For further information please contact:

The Deputy Secretary - ICSE

Council for the Indian School Certificate Examinations
Pragati House, 3rd Floor
47- 48, Nehru Place
New Delhi - 110019

E-mail : [email protected]

Tel : (011) 26411706, 26413820, 26476547

Fax : (011) 26234575, 26212051

Website : www.cisce.org / www.cisce.in

Edition:
First Edition – October 2000
Second Revised Edition – February 2004
Third Edition – January 2005
Fourth Edition – August 2008

Fifth Revised Edition – October 2012

October 2012
 Internal Assessment:
An Integral Component of ICSE

Council for the Indian School Certificate Examinations

New Delhi
 FOREWORD

The Council for the Indian School Certificate Examination has continuously endeavoured to make
inroads in upgrading and effectively enhancing the progress and performance of pupils taking the
ICSE examination.

“Nothing is permanent except change” hence the learning process is subject to a continuous evolution
that makes it imperative to cater to the ever changing demands of present day education, thus the
Handbook on “ Internal Assessment : An Integral part of ICSE” becomes a vital tool to empower
Schools and ensure that students are the ultimate beneficiaries.

Internal Assessments provide the desired impetus and is a crucial step towards creating a congenial
learning environment, where teachers act as facilitators and take necessary initiatives to promote
sensitive educational transactions that has been one of the foremost objectives pioneered by the
CISCE.

The Council in its advisory role has striven to make significant changes in making the Internal
Assessments, more proactive in order to support the learning process and enhance the analytical and
responsive skills of pupils through high motivational standards of instruments used in the entire
exercise.

With educational pedagogies rapidly advancing and evaluation methodologies assuming empathetic
ideologies, this handbook would be of immense significance in achieving the true ideals of modern
day education.

Gerry Arathoon
Chief Executive & Secretary
PREFACE

Learning is a constant and continuous experience that differs from individual to

individual. It is by far and large influenced by many a factor that may be inherent or
externally impressed upon. Individual differences in pupils throw up many challenges
and hence in order to create the right ambience of stimulating the thought process, the
learning and teaching activities must be facilitated.

The Council for the Indian School Certificate Examinations emphasizes on creating
opportunities that explore all channels in the curriculum to effectively develop inherent
potential and talent of pupils. As per guidelines of The New Education Policy and the
National Curriculum Framework greater decentralization of the evaluation and
assessment process has empowered public examination bodies to bring about desired
reforms as per prevalent needs and requirements.

The Internal Assessment is a guiding instrument pioneered by the Council for the Indian
School Certificate Examinations to enhance the role of teachers and to empower them in
the certification of candidates by allotting a 20% component of school based assessment
in all subjects of examination.

Career prospects have diversified with changing times, and keeping that in mind the
Council introduced application based subjects, according to aptitude and competency
levels that enable candidates to realize their aptitude, through a learning process
conducive to their skillsand ability.

In order to streamline and adopt a comprehensive document it is essential to ensure

uniformity in the overall assessment by Schools, for which the Internal Assessment
Handbook showcases sample projects that assist in the planning and implementation, as
well as establish the appropriate criteria for evaluation.

The Handbook encompasses the entire gamut of mainstream subjects being offered at
the ICSE level and includes English, Hindi, Social Studies (History, Civics &
Geography), Mathematics, Science (Physics, Chemistry & Biology), Economics,
Commercial Studies, Computer Science, Economic Applications, Commercial
Applications and Computer Applications.

There is a clear mention of the specific aims that incorporate prime issues of Learning
Objectives, Learning Outcomes, Methodologyand Criteria of Evaluation in each
assignment. These are reflected on a case to case basis and may accordingly be
improvised by the teacher concerned given the needs and requirements of the pupils
involved,to form a strategy thatfacilitates thesuccessful completion of the assignment.
Progressive and innovative techniques are essential given the evolving times that we
livein. Hence teachers being a vital link in this entire process must adopt new ideas in
making effective changes in assignments / project work that realize the all-important aim
of making learning and teaching a truly rewarding and satisfying experience.

The Council team has put in a commendable performance inassimilating a variety of

assignments to facilitate the entire process and also serve the purpose of enriching
students via appropriate references. It is hoped that “Internal Assessment: An Integral
Component of ICSE” serves its purpose as an important reference document for Heads
of Schools, teachers and most importantly students.

Lancelot J. Fuller
Deputy Secretary
ICSE
 INTRODUCTION

Examinations, as a process of assessment have been prevalent for a long time, all
over the world. The main purpose of Examinations is to test the achievement of
students, to assess the effectiveness of the teaching—learning process and to
maintain standards. Examinations can further be utilised for providing a criterion
for certification and placement, for identifying lacuna in the educational system and
providing remedial measures. However, of late, there has been a growing concern
regarding the utility of examinations. One of the concerns that has been increasingly
raised in this regard, has been the overemphasis of examinations on scholastic
achievement.

The present system of education in our country, largely continues to ascribe to rote
learning and memorising. The ability of a student in a particular subject is judged
on his or her performance in a two or three hour written examination in which the
student is expected to answer select questions from the prescribed syllabus. A
student’s achievement in a written examination is generally considered to be a
measure of his or her “ability”.

If the purpose of education is to nurture and expose each individual’s potential and
innate talent, students need to be judged by what they can do, not by what they
cannot do. Until recently, this view was considered utopian and unrealistic, but
now a new theory of learning and intelligence - the theory of Multiple Intelligences,
has finally forced educators and policy makers to reconsider the pedagogical methods
of the past.

Multiple Intelligences, in a nutshell, is a pluralized way of understanding the

intellect. The theory suggests that each person’s intelligence, is actually made up of
autonomous faculties that can work individually or in concert with other facilities.
Howard Gardner originally identified these faculties, which he labelled as
“intelligences”, they are -

Logical-Mathematical intelligence (Reasoning/number smart)

Bodily-Kinesthetic Intelligence (body smart)
Verbal-Linguistic Intelligence (word smart)
Visual-Spatial Intelligence (picture smart)
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 Interpersonal Intelligence (people smart)
Intrapersonal Intelligence (self smart)
Naturalist Intelligence (nature smart)
Musical-Rhythmic Intelligence (music smart)

What this implies is that different children may be gifted with different
abilities/skills or Intelligences. Hence, the inability of a child to take a particular test
does not imply that the child lacks ‘intelligence’. Albert Einstein and Thomas Edison,
two of history’s most well known examples of brilliant minds, were terrible at taking
tests, and thus performed badly in school in general. The Internal Assessment at the
ICSE level was introduced by the Council almost a decade ago, keeping this aspect in
mind.

The purpose of introducing the Internal Assessment was to integrate teaching and
learning and to test those skills/ intelligences that could not be tested through a
written examination. While earlier, the emphasis had been only on acquiring and
sometimes integrating knowledge, now, through the projects in Internal Assessment,
students have been challenged to extend and synthesize knowledge using the skills
of comparing, classifying, inductive reasoning, deductive reasoning, constructing
support, analysing errors, analysing perspectives, etc. It has also helped in
developing other skills like decision-making, problem solving, investigating or
enquiring experimentally. These activities have equipped our students with the
Habits of Mind that have enabled them to think analytically and creatively and have
also helped to harness their energies.

The introduction of the Internal Assessment by the Council was also in keeping with
the recommendation of the New Education Policy to provide greater decentralisation
of the assessment process by public examination boards. Recognising the important
and integral role teachers play in the all round development of students and
realising that a more holistic and authentic assessment could not be achieved
without greater involvement of teachers, the Council sought to empower the teachers
and to enhance their role in the certification process. This was achieved through the
introduction of a twenty percent component for internal assessment.

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The Internal Assessment at the ICSE level has been designed to test the other
“intelligences” of students. The evaluation is based on multiple criteria aimed at
assessing not only a student’s writing abilities, but also other abilities like
understanding, imagination, creativity, presentation skills, skill in speaking,
interpersonal and intrapersonal skills. Assignments vary, using a range of methods
like report writing, discussions, debates, role-play, interviews, case studies, analysis,
demonstrations, etc.

Furthermore, the Council has realised that by their very nature, certain subjects
require a greater skill based component in order for learning and assessment to be
more holistic. Over the years, the Council has introduced a number of application
based subjects, with a higher component of practical work, which is internally
assessed by the school. For the examination years 2005 onwards, some new skill
based subjects – Economic Applications, Commercial Applications, Computer
Applications, Environmental Applications, Technical Drawing Applications and
Modern Foreign Languages were introduced at the ICSE level.

The continuous evolution of innovative measures such as these is helping in making

the teaching-learning process and evaluation more meaningful and comprehensive.

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Internal Assessment – A Continuous Progress

An Internal assessment is a continuous and comprehensive process of evaluation conducted during

an ongoing academic session, to promote and facilitate the learning process through an active
participation by students with a passive yet advisory role being adopted by teachers.

The main objectives of the Internal Assessment is to:

• Integrate the process of teaching and evaluation.

• Test inherent skills and analytical abilities of students that cannot be substituted by a
written examination.

• Enhance the role of a teacher as a facilitator, and make learning an enjoyable and rewarding
experience.

• Recognise individual differences and empower both teacher and student to have interactive
sessions in improving potential skills of application and organization.

• Consistenly build on existing skills and identify areas where levels of improvement can be
undertaken.

• Inculcate a sense of achievement and respond to situations with a positive mindset in a

social framework.

• Continuously formulate innovative ideas in a congenial environment.

• Develop and optimise the full potential of individual competencies and provide a platform
for a continuous interaction between the teacher and the student.

• Encourage active participation of students in self-assessment of their thinking skills

• Offer students an opportunity to showcase their academic and scholastic skills through
varied concepts that have been learnt through internal and external sources.

• Promote Inter and Intra personal skills between students and teachers for effective
communication

• Coordinate a teacher’s role as a mentor and guide.

• Adopt a pragmatic and positive attitude to realize higher levels of excellence in all related
fields of learning

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Guidelines for the selection of assignments is attributed to the:
 Identification of competency, knowledge and skill levels that is imperative in the selection
of an appropriate assignment to facilitate the all-round development of students.

 Selection of an assignment that has a broad range of topics to facilitate students to use
imaginative contexts and demonstrate original lines of approach.

 Encouragement of an innovative and ingenious line of thinking from the student’s

perspective that enables a creative and analytical response.

 Overall assessment objectives that encompass the concerned subject.

 Easy availability of required inputs / resources that facilitate the assignment progress.

 Reinforcement of existing class room knowledge, while imbibing a scope for future
reference / research.

 Achievement of objectives keeping in mind the varying degrees of academic performance.

 Conforming to existing and inherent levels of skill with efforts for further enhancement.

 Encouragement of active group participation that ensures coordination, cooperation and

time management resulting in effective team building.

Selection of an assignment entails the following:

Objectives:

1) The expectations of students in relation to specific benefits that accrue, and the purpose
being realized that is essential for future applications.

2) The assignment must correlate with classroom teaching, so that the response desired may
mutually be beneficial in all aspects, primarily for the student and teacher concerned

3) Raising interest levels of students to discover a connection between classroom discussions

and self-demonstrated applications.

4) To assess cognitive skills through application based methods, and enhance the investigative
role of students in the learning process.

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Planning:
 Encourage students in the process of planning the assignment.

 Explore a range of contexts and pupil groupings.

 Identify resources and subsequent tools of preparation needed for the assignment.

 Ensure all possible support and cooperation towards planning and execution of the given
assignment.

 Involvement of staff is subject to specific inputs of guidance or supervision that facilitates

the successful completion of the assignment.

 Envisage broader concepts and context that can be correlated to other subjects.

 The assignment may be planned as part of normal classroom activity that will enable
students to realize the objectives of the assignment in a congenial environment.

 Additional inputs for research, reference, or preparation should be facilitated through extra
time required during school hours, or if the need arises after working hours with prior
intimation to all concerned.

Methodology:

The usage of multimedia and internet based technology has captured the imagination of the
student community, and given the innovative techniques involved it is suggested that
the methodology be accordingly formulated or adopted as per needs and requirements of given
assignments.

Principles of a good assessment should:

• Influence and inform future teaching and learning process.

• Explore creative and innovative process of thinking, and reflect an independent flow of
imaginative ideas.

• Optimise the existing potential skills of students in an environment congenial for growth
and development.

• Maintain a continuous and comprehensive progress of students that is aptly supported by a

constant feedback to the stakeholder’s involved- students, teachers and parents.

• Motivate students to compliment their talent and skills in efforts to progressively build upon
their inherent potential with due acknowledgement.

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 • Benefit the social set up through an application of social thinking and improving analytical
skills.

A criterion for Evaluation involves:

• Relating the evaluation criteria to the learning objectives of the assignment.

• Achieving equilibrium between the final assignment and the procedure undertaken, and use
a weightage to reflect the significance of the two.

• Complimenting individual contributions in Group assignments to act as a motivational tool

in the successful completion of a given assignment

• Active student participation in the evaluation process to enable a better understanding of the
entire process of assessment and thus realize an upgraded level of performance.

• A clear cut demarcation of the evaluation criteria to be implemented with detailed marking
schemes that specifies the exact nature of marks/ grades/value points given to elements of a
student’s contribution.

• The validity, credibility and reliability of the process to ensure a high level of transparency.

• Qualitative tools and methodologies to be adopted in order to achieve mutual aims and also
incorporate changes for further improvement.

• Effective use of methodologies that are sensitive to student psyche and assist in the
progressive upgrading of application and analytical skills.

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Additional tools / parameters for awarding marks / grades in the Internal Assessment:

 English : Grades / Marks may be awarded to students participating in Literary based

activities of Debates, elocutions, declamations, quiz, mono-acting, extempore, essay writing,

event management, slogan writing etc. that enhance levels of communicative skills.

 Second language: All activities that bring about a sound development of inter / intra

personal communicative, oral or writing skills may be included. e.g. declamations, debates,

recitation, drama, music, essay writing, slogan and banners, etc.

 Mathematics: All activities that involve an analytical approach and an aptitude attributed to

the demonstration of a flair for numerical and application based phenomenon may be

incorporated in the evaluation process. e.g. Quiz, Olympiads, Presentations, Projects,

Worksheets, Posters, Charts etc.

 Science: Physics, Chemistry & Biology: All scientific based activities related to the

mentioned subjects must be included during the period of assessment, with emphasis on

participation in science exhibitions, making of live models of projects, quiz & science

related competitions, scientific tours and research based activities.

 Social Science: History, Civics & Geography: All activities that influence historical and

geographical issues may be considered in the process of assessment. Group discussions on

famous personalities and their influence on modern day issues, mock parliamentary

sessions, interactive sessions on various political agenda’s, tours to historical places and

subsequent reports, Awareness of human rights, India and its relations with the world,

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 observation of Climatic changes and their impacts on society, understanding of local

mapping, concept of GPRS, GRID reference study.

 Economics / Economic Applications: All related issues of economic activities pertaining to

application in everyday life may be included for assessment. Comparative study of various

markets, namely monopolistic and monopoly. Major Brands of a good or service that has a

direct link with customer satisfaction/ or otherwise. Consumer rights and protection

measures, Survey through a self-styled questionnaire of leading brands of cell phone

manufacturers. A report on India’s major trading partners with statistical details. Various

modes of transport with emphasis on usage of public transport. Visit to a nationalized bank

and a study of the various forms of credit instruments in use. Learning of internet and E –

banking.

 Commercial Studies / Commercial Applications: All activities that incorporate financial

and commercial study and are applicable in day to day life : Visit to a bank (nationalized /

private) Comparative study of brands of consumer products, questionnaires / market surveys

undertaken, Study of various commercial activities relating to Product Pricing, Advertising,

Public relations , Marketing, Finance, Human resources, Banking etc.

 Computer Science / Computer Applications: All application based activities relating to

software and hardware management issues, database management and programme

designing. Participation in IT based workshops, quiz events, project implementation, web

designing, software programming etc may be included in the process of evaluation.

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Provision for Feedback:

 A comprehensive and detailed feedback must be provided on the assignment submitted that
highlights details of significance.

 The feedback must be framed in a manner that is meaningful, constructive and interesting to
the student.

 A continuous and regular feedback must be given to maintain high levels of consistency.

 A morale boosting feedback is always appreciated. Each performance must be highlighted

in a positive manner with due emphasis on improvements over previous performance levels
and efforts.

 Suggestions / strategies to promote or develop enhanced performances may be

communicated in a constructive form that will assist the students in realizing their true
potential.

 Positive feedback results in improved standards of not only academic but non- academic
activities too.

 Assignments that have high quality in terms of skills and performance must be highlighted
and acknowledged in class, for they serve as an effective tool of motivation and also present
opportunities for other students to showcase their meritorious work.

GENERAL GUIDELINES FOR INTERNAL ASSESSMENT

1. Assignments are expected to be done in class with compilation & presentation of
work done under the supervision of subject teachers.
2. The project/assignment submitted in Class X by a candidate is to be retained in the
school by the Principal for a minimum of 60 days after the declaration of the
results. Thereafter the documents may be returned to the concerned candidates.
3. The completed assignment is to be presented in a simple folder/exercise books and
students may be advised to avoid usage of expensive materials or presentations.
4. The teacher and the external examiner may assess the course work on the basis of
continuous assessment as decided by the Principal of the school.
5. The question papers of the Terminal examination conducted by the Council will be
set on all topics of the syllabus. i.e. including the topics selected by the pupils for
Project work/Assignment.

“The Secret of success in education is understanding the child”

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 ENGLISH

I. “Soc ial Networking” How muc h is too muc h. Draw an inferenc e based on a
survey c onduc ted amongst your c ircle of friends. Write a gist of your
findings in not more than 350 words.

1. Learning Objectives
• To enhance the ability of students to express their ideas in clear and
grammatically correct English.
• To develop critical thinking amongst students.
• To develop the ability to evaluate a given statement and give a reasoned
response.

2. Learning Outcomes
On completion of the assignment students should be able to:
• order and present ideas, facts and opinions in a coherent manner.
• express himself/herself clearly using appropriate arguments.
• discuss some of the issues related to growing influence of social networks on the
Internet.

3. Methodology
• Discuss the assignment with students.
• Explain the criteria of evaluation.
• Encourage students to discuss their queries.

4. Evaluation

Evaluation Criteria Distribution of Marks

Content 4
Organisation of material 2
Originality 2
Comprehension/Vocabulary 2
Total 10

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II. “The Tiger in India is on the verge of extinction despite stringent policy
measures”, and may soon be seen only in documentaries or magazines. As
a responsible Indian what steps must be taken to “SAVE THE TIGER’

Learning Objectives

• To develop the ability to express ideas in clear and grammatically correct

English.
• To develop critical thinking skills.
• To enhance skills in locating relevant material from various media - newspapers,
magazines, television, etc.
• To enable students to evaluate information and select what is relevant for their
purpose.

1. Learning Outcomes
On completion of the assignment students should be able to:
• evaluate and explain the present scenario in terms of the shrinking habitat.
• express himself/herself coherently and clearly using appropriate arguments.

2. Methodology
• Discuss the assignment with students.
• Explain the criteria of evaluation.
• Guide students on sources of reference material – e.g. newspapers, magazines,
etc.
• Encourage students to discuss their queries and seek clarifications if the need
arises.

3. Evaluation

Evaluation Criteria Distribution of Marks

Process
Manner of conducting the 2
research
Product
Content 4
Organisation of material 2
Comprehension/Vocabulary 2
Total 10

5. Support Required
• Access to libraries/ newspapers, magazines/internet
• Xerox facilities

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III. Imagine you are a journalist and have been given an opportunity to
interview one of your favourite all time story tellers . Write a report with the
help of a questionnaire that you prepared for the Interview.

Learning Objectives

• To enhance the creative abilities of students.

• To improve upon communication skills.
• To encourage students to keep reading as a favourite pastime.
• To develop the ability to express ideas in clear and grammatically correct
English.
• To develop skills in searching and locating relevant reference material.
• To develop the ability to organise, compile material and present information
collected from various sources.
1. Learning Outcomes
On completion of the assignment students should be able to:
• have a better understanding of the life and works of their favourite author.
• develop a historical perspective.
• conduct an interview, based on a questionnaire prepared earlier.
2. Methodology
• Discuss the assignment with students.
• Drafting of simple questionnaires must be explained to the students.
• Explain the evaluation criteria.
• Guide students on the sources of reference materials/libraries.
• Encourage students to discuss their queries.
3. Evaluation

Evaluation Criteria Distribution of Marks

Process
Manner of conducting research 2
Reference materials /bibliography 1
Product
Content 3
Organisation of material 2
Presentation 2
Total 10

4. Support Required
• Access to libraries/ books / internet
• Xerox facilities

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IV. Read any book of the Harry Potter series. Prepare and present a critical
review of the book.

1. Learning Objectives
• To develop the ability to express ideas in clear and grammatically correct
English.
• To develop the ability to summarise, explain and evaluate complex materials
from a text.
• To develop the habit of reading literature other than text book material.
• To develop skills of critical thinking amongst students.

2. Learning Outcomes
On completion of the assignment students should be able to:
• write a book review.
• express herself/himself clearly and coherently using appropriate arguments.

3. Methodology
• Explain how a book review is written.
• Ask students to read a Harry Potter book, a week before the actual assignment.
• Guide students in the selection of books/ provide them access to books.
• Ensure adequate copies of the selected books are available.
• Explain that the evaluation is based on multiple criteria.
• Students should carry out the assignment during class time.

4. Evaluation

Evaluation Criteria Distribution of Marks

Content 4
Analysis 3
Organisation of matter 2
Vocabulary 1
Total 10

5. Support Required
• Adequate number of copies of Harry Potter books

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V. Write an original short story about a Global leader you wish to be and the
changes you would like to introduce in making the world a better place. (450-
500 words.)

1. Learning Objectives
• To teach students how to write a short story.
• To stimulate creativity and imagination.
• To express ideas in clear and grammatically correct English.

2. Learning Outcomes
On completion of the assignment students should be able to:
• write an original story; know the need for a plot and characterization.
• develop interesting and relevant subject matter for the story.
• improve their writing skills and vocabulary.

3. Methodology
• Discuss the difference between an essay and a short story.
• Explain how a short story is to be written.
• Encourage students to write original stories and not ‘lift’ from movies/books/
tele-serials.
• Explain the evaluation criteria.
• Encourage students to discuss their queries.

4. Evaluation

Evaluation Criteria Distribution of Marks

Content 3
Originality 2
Expression 2
Vocabulary and spelling 2
Organisation of material 1
Total 10

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VI. Listen carefully to the narrated passage. Keeping this passage in mind,
complete the story giving an account of what happens after this scene. You
may give the story a title.

Now the five-horse power engine was struggling against the heavy swells, making
scant headway. As the boat rocked back and forth, the propeller popped out of the
water, glinting steel in the twilight before plunging back into the sea.
He steered into the wind. But waves began to break over the bow. They kept coming,
bigger and bigger. He fought to control the tiller as the water wrenched it out of his
hands again and again.
“Hold on!” he shouted.
“I’m okay,” she called, grabbing one of the rubber handles built into the boat. It was
nearly full of water.
Another wave crashed into the bow, tipping it on its side. Horrified, he saw her lose her
grip and slide to the low side of the boat. Then she was gone…..

1. Learning Objectives
• To stimulate listening skills in students.
• To enhance creativity and imagination.
• To develop the ability to write lucidly and coherently.
• To develop skills in planning, organizing, developing and concluding a story.
2. Learning Outcomes
On completion of the assignment students should be able to:
• distinguish between the main points and the supporting details.
• analyse a given situation and develop a story based on one’s knowledge,
experience and imagination.
3. Methodology
• Discuss the assignment with students.
• Explain the evaluation criteria.
• Students may be allowed to make notes while the passage is being read.
• Narrate the passage to the students.
• The reading of the passage may be repeated to facilitate students.
4. Evaluation
Evaluation Criteria Distribution of Marks
Content (in relation to context) 4
Originality 2
Comprehension 2
Vocabulary 2
Total 10

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VII. John Keats was one of the greatest poets of his times. Express your
thoughts by reciting any one of his poem’s that has left a lasting impression
on you.

(Recite any poem written by Keats and give reasons for your choice as to
why this poem appeals to you.)

1. Learning Objectives
• To develop the ability to recite a poem with correct pronunciation, phonetics and
expression.
• To appreciate the beauty and language of poems.
• To stimulate thinking skills in students.
• To develop the ability to express one’s thoughts and opinions in one’s own words.

2. Learning Outcomes
On completion of the assignment students should be able to:
• appreciate poetry.
• recite a poem with higher confidence levels.
• to acquire improved levels of confidence in the presence of others.
• express himself/herself coherently and clearly using appropriate arguments.

3. Methodology
• Discuss the assignment with students.
• Explain the evaluation criteria.
• Guide students on the sources of reference materials/libraries.

4. Evaluation

Evaluation Criteria Distribution of Marks

Choice of poem/ justification 4
Expression 3
Pronunciation 2
Appearance (confidence) 1
Total 10

5. Support Required
• Access to libraries/books/internet

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VIII. “At the stroke of the midnight hour, when the world sleeps, India will awake to
life and freedom. A moment comes, which comes but rarely in history, when we step out
from the old to the new, when an age ends, and when the soul of a nation, long
suppressed, finds utterance.”
Pandit Jawaharlal Nehru, the first Prime Minister of India, said the above
words on the midnight of August 15th, when India attained freedom. Draft a
speech you would give to the nation if you were Prime Minster of the country
at that time. Deliver your speech to your classmates once you have drafted it.

1. Learning Objectives
• To develop the ability to express ideas in clear and grammatically correct
English.
• To be able to draft a speech.
• To enhance public speaking skills.

2. Learning Outcomes
On completion of the assignment students should be able to:
• express themselves coherently and clearly.
• speak confidently in front of others.
• sort, organise and compile material and present information from various
sources.

3. Methodology
• Discuss the assignment with students through the concepts of its historical
background.
• Explain the evaluation criteria.
• Guide students on the sources of reference materials/libraries.

4. Evaluation

Evaluation Criteria Distribution of Marks

Content 4
Clarity 1
Pronunciation 1
Mannerisms 1
Expression 2
Originality 1
Total 10

5. Support Required
• Access to libraries/newspapers/books/magazines/internet
• Xerox facilities

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IX. Proverbs are an integral part of the English Language. Quote your
favourite proverb citing reasons for your choice.

1. Learning Objectives
• To develop an understanding of what proverbs are and how and where they may
be used.
• To enable students to speak clearly and coherently in class.
• To stimulate creativity and imagination.

2. Learning Outcomes
On completion of the assignment students should be able to:
• know the importance of proverbs.
• grasp the deeper meaning of proverbs.

3. Methodology
• Discuss the assignment with students.
• Discuss a number of proverbs in class.
• Explain the evaluation criteria.
• Encourage students to discuss their queries.

4. Evaluation

Evaluation Criteria Distribution of Marks

Proverb 2
Reason 2
Pronunciation 3
Expression 3
Total 10

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X. An invitation for dinner to a friend’s house turned out to be a fantastic
surprise as one of the guests present was none other than Amitabh Bachan!!
Draft an e-mail to your friend, describing your experience on meeting one of
India’s most celebrated cine artist’.

1. Learning Objectives
• To teach students how to draft and write an e-mail.
• To express ideas in clear and grammatically correct English.
• To develop the ability to imagine events.
• To stimulate creativity.

2. Learning Outcomes
On completion of the assignment students should be able to:
• draft an email.
• know the use of an e-mail address.
• improve their writing skills.

3. Methodology
• Discuss the different means of written communication with students.
• Discuss the uses of the internet with reference to writing of e-mails
• Explain the evaluation criteria.
• Encourage students to discuss their queries.

4. Evaluation

Evaluation Criteria Distribution of Marks

Content 6
Originality 2
Vocabulary and spelling 1
Format (mention of to and 1
from address)
Total 10

22
23
24
25
26
 LISTENING SKILLS IN ENGLISH LANGUAGE
ENGLISH Paper – 1

Guidelines for the Examiner

Material
1. The examiner’s copy comprising Guidelines for the Examiner and the Passage for Oral Reading.
2. The question paper comprising questions and answers in multiple choice.

Instructions for the conduct of the assessment

Candidates are seated as for a written examination.
The recommended number of candidates at a sitting is 30.
The question paper and a sheet of rough paper are distributed to candidates before the readings of the
passage take place. At this stage they enter their names, class, roll no. on the question paper and read
the note for candidates.
The passage is read aloud clearly by the Examiner twice, the first time at normal speed (about
110 words a minute) and the second time at a slower speed. Between the two readings the
Examiner may give a pause of about three minutes to allow
the candidates to read the questions and answers.
During the readings the candidates may make brief notes on the rough paper given to them.
At the end of the second oral reading the examiner directs the candidates
to answer the question paper.
Candidates will enter their answers in ink.
The duration of the assessment is 30 minutes, which includes the time taken for the two readings and
answering the questions on the question paper.

The Examiner reads :

In this passage, Satyajit Ray, the renowned film maker, describes how he tried to shoot a scene for a
film, using a circus tiger.

The door of the cage was unfastened and Mr. Thorat, the trainer, called out to the tiger. It responded
almost at once and sprang out of its cage. Instead of walking sedately in a dignified manner the tiger
started prancing around with tremendous enthusiasm. It leapt, it jumped, it rolled about, dragging its
poor trainer, who was desperately clutching the wire tied to the tiger’s collar, in a futile attempt to
bring it under control.
The camera was still standing on its three legs, staring into the bamboo grove, but the tiger showed
no sign of making its way there.
After nearly five minutes of madness, the tiger calmed down. Mr. Thorat and his two assistants
looked a sight. The trainer spoke through pale lips and explained that this particular tiger had never
been in the wild. It was born in a circus and had seldom been released from its cage. A sudden taste
of its natural habitat had probably gone to its head.
Once the tiger had calmed down, we managed to take a few shots we needed.

26 (i)
Now another problem arose. The door of the cage was standing wide open. A stool had been placed
near the cage. The tiger was supposed to jump on to the stool, when its trainer said, ‘Up!’ and then
run into its cage. Mr. Thorat went blue in the face saying ‘Up!’ but the tiger ignored him completely.
Instead, it seemed far more interested in sitting in the bamboo grove and tasting the young leaves on
a stem.
The tiger’s behaviour made us feel quite reassured, even bold. A tiger that chewed bamboo leaves
could definitely not be a man-eater. I took the camera even closer to the tiger to capture its most un-
tiger-like behaviour.
Then, even as the camera was running, the tiger took a giant leap and got back into its cage.
Adapted from Childhood Days, A Memoir, by Satyajit Ray.
Translated by Bijoya Ray.

LISTENING SKILLS IN ENGLISH LANGUAGE

ENGLISH Paper – 1
(Thirty minutes)

Name : __________________________________________________________________
Class : __________________________Index No : _______________________________
Signature of the candidate _____________________________

A Note for the Candidate

A passage will be read aloud by the examiner twice. During the readings you may make brief
notes on the rough paper you have been given.
At the end of the second reading you will answer the questions in ink on the question paper.
The duration of the assessment is 30 minutes, which includes the time taken for the two readings
and answering the questions on the paper.
The intended marks for questions or parts of questions are given in brackets [ ].

Choose the most appropriate answer and write (a), (b) or (c) in the circle near each question. [10]
[One mark is awarded for each correct answer.]

1. How did the tiger get out of the cage?

(a) It forced the door of the cage open.
(b) The lock of the cage was opened.
(c) The lock of the cage had not been shut.
2. What did the writer expect the tiger to do when it came out of its cage?
(a) Jump and roll about.
(b) Behave in a dignified manner.
(c) Struggle with its trainer.

26 (ii)
3. What precaution had been taken to prevent the tiger from running away during
filming?
(a) Two assistants and a trainer were in charge of the tiger.
(b) It was kept in a strong cage.
(c) It was held with a wire tied to its collar.

4. Born in a circus, which of the following was the tiger not used to:
(a) The company of people.
(b) Freedom in natural surroundings.
(c) Control by his trainer.

5. Once the tiger calmed down

(a) the director took all the shots he needed for the film.
(b) the trainer got it back into its cage.
(c) it began to play with the film crew.

6. Mr. Thorat went blue in the face saying, ‘Up!’ but the tiger ignored him completely.
The expression, went blue in the face means that Mr. Thorat.
(a) became very angry.
(b) fell ill on account of strain.
(c) tried hard but was unsuccessful.

7. Which of these words best describes the tiger:

(a) unpredictable
(b) vicious
(c) tame

8. What un-tiger-like behaviour did the writer try to film?

(a) Its jumping and rolling about.
(b) Its refusal to obey its trainer.
(c) Its chewing leaves in the bamboo grove.

9. Give one instance when the tiger actually did what it was told.
(a) When it was called out of its cage.
(b) When it was made to stop jumping about.
(c) When it got back into its cage.

10. What is this passage about?

(a) The difficulty of filming a scene with a circus tiger.
(b) The danger of filming a wild animal.
(c) The behaviour of a tiger in the wild.

26 (iii)
 SPEAKING SKILLS IN ENGLISH LANGUAGE
ENGLISH Paper – 1

Guidelines for the Examiner

1. The assessment of English Speaking Skills will be conducted jointly by the subject teacher
and the 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 section/class.
For example, a teacher of English of Class VIII may be deputed to be an External Examiner
for Class X.

2. Each candidate will be given a question paper containing instructions and five topics of
which he/she must choose one to speak on and discuss with the examiners (See Specimen
Paper in English Speaking Skills.)

3. The candidates will be allowed one hour for preparation independently.

4. Efforts should be made by the examiners to put the candidate at ease before the presentation
begins.

The candidate is required to speak for about two minutes. This presentation will be followed
by a discussion with the examiners for about three minutes.

5. Examiners will assess the candidate individually and take the average of their combined
scores.

10 marks are awarded for Speaking Skills on the following criteria:

Fluency

Subject Matter

Organisation

Quality of Language

Delivery.

26 (iv)
 SPEAKING SKILLS IN ENGLISH LANGUAGE
ENGLISH Paper – 1
(Preparation Time : One hour)
(Presentation Time : Two minutes)
A Note for the Candidate
You are required to speak to your examiners for about two minutes on any one of five topics. At
the end of your presentation your examiners will start a discussion with you on the topic on which
you have spoken, for about three minutes.
You may refer to brief notes on the course of your presentation but reading or excessive
dependence on notes will be penalized.
You will have one hour to prepare your topics independently.
The intended marks for questions or parts of questions are given in brackets [ ].

Choose one of the topics given below: [10]

1. Give a vivid description of a member of your family or a friend. [You may include a
description of what the person looks like, the person’s interests and abilities,
habits and behaviour and what you feel about him or her.]

2. Narrate an experience you had while travelling on a bus, train, boat or plane, and
say what impression the experience left on you.

3. Recall a current news item in the newspaper or on television. Give an account of

the matter and offer your opinion on it.

4. Relate an anecdote, which you consider amusing, featuring a person or people you
know.

5. Give reasons why you would like to live in another country or why you prefer
staying in the country you presently live in.

26 (v)
 HINDI
I. bl dFkk dks /;ku ls lqfu, vkSj mlls feyus okyh f’k{kk dks vius 'kCnksa ¼100 ls
150½ esa fyf[k,A
^^cgqr le; igys dh ckr gSA ,d cgqr cMs lU;klh gqvk djrs FksA os vius xk¡o ls nwljs
xk¡o dh vksj izLFkku djuk pkgrs FksA mUgksaus vius nks f’k";ksa dks ml xk¡o Hkstk rkfd os
ml xk¡o esa jgus okys yksxksa ds ckjs esa tkudkjh yk ldsaA
igyk f’k"; tc xk¡o ls ykSVk] rks laU;klh us mlls ogk¡ ds yksxksa ds fo"k; esa iwNkA f’k";
cksyk fd ml xk¡o ds yksxksa ls cqjk nqfu;k esa vkSj dksbZ ugha gksxkA mlus dgk fd ml xk¡o
esa [kwuh] pksjksa vkSj os’;kvksa dk okl gSA
dqN nsj ckn nwljk f’k"; ykSVk] rc laU;klh us mlls Hkh ogh iz’u fd;kA nwljs f’k"; us
dgk fd ml xk¡o ls c<+dj Hkys yksx nqfu;k esa vkSj dgha ugha feyasxsaA lU;klh lksp esa
iM+ x, fd ,d gh txg tkdj nksuksa f'k";ksa dh bruh fHkUu jk; dSls cu xbZA lU;klh us
nksuksa ls viuh jk; dh iqf"V djus dks dgkA
igys lU;klh us dgk fd tc og igys ?kj x;k rks mls ogk¡ ,d [kwuh feyk] nwljs ?kj esa
pksj vkSj rhljs esa ,d os’;k feyhA bu yksxksa dks ns[kdj og bruk nq[kh gqvk fd vkxs
tkus dk bjknk gh NksM+ fn;kA
nwljs f’k"; us dgk fd og Hkh bUgha ?kjksa esa x;k FkkA [kwuh ds ?kj ij igq¡pus ij mlus
ns[kk fd og lM+d ij iM+s ,d cw<+s vkneh dh lsok dj jgk gSA pksj ds ?kj ij mlus ik;k
fd og Hkw[ks yksxksa dks [kkuk f[kyk jgk gSA tc os’;k ds ;gk¡ igq¡pk rks ns[kk fd og rhu
cPpksa dks vius vk¡py esa lesVs gSA iwNus ij irk pyk fd og mu vukFk cPpksa dk ikyu
iks"k.k djrh vk jgh gSA ftu yksxksa dks lekt cqjk ekurk gS muesa bruh vPNkbZ ikbZ rks
yxk fd bl xk¡o ls vPNs yksx vkSj dgha ugha feysaxsaA**

1- dk;Z míss’;
• /;kuiwoZd lquus dk vH;kl djkukA
• fgUnh Hkk"kk esa vius fopkjksa dks O;Dr djus dk vH;kl djkukA
• vutkuh, vuns[kh, dgkuh vFkok iafDr;ksa dks lqudj muij fn, x, iz’uksa ds mŸkj
nsukA
• fgUnh esa fy[kus dk vf/kd vH;kl djkukA

2- dk;Z ifj.kke
dk;Z iwfrZ ds ckn fo|kFkhZ:
• d{kk esa lqukbZ xbZ dgkuh ls feyus okyh lh[k dks le> ik,asxsA
• vius 'kCnksa esa Hkkoksa dks O;Dr dj ik,asxsA

3- dk;Z iz.kkyh
• d{kk esa fu;r dk;Z ds fo"k; esa ppkZ djsaA
• fo|kfFkZ;ksa dks dk;Z dk míss’; le>k,A
• dksf’k’k djsa fd fn, x, fuf’pr le; esa fo|kFkhZ dk;Z dks iwjk dj ysaA
¼dgkuh ls feyus okyh f’k{kk fy[kus ds fy, ½ ?kaVs dk le; fn;k tk ldrk gSA½
• fo|kfFkZ;ksa dks ewY;kadu dk vk/kkj le>k,saA
• fo|kfFkZ;ksa dks vkil esa ckr djus dk volj u nsaA

4- ewY;kadu
ewY;kadu vk/kkj vad
fo"k;&oLrq 3
Hkk"kk 'kSyh ¼orZuh, fyax, vkfn) 3
'kCnkoyh 2
vfHkO;fDr 2
dqy 10

27
II. ^^ges’kk vius vki dks nwljksa dh txg j[k ds ns[kksA ;fn dksbZ ckr [kqn dks nq[k
igq¡pkrh gS] rks fuf’pr gh og ckr nwljksa dks Hkh nq[kh dj ldrh gSA**
bu iafDr;ksa dks /;ku esa j[krs gq, ,d ekSfyd dgkuh fyf[k,A

1- dk;Z míss’;
• fo|kfFkZ;ksa dks dgkuh fy[kus dk vH;kl djkukA
• fo|kfFkZ;ksa esa Hkkoksa dks 'kCnksa }kjk O;Dr djus dh {kerk c<+kukA
• fo|kfFkZ;ksa dks dgkuh fy[kus ds lgh rjhds ls voxr djkukA
• fo|kfFkZ;ksa esa dgkuh ds fy, ?kVukvksa] pfj=ksa] LFkku] vkfn dh dYiuk djus dh 'kfDr
dks c<+kukA

2- dk;Z ifj.kke
dk;Z iwfrZ ds ckn fo|kFkhZ:
Lqk>ko
• dgkuh fy[kus ds lgh rjhds ls voxr gks tk,sxsA fo|kfFkZ;ksa }kjk fy[kh xbZ ,d
;k nks dgkfu;ks dks ukVd dk
• Hkkoksa dks lgh :i ls O;Dr dj ik,asxsA :i Hkh fn;k tk ldrk gSA
3- dk;Z iz.kkyh
• d{kk esa fu;r dk;Z ds fo"k; esa ckr djsaA
• dgkuh fy[kus dk lgh <+ax d{kk esa le>k,saA
• ewY;kadu ds rjhds dks le>kuk vko’;d gSA
• d{kk esa iz’u iwNus dh [kqyh NwV nsaA
• tgk¡ Hkh vo’;d gks viuk izksRlkgu vkSj ekxZn’kZu nsaA

4- ewY;kadu
ewY;kadu vk/kkj vad
dgkuh ¼ekSfydrk] dYiuk½ 4
Hkk"kk 'kSSyh 2
fo"k; ¼nh xbZ iafDr;ksa ls lEcU/k½ 2
vfHkO;fDr 1
dgkuh fy[kus dk rjhdk 1
dqy 10

28
III eqa’kh izsepUn dh thouh fyf[k,A muds fdlh Hkh ,d miU;kl dks i<+dj d{kk ds
lkeus mldh leh{kk djsaA

1- dk;Z míss’;
• ,d egku miU;kldkj ds thou ls voxr djkukA
• fgUnh Hkk"kk esa vf/kd ls vf/kd i<+us dh izo`fRr iSnk djukA
• fgUnh Hkk"kk dk cksy&pky esa vf/kd iz;ksx djukA
• ikB~; iqLrd ds vfrfjDr vU; iqLrdsa i<+us dk izksRlkgu nsukA

2- dk;Z ifj.kke
dk;Z iwfrZ ds ckn fo|kFkhZ:
• eqa’kh izsepan tSls egku miU;kldkj ds fo"k; esa tku ldsaxsA
• fgUnh esa vius fopkjksa dks lgh <+ax ls O;Dr dj ik,saxsA
• ikB~; iqLrd ds vfrfjDr vU; iqLrdsa i<+dj fgUnh Hkk"kk dk Kku c<+k ldsaxsA

3- dk;Z iz.kkyh
• iqLrd leh{kk ds fy, fuf’pr fd, x, fnu ls de ls de ,d lIrkg igys
miU;kl i<+us dks dgsaA
• bl ckr dk /;ku j[ksa fd iqLrdky; esa izsepan dh vfrfjDr iqLrdsa miyC/k gSaA
• fo|kfFkZ;ksa dks iqLrdksa ds fo"k; ls voxr djk,saA
• fu;r dk;Z dks d{kk esa ppkZ fo"k; cuk,saA
• ewY;kadu ds fo"k; esa Hkh d{kk esa ppkZ djsaA

4- ewY;kadu
ewY;kadu vk/kkj vad
fo"k;&oLrq 4
Hkk"kk 'kSSyh 2
izLrfqr 2
vkRefo’okl 1
'kCnkoyh 1
dqy 10

5- vko’;d lgk;rk
iqLrd@iqLrdky;

29
IV. ^^cki cM+k u HkSF;k, lcls cM+k :iF;k**
bl fo"k; ds i{k vFkok foi{k esa vius fopkj izdV dhft,A

1- dk;Z míss’;
• fgUnh Hkk"kk dk cksy&pky esa vf/kd ls vf/kd iz;ksx djukA
• lgh 'kCnksa }kjk fn, x, dFku ds i{k vFkok foi{k esa cksyus dh {kerk dks mHkkjukA
• vkRefo’okl c<+kukA
• vkykspukRed Hkk"kk dk iz;ksx fl[kkukA

2- dk;Z ifj.kke
dk;Z iwfrZ ds ckn fo|kFkhZ:
• d{kk ds lkeus rdZ lfgr vius fopkj O;Dr djus dk vkRefo’okl c<sxkA
• nh x;h iafDr dh izklafxdrk vkt ds lanHkZ esa le> ik,saxsA
• 'kCnksa dks lgh rjg ls mi;ksx esa yk,aA

3- dk;Z iz.kkyh ís
• okn&fookn izfr;ksfxrk ds fo"k; dks dqN fnu igys gh d{kk esa crk nsaA
• fo|kfFkZ;ksa dks le>k,sa fd fgUnh Hkk"kk ds mfpr iz;ksx ij /;ku nsuk vko’;d gSA
• fdlh Hkh rjg dh enn ds fy, rRij jgsaA
• ewY;kadu izfdz;k vo’; le>k,saA

4- ewY;kadu
ewY;kadu vk/kkj vad
fo"k;&oLrq 3
Hkk"kk 'kSSyh 3
'kCnkoyh 2
izLrqfr@vkRefo’okl 2
dqy 10

5- vko’;d lgk;rk
iqLrdsa@lekpkj i=@if=dk,¡

30
V. vius fo|ky; ds fdlh Hkh ckjgoha d{kk ds Nk= dk lk{kkRdkj dhft, vkSj fuEufyf[kr
fo"k;ksa ij tkudkjh izkIr dhft, &
• fo|ky; esa ckjg o"kZ dSls chrs
• fiz; v/;kfidk/v/;kid ¼dkSu] D;ksa½
• fiz; fo"k; ¼dkSu lk] D;ksa½
• Hkfo"; ds lius
• fo|ky; ls tqM+h ;knsa

1- dk;Z míss’;
• fgUnh Hkk"kk dh le> c<+kukA
• dgs x, dFku dks vius 'kCnksa esa fy[kus dk vH;kl djkukA
• lgh rjg ls ;kstuk ds varxZr dk;Z djukA

2- dk;Z ifj.kke
dk;Z iwfrZ ds ckn fo|kFkhZ:
• vius ls cM+h d{kk ds Nk=ksa dks vf/kd csgrj tku ldsaxsA
• Nk=ksa }kjk fd, x, vuqHkoksa dks lgh izdkj ls O;Dr dj ldsaxsA

3- dk;Z iz.kkyh
• ewY;kadu ds vk/kkj le>k,saA
• fo|ky; esa gh bl dk;Z dh iwfrZ dk vkxzg djsaA
• fdlh Hkh rjg dh lgk;rk ds fy, rS;kj jgsaA

4- ewY;kadu
ewY;kadu vk/kkj vad
fo"k;&oLrq 4
izLrqfr 2
Hkk"kk 'kSSyh 2
'kCnkoyh 2
dqy 10

31
VI. fuEu fp= dks /;ku ls nsf[k, rFkk bls vk/kkj ekudj blls lEcfU/kr tks fopkj vkids
eu esa vkrs gSa mUgsa O;ofLFkr :Ik esa izdV dhft,A

1- dk;Z míss’;
• vius fopkjksa dks lgh fgUnh esa fy[kus dk vH;kl djkukA
• fo|kfFkZ;ksa esa dYiuk 'kfDr dks mHkkjukA
• fp= dks /;ku ls i<+dj mlds gj igyq ij izdk’k Mkyus dk vH;kl djkukA
• fgUnh esa fy[kus dk vkRefo’okl c<+kukA

2- dk;Z ifj.kke
dk;Z iwfrZ ds ckn fo|kFkhZ:
• fp= v/;;u dj vius fopkjksa dks Li"V :Ik ls izdV dj ik,saxsA
• orZuh] fyax vkSj O;kdj.k lEcU/kh xyfr;k¡ de ls de djsaxsA

3- dk;Z iz.kkyh
• fp= v/;;u esa /;ku j[kus okyh ckrksa dks d{kk esa le>k,aA
• fu;fer le; ds Hkhrj dk;Z lEiUu djuk vko’;d gSA
• gj rjg dh enn ds fy, rS;kj jgsaA
• ewY;kadu vk/kkj le>k,saA

4- ewY;kadu
ewY;kadu vk/kkj vad
fo"k;&oLrq 3
Hkk"kk 'kSyh 3
'kCnkoyh 2
vfHkO;fDr 2
dqy 10

32
VII. ,d ekSfyd dgkuh fyf[k, ftldk var fuEu fyf[kr iafDr;ksa ls gksrk gks %&
^^vkt dk fnu rks tSls&rSls chr x;k] u tkus dy D;k gksxkA**

1- dk;Z míss’;
• fo|kfFkZ;ksa esa dYiuk 'kfDr dks c<+kukA
• fo|kfFkZ;ksa dks dgkuh fy[kus ds lgh rjhds ls voxr djkukA
• fo|kfFkZ;ksa dh vfHkO;fDr dks lq/kkjukA
• fo|kfFkZ;ksa esa dgkuh ds fy, ?kVukvksa] pfj=ksa] LFkku] vkfn dh dYiuk djus dh 'kfDr
dks c<+kukA

2- dk;Z ifj.kke
dk;Z iwfrZ ds ckn fo|kFkhZ:
• dgkuh fy[kus ds lgh <+ax dks le> ldsaxsA
• dYiuk 'kfDr dk c[kwch mi;ksx dj ldsaxsA

3- dk;Z iz.kkyh
• dgkuh fy[kus dk lgh <+ax d{kk esa le>k,saA
• nh xbZ iafDr dks d{kk esa ppkZ fo"k; cuk,sa rkfd vyx&vyx rjg ds fopkj mHkjsaA
• nks Nk=ksa dks feydj dgkuh fy[kus dk lq>ko Hkh fn;k tk ldrk gSA
• ewY;kadu ds rjhds dks le>kuk vko’;d gSA

4- ewY;kadu
ewY;kadu vk/kkj vad
fo"k;&oLrq 4
Hkk"kk 'kSSyh 2
vfHkO;fDr 2
dgkuh fy[kus dk rjhdk 1
nh xbZ iafDr;ksa ls lEcU/k 1
dqy 10

33
VIII. ^^vk/kqfudrk dh nkSM+ esa Hkkjrh; laLd`fr vkSj lH;rk ls nwj jguk dgk¡ rd
ykHknk;d gS\**
bl dFku ij vius fopkj fyf[k,A

1- dk;Z míss’;
• vius fopkjksa dks lgh rjg ls vfHkO;Dr djus dh {kerk dks c<+kukA
• vyx&vyx lw=ksa ls tkudkjh izkIr djds mls lgh <+ax ls lfEefyr dj ds fy[kukA
• lkspus dh 'kfDr dk fodkl djkukA
• dYiuk 'kfDr dh o`f) ds fy, izksRlkfgr djukA

2- dk;Z ifj.kke
dk;Z iwfrZ ds ckn fo|kFkhZ:
• fn;s x;s dFku ij vius 'kCnksa esa vius fopkjksa dks Li"V :i ls fy[k ldsaxsA
• “koksa dks lgh :i ls O;Dr dj ik,saxsA

3- dk;Z iz.kkyh
• bl fo"k; dks d{kk esa ppkZ dk le; nasA
• gj rjg dh lgk;rk ds fy, rS;kj jgsaA
• Nk=ksa dks iz’u iwNus dh [kqyh NqV nsaA
• ewY;kadu izfdz;k vo’; le>k,saA

4- ewY;kadu
ewY;kadu vk/kkj vad
fo"k;&oLrq 3
Hkk"kk 'kSSyh 3
izLrqfr 2
'kCnkoyh 2
dqy 10

5- vko’;d lgk;rk
iqLrdsa@lekpkj i=@if=dk,¡

34
IX. viuh ikB~; iqLrd fd fdlh Hkh dgkuh dk ,d ik= pqfu, tks vkidks lcls fiz; gSA
mlds pfj= fd fo’ks"krk,¡ crkrs gq, fyf[k, fd og vkidks fiz; D;ksa gS\

1- dk;Z míss’;
• ikB~; iqLrd dk iwZ.k Kku djkukA
• gj ik= ls vius vki dks tksM+us dk iz;kl djkukA
• pfj=&fp=.k fy[kus dk vH;kl djkukA
• lgh 'kCnksa }kjk vius fopkjksa dks izdV djukA

2- dk;Z ifj.kke
dk;Z iwfrZ ds ckn fo|kFkhZ:
• vius fopkjksa dks vklkuh ls O;Dr dj ldsaxsA
• pfj=&fp=.k fy[kus ds rjhds ls voxr gks tk,saxsA

3- dk;Z iz.kkyh
• gj dFkk ds ik=ksa dk foLr`r fooj.k nasA
• d{kk esa ik=ksa ds LoHkko ds ckjs esa ppkZ dk volj nsaA
• vko’;drk vuqlkj Nk=ksa dk ekxZn’kZu djsaA
• dksf’k’k djsa fd lc Nkrz vyx&vyx ik=ksa dk pfj=&fp=.k fy[ksaA

4- ewY;kadu
ewY;kadu vk/kkj vad
fo"k;&oLrq 4
Hkk"kk 'kSSyh 2
vfHkO;fDr 2
'kCnkoyh 1
izLrqfr 1
dqy 10

35
X. vius ikB~; iqLrd fd fdlh ,d jkspd dgkuh dk laf{kIr fooj.k fyf[k,A

1- dk;Z míss’;
• fy[kus dk <+ax lh[kukA
• dFkk esa fn, x, dfBu Hkkxksa dks ljy ,oa Li"V :Ik ls vius 'kCnksa esa fy[kukA
• ikB~; iqLrd dks /;ku ls i<+us dh vknr MkyukA
• lgh 'kCnkoyh dk iz;ksx lh[kukA
• fyax] O;kdj.k lEcU/kh v’kqf);ksa dks de ls de djukA

2- dk;Z ifj.kke
dk;Z iwfrZ ds ckn fo|kFkhZ:
• fooj.k fy[kus dk lgh <+ax lh[k tk,saxsA
• vko’;d vkSj vuko’;d ik=ksa] ?kVukvksa esa varj djuk lh[k tk,saxsA
• dksb “h dgkuh dks la{ksi esa vius ’kCnksa es fy[k ik,saxsA

3- dk;Z iz.kkyh
• gj dFkk dkss vPNh rjg] iwjs fooj.k ds lkFk d{kk esa i<+k,saA
• laf{kIr fooj.k fy[kus dh fof/k d{kk esa le>k,saA
• ewY;kadu ds fo"k; esa d{kk esa ckr djsaA
• gj rjg dk ekxZn’kZu nsaA

4- ewY;kadu
ewY;kadu vk/kkj vad
fo"k;&oLrq 4
Hkk"kk 'kSSyh 2
vfHkO;fDr 2
'kCnkoyh 2
dqy 10

36
37
 HISTORY

I. India being the World’s largest democracy is also home to a unique blend
of religious and cultural diversity. Make a report on the various religions
being practised in India and how historical influences have made it a Secular
nation.

1. Learning Objectives
• To create an awareness about different religions practised in India.
• To increase the students’ knowledge and understanding of different religions.
• To help students discover the influence of religion on the art and architecture of
the country.
• To develop skills in searching and locating relevant reference material.
• To develop the ability to collate information and present it in a coherent manner.
2. Learning Outcomes
On completion of the assignment students should be able to:
• respect and understand different forms of religion.
• respect beliefs and faiths other than their own.
• The impact of religion on architecture and literature.
3. Methodology
• Discuss the assignment with students, and explain the evaluation criteria.
• Guide students on the sources of reference materials/libraries.
• Enquire about the progress of the assignment from time to time and encourage
students to discuss queries.
4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Manner of conducting research 2
Reference materials/bibliography 1
Product
Content 3
Organisation of material 2
Presentation 2
Total 10

5. Support Required
• Access to libraries/newspapers/books/magazines/ internet
• Xerox facilities

45
II. The Industrial Revolution in India brought about significant changes in
the Textile Industry, Transportation and Agriculture sector. Make a report
highlighting their effects on the Indian economy.
1. Learning Objectives
• To broaden the scope of a students’ knowledge about the Industrial Revolution.
• To help students understand the effects of the Industrial Revolution in India.
• To enable students to learn about the social and economic changes that occurred
during and after the Industrial Revolution.
• To develop skills in searching and locating relevant reference material,
extracting the required information and subsequent presentation.
2. Learning Outcomes
On completion of the assignment students should be able to:
• understand the importance of the Industrial Revolution.
• enumerate the benefits of the Industrial Revolution .
• understand the effects of the Industrial Revolution on the Indian Economy.
3. Methodology
• Discuss the assignment with students. Suggestion:
• Explain the evaluation criteria. The students can also prepare
a comparative study of the
• Guide students on the sources of reference economy before and after the
materials/libraries. Industrial Revolution.
• A periodic enquiry on the progress of the project
must be undertaken to encourage students to discuss any form of queries.
Evaluation

Evaluation Criteria Distribution of Marks

Process
Manner of conducting research 2
Reference materials/bibliography 1
Product
Content 4
Organisation of material 1
Presentation 2
Total 10

4. Support Required
• Access to libraries/newspapers/books/magazines/internet
• Xerox facilities

46
III. “All men are first among equals”, and any form of human right violation
is a setback to UN peacekeeping efforts. Make a report that highlights recent
issues where the UN has played an active role in maintenance of peace in
areas afflicted by violence, war and terror.

1. Learning Objectives
• To teach students the importance of the UN as Suggestion:
a peace keeping organisation. The class can be divided into
groups. Each group can take
• To increase awareness about Human Rights up a specific issue like child
organisations and their activities. labour, female infanticide,
apartheid, etc.
• To create awareness on core issues that relate
to human equality.
• To instil in students a sense of responsibility and a humane behaviour towards
class mates
• To develop a sense of empathy towards fellow classmates in times of despair
• To acknowledge the contribution of important leaders towards peace initiatives.
• To develop skills in collating information and presenting it in a coherent
manner.
2. Learning Outcomes
On completion of the assignment students should be able to:
• have a better understanding about ‘human’ issues and various atrocities being
committed.
• recognise prominent Human Rights activists organisations and their respective
contributions.
• identify prominent World and National leaders and their contribution towards
the betterment of the human race.
• analyse some of the human rights problems in India.

3. Methodology
• Discuss the assignment with students.
• Explain the evaluation criteria.
• Encourage classroom discussions based on the above mentioned topic.
• Guide students on the sources of reference materials/libraries.
• A periodic enquiry on the progress of the project must be undertaken to
encourage students to discuss their queries.

47
4. Evaluation

Evaluation Criteria Distribution of Marks

Process
Manner of conducting research 2
Reference materials/bibliography 1
Product
Content 5
Presentation 2
Total 10

5. Support Required
• Access to libraries/newspapers/books/magazines/internet
• Xerox facilities

48
IV. “War doesn’t show who’s right just who’s left!” Support your answer with
a critical evaluation citing relevant examples that include the following:
• The effects of war
• Increase in allocations to the defence budget
• The Crisis in the Arab World, Indo Pak Bilateral issues, US conflicts in
Afghanistan
• Leaders and activists who are actively involved in peace talks in areas of
conflict
• Waging war - Is it necessary at times ?

1. Learning Objectives
• To develop an opinion on the on-going conflicts and issues related to them.
• To help students make a critical evaluation on War related issues
• To help students comprehend the effects of war.
• To enable students to identify leaders/personalities who work towards
maintaining world peace.
• To develop skills in collating information and presenting it in a coherent
manner.

2. Learning Outcomes
On completion of the assignment students should be able to:
• understand the sensitive issues related to wars and conflicts.
• perceive the current situation of war.
• identify leaders and activists who have made significant contributions to ensure
peace.
• Assess the calamities of war and its effect on the human race.
• justify their stand regarding the need of war.

3. Methodology
• Discuss the assignment with students.
• Explain the evaluation criteria.
• Organise the class in two groups to present their views for and against the topic.
• Guide students on the sources of reference materials/libraries.

49
4. Evaluation

Evaluation Criteria Distribution of Marks

Individual Performance
Confidence 1
Expression 1
Relevant argument 2
Participation 1
Content of matter/Knowledge 5
Total 10

5. Support Required
• Access to libraries/newspapers/books/magazines/internet
• Xerox facilities

50
V. India experienced Mughal as well as British rule historically for
over 750 years. Make a comparative study in terms of their influence in
fields of art , culture, administration and religion.

1. Learning Objectives
• To develop a comparative understanding of the changes that occurred in society
during Mughal and British rule.
• To develop an understanding of the various policies implemented by the Mughal
and the British.
• To enable students to collate information from various sources and present it in
a coherent manner.
2. Learning Outcomes
On completion of the assignment students should be able to:
• understand the impact of the Mughal and British rule in India
• understand the influence in various fields.
3. Methodology
• Discuss the assignment with students.
• Explain the evaluation criteria.
• Guide students regarding the sources of reference materials/libraries.
• A periodic enquiry on the progress of the project must be undertaken to
encourage students to discuss any form of queries.

4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Manner of conducting research 2
Reference materials/bibliography 1
Product
Content 4
Organisation of material 1
Presentation 2
Total 10

5. Support Required
• Access to libraries/newspapers/books/magazines/internet
• Xerox facilities

51
VI. Mahatma Gandhi played one of the most crucial roles in India’s freedom
through his belief in Non-violence. As a youth of Modern India how would
you identify with his ideals and principles in present day context . Prepare a
report highlighting your comments.

1. Learning Objectives
• To teach students about Mahatma Gandhi and his ideals and principles
• To help students discover how an individual brought about substantial changes
to society.
• To develop the ability to give a reasoned response.
2. Learning Outcomes
On completion of the assignment students should be able to:
• understand the impact a leader can have on society.
• identify prominent leaders who have made contributions for the betterment of
society.
• recognise and appreciate leaders who through their works and ideology, have
made an impact and influence in the lives of millions of people.
3. Methodology
• Discuss the assignment with students.
• Explain the evaluation criteria.
• Guide students regarding the sources of reference materials/libraries.
• A periodic enquiry on the progress of the project must be undertaken to
encourage students to discuss any form of queries
4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Manner of conducting research 2
Reference materials/bibliography 1
Product
Content 4
Organisation of material 1
Presentation 2
Total 10

5. Support Required
• Access to libraries/newspapers/books/magazines/Internet
• Xerox facilities

52
 CIVICS

I. The Parliamentary form of governance is ideally suited to a democratic set

up such as India as against the Presidential form adopted by the US.
Which however according to you is a better form of governance? Support
your answer with relevant examples and arguments.

1. Learning Objectives
• To create an awareness about the present political scenario in leading
democracies of the world
• To develop an understanding of the working of a parliamentary government and
a presidential form of government.
• To develop skills in searching and locating relevant reference material,
systematically with effective reference skills in
conducting research.
Suggestion:
• To develop thinking and analytical skills. A debate may be organised in
class with students speaking
2. Learning Outcomes for / against Parliamentary
Governance or Presidential
On completion of the assignment students should be able form of governance.
to:
• use reference materials for the purpose of conducting a research.
• present information collected from various sources in a coherent manner.
• Compare the present political situations in India and the US
• form opinions based on the use of a range of sources as evidence.
• Justify their positions with argumentative support.

3. Methodology
• Discuss the assignment with students.
• Explain that the evaluation is based on multiple criteria.
• Guide students on sources of reference.
• Enquire about the progress of the assignment at regular intervals.
• Encourage students to discuss their queries.
• A list of sources for reference may be prepared by students.

53
4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Manner of conducting research 2
Reference materials/bibliography 1
Product
Content 3
Organisation of material 2
Presentation 2
Total 10

5. Support Required
• Access to library/reference books/newspapers/Internet
• Xerox facilities

54
II. Identify the Major Political parties in India who operate at the National
and State level. As an aspiring politician who wishes to float your own
party, state its Name and Symbol, and what would its slogan be. In addition
how would you contribute towards a fair and free election? Prepare a report
on the same.

1. Learning Objectives
• To familiarize students with the working of a political party.
• To develop a keen interest in the present political scenario.
• To create an awareness about the electoral system.
• To develop skills in searching and locating relevant reference material.
• To stimulate creativity and imagination.

2. Learning Outcomes
On completion of the assignment students should be able to:
• Identify the major political parties in India.
• distinguish between the working of different political parties.
• appreciate the need for free and fair elections.

3. Methodology
• Discuss the assignment with students.
• Explain the evaluation criteria.
• Guide students on the sources of reference materials/libraries.
• Enquire about the progress made on the assignment periodically, and encourage
students to discuss their queries.

4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Manner of conducting research 2
Reference materials/bibliography 1
Product
Content 4
Organisation of material 1
Presentation 2
Total 10

5. Support Required
• Access to libraries/newspapers/books/magazines/internet
• Xeroxing facilities
55
III. As citizens of Independent India how have we fared in the provision of
our fundamental rights of Justice, Liberty, Equality and Fraternity as framed
in the Constitution more than 60 years after independence? Prepare a
critical report.

1. Learning Objectives
• To make students aware of the ideals contained in the Indian preamble.
• To develop an understanding of each and every term mentioned in the preamble.
• To develop the ability to give a reasoned response.

2. Learning Outcomes
On completion of the assignment students should be able to:
• understand the various terms mentioned in the preamble.
• judge whether the ideals mentioned in the preamble have been realised or not.
• organise the material collected in a meaningful form.
• express their opinion giving valid arguments.

3. Methodology
• Discuss the assignment with students.
• Explain that evaluation is based on multiple criteria.
• Instruct students to provide a written list of names and sources of references
used.
• Encourage students to discuss their queries.

4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Manner of conducting the research 2
Product
Content 4
Organisation 2
Presentation of matter 2
Total 10

5. Support Required
• Books/libraries/internet
• Xerox facility

56
IV. As the Speaker of the Lok Sabha how would you conduct a day’s
proceedings as per your given functional role.

1. Learning Objectives
• To widen students’ knowledge on the functional role of the Speaker of the Lok
Sabha.
• To develop the ability to collate information from various sources.
• To be able to speak confidently.
• To develop skills of critical thinking amongst students.

2. Learning Outcomes
On completion of the assignment students should be able to:
• express themselves clearly and coherently using appropriate arguments.
• develop skills and the confidence in public addressing
• understand the importance of the democratic setup and the role of the Speaker.

3. Methodology
• Discuss the functions and role of the Speaker of the Lok Sabha
• Discuss the assignment with students.
• Divide the class in groups of 4-5 students.
• Explain that evaluation is based on multiple criteria.
• Each group is to make a presentation, either for or against the topic.

4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Participation in the group 2
Product
Content 6
Manner of speaking 2
Total 10

5. Support Required
• Books/libraries/internet
• Xerox facility

57
V. Interview a Judge or a lawyer of the High Court/lower court who resides
in close vicinity. The interview must be structured to gather information on
his/her -
• qualifications
• conditions of service
• pay and allowances
• powers and jurisdiction
• functions and duties
• most interesting case handled by him/ her to date
Present a report on the same.
1. Learning Objectives
• To develop an understanding of the composition and qualification of
judges/lawyers in the High Court/Local Courts.
• To enable students to know about the procedure of appointment, functions,
powers and duties of the judges/lawyers of the high court/ supreme court.
• To develop the ability to collect information using tools such as interview
schedules.
2. Learning Outcomes
On completion of the assignment students should be able to:
• have a better understanding of the judicial system in India.
• relate subject matter studied in class to real life happenings.
3. Methodology
• Discuss the purpose of the assignment with students.
• Explain the criteria of evaluation
• Suggest that two students may undertake the project jointly.
• Students must be assisted in obtaining the names and addresses of concerned
judges/lawyers whose cooperation is essential for carrying out the
assignment.
• Help students in developing simple interview schedules.
4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Method of conducting the 2
research
Product
Content 6
Organisation and presentation 2
Total 10

5. Support Required
• Names and addresses of the judges/lawyers.
• Official correspondence from school informing concerned Judges/Lawyers to
extend all possible assistance.

58
U.N.O : ROLE IN PEACEKEEPING

59
60
61
 GEOGRAPHY

I. Natural Disasters have in recent times become a cause of concern with

many areas being affected by Floods, Earthquakes, Hurricanes, Volcanic
eruptions and other ecological disasters leading to huge losses to human
life and property. What steps must be undertaken to reduce their occurrence
and ensure their prevention. Prepare a report on the same using additional
tools of Sketch maps and other reference material.

Learning Objectives

• To create awareness regarding recent ecological disasters; their social and

economic impact.
• To enhance the understanding of how and why ecological disasters take place.
• To help students identify ways and means of preventing specific ecological
disasters.
• To develop the ability to gather information and present it in a coherent manner.

1. Learning Outcomes
On completion of the assignment students should be able to:
• know what ecological disasters are.
• list some of the recent ecological disasters that have happened in India/ around
the world.
• have a better understanding of the man-environment interaction and how
human activity affects the environment.
• understand the effects an ecological disaster has on the socio-economic lives of
people.
• identify ways by which ecological disasters may be prevented.

2. Methodology
• Discuss the assignment with students.
• Explain the Evaluation Criteria.
• Guide the students regarding available sources of references.
• Enquire about the progress made and give constant encouragement.
• Students must be informed to list their sources and references.
• Encourage the use of reference tools.

62
3. Evaluation

Evaluation Criteria Distribution of Marks

Process
Manner of conducting research 2
Reference materials used 1
Product
Content 4
Presentation 2
Organisation of matter 1
Total 10

4. Support Required
• Access to libraries/newspapers/books/magazines/Internet
• Xerox facilities

63
II. Make a comparative study of grain farming (wheat and corn) in India
with that of the commercial grain farming system of Central USA. Use
sketch maps and pictures to enhance your study.

1. Learning Objectives
• To create an awareness about the farming industry in India and USA.
• To enable students to draw comparisons between the two agricultural systems.
• To help students understand how economically viable these systems are.
• To develop skills in collection of data/ facts from various sources.
• To develop skills in presentation of data in various ways like sketch maps and
diagrams.

2. Learning Outcomes
On completion of the assignment students should be able to:
• understand the farming techniques used in both countries.
• understand the economic gains of the industry.
• enumerate some of the problems faced by the industry.

3. Methodology
• Discuss the assignment with students.
• Explain the criteria of evaluation
• Guide students about available sources of references.
• Enquire about the progress made and give constant encouragement.
• Students must be advised to list their sources and references.
• Encourage the use of reference tools.

4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Manner of conducting research 2
Reference materials used 1
Product
Content 4
Presentation 2
Analysis 1
Total 10

5. Support Required
• Access to libraries/newspapers/books/magazines/Internet
• Xerox facilities

64
III. Water Conservation is the need of the hour as recent studies indicate the
rapidly dwindling sources of Fresh water with its demand far exceeding
existing supply. Make a report highlighting the need for Water harvesting,
methods and ways of avoiding the wastage of this precious resource.
.

1. Learning Objectives
• To sensitise students about the need to conserve natural resources.
• To create awareness campaign regarding water conservation.
• To enable students to gain an in-depth knowledge of Rain Water Harvesting.
• To help students identify ways in which they can save water.
• To develop skills in gathering information from various sources and obtaining
relevant material.
2. Learning Outcomes
On completion of the assignment students should be able to:
• explain the basic principle of rain water harvesting.
• understand the social/economic/ecological gains of rain water harvesting.
• list some of the initiatives that they/their family can take to conserve water.
3. Methodology
• Discuss the assignment with students.
• Explain the criteria of evaluation
• Guide students about the available sources of references.
• Enquire about the progress made and give constant encouragement.
• Students must be advised to list their sources and references.
• Encourage the use of reference tools.
4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Manner of conducting research 2
Reference materials used 1
Product
Content 3
Presentation 2
Organisation of matter 2
Total 10

5. Support Required
• Access to libraries/newspapers/books/magazines/Internet
• Xerox facilities

65
IV. Group Work – Small Scale Industries not only helps in providing
employment to local population but brings about balanced regional
development. Undertake a visit to observe the local cottage industry in
your city / town with reference to its location, employment opportunities,
types of products, scale of operations and problems faced by the industry.

Make a presentation in front of the class.

1. Learning Objectives
• To create an awareness about local industries in the area.
• To help students understand how their city/town has been impacted by the local
industry / industries.
• To develop skills in collection and use of data/ facts.
• To develop the ability to present information with the help of appropriate aids
like sketch maps and diagrams.
• To be able to draft and use different tools to gather data, conduct interviews and
prepare questionnaires.
• To encourage teamwork.

2. Learning Outcomes
On completion of the assignment students should be able to:
• list the cottage industries present in their locality.
• assess the social/economic/ecological gains of a particular industry to their
city/town.
• identify the problems faced by different industries in their locality.
• pose questions and gain information from relevant sources.
• enjoy and appreciate team work.

3. Methodology
• Discuss the assignment with students.
• Divide the class into groups so that each group works on a different cottage
industry.
• Members of each group can work on a different aspect of the project.
• Explain the Evaluation Criteria.
• Inform students that group participation will be judged .
• Guide the students about available sources of references.
• Enquire about the progress made and give constant encouragement.
• Students must be advised to list their sources and references.
• Encourage the use of reference tools/interview schedules.

66
4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Participation 2
Reference materials used 1
Product
Content 4
Presentation 2
Organisation of matter 1
Total 10

5. Support Required
• Contact details of local industries/ authority letter so that students have no
difficulty in approaching the local industries
• Visits to some local industries, if possible, by the school
• Access to libraries/newspapers/books/magazines
• Xerox facilities

67
V. “India is a Tourist’s paradise”. Study the various tourist destinations and
submit a detailed report on any two tourist destinations that you have
found to be an exciting and unique experience. The report must include the
following:
(a) location of the tourist spots (use maps or sketch maps);
(b) places to visit;
(c) local art and craft;
(d) food/customs;
(e) climate;
(f) transport facility available to reach the destination;
(g) details of any local handicraft industry, if present;
(h) socio-economic impact of tourist place/s on the revenue of the country.
Choose the tourist destinations keeping in mind the geography (location/
climate/ vegetation) of the place and its role in making it a tourist
destination.

1. Learning Objectives
• To increase awareness about the various tourist destinations in the SAARC
countries.
• To help students understand why certain places are popular among tourists.
• To help students understand the impact which tourism has on the
socio-economic profile of a country.
• To widen the students’ knowledge about other countries, their people and their
customs.
• To encourage the use of maps and sketch maps to show location/transport
routes/industries.
• To encourage the usage of an Atlas.
• To develop skills in collection and use of data/ facts.
2. Learning Outcomes
On completion of the assignment students should be able to:
• name some tourist spots in India.
• locate the tourist spots in India on a map.
• understand how the geography (location/climate/vegetation) of a place is
responsible in making it a tourist destination.
• know the importance of map work. (cities/transport/industry).
• gain knowledge about the tourist industry in India.
3. Methodology
• Discuss the assignment with students.
• Explain the Evaluation Criteria.
• Guide students regarding available sources of references.
• Enquire on the progress made and give constant feedback.

68
 • Students must be told to list their sources and references.
• Encourage the use of reference tools.

4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Manner of conducting research 2
Reference materials used 1
Product
Content 4
Presentation 2
Organisation of matter 1
Total 10

5. Support Required
• Access to libraries/newspapers/books/magazines/Internet
• Xerox facilities

69
VI. Undertake a tour around your city and its adjoining areas to find out how
industrial growth can change an area. Your report should include the
following -
1. Type of settlements;
2. Industrial development in the region;
3. Main industries of the region;
4. Main Occupation of the people;
5. Amalgamation of the upcoming suburban industries into the city;
6. Advantages and disadvantages of upcoming industries in the outskirts of
major cities.
You may cite examples from National Capital Regions (NCRs).

1. Learning Objectives
• Develop an understanding of the importance of increasing industrialisation and
its impact on the population.
• To create awareness regarding changes in the society (e.g.: shift from
agricultural industry to technology based industry) over a time span.
• To create awareness among students about the population, occupation of the
people and economic conditions of the city they live in.
• To develop skills in drafting and using different tools like interview schedules
and questionnaires to gather data.

2. Learning Outcomes
On completion of the assignment students should be able to:
• have a better understanding of their city and its adjoining areas.
• list the existing industries in their region.
• understand how the industries have influenced life around them.

3. Methodology
• Discuss the assignment with students.
• Help students in preparing simple questionnaires and interview schedules.
• Explain the Evaluation Criteria.
• Guide students regarding available sources of references.
• Enquire on the progress made and give constant encouragement.
• Students must be told to list their sources and references.

70
4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Manner of conducting research 2
Reference materials used 1
Product
Content 4
Presentation 2
Organisation of matter 1
Total 10

5. Support Required
• Access to libraries/newspapers/books/magazines/Internet
• Xerox facilities

71
 INDIA : A TOURIST PARADISE

72
73
74
75
 MATHEMATICS

I. Conduct a survey to ascertain the viewership popularity of 5 sports relating

to Football, Cricket, Lawn Tennis, Golf and Basketball amongst your
classmates. Use a three-point scale to measure your findings based on the
following criteria: regular , occasionally, uninterested and represent the data
collected with the help of suitable diagrams.

1. Learning Objectives
• To develop a better understanding of the use of statistical data.
• To develop skills in presenting data in graphical form.
• To develop the ability to draw inferences from graphical data.

2. Learning Outcomes
On completion of the assignment students should be able to-
• use different tools of data presentation.
• appreciate the use of pie charts and bar diagrams.
• analyse presented data.

3. Methodology
• Discuss the assignment in class.
• Help students in drawing up questions for the assignment.
• Explain the criteria of evaluation.
• Encourage students to discuss their queries.

4. Evaluation

Evaluation Criteria Distribution of Marks

Process
Manner of conducting research 2
Product
Accuracy/Computation of Data 3
Presentation 3
Analysis 2
Total 10

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II. Given below is a table showing expenses of the ABC Skiing School in
Gulmarg.

Under 18 years (in `) Adults (in `)

All-inclusive cost for 6 days 3735 4005
Accommodation only for 6 2250 2520
days
Ski-school (instruction) 720 for 6 days or 180 per day
Ski-hire (skis, boots, sticks) 540 for 6 days or 135 per day
Chair lift and tows 162 per day

You are required to calculate the following:

1. Cost for 1 person (under 18 years) for accommodation, ski-school, ski-hire,
and use of the chair lift for 6 days.
Find the difference that is in excess of the all-inclusive cost?
2. Cost for an adult for accommodation, ski-school, ski-hire, and use of the
chair lift for 6 days.
Calculate the difference that is in excess of the all-inclusive cost?
3. A family of three adults and one child has a budget of ` 7, 000. Calculate
the number of days they can stay if the child goes to ski-school for two
days and the adults hire ski-gear for 3 days?
4. The cost of a holiday lasting six days for 11 people (2 of whom are adults)
at the all-inclusive charge.
5. Five people (all under 18 years of age) have a 6 day holiday at ABC Skiing
School.
They take skiing instruction on three days only. Find the following total
costs incurred:
a) Accommodation
b) 3 days at the ski school
c) 3 days ski-hire
d) 3 days use of the chair lift.
What is the total cost?
Would it have been cheaper paying the all-inclusive charge?

1. Learning Objectives
• To develop an understanding of mathematics being involved in daily activities.
• To teach cost management.
• To enable students to prepare a budget.
• To develop problem solving skills.

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2. Learning Outcomes
On completion of the assignment students should be able to:
• use basic concepts of budgeting as applied in different situations.
• apply an analytical approach in costs and expenditures incurred.

3. Methodology
• Discuss the assignment with students.
• Explain the evaluation criteria.
• All calculations to be shown clearly.

4. Evaluation

Evaluation Criteria Distribution of Marks

Procedure 2
Calculations 6
Understanding 2
Total 10

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III. Collect a sample of 50 undamaged leaves from any one tree. Clip the stalk
of the leaves and record the length of each leaf along the central vein.
Tabulate the data giving the number of leaves in each length class e.g. 10-
14mm, 15-19mm, 20-24 mm, etc. Plot a graph of the number of leaves against
the length class and join the points with a smooth curve.
(i) Answer the following-
1. What is the length of the shortest leaf?
2. What is the length of the longest leaf?
3. What is the average length of leaves?
4. In which class length is the maximum number of leaves found?
(ii) Record in cms the heights of all the children in your class. Draw a
similar graph as the one above.
(iii) Comment on the shape of the curves drawn in (a) and (b). Are there any
similarities between them?

1. Learning Objective
• To develop an appreciation of the fact that in a homogenous population, majority
falls in the average class.
• To develop skills in representing data graphically.

2. Learning Outcomes
On completion of the assignment the candidates should be able to:
• organise raw data and present it in a graphical form.
• understand the concept of normality.

3. Methodology
• Ask each student to collect 50 leaves at random.
• Ensure all leaves are from one type of tree.
Advise students not to pluck leaves from plants. Only fallen leaves may be
collected.
• Ensure that students measure the length of the leaves correctly.
• Students heights may be recorded in class and may be provided to them as a
means of raw data.

4. Evaluation
Evaluation Criteria Distribution of Marks
Understanding of the concept 4
Presentation 4
Procedure 2
Total 10

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IV. Draw a map of your locality to scale, keeping in mind the notion of
direction.

1. Learning Objectives
• To develop the ability to make drawings to scale.
• To develop an understanding of the concept of ratio.

2. Learning Outcomes
On completion of the assignment students should be able to:
• apply knowledge acquired in the chapter on Ratio.
• understand the relationship between Mathematics and other disciplines, such as
Geography.

3. Methodology
• Ask students to make an approximate measurement of the covered and
uncovered region within the schools premises. This can be done prior to the day
of the actual assignment.
• Guide students to make the actual drawings on charts/graph.
• Explain the criteria of evaluation.
• Encourage students to make their drawings as detailed as possible. Colour
pencils may also be used.
• Encourage students to discuss their queries.

4. Evaluation

Evaluation Criteria Distribution of Marks

Presentation 4
Accuracy of drawing (direction and ratios) 4
Procedure 2
Total 10

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V. Copy this diagram on a graph paper and draw an enlargement of it on the
same size paper by using four squares together instead of one, i.e. squares
this size.

When you enlarge the figure, what happens to its sides, its area and its
angles? Write your answers on a separate sheet of paper.

1. Learning Objectives
• To develop an interest in Mathematics.
• To create an understanding of the concept of similarity and proportions.
• To develop the ability to solve simple problems related to similarity and
proportions.

2. Learning Outcomes
On completion of the assignment students should be able to:
• apply the concept of similarity and proportions for solving problems.
• use concepts for the purpose of enlarging and reducing.
• understand the use of mathematics in other disciplines e.g. drawing and
geography.

3. Methodology
• Ensure that each student has graph paper and drawing instruments. (You can
ensure this by informing the students a day in advance).
• Provide each student with a copy of the drawing.
• Explain the evaluation criteria.

4. Evaluation
Evaluation Criteria Distribution of Marks
Construction 7
Understanding of concepts 3
Total 10

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VI. Here is one way to make a rough estimate of distances between you and a
distant building.
Hold your right arm out full length in front of you with the thumb pointing upwards.
Close your left eye and notice where the thumb seems to be on the building. Without
moving your arm, now close your right eye and look with your left. Your thumb will
appear to move across the building. Judge how far your thumb seems to move by
comparing its ‘move’ with a window, or a door. For instance, if your thumb seems to
move three times the width of a door, you would estimate that it ‘moved’ about 3 x
80 cm = 240 cm. (The width of a door usually measures about 80 cm.)

Your distance from the building is about 10 times the distance your thumb seems to
move.
- Try this method of measuring distances in your school and test its accuracy by
actually measuring the distance using a measuring tape.
- Name some jobs/ activities that require measuring of distances.
- Find out about the instruments and methods used by engineers or surveyors for
measuring distances.
1. Learning Objectives
• To develop an understanding of the concept of measuring distances.
• To be able to use this concept in daily life situations.
• To learn about instruments useful in measuring distances.
2. Learning Outcomes
On completion of the assignment students should be able to:
• make approximate estimates of distances.
• identify instruments used for measuring distances.
3. Methodology
• Discuss the assignment with students.
• Ensure that all students have understood the concepts thoroughly.
• Ask students to measure the distances of selected places.
• Provide the required guidance and support to complete the assignment.
4. Evaluation
Evaluation Criteria Distribution of Marks
Understanding 4
Procedure 3
Calculation 2
Accuracy 1
Total 10

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VII. You have decided to start a business of lemonade and potato chips with
your friend during the summer vacations. Since you do not have the money
to start the business, you decide to borrow it from a friend. He/she lends
money at an interest of 4%. You have to return the loan amount within two
months from the profit you make from the business.
Work out the details of the business stating the following :
• The items/raw materials required.
• Cost price of each item required.
• Cost of one glass of lemonade and a packet of chips.
• Money needed to start the business/loan taken.
• Profit sharing ratio between you and your friend.
What should your selling price be, if you want to make a profit of 25% on the cost price?
What is the interest amount you would have to pay in two months?
You also need to consider what would be more profitable - buying potato chips available
in the market or making them yourself.
Make a project report, taking into consideration all the requirements mentioned above.
1. Learning Objectives
• To develop a better understanding of the concepts of profit and loss, cost price,
selling price, ratios through application in the personal context.
• To develop an understanding of how mathematics can be applied in our lives.
• To improve thinking and problem solving skills.
2. Learning Outcomes
On completion of the assignment, students should be able to:
• apply concepts of cost price, selling price, ratio, percentages, etc in the project.
• understand the nuances of a small business.
3. Methodology
• Discuss the assignment with students.
• Suggestions to students should be to proceed step by step and to make an
approximate estimate of inputs required by conducting a small market survey.
• Discuss the concepts of cost price, selling price, profit and loss, borrowing, ratios,
etc to ensure that the students are thorough with these concepts.
• Advise students to show all calculations clearly in the project report.
• Provide all necessary guidance and assistance.
4. Evaluation
Evaluation criteria Distribution of Marks
Procedure 4
Calculation 4
Presentation 1
Total 10

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VIII. Study newspaper articles on business and keep track of the share prices
of any two companies, one from the IT sector and the other from the FMCG
(Fast Moving Consumer Goods) sector over a period of 10 days. Based on your
observations you are also required to gather information on:
- the Board of Directors
- authorized capital
- types of shares (preference, equity etc)
- price of a share
Make a comparative chart that shows the fluctuation in share prices during
the period between the two companies.

1. Learning Objectives
• To develop understanding of the concept of share prices.
• To improve the ability to present data collected graphically.
• To enhance the ability to draw inferences from the data.
• To develop the habit of Newspaper reading on a daily basis.

2. Learning Outcomes
On completion of the assignment students should be able to:
• present the data graphically.
• compare the share price figures of the two companies.

3. Methodology
• Discuss the assignment with students.
• Explain the evaluation criteria.
• Guide students to complete the assignment with a neat presentation.

