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 July 2009

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

Class IX examination in 2010 and onwards Class X examination in 2011 and onwards

S. No. Preface 1. 2. 3. 4. 5. 6. 7.

Table of Contents

Page No. 5 7 7 10 56 60 60 61 65 67

Aims/Objectives of the National Curriculum (2006) Rationale of the AKU-EB Examination Syllabus Topics and Student Learning Outcomes of the Examination Syllabus Scheme of Assessment Teaching-Learning Approaches and Classroom Activities Recommended Texts and Reference Materials Definition of Cognitive Levels and Command Words in the Student Learning Outcomes in Examination Papers Annex A: SSC Scheme of Studies Annex B: List of Practical Activities

For queries and feedback Address: AKU-Examination Board Bungalow No. 233/ E.1 Lines, Daudpota Road, Karachi-Pakistan. Phone: (92-21) 35224702-09 Fax: (92-21) 35224711 E-mail: examination.board@aku.edu Website: www.aku.edu/akueb

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-EBs 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 Educations 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

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 to take effect in 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 new National Curriculum 2006. 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

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. 2.1

Rationale of the AKU-EB Examination Syllabus 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 according to which the total marks for the SSC examination have been increased from 850 to 1100 from the year 2008 and onwards. 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) (b) (c) that the AKU-EB Scheme of Studies for its SSC examination (Annex A) derives directly from the 2007 Ministry of Education Scheme of Studies; which topics will be examined in Class IX and in Class X; at which cognitive level or levels (Knowledge, Understanding, Application and other higher order skills) the topics and sub-topics will be taught and examined;

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

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. 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, but not necessarily the same content, to elicit evidence of these competencies in candidates responses. The definitions of command words used in this syllabus are given in Section 8. It is hoped that teachers will find these definitions useful in planning their lessons and classroom assessments. 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 and 5.

2.1.4

2.1.5

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.

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. 1.2.2 In line with National Education Policy, the AKU-Examination Board syllabuses in science subject focus on the following: a. Broadening students 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.

3.

Topics and Student Learning Outcomes of the Examination Syllabus Part I (Class IX) Topics Student Learning Outcomes Candidates should be able to: 1.1.1 describe the crucial role of physics in science, technology and society; explain with examples that science is based on physical quantities which consist of numerical magnitude and a unit; differentiate between base and derived physical quantities; list the seven units of System International (SI) along with their symbols and physical quantities; (standard definitions of SI units are not required) interconvert the prefixes and their symbols to indicate multiple and sub-multiple for both base and derived units; write the answer in scientific notation in measurements and calculations; * Cognitive levels2 K U A

1.

Physical quantities and measurement 1.1 Introduction

1.2

Physical quantities

1.2.1

1.3

International system of units

1.3.1 1.3.2

* *

1.4

Prefixes (multiples and sub-multiples) Standard form / scientific notation

1.4.1

1.5

1.5.1

K = Knowledge, U = Understanding, A= Application (for explanation see Section 8: Definition of command words used in Student Learning Outcomes and in Examination Questions).

10

NOTES

11

K 1.6 Measuring instruments 1. meter rule 2. vernier calipers 3. screw gauge 4. physical balance 5. stopwatch 6. measuring cylinder An introduction to significant figures 1.6.1 1.6.2 describe the working of vernier calipers and screw gauge for measuring length; Identify the measuring instruments such as meter rule, vernier calipers and screw gauge explain their limitation;

U * *

1.7

1.7.1 1.7.2

discuss the need o f using significant figures for recording and stating results in the laboratory; use significant figures in claculations.

* *

2.

Kinematics 2.1 2.2 2.3 Rest and motion

Candidates should be able to: 2.1.1 describe using examples how objects can be at rest and in motion simultaneously; describe and identify different types of motion i.e. translatory, rotatory and vibratory motion and distinguish them; define the terms speed, velocity and acceleration and write their formulas ; differentiate between distance and displacement, speed and velocity; define scalar and vectors; differentiate between scalar and vector quantities; * * * * * *

Type of motion 2.2.1 (translatory, rotatory, vibratory) Terms associated with motion, (distance and displacement speed and velocity and acceleration) Scalars and vectors 2.3.1 2.3.2

2.4

2.4.1 2.4.2

* *

12

NOTES

13

K 2.5 Graphical analysis of motion, 2.5.1 (Distance time graph and Speed 2.5.2 time graph) 2.5.3 2.5.4 represent vector quantities by drawing; plot and interpret distance-time graph and speed-time graph; determine and interpret the slope of distance-time and speedtime graph; determine from the shape of the graph, the state of a body; (i) at rest, (ii) moving with constant speed, (iii) moving with variable speed; calculate the area under speed-time graph to determine the distance traveled by the moving body; derive equations of motion for a body moving with a uniform acceleration in a straight line;

A * * *

2.5.5

2.6

Equations of motion S = Vt Vf = Vi + at 1 S = Vi t + at 2 2 2 2 Vf Vi = 2aS

2.6.1

2.6.2

solve problems related to uniformly accelerated motion using appropriate equations;

2.7

Motion due to gravity

2.7.1

solve problems related to freely falling bodies using 10ms 2 as the acceleration due to gravity.

