CBSE Class 9 Syllabus 2027 Science

FOR CBSE CLASS 9 SYLLABUS EXAM PREPARATION

CBSE Class 9 Syllabus
2027
Question Paper ·
Science
EXAM YEAR TYPE SUBJECT

CBSE Class 9 Syllabus 2027 Question Paper Science

Notes · Sample Papers · Previous Year Papers · Mock Tests

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Subject Code – 086a
Classes IX (2026-27)
Introduction
Science is the study of the natural and physical world around us through a systematic
process of observing, questioning, forming hypotheses, testing hypotheses through
experiment, analysing evidence, and continuously revising our knowledge. It develops
essential skills like curiosity, creativity, evidence-based thinking, and sound decision-making
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that help us lead rational and fulfilling lives. Learning Science provides valid knowledge about
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the world, and builds scientific values and capacities. It draws knowledge from Biology,
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Chemistry, Physics, Earth Science, Mathematics, Computational Sciences, and sometimes
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Social Science and Vocational Education to offer an interdisciplinary understanding of the
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role of science.
Science Education helps students to develop an understanding of the natural and physical
world through systematic inquiry. Learning Science also develops important capacities, such
as observation, questioning, analysis, inference, etc. This helps individuals to meaningfully
participate in society and the world of work with a scientific temper, critical and evidence-
based thinking, asking relevant questions, analysing practices and norms, and acting for
necessary change.
Science Education aims to achieve:
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● Scientific understanding of the natural and physical world;
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● Capacities for scientific inquiry;
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● Understanding the evolution of scientific knowledge;
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● Interdisciplinary understanding between Science and other curricular areas;
● Understanding of the relationship between Science, Technology, and Society;
● Scientific temper, and
● Creativity.
Together, the NEP 2020 and NCF-SE 2023 envision science classrooms that encourage
curiosity, creativity, collaboration and connection with the real world, ultimately nurturing not
just future scientists, but responsible, informed and critically thinking citizens.
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Learning standards (Curricular Goals and Competencies) describe what students should
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know, understand, and be able to do in Science. In Grades 9 – 10, Science is taught using an
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helps students understand the connections between disciplines and relate Science to their
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conceptual understanding, with content selected both for disciplinary relevance and real-life
usefulness. Students must deepen their understanding of the world, explore scientific
questions through discussion and experimentation, and communicate their learning in
various ways. It is important to note that the Curricular Goals are interdependent and not
separate.
Learning standards are organised into four levels: broad curricular aims define the overall
objectives for Science Learning by the end of each schooling stage; more specific Curricular
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Goals guide the design of the science curriculum for each stage and topic; Competencies
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represent measurable scientific skills and knowledge-based on these goals, assessed at the
end of each stage; and detailed Learning Outcomes (LOs) are granular milestones of
learning and usually progress in a sequence leading to the attainment of a competency.
These LOs enable teachers to plan their content, pedagogy, and assessments towards
achieving specific competencies.
Curricular Goals (CGs) and Competencies (Cs)
CG 1 – Explores the world of matter, its interactions, and properties at the atomic level
C 1.1 – Describes classification of elements in the Periodic Table, and explains how
compounds (including carbon compounds) are formed based on the atomic structure (Bohr’s
model) and properties (valency).
C 1.2 – Investigates the nature and properties of chemical substances (distillation,
crystallisation, chromatography, centrifugation, types and properties of mixtures, solutions,
colloids, and suspensions)
C 1.3 – Describes and represents chemical interactions and changes using symbols and
chemical equations (acid and base, metal and non-metal, reversible and irreversible)
CG 2 – Explores the physical world around them, and understands scientific principles
and laws based on observations and analysis
C 2.1 – Applies Newton’s laws to explain the effect of forces (change in state of motion —
displacement and direction, velocity and acceleration, uniform circular motion, acceleration
due to gravity) and analyses graphical and mathematical representations of motion in one
dimension
C 2.2 – Explains the relationship between mass and weight using universal law of gravitation,
and connect it to the laws of motion
C 2.3 – Manipulates the position of object and properties of lenses (focus, centre of
curvature) to observe image characteristics and correspondence with a ray diagram, and
extends this understanding to a combination of lenses (telescope, microscope)
C 2.4 – Manipulates and analyses different characteristics of the circuit (current, voltage,
resistance) and mathematises their relationship (Ohm’s law), and applies it to everyday
usage (electricity bill, short circuit, safety measures)
C 2.5 – Defines work in scientific terms, and represents the relationship between potential
and kinetic energy (conservation of energy) in mathematical expressions
C 2.6 – Demonstrates the principle of mechanical advantage by constructing simple
machines (system of levers and pulleys)
C 2.7 – Describes the origin and properties of sound (wavelength, frequency, amplitude) and
differences in what we hear as it propagates through different instruments
C 2.8 – *Explores interconnected systems and phenomena that support and affect life on
Earth (hydrosphere, biosphere, atmosphere, geosphere, cryosphere and their
interrelationships, earth processes, hazards, etc.)
*Additional Competency for Earth Science
CG 3 – Explores the structure and function of the living world at the cellular level
C 3.1 – Explains the role of cellular components (nucleus, mitochondria, endoplasmic
reticulum, vacuoles, chloroplast, cell wall), including the semi-permeability of cell membrane
in making cell the structural basis of living organisms and functional basis of life processes

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C 3.2 – Analyses similarities and differences in the life processes involved in nutrition
(photosynthesis in plants; absorption of nutrients in fungi; digestion in animals), transport
(transport of water in plants; circulation in animals), exchange of materials (respiration and
excretion), and reproduction
C 3.3 – Describes the mechanisms of heredity (in terms of DNA, genes, chromosomes) and
variation (as changes in the sequence of DNA)
CG 4 – Explores interconnectedness between organisms and their environment
C 4.1 – Applies the knowledge of cellular diversity in organisms along with the ecological role
organisms play (autotrophic or heterotrophic nutrition) to classify them into five kingdoms
C 4.2 – Illustrates different levels of organisations of living organisms (from molecules to
organisms)
C 4.3 – Analyses different levels of biological organisation from organisms to ecosystems
and biomes along with interactions that take place at each level
C 4.4 – Analyses patterns of inheritance of traits in terms of Mendel’s laws and its
consequences at a population level (using models and/or simulations)
C 4.5 – Analyses evidences of biological evolution demonstrating the consequences of the
process of natural selection in terms of changes — in allele frequency in population,
structure, and function of organisms
CG 5 – Draws linkages between scientific knowledge and knowledge across other
curricular areas
C 5.1 – Explores how literature and arts have influenced Science
C 5.2 – Examines a case study related to the use of Science in human life from the
perspective of Social Sciences and Ethics (for example, Marie Curie, Jenner, treatment of
patients with mental illnesses, the story of the atomic bomb, green revolution and GMOs,
conservation of biodiversity)
C 5.3 – Applies scientific principles to explain phenomena in other subjects (sound pitch,
octave, and amplitude in music; use of muscles in dance form and sports)
CG 6 – Understands and appreciates the contribution of India through history, and the
present time to the overall field of Science, including the disciplines that constitute it
C 6.1 – Knows and explains the significant contributions of India to all matters (concepts,
explanations, methods) that are studied within the curriculum in an integrated manner
CG 7 – Develops awareness of the most current discoveries, ideas, and frontiers in all
areas of scientific knowledge in order to appreciate that Science is ever evolving, and
that there are still many unanswered questions
C 7.1 – States concepts that represent the most current understanding of the matter being
studied, ranging from mere familiarity to conceptual understanding of the matter as
appropriate to the developmental stage of the students
C 7.2 – States questions related to matters in the curriculum for which current scientific
understanding is well-recognised
CG 8 – Explores the nature of Science by doing Science
C 8.1 – Develops accurate and appropriate models (including geometric, mathematical,
graphical) to represent real-life events and phenomena using scientific principles, and use
these models to manipulate variables and predict results
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C 8.2 – Designs and implements a plan for scientific inquiry l(formulates
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predictions, identifies variables, accurately uses scientific
primary and secondary — in multiple modes, draws inferences based on data, and
understanding of scientific concepts, theories, laws and principles, and communicates
findings using scientific terminology)

COURSE STRUCTURE
CLASS IX (2026-27)
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(Annual Examination)
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Time: 03 Hours Max. Marks: 80

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Unit No. Unit Chapter No. Marks

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a World of Living 2,3,11,12
II Matter - Its Nature and Behaviour 5,8,9 25
III Motion, Force, Work and Sound 4,6,7,10 23
IV Earth as a system 13 5
Total 80
Internal assessment
 Periodic Assessment - 05 marks + 05 marks
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 Subject Enrichment (Practical Work) - 05 marks
 Portfolio - 05 marks
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Grand Total 100

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Cell No. of Periods: 12
Key Concepts Learning Outcomes

• Discovery of cell C-3.1 • Differentiate between plant and animal cell,
• Plant and animal cells prokaryote and eukaryote
• Prokaryotic and • Describe the structural and functional features of
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eukaryotic cells cells
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• Cell as a structural and • Explain the role of cells in the structure and
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functional unit of life; functions of organisms
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mitochondria,
with the environment
• Demonstrate osmosis in cells
chloroplast, endoplasmic • Prepare slides to observe cell structure
reticulum, vacuoles,
plasma membrane, cell C-3.2 • Differentiate between diffusion and osmosis
wall)
• Permeability of cell C-3.3 • Explain the role of cell division mitosis and meiosis
in creating similarities and variations

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membranes C-4.2 • Identify and describe the role of biomolecules in the
• Cellular division and structure and function of cell
cancer
• Recent advancement in C-5.2 • Cite case study related to the use of science in
cell biology human life, for example, Leigh Syndrome and
mitochondrial dysfunction

C-5.3 • Apply learning of a structure and function of
muscles cells or joints in dance form and/or sports

C-6.1 • Discuss significant contributions of India, for
example, Professor Arun Kumar Sharma for his
work on chromosomes and methods for its studies

C-7.1 • Recognise that the cell is a structural unit of life
and functional unit of life processes

C-7.2 • Pose questions, such as — Can we create artificial
cell which behaves exactly like a natural living cell?

C-8.1 • Exhibit creativity and design models using low cost
or no-cost eco-friendly material to study structure
and functions of cell and cell organelles

C-8.2 • Carry out an experiment to understand the osmosis
• Analyze result and present finding using scientific
terms

Tissues No. of Periods: 13
Key Concepts Learning Outcomes

Tissues: Introduction and C-4.2 • Differentiate between plant and animal tissues;
importance meristematic and permanent tissues; simple and
• Level of organisation in complex tissues; parenchyma, collenchyma and
the living organisms sclerenchyma; xylem and phloem; striated smooth
• Plant and animal tissues and cardiac muscles;
• Types of plant tissues • Different types of joints
• Meristematic tissues • Relate the structure of the different types of
(types and function of tissues with their functions
each) • Explain the role of various types of tissues in
• Permanent tissues plants and animals
(types, structure and • Describe the level of organisation in a multicellular
function of each) organism
• Animal tissues
• Overview (epithelial, C-5.3 • Establish the correlation between different tissues
for fitness, for example, role of muscles, cartilage

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connective, muscular and bones in facilitating movement
and nervous tissues —
types, structure and C-6.1 • Explain the importance of yoga exercises for
function of each) physical agility and in maintaining the correct
• Elementary idea of posture
musculoskeletal system
C-6.1 • Discuss significant contributions of India, for
• Care of musculoskeletal
example, Professor Sipra Guha Mukherjee and
system: injuries, postural
Professor S.C. Maheshwari for their significant
care, nutrition and
contribution in the plant cell and tissue culture
exercise
research in India

C-7.1 • Discuss the techniques and medical
recommendations in recovery from muscular
injuries

C-8.2 • Carry out an experiment to understand the growth
in plant due to apical meristem
• Represent data in multiple modes, including
appropriate figures, tables, graphs, or digital
formats, interpret and draw inferences from the
data
• Analyse results and present findings using
scientific terms
• Communicate findings and conclusions effectively,
such as those from experiments, activities, or
projects, both orally and in written form

Reproduction No. of Periods: 13
Key Concepts Learning Outcomes

• Introduction to different C-2.8 • Analyse the interactions between members of
forms of reproduction — different groups of organisms, such as plants and
sexual and asexual • pollinators
Types of asexual
reproduction with C-3.2 • Compare asexual and sexual reproduction
examples • Describe male and female reproductive organs in
• Sexual reproduction in plants and animals
flowering plants (flower • Differentiate between ovule and seed; ovary and
and its parts, pollination, fruit
fertilisation, seed • Explain pollination and fertilisation
dispersal)
C-3.3 • Explain how variations are introduced by sexual
• Sexual reproduction in
reproduction

