Secondary Level Curriculum, 2078

(Grade 11-12)
(Technical and Vocational Stream)

Civil Engineering

Government of Nepal
Ministry of Education, Science and Technology
Curriculum Development Centre
Sanothimi, Bhaktapur
Publisher: Government of Nepal

Ministry of Education, Science and Technology

Curriculum Development Centre

Sanothimi, Bhaktapur

© Publisher

All rights reserved. No part of this publication may be reproduced, stored in

a retrieval system or transmitted, in any other form or by any means for
commercial purpose without the prior permission in writing of Curriculum
Development Centre.
 Preface

Secondary Level Education in Nepal aims to produce skillful healthy citizens familiar
with national customs, culture, social heritage and democratic values who can actively
take part in the economic development of the country. So, the main aim of this level is
to produce skilled manpower who can make special contribution to the country’s all-
round development, and at the same time, to produce conscious citizens with essential
knowledge and skills to be ready for university education. The process of developing
and revising school level curricula in Nepal is being continued in line with this
objective.

In this connection, in order to bring relevant changes in secondary level curricula as per
the recommendations of School Sector Development Plan (SSDP), some subjects, i. e.
Plant Science, Animal Science, Computer Engineering, Electrical Engineering and Civil
Engineering have been introduced under Technical and Vocational stream. According to
this provision, the curricula of these subjects have been prepared, and they are being
implemented. Considering the situation that the curricula of these subjects are not easily
available at present, they have been published for the wider circulation. This
curriculum, revised in 2078 B. S., is one of them.

Revising school level curricula is a continuous process and the role of teachers, parents
and scholars is vital in making it more effective in future. Therefore, the Curriculum
Development Centre always anticipates constructive suggestions from all the persons
concerned.

Curriculum Development Centre

Sanothimi, Bhaktapur
 Content
S/No. Subjects Page No.

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Grade Eleven
1. Geo-Technical Engineering 151
2. Estimating, Costing and Supervision 166
3. Engineering Surveying 176
4. Applied Mechanics 187

Grade Twelve
1. Mechanics of Structural 198
2. Fluids Mechanics 213
3. RCC Structure 224
4. Construction Management 235
 Curriculum Structure
Class 11-12
SN. Class 11 Credi Annua Class 12 Credit Annual
t Hrs. l Work Hrs Work
Hor. Hor.

1 English 4 128 English 4 128

2 Nepali 3 96 Social Studies 3 96
Mathematics 3 96 Mathematics 3 96
3
Chemistry 3 96 Chemistry 3 96
4
Physics 3 96 Physics 3 96
5
Geo-Technical 4 128 Structural Mechanics 4 128
6
Engineering
Estimating, 4 128 Fluids Mechanics 4 128
7
Costing and
Engineering 4 128 RCC Structure 4 128
8
Supervision-
Surveying- IIII
Applied 4 128 Construction 4 128
9
Mechanics Management
Total 32 1024 32 1024
 English

Grade: 11 and 12 Subject code: Eng. 003 (Grade 11), Eng. 004 (Grade 12)
Credit hour: 4 Annual working hour: 128

1. Introduction
English is a lingua franca and is an appropriate international language for Nepal to be connected with
global community. It is not only the language of international communication but also a language of
higher education, mass media, information and communication technology (ICT), business, tourism,
science and medicine. In the context of Nepal, English is necessary for various purposes. To be specific,
our learners need English to participate in classroom interactions; to study course materials; to read things
for pleasure and general information; to gain access to the world body of knowledge; to read and enjoy a
wide range of literary texts, to participate in international meetings, seminars and conferences; to
communicate with foreigners in general; to enhance their career development, and many more. English
is taught as a compulsory subject from grade one to the bachelors level.
Ministry of Education, Science and Technology (MoEST) has approved the National Curriculum
Framework (NCF), 2076 addressing the changed socio-political condition of the country and the current
needs of the learners. This grade 11and 12 E nglish curriculum has been developed in line with the
spirit of the new NCF. The present curriculum addresses all four language skills with prime focus on
reading and writing skills. It focuses on the types of reading and writing skills that are necessary for the
students in their real life. It also includes the language functions which the students need for their further
studies and the world of work. A strong grammatical foundation is also given due consideration in this
curriculum. This curriculum is based on the principle that learners learn language when they get sufficient
opportunity to use it in appropriate contexts. Content should not be detached from the use of language.
Content and language should be integrated while teaching. Therefore, the curriculum has focused not only
on language and language functions, but also on a variety of fiction and non-fiction texts which provide a
meaningful context for language learning. For some students, secondary education serves as a basis for
preparation for the university education, whereas for some other students, it may be a preparation for
entry into the world of work. This curriculum tries to address the linguistic requirements of both types of
students.
This curriculum focuses on both the intensive reading of texts which is intended for language
development in the learners and the extensive reading of texts which is intended for processing content
and developing higher order reading and writing skills. Soft skills including critical thinking and
creativity of the students have also been given due importance. For this purpose, a wide variety of texts
have been included under various themes and topics. This curriculum includes level-wise competencies of
students, grade-wise learning outcomes, scope and sequence of contents, learning facilitation process and
evaluation process.
2. Competencies
This curriculum of Grade 11 and 12 in English language aims at developing the following competencies
in the learners:
1. Use both spoken and written English for general and academic purposes in a variety of personal,
social and academic contexts.
2. Read a wide variety of texts for information and understanding.
3. Read a variety of literary texts for pleasure and appreciation.
4. Read, reflect and interpret a wide range of texts.

1
5. Critically analyze and evaluate ideas in a wide range of level apprapriate taxts.
6. Search, select and manage information from various textual and online sources.
7. Create a variety of writing for different purposes and audiences with appropriate content, style and
accuracy.
8. Produce a variety of creative and critical writings.
9. Appreciate diverse cultures.
10. Listen and respond in English with accuracy and fluency
11. Communicate clearly and effectively in a range of situations using verbal and non-verbal
communication strategies.
3. Grade-wise Learning Outcomes
The learning outcomes in this curriculum are distributed between grade eleven and twelve based on their
levels of difficulty. However, the same learning outcomes may be introduced in grade eleven and
consolidated in grade twelve. Therefore, these may go in a sequence and will be addressed in the resource
materials and pedagogy.
3.1 Listening

Learning outcomes

Listening Grade 11 Grade 12

constructs

1. Identify and  Identify the speaker's attitudes and  Identify the speaker's attitudes and
discriminate stress feelings through their use of stress feelings through their use of stress
and intonation and intonation. and intonation.
patterns.  Show an understanding of  Identify the speaker's purpose
differentiating tones (warnings, by distinguishing tone and
advice, suggestion, etc. ). intonation patterns.
 Identify the effects of supra-  Identify the effects of supra-
segmental features in a connected segmental features and
speech. phonological processes in a
connected speech.
 Identify the key words and phrases
in the given text.
 1.5 Identify the differences
between formal and informal
English.

2. Listen to the  Identify the gist of a listening text.  Identify the gist, main idea and
spoken text and  Retrieve specific information from supporting details of a listening
understand its gist spoken English. text.
and retrieve  Compare and contrast information.  Retrieve specific information from
specific  Show an understanding of the spoken English, and take notes.
information from functions of common discourse  Compare and contrast information.
it. markers.  Distinguish between cause and
effect.
 Interpret information and auditory
cues.
 Show an understanding of the
functions of a wide range of

2
 discourse markers.

3. Make inference  Make predictions about the  Make predictions about the
while listening subsequent content using prior subsequent content, actions and
knowledge, phonological clues and events using prior knowledge,
contextual clues. phonological clues and contextual
 Make inference about themes and clues.
message of the spoken text from  Make inference about purpose,
prior knowledge and contextual intentions, themes and message of
clues. the spoken text from prior
knowledge and contextual clues.

4. Listen to the  Distinguish between facts and  Separate facts from opinions in a
spoken text and opinions in a spoken text. spoken text.
critically analyse  Draw conclusions from main ideas,  Draw conclusions from main ideas,
and evaluate the specific details, prior knowledge and specific details, prior knowledge
information in it. contextual clues. and contextual clues.
 Identify the content and organisation  Identify different points of view and
of presentations. make judgment.
 Form opinions about ideas presented  Make judgment on the relevance of
in listening texts. spoken message.
 Understand the meaning of common  Evaluate the content and
idiomatic expressions. organisation of presentations.
 Form and interpret opinions about
ideas presented in texts.
 Understand and interpret the
meaning of common and grade
appropriate idiomatic expressions.

5. Listen to the  Listen to a variety of audio  Listen to a variety of audio

spoken text and materials (e.g. lectures, materials (e.g. lectures,
take note of conversations, personal accounts, conversations, personal accounts,
important narratives and explanations) and narratives and explanations) and
information. take notes of them. take notes of them.
 Restate what has been heard.  Restate what has been heard.

6. Participate  Participate as an active listener in an  Participate as an active listener in an

actively and interaction and discussion. interaction and discussion.
effectively in an  Ask for clarification and elaboration.  Ask for clarification and
interaction.  Respond to the speaker with elaboration.
appropriate facial expressions and  Respond to the speaker with
gestures. appropriate facial expressions and
 Respect the age, gender, social gestures.
position and cultural traditions of the  Respect the age, gender, social
speaker. position and cultural traditions of
the speaker.
 Collaborate with others in order to
explore and discuss understanding
of spoken texts.

3
7. Listen to  Show an understanding of complex  Show an understanding of complex
instructions, directions and instructions. directions and instructions.
directions and  Show an understanding of common  Show an understanding of common
announcements public announcements e.g. at an public announcements e.g. at an
and follow them. airport, at a stadium, etc. airport, at a stadium, etc..

8. Gain knowledge  Identify nationality/ background of  Demonstrate an understanding of

and understanding speaker (s) of listening texts the patterns of interactions from
of target culture (s)  Demonstrate an understanding of the various English speaking cultures.
through listening. patterns of interactions from various  Analyse the verbal and non- verbal
English speaking cultures. social conventions that characterize
 Show an understanding of verbal the English speaking cultures.
and non- verbal social conventions  Show an understanding of verbal
that characterize the English speaking and non- verbal social conventions
culture. that characterize the English speaking
 Compare and contrast the practices culture.
of both national and international  Evaluate the practices and values of
cultures. both national and international
cultures.

4
3.2 Speaking

S.N. Speaking Learning outcomes

constructs
Grade 11 Grade 12

1. 1. Participate  Initiate, maintain and conclude  Initiate, maintain and conclude an

effectively in an interaction using appropriate interaction using both verbal and
interactions and expressions. non-verbal expressions and with
conversations.  Take part in conversations on confidence.
subjects of common interest.  Take part in relatively long
 Speak fluently, accurately and conversation with multiple
effectively in different speakers on subjects of common
situations on a wide range of interest.
general or leisure topics.  Speak fluently, accurately and
 Understand and respond to effectively according to social
what has been said by the other norms and cultural values in
interlocutors in conversation. different situations on a wide
 Ask questions for clarification range of general, academic,
and understanding. vocational or leisure topics.
 Respond to questions.  Understand and respond to what
 Present ideas, opinions, has been said by the other
experiences and arguments interlocutors in conversation.
with confidence.  Ask questions for clarification
 Respect age, gender, social and understanding.
position of the listener.  Respond to questions in a
 Indicate understanding and convincing way.
express certainty or  Respect age, gender, social
uncertainty. position and cultural traditions of
 Make proper use of extra the listener.
linguistic features such as  Present ideas, opinions,
facial expressions and gestures. experiences and arguments with
 Use common discourse confidence.
markers.  Use discourse markers to enable
others to follow what is being
said.
 Respond with suggestions,
feedback and different
viewpoints.
 Change the topic of an interaction
as required.
 Indicate understanding and
express certainty or uncertainty.
 Negotiate meaning in
communication.
 Make proper use of extra
linguistic features such as facial
expressions and gestures.
 Use a wide range of discourse
markers.

5
2. Participate  Convey message effectively  Convey message effectively
effectively in an using appropriate language using appropriate language
informal functions. functions and idiomatic
discussion.  Comment and put forward expressions.
point of a view clearly.  Comment and put forward a point
 Give opinions on the topic of of view clearly and evaluate
discussion. alternative proposals.
 Comment on another person's  Give opinions by providing
opinions or viewpoints. relevant explanations, arguments
 Express thoughts and ideas and comments.
using verbal and non-verbal  Comment on and judge another
communication strategies. person's views and opinions with
 Respect others' views and argument.
ideas.  Be aware of social etiquette and
apply in conversation.
 Respect others' views and ideas.

3. Participate  Have a discussion on matters  Have a discussion on matters

effectively in a related to his/her field. related to his/her field.
formal  Ask and reformulate questions  Ask, reformulate and paraphrase
discussion. as required. questions as required.
 Present a point of view clearly.  Present a point of view clearly
 Present and respond to and in a convincing way.
arguments.  Present and respond to arguments
 Take part in informal debates convincingly.
on the issues of current topics  Take part in both formal and
and concerns. informal debates on the issues of
current topics and concerns.
 Make critical remarks or express
disagreement.

4. Give and take an  Actively participate in an  Actively participate in an

interview. interview both as a interviewer interview, including group
and as an interviewee. interview both as a interviewer
 Expand the points being and as an interviewee.
discussed.  Expand the points being
 Check and confirm discussed in a persuasive way.
information.  Check and confirm information.
 Ask questions and respond to  Ask questions and respond to
them properly. them properly.

5. Use  Use telecommunications such  Use telecommunications such as

telecommunicatio as telephone, Skype and Viber telephone, Skype and Viber
ns effectively. effectively for personal effectively for personal and
purposes. professional purposes.
 Maintain appropriate etiquette
and ethics of
telecommunications.

6. Narrate a  Narrate a sequence of events or  Narrate a sequence of events or

sequence of processes using appropriate processes using appropriate

6
 events or process structures and vocabulary. structures and vocabulary.

7. Use supra-  Speak fluently and accurately  Speak fluently and accurately
segmental with acceptable pronunciation, with acceptable pronunciation,
features like stress and intonation patterns. stress and intonation patterns.
stress, tone and  Produce utterances with  Produce utterances with
intonation for appropriate features of appropriate features of connected
expressing a connected speech such as speech such as assimilation and
range of assimilation and elision. elision.
meanings and
emotions.
8. Make effective  Generate ideas and make  Generate ideas and make
presentations. presentations appropriate to the presentations appropriate to the
purpose and audience. purpose, audience, time and style.
 Choose appropriate expressions  Choose appropriate expressions
and registers according to the and registers according to the
context/field. context/field.
 Maintain appropriate posture  Use appropriate discourse
and eye contact. markers.
 Maintain appropriate posture and
eye contact.
 Use effective presentation skills.

9. Describe, people,  Describe people, objects,  Describe people, objects, events,

objects, events, events, etc. using appropriate etc. using appropriate structures
etc. structures and vocabulary. and vocabulary.

10. Seek and provide  Use a range of question forms  Use a range of expressions for
a wide variety of for seeking and confirming seeking, confirming, checking
information. required information. and elaborating required
 Give detailed information on information.
different topics.  Give detailed information on
different topics.

11. Speak with  Express personal opinions to  Express personal opinions to

critical analysis clarify the points expressed. clarify the points expressed and
and evaluation.  Present reasons and examples persuade the interlocutors.
from different sources such as  Present reasons, examples and
reviews of books, plays and the details from different sources
interviews to defend opinions such as reviews of books, plays
and judgments. and interviews to defend opinions
and judgments.

12. Understand and  Express one’s own cultural  Express one’s own cultural
demonstrate inter- values and practices effectively values and practices and compare
cultural and clearly. it with that of others.
understanding.  Express tolerance and respect  Express tolerance and respect for
for the cultural practices of the cultural practices of other
other people. people.

Note: The prescribed language functions should be included while selecting topics and tasks for
speaking.

7
3.3 Reading

S. N. Reading Learning outcomes

constructs
Grade 11 Grade 12

1. Read the texts  Scan the text and retrieve  Scan the text and retrieve specific
intensively for specific information from it. information from it.
information and  Skim the text and get its main  Skim the text and get its main
understanding. idea/theme. idea/theme.
 Identify the topic sentence of  Distinguish between cause and
a paragraph. effect and fact and opinions.
 Distinguish between cause  Compare and contrast ideas.
and effect.  Identify different points of view.
 Separate facts from opinions.  Find out main ideas and
 Compare and contrast ideas. supporting details.
 Find out main ideas and  Deduce the meanings of
supporting details. unfamiliar words and phrases in a
 Deduce the meanings of given context.
unfamiliar words and phrases  Read the text and identify the
in a given context. order of events.
 Read the texts and identify the  Identify explicit as well as
order of events. implicit information.
 Identify explicit as well as  Read and interpret the graphic
implicit information. organizers (e.g. Venn diagram, time
 Read and interpret the graphic line, semantic webs, etc.) given in
organizers (e.g. Venn the text to facilitate understanding
diagram, time line, semantic of grade appropriate reading texts.
webs, etc.) given in the text to  Follow the pattern of arguments
facilitate understanding of with the help of the clues
grade appropriate reading available in the text.
texts.
2. Read a variety of  Read and interpret literary  Read and interpret literary texts
literary texts for texts (e.g. short stories, (e.g. short stories, essays, poems
pleasure, essays, poems and dramas) and dramas) from a wide variety
appreciation and from a wide variety of of authors, subjects and genres.
interpretation. authors, subjects and genres.  Read and respond to literary
 Read and respond to literary works that represent a range of
works that represent a range social, historical and cultural
of social, historical and perspectives.
cultural perspectives.  Interpret multiple levels of
 Interpret multiple levels of meaning such as literal meaning,
meaning such as literal contextual meaning, figurative
meaning, contextual meaning, meaning and intended meaning in
figurative meaning and literary texts.
intended meaning in literary  Analyse and evaluate fiction and
texts. non-fiction including the effect of
 Analyse and evaluate fiction diction and figurative language.
and non-fiction including the  Analyse special features of
languages that distinguish literary

8
 effect of diction and figurative texts from non-literary ones.
language.  Appreciate literary texts of
 Analyse special features of appropriate level.
languages that distinguish  Determine the themes of literary
literary texts from non-literary texts.
ones.  Describe the characters of the
 Appreciate literary texts of literary texts.
appropriate level.
 Determine the themes of
literary texts.
 Describe the characters of the
literary texts.
3. Read the texts  Determine the writer's  Determine the writer's attitude,
and critically attitude, perspectives, perspectives, purposes and
analyse, interpret purposes and intended intended meaning.
and evaluate the meaning.  Identify the particular kind of
information.  Identify the particular kind of language used in a particular text.
language used in a particular  Analyse and synthesize
text. information from different
 Analyse and synthesize sources by making connections
information from different and showing relationships with
sources by making other texts, ideas and subjects.
connections and showing  Form a variety of questions at
relationships with other texts, different levels about the text.
ideas and subjects.  Read, review and present a
 Form a variety of questions at critical response to a text.
different levels about the text.  Express opinions and make
 Read, review and present a judgments about ideas,
critical response to a text. information, experiences and
 Express opinions and make issues presented in literary and
judgments about ideas, factual texts.
information, experiences and  Arrive at conclusion and
issues presented in literary comment on a given text.
and factual texts.  Summarise the texts.
 Arrive at conclusion and
comment on a given text.
 Summarise the texts.
4. Read the texts  Identify the structure and  Identify the structure and
closely and organization of paragraphs organization of paragraphs and
understand the and longer texts by longer texts by developing an
structure and developing an awareness of awareness of cohesive devices.
organization of cohesive devices.  Analyse the organisational
the text.  Analyse the organisational patterns of a text (such as
patterns of a text (such as chronological, cause-effect,
chronological, cause-effect, problem-solution and reason-
problem-solution and reason- conclusion).
conclusion).  Identify cohesive devices and
 Identify cohesive devices and their referents.
 Identify the discourse markers

9
 their referents. and their functions in the texts.
 Identify the discourse markers  Compare the structure of different
and their functions in the types of text organization.
texts.
5. Read the texts  Read the title and predict the  Read the title and predict the
and predict the content of the text. content of the text.
content and make  Make predictions about the  Make predictions about the
inference. content of a text while reading content of a text while reading
based on contextual clues, text based on contextual clues, text
features, background features, background knowledge,
knowledge, patterns of patterns of relationship of ideas,
relationship of ideas, etc. etc.
 Make predictions about  Make predictions about upcoming
upcoming events in the events in the narrative texts.
narrative texts.  Make inferences from contextual
 Make inferences from information, writer's viewpoints,
contextual information, implied information, etc.
writer's viewpoints, implied  Use knowledge of the world or
information, etc. background knowledge while
 Use knowledge of the world reading.
or background knowledge
while reading.
6. Read the texts  Make notes by reading  Make notes by reading various
and take notes. various resources. resources.
 Read a text and make notes  Read a text and make notes
covering the key points. covering the key points.
 Organise the notes and write on
what has been read.

7. Read and  Interpret and integrate  Interpret and integrate

interpret the para- information presented in information presented in
orthographic diagrammatic forms (charts, diagrammatic forms (charts,
texts. graphs, tables, maps etc.) graphs, tables, maps etc.)
 Paraphrase information or  Paraphrase information or ideas
ideas of the texts. of the texts.

8. Read texts and  Deduce the meaning of  Deduce the meaning of unfamiliar
deduce the unfamiliar lexical items on the lexical items on the basis of
meaning of basis of contextual, syntactic contextual, syntactic and semantic
unfamiliar lexical and semantic clues. clues.
items from the
context.

9. Use an authentic  Use an authentic English  Use an authentic English

English dictionary, thesaurus, dictionary, thesaurus,
dictionary, encyclopedia, and academic encyclopedia, and academic
thesaurus, reference materials. reference materials.
encyclopedia, and
academic

10
 reference
material.
10. Read and identify  Read and identify the  Read and identify the practices
the practices and practices and values of and values of national and target
values of national national and target cultures. cultures.
and target  Read a variety of texts from  Read a variety of texts from both
cultures. both national and international national and international cultures
cultures for information and for information and
understanding. understanding.
 Read a n d c o m p a r e social,  Read a n d c o m p a r e social,
democratic, political and democratic, political and economic
economic issues in both national issues in both national and
and international cultures. international cultures.
 Read expository texts on  Read expository texts on issues
issues affecting social, affecting social, political,
political, economic and economic and cultural aspects in
cultural aspects in a given a given society.
society.

3.4 Writing

S. N. Writing Learning outcomes

constructs
Grade 11 Grade 12

Compose well-  Compose well-formed  Compose well-formed paragraphs

1.
formed paragraphs including the including the appropriate topic
paragraphs. appropriate topic sentence, sentence, supporting details and a
supporting details and a concluding sentence.
concluding sentence.
Write different  Write different types of  Write different types of formal
2.
kinds of letters personal letters such as letters letters such as letters to the
and emails with to friends, and relatives. editors, complain letters, job
appropriate  Write emails. application letter, and business
format and  Create blogs for expression. letters.
layout.  Write emails.
 Prepare curriculum vitae (CV)
with appropriate format and
layout.
 Create blogs for expression.

Write well  Write well organised  Write well organised descriptive,

3.
organised essays descriptive, narrative, narrative, argumentative and
on the given argumentative and expository expository essays on the given
topics and the essays on the given topics and topics and the topics of interest.
topics of own the topics of interest.  Edit the written products.
interest.  Edit the written products.

Write news  Write articles on current  Write articles on current issues

4.
using appropriate forms and

11
 articles on current issues using appropriate forms styles.
issues. and styles.

Write formal  Write study reports based on  Write study reports based on
5.
reports in an project works or mini- project works or mini-researches
appropriate style researches in an appropriate in an appropriate form and
and format. form and format. format.

Narrate a  Narrate an event in a  Narrate an event in a

6.
sequence of chronological order. chronological order.
events and  Narrate a personal experience  Narrate a personal experience
personal appropriately. appropriately.
experiences.  Write stories.  Write biographies of famous
national and international people.
 Write a travelogue/memoire.

Describe a person  Describe a person or event  Describe a person or event using

7.
or event using appropriate structures appropriate structures and
appropriately. and vocabularies. vocabularies.

Summarise a text.  Summarise a text into a short  Summarise a text into a short
8.
form condensing the form condensing the information.
information.
Write a character  Write a character sketch of the  Write a character sketch of the
9.
sketch. characters in a text. characters in a text with sufficient
arguments.

Write a book/film  Write a critical review of a  Write a critical review of a

10.
review. book/film. book/film.

Transfer  Transfer information from  Transfer information from tables,

11.
information from tables, graphs and charts to graphs and charts to prose and
tables, graphs and prose and vice versa. vice versa.
charts to prose  Describe and interpret tables,  Describe and interpret tables,
and vice versa. charts and graphs clearly. charts and graphs clearly.

Prepare  Prepare communiqué in a  Prepare a press release of an

12.
communiqué and simple and clear form. organisation.
press release.

Use the  Write a variety of text types  Write a variety of text types using
13.
mechanics of using spelling, punctuation, spelling, punctuation,
writing properly. capitalisation, contractions, capitalisation, contractions,
abbreviations, acronyms, abbreviations, acronyms, numbers
numbers and numerals and numerals properly.
properly.
Use various  Use writing strategies such as  Use writing strategies such as
14.
strategies for brainstorming, making mind brainstorming, making mind maps
generating and maps and spider grams for and spider grams for generating
organising ideas generating ideas. ideas.
 Gather required information for

12
 for writing.  Gather required information writing from various printed and
for writing from various online sources.
printed and online sources.  Draft interview questions to
 Draft interview questions to collect information.
collect information.  Take notes while reading or
 Take notes while reading or interviewing and use the notes for
interviewing and use the notes writing.
for writing.  Use a range of organisational
 Use a range of organisational strategies such as clustering,
strategies such as clustering, webbing, and mapping to present
webbing, and mapping to information.
present information.  Critically analyse the sample
 Critically analyse the sample writings to find out their structure
writings to find out their and styles.
structure and styles.
Apply process  Apply the stages of process  Apply the stages of process
15.
approach to approach (i.e. planning, approach (i.e. planning, making
writing for making an outline, preparing an outline, preparing the first draft
producing a the first draft and revising, and revising, editing and
variety of editing and producing the producing the final draft) to create
creative writings. final draft) for creating a a variety of creative writings such
variety of creative writings as essays, personal experiences
such as essays, personal and articles.
experiences and articles.
Use an authentic  Use an authentic English  Use an authentic English
16.
English dictionary, thesaurus, dictionary, thesaurus,
dictionary, encyclopedia, and academic encyclopedia, and academic
thesaurus, reference materials for reference materials for drafting,
encyclopedia, and drafting, revising and editing revising and editing their writing.
academic their writing.  Develop personal dictionary.
reference  Develop personal dictionary.
material.
Note:
Self-exploration and self-expression/creative writing should be dealt with as an inherent part while
interacting with texts.
4. Scope and Sequence
4.1 Reading
The content of reading section is divided into two parts: Part I and Part II. Part I includes a wide variety
of contemporary issue-based thematic texts intended for the practice of (a) intensive reading (b) grammar
(c) vocabulary (d) listening and speaking (e) writing. Part II is built on the successful exposition of Part I.
Part II includes literary genre-based selected texts of different types for reading for pleasure, for both
intensive and extensive purposes so as to enable the learners to discern different aspects of literary texts
and practise creative writings, which involves expression of imagination.
Part I (Outlines for the selection of texts)
There will be a wide variety of texts on different issues- both local and global of mainly contemporary
concerns, which include gender issues, diaspora, science and technology, depletion of natural resources,
etc. There will be maximum 21 reading texts of moderate length not exceeding 2000 words and technical

13
terms at each grade. The texts should be taken from various thematic areas that have been proposed
below. Around each selected text, specially tailored exercises will be developed for supporting the
learners' engagement with the texts.

S. No. Thematic areas Possible topics

1. Education and humanity ethics, human values, moral values, education, spirituality,
animal rights, patriotism, responsibility of citizens

2. Health, sports and yoga, travelogue, illness, disease, diet, nutrition, epidemics,
adventure hygiene, mental health, physical exercise, traditional and
alternative medicine, meditation

3. Media and society change in communication and pace of life, advertising, bias in
media, the Internet, radio and television, telephone, press

4. History and culture identity, language, ethnicity, ethnic groups in Nepal, folk
literature, folk songs, folk culture/children's literature diaspora,
ethics, cultural diversity, beliefs, values and norms, etiquette,
historical events, national customs

5. Ecology and global warming, deforestation, diversity, sustainable

development development, population, agronomy, forestry, wildlife,
weather, ecosystem, food and water, the effect of man on
nature, the environment, natural disaster

6. Science and technology ethics and science, impact of ICT on society, entertainment,
renewable energy

7. Globalisation and international economy, migration, poverty and famine, global

economy citizenship

8. Humour and satire humour, satire

9. Democracy and human democracy, human rights, gender, law and justice, legal
rights awareness, children's rights, women's rights, rights of senior
citizens, non-violence, charity

10. Home life, family and celebrations and social events, friendship, work, family, social
social relationships acceptance, sex education

11. Arts, music and creation painting, arts, music, creation

12. Fantasy fantasy, imagination

13. Career and jobs, career, entrepreneurship, problems of unemployment

entrepreneurship

14. Power and politics power, politics, struggle, conflict

15. War and peace war, peace

14
 16. Critical thinking critical thinking, divergent thinking, logical thinking

Possible text types for part I

A wide variety of texts will be covered for reading purposes. Reading texts for part I will cover the
following types:
 interviews
 book/film reviews
 news reports and articles
 literary writings
 reports
 academic publications
 letters
 essays
 news articles
 biographies/auto-biographies
 product guides
 poems
 blogs
 brochures
 emails
 travelogues/memoire
Part II (Outline for the selection of reading texts)
As mentioned before, this part will consist of different types of creative works that involve the expression
of imagination and art so that the students can perceive how language functions differently. These are
higher functions. This section will expose the students to a different world of imagination and art. This
will encourage them to read more, think more and express with individual artistry. There lies infinite
possibility of growing independently. In this part, there will be maximum 20 reading texts of moderate
length at each grade.
The genres that will be included in this part along with the number of texts of each genre is given below:

S. N. Genres Number of texts to be

included

1. Short stories 7

2. Poems 5

3. Essays 5

4. One act plays 3

Total 20

Based on the above genres, different types of reading and writing tasks should be developed so that the
students can think more independently, work creatively and develop a good foundation for the university
level education.
The tasks incorporated in this part will focus on:

15
  glossary
 literary devices used in the texts
 comprehension questions (short and long: literature-based reading, reading between the lines,
appreciation of texts, interpretation of texts)
 writing a summary
 describing the character
 comparing and contrasting
 critical and creative writing
4.2 Writing

Grade 11 Grade 12

1. Paragraphs 1. Paragraphs
2. Personal letters (letters to friends and relatives) 2. Formal letters (letters to the editors, job
emails, blogs application, business letters)
3. Essays (descriptive, narrative, argumentative 3. Curriculum vitae
and expository) 4. Essays (descriptive, narrative, argumentative
4. News articles and expository)
5. Formal reports based on project works or mini- 5. News articles
research 6. Formal reports based on project works or
6. Narratives (personal experiences, stories, mini-research
events, travelogues, memoire) 7. Narratives (personal experiences, stories,
7. Descriptions (persons, events) events, travelogues, memoire)
8. Summaries 8. Descriptions (persons, events)
9. Character sketch 9. Summaries
10. Book/film review 10. Character sketch
11. Transferring information from para- 11. Book/film review
orthographic texts 12. Transferring information from para-
12. Communique orthographic texts
13. Mechanics of writing 13. Press release
14. Writing strategies 14. Mechanics of writing
15. Process approach to writing 15. Writing strategies
16. Process approach to writing

4.3 Listening and speaking

As far as possible listening and speaking skills will be practised not in isolation but in the context of
reading texts in an integrated way. Listening texts will cover the following types in both grades:
 Lectures
 Talks
 Presentations
 Conversations
 Personal accounts (e.g. oral anecdotes, past experiences, etc.)
 Interviews
 Short discussions
 Narratives (e.g. radio dramas)
 Procedures (e.g. instructions and directions)
 Factual accounts (news reports, eye witness accounts)
 Explanations (e.g. how an engine works)
 Expositions (debates, speech, advertisements)
 Public announcements

16
 Weather forecast
Speaking skill will be linked with the prescribed language functions. The prescribed language functions
will be included in the tasks and topics for speaking. Speaking tasks and topics should be linked directly
to the reading texts. Speaking tasks will cover the following main areas in both grades:
 conversations/interactions
 formal and informal discussions
 interviews
 telecommunications
 narrating
 making presentations
 describing

4.4. Language functions

The language functions prescribed in this curriculum should be the basis developing tasks for listening
and speaking, and the grammar should be linked to the language functions.

Grade 11 Grade 12

1. Expressing good wishes 1. Expressing feelings, emotions and

1. Giving directions and instructions attitudes
2. Expressing agreement/disagreement 2. Expressing certainty
3. Expressing decisions, intentions and plans 3. Expressing indifference
4. Expressing obligation 4. Making comparisons and contrasts
5. Requesting and offering 5. Arguing/defending a point
6. Suggesting and advising 6. Responding to counter arguments
7. Describing objects, people and places 7. Expressing disappointment
8. Asking about opinions/giving opinions 8. Clarifying
9. Describing experiences 9. Describing processes
10. Describing hopes, wants and wishes 10. Predicting
11. Expressing certainty, probability, doubt 11. Expressing degrees of certainty
12. Interrupting 12. Expressing necessity
13. Generalizing and qualifying 13. Speculating
14. Expressing reactions, e.g. indifference 14. Giving reasons
15. Talking about regular actions and activities 15. Denying
16. Encouraging/discouraging 16. Complaining/criticizing
17. Persuading 17. Reminding
18. Comparing past and present 18. Summarizing
19. Narrating past events, actions and experiences 19. Narrating past events, actions and
20. Expressing complements experiences
21. Reporting 20. Reporting
21. Announcing

4. 5. Grammar
The grammar part of the curriculum will include the following topics:
a. Adjectives and adverbs
b. Concord/subject verb agreement
c. Prepositions

17
d. Modal auxiliaries
e. Tense and aspects
f. Infinitives and gerunds
g. Conjunctions,
h. Relative clause
i. Voice
j. Reported speech
The grammar should not be taught separately. It should be dealt with in the texts as far as possible.
4.6. Sounds, vocabulary and dictionary use
a. Sound system of English
- Consonants
- Vowels
b. Vocabulary study-word formation
- Stem/root - Suffixes
- Prefixes - Derivation
- Inflexion - Synonyms/antonyms
- Parts of speech - Idioms and phrases
- Nouns-number - Verb conjugation
- Spelling - Punctuation
c. Dictionary use (focus on the use of electronic dictionary)
d. Idioms and phrasal verbs
The Curriculum has two broad sections : Language Development and literature. The allocation of
working hours for language development and literature will be 73 and 55 respectively.
Note: Activities focusing on the specific features of vocabulary e.g. prefixes, suffixes, changing word
class, synonyms, antonyms, giving single words, concussing words, etc. should be designed based on the
reading texts.
5 Learning Facilitation Process
5.1 Principles of Language Pedagogy
The current grade XI and XII curriculum is based on the following pedagogic principles :
 Content and language integrated learning: Language learning becomes effective when the learners
develop an awareness of some specific content knowledge. Meaningful content relating to the real
world helps learners comprehend not only the content itself but also the accompanying language.
Integrating content and language is a clear departure from the mere communication towards a
meaningful cognition through the language being learnt.
 Real world link: The principle of real world link is about exposing learners to the realities of the
world through meaningful information and knowledge. Simulated and real tasks allow learners to
envisage how the English language will be used in their real life.
 Diversity as a resource: In diverse classrooms, with learners from multilingual and multi-cultural
backgrounds, exploiting diversity as a resource helps not only in the teaching learning process but
also in creating social cohesion. The content from diverse contexts establishes the pluralistic
concept first in the classrooms and later in the real world.
 Learning through Information and Communication Technology (ICT): With the advent of the
ICT, language learning has been more accessible to the learners. The mobile and media technologies

18
 allow learners to access learning materials from anywhere and anytime. The use of ICT tools in the
classroom pedagogy gives learners more autonomy in different ways.
 Learner engagement: Language learning becomes enriching as well as fulfilling when learners are
fully engaged. Their engagement in the pedagogical process should be ensured with their
involvement in the meaningful tasks, projects and out of class activities. Engaged learners are not
only successful in developing their language but also become a resource for the class.
5.2 Learning Activities
Based on the above-mentioned pedagogical principles, the following activities have been suggested in
order to achieve the competencies of this curriculum:
 Reading and presentation
 Writing projects
 Dramatization, role-play and simulation
 Inquiry-based writing
 Reading for comprehension
 Reading for critical assessment/analysis
 Discussion sessions
 Think - Pair- Share
 RDWS (Read, Discuss, Write and Say/Share)
 Teacher-guided self-study
 Journal writing
 Library visits
 Listening to lyrical poems and songs
 Reciting lyrical poems and songs
 Watching movies (animated/unanimated, comic) and dramas
 Brainstorming and mind mapping
 Quick write/flash writing
 Book/film reviews
 Paraphrasing
5.3 Instructional Materials for Learning Facilitation
Each student must have a textbook. Each teacher should have a teacher’s guide and a set of teacher
support materials for the appropriate grade, including digital and electronic materials as far as practicable.
Teachers should make an extensive and proper use of the board. To make learning easy, effective and
interesting, a variety of materials should be used including the following:
 Charts
 Comparison tables
 Role cards
 Newspapers
 Bulletins, brochures
 Pictures/drawings
 Audio-visual materials
 Writing samples (e.g. essay, book/film review, mind mapping, brainstorming, etc.)
 Worksheets
 Flash cards
 Formats (of book review/film review/project work, etc.)
 Dictionaries, computers, audio players and mobile phones

19
  Multi-media
 Online resources
 Readers
 Additional references
 Sample interpretation/sample summaries/character sketches/poems, etc.

6. Student Assessment
The letter grading system will be used for assessing the students' performance. In order to assess the
student's learning achievement as expected by this curriculum, formative as well as summative and
internal as well as external assessment will be done.
In order to ensure the learning of the students, informal assessment will be conducted regularly and timely
feedback will be provided to the students for improvement. The goal of formative assessment is to help
the learners to learn more rather than to check what they have learnt and what they have not. Formative
assessment should focus on those areas which pose problems in learning. This can also take the form of
remedial teaching. Formative assessment should focus on the development of all the language skills and
aspects in the learners. Various classroom activities and techniques should be used to help the learners to
learn more. The following techniques/activities can be used as tools for formative assessment:

 Observation of students'  Portfolio  Games

linguistic behaviour  Tests (class, weekly,  Debates
 Anecdotal record monthly, trimister)  Story telling/retelling
 Rating scale  Project works  Poetry recitation
 Check lists  Creative works  Dramatization/simulation
 Work sample/written  Self-initiation in learning  Role play
samples  Class work  Group discussion
 Interviews  Journal writing
 Home assignments
As a part of summative assessment, tests for assessing four skills of language, viz. listening, speaking,
reading and writing will be conducted terminally. Listening and speaking tests will be conducted on
practical basis. There will be both internal as well as external evaluation as part of summative or final
assessment.
6.1 Internal Evaluation: The international evaluation convers 25 marks. The allocation of marks is as
follows:

S. N. Areas Marks
1. Participation 3
2 Listening test 6
3 Speaking test 10
4 Score from terminal exams 6
Total marks 25

6.2 External evaluation: The external evaluation carries 75 marks. The allocation of marks for each
language skill and aspect is given below:

20
 S. N. Language skills and aspects Marks
1. Reading 35
2. Writing 25
3. Grammar 10
4. Vocabulary 5
Total marks 75

6.3 Alternative Evaluation

For the students with disabilities, alternative assessment tools will be used. They are suggested in the test
specification grid.

6.4 Elaboration of Internal Assessment

S. N. Areas Marks Guidelines for evaluation

1. Participation 3 This covers students’ attendance, participation in classroom

activities and their performance on classwork, homework and
project works assigned to them. The teacher needs to maintain
the record of students. The same record is to be consulted to
award the marks for this aspect.

2 Listening test 6 1. Listening comprehension

Types of sound files:
(The sound files may contain: lectures, talks, presentations,
poetry, interviews, conversations, short discussions,
advertisements, personal accounts (oral anecdotes, past
experiences) narratives (e.g. radio dramas), instructions and
directions, factual accounts (e.g. eye news reports, eye witness
accounts) explanations, public announcements operating
instructions, weather forecast)
There will be two listening tasks on two different sound files.
Each task should consist of three questions.
Note: The sound files should be authentic and clearly
articulated with normal speed of delivery. Each sound file
should be of 3 minute maximum in length.
Listening constructs to be focused:
a. Specific information
b. Gist
c. Main information and supporting details
d. Specific information and important details
Number of sound files: Two sound files each carrying 3 marks
will be used.

21
 Length of the sound file: Maximum three minutes
Types of test items

1. Multiple choice 4. Short answer questions

2. Fill in the blanks
3. Matching

Alternative test methods for students with speech and

hearing difficulties
For the students with speech and hearing difficulties, any one
of the following types of questions can be asked:
1. Paragraph writing on a given topic
2. Writing a letter
3. Writing a description of the given picture
Time: 20 minutes.

3 Speaking 10 The speaking test will be administered practically. The test

starts with greeting and introducing to make the students
feel comfortable. This will not carry any marks. The
speaking test consists of the following sections:
1. Introduction and interview (3 marks)
The students will be asked at least any three questions on their
personal affairs and immediate situation. (How are you
preparing for the exam? What will you study after grade 12?
What’s your aim in life? Do you like English? Why?/Why not?
2. Describing pictures (4 marks)
The students are given a picture or a set of pictures. They are
expected to describe the picture in at least 8 sentences.
3. Speaking on a given topic (3marks)
The students will be given a topic like; my school, my hobby,
my family. They will get one-minute time to think over the
topic and then they will speak on the topic. This will also be
done individually.
Time: 10 to 15 minutes for per student
Alternative test methods for students with visual difficulties
For the students with visual difficulties, ask them to narrate a
sequence of events instead of the task 2 ‘describing pictures’
above.

