physics 9-12 pctb curriculum

CURRICULUM PHYSICS
GRADES IX-XII
2019
PUNJAB CURRICULUM AND TEXTBOOK BOARD LAHORE

CURRICULUM FOR PHYSICS GRADES IX- XII 1
TABLE OF CONTENTS
Sr. No. Chapters Pages
Preamble 2
1. Introduction 3
2. Transition of Scheme of Studies into Curriculum, Textbook &
Dissemination into Knowledge & Skills
4
3. Students Learning Outcomes for Grade IX 13
4. Students Learning Outcomes for Grade X 33
5. Students Learning Outcomes for Grade XI 52
6. Students Learning Outcomes for Grade XII 74
7. Students Learning Outcomes of Condensed Physics for Technologies &
Agriculture/ Veterinary Groups for Grade XI- XII
8. Teaching Strategies 145
9. Assessment and Evaluation 156
10. Guidelines for Developing Teaching Learning Resources 175
11. Curriculum Review Committee Members for Physics (IX-XII) 178

PREAMBLE
Curriculum lies at the heart of the educational enterprise. It is a mean through
which nations transmit their philosophy of life and its spirit to exemplify their value system to its
young generations. The development of curriculum requires inputs from the stakeholders to
reflect the needs of the society and interests of the learners.
Curriculum, syllabus and standards of education were on the concurrent list under
Entry 38 of the Concurrent Legislative List to the Fourth Schedule of the Constitution of Islamic
Republic of Pakistan, 1973. After 18th Constitutional Amendment, development of curricula and
approval of textbook manuscripts and supplementary reading material relating to textbooks,
production of reference and research material in respect of the problems relating to the Schemes
of Studies and curricula / textbooks etc. are now the exclusive domain of the Punjab Curriculum
and Textbook Board under Punjab Curriculum and Textbook Board Act, 2015 (Act VI of 2015).
To carry out its mandate, the Punjab Curriculum and Textbook Board has prepared
a new Scheme of Studies-2018 from Pre-Primary Education to Intermediate Level for the province
of Punjab in consultation with all the stakeholders involved in the delivery of education. The
Scheme of Studies-2018 is prepared keeping in view the arising need of technology in our society,
modern trends in education system and to bridge the gap between public / private schools and
Deeni Madaris of the Punjab. Punjab Curriculum and Textbook Board and the School Education
Department hope that this endeavor will be prolific to generate a new youth, useful for the socio-
economic development of the country.
For developing Curriculum of Physics for Grade IX – XII, the Physics National
Curriculum-2006 for Grades IX-X & XI-XII developed by Ministry of Federal Education, Islamabad
have been taken into consideration as reference documents.
This Curriculum will hopefully pave the way for bringing about qualitative change
in education at this level.
Managing Director

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

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

Part – II (Work & Energy)
6. Work and Energy
Part – III (Matter & Its States)
7. Physical Properties of Matter
8. Thermal Properties of Matter
9. Transfer of Heat
Grade X
Part – IV (Oscillation & Waves)
10. Simple Harmonic Motion and Waves
11. Sound
Part – V (Geometrical Optics)
12. Geometrical Optics
Part – VI (Electricity & Magnetism)
13. Electrostatics
14. Current Electricity
15. Electromagnetism
16. Introductory Electronics
17. Information and Communication Technology
Part – VII (Atomic & Nuclear Physics)
18. Radioactivity
Grade XI
Unit No. Part – I (Mechanics)
1. Measurement
2. Vectors and Equilibrium
3. Forces and Motion
4. Rotational and Circular Motion
5. Fluid Dynamics
6. Work and Energy
Part – II (Waves & Oscillations)
7. Waves
8. Oscillations
Part – III (Physical Optics)
9. Physical Optics
Part – IV (Thermal Physics)
10. Thermodynamics

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

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

PHYSICS STANDARDS AND BENCHMARKS FOR GRADES IX-XII
The content standards provide descriptions of what students should know,
understand and be able to do in a specific content area. In addition, benchmarks in each
content areas are drafted to further clarify the content standards. They define our
expectations for students knowledge, skills and abilities along a development continuum in
each content area. They are meant to define a common denominator to determine how well
students are performing.
(A) Constructing New Scientific Knowledge
Scientifically literate students are learners as well as user of knowledge. They ask
question about the world that can be answered by using scientific knowledge and techniques.
They can also develop solutions to problems that they encounter or questions they ask. They
can remember key points and use sources of information to reconstruct previously learnt
knowledge, rather than try to remember every detail of what they learnt.
Standard 1.
Students will be able to display a sense of curiosity and wonder about the natural world and
demonstrate an increasing awareness that this has lead to new developments in science and
technology.
(B) Reflecting on scientific knowledge
Scientifically literate students can show an appreciation for scientific knowledge and the
patterns that reveal in the world; this often involves seeing connections among different areas
of knowledge. They may be able to take a historical and cultural perspective on concepts and
theories or to discuss relationships among science, technology and society.
Standard 2.
Students will be able to demonstrate an understanding of the impact of science and
technology on society and use science and technology to identify problems and creatively
address them in their personal, social and professional lives.
(C) Using scientific knowledge
Scientifically literate students can use their knowledge to understand the
world around them and to guide their actions. Important type of activities that use scientific
knowledge include description and explanation of real world objects, systems or events;

prediction of future events or observations; and the design of systems or courses of action that
enable people to adopt to and modify the world around them.
Standard 3.
Student will be able to understand the processes of scientific
investigation. They will be able to identify a problem, design and conduct experiments and
communicate their findings using a variety of conventional and technological tools.
Standard 4.
Students will be able to describe and explain common properties, forms and
interactions of energy and matter, their transformations and applications in physical systems.
BENCHMARKS
Standard
Code
Benchmarks Secondary
Level
Benchmarks Higher
Secondary Level
At the end of the course, The
students will be able to:
At the end of the course, The students will
be able to:
1.1 Generate scientific questions
about the world based on
observation.
Ask questions that can be investigated
empirically.
1.2 Develop solutions to problems
through reasoning, observation,
and investigations.
Develop solutions to problems through
reasoning, observation, and
investigations.
1.3 Design and conduct scientific
investigations
Design and conduct scientific
investigations.
1.4 Use tools and equipment
appropriate to scientific
investigations.
Recognize and explain the limitations of
measuring devices.
1.5. Use metric measurement devices
to provide consistency in an
investigation.
Gather and synthesize information from
books and other sources of information.
1.6 Use sources of information in

support of scientific
investigations.
_
1.7 Write and follow procedures in
the form of step-by-step
instructions, formulae, flow
diagrams, and sketches.
Discuss topics in groups by making clear
presentations, restating or summarizing
what others have said, asking for
clarification or elaboration, taking
alternative perspectives, and defending a
position.
2.1 Evaluate the strengths and
weaknesses of claims, argument
or data.
Justify plans or explanations on a theoretical
or empirical basis.
2.2. Describe limitations in personal
knowledge.
Describe some general limitations of
scientific knowledge.
2.3 Show how common themes of
science, mathematics, and
technology apply in real-world
contexts.
Show how common themes of science,
mathematics, and technology apply in real
world contexts.
2.4
_
Discuss the historical development of the
key scientific concepts and principles.
2.5 Describe the advantages and
risks of new technologies
Explain the social and economical
advantages and risks of new technology.
2.6 Develop an awareness and
sensitivity to the natural world.
Develop an awareness and sensitivity to the
natural world.
2.7 Recognize the
contributions made in
science by cultures and
individuals of diverse
backgrounds.
Describe the historical, political and social
factors affecting developments in science.
3.1 Understand inquiry principles
and process of 1st hand
investigation in Physics.
Appreciate the ways in which models,
theories and laws in physics have been
tested and validated

3.2 Describe applications of physics
which affect society or the
environment.
Assess the impacts of applications of physics
on society and the environment.
3.3 Select and use appropriate
equipment for investigation plan.
Justify the appropriateness of a particular
investigation plan.
3.4 Identify methods, collecting and
recording data, and also
organizing and analyzing data.
Identify ways in which accuracy and
reliability could be improved in
investigations.
3.5 Use appropriate terminology and
reporting styles to communicate
information and understanding
in physics.
Use terminology and report styles
appropriately and successfully to
communicate information.
3.6 Draw valid conclusions from
gathered data and information.
Assess the validity of conclusions from
gathered data and information.
4.1 Describe the forces acting on an
object which causes changes in
its motion.
Explain events in terms of Newton’s laws
and law of conservation of momentum.
4.2 Describe the effects of energy
transfers and energy
transformations.
Explain the effects of energy transfers and
energy transformations.
4.3 Describe modular model of
matter and its understanding to
explain various concepts related
the behaviour of matter.
Explain mechanical, electrical and magnetic
properties of solids and their significance.
4.4 Demonstrate an understanding
of the principles related to fluid
statics and appreciate their use
Demonstrate an understanding of the
principles related to fluid dynamics and
their applications.
in hydraulic systems.
4.5 Investigate and explain heat
transfers by conduction,
conversion and radiation and
their consequences.
Explain that heat flow and work are two
forms of energy transfers between systems
and their significance.

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

SCHEME OF WORK GRADE IX
LEARNING CONTENTS AND STUDENTS' LEARNING OUTCOMES GRADE IX
Contents: Students' Learning Outcomes
R U Ap. An. E C
Part-I(Mechanics) Students will be able to:
Unit # 1: Physical Quantities And Measurement (21 Periods)
1. Introduction to Physics
 Describe the role of different branches of Physics in Science,
Technology and Society. *
2. Physical Quantities  Differentiate between base and derived physical quantities. *
3. International System
of Units
 List the seven units of System International (SI) along with their
symbols and physical quantities (standard definitions of SI units are
not required). *
4. Prefixes (Multiples and
sub multiples)
 Interconvert the prefixes and their symbols to indicate multiples and
sub multiples for both base and derived units. *
5. Standard Form /
Scientific Notation
 Write the answer in scientific notation in measurements and
calculations. *
6. Measuring
Instruments:
a. Vernier Callipers
b. Screw Gauge
c. Physical Balance
d. Stopwatch
 Identify and explain the limitation of measuring instruments such as
Metre Rule.
 Describe the working of Vernier Callipers and Screw Gauge for
measuring length and their limitations.
*
*

7. An Introduction to
Significant Figures
Describe the need using significant figures for recording and
stating results in the laboratory. *
Investigation Skills:
 Compare the least count of the following measuring instruments
and state their measuring range:
i. Measuring Tape
ii. Metre Rule
iii. VernierCallipers
iv. Micrometer Screw Gauge
*
 Make a paper scale of given least count e.g.
0.2 cm and 0.5 cm. *
 Measure the length and diameter of a cylinder and calculate the
volume with a vernier callipers. *
 Measure the thickness of a metal strip or a wire using a Screw
Gauge. *
 Determine an interval of time using Stopwatch. *
 Determine the mass of an object by using different types of
balances and identify the one which gives most precise
measurement. *
 Determine volume of an irregular shaped object using a measuring
cylinder. *

 List laboratory safety equipment rules and appropriate use of
these equipments in the laboratory. *
Science, Technology and
Society Connections:
 Determine length, mass and time in daily life activities using
various measuring instruments. *
UNIT # 2 KINEMATICS (19 Periods)
1. Rest and Motion  Describe using examples that rest and motion are relative.
*
2. Types of Motion
(Translatory,
Rotatory, Vibratory)
 Identify different types of motion i.e., translatory (Linear, Random
and Circular); rotatory and vibratory motions and distinguish
among them.
*
3. Terms associated
with Motion;
 Position
 Distance and
Displacement
 Speed and
Velocity
 Acceleration
 Define the term speed, velocity and acceleration.
 Differentiate with examples between distance and displacement,
speed and velocity
*
*
4. Scalars and Vectors
 Differentiate with examples between scalar and vector quantities.
 Represent vector quantities by drawing lines according to scale.
*

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

7. Motion due to
Gravity
 Solve problems related to freely falling bodies using 10 ms-2 as
the acceleration due to gravity *
 Demonstrate various types of motion so as to distinguish between
translator, rotatory and vibratory motions.
 Determine the acceleration of free-fall by timing a falling object by
Free Fall Apparatus.
 Calculate acceleration of an iron ball rolling down an inclined
surface using angle iron by drawing graph between 2S and t2 .
*
*
*
Society Connections
 Measure the average speed of a 100 m sprinter.
 Use mathematical slopes (ramps) of graphs or straight lines in real
life applications.
 Interpret graph from newspapers, magazines regarding cricket and
weather etc.
*
*
*
UNIT # 3 DYNAMICS (21 Periods)
1.Momentum
 Explain inertia, momentum and force and describe that force is the
rate of change of momentum. *

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

 Determine the value of “g” by Atwood’s machine. *
 Investigate the relationship between force of limiting friction and
normal reaction to find the coefficient of sliding friction between a
wooden block and horizontal surface.
*
 Determine the force of limiting friction by rolling a roller on a
horizontal plane.
*
 Identify the principle of dynamics with reference to the motion of
objects and vehicles (e.g. analyze the throwing of a ball, swimming,
boating and rocket motion).
*
 Identify the safety devices (such as packaging of fragile objects, the
action of crumple zones and seatbelts) utilized to reduce the
effects of changing momentum.
*
 State what will happen to you while you are sitting inside a bus and
when the bus:
 starts moving suddenly
 stops moving suddenly
 Turns a corner to the left suddenly
*
 Identify the use of centripetal force in:
*

 safe driving by banking roads
 washing machine dryer
 Cream separator.
UNIT # 4 TURNING EFFECT OF FORCES (20 Periods)
1. Forces on Bodies  Define like and unlike parallel forces. *
2. Addition of Forces  State head to tail rule of vector addition of forces / vectors. *
3. Resolution of
Forces
 Describe how a force is resolved into its perpendicular
components.
 Determine the magnitude and direction of a force from its
perpendicular components.
*
*
4. Moment of a
Force
 Define moment of force or torque as;
 Moment = force x perpendicular distance from pivot to the line of
action of force
 Explain the turning effect of force by relating it to everyday life.
*
*
5. Principle of
Moments  State the principle of moments.
*
6. Centre of Mass o Define the centre of mass and centre of gravity of a body. *
7. Couple
o Define couple as a pair of forces tending to produce
rotation.
*

8. Equilibrium
o Define equilibrium and state the two conditions for
equilibrium of a body.
o Solve problems on simple balanced systems when bodies
are supported by one pivot only.
o Describe the states of equilibrium and classify them with
common examples.
*
*
*
9. Stability
o Explain effect of the position of the centre of gravity on the
stability of simple objects. *
 Determine the position of center of gravity of regular and irregular
shaped objects.
*
 Verify the principle of moments by using a metre rod balanced on
a wedge.
*
 Determine the tension in strings by balancing a metre rod on two
stands.
*
 Determine the weight of an unknown object by using vector
addition of forces.
*
 Determine the weight of an unknown object by using principle of
moments. *

 Illustrate by describing a practical application of moment of force
in the working of bottle opener, spanner, door/window handles,
see-saw etc.
*
 Demonstrate the role of couple in the steering wheels and bicycle
pedals.
*
 Demonstrate through a balancing toy, racing car etc. That the
stability of an object can be improved by lowering the centre of
mass and increasing the base area of the objects.
*
Unit # 5 Gravitation (16 periods)
1. Law of
gravitation
 State newton’s law of gravitation.
 Explain that the gravitational forces are consistent with newton’s
third law.
 Explain gravitational field as an example of field of force
*
*
*
2. Measurement
of mass of
earth
 Define weight .
 Calculate the mass of earth by using law of gravitation.
 Solve problems using newton’s law of gravitation.
*
*
*
3. ariation of “g”
with altitude
 Explain that value of “g” decreases with altitude from the surface
of earth.
*

4. Motion of
artificial
satellites
 Discuss the importance of newton’s law of gravitation in
understanding the motion of satellites. *
 Determine the value of “g” using simple pendulum. *
 Gather information to predict the value of the gravitational field
strength “g” at the surface of any planet or moon using newton’s
law of gravitation
*
 unit # 6 Work and Energy (20 periods)
1. Work
 Define work and its si unit.
 Calculate work done using equation
work = force × distance moved in the direction of force.
* *
2. Kinetic energy and
potential energy
 Prove that kinetic energy ek = ½ mv2 and potential energy ep=
mgh and solve problems using these equations
*
3. Efficiency
 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
 Explain why a system cannot have an efficiency of 100%.
*
*

4. Power
 Define power, its si unit and calculate power from the formula
o power = work done / time taken *
5. Forms of energy
and its major
sources  List the different forms of energy with examples.
*
 Describe the processes by which energy is converted from one
form to another with reference to:
 Fossil fuel energy
 Hydroelectric generation
 Solar energy
 Nuclear energy
 Geothermal energy
 Wind energy
 Biomass energy
*
 Differentiate energy sources as non renewable and renewable
energy sources with examples of each.
*
 Investigate conservation of energy of a ball rolling down an
inclined plane using double inclined plane and construct a
hypothesis to explain the observation. *
 Compare personal power developed for running up stairs versus
walking up stairs using a stopwatch. *

 Analyze using their or given criteria, the economic, social and
environmental impact of various energy sources e.g. Fossil fuel,
wind, falling water, solar, biomass, nuclear, thermal energy and its
transfer (heat).
*
 Analyze and explain improvements in sports performance using
principles and concepts related to work, kinetic energy and
potential energy and law of conservation of energy (e.g. Explain
the importance of the initial kinetic energy of a pole vaulter or high
jumper).
*
 Search library or internet and compare the efficiencies of energy
conversion devices by comparing energy input and useful energy
output.
*
 Explain principle of conservation of energy and apply this principle
to explain the conversion of energy from one form to the other
such as a motor, a dynamo, a freely falling body, a photo cell and a
battery.
*
 List the efficient use of energy in the context of the home,
heating and cooling of buildings and transportation.
*
Unit # 7 Properties of Matter (23 periods)

1. Kinetic molecular
model of matter
 State kinetic molecular model of matter (solid, liquid and gas
forms).
 Describe briefly the fourth state of matter i.e. “plasma”.
*
*
2. Density
 Define the term density and compare the densities of solids, liquids
and gases. *
3. Pressure
 Define the term pressure, give examples and explain how it varies
with force and area in the context of everyday examples.
 State pascal’s law and describe its applications.
*
*
4. Pressure in liquids
 State relation for pressure beneath a liquid surface to depth and
density i.e., (p=ρgh) and solve problems using this equation.
*
5. Upthrust
 State archimedes principle and determine the density of an object
using this principle.
*
 State the upthrust exerted by a fluid on a body. *
 Explain principle of floatation.
*
6. Atmospheric
pressure
 Explain atmospheric pressure and its variation with height
considering air column over a certain area as fluid.
 Describe how the height of a liquid column may be used to
measure the atmospheric pressure
*
*
7. Elasticity  State hooke’s law and explain elastic limit. *
8. Stress, strain and
young’s modulus  Define the terms stress, strain and young’s modulus. *

 Measure the atmospheric pressure by fortin’s barometer or
aneroid barometer. *
 Measure the pressure of motor bike / car tyre and state the basic
principle of the instrument and its value in si units. *
 Determine the density of irregular shaped objects. *
 Determine the density of a liquid using a syringe. *
Science, Technology and Society Connections:
 Determine the density of a solid and of a liquid using Archimedes
principle.
*
 Explain that ships and submarines float on sea surface when the
up thrust acting on them balances their total weight *
 Recognize that hydraulic press, hydraulic car lift and hydraulic
brakes in daily life work on Pascal’s law
*
 Explain that the action of sucking through a straw, dropper,
syringe and vacuum cleaner is due to atmospheric pressure *
 Explain the use of hydrometer to measure the density of various
liquids. *
 Investigate the relationship between applied force and extension
using helical spring by plotting a graph and determine the value of
the spring constant.
*

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

5. Latent heat of
vaporization
 Describe experiments to determine heat of fusion and heat of
vaporization of ice and water respectively by sketching
temperature-time graph on heating ice. *
6. Evaporation
 Explain the process of evaporation and the difference between
boiling and evaporation.
 Explain that evaporation causes cooling.
*
 List the factors which influence evaporation. *
7. Thermal
expansion
 Describe quantitatively the thermal expansion of solids (linear and
volumetric expansion) and solve related numerical problems.
*
 Explain the thermal expansion of liquids (real and apparent
expansion).
*
 Determine the melting point of ice by drawing temperature-time
graph on heating
 Determine the boiling point of water by drawing temperature-time
graph on heating.
 Measure the specific heat of a solid substance by method of
mixture using polystyrene cup as calorimeter.
 Determine the specific heat of fusion of ice.
 Demonstrate that evaporation causes cooling.
*
*
*
*
*
Science, Technology And Society Connections:

 Explain that the bimetallic strip used in thermostat is based on
different rate of expansion of different metals on heating.
*
 Describe one everyday effect due to relatively large specific heat
of water.
*
 Describe the use of cooling caused by evaporation in perspiration,
clay pitcher and refrigeration.
*
Unit # 9 Transfer of Heat (18 periods)
1. Three processes
of heat transfer
a. Conduction
b. Convection
c.Thermal
radiation
 Describe 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”.
 Explain how insulation reduces energy transfer by conduction.
 Explain the convection currents in fluids due to difference in
density.
 Describe the process of radiation from all objects.
*
*
*
*
*
2. Thermal
conductivity
 Solve problems based on thermal conductivity of solid conductors.
 Explain that energy transfer of a body by radiation does not require
a material medium and rate of energy transfer is affected by:
i. Colour and texture of the surface
ii. Surface temperature
iii. Surface area
*
*

3. Everyday
applications of
heat transfer
 Explain the role of radiation in greenhouse effect and its effect on
global warming.
 Explain how birds can glide in the air for hours.
*
*
 Describe convection in water heating by putting a few pinky
crystals in a round bottom flask.
 Explain that water is a poor conductor of heat.
*
*
 Investigate the absorption of radiation by a black surface and
silvery surfaces using leslie cube.
 Investigate the emission of radiation by a black surface and silvery
surfaces using leslie cube.
*
*
Science, Technology And
 Describe the use of cooking utensils, electric kettle, air conditioner,
refrigerator cavity wall insulation, vacuum flask and household
hot water system as a consequence of heat transmission
processes.
 Explain convection in sea water to support marine life.
 Describe the role of land breeze and sea breeze for moderate
costal climate.
 Describe the role of convection in space heating.
*
*
*