4. Evaluation
Evaluation criteria Distribution of Marks
Content 4
Graphical presentation 4
Understanding/ innovativeness 2
Total 10

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IX. You have ` two lakh to spend on your dream vacation to Europe. Prepare
a budget for this vacation (check the current exchange rates) and plan the
following:
• countries you are going to visit (you must visit at least two countries)
• number of days you will stay in each country
• how much currency you would need for each country

Assume that your tickets from India to any two countries in Europe and back
would cost ` 90, 000. The boarding, lodging and travel expenses for each
country per day would be 200 Euros . Show your calculations taking into
account the current exchange rate for individual currencies of the countries
that would be visited. You must show all the calculations. ( For reference 1
Euro = ` 60 )

1. Learning Objectives
• To teach the basic concept of budgeting.
• To familiarise students with the concept of exchange rate and the present rate of
exchange.
• To develop an understanding of how mathematics can be applied in their lives.

2. Learning Outcomes
On completion of the assignment students should be able to:
• know the importance of budgeting and apply it in different situations.
• widen their knowledge on the present rates of exchange.
3. Methodology
• Discuss the assignment with students.
• Encourage students to use different ways to present the information.
• Explain that the evaluation is based on multiple criteria.

4. Evaluation
Evaluation Criteria Distribution of Marks
Research 3
Budgeting 3
Application of accurate rate of 2
exchange
Presentation 2
Total 10

88
X. The graph below shows the average monthly household expenditure (in `)
of different income groups.

Average Household Expenditure of different Income Groups (in `)

6000
5200 LIG
5000 MIG
HIG
4000

3000
3000
2100 2300
2000 1900
2000
1550 1500
1200
750 850
1000 600
500 300
150 200 150 180
0

Miscellaneous
Clothing

Education
Housing

Food

Health
Study the graph carefully and answer the following questions:
1. What is the average household expenditure for the lower income group on
housing?
2. Which is the category on which all income groups incur the most
expenditure?
3. How much does the middle-income group spend on an average on
education?
4. Which income group spends the highest on education? What do you think
is the reason for this?
5. What percentage of income does each income group spend on the various
categories? Depict through pie graphs.

1. Learning Objectives
• To develop the ability to interpret graphical data.
• To develop the ability to describe graphical data.
• To develop the ability to represent data graphically.

2. Learning Outcomes
On completion of the assignment the students should be able to:
• interpret data given in graphical form.
• represent data/ information in the form of a graph.

89
3. Methodology
• Ensure that each student has a copy of the graph.
• Students may be informed to show all calculations clearly.

4. Evaluation
Evaluation Criteria Distribution of Marks
Understanding 6
Analysis 1
Representation as pie graphs 3
Total 10

90
SYMMETRY

91
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93
 SCIENCE

For Internal Assessment in Physic s, Chemistry and Biology, c andidates

are expected to have c ompleted the minimum prac tic al work as
prescribed in the syllabus.
Suggested in the following pages are additional assignments that
teac hers may c onsider.

PHYSICS

I. You have been invited to advise an important Administrative Committee

which is examining schemes to utilise the energy of sunshine. Three schemes,
Sc heme A, Sc heme B and Sc heme C are being considered. The Committee has
received comments and suggestions from a number of people on each of the
three Schemes.

Scheme A: A huge shallow tank of water with aluminium lid, spread over an
open field, will collect heat which may be used.
Suggestions:
1. Paint the roof of the tank black on top.
2. It is true that black paint is beneficial, but the same mass of paint will
attract as much heat if left in the paint pot. Place an open can of black
paint on the lid instead.
3. Replace the water by the same mass of solid aluminium, so that five times
as much heat can be collected. (Aluminium has specific heat 0.2; so the
temperature rise may be expected to be five times that of water).
4. Aluminium generates heat when placed in contact with sulphuric acid by
dissolving to form sulphate. Paint the roof regularly with sulphuric acid.

Scheme B: Instead of having a tank, grow trees all over the area, cut them,
dry them and burn them. This will yield ten times as much heat.

Scheme C: Mirrors can be used to reflect sunlight into a boiler to make

steam.
Suggestions:
1. Paint the boiler black.
2. Paint the mirror black.
3. Instead of water in the boiler use a liquid with large molecules. When the
liquid has boiled and become a vapour, the friction between the molecules
will generate a lot of extra heat.
(You can assume for this exercise that the statements that are underlined are
correct and factual )

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(i) For each suggestion write a comment in code, saying whether you consider
the suggestion good, doubtful or bad. Use the following code -
OK = probably good or worth trying.
? = doubtful.
X = wrong, misleading, probably nonsense.
(ii) Give a brief supporting reason (1-5 lines) for your comment.

1. Learning Objectives
• To develop thinking and reasoning skills.
• To develop the ability to apply the knowledge of science to solve practical life
situations.

2. Learning Outcome
On completion of the assignment students should be able to:
• weigh the pros and cons of each scheme /suggestions using scientific reasoning.

3. Methodology
• Explain the assignment to students.
• Ensure that topics pertaining to this assignment have been effectively taught
• Students may consult reference material.
• Students may be instructed to complete the assignment in class.

4. Evaluation

Evaluation Criteria Distribution of Marks

Reasoning 6
Judgement 4
Total 10

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II. Prepare a working model of a windmill and demonstrate its use in
drawing water by using the energy of blowing wind. The following items can
be used for making the wind mill-
• a thin sheet of tin
• scissors to cut the tin sheet
• one spoke of a bicycle
• a stand of two vertical arms
• a kerosene oil pump
• a can
• some water
• a protractor

1. Learning Objectives
• To enhance practical skills in students.
• To develop a better understanding of wind energy.
• To provide a better understanding of the working of a windmill.
• To develop confidence in students in demonstrating working models prepared by
them.

2. Learning Outcomes
On completion of the assignment, students should be able to:
• Acknowledge the uses of wind energy.
• understand how a windmill can be used to draw water.

3. Methodology
• Discuss the assignment in class thoroughly
• Guide students regarding the correct technique of making a windmill with the
above-mentioned items.
• Suggest that students may work together as a team to make the model.

4. Evaluation
Evaluation Criteria Distribution of Marks
Model 6
Explanation 2
Presentation Skills 2
Total 10

5. Support Required
• All the items mentioned above
• Access to library/books

99
III. Nuclear Tests being conducted puts the world at grave risk and leads to
a sense of insecurity and instability.
Prepare a critical report expressing your views on the usage of nuclear
energy with reference to nuclear tests being conducted and whether they can
be used for developmental purposes.

1. Learning Objectives
• To develop an understanding of nuclear energy.
• To develop the ability to analyse the positive and negative aspects of nuclear
energy.
• To develop writing skills.

2. Learning Outcomes
On completion of the assignment students should be able to:
• gain sound knowledge about nuclear energy.
• understand the uses of nuclear power.
• prepare a good write up.

3. Methodology
• Discuss the assignment with students.
• Explain the evaluation criteria.
• Guide students on sources and references to be used.
• Encourage students to discuss their queries in class.
• Encourage students to participate in classroom discussions.

4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Manner of conducting the research 2
Product
Content 4
Organisation of matter 2
Presentation 2
Total 10

5. Support Required
• Access to books/newspapers/ library
• Xerox facility
• Internet facility

100
IV. “The demand for electricity is continuously far exceeding its supply
resulting in power shortage, breakdowns or heavy load shedding”. State ways
to minimise electricity consumption and also prevent its wastage taking into
consideration the following factors:

• A comparative study of monthly bills paid and subsequent variation

• Household electric / Electronic items used for consumption purposes
• Methods/ Ways to Avoid wastage and save electricity

1. Learning Objectives
• To create awareness regarding energy conservation.
• To help students identify ways and means by which they can save electricity.
2. Learning Outcomes
On completion of the assignment students should be able to:
• understand the electricity consumption pattern in their house
• identify areas in which electricity consumption may be reduced.
• identify ways and means by which they can save electricity in their houses.

3. Methodology
• Discuss the assignment in class.
• Explain the evaluation criteria.
• Guide students regarding sources of references.

4. Evaluation
Evaluation Criteria Distribution of Marks
Content 5
Organisation 2
Presentation 2
References 1
Total 10

5. Support Required
• Xerox facility
• Access to library/books
• Internet facility

101
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 CHEMISTRY
I. Ozone depletion in the atmosphere is now recognised as a major
environmental problem with potential catastrophic effects. Prepare a report
on Ozone Depletion highlighting the following:
• What is meant by the term ozone and how it is naturally formed and
destroyed in the stratosphere.
• Ozone depletion and ozone depleting chemicals.
• Environmental effects of ozone depletion.
• Substitutes for CFCs.

1. Learning Objectives
• To create awareness about ozone depletion.
• To help students understand what CFCs are and to identify the products they
are used in.
• To develop an understanding of how chemical and physical processes and
reactions link emissions of CFCs to stratospheric ozone depletion.

2. Learning Outcomes
On completion of the assignment students should be able to:
• have a better understanding of Ozone depletion and its effects on the
environment..

3. Methodology
• Discuss the assignment in class extensively.
• Explain the evaluation criteria.
• Guide students regarding sources of references.

4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Manner of conducting the study 2
Product
Content 4
Organisation 2
Presentation 2
Total 10

5. Support Required
• Xerox facility
• Access to library/books
• Internet facility

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II. “Pollution in any form is extremely hazardous to human existence”. In this
context prepare a report with reference to the following:
(a) Names and Sources of major pollutants and their chemical formulae.
(b) Mechanism of pollution. Write the chemical reactions taking place.
(c) Health hazards involved and preventive measures to be adopted.
Or
The Taj Mahal is under serious threat from toxic air and water borne
pollutants. Compile a report on changes and the impact of pollution
made to this magnificent monument and what measures must be
adopted to prevent further damage to this historical marvel of
architecture.

1. Learning Objectives
• To create an understanding of the role chemicals play in our daily lives.
• To develop a better understanding of chemical concepts such as acid rain,
corrosion, etc. and their impact on historical monuments
• To develop an understanding of the linkages between sciences.
• To develop skills in collecting data from various sources and presenting it in a
suitable manner.
2. Learning Outcomes
On completion of the assignment students should be able to:
• give names and formulae of major chemical pollutants.
• write chemical reactions that occur in nature and their effects on human health.
• describe the effect of chemicals on man-made historical monuments
3. Methodology
• Discuss the assignment with students.
• Explain that the evaluation is based on multiple criteria.
• Provide students with a list of relevant reference materials/libraries.
4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Manner of conducting the study 2
Product
Content 4
Organisation 2
Presentation 1
Understanding and execution 1
Total 10

5. Support Required
• Access to library/reference materials/ Xerox facility/Internet

105
III. Study the use of chemicals in -
(i) Food Processing (e.g. making of jams, jellies, juices, pickles, ketchup,
sauce, purees etc.)
(ii) Cosmetics/toiletries (e.g. soaps, shampoos, talcum powder, creams etc).
Give the common names and the chemical formulae of the chemicals used.

1. Learning Objectives
• To create an understanding of the role
Suggestions:
chemicals play in our lives. As a follow up of this
• To create an awareness of the kind of chemicals assignment, students can
used in the food processing and the cosmetics make soap/talcum powder in
industry. the laboratory.
• To develop an understanding of the importance Students can also spend some
of chemicals in the food processing/cosmetics time in the Home Science
laboratory to see some of the
industry.
chemicals used in food
• To develop skills in collecting data from various processing.
sources and presenting it in a suitable manner.
2. Learning Outcomes
On completion of the assignment students should be able to:
• identify names of chemicals (and their chemical formulae) used in food
processing and cosmetics.
• understand the role of various chemicals in food processing/cosmetics.
• organise information collected from various sources in a suitable manner.
• understand linkages between chemistry and other subjects, e.g. Home Science.
3. Methodology
• Discuss the assignment with students.
• Explain that the evaluation is based on multiple criteria
• Provide students with a list of relevant reference materials/libraries.
4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Manner of conducting the study 2
Product
Content 4
Organisation 2
Presentation 1
Understanding and execution 1
Total 10
5. Support Required
• Access to library/reference materials
• Xerox facility
• Internet facility
106
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108
 BIOLOGY

I. Group Assignment– Junk Food has now become an indispensable part of

the average teenager’s diet, and is responsible for many health related
problems. Make a report creating an awareness taking into consideration the
following:
• health impact
• nutrition value if any
• hygiene
• balanced diet

1. Learning Objectives
• To increase awareness about health, hygiene, nutrition, balanced diet, etc.
• To develop skills of working in a group.
• To develop skills in making presentations using different aids.
• To develop skills in making presentations as per the requirement and level of the
target audience.
• To develop the ability to explain concepts clearly.

2. Learning Outcomes
On completion of the assignment students should be able to-
• understand the importance of health, hygiene, nutrition and a balanced diet.
• enjoy working in groups.
• explain concepts to others in a clear manner.
• gain confidence in making presentations.

3. Methodology
• Discuss the assignment in class.
• Guide students regarding the requirement of the presentation.
• Explain the need to make the presentation lively and colourful as it pertains to
young children.
• Explain the evaluation criteria.
• Enquire on the progress of the assignment periodically.

109
4. Evaluation

Evaluation Criteria Distribution of Marks

Process
Individual performance (evaluate 2
on the basis of level of involvement
in the project)
Product
Content 4
Organisation of matter 2
Presentation 2
Total 10

5. Support Required
• Charts and Posters
• Visual aids like photographs, video clips (if available)
• Power point presentations / Internet

110
II. Group Work - Interview slum dwellers of a nearby area and make a note
of the most common health problems faced by them. Make a presentation in
front of the class with the help of appropriate aids.

1. Learning Objectives
• To increase awareness about common diseases prevalent in slum areas.
• To develop an understanding of why some of these diseases are prevalent in the
slum areas.
• To enhance skills in making presentations using appropriate aids.
• To improve skills in extracting relevant information from sources.

2. Learning Outcomes
On completion of the assignment students should be able to:
• list the common diseases in slum areas.
• understand the main causes of such diseases.
• appreciate the importance of hygiene in normal day to day life.
• make presentations using appropriate aids.

3. Methodology
• Discuss the assignment in class.
• Suggestions to students include the need to interview a small group of people to
get a fair idea about health related problems.
• Explain that evaluation is based on multiple criteria.

4. Evaluation

Evaluation Criteria Distribution of Marks

Process
Manner of conducting research 2
Product
Content 4
Presentation 4
Total 10

5. Support required
• Posters, banners and other visual aids
• Supervision of a Teacher when students visit slum areas

111
III. Modern lifestyles offer many a comfort and convenience, however lack of
exercise and poor eating habits have led to lifestyle diseases like
hypertension, stress, diabetes and obesity amongst many others.

Prepare a chart that includes a healthy and balanced diet along with an exercise
schedule that suggests prevention of occupational and lifestyle related health
problems.

Learning Objectives

• To create awareness about occupational and lifestyle related health problems

• To improve skills in collecting information from various sources.
• To enhance presentation skills.

1. Learning Outcomes
On completion of the assignment students should be able to:
• identify causes of lifestyle related health issues
• understand and appreciate the need for balanced diet and exercise
• advocate the benefits of living a healthy and active life.

3. Methodology
• Discuss the assignment with students.
• Guide students regarding the sources for reference material.
• Enquire about the progress of the assignment at regular intervals.
• Explain the evaluation criteria.
• Students may list sources of reference material used.

4. Evaluation

Evaluation Criteria Distribution of Marks

Process
Manner of conducting research 2
Product
Content 4
Presentation 4
Total 10

5. Support Required
• Library/reference materials
• Xerox facility
• Internet facility

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 ECONOMICS

I. Group Assignment – With an investment of ` 5 crores what factors must be

considered to decide the nature and scale of business operations, choice
between labour or capital intensive techniques and the market segment to be
addressed.

Make a presentation in class stating reasons for your decision.

1. Learning Objectives
• To develop a better understanding of businesses concepts; types; scale problems,
etc.
• To develop an understanding of how decisions regarding investments are to be
made..
• To promote basic concepts and activities related to the scope of economics.
• To enable students to apply practical skills of theory based concepts.
• To develop the ability to obtain relevant information.

2. Learning Outcomes
On completion of the assignment students should be able to:
• analyse the business options available to them.
• justify their choice of business.
• understand the basic issues connected with the subject of economics.
• relate theory with practical life.
• organize information collected in a presentable form.
• make a presentation in class using appropriate teaching aids.

3. Methodology
• Discuss the concept of price mechanism in class.
• Discuss the purpose of the assignment with students.
• Form groups to discuss the formation of the business.
• Explain the criteria of evaluation.
• Encourage students to discuss their queries

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4. Evaluation

Evaluation Criteria Distribution of Marks

Process
Manner of conducting the research 2
Individual Performance in the group 2
(Understanding of the topic, involvement in
the assignment, performance in class with
reference to the project)
Product
Content 4
Presentation 2
Total 10

5. Support Required
• Xerox facility

120
II. Prepare a comparative study of the Mixed Economic System of India with
that of the Capitalist and Socialist economic systems adopted in other
countries.
1. Learning Objectives
• To develop an understanding of different economic systems in the world.
• To highlight the functioning of a mixed economic system in India
• To create an awareness regarding the contrast in policies followed by different
economies.
• To develop the ability to collate information from various sources and present it
in a coherent manner.
• To develop the ability to use a wide range of reference sources.
2. Learning Outcomes
On completion of the assignment students should be able to:
• identify countries with different economic systems.
• describe the working of the Indian economic system.
• compare the three economic systems and bring
out their differences. Suggestion:
• Identify the positive and negative aspects of Groups can be formed in class
each economic system. and each group can undertake
the study of one economic
3. Methodology system in detail. A discussion
in the class of these groups
• Discuss in detail the assignment with students.
will help students gain a
• Explain the evaluation criteria. better understanding of the
• Encourage students to discuss their queries. economic systems.

• Students may be instructed to submit the

sources/references used.
• Enquire about the progress of the assignment periodically.
4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Manner of conducting the research 2
Reference material used 1
Product
Content 4
Organisation of material 1
Presentation 2
Total 10

5. Support Required
• Internet facility
• Access to library/reference books
• Xerox facility
121
III. Group Assignment – The Telecommunications Sector has revolutionised
the lives of millions. Prepare a report on the rapid developments based on
observations made in your city over the last 20 years. Senior citizens may be
interviewed in your locality to know their comparative views on the
changes that have taken place in terms of connectivity, lifestyle and
convenience to all sections of society.

1. Learning Objectives
• To develop an understanding of the importance and interdependence of
telecommunications in the economic development of a region.
• To focus on the role of the telecom sector in the pace of development in a region
• To develop skills in searching and locating relevant information.
• To develop analytical skills.

2. Learning Outcomes
On completion of the assignment students should be able to:
• understand the advancements made in the telecom sector
• identify the significant changes in the field of communication technology.
• The convenience and comfort in lifestyles through usage of telecommunications

3. Methodology
• Explain the criteria of evaluation.
• Discuss the assignment with students.
• Encourage students to actively participate in question answer sessions
• A list of sources/references used to be prepared by the students
• Enquire about the progress of the assignment on a regular basis.
• Encourage students to form groups for the assignment.

122
4. Evaluation

Evaluation Criteria Distribution of Marks

Process
Manner of conducting the research 2
Individual Performance in the group 2
Product
Content 3
Analysis 2
Presentation 1
Total 10

5. Support Required
• Xerox facility
• Internet

123
IV. Collect the latest statistical data of your city on the following socio
economic factors that affect the economic growth prospects:

Literacy rate, Occupational distribution, Income levels, Age composition,

Gender ratio and Life expectancy.
After data collection a comparative study can be made with a few selected
cities on similar factors to determine levels of economic development. A
summary report can be presented at the end of the study.

1. Learning Objectives
• To provide a basic understanding of some of the frequently used terms in
economics.
• To develop an understanding of how these factors influence the development of a
State.
• To develop skills in searching and locating relevant reference material.
• To enhance the ability to collate information from various sources and present it
in a coherent manner.
• To develop analytical skills.

2. Learning Outcomes
On completion of the assignment students should be able to:
• know the current statistical data on literacy,
Suggestion:
age composition, sex ratio, occupational Students can also be asked to
distribution and population. observe the relationship
• understand the implications of literacy rate, between the literacy rates and
sex ratio, age composition, occupational population, literacy rate and
distribution and population on the sex ratio, etc to develop a
better understanding.
development of the economy.
• have a broad based understanding of economic development.

3. Methodology
• Explain the evaluation criteria.
• Discuss the assignment with students.
• Guide them regarding the sources/references.
• Encourage students to ask queries in class.
• Encourage discussions in class on the given topic.
• Ask students to list the sources/references used.
• Enquire about the progress of the assignment at regular intervals.

124
 4. Evaluation

Evaluation Criteria Distribution of Marks

Process
Manner of conducting the research 2
Reference material used 1
Product
Content 4
Organisation of material 1
Presentation 2
Total 10

5. Support Required
• Access to library/books/reference material
• Internet
• Xerox facility

125
V. “Multiplication of human wants lead to the economic problem of choice”.
With the help of a Production Possibility Curve graphically represent the
basic economic problem of choice.

1. Learning Objectives
• To develop a sound base in the subject of economics.
• To graphically represent data with the of a production possibility curve.
• To develop the ability to correlate the problem of choice with the PPC
• To improve skills in planning and organizing of ideas by developing and
concluding the topic.

2. Learning Outcomes
On completion of the assignment students should be able to:
• understand basic issues of economics and its problems clearly.
• perceive the concept of unlimited wants and limited resources.
• identify with the concept of the production possibility curve.
• present their research material in an organized manner.

3. Methodology
• Explain the criteria of evaluation.
• Discuss the assignment with students.
• Encourage students to correlate the topic from real life situations of choice
• Encourage discussions through graphic presentations
• Ask students to list the sources/references used.
• Enquire about the progress of the assignment periodically.
4. Evaluation

Evaluation Criteria Distribution of Marks

Process
Manner of conducting the research 2
Reference material used 1
Product
Content 4
Organisation of material 1
Understanding of the subject 1
Presentation 1
Total 10

5. Support Required
• Access to library/ books
• Xerox facility

126
VI. Economic Growth is subjected to allocation of scarce resources towards
investment in capital formation rather than being fully diverted to current
consumption. Analyse and make a presentation by giving examples of
countries who have adopted similar economic measures that have led to
rapid growth and development.

