ENGLISH (01)

Aims:
1. To develop and integrate the use of the four 3. To develop the capacity to read efficiently and
language skills i.e. listening, speaking, reading access information effectively.
and writing for the purpose of effective
4. To develop an appreciation of good literature.
communication.
5. To experience, through literature, the thoughts and
2. To develop a functional understanding of the
feelings of the peoples of the world.
grammar, structure and idiom of the language.

CLASSES IX & X

There will be two papers: Paper 1: English Language (80 Marks)

Paper 1: English Language Internal Assessment (20 Marks)
Paper 2: Literature in English Paper 2: Literature in English (80 Marks)
Each of these papers will be of two hours duration. Internal Assessment (20 Marks)

PAPER 1 - ENGLISH LANGUAGE

(Two hours) - 80 Marks
All questions will be compulsory. (a) Write the text for a notice based on given
Question 1: Candidates will be required to write a directions.
composition of about 300– 350 words from a choice (b) Write an e-mail on the same content as the notice.
of subjects which will test their ability to: organise, Question 4: An unseen prose passage of about
describe, narrate, report, explain, persuade or argue, 500 words will be given. Uncommon items of
present ideas coherently with accuracy and precision, vocabulary, or structure will be avoided. A question
compare and contrast ideas and arrive at conclusions, will be set to test vocabulary. Candidates will be
present relevant arguments and use correct style and required to show an understanding of the
format. words/phrases in the context in which they have been
The topics will be varied and may be suggested by used.
language or by other stimuli such as pictures. The A number of questions requiring short answers will
topics will be so chosen so as to allow the candidates also be asked on the passage. These questions will test
to draw on first-hand experience or to stimulate their the candidates’ ability to comprehend the explicit
imagination. content and organisation of the passage and to infer
The organisation of subject matter, syntax, information, intention and attitude from it.
punctuation, correctness of grammatical constructions The last question will consist of a summary that will
and spelling will be expected to be appropriate to the test the candidates’ ability to distinguish main ideas
mode of treatment required by the subject. from supporting details and to extract salient points to
Question 2: Candidates will have to write a letter from re-write them in the form of a summary. Candidates
a choice of two subjects requiring either a formal or a will be given a clear indication of what they are to
friendly mode of treatment. Suggestions regarding the summarise and of the length of the summary.
content of the letter may be given. The format of the Question 5: There will be a number of short answer
letter with address, introduction, conclusion, etc., will questions to test the candidates' knowledge of
form part of the assessment. Special attention must be functional grammar, structure and usage.
paid to the format of the letter with emphasis on tone
and vocabulary appropriate to the context. All the items in this question will be compulsory. They
will consist of correct use of prepositions,
Question 3: Candidates will be given a specific conjunctions, verbs and structure of sentences.
situation and will be required to:

15
 PAPER 2 - LITERATURE IN ENGLISH
(Two hours) - 80 Marks
Candidates will be required to answer questions based Poetry
on the prescribed textbooks, which include Drama, A poem, or lines from poems, will be given and
Prose (Short Stories) and Poetry. questions will be set to test the candidates’ response.
Drama and Prose (Short Stories) The questions will focus on the content, understanding
and the personal response of candidates to the entire
Questions set will be central to the text. Candidates
poem as a whole.
will be required to show that they have understood the
passage and are able to clearly respond in their own
words.
Excerpts may be given from the drama and prose texts
leading to questions.

SYLLABUS TO BE COVERED

Class IX Class X
I. DRAMA: Julius Caesar - William Shakespeare I. DRAMA: Julius Caesar: William Shakespeare
(Acts I & II) (Acts III, IV & V)
II. TREASURE CHEST: A Collection of ICSE II. TREASURE CHEST: A Collection of ICSE
Short Stories & Poems (Evergreen Publications Short Stories & Poems (Evergreen Publications
(India) Ltd. New Delhi) (India) Ltd. New Delhi)
PROSE (Short Stories): PROSE (Short Stories):
1. Bonku Babu's Friend – Satyajit Ray 1. With the Photographer – Stephen Leacock
2. Oliver Asks for More – Charles Dickens 2. The Elevator – William Sleator
3. The Model Millionaire – Oscar Wilde 3. The Girl Who Can – Ama Ata Aidoo
4. Home-coming – Rabindranath Tagore 4. The Pedestrian – Ray Bradbury
5. The Boy who Broke the Bank – Ruskin Bond 5. The Last Lesson – Alphonse Daudet
POETRY: POETRY:
1. The Night Mail – W.H. Auden 1. Haunted Houses – H.W. Longfellow
2. Skimbleshanks: The Railway Cat – T.S. Eliot 2. The Glove and the Lions – Leigh Hunt
3. I Remember, I Remember – Thomas Hood 3. When Great Trees fall – Maya Angelou
4. A Doctor’s Journal Entry for August 6, 1945 4. A Considerable Speck – Robert Frost
– Vikram Seth
5. The Power of Music – Sukumar Ray
5. A Work of Artifice – Marge Piercy
NOTE: The ICSE (Class X) Examination paper will
NOTE: The Class IX Examination is to be conducted be set ONLY on the portion of the syllabus that is
on the portion of the syllabus that is prescribed for prescribed for Class X.
Class IX.

16
 INTERNAL ASSESSMENT
Paper 1 - English Language subject in the section/class. For example, a teacher
of English of Class VIII may be deputed to be an
1. Schools will prepare, conduct and record
External Examiner for Class X).
assessments of the Listening and Speaking Skills
of candidates as follows: Award of Marks (20 Marks)
Class IX: Three assessments in the course of the Listening Skills: 10 marks
year.
Speaking Skills: 10 marks
Class X: Two assessments in the course of the
The total marks obtained out of 20 are to be sent to the
year.
CISCE by the Head of the School.
2. Pattern of Assessment
The Head of the School will be responsible for the
a) Listening Skills online entry of marks on the CISCE’s CAREERS
portal by the due date. Schools are required to maintain
A passage of about 300 words is read aloud by
a record of all assessments conducted in Listening
the examiner twice, the first time at normal
and Speaking Skills for candidates of Classes IX and
reading speed (about 110 words a minute) and
X. These include copies of the assessment tests, topics
the next time at a slower speed. Candidates
for presentation and marks awarded. The record will
may make brief notes during the readings.
be maintained for a period of 2 months after the ICSE
They then answer an objective type test based
(10) examinations of the candidates concerned.
on the passage, on the paper provided.
Paper 2 - Literature in English
The recommended number of candidates at a
sitting is 30. Schools will set, assess and record written assignments
by the candidates as given below:
b) Speaking Skills
Class IX: Two or three assignments of approximately
Each candidate is required to make an oral
300 to 400 words each.
presentation for about two minutes, which will
be followed by a discussion on the subject NOTE: Students should be encouraged to work in
with the examiners, for about three minutes. pairs/small groups to develop skills of collaboration
and cooperation.
Subjects for presentation may include
narrating an experience, providing a Class X: Two or three assignments of reasonable
description, giving directions how to make or length (not exceeding 1500 words in total).
operate something, expressing an opinion,
giving a report, relating an anecdote or SUGGESTED ASSIGNMENTS
commenting on a current event. Assignments should be based on the prescribed
A candidate may refer to brief notes in the textbooks on the following lines:
course of the presentation but reading or (i) Character/thematic analysis;
excessive dependence on notes will be
penalized. (ii) Socio-economic, cultural, historical relevance /
background;
It is recommended that candidates be given an hour for
preparation of their subject for presentation and that (iii) Summary / paraphrase.
they be given a choice of subject, on a common paper. (iv) Appreciation of literary qualities.
EVALUATION (v) Identifying with a character. Putting oneself in the
place of a character in given circumstances and
The assessment will be conducted jointly by the explaining one’s actions.
subject teacher and the external examiner who will
each assess the candidate. (The External Examiner (vi) Imagine alternative outcomes or endings in a
may be a teacher nominated by the Head of the School literary piece and the effect on all concerned.
who could be from the faculty but not teaching the
17
(vii) Making a graphic representation of a scene/story/ The Internal Examiner and the External Examiner will
poem. assess the assignments independently.
(viii) Assume the persona of one of the characters Award of Marks (20 Marks)
(from the play/ poem/story) and record a diary
Subject Teacher (Internal Examiner) 10 marks
entry of a particular incident/episode.
External Examiner 10 marks
EVALUATION
The total marks obtained out of 20 are to be sent to the
The assignments/projects are to be evaluated by the CISCE by the Head of the school.
subject teacher and by an external examiner.
The Head of the school will be responsible for the
(The External Examiner may be a teacher nominated
online entry of marks on the CISCE’s CAREERS
by the Head of the school, who could be from the
portal by the due date.
faculty, but not teaching the subject in the
section/class. For example, a teacher of English of
Class VIII may be deputed to be an External Examiner
for Class X, English projects.)

18
 INTERNAL ASSESSMENT IN ENGLISH LANGUAGE-GUIDELINES FOR MARKING WITH GRADES - AURAL ASSIGNMENT
(CLASSES IX & X)
Grade Understanding/ Comprehension Recall Vocabulary Context/ Correlation to Other Marks
Main Idea, Central Theme Areas

I The candidate accurately The candidate recalls all the The candidate uses appropriate and The candidate clearly understands 3
understands the central idea of the important points made (written/ correct vocabulary while recalling the context and can widely
passage as well as the relevant verbal). the points made. correlate the passage to the other
points in the selected passage/ talk. areas.

II The candidate gives ideas fairly The candidate recalls some of the The candidate uses correct but The candidate can moderately 2
close to the central / main idea of important points made (written/ simple vocabulary while recalling understand the context of the
the passage as well as understands verbal). the points made. passage and can moderately
some of the relevant points heard correlate the passage to the other
in the selected passage/ talk. areas.

III The candidate cannot fully The candidate recalls very few of The candidate makes various The candidate can only faintly 1
comprehend the passage and gives the important points made errors in vocabulary while understand the context of the
only a few ideas related to the (written/verbal). recalling the points made. passage and relate it to the other
central theme of the passage. areas.

IV The candidate is neither able to The candidate is unable to recall The candidate uses incorrect The candidate is unable to 0
understand the central/main idea of the important points made vocabulary while recalling the understand the context of the
the passage; nor able to understand (written/verbal) points made. passage and is unable to correlate
relevant points heard in the the passage to the other areas.
passage/talk.

19
 INTERNAL ASSESSMENT IN ENGLISH LANGUAGE - GUIDELINES FOR MARKING WITH GRADES - ORAL ASSIGNMENT
(CLASSES IX & X)
Grade Fluency of Language Subject Matter Organization Vocabulary/ Delivery Understanding Gesture Marks

I Speaks with fluency and Matter is relevant, Content is well Uses appropriate While speaking, the Uses natural and 3
has full operational rich in content and sequenced and well vocabulary and candidate emphasizes spontaneous
command over the original. organized. pronounces words the important points. gestures that are
language. correctly. not out of place.

II The candidate speaks with The subject matter The content is The candidate While speaking, the Uses some natural 2
fairly good fluency and has is mostly relevant, satisfactorily pronounces most words candidate emphasizes gestures.
reasonable operational consisting of a few sequenced and well correctly and uses most important
command of the language. original ideas. organized. simple vocabulary. points.

III The candidate speaks with The subject matter The subject content is The candidate While speaking, the Uses very few 1
poor fluency and does not is irrelevant and very poor and lacks pronounces many words candidate emphasizes natural gestures.
communicate except for the lacks originality. organisational incorrectly and uses some important
most basic information. structure. inappropriate points.
vocabulary.

IV The candidate cannot The subject matter The subject content The candidate is unable While speaking, the Uses no natural 0
communicate even the most is negligible. comprises of mere to correctly pronounce candidate is unable to gestures.
basic information. words with no most words and has a emphasize important
structured sentences. limited vocabulary. points.

20
 INTERNAL ASSESSMENT IN LITERATURE IN ENGLISH -GUIDELINES FOR MARKING WITH GRADES (CLASSES IX & X)
Grade Understanding of Text Examples from Text Understanding of text- Appreciation of Critical Appreciation - Marks
(Narrative) Interpretation and Language, Personal Response
Evaluation Characterization

I The candidate The account is suitably The candidate The candidate appreciates The candidate is able to 4
demonstrates expertise in supported by relevant understands the text with and evaluates significant effectively reflect
giving an appropriate examples from the text. due emphasis on ways (structure, personal response
account of the text, with interpretation and character, imagery) in (critical appreciation) to
well-chosen reference to evaluation. which writers have the text.
narrative and situation. achieved their effects.
II The candidate The account is supported The candidate The candidate appreciates The candidate is able to 3
demonstrates a high level by examples from the understands text with and evaluates significant reflect a personal
of competence in giving text. some emphasis on ways in which writers response to the text.
an account of the text, interpretation and have achieved their
with appropriate evaluation. effects.
references to the narrative
and situation.
III The candidate The candidate The candidate recognizes The candidate recognizes The candidate is able to 2
demonstrates competence understands the text and some aspects of the text some of the significant communicate a personal
in giving an account of shows a basic recognition used by authors to present ways in which the writers response, which shows
the text with some of the theme and can ideas. have used the language. appreciation.
reference to the narrative support it by a few
and situation. examples.
IV The candidate gives a The candidate The candidate relates the The candidate recognizes The candidate 1
broad account of the text understands the basic text to other texts studied. differences in the way communicates a
with reference to the meaning of the text. authors write. straightforward personal
narrative and situation. response to the text.

