[{"subject":"Maths","description":"

CBSE Class 9 Mathematics Syllabus

The syllabus for mathematics has been getting progressively more difficult over the past academic years. This year's syllabus took a significant leap in difficulty this year, with the introduction of new concepts and refining the topics from the previous year in pursuit of making the students’ understanding of the topics thorough and deep.

Objectives

The broad objectives of teaching Mathematics at the secondary stage are to help the learners to
consolidate the Mathematical knowledge and skills acquired at the upper primary stage;
acquire knowledge and understanding, particularly by way of motivation and visualization, of basic concepts, terms, principles and symbols and underlying processes and skills;
develop mastery of basic algebraic skills;
develop drawing skills;
feel the flow of reason while proving a result or solving a problem;
apply the knowledge and skills acquired to solve problems and wherever possible, by more than one method;
to develop the ability to think, analyze and articulate logically;
to develop an awareness of the need for national integration, protection of the environment, observance of small family norms, removal of social barriers, elimination of gender biases;
to develop necessary skills to work with modern technological devices and mathematical software's.
to develop an interest in mathematics as a problem-solving tool in various fields for its beautiful structures and patterns, etc.
to develop reverence and respect towards great Mathematicians for their contributions to the field of Mathematics;
to develop an interest in the subject by participating in related competitions;
to acquaint students with different aspects of Mathematics used in daily life;
to develop an interest in students to study Mathematics as a discipline.

90 minutes Single Paper

FIRST-TERM

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

UNIT NAME	MARKS
NUMBER SYSTEMS	8
ALGEBRA	5
COORDINATE GEOMETRY	4
GEOMETRY	13
MENSURATION	4
Total	40
INTERNAL ASSESSMENT	10
TOTAL	50

UNIT- NUMBER SYSTEMS

NUMBER SYSTEM

Review of representation of natural numbers, integers, rational numbers on the number line. Rational numbers as recurring/ terminating decimals.
Operations on real numbers.Examples of non-recurring/non-terminating decimals. Existence of non-rational \n
- a. numbers (irrational numbers) such as , √2,√3 and their representation on the number
- b. Rationalization (with precise meaning) of real numbers of the t1.ype 1 ?+?√? and 1 √?+√√? (and their combinations) where x and y are natural numbers and a and b are integers.
- c. Recall of laws of exponents with integral powers. Rational exponents with positive real bases (to be done by particular cases, allowing the learner to arrive at the general laws.)
\n

UNIT-ALGEBRA 1. LINEAR EQUATIONS IN TWO VARIABLES Recall linear equations in one variable. Introduction to the equation in two variables. Focus on linear equations of the type ax+by+c=0. Explain that a linear equation in two variables has infinitely many solutions and justify their being written as ordered pairs of real numbers, plotting them and showing that they lie on a line. Graph of linear equations in two variables. Examples, problems from real life with algebraic and graphical solutions being done simultaneously
UNIT-COORDINATE GEOMETRY 1. COORDINATE GEOMETRY The Cartesian plane, coordinates of a point, names and terms associated with the coordinate plane, notations, plotting points in the plane.

UNIT-GEOMETRY

1. LINES AND ANGLES

\n
- (Motivate) If a ray stands on a line, then the sum of the two adjacent angles so formed is
\n

180˚ and the converse.

(Prove) If two lines intersect, vertically opposite angles are equal.
(Motivate) Results on corresponding angles, alternate angles, interior angles when a transversal intersects two parallel lines.
(Motivate) Lines which are parallel to a given line are parallel.
(Prove) The sum of the angles of a triangle is 180˚.
(Motivate) If a side of a triangle is produced, the exterior angle so formed is equal to the sum of the two interior opposite angles.

2. TRIANGLES

(Motivate) Two triangles are congruent if any two sides and the included angle of one triangle is equal to any two sides and the included angle of the other triangle (SAS Congruence).
(Motivate) Two triangles are congruent if any two angles and the included side of one triangle is equal to any two angles and the included side of the other triangle (ASA Congruence).
(Motivate) Two triangles are congruent if the three sides of one triangle are equal to three sides of the other triangle (SSS Congruence).
(Motivate) Two right triangles are congruent if the hypotenuse and a side of one triangle are equal (respectively) to the hypotenuse and a side of the other triangle. (RHS Congruence)
(Prove) The angles opposite to equal sides of a triangle are equal.
(Motivate) The sides opposite to equal angles of a triangle are equal.

UNIT-MENSURATION

Area of a triangle using Heron's formula (without proof)

UNIT-STATISTICS & PROBABILITY

STATISTICS

Introduction to Statistics: Collection of data, presentation of data — tabular form, ungrouped/ grouped, bar graphs, histograms

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

INTERNAL ASSESSMENT

TOTAL MARKS

Periodic Tests

\n\n\n\n\n\n\n\n\n\n\n\n\n

Multiple Assessments

Portfolio

Student Enrichment Activities-practical work

\n\n\n\n\n\n\n

SECOND - TERM

90 minutes Single Paper

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

UNIT NAME	MARKS
ALGEBRA(Cont.)	12
GEOMETRY(Cont.)	15
MENSURATION(Cont.)	9
STATISTICS & PROBABILITY(Cont)	4
Total	40
INTERNAL ASSESSMENT	10
TOTAL	50

UNIT-ALGEBRA

1. POLYNOMIALS

Definition of a polynomial in one variable, with examples and counterexamples. Coefficients of a polynomial, terms of a polynomial, and zero polynomial. Degree of a polynomial. Constant, linear, quadratic, and cubic polynomials. Monomials, binomials, trinomials. Factors and multiples. Zeros of a polynomial. Factorization of ax2 + bx + c, a ≠ 0 where a, b and c are real numbers, and of cubic polynomials using the Factor Theorem.
Recall of algebraic expressions and identities. Verification of identities and their use in the factorization of polynomials.

UNIT-GEOMETRY

1. QUADRILATERALS

(Prove) The diagonal divides a parallelogram into two congruent triangles.
(Motivate) In a parallelogram opposite sides are equal, and conversely.
(Motivate) In a parallelogram opposite angles are equal, and conversely.
(Motivate) A quadrilateral is a parallelogram if a pair of its opposite sides is parallel and equal.
(Motivate) In a parallelogram, the diagonals bisect each other and conversely.
(Motivate) In a triangle, the line segment joining the midpoints of any two sides is parallel to the third side and in half of it and (motivate) its converse.

2. CIRCLES Through examples, arrive at a definition of a circle and related concepts-radius, circumference, diameter, chord, arc, secant, sector, segment, subtended angle.

