CURRICULUM PHYSICS

GRADES IX-XII
2019

PUNJAB CURRICULUM AND TEXTBOOK BOARD LAHORE

 TABLE OF CONTENTS
Sr. No. Chapters Pages
Preamble 2

1. Introduction 3

2. Transition of Scheme of Studies into Curriculum, Textbook & 4

Dissemination into Knowledge & Skills

3. Students Learning Outcomes for Grade IX 13

4. Students Learning Outcomes for Grade X 33

5. Students Learning Outcomes for Grade XI 52

6. Students Learning Outcomes for Grade XII 74

7. Students Learning Outcomes of Condensed Physics for Technologies &

Agriculture/ Veterinary Groups for Grade XI- XII

8. Teaching Strategies 145

9. Assessment and Evaluation 156

10. Guidelines for Developing Teaching Learning Resources 175

11. Curriculum Review Committee Members for Physics (IX-XII) 178

CURRICULUM FOR PHYSICS GRADES IX- XII 1

 PREAMBLE

Curriculum lies at the heart of the educational enterprise. It is a mean through

which nations transmit their philosophy of life and its spirit to exemplify their value system to its
young generations. The development of curriculum requires inputs from the stakeholders to
reflect the needs of the society and interests of the learners.

Curriculum, syllabus and standards of education were on the concurrent list under
Entry 38 of the Concurrent Legislative List to the Fourth Schedule of the Constitution of Islamic
Republic of Pakistan, 1973. After 18th Constitutional Amendment, development of curricula and
approval of textbook manuscripts and supplementary reading material relating to textbooks,
production of reference and research material in respect of the problems relating to the Schemes
of Studies and curricula / textbooks etc. are now the exclusive domain of the Punjab Curriculum
and Textbook Board under Punjab Curriculum and Textbook Board Act, 2015 (Act VI of 2015).

To carry out its mandate, the Punjab Curriculum and Textbook Board has prepared
a new Scheme of Studies-2018 from Pre-Primary Education to Intermediate Level for the province
of Punjab in consultation with all the stakeholders involved in the delivery of education. The
Scheme of Studies-2018 is prepared keeping in view the arising need of technology in our society,
modern trends in education system and to bridge the gap between public / private schools and
Deeni Madaris of the Punjab. Punjab Curriculum and Textbook Board and the School Education
Department hope that this endeavor will be prolific to generate a new youth, useful for the socio-
economic development of the country.

For developing Curriculum of Physics for Grade IX – XII, the Physics National
Curriculum-2006 for Grades IX-X & XI-XII developed by Ministry of Federal Education, Islamabad
have been taken into consideration as reference documents.

This Curriculum will hopefully pave the way for bringing about qualitative change
in education at this level.

Managing Director

CURRICULUM FOR PHYSICS GRADES IX- XII 2

 INTRODUCTION
Academic knowledge and rapid technical advancement during the era of globalization has
caused tremendous changes in the national and international social and economic spheres.
These changes necessitate revision of the curriculum which is a fundamental mechanism for the
development of education quality. Need has been realized to restructure the curriculum so that
the abilities and skills of inquiry becomes the vehicles for acquiring scientific knowledge. The
structure of the curriculum is based on logical sequencing of the subject matters kept by proper
placement of the concepts, appropriate to the comprehension level of students. Due care has
been taken that the curriculum is comparable to the international standards. Curriculum load
has been reduced by eliminating overlapping of concepts within the discipline of physics or with
other disciplines making room for contemporary core topics and emerging curricular areas. The
scientific method has been practiced as a method of inquiry in a way that stimulates curiosity
and interest. Every opportunity has been taken to expose the students to the applications of
physics to technology and environmental issues. Emphasis has been to promote process-skills,
problem-solving abilities and application of concepts, useful in real life situations for making
Physics learning more relevant, meaningful and interesting.
The Aims of Physics at Higher Secondary Level are to enable student to:
 Develop habit of scientific and rational thinking and an attitude to search for order and
symmetry in diverse phenomena of nature and thereby to appreciate the supreme
wisdom and creative powers of the creator.
 Become lifelong learner, effective problem solver, responsible and productive citizens in
a technological world.
 Strengthen the concepts developed at the secondary level to lay firm foundation for
further learning of physics at the tertiary level, in engineering or in other physics
dependent and vocational courses.
 Develop process skills and experimental, observational, manipulative, decision making
and investigatory skills in the students.
 Understand and interpret scientific information presented in verbal, mathematical or
graphical form and to translate such information from one form to another.
 Understand and appreciate the inter relationship and balance that exists in nature, the
problems associated with the over exploitation of the environmental resources and
disturbance because of the human activities in the ecological balance, thus taking care of
the environment.

CURRICULUM FOR PHYSICS GRADES IX- XII 3

TRANSITION OF SCHEME OF STUDIES INTO CURRICULUM, TEXTBOOKS & DISSEMINATION OF
KNOWLEDGE & SKILLS

1. Sustainable technical development is the pathway to the socio-economic development of

a nation. To have technologically vibrant, industrialized and knowledge-based Pakistan
maximum efforts must be directed towards imparting high quality education covering
emerging trends modern developments and scientific learning.
The Scheme of Studies 2017 has not only laid requisite emphasis on existing subjects like
physical and social sciences, it has also focused on Quranic Education with Urdu as well
as English translation of the Holy Quran, Technology based education, computer Science
& IT, Agriculture education, Business Administration, Fine Arts and Sports Education.
2. This Scheme of Studies has laid down the following Aims and Objectives:
 To Impart high quality student centred learning
 To introduce emerging trends, modern developments and scientific learning
 To promote awareness about national integration, patriotism and ideology of
Pakistan with understanding to accept diverse views beliefs and faiths
 To produce disciplined, motivated and enlightened youth with high moral
character, sound ethical values and resilience to face adversities and challenges
 To produce creative, constructive, communicative and critical thinking youth with
clear concepts and in-depth knowledge, ready to participate in the highly
competitive globalized knowledge-based economy
 To bring Punjab students of Ittehad-e-Tanzeemat-e-Madaris Pakistan into main
stream of education
3. Aforementioned Aims and objectives have to be achieved through curriculum, textbooks
and dissemination of knowledge & skills to the students.
4. Matrix for Physics for Grade IX – XII is outlined as under:-
Grade IX
Unit No. Part – I (Mechanics)
1. Physical Quantities and Measurement
2. Kinematics
3. Dynamics
4. Turning Effect of Forces
5. Gravitation

CURRICULUM FOR PHYSICS GRADES IX- XII 4

 Part – II (Work & Energy)
6. Work and Energy
Part – III (Matter & Its States)
7. Physical Properties of Matter
8. Thermal Properties of Matter
9. Transfer of Heat
Grade X

Part – IV (Oscillation & Waves)

10. Simple Harmonic Motion and Waves
11. Sound
Part – V (Geometrical Optics)
12. Geometrical Optics
Part – VI (Electricity & Magnetism)
13. Electrostatics
14. Current Electricity
15. Electromagnetism
16. Introductory Electronics
17. Information and Communication Technology
Part – VII (Atomic & Nuclear Physics)
18. Radioactivity
Grade XI

Unit No. Part – I (Mechanics)

1. Measurement
2. Vectors and Equilibrium
3. Forces and Motion
4. Rotational and Circular Motion
5. Fluid Dynamics
6. Work and Energy
Part – II (Waves & Oscillations)
7. Waves
8. Oscillations
Part – III (Physical Optics)
9. Physical Optics
Part – IV (Thermal Physics)
10. Thermodynamics

CURRICULUM FOR PHYSICS GRADES IX- XII 5

 Grade XII

Part – V (Electrical Physics)

11. Electrostatics
12. Capacitors
13. Current Electricity
14. Alternating Current
Part – VI (Electromagnetism Theory)
15. Electromagnetism
16. Electromagnetic Induction
Part – VII (Solid State Physics)
17. Physics of Solids
18. Electronics
Part – VIII (Modern Physics)
19. Dawn of the modern Physics
20. Nuclear Physics

CURRICULUM FOR PHYSICS GRADES IX- XII 6

 STANDARDS, BENCHMARKS AND STUDENT LEARNING OUTCOMES

Standards are broad descriptions of the knowledge and skills students should acquire in a
subject area. The knowledge includes the important and enduring ideas, concepts, issues, and
information. The skills include the ways of thinking, working, communication, reasoning, and
investigating that characterize a subject area. Standards may emphasize interdisciplinary themes
as well as concepts in the core academic subjects.
Standards are based on:
 Higher Order Thinking: instruction
 Deep Knowledge:
 Substantive Conversation:
 Connections to the World Beyond the Classroom:
a) Benchmarks
Indicate what students should know and be able to do at various developmental levels.
b) LEARNING OUTCOMES
Indicate what students should know and be able to do for each topic in any subject area
at the appropriate developmental level. The Learning Outcomes sum up the total expectations
from the student. Within this document the Learning Outcomes are presented under three
subheadings:
☼ Understanding
☼ Skills including laboratory work
☼ Science, Technology and Society connections
The Standards and the accompanying Benchmarks will assist in the development of
comprehensive curriculum, foster diversity in establishing high quality Learning Outcomes, and
provide an accountability tool to individuals involved in the education market place. These
provide a common denominator to determine how well students are performing and will assure
that all students are measured on the same knowledge and skills using the same method of
assessment.

CURRICULUM FOR PHYSICS GRADES IX- XII 7

PHYSICS STANDARDS AND BENCHMARKS FOR GRADES IX-XII
The content standards provide descriptions of what students should know,
understand and be able to do in a specific content area. In addition, benchmarks in each
content areas are drafted to further clarify the content standards. They define our
expectations for students knowledge, skills and abilities along a development continuum in
each content area. They are meant to define a common denominator to determine how well
students are performing.

(A) Constructing New Scientific Knowledge

Scientifically literate students are learners as well as user of knowledge. They ask
question about the world that can be answered by using scientific knowledge and techniques.
They can also develop solutions to problems that they encounter or questions they ask. They
can remember key points and use sources of information to reconstruct previously learnt
knowledge, rather than try to remember every detail of what they learnt.

Standard 1.
Students will be able to display a sense of curiosity and wonder about the natural world and
demonstrate an increasing awareness that this has lead to new developments in science and
technology.

(B) Reflecting on scientific knowledge

Scientifically literate students can show an appreciation for scientific knowledge and the
patterns that reveal in the world; this often involves seeing connections among different areas
of knowledge. They may be able to take a historical and cultural perspective on concepts and
theories or to discuss relationships among science, technology and society.

Standard 2.
Students will be able to demonstrate an understanding of the impact of science and
technology on society and use science and technology to identify problems and creatively
address them in their personal, social and professional lives.

(C) Using scientific knowledge

Scientifically literate students can use their knowledge to understand the
world around them and to guide their actions. Important type of activities that use scientific
knowledge include description and explanation of real world objects, systems or events;

CURRICULUM FOR PHYSICS GRADES IX- XII 8

prediction of future events or observations; and the design of systems or courses of action that
enable people to adopt to and modify the world around them.

Standard 3.
Student will be able to understand the processes of scientific
investigation. They will be able to identify a problem, design and conduct experiments and
communicate their findings using a variety of conventional and technological tools.
Standard 4.
Students will be able to describe and explain common properties, forms and
interactions of energy and matter, their transformations and applications in physical systems.

BENCHMARKS
Standard Benchmarks Secondary Benchmarks Higher
Code Level Secondary Level
At the end of the course, The At the end of the course, The students will
students will be able to: be able to:

1.1 Generate scientific questions Ask questions that can be investigated

about the world based on empirically.
observation.
1.2 Develop solutions to problems Develop solutions to problems through
through reasoning, observation, reasoning, observation, and
and investigations. investigations.
1.3 Design and conduct scientific Design and conduct scientific
investigations investigations.

1.4 Use tools and equipment Recognize and explain the limitations of
appropriate to scientific measuring devices.
investigations.
1.5. Use metric measurement devices Gather and synthesize information from
to provide consistency in an books and other sources of information.
investigation.

1.6 Use sources of information in

CURRICULUM FOR PHYSICS GRADES IX- XII 9

 support of scientific _
investigations.
1.7 Write and follow procedures in Discuss topics in groups by making clear
the form of step-by-step presentations, restating or summarizing
instructions, formulae, flow what others have said, asking for
diagrams, and sketches. clarification or elaboration, taking
alternative perspectives, and defending a
position.
2.1 Evaluate the strengths and Justify plans or explanations on a theoretical
weaknesses of claims, argument or empirical basis.
or data.
2.2. Describe limitations in personal Describe some general limitations of
knowledge. scientific knowledge.

2.3 Show how common themes of Show how common themes of science,
science, mathematics, and mathematics, and technology apply in real
technology apply in real-world world contexts.
contexts.
2.4 Discuss the historical development of the
_
key scientific concepts and principles.

2.5 Describe the advantages and Explain the social and economical
risks of new technologies advantages and risks of new technology.

2.6 Develop an awareness and Develop an awareness and sensitivity to the

sensitivity to the natural world. natural world.

2.7 Recognize the Describe the historical, political and social

contributions made in factors affecting developments in science.
science by cultures and
individuals of diverse
backgrounds.
3.1 Understand inquiry principles Appreciate the ways in which models,
and process of 1st hand theories and laws in physics have been
investigation in Physics. tested and validated

CURRICULUM FOR PHYSICS GRADES IX- XII 10

3.2 Describe applications of physics Assess the impacts of applications of physics
which affect society or the on society and the environment.
environment.
3.3 Select and use appropriate Justify the appropriateness of a particular
equipment for investigation plan. investigation plan.

3.4 Identify methods, collecting and Identify ways in which accuracy and
recording data, and also reliability could be improved in
organizing and analyzing data. investigations.
3.5 Use appropriate terminology and Use terminology and report styles
reporting styles to communicate appropriately and successfully to
information and understanding communicate information.
in physics.
3.6 Draw valid conclusions from Assess the validity of conclusions from
gathered data and information. gathered data and information.

4.1 Describe the forces acting on an Explain events in terms of Newton’s laws
object which causes changes in and law of conservation of momentum.
its motion.
4.2 Describe the effects of energy Explain the effects of energy transfers and
transfers and energy energy transformations.
transformations.
4.3 Describe modular model of Explain mechanical, electrical and magnetic
matter and its understanding to properties of solids and their significance.
explain various concepts related
the behaviour of matter.
4.4 Demonstrate an understanding Demonstrate an understanding of the
of the principles related to fluid principles related to fluid dynamics and
statics and appreciate their use their applications.
in hydraulic systems.

4.5 Investigate and explain heat Explain that heat flow and work are two
transfers by conduction, forms of energy transfers between systems
conversion and radiation and and their significance.
their consequences.

CURRICULUM FOR PHYSICS GRADES IX- XII 11

4.6 Explain wave motions in terms of Understand wave properties, analyze wave
energy sources and the interactions and explain the effects of those
oscillations produced. interactions.
4.7 Show understanding of Demonstrate an understanding of wave
geometrical optics by model of light as e.m waves and describe
experimenting and exploring how it explains diffraction patterns,
reflection and refraction of light interference and polarization.
and make use of them in
spherical mirrors and lenses.
4.8 Describe the relationship Explain the effects of electric, magnetic and
between force and potential gravitational fields.
energy in gravitational and
electrical fields.
4.9 Show understanding of electric Demonstrate and understand the
current and potential difference properties, physical quantities, principles
and calculate electric energy and laws related to electricity and
consumption of appliances and magnetism and make use of them.
demonstrate safety measures in
home circuitry.
4.10 Investigate and state basic Investigate and explain basic properties of
properties of some electronic semi-conductors devices (diodes and
and communication components transistors) and make electronic circuits
and make basic electronic circuit and make use of them.
and make use of it.
4.11 Describe and explain the Search, for information and explain nuclear
structure of atom and atomic reactions, fission, fusion, interaction
nucleus, origin of radioactivity, between matter and energy benefits and
its uses and hazards. risks of nuclear energy. Describe quantum
theory, special theory of relativity and
other modern concepts in Physics.

CURRICULUM FOR PHYSICS GRADES IX- XII 12

 SCHEME OF WORK GRADE IX

LEARNING CONTENTS AND STUDENTS' LEARNING OUTCOMES GRADE IX

Contents: Students' Learning Outcomes
R U Ap. An. E C
Part-I(Mechanics) Students will be able to:
Unit # 1: Physical Quantities And Measurement (21 Periods)
 Describe the role of different branches of Physics in Science,
1. Introduction to Physics Technology and Society. *

2. Physical Quantities  Differentiate between base and derived physical quantities. *

 List the seven units of System International (SI) along with their
3. International System
symbols and physical quantities (standard definitions of SI units are
of Units not required). *
4. Prefixes (Multiples and
 Interconvert the prefixes and their symbols to indicate multiples and
sub multiples) sub multiples for both base and derived units. *
5. Standard Form /
 Write the answer in scientific notation in measurements and
Scientific Notation calculations. *
6. Measuring
Instruments:
a. Vernier Callipers
b. Screw Gauge  Identify and explain the limitation of measuring instruments such as *
c. Physical Balance Metre Rule.
d. Stopwatch  Describe the working of Vernier Callipers and Screw Gauge for
measuring length and their limitations. *

CURRICULUM FOR PHYSICS GRADES IX- XII 13

7. An Introduction to Describe the need using significant figures for recording and
Significant Figures stating results in the laboratory. *
Investigation Skills:

 Compare the least count of the following measuring instruments

and state their measuring range:

i. Measuring Tape
ii. Metre Rule
iii. VernierCallipers
iv. Micrometer Screw Gauge
*
 Make a paper scale of given least count e.g.
0.2 cm and 0.5 cm. *
 Measure the length and diameter of a cylinder and calculate the
volume with a vernier callipers. *
 Measure the thickness of a metal strip or a wire using a Screw
Gauge. *

 Determine an interval of time using Stopwatch. *

 Determine the mass of an object by using different types of
balances and identify the one which gives most precise
measurement. *
 Determine volume of an irregular shaped object using a measuring
cylinder. *

CURRICULUM FOR PHYSICS GRADES IX- XII 14

  List laboratory safety equipment rules and appropriate use of
these equipments in the laboratory. *
Science, Technology and
Society Connections:

 Determine length, mass and time in daily life activities using

various measuring instruments. *
UNIT # 2 KINEMATICS (19 Periods)

1. Rest and Motion  Describe using examples that rest and motion are relative.
*
2. Types of Motion  Identify different types of motion i.e., translatory (Linear, Random
(Translatory, and Circular); rotatory and vibratory motions and distinguish
Rotatory, Vibratory) among them.
*
3. Terms associated
with Motion;
 Position
 Distance and
Displacement *
*
 Speed and  Define the term speed, velocity and acceleration.
Velocity  Differentiate with examples between distance and displacement,
 Acceleration speed and velocity
 Differentiate with examples between scalar and vector quantities.
*
4. Scalars and Vectors  Represent vector quantities by drawing lines according to scale.

CURRICULUM FOR PHYSICS GRADES IX- XII 15

 *

*
*

 Plot and interpret Distance-Time graph and Speed-Time graph.

 Determine and interpret the slope of Distance-Time and Speed-
Time graphs.
o Determine from the shape of the graph, the state of a body,
5. Graphical Analysis of when the body is:
 At rest
Motion;
 Moving with constant speed
Distance-Time  Moving with variable speed.
Graph
 Speed-Time  Calculate the area under Speed-Time graph to determine the
Graph distance travelled by the moving body.
6. Equations of Motion;
(a) For Uniform
Velocity
 S =vt
(b) For Uniformly
Accelerated
 Derive equations of motion for a body moving with a uniform
Motion *
acceleration in a straight line using graph.
 vf = vi + a t  Solve problems related to uniformly accelerated motion using
 S = vit + ½ a t2 appropriate equations.
 vf 2 – vi 2 = 2 a S

CURRICULUM FOR PHYSICS GRADES IX- XII 16

 7. Motion due to  Solve problems related to freely falling bodies using 10 ms-2 as
Gravity the acceleration due to gravity *
Investigation Skills:

*
*
 Demonstrate various types of motion so as to distinguish between *
translator, rotatory and vibratory motions.
 Determine the acceleration of free-fall by timing a falling object by
Free Fall Apparatus.
 Calculate acceleration of an iron ball rolling down an inclined
surface using angle iron by drawing graph between 2S and t2 .
Science, Technology and
Society Connections
 Measure the average speed of a 100 m sprinter.
 Use mathematical slopes (ramps) of graphs or straight lines in real
*
life applications.
 Interpret graph from newspapers, magazines regarding cricket and
weather etc. *
*

UNIT # 3 DYNAMICS (21 Periods)

 Explain inertia, momentum and force and describe that force is the
1.Momentum rate of change of momentum. *

CURRICULUM FOR PHYSICS GRADES IX- XII 17

  State and explain Newton’s laws of motion. *
*
 Distinguish between mass and weight and solve problems using F
= ma, and w = mg.
 Calculate tension and acceleration in a string during motion of *
bodies connected by the string and passing over frictionless pulley
using second law of motion.
2.Newton’s Laws of
 State the law of conversation of momentum and apply it to a
Motion system of two objects. *
 Define friction and explain the effect of friction on the motion of a *
vehicle in the context of tire surface, road conditions including
skidding, braking force.
 Describe what may happen if all frictions suddenly disappear.
*
 Demonstrate that rolling friction is much lesser than sliding
3.Types of Friction friction.
*
 Explain that motion in a curved path is due to a force perpendicular *
to the velocity of a body.
4.Uniform Circular
Motion  Define centripetal force and calculate centripetal force on a body
moving in a circle using the equation F = mv2/r. *

Investigation Skills: 
 Identify the relationship between load and friction by sliding a
*
trolley carrying different loads with the help of a spring balance on
different surfaces.

CURRICULUM FOR PHYSICS GRADES IX- XII 18

  Determine the value of “g” by Atwood’s machine. *

 Investigate the relationship between force of limiting friction and

*
normal reaction to find the coefficient of sliding friction between a
wooden block and horizontal surface.

 Determine the force of limiting friction by rolling a roller on a *

horizontal plane.

Science, Technology and

Society Connections:
 Identify the principle of dynamics with reference to the motion of
*
objects and vehicles (e.g. analyze the throwing of a ball, swimming,
boating and rocket motion).

 Identify the safety devices (such as packaging of fragile objects, the

*
action of crumple zones and seatbelts) utilized to reduce the
effects of changing momentum.

 State what will happen to you while you are sitting inside a bus and *
when the bus:
 starts moving suddenly
 stops moving suddenly
 Turns a corner to the left suddenly

*
 Identify the use of centripetal force in:

CURRICULUM FOR PHYSICS GRADES IX- XII 19

  safe driving by banking roads
 washing machine dryer
 Cream separator.

UNIT # 4 TURNING EFFECT OF FORCES (20 Periods)

1. Forces on Bodies  Define like and unlike parallel forces. *

2. Addition of Forces  State head to tail rule of vector addition of forces / vectors. *
 Describe how a force is resolved into its perpendicular *
components.
3. Resolution of *
 Determine the magnitude and direction of a force from its
Forces perpendicular components.
 Define moment of force or torque as;
 Moment = force x perpendicular distance from pivot to the line of
action of force *

4. Moment of a  Explain the turning effect of force by relating it to everyday life.

Force
*
5. Principle of
*
Moments  State the principle of moments.

6. Centre of Mass o Define the centre of mass and centre of gravity of a body. *
o Define couple as a pair of forces tending to produce *
7. Couple rotation.

CURRICULUM FOR PHYSICS GRADES IX- XII 20

 *
*
o Define equilibrium and state the two conditions for
equilibrium of a body.
o Solve problems on simple balanced systems when bodies
are supported by one pivot only. *
o Describe the states of equilibrium and classify them with
8. Equilibrium common examples.
o Explain effect of the position of the centre of gravity on the
9. Stability stability of simple objects. *
Investigation Skills:

 Determine the position of center of gravity of regular and irregular *

shaped objects.
 Verify the principle of moments by using a metre rod balanced on *
a wedge.
*
 Determine the tension in strings by balancing a metre rod on two
stands.
 Determine the weight of an unknown object by using vector *
addition of forces.
 Determine the weight of an unknown object by using principle of
moments. *

CURRICULUM FOR PHYSICS GRADES IX- XII 21

Science, Technology and
Society Connections:
 Illustrate by describing a practical application of moment of force
*
in the working of bottle opener, spanner, door/window handles,
see-saw etc.
*
 Demonstrate the role of couple in the steering wheels and bicycle
pedals.
*
 Demonstrate through a balancing toy, racing car etc. That the
stability of an object can be improved by lowering the centre of
mass and increasing the base area of the objects.

Unit # 5 Gravitation (16 periods)

 State newton’s law of gravitation. *

1. Law of
 Explain that the gravitational forces are consistent with newton’s
gravitation *
third law. *
 Explain gravitational field as an example of field of force
 Define weight . *
2. Measurement
*
 Calculate the mass of earth by using law of gravitation.
of mass of *
 Solve problems using newton’s law of gravitation.
earth
3. ariation of “g” *
 Explain that value of “g” decreases with altitude from the surface
with altitude of earth.

CURRICULUM FOR PHYSICS GRADES IX- XII 22

 4. Motion of
artificial
 Discuss the importance of newton’s law of gravitation in
satellites understanding the motion of satellites. *
Investigation Skills:

 Determine the value of “g” using simple pendulum. *

Science, Technology and
Society Connections:

Gather information to predict the value of the gravitational field
*
strength “g” at the surface of any planet or moon using newton’s
law of gravitation
 unit # 6 Work and Energy (20 periods)

 Define work and its si unit. * *

1. Work  Calculate work done using equation
work = force × distance moved in the direction of force.
2. Kinetic energy and *
 Prove that kinetic energy ek = ½ mv2 and potential energy ep=
potential energy
mgh and solve problems using these equations
 Define efficiency of a working system and calculate the efficiency *
of an energy conversion using the formula;
efficiency = energy converted into the required form / total energy
3. Efficiency
input
 Explain why a system cannot have an efficiency of 100%. *

CURRICULUM FOR PHYSICS GRADES IX- XII 23

  Define power, its si unit and calculate power from the formula
4. Power
o power = work done / time taken *
5. Forms of energy *
and its major
sources  List the different forms of energy with examples.
 Describe the processes by which energy is converted from one *
form to another with reference to:
 Fossil fuel energy
 Hydroelectric generation
 Solar energy
 Nuclear energy
 Geothermal energy
 Wind energy
 Biomass energy
*
 Differentiate energy sources as non renewable and renewable
energy sources with examples of each.