V The candidate is unable to The candidate is unable to The candidate is unable to The candidate is unable to The candidate is unable to 0
demonstrate an understand the text or relate the text to the other recognize the differences give a personal view of
understanding of the basic support it with any texts studied. in the way authors write. the text studied.
events in the text. examples.

21
 CLASS X

There will be one paper of two and a half hours • Algebraically and writing the
duration carrying 80 marks and Internal Assessment solution in set notation form.
of 20 marks.
• Representation of solution on the
Certain questions may require the use of number line.
Mathematical tables (Logarithmic and Trigonometric
tables). (ii) Quadratic Equations in one variable
(a) Nature of roots
1. Commercial Mathematics
• Two distinct real roots if b2 – 4ac >
(i) Goods and Services Tax (GST) 0
Computation of tax including problems • Two equal real roots if b2 – 4ac = 0
involving discounts, list-price, profit, loss,
basic/cost price including inverse cases. • No real roots if b2 – 4ac < 0
Candidates are also expected to find price (b) Solving Quadratic equations by:
paid by the consumer after paying State
Goods and Service Tax (SGST) and Central • Factorisation
Goods and Service Tax (CGST) - the • Using Formula.
different rates as in vogue on different types (c) Solving simple quadratic equation
of items will be provided. Problems based on
problems.
corresponding inverse cases are also
included. (iii) Ratio and Proportion
(ii) Banking (a) Proportion, Continued proportion, mean
proportion
Recurring Deposit Accounts: computation of
interest and maturity value using the (b) Componendo, dividendo, alternendo,
formula: invertendo properties and their
combinations.
n(n + 1) r
I=P × (c) Direct simple applications on
2 × 12 100 proportions only.
MV = P x n + I
(iv) Factorisation of polynomials:
(iii) Shares and Dividends
(a) Factor Theorem.
(a) Face/Nominal Value, Market Value,
(b) Remainder Theorem.
Dividend, Rate of Dividend, Premium.
(b) Formulae (c) Factorising a polynomial completely
after obtaining one factor by factor
• Income = number of shares × rate of theorem.
dividend × FV.
Note: f (x) not to exceed degree 3.
• Return = (Income / Investment) × 100.
Note: Brokerage and fractional shares not (v) Matrices
included. (a) Order of a matrix. Row and column
2. Algebra matrices.
(i) Linear Inequations (b) Compatibility for addition and
multiplication.
Linear Inequations in one unknown for x ∈
N, W, Z, R. Solving: (c) Null and Identity matrices.
(d) Addition and subtraction of 2×2
matrices.

92
 (e) Multiplication of a 2×2 matrix by (ii) Comparison with congruency, keyword
• a non-zero rational number being proportionality.

• a matrix. (iii) Three conditions: SSS, SAS, AA. Simple

applications (proof not included).
(vi) Arithmetic and Geometric Progression
(iv) Applications of Basic Proportionality
• Finding their General term. Theorem.
• Finding Sum of their first ‘n’ terms. (v) Areas of similar triangles are
• Simple Applications. proportional to the squares of
(vii) Co-ordinate Geometry corresponding sides.
(a) Reflection (vi) Direct applications based on the above
including applications to maps and
(i) Reflection of a point in a line:
models.
x=0, y =0, x= a, y=a, the origin.
(b) Loci
(ii) Reflection of a point in the origin.
Loci: Definition, meaning, Theorems and
(iii) Invariant points.
constructions based on Loci.
(b) Co-ordinates expressed as (x,y), Section
formula, Midpoint formula, Concept of (i) The locus of a point at a fixed distance
slope, equation of a line, Various forms from a fixed point is a circle with the
of straight lines. fixed point as centre and fixed distance
as radius.
(i) Section and Mid-point formula
(Internal section only, co-ordinates (ii) The locus of a point equidistant from two
of the centroid of a triangle intersecting lines is the bisector of the
included). angles between the lines.
(ii) Equation of a line: (iii) The locus of a point equidistant from two
given points is the perpendicular bisector
• Slope –intercept form y = mx + c
of the line joining the points.
• Two- point form (y-y 1 ) = m(x-x 1 )
Proofs not required.
• Geometric understanding of ‘m’
(c) Circles
as slope/ gradient/ tanθ where θ
is the angle the line makes with (i) Angle Properties
the positive direction of the x axis.
• The angle that an arc of a circle
• Geometric understanding of ‘c’ as subtends at the centre is double that
the y-intercept/the ordinate of the which it subtends at any point on the
point where the line intercepts the remaining part of the circle.
y axis/ the point on the line where
x=0. • Angles in the same segment of a
circle are equal (without proof).
• Conditions for two lines to be
parallel or perpendicular. • Angle in a semi-circle is a right
Simple applications of all the angle.
above. (ii) Cyclic Properties:
3. Geometry • Opposite angles of a cyclic
quadrilateral are supplementary.
(a) Similarity
• The exterior angle of a cyclic
Similarity, conditions of similar triangles. quadrilateral is equal to the opposite
(i) As a size transformation. interior angle (without proof).

93
 (iii) Tangent and Secant Properties: 5. Trigonometry
• The tangent at any point of a circle (a) Using Identities to solve/prove simple
and the radius through the point are algebraic trigonometric expressions
perpendicular to each other. sin2 A + cos2 A = 1
• If two circles touch, the point of 1 + tan2 A = sec2A
contact lies on the straight line
1+cot2A = cosec2A; 0 ≤ A ≤ 90°
joining their centres.
(b) Heights and distances: Solving 2-D problems
• From any point outside a circle, two involving angles of elevation and depression
tangents can be drawn, and they are using trigonometric tables.
equal in length.
Note: Cases involving more than two right
• If two chords intersect internally or angled triangles excluded.
externally then the product of the
lengths of the segments are equal. 6. Statistics
• If a chord and a tangent intersect Statistics – basic concepts, Mean, Median, Mode.
externally, then the product of the Histograms and Ogive.
lengths of segments of the chord is
equal to the square of the length of (a) Computation of:
the tangent from the point of contact • Measures of Central Tendency: Mean,
to the point of intersection. median, mode for raw and arrayed data.
Mean*, median class and modal class for
• If a line touches a circle and from the
grouped data. (both continuous and
point of contact, a chord is drawn,
discontinuous).
the angles between the tangent and
the chord are respectively equal to * Mean by all 3 methods included:
the angles in the corresponding
Direct : Σfx
alternate segments. Σf
Note: Proofs of the theorems given above
Σfd
are to be taught unless specified otherwise. Short-cut : A+ where d = x − A
Σf
(iv) Constructions
(a) Construction of tangents to a circle Step-deviation: A + Σft × i where t = x − A
Σf i
from an external point.
(b) Graphical Representation. Histograms and
(b) Circumscribing and inscribing a Less than Ogive.
circle on a triangle and a
regular hexagon. • Finding the mode from the histogram,
the upper quartile, lower Quartile and
4. Mensuration median etc. from the ogive.
• Calculation of inter Quartile range.
Area and volume of solids – Cylinder, Cone and
Sphere. 7. Probability
Three-dimensional solids - right circular Random experiments, Sample space, Events,
cylinder, right circular cone and sphere: Area definition of probability, Simple problems on
(total surface and curved surface) and Volume. single events.
Direct application problems including cost, Inner
and Outer volume and melting and recasting
method to find the volume or surface area of a
new solid. Combination of solids included.
Note: Problems on Frustum are not included.

94
SI UNITS, SIGNS, SYMBOLS AND INTERNAL ASSESSMENT
ABBREVIATIONS
The minimum number of assignments: Two
(1) Agreed conventions assignments as prescribed by the teacher.
(a) Units may be written in full or using the Suggested Assignments
agreed symbols, but no other abbreviation
may be used. • Comparative newspaper coverage of different
items.
(b) The letter ‘s’ is never added to symbols to
indicate the plural form. • Survey of various types of Bank accounts,
rates of interest offered.
(c) A full stop is not written after symbols for
units unless it occurs at the end of a sentence. • Planning a home budget.
(d) When unit symbols are combined as a • Conduct a survey in your locality to study the
quotient, e.g., metre per second, it is mode of conveyance / Price of various
recommended that it should be written as essential commodities / favourite sports.
m/s, or as m s-1. Represent the data using a bar graph /
histogram and estimate the mode.
(e) Three decimal signs are in common
international use: the full point, the mid-point • To use a newspaper to study and report on
and the comma. Since the full point is shares and dividends.
sometimes used for multiplication and the
comma for spacing digits in large numbers, it • Set up a dropper with ink in it vertical at a
is recommended that the mid-point be used height say 20 cm above a horizontally placed
for decimals. sheet of plain paper. Release one ink drop;
observe the pattern, if any, on the paper.
(2) Names and symbols Vary the vertical distance and repeat.
Discover any pattern of relationship between
In general
the vertical height and the ink drop observed.
Implies that ⇒ is logically equivalent to ⇔
Identically equal to ≡ is approximately equal to >> • You are provided (or you construct a model
In set language as shown) - three vertical sticks (size of a
Belongs to ∈ does not belong to ∉
is equivalent to is not equivalent to pencil) stuck to a horizontal board. You
↔ ↔
union ∪ intersection ∩ should also have discs of varying sizes with
universal set ξ is contained in ⊂ holes (like a doughnut). Start with one disc;
natural (counting) Ν the empty set ø place it on (in) stick A. Transfer it to another
numbers whole numbers W
integers real numbers stick (B or C); this is one move (m). Now try
Ζ R
with two discs placed in A such that the large
In measures
Kilometre km Metre m disc is below, and the smaller disc is above
Centimetre cm Millimetre mm (number of discs = n=2 now). Now transfer
Kilogram kg Gram g them one at a time in B or C to obtain similar
Litre L Centilitre cL
square kilometre km2 Square meter m2
situation (larger disc below). How many
square centimetre cm2 Hectare ha moves? Try with more discs (n = 1, 2, 3,
cubic metre m3 Cubic centimetre cm3 etc.) and generalise.
kilometres per hour km/h Metres per second m/s

A B C

95
• The board has some holes to hold marbles, red on • Find by construction the centre of a circle, using
one side and blue on the other. Start with one only a 60-30 setsquare and a pencil.
pair. Interchange the positions by making one
move at a time. A marble can jump over another • Various types of “cryptarithm”.
to fill the hole behind. The move (m) equal 3.
Try with 2 (n=2) and more. Find the relationship EVALUATION
between n and m. The assignments/project work are to be evaluated by
the subject teacher and by an External Examiner.
(The External Examiner may be a teacher nominated
by the Head of the school, who could be from the
faculty, but not teaching the subject in the
Red Blue section/class. For example, a teacher of Mathematics
of Class VIII may be deputed to be an External
• Take a square sheet of paper of side 10 cm. Four Examiner for Class X, Mathematics projects.)
small squares are to be cut from the corners of
The Internal Examiner and the External Examiner
the square sheet and then the paper folded at the
will assess the assignments independently.
cuts to form an open box. What should be the
size of the squares cut so that the volume of the Award of Marks (20 Marks)
open box is maximum?
Subject Teacher (Internal Examiner) 10 marks
• Take an open box, four sets of marbles (ensuring External Examiner 10 marks
that marbles in each set are of the same size) and
some water. By placing the marbles and water The total marks obtained out of 20 are to be sent to
in the box, attempt to answer the question: do CISCE by the Head of the school.
larger marbles or smaller marbles occupy more The Head of the school will be responsible for the
volume in a given space? online entry of marks on CISCE’s CAREERS portal
• An eccentric artist says that the best paintings by the due date.
have the same area as their perimeter
(numerically). Let us not argue whether such
sizes increase the viewer’s appreciation, but only
try and find what sides (in integers only) a
rectangle must have if its area and perimeter are
to be equal (Note: there are only two such
rectangles).

96
 INTERNAL ASSESSMENT IN MATHEMATICS - GUIDELINES FOR MARKING WITH GRADES
Criteria Preparation Concepts Computation Presentation Understanding Marks
Grade I Exhibits and Admirable use of Careful and Presents well stated Shows strong personal 4 marks for
selects a well- mathematical concepts accurate work with conclusions; uses contribution; each
defined problem. and methods and appropriate effective mathematical demonstrate knowledge criterion
exhibits competency in computation, language, symbols, and understanding of
Appropriate use
using extensive range of construction and conventions, tables, assignment and can
of techniques.
mathematical measurement with diagrams, graphs, etc. apply the same in
techniques. correct units. different situations.
Grade II Exhibits and Appropriate use of Commits negligible Some statements of Neat with average 3 marks for
selects routine mathematical concepts errors in conclusions; uses amount of help; each
approach. and methods and shows computation, appropriate math assignment shows criterion
adequate competency in construction and language, learning of mathematics
Fairly good
using limited range of measurement. with a limited ability to
techniques. symbols, conventions,
techniques. use it.
tables, diagrams,
graphs, etc.
Grade III Exhibits and Uses appropriate Commits a few Assignment is Lack of ability to 2 marks for
selects trivial mathematical concepts errors in presentable though it is conclude without help; each
problems. and shows competency computation, disorganized in some shows some learning of criterion
in using limited range construction and places. mathematics with a
Satisfactory
of techniques. measurement. limited ability to use it.
techniques.

Grade IV Exhibits and Uses inappropriate Commits many Presentation made is Lack of ability to 1 mark for
selects an mathematical concepts mistakes in somewhat disorganized conclude even with each
insignificant for the assignment. computation, and untidy. considerable help; criterion
problem. construction and assignment contributes
measurement. to mathematical learning
Uses some
to a certain extent.
unsuitable
techniques.
Grade V Exhibits and Not able to use Inaccurate Presentation made is Assignment does not 0 mark
selects a mathematical concepts. computation, completely contribute to
completely construction and disorganized, untidy mathematical learning
irrelevant measurement. and poor. and lacks practical
problem. applicability.
Uses unsuitable
techniques.

97
 CLASS X
There will be one paper of two hours duration electrical energy, nuclear energy, sound
carrying 80 marks and Internal Assessment of energy, light energy).
practical work carrying 20 marks.
Mechanical energy: potential energy U = mgh
Note: Unless otherwise specified, only SI Units are to (derivation included) gravitational PE,
be used while teaching and learning, as well as for examples; kinetic energy K= ½ mv2
answering questions. (derivation included); forms of kinetic energy:
translational, rotational and vibrational -
1. Force, Work, Power and Energy only simple examples. [Numerical problems
on K and U only in case of translational
(i) Turning forces concept; moment of a force; motion]; qualitative discussions of electrical,
forces in equilibrium; centre of gravity; chemical, heat, nuclear, light and sound
[discussions using simple examples and energy, conversion from one form to another;
simple numerical problems]. common examples.
Elementary introduction of translational and (v) Machines as force multipliers; load, effort,
rotational motions; moment (turning effect) of mechanical advantage, velocity ratio and
a force, also called torque and its cgs and SI efficiency; simple treatment of levers, pulley
units; common examples - door, steering systems showing the utility of each type of
wheel, bicycle pedal, etc.; clockwise and anti- machine.
clockwise moments; conditions for a body to
Functions and uses of simple machines:
be in equilibrium ( translational and
rotational); principle of moment and its Terms- effort E, load L, mechanical
verification using a metre rule suspended by advantage MA = L/E, velocity ratio
two spring balances with slotted weights VR = V E /V L = d E / d L , input (W i ), output (W o ),
hanging from it; simple numerical problems; efficiency (η), relation between η and MA, VR
Centre of gravity (qualitative only) with (derivation included); for all practical
examples of some regular bodies and machines η <1; MA < VR.
irregular lamina. Lever: principle. First, second and third class
(ii) Uniform circular motion. of levers; examples: MA and VR in each case.
Examples of each of these classes of levers as
As an example of constant speed, though also found in the human body.
acceleration (force) is present. Differences
between centrifugal and centripetal force. Pulley system: single fixed, single movable,
block and tackle; MA, VR and η in each
(iii) Work, energy, power and their relation with case.
force.
(vi) Principle of Conservation of energy.
Definition of work. W = FS cosθ; special
Statement of the principle of conservation of
cases of θ = 00, 900. W= mgh. Definition of
energy; theoretical verification that U + K =
energy, energy as work done. Various units of
constant for a freely falling body. Application
work and energy and their relation with SI
of this law to simple pendulum (qualitative
units. [erg, calorie, kW h and eV]. Definition
only); [simple numerical problems].
of Power, P=W/t; SI and cgs units; other
units, kilowatt (kW), megawatt (MW) and
gigawatt (GW); and horsepower (1hp=746W)
[Simple numerical problems on work, power
and energy].
(iv) Different types of energy (e.g., chemical
energy, Mechanical energy, heat energy,

103
2. Light of prisms; technical terms; centre of
curvature, radii of curvature, principal axis,
(i) Refraction of light through a glass block and a
foci, focal plane and focal length; detailed
triangular prism - qualitative treatment of
study of refraction of light in spherical lenses
simple applications such as real and apparent
through ray diagrams; formation of images -
depth of objects in water and apparent bending
principal rays or construction rays; location
of sticks in water. Applications of refraction
of images from ray diagram for various
of light.
positions of a small linear object on the
Partial reflection and refraction due to principal axis; characteristics of images. Sign
change in medium. Laws of refraction; the convention and direct numerical problems
effect on speed (V), wavelength (λ) and using the lens formula are included
frequency (f) due to refraction of light; (derivation of formula not required).
conditions for a light ray to pass undeviated.
Scale drawing or graphical representation of
Values of speed of light (c) in vacuum, air,
ray diagrams not required.
water and glass; refractive index µ = c/V, V =
fλ. Values of µ for common substances such Power of a lens (concave and convex) –
as water, glass and diamond; experimental [simple direct numerical problems]:
verification; refraction through glass block; magnifying glass or simple microscope:
lateral displacement; multiple images in thick location of image and magnification from ray
glass plate/mirror; refraction through a glass diagram only [formula and numerical
prism, simple applications: real and apparent problems not included]. Applications of
depth of objects in water; apparent bending of lenses.
a stick under water. (Simple numerical (iv) Using a triangular prism to produce a visible
problems and approximate ray diagrams spectrum from white light; Electromagnetic
required). spectrum. Scattering of light.
(ii) Total internal reflection: Critical angle; Deviation produced by a triangular prism;
examples in triangular glass prisms; dependence on colour (wavelength) of light;
comparison with reflection from a plane dispersion and spectrum; electromagnetic
mirror (qualitative only). Applications of total spectrum: broad classification (names only
internal reflection. arranged in order of increasing wavelength);
Transmission of light from a denser medium properties common to all electromagnetic
(glass/water) to a rarer medium (air) at radiations; properties and uses of infrared
different angles of incidence; critical angle and ultraviolet radiation. Simple application
(C) µ = 1/sin C. Essential conditions for total of scattering of light e.g. blue colour of the
internal reflection. Total internal reflection in sky.
a triangular glass prism; ray diagram, 3. Sound
different cases - angles of prism (60º,60º,60º),
(60º,30º,90º), (45º,45º,90º); use of right angle (i) Reflection of Sound Waves; echoes: their use;
prism to obtain δ = 90º and 180º (ray simple numerical problems on echoes.
diagram); comparison of total internal Production of echoes, condition for formation
reflection from a prism and reflection from a of echoes; simple numerical problems; use of
plane mirror. echoes by bats, dolphins, fishermen, medical
(iii) Lenses (converging and diverging) including field. SONAR.
characteristics of the images formed (using (ii) Natural vibrations, Damped vibrations,
ray diagrams only); magnifying glass; Forced vibrations and Resonance - a special
location of images using ray diagrams and case of forced vibrations.
thereby determining magnification.
Meaning and simple applications of natural,
Types of lenses (converging and diverging), damped, forced vibrations and resonance.
convex and concave, action of a lens as a set

104
 (iii) Loudness, pitch and quality of sound: (iv) Magnetic effect of a current (principles only,
laws not required); electromagnetic induction
Characteristics of sound: loudness and
intensity; subjective and objective nature of (elementary); transformer.
these properties; sound level in decibel(dB) Oersted’s experiment on the magnetic effect of
(as unit only); noise pollution; electric current; magnetic field (B) and field
interdependence of: pitch and frequency; lines due to current in a straight wire
quality and waveforms (with examples). (qualitative only), right hand thumb rule –
4. Electricity and Magnetism magnetic field due to a current in a loop;
Electromagnets: their uses; comparisons with
(i) Ohm’s Law; concepts of emf, potential a permanent magnet; Fleming’s Left Hand
difference, resistance; resistances in series and
Rule, the DC electric motor- simple sketch of
parallel, internal resistance.
main parts (coil, magnet, split ring
Concepts of pd (V), current (I), resistance (R) commutators and brushes); brief description
and charge (Q). Ohm's law: statement, V=IR; and type of energy transfer(working not
SI units; experimental verification; graph of V required): Simple introduction to
vs I and resistance from slope; ohmic and electromagnetic induction; frequency of AC in
non-ohmic resistors, factors affecting house hold supplies , Fleming’s Right Hand
resistance (including specific resistance) and Rule, AC Generator - Simple sketch of main
internal resistance; super conductors, parts, brief description and type of energy
electromotive force (emf); combination of
transfer(working not required). Advantage of
resistances in series and parallel and
AC over DC. Transformer- its types,
derivation of expressions for equivalent
resistance. Simple numerical problems using characteristics of primary and secondary
the above relations. [Simple network of coils in each type (simple labelled diagram
resistors]. and its uses).

(ii) Electrical power and energy. 5. Heat

Electrical energy; examples of heater, motor, (i) Calorimetry: meaning, specific heat capacity;
lamp, loudspeaker, etc. Electrical power; principle of method of mixtures; Numerical
measurement of electrical energy, W = QV = Problems on specific heat capacity using heat
VIt from the definition of pd. Combining with loss and gain and the method of mixtures.
ohm’s law W = VIt = I2 Rt = (V2/R)t and Heat and its units (calorie, joule),
electrical power P = (W/t) = VI = I2R = V2/R. temperature and its units (oC,, K); thermal
Units: SI and commercial; Power rating of (heat) capacity C' = Q/T... (SI unit of C'):
common appliances, household consumption Specific heat Capacity C = Q/mT (SI unit of
of electric energy; calculation of total energy C) Mutual relation between Heat Capacity
consumed by electrical appliances; W = Pt and Specific Heat capacity, values of C for
(kilowatt × hour = kW h), [simple numerical some common substances (ice, water and
problems]. copper). Principle of method of mixtures
(iii) Household circuits – main circuit; switches; including mathematical statement. Natural
fuses; earthing; safety precautions; three-pin phenomenon involving specific heat.
plugs; colour coding of wires. Consequences of high specific heat of water.
[Simple numerical problems].
House wiring (ring system), power
distribution; main circuit (3 wires-live, (ii) Latent heat; loss and gain of heat involving
neutral, earth) with fuse / MCB, main switch change of state for fusion only.
and its advantages - circuit diagram; two- Change of phase (state); heating curve for
way switch, staircase wiring, need for water; latent heat; specific latent heat of
earthing, fuse, 3-pin plug and socket; fusion (SI unit). Simple numerical problems.
Conventional location of live, neutral and Common physical phenomena involving latent
earth points in 3 pin plugs and sockets. Safety heat of fusion.
precautions, colour coding of wires.

105
6. Modern Physics Derived Unit
(i) Radioactivity and changes in the nucleus; quantity Name Symbol
background radiation and safety precautions. Volume cubic metre m3
Brief introduction (qualitative only) of the Density kilogram per cubic metre kg m-3
nucleus, nuclear structure, atomic number Velocity metre per second m s-1
(Z), mass number (A). Radioactivity as
Acceleration metre per second square m s-2
spontaneous disintegration. α, β and γ - their
nature and properties; changes within the Momentum kilogram metre per kg m s-1
nucleus. One example each of α and β decay second
with equations showing changes in Z and A.
Uses of radioactivity - radio isotopes. Some derived units are given special names due to
Harmful effects. Safety precautions. their complexity when expressed in terms of the
Background radiation. fundamental units, as below:
Radiation: X-rays; radioactive fallout from Derived quantity Unit
nuclear plants and other sources.
Name Symbol
Nuclear Energy: working on safe disposal of
Force newton N
waste. Safety measures to be strictly
reinforced. Pressure pascal Pa
(ii) Nuclear fission and fusion; basic introduction Energy, Work joule J
and equations. Power watt W
A NOTE ON SI UNITS Frequency hertz Hz
SI units (Systeme International d’Unites) were Electric charge coulomb C
adopted internationally in 1968. Electric resistance ohm Ω
Fundamental units Electromotive force volt V
The system has seven fundamental (or basic) units,
When the unit is named after a person, the symbol has
one for each of the fundamental quantities.
a capital letter.
Fundamental quantity Unit
Standard prefixes
Name Symbol
Decimal multiples and submultiples are attached to
Mass kilogram kg units when appropriate, as below:
Length metre m Multiple Prefix Symbol
Time second s 109 giga G
6
Electric current ampere A 10 mega M
3
10 kilo k
Temperature kelvin K
-1
10 deci d
Luminous intensity candela cd -2
10 centi c
Amount of substance mole mol -3
10 milli m
-6
Derived units 10 micro µ
-9
These are obtained from the fundamental units by 10 nano n
multiplication or division; no numerical factors are 10 -12
pico p
involved. Some derived units with complex names -15
10 femto f
are:

106
 INTERNAL ASSESSMENT OF 5. Determine the focal length of a convex lens by
PRACTICAL WORK using two pins and formula f = uv/(u+v).
Candidates will be asked to carry out experiments for 6. For a triangular prism, trace the course of rays
which instructions will be given. The experiments passing through it, measure angles i 1 , i 2 , A and
may be based on topics that are not included in the δ.Repeat for four different angles of incidence
syllabus but theoretical knowledge will not be (say i 1 =400 , 500, 600 and 700). Verify i 1 + i 2 =A+δ
required. A candidate will be expected to be able to and A = r 1 + r 2 .
follow simple instructions, to take suitable readings 7. For a ray of light incident normally (i 1 =0) on one
and to present these readings in a systematic form. face of a prism, trace course of the ray. Measure
He/she may be required to exhibit his/her data the angle δ. Explain briefly. Do this for prisms
graphically. Candidates will be expected to appreciate with A=600, 450 and 900.
and use the concepts of least count, significant figures
and elementary error handling. 8. Calculate the specific heat capacity of the material
of the given calorimeter, from the temperature
Note: Teachers may design their own set of readings and masses of cold water, warm water
experiments, preferably related to the theory syllabus. and its mixture taken in the calorimeter.
A comprehensive list is suggested below:
9. Determination of specific heat capacity of a metal
1. Lever - There are many possibilities with a meter by method of mixtures.
rule as a lever with a load (known or unknown) 10. Determination of specific latent heat of ice.
suspended from a point near one end (say left), the
lever itself pivoted on a knife edge, use slotted 11. Using as simple electric circuit, verify Ohm’s law.
weights suspended from the other (right) side for Draw a graph, and obtain the slope.
effort. 12. Set up model of household wiring including ring
main circuit. Study the function of switches and
Determine the mass of a metre rule using a spring
fuses.
balance or by balancing it on a knife edge at some
point away from the middle and a 50g weight on Teachers may feel free to alter or add to the above list.
the other side. Next pivot (F) the metre rule at the The students may perform about ten experiments.
40cm, 50cm and 60cm mark, each time Some experiments may be demonstrated.
suspending a load L or the left end and effort E
near the right end. Adjust E and or its position so EVALUATION
that the rule is balanced. Tabulate the position of The practical work/project work are to be evaluated by
L, F and E and the magnitudes of L and E and the the subject teacher and by an External Examiner.
distances of load arm and effort arm. Calculate (The External Examiner may be a teacher nominated
MA=L/E and VR = effort arm/load arm. It will be by the Head of the school, who could be from the
found that MA <VR in one case, MA=VR in faculty, but not teaching the subject in the relevant
another and MA>VR in the third case. Try to section/class. For example, a teacher of Physics of
explain why this is so. Also try to calculate the real Class VIII may be deputed to be an External Examiner
load and real effort in these cases. for Class X, Physics projects.)
2. Determine the VR and MA of a given pulley The Internal Examiner and the External Examiner will
system. assess the practical work/project work independently.
3. Trace the course of different rays of light Award of Marks (20 Marks)
refracting through a rectangular glass slab at Subject Teacher (Internal Examiner) 10 marks
different angles of incidence, measure the angles
of incidence, refraction and emergence. Also External Examiner 10 marks
measure the lateral displacement. The total marks obtained out of 20 are to be sent to
CISCE by the Head of the school.
4. Determine the focal length of a convex lens by (a)
the distant object method and (b) using a needle The Head of the school will be responsible for the
and a plane mirror. online entry of marks on CISCE’s CAREERS portal
by the due date.

107
 CLASS X

There will be one paper of two hours duration of electricity), dissociation in solution and in
80 marks and Internal Assessment of practical work molten state to be linked with electrolysis.
carrying 20 marks.
(b) Covalent Bonding:
Note: All chemical processes/reactions should be
• Electron dot structure of covalent
studied with reference to the reactants, products,
molecules on the basis of duplet and octet
conditions, observations and the (balanced) equations
of electrons (example: hydrogen,
and diagrams.
chlorine, nitrogen, ammonia, carbon
1. Periodic Properties and variations of Properties tetrachloride, methane.
– Physical and Chemical • Polar Covalent compounds – based on
(i) Periodic properties and their variations in difference in electronegativity:
groups and periods. Examples – HCl and H 2 O including
Definitions and trends of the following structures.
periodic properties in groups and periods • Characteristic properties of Covalent
should be studied: compounds – state of existence, melting
• atomic size and boiling points, conductivity (heat and
• metallic character electricity), ionisation in solution.
• non-metallic character Comparison of Electrovalent and
• ionisation potential Covalent compounds.
• electron affinity (c) Coordinate Bonding:
• electronegativity • Definition
(ii) Periodicity on the basis of atomic number for • The lone pair effect of the oxygen atom of
elements. the water molecule and the nitrogen atom
• The study of modern periodic table up to of the ammonia molecule to explain the
period 3 (students to be exposed to the formation of H 3 O+ and OH- ions in water
complete modern periodic table but no and NH 4 + ion.
questions will be asked on elements The meaning of lone pair; the formation of
beyond period 3 – Argon); hydronium ion and ammonium ion must be
explained with the help of electron dot
• Periodicity and other related properties
diagrams.
to be explained on the basis of nuclear
charge and shells (not orbitals). 3. Study of Acids, Bases and Salts
(Special reference to the alkali metals and halogen (i) Simple definitions in terms of the molecules
groups). and their characteristic properties.
2. Chemical Bonding (ii) Ions present in mineral acids, alkalis and salts
Electrovalent, covalent and co-ordinate bonding, and their solutions; use of litmus and pH paper
structures of various compounds, Electron dot to test for acidity and alkalinity.
structure. • Examples with equation for the
(a) Electrovalent bonding: ionisation/dissociation of ions of acids,
bases and salts.
• Electron dot structure of Electrovalent
compounds NaCl, MgCl 2 , CaO. • Acids form hydronium ions (only positive
ions) which turn blue litmus red, alkalis
• Characteristic properties of electrovalent form hydroxyl ions (only negative ions)
compounds – state of existence, melting with water which turns red litmus blue.
and boiling points, conductivity (heat and

112
 • Salts are formed by partial or complete • Action on addition of Ammonium
replacement of the hydrogen ion of an acid Hydroxide to solution of Ca, Fe, Cu,
by a metal. (To be explained with suitable Zn, and Pb salts drop by drop in
examples). excess. Formation and colour of
hydroxide precipitated to be
• Introduction to pH scale to test for acidity, highlighted with the help of
neutrality and alkalinity by using pH paper equations.
or Universal indicator.
• Special action of Ammonium
(iii) Definition of salt; types of salts. Hydroxide on solutions of copper
Types of salts: normal salts, acid salt, basic salts and sodium hydroxide on
salt, definition and examples. ammonium salts.
(iv) Action of dilute acids on salts. (ii) Action of alkalis (NaOH, KOH) on certain
metals, their oxides and hydroxides.
Decomposition of hydrogen carbonates,
carbonates, sulphites and sulphides by The metals must include aluminium, zinc
appropriate acids with heating if necessary. and lead, their oxides and hydroxides,
(Relevant laboratory work must be done). which react with caustic alkalis (NaOH,
KOH), showing the amphoteric nature of
(v) Methods of preparation of Normal salts with
these substances.
relevant equations. (Details of apparatus or
procedures not required). 5. Mole Concept and Stoichiometry
Methods included are: (i) Gay Lussac’s Law of Combining Volumes;
• Direct combination Avogadro’s Law.

• Displacement • Idea of mole – a number just as a dozen, a

gross (Avogadro’s number).
• Precipitation (double decomposition)
• Avogadro’s Law - statement and
• Neutralization of insoluble base explanation.
• Neutralisation of an alkali (titration) • Gay Lussac’s Law of Combining Volumes.
• Action of dilute acids on carbonates and – Statement and explanation.
bi-carbonates. • Understanding molar volume- “the mass
4. Analytical Chemistry of 22.4 litres of any gas at S.T.P. is equal
to its molar mass”. (Questions will not be
(i) Action of Ammonium Hydroxide and set on formal proof but may be taught for
Sodium Hydroxide on solution of salts: clear understanding).
colour of salt and its solution; formation
and colour of hydroxide precipitated for • Simple calculations based on the molar
solutions of salts of Ca, Fe, Cu, Zn and Pb; volume and Gay Lussac’s law.
special action of ammonium hydroxide on (ii) Refer to the atomicity of hydrogen, oxygen,
solutions of copper salt and sodium
nitrogen and chlorine (proof not required).
hydroxide on ammonium salts.
On solution of salts: The explanation can be given using equations
• Colour of salt and its solution. for the formation of HCl, NH 3 , and NO.
• Action on addition of Sodium (iii) Vapour Density and its relation to relative
Hydroxide to solution of Ca, Fe, Cu, molecular mass:
Zn, and Pb salts drop by drop in
excess. Formation and colour of • Molecular mass = 2×vapour density
hydroxide precipitated to be (formal proof not required)
highlighted with the help of • Deduction of simple (empirical) and
equations. molecular formula from:

113
 (a) the percentage composition of a • Molten lead bromide
compound.
• acidified water with platinum electrodes
(b) the masses of combining elements.
• Aqueous copper (II) sulphate with copper
(iv) Mole and its relation to mass. electrodes; electron transfer at the
• Relating mole and atomic mass; arriving electrodes.
at gram atomic mass and then gram The above electrolytic processes can be
atom; atomic mass is a number dealing studied in terms of electrolyte used,
with one atom; gram atomic mass is the electrodes used, ionization reaction, anode
mass of one mole of atoms. reaction, cathode reaction, use of selective
• Relating mole and molecular mass discharge theory, wherever applicable.
arriving at gram molecular mass and (v) Applications of electrolysis.
gram molecule – molecular mass is a
number dealing with a molecule, gram • Electroplating with nickel and silver,
molecular mass is the mass of one mole choice of electrolyte for electroplating.
of molecules. • Electro refining of copper.
• Simple calculations based on relation of Reasons and conditions for electroplating;
mole to mass, volume and Avogadro’s names of the electrolytes and the electrodes
number. used should be given. Equations for the
(v) Simple calculations based on chemical reactions at the electrodes should be given
equations for electroplating, refining of copper.

Related to weight and/or volumes of both 7. Metallurgy

reactants and products. (i) Occurrence of metals in nature:
6. Electrolysis • Mineral and ore - Meaning only.
(i) Electrolytes and non-electrolytes. • Common ores of iron, aluminium and
Definitions and examples. zinc.
(ii) Substances containing molecules only, ions (ii) Stages involved in the extraction of metals.
only, both molecules and ions. (a) Dressing of the ore – hydrolytic method,
• Substances containing molecules only magnetic separation, froth flotation
ions only, both molecules and ions. method.

• Examples; relating their composition with (b) Conversion of concentrated ore to its
their behaviour as strong and weak oxide- roasting and calcination
electrolytes as well as non-electrolytes. (definition, examples with equations).

(iii) Definition and explanation of electrolysis, (c) Reduction of metallic oxides- some can be
electrolyte, electrode, anode, cathode, anion, reduced by hydrogen, carbon and carbon
cation, oxidation and reduction (on the basis monoxide (e.g. copper oxide, lead (II)
of loss and gain of electrons). oxide, iron (III) oxide and zinc oxide) and
some cannot (e.g. Al 2 O 3 , MgO) - refer to
(iv) An elementary study of the migration of ions, activity series). Active metals by
with reference to the factors influencing electrolysis e.g. sodium, potassium and
selective discharge of ions (reference should calcium. (reference only).
be made to the activity series as indicating the
tendency of metals, e.g. Na, Mg, Fe, Cu, to Equations with conditions should be
form ions) illustrated by the electrolysis of: given.
(d) Electro refining – reference only.