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humans:
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male
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and C-4.3 • Identify and explain
agents in seed dispersal and pollination
systems (structure and
function, formation of C-5.1 • Illustrate the structure of male and female
gametes, sperm and reproductive units or systems in plants and animals
egg, fertilisation,
C-5.2 • Recognise the significance of contraceptive
pregnancy and
devices for population control and health including
development of embryo,
reproductive health
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menstrual cycle)
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• Reproductive health and C-6.1 • Describe the contribution of India to the
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C-6.1 • Discuss significant contributions of India,
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and importance
example, Professor Panchanan Maheshwari for
laying the foundation of plant cell and tissue culture
research in India

C-7.1 • Recognise the importance of improvements in
medical field for assisted reproductive technologies

C-7.2 • Pose questions, such as — How do heavy metals
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harm reproductive organs? Can extreme heat
affect fertility?
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Diversity ag No. of Periods: 12
Key Concepts Learning Outcomes

• Importance of C-4.1 • Distinguish organisms based on certain
classification characteristics, such as number of cells present,
• Five kingdoms and their cellular organisation and mode of nutrition
key features with • Classify various organisms in groups, such as five
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examples kingdoms, on the basis of their cellular organisation
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• Major division of animals
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and ecological role

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and plants
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• Describe the significance and rules of binomial

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• Apply binomial nomenclature on some common
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C-2.8 • Analyse the interactions between members of
different groups of organisms, such as lichens
• Discuss ecological role of diverse organisms

C--7.1 • Recognise three domains of classification of
organisms on molecular basis
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Exploring Mixtures and their Separation No. of Periods: 12
Key Concepts Learning Outcomes

• Homogeneous and C-1.2 • Differentiate between homogeneous and
heterogeneous mixtures; heterogeneous mixtures on the basis of their
• Solutions, suspensions, properties
colloids and their • Demonstrate separation techniques, such as
properties crystallisation, distillation, paper chromatography,
• Various ways to express sublimation, centrifugation and coagulation
concentration of • Classify mixtures as solutions, suspensions, or
solutions (mass by mass colloids based on their properties
percentage of a solution, • Explain the scientific principles behind different
mass by volume separation techniques
percentage of a solution, • Apply the knowledge of homogeneous and
volume by volume heterogeneous mixtures in daily life
percentage of a solution) • Define and calculate the concentration of solutions
• Separation techniques using mass by mass percentage, mass by volume
based on the physical percentage, volume by volume percentage
properties of • Analyse graphs of solubility and explain how the
components, including solubility of substances changes with temperature
crystallisation, • Use scientific conventions and standard units to
distillation, paper express concentrations
chromatography, • Handle common laboratory chemicals and
sublimation, apparatus safely
centrifugation and • Relate separation techniques with practices
coagulation observed in the local environment

C-5.1 • Draw labelled diagrams or flow charts of separation
techniques

C-5.2 • Display awareness about the societal impact of
chemistry in making life healthier, cleaner and
sustainable

C-5.3 • Correlate the phenomenon used in centrifugation to
the spinning dance

C-6.1 • Describe the cultural practices, like traditional
methods of distillation
• Display awareness about the contributions of
Indian scientists, such as Dilip Mahalanabis

C-7.1 • Demonstrate the use of small-scale or micro-scale
experiments, such as crystallisation of copper

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sulfate, as an alternative to traditional methods

C-7.2 • Poses question, such as — Can we create artificial
blood that works just as real blood for all patients?

C-8.1 • Exhibit creativity and work collaboratively in groups
to create models of apparatus used for separating
mixtures, such as a paperfuge and a distillation
unit, using eco-friendly materials

C-8.2 • Formulate hypotheses about scientific phenomena
based on prior knowledge and understanding of
scientific concepts, and predict the results of an
experiment or investigation based on their
hypotheses
• Accurately use scientific instruments, apparatus
and chemicals to collect data
• Analyse results and findings using scientific terms
• Represent findings in multiple modes, including
appropriate figures, tables, graphs, or digital
formats, and interpret and draw inferences from the
findings
• Communicate findings and conclusions effectively,
such as those from experiments, activities or
projects, both orally and in written form

