Published by

Aga Khan University Examination Board

Block - C, IED - PDC, 1-5/B-VII
Federal B. Area, Karimabad, Karachi, Pakistan.

Latest revision: January 2025

(This syllabus has been periodically revised in 2012, 2017, 2022 and 2024)

© The Aga Khan University Examination Board, 2025

All rights and entitlements reserved.

This syllabus is developed by Aga Khan University Examination Board for distribution to
all its affiliated schools only. No part of this syllabus may be copied, reproduced or used for
any other purpose whatsoever without prior written permission of the
Aga Khan University Examination Board.
 Secondary School Certificate
Examination Syllabus

PHYSICS
GRADES IX-X

This syllabus will be examined in both

Annual and September Examination sessions from
Annual Examinations 2026 for Grade IX and Annual
Examinations 2027 for Grade X
 Table of Contents Page No.

Preface 5

Understanding of AKU-EB Syllabi 7

Subject Rationale of AKU-EB Physics 8

Student Learning Outcomes of AKU-EB SSC Physics Syllabus 10

Topic-Wise Practical Activities 48

Scheme of Assessment 52

Acknowledgements 55

For queries and feedback

Address: Aga Khan University Examination Board

Block - C, IED - PDC, 1-5/B-VII
Federal B. Area, Karimabad, Karachi, Pakistan.
Phone: (92-21) 3682-7011-8
E-mail: [email protected]
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Aga Khan University Examination Board Physics SSC Syllabus 2025 4

Preface
Established in 2002 through the Pakistan government’s ordinance, the Aga Khan University
Examination Board (AKU-EB) is country’s first private autonomous qualification awarding
body for Secondary School Certificate (SSC) and Higher Secondary School Certificate
(HSSC). Its vision is to be a model of excellence and innovation in education in Pakistan and
the developing world.

AKU-EB achieves its vision by developing examination syllabi which inculcate conceptual
thinking and higher-order learning and is aligned with the National Curriculum and mapped
with provincial curricula and international standards. AKU-EB revises its syllabi periodically
to support the needs of students, teachers and society.

The aims of the syllabus review of SSC and HSSC are to:

 Ensure continued compatibility with the goals of the National Curriculum of Pakistan.

 Review the content for inclusion of new knowledge and deletion of obsolete knowledge.

 Review the content for clarity and relevance as per the changing needs of students,
teachers and society

 Enhance and strengthen continuation and progression of content both within and across
grades IX - XII (SCC and HSSC).

 Ensure the readiness of students for higher education.

During the syllabus review, the needs of all the stakeholders were identified through a needs-
assessment survey. Students and teachers of AKU-EB affiliated schools from across Pakistan
participated in the survey. Thereafter, a revision panel, which consisted of examiners, teachers
of affiliated and non-affiliated schools, teacher trainers and university academicians, reviewed
and revised the syllabus following a planned, meticulous and standardised syllabi review
process.

The development of the revised syllabus has been made possible by the creativity and relentless
hard work of the Curriculum and Examination Development unit and the constant support
provided by all the other units of AKU-EB. We are particularly thankful to
our Principal Syllabus Reviewers, Syllabus Revision Panellists and all other reviewers for their
contribution. We are also thankful to all the students and teachers who took part in the needs
assessment survey and to the principals of AKU-EB affiliated schools who made this
endeavour possible by facilitating and encouraging their teachers and students to be a part of
the survey and the syllabus revision panel.

Aga Khan University Examination Board Physics SSC Syllabus 2025 5

With your support and collective hard work, AKU-EB has been able to take the necessary steps
to ensure effective implementation of the National Curriculum of Pakistan through this
syllabus. We are confident that this syllabus will continue to provide the support that is needed
by students to progress to the next level of education and we wish the very best to our students
and teachers in implementing this syllabus.

Dr Naveed Yousuf
Chief Executive Officer (CEO), Aga Khan University Examination Board
Chair & Associate Professor of Practice, Educational Development, Faculty of Health
Science, Aga Khan University

Aga Khan University Examination Board Physics SSC Syllabus 2025 6

Understanding of AKU-EB Syllabi
1. The AKU-EB syllabi guide the students, teachers, parents and other stakeholders
regarding the topics that will be taught and examined in each grade (IX, X, XI and XII).
In each syllabus document, the content progresses from simple to complex, thereby,
facilitating a gradual, conceptual learning of the content.

2. The topics of the syllabi are divided into Sub-Topics and student learning outcomes
(SLOs). The SLOs define the depth and the breadth at which each topic or subtopic will
be taught, learnt and examined. The syllabi also provide enabling SLOs where needed to
scaffold student learning.

3. Each SLO starts with an achievable and assessable command word such as describe,
relate, evaluate, etc. The purpose of the command words is to direct the attention of
teachers and students to specific tasks that the students are expected to undertake during
their studies.

4. The SLOs are classified under the following cognitive levels of Blooms Taxonomy:
Remember (R), Understand (U), Apply and beyond [Apply (A), Analyse (An), Evaluate
(E), Create (C)]. This is to facilitate effective planning for teaching, learning and
assessment. In addition, some SLOs are identified as Formative Assessments (FA), where
applicable.

5. Where applicable, Practical Activities section is provided to elaborate the assessment in

the Practical Examination.

6. The Examination Specification is provided which elucidates the weightage of each topic
in the examinations determined based on the content as well as the relevance of the topic.

7. To implement this syllabus, students and teachers can take support from additional
material provided by the board to its affiliated schools including Learning Resource
Guides, Pacing Guides and Model Papers.

8. The AKU-EB syllabi for Secondary School Certificate (SSC) and Higher Secondary
School Certificate (HSSC) are designed to foster not only conceptual understanding but
also critical thinking and problem-solving skills. These syllabi ensure students develop the
cognitive, affective and psychomotor skills essential for success at the university and
beyond.

Aga Khan University Examination Board Physics SSC Syllabus 2025 7

Subject Rationale of AKU-EB Physics
Why study Physics?

Physics is a fundamental science that explores the nature of matter, energy, and the universe.
It provides answers to basic questions about how the world works. By studying physics at the
SSC level, you will:

1. Understand Natural Phenomena: Learn how everyday occurrences, such as the

motion of objects, electricity, magnetism, heat, and light, occur according to specific
physical laws.

2. Develop Critical Thinking Skills: Physics encourages logical thinking and problem-
solving. You will learn to analyse situations, identify solutions, and make decisions
based on evidence.

3. Lay the Foundation for Future Studies: Physics is essential for students who want
to pursue careers in engineering, medicine, environmental sciences, or technology. It
provides a strong base for further studies in various scientific discipline.

4. Improve Practical Skills: Through experiments and activities, physics helps you
develop observation, experimentation, and measurement skills, which are valuable in
everyday life.

5. Contribute to Technological Advancements: Physics is the backbone of many

technological innovations that we use every day, from smartphones to energy-
efficient devices. Understanding physics enables you to contribute to and appreciate
these advancements.

Physics is not just a subject but a way of understanding the world and solving real-world
problems. Whether exploring the cosmos or understanding the smallest particles, physics will
inspire curiosity and equip you with tools to make sense of the world.

What will you learn in the AKU-EB Physics?