114
 (iii) Extraction of Aluminium. decomposition of carbonates, hydrogen
carbonates, sulphides, sulphites.
(a) Chemical method for purifying bauxite by
using NaOH – Baeyer’s Process. • Precipitation reactions with silver nitrate
solution and lead nitrate solution.
(b) Electrolytic extraction – Hall Heroult’s
process: B. Ammonia
Structure of electrolytic cell - the Ammonia: its laboratory preparation from
various components as part of the ammonium chloride and collection; ammonia
electrolyte, electrodes and electrode from nitrides like Mg 3 N 2 and AlN and
reactions. ammonium salts. Manufacture by Haber’s
Process; density and solubility of ammonia
Description of the changes occurring, (fountain experiment); aqueous solution of
purpose of the substances used and the ammonia; its reactions with hydrogen chloride
main reactions with their equations. and with hot copper (II) oxide and chlorine;
(iv) Alloys – composition and uses. the burning of ammonia in oxygen; uses of
ammonia.
Stainless steel, duralumin, brass, bronze, fuse
metal / solder. • Laboratory preparation from ammonium
chloride and collection; (the preparation
8. Study of Compounds to be studied in terms of, setting of the
A. Hydrogen Chloride apparatus and diagram, procedure,
observation, collection and identification)
Hydrogen chloride: preparation of hydrogen
chloride from sodium chloride; refer to the • Ammonia from nitrides like Mg 3 N 2 and
density and solubility of hydrogen chloride AlN using warm water.
(fountain experiment); reaction with Ammonia from ammonium salts using
ammonia; acidic properties of its solution. alkalies.
• Preparation of hydrogen chloride from The reactions to be studied in terms of
sodium chloride; the laboratory method reactants, products, conditions and
of preparation can be learnt in terms of equations.
reactants, product, condition, equation, • Manufacture by Haber’s Process.
diagram or setting of the apparatus,
procedure, observation, precaution, • Density and solubility of ammonia
collection of the gas and identification. (fountain experiment).
• The burning of ammonia in oxygen.
• Simple experiment to show the density of
the gas (Hydrogen Chloride) –heavier • The catalytic oxidation of ammonia
than air. (with conditions and reaction)
• Solubility of hydrogen chloride (fountain • Its reactions with hydrogen chloride and
experiment); setting of the apparatus, with hot copper (II) oxide and chlorine
procedure, observation, inference. (both chlorine in excess and ammonia in
excess).
• Method of preparation of hydrochloric
acid by dissolving the gas in water- the All these reactions may be studied in terms of
special arrangement and the mechanism reactants, products, conditions, equations
by which the back suction is avoided and observations.
should be learnt. • Aqueous solution of ammonia - reaction
• Reaction with ammonia with sulphuric acid, nitric acid,
hydrochloric acid and solutions of
• Acidic properties of its solution - reaction
iron(III) chloride, iron(II) sulphate, lead
with metals, their oxides, hydroxides and
nitrate, zinc nitrate and copper sulphate.
carbonates to give their chlorides;

115
 • Uses of ammonia - manufacture of • Non-volatile nature of sulphuric acid -
fertilizers, explosives, nitric acid, reaction with sodium or potassium
refrigerant gas (Chlorofluro carbon – and chloride and sodium or potassium nitrate.
its suitable alternatives which are non-
9. Organic Chemistry
ozone depleting), and cleansing agents.
(i) Introduction to Organic compounds.
C. Nitric Acid
• Unique nature of Carbon atom – tetra
Nitric Acid: one laboratory method of
valency, catenation.
preparation of nitric acid from potassium
nitrate or sodium nitrate. Large scale • Formation of single, double and triple
preparation. Nitric acid as an oxidizing agent. bonds, straight chain, branched chain,
cyclic compounds (only benzene).
• Laboratory preparation of nitric acid
from potassium nitrate or sodium nitrate; (ii) Structure and Isomerism.
the laboratory method to be studied in
terms of reactants, products, conditions, • Structure of compounds with single,
equations, setting up of apparatus, double and triple bonds.
diagram, precautions, collection and • Structural formulae of hydrocarbons.
identification. Structural formula must be given for:
• Manufacture of Nitric acid by Ostwald’s alkanes, alkenes, alkynes up to 5 carbon
process (Only equations with conditions atoms.
where applicable).
• Isomerism – structural (chain, position)
• As an oxidising agent: its reaction with
(iii) Homologous series – characteristics with
copper, carbon, sulphur.
examples.
D. Sulphuric Acid
Alkane, alkene, alkyne series and their
Large scale preparation, its behaviour as an gradation in properties and the relationship
acid when dilute, as an oxidizing agent when with the molecular mass or molecular
concentrated - oxidation of carbon and formula.
sulphur; as a dehydrating agent - dehydration
(iv) Simple nomenclature.
of sugar and copper (II) sulphate crystals; its
non-volatile nature. Simple nomenclature of the hydrocarbons
with simple functional groups – (double bond,
• Manufacture by Contact Process triple bond, alcoholic, aldehydic, carboxylic
Equations with conditions where group) longest chain rule and smallest
applicable). number for functional groups rule – trivial
• Its behaviour as an acid when dilute - and IUPAC names (compounds with only one
reaction with metal, metal oxide, metal functional group).
hydroxide, metal carbonate, metal (v) Hydrocarbons: alkanes, alkenes, alkynes.
bicarbonate, metal sulphite, metal
sulphide. • Alkanes - general formula; methane
(greenhouse gas) and ethane - methods of
• Concentrated sulphuric acid as an preparation from sodium ethanoate
oxidizing agent - the oxidation of carbon (sodium acetate), sodium propanoate
and sulphur. (sodium propionate), from iodomethane
• Concentrated sulphuric acid as a (methyl iodide) and bromoethane (ethyl
dehydrating agent- (a) the dehydration of bromide). Complete combustion of
sugar (b) Copper (II) sulphate crystals. methane and ethane, reaction of methane
and ethane with chlorine through
substitution.

116
 • Alkenes – (unsaturated hydrocarbons INTERNAL ASSESSMENT OF
with a double bond); ethene as an PRACTICAL WORK
example. Methods of preparation of
Candidates will be asked to observe the effect of
ethene by dehydro halogenation reaction
ragents and/or of heat on substances supplied to them.
and dehydration reactions.
The exercises will be simple and may include the
• Alkynes - (unsaturated hydrocarbons with recognition and identification of certain gases and ions
a triple bond); ethyne as an example of listed below. The examiners will not, however, be
alkyne; Methods of preparation from restricted in their choice to substances containing the
calcium carbide and 1,2 dibromoethane listed ions.
ethylene dibromide).
Gases: Hydrogen, Oxygen, Carbon dioxide, Chlorine,
Only main properties, particularly addition Hydrogen chloride, Sulphur dioxide, Hydrogen
products with hydrogen and halogen namely sulphide, Ammonia, Water vapour, Nitrogen dioxide.
Cl 2 , Br 2 and I 2 pertaining to alkenes and
alkynes. Ions: Calcium, Copper, Iron, Lead, Zinc and
Ammonium, Carbonate, Chloride, Nitrate, Sulphide,
• Uses of methane, ethane, ethene, ethyne. Sulphite and Sulphate.
(vi) Alcohols: ethanol – preparation, properties Knowledge of a formal scheme of analysis is not
and uses. required. Semi-micro techniques are acceptable but
• Preparation of ethanol by hydrolysis of candidates using such techniques may need to adapt
alkyl halide. the instructions given to suit the size of the apparatus
being used.
• Properties – Physical: Nature, Solubility,
Density, Boiling Points. Chemical: Candidates are expected to have completed the
Combustion, action with sodium, ester following minimum practical work:
formation with acetic acid, dehydration 1. Action of heat on the following substances:
with conc. Sulphuric acid to prepare
ethene. (a) Copper carbonate, zinc carbonate
• Denatured and spurious alcohol. (b) zinc nitrate, copper nitrate, lead nitrate

• Important uses of Ethanol. Make observations, identify the products and

make deductions where possible (equations not
(vii) Carboxylic acids (aliphatic - mono carboxylic required).
acid): Acetic acid – properties and uses of
acetic acid. 2. Make a solution of the unknown substance: add
sodium hydroxide solution or ammonium
• Structure of acetic acid. hydroxide solution, make observations and give
• Properties of Acetic Acid: Physical your deduction. Warming the mixture may be
properties – odour (vinegar), glacial acetic needed. Choose from substances containing Ca2+,
acid (effect of sufficient cooling to produce Cu2+, Fe2+, Fe3+, Pb2+, Zn2+, NH 4 +.
ice like crystals). Chemical properties – 3. Supply a solution of a dilute acid and alkali.
action with litmus, alkalis and alcohol (idea Determine which is acidic and which is basic,
of esterification).
giving two tests for each.
• Uses of acetic acid. 4. Add concentrated hydrochloric acid to each of
the given substances, warm, make observations,
identify any product and make deductions: (a)
copper oxide (b) manganese dioxide.

117
EVALUATION Award of Marks (20 Marks)
The assignments/project work are to be evaluated by Subject Teacher (Internal Examiner) 10 marks
the subject teacher and by an External Examiner. (The External Examiner 10 marks
External Examiner may be a teacher nominated by the
The total marks obtained out of 20 are to be sent to
Head of the school, who could be from the faculty, but
CISCE by the Head of the school.
not teaching the subject in the section/class. For
example, a teacher of Chemistry of Class VIII may be The Head of the school will be responsible for the
deputed to be an External Examiner for Class X online entry of marks on CISCE’s CAREERS portal
by the due date.
Chemistry projects.)
The Internal Examiner and the External Examiner will
assess the assignments independently.

NOTE: According to the recommendation of International Union of Pure and Applied Chemistry (IUPAC),
the groups are numbered from 1 to 18 replacing the older notation of groups IA …. VIIA, VIII, IB …… VIIB
and 0. However, for the examination both notations will be accepted.
Old IA IIA IIIB IVB VB VIB VIIB VIII IB IIB IIIA IVA VA VIA VIIA 0
notation
New 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
notation

118
 CLASS X

There will be one paper of two hours duration of 2. Plant Physiology

80 marks and Internal Assessment of practical work (i) Absorption by roots, imbibition, diffusion
carrying 20 marks. and osmosis; osmotic pressure, root pressure;
1. Basic Biology turgidity and flaccidity; plasmolysis and
deplasmolysis; the absorption of water and
(i) Cell Cycle and Cell Division.
minerals; active and passive transport (in
Cell cycle – Interphase (G 1 , S, G 2 ) and brief); The rise of water up to the xylem;
Mitotic phase. Forces responsible for ascent of sap.
Cell Division: • Understanding of the processes related
• Mitosis and its stages. to absorption of water by the roots.
• A basic understanding of Meiosis as a • Characteristics of roots, which make
reduction division (stages not required). them suitable for absorbing water.
• A brief idea of homologous chromosomes • Structure of a single full-grown root
and crossing over leading to variations. hair.
• Significance and major differences
• A general idea of Cohesive, Adhesive
between mitotic and meiotic division.
forces and transpirational pull.
(ii) Structure of chromosome.
• Experiments to show the conduction of
Basic structure of chromosome with water through the xylem.
elementary understanding of terms such as
chromatin, chromatid, gene structure of DNA (ii) Transpiration - process and significance.
and centromere. Ganong’s potometer and its limitations. The
(iii) Genetics: Mendel’s laws of inheritance and factors affecting rate of transpiration.
sex-linked inheritance of diseases. Experiments on transpiration. A brief idea of
guttation and bleeding.
• The three laws of Mendel.
• Concept of transpiration and its
• Monohybrid cross – phenotype and
importance to plants
genotype.
• Dihybrid cross – Only phenotype. • Experiments related to transpiration:
• The following terms to be covered: gene, (a) Loss in weight of a potted plant or a
allele, heterozygous, homozygous, leafy shoot in a test tube as a result
dominant, recessive, mutation, variation, of transpiration.
phenotype, genotype.
(b) Use of cobalt chloride paper to
• Sex determination in human beings. demonstrate unequal rate of
Sex linked inheritance of diseases to transpiration in a dorsiventral leaf.
include only X-linked like haemophilia
• Mechanism of stomatal transpiration on
and colour blindness.
the basis of potassium ion exchange
theory.
• Adaptations in plants to reduce
transpiration.
• A brief idea of guttation and bleeding.

123
(iii) Photosynthesis: the process and its 3. Human Anatomy and Physiology
importance to life in general; experiments to
(i) Circulatory System: Blood and lymph, the
show the necessity of light, carbon dioxide,
structure and working of the heart, blood
chlorophyll, formation of starch and release
vessels, circulation of blood (only names of
of oxygen; carbon cycle.
the main blood vessels entering and leaving
. The process and significance of the heart, liver and kidney will be required).
Lymphatic system.
Photosynthesis.
• The internal structure of chloroplast to • Composition of blood (structure and
be explained to give an idea of the site of functions of RBC, WBC and platelets).
light and dark reactions.
• Brief idea of tissue fluid and lymph.
• Opening and closing of stomata based on
• Increase in efficiency of mammalian red
potassium ion exchange theory.
blood cells due to absence of certain
• Overall balanced chemical equation to organelles; reasons for the same.
represent photosynthesis.
• A brief idea of blood coagulation.
• Introduction of the terms
• Structure and working of the heart along
"photochemical" for light phase and
with names of the main blood vessels
"biosynthetic" for dark phases.
entering and leaving the heart, the liver
• Light reaction - activation of chlorophyll and the kidney.
followed by photolysis of water, release
• Concept of systole and diastole; concept
of O2 , formation of ATP
of double circulation.
(photophosphorylation) and NADPH.
• Brief idea of pulse and blood pressure.
• Dark reaction - only combination of
hydrogen released by NADP with CO 2 to • Blood vessels: artery, vein and capillary
form glucose. (detailed equations are not to be explained with the help of diagrams
required). to bring out the relationship between
their structure and function.
• Adaptations in plants for photosynthesis.
• Brief idea of the lymphatic organs:
• Experiments with regard to the factors
spleen and tonsils.
essential for photosynthesis; emphasis on
destarching and the steps involved in • ABO blood group system, Rh factor.
starch test.
• Significance of the hepatic portal system.
• A diagrammatic representation of
“carbon cycle”.
(ii) Excretory System: A brief introduction to the
(iv) Chemical coordination in Plants: A general excretory organs; parts of the urinary system;
study of plant growth regulators; Tropic structure and function of the kidneys; blood
movements in plants. vessels associated with kidneys; structure and
function of nephron
• A brief idea of the physiological effects of
Auxins, Gibberellins, Cytokinins, • A brief idea of different excretory organs
Abscisic acid and Ethylene in regulating in the human body.
the growth of plants.
• External and internal structure of the
• A basic understanding of the tropic kidney;
movements in plants with reference
to – Phototropism, Geotropism, • Parts of the urinary system along with
Hydrotropism, Thigmotropism and the blood vessels entering and leaving
Chemotropism (supported with suitable the kidney; functions of various parts of
examples). the urinary system (emphasis on diagram
with correct labelling). A general idea of
the structure of a kidney tubule/ nephron.

