A Study Center for Class 9. Indiacbse.com will be the complete guide to help you study and score well in Class 9. A complete online study resource for you. This section will cover CBSE IX Syllabus , CBSE IX marking scheme , CBSE IX Question Bank , CBSE IX Question Papers , CBSE IX Sample Papers , Class IX EXAM Tips , Class IX Study tips , Class IX formulae , Class IX Important Question and More.
Definitely it will provide Free NCERT Book Solutions for CBSE Class 9TH.
A Place to discuss. Use Blog to express your Self.
Go to the respective Subjects Homepage for Class 9th Provided Below
Time : 3 Hrs. Marks : 80 + 20
Unit 1 : India and the Contemporary World - I 18 40
Unit 2 : India -Land and the People 20 45
Unit 3 : Democratic Politics I 18 40
Unit 4 : Understanding Economics 16 40
Unit 5 : Disaster Management 8 25
1. Tests (Formative and Summative) 10
2. Assignments (School & Home) 05
3. Project Work 05
Unit 1 : India and the Contemporary World - I 40 Period
|Any two themes from each of the first two sub-units
and one from the third could be studied.
Sub-unit 1.1 : Events and processes.
In this unit the focus is on three events and
processes that have in major ways shaped the identity
of the modern world. Each represents a different form
of politics, and a specific combination of forces. One
event is linked to the growth of liberalism and
democracy, one with socialism, and one with a
negation of both democracy and socialism.
1. French revolution :
(a) The Ancient Regime and its crises.
2. Russian Revolution.
(a) The crises of Tzarism.
3. Rise of Nazism.
(a) The growth of social democracy
Sub-unit 1.2 : Economies and Livelihoods
The themes in this section will focus on how different social groups grapple with the changes in the contemporary world and how these changes affect their lives.
4. Pastoralists in the modern world.
(a) Pastoralism as a way of life.
5. Forest society and colonialism :
(a) Relationship between forests and livelihoods. (b) Changes in forest societies under colonialism.Case studies : focus on two forestmovements one in colonial India (Bastar)and one in Indonesia.
6. Farmers and peasants :
(a) Histories of the emergence of differentforms of farming and peasant societies. (b)Changes within rural economies in the modern world.
Case studies : focus on contrasting forms of rural change and different forms of rural societies (expansion of large-scale wheat and cotton farming in USA, rural economy and the Agricultural Revolution in England, and small peasant production in colonial India)
Sub-unit 1.3 : Culture, Identity and Society
The themes in this unit will consider how issues of culture are linked up to the making of contemporary world.
7. Sports and politics :
The story of cricket (a) The emergence of cricket
as an English sport. (b) Cricket and colonialism.
(c) Cricket nationalism and de-colonialization.
8. Clothes and cultures.
(a) A short history of changes in clothing. (b) Debates over clothing in colonial India. (c) Swadeshi and the movement for Khadi.
Sub-unit 1.4 : Map Work. (2 Marks).
Unit 2 : India - Land and the Peopl
|1. India : location, relief, structure, major
2. Climate : factors influencing the climate;
monsoon- its characteristics, rainfall and
temperature distribution; seasons; climate and
3. Drainage : major rivers and tributaries, lakes and seas, role of rivers in the economy, pollutionof rivers, measures to control river pollution.
4. Natural Vegetation : vegetation types,distribution as well as altitudinal variation, needfor conservation and various measures.
5. Wildlife : major species, their distribution, needfor conservation and various measures.
6. Population : size, distribution, age-sx composition, population change-migration as a determinant of population change, literacy, health, occupational structure and national population policy : adolescents as under-served population group with special needs.
7. Map Work (4 marks).
|To understand the major landform features and the
underlying geological structure; their association with
various rocks and minerals as well as nature of soil
To identify the various factors influencing the climate
and explain the climatic variaton of our country and
its impact on the life of the people.
Tor explain the importance and unifying role of
To understand the river systems of the country and
explain the role of rivers in the evolution of human
To find out the nature of diverse flora and fauna as
well as their distribution;
To develop concern about the need to protect the
bio-diversity of our country;
To analyse the uneven nature of population
distribution and show concern about the large size of
To understand the various occupations of people and
explain various factors of population change;
To explain various dimension of national policy and
understand the needs of adolescents as underserved
Unit - 3 : Democratic Politics I
|1. What is democracy? Why democracy?
What are the different ways of defining
democracy? Why has democracy become the
most prevalent form of government in our times?