1. Learning Objectives
• To develop thinking skills.
• To help students relate capital formation with the development of a country.
• To help students understand the reason why certain countries are able to
develop faster than the others.
• To develop the ability to express ideas and views.
• To develop skills in locating relevant information.

2. Learning Outcomes
On completion of the assignment students should be able to-
• list countries that are developed and have a strong infrastructure.
• understand the importance of capital formation in Economic growth and
development.
• Draw a comparative study between developed and developing nations and their
choice in using capital or labour intensive technology.
• present their research material in an organized manner.

3. Methodology
• Explain the criteria of evaluation.
• Discuss the assignment with students.
• Encourage an active class participation
• Cite examples based on roles played by leading economic powers.
• Students are required to participate in making a presentation.

4. Evaluation
Evaluation Criteria Distribution of Marks
Individual performances 4
(performance in class discussion, confidence
level and understanding of the topic)
Content 4
Organisation of material and presentation 2
Total 10

5. Support Required
• Access to library/ books
• Xerox facility
127
VII. Present a graphic representation of changes in the price levels of 5
necessities and 5 luxury items over a period of one month that also
enumerates the reasons for such fluctuations in the form of a summarized
report.

1. Learning Objectives
• To develop an understanding of changes in price levels.
• To understand graphic representations and their utility.
• To develop an understanding of the nature and cause of changes in price levels.
• To enhance reasoning skills.
• To improve analytical skills.

2. Learning Outcomes
On completion of the assignment students should be able to:
• present data in the form of graphs.
• understand price fluctuation and the reason for the same.
• have a clear understanding of the relationship between prices and commodities.
• present the completed assignment in an organised form.

3. Methodology
• Discuss the criteria of evaluation with students.
• Discuss the topic of the assignment in class.
• Encourage all students to participate through active question answer sessions.
• Students may be encouraged to discuss queries in class.

4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Manner of conducting the research 2
Product
Content 4
Organisation of material 2
Presentation 2
Total 10

5. Support Required
• Xerox facility / Internet

128
VIII. Group Work - Visit a nearby industry and gather information on the
following points-
• Brief background of the industry.
• Initial financial investment involved
• Sources of raw material.
• Main items produced.
• Growth over the years.
• Policies in relation to finance, human resource, expansion plans.
• Role of entrepreneur in the development of the industry.
Prepare a write up on the performance of the company analysing it on the
above criteria.

1. Learning Objectives
• To develop an understanding of the four factors
of production namely, land, labour, capital and Suggestion:
entrepreneur. The class may be divided into
groups to compare the
• To enhance the students’ understanding of the differences in the policies of
industry. big firms like Maruti
India/ITC, NTPC, etc with
• To help students understand the importance and
that of smaller firms.
role of the entrepreneur.
• To enhance thinking and analytical skills.
• To develop skills in extracting relevant information from correct sources.
• To improve writing skills.
2. Learning Outcomes
On completing the assignment, the students should be able to:
• understand the role and importance of the factors of production.
• appreciate the role of the entrepreneur in the development of the industry.
• analyse the decisions taken by the industry over the years.
• organize the information collected in a satisfactory manner.
• relate the subject with real life.

3. Methodology
• Discuss the purpose of the project with students.
• Encourage students to form groups, to ensure an active individual participation
and subsequent contribution in the overall process.
• Ask students to list references and sources used.
• Suggest names of firms that will be of assistance to students for the project.
• Encourage students to discuss their queries.

129
4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Manner of conducting the research 2
Product
Content 4
Individual performance 2
(based on questions asked in class,
level of involvement in the
assignment)
Organisation of material 1
Presentation 1
Total 10

5. Support Required
• Addresses and prior appointments with companies for students to visit
• Letters from the school authorities for students to gain entry
• Xerox facility

130
IX. “A nation’s foremost assets are neither its land nor water, nor in its
forests and mines, nor in its flocks and herds, nor in currency but its
investment in improving the welfare and wellbeing of its human resources”.
Prepare a report on the topic bringing out the importance of human
resources in the development of an economy with a special mention of
welfare policies undertaken in context with the Indian economy. The
following points may be considered –
• Education and training
• Health
• Family welfare
• Water supply and sanitation
• Housing
• Environmental protection

1. Learning Objectives
• To help students understand labour as an
Suggestion:
important living factor of production.
A debate can be organised on:
• To develop an understanding of how labour “The four factors of
helps in achieving Socio-Economic goals and production - Land, Labour,
also is an invaluable source of talent and Capital and entrepreneur,
skill. and which according to you is
the most important? Justify”.
• To widen understanding of welfare policies
underway for human resource in India.
• To improve analytical skills.
• To develop the ability to plan, organize and present ideas coherently.

2. Learning Outcomes
On completion of the assignment students should be able to:
• appreciate the importance of human resource.
• identify the welfare policies for human resource development in context to the
Indian economic system.
• gather information using various aids.
• organize information collected in a presentable form.

3. Methodology
• Discuss the topic in class.
• Encourage all students to participate.
• Explain the evaluation criteria.
• Encourage students to discuss the topic among themselves.
• Ask students to list the sources/references used.
• Enquire on the progress of the assignment on a regular basis.

131
4. Evaluation

Evaluation Criteria Distribution of Marks

Process
Manner of conducting the research 2
Product
Content 4
Reference material used 2
Organisation of material 1
Presentation 1
Total 10

5. Support Required
• Access to library/books
• Xerox facility

132
X. Group Assignment- Conduct a survey on concerned consumers involved in
the purchase of the items given below to determine whether the elasticity of
demand for the product is elastic or inelastic?
• Wheat
• Scooters
• Electricity
• Fountain pens
• Salt
• Mobile phones
Support your answer with diagrammatic representations and numerical
expressions. Submit a report at the end of the survey.

1. Learning Objectives
• To develop a better understanding of the concept of the term “elasticity”.
• To develop an understanding of the importance of the elasticity of demand.
• To collect, organise and present data in terms of numericals and diagrams
• To develop the ability to collate information from various sources and present it
in a coherent manner.

2. Learning Outcomes
On completion of the assignment students should be able to:
• collect and draw inferences from the data.
• identify the type of elasticity of demand for a particular product.
• appreciate the importance of the concept of elasticity.
• locate information from various sources.
• organize information collected in a presentable manner.

3. Methodology
• Discuss the concept of elasticity of demand thoroughly.
• Explain the concept with examples relating to household purchases.
• Encourage active discussions in class.
• Enquire about the progress on the assignment periodically.

133
4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Manner of conducting the research 2
Product
Content 3
Individual performance 2
(based on questions asked in class,
level of involvement in the
assignment)
Presentation 2
Organisation of material 1
Total 10

5. Support Required
• Access to books/ library
• Xerox facility

134
XI. Group Assignment - Visit a private, foreign and a nationalised bank
(public sector) and compare them on the basis of banking services provided
to the public, highlighting the following points -
• types of banking services provided.
• formalities involved in opening an account.
• public relations dealing with new customers
• various additional facilities offered
Each group may visit a different type of bank. Make a presentation of your
findings in the class.

1. Learning Objectives
• To create an awareness of the functions of a bank.
• To facilitate learning by providing students a first-hand experience of the
working of a bank.
• To enable students to assess the working of private, foreign and nationalised
banks.
• To develop skills of working in a group.
• To develop skills in collecting information from different sources and presenting
it using appropriate aids.

2. Learning Outcomes
On completion of the assignment students should
Suggestions:
be able to: Students can also interview
• differentiate between different types of banks. people about their experiences
while dealing with a
• form an opinion about the types of banks government or a private bank.
visited.
A debate over privatisation of
• make an effective presentation in class using banks can also be arranged in
appropriate aids. class.
• appreciate the essence of group work.

3. Methodology

• Discuss the assignment in class.

• Explain the purpose of doing the given assignment.
• Brief students about the history of nationalization of banks.
• Encourage students to form groups to gather information for the assignment.
• Encourage discussions in class.
• Enquire on the progress of the assignment periodically.

135
4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Manner of conducting the research 2
Product
Content 3
Individual performance 2
(based on questions asked in class,
level of involvement in the
assignment)
Presentation 2
Organisation of material 1
Total 10

5. Support Required
• Xerox facility
• Letters of authority from the school for students to gain easy entry and sufficient
cooperation and support from concerned banks.

136
XII. With the help of a questionnaire, conduct an Interview with
acquaintances who may be your family members, neighbours or relatives on
tax related issues.

• Types of direct and indirect taxes paid by them.

• Various tax saving schemes/ policies taken by them.
• Forms of tax exemptions.

1. Learning Objectives
• To enhance students’ knowledge about taxes.
• To highlight the different types of tax systems being implemented
• To get a basic idea of tax saving schemes or tax exemptions.
• To develop the ability to plan, organize and present ideas coherently.

2. Learning Outcomes
On completion of the assignment students should be able to:
• have relevant information on different types of taxes.
• get a clear picture about the present tax system adopted in India
• organize information collected in a presentable form.

3. Methodology
• Discuss the topic in class.
• Ask students to discuss their queries.
• Encourage all students to participate in classroom discussions.
• Explain the evaluation criteria.

4. Evaluation

Evaluation Criteria Distribution of Marks

Process
Manner of conducting the research 2
Product
Content 4
Organisation 2
Understanding of the topic based on 2
questions asked in class
Total 10

137
DIRECT TAXATION IN INDIA

138
139
140
 COMMERCIAL STUDIES

I. Group Work – Survey the local market to ascertain the nature and scale of
business operations run by wholesalers and retailers on a particular
product/products of your choice in the consumer market segment.
Make a presentation in the class using appropriate aids.

1. Learning Objectives
• To develop an understanding of types of trade and its importance.
• To form a better understanding of the role of intermediaries in trading activities.
• To develop skills in conducting surveys.
• To help students differentiate between types of retail shops like departmental
stores, super bazaars, shopping malls etc.
• To enhance presentation skills using aids like charts, graphs, diagrams.

2. Learning Outcomes
On completion of the assignment students should be able to:
• have a better understanding of trade.
• have an estimate of the number and types of intermediaries operating in the
local market.
• acquire detailed knowledge about the type of trade in the area under study.
• classify the nature of retail trade e.g. departmental store, super bazaar, multiple
shopping malls, etc.
• identify the products involving a long chain of intermediaries.
• obtain a practical experience of the nuances of trade.
• make a presentation in class using charts, graphs, diagrams.

3. Methodology
• The project is to be discussed thoroughly in class
• Organise students into various groups to conduct the survey.
• Students must be taught on how to make an effective questionnaire.
• Designate one aspect of the assignment to each group.
• Students may visit various shops to determine the level or nature of trade i.e
wholesale or retail form of business.
• Explain the use of charts, diagrams, etc to make an effective presentation.
• Encourage students to discuss their queries.
• Give details of the evaluation system.
• Students to submit a list of references used.

143
4. Evaluation

Evaluation Criteria Distribution of Marks

Process
Manner of conducting the research 1
Participation in the group 2
Product
Content 4
Presentation 2
Use of aids 1
Total 10

5. Support Required
• Xerox facility

144
II. Group Work - Visit a shopping mall or a departmental store in the vicinity
of your residence and collect information on various factors such as:

• The products in stock and for ready delivery.

• List of Staff /personnel employed at various levels of operation
• Various promotional schemes/ campaigns.
• Various services/facilities/ incentives for customers

Present a report on the same.

1. Learning Objectives
• To familiarise students with the functioning of a shopping mall/departmental
store.
• To gain practical knowledge on the working of a shopping mall/departmental
store.
• To develop skills in collecting information.
• To develop confidence in organizing collected information in a presentable form.

2. Learning Outcomes
On completion of the assignment students should be able to:
• understand the working of a shopping mall/departmental store.
• Confidently obtain relevant information by using tools like interviews and
questionnaires.
• present information collected in an organised manner.
• work together as a team.

3. Methodology
• Discuss the assignment in class.
• Explain the evaluation criteria to students.
• Encourage students to discuss their queries.
• Guide students regarding the available sources of information.
• Students should submit a list of resources used in the process

145
4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Manner of conducting the research 2
Product
Content 3
Organisation of material 1
Presentation 2
Individual performance (based on level 2
of involvement in the project, level of
confidence, queries posed in class)
Total 10

5. Support Required
• Xerox facility
• Letters from school for the students to gain easy entry and requisite help

146
III. Group Work - Visit an export house and observe all export related
procedures adopted that also includes necessary documentation required for
conducting export transactions. Present a report on the information
collected, along with various specimens of documents required for export
proceedings.

1. Learning Objectives
• To broaden students’ perspective on international trade.
• To help students understand procedures involved in export trade.
• To help them identify documents involved in export trade.
• To develop confidence levels in visiting organisations, interacting with various
people and obtaining relevant information.
• To develop presentation skills.
• To develop group presentation skills.

2. Learning Outcomes
On completion of the assignment students should be able to:
• understand concepts related to foreign / international trade better.
• gain the right perspective of procedures involved in export trade.
• identify and understand the purpose of documents involved in export trade.
• organise and present information collected in a coherent manner.
• An opportunity to build on group working skills

3. Methodology
• Discuss the topic related on foreign trade extensively
• Explain the purpose of the assignment.
• Encourage students to discuss their queries.
• Students to submit a list of references used.
• Guide students regarding sources/references to be used

147
4. Evaluation

Evaluation Criteria Distribution of Marks

Process
Manner of conducting the research 2
Product
Content 4
Organisation of material 1
Presentation 1
Individual performance (based on level 2
of involvement in the project, level of
confidence, queries posed in class)
Total 10

5. Support Required
• Xerox facility
• Addresses of the organisations for the students to visit after all formalities have
been complied with the concerned business institutions.
• Letters from school authorities for students to gain an access to concerned
business houses.

148
IV. (Listen carefully to the passage) Read the passage carefully and answer
the questions that follow.
Markzone is a marketing c ompany. Raj Kumar, an offic e assistant in the
Personal department, reported for work at 10.00a.m (offic e timings being 9.00
to 5.00p.m) and signed the attendance register. Ms Devina the HR manager
observed the time of entry and reprimanded him for late c oming and signing
the register without permission. Raj Kumar c asually responded by saying he
was not late and the Head of the HR department had asked him to deliver a
letter before c oming to offic e. Ms Devina enquired from the Head of the
department over the phone, who, being busy at that time failed to rec all that
he had sent Raj Kumar for any suc h errand. Ms Devina was furious at Raj
Kumar and severely rebuked him.. Raj Kumar got frustrated and was
adamant that the Head had sent him on an errand. Raj Kumar then
approac hed the Head of the department with Ms Devina to resolve the
unfortunate situation that had arisen.
As the two entered the c abin, the Head looked at them and realised what the
problem was. Even before they c ould speak, the Head explained that he had
sent Raj Kumar on some work. He apologized to Ms Devina that he had
neither informed her nor had he rec ollec ted that he had indeed sent Raj
Kumar for the errand when she had rung up.

1. What is the main cause of the above misunderstanding?

2. Has a communication lapse occurred? Discuss
3. Give suggestions to avoid this kind of a situation.

1. Learning Objectives
• To develop logical and rational skills in dealing with a case study.
• To develop thinking and analytical skills.
• To develop a better understanding of the topic “Communication”.
• To enable students to draw conclusions from a given situation.

2. Learning Outcomes
On completion of the assignment students should be able to:
• handle questions and tackle situations based on case studies.
• analyse a given situation.
• understand the flow of sequences in the case study.
• express themselves in a coherent manner.
• appreciate the importance of communication.
• present their opinion in an organised manner.

149
3. Methodology
• Read the case study in class thoroughly
• Inform students to note the important points.
• Discuss the importance of Communication in class, citing examples from daily
life.
• Encourage question answer sessions in class through role plays of similar
situations.
• Encourage all students to participate in the assignment.
• Discuss the evaluation system in class.
• Provide all possible cooperation and assistance.

4. Evaluation

Evaluation Criteria Distribution of Marks

Cause of misunderstanding - 2
explanation
Communication lapse - Discussion 4
Analysis (Q3) 4
Total 10

150
V. Group Work - You wish to enter into a business partnership with some of
your close associates. Discuss the points given below with your team and then
prepare a partnership deed.
• Name of the firm.
• Location of the firm.
• Number of partners and their names.
• The nature of business.
• Liability of partners.
• Profit sharing ratio.

1. Learning Objectives
• To develop an understanding of the work of partnership firms.
• To help students understand how a partnership deed is made.
• To develop skills of working in a group.
• To develop thinking skills.

2. Learning Outcomes
On completion of the assignment students should be able to:
• have a thorough understanding of partnership firms.
• identify the important points to be kept in mind while making a partnership
deed.
• make a comprehensive partnership deed.

3. Methodology
• Explain in detail about partnership firms.
• Discuss the making of a partnership deed in class.
• Compare various partnership deeds prepared by different groups of students
• Encourage question answer sessions in class.
• Discuss the evaluation criteria.

4. Evaluation

Evaluation criteria Distribution of Marks

Process
Participation in the group 2
Product
Content 3
Organisation of material 1
Presentation 2
Individual performance (based on level 2
of confidence, queries posed in class)
Total 10

151
VI. Group Assignment - Conduct a survey to analyse the influence of
advertisements that promote liquor, cigarettes and tobacco based substances
on today’s youth. How will a ban on these advertisements deter the youth
from using these products?

1. Learning Objectives
• To develop an understanding of the concept of Suggestions:
advertising. (a) “Is advertising directly
• To help students assess the pros and cons of related to an increase in
advertising. the sales of a product?”
Discuss. This can be a
• To develop skills in conducting a survey. good topic for group
• To develop analytical skills. discussion.

2. Learning Outcomes (b) Students can be asked to

conduct a survey on -
On completion of the assignment the students What induces people to
should be able to: buy a particular product?
• analyse the implications of the aforesaid (c) A debate can also be
advertisements. conducted on the topic.
• assess the extent of influence on young minds. “Will you purchase a
product just because it is
3. Methodology endorsed by your favourite
celebrity (cricketer, film
• Discuss the role of advertising in present day star)?
context.
• Explain the main purpose of doing the assignment.
• Extend all possible support to students in making a simple questionnaire for the
survey.
• Explain that the evaluation process gives importance to individual performances.
• Encourage students to discuss the topic amongst themselves.
3. Evaluation
Evaluation Criteria Distribution of Marks
Process
Manner of conducting the survey 2
Product
Contents (findings) 4
Analysis 2
Individual performance 2
Total 10

5. Support Required
• Access to library/books/newspapers/magazines /Internet

152
VII. Mr. Das is in a dilemma. He has a diffic ult task in c hoosing between Mr
Batra and Mr Gupta for promotion. Both employees are hardworking and
effic ient and c omplete their work on time. However, there is a differenc e in
their working styles.
Mr. Batra is punc tual, quite relaxed, easy going, knows his job and
responsibilities well. After finishing his work, if time permits, he also helps
his c olleagues in their work. He is a jovial person and has a good reputation
in the offic e.
Mr. Gupta on the other hand is a serious kind of person, c omes to office early
and works late hours. He is immersed in his work even during lunc htime,
c ompletes his assignment right on time and does quite a good job. He has a
reputation of being a very hardworking person in the offic e. If possible, Mr
Das would have promoted both of them, but that is not possible.
As Mr Das who would you choose for promotion? Make a presentation in the
class with a special mention of the appraisal system used to decide the right
candidate.

1. Learning Objectives
• To develop understanding of the appraisal
system. Suggestion:
Students can be asked to enact
• To develop analytical skills. roles in the case study and
• To familiarise students with the style of reach a solution.
dealing with a case study.
• To compliment practical knowledge with theory aspects.
2. Learning Outcomes
On completion of the assignment students should be able to:
• have a better understanding of the appraisal system.
• analyse a given situation from all aspects.
• make a presentation in class not as self but as the character in the case study.
3. Methodology
• Discuss the concept of appraisal system in class.
• Discuss the case study in class.
• Explain the evaluation criteria.
• Encourage students to discuss their queries in class.
4. Evaluation
Evaluation Criteria Distribution of Marks
Justification of the decision taken 4
Content (theory part of the subject e.g. 3
types of appraisal system)
Presentation (way of starting, style of 3
presentation, conclusion, confidence)
Total 10

153
VIII. Group Work - Visit the office of any Private Limited Company and that
of a Non-profit making organisation (A charitable trust) and compare the
difference in the maintenance of their books of accounts. Present a report in
the class with the specimens of the accounts maintained.

1. Learning Objectives
• To develop a thorough understanding of commercial and non-profit making
organisations.
• To develop practical understanding of financial recording in the books of account.
• To enable students to understand the difference between the accounts
maintained by the two types of organisations.
• To develop skills of collecting information from various sources.

2. Learning Outcomes
On completion of the assignment students should be able to:
• identify the types of accounts maintained in a profit making and a non-profit
making organisations.
• State the differences in accounting of the two types of organisations.
• relate theory learnt in class with practical application in the organisations.
• acquire thorough concepts of financial recording in the books of accounts.
• present information collected in an organised and understandable manner.

3. Methodology
• Discuss the assignment in class.
• Encourage students to discuss their queries.
• Students to list sources used for the assignment.
• Suggest references to students for the assignment.

4. Evaluation
Evaluation Criteria Distribution of Marks
Content 5
Individual performance (evaluated on 3
the basis of level of involvement in the
project, knowledge of the subject)
Presentation 2
Total 10

5. Support Required
• Addresses of organisations that students may visit for the assignment
• Letter from school authorities for students to gain access to concerned
institutions. / Xerox facility.

