Secondary School Certificate

Examination Syllabus

PHYSICS
CLASSES IX-X

(based on National Curriculum 2006)

 Published by
Aga Khan University Examination Board
Bungalow # 233 / E.1 Lines,
Daudpota Road, Karachi, Pakistan.

November 2004
Latest Revision June 2012

All rights reserved

This syllabus is developed by Aga Khan University Examination Board for distribution
to all its affiliated schools.
 Secondary School Certificate
Examination Syllabus

PHYSICS
CLASSES IX-X

This subject is examined in both

May and September Examination sessions
S. No. Table of Contents Page No.

Preface 5

1. Aims/Objectives of the National Curriculum (2006) 7

2. Rationale of the AKU-EB Examination Syllabus 7

3. Topics and Student Learning Outcomes of the Examination Syllabus 10

4. Scheme of Assessment 58

5. Teaching-Learning Approaches and Classroom Activities 62

6. Recommended Text and Reference Material 62

7. Definition of Cognitive Levels and Command Words 64

Annex A: SSC Scheme of Studies 67

Annex B: List of Practical Activities 69

For queries and feedback

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PREFACE
In pursuance of National Education Policy (1998-2010), the Curriculum Wing of the
Federal Ministry of Education has begun a process of curriculum reform to improve the quality
of education through curriculum revision and textbook development (Preface, National
Curriculum documents 2000 and 2002).

AKU-EB was founded in August 2003 with the same aim of improving the quality of
education nationwide. As befits an examination board it seeks to reinforce the National
Curriculum revision through the development of appropriate examinations for the Secondary
School Certificate (SSC) and Higher Secondary School Certificate (HSSC) based on the
latest National Curriculum and subject syllabus guidance.

AKU-EB has a mandate by Ordinance CXIV of 2002 to offer such examination services to
English and Urdu medium candidates for SSC and HSSC from private schools anywhere in
Pakistan or abroad, and from government schools with the relevant permissions. It has been
accorded this mandate to introduce a choice of examination and associated educational
approach for schools, thus fulfilling a key objective of the National Curriculum of Pakistan:
“Autonomy will be given to the Examination Boards and Research and Development cells
will be established in each Board to improve the system” (ibid. para. 6.5.3 (ii)).

AKU-EB is committed to creating continuity of educational experience and the best

possible opportunities for its students. In consequence it offered HSSC for the first time in
September, 2007 to coincide with the arrival of its first SSC students in college or higher
secondary school. Needless to say this is not an exclusive offer. Private candidates and
students joining AKU-EB affiliated schools and colleges for HSSC Part 1 are eligible to
register as AKU-EB candidates even though they have not hitherto been associated with
AKU-EB.

This examination syllabus exemplifies AKU-EB’s commitment to national educational

goals.

• It is in large part a reproduction, with some elaboration, of the Class IX and X National
Curriculum of the subject.

• It makes the National Curriculum freely available to the general public.

• The syllabus recommends a range of suitable textbooks already in print for student purchase
and additional texts for the school library.

• It identifies areas where teachers should work together to generate classroom activities and
materials for their students as a step towards the introduction of multiple textbooks,
another of the Ministry of Education’s policy provisions for the improvement of secondary
education (ibid. para. 6.3.4).

This examination syllabus brings together all those cognitive outcomes of the National
Curriculum statement which can be reliably and validly assessed. While the focus is on the
cognitive domain, particular emphasis is given to the application of knowledge and
understanding, a fundamental activity in fostering “attitudes befitting useful and peaceful

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citizens and the skills for and commitment to lifelong learning which is the cornerstone of
national economic development” (Preface to National Curriculum documents 2000 and
2002).

To achieve this end AKU-EB has brought together university academics, teacher trainers,
writers of learning materials and above all, experienced teachers, in regular workshops and
subject panel meetings.

AKU-EB provides copies of the examination syllabus to subject teachers in affiliated schools
to help them in planning their teaching. It is the syllabus, not the prescribed text book which
is the basis of AKU-EB examinations. In addition, the AKU-EB examination syllabus can
be used to identify the training needs of subject teachers and to develop learning support
materials for students. Involving classroom teachers in these activities is an important part of
the AKU-EB strategy for improving the quality of learning in schools.

The Curriculum Wing of the Federal Ministry of Education has recently released new
subject specifications and schemes of study which have been implemented since September,
2008. These documents are a major step forward towards a standards-related curriculum and
have been welcomed by AKU-EB. Our current SSC syllabuses have been revised to ensure
conformity with the National Curriculum.

We stand committed to all students entering the SSC course as well as those who have
recently embarked upon the HSSC course in facilitating their learning outcome. Our
examination syllabus document ensures all possible support.

Dr. Thomas Christie

Director,
Aga Khan University Examination Board
July 2009

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1. Aims/Objectives of the National Curriculum (2006)1

Aims
The Aims of physics at higher secondary level are to enable student to:

• Develop among the students the 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 life long 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 from to another.

• Understanding 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 I the ecological balance,
thus taking care of the environment.

2. Rationale of the AKU-EB Examination Syllabus

2.1 General Rationale

2.1.1 In 2007, the Curriculum Wing of the Federal Ministry of Education (MoE)
issued a revised part-wise Scheme of Studies All subjects are to be taught and
examined in both classes IX and X. It is therefore important for teachers,
students, parents and other stakeholders to know:

(a) that the AKU-EB Scheme of Studies for its SSC examination
(Annex A) derives directly from the 2007 Ministry of Education
Scheme of Studies;
(b) which topics will be examined in Class IX and in Class X;
(c) at which cognitive level or levels (Knowledge, Understanding,
Application and other higher order skills) the topics and sub-topics will
be taught and examined;

1
Government of Pakistan (2006), National Curriculum; Physics Classes IX-X, Islamabad, Ministry of
Education (Curriculum Wing)

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 2.1.2 This AKU-EB examination syllabus addresses these concerns. Without such
guidance teachers and students have little option other than following a single
textbook to prepare for an external examination. The result is a culture of rote
memorization as the preferred method of examination preparation. The
pedagogically desirable objectives of the National Curriculum which
encourage “observation, creativity and other higher order thinking [skills]” are
generally ignored. AKU-EB recommends that teachers and students use
multiple teaching-learning resources for achieving the specific objectives of
the National Curriculum reproduced in the AKU-EB examination syllabuses.

2.1.3 The AKU-EB examination syllabuses use a uniform layout for all subjects to
make them easier for teachers to follow. Blank sheets are provided in each
syllabus for writing notes on potential lesson plans. It is expected that this
arrangement will also be found helpful by teachers in developing classroom
assessments as well as by question setters preparing material for the AKU-EB
external examinations. The AKU-EB aims to enhance the quality of education
through improved classroom practices and improved examinations.

2.1.4 The Student Learning Outcomes (SLOs) in Section 3 start with command
words such as list, describe, relate, explain, etc. The purpose of the command
words is to direct the attention of teachers and students to specific tasks that
candidates following the AKU-EB examination syllabuses are expected to
undertake in the course of their subject studies. The examination questions
will be framed using the same command words or the connotation of the
command words to elicit evidence of these competencies in candidates’
responses. The definitions of command words used in this syllabus are given
in Section 7. It is hoped that teachers will find these definitions useful in
planning their lessons and classroom assessments.