Investigation Skills:

 Investigate conservation of energy of a ball rolling down an

inclined plane using double inclined plane and construct a
hypothesis to explain the observation. *
 Compare personal power developed for running up stairs versus
walking up stairs using a stopwatch. *

CURRICULUM FOR PHYSICS GRADES IX- XII 24

 Science, Technology and
Society Connections:
 Analyze using their or given criteria, the economic, social and
environmental impact of various energy sources e.g. Fossil fuel, *
wind, falling water, solar, biomass, nuclear, thermal energy and its
transfer (heat).
*
 Analyze and explain improvements in sports performance using
principles and concepts related to work, kinetic energy and
potential energy and law of conservation of energy (e.g. Explain
the importance of the initial kinetic energy of a pole vaulter or high
jumper).
 Search library or internet and compare the efficiencies of energy *
conversion devices by comparing energy input and useful energy
output.
 Explain principle of conservation of energy and apply this principle
to explain the conversion of energy from one form to the other *
such as a motor, a dynamo, a freely falling body, a photo cell and a
battery.
*
 List the efficient use of energy in the context of the home,
heating and cooling of buildings and transportation.

Unit # 7 Properties of Matter (23 periods)

CURRICULUM FOR PHYSICS GRADES IX- XII 25

  State kinetic molecular model of matter (solid, liquid and gas *
1. Kinetic molecular
forms).
model of matter  Describe briefly the fourth state of matter i.e. “plasma”. *
 Define the term density and compare the densities of solids, liquids
2. Density and gases. *
 Define the term pressure, give examples and explain how it varies *
with force and area in the context of everyday examples.
*
3. Pressure  State pascal’s law and describe its applications.
*
 State relation for pressure beneath a liquid surface to depth and
4. Pressure in liquids density i.e., (p=ρgh) and solve problems using this equation.
*
 State archimedes principle and determine the density of an object
5. Upthrust using this principle.

 State the upthrust exerted by a fluid on a body. *

*
 Explain principle of floatation.
*
 Explain atmospheric pressure and its variation with height
6. Atmospheric considering air column over a certain area as fluid.
 Describe how the height of a liquid column may be used to *
pressure
measure the atmospheric pressure
7. Elasticity  State hooke’s law and explain elastic limit. *
8. Stress, strain and
young’s modulus  Define the terms stress, strain and young’s modulus. *

CURRICULUM FOR PHYSICS GRADES IX- XII 26

Investigation Skills:

 Measure the atmospheric pressure by fortin’s barometer or

aneroid barometer. *
 Measure the pressure of motor bike / car tyre and state the basic
principle of the instrument and its value in si units. *

 Determine the density of irregular shaped objects. *

 Determine the density of a liquid using a syringe. *

Science, Technology and Society Connections:

*
 Determine the density of a solid and of a liquid using Archimedes
principle.
 Explain that ships and submarines float on sea surface when the
up thrust acting on them balances their total weight *
 Recognize that hydraulic press, hydraulic car lift and hydraulic *
brakes in daily life work on Pascal’s law
 Explain that the action of sucking through a straw, dropper,
syringe and vacuum cleaner is due to atmospheric pressure *
 Explain the use of hydrometer to measure the density of various
liquids. *
 Investigate the relationship between applied force and extension *
using helical spring by plotting a graph and determine the value of
the spring constant.

CURRICULUM FOR PHYSICS GRADES IX- XII 27

Section 2 Heat
Unit # 8 Thermal Properties of matter (22 periods)
*
 Define temperature as quantity which determine the direction of
flow of thermal energy.
1. Temperature and
 Define heat as the energy transferred resulting from the *
heat temperature difference between two objects.
*
 List basic thermometric properties for a material to construct a
2. Thermometer thermometer.
 Convert the temperature from one scale to another i.e. *
Fahrenheit, celsius and kelvin scales and solve related numerical
problems.
*
 Describe rise in temperature of a body in term of an increase in its
internal energy.
3. Specific heat
capacity  Define the terms heat capacity and specific heat capacity. *
4. Latent heat of
 Describe heat of fusion and heat of vaporization as energy transfer
fusion without a change of temperature for change of state. *

CURRICULUM FOR PHYSICS GRADES IX- XII 28

  Describe experiments to determine heat of fusion and heat of
5. Latent heat of
vaporization of ice and water respectively by sketching
vaporization temperature-time graph on heating ice. *
 Explain the process of evaporation and the difference between
6. Evaporation *
boiling and evaporation.
 Explain that evaporation causes cooling.

 List the factors which influence evaporation. *

7. Thermal  Describe quantitatively the thermal expansion of solids (linear and *
expansion volumetric expansion) and solve related numerical problems.
 Explain the thermal expansion of liquids (real and apparent *
expansion).

Investigation Skills:

 Determine the melting point of ice by drawing temperature-time

*
graph on heating
 Determine the boiling point of water by drawing temperature-time *
graph on heating.
 Measure the specific heat of a solid substance by method of *
mixture using polystyrene cup as calorimeter.
*
 Determine the specific heat of fusion of ice.
 Demonstrate that evaporation causes cooling. *

Science, Technology And Society Connections:

CURRICULUM FOR PHYSICS GRADES IX- XII 29

  Explain that the bimetallic strip used in thermostat is based on *
different rate of expansion of different metals on heating.

*
 Describe one everyday effect due to relatively large specific heat
of water.
 Describe the use of cooling caused by evaporation in perspiration, *
clay pitcher and refrigeration.

Unit # 9 Transfer of Heat (18 periods)

 Describe in terms of molecules and electrons, how heat transfer *

1. Three processes
occurs in solids.
*
of heat transfer  State the factors affecting the transfer of heat through solid
a. Conduction conductors and hence, define the term “thermal conductivity”. *
b. Convection  Explain how insulation reduces energy transfer by conduction.
 Explain the convection currents in fluids due to difference in *
c.Thermal
density.
radiation  Describe the process of radiation from all objects. *
*
 Solve problems based on thermal conductivity of solid conductors.
 Explain that energy transfer of a body by radiation does not require *
a material medium and rate of energy transfer is affected by:
i. Colour and texture of the surface
2. Thermal
ii. Surface temperature
conductivity iii. Surface area

CURRICULUM FOR PHYSICS GRADES IX- XII 30

 *
3. Everyday
applications of  Explain the role of radiation in greenhouse effect and its effect on
heat transfer global warming.
 Explain how birds can glide in the air for hours. *
Investigation Skills:

 Describe convection in water heating by putting a few pinky

*
crystals in a round bottom flask.
 Explain that water is a poor conductor of heat. *

 Investigate the absorption of radiation by a black surface and *

silvery surfaces using leslie cube.
*
 Investigate the emission of radiation by a black surface and silvery
surfaces using leslie cube.

Science, Technology And

Society Connections:

 Describe the use of cooking utensils, electric kettle, air conditioner,

*
refrigerator cavity wall insulation, vacuum flask and household
hot water system as a consequence of heat transmission
processes.
 Explain convection in sea water to support marine life.
 Describe the role of land breeze and sea breeze for moderate *
costal climate.
 Describe the role of convection in space heating. *

CURRICULUM FOR PHYSICS GRADES IX- XII 31

  Identify and explain some of the everyday applications and *
consequences of heat transfer by conduction, convection and
radiation.
 Explain how the birds are able to soar for hours without flapping *
their wings and glider is able to rise by riding on thermal currents
which are streams of hot air rising in the sky.

CURRICULUM FOR PHYSICS GRADES IX- XII 32

 SCHEME OF WORK GRADE X

LEARNING CONTENTS AND STUDENTS' LEARNING OUTCOMES GRADE IX

Contents: Students' Learning Outcomes
R U Ap. An. E C
Part-I Students will be able to:
Unit # 10 Simple Harmonic Motion and Waves (18 Periods)

1. Simple harmonic motion

(shm)  Explain periodic motion with examples. *
 Explain motion of a mass attached to a spring on a *
2. Motion of mass attached frictionless horizontal surface, hence define shm.
*
to a spring  State the conditions necessary for an object to oscillate with
shm.
 Draw forces acting on a displaced pendulum and explain *
that its motion is shm.
*
 Solve problems by using the formula 𝑇 = 2π √𝑙 /𝑔for
3. Simple pendulum simple pendulum
 Describe wave motion as illustrated by vibrations in rope, *
4. Waves, their nature and slinky spring and on water surface, hence identify transverse
and longitudinal waves. *
types
 Describe that waves are means of energy transfer without
transfer of matter.

CURRICULUM FOR PHYSICS GRADES IX- XII 33

  Define the terms speed (v), frequency (f), wavelength (λ), time
period (t), amplitude, crest, trough, cycle, compression and
rarefaction. *
1
 Solve problems by applying the relations 𝑓 = 𝑇 and v = f λ. *
 Describe properties of waves such as reflection, refraction *
and diffraction with the help of wave front in the ripple tank.

5. Properties of waves  Distinguish between mechanical and electro-magnetic *

waves.

Investigation Skills:
 Construct a transverse wave model. *
 Construct a longitudinal wave model by hanging a weight *
with a spring.
 Prove that time period is independent of:
*
o Mass of the pendulum
o Amplitude of the pendulum
*
 Analyze information from the given displacement-time
graph for transverse wave motion.

*
 Find the value of “g” using simple pendulum.

Science, Technology and Society Connections:

CURRICULUM FOR PHYSICS GRADES IX- XII 34

  Compare the diffraction of radiowaves and tv waves
(transmission can be heard in such areas where the waves *
cannot reach directly).

Unit # 11 Sound (18 periods)

 Describe the longitudinal nature of sound waves as a series
1. Sound waves of compressions and rarefactions. *
 Define the terms pitch, loudness and quality of sound. *
2. Speed of sound  Describe the effect of change in amplitude on loudness and *
the effect of change in frequency on pitch of sound.
*
3. Characteristics of sound  Describe what is meant by intensity and intensity level of a
sound; give their units also.
*
4. Noise pollution  Explain that noise is a health hazards.
 Describe how reflection of sound may produce echo. *
5. Ultrasound
 Explain the importance of acoustic protection in buildings. *

Investigation Skills:
 Identify sources of noise in their environment and suggest
how such noise can be reduced to an acceptable level. *

 Estimate the speed of sound in air by echo method. *

 Describe that some sounds are injurious to health. *

CURRICULUM FOR PHYSICS GRADES IX- XII 35

  Describe how knowledge of the properties of sound waves
is applied in the design of buildings with respect to
acoustics. *
 Describe how ultrasound techniques are used in medical
and industry. *

Science, Technology and Society Connections:

 Explain the use of soft materials to reduce echo sounding in
classroom studies, and other public gathering buildings. *

 Unit # 12 Geometrical Optics (23 periods)

1. Reflection of light from  Describe how total internal reflection is used in light
spherical mirrors propagation through optical fibers. *
 Describe the mirror formula and solve problems of image
2. Image location by location by spherical mirrors using mirror formula *

sin 𝑖
Solve problems by using the equation sin 𝑟 = 𝑛 (refractive *
spherical mirror formula
index).
 Define the terminology for the angle of incidence ‘i’ and angle *
of refraction ‘r’ and refractive index n = sin i / sin r and describe
the passage of light through parallel-sided transparent
material.
 State the conditions for total internal reflection and *
3. Refraction of light determine critical angle.
4. Refraction through a  Describe the passage of light through a glass prism to find *
prism angle of deviation.

CURRICULUM FOR PHYSICS GRADES IX- XII 36

5. Image location by lens  Describe the lens formula and solve problems of image *
formula location by lenses using lens formula.
*
 Define power of a lens and its unit.
6. Magnifying power  Define the term magnifying power. *
*
 Draw ray diagram of simple microscope and mention its
magnifying power.
*
7. Compound microscope  Draw ray diagram of compound microscope and mention its
magnifying power.
8. Telescope *
 Draw ray diagram of a telescope and mention its magnifying
power.

Investigation Skills:
*
 Perform a first-hand investigation to calculate the refractive
index of glass or perspex.
 Plan and perform to find the refractive index of water using *
a concave mirror.
*
 Plan and investigate the formation of images by a concave
mirror.
*
 Plan and investigate the formation of images by a convex
lens.
 Determine the focal length of a convex lens by parallax *
method.

CURRICULUM FOR PHYSICS GRADES IX- XII 37

 *
 Set up a microscope and a telescope.
 Plan and determine critical angle using a semi-circular glass *
slab or by a prism.
 Trace the path of a ray of light through a glass prism and *
measure the angle of deviation.

Science, Technology and Society Connections:

 Describe the use of spherical mirrors for safe driving, blind *
turns on hilly roads, dentist mirror.
 Describe the use of optical fibers in telecommunications *
and medical field and state the advantages of their use.
 Describe the use of a single lens as a magnifying glass and in
a camera, projector and photographic enlarger and draw *
ray diagrams to show how each forms an image.
*
 Describe the use of lenses / contact lenses for rectifying
vision defects of the human eye.
 Describe the exploration of the world of micro- organism by *
using microscopes and of distant celestial bodies by
telescopes.
Section 4 Electricity & Magnetism

Unit # 13 Electrostatics (20 periods)

CURRICULUM FOR PHYSICS GRADES IX- XII 38

  Describe simple experiments to show the production and
detection of electric charge and state that there are two *
1. Electric charge types of charges.
2. Electrostatic induction
 Describe experiments to show electrostatic charging by *
induction.
3. Electroscope
 Describe the construction and working principle of
*
electroscope.
4. Coulomb’s law
 State and explain coulomb’s law.
*
 Solve problems by using coulomb’s law. *
 Define electric field and electric field intensity.
5. Electric field and its *
 Describe electric field of positive and negative charges as *
intensity pattern of field lines.

6. Electrostatic potential  Describe the concept of electrostatic potential. *

7. Applications of
 Describe one situation in which static electricity is dangerous
electrostatics
and the precautions taken to ensure that static electricity is *
discharged safely.
8. Capacitor and its
different types  Describe that the capacitor is a charge and energy storing *
device and recognize different types of capacitors.

Investigation Skills:
*
 Demonstrate the existence of different kinds of charges.

CURRICULUM FOR PHYSICS GRADES IX- XII 39

  Demonstrate that like charges repel each other and unlike *
charges attract each other using an electroscope.

 Detect the type of charge on a body using an electroscope. *

Science, Technology and Society Connections:
 Describe the use of electrostatic charging e.g. Spraying of
*
paint and dust extraction.
 List the use of capacitors in various electrical appliances. *

Unit # 14 current electricity (23 periods)

 Define electric current and describe the concept of *
1. Electric current conventional current.
2. Potential difference and
 Understand the potential difference across a circuit *
emf component and name its unit.
 Describe ohm’s law and its limitations, hence define
3. Ohm’s law resistance and its unit (ω). *
 Describe the factors affecting the resistances of a metallic
conductor. *
 Sketch and interpret the v-i characteristics graph for a
4. Resistance metallic conductor, a filament lamp and a thermister. *
 Construct simple series (single path) and parallel circuits
5. Series and parallel
(multiple paths) and calculate the effective resistance of a *
combinations number of resistances connected in series and also in parallel.

CURRICULUM FOR PHYSICS GRADES IX- XII 40

6. The v-i characteristics for
ohmic and *
 Apply the equation e = i.vt = i2rt = v2t/r to solve numerical
non-ohmic conductors problems.
7. Electrical power and
 Describe how energy is dissipated in a resistance and
joule’s law explain joule’s law. *
 Calculate the cost of energy when given the cost per kwh.
8. Use of circuit *
 State reason why domestic appliances are connected in *
components parallel.
9. Measuring instruments:
a. Voltmeter  Describe the use of electrical measuring devices like
b. Galvanometer galvanometer, ammeter and voltmeter (construction and
c. Ammeter working principles is not required). *
Investigation Skills:

 Measure the electric current through a bulb using battery or

cell in a given circuit with the help of an ammeter. *
 Measure the potential difference across a
 Bulb
 Battery or cell in a given circuit using voltmeter. *
 Investigate that voltage across all the components remains
same in parallel circuit.

 Verify ohms’ law by devising an experiment. *

CURRICULUM FOR PHYSICS GRADES IX- XII 41

  Determine the resistance of a resistor using a voltmeter
and an ammeter. *
 Plan, choose equipments or resources and perform a firsthand
*
investigation to construct a model household circuit using
electrical components.
 Determine the resistance of a galvanometer by half
deflection method. *

Science, Technology, and Society Connections:

 Write a paragraph by imagining what life would be like *
without electricity.
 Identify ways to reduce electricity consumption in everyday
life. *
 Calculate the total cost of electrical energy used in one
month (30 days) at home. *
 Predict the behaviour of light bulbs in series and parallel
circuits such as for festive lights. *
 Suggest ways how it can be reduced without compromising
the comforts and benefits of electricity. *
 Describe the damages of an electric shock from appliances
on the human body. *
 Explain the under lying principles in the working of volume
controls of radio and TV. *

CURRICULUM FOR PHYSICS GRADES IX- XII 42

  Identify the use of fuses, circuit breakers, earthing, double
insulation and other safety measures in relation to
household electricity. *

Unit # 15 Electromagnetism (23 periods)

1. Magnetic effect of a  Explain by describing an experiment that an electric current
steady current in a conductor produces a magnetic field around it. *
 Describe that a force acts on a current carrying conductor
2. Force on a current
carrying conductor in a placed in a magnetic field as long as the conductor is not
magnetic field parallel to the magnetic field. *
3. Turning effect on a
current carrying coil in a  State that a current carrying coil in a magnetic field
magnetic field experiences a torque. *
4. D.c motor  Relate the turning effect on a coil to the action of a D.C. *
motor.
5. Electromagnetic  Describe an experiment to show that a changing magnetic
*
induction field can induce emf in a circuit.
 List factors affecting the magnitude of an induced emf. *
6. Alternating current and  Describe a simple form of A.C generator and hence explain
A.C generator alternating current.
*
 Distinguish between D.C and A.C. *
 Describe mutual induction. *
 Identify that a transformer works on the principle of mutual *
7. Mutual induction and
transformer induction between two coils.
 Describe the uses of transformers in A.C circuits. *

CURRICULUM FOR PHYSICS GRADES IX- XII 43

Investigation Skills:
 Conduct an experiment to identify the pattern of magnetic *
field of
 Bar magnet
 Circular coil carrying current, using iron filings
 Magnetic compass
*
 Investigate to generate electric current by moving a magnet
in a coil or a coil near a magnet.
 Investigate to identify the factors that affect the magnitude *
and direction of the electric current induced by a changing
magnetic field.

Science, Technology and Society Connections:

 Describe the application of the magnetic effects of an *
electric current in relay, door-latch, loudspeaker and circuit
breaker.
 Analyze and describe the operation of industrial and
domestic technological system based on principles related *
to magnetic field e.g. Electric motors, electric generators,
and components in home entertainment system,
computers, doorbells, telephones.
*
 Describe the historical development of technologies related to
magnetic fields e.g. Electric motors and generators, medical

CURRICULUM FOR PHYSICS GRADES IX- XII 44

 equipment, loudspeakers, magnetic information storage
devices (audio-video cassettes).

 Identify the role of transformers in power transmission from *

power station to your house.
 List the use of transformer (step-up and step-down) for
various purposes at your home.

Unit # 16 Introductory Electronics (23 periods)

1. Thermionic emission  Explain the process of thermionic emission from a filament. *

2. Electron gun and cathode
 Describe the simple construction and use of an electron gun
rays as a source of electron beam. *
3. Deflection of electron by
 Explain the production of electron beam by the process of
electric field thermionic emission from a filament. *
4. Deflection of electron by
 Describe the effect of electric field and magnetic field on an
magnetic field electron beam. *
5. Cathode rays
 Describe the basic principle of cro and make a list of its uses.
oscilloscope (cro)  State the basic operations of digital electronics. *
6. Introduction to
 Differentiate between analogue and digital systems.
electronics
*
7. Analogue and digital
 Identify and draw the symbols and truth tables for the logic
electronics gates i.e. Not, or, and, nor and nand. *

CURRICULUM FOR PHYSICS GRADES IX- XII 45

8. Logic gates  Describe the simple uses of logic gates. *

Investigation Skills:

 Verify truth tables of not, or, and, nor and nand gates. *

 Make burglar alarm / fire alarm using an appropriate gate *

Science, Technology and Society Connections:

 Compare an analogue wrist watch with a digital wrist watch
*
with reference to energy conversions and time display on
dials.
 Identify the use of logic gates for security purposes e.g.
Burglar alarm, fire extinguisher etc. *
 Recognize that a computer is a systematic arrangement of a
very large number of gates. *
 Identify that the computers are the forefront of electronic
technology. *
 Realize that digital electronics is shifting from low-tech
electrical appliances to high-tech electronic appliances. *

Unit # 17 Information and Communication Technology (16 periods)

 Explain the working of microphone, loudspeaker, photocell
1. Transducers and light emitting diode (led). *

CURRICULUM FOR PHYSICS GRADES IX- XII 46

  Explain briefly the transmission of:
 electric signals through wires *
2. Flow of information
 Radio waves through air
 light signals through optical fibers

3. Storing information  Describe functions and use of cell phone and computer. *
 Describe the use of information storage devices such as
hard discs, compact discs and flash drive. *
 Identify that information is basically stored and transferred
in two forms i.e. Text and graphic.
*
 Identify the functions of word processing, data managing,
4. Handling information monitoring and controlling. *

Investigation Skills:
 Analyze and describe the energy transformations that occur
in cell phone. *
 Design and construct a simple communication system
(intercom). *
 Identify various information storage devices and compare
their advantages. *
 Use e-mail and explore internet to search the latest *
information and communication devices.

Science, Technology and Society Connections:

CURRICULUM FOR PHYSICS GRADES IX- XII 47

  Compare the advantages of high-tech communication
*
devices with the traditional system through library or
internet search.
 Assess the risks and benefits to society and the environment
*
of introducing ict e.g. Effects on personal privacy, criminal
activities, health and transfer of information.
*
 Make a list of the use of computer technology in various
fields of daily life.

Unit # 18 Radioactivity (16 periods)

*
 Describe the structure of an atom in terms of a nucleus and
electrons.
1. Atom and atomic nucleus
 Describe the composition of the nucleus in terms of protons *
and neutrons.
 Explain that number of protons in a nucleus distinguishes *
one element from the other.
2. Natural radioactivity
 Represent various nuclides by using the symbol of proton *
number z, nucleon number a and the nuclide notation x.
*
 Explain that some nuclei are unstable, give out radiation to
3. Natural transmutations
get rid of excess energy and are said to be radioactive.
*
 Describe that the three types of radiation are α, β and γ.
 Show an awareness of the existence of background
4. Background radiation *
radiation and its sources.

CURRICULUM FOR PHYSICS GRADES IX- XII 48

  State mass-energy equation e = mc2 and solve problems
related to it.
*
 Describe that radioactive emissions occur randomly over
space and time.
 Explain that an element may change into another element *
when radioactivity occurs.
 State, for radioactive emissions: *
 Their nature
*
 Their relative ionizing effects
 Their relative penetrating abilities.
 Explain the meaning of half -life of a radioactive material *
5. Half life and apply it for radioactive dating e.g. Carbon dating.
 Describe what radioisotopes are and what makes them *
useful for various applications?
 Represent changes in the composition of the nucleus by *
6. Radioisotopes
symbolic equations when alpha or beta particles are
emitted.

7. Fission and fusion  Describe briefly the processes of fission and fusion. *
8. Hazards and safety
measures  Describe hazards of radioactive materials. *

Investigation Skills:
*
 Make calculations based on half-life which might involve
information in tables or shown by decay curves.

CURRICULUM FOR PHYSICS GRADES IX- XII 49

  Determine the half-life of a sample of radioactive material
*
by using a graph of number of radioactive nuclei or activity
versus time.