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IX. Group Assignment - Plan a visit to the Human Resources Department of a
nearby business organisation and observe the selection and recruitment
process in operation. Make enquiries on whether the organisation conducts
training programs / workshops for its employees. If yes, interview the
employees to find out the benefits obtained from such training programs /
workshops.
Make a presentation of your report in the class.
1. Learning Objectives
• To develop a better understanding of the selection and recruitment procedure
operating in an organisation.
• To develop an understanding of the importance Suggestions:
of training in an organisation. Students can be asked to
• To develop the ability to obtain information meet the School
from various sources. Principal/Headmaster and
• To enhance presentation skills. discuss the criteria adopted
by him/her in recruiting the
2. Learning Outcomes teaching and non-teaching
On completion of the assignment students should staff.
be able to: A class discussion can be
• have an in-depth knowledge of the selection organised on “the
and recruitment procedure. relationship between training
• appreciate the importance of training in an methods and appraisal
organisation. systems”.
• relate the theory aspect of the subject with its practical application.
• make a presentation in the class.
3. Methodology
• Discuss and explain the reasons for doing the assignment in class.
• Suggest that students can visit the offices of working parents for the project.
• Encourage students to ask questions in class.
• Enquire about the progress of the assignment at regular intervals.
• Ask students to provide a written list of names and sources used.
• Explain the criteria of the evaluation system.
4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Manner of conducting the research 2
Product
Content 5
Presentation 2
Organisation of material 1
Total 10

5. Support Required
• Names of organisations to be visited by students for completion of the project.
• Letter from school authorities for students to gain an easy access
• Xerox facility
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X. Group Work –Pay a visit to the local office of any two leading Public
Sector Companies in India and draw a comparative study in their inter-
relationship and inter dependence in all functional areas of their operations.
For reference : NTPC, IOC, ITC, BHEL etc.

1. Learning Objectives
• To provide a better understanding of the actual functioning of Corporate
Enterprises in the Public Sector
• To develop the ability to understand and correlate different functional areas of
an organization.
• To develop an understanding of the inter-dependence of different functional
areas.
• To develop-skills in collecting and analysing data.
• To develop skills of working in a group.
2. Learning Outcomes
On completion of assignment students should be able to:
• understand the different functional areas of an organisation.
• understand the integrated approach to management.
3. Methodology
• Discuss the assignment with students.
• Differentiate between public and private sector companies.
• Divide the class into groups.
• Provide students with names of Public Sector Companies for their study.
• Discuss the progress of the assignment from time to time.
• Discuss queries related to collection of data.
• Provide guidance for analysis of data collected.
4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Method of conducting the study 3
Product
Content 4
Organisation 2
Presentation 1
Total 10

5. Support Required
• Letters from school authorities for easy access to companies with whom prior
appointments have been fixed.
• Access to library for books

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ROLE OF ADVERTISING

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 COMPUTER SCIENCE

I. You are to make a presentation on computers and its uses to a person who
has no basic knowledge of computers. Make a presentation in class providing
answers to the following questions-
• What is a computer?
• Why are computers useful?
• What are its various components?
• What is a word processor?
• How does it work and what are its uses?
• What is a spreadsheet?
• How does it work and what are its uses?
You should be able to demonstrate the functions performed by a word
processor by drafting a letter and that of a spreadsheet by making a
timetable.

1. Learning Objectives
• To widen the students’ knowledge on the basics of computers.
• To enable students to work with a word processor and a spreadsheet.
• To enable students to format a document.
• To develop skills in training others.
• To enhance creative skills.

2. Learning Outcomes
On completion of the assignment students should be able to:
• acquire an in-depth knowledge of computers and their uses.
• help others gain knowledge about computers and their uses.
• work with a word processor and a spread sheet without any difficulty.
• make an interesting presentation.

3. Methodology
• Discuss the assignment in class.
• Emphasize that the presentation is for people who are complete strangers to
computers.
• Explain that the evaluation is based on multiple criteria.
• Encourage students to discuss queries with you.
• Provide all the needed support and help.

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4. Evaluation
Evaluation Criteria Distribution of Marks
Content 4
Creativity 2
Presentation and organisation of matter 2
Confidence/ Effectiveness 2
Total 10

5. Support Required
• Computer with a word processing package and a spread sheet

164
II. Make a presentation on multimedia and its uses. Also mention the audio
and visual devices used in multimedia.

1. Learning Objectives
• To develop a knowhow of multimedia.
• To develop an understanding of the importance of multimedia in different fields.
• To create awareness about the devices used in multimedia.
• To enable students to work using a presentation package.
• To enhance the creative abilities.

2. Learning Outcomes
On completion of the assignment students should be able to:
• make slides in the presentation package for the project.
• use their creative abilities and make the assignment interesting.
• acquire knowledge about the use of multimedia in various fields.

3. Methodology
• Discuss the assignment with the students.
• Explain the features of the presentation package being used.
• Guide the students regarding the sources of references.
• Explain that the evaluation is based on multiple criteria.
• Encourage students to discuss queries with you.
• Provide all the needed support and help.

4. Evaluation
Evaluation Criteria Distribution of Marks
Content 4
Creativity 2
Presentation and organisation of matter 2
Confidence 2
Total 10

5. Support required
• Books/libraries
• Computer with a presentation package

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III. Prepare a computer program for a large departmental store. Your
program should allow one to:
• create and view a data file.
• search for the employees by name.
• view the employee’s salary.
• add new records.

1. Learning Objectives Suggestion:

• To develop an understanding of the need for Students may also create a
program to help in the
software to maintain records of employees.
maintenance of the School
• To enhance students’ knowledge on the use of Bus records.
BASIC or C++ algorithms and flow-charts. One should be able to view the
names of the students, their
• To develop a program that runs without error. age, class, section and route
number.
2. Learning Outcomes
On completion of the assignment the students should be able to -
• work with BASIC or C++ efficiently.
• appreciate the use of flow charts before coding the program.
• develop programs without error.

3. Methodology
• Discuss the assignment with the students.
• Encourage the students to participate in the class and ask questions.
• Explain the working of BASIC or C++ and the need for algorithms and flow
charts.
• Encourage students to be creative.

4. Evaluation
Evaluation Criteria Distribution of Marks
Analysis 2.5
Algorithm 2.5
Coding and documentation 2.5
Execution 2.5
Total 10

5. Support Required
• Computers with C++.

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IV. Prepare a computer program for an amusement park. The program
should calculate the total ticket sales. Tickets are allotted at different rates
on the basis of the age of the customer.

1. Learning Objectives
• To understand the need for software to maintain ticket sales.
• To enhance the students’ knowledge on the use of BASIC or C++, algorithms and
flow-charts.
• To develop a program that runs without error.

2. Learning Outcomes
On completion of the assignment the students should be able to:
• work with BASIC or C++ efficiently.
• appreciate the use of algorithms and flow charts before coding the program.
• develop programs without error.

3. Methodology
• Discuss the assignment with the students.
• Encourage the students to participate in the class and ask questions.
• Explain the working of BASIC or C++ and the need for algorithms and flow
charts.
• Encourage students to be creative.

4. Evaluation
Evaluation Criteria Distribution of Marks
Analysis 2.5
Algorithm 2.5
Coding and documentation 2.5
Execution 2.5
Total 10

5. Support Required
• Computers with BASIC or C++

167
V. Prepare a computer program in BASIC or C++ to input the names, roll
numbers and marks of all the students in your class. The program should
also calculate the total percentage of the students and give them grades
accordingly.

1. Learning Objectives
• To understand the need for software to maintain the marks of the class.
• To enhance the students’ knowledge of BASIC.
• To develop a program that runs without error.

2. Learning Outcomes
On completion of the assignment the students should be able to:
• work with BASIC or C++ efficiently.
• appreciate the use of algorithms and flow charts.
• develop programs without error.

3. Methodology
• Discuss the assignment with the students.
• Encourage them to participate in the class and ask questions.
• Explain the working of BASIC or C++ and the need for algorithms and flow
charts.
• Encourage students to express their ideas in a creative manner.

4. Evaluation
Evaluation Criteria Distribution of Marks
Analysis 2.5
Algorithm Design 2.5
Coding and documentation 2.5
Execution 2.5
Total 10

5. Support Required
• Computers with BASIC or C++ compilers.

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 ECONOMIC APPLICATIONS

I. “Loans create deposits, Deposits create loans” . Undertake a visit to the

branch of a nationalised bank in your city and prepare a report on the
following:
• different types of loans granted to customers.
• criteria required for giving loans.
• various terms and conditions for granting of loans
• Criteria for repayment

1. Learning Objectives
• To create awareness about loans granted by banks.
• To develop the ability to gather information.
• To develop the ability to present collected data in a systematic form.

2. Learning Outcomes
On completion of this project students should be able to:
• have a wider knowledge about loans, the criteria of disbursement, terms and
conditions, repayment criteria etc.
• prepare questionnaires.
• sort, organize and compile material and information from various sources.

3. Methodology
• Discuss the assignment with students and address all clarifications.
• Teach students how to prepare questionnaires.
• Encourage students to discuss queries.
• Explain the various criteria for evaluation.
• Encourage students to select and visit different banks for the purpose of the
survey.

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4. Evaluation

Evaluation Criteria Distribution of Marks

Process
Procedure 2
Product
Content 4
Organisation 2
Presentation 2
Total 10

5. Support Required
• Letters of authority from the school for students to gain easy access and all
possible assistance from bank personnel
• Fixing a prior appointment with the bank personnel

174
II. With the help of statistical data prepare a report on the occupational
sectors of the economy and their contribution to the National Income and
Employment post the New Economic Policy of 1991.

1. Learning Objectives
• To make students aware of the nature of the occupational sectors of the economy.
• To analyse the role played by each sector in the economy and their contribution
to the National Income.
• To study changes in the contribution after the New Economic Policy of 1991 and
to identify causes for these changes.
• To suggest ways of strengthening each sector as per present day priorities.
2. Learning Outcomes
After completion of the assignment students are should be able to:
• understand the role played by each sector in the modern day economy.
• enumerate reasons for the increase or decrease in the contribution of each sector.
• assess the future role of these sectors.
3. Methodology
• Discuss the assignment with students giving them a clear indication of the
aspects that have to be dealt with.
• Encourage students to collect data from different sources - books, journals,
magazines, browse the Internet etc.
• Explain how information/data should be projected with the help of tables and
diagrams.
• Explain the criteria of evaluation.
4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Manner of doing the research 2
Product
Content 4
Presentation 2
Inference drawn 2
Total 10

5. Support Required
• Access to library/ Xerox facility
• Internet

175
III. Group work – Visit the municipality/gram panchayat of a village close to
your city and understand the functioning of these local governments, with
relation to various social welfare projects undertaken by them to promote
economic development in areas under their jurisdiction.

1. Learning Objectives
• To familiarise students with the working of gram panchayats/municipalities.
• To supplement classroom learning with practical experience.
• To develop the skill of conducting a survey.
• To develop skills of working in a group.
• To develop the ability to present collected data in a systematic form.

2. Learning Outcomes
On completion of this assignment, students should be able to:
• Understand the functioning of local governance.
• Learn about various projects / welfare schemes undertaken to promote economic
development in rural areas
• sort-out, organize and compile material and information from various sources.
• prepare questionnaires.
• conduct surveys and realise the problems that people conducting surveys face.
3. Methodology
• Discuss the assignment with students and give them a clear idea of aspects they
need to understand.
• Teach students how to prepare questionnaires.
• Explain the various methods of data presentation
• Encourage students to discuss their queries.
• Explain the various criteria of evaluation.

4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Procedure 3
Product
Content 4
Organisation & Presentation 3
Total 10

5. Support Required
• Access to a municipality or gram panchayat
• Relevant books for reference material

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IV. Group work – Prepare a statistical report after identifying different
groups of residents in your locality for a survey to be conducted on issues of
occupation, gender, and literacy rate.

1. Learning Objectives
• To familiarise students with the manner in which a population census is carried
out.
• To help students understand various terminologies like literacy rate, sex
composition, occupational structure, etc, through actually computation.
• To develop skills in conducting a survey.
• To develop skills in making presentations.

2. Learning Outcomes
On completion of the assignment, students should be able to:
• Calculate, literacy rate, sex composition, etc for their locality.
• organize and display data graphically.
• make a presentation.
• have a better understanding of the statistical profile of their locality.

3. Methodology
• Discuss the assignment with the students, specifying the aspects of research.
• Guide students in preparing a questionnaire that covers all aspects of research.
• Discuss the presentation of the data/information collected.
• Discuss the evaluation criteria with the students.

4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Method of conducting the survey 2
Product
Accuracy of data 2
Organization of information 2
Display of data 2
Interpretation of data & inference 2
Total 10

177
V. Graphically display data collected on socio - economic infrastructure in
the post-Independence era from 1951-2010. Interpret the data and make a
report on the changes that has occurred in the given duration.

1 Learning Objectives
• To develop an understanding of the infrastructure of the Indian economy.
• To provide a better understanding of the changes that have taken place in the
infrastructure over the given period of time.
• To develop skills in locating relevant material.
• To develop skills in presenting data graphically.
• To develop analytical skills.
2. Learning Outcomes
On completion of the assignment students should be able to:
• understand how the social/economic infrastructure in India has changed over the
given period of time.
• use reference materials for the purpose of research.
• present data graphically.

3. Methodology
• Discuss the assignment with students and give them a clear indication of aspects
that need to be included.
• Provide students with a list of reference books/libraries
• Explain that the evaluation is based on multiple criteria.
• Encourage students to discuss their queries. Students should prepare a list of
references/sources of information.

4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Quality and relevance of research 2
Product
Accuracy of data 3
Display of data 3
Interpretation of data & inference 2
Total 10

5. Support Required
• Access to Library/reference books/ Internet
• Xerox facility

178
VI. Identify five major items of export and import each of India’s foreign
trade in the post liberalisation era and economic reforms of 1991, and state
reasons in your report for the change in India’s position and trading
relations with the rest of the world.

1. Learning Objectives
• To develop an understanding of India's foreign trade.
• To develop sound knowledge about the changes that have taken place in India's
foreign trade in the recent years.
• To develop analytical skills.
• To develop skills in searching and locating relevant reference material.
2. Learning Outcomes
On completion of the assignment the students should be able to:
• list the main items of import and export in India (for the past 10 years).
• understand the changes that have taken place in India's foreign trade.
• use reference materials for the purpose of research.

3. Methodology
• Discuss the assignment with students and give them a clear indication of aspects
that needs to be included.
• Encourage different students to select different items of export and import.
• Provide students with a list of reference books/ libraries.
• Explain that the evaluation is based on multiple criteria.
• Encourage students to discuss their queries
• Students should prepare a list of references/ sources of information.

4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Method of collecting information 2
Product
Accuracy of data 2
Organization of information 2
Presentation 2
Interpretation of data & inference 2
Total 10

5. Support Required
• Access to Library/ reference books / Internet
• Xerox facility

179
VII. Group work - Visit a local small scale / cottage industry and study the
interdependence of the various factors of production on each other and
compile a report based on your observations.

1. Learning Objectives
• To develop an understanding of the various factors of production based on
practical situations.
• To provide an understanding of how factors of production are to be coordinated
in the smooth functioning of a factory unit.
• To help students understand how factors of production are interdependent on
one another.
• To help students understand the role of the entrepreneur in coordinating the
other factors of production.

2. Learning Outcomes
On completion of the project students will be able to:
• recognize the role of each factor of production in the production process.
• understand how coordination between factors of production is essential for
efficient functioning of the factory.
• learn the relative importance of each factor of production.

3. Methodology
• Discuss what observations are to be made during the visit.
• Explain that the evaluation is based on multiple criteria.
• Encourage students to discuss their queries
• Students to provide a list of references / sources of information used.

4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Quality and relevance of research 2
Product
Content 4
Organization of information 2
Presentation 2
Total 10

5. Support Required
• Letters of authority from the school for students to gain easy access and be given
all possible assistance.
• Fix a prior appointment with the concerned personnel

180
VIII. Select 10 households in your locality having different income levels.
Find out the proportion of expenditure from their incomes incurred on
various essential items (like food, education, clothing, transportation,
recreation etc.) Show the changes in composition of the total expenditure on
these items with changes in income and family size.

1. Learning Objectives
• To develop an understanding of how expenditure on various items changes with
income and family size.
• To develop skills in conducting surveys.
• To develop the ability to present the collected data in a systematic manner.
• To develop analytical skills.
2. Learning Outcomes
On completion of this assignment, students should be able to:
• prepare questionnaires.
• understand that expenditure pattern of each family differs depending on a
number of factors.
3. Methodology
• Discuss the assignment with students to have a clarity in terms of concepts.
• Teach students how to prepare questionnaires.
• Help students in selecting the sample.
• Explain the various ways in which data can be presented.
• Encourage students to discuss queries relating to data collection.
• Explain the various criteria of evaluation.
• Note - People may be reluctant to reveal their incomes. In that case, total
expenditure can be taken.
4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Preparation & Procedure 2
Product
Income expenditure pattern 3
Variation in expenditure 3
Presentation 2
Total 10

5. Support Required
• Access to different households
• Relevant books for reference material

181
IX. Analyse and prepare a report on the Union Budget and its implications on
the living standards of various sections of society.

1. Learning Objectives
• To develop an understanding of the Union Budget.
• To help students understand the impact of the Union Budget on the various
sections of society.
• To enable students to understand the effect of increased/decreased taxation on
the total revenue.
• To understand the proportions in which Government expenditure is undertaken.

2. Learning Outcomes
On completion of the assignment the students should be able to:
• understand Government Revenue and Expenditure.
• understand the impact of direct and indirect taxes.
• know how the budget makes a difference to the disposable incomes of different
strata of society.

3. Methodology
• Prior to the presentation of the Union Budget, discuss the various aspects of the
budget.
• Help students understand the implications of the various changes proposed in
the budget.
• Encourage students to evaluate and comment on the significance and impact of
the budget on people of all walks of life.

4. Evaluation
Evaluation Criteria Distribution of Marks
Studying the Budget 3
Content of the report 3
Organisation of matter 2
Presentation 2
Total 10

5. Support Required
• Newspaper articles / Journals relating to the Union Budget and analysis by
various sectors of the economy
• Internet

182
ELASTICITY OF DEMAND

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12

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 COMMERCIAL APPLICATIONS
I. Group Work – On a visit to the production department of an organisation,
observe and study the different functions/processes being performed and
make a case study of your observations.

1. Learning Objectives
• To help students attain a fair idea of the functioning that is typical of any
production department of an organization.
• To help students understand the process of manufacturing a product.
• To develop an understanding of the various components required to produce the
final good.
• To provide an idea of factory accounts - laying stress on excise requirements.
• To develop the ability to form a comprehensive questionnaire.

• To develop skills in locating relevant material from various sources and collating
it in a coherent manner.

2. Learning Outcomes
On completion of the assignment, the students should be able to:
• identify the different steps/processes involved in manufacturing a product.
• understand the concept of segregating the cost element involved in the different
stages of production.
• understand the inter relationship of various departments in an organization.
• understand what is meant by taxes like excise duty and the need for
maintenance of stipulated excise records.
• frame a comprehensive questionnaire.

3. Methodology
• Discuss the assignment with students in order to give them a clear idea on the
aspects/ matters they need to understand.
• A prior appointment with the production department of a manufacturing
organization can be fixed to facilitate students in their assignment.
• Help students in preparing a questionnaire.
• Provide students with a list of reference books.
• Explain that the evaluation is based on multiple criteria.

189
4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Procedure/Preparation 2
Product
Content 4
Organization 2
Presentation 2
Total 10

5. Support Required
• Letters of authority from the school for students to be given access and all
possible assistance.
• Prior appointment with the concerned personnel
• Xerox facility
• Access to library or reference books / Internet

190
II. Study any functional strategy of a small/medium/large scale organization
with reference to its Marketing, Finance, HR, Production and Purchase
Department. Identify the problems in the existing strategy.
1. Learning Objectives
• To develop an understanding of different functional activities.
• To enable students to differentiate between large scale, medium scale and small-
scale industries.
• To use analytical skills to understand the strategies of an organization.
• To develop skills in analysing problems of the existing strategies.
• To develop an understanding of the problems related to commercial
organizations in India.
2. Learning Outcomes
On completion of this assignment students should be able to:
• understand different functional areas.
• appreciate inter-dependence between different functional areas.
• list the problems that they perceive in the existing strategies of marketing,
finance, human resource, production and purchase.
• identify some of the problems associated with working of firms.
• organise and compile material and present information in an interesting
manner.
3. Methodology
• Discuss the assignment with students. Suggestion:
• Explain that the evaluation is based on The students may be divided
multiple criteria. into groups and each group
• Guide students regarding sources of reference can study the strategies of a
materials. different department.
• Encourage students to discuss their queries.
• Ask students to submit a list of references.
4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Manner of conducting research 2
Product
Content 4
Organisation of matter 2
Presentation of matter 2
Total 10
5. Support Required
• Letters from school authorities for students to gain easy entry and all extended
support.
• Prior appointment with the concerned personnel
• Access to books/newspapers/ business magazines, internet

191
III. Success in business is attributed to effective communication skills. Enact
a play showing growing communication needs in the current competitive
scenario. Depict the possible problems that usually arise due to lack of sound
communication skills.

1. Learning Objectives
• To enable students to appreciate good
communication. Suggestion:
Students may also study
• To help students identify barriers to different tools of
communication. communication used in
various organisations.
• To develop the ability to relate theory with real
life.
• To develop the ability to work in and as a team.

2. Learning Outcomes
On completion of this assignment, students should be able to:
• Acknowledge the importance of good communication.
• understand problems emanating due to poor communication.
• prepare a script for a play.
• appreciate the importance of team work.

3. Methodology
• Discuss various plots of a play for the particular theme under consideration.
• Help students in development of the plot for the play.
• Guide students regarding the script to ensure that all the relevant points are
covered.
• Explain that the evaluation is based on multiple criteria.
• Encourage students to discuss their queries.