What are the alternatives to democracy? Is
democracy superior to its available alternatives?
Must every democracy have the same institutions
2. Designing of Democracy in India
How and why did India become a democracy?
How was the Indian constitution framed? What
are the salient features of the Constitution? How
is democracy being constantly designed and
redesigned in India?
3. Electoral politics in democracy
Why and how do we elect representatives? Why
do we have a system of competition among
political parties? How has the citizens'
participation in electoral politics changed? What
are the ways to ensure free and fair elections?
4. Institutions of parliamentary democracy
How is the country governed? What does
Parliament do in our democracy? What is the
role of the President of India, the Prime Minister
and the Council of Ministers? How do these
relate to one another?
5. Citizens' rights in democracy
Why do we need rights in a constitution? What
are the Fundamental Rights enjoyed by the
citizen under the Indian constitution? How does
the judiciary protect the Fundamental Rights of
the citizen? How is the independence of the
Unit - 4 : Understanding Economics - I
|1. The economic story of Palampore: Economic
transactions of Palampore and its interaction with
the rest of the world through which the concept
of production (including three factors of
production (land, labour and capital) can be
2. People as Resource : Introduction of how
people become resource / asset; economic
activities done by men and women; unpaid work
done by women; quality of human resource ;
role of health and education; unemployment as
a form of nonutilisation of human resource; sociopolitical
implication in simple form
3. Poverty as a challenge facing India : Who is
poor (through two case studies one rural one
urban); indicators; absolute poverty (not as a
concept but through a few simple examples) -
why people are poor ; unequal distribution of
resources; comparison between countries; steps
taken by government for poverty alleviation
4. Food Security : Source of foodgrains- variety
across the nation - famines in the past - the need
for self sufficiency - role of government in food
security - procurement of foodgrains -
overflowing of granaries and people without food
- public distribution system - role of cooperatives
in food security (foodgrains, milk and vegetables
ration shops, cooperative shops, two-three
examples as case studies)
|Familiarising the children with some basic
economic concepts through an imaginary story
of a village
Familiarisation of a few population related concepts
and sensitization of child that people as asset can
participate and contribute in nation building
Understanding of poverty as a challenge and
sensitization of the learner;
Appreciation of the government initiative to alleviate
Exposing the child to an economic issue which is basic
necessities of life;
Appreciate and critically look at the role of
government in ensuring food supply
Suggested Activities / Instructions :
Theme II :
Theme IV :
Unit - 5 : Disaster Management
PRESCRIBED TEXTBOOKS :
Ans:- The SCs, STs and some sections of the OBCs (lower castes among them) who have either poor land-base or very low land productivity are prone to food insecurity.
Ans:- The food insecure people are disproportionately large in some regions of the country, such as economically backward states with high incidence of poverty, tribal and remote areas, regions more prone to natural disasters etc. a large section of people suffer from food and nutrition insecurity in India, the worst affected groups are landless people with little or no land to depend upon, traditional artisans, providers of traditional services, petty self-employed workers and destitute including beggars. In the urban areas, the food insecure families are those whose working members are generally employed in ill-paid occupations and casual labour market. These workers are largely engaged in seasonal activities and are paid very low wages that just ensure bare survival.
ICH helps the Class IX Students of CBSE History ( free online Guide) to go through the latest updates by the CBSE Board.Here you will find information on CBSE Class IX History Sample Papers, CBSE IX History Guess Papers, CBSE Class IX History Syllabus and NCERT Texbook Solutions
One Paper Time : 3 Hours Marks : 80
I. NUMBER SYSTEMS 06
II. ALGEBRA 20
III. COORDINATE GEOMETRY 06
IV. GEOMETRY 22
V. MENSURATION 14
VI. STATISTICS AND PROBABILITY 12
UNIT I : NUMBER SYSTEMS
1. REAL NUMBERS (20) Periods
Review of representation of natural numbers, integers, rational numbers on the number line. Representation of terminating / non-terminating recurring decimals, on the number line through successive magnification. Rational numbers as recurring/terminating decimals. Examples of nonrecurring / non terminating decimals such as etc. Existence of non-rational numbers (irrational numbers) such as and their representation on the number line. Explaining that every real number is represented by a unique point on the number line and conversely, every point on the number line represents a unique real number. Existence of √x for a given positive real number x (visual proof to be emphasized). Definition of nth root of a real number. Recall of laws of exponents with integral powers. Rational exponents with positive real bases (to be done by particular cases, allowing learner to arrive at the general laws.) Rationalization (with precise meaning) of real numbers of the type (& their combinations) where x and y are natural number and a, b are integers.