4 Score from 6 3 marks from each terminal exams

terminal exams

22
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23
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%= b]v];'g]sf, k9]sf tyf cg'ej u/]sf ljifonfO{ %= b]v];'g]sf tyf cg'ej u/]sf ljifonfO{ l;nl;nf
l;nl;nf ldnfO{ k|:t't ug{ ldnfO{ k|:t't ug{
^= ;fdflhs, ;f+:s[lts ;Gbe{, jStfsf] cj:yf tyf ^= ;fdflhs ;Gbe{, k|;ª\u, jStfsf] cj:yf, clej[l4
;+j]usf cfwf/df k|ltlj|mof lbg / ;+j]u tyf efiffsf] k|of]hgk/s e]bsf cfwf/df
lzi6tfk"j{s k|ltlj|mof JoSt ug{
&= cf}krfl/s sfo{j|mddf ;xefuL eO{ cfkm\gf ljrf/
k|efjsf/L ¿kdf JoSt ug{

@= k9fO l;k != lnlvt ;fdu|LnfO{ ult, olt, no ldnfO{ z'4;Fu != lnlvt ;fdu|LnfO{ ult, olt, no ldnfO{ z'4;Fu
k9\g k9\g
@= ;flxlTos tyf k|of]hgk/s kf7x¿ k9L @= ;flxlTos tyf k|of]hgk/s kf7x¿ k9L
kfl/eflifs÷k|fljlws zAbnfO{ jfSodf k|of]u ug{ kfl/eflifs÷k|fljlws zAbsf] ;Gbe{cg';f/
#= kf7df k|of]u ePsf zAbsf] lxHh] / cy{af]wsf jfSodf k|of]u ug{

24
 nflu zAbsf]zsf] k|of]u ug{ #= kf7df k|of]u ePsf zAbsf] lxHh], pRrf/0f, ;|f]t,
$= lnlvt ;fdu|Lsf] ;:j/ tyf df}g k7gåf/f k9fOsf] zAbju{, agf]6 / cy{ klxrfgsf nflu
ult ljsf; ug{ zAbsf]zsf] k|of]u ug{
%= lnlvt ;fdu|Lsf cfwf/df ;Gbe{sf] cg'dfg, 36gf, $= lnlvt ;fdu|Lsf] b|'tk7g ug{
rl/q / kl/j]zsf] af]w u/L k9\g %= lnlvt ;fdu|L efj ljZn]if0f ug{ ;Sg] u/L k9\g
^= ljleGg kf7 tyf ltgsf ljlzi6 c+zsf] JofVof ^= ljleGg kf7 tyf ltgsf ljlzi6 c+zsf] JofVof
Pjd\ ;dLIff ug{ ;Sg] u/L k9\g Pjd\ ;dLIff ug{ ;Sg] u/L k9\g
&= ljljw If]q;Fu ;DalGwt kf7x¿ k9L af]w ug{ &= ljljw If]q;Fu ;DalGwt kf7x¿ k9L af]w ug{
*= k"jf{g'dfg, lgisif{, ;f/f+z, ;+Zn]if0f, k|ltlj|mof JoSt *= k"jf{g'dfg, lgisif{, ;f/f+z, ;+Zn]if0f, ljZn]if0f,
ug{ ;Sg] u/L kf7x¿ k9\g u/L k|ltlj|mof JoSt ug{ ;Sg] u/L kf7x¿ k9\g
#= n]vfO l;k != g]kfnL j0f{sf] klxrfg / juL{s/0f u/L n]Vg != zAbdf /x]sf cIf/ ;+/rgf 5'6\ofO{ n]Vg
@= j0f{ljGof; / n]Vo lrx\gx¿sf] z'4 k|of]u ug{ @= j0f{ljGof; / n]Vo lrx\gx¿sf] z'4 k|of]u ug{
#= df}lvs Pjd\ lnlvt cleJolStsf] a'Fbfl6kf]6 ug{ / #= lj1fg, k|ljlw, ;fdflhs zf:q, jfl0fHo sfg'g
;f/f+z n]Vg cflb If]q;Fu ;DalGwt k|of]hgk/s n]vg ug{
$= Jofjxfl/s n]vg -3/fo;L kq, lgdGq0ff, awfO{, $= Jofjxfl/s n]vg ug{ -Jofj;flos kq, e/kfO{,
z'esfdgf, ;Ddfgkq, ;"rgf, lj1fkg, >4f~hnL, td;'s, s/f/gfdf, dGh'/Lgfdf, d'r'Nsf,
;dj]bgf_ ug{ k|zf;lgs l6Kk0fL tyf a}7s lg0f{o, lj1lKt,
%= b]v];'g]sf, k9]sf / cg'ej u/]sf ljifoj:t'sf af]nkq / ;DkfbsnfO{ lr7L n]vg_
af/]df l;nl;nf ldnfP/ lnlvt j0f{g ug{ %= ;fdflhs, ;f+:s[lts, /fli6«o Pjd\ dfgjLo d"Nodf
^= s'g} klg ljifo zLif{sdf cy{k"0f{, j|mda4 tyf cfwfl/t eO{ lnlvt cleJolSt lbg
k|efjsf/L ¿kdf cg'R5]b /rgf ug{ ^= b]v];'g]sf, k9]sf / cg'ej u/]sf ljifoj:t'sf
&= kf7sf] k|s[ltcg';f/ ljifoIf]q, ;+/rgf -cflb, dWo / af/]df l;nl;nf ldnfP/ lnlvt j0f{g ug{
cGTosf] z[ª\vnf_, 36gf, rl/q, kl/j]z, efj, &= kf7sf] k|s[ltcg';f/ ;Gbe{sf] cg'dfg, ;+/rgf
noaf]w u/L n]Vg klxrfg, 36gf j0f{g, efjaf]w, tfls{s ljZn]if0f
*= ;flxlTos ljwf / kf7x¿sf] ljZn]if0f ug{ / ljlzi6 u/L n]Vg
c+zsf] JofVof ug{ *= ;flxlTos ljwf / kf7x¿sf] ljZn]if0f ug{ /
(= lnlvt cleJolStsf j|mddf Jofs/0fsf cfwf/e"t ljlzi6 c+zsf] JofVof ug{
lgod kfngf u/L n]Vg (= lnlvt cleJolStsf j|mddf Jofs/0fsf cfwf/e"t
!)= ljleGg ljwfdf cfwfl/t eO{ lgb]{lzt / :jtGq lgod kfngf u/L n]Vg
l;h{gf ug{ !)= ljleGg ljwfdf cfwfl/t eO{ lgb]{lzt / :jtGq
l;h{gf ug{
!!= sf]zLo k|ljli6cg';f/ zAbj|md ldnfO{ n]Vg !!= ljB'tLo ;~rf/ dfWoddf k|sflzt ;fdu|L tyf
k':ts / n]v /rgf k9L k|ltlaDafTds n]vg
ug{
!@= sf]zLo k|ljli6cg';f/ zAbj|md ldnfO{ n]Vg

25
$= ljifoj:t'sf] If]q / j|md
-s_ sIff M !!
j|m ;+ ljwf÷ kf7 If]q Aff]w cleJolSt efifftŒj kf7\o3
06f
!= sljtf b]zelSt  sljtfsf] ;+/rgf  -c_ g]kfnL sYo / n]Vo
sljtfsf] noa4 &
-kB_  ljifosf] j|md, efiff,
jfrg j0f{ -:j/ / Jo~hg_
no cflbsf] af]w  sljtfnfO{ uBdf
sf] klxrfg
¿kfGt/0f -cf_ pRrfo{ Jo~hg
 b]zelSt, ;+:s[lt /
j0f{sf] klxrfg /
efiff;DaGwL  sljtf l;h{gf
kBf+zsf] af]w k|of]u -:yfg, k|oTg,
-cg's/0ffTds n]vg_ 3f]ifTj / k|f0fTj_

@= syf ;fdflhs  syfsf] ;+/rgf  syfsf 36gfx¿sf] -c_ d"n / Jo'TkGg *

-ljifo, cg'R5]b l6kf]6 zAbsf] klxrfg
of]hgf, 36gfj|md,  syfsf kfqx¿sf] -cf_ zAb ;|f]t M tT;d,
;+jfb, efiff cflb_ rl/q j0f{g tb\ej / cfuGt's
sf] af]w zAb
 n3'syf n]vg
-cg's/0ffTds_ -O_ zAbsf]zLo k|of]u

#= lgaGw ;f+:s[lts -  lgaGwsf] ;+/rgf  lgaGwdf jl0f{t kbju{ -gfd, ;j{gfd, &
cfTdk/s_ -cg'R5]b of]hgf, d'Vo ljifosf] ljz]if0f / lj|mofkb_
ljifo k|:t'ltsf] j|md, a'Fbfl6kf]6 / ;f/ sf] k|of]ufTds
efiffz}nL cflb_ sf] n]vg klxrfg
af]w  :yfgLo ;dfhdf
 lgaGwdf k|o'St k|rlnt rf8kj{sf]
sl7g zAbsf] j0f{g u/L lgaGw
cy{af]w n]vg
 tfls{s,
cGt/lj|mofTds
Pjd\ ;d:of
;dfwfgd"ns n]vg
$= hLjgL -/fli6«o_ – hLjgLsf] ;+/rgf  hLjgLdf k|:t't -c_ kbju{ &
-hLjg ljifos 36gfj|mdsf] j0f{g -gfdof]uL,
36gf z[ª\vnf,  cfˆgf] ;dfhdf lj|mofof]uL, ;+of]hs,
cg'R5]b of]hgf, k|ltli7t s'g} lj:doflbaf]ws /
efiff cflb_ sf] JolStsf] hLjgL lgkft_ sf]
af]w n]vg k|of]ufTds klxrfg
 hLjgLaf6 k|fKt
-cf_ zAb ¿kfog
;Gb]z÷lzIffsf]
cleJolSt

26
%= kq n]vg 3/fo;L  kq n]vgsf] ;+/rgf  kq n]vgdf k|:t't n]Vo lrx\g / ltgsf] *
-ljifo, k|:t'ltj|md, ljifoj:t' / 9fFrfsf] k|of]u
9fFrf, efiffz}nL cflb_ l6kf] 6 -k"0f{lj/fd,
 ljifosf] k|:t'lt
cw{lj/fd,
sf] af]w cNklj/fd, sf]i7s,
–  lglb{ i 6 ljifodf kq ljsNkaf]ws÷lto{s\,
n]vg k|Zgjfrs, p4/0f,
 lgdGq0ff, awfO{, lj:do;"rs÷pb\uf/,
z'esfdgf, lgb]{zs, of]hs, 5'6
clegGbgkq, lrx\g÷sfukfb]
;Ddfgkq, ;"rgf, lrx\g,
lj1fkg, >4f~hnL,
;dj]bgfsf] 9fFrf /
z}nLsf] cWoog tyf
n]vg cEof;
^= syf dgf]j}1flg  syfsf] ;+/rgf  syfsf 36gfx¿sf] -c_ j0f{ljGof;sf] *
s -ljifo, cg'R5]b l6kf]6 klxrfg / k|of]u
of]hgf, 36gfj|md,  syfsf kfqx¿sf] -cf_ eflifs k|of]udf
;+jfb, efiff cflb_ rl/q j0f{g kbof]u /
sf] af]w kbljof]usf] klxrfg
 k9]sf gofF syfsf
af/]df k|:t'lt / k|of]u

 n3'syf n]vg
-cg's/0ffTds_
&= lgaGw k|fs[lts  lgaGwsf] ;+/rgf  lgaGwdf jl0f{t pk;u{åf/f zAblgdf{0f &
-j:t'k/s_ -ljifo k|:t'ltsf] d'Vo ljifosf] -c_ c, cg, s', la, a],
j|md, cg'R5]b a'Fbfl6kf]6, ;f/f+z ab, u}/, gf
of]hgf, efiffz}nL  k|s[lt tyf
cflb_ sf] af]w -cf_ clt, clw, cg',
jftfj/0fsf] j0f{g ck, cle, cj, cf,
 lgaGwsf] z}nL / u/L lgaGw n]vg pt\, pk, b'/\, b';\,
9fFrfsf] cWoog  vf]h tyf lg, lg/\, lg;\, k/f,
kl/of]hgfdf kl/, k|, k|lt, lj,
cfwfl/t eO{ ;d\, ;'
;dfnf]rgfTds
lrGtg;lxtsf] n]vg
*= n3'gf6s ;fdflh÷  gf6ssf] ;+/rgf  gf6ssf k|d'v k|Tooåf/f zAb lgdf{0fM !!
dgf]j}1flg -ljifo, k|:t'ltj|md, kfqsf] rl/q j0f{ g -s_ cSs8, ct, cGt,
s  gf6ssf 36gf tyf cfO, cfOF÷ofOF,
xfpefp, d~rLotf,
rl/q, ;+jfb, kl/j] z sf] j0f{ g cfp, cfnL,
efiffz}nL cflb_ sf]  gf6ssf] ;+jfbfTds cfn', cfj6,
af]w clego -ljifosf] cfxf÷ofxf, Oof,
k|:t'lt, xfpefp_ -v_ Oof/, Onf], O{, pjf,
P, PnL, cf], cf]6,

27
  ;+jfb n]vg cf}nL÷of}nL,
 k|ltj]bg n]vg kg÷kgf, nL, n]
-sfo{j|md, e|d0f,
36gf_

( l/kf]tf{hd"ns :jf:Yo,  l/kf]tf{hsf] ;+/rgf  l/kf]tf{hdf jl0f{t k|Tooåf/f zAb *

/rgf of]u tyf -ljifo k|:t'ltsf] d'Vo ljifosf] lgdf{0fM
lrlsT;f j|md, cg'R5]b a'Fbfl6kf]6, l6Kk0fL cs, cg, cgLo, Os,
of]hgf, efiffz}nL n]vg Ot, O{, O{g÷O{0f, O{o,
cflb_ sf] af]w  :jf:Yo, of]u / s, t/, td, tJo, tf,
 l/kf]tf{hdf k|o'St lrlsT;fsf] j0f{g lt, Tj, do, dfg\,
sl7g zAbsf] u/L l/kf]tf{h n]vg jfg\, o
cy{af]w  l/kf]tf{hdf k|o'St
 l/kf]tf{hsf] 9fFrf / sl7g zAbaf6
z}nLsf] cWoog jfSo /rgf
 k|ltj]bg n]vg 9fFrf
/ z}nLsf] cWoog /
n]vg cEof;
!)= ;+jfbfTds s[lif, jg  ;+jfbsf] ;+/rgf -  ;+jfbdf k|:t't ;df; k|lj|mofåf/f zAb *
/rgf tyf ljifo, k|:t'ltj|md, ljifoj:t'sf] l6kf]6 lgdf{0f
jftfj/0f xfpefp, ts{, ;+jfb,  ljifosf] k|:t'lt, -cJooLefj,
xfpefp sd{wf/o, tTk'?if,
efiffz}nL cflb_ sf] åGå, låu', ax'a|Llx
af]w  lglb{i6 ljifodf
;+jfb n]vg tyf -;df; / lju|x;d]t_
df}lvs cleJolSt /
clego
 pb\3f]if0f, ;dfrf/
jfrg, k|jrg
cflbsf] cEof;
!!= b}lgsL /rgf ko{6g  lglb{i6 kf7sf] af]w  lglb{i6 kf7;Fu -c_ låTj k|lj|mofåf/f *
-cg'dfg, ;+/rgf ;DalGwt /rgf zAb lgdf{0f
klxrfg cflb_  a'Fbfl6kf]6 / ;f/f+z -k"0f{, cf+lzs /
n]vg cfkl/jlt{t låTj_
 lglb{i6 kf7df k|o'St
k|fljlws tyf  b}lgsL n]vg -cf_ ;lGw / ;lGw
ePsf zAbsf]
kfl/eflifs  cg's/0ffTds n]vg
klxrfg
zAbsf] cy{af]w

28
 !@= jSt[tfTds hn;|f]t /  jSt[tfsf] ;+/rgf -  jSt[tfdf k|:t't -c_ p2]Zo / p2]Zo (
/rgf pmhf{ ljifo, k|:t'ltj|md, ljifoj:t'sf] l6kf]6 lj:tf/ tyf ljw]o /
xfpefp, ts{, ;+jfb,  xfpefp;lxt ljw]o lj:tf/,
ljifosf] k|:t'lt klxrfg / k|of]u
efiffz}nL cflb_ sf]
af]w -cf_ Jofs/0ffTds
 lglb{i6 ljifodf
sf]l6sf cfwf/df
jSt[tf n]vg tyf
df}lvs cleJolSt / jfSo kl/jt{g
clego -lnª\u, jrg, k'?if,
cfb/_
 pb\3f]if0f, ;dfrf/
jfrg, k|jrg -O_ syg -k|ToIf,
cflbsf] cEof; ck|ToIf_
 jSt[tf÷jfbljjfb -O{_ w'|jLotf
cfof]hgf -s/0f, cs/0f_
 ljleGg 9fFrfdf
k|ltj]bg n]vg

hDdf (^

-v_ sIff M !@
j|md Kff7 If]q Aff]w cleJolSt efifftŒj kf7\0306f
;ª\Vof
!= sljtf ;fdflhs  sljtfsf] ;+/rgf  sljtfnfO{ cg'R5]bdf g]kfnL cIf/sf] &
-uB sljtf_ -ljifosf] j|md, efiff, ¿kfGt/ klxrfg /
z}nLsf] af]w cflb_  sljtfsf] noa4 jfrg pRrf/0f cEof;
fiff
 sljtf l;h{gfsf] cEof;
 uB sljtfsf] noaf]w
syf P]ltxfl;s÷  syfsf] ;+/rgf  syfdf k|o'St kbju{ &
@= kf}/fl0fs÷ -ljifo, cg'R5]b of]hgf, 36gfx¿sf] l;nl;nfa4 -gfd, ;j{gfd,
;f+:s[lts 36gfj|md, ;+jfb, l6kf]6 ljz]if0f / cJoo_
efiff cflb_  lgb]{lzt jf :jtGq syf sf] klxrfg /
sf] af]w n]vg cEof; k|of]u
 ljB'tLo tyf ;~rf/
dfWoddf k|sflzt
syfx¿sf] cWoog /
k|efjsf] k|:t'lt
#= lgaGw lgofqf  lgaGwsf] ;+/rgf  cfkm"n] u/]sf] s'g} -c_ kb;ª\ult &
-ljifo k|:t'ltsf] j|md, ofqfsf] j0f{g -s_ lnª\u
cg'R5]b of]hgf,  lgaGw n]vg
efiffz}nL cflb_ sf] -v_ jrg
 ljB'tLo ;~rf/ dfWod

29
 af]w / k|sflzt pkof]uL n]v -u_ k'?if
 lgaGwdf k|o'St sl7g
/rgfx¿sf] cWoog / -3_ cfb/
zAbsf] cy{af]w To;af6 k|fKt ljifoj:t', -;fdfGo, dWod,
;Gb]z cflbsf] k|:t'lt pRr_
 tfls{s, cGt/lj|mofTds
-cf_ zAb ¿kfog
Pjd\ ;d:of
;dfwfgd"ns n]vg
$= kq n]vg  kq n]vgsf] ;+/rgf -  kq n]vgdf k|:t't jfSosf] klxrfg / *
-Jofj;los_ ljifo, k|:t'ltj|md, ljifoj:t'sf] l6kf]6 k|of]u
9fFrf, efiffz}nL cflb_  ljifosf] k|:t'lt -s_ ;/n, ;+o'St
sf] af]w  lglb{i6 ljifodf kq
/ ld> jfSosf]
klxrfg / k|of]u
– n]vg
-v_ lgwf{l/t
 e/kfO{, td;'s,
syfaf6 ;/n,
s/f/gfdf, d~h'/Lgfdf,
ld> / ;+o'St
d'r'Nsf, k|zf;lgs
jfSosf]
l6Kk0fL, a}7s lg0f{o,
lj1fkg, ;"rgf, klxrfg /
lj1lKt, af]nkq, jfSofGt/0f
;DkfbsnfO{ lr7Lsf]
9fFrf / z}nLsf] cWoog
/ n]vg cEof;
 ljB'tLo ;~rf/
dfWoddf pknAw
k|of]hgk/s ;fdu|Lsf]
cWoog / n]vg cEof;
%= pkGofsf] c+z ;fdflhs  pkGof; c+zsf]  pkGof; c+zsf] lj|mofsf sfn -e"t, !$
;+/rgf ljifoj:t' j0f{g ce"t_
-ljifo, kl/R5]b of]hgf,  pkGof;sf] c+zsf k|d'v kIf M ck"0f{, k"0f{,
36gf z[ª\vnf, kfq, kfqsf] rl/q j0f{g c1ft, cEo:t
;+jfb, efiffz}nL  pkGof;sf] c+zsf] 36gf -cf_ g]kfnL
cflb_ sf] af]w tyf kl/j]zsf] j0f{g j0f{ljGof;sf]
k|of]ufTds cEof;
 zAbe08f/sf] af]w  cfkm"n] cWoog u/]sf]
s'g} Ps pkGof;sf]
= ljifoj:t', kfq, kl/j]z,
;Gb]z cflb af/]df
df}lvs tyf lnlvt
cleJolSt
^= hLjgL cGt/f{li6«o  hLjgLsf] ;+/rgf  hLjgLdf k|:t't lj|mofsf efj M &
-hLjg ljifos 36gf 36gfj|mdsf] j0f{g ;fdfGo, cf1f,
z[ª\vnf, cg'R5]b  cfˆgf] ;dfhdf k|ltli7t
OR5f, ;Defjgf,
of]hgf, efiff cflb_ s'g} JolStsf] hLjgL ;ª\s]t
sf] af]w n]vg

30
  vf]h tyf kl/of]hgfdf
cfwfl/t eO{
;dfnf]rgfTds
lrGtg;lxtsf] n]vg
&= uLlt sljtf ;fdflhs  sljtfsf] ;+/rgf  sljtfsf] noa4 jfrg pk;u{ / &
÷;f+:s[lts -ljifosf] j|md, efiff, 
uLlt sljtf l;h{gf k|Tooåf/f zAb
no cflb_ sf] af]w lgdf{0f;DaGwL
 ljB'tLo ;~rf/df cEof;
 kB / uB sljtfsf]
pknAw d'Sts tyf
noaf]w sljtfTds ;fdu|Lsf]
 uhnsf] ;+/rgf af]w cWoog / sIffdf k|:t'lt
 uhnsf] /rgf

*= syf ;dfh  syfsf] ;+/rgf -  syfdf jl0f{t 36gfsf] låTj / ;df; &
dgf]j}1flgs ljifo, cg'R5]b of]hgf, l;nl;nfa4 l6kf]6 k|lj|mofåf/f zAb
36gfj|md, ;+jfb,  syfsf kfqx¿sf] rl/q
lgdf{0f;DaGwL
efiff cflb_ sf] af]w j0f{g cEof;
 syf l;h{gfsf] cEof;
 cfkm"n] cWoog u/]sf]
sDtLdf s'g} Ps
pkGof;sf] ljifoj:t',
kfq, kl/j]z, ;Gb]z
cflb af/]df df}lvs tyf
lnlvt cleJolSt
(= cfVofgfTds ;~rf/,  cfVofgsf] ;+/rgf  cfVofgdf jl0f{t sf/s / *
/rgf lj1fg tyf -ljifo, cg'R5]b of]hgf, 36gfsf] l;nl;nfa4 ljelStsf] klxrfg
k|ljlw 36gfj|md, ;+jfb, l6kf]6 / k|of]u
efiff cflb_ sf] af]w  cfVofgsf kfqx¿sf] -c_ sf/ssf
rl/q j0f{g ;/n / lto{s\ ¿k
 syf l;h{gfsf] cEof; -cf_ sf/ssf
k|sf/ M stf{, sd{,
 cfkm"n] cWoog u/]sf]
s/0f, ;Dk|bfg,
s'g} Ps cfVofgsf]
ckfbfg, clws/0f
ljifoj:t', kfq, kl/j]z,
;Gb]z cflb af/]df -O_ ljelStsf]
df}lvs tyf lnlvt k|of]u
cleJolSt
!)= ;+jfbfTds ;dfh,  ;+jfbsf] ;+/rgf -  ;+jfbdf k|:t't -s_ jfSo *
/rgf ;+:s[lt / ljifo, k|:t'ltj|md, ljifoj:t'sf] l6kf]6 ;+Zn]if0f /
lzIff xfpefp, ts{, ;+jfb,  xfpefp;lxt ljifosf] ljZn]if0f
efiffz}nL cflb_ sf] k|:t'lt -v_ jfRo -st[{,
af]w  lglb{i6 ljifodf ;+jfb
sd{, efj_ sf]
n]vg tyf df}lvs klxrfg / k|of]u

31
 cleJolSt / clego
 lzIff / ;f+:s[lts
zLif{sdf jStJo,
;dfrf/ jfrg, k|jrg
cflbsf] cEof;
!!= k|aGwfTds sfg'g,  k|aGwsf] ;+/rgf  k|aGwdf jl0f{t d'Vo -c_ kbj|md *
/rgf k|zf;g / -ljifo k|:t'ltsf] j|md, ljifosf] a'Fbfl6kf]6, -s_ ;fdfGo
Joj:yfkg cg'R5]b of]hgf, ;f/f+z kbj|md
efiffz}nL cflb_ sf]  k|s[lt tyf jftfj/0fsf]
af]w -v_ ljlzi6
j0f{g u/L k|aGw n]vg kbj|md
 k|aGwdf k|o'St sl7g
 k|aGwdf k|o'St sl7g -cf_ n]Vo lrx\g /
zAbsf] cy{af]w zAbaf6 jfSo /rgf ltgsf] k|of]u
 a}7s -dfOGo'6_ sf]
pkl:ylt tyf lg0f{o
Pjd\ e/kfO{, d'r'Nsf /
k|zf;lgs l6Kk0fLsf]
gd'gf n]vg
 JolStut ljj/0f
-afof]8f6f_ n]vg
!@= l/kf]tf{hd"ns cy{, pBf]u  l/kf]tf{h kf7sf] af]w  lglb{i6 kf7;Fu ;DalGwt -c_ plSt kl/jt{g *
/rgf / jfl0fHo -cg'dfg, ;+/rgf /rgf -cf_ p2]Zo /
klxrfg cflb_  a'Fbfl6kf]6 / ;f/f+z ljw]o lj:tf/
n]vg -O_ zAbsf]zLo
 l/kf]tf{h kf7df k|o'St
k|fljlws tyf lglb{i6 k|of]u
kfl/eflifs zAbsf] cg'R5]bsf] pTt/ n]vg
cy{af]w
 cg's/0ffTds n]vg
 ljleGg klqsfdf
k|sflzt l/kf]tf{hsf]  ljB'tLo ;~rf/
cWoog / k|:t'lt dfWoddf cfwfl/t
ljljw n]vg cEof;
hDdf (^
b|i6Jo M
-s_ ljwfsf] dfWodaf6 ljBfyL{n] Aff]w, cleJolSt / efifftŒjcGtu{tsf ljifoj:t'sf] l;sfO u/L eflifs l;kx¿ / eflifs sfo{x¿df
cfjZos ;Ifdtfsf] ljsf; ug{]5g\ .
-v_ l/kf]tf{hd"ns /rgf eg]sf] s'g} klg ljifodf ul/Psf] vf]hd"ns / cfVofgfTds ;+/rgf ePsf] tYodf cfwfl/t ;d;fdlos k|rlnt
n]vg xf] .
-u_ kf7\ok':ts ljsf; ubf{ k|of]hgk/s /rgfx¿nfO{ ;flxlTos ljwf;Fu ;DalGwt kf7x¿sf] lardf cfjZostfg';f/ j|md ldnfP/
/fVg'kg]{ 5 .
-3_ ljwfsf] If]q tyf j|md / lj:t[tLs/0fdf pNn]v ePsf kf7x¿df k|of]u ePsf cfwf/df pko'Sttfcg';f/ zAbe08f/sf] cEof;
u/fpg'kg]{ x'G5 . o;sf nflu kof{ojfrL zAb, ljk/LtfyL{ zAb, cg's/0ffTds zAb, cg]sfyL{ zAb, >'lt;dleGgfy{s zAb, ;ª\lIfKt
zAb, pvfg 6'Ssf, n3'tfjfrL zAb, l;ª\uf] zAb, ;d"xjfrs zAb, kfl/eflifs÷ k|fljlws h:tf zAbx¿sf] cy{ / ;Gbe{k"0f{

32
 k|of]usf] cEof; u/fpg' ck]lIft 5 . kf7df k|o'St ePsf zAbx¿nfO{ s]Gb|laGb' dfgL ljleGg sf zAbe08f/sf] ljsf; u/fpg]
b[li6sf]0f o;df /flvPsf] 5 . zAbsf ljleGg cy{ ;DaGwx¿ / ut ljljwtfnfO{ Vofn /fvL zAbx¿sf] cy{ / ;Gbe{k"0f{ k|of]udf
hf]8 lbOg] 5 . o; j|mddf k|o'St / tT;DaGwL pvfg 6'Ssfx¿sf] k|of]unfO{ klg ;dfj]z ul/g] 5 .
-ª_ o; kf7\oj|md sfof{Gjog / lzIf0f l;sfOsf j|mddf l;h{gfTds ;f]rfO÷lrGtg, ;d:of ;dfwfg, ljB'tLo ;~rf/ l;k, ;xsfo{ /
:jJo:yfkg, vf]h, cGj]if0f, tfls{stf h:tf efiff;Da4 hLjgf]kof]uL l;kx¿nfO{ oyf;Dej PsLs[t ul/g] 5 .
%= l;sfO ;xhLs/0f k|lj|mof
l;sfO ;xhLs/0f kf7\oj|mdnfO{ sIffsf]7fdf k|efjsf/L ¿kdf x:tfGt/0f ug]{ ljlw xf] . efiff lzIf0fdf eflifs l;ksf]
ljsf;sf nflu l;sfO ;xhLs/0f k|lj|mof ckl/xfo{ x'G5 . efiff lzIf0fsf j|mddf ljBfyL{nfO{ ;lj|mo u/fP/ l;sfOnfO{
ljBfyL{s]lGb|t agfpg'k5{ . o;sf nflu sIffsf]7fdf ax'eflifs, l:ylt ePdf klxnf] efiff / bf];|f] efiffsf ¿kdf g]kfnL
lzIf0fsf ljlwdf Wofg k'¥ofpg'k5{ . l;sfO ;xhLs/0f k|lj|mof kf7\oj|mdsf] p2]Zo, ljifoj:t', ljBfyL{sf] k[i7e"ld, :yfgLo
;|f]t ;fwgsf] pknAwtf cflbdf lge{/ x'G5 . of] JolStut / ;fd"lxs cEof;df klg cfwfl/t x'G5 . o; kf7\oj|mddf
l;sfO ;xhLs/0fsf l;kdf cfwfl/t ljwfut lzIf0fdf hf]8 lbOg] 5 . efiff lzIf0f efiffsf l;kx¿sf] lzIf0f xf] .
efiffsf ;'gfO, af]nfO, k9fO / n]vfO l;ksf] PsLs[t lzIf0f u/]/ g} efiffsf] lzIf0f ul/G5 . ;flxlTos ljwf tyf
k|of]hgk/s kf7sf dfWodaf6 eflifs l;ksf] lzIf0f ug{' efiff l;sfOsf] d"n kIf xf] . efiff lzIf0fdf ;flxlTos ljwf /
k|of]hgk/s e]bx¿sf] lgDgcg';f/ pkof]u ul/G5 M
-s_ sljtf
sljtf efiffsf] noo'St e]b xf] . sljtfsf] lzIf0f ubf{ noaf]w, zAbfy{ / jfSodf k|of]u, ;+/rgf -cflb, dWo / cGTo_
af]w, efjaf]w, JofVof h:tf lj|mofsnfk u/fpg'kb{5 . sljtf lzIf0f ubf{ k"j{ tof/L, k7g jf >j0f / k7gkZrft\sf
r/0fdf afF8L k7g k[i7e"ld, p2]Zo lgwf{/0f, k|Zgsf] ;"rL, k|Zgf]Q/, efjaf]w h:tf lj|mofsnfk u/fpg'kb{5 . o;sf
nflu gd'gf sljtf lbO{ cg's/0ffTds n]vg u/fpg] / l;h{gfTds cEof; klg
u/fpg'kb{5 .
-v_ sYff
syf cfVofgfTds ljwf xf] . cfVofgfTds :j¿ksf sf/0f syf ?lrk"0f{ x'G5 . syf lzIf0f ubf{ pRrf/0f, ult,
olt;lxt xfpefpk"0f{ k7g u/fOG5 . syfaf6 syfsyg, 36gf j0f{g, 36gf l6kf]6, af]w, k|Zgf]Q/, efj j0f{g /
cg's/0ffTds tyf :jtGq l;h{gfTds cEof; u/fpg'k5{ . k7g lj|mofsnfknfO{ of]hgfa4 ¿kdf k|:t't u/fpg syf
ljwf pkof]uL x'G5 . syf lzIf0f ubf{ k"j{k7g, k7g / k7gkZrft\sf r/0fdf afF8L k"jf{g'dfg ug]{, ;xsfof{Tds k7g,
5nkmn / k|:t'tLs/0f ug]{ tyf k|Zg lgdf{0f u/fpg] lj|mofsnfk klg u/fpg'k5{ .
-u_ lgaGw
lgaGw uB ljwf xf] . lghfTds / j:t'k/s cg'e"ltsf nflu lgaGw pko'St ljwf xf] . lgaGw lzIf0f ubf{ zAbfy{ /
jfSodf k|of]u, k7gaf]w, ljifoaf]w, a'Fbfl6kf]6, JofVof, ;f/f+z, k|Zgf]Q/, cg'R5]b n]vg / :jtGq n]vg h:tf lj|mofsnfk
u/fpg'k5{ . of] n]vfO l;k ljsf;sf nflu pko'St ljwf xf] . kl/of]hgf sfo{, 36gf cWoog, sIff 5nkmn /
k|:t'tLs/0f h:tf lj|mofsnfk u/fP/ lgaGw n]vg lj|mofsnfk u/fpg'k5{ .
-3_ hLjgL
hLjgL efiffsf] uB e]b xf] . hLjgLaf6 ljBfyL{nfO{ 36gf j0f{g, 36gf n]vg, a'Fbfl6kf]6, k|Zgf]Tt/, ;f/f+z n]vg /
hLjgL n]vg h:tf cEof; u/fpg'k5{ . hLjgL n]vg;Fu;Da4 u/fP/ cGtjf{tf, kl/of]hgf sfo{, 36gf cWoog h:tf
lj|mofsnfk u/fpg'k5{ . hLjgL lzIf0faf6 d"ntM efiffsf k9fO / n]vfO l;ksf] ljsf; x'g] eP klg n]vg
cEof;;DaGwL lj|mofsnfk a9L k|efjsf/L x'G5 . o;sf nflu gd'gf hLjgL k|:t't ub}{ cg's/0ffTds hLjgLdf cEof;
u/fO{ :jtGq cEof; u/fpg'k5{ .
-ª_ ¿ks
¿ks eg]sf] clegofTds ljwf xf] . o;df kfqn] kl/l:ylt, cj:yf, ljifoj:t' / JolSt ljz]ifsf] rfl/lqs e"ldsfnfO{
Wofgdf /fv]/ xfpefp;lxt e"ldsf lgjf{x u5{ . of] sYo efiff;Fu ;DalGwt ePsfn] df}lvs cleJolStsf dfWodn]

33
JolStsf efjgf, rfl/q cflbsf] k|bz{g ul/G5 . gf6s, Psfª\sL, ;+jfb, jfbljjfb, dgf]jfb, jSt[tf cflbsf dfWodaf6
¿ksLo k|:t'lt ul/G5 . t;y{ ¿kssf] k|sf/cg';f/ xfpefp k|bz{g u/L ljrf/sf] k|:t'tLs/0f / Jojxf/ ug]{,
clegofTds 9ª\uaf6 c¿n] u/]sf Jojxf/sf] cg's/0f ug]{, hLjGt ¿kdf df}lvs efiffsf] k|of]u ug]{, tfls{s Ifdtfsf]
ljsf; ug]{ h:tf lj|mofsnfkaf6 ¿ks lzIf0f ug'{k5{ . ;fy} clegofTds snfsf cltl/St ¿ks ljwfaf6 cGo eflifs
l;ksf] klg cEof; u/fpg ;lsG5 .
-r_ k|of]hgk/s kf7x¿
b}lgs hLjgdf k|of]udf cfpg] ljleGg ;d;fdlos sf 1fg, l;k Pjd\ ljljw k|fljlws / kfl/eflifs zAbsf dfWodaf6
efiff l;sfOdf ;xhtf k|bfg ug{sf nflu o; txdf k|of]hgk/s /rgfx¿ ;dfj]z ul/Psf] 5 . o;df l;sf?sf b}lgs
hLjgofkg / Jofj;flos If]qdf cfjZos kg]{ 1fg, l;k, clej[l4, d"No / sfd ug]{ tTk/tfnfO{ Jofjxfl/s ¿kn]
pkof]u ug{ ;Sg] u/L :jf:Yo, of]u tyf lrlsT;f, s[lif, jg tyf jftfj/0f, ko{6g, hn;|f]t / pmhf{, ;~rf/, lj1fg tyf
k|ljlw, ;dfh, ;+:s[lt / lzIff, sfg'g, k|zf;g / Joj:yfkg, cy{, pBf]u / jfl0fHo h:tf ljifodf cfwfl/t /rgfnfO{
;dfj]z ul/Psf] 5 . o:tf /rgfsf dfWodaf6 ljBfyL{n] jfl0fHo, cy{, lj1fg, :jf:Yo, sfg'g, lzIff, of]u h:tf ljifosf]
/rgfTds, k|of]hgk/s eflifs k|of]u / ;+/rgfsf] cEof; u/fOg] 5 . k|of]hgk/s kf7x¿nfO{ /f]rs agfpgsf nflu
;flxlTos ljwfsf ¿kdf k|:t't ul/g] 5 . l;sfO ;xhLs/0fsf j|mddf ljleGg k|of]hgk/s zLif{s lbO{ ltgdf
cg's/0ffTds, lgb]{zgfTds / :jtGq n]vgsf] cEof; u/fOG5 . pbfx/0fdf cfwfl/t kf7 jf /rgfsf] cEof;, kf7sf]
df}lvs / lnlvt cleJolSt, ;d"x 5nkmn / k|:t'tLs/0f, kl/of]hgf / vf]hd"ns sfo{ u/fpg] cEof; u/fpg'kb{5 .
To:t} cfjZostfg';f/ k|rlnt / ;fGble{s ljB'tLo ;~rf/ dfWoddf pknAw pkof]uL ;fdu|Lsf] cWoog u/L sIffdf
k|:t't ug{ nufpg'k5{ .
&= ljBfyL{ d"Nofª\sg k|lj|mof
d"Nofª\sg ubf{ lgdf{0ffTds / lg0f{ofTds b'O{ lsl;dsf k|lj|mof ckgfOg] 5 . lg0f{ofTds d"Nofª\sg ubf{ cfGtl/s /
afx\o u/L b'O{ tl/sf cjnDag ul/g] 5 . lg0f{ofTds d"Nofª\sgsf nflu lgdf{0ffTds d"Nofª\sgdf pkof]u ul/Psf
ljleGg k|lj|mof, ;fwgx¿ tyf ltgsf] clen]vLs/0fnfO{ ;d]t cfwf/ agfpg ;lsg] 5 . lgdf{0ffTds d"Nofª\sg lzIf0f
l;sfO ;xhLs/0f k|lj|mofs} lg/Gt/tf dflgg] ePsfn] o;nfO{ lg/Gt/ d"Nofª\sgsf ¿kdf k|of]u ug{ ;lsG5 . :t/f]Gglt
tyf sIff]Ggltsf nflu z}lIfs ;qsf] cGtdf lg0f{ofTds d"Nofª\sg clGtd k/LIffsf dfWodaf6 ul/g] 5 . lgdf{0ffTds
jf lg/Gt/ d"Nofª\sgdf If]qLo cWoog, kl/of]hgf sfo{, cWoog e|d0f, 36gf cjnf]sg tyf cWoog, l;h{gfTds tyf
/rgfTds sfo{, ljB'tLo ;~rf/ dfWoddf k|fKt ;fGble{s ;fdu|Lsf] cWoog / k|:t'lt, l;sf?sf sfo{snfksf] lg/LIf0f,
JolStut / ;fd"lxs 5nkmn, lnlvt k/LIff, xflh/Lhjfkm, k|Zgf]Q/, sIffsfo{sf] k/LIf0f, eflifs Jojxf/sf] lg/Gt/
cjnf]sg / ltgsf] clen]vLs/0f h:tf ;fwgx¿sf] pkof]u ul/g] 5 .
g]kfnL efiffsf] d"Nofª\sgdf ;Ifdtf / l;sfO pknlAwdf n]lvPsf eflifs l;ksf] dfkg ul/g] 5 . ljBfyL{sf] eflifs
l;kut ;Ifdtfsf] dfkgug]{ k|Zgx¿sf] lgdf{0f ubf{ Jofs/0f / zAbe08f/;DaGwL k|Zgx¿;d]t eflifs PsfO / /rgfdf
s]lGb|t ul/g] 5 . Jofs/0fsf] d"Nofª\sg sfo{d"ns k|s[ltsf] x'g] 5 . k|Zgx¿ ljBfyL{sf] eflifs bIftfsf cltl/St
/rgfTds / ;dfnf]rgfTds IfdtfnfO{ klg ;Daf]wg ug]{ vfnsf x'g] 5g\ .
-s_ cfGtl/s d"Nofª\sg
cfGtl/s tyf k|of]ufTds d"Nofª\sgsf nflu k|To]s ljBfyL{x¿sf] sfo{;~rlosf kmfOn agfO{ ;f]sf] cfwf/df pgLx¿sf]
sfo{ / pgLx¿n] u/]sf sfo{ / pgLx¿df cfPsf] Jojxf/ kl/jt{gsf clen]v /fvL ;f]sf cfwf/df cª\s k|bfg ug'{kb{5
. l;sfOsf j|mddf sIffsf]7fdf sIffut lzIf0f l;sfOsf] cleGg cª\usf ¿kdf u[xsfo{, sIffsfo{, kl/of]hgf sfo{,
;fd'bflos sfo{, ;x÷cltl/St lj|mofsnfk, PsfO k/LIff, dfl;s k/LIff h:tf d"Nofª\sg ;fwgx¿sf] k|of]u ug{ ;lsg] 5
. o:tf] d"Nofª\sgsf nflu ljBfyL{sf] clen]v /fvL ToxL clen]vsf cfwf/df l;sfO:t/ lgwf{/0f ug{ ;lsG5 .
cfjZostfg';f/ ;'wf/fTds tyf pkrf/fTds lzIf0f l;sfO lj|mofsnfk ;~rfng ug'{k5{ . ljz]if l;sfO cfjZostf
ePsf ljBfyL{sf nflu ljifo lzIfsn] g} pko'St k|lj|mof ckgfO{ d"Nofª\sg ug'{kg]{ 5 . o; ljifodf lgdf{0ffTds

34
d"Nofª\sg k|lj|mofsf] dxŒjk"0f{ e"ldsf /x]sf] x'G5 . ljBfyL{x¿n] s] slt l;s] eGg] s'/f kQf nufO{ gl;s]sf] eP sf/0f
klxrfg u/L k'gM l;sfOg'k5{ . cfGtl/s d"Nofª\sgsf] ef/ @%Ü 5'6\ofOPsf] 5 . o; ljifosf] cfGtl/s d"Nofª\sgdf
sIff ;xeflutf, sIff sfo{÷kl/of]hgf sfo{, ljifoj:t'sf] d"Nofª\sg tyff cfGtl/s k/LIffaf6 k|fKt ljBfyL{sf] l;sfO
pknlAwnfO{ ;d]l6g' kb{5 .
o; v08sf] d"Nofª\sg ljBfyL{n] JolStut tyf ;d"x sfo{ tyf kl/of]hgfsf] u'0f:t/sf] cfwf/df ljBfno txdf u7g
ul/g] d"Nofª\sg ;ldltn] ug]{ 5 eg] tf]lsPsf] lgsfoaf6 o;sf] k|fljlws k/LIf0f x'g] 5 . cfGtl/s d"Nofª\sgsf
cfwf/x¿ / cª\s ljefhg lgDgfg';f/ x'g] 5 M
cfGtl/s d"Nofª\sgsf] lj:t[tLs/0f
j|m=;+ If]q k/LIf0f ug]{ cª\sef/ d"Nofª\sgsf cfwf/
kIf
!= ;xeflutf sIff # ljBfyL{sf] b}lgs xflh/Lsf] clen]vnfO{ cfwf/ lng]
;xeflutf eflifs l;k ljsf;sf nflu JolStut, o'un / ;d"xut cflb
sIffut l;sfO ;xeflutfnfO{ cfwf/ dfGg]
@= sIff sIff ^ ;'gfO, af]nfO, k9fO, n]vfO l;k ljsf;;Da4 lnlvt tyf df}lvs
sfo{÷kl/of]h sfo{÷kl/of]h k|:t'lt, u[xsfo{, sIff sfo{ jf eflifs l;k ljsf;;DaGwL
gf sfo{ gf sfo{ kl/of]hgf sfo{sf] k|ltj]bg / cGtjf{tf{
-efOaf_ nfO{ cfwf/ lng]
#= ljifoj:t'ut -s_ ;'gfO # /]l8of], Sof;]6, df]afOn jf cGo ljB'tLo ;fdu|Laf6 ;dfrf/,
d"Nofª\sg ;+jfb, ;flxlTos cleJolSt, jf cGo ;Gb]zd"ns uBf+z ;'gfP/
cg'dfg, k"jf{g'dfg, k|Zgf]Q/, zAbaf]w, cy{af]w, ;Gbe{af]w,
efjaf]w, syfsyg, 36gf j0f{g, d'Vo a'Fbf l6kf]6 cflb;Fu
;DalGwt k|Zgx¿ ;f]wL eGg jf n]Vg nufpg] .
jf !%) b]lv @)) zAb;Ddsf] s'g} uBf+z jf kBf+z -cb[i6f+z_
;'gfP/ cg'dfg, k"jf{g'dfg, k|Zgf]Q/, zAbaf]w, cy{af]w, ;Gbe{af]w,
efjaf]w, syfsyg, 36gf j0f{g, d'Vo a'Fbf l6kf]6 cflb;Fu
;DalGwt k|Zgx¿ ;f]Wg] .
-v_ af]nfO
-c_ df}lvs $ s'g} ljifoj:t', lrq, kl/j]z cflb lbP/ df}lvs j0f{g ug{ nufpg]
j0f{g÷ -o;/L j0f{g ubf{ jStfn] af]n]sf] s'/fdf :ki6tf, z}nL, eflifs
syf syg :t/, z'4f]Rrf/0f, ult, olt, no / xfpefp h:tf kIfdf Wofg
lbg]_
jf
s'g} syf ;'gL syfsyg ug{ nufpg], 36gf, kfq / kl/j]zsf]
j0f{g ug{ nufpg]

35
 -cf_ # s'Gf} kqklqsf jf s'g} lnlvt ;fdu|Laf6 !%) zAb;Ddsf] uBf+z
;:j/jfrg jf kBf+z lbP/ ult, olt, no ldnfP/ efjfg's"n ;:j/jfrg
ug{ nufpg] .
-o;/L jfrg ubf{ :ki6tf, eflifs z'4tf, ult, olt, no /
xfpefp h:tf kIfdf ljz]if Vofn ug]{_
$ q}dfl;s q}dfl;s ^ klxnf] q}dfl;s k/LIffaf6 # cª\s / bf];|f] q}dfl;s k/LIffaf6 #
k/LIff k/LIffsf] cª\s
cª\saf6
hDdf @%
b|i6Jo M cfGtl/s d"Nofª\sgsf cfwf/sf] lj:t[t ljj/0f cfGtl/s d"Nofª\sg sfo{ljlwsf cfwf/df x'g] 5 .