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

SCHEME OF WORK GRADE X
LEARNING CONTENTS AND STUDENTS' LEARNING OUTCOMES GRADE IX
R U Ap. An. E C
Part-I Students will be able to:
Unit # 10 Simple Harmonic Motion and Waves (18 Periods)
1. Simple harmonic motion
(shm)  Explain periodic motion with examples. *
2. Motion of mass attached
to a spring
 Explain motion of a mass attached to a spring on a
frictionless horizontal surface, hence define shm.
 State the conditions necessary for an object to oscillate with
shm.
*
*
3. Simple pendulum
 Draw forces acting on a displaced pendulum and explain
that its motion is shm.
 Solve problems by using the formula 𝑇 = 2π √𝑙 /𝑔for
simple pendulum
*
*
4. Waves, their nature and
types
 Describe wave motion as illustrated by vibrations in rope,
slinky spring and on water surface, hence identify transverse
and longitudinal waves.
 Describe that waves are means of energy transfer without
transfer of matter.
*
*

 Define the terms speed (v), frequency (f), wavelength (λ), time
period (t), amplitude, crest, trough, cycle, compression and
rarefaction. *
5. Properties of waves
 Solve problems by applying the relations 𝑓 =
1
𝑇
and v = f λ.
 Describe properties of waves such as reflection, refraction
and diffraction with the help of wave front in the ripple tank.
 Distinguish between mechanical and electro-magnetic
waves.
*
*
*
 Construct a transverse wave model. *
 Construct a longitudinal wave model by hanging a weight
with a spring.
*
 Prove that time period is independent of:
o Mass of the pendulum
o Amplitude of the pendulum
*
 Analyze information from the given displacement-time
graph for transverse wave motion.
*
 Find the value of “g” using simple pendulum.
*

 Compare the diffraction of radiowaves and tv waves
(transmission can be heard in such areas where the waves
cannot reach directly).
*
Unit # 11 Sound (18 periods)
1. Sound waves
 Describe the longitudinal nature of sound waves as a series
of compressions and rarefactions. *
2. Speed of sound
 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.
*
*
3. Characteristics of sound  Describe what is meant by intensity and intensity level of a
sound; give their units also.
*
4. Noise pollution  Explain that noise is a health hazards.
 Describe how reflection of sound may produce echo.
*
*
5. Ultrasound
 Explain the importance of acoustic protection in buildings. *
 Identify sources of noise in their environment and suggest
how such noise can be reduced to an acceptable level. *
 Estimate the speed of sound in air by echo method. *
 Describe that some sounds are injurious to health. *

 Describe how knowledge of the properties of sound waves
is applied in the design of buildings with respect to
acoustics. *
 Describe how ultrasound techniques are used in medical
and industry. *
 Explain the use of soft materials to reduce echo sounding in
classroom studies, and other public gathering buildings. *
 Unit # 12 Geometrical Optics (23 periods)
1. Reflection of light from
spherical mirrors
 Describe how total internal reflection is used in light
propagation through optical fibers. *
2. Image location by
spherical mirror formula
 Describe the mirror formula and solve problems of image
location by spherical mirrors using mirror formula
 Solve problems by using the equation
sin 𝑖
sin 𝑟
= 𝑛 (refractive
index).
*
*
 Define the terminology for the angle of incidence ‘i’ and angle
ofrefraction‘r’and refractiveindex n =sini/ sin randdescribe
the passage of light through parallel-sided transparent
material.
*
3. Refraction of light
 State the conditions for total internal reflection and
determine critical angle.
*
4. Refraction through a
prism
 Describe the passage of light through a glass prism to find
angle of deviation.
*

5. Image location by lens
formula
 Describe the lens formula and solve problems of image
location by lenses using lens formula.
*
6. Magnifying power
 Define power of a lens and its unit.
 Define the term magnifying power.
*
*
7. Compound microscope
 Draw ray diagram of simple microscope and mention its
magnifying power.
 Draw ray diagram of compound microscope and mention its
magnifying power.
*
*
8. Telescope
 Draw ray diagram of a telescope and mention its magnifying
power.
*
 Perform a first-hand investigation to calculate the refractive
index of glass or perspex.
*
 Plan and perform to find the refractive index of water using
a concave mirror.
*
 Plan and investigate the formation of images by a concave
mirror.
*
 Plan and investigate the formation of images by a convex
lens.
*
 Determine the focal length of a convex lens by parallax
method.
*

 Set up a microscope and a telescope.
*
 Plan and determine critical angle using a semi-circular glass
slab or by a prism.
*
 Trace the path of a ray of light through a glass prism and
measure the angle of deviation.
*
 Describe the use of spherical mirrors for safe driving, blind
turns on hilly roads, dentist mirror.
*
 Describe the use of optical fibers in telecommunications
and medical field and state the advantages of their use.
*
 Describe the use of a single lens as a magnifying glass and in
a camera, projector and photographic enlarger and draw
ray diagrams to show how each forms an image.
*
 Describe the use of lenses / contact lenses for rectifying
vision defects of the human eye.
 Describe the exploration of the world of micro- organism by
using microscopes and of distant celestial bodies by
telescopes.
*
*
Section 4 Electricity & Magnetism
Unit # 13 Electrostatics (20 periods)

1. Electric charge
 Describe simple experiments to show the production and
detection of electric charge and state that there are two
types of charges.
*
2. Electrostatic induction
 Describe experiments to show electrostatic charging by
induction.
*
3. Electroscope
 Describe the construction and working principle of
electroscope.
*
4. Coulomb’s law
 State and explain coulomb’s law.
 Solve problems by using coulomb’s law.
*
*
5. Electric field and its
intensity
 Define electric field and electric field intensity.
 Describe electric field of positive and negative charges as
pattern of field lines.
*
*
6. Electrostatic potential  Describe the concept of electrostatic potential. *
7. Applications of
electrostatics
 Describe one situation in which static electricity is dangerous
and the precautions taken to ensure that static electricity is
discharged safely.
*
8. Capacitor and its
different types  Describe that the capacitor is a charge and energy storing
device and recognize different types of capacitors.
*
 Demonstrate the existence of different kinds of charges.
*

 Demonstrate that like charges repel each other and unlike
charges attract each other using an electroscope.
*
 Detect the type of charge on a body using an electroscope. *
 Describe the use of electrostatic charging e.g. Spraying of
paint and dust extraction.
 List the use of capacitors in various electrical appliances.
*
*
Unit # 14 current electricity (23 periods)
1. Electric current
 Define electric current and describe the concept of
conventional current.
*
2. Potential difference and
emf
 Understand the potential difference across a circuit
component and name its unit.
*
3. Ohm’s law
 Describe ohm’s law and its limitations, hence define
resistance and its unit (ω). *
4. Resistance
 Describe the factors affecting the resistances of a metallic
conductor.
 Sketch and interpret the v-i characteristics graph for a
metallic conductor, a filament lamp and a thermister.
*
*
5. Series and parallel
combinations
 Construct simple series (single path) and parallel circuits
(multiple paths) and calculate the effective resistance of a
number of resistances connected in series and also in parallel.
*

6. The v-i characteristics for
ohmic and
non-ohmic conductors
 Apply the equation e = i.vt = i2rt = v2t/r to solve numerical
problems.
*
7. Electrical power and
joule’s law
 Describe how energy is dissipated in a resistance and
explain joule’s law. *
8. Use of circuit
components
 Calculate the cost of energy when given the cost per kwh.
 State reason why domestic appliances are connected in
parallel.
*
*
9. Measuring instruments:
a. Voltmeter
b. Galvanometer
c. Ammeter
 Describe the use of electrical measuring devices like
galvanometer, ammeter and voltmeter (construction and
working principles is not required). *
 Measure the electric current through a bulb using battery or
cell in a given circuit with the help of an ammeter. *
 Measure the potential difference across a
 Bulb
 Battery or cell in a given circuit using voltmeter. *
 Investigate that voltage across all the components remains
same in parallel circuit.
 Verify ohms’ law by devising an experiment. *

 Determine the resistance of a resistor using a voltmeter
and an ammeter. *
 Plan, choose equipments or resourcesand perform a firsthand
investigation to construct a model household circuit using
electrical components.
*
 Determine the resistance of a galvanometer by half
deflection method. *
Science, Technology, and Society Connections:
 Write a paragraph by imagining what life would be like
without electricity.
*
 Identify ways to reduce electricity consumption in everyday
life. *
 Calculate the total cost of electrical energy used in one
month (30 days) at home. *
 Predict the behaviour of light bulbs in series and parallel
circuits such as for festive lights. *
 Suggest ways how it can be reduced without compromising
the comforts and benefits of electricity. *
 Describe the damages of an electric shock from appliances
on the human body. *
 Explain the under lying principles in the working of volume
controls of radio and TV. *

 Identify the use of fuses, circuit breakers, earthing, double
insulation and other safety measures in relation to
household electricity. *
Unit # 15 Electromagnetism (23 periods)
1. Magnetic effect of a
steady current
 Explain by describing an experiment that an electric current
in a conductor produces a magnetic field around it. *
2. Force on a current
carrying conductor in a
magnetic field
 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. *
3. Turning effect on a
current carrying coil in a
magnetic field
 State that a current carrying coil in a magnetic field
experiences a torque. *
4. D.c motor  Relate the turning effect on a coil to the action of a D.C.
motor.
*
5. Electromagnetic
induction
 Describe an experiment to show that a changing magnetic
field can induce emf in a circuit.
 List factors affecting the magnitude of an induced emf.
*
*
6. Alternating current and
A.C generator
 Describe a simple form of A.C generator and hence explain
alternating current.
 Distinguish between D.C and A.C.
*
*
7. Mutual induction and
transformer
 Describe mutual induction.
 Identify that a transformer works on the principle of mutual
induction between two coils.
 Describe the uses of transformers in A.C circuits.
*
*
*

 Conduct an experiment to identify the pattern of magnetic
field of
 Bar magnet
 Circular coil carrying current, using iron filings
 Magnetic compass
*
 Investigate to generate electric current by moving a magnet
in a coil or a coil near a magnet.
*
 Investigate to identify the factors that affect the magnitude
and direction of the electric current induced by a changing
magnetic field.
*
 Describe the application of the magnetic effects of an
electric current in relay, door-latch, loudspeaker and circuit
breaker.
*
 Analyze and describe the operation of industrial and
domestic technological system based on principles related
to magnetic field e.g. Electric motors, electric generators,
and components in home entertainment system,
computers, doorbells, telephones.
*
 Describe the historical development of technologies related to
magnetic fields e.g. Electric motors and generators, medical
*

equipment, loudspeakers, magnetic information storage
devices (audio-video cassettes).
 Identify the role of transformers in power transmission from
power station to your house.
 List the use of transformer (step-up and step-down) for
various purposes at your home.
*
Unit # 16 Introductory Electronics (23 periods)
1. Thermionic emission  Explain the process of thermionic emission from a filament. *
2. Electron gun and cathode
rays
 Describe the simple construction and use of an electron gun
as a source of electron beam. *
3. Deflection of electron by
electric field
 Explain the production of electron beam by the process of
thermionic emission from a filament. *
4. Deflection of electron by
magnetic field
 Describe the effect of electric field and magnetic field on an
electron beam. *
5. Cathode rays
oscilloscope (cro)
 Describe the basic principle of cro and make a list of its uses.
 State the basic operations of digital electronics. *
6. Introduction to
electronics
 Differentiate between analogue and digital systems.
*
7. Analogue and digital
electronics
 Identify and draw the symbols and truth tables for the logic
gates i.e. Not, or, and, nor and nand. *

8. Logic gates  Describe the simple uses of logic gates. *
 Verify truth tables of not, or, and, nor and nand gates. *
 Make burglar alarm / fire alarm using an appropriate gate *
 Compare an analogue wrist watch with a digital wrist watch
with reference to energy conversions and time display on
dials.
*
 Identify the use of logic gates for security purposes e.g.
Burglar alarm, fire extinguisher etc. *
 Recognize that a computer is a systematic arrangement of a
very large number of gates. *
 Identify that the computers are the forefront of electronic
technology. *
 Realize that digital electronics is shifting from low-tech
electrical appliances to high-tech electronic appliances. *
Unit # 17 Information and Communication Technology (16 periods)
1. Transducers
 Explain the working of microphone, loudspeaker, photocell
and light emitting diode (led). *

2. Flow of information
 Explain briefly the transmission of:
 electric signals through wires
 Radio waves through air
 light signals through optical fibers
*
3. Storing information  Describe functions and use of cell phone and computer. *
4. Handling information
 Describe the use of information storage devices such as
hard discs, compact discs and flash drive.
 Identify that information is basically stored and transferred
in two forms i.e. Text and graphic.
 Identify the functions of word processing, data managing,
monitoring and controlling.
*
*
*
 Analyze and describe the energy transformations that occur
in cell phone. *
 Design and construct a simple communication system
(intercom). *
 Identify various information storage devices and compare
their advantages. *
 Use e-mail and explore internet to search the latest
information and communication devices.
*

 Compare the advantages of high-tech communication
devices with the traditional system through library or
internet search.
*
 Assess the risks and benefits to society and the environment
of introducing ict e.g. Effects on personal privacy, criminal
activities, health and transfer of information.
*
 Make a list of the use of computer technology in various
fields of daily life.
*
Unit # 18 Radioactivity (16 periods)
1. Atom and atomic nucleus
 Describe the structure of an atom in terms of a nucleus and
electrons.
 Describe the composition of the nucleus in terms of protons
and neutrons.
*
*
2. Natural radioactivity
 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.
*
*
3. Natural transmutations
 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 α, β and γ.
*
*
4. Background radiation
 Show an awareness of the existence of background
radiation and its sources.
*

 State mass-energy equation e = mc2 and solve problems
related to it.
 Describe that radioactive emissions occur randomly over
space and time.
 Explain that an element may change into another element
when radioactivity occurs.
 State, for radioactive emissions:
 Their nature
 Their relative ionizing effects
 Their relative penetrating abilities.
*
*
*
*
5. Half life
 Explain the meaning of half -life of a radioactive material
and apply it for radioactive dating e.g. Carbon dating.
*
6. Radioisotopes
 Describe what radioisotopes are and what makes them
useful for various applications?
 Represent changes in the composition of the nucleus by
symbolic equations when alpha or beta particles are
emitted.
*
*
7. Fission and fusion  Describe briefly the processes of fission and fusion. *
8. Hazards and safety
measures  Describe hazards of radioactive materials. *
 Make calculations based on half-life which might involve
information in tables or shown by decay curves.
*

 Determine the half-life of a sample of radioactive material
by using a graph of number of radioactive nuclei or activity
versus time.
*
 Describe how radioactive materials are handled, used,
stored and disposed of, in a safe way. *
 Make a list of some applications of radioisotopes in medical,
agriculture and industrial fields. *