Science, Technology and Society Connections:

 Describe how radioactive materials are handled, used,
stored and disposed of, in a safe way. *
 Make a list of some applications of radioisotopes in medical,
agriculture and industrial fields. *

CURRICULUM FOR PHYSICS GRADES IX- XII 50

CURRICULUM FOR PHYSICS GRADES IX- XII 51
 SCHEME OF WORK GRADE XI

LEARNING CONTENTS AND STUDENTS' LEARNING OUTCOMES GRADE XI(SUBJECT:PHYSICS)

Contents: Students' Learning Outcomes
R U Ap. An. E C
Part-I(Mechanics) Students will be able to:
Unit-1(MEASUREMENT)

The Scope of Physics  Describe the scope of Physics in science, technology and Society. *
 State and define SI base units and derived units for various
SI Basic and Derived Units measurements. *
 Discuss the relation of SI base units and derived units with
respect to various measurements.
 Express derived units as products or quotients of the base units. *
Errors and Uncertainties  Realize all measurements contain some uncertainty? *
 Distinguish between systematic errors (including zero errors) and
random errors. *
 Infer that least count or resolution of a measuring instrument is
the smallest increment measurable by it. *
Precision and Accuracy  Differentiate between Precision and Accuracy in a measurement. *
 Evaluate absolute uncertainty in a measurement and calculate
relative uncertainty (Percentage Error) *
 Indicate answers in scientific notations with correct no. of
significant figures and units in all numerical and practical work. *
Investigation Skills/Laboratory Work

CURRICULUM FOR PHYSICS GRADES IX- XII 52

  Demonstrate the information of general safety rules of the
laboratory and proper use of safety equipment. *
 Measure, using appropriate techniques, the length, mass, time,
temperature and electrical quantities by making use of both
analogue scales and digital displays particularly short time
interval by ticker timer and by C.R.O. *
 Measure length and diameter of a solid cylinder and hence
estimate its volume quoting proper number of significant figures. *
 Explain the importance of increasing the number of readings in an
experiment. *
Science, Technology and Society Connections
 Present data in a well-structured tabular form for easy
interpretation (e.g. ball bearings investigation). *
 Display data by drawing appropriate graphs for the above. *

 Interpret the information from linear or nonlinear graphs/curves

by measuring slopes and intercepts in newspaper or magazines *
 Argue that all daily life measurements are uncertain to some
extent. *
Unit-2(VECTORS AND EQUILIBRIUM)
Cartesian coordinate
system  Use the Cartesian coordinate system. *
Addition of vectors by
head to tail rule  Determine the sum of vectors using head to tail rule. *
Addition of vectors by
perpendicular
components  Resolve a vector into two perpendicular components. *

 Calculate the sum of vectors using perpendicular components. *

CURRICULUM FOR PHYSICS GRADES IX- XII 53

Scalar product of two  Explain scalar product of two vectors in term of angle between
vectors them. *
Vectors product of two  Explain vector product of two vectors in term of angle between
vectors them. *
 Point out the method to determine the direction of vector
product of two vectors. *
Torque  Define the torque as vector product i.e . r x F. *
 Describe applications of torque or Moment of force *
Equilibrium of forces and  Verify first condition of equilibrium and Second condition of
Torques equilibrium. *

 Solve equilibrium problems involving forces in two dimensions. *

Investigation Skills/Laboratory Work
 Determine the weight of a body by vector addition of forces using
rectangular components. *
 Verify the two conditions of equilibrium using a suspended metre
rod. *
Science, Technology and Society Connections
 Identify the use of long handle spanner to turn a bolt. *
 Explain why the height of racing cars is kept low. *

 Explain why buses and heavy trucks have large steering wheels. *
 Describe how cranes are able to lift very heavy loads without
toppling. *
Unit-3(FORCES AND MOTION)
Displacement  Describe Distance and Displacement. *

CURRICULUM FOR PHYSICS GRADES IX- XII 54

Average velocity and
instantaneous velocity  Compare average speed and average velocity. *
 Describe average velocity, instantaneous velocity, variable
velocity and uniform velocity. *
Average acceleration and
instantaneous
acceleration  Define and explain average and instantaneous acceleration. * *
 Understand positive and negative acceleration, uniform and
variable acceleration. *

 Describe motion in straight line and interpret displacement-time

and velocity-time graphs of objects moving along the straight line. *
Review of equations of
uniformly accelerated  Apply equation of uniformly accelerated motion to solve
motion problems. *
 Define mass as the property of body which resist change in
Inertia and Newton's 1st motion i.e inertia and state and explain Newton's 1st Law of
Law of Motion motion. *
Momentum and
Newton's 2nd Law of  Describe the Newton’s second law of motion as rate of change of
Motion momentum. *
 Calculate impulse of force in an event such as bat hitting a ball or
Impulse tennis racket hitting a ball using Force-Time Graph *
Newton's 3rd Law and
Law of Conservation of  Co-relate Newton’s third law of motion and conservation of
Momentum momentum. *

 Conclude that momentum is conserved in all situations. *

CURRICULUM FOR PHYSICS GRADES IX- XII 55

  Describe that while momentum of a system is always conserved
in interaction between bodies some change in K.E. usually takes
place. *
Elastic collisions in one  Identify that for a perfectly elastic collision, the relative speed of
dimension approach is equal to the relative speed of separation. *
 Solve different problems of elastic and inelastic collisions
between two bodies in one dimension by using law of
conservation of momentum. *

 Demonstrate that projectile motion is two dimensional motion in

Projectile motion a vertical plane. *

 Create the ideas of a projectile in the absence of air resistance

that. *

 Horizontal component (VH) of velocity is constant.

 Acceleration is in the vertical direction and is the same as that of
a vertically free falling object.
 (c) The Horizontal motion and vertical motion are independent of
each other.
 Evaluate using equations of uniformly accelerated motion that for
a given initial velocity of frictionless projectile. *
(a) How higher does it go?
(b) How far would it go along the level land?
(c) Where would it be after a given time?
(d) How long will it remain in air?
 Determine for a projectile launched from ground height. *
(a) Launch angle that results in the maximum range.

CURRICULUM FOR PHYSICS GRADES IX- XII 56

 (b) Relation between the launch angles that result in the same range.
 Describe how air resistance affects both the horizontal
component and vertical component of velocity and hence the
range of the projectile. *
Investigation Skills/Laboratory Work
 Investigate the value of “g” by free fall method *
 Investigate momentum conservation by colliding trolleys and
ticker-timer for elastic and inelastic collisions *
Science, Technology and Society Connections
 Outline the forces involved in causing a change in the velocity of a
vehicle, when: *
(a) coasting with no pressure on the accelerator.
(b) pressing on the accelerator.
(c)pressing on the brakes.
(d) passing over an icy patch on the road.
(e)climbing and descending hills.

 Investigate and explain the effect of the launch height of

projectiles (e.g. a shot put launched from a shoulder height) on a
maximum range and the effect of launch angle for a given height. *
 Describe to what extent the air resistance affects various
projectiles in sports *
 Evaluate the effectiveness of some safety features of motor
vehicles in connection with the changing momentum such as
safety helmet, seat belt, head rest of the car seat. *

CURRICULUM FOR PHYSICS GRADES IX- XII 57

  Describe the conservation of momentum for (i) car crashes (ii)
ball & bat. *

 Assess the reasons for the introduction of low speed zones in

built-up areas and the addition of air bags and crumple zones to
vehicles with respect to the concepts of impulse and momentum. *
 Explain in terms of law of conservation of momentum, the motion
under thrust of a rocket in a straight line considering short thrusts
during which the mass remains constant ] *
Unit-4(WORK, ENERGY, POWER and EFFICIENCY)
Work  Define work and its SI unit. *

 Point out conditions for positive, negative and zero work. *

Energy and its
fundamental Forms  Realize that energy is the ability to do work. *

 Recognize that units of energy are same as that of work. *

 Point out that there can be very small units of energy such as eV
and very large units as KWH. *
 Realize that there are two fundamental forms of mechanical
energy, K.E and P.E. *
Relation between Work  Demonstrate that work done on a system can either be converted
and Energy into K.E or P.E e.g. F.d=1/2 mv2 *

 Show that when the height of body is increased, it is moved

Work and against gravitational force and hence negative work is done,
Gravitationional force which is stored as gravitational P.E. *

CURRICULUM FOR PHYSICS GRADES IX- XII 58

  Realize that when a body is falling along gravitational force, its
gravitational P.E is decreasing and it is being converted into K.E. *
Work done by Variable  Plot a variable force displacement graph for a given system and
Force find the work done by calculating area under the graph. *
 Plot a force extension graph for a spring and hence determine
the work done during the extension process and realize that this
work is stored as elastic P.E. *
 Define Power as time rate of doing work OR time rate of emitting
Power or absorbing energy and discuss its SI units. *
 Derive and use the relation P=F.v for moving system i.e vehicles *
 State efficiency as work output/energy input OR power
Efficiency output/power input. *
 Realize that efficiency of a practical system can never be 100%.
 Solve problems involving power and efficiency of system with
particular reference to solar and wind system. *
Science, Technology and Society Connections
 Identify, by estimating the cost, benefits of application of
scientific principles related, to work and energy in lifting objects
by a crane. *
 Explain why a car going up a hill requires lower top speed than a
car going on the flat. *
 Identify energy conversions. *
(a) moving car engine
(b) thermal power station
(c)Hydroelectric power station

CURRICULUM FOR PHYSICS GRADES IX- XII 59

  Investigate and explain how global climate is determined by
energy transfer from the Sun and is influenced by a dynamic
process (e.g. cloud formation and the earth’s rotation) and static
conditions (e.g. the position of mountain ranges and oceans) *
 Explain how trash can be utilized for producing energy (bio-gas). *
Unit-5(ROTATIONAL AND CIRCULAR MOTION)
 Define angular displacement, angular velocity and angular
Kinematics of angular acceleration and Derive the relations between linear and angular
motion quantities. *
 State and use of equations of angular motion to solve problems
involving rotational motions. *
Centripetal force and  Describe qualitatively motion in a curved path due to a
centripetal acceleration perpendicular force. *
 Derive and use centripetal acceleration a = rω², a = v² /r. *
 Solve problems using centripetal force F = mrω², F = mv² /r. *
 Describe situations in which centripetal force is caused by normal
force. i.e Tension, friction and gravitational force. *
 Describe the equation tanθ = v2/rg, relating banking angle θ to
the speed v of the vehicle and the radius of curvature r. *
Moment of inertia and  Derive a relation between torque, moment of inertia and angular
Angular Momentum acceleration. *
 Define moment of inertia of a body and angular momentum. *

 Illustrate conservation of angular momentum as a universal law

and describe examples of conservation of angular momentum. *

CURRICULUM FOR PHYSICS GRADES IX- XII 60

  Review the formulae of moment of inertia of various bodies for
solving problems. *
 Investigate the K.E associated with rotating body i.e Solid
Rotational Kinetic Energy cylinder, Hollow Cylinder, Sphere. *
Investigation Skills/Laboratory Work
 Determine the moment of inertia of metal lamina by Ferguson
method.
*
Science, Technology and Society Connections
 Assess the suitability of the recommended speed limit for the
given data on the banking angle and radius of curvature of some
roads. *
 Conclude the experience of roller coaster rides in the amusement
parks. *
Unit-6(GRAVITATION)
Newton's Law of
Gravitation  State Newton's Law of Gravitation. *

 Explain gravitational constant 'G' and derive its units. *

 Solve problems about gravitational force realize that gravitational
force is a very weak force. *
Gravitational Field  Define gravitational field strength at a point as gravitational force
around a spherical body per unit mass. *
 Explain that a spherical body may be considered as a point mass
concentrated at the center of sphere, by considering spherical
body and point mass , derive a formula for the gravitational field
strength at the sight of point mass *

CURRICULUM FOR PHYSICS GRADES IX- XII 61

  Calculate the gravitational field strength inside and outside the
earth. By considering the value of 'g' on the surface of earth find
the relation for mass of earth. *
 Define gravitational P.E as work done in moving a mass from
Gravitational P.E infinity to reference point. *
 Define gravitational P.E between two point masses and write a
relation for it. *
 Realize that gravitational P.E is negative because P.E at infinity is
taken as zero. *
 Realize that Positive energy in the form of K.E is required to lift a
body from surface of earth to infinity, hence by applying law of
conservation of energy calculate the formula for escape velocity
Escape Velocity at the surface of earth. *
 Recognize that gravitational force can act as centripetal force and
Planetary motion thereby cause orbital motion. *
 Derive relations for orbital velocity, time period and orbital
radius. *

 Establish a relation between orbital time period and orbital radius

of a satellite/planet and hence arrive at Kepler's Law of Period. *
Weightlessness in  Discuss the condition for weightlessness of body present in an
Satellites and artificial elevator and hence apply this condition to bodies present in a
gravity satellite. *
 Consider design and rotational motion of satellite to produce
artificial equal to that of earth. *
 Define geostationary orbit/satellite explaining the required
Geostationary orbits conditions to be geostationary. *

CURRICULUM FOR PHYSICS GRADES IX- XII 62

  Derive the formula for orbital radius of geostationary satellite. *
 Explain applications of geostationary satellites. *
Science, Technology and Society Connections *
 Appreciate that Use of geostationary satellites has revolutionized
global communication. *
 Evaluate uses of Satellites in remote sensing and accurate
weather forecasting. *
 Appreciate the role of gravitational field of planets in controlling
the motion of deep space probes destined for interstellar space. *
Unit-7(FLUID DYNAMICS)

Streamline and  Define the terms: steady (streamline or laminar) flow of an

Turbulent flow of a Fluid incompressible and non-viscous fluid. *

 Analyze that at a sufficiently high velocity, the flow of a fluid

undergoes a transition from laminar to turbulant condition. *
 Categorize that the majority of practical examples of fluid flow
and resistance to motion in fluids involve turbulent rather than
laminar conditions. * *
 Describe equation of continuity Aν = Constant, based upon
conservation of mass, for the flow of an ideal and incompressible
Equation of continuity fluid and solve problems using it. *

 State and derive Bernoulli equation in the form P + ½ ρv2 + ρgh =

Bernoullie’s equation constant ,for the case of horizontal tube of flow. *
 Interpret and apply Bernoulli Effect in the: filter pump, Venturi
Applications of meter, in, atomizers, flow of air over an aero foil and in blood
Bernoulli’s equation physics. *

CURRICULUM FOR PHYSICS GRADES IX- XII 63

Viscous fluids  Demonstrate that real fluids are viscous fluids. *

 Judge that viscous forces in a fluid cause a retarding force on an

Fluid Friction object moving through it. *
 Explain how the magnitude of the viscous force in fluid flow
depends on the shape and velocity of the object. *
 Use SI base units to confirm the form of the equation F = Aηrv
where ‘A’ is a constant without units (Stokes’ Law) for the drag
force under laminar conditions in a viscous fluid. *
 Apply Stokes’ law to derive an expression for terminal velocity of
Terminal velocity spherical body falling through a viscous fluid. *
Investigation Skills/Laboratory Work
 Investigate the effect of moving air on pressure by demonstrating
with Venturi meter *
 Investigate the fall of spherical steel balls through a viscous
medium and determine terminal velocity and hence viscosity of
fluid by drawing 'v' vs 'r2' graph. *
 Describe of systolic pressure and diastolic pressure and use
mercury sphygmomanometer to measure blood pressure. *
Science, Technology and Society Connections

 Show that a table tennis ball can be made suspended in the

stream of air coming from the nozzle of hair dryer. *
 Explain the streamlined designing of racing cars and boats. *
 Explain that the streamlined bodies of dolphins assist their
movement in water. *

CURRICULUM FOR PHYSICS GRADES IX- XII 64

  Describe that when water falls from a tap, its speed increases and
so its cross sectional area decreases as mandated by the
continuity equation. *
 Describe that a stream of air passing over a tubes dipped in liquid
will cause the liquid to rise in the tube. This effect is used in
perfume bottles and paint sprayers. *
 Explain why a chimney works best when it is tall and exposed to
air currents which reduces the pressure at the top and forces the
upward flow of smoke. *
 State qualitative explanations in terms of turbulence and
Bernoulli Effect for the swing of spinning cricket ball and the lift
of a spinning golf ball. *
 Describe that a filter pump has constriction in the centre, so that
a jet of water from the tap flows faster here. *
 Explain that the carburetor of a car engine uses a Venturi duct to
feed the correct mix of air and petrol to the cylinders. *
Part-II(WAVES AND OSCILLATIONS)

Unit-8 (OSCILLATIONS)
Circular motion and SHM  Compile simple examples of free oscillations. *
 Adapt/decide necessary conditions for execution of simple
harmonic motions. *
 Examine that when an object moves in a circle, the motion of its
projection on the diameter of the circles is SHM. * *

CURRICULUM FOR PHYSICS GRADES IX- XII 65

  Define the terms displacement, amplitude, period, frequency,
angular frequency and phase and express the period in terms of
both frequency and angular frequency. *
 Identify and use the equation; a= - ω2x as the defining equation
of SHM. *
Practical SHM system  Prove that the motion of mass attached to a spring is SHM. *

 Analyze that the motion of a simple pendulum is SHM and

calculate its time period. *

Energy conservation in  Examine the interchanging between kinetic energy and potential
SHM energy during SHM. *
Free and forced
oscillations  Point out practical examples of free and forced oscillations *
 Compare graphically how the amplitude of a forced oscillation
changes with frequency near to the natural frequency of the
Resonance system. *
 Compose qualitatively the factors which determine the frequency
response and sharpness of the resonance. *
 Relate practical examples of damped oscillations with particular
reference to the effects of the degree of damping and the
importance of critical damping in cases such as a car suspension
Damped oscillations system. *
Investigation Skills/Laboratory Work

 Verify that the time period of the simple pendulum is directly

proportional to the square root of its length and hence find the
value of g from the graph. *

CURRICULUM FOR PHYSICS GRADES IX- XII 66

  Determine the acceleration due to gravity by oscillating mass-
spring system. *

 Determine the value of g by vibrating a metal lamina suspending

from different points. *
Science, Technology and Society Connections

 Explain the importance of critical damping in a car suspension

system. *
 Identify that there are some circumstances in which resonance is
useful such as tuning a radio, microwave oven and other
circumstances in which resonance should be avoided such as
aeroplane’s wing or helicopter rotor, suspension bridge etc. *
Unit-9(WAVES)
 Indicate what is meant by wave motion as illustrated by
Periodic waves vibrations in ropes, springs and ripple tank. *

 Justify that mechanical waves require a medium for their

propagation while electromagnetic waves do not. *
 Define and apply the following terms to the wave model;
medium, displacement, amplitude, period, compression,
rarefaction, crest, trough, wavelength, velocity. * *
 Solve problems using the equation: v = fλ. *

Travelling waves  Demonstrate that energy is transferred due to a travelling wave. *

Transverse and
longitudinal waves  Compare transverse and longitudinal waves. *
Speed of sound in air  Infer that sound waves are vibrations of particles in a medium. * *

CURRICULUM FOR PHYSICS GRADES IX- XII 67

  Explain that speed of sound depends on the properties of
Newton’s formula and medium in which it propagates and describe Newton’s formula of
Laplace correction speed of waves in a medium. *
 Identify the factors on which speed of sound in air depends. *

 Illustrate the principle of superposition of two waves from

Superposition of waves coherent sources. *
 Describe the phenomenon of interference of sound waves. *
 Demonstrate the phenomenon of formation of beats due to
interference of non-coherent sources. *
 Describe the formation of stationary waves using graphical
Stationary waves method *
Modes of vibration of
strings  Distinguish modes of vibration of strings. *
 Define the terms node and antinodes. *
Vibrating air columns and  Demonstrate formation of stationary waves in vibrating air
organ pipes columns. *
 Compare the observed change in frequency of a wave coming
Doppler effect and its from a moving object as it approaches or moves away (i.e.
applications Doppler effect). *
 Conclude that Doppler effect is also applicable to e.m. waves. *
Generation, detection  Express the principle of the generation and detection of
and use of ultrasonic ultrasonic waves using piezo- electric transducers. *

 Describe the main principles behind the use of ultrasound to

obtain diagnostic information about internal structures. *
Investigation Skills/Laboratory Work

CURRICULUM FOR PHYSICS GRADES IX- XII 68

  Investigate, sketch and interpret the behaviour of wave fronts as
they reflect, refract, and diffract by observing (i) Pond ripples /
ocean waves / harbour waves / amusement park waves pools. *

 Determine frequency of A.C. by Melde’s apparatus/electric

sonometer. *

 Investigate the laws of vibration of stretched strings by

sonometer or electromagnetic method. *
 Determine the wavelength of sound in air using stationary waves
and to calculate the speed of sound using resonance tube. *
 Illustrate the interference of ultrasonic waves in a Young’s
experiment arrangement and determine the wavelength of
ultrasonic waves. *
Science, Technology and Society Connections
 Explain the applications of Doppler effect such as radar, sonar,
astronomy, satellite and radar speed traps. *
 Outline some cardiac problems that can be detected through the
use of the Doppler’s effect. *
 Describe the working of ultrasonic cleaners. *

Part-III(PHYSICAL
OPTICS)
Unit-10(PHYSICAL OPTICS)
 Recognize light waves as a part of electromagnetic waves
Nature of light spectrum. *
Wave front  Illustrate the concept of wave front. *

CURRICULUM FOR PHYSICS GRADES IX- XII 69

  State Huygen’s principle and use it to construct wave front after
Huygen’s principle a time interval. *
 State the necessary conditions to observe interference of light.
Interference i.e coherent sources. *
Young’s double slit  Demonstrate young’s double slit experiment and the evidence it
experiment provides to support the wave theory of light. *
 Point out colour pattern due to interference in thin films. *
Diffraction  Describe and explain diffraction at a narrow slit. *
 Explain diffraction grating and connect that interference occurs
between waves that have been diffracted from adjacent slits. *

 Develop the use of a diffraction grating to determine the

wavelength of light and carry out calculations using dsinθ=nλ. *

 Demonstrate the phenomena of diffraction of x-rays through

crystals. (bragg's law) *

 Explain polarization as a phenomenon associated with transverse

Polarization waves. *
 Explain how plane polarized light is produced and detected. *
 Identify and express that polarization is produced by a Polaroid. *
 Explain the effect of rotation of Polaroid on Intensity of
light(Malu's Law) *
Investigation Skills/Laboratory Work
 Investigate that light can be diffracted but needs a very small slit
because the wavelength of light is small. *
 Measure the slit separation/ grating element ‘d’ of a diffraction
grating by using the known wavelength of laser light. *

CURRICULUM FOR PHYSICS GRADES IX- XII 70

  Demonstrate the interference, diffraction and polarization of e.m.
Waves by using microwave apparatus. *

 Determine the wavelength of light by using a diffraction grating

and spectrometer. *
 Determine the pick count of a nylon mesh by using a diffraction
grating and laser. *
 Demonstrate polarization of light waves using two Polaroid
glasses and LDR and hence verify Malus’ law. *
 Measure the diameter of a wire or hair using laser. *
Science, Technology and Society Connections

 Describe the diffraction of X-rays to study the crystalline

structures of various materials. Explain the use of Polaroid in the
sky photography, concentration of sugar and tartaric acid in
solutions, stress analysis of materials. *

Part-IV(THERMAL
PHYSICS)
Unit-11(THERMODYNAMICS)
Thermodynamics  Define thermodynamics and various terms associated with it. *
 Illustrate that thermal energy is transferred from a System at
Thermal equilibrium higher temperature to a System at lower temperature. *
 Epicts that Systems of equal temperatures are in thermal
equilibrium. *

CURRICULUM FOR PHYSICS GRADES IX- XII 71

  Explain that internal energy is determined by the state of the
system and that it can be expressed as the sum of the random
distribution of kinetic and potential energies associated with the
Internal energy molecules of the system. *

 Relate a rise in temperature of a body to an increase in its

internal energy. (δu=mcδt) *
 Describe the equivalence of heat, energy and work. *
 Describe the first law of thermodynamics expressed in terms of
First law of the change in internal energy, the heating of the system and work
thermodynamics done on the system. *
 Explain that first law of thermodynamics expresses the
conservation of energy. *
 Apply 1st Law of thermodynamics to systems with constant
volume, constant pressure, constant temperature and thermal
isolation. *
Molar specific heats of a  Define the terms, Heat Capacity, specific heat and molar specific
gas heats of a gas. *
 Apply first law of thermodynamics to derive Cp – Cv = R. *
Heat engine  State the working principle of heat engine. *
Second law of  State and explain two versions of second law of thermodynamics.
thermodynamics (kelvin and clausius) *
Carnot’s cycle  Explain the working principle of Carnot’s engine *
 Explain that the efficiency of a Carnot engine is independent of
the nature of the working substance and depends on the
temperatures of hot and cold reservoirs. *

CURRICULUM FOR PHYSICS GRADES IX- XII 72

  Recognize that refrigerator is a heat engine operating in reverse
Refrigerator as that of an ideal heat engine. *
 Derive an expression for the coefficient of performance of a
refrigerator. *
 Define Entropy and describe that change in entropy is positive
when heat is added and negative when heat is removed from the
Entropy system. *
 Explain that in any natural process, the total entropy of
interacting systems always increases. (e.g. Mixing of hot and cold
water) *
 Explain that increase in entropy means unavailability of energy
for conversion into useful work hence degradation of energy. *
Investigation skills/laboratory work
 Determine the mechanical equivalent of heat by electric method. *
 Determine the specific heat of solid by electrical method. (block
calorimeter method) *
Science, Technology and Society Connections
 Describe the working of petrol engine and diesel engine. *
 Evaluate environmental crisis as an entropy crisis. *

CURRICULUM FOR PHYSICS GRADES IX- XII 73

 SCHEME OF WORK GRADE XII

LEARNING CONTENTS AND STUDENTS' LEARNING OUTCOMES Grade XII

Contents: Students' Learning Outcomes
PART-5(ELECTRICITY AND R U Ap. An. E C
MAGNETISM) Students will be able to:
UNIT-12(ELECTROSTATICS)
 State Coulomb’s law and explain that force between
Force between charges in two point charges is reduced in a medium other
different media than free space using Coulomb’s law. *
 Recognize that positive and negative parts of the
atoms/molecules of a dielectric separate and
produce their own reverse electric force which
Polarization of dielectric reduces external force. *
 Describe the concept of an electric field as an
Electric field example of a field of force. *
 Define electric field strength as force per unit
positive charge and solve problems and analyse
information using E = F/q. *
 Derive the expression E = l/4πεo q/r2 for the
magnitude of the electric field at a distance ‘r’ from
a point charge ‘q’ and solve problems involving the
use of the expression . E = l/4πεo q/r2 *
Electric flux  Define and explain electric flux. *
 Describe electric flux through a surface enclosing a
charge. *
Gauss’s law and its
applications  State and explain Gauss’s law. *

CURRICULUM FOR PHYSICS GRADES IX- XII 74

  Derive the expression for electric field produced by
a hollow spherical charged conductor at a point
inside and outside the conductor. *
 describe and draw the electric field due to an
infinite size sheet of charge. *
 Describe and draw the electric field between two
infinite size oppositely charged parallel plates. *
Electric potential Energy and  define electric potential energy between two point
Electric Potential charges and solve potential energy problems. *
 Define electric potential as electric potential energy
per unit charge or work done in moving unit positive
charge from infinity to reference point.(Absolute
electric potential) (V=W/q) *
 Derive the expression for electric Potential by a
hollow spherical charged conductor at a point inside
and outside the conductor. *
 find the final velocity of charged particle when it
falls through a given electric potential difference.
Using relation qV=1/2 mv2 *
 Express elecltric field as rate of change of potential
with respect to position. (i.e E=-ΔV/Δr) *
 Solve problems about E = V/d. *
 Outline a method for detemination of charge of
electron. *
Science, Technology and Society Connections
describe the principle of inkjet printers and Photostat
copier as an application of electrostatic phenomenon. *

CURRICULUM FOR PHYSICS GRADES IX- XII 75

 describe the applications of Gauss’s law to find the electric
force due to various charge configurations *
UNIT-13(CAPACITORS)
 define capacitance and show a graphical relation
between charge stored and electric potential
Capacitors acquired. *
 Use graph to determine capacity of capacitor and
energy stored. *