Physics is a fundamental branch of experimental sciences as it studies everything from the very
smallest particles of matter, such as quarks and leptons, to the vast distances between millions
and billions of galaxies and the Milky Ways. Through a systematic study of the smallest and
the largest phenomena, and everything in between, physics uncovers what is currently known
about regarding matter and energy, while also opening doors for explore the yet unknown
realms.
As Physics is based on both theoretical and as well as a practical approaches, therefore, learners
in this subject have the opportunity to design, construct, investigate, collect and interpret
meaningful data, analyse their findings and communicate results. These investigations can take
place both inside and outside the laboratory.
Physics combines content, methodology and cognitive skill which enhances the learner’s
abilities to think conceptually and critically, and to solve real-life problems.

Aga Khan University Examination Board Physics SSC Syllabus 2025 8

Where will it take you?

After studying AKU-EB Physics, students will be able to pursue the following career fields:
• Electronic Engineering
• Civil Engineering
• Electrical Engineering
• Petroleum Engineering
• Renewable Energy
• Medical Physics
• Geophysics
• Astrophysics
• Mechanical Engineering
• Software Engineering
• Automobile Engineering
• Textile Engineering
And many other related fields
How to approach the syllabus?
The AKU-EB syllabi is carefully designed with a reader-friendly approach to ensure that
students and teachers can easily comprehend it, making it functional for teaching, learning and
assessment purposes. The syllabus includes following parts:

Subject Rationale It is an introductory document for students.

Student Learning These guides students about what must be achieved
Outcomes (SLOs)
Exam It guides regarding what is expected in the examination.
Specification
Practical These includes laboratory activities to be performed during an academic
Activities year.

Additional Resources:
Pacing Guide It ensures smooth transition and curricular continuity of a school’s
academic year. It also predicts the time and pace of syllabus
implementation.
Resource Guide It includes teaching and learning resources for students and teachers.
Model Paper It guides regarding exam pattern, types of questions and marking scheme.

Command Word It clarifies expectations regarding the cognitive levels and skills that
Guide should be acquired by the students and which are assessed in its
examinations.

Aga Khan University Examination Board Physics SSC Syllabus 2025 9

Student Learning Outcomes of AKU-EB SSC Physics Syllabus
Part I (Grade IX)
Cognitive level1
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
1. Measurement Students should be able to:
1.1 Physical Quantities 1.1.1 differentiate between physical and non-physical quantities; *
1.1.2 exemplify that physics is based on physical quantities only; *
1.1.3 identify various physical quantities as base and derive *
quantities;
1.2 The International System (SI) of 1.2.1 list the seven base quantities of International System (SI) *
Units along with their symbols and units;
1.2.2 differentiate between base and derived physical quantities and *
units;
1.3 Scientific Notation 1.3.1 convert prefixes and their symbols to indicate multiples and A
sub-multiples for base and derived units;
1.3.2 convert numerical values of measurement in scientific A
notation;
1.4 Scalars and Vectors 1.4.1 differentiate between scalar and vector quantities; *
1.4.2 list out various physical quantities as scalar or vector; *
1.4.3 describe the ‘head to tail’ rule of vector addition; *
1.4.4 determine, using Pythagoras theorem and graphs, the resultant A
of two vectors at right angle;

1
R = Remember, U = Understand, A = Apply and beyond [Apply (A), Analyse (An), Evaluate (E), Create (C)]

Aga Khan University Examination Board Physics SSC Syllabus 2025 10

 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
1.5 Measuring Instruments 1.5.1 identify measuring instruments; *
 Measuring cylinder 1.5.2 determine the least count (LC) of the measuring instruments; A
 Measuring tape 1.5.3 describe the working of measuring instruments; *
 Meter rule 1.5.4 determine an average value of the measurement by measuring A
 Physical/ Electronic balance multiples values of the quantity;
 Screw gauge
 Spring balance
 Stopwatch
 Vernier callipers
1.6 Error and Accuracy 1.6.1 identify sources of errors (systematic and random) in the *
measurement;
1.6.2 differentiate between precision and accuracy; *
1.7 Significant Figures 1.7.1 describe significant figures; *
1.7.2 apply the rules for rounding a number to the appropriate A
number of significant figures.

Aga Khan University Examination Board Physics SSC Syllabus 2025 11

 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
2. Kinematics Students should be able to:
2.1 Rest and Motion 2.1.1 define rest and motion; *
2.2 Types of Motion 2.2.1 differentiate among the different types of motion, i.e., *
translatory (linear, random, circular), rotatory and vibratory
motion;
2.3 Terms Associated with Motion 2.3.1 define the following terms: *
a. distance,
b. displacement,
c. speed,
d. velocity,
e. acceleration;
2.3.2 calculate average speed, average velocity and acceleration; A
2.3.3 differentiate between: *
a. distance and displacement,
b. speed and velocity,
c. average speed and instantaneous speed,
d. uniform and non-uniform velocity,
e. uniform and non-uniform acceleration;
2.3.4 describe the universal speed limit of any object in the universe *
that is approximately 3 × 108 m/s;

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 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
2.4 Graphical Analysis of Motion 2.4.1 interpret distance-time graph and speed-time graph; E
2.4.2 determine the slope/ gradient of distance-time and speed-time A
graph;
2.4.3 infer the following states of a body based on the given graph: An
a. at rest,
b. moving with constant speed,
c. moving with positive acceleration,
d. moving with negative acceleration;
2.4.4 calculate the area under the speed-time graph of uniformly A
accelerated objects to find out the distance covered by the
objects;
2.5 Motion due to Gravity 2.5.1 define acceleration due to gravity; *
2.5.2 solve word problems related to free-falling bodies using the A
relation g = Δv/ Δt.

Aga Khan University Examination Board Physics SSC Syllabus 2025 13

 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
3. Dynamics Students should be able to:
3.1 Mass and Weight 3.1.1 differentiate between mass and weight; *
3.1.2 explain that the mass of an object resists changes from its state *
of rest or motion (inertia);
3.1.3 define gravitational field strength; *
3.1.4 solve word problems using the relation w = mg; A
3.2 Force 3.2.1 describe the concept of force with its SI unit; *
3.2.2 define contact and non-contact forces; *
3.2.3 identify the following forces as contact and non-contact forces: *
a. air resistance,
b. drag force (push, pull),
c. electrostatic force,
d. force of friction,
e. gravitational force,
f. magnetic force,
g. tension (elastic force),
h. thrust (driving force);
3.2.4 state four fundamental forces of nature in terms of their *
relative strength;
3.2.5 mention the role of Pakistani scientists in proving the weak *
forces and the electromagnetic force are unified;
3.2.6 represent the forces acting on a body using a free-body A
diagram;

Aga Khan University Examination Board Physics SSC Syllabus 2025 14

 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
3.3 Newton’s Laws of Motion 3.3.1 explain Newton’s laws of motion; *
3.3.2 state the limitations of Newton’s laws of motion; *
3.3.3 identify the effect of force on velocity of a body acting in the: *
a. same direction,
b. opposite direction,
c. perpendicular direction;
3.3.4 determine the resultant of two or more forces acting along the A
same straight line;
3.3.5 identify those objects falling in the presence of a resistive *
force may reach a terminal (constant) velocity;
3.4 Momentum 3.4.1 define momentum with its units; *
3.4.2 explain the relationship between force and momentum; *
3.4.3 describe impulse with examples; *
3.4.4 solve word problems related to momentum and impulse; A
3.4.5 state the law of conservation of momentum; *
3.4.6 solve word problems using the law of conservation of A
momentum in one dimension;
3.4.7 apply scientific and engineering ideas to design a device that FA2
minimises the force on an object during a collision (e.g.,
helmet or parachute);

²FA= Formative Assessment, not to be assessed under examination conditions.