(Prove) Equal chords of a circle subtend equal angles at the centre and (motivate) its converse.
(Motivate) The perpendicular from the centre of a circle to a chord bisects the chord and conversely, the line is drawn through the centre of a circle to bisect a chord is perpendicular to the chord.
(Motivate) Equal chords of a circle (or of congruent circles) are equidistant from the centre (or their respective centres) and conversely.
(Motivate) The angle subtended by an arc at the centre is double the angle subtended by it at any point on the remaining part of the circle.
(Motivate) Angles in the same segment of a circle are equal.
(Motivate) The sum of either of the pair of the opposite angles of a cyclic quadrilateral is 180° and its converse.

3. CONSTRUCTIONS

Construction of bisectors of line segments and angles of measure 60˚, 90˚, 45˚ etc., equilateral triangles.
Construction of a triangle given its base, sum/difference of the other two sides and one base angle.

UNIT-MENSURATION SURFACE AREAS AND VOLUMES

SURFACE AREAS AND VOLUMES

UNIT-STATISTICS & PROBABILITY 1. PROBABILITY

History, Repeated experiments and observed frequency approach to probability. The focus is on empirical probability. (A large amount of time to be devoted to group and to individual activities to motivate the concept; the experiments to be drawn from real-life situations, and from examples used in the chapter on statistics).

\n\n\n\n\n\n\n\n\n\n\n\n

INTERNAL ASSESSMENT

TOTAL MARKS

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

Periodic Tests

Multiple Assessments

Portfolio

Student Enrichment Activities-practical work

\n\n\n\n\n\n\n

10 marks for the term

","slug":"maths","seo_title":"CBSE Syllabus for Class 9 Maths - 2024-25 Academic Year - ORCHIDS","seo_description":"Explore CBSE Syllabus for Class 9 Maths at ORCHIDS. Engage in a comprehensive curriculum designed for 2024-25, fostering mathematical proficiency."},{"subject":"English","description":"

CBSE Class 9 English Syllabus

English as a language is imperative to the lives of the students both academically and otherwise. The basics have been laid out by this stage in the academic career of the students. The syllabus for Class IX explores more of the intricacies of the language - grammar and usage, as well as indulges the students in thought provoking literary pieces. They are taken to the higher levels of English as a language and a subject to be studied.

\n\n

TERM I

Reading Question based on the following kinds of unseen passages to assess inference, evaluation, vocabulary, analysis and interpretation:

Discursive passage (400-450 words)
Case based Factual passage (with visual input/ statistical data/ chart etc. 200-250 words)

Writing

Descriptive paragraph (Person)
Short Story (based on beginning line, outline, cues etc.)

Grammar

Tenses
Subject-Verb Concord
Modals
Determiners
Reported Speech
Commands and Requests
Statements
Questions Literature Questions based on extracts / texts to assess interpretation, inference, extrapolation beyond the text and across the texts.

Moments

The Lost Child
The Adventures of Toto
In the Kingdom of Fools
The Happy Prince

Beehive Prose

The Fun They Had
The Sound of Music
The Little Girl
A Truly Beautiful Mind
My Childhood

Poems

The Road Not Taken
Wind
Rain on The Roof
A Legend of The Northland

\n\n

TERM II

Reading Question based on the following kinds of unseen passages to assess inference, evaluation, vocabulary, analysis and interpretation:

Discursive passage (400-450 words)
Case based Factual passage (with visual input/ statistical data/ chart etc. 200-250 words)

Writing

Descriptive Paragraph (Diary)
Story writing (based on beginning line, outline, cues etc.)

Grammar

Tenses
Subject-Verb Concord
Modals
Determiners
Reported Speech
Commands and Requests
Statements
Questions

Literature Questions based on extracts / texts to assess interpretation, inference, extrapolation beyond the text and across the texts. Moments

Weathering the Storm in Ersama
The Last Leaf
A House is not a Home
The Beggar

Beehive Prose

Packing
Reach for The Top
The Bond of Love
If I were You

Poems

No Men Are Foreign
On killing a Tree
The Snake Trying

Distribution of Marks For Each Term

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

SECTION	WEIGHTAGE IN MARKS
READING	10
WRITING & GRAMMAR	10
LITERATURE	20
TOTAL	40
INTERNAL ASSESSMENT	10
GRAND TOTAL	50

Objectives The general objectives at this stage are:

to build greater confidence and proficiency in oral and written communication
to develop the ability and knowledge required in order to engage in independent reflection and inquiry
to use appropriate English to communicate in various social settings
to equip learners with essential language skills to question and to articulate their point of view
to build competence in the different registers of English
to develop sensitivity to, and appreciation of, other varieties of English, Indian Englishes, and the culture they reflect
to enable the learner to access knowledge and information through reference skills ( consulting a dictionary/thesaurus, library, internet etc.)
to develop curiosity and creativity through extensive reading
to facilitate self-learning to enable them to become independent learners
to review, organise and edit their own work and work done by the peers
to review, organise and edit their own work and work done by the peers

At the end of this stage learners will be able to do the following:

give a brief oral description of events/incidents of topical interest
retell the contents of authentic audio texts (weather reports, public announcements, simple advertisements, short interviews, etc.)
participate in conversations, discussions, etc. on topics of mutual interest in non-classroom situations
narrate the story depicted pictorially or in any other non-verbal mode respond in writing to business letters, official communications
read and identify the main points/significant details of texts like scripts of audio-video interviews, discussions, debates, etc.
write without prior preparation on a given topic and be able to defend or explain the position taken/views expressed
write a summary of short lectures on familiar topics by making/taking notes
write an assessment of different points of view expressed in a discussion/debate
read poems effectively ( with proper rhythm and intonation )
grasp the theme of the poem and appreciate the creative uses of language
to transcode information from a graph/chart to a description/report

Guidelines for Assessment in Listening and Speaking Skills (ALS)

ALS must be seen as an integrated component of all four language skills rather than a compartment of two. Suggested activities, therefore, take into consideration an integration of the four language skills but during assessment, emphasis will be given to speaking and listening, since reading and writing are already being assessed in the written exam. Listening Skills: The focus is to use the assessment of Listening Skills for improving learners’ competency to listen for basic interpersonal, instructional and academic purposes. A number of sub-skills need to be developed in the everyday classroom transaction. Given below are some of the sub-skills of listening which need to be assessed for the Internal Assessment component of Listening:

Listening for Specific Information
Listening for General Understanding
Predictive Listening
Inferential Listening
Listening for Pleasure
Intensive Listening
Evaluative Listening

Hence, the assessment items being prepared by subject teachers must assess the above. Speaking Skills: Assessment of speaking skills must be made an important component of the overall assessment, using this assessment as learning. Guidelines for Assessment in Listening and Speaking Skills: A. Classes 9-10:

As part of Subject Enrichment Activities for Internal assessment, the Assessment of Listening and Speaking Skills will be for 03 marks.
It is recommended that listening and speaking skills should be regularly practiced. Artintegrated projects based on activities like Role Play, Skit,Dramatization etc. must be used.

