Physics Part 2 Class 12 NCERT Textbook

Physics Part 2 Class 12 NCERT Textbook

FOREWORD 

The National Curriculum Framework INCE 2005 recommends that children‘s life at school must be linked to their life outside the school. This principle marks a departure from the innaple marks a departure from the legacy of bookish learning which conunues to shape our system and causes a gap between the sc and causes a gap between the school, home and mumy. The syllabi and textbooks developed on the basis of NCF signify an attempt to implement this basic idea. They also attempt to discourage rote leaning an hey also attempt to discourage rote leaning and the maintenance of sharp between different subject areas. We hope these measures will take us significantly recuon of a child–centred system of education outlined in the National ronyon Education (NPE), 1986. 

The success of this effort depends on the steps that school principals and te encourage children to reflect on their own learning and to pursue imaginative activit the steps that school principals and teachers will take to We must recognise that, given space, time and freedom, children generate new knowledge with the information passed on to them by adults. Treating the prescribed textbook of examination is one of the key reasons why other resources and sites of learni em by adults. Treating the prescribed textbook as the sole basis ons why other resources and sites of learning are ignored. Inculcating creativity and initiative is possible if we perceive and treat children as participar learning, not as receivers of a fixed body of knowledge. 

These aims imply considerable change in school routines and mode of functioning. Flexibility in uy ume–table is as necessary as rigour in implementing the annual calendar so that the required number of teaching days are actually devoted to teaching. The methods used for teaching and evaluation will also determine how effective this textbook proves for making children s me al school a happy experience, rather than a source of stress or boredom. Syllabus designers have tried to address the problem of curricular burden by restructuring and reorienting knowledge at dinerent stages with greater consideration for child psychology and the time available for teaching. The textbook attempts to enhance this endeavour by giving higher priority and space to opportunities for contemplation and wondering, discussion in small groups, and activities requiring hands-on experience. 

The National Council of Educational Research and Training (NCERT) appreciates the hard work done by the textbook development committee responsible for this book. We wish to thank the Chairperson of the advisory group in science and mathematics, Professor J.V. Narlikar and the Chief Advisor for this book, Professor A.W. Joshi for guiding the work of this committee. Several teachers contributed to the development of this textbook; we are grateful to their principals for making this possible. We are indebted to the institutions and organisations which have generously permitted us to draw upon their resources, material and personnel. We are especially grateful to the members of the National Monitoring Committee, appointed by the Department of Secondary and Higher Education, Ministry of Human Resource Development under the Chairpersonship of Professor Mrinal Miri and Professor G.P. Deshpande, for their valuable time and contribution. As an organisation committed to systemic reform and continuous improvement in the quality of its products, NCERT welcomes comments and suggestions which will enable us to undertake further revision and refinement. 

New Delhi

20 November 2006 

Director

National Council of Educational 

Research and Training

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