Aga Khan University Examination Board Physics SSC Syllabus 2025 15

 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
3.5 Friction 3.5.1 define friction; *
3.5.2 differentiate between rolling friction and sliding friction; *
3.5.3 list various methods to reduce friction; *
3.6 Uniform Circular Motion 3.6.1 define centripetal force; *
3.6.2 exemplify the sources of centripetal force during circular *
motion in terms of:
a. tension,
b. frictional force,
c. gravitational force.

Aga Khan University Examination Board Physics SSC Syllabus 2025 16

 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
4. Turning Effect of Forces Students should be able to:
4.1 Forces on Bodies 4.1.1 define like and unlike parallel forces; *
4.1.2 explain the turning effect of force by relating it to everyday *
life;
4.1.3 solve word problems related to the moment of force or A
torque = force × perpendicular distance from the pivot to the
line of action of force;
4.2 Principle of Moments 4.2.1 state the principle of moments; *
4.2.2 solve word problems related to the principle of moments; A
4.3 Centre of Gravity 4.3.1 define centre of gravity and centre of mass of a body; *
4.3.2 explain effects of position of the centre of gravity on the *
stability of simple objects;
4.4 Equilibrium 4.4.1 define equilibrium; *
4.4.2 classify the different types of equilibrium by using examples *
from everyday life;
4.4.3 state the conditions of equilibrium; *
4.4.4 explain different conditions of equilibrium with examples; *
4.4.5 describe the states of equilibrium and classify them with *
common examples.

Aga Khan University Examination Board Physics SSC Syllabus 2025 17

 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
5. Deformation of Solids Students should be able to:
5.1 Hook’s law 5.1.1 illustrate that force may produce a change in the size and shape A
of an object;
5.1.2 state Hooke’s law; *
5.1.3 define spring constant;
*
5.1.4 solve word problems using the relation k = F/x; A
5.1.5 describe applications of Hook’s law in measuring instruments *
such as spring scale, galvanometer, and balance wheel of
mechanical clock;
5.1.6 interpret load extension graphs for elastic solids. E

Aga Khan University Examination Board Physics SSC Syllabus 2025 18

 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
6. Work, Energy and Power Students should be able to:
6.1 Work 6.1.1 define work and state its SI unit; *
6.1.2 solve word problems related to workdone; A
6.2 Forms of Energy 6.2.1 define energy with its SI unit; *
6.2.2 describe forms of energy stored in various objects such as *
gravitational potential, chemical, elastic (strain), nuclear,
electrostatic and internal (thermal) energies;
6.3 Kinetic Energy and Potential 6.3.1 compare kinetic energy (K.E) and potential energy (P.E); *
Energy 6.3.2 derive the formulae of kinetic energy K.E = ½ mv2 and A
potential energy P.E = mgΔh;
6.3.3 solve word problems related to the kinetic and potential A
energy;
6.4 Conversion of Energy 6.4.1 state law of conservation of energy; *
6.4.2 describe the processes that convert energy from one form to *
another with reference to:
a. biomass power generation
b. car engines,
c. geothermal power,
d. hydroelectric generation,
e. nuclear reactors,
f. solar power panels,
g. wind turbine,
6.4.3 discuss that perpetual machines do not work; E
6.4.4 list the environmental issues associated with power generation; *

Aga Khan University Examination Board Physics SSC Syllabus 2025 19

 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
6.4.5 differentiate between non-renewable and renewable energy *
sources with examples of each;
6.4.6 describe the advantages and disadvantages of different *
methods of power generation;
6.5 Efficiency 6.5.1 define the efficiency of a working system; *
6.5.2 calculate the efficiency of an energy conversion system using A
the formula:
Efficiency (%) = energy converted into the required form /
total energy input;
6.5.3 explain that a system cannot have an efficiency of 100%; *
6.6 Power 6.6.1 define power; *
6.6.2 solve word problems related to the concept of power; A
6.6.3 explore different innovative energy transfer devices used in FA
transportation and communication.

Aga Khan University Examination Board Physics SSC Syllabus 2025 20

 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
7. Pressure Students should be able to:
7.1 Density 7.1.1 define the term ‘density’; *
7.1.2 compare the densities of three states of matter (solids, liquids *
and gases);
7.1.3 solve word problems using the relation of density; A
7.1.4 compare the densities of different liquids to prepare a well- FA
balanced shake/ smoothie for a restaurant;
7.2 Pressure 7.2.1 define the term ‘pressure’; *
7.2.2 explain that pressure varies with force and area with the help of *
real-life examples;
7.3 Atmospheric Pressure 7.3.1 explain atmospheric pressure; *
7.3.2 describe the use of the height of a liquid column to measure the *
atmospheric pressure (barometer);
7.3.3 describe that atmospheric pressure decreases with the increase *
in height above the earth’s surface;
7.3.4 explain that changes in atmospheric pressure in a region may *
indicate a change in the weather;
7.4 Pressure in Liquids 7.4.1 state Pascal’s law; *
7.4.2 discuss the use of Pascal’s law (including hydraulic press and E
hydraulic brakes on vehicles);
7.4.3 explain pressure beneath a liquid surface increase with depth *
and depends on the density of the liquid, i.e., P = ρgh;
7.4.4 solve word problems related to the relationship between A
pressure, depth and liquid density;
7.4.5 discuss the working and applications of liquid manometer. E

Aga Khan University Examination Board Physics SSC Syllabus 2025 21

 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
8. Thermal Physics Students should be able to:
8.1 Kinetic Molecular Theory 8.1.1 state the basic assumptions of the kinetic theory of matter; *
8.1.2 compare the structure of solids, liquids and gases based on the *
kinetic theory of matter;
8.1.3 describe plasma as the fourth state of matter; *
8.1.4 state the relationship between the motion of particles and *
temperature;
8.1.5 discuss that an increase in the temperature of an object E
increases its internal energy;
8.2 Thermal Properties of Matter 8.2.1 describe the thermal expansion of solids in terms of: *
a. linear expansion,
b. volumetric expansion;
8.2.2 explain the thermal expansion of liquids as the: *
a. real expansion,
b. apparent expansion;
8.2.3 define the terms ‘heat capacity’ and ‘specific heat capacity’; *
8.2.4 describe latent heat of fusion and latent heat of vaporisation; *
8.2.5 describe melting, solidification, boiling and condensation in *
terms of energy transfer without the change in temperature;
8.2.6 determine heat of fusion and heat of vaporisation of ice and A
water respectively by sketching a temperature-time graph;
8.2.7 solve word problems involving the concept of specific heat A
capacity, latent heat of fusion and vaporisation;
8.2.8 describe the process of evaporation and how it is different from *
boiling;
8.2.9 explain that evaporation causes cooling; *
8.2.10 describe factors that influence the rate of surface evaporation; *

Aga Khan University Examination Board Physics SSC Syllabus 2025 22

 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
8.3 Temperature Scale and 8.3.1 describe the Celsius, Fahrenheit, and Kelvin temperature scales *
Thermometer and their relationships using fixed reference points;
8.3.2 convert temperature from one scale to another A
(Fahrenheit, Celsius and Kelvin scales);
8.3.3 explain that a physical property that varies with temperature *
can be used as a criteria to measure temperature;
8.3.4 illustrate the sensitivity, range and linearity of thermometers A
using diagram;
8.3.5 compare liquid in glass thermometer and thermo-couple on the *
bases of structure, sensitivity, range and linearity.

