues related with.
Presentation.
2. The student will
learn to understand Administration of
different types of data Various Psychological
used by psychologists. Tests and Methods of
Psychological
3. To enable the student Enquiry.
to gain knowledge
related to important
methods of
psychological enquiry.
 f. Case Study
4. Analysis of Data
a. Quantitative Method
b. Qualitative Method
5. Limitations of Psychological
Enquiry
6. Ethical Issues
4. To understand the
methods of analysing
data.
5. To enable the
students to understand
the limitations of
psychological enquiry
and ethical
considerations.

Unit III: The Bases of Human 1. To understand the 20 Assessment can be The student will understand the role of
Behaviour evolutionary nature of done by using Paper biological and socio-cultural factors in the
1. Evolutionary Perspective human behavior. Pencil test, Chart shaping of human behavior and experience
2. Biological and Cultural Roots Preparation,
3. Biological Basis of Behaviour 2. To know the Assignment and
a. Neurons different functions of Group Project.
4. Structure and Functions of nervous system and
Nervous System and endocrine system to
5. Endocrine System and their behavior. Guest Lecture on
Relationship with Nervous System and
6. Behaviour and Experience 3. To explain the role Endocrine System.
a. The Nervous System of genetic factors in
b. The Endocrine System determining behavior.
7. Heredity: Genes and Behaviour
8. Cultural Basis : Socio-Cultural 4. To understand the
Shaping of Behaviour role of culture in
a. Concept of Culture shaping human
9. Enculturation behavior.
10. Socialisation
11. Acculturation 5. The students will
able to describe the
processes of
enculturation,
socialization, and
acculturation.

6. Able relate biological

and socio- cultural
factors in understanding
human behaviour.
Unit IV: Human Development
1. Meaning of Development
a. Life-Span Perspective on
Development
2. Factors Influencing Development
3. Context of Development
4. Overview of Developmental
Stages
a. Prenatal Stage
b. Infancy
c. Childhood
d. Challenges of
Adolescence
e. Adulthood and Old Age.
Unit V: Sensory, Attentional, and
Perceptual Processes
1. Knowing the world
2. Nature and varieties of Stimulus
3. Sense Modalities
a. Visual Sensation
b. Auditory Sensation
4. Attentional Processes
a. Selective Attention
b. Sustained Attention
5. Perceptual Processes
a. Processing Approaches in
Perception
6. The Perceiver
7. Principles of Perceptual
Organisation
8. Perception of Space, Depth, and
Distance
a. Monocular Cues and
Binocular Cues
1. Able to describe the 16
meaning and process of
development.
2. To understand the
influence of heredity,
environment and
context on human
development.
3. To know the
different stages of
development and
describe the major
characteristics of
infancy, childhood,
adolescence, adulthood
and old age.
4. To reflect on your
own course of
development and
related experiences.
1. To enable the student 20
to understand the nature
of sensory processes.
2. Able to explain the
processes and types of
attention.
3. To analyze the
problems of form and
space perception.
4. Develop sensitivity
towards role of socio-
cultural factors in
perception.
5. Able to reflect on
sensory, attentional and
perceptual processesin
everyday life.
Assessment can be To understand and able to deal with various
done by using self Developmental Tasks and Needs across the life
evaluation techniques, span.
Paper Pencil test,
Group discussion and
Assignments.
Administration of
Developmental
Screening Test and
Child development
Schedules.
Prepare Case studies..
Assessment can be The students will able to explain how various
done by using PPT sensory stimuli are received, processed and
Presentation, Paper interpreted by human brain and related organs
Pencil Test, to understand the world around us.
Preparation of models
related to various the
principles of
Perceptual
Organization.
Administration tests
related to Attention,
Perception and
Illusion
 9. Perceptual Constancies
10. Illusions
11. Socio-Cultural Influences on
Perception.
Unit VI: Learning 1. To explain the 22 Assessment can be
1. Nature of Learning specific nature of done by using The students will understand how human beings
2. Paradigms of Learning learning. questionnaire, Paper acquire new behavior and how changes in
3. Classical Conditioning 2. The student will Pencil test and behavior take place.
a. Determinants of Classical learn to understand Individual and Group
Conditioning different forms or types Presentation. Students can identify their personal style of
4. Operant/Instrumental of learning and the learning and develop various study skills.
Conditioning procedures used in such Live demonstrations
a. Determinants of Operant types of learning. related to various
Conditioning 3. To know various types of learning
b. Key Learning Processes psychological processes happen in Human.
5. Observational Learning that occur during
6. Cognitive Learning learning and influence
7. Verbal Learning its course. Collage making on
8. Concept Learning 4. To understanding various psychological
9. Skill Learning key elements that Disorder
10. Transfer of Learning influence the process of
11. Factors Facilitating Learning learning.
12. The Learner: Learning Styles 5. To familiarize
13. Learning Disabilities yourself with some
14. Applications of Learning applications of learning
Principles principles.