UNIT II : ALGEBRA
1. POLYNOMIALS (25) Periods
Definition of a polynomial in one variable, its coefficients, with examples and counter examples, its terms, zero polynomial. Degree of a polynomial. Constant, linear, quadratic, cubic polynomials; monomials, binomials, trinomials. Factors and multiples. Zeros/roots of a polynomial / equation. State and motivate the Remainder Theorem with examples and analogy to integers. Statement and proof of the Factor Theorem. Factorization of ax2 + bx + c, a ≠ 0 where a, b, c are real numbers, and of cubic polynomials using the Factor Theorem. Recall of algebraic expressions and identities. Further identities of the type (x + y + z)2 = x2 + y2 + z2 + 2xy + 2yz + 2zx, (x y)3 = x3 y3 3xy (x y). x3 + y3 + z3 - 3xyz = (x + y + z) (x2 + y2 + z2 - xy - yz - zx) and their use in factorization of polymonials. Simple expressions reducible to these polynomials.
2. LINEAR EQUATIONS IN TWO VARIABLES (12) Periods
Recall of linear equations in one variable. Introduction to the equation in two variables. Prove that a linear equation in two variables has infinitely many solutions and justify their being written as ordered pairs of real numbers, plotting them and showing that they seem to lie on a line. Examples, problems from real life, including problems on Ratio and Proportion and with algebraic and graphical solutions being done simultaneously.
UNIT III : COORDINATE GEOMETRY
1. COORDINATE GEOMETRY (9) Periods
The Cartesian plane, coordinates of a point, names and terms associated with the coordinate plane, notations, plotting points in the plane, graph of linear equations as examples; focus on linear equations of the type ax + by + c = 0 by writing it as y = mx + c and linking with the chapter on linear equations in two variables.
UNIT IV : GEOMETRY
1. INTRODUCTION TO EUCLID'S GEOMETRY (6) Periods
History - Euclid and geometry in India. Euclid's method of formalizing observed phenomenon into rigorous mathematics with definitions, common/obvious notions, axioms/postulates and theorems. The five postulates of Euclid. Equivalent versions of the fifth postulate. Showing the relationship between axiom and theorem.
1. Given two distinct points, there exists one and only one line through them.
2. (Prove) two distinct lines cannot have more than one point in common.
2. LINES AND ANGLES (10) Periods
1. (Motivate) If a ray stands on a line, then the sum of the two adjacent angles so formed is 180o and the converse.
2. (Prove) If two lines intersect, the vertically opposite angles are equal.
3. (Motivate) Results on corresponding angles, alternate angles, interior angles when a transversal intersectstwo parallel lines.
4. (Motivate) Lines, which are parallel to a given line, are parallel.
5. (Prove) The sum of the angles of a triangle is 180o.
6. (Motivate) If a side of a triangle is produced, the exterior angle so formed is equal to the sum of the twointeriors opposite angles.
3. TRIANGLES (20) Periods
1. (Motivate) Two triangles are congruent if any two sides and the included angle of one triangle is equalto any two sides and the included angle of the other triangle (SAS Congruence).
2. (Prove) Two triangles are congruent if any two angles and the included side of one triangle is equal toany two angles and the included side of the other triangle (ASA Congruence).
3. (Motivate) Two triangles are congruent if the three sides of one triangle are equal to three sides of theother triangle (SSS Congruene).
4. (Motivate) Two right triangles are congruent if the hypotenuse and a side of one triangle are equal(respectively) to the hypotenuse and a side of the other triangle.
5. (Prove) The angles opposite to equal sides of a triangle are equal.
6. (Motivate) The sides opposite to equal angles of a triangle are equal.
7. (Motivate) Triangle inequalities and relation between 'angle and facing side' inequalities in triangles.
4. QUADRILATERALS (10) Periods
1. (Prove) The diagonal divides a parallelogram into two congruent triangles.
2. (Motivate) In a parallelogram opposite sides are equal, and conversely.
3. (Motivate) In a parallelogram opposite angles are equal, and conversely.
4. (Motivate) A quadrilateral is a parallelogram if a pair of its opposite sides is parallel and equal.
5. (Motivate) In a parallelogram, the diagonals bisect each other and conversely.