Aga Khan University Examination Board Physics SSC Syllabus 2025 23

 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
9. Transfer of Thermal Energy Students should be able to:
9.1 Conduction 9.1.1 explain thermal conduction in solids; *
9.1.2 define the term ‘thermal conductivity’; *
9.1.3 describe the factors affecting the transfer of heat through solid *
conductors;
9.1.4 solve word problems related to the thermal conductivity of A
solid conductors;
9.1.5 describe good and bad conductors of heat with examples; *
9.1.6 list the uses of good and bad conductors; *
9.2 Convection 9.2.1 explain convection in liquids and gases in terms of density *
changes with reference to the following real-life examples:
a. gliders,
b. flying of birds,
c. land breezes and sea breezes;
9.2.2 design a thought experiment to illustrate convection; FA
9.2.3 describe that convection currents in seawater facilitate the *
distribution of heat, nutrients, and oxygen in supporting marine
ecosystems;

Aga Khan University Examination Board Physics SSC Syllabus 2025 24

 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
9.3 Radiation 9.3.1 define the process of thermal energy transfer by radiation; *
9.3.2 describe the effect of surface colour (black or white) and *
texture (dull or shiny) on the emission, absorption and
reflection of infrared radiation;
9.3.3 describe that the rate of emission of radiation depends on the *
surface temperature and surface area of an object;
9.3.4 design experiments to distinguish between good and bad FA
emitters of infrared radiation;
9.4 Effects of Heat Transfer 9.4.1 discuss everyday applications of conduction, convection and E
radiation including:
a. heating objects such as kitchen pans,
b. heating of room by convection,
c. measuring temperature using an infrared thermometer,
d. using thermal insulation to maintain the temperature
of a liquid and to reduce thermal energy transfer in
buildings,
e. the mechanism of a household hot-water system;
9.4.2 describe the greenhouse effect based on heat radiation emitted *
by the sun;
9.4.3 explore the impacts of heat transfer and conservation on FA
people’s bedding and clothing in various climatic regions of
South Asia.

Aga Khan University Examination Board Physics SSC Syllabus 2025 25

 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
10. Nature of Science Students should be able to:
10.1 Physics and its Interaction 10.1.1 describe Physics as the study of matter, energy, space, time and *
their interactions;
10.2 Sub-Fields of Physics 10.2.1 mention Physics as a subset of physical and natural science; *
10.2.2 relate different branches of physics with real-life examples; *
10.3 Scientific Approach/ Method 10.3.1 define different scientific methods (hypothesis, theory and law) *
for carrying out investigations;
10.4 Science, Technology and 10.4.1 describe the importance of Physics in science, technology and *
Engineering engineering.

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Part II (Grade X)
Cognitive level1
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
11. Wave Motion Students should be able to:
11.1 Oscillatory Motion 11.1.1 define the following: *
a. amplitude,
b. frequency,
c. oscillatory motion
d. periodic motion,
e. time period;
11.1.2 discuss the factors on which the time period of a simple E
pendulum depends;
11.1.3 solve word problems related to time period of a simple A
pendulum;
11.2 Wave Motion 11.2.1 define mechanical waves; *
11.2.2 describe wave motion as illustrated by vibrations in rope, a *
slinky spring and by experiments with water waves;
11.2.3 describe that waves transfer energy without transferring matter; *
11.3 Longitudinal and Transverse 11.3.1 identify transverse and longitudinal waves in mechanical *
Waves media;
11.3.2 distinguish between mechanical and electromagnetic waves; *

1
R = Remember, U = Understand, A = Apply and beyond [Apply (A), Analyse (An), Evaluate (E), Create (C)]

Aga Khan University Examination Board Physics SSC Syllabus 2025 27

 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
11.4 Characteristics of Waves 11.4.1 define the following terms: *
a. speed (v),
b. wavelength (λ),
c. crest,
d. trough,
e. wavefront,
f. compression and rarefaction;
11.4.2 analyse key characteristics of waves by interpreting graphical An
representations of waveforms;
11.4.3 derive equation v = f λ; A
11.4.4 solve word problems using the relation f = 1/ T and A
v = f λ;
11.5 Properties of Waves 11.5.1 define the following terms: *
a. reflection,
b. refraction,
c. diffraction;
11.5.2 describe the properties of waves such as reflection, refraction *
and diffraction with the help of the ripple tank effect.

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 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
12. Sound Students should be able to:
12.1 Sound Waves 12.1.1 explain the production of sound waves; *
12.1.2 explain that sound waves cannot travel in a vacuum; *
12.1.3 describe that the speed of sound depends upon the physical *
characteristic of a medium;
12.1.4 describe the longitudinal nature of sound waves; *
12.1.5 state audible frequency range; *
12.2 Characteristics of Sound 12.2.1 define the terms ‘pitch’, ‘loudness’ and ‘quality of sound’; *
12.2.2 describe graphically the effect of changes in amplitude on *
loudness and the effect of changes in frequency on the pitch of
sound;
12.2.3 define the intensity of sound and state its SI unit; *
12.2.4 describe the intensity level of sound and mention its unit; *
12.2.5 solve word problems related to the intensity level of sound; A
12.3 Echo 12.3.1 describe an echo as the reflection of sound waves; *
12.3.2 describe simple experiments to show the reflection of sound *
waves;
12.3.3 examine a method involving a measurement of distance and An
time for determining the speed of sound in air;
12.4 Infra-Sound and Ultra-Sound 12.4.1 describe infrasound with examples; *
12.4.2 describe ultrasound with examples; *
12.5 Acoustic Protection and Noise 12.5.1 describe the importance of acoustic protection; *
Pollution 12.5.2 analyse the effects of noise pollution on the environment. An

Aga Khan University Examination Board Physics SSC Syllabus 2025 29

 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
13. Geometrical Optics Students should be able to:
13.1 Reflection of Light 13.1.1 describe with reference to the reflection of light the following *
terms:
a. normal,
b. angle of incidence,
c. angle of reflection;
13.1.2 state laws of reflection of light; *
13.1.3 discuss the relationship of the position of an object with the E
characteristics of image formed by a plane mirror;
13.2 Refraction of Light 13.2.1 describe with reference to the refraction of light the following *
terms:
a. angle of incidence,
b. angle of refraction,
c. refractive index;
13.2.2 state laws of refraction of light; *
13.2.3 solve word problems of refractive index using the given A
formulae:
a. sin  i/ sin  r,
b. speed of light in vacuum/ speed of light in the given
medium,
c. real depth/ apparent depth;
13.2.4 illustrate the passage of light ray through parallel-sided A
transparent material (glass slab);
13.2.5 illustrate the passage of light through a glass prism; A
13.3 Dispersion of Light 13.3.1 explain the dispersion of light by a prism; *
13.3.2 explain the scattering of light by the molecules in the air; *
13.3.3 state the traditional seven colours of the visible spectrum in *
order of frequency and in order of wavelength;