3.

Dynamics

Candidates should be able to:

3.1

Force

3.1.1 3.1.2 3.1.3

describe the concept of force and write its S.I units; differentiate among different forces like gravitational force, drag force, (push, pull), friction, electrostatic force, magnetic force; explain the concept of force by practical examples of daily life;

* * *

14

NOTES

15

3.2

Momentum

3.2.1 3.2.2 3.2.3 3.2.4 3.2.5 3.2.6

define momentum; solve problem related to force and momentum; state the law of conservation of momentum; use the principle of conservation of momentum in the collision of two objects; determine the velocity after collision of two objects using the law of conservation of momentum; use the idea of momentum to explain safety features; state Newtons laws of motion and inertia; distinguish between mass and weight and solve problem using F = ma, and W = mg; 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 second law of motion; discuss the result while you are sitting inside a bus when the bus 1. starts moving suddenly 2. stops moving suddenly 3. turns a corner to the left suddenly explain the effect of friction on the motion of a vehicle in the context of type of surface, road conditions including skidding, braking force; demonstrate that rolling friction is much lesser than sliding friction; list various methods to reduce friction;

K *

* * * * * * * * * * *

3.3

Newtons laws of motion

3.3.1 3.3.2 3.3.3 3.3.4

3.4

Friction

3.4.1 3.4.2 3.4.3

* * *

16

NOTES

17

3.5

Uniform circular motion

3.5.1 3.5.2 3.5.3

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

K *

* *

4.

Turning effect of forces 4.1 Forces on bodies

Candidates should be able to: 4.1.1 define like and unlike parallel forces;

* * * *

4.2 4.3

Addition of forces Resolution of forces

4.2.1 4.3.1 4.3.2

state head to tail rule of vector addition of forces / vectors; describe the resolution of force into its perpendicular components; determine the magnitude and direction of a force from its perpendicular components; define moment of force or torque as moment = force perpendicular distance from pivot to the line of action of force; explain the turning effect of force by relating it to everyday life; state the principle of moments; determine the weight of unknown object using principle of moments; explain that the upward forces on a light beam supported at its ends vary with the position of a heavy object placed on the beam; define the centre of mass and centre of gravity of a body; *

4.4

Moment of force

4.4.1 4.4.2

* *

4.5

Principle of moments

4.5.1 4.5.2 4.5.3

* * *

4.6

Centre of mass

4.6.1

18

NOTES

19

4.7 4.8

Couple Equilibrium

4.7.1 4.8.1 4.8.2 4.8.3 4.8.4 4.8.5

define couple as a pair of forces tending to produce rotation; prove that the couple has the same moments about all points; define equilibrium and classify its types by quoting examples from everyday life; state the two conditions for equilibrium of a body; solve problems on simple balanced systems when bodies are supported by one pivot only; describe the states of equilibrium and classify them with common examples; explain effect of the position of the centre of mass (centre of gravity) on the stability of simple objects.

K *

* * * * * * *

4.9

Stability

4.9.1

5.

Gravitation

Candidates should be able to:

5.1

Law of gravitation

5.1.1 5.1.2 5.1.3 5.1.4

state Newtons law of gravitation; explain that the gravitational forces are consistent with Newtons third law; explain gravitational field as an example of field of force; define weight (as the force on an object due to a gravitational field); calculate the mass of earth by using law of gravitation; solve problems using Newtons law of gravitation; explain that value of g decreases with altitude from the surface of earth;

* * * *

5.2

Measurement of mass of earth Variation of g with altitude

5.2.1 5.2.2 5.3.1

* * *

5.3

20

NOTES

21

5.4

Motion of artificial satellites

5.4.1

discuss the importance of Newtons law of gravitation in understanding the motion of satellites;
explain that the moon orbits the earth and that some planets also have moons; explain that gravitational force; Causes the planets to orbit sun Causes the moon and artificial satellites to orbit earth Causes comets to orbit the sun state that a galaxy is a large collection of billions of stars and a universe is a large collection of billions of galaxies; describe how the orbit of a comet differs that from a planet.

U *

5.5

Earth and space

5.5.1 5.5.2

* *

5.5.3 5.5.4
6. Work and Energy

* *

Candidates should be able to:

6.1

Work

6.1.1 6.1.2 6.2.1 6.2.2

define work and state its SI unit; calculate work done; define energy, kinetic energy and potential energy and state unit of energy; prove that kinetic energy K.E= mv 2 and potential energy P.E= mgh and solve problems using these equations; Identify forms of energy stored in various objects at different positions and states;

* * * * *

6.2

Forms of energy

6.3

Kinetic energy and potential energy

6.3.1

22

NOTES

23

6.4

Major sources of energy

6.4.1

6.4.2 6.4.3 6.4.4 6.4.5 6.4.6

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 state mass energy equation E = mc 2 and solve problems using it; describe the process of electricity generation by drawing a block diagram of the process from fossil fuel input to electricity output; list the environmental issues associated with power generation; differentiate energy sources as non renewable and renewable energy sources with examples of each; explain systems such as a filament lamp, a power station, a vehicle traveling at a constant speed on a level road and draw energy flow diagrams through steady state; define efficiency of a working system and calculate the efficiency of an energy conversion using the formula; efficiency = energy converted into the required form / total energy input reason why a system cannot have an efficiency of 100%;

U *

* * * * *

6.5

Efficiency

6.5.1

6.5.2

24

NOTES

25

6.6

Power

6.6.1 6.6.2 6.6.3

define power and calculate power from the formula; Power = work done / time taken define the unit of power watt in SI and convert it into horse power; solve problems using mathematical relations learnt in this unit.
Candidates should be able to:

* *

* * *

7.