2.1.5 The AKU-EB has classified SLOs under the three cognitive levels,
Knowledge (K), Understanding (U) and Application of knowledge and skills
(A) in order to derive multiple choice questions and constructed response
questions on a rational basis from the subject syllabuses ensuring that the
intentions of the National Curriculum should be met in full. The weighting of
marks to the Multiple Choice and Constructed Response Papers is also derived
from the SLOs, command words and cognitive levels. In effect the SLOs
derived from the National Curriculum determine the structure of the AKU-EB
subject examination set out in Section 4.

2.1.6 Some topics from the National Curriculum have been elaborated and enriched
for better understanding of the subject and/or to better meet the needs of
students in the twenty-first century. These additional topics have been
italicized in Section 3 of this syllabus.

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2.2 Specific Rationale of the AKU-EB Physics Examination Syllabus

2.2.1 The National Education Policy (1998-2010) outlines the following objectives
for secondary education:

a. To prepare the students well for the pursuit of professional and

specialized education.

b. To make available such teaching and learning materials that will make
learning rewarding and attractive.

c. To introduce a system of evaluation that emphasizes learning of

concepts and discourages rote memorization.

2.2.2 In line with National Education Policy, the AKU-Examination Board

syllabuses in science subject focus on the following:

a. Broadening student’s conceptual understanding through

opportunities for enhancing their scientific skills, inquiry and
experimentation.

b. Allocating marks for each cognitive level of learning such as

knowledge, understanding and application. The importance of
content has been clearly elaborated as student learning outcomes.

c. Reducing overloading and repetition. There is a need to look at the

syllabus critically with due consideration to the fundamental concepts of
secondary level science.

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3. Topics and Student Learning Outcomes of the Examination Syllabus

Part I (Class IX)

Cognitive levels2
Topics Student Learning Outcomes
K U A
1. Physical Quantities and Candidates should be able to:
Measurement

1.1 Introduction 1.1.1 describe the crucial role of physics in science, technology and *
society;

1.2 Physical Quantities 1.2.1 explain with examples that science is based on physical *
quantities which consist of numerical magnitude and a unit;

1.3 International System of Units 1.3.1 differentiate between base and derived physical quantities; *
1.3.2 list the seven units of System International (SI) along with *
their symbols and physical quantities;
(standard definitions of SI units are not required)

1.4 Prefixes 1.4.1 convert the prefixes and their symbols to indicate multiple *
(Multiples and Sub-multiples) and sub-multiple for both base and derived units;

1.5 Standard Form / Scientific 1.5.1 calculate the answer in scientific notation in measurements; *
Notation

2
K = Knowledge, U = Understanding, A= Application (for explanation see Section 7: Definition of command words used in Student Learning Outcomes and in Examination
Questions).

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 K U A
1.6 Measuring Instruments 1.6.1 describe the working of Vernier calipers and screw gauge for *
1. Meter rule measuring length;
2. Vernier calipers 1.6.2 identify the measuring instruments; *
3. Screw gauge 1.6.3 describe limitations of measuring instruments; *
4. Physical balance
5. Stopwatch
6. Measuring cylinder

1.7 An Introduction to Significant 1.7.1 discuss the need o f using significant figures for recording *
Figures and stating results in the laboratory;
1.7.2 apply rules of significant figures in calculations. *

2. Kinematics Candidates should be able to:

2.1 Rest and Motion 2.1.1 describe using examples how objects can be at rest and in *
motion simultaneously;

2.2 Types of Motion 2.2.1 describe different types of motion i.e. translatory, rotatory and *
(Translatory, Rotatory, vibratory motion and distinguish among them;
Vibratory)

2.3 Terms Associated with Motion, 2.3.1 define the terms speed, velocity and acceleration and write *
(Distance and Displacement, their formulae;
Speed and Velocity and 2.3.2 differentiate between distance and displacement, speed and *
Acceleration) velocity;

2.4 Scalars and Vectors 2.4.1 define scalar and vector quantities; *
2.4.2 differentiate between scalar and vector quantities; *

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 K U A
2.5 Forces on Bodies 2.5.1 define like and unlike parallel forces; *

2.6 Addition of Forces 2.6.1 describe ‘head to tail’ rule of vector addition of forces / *
vectors;
2.7 Resolution of Forces 2.7.1 describe the resolution of force into its perpendicular *
components;
2.7.2 determine the magnitude and direction of a force from its *
perpendicular components;

2.8 Graphical Analysis of Motion, 2.8.1 draw vector quantities by using graph; *
(Distance Time Graph and 2.8.2 plot and interpret distance-time graph and speed-time graph; *
Speed Time Graph)
2.8.3 determine and interpret the slope of distance-time and speed- *
time graph;
2.8.4 determine from the shape of the graph, the state of a body; *
(i) at rest, (ii) moving with constant speed and (iii) moving
with variable speed;
2.8.5 calculate the area under speed-time graph of uniformly *
accelerated objects to determine the distance;
2.9 Equations of Motion 2.9.1 derive equations of motion for a body moving with a uniform *
S = Vt acceleration in a straight line;
Vf = Vi + at 2.9.2 solve problems related to uniformly accelerated motion using *
1 appropriate equations;
S = Vi t + at 2
2
2 2
Vf − Vi = 2aS

2.10 Motion due to Gravity 2.10.1 solve problems related to freely falling bodies using 10 m/s2 as *
the acceleration due to gravity.

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 K U A
3. Dynamics Candidates should be able to:

3.1 Force 3.1.1 describe the concept of force with its S.I unit; *
3.1.2 differentiate among different forces like gravitational force, *
drag force (push, pull), force of friction, electrostatic force and
magnetic force;
3.1.3 analyse the concept of force by examples of daily life; *

3.2 Momentum 3.2.1 define momentum; *

3.2.2 solve problems related to force and momentum; *
3.2.3 state the law of conservation of momentum; *
3.2.4 differentiate between elastic and inelastic collision; *
3.2.5 apply the principle of conservation of momentum in the elastic *
collision of two objects;
3.2.6 determine the velocity after collision of two objects using the *
law of conservation of momentum;
3.2.7 explain safety features by using the idea of momentum; *

3.3 Newton’s Laws of Motion 3.3.1 describe balance and unbalance forces; *
3.3.2 state Newton’s laws of motion and inertia; *
3.3.3 distinguish between mass and weight; *
3.3.4 solve problems using F = ma and W = mg; *
3.3.5 derive the expression for the tension and acceleration in a *
string during motion of bodies connected by the string and
passing over frictionless pulley using the second law of
motion;

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 K U A
3.3.6 discuss the result while you are sitting inside a bus when the *
bus
i. starts moving suddenly,
ii. stops moving suddenly,
iii. turns a corner to the left suddenly;

3.4 Friction 3.4.1 explain the importance of friction on the motion of a vehicle in *
the context of type of surface, road conditions including
skidding and braking force;
3.4.2 demonstrate that rolling friction is much lesser than sliding *
friction;
3.4.3 list various methods to reduce friction; *

3.5 Uniform Circular Motion 3.5.1 define centripetal force; *

3.5.2 explain that motion in a curved path is due to a perpendicular *
force on a body that changes direction of motion but not speed;
3.5.3 calculate centripetal force on a body moving in a circle using *
mv2/ r.