124
 • A brief idea of ultra-filtration (emphasis (iv) Endocrine System: General study of the
on the diagram of malpighian capsule); following glands: Adrenal, Pancreas, Thyroid
selective reabsorption and tubular and Pituitary. Endocrine and Exocrine
secretion in relation to the composition glands.
of blood plasma and urine formed. • Differences between Endocrine and
(iii)Nervous system: Structure of Neuron; central, Exocrine glands.
autonomous and peripheral nervous system • Exact location and shape of the
(in brief); brain and spinal cord; reflex action endocrine glands in the human body.
and how it differs from voluntary action.
• Hormones secreted by the following
Sense organs – Eye: Structure, functions, glands: Pancreas: insulin and glucagon;
defects and corrective measures: Ear: Parts Thyroid: only thyroxin; Adrenal gland:
and functions of the ear. Cortical hormones and adrenaline;
• Parts of a neuron. Pituitary: growth hormone, tropic
• Various parts of the external structure of hormones, ADH and oxytocin.
the brain and its primary parts: Medulla • Effects of hypo secretion and hyper
Oblongata, Cerebrum, Cerebellum, secretion of hormones.
Thalamus, Hypothalamus and Pons; • A brief idea of Feedback mechanism with
their functions. reference to TSH.
• Reference to the distribution of white and (v) The Reproductive System: Organs,
gray matter in Brain and Spinal cord. fertilisation functions of placenta in the
• Voluntary and involuntary actions – growth of the embryo Menstrual cycle.
meaning with examples. • Functions of Male and Female
• Diagrammatic explanation of the reflex reproductive organs and male accessory
arc, showing the pathway from receptor glands. An idea of secondary sexual
to effector. characters.
• A brief idea of the peripheral and • Structure and functions of the various
autonomic nervous system in regulating parts of the sperm and egg.
body activities. • Explanation of the terms: Fertilization,
• Differences between natural and implantation, placenta, gestation and
acquired reflex. parturition.
• External and Internal structure and • A brief idea of the role of placenta in
functions of the Eye and Ear and their nutrition, respiration and excretion of the
various parts. embryo; its endocrinal function.
• A brief idea of stereoscopic vision, • Functions of Foetal membranes and
adaptation and accommodation of eye. amniotic fluid.
• Defects of the eye (myopia, hyperopia • Menstrual cycle outline of menstrual
hypermetropia, presbyopia, astigmatism cycle.
and cataract) and corrective measures • Role of Sex hormones: Testosterone,
(diagrams included for myopia and Oestrogen and Progesterone in
hyperopia only) reproduction.
• The course of perception of sound in • Identical and fraternal twins: meaning
human ear. and differences only.
• Role of ear in maintaining balance of the
body.

125
4. Population 6. Pollution
Population explosion in India; need for adopting (i) Types and sources of pollution; major
control measures - population control. pollutants.
• Main reasons for the sharp rise in human • Air: Vehicular, industrial, burning
garbage, brick kilns.
population in India and in the world.
• Water: Household detergents,
• A brief explanation of the terms: sewage, industrial waste, oil spills.
demography, population density, birth rate,
• Thermal pollution.
death rate and growth rate of population.
• Soil: Industrial waste, urban
• Problems faced due to population explosion: commercial and domestic waste,
unemployment, over exploitation of natural chemical fertilizers.
resources, low per capita income, price rise, • Biomedical waste – used and
pollution, unequal distribution of wealth. discarded needles, syringes, soiled
• Methods of population control: Surgical dressings etc.
methods – Tubectomy and vasectomy. • Radiation: X-rays; radioactive fallout
from nuclear plants.
5. Human Evolution • Noise: Motor Vehicles, Industrial
Basic introduction to Human evolution and establishments, Construction Sites,
Theories of evolution: Lamarck’s theory of Loudspeakers etc.
inheritance; Darwin’s theory of evolution by (ii) Biodegradable and Non-biodegradable
natural selection. wastes
• A brief idea of human ancestors – Biodegradable wastes: meaning and
Australopithecus, Homo habilis, Homo example; paper, vegetable peels, etc.
erectus, Neanderthals, Cro-Magnon and Non-biodegradable wastes: meaning and
Homo sapiens sapiens (Modern Man) with example; plastics, glass, Styrofoam etc.
reference to the following characteristics: Pesticides like DDT etc.
(iii)Effects of pollution on climate,
- Bipedalism
environment, human health and other
- Increasing Cranial capacity organisms; control measures.
- Reduction of size of canine teeth • Brief explanation of: Greenhouse effect
and Global warming, Acid rain, Ozone
- Forehead and brow ridges layer depletion.
- Development of chin • Measures to control pollution:
- Reduction in body hair - Use of unleaded petrol / CNG in
automobiles
- Height and Posture
- Switching of engines at traffic signal
• Lamarck’s theory of inheritance of acquired lights
characteristics – with reference to use of - Social forestry
organs (e.g.: neck and forelimbs of giraffe) - Setting of sewage treatment plants
and disuse of organs (e.g.: vestigial organs - Ban on polythene and plastics
in humans like wisdom teeth, vermiform - Organic farming
appendix, pinnae). - Euro Bharat vehicular standard.
(A brief idea of the above measures)
• Darwin’s theory of Natural selection:
Survival of the fittest - e.g. adaptation of • A brief mention of “Swachh Bharat
peppered moth. Abhiyan”- A national campaign for
Clean India.

126
 INTERNAL ASSESSMENT OF (ii) The identification of different types of blood cells
PRACTICAL WORK under a microscope.
The practical work is designed to test the ability of (iii) Identification of the internal structure of the Ear
the candidates to make an accurate observation from and Eye (Through models and charts).
specimens of plants and animals. (iv) Identification and location of selected endocrine
glands: Adrenal, Pancreas, Thyroid and Pituitary
PLANT LIFE glands with the help of a model or chart.
(i) Observation of permanent slides of stages of
mitosis. EVALUATION
(ii) Experiments demonstrating:
The practical work/project work are to be evaluated
• Diffusion: using potassium permanganate in by the subject teacher and by an External Examiner.
water. (The External Examiner may be a teacher nominated
• Osmosis: Thistle Funnel experiment and by the Head of the school, who could be from the
potato osmoscope. faculty, but not teaching the subject in the relevant
• Absorption: using a small herbaceous plant. section/class. For example, a teacher of Biology of
(iii) Experiments on Transpiration: Class VIII may be deputed to be an External
Examiner for Class X, Biology projects.)
• demonstration of the process using a Bell Jar.
• demonstration of unequal transpiration in a The Internal Examiner and the External Examiner
dorsiventral leaf using cobalt chloride paper. will assess the practical work/project work
• demonstration of uptake of water and the rate independently.
of transpiration using Ganong’s potometer. Award of marks (20 Marks)
(iv) Experiments on Photosynthesis:
Subject Teacher (Internal Examiner) 10 marks
• to show the necessity of light, carbon dioxide
and chlorophyll for photosynthesis. External Examiner 10 marks

• to show the release of O 2 during The total marks obtained out of 20 are to be sent to
photosynthesis using hydrilla / elodea. CISCE by the Head of the school.

ANIMAL LIFE The Head of the school will be responsible for the
online entry of marks on CISCE’s CAREERS portal
(i) Identification of the structures of the urinary by the due date.
system, heart and kidney (internal structure) and
brain (external view) through models and charts

127
 INTERNAL ASSESSMENT IN SCIENCE - GUIDELINES FOR MARKING WITH GRADES
Criteria Preparation Procedure/ Testing Observation Inference/ Results Presentation

Grade I Follows instructions (written, Analyses problem Records Processes data without Presentation is accurate
(4 marks) oral, diagrammatic) with systematically. data/observations format. Recognises and and good. Appropriate
understanding; modifies if Recognises a number of without being given a comments upon sources of techniques are well
needed. Familiarity with and variables and attempts to format. Comments error. used.
safe use of apparatus, materials, control them to build a upon, recognises use Can deal with unexpected
techniques. logical plan of of instruments, degree results, suggesting
investigation. of accuracy. modifications.
Recording is
systematic.
Grade II Follows instructions to perform Specifies sequence of Makes relevant Processes data appropriately Presentation is
(3 marks) experiment with step-by-step operation; gives reasons observations. No as per a given format. Draws adequate. Appropriate
operations. Awareness of for any change in assistance is needed qualitative conclusions techniques are used.
safety. Familiarity with procedure. Can deal with for recording format consistent with required
apparatus, materials and two variables, controlling that is appropriate. results.
techniques. one.
Grade III Follows instructions to perform Develops simple Detailed instructions Processes data approximately Presentation is
(2 marks) a single operation at a time. experimental strategy. needed to record with a detailed format reasonable, but
Safety awareness. Familiarity Trial and error observations. Format provided. Draws disorganised in some
with apparatus & materials. modifications made to required to record observations qualitative places. Overwriting;
proceed with the results. conclusions as required. rough work is untidy.
experiment.
Grade IV Follows some instructions to Struggles through the Format required to Even when detailed format is Presentation is poor and
(1 mark) perform a single practical experiment. Follows very record observations/ provided, struggles or makes disorganised but
operation. Casual about safety. obvious experimental readings but tends to errors while processing data. follows an acceptable
Manages to use apparatus & strategy. make mistakes in Reaches conclusions with sequence. Rough work
materials. recording. help. missing or untidy.
Grade V Not able to follow instructions Cannot proceed with the Even when format is Cannot process results, nor Presentation
(0 marks) or proceed with practical work experiment without help given, recording is draw conclusions, even with unacceptable;
without full assistance. from time to time. faulty or irrelevant. considerable help. disorganised, untidy/
Unaware of safety. poor. Rough work
missing.

128
 CLASS X

There will be one paper of two hours duration Appellate, Advisory, Revisory, Judicial
carrying 80 marks and an Internal Assessment of Review and Court of Record. Enforcement of
20 marks. Fundamental Rights and Writs.
(b) The High Courts:
SECTION A: CIVICS
Composition, qualifications of judges,
1. The Union Legislature appointment; Jurisdiction and functions:
Meaning of the federal setup in India. Original, Appellate, Revisory, Judicial
Review and Court of Record. Enforcement of
(i) Lok Sabha - term, composition, qualifications
Fundamental Rights and Writs.
for membership. Parliamentary procedures: a
brief idea of sessions, quorum, question hour, (c) Subordinate Courts:
adjournment and no-confidence motion. Distinction between Court of the District
Speaker – election and functions. Judge and Sessions Court.
(ii) Rajya Sabha – composition, qualifications for Lok Adalats: meaning and advantages.
membership, election, term, Presiding
Officer.
SECTION B: HISTORY
Powers and functions of Union Parliament –
(legislative, financial, judicial, electoral, 1. The Indian National Movement (1857 - 1917)
amendment of the Constitution, control over (a) The First War of Independence, 1857
executive). Exclusive powers of the two Houses.
Only the causes (political, socio-religious,
2. The Union Executive economic and military) and consequences will
be tested. [The events, however, need to be
(a) The President: mentioned in order to maintain continuity and
Qualifications for election, composition of for a more comprehensive understanding.]
Electoral College, reason for indirect (b) Factors leading to the growth of Nationalism
election, term of office, procedure for – economic exploitation, repressive colonial
impeachment. policies, socio-religious reform movements
Powers (executive, legislative, financial, (brief mention of contribution of Raja
judicial, discretionary and emergency) Rammohan Roy and Jyotiba Phule) and role
(b) The Vice-President: of the Press.
Qualifications for election, term of office and Foundation of the Indian National Congress -
powers. the Indian National Association
(Surendranath Banerjee) and the East India
(c) Prime Minister and Council of Ministers: Association (Dadabhai Naoroji) as
Appointment, formation of Council of precursors. Immediate objectives of the
Ministers, tenure, functions - policy making, Indian National Congress - the first two
administrative, legislative, financial, sessions and their Presidents should be
emergency. Position and powers of the Prime mentioned.
Minister. Collective and individual
responsibility of the members of the Cabinet. (c) First Phase of the Indian National Movement
Distinction between the Council of Ministers (1885-1907) - objectives and methods of
and the Cabinet. struggle of the Early Nationalists. Any two
contributions of Dadabhai Naoroji,
3. The Judiciary Surendranath Banerjee and Gopal Krishna
(a) The Supreme Court: Gokhale.
Composition, qualifications of judges, Second Phase of the Indian National
appointment, independence of judiciary from Movement (1905-1916) - Brief mention of the
the control of executive and legislature; causes of the Partition of Bengal and its
Jurisdiction and functions: Original, perspective by the Nationalists. Brief mention