Unit VII: Human Memory
1. Nature of memory
2. Information processing Approach:
The Stage Model
3. Memory Systems : Sensory,
Short-term and Long-term
Memories
4. Levels of Processing
5. Types of Long-term Memory
a. Declarative and
Procedural; Episodic and
Semantic
6. Knowledge Representation and
Organisation in Memory
7. Memory as a Constructive
Process
1. Develop an 20 Assessment can be The students will able to understand how
understanding the done by using information is received, stored, retrieved and
nature and significance assignments, Group lost and they will also be learned some
of memory. Discussion, Unit Tests techniques to improve memory.
2. Able to distinguish and PPT Presentation.
between different types
of memory and its Administration of
functioning. Various memory tests
3. To explain how the among peer group.
contents in short term
and long-term memory
are represented and
organized.
4. Able to appreciate
the constructive and
reconstructive
 8. Nature and Causes of Forgetting
a. Forgetting due to Trace
Decay, Interference and
Retrieval Failure
9. Enhancing Memory
a. Mnemonics using Images
and Organisation
processes in memory,
understand the nature
and causes of
forgetting.
5. The student will
learn the strategies for
improving memory.

Unit VIII: Thinking
1. Nature of Thinking
a. Building Blocks of
Thought
2. The Processes of Thinking
3. Problem Solving
4. Reasoning
5. Decision-making
6. Nature and Process of Creative
Thinking
a. Nature of Creative
Thinking
b. Process of Creative
Thinking
7. Developing Creative Thinking
a. Barriers to Creative
Thinking
b. Strategies for Creative
Thinking
8. Thought and Language
9. Development of Language and
Language Use
1. To describe the 18
nature of thinking and
reasoning.
2. Able to demonstrate
an understanding of
some cognitive
processes involved in
problem solving and
decision-making.
3. To understand the
nature and process of
creative thinking and
learn ways of
enhancing it.
4. To make the student
understand the
relationship between
language and thought.
5. To know the
different process of
language development
and its use
Assessment can be The student will able to understand various
done by using processes involved in thinking like reasoning,
checklist, Peer decision making, Problem solving and creative
Evaluation, Paper thinking etc.,
Pencil test and
Individual and Group Students will be able to develop some
Presentation. metacognitive strategies.
Administration of
various Psychological
tests related to
thinking, Reasoning
and Creativity.
Poster Making and
Awareness Campaign
on Bullying