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 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
13.4 Total Internal Reflection 13.4.1 define total internal reflection; *
13.4.2 state the conditions necessary for total internal reflection; *
13.4.3 describe the relation between critical angle and refractive *
index;
13.4.4 solve word problems related to the critical angle and refractive A
index;
13.4.5 describe the use of total internal reflection in: *
a. optical fibre,
b. periscope;
13.5 Image Location by Lens 13.5.1 illustrate the action of thin converging and thin diverging A
Equation lenses on a parallel beam of light;
13.5.2 draw images by placing objects at different positions in front A
of convex and concave lens;
13.5.3 differentiate between real and virtual images; *
13.5.4 solve word problems related to the image location by lenses A
using lens formula;

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 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
13.6 Power of a Lens 13.6.1 define power of a lens and state its unit; *
13.6.2 define magnifying power of lens; *
13.7 Double Convex Lens 13.7.1 define least distance of distinct vision; *
13.7.2 describe the use of a single lens (magnifying glass) with its ray *
diagram;
13.8 Defects in Human Eye 13.8.1 define short-sightedness and long-sightedness; *
13.8.2 draw ray diagrams to show the formation of images in the eye A
of an individual with reference to:
a. normal vision,
b. short-sightedness,
c. long-sightedness;
13.8.3 describe the correction of short-sightedness and long- *
sightedness using concave and convex lenses;
13.9 Gravitational and Acoustic 13.9.1 define the following: *
Lensing a. acoustic lensing,
b. gravitational lensing.

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 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
14. Electrostatics Students should be able to:
14.1 Electric Charge 14.1.1 define charge and its types; *
14.1.2 describe electric charge as an integral multiple of elementary *
charge (electron);
14.1.3 explain that charging of solids by friction involves only a *
transfer of negative charge (electrons);
14.1.4 describe production and detection of electric charge; *
14.1.5 explain discharging of an insulator by: *
a. putting it above a flame,
b. exposing it to damp conditions;
14.2 Electrostatic Force 14.2.1 state that unlike charges attract and like charges repel; *
14.2.2 explain Coulomb’s law; *
14.2.3 solve word problems related to the electrostatic charges by A
using Coulomb’s law;
14.3 Electrostatic Induction 14.3.1 describe the process of electrostatic induction; *
14.3.2 explain charging of a conductor by electrostatic induction; *

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 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
14.4 Applications of Electrostatics 14.4.1 describe the application of electrostatics in electrostatic *
precipitator and photocopier;
14.4.2 explain the process of lightning in atmosphere during *
thunderstorms;
14.4.3 identify different kinds of electrical lightning includes: *
a. ball lightning,
b. elves,
c. ghosts,
d. jets,
e. pixies,
f. sprites,
g. trolls;
14.5 Electric Field 14.5.1 define electric field and electric field intensity; *
14.5.2 describe that the direction of an electric field line at a point is *
the direction of the force exerted on a positive charge at that
point;
14.5.3 draw electric field lines for: A
a. an isolated positive charge,
b. an isolated negative point charge,
c. two-point charges having opposite charge,
d. two-point charges having identical charge;
14.5.4 explain phenomenon of electrical breakdown with its practical *
application in:
a. corona discharge ozone generator
b. gas discharge lamp,
c. lightning rod,
d. plasma display;

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 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
15. Electric Current Students should be able to:
15.1 Electric Current 15.1.1 define electric current; *
15.1.2 differentiate between conventional and non-conventional *
current;
15.1.3 differentiate between direct current (D.C.) and alternating *
current (A.C.);
15.1.4 solve word problems related to electric current using I = 𝑄; A
𝑡

15.2 Conductor and Insulator 15.2.1 distinguish between conductors and insulators; *
15.2.2 describe electrical conduction in metals in terms of the *
movement of free electrons;
15.3 Resistance and Resistivity 15.3.1 define resistance and resistivity with its SI unit; *
15.3.2 describe the following factors affecting the resistance of a *
metallic conductor:
a. length of a conductor,
b. cross-sectional area of a conductor,
c. nature of a conductor,
d. temperature of a conductor;
15.3.3 describe the phenomenon of superconductivity in solids; *
15.3.4 describe the action of negative temperature coefficient (NTC) *
in thermistors and light dependent resistors;

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 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
15.4 Potential Difference and 15.4.1 define potential difference *
Electromotive Force (e.m.f.) 15.4.2 solve word problems related to potential difference using A
𝑤𝑜𝑟𝑘
V= 𝑞 ;
15.4.3 compare potential difference and electromotive force; *
15.4.4 state that the e.m.f. of identical power sources connected in *
parallel is equal to the e.m.f. of one of the sources;
15.4.5 calculate the total e.m.f. where several power sources are A
arranged in series;
15.5 Ohm’s Law 15.5.1 state Ohm’s law with its limitations; *
15.5.2 interpret the I-V characteristics graph for a fixed resistor, a E
filament lamp and a thermistor;
15.6 Electrical Power and Joule’s 15.6.1 define electrical power; *
Law 15.6.2 explain Joule’s law in terms of energy dissipated in the *
resistor;
15.6.3 solve word problems related to E = IVt = I2Rt = V 2 t / R ; A
15.6.4 calculate the total energy cost based on the cost price of kWh; A
15.7 Electrical Measuring 15.7.1 state the use of electrical measuring devices; *
Instruments (galvanometer, ammeter and voltmeter)

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 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
15.8 Alternating Current (A.C.) and 15.8.1 describe the functions of live, neutral and earth wires in the *
Safety Measures domestic main power supply;
15.8.2 state common uses of electricity; (including heating, lighting, *
battery charging and powering motors and electronic systems);
15.8.3 describe common electric hazards that can result from *
malpractice and lack of maintenance; (damaged insulation,
overheating cables, damp conditions, excess current from
overloading of plugs, extension leads, single and multiple
sockets when using a main supply);
15.8.4 explain the importance of connecting domestic (A.C.) supplies *
in parallel;
15.8.5 describe the usage of A.C. in daily life (switches, fuses, circuit *
breakers);
15.8.6 explain the safety measures in household electricity. *

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 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
16. D.C. Circuits Students should be able to:
16.1 Series and Parallel Combination 16.1.1 describe the characteristics of series and parallel combinations *
of Resistance of resistors;
16.1.2 derive the effective/ equivalent resistance of resistors A
connected in series and in parallel;
16.1.3 calculate the effective/ equivalent resistance of resistors A
connected in series, parallel and both;
16.2 Circuit Diagram and Circuit 16.2.1 define electric circuits; *
Components 16.2.2 draw the circuit diagrams of the following electrical A
components:
a. ammeters,
b. batteries,
c. cells,
d. diodes,
e. fuses,
f. lamps,
g. light-dependent resistors (LDRs),
h. light-emitting diodes (LEDs),
i. resistors (fixed and variable),
j. switches,
k. thermistors (NTC only),
l. voltmeters;
16.2.3 calculate current, voltage, power and resistance in parts of a A
circuit or in the whole circuit that includes three resistors.