4. Turning Effect of Forces Candidates should be able to:

4.1 Moment of Force 4.1.1 describe moment of force or torque as moment = force × *
perpendicular distance from pivot to the line of action of force;
4.1.2 explain the turning effect of force by relating it to everyday life; *

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 K U A
4.2 Principle of Moments 4.2.1 state the principle of moments; *
4.2.2 determine the weight of an unknown object using principle of *
moments;
4.2.3 solve problems to verify the variation of normal reaction; *

4.3 Centre of Gravity 4.3.1 define centre of gravity of a body in a uniform gravitational *
field;

4.4 Couple 4.4.1 define couple as a pair of forces tending to produce rotation; *

4.5 Equilibrium 4.5.1 prove that the couple has the same moments about all points; *
4.5.2 define equilibrium; *
4.5.3 classify its types by quoting examples from everyday life; *
4.5.4 state conditions of equilibrium; *
4.5.5 solve problems on simple balanced systems when bodies are *
supported by one pivot only;
4.5.6 describe the states of equilibrium and classify them with *
common examples;

4.6 Stability 4.6.1 explain effects of position of the centre of gravity on the *
stability of simple objects.

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 K U A
5. Gravitation Candidates should be able to:

5.1 Law of Gravitation 5.1.1 state Newton’s law of gravitation; *

5.1.2 explain that the gravitational forces are consistent with *
Newton’s third law;
5.1.3 explain gravitational field as an example of field of force; *
5.1.4 define weight (as the force on an object due to a gravitational *
field);

5.2 Measurement of Mass of 5.2.1 calculate the mass of earth by using the law of gravitation; *
Earth 5.2.2 solve problems using Newton’s law of gravitation; *

5.3 Variation of ‘g’ with Altitude 5.3.1 explain that value of ‘g’ decreases with altitude from the *
surface of earth;

5.4 Motion of Artificial 5.4.1 discuss the importance of Newton’s law of gravitation in *
Satellites understanding the motion of satellites;

5.5 Earth and Space 5.5.1 recall that the moon orbits the earth and some planets also *
have moons;
5.5.2 explain that gravitational force; *
• causes the planets to orbit the sun,
• causes the moon and artificial satellites to orbit the earth,
• causes comets to orbit the sun;
5.5.3 state that a galaxy is a large collection of billions of stars and a *
universe is a large collection of billions of galaxies;
5.5.4 explain that the orbit of a comet differs from that of a planet. *

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 K U A
6. Work and Energy Candidates should be able to:

6.1 Work 6.1.1 define work and state its SI unit; *

6.1.2 calculate work done; *

6.2 Forms of Energy 6.2.1 define energy, kinetic energy and potential energy and state unit *
of energy;
6.2.2 prove that kinetic energy K.E= ½ mv 2 and potential energy *
P.E= mgh and solve problems using these equations;

6.3 Kinetic Energy and Potential 6.3.1 describe forms of energy stored in various objects at different *
Energy positions and states;

6.4 Major Sources of Energy 6.4.1 state law of conservation of energy; *

6.4.2 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;
2 *
6.4.3 solve problems using mass energy equation E = mc ;
6.4.4 describe the process of electricity generation by drawing a block *
diagram of the process from fossil fuel input to electricity output;
6.4.5 list the environmental issues associated with power generation; *

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 K U A
6.4.6 differentiate non-renewable and renewable energy sources with *
examples of each;
6.4.7 explain systems such as a filament lamp, a power station, a *
vehicle travelling at a constant speed on a level road;

6.5 Efficiency 6.5.1 define efficiency of a working system; *

6.5.2 calculate the efficiency of an energy conversion using the *

formula;
Efficiency = energy converted into the required form / total
energy input
6.5.3 conceptualize why a system cannot have an efficiency of 100%; *

6.6 Power 6.6.1 define power and write its formula; *

6.6.2 calculate power; *
6.6.3 define unit of power in SI system; *
6.6.4 convert unit of power “watt” into horse power. *

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 K U A
7. Properties of Matter Candidates should be able to:

7.1 Kinetic Molecular Model of 7.1.1 explain kinetic molecular model of matter *
Matter (solid, liquid and gas forms);
7.1.2 describe the fourth state of matter i.e. ‘plasma’; *

7.2 Density 7.2.1 define the term ‘density’; *

7.2.2 compare the densities of three states of matter *
(solids, liquids and gases);

7.3 Pressure 7.3.1 define the term pressure (as a force acting normally on unit *
area);
7.3.2 explain that pressure varies with force and area in the *
context of everyday examples;

7.4 Atmospheric Pressure 7.4.1 explain atmospheric pressure; *

7.4.2 describe the use of the height of a liquid column to measure the *
atmospheric pressure;
7.4.3 describe that atmospheric pressure decreases with the increase in *
height above the earth’s surface;
7.4.4 explain that changes in atmospheric pressure in a region may *
indicate a change in the weather;

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 K U A
7.5 Pressure in Liquids 7.5.1 state Pascal’s law; *
7.5.2 apply and demonstrate the use of Pascal’s law; *
7.5.3 state relation for pressure beneath a liquid surface to depth and to
*
density i.e., (P=ρgh)‫؛‬
7.5.4 solve problems using the equation (P=ρgh); *
7.5.5 state Archimedes principle; *
7.5.6 determine the density of an object using Archimedes principle; *

7.6 Upthrust 7.6.1 explain the significance of up thrust exerted by a liquid on a *

body;

7.7 Principle of Floatation 7.7.1 state the principle of floatation; *

7.8 Elasticity 7.8.1 define elasticity; *

7.8.2 explain that a force may produce change in size and shape of a *
body;

7.9 Stress, Strain and Young’s 7.9.1 define the terms stress, strain and Young’s modulus; *
Modulus 7.9.2 state Hooke’s law and explain elastic limit. *

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 K U A
8. Thermal Properties of Matter Candidates should be able to:
8.1 Temperature and Heat 8.1.1 define temperature; *
8.1.2 define heat; *
8.2 Thermometer 8.2.1 list basic thermometric properties for a material to construct a *
thermometer;
8.2.2 convert the temperature from one scale to another scale *
(Fahrenheit, Celsius and Kelvin scales);
8.2.3 describe rise in temperature of a body in terms of an increase in *
its internal energy;

8.3 Specific Heat Capacity 8.3.1 describe the terms heat capacity and specific heat capacity; *

8.4 Latent Heat of Fusion 8.4.1 describe heat of fusion and heat of vapourization; *

8.5 Latent Heat of Vapourization 8.5.1 determine heat of fusion and heat of vapourization of ice and *
water respectively by sketching temperature-time graph;

8.6 Evaporation 8.6.1 explain the process of evaporation and differentiate between *
boiling and evaporation;
8.6.2 explain that evaporation causes cooling; *
8.6.3 describe factors which influence surface evaporation; *

8.7 Thermal Expansion 8.7.1 describe qualitatively the thermal expansion of solids *
(linear and volumetric expansion);
8.7.2 explain the thermal expansion of liquids (real and apparent *
expansion).