Unit IX: Motivation and Emotion
1. Nature of Motivation
2. Types of Motives
a. Biological Motives
b. Psychosocial Motives
3. Maslow‟s Hierarchy of Needs
4. Nature of Emotions
1. To understand the 18 Assessment can be
nature of human done by using
motivation. checklist, Paper Pencil
test and Individual and
2. To able describe the Group Presentation.
nature of some
important motives. Administration of
The students will be able understand and
describe why Human being behave as they do.
They also be developed positive attitudes
towards their fellow beings and being
emotionally stabled persons.
 5. Physiological Bases of Emotions various Psychological
6. Cognitive Bases of Emotions 3. To understand the tests related to
7. Cultural Bases of Emotions key elements in the motivation and
8. Expression of Emotions nature of emotional Emotion.
a. Culture and Emotional expression.
Expression Expressing emotions
b. Culture and Emotional 4. Able understand the through dance
Labelling relationship between
9. Managing Negative Emotions culture and emotion.
10. Enhancing Positive Emotions
5. To know how to
manage your own
emotions

* As part of ART INTEGRATION following activities would be conducted:

1. Collage on psychological disorder
2. Poster making and awareness campaign on bullying

(Computer Science-083)
Overview
The curriculum of CS-083 will be covering the knowledge of database and database management software which will give
them the basic idea of how to create them and their application in day to day life. Students will also be learning programming
language-Python which will enhance their critical and analytical thinking, problem solving skills, and to effectively
communicate ideas.
General Learning Outcome
1. Ability to understand basic computational thinking.
2. Ability to understand the notion of data types, data structures.
3. Ability to appreciate the notion of an algorithm, and understand its structure, including how algorithms handle corner cases.
4. Ability to develop a basic understanding of computer systems – architecture, OS, mobile and cloud computing.
5. Ability to learn basic SQL programming.
6. Ability to learn all about cyber safety.
Syllabus at a glance
Term 1  Database Concepts
 SQL
 Boolean Algebra
 Cyber Security
 Computer System Organization
 Fundamentals of Python
Project based Learning Presentations on the following topics has
to be given
 Cloud and Parallel Computing
 Conversions in Number system
 Mobile system Organization
 Communication busses,
 Types of softwares
 DML commands and Equi join in
sql
Term 2  Conditional and Looping constructs
in Python
 Strings in Python
  Lists
 Tuples and Dictionary
 Error and Exception Handling

Project based Learning Project based on Python

Sn Topic/Theme SUBTOPIC Month/No. Learning Teaching Activities Planned/

o. of periods Objective strategy, aids, Assessment/Art Integration
Resources,
websites
1 Unit-1  UNIT : Computer March- 02 Students will be  Text book will Activity: Exercises
Computer System Organization Periods learning the be referenced Will be done from the book and test
System  Basic computer April-14 basics of  Smart Board will be taken from the chapter.
Organization organization : description Period computer system will be used for Art Integration:
of a computer system and i.e. storage in a explanation. Students will be drawing the
mobile system, CPU, computer system,  White board various diagrams of Computer
memory, hard disk, I/O, basic input and and marker devices and they will explaining
battery. output devices, will be used. mobile system organization
 Types of software: cloud and parallel through proper diagrams.
application, System, utility. computing.
 Memory Units: bit, byte,
MB, GB, TB, and PB.
 Concept of Compiler &
Interpreter
 Running a program: Notion
of an operating system,
how an operating system
runs a program, idea of
loading, operating system
as a resource manager.
 Concept of cloud
computing, cloud
(public/private),
 introduction to parallel
computing.
2. Unit-1  Data representation April- 14 Students should  Text book will Exercises will be done from the
Computer and Boolean Logic Periods be able to be referenced book and test will be taken from
System  Types of Number May-04 understand the  Smart Board the chapter.
Organization System different number will be used for
 Strings: ASCII, UTF8, systems and explanation.
UTF32, ISCII (Indian application of  White board
script code), Unicode logic gates. and marker
 Boolean logic: OR, AND, will be used.
NAND, NOR, XOR, NOT,
truth tables, De
Morgan’s laws
 Information
representation:
numbers in base 2, 8,
16, binary addition