6. (Motivate) In a triangle, the line segment joining the mid points of any two sides is parallel to the third side and (motivate) its converse.
5. AREA (4) Periods
Review concept of area, recall area of a rectangle.
1. (Prove) Parallelograms on the same base and between the same parallels have the same area.
2. (Motivate) Triangles on the same base and between the same parallels are equal in area and its converse.
6. CIRCLES (15) Periods
Through examples, arrive at definitions of circle related concepts, radius, circumference, diameter, chord,arc, subtended angle.
1. (Prove) Equal chords of a circle subtend equal angles at the center and (motivate) its converse.
2. (Motivate) The perpendicular from the center of a circle to a chord bisects the chord and conversely,the line drawn through the center of a circle to bisect a chord is perpendicular to the chord.
3. (Motivate) There is one and only one circle passing through three given non-collinear points.
4. (Motivate) Equal chords of a circle (or of congruent circles) are equidistant from the center(s) andconversely.
5. (Prove) The angle subtended by an arc at the center is double the angle subtended by it at any point on the remaining part of the circle.
6. (Motivate) Angles in the same segment of a circle are equal.
7. (Motivate) If a line segment joining two points subtendes equal angle at two other points lying on thesame side of the line containing the segment, the four points lie on a circle.
8. (Motivate) The sum of the either pair of the opposite angles of a cyclic quadrilateral is 180o and itsconverse
7. CONSTRUCTIONS (10) Periods
1. Construction of bisectors of line segments & angles, 60o, 90o, 45o angles etc., equilateral triangles.
2. Construction of a triangle given its base, sum/difference of the other two sides and one base angle.
3. Construction of a triangle of given perimeter and base angles.
UNIT V : MENSURATION
1. AREAS (4) Periods
Area of a triangle using Hero's formula (without proof) and its application in finding the area of a quadrilateral.
2. SURFACE AREAS AND VOLUMES (10) Periods
Surface areas and volumes of cubes, cuboids, spheres (including hemispheres) and right circular cylinders/cones.
UNIT VI : STATISTICS AND PROBABILITY
1. STATISTICS (13) Periods
Introduction to Statistics : Collection of data, presentation of data - tabular form, ungrouped / grouped,bar graphs, histograms (with varying base lengths), frequency polygons, qualitative analysis of data to choosethe correct form of presentation for the collected data. Mean, median, mode of ungrouped data.
2. PROBABILITY (12) Periods
History, Repeated experiments and observed frequency approach to probability. Focus is on empirical probability. (A large amount of time to be devoted to group and to individual activities to motivate the concept; the experiments to be drawn from real - life situations, and from examples used in the chapter on statistics).
INTERNAL ASSESSMENT 20 Marks
Evaluation of activities 10 Marks Project Work 05 Marks Continuous Evaluation 05 Marks
CLASS IX (THEORY)
One Paper Time : 21/2 hours. Marks : 60
I. Food 05
II. Matter - Its nature and behaviour 15
III. Organisation in living world 13
IV. Motion, Force and Work 20
V. Our Environment 07
Theme : Food (10 Periods)
Unit 1 : Food
Plant and animal breeding and selection for quality improvement and management ; use of fertilizers, manures; protection from pests and diseases; organic farming.
Theme : Materials (50 Periods)
Unit 2 : Matter - Nature and behaviour
Definition of matter; solid, liquid and gas; characteristics - shape, volume, density; change of state-melting(absorption of heat), freezing, evaporation (Cooling by evaporation), condensation, sublimation.
Nature of matter : Elements, compounds and mixtures. Heterogenous and homogenous mixtures, colloids and suspensions.
Particle nature, basic units : atoms and molecules. Law of constant proportions. Atomic and molecular masses.
Mole Concept : Relationship of mole to mass of the particles and numbers. Valency. Chemical formula of common compounds.
Structure of atom : Electrons, protons and neutrons; Isotopes and isobars.
Theme : The World of the living (45 Periods)
Unit 3 : Organization in the living world.
Biological Diversity : Diversity of plants and animals - basic issues in scientific naming, basis of classification.Hierarchy of categories / groups, Major groups of plants (salient features) (Bacteria, Thalophyta, Bryo phyta,Pteridophyta, gymnosperms and Angiosperms). Major groups of animals (salient features) (Non-chordates upto
phyla and chordates upto classes).