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 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
17. Magnetism and Electromagnetism Students should be able to:
17.1 Domain Theory 17.1.1 define magnetic and non-magnetic substances; *
17.1.2 state domain theory of magnetism; *
17.1.3 explain magnetisation and demagnetisation of materials in *
light of domain theory;
17.1.4 define diamagnetic, paramagnetic and ferromagnetic solids; *
17.1.5 compare soft and hard ferromagnetic materials; *
17.1.6 describe uses of permanent magnets and electromagnets; *
17.2 Magnetic Force and Magnetic 17.2.1 define the forces acting between magnetic poles and those *
Field between magnets and magnetic materials;
17.2.2 describe the direction of the magnetic field of a magnet at a *
point;
17.2.3 describe magnetic fields and magnetic lines of forces between *
the two poles of a magnet;
17.2.4 compare strong and weak magnetic fields; *
17.2.5 define magnetic flux; *
17.2.6 explain the formation of the Earth’s magnetic field; *
17.3 Magnetic Field by Current 17.3.1 describe the pattern and direction of the magnetic field due to *
Carrying Conductor currents in straight wires and in solenoids;
17.3.2 describe the effect of changing the magnitude and direction of *
the current on the magnetic field;
17.3.3 describe the magnetic effect of a current in: *
a. loudspeakers,
b. relays in switching circuits;

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 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
17.4 Current Carrying Conductor in a 17.4.1 show that a magnetic force acts on a current-carrying A
Magnetic Field conductor in a magnetic field;
17.4.2 state Fleming’s left-hand rule; *
17.4.3 describe the effect on the magnetic force of reversing the *
direction of current and magnetic field;
17.4.4 describe the magnetic field patterns between parallel current *
carrying conductors and relate these to the forces on the
conductors;
17.5 Magnetic Torque 17.5.1 describe that a current carrying coil in a magnetic field *
experiences a torque with the help of Fleming’s left-hand rule;
17.5.2 describe the turning effect is increased by increasing the: *
a. area of a coil,
b. electric current,
c. number of turns on the coil,
d. strength of the magnetic field;
17.5.3 describe construction and working of a D.C. motor. *

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 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
18. Electromagnetic Induction Students should be able to:
18.1 Electromagnetic Induction 18.1.1 describe that a changing magnetic field can induce *
electromotive force (e.m.f.) in a wire or coil;
18.1.2 describe that the magnitude of an induced e.m.f. is affected by *
the:
a. rate of change of the magnetic field or the rate of
cutting of magnetic field lines,
b. number of turns in a coil;
18.2 Faraday’s Law of 18.2.1 state Faraday’s law of electromagnetic induction; *
Electromagnetic Induction and 18.2.2 describe Lenz’s law, setup an experiment to show that an e.m.f. *
Lenz’s Law induces with in a coil opposes the change that produces it;
18.3 Alternating Current Generator 18.3.1 describe the simple construction and working of an A.C. *
generator;
18.3.2 interpret graphs of e.m.f. against time for simple A.C. E
generators;
18.4 Self and Mutual Induction 18.4.1 define self-induction; *
18.4.2 define mutual induction; *
18.4.3 describe inductance; *
18.5 Transformer 18.5.1 describe the construction and the principle of operation of a *
simple iron-cored transformer;
18.5.2 state the two types of transformers and their uses; *
18.5.3 discuss the application of transformer in high voltage E
transmission;
18.5.4 solve word problem using the transformation equation A
𝑉𝑠 𝐼𝑝 𝑁
= 𝐼 = 𝑁𝑠 ;
𝑉𝑝 𝑠 𝑝

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 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
19. Electromagnetic Waves and
Electronics Students should be able to:
19.1 Electromagnetic Waves 19.1.1 describe the production, transmission and reception of *
electromagnetic (EM) waves;
19.1.2 describe the main regions of the electromagnetic spectrum in *
order of frequency and order of wavelength with their
applications;
19.1.3 describe the damages caused by electromagnetic radiation; *
19.2 Thermionic Emission 19.2.1 explain the process of thermionic emission emitted from a *
filament;
19.2.2 describe the simple construction and use of an electron gun as *
a source of electron beam;
19.3 Cathode Ray Oscilloscope 19.3.1 describe the effect of electric and magnetic field on an *
(CRO) electron beam;
19.3.2 describe the basic principle and uses of CRO and make a list *
of its uses;
19.3.3 interpret waveforms on oscilloscopes; FA2
19.4 Introduction to Electronics 19.4.1 explain the importance of electronics; *
19.4.2 compare analogue and digital electronics; *

²FA= Formative Assessment, not to be assessed under examination conditions.

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 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
19.5 Digital Electronics 19.5.1 state Boolean algebra; *
19.5.2 convert decimal numbers into binary numbers; A
19.5.3 state the basic operations of digital electronics; *
19.5.4 identify and make the symbols for the logic gates; *
(NOT, OR, AND, NOR and NAND)
19.5.5 state the action of logic gates in truth table form with two *
inputs;
19.5.6 use universal gates (NAND and NOR) to create NOT, OR and A
AND;
19.5.7 describe the uses of logic gates. *

Aga Khan University Examination Board Physics SSC Syllabus 2025 43

 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
20. Atomic and Nuclear Physics Students should be able to:
20.1 Structure of Atom 20.1.1 describe that the alpha particle scattering experiments provide *
evidence for:
a. a very small nucleus surrounded by mostly empty
space,
b. a nucleus containing most of the mass of the atom,
c. a nucleus that is positively charged;
20.2 Structure of Nucleus 20.2.1 describe the composition of the nucleus of an atom in terms of *
protons and neutrons;
20.2.2 explain that the number of protons in a nucleus distinguishes *
one element from the other;
20.2.3 show various nuclides by using the symbol of proton number A
(Z), nucleon number (A) and the nuclide notation (X);
20.3 Isotopes 20.3.1 define isotopes; *
20.3.2 state that an element may have more than one isotope; *
20.3.3 describe the uses of isotopes in: *
a. diagnosis and treatment of cancer,
b. household fire (smoke) alarms,
c. irradiating food to kill bacteria,
d. measuring and controlling thicknesses of materials,
e. sterilisation of equipment;

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 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
20.4 Radioactivity 20.4.1 define radioactivity; *
20.4.2 explain that some nuclei are unstable; *
20.4.3 describe the spontaneous and random emission of radiation *
from a nucleus;
20.4.4 describe the properties of the three types of radiation *
(α, β and γ);
20.4.5 explain that an element may change into another element *
when radioactivity occurs;
20.4.6 show changes in the composition of a nucleus by symbolic A
equations when alpha or beta particles are emitted from it;
20.5 Background Radiation 20.5.1 explain the existence of background radiation; *
20.5.2 state the sources that make a significant contribution to the *
background radiation including:
a. cosmic rays,
b. food and drinks,
c. radon gas (in the air),
d. rocks and buildings;
20.6 Half Life 20.6.1 explain half-life of a radioactive material; *
20.6.2 calculate the half-life of radioactive elements; A
20.6.3 draw graphs showing decay curves of these elements; An
20.6.4 describe the process of carbon dating to estimate the age of *
ancient objects;
20.7 Fission and Fusion 20.7.1 describe nuclear fission and fusion reactions; *
20.7.2 calculate the energy released in the process of nuclear A
reaction using the equation E = mc2;
20.7.3 state the nature of the Sun consisting mostly of hydrogen and *
helium and radiates most of its energy;

