Science
Science is a Paper 2 elective for candidates teaching maths-science to Classes 6–8. NCERT Curiosity (NCF-SE 2023) frames science teaching as competency-based and integrated: 'The content seamlessly weaves together concepts from physics, chemistry, biology, and earth science' (Curiosity Gr6, About the Book). NIOS 510 (D.El.Ed.) defines science as 'both a body of knowledge and a process' (B1/U1 §1.3.2) and insists 'Training in the method is more important than the acquiring of information' (B1/U1 §1.0). The 7 content themes follow the NCERT theme structure (Food, Materials, World of Living, Moving Things, How Things Work, Natural Phenomena, Natural Resources). Maths-Science candidates answer 60 questions in this section: 30 maths + 30 science (~20 content + ~10 pedagogy).
Science Content
Seven NCERT content themes anchored in NCERT Curiosity (NCF-SE 2023, Gr 6–8). Each theme aligns to specific Curiosity chapters — Curiosity integrates biology, chemistry, physics and earth science rather than separating them (Curiosity Gr6, About the Book).
Food — Sources, Components & Cleaning Food
NCERT Curiosity Gr6 Ch 3 'Mindful Eating: A Path to a Healthy Body' — §3.1 What Do We Eat?, §3.1.1 food diversity across Indian states (Table 3.2). Nutrients: carbohydrates (energy), proteins (growth), fats, vitamins, minerals, water. Balanced diet; food adulteration tests (iodine for starch). IKS: Ch3 opens with Taittiriya Upanishada 'annena jātāni jīvanti' — food gives life to living beings.
SCI-02Materials of Daily Use
NCERT Curiosity Gr6 Ch 6 'Materials Around Us' (§6.1 Observing Objects Around Us) + Ch 9 'Methods of Separation in Everyday Life'. Properties: hardness, transparency, solubility, conductivity. Separation methods: winnowing, sieving, filtration, evaporation, distillation. Acids (blue litmus→red) vs bases (red litmus→blue); fibres (natural: cotton/jute/silk vs synthetic: nylon/polyester); metals vs non-metals. IKS: Ch6 opens with Rasaratnasamuchchaya–10.3: 'The materials used to make the crucible are clay and iron.'
SCI-03The World of the Living
NCERT Curiosity Gr6 Ch 2 'Diversity in the Living World' + Ch 10 'Living Creatures: Exploring their Characteristics'. Characteristics of living things: nutrition, respiration, excretion, growth, reproduction, movement, sensitivity. Cell as basic structural unit; plant cell (cell wall, chloroplast, large vacuole) vs animal cell. Microorganisms (bacteria, virus, fungi, protozoa, algae): useful (fermentation, antibiotics, N-fixation) vs harmful. Photosynthesis: CO₂ + H₂O + sunlight → glucose + O₂; autotrophs vs heterotrophs.
SCI-04Moving Things, People and Ideas
NCERT Curiosity Gr6 Ch 5 'Measurement of Length and Motion' (§5.1 How do we Measure? — traditional units: balisht/handspan, char angula before SI standardisation). Types of motion: rectilinear, circular, periodic, oscillatory. Speed = distance/time; uniform vs non-uniform motion; distance-time and speed-time graphs. Force: contact (friction, applied) vs non-contact (gravity, magnetic, electrostatic). Pressure = force/area; simple machines — lever (3 classes), pulley, inclined plane.
SCI-05How Things Work — Electric Current, Circuits & Magnets
NCERT Curiosity Gr6 Ch 4 'Exploring Magnets' (§4.1 Magnetic and Non-magnetic Materials). Natural magnets: 'naturally occurring magnets, known as lodestones which were discovered in ancient times' (Ch4). Magnetic vs non-magnetic: iron/nickel/cobalt attracted; copper/wood/rubber/plastic not attracted. Poles: like repel, unlike attract; freely suspended magnet → N-S direction (compass). Electric circuits: open vs closed; conductors (metals) vs insulators (rubber, plastic, glass). Electromagnets: iron core + coil + current; applications — electric bell, crane, relay. IKS: ancient Indian sailors used lodestones for navigation (Ch 4 context).