Properties of Matter

7.1

Kinetic molecular model of matter

7.1.1 7.1.2

state and explain kinetic molecular model of matter (solid, liquid and gas forms); describe the fourth state of matter i.e. plasma; define the term density; compare the densities of a few solids, liquids and gases; define the term pressure (as a force acting normally on unit area); explain how pressure varies with force and area in the context of everyday examples; explain atmospheric pressure; describe the use of the height of a liquid column to measure the atmospheric pressure; describe that atmospheric pressure decreases with the increase in height above the Earths surface; explain that changes in atmospheric pressure in a region may indicate a change in the weather;

* *

7.2

Density

7.2.1 7.2.2 7.3.1 7.3.2

* * * *

7.3

Pressure

7.4

Atmospheric pressure

7.4.1 7.4.2 7.4.3 7.4.4

* * * *

26

NOTES

27

7.5

Pressure in liquids

7.5.1 7.5.2 7.5.3 7.5.4 7.5.5

state Pascals law; apply and demonstrate the use with examples of Pascals law; state relation for pressure beneath a liquid surface to depth and to density i.e., (P=gh) and solve problems using this equation; state Archimedes principle; determine the density of an object using Archimedes principle. eplain the significance of upthrust exerted by a liquid on a body; state the principle of floatation; define elasticity; explain that a force may produce a change in size and shape of a body. define the terms Stress, Strain and Youngs modulus; state Hookes law and explain elastic limit.

K *

* * * * * * * *

7.6 7.7 7.8

Upthrust Principle of floatation Elasticity

7.6.1 7.7.1 7.8.1 7.8.2

7.9

Stress, strain and youngs modulus

7.9.1 7.9.2

* * *

8.

Thermal Properties of Matter

Candidates should be able to:

8.1

Temperature and heat

8.1.1 8.1.2

define temperature (as quantity which determine the direction of flow of thermal energy); define heat (as the energy transferred resulting from the temperature difference between two objects);

* *

28

NOTES

29

8.2

Thermometer

8.2.1 8.2.2 8.2.3

list basic thermometric properties for a material to construct a thermometer; convert the temperature from one scale to another (Fahrenheit, Celsius and Kelvin scales); describe rise in temperature of a body in term of an increase in its internal energy; define the terms heat capacity and specific heat capacity; describe heat of fusion and heat of vaporization (as energy transfer without a change of temperature for change of state); describe experiments to determine heat of fusion and heat of vaporization of ice and water respectively by sketching temperature-time graph on heating ice; explain the process of evaporation and the difference between boiling and evaporation; explain that evaporation causes cooling; list the factors which influence surface evaporation; describe qualitatively the thermal expansion of solids (linear and volumetric expansion); explain the thermal expansion of liquids (real and apparent expansion); solve numerical problems based on the mathematical relations learnt in this unit.

K *

* *

8.3 8.4

Specific heat capacity Latent heat of fusion

8.3.1 8.4.1

* * *

8.5

Latent heat of vaporization

8.5.1

8.6

Evaporation

8.6.1 8.6.2 8.6.3

* * * * * *

8.7

Thermal expansion

8.7.1 8.7.2 8.7.3

30

NOTES

31

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

9.1

The three process of heat transfer

9.1.1 9.1.2 9.1.3 9.1.4 9.1.5

state thermal energy is transferred from a region of higher temperature to a region of lower temperature; explain in terms of molecules and electrons, how heat transfer occurs in solids; state the factors affecting the transfer of heat through solid conductors and hence, define the term Thermal Conductivity; solve problems based on thermal conductivity of solid conductors; write examples of good and bad conductors of heat and describe their uses; explain insulation reduces energy transfer by conduction; explain the convection currents in fluids due to difference in density; state some examples of heat transfer by convection in everyday life; describe the process of radiation from all objects; explain energy transfer by radiation does not require a medium and that the rate of energy transfer is affected by; Colour and texture of the surface Surface temperature Surface area

* * * * *

9.2 9.3

Conduction Convection

9.2.1 9.3.1 9.3.2

* * *

9.4 9.5

Radiation Consequences and everyday application of heat transfer

9.4.1 9.5.1

* *

32

NOTES

33

Part II (Class X) Topics 10. Simple harmonic motion and Waves Student Learning Outcomes Candidates should be able to: Cognitive levels K U A

10.1

Simple harmonic motion

10.1.1 10.1.2 10.1.3 10.1.4 10.1.5

state the conditions necessary for an object to oscillate with SHM; explain SHM with simple pendulum, ball and bowl examples; draw forces acting on a displaced pendulum; solve problems by using the formula T = 2
l for simple g