4. Evaluation
Evaluation Criteria Distribution of Marks
Content 4
Individual performances (on the basis 4
of level of involvement in the project)
Understanding (based on questions 2
asked in class)
Total 10

192
IV. Analyse the Balance Sheet of a Company listed on the Mumbai Stock
Exchange. Define the basic accounting terminologies, such as, capital,
liabilities, assets (fixed and current), debts, loans, revenue, expenditure, etc.

1. Learning Objectives
• To develop the ability to read a balance sheet along with schedules.
• To develop the ability to collate information from various sources.

2. Learning Outcomes
On completion of this assignment students should be able to:
• understand the balance sheet prepared by commercial organizations.
• Comprehend the meaning of basic accounting terminologies.

3. Methodology
• Discuss the assignment with students.
• Explain that the evaluation is based on multiple criteria.

4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Manner of conducting research 2
Product
Content 4
Organisation of matter 2
Presentation of matter 2
Total 10

5. Support Required
• Addresses of the firms for students to visit
• Letters of authority from the school for students to gain easy entry to concerned
institutions after prior appointments have been fixed.
• Xerox facility / Internet

193
V. As an upcoming Entrepreneur design a marketing strategy for the launch
of a new hair shampoo / deodorant in the price range of ` 150 – 200 primarily
aimed at the market segment catering to the Youth of today.

1. Learning Objectives
• To develop an understanding of marketing.
• To enable students to differentiate between sales and marketing.
• To help students understand problems related to marketing in India.
• To develop analytical skills through critically analysing existing marketing
strategies, understanding future strategies.
• To develop skills in designing a marketing plan.

2. Learning Outcomes
On completion of this assignment students should be able to:
• understand the concepts of marketing strategy.
• identify some of the problems associated with marketing strategies of firms.
• understand some of the weaknesses of existing marketing tools used by firms.
• design a marketing plan for the launch of a new hair shampoo / deodorant

3. Methodology
• Discuss the assignment with students.
• Encourage students to frame questions in class.
• Explain that the evaluation is based on multiple criteria.
• Guide students in locating sources for all reference material.
• Students to submit a list of references used.

4. Evaluation
Evaluation Criteria Distribution of Marks
Content 4
Design 2
Creativity and imagination 2

Presentation 2
Total 10

5. Support required
• Access to books/ magazines/ library/Internet
• Xerox facility

194
VI. The Internet revolution has facilitated the evolvement of new marketing
strategies. Prepare a report on the latest forms of marketing i.e. e-
marketing ( Online shopping) tele-marketing (marketing through phones),
home-shopping (catalogues etc.), direct marketing etc. Give an account of
their significance in present day context and their impact on the coming
future.

1. Learning Objectives
• To develop an understanding of markets and marketing.
• To critically analyse existing markets.
• To use analytical skills to understand future marketing strategies.
• To understand problems related to marketing in India.
• To develop the ability to collate information from various sources.
2. Learning Outcomes
On completion of this assignment students should be able to:
• understand the working of markets.
• identify some of the problems associated with marketing strategies of firms.
• understand weaknesses of existing markets and marketing tools used by firms.
• compare previous marketing strategies with the present day strategies.
• understand the relevance of emerging marketing strategies for future.

3. Methodology
• Discuss the assignment with students.
• Explain that the evaluation is based on multiple criteria.
• Guide students regarding sources of reference materials/libraries.
• Students to submit a list of references.

4. Evaluation
Evaluation Criteria Distribution of Marks
Content 4
Organization 2
Presentation 2
Understanding 2
Total 10

5. Support Required
• Access to books/library / Internet
• Xerox facility

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VII. Study the marketing strategies of a Company providing
Telecommunication services and a Manufacturing Company such as health
foods. Make a comparative chart that highlights the differences and
similarities in both strategies. Give reasons for the differences in the
strategies adopted.

1. Learning Objectives
• To develop an understanding of marketing.
• To enable students to differentiate between marketing of a service and a product.
• To help students critically analyse existing marketing strategies.
• To develop the ability to collate information from various sources.
• To help students use analytical skills to understand future marketing strategies.
• To understand problems related to marketing in India

2. Learning Outcomes
On completion of this assignment students should be able to:
• understand the different types of marketing strategies used by service firms and
manufacturing firms.
• identify some of the problems associated with marketing strategies of firms.
• understand some of the weaknesses of existing marketing tools used by firms.
• become aware of the need for different marketing strategies adopted by service/
manufacturing firms.

3. Methodology
• Discuss the assignment with students.
• Explain that the evaluation is based on multiple criteria.
• Guide students regarding sources of reference materials/libraries.
• Students to submit a list of references.

4. Evaluation
Evaluation Criteria Distribution of Marks
Content 4
Analysis 2
Organisation of matter 2
Presentation 2
Total 10

5. Support Required
• Access to books/libraries/magazines/newspapers/ Internet.

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VIII. Study and analyse the advertising campaigns of five different product
brands in any one media (print, television, audio, and internet) of the FMCG
(fast moving consumer goods) for reference only: Samsung mobiles, HP
Laptop computers, Sony TVs, Coca Cola soft drinks, Cadbury chocolates etc.
and make a critical evaluation. Write the themes of the advertisements
taken.

1. Learning Objectives
• To develop an understanding of advertising concepts.
• To help students critically analyse existing advertisements and advertising
strategies.
• To develop the ability to analyse and differentiate between different
advertisements pertaining to the same media.
• To develop the ability to critically analyse a particular advertisement.
• To develop the ability to write in clear and grammatically correct English.
• To develop skills in understanding the theme of an advertisement.

2. Learning Outcomes
On completion of this assignment students should be able to:
• understand the need for advertising.
• understand how advertising varies according to the type of media used.
• identify some of the problems associated with effective advertising strategies of
firms.
• understand some of the weaknesses of existing advertising tools used by firms.
• understand the theme of each advertisement analysed.
• realise that advertisements of FMCGs also vary in the same media.

3. Methodology
• Discuss the assignment with students.
• Provide a list of medias with their usage.
• Students may select different advertisements for their projects.
• Ensure all forms of media are covered.
• Explain that the evaluation is based on multiple criteria.
• Guide students regarding sources of reference materials.

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4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Manner of conducting the research 2
Product
Content 3
Organisation of matter 2
Presentation 2
Theme 1
Total 10

5. Support Required
• Access to books
• Xerox facility
• Internet

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IX. Visit a local business enterprise and study its annual financial report
(balance sheet and profit and loss account). Prepare a report on its financial
status.

1. Learning Objectives
• To develop an understanding of annual financial reports.
• To get a practical experience of how financial accounts are actually maintained
in a company.
• To develop the ability to collate information from various sources.
2. Learning Outcomes
On completion of this assignment students should be able to:
• read financial statements.
• identify some of the problems stated in the annual reports.
• comment on the financial health of the company with proper justification.

3. Methodology
• Discuss the assignment with students.
• Explain the evaluation criteria.
• Suggest names of the companies that the students can visit for the assignment.
• Extend all needed support and guidance.

4. Evaluation
Evaluation Criteria Distribution of Marks
Content 4
Accuracy 2
Analysis 2
Organisation of matter 2
Total 10

5. Support Required
• Addresses of companies for the students to visit
• Letters of authority from the school for students to gain easy access and all
extended support.
• Prior appointment with the concerned personnel
• Xerox facility

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X. Group Work - Study the working of the branch office of any Nationalised
Bank such as Punjab National Bank, SBI or Union Bank of India, and make a
report of your observations about their banking services and facilities.

1. Learning Objectives
• To develop an understanding of the banking sector operating in India.
• To expose students to the various activities of a commercial bank.
• To help students critically analyse existing banking operations.
• To develop the ability to differentiate between commercial banks and other
banks.
• To develop skills in acquiring the needful information from the relevant person
of the bank.

2. Learning Outcomes
On completion of this assignment students should be able to:
• understand the functioning of a banking institution.
• identify some of the problems associated with banks in India.
• understand weaknesses of existing operations in Nationalised banks in India.

3. Methodology
• Discuss the assignment with students and give them a clear indication of aspects
that they need to cover in the assignment.
• Explain that the evaluation is based on multiple criteria.
• Encourage students to discuss their queries.

4. Evaluation
Evaluation Criteria Distribution of Marks
Process
Manner of conducting research 2
Product
Content 4
Analysis 2
Organisation of matter 1
Presentation 1
Total 10

5. Support Required
• Letters of authority from the school for students to gain an easy entry and
sufficient help
• Prior appointment with the concerned personnel
• Xerox facility

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XI. Group Work – Visit a firm dealing in Information Technology services
(Software services / hardware products) and prepare a report on their
Human Resource development policies.

1. Learning Objectives
• To develop an understanding of Human Resource development policies.
• To enable students to familiarise themselves with various activities undertaken
in an IT firm.
• To develop the ability to critically analyse existing HR operations.

2. Learning Outcomes
On completion of this assignment, students should be able to:
• appreciate the importance of human resource development.
• understand the working of the IT sector and the importance of personnel
management.
• identify some of the problems associated with carrying out good HR practices in
India.
• organise and present the information collected effectively.

3. Methodology
• Discuss the assignment with students.
• Explain that the evaluation is based on multiple criteria.
• Suggest names of IT firms that students can visit for the assignment.
• Students to submit a list of references.

4. Evaluation
Evaluation Criteria Distribution of Marks
Content 4
Analysis 2
Organisation of matter 2
Presentation 2
Total 10

5. Support Required
• Access to books/ library/ Internet
• Addresses of firms that the students can visit
• Letters of authority from the school for students to gain easy access and all
extended cooperation.
• Prior appointment with the concerned personnel

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XII. “Public Relations are a key to many a success in the Corporate Sector”.
Prepare a report on the working of a Public Relations department of an
upcoming -firm operating in financial investment services.

1. Learning Objectives
• To develop an understanding of the role of a Public Relations department in an
organisation.
• To enable students to understand the working of a media firm.
• To critically analyse existing PR functions.
• To develop the ability to collate information from various sources.

2. Learning Outcomes
On completion of this assignment students should be able to:
• understand the concepts of Public Relations.
• identify some of the problems associated with Public Relations operations in
India.
• understand weaknesses of existing Public Relations operations in Indian
financial investment firms.

3. Methodology
• Discuss the assignment with students.
• Explain that the evaluation is based on multiple criteria.
• Suggest names of firms that students may visit for the assignment.
• Students to submit a list of references.

4. Evaluation
Evaluation Criteria Distribution of Marks
Content 4
Analysis 2
Organisation of matter 2
Presentation 2
Total 10

5. Support Required
• Access to books/ library/ Internet
• Addresses of firms that students can visit
• Letters of authority from the school for students to gain easy entry and be
assisted in the completion of their assignment.
• Prior appointment with the concerned personnel

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BANKING SYSTEM IN INDIA

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 COMPUTER APPLICATIONS

I. Prepare a power point presentation on “The Natural wonders of the World”.

The information and pictures can be obtained from the internet or
encyclopaedia..

1. Learning Objectives
• To develop the ability to use different packages.
• To teach students how to prepare slides for a presentation.
• To develop skills in locating relevant information from books/ Internet.
• Enhance skills in making an informative and interesting presentation.

2. Learning Outcomes
On completion of the assignment the students should be able to:
• create a presentation on a given topic.
• use different multimedia tools to prepare a presentation.
• display the prepared presentation.

3. Methodology
• Discuss the assignment with students.
• Encourage students to participate in class and discuss their queries.
• Explain the uses of multimedia and the purpose of doing this project.
• Encourage students to be creative.
• Ask students to submit a list of references.

4. Evaluation
Evaluation Criteria Distribution of Marks

Analysis 2.5
Design 2.5
Execution 2.5
Effectiveness 2.5
Total 10

5. Support Required
• Software used – a word processor, a spreadsheet, a presentation package, a
drawing package. The most recent versions should be made available
• Relevant books for subject matter
• Graphics and motion pictures from clip-art gallery and encyclopaedia
• Internet facility
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II. Make a presentation on the functioning of the main components of a
Personal Computer and briefly explain their inter functional relationship and
connectivity.

1. Learning Objectives
• To develop the basic knowledge about Computer hardware and its functions.
• To understand the process of each component in a computer.
• To enhance the capability of the learner to know about semiconductors used in
electronic components.
• To widen the students’ knowledge about the functioning of the motherboard and
other memory devices.
• To develop the ability to handle wires, ports and cables.
• To develop the ability to design a presentation.
2. Learning Outcomes
On completion of the assignment students should be able to:
• identify and analyse the functions of different hardware components.
• explain the functions of different input and output devices.
• create a slide layout and transition by working with graphics embedding, audio
and video.
3. Methodology
• Encourage students to discuss the assignment with a hardware engineer to get
detailed information, regarding the given assignment.
• Help students get access to reference books, libraries, web sites, scientific
journals and articles.
• Provide students with demonstrations.
• Provide students with a list of hardware components to analyse.
4. Evaluation
Evaluation Criteria Distribution of Marks
Analysis 2.5
Design 2.5
Execution 2.5
Effectiveness 2.5
Total 10

5. Support Required
• Access to a library - journals and articles
• Books and printouts
• Internet facility
• Resource persons
• A presentation package

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III. Develop a program for the following:
Cars ply on a toll road and pay ` 50/ - as the fee at the toll booth. Most drivers
c omply, but sometimes a vehic le goes by without payment. The tollbooth
keeps trac k of the number of c ars that have gone by and of the total amount
of money c ollec ted.
Model this tollbooth with a c lass c alled tollbooth. The two data items are
integers to hold the total number of c ars, and a type double to hold the total
amount of money c ollec ted. A c onstruc tor initializes both these to 0. A
func tion c alled paying c ar ( ) increments the c ar total and adds ` 50/ - to the
c ash total. Another func tion c alled nopayc ar ( ), inc rements the c ar total.
Finally, a func tion c alled display ( ), displays the two totals.
Inc lude a program to test this c lass. This program should allow the user to
push one key to c ount a paying c ar and another to count a non-paying c ar.
Pushing the ESC key should c ause the program to print out the total c ars and
total c ash and then exit.
1. Learning Objectives
• To learn to develop an application software.
• To understand classes and objects.
• To learn the use of classes as abstraction for sets of objects.
• To make use of a default constructor.
2. Learning Outcomes
On completion of the assignment students should be able to:
• define or specify a class.
• understand the basic features of Object Oriented Programming.
3. Methodology
• Discuss the concepts of Object Oriented Programming.
• Discuss classes and objects.
• Discuss all possible ways of specifying the class tollbooth.
4. Evaluation
Evaluation Criteria Distribution of Marks
Class design 2.5
Algorithm design 2.5
Coding and documentation 2.5
Execution 2.5
Total 10

5. Support Required
• Provide a good user interface, BlueJ with jdk 1.3 (or later) as the base
• Printer.

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IV. Write a program to develop a calculator that performs all basic
operations of mathematical instructions of addition, subtraction,
multiplication and division and find the remainder depending on the user’s
choice.

1. Learning Objectives
• To familiarise students with all sorts of calculations that can be performed by a
business calculator.
• To develop an understanding of the requirements of various businessmen in
terms of their business calculations.
• To develop the ability to choose class(es) and to use the concept of encapsulation
according to the requirement of the system.

2. Learning Outcomes
On completion of this project, students should be able to:
• develop an efficient algorithm to go about the coding by analysing the system.
• develop an idea of encapsulation.
• use the user-defined functions appropriately.

3. Methodology
• Consult a few businessmen to understand their requirements.
• Suggest that a suitable algorithm should be developed to go about the code.
• Ensure that the project is user friendly and menu driven to carry out every
single operation.

4. Evaluation

Evaluation Criteria Distribution of Marks

Class design 2.5
Algorithm design 2.5
Coding and documentation 2.5
Execution 2.5
Total 10

5. Support Required

• Software requirement: BlueJ environment with jdk 1.3 as the Base (as specified
in the syllabus)
• Hardware requirement: Intel Pentium duo core processor or above with at least
2GB RAM

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V. Develop a programme to computerize the accounting system of a bank.
that handles day to day banking operations and services related to
withdrawal and deposit of cash, opening of new accounts and other
specialised services offered.

1. Learning Objectives
• To widen the students’ knowledge of bank Students may also prepare
transactions. programs for -
• To develop skills in making a questionnaire to 1. A computerized hotel
understand the requirements of various banks. management system,
which can make day to
• To develop the ability to choose class(es) and to day functioning in a hotel
use the concept of encapsulation according to to manage its rooms and
the requirement of the system. customers easier. This
project should be able to
2. Learning Outcomes handle databases that
On completion of this project, students should be store details of the rooms
able to: and guests at the hotel.
2. A simple railway
• develop an efficient algorithm to go about reservation system. Name
coding by analysing the system. of train, number, date,
• develop the idea of encapsulation. class, name of person,
• use the functions appropriately. destination, etc should be
mentioned for the
3. Methodology database.

• Discuss the assignment with students.

• Ask students to visit at least two banks to understand the working procedures.
• Help students in preparing a good comprehensive questionnaire.
• The requirements having been understood, a suitable algorithm should be
developed to go about the code.
• Advise students to make the project user friendly.

4. Evaluation
Evaluation Criteria Distribution of Marks
Class design 2.5
Algorithm design 2.5
Coding and documentation 2.5
Execution 2.5
Total 10

5. Support Required
• Addresses and prior appointments with bank personnel
• Letters from the school for the students to gain entry
• Software requirement: BlueJ environment with jdk 1.3 as the Base
• Hardware requirement: Intel Pentium duo core processor or above with at least
2GB RAM

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VI. On an internet connection, start a browser and a search engine and
perform search on any topic of your interest say sports, films, science, etc.
Copy and make the necessary changes according to your needs. Send the
edited version to your friend via E-mail.

1. Learning Objectives
• To increase the level of interest among students towards using the internet for
searching for required information.
• To develop the ability to use the internet to access information.
• To teach students how to send e-mails.
• To widen the students’ knowledge on good search engines.

2. Learning Outputs
On completion of the assignment students should be able to:
• use search engines to access information.
• create an e-mail ID.
• send e-mails.
• take printouts and use a pen drive.
• gain knowledge on different subjects using the internet.

3. Methodology
• Discuss the assignment with students.
• Ask each student to perform search on a different topic. Various search engines
can be used.
• Explain that the evaluation is based on multiple criteria.
• Give students knowledge about other browsers.

4. Evaluation
Evaluation Criteria Distribution of Marks
Analysis 2.5
Design 2.5
Execution 2.5
Effectiveness 2.5
Total 10

5. Support Required
• Internet connection.

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VII. Make a presentation on your school, highlighting its infrastructural
facilities and other key features or benefits it offers in order to encourage
potential students to join your school.

1. Learning Objectives
• To create an interest in the use of computers.
• To enhance the use of presentation softwares.
• To develop the ability to use multimedia to make the presentation more
attractive.
• To enhance skills in art and graphics.
• To develop the ability to make presentations.

2. Learning Outcomes
On completion of the assignment students should be able to:
• use presentation softwares.
• make presentations according to the requirements of a topic.
• think creatively.

3. Methodology
• Discuss the assignment with students.
• Encourage students to select different ways of presenting the information.
• Provide students with relevant information regarding the school.
• Explain that the evaluation process is based on multiple criteria.
• Encourage students to discuss their queries.

4. Evaluation
Evaluation Criteria Distribution of Marks
Analysis 2.5
Design 2.5
Execution 2.5
Effectiveness 2.5
Total 10

5. Support Required
• Operational system
• Latest presentation software

VIII. Assist your class teacher in preparing a mark sheet for the tabulation of
the half yearly examinations of your class. Total and percentage marks
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obtained by each student needs to be calculated. Students’ marks are
calculated out of 100.
(i) Prepare a spreadsheet.
(ii) Suppose marks of two students were entered incorrectly. One of them
was entered as 37 instead of 73 and the other was entered as 69 instead
of 96. Edit the spread sheet and notice the changes in the spreadsheet.

1. Learning Objectives
• To enhance the ability to create and save a spreadsheet.
• To develop skills in planning the layout of the spreadsheet.
• To develop the ability to work with formulae and to use relative referencing.
• To develop the ability to edit a spreadsheet.
• To enable students to work on and format a spreadsheet.
• To develop the ability to use ranges.

2. Learning Outcomes
On completion of the assignment students should be able to:
• understand and use a spread sheet.
• organise and sort data effectively.
• create, save and open spreadsheets.
• edit a spreadsheet.
• appreciate the power of automatic recalculation.

3. Methodology
• Discuss the assignment with students.
• Explain the concept of spreadsheet along with its uses.
• Stress that the spreadsheet should have a proper format, like headings, etc.
• Explain the use of formatting.
• Encourage students to discover other possible uses of spreadsheets.

4. Evaluation

Evaluation Criteria Distribution of Marks

Analysis 2.5
Design 2.5
Execution 2.5
Effectiveness 2.5
Total 10

5. Support Required
• A good user interface and a spreadsheet package
• Printer

216
IX. With the help of mail merge, design a letter inviting short-listed
candidates for an interview for the post of a computer teacher in your school.

1. Learning Objectives
• To develop knowledge of a word processing software.
• To enhance the students’ knowledge of computers.
• To increase knowledge about creating database files.
• To develop the short-cut method of sending the same letter to more than one
person.
• To improve letter writing skills.

2. Learning Outcomes
On completion of assignments students should be able to:
• use the print preview option.
• merge the word database with the letters.
• use mail merge technique for other purposes.

3. Methodology
• Discuss the assignment with students and give them a clear indication of aspects
that they need to cover in the assignment.
• Encourage students to select different types of database for mail merging
purposes.
• Explain the importance of mail merging.
• Encourage students to discuss their queries.
• Explain that the evaluation procedure is based on multiple criteria.

4. Evaluation
Evaluation Criteria Distribution of Marks
Analysis 2.5
Design 2.5
Execution 2.5
Effectiveness 2.5
Total 10

5. Support Required
• Operating System
• Word processing software

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