SCHEME OF WORK GRADE XI
LEARNING CONTENTS AND STUDENTS' LEARNING OUTCOMES GRADE XI(SUBJECT:PHYSICS)
R U Ap. An. E C
Part-I(Mechanics) Students will be able to:
Unit-1(MEASUREMENT)
The Scope of Physics  Describe the scope of Physics in science, technology and Society. *
SI Basic and Derived Units
 State and define SI base units and derived units for various
measurements. *
 Discuss the relation of SI base units and derived units with
respect to various measurements.
 Express derived units as products or quotients of the base units. *
Errors and Uncertainties  Realize all measurements contain some uncertainty? *
 Distinguish between systematic errors (including zero errors) and
random errors. *
 Infer that least count or resolution of a measuring instrument is
the smallest increment measurable by it. *
Precision and Accuracy  Differentiate between Precision and Accuracy in a measurement. *
 Evaluate absolute uncertainty in a measurement and calculate
relative uncertainty (Percentage Error) *
 Indicate answers in scientific notations with correct no. of
significant figures and units in all numerical and practical work. *
Investigation Skills/Laboratory Work

 Demonstrate the information of general safety rules of the
laboratory and proper use of safety equipment. *
 Measure, using appropriate techniques, the length, mass, time,
temperature and electrical quantities by making use of both
analogue scales and digital displays particularly short time
interval by ticker timer and by C.R.O. *
 Measure length and diameter of a solid cylinder and hence
estimate its volume quoting proper number of significant figures. *
 Explain the importance of increasing the number of readings in an
experiment. *
Science, Technology and Society Connections
 Present data in a well-structured tabular form for easy
interpretation (e.g. ball bearings investigation). *
 Display data by drawing appropriate graphs for the above. *
 Interpret the information from linear or nonlinear graphs/curves
by measuring slopes and intercepts in newspaper or magazines *
 Argue that all daily life measurements are uncertain to some
extent. *
Unit-2(VECTORS AND EQUILIBRIUM)
Cartesian coordinate
system  Use the Cartesian coordinate system. *
Addition of vectors by
head to tail rule  Determine the sum of vectors using head to tail rule. *
Addition of vectors by
perpendicular
components  Resolve a vector into two perpendicular components. *
 Calculate the sum of vectors using perpendicular components. *

Scalar product of two
vectors
 Explain scalar product of two vectors in term of angle between
them. *
Vectors product of two
vectors
 Explain vector product of two vectors in term of angle between
them. *
 Point out the method to determine the direction of vector
product of two vectors. *
Torque  Define the torque as vector product i.e . r x F. *
 Describe applications of torque or Moment of force *
Equilibrium of forces and
Torques
 Verify first condition of equilibrium and Second condition of
equilibrium. *
 Solve equilibrium problems involving forces in two dimensions. *
 Determine the weight of a body by vector addition of forces using
rectangular components. *
 Verify the two conditions of equilibrium using a suspended metre
rod. *
 Identify the use of long handle spanner to turn a bolt. *
 Explain why the height of racing cars is kept low. *
 Explain why buses and heavy trucks have large steering wheels. *
 Describe how cranes are able to lift very heavy loads without
toppling. *
Unit-3(FORCES AND MOTION)
Displacement  Describe Distance and Displacement. *

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

 Describe that while momentum of a system is always conserved
in interaction between bodies some change in K.E. usually takes
place. *
Elastic collisions in one
dimension
 Identify that for a perfectly elastic collision, the relative speed of
approach is equal to the relative speed of separation. *
 Solve different problems of elastic and inelastic collisions
between two bodies in one dimension by using law of
conservation of momentum. *
Projectile motion
 Demonstrate that projectile motion is two dimensional motion in
a vertical plane. *
 Create the ideas of a projectile in the absence of air resistance
that. *
 Horizontal component (VH) of velocity is constant.
 Acceleration is in the vertical direction and is the same as that of
a vertically free falling object.
 (c) The Horizontal motion and vertical motion are independent of
each other.
 Evaluate using equations of uniformly accelerated motion that for
a given initial velocity of frictionless projectile. *
(a) How higher does it go?
(b) How far would it go along the level land?
(c) Where would it be after a given time?
(d) How long will it remain in air?
 Determine for a projectile launched from ground height. *
(a) Launch angle that results in the maximum range.

(b) Relation between the launch angles that result in the same range.
 Describe how air resistance affects both the horizontal
component and vertical component of velocity and hence the
range of the projectile. *
 Investigate the value of “g” by free fall method *
 Investigate momentum conservation by colliding trolleys and
ticker-timer for elastic and inelastic collisions *
 Outline the forces involved in causing a change in the velocity of a
vehicle, when: *
(a) coasting with no pressure on the accelerator.
(b) pressing on the accelerator.
(c)pressing on the brakes.
(d) passing over an icy patch on the road.
(e)climbing and descending hills.
 Investigate and explain the effect of the launch height of
projectiles (e.g. a shot put launched from a shoulder height) on a
maximum range and the effect of launch angle for a given height. *
 Describe to what extent the air resistance affects various
projectiles in sports *
 Evaluate the effectiveness of some safety features of motor
vehicles in connection with the changing momentum such as
safety helmet, seat belt, head rest of the car seat. *

 Describe the conservation of momentum for (i) car crashes (ii)
ball & bat. *
 Assess the reasons for the introduction of low speed zones in
built-up areas and the addition of air bags and crumple zones to
vehicles with respect to the concepts of impulse and momentum. *
 Explain in terms of law of conservation of momentum, the motion
under thrust of a rocket in a straight line considering short thrusts
during which the mass remains constant ] *
Unit-4(WORK, ENERGY, POWER and EFFICIENCY)
Work  Define work and its SI unit. *
 Point out conditions for positive, negative and zero work. *
Energy and its
fundamental Forms  Realize that energy is the ability to do work. *
 Recognize that units of energy are same as that of work. *
 Point out that there can be very small units of energy such as eV
and very large units as KWH. *
 Realize that there are two fundamental forms of mechanical
energy, K.E and P.E. *
Relation between Work
and Energy
 Demonstrate that work done on a system can either be converted
into K.E or P.E e.g. F.d=1/2 mv2 *
Work and
Gravitationional force
 Show that when the height of body is increased, it is moved
against gravitational force and hence negative work is done,
which is stored as gravitational P.E. *

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

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

 Review the formulae of moment of inertia of various bodies for
solving problems. *
Rotational Kinetic Energy
 Investigate the K.E associated with rotating body i.e Solid
cylinder, Hollow Cylinder, Sphere. *
 Determine the moment of inertia of metal lamina by Ferguson
method.
*
 Assess the suitability of the recommended speed limit for the
given data on the banking angle and radius of curvature of some
roads. *
 Conclude the experience of roller coaster rides in the amusement
parks. *
Unit-6(GRAVITATION)
Newton's Law of
Gravitation  State Newton's Law of Gravitation. *
 Explain gravitational constant 'G' and derive its units. *
 Solve problems about gravitational force realize that gravitational
force is a very weak force. *
Gravitational Field
around a spherical body
 Define gravitational field strength at a point as gravitational force
per unit mass. *
 Explain that a spherical body may be considered as a point mass
concentrated at the center of sphere, by considering spherical
body and point mass , derive a formula for the gravitational field
strength at the sight of point mass *