* * * * *

pendulum; explain that damping progressively reduces the amplitude of oscillation; describe wave motion as illustrated by vibrations in rope, slinky spring and by experiments with water waves; describe that waves are means of energy transfer without transfer of matter; distinguish between mechanical and electromagnetic waves; identify transverse and longitudinal waves in mechanical media, slinky and springs; describe properties of waves such as reflection, refraction and diffraction with the help of ripple tank;

10.2

Waves, their nature and type

10.2.1 10.2.2 10.2.3 10.2.4

* * * *

10.3

Properties of waves

10.3.1

34

NOTES

35

10.4

Characteristics of waves

10.4.1 10.4.2 10.4.3

define the terms speed (v), frequency (f), wavelength (), time period (T), amplitude, crest, trough, cycle, wave front, compression and rarefaction; derive equation V=f ; solve problems by applying the relation f = 1/T and V= f .

K *

* *

11.

Sound

Candidates should be able to:

11.1

Sound waves

11.1.1 11.1.2

explain how sound is produced by vibrating sources and that sound waves require a material medium for their propagation; describe the longitudinal nature of sound waves; (as a series of compressions and rarefactions)
describe an experiment for the determination of speed of sound;

* *

11.2 11.3

Speed of sound Characteristics of sound

11.2.1 11.3.1 11.3.2 11.3.3 11.3.4 11.3.5

* * * * * * * * * *

define the terms pitch, loudness and quality of sound; describe the effect of change in amplitude on loudness and the effect of change in frequency on pitch of sound; define intensity and state its SI unit; describe what is meant by intensity level and give its unit; describe the importance of acoustic protection; explain that noise is a nuisance; describe how reflection of sound may produce echo; describe audible frequency range; describe the uses of ultrasound;

11.4

Noise pollution

11.4.1 11.4.2 11.5.1 11.5.2

11.5

Audible frequency range

36

NOTES

37

K 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 and state laws of reflection; solve problems of image location by spherical mirrors by using mirror formula; define the terminology the angle of incidence (i) and angle of refraction (r) and state the laws of refractions; describe and demonstrate the passage of light through parallelsided transparent material; Solve problems by using different formulae; i. Sin i / Sin r ii. Speed of light in vacuum/speed of light in given medium iii. real depth / apparent depth describe and demonstrate the passage of light through a glass prism; state the conditions for total internal reflection; describe the use of total internal reflection in light propagation e.g. optical fibres; describe the relation between critical angle and refractive index; describe and demonstrate how light is refracted through lenses; solve problems of image location by lenses using lens formula; *

12.2

Image location by spherical mirror equation Refraction of light

12.2.1

12.3

12.3.1 12.3.2 12.3.3

* *

12.3.4

12.4

Total internal reflection

12.4.1 12.4.2 12.4.3

* * * * *

12.5

Image location by lens equation

12.5.1 12.5.2

38

NOTES

39

12.6

Magnifying power and resolving power Compound microscope

12.6.1 12.6.2 12.7.1 12.7.2

define power of a lens and state its unit; define the terms resolving power and magnifying power; draw a ray diagram of a simple microscope and determine its magnifying power; draw a ray diagram of a compound microscope and determine its magnifying power; draw a ray diagram of a telescope and mention its magnifying power; draw ray diagrams to show the formation of images in the normal eye, a short- sighted eye and a long-sighted eye; describe the correction of short-sight and long-sight.

K * *

12.7

* *

* *

12.8

Telescope

12.8.1

12.9

Defects in vision

12.9.1 12.9.2

* *

13.

Electrostatics

Candidates should be able to:

13.1

Electric charge

13.1.1 13.1.2

describe simple experiments to show the production and detection of electric charge; discuss the potential dangers of electrostatic charges e.g. fuelling of aircrafts and tankers; describe experiments to show electrostatic charging by induction; state that there are positive and negative charges; describe the construction and working principle of electroscope;

* *

13.2

Electrostatic induction

13.2.1 13.2.2 13.3.1

* * * *

13.3

Electroscope

40

NOTES

41

13.4

Coulombs law

13.4.1 13.4.2

state and explain Coulombs law; solve problems on electrostatic charges by using Coulombs law; define electric field and electric field intensity; sketch the electric field lines for an isolated +ve and ve point charges; describe the concept of electrostatic potential; define the unit volt; describe potential difference as energy transfer per unit charge; describe a situation in which static electricity is dangerous and discuss the precautions taken to ensure the safe discharge of static electricity; describe a capacitor as a charge storing device; define capacitance and state its unit; derive the formula for the effective capacitance of a number of capacitors connected in series and in parallel; apply the formula for the effective capacitance of a number of capacitors connected in series and in parallel to solve related problems;
differentiate between fixed and variable capacitor.