3. Unit-3 Data  Database Concepts May- 17 Students will be  Text book will Activity:
Management  Introduction Periods able to be referenced Exercises
 Relational databases: July-04 understand the  Smart Board Will be done from the book and test
Concept of a database, Periods difference will be used for will be taken from the chapter.
relations, attributes and between various explanation.
tuples, databases and  White board
keys- candidate key, primary datatypes. They and marker
key, alternate key, foreign key; will learn the will be used.
Degree and cardinality of a different objects
table. of a database.
 Relational Algebra
4. Unit-3 Data  SQL July- 24 Students will be  Concepts will Activity:
Management  Use SQL – DDL/ DML Periods able to make be explained Students will be making “School”
commands to CREATE tables in a through smart Database and “student” table with
TABLE, INSERT INTO, database and boards and suitable data types. Students will
UPDATE TABLE , DELETE enter data into it. White board. be applying various queries on the
FROM, ALTER Students should  Text book will already created databases.
TABLE,MODIFY TABLE, be able to develop be referenced Practicals:
DROP various queries  Smart Board Practical 1 . Create a student
TABLE, keys, and foreign using different will be used for table with the student roll no,
keys; to view content of a
table: SELECT-FROM
WHERE-
ORDER BY along with
BETWEEN, IN, LIKE,
(Queries only on single
table)
 Aggregate functions –
MIN,MAX,AVG,COUNT,S
UM
 SQL Joins
 SQL Aliases
statements. explanation. name, gender, DOB and marks as
 White board attributes where the student roll
and marker no. the primary key.
will be used. Practical 2 . Insert the records in
Student table (in the above table).
Practical 3 . Delete the details of a
particular student in the above
table.
Practical 4 . Use the select
command to get the details of the
students with marks more than 80.
Practical 5 . Use the select
command to find the unique names
from student table.
Practical 6 . Use the select
command to find the records of all
the female students who have
scored more than 70.
Practical 7 . Rename the column
“Marks” to “Score” in Student
Table.
Practical 8 . Add a new column
“City” in the Student table.
Practical 9 . Display the roll no.
and Name of those students who
were born in the year ‘2011’.
Practical 10 . Create new table
“Fees” with attributes Roll no. and
Amount as attributes.
Practical 11 . Display Roll no,
name and Amount of the students
whose roll no. is even.
Practical 12 . Display the records
of those students whose names are
starting with ‘A’ and ending with
‘A’.
Practical 13. Display the maximum
and minimum marks from
student’s table.
 Practical 14. Count all the male
students from the Student table.

6 Unit 2:  Getting Started with July- 02  Students will  Text book Activity: Exercises
Computationa Python Periods understand the will be Will be done from the book and test
l Thinking  Introduction August- 05 basics of a referenced will be taken from the chapter.
and  Features Periods programming  Smart Board They will practice various
Programming  Advantages language. will be used commands from the chapter like
 Installation for Type(), ID()
 Python IDLE explanation.
 White board
and marker
will be used.
 Practical will
be done on
computer
systems by
the students
7 Unit 2:  Fundamentals of August-14 Students will  Text book Practical
Computationa Python Periods learn how to will be Students will develop a basic
l Thinking  Variables and types develop a basic referenced program in Python.
and  Keywords in Python program in  Smart Board “Hello World”.
Programming  Expressions and Python. will be used They will also make programs
Operators for which will use the concept of
 User Defined Funtions explanation. functions and taking input from the
 Tokens  White board user.eg.
and marker 1. WAP to calculate the sum and
will be used. product of numbers entered by the
 Practical will user.
be done on
computer
systems by
the students
5 Unit-4  Unit 4: Society, Law and August-09  Students will  Text book Activity: Exercises
Society, Law Ethics - Cyber safety Periods learn how to use will be Will be done from the book and test
and Ethics -  Cyber safety: safely internet safely. referenced will be taken from the chapter.
Cyber safety browsing the web, identity They will also  Smart Board Practical:
protection, confidentiality, about various will be used Practical . Write a program to
 social networks, cyber trolls cyber crimes. for calculate the simple interest.
and bullying explanation. Practical. Write a program to
 Appropriate usage of social  White board check the age of the user whether it
networks: spread of and marker is greater than 18 or not. Display
rumours , and common will be used. the appropriate message .
social Practical . Write a program to find
networking sites (Twitter, the area of a circle.
LinkedIn, and Facebook) and
specific usage rules. Art Integration:
 Safely accessing web sites: They will surf the internet to find
adware, malware, viruses, secured and insecured websites.
Trojans
 Safely communicating data:
secure connections,
eavesdropping, phishing
and
identity verification.
8 Unit 2:  Conditional and November Students will  Text book Practicals:
Computationa Looping Constructs 12 Periods learn to make a will be  Find the greatest of two
l Thinking  Flow chart program using referenced numbers.
andProgram  Pseudo Code conditional and  Smart Board  Find the greatest of three
ming  Decision Tree iteration will be used numbers
 If-Else statement statements. for  Print factorial of a number.
 Nested If-else explanation.  Print the table of a number.
 Iteration  White board  Compute the greatest
 Jump Statements and marker common divisor and the
will be used. least common multiple of
 Practical will two integers.
be done on  Test if a number is equal to
computer the sum of the cubes of its
systems by digits. Find the smallest and
the students largest such numbers.