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 K U A
9. Transfer of Heat Candidates should be able to:

9.1 Processes of Heat Transfer 9.1.1 describe thermal energy; *

9.1.2 explain in terms of molecules and electrons how heat transfer *
occurs in solids;
9.1.3 describe the factors affecting the transfer of heat through solid *
conductors and hence define the term ‘thermal conductivity’;
9.1.4 solve problems based on thermal conductivity of solid *
conductors;
9.1.5 identify examples of good and bad conductors of heat; *
9.1.6 describe the uses of good and bad conductors; *

9.2 Conduction 9.2.1 explain that insulation reduces energy transfer by conduction; *

9.3 Convection 9.3.1 explain the convection currents in fluids due to difference in *
density;
9.3.2 state some examples of heat transfer by convection in everyday *
life;

9.4 Radiation 9.4.1 describe the process of radiation from all objects; *

9.5 Consequences and Everyday 9.5.1 explain that energy transfer by radiation does not require a *
Application of Heat Transfer medium and that the rate of energy transfer is affected by;
• colour and texture of the surface
• surface temperature
• surface area

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Part II (Class X)

Cognitive levels
Topics Student Learning Outcomes
K U A
10. Simple Harmonic Motion and Candidates should be able to:
Waves
10.1 Simple Harmonic Motion 10.1.1 state the conditions necessary for an object to oscillate with *
SHM;
10.1.2 explain SHM with simple pendulum, ball and bowl examples; *
10.1.3 draw forces acting on a displaced pendulum; *
l
10.1.4 solve problems by using the formula T = 2π for simple *
g
pendulum;
10.1.5 explain that damping progressively reduces the amplitude of *
oscillation;

10.2 Waves, their Nature and 10.2.1 describe wave motion as illustrated by vibrations in rope, slinky *
Types spring and by experiments with water waves;
10.2.2 describe that waves are means of energy transfer without transfer *
of matter;
10.2.3 distinguish between mechanical and electromagnetic waves; *
10.2.4 identify transverse and longitudinal waves in mechanical media, *

10.3 Properties of Waves 10.3.1 describe properties of waves such as reflection, refraction and *
diffraction with the help of ripple tank;

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 K U A
10.4 Characteristics of Waves 10.4.1 define the terms speed (v), frequency (f), wavelength (λ), time *
period (T), amplitude, crest, trough, cycle, wave front,
compression and rarefaction;
10.4.2 derive equation V=f λ; *
10.4.3 solve problems by applying the relation f = 1/T and V= f λ. *

11. Sound Candidates should be able to:

11.1 Sound Waves 11.1.1 explain production of sound waves; *

11.1.2 describe the longitudinal nature of sound waves; *

11.2 Characteristics of Sound 11.2.1 define the terms pitch, loudness and quality of sound; *
11.2.2 describe the effect of change in amplitude on loudness and the *
effect of change in frequency on pitch of sound;
11.2.3 define intensity and state its SI unit; *
11.2.4 describe intensity level and mention its unit; *
11.2.5 describe the importance of acoustic protection; *

11.3 Noise Pollution 11.3.1 describe that noise is a nuisance; *

11.3.2 describe how reflection of sound may produce echo; *

11.4 Audible Frequency Range 11.4.1 describe audible frequency range; *

11.4.2 describe the uses of ultrasound. *

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 K U A
12. Geometrical Optics Candidates should be able to:

12.1 Reflection Of Light 12.1.1 describe the terms used in reflection including normal, angle of *
incidence, angle of reflection;
12.1.2 state laws of reflection; *

12.2 Image Location by Spherical 12.2.1 solve problems of image location by spherical mirrors by using *
Mirror Equation mirror formula;
12.3 Refraction of Light 12.3.1 define the terms ‘angle of incidence (i)’ and ‘angle of refraction *
(r)’;
12.3.2 state laws of refractions; *
12.3.3 demonstrate the passage of light through parallel-sided *
transparent material;
12.3.4 solve problems by using different formulae; *
i. sin ∠ i / sin ∠ r
ii. speed of light in vacuum / speed of light in the given
medium
iii. real depth / apparent depth
12.3.5 demonstrate the passage of light through a glass prism; *

12.4 Total Internal Reflection 12.4.1 state the conditions necessary for total internal reflection; *
12.4.2 describe the use of total internal reflection in light propagation; *
12.4.3 describe the relation between critical angle and refractive index; *
12.5 Image Location By Lens 12.5.1 demonstrate that light is refracted through lenses; *
Equation 12.5.2 solve problems of image location by lenses using lens formula; *

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 K U A
12.6 Magnifying Power and 12.6.1 define power of a lens and state its unit; *
Resolving Power 12.6.2 define the terms resolving power and magnifying power; *

12.7 Compound Microscope 12.7.1 draw a ray diagram of a simple microscope and determine its *
magnifying power;
12.7.2 draw a ray diagram of a compound microscope and mention its *
magnifying power;

12.8 Telescope 12.8.1 draw a ray diagram of a telescope and mention its magnifying *
power;

12.9 Defects in Vision 12.9.1 draw ray diagrams to show the formation of images in the normal *
eye, a short-sighted eye and a long-sighted eye;
12.9.2 describe the correction of short-sightedness and long-sightedness. *

13. Electrostatics Candidates should be able to:

13.1 Electric Charge 13.1.1 describe simple experiments to show the production and *
detection of electric charge;
13.1.2 discuss the potential dangers of electrostatic charges; *

13.2 Electrostatic Induction 13.2.1 describe experiments to show electrostatic charging by induction; *
13.2.2 state that there are positive and negative charges; *

13.3 Electroscope 13.3.1 describe the construction and working principle of electroscope; *

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 K U A
13.4 Coulomb’s Law 13.4.1 explain Coulomb’s law; *
13.4.2 solve problems on electrostatic charges by using Coulomb’s law; *

13.5 Electric Field and its 13.5.1 define electric field and electric field intensity; *
Intensity 13.5.2 draw electric field lines for an isolated positive and negative *
point charges;

13.6 Electrostatic Potential 13.6.1 describe the concept of electrostatic potential; *

13.6.2 define the unit ‘volt’; *
13.6.3 describe potential difference; *

13.7 Applications of Electrostatic 13.7.1 describe a situation in which static electricity is dangerous and *
discuss the precautions taken to ensure the safe discharge of
static electricity;
13.7.2 describe the application of electrostatics; *

13.8 Capacitors and Capacitance 13.8.1 describe a capacitor; *

13.8.2 define capacitance and state its unit; *
13.8.3 derive the formula for the effective capacitance of a number *
of capacitors connected in series and in parallel;
13.8.4 apply the formula for the effective capacitance of a number *
of capacitors connected in series and in parallel to solve related
problems;

13.9 Different Types of Capacitors 13.9.1 differentiate between a fixed and a variable capacitor. *

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 K U A
14. Current Electricity Candidates should be able to:

14.1 Electric Current 14.1.1 define electric current; *

14.1.2 describe the concept of conventional current; *

14.2 Potential Difference and 14.2.1 investigate the potential difference across a circuit component *
e.m.f and mention its unit;

14.3 Ohm’s Law 14.3.1 describe Ohm’s law and its limitations; *

14.4 Resistance 14.4.1 define resistance and its unit; *

(Series and Parallel 14.4.2 calculate the effective resistance of a number of resistances *
Combinations) connected in series and also in parallel;
14.4.3 describe the factors affecting the resistances of a metallic *
conductor;
14.4.4 distinguish between conductors and insulators; *

14.5 The I-V Characteristics for 14.5.1 draw and interpret the I-V characteristics graph for a metallic *
Ohmic and Non-Ohmic conductor, a filament lamp and a thermistor;
Conductors
14.6 Electrical Power and Joule’s 14.6.1 describe that energy is dissipated in a resistance and explain *
Law Joule’s law;
14.6.2 apply the equation E=IVt = I2Rt = V 2 t/R to solve numerical *
problems;
14.6.3 calculate the cost of energy when given the cost per kWh; *
14.6.4 distinguish between D.C and A.C.; *
14.7 Uses of Circuit Components 14.7.1 identify circuit components and describe their uses; *

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 K U A
14.8 Measuring Instruments 14.8.1 describe the use of electrical measuring devices like *
(Galvanometer, Ammeter, galvanometer, ammeter and voltmeter;
Voltmeter) 14.8.2 construct simple series and parallel circuits; *
14.8.3 explain the behaviour of light bulbs in series and parallel circuit *
such as, for celebration lights;

14.9 Alternating Current (A.C) 14.9.1 state the functions of live, neutral and earth wires in the domestic *
main supply;
14.9.2 explain why domestic supplies are connected in parallel series; *

14.10 Safety Measures 14.10.1 describe hazards of electricity; *

(damage insulation, overheating of cables, damp condition)
14.10.2 explain the use of safety measures in household electricity *
(fuse, circuit breaker, earth wire).