62
 of Surat Split of 1907; objectives and methods Hitler’s invasion of Poland). Brief mention of
of struggle of the Radicals. Any two the attack on Pearl Harbour and bombing of
contributions of Bal Gangadhar Tilak, Bipin Hiroshima and Nagasaki. Consequences
Chandra Pal and Lala Lajpat Rai. The (Defeat of Axis Powers, Formation of the
Muslim League; Factors leading to the United Nations and Cold War).
formation of the Muslim League and its (d) United Nations
objectives. Brief mention of the significance of
the Lucknow Pact - 1916. (i) The objectives of the U.N.
The composition and functions of the
2. Mass Phase of the National Movement (1915- General Assembly, the Security Council,
1947) and the International Court of Justice.
(a) Mahatma Gandhi - Non-Cooperation (ii) Major agencies of the United Nations:
Movement : causes (Khilafat Movement, UNICEF, WHO and UNESCO - functions
Rowlatt Act, Jallianwala Bagh Tragedy), only.
programme and suspension – Chauri Chaura (e) Non-Aligned Movement
incident and impact of the Movement; the
Civil Disobedience Movement: causes Brief meaning; objectives; Panchsheel; role
(reaction to the Simon Commission, of Jawaharlal Nehru; Names of the architects
Declaration of Poorna Swaraj at the Lahore of NAM.
Session of 1929), Dandi March, programme
and impact of the Movement, Gandhi-Irwin INTERNAL ASSESSMENT
Pact and the Second Round Table Any one project/assignment related to the syllabus.
Conference; the Quit India Movement:
Suggested Assignments
causes (failure of the Cripps Mission,
Japanese threat), Quit India Resolution and • Compare the Parliamentary and Presidential forms
the significance of the Movement. of Government with reference to India and the
(b) Forward Bloc (objectives) and INA U.S.A.
(objectives and contribution of Subhas • Conduct a mock Court and record the proceedings.
Chandra Bose).
• Present a life sketch and contributions of any one
(c) Independence and Partition of India – Cabinet of the following Presidents of India –
Mission Plan (clauses only); Mountbatten
Plan (clauses and its acceptance); and the • Dr. Rajendra Prasad, Dr. S. Radhakrishnan and
Indian Independence Act of 1947 (clauses Dr. A.P.J. Abdul Kalam (or any other).
only). • Present a book review of any one of the following
3. The Contemporary World works: Dadabai Naoroji’s ‘Poverty and un-British
(a) The First World War rule in India’, Gandhi’s ‘The Story of my
Experiments with Truth’, Nehru’s ‘Discovery of
Causes (Nationalism and Imperialism, India’, Bhagat Singh’s ‘Why I am an Atheist’,
Armament Race, division of Europe and
Vijayalakshmi Pandit’s ‘The Scope of Happiness:
Sarajevo crisis) and Results (Treaty of
Versailles, territorial rearrangements, A Personal Memoir’, Abdul Kalam’s ‘Wings of
formation of League of Nations). Fire’.
(b) Rise of Dictatorships • Discuss the relevance of any one of the following
films to understand the history of 20th Century
Causes for the rise of Fascism in Italy and the
rise of Nazism in Germany. A comparative Europe: The Book Thief, Schindler’s List, Escape
study of Mussolini’s Fascist and Hitler’s Nazi to Victory, The Boy in Striped Pyjamas, Life is
ideologies. Beautiful, The Sound of Music, Gandhi (Richard
Attenborough), Sardar (Ketan Mehta), Netaji
(c) The Second World War Subhas Chandra Bose - The Forgotten Hero
Causes (Dissatisfaction with the Treaty of (Shyam Benegal).
Versailles, Rise of Fascism and Nazism,
Policy of Appeasement, Japanese invasion of
China, Failure of League of Nations and

63
• Highlight the work and achievements of any one EVALUATION
Nobel Laureate - Malala Yousafzai or Kailash
Satyarthi. The assignments/project work is to be evaluated by the
subject teacher and by an External Examiner. (The
• Make a PowerPoint presentation on India’s
Independence and Partition. External Examiner may be a teacher nominated by the
Head of the School, who could be from the faculty,
• Make a presentation on the influence of Gandhian
principles on Martin Luther King / Nelson but not teaching the subject in the section/class. For
Mandela. example, a teacher of History of Class VIII may be
• Prepare a report on the contributions of any one of deputed to be an External Examiner for Class X,
the following agencies of the United Nations – History projects.)
UNESCO / WHO / UNICEF / ILO / UNDP / FAO. The Internal Examiner and the External Examiner will
• Present a case study of any recent human assess the assignments independently.
rights violations and redressal mechanisms Award of Marks (20 Marks)
available to prevent such instances in the
future. Subject Teacher (Internal Examiner) 10 marks
External Examiner 10 marks
The total marks obtained out of 20 are to be sent to
CISCE by the Head of the School.
The Head of the school will be responsible for the
online entry of marks on CISCE’s CAREERS portal
by the due date.

64
 INTERNAL ASSESSMENT IN HISTORY & CIVICS - GUIDELINES FOR MARKING WITH GRADES
Grade Preparation/ Information Concepts Thinking Skills Presentation Marks
Research
I  Follows instructions  A good deal of relevant  Good understanding of  Different  Matter presented is 4
with understanding. matter. historical concepts - interpretations of clear and is in coherent
 Masters research  Uses wide range of sequence/ evidence. form (sub-headings,
techniques easily. sources. reconstruction- causes  Can draw Inferences/ sections, chapters etc.)
 Reference work is and consequences- deductions/  Work is neat and tidy
orderly. continuity and change conclusions. and not over elaborate.
 Empathy.
II  Follows instructions but  Selects matter relevant  Understanding of  Limited / Single  Matter is presented in 3
needs a little help in to context. concepts is adequate. interpretation of coherent form but not
research techniques.  Limited use of evidence with some organized into sections
 Reference notes quite references/ sources. examples. etc.
orderly.  Some inferences/  Presentation neat and
conclusions are drawn. tidy but not elaborate.
III  Follows instructions but  Relevant matter but  Displays limited use of  Few examples /single  Work is presented in an 2
needs constant guidance. limited reference work. concepts. example to support orderly way, but not
 Reference notes at  Matter is sketchy. reasoning. organized into sections.
times disorderly.  Over use of ‘cosmetics’
to hide lack of
substance.
 Work is quite neatly
presented.
IV  Struggles with research  Hardly any reference  Minimal competency in  Finds it difficult to  Matter presented in a 1
methods and needs material. concepts. make conclusions/ confused way at times
constant guidance.  Use of irrelevant  A few of the required deductions/ inferences. (no sub-headings,
 Reference notes copied matter. concepts.  No examples to support chapters, etc.)
without reference to  Matter is sketchy. reasoning.  Tendency to copy from
keywords. reference books.
 Use of “cosmetics” to
hide lack of substance.
V  Cannot follow  No reference  Unable to demonstrate  Unable to make  Matter presented in an 0
instructions. work/copied from other concepts. inferences/ deductions incoherent/
 Works ‘blindly’ textbooks/ sketchy or come to any disorganized way.
without reference to matter. conclusions.  Copied from textbooks
keywords. “blindly”.
 Use of “cosmetics” to
hide lack of substance.
 Untidy work.

65
 CLASS X
There will be one paper of two hours duration Mountains, Peaks and Plateaus: Himalayas,
carrying 80 marks and Internal Assessment of Karakoram, Aravali, Vindhyas, Satpura,
20 marks. Western and Eastern Ghats, Nilgiris, Garo,
Candidates will be expected to make the fullest use of Khasi, Jaintia, Mount Godwin Austin (K2),
sketches, diagrams, graphs and charts in their Mount Kanchenjunga. Deccan Plateau, Chota
answers. Nagpur Plateau.
Questions set may require answers involving the
Plains: Gangetic Plains and Coastal plains –
interpretation of photographs of geographical
interest. (Konkan, Kanara, Malabar, Coromandel,
Northern Circars).
PART – I
Desert: Thar (The Great Indian Desert)
MAP WORK
Rivers: Indus, Ravi, Beas, Chenab, Jhelum,
1. Interpretation of Topographical Maps Satluj, Ganga, Yamuna, Ghaghra, Gomti,
(a) Locating features with the help of a four figure Gandak, Kosi, Chambal, Betwa, Son,
or a six-figure grid reference. Damodar, Brahmaputra, Narmada, Tapti,
(b) Definition of contour and contour interval. Mahanadi, Godavari, Krishna, Cauveri,
Identification of landforms marked by Tungabhadra.
contours (steep slope, gentle slope, hill, Water Bodies: Gulf of Kutch, Gulf of
valley, ridge / water divide, escarpment),
Khambhat, Gulf of Mannar, Palk Strait,
triangulated height, spot height, bench mark,
relative height/ depth. Andaman Sea, Chilka Lake, Wular Lake.
(c) Interpretation of colour tints and conventional Passes: Karakoram, Nathu-La Passes.
symbols used on a topographical survey of Latitude and Longitudes: Tropic of Cancer,
India map. Standard Meridian (82° 30’E).
(d) Identification and definition of types of scale
Direction of Winds: South West Monsoons
given on the map.
(Arabian Sea and Bay of Bengal Branches),
Measuring distances and calculating area
North East Monsoons and Western
using the scale given therein.
Disturbances.
(e) Marking directions between different
locations, using eight cardinal points. Distribution of Minerals: Oil - Mumbai High
(Offshore Oil Field) and Digboi. Iron –
(f) Identify: Site of prominent villages and/or
towns, types of land use / land cover and Singhbhum, Coal – Jharia.
means of communication with the help of the Soil Distribution – Alluvial, Laterite, Black
index given at the bottom of the sheet. and Red Soil.
(g) Identification of drainage (direction of flow Cities - Delhi, Mumbai, Kolkata, Chennai,
and pattern) and settlement patterns.
Hyderabad, Bengaluru, Kochi, Chandigarh,
(h) Identification of natural and man-made Srinagar, Vishakhapatnam, Allahabad.
features.
Population - Distribution of Population
2. Map of India
(Dense and sparse).
On an outline map of India, candidates will be
required to locate, mark and name the
following:

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 PART - II • Conventional Sources: Coal, Petroleum,
Natural gas (distribution, advantages and
GEOGRAPHY OF INDIA disadvantages).
• Hydel power (Bhakra Nangal Dam and
3. Location, Extent and Physical features
Hirakud).
• Position and Extent of India. (through Map • Non-conventional Sources: Solar, wind, tidal,
only). geo-thermal, nuclear and bio-gas (generation
• The physical features of India – mountains, and advantages).
plateaus, plains and rivers. (through Map
9. Agriculture
only).
• Indian Agriculture – importance, problems
4. Climate and reforms.
Distribution of Temperature, Rainfall, winds in • Types of farming in India: subsistence and
commercial: shifting, intensive, extensive,
Summer and Winter and factors affecting the
plantation and mixed.
climate of the area. Monsoon and its mechanism.
Seasons: March to May – Summer; June to • Agricultural seasons (rabi, kharif, zayad).
September – Monsoon; October to November - • Climatic conditions, soil requirements,
Retreating Monsoon. December to February – methods of cultivation, processing and
Winter. distribution of the following crops:
- rice, wheat, millets and pulses.
5. Soil Resources - sugarcane, oilseeds (groundnut, mustard
and soya bean).
• Types of soil (alluvial, black, red and laterite)
distribution, composition and characteristics - cotton, jute, tea and coffee.
such as colour, texture, minerals and crops 10. Manufacturing Industries
associated. Importance and classification
• Soil Erosion – causes, prevention and
• Agro based Industry - Sugar, Textile (Cotton
conservation. and Silk).
6. Natural Vegetation • Mineral based Industry – Iron & Steel
(TISCO, Bhilai, Rourkela, Vishakhapatnam)
• Importance of forests. Petro Chemical and Electronics.
• Types of vegetation (tropical evergreen,
tropical deciduous, tropical desert, littoral 11. Transport
and mountain), distribution and correlation Importance and Modes – Roadways, Railways,
with their environment. Airways and Waterways –- Advantages and
• Forest conservation. disadvantages.

7. Water Resources 12. Waste Management

• Impact of waste accumulation - spoilage of
• Sources (Surface water and ground water).
landscape, pollution, health hazards, effect on
• Need for conservation and conservation terrestrial, aquatic (fresh water and marine)
practices (Rain water harvesting and its life.
importance). • Need for waste management.
• Irrigation: Importance and methods. • Methods of safe disposal - segregation, dumping
and composting.
8. Mineral and Energy Resources
• Need and methods for reducing, reusing and
• Iron ore, Manganese, Copper, Bauxite – uses recycling waste.
and their distribution.