-v_ afx\o d"Nofª\sg

-cf_ eflifs l;k -k9fO / n]vfO_ sIff !!
j|m=;++ eflifs l;k -k9fO / n]vfO_ ljifoIf]q cª\sef/
!= Jf0f{ klxrfg #
Jofs/0f
@= j0f{ljGof; Jofs/0f #

#= kbju{ klxrfg Jofs/0f @

$= zAblgdf{0f Jofs/0f $
%= ¿kfog / kb;ª\ult Jofs/0f #
^= sfn, kIf, efj / jfRo Jofs/0f %
&= zAb;|f]t / zAbsf]zLo k|of]u Jofs/0f @
*= jfSofGt/0f Jofs/0f #
(= k7gaf]w k|of]hgk/s /rgf *
!)= a'“bfl6kf]6 / ;f/f+z uB /rgf @±#Ö%
!!= kf7ut af]w -;Gbe{df cfwfl/t syf, sljtf, lgaGw, hLjgL, ¿ks, *
5f]6f] pQ/fTds_ k|of]hgk/s /rgf
!@= kf7ut af]w -;dLIffTds_ syf, sljtf, lgaGw, hLjgL, k|of]hgk/s /rgf $±$Ö*

36
 !#= :jtGq /rgf lgaGw *
!$= k|ltlj|mof n]vg ;fdlos ljifo $
!%= Jofjxfl/s n]vg Jofjxfl/s n]vg, kq/rgf $
!^= k|ltj]bg tyf l6Kk0fL n]vg k|ltj]bg / l6Kk0fL %
hDdf &%
sIff !@
j|m=;++ eflifs l;k -k9fO / n]vfO_ ljifoIf]q cª\sef/
!= cIf/ ;+/rgf #
Jofs/0f
@= j0f{ljGof; Jofs/0f #
#= kbju{ klxrfg Jofs/0f #
$= zAblgdf{0f Jofs/0f #
%= sf/s / ljelSt tyf kb;ª\ult Jofs/0f $
^= sfn, kIf, efj / jfRo Jofs/0f %
&= jfSofGt/0f Jofs/0f $

*= k7gaf]w k|of]hgk/s /rgf *

(= a'“bfl6kf]6 / ;f/f+z uB ljwf @±#Ö%
!)= kf7ut af]w -;Gbe{df cfwfl/t pkGof;, syf, sljtf, lgaGw, hLjgL / *
pQ/fTds_ k|of]hgk/s /rgf
!!= kf7ut af]w -;dLIffTds_ pkGof;, syf, sljtf, lgaGw, hLjgL, $±$Ö*
k|of]hgk/s /rgf
!@= :jtGq /rgf lgaGw *
!#= k|ltlj|mof n]vg k|ltlj|mof $
!$= Jofjxfl/s n]vg Jofjxfl/s n]vg, kq/rgf $
!%= k|ltj]bg tyf l6Kk0fL n]vg k|ltj]bg %
hDdf &%

37
 ;fdflhs cWoog
sIff !@
;fKtflxs kf7\o306f M # jflif{s kf7\oef/ M (^ 306f

!= kl/ro
lzIffnfO{ 1fg, l;k, clej[lQ, g]t[Tjsnf cfh{g ug]{, ;dfnf]rgfTds ljZj b[li6sf]0fsf cfwf/df
;dfhsf 36gf kl/36gfsf] JofVof ug]{ / ;dfh ¿kfGt/0fdf dxŒjk"0f{ of]ubfg ug]{ ;fwgsf ¿kdf
lnOG5 . lzIffnfO{ ;do;fk]If agfpg o;nfO{ ;d'bfo;Fu hf]8\g'kb{5 . JolStn] cfkm", kl/jf/,
;dfh, /fi6« / ljZj kl/j]z;Fu ;fd~h:o sfod ub{} ;dofg's"n, :jR5, :j:y / dof{lbt hLjg
lgjf{xsf nflu lj|mofzLn /xg zf/Ll/s, dfgl;s tyf ;+j]ufTds Joj:yfkg ug{' cfjZos x'G5 .
dfgj hLjgnfO{ ;xh, pGgt Pjd\ ;';+:s[t agfpg / ;fdflhs ;DaGwx¿nfO{ Gofok"0f{, ;f}xfb{|k"0f{
Pjd\ ;xof]ufTds agfpFb} n}hfg lzIffsf] dxTjk"0f{ e"ldsf x'G5 . ;dfhnfO{ ;d'Gglt / ;Eotftkm{
cl3 a9fpg] Pp6f k|efjsf/L dfWodsf ¿kdf lzIffnfO{ lnOG5 . ljZjdf 1fg, lj1fg /
k|ljlwnufot /fhgLlt, cy{tGq, ;+:s[lt / ;fdflhs ;DaGwx¿df ;d]t kl/jt{gx¿ cfO/x]sf x'G5g\
. o:tf kl/jt{gnfO{ ;Daf]wg ug{ ;d'bfonfO{ lzIffsf] kf7\oj|mdsf ¿kdf lnO{ l;sfOsf sfo{x¿
;~rfng ug'{kb{5 . ljBfyL{x¿nfO{ ljBfno txb]lv g} ;dfh / jftfj/0f;Fu cGt/lj|mof ug]{ cj;/
k|bfg ug{' klg cfjZos 5 . o:t} lszf]/lszf]/Ldf pTkGg x'g] låljwfx¿ Joj:yfkg u/L sfo{d"ns
hLjgdf k|j]z ubf{ cfjZos kg]{ hLjgf]kof]uL l;kx¿ ljBfno txd} xfl;n u/fpg' cf}lrTok"0f{ x'G5
. ljBfno lzIffsf] /fli6«o kf7\oj|md k|f¿k, @)&^ cg';f/ sIff !@ sf ljBfyL{df ;dfhsf]
cWoog;lxt hLjgf]kof]uL l;k ljsf; u/fO{ dfgjLo d"No / dfGotf;lxt nf]stflGqs ;dfhdf
cg's"ng x'g ;Sg] ;Ifd gful/s tof/ kfg]{ p2]Zon] ;fdflhs cWoogsf] of] kf7\oj|md tof/
ul/Psf] 5 .
o; kf7\oj|mddf ;dfh tyf ;fdflhsLs/0f, Dffgj;dfhsf] pb\ej / ljsf;, g]kfn / ljZje"uf]n,
g]kfnsf] ;fdflhs tyf ;+f:s[lts d"No dfGotfx¿, g]kfn / ljZjsf] P]ltxfl;s ljsf;j|md, Gfful/s
;r]tgf / ;+ljwfg, hLjgf]kof]uL l;k, jftfj/0f / hg;fª\lVosL h:tf ljifo ;d]l6Psf] 5 . o;
kf7\oj|mdn] 1fg, l;k, clej[lQ / d"Nosf] ljsf;df hf]8 lbPsfn] cWoog cWofkgdf ;}4flGtseGbf
Jofjxfl/s / k|of]ufTds kIfdf a9L hf]8 lbg'kg]{ x'G5 . o; ljifosf nflu ;fKtflxs # kf7\o306f /
jflif{s s'n (^ sfo{306f 5'6\ofOPsf] 5 . ljifoj:t'df &@ sfo{306fsf] ;}4flGts tyf @$
sfo{306fsf] Jofjxfl/s cEof; ;dfj]z ul/Psf] 5 . d"Nofª\sgnfO{ l;sfO ;xhLs/0f k|lj||mofsf]
cleGg cª\usf ¿kdf k|of]u ug'{kg]{ kIfnfO{ hf]8 lbOPsf] 5 . o;sf nflu ljBfyL{df cfjZos
;fdflhs cWoogsf] 1fg, l;k, clej[lQ / d"Nox¿ xfl;n eP gePsf] k/LIf0f x'g] u/L d"Nofª\sgsf
ljleGg ljlw tyf ;fwgx¿ lgdf{0f tyf k|of]u ug{'kb{5 . d"Nofª\sg k|lj|mofnfO{ ;xhLs/0f ug{sf
nflu d"Nofª\sgsf cfwf/;d]t o; kf7\oj|mddf ;dfj]z ul/Psf] 5 .
o; kf7\oj|mddf kl/ro, ljifout ¿kdf ck]lIft 1fg, l;k, clej[lQ, d"No / sfo{ tTk/tfnfO{
;d]6L To;sf] lj|mofTds :j¿kdf ;Ifdtf lgwf{/0f ul/Psf] 5 . ljifout ljlzi6kg / df}lnstfnfO{
;d]6L l;sfO ;xhLs/0fsf ljlw tyf k|lj|mof k|:t't ul/Psf] 5 . o;df cfGtl/s / / afx\o
d"Nofª\sgsf ljlw tyf k|lj|mof;d]t pNn]v u/L ljBfyL{ d"Nofª\sgnfO{ Jojl:yt ul/Psf] 5 .
38
@= txut ;Ifdtf
;fdflhs cWoog ljifosf] cWoogkZrft\ ljBfyL{x¿df lgDgfg';f/sf ;Ifdtf xfl;n
x'g] 5g\ M
!= ;dfh tyf ;fdflhsLs/0f cjwf/0ffsf] ljsf; / Jofjxfl/s cEof;
@= Dffgj;dfhsf] pb\ej / ljsf; ;Da4 ljljwtfsf] ljZn]if0f
#= g]kfn / ljZje"uf]nsf k|d'v P]ltxfl;s 36gfx¿sf] k|:t'lt
$= g]kfnsf] ;fdflhs tyf ;+f:s[lts d"No dfGotfx¿sf] klxrfg ub{} ;dfj]zLs/0f / ljljwtfsf]
;Ddfg
%= g]kfn / ljZjsf] P]ltxfl;s ljsf;j|mdsf] k|:t'lt
^= Gfful/s ;r]tgf / jt{dfg ;+ljwfgsf k|d'v ljz]iftfx¿sf] ljZn]if0f
&= hLjgf]kof]uL lzIffdf lg0f{o k|lj|mof, ;d:of ;dfwfg, ;~rf/, tgfj Joj:yfkg /
cGt/j}olSts l;k / ;DaGwsf] k|of]u / pkof]u
*= kfl/l:ylts k4lt, hg;fª\lVos :j¿k, a;fOF;/fOsf] ultzLntf, / of}g tyf k|hgg
lzIff;DaGwL ;dLIffTds ljZn]if0f
#= sIffut l;sfO pknlAw
sIff !@ sf] cGTodf ljBfyL{{x¿df lgDgcg';f/sf l;sfO pknlAwx¿ xfl;n x'g] 5g\ M
PsfO ljifoj:t'sf] If]q l;sfO pknlAw

!= ;dfh tyf !=! ;fdflhs cWoog ljifosf] kl/ro lbg

;fdflhsLs/0f !=@ ;fdflhs cWoog ljifosf] dxŒj / ljsf;qmd atfpg
!=# ;fdflhs cWoogsf l;kx¿ -af}l4s, ;fdflhs ;f+:s[lts, ;~rf/ /
k|ljlw_ sf] klxrfg u/L b}lgs hLjgdf k|of]u ug{
!=$ ;dfh / ;d'bfosf] cjwf/0ff atfpFb} o;sf ljz]iftfx¿ lrq0f ug{
!=% k|fljlws tyf Jofj;flos lzIffsf] ;dfh;Fu /x]sf]] ;DaGw
klxNofpg
!=^ ;fdflhsLs/0fsf] cjwf/0ff atfpg
!=& ;fdflhsLs/0fsf tŒjx¿sf] ;"rL agfO{ JofVof ug{ .
@= Dffgj;dfhsf] @=! dfgj ;dfhsf] pb\ej / ljsf; j|md atfpg
pb\ej / ljsf; @=!=! 9'ª\u] o'usf] ;+:s[ltsf] ljj]rgf ug{

39
 @=!=@ s[lif o''usf] ;'?cft / ljsf;j|mdsf] JofVof ug{
@=!=# cf}Bf]lus o'u / pQ/ cfw'lgs o'usf] lgdf{0f / k|efjsf] ljZn]if0f
ug{
@=@ ;fdflhs ljljwtfsf] cy{ atfpFb} o;sf cfofdx¿sf] ljZn]if0f ug{
@=# l;k / k|ljlwdf cfwfl/t ;dfhsf ljz]iftfx¿ kQf nufpg
@=$ dfgj ;dfhsf] ljsf;sf ljleGg r/0fx¿;Fu cfhsf] dfgj
;dfhsf] t'ngf ug{ .
#= g]kfn / ljZj #=! ljZj dfglrqdf g]kfnsf] cjl:ylt kQf nufpg
e"uf]n #=@ g]kfnsf] ef}uf]lns ljefhg -w/ftnLo :j¿k, gbL, xfjfkfgL_ nfO{
gS;fsf] dfWoodåf/f b]vfpg
#=# k|zf;lgs cfwf/df g]kfnsf] ljefhg u/L gS;fåf/f b]vfpg
#=$ xfjfkfgL tyf v]tLkftLsf nflu g]kfndf klZrdL jfo' / dg;'gL
jfo'sf] k|efj kQf nufpg
#=% g]kfnsf] hghLjgdf ef}uf]lns ljljwtfn] kfg]{ k|efjsf] ljZn]if0f
ug{
#=^ g]kfnsf ;Gbe{df lgDglnlvt k|fs[lts ;|f]tx¿sf] jt{dfg cj:yf,
;Defjgf / pkof]lutfsf] ljZn]if0f ug{ M e"ld, jg, vlgh, hn;|f]t, gbL,
s'08 / tfnx¿, ;f}Gbo{ / ko{6g
#=& cjl:ylt -w|'j, cIff+z, b]zfGt/ / cGt/f{li6«o ltly /]vf_ sf]
cfwf/e"t cjwf/0ff atfpg
#=* cIff+z / b]zfGt/sf cfwf/df ;do / b'/Lsf] u0fgf ug{
#=( dxfb]z / dxf;fu/x¿sf] ;fdfGo kl/ro lbg
#=!) e"sDk, af9L, klx/f] lxdklx/f] h:tf ljkb\sf] cjwf/0ff atfpFb}
o;sf sf/0f / kl/0ffdx¿sf] ljj]rgf ug{
#=!! dfly pNn]lvt ljkb\af6 aFRg ckgfOg] ;fjwfgLsf pkfox¿sf]
vf]hL ug{
#=!@ ljkt\ Joj:yfkgdf :yfgLo ;fwg / l;ksf] k|of]u ub}{ c¿nfO{
;xefuL x'g k|]l/t ug{ / cfkm" klg ;xefuL x'g
$= g]kfnsf] $=! g]kfnsf df}lns hfthflt, wd{, ;+:s[lt, efiffefifL, k];f, rf8kj{,
;fdflhstyf k|yf, k/Dk/f, /xg;xg, d"No / dfGotfx¿sf] vf]hL ug{

40
 ;+f:s[lts d"No $=@ g]kfnLsnf -jf:t'snf, lrqsnf, d"lt{snf, / sfi7snf_ sf ljz]iftf
dfGotfx¿ / dxŒj atfpg
$=# g]kfndf /x]sf ef}uf]lns, hftLo, wfld{s, n}lª\us tyf of}lgs
cNk;ª\Vosx¿sf] klxrfg ub}{ /fHosf tkm{af6 plgx¿sf nflu Joj:yf
ul/Psf] ;fdflhs ;'/Iffsf] Joj:yf ljZn]if0f ug{
$=$ zf/Ll/s / dfgl;s ckfª\utf ePsf JolStx¿n] ;fdflhs
;'/Iffsf ¿kdf k|fKt u/]sf ;]jf ;'ljwfx¿sf] vf]hL ug{
$=% Ho]i7 gful/s / pgLx¿ k|ltsf] ;Ddfgsf nflu /fHoaf6 lgwf{/0f
ul/Psf gLltsf] vf]hL ub}{ cfkm" klg Ho]i7 gful/ssf] ;Ddfgdf nfUg
$=^ g]kfndf ;fdflhs ;'/Iff;DaGwL k|fjwfgsf] ljZn]if0f ub}{ o;sf]
Jofjxfl/s cEof;df b]lvPsf sl7gfOx¿sf] ljj]rgf ug{ .
%= g]kfn / ljZjsf] %=! ls/ftsfn, lnR5ljsfn / dWosfn -dNnsfn_ sf] ;fdflhs,
P]ltxfl;s cfly{s Pjd\ /fhgLlts cj:yf lrq0f ug{
ljsf;j|md %=@ g]kfnsf] cfw'lgs Oltxf;cGtu{t M
%=@=! g]kfn PsLs/0f cleofgsf] rrf{ ug{
%=@=@ /f0ffzf;g sfnsf] ;fdflhs / cfly{s kl/jt{g kQf nufpg
%=@=# lj=;+= @))& b]lv @)!& ;fn;Ddsf] /fhgLlts 36gfj|mdsf]
j0f{g ug{
%=@=$ lj=;+= @)!&–@)$^ ;fn;Ddsf] /fhgLlts 36gfj|mdsf] ;"rL
agfpg
%=@=% lj=;+= @)$^ b]lv xfn;Ddsf] /fhgLlts 36gfj|mdx¿sf] rrf{
ug{
%=# cf}Bf]lus j|mflGt / ljZjsf] cfly{s ;fdflhs If]qdf o;sf
k|efjx¿sf] ljZn]if0f ug{
%=$ ljZjdf nf]stGqsf] pbo, ljsf;j|md / jt{dfg cj:yfsf] ljj]rgf
ug{ .
^= ;+ljwfg / ^=! g]kfnsf] ;+j}wflgs ljsf;j|mdsf] rrf{ ug{
Gfful/s ;r]tgf ^=@ g]kfnsf] ;+ljwfg @)&@ sf k|d'v /fhgLlts, sfg'gL, cfly{s /
;f+:s[lts ljz]iftfx¿sf] ljZn]if0f ug{ .
^=# g]kfnsf ;Gbe{df jflnu dtflwsf/sf] cjwf/0ff k|i6\ofpFb} ;ª\3,

41
 k|b]z / :yfgLo txsf] lgjf{rg k|lj|mofaf/] JofVof ug{
^=$ g]kfnsf] /fli6«o ;'/Iffsf] cjwf/0ff atfpFb} g]kfndf /fli6«o ;'/Iffsf]
jt{dfg cj:yfsf] ljZn]if0f ug{
^=% g]kfndf /x]sf] k|fljlws tyf Jofj;flos lzIff;DaGwL gLltut /
;+:yfut Joj:yfsf] ljj]rgf ug{ .
&= hLjgf]kof]uL l;k &=! hLjgf]kof]uL l;ksf] JofVof ug{ / ;fdflhs tyf k];fut hLjgdf
ltgsf] k|of]u ug{
&=@ ;fdflhs cWoog / hLjgf]kof]uL lzIffdf lg0f{o k|lj|mof, ;d:of
;dfwfg, ;~rf/, tgfj Joj:yfkg / cGt/j}olSts l;k / ;DaGwsf]
ljZn]if0f u/L k|of]u / k|:t't ug{
*= jftfj/0f / *=! g]kfndfkf l/l:ylts k|0ffnL / h}ljs ljljwtfsf] cj:yfsf] ljj]rgf
hg;fª\lVosL ug{
*=@ hnjfo' kl/jt{gsf sf/0f, c;/ / c;/ sd ug]{ pkfox¿sf] vf]hL
ug{
*=# lbuf] ljsf;sf] cjwf/0ff pNn]v ug{
*=$ g]kfnsf] hg;ª\Vofsf] cfsf/, agf]6 / ljt/0fsf] cj:yf klxNofpFb}
tYofª\ssf] vf]hL, k|:t'lt / ljZn]if0fsf] k|of]ufTds cEof; ug{
*=% :yfgLo :t/df hGd, d[To' / a;fOF;/fOsf]] cj:yfsf] ;j]{If0f ub}{
k|ltj]bg tof/ ug{
*=^ g]kfndf a;fOF;/fOsf] k|j[lQ, sf/0f / cfly{s ;fdflhs k|efjsf]
vf]hL ug{
*=& g]kfndf ;x/Ls/0fsf] dfkb08, lj:tf/ / k|j[lQsf] rrf{ ug{
*=* g]kfndf hg;ª\Vof Joj:yfkgsf pkfox¿sf] vf]hL ug{
*=( lszf]/fj:yfdf x'g] of}gcfj]u / ;+j]usf] klxrfg / Joj:yfkg ug]{
pko'St pkfox¿sf] vf]hL / k|of]u ug{ .

42
$= ljifoj:t'sf] If]q / j|md
j|m=;= ljifoIf]q ljifoj:t' -sIff !@_ sfo{306f
!=! ;fdflhs cWoogsf] kl/ro dxTj / ljsf;qmd

!=@ ;fdflhs cWoogsf l;kx¿ -jf}l4s, ;fdflhs

;fF:s[lts, ;+rf/ / k|ljlw_
!= ;dfh tyf
;fdflhsLs/0f !=# ;dfh / ;d'bfosf] cjwf/0ff / ljz]iftfx¿ !@

!=$ k|fljlws tyf Joj;flos lzIff / ;dfhlarsf] ;DaGw

!=% ;fdflhsLs/0f cjwf/0ff, tŒjx¿

!=^ ;fdflhs kl/jt{g / k|ljlwsf] k|efj / k|of]u

!=& ;fdflhs cGt/lj|mof cjwf/0ff / Jofjxfl/s cEof;

@=! Dffgj hfltsf] pb\ej / ljsf; *

@=!=! 9'ª\u] o'usf] ;+:s[lt
@= Dffgj ;dfhsf] @=!=@ s[lif o''usf] ;'?cft / ljsf;
pb\ej / ljsf; @=!=# cf}Bf]lus o'u / pQ/ cfw'lgs o'usf]lgdf{0f / k|efj
@=@ ;fdflhs ljljwtfsf] cy{ /cfofdx¿
@=# l;k / k|ljlwdf cfwfl/t ;dfh
#=! g]kfnsf] e"uf]n !^

#=!=! ljZj dfglrqdf g]kfn

#=!=@ g]kfnsf] ef}uf]lns ljefhg -w/ftlno :j¿k, gbL,
xfjfkfgL_
#=!=# g]kfndf klZrdL jfo' / dg;'gL jfo'sf] k|efj
#=!=$ g]kfnsf] ef}uf]lns ljljwtfsf] hghLjgdf k|efj
#=!=% k|zf;lgs cfwf/df g]kfnsf] ljefhg
#=!=^ k|fs[lts ;|f]tx¿ M e"ld, jg, vlgh, hn>f]t, gbL,
#= g]kfn / ljZj
s'08 / tfnx¿, ;f}Gbo{ / ko{6g
e"uf]n

43
 #=@ ljZjsf] e"uf]n

#=@=! cjl:ylt -w|'j, cIff+z, b]zfGt/, cGt/f{li6«o ltly /]vf_

#=@=@ dxfb]z / dxf;fu/x¿sf] ;fdfGo kl/ro
#=@=# cIff+z / b]zfGt/sf cfwf/df ;do / b'/Lsf] u0fgf
#=# ljkt\ Joj:yfkg M g]kfndf ljBdfg k|of; / cEof;

#=#=! e"sDk, af9L, klx/f] lxdklx/f] -cjwf/0ff, sf/0f, kl/0ffd

/ ;fjwfgLsf pkfo_
#=#=@ ljkt\ Joj:yfkgdf :yfgLo l;ksf] k|of]u /
hg;xeflutf
$=! g]kfnsf] ;fdflhs Pjd\ ;f+:s[lts cj:yf !@

$=!=! hfthflt, wd{, ;+:s[lt, efiffef ifL, k];f, rf8kj{,k|yf,

$= g]kfnsf]
k/Dk/f, /xg;xg, d"No / dfGotf
;fdflhs
$=!=@ g]kfnLsnf -jf:t'snf, lrqsnf, d"lt{snf, / sfi7snf_
tyf ;+f:s[lts
ljz]iftf / dxŒj
d"No dfGotfx¿
$=@ g]kfndf ;dfj]zLs/0f kl/ro / k|fjwfg

-ef}uf]lns, hftLo, wfld{s, n}lª\us tyf of}lgs cNk;ª\Vos,

ckfª\utf_
$=# h]i7 gful/s / pgLx¿sf] ;Ddfg
$=$ g]kfndf ;fdflhs ;'/Iff;DaGwL k|fjwfg / o;sf]
cEof;
%=! g]kfnsf] Oltxf; !$
%=!=! ls/ftsfn, lnR5ljsfn / dWosfn -dNnsfn_ -
;fdflhs, cfly{s Pjd\ /fhgLlts cj:yf_
%=!=@ g]kfnsf] cfw'lgs Oltxf; M
%= g]kfn / ljZjsf] %=!=@=! g]kfn PsLs/0f cleofg
P]ltxfl;s %=!=@=@ /f0ffzf;g -;fdflhs, cfly{s kl/jt{g_
ljsf;j|md
%=!=@=# lj=;+= @))& b]lv @)!& ;fn;Ddsf] /fhgLlts

44
 36gfj|md

%=!=@=$ lj=;+= @)!&–@)$^ ;fn;Ddsf] /fhgLlts 36gfj|md

%=!=@=% lj=;+= @)$^ b]lv xfn;Ddsf] /fhgLlts 36gfj|md

%=@ ljZjsf] Oltxf;

%=@=! cf}Bf]lus j|mflGt / o;sf k|efj
%=@=@ ljZjdf nf]stGqsf] pbo, ljsf;j|md / jt{dfg cj:yf
^=! ;+ljwfg / Gfful/s ;r]tgf !@
^=!=! g]kfnsf] ;+j}wflgs ljsf;j|md / g]kfnsf] ;+ljwfg
@)&@ sf k|d'v ljz]iftfx¿ -/fhgLlts, sfg'gL, cfly{s /
^= ;+ljwfg / ;f+:s[lts_
Gfful/s ;r]tgf ^=!=@ lgjf{rg k|lj|mof -;ª\3, k|b]z / :yfgLo tx_ / aflnu
dtflwsf/
^=!=# g]kfnsf] /fli6«o ;'/Iffsf] cjwf/0ff / jt{dfg cj:yf

^=!=$ k|fljlws tyf Joj;flos lzIff;DaGwL gLltut /

;+:yfut Joj:yf

&= hLjgf]kof]uL &=! hLjgkof]uL l;ksf] kl/ro / o;sf] juL{s/0f !$

l;k &=@ lg0f{o k|lj|mof
&=@=! lg0f{osf] kl/ro / k|sf/
&=@=@ lg0f{o k|lj|mofsf r/0f, k|of]u / cEof;
&=@=# lg0f{odf clgl0f{t x'g] cj:yfsf] klxrfg
&=# ;d:of ;dfwfg
&=#=! ;d:ofsf] kl/ro / klxrfg
&=#=@ ;d:of ;dfwfgsf r/0f
&=#=# ;d:of ;dfwfgsf] Jofjxfl/s cEof;
&=$ ;~rf/
&=$=! ;~rf/ l;ksf] klxrfg / k|sf/
&=$=@ ;~rf/sf cj/f]wx¿

45
 &=$=# k|efjsf/L ;~rf/ / k|efjsf/L ;DaGw
&=$=$ k|efjsf/L ;~rf/sf dfWod / cEof;
&=$=% ;fdflhs ;~hfnsf] ;b'kof]u
&=% tgfj Joj:yfkg
&=%=! tgfjsf] cy{, l;lh{t cj:Yff / c;/
&=%=@ tgfj Joj:yfkgsf pkfox¿ M ;dk{0f, k|lt/f]w /
;Demf}tf tyf ltgsf Jofxfl/s cEof;
&=%=# tgfj Joj:yfkgsf /0fgLlt
&=%=$ åGå, tgfj, åGå ¿kfGt/0f / Joj:yfkgsf] k|lj|mof /
cEof;
&=%=% tgfj Joj:yfkgdf dgf];fdflhs k/fdz{, of]u /
Wofgsf] k|of]u
&=^ cGt/j}olSts l;k / ;DaGw
&=^=! cGt/j}olSts l;ksf] cy{ / dxŒj
&=^=@ cGt/j}olSts ;DaGw ;'wf/sf pkfo
&=^=# cGt/j}olSts ;DaGw / ;fdflhs ;~hfn
&=^=$ c;n g]t[Tjsf nflu cGt/j}olSts ;DaGw Joj:yfkg
&=^=% 6f]nLsfo{ / g]t[Tj ljsf;
*=! kfl/l:ylts k4lt / jftfj/0f *
*=!=! kfl/l:ylts k|0ffnL / h}ljs ljljwtf,
*=!=@ hnjfo' kl/jt{g
*=!=# lbuf] ljsf;
*= jftfj/0f / *=@ hg;fª\lVosL / g]kfnsf] hg;ª\Vof
hg;fª\lVosL *=@=! g]kfnsf] hg;ª\Vofsf] cfsf/, agf]6 / ljt/0f
*=@=@ hg;fª\lVos tŒjx¿M hGd, d[To' / a;fOF;/fO
*=@=# g]kfndf a;fOF;/fOsf] k|j[lQ, sf/0f / o;sf] cfly{s
;fdflhs k|efj
*=@=$ g]kfndf ;x/Ls/0fsf] dfkb08, lj:tf/ / k|j[lQ
*=@=% g]kfndf hg;ª\Vof Joj:yfkgsf pkfox¿
*=# of}g tyf k|hgg\ lzIff

46
 *=#=! lszf]/ lszf]/Lx¿sf nflu of}lgstf lzIffM of}g cfj]u
/ ;+j]usf] klxrfg / Joj:yfkg
hDdf (^

%= k|of]ufTds tyf kl/of]hgf sfo{{df ;dfj]z ug{ ;lsg] s]xL lj|mofsnfkx¿

PsfO ljifoj:t'sf] sfo{ gd'gf lj|mofsnfk
If]q 306f
!= ;dfh tyf @  tkfO{F a;f]af; ug]{ 7fpFdf sIff *, ( / !) df cWoog/t
;fdflhsLs/0f s'g} klg efOalxgLsf !) hgf cljefjsx¿nfO{ e]6L ;fdflhs
;~hfnsf] k|of]usf sf/0f pgLx¿sf 5f]/f5f]/Lsf] ;fdflhsLs/0f
/ cWoogdf kf/]sf] k|efjsf af/]df ;f]wvf]h u/L cfPsf]
k|ltlj|mofnfO{ l6kf]6 ug'{xf];\ / ;f] k|ltlj|mofsf cfwf/df Pp6f
k|ltj]bg tof/ ug'{xf];\ .
@= Dffgj ;dfhsf]  tkfO{+ a;f]af; u/]sf] ;d'bfodf cfh;Dd klg s] s:tf
pb\ej / @ k/Dk/fut l;k tyf k|ljlwx¿ k|of]u eO/x]sf /x]5g\ < vf]hL u/L
ljsf; k|ltj]bg tof/ ug'{xf];\ . k|ltj]bgdf ;Dej eP;Dd x/]s l;k
tyf k|ljlwsf] kmf]6f], kl/ro, lgdf{0f ljlw / k|of]usf] If]q -s[lif,
pBf]u, ko{6g cflb_ ;d]t ;d]6\g'xf];\ ._
#= g]kfn / ljZj #  sIffsf ;a} ljBfyL{nfO{ kfFr ;d"xdf ljefhg ug'{xf];\ .
e"uf]n x/]s ;d"xn] tn lbOPsf Ps÷Pscf]6f sfd ug'{xf];\ M
x/]s ;d"xn] Pp6f 7'nf] KnfOp8sf] Joj:yf ug'{xf];\ . ;f]
KnfOp8df ;]tf] /ªsf] rf6{k]k/ 6fF:g'xf];\ . ca u|fkm ljlwsf] k|of]u
u/L ^)×#^ cfsf/df g]kfnsf] gS;f agfpg'xf];\ . ;f] gS;fdf
lgDgfg';f/ ljj/0f ;ª\s]tsf cfwf/df b]vfpg'xf];\ .

;d"x ! M g]kfnsf] w/ftnLo :j¿k

;d"x @ M d'Vo xfjfkfgL If]q

;d"x # M d'Vo gbL If]q -sf]zL, u08sL / s0ff{nL_

47
 ;d"x $ M ef}uf]lns ljefhg cg';f/ d'Vo k];fsf If]qx¿

;d"x % M g]kfnsf] /fhgLlts / k|zf;lgs ljefhg

 tkfO{F a;f]af; ug]{ 7fpFsf :yfgLo Ho]i7 gful/sx¿nfO{

e]6L ;f] :yfgdf ljutdf cfPsf ljleGg k|fs[lts ljkt\x¿sf
af/]df ;f]wvf]h u/L tL ljkt\ Joj:yfkg s;/L ePsf /x]5g\ eGg]
tYo ;d]t ;d]6]/ Pp6f k|ltj]bg tof/ ug'{xf];\ .
$ g]kfnsf] #  tkfO{F a;f]jf; u/]sf] j8fsf s]xL Ho]i7 gful/snfO{ e]6L
;fdflhstyf pxfFx¿n] ;fdflhs ;'/Iffafkt /fHosf tkm{af6 k|fKt ul//xg'
;+f:s[lts d"No ePsf ;]jf ;'ljwfx¿sf af/]df ;f]wvf]h ug'{xf];\ / k|fKt
dfGotfx¿ k|ltlj|mofx¿nfO{ l6kf]6 ub}{ hfg'xf];\ . To:t} pxfFx¿n] ;fdflhs
;'/Iffafkt /fHoaf6 ck]Iff ug'{ePsf] yk ;]jf ;'ljwfx¿sf af/]df
;d]t ;f]wvf]h u/L k|ltj]bg tof/ ug'{xf];\ .
 tkfO{Fsf] ;d'bfodf ePsf ;a}eGbf Ho]i7 gful/snfO{ e]6L
pxfF tkfO{+sf] pd]/sf] x'Fbf / clxn] tn lbOPsf If]qdf s] s:tf]
%= g]kfn / cj:yf lyof], ;f]Wg'xf];\ / cfhsf] cj:yf;Fu t'ngf ug'{xf];\ .
@
ljZjsf] If]q klxn] clxn]
P]ltxfl;s cfDbfgLsf]
ljsf;j|md ;|f]tsf If]q
Vfgf
sk8f
oftfoft
;~rf/
j/k/sf]
kof{j/0f
 cfˆgf cljefjsx¿;Fu ;f]wvf]h u/]/ tkfO{F;lxt ;ft
k':tf ;d]6]/ cfˆgf] j+z j[If tof/ ug'{xf];\ .
^= ;+ljwfg / @  tkfO{F a;f]af; ug]{ lhNnfaf6 k|ltlglw ;ef, k|b]z ;ef /
Gfful/s :yfgLo txdf k|ltlglwTj ug]{ k|ltlglwx¿sf] ljj/0f tn lbOPsf]
;r]tgf tflnsfdf eg'{xf];\ M

48
 k|ltlglw ;ef tyf k|b]z ;ef
k|b]z M========= lhNnf M=========== lgjf{rg If]q ;ª\Vof M====
If]q g= lgjf{lrt k|ltlglwsf] gfd /fhgLlts bn
k|ltlglw !=
;ef
s
v
k|ltlglw @=
;ef
s
v
:yfgLo tx
lhNnf M ============= :yfgLo txsf] gfd M ====================
kb k|ltlgwLsf] gfd /fhgLlts bn 7]ufgf
k|d'v
pkk|d'v
j8f cWoIf
j8f ;b:o !
j8f ;b:o @
j8f ;b:o #
j8f ;b:o$
&= hLjgf]kof]uL l;k ^  tkfO{s
F f] Ps ldNg] ;fyLn] w"dkfg ug{ nfu]sf] 5 . p;n]
tkfO{FnfO{ ;d]t w"dkfg ug{ s/ ul//x]sf] 5 t/ tkfO{FnfO{ p;sf]
of] afgL dg kb}{g . cfkm"eGbf alnof] / leGg ;fdflhs
kl/j]zaf6 cfPsfn] tkfO{F p;nfO{ s]xL elgxfNg klg ;Sg'x'Gg .
ca tkfO{F o:tf] s'ntaf6 6f9f a:g s] lg0f{o ug'{x'G5 clg Tof]
lg0f{o s;/L sfof{Gjog ug'{x'G5 < k|ltj]bg tof/ kf/L k|:t't
ug'{xf];\ .
 tnsf] 36gf cWoog ug'{xf];\ / lbOPsf k|Zgsf cfwf/df
36gf ljZn]if0f u/L k|ltj]bg tof/ ug'{xf];\ M

49
  tkfO{Fsf] Ps ;fyL ;fyLx¿sf] ;ª\utdf k/]/ nfu'kbfy{sf]
b'Jo{;gdf km;]sf] 5 . pm kl/jf/nfO{ of] s'/f eGg ;ls/x]sf] 5}g
t/ 3/df ;fdfgx¿ x/fpg], k};f x/fpg] ;d:ofn] cleefjsx¿
x}/fg 5g\ . p;sf] ;d"xsf ;fyLx¿af6 klg pm vt/fdf 5 eg]
k'ln; k|zf;gaf6 klg kj|mfp kg]{ ;Defjgf 5 . cleefjsx¿df
5f]/fdf cfPsf] kl/jt{gdf yf]/} cfzª\sf /x] klg s] ug]{ gug]{ s]xL
ug{ ;ls/x]sf 5}gg\ . ca ;f]Rg'xf];\
-s_ dflysf 36gfsf] d'Vo ;d:of s];Fu ;DalGwt 5 <
-v_ ;d:ofsf sf/0fx¿ s] s] x'g ;S5g\ <
-u_ ;d:of ;dfwfgsf pkfox¿ s] s] x'g ;S5g\ <
 tkfO{Fsf] ;d'bfodf /x]sf] s'g} Ps ;d:of klxrfg ug'{xf];\ .
of] ;d:of s;/L ;dfwfg ug{ ;lsG5 < ;d:of ;dfwfgsf nflu
of]hgf tof/ kfg{], ;dfwfgsf] k|of; ug{] / ;dfwfgsf nflu
cfkm"n] u/]sf k|of; / To;sf] k|ult;DaGwL ;Dk"0f{ of]hgf tof/
kf/L k|:t't ug'{xf];\ .
 tkfO{Fsf] sIffsf] Ps ;fyLsf] Pp6f ;sf/fTds / Pp6f
;'wf/fk]IfL Jojxf/ ;ª\s]t u/L ;ª\s]t ul/Psf] Jojxf/ ;'wf/sf
nflu ;fyLn] ug'{kg]{ sfo{snfksf] ;"rL agfO{ ;sf/fTds sfo{nfO{
oyfjt\ /fVg / ;'wf/fk]IfL Jojxf/nfO{ ;'wf/ ug{ ;'emfj lbg'xf];\ /
;fyLn] p;sf] ;"rLcg';f/sf] Jojxf/ kfng
u/ ]gu/]sf] cjnf]sg u/L l6kf]6 tof/ ug'{xf];\ clg ;fyLsf]
Jojxf/af6 cfkm"n] ;d]t ;'wf/ ug'{kg]{ kIf ;d]t l6kf]6 ug'{xf];\ .
 kl5Nnf] !% lbgdf cfkm"n] ;fdgf ug'{k/]sf] tgfj pNn]v
u/L pSt tgfjsf sf/0f / To;nfO{ ;dfwfg ug{ cfkm"n] u/]sf
k|of; pNn]v u/L k|:t't ug'{xf];\ .
*= jftfj/0f / $  :yfgLo kflnsf sfof{nodf uP/ cfˆgf] kflnsfsf] hGd,
hg;fª\lVosL d[To' / a;fOF;/fO;DaGwL tYofª\sx¿sf] vf]hL ug'{xf];\ . k|fKt
tYofª\snfO{ tflnsf / :tDelrqdf b]vfpFb} k|fKt cfFs8fsf]
ljZn]if0f ug'{xf];\ . -kflnsf sfof{non] :yfgLo :t/df ug]{ ljleGg
k|sf/sf ;j]{If0f / cWoogsf af/]df ;f]wvf]h u/L ;f] sfo{df

50
 tkfO{F cfkm" klg ;+nUg x'g ;Sg'x'G5 ._
 glhs}sf] ;x/df a;f]af; ub}{ u/]sf s]xL JolStx¿nfO{
e]6L ;x/Ls/0fsf sf/0fn] pgLx¿n] ef]u]sf ;d:of tyf
sl7gfOx¿sf af/]df ;f]wvf]h u/L …;x/Ls/0fsf sf/0fn]
lglDtPsf ;d:of / ;dfwfgsf pkfox¿Ú zLif{sdf Pp6f
k|ltj]bg tof/ ug'{xf];\ .
 ljifo lzIfssf] ;xof]udf sIffdf k9\g] kfFr÷kfFr hgf
;fyLx¿sf] ;d"x agfpg'xf];\ . lszf]/fj:yfdf cfkm'df s] s:tf
of}g cfj]u / ;+j]ux¿ b]lvPsf 5g\, ;fyLx¿lar 5nkmn ug'{xf];\
/ k|fKt a'Fbfx¿nfO{ l6kf]6 ub}{ hfg'xf];\ . tL cfj]u / ;+j]ux¿nfO{
s] s;/L Joj:yfkg ug{ ;lsG5 eGg] af/]df klg ;xkf7L
;fyLx¿lar 5nkmn ug'{xf];\ . k|fKt ePsf a'Fbfx¿nfO{ dfly
h;/L g} l6kf]6 ub}{ hfg'xf];\ . k|fKt ePsf a'Fbfx¿sf cfwf/df
…lszf]/fj:yfdf x'g] of}g cfj]u / ;+j]usf] klxrfg / Joj:yfkgsf
pkfox¿Ú zLif{sdf Pp6f k|ltj]bg tof/ ug'{xf];\ . cfˆgf] ;d"xsf]
k|ltj]bg;Fu cGo ;d"xsf] k|ltj]bg s] slt ldN5, t'ngf;d]t
ug'{xf];\ .
hDdf @$

^= l;sfO ;xhLs/0f k|lj|mof

;fdflhs cWoog ljifon] ljBfyL{x¿nfO{ /fi6« / /fli6«otfk|lt ;dlk{t, gful/s d"No
dfGotfk|lt ;r]t / ;d;fdlos kl/j]zsf] ljZn]if0f / ;dfnf]rgfTds b[li6sf]0f;lxtsf]
gful/s tof/ ug]{ p2]Zo /fv]sf] 5 . o; ljifosf] kf7\oj|md ;fdflhs hLjg;Fu
;DalGwt ljleGg If]qx¿nfO{ ;d]6]/ PsLs[t ¿kdf tof/ ul/Psf] 5 . o;df pNn]v
ul/Psf ljifoj:t'x¿sf] cWoog cWofkg u/fpFbf ;a} If]qnfO{ plQs} dxŒj lbg'kg]{
x'G5 . ;DalGwt ljifoj:t'sf] PsLs[t ¿kdf ;xhLs/0f u/fO{ ljifoj:t'sf] 1fg, l;k /
wf/0ffsf] ljsf; u/fpg'k5{ . ljBfyL{x¿df ;}4flGts / Jofjxfl/s b'j} kIfsf] ljsf;
u/fO{ ;sf/fTds Jojxf/sf] hu]gf{ ug'{ o; ljifosf] d'Vo Wo]o xf] .
ljBfyL{df ;dfnf]rgfTds tyf ;sf/fTds ;f]rsf] ljsf;, k|ltef k|:km'6g, l;h{gfTds
l;ksf] ljsf; / ljljw k|sf/sf ;fdflhs l;ksf] ljsf; u/L Jojxf/df ;'wf/ ub}{
51
;dfhsf] g]t[Tj ug{ ;Sg] Ifdtfsf] ljsf; u/fpg] h:tf d"ne"t p2]Zox¿ o; ljifon]
/fv]sf] 5 . ;fdflhs cWoogsf ljifoj:t'sf] Jofjxfl/s 1fg lbgsf nflu sIffleq jf
aflx/ cfcfk\mgf] sIffsf]7f, ljBfno, kl/jf/, 6f]n, ljleGg ;d"x, ;d'bfonufot :yfgLo
;/sf/;Fu ;DalGwt lj|mofsnfkx¿ u/fpg'kg]{ 5 . ljifoj:t'nfO{ h:tfsf] t:t} s07
u/fpg] lzIf0f k4ltnfO{ lg?T;fxg u/L ljBfyL{x¿nfO{ cfcfk\mgf ;d'bfodf vf]h u/L
l;h{gfTds k|ltefsf] ljsf; ug{ k|f]T;fxg ug'{kg]{ 5 ., k|ltj]bg, /]vflrq, j[Qlrq,
:tDe lrq, tflnsf, tl:a/, gS;f h:tf l;h{gzLn sfo{dfkm{t cfjZos 1fg, l;k /
clej[lQ ljsf; u/fpFb} l;h{gzLntfsf] ljsf; u/fpg] nIo /fv]sf] 5 .
oL l;kx¿sf] ljsf;sf nflu ;a} ljBfyL{x¿nfO{ Ps} vfnsf] ;xhLs/0fn] ;Dej gx'g
klg ;S5 . To;}n] pgLx¿nfO{ ax'af}l4stfsf] l;4fGtcg'¿k ?lr / Ifdtfcg';f/sf
1fg / l;k Pjd\ d"Nox¿sf] ljsf; ug{ lj|mofsnfkdf ljljwtf Nofpg'k5{ . o;sf
lglDt of]hgfa4 l;sfO ;xhLs/0fsf]] 7'nf] e"ldsf /xG5 . ljBfyL{x¿nfO{ æu/ / l;sÆ
eGg] wf/0ffsf] clej[l4 u/fpg' ;fdflhs cWoog ljifosf] d"n nIo xf] . lszf]/ lszf]/L
cfkm}Fn] u/]/ l;s]sf s'/fdf ljZjf; u5{g\ . dgdf ljZjf; hfu]kl5 pSt l;sfOn]
Jojxf/df ;'wf/ NofpF5 . To;}n] ;fdflhs cWoog ljifodf l;sfO ;xhLs/0f ubf{
ljleGg k|sf/sf ljBfyL{s]lGb|t lzIf0f ljlwx¿ k|of]u ug{'k5{ . h:t} M
-s_ k|Zgf]Q/
-v_ k|bz{g
-u_ ;d:of ;dfwfg
-3_ 5nkmn
-ª_ cjnf]sg
-r_ ;f]wvf]h
-5_ clego
-h_ kl/of]hgf
-em_ k|of]u
-`_ 36gf cWoog
-6_ ;dfnf]rgfTds lrGtg /

52
-7_ ;fd'bflos sfo{
oL ljlwx¿ gd'gf dfq x'g\ . :yfgLo kl/j]z, ljifoj:t'sf] k|s[lt / :j¿ksf cfwf/df
l;sfO ;xhLs/0fdf ljljwtf Nofpg ;lsg] 5 . lzIfsn] l;sfO ;xhLs/0f ubf{
ljBfyL{sf] pd]/, tx, ?lr, ax'af}l4stf, dgf]lj1fg, ;fdflhs k[i7e"ld, ljBfyL{ ;ª\Vof,
z}lIfs ;fdu|Lsf] pknAwtf cflb ;d]tnfO{ Wofg lbg'kg]{ x'G5 . ;xhLs/0f ubf{
ljBfyL{x¿sf] ;xeflutf Pjd\ ;fd"lxs tyf ;xof]ufTds l;sfOnfO{ k|f]T;fxg ug'{k5{ .
ljBfyL{nfO{ ;d:of ;dfwfg ug{ ufx|f] jf cK7\of/f] k/]sf] cj:yfdf pgLx¿sf sdL
sdhf]/LnfO{ /fd|/L s]nfO{ lzIfsåf/f ;d:of ;dfwfgdf ;xof]u ug'{k5{ . ljBfyL{x¿
l;h{gf / k|ltefsf e08f/ x'g\ . To;}n] pgLx¿sf k|ltef k|ikm'6gsf nflu pko'St
jftfj/0f l;h{gf ug'{k5{ . lzIfsn] Pp6f ;xhstf{sf ¿kdf ljBfyL{x¿nfO{ ;xL af6f]
b]vfpg ;xof]u k'¥ofpg'k5{ . plNnlvt ljlwx¿sf cltl/St syfsyg, dGyg,
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;fdflhs cWoog ljifo lzIf0f ubf{ ;"rgf k|ljlwsf] ;d]t ;xof]u lnP/ l;Sg ;Sg]
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kf7\oj|mdn] lgwf{/0f u/]sf p2]Zocg'¿k ljBfyL{x¿n] 1fg, l;k tyf clej[lQ k|fKt ug{
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d"Nofª\sg lzIf0f l;sfO lj|mofsnfks} cleGg cª\usf ¿kdf ;~rfng u/L ljBfyL{sf]
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d"Nofª\sgsf] lgwf{l/t clen]vsf cfwf/df d"Nofª\sgsf] s'n cª\ssf] @% k|ltzt

53
cfGtl/s d"Nofª\sgsf ¿kdf / &% k|ltzt afx\o k/LIffaf6 ;dfj]z u/L ljBfyL{sf]
l;sfO:t/ lgwf{/0f ul/G5 .
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cfGtl/s jf k|of]ufTds d"Nofª\sgsf nflu k|To]s ljBfyL{x¿sf] sfo{ ;~rlosf kmfOn
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clen]v /fvL ;f]sf cfwf/df cª\s k|bfg ug'{kb{5 . ;fdflhs cWoog ljifo l;sfOsf
j|mddf sIffsf]7fdf sIffut lzIf0f l;sfOsf] cleGg cª\usf ¿kdf u[xsfo{, sIffsfo{,
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l;sfO cfjZostf ePsf ljBfyL{sf nflu ljifo lzIfsn] g} pko'St k|lj|mof ckgfO{
d"Nofª\sg ug'{kg]{ 5 . o; ljifodf lgdf{0ffTds d"Nofª\sg k|lj|mofsf] dxŒjk"0f{ e"ldsf
/x]sf] x'G5 . ljBfyL{x¿n] s] slt l;s] eGg] s'/f kQfnufO{ gl;s]sf] eP sf/0f klxrfg
u/L k'gM l;sfOg'k5{ . cfGtl/s d"Nofª\sgsf] ef/ @%Ü 5'6\fOPsf] 5 . o; ljifosf]
cfGtl/s d"Nofª\sgdf sIff ;xeflutf, ;sf/fTds Jojxf/ k|of]ufTds tyf kl/of]hgf
sfo{, cfGtl/s k/LIffaf6 k|fKt ljBfyL{sf] l;sfO pknlAwnfO{ ;d]l6g' kb{5 .
o; v08sf] d"Nofª\sg ljBfyL{n] JolStut tyf ;d"x sfo{ tyf kl/of]hgfsf] u'0f:t/sf]
cfwf/df ljBfno txdf u7g ul/g] d"Nofª\sg ;ldltn] ug]{ 5 eg] tf]lsPsf] lgsfoaf6
o;sf] k|fljlws k/LIf0f x'g] 5 . cfGtl/s d"Nofª\sgsf cfwf/x¿ / cª\s ljefhg
lgDgfg';f/ x'g] 5 M
cfGtl/s d"Nofª\sgsf] lj:t[tLs/0f
j|m=;= If]q k/LIf0f ug]{ cª\sef/ d"Nofª\sgsf cfwf/
kIf
!= l;sfO l;sfO # ;lj|mo l;sfOsf nflu b}lgs sIff pkl:ylt,
;xeflutf ;xeflutf JolStut, ;d"xut / sIffut l;sfO ;xeflutf
@ ;sf/fTds ;xof]u, $  lzIfs, ;fyL, ckfª\utf ePsf, h]i7 gful/s,
Jojxf/ ;DaGw, >ldsk|lt b]vfpg] Jojxf/, ;xof]u, ;xfg'e"lt,
tyf
;dGjo,  ;fd'bflos sfo{df b]vfPsf] pT;'stf

54
 Jojxf/ g]t[Tj,  g]tT[ j l;kdf cfPsf] kl/jt{g
kl/jt{g ;xeflutf,  c?sf cg's/0fLo, c;n Jojxf/ u|x0f
u|x0fzLntf
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tyf tyf ;fd'bflos sfo{ jf If]q e|d0fdf ;xefuL u/fpg],
kl/of]hgf
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sfo{
sfo{ cjnf]sg, cGtjf{tf{, tYofª\s ;ª\sng,
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jf JolStut¿kdf d"Nofª\sg ug]{
$ ljifout q}dfl;s % q}dfl;s k/LIffx¿sf] d"Nofª\sgsf clen]v
d"Nofª\sg k/LIff
hDdf @$
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sfo{ljlwdf tf]lsPsf] cfwf/df x'g] 5 .

-v_ afx\o d"Nofª\sg

o; ljifosf] s'n ef/dWo] &% k|ltzt ef/ afx\o d"Nofª\sgdfkm{t\ x'g] 5 . ;+1fg If]qsf
ljleGg txx¿ ljz]if u/L 1fg, l;k / k|of]u txdf kg]{ u/L clt 5f]6f] pQ/ cfpg]
k|Zg, 5f]6f] pQ/ cfpg] k|Zg / nfdf] pQ/ cfpg] k|Zg u/L tLg lsl;dsf k|Zgx¿
;f]lwg] 5 . nfdf] pQ/ cfpg] k|Zg ;d:of ;dwfg / ljZn]if0f ug]{ vfnsf] x'g] 5 . tL
k|Zgdf ljBfyL{n] lbPsf] hjfkmsf] cfwf/df pgLx¿sf] d"Nofª\sg ul/g] 5 . k|Zgx¿
;}4flGts 1fgeGbf klg Jofjxfl/s ;d:ofx¿ ;dfwfgdf hf]8 lbg] vfnsf x'g] 5g\ .
d"Nofª\sgnfO{ j:t'ut agfpg k|Zgx¿nfO{ ljlzi6 agfOg] 5 . afx\o d"Nofª\sgsf
nflu k|Zgx¿ kf7\oj|md ljsf; s]Gb|n] tof/ u/]sf] ljlzli6s/0f tflnsfcg';f/ tof/
ug'{kg]{ 5 .

55
 ;}4flGts d"Nofª\sg
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sIff !@
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k|Zg of]hgf tyf cª\sef/ ljt/0f

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k|ltzt k|ltzt

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56
k|Zgsf k|sf/x¿
k|Zgsf k|sf/x¿ ;f]lwg] ;ª\Vof ;do ljefhg - k"0ff{ª\s
ldg]6_
clt 5f]6f] k|Zg !! @) !!×! = !!
5f]6f] k|Zg * &@ *×% = $)
Nffdf] k|Zg # $# #×* = @$
hDdf @@ @ 3G6f !% ldg]6 &%

b|i6Jo M
 ;a} k|Zg clgjfo{ x'g] 5g\ .
 clt 5f]6f k|Zg !! cf]6f ;f]lwg] 5 / k|To]s k|Zgsf] c+sef/ ! x'g]5 .
 5f]6f k|Zgx? * cf]6f x'g]5g\ / k|To]ssf] c+sef/ % x'g]5 .
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 k|Zgx? dfly plNnlvt 1fg, af]w, k|of]u tyf l;k / pRr bIftfsf] k|Zgx? lgwf{l/t k|ltzt
ef/ ldNg] u/L lgdf{0f ug'{kg]{ 5 .
pRr bIftf cGtu{t, ljZn]if0f, d"Nof+sg, l;h{gfTds / d"No ;DaGwL k|Zgx? ;dfj]z ug'{kg]{
5

57
 Technical and Vocational Stream

Secondary Education Curriculum

Mathematics
Grades: 11 and 12 Credit hrs.: 3 Working hrs.: 96

1. Introduction
Mathematics is an essential in the field of engineering, medicine, natural sciences, finance and
other social sciences. The branch of mathematics concerned with application of mathematical
knowledge to other fields and inspires new mathematical discoveries. School mathematics is
necessary as the backbone for higher study in different disciplines.
This course of Mathematicsis designed for grade 11 and 12 students of engineering as a subject
as per the curriculum structure prescribed by the National Curriculum Framework, 2076 of
TEVT stream. The content areas of this curriculum are Algebra, Trigonometry, Analytic
Geometry, Vectors, Statistics and Probability, and Calculus.
This course will be delivered using both the conceptual and theoretical inputs through
demonstration and presentation, discussion, and group works as well as practical and project
works in the real world context.

2. Level-wise Competencies
On completion of this course, students will have the following competencies:
1. Use basic properties of elementary functions and their inverse including linear, quadratic,
reciprocal, polynomial, rational, absolute value, exponential, logarithm, sine, cosine and
tangent functions.
2. Use principles of elementary logic to find the validity of statement and also acquire
knowledge of matrix, sequence and series, and combinatory.
3. Make connections and present the relationships between abstract algebraic structures with
familiar number systems such as the integers, real numbers and complex numbers.
4. Identify and derive equations for lines, circles, parabolas, ellipses, and hyperbolas, and
identify the plane and its properties in space.
5. Apply knowledge of statistics and probability in daily life.

58
6. Use vectors in daily life.
7. Solve the problems related to limit, continuity and derivative and determine the extreme
values of function in daily life.
8. Explain anti-derivatives as an inverse process of derivative and use them in various
situations.

3. Grade-wise Learning Outcomes

On completion of the course, the students will be able to:
S. Content Learning Outcomes
N. Domain/area Grade 11 Grade 12
1. Algebra 1.1 acquaint with logical 1.1 Solve the problems related to
connectives andconstruct truth permutation and
tables. combinations.
1.2 prove set identities. 1.2 State and prove binomial
1.3 define interval and absolute theorems for positive integral
value of real numbers. index.
1.4 Define function, domain and 1.3 State binomial theorem for
range of a function, inverse any integer (without proof).
function. 1.4 Find the general term and
1.5 Find inverse function of given binomial coefficient.
invertible function. 1.5 Define Euler's number.
1.6 Define sequence and series. 1.6 Expand ex and log(1+x) using
1.7 Classify sequences and series binomial theorem.
(arithmetic, geometric, 1.7 State and prove De Moivre's
harmonic). theorem.
1.8 Solve the problems related to 1.8 find the sum of finite natural
arithmetic, geometric and numbers, sum of squares of
harmonic sequences and series. first n-natural numbers, sum
1.9 Establish relation among A.M, of cubes of first n-natural
G. M and H.M. numbers.
1.10 Find the sum of infinite 1.9 Define and apply
geometric series. mathematical induction.

59
 1.11 Obtain transpose of matrix 1.10 Find square root of a
and verify its properties. complex number.
1.12 Calculate minors, cofactors, 1.11 Express complex number
adjoint,determinant and inverse in polar form.
of a square matrix. 1.12 Find the roots of a complex
1.13 Define a complex number. number by De Moivre's
1.14 Solve the problems related theorem.
to algebra of complex numbers. 1.13 Solve the problems using
1.15 Find conjugate and absolute properties of cube roots of
value (modulus) of a complex unity.
numbers and verify their 1.14 Define polynomial function
properties. and polynomial equation.
1.16 express complex number in 1.15 Find roots of a quadratic
polar form. equation.
1.16 Establish the relation
between roots and coefficient
of quadratic equation.
1.17 Form a quadratic equation
with given roots.
2. Trigonometry 2.1 Define inverse circular 2.1 Solve the problems using
functions establish the relations properties of a triangle (sine
on inverse circular functions. law, cosine law, tangent law,
2.2 Find the general solution of projection laws, and half
trigonometric equations angle laws).
2.2 Solve the triangle(simple
cases)
3. Analytic 3.1 find the length of perpendicular 3.1 Find equation of circle
geometry from a given point to a given 3.2 Define tangent and normal of
line circle and find condition of
3.2 find the equation of bisectors of tangencyof a line at a point to
the angles between two straight the circle
lines 3.3 State the standard equations
3.3 Write the condition of general of parabola, Ellipse and
equation of second degree in x hyperbola

60
 and y to represent a pair of 3.4 Define Coordinate axes and
straight lines. coordinate planes in three
3.4 Define homogenous second- dimensions andcoordinates of
degree equation in x and y. a point.
3.5 Find bisectors of the angles 3.5 Find distance between two
between pair of lines. points and section formula.
3.6 Find direction ratios and
direction cosines of a line.
4. Vectors 4.1 Define vector. 4.1 Define vector product of two
4.2 Find scalar product of two vectors, interpretation vector
vectors. product geometrically.
4.3 Find angle between two 4.2 Solve the problems using
vectors. properties of vector product.
4.4 Interpret scalar product of 4.3 Apply vector product in
vectors geometrically. geometry and trigonometry.
4.5 Apply properties of scalar
product of vectors in
trigonometry and geometry.
5. Statistics and 5.1 Define measure of dispersion 5.1 Define and calculate standard
Probability 5.2Define and calculate range, deviation, variance and
mean deviation and quartile coefficient of variation.
deviations and their 5.2 Define and calculate skewness.
coefficients. 5.3 Define dependent events and
5.3 Define random experiment, conditional probability
sample space, event, equally (without proof)
likely cases, mutually exclusive 5.4 Define binomial distribution,
events, exhaustive cases, 5.5 Calculate mean and standard
favorable cases, independent deviation of Binomial
and dependent events. distribution
5.4 Find the probability using two 5.6 Define conditional probability.
basic laws of probability. 5.7 State Bayes theorem and use it
addition theorem of in solving problems.
probability and Multiplication
theorem of probability(

61
 independent case only)
6. Calculus 6.1 Define limits of a function. 6.1 Find the derivatives of inverse
6.2 State rules of finding limits trigonometric, exponential
6.3 Apply algebraic properties of and logarithmic functions by
limits. definition.
6.4 State basic theorems on limits 6.2 Define
of algebraic, trigonometric, increasing/decreasing
exponential and logarithmic functions,
functions, 6.3 Find tangents and normal,
6.5 Define and test continuity of a 6.4 Find extreme values of a
function. function
6.5 Define and classify 6.5 Perform standard integrals,
discontinuity. integrals reducible to
6.6 Define derivative standard forms, integrals of
6.7 Interpret derivatives rational function.
geometrically. 6.6 Define differential equation
6.8 Find the derivatives, and its order,degree,
derivative of a function by differential equations of first
first principle (algebraic, order and first degree,
trigonometric exponential and 6.7 Solve the differential
logarithmic functions). equations with separable
6.9 Find the derivatives by using variables, homogenous,
rules of differentiation (sum, linear and exact differential
difference, constant multiple, equations.
chain rule, product rule,
quotient rule, power and
general power rules).
6.10 Find the derivatives of
parametric and implicit
functions.
6.11 Calculate higher order
derivatives.
6.12 Define integration as reverse
of differentiation.

62
 6.13 Evaluate the integral using
basic integrals.
6.14 Integrate by substitution and
integration by parts method.
6.15 Use definite integral to find
the area under the given
curve,
6.16 Find the area between two
curves.

4. Scope and Sequence of Contents

S.N. Content area Grade 11 Grade 12
W. Hrs. W. Hrs.
Contents
(Th.+Pr.) (Th.+Pr.)
1 Algebra 1.1 Logic and Set: 24 1.1 Permutation 24
Statements, logical and combination:
connectives, truth tables,  Basic principle of
theorems based on set counting,
operations.  Permutation
1.2 Real numbers:  Combination of
Geometric representation things all different,
of real numbers, interval,  Properties of
absolute value. combination
1.3 Function 1.2 Binomial
 Domain and range of a Theorem:
function, injective,  Binomial theorem
surjective, bijective for a positive integral
function, types of index, general term.
Function (algebraic,  Binomial coefficient,
trigonometric,  Euler's number.
exponential, logarithmic),  Expansion of ex and
inverse function log(1+x) (without
1.4 Sequence and series: proof)

63
  Arithmetic, geometric, 1.3 Sequence and
harmonic sequences and series:
series and their properties  Sum of first n natural
 A.M, G.M, H.M and numbers
their relations,  Sum of squares of
 Sum of infinite first n numbers
geometric series.  Sums of cubes of
1.5 Matrices and first n natural numbers
determinants: 1.4 Mathematical
 Matrix and its Induction
properties,transpose of a  Principle of
matrix, minors and mathematical induction
cofactors, adjoint matrix and some application
 Determinant of a 1.5 Complex
square matrix, Numbers :
 Inverse matrix,  De’
 Properties of Moivre’sTheorem and
determinants (without its application in
proof) finding the roots of
1.6 Complex number: unity and its properties.
 Definition, imaginary 1.6 Quadratic
unit, algebra of complex Equation
numbers, geometric  Solution of
representation, absolute quadratic Equation
(Modulus)value and  Nature or roots of
conjugate of a complex quadratic Equation.
numbers and their
properties
 Polar form of complex
numbers.
2 Trigonometr 2.1 Inverse circular 12 2.1 Properties of a 12
y functions triangle
2.2 Trigonometric Sine law, Cosine law,
equations and general Tangent law, Projection

64
 values laws, Half angle laws.
2.2 Solution of
triangle(simple cases)
3 Analytic 3.1 Straight line 12 3.1 Conic section: 12
Geometry  Length of Circle:
perpendicular from a  Equation of circle,
given point to a given tangent and normal to a
line, Bisectors of the circle, condition of
angles between two tangency of a line at a
straight lines. point to the circle
3.2 Pair of straight  Standard equations
lines: of parabola, Ellipse and
 General equation of hyperbola.
second degree in x and y, 3.2 Coordinates in
 Condition for space:
representing a pair of  Coordinate axes and
lines. coordinate planes in
 Homogenous second- three dimensions.
degree equation in x and Coordinates of a point.
y.  Distance between
 Angle between pair of two points and section
lines. formula.
 Bisectors of the angles  Direction cosines
between pair of lines. and direction ratios of a
line joining two points.
4 Vectors 4.1 Product of 8 4.1 Product of 8
vectors: Vectors:
 Scalar product of two  Vector product of
vectors, angle between two vectors,
two vectors, geometrical
 Geometric interpretation of vector
interpretation of scalar product, properties of
product, vector product,
 Properties of scalar  Application of vector

65
 product, and scalar product
5 Statistics and 5.1 Measure of 12 5.1 Measure of 12
Probability Dispersion: Dispersion:
 Range  Standard deviation,
 Quartile deviation, variance, coefficient of
coefficient of QD variation,
 Mean deviation  Skewess (Karl
5.2 Probability Pearson, Bowley)
 Random experiment, 5.3 Probability:
Sample space and events  Dependent cases,
 Definitionof conditional probability
probability: Empirical (without proof),
and mathematical binomial distribution,
definition of probability mean and standard
 Addition and deviation of binomial
multiplication laws of distribution (without
probability(independent proof).
case only)  Conditional
Probability with Bayes
theorem (statement
only)
6 Calculus 6.1 Limit and 28 6.1 Derivatives: 28
continuity:  Derivative of inverse
 Limit of a function. trigonometric,
 Rules of finding limits exponential and
 Algebraic properties of logarithmic function by
limits (without proof), definition,
 Basic theorems on differentiating
limits, hyperbolic function
 Algebraic, 6.2 Applications of
trigonometric, derivatives:Increasing/
exponential and decreasing functions,
logarithmic functions, tangents and normal,
 Continuity of a maxima and minima

66
 function, 6.3 Anti-
 Types of discontinuity, derivatives:
graphs of discontinuous  Anti-derivatives,
function. standard integrals,
6.2 Derivatives: integrals reducible to
 Derivative of a standard forms,
function as rate of change integrals of rational
 Derivatives of function.
algebraic, trigonometric, 6.4 Differential
exponential and equations:
logarithmic functions by  Differential equation
definition (simple forms), and its order, degree
 Rules of  Differential
differentiation. equations of first order
 Second order and first
derivative degree,differential
6.3 Anti-derivatives: equations with
 Anti-derivative. separable variables,
integration using basic homogenous, linear and
integrals, integration by exact differential
substitution and by parts, equations.
 the definite integral
and its use to findan area
under the given curve,
 Area between two
curves.
Total 96 96
*School must allocate separate classes for practical and project activities for students.
5. Sample project works/practical work for grade 11
Sample project works/mathematical activities for grade 11
1. Prepare the model of types of function by using rubber band and nail in wooden panel.
2. Write two simple statements related to mathematics and write four compound statements
by using them.

67
3. Prepare a model to illustrate the values of sine function and cosine function for different

angles which are multiples of 2 and.

4. Draw the graph of sin‒1x, using the graph of sin x and demonstrate the concept of mirror
reflection (about the line y = x).
5. Prepare the model of straight lines in slope intercept, double intercept and normal form.
6. Verify that the equation of a line passing through the point of intersection of two lines a 1x
+ b1y = 0 and a2x + b2y = 0 is of the form (a1x + b1y) + K(a2x + b2y) = 0.
7. Prepare a model and verify that the diagonals of rhombus bisect each other at right angles
by using vector method.
8. Geometrically interpret the scalar product of two vectors.
9. Collect the scores of grade 10 students in mathematics and English from your school.
a. Make separate frequency distribution with class size 10.
b. Which subject has more uniform/consistent result? find it by using quartile deviation.
c. Make the group report and present.
10. Roll two dices simultaneously 20 times and list all outcomes. Write the events that the
sum of numbers on the top of both dice is a) even b) odd in all above list. Examine either
they are mutually exclusive or not. Also find the probabilities of both events.
11. Verify the geometrical significanceof derivative.
12. Find the area of circular region around your school using integration.
Sample project works/mathematical activities for grade 12
1. Represent the binomial theorem of power 1, 2, and 3 separately by using concrete
materials and generalize it with n dimension relating with Pascal's triangle.
2. Prepare a model to explore the principal value of the function sin –1x using a unit circle
and present in the classroom.
3. Verify the sine law by taking particular triangle in four quadrants.
4. Take a circular object. Find its centre, radius and end points of a diameter using graph
paper. Find the equation of that circle.
5. Prepare a concrete material to show parabola by using thread and nail in wooden panel.

68
6. Construct an ellipse using a rectangle.
7. Fix a point on the middle of the ceiling of your classroom. Find the distance between that
point and four corners of the floor.
8. Express the area of triangle and parallelogram in terms of vector.

9. Verify geometrically that: 𝑐⃗ × (𝑎⃗ + 𝑏⃗⃗) = 𝑐⃗ × 𝑎⃗ + 𝑐⃗ × 𝑏⃗⃗

10. Collect the students enrollment of past 5 years of two different technical school of your
local community.
(i) Find standard deviation.
(ii) Which school has uniform enrollment? Find
(iii) Find skewness and show it in diagram.
11. Take 4 white and 6 yellow balls of the same shape and size in a bag I. Similarly, take 3
white and 5 yellow balls of the same shape and size in the bag II. Now, draw one ball
randomly from one of the bags and note down which ball you have drawn. Then, find the
probability that it was drawn from the bag I.
12. Find, how many people will be there after 5 years in your local area by using the concept
of differentiation.
13. Verify that the integration is the reverse process of differentiation with examples and
curves.

6. Learning Facilitation Method and Process

Teacher has to emphasis on the active learning process and on the creative solution of the
exercise included in the textbook rather than teacher centered method while teaching
mathematics. Students need to be encouraged to use the skills and knowledge related to
mathematics in their house, neighborhood, school and daily activities. Teacher has to analyze
and diagnose the weakness of the students and create appropriate learning environment to solve
mathematical problems in the process of teaching learning.
The emphasis should be given to use diverse methods and techniques for learning facilitation.
However, the focus should be given to those method and techniques that promotestudents'
active participation in the learning process. The following are some of the teaching methods that
can be used to develop mathematical competencies of the students:

69
 Inductive and deductive method
 Problem solving method

 Case study
 Project work method

 Question answer and discussion method

 Discovery method/ use of ICT

 Co-operative learning

7. Student Assessment
Evaluation is an integral part of learning process. Both formative and summative evaluation
system will be used to evaluate the learning of the students. Studentsshould be evaluated to
assess the learning achievements of the students. There are two basic purposes of evaluating
students in Mathematics: first, to provide regular feedback to the students and bringing
improvement in student learning-the formative purpose; and second, to identify student's
learning levels for decision making.
a. Internal Examination/Assessment
Internal assessment includes classroom participation, terminal examinations, and project
work/practical work (computer works and lab work)and presentation. The scores of evaluation
will be used for providing feedback and to improve their learning. Individual and group works
are assigned as projects.
The basis of internal assessment is as follows:
Classroom Marks from terminal project work/practical work Total
participation examinations
3 6 16 25

(i) Classroom participation

Marks for classroom participation is 3 which is given on the basis of attendance and
participation of students in activities in each grade.
(ii) Marks from trimester examinations
Marks from each trimester examination will be converted into full marks 3 and calculated total
marks of two trimester in each grade.

70
(iii) Project work/practical work
Each Student should do at least one project work/practical work from each of six content areas
and also be required to give a 15 minutes presentation for each project work and practical work
in classroom. These project works/practical works will be documented in a file and will be
submitted at the time of practical evaluation. Out of six projects/practical works from each area
any one project work/practical work should be presented at the time of practical evaluation by
student.

b. External Examination/Evaluation
External evaluation of the students will be based on the written examination at the end of each
grade. It carries 75 percent of the total weightage. The types and number questions will be as
per the test specification chart developed by the Curriculum Development Centre.

71
 Specification Grid
Grade: 11 and 12 Subject: Mathematics Time: 3 hrs.
S Content Area Competency level
N Knowledge Understanding Application Higher Ability

Number of Questions
MCQ

MCQ

MCQ

MCQ
LAQ

LAQ

LAQ
SAQ

SAQ

SAQ

SAQ

Areawise Marks
Working hour (Th.)

No. of Questions

No. of Questions

No. of Questions

No. of Questions

No. of Questions

No. of Questions

No. of Questions

No. of Questions

No. of Questions

No. of Questions

No. of Questions
Marks

Marks

Marks

Marks

Marks

Marks

Marks

Marks

Marks

Marks

Marks
1 MCQ: 2
Algebra 18 20 SAQ: 2
LAQ: 1
2 Trigonometry 9 9
3 Analytic
9 9 MCQ: 5
Geometry
2 2 2 10 5 5 1 5 1 8 2 2 4 20 1 8 2 2 1 5 1 8 SAQ: 4
4 Vector 6 6
LAQ: 1
5 Statistics &
9 9
Probability
6 MCQ: 4
Calculus 21 22 SAQ: 2
LAQ: 1
MCQ: 11
Total Marks 72 12 18 30 15 75 SAQ: 8
LAQ: 3

72
 Question format plan

Number of questions
Marks
Types of Total
S.N. per Higher Total
Questions Knowledge Understanding Application number of
question Ability Marks
questions
Multiple
1. Choice 1 2 5 2 2 11 11
Question
Short Answer
2. 5 2 1 4 1 8 40
Question
Long Answer
3. 8 0 1 1 1 3 24
Question
Grand Total 4 7 7 4 22 75
Note:
 Appropriate extra time will be provided for the handicapped students.
 Questions should be prepared by giving the context and one question may have more than one sub-questions.
 Application and higher ability questions can be made by relating the other content areas.
 Questions should be made by addressing all the sub-areas of content.
At least one multiple choice question should be asked from each area.

73
 Technical and Vocational Stream
Secondary EducationCurriculum
Chemistry
Grade: 11 and 12 Credit hour: 3 Working hour: 96 (Th 72+ Pr 24)

1. Introduction
This curriculum is of grade 11 and 12 chemistry. This is designed to provide students
with general understanding of the fundamental scientific laws and principles that govern
the scientific phenomena in the world. It focuses to develop scientific knowledge, skills,
and attitudes required at secondary level (grade 11 and 12) irrespective of what they do
beyond this level, as envisioned by national goals. Understanding of scientific concepts
and their application, in day to day context as well as the process of obtaining new
knowledge through holistic approach of learning in the spirit of national qualification
framework is emphasized in the curriculum.
This curriculum aims: to provide sufficient knowledge and skills to recognize the
usefulness and limitations of laws and principles of chemistry, to develop science
related attitudes such as concern for safety and efficiency, concern for accuracy and
precision, objectivity, spirit of enquiry, inventiveness, appreciation of ethno-science,
and willingness to use technology for effective communication, to provide opportunity
for the learners who have deeper interest in the subject to delve into the more advanced
contents so that the study of chemistry becomes enjoyable and satisfying to all.
The curriculum prepared in accordance with National Curriculum Framework is
structured for two academic years in such a way that it incorporates the level-wise
competencies, grade-wise learning outcomes, scope and sequence of contents, suggested
practical/project-work activities, learning facilitation process and assessment strategies
so as to enhance the learning of the subject systematically.

2. Level-wise competencies
The expected competencies of this course are to:

74
1. Apply appropriate principles, concepts, theories, laws, models and patterns to
interpret the findings, draw conclusion, make generalization, and to predict from
chemical facts, observation and experimental data.
2. Correlate old principles, concepts, theories, laws, tools, techniques; to the modern,
sustainable and cost-effective skills, tools and techniques in the development of
scientific attitude.
3. Apply the principles and methods of science to develop the scientific skill in an
industrial process to produce various chemicals in small as well as in industrial
scale that are useful in our daily life and in the service of mankind.
4. Explain the social, economic, environmental and other implications of chemistry
and appreciate the advancement of chemistry and its applications as essential for
the growth of national economy.
5. Describe chemistry as a coherent and developing framework of knowledge based
on fundamental theories of the structure and process of the physical world.
6. Perform skills in safe handling of chemicals, taking into account of their physical
and chemical properties, risk, environmental hazards, etc.
7. Conduct either a research work or an innovative work in an academic year, under
the guidance of teacher, using the knowledge and skills learnt.

75
3. Grade-wise learning Outcomes

Grade 11 Grade 12
Content Area: General and Physical Chemistry
1. Foundation and Fundamentals 1. Volumetric Analysis
1.1 Recognize the importance and scope of 1.1 Define and explain the terms volumetric and gravimetric analysis.
chemistry. 1.2 Express the concentration of solutions in terms of percentage, g/l,
1.2 Explain the terms atom, molecule, radicals, molarity, molality, normality, ppm, ppb
valency, molecular formula and empirical 1.3 Define and calculate the equivalent weight of (elements, acids,
formula. bases, salts, oxidizing and reducing agents).
1.3 Calculate percentage composition of 1.4 Law of equivalence and normality equation and their application
constituent elements from molecular for chemical calculation.
formula. 1.5 Define and explain primary and secondary standard substance.
1.4 Define and use the terms relative atomic 1.6 Explain different types of titration and their applications. (related
mass, relative molecular mass and relative numerical problems)
formula mass.
2. Stoichiometry 2. Ionic Equilibrium
2.1 Explain Dalton’s atomic theory and its 2.1 Explain the limitations of Arrhenius concepts of acids and bases.
postulates. 2.2 Define Bronsted and Lowry concepts for acids and bases.
2.2 State and explain laws of stoichiometry (law 2.3 Define conjugate acids and conjugate base.
of conservation of mass, law of constant 2.4 Identify conjugate acid-base pairs of Bronsted acid and base.
proportion, law of multiple proportion, law 2.5 Define and explain Lewis acids and bases.
of reciprocal proportion and law of gaseous 2.6 Explain ionization constant of water and calculate pH and pOH in
volume). aqueous medium using Kw values.

76
2.3 Explain Avogadro’s hypothesis and deduce 2.7 Solubility and solubility product principle.
some relationships among molecular mass 2.8 Show understanding of the common ion effect.
with vapour density, volume of gas and 2.9 Describe the application of solubility product principle and
number of particles. common ion effect in precipitation reactions.
2.4 Define mole and explain its relation with 2.10 Define a Buffer solution and show with equations how a Buffer
mass, volume and number of particles.(mole system works.
concept related numerical problems) 2.11 Define and differentiate different types of salts (simple salts,
complex salt, acidic salts, basic salts and neutral salts).
3. Atomic Structure 3. Chemical Kinetics
3.1 Explain Rutherford atomic model and its 3.1 Define chemical kinetics.
limitations. 3.2 Explain and use the terms rate of reaction, rate equation, rate
3.2 Summarize Bohr’s atomic theory; its constant.
importance and limitations. 3.3 Explain qualitatively factors affecting rate of reaction.
3.3 Explain the origin of hydrogen spectra with 3.4 Derive and explain integrated rate equation and half life for zero,
the help of Bohr’s model. and first order reaction.
3.4 Explain quantum numbers. 3.5 Explain the significance of Arrhenius equation and solve the
3.5 Explain the concept and general shapes of s related problems.
and p orbitals. 3.6 Solve related numerical problems based on rate, rate constant and
3.6 Use Aufbau principle, Pauli Exclusion order of zero and first order reactions.
Principle and Hund’s rule to write the
electronic configuration of the atoms and
ions.
4. Classification of elements and Periodic Table 4. Thermodynamics
4.1 Explain modern periodic table and its 4.1 Define thermodynamics.

77
 features. 4.2 Explain the energy change in chemical reactions.
4.2 Classify the elements of periodic table in 4.3 Define the terms internal energy and state function.
different blocks and groups. 4.4 State and explain first law of thermodynamics.
4.3 Define the term nuclear charge and effective 4.5 State and explain enthalpy and enthalpy changes in various
nuclear charge. process (enthalpy of solution, enthalpy of formation enthalpy of
4.4 Explain and interpret the Periodic trend of combustion and enthalpy of reaction).
atomic radii, ionic radii, ionization energy, 4.6 Explain endothermic and exothermic process with the help of
electronegativity, electron affinity and energy profile diagram.
metallic characters of elements. 4.7 State Hess's law of constant heat summation (thermo-chemistry)
and solve numerical problems related to Hess's law.
4.8 Define the term entropy and spontaneity.
4.9 State and explain second law of thermodynamics.
4.10 Define standard Gibbs free energy change of reaction by means of
the equation G = H– TS.
4.11 State whether a reaction or process will be spontaneous by using
the sign of G.
4.12 Explain the relationship between G and equilibrium constant.
5. Chemical Bonding and Shapes of Molecules 5. Electrochemistry
5.1 Valence shell, valence electron and octet rule 5.1. Electrode potential and standard electrode potential
5.2 Explain the ionic bond and the properties of 5.2. Types of electrodes: Standard hydrogen electrode and calomel
ionic compounds. electrodes
5.3 Explain the covalent bond, co-ordinate bond 5.3. Define electrochemical series and its application
and the properties of covalent compound. 5.4. Voltaic cell: Zn-Cu cell, Ag-Cu cell
5.4 Describe the co-ordinate covalent 5.5. Cell potential and standard cell potential

78
 compounds with some examples.
5.5 Lewis dot system for structure of compound.
5.6 Write the lewis dot diagrams of some ionic
and covalent compounds (NaCl, MgCl2,
NH4Cl, Oxides of Hydrogen, Nitrogen and
Phosphorous, common mineral acids).
5.7 Write the resonance structure of some
covalent species.
5.8 Use VSEPR theory to describe the shapes of
simple covalent molecules(BeF2, BF3, CH4,
H2O, NH3, CO2, PCl5 dtc).
5.9 Describe the concept of hybridization in
simple covalent molecules.
6. Oxidation and Reduction -
6.1 Define oxidation and reduction in terms of
electronic concept.
6.2 Define oxidation number and explain the
rules of assigning oxidation number.
6.3 Calculate oxidation numbers of elements in
compounds and ions.
6.4 Explain redox reaction, oxidizing and
reducing agent.
6.5 Balance the given redox reaction by
oxidation number method or ion electron

79
 method (half equation method).
6.6 Explain the qualitative and quantitative
aspects of faradays laws of electrolysis.
7. States of Matter -
7.1 List the postulates of kinetic molecular
theory.
7.2 State and explain Gas laws, related equations
and related numerical problems.
7.3 Explain Boyle’s law, Charle’s law,
Avogadro law, combined gas law, Daltons
law, Graham’s law
7.4 State and use the general gas equation PV =
nRT in calculations.
7.5 Explain the meaning of Universal gas
constant and its significance.
7.6 Distinguish between real gas and ideal gas.
7.7 Deviation of real gas from ideality (solving
related numerical problems based on gas
laws).
7.8 Explain the physical properties of liquid like
Evaporation and condensation, vapour
pressure and boiling, surface tension and
viscosity in terms of intermolecular force
and intermolecular space.

80
7.9 Describe Liquid crystals and their
applications.
7.10 Differentiate between amorphous and
crystalline solids.
7.11 Define unit cell, crystal lattice, efflorescence,
deliquescence, hygroscopy, water of
crystallization with examples.
Content Area: Inorganic Chemistry
8. Chemistry of Non-metals 6. Chemistry of Metals
7.1 Describe and compare the chemistry of 6.1 Define metallurgy and its types (hydrometallurgy, pyrometallurgy,
atomic and nascent hydrogen. and electrometallurgy).
7.2 Explain isotopes of hydrogen and their uses, 6.2 Define ores, gangue or matrix, flux and slag, alloy and amalgam.
application of hydrogen as fuel, heavy water 6.3 Explain general principles of extraction of metals (different
and its applications. processes involved in metallurgy) – concentration, calcination and
7.3 Allotropes of oxygen roasting, smelting, carbon reduction, thermite and electrochemical
7.4 Explain types of oxides (acidic, basic, reduction, refining of metals (poling and electro-refinement).
neutral, amphoteric, peroxide and mixed
oxides).
7.5 Describe occurrence, preparation (from
oxygen), structure and test of ozone.
7.6 Describe ozone layer depletion (causes,
effects and control measures) and uses of
ozone.
7.7 Give reason for inertness of nitrogen and

81
 active nitrogen.
7.8 Give chemical properties of ammonia
[Action with air(O2),CuSO4 solution, water,
FeCl3 solution, Conc. HCl, Mercurous nitrate
paper,] and uses.
7.9 Explain the chemical properties of nitric acid
[HNO3] as an acid and oxidizing agent
(action with zinc, magnesium, iron, copper,
sulphur, carbon, SO2 and H2S) and uses.
7.10 Ring test for determination of nitrate ion
(NO3-).
7.11 Explain general characteristics of halogens.
7.12 Compare the methods of preparation of
halogens without diagram and description.
7.13 Explain allotropes of carbon (crystalline and
amorphous) including fullerenes (structure,
general properties and uses).
7.14 Allotropes of sulphur and their uses.
7.15 Prepare hydrogen sulphide gas by using
Kipp's apparatus.
7.16 Explain itsproperties (Acidic nature,
reducing nature, analytical reagent) and uses
of hydrogen sulphide.

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9. Chemistry of Metals 7. Studies of Heavy Metals
9.1 Give general characteristics of alkali metals. 7.1 Explain occurrence and extraction of copper, iron and zinc metals
9.2 State and explain extraction of sodium from 7.2 Explain chemistry (preparation, properties and uses) of blue
Down's process. vitriol.
9.3 Describe properties of sodium (action with 7.3 Write molecular formula and uses of red and black oxide of
Oxygen, water, acids nonmetals and copper.
ammonia) and uses. 7.4 Describe properties (with air, acid, alkali, displacement reaction)
9.4 Explain properties and uses of sodium and uses of zinc.
hydroxide (precipitation reaction and action 7.5 Explain chemistry (preparation, properties and uses) of white
with carbon monoxide). vitriol.
9.5 State and explain properties and uses of 7.6 Explain properties and uses of iron.
sodium carbonate (action with CO2, SO2, 7.7 Explain manufacture of steel by basic oxygen method and Open-
water, precipitation reactions). Hearth process.
9.6 Give general characteristics of alkaline earth 7.8 Explain corrosion of iron and its prevention.
metals.
9.7 Write molecular formula and uses of (quick
lime, bleaching powder, magnesia plaster of
paris and epsom salt).
9.8 Explain solubility of hydroxides, carbonates
and sulphates of alkaline earth metals.
9.9 Explain stability of carbonate and nitrate of
alkaline earth metals.

83
 Content Area: Organic Chemistry
10. Basic concept of organic chemistry 8. Haloalkanes
10.1 Define organic chemistry and organic 8.1 Describe briefly the nomenclature, isomerism and classification
compounds. of monohaloalkanes.
10.2 Explain tetra-covalency and catenation 8.2 Show the preparation of monohaloalkanes from alkanes, alkenes
property of carbon. and alcohols.
10.3 Describe classification of organic 8.3 Describe elimination reaction (dehydrohalogenation- Saytzeff's
compounds. rule), Reduction reactions, Wurtz reaction.
10.4 Define functional groups and homologous 8.4 Show the preparation of trichloromethane from ethanol and
series with examples. propanone.
10.5 State and explain the structural formula, 8.5 Explain the chemical properties of trichloromethane: oxidation,
contracted formula and bond line structural reduction, action on silver powder, conc. nitric acid, propanone,
formula. and aqueous alkali.
10.6 Introduce preliminary idea of cracking and
reforming, quality of gasoline, octane
number, cetane number and gasoline
additive.
11: Fundamental principles 9. Alcohols
11.1 State IUPAC name of the organic 9.1 Describe briefly the nomenclature, isomerism and classification
compounds. of monohydric alcohol.
11.2 Detect N, S and halogens(X) in organic 9.2 Show the preparation of monohydric alcohols from Haloalkane,
compounds by Lassaigne's test. primary amines and esters.
11.3 Define and classify isomerism in organic 9.3 Define absolute alcohol, power alcohol, denatured alcohol
compounds (structure isomerism, types of (methylated spirit), rectified spirit; and alcoholic beverage.

84
 structure isomerism: chain isomerism,
position, isomerism, functional isomerism,
metamerism and tautomerism).

12. Hydrocarbons 10. Phenols

12.1 Define and describe saturated and 10.1 Describe briefly the nomenclature of phenol.
unsaturated hydrocarbons (alkane alkene and 10.2 Show the preparation of phenol from chlorobenzene, Diazonium
alkyne). salt and benzene sulphonic acid
12.2 Show preparation of alkanes from 10.3 State physical properties of phenol.
haloalkanes (Reduction and Wurtz reaction), 10.4 State important uses of phenol.
Decarboxylation, Catalytic hydrogenation of
alkene and alkyne.
12.3 Explain chemical properties of alkanes:
substitution reactions (halogenation,
nitration, and sulphonation only)
12.4 Explain chemical properties of alkenes, i.e.
addition reaction with HX (Markovnikov’s
addition and peroxide effect), H2O, O3 and
H2SO4 only.
12.5 Describe chemical properties of alkynes, i.e.
addition reaction with (H2, HX, H2O),
acidic nature (action with Sodium,
ammoniacal AgNO3 and ammoniacal
Cu2Cl2).

85
13. Aromatic Hydrocarbons 11. Aldehydes and Ketones
13.1 Define aromatic compounds and their 11.1 Describe briefly the nomenclature and isomerism of aliphatic
characteristics. aldehydes and ketones.
13.2 State and explain Huckel's rule, Kekule 11.2 Show the preparation of aldehydes and ketones from
structure of benzene, resonance and dehydrogenation, oxidation of alcohol, ozonolysis of alkenes, acid
isomerism. chloride, gem dihaloalkane and catalytic hydration of alkynes
13.3 Show the preparation of benzene from: 11.3 State physical properties and uses of aldehydes and ketones.
decarboxylation of sodium benzoate, phenol, 11.4 Distinguish between aliphatic aldehydes and ketones by using
ethyne and chlorobenzene. 2,4- DNP reagent, Tollen's reagent and Fehling's solution.
13.4 Explain physical and chemical properties of 11.5 Define formalin and state its uses.
benzene (Addition reaction: hydrogen,
halogen and ozone, Electrophilic substitution
reactions: orientation of benzene derivatives
(o, m & p), nitration, sulphonation,
halogenation Friedal-Craft's alkylation and
acylation, combustion of benzene) and uses.
Content Area: Applied Chemistry
14. Modern Chemical Manufactures 12. Chemistry in the Service of Mankind
14.1 State and show manufacture of ammonia by 12.1 Explain addition and condensation polymers.
Haber's process (principle and flow-sheet 12.2 Explain elastomers and fibres.
diagram). 12.3 Describe natural and synthetic polymers.
14.2 State and show manufacture of nitric acid by 12.4 Explain some synthetic polymers (polythene, PVC, Teflon,
Ostwald's process (principle and flow-sheet polystyrene, nylon and bakelite).
diagram). 12.5 Describe characteristics of drugs.

