Project Guidelines for Class IX

Internal Assessment--Part 1

Practical work/Project work: Maintaining a record file

This file will be evaluated out of 10 marks. The students are required to do three of the
six topics given in the syllabus.
A general outline of a few of the topics is provided in the following section for the
students. The students can use these as framework for the topics in their record file.
However, they should also search for more information about the topics. They can use
textbooks, reference material found in the library, journal articles, and reputable
Internet sites, etc.

Topic 1: Uses of important types of maps

Objective: To make the students understand the importance of maps in the study of
geography.

What is a map?
A map is a representation of a part or the entire surface of the earth on a plane surface
such as a sheet of paper. It provides the greatest amount of information on a group of
features in terms of their relative size and position on that surface.
Maps are not based on any random information but are based on information gathered
with great accuracy through surveys made by geographers, scientists and cartographers
or map makers. Maps come in different sizes and could be folded up or rolled or kept
flat and straight.

Types of maps
Maps can be classified into two broad categories on the basis of scale and on the basis
of purpose.
On the basis of scale, maps can be classified further into a large-scale map and a small-
scale map. A large scale map shows a small area in great detail while a small- scale map
shows a big area with only some details.
Maps can be put into different categories based on the purpose for which they are used.
Some of the important ones are as follows:

Cadastral maps: These are large-scale maps that show the boundaries of every field
and plot of land in a particular area.

Physical maps: These maps show the physical features of a region such as mountains,
valleys, plains, rivers, plateaus and so on.

Political maps: These maps show political boundaries of countries, states and districts,
and the location of capital cities and other important cities.

Thematic maps: These maps show either a particular theme, such as climate,
vegetation, rainfall, and population, or show the relationship between one or more
themes.
Topographical maps: These are large-scale maps that show both natural features such
as mountains, hills, rivers, lakes, plateaus, cliffs, etc. and man-made features such as
settlements, roads, railway tracks, wells, embankments, and settlements. The most
important feature of these maps is that the shape of the land is generally shown by
contour lines.

Topic 2: Directions and scales

Objective: To make the students understand the concepts of direction and scale.
When discussing directions, the important point to keep in mind is that you must know
your position on the map. You must also know the location of the point whose direction
you wish to measure. Direction is a relative term because the direction of an object
changes when the location of the person who wishes to measure its direction changes.

What are cardinal directions?

Cardinal directions are the four basic directions north, south, east and west. These four
cardinal directions can be divided into sub-directions. These are north-east, south-east,
south-west and the north-west. These can further be divided into north-northeast, east-
northeast, east-southeast, south-southeast, south-southwest, west-southwest, and so on.

What is a scale?
Every map has a scale. The scale is the ratio of the distance between two places on the
map to the actual distance between the same two places on the ground.

Types of scales

Statement of scale: When a scale is expressed in words, it is called a statement of

scale.

Graphic scale: A graphic scale consists of a straight line which is divided into lengths
that represent given distances on the ground. It is drawn near the lower portion of the
map. The scale is divided into primary divisions which begin from the right hand side of
0. The left hand side of the scale from 0 is subdivided into smaller equal divisions called
the secondary divisions.

Representative Fraction: Here the scale is in the form of a fraction in which the
numerator expresses the distance on the map and the denominator represents the
actual distance on the ground. It should be noted that the numerator is always 1 and
both numerator and denominator are expressed in the same unit.

Topic 3: Representation of relief through contours

Objective: To make the students understand the importance of contour lines in

representing relief or physical features. The importance of contours lie in giving a three-
dimensional view of the land which otherwise appears rather flat in a map.
What are the basic characteristics of contour lines?
 Contour lines are drawn at fixed intervals such as 20 m, 50 m, or 100 m
depending on the nature of elevation.
 Contour lines do not intersect one another but could meet and touch each other.
 Every contour line is marked with a number that indicates the height above sea
level.
 The difference in values between two adjacent contour lines is known as contour
interval. A contour interval is also called a Vertical Interval.
 The distance between any two contour lines is called the Horizontal Equivalent.
 If the contour lines are drawn close to one another, it indicates steep slope and if
drawn far apart it indicates a gentle slope.

Contour diagrams of some simple landforms

Conical hill: The contour lines are evenly spaced in almost concentric circles.

Plateau: On a contour map, plateaus are indicated by contour lines very close to each
other on all sides, with none or very few lines at the centre.
Ridge: The contours of the ridge are elliptical with contours close to each other
indicating steepness.

V- shaped valley: It is indicated on a contour map with the contour lines close to each
other and a very dominant V.
U-shaped valley: These are identified on a contour map with the closed end more U-
shaped and the contour lines close to each other.

Internal Assessment--Part 2

Practical work/Project work: Prepare a project report

In class IX, the students are also required to prepare a project report on any one of the
suggested topics listed in the syllabus. These assignments are to be completed during the
school year under the supervision of the geography teacher. The assessment criteria will
be the same for all candidates. The project will be evaluated out of 10 marks.

Project 1: Weather Records

Aim of the project: To familiarize students with weather studies. Weather is an

important part of the natural environment. It directly or indirectly affects many of our
activities.

Learning objective: To search for and analyze secondary sources of information.

Secondary sources also include weather records published in newspapers. The students
are required to analyze and interpret such data and come to a suitable conclusion.

