IX and XI were released in and for Classes X and XII in Overall comprehension ncert exemplar maths - Pioneer Mathematics. Download PDF. Free Download NCERT Exemplar Problems Class XII Chemistry by NCERT Syllabus & Patterns PDF Online from Ncert Books. NCERT Exercises + Exemplar Solutions Chemistry - Class 12 by MTG . CBSE NCERT Exemplar Problems-Solutions CHEMISTRY class 12 for -
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Exemplar Problems, Chemistry. Refer to the NCERT textbook for Class XII. 43 . In pure liquid water the entire surface of liquid is occupied by the molecules. for Class XI were released in and for Class XII in Overall the books NCERT would welcome suggestions from students, teachers and parents which in the development of Exemplar Problems in Chemistry for Classes XI. The. Exemplar Problems from Class 6 to Class VI; Class VII; Class VIII; Class IX; Class X; Class XI; Class XII. Mathematics. Unit 1 (Number System) · Unit 2.
If you are having any suggestion for the improvement, your are welcome. The improvement of the website and its contents are based on your suggestion and feedback. Your email address will not be published. By a number of sequential changes, the zygote takes the shape of an embryo. The transformation of embryo into its adult occurs through a series of fascinating and organised events of growth and differentiation. The study of events starting from fertilization of the reproductive units to the development of the embryo is called Embryology. Since this branch deals with the development of an organism it is also called Developmental Biology.
Good unconventional questions, challenging problems and experiment-based problems rarely find a place in question papers. In order to address to the issue, and also to provide additional learning material, the Department of Education in Science and Mathematics DESM has made an attempt to develop resource book of exemplar problems in different subjects at secondary and higher-secondary stages.
Each resource book contains different types of questions of varying difficulty level. It is expected that these problems would encourage teachers to design quality questions on their own. Students and teachers should always keep in mind that examination and assessment should test comprehension, information recall, analytical thinking and problem-solving ability, creativity and speculative ability.
A team of experts and teachers with an understanding of the subject and a proper role of examination worked hard to accomplish this task. The material was discussed, edited and finally included in this source book.
NCERT will welcome suggestions from students, teachers and parents which would help us to further improve the quality of material in subsequent editions. It is envisaged that the problems included in this volume would help the teachers to design tasks to assess effectiveness of their teaching and to know about the achievement of their students besides facilitating preparation of balanced question papers for unit and terminal tests.
In addition, the problems given in this book are also expected to help the teachers to perceive the basic characteristics of good quality questions and motivate them to frame similar questions on their own. Students can benefit themselves by attempting the exercises given in the book for self assessment and also in mastering the basic techniques of problem solving. Some of the questions given in the book are expected to challenge the understanding of the concepts of mathematics of the students and their ability to applying them in novel situations.
The problems included in this book were prepared through a series of workshops organised by the DESM for their development and refinement involving practicing teachers, subject experts from universities and institutes of higher learning, and the members of the mathematics group of the DESM whose names appear separately.
We gratefully acknowledge their efforts and thank them for their valuable contribution in our endeavour to provide good quality instructional material for the school system.
Special thanks are also due to Dr. Maurya, Reader in Mathematics, DESM for coordinating the programme, taking pains in editing and refinement of problems and for making the manuscript pressworthy. We look forward to feedback from students, teachers and parents for further improvement of the contents of this book. Dikshit, Professor Retd.
Nijhawan, Principal Retd. Tiwari, Assistant Commissioner Retd. Madhvi, T. Introduction The fascinating world of mathematics provides an unlimited scope to mathematicians to perceive problems pertaining to three situations visualised in the forms of concrete, abstraction and intuition.
However, due to abstraction and intuition, sometimes some of the mathematical concepts become quite complicated even for teachers who are actively engaged in mathematics teaching at various stages. This also needs the clarifications of mathematical concepts using instructional materials, experimentation, observation and practicals etc. Good mathematics instruction requires good teachers, and good teachers are those with pedagogical content knowledge who, in turn, are predominantly those with good content.
Improvement of school mathematics education therefore begins with teaching teachers the mathematics they need.
In other words, the most difficult demand for becoming a good teacher is to achieve a firm mastery of the mathematical content. Without such a mastery, good pedagogy is difficult. A firm mastery of the content opens up the world of pedagogy and offers many more effective pedagogical possibilities. Even best pedagogy lavished on incorrect mathematics may result in poor quality in teaching. Mathematics as a science of abstract objects, relies on logic rather than on observation, yet it employs observation, simulation, and even experiments as means of discovering truth.
It is in this context that NCF has set two distinct targets for mathematics education at school level viz. The narrow aim of school mathematics is to develop useful capabilities, particularly those relating to numeracy- number, number operations, measurements, decimals and percentages. It includes a way of doing things, and the ability and the attitude to formulate and solve problems. This calls for curriculum to be ambitious in the sense that it seeks to achieve the higher aim mentioned above, rather than only the narrow aim.
It should be coherent in the sense that the variety of methods and skills available piecemeal in arithmetic, algebra, geometry cohere into an ability to address problems that come from other domains such as sciences and in social studies at secondary stage. It should be important in the sense that students feel the need to solve such problems. Evaluation is a very comprehensive term which, in general, includes evaluating any object, individual, event, trend, etc.
A most common type of individual evaluation is the evaluation of a student. It includes the assessments of the performance of the student in the areas of her personality development in terms of intellectual, social and emotional developments after she has been provided learning experiences through classroom processes.
Besides the factors like quality of teaching curricular materials, instructional technology, school infrastructure and societal support also influence the learning and experiences. In educational terminology, these areas of personality development are called scholastic and co-scholastic areas.
Due to its wider applications in various other fields, mathematics is the most important scholastic area.
It is for this reason, mathematics is a compulsory subject up to the secondary stage from quite a long time. This is the stage which acts as a bridge between the students who will continue with Mathematics in higher classes. Therefore, evaluation of Mathematics at this stage requires special attention.
This evaluation is done to assess whether the main aim or objectives laid down in NCF have been achieved by the students or not? Purposes of Evaluation There are various purposes of evaluation. Some of these are to know the answers for the following questions: i How has the teaching been effective?
Types of Evaluation Evaluation is mainly of two types namely i Summative and ii Formative i Summative Evaluation: It is done at the end of the course or a term. It is a continuous process going on throughout the course. The purpose of such evaluation is to obtain feedback so that teaching or instructional strategies could be improved. Further, on the basis of the feedback, strategies and weaknesses of the students can be assessed. NCF has also given more stress on continuous and comprehensive evaluation in comparison to the summative evaluation.
For this, a mathematics teacher may i ask some questions to know to what extent the students understand about the new concept to be taught before it is started.
This may be called as Peer Evaluation. This evaluation can bring out the hidden talents among the students.
Thus, whatever may be the way of evaluation, it is done through some well thought questions, which may be referred to as good questions. Characteristics of a Good Question Quality of a question depends on the situation where it is to be used. Thus, for a question to be valid, it must be based on a a specified content area and also on b a predetermined aim or objective.
In other words, the achievement of the student must be free from chance errors. Total price: Add all three to Cart. These items are dispatched from and sold by different sellers. Show details. download the selected items together This item: Ships from and sold by zombozone. Customers who bought this item also bought. Page 1 of 1 Start over Page 1 of 1.
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