15. Electromagnetism Candidates should be able to:

15.1 Magnetic Effect of a Steady 15.1.1 demonstrate that an electric current in a conductor produces a *
Current magnetic field around it;

15.2 Force on a Current Carrying 15.2.1 describe that a force acts on a current carrying conductor placed *
Conductor in a Magnetic in a magnetic field as long as the conductor is not parallel to the
Field magnetic field;

15.3 Turning Effect on a Current 15.3.1 describe that a current carrying coil in a magnetic field *
Carrying Coil in a Magnetic experiences a torque with the help of Fleming’s left hand rule;
Field

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 K U A
15.4 D.C Motor 15.4.1 relate the turning effect on a coil to the action of a D.C. motor; *

15.5 Electromagnetic Induction 15.5.1 describe an experiment to show that a changing magnetic field *
can induce e.m.f. in a circuit;
15.5.2 describe factors affecting the magnitude of an induced e.m.f.; *
15.5.3 explain that the direction of an induced e.m.f opposes the change *
causing it and relate this phenomenon to conservation of energy;

15.6 A.C Generator 15.6.1 describe a simple form of A.C generator; *

15.7 Mutual Induction 15.7.1 describe mutual induction and state its units; *

15.8 Transformer 15.8.1 explain that a transformer works on the principle of mutual *
induction between two coils;
15.8.2 describe the purpose of transformers in A.C circuits. *

16. Introductory Electronics Candidates should be able to:

16.1 Thermionic Emission 16.1.1 explain the process of thermionic emission emitted from a *
filament;

16.2 Electron Gun and Cathode 16.2.1 describe the simple construction and use of an electron gun as a *
Rays source of electron beam;

16.3 Deflection of Electron by 16.3.1 describe the effect of electric field on an electron beam; *
Electric Field

16.4 Deflection of Electron by 16.4.1 describe the effect of magnetic field on an electron beam; *
Magnetic Field

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16.5 Cathode Rays Oscilloscope 16.5.1 describe the basic principle of CRO and make a list of its uses; *
(CRO)

16.6 Introduction to Electronics 16.6.1 differentiate between analogue and digital electronics; *
16.6.2 describe that digital signals can carry more information; *

16.7 Analogue and Digital 16.7.1 state the basic operations of digital electronics; *
Electronics

16.8 Logic Gates 16.8.1 identify and draw the symbols for the logic gates; *
(NOT, OR, AND, NOR and NAND)
16.8.2 state the action of the logic gates in truth table form with two *
inputs;
16.8.3 describe the simple uses of logic gates. *
17. Information and Communication Candidates should be able to:
Technology

17.1 Components of IT 17.1.1 describe information technology (IT) and the components of *
information technology;(hardware, software, data, procedure and
people)

17.2 Flow of Information 17.2.1 describe the transmission of; *

● electric signals through wires,
● radio waves through air,
● light signals through optical fibres;

17.3 Communication Technology 17.3.1 describe working and uses of fax machine, cell phone, photo *
phone and computer;
17.3.2 state the purpose of using e-mails and internet; *

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17.4 Storing Information 17.4.1 describe the use of information storage devices such as audio *
cassettes, video cassettes, hard discs, floppy discs, compact discs
and flash drive;

17.5 Handling Information 17.5.1 identify the functions of word processing, data managing, *
monitoring and controlling.

18. Radioactivity Candidates should be able to:

18.1 Atom and Atomic Nucleus 18.1.1 describe Rutherford’s nuclear model; *
18.1.2 describe the composition of the nucleus of an atom in terms of *
protons and neutrons;
18.1.3 explain that the number of protons in a nucleus distinguishes one *
element from the other;
18.1.4 show various nuclides by using the symbol of proton number Z, *
nucleon number A and the nuclide notation X;

18.2 Natural Radioactivity 18.2.1 explain that some nuclei are unstable; *
18.2.2 describe the three types of radiation (α, β & γ); *
18.2.3 state, for radioactive emissions; *
● their nature,
● their relative ionizing effects,
● their relative penetrating abilities,
18.2.4 explain that an element may change into another element *
when radioactivity occurs;

18.3 Natural Transmutations 18.3.1 show changes in the composition of the nucleus by symbolic *
equations when alpha or beta particles are emitted;

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18.4 Background Radiation 18.4.1 describe that radioactive emissions occur randomly over space *
and time;
18.4.2 show an awareness of the existence of background radiation and *
its sources;

18.5 Half Life 18.5.1 explain the meaning of half life of a radioactive material; *
18.5.2 calculate the half life and draw its graph; *

18.6 Radio Isotopes 18.6.1 describe radio isotopes and their uses; *
18.6.2 describe the process of carbon dating to estimate the age of *
ancient objects;

18.7 Fission and Fusion 18.7.1 describe the processes of fission and fusion; *

18.8 Hazards of Radioactivity and 18.8.1 describe hazards of radioactive materials. *

Safety Measures

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4. Scheme of Assessment

Class IX

Table 1: Number of Student Learning Outcomes by Cognitive Level

Topic No. of SLOs

Topics Total
No. Sub-topics K U A
1. Physical Quantities and Measurement 7 2 6 3 11
2. Kinematics 10 3 7 8 18
3. Dynamics 5 5 10 7 22
4. Turning Effect of Forces 6 5 5 4 14
5. Gravitation 5 4 6 2 12
6. Work and Energy 6 7 6 6 19
7. Properties of Matter 9 8 11 3 22
8. Thermal Properties of Matter 7 3 8 2 13
9. Transfer of Heat 5 2 8 1 11
Total 60 39 67 36 142
Percentage 28 47 25

Table 2: Allocation of Marks for the Multiple Choice Questions (MCQs),

Constructed Response Questions (CRQs) and
Extended Response Questions (ERQs)

Marks
No. of
Topic Multiple Constructed Extended
Topics Sub- Total
No. Choice Response Response
topics
Questions Questions Questions
1. Physical Quantities
7 3 3 - 6
and Measurement
2. Kinematics 10
5 6 5 16
3. Dynamics 5
4. Turning Effect of
6 3 3 - 6
Forces
5. Gravitation 5 3 3 - 6
6. Work and Energy 6
6 6 5 17
7. Properties of Matter 9
8. Thermal Properties
7
of Matter 5 4 5 14
9. Transfer of Heat 5
Total 60 25 25 15 65
Practical 10
(see annex B)
Total 75