 Calculate the gravitational field strength inside and outside the
earth. By considering the value of 'g' on the surface of earth find
the relation for mass of earth. *
Gravitational P.E
 Define gravitational P.E as work done in moving a mass from
infinity to reference point. *
 Define gravitational P.E between two point masses and write a
relation for it. *
 Realize that gravitational P.E is negative because P.E at infinity is
taken as zero. *
Escape Velocity
 Realize that Positive energy in the form of K.E is required to lift a
body from surface of earth to infinity, hence by applying law of
conservation of energy calculate the formula for escape velocity
at the surface of earth. *
Planetary motion
 Recognize that gravitational force can act as centripetal force and
thereby cause orbital motion. *
 Derive relations for orbital velocity, time period and orbital
radius. *
 Establish a relation between orbital time period and orbital radius
of a satellite/planet and hence arrive at Kepler's Law of Period. *
Weightlessness in
Satellites and artificial
gravity
 Discuss the condition for weightlessness of body present in an
elevator and hence apply this condition to bodies present in a
satellite. *
 Consider design and rotational motion of satellite to produce
artificial equal to that of earth. *
Geostationary orbits
 Define geostationary orbit/satellite explaining the required
conditions to be geostationary. *

 Derive the formula for orbital radius of geostationary satellite. *
 Explain applications of geostationary satellites. *
Science, Technology and Society Connections *
 Appreciate that Use of geostationary satellites has revolutionized
global communication. *
 Evaluate uses of Satellites in remote sensing and accurate
weather forecasting. *
 Appreciate the role of gravitational field of planets in controlling
the motion of deep space probes destined for interstellar space. *
Unit-7(FLUID DYNAMICS)
Streamline and
Turbulent flow of a Fluid
 Define the terms: steady (streamline or laminar) flow of an
incompressible and non-viscous fluid. *
 Analyze that at a sufficiently high velocity, the flow of a fluid
undergoes a transition from laminar to turbulant condition. *
 Categorize that the majority of practical examples of fluid flow
and resistance to motion in fluids involve turbulent rather than
laminar conditions. * *
Equation of continuity
 Describe equation of continuity Aν = Constant, based upon
conservation of mass, for the flow of an ideal and incompressible
fluid and solve problems using it. *
Bernoullie’s equation
 State and derive Bernoulli equation in the form P + ½ ρv2 + ρgh =
constant ,for the case of horizontal tube of flow. *
Applications of
Bernoulli’s equation
 Interpret and apply Bernoulli Effect in the: filter pump, Venturi
meter, in, atomizers, flow of air over an aero foil and in blood
physics. *

Viscous fluids  Demonstrate that real fluids are viscous fluids. *
Fluid Friction
 Judge that viscous forces in a fluid cause a retarding force on an
object moving through it. *
 Explain how the magnitude of the viscous force in fluid flow
depends on the shape and velocity of the object. *
 Use SI base units to confirm the form of the equation F = Aηrv
where ‘A’ is a constant without units (Stokes’ Law) for the drag
force under laminar conditions in a viscous fluid. *
Terminal velocity
 Apply Stokes’ law to derive an expression for terminal velocity of
spherical body falling through a viscous fluid. *
 Investigate the effect of moving air on pressure by demonstrating
with Venturi meter *
 Investigate the fall of spherical steel balls through a viscous
medium and determine terminal velocity and hence viscosity of
fluid by drawing 'v' vs 'r2' graph. *
 Describe of systolic pressure and diastolic pressure and use
mercury sphygmomanometer to measure blood pressure. *
 Show that a table tennis ball can be made suspended in the
stream of air coming from the nozzle of hair dryer. *
 Explain the streamlined designing of racing cars and boats. *
 Explain that the streamlined bodies of dolphins assist their
movement in water. *

 Describe that when water falls from a tap, its speed increases and
so its cross sectional area decreases as mandated by the
continuity equation. *
 Describe that a stream of air passing over a tubes dipped in liquid
will cause the liquid to rise in the tube. This effect is used in
perfume bottles and paint sprayers. *
 Explain why a chimney works best when it is tall and exposed to
air currents which reduces the pressure at the top and forces the
upward flow of smoke. *
 State qualitative explanations in terms of turbulence and
Bernoulli Effect for the swing of spinning cricket ball and the lift
of a spinning golf ball. *
 Describe that a filter pump has constriction in the centre, so that
a jet of water from the tap flows faster here. *
 Explain that the carburetor of a car engine uses a Venturi duct to
feed the correct mix of air and petrol to the cylinders. *
Part-II(WAVES AND OSCILLATIONS)
Unit-8 (OSCILLATIONS)
Circular motion and SHM  Compile simple examples of free oscillations. *
 Adapt/decide necessary conditions for execution of simple
harmonic motions. *
 Examine that when an object moves in a circle, the motion of its
projection on the diameter of the circles is SHM. * *

 Define the terms displacement, amplitude, period, frequency,
angular frequency and phase and express the period in terms of
both frequency and angular frequency. *
 Identify and use the equation; a= - ω2x as the defining equation
of SHM. *
Practical SHM system  Prove that the motion of mass attached to a spring is SHM. *
 Analyze that the motion of a simple pendulum is SHM and
calculate its time period. *
Energy conservation in
SHM
 Examine the interchanging between kinetic energy and potential
energy during SHM. *
Free and forced
oscillations  Point out practical examples of free and forced oscillations *
Resonance
 Compare graphically how the amplitude of a forced oscillation
changes with frequency near to the natural frequency of the
system. *
 Compose qualitatively the factors which determine the frequency
response and sharpness of the resonance. *
Damped oscillations
 Relate practical examples of damped oscillations with particular
reference to the effects of the degree of damping and the
importance of critical damping in cases such as a car suspension
system. *
 Verify that the time period of the simple pendulum is directly
proportional to the square root of its length and hence find the
value of g from the graph. *

 Determine the acceleration due to gravity by oscillating mass-
spring system. *
 Determine the value of g by vibrating a metal lamina suspending
from different points. *
 Explain the importance of critical damping in a car suspension
system. *
 Identify that there are some circumstances in which resonance is
useful such as tuning a radio, microwave oven and other
circumstances in which resonance should be avoided such as
aeroplane’s wing or helicopter rotor, suspension bridge etc. *
Unit-9(WAVES)
Periodic waves
 Indicate what is meant by wave motion as illustrated by
vibrations in ropes, springs and ripple tank. *
 Justify that mechanical waves require a medium for their
propagation while electromagnetic waves do not. *
 Define and apply the following terms to the wave model;
medium, displacement, amplitude, period, compression,
rarefaction, crest, trough, wavelength, velocity. * *
 Solve problems using the equation: v = fλ. *
Travelling waves  Demonstrate that energy is transferred due to a travelling wave. *
Transverse and
longitudinal waves  Compare transverse and longitudinal waves. *
Speed of sound in air  Infer that sound waves are vibrations of particles in a medium. * *

Newton’s formula and
Laplace correction
 Explain that speed of sound depends on the properties of
medium in which it propagates and describe Newton’s formula of
speed of waves in a medium. *
 Identify the factors on which speed of sound in air depends. *
Superposition of waves
 Illustrate the principle of superposition of two waves from
coherent sources. *
 Describe the phenomenon of interference of sound waves. *
 Demonstrate the phenomenon of formation of beats due to
interference of non-coherent sources. *
Stationary waves
 Describe the formation of stationary waves using graphical
method *
Modes of vibration of
strings  Distinguish modes of vibration of strings. *
 Define the terms node and antinodes. *
Vibrating air columns and
organ pipes
 Demonstrate formation of stationary waves in vibrating air
columns. *
Doppler effect and its
applications
 Compare the observed change in frequency of a wave coming
from a moving object as it approaches or moves away (i.e.
Doppler effect). *
 Conclude that Doppler effect is also applicable to e.m. waves. *
Generation, detection
and use of ultrasonic
 Express the principle of the generation and detection of
ultrasonic waves using piezo- electric transducers. *
 Describe the main principles behind the use of ultrasound to
obtain diagnostic information about internal structures. *