U *

* * *

13.5

Electric field and its intensity 13.5.1 13.5.2

13.6

Electrostatic potential

13.6.1 13.6.2 13.6.3 13.7.1

* * * * * *

13.7

Applications of electrostatic

13.8

Capacitors and capacitance

13.8.1 13.8.2 13.8.3 13.8.4

* * * *

13.9

Different types of capacitors

13.9.1

42

NOTES

43

K 14. Current electricity 14.1 Electric current Candidates should be able to: 14.1.1 define electric current; 14.1.2 describe the concept of conventional current;

* * *

14.2

Potential difference and emf

14.2.1

understand the potential difference across a circuit component and name its unit; describe Ohms law and explain its limitations; define resistance and its unit(); calculate the effective resistance of a number of resistances connected in series and also in parallel; describe the factors affecting the resistances of a metallic conductor; distinguish between conductors and insulators; sketch and interpret the I-V characteristics graph for a metallic conductor, a filament lamp and a thermistor; describe how energy is dissipated in a resistance and explain Joules law; apply the equation E=IVt = I2Rt = V 2 t/R to solve numerical problem; calculate the cost of energy when given the cost per kWh; distinguish between D.C and A.C.; identify circuit components such as switches, resistors, batteries etc.; * * *

14.3 14.4

Ohms law Resistance (series and parallel combinations)

14.3.1 14.4.1 14.4.2 14.4.3 14.4.4

* * * * * * *

14.5

The I-V characteristics for ohmic and non ohmic conductors Electrical power and joules law

14.5.1

14.6

14.6.1 14.6.2 14.6.3 14.6.4

* * * *

14.7

Use of circuit components

14.7.1

44

NOTES

45

14.8

Measuring instruments (galvanometer, ammeter, voltmeter)

14.8.1 14.8.2 14.8.3

describe the use of electrical measuring devices like galvanometer, ammeter and voltmeter; construct simple series (single path) and parallel circuits (multiple paths); predict the behaviour of light bulbs in series and parallel circuit such as for celebration lights; state the functions of the live, neutral and earth wires in the domestic main supply; explain why domestic supplies are connected in parallel; describe hazards of electricity; (damage insulation, overheating of cables, damp conditions) explain the use of safety measures in household electricity. (fuse, circuit breaker, earth wire) *

U *

* *

14.9

Alternating current (A.C)

14.9.1 14.9.2

* * * *

14.10 Safety measures

14.10.1 14.10.2

15.

Electromagnetism

Candidates should be able to:

15.1 15.2

Magnetic effect of a steady current Force on a current carrying conductor in a magnetic field

15.1.1 15.2.1

describe and demonstrate that an electric current in a conductor produces a magnetic field around it; describe that a force acts on a current carrying conductor placed in a magnetic field as long as the conductor is not parallel to the magnetic field; state that a current carrying coil in a magnetic field experiences a torque with the help of Fleming left hand rule;

* *

15.3

Turning effect on a current carrying coil in a magnetic field

15.3.1

46

NOTES

47

15.4 15.5

D.C motor Electromagnetic induction

15.4.1 15.5.1 15.5.2 15.5.3

relate the turning effect on a coil to the action of a D.C. motor; describe an experiment to show that a changing magnetic field can induce e.m.f. in a circuit; describe factors affecting the magnitude of an induced e.m.f.; explain that the direction of an induced e.m.f opposes the change causing it and relate this phenomenon to conservation of energy; describe a simple form of A.C generator; describe mutual induction and state its units; explain that a transformer works on the principle of mutual induction between two coils; describe the purpose of transformers in A.C circuits.

U *

A *

* * * *

15.6 15.7 15.8

A.C generator Mutual induction Transformer

15.6.1 15.7.1 15.8.1 15.8.2

* * * * *

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; describe the simple construction and use of an electron gun as a source of electron beam; describe the effect of electric field on an electron beam; describe the effect of magnetic field on an electron beam;

16.2

Electron gun and cathode rays Deflection of electron by electric field Deflection of electron by magnetic field

16.2.1

16.3 16.4

16.3.1 16.4.1

* *

48

NOTES

49

16.5 16.6

Cathode rays oscilloscope (CRO) Introduction of electronics

16.5.1 16.6.1 16.6.2 16.7.1 16.8.1 16.8.2 16.8.3

describe the basic principle of CRO and make a list of its uses; differentiate between analogue and digital electronics; describe how digital signals can carry more information; state the basic operations of digital electronics; identify and draw the symbols for the logic gates; (NOT, OR, AND, NOR and NAND) state the action of the logic gates in truth table form; describe the simple uses of logic gates.
Candidates should be able to:

K *

U *

* * * * * * * *

16.7 16.8

Analogue and digital electronics Logic gates

17.

Information and communication technology

17.1

Components of ICT

17.1.1

describe the components of Information and Communication Technology(ICT); explain briefly the transmission of; electric signals through wires radio waves through air light signals through optical fibres describe function and use of fax machine, cell phone, photo phone and computer; state the purpose of the use of e-mail and internet;

17.2

Flow of information

17.2.1

17.3

Communication technology

17.3.1 17.3.2

* *

50

NOTES

51

17.4

Storing information

17.4.1

describe the use of information storage devices such as audio cassettes, video cassettes, hard discs, floppy, compact discs and flash drive; identify the functions of word processing, data managing, monitoring and controlling. *

U *

A *

17.5

Handing information

17.5.1

18.

