SEBA Class 9 Class 10 Syllabus 2025 Science

GENERAL SCIENCE
SUBJECT CODE - C3
Class - IX-X

Science is taught as General Science at the secondary
stage (classes IX-X) of school education. It is a compulsory
subject of study. Students learn it as a composite subject
and not as a separate discipline like Physics, Chemistry and
Biiology.
The aims of teaching science in the Secondary
Stage are to :
 Enable the learners to attain some basic scientific
and technological literary.
 Take the study of science meaningful by linking
teaching of scientific principles with daily life
experiences of the learners.
 Provide guidance to the teachers on methods and
techniques of learning science to suit the needs of
learners of different backgrounds.
 Nurture the natural curiosity, aestheitc sense and
creativity of the learners.
 Acquire skills for developing scientific temper
 Enable the learners to acquire some practical
knowledge and skills to enter the world of work.
Objectives
The pupils
 Develop an understanding of facts, concepts, basic
principles and laws of science.
 Understand the methods and process that lead to
logical development of scientific knowledge.
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 Understand applications of basic scientific principles
to solve problems related to daily life.
 Learn about the application of technology in daily
life and understand the principles on which they work.
 Learn the techniques, skills and methods of exploring
the environment and enrich their experience.
 Learn to observe, collect data, take measurements,
formulate hypotheses, perform simple experiments
and comunicate scientifically.
 Recongnize the relationship of science, technology
and society.
 Recognize the relationship of science, technology
and society.
 Develop a scientific attitude and inculcate qualities
like open-mindedness, honesty, integrity, co-
operation, love and concern for life and environment.
 Learn to think critically.
 Learn to infer and interpret facts, principles and
experiments.
 Acquire the skill to solve simple problems based on
scientific relations.
 Learn to do experimentation.
 Participate in co-curricular activites like doing
projects to solve problems related to agriculture, health,
nutrition, protection and preservation of environment etc.
 Cultivate the habit of reading scientific journals,
papers reports.
 Develop problem solving and decision making skills.
 The Board has adopted the NCERT science syllabi
for Secondary stage w.e.f. the academic session
2013.
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NCERT has revised the syllabus on the basis of NCF
2005. In the words of NCERT.
“The exercise of revising the syllabus for science and
technology has been carried out with ‘Learning without
burden’ as a guiding light and the position papers of the
National Focus Groups as points of reference. The aim is to
make the syllabus an enabling document for the creation of
textbooks that are interesting and challenging without being
loaded with factual information.
The themes chosen for class IX-X are : Food; Materials;
The world of the living; How things work; Moving things;
People and ideas; Natural phenomena and Natural
resources. However the theme ‘food has been excluded in
class X.
The syllabus is presented in four columns : Questions,
Key concepts, Resources and Activites/Process.
The questions lead to delve into the themes/subthemes.
In the process the key concepts emerge. The resource and
activity/process column guides the teachers to meaningful
classroom transaction.
Evaluation :
Assessment of learning is to be done by the process of
continuous and comprehensive evaluation and periiodic
evaluation (half yearly and annual examination, preparatory
examination.) Assessment of learning is to be done
continously hand in hand with the process of teaching. This
gives a feedback to the teachers to plan strategies for
meaningful teaching and learning in the classroom. The
areas of evaluation are assessment of knowledge, application
of knowledge, understanding of concepts, skill in solving
simple numerical problems and drawing. Regular remedial
teaching is to be imparted to ensure desirable level of learning
of the students.

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Science Practicals :
Experimentation is an integral part in science education.
The board has made an endeavour to make students learn
science in a joyful manner through simple activites.
Experimentation (Practical) has a weightage of 10%.
The is School based assessment i.e. Internal assessment.
Experimental activites :
There are three categories of experiments/activities.
A. Teacher’s activity : These have to be demostrated
by the teacher in the laboratory.
B. Student’s activity : These include simple
experiments/activites (from which one is allotted to student
in examination on the lottery system). The students shall
perform the experiment and write the procedure and results/
conclusion methodically. The minimum number of
experiments a students will perform is 3 (covering one each
from Phyisics and Chemistry and 1 from Botany or Zoology)
The experiments/activity will cary 6 marks. This 6 marks will
be distributed in the following way :
I. Performance in examination -3 marks :
For this item any experiment either from Physics or
Chemistry or Biology will be selected by the students and
perform.
II. Practical record book - 3 marks :
C. Activities relating to model/project preparation,
specimen collection etc. For this type of activities the
teacher will engage students to develop models of
instruments/ideas to prepare science projects based on
the facts of their own observations/practical experiences/
field experience/ideas, to prepare charts depicting the life
process/ to colect speciments (plants and animals). The
teachers will entrust the students for this kind of activities at
least six months before their final examination. The students
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will have to submit their work at leaset 15 days before their
commencement of final examination. This item will carry 4
marks.
Evaluation :
Evaluation will be school based. (Internal Assessment)
1. For experiments under category A, the teacher while
demonstating the experiments will ask studens
relevant questions and will evalute the student out
of a total weightage of 2 in eah demonstration. The
marks for each student will found by calculating the
average mark.
2. (i) For experiments under category B, students will
be evaluated on their performance out of a total
weightage 3.
The 3 marks will be distributed as follows : (i) Theory/
Principle : 1 mark, Experiment and result : 2 marks,
Total : 3 marks.
(ii) The students are required to maintain a neat well
recorded practical book. Marks on the record book
is 3.
3. Students will prepare charts/models. The total marks
is 2.

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SCIENCE PRACTICAL
Class - IX

List of Experiments (Class - IX)

Sl. No. BIOLOGY
1. Demostration of different parts of one Dicot and one
Monocot plant.
2. Identification of plants
3. Morphological study of Honey bee/Ant/Fish/Spider/Mollusca
4. Charts on : (i) Animal Cell
(ii) Plant cell.
(iii) Types of tissues.
(iv) List of three bacterial and two
protozoal diseases with their
symptoms.
PHYSICS :
1. To determine valocity and acceletration of a moving body.
2. To Verify Newton’s Second Law of Motion.
3. To Study variation of Potential Energy with height.
4. To measure temperature of liquid at various state in
Celsius and Fahrenheit scale.
CHEMISTRY :
1. To prepare sulphide from iron filings and sulphur power
and to observe the changes in the properties on the
consituent elements as they combine to form the
compund.
3. To separate the components from mixture of (a) sand
and ammonium chloride (b) Common salt and sand.
4. To Study the extent of cooling caused by evaporation on
(i) Water (ii) Ethanol (alcohol) (iii) Ether.
5. To determine the Boiling point of water.
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List of equipments and materials (Class-IX)
BIOLOGY :
1. Freshly collected paddy plant with roots, stem and leaves intact.
2. White drawing sheet.
3. Eraser
4. Scale
5. Freshly collected mustard plant with roots, stem and
leaves intact.
6. Specimen of (i) Basket, grass, (ii) Bermuda grass, (iii)
Honey bee (worker) (iv) Termite (worker), (v) Butterfly,
(vi) Fish, (vii) Spider, (viii) Mollusca

PHYSICS :
1. A small rubber or marble
2. Two small wooden blocks or match-boxes
3. A foot scale
4. A small toy car
5. A few long paper strips
6. Paper clips
7. An inclined plane
8. A timer cup
9. Thread
10. Wire
11. Colored solution or ink
12. A few coins
13. A spring balance
14. Flour paste
15. A stone (Small size)
16. Cellotape
17. Scissors
18. A support with a hook and scale
19. A glass breaker
20. Thermometer
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21. Few pieces of ice
22. Tripod stand
23. Water
24. Spirit burner
25. Wire holder
CHEMISTRY :
1. Porcelain basin
2. Tripod stand
3. Iron fillings
4. Sulphur powder
5. Carbon disulphide
6. Bar or horse shoe magnet
7. Test tubes (3 nos)
8. Beakes (3 nos)
9. Funnel
10. Filter paper
11. Bottle of distilled water
12. Lemon, salt/sugar
13. Sand
14. Starch or egg albumin
15. Spirit lamp
16. Wire gauze
17. Stirrer (glass rod)
18. Ammonium Chloride
19. Cotton
20. Water
21. Ethanol or rectified spirit
22. Ether
23. Thermometer
24. Petridish
25. Stopwatch
26. Pipette/syringe
27. Spring balance

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SCIENCE PRACTICAL
Class - X

List of Experiments (Class - X)
BIOLOGY
1. To prepare a temporary mount of a leaf to demonstrate
its stomata.
2. To show that light is essential for potosynthesis.
3. To study binary fission of Amoeba or yeast with the help
of prepared slide.
4. To dissect and display differet parts of a complete flower
(China rose)
5. To study the morphological characters of cockroach.

PHYSICS
6. To find the image distance due to an object placed in
front of convex lens and hence to determine its focal
length.
7. To study the image distance corresponding to an object
placed at 2f, 3f, 4f distance in front of a convex lens.
8. To study the phenomenon of refraction through prism
(by pin method) and hence to determine the angle of
deviation.
9. To study the change of current due to variation of
resistance in an electric circuit.
10. To study and demonstate the principle of working of
electric motor.

CHEMISTRY
11. To show that electrovalent compounds are soluble in
water but convalent compounds are not.
12. To show that aqueous solution of ionic compounds
conduct electricity.

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13. (i) To test the properties of hydrochloric acid with the
help of reagents
(a) Litmus solution (blue/red) or litmus paper.
(b) Zinc metal
(c) Sodium carbonate
(ii) To test properties of sodium hydroxide with the help of
(a) Blue/red litmus solution
(b) zinc metal
(c) Sodium carbonate
(iii) Demonstration of a neutralization reaction.
14. To detect the presence of the functional group in car-
boxylic acid.
15. To study some redox reactions.
List of equipments and materials (Class-X)
BIOLOGY
1. Simple microscope
2. Compund microscope
3. Forceps, brush
4. Watch glass
5. Needle, dissecting needle
6. slides and coverslips
7. Ganong’s light screen or black paper
8. Potted plant
9. Beaker
10. Chemical reagents - Ethanol, Iodine solution
11. Slides of Binary fission of Amoeba and yeast
PHYSICS AND CHEMISTRY
1. Insulating copper wire
2. Torch light blub.
3. Lens (convex) focal length, 5cm)

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4. Candle/match box
5. Prism
6. Pencil
7. Torch bulb or LED (bulb)
8. Razor Blade
9. Test Tubes, Test tube holders, Bunsen burner or spirit
lamp
10. Chemical reagents viz. sodium chloride, copper
sulphate, carbon tetrachloride, candle wax, nepthalene,
sodium carbonate, pieces of zinc, phenolphthalein,
distilled water, ethanoic acid/benzoic acid
11. Flexible wire
12. Adhensive tape
13. Litmus paper-blue and red
14. Match box
15. Bent glass tube (bent at the same angle at both ends)
16. Cork
17. Tissue paper
18. Droppers
19. Pipette
20. Burette
21. Conical flask
22. Beakers
23. Glass rod



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General Science, Class - IX
Teaching Points and activities
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
1. Food What do we do to get higher yields Plant and animal breeding and Visit to any fish/bee/dairy/ Collection of weeds found in fileds
Higher yields in our farms? selection for quality improvement, pig etc. farms; data showing of different crops; collection of
use of fertilizers, manures; harmful effects of diseased crops; discussion and
protection from pests and insecticides; process for the studying composing/
diseases; organic farming. preparation of compost, vermicomposing.
vermicompost. (periods 8)

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Work done in class-VII;
2. Materials What kinds of clothes help us to Cooling by evaporation. glassware, heat source, Experiments to show cooling by
Material in our keep cool? Absorption of heat. black paper, thermo- meters. evaporation. Experiments to show
clothing Why do wet clothes feel cool? that the white objects get less hot.
(periods 5)
Everyday substances like To feel the texture, observe the
Dfferent kinds of In what way are materials All things occupy space, possess wood, salt, paper, ice, steel, colour and lustre, effect of air, water
materials different from each other? Is there mass. water, etc. and heat, etc. on each of the
some similarity in materials? Definition of matter. materials.
(periods 4)

General Science, Class - IX
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
In how many ways can you Solid, liquid and gas; Wax, water, ice, oil, suger, Sorting out a medley of materials,
group the different materials you characteristics-shape, volume, camphor/ammonium chloride/ in various ways, Observe shape
see around? How do solids, density, change of state-melting, naphthalene. and physical state of different
liquids and gases differ from each freezing. materials.
other?
Can materials exist in all the three Evaporation, condensation, Observe effect of heat on each
states? sublimation. of the resources. (Teacher to
perform the experiment for
What are things around you made Elements, compounds and Samples of commonly available
camphor, ammonium chloride
of ? mixtures.Heterogeneous and elements, compounds and
and naphthalene.)
What are things made What are the various types of homogeneous mixtures. mixtures. Samples of solution,

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(periods 4)
of ? chemical substances? Colloids and suspensions. suspension and colloid.
Discussion on claims ‘Air is a mixture’
(Mixture of what? How can these
Do substances combine in a Equivalence-that x grams of A is Historical accounts.
be separated?), ‘Water is compound’
difinite manner? chemically not equal to x grams Glassware, chemicals (oxalic acid,
and ‘Oxygen is an element’.
of B. sodium hydroxide, magnesium ribbon.)
Titration using droppers or syringes,
How do things combine with Particle nature, basic units; Kits for making molecular
quantitative experiments
each other? atoms and molecules. models.
Discussion on the fact that elements
Are there any patterns which can Law of constant proportions, Historical account including combine in a fixed proportion.
help us to guess how things will Atomic and molecular masses. experiments of Lavoisier and Through discussion on chemical
combine with each other ? Priestly. formulae of familiar compounds.

General Science, Class - IX
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
How do chemists weith and Mole concept. Simple numericals to be done
count particles of matter? Relationship of mole to mass of by the students.
the particles and numbers. A game for writing formulae. e.g.
Valency. criss crossing of valencies to be
Chemical formulae of common taught through dividing students
compounds. into pairs. Each student to hold
two playcards: one with the
symbol and the other with the
valency. Keeping symbols in
place, teacher to move only
valencies to form the formula of

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a compound.

What is there inside an Can we see an atom or a Atoms are made up of smaller Charts, films etc. Brief historical account of
atom? molecule under a microscope or particles: electrons, protons, and Rutherford’s experiment.
by some other means? neutrons. (Periods 18)
What is there inside an atom? These smaller particles are
present in all the atoms but their
numbers vary in different atoms.
Isotopes and isobars.

General Science, Class - IX
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
3. The world of the How do the various plants Diversity of plants and animals- Specimens of some animals, Discussion on Diversity and the
living around us differ from each basic issues in scientific and plants not easily characteristics associated with
Biological Diversity other? How are they similar? naming. Basis of classification, observable around you. any group.
What about animals? How Hierarchy of categories/groups, (Periods 14)
are they similar to and Major groups of plants (salient
features) (Bacteria, Thallophyta,
different from each other?
Bryophyta, Pteridophyta,
Gymnosperms and
Angiosperms.) Major groups
of animals (salient features)
What is the Living being made What are we made up of? (Non-chordates up to phyla and
up of? What are the different parts of

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chordates classes.)
our body? What is the
smallest living unit? Cell as a basic unit of life, Permanent slides, model of Observation of model of human
Prokaryotic and eukaryotic the human body. body to learn about levels of
cells, multicellular organisms; organization-tissue, organ,
cell membrane and cell wall, system, and organism,
cell organelles; chloroplast, observe blood smears (frog and
mitochondria, vacuoles, ER, human), cheek cell, onion peel
Golgi Apparatus; nucleus,
cell, Spirogyra, Hydrila leaves
chromosomes-basic structure,
number. Tissues, organs, organ (cyclosis.)
systems, organism, (Periods 12)

General Science, Class - IX
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
Structure and functions of animal
and plant tissues (four types in
animals; meristematic and
permanent tissues in plants.)

How do we fall sick? What are the various causes of Health and its failure. Disease Newspaper Surveying neighbourhood to
artricles,
diseases? How can diseases be and its causes, Diseases collect information on disease
information from health centres,
prevented? How can we remain caused by microbes and their occurence pattern. Studying the
photographs of various causal
healthy? prevention-Typhiod, diarrhoea, life cycle of the mosquito and
organisms. Photographs,
malaria, hepatitis, rabies, AIDS, malarial parasite. Discussion on
permanent slides of bacteria.

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TB, polio; pulse polio how malaria is spread, how to
programme. prevent mosquito breeding.
(Periods 10)
How do substance How do food and water move Diffusion/exchange of sub- Egg membrane, Rhoeo Looking at closed and open
move from cell to cell? from cell to cell? How do gases stances between cells and their leaves, sugar, stomata, plasmolysis in Rhoeo
get into the cells? What are the evnironment, and between the microscope, slides. leaf peels.
substance that living organisms cells themselves in the living (Periods 15)
exchange with the external system; role in nutrition, water
world? How do they obtain these and food transport, excretion,
substances? gaseous exchange.

General Science, Class - IX

Theme/Sub-theme Questions Key concepts Resources Activities/Processes
4. Moving Things, Motion-displacement, velocity; Analysis of motion of different
People and Ideas uniform and non uniform motion common objects. Drawing
Motion How do we describe along a straight line, accelecration, distance time and velocity time
motion? distance-time and velocity-time graphs for uniform motion and
graphs for uniform and uniformly uniformly accelerated motion.
accelerated motion, equation of (Periods 12)
motion by graphical method;
elementary idea of uniform circular
motion.

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Force and Newton’s What makes things change Force and Motion, Newton’s laws Historical accounts; Demonstrating the effect of force
Laws their state of motion ? of motion: Interia of a body, interia Experinences, from daily life; on the state of motion of objects
mass, momentum, force and wooden and glass boards, sand, in a variety of daily-life
acceleration. Elementary idea of balls; wooden support, some situations. Demonstrate the
conservation of momentum, action coins (say of Rs. 2 or Rs. 5) change in direction of motion of
and reaction forces. tumbler; balloons etc. an object by applying force.
(Periods 10)

Gravitation What makes things fall? Gravitation : Universal law of Spring balance Analysis of motion of ball falling
gravition, down.

General Science, Class - IX

Theme/Sub-theme Questions Key concepts Resources Activities/Processes
Force of gravitation of the earth and of ball thrown up.
(gravity), acceleration due to measuring mass and weight by
Do all things fall in the same gravity; mass and weight;free a spring balance.
way? fall. (Periods 7)

Work energy and How do we measure work Work done by a force, energy Rope(or string), board or plank, Experiments on body rolling
power done in moving anything? How power; kinetic and potential wooden block, ball, arrow, down inclined plane pushing
does falling water make a mill energy;law of conservation of bamboo stick, spring, etc. another body.

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run? energy. Experiments with pendulum.
Experiments with spring.
Discussion.
(Periods 6)

Floating bodies How does a boat float on water? Thrust and pressure. Cycle pump; board pins, bulletin Experiments with floating and
Archimedes’ principle, board, mug, bucket, water etc. sinking objects.
buoyancy, elementary idea at (Periods 4)
relative density.

General Science, Class - IX
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
How do we hear from a How does sound travel? Nature of sound and its propa- String, ball or stone as bob, water Experiment on reflection of
distance? What kind of sounds can gation in various media, speed tank, stick, slinky, rope, echo sound.
we hear? of sound, range of hearing in tube, rubber pipe etc. (Periods 10)
What is an echo? humans, ultrasound, reflection of
How do we hear? sound, echo and sonar, Structure
of the human ear ( auditory Model or chart showing structure
aspect only) of human ear.

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General Science, Class - IX
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
5. How things work
6. Natural
Phenomena
7. Natural Resources

Balance in Nature Why do air, water and soil, Physical resources: air, water, Daily newspapers, Case studies of actual situation
seem not to be consumed? soil, air for respiration, for magazines and other reading in India with more generalised
How does the presence of air combustion, for moderarting materials. Weather reports overview of inter relationship
support life on earth? How temperatures, movements of over a few months and air of air, water, soils, forests.

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have human activities created air and role in bringing rains quality reports over the same Debates on these issues
disturbances in the across India. time period. Case study using resources mentioned
atmosphere? Air, water and soil pollution material. alongside, visit to/from an
How does nature work to (brief introduction.) environment NGO;
maintain balance of its Holes in ozone layer and the discusssion.
components? probable damages. Bio-geo (Periods 15)
chemical cycles in nature;
water, oxygen, carbon,
nitrogen.

GENERAL SCIENCE
Subject Code : C3

Class : IX Time : 3 hours
Full Marks : 100 Pass Marks : 30

Theory : 90
Internal Assessment : 10
Pass marks in written examination : 27
Marks
Sl. No. Chapters Half
Annual
Yearly
1. Matter in our surroundings  
2. Is matter arround us pure  
3. Atoms and molecules 
4. Structure of the atom 
5. The fundamental unit of life  
6. Tissues  
7. Diversity in living organisms 
8. Motion  
9. Force and Laws of Motion  
10. Gravitation  
11. Work and energy 
12. Sound 
13. Why do we fall ill  
14. Natural resources  
15. Improvement in Food resources 
Total (Theory) 90 90

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Experimental Activites Practicals/Internal Assessment
Marks - 10
Marks
Sl. No. CHAPTERS Half
Annual
Yearly
1. Category A : Teacher’s activity- 
(Teacher will evaluate the
students as he/she
demonstrates)
2. Category B : Student’s activity- 
Activity
Practical record book
3. Category C : Chart/Model/ 
Speciment Collection
Total 10 10
Grand Total : 100 100

Textbook : Science (for Class IX), published by The
Assam State Textbook Production and
Publication Corporation Ltd. Guwahati-1

* Questions from each Unit/Lesson will carry marks 2-10.

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General Science, Class X
Teaching Points and Activities
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
1. Food Materials

2. Different kinds of Why are some Acids, bases and salts : General Orange juice, lemon juice, Testing different
materials substances sour and Properties, examples and uses soap solution, limus solution, substances with
some bitter in taste? Why zinc, copper and aluminium indicators.
does soap solution feel metals. Neutralisation reactions
slippery? Why does Acids : (Periods 5)
seawater taste salty? hydrochloric acid, sulphuric

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acid, nitric acid. Bases :
sodium hydroxide.
Common salt.

General Science, Class X
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
Why does iron rust? Why Types of chemical reactions: combination, Turmeric, limejuice, vinegar, Mixing pairs of substances
does painted iron not rust? decomposition, displacement, double mentioned alongside, to see the
Why is burning sensatin displacement, precipitation, neutralisation, reactions-discussion on
removed when one takes oxidation and reduction in terms of gain chemistry in the kitchen,
antacids? and loss of oxygen and hydrogen. chemistry inside our bodies.
Why do substances Carrying out simple projects

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General Science, Class X
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
stop burning in the adsence of baking soda, reactions that encompass
air? washing soda, yeast, hot decomposition, displacement,
Why is flame seen when water. Materials such as iron double displacement,
substances burn? nails, copper strip, aluminium precipitation, neutralisation,
Can substances burn without strip, zinc strip, galvanised oxidation and reduction.
flame? Why does a matchstics strip petri dishes with and (Periods 10)
kept in the blue part of the flame without covers, container that
not burn? Why is a red coating can be filled with water, cotton
formed on the zinc rod when it wool, etc.
is kept in copper sulphate

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solution? What is the meterial of
the coating?

General Science, Class X
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
How things change/react How do copper, silver, iron exist in Brief discussion of basic Samples of metals : iron, Discussions on metallurgical
with one another? nature? metallurgial processes. copper, lead, silver, zinc, processes and simple
Properties of common aluminium, gold; samples of experiments involving metals,
metals. Elementary idea non-metals : sulphur, graphite with chemical reactions.
about bonding. Alloys: steel, brass Models

What is the composition of natural gas Carbon compounds, Experiments involving reactions
used for cooking? elementray idea about of carbon and its compounds
What is petrol? bonding. Saturted with chemical reactions. Use of

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What is Vinegar? hydrocarbons, alcohols, models.
carboxylic acids: (no (Periods 16)
preparation only properties)

General Science, Class X
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
Meterials of common use How is common salt obtained? Soap-cleansing action of Kit Containing various Use of kit materials for
Besides its use in food, is it used for soap. materials like common salt, demonstration as well as
other purpose? What makes washing washing soda, lime, lime performing of experiments by
soda and banking soda different stone, bleaching powder, student of properties. Visits to
materials? How does bleaching plaster of Paris, soaps; factories.
powder make paper and cloth white? alcohol. (Periods 8)
What is the white material that is used
for making casts? How do soaps
clean clothes? Can some other?

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General Science, Class X
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
materials be used for cleaning clothes?
Why does a man lose control on his
body after drinking alcohol?
Why do people become blind on
drinking denatured alcohol?

How are elements How do chemists study such a large Gradation in properties: Brief historical account, Predicting trends on the basis

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classified? number of elements? Mendeleev periodic table. charts, films etc. of the table
(Periods 5)

General Science, Class X
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
3. The World of the What will happen if we bury Our environment: Discussion on food habits of Activity of burying different
Living different materials in the soil? Environmental problems, animals, finding out the materials in the soil and studying
Our Environment What will happen if we kill all what can we do? Bio various waste materials periodically what happens.
insects? Some of us eat meat; degradable, non-bio- producd and their disposal in Construction of food web using
some do not-what about animals? degradable. Ozone depletion different parts of the country. models, classification of some
common plants and animals as
consumers etc.
(Periods 8)

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How do we stay alive What are processes needed for Define ‘living‘ things; Basic Models and charts of various Study various things around to
living? concept of nutrition, respiration, systems in animals, and parts decide whether they are living/
transport and excretion in in plants. non living.
plants and animals. (Periods 15)

General Science, Class X
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
Control in the living Why do roots grow towards the Tropic movements in plants; Young plants for Experiments on tropic movments in
ground? Can we make them Introduction to plant experiments, seeds; Kit plants geotropism, hydrotropism,
grow upwards? Why do stems hormones; Control and materials; Pavlov’s phototropism, interaction of factors;
grow upwards? coordination in animals: experiment on conditioned experiment on apical dominance;
voluntary, involuntary and reflex. demonstration of reflex action.
reflex action, nervous (Periods 10)
system; chemical
coordination: animal
hormones.

Reproduction in the living Do plants and animals have Reproduction in plants and Permanent slide L.S. Study pollen tube growth and pollen tubes

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similar reproductive cycle? animals. Need for and grain;charts/speciments on a sigmatic mount, mount soaked seeds
Can we decide how many methods of family planning. of embroyos, egg. Charts to see embroynal axis, cotyledons etc.,
children are born in a family? Safe sex vs. HIV/AIDS. and other materials on seeds germination- epigeal and hypogeal
Childbearing and women/s family planning. structure of the hen’s egg. Discussion on
health. Newspaper reports on family planning and responsible
HIV/AIDS. parenting.
(Periods 10)

General Science, Class X
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
Heredity and evolution Why are we like our parents? Did Heredity, Origin of life: brief Data and worksheet from Phenotypic ratio 3 : 1, 2 : 1, 9 :
similar plants and animals exist in introduction; Basic concepts of Mendel’s experiments, 3:3:1
the past? Did life always exist? evolution. specimen of fossil. (Periods 10)

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General Science, Class X
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
4. Moving Things, Using a simple electric circuit, show
People and Ideas that charges flow from higher potential
5. How things work to lower potential. Use the analogy of
flow of water from higher to (potential
to highest energy) lower height (lower
Electric Circuits In which direction does current Potential difference, Battery, conductor potential energy).
flow inside a conductor? potential voltmeter, ammeter,
connecting wire, key.

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How is potential difference Ohm’s law -do- Using a circuit consisting of a
across a conductor related to And reheostats conductor, battery, key, voltmeter and
current through the conductor? ammeter, establish a relationship
between potential difference and
current and hence Ohm’s law.

How can you arrange a given Series combination of -do- Using the Ohm’s law circuit,
set of resistors so that the same resistances. and given set of resistors. establishing the properties of series
current flows through all? combination and the rule for
resistance.

General Science, Class X
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
How are appliances connected in a Parallel combination of -do- Establishing the rule for parallel
house? resistances. and given set of resistors. combination of resistors.
Appliances based on heating
effect of current in daily life. Identification of appliances in
How much heat is generated when a Power dissipated due to daily life base on heating effect
current I flows through a resistor? current. Inter relation between of current. Calculation of power
P,V,I and R. in daily life situations.
(Periods 12)
How does the needle of a compass Magnetic field lines A magnet,
Magnets change direction when placed at compass, white sheet, drawing Drawing magnetic field lines in
different points near a magnet? board, drawing pins. the vicinity of a bar magnet.