 Investigate, sketch and interpret the behaviour of wave fronts as
they reflect, refract, and diffract by observing (i) Pond ripples /
ocean waves / harbour waves / amusement park waves pools. *
 Determine frequency of A.C. by Melde’s apparatus/electric
sonometer. *
 Investigate the laws of vibration of stretched strings by
sonometer or electromagnetic method. *
 Determine the wavelength of sound in air using stationary waves
and to calculate the speed of sound using resonance tube. *
 Illustrate the interference of ultrasonic waves in a Young’s
experiment arrangement and determine the wavelength of
ultrasonic waves. *
 Explain the applications of Doppler effect such as radar, sonar,
astronomy, satellite and radar speed traps. *
 Outline some cardiac problems that can be detected through the
use of the Doppler’s effect. *
 Describe the working of ultrasonic cleaners. *
Part-III(PHYSICAL
OPTICS)
Unit-10(PHYSICAL OPTICS)
Nature of light
 Recognize light waves as a part of electromagnetic waves
spectrum. *
Wave front  Illustrate the concept of wave front. *

Huygen’s principle
 State Huygen’s principle and use it to construct wave front after
a time interval. *
Interference
 State the necessary conditions to observe interference of light.
i.e coherent sources. *
Young’s double slit
experiment
 Demonstrate young’s double slit experiment and the evidence it
provides to support the wave theory of light. *
 Point out colour pattern due to interference in thin films. *
Diffraction  Describe and explain diffraction at a narrow slit. *
 Explain diffraction grating and connect that interference occurs
between waves that have been diffracted from adjacent slits. *
 Develop the use of a diffraction grating to determine the
wavelength of light and carry out calculations using dsinθ=nλ. *
 Demonstrate the phenomena of diffraction of x-rays through
crystals. (bragg's law) *
Polarization
 Explain polarization as a phenomenon associated with transverse
waves. *
 Explain how plane polarized light is produced and detected. *
 Identify and express that polarization is produced by a Polaroid. *
 Explain the effect of rotation of Polaroid on Intensity of
light(Malu's Law) *
 Investigate that light can be diffracted but needs a very small slit
because the wavelength of light is small. *
 Measure the slit separation/ grating element ‘d’ of a diffraction
grating by using the known wavelength of laser light. *

 Demonstrate the interference, diffraction and polarization of e.m.
Waves by using microwave apparatus. *
 Determine the wavelength of light by using a diffraction grating
and spectrometer. *
 Determine the pick count of a nylon mesh by using a diffraction
grating and laser. *
 Demonstrate polarization of light waves using two Polaroid
glasses and LDR and hence verify Malus’ law. *
 Measure the diameter of a wire or hair using laser. *
 Describe the diffraction of X-rays to study the crystalline
structures of various materials. Explain the use of Polaroid in the
sky photography, concentration of sugar and tartaric acid in
solutions, stress analysis of materials. *
Part-IV(THERMAL
PHYSICS)
Unit-11(THERMODYNAMICS)
Thermodynamics  Define thermodynamics and various terms associated with it. *
Thermal equilibrium
 Illustrate that thermal energy is transferred from a System at
higher temperature to a System at lower temperature. *
 Epicts that Systems of equal temperatures are in thermal
equilibrium. *

Internal energy
 Explain that internal energy is determined by the state of the
system and that it can be expressed as the sum of the random
distribution of kinetic and potential energies associated with the
molecules of the system. *
 Relate a rise in temperature of a body to an increase in its
internal energy. (δu=mcδt) *
 Describe the equivalence of heat, energy and work. *
First law of
thermodynamics
 Describe the first law of thermodynamics expressed in terms of
the change in internal energy, the heating of the system and work
done on the system. *
 Explain that first law of thermodynamics expresses the
conservation of energy. *
 Apply 1st Law of thermodynamics to systems with constant
volume, constant pressure, constant temperature and thermal
isolation. *
Molar specific heats of a
gas
 Define the terms, Heat Capacity, specific heat and molar specific
heats of a gas. *
 Apply first law of thermodynamics to derive Cp – Cv = R. *
Heat engine  State the working principle of heat engine. *
Second law of
thermodynamics
 State and explain two versions of second law of thermodynamics.
(kelvin and clausius) *
Carnot’s cycle  Explain the working principle of Carnot’s engine *
 Explain that the efficiency of a Carnot engine is independent of
the nature of the working substance and depends on the
temperatures of hot and cold reservoirs. *

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

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

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

describe the applications of Gauss’s law to find the electric
force due to various charge configurations *
UNIT-13(CAPACITORS)
Capacitors
 define capacitance and show a graphical relation
between charge stored and electric potential
acquired. *
 Use graph to determine capacity of capacitor and
energy stored. *
 Solve problems using above derived relation. *
Parallel Plate capacitor
 Derive the relation for capacitance of parallel plate
capacitor both for vaccuum and dielectric medium
between the plates. *
 Explain Effect of electric polarization of dielectric on
Capacitance of capacitor. *
Combinations of capacitors
 Solve problems using formula for capacitors in series
and in parallel. *
Practical Capacitor
 Define oiled paper capacitor , mylar capacitor,
electrolytic capcitor , variable capacitor. *
 Explain Safe working voltage of capacitor. *
Energy stored in a capacitor
 Derive a relation for energy stored in electric field
per unit volume. *
 Draw graphs of charging and discharging of a
capacitor through a resistor. *

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

 Explain the internal resistance of sources and its
consequences for external circuits and conclude the
condition for maximum power transfer. *
Resistivity and its dependence
upon temperature
 Define resistivity and explain its dependence upon
temperature. *
 Solve problems using relation: α=(Rt-Ro)/Rot *
DC Circuits
 Recognize that Ohm's Law (V=IR) is the law for a
branch. *
 Recognize that Kirchhoff's Current rule is the rule is
law of conservation of charge for a node , and
Kirchhoff's Voltage rule is the rule is the law of
conservation of energy for a loop *
 Apply Kirchhoff's voltage rule to find the relation for
the resistances connected in series. *
 Use a series combination of resistors as potential
divider/slide wire potentiometer. *
 Apply Kirchhoff's current rule to derive a relation for
resistances in parallel. *
 Use Wheatstone bridge to determine unknown
resistance. *
 Explain how a given galvanometer can be converted
into voltmeter or ammeter of a specified range. *
indicate the value of resistance by reading colour code on
it. *
determine resistance of wire by slide wire bridge. *

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

 Identify the use of thermoelectric thermometer as a
standard thermometer to measure temperatures
between 630oc and 1063oc. *
 Describe thermocouple and its function. *
 Explain variation of thermoelectric e.m.f. With
temperature. *
UNIT-15(ELECTROMAGTEISM)
Ampere's Law
 State ampere's law and use its simple form to
determine the magnetic field around a straight
current carrying conductor. *
 Use right hand rule to determine the direction of
magnetic field around a straight current carrying
conductor. *
 Describe a solenoid and use Ampere's Law to
determine the magnetic field inside a long current
carrying solenoid. *
 Use right hand rule to determine the direction of
magnetic field inside long current carrying solenoid. *
Magnetic force on a current-
carrying conductor
 Explain that a force might act on a current-carrying
conductor placed in a magnetic field. *
 Investigate the factors affecting the force on a
current carrying conductor in a magnetic field and
compose a relation F=BILsinθ *
 Define magnetic induction (B) using the relation
F=BILsinθ *
 Solve problems involving the use of F = BIL sin θ. *

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

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

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