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 INTERNAL ASSESSMENT 6. Need for industrialization in India, the latest trends
and its impact on economy of India.
PRACTICAL / PROJECT WORK
Candidates will be required to prepare a project report 7. Visit a water treatment plant, sewage treatment
on any one topic. The topics for assignments may be plant or garbage dumping or vermicomposting
selected from the list of suggested assignments given sites in the locality and study their working.
below. Candidates can also take up an assignment of
their choice under any of the broad areas given below. EVALUATION

Suggested list of assignments: The assignments/project work is to be evaluated by the

subject teacher and by an External Examiner. (The
1. Local Geography: External Examiner may be a teacher nominated by the
(a) Land use pattern in different regions of India– Head of the school, who could be from the faculty, but
a comparative analysis. not teaching the subject in the section/class. For
(b) The survey of a local market on the types of example, a teacher of Geography of Class VIII may be
shops and services offered. deputed to be an External Examiner for Class X,
Geography projects.)
2. Environment:
Wildlife conservation efforts in India. The Internal Examiner and the External Examiner will
assess the assignments independently.
3. Current Geographical Issues:
Award of Marks (20 Marks)
Development of tourism in India.
Subject Teacher (Internal Examiner) 10 marks
4. Transport in India:
External Examiner 10 marks
Development of Road, Rail, Water and Air
routes. The total marks obtained out of 20 are to be sent to
CISCE by the Head of the school.
5. List different type of industries in the States and
The Head of the school will be responsible for the
collect information about the types of raw
online entry of marks on CISCE’s CAREERS portal
materials used, modes of their procurement and
by the due date.
disposal of wastes generated. Classify these
industries as polluting or environment friendly
and suggest possible ways of reducing pollution
caused by these units.

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 INTERNAL ASSESSMENT IN GEOGRAPHY - GUIDELINES FOR MARKING WITH GRADES
Criteria Preparation Procedure/ Observation Inference/Results Presentation
Testing
Grade I Gives complete States the Studies text and States theoretical information in a coherent Neatly and correctly
(4 marks) theoretical objectives and source material and and concise manner using geographical stated statement of
information defines the makes a list. terminology. Uses a variety of techniques. intent and conclusion
using relevant aspects to be Shows resourcefulness. Supports matches with
geographical studied. investigation with relevant evidence. objectives.
terms
Grade II Provides States objectives Makes a limited list Uses sound methodology-using methods Limited use of
(3 marks) adequate but not the of source material suggested. Makes a valid statement about the reference material
information limitations of the only from secondary data collected. Attempts to develop and a presentation,
using appropriate study. sources. explanations using available information. which is routine.
terms.
Grade III States objectives Only lists the References are Uses methodology in which selective Simple and neat with
(2 marks) using some aspects to be minimal. techniques are applied correctly. Makes correct placement of
geographical studied. descriptive statement. Analysis is limited. references,
terms but mostly Relates and describes systematically the data acknowledgements,
in descriptive collected. Tries to relate conclusion to contents, maps and
terms. original aim. diagrams.
Grade IV States intent Shows evidence Uses methodology Makes few relevant statements. Does analyse Neat but lacking in
(1 mark) without using of what to look with some techniques data that is not presented or tends to copy correct placement of
relevant for and how to but is unable to analysis available from other sources. Makes table of contents,
geographical record the same. systematically record superficial conclusions. Link between the maps, diagrams and
terms but data and collect original aim and conclusion is not clear. pictures.
explaining them information.
correctly.
Grade V Does not make Has not collected Does not use any Does not analyse data. Does not use the Presents the report
(0 marks) any use of any relevant data logical technique and suggested methods. without reference.
geographical and has not does not follow the Makes conclusions but does not relate them to
terms. presented sources methodology the original aim.
correctly. suggested.

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 CLASS X
There will be one written paper of two hours duration multiple methods and more than one method with
carrying 100 marks and Internal Assessment of the same name (polymorphism - method
100 marks. overloading).

THEORY – 100 Marks 4. Constructors

Definition of Constructor, characteristics, types of
1. Revision of Class IX Syllabus constructors, use of constructors, constructor
(i) Introduction to Object Oriented Programming overloading.
concepts, (ii) Elementary Concept of Objects and Default constructor, parameterized constructor,
Classes, (iii) Values and Data types, (iv) Operators constructor overloading., Difference between
in Java, (v) Input in Java, (vi) Mathematical constructor and method.
Library Methods, (vii) Conditional constructs in
Java, (viii) Iterative constructs in Java, (ix) Nested 5. Library classes
for loops. Introduction to wrapper classes, methods of
wrapper class and their usage with respect to
2. Class as the Basis of all Computation numeric and character data types. Autoboxing and
Unboxing in wrapper classes.
Objects and Classes
Class as a composite type, distinction between
Objects encapsulate state and behaviour – primitive data type and composite data type or
numerous examples; member variables; attributes class types. Class may be considered as a new
or features. Variables define state; member data type created by the user, that has its own
methods; Operations/methods/messages/ methods functionality. The distinction between primitive
define behaviour. and composite types should be discussed through
Classes as abstractions for sets of objects; class examples. Show how classes allow user defined
as an object factory; primitive data types, types in programs. All primitive types have
corresponding class wrappers. Introduce
composite data types. Variable declarations for
Autoboxing and Unboxing with their definition
both types; difference between the two types. and simple examples.
Objects as instances of a class.
Consider real life examples for explaining the The following methods are to be covered:
concept of class and object.
int parseInt(String s),
3. User - defined Methods long parseLong(String s),
Need of methods, syntax of methods, forms of float parseFloat(String s),
methods, method definition, method calling, double parseDouble(String s),
method overloading, declaration of methods, boolean isDigit(char ch),
Ways to define a method, ways to invoke the boolean isLetter(char ch),
methods – call by value [with programs] and call boolean isLetterOrDigit(char ch),
by reference [only definition with an example],
boolean isLowerCase(char ch),
Object creation - invoking the methods with
respect to use of multiple methods with different boolean isUpperCase(char ch),
names to implement modular programming, using boolean isWhitespace(char ch),
data members and member methods, Actual char toLowerCase (char ch)
parameters and formal parameters, Declaration
of methods - static and non-static, method char toUpperCase(char ch)
prototype / signature, - Pure and impure methods,
- pass by value [with programs] and pass by
reference [only definition with an example],
Returning values from the methods , use of

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6. Encapsulation int compareToIgnoreCase(String str)
Access specifiers and its scope and visibility. String replace (char oldChar,char newChar)
Access specifiers – private, protected and public. String substring (int beginIndex)
Visibility rules for private, protected and public
String substring (int beginIndex, int endIndex)
access specifiers. Scope of variables, class
variables, instance variables, argument variables, boolean startsWith(String str)
local variables.
boolean endsWith(String str)
7. Arrays String valueOf(all types)
Definition of an array, types of arrays, declaration, Programs based on the above methods, extracting
initialization and accepting data of single and and modifying characters of a string, alphabetical
double dimensional arrays, accessing the elements order of the strings in an array [Bubble and
of single dimensional and double dimensional Selection sort techniques], searching for a string
arrays. using linear search technique.
Arrays and their uses, sorting techniques -
selection sort and bubble sort; Search techniques INTERNAL ASSESSMENT - 100 Marks
– linear search and binary search, Array as a This segment of the syllabus is totally practical
composite type, length statement to find the size of
oriented. The accent is on acquiring basic
the array (sorting and searching techniques using
programming skills quickly and efficiently.
single dimensional array only).
Programming Assignments (Class X)
Declaration, initialization, accepting data in a
double dimensional array, sum of the elements in The students should complete a minimum of
row, column and diagonal elements [ right and 20 laboratory assignments during the whole year to
left], display the elements of two-dimensional reinforce the concepts studied in class.
array in a matrix format. Suggested list of Assignments:
8. String handling The laboratory assignments will form the bulk of the
course. Good assignments should have problems
String class, methods of String class, which require design, implementation and testing.
implementation of String class methods, String
They should also embody one or more concepts that
array have been discussed in the theory class. A
The following String class methods are to be significant proportion of the time has to be spent in the
covered: laboratory. Computing can only be learnt by doing.
String trim () The teacher-in-charge should maintain a record of all
the assignments done by the student throughout the
String toLowerCase()
year and give it due credit at the time of cumulative
String toUpperCase() evaluation at the end of the year.
int length( ) Some sample problems are given below as examples.
The problems are of varying levels of difficulty:
char charAt (int n)
(i) User defined methods
int indexOf(char ch)
(a) Programs depicting the concept of pure,
int lastIndexOf(char ch) impure, static, non- static methods.
String concat(String str) (b) Programs based on overloaded methods.
boolean equals (String str) (c) Programs involving data members, member
methods invoking the methods with respect to
boolean equalsIgnoreCase(String str) the object created.
int compareTo(String str)

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(ii) Constructors EVALUATION
(a) Programs based on different types of The teacher-in-charge shall evaluate all the
constructors mentioned in the scope of the assignments done by the student throughout the year
syllabus. [both written and practical work]. He/she shall ensure
(b) Programs / outputs based on constructor that most of the components of the syllabus have been
overloading used appropriately in the assignments. Assignments
(iii) Library classes should be with appropriate list of variables and
comment statements. The student has to mention the
(a) Outputs based on all the methods mentioned
output of the programs.
in the scope of the syllabus.
Proposed Guidelines for Marking
(b) Programs to check whether a given character
is an uppercase/ lowercase / digit etc. The teacher should use the criteria below to judge the
internal work done. Basically, four criteria are being
(iv) Encapsulation suggested: class design, coding and documentation,
Questions based on identifying the different variable description and execution or output. The
variables like local, instance, arguments, private, actual grading will be done by the teacher based on
public, class variable etc. his/her judgment. However, one possible way: divide
the outcome for each criterion into one of 4 groups:
(v) Arrays excellent, good, fair/acceptable, poor/unacceptable,
(a) Programs based on accessing the elements of then use numeric values for each grade and add to get
an array. the total.
(b) Programs based on sort techniques mentioned Class design:
in the scope of the syllabus. Has a suitable class (or classes) been used?
(c) Programs based on search techniques Are all attributes with the right kinds of types present?
mentioned in the scope of the syllabus. Is encapsulation properly done?
Is the interface properly designed
(d) Programs on Double dimensional arrays as
given in the scope of the syllabus. Coding and documentation:
(vi) String handling Is the coding done properly? (Choice of names, no
(a) Outputs based on all the string methods unconditional jumps, proper organization of
mentioned in the scope of the syllabus. conditions, proper choice of loops, error handling,
code layout) Is the documentation complete and
(b) Programs based on extracting the characters readable? (class documentation, variable
from a given string and manipulating the documentation, method documentation, constraints,
same. known bugs - if any).
(c) Palindrome string, pig Latin, alphabetical Variable description:
order of characters, etc.
Format for variable description:
Important: This list is indicative only. Teachers and
students should use their imagination to create Name of the Data Purpose/description
innovative and original assignments. Variable Type

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Execution or Output: • 2 periods – Lecture cum demonstration by the
Instructor.
Does the program run on all sample input correctly?
Evaluation of practical work will be done as • 2 periods – Assignments/Practical work.
follows: The hardware and software platforms should be such
that students can comfortably develop and run
Subject Teacher (Internal 50 marks
programs on those machines.
Examiner)
Since hardware and software evolve and change very
External Examiner 50 marks rapidly the schools shall need to upgrade them as
Criteria Class Variable Coding and Execution required. Following are the minimal specifications as
(Total- design description Documentation OR of now.
50 (10 (10 marks) (10 marks) Output
marks) marks) (20 RECOMMENDED FACILITIES:
marks)
• A lecture cum demonstration room with a
Excellent 10 10 10 20 MULTIMEDIA PROJECTOR/ an LCD and
Overhead Projector (OHP) attached to the
Good 8 8 8 16 computer.
Fair 6 6 6 12 • A white board with white board markers should be
available.
Poor 4 4 4 8 • A fully equipped Computer Laboratory that allows
one computer per student.
An External Examiner shall be nominated by the Head • The computers should have a minimum of
of the School and may be a teacher from the faculty, 1 GB RAM and at least a P - IV or Equivalent
but not teaching the subject in the relevant Processor.
section/class. For example, A teacher of Computer • Good Quality printers.
Science of class VIII may be deputed to be the • A scanner, a web cam/a digital camera (Should be
External Examiner for class X. provided if possible).
The total marks obtained out of 100 are to be sent to
CISCE by the Head of the school. SOFTWARE FOR CLASSES IX & X

The Head of the school will be responsible for the Any suitable Operating System can be used.
online entry of marks on CISCE’s CAREERS portal For teaching fundamental concepts of computing
by the due date. using object oriented approach, Blue J environment
(3.2 or higher version) compatible with JDK (5.0 or
EQUIPMENT higher version) as the base or any other editor or IDE,
There should be enough computer systems to provide compatible with JDK (5.0 or higher version) as the
for a teaching schedule where at least three-fourth of a base may be used. Ensure that the latest versions of
time available is used for programming and software are used.
assignments/practical work. The course shall require
at least 4 periods of about 40 minutes duration per
week. In one week, out of 4 periods the time should be
divided as follows:

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