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 Table 3: Paper Specifications

Topic
Topics Marks Distribution Total Marks
No.
Physical Quantities and MCQ 3 @ 1 Mark
1. 06
Measurement CRQ 1 @ 3 Marks
MCQ 5 @ 1 Mark
2. Kinematics
CRQ 2 @ 3 Marks
16
*ERQ 1 @ 5 Marks
3. Dynamics
Choose any ONE from TWO
MCQ 3 @ 1 Mark
4. Turning Effect of Forces 06
CRQ 1 @ 3 Marks
MCQ 3 @ 1 Mark
5. Gravitation 06
CRQ 1 @ 3 Marks
6. Work and Energy MCQ 6 @ 1 Mark
CRQ 2 @ 3 Marks
17
7. Properties of Matter ERQ 1 @ 5 Marks
Choose any ONE from TWO
MCQ 5 @ 1 Mark
8. Thermal Properties of Matter CRQ 1 @ 4 Marks
14
ERQ 1 @ 5 Marks
9. Transfer of Heat Choose any ONE from TWO
MCQs CRQs ERQs
Total 65
25 25 15
Practical 10
Total 75

* Extended response questions (ERQs) will require answers in more descriptive

form. The answers will be in a paragraph rather than a word or a single
sentence.

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 Class X
Table 4: Number of Student Learning Outcomes by Cognitive Level

Topic No. of SLOs

Topics Total
No. Sub-topics K U A
10. Simple Harmonic Motion and Waves 4 3 7 3 13
11. Sound 4 2 9 0 11
12. Geometrical Optics 9 6 4 10 20
13. Electrostatics 9 4 12 3 19
14. Current Electricity 10 3 12 6 21
15. Electromagnetism 8 0 10 2 12
16. Introductory Electronics 8 2 8 1 11
17. Information and Communication
5 2 4 0 6
Technology
18. Radioactivity 8 1 15 1 17
Total 65 23 81 26 130
Percentage 18 62 20

Table 5: Allocation of Marks for the Multiple Choice Questions (MCQs),

Constructed Response Questions (CRQs) and
Extended Response Questions (ERQs)

Marks
No. of
Topic Multiple Constructed Extended
Topics Sub- Total
No. Choice Response Response
topics
Questions Questions Questions
10. Simple Harmonic
4
Motion and Waves 4 4 5 13
11. Sound 4
12. Geometrical Optics 9 4 5 5 14
13. Electrostatics 9
4 6 5 15
14. Current Electricity 10
15. Electromagnetism 8 4 3 - 7
16. Introductory
8
Electronics
17. Information and 4 3 - 7
Communication 5
Technology
18. Radioactivity 8 5 4 - 9
Total 65 25 25 15 65
Practical (see annex B) 10
Total 75

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 Table 6: Paper Specifications

Topic Total
Topics Marks Distribution
No. Marks
MCQ 4 @ 1 Mark
10. Simple Harmonic Motion and Waves CRQ 1 @ 4 Marks
13
*ERQ 1 @ 5 Marks
11. Sound Choose any ONE from TWO
MCQ 4 @ 1 Mark
CRQ 1 @ 2 Marks
12. Geometrical Optics CRQ 1 @ 3 Marks 14
ERQ 1 @ 5 Marks
Choose any ONE from TWO
MCQ 4 @ 1 Mark
13. Electrostatics
CRQ 2 @ 3 Marks
15
ERQ 1 @ 5 Marks
14. Current Electricity
Choose any ONE from TWO
MCQ 4 @ 1 Mark
15. Electromagnetism 07
CRQ 1 @ 3 Marks
16. Introductory Electronics
MCQ 4 @ 1 Mark
Information and Communication 07
17. CRQ 1 @ 3 Marks
Technology
MCQ 5 @ 1 Mark
18. Radioactivity 09
CRQ 1 @ 4 Marks
MCQs CRQs ERQs
Total 65
25 25 15
Practical 10
Total 75

* Extended response questions (ERQs) will require answers in more descriptive

form. The answers will be in a paragraph rather than a word or a single
sentence.

4.1 Tables 1 and 4 summarize the number and nature of SLOs in each topic in
classes IX and X. This will serve as a guide in the construction of the
examination paper. It also indicates that more emphasis has been given to
Understanding (47% and 62%), Application and higher order skills
(25% and 20%) to discourage rote memorization. Tables 1 and 4 however do not
translate directly into marks.

4.2 There will be two examinations, one at the end of Class IX and one at the end of
Class X.

4.3 In each class, the theory paper will be in two parts: paper I and paper II. Both papers
will be of duration of 3 hours.

4.4 Paper I theory will consist of 25 compulsory, multiple choice items. These questions
will involve four response options.

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4.5 Paper II theory will carry 40 marks and consist of a number of compulsory, structured
questions and a number of extended response questions. Each extended response
question will be presented in an either/or form.

4.6 Practical examination will be conducted separate from the theory paper. It will be
based on the list of practical activities listed in the examination syllabus.

4.7 All constructed response questions will be in a booklet which will also serve as an
answer script.

4.8 Practical exams to assess performance skills will carry 10 marks in class IX
and 10 marks in class X.

4.9 It is essential for each school to equip its laboratories with chemicals, instruments,
apparatus, specimens etc. according to the requirements of the practicals. Each school
will be responsible to make sure that each student is provided the opportunity to do the
practicals.

List of practicals is attached as annex B.

5. Teaching-Learning Approaches and Classroom Activities

• Instead of one way communication that is lecture by the teachers or dictating

notes, it should be interactive teaching with full and increased involvement of
students.
• Teachers should encourage question/answer sessions in the classroom.
• Investigative approach through increased opportunities for inquiry and finding
the solutions by students themselves.
• Use of videos, software and internet.
• Demonstrations
• Group discussions/work
• Teacher should relate physics to daily life
• Activity-based learning including project assignment

6. Recommended Text and Reference Material

Recommended Books

1. Punjab Textbook Board (2012). Physics for Class IX. Lahore: Punjab
Textbook Board.
2. Punjab Textbook Board (2012). Physics for Class X. Lahore: Punjab Textbook
Board.
3. Abbas, Ghayyur. (2012). Physics Practical Notebook for Class IX: New Star
Book Depot.
4. Abbas, Ghayyur. (2004). Physics Practical Notebook for Class X: New Star
Book Depot.

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 Reference Books

1. Pople, S. (2001). Explaining Physics/Complete Physics. Karachi: Oxford

University Press.
2. Duncan, T (1995). O Level Physics (3`d Ed). United Kingdom: John Murray.
3. Abbot, A. F. (1989). Physics. India: Heinemann Educational Publishers.
4. Sindh Textbook Board (2007). Physics for Classes IX and X. Jamshoro: Sindh
Textbook Board.
5. John Avison, (Rev Edition). The World of Physics. Nelson.