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Demonstrating that a current
carrying conductor produces a
Does a current carrying conductor A battery, a conductor,
magnetic field.
produce a magnatic field? Field due to a current carrying compass, key, A coil, A
wire. Field due to current solenoid. Demonstrating the magnetic field
carrying coil or solenoid. produces by a current carrying
What happens to a current carrying coil or solenoid.
conductor when it is placed in a
magnetic field? Force on current carrying A small rod, stand and two wires Demonstrating that a current
conductor Fleming’s left hand for suspending the rod, a strong carrying conductor when placed
rule. horseshoe magnet. in a magnetic field experiences
force.

General Science, Class X
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
How does the above effects help us Electric motor. Appliances using motors. Demonstrating the working of a
to design machines to do work? motor. Identifying the appliances
based on electric motors.

What do you observe when a magnet Electromagnetic induction. Two coils of wire, a magnet, a Demonstrating the phenomenon
is moved towards a wire connected galvanometer. of electromagnetic induction.
to a galvanometer?
Induced potential differences, Demonstrating that current is
induced current. Iron nails, battery, switch. induced in a coil kept near
How can the phenomenon of another coil in which current

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electromagnetic induction be used to changes.
design a device to generate Electric genetor : principle and A simple model of electric
electricity? working generator Demonstrating the principle and
working of a generator.

Does the current produced by a Direct current. Model of electric Generetor Familiaising with voltage and
generator have the same direction all Alternating current; frequency frequency of AC in our homes.
the time? of AC. Advantage of AC. over
DC.

General Science, Class X

Theme/Sub-theme Questions Key concepts Resources Activities/Processes
How are the bulbs etc. connected to Domestic electric circuits. Demonstration board for Explaining the working of
the AC source in our homes? domestic electric circuit. domestic electric circuits.
Demonstrating the use of a fuse
in domestic circuits.
(Periods 12)

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General Science, Class X
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
6. Natural Why is paper burnt when light Convergence and divergence of light. Experience, Double Observation of convergence
Phenomena passing through a lens strikes it? convex lens and divergence with lenses.

Does a spherical mirror also exhibit Images formed by a concave mirror, A candle, stand to hold a Exploring and recording
similar phenomenon? Can we see a related concepts centre of curvature, mirror, meter scale. features of images formed by a
full image of a tall building using a principal axis. Optical centre, focus, concave mirror, by placing an
small mirror? focal length. object beyond c.c., between
c.c. and focus, and between
pole and focus; ray diagrams.

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Why does a spoon partly immersed Refraction; laws of refraction. Glass slab, pins. Activity to explore laws of
in water in a transparent glass appear refraction.
broken at the level of water when
viewd from the sides?

What do lenses do? How do they Images formed by a convex lens; Convex lens. Activity exploring and recording
correct defects in vision? functioning of lens in human eye; features of images formed by
problems of vision and remedies. convex lens, Ray digrams.
Studying the glasses used by

General Science, Class X
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
Application of spherical mirrors human beings to correct
and lenses different vision defects.

Why does the path of light change on Appreciation of concept of Concepts learnt earlier. Activities studying refraction.
entering a different medium? refraction; velocity of light;
refractive index; twinkling of
stars; dispersion of light.

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Why or how does a prism disperse Dispersion of light. Prism, pins. Observation of objects through
light? prism; tracing rays refracted
through a prism; discussion.

Why is the sky blue? Scattering of light. Observations and experience Activity showing scattering of
light in emulsion etc.
(Periods 25)

General Science, Class X
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
7. Natural
Resources
Conservation of How can we contribute to protect Management of natural resources, Articles/stories on Case studies with focus on
Natural Resources environment in our locality? Conservation and judicious use of conservation; Posters on commercial activities exploiting
What are the major global natural resources. Forest and wild life, evnironmental aware- natural resources.
environmental issues of direct coal and petroleum conservation. ness. Effect of these on various
relevance to us? cycles in natures.

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General Science, Class X
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
What are the steps expected on the People’s participation. Chipko Case studies on Chipko Making posters/slogans for
part of local administration to maintain movement. Legal perspectives in movement; CNG use. creating awareness.
balances in nature in your region? conservation and international
How can we help? scenario.

The regional How does the construction of big Big dams: advantages and Case study material on Case studies with focus on
environment dams affect the life of the people and limitations; alternatives if any. Water dams. Resource material issues of construction of dams
the regional environment? Are rivers, harvesting. Sustainability of natural on water harvesting. and related phenomena
lakes, forests and wild life safe in resources. (actual/probable). Debates on

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your area? issues involved.

Sources of energy What are the various sources of Different forms of energy, leading to Experience; print material Discussion, making models
energy we use? Are any of these different sources for human use; fossil on various sources of and charts in groups. Making
sources limited? Are there reasons fuels, solar energy; biogas; wind, energy; materials to make a solar heater/cooker.
to prefer some of them over others? water and tidal energy;nuclear a solar heater. (Periods 8)
energy, Renewable versus non-
renewable sources.

GENERAL SCIENCE
Subject Code : C3

Class : X Time : 3 hours
Total Marks : 100 Pass Marks : 30

Theory : 90
Internal Assessment : 10
Pass marks in written examination : 27
Marks
Unit CONTENTS Half
Final
Yearly
Chapter 1 Chemical Reactions and  
Equations
Chapter 2 Acids, Bases and Salts  
Chapter 3 Metals and Non-metals 
Chapter 4 Carbon and its Compounds 
Chapter 5 Periodic Classification of  
Elements
Chapter 6 Life Processes  
Chapter 7 Control and Coordination  
Chapter 8 How do Organisms Reproduce 
Chapter 9 Heredity and Evolution  
Chapter 10 Light-Reflection and Refraction  
Chapter 11 Human Eye and Colourful World  
Chapter 12 Electricity 
Chapter 13 Magnetic Effects of Electric 
Current
Chapter 14 Sources of Energy  
Chapter 15 Our Environment 
Chapter 16 Management of Natural 
Resources
Total (Theory) 90 90
Internal Assessment 10 10
Grand Total 100 100

* Questions from each Unit/Lesson will carry marks 2-10.
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Experimental Activites Practicals/Internal Assessment
Marks - 10
Marks
Sl. No. CHAPTERS

1. Category A : Teacher’s activity-
(Teacher will evaluate the students
as he/she demonstrates)
2. Category B : Student’s activity-
Activity
Practical record book
3. Category C : Chart / Model /
Specimen Collection
Total 10

Textbook : Science (for Class X), published by The Assam State
Textbook Production and Publication Corporation Ltd.,
Guwahati-1

* Questions from each Unit/Lesson will carry marks 2-10.

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General Science, (for blind Students), Subject Code - 48, Class IX
Teaching Points and Activities
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
1. Food Higher yields What do we do to get Plant and animal breeding and Describe visit to any fish/bee/ Let the students feel by touching the
higher yields in our farms? selection for quality improvement, dairy/pig etc. farms; data collection of weeds found in fields of
use of fertilizers, manures; showing harmful effects of different crops; collection of diseased
protection from pests and insecticides; process for the crops; discussion and studying
diseases; organic farming. preparation of compost, compositing/vermi- compositing
vermicompost. (Periods 8)
Material in our What kinds of clothes help Cooling by evaporation. Work done in Class VII; Describe : Experiments to show
clothing us to keep cool? Absorption of heat. glassware, heat source, black cooling by evaporation.
Why do wet clothes feel col? paper thermometers. Experiments to show that the white

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objects get less hot.
(periods 5)

2. Different kinds of In what ways are materials All things occupy space, possess Everyday substances like Tell the texture, the colour and lustre,
materials different from each other? Is mass. Definition of matter. wood, salt, paper, ice, steel, effect of air, water and heat, etc. on
there some similarity in water, etc. each of the materials.
materials? (Periods 4)

In what way are materials Solid, liquid and gas; Wax, water, ice, oil, suger, Sorting out a medley of materials,
you see around? How do chatracteristics-shape, volume, camphor/ammonium chloride/ in various ways Tell shape and
solids, liquids and gases density; change of state-melting, naphthalene. physical state of different materials.
freezing.

General Science, (for blind Students), Class IX

Theme/Sub-theme Questions Key concepts Resources Activities/Processes
differ from each other? evaporation, condensation, Tell the effect of heat on each of
Can materials exist in all the sublimation. the resources. (Teacher to
three states? perform the experiment for
camphor, ammonium chloride
and naphthalene.)
(Period 4)

What are things made What are things around you Elements, compounds and mixtures. Samples of commonly Discussion on claims ‘Air is a
of ? made of? Heterogeneous and homogeneous available elements, mixture’ (Mixture of what? How

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What are the various types of mixtures. Colloids and suspensions. compounds and mixtures, can these be separated?),
chemical substances? Samples of solution, ‘Water is a compound’ and
suspension and colloid. ‘Oxygen is an element’.

Do substances combine in a Equivalence-that x grams of A is Historical accounts.
definite manner? chemically not equal to x grams of B. Glassware, chemicals
(Oxalic acid, sodium
hydroxide, magnesium
ribbon).

General Science, (for blind Students), Class IX
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
How do things combine Particle nature, basic units: Kits for making molecular Discussion on the fact that elements
with each other? atoms and molecules. Law of models. combine in a fixed proportion. Discussion
Are there any patterns constant proportions. Atomic and on chemical formulate of familiar
which can help us guess molecular masses. compounds.
how things will combine
with each other? Historical account including
experiments of Lavoisier
and Priestley.

How do chemists weigh Mole concept. Simple numericals to be done by the

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and count particles of Relationship of mole to mass of students.
matter? the particles and numbers. A game for writing formulae. e.g. criss
Valency. Chemical formulae of crossing of valencies to be taught through
common compounds. dividing students into pairs. Each student
to hold two placards: one with the symbol
and the other with the valency. Keeping
symbols in place, teacher to move only
valencies to form the formula of a
compound.

General Science, (for blind Students), Class IX
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
What is there inside an Can we see an atom or a Atoms are made up of smaller particles: Charts, films etc. Brief historical account of
atom? molecule under a electrons, protons, and neutrons. These Rutherford’s experiment.
microscope or by some smaller particles are present in all the atoms (Periods 18)
other means? What is but their numbers vary in different atoms.
there inside an atom? Isotopes and isobars.

3. The World of the
Living Biological
Diversity.
How do the various plants Diversity of plants and animals-basic Speciments of some Discussion on diversity and the
around us differ from each issues in scientific naming, Basis of animals, and plants not characteristics associated with

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other? How are they classification, Hierarchy of categories/ easily observable around any group.
similar? What about groups, Major groups of plants (Salient you (Periods 14)
animals? How are they features) (Bacteria, Thallophyta,
similar to and different from Bryophyta Pteridophyta, Gymnosperms
each other? and Angiosperms). Major groups of
animals (salient features) (Non-chordates
up to phyla and Chordates up to classes.)

General Science, (for blind Students), Class IX
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
What is the living being What are we made up of? Cell as a basic unit of life; Prokaryotic Permanent slides, model of Discuss model of human body to
made up of ? What are the different parts and eukaryotic cells. wal, cell organelles; the human body. learn about levels of organization-
of our body? What is the cell membrane and cell wall, cell tissue, organ system, and
smallest living units? organelles; chloroplast, mitochondria, organism, tell the difference of
vacuoles, ER, Golgi Aparatus; nucleus, blood smears (frog and human)
chromosomes-basic structure, number. cheek cells, onion peel cell,
Tissues, organs, organ systems, Spirogyra, Hydrilla leaves
organism. Structure and functions of (cyclosis).
animal and plant tissues (four types in (Periods 12)
animals; meristematic and permanent

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tissues in plants).

