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
CURRICULUM FOR PHYSICS GRADES IX- XII 2 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 socioeconomic development of the country. For developing Curriculum of Physics for Grade IX – XII, the Physics National Curriculum-2006 for Grades IX-X & XI-XII developed by Ministry of Federal Education, Islamabad have been taken into consideration as reference documents. This Curriculum will hopefully pave the way for bringing about qualitative change in education at this level. Managing Director
CURRICULUM FOR PHYSICS GRADES IX- XII 3 INTRODUCTION Academic knowledge and rapid technical advancement during the era of globalization has caused tremendous changes in the national and international social and economic spheres. These changes necessitate revision of the curriculum which is a fundamental mechanism for the development of education quality. Need has been realized to restructure the curriculum so that the abilities and skills of inquiry becomes the vehicles for acquiring scientific knowledge. The structure of the curriculum is based on logical sequencing of the subject matters kept by proper placement of the concepts, appropriate to the comprehension level of students. Due care has been taken that the curriculum is comparable to the international standards. Curriculum load has been reduced by eliminating overlapping of concepts within the discipline of physics or with other disciplines making room for contemporary core topics and emerging curricular areas. The scientific method has been practiced as a method of inquiry in a way that stimulates curiosity and interest. Every opportunity has been taken to expose the students to the applications of physics to technology and environmental issues. Emphasis has been to promote process-skills, problem-solving abilities and application of concepts, useful in real life situations for making Physics learning more relevant, meaningful and interesting. The Aims of Physics at Higher Secondary Level are to enable student to: Develop habit of scientