web analytics

    HOME SCIENCE
COURSE STRUCTURE
     (THEORY)

 


One Paper (Theory)                                                                 70 Marks
Time: 3 Hours                                                                     Periods: 220

 

Unit   Marks
I Concept of Home Science and its Scope 25
II Human Development: Life Span Approach (Part I)
III Food, Nutrition, Health and Fitness 30
IV Family, Community and Resources
V Fabric and Apparel 15
VI Community Development and Extension (Part I)
  Practical 30
  Total 100

 

Unit I: Concept of Home Science and its Scope 

  1. Evolution of the discipline of Home Science
  2. Five major areas
  3. Relevance in improving the quality of life


Unit II: Human development: life span approach (Part I) 

  1. (i) Introduction to different stages infancy, early childhood, childhood, adolescence, adulthood and old age
    1. (a) Infancy (birth to 2 years): Physical – height, weight and body proportions; motor
      development Social and Emotional development; expression of emotions, socialization;
      Cognitive and Language development during 0-3 months, 3-6 months , 6-9 months, 9-12
      months and 1-2 years (milestones only);
    2. (b) Early childhood (3-6 years): characteristics
    3. (c) Childhood (7-11 years): behavioural problems of children and suggestive measures

  2. (ii) Protection from preventable disease:
  3. (a) Immunization –
    1. concept and types (natural and acquired),
    2. breast feeding (one of the ways to develop natural immunity);
    3. immunization chart;

  (b) Symptoms, prevention, after care and incubation period of childhood diseases:

Tuberculosis, Diphtheria, Pertussis (whooping cough), Tetanus, Polio, Measles, Cholera,
Diarrhoea and Chicken Pox.

  1. (iii) Substitute care at home and outside:

(a) by Grandparents, crèche/day care centres
(b) integrated Child Development Scheme (ICDS) – objectives and functions

 

  (iv) Special needs and care of disadvantaged and differently abled children: Socially 

       Disadvantaged, Visually Impaired (partial and complete), Hearing Impaired, Orthopedically Impaired (affected/missing limb)

  (v) Managing Emergencies

First aid to cuts, burns, fractures, bites (snake, dog and insects), poisoning, fainting, asthma, heart attack, drowing.


Unit III: Food, Nutrition, Health and Fitness 

  1. (i) Definition of food, nutrition, health (WHO) and fitness.
  2. (ii) Functions of food:   
    Physiological (body building, energy giving, protective, regulatory)   
    Psychological   
    Social.
  3. (iii) Selection of food for optimum nutrition and good health:

a) Nutrients: sources, functions and deficiency and its prevention; Proteins, Carbohydrates,
Fats, Vitamins- Fat soluble (A, D, E, K) and water soluble (B1, B2, Niacin, Folic acid, B12
and Vitamin C), Minerals (Calcium, Iron, Zinc and Iodine).

(iv) Maximising nutritive value of food by proper selection, preparation and storage:

(a) Selection of foods: Fruits, vegetables, egg, fish, poultry, meat, milk and milk products,
spices, cereals and pulses and convenience food.
Storage of foods: Perishable, semi perishable, non perishable and convenience food.
(b) Food Processing

  • Food spoilage & its reasons.
  • Food processing methods – Dehydration, Freezing. Use of preservatives: Natural and
    chemical.

(c) Preparation of food

  • Principles
  • Methods: boiling, steaming, pressure cooking, deep and shallow frying, baking,
    sautéing, roasting, grilling, solar cooking and microwave cooking.
  • Loss of nutrients and steps to minimize nutrient loss during preparation.
  • Methods of enhancing nutrient availability germination, fermentation, fortification
    and food combination.

Unit IV: Family and Community Resources 

(i) Concept of Family and Community resources
(ii) Types, Management and Conservation of:

(a) Human / Personal Resources: knowledge, skills, time, energy, aptitude.
(b) Non-human / material resources: money, goods, property.
(c) Community facilities / shared resources: Schools, parks, hospitals, roads, transport,
water, electricity, library, fuel and fodder. (Keeping community spaces clean and use of
environment friendly measures)

(iii) Management:

(a) Meaning and need for management.
(b) Steps in management: planning, organizing, controlling, implementing and evaluation.
(c) Decision making and its role in management.