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 Cognitive level
Topics and Sub-Topics Student Learning Outcomes A and
R U
beyond
20.8 Safety Precautions 20.8.1 state the effects of ionising nuclear radiations on living things, *
including cell death, mutations and cancer;
20.8.2 explain that radioactive materials are moved, used and stored *
in a safe way, with reference to:
a. reducing exposure time,
b. using shield to absorb radiation,
c. increasing distance between source and living tissue;

Aga Khan University Examination Board Physics SSC Syllabus 2025 46

Practical Activities of AKUEB SSC Physics Syllabus
Topics

Content Covered Actions Performed Attitude Developed

 Mechanics  Follow the safety precautions provided in the Lab  Ensure safety of yourself, others around you and
 Waves Motion guidelines. your surroundings.
 Thermodynamics  Collect the required apparatus for the  Demonstrate a scientific mindset by asking
 Electricity and Magnetism experiments. questions and planning further investigations.
 Handle the apparatus/ equipment appropriately.  Display ethical dealings and practices while
 Perform the experiments with the help of given performing experiments.
method/ steps.  Show willingness to solve problems and
 Modify the steps to perform a similar experiment challenges.
in the real-life settings.  Show self-reliance and cooperation when working
 Take readings with precision. independently and in a group setting respectively.
 Revise judgements and change behaviour
considering new evidence.

Aga Khan University Examination Board Physics SSC Syllabus 2025 47

 Topic Wise Practical Activities

Part I (Grade IX)

S. No. Topic-Wise Practical Activities Apparatus

Topic 1: Measurement
To find the weight of an unknown object using vector Gravesand’s apparatus, slotted weights with hangers, plane
1
addition of forces. mirror strips, plumb line, thread.
To calculate the area of the cross-section of a solid
2 cylinder by measuring the diameter with Vernier Vernier callipers, solid cylinder.
callipers.
To measure the thickness of a metal strip or the
3 Screw gauge, wire or metal strip.
diameter of a wire using a screw gauge.
Topic 2: Kinematics
To find the acceleration of a ball rolling down an
4 angle-iron by drawing a graph between distance (2S) Angle iron, iron ball, iron stand, stopwatch, set square.
and time (t2).
To find the value of acceleration due to gravity “g” Free fall apparatus, pendulum bob, thread, candle, piece of
5
using the free-fall method. chalk, plumb line.

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 S. No. Topic-Wise Practical Activities Apparatus

Topic 3: Dynamics
To find the tension in strings by balancing a meter rod on Two iron stands, two spring balances, meter rod, wedge, slotted
6
the iron stands. weight with hangers, thread.
Topic 4: Turning Effect of Forces
To find the weight of an unknown object using the
7 Meter rod, weight box, thread, wooden wedge.
principle of moments.
To verify the principle of moments using a meter rod
8 Meter rod, weight box, thread, wooden wedge.
balanced on a wedge.
Topic 5: Deformation of Solids
To study the relationship between load and extension of a
9 Helical spring with stand, pan, weight box, meter rod.
helical spring with the help of a graph.
Topic 7: Pressure
To find the density of an insoluble object that is heavier Physical/ digital balance, weight box, beaker, thread, small
10
than water using Archimedes principle. wooden bench, thermometer, water.
Topic 8: Thermal Physics
To draw a graph between temperature (oC) against time
11 (minutes) for the conversion of ice into water and then Thermometer, beaker, spirit lamp, sand, ice, stopwatch, burner.
steam as a result of slow heating.
To find the specific heat by the method of mixture using
Polystyrene cup with lid and stirrer, hypsometer, burner,
12 polystyrene cups.
thermometer, Physical/ digital balance, weight box, water.
(used as a container of negligible heat capacity).

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Part II (Grade X)

S. No. Topic-Wise Practical Activities Apparatus

Topic 11: Wave Motion

To prove that time period of a simple pendulum is Different metallic bobs with a hook, stopwatch, cork, Vernier
1 independent of (i) the mass of the pendulum and (ii) the callipers, thread, iron stand, meter rod, piece of chalk.
amplitude of the vibration.
To study the effect of the change in the length of a simple A metallic bob with a hook, stopwatch, cork, Vernier callipers,
2 pendulum on its time period and hence calculate the value of thread, iron stand, meter rod, piece of chalk.
acceleration due to gravity “g”.
Topic 12: Sound
Resonance apparatus, different tuning forks of known
To measure the length of the resonance column in a
3 frequencies, thermometer, Vernier callipers, rubber pad, two
resonance tube for different tunning forks.
set squares, beaker.
Topic 13: Geometrical Optics
Glass slab, drawing pins, common pins, drawing board, white
4 To verify the laws of refraction of light using a glass slab.
paper.
To trace the path of a ray of light through glass a prism and Glass prism, drawing board, common pins, drawing pins,
5
measure the angle of deviation. white paper, meter rod.
To find the focal length of a convex lens by the parallax Convex lens, knitting needles, convex lens holder, needle
6
method using two pins. stands, optical bench.

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 S. No. Topic-Wise Practical Activities Apparatus

Topic 15: Electric Current

Voltmeter, ammeter, battery, connecting wires, resistance,
7 To verify Ohm’s law using a wire as a conductor.
rheostat.
To find the resistance of a galvanometer by the half Galvanometer, high resistance box, fractional resistance box,
8
deflection method. two key plugs, cell (1.5 V), connecting wires.
Topic 16: D.C. Circuits
Two resistances, voltmeter, ammeter, key, battery, connecting
9 To study resistance in a series circuit.
wires, sandpaper.
Two resistances, voltmeter, ammeter, key, battery, connecting
10 To study resistance in a parallel circuit.
wires, sandpaper.
Topic 17: Magnetism and Electromagnetism
A circular coil of insulated copper fitted in a board, a white
To trace the magnetic field lines created due to a
11 paper sheet (A-4 size), scissors, a compass needle, battery, key
current-carrying circular coil.
plug, rheostat, connecting wires.
Topic 19: Electromagnetic Waves and Electronics
To verify the truth tables of the OR and the AND DC power supply, OR gate (7432), AND gate (7408), LED
12
gates. indicator module, two key plugs, connecting wires.