 Solve problems using above derived relation. *

 Derive the relation for capacitance of parallel plate
capacitor both for vaccuum and dielectric medium
Parallel Plate capacitor between the plates. *
 Explain Effect of electric polarization of dielectric on
Capacitance of capacitor. *
 Solve problems using formula for capacitors in series
Combinations of capacitors and in parallel. *
 Define oiled paper capacitor , mylar capacitor,
Practical Capacitor electrolytic capcitor , variable capacitor. *

 Explain Safe working voltage of capacitor. *

 Derive a relation for energy stored in electric field
Energy stored in a capacitor per unit volume. *
Investigation Skills/Laboratory Work

 Draw graphs of charging and discharging of a

capacitor through a resistor. *

CURRICULUM FOR PHYSICS GRADES IX- XII 76

Science, Technology and Society Connections
 List the use of capacitors in various household
appliances such as in flash gun of camera,
refrigerator, electric fan, rectification circuit etc. *
UNIT-14(CURRENT ELECTRICITY)
Electric Current  Desribe Current as rate of flow of charge. (I=q/t) *
 Describe examples of currnet as flow of electrons in
metal, flow of positive and negative ions in gases
and liquids. *
 Show that current flowing through a metal may be
considered as motion of charged particle in a metal
and arrive at relation I=nevA *
 Define emf (E=W/q) and identify different sources of
emf such as electrochemical cells, photovoltaic cell
Sources of emf and electric generators. *
 Recognize that all sources of emf have some internal
resistance. *
 Define electric potential difference of an electric
Electric Potential Difference energy consuming device (V=W/q) *
 State and explain relation between potential
difference and electric current (Ohm's Law: V=IR) for
a conductor. *
 Explain resistance as opposition to charge carriers
moving through a metal, gas or liquid. *
 Derive a formula for power dissipation in resistors
when a current flows through them from the
Power dissipation in resistors definition of electric potential. *

CURRICULUM FOR PHYSICS GRADES IX- XII 77

  Explain the internal resistance of sources and its
consequences for external circuits and conclude the
condition for maximum power transfer. *
Resistivity and its dependence  Define resistivity and explain its dependence upon
upon temperature temperature. *

 Solve problems using relation: α=(Rt-Ro)/Rot *

 Recognize that Ohm's Law (V=IR) is the law for a
DC Circuits branch. *
 Recognize that Kirchhoff's Current rule is the rule is
law of conservation of charge for a node , and
Kirchhoff's Voltage rule is the rule is the law of
conservation of energy for a loop *
 Apply Kirchhoff's voltage rule to find the relation for
the resistances connected in series. *
 Use a series combination of resistors as potential
divider/slide wire potentiometer. *
 Apply Kirchhoff's current rule to derive a relation for
resistances in parallel. *
 Use Wheatstone bridge to determine unknown
resistance. *
 Explain how a given galvanometer can be converted
into voltmeter or ammeter of a specified range. *
Investigation Skills/Laboratory Work
indicate the value of resistance by reading colour code on
it. *
determine resistance of wire by slide wire bridge. *

CURRICULUM FOR PHYSICS GRADES IX- XII 78

  Determine resistance of voltmeter by drawing graph
between R and I/V. *
 Determine resistance of voltmeter by discharging a
capacitor through it. *
 Analyze the variation of resistance of thermistor
with temperature. *
 Determine internal resistance and emf of a cell using
potentiometer. *
 Compare e.m.fs of two cells using potentiometer. *
 Determine the e.m.f. And internal resistance of a
cell by plotting v against i graph. *
 Investigate the relationship between current passing
through a tungsten filament lamp and the potential
applied across it. *
Science, Technology and Society Connections
 Describe the use of electrocardiograph (E.C.G.),
electroencephalograph (E.E.G) instruments to study
heart and brain disorders. *
 Explain that the inspectors can easily check the
reliability of a concrete bridge with carbon fibres as
the fibre conduct electricity. *
 Identify the function of thermistor in fire alarms and
thermostats that control temperature. *
 Identify the use of platinum resistance thermometer
as standard thermometer for temperatures
between -185oc to 630oc. *

CURRICULUM FOR PHYSICS GRADES IX- XII 79

  Identify the use of thermoelectric thermometer as a
standard thermometer to measure temperatures
between 630oc and 1063oc. *
 Describe thermocouple and its function. *
 Explain variation of thermoelectric e.m.f. With
temperature. *
UNIT-15(ELECTROMAGTEISM)
 State ampere's law and use its simple form to
determine the magnetic field around a straight
Ampere's Law current carrying conductor. *
 Use right hand rule to determine the direction of
magnetic field around a straight current carrying
conductor. *
 Describe a solenoid and use Ampere's Law to
determine the magnetic field inside a long current
carrying solenoid. *
 Use right hand rule to determine the direction of
magnetic field inside long current carrying solenoid. *

Magnetic force on a current-  Explain that a force might act on a current-carrying

carrying conductor conductor placed in a magnetic field. *
 Investigate the factors affecting the force on a
current carrying conductor in a magnetic field and
compose a relation F=BILsinθ *
 Define magnetic induction (B) using the relation
F=BILsinθ *
 Solve problems involving the use of F = BIL sin θ. *

CURRICULUM FOR PHYSICS GRADES IX- XII 80

Force on a moving charged  Using the relation F=ilbsinθ, Derive the formula for
particle in a uniform magnetic force on moving charged particle in a uniform
field magentic field. *
 Using the relation F=qvb sinθ, determine the radius
of path of charged particle when projected
perpendicularly in uniform magnetic field *
 Describe a method to measure the e/m of an
electron by applying electric field and magnetic field
Charge to mass ratio on a beam of electrons. *
 Predict the turning effect on a current carrying coil
in a magnetic field and use this principle to
Torque on a current carrying understand the construction and working of a
coil in a magnetic field galvanometer. *
 Describe the concept of magnetic flux (Ø) as scalar
product of magnetic field (B) and area (A) using the
Magnetic flux relation ØB = B┴ A=B.A. *
 Define magnetic flux density and its units. *
Investigation Skills/Laboratory Work
 Construct a simple electromagnet and investigate
the factors which influence the strength of an
electromagnet. *
 Convert a galvanometer into voltmeter of range
zero to 3 V. *
 Interpret and illustrate on the basis of experimental
data, the magnetic field produced by a current
flowing in a coil is stronger than a straight
conductor. *
 Examine the motion of electrons in an electric field
using a Cathode Ray tube. *

CURRICULUM FOR PHYSICS GRADES IX- XII 81

  Examine the motion of electrons in a magnetic field
using a Cathode Ray tube. *
Science, Technology and Society Connections
 Explain the following: *
(a)magnets are often fitted to the doors of refrigerators and
cupboards
(b)a crane in a steelworks is fitted with a large
electromagnet
(c)wheat flour is usually passed near a magnet before being
packed
(d)a steel ship becomes magnetized as it is constructed
 Explain how magnetic effect of a current has been
put to the service of mankind in domestic life and in
industry e.g. *
 Bullet train, an electromagnetic door lock, a circuit
breaker, computers, credit cards
 Analyse information and use available evidence to
assess the impact of medical application of physics
on society (e.g. Identify the function of the
electromagnetic field produced in the medical
equipments) *
 Explain magnetic resonance image(MRI) scans can
be used to *
(a)detect cancerous tissues.
(b)wheat flour is usually passed near a magnet
before being packed
(c)a steel ship becomes magnetized as it is
constructed

CURRICULUM FOR PHYSICS GRADES IX- XII 82

 (d)distinguish between gray and white matter in the
brain.
UNIT-16(ELECTROMAGNETIC INDUCTIONS)
 Define of magnetic flux (Ø) as scalar product of
magnetic field (B) and area (A) using the relation ØB
Magnetic flux = B┴ A=B.A. and write its SI unit. *
 Illustrate the instants when magnetic flux passing
through is maximum or minimum. *
 State Faraday’s law of electromagnetic induction,
Faraday’s law indicating factors affecting the induced emf. *
 State Lenz’s law to predict the direction of an
induced current and relate to the principle of
Lenz’s law conservation of energy. *
 Apply Faraday’s law of electromagnetic induction
and Lenz’s law to solve problems. *
 Explain the production of eddy currents and identify
Eddy currents their magnetic and heating effects. *
 Explain the need for laminated iron cores in electric
motors, generators and transformers. *
Mutual inductance and Self  Define mutual inductance (M) and self-inductance
Inductance (L), and their unit henry. *
 Find the formula for energy stored in inductor and
Energy stored in an inductor describe energy density of magnetic field. *
 Explain what is meant by motional emf. Given a rod
or wire moving through a magnetic field in a simple
way, compute the potential difference across its
Motional emf ends. (E=-vBLsinθ) *

CURRICULUM FOR PHYSICS GRADES IX- XII 83

  Describe the main components of an A.C generator
and explain how it works and derive the relation
A.C. Generator (E=nωabsinθ) *
 Describe the construction of a transformer and
Transformer explain how it works. *

 Identify the relationship between the ratio of the

number of turns in the primary and secondary coils
and the ratio of primary to secondary voltages. *
 Describe how set-up and step-down transformers
can be used to ensure efficient transfer of electricity
along cables. *
Investigation Skills/Laboratory Work
 Perform an investigation to predict and verify the
effect on an electric current generated when: *
(a)the distance between the coil and magnet is
varied.
(b)the strength of the magnet is varied.
 Demonstrate electromagnetic induction by a
permanent magnet, coil and demonstration
galvanometer.
 Conduct a demonstration of step-up and step-down
transformer by dissectible transformer.
 Demonstrate an improvised electric motor. *
 Demonstrate the action of an induction coil by
producing spark. *

CURRICULUM FOR PHYSICS GRADES IX- XII 84

  Gather information and choose equipment to
investigate “multiplier “ effect (a small magnetic
field created by current carrying loops of wire
(wrapped around a piece of iron core lead to a large
observed magnetic field). *
Science, Technology and Society Connections
 Analyze and present information to explain how
induction heating is used in furnaces to provide
oxygen free heating environment. *
 Identify how eddy currents have been utilized in
electromagnetic braking. *
 Analyze the earthquake detecting instrument –
seismometer as a good example of an application of
electromagnetic induction and explain *
 (A)any movement or vibration of the rock on which
the seismometer rests (buried in a protective case)
results in relative motion between the magnet and
the coil (suspended by a spring from the frame.
(b)the emf induced in the coil is directly proportional
to the displacement associated with the
earthquake.
 Describe the use of step-down and step-up
transformers for the electric supply from power
station to houses and electric appliances at home. *
 Search and analyze information to identify how
transmission lines are: *
(a)Insulated from supporting structure.

CURRICULUM FOR PHYSICS GRADES IX- XII 85

 (b)Protected from lightning strikes.
 Explain that induction coil is a form of mutual
inductor widely used to generate the high voltage
sparks needed to ignite the petrol-air mixture in car
and motorbike engines. *
 Explain in a car the wind screen wipers are usually
driven by one and the engine is started by another. *
PART-6 (A.C Circuits)

UNIT-17 (ALTERNATING CURRENT)

 Represent a sinusoidally alternating voltage by an
Alternating emf equation of the form E = Eo sin ωt. *
 Describe the flow of Alternating Current in a closed
circuit containing components such as Resistor ,
capacitor or inductor. (I=Iosin(ωt+ϕ) *
 Describe the terms time period, frequency,
Instantaneous, peak and rms instantaneous peak value and root mean square
values of AC value of an alternating current and voltage. *

Phase, phase lag and phase  Describe the phase of A.C and how phase lags and
lead in AC leads in A.C Circuits. *

 Explain the flow of A.C through resistors , capacitors

A.C Circuits and inductors. *
 Discuss Phase lead or lag of current produced when
an alternating voltage is applied to a capacitor or
inductor using phasor diagram *

CURRICULUM FOR PHYSICS GRADES IX- XII 86

  Describe impedance as vector summation of
resistances and reactances, in cases of RC, RL and
RLC circuits. *
 Construct phasor diagrams and carry out
calculations on circuits including resistive and
reactive components in series. *
 Solve the problems using the formula of A.C Power
and realize the importance of power factor. *
 Realize that impedance of A.C circuits may be
frequency dependent and explain resonance in an
A.C circuit and carry out calculations using the
Resonant Circuits. resonant frequency formula. *
Maxwell’s equations and  Describe the qualitative treatment of Maxwell’s
electromagnetic waves equations and explain the production of
(descriptive treatment) electromagnetic waves. *

 Explain electromagnetic spectrum (ranging from

radio waves to γ-rays). *
 Describe that the information can be transmitted by
radio waves. *
 Identify that the microwaves of a certain frequency
cause heating when absorbed by water and cause
burns when absorbed by body tissues. *
 Describe that ultra violet radiation can be produced
by special lamps and that prolonged exposure to the
Sun may cause skin cancer from ultra violet
radiation. *

Investigation Skills/Laboratory Work

CURRICULUM FOR PHYSICS GRADES IX- XII 87

  Determine the relation between current and
capacitance when different capacitors are used in
AC circuit using series and parallel combinations. *
 Measure DC and AC voltages by a CRO. *
 Determine the impedance of RL circuit at 50Hz and
hence find inductance. *
 Determine the impedance of RC circuit at 50Hz and
hence find capacitance. *

Science, Technology and Society Connections

 Apply the use of infra red waves in radiant heaters,
optical fibre commutations and for the remote
control of TV sets and VCR’s. *
 Describe the effect of ozone layer depletion. *
 Illustrate the principle of metal detectors used for
security checks. *
 State the principle of electro-cardiograph in medical
diagnostic. *
 Describe the importance of oscillator circuit as
broadcaster of radiowaves. *
 Describe the principle of resonance in tuning
circuits of a radio. *
 Explain why transmission from some country TV
channels are polarized at right angle to city
channels. *

CURRICULUM FOR PHYSICS GRADES IX- XII 88

  Realize that resonant circuits are main parts of
metal detectors. *

PART-7(SOLID STATE PHYSICS)

UNIT-18(PHYSICS OF SOLIDS)
 Distinguish between the structure of crystalline,
Classification of solids amorphous and polymeric solids. *
Electrical properties of solids  Describe the idea about energy bands in solids. *


Classify insulators, conductors, and semiconductors
on the basis of energy bands. *
 Distinguish between dia, para and Ferro magnetic
Magnetic properties of solids materials. *
 Describe the concepts of magnetic domains in a
material. *
 Discuss how magnetic induction varies with
magnetizing current in ferromagnetic sample and
hence describe hysteresis loop. *
 Infer from hysteresis loop, hard and soft
ferromagnetic substances. * *
 Realize that area of the hysteresis loop represents
the energy loss per unit volume per cycle of
magnetizing current. *
Science, Technology and Society Connections
 Describe the applications of superconductors in
magnetic resonance imaging (MRI), magnetic
levitation trains, powerful but small electric motors
and faster computer chips. *

CURRICULUM FOR PHYSICS GRADES IX- XII 89

  Identify the importance of hysteresis loop to select
materials for their use to make them temporary
magnets or permanent magnets. *
 Describe the function and use of LED, Photodiode
and Photo voltaic cell. *
 Analyze that the modern world is the world of
digital electronics. *
 Analyze that the computers are the forefront of
electronic technology. *
 Realize that electronics is shifting low-tech electrical
appliances to high-tech electronic appliances. *
 Analyze behaviour of superconductors and their
potential uses. *
UNIT-19(ELECTRONICS)
Intrinsic and extrinsic  Distinguish between intrinsic and extrinsic
semiconductors semiconductors. *
 Explain on the basis of presence of holes and free
electrons the distinction between P & N type
Semiconductors. *
 Describe PN junction and explain how electrons and
PN Junction and its forward holes flow across a junction during forward and
and reversed biased states reverse biased conditions. *

 Discuss the current voltage behavious of PN junction

in forward and reverse biased conditions. *
 Describe half and full wave rectifiers and bridge
Half and full wave rectification rectifiers. *

CURRICULUM FOR PHYSICS GRADES IX- XII 90

Transistor and its
characteristics  Distinguish PNP & NPN transistors. *
 Describe the operations of transistors. *
 Deduce current equation and apply it to solve
problems on transistors. *
Transistor as an amplifier (C-E  Explain the use of transistors as a switch and an
configuration) amplifier. *
Investigation Skills/Laboratory Work
 Draw characteristics of semiconductor diode and
calculate forward and reverse current resistances. *
 Study the half and full waver rectification by
semiconductor diodes by displaying on C.R.O. *
 Use multimeter to (i) identify base of transistor (ii)
distinguish between NPN and PNP transistor (iii) see
the unidirectional flow of current in case of diode
and a led.
 (to check whether a given electric component e.g.
Diode or transistor is in working order. *
 Demonstrate the amplification action of a transistor
graphically by CRO *

PART-8(MODERN PHYSICS)
UNIT-20(DAWN OF MODERN PHYSICS)
 Distinguish between inertial and non-inertial frames
Special theory of relativity of reference. *
 Describe the significance of Einstein’s assumption of
the constancy of the speed of light. *

CURRICULUM FOR PHYSICS GRADES IX- XII 91

  Explain qualitatively and quantitatively the *
consequence of special relativity in relation to:
 (a)length contraction
 (b)time dilation
 (c)mass increase
 (d)the equivalence between mass and energy
 Describe the phenomenon of photoelectric effect on
Photoelectric effect the basis of Einstein's Explanation. *
 Solve problems and analyse information using: E =
hf and c = f λ. *
 Describe Photo voltaic cell as an application of
Photoelectric effect. *
Compton’s effect  Describe Compton Effect qualitatively. *
Pair production and pair  Explain the phenomena of pair production and pair
annihilation annihilation. *

 Understand that E2+B2 is proportional to chances of

Wave nature of particles detection of photon.(wave particle duality) *
 Understand that electric and magnetic fields are
wave functions of photon. *
 Derive E2=P2c2+mo2c4 using the formula for mass
increase. *
 Use E=hf and E=pc to derive p=h/λ for photon *
 Understand how de-Broglie generalized p=h/λ to
electron. *

CURRICULUM FOR PHYSICS GRADES IX- XII 92

  Describe the confirmation of de Broglie’s proposal
by Davisson and Germer experiment in which the
diffraction of electrons by the surface layers of a
crystal lattice was observed. *
 Understand that like photon, electron also has wave
function whose square gives chances of detection of
electron. *
 Explain how the very short wavelength of electrons,
and the ability to use electrons and magnetic fields
to focus them, allows electron microscope to
Electron microscope achieve very high resolution. *
 State uncertainty principle and discuss with the help
Uncertainty Principle of example. *
Bohr's Model of Hydrogen  State Three Postulates of Bohr's model of hydrogen
Atom atom. *
 Understand that energy is discrete in Hydrogen
atom and define atomic shells. *
 Explain Inner shell transition and characteristic X-
X-Rays rays. *
 Analyze the process of X-ray Production. *
 Explain Bremsstrahlung/Continuous X-rays. *
LASER  Define LASER. *
 Describe induced absorption, spontaneous
emission, induced/stimulated emission. *
 Understand Population Inversion and LASER Action. *
 Understand working of He-Ne LASER. *
Investigation Skills/Laboratory Work

CURRICULUM FOR PHYSICS GRADES IX- XII 93

  Investigate the variation of electric current with
intensity of incident light on a photocell. *
 Determine Planck’s constant using internal potential
barrier of different light emitting diodes. *
Science, Technology and Society Connections
 Predict the motion of an object relative to a
different frame of reference e.g. dropping a ball in a
moving vehicle observed from the vehicle and by a
person standing on the side walk. *
 Identify the role of special theory of relativity in
global positioning, NAVSTAR system. *
 Summarize the use of solar cell and photoelectric
cell in our daily life. *
 Search and describe the role of electron microscope
to study the micro structures and properties of
matter. *
 Describe Uses of X-rays in medical science and
industry. *
 Describe Uses of LASER. *
UNIT-21(NUCLEAR PHYSICS)
 Describe a simple model for the atom to include
Composition of atomic nuclei protons, neutrons and electrons. *
 Determine the number of protons, neutrons and
nucleons it contains for the specification of a
nucleus in the form Az X. *
 Define the terms unified mass scale. *

CURRICULUM FOR PHYSICS GRADES IX- XII 94

  Explain that an element can exist in various isotopic
Isotopes forms each with a different number of neutrons. *
 Explain the use of mass spectrograph to
demonstrate the existence of isotopes and to
Mass spectrograph measure their relative abundance. *
Mass defect and binding  Define mass defect and calculate binding energy
energy using Einstein’s equation. *
 Illustrate graphically the variation of binding energy
per nucleon with the mass number. *
 Explain the relevance of binding energy per nucleon
to nuclear fusion and to nuclear fission. *
 Identify that some nuclei are unstable, give out
Radioactivity (properties of α, radiation to get rid of excess energy and are said to
β and γ rays) be radioactive. * *
 Understand that Electrostatic repulsive force is long
range and Strong Nuclear attractive force is short
range. *
 Explain when no. of Neucleons increases and size of
nucleus increases, then for some neucleons strong
nuclear attractive force becomes negligible as
compared to Electrostatic repulsive force. Hence
nucleus becomes unstable. *
 Describe that an element may change into another
element when radioactivity occurs. *
 Identify the spontaneous and random nature of
nuclear decay. *

 Describe the term half life and solve problems using

Half life and rate of decay the equation λ=0.693/T1/2 *

CURRICULUM FOR PHYSICS GRADES IX- XII 95

Interaction of nuclear  Describe the interaction of alpha, beta, gamma rays
radiation with matter with matter, Their penetration and range. *
Radiation detectors (GM
counter and solid state  Describe the use of Geiger Muller counter and solid
detector) state detectors to detect the radiations. *
 Explain that atomic number and mass number
Nuclear reactions conserve in nuclear reaction. *
 Determine the release of energy from different
nuclear reactions. *
 Describe energy and mass conservation in simple
reactions and in radioactive decay. *
Nuclear fission (fission chain
reaction)  Describe the phenomena of nuclear fission. *
 Describe the fission chain reaction. *
 Describe the function of various components of a
Nuclear reactors: nuclear reactor. *
Nuclear fusion (nuclear
reaction in the Sun)  Describe the phenomena of nuclear fusion. *
 Describe nuclear fusion reactions in sun and other
stars. *
Basic forces of nature  Describe the basic forces of nature. *
Elementary particles and
particle classification (hadrons,  Describe the building blocks of matter including
leptons and quarks) hadrons, leptons and quarks. *
Investigation Skills/Laboratory Work
 Simulate the radioactive decay of nuclei using a set
of at least 100 dice and measure the simulated half
life of the nuclei. *

CURRICULUM FOR PHYSICS GRADES IX- XII 96

  Draw the characteristics curve of a Geiger Muller
tube.
 Determine the amount of background radiation in
your surroundings and identify their possible
sources. *
 Set up a G.M. point tube and show the detection of
Alpha particles with the help of CRO and determine
the count rate using a scalar unit. *
Science, Technology and Society Connections
 Explain the basic principle of nuclear reactor. *
 Describe and discuss the function of the principle
components of a water moderated power reactor
(core, fuel, rods, moderator, control rods, heat
exchange, safety rods and shielding). *
 Explain why the uranium fuel needs to be enriched. *
 Compare the amount of energy released in a fission
reaction with the (given) energy released in a
chemical reaction. *
 Describe how the conditions in the interiors of the
Sun and other stars allow nuclear fusion to take
place and hence, how nuclear fusion is their main
energy conversion process. *
 Show an awareness about nuclear radiation
exposure and biological effects of radiation. *
 Describe the term dosimeter. *
 Describe the use of radiations for medical diagnosis
and therapy. *

CURRICULUM FOR PHYSICS GRADES IX- XII 97

  Explain the importance of limiting exposure to
ionizing radiation. *
 Describe the examples of the use of radioactive
tracers in medical diagnosis, agriculture and
industry. *
 Assess Biological and medical uses of radiations
(radiation therapy, diagnosis of diseases, tracers
techniques) *

CURRICULUM FOR PHYSICS GRADES IX- XII 98

SLOS OF CONDENSED PHYSICS FOR TECHNOLOGIES & AGRICULTURE / VETERINARY
GROUPS FOR GRADE XI – XII
PART – I (MECHANICS)

UNIT – 1 MEASUREMENT
Major Concepts (19 periods)
o The scope of Physics
o SI base, supplementary and derived units
o Errors and uncertainties
o Precision and accuracy
o Dimensionality
Learning outcomes
The students will be able to: describe the scope of Physics in science, technology and society.
 State SI base units, derived units, and supplementary units for various
measurements.
 Express derived units as products or quotients of the base units.
 State the conventions for indicating units as set out in the SI units.
 Explain why all measurements contain some uncertainty.
 Distinguish between systematic errors (including zero errors) and random errors.
 Identify that least count or resolution of a measuring instrument is the smallest
increment measurable by it.
 Differentiate between precision and accuracy.
 Assess the uncertainty in a derived quantity by simple addition of actual, fractional
or percentage uncertainties.
 Quote answers with correct scientific notation, number of significant figures and
units in all numerical and practical work.
 Check the homogeneity of physical equations by using dimensionality and base
units. Derive formulae in simple cases using dimensions.
Investigation Skills/ Laboratory work

CURRICULUM FOR PHYSICS GRADES IX- XII 99

The students will be able to:
 Measure, using appropriate techniques, the length, mass, time, temperature and
electrical quantities by making use of both analogue scales and digital displays
particularly short time interval by ticker timer and by C.R.O.
 Measure length and diameter of a solid cylinder and hence estimate its volume
quoting proper number of significant figures.
 Measure the diameters of a few ball bearings of different sizes and estimate their
volumes. Mention the uncertainty in each result.
 Analyze and evaluate the above experiment and suggest improvements.
 Determine the radius of curvature of a convex lens and concave lens using a
speedometer. Explain why it is important to use an instrument of smallest
resolution.
 Explain the importance of increasing the number of readings in an experiment.
 Demonstrate the information of general safety rules of the laboratory and proper
use of safety equipment’s.
Science, Technology and Society Connections
The students will be able to:
 Present data in a well-structured tabular form for easy interpretation (e.g. Ball
bearings investigation).
 Display data by drawing appropriate graphs for the above.
 Interpret the information from linear or non-linear graphs / curves by measuring
slopes and intercepts in newspaper or magazines
 Argue that all daily life measurements are uncertain to some extent.
UNIT - 2 VECTORS AND EQUILIBRIUM
Major Concepts (20 periods)
• Cartesian coordinate system
• Addition of vectors by head to tail rule
• Addition of vectors by perpendicular components

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 • Scalar product of two vectors
• Vectors product of two vectors
• Torque
• Equilibrium of forces
• Equilibrium of torques
Learning outcomes
The students will be able to:
 Describe the Cartesian coordinate system.
 Determine the sum of vectors using head to tail rule.
 Represent a vector into two perpendicular components.
 Determine the sum of vectors using perpendicular components.
 Describe scalar product of two vectors in term of angle between them.
 Describe vector product of two vectors in term of angle between them.
 State the method to determine the direction of vector product of two vectors.
 Define the torque as vector product r x F.
 List applications of torque or moment due to a force.
 State first condition of equilibrium.
 State second condition of equilibrium.
 Solve two dimensional problems involving forces (statics) using 1st and 2nd
conditions of equilibrium.
Investigation Skills/ Laboratory work
The students will be able to:
 Determine the weight of a body by vector addition of forces using perpendicular
components.
 Verify the two conditions of equilibrium using a suspended metre rod.
Science, Technology and Society Connections
The students will be able to:
 Identify the use of long handle spanner to turn a stubborn bolt.