Recommended Websites

1. www.learningsupport.akueb.edu.pk
2. www.extremescience.com
3. www.wyp-ptm.org
4. www.particleadventure.org
5. www.physorg.com
6. www.explorelearning.com
7. www.fearofphysics.com
8. www.aip.org/success/
9. www.scienceworld.wdfram.com
10. www.iaps.info/index.php
11. www.gravitycontrol.org
12. www.strategian.com
13. www.opticsnotes.com
14. www.iit.edu/~smile/ph9115.html
15. www.explorescience.com
16. www.practicalphysics.org
17. www.physics2005.org
18. www.amasci.com/ele-projs.html
19. www.tpt.org/newtons/
20. www.junkscience.com
21. www.physlink.com
22. www.amasci.com/amateur/answers1.html
23. www.edge.org
24. www.aerospaceweb.org
25. www.makaku.org/article_physicsof extra.html
26. www.electronicpeasant.com/
27. www.fourmilab.ch/earthview/satellite.html
28. www.dansworkshop.com
29. www.chemcases.com/nuclear/
30. www.physics.nist.gov/cuu/units/index.html

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7. Definition of Cognitive Levels and Command Words

7.1 Definition of Cognitive Levels

Knowledge

This requires knowing and remembering facts and figures, vocabulary and contexts,
and the ability to recall key ideas, concepts, trends, sequences, categories, etc. It can
be taught and evaluated through questions based on: who, when, where, what, list,
define, describe, identify, label, tabulate, quote, name, state, etc.

Understanding

This requires understanding information, grasping meaning, interpreting facts,

comparing, contrasting, grouping, inferring causes/reasons, seeing patterns,
organizing parts, making links, summarizing, solving, identifying motives, finding
evidence, etc. It can be taught and evaluated through questions based on: why, how,
show, demonstrate, paraphrase, interpret, summarize, explain, prove, identify the
main idea/theme, predict, compare, differentiate, discuss, chart the course/direction,
report, solve, etc.

Application

This requires using information or concepts in new situations, solving problems,

organizing information and ideas, using old ideas to create new ones, generalizing
from given facts, analyzing relationships, relating knowledge from several areas,
drawing conclusions, evaluating worth, etc. It can be taught and evaluated through
questions based on: differentiate, analyze, show relationship, propose an alternative,
prioritize, give reasons for, categorize, illustrate, corroborate, compare and contrast,
create, design, formulate, integrate, rearrange, reconstruct/recreate, reorganize, predict
consequences, etc.

7.2 Definition of Command Words

Knowledge

Define: Only a formal statement or equivalent paraphrase is required.

No examples need to be given.

Identify: Pick out, recognizing specified information from a given

content or situation.

List: Requires a number of points, generally each of one word, with

no elaboration. Where a given number of points are specified,
this should not be exceeded.

Recall: To bring back to mind and write down, as it is given in the text
that you have already memorized.

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 State: Implies concise answer with little or no supporting argument,
for example a numerical answer that can be obtained by
inspection.

Write: To construct full sentences of continuous prose, not

abbreviated text.

Understanding

Classify: To state a basis for categorization of a set of related entities

and assign examples to categories.

Compare: To list the main characteristics of two entities clearly

identifying similarities (and differences).

Conceptualize: To form or prove a concept through observation, experience,

facts or given data.

Derive: To arrive at a general formula by calculating step by step.

Describe: To state in words (using diagrams where appropriate) the main

points of the topic. It is often used with reference either to a
particular phenomena or experiments. In the former instance,
the term usually implies that the answer should include
reference to (visual) observations associated with the
phenomena.

Differentiate: To identify those characteristics which are always or

sometimes distinguish between two categories.

Discuss: To give a critical account of the point involved in the topic.

Distinguish: To identify those characteristics which are always or

sometimes distinguish between two categories.

Explain: To reason or use some reference to theory, depending on the

context.

Relate: Describe how things depend upon, follow from or are part of
another.

Show: Demonstrate with evidence.

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 Application

Analyse: To go beyond using the information for relating different

characteristics of the components in given material and for
drawing conclusions on the basis of common characteristics.

Apply: To use the available information in different contexts to relate

and draw conclusions.

Calculate: Is used when a numerical answer is required. In general,

working should be shown, especially where two or more steps
are involved.

Construct: Make a simple freehand sketch or diagram. Care should

be taken with proportions and the clear labelling of parts.

Convert: Change or adapt from one system or units to another.

Demonstrate: To show by argument, facts or other evidences the validity of a

statement or phenomenon.

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 standard formula, e.g.
relative molecular mass.

Draw: To make a simple freehand sketch or diagram. Care should be

taken with proportions and the clear labelling of parts.

Interpret: Clarify both the explicit meaning and the implications of given
information.

Investigate: Thoroughly and systematically consider a given problem or a

statement in order to find out the result or rule applied.

Plot: To locate and mark one or more points, on a graph by means

of coordinates and to draw a graph through these points.

Prove: To establish a rule or law by using an accepted sequence of

procedures on statements.

Solve: To work out systematically the answer of a given problem.

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 Annex A
SSC Scheme of Studies3
AKU-EB as a national board offers SSC and HSSC qualifications for both English and Urdu
medium schools. The revised SSC Scheme of Studies issued by the Curriculum Wing was
implemented from September 2007. Accordingly, each SSC subject will be taught across
both the classes IX and X. The Science and Humanities group subjects are offered at SSC
level. The marks allocated to subjects in the revised National Scheme of Studies of
September 2007 have been followed.
SSC I and II (Class IX and X) subjects on offer for examination
SSC Part-I (Class IX) Science Group
Marks
Subjects Medium
Theory Practical Total
English Compulsory-I 75 - 75 English
Urdu Compulsory-I OR Urdu
Urdu Aasan a OR 75 - 75 Urdu
History and Geography of Pakistan-I b English
Islamiyat-I OR Ethics-I c *30 - *30 English / Urdu
Pakistan Studies-I *45 - *45 English / Urdu
Mathematics-I 75 - 75 English / Urdu
Physics-I 65 10 75 English / Urdu
Chemistry-I 65 10 75 English / Urdu
Biology-I OR English / Urdu
65 10 75
Computer Science-I English
Total: *495 30 *525
SSC Part-II (Class X) Science Group
Marks
Subjects Medium
Theory Practical Total
English Compulsory-II 75 - 75 English
Urdu Compulsory-II OR Urdu
Sindhi a OR 75 - 75 Sindhi
History and Geography of Pakistan-IIb English
Islamiyat-II OR Ethics-II c *45 - *45 English / Urdu
Pakistan Studies-II *30 - *30 English / Urdu
Mathematics-II 75 - 75 English / Urdu
Physics-II 65 10 75 English / Urdu
Chemistry-II 65 10 75 English / Urdu
Biology-II OR English / Urdu
65 10 75
Computer Science-II English
Total: *495 30 *525
a. Candidates from the province of Sindh may appear in “Urdu Aasan” in SSC Part I and in “Sindhi” in Part II
examination.
b. Foreign students may opt HISTORY and GEOGRAPHY OF PAKISTAN in lieu of Urdu Compulsory, subject to
the Board’s approval.
c. For non-Muslim candidates only.
* The above will be implemented in
SSC Part I 2013 Examinations and onwards
SSC Part II 2014 Examinations and onwards

3
Government of Pakistan September 2007. Scheme of Studies for SSC and HSSC (Classes IX-XII). Islamabad: Ministry of Education,
Curriculum Wing.