Radioactivity

Candidates should be able to:

18.1

Atom and atomic nucleus

18.1.1 18.1.2 18.1.3 18.1.4

describe Rutherfords nuclear model; describe the composition of the nucleus in terms of protons and neutrons; explain that number of protons in a nucleus distinguishes one element from the other; represent 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 18.2.2 18.2.3

18.2.4

explain that some nuclei are unstable, give out radiation to get rid of excess energy and are said to be radioactive; describe that the three types of radiation are , & ; state, for radioactive emissions; their nature their relative ionizing effects. their relative penetrating abilities. explain that an element may change into another element when radioactivity occurs; represent changes in the composition of the nucleus by symbolic equations when alpha or beta particles are emitted;

* * *

18.3

Natural transmutations

18.3.1

52

NOTES

53

18.4

Background radiation

18.4.1 18.4.2

describe that radioactive emissions occur randomly over space and time; show an awareness of the existence of background radiation and its sources; explain the meaning of half life of a radioactive material and calculate the half life and its graph; describe radio isotopes and their uses; describe the process of carbon dating to estimate the age of ancient objects; describe briefly the processes of fission and fusion; describe hazards of radioactive materials. * *

U *

18.5

Half life

18.5.1

18.6

Radio isotopes

18.6.1 18.6.2

* *

18.7 18.8

Fission and fusion Hazards of radioactivity and safety measures

18.7.1 18.8.1

54

NOTES

55

4.

Scheme of Assessment Class IX Table 1: Number of Student Learning Outcomes by Cognitive Level

Topic No. 1 2 3 4 5 6 7 8 9

Topics

Physical quantities and measurement Kinematics Dynamics Turning effect of forces Gravitation Work and energy Properties of matter Thermal properties of matter Transfer of heat Total Percentage

No. of Sub-topics 7 7 4 9 5 6 9 7 5 59

K 3 3 6 6 2 7 9 3 3 42 28

SLOs U 6 7 8 9 8 5 13 10 6 72 47

A 3 6 8 4 2 9 1 3 1 37 25

Total

12 16 22 19 12 21 23 16 10 151

Table 2: Allocation of Marks for the Objective Test, Constructed Response Paper and Extended Response Question No. of Subtopics Marks Constructed Objective Response Test Paper

Topic No.

Topics

ERQ

Total

1 2 3 4 5 6 7 8 9

Physical quantities and measurement Kinematics Dynamics Turning effect of forces Gravitation Work and energy Properties of matter Thermal properties of matter Transfer of heat Total Practical (see annex B) Total

7 7 4 9 5 6 9 7 5 59

3 5 3 3 6 5
25

3 6 3 3 6 4
25

5 5 5
15

6 16 6 6 17 14
65 10 75

56

Table 3: Paper Specifications Topic No. Topics Marks Distribution Total Marks

1. 2. 3. 4. 5. 6. 7. 8. 9.

Physical quantities and measurement Kinematics Dynamics Turning effect of forces Gravitation Work and energy Properties of matter Thermal properties of matter Transfer of heat
Total Practical Total

MCQ 3 @ 1 Mark CRQ 1 @ 3 Marks MCQ 5 @ 1 Mark CRQ 1 @ 6 Marks *ERQ 1 @ 5 Marks Choose any ONE from two MCQ 3 @ 1 Mark CRQ 1 @ 3 Marks MCQ 3 @ 1 Mark CRQ 1 @ 3 Marks MCQ 6 @ 1 Mark CRQ 1 @ 6 Mark ERQ 1 @ 5 Mark Choose any ONE from two MCQ 5 @ 1 Mark CRQ 1 @ 4 Mark ERQ 1 @ 5 Mark Choose any ONE from two MCQ CRQs ERQs 25 25 15

06 16 06 06 17

14

65 10 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.

57

Class X Table 4: Number of Student Learning Outcomes by Cognitive Level Topic No. 10 11 12 13 14 15 16 17 Topics No. of Sub-topics 4 5 9 9 10 8 8 SLOs U 8 8 11 11 15 11 10 Total

18

Simple harmonic motion and waves Sound Geometrical optics Electrostatics Current electricity Electromagnetism Introductory electronics Information and communication technology Radioactivity Total Percentage

K 4 3 3 5 6 2 4

A 2 1 9 6 5 3 1

14 12 23 22 26 16 15 7 19 154 100

5 8 66

1 4 32 21

5 12 91 59

1 3 31 20

Table 5: Allocation of Marks for the Objective Test, Constructed Response Paper and Extended Response Question No. of Subtopics Marks Constructed Objective Response Test Paper

Topic No.

Topics

ERQ

Total

10 11 12 13 14 15 16 17 18

Simple harmonic motion and waves Sound Geometrical optics Electrostatics Current electricity Electromagnetism Introductory electronics Information and communication technology Radioactivity Total Practical (see annex B) Total

4 5 9 9 10 8 8 5 8 66

4 4 4 4 4 5 25

4 5 6 3 3 4 25

5 5 5 15

13 14 15 7 7 9 65 10 75

58

Table 6: Paper Specifications for Examination Topic No. Topics Marks Distribution Total Marks

10. 11. 12. 13. 14. 15. 16. 17. 18.