Please refer to the Circular no. Acad-33/2020 dated 14th May 2020 at the http://cbseacademic.nic.in/web_material/Circulars/2020/33_Circular_2020.pdf for details

Activities for listening and speaking available at www.cbseacademic.in can be used for developing listening and speaking skills of students.
Teachers can also use the NCERT book ‘Interactions’ available at the link: https://ncert.nic.in/pdf/publication/otherpublications/Interactions.pdf
Subject teachers should also refer to books prescribed in the syllabus.
In addition to the above, teachers may plan their own activities and create their own material for assessing the listening and speaking skills. ii. Parameters for Assessment: The listening and speaking skills are to be assessed on the following parameters: a) Interactive competence (Initiation & turn taking, relevance to the topic). b) Fluency (cohesion, coherence and speed of delivery). c) Pronunciation d) Language (accuracy and vocabulary). A suggestive rubric is given below:

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

Interaction	1. Contributions are mainly unrelated to those of other speakers· Shows hardly any initiative in the development of conversation· Very limited interaction	2. Contributions are often unrelated to those of the other speaker. Generally passive in the development of conversation	3. Develops interaction adequately, makes however minimal effort to initiate conversation· Needs constant prompting to take turns	4. Interaction is adequately initiated and develop· Can take turn but needs little prompting	5. Can initiate & logically develop simple conversation on familiar topics· Can take turns appropriately
Pronunciation	1. Insufficient accuracy in pronunciation; many grammatical errors· Communication is severely affected	2. Frequently unintelligible articulation. Frequent phonological errors· Major communication problems	3. Largely correct pronunciation & clear articulation except occasional errors· Some expressions cause stress without compromising with understanding of spoken discourse.	4. Mostly correct pronunciation & clear articulation. Can be clearly understood most of the time; very few phonological errors	5. Can pronounce correctly & articulate clearly. Is always comprehensible; uses appropriate intonation
Fluency Coherence &	1. Noticeably/ long pauses; rate of Speech is slow· Frequent repetition and/or self- correction· Links only basic sentences; breakdown of coherence evident	2. Usually fluent; produces simple speech fluently, but loses coherence in complex communication· Often hesitates and/or resorts to slow speech· Topics partly developed; not always concluded logically. Demonstrates almost no flexibility, and mostly struggles for appropriate words· Uses very basic vocabulary to express view- points.	3. Is willing to speak at length, however repetition is noticeable· Hesitates and/or self corrects; occasionally loses coherence· Topics mainly developed, but usually not logically concluded Communicates with limited flexibility and appropriacy on some of the topics· Complex forms and sentence structures are rare; exhibits limited vocabulary to express new ideas	4. Speaks without noticeable effort, with a little repetition·Demonstrates hesitation to find words or use correct grammatical structures and/or self- correction· Topics not fully developed to merit Can express with some flexibility and appropriacy on most of the topics· Demonstrates ability to use complex forms and sentence structures most of the time; expresses with adequate vocabulary	5. Speaks fluently almost with no repetition & minimal hesitation· Develops topic fully & coherently Can express with some flexibility and appropriacy on a variety of topics such as family, hobbies, work, travel and current events· Frequently uses complex forms and sentence structures; has enough vocabulary to express himself/herself

iii. Schedule:

The practice of listening and speaking skills should be done throughout the academic year.
The final assessment of the skills is to be done as per the convenience and schedule of the school.

iv. Record Keeping:

The record of the activities done and the marks given must be kept for three months after the
declaration of result, for any random checking by the Board.

","slug":"english","seo_title":"CBSE Syllabus for Class 9 English - 2024-25 Academic Year - ORCHIDS","seo_description":"Navigate the CBSE Syllabus for Class 9 English at ORCHIDS. Embrace language skills and literature with a curriculum tailored for the 2024-25 academic year."},{"subject":"Social Science","description":"

CBSE Class 9 Social Science Syllabus

Social science is one of the compulsory core subjects for the academic years 6 to 10. It is a subject made of r different subsidiary subjects that encompass all the spheres of knowledge that a student needs to have in order to be comprehensive of the world and how it works. The subjects taught under the umbrella term social science are - History, Political Science, Economics, and Geography. Each is extremely unique and delves into the why's of the present and past alike. Students need to pay keen attention to all 4 subjects in order to gain a full understanding of the pounts taught by the syllabus.

Syllabus

The curriculum for the academic year 2024-2025 as per the NCERT guidelines is divided into 2 terms, 3 units each. Each Unit has a certain amount of chapters according to the relatability of the topics.

NCERT books (as per CBSE ) :

History: India and the Contemporary World I
Political Science: Democratic Politics I
Economics: Economics
Geography: Contemporary India I

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

M. MARKS: 40
	Units	No. of Periods
	India and the Contemporary World -1	17
	Contemporary India – I	14
	Democratic Politics – I	20
	Economics	20
	Total	71