86
14.3 Fertilizers (types of chemical fertilizers and 12.6 Differentiate natural and synthetic drugs.
production of urea with flow-sheet diagram) 12.7 Classify some common drugs.
12.8 Be aware of adverse effect of drug addiction.
12.9 Explain insecticides, herbicides and fungicides.
13. Nuclear Chemistry and Applications of Radioactivity
13.1 Describe natural and artificial radioactivity.
13.2 Units of radioactivity.
13.3 Explain nuclear reactions.
13.4 Distinguish between nuclear fission and fusion reactions.
13.5 Describe nuclear power and nuclear weapons.
13.6 Explain industrial uses of radioactivity.
13.7 State the medical uses of radioactivity.
13.8 Explain radiocarbon dating.
13.9 Describe harmful effects of nuclear radiations.

4. Scope and Sequence of Contents (Theory)

Grade 11 TH Grade 12 TH
Content Area: General and Physical Chemistry
1. Foundation and Fundamentals 2 1. Volumetric Analysis 8
1.1 General introduction of chemistry 1.1 Introduction to gravimetric analysis,
1.2 Importance and scope of chemistry volumetric analysis and equivalent weight
1.3 Basic concepts of chemistry (atoms, molecules, 1.2 Relationship between equivalent weight,
relative masses of atoms and molecules, atomic atomic weight and valency
mass unit (amu), radicals, molecular formula, 1.3 Equivalent weight of compounds (acid, base,

87
 empirical formula ) salt, oxidizing and reducing agents)
1.4 Percentage composition from molecular formula 1.4 Concentration of solution and its units in
terms of:Percentage, g/L, molarity,
molality, normality and formality, ppm and
ppb
1.5 Primary and secondary standard substances
1.6 Law of equivalence and normality equation
1.7 Titration and its types: Acid-base titration,
redox titration (related numerical
problems)
2. Stoichiometry 5 2. Ionic Equilibrium 8
2.1 Dalton’s atomic theory and its postulates Introduction to Acids and Bases
2.2 Laws of stoichiometry 2.1 Limitation of Arrhenius concepts of acids and
2.3 Avogadro’s law and some deductions bases
2.3.1 Molecular mass and vapour density 2.2 Bronsted –Lowry definition of acids and bases
2.3.2 Molecular mass and volume of gas 2.3 Relative strength of acids and bases
2.3.3 Molecular mass and no. of particles 2.4 Conjugate acid –base pairs
2.4 Mole and its relation with mass, volume and number 2.5 Lewis definition of acids and bases
of particles 2.6 pH value: pH of strong and weak acids, pH of
2.5 Calculations based on mole concept strong and weak bases
2.7 Solubility and solubility product principle
2.8 Common Ion effect
2.9 Application of solubility product principle and
common ion effect in precipitation reactions

88
 2.10 Buffer solution and its application
2.11 Types of salts: Acidic salts, basic salts,
simple salts, complex salts (introduction and
examples)
3. Atomic Structure 5 3. Chemical Kinetics 6
3.3 Postulates of Bohr’s atomic model and its application 3.1 Introduction to chemical kinetics
3.4 Spectrum of hydrogen atom 3.2 Rate of reactions: Average and instantaneous
3.5 Defects of Bohr’s theory rate of reactions
3.6 Quantum Numbers 3.3 Rate law and its expressions
3.7 Orbitals and shape of s and p orbitals only 3.4 Rate constant and its unit and significance
3.8 Aufbau Principle 3.5 Half-life of zero and first order reactions
3.9 Pauli’s exclusion principle 3.6 Activation energy
3.10 Hund’s rule and electronic configurations of atoms 3.7 Factors affecting rate of reactions: Effect of
and ions (up to atomic no. 30) concentration, temperature (Arrhenius Equation)
and effect of catalyst (energy profile diagram)
3.9 Related numerical problems
4. Classification of elements and Periodic Table 4 4. Thermodynamics 8
4.1 Modern periodic law and modern periodic table - 4.1 Introduction to thermodynamics
classification of elements into different groups, periods 4.2 Energy in chemical reactions
and blocks 4.3 Internal energy
4.2 Nuclear charge and effective nuclear charge 4.4 First law of thermodynamics
4.3 Periodic trend and periodicity 4.5 Enthalpy and enthalpy changes: Endothermic
4.3.1 Atomic radii and exothermic processes)
4.3.2 Ionic radii 4.6 Enthalpy of reaction, enthalpy of solution,

89
4.3.3 Ionization energy enthalpy of formation, enthalpy of combustion
4.3.4 Electron affinity 4.7 Hess’s law of thermochemistry
4.3.5 Electronegativity 4.8 Entropy and spontaneity
4.3.6 Metallic characters (General trend and explanation 4.9 Second law of thermodynamics
only) 4.10 Gibbs' free energy and prediction of
spontaneity
4.11 Relationship between ∆G and equilibrium
constant (Solving related numerical problems)
5. Chemical Bonding and Shapes of Molecules 5 5. Electrochemistry 5
5.1 Valence shell, valence electron and octet theory 5.1 Electrode potential and standard electrode
5.2 Ionic bond and its properties potential
5.3 Covalent bond and coordinate covalent bond 5.2 Types of electrodes: Standard hydrogen
5.4 Properties of covalent compounds electrode and calomel electrodes
5.5 Lewis dot structure of some common compounds of s 5.3 Electrochemical series and its applications
and p block elements 5.4 Voltaic cell: Zn-Cu cell, Ag- Cu cell
5.6 Resonance 5.5 Cell potential and standard cell potential
5.7 VSEPR theory and shapes of some simple molecules
(BeF2, BF3, CH4, CH3Cl, PCl5, SF6, H2O,NH3,CO2,H2S,
PH3)
5.8 Hybridization involving s and p orbitals only
6. Oxidation and Reduction 5
6.1 General and electronic concept of oxidation and -
reduction
6.2 Oxidation number and rules for assigning oxidation

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number
6.3 Balancing redox reactions by oxidation number and
ion-electron (half reaction) method
6.4 Electrolysis
6.4.1 Qualitative aspect
6.4.2 Quantitative aspect(Faradays laws of electrolysis)
7 States of Matter 6 -
7.1 Gaseous state
7.1.1 Kinetic theory of gas and its postulates
7.1.2 Gas laws
7.1.2.1 Boyle’s law and Charles' law
7.1.2.2 Avogadro's law
7.1.2.3 Combined gas equation
7.1.2.4 Dalton's law of partial pressure
7.1.2.5 Graham's law of diffusion
7.1.3 Ideal gas and ideal gas equation
7.1.4 Universal gas constant and its significance
7.1.5 Deviation of real gas from ideality (Solving related
numerical problems based on gas laws)
7.2 Liquid state
7.2.1 Physical properties of liquids
7.2.1.1 Evaporation and condensation
7.2.1.2 Vapour pressure and boiling point
7.2.2 Liquid crystals and their applications

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7.3 Solid state
7.3.2 Amorphous and crystalline solids
7.3.3 Efflorescent, Deliquescent and Hygroscopic solids
7.3.4 Crystallization and crystal growth
7.3.5 Water of crystallization
Content Area: Inorganic Chemistry
8. Chemistry of Non-metals 3 6. Chemistry of Metals 5
8.1 Hydrogen 6.1 Metals and Metallurgical Principles
8.1.1 Chemistry of atomic and nascent hydrogen 6.1.1 Definition of metallurgy and its types
8.1.2 Isotopes of hydrogen and their uses (hydrometallurgy, pyrometallurgy,
8.1.3 Application of hydrogen as fuel electrometallurgy)
8.1.4 Heavy water and its applications 6.1.2 Introduction of ores
8.2 Allotropes of Oxygen 6.1.3 Gangue or matrix, flux and slag, alloy and
8.2.1 Definition of allotropy and examples amalgam
8.2.2 Oxygen: Types of oxides (acidic, basic, neutral, 6.1.4 General principles of extraction of metals
amphoteric, peroxide and mixed oxides) (different processes involved in metallurgy) –
8.3 Ozone concentration, calcination and roasting, smelting,
8.3.1 Occurrence carbon reduction, thermite and electrochemical
8.3.2 Preparation of ozone from oxygen reduction
8.3.3 Structure of ozone 6.1.5 Refining of metals (poling and electro-
8.3.4 Test for ozone refinement)
8.3.5 Ozone layer depletion (causes, effects and control
measures)
8.3.6 Uses of ozone

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8.4 Nitrogen 4 7. Studies of Heavy Metals 10
8.4.1 Reason for inertness of nitrogen and active nitrogen 7.1 Copper
8.4.2 Chemical properties of ammonia [ Action with 7.1.1 Occurrence and extraction of copper from
CuSO4 solution, water, FeCl3 solution, Conc. HCl, copper pyrite
Mercurous nitrate paper, O2 ] 7.1.2 Properties (with air, acids, aqueous
8.4.3 Uses and harmful effects of ammonia ammonia and metal ions) and uses of copper
8.4.6 Chemical properties of nitric acid [HNO3 as an acid 7.1.3 Chemistry (preparation, properties and uses)
and oxidizing agent (action with zinc, magnesium, iron, of blue vitriol
copper, sulphur, carbon, SO2 and H2S) 7.1.4 Other compounds of copper (red oxide and
8.4.7 Ring test for nitrate ion black oxide of copper) formula and uses only
8.5 Halogens 2 7.2 Zinc
8.5.1 General characteristics of halogens 7.2.1 Occurrence and extraction of zinc from zinc
8.5.2 Comparative study on preparation (no diagram and blende
description is required), 7.2.2 Properties (with air, acid, alkali,
displacement reaction) and uses of zinc
8.6 Carbon 1 7.2.3 Chemistry (preparation, properties and uses)
8.6.1 Allotropes of carbon (crystalline and amorphous) of white vitriol
including fullerenes (structure, general properties and uses 7.4 Iron
only) 7.4.1 Occurrence and extraction of iron
7.4.2 Properties and uses of iron
7.4.3 Manufacture of steel by Basic Oxygen
Method and Open Hearth Process
7.4.4 Corrosion of iron and its prevention
8.7 Sulphur 2

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8.7.1 Allotropes of sulphur (name only) and uses of -
sulphur
8.7.2 Hydrogen sulphide (preparation from Kipp's
apparatus with diagram,) properties (Acidic nature,
reducing nature, analytical reagent) and uses
9.1 Alkali Metals 5 -
9.1.1 General characteristics of alkali metals
9.1.2 Sodium [extraction from Down's process, properties
(action with Oxygen, water, acids nonmetals and
ammonia) and uses]
9.1.3 Properties (precipitation reaction and action with
carbon monooxide) and uses of sodium hydroxide
9.1.4 Properties (action with CO2, SO2, water,
precipitation reactions) and uses of sodium carbonate
9.2 Alkaline Earth Metals
9.2.1 General characteristics of alkaline earth metals
9.2.2 Molecular formula and uses of (quick lime,
bleaching powder, magnesia, plaster of paris and epsom
salt)
9.2.3 Solubility of hydroxides, carbonates and sulphates of
alkaline earth metals (general trend with explanation)
9.2.4 Stability of carbonate and nitrate of alkaline earth
metals (general trend with explanation)

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 Content Area: Organic Chemistry
10. Basic Concept of Organic Chemistry 6 8. Haloalkanes 4
10.1 Introduction to organic chemistry and organic 8.1 Introduction
compounds 8.2 Nomenclature, isomerism and classification of
10.2 Tetra-covalency and catenation properties of carbon monohaloalkanes
10.3 Classification of organic compounds 8.3 Preparation of monohaloalkanes from alkanes,
10.4 Alkyl groups, functional groups and homologous alkenes and alcohols
series 8.4 Physical properties of monohaloalkanes
10.5 Idea of structural formula, contracted formula and 8.5 Preparation of trichloromethane from ethanol
bond line structural formula and propanone
10.6 Preliminary idea of cracking and reforming, quality 8.6 Chemical properties of trichloromethane:
of gasoline, octane number, cetane number and gasoline oxidation, reduction, action on silver powder,
additive conc. nitric acid, propanone, and aqueous alkali
11. Fundamental Principles of Organic Chemistry 4 9. Alcohols 3
11.1 IUPAC Nomenclature of Organic Compounds (upto 9.1 Introduction
chain having 6-carbon atoms) 9.2 Nomenclature, isomerism and classification of
11.2 Qualitative analysis of organic compounds (detection monohydric alcohol
of N, S and halogens by Lassaigne's test) 9.3 Preparation of monohydric alcohols from
11.3 Isomerism in Organic Compounds Haloalkane, primary amines, and esters
11.4 Definition and classification of isomerism 9.4 Definition of common terms: Absolute
11.5 Structural isomerism and its types: chain isomerism, alcohol, power alcohol, denatured alcohol
position isomerism, functional isomerism, metamerism (methylated spirit), rectified spirit; alcoholic
and tautomerism beverage
12. Saturated and unsaturated Hydrocarbons 4 10. Phenols 2

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12.1 Classification of hydrocarbon (alkane, alkene, 10.1 Introduction and nomenclature
alkyne) 10.2 Preparation of phenol from i. chlorobenzene
12.2 Preparation of alkane from haloalkanes (Reduction ii. Diazonium salt and iii. benzene sulphonic acid
and Wurtz reaction), from Decarboxylation, from 10.3 Physical properties and uses of phenol
Catalytic hydrogenation of alkene and alkyne.
12.3 Chemical properties of alkanes: substitution reactions
(halogenation, nitration, and sulphonation only)
12.4 Chemical properties of alkenes: Addition reaction
with HX (Markovnikov’s addition and peroxide effect),
H2O, O3, H2SO4 only
12.5 Chemical properties: Addition reaction with (H2, HX,
H2O), Acidic nature (action with Sodium, ammoniacal
AgNO3 and ammoniacal Cu2Cl2)
13. Aromatic Hydrocarbons 6 11 Aliphatic aldehydes and ketones 4
13.1 Introduction and characteristics of aromatic 11.1 Introduction, nomenclature and isomerism
compounds 11.2 Preparation of aldehydes and ketones from:
13.2 Huckel's rule of aromaticity Dehydrogenation and oxidation of alcohol,
13.3 Kekule structure of benzene Ozonolysis of alkenes, Acid chloride, Gem
13.4 Resonance and isomerism dihaloalkane, Catalytic hydration of alkynes, and
13.5 Preparation of benzene from decarboxylation of its uses.
sodium benzoate, phenol, and ethyne only 11.3 Physical properties of aldehydes and ketones
13.6 Physical properties of benzene 11.4 Distinction between aldehyde and ketones by
13.7 Chemical properties of benzene: Addition reaction: using 2,4- DNP reagent, Tollen's reagent,
hydrogen, halogen, Electrophilic substitution reactions: Fehling's solution

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orientation of benzene derivatives (o, m & p), nitration, 11.5 Formalin and its uses
sulphonation, halogenations, Friedal-Craft's reaction
(alkylation and acylation), combustion of benzene (free
combustion only) and uses
Content Area: Applied Chemistry
14. Modern Chemical Manufactures 3 12. Chemistry in the service of mankind 4
14.1 Modern Chemical Manufactures (principle and 12.1 Polymers
flow sheet diagram only) 12.1.1 Addition and condensation polymers
14.1.1 Manufacture of ammonia by Haber's process, 12.1.2 Elastomers and fibres
14.1.2 Manufacture of nitric acid by Ostwald's process, 12.1.3 Natural and synthetic polymers
14.2 Fertilizers (Chemical fertilizers, types of chemical 12.1.4 Some synthetic polymers (polythene, PVC,
fertilizers, production of urea with flow-sheet Teflon, polystyrene, nylon and bakelite
diagram) 12.2 Drugs
12.2.1 Characteristics of drugs
12.2.2 Natural and synthetic drugs
12.2.3 Classification of some common drugs
12.2.4 Habit forming drugs and drug addiction
12.3 Pesticides
12.4.1 Introduction to insecticides, herbicides and
fungicides
13. Nuclear Chemistry and Applications of 5
Radioactivity
13.1 Natural and artificial radioactivity
13.2 Units of radioactivity

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 13.3 Nuclear reactions
13.4 Nuclear fission and fusion reactions
13.5 Nuclear power and nuclear weapons
13.6 Industrial uses of radioactivity
13.7 Medical uses of radioactivity
13.8 Radiocarbon dating
13.9 Harmful effects of nuclear radiations
Total 72 72

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5. Practical Portion (24 Teaching hours)
The practical work that students do during their course is aimed at providing them learning
opportunities to accomplish competency of the curriculum as well as reinforcing their learning
of the theoretical subject content. This part of the curriculum focuses more on skill development
than knowledge building. Students must spend lots of time for working with chemical materials.
Observations and investigations can enhance student learning. Project work may consist of
activities designed to demonstrate the concepts and ideas through collecting, processing,
analyzing and communicating data.
Students should learn to,
 collect and identify
 preserve
 test of chemicals
 draw figure, chart, preparing models, slides etc
 handle the equipment, instruments and laboratory handling with experimentation
 draw conclusion
Students should perform at least 8 experiments, either listed below or designed by teacher, so
that no more than three experiments come from the same categories mentioned below.

a) List of Experiments for grade 11

A. Experiments based on laboratory techniques:
1. To separate the insoluble component in pure and dry state from the given
mixture of soluble and insoluble solids (NaCl, sand and camphor).
2. To separate a mixture of two soluble solids by fractional crystallization
(KNO3 + NaCl).
3. To prepare a saturated solution of impure salt and obtain the pure crystal of
the same salt by crystallization.
4. To separate the component of a mixture of two insoluble solids (one being
soluble in dil. acids).
5. To obtain pure water from given sample of impure water (Distillation).
B. Experiments to study the different types of reactions (Neutralization,
Precipitation, Redox reaction and Electrolysis):
6. To carry out the following chemical reactions, represent them in molecular
as well as ionic forms and write the colour of the products formed:

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 a. Ferrous sulphate solution + ammonia solution
b. Ferric chloride solution + ammonia solution
c. Copper sulphate solution + sodium hydroxide solution (heat the
mixture)
d. Copper sulphate solution + ammonia solution (add ammonia drop by
drop at first and then excess)
e. Ferric chloride solution + potassium ferrocyanide solution
f. Ferrous sulphate solution + potassium ferricyanide solution
g. Copper sulphate solution + potassium iodide solution
7. To perform precipitation reaction of BaCl2and H2SO4 and obtain solid
BaSO4.
8. To neutralize sodium hydroxide with hydrochloric acid solution and recover
the crystal of sodium chloride.
9. To test the ferrous ions in the given aqueous solution and oxidize it to ferric
ion,
(Ferrous and Ferric ion) (Redox Reaction)
10. To study the process of electrolysis and electroplating.
C. Experiments on quantitative analysis:
11. To determine the weight of given piece of Mg by hydrogen displacement
method.
12. To determine the solubility of the given soluble solid at laboratory
temperature.
D. Experiments on preparation of gas and study of properties:
13. To prepare and collect hydrogen gas and study the following properties;
a. Solubility with water, colour, odour;
b. Litmus test;
c. Burning match stick test; and
d. Reducing properties of nascent hydrogen.
14. To prepare and collect ammonia gas and investigate the following
properties:
a. Solubility with water, colour and odour;
b. Litmus test;

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 c. Action with copper sulphate solution phenolphathalein solution
d. Action with mercurous nitrate paper.
E. Experiments on qualitative analysis:
15. To detect the basic radical of the given salt by dry way and the acid radical
by dry and wet ways in its aqueous solution.
Basic radicals: Zn++, Al+++, Mg++, Ca++ ,
Acid radicals: CO3--, SO4--, NO3-, Br-, I-, Cl-
16. To detect the presence of Cl-, SO4- - and CO3- - in the given sample of tap
water and distilled water.
b) List of Sample project works for grade 11
1. Observe in your surroundings (kitchen, school, shop, etc.) and make a possible list
of organic and inorganic compounds. How are they different? Why is it necessary
to study them separately, put your argument?
2. Study of the methods of purification of water.
3. Testing the hardness of drinking water from different sources and the study of
cause of hardness.
4. Study of the acidity of different samples of the tea leaves.
5. Preparation of molecular models using stick and clay.
6. Study of adulteration of food materials.
7. Study of application and adverse effects of pesticides on human health.
8. Study of use and adverse effects of plastics on environment.
9. Analysis of soil samples. (elaboration need pH, humus content)
10. Investigation on corrosion and rusting on iron.
Note: Students are free to choose any topic listed in this curriculum or a topic suggested
by teacher provided that it is within the theoretical contents of the syllabus. However,
repetition of topic should be discouraged.
c) List of experiments for grade 12
A. Experiments based on recovery and preparation of salt
1. To recover blue vitriol crystals from the given mixture of copper sulphate and
sodium chloride.
2. To recover CaCO3 from the mixture of CaCO3 and MgCO3 (dolomite).

101
B. Experiments based on volumetric analysis (Titration)
3. To prepare primary standard solution of Na2CO3 and standardize the given acid
solution (HCl) by the standard solution.
𝑁
4. To determine the strength of approximate 10NaOH solution with the help of
standard decinormal solution of HCl supplied.
5. To determine the strength of bench sulphuric acid (H2SO4) with the help of
standard NaOH or Na2CO3 solution and express the concentration in (i) normality (ii)
molarity (iii) gm/litre (iv) percentage (Double titration).
𝑁
6. To standardize the given approximate 10 KMnO4 solution with the help of primary
standard oxalic solution (Redox titration).
C. Experiments based on organic chemistry:
7. To detect foreign elements present in a given organic compounds (N, S and
X).
8. To identify the functional group present in the organic compounds (-OH, –CHO,–
CO–,–NH2, and –COO–)
D. Experiments based on thermochemistry:
9. To determine the enthalpy of neutralization of a strong acid and strong base.
10. To determine the molar enthalpy, change of ammonium chloride solution
E. Experiments based on chemical kinetics:
11. To study the kinetics of the reaction between sodium thiosulphate and
hydrochloric acid.
12. To study the kinetics of the reaction between propanone and iodine
F. Experiments based on salt analysis:
13. To perform complete salt analysis to detect the acid and basic radicals present in
the given inorganic salt (at least three salt samples).
G. Experiments based on applied and analytical Chemistry:
14. To determine the contents of acetic acid in the given volume of vinegar by
titrimetric analysis.
15. To prepare some common compounds:
a. Potash alum b. Iodoform c. Fehling's solution d. Tollen's
reagent

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16. To demonstrate the pH value of unknown sample solutions.

d) List of sample project works for grade 12

1. Observe brick industry/chemical industry/old smoky cooking kitchen/use of
chemical fertilizers/use of insecticides/ vehicular smokes, etc. and draw the
conclusion of environmental impact of the chemical pollution.
2. Collect different types of plastics (or synthetic polymers) and study the effect of
heat on them.
3. Preparation of soap using coconut oil or any vegetable oil.
4. Study of formation of rust in the iron nail in various conditions.
5. Study of the different types of food preservatives used in different food available
in the market.
6. Investigation on the foaming capacity of different washing soaps and the effect of
addition of sodium carbonate on them.
7. Study the acidic nature of alcohol and phenol.
8. Study the distinction between aliphatic aldehyde, aromatic aldehyde and aliphatic
ketone.
9. Study the presence of pesticides residues in fruits and vegetables.
Note: Students are free to choose any topic listed in this curriculum or a topic suggested
by teacher provided that it is within the theoretical contents of the syllabus. However,
repetition of topic should be discouraged.
6. Learning Facilitation Process
Students should be facilitated to learn rather than just accumulation of information.
Teacher plays vital role for delivering subject matters although others' role is also
important. Student centered teaching-learning process is highly emphasized. Students
are supposed to adopt multiple pathway of learning, such as online search, field visit,
library work, laboratory work, individual and group work, research work etc. with the
support of teacher. Self-study by students is highly encouraged and learning should not
be confined to the scope of curriculum. Teacher should keep in mind intra and inter-
disciplinary approach to teaching and learning, as opposed to compartmentalization of

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knowledge. Supportive role of parents/guardians in creating conducive environment for
promoting the spirit of inquiry and creativity in students' learning is anticipated.
During the delivery process of science teaching in grade 11 and 12, basically following
three approaches will be adopted;

Conceptual/Theoritical Practical/Appication/Experimental Project works

Knowledge of content Lab. based practical Research work (survey

(fact,terminology,definiti work and mini research)
ons,learning procedures science process and innovative work or
Understanding of content equipment handling experiential learning
( concept,ideas skills building
,theories,priciples, connection to theory and
application

1 credit hr spent for 0.5 credit hr spent in field

3.5 credit hrs spent for work
experiment
understanding of content

a) Conceptual/Theoretical Approach
Possible theoretical methods of delivery may include the following;
a. interaction
b. question answer
c. demonstrations
d. ICT based instructions
e. cooperative learning
f. group discussions (satellite learning group, peer group, small and large group)
g. debate
h. seminar presentation
i. Journal publishing
j. daily assignment
b) Practical/Application/Experimental approach
Practical work is the integral part of the learning science. The process of lab based
practical work comprises as;
a. familiarity with objective of practical work

104
b. familiarity with materials, chemicals, apparatus
c. familiarity with lab process (safety, working modality etc.)
d. conduction of practical work (systematically following the given instruction)
e. analysis, interpretation and drawing conclusion
c) Project work Approach
Project work is an integral part of the science learning. Students should be involved in
project work to foster self-learning of students in the both theoretical and practical
contents. Students will complete project work to have practical idea through learning by
doing approach and able to connect the theory into the real-worldcontext. It is regarded
as method/ process of learning rather than content itself. So use of project work method
to facilitate any appropriate contents of this curriculum is highly encouraged.
In this approach student will conduct at least one research work, or an innovative
work under the guidance of teacher, using the knowledge and skillslearnt. It could
include any of the followings;
(a) Mini research
(b) Survey
(c) Model construction
(d) Paper based work
(e) Study of ethno-science
General process of research work embraces the following steps;
a. Understanding the objective of the research
b. Planning and designing
c. Collecting information
d. Analysis and interpretation
e. Reporting /communicating (presentation, via visual aids, written report, graphical
etc.)
General process of innovative work embraces the following steps;
a. Identification of innovative task (either assigned by teacher or proposed by
student)
b. Planning
c. Performing the task
d. Presentation of the work

105
e. Record keeping of the work
Students are free to choose any topic listed in this curriculum or a topic suggested by
teacher provided that it is within the theoretical contents of the Curriculum. However,
repetition of topic should be discouraged.
Learning process matrix
Knowledge and Scientific skills and Values, attitudes and
understanding process application to daily life
 Scientific phenomenon,  Basic and integrated  Responsible
facts, definition, scientific process skills  Spending time for
principles, theory, investigation
concepts and new Process
discoveries  Investigation
 Scientific vocabulary,  Creative thinking
glossary and terminology  problem solving
 Scientific tools, devises,
instruments apparatus
 Techniques of uses of
scientific instruments with
safety
 Scientific and
technological applications

Basic Science Process Skills includes,

1. Observing:Using senses to gather information about an object or event. It is
description of what was actually perceived.
2. Measuring: Comparing unknown physical quantity with known quantity (standard
unit) of same type.
3. Inferring:Formulating assumptions or possible explanations based upon
observations.
4. Classifying:Grouping or ordering objects or events into categories based upon
characteristics or defined criteria.

106
5. Predicting:Guessing the most likely outcome of a future event based upon a
pattern of evidence.
6. Communicating: using words, symbols, or graphics to describe an object, action
or event.

Integrated Science Process Skills includes,

1. Formulating hypotheses:Determination of the proposed solutions or expected
outcomes for experiments. These proposed solutions to a problem must be
testable.
2. Identifying of variables: Identification of the changeable factors (independent and
dependent variables) that can affect an experiment.
3. Defining variables operationally: explaining how to measure a variable in an
experiment.
4. Describing relationships between variables: explaining relationships between
variables in an experiment such as between the independent and dependent
variables.
5. Designing investigations: designing an experiment by identifying materials and
describing appropriate steps in a procedure to test a hypothesis.
6. Experimenting: carrying out an experiment by carefully following directions of
the procedure so the results can be verified by repeating the procedure several
times.
7. Acquiring data: collecting qualitative and quantitative data as observations and
measurements.
8. Organizing data in tables and graphs: presenting collected data in tables and
graphs.
9. Analyzing investigations and their data: interpreting data, identifying errors,
evaluating the hypothesis, formulating conclusions, and recommending further
testing where necessary.
10. Understanding cause and effect relationships: understanding what caused what to
happen and why.
11. Formulating models: recognizing patterns in data and making comparisons to
familiar objects or ideas.

107
7. Student Assessment
Evaluation is an integral part of learning process. Both formative and summative modes
of evaluation are emphasized. Formative evaluation will be conducted so as to provide
regular feedback for students, teachers and parents/guardians about how student
learning is. Class tests, unit tests, oral question-answer, home assignment etc., are some
ways of formative evaluation.
There will be separate evaluation of theoretical and practical learning. Summative
evaluation embraces theoretical examination, practical examination and evaluation of
research work or innovative work.
(a) Internal Evaluation
Out of 100 full marks Internal evaluation covers 25 marks. Internal evaluation consists
of Practical work (16 marks), (b) Marks from trimester examinations (6 marks), and (c)
Classroom participation (3 marks)
 Practical Activities
Practical works and project works should be based on list of activities mentioned in this
curriculum or designed by teacher. Mark distribution for practical work and project
work will be as follows:
S.N. Criteria Elaboration of criteria Marks
1. Laboratory Correctness of apparatus setup/preparation 2
experiment Observation/Experimentation 2
Tabulation 1
Data processing and Analysis 1
Conclusion (Value of constants or prediction with 1
justification)
Handling of errors/precaution 1
2. Viva-voce Understanding of objective of the experiment 1
Skills of the handling of apparatus in use 1
Overall impression 1
3. Practical work Records (number and quality) 2
records and
attendance

108
 4 Project work Reports (background, objective, methodology, 2
finding, conclusion
Presentation 1
Total 16
Note:
(i) Practical examination will be conducted in the presence of internal and external
supervisors. Evaluation of laboratory experiment will focus both the product of
work and skills competencies of student in using apparatus.
(ii) Project work assessment is the internal assessment of reports and presentation of
their project works either individually or group basis. In case of group
presentation, every member of the group should submit a short reflection on the
presented report in their own language. Records of project works must be attested
by external supervisor.
 Marks from trimester examinations
Total of 6 marks, 3 marks from each trimester.
 Classroom participation (3 marks)
Classroom participation includes attendance (1) and participation in learning (2).
(b) External Evaluation
Out of 100 marks theoretical evaluation covers 75 marks. The tool for external
evaluation of theoretical learning will be a written examination. Questions for the
external examination will be based on the specification grid developed by Curriculum
Development Centre. Examination question paper will be developed using various
levels of revised Bloom's taxonomy including remembering level, understanding level,
application level and higher ability (analyzing, evaluating, creating).

109
 Specification Grid
Grade :11 Subject : Chemistry Time: 3 hrs.
Competency level Area wise Score
S.N. Area Working hour Knowledge/ Understanding Applying Higher Ability
Remembering
1 Physical chemistry 32 MCQ (2x1) MCQ (5 x1) MCQ MCQ (1x1) 33
(3x1)
2 Inorganic chemistry 17 18
SQ (2x5) SQ (1x5) SQ (3x5)
3 Organic chemistry 20 SQ (2x5) 21
4 LQ (1x8) LQ (1x8)
Applied chemistry 3 3
LQ (1x8)
Total 72 12 18 21 24 75
Item format plan
Type of item Score per item Number of items Total item Total Score
1 Multiple Choice Questions 1 2 5 3 1 11 11
2 Short Question Answer 5 2 1 2 3 8 40
3 Long Question Answer 8 0 1 1 1 3 24
Grand Total 4 7 6 5 22 75

Grade : 12
Competency level
S.N. Area Working hour Knowledge/ Understanding Applying Higher Area wise Score
Remembering Ability
1 Physical chemistry 35 MCQ (2x1) MCQ (5 x1) MCQ (3x1) MCQ (1x1) 36

110
2 Inorganic chemistry 15 16
SQ (2x5) SQ (1x5) SQ (2x5) SQ (3x5)
3 Organic chemistry 13 14
4 Applied chemistry 9 LQ (1x8) LQ (1x8) LQ (1x8) 9
Total 72 12 18 21 24 75
Item format plan
Type of item Score per item Number of items Total item Total Score
1 Multiple Choice Questions 1 2 5 3 1 11 11
2 Short Question Answer 5 2 1 2 3 8 40
3 Long Question Answer 8 0 1 1 1 3 24
Grand Total 4 7 6 5 22 75

Remarks:
 Item format in composite should be met as per the specification grid.
 ±2 marks variation will be allowed within the area. But cannot be nil.
 In case of 5 or 8 marks items, these should ensure that 1 mark will be assigned per element expected as correct response. However,
cognitive behavior intended might not be single behavior within the item. But in total cognitive distribution should met. ±2 marks
variation will be allowed within the cognitive levels.
 SQ and LQ can be structured (have two or more sub-items). SQ and LQ can be distributed to two or more cognitive behaviors. In such
case these will be added to their respective cognitive behavior. In sum the distribution of cognitive behavior should be approximately to
the required distribution.
 The distribution of questions based on cognitive domain will be nearby 15% knowledge/remembering, 25% understanding, 30%
applying and 30% higher ability level.
 In case of short question there will be 2"OR" questions and in case of long question there will be 1 "OR" question.

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 Technical and Vocational Stream
Secondary Education Curriculum
Physics
Grade: 11 and 12 Credit hour: 3 Working hour: 96

1. Introduction
This curriculum presumes that the students joining grade 11 and 12 science stream
come with diverse aspirations, some may continue to higher level studies in specific
areas of science, others may join technical and vocational areas or even other streams.
The curriculum is designed to provide students with general understanding of the
fundamental scientific laws and principles that govern the scientific phenomena in the
world. It focuses to develop scientific knowledge, skill competences and attitudes
required at secondary level (grade 11-12) irrespective of what they do beyond this level,
as envisioned by national goals. Understanding of scientific concepts and their
application, in day to day context as well as the process of obtaining new knowledge
through holistic approach of learning in the spirit of national qualification framework is
emphasized in the curriculum.
In particular, this curriculum aims to provide sufficient knowledge and understanding of
science for all learners to become confident citizens in the technological world. It helps
the students to recognize the usefulness and limitations of laws and principles of physics
and use them in solving problems encountered in their daily lives along a sound
foundation for students who wish to study physics or related professional or vocational
courses in higher education. It also helps to develop science related attitudes such as a
concern for safety and efficiency, concern for accuracy and precision, objectivity, a
spirit of enquiry, inventiveness, appreciation of ethno-science, and willingness to use
technology for effective communication. It also promotes awareness of the principles
and laws of science that are often the result of cumulative efforts and their studies and
applications are subject to economic and technological limitations and social, cultural
and ethical perceptions/acceptance.
The curriculumprepared in accordance with National Curriculum Framework is
structured for two academic years in such a way that it incorporates the level-wise

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competencies, grade-wise leaning outcomes, scope and sequence of contents, suggested
practical/project activities, learning facilitation process and assessment strategies so as
to enhance the learning on the subject systematically.
2. Level-wise competencies
In completion of this course, students are expected to demonstrate the following
competencies:
1. Relatethe phenomena and processes of the world around them tothe knowledge
and understanding of physical laws, principles and theories and describe them
using appropriate scientific vocabulary, terminology and conventions
2. Use scientific instruments, apparatus and methods to collect, evaluate and
communicate informationaccurately and precisely
3. Design simple experiment to develop relations among physical quantities,
4. Carryout simple scientific research on issues related to physics and
5. Construct simple models to illustrate physical concepts
6. Use the knowledge of physics to promote care for the environment, indigenous
knowledge, social values and ethics.

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3. Grade wise learning Outcomes
Grade 11 Grade 12
Content Area: Mechanics
1. Physical Quantities 1. Rotational dynamics
1.1 Demonstrate the meaning, importance and applications 1.1 Recall equations of angular motion and compare
of precision in the measurements them with equations of linear motion
1.2 Understand the meaning and importance of significant 1.2 Derive the expression for rotational kinetic energy
figures in measurements 1.3 Describe the term moment of inertia and radius of
1.3 Explain the meaning of dimensions of a physical quantity gyration
1.4 Apply dimensional analysis method to check the 1.4 Find the moment of inertia of thin uniform rod
homogeneity of physical equations rotating about its center and its one end
1.5 Describe the work and power in rotational motion
with expression
1.6 Define angular momentum and prove the principle of
conservation of angular momentum
1.7 Solve numerical problems and conceptual questions
regarding the rotational dynamics
2. Vectors 2. Periodic motion
2.1 Distinguish between scalar and vector quantities 2.1 Define simple harmonic motion and state its
2.2 Add or subtract coplanar vectors by drawing scale equation.
diagram (vector triangle, parallelogram or polygon method) 2.2 Derive the expressions for energy in simple harmonic
2.3 Describe scalar and vector products motion
2.4 Understand the meaning and applications of scalar and 2.3 Derive the expression for period for vertical
vector product with examples oscillation of a mass suspended from coiled spring
2.5 Solve related problems. 2.4 Derive expression for period of simple pendulum

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 2.5 Solve the numerical problems and conceptual
questions regarding the periodic motion
3. Kinematics 3. Fluid statics
3.1 Explain and use the concept of relative velocity 3.1 Define up-thrust, pressure in fluid, buoyancy, center
3.2 Establish equations for a uniformly accelerated motion in of buoyancy and meta center
a straight line from graphical representation of such motion and 3.2 Describe surface tension and explain its principle
use them to solve related numerical problems 3.3 State Stoke’s law and use it to determine the
3.3 Write the equations of motion under the action of gravity coefficient of viscosity of given liquid
and solve numerical problem related to it 3.4 Solve the numerical problems and conceptual
3.4 Understand projectile motion as motion due to a uniform questions regarding the fluid statics
velocity in one direction and a uniform acceleration in a
perpendicular direction, derive the equations for various
physical quantities (maximum height, time of flight, time taken
to reach maximum height, horizontal range, resultant velocity)
and use them to solve mathematical problems related to
projectile motion
4. Dynamics: -
4.1 Define linear momentum, impulse, and establish the
relation between them
4.2 Define and use force as rate of change of momentum
4.3 State and prove the principle of conservation of linear
momentum using Newton’s second and Newton’s third of
motion
4.4 Define and apply moment of a force and torque of a
couple

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4.5 Solve the numerical problem and conceptual question on
dynamics
5. Work, energy and power: -
5.1 Explain work done by a constant force and a variable
force
5.2 State and prove work-energy theorem
5.3 State and prove the principle of conservation of energy
5.4 Differentiate between conservative and non-conservative
force
5.5 Solve the numerical problems and conceptual questions
regarding work, energy, power and collision
6. Circular motion -
6.1 Define angular displacement, angular velocity and
angular acceleration
6.2 Establish the relation between angular and linear velocity
& acceleration
6.3 Define centripetal force and centripetal acceleration
6.4 Solve the numerical problem
7. Gravitation -
7.1 Explain Newton’s law of gravitation
7.2 Define gravitational field strength
7.3 Define and derive formula of gravitational potential and
gravitational potential energy
7.4 Define escape velocity and derive the expression of
escape velocity

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7.5 Define and derive the expression for orbital velocity and
time period of a satellite
7.6 Solve the numerical problem
8. Elasticity -
8.1 State and explain Hooke’s law
8.2 Define the terms stress, strain, elasticity and plasticity
8.3 Define the types of elastic modulus such as young
modulus, bulk modulus and shear modulus
8.4 Derive the expression for energy stored in a stretched
wire
8.5 Solve the numerical problems and conceptual questions
regarding elasticity
Content Area: Heat and thermodynamics
9. Heat and temperature 4. First Law of Thermodynamics
9.1 Explain the molecular concept of thermal energy, heat 4.1 Clarify the concept of thermodynamic system.
and temperature, and cause and direction of heat flow 4.2 Explain the meaning of work done by the system and
9.2 Explain the meaning of thermal equilibrium and Zeroth work done on the system, and describe how work done by
law of thermodynamics. gas during expansion can be calculated from indicator (P –
V) diagram.
4.3 Define and explain two specific heat capacities of gas
appreciating the relation Cp – Cv = R and cp – cv = r.
10. Thermal Expansion
10.1 Explain some examples and applications of thermal
expansion, and demonstrate it with simple experiments.
10.2 Explain linear, superficial, cubical expansion and define

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their corresponding coefficients with physical meaning.
10.3 Establish a relation between coefficients of thermal
expansion.
10.4 Explain real and apparent expansion of liquid
appreciating the relation r = g + a.
10.5 Solve mathematical problems related to thermal
expansion.
11. Quantity of Heat -
11.1 Define heat capacity and specific heat capacity and
explain application of high specific heat capacity of water and
low specific heat capacity of cooking oil and massage oil
11.2 Describe Newton’s law of cooling with some suitable
daily life examples.
11.3 Explain the meaning of latent heat of substance
appreciating the graph between heat and temperature and define
specific latent heat of fusion and vaporization.
11.4 Distinguish evaporation and boiling.
11.5 Define triple point.
11.6 Solve mathematical problems related to heat
12. Rate of heat flow -
12.1 Explain the transfer of heat by conduction, convection
and radiation with examples and state their applications in daily
life.
12.2 Define temperature gradient and relate it with rate of heat
transfer along a conductor.