Cell - Basic Unit of life : Cell as a basic unit of life; prokaryotic and eukaryotic cells, multicellular organisms; cellmembrane and cell wall, cell organelles; chloroplast, mitochondria, vacuoles, ER, golgi apparatus; nucleus,chromosomes - basic structure, number.Tissues, organs, organ systems, organism. Structure and functions of animal and plant tissues (four types in animals; merismatic and permanent tissues inplants).
Health and diseases : Health and its failure. Infectious and Non-infectious diseases, their causes and manifestation.Diseases caused by microbes (Virus, Bacteria and protozoans) and their prevention, Principles of treatment andprevention. Pulse polio programmes.
Theme : Moving things, people and ideas (60 Periods)
Unit 4 : Motion, Force and Work
Motion : Distance and displacement, velocity; uniform and non-uniform motion along a straight line; acceleration,distance-time and velocity-time graphs for uniform and uniformly accelerated motion, equations of motion by graphicalmethod; elementary idea of uniform circular motion.
Force and Newton's laws : Force and motion, Newton's laws of motion, inertia of a body, inertia and mass,momentum, force and acceleration. Elementary idea of conservation of momentum, action and reaction forces.
Gravitation : Gravitation; universal law of gravitation, force of gravitation of the earth (gravity), acceleration due togravity; mass and weight; free fall.
Work, Energy and Power : Work done by a force, energy, power; kinetic and potential energy; law of conservationof energy.
Floatation : Thrust and pressure. Archimedes' principle, buoyancy, elementary idea of relative density.
Work, Energy and Power : Work done by a force, energy, power; kinetic and potential energy; law of conservationof energy.
Sound : Nature of sound and its propagation in various media, speed of sound, range of hearing in humans; ultrasound;reflection of sound; echo and SONAR.
Structure of the human ear (auditory aspect only).
Theme : Natural Resources (15 Periods)
Unit 5 : Our Environment
Physical resources : Air, Water, Soil.Air for respiration, for combustion, for moderating temperatures, movements of air and its role in bringing rains
across India.Air, water and soil pollution ( brief introduction). Holes in ozone layer and the probable damages.
Bio-geo chemical cycles in nature : water, oxygen, carbon, nitrogen
LIST OF EXPERIMENTS
Marks : 40 (20 + 20)
1. To prepare
a) a true solution of common salt, sugar and alum
b) a suspension of soil, chalk powder and fine sand in water
c) a colloidal of starch in water and egg albumin in water and distinguish between these on the basis of
ii) filtration criterion
2. To prepare
a) a mixture
b) a compoundusing iron filings and sulphur powder and distinguish between these on the basis of :
i) appearance i.e., homogeneity and heterogeneity
ii) behaviour towards a magnet
iii) behaviour towards carbon disulphide as a solvant.
iv) effect of heat.
3. To carry out the following chemical reactions and record observations. Also identify the type of reaction
involved in each case.
i) Iron with copper sulphate solution in water.
ii) Burning of Magnesium in air.
iii) Zinc with dilute sulphuric acid
iv) Heating of Lead Nitrate
v) Sodium sulphate with Barium chloride in the form of their solutions in water.
4. To verify laws of reflection of sound.
5. To determine the density of solid (denser than water) by using a spring balance and a measuring cylinder.
6. To establish the relation between the loss in weight of a solid when fully immersed in
i) tap water
ii) strongly salty water, with the weight of water displaced by it by taking at least two different solids.
7. To measure the temperature of hot water as it cools and plot a temperature-time graph.
8. To determine the velocity of a pulse propagated through a stretched string/slinky.
9. To prepare stained temporary mounts of (a) onion peel and (b) human cheek cells and to record observations
and draw their labeled diagrams.
10. To identify parenchyma and sclerenchyma tissues in plants, striped muscle fibers and nerve cells in animals,
from prepared slides and to draw their labeled diagrams.
11. To separate the components of a mixture of sand, common salt and ammonium chloride (or camphor) by
12. To determine the melting point of ice and the boiling point of water.
13. To test (a) the presence of starch in the given food sample (b) the presence of the adulterant metanil yellow in
14. To study the characteristic of spirogyra/Agaricus, Moss/Fern, Pinus ( either with male or female conre) and an
Angiospermic plant. Draw and give two identifying features of groups they belong to.
15. To observe and draw the given specimens-earthworm, cockroach, bony fish and bird. For each specimen
(a) one specific feature of its phylum
(b) one adaptive feature with reference to its habitat.
SCHEME OF EVALUATION
Multiple choice type question written test (School based) : 20 Marks