Structure of an Atom No. of Periods: 14
Key Concepts Learning Outcomes

• Atoms are the basic C-1.1 • Differentiate between subatomic particles
units of elements (electrons, protons, and neutrons) based on their
• Atoms consist of charge, and position in the atom
subatomic particles • Illustrate how electrons are distributed in different
• Atomic Models energy levels, such as K, L, M, N ... or by numbers
(Thomson’s Model, n = 1, 2, 3, 4 ...
Rutherford’s Model, and • Explain valence electrons, valency, atomic number,
Bohr’s Model) atomic mass, isotopes, and isobars
• Distributions of electrons • Calculate the number of electrons, protons, and
in elements (up to 18 neutrons of an element using its atomic and mass
elements) numbers
• Symbols • Interpret data, such as atomic mass, maximum
• Valency as the number of electrons in a shell, and valency to
combining capacity classify elements accurately
• Atomic number • Use scientific conventions as per international

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• Mass number
• Isotopes
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neutron, unified atomic mass unit (u), and
• Isobars distribution of electrons in various shells, such as
K, L, M, N …

C-1.3 • Recognise and accurately apply the chemical
symbols for the first eighteen elements according
to IUPAC
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about the contributions of key scientists in the
discovery and development of atomic structure

C-5.2 • Display awareness about the role of Indian
scientists and their contributions to atomic science
for peaceful purposes and explore how their works
influenced India’s scientific development
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• Design and develop games that utilise atomic
number, mass number, and subatomic particle
clues to accurately predict and identify elements

C-6.1 • Display awareness about the contributions of the
ancient Indian philosopher, Acharya Kanad’s idea
of indivisible particles (Parmanu)
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• Describe scientific discoveries that explain how the
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through various atomic models proposed by
different scientists

C-7.2 • Pose question, such as — is it possible to
completely understand everything that happens
inside an atom?

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C-8.1 • Exhibit creativity and work collaboratively in groups
to design different models of atoms

C-8.2 • Formulate hypotheses about scientific phenomena
by applying prior knowledge and understanding of
scientific concepts, and predict the results of data
based on the hypotheses
• Analyse results and present findings using
scientific terms
• Correlate the results and conclusions of different
models of atomic structure
• Represent data in multiple modes, including
appropriate figures, tables, graphs or digital
formats, and interpret and draw inferences from the
data
• Communicate findings and conclusions effectively,
such as those from experiments, activities or
projects, both orally and in written form

Atoms and Molecules No. of Periods: 14
Key Concepts Learning Outcomes

• Law of conservation of C-1.1 • Differentiate between chemical species based on
mass their properties or characteristics, such as atoms
• Law of constant and molecules, elements and compounds, ionic
proportion and covalent compounds, cations and anions,
• Dalton’s Atomic theory formula unit mass and molecular mass• Plan and
• Molecules of elements, demonstrate activities to observe and verify the law
Molecules of covalent of conservation of mass
compounds and their • Explain the Dalton’s atomic theory, the law of
properties conservation of mass, the law of constant
• Ions, Ionic compounds proportions, and formation of ionic and covalent
and their properties compounds
• Writing chemical • Calculate the charge on an ion, valency from the
formulae atomic number, the molecular and formula unit
• Molecular mass mass
• Formula unit mass • Use scientific conventions, symbols, and valency to
write the chemical formulae of simple compounds
• Display awareness about the scientific discoveries,
such as the contributions of Antoine Lavoisier,
Joseph Proust, and John Dalton
• Handle common laboratory chemicals and
apparatus safely

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C-5.1 • Draw diagrams of electron dot structures of atoms
and molecules

C-5.2 • Describe how atoms and molecules can lead to
beneficial applications, such as medicine, energy
and peaceful use of atomic science
• Relate atomic bonding to social bonding

C-5.3 • Design educational games to write chemical
formulae using symbols

C-6.1 • Display awareness about the contributions of
Indian scientists in promoting the peaceful use of
atomic energy and the traditional use of the red
pigment ‘cinnabar’ obtained from rocks

C-7.1 • Describe the basic concepts that matter are made
of particles; elements combine in fixed ratios to
form compounds; the law of conservation of mass;
and different types of bonding (ionic and covalent)

C-7.2 • Pose question, such as — Are there any chemical
changes that do not obey the law of conservation
of mass?

C-8.1 • Exhibit creativity and work collaboratively in groups
to construct simple models of compounds

C-8.2 • Formulate hypotheses about scientific phenomena
by applying prior knowledge and understanding of
scientific concepts and laws, and predict the results
of data based on the hypotheses
• Accurately use scientific instruments, apparatus
and chemicals to collect data
• Analyse results and findings using scientific terms
• Represent data in multiple modes, including
appropriate figures, tables, graphs or digital
formats
• Communicate findings and conclusions effectively,
such as those from experiments, activities or
projects, both orally and in written form

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Key Concepts
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Learning Outcomes

• Earth as interconnected C-2.8 • Explain the interconnectedness between different
system spheres of the Earth (biosphere, geosphere,
• Nature of solar energy: hydrosphere, cryosphere and atmosphere)
solar radiation, • Explain the nature of solar radiation • Explain that
electromagnetic solar radiation is an electromagnetic waves having
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light
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• Explain the interaction of solar radiation with the ag
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and differential heating
of the Earth (the role of Earth’s surface and relate the differential heating of
the atmosphere and the the Earth’s surface with the atmospheric
Earth’s surface) phenomena, such as air movement, evaporation,
• Differential warming of etc., and describe phenomena like mountain,
the Earth causes winds valley, sea and land breezes
• Biogeochemical cycles • Describe how the latitude and tilt of the Earth, and
(water cycle, carbon absorption and reflection of solar radiation by
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Earth’s surface
oxygen cycle)
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• Identify various components of the Earth that

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• Explain the role of the atmosphere in influencing
weather and climate on the Earth
• Identify the reflectivity of different materials through
reliable scientific sources, such as the internet and
books
• Describe how elements like carbon, nitrogen,
oxygen and water are recycled between biotic and
abiotic environments
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environment (abiotic) and living (biotic) organisms,

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environmental balance

C-6.1 • Reflect the changing nature of Earth’s environment
through our traditional knowledge

C-7.2 • Pose questions, such as — What will happen if
there is no differential heating of the Earth?
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C-8.1 • Draw flow charts, concept maps for
biogeochemical cycles, differential heating of the
Earth’s surface and Electromagnetic spectrum

C-8.2 • Formulate hypotheses about scientific phenomena
based on prior knowledge and understanding of
differential heating of the Earth and biogeochemical
cycle
• Predict the results of an experiment or investigation
based on their hypotheses
• Communicate findings and conclusions effectively,
such as those from experiments, activities or
projects, both orally and in written form

Motion No. of Periods: 13

Key Concepts Learning Outcomes

• Motion — displacement, C-2.1 • Differentiate between distance travelled and
velocity, acceleration displacement, and speed and velocity for objects
• Graphical representation moving in a straight line
of motion for an object • Define displacement, velocity, acceleration, and
moving in a straight line uniform circular motion
in one direction (with • Express displacement, velocity, acceleration in
constant velocity, and appropriate SI units
constant acceleration) • Plot and interpret position-time graphs and velocity-
• Kinematic equations for time graphs to describe the motion of an object
motion in a straight line moving in a straight line in one direction (with
with constant constant velocity and constant acceleration)
acceleration (by • Calculate average velocity from position-time
graphical method) graph, displacement and average acceleration from
• Elementary idea of velocity-time graph
uniform circular motion • Derive kinematic equations for motion in a straight
line with constant acceleration by graphical method
• Calculate values of unknown physical quantities
from the given physical quantities, using kinematic
equations
• Derive the expression of speed for uniform circular
motion

C-8.1 • Analyse real-life events and phenomena, and
identify the key factors that influence their
Behaviour.

C-8.2 • Formulate hypotheses about scientific phenomena

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based on prior knowledge and understanding of
scientific concepts, theories, laws, and principles
• Predict about the outcome of an experiment or
investigation based on their hypotheses
• Identify the variables that are relevant to a scientific
investigation and determine how to control or
manipulate them
• Accurately use scientific instruments and
equipment to collect data
• Represent data in multiple modes, including tables,
graphs and visual representations, and interpret
and draw inferences from the data
• Communicate their findings using scientific
terminology and effectively communicate their
conclusions to others

Force and Laws of Motion No. of Periods: 13

Key Concepts Learning Outcomes

• Force; balanced and C-2.1 • Explain that force has magnitude as well as
unbalanced forces direction
• Force of friction • Identify situations in which balanced and
• Newton’s first law of unbalanced forces are acting on an object
motion • Explain the role of friction on the motion of objects
• Newton’s second law of • Recognise that for an object moving with constant
motion velocity, the net force is zero, whereas a change in
• Newton’s third law of velocity (acceleration) is caused by a force
motion • State and explain Newton’s first law of motion
• State and explain Newton’s second law in terms of
mass and acceleration
• Calculate force using mathematical expression of
Newton’s second law of motion
• Define SI unit of force
• State and explain Newton’s third law of motion
• Apply Newton’s laws of motion to explain everyday
life events

C-8.1 • Analyse real-life events and phenomena, and
identify the key factors that influence their
behaviour
• Develop a model to represent real-life event
• Use models to manipulate variables and predict
results

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C-8.2 • Formulate hypotheses
based on prior knowledge and understanding of
scientific concepts, theories, laws, and principles
• Predict about the outcome of an experiment or
investigation based on their hypotheses
• Identify the variables that are relevant to a scientific
investigation and determine how to control or
manipulate them
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• Accurately use scientific instruments and
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graphs and visual representations, and interpret

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terminology and effectively communicate their
conclusions to others

Work, Energy and Simple Machines No. of Periods: 13
Key Concepts Learning Outcomes
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• Define work done by a constant force and its SI
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unit
• Work-Energy theorem
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• Calculate work done by a force using mathematical
• Mechanical energy,
kinetic and potential
a expression
• State work-energy theorem
energy, and conversion • Explain the concept of energy and state its SI unit
between potential energy • Name forms of energy and identify their
and kinetic energy interconversion in surroundings (elementary idea)
• Conservation of energy • Define kinetic energy of a moving object and derive
• Power its mathematical expression
• Simple machines and • Define potential energy for an object raised to a
m
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their mechanical height and derive its mathematical expression
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advantage (pulley, • Calculate kinetic and potential energy using
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• Explain conversion between potential energy and
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fall)
• State the law of conservation of energy
• Define power and its unit
• Calculate power using its mathematical expression

C-2.6 • Identify different simple machines (pulley, inclined
plane and lever)
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• Define mechanical advantage and calculate its
value for simple machine
• Demonstrate and explain mechanical advantage of
simple machines their conclusions to others

C-8.1 • Analyse real-life events and phenomena, and
identify the key factors that influence their
behaviour
• Develop model to represent real-life event
• Use models to manipulate variables and predict
results

C-8.2 • Formulate hypotheses about scientific phenomena
based on prior knowledge and understanding of
scientific concepts, theories, laws, and principles
• Predict about the outcome of an experiment or
investigation based on their hypotheses
• Identify the variables that are relevant to a scientific
investigation and determine how to control or
manipulate them
• Accurately use scientific instruments and
equipment to collect data
• Represent data in multiple modes, including tables,
graphs and visual representations, and interpret
and draw inferences from the data
• Communicate their findings using scientific
terminology and effectively communicate their
conclusions to others

Sound No. of Periods: 11

Key Concepts Learning Outcomes

• Production of sound C-2.7 • Demonstrate the production of sound in multiple
• Propagation of sound (as ways (through vibration of strings, membranes, air
a longitudinal wave columns) using materials in surroundings
through a medium) • Explain that sound is produced by vibrations
• Graphical representation • Demonstrate that sound can travel through
of sound wave different mediums (air, solid and liquid)
• Characteristics of sound • Describe that sound needs a medium for
wave (wavelength, propagation
frequency, time period, • Explain that sound travels as a longitudinal wave
amplitude, intensity, • Describe the characteristics of sound waves the
speed) (wavelength, frequency, time period, amplitude,

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• Human perception of intensity and speed)
sound (pitch, loudness) • Analyse graphs representing sound
• Propagation of sound in • Write relationship between time period and
different media (solid, frequency of sound wave
liquid) • Derive mathematical expression for speed of sound
• Reflection of sound • Calculate speed of sound using its mathematical
(echo, reverberation), expression
echolocation • Explain human perception of sound in terms of
audible range, loudness and pitch of sound
• Describe reflection of sound, and apply it to echo
and reverberations in surroundings
• Explain the use of sound waves for echolocation

C-5.3 • Describe music in terms of characteristics of sound
waves, such as loudness and pitch

C-6.1 • Name historical buildings designed for echoes,
such as whispering gallery of Gol Gumbaz
• Display awareness about Sir C.V. Raman

C-8.1 • Analyse real-life events and phenomena, and
identify the key factors that influence their
behaviour
• Develop model to represent real-life event
• Use models to manipulate variables and predict
results

C-8.2 • Formulate hypotheses about scientific phenomena
based on prior knowledge and understanding of
scientific concepts, theories, laws, and principles
• Predict about the outcome of an experiment or
investigation based on their hypotheses
• Identify the variables that are relevant to a scientific
investigation and determine how to control or
manipulate them
• Accurately use scientific instruments and
equipment to collect data
• Represent data in multiple modes, including tables,
graphs and visual representations, and interpret
and draw inferences from the data
• Communicate their findings using scientific
terminology and effectively communicate their
conclusions to others

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se PRACTICALS
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Practicals should be conducted alongside the concepts taught in theory classes.
(LIST OF EXPERIMENTS)
1. Preparation of:
a) a true solution of common salt, sugar and alum
b) a suspension of soil, chalk powder and fine sand in water
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c) a colloidal solution of starch in water and egg albumin/milk in water and

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distinguish between these on the basis of
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 transparency
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 filtration
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glstability
a Tyndall’s effect Ch. 5
2. Separation of components of mixtures using different techniques:
a) Oil and water -Separating Funnel
b) Colours in black ink - Paper Chromatography
c) Ammonium chloride and common salt - Sublimation
d) Muddy water using alum- Coagulation
m Ch. 5

. coin a chemical reaction.
3. Verification of the law of conservation of mass Ch. 9
4. Preparation of stained temporary mounts
s em of (a) onion peel/ Rhoeo leaf (b) human
g a draw their labeled diagrams.
cheek cells to record observations land Ch. 2
5. To study and identify tissues inaplants (Parenchyma, Collenchyma and Sclerenchyma)
and animals (striped, smooth and cardiac muscle fibers) from prepared slides. Draw
their labeled diagrams. Ch. 3
6. To study (a) budding in yeast and Hydra (b) spore formation in bread mold with the
help of prepared slides Ch. 11
7. To study and identify different parts of a typical bisexual flower. Draw labeled

m Ch. 12
diagrams. Ch. 11

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8. To study the Specimens/virtual specimens/slides/models for identification–
c. o (a) Spirogyra, mushroom, moss, fern, pine cone s e m
e m (b) Amoeba, Hydra, tapeworm, Ascaris, earthworm, butterfly,asnail,
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starfish

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10. Determination of speed of a pulse propagated through a stretched string/ slinky (helical
spring). Ch.10
11. Calculation of Mechanical Advantage of a lever using the formula M.A= Load /Effort.
Ch. 7
12. Verification of Newton’s Second Law of Motion using a trolley, pulley and hanging
masses. Ch. 6

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13. Plotting of distance-time and velocity time graphs using an inclined plane. Ch. 4
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PRESCRIBED BOOKS:
 Science-Textbook for class IX-NCERT Publication
 Assessment of Practical Skills in Science-Class IX - CBSE Publication
 Laboratory Manual-Science-Class IX, NCERT Publication
 Exemplar Problems Class IX – NCERT Publication

Question Paper Design (Theory)
Class IX (2025-26)
Science (086)
Theory (80 marks)

Competencies Total

Demonstrate Knowledge and Understanding 50 %

Application of Knowledge/Concepts 30 %

Formulate, Analyze, Evaluate and Create 20 %

Note:
 Typology of Questions: VSA including objective type questions, Assertion –
Reasoning type questions; SA; LA; Source-based/ Case-based/ Passage-
based/ Integrated assessment questions.
 An internal choice of approximately 33% would be provided.
Internal Assessment (20 Marks)
 Periodic Assessment - 05 marks + 05 marks
 Subject Enrichment (Practical Work) - 05 marks
 Portfolio - 05 marks

Suggestive verbs for various competencies
 Demonstrate Knowledge and Understanding
State, name, list, identify, define, suggest, describe, outline, summarize, etc.
 Application of Knowledge/Concepts
Calculate, illustrate, show, adapt, explain, distinguish, etc.
 Formulate, Analyze, Evaluate and Create
Interpret, analyze, compare, contrast, examine, evaluate, discuss, construct, etc.

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