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  Explain why the height of racing cars is kept low.
 Explain why do buses and heavy trucks have large steering wheels.
 Describe how cranes are able to lift very heavy loads without toppling.
UNIT – 3 FORCES AND MOTION
Major Concepts (30 periods)
 Displacement
 Average velocity and instantaneous velocity
 Average acceleration and instantaneous acceleration
 Review of equations of uniformly accelerated motion
 Newton’s laws of motion
 Momentum and Impulse
 Law of conservation of momentum
 Elastic collisions in one dimension
 Momentum and explosive forces
 Projectile motion
 Rocket motion
Learning Outcomes
The students will be able to:
 Describe vector nature of displacement.
 Describe average and instantaneous velocities of objects.
 Compare average and instantaneous speeds with average and instantaneous
velocities.
 Interpret displacement-time and velocity-time graphs of objects moving along the
same straight line.
o Determine the instantaneous velocity of an object moving along the same
straight line by measuring the slope of displacement-time graph.
 Define average acceleration (as rate of change of velocity aav = ∆v / ∆t) and

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 o Instantaneous acceleration (as the limiting value of average acceleration
when time interval ∆t approaches zero).
 Distinguish between positive and negative acceleration, uniform and variable
acceleration.
 Determine the instantaneous acceleration of an object measuring the slope of
velocity-time graph.
 Manipulate equation of uniformly accelerated motion to solve problems.
 Explain that projectile motion is two dimensional motion in a vertical plane.
 Communicate the ideas of a projectile in the absence of air resistance that.
o Horizontal component (vh) of velocity is constant.
o Acceleration is in the vertical direction and is the same as that of a
vertically free falling object.
o The horizontal motion and vertical motion are independent of each other.
 Evaluate using equations of uniformly accelerated motion that for a given initial
velocity of frictionless projectile.
o How higher does it go?
o How far would it go along the level land?
o Where would it be after a given time?
o How long will it remain in air?
 Determine for a projectile launched from ground height.
o Launch angle that results in the maximum range.
o Relation between the launch angles that result in the same range.
 Describe how air resistance affects both the horizontal component and vertical
component of velocity and hence the range of the projectile.
 Apply newton’s laws to explain the motion of objects in a variety of context.
 Define mass (as the property of a body which resists change in motion).
 Describe and use of the concept of weight as the effect of a gravitational field on
a mass.
 Describe the newton’s second law of motion as rate of change of momentum.

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  Co-relate newton’s third law of motion and conservation of momentum.
 Show awareness that newton’s laws are not exact but provide a good
approximation, unless an object is moving close to the speed of light or is small
enough that quantum effects become significant.
 Define impulse (as a product of impulsive force and time).
 Describe the effect of an impulsive force on the momentum of an object, and the
effect of lengthening the time, stopping, or rebounding from the collision.
 Describe that while momentum of a system is always conserved in interaction
between bodies some change in k.e. usually takes place.
 Solve different problems of elastic and inelastic collisions between two bodies in
one dimension by using law of conservation of momentum.
 Describe that momentum is conserved in all situations.
 Identify that for a perfectly elastic collision, the relative speed of approach is equal
to the relative speed of separation.
 Differentiate between explosion and collision (objects move apart instead of coming nearer).
Investigation skills/ laboratory work
The students will be able to:
 Analyse and interpret patterns of motion of objects using
o Displacement-time graph
o Velocity-time graph
o Acceleration-time graph
 Measure the free fall time of a ball using a ticker-timer and hence calculate the
value of “g”. Evaluate your result and identify the sources of error and suggest
improvements.
 Investigate the value of “g” by free fall method
 Investigate momentum conservation by colliding trolleys and ticker-timer for
elastic and inelastic collisions

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  Investigate the downward force, along an inclined plane, acting on a roller due to
gravity and study its relationship with the angle of inclination by plotting graph
between force and sin θ
Science, technology and society connections
The students will be able to:
 Outline the forces involved in causing a change in the velocity of a vehicle
 When
o Coasting with no pressure on the acceleration.
o Pressing on the accelerator.
o Pressing on the brakes.
o Passing over an icy patch on the road.
o Climbing and descending hills.
 Investigate and explain the effect of the launch height of projectiles (e.g. A shot
put launched from a shoulder height) on a maximum range and the effect of
launch angle for a given height.
 Describe to what extent the air resistance affects various projectiles in sports
 Evaluate the effectiveness of some safety features of motor vehicles in c with the
changing momentum such as safety helmet, seat belt, head rest of the car seat.
 Describe the conservation of momentum for (i) car crashes (ii) ball & bat.
 Assess the reasons for the introduction of low speed zones in built-up areas and
the addition of air bags and crumple zones to vehicles with respect to the concepts
of impulse and momentum.
 Explain in terms of law of conservation of momentum, the motion under thrust of
a rocket in a straight line considering short thrusts during which the mass remains
constant
 Describe the nature of the rocket thrusts necessary to cause a space vehicle to
change direction along a circular arc in a region of space where gravity is negligible

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Unit – 4 rotational and circular motion
Major concepts (21 periods)
 Kinematics of angular motion
 Centripetal force and
 Centripetal acceleration
 Orbital velocity
 Artificial satellites
 Artificial gravity
 Moment of inertia
 Angular momentum
Learning outcomes
The students will be able to:
 Define angular displacement, angular velocity and angular acceleration and
express angular displacement in radians.
 Solve problems by using s= r θ and v=rω.
 State and use of equations of angular motion to solve problems involving
rotational motions.
 Describe qualitatively motion in a curved path due to a perpendicular force.
 Derive and use centripetal acceleration a = rω², a = v² /r.
 Solve problems using centripetal force f = mrω², f = mv² /r.
 Describe situations in which the centripetal acceleration is caused by a tension
force, a frictional force, a gravitational force, or a normal force.
 Explain when a vehicle travels round a banked curve at the specified speed for the
banking angle, the horizontal component of the normal force on the vehicle
causes the centripetal acceleration.
 Describe the equation tanθ = v2/rg, relating banking angle θ to the speed v of the
 Vehicle and the radius of curvature r.

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  Explain that satellites can be put into orbits round the earth because of the
gravitational force between the earth and the satellite.
 Explain that the objects in orbiting satellites appear to be weightless.
 Describe how artificial gravity is created to counter balance weightless.
 Define the term orbital velocity and derive relationship between orbital velocity,
the gravitational constant, mass and the radius of the orbit.
 Analyze that satellites can be used to send information between places on the
earth which are far apart, to monitor conditions on earth, including the weather,
and to observe the universe without the atmosphere getting in the way.
 Describe that communication satellites are usually put into orbit high above the
equator and that they orbit the earth once a day so that they appear stationary
when viewed from earth.
 Define moment of inertia of a body and angular momentum.
 Derive a relation between torque, moment of inertia and angular acceleration.
 Explain conservation of angular momentum as a universal law and describe
examples of conservation of angular momentum.
 Use the formulae of moment of inertia of various bodies for solving problems.
Science, technology and society connections
The students will be able to:
 Assess the suitability of the recommended speed limit for the given data on the
banking angle and radius of curvature of some roads.
 Describe the experience of roller coaster rides in the amusement parks.
 Describe the principles and benefits of weather forecasting and communication
satellites.
 Evaluate the accuracy of the information presented in a newspaper article on
satellite.
 Write a report on an information search on the topic of ‘space station’

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Unit – 5 fluid dynamics
Major concepts (18 periods)
 Streamline and turbulent flow
 Equation of continuity
 Bernoulli’s equation
 Applications of Bernoulli’s equation
 Viscous fluids
 Fluid friction
 Terminal velocity
Learning outcomes
The students will be able to:
 Define the terms: steady (streamline or laminar) flow, incompressible flow and
non-viscous flow as applied to the motion of an ideal fluid.
 Explain that at a sufficiently high velocity, the flow of viscous fluid undergoes a
transition from laminar to turbulence conditions.
 Describe that the majority of practical examples of fluid flow and resistance to
motion in fluids involve turbulent rather than laminar conditions.
 Describe equation of continuity aν = constant, for the flow of an ideal and
incompressible fluid and solve problems using it.
 Identify that the equation of continuity is a form of the principle of conservation
of mass.
 Describe that the pressure difference can arise from different rates of flow of a
fluid (bernoulli effect).
 Derive bernoullie equation in the form p + ½ ρv2 + ρgh = constant
 For the case of horizontal tube of flow.
 Interpret and apply bernoulli effect in the: filter pump, venturi meter, in,
atomizers, flow of air over an aerofoil and in blood physics.
 Describe that real fluids are viscous fluids.

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  Describe that viscous forces in a fluid cause a retarding force on an object moving
through it.
 Explain how the magnitude of the viscous force in fluid flow depends on the shape
and velocity of the object.
 Apply dimensional analysis to confirm the form of the equation F = Aηrv where ‘A’
is a dimensionless constant (Stokes’ Law) for the drag force under laminar
conditions in a viscous fluid.
 Apply stokes’ law to derive an expression for terminal velocity of spherical body
falling through a viscous fluid.
Investigation skills/ laboratory work
The students will be able to:
 Investigate the effect of moving air on pressure by demonstrating with venturi
meter investigate the fall of spherical steel balls through a viscous medium and
determine
o Terminal velocity
o Coefficient of viscosity of the fluid
 Investigate the viscosity of different liquids by measuring the terminal velocity.
 Describe of systolic pressure and diastolic pressure and use sphygmomanometer
to measure blood pressure.
Science, technology and society connections
The students will be able to:
 Show that a table tennis ball can be made suspended in the stream of air coming
from the nozzle of hair dryer.
 Explain the streamlined designing of racing cars and boats.
 Explain that the streamlined bodies of dolphins assist their movement in water.
 Describe that when water falls from a tap, its speed increases and so its cross-
sectional area decreases as mandated by the continuity equation.
 Describe that a stream of air passing over a tube dipped in liquid will cause the
liquid to rise in the tube. This effect is used in perfume bottles and paint sprayers.

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  Explain why a chimney works best when it is tall and exposed to air currents which
reduces the pressure at the top and forces the upward flow of smoke.
 State qualitative explanations in terms of turbulence and bernoulli effect for the
swing of spinning cricket ball and the lift of a spinning golf ball.
 Describe that a filter pump has constriction in the centre, so that a jet of water
from the tap flows faster here.
 Explain that the carburetor of a car engine uses a venturi duct to feed the correct
mix of air and petrol to the cylinders.
Unit – 6 work and energy
Major concepts (17 periods)
 Work done by a constant force
 Work as scalar product of force and displacement
 Work against gravity
 Work done by variable force
 Gravitational potential at a point
 Escape velocity
 Power as scalar product of force and velocity
 Work energy principle in resistive medium
 Sources and uses of energy
o Conventional sources of energy
o Non-conventional sources of energy
Learning outcomes:
The students will be able to:
 Describe the concept of work in terms of the product of force f and displacement
d in the direction of force (work as scalar product of f and d).
 Distinguish between positive, negative and zero work with suitable examples.
 Describe that work can be calculated from the area under the force-displacement
graph.

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  Explain gravitational field as an example of field of force and define gravitational
field strength as force per unit mass at a given point.
 Prove that gravitational field is a conservative field.
 Compute and show that the work done by gravity as a mass ‘m’ is moved from one
given point to another does not depend on the path followed.
 Describe that the gravitational pe is measured from a reference level and can be
positive or negative, to denote the orientation from the reference level.
 Define potential at a point as work done in bringing unit mass from infinity to that
point.
 Explain the concept of escape velocity in term of gravitational constant g, mass m
and radius of planet r.
 Differentiate conservative and non-conservative forces giving examples of each.
 Express power as scalar product of force and velocity.
 Explain that work done against friction is dissipated as heat in the environment.
 State the implications of energy losses in practical devices and the concept of
efficiency.
 Utilize work – energy theorem in a resistive medium to solve problems.
 Discuss and make a list of limitations of some conventional sources of energy.
 Describe the potentials of some nonconventional sources of energy.
 Investigation skills/ laboratory work
Science, technology and society connections
The students will be able to:
 Identify, by estimating the cost, benefits of application of scientific principles
related, to work and energy in lifting objects by a crane.
 Explain why a car going up a hill requires lower top speed than a car going on the
flat.
 Identify energy conversions.
o Moving car engine

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 o Thermal power station
o Hydroelectric power station
 Investigate and explain how global climate is determined by energy transfer from
the sun and is influenced by a dynamic process (e.g. Cloud formation and the
earth’s rotation) and static conditions (e.g. The position of mountain ranges and
oceans)
 Explain how trash can be utilized for producing energy (bio-gas).
Part – ii (waves and oscillations)

Unit – 7 waves
Major concepts (27 periods)
 Periodic waves
 Progressive waves
 Transverse and longitudinal waves
 Speed of sound in air
 Newton’s formula and laplace correction
 Superposition of waves
 Stationary waves
 Modes of vibration of strings
 Fundamental mode and harmonics
 Vibrating air columns and organ pipes
 Doppler effect and its applications
 Generation, detection and use of ultrasonic
Learning outcomes
The students will be able to:
 Describe what is meant by wave motion as illustrated by vibrations in ropes,
springs and ripple tank.
 Demonstrate that mechanical waves require a medium for their propagation while
electromagnetic waves do not.

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  Define and apply the following terms to the wave model; medium, displacement,
amplitude, period, compression, rarefaction, crest, trough, wavelength, velocity.
 Solve problems using the equation: v = fλ.
 Describe that energy is transferred due to a progressive wave.
 Identify that sound waves are vibrations of particles in a medium.
 Compare transverse and longitudinal waves.
 Explain that speed of sound depends on the properties of medium in which it
propagates and describe newton’s formula of speed of waves.
 Describe the laplace correction in newton’s formula for speed of sound in air.
 Identify the factors on which speed of sound in air depends.
 Describe the principle of superposition of two waves from coherent sources.
 Describe the phenomenon of interference of sound waves.
 Describe the phenomenon of formation of beats due to interference of non-
coherent sources.
 Explain the formation of stationary waves using graphical method
 Define the terms, node and antinodes.
 Describe modes of vibration of strings.
 Describe formation of stationary waves in vibrating air columns.
 Explain the observed change in frequency of a mechanical wave coming from a
moving object as it approaches and moves away (i.e. Doppler effect).
 Explain that doppler effect is also applicable to e.m. Waves.
 Explain the principle of the generation and detection of ultrasonic waves using
piezo- electric transducers.
 Explain the main principles behind the use of ultrasound to obtain diagnostic
information about internal structures.

CURRICULUM FOR PHYSICS GRADES IX- XII 113

Investigation skills/ laboratory work
The students will be able to:
 Investigate, sketch and interpret the behaviour of wave fronts as they reflect,
refract, and diffract by observing (i) pond ripples / ocean waves / harbour waves
/ amusement park waves pools.
 Determine frequency of A.C. by melde’s apparatus/electric sonometer.
 Investigate the laws of vibration of stretched strings by sonometer or
electromagnetic method.
 Determine the wavelength of sound in air using stationary waves and to
calculate the speed of sound using resonance tube.
 Study the interference of ultrasonic waves in a young’s experiment arrangement
and determine the wavelength of ultrasonic waves.
Science, technology and society connections
The students will be able to:
 Explain the tuning of musical instruments by beats.
 Explain the applications of doppler effect such as radar, sonar, astronomy,
satellite and radar speed traps.
 Outline some cardiac problems that can be detected through the use of the
doppler’s effect.
 Describe the working of ultrasonic cleaners.
Unit – 8 oscillations
Major concepts (23 periods)
Simple harmonic motion (shm)
 Circular motion and shm
 Practical shm system
 (mass spring and simple pendulum)
 Energy conservation in shm
 Free and forced oscillations

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  Resonance
 Damped oscillations
Learning outcomes
The students will be able to:
 Describe simple examples of free oscillations.
 Describe necessary conditions for execution of simple harmonic motions.
 Describe that when an object moves in a circle, the motion of its projection on the
diameter of the circles is shm.
 Define the terms amplitude, period, frequency, angular frequency and phase
difference and express the period in terms of both frequency and angular
frequency.
 Identify and use the equation; a= - ω2x as the defining equation of shm.
 Prove that the motion of mass attached to a spring is shm.
 Describe the interchanging between kinetic energy and potential energy during
shm. Analyze the motion of a simple pendulum is shm and calculate its time
period.
 Describe practical examples of free and forced oscillations (resonance).
 Describe graphically how the amplitude of a forced oscillation changes with
frequency near to the natural frequency of the system.
 Describe practical examples of damped oscillations with particular reference to
the efforts of the degree of damping and the importance of critical damping in
cases such as a car suspension system.
 Describe qualitatively the factors which determine the frequency response and
sharpness of the resonance.
Investigation skills/ laboratory work
The students will be able to:
 Verify that the time period of the simple pendulum is directly proportional to the
square root of its length and hence find the value of g from the graph.

CURRICULUM FOR PHYSICS GRADES IX- XII 115

  Determine the acceleration due to gravity by oscillating mass-spring system.
 Determine the value of g by vibrating a metal lamina suspending from different
points.
Science, technology and society connections
The students will be able to:
 Explain the importance of critical damping in a car suspension system.
 Identify that there are some circumstances in which resonance is useful such as
tuning a radio, microwave oven and other circumstances in which resonance
should be avoided such as aeroplane’s wing or helicopter rotor, suspension bridge
etc.
Part – iii (physical optics & optical instruments)

Unit – 9 physical optics

Major concepts (25 periods)
 Nature of light
 Wave front
 Huygen’s principle
 Interference
 Young’s double slit experiment
 Michleson’s interferometer
 Diffraction
 Polarization
Learning outcomes
The students will be able to:
 Describe light waves as a part of electromagnetic waves spectrum.
 Describe the concept of wave front.
 State huygen’s principle and use it to construct wave front after a time interval.
 State the necessary conditions to observe interference of light.

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  Describe young’s double slit experiment and the evidence it provides to support
the wave theory of light.
 Explain colour pattern due to interference in thin films.
 Describe the parts and working of michleson interferometer and its uses.
 Explain diffraction and identify that interference occurs between waves that have
been diffracted.
 Describe that diffraction of light is evidence that light behaves like waves.
 Describe and explain diffraction at a narrow slit.
 Describe the use of a diffraction grating to determine the wavelength of light and
carry out calculations using dsinθ=nλ.
 Describe the phenomena of diffraction of x-rays through crystals.
 Explain polarization as a phenomenon associated with transverse waves.
 Identify and express that polarization is produced by a polaroid.
 Explain the effect of rotation of polaroid on polarization.
 Explain how plane polarized light is produced and detected.
Investigation skills/ laboratory work
The students will be able to:
 Investigate that light can be diffracted but needs a very small slit because the
wavelength of light is small.
 Demonstrate diffraction including the diffraction of water waves in a ripple tank
with both a wide gap and a narrow gap.
 Measure the slit separation/ grating element ‘d’ of a diffraction grating by using
the known wavelength of laser light.
 Demonstrate the interference, diffraction and polarization of e.m. Waves by using
microwave apparatus.
 Determine the wavelength of light by using a diffraction grating and spectrometer.
 Measure the diameter of a wire or hair using laser.
 Determine the pick count of a nylon mesh by using a diffraction grating and laser.

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  Demonstrate polarization of light waves using two polaroid glasses and ldr and
hence, verify malus’ law.
science, technology and society connections
The students will be able to:
 Describe the diffraction of x-rays to study the crystalline structures of various
materials. Explain the use of polaroid in the sky photography, concentration of
sugar and tartaric acid in solutions, stress analysis of materials.
Part – 4 (heat &thermodynamics)

Unit – 10 thermodynamics
Major concepts (22 periods)
 Thermal equilibrium
 Heat and work
 Internal energy
 First law of thermodynamics
 Molar specific heats of a gas
 Heat engine
 Second law of thermodynamics
 Carnot’s cycle
 Refrigerator
 Entropy
Learning outcomes
The students will be able to:
 Describe that thermal energy is transferred from a region of higher temperature
to a region of lower temperature.
 Describe that regions of equal temperatures are in thermal equilibrium.
 Describe that heat flow and work are two forms of energy transfer between
systems and calculate heat being transferred.
 Define thermodynamics and various terms associated with it.

CURRICULUM FOR PHYSICS GRADES IX- XII 118

  Relate a rise in temperature of a body to an increase in its internal energy.
 Describe the mechanical equivalent of heat concept, as it was historically
developed, and solve problems involving work being done and temperature
change.
 Explain that internal energy is determined by the state of the system and that it
can be expressed as the sum of the random distribution of kinetic and potential
energies associated with the molecules of the system.
 Calculate work done by a thermodynamic system during a volume change.
 Describe the first law of thermodynamics expressed in terms of the change in
internal energy, the heating of the system and work done on the system.
 Explain that first law of thermodynamics expresses the conservation of energy.
 Define the terms, specific heat and molar specific heats of a gas.
 Apply first law of thermodynamics to derive cp – cv = r.
 State the working principle of heat engine.
 Describe the concept of reversible and irreversible processes.
 State and explain second law of thermodynamics.
 Explain the working principle of carnot’s engine
 Explain that the efficiency of a carnot engine is independent of the nature of the
working substance and depends on the temperatures of hot and cold reservoirs.
 Describe that refrigerator is a heat engine operating in reverse as that of an ideal
heat engine.
 Derive an expression for the coefficient of performance of a refrigerator.
 Describe that change in entropy is positive when heat is added and negative
when heat is removed from the system.
 Explain that increase in temperature increases the disorder of the system.
 Explain that increase in entropy means degradation of energy.
 Explain that energy is degraded during all natural processes.
 Identify that system tend to become less orderly over time.

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Investigation skills/ laboratory work
The students will be able to:
 Determine the mechanical equivalent of heat by electric method.
 Determine the specific heat of solid by electrical method.
 Science, technology and society connections
 The students will be able to:
 Describe the working of petrol engine and diesel engine.
 Evaluate environmental crisis as an entropy crisis.
Part – v (electrostatics & current electricity)
Unit – 11 electrostatics
 Force between charges in different media
 Electric field
 Electric field of various charge configurations
 Electric field due to a dipole
 Electric flux
 Gauss’s law and its applications
 Electric potential
 Capacitors
 Energy stored in a capacitor
Learning outcomes
The students will be able to:
 State coulomb’s law and explain that force between two-point charges is reduced
in a medium other than free space using coulomb’s law.
 Derive the expression e = l/4πεo q/r2 for the magnitude of the electric field at a
distance ‘r’ from a point charge ‘q’.
 Describe the concept of an electric field as an example of a field of force.
 Define electric field strength as force per unit positive charge.
 Solve problems and analyse information using e = f/q.

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  Solve problems involving the use of the expression.
 E = l/4πεo q/r2
 Calculate the magnitude and direction of the electric field at a point due to two
charges with the same or opposite signs.
 Sketch the electric field lines for two point charges of equal magnitude with same
or opposite signs.
 Describe the concept of electric dipole.
 Define and explain electric flux.
 Describe electric flux through a surface enclosing a charge.
 State and explain gauss’s law.
 Describe and draw the electric field due to an infinite size conducting plate of
positive or negative charge.
 Sketch the electric field produced by a hollow spherical charged conductor.
 Sketch the electric field between and near the edges of two infinite size oppositely
charged parallel plates.
 Define electric potential at a point in terms of the work done in bringing unit
positive charge from infinity to that point.
 Define the unit of potential.
 Solve problems by using the expression v =w/q.
 Describe that the electric field at a point is given by the negative of potential
gradient at that point.
 Solve problems by using the expression e = v/d.
 Derive an expression for electric potential at a point due to a point charge.
 Calculate the potential in the field of a point charge using the equation
v = l/4πεo q/r.
 Define and become familiar with the use of electron volt.
 Define capacitance and the farad and solve problems by using c=q/v.
 Describe the functions of capacitors in simple circuits.