Unit 2:  Strings in November Understanding of  Text book Practicals

Computationa Python 12 Periods strings and it’s will be  Program to display a string.
l Thinking  Creating operations, will be referenced  Finding vowels in a string.
andProgram  Traversing given.  Smart Board  Counting characters in a
ming  Special String will be used string.
Operators for
 Strings methods explanation.
 Built in functions  White board
and marker
will be used.
 Practical will
be done on
computer
systems by
the students
Unit 2:  Lists in Python Students should  Text book Practicals
Computationa  Creating, accessing, November- be able to perform will be  Find the largest and smallest
l Thinking traversing, comparing 04 Periods operations on referenced numbers in a list.
andProgram and aliasing lists December- lists.  Smart Board  Find the third largest number in
ming  Operations on lists 08 periods will be used a list.
 Built in Functions for  Calculate mean of given
 Deletion explanation. numbers.
 Sorting  White board  Program to count the frequency
and marker of an element in a given list.
will be used.  Display the square of an
 Practical will element if it is an integer and
be done on change the case if it is a string.
computer  Display unique and duplicate
systems by items of a list.
the students Art Integration
Students will make a list of songs
and will write a program to find a
particular song in the list.
Unit 2:  Tuples and Dictionary December- Students will  Text book Practicals:
Computationa  Creation and nesting of 12 Periods learn the concept will be
l Thinking tuples of tuple and referenced  Program to remove an element
andProgram  Tuple operations’ dictionary in  Smart Board from a particular tuple.
ming  Comparing tuples Python. They will will be used  Program to input names of n
 Methods to create a also apply for employees and their salary
dictionary different functions explanation. details .
 Traversing a dictionary on them.  White board  Calculate total salary of each
 Appending values and marker employee.
  Updating values will be used.  Display maximum and minimum
 Removing an item  Practical will value in a tuple.
 Dictionary functions be done on
and methods computer
systems by
the students
Unit 2:  Error and Exception January- Students will  Text book
Computationa handling 06 Periods understand will be
l Thinking  Standard exceptions different errors referenced
andProgram and their handling associated with a  Smart Board
ming  Handling Exception program and will be used
 Debugging` handling of for
exceptions also. explanation.
 White board
and marker
will be used.
 Practical will
be done on
computer
systems by
the students

Pitfalls: 1. Students might get confuse in the concept of various keys in a Database.
2. They might get confuse in using data types in Mysql.
3. Student might not be able to frame the queries properly.
3. In python, students might face problem in writing the syntax of the language.
4. Understanding function calls might confuse them.
5. Students might find hard to understand the concept of conditional statements.
6. Students might get confuse in traversing a list or tuple.