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12.3 Explain ideal radiator (e= 1, a =1) and black body
radiation.
12.4 State and explain Stefan’s law of black body radiation
using terms; emissive power and emissivity.
12.5 Solve mathematical problems related to thermal
conduction and black body radiations.
Content Area : Wave and Optics
13. Reflection at curved mirrors 5. Wave motion
13.1 State the relation between object distance, image distance 5.1 Define and understand progressive wave
and focal length of curved mirrors 5.2 Write progressive wave in mathematical form
13.2 State the relation between object size and image size 5.3 Discuss the condition under which stationary waves
13.3 Calculate the focal length of curved mirrors and its can be formed
applications 5.4 Write stationary wave in mathematical form
5.5 Calculate frequency, amplitude, velocity, time
periodetc of progressive wave
14. Refraction at plane surfaces 6. Mechanical waves
14.1 Recall the laws of refraction 6.1 Calculate Speed of wave motion
14.2 Understand the meaning of lateral shift 6.2 Describe Velocity of sound in gas
6.3 Describe Laplace correction
6.4 Formulate the effect of temperature, pressure,
humidity on velocity of sound and their physical meaning

15. Refraction through prisms: 7. Wave in pipes and strings

15.1 Understand minimum deviation condition 7.1 Understand the formation of stationery waves in
15.2 Discuss relation between angle of prism, angle of closed and open pipes

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minimum deviation and refractive index 7.2 Define and understand harmonics and overtones
15.3 Understand deviation in small angle prism and learn its 7.3 State and use the formula for velocity of transverse
importance in real life waves along a stretched string

16. Lenses 8. Acoustic phenomena:

16.1 State properties of Spherical lenses 8.1 Describe sound waves as pressure waves in a
16.2 State the relation between object distance, image distance medium
and focal length of a convex lens 8.2 Characterize the sound using its intensity, loudness,
16.3 Define visual angle and angular magnification quality and pitch
16.4 Derive Lens maker’s formula and use it to find focal 8.3 Discuss Doppler’s effect
length 8.4 Apply Doppler effect in realistic case where source
and observers are in relative motion.
17. Dispersion
17.1 Understand pure spectrum
17.2 Discuss chromatic and spherical aberration
17.3 Discuss achromatism in lens and its applications
- 9. Interference
9.1 Explain the Phenomenon of Interferences
9.2 Understand the meaning of coherent sources
9.3 Describe Young's double slit experiment and obtain
the expression for nth order maxima
Diffraction
9.4 Describe diffraction at single slit
9.5 Understand diffraction pattern of image
9.6 Explain diffraction through diffraction grating

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 9.7 Explain the resolving power of optical instrument

- Polarization
9.8 Describe phenomenon of polarization
9.9 Polaroids and their applications.
9.10 State and use Brewster’s law
Content Area: Electricity and Magnetism
18. Electric charges 10. Electrical circuits
18.1 Understand the concept of electric charge and charge 10.1 Understand Kirchhoff's law and use to calculate
carriers unknown parameters in
18.2 Understand the process of charging by friction and use electrical circuits
the concept to explain related day to day observations 10.2 Describe the circuit diagram of Wheatstone bridge
18.3 Understand that, for any point outside a spherical circuit and its
conductor, the charge on the sphere may be considered to act as Importance
a point charge at its centre 10.4 Describe meter bridge and understand it
18.4 State Coulomb’s law 10.5 Know construction, working and importance of
18.5 Compute the magnitude and direction of the net force potentiometer
acting at a point due to multiple charges 10.6 Distinguish between perfect conductors and super
conductors
10.7 learn the technique to convert galvanometer into
voltmeter and ammeter
10.8
19. Electric field: 11. Magnetic properties of materials:
19.1 Describe an electric field as a region in which an electric 11.1Define relative permeability and relative susceptibility
charge experiences a force of a magnetic material

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19.2 Define electric field strength as force per unit positive 11.2 Discuss relationship between relative permeability
charge acting on a stationary point charge and susceptibility
19.3 Calculate forces on charges in uniform electric fields of 11.3 Discuss Hysteresis of ferromagnetism
known strength 11.4Understand Dia,-para- and ferro-magnetic materials
Q
19.4 Use E = 4πε 2 strength of a point charge in free space
or

or air
19.5 Understand the concept of electric flux of a surface
19.6 State Gauss law and apply it for a field of a charged
sphere and for line charge
20. Potential, potential difference and potential energy 12. Magnetic field
20.1 Define potential at a point as the work done per unit 12.1 Show understanding of the concept of magnetic field
positive charge in bringing a small test charge from infinity to lines and magnetic flux and sketch magnetic field lines
the point around a straight current carrying conductor and long
20.2 Use electron volt as a unit of electric potential energy solenoid
Q
20.3 Recall and use V = 4πε rfor the potential in the field of a 12.2 Explain Oersted’s experiment, its outcome and
o
limitations
point charge
12.3 Discuss force on moving charge in uniform magnetic
field
12.4 Discuss force on a current carrying conductor placed
in uniform magnetic field
12.5 Describe moving coil galvanometer and know its
applications
12.6 Explain Hall effect and derive the expression
VH=BI/ntq where t is thickness
12.7 State Biot and Savart law and know its application on

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 (i) a circular coil (ii) a long straight conductor (iii) a long
solenoid

21. Capacitor 13. Alternating Currents:

21.1 capacitance and capacitor 13.1 Understand peak and rms value of AC current and
a. Show understanding of the uses of capacitors in simple voltage
electrical circuits 13.2 Discuss AC through a resistor, a capacitor and an
b. Define capacitance as the ratio of the change in an inductor
electric charge in a system to the corresponding change in its 13.3 Understand Phasor diagram in RC and RL circuits
electric potential and associate it to the ability of a system to 13.4 Describe series resonance condition and know its
store charge applications
𝑄 13.5 Understand the meaning of quality factor
c. Use 𝐶 = 𝑉
13.6 Discuss power in AC circuits and know the term
21.2 Parallel plate capacitor
𝜀𝑜 𝐴 𝑄 power factor
a. Derive 𝐶 = 𝑑
, using Gauss law and 𝐶 = 𝑉 , for parallel
13.7 Solve the numerical problems.
plate capacitor
b. Explain the effect on the capacitance of parallel plate
capacitor of changing the surface area and separation of the
plates
21.3 Combination of capacitors
a. Derive formula for combined capacitance for capacitors
in parallel combinations
b. Solve problems related to capacitors in parallel
combinations
22. DC Circuits

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22.1 Electric Currents; Drift velocity and its relation with
current
a. Understand the concept that potential difference between
two points in a conductor makes the charge carriers drift
b. Define electric current as the rate of flow of positive
charge, Q = It
c. Derive, using Q=It and the definition of average drift
velocity, the expression I=nAVdwhere n is the number density
of free charge carriers
22.2 Ohm’s law Ohm’s law; Electrical Resistance:
resistivity and conductivity
a. Define and apply electric resistance as the ratio of
potential difference to current
b. Define ohm ,resistivity and conductivity
c. Use R = ρl /A for a conductor
d. Explain, using R = ρl /A, howchanges in dimensions of a
conducting wire works as a variable resistor
22.3 Current-voltage relations: ohmic and non-ohmic
a. Sketch and discuss the I–V characteristics of a metallic
conductor at constant temperature, a semiconductor diode and a
filament lamp d) state Ohm’s law
b. State Ohm’s law and identify ohmic and non-ohmic
resistors
22.4 Resistances in series and parallel
a. Derive, using laws of conservation of charge and

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conservation of energy, a formula for the combined resistance
of two or more resistors in parallel
b. Solve problems using the formula for the combined
resistance of two or more resistors in series
22.5 Potential divider
a. Understand the principle of a potential divider circuit as a
source of variable pS.d. and use it in simple circuits
b. Explain the use of sensors (thermistors, light-dependent
resistors and strain gauges) in potential divider circuit as a
source of potential difference that is dependent on temperature,
illumination and strain respectively
22.6 Electromotive force of a source, internal resistance
a. Define electromotive force (e.m.f.) in terms of the energy
transferred by a source in driving unit charge round a complete
circuit
b. Distinguish between e.m.f. and potential difference (p.d.)
in terms of energy considerations
c. Understand the effects of the internal resistance of a
source of e.m.f. on the terminal potential difference

Content Area: Modern Physics

23. Nuclear physics 14. Electrons
23.1 Explain how nucleus was discovered 14.1 Describe Millikan’s oil drop experiment and explain
23.2 Convey the meaning of mass number, atomic number how it suggests quantization of charge
23.3 Calculate the expression of nuclear density 14.2 Describe the motion of electrons in electric and

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23.4 Explain the existence of different isotopes of the same magnetic fields and derive appropriate mathematical
element expressions
23.5 Describe main theme of Einstein’s mass energy relation 14.3 Describe J.J Thomson’s experiment with suitable
and state the relation diagrams to explain the discovery of electron and its
23.6 Explain the meaning of mass defect and cause of it characters
23.7 Describe the terms creation and annihilation 14.4 Solve numerical problems related to above topics
23.8 Derive the relation of binding energy and binding energy
per unit nucleon of different nuclei
23.9 Plot a graph between BE per nucleon and mass number
of different nuclei
23.10 Define nuclear fusion and fission and explain the
mechanism of energy release
23.11 Solve numerical problems related to nuclear physics
15. Photons
15.1 Describe quantum nature of radiation
15.2 Describe work function and photoelectric effect
15.3 Derive Einstein’s photoelectric equation
15.4 Describe Millikan’s experiment for the verification of
Einstein’s photoelectric equation and calculate Planck’s
constant
15.5 Solve some related problems
16. Semiconductor devices
16.1 Describe the formation of PN junction and
semiconductor diode
16.2 Plot forward and reverse characteristics of

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 semiconductor diode including the concept of Zener diode
16.3 Define rectifier
16.4 Describe full wave rectification using semiconductor
diodes
16.5 Define logic gates and explain operation of different
logic gates OR, AND, NOT, NAND and NOR gates with
their symbol , Boolean algebra and truth table
- 17. Quantization of energy
17.1 Differentiate excitation and ionization potentials
17.2 Explain emission and absorption spectra
17.3 Define x-rays
17.4 Describe modern Coolidge tube method for the
production of x-rays with quality and quantity
17.5 Illustrate different properties of x-rays along with
their applications
17.6 Solve numerical problems related to quantization of
energy

4. Scope and Sequence of Contents

Grade 11 Grade 12
Contents TH Contents TH
Content Area: Mechanics
1. Physical Quantities 3 1. Rotational dynamics 7
1.1. Precision and significant figures. 1.1 Equation of angular motion, Relation between

127
Dimensions and uses of dimensional analysis. linear and angular kinematics
1.2 Kinetic energy of rotation of rigid body
1.3 Moment of inertia; Radius of gyration
1.4 Moment of inertia of a uniform rod
1.5 Torque and angular acceleration for a rigid
body
1.6 Work and power in rotational motion
1.7 Angular momentum, conservation of angular
momentum.
2. Vectors 4 2. Periodic motion 6
2.1. Triangle, parallelogram and polygon laws 2.1 Equation of simple harmonic motion
of vectors (SHM)
2.2. Resolution of vectors; Unit vectors 2.2 Energy in SHM
2.3. Scalar and vector products. 2.3 Application of SHM: vertical oscillation of
mass suspended from coiled spring, simple
pendulum
2.4 Oscillatory motion: Damped oscillation,
Forced oscillation and resonance.
3. Kinematics 4 3. Fluid statics 5
3.1 Instantaneous velocity and acceleration 3.1 Fluid statics: Pressure in a fluid; Buoyancy
3.2 Relative velocity 3.2 Surface tension: Theory of surface tension;
3.3 Equation of motion (graphical treatment) Surface energy
3.4 Motion of a freely falling body 3.3 Angle of contact, capillarity and its

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3.5 Projectile motion and its applications. applications
3.4 Stokes law and its applications
4. Dynamics 4 -
4.1 Linear momentum, Impulse
4.2 Conservation of linear momentum
4.3 Application of Newton’s laws
4.4 Moment, torque and equilibrium
4.5 Centre of mass and center of gravity

5. Work, energy and power 2 -

5.1 Work done by a constant force and a variable
force
5.2 power
5.3 Work-energy theorem; Kinetic and potential
energy
5.4 Conservation of Energy
5.5 Conservative and non-conservative forces
6. Circular Motion 3 -
6.1 Angular displacement, velocity and
acceleration
6.2 Relation between angular and linear velocity
and acceleration
6.3 Centripetal acceleration

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6.4 Centripetal force
7. Gravitation 3 -
7.1 Newton’s law of gravitation
7.2 Gravitational potential; Gravitational
potential energy
7.3 Motion of a satellite: Orbital velocity and
time period of the satellite
7.4 Escape velocity
8. Elasticity 4 -
8.1 Hooke’s law: Force constant
8.2 Stress; Strain; Elasticity and plasticity
8.3 Elastic modulus: Young modulus, bulk
modulus, shear modulus
8.4 Poisson’s ratio
8.5 Elastic potential energy.
Content Area: Heat and Thermodynamics
9. Heat and Temperature 2 4. First Law of Thermodynamics 2
10.1 Molecular concept of thermal energy, heat and 4.1 Thermodynamic systems
temperature, and cause and direction of heat flow 4.2 Internal energy and First law of
10.2 Meaning of thermal equilibrium and Zeroth law thermodynamics
of thermodynamics.
4.3 Heat capacities of an ideal gas at constant
10. Thermal Expansion 3
pressure and volume and relation between them
10.1 Linear expansion, coefficient of linear

130
expansion and its measurement
10.2 Superficial expansion and coefficient of
superficial expansion
10.3 Cubical expansion and coefficient of cubical
expansion
10.4 Relation among coefficient of linear
expansion, superficial expansion and cubical
expansion
11. Quantity of Heat 3
11.1 Newton’s law of cooling
11.2 Measurement of specific heat capacity of
solids and liquids
11.3 Specific latent heat of fusion and
vaporization
11.4 Triple point
12. Rate of heat flow 3 -
12.1 Conduction: Thermal conductivity and
measurement
12.2 Convection
12.3 Radiation: Black- body radiation
12.4 Stefan – Boltzmann law.
Content Area: Waves & Optics
13. Reflection at curved mirror 2 5. Wave motion 2

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13.1 Real and Virtual images. 5.1 Progressive waves
13.2 Mirror formula 5.2 Mathematical description of a wave
5.3 Stationary waves
14. Refraction at plane surfaces 1 6. Mechanical waves 3
14.1 Laws of refraction: Refractive index 6.1 Speed of wave motion; Velocity of sound
14.3 Lateral shift in solid and liquid
6.2 Velocity of sound in gas
6.3 Effect of temperature, pressure, humidity
on velocity of sound.
15. Refraction through prisms 3 7. Wave in pipes and strings 3
15.1 Minimum deviation condition 7.1 Stationary waves in closed and open pipes
15.2 Relation between Angle of prism, minimum 7.2 Harmonics and overtones in closed and
deviation and refractive index open organ pipes
15.3 Deviation in small angle prism. 7.3 Velocity of transverse waves along a
stretched string
16. Lenses 3 8. Acoustic phenomena 4
16.1 Spherical lenses, angular magnification 8.1 Sound waves: Pressure amplitude
16.2 Lens maker’s formula 8.2 Characteristics of sound: Intensity;
16.3 Power of a lens loudness, quality and pitch
8.3 Doppler’s effect.
17. Dispersion 3 9. Wave Nature of light 3
17.1 Pure spectrum and dispersive power 9.1 Interference
17.2 Chromatic and spherical aberration 9.1.1 Phenomenon of Interferences: Coherent

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17.3 Achromatism and its applications sources
9.1.2 Young’s double slit experiment.
9.2 Diffraction
9.2.1 Diffraction from a single slit
9.2.2 Diffraction pattern of image; Diffraction
grating
9.2.3 Resolving power of optical instruments.
9.3 Polarization
9.3.1 Phenomenon of polarization
9.3.2 Polaroid
Content Area: Electricity & Magnetism
18. Electric Charges 3 10. Electrical circuits 6
18.1 Electric charges 10.1 Kirchhoff’s law
Charging by induction 10.2 Wheatstone bridge circuit; Meter bridge
18.3 Coulomb’s law- Force between two point 10.3 Potentiometer: Comparison of e.m.f.,
charges measurement of internal resistances of a cell
18.4 Force between multiple electric charges. 10.4 Super conductors; Perfect conductors
10.5 Conversion of galvanometer into voltmeter
and ammeter; Ohmmeter
10.6 Joule’s law
19. Electric field 3 11. Magnetic properties of materials: 5
19.1 Electric field due to point charges; Field 11.1 Magnetic field lines and magnetic flux
lines 11.2 Flux density in magnetic material;

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19.2 Gauss Law: Electric Flux Relative permeability; Susceptibility
19.3 Application of Gauss law: Field of a charge 11.3 Hysteresis
sphere, line charge, charged plane conductor 11.4 Dia,-para- and ferro-magnetic materials.
20. Potential, potential difference and 2 12. Magnetic field 4
potential energy 12.1 Force on moving charge; Force on a
20.1 Potential due to a point charge, Potential conductor
difference, potential energy, electron volt 12.2 Force and Torque on rectangular coil,
20.2 Potential gradient Moving coil galvanometer
12.3 Magnetic field of a moving charge
12.4 Biot and Savart law and its application to
(i) a circular coil (ii) a long straight conductor
(iii) a long solenoid
21. Capacitor 3 13. Alternating Currents 5
21.1 Capacitance and capacitor 13.1 Peak and rms value of AC current and
21.2 Combination of capacitors voltage
22.4 Energy of charged capacitor 13.2 AC through a resistor, a capacitor and an
inductor
13.3 Phasor diagram
13.4 Series circuits containing combination of
resistance, capacitance and inductance
13.5 Power in AC circuits: power factor
22. DC Circuits 7
22.1 Electric Currents; Drift velocity and its

134
relation with current
22.2 Ohm’s law; Electrical Resistance;
Resistivity; Conductivity
22.3 Resistances in series and parallel,
22.4 Potential divider
22.5 Electromotive force of a source, internal
resistance
22.6 Electrical power
Content Area : Modern Physics
23. Nuclear physics 4 14. Electrons 4
23.1 Atomic number, Nucleon number, Isotopes 14.1 Milikan’s oil drop experiment,
22.4 Einstein’s mass-energy relation 14.2 Motion of electron beam in electric and
22.5 Mass Defect, BE per nucleon magnetic fields
22.6 Nuclear fission and fusion, energy released 14.3 Thomson’s experiment to determine
23.4 Creation and annihilation specific charge of electrons
15. Photons 3
15.1 Quantum nature of radiation
15.2 Einstein’s photoelectric equation;
Stopping potential
15.3 Measurement of Plank’s constant
16. Semiconductor devices 6
16.1 Semiconductor- intrinsic and extrinsic
16.2 P-N Junction

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 16.3 Semiconductor diode: Characteristics in
forward and reverse bias
16.4 Full wave rectification
16.5 Logic gates; NOT, OR, AND, NAND and
NOR.
- 17. Quantization of energy 4
17.1 Spectral series; Excitation and ionization
potentials
17.2 Energy level; Emission and absorption
spectra
17.3 De Broglie Theory; Duality
17.4 X-rays: Nature and uses
Total- 72 72

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5. Practical Courses [24 Hours]

The practical work that students do during their course is aimed at providing them
learning opportunities to accomplish competency number 2 and 3 of the syllabus as well
as reinforcing their learning of the theoretical subject content. This part of the syllabus focuses
more on skill building than knowledge building. Students must be aware of the importance of
precision, accuracy, significant figures, range and errors while collecting, processing, analyzing
and communicating data. Likewise, graphical method of analysis and drawing conclusion
should be encouraged wherever possible.
Students should
1. learn to use metre rule for measuring length, Vernier-calipers for measuring small
thicknesses, internal and external diameters of cylindrical objects and depths of
holes, spherometer for measuring radius of curvature of spherical surfaces and
micrometer screw-gauge for measuring diameter of small spherical or cylindrical
objects and very small thicknesses, traveling microscope with Vernier scale for
measuring small distances, top-pan balance for measuring small masses, stop
watch for measuring time interval, laboratory thermometer for measuring
temperature, protractor for measuring angle), ammeter and milli-ammeter for
measuring electric current and voltmeter for measuring electric potential
difference.
2. learn to measure precisely up to the least count of the measuring instrument-
metre rule – 0.001m or 1 mm
Vernier calipers - 0.1 mm
Spherometer - 0.01 mm
micrometer screw gauge - 0.01 mm
stop watch - 0.01s
laboratory thermometer - 0.5oC
protractor - 1o
3. learn to repeat readings and take the average value
4. learn to draw a standard table, with appropriate heading and unit for every column
for storing data

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5. learn to plot a graph using standard format, draw suitable trend lines, determine
gradient, intercepts and area and use them to draw appropriate conclusion
6. learn to estimate and handle uncertainties.

In each academic year, students should perform 8 experiments, either listed

below or designed by teacher, so that no more than three experiments come from
the same unit of this syllabus.

a) Practical Activities for Grade 11

I. Mechanics
1. Verify the law of moments by graphically analyzing the relation between
clockwise moment and anticlockwise moment on a half metre rule suspended at
the certre by a string.
2. Determination of Young modulus of elasticity of the material of a given wire by
graphically analyzing the variation of tensile force with respect to extension
produced by it.

II. Heat
3. Use of Pullinger’s apparatus for the Determination of the linear expansion of a
rod.

III. Geometrical Optics

4. Use of Travelling Microscope for the determination of the refractive index of
glass slab by graphically analyzing how apparent depth varies with the real depth
for glass plates of different thicknesses.

IV. Current electricity

10. Verification of Ohm’s law and determination of resistance of a thin-film resistor
by graphical analysis of variation of electric current in the resistor with respect to
potential difference across it.

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11. Determination of resistivity of a metal wire by graphical analysis of variation of
electric current through a metal wire against its length.
b) Sample project works for grade 11
1. Study the variation in the range of a jet of water with angle of projection
2. Explore the factors affecting the rate of loss of heat of a liquid
3. Study the nature and size of the image formed by a convex lens using a candle
and a screen.
4. Comparative study of uses of alternative energy sources in Nepal
5. Study of application of laws and principle of physics in any indigenous
technology.
6. Analyze the temperature dependence of refractive index of different liquids using
a hollow prism and laser beam.
7. Analyze the frequency dependence of refractive index of glass using a glass prism
and white light beam.
c) Some examples of innovative works for grade 11
1. Design and construct a system to demonstrate the phenomenon of total internal
reflection (TIR) of a laser beam through a jet of water.
2. Construct a digital Newton meter using the concept of potential divider.

d) Practical Activities for Grade 12

I. Mechanics
1. Use of Simple pendulum for the determination of the value of ‘g’ in the laboratory
by graphically analyzing the variation of period of oscillations with length of the
pendulum.
2. Determination of the coefficient of viscosity of liquid by Stoke’s method by
graphically analyzing the variation of time taken for six metal balls of different
diameters to travel the same distance in the given liquid with respect to their
diameters.

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II. Wave and Optics
4. Determination of the wavelength of He-Ne laser light by passing a plane
diffraction grating.
5. Determination of the frequency of A.C. Mains using sonometer and graphically
analyzing the variation of the ratio of resonating lengths with respect to the
frequency of tuning fork using tuning forks of different frequencies.
6. Determination of velocity of sound in air at NTP using resonance tube.

III. Electricity and magnetism

7. Use of potentiometer for the
a) Comparison of emf’s of two cells
b) Determination of the internal resistance of a cell
5. Use of deflection magnetometer to determination of the pole strength and
magnetic moment of a bar magnet
IV. Modern Physics
c. 11. Study the I-V characteristics of a semiconductor diode.
e) Sampleproject works for grade 12
1. Design and construct a step-up transformer.
2. Construct a simple DC motor using a disk type magnet and a battery.
3. Construct a model of AC generator/dynamo.
4. Construction of a step down transformer attached with a full wave rectifier made
from semiconductor diodes.
f) Some examples of innovative works for grade 12
1. Study of the status of hydroelectricity in Nepal.
2. Verify Joule’ law.
3. History of space exploration
6. Learning Facilitation Method and Process
Students should be facilitated to learn rather than just accumulation of information.
Teacher plays vital role for delivering subject matters although others' role is also
important. Student centered teaching-learning process is highly emphasized. Students
are supposed to adopt multiple pathway of learning, such as online search, field visit,

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library work, laboratory work, individual and group work, research work etc. with the
support of teacher. Self-study by students is highly encouraged and learning should not
be confined to the scope of curriculum. Teacher should keep in mind intra and inter-
disciplinary approach to teaching and learning, as opposed to compartmentalization of
knowledge. Supportive role of parents/guardians in creating conducive environment for
promoting the spirit of inquiry and creativity in students' learning i anticipated.
During the delivery process of science teaching in grade 11 and 12, basically following
three approaches will be adopted;

Practical/Appication/Experim
Conceptual/Theoritical ental Project works
Knowledge of content
(fact,terminology,defi Lab. based practical Research work (survey
nitions,learning work and mini research)
procedures science process and innovative work or
Understanding of equipment handling experiential learning
content (
skills building connection to theory
concept,ideas
,theories,priciples, and application

1 credit hr spent for 0.5 credit hr spent in field

3.5 credit hrs spent for work
experiment
understanding of content

a) Conceptual/Theoretical Approach
Possible theoretical methods of delivery may include the following;
 interaction
 question answer
 demonstrations
 ICT based instructions
 cooperative learning
 group discussions (satellite learning group, peer group, small and large group)
 debate
 seminar presentation
 Journal publishing
 daily assignment
b) Practical/Application/Experimental approach

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Practical work is the integral part of the learning science. The process of lab based
practical work comprises as;
 familiarity with objective of practical work
 familiarity with materials, chemicals, apparatus
 familiarity with lab process (safety, working modality etc.)
 conduction of practical work (systematically following the given instruction)
 analysis, interpretation and drawing conclusion
c) Project work Approach
Project work is an integral part of the science learning. Students should be involved in
project work to foster self-learning of students in the both theoretical and practical
contents. Students will complete project work to have practical idea through learning by
doing approach and able to connect the theory into the real world context. It is regarded
as method/ process of learning rather than content itself. So use of project work method
to facilitate any appropriate contents of this curriculum is highly encouraged.
In this approach student will conduct at least one research work, or an innovative
work under the guidance of teacher, using the knowledge and skills learnt. It could
include any of the followings;
(f) Mini research
(g) Survey
(h) Model construction
(i) Paper based work
(j) study of ethno-science
General process of research work embraces the following steps;
 Understanding the objective of the research
 Planning and designing
 Collecting information
 analysis and interpretation
 Reporting /communicating (presentation, via visual aids, written report, graphical
etc.)
General process of innovative work embraces the following steps;

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 identification of innovative task (either assigned by teacher or proposed by
student)
 planning
 performing the task
 presentation of the work
 Record keeping of the work
Students are free to choose any topic listed in this curriculum or a topic suggested by
teacher provided that it is within the theoretical contents of the Curriculum. However,
repetition of topic should be discouraged.

Learning process matrix

Knowledge and understanding Scientific skills and Values, attitudes and
process application to daily life
 Scientific phenomenon, facts,  Basic and  Responsible
definition, principles, theory, integrated  Spending time for
concepts and new discoveries scientific process investigation
 Scientific vocabulary, skills
glossary and terminology Process
 Scientific tools, devises,
instruments apparatus  Investigation
 Techniques of uses of  Creative thinking
scientific instruments with  problem solving
safety
 Scientific and technological
applications

Basic Science Process Skills includes,

7. Observing: using senses to gather information about an object or event. It is
description of what was actually perceived.
8. Measuring:comparing unknown physical quantity with known quantity (standard
unit) of same type.

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9. Inferring:formulating assumptions or possible explanations based upon
observations.
10. Classifying:grouping or ordering objects or events into categories based upon
characteristics or defined criteria.
11. Predicting:guessing the most likely outcome of a future event based upon a
pattern of evidence.
12. Communicating:using words, symbols, or graphics to describe an object, action or
event.

Integrated Science Process Skills includes,

11. Formulating hypotheses:determination of the proposed solutions or expected
outcomes for experiments. These proposed solutions to a problem must be
testable.
12. Identifying of variables: Identification of the changeable factors (independent and
dependent variables) that can affect an experiment.
13. Defining variables operationally: explaining how to measure a variable in an
experiment.
14. Describing relationships between variables: explaining relationships between
variables in an experiment such as between the independent and dependent
variables.
15. Designing investigations:designing an experiment by identifying materials and
describing appropriate steps in a procedure to test a hypothesis.
16. Experimenting:carrying out an experiment by carefully following directions of the
procedure so the results can be verified by repeating the procedure several times.
17. Acquiring data:collecting qualitative and quantitative data as observations and
measurements.
18. Organizing data in tables and graphs:presenting collected data in tables and
graphs.
19. Analyzing investigations and their data: interpreting data, identifying errors,
evaluating the hypothesis, formulating conclusions, and recommending further
testing where necessary.

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20. Understanding cause and effect relationships: understanding what caused what to
happen and why.
21. Formulating models: recognizing patterns in data and making comparisons to
familiar objects or ideas.
7. Student Assessment
Evaluation is an integral part of learning process. Both formative and summative modes
of evaluation are emphasized. Formative evaluation will be conducted so as to provide
regular feedback for students, teachers and parents/guardians about how student
learning is. Class tests, unit tests, oral question-answer, home assignment etc.are some
ways of formative evaluation.
There will be separate evaluation of theoretical and practical learning. Summative
evaluation embraces theoretical examination, practical examination and evaluation of
research work or innovative work.
(a) Internal Evaluation
Out of 100 full marks Internal evaluation covers 25 marks. Internal evaluation consists
of Practical work (16 marks), (b) Marks from trimesterexaminations(6 marks), and (c)
Classroom participation (3 marks)
 Practical Activities
Practical work and project work should be based on list of activities mentioned in this
curriculum or designed by the teacher. Mark distribution for practical work and project
work will be as follows:
S. Criteria Elaboration of criteria Marks
N.
1. Laboratory Correctness of apparatus setup/preparation 2
experiment Observation/Experimentation 2
Tabulation 1
Data processing and Analysis 1
Conclusion (Value of constants or prediction with 1
justification)
Handling of errors/precaution 1
2. Viva-voce Understanding of objective of the experiment 1

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 Skills of the handling of apparatus in use 1
Overall impression 1
3. Practical work Records (number and quality) 2
records and
attendance
4 Project work Reports (background, objective, methodology, 2
finding, conclusion
Presentation 1
Total 16
Note: (i) Practical examination will be conducted in the presence of internal and
external supervisors. Evaluation of laboratory experiment will focus both the product of
work and skills competencies of student in using apparatus.
(ii) Project work assessment is the internal assessment of reports and presentation of
their project works either individually or group basis. In case of group presentation,
every member of the group should submit a short reflection on the presented report in
their own language. Records of project works must be attested by external supervisor.
 Marks from trimester examinations
Total of 6 marks; 3 marks from each trimester.
 Classroom participation (3 marks)
Classroom participation includes attendance (1) and participation in learning (2).
(b) External Evaluation
Out of 100 marks theoretical evaluation covers 75 marks. The tool for external
evaluation of theoretical learning will be a written examination. Questions for the
external examination will be based on the specification grid developed by Curriculum
Development Centre. Examination question paper will be developed using various
levels of revised Bloom's taxonomy including remembering level, understanding level,
application level and higher ability (analyzing, evaluating, creating).

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 Specification Grid
Grade : 11 Subject : Physics Time: 3 hrs.
Competency level
S.N. Area Working hour Knowledge/ Understanding Applying Higher Area wise Score
Remembering Ability
1 Mechanics 27 MCQ (2x1) MCQ (5 x1) MCQ (3x1) MCQ (1x1) 28
2 Heat and Thermodynamics 11 11
SQ (2x5) SQ (1x5) SQ (2x5) SQ (3x5)
3 Wave and Optics 12 13
4 Electricity and Magnetism 18 LQ (1x8) LQ (1x8) LQ (1x8) 19
5 Modern Physics 4 4
Total 72 12 18 21 24 75
Item format plan
Type of item Score per item Number of items Total item Total Score
1 Multiple Choice Questions 1 2 5 3 1 11 11
2 Short Question Answer 5 2 1 2 3 8 40
3 Long Question Answer 8 0 1 1 1 3 24
Grand Total 4 7 6 5 22 75
Grade : 12
Competency level
S.N. Area Working hour Knowledge/ Understanding Applying Higher Area wise Score
Remembering Ability
1 Mechanics 18 MCQ (2x1) MCQ (5 x1) MCQ (3x1) MCQ (1x1) 19
2 Heat and Thermodynamics 2 2

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3 Wave and Optics 15 SQ (1x5) SQ (2x5) SQ (3x5) 16
4 Electricity and Magnetism 20 SQ (2x5) 21
LQ (1x8) LQ (1x8) LQ (1x8)
5 Modern Physics 17 17
Total 72 12 18 21 24 75
Item format plan
Type of item Score per item Number of items Total item Total Score
1 Multiple Choice Questions 1 2 5 3 1 11 11
2 Short Question Answer 5 2 1 2 3 8 40
3 Long Question Answer 8 0 1 1 1 3 24
Grand Total 4 7 6 5 22 75
Remarks:
 Item format in composite should be met as per the specification grid.
 ±1 marks variation will be allowed within the area. But cannot be nil.
 In case of 5 or 8 marks items, these should ensure that 1 mark will be assigned per element expected as correct response. However,
cognitive behavior intended might not be single behavior within the item. But in total cognitive distribution should met. ±2 marks variation
will be allowed within the cognitive levels.
 SQ and LQ can be structured (have two or more sub-items). SQ and LQ can be distributed to two or more cognitive behaviors. In such
case these will be added to their respective cognitive behavior. In sum the distribution of cognitive behavior should be approximately to the
required distribution.
 The distribution of questions based on cognitive domain will be nearby 15% knowledge/remembering, 25% understanding, 30%
applying and 30% higher ability level.
 In case of short question there will be 2 "OR" questions and in case of long question there will be 1 "OR" question.

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 Geo-Technical Engineering
Grades: 11 Credit hrs-: 4 Working hrs: 128
1. Introduction
Geo- technical engineering course deals with geotechnical virtue of surrounding
required for civil engineering construction. The geotechnical engineering deals with the
physical properties of soil, permeability of soil and seepage analysis, shear strength of
soil, bearing capacity of soil, compaction of soil and stabilization, site Investigation and
sub soil exploration to information system, earth pressures and design of retaining
walls, slope stabilization and bio-engineering techniques, River Training Works and
hands on practice of its implementation.
This curriculum comprises of fundamental conceptual principles and practices, an
overview geotechnical engineering, physical properties of soil, permeability of soil &
seepage analysis, shear strength of soil, bearing capacity of soils, site investigation and
sub soil exploration, design of retaining walls, survey information and design
consideration for check dam, Gabion structures, bio engineering, foundations and geo
synthetics. It will be delivered using both the conceptual and theoretical inputs through
presentation, discussion, reflective reading and group works as well as practical and real
world experiences through different practical activities.
The curriculum has been offered as per the structure of National Curriculum Framework
2076. It provides a comprehensive outline of level-wise competencies, grade-wise
leaning outcomes and scope and sequence of contents, suggested practical/project
activities, learning facilitation process and assessment strategies so as to enhance the
learning on the subject systematic.
2. Competencies
On completion of the course, the students will have the following competencies:
1. Explain soil as three phase system and establish relationship between properties
of Soil.
2. Compute properties of soil by following standard test., procedure and plot
particle size distribution curve.
3. Determine permeability by constant head and falling head test using Darcy’s
Law
4. Calculate shearing strength of soil, using Coulomb’s law
5. Determine structure/foundation/soil interactions
6. Explain variety of foundations and retaining walls
7. Apply Bio-engineering technique for slope stabilization.
8. Implement gabion works for river training works, revetments, retaining
structures.

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3. Grade wise learning Outcomes

UNIT Content Area Learning outcomes

1 Overview 1.1 Define soil.
Geotechnical 1.2 Describe importance of soil in Civil Engineering as construction material.
Engineering 1.3 Describe importance of soil in Civil Engineering Structures as foundation bed for
structures.
1.4 list out the field application of geotechnical engineering foundation design, pavement
design, design of earth retaining structures, slope stability.
2 Physical 2.1 Draw a three phase diagram.
Properties of Soil 2.2 Define water content & Determine of water content by oven drying method as per
code.
2.3 Define Void ratio, porosity and degree of saturation, density index.
2.4 Define Unit weight of soil mass – bulk unit weight, dry unit weight, unit weight of
solids, saturated unit weight, submerged unit weight.
2.5 Determine of bulk unit weight and dry unit weight by core cutter method and sand
replacement method as per code.
2.6 Define Specific gravity & Determine of specific gravity by pycnometer.
2.7 Define Consistency of soil, stages of consistency, and Atterberg’s limits of consistency
viz. Liquid limit, plastic limit and shrinkage limit, plasticity index.
2.8 Determine of liquid limit, plastic limit and shrinkage limit as per code.
2.9 Define Particle size distribution, mechanical sieve analysis as per code particle size
distribution curve, effective diameter of soil, Uniformity coefficient and coefficient of
curvature, well graded and uniformly graded soils.
2.10 Define Particle size classification of soils & classification of soil.
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3 Permeability of 3.1 Define of permeability.
Soil 3.2 Derive Darcy’s law of permeability, determine coefficient of permeability & identify
& Seepage typical values of coefficient of permeability for different soil.
Analysis 3.3 Describe factors affecting permeability.
3.4 Determine of coefficient of permeability by constant head and falling head
permeability tests & practice simple problems to determine coefficient of permeability.
3.5 Derive seepage through earthen structures, seepage velocity, seepage pressure, phreatic
line, flow lines and equipotential lines.
3.6 Draw flow net, list out characteristics of flow net & application of flow net (no
numerical problems).
4 Shear Strength of 4.1 Define shear failure of soil, give example field situation of shear failure.
Soil 4.2 Explain Concept of shear strength of soil.
4.3 Derive Components of shearing resistance of soil – cohesion, internal friction.
4.4 Derive Mohr-coulomb failure theory, Strength envelope, strength equation.
4.5 Define Purely cohesive and cohesion-less soils.
4.6 Apply laboratory determination of shear strength of soil – Direct shear test,
Unconfined compression test & vane shear test, plotting strength envelope, determine
shear strength parameters of soil.
5 Bearing Capacity 5.1 Define concept of bearing capacity, ultimate bearing capacity, safe bearing capacity
of Soils and allowable bearing pressure.
5.2 Derive Terzaghi’s analysis and assumptions made.
5.3 Give example of effect of water table on bearing capacity.
5.4 Apply field methods for determination of bearing capacity – Plate load test and
standard penetration test. Test procedures as per code.
5.5 Compare typical values of bearing capacity from building code.

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 5.6 Define active earth pressure and passive earth pressure, (structures subjected to earth
pressure in the field).
6 Site Investigation 6.1 Describe necessity of site investigation & sub-soil exploration.
And Sub Soil 6.2 Classify types of exploration – general, detailed.
Exploration 6.3 Compare method of site exploration open excavation & boring
6.4 Describe criteria for deciding the location and number of test pits and bores.
6.5 Compare disturbed & undisturbed soil samples for lab testing.
6.6 Apply field identification of soil – dry strength test, dilatency test & toughness test.
7 Design of retaining 7.1 List out functions of retaining wall.
walls 7.2 Identify sites where retaining walls are required.
7.3 Define practical Features.
7.4 List out special features of dry masonry retaining walls.
7.5 List out special features of gabion construction.
7.6 Compare front-battered or Back-battered.
7.7 Identify common causes of Retaining wall Failure.
7.8 Discuss some construction techniques for increasing stability of Masonry Retaining
Walls.
7.9 Express design of a retaining wall.
8 Survey 8.1 Describe practical Features.
information 8.2 Compute design consideration of check dam.
and design 8.3.1 Collect Hydrological Aspects.
consideration for 8.3.2 Design hydraulic Elements.
Check dam 8.3.3 Design spillway Section.
8.3.4 Design scour Holes.
8.3.5 Design strain Cases for Check Dams.
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 8.4 Derive static and Soil Mechanical Calculation.
8.5 Identify stabilization of Gully head.
8.6 Explain scouring Problem.
8.7 Draw foundation.
8.8 Point out maintenance.
9 Gabion Structures 9.1 Describe advantages.
9.2 Outline construction.
9.3 Choose wire used in weaving gabion Baskets.
9.4 Classify of mesh and mesh opening.
9.5 List out design consideration.
9.6 Describe characteristics of fill material.
9.7 Compute design drawing and implementation of gabion spurs, revetments.
10 Bio Engineering 10.1 Define bio engineering.
10.2 Identify causes and Mechanism of Slope failures.
10.3 Compare functions of Bio-engineering system.
10.4 Design small Scale Civil Engineering System.
10.5 Define vegetative System.
10.6 Compare interaction between Civil and vegetative system.
10.7 Select Species of bio engineering.
10.8 Describe propagation methods.
10.9 Select of Optimal technique.
11 Foundations 11.1 Discuss construction of spread footings.
11.2 Describe construction of mat foundations.
11.3 Describe construction of pile foundation.

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 11.4 Define pile load tests.
11.5 Define Damage, alignment and effect of pile driving.
11.6 Discuss Construction of Pier foundations.
11.7 Define Sinking of caissons.
11.8 Describe Ground Water in excavations and methods of its control.
12 Geosynthetics 12.1 Classify of Geosynthetics.
12.2 Compare application of Geosynthetics.
12.3 Describe Design Considerations.
12.4 list out construction Requirements.
4. Scope and Sequence of Contents

UNIT Chapter Content Hrs.

1 Overview 1.1 Engineering definition of soil 3
Geotechnical 1.2 Importance of soil in Civil Engineering Structures as foundation bed for
Engineering structures
1.3 Field application of geotechnical engineering foundation design, pavement
design, design of earth retaining structures, slope stability
2 Physical 2.1 Soil as three phase diagram 6
Properties of 2.2 Water content & Determine of water content by oven drying method (as per
Soil code)
2.3 Define Void ratio, porosity and degree of saturation, density index
2.4 Define Unit weight of soil mass – bulk unit weight, dry unit weight, unit
weight of solids, saturated unit weight, submerged unit weight
2.5 Determination of bulk unit weight and dry unit weight by core cutter method

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 and sand replacement method (as per code)
2.6 Define Specific gravity & Determine of specific gravity by pycnometer.
2.7 Define Consistency of soil, stages of consistency, Atterberg's limits of
consistency viz. Liquid limit, plastic limit and shrinkage limit, plasticity
index.
2.8 Determination of liquid limit, plastic limit and shrinkage limit (as per code).
2.9 Particle size distribution, mechanical sieve analysis (as per code) particle size
distribution curve, effective diameter of soil, Uniformity coefficient and
coefficient of curvature, well graded and uniformly graded soils.
2.10 Different classification of soils.
2.11Numerical problems.
3 Permeability of 3.1 Definition of permeability 4
Soil 3.2 Derive Darcy’s law of permeability, determine coefficient of permeability &
& Seepage identify typical values of coefficient of permeability for different soil
Analysis 3.3 Describe factors affecting permeability
3.4 Determination of coefficient of permeability by constant head and falling head
permeability tests, practice simple problems to determine coefficient of
permeability.
3.5 Seepage through earthen structures, seepage velocity, seepage pressure,
phreatic line, flow lines and equipotential lines.
3.6 Draw flow net, list out characteristics of flow net & application of flow net
(no numerical problems)
4 Shear Strength 4.1 Shear failure of soil, field situation of shear failure 4
of Soil 4.2 Concept of shear strength of soil
4.3 Components of shearing resistance of soil – cohesion, internal friction

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 4.4 Mohr-coulomb failure theory, Strength envelope, strength equation
4.5 Purely cohesive and cohesion-less soils
4.6 Laboratory determination of shear strength of soil – Direct shear test,
Unconfined compression test & vane shear test, plotting strength envelope,
determine shear strength parameters of soil.
5 Bearing 5.1 Concept of bearing capacity, ultimate bearing capacity, safe bearing capacity 4
Capacity of and allowable bearing pressure
Soils 5.2 Terzaghi’s analysis and assumptions made.
5.3 Effect of water table on bearing capacity
5.4 Field methods for determination of bearing capacity – Plate load test and
standard penetration test. Test procedures as per code.
5.5 Typical values of bearing capacity from building code
5.6 Define active earth pressure and passive earth pressure, structures subjected to
earth pressure in the field
6 Site 6.1 Necessity of site investigation & sub-soil exploration. 6
Investigation 6.2 Types of exploration – general, detailed.
And Sub Soil 6.3 Method of site exploration open excavation & boring
Exploration 6.4 Criteria for deciding the location and number of test pits and bores
6.5 Disturbed & undisturbed soil samples for lab testing.
6.6 Field identification of soil – dry strength test, dilatency test & toughness test
7 Design of 7.1 Functions of retaining wall 8
retaining walls 7.2 Identify sites where retaining walls are required
7.3 Practical Features
7.4 Special features of dry masonry retaining walls
7.5 Special features of gabion construction

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 7.6 Front-battered or Back-battered
7.7 Common causes of Retaining wall Failure
7.8 Some construction techniques for increasing stability of Masonry Retaining
Walls
7.9 Design Consideration of a masonryretaining wall
8 Survey 8.1 Practical Features. 7
information 8.2 Design consideration of check dam.
and design 8.3 Hydrological Aspects.
consideration 8.4 Hydraulic Elements.
for 8.5 Spillway Section.
Check dam 8.6 Scour Holes.
8.7 Strain Cases for Check Dams.
8.8 Static and Soil Mechanical Calculation.
8.9 Stabilization of Gully head.
9 Gabion 1.1 Describe advantages. 5
Structures 1.2 Wire used in weaving gabion Baskets.
1.3 Classification of mesh and mesh opening.
1.4 Design consideration.
1.5 Characteristics of fill material.
1.6 Design drawing and implementation of gabion spurs, revetments.
10 Bio Engineering 1.1 Define bio engineering. 8
1.2 Causes and Mechanism of Slope failures.
1.3 Functions of Bio-engineering system.
1.4 Design small Scale Civil Engineering System.

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 1.5 Define vegetative System.
1.6 Compare interaction between Civil and vegetative system.
1.7 Select Species used in bio engineering.
1.8 Describe propagation methods.
1.9 Selection of Optimal technique.
11 Foundations 11.1 Construction of spread footings. 5
11.2 Construction of mat foundations.
11.3 Construction of pile foundation.
11.4 Pile load tests.
11.5Damage, alignment and effect of pile driving.
11.6Construction of Pier foundations.
11.7Sinking of caissons.
11.8 Ground Water in excavations and methods of its control.
12 Geosynthetics 12.1 Classification of Geosynthetics. 4
12.2 Compare application of Geosynthetics.
12.3 Design Considerations.
12.4 Construction Requirements.
Total 64

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5. Suggested Practical and Project Works
Practical and project work is an integral part of technical and vocational subjects. They
are carried out to consolidate the practical learning experiences. Some of the suggested
practical and project work activities are mentioned below. As these are the basic and
fundamental practical and project works, the teacher can adapt or introduce more
relevant to their context and students' needs.

Practical Activities Hrs.

1. Determination of water content of given soil sample by oven drying
2
method as per code.
2. Determination of bulk unit weight dry unit weight of soil in field by core
2
cutter method as per Code.
3. Determination of coefficient of permeability by constant head test 2
4. Determination of coefficient of permeability by falling head test 2
5. Determination of shear strength of soil using direct shear test. 2
6. Perform sieve analysis of Coarse and fine grained soil
4

7. Determination of liquid limit and plastic limit. 2

8.Perform compaction test: (Standard proctor test) 3
9. California Bearing Ratio Test 2
10. Determination of field density of layers by sand replacement method. 3
10. Construction of Bio-engineering system (Grass planting, Brush
12
layering, Bolsters and French Drains)
11. Structured industrial visits be arranged and report of the same should
be submitted by the individual student, to form a part of the practical
work.
The industrial visits may be arranged in the following areas
i) Bridge foundation under construction
ii) Construction of basement/retaining wall 14
iii) Sub – Soil Exploration
iv) Bio-Engineering Site
v) Construction of River Training Works (Spurs, Embankment,
Revetment)

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 12. Survey, design and estimates of Gully protection works.
14

Total 64

6. Learning Facilitation Process

This course intends to provide both theoretical as well as practical knowledge and skills
on the subject, thereby, blends with both theoretical and practical facilitation strategies
to ensure better learning. In fulfilling the learning outcomes stated in the curriculum, the
teacher should use a variety of methods and techniques that fit to the contents. In
particular, the following methods, techniques and strategies are used for learning
facilitation:
• Group Discussion
• Demonstration
• Case study
• Questionnaire
• Field Visit and report presentation
• Practical Works
• Audio/Visual Class
• Web surfing
• Project Works
• Problem Solving.
• Assignments.

7. Student Evaluation

Evaluation is an integral part of learning process. Both formative and summative modes
of evaluation are emphasized. Formative evaluation will be conducted so as to provide
regular feedback for students, teachers and parents/guardians about how student
learning is. Class tests, unit tests, oral question-answer, home assignment etc, are some
ways of formative evaluation.
There will be separate evaluation of theoretical and practical learning. Summative
evaluation embraces theoretical examination, practical examination and evaluation of
research work or innovative work.