Simple harmonic motion and waves Sound Geometrical optics Electrostatics Current electricity Electromagnetism Introductory electronics Information and communication technology Radioactivity
Total Practical Total

MCQ 4 @ 1 Mark CRQ 1 @ 4 Marks *ERQ 1 @ 5 Marks Choose any ONE from two MCQ 4 @ 1 Mark CRQ 1 @ 5 Marks ERQ 1 @ 5 Marks Choose any ONE from two MCQ 4 @ 1 Mark CRQ 1 @ 6 Marks ERQ 1 @ 5 Marks Choose any ONE from two MCQ 4 @ 1 Mark CRQ 1 @ 3 Marks MCQ 4 @ 1 Mark CRQ 1 @ 3 Marks MCQ 5 @ 1 Mark CRQ 1 @ 4 Marks MCQ CRQs ERQs 25 25 15

13

14

15 07 07 09
65 10 75

* 4.1

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. 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 (45% and 56%), Application and higher order skills (28% and 23%) to discourage rote memorization. Tables 1 and 4 however do not translate directly into marks. There will be two examinations, one at the end of Class IX and one at the end of Class X. In each class, the theory paper will be in two parts: paper I and paper II. Both papers will be administrated within 3 hours. Paper I theory will consist of 25 compulsory, multiple choice items. These questions will involve four response options.

4.2 4.3 4.4

59

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. Practical examination will be conducted separate from the theory paper. It will be based on the list of practical activities listed in the syllabus. All constructed response questions will be in a booklet which will also serve as an answer script. Practical exams to assess performance skills will carry 10 marks in class IX and 10 marks in class X. 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.

4.6 4.7 4.8 4.9

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.

Classroom Activities

1. 2. 3. 4.

Demonstrations Group discussions/work Teacher should relate physics to daily life Activity-based learning including project assignment

A more detailed account of teaching learning strategies from the National Curriculum, Physics Classes IX and X (2006) is attached as Annex C.
6. Recommended Texts and Reference Materials Recommended Book

1. Punjab Textbook Board (2007). Physics for Classes IX and X. Lahore: Punjab Textbook Board. (Revised edition books I & II)

60

Reference Books

The following list of books in order of preference is also recommended for further reading for students and teachers to enable them to supplement the material available in textbooks. 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
7. Definition of Cognitive Levels and Command Words in the Student Learning Outcomes and in Examination Papers Definition of Cognitive Levels (Knowledge, Understanding and Application) Knowledge:

7.1

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.

61

7.2

Definition of Command Words:

Knowledge:
Define (the term or terms): Demonstrate: Draw/Sketch: Factorize: Find:

Only a formal statement or equivalent paraphrase is required. No examples need to be given. To show by argument, facts or other evidences the validity of a statement or phenomenon. To make a simple freehand sketch or diagram. Care should be taken with proportions and the clear labelling of parts. To resolve or break integers or polynomials into factors. Is a general term that may variously be interpreted as calculate, measure, determine, etc. In other contexts, describe and give an account of should be interpreted more generally, i.e. the candidate has greater discretion about the nature and the organization of the material to be included in the answer. Describe and explain may be coupled in a similar way to state and explain. Pick out, recognizing specified information from a given content or situation. To determine extent, quantity, amount or degree of something as determined by measurement or calculation. To locate and mark one or more points, on a graph by means of coordinates and to draw a graph through these points. To deploy the required attribute in a constructed response.

Identify: Measure:

Plot:

Use:

Understand:
Arrange:

To put different components in an appropriate and systematic way. To state a basis for categorization of a set of related entities and assign examples to categories. To list the main characteristics of two entities clearly identifying similarities (and differences). To calculate an answer or result using different mathematical methods. To form or prove a concept through observation, experience, facts or given data. To bring together given elements in a connected or coherent whole. To change or adapt from one system or units to another.

Classify: Compare:

Compute:

Conceptualize:

Construct:

Convert:

62

Describe:

Develop:

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. To expand a mathematical function or expression in the form of series. To identify those characteristics which always or sometimes distinguish between two categories. To give a critical account of the points involved in the topic. To remove a variable from two or more simultaneous equations. To prove correct or true on the basis of the previous examples. To judge or assess on the basis of facts, argument or other evidence to come to conclusion. To reason or use some reference to theory, depending on the context. Use appropriate vocabulary, language structure and intonation to communicate thoughts and feelings. To give clear examples to state, clarify or synthesize a point of view. Thoroughly and systematically consider a given problem or a statement in order to find out the result or rule applied. To determine the precise position or situation of an entity in a given context. To write down in a logical and systematic way in order to make a conclusion or statement. To establish a rule or law by using an accepted sequence of procedures on statements. To reduce (an equation, fraction, etc.) to a simple form by cancellation of common factors, regrouping of terms in the same variables, etc. To work out systematically the answer of a given problem.

Distinguish:

Discuss:

Eliminate:

Establish: Evaluate:

Explain:

Express: Illustrate:

Investigate:

Locate:

Present:

Prove:

Simplify:

Solve:

63

Verify:

To prove, check or determine the correctness and accuracy of laws, rules or reference given in the set task. To construct full sentences of continuous prose, not abbreviated text.