Research methodology: The students can go to their school library and look for the
weather section in the newspaper. Information regarding weather is usually under the

project with a simple definition of weather. The weather record usually has information
on variables such as temperature, cloudiness and rainfall. The students can read the
information carefully and note it down in their reports. They should include the
following information: day and date, time of sunrise and sunset, amount of rainfall
received, highest and lowest temperature, etc. in their report. The students can also
include photographs showing weather conditions.
Time period: The students can record it continuously for a few months so that the
weather pattern can be established.

Project 2: Area Studies

Aim of the project: To make the students understand the importance of area studies in
geography.

Learning objective: To undertake an in-depth study of an area. Area studies are one of
the core concepts of geography.

Research methodology: After consulting their teacher, the students can choose any
one particular natural region of the world for an in-depth study. The students should
decide on a natural region and register it with the teacher. They can use various sources
such as books in the library and reliable Internet sites to get information about the
topic. It is important for the students to follow a proper sequence while working on this
project. For example, if a student has selected the Mediterranean region, he/she can start
by indicating on a world map the various regions around the world that experience the
Mediterranean climate. He/she can explain why these places have this climate. They can
proceed to describe the climate and vegetation of the region. The students can make the
study more interesting by including a temperature and rainfall chart of a city
experiencing the Mediterranean climate and briefly analyze the chart. They can describe
the flora and the fauna of the region as well as the crops. The student should be given
the choice of making either a PowerPoint presentation or a regular project report.

Time period: Two weekends during the school year should be sufficient to work on this
project.

Project 3: Sources of pollution of water bodies

Aim of the project: It is essential for the students to realize the importance of water. It
is a resource that is going to be scarce in the near future.

Learning objective: This class project should be a good opportunity to know about
water pollution. It is important for the students to comprehend the subject of water
pollution.

Research methodology: It will be helpful if the students are familiar with the concept
of water pollution when they are beginning their project on sources of water pollution.
They should be able to identify the various sources of water pollution such as sewage
from domestic and municipal areas, effluent from industries and run-off from
agricultural lands. The student should decide on the source of water pollution that
he/she wants to study and discuss it with their teacher. After a detailed discussion, the
students should prepare the outline of the project. The teacher can guide the students
about the resources they can use: books and other reference materials. This project work
would require a visit to a suitable area connected with the project. The teacher should
help the students get the required permission to do some fieldwork. The students can go
to a nearby river to see the level of pollution. The students can take photographs to
illustrate the points that they are making.

Time period: Two weekends during the school year should be sufficient to work on this
project.

Project 4: Global environmental issues and problems

Aim of the project: To make the students understand the importance of

environmental issues. They need to be aware of environmental problems such as global
warming, climate change, loss of biodiversity, fast depletion of resources including
energy resources, environmental degradation, overpopulation, etc.

Learning objective: It is necessary for the students to explore beyond the textbook.
They should keep themselves up-to-date with matters concerning the global
environment.

Research methodology: The students, in consultation with their teachers, can pick
one or two issues that they feel are of great concern to them. The teacher can guide the
students about the resources they can use: books and other reference materials.
Students should be encouraged to meet experts to get relevant information. They should
gather as much facts and figures as possible on the topics. It is important for the
students to clearly define the key topics under which they will organize their projects.
For example, if they select global warming and climate change as the topic, the key
topics will include a definition of global warming, factors that cause global warming, the
effects of global warming, etc. For this particular project, the students can make their
presentations in the form of posters, collages, charts, cartoons, handouts, etc.

Time period: Two weekends during the school year should be sufficient to work on this
project.

Project 5: Tools and techniques used in the study of geography, and

meteorological instruments and their uses

Aim of the project: To understand the importance of tools and techniques in the study
of geography and to be familiar them

Learning objective: Geographers use various tools and techniques to study the earth,
many of which are unique to the field. The students should use this opportunity to
familiarize themselves with the art of map-making or cartography, map projections and
remote sensing. They should make an effort to understand how scientific instruments
are used in the study of meteorology or the study of weather.
Research methodology: It is important for the teacher to guide the students in this
project. Before starting the research work for this project, the students should prepare
an outline based on their existing understanding of the topic. They can get the outline
approved by the teacher. The students can then use the framework to research material
for the project. They can use textbooks, reference material found in the school library,
journals, newspaper articles, Internet sites, etc. They should elaborate on each of the
tools used in the study of geography such as map projections and remote sensors.

Time period: Two weekends during the school year should be sufficient to work on this
project.

Presentation of all the projects: The students should be encouraged to present their
findings in a systematic way. The write-up of the findings should always include a list of
contents and should have an introduction, a body of text, and a conclusion. The students
should support their statements with different visual aids such as photographs, charts,
tables, diagrams, maps and plans. Maps and diagrams should be neatly labelled. The
presentation should reflect the amount of work done while doing the project. The text
should be highlighted with appropriate headings and subheadings. The students can
include a bibliography listing all the reference material used in the project.

Assessment of the projects: The teachers can keep in mind the following points while
assessing the projects.
1. Preparation and organization. The assignments should have an appropriate
introduction and a suitable conclusion. The assignments should have been planned with
appropriate objectives. The materials used are appropriate and relevant to the topic.
2. The research methodology adopted. Assess whether the students have displayed
initiative to analyze, coordinate and draw conclusions. Assess whether the students have
collected material from standard sources of information and there has been no misuse
of reference books or journals.
3. Assess whether students have displayed ingenuity and appropriate skills to produce
the desired results in their work and presentation. There should be adequate use of
visual aids such as graphs, sketches, comparative tables, etc.
4. Assess whether there is depth in treatment of the chosen topic and whether the
project reports are neat and tidy.