(a) Internal Evaluation

Internal evaluation covers 50 Percent weightage. Internal evaluation consists of Practical

Activities (Practical works and projects works) (35 Percent), (b) Marks from trimester
examinations (10 Percent), and (c) Classroom participation (5 Percent). Practical work

160
should be based on list of activities mentioned in this curriculum. Project works should
be based on the mentioned lists or created by teachers. Mark distribution for internal
evaluation (practical work and project work) will be as follows:

S.N. Mani activities Activities in detail Percent

1 Participation Participation in attendance, homework, 5
classwork, project work, practical works etc.
2 Practical work Conduction of practical work activities 15
Record keeping of practical work activities 3
3 Project work Conduction of project work activities 10
Record keeping of project work activities 2
4 Viva Viva of practical work and project work activities 5
6 Internal exam First trimester 5 marks and Second trimester 5 10
marks
Total 50
Note:
(i) Practical examination will be conducted in the presence of internal and external
supervisors. Evaluation of experiment will focus both the product of work and
skills competencies of student in using apparatus.
(ii) Project work assessment is the internal assessment of reports and presentation of
their project works either individually or group basis. In case of group
presentation, every member of the group should submit a short reflection on the
presented report in their own language. Records of project works must be
attested by external supervisor.

(b) External Evaluation

External evaluation of the students will be based on the written examination. It carries
50 percent of the total weightage. Questions for the external examination will be based
on the specification grid developed by Curriculum Development Centre. Examination
question paper will be developed using various levels of revised Bloom's taxonomy
including remembering level, understanding level, application level and higher ability
(analyzing, evaluating, and creating).

161
 Specification Grid
Grade: 11 Subject: Geo - Technical Engineering Time : 2 hrs.

Unit Content Credit Knowledge Application Higher Total Question Total Marks Weight Total
hrs. and Ability Number Question Marks
Understand

MCQ

MCQ

MCQ

MCQ

MCQ
Short

Short

Short

Short

Short
Long

Long

Long

Long

Long
1 Overview 3
Geotechnical 2
Engineering
2 Physical 6 6
Properties of Soil
3 Permeability of 4
Soil & Seepage 5
Analysis
4 Shear Strength of 4 2
Soil 7 1 0 2 2 1 0 2 1 9 5 2 16 9 25 16
5 Bearing Capacity 4 2
of Soils
6 Site Investigation 6
And Sub Soil 4
Exploration
7 Design of 8 7
retaining walls
8 Survey 7
6
information and

162
 design
consideration for
Check dam
9 Gabion Structures 5 2

10 Bio Engineering 8 7

11 Foundations 5 5

12 Geosynthetics 4 2

Total 64 7 1 0 2 2 1 0 2 1 9 5 2 16 9 25 16 50

163
 Estimating, Costing & Supervision
Grades: 11 Credit hrs: 4 Working hrs: 128
1. Introduction

Estimating, costing and supervision course is deal with the estimate of the quantity and
rate analysis. Its also supervise the project and develop the skill of project management.
This subject also able to make the basic knowledge of valuation of building and other
project.

This curriculum comprises of fundamental conceptual principles and practices,

Introduction to road work estimate, earthwork in road construction, valuation,
specifications, estimation of building, estimate of other structures. It will be delivered
using both the conceptual and theoretical inputs through presentation, discussion,
reflective reading and group works as well as practical and real world experiences
through different practical activities.

The curriculum is structured for two academic years in accordance with National
Curriculum Framework, 2076. It focuses on both theoretical and practical aspects
having equal teaching and practical. It incorporates the level-wise competencies, grade-
wise leaning outcomes, scope and sequence of contents, suggested practical/project
activities, learning facilitation process and assessment strategies so as to enhance the
learning on the subject systematically.

2. Competencies
On completion of the course, the students will have the following competencies:
1. Explain about terms used in earthwork in road construction.
2. Determines the quantity of earthwork in road construction in plain area and hill
area.
3. Find out the detailed about valuation and prepare valuation report.
4. Write the detailed specification of the building and road works etc.
5. Describe methods of estimating of road and restoration works.
6. Prepare detailed estimate of different structures.

164
3. Grade wise learning Outcomes

UNIT Content Area Learning outcomes

Introduction to road 1.1. Define terms use in earthwork in road construction.
1.
work estimate. 1.2. Explain method of estimating of road and restoration works.
2 Earthwork in road 2.1 Explain various methods of earthwork calculation in road work.
construction 2.2 Calculate earthwork of road work in plain area.
2.3 Calculate earthwork of road work having vertical drop.
2.4 Calculate earthwork of road work in hilly area.
3 Valuation 3.1. Define valuation.
3.2. Explain purpose of valuation.
3.3. Explain Principle of valuation.
3.4. Identify Factors affecting the value of property.
3.5. Define of terms used in valuation.
3.6. Explain methods of valuation.
3.7. Explain methods of writing valuation report.
4 Specifications 4.1. Define specification.
4.2. Describe Purpose of specification.
4.3. List out specification.
4.4. Collect necessity of specification.
4.5. Describe technique of specification.
4.6. Explain Paragraph of specification.
4.7 Prepare detailed specification for:
a) Building work :
· earthwork in excavation
· plain cement concrete work
· steel reinforcement
· form work

165
 · brick masonry work
· stone masonry work
· wood work for doors and windows frame and shutters
· cement sand plaster work
· CGI sheet roofing
b) Road works:
· embankment construction
· sub-grade
· base course
· WBM road
· surface dressing using hot bitumen
· premix Capet
4.8. Prepare detailed specifications for water supply, sanitary and irrigation works:
a. WC commode cistern
b. WC pan with cistern
c. Wash basin
d. Supply and laying G.I.pipes and fittings, PPR pipe
e. Supply and fixing with cistern
f. Supply and laying HDP pipe and fittings
g. Supply and laying PVC pipe and fittings
h. Canal lining
i. Hume pipe
5 Estimation of 5.1. list out data required for preparation of detailed estimate.
Building 5.2. Define principle of units of measurement.
5.3. Write units of measurement and payment for various items of work.
5.4. Identify limits of measurement and degree of accuracy.
5.5. Explain methods of taking out quantities of building work.
5.6. Explain methods of measurement of building and other civil engineering works.
5.7. Define various types of forms used in estimating.
166
 5.8. Prepare detailed estimate.
6 Estimate of other Prepare detailed estimate of:
structures
a. Culvert
b. Safety tank
c. Man holes
d. Soak pit
e. prefabricated structures using different materials.

4. Scope and Sequence of Contents

Scope Content
Unit Hrs.

Introduction to 1.1. Terms use in earthwork in road construction

1. 6
estimating of 1.2. Method of estimating of road works
road work.
Earthwork in 2.1 Various methods of earthwork calculation in road work
2 10
road 2.2 Earthwork calculation of road work in plain area
construction 2.3 Earthwork calculation of road work having vertical drop
2.4. Earthwork calculation of road work in hilly area

3 Valuation 3.1 Definition 10

3.2 Purpose of valuation
3.3 Principle of valuation
3.4 Factors affecting the value of property
3.5 Definition of terms used in valuation
3.6 Methods of valuation
167
 3.7 Methods of writing valuation report
4 Specifications 1.1 Definition 16
1.2 Purpose of specification
1.3 Types of specification
1.4 Necessity of specification
1.5 Technique of specification
1.6 Writing specification
1.7 Detailed specification for:
a) Building work : ( typical residential)
· earthwork in excavation
· plain cement concrete work
· steel reinforcement
· form work
· brick masonry work
· stone masonry work
· wood work for doors and windows frame and shutters
· cement sand plaster work
· CGI sheet roofing
b) Road works:
· embankment construction
· sub-grade
· base course
· WBM road
· surface dressing using hot bitumen
· premix carpet
4.8. Detailed specifications for water supply, sanitary and irrigation works:
a. WC commode cistern
b. WC pan with cistern
c. Wash basin
d. Supply and laying G.I.pipes and fittings, PPR pipe

168
 e. Supply and fixing with cistern
f. Supply and laying HDP pipe and fittings
g. Supply and laying PVC pipe and fittings
h. Canal lining
i. Hume pipe
5 Estimation 1.1 Data required for preparation of detailed estimate 14
of 1.2 Principle of units of measurement
Building 1.3 Units of measurement and payment for various items of work
1.4 Limits of measurement and degree of accuracy
1.5 Methods of taking out quantities of building work
1.6 Methods of measurement of building and other civil engineering works
1.7 Various types of forms used in estimating
1.8 Preparation of detailed estimate
6 Estimate of Detailed estimate of: 8
other structures a. Culvert
b. Safety tank
c. Man holes
d. Soak pit
f. prefabricated structures using different materials

Total 64

169
5. Suggested Practical and Project Works
Practical and project work is an integral part of technical and vocational subjects. They
are carried out to consolidate the practical learning experiences. Some of the suggested
practical and project work activities are mentioned below. As these are the basic and
fundamental practical and project works, the teacher can adapt or introduce more
relevant to their context and students' needs.

Unit Grade 11
Scope Practical Activities Hrs.
Introduction 1.1 Practice methods of estimating 5
1.

Earthwork in road 2.1 Calculate earthwork in road construction by 15

2
construction three methods
1.1 Calculate earthwork of road in plain area
1.2 Calculate earthwork of road having vertical
drop
1.3 Calculate earthwork of road in highly area
3 Valuation 3.1 Practice valuations of different structures. 15
4 Specifications 4.1 Prepare specifications of different works 15

5 Estimation of 5.1 Estimate a wall 9

Building 5.2 Estimate one room building with RCC flat roof
5.3 Estimate one room building (having verandah)
with RCC flat roof
5.4 Estimate two roomed RCC framed structure
building
5.5 Estimate steel reinforcement of footing, RCC
beam, column and slab

6 Estimate of other 6.1 Prepare estimate of different structures 5

structures
Total 64

6. Learning Facilitation Process

This course aims to blend both theoretical and practical aspects of knowledge and skills
required in the subject. So, its facilitation process differs from the traditional method of
delivery. The practical aspect is much more focused. So, methods and strategies that
enable the practical skills in the students are much used in course of content facilitation.

170
A facilitator encourages and assists students to learn for themselves engaging in
different activities with practical tasks. To achieve the entire objectives from this
syllabus, the teacher must use different techniques and process while teaching. In
particular, the teacher can make use of the following methods and strategies for the
learning facilitation:
• Group Discussion
• Demonstration Field Visit and report presentation
• Case study Demonstration
• Case study
• Questionnaire
• Practical Works
• Audio/Visual Class
• Field Visit and report presentation
• Web surfing
• Project Works
• Problem Solving.

7. Student Evaluation

Evaluation is an integral part of learning process. Both formative and summative modes
of evaluation are emphasized. Formative evaluation will be conducted so as to provide
regular feedback for students, teachers and parents/guardians about how student
learning is. Class tests, unit tests, oral question-answer, home assignment etc, are some
ways of formative evaluation.
There will be separate evaluation of theoretical and practical learning. Summative
evaluation embraces theoretical examination, practical examination and evaluation of
research work or innovative work.

(a) Internal Evaluation

Internal evaluation covers 50 Percent weightage. Internal evaluation consists of Practical

Activities (Practical works and projects works) (35 Percent), (b) Marks from trimester
examinations (10 Percent), and (c) Classroom participation (5 Percent). Practical work
should be based on list of activities mentioned in this curriculum. Project works should
be based on the mentioned lists or created by teachers. Mark distribution for internal
evaluation (practical work and project work) will be as follows:

S.N. Mani activities Activities in detail Percent

1 Participation Participation in attendance, homework, 5
classwork, project work, practical works etc.

171
2 Practical work Conduction of practical work activities 15
Record keeping of practical work activities 3
3 Project work Conduction of project work activities 10
Record keeping of project work activities 2
4 Viva Viva of practical work and project work activities 5
6 Internal exam First trimester 5 marks and Second trimester 5 10
marks
Total 50
Note:
(i) Practical examination will be conducted in the presence of internal and external
supervisors. Evaluation of experiment will focus both the product of work and
skills competencies of student in using apparatus.
(ii) Project work assessment is the internal assessment of reports and presentation of
their project works either individually or group basis. In case of group
presentation, every member of the group should submit a short reflection on the
presented report in their own language. Records of project works must be
attested by external supervisor.

(b) External Evaluation

External evaluation of the students will be based on the written examination. It carries
50 percent of the total weightage. Questions for the external examination will be based
on the specification grid developed by Curriculum Development Centre. Examination
question paper will be developed using various levels of revised Bloom's taxonomy
including remembering level, understanding level, application level and higher ability
(analyzing, evaluating, creating).

172
 Specification Grid
Grade: 11 Subject: Estimating, Costing & Supervision-II Time : 2 hrs.
Unit Content Credit Knowledge Application Higher Total Total Marks Weight Total
hrs. and Ability Question Question Marks
Understand Number

MCQ

MCQ

MCQ

MCQ

MCQ
Short

Short

Short

Short

Short
Long

Long

Long

Long

Long
1 Introduction 6
to estimating 5
of road work.
2 Earthwork in 10
road 8
construction
3 Valuation 10 7

4 Specifications 16 12

5 Estimation of 14 12
Building
6 Estimate of 8
other 3 2 0 6 3 0 0 2 9 5 2 16 9 25 16 6
structures
Total 64 3 2 0 6 3 0 0 2 9 5 2 16 9 25 16 50

173
 Engineering Surveying
Grades: 11 Credit hrs: 4 Working hrs: 128
1. Introduction

This course is designed to provide knowledge and skills on surveying of land, open area
and road, bridge site, construction area. It also deals with the elevation and leveling of
the land. surveying course develop the knowledge of contour, horizontal and vertical
cure. After the competition of this course, students will be able to develop plan and
map, measure any area/land, use suitable methods of measurements and select the
suitable method of surveying according to purpose of work.

This curriculum comprises of fundamental conceptual principles and practices, plane

table surveying, theodolite survey, contouring, tacheometric surveying, trigonometric
leveling, horizontal curves, vertical curves, transition and composite curves. The course
itself is of practical nature and the pedagogical approaches in delivering the course
should consider the balance between theory and practice. It will be delivered using both
the conceptual and theoretical inputs through presentation, discussion, reflective reading
and group works as well as practical and real world experiences through different
practical activities.

The curriculum has been offered as per the structure of National Curriculum Framework
2076. It provides a comprehensive outline of level-wise competencies, grade-wise
leaning outcomes and scope and sequence of contents, suggested practical/project
activities, learning facilitation process and assessment strategies so as to enhance the
learning on the subject systematic.

2. Competencies
On completion of the course, the students will have the following competencies:
1. Prepare map using plane table surveying.
2. Familiar about theodolite survey.
3. Prepare contour map using different instruments and methods.
4. Conduct survey and prepare map by using tacheometric surveying.
5. Survey, study, design and construction of different curves.
6. Develop knowledge of horizontal & vertical curves.
7. Create idea about the transition & compound curve.

174
2. Grade wise learning Outcomes

UNIT Content Area Learning outcomes

1 Plane Table 1.1 Define of Plane Table Surveying.
Surveying 1.2 Discuss accessories Required for Plane Table Surveying – Plane Table, Alidade,
Spirit Level, Magnetic Compass, Plumbing Fork, and Drawing Paper.
1.3 Describe Working Operations of Plane Table Surveying – Fixing the Table on the
Tripod, Setting up the Plane Table (Leveling the Plane Table, Centering the Plane
Table, Orienting the Plane Table), Sighting the Ground Stations.
1.4 Compute Orientation – Orientation by Magnetic Compass, Orientation by Back
sighting.
1.5 Compare methods of Plane Table Surveying – Radiation Method, Intersection
Method.
1.6 Solve errors in Plane Tabling – Instrumental Error, Personal Error (Non-
horizontality of table, Inaccurate Centering, Defective Orientation, Defective
sighting), Plotting Error.
1.7 Compare advantages and Disadvantages of Plane Tabling.
1.8 Practice numerical.
2 Theodolite 2.1 Explain Geometry of the Theodolite.
survey 2.2 Write uses of Theodolite.
2.3 Practice temporary Adjustment of Theodolite.
2.4 Practice methods of Measuring Horizontal Angle – General Procedure of
Measurement of Horizontal Angle, Measurement of Horizontal Angle by
Repetition Method, Measurement of Horizontal Angle by Direction Method (or
Reiteration Method).
2.6 List out sources of Errors in Theodolite.
2.7 Practice Numerical.
3 Contouring 3.1 Define of the terms – Contour Line, Horizontal Equivalent, Contour Interval, Index
Contour.
3.2 Compute proper of selection contour Interval.
175
 3.3 Explain characteristics of Contours.
3.4 Write uses of Contour Map.
3.5 Explain methods of Contouring – Direct Method, and Indirect Method (Square
Method, Cross-Section Method, Tacheometric Method).
3.6 Compute interpolation of Contours – Estimation Method, Arithmetical Calculation
Method, Graphical Method.
3.7 Practice Numerical.
4 Tacheometric 4.1 Explain Instrument used in Tacheometric Surveying
Surveying 4.2 Describe Methods of Tacheometric Measurements – Stadia Method (Fixed Hair
Method, Movable Hair Method or Subtense Method), Tangential Method, and
Self Reducing Method.
4.3 Compute stadia Method - Principle of Stadia Method, Distance and Elevation
Formula for Horizontal Sight with Staff Vertical, Distance and Elevation Formula
for Inclined Sight with Staff Vertical, Method of Reading the Staff,
Determination of Constants K and C, Anallatic Lens, Errors in Stadia Surveying.
4.4 Describe Subtense Method - Subtense Bar, Principle of Subtense Method,
Horizontal Base SubtenseMeasurement.
4.5 Compute Tangential Method – Both Angles are Angle of Elevation, Both Angles
are Angle of Depression, One Angle of Elevation and the other Angle of
Depression.
4.6 Practice self Reducing Method.
4.7 Practice Numerical.
5 Trigonometric 5.1 Explain different cases of trigonometric leveling.
Leveling 5.2 Explain refraction and curvature correction by linear method.
5.3 Explain field procedures and problems.
6 Horizontal 6.1 Define curves and explain purposes.
Curves 6.2 Classify horizontal curves.
6.3 Design curves.
6.4 Explain elements of simple circular curve.
6.5 Design and setting out of curves.
176
 6.5.1 Practice linear method – by ordinates from long chord, offset from tangents.
6.5.2 Explain deflection angle method – by Rankine's method, two theodolite method.
7 Vertical Curves 7.1 Define vertical curves and explain purposes.
7.2 Explain types of vertical curves.
7.3 Compute vertical curves.
7.4 Compute and setting out of vertical curves by tangent correction and parabolic
equation method.
8 Transition and 8.1 Introduce and explain purposes.
Composite 8.3 Classify transition curves.
Curves 8.3 Explain elements of transition curves.

4. Scope and Sequence of Contents

Unit Scope Content Hrs.
1 Plane 1.1 Principle of Plane Table Surveying 8
Table 1.2 Accessories Required for Plane Table Surveying – Plane Table, Alidade, Spirit Level,
Surveying Magnetic Compass, Plumbing Fork, and Drawing Paper
1.3 Working Operations of Plane Table Surveying – Fixing the Table on the Tripod, Setting
up the Plane Table (Leveling the Plane Table, Centering the Plane Table, Orienting
the Plane Table), Sighting the Ground Stations
1.4 Orientation – Orientation by Magnetic Compass, Orientation by Back sighting
1.5 Methods of Plane Table Surveying – Radiation Method, Intersection Method(Resection
only introduction)
1.6 Errors in Plane Tabling – Instrumental Error, Personal Error (Non-horizontality of table,
Inaccurate Centering, Defective Orientation, Defective sighting), Plotting Error
1.7 Advantages and Disadvantages of Plane Tabling
177
 1.8 Numerical Practice
2 Theodolite 2.1 Introduction 14
survey 2.2 Explain geometry of the Theodolite
2.3 Uses of Theodolite
2.4 Temporary Adjustment of Theodolite
2.5 Methods of Measuring Horizontal Angle – General Procedure of Measurement of
Horizontal Angle, Measurement of Horizontal Angle by Repetition Method,
Measurement of Horizontal Angle by Direction Method (or Reiteration Method)
2.6 Theodolite traverse ,classification of theodolite traverse
2.7 Field work for traversing and booking of field notes
2.8 Traverse adjustment and computation of total coordinates
2.9 Plotting of traverse survey
2.10 Omitted measurements in traversing
2.11 Sources of Errors in Theodolite
2.12 Total station – Introduction, Features of total station
2.13Numerical Practice
3 Contouring 3.1 Definitions of the terms – Contour Line, Horizontal Equivalent, Contour Interval, Index 9
Contour
3.2 Selection of Proper Contour Interval
3.3 Characteristics of Contours
3.4 Uses of Contour Map
3.5 Methods of Contouring – Direct Method, and Indirect Method (Square Method, Cross-
Section Method, Tacheometric Method)

178
 3.6 Interpolation of Contours – Estimation Method, Arithmetical Calculation Method,
Graphical Method
3.7 Numerical Practice
4 Tacheomet 4.1 Introduction 9
ric 4.2 Instrument used in Tacheometric Surveying
Surveying 4.3 Methods of Tacheometric Measurements – Stadia Method (Fixed Hair Method,
Movable Hair Method or Sub tense Method), Tangential Method, and Self Reducing
Method
4.4 Stadia Method - Principle of Stadia Method, Distance and Elevation Formula for
Horizontal Sight with Staff Vertical, Distance and Elevation Formula for Inclined
Sight with Staff Vertical, Method of Reading the Staff, Determination of Constants K
and C, Anallatic Lens, Errors in Stadia Surveying
4.5 Subtense Method - Subtense Bar, Principle of Subtense Method, Horizontal Base
Subtense Measurement
4.6 Tangential Method – Both Angles are Angle of Elevation, Both Angles are Angle of
Depression, One Angle of Elevation and the other Angle of Depression
4.7 Self Reducing Method
4.8 Numerical Practice
5 Trigonome 5.1 Different cases of trigonometric leveling. 4
tric 5.2 Refraction and curvature correction by linear method.
Leveling 5.3 Field procedures and problems.
6 Horizontal 6.1 General definition and purposes 7
Curves 6.2 Classification of horizontal curves

179
 6.3 Designation of curves
6.4 Elements of simple circular curve
6.5 Design and setting out of curves
6.5.1 Linear method – by ordinates from long chord, offset from tangents
6.5.2 Deflection angle method – by Rankine's method, two theodolite method
7 Vertical 7.1 Definition and purposes 7
Curves 7.2 Types of vertical curves
7.3 Length of vertical curves
7.4 Computation and setting out of vertical curves by tangent correction and parabolic
equation Method
8 Transition 8.1 Introduction and purposes 6
and 8.2 Classification of transition curves
Compound 8.3 Elements of transition curves
Curves
Total 64

180
5. Suggested Practical and Project Works

Practical and project work is an integral part of technical and vocational subjects. They
are carried out to consolidate the practical learning experiences. Some of the suggested
practical and project work activities are mentioned below. As these are the basic and
fundamental practical and project works, the teacher can adapt or introduce more
relevant to their context and students' needs.

Unit Grade 11
Scope Practical Activities Hrs.
1 Plane Table 9
Surveying 1.1 Perform Plane tabling and detailing
2 Theodolite survey 2.1 Carryout Theodolite handling practices 12
2.2 Perform traversing by theodolite,
computation,grid sheet making and plotting of
traverse
3 Contouring 3.1 Perform Contouring on a sloped ground by 9
indirect method (Grid method)
4 Tacheometric 4.1 Perform tacheometric surveying by stadia 10
Surveying method and tangential method for producing
5 Trigonometric 5.1 Perform trigonometric leveling for 8
Leveling determining height of different targets (
accessible and Inaccessible cases)
6 Horizontal Curves 6.1 Set out simple circular curve, transition 5
curve and composite curves by linear and
angular method
7 Vertical Curves 7.1 Practice vertical curves in field 5
8 Transition and 8.1 Practice transition and composite curves. 6
Composite Curves
** Arrange Survey camp **
Total 64

181
6. Learning Facilitation Method and Process
Learning facilitation process is the crux of the teaching and learning activity. One topic
can be facilitated through two or more than two methods or processes. The degree of
usage will be based on the nature of the content to be facilitated. However, a teacher
should focus on methods and techniques that are more students centered and appropriate
to facilitate the content. The following facilitation methods, techniques and strategies
will be applied while conductingthe teaching learningprocess:
• Demonstration Group Discussion
• Practical Works
• Case study
• Questionnaire
• Report presentation
• Audio/Visual Class
• Web surfing
• Project Works
• Problem Solving.

7. Student Evaluation
Evaluation is an integral part of learning process. Both formative and summative modes
of evaluation are emphasized. Formative evaluation will be conducted so as to provide
regular feedback for students, teachers and parents/guardians about how student
learning is. Class tests, unit tests, oral question-answer, home assignment etc, are some
ways of formative evaluation.
There will be separate evaluation of theoretical and practical learning. Summative
evaluation embraces theoretical examination, practical examination and evaluation of
research work or innovative work.

(a) Internal Evaluation

Internal evaluation covers 50 Percent weightage. Internal evaluation consists of Practical
Activities (Practical works and projects works) (35 Percent), (b) Marks from trimester
examinations (10 Percent), and (c) Classroom participation (5 Percent). Practical work

182
should be based on list of activities mentioned in this curriculum. Project works should
be based on the mentioned lists or created by teachers. Mark distribution for internal
evaluation (practical work and project work) will be as follows:

S.N. Mani activities Activities in detail Percent

1 Participation Participation in attendance, homework, 5
classwork, project work, practical works etc.
2 Practical work Conduction of practical work activities 15
Record keeping of practical work activities 3
3 Project work Conduction of project work activities 10
Record keeping of project work activities 2
4 Viva Viva of practical work and project work activities 5
6 Internal exam First trimester 5 marks and Second trimester 5 10
marks
Total 50
Note:
(i) Practical examination will be conducted in the presence of internal and external
supervisors. Evaluation of experiment will focus both the product of work and
skills competencies of student in using apparatus.
(ii) Project work assessment is the internal assessment of reports and presentation of
their project works either individually or group basis. In case of group
presentation, every member of the group should submit a short reflection on the
presented report in their own language. Records of project works must be attested
by external supervisor.
(b) External Evaluation
External evaluation of the students will be based on the written examination. It carries
50 percent of the total weightage. Questions for the external examination will be based
on the specification grid developed by Curriculum Development Centre. Examination
question paper will be developed using various levels of revised Bloom's taxonomy
including remembering level, understanding level, application level and higher ability
(analyzing, evaluating, creating).

183
 Specification Grid
Grade: 11 Subject: Engineering Surveying-II Time : 2 hrs.
Knowledge

Total Question
Total Question

Total Marks
Credit hrs.
Content and Application Higher Ability Marks Weight
Number
Unit

Understand

MCQ

MCQ

MCQ

MCQ

MCQ
Short

Short

Short

Short

Short
Long

Long

Long

Long

Long
1 Plane Table 8
Surveying 6
2 Theodolite 18
survey 15
3 Contouring 9 7
4 Tacheometric 9
Surveying 5 3 0 4 2 1 0 0 1 9 5 2 16 9 25 16 7
5 Horizontal 7
Curves 5
6 Vertical Curves 7 5
7 Transition and 6
Compound
Curves 5
Total 5 3 0 4 2 1 0 0 1 9 5 2 16 9 25 16 5 50

184
 Applied Mechanics
Grades: 11 Credit hrs: 4 Working hrs: 128
1. Introduction
Applied Mechanics course is design to provide basic knowledge of engineering
mechanics to the student of all branches of engineering so that it would be helpful for
them to understand structural engineering stress analysis principles in later course. It use
basics of mechanics in their branch of engineering and deal with force, center of gravity,
friction, truss and beam.
This curriculum comprises of fundamental conceptual principles and practices, an
introduction, forces acting on particle and rigid body, friction, centre of gravity and
centroid, moment of inertia, structures, analysis of statically determinate beam and
analysis of statically determinate plane truss. It will be delivered using both the
conceptual and theoretical inputs through presentation, discussion, reflective reading
and group works as well as practical and real world experiences through different
practical activities.
The curriculum is structured for two academic years in accordance with National
Curriculum Framework, 2076. It focuses on both theoretical and practical aspects
having equal teaching and practical. It incorporates the level-wise competencies, grade-
wise leaning outcomes, scope and sequence of contents, suggested practical/project
activities, learning facilitation process and assessment strategies so as to enhance the
learning on the subject systematically.
2. Competencies
On completion of the course, the students will have the following competencies:
1. Prepare free body diagram.
2. Familiar about different types of forces acting on partial and rigid body.
3. Familiar with the advantages and disadvantages of friction
4. Knowledge of center of gravity, centroid and moment of inertia
5. Concept of moment and moment of inertia.
6. Knowledge of axial force, share force and Bending moment and determine of structure.
7. Analysis of axial force, shear force and Bending moment and its diagram.
8. Analysis of beam and truss.

185
3. Grade wise learning Outcomes
UNIT Content Area Learning outcomes
1 Introduction 1.1 Define and scope of Applied Mechanics.
1.2 Concept of Particle, Rigid Body, Deformable Body, Free
1.3 Body Diagrams.
1.4 Define equilibrium of particle and Rigid Body.
1.5 Describe equations of Static Equilibrium: Two and Three Dimensional
analysis of Particle.
1.6 Define two Dimensional analysis of Rigid Body.
2 Forces acting on 2.1 Explain types of Forces: Internal, External, Translational, Rotational, Coplanar,
Particle and Rigid Non-Coplanar, Concurrent, Non-Concurrent, Like Parallel and Unlike
Body Parallel.
2.2 Describe resolution and Composition of Forces.
2.3 Explain principle of Transmissibility and Equivalent Forces.
2.4 Define moments and Couples.
2.5 Review varignon’s Theorem.
2.6 Describe resolution of a Force into a Force and a Couple.
2.7 Derive Triangle Law of Forces, Parallelogram law
of Derive Forces Polygon Law of Forces and Lami’s Theorem.
3 Friction 3.1 Define, Causes, Advantages, Disadvantages and Types.
3.2 Derive laws of Dry Friction.
3.3 Define Static and Dynamic Friction and Their Coefficients.
3.4 Define Angle of Friction.

186
 3.5 Describe different status (No Friction, Certain Friction, Impending
Motion and Motion).
3.6 Describe sliding and Tipping Condition of the Body.
4 Centre of Gravity and 4.1 Define center of Gravity, Centroid, Axis of Symmetry.
Centroid 4.2 Define Centroid of Composite lines (straight line, arc, semicircle
and quarter circle).
4.3 Define centroid of Composite Area (Rectangle, Triangle, Circle / Semi-circle
/Quarter circle / Circular sector, Parabola / Semi-parabola and Ellipse).
4.4 Describe centroid of Area under curve by the method of Integration.
5 Moment of Inertia 5.1 Define first Moment and Second Moment of Area.
5.2 Define axial and Polar Moment of Inertia.
5.3 Define moment of Inertia of Regular Areas (Rectangle, Triangle, Circle
andEllipse) about their Centroidal axes.
5.4 Describe perpendicular and Parallel axis Theorem for Moment of Inertia.
5.5 Define moment of Inertia of Composite Area.
5.6 Define radius of Gyration.
6 Structures 6.1 Define structure and Mechanism.
6.2 Define Plane and Space Structures.
6.3 Describe different type of loads.
6.4 Explain supports in the Structures and types.
6.5 Compute determinacy and Stability (Statically and Geometrically) of the
Structures.
6.6 Describe external and Internal forces (Axial Force, Shear Force, and

187
 BendingMoment) in the Structural Members.
7 Analysis of Statically 7.1 Define beam and Types of Beam.
Determinate Beam 7.2 Calculate support Reactions and Internal Forces (i.e.
Axial Force,Shear Force and Bending Moment) of the Beam
7.3 Compute relationship between load, shear force and bending moment.
7.4 Determine axial force, shear force and bending
moments.
7.5 Draw Axial Force, Shear Force and Bending Moment
Diagrams of the Beams.
8 Analysis of Statically 8.1 Define truss, uses and Types of Trusses.
Determinate Plane 8.2 Calculate member Force by the Method of Joints.
Truss 8.3 Calculate member Force by the Method of Sections.

4. Scope and Sequence of Contents Theory: 50 Full Marks (64 Hrs.)

Unit Content Hrs.
1 Introduction 1.1 Definition and scope of Applied Mechanics 5
1.2 Concept of Particle, Rigid Body, Deformable Body, Free
Body Diagrams.
1.4 Equilibrium of particle and Rigid Body
1.5 Equations of Static Equilibrium: Two and Three
Dimensional analysis of Particle
1.6 Two Dimensional analysis of Rigid Body
2 Forces acting on 2.1 Different types of Forces: Internal, External, Translational, 10

188
 Particle and Rigid Rotational, Coplanar, Non-Coplanar, Concurrent, Non-
Body Concurrent, Like Parallel and Unlike Parallel
2.2 Resolution and Composition of Forces
2.3 Principle of Transmissibility and Equivalent Forces
2.4 Moments and Couples
2.5 Varignon’s Theorem
2.6 Resolution of a Force into a Force and a Couple
2.7 State and Prove: Triangle Law of Forces, Parallelogram law
of Forces Polygon Law of Forces and Lami’s Theorem
3 Friction 3.1 Friction: Definition, Causes, Advantages, Disadvantages and 8
Types
3.2 Laws of Dry Friction
3.3 Static and Dynamic Friction and Their Coefficients
3.4 Angle of Friction
3.5 Different status (No Friction, Certain Friction, Impending
Motion and Motion)
3.6 Sliding and Tipping Condition of the Body
4 Centre of Gravity 4.1 Concept of Centre of Gravity, Centroid, Axis of Symmetry 6
and Centroid 4.2 Centroid of regular and Composite lines (straight line, arc, semicircle
and quarter circle)
4.3 Centroid of Composite Area (Rectangle, Triangle, Circle /
Semi-circle /Quarter circle / Circular sector, Parabola /
Semi-parabola and Ellipse)

189
 4.4 Centroid of Area under curve by the method of Integration
5 Moment of Inertia 5.1 First Moment and Second Moment of Area 9
5.2 Axial and Polar Moment of Inertia
5.3 Moment of Inertia of Regular Areas (Rectangle, Triangle,
Circle andEllipse) about their Centroidal axes
5.4 Perpendicular and Parallel axis Theorem for Moment of
Inertia
5.5 Moment of Inertia of Composite Area
5.6 Radius of Gyration
6 Structures 6.1 Structure and Mechanism 6
6.2 Plane and Space Structures
6.3 Different type of loads
6.4 Supports in the Structures and types.
6.5 Determinacy and Stability (Statically and Geometrically) of
the Structures.
6.6 External and Internal forces (Axial Force, Shear Force, and
BendingMoment) in the Structural Members
7 Analysis of 7.1 Definition and Types of Beam 12
Statically 7.2 Calculation of Support Reactions and Internal Forces (i.e.
Determinate Beam Axial Force,Shear Force and Bending Moment) of the Beam
7.3 Relationship between load, shear force and bending moment
7.4 Determination of axial force, shear force and bending
moments

190
 7.5 Draw Axial Force, Shear Force and Bending Moment
Diagrams of the Beams
8 Analysis of 8.1 Definition, uses and Types of Trusses 8
Statically 8.2 Calculation of Member Force by the Method of Joints
Determinate Plane 8.3 Calculation of Member Force by the Method of Sections.
Truss 8.4 Assumption of ideal truss.
Total 64

191
5. Suggested Practical and Project Works
Practical and project work is an integral part of technical and vocational subjects. They
are carried out to consolidate the practical learning experiences. Some of the suggested
practical and project work activities are mentioned below. As these are the basic and
fundamental practical and project works, the teacher can adapt or introduce more
relevant to their context and students' needs.
Unit Grade 11
Scope Practical Activities Hrs.
1 Introduction 1.1 Verify Triangle law of forces, 6
Parallelogram law of forces and Lami’s
theorem
2 Forces acting on 2.1 Verify Principle of Moments 10
Particle and Rigid
Body
3 Friction 3.1 Determine the frictional force of the 8
boday.
4 Centre of Gravity and 4.1 Determine Centroid of Plane Figures 12
Centroid (Rectangle, Triangles, Circle and Ellipse)
5 Moment of Inertia 5.1 Determine Moment of Inertia by Flywheel 8
6 Structures 6.1 Determine statically Determinant of 6
structure
7 Analysis of Statically 7.1 Determine Support Reactions of Simply 7
Determinate Beam Supported and Cantilever Beam with
different types of Loading
8 Analysis of Statically 8.1 Determine Support Reactions and Member 7
Determinate Plane Force of Simply supported Truss
Truss
Total 64

192
6. Learning Facilitation Process
Learning facilitation process is determined according to the content to be dealt in the
subject. It's also an art of teacher. The teacher should utilize such teaching methods and
techniques that are appropriate to the contents and needs of the students. In facilitating
the course, various approaches, methods and techniques are used. To be particular, the
following major methods and strategies are used in this subject:
• Group Discussion
• Demonstration
• Field Visit and report presentation
• Case study
• Questionnaire
• Practical Works
• Audio/Visual Class
• Web surfing
• Project Works
• Problem Solving.

7. Student Evaluation
Evaluation is an integral part of learning process. Both formative and summative modes
of evaluation are emphasized. Formative evaluation will be conducted so as to provide
regular feedback for students, teachers and parents/guardians about how student
learning is. Class tests, unit tests, oral question-answer, home assignment etc, are some
ways of formative evaluation.
There will be separate evaluation of theoretical and practical learning. Summative
evaluation embraces theoretical examination, practical examination and evaluation of
research work or innovative work.

(a) Internal Evaluation

Internal evaluation covers 50 Percent weightage. Internal evaluation consists of Practical
Activities (Practical works and projects works) (35 Percent), (b) Marks from trimester
examinations (10 Percent), and (c) Classroom participation (5 Percent). Practical work

193
should be based on list of activities mentioned in this curriculum. Project works should
be based on the mentioned lists or created by teachers. Mark distribution for internal
evaluation (practical work and project work) will be as follows:

S.N. Mani activities Activities in detail Percent

1 Participation Participation in attendance, homework, class 5
work, project work, practical works etc.
2 Practical work Conduction of practical work activities 15
Record keeping of practical work activities 3
3 Project work Conduction of project work activities 10
Record keeping of project work activities 2
4 Viva Viva of practical work and project work activities 5
6 Internal exam First trimester 5 marks and Second trimester 5 10
marks
Total 50
Note:
(i) Practical examination will be conducted in the presence of internal and external
supervisors. Evaluation of experiment will focus both the product of work and
skills competencies of student in using apparatus.
(ii) Project work assessment is the internal assessment of reports and presentation of
their project works either individually or group basis. In case of group
presentation, every member of the group should submit a short reflection on the
presented report in their own language. Records of project works must be attested
by external supervisor.
(b) External Evaluation
External evaluation of the students will be based on the written examination. It carries
50 percent of the total weightage. Questions for the external examination will be based
on the specification grid developed by Curriculum Development Centre. Examination
question paper will be developed using various levels of revised Bloom's taxonomy
including remembering level, understanding level, application level and higher ability
(analyzing, evaluating, creating).

194
 Specification Grid
Grade: 11 Subject: Applied Mechanics Time : 2 hrs.
Knowledge Total Marks
Higher

Total Question
Content and Application Question Weight

Total Marks
Credit hrs.
Ability
Understand Number
Unit

MCQ

MCQ

MCQ

MCQ

MCQ
Short

Short

Short

Short

Short
Long

Long

Long

Long

Long
1 Introduction 5 2
2 Forces acting on Particle 10
10
and Rigid Body
3 Friction 8 6
4 Centre of Gravity and 6
5
Centroid
6 1 0 2 4 0 1 0 2 9 5 2 16 9 25 16
5 Moment of Inertia 9 6
6 Structures 6 5
7 Analysis of Statically 12
10
Determinate Beam
8 Analysis of Statically 8
6
Determinate Plane Truss
Total 64 6 1 0 2 4 0 1 0 2 9 5 2 16 9 25 16 50

195
 Mechanics of Structure

Grades: 12 Credit hrs: 4 Working hrs: 128

1. Introduction
Mechanics of structure course is deals with statics force, stress and strain, beam analysis
and struss design. This curriculum comprises of fundamental conceptual principles and
practices, an introduction, statics of structures – reactions, axial force, shear force and
bending moment, centre of gravity and moment of inertia, plane trusses, stresses and
strains, theory of flexure: bending, shear and deflection, torsion, column and struts.
The course itself is of practical nature and the pedagogical approaches in delivering the
course should consider the balance between theory and practice. It will be delivered
using both the conceptual and theoretical inputs through presentation, discussion,
reflective reading and group works as well as practical and real world experiences
through different practical activities.
The curriculum has been offered as per the structure of National Curriculum Framework
2076. It provides a comprehensive outline of level-wise competencies, grade-wise
leaning outcomes and scope and sequence of contents, suggested practical/project
activities, learning facilitation process and assessment strategies so as to enhance the
learning on the subject systematic.

2. Competencies
On completion of the course, the students will have the following competencies:
1. Explain the physical nature of different types of load and support.
2. Determine determinacy and indeterminacy of different structural components.
3. Draw free body diagrams of different structures.
4. Calculate magnitude of horizontal and vertical reaction on a structural component.
5. Draw Axial force diagrams, shear force diagram and bending moment diagram of
structural components
6. Explain center of gravity and moment of inertia of various structures.
7. Study about behavior of truss.

196
8. Explain theory of flexure Structure and its deflection.
9. Determine column buckling condition.
10. Study the behavior of structural elements like beam, frame and other structural
components in bending, shear and torsion.

197
3. Grade wise learning Outcomes
UNIT Content Area Learning outcomes
1 Introduction 1.1 Define Strength, Stiffness and stability and Basic Assumptions.
1.2 Explain Types of loads, supports.
1.3 Explain Types and number of reaction at the support.
1.4 Describe Boundary conditions and degrees of freedom.
1.5 Differentiate Statically determine and indeterminate structures.
2 Statics of 2.1 Define Forces, resultants of planar force system, computation of a resultant, resultant
Structures – of a distributed load, principle of transmissibility.
Reactions 2.2 Explain Supports – hinged, roller and fixed supports and their characteristics.
2.3 Draw Free Body Diagrams.
2.4 Derive Equations of static equilibrium, Equations of conditions(Compatibility
equations).
2.5 Explain Statically determinate and indeterminate structures, Influence of reactions on
stability and determinacy of structures.
2.6 Describe Instability of structural systems, Comparison between determinate and
indeterminate structures with examples.

198
3 Axial Force, 3.1 Define Physical Meaning and Sign Convention.
Shear Force 3.2 Determine internal forces in the members of beams and frames
and Bending 3.3 Describe Degree of indeterminacy for beams and simple frames.
Moment 3.4 Writing expressions for shear and moment at a section of a beam in terms of applied
loads.
3.5 Construct of shear force and bending moment diagrams (curves) for statically
determinate beams (simply supported, overhang and cantilever), sketching the
deflected shapes of loaded beams (elastic curves).
3.6 Derive Relationship between load, shear and moment; concept of shear center;
principle of superposition.
4 Centre of 1.1 Define Centre of gravity and centroid.
Gravity and 1.2 Explain Centre of gravity of laminae of various shapes – rectangle, triangle, circle,
Moment of semicircle, trapezium, built-up sections.
Inertia 1.3 Explain Moment of inertia of a lamina – definition, radius of gyration – Parallel
axes theorem, Perpendicular axes theorem.
1.4 Explain Moment of inertia of laminae of various shapes – moment of inertial of
composite sections.
5 Plane Trusses 5.1 Introduce details of a truss, welded, riveted and bolted joints and their idealization
as frictionless pins.
5.2 Determinacy and stability of planar trusses.
5.3 Determine Forces in the members of a truss.
5.4 Explain simple, compound and complex trusses (sketch only).
5.5 Analyze trusses.

199
 5.6 Explain Assumptions and joints Method and sections method.
5.7 Describe Application of two methods for the determination member forces in the
truss.
5.8 Explain Identification of compression, tension and zero force members.
6 Stresses and 8.2 Explain Linear stress and strain and their relation, Hooke’s law and Young’s
Strains modulus of elasticity.
8.3 Calculate Deformation of uniform bar due to axial load.
8.4 Draw Stress-strain curves for different materials.
8.5 Determine Ultimate strength and working stress of materials and factor of safety.
8.6 Explain Factors affecting factor of safety.
8.7 Define Thermal stress.
8.8 Describe Stress and strains in plain and composite bars.
8.9 Define Poisson’s ratio.
8.10 Explain Shear stress shears strain and modulus of rigidity.
8.11 Express volumetric strain and Bulk modulus.
8.12 Derive Relation between Young’s modulus, Bulk modulus and modulus of rigidity.
8.13 Describe Problems in stresses and strains.
7 Theory of 1.2 Analyze symmetric cross-section beam.
Flexure: 1.3 Explain Assumptions of simple bending.
bending, shear 1.4 Define Radius of curvature, neutral layer and neutral axis.
1.5 Explain Stress due to bending.
1.6 Describe Moment of resistance.
1.7 Derive flexural formula (Relation between bending stress ,radius of curvature and

200
 moment of resistance).
1.8 Define Section modulus.
1.9 Define Shearing stress in beams.
1.10 Explain Distribution of shear stress in rectangular and circular cross sections of
beam.
8 Deflection of 8.1 Define of elastic curve, slope and deflection in a beam.
Beam 8.2 Derive Differential equation of elastic curve.
8.3 Explain Deflection of simply supported and cantilever beams by double integration
method.
9 Torsion 9.1 Introduce Torsion.
9.2 Explain Stress and deformation in a uniform shaft.
9.3 Define torque and angle of twist.
9.4 Explain Stress due to torsion.
9.5 Derive of torsional equation.
9.6 Explain Strength of solid and hollow circular shaft.
9.7 Describe Power transmitted by shaft.
10 Column and 10.1 Introduce column and struts.
struts 10.2 Explain Buckling of column.
10.3 Derive Euler’s column equation for different end conditions.
10.4 Define Slenderness ratio.
10.5 Introduce eccentrically loaded columns.