Aga Khan University Examination Board Physics SSC Syllabus 2025 51

 Scheme of Assessment
Grade IX

Table 1: Exam Specifications

Topic
Topics Marks Distribution Total
No.
Marks
MCQs CRQs ERQs
Total 3 Marks 6
1 Measurements 3
(1 CRQ)
2 Kinematics 6 5 Marks 11
Choose any
3 Dynamics 8 ONE from TWO 13
Total 3 Marks 5
4 Turning Effect of Forces 2
(1 CRQ)
Total 3 Marks 4
5 Deformation of Solids 1
(1 CRQ)
6 Work, Energy and Power 6 5 Marks 11
Choose any
8 Thermal Physics 6 ONE from TWO 11
Total 3 Marks 7
7 Pressure 4
(1 CRQ)
Total 3 Marks 5
9 Transfer of Thermal Energy 2
(1 CRQ)
10 Nature of Science 2 2
MCQ CRQ ERQ
Total 65
40 15 10
Practical* 10

Total 75

Aga Khan University Examination Board Physics SSC Syllabus 2025 52

 Grade X

Table 2: Exam Specifications

Topic
Topics Marks Distribution Total
No.
Marks
MCQs CRQs ERQs
Total 2 Marks 4
11 Wave Motion 2
(1 CRQ)
Total 2 Marks 4
12 Sound 2
(1 CRQ)
5 Marks 11
13 Geometrical Optics 6
Choose any
ONE from 8
14 Electrostatics 3
TWO
5 Marks 11
15 Electric Current 6
Choose any
ONE from 8
18 Electromagnetic Induction 3 TWO
Total 2 Marks 4
16 DC circuit 2
(1 CRQ)
Magnetism and Total 3 Marks 9
17 6
Electromagnetism (1 CRQ)
Electromagnetic Waves and Total 3 Marks 7
19 4
Electronics (1 CRQ)
Total 3 Marks 9
20 Atomic and Nuclear Physics 6
(1 CRQ)
MCQs CRQs ERQs
Total 65
40 15 10
Practical* 10

Total 75

Aga Khan University Examination Board Physics SSC Syllabus 2025 53

Examination Structure and Practical Requirements for Grades IX and X

Theory:
 Multiple Choice Question (MCQ) requires candidates to choose one best/ correct
answer from four options for each question. Each MCQ carries ONE mark.
 Constructed Response Question (CRQ) requires students to respond with a short
text (few phrases/ sentences), calculations or diagrams.
 Extended Response Question (ERQ) requires students to answer in a more
descriptive form. The answer should be in paragraph form, with diagrams where
needed, and address all parts of the question.
 Table 1 to 2 contains the mark distribution for each topic.
 There will be two examinations, one at the end of grade IX and one at the end of
grade X.
 In each grade, the theory paper will be of 3 hours and will consist of two parts:
paper I and paper II.
 Paper I theory will consist of 40 compulsory, multiple choice items. These
questions will involve four responses options. The answer sheet for paper I will
be provided separately.
 Paper II theory will carry 25 marks and consist of Constructed Response
Questions (CRQs) and Extended Response Questions (ERQs). Each extended
response question will be presented in an either/ or form.
 The booklet for paper II will serve as an answer script.

Practical:

 In each grade, practical examination (Paper III) will be conducted separate from
the theory paper and will consist of 10 marks.
 Practical examination (Paper III) will be based on the list of practical activities
given in the examination syllabus. Schools may design their own practical
manuals based on these activities for teaching and learning purpose.
 Practical journal/ portfolio should be developed by students and endorsed by a
figure of authority, such as a teacher or principal, and submitted at the time of the
practical examination (Paper III).
 It is essential for each school to equip its laboratories with chemicals, instruments,
apparatus, specimens etc. according to the requirements of the practical activities.
Each school will be responsible to make sure that each student is provided the
opportunity to do the practical activities.

Aga Khan University Examination Board Physics SSC Syllabus 2025 54

Acknowledgements
Aga Khan University Examination Board (AKU-EB) would like to acknowledge the
contributions of all those who played an important part in the revision of the AKU-EB SSC
Physics syllabus.
We would like to thank Kashif Hussain, Lead Specialist, in Physics, AKU-EB, for taking the
subject lead during the entire process of revising the SSC Physics syllabus.
We are particularly thankful to the syllabus revision panel for their time, commitment and
effort in revising the syllabus. The panel included:

 Israr ul Haq
Principal Syllabus Reviewer
MSB College, Karachi
 Saib Ahmed Khan
Principal Syllabus Reviewer
Govt. Degree Science and Commerce College, Orangi Township, Karachi
 Muhammad Ali Rana
Panellist
Ghulaman-e-Abbas School, Karachi
 Qasim Abbas
Panellist
Aga Khan Higher Secondary School, Kharadar, Karachi
 Muhammad Affan Khan
Panellist
Aga Khan Higher Secondary School, Karimabad, Karachi
 Syeda Shazia Ahmed
Panellist
Habib Girl’s Higher Secondary School, Karachi
 Muhammad Salman
Panellist
Habib Public High School, Karachi
We also thank the following post-revision reviewers for their feedback on relevance of the
content, skills and resources of the syllabus:

 Rashid Karim
AKU-EB Support Unit of AKESP, Hunza, Gilgit-Baltistan
 Irshad Ali
AKU-EB Support Unit of AKESP, Chitral
 Samsam Ali
AKU-EB Support Unit of AKESP, Ghizer, Gilgit-Baltistan

Furthermore, we thank the following for reviewing the syllabus for Higher Education
Preparedness, ensuring that the syllabus includes adequate skills and content to effectively
prepare students for the next level of education.

Aga Khan University Examination Board Physics SSC Syllabus 2025 55

 Dr Ambreen Insaf
Assistant Professor
Department of Applied Physics
University of Karachi

 Dr Mirza Salman Baig

Lecturer, Siraj-ud-Daulah Government Degree College, Karachi
Associate Professor (Adjunct), IIEE, Karachi

Aga Khan University Examination Board Physics SSC Syllabus 2025 56

In-house Team

 Mentor and Advisor:

Dr Naveed Yousuf
CEO, AKU-EB
 Operational Advisor:
Hanif Shariff
Director, AKU-EB
 Syllabi Review Lead:
Raabia Hirani
Manager, Curriculum Development
 Syllabi Review Facilitators:
Dur Nasab, Associate, Curriculum Development
Mahrukh Jiwa, Specialist, Middle School Programme
 Internal Reviewer:
Zain-ul-Muluk, Manager, Examination Development
Shahneel Jawaid, Specialist, Curriculum and Exam Development
S.M. Waqas, Specialist, Curriculum and Exam Development
Anita Saleem, Specialist, Curriculum and Exam Development
Farhan Khan, Specialist, Curriculum and Exam Development
 Learning Resources Reviewer:
Ali Bijani, Manager, Teacher Support, and team
 Assessment Reviewer:
Munira Muhammad, Lead Specialist, Assessment
 Administrative Support:
Raheel Sadruddin, Manager, Administration, and team
 School Coordination Support:
Danish Hussain, Senior Manager, Operations, and team
 Syllabi Feedback Data Analysts:
Muhammad Faheem, Lead Specialist, Assessment
Muhammad Kamran Afzal, Specialist, Assessment
 Communications and Design Support:
Shanoz Aqnazarbekova, Manager, Communications
Hatim Yousuf, Specialist, Communications
 Quality Assurance:
Malik Azam, Manager, and team
 Data Compilation and Formatting:
Shamsa Farzand Ali, Assistant, AKU-EB
Ali Jumani, Assistant, AKU-EB
Riyan Ali, Assistant, AKU-EB
Akber Hashmani, Specialist, Assessment AKU-EB

Aga Khan University Examination Board Physics SSC Syllabus 2025 57

Aga Khan University Examination Board Physics SSC Syllabus 2025 58