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SSC Part-I (Class IX) Humanities Group
Subjects Marks Medium
English Compulsory-I 75 English
Urdu Compulsory-I OR Urdu
Urdu Aasan a OR 75 Urdu
History and Geography of Pakistan-I b English
Islamiyat-I OR Ethics-I c *30 English / Urdu
Pakistan Studies-I *45 English / Urdu
General Mathematics-I 75 English / Urdu
Any three of the following Elective Subjects 225
1. **Geography-I (75 each) English / Urdu
2. General Science-I English / Urdu
3. Computer Science-I (65+10 practical) English
4. Economics-I English / Urdu
5. Civics-I English / Urdu
6. **History of Pakistan-I English / Urdu
7. **Elements of Home Economics-I English / Urdu
8. **Food and Nutrition-I (65+10 practical) English / Urdu
9. **Art & Model Drawing-I English
10. **Business Studies-I English
11. **Environmental Studies-I English
Total: *525
SSC Part-II (Class X) Humanities Group
Subjects Marks Medium
English Compulsory-II 75 English
Urdu Compulsory-II OR 75 Urdu
Sindhi a Sindhi
History and Geography of Pakistan-II b OR English
Islamiyat-II OR Ethics-II c *45 English / Urdu
Pakistan Studies-II *30 English / Urdu
General Mathematics-II 75 English / Urdu
Any three of the following Elective Subjects 225
1. **Geography-II (75 each) English / Urdu
2. General Science-II English / Urdu
3. Computer Science-II (65+10 practical) English
4. Economics-II English / Urdu
5. Civics-II English / Urdu
6. **History of Pakistan-II English / Urdu
7. **Elements of Home Economics-II English / Urdu
8. **Food and Nutrition-II (65+10 practical) English / Urdu
9. **Art & Model Drawing-II English
10. **Business Studies-II English
11. **Environmental Studies-II English
Total: *525
SSC Part-I and Part-II (Class IX-X) (Additional Subjects)
SSC Part I SSC Part II Marks Medium
d d English
1. **Literature in English-I 1. **Literature in English-II
d
2. **Commercial Geography-I 2. **Commercial Geography-II d 75 each English
3. **Additional Mathematics-I d 3. **Additional Mathematics-II d English
a. Candidates from the province of Sindh may appear in “Urdu Aasan” in SSC Part I and in “Sindhi” in Part II
examination.
b. Foreign students may opt HISTORY and GEOGRAPHY OF PAKISTAN in lieu of Urdu Compulsory, subject to
the Board’s approval.
c. For non-Muslim candidates only. d. Subject will be offered as Additional Subject.
* The above will be implemented in
SSC Part I 2013 Examinations and onwards SSC Part II 2014 Examinations and onwards
**These subjects are offered ONLY in the May examination.
Latest Revision June 2012 Page 68
 Annex B
List of Practical Activities

Class IX

SLO
S. No. OBJECTIVE APPARATUS
No.
Topic 1: Physical Quantities and Measurement
To measure the area of cross section by measuring diameter of a solid cylinder
1. 1.6.1 Vernier callipers, solid cylinder.
with vernier callipers.
2. 1.6.3 To measure the thickness of a metal strip or a wire by using a screw gauge. Screw gauge, wire or metal strip.
Topic 2: Kinematics
Gravesand’s apparatus, slotted
3. 2.6.1 To find the weight of an unknown object by using vector addition of forces. weights with hangers, plane
mirror strips, plumb line, thread.
To find the acceleration of a ball rolling down an angle iron by drawing a graph Angle iron, iron ball, iron stand,
4. 2.8.3
between 2S and T2. stopwatch, set square.
To study the relationship between load and extension (Helical spring) by drawing a Helical spring with stand, pan,
5. 2.8.4
graph. weight box, meter rod.
Free fall apparatus, pendulum
6. 2.10.1 To find the value of “g” by free fall method. bob, thread, candle, piece of
chalk, plumb line.
Topic 3: Dynamics
Two iron stands, two spring
balance, metre rod, wedge,
7. 3.3.5 To find the tension in strings by balancing a meter on the stands.
slotted weight with hangers,
thread.

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 SLO
S. No. OBJECTIVE APPARATUS
No.
Topic 4: Turning Effect of Forces
Meter rod, weight box, thread,
8. 4.2.2 To find the weight of an unknown object by using principle of moments.
wooden wedge.
Meter rod, weight box, thread,
9. 4.2.2 To verify the principle of moments by using a meter rod balanced on a wedge.
wooden wedge.
Topic 7: Properties of Matter
Physical balance, weight box,
10. 7.5.6 To find the density of a body heavier than water by Archimedes principle. beaker, thread, small wooden
bench, thermometer, water.
Topic 8: Thermal Properties of Matter
Polystyrene cup with lid and stirrer,
To find the specific heat by the method of mixture using polystyrene cups. (used as
11. 8.3.1 hypsometer, burner, thermometer,
container of negligible heat capacity).
physical balance, weight box, water.
Thermometer, beaker, spirit
To draw a graph between temperature and time when ice is converted into water and
12. 8.5.1 lamp, sand, ice, stop watch,
then to steam by slow heating.
burner.

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Class X

SLO
S. No. OBJECTIVE APPARATUS
No.
Topic 10: Simple Harmonic Motion and Waves
A metallic bob with a hook, stop
To study the effect of the length of simple pendulum on time and hence find “g” watch, cork, Vernier callipers,
1. 10.1.2
by calculation. thread, iron stand, meter rod,
piece of chalk.
Different metallic bobs with a
To prove that time period of a simple pendulum is independent of (i) mass of the hook, stop watch, cork, Vernier
2. 10.1.2
pendulum (ii) amplitude of the vibration. callipers, thread, iron stand,
meter rod, piece of chalk.
Topic 12: Geometrical optics
Glass slab, drawing pins,
3. 12.3.3 To verify the laws of refraction by using a glass slab. common pins, drawing board,
white paper.
Glass prism, drawing board,
To trace the path of a ray of light through glass prism and measure the angle of
4. 12.3.5 common pins, drawing pins,
deviation.
white paper, meter rod.
Concave mirror, sharp pointed
bright needle, stand, meter rod,
5. 12.5.1 To find the refractive index of water by using concave mirror.
set square, knitting needle, two
wooden blocks.
Convex lens, knitting needles,
6. 12.7.1 To find the focal length of a convex lens by parallax method. convex lens holder, needle
stands, optical bench.

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 SLO
S. No. OBJECTIVE APPARATUS
No.
Topic 14: Current Electricity
Voltmeter, ammeter, battery,
7. 14.3.1 Verify Ohm’s law (using wire as conductor). connecting wires, resistance,
rheostat.
Two resistances, voltmeter,
8. 14.4.2 To study resistors in series circuit. ammeter, key, battery,
connecting wires, sand paper.
Two resistances, voltmeter,
9. 14.4.2 To study resistors in parallel circuit. ammeter, key, battery,
connecting wires, sand paper.
Galvanometer, high resistance
box, fractional resistance box,
10. 14.8.1 To find the resistance of galvanometer by half deflection method.
two key plugs, cell, connecting
wires.
Topic 15: Electromagnetism
Circular coil of insulated copper
fitted in a board, white paper
11. 15.1.1 To trace the magnetic field due to a current carrying circular coil. plain sheet (A-4 size), scissors,
compass needle, battery, key
plug, rheostat, connecting wires.
Topic 16: Introductory electronics
DC power supply, OR gate
(7432), AND gate (7408), LED
12. 16.8.2 To verify the truth table of OR, AND, gates.
indicator module, two key plugs,
connecting wires.

Latest Revision June 2012 Page 72