SCI-06Natural Phenomena
NCERT Curiosity Gr6 Ch 7 'Temperature and its Measurement' (§7.1 Hot or Cold?; Anna Mani: 'Wrong measurements are worse than no measurements at all') + Ch 12 'Beyond Earth' (celestial bodies, eclipses, seasons). Heat transfer: conduction (metals/solids), convection (fluids — land/sea breeze), radiation (no medium — Sun). Light: rectilinear propagation, reflection (plane mirror, periscope), refraction, dispersion (VIBGYOR). Sound: vibration; travels through medium (solid>liquid>gas); speed ~340 m/s in air; pitch (frequency), loudness (amplitude). Eclipses: solar (Moon between Sun and Earth); lunar (Earth between Sun and Moon). IKS: Anna Mani — pioneering Indian meteorologist (Ch 7 'Know a scientist' context).
SCI-07Natural Resources
NCERT Curiosity Gr6 Ch 8 'A Journey through States of Water' (Thirukkural opening: 'If it does not rain well, even the mighty ocean will be drained') + Ch 11 'Nature's Treasures' ('the pure air is refreshing and the soil is so fertile that it supports a variety of living beings'). Water: states (solid/liquid/gas); water cycle; scarcity; conservation; potable water; pollution. Air: composition (N₂ ~78%, O₂ ~21%); pollution (combustion, vehicles); greenhouse effect. Soil: profile; types (sandy/loamy/clayey); erosion; fertility; conservation. Forests: biodiversity; deforestation effects; conservation — national parks, wildlife sanctuaries. Renewable (solar, wind, water) vs non-renewable (coal, petroleum). IKS: Thirukkural (ancient Tamil wisdom) on water conservation; Ch 11 frames nature's gifts as collective wealth.
Science Pedagogy & Evaluation
Anchored entirely in NIOS 510 (D.El.Ed.) Blocks 1–2. NIOS 510 B1 covers the nature and process of science and teaching approaches; B2 covers planning, CCE assessment and classroom challenges. Core teaching principle: 'Training in the method is more important than the acquiring of information' (NIOS 510 B1/U1 §1.0).
Science Pedagogy — Nature, Aims & Approaches
NIOS 510 B1/U1–U4 (Understanding Science). Definition: 'Science is both a body of knowledge and a process' (B1/U1 §1.3.2). Scientific knowledge hierarchy: Hypothesis → Theory → Natural Law; Inductive vs Deductive inference (B1/U1 §1.4). Scientific thinking triad (B1/U1 §1.5): Empiricism (observation/evidence) + Skepticism (critical questioning) + Rationalism (reason/logic). Aim: 'promote a culture of scientific temperament' (B1 Block Intro). NEP 2020 / Curiosity: 'radical shift from content-based to competency-based education in science' (fecu1ps.pdf). Teaching approaches (B1/U3–U4): inquiry-based learning, activity-based, hands-on experiments, problem-solving, project, science clubs, field visits. Constructivism: students as active participants, not mere recipients (Curiosity Foreword).
SCI-09Science Evaluation — Cognitive, Psycho-motor & Affective; Remedial Teaching
NIOS 510 B2/U6 (Assessment and Evaluation and Related Issues) + B2/U7 (Challenges and Issues in Science Teaching). Unit 6 objective: 'evaluate learners' progress using different approaches including continuous comprehensive evaluation process' (B2 Block Intro). Three domains: Cognitive (knowledge/understanding/application/analysis — written/oral tests), Psycho-motor (lab skills, instrument use, conducting experiments — practical test, teacher observation), Affective (scientific attitude, curiosity, open-mindedness — observation schedule, portfolio, peer assessment). CCE (Continuous Comprehensive Evaluation): continuous across year; covers all three domains; B2 practical project: 'Prepare CCE for one student and develop a follow up programme'. Remedial teaching (B2/U7): diagnose misconceptions (e.g. heavier objects fall faster; current consumed in circuit); strategies — concrete materials, peer tutoring, alternative explanations, re-demonstration.