CURRICULUM FOR PHYSICS GRADES IX- XII 121

  Solve problems using formula for capacitors in series and in parallel.
 Explain polarization of dielectric of a capacitor.
 Demonstrate charging and discharging of a capacitor through a resistance.
 Prove that energy stored in a capacitor is w=1/2qv and hence w=1/2cv2.
Investigation skills/ laboratory work
The students will be able to:
 Draw graphs of charging and discharging of a capacitor through a resistor.
Science, technology and society connections
The students will be able to:
 Describe the principle of inkjet printers and photostat copier as an application of
electrostatic phenomenon.
 Describe the applications of gauss’s law to find the electric force due to various
charge configurations

 List the use of capacitors in various household appliances such as in flash gun of
camera, refrigerator, electric fan, rectification circuit etc.
Unit 12 current electricity
Major concepts (36 periods)
 Steady current
 Electric potential difference
 Resistivity and its dependence
 Upon temperature
 Internal resistance
 Power dissipation in resistance
 Thermoelectricity
 Kirchhoff’s laws
 The potential divider
 Balanced potentials (wheatstone bridge and potentiometer
Learning outcomes

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The students will be able to:
 Describe the concept of steady current.
 State ohm’s law.
 Define resistivity and explain its dependence upon temperature.
 Define conductance and conductivity of conductor.
 State the characteristics of a thermistor and its use to measure low temperatures.
 Distinguish between e.m.f and p.d. Using the energy considerations.
 Explain the internal resistance of sources and its consequences for external
circuits.
 Describe some sources of e.m.f.
 Describe the conditions for maximum power transfer.
 Describe thermocouple and its function.
 Explain variation of thermoelectric e.m.f. With temperature.
 Apply kirchhoff’s first law as conservation of charge to solve problem.
 Apply kirchhoff’s second law as conservation of energy to solve problem.
 Describe the working of rheostat in the potential divider circuit.
 Describe what is a wheatstone bridge and how it is used to find unknown
resistance.
 Describe the function of potentiometer to measure and compare potentials
without drawing any current from the circuit.
Investigation skills/ laboratory work
The students will be able to:
 Indicate the value of resistance by reading colour code on it.
 Determine resistance of wire by slide wire bridge.
 Determine resistance of voltmeter by drawing graph between r and i/v.
 Determine resistance of voltmeter by discharging a capacitor through it.
 Analyze the variation of resistance of thermistor with temperature.
 Determine internal resistance of a cell using potentiometer.

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  Determine e.m.f of a cell using potentiometer.
 Determine the e.m.f. And internal resistance of a cell by plotting v against i graph.
 Investigate the relationship between current passing through a tungsten filament
lamp and the potential applied across it.
Science, technology and society connections
The students will be able to:
 Describe the use of electrocardiograph (e.c.g.), electroencephalograph (e.e.g)
instruments to study heart and brain disorders.
 Explain that the inspectors can easily check the reliability of a concrete bridge with
carbon fibres as the fibre conduct electricity.
 Identify the function of thermistor in fire alarms and thermostats that control
temperature.
 Identify the use of platinum resistance thermometer as standard thermometer for
temperatures between -185oc to 630oc.

 Identify the use of thermoelectric thermometer as a standard thermometer to

measure temperatures between 630oc and 1063oc.
Unit – 13 alternating current
major concepts (27 periods)
 Alternating current (ac)
 Instantaneous, peak and rms values of ac
 Phase, phase lag and phase lead in ac
 Ac through a resistor
 Ac through a capacitor
 Ac through an inductor
 Impedance
 Rc series circuit
 Rl series circuit
 Power in ac circuits

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  Resonant circuits
 Electrocardiography
 Principle of metal detectors
 Maxwell’s equations and electromagnetic waves (descriptive treatment)
Learning outcomes
The students will be able to:
 Describe the terms time period, frequency, instantaneous peak value and root
mean square value of an alternating current and voltage.
 Represent a sinusoidally alternating current or voltage by an equation of the form
x = xo sin ωt.
 Describe the phase of A.C and how phase lags and leads in A.C circuits.
 Identify inductors as important components of A.C circuits termed as chokes
(devices which present a high resistance to alternating current).
 Explain the flow of A.C through resistors, capacitors and inductors.
 Apply the knowledge to calculate the reactance’s of capacitors and inductors.
 Describe impedance as vector summation of resistances and reactance’s.
 Construct phasor diagrams and carry out calculations on circuits including resistive
and reactive components in series.
 Solve the problems using the formulae of A.C power.
 Explain resonance in an A.C circuit and carry out calculations using the resonant
frequency formulae.
 Describe that maximum power is transferred when the impedances of source and
load match to each other.
 Describe the qualitative treatment of maxwell’s equations and production of
electromagnetic waves.
 Become familiar with electromagnetic spectrum (ranging from radio waves to γ-
rays). • identify that light is a part of a continuous spectrum of electromagnetic
waves all of

CURRICULUM FOR PHYSICS GRADES IX- XII 125

  Which travel in vacuum with same speed.
 Describe that the information can be transmitted by radio waves.
 Identify that the microwaves of a certain frequency cause heating when absorbed
by water and cause burns when absorbed by body tissues.
 Describe that ultra violet radiation can be produced by special lamps and that
prolonged exposure to the sun may cause skin cancer from ultra violet radiation.
Investigation skills/ laboratory work
The students will be able to:
 Determine the relation between current and capacitance when different
capacitors are used in ac circuit using series and parallel combinations.
 Measure dc and ac voltages by a cro.
 Determine the impedance of rl circuit at 50hz and hence find inductance.
 Determine the impedance of rc circuit at 50hz and hence find capacitance.
Science, technology and society connections
The students will be able to:
 Apply the use of infrared waves in radiant heaters, optical fibre commutations and
for the remote control of tv sets and vcr’s.
 Describe the effect of ozone layer depletion.
 Illustrate the principle of metal detectors used for security checks.
 State the principle of electro-cardiograph in medical diagnostic.
 Describe the importance of oscillator circuit as broadcaster of radio waves.
 Describe the principle of resonance in tuning circuits of a radio.

 Explain why transmission from some country tv channels are polarized at right
angle to city channels.
Part – vi (electromagnetism & electromagnetic induction
Unit – 14 electromagnetisms
Major concepts (18 periods)
 Magnetic field of current –carrying conductor

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  Magnetic force on a current-carrying conductor
 Magnetic flux density
 Ampere’s law and its application in solenoid
 Force on a moving charged particle in a magnetic field
 E/m of an electron
 Torque on a current carrying coil in a magnetic field
 Electro-mechanical instruments
Learning outcomes
The students will be able to:
 Explain that magnetic field is an example of a field of force produced either by
current-carrying conductors or by permanent magnets.
 Describe magnetic effect of current.
 Describe and sketch field lines pattern due to a long straight wire.
 Explain that a force might act on a current-carrying conductor placed in a magnetic
field.
 Investigate the factors affecting the force on a current carrying conductor in a
magnetic field.
 Solve problems involving the use of f = bil sin θ.
 Define magnetic flux density and its units.
 Describe the concept of magnetic flux (ø) as scalar product of magnetic field (b)
and area (a) using the relation øb = b┴ a=b.a.
 State ampere’s law.
 Apply ampere’s law to find magnetic flux density around a wire and inside a
solenoid.
 Describe quantitatively the path followed by a charged particle shot into a
magnetic field in a direction perpendicular to the field.
 Explain that a force may act on a charged particle in a uniform magnetic field.

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  Describe a method to measure the e/m of an electron by applying magnetic field
and electric field on a beam of electrons.
 Predict the turning effect on a current carrying coil in a magnetic field and use this
principle to understand the construction and working of a galvanometer.
 Explain how a given galvanometer can be converted into a voltmeter or ammeter
of a specified range.
 Describe the use of avometer / multimeter (analogue and digital).
Investigation skills/ laboratory work
The students will be able to:
 Construct a simple electromagnet and investigate the factors which influence the
strength of an electromagnet.
 Convert a galvanometer into voltmeter of range zero to 3 v.
 Interpret and illustrate on the basis of experimental data, the magnetic field
produced by a current flowing in a coil is stronger than a straight conductor.
 Examine the motion of electrons in an electric field using a cathode ray tube.
 Examine the motion of electrons in a magnetic field using a cathode ray tube.
Science, technology and society connections
The students will be able to:
 Explain the following:
o Magnets are often fitted to the doors of refrigerators and cupboards
o A crane in a steelworks is fitted with a large electromagnet
o Wheat flour is usually passed near a magnet before being packed
o A steel ship becomes magnetized as it is constructed
 Explain how magnetic effect of a current has been put to the service of mankind
in domestic life and in industry e.g.
o Bullet train
o An electromagnetic door lock
o A circuit breaker
o Computers

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 o Credit cards
 Analyse information and use available evidence to assess the impact of medical
application of physics on society (e.g. Identify the function of the electromagnetic
field produced in the medical equipments)
 Magnetic resonance image (mri) scans can be used to
 Detect cancerous tissues.
 Identify areas of high blood flow.
 Distinguish between gray and white matter in the brain.
 Identify areas of high blood flow.
 Distinguish between gray and white matter in the brain.

Unit – 15 electromagnetic inductions

Major concepts (18 periods)
 Induced emf
 Faraday’s law
 Lenz’s law
 Eddy currents
 Mutual inductance
 Self-inductance
 Energy stored by an inductor
 Motional emf,s
 A.C. generator
 A.C. motor and back emf
 Transformer
Learning outcomes
The students will be able to:
 Describe the production of electricity by magnetism.
 Explain that induced emf’s can be generated in two ways.

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 o By relative movement (the generator effect).
o By changing a magnetic field (the transformer effect).
 Infer the factors affecting the magnitude of the induced emf.
 State faraday’s law of electromagnetic induction.
 Account for lenz’s law to predict the direction of an induced current and relate to
the principle of conservation of energy.
 Apply faraday’s law of electromagnetic induction and lenz’s law to solve problems.
 Explain the production of eddy currents and identify their magnetic and heating
effects.
 Explain the need for laminated iron cores in electric motors, generators and
transformers.
 Explain what is meant by motional emf. Given a rod or wire moving through a
magnetic field in a simple way, compute the potential difference across its ends.
 Define mutual inductance (m) and self-inductance (l), and their unit henry.
 Describe the main components of an A.C generator and explain how it works.
 Describe the main features of an A.C electric motor and the role of each feature.
 Explain the production of back emf in electric motors.
 Describe the construction of a transformer and explain how it works.
 Identify the relationship between the ratio of the number of turns in the primary
and secondary coils and the ratio of primary to secondary voltages.
 Describe how set-up and step-down transformers can be used to ensure efficient
transfer of electricity along cables.
Investigation skills/ laboratory work
The students will be able to:
 Perform an investigation to predict and verify the effect on an electric current
generated when:
o The distance between the coil and magnet is varied.
o The strength of the magnet is varied.

CURRICULUM FOR PHYSICS GRADES IX- XII 130

  Demonstrate electromagnetic induction by a permanent magnet, coil and
demonstration galvanometer.
 Conduct a demonstration of step-up and step-down transformer by dissectible
transformer.
 Demonstrate an improvised electric motor.
 Demonstrate the action of an induction coil by producing spark.
 Gather information and choose equipment to investigate “multiplier “ effect (a
small magnetic field created by current carrying loops of wire (wrapped around a
piece of iron core lead to a large observed magnetic field).
Science, technology and society connections
The students will be able to:
 Analyze and present information to explain how induction heating is used in
furnaces to provide oxygen free heating environment.
 Identify how eddy currents have been utilized in electromagnetic braking.
 Analyze the earthquake detecting instrument – seismometer as a good example
of an application of electromagnetic induction and explain
o Any movement or vibration of the rock on which the seismometer rests
(buried in a protective case) results in relative motion between the magnet
and the coil (suspended by a spring from the frame.
o The emf induced in the coil is directly proportional to the displacement
associated with the earthquake.
 Describe the use of step-down and step-up transformers for the electric supply
from power station to houses and electric appliances at home.
 Search and analyze information to identify how transmission lines are:
 Insulated from supporting structure.
 Protected from lightning strikes.
 Explain that induction coil is a form of mutual inductor widely used to generate
the high voltage sparks needed to ignite the petrol-air mixture in car and
motorbike engines.

CURRICULUM FOR PHYSICS GRADES IX- XII 131

  Assess that electric motors form the heart of a whole host of devices ranging from
domestic appliances such as:
o Vacuum cleaners.
o Washing machines.
o Electric trains.
o Lifts.
 In a car the wind screen wipers are usually driven by one and the engine is started
by another.
Part – vii (miscellaneous)

Unit – 16 physics of solids

 Classification of solids
 Mechanical properties of solids
 Electrical properties of solids
 Superconductors
 Magnetic properties of solids
 Intrinsic and extrinsic semiconductors
 Electrical conductivity by electrons and holes in pn junction
 Forward and reverse biased
 Pn junction characteristics
 Half and full wave rectification
 Transistor and its characteristics
 Transistor as an amplifier (c-e configuration)
Learning outcomes
The students will be able to:
 Distinguish between the structure of crystalline, glassy, amorphous and polymeric
solids.
 Describe the idea about energy bands in solids.
 Classify insulators, conductors, semiconductors on the basis of energy bands.

CURRICULUM FOR PHYSICS GRADES IX- XII 132

  Become familiar with the behaviour of superconductors and their potential uses.
 Distinguish between dia, para and ferro magnetic materials.
 Describe the concepts of magnetic domains in a material.
 Classify hard and soft ferromagnetic substances.
 Describe hysteresis loop.
 Synthesise from hysteresis loop how magnetic field strength varies with
magnetizing current.
 Distinguish between intrinsic and extrinsic semiconductors.
 Distinguish between p & n type substances.
 Explain the concept of holes and electrons in semiconductors.
 Explain how electrons and holes flow across a junction.
 Describe a pn junction and discuss its forward and reverse biasing.
 Distinguish pnp & npn transistors.
 Describe the operations of transistors.
 Deduce current equation and apply it to solve problems on transistors.
 Explain the use of transistors as a switch and an amplifier.
Investigation skills/ laboratory work
The students will be able to:
 Draw characteristics of semiconductor diode and calculate forward and reverse
current resistances.
 Study the half and full waver rectification by semiconductor diodes by displaying
on c.r.o.
 Use multimeter to (i) identify base of transistor (ii) distinguish between npn and
pnp transistor (iii) see the unidirectional flow of current in case of diode and led.
(iv) to check whether a given electric component e.g. Diode or transistor is in
working order.
 Demonstrate the amplification action of a transistor graphically by cro
Science, technology and society connections

CURRICULUM FOR PHYSICS GRADES IX- XII 133

The students will be able to:
 Describe the applications of superconductors in magnetic resonance imaging
(mri), magnetic levitation trains, powerful but small electric motors and faster
computer chips.
 Identify the importance of hysteresis loop to select materials for their use to make
them temporary magnets or permanent magnets.
 Describe the function and use of led, photodiode and photo voltaic cell.
 Analyze that the modern world is the world of digital electronics.
 Analyze that the computers are the forefront of electronic technology.
 Realize that electronics is shifting low-tech electrical appliances to high-tech
electronic appliances.

CURRICULUM FOR PHYSICS GRADES IX- XII 134

 LIST OF PRACTICALS FOR GRADES IX-X

Experiments for Grade-IX:

1. To determine the area of cross-section by measuring diameter of a solid cylinder with

Vernier Callipers.

2. To determine the volume of a solid cylinder by measuring length and

diameter of a solid cylinder with Vernier Callipers.

3. To measure the thickness of a metal strip or a wire by using a micrometre screw gauge.

4. To find the acceleration of a ball rolling down an inclined angle iron by drawing a graph
between 2 s and t2.

5. To find the value of “g” by free fall method ( using electronic timer).

6. Investigate the relationship between force of limiting friction and normal reaction to find:
a) The coefficient of sliding friction between a wooden flat trolley lying upside
down and the horizontal surface.
b) The coefficient of rolling friction between the same trolley lying on wheels
and the horizontal surface.
7. To determine the value of “g” by at wood’s machine.

8. To determine the resultant of two forces graphically using a horizontal

force table.

9. To find the weight of an unknown object by using vector addition of forces.

10. To verify the principle of moments by using a metre rod balanced on a

wedge.

11. To find the weight of an unknown object by using principle of moments.

12. To study the effect of the length of simple pendulum on time and hence
find “g” by calculation.

13. To prove that time period of a simple pendulum is independent of:

(i) Mass of the pendulum
(ii) Amplitude of the vibration.
14. To study the relationship between load and extension (helical spring) by drawing a graph.

CURRICULUM FOR PHYSICS GRADES IX- XII 135

15. To find the density of a body heavier than water by Archimedes principle.

16. To find the density of a liquid using a plastic medical syringe (instead of density bottle).

17. To find the specific heat by the method of mixture using polystyrene cups (used as
container of negligible heat capacity).

18. To draw a graph between temperature and time when ice is converted into
water and then to steam by slow heating.

19. To measure the specific heat of fusion of ice using polystyrene cups as calorimeter.

Experiments for grade-X:

20. To verify the laws of refraction by using a glass slab.

21. To find the refractive index of water by using concave mirror.

22. To determine the critical angle of glass using a semicircular slab and a
light ray box or by prism.

23. To trace the path of a ray of light through glass prism and measure the
angle of deviation.

24. To find the focal length of a convex lens by parallax method.

25. To set up a microscope and telescope.

26. Verify ohm’s law (using wire as conductor).

27. To study resistors in series circuit.

28. To study resistors in parallel circuit.

29. To find the resistance of galvanometer by half deflection method.

30. To trace the magnetic field using a bar magnet.

31. To trace the magnetic field due to a current carrying circular coil.

32. To verify the truth table of or, and, not, nor and nod gates.

33. To make a burglar alarm / fire alarm using an appropriate gate.

CURRICULUM FOR PHYSICS GRADES IX- XII 136

 LIST OF PRACTICAL FOR GRADE XI -XII
1. Measure length and diameter of a solid cylinder and hence estimate its volume quoting
proper number of significant figures using Vernier Callipers.
2. Measure the diameters of a few ball bearings of different sizes using Screw Gauge and
estimate their volumes. Mention the uncertainty in each result.
3. Determine the radius of curvature of convex lens and a concave lens using a
spherometer
4. Determine the weight of a body by vector addition of forces.
5. Verify the two conditions of equilibrium using a suspended metre rod.
6. Measure the free fall time of a ball using a ticker-timer and hence calculate the value of
‘g’. Evaluate your result and identify the source of error and suggest improvements.
7. Investigate the value of ‘g’ by free fall method using electronic timer
8. Investigate momentum conservation by colliding trolleys and ticker-timer for elastic and
inelastic collisions.
9. Investigate the downward force, along an inclined plane, acting on a roller due to gravity
and study its relationship with the angle of inclination by plotting graph between force
and sinθ.
10. Determine the moment of inertia of a fly wheel.
11. Investigate the fall of spherical steel balls through a viscous medium and determine. (i)
terminal velocity (ii) coefficient of viscosity of the fluid
12. Verify that the time period of the simple pendulum is directly proportional to the square
root of its length and hence find the value of ‘g’ from the graph.
13. Determine the acceleration due to gravity by oscillating mass-spring system.
14. Determine the value of ‘g’ by vibrating a metal lamina suspending from different points.
15. Determination of frequency of A.C by Melde’s apparatus / electric sonometer.
16. Investigation of the laws of vibration of stretched strings by sonometer or
electromagnetic method.
17. Determine the wavelength of sound in air using stationary waves and to calculate the
speed of sound using resonance tube.

CURRICULUM FOR PHYSICS GRADES IX- XII 137

 18. Determine the wavelength of light by using a diffraction grating and spectrometer.
19. Determine the slit separation of a diffraction grating by using laser light of unknown
wavelength.
20. Measure the diameter of a wire or hair using laser.
21. Determine the pick count of a nylon mesh by using a diffraction grating and a laser.
22. Measure the mechanical equivalent of heat by electric method.
23. Determine the specific heat of a solid by electrical method.

LIST OF PRACTICAL FOR GRADE XII

1. Determine time constant by charging and discharging a capacitor through a resistor.
2. Determine resistance of wire by slide Wire Bridge.
3. Determine resistance of voltmeter by drawing graph between R and I/V.
4. Determine resistance of voltmeter by discharging a capacitor through it.
5. Analyse the variation of resistance of thermistor with temperature.
6. Determine internal resistance of a cell using potentiometer.
7. Determine emf of a cell using potentiometer.
8. Determine the emf and internal resistance of a cell by plotting V against I graph.
9. Investigate the relationship between current passing through a tungsten filament lamp
and the potential applied across it.
10. Convert a galvanometer into voltmeter of range 0 – 3 V.
11. Determine the relation between current and capacitance when different capacitors are
used in AC circuit using different series and parallel combinations of capacitors.
12. Determine the impedance of a RL circuit at 50Hz and hence find inductance.
13. Determine the impedance of a RC circuit at 50Hz and hence find capacitance.
14. Determine Young’s modulus of the material of a given wire using Searle’s apparatus.
15. Draw characteristics of semiconductor diode and calculate forward and reverse current
resistances.
16. Study the half and full wave rectification by semiconductor diodes by displaying on CRO
17. Study of the variation of electric current with intensity of light using a photocell.

CURRICULUM FOR PHYSICS GRADES IX- XII 138

 18. Determine Planck’s constant using internal potential barrier of different light emitting
diodes.
19. Observe the line spectrum of mercury with diffraction grating and spectrometer to
determine the wavelength of several different lines, and hence, draw a conclusion about
the width of visible spectrum.
20. Using a set of at least 100 dice, simulate the radioactive decay of nuclei and measure the
simulated half-life of the nuclei.
21. Draw the characteristics curve of a Geiger Muller tube.
22. Determine the amount of background radiation in your surrounding and identify their
possible sources.
23. Set up a G.M. point tube and show the detection of alpha particles with the help of CRO
and determine the count rate using scalar unit.

CURRICULUM FOR PHYSICS GRADES IX- XII 139

LIST OF APPARATUS / EQUIPMENTS REQUIRED ACCORDING TO THE PHYSICS
EXPERIMENTS FOR IX-X GRADES

S.No. Apparatus /Equipment

1. Vernier callipers, solid cylinder.

2. Vernier callipers, solid cylinder.
3. Screw gauge, metal strip or small solid sphere or a piece of wire.
4. Angle iron 2m long, 2 wooden stands having V-shaped top, steel ball,
stopwatch, metre rod.
5. Free-fall apparatus, a metal bob, stopwatch.
6. Horizontal plane, weight box, pulley, wooden block, pan, thread, spring
balance, metre rod.
7. Horizontal plane, weight box, pulley, pan, thread, ruler.
8. Atwood’s machine, stopwatch, metre rod.
9. Horizontal board fixed with three pulleys, plane mirror strip, 3 sets of slotted
masses of 50 g with hangers, thread, metre scale, protractor.
10. Metre rod, wooden wedge, thread, weight box.
11. Two stands, two spring balances, metre rod, thread.
12. Horizontal board fixed with three pulleys, plane mirror strip, 3 sets of slotted
masses of 50 g with hangers, thread, metre scale, protractor.
13. Wedge, metre rod, slotted weights, thread, object of unknown weight.
14. Metallic bob, Vernier Callipers, metre scale, stopwatch, splitted cork, stand
with clamp.
15. Metallic bob, Vernier Callipers, metre scale, stopwatch, splitted cork, stand
with clamp.
16. Helical spring, iron stand, half metre rod, set of masses with hanger.
17. Physical balance, weight box, solid body (glass stopper), beaker, thread, small
wooden bench, water, thermometer.
18. 5 ml disposable syringe, liquid, water, beaker, weight box, physical balance.
19. Polystyrene cup, two thermometers, heating arrangement, metallic bob,
physical balance, weight box.
20. Gas burner or spirit lamp, thermometer (-10oC to 110oC), iron stand, beaker,
stopwatch, tripod stand, stirrer.
21. Copper calorimeter with lagging, thermometer, ice chips.
22. Rectangular glass slab, common pins, drawing pins, drawing board, geometry
box, white sheet of paper.
23. Concave mirror, stand with a clamp, and cork with a pin.
24. Semicircular glass block, ray box, drawing board, white paper and pins,
protractor, half meter rule, pair of compasses or prism.
25. Glass prism, drawing board, white paper and drawing pins, common pins,
geometry box.
26. Convex lens, two needles, three uprights, knitting needle and a metre rod.
27. Convex lens of different focal length and meter rod.

CURRICULUM FOR PHYSICS GRADES IX- XII 140

 28. Voltmeter, ammeter, a piece of resistance wire, rheostat, battery, connecting
wires, key.
29. Two standard resistances, voltmeter, ammeter, connecting wires, key, battery,
rheostat.
30. Two standard resistances, voltmeter, ammeter, connecting wires, key, battery,
rheostat.
31. Galvanometer, dry cell with box, high resistance box, low resistance box, two
keys.
32. Bar magnet, drawing board, white paper and pins, magnetic compass, needle,
pencil.
33. Circular coil fitted on a wooden board, compass needle, ammeter, battery, key.
34. OR gate, AND gate, NOT gate, NOR gate and NAND gate modules, power
supply, LED indicator module.
35. NOT gate module, thermistor or smoke sensor, alarm system, power pack.

LIST OF REQUIRED APPARATUS / EQUIPMENT FOR GRADE XI

S. No. Apparatus / Equipments

1. Vernier Callipers, solid cylinder.
2. Micrometer screw gauge, ball bearings of different sizes.
3. Spherometer, a convex lens and a concave lens
4. Gravesand’s apparatus or vector table, unknown weight, two hangers, slotted weights,
spring balance, strip of plane mirror, thread, set squares, paper and ½ metre rod.
5. Metre rod, wedge, two stands, set of slotted weights, two spring balances.
6. Steel ball, ticker-tape vibrator, roll of ticker-tape, transformer, sellotape.
7. Free fall apparatus, steel ball, electronic timer with power supply, plumb line and metre
rod.
8. Two trolleys, smooth flat board 2 metres in length fitted with levelling screws and
wooden bumpers at the two ends, trolley weights metre rod, spirit level, ticker tape-
timer apparatus.
9. Variable inclined plane fitted with pulley, roller, weights, pan, and stopwatch.
10. Flywheel, stopwatch, string, pan, different weights, metre rod, piece of chalk and a
Vernier Callipers.

CURRICULUM FOR PHYSICS GRADES IX- XII 141

 11. A long glass plastic tube about 1 m long, glycerine, steel ball bearings of five or six
different diameters, dilute caustic soda, tweezers, metre rod, paper collars, and rubber
bands.
12. Simple pendulum, stopwatch, stand, thread, cork, Vernier Callipers.
13. Helical spring, heavy iron stand, hanger, slotted weights, stopwatch.
14. Metal lamina, iron stand, stopwatch.
15. AC vibrator, step-down transformer (6V-A.C), connecting wire, stout cotton thread,
pulley, and scale plan.
16. Sonometer, tuning forks of different frequencies, hanger, set of ½ kilogram weights,
wires of different diameters, scissors, sensitive balance, weight box and metre rod.
17. Resonance apparatus, two tuning forks of known frequency, thermometer, plumb line,
Vernier callipers, cork or rubber pad, two set squares, beaker and water.
18. Spectrometer, diffraction grating, sodium lamp.
19. 1mW He-Ne laser source, diffraction grating, drawing board, a white screen, metre rod.
20. 1mW He-Ne laser source, thin wire and a suitable screen.
21. Nylon mesh fitted in wooden frame (used for screen printing), laser light, metre rule.
22. Electric calorimeter, 1/5 oC thermometer, battery, rheostat, key, ammeter, voltmeter,
connecting wires, stopwatch, balance and weight box.
23. Electric calorimeter, 1/5 oC thermometer, battery rheostat, key ammeter, voltmeter,
connecting wires, stopwatch, balance, weight box, unknown liquid.