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

TERM- I
Unit 1: India and the Contemporary World – I
Themes	Learning Objectives
Section 1: Events and Processes: (Theme one) I. The French Revolution\n \n French Society during the late eighteenth century \n The Outbreak of the Revolution \n France abolishes Monarchy and Becomes a Republic \n Did Women have a Revolution? \n The Abolition of Slavery \n The Revolution and Everyday Life \n \n	Learning Objectives In this theme students would get familiarized with distinct ideologies, extracts of speeches, political declarations, as well as the politics of caricatures, posters and engravings. Students would learn how to interpret these kinds of historical evidences.\n \n Familiarize with the names of people involved, the different types of ideas that inspired the revolution, the wider forces that shaped it. \n Know the use of written, oral and visual material to recover the history of revolutions. \n \n
Unit 2: Contemporary India – I
Themes	Learning Objectives
\n \n India\n \n Size and Location \n India and the World \n India’s Neighbours \n \n \n Physical Features of India\n \n Major Physiographic Divisions \n \n \n \n	\n \n Identify the location of India in the Indian subcontinent. \n Understand the major landform features and the underlying geological structure; their association with various rocks and minerals as well as nature of soil types. \n \n
Unit 3: Democratic Politics – I
Themes	Learning Objectives
\n \n What is Democracy? Why Democracy?\n \n What is Democracy? \n Features of Democracy \n Why Democracy? Broader Meaning of Democracy \n \n \n Constitutional Design\n \n Why do we need a Constitution? \n Making of the Indian Constitution \n Guiding Values of the Indian Constitution \n \n \n \n	\n \n \n \n Develop conceptual skills of democracy. \n Understand how different processes and forces have democracy. \n Develop a sophisticated defence of democracy against common prejudices. \n \n \n \n \n \n \n Develop a historical sense of the choice and nature of democracy in India. \n \n \n \n \n \n \n Understand the process of Constitution making. \n \n \n \n \n \n \n Develop respect for the Constitution and appreciation for Constitutional values. \n \n \n \n \n \n \n Recognize Constitution as a dynamic and living document. \n \n \n \n
Unit 4: Economic
Themes	Learning Objectives
\n \n The Story of Village Palampur\n \n Overview \n Organization of production \n Farming in Palampur \n Non-farm activities of Palampur \n \n \n People as Resource\n \n Overview \n Economic activities by men and women \n Quality of Population \n Unemployment \n \n \n \n	\n \n Familiarize with basic economic concepts through an imaginary story of a village. \n Understand the demographic concepts. \n Understand how population can be an asset or a liability for a nation. \n \n

Term II

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

M. MARKS: 40
	Units	No. of Periods
	India and the Contemporary World -1	34
	Contemporary India – I	24
	Democratic Politics – I	18
	Economics	10
	Total	86

Term II

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

Unit 1: India and the Contemporary World – I
Themes	Learning Objectives
Section 1: Events and Processes: (Theme two and three) II.Socialism in Europe and the Russian Revolution\n \n The Age of Social Change \n The Russian Revolution \n The February Revolution in Petrograd \n What Changed after October? \n The Global Influence of the Russian Revolution and the USSR \n \nIII. Nazism and the Rise of Hitler\n \n Birth of the Weimar Republic \n Hitler’s Rise to Power \n The Nazi Worldview \n Youth in Nazi Germany \n Ordinary People and the Crimes Against Humanity \n \n	In each of these two themes in this unit students would get familiarized with distinct ideologies, extracts of speeches, political declarations, as well as the politics of caricatures, posters and engravings. Students would learn how to interpret these kinds of historical evidences.\n \n Explore the history of socialism through the study of Russian Revolution. \n Familiarize with the different types of ideas that inspired the revolution. \n \nDiscuss the critical significance of Nazism in shaping the politics of modern world. · Get familiarized with the speeches and writings of Nazi Leaders.
Unit 2: Contemporary India – I
Themes	Learning Objectives
3. Drainage\n \n Major rivers and tributaries \n Lakes \n Role of rivers in the economy \n Pollution of rivers \n \nNote: Only Map Items as given in the Map List from this chapter to be evaluated in Examination. 4. Climate\n \n Concept \n Climatic Controls \n Factors influencing India’s climate \n The Indian Monsoon \n Distribution of Rainfall \n Monsoon as a unifying bond \n \n5. Natural Vegetation and Wild Life\n \n Factors affecting Vegetation \n Vegetation types \n Wild Life Conservation \n \n	Identify the river systems of the country and explain the role of rivers in the human society.\n \n Identify various factors influencing the climate and explain the climatic variation of our country and its impact on the life of people. \n Explain the importance and unifying role of monsoons. \n Explain the nature of diverse flora and fauna as well as their distribution. \n Develop concern about the need to protect the biodiversity of our country. \n \n
Unit 3: Democratic Politics – I
Themes	Learning Objectives
3. Electoral Politics\n \n Why Elections? \n What is our System of Elections? \n What makes elections in India democratic? \n \n4. Working of Institutions\n \n How is the major policy decision taken? \n Parliament \n Political Executive \n Judiciary \n \n	Understand representative democracy via competitive party politics.\n \n Familiarize with Indian electoral system. \n Reason out for the adoption of present Indian Electoral System. \n Develop an appreciation of citizen’s increased participation in electoral politics. \n Recognize the significance of the Election Commission. \n Get an overview of central governmental structures. \n Identify the role of Parliament and its procedures. \n Distinguish between political and permanent executive authorities and functions. \n Understand the parliamentary system of executive’s accountability to the legislature. \n Understand the working of Indian Judiciary. \n \n
Unit 4: Economics
Themes	Learning Objectives
3. Poverty as a Challenge\n \n Two typical cases of poverty \n Poverty as seen by Social Scientists \n Poverty Estimates \n Vulnerable Groups \n Interstate disparities \n Global Poverty Scenario \n Causes of Poverty \n Anti-poverty measures \n The Challenges Ahead \n \n	Understand poverty as a challenge.\n \n Identify vulnerable group and interstate disparities. \n Appreciate the initiatives of the government to alleviate poverty. \n \n

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

	Marks	Description
Periodic Assessment	10	1. Pen Paper Test 2. Assessment using multiple strategies For example, Quiz, Debate, Role Play, Viva, Group Discussion, Visual Expression, Interactive Bulletin Boards, Gallery Walks, Exit Cards, Concept Maps, Peer Assessment, Self-Assessment, etc.aper Test	5 Marks each
Portfolio	5	\n \n Classwork and Assignments \n Any exemplary work done by the student \n Reflections, Narrations, Journals, etc. \n Achievements of the student in the subject throughout the year \n Participation of the student in different activities like Heritage India Quiz \n \n	5 marks
Subject Enrichment	5	Project Work
Activity
TOTAL	20

Project Work

\n\n\n\n\n\n\n\n

1. Every student has to compulsorily undertake one project on Disaster Management. 2. Objectives: The main objectives of giving project work on Disaster Management to the students are to:\n

a.create awareness in them about different disasters, their consequences and management
b.prepare them in advance to face such situations
c.ensure their participation in disaster mitigation plans
d.enable them to create awareness and preparedness among the community.

\n3. The project work should also help in enhancing the Life Skills of the students. 4. If possible, different forms of art may be integrated in the project work. 5. In order to realize the expected objectives completely, it would be required of the Principals / Teachers to muster support from various local authorities and organizations like the Disaster Management Authorities, Relief, Rehabilitation and the Disaster Management Departments of the States, Office of the District Magistrate/ Deputy Commissioners, Fire Service, Police, Civil Defense etc. in the area where the schools are located. 7. The project carried out by the students should subsequently be shared among themselves through interactive sessions such as exhibitions, panel discussions, etc. 8. All documents pertaining to assessment under this activity should be meticulously maintained by the schools. 9. A Summary Report should be prepared highlighting:\n

\n
- a. objectives realized through individual work and group interactions
- b. calendar of activities
- c. innovative ideas generated in the process (like comic strips, drawings, illustrations, script play etc.);
- d. list of questions asked in viva voce.\n
  - 10. It is to be noted here by all the teachers and students that the projects and models prepared should be made from eco-friendly products without incurring too much expenditure.
  \n
\n

\n
- \n
  - 11. The Project Report should be handwritten by the students themselves.
  \n
\n

\n
- The record of the project work (internal assessment) should be kept for a period of three months for verification, if any.
\n

5 marks

Objectives

The main objectives of this syllabus are to:

develop an understanding of the processes of change and development-both in terms of time and space, through which human societies have evolved
make learners realise that the process of change is continuous and any event or phenomenon or issue cannot be viewed in isolation but in a wider context of time and space
develop an understanding of contemporary India with its historical perspective, of the basic framework of the goals and policies of national development in independent India, and of the process of change with appropriate connections to world development
deepen knowledge about and understanding of India’s freedom struggle and of the values and ideals that it represented, and to develop an appreciation of the contributions made by people of all sections and regions of the country
help learners understand and cherish the values enshrined in the Indian Constitution and to prepare them for their roles and responsibilities as effective citizens of a democratic society
deepen the knowledge and understanding of India’s environment in its totality, their interactive processes and effects on the future quality of people’s lives
facilitate the learners to understand and appreciate the diversity in the land and people of the country with its underlying unity
develop an appreciation of the richness and variety of India’s heritage-both natural and cultural and the need for its preservation
promote an understanding of the issues and challenges of contemporary India- environmental, economic and social, as part of the development process
help pupils acquire knowledge, skills and understanding to face the challenges of contemporary society as individuals and groups and learn the art of living a confident and stress-free life as well as participating effectively in the community
develop scientific temperament by promoting the spirit of enquiry and following a rational and objective approach in analysing and evaluating data and information as well as views and interpretations
develop academic and social skills such as critical thinking, communicating effectively both in visual and verbal forms - cooperating with others, taking initiatives and providing leadership in solving others’ problems
develop qualities clustered around the personal, social, moral, national and spiritual values that make a person humane and socially effective.

","slug":"social-science","seo_title":"CBSE Syllabus for Class 9 Social Science - 2024-25 Academic Year - ORCHIDS","seo_description":"Discover the CBSE Syllabus for Class 9 Social Science at ORCHIDS. Immerse in history, geography, and civics through a curriculum crafted for 2024-25."},{"subject":"Science","description":"

CBSE Class 9 Science Syllabus

Progressing onto this stage Science has expanded its horizon to become one of the core subjects for the students. The topics explore the various aspects of science in-depth to familiarize students with the three branches of science this year forth. The units put a limelight on the precursors of the next academic year’s curriculum. Syllabus The curriculum for the academic year 2024-2025 as per the NCERT guidelines is divided into 2 terms, 3 units each. Each Unit has a certain amount of chapters according to the relatability of the topics.

General Instructions:

The total Theory Examinations (Term I+II) will be 80 marks and 20 marks weightage shall be for Internal Assessment (Term I+II).
Internal Assessment - Maximum Marks 10 for each Term:
There will be a Periodic Assessment that would include:
Three periodic tests will be conducted by the school in the entire session. The average of the two periodic tests/marks of best periodic Tests conducted in the Term is to be taken into consideration.
Diverse methods of assessment as per the need of the class dynamics and curriculum transaction. These may include - short tests, oral test, quiz, concept maps, projects, posters, presentations, inquiry-based scientific investigations, etc.
Subject Enrichment in the form of Practical/Laboratory work should be done throughout the year and the student should maintain a record of the same. Practical Assessment should be continuous. All practicals listed in the syllabus must be completed.
Portfolio to be prepared by the student- This would include classwork and another sample of student work.

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

EVALUATION SCHEME
Theory
	Term- I
Unit		Marks
I	Matter-Its Nature and Behaviour: Chapter - 2	9
II	Organization in the Living World: Chapter - 5 and 6	18
III	Motion, Force and Work: Chapter - 8 and 9	13
Units	Term - II
I	Matter-Its Nature and Behaviour: Chapter 3 and 4	18
II	Organization in the Living World: Chapter -13	8
III	Motion, Force and Work: 10 and 11	14

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

Total Theory (Term I+II)	80
Internal Assessment: Term I	10
Internal Assessment: Term II	10
Grand Total	100

TERM – I

Theme: Materials\n
Unit I: Matter- It’s Nature and Behaviour
\nChapter – 2 Is matter around us Pure? Nature of matter: Elements, compounds, and mixtures. Heterogeneous and homogenous mixtures, colloids, and suspensions.
Theme: The World of the Living\n
Unit II: Organization in the Living World
\nChapter – 5 - The Fundamental Unit of Life Cell - Basic Unit of life: Cell as a basic unit of life; prokaryotic and eukaryotic cells, multicellular organisms; cell membrane and cell wall, cell organelles and cell inclusions; chloroplast, mitochondria, vacuoles, endoplasmic reticulum, Golgi apparatus; nucleus, chromosomes - basic structure, number. Chapter – 6 Tissues Tissues, Organs, Organ System, Organism: Structure and functions of animal and plant tissues (only four types of tissues in animals; Meristematic and Permanent tissues in plants).
Theme: Moving Things, People, and Ideas\n
Unit III: Motion, Force, and Work
\nChapter – 8 - Motion Motion: Distance and displacement, velocity; uniform and non-uniform motion along a straight line; acceleration, distance-time and velocity-time graphs for uniform motion and uniformly accelerated motion, derivation of equations of motion by graphical method; elementary idea of uniform circular motion. Chapter – 9 - Force and Laws of Motion Force and Newton’s laws: Force and Motion, Newton’s Laws of Motion, Action and Reaction forces, Inertia of a body, Inertia, and mass, Momentum, Force and Acceleration. Elementary idea of conservation of Momentum.

TERM - II

Theme: Materials\n
Unit I: Matter- It’s Nature and Behaviour
\nChapter – 3 - Atoms and Molecules Particle nature and their basic units: Atoms and molecules, Law of constant proportions, Atomic and molecular masses. Mole concept: Relationship of mole to mass of the particles and numbers. Chapter – 4 Structure of Atom Structure of atoms: Electrons, protons, neutrons, valency, the chemical formula of common compounds. Isotopes and Isobars.
Theme: Moving Things, People, and Ideas\n
Unit III: Motion, Force, and Work
\nChapter – 10 - Gravitation Gravitation: Gravitation; Universal Law of Gravitation, Force of Gravitation of the earth (gravity), Acceleration due to Gravity; Mass and Weight; Freefall. Chapter – 11 - Work and Energy Work, energy and power: Work done by a Force, Energy, power; Kinetic and Potential energy; Law of conservation of energy.
Theme: The World of the Living\n
Unit II: Organization in the Living World
\nChapter – 13 Why do we fall ill Health and Diseases: Health and its failure. Infectious and Non-infectious diseases, their causes and manifestation.Diseases caused by microbes (Virus, Bacteria, and Protozoans) and their prevention; Principles of treatment and prevention. Pulse Polio programmes.

ONLY FOR INTERNAL ASSESSMENT

Note: Learners are assigned to read the below-listed part of Unit IV. They can be encouraged to prepare a brief write-up on any one concept of this Unit in their Portfolio. This may be an assessment for Internal Assessment and credit may be given (Periodic assessment/Portfolio). This portion of the Unit is not to be assessed in the year-end examination.

\n
1. Theme: Natural Resources: Balance in nature Unit IV: Our Environment
\n

Chapter -14 - Natural Resources Physical resources: Air, Water, Soil. Air for respiration, for combustion, for moderating temperatures; movements of air and its role in bringing rains across India.Air, water and soil pollution (brief introduction).Holes in the ozone layer and the probable damages. Bio-geo chemical cycles in nature: Water, Oxygen, Carbon and Nitrogen.

PRACTICALS

Practicals should be conducted alongside the concepts taught in theory classes.

TERM-I

LIST OF EXPERIMENTS

Preparation of:\n
- a true solution of common salt,sugar and alum
- a suspension of soil, chalk powder and fine sand in water
- a colloidal solution of starch in water and egg albumin/milk in water and distinguish between these on the basis of\n
  1. transparency
  2. filtration criterion
  3. stability Unit-I: (Chapter -2)
  \n
\n
Preparation of\n
1. A mixture
2. A compound using iron filings and sulphur powder and distinguishing between these on the basis of:\n
  - appearance, i.e., homogeneity and heterogeneity
  - behaviour towards a magnet
  - behaviour towards carbon disulphide as a solvent
  - effect of heat Unit-I:(Chapter-2)
  \n
3. Perform the following reactions and classify them as physical or chemical changes\n
  - Iron with copper sulphate solution in water
  - Burning of magnesium ribbon in air
  - Zinc with dilute sulphuric acid
  - Heating of copper sulphate crystals
  - Sodium sulphate with barium chloride in the form of their solutions in water. Unit-I:(Chapter-2)
  \n
4. Preparation of stained temporary mounts of (a) onion peel, (b) human cheek cells & to record observations and draw their labeled diagrams.- Unit-II:(Chapter-5)
5. Identification of Parenchyma, Collenchyma, and Sclerenchyma tissues in plants, striped, smooth, and cardiac muscle fibers and nerve cells in animals, from prepared slides. Draw their labeled diagrams. Unit-II:(Chapter-6)
\n

TERM-II

LIST OF EXPERIMENTS

Determination of the density of solid (denser than water) by using a spring balance and a measuring cylinder. Unit-III:(Chapter–10)
Establishing the relation between the loss in weight of a solid when fully immersed in\n
- Tap water
- Strongly salty water with the weight of water displaced by it by taking at least two different solids. Unit-III:(Chapter–10)
\n
Verification of the law of conservation of mass in a chemical reaction. Unit-I:(Chapter–3)

","slug":"science","seo_title":"CBSE Syllabus for Class 9 Science - 2024-25 Academic Year - ORCHIDS","seo_description":"Dive into CBSE Syllabus for Class 9 Science at ORCHIDS. Uncover the wonders of physics, chemistry, and biology with a curriculum designed for 2024-25."},{"subject":"Artificial Intelligence","description":"

CBSE Class 9 Artificial Intelligence Syllabus

Artificial Intelligence is an optional subject offered to students that focuses on the technology that creates artificial intelligence or interfaces that perform functions to emulate human intelligence and cranial capacity.

\n\n

Syllabus

The syllabus for Artificial Intelligence for the year of 2024-2025 is divided into 4 parts. The curriculum as well as the marking scheme us given below.

Part A: Employability Skills
a. Term 1\n
- Unit 1: Communication Skills-I
- Unit 2: Self-Management Skills-I
- Unit 3: ICT Skills-I
\nb. Term 2\n
- Unit 4: Entrepreneurial Skills-I
- Unit 5: Green Skills-I
\n
Part B: Subject Specific Skills
a. Term 1\n
- Unit 1: Introduction to Artificial Intelligence (AI)
- Unit 2: AI Project Cycle
\nb. Term 2\n
- Unit 3: Neural Network
- Unit 4: Introduction to Python
\n
Part C: Practical Work\n
- Unit 4: Introduction to Python
- Practical Examination
- Viva Voce
\n
Part D:\n
- Project Work / Field Visit / Practical File/ Student Portfolio
- Viva Voce
\n

Marking Scheme

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

		UNITS		MAX. MARKS for Theory and Practical
	Employability Skills
		Unit 1: Communication Skills-I		5
		Unit 2: Self-Management Skills-I
		Unit 3: ICT Skills-I
		Unit 4: Entrepreneurial Skills-I		5
		Unit 5: Green Skills-I
		Total		10
	Subject Specific Skills
		Unit 1: Introduction to Artificial Intelligence (AI)		10
		Unit 2: AI Project Cycle		10
		Unit 3: Neural Network		5
		Unit 4: Introduction to Python		15
		Total		40
PART C		Practical Work Unit 4: Introduction to Python		20
	Practical Examination		10
	Viva Voce		5
	Total		35
PART D		Project Work / Field Visit / Practical File/ Student Portfolio		10
	Viva Voce		5
	Total		15
		GRAND TOTAL		100

Detailed Curriculum

PART-A: EMPLOYABILITY SKILLS

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

Units	Duration in Hours
Unit 1: Communication Skills-I	10
Unit 2: Self-management Skills-I	10
Unit 3: Information and Communication Technology Skills-I	10
Unit 4: Entrepreneurial Skills-I	15
Unit 5: Green Skills-I	05
Total	50

PART-B – SUBJECT SPECIFIC SKILLS

Unit 1: Introduction to Artificial Intelligence (AI)
Unit 2: AI Project Cycle
Unit 3: Neural Network
Unit 4: Introduction To Python

UNIT 1: INTRODUCTION TO ARTIFICIAL INTELLIGENCE (AI)

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

SUB-UNIT

LEARNING OUTCOMES

SESSION / ACTIVITY / PRACTICAL

Excite

To identify and appreciate Artificial Intelligence and describe its applications in daily life.

\n\n\n\n\n\n\n\n\n\n

Session: Introduction to AI and setting up the context of the curriculum

Ice Breaker Activity: Dream Smart Home idea· Learners to design a rough layout of floor plan of their dream smart home.

To relate, apply and reflect on the Human-Machine Interactions. To identify and interact with the three domains of AI: Data, Computer Vision and Natural Language Processing.

Recommended Activity: The AI Game· Learners to participate in three games based on different AI domains. − Game 1: Rock, Paper and Scissors (based on data) − Game 2: Mystery Animal (based on Natural Language Processing - NLP) − Game 3: Emoji Scavenger Hunt (based on Computer Vision - CV)

To undergo an assessment for analysing progress towards acquired AI-Readiness skills.

Recommended Activity: AI Quiz (Paper Pen/Online Quiz)

To imagine, examine and reflect on the skills required for futuristic job opportunities.

Recommended Activity: To write a letter. Writing a Letter to one’s future self· Learners to write a letter to self-keeping the future in context. They will describe what they have learnt so far or what they would like to learn someday

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

SUB-UNIT

LEARNING OUTCOMES

SESSION / ACTIVITY / PRACTICAL

Relate

Learners to relate to application of Artificial Intelligence in their daily lives.

Video Session: To watch a video· Introducing the concept of Smart Cities, Smart Schools and Smart Homes

To unleash their imagination towards smart homes and build an interactive story around it. To relate, apply and reflect on the Human-Machine Interactions.

Recommended Activity: Write an Interactive Story· Learners to draw a floor plan of a Home/School/City and write an interactive story around it using Story Speaker extension in Google docs.

Purpose

To understand the impact of Artificial Intelligence on Sustainable Development Goals to develop responsible citizenship.

\n\n\n\n\n\n\n\n\n\n

Session: Introduction to UN Sustainable Development Goals

Recommended Activity: Go Goals Board Game· Learners to answer questions on Sustainable Development Goals

Possibilities

To research and develop awareness of skills required for jobs of the future. To imagine, examine and reflect on the skills required for the futuristic opportunities. To develop effective communication and collaborative work skills.

Session: Theme-based research and Case Studies· Learners will listen to various case-studies of inspiring start-ups, companies or communities where AI has been involved in real-life. Learners will be allotted a theme around which they need to search for present AI trends and have to visualise the future of AI in and around their respective theme Recommended Activity: Job Ad Creating activity. Learners to create a job advertisement for a firm describing the nature of job available and the skill set required for it 10 years down the line. They need to figure out how AI is going to transform the nature of jobs and create the Ad accordingly.

AI Ethics

To understand and reflect on the ethical issues around AI. To gain awareness around AI bias and AI access. To let the students analyse the advantages and disadvantages of Artificial Intelligence.

Video Session: Discussing about AI Ethics Recommended Activity: Ethics Awareness· Students play the role of major stakeholders, and they have to decide what is ethical and what is not for a given scenario.Session: AI Bias and AI Access· Discussing about the possible bias in data collection· Discussing about the implications of AI technology Recommended Activity: Balloon Debate· Students divide in teams of 3 and 2 teams are given same theme. One team goes in affirmation to AI for their section while the other one goes against it. They have to come up with their points as to why AI is beneficial/ harmful for the society.

UNIT 2: AI PROJECT CYCLE:

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

SUB-UNIT	LEARNING OUTCOMES	SESSION / ACTIVITY / PRACTICAL
Problem Scoping	Identify the AI Project Cycle framework. Learn problem scoping and ways to set goals for an AI project. Identify stakeholders involved in the problem scoped. Brainstorm on the ethical issues involved around the problem selected. Understand the iterative nature of problem scoping for in the AI project cycle. Foresee the kind of data required and the kind of analysis to be done.	Session: Introduction to AI Project Cycle\n \n Problem Scoping \n Data Acquisition \n Data Exploration \n Modelling \n Evaluation \n \nActivity: Brainstorm around the theme provided and set a goal for the AI project.\n \n Discuss various topics within the given theme and select one. \n List down/ Draw a mind map of problems \n \nrelated to the selected topic and choose one problem to be the goal for the project. Activity: To set actions around the goal.\n \n List down the stakeholders involved in the problem. \n Search on the current actions taken to solve this problem. \n Think around the ethics involved in the goal of your project. \n \nActivity: Data and Analysis\n \n What are the data features needed? \n Where can you get the data? \n How frequent do you have to collect the data? \n What happens if you don’t have enough data? \n What kind of analysis needs to be done? \n How will it be validated? \n How does the analysis inform the action? \n \n
Share what the students have discussed so far.	Presentation: Presenting the goal, actions and data.
Data Acquisition	Identify data requirements and find reliable sources to obtain relevant data.	Activity: Introduction to data and its types. Students work around the scenarios given to them and think of ways to acquire data.
Data Exploration	To understand the purpose of Data Visualisation Use various types of graphs to visualise acquired data.	Session: Data Visualisation\n \n Need of visualising data \n Ways to visualise data using various types of graphical tools. \n \nRecommended Activity: Let’s use Graphical Tools\n \n To decide what kind of data is required for a given scenario and acquire the same. \n To select an appropriate graphical format to represent the data acquired. \n Presenting the graph sketched. \n \n

\n\n\n\n\n\n\n\n\n\n\n\n\n\n

SUB-UNIT

LEARNING OUTCOMES

SESSION / ACTIVITY / PRACTICAL

Modelling

Understand, create and implement the concept of Decision Trees. Understand and visualise computer’s ability to identify alphabets and handwritings.

\n\n\n\n\n\n\n\n\n\n\n\n\n

Session: Decision Tree · To introduce basic structure of Decision Trees to students.

Recommended Activity: Decision Tree · To design a Decision Tree based on the data given.

Recommended Activity: Pixel It\n

To create an “AI Model” to classify handwritten letters.
Students develop a model to classify handwritten letters by diving the alphabets into pixels.
Pixels are then joined together to analyse a pattern amongst same alphabets and to differentiate the different ones.

UNIT 4: INTRODUCTION TO PYTHON:

\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n

LEARNING OUTCOMES

SESSION / ACTIVITY / PRACTICAL

Learn basic programming skills through gamified platforms.

Recommended Activity:\n

Introduction to programming using Online Gaming portals like Code Combat.

Acquire introductory Python programming skills in a very user-friendly format.

\n\n\n\n\n\n\n\n\n\n

Session:\n

Introduction to Python language
Introducing python programming and its applications

Practical: Python Basics Students go through lessons on Python Basics (Variables, Arithmetic Operators, Expressions, Data Types - integer, float, strings, using print() and input() functions)· Students will try some simple problem-solving exercises on Python Compiler.Practical: Python Lists\n

Students go through lessons on Python Lists (Simple operations using list)
Students will try some basic problem-solving exercises using lists on Python Compiler.

Objectives

Helping learners understand the world of Artificial Intelligence and its applications through games, activities and multi-sensorial learning to become AI-Ready.
Introducing the learners to three domains of AI in an age-appropriate manner.
Allowing the learners to construct meaning of AI through interactive participation and engaging hands-on activities.
Introducing the learners to AI Project Cycle.
Introducing the learners to programming skills - Basic python coding language.

Learning Outcomes Learners will be able to

Identify and appreciate Artificial Intelligence and describe its applications in daily life.
Relate, apply and reflect on the Human-Machine Interactions to identify and interact with the three domains of AI: Data, Computer Vision and Natural Language Processing and Undergo assessment for analysing their progress towards acquired AI-Readiness skills.
Imagine, examine and reflect on the skills required for futuristic job opportunities.
Unleash their imagination towards smart homes and build an interactive story around it.
Understand the impact of Artificial Intelligence on Sustainable Development Goals to develop responsible citizenship.
Research and develop awareness of skills required for jobs of the future.
Gain awareness about AI bias and AI access and describe the potential ethical considerations of AI.
Develop effective communication and collaborative work skills.
Get familiar and motivated towards Artificial Intelligence and Identify the AI Project Cycle framework.
Learn problem scoping and ways to set goals for an AI project and understand the iterative nature of problem scoping in the AI project cycle.
Brainstorm on the ethical issues involved around the problem selected.
Foresee the kind of data required and the kind of analysis to be done, identify data requirements and find reliable sources to obtain relevant data.
Use various types of graphs to visualize acquired data.
Understand, create and implement the concept of Decision Trees.
Understand and visualize computer’s ability to identify alphabets and handwritings.
Understand and appreciate the concept of Neural Network through gamification and learn basic programming skills through gamified platforms.
Acquire introductory Python programming skills in a very user-friendly format.

","slug":"artificial-intelligence","seo_title":"CBSE Syllabus for Class 9 Artificial Intelligence - 2024-25 Academic Year - ORCHIDS","seo_description":"Embrace CBSE Syllabus for Class 9 Artificial Intelligence at ORCHIDS. Delve into the future with a curriculum designed for the 2024-25 academic year, integrating AI concepts."},{"subject":"IT","description":"

CBSE Class 9 Information Technology Syllabus

Information Technology is a subject that deals with data, information, and technology as a whole. It is an optional subject for the students of class IX. The syllabus for the year 2024-2025 for IT is divided into two parts - Term I and Term II. The Syllabus is as follows:

PART A: Employability Skills a. Term 1\n
- Unit 1 – Communication Skills-I
- Unit 2 – Self-Management Skills-I
- Unit 3 – Basic ICT Skills-I
\nb. Term 2\n
- Unit 4 – Entrepreneurial Skills
- Unit 5 – – Green Skills
\n

PART B: Subject Specific Skills a. Term 1\n
- Unit 1 – Introduction to IT-ITeS industry
- Unit 2 – Data Entry & Keyboarding Skills
- Unit 3 – Digital Documentation
\nb. Term 2\n
- Unit 4 – Entrepreneurial Skills
- Unit 5 – Digital Presentation
\n
PART C: Practical Work\n
\n
- VivaPractical Examination
- Written Test
- Voce
\n
\n
PART D: Project Work/Field Visit\n
- Practical File / Student Portfolio
- Viva Voce
\n

The following are the main objectives of this course:

To familiarize the students with the world of IT and IT enabled services.
To provide an in-depth training in use of data entry, internet and internet tools.
To develop practical knowledge of digital documentation, spreadsheets and presentation.
To enable the students to understand database management system and have updated knowledge about digital record keeping.
To make the students capable of getting employment in Private Sector, Public Sector, Ministries, Courts, House of Parliament and State Legislative Assemblies.
To develop the following skills:\n
- Data Entry and Keyboarding skills
- The concept of Digital Documentation
- The concept of Digital Presentation
- The concept of Electronic Spreadsheet
- The concept of Databases
- Internet Technologies
\n

","slug":"it","seo_title":"CBSE Syllabus for Class 9 IT - 2024-25 Academic Year - ORCHIDS","seo_description":"Explore CBSE Syllabus for Class 9 IT at ORCHIDS. Navigate through the world of Information Technology with a curriculum tailored for the 2024-25 academic year."}]

CBSE Class 9 Mathematics Syllabus

Objectives

90 minutes Single Paper

UNIT- NUMBER SYSTEMS

UNIT-GEOMETRY

UNIT-MENSURATION

UNIT-STATISTICS & PROBABILITY

SECOND - TERM

90 minutes Single Paper

UNIT-ALGEBRA

UNIT-GEOMETRY

CBSE Class 9 English Syllabus

TERM I

TERM II

Guidelines for Assessment in Listening and Speaking Skills (ALS)

CBSE Class 9 Social Science Syllabus

Syllabus

NCERT books (as per CBSE ) :

Term II

Term II

Project Work

Objectives

CBSE Class 9 Science Syllabus

General Instructions:

Unit I: Matter- It’s Nature and Behaviour

Unit II: Organization in the Living World

Unit III: Motion, Force, and Work

TERM - II

Unit I: Matter- It’s Nature and Behaviour

Unit III: Motion, Force, and Work

Unit II: Organization in the Living World

ONLY FOR INTERNAL ASSESSMENT

PRACTICALS

TERM-I

TERM-II

CBSE Class 9 Artificial Intelligence Syllabus

Syllabus

Detailed Curriculum

PART-A: EMPLOYABILITY SKILLS

PART-B – SUBJECT SPECIFIC SKILLS

UNIT 1: INTRODUCTION TO ARTIFICIAL INTELLIGENCE (AI)

UNIT 2: AI PROJECT CYCLE:

UNIT 4: INTRODUCTION TO PYTHON:

CBSE Class 9 Information Technology Syllabus

CBSE Syllabus for class-9 2024-2025

CBSE Syllabus for class-9
2024-2025