Write:

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. To use the available information in different contexts to relate and draw conclusions. Is used when a numerical answer is required. In general, working should be shown, especially where two or more steps are involved. To arrive at a general formula by calculating step by step. To form a mental image about the concept according to the facts and then write down about that image.

Apply:

Calculate:

Derive: Visualize:

64

Annex A SSC Scheme of Studies

3

AKU-EB as a national board offers qualifications for both English medium 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 first SSC-I part wise (Class IX) examination was held in May 2008 and SSC-II (Class X) in 2009. The Science group 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 Subjects

English Urdu OR History and Geography of Pakistan a OR Urdu-I b Islamiyat OR Ethics c Pakistan Studies Mathematics Physics Chemistry Biology OR Computer Science Total:
SSC Part-II (Class X) Science Group Subjects

Theory 75 75

Marks Practical -

Total 75 75

50 50 75 65 65 65 520

10 10 10 30

50 50 75 75 75 75 550

English Urdu OR History and Geography of Pakistan a OR Sindhi Aasan b Islamiyat OR Ethics c Pakistan Studies Mathematics Physics Chemistry Biology OR Computer Science Total:
a. b. c.

Theory 75 75

Marks Practical -

Total 75 75

50 50 75 65 65 65 520

10 10 10 30

50 50 75 75 75 75 550

Foreign students may opt HISTORY and GEOGRAPHY OF PAKISTAN in lieu of Urdu Compulsory, subject to the boards approval. Candidates from the province of Sindh may appear in Urdu-I in SSC Part I and in Sindhi Aasan in Part II examination. For non-Muslim candidates only.

Government of Pakistan September 2007 and May 2003. Scheme of Studies for SSC and HSSC (Classes IX-XII). Islamabad: Ministry of Education, Curriculum Wing.

65

SSC Part-I (Class IX) Humanities Group Subjects English Urdu OR History and Geography of Pakistan a OR Urdu-I b Islamiyat OR Ethics c Pakistan Studies General Mathematics Any three of the following Elective Subjects 1. Geography 2. General Science 3. Computer Science (65+10 practical) 4. Economics 5. Civics 6. History of Pakistan 7. Sindhi Elective 8. Elements of Home Economics 9. Food and Nutrition (65+10 practical) 10. Art & Model Drawing 11. Business Studies 12. Environmental Studies 13. English Literature d 14. Commercial Geography d Total: SSC Part-II (Class X) Humanities Group Subjects English Urdu OR History and Geography of Pakistan a OR Sindhi Aasan b Islamiyat OR Ethics c Pakistan Studies General Mathematics Any three of the following Elective Subjects 1. Geography 2. General Science 3. Computer Science (65+10 practical) 4. Economics 5. Civics 6. History of Pakistan 7. Sindhi Elective 8. Elements of Home Economics 9. Food and Nutrition (65+10 practical) 10. Art & Model Drawing 11. Business Studies 12. Environmental Studies 13. English Literature d 14. Commercial Geography d Total:
a. b. c. d.

Marks 75 75 50 50 75 225 (75 each)

550 Marks 75 75 50 50 75 225 (75 each)

550

Foreign students may opt HISTORY and GEOGRAPHY OF PAKISTAN in lieu of Urdu Compulsory, subject to the boards approval. Candidates from the province of Sindh may appear in Urdu-I in SSC Part I and in Sindhi Aasan in Part II examination. For non-Muslim candidates only. Subject will be offered as Additional Subject.

66

Annex B List of Practical Activities Class IX

EXP #
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

OBJECTIVE
To measure the area of cross section by measuring diameter of a solid cylinder with vernier callipers. To measure the thickness of a metal strip or a wire by using a screw gauge. To find the acceleration of a ball rolling down an angle iron by drawing a graph between 2S and T2. To find the value of g by free fall method. Investigate the relationship between force of limiting friction and normal reaction to find the co-efficient of sliding friction between a wooden block and horizontal surface. To verify the principle of moments by using a meter rod balanced on a wedge. To find the weight of an unknown object by using vector addition of forces. To find the weight of an unknown object by using principle of moments. To study the relationship between load and extension (Helical spring) by drawing a graph. To find the density of a body heavier than water by Archimedes principle. To find the specific heat by the method of mixture using polystyrene cups. (used as container of negligible heat capacity). To draw a graph between temperature and time when ice is converted into water and then to steam by slow heating.

Time (mins)
40 40 40 40 40 40 40 40 40 40 40 40

67

Class X

EXP #
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

OBJECTIVE
To study the effect of the length of simple pendulum on time and hence find g by calculation. To prove that time period of a simple pendulum is independent of (i) mass of the pendulum (ii) amplitude of the vibration. To verify the laws of refraction by using a glass slab. To find the refractive index of water by using concave mirror. To trace the path of a ray of light through glass prism and measure the angle of deviation. To find the focal length of a convex lens by parallax method. Verify Ohms law (using wire as conductor). To study resistors in series circuit. To study resistors in parallel circuit. To find the resistance of galvanometer by half deflection method. To trace the magnetic field due to a current carrying circular coil. To verify the truth table of OR, AND, gates.

Time (mins)
40 40 40 40 40 40 40 40 40 40 40 40

68