CURRICULUM FOR PHYSICS GRADES IX- XII 142

 LIST OF REQUIRED APPARATUS / EQUIPMENT FOR GRADE XII

S.No. Apparatus / Equipment No.

1. Galvanometer, power supply or battery, large value capacitor, key, stopwatch.
2. Slide wire bridge, resistance box, unknown resistance, galvanometer, rheostat, cell,
tapping key, connecting wires and sand paper
3. Voltmeter, resistance box, two keys, sand paper, connecting wires and graph paper
4. Voltmeter, power supply or battery, large value capacitor, key, stopwatch and slide wire
bridge.
5. Thermister, beaker, water, thermometer, slide wire bridge, resistance box, battery,
galvanometer, rheostat, cell, tapping key, connecting wires, power supply or battery,
large value capacitor, key, stop watch and slidewire bridge.
6. Potentiometer, battery, ammeter, resistance box, rheostat, two keys, galvanometer,
given cell, shunt wire, sand paper and connecting wires.
7. Potentiometer, battery, tow-way key, rheostat, ammeter, key, shunt, wire,
galvanometer, sand paper and connecting wires.
8. Power supply or battery, voltmeter, ammeter, rheostat or resistance box or assorted
resistors.
9. 36W, 12 volt car bulb, bulb holder, 12 volt battery, high resistance rheostat, voltmeter,
ammeter, key, sand paper and connecting wires.
10. Galvanometer, ammeter, standard voltmeter, accumulator, resistance box, plug key,
rheostat, sand paper and connecting wires.
11. A.C milliammeter, A.C voltmeter, capacitors of different capacitances 0.1 µF,0.2 µF,
0.3 µF, 0.4 µF, 0.5 µF, step-down transformer with tapings of 6, 12, volts or a variac,
sand paper and connecting wires.
12. R-L circuit, A.C power supply, step-down transformer, A.C Ammeter and A.C
voltmeter.
13. R-C circuit, A.C power supply, step-down transformer, A.C Ammeter and A.C
voltmeter.

CURRICULUM FOR PHYSICS GRADES IX- XII 143

 14. Searle’s apparatus, half kg slotted weights and metre rod.
15. A suitable semi conductor diode such as (IN 60), voltmeter (0 to 3V), voltmeter (0 to
50 V), milliammeter, micro ammeter, 500 ohms rheostat, 1 kilo ohm resistor, 3 volt
battery, 0-250 volts continuously variable power supply, sand paper and connecting
wires.
16. A.C power supply or step-down transformer, semiconductors diodes, circuit board,
connecting wires and CRO.
17. Photocell, sensitive galvanometer, battery, rheostat, key, electric bulb preferably
pointo-type lamp, suitable case for the bulb and photocell and connecting wires.
18. Spectrometer, L.E.D’s fitted on board, power supply, and diffraction grating.
19. Mercury lamp, spectrometer, diffraction grating,
20. 100 dice
21. Power supply, G.M tube with its holder and leads, scaler unit.
22. Geiger Muller tube (as Mullard MX 180), its tube holder and leads.
23. G.M point tube, α-source, CRO or scaler unit, power supply.

CURRICULUM FOR PHYSICS GRADES IX- XII 144

 TEACHING STRATEGIES
With an emphasis on Physics, the SSC & HSSC Physics syllabus enables students to understand
the technological world in which they live, and take an informed interest in science and scientific
developments. Students gain an understanding of the basic principles of Physics through a mix
of theoretical and practical studies. They also develop an understanding of the scientific skills
essential for further study at higher levels, skills which are useful in everyday life.

As they progress, Students understand how science is studied and practiced, and become aware
that the results of scientific research can have both good and bad effects on individuals,
communities and the environment.

The curriculum is structured so that students attain both practical skills and theoretical
knowledge. Successful students gain lifelong skills, including:

• a better understanding of the technological world, with an informed interest in scientific

matters
• the ability to recognize the usefulness (and limitations) of scientific method, and how to
apply this to other disciplines and in everyday life
• the development of relevant attitudes, such as a concern for accuracy and precision,
objectivity, integrity, enquiry, initiative and inventiveness
• further interest in, and care for, the environment
• a better understanding of the influence and limitations placed on scientific study by
society, economy, technology, ethics, the community and the environment
• the development of an understanding of the scientific skills essential for both further
study at HSSC and in everyday life.
In this curriculum we advocate enquiry-based teaching and learning of Physics which
focuses on student- constructed learning as opposed to teacher-transmitted information. The
aim of catering for learning diversity through student- constructed learning is achieved through
the use of suitable approaches to science education. In this curriculum, inquisitiveness is
incorporated by guiding teachers to adopt the use of science process skills, reflecting the
teaching and learning of science as a life-long process. Physics combines observation, intuition,
theory, hypothesis, experimentation and analysis; it is our way of observing the world around us,
understanding and relating to it. Because of our over-riding philosophy, the major feature of this
document is the selection of content within a framework of developing scientific skills, scientific
attitudes and interests, research-based significance and daily experiences. The approach is
simple: Providing a 'hands on, minds-on and hearts-on' authentic learning experience for
Physics. Minds-on: Activities focus on core concepts, allowing students to develop thinking
process and encouraging them to question and seek answers that enhance their knowledge and

CURRICULUM FOR PHYSICS GRADES IX- XII 145

thereby acquire an understanding of the physical universe in which they live. Hands-on: Students
perform science experiments and investigations as they construct meaning and acquire
understanding. Hearts-on: Students are presented with problem-solving activities that
incorporate authentic, real-life questions and issues in a format that encourages collaborative
effort, dialogue with informed expert sources, and generalization to broader ideas and
applications.

SCIENCE PROCESS SKILLS

Observing - using your senses to gather information about an object or event. It is a description
of what was actually perceived. This information is considered qualitative data.

Measuring - using standard measures or estimations to describe specific dimensions of an object

or event. This information is considered quantitative data.

Inferring - formulating assumptions or possible explanations based upon observations.

Classifying - grouping or ordering objects or events into categories based upon characteristics or
defined criteria.

Predicting - guessing the most likely outcome of a future event based upon a pattern of evidence.

Communicating - using words, symbols, or graphics to describe an object, action or event.

INTEGRATED SCIENCE PROCESS SKILLS

Formulating Hypotheses - stating the proposed solutions or expected outcomes for experiments.
These proposed solutions to a problem must be testable.

Identifying of Variables - stating the changeable factors that can affect an experiment. It is
important to change only the variable being tested and keep the rest constant. The one being
manipulated is the independent variable; the one being measured to determine its response is
the dependent variable; and all variables that do not change and may be potential independent
variables are constants.

Defining Variables Operationally - explaining how to measure a variable in an experiment.

Describing Relationships between Variables - explain relationships between variables in an

experiment such as between the independent and dependent variables plus the standard of
comparison.

Designing Investigations - designing an experiment by identifying materials and describing

appropriate steps in a procedure to test a hypothesis.

CURRICULUM FOR PHYSICS GRADES IX- XII 146

Experimenting - carrying out an experiment by carefully following directions of the procedure so
the results can be verified by repeating the procedure several times.

Acquiring Data - collecting qualitative and quantitative data as observations and measurements.

Organising Data in Tables and Graphs - making data tables and graphs for data collected.

Analyzing Investigations and their Data - Interpreting data statistically; identifying human
mistakes and experimental errors; evaluating the hypothesis; formulating conclusions; and
recommending further testing where necessary.

Understanding Cause and Effect Relationships - What happened and why.

Formulating Models - Recognizing patterns in data and making comparisons to familiar objects
or ideas.

As a Physics community, we focus a great deal of time and energy on issues of “what” students
should be learning in the modern age of Physics and then probing the extent to which students
are learning these things. Additionally, there has been increased focus over time on the “how”
of teaching, with attention to questioning the efficacy of traditional lecture methods and
exploring new teaching techniques to support students in more effectively learning the “what”
of Physics. However, the aspect of classroom teaching that seems to be consistently
underappreciated is the nature of “whom” we are teaching.

Designing learning environments that attend to individual students and their interactions with
one another may seem an impossible task in a course of 20 students, much less a course of more
than 700. However, there are a host of simple teaching strategies rooted in research on teaching
and learning that can support Physics instructors in paying attention to whom they are trying to
help learn. These teaching strategies are sometimes referred to as “equitable teaching
strategies,” whereby striving for “classroom equity” is about teaching all the students in your
classroom, not just those who are already engaged, already participating, and perhaps already
know the Physics being taught. Equity, then, is about striving to structure Physics classroom
environments that maximize fairness, wherein all students have opportunities to verbally
participate, all students can see their personal connections to Physics , all students have the time
to think, all students can pose ideas and construct their knowledge of Physics , and all students
are explicitly welcomed into the intellectual discussion of Physics . Without attention to the
structure of classroom interactions, what can often ensue is a wonderfully designed Physics
lesson that can be accessed by only a small subset of students in a classroom.

Below are some simple teaching strategies that Physics instructors can use to promote student
engagement and cultivate classroom equity.

CURRICULUM FOR PHYSICS GRADES IX- XII 147

 A. GIVING STUDENTS OPPORTUNITIES TO THINK AND TALK ABOUT PHYSICS
Human learning is a Physics phenomenon of the brain. Synapses need time to fire, and relevant
circuits in the brain need time to be recruited. Yet the structure of class time with students does
not usually attend to giving students time to think and talk about Physics. We as instructors can
be misled that all students have had ample time to think by those few students in our courses
who have more background in the concepts under discussion and raise their hands to share
almost immediately. Below are four simple teaching strategies grounded in research to structure
classroom time for students to think and talk about Physics.

1. Wait Time

Perhaps the simplest teaching strategy to increase time for student thinking and to expand the
number of students participating verbally in a Physics classroom is to lengthen one's “wait time”
after posing a question to your class Thinking Physicsly about increasing wait time to promote
student engagement and participation, it seems likely that this increase in time allows critical
neural processing time for students, and perhaps also allows more introverted students time to
rally the courage to volunteer an answer.

2. Allow Students Time to Write

Practicing wait time may still not give enough time for some students to gather a thought and or
screw up the confidence to share that thought. Many students may need more scaffolding—
more instruction and guidance—about how to use the time they have been given to think. One
simple way to scaffold wait time is to explicitly require students to write out one idea, two ideas,
three ideas that would capture their initial thoughts on how to answer the question posed. This
act of writing itself may even lead students to discover points of confusion or key insights. In
addition, if collected, this writing can hold students accountable in thinking and recording their
ideas. Giving students time to write is one way that instructors can structure the learning
environment to maximize the number of students who have access (in this case enough time) to
participate in thinking about Physics .

3. Think–Pair–Share

The mechanics of a think–pair–share generally involve giving all students a minute or so to think
(or usually write) about their ideas on any conceptual question. Then, students are charged to
turn and talk with a neighboring student, compare ideas, and identify points of agreement and
misalignment. These pair discussions may or may not be followed by a whole-group conversation
in which individual students are asked to share the results of their pair discussion aloud with the

CURRICULUM FOR PHYSICS GRADES IX- XII 148

whole class. Importantly, the instructor's role in facilitating a think–pair–share activity is to be
explicit that students need not agree and also to convey that practicing talking about Physics is
an essential part of learning about Physics. Integrating one or more think–pair–share
opportunities during a class session has the potential to cultivate classroom equity in multiple
ways: providing individual students time to verbalize their thoughts about concepts; promoting
comparison of ideas among classmates; transforming the nature of the classroom environment
to be more participatory; and promoting a collaborative, rather than competitive, culture in
undergraduate science classes. Methodologically, a think–pair–share activity need not take more
than a few minutes of class time, yet may allow students the neural processing time needed
before being ready to take on new information offered by an instructor. It is also during these
pair discussions that students may discover new confusions or points of disagreement about
concepts with fellow students, which can drive questions to be asked of the instructor.

B. ENCOURAGING, DEMANDING, AND ACTIVELY MANAGING THE PARTICIPATION OF ALL

STUDENTS
If learning requires that students construct ideas for themselves, then demanding the active
participation of every single student in a class is essential to learning. The participation of a only
few students in our classrooms on a regular basis, often from the front rows, distracts us from
the fact that usually the vast majority of students are not participating in the conversation of
Physics. To encourage, and in fact demand, the participation of all students in a Physics
classroom, you can use the following strategies with little to no preparation or use of class time.

5. Hand Raising

Actively enforcing the use of hand raising and turn taking in a classroom is likely to provide
greater access to more students than an open, unregulated discussion. With hand raising, the
instructor can also be explicit about asking for “hands from those of us who haven't had a chance
yet to share” and strive to cultivate a classroom conversation that goes beyond a few students in
the front row.

6. Multiple Hands, Multiple Voices

One simple strategy for broadening participation and increasing the breadth of ideas flowing
from students to instructors is to generally ask for multiple hands and multiple voices to respond
to any question posed during class time. Instructors can set the stage for this by asserting, “I’m
going to pose a question, and I’d like to see at least three hands of colleagues here who would
share their ideas. I won't hear from anyone until I’ve got those three volunteers.”

CURRICULUM FOR PHYSICS GRADES IX- XII 149

7. Random Calling Using Popsicle Sticks/Index Cards

Raising hands allows for the instructor to structure and choose which students are participating
verbally in a class, but what if no one is raising a hand or the same students continually raise their
hands? Establishing the culture in a classroom that any student can be called on at any time is
another option for promoting student engagement and participation. How this is done can be
critical. If the spirit of calling on students feels like a penalty, it may do more harm than good.
However, if the instructor is explicit that all students in the class have great ideas and
perspectives to share, then random calling on students can be a useful strategy for broadening
student participation. Practically, there are a variety of ways to call randomly on students. In
smaller-sized class, having a cup with Popsicle sticks, each with the name of a student on it, can
make the process transparent for students, as the instructor can clearly hold up the cup, draw
three names, read the names, and begin the sharing. This can minimize suspicions that the
instructor is preferentially calling on certain students.

8. Monitor Student Participation

Many instructors are familiar with collecting classroom evidence to monitor students’ thinking,
using clicker questions, minute papers, and a variety of other assessment strategies. Less
discussed is the importance of monitoring students’ participation in a classroom on a regular
basis. It is not unusual to have a subset of students who are enthusiastic in their participation,
sometimes to the point that the classroom dialogue becomes dominated by a few students in a
room filled with 20 or 40 students. To structure the classroom dialogue in such a way as to
encourage, demand, and actively manage the participation of all students, instructors can do a
variety of things. During each class session, instructors can keep a running list—in smaller classes
mentally and in larger classes on a piece of paper—of those students who have contributed to
the discussion that day, such as by answering or asking a question. When the same students
attempt to volunteer for the second, third, or subsequent times, instructors can explicitly invite
participation from other students, using language such as “I know that there are lots of good
ideas on this in here, and I’d like to hear from some members of our community who I haven't
heard from yet today.” At this juncture, wait time is key, as it will likely take time for those
students who have not yet participated to gather the courage to join the conversation. If there
are still no volunteers after the instructor practices wait time, it may be time to insert a pair
discussion, using language such as “We cannot go on until we hear ideas from more members of
our scientific community. So, take one minute to check in with a neighbor and gather your
thoughts about what you would say to a scientific colleague who had asked you the same
question that I’m asking in class right now.” At this point it is essential not to resort to the usual

CURRICULUM FOR PHYSICS GRADES IX- XII 150

student volunteers and not to simply go on with class, because students will learn from that
behavior by the instructor that participation of all students will not be demanded.

C. BUILDING AN INCLUSIVE AND FAIR CLASSROOM COMMUNITY FOR ALL STUDENTS

The following strategies may assist Physics instructors in working toward an inclusive, fair, and
equitable classroom community for all of their students.

9. Work in Stations or Small Groups

To promote an inclusive community within the classroom, instructors can integrate opportunities
for students to work in small groups during time spent within the larger class. For some students,
participation in a whole-group conversation may be a persistently daunting experience. However,
instructors can structure opportunities for such students to practice thinking and talking about
Physics by regularly engaging students in tasks that require students to work together in small
groups. Care must be taken to be explicit with students about the goal of the group work and,
whenever possible, to assign roles so that no student in a small group is left out. It can be
challenging to design group work that is sufficiently complex so as to require the participation of
all group members. Keeping group sizes as small as possible, no more than three or four students,
can mitigate potential for unfairness caused by the act of putting students into groups.
Additionally, explicit statements from the instructor about expectations that group members will
include and support one another in their work can be especially helpful. How instructors
structure small-group interactions has the potential to provide a feeling of inclusion, community,
and collaboration for students who may otherwise feel isolated in a Physics classroom.

10. Use Varied Active-Learning Strategies

To engage the broadest population of students, instructors may be best served by using a variety
of active-learning strategies from class session to class session. For each strategy, some students
will be out of their comfort zones, and other students will be in their comfort zones. Students
who may be more reflective in their learning may be most comfortable during reflective writing
or thinking about a clicker question. Other students may prefer learning by talking with peers
after a clicker question or in a whole class conversation. Still others may prefer the opportunity
to evaluate animations and videos or represent their understanding of Physics in more visual
ways through drawing, concept mapping, or diagramming. By using varied active-learning
strategies for each Physics topic explored, instructors can work toward building an inclusive and
equitable learning environment for a wide range of students with different approaches to
learning.

CURRICULUM FOR PHYSICS GRADES IX- XII 151

11. Ask Open-Ended Questions

One critical tool for instructors aspiring to cultivate divergent Physics thinking in their classrooms
is the use of open-ended questions, which are those questions that cannot be answered with a
simple “yes” or “no” or even easily answered with a single word or phrase. Open-ended questions
can be posed orally to frame a class discussion and followed by a quick write or pair discussion
to give students time to consider their responses. Alternatively, instructors can plan these
questions in advance, so they can be given as brief homework assignments, allowing students
time to consider the questions before coming to class. In general, open-ended questions require
some design time and may not be easily improvised by most Physics instructors. Prior to asking
open-ended questions, instructors can attempt to anticipate the likely responses they may get
from students. This serves the dual purpose of checking that the question is really all that open-
ended, as well as preparing for how one will handle students sharing a wide variety of ideas,
which may or may not be scientifically accurate.

12. Do Not Judge Responses

Encourage all students—not just those who have already constructed Physics accurate ideas—to
exercise their voices in class and to make their thinking about Physics visible. To create a safe
environment that encourages students to share all of their ideas, instruct instructors may be best
served in acknowledging student responses as neutrally as possible. This does not require
inadvertently supporting a scientifically inaccurate idea. Clearly stating “I’d like to hear from a
number of us about our thinking on this, and then we can sort out what we are sure of and what
we are confused about,” sets the stage that all the responses may not be correct. Even the most
simple “Thanks for sharing your ideas” after each student responds, without any immediate
judgment on the correctness of the comments, can set a culture of sharing that has the potential
to significantly expand the number of students willing to verbally participate. Any incorrect
statements that are shared can be returned to at a later point in the same class or the next class
and considered generally, so the individual student who happened to share the idea is not
penalized for sharing.

13. Teach Them from the Moment They Arrive

As Physics instructors, we assume that the only thing being learned in our classrooms is Physics.
However, student learning does not begin and end with the Physics being explored and discussed.
Increasingly, research from a host of fields—educational psychology, sociology, and science
education—suggests that learning is not discrete and delimited by concepts under study, but
rather continuous and pervasive. Learning is happening about everything going on in the

CURRICULUM FOR PHYSICS GRADES IX- XII 152

classroom. As such, instructors are best served by considering what students are learning, not
just about the subject matter, but also about culture of the classroom from the moment they
enter the room. Consider students’ opportunities to learn about classroom culture in just two of
many ways: students’ impression on the first day of class and students’ impressions as they enter
the classroom for each class session. What an instructor chooses to do on the first day of a course
likely sends a strong message to students about the goals of the course, the role of the instructor,
and the role of the students. If one wants to convey to students that the course is about learning
Physics, then reading the syllabus and spending the first class session discussing how grades are
assigned is incongruous. Without intent, this instructor is implicitly teaching students that the
course is primarily about assigning grades. If the course is about learning Physics, then instructors
can implicitly and explicitly teach this by engaging students in exciting, intellectually challenging,
and rewarding experiences about Physics on the first day of a course. Similarly, if an instructor
has as a goal that verbal participation by students is key to success in the course, then all students
should be engaged in and experience talking about Physics from the very first day of class.

CURRICULUM FOR PHYSICS GRADES IX- XII 153

 Estimated Time Allocation and Weightage of Various Units

FOR PHYSICS GRADES IX-X (Two Years Course)

Weightage in Periods Periods (Investigation /

Unit # Unit Name
%age (Theory) Practical Work
For Grade-IX
Physical Quantities and
01 12% 13 08
Measurement
02 Kinematics 12% 13 06
03 Dynamics 14% 15 06
04 Turning Effect of Forces 12% 12 08
05 Gravitation 10% 12 04
06 Work and Energy 10% 14 06
07 Properties of Matter 10% 15 08
Thermal Properties of
08 12% 14 08
Matter
09 Transfer of Heat 08% 12 06
100% 120 60
For Grade-X
Simple Harmonic Motion and
10 10% 12 06
Waves
11 Sound 10% 12 06
12 Geometrical Optics 10% 15 08
13 Electrostatics 12% 14 06
14 Current Electricity 14% 15 08
15 Electromagnetism 14% 15 08
16 Introductory Electronics 10% 15 08
Information and
17 10% 10 06
Communication Technology
18 Radioactivity 10% 12 04
100% 120 60

CURRICULUM FOR PHYSICS GRADES IX- XII 154

 For Grade-XI

Unit # Title No. of working days revised

Unit 1 Measurement 14
Unit 2 Vectors and Equilibrium 16
Unit 3 Forces and Motion 14
Unit 4 Work and Energy 14
Unit 5 Rotational and Circular Motion 14
Unit 6 Gravitation 14
Unit 7 Fluid Dynamics 14
Unit 8 Waves 22
Unit 9 Oscillations 20
Unit 10 Physical optics 20
Unit 11 Thermodynamics 21
Total 183

For Grade-XII

Unit # Title No. of working days revised

Unit 12 Electrostatics 20
Unit 13 Capacitors 20
Unit 14 Current Electricity 19
Unit 15 Electromagnetism 19
Unit 16 Electromagnetic Induction 18
Unit 17 Alternating Current 20
Unit 18 Physics Of solids 20
Unit 19 Electronics 18
Unit 20 Dawn of Modern Physics 20
Unit 21 Nuclear Physics 19
Total 193

CURRICULUM FOR PHYSICS GRADES IX- XII 155

 ASSESSMENT AND EVALUATION
Assessment

Pre-assessment or diagnostic assessment

Before creating the instruction, it’s necessary to know for what kind of students you’re creating
the instruction. Your goal is to get to know your student’s strengths, weaknesses and the skills
and knowledge they possess before taking the instruction. Based on the data you’ve collected,
you can create your instruction.

Formative assessment

Formative assessment is used in the first attempt of developing instruction. The goal is to monitor
student learning to provide feedback. It helps identifying the first gaps in your instruction. Based
on this feedback you’ll know what to focus on for further expansion for your instruction.

Summative assessment

Summative assessment is aimed at assessing the extent to which the most important outcomes
at the end of the instruction have been reached. But it measures more: the effectiveness of
learning, reactions on the instruction and the benefits on a long-term base. The long-term
benefits can be determined by following students who attend your course, or test. You are able
to see whether and how they use the learned knowledge, skills and attitudes.

Confirmative assessment

When your instruction has been implemented in your classroom, it’s still necessary to take
assessment. Your goal with confirmative assessments is to find out if the instruction is still a
success after a year, for example, and if the way you're teaching is still on point. You could say
that a confirmative assessment is an extensive form of a summative assessment.

Norm-referenced assessment

This compares a student’s performance against an average norm. This could be the average
national norm for the subject History, for example. Other example is when the teacher compares
the average grade of his or her students against the average grade of the entire school.

CURRICULUM FOR PHYSICS GRADES IX- XII 156

Criterion-referenced assessment

It measures student’s performances against a fixed set of predetermined criteria or learning

standards. It checks what students are expected to know and be able to do at a specific stage of
their education. Criterion-referenced tests are used to evaluate a specific body of knowledge or
skill set, it’s a test to evaluate the curriculum taught in a course.

Ipsative assessment

It measures the performance of a student against previous performances from that student. With
this method you’re trying to improve yourself by comparing previous results. You’re not
comparing yourself against other students, which may be not so good for your self-confidence.

Glossary of terms used in science papers

During the moderation of a question paper, care is taken to ensure that the paper and its
individual questions are, in relation to the syllabus, fair as regards balance, overall difficulty and
suitability. Attention is also paid to the wording of questions to ensure that it is as concise and as
unambiguous as possible. In many instances, Examiners are able to make appropriate allowance
for an interpretation that differs, but acceptably so, from the one intended.

It is hoped that the glossary (which is relevant only to Physics , human and social Physics and
agriculture) will prove helpful to candidates as a guide (i.e. it is neither exhaustive nor definitive).
The glossary has been deliberately kept brief not only with respect to the number of terms
included but also to the descriptions of their meanings. Students should appreciate that the
meaning of a term must depend, in part, on its context.

1. Define (the term(s) … ) is intended literally, only a formal statement or equivalent paraphrase
being required.

2. What is meant by (the term(s) … ) normally implies that a definition should be given, together
with some relevant comment on the significance or context of the term(s) concerned, especially
where two or more terms are included in the question. The amount of supplementary comment
intended should be interpreted in the light of the indicated mark value.

3. State implies a concise answer with little or no supporting argument (e.g. a numerical answer
that can readily be obtained ‘by inspection’).

4. List requires a number of points, generally each of one word, with no elaboration. Where a
given number of points is specified, this should not be exceeded.