(iv) Time, energy and space management:

(a) Need and procedure for managing time and energy.
(b) Work simplifications: Techniques for time and energy management.
(c) Need and ways of space management.
(d) Elements of art and principles of design.
(e) Use of colours, light and accessories in space management; Prang colour wheel, dimensions of colours, classes and colour schemes.

 

Unit V: Fabric and Apparel  

(i) Introduction to Fibre Science:

(a) Classifications of fibre

  • Natural: cotton, silk and wool
  • Manufactured: rayon, nylon and polyester
  • Blends: terry cot, terry silk, terry wool

(b) Characteristics of fibre
(c) Suitability for use

(ii) Fabric Construction:

(a) Yarn making: Basic procedure of making yarn.

  • Simple: Two Ply, Four Ply, Multiple and Cord
  • Novelty: Slub, Knot, Flock, Spiral
  • Blended yarns

(b) Weaving:

  • Basic Mechanism
  • Concept of Looms
  • Types of weaves - Plain (Basket and Rib), Twill, Satin and Sateenweave.
    A brief mention of special weave: Pile and Jacquard.
  • Effect of weave on appearance, durability and maintenance of garment.

 

(c) Other methods of fabric constructions: knitting, non-woven fabrics: felting and bonding

(iii) Fabric Finishes:

(a) Meaning and importance.
(b) Classification of finishes:

  • Basic finishes: cleaning, scouring, singeing, bleaching, stiffening, calendering and
    tentering
  • Functional Finishes: Water proofing, sanforization, mercerization, moth proofing.

(iv) Dyeing and Printing

(a) Importance of dyeing and printing
(b) Types and sources of Dyes-natural, synthetic
(c) Methods of Dyeing and Printing: Plain Dyeing; tie and dye; Batik printing; Block printing.

Unit VI: Community Development and Extension (Part I) 


(i) Respect for girl child
(ii) Media: Concept, Classification, Function
(iii) Communication:

- Concept.

- Importance
- Method
- Types
- Elements
- Effective communicative skills

(iv) Keeping community spaces clean

 

PRACTICAL                                                                           Maximum Marks: 30

I. Human Development: Life Span Approach


1. Visit a child care centre (Day Care/Crèche/Anganwadi/Nursery Schools/ any other). Write a report
on facilities and activities.
2. Select a child with special needs in the neighbourhood. Write a report about her/his special
requirement related to:-

a) Care
b) Education
c) Physical Infrastructure needed

3. Observation of any two children in different stages of age in the neighbourhood and report on their
activities and behavior.
4. Prepare an educational toy by using local material.

II. Food, Nutrition, Health and Fitness

1. Plan and prepare a dish rich in selected nutrients (Iron, Calcium, Protein, Fibre).
2. Prepare one preserved product; also prepare a suitable label for it.
3. Prepare dishes involving the following: Germination, Fermentation and Combination.

III. Family and Community Resources

1. Using elements of art and principles of design, prepare Rangoli, Flower arrangement and one
accessory for decoration.
2. Critically evaluate your residential space and suggest improvements.
3. Prepare a day’s routine of self, listing activities and time spent in each. Critically evaluate for
improvement for time and energy saving.
4. Cleaning different surfaces & metals (glass, brass, silver, bronze etc.)

IV. Fabric and Apparel


1. Prepare paper samples of the following weaves: Plain, Rib, Basket, Twill (any two), satin and
sateen.
2. Collect samples of various fabrics and identify the following weaves: Plain, rib, basket, twill, satin
and sateen

3. Identification of various types of fibres using burning test.
4. Prepare five samples of tie and dye.

V. Community Development and Extension


1. Plan message for ‘respect for girl child’, 'women's empowerment', 'cleanliness of public spaces'
using different modes of communication for different focus groups.
2. Make a leaflet or a pamphlet using original slogan for consumer education on any topic.


About the author
Ritu Sagar