General Science, (for blind Students), Class IX
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
How do we fall sick? What are the various Health and its failure Disease and its Newspaper articles, Tell about disease occurrence
causes of diseases? causes. Diseases caused by microbes information from health pattern. studying the life cycle of
How can diseases be and their prevention- Typhoid, diarrhoea, centres, photographs of the mosquito and malarial
prevented? How can we malaria, hepatitis, rabies, AIDS, TB, polio; various casual organisms. parasite. Discussion on how
remain healthy? pulse polio programme. Photographs, permanent malaria is spread, how to prevent
slides of bacteria. mosquito breeding.
(Periods 10)

How do substances How do food and water Diffusion/exchange of substances between Egg membrane, Rhoeo

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move from cell to cell? move from cell to cell? cells and their environment, and between leaves, sugar.
How do gases get into the cells themselves in the living system;
the cells? role in nutrition, water and food transport,
What are the substances excretion, gaseous exchange.
that living organisms
exchange with the
external world?
How do they obtain these
substances?

General Science, (for blind Students), Class IX
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
4. Moving Things,
People and Ideas
Motion How do we describe Motion-displacement, velocity, uniform Analysis of motion of different
motion? and nonuniform motion along a straight common objects. Tell distance-
line, acceleration, distance-time and time and velocity time graphs for
velocity time graphs for uniform and uniform motion and for uniformly
uniformly accelerated motion, equations accelerated motion.
of motion by graphical method; elementary (Periods 12)
idea of uniform circular motion.

Force and Newton’s What makes things Force and motion, Newton’s laws of Historical accounts; Tell effect of force on the state of

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laws change their state of motion: intertia of a body, intertia and experiences from daily motion of objects in a variety of
motion? mass, momentum, force and acceleration. life; wooden and glass daily-life situations. Tell change
Elementary idea of conservation of boards, sand, balls; in direction of motion of an object
momentum, action and reaction forces. wooden support, some due to application of force.
coins (say of Rs. 2 or Rs. (Periods 10)
5); tumbler, ballons etc.
Gravitation
What makes things fall? Graviation; universal law of gravitation, Spring balance Analaysis of motion of ball falling
down and of ball thrown up.

General Science, (for blind Students), Class IX
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
Do all things fall in the force of gravitation of the earth (gravity), Tell about measuring mass and
same way? acceleration due to gravity; mass and weight by a spring balance.
weight; free fall. (Periods 7)

Work, Energy and How do we measure Work done by a force, energy, power; Rope (or string), board or Discuss :
Power work done in moving kinetic and potential energy; law of plank, wooden block, ball, Experiments on body rolling
anything? How does conservation of energy. arrow, bamboo stick, down inclined plane pushing
falling water make a mill spring, etc. another body.
run? Experiments with pendulum.
Experiments with spring

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balance.
(Periods 6)

Floating Bodies How does a boat float on Thrust and pressure. Archimedes’ Cycle pump; board pins, Discuss : Experiments with
water? principle, buoyancy, elementary idea of bulleting board, mug, floating and sinking objects.
relative density. bucket, water etc. (Periods 4)

How do we hear from a How does sound travel? Nature of sound and its propagation in String, ball or stone as Discuss : Experiment on
distance? What kind of sounds can various media, speed of sounds, range bob, water tank, stick, reflection of sound.
we hear? What is an of hearing in humans; ultrasound; reflection slinky, rope, echo tube, (Periods 10)
echo?
How do we hear?

General Science, (for blind Students), Class IX
Theme/Sub-theme Questions Key concepts Resources Activities/Processes
echo and sonar. Structure of Model or chart showing structure
the human ear (auditory aspect of the ear.
only).

5. How Things Work Why do air, water and soil Physical resources: air, water, Daily newspapers, magazines and Case studies of actual situation in
seem not to be consumed? soil. Air for respiration, for other reading materials. Weather India with more generalised
6. Natural How does the presence of combustion, for moderating reports over a few months and air overview of inter relationship of
Phenomena air support life on earth? temperatures, movements of air quality reports over the same time air, water, soils, forests. Debates
How have human activities and its role in bringing rains period. Case study materials. on these issues using resources

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7. Natural Resources created disturbances in the across India. mentioned alongside, visit to/from
Balance in Nature atmosphere? Air, water and soil pollution (brief and environmental NGO;
How does nature work to introduction), Holes in ozone discussion.
maintain balance of its layer and the probable (Periods 15)
components? damages, Bio-geo chemical
cycles in nature: water,
oxygen, carbon, nitrogen.

List of Practicals for Class IX
(For Blind Students)

1. To detect sound of high frequency and low frequencey. (pitch
of high frequency is high and that of low frequency is low)
Instruction : Students will be provided different sourcess of
sound with different frequencies. Hearing the sound and feeling
the pitch they will detect high and low frequency sounds.
2. To understand the amplitude of sound.
(Sound of high amplitude is louder)
Instruction : Students will make sounds of different
loudness using different sources and detect the amplitude
(high or low) accordingly.
3. To feel the air pressure or pressure of gas.
Instruction : Students will blow several ballons and feel the
air pressure inside the ballon by holding the ballon with hand.
4. To understand atomic model.
Instruction : Several atomic models (3-D) will be provided.
Students have to identify those with the help of teachers.
5. To identify sublimable and non-sublimable substances.
Instruction : Several substances should be provided to
the students and they will identify the sublimable ones by
smelling them from a distance.
6. To understand multiple reflection of sound.
Instruction : Two students will stand at a distance of 5 feet
(say) one will make a sound and the other will hear. Same
shall be done again using a pipe of 5 feet long. They will find
the difference and feel the effect of multiple reflections of sound
(Variation of this activity may be included).
7. To study cell.
Instruction : 3-D models of plant cells and animal cells to
be provided and the students will identify the cell organelles
with the help of teachers.
8. To study nuron, peranocium, annelide, monocot seeds,
diacot seeds, gymnosperm. angiosper etc.
Instruction : Students will be provided 3-D model of each
and teachers will help them to identify from the models.
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