CURRICULUM FOR PHYSICS GRADES IX- XII 157

5. (a) Explain may imply reasoning or some reference to theory, depending on the context. It is
another way of asking candidates to give reasons for something. The candidate needs to leave
the examiner in no doubt why something happens. (b) Give a reason/Give reasons is another way
of asking candidates to explain why something happens.

6. (a) Describe the data or information given in a graph, table or diagram requires the candidate
to state the key points that can be seen in the stimulus material. Where possible, reference
should be made to numbers drawn from the stimulus material. (b) Describe a process requires
the candidate to give a step-by-step written statement of what happens during the process.
Describe and explain may be coupled, as may state and explain.

7. Discuss requires the candidate to give a critical account of the points involved in the topic.

8. Outline implies brevity (i.e. restricting the answer to giving essentials).

9. Predict implies that the candidate is not expected to produce the required answer by recall
but by making a logical connection between other pieces of information. Such information may
be wholly given in the question or may depend on answers extracted in an earlier part of the
question. Predict also implies a concise answer, with no supporting statement required.

10. Deduce is used in a similar way to predict except that some supporting statement is required
(e.g. reference to a law/principle, or the necessary reasoning is to be included in the answer).

11. Suggest is used in two main contexts, i.e. either to imply that there is no unique answer (e.g.
in Physics, there are a variety of factors that might limit the rate of photosynthesis in a plant kept
in a glasshouse) or to imply that candidates are expected to apply their general knowledge and
understanding of Physics to a ‘novel’ situation, one that may be formally ‘not in the syllabus’ –
many data response and problem-solving questions are of this type.

12. Find is a general term that may variously be interpreted as calculate, measure, determine,
etc.

13. Calculate is used when a numerical answer is required. In general, working should be shown,
especially where two or more steps are involved.

14. Measure implies that the quantity concerned can be directly obtained from a suitable
measuring instrument (e.g. length, using a ruler, or mass, using a balance).

15. Determine often implies that the quantity concerned cannot be measured directly but is
obtained by calculation, substituting measured or known values of other quantities into a
standard formula (e.g. the Young modulus, relative molecular mass).

CURRICULUM FOR PHYSICS GRADES IX- XII 158

16. Estimate implies a reasoned order of magnitude statement or calculation of the quantity
concerned, making such simplifying assumptions as may be necessary about points of principle
and about the values of quantities not otherwise included in the question.

17. Sketch, when applied to graph work, implies that the shape and/or position of the curve
need only be qualitatively correct, but candidates should be aware that, depending on the
context, some quantitative aspects may be looked for (e.g. passing through the origin, having an
intercept, asymptote or discontinuity at a particular value). In diagrams, sketch implies that a
simple, freehand drawing is acceptable; nevertheless, care should be taken over proportions and
the clear exposition of important details.

CURRICULUM FOR PHYSICS GRADES IX- XII 159

 PUNJAB TEXTBOOK AND CURRICULUM BOARD, Lahore
Inter Part–I\ ONWARD from Session 2019 PHYSICS Time: 3hr,00 min.\Marks: 85
NEW SCHEME
OBJECTIVE
Time:20min.
Marks:17
Q. No.1 Write the correct answer on the answer sheet according to the instructions.
(Q.1 to 3) A student measured length of a wire 'A' to be 28.8cm with an instrument having least count 0.1cm
and measured the length of wire 'B' to be 2.02cm with an instrument having least count 0.01cm. Then he
joined the two wires end to end into single wire 'C' of combined length 28.8cm+2.02cm=30.82cm.
1. What are the no. of significant figures in the measurement of wire 'A' ? Five questions.
(a) 1 (b) 2 (c) 3 (d) 4 (Comprehensive composition)
2. What is the absolute uncertainty in the measurement of wire 'B'?
(a) 0.1cm (b) 0.01cm (c) 0.11cm (d) None of above
3. What is the absolute uncertainty in the measurement of combined length 'C'?
(a) 0.1cm (b) 0.01cm (c) 0.11cm (d) 0.02
(Q.4 to 5) A person throws a ball at four different angles 30o, 45o, 60o and 75o with same initial velocity.
4. For which angle range is maximum?
(a) 30o (b) 45o (c) 60o (d) 75o I
5. For which angle, range is same as that of at 30o? 1 L
(a) 80o (b) 45o (c) 60o (d) 75o L 2
6. The given diagram (fig.1) is for:
(a) Newton's Rings (c) Speed of light Fig.1 II
(c) Michelson's Interferometer (d) Diffraction of light

7. Which of the following figures shows correct angle between two vectors?

Three questions. (Diagram

(a) (b) based Composition)

(c) (d)
8. In the given figure.2, pressure of fluid is low at:
(a) A (b) B Fig.2
(c) C (d) same at all
9. Which of the following is incorrect for force?
(a) ma (b) work/d (c) mv2/r (d) mv
10. Which is correct dimensions for momentum?
(a) MLT (b) MLT-1 (c) ML (d) MLT-2
11. On which of the following factors, escape velocity does not depend?
(a) mass of earth (b) mass of object (c) shape of earth (d) both (b) & (c)
12. For a geostationary satellite, which is not correct?
(a) They can be put above equator Four Questions. (Correct or
(b) They move with same orbital velocity incorrect form composition)
(c) They cannot collide with each other

CURRICULUM FOR PHYSICS GRADES IX- XII 160

(d) They move in more than one orbits.
13. Slope of velocity time graph gives:
(a)displacement (b)velocity (c)speed (d)acceleration
14. If direction of force is perpendicular to the motion of body, then work done is;
(a)Minimum (b) Maximum (c) Zero (d) Infinity
15. When drag force balances weight of droplet, then droplet:
(a)comes to rest (b)moves uniformly (c)moves with acceleration (d)none
16. Tuning of radio is best example of:
(a)Mechanical resonance (b) electrical resonance (c) damping (d) phase modulation
17. Boltzmann’s constant ‘k’ is given as:
R NA 1
(a) RN A (b) N A (c) R (d) RN A

PUNJAB TEXTBOOK AND CURRICULUM BOARD, Lahore

Inter Part–I\ ONWARD from Session 2019 PHYSICS Time: 3hr,00 min.\Marks: 85
NEW SCHEME
SUBJECTIVE
Time: 2hr,40min
Marks:68
SECTION-I
Note: Answer at the most EIGHT (8) questions from Q.No.2 and Q.No.3 and SIX (6) questions
from Q.No.4.
Write the answers on the space provided. Draw diagrams and use formula where required.
Q. No.2
8×2=16
1. Motion with constant velocity is a special case of motion with constant acceleration. Is the
statement true? Explain!
Answer: As a Whole 12
CONCEPTUAL Questions.
______________________________________________________________________________
4 from exercise and 8
_____________________________________________________________________________
other than exercise.
_____________________________________________________________________________________
diagram based + general
composition.
____________________________________________________________

2. A body has 1J of potential energy. Explain what does it mean?

Answer:

_____________________________________________________________________________________

_____________________________________________________________________________________

CURRICULUM FOR PHYSICS GRADES IX- XII 161

 3. When mud flies off the tyre of moving bicycle, in what direction does it fly? Explain.
Answer:

______________________________________________________________________________

_____________________________________________________________________________________

_______________________________________________________________________

______________________________________________________________________________

4. If a mass spring system is hung vertically and set into oscillations, why does the motion eventually stop?
Answer: _____________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

5. Find the value of total distance covered by a moving object from the following velocity time graph:
Answer: _______________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

________________________________________________________________________________

6. Resolve the given vector in rectangular components, and hence find the magnitude of x-component
of the given vector. (Given: magnitude of vector is 20)
Answer: _______________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

______________________________________________________

7. In which case, more work is done? fig.a or fig.b? Explain.

CURRICULUM FOR PHYSICS GRADES IX- XII 162

Answer: _______________________________________________
Fig.a Fig.b
______________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

8. Work done by centripetal force is ___________ zero OR maximum. (Fill in the correct answer and

tell reason)

Reason: ______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

9. What is the effect on apparent weight if elevator is accelerated up with acceleration 'g'?

Answer:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

10. What is the effect on efficiency of Carnot Engine if temperature of source is increased?

Answer:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

11. Describe the effect on frequency of sound if source is at rest and listener is moving towards the

source.

CURRICULUM FOR PHYSICS GRADES IX- XII 163

Answer:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

12. What happens to the time period of simple pendulum if amplitude is doubled?

Answer:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Q. No.3 8×2=16

1. Write the dimensions of: (a) Pressure (b) Density

As a Whole 12
Answer: (a) Pressure:
REMEMBERANCE
_______________________________________________________________________ Questions.
4 from exercise and 8
______________________________________________________________________________
other than exercise.
______________________________________________________________________________
Simple + general + small
calculations composition.
______________________________________________________________________________

(b)Density:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. Define the following: (a) Component of vector (b)Position Vector

Answer:

(a)Component of vector _____________________________________________________________

______________________________________________________________________________

CURRICULUM FOR PHYSICS GRADES IX- XII 164

(b)Position Vector:

________________________________________________________________________

_____________________________________________________________________________________

_______________________________________________________________________

3. Describe what is Centripetal force? Why it must be furnished to an object if the object is to follow

a circular path?

Answer:Definition:

________________________________________________________________________

______________________________________________________________________________

Formula:_______________________________________________________________________

Reason:________________________________________________________________________

______________________________________________________________________________

4. Calculate the work done in kilo joules in lifting a mass of 10 kg through a vertical height of 10 m?

Answer:Formula:________________________________________________________________

Calculation:___________________________________________________________________

______________________________________________________________________________

Answer:in kilo joules

______________________________________________________________________

5. Define the following: (a) Unit Vector (b) Null Vector

Answer:(a)Unit Vector:

Definition:___________________________________________________________

______________________________________________________________________________

Formula:_______________________________________________________________________

(b)Null Vector: Definition:

__________________________________________________________________

CURRICULUM FOR PHYSICS GRADES IX- XII 165

______________________________________________________________________________

6. State Toricelli's Theorem. Also Write its mathematical form.

Answer:Statement:

________________________________________________________________________

______________________________________________________________________________

Formula:

______________________________________________________________________________

______________________________________________________________________________

7. State Equation of continuity. Upon which law it is based?

Answer:Statement:

________________________________________________________________________

______________________________________________________________________________

Formula:

______________________________________________________________________________

It is based upon the law of

___________________________________________________________________

8. Define Moment of Inertia and Write its formula for a particle of mass 'm' pivoted at distance 'r'.

Answer:Definition:

________________________________________________________________________

Formula:

______________________________________________________________________________

9. Define orbital velocity. Write its formula.

Answer:Definition:

________________________________________________________________________

CURRICULUM FOR PHYSICS GRADES IX- XII 166

Formula:

______________________________________________________________________________

10. An object of mass 5kg is attached with a spring having spring constant 1N/m, and set into vibrations

with an amplitude 0.01m. Find the K.E of the body at mean position by picking the appropriate

formula.
1 1 1
Formulae: 𝐾. 𝐸 = 2 𝑚𝑣 2 , 𝐾. 𝐸 = 2 𝑘𝑥𝑜2 , 𝐾. 𝐸 = 2 𝑘(𝑥𝑜2 − 𝑥 2 )

Answer:Calculations:

_____________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

11. Two sound sources of frequencies 32Hz and 36Hz are sounded together. Find out the time between two

successive beats heard, using the appropriate formula from the list.

Formulae: n=f1-f2 , n=1/T where, 'n' is beat frequency and 'T' is time period.

Answer:Calculation:

_______________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

12. Define Wavefront. What is the angle between ray of light and wavefront?

Answer:Definition:

________________________________________________________________________

______________________________________________________________________________

Angle between ray of light and wave front is:

___________________________________________________

CURRICULUM FOR PHYSICS GRADES IX- XII 167

Q. No.4 6×2=12

1. Famous Pakistani cricketer Shahid Afridi usually got caught out just before the boundary while trying

to go for six. What would you do to avoid catch if you were playing there? Describe scientifically using

concept of projectile motion. As a Whole 9

Answer: 2 from exercise and 7 other than exercise.

Applied + simple calculations composition.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

2. You are given two instruments, meter rod and Vernier Callipers to measure a length of about 2m

approximately. Which instrument would you use for the required measurement?

Answer:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

3. A hardboiled egg is easy to rotate than the egg which is not boiled. What do you think is the reason

behind this? Give your answer by considering the theory of moment of inertia.

Answer:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

4. Consider you are standing in the aisle of bumpy riding bus. Why you have to move your legs far apart to

stand properly? Give your answer using the concepts of torque, center of gravity and equilibrium etc.

Answer :

_____________________________________________________________________________________

_____________________________________________________________________________________

CURRICULUM FOR PHYSICS GRADES IX- XII 168

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

5. Sometimes tyres of motor vehicles got burst in summer. What is the reason behind this? how can you

avoid burst?

Give answer using the concept of kinetic theory of gases.

Answer:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

6. When rocket re-enters the atmosphere, its nose cone becomes very hot. Where does this heat energy

come from?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

7. A spring mass system is hung vertically and is set into oscillations. But it eventually stops. Why?

Give your answer considering damping.

Answer:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

8. Bats usually fly at night time. How they fly so accurately without hitting the obstacles? Give your answer

considering Doppler's Effect.

CURRICULUM FOR PHYSICS GRADES IX- XII 169

Answer:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

9. What you we mean by Four stroke engine? Give your answer considering concept of cycle.

Answer:

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

SECTION-II(ESSAY TYPE)
Note: Answer the extensive questions on supplement sheets given to you separately.
Part-A
Q.No.5 Attempt any one of the following Questions. 8

Use the following figure and given formulae to prove that speed of approach is equal to speed
of separation for Elastic Collision in one dimension.

Law of Conservation of momentum: 𝒎𝟏 𝒗𝟏𝒊 + 𝒎𝟐 𝒗𝟐𝒊 = 𝒎𝟏 𝒗𝟏𝒇 + 𝒎𝟐 𝒗𝟐𝒇

𝟏 𝟏 𝟏 𝟏
Law of Conservation of K.E: 𝟐 𝒎𝟏 𝒗𝟐𝟏𝒊 + 𝟐 𝒎𝟐 𝒗𝟐𝟐𝒊 = 𝟐 𝒎𝟏 𝒗𝟐𝟏𝒇 + 𝟐 𝒎𝟐 𝒗𝟐𝟐𝒇

OR

Use the following diagram with labels to find the magnitude and direction of
resultant of two vectors C and D in terms of their rectangular components.
Part-B
Note: Answer any TWO of the following extensive questions.
Q.No.6

(a) What is centripetal force? Derive the relation for it. Prove that centripetal acceleration is always
directed towards the centre of the circle. 5

CURRICULUM FOR PHYSICS GRADES IX- XII 170

 (b) A diver weighing 750N dives from a board 10m above the surface of a pool of water. Use the
conservation of mechanical energy to find his speed at the point 5.0m above the water surface, neglecting
air friction. 3
Hint: Loss of P.E = Gain in K.E
Q.No.7
(a) Explain the diffraction of x-rays from a crystal lattice. Hence find Bragg’s equation. 5
(b) An airplane wing is designed so that when the speed of the air across the top of the wing is 450ms-1,
the speed of air below the wing is 410ms-1. What is the pressure difference between the top and bottom of
the wings? (density of air=1.29kgm-3) (Hint: You can use any appropriate formula from following) 3

 v B2  v A2 
1 1 1
Formulae: P1 +
2 v1 + gh1 = P2 + v2 + gh2 , v2 = 2g(h1  h2) , PA  PB 
2
2
2
2
Q.No.8
(a) What is Doppler's Effect? Discuss the variation in frequency of sound when observer is at rest and
source is moving. 5
(b) A ball is thrown horizontally from a height of 10m with velocity of 21ms-1, How far off it hit the ground
and with what velocity? 3

BEST OF LUCK One out of Two Extensive

TWO out of THREE
Questions.
Extensive Questions
Comprising of two parts. Diagram with changed
labeling and formulae if
One part from theory
necessary would be
and other from
given.
Numerical.
students will be asked to
Formula or hints should
give result
be given for numerical
where required.

CURRICULUM FOR PHYSICS GRADES IX- XII 171

 Estimated Time Allocation and Weightage of Various Units

FOR PHYSICS GRADES IX-X (Two Years Course)

Weightage in Periods Periods (Investigation /

Unit # Unit Name
%age (Theory) Practical Work
For Grade-IX
Physical Quantities and
01 12% 13 08
Measurement
02 Kinematics 12% 13 06
03 Dynamics 14% 15 06
04 Turning Effect of Forces 12% 12 08
05 Gravitation 10% 12 04
06 Work and Energy 10% 14 06
07 Properties of Matter 10% 15 08
Thermal Properties of
08 12% 14 08
Matter
09 Transfer of Heat 08% 12 06
100% 120 60
For Grade-X
Simple Harmonic Motion and
10 10% 12 06
Waves
11 Sound 10% 12 06
12 Geometrical Optics 10% 15 08
13 Electrostatics 12% 14 06
14 Current Electricity 14% 15 08
15 Electromagnetism 14% 15 08
16 Introductory Electronics 10% 15 08
Information and
17 10% 10 06
Communication Technology
18 Radioactivity 10% 12 04
100% 120 60

CURRICULUM FOR PHYSICS GRADES IX- XII 172

 Scheme of Assessment for Grade XI
Multiple Choice Short Questions Long Questions
Questions
Total
Mark Total Total
# Chapter Weightage Marks K U A s K U A Marks K U A Marks
1 Measurement 5.00% 5 1 1 1 1 4
2 Vectors and Equillibrium 10.00% 10 1 1 2 1 1 4 1 4
3 Forces and Motion 10.00% 10 1 1 2 1 1 4 1 4
4 Work and Energy 9.00% 9 1 1 2 2 8
5 Rotational and Circular
Motion 9.00% 9 1 1 2 2 8
6 Gravitation 9.00% 9 1 1 1 1 4 1 4
7 Fluid Dynamics 10.00% 10 1 1 2 1 1 4 1 4
8 Oscillations 10.00% 10 1 1 2 1 1 4 1 4
9 Waves 9.00% 9 1 1 1 1 4 1 4
10 Physical Optics 10.00% 10 1 1 2 1 1 4 1 4
11 Thermodynamics 9.00% 9 1 1 1 1 4 1 4
Total 100% 100 16 52 32

A  Based on 33% choice in short question and 40% choice in essay type questions. 
22% K  K = Knowledge based question 
44%  U = Understanding / Comprehension based question 
u  A = Analysis / Application based
34%
estion 
K 44% , U 34% , A 22%

CURRICULUM FOR PHYSICS GRADES IX- XII 173

 Scheme of Assessment Grade XII

Multiple Choice Questions Short Long Questions

Questions
Total Total Total
# Chapter Weightage Marks K U A Marks K U A Marks K U A Marks
1 Electrostatics 10.00% 10 1 1 2 1 1 4 1 4
2 Capacitors 10.00% 10 1 1 2 1 1 4 1 4
3 Current Electricity 10.00% 10 1 1 2 1 1 4 1 4
4 Electromagnetism 13.00% 13 1 1 2 2 8 1 4
5 Electromagnetic Induction 9.00% 9 1 1 1 1 4 1 4
6 Alternating Current 9.00% 9 1 1 1 1 4 1 4
7 Physics Of solids 10.00% 10 1 1 2 1 1 4 1 4
8 Electrostatics 10.00% 10 1 1 2 1 1 4 1 4
9 Dawn of Modern Physics 9.00% 9 1 1 1 1 4 1 4
10 Nuclear Physics 10.00% 10 1 1 2 1 1 4 1 4
Total 100% 100 16 44 40
 Based on 33% choice in short question and 40% choice in essay type questions.
A
K  K = Knowledge based question
22%
43%  U = Understvanding / Comprehension based question
u  A = Analysis / Application based question
35%
K 44%
U 36%
A 22%

CURRICULUM FOR PHYSICS GRADES IX- XII 174

 Guidelines for Developing Teaching Learning Resources

GUIDELINES TO TEXTBOOK AUTHORS

An important dimension of curriculum is the translation of learning experiences or contents at

the proper cognitive level of the target students. It is highly technical and delicate task to assist
both teachers and students in learning and transmission of the life experiences. The concept to
be introduced be explained informally before providing the formal definition or statement along
with tangible examples from real life situation. The solved examples and the exercises should
cover the whole range of variety of questions and their applications in the everyday life. Keeping
this strategy in view, the author should observe the following guidelines while writing the
textbooks.
 Learning objectives expected to be achieved in each chapter should be
prominently stated at the beginning of the chapter.
 Headings and sub headings should be clearly indicated.
 Key words, terms and definitions should be highlighted in the text.
 Concepts, application and relationships should be developed from concrete
to abstract or simple to complex. Provide transition from previous
information covered and new information presented.
 The intended level and scope of treatment of each content/concept is
defined by the desired learning outcomes identifying learning abilities,
Investigation Skills/ Laboratory work and relevance with science, technology
and society (STS). The intended learning outcomes mentioned under STS
should preferably be developed through novel questions or numerical
problems on real life situations.
 The language used in the text should be concise and simple, consisting of
short sentences using active tone and should be understandable to the
students independently.
 Ensure gender equity, textual matter urban/rural oriented and relevant to
daily life.
 The text should be supported with art i.e. illustrations and photographs
possibly in colour which should be clear, properly labeled and captioned to
make the substance interesting and stimulating.
 Concepts, information and examples should match the sequence and
content of learning outcomes.
 The contributions of Muslim and Pakistani Scientists may be highlighted
appropriately wherever related.

CURRICULUM FOR PHYSICS GRADES IX- XII 175

  The text should be free from material repugnant to Islamic and Pakistani
Ideology.
 Examples and applications from local environment should be preferred.
 SI units and terminology should be used all over in the text. However,
conversion tables with other units can be given as additional information.
Uniformity be maintained in symbolic representation of physical quantities
and values of constants throughout in the text and in numerical problems.
 Answers to the numerical problems should be quoted in scientific notation
with correct number of significant figures and units.
 Solved numerical examples and end of chapter numerical problems should
be based on variety of situations in novel manner and be related to local
environment, culture and real life situations.
 Boxed “Tid bits”, “interesting information”, “do you know”, and “point of
ponder” may be given to highlight additional information alongwith the
description of concepts particularly related to STS connection through
inquiry process.
 Interesting sidelights such as case studies, discoveries, related technologies
etc. may be given in the form of “boxed essays”.
 Tables, flow charts/diagrams and concept maps may be given wherever
appropriate.
 Reference of the experiments given in the practical manual should be made
with the related topics given in the text.
 Coherent and precise summary should be given at the end of each chapter.
 Several forms of questions/activities should be given at the end of each
chapter. They should test not only knowledge but particularly the higher
abilities such as understanding, handling information, analyzing, application
of ideas and solving problems and relevant Investigation Skills/ Laboratory
work and processes. For this purpose, there may be: ‘Self Quiz’ MCQs’,
Review question, ‘Short questions’, Essay type questions, and thought /free
response questions.
 Some thought provoking questions may also be given within the chapter.
 All questions should be very appropriately and clearly worded/constructed
to test varying abilities and Investigation Skills on the basis of Bloom’s
taxonomy.
 The amount of information to be covered by the chapter must match the
number of hours of instructional time.

CURRICULUM FOR PHYSICS GRADES IX- XII 176

  A comprehensive glossary of terms and index should be given at the end of
the book.
 The teachers guide and workbooks should also be developed alongwith
textbook which should include suitable strategies that a teacher can adopt
for teaching a particular topic and should contain instructions how to explain
a topic and how to show relevant demonstration.
 A practical manual for the students should also be written to support
practical work.
CONCEPT MAPPING
A particularly good way to organize information about a problem or subject
is to construct a "concept map." Construction of concept maps helps us pull together information
we already know about a subject and understand new information as we learn. It is versatile
tool for assisting and enhancing many of the types of thinking and learning that we are required
to do.
Concept mapping helps students fulfill high-quality and meaningful
learning outcomes in science. Maps provide concrete visual aids to help organize information
before it is learned. Students can make their own maps while they learn, and examine the
changes in their thinking as they construct their understanding. Maps can also be made as a type
of assessment at the conclusion of lessons.

Concept maps show a definite relationship between big ideas and small
ideas, thus clarifying the difference between details or specifics and the big idea or subordinate
concept. This can be helpful when a teacher must decide how much emphasis to give to specific
facts as compared to concepts in a lesson.

The concept maps also provide visual imagery that can help students
recall information and see relationships between concepts. Concept maps show hierarchies of
ideas that suggest psychologically valid sequences. These hierarchies may not match the linear
sequence, or outline, that a teacher has decided to use for a presentation.

CURRICULUM FOR PHYSICS GRADES IX- XII 177

 Curriculum Review Committee Members for Physics

 Dr. Bilal Masud, Associate Professor, Director, Center for High Energy Physics, Punjab
University , Lahore
 Mr. Aurangzeb Rehman ( R), Joint Educational Advisor, Ministry of Education , Curriculum
Wing, Islamabad
 Dr. Amjad Farooq, Associate Professor, Government Post Graduate College Muzaffargarh
 Mr. Fayyaz Mehmood,( Professor ) Department of Physics, Government College of
Science, Wahdat road, Lahore.
 Mr. Talha Obaid, Lecturer, Govt. College for Boys, Satellite Town, Gujranwala
 Ms. Shabana Iqbal, Assistant Manager Academics, Beacon house School System,
Faisalabad
 Syed Iftikhar Hussain Shah, Associate Professor, Forman Christian College. Ferozepur
Road, Lahore .
 Mr. Muhammad Nisar, House No. 47, Block, A-I Extension, Wapda Town, Lahore
 Hafiz Muhammad Hamza Aasi, Senior School Educator (Physics), Govt. ND Islamia High
School, Ichra, Lahore
 Mr. Aamir Riaz , ,Additional Director, Curriculum Wing, PCTB, Lahore
 Mr. Qaiser Saleem , SS, Manuscript Wing, PCTB, Lahore
 Abdul Rauf Zahid, SS , Manuscript Wing, PCTB, Lahore
 Ms. Mamoonah Yasmeen, Deputy Director, Curriculum Sciences, PCTB

CURRICULUM FOR PHYSICS GRADES IX- XII 178