201
4. Scope and Sequence of Contents
Unit Scope Contents Hrs.
1 Introduction 1.1 Introduction, Brief History 4
1.2 Strength, Stiffness and stability
1.3 Basic Assumptions
1.4 Types of loads, supports
1.5 Types and number of reaction at the support.
1.6 Boundary conditions and degrees of freedom
1.7 Statically determine and indeterminate structures
2 Statics of 2.1 Supports – hinged, roller and fixed supports and their characteristics. 2
Structures – 2.2 Idealization of structural systems: Free Body Diagrams – definition and
Reactions examples
2.3 Equations of static equilibrium, Equations of conditions(Compatibility
condition)
2.4 Classification of structural systems – Statically determinate and indeterminate
structures, Influence of reactions on stability and determinacy of structures.
2.5 Instability of structural systems, Comparison between determinate and
indeterminate structures with examples.
3 Axial Force, 3.1 Definition, Physical Meaning, and Sign Convention 9
Shear Force 3.2 Beams and Frames – Definitions and Common types of beams and frames,
and Bending internal forces in the members of beams and frames
Moment 3.3 Degree of indeterminacy for beams and simple frames.
3.4 Writing expressions for shear and moment at a section of a beam in terms of

202
 applied loads
3.5 Construction of shear force and bending moment diagrams (curves) for
statically determinate beams (simply supported, overhang and cantilever,
External hinged), Point of contra flexuresketching the deflected shapes of
loaded beams (elastic curves)
3.6 Relationship between load, shear and moment; concept of shear center;
principle of superposition
4 Centre of 1.5 Centre of gravity – Introduction and definitions. Centre of gravity and 10
Gravity and centroid.
Moment of 1.6 Lamina – Centre of gravity of laminae of various shapes – rectangle, triangle,
Inertia circle, semicircle, trapezium, built-up sections, I-section, C-section, H-
Section.
1.7 Moment of inertia of a lamina – definition, radius of gyration – Parallel axes
theorem, Perpendicular axes theorem.
1.8 Moment of inertia of laminae of various shapes – moment of inertial of
composite sections
1.9 Problems for exercise.
5 Plane Trusses 5.1 Introduction – details of a truss, welded, riveted and bolted joints and 8
theiridealization as frictionless pins.
5.2 Describe riveted and bolted joints and their Failure.
5.3 Explain Rivets value and efficiency of joints.
5.4 Define Welded joints.
5.5 Design of riveted bolted joints under axial force

203
 5.6 Details of riveted and bolted joints under axial forces
5.7 Design of welded joints under axial forces
5.8 Determinacy and stability of planar trusses.
5.9 Forces in the members of a truss, types of trusses – simple, compound and
complex trusses (sketch only)
5.10 Analysis of trusses: Assumptions, Method of joints, Method of sections
5.11 Application of two methods for the determination member forces in the truss.
5.12 Identification of compression, tension and zero force members.
6 Stresses and 6.1 Linear stress and strain and their relation, Hooke’s law and Young’s modulus 8
Strains of elasticity.
6.2 Deformation of uniform bar due to axial force.
6.3 Stress-strain curves for different materials.
6.4 Ultimate strength and working stress of materials and factor of safety.
6.5 Factors affecting factor of safety.
6.6 Thermal stress.
6.7 Stress and strains in plain and composite bars.
6.8 Poisson’s ratio.
6.9 Shear stress shears strain and modulus of rigidity
6.10 Volumetric strain and Bulk modulus.
6.11 Relation between Young’s modulus, Bulk modulus and modulus of rigidity.
6.12 Problems in stresses and strains
7 Theory of 7.1 Introduction 8
Flexure: 7.2 Analysis of beam of symmetric cross-section

204
 bending, shear 7.3 Assumptions in theory of simple bending.
7.4 Radius of curvature, neutral layer and neutral axis.
7.5 Stress due to bending.
7.6 Moment of resistance
7.7 Derivation of flexural formula (Relation between bending stress ,radius of
curvature and moment of resistance)
7.8 Section modulus.
7.9 Shearing stress in beams.
7.10 Distribution of shear stress in rectangular and circular cross sections of beam.
8 Deflection of 8.1 Definition of elastic curve, slope and deflection in a beam. 5
Beam 8.2 Differential equation of elastic curve.
8.3 Deflection of simply supported and cantilever beams by double integration
method
9 Torsion 9.1 Introduction. 4
9.2 Stress and deformation in a uniform shaft.
9.3 Definition of torque and angle of twist.
9.4 Stress due to torsion.
9.5 Derivation of torsional equation.
9.6 Strength of solid and hollow circular shaft.
9.7 Power transmitted by shaft.
10 Column and 9.1 Introduction. 6
struts 9.2 Buckling of column.
9.3 Euler’s column equation for different end conditions.

205
9.4 Slenderness ratio
9.5 Introduction of eccentrically loaded columns.
Total 64

206
5. Suggested Practical and Project Works
Practical and project work is an integral part of technical and vocational subjects. They
are carried out to consolidate the practical learning experiences. Some of the suggested
practical and project work activities are mentioned below. As these are the basic and
fundamental practical and project works, the teacher can adapt or introduce more
relevant to their context and students' needs.
Unit Grade 12
Scope Practical Activities Hrs.
1 Introduction
2 Statics of Structures – Determine Support reaction of the beam. 8
Reactions
3 Axial Force, Shear Force Determine the Axial, shear force, and Bending 8
and Bending Moment Moment.
4 Centre of Gravity and Determine the center of Gravity and Moment of 7
Moment of Inertia inertia of different object.
5 Plane Trusses Determination of bar forces in the members of the 8
truss.
6 Stresses and Strains Determine young’s modulus yield stress and ultimate 7
strength of mild steel specimen.
Measure strain and determine of force in member of
a model truss.
7 Theory of Flexure: Determine the deflection of Different beam (Beam 6
bending, shear definition Vs force relation
8 Deflection of beam Measure deflection of simple beams. 5
9 Torsion Torsion Test: Determination of shear stress, shear 7
strain, and modulus of rigidity of metallic specimen
using torsion test apparatus.
10 Column and struts Determine stability/buckling columns. 8
Determination of critical load for the buckling of a
column.
Total 64

207
6. Learning Facilitation Process
This course intends to provide both theoretical as well as practical knowledge and skills
on the subject, thereby, blends with both theoretical and practical facilitation strategies
to ensure better learning. In fulfilling the learning outcomes stated in the curriculum, the
teacher should use a variety of methods and techniques that fit to the contents. In
particular, the following methods, techniques and strategies are used for learning
facilitation:
• Demonstration
• Group Discussion
• Case study
• Questionnaire
• Questionnaire
• Practical Works
• Audio/Visual Class
• Web surfing
• Assignment
• Visit and report presentation
• Project Works
• Problem Solving.
7. Student Evaluation
Evaluation is an integral part of learning process. Both formative and summative modes
of evaluation are emphasized. Formative evaluation will be conducted so as to provide
regular feedback for students, teachers and parents/guardians about how student
learning is. Class tests, unit tests, oral question-answer, home assignment etc, are some
ways of formative evaluation.
There will be separate evaluation of theoretical and practical learning. Summative
evaluation embraces theoretical examination, practical examination and evaluation of
research work or innovative work.
(a) Internal Evaluation
Internal evaluation covers 50 Percent weightage. Internal evaluation consists of Practical
Activities (Practical works and projects works) (35 Percent), (b) Marks from trimester

208
examinations (10 Percent), and (c) Classroom participation (5 Percent). Practical work
should be based on list of activities mentioned in this curriculum. Project works should
be based on the mentioned lists or created by teachers. Mark distribution for internal
evaluation (practical work and project work) will be as follows:
S.N. Mani activities Activities in detail Percent
1 Participation Participation in attendance, homework, classwork, 5
project work, practical works etc.
2 Practical work Conduction of practical work activities 15
Record keeping of practical work activities 3
3 Project work Conduction of project work activities 10
Record keeping of project work activities 2
4 Viva Viva of practical work and project work activities 5
6 Internal exam First trimester 5 marks and Second trimester 5 marks 10
Total 50
Note:
(i) Practical examination will be conducted in the presence of internal and external
supervisors. Evaluation of experiment will focus both the product of work and
skills competencies of student in using apparatus.
(ii) Project work assessment is the internal assessment of reports and presentation of
their project works either individually or group basis. In case of group
presentation, every member of the group should submit a short reflection on the
presented report in their own language. Records of project works must be attested
by external supervisor.

(b) External Evaluation

External evaluation of the students will be based on the written examination. It carries
50 percent of the total weightage. Questions for the external examination will be based
on the specification grid developed by Curriculum Development Centre. Examination
question paper will be developed using various levels of revised Bloom's taxonomy
including remembering level, understanding level, application level and higher ability
(analyzing, evaluating, creating).

209
 Specification Grid
Grade: 12 Subject: Mechanics of Structure Time : 2 hrs.
Unit Content Knowledge and Application Higher Ability Total Question Marks Weight

Total Question
Understand Number

Total Marks
Credit hrs.

MCQ

MCQ

MCQ

MCQ

MCQ
Short

Short

Short

Short

Short
Long

Long

Long

Long

Long
1 Introduction 4 2
2 Statics of Structures –
1
Reactions 2
3 Axial Force, Shear Force
9
and Bending Moment 9
4 Centre of Gravity and
10
Moment of Inertia 10
7 1 0 2 3 1 0 1 1 9 5 2 16 9 25 16
5 Plane Trusses 8 6
6 Stresses and Strains 8 6
7 Theory of Flexure: bending,
6
shear 8
8 Deflection of Beam 5 3
9 Torsion 4 2
10 Column and struts 6 5
Total 64 7 1 0 2 3 1 0 1 1 9 5 2 16 9 25 16 50

210
 Fluid Mechanic

Grades: 12 Credit hrs: 4 Working hrs: 128

1. Introduction
Fluid Mechanic course focuses on the fundamental concepts and principles of
Hydraulics, measurement of flow, introduction to open channel flow and pipe flow. Its
deals with the fluid either in motion or a rest condition. Its is practical based subject
where student get practical knowledge.
This curriculum comprises of fundamental conceptual principles and practices, an
introduction, Hydrostatics, Hydro kinematicsz, Hydrodynamics, Pipe Flow, Open
Channel Flow and flow measurement. It will be delivered using both the conceptual and
theoretical inputs through presentation, discussion, reflective reading and group works
as well as practical and real world experiences through different practical activities.
The curriculum is structured for two academic years in accordance with National
Curriculum Framework, 2076. It focuses on both theoretical and practical aspects
having equal teaching and practical. It incorporates the level-wise competencies, grade-
wise leaning outcomes, scope and sequence of contents, suggested practical/project
activities, learning facilitation process and assessment strategies so as to enhance the
learning on the subject systematically.

2. Competencies
On completion of the course, the students will have the following competencies:
1. Explain the physical nature of fluids and forces acting on it.
2. Determine different types of fluid and fluid flow.
3. Acquire knowledge on various laws and principles on fluid.
4. Study about open channel flow
5. Analyze about pipe flow.
6. Develop knowledge about fluid flow measuring process.

211
3. Grade wise learning Outcomes
UNIT Content Area Learning outcomes
1 Introduction 1.1 Introduce Fluid and Hydraulics.
1.2 Introduction to Fluid Mechanics and Hydraulics.
1.3 Define mass density, specific weight, specific
volume, specific gravity, viscosity, Newton’s law, Dynamic
and kinematic viscosity, compressibility and Bulk Modulus.
1.4 Difference between real and ideal fluid and
Newtonian and Non-Newtonian fluid.
2 Hydrostatics 2.1 Introduce fluid pressure, Pascal’s law.
2.2 Derive pressure-depth relationship (Hydrostatic law).
2.3 Define atmospheric pressure, gauge pressure and
absolute pressure.
2.4 Determine pressure by piezometer and U-tube
manometer.
2.5 Explain of total pressure and center of pressure.
2.6 Derive total pressure and center of pressure on
vertical and inclined plane.
2.7 Derive total pressure and center of pressure on
vertical and inclined plane.
submerged surface
2.8 Describe Buoyancy and Archimedes’ principle.
2.9 Define Principle of floatation.

3 Hydrokinemati 3.1 Explain Steady and unsteady, uniform and non-

cs uniform, laminar and turbulent, compressible and
incompressible, rotational and irrotational, one-, two- and
three- dimensional.
3.2 Define Reynold’s number:
3.3 Derive equation and criteria for laminar and turbulent
flow.

212
 3.4 Define Streamline and Explain equation,
characteristics.
3.5 Explain principles and continuity equation for one
dimensional incompressible flow.
4 Hydrodynamics 7.1 Define Energy of flowing fluid: potential or datum
energy, kinetic energy, pressure energy.
7.2 Describe Concept of energy head.
7.3 Explain Bernoulli’s theorem: Statements,
assumptions, equation and applicability.
7.4 Generate Concept of Hydraulic gradient line (HGL)
and energy gradient line (EGL).

5 Pipe Flow 5.1 Introduce pipe flow.

5.2 Explain Velocity profile for laminar and turbulent
flow through pipes.
5.3 Describe Loss of head in pipes and Introduce major
and minor loss.
5.4 Derive Darcy-Weisbach equation for loss of head due
to friction.
5.5 Dervie equation for expansion and contraction loss.

6 Open Channel 6.1 Compare between pipe flow and open channel flow.
Flow 6.2 Explain Types of open channel flow: steady and
unsteady, uniform and non-uniform, (gradually varied,
rapidly varied and spatially varied flow), laminar and
turbulent, subcritical, critical and supercritical flow.
6.3 Describe Geometric elements of open channel (flow
depth, flow area, top width, wetted perimeter, hydraulic
radius, hydraulic depth, section factor).
6.4 Explain Velocity distribution in open channel flow.
6.5 Derive Chezy’s equation and Manning’s equation for

213
 the computation of velocity in uniform flow.
6.6 Determine Energy equation and momentum equation
in open channel flow.
6.7 Explain Specific energy: Definition, equation and
diagram.
7 Flow 7.1 Define Orifice and its types.
Measurement 7.2 Define vena-contracta.
7.3 Derive equation for discharge through small orifice.
7.4 Explain Hydraulic coefficients of orifice: coefficient
of discharge, velocity and contraction (definition, formula
and experimental method of determination).
7.5 Generate Concept of venturimeter, and derive
equation for discharge through venturimeter.
7.6 Introduce weir or notch and their classifications.
7.7 Derive equation for discharge through rectangular,
triangular and trapezoidal weir or notch.
7.8 Explain Area-velocity method for the discharge
measurement in open channel (float and current meter):
description of measurement technique, mid-section method
for discharge computation.

4. Scope and Sequence of Contents

Unit Scope Contents Hrs.
1 Introduction 1.1 Introduction to Fluid 6
1.2 Introduction to Fluid Mechanics and
Hydraulics( such as pipe flow and open
channel flow).
1.3 Properties of fluid (Definition, formula, unit
and dimension): mass density,specific weight,
specific volume, specific gravity, viscosity

214
 (Newton’s law,Dynamic and kinematic
viscosity), compressibility and Bulk Modulus
of elasticity & surface tension.
1.4 Difference between real and ideal fluid
1.5 Difference between Newtonian and Non-
Newtonian fluid
2 Hydrostatics 2.1 Introduction to fluid pressure 10
2.2 Pascal’s law
2.3 Derivation for pressure-depth relationship
(Hydrostatic law)
2.4 Definition of atmospheric pressure, gauge
pressure and absolute pressure
2.5 Measurement of pressure by piezometer and U-
tube manometer
2.6 Definition of total pressure and center of
pressure
2.7 Derivation for total pressure and center of
pressure on vertical and inclined plane
2.8 Derivation for total pressure and center of
pressure on vertical and inclined plane
submerged surface
2.9 Definition of Buoyancy, center of buoyancy
and Archimedes’ principle.
2.10 Principle of floatation

3 Hydrokinematic 3.1 Types of flow: Steady and unsteady, uniform 10

s and non-uniform, laminar and turbulent,
compressible and incompressible, rotational
and irrotational, one-, two- and three-
dimensional

215
 3.2 Reynold’s number: Definition, equation and
criteria for laminar and turbulent flow
3.3 Streamline: Definition, equation,
characteristics
3.4 Conservation principles and continuity
equation for one dimensional incompressible
flow
4 Hydrodynamics 1.10 Energy of flowing fluid: potential or datum 10
energy, kinetic energy, pressure energy
1.11 Concept of energy head
1.12 Bernoulli’s theorem: Statements, assumptions,
equation and applicability
1.13 Concept of Hydraulic gradient line (HGL) and
energy gradient line (EGL)
5 Pipe Flow 5.1 Introduction to pipe flow
5.2 Velocity profile for laminar and turbulent flow 8
through pipes
5.3 Loss of head in pipes: introduction to major
loss and minor loss
5.4 Derivation of Darcy-Weisbach equation for
loss of head due to friction
5.5 Derivation of equation for expansion and
contraction loss
6 Open Channel 6.1 Difference between pipe flow and open 10
Flow channel flow
6.2 Types of open channel flow: steady and
unsteady, uniform and non-uniform(gradually
varied, rapidly varied and spatially varied
flow), laminar and turbulent,subcritical, critical
and supercritical flow
6.3 Geometric elements of open channel (flow

216
 depth, how depth section, flow area, top width,
wettedperimeter, hydraulic radius, hydraulic
depth, section factor, conveyance)
6.4 Velocity distribution in open channel flow
6.5 Chezy’s equation and Manning’s equation for
the computation of velocity inuniform flow.
Introduction to effective or economical
hydraulic section.
6.6 Energy equation and momentum equation in
open channel flow
6.7 Specific energy: Definition, equation and
diagram
7 Flow 7.1. Orifice: Definition and types, definition of 10
Measurement vena-contracta.
7.2. Derivation of equation for discharge through
small orifice.
7.3. Hydraulic coefficients of orifice: coefficient of
discharge, velocity and contraction (definition,
formula and experimental method of
determination)
7.4. Concept of venturimeter, derivation of
equation for discharge through venturimeter.
7.5. Introduction to weir or notch and their
classifications.
7.6. Derivation of equation for discharge through
rectangular, triangular and trapezoidal weir or
notch.
7.7. Area-velocity method for the discharge
measurement in open channel (float and
current meter): description of measurement
technique, mid-section method for discharge

217
 computation
Total 64

5. Suggested Practical and Project Works

Practical and project work is an integral part of technical and vocational subjects. They
are carried out to consolidate the practical learning experiences. Some of the suggested
practical and project work activities are mentioned below. As these are the basic and
fundamental practical and project works, the teacher can adapt or introduce more
relevant to their context and students' needs.

Unit Grade 12
Scope Practical Activities Hrs.
2 Hydrostatics Measure pressure by piezometer and 15
manometer
3 Hydrokinematics Verify Bernoulli’s theorem using 15
venturimeter
4 Hydrodynamics Practice different problem 7
5 Pipe Flow Measure flow through orifice 10
6 Open Channel Flow Practice different problem 7
7 Flow Measurement Measure river discharge by float method. 10
Total 64

6. Learning Facilitation Process

This course aims to blend both theoretical and practical aspects of knowledge and skills
required in the subject. So, its facilitation process differs from the traditional method of
delivery. The practical aspect is much more focused. So, methods and strategies that
enable the practical skills in the students are much used in course of content facilitation.
A facilitator encourages and assists students to learn for themselves engaging in
different activities with practical tasks. To achieve the entire objectives from this
syllabus, the teacher must use different techniques and process while teaching. In

218
particular, the teacher can make use of the following methods and strategies for the
learning facilitation:
• Group Discussion
• Demonstration
• Field Visit and report presentation
• Case study
• Questionnaire
• Practical Works
• Audio/Visual Class
• Web surfing
• Project Works
• Problem Solving.

7. Student Evaluation
Evaluation is an integral part of learning process. Both formative and summative modes
of evaluation are emphasized. Formative evaluation will be conducted so as to provide
regular feedback for students, teachers and parents/guardians about how student
learning is. Class tests, unit tests, oral question-answer, home assignment etc, are some
ways of formative evaluation.
There will be separate evaluation of theoretical and practical learning. Summative
evaluation embraces theoretical examination, practical examination and evaluation of
research work or innovative work.

(a) Internal Evaluation

Internal evaluation covers 50 Percent weightage. Internal evaluation consists of Practical
Activities (Practical works and projects works) (35 Percent), (b) Marks from trimester
examinations (10 Percent), and (c) Classroom participation (5 Percent). Practical work
should be based on list of activities mentioned in this curriculum. Project works should
be based on the mentioned lists or created by teachers. Mark distribution for internal
evaluation (practical work and project work) will be as follows:

219
 S.N. Mani activities Activities in detail Percent
1 Participation Participation in attendance, homework, 5
classwork, project work, practical works etc.
2 Practical work Conduction of practical work activities 15
Record keeping of practical work activities 3
3 Project work Conduction of project work activities 10
Record keeping of project work activities 2
4 Viva Viva of practical work and project work activities 5
6 Internal exam First trimester 5 marks and Second trimester 5 10
marks
Total 50
Note:
(i) Practical examination will be conducted in the presence of internal and external
supervisors. Evaluation of experiment will focus both the product of work and
skills competencies of student in using apparatus.
(ii) Project work assessment is the internal assessment of reports and presentation of
their project works either individually or group basis. In case of group
presentation, every member of the group should submit a short reflection on the
presented report in their own language. Records of project works must be attested
by external supervisor.

(b) External Evaluation

External evaluation of the students will be based on the written examination. It carries
50 percent of the total weightage. Questions for the external examination will be based
on the specification grid developed by Curriculum Development Centre. Examination
question paper will be developed using various levels of revised Bloom's taxonomy
including remembering level, understanding level, application level and higher ability
(analyzing, evaluating, creating).

220
 Specification Grid
Grade: 12 Subject: Fluid Mechanic Time : 2 hrs.
Knowledge and Total Question
Application Higher Ability Marks Weight

Total Question
Understand Number

Total Marks
Credit hrs.
Unit Content

MCQ

MCQ

MCQ

MCQ

MCQ
Short

Short

Short

Short

Short
Long

Long

Long

Long

Long
1 Introduction 6 5
2 Hydrostatics 10 8
3 Hydrokinematics 10 8
4 Hydrodynamics 10 8
5 Pipe Flow 8 6
6 Open Channel 10
7
Flow
7 Flow 10
8
Measurement 6 2 0 3 2 1 0 1 1 9 5 2 16 9 25 16
Total 64 6 2 0 3 2 1 0 1 1 9 5 2 16 9 25 16 50

221
 RCC Structure
Grades: 12 Credit hrs: 4 Working hrs: 128
1. Introduction
This course focused on giving the general ideas and design of steel, timber and
reinforced concrete structures. Its mainly deals with RCC structure of different
structure. Its also explain the design of shape and size of beam, column and slabs and
other concrete structure.
This curriculum comprises of fundamental conceptual principles and practices, Design
concept of reinforced concrete, introduction of reinforced concrete structures, design of
reinforced concrete structure, shear and bonds for R.C. sections, axial loaded R.C.
columns, design of tension and compression members, design of roof trusses, timber
structures, design of timber structure. It will be delivered using both the conceptual and
theoretical inputs through presentation, discussion, reflective reading and group works
as well as practical and real world experiences through different practical activities.
The curriculum has been offered as per the structure of National Curriculum Framework
2076. It provides a comprehensive outline of level-wise competencies, grade-wise
leaning outcomes and scope and sequence of contents, suggested practical/project
activities, learning facilitation process and assessment strategies so as to enhance the
learning on the subject systematic.

2. Competencies
On completion of the course, the students will have the following competencies:
1. Understand the concept of reinforced structure
2. Familiar with different design philosophies, concept of singly and doubly
reinforced sections and position of neutral axis.
3. Understand concept of design and codal provisions of reinforced structure
4. Design simple structural elements
5. Identify material and structural elements of steel, timber and RCC structures;
6. Create concept of design Tension and Compression Members ad Roof trusses.
7. Understand design concept and codal provisions of timber structure.

222
3. Grade wise learning Outcomes
UNIT Chapter Content
1 Design 1.1 Describe Properties of concrete and steel reinforcement.
Concept of 1.2 Explain Behavior of reinforced concrete in bending.
Reinforced 1.3Design of a reinforced concrete section.
Concrete 1.4 Define Modular ratio, permissible and ultimate stress.
1.5Describe ultimate load and limit state method of design.
2 Introductio 2.1 Explain Different design philosophies.
n of 2.2 Explain Working stress method of design – assumptions,
reinforced permissible stresses and factor of safety.
concrete 2.3 Explain Limit state method of design – objectives and
structures assumptions.
2.4Describe concept of singly and doubly reinforced sections;
behavior of a RC beam in bending.
2.5Concept of partial factor for loads and materials.
2.6 Draw Stress–strain diagram.
2.7Explain Position of neutral axis, Moment of resistance.
2.8Compare Under reinforcement, over reinforcement, and
balanced sections.
3 Design of 3.1Analyze singly and doubly reinforcement rectangular
reinforced sections.
concrete 3.2Analyze singly reinforced flanged sections.
structure 3.3Design of rectangular and flanged section.
3.4Design of one way and two way slabs using NS Code.
3.5Practice on the use of different Codes (NS codes) for the
design of RCC structures.
4 Shear and 4.1 Explain Behavior of a R.C. section in shear.
Bonds for 4.2 Describe Shear resistance of reinforced section.
R.C. 4.3 Explain Types of shear reinforcements.
Sections 4.4 Explain Strength of vertical links (stirrups).
4.5Design of vertical stirrups.

223
 4.6Explain Local and anchorage bond, Anchorage lengths, Bar
curtailment.
4.7Practice Code for shear reinforcement and curtailment.
5 Axial 5.1 Explain Types of compression members.
Loaded 5.2Design of a RCC short column.
R.C. 5.3 Reinforcement and ductile detailing.
Columns 5.4 Practice Code requirements.
6 Introductio 6.1 Introduce to steel structures.
n 6.2 Explain Types & properties of steel.
6.3 Describe Allowable stresses in structural steel.
6.4 Explain Concept of limit state design in steel structure.
6.5Use of steel as a structural member in construction.
6.5 Practice Codes of practice for design of steel structures.
6.6 Explain Advantage and disadvantage of steel structures.
7 Design of 7.1 Describe Types of Tension Member.
Tension 7.2 Find Net Sectional Area.
and 7.3 Design of members subjected to axial load.
Compressio 7.4 Define End condition & Effective lengths.
n Members 7.5 Write Radius of gyration and slenderness ratio.
7.6 Explain Strength of compression members.
7.7 Design of compressive members.
8 Design of 8.1 Write different types of loads on roof truss
Roof 8.2Introduce to the design of roof trusses
Trusses 8.3 Define Tubular sections
8.4 Explain Connection used in steel roof truss.
9 Timber 9.1 Introduce to timber.
Structures 9.2 Define Properties of timber.
9.3Use of timber as a structural member.
9.4 Practice Code for design of timber structures.
9.5 Explain advantage & disadvantage of timber structures.
9.6 Explain Stresses in timber as per code.

224
 10 Design of 10.1 Design of compression member.
Timber 10.2 Design of solid rectangular beam.
Structure 10.3 Practice Codal provision in deflections of Beam.

4. Scope and Sequence of Contents

UNIT Chapter Content Hrs.
1 Design Concept of 1.1 Properties of concrete and steel reinforcement 8
Reinforced 1.2 Behavior of reinforced concrete in bending
Concrete 1.3Design of a reinforced concrete section
1.4 Modular ratio, permissible and ultimate stress
1.5Describe ultimate load and limit state method
of design
2 Introduction of 2.1 Different design philosophies 6
reinforced concrete 2.2Working stress method of design –
structures assumptions, permissible stresses and factor of
safety.
2.3Limit state method of design – objectives and
assumptions
2.4Describe concept of singly and doubly
reinforced sections; behavior of a RC beam in
bending
2.5Concept of partial factor for loads and
materials
2.6Stress–strain diagram
2.7Explain Position of neutral axis, Moment of
resistance
2.8Compare Under reinforcement, over
reinforcement, and balanced sections..
3 Design of reinforced 3.1Analyze singly and doubly reinforcement 9
concrete structure rectangular sections
3.2Analyze singly reinforced flanged sections

225
 3.3Design of rectangular and flanged section
3.4Design of one way and two way slabs using NS
Code
3.5Practice on the use of different Codes (NS
codes) for the design of RCC structures.
4 Shear and Bonds 4.1 Behavior of a R.C. section in shear 6
for R.C. Sections 4.2 Shear resistance of reinforced section
4.3Types of shear reinforcements
4.4Strength of vertical links (stirrups)
4.5Design of vertical stirrups
4.6Explain Local and anchorage bond, Anchorage
lengths, Bar curtailment
4.7Practice Code for shear reinforcement and
curtailment
5 Axial Loaded R.C. 5.1Types of compression members 6
Columns 5.2Design of a RCC short column
5.3Reinforcement and ductile detailing
5.4Practice Code requirements
6 Introduction 6.1 Introduction to steel structures 3
6.2 Types & properties of steel
6.3 Allowable stresses in structural steel
6.4 Concept of limit state design in steel structure.
6.5Use of steel as a structural member in
construction
6.5 Codes of practice for design of steel structures
6.6 Advantage and disadvantage of steel structures
7 Design of Tension 7.1 Types of Tension Member 10
and Compression 7.2 Net Sectional Area
Members 7.3 Design of members subjected to axial load
7.4End condition & Effective lengths
7.5 Radius of gyration and slenderness ratio

226
 7.6 Strength of compression members
7.7 Design of compressive members
8 Design of Roof 8.1Different types of loads on roof truss 5
Trusses 8.2Introduction to the design of roof trusses
8.3 Tubular sections
8.4 Connection used in steel roof truss.
9 Timber Structures 9.1Introduction to timber 5
9.2Properties of timber
9.3Use of timber as a structural member
9.4 Practice Code for design of timber structures
9.5 Advantage & disadvantage of timber structures
9.6 Stresses in timber as per code.
10 Design of Timber 10.1Design of compression member 6
Structure 10.2Design of solid rectangular beam
10.3Codal provision in deflections of Beam
Total 64

5. Suggested Practical and Project Works

Practical and project work is an integral part of technical and vocational subjects. They
are carried out to consolidate the practical learning experiences. Some of the suggested
practical and project work activities are mentioned below. As these are the basic and
fundamental practical and project works, the teacher can adapt or introduce more
relevant to their context and students' needs.

Unit Grade 12
Scope Practical Activities Hrs.
1 Design Concept of Singly reinforcement rectangular beams 6
Reinforced Concrete
2 Introduction of reinforced Doubly reinforcement rectangular beams 6
concrete structures
3 Design of reinforced Singly reinforcement T – beams 6

227
 concrete structure
4 Shear and Bonds for R.C. One way slabs ( simply supported, 7
Sections cantilever and overhang)
5 Axial Loaded R.C. Two way slab 7
Columns
6 Introduction Short and long columns (axially loaded ) 7
7 Design of Tension and Simple pad footings for columns 5
Compression Members
8 Design of Roof Trusses Preparation of bar bending schedule for 10
all RC drawings
9 Timber Structures Steel roof truss joint details 5
10 Design of Timber Structure Timber beam and column 5
Total 64

6. Learning Facilitation Method and Process

Learning facilitation process is the crux of the teaching and learning activity. One topic
can be facilitated through two or more than two methods or processes. The degree of
usage will be based on the nature of the content to be facilitated. However, a teacher
should focus on methods and techniques that are more students centered and appropriate
to facilitate the content. The following facilitation methods, techniques and strategies
will be applied while conducting the teaching learning process:
• Group Discussion
• Creative thinking
• Demonstration
• Field Visit and report presentation
• Case study
• Questionnaire
• Practical Works
• Audio/Visual Class
• Web surfing
• Project Works

228
• Problem Solving.

7. Student Evaluation
Evaluation is an integral part of learning process. Both formative and summative modes
of evaluation are emphasized. Formative evaluation will be conducted so as to provide
regular feedback for students, teachers and parents/guardians about how student
learning is. Class tests, unit tests, oral question-answer, home assignment etc, are some
ways of formative evaluation.
There will be separate evaluation of theoretical and practical learning. Summative
evaluation embraces theoretical examination, practical examination and evaluation of
research work or innovative work.

(a) Internal Evaluation

Internal evaluation covers 50 Percent weightage. Internal evaluation consists of Practical
Activities (Practical works and projects works) (35 Percent), (b) Marks from trimester
examinations (10 Percent), and (c) Classroom participation (5 Percent). Practical work
should be based on list of activities mentioned in this curriculum. Project works should
be based on the mentioned lists or created by teachers. Mark distribution for internal
evaluation (practical work and project work) will be as follows:
S.N. Mani activities Activities in detail Percent
1 Participation Participation in attendance, homework, 5
classwork, project work, practical works etc.
2 Practical work Conduction of practical work activities 15
Record keeping of practical work activities 3
3 Project work Conduction of project work activities 10
Record keeping of project work activities 2
4 Viva Viva of practical work and project work activities 5
6 Internal exam First trimester 5 marks and Second trimester 5 10
marks
Total 50

229
Note:
(i) Practical examination will be conducted in the presence of internal and external
supervisors. Evaluation of experiment will focus both the product of work and
skills competencies of student in using apparatus.
(ii) Project work assessment is the internal assessment of reports and presentation of
their project works either individually or group basis. In case of group
presentation, every member of the group should submit a short reflection on the
presented report in their own language. Records of project works must be attested
by external supervisor.

(b) External Evaluation

External evaluation of the students will be based on the written examination. It carries
50 percent of the total weightage. Questions for the external examination will be based
on the specification grid developed by Curriculum Development Centre. Examination
question paper will be developed using various levels of revised Bloom's taxonomy
including remembering level, understanding level, application level and higher ability
(analyzing, evaluating, creating).

230
 Specification Grid
Grade: 12 Subject: RCC Structure Time : 2 hrs.
Unit Content Knowledge and Application Higher Ability Total Question Marks Weight

Total Question

Total Marks
Understand Number

Credit hrs.

MCQ

MCQ

MCQ

MCQ

MCQ
Short

Short

Short

Short

Short
Long

Long

Long

Long

Long
1 Design Concept 8
of Reinforced
Concrete 8
2 Introduction of 6
reinforced
concrete
structures 5
3 Design of 9
reinforced 6 2 0 3 3 1 0 0 1 9 5 2 16 9 25 16
concrete
structure 7
4 Shear and 6
Bonds for R.C.
Sections 5
5 Axial Loaded 6
R.C. Columns 5
6 Introduction 3 1
231
7 Design of 10
Tension and
Compression
Members 10
8 Design of Roof 5
Trusses 2
9 Timber 5
Structures 2
10 Design of 6
Timber
Structure 5
Total 64 6 2 0 3 3 1 0 0 1 9 5 2 16 9 25 16 50

232
 Construction Management

Grades: 12 Credit hrs: 4 Working hrs: 128

1. Introduction
This course focuses on management of construction works. This course imparts
knowledge on accounts, procurement of works, contract management, planning,
scheduling, and managing construction works.
This curriculum comprises of fundamental conceptual principles and practices, an
introduction, project planning and scheduling, CPM and PERT, contract administration
and accounts, quality, monitoring, and control, construction equipment and safety.
The course itself is of practical nature and the pedagogical approaches in delivering the
course should consider the balance between theory and practice. It will be delivered
using both the conceptual and theoretical inputs through presentation, discussion,
reflective reading and group works as well as practical and real world experiences
through different practical activities.
The curriculum is structured for two academic years in accordance with National
Curriculum Framework, 2076. It focuses on both theoretical and practical aspects
having equal teaching and practical. It incorporates the level-wise competencies, grade-
wise leaning outcomes, scope and sequence of contents, suggested practical/project
activities, learning facilitation process and assessment strategies so as to enhance the
learning on the subject systematically.

2 Competencies
On completion of the course, the students will have the following competencies:
1. Familiarize with project work and its management.
2. Acquire knowledge on Plan and schedule of construction project.
3. Get Knowledge about CPM and PERT.
4. Understand basic knowledge of procurement and contract management.
5. Well known about project monitoring, Quality control and cost control..
6. Familiarizes with construction equipment and safety management.

233
3. Grade wise learning Outcomes
UNIT Content Area Learning outcomes
1 Introduction 1.1 Define Project.
1.2 Characterize the Project.
1.3 Define Management.
1.4 List the need and function of Construction Management.
2 Project Planning 2.1 Define Planning.
and Scheduling 2.2 Identify Planning step.
2.3 Illustrate Importance of Planning.
2.4 Decide Construction Site Planning.
2.5 Arrange Work Breakdown Structure.
2.6 Compare Bar Chart, Linked Bar, Milestone chart.
2.7 Describe Construction Schedule, Material schedule, labour and equipment
schedule.
2.8 Operate Construction Schedule.
2.9 Calculate Financial Schedule.
3 CPM and PERT 3.1 Define CPM.
3.2 Describe Elements of Network and Network Rules.
3.3 Define Network Diagram, Activity, Event, Forward Pass, Backward.
3.4 Simple Numerical Practices on CPM and PERT.
4 Contract 1.8 Define Contract.
Administration and 1.9 List Valid Contract element.
Accounts 1.10 Classify Construction Contracts.

234
 1.11 Describe Tender Notice, Tender document, bid bond, performance bond and
contract document.
1.12 Define Conditions of Contract.
1.13 Express Duties and Responsibilities of a Site Supervisor.
1.14 Ethics of a site supervisor as a professional engineer.
1.15 Practice Site Order Book, Site Account, Muster Roll, Measurement Book.
1.16 Prepare Running Bill, Final Bill and Completion Report.
1.17 Generate Relation between Owner, Consultant, and Contractor.
5 Quality 5.1 Define Quality.
5.2 Characterize Quality.
5.3 Explain Factors affecting Quality and Stages of Quality Control.
6 Monitoring, and 6.1 Define Monitoring and Control.
Control 6.2 Describe Purpose of Monitoring.
6.3 Explain Quality, Cost, and Time.
6.4 Prepare Quality Control, Cost Control, Time/Schedule Control.
7 Construction 7.1 Describe Advantages of Construction Equipment.
Equipment 7.2 Illustrate Equipment for Excavation, Concrete Mixing, Transportation and
Compaction, Lifting of Materials and Parts.
8 Safety 8.1 Define Accidents in Construction Sites.
8.2 Discuss Causes of Accidents.
8.3 Summarize Importance of Safety and Safety Measures.

235
4. Scope and Sequence of Contents
Unit Scope Contents Hrs.
1 Introduction 1.1 Definition of Project 4
1.2 Characteristics of Project
1.3 Definition of Management
1.4 Need of Construction Management
1.5 Functions of Construction Management
2 Project Planning 2.1 Definition of Planning 8
and Scheduling 2.2 Steps in Planning
2.3 Importance of Planning
2.4 Construction Site Planning
2.5 Work Breakdown Structure
2.6 Bar Chart
2.7 Linked Bar Chart and Milestone Chart
2.8 Advantages of Construction Schedule
2.9 Preparation of Construction Schedule
2.10 Material Schedule
2.11 Labor Schedule
2.12 Equipment Schedule
2.13 Financial Schedule
3 CPM and PERT 3.1 Introduction to CPM 8
3.2 Elements of Network
3.3 Network Rules

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 3.4 Definition of the Terms: Network Diagram, Activity, Event, Forward Pass,
Backward Pass, Critical Path
3.5 Determination of Critical Paths and Floats
3.6 Introduction to PERT and terminologies used
3.7 Numerical Practices on CPM and PERT.
4 Contract 4.1 Definition of Contract
Administration 4.2 Essentials elements of a Valid Contract 10
and Accounts 4.3 Types of Construction Contracts
4.4 Information to be given in Tender Notice
4.5 Tender Document
4.6 Bid Bond and Performance Bond
4.7 Contract Document
4.8 Conditions of Contract
4.9 Supervising Work of a Contractor
4.10 Duties and Responsibilities of a Site Supervisor
4.11 Ethics of a site supervisor as a professional Engineer.
4.12 Site Order Book
4.13 Materials at Site Account
4.14 Muster Roll
4.15 Measurement Book
4.16 Running Bill and Final Bill
4.17 Completion Report
4.18 Relation between Owner, Consultant, and Contractor

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5 Quality 5.1 Definition of Quality
5.2 Characteristics of Quality 8
5.3 Factors affecting Quality
5.4 Stages of Quality Control/ Assurance
6 Monitoring, and 6.1 Introduction to Monitoring 8
Control 6.2 Purpose of Monitoring
6.3 Introduction to Control
6.4 Elements of Control: Quality, Cost, and Time
6.5 Quality Control
6.6 Cost Control
6.7 Time/Schedule Control
7 Construction 7.1 Advantages of using Construction Equipment 10
Equipment 7.2 Equipment for Excavation
7.3 Equipment for Concrete Mixing
7.4 Equipment for Transportation and Compaction
7.5 Equipment for Lifting of Materials and Parts
8 Health and 8.1 Introduction to Accidents in Construction Sites 8
Safety 8.2 Causes of Accidents
8.3 Importance of Safety
8.4 Safety Measures( Health and safety measure).
Total 64

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5. Suggested Practical and Project Works
Practical and project work is an integral part of technical and vocational subjects. They
are carried out to consolidate the practical learning experiences. Some of the suggested
practical and project work activities are mentioned below. As these are the basic and
fundamental practical and project works, the teacher can adapt or introduce more
relevant to their context and students' needs.
Unit Grade 12
Scope Practical Activities Hrs.
2 Project Planning and 2.1 Practice project planning and scheduling. 8
Scheduling
3 CPM and PERT 3.1 Practice CPM & PERT 9
4 Contract 4.1 Practice Site Order book , Muster Roll and 8
Administration and Measurement Book.
Accounts
5 Quality 5.1 Practice Quality Control and its stages. 8
6 Monitoring, and 6.1 Practice time and Schedule Control. 9
Control
7 Construction 7.1 Filed visit for the Observation of Different 14
Equipment equipment.
8 Safety 8.1 Measure safety method and its Important. 8
Total 64

6. Learning Facilitation Process

Learning facilitation process is determined according to the content to be dealt in the
subject. It's also an art of teacher. The teacher should utilize such teaching methods and
techniques that are appropriate to the contents and needs of the students. In facilitating
the course, various approaches, methods and techniques are used. To be particular, the
following major methods and strategies are used in this subject:
• Group Discussion
• Field Visit and report presentation
• Supervision

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• Case study
• Questionnaire
• Practical Works
• Audio/Visual Class
• Web surfing
• Project Works
• Problem Solving.

7. Student Evaluation
Evaluation is an integral part of learning process. Both formative and summative modes
of evaluation are emphasized. Formative evaluation will be conducted so as to provide
regular feedback for students, teachers and parents/guardians about how student
learning is. Class tests, unit tests, oral question-answer, home assignment etc, are some
ways of formative evaluation.
There will be separate evaluation of theoretical and practical learning. Summative
evaluation embraces theoretical examination, practical examination and evaluation of
research work or innovative work.

(a) Internal Evaluation

Internal evaluation covers 50 Percent weightage. Internal evaluation consists of Practical
Activities (Practical works and projects works) (35 Percent), (b) Marks from trimester
examinations (10 Percent), and (c) Classroom participation (5 Percent). Practical work
should be based on list of activities mentioned in this curriculum. Project works should
be based on the mentioned lists or created by teachers. Mark distribution for internal
evaluation (practical work and project work) will be as follows:
S.N. Mani activities Activities in detail Percent
1 Participation Participation in attendance, homework, classwork, 5
project work, practical works etc.
2 Practical work Conduction of practical work activities 15
Record keeping of practical work activities 3
3 Project work Conduction of project work activities 10

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 Record keeping of project work activities 2
4 Viva Viva of practical work and project work activities 5
6 Internal exam First trimester 5 marks and Second trimester 5 10
marks
Total 50

Note:
(i) Practical examination will be conducted in the presence of internal and external
supervisors. Evaluation of experiment will focus both the product of work and
skills competencies of student in using apparatus.
(ii) Project work assessment is the internal assessment of reports and presentation of
their project works either individually or group basis. In case of group
presentation, every member of the group should submit a short reflection on the
presented report in their own language. Records of project works must be attested
by external supervisor.

(b) External Evaluation

External evaluation of the students will be based on the written examination. It carries
50 percent of the total weightage. Questions for the external examination will be based
on the specification grid developed by Curriculum Development Centre. Examination
question paper will be developed using various levels of revised Bloom's taxonomy
including remembering level, understanding level, application level and higher ability
(analyzing, evaluating, creating).

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 Specification Grid
Grade: 12 Subjects : Construction Management Time : 2 hrs.
Uni Content Knowledge and Application Higher Ability Total Question Marks Weight

Total Question
Understand Number

Total Marks
t

Credit hrs.

MCQ

MCQ

MCQ

MCQ

MCQ
Short

Short

Short

Short

Short
Long

Long

Long

Long

Long
1 Introduction 4 2
2 Project Planning 8
and Scheduling 6
3 CPM and PERT 8 6
4 Contract 10
Administration and
Accounts 7 3 0 2 2 1 0 0 1 9 5 2 16 9 25 16 8
5 Quality 8 6
6 Monitoring, and 8
Control 6
7 Construction 10
Equipment 8
8 Health and Safety 8 8
Total 64 7 3 0 2 2 1 0 0 1 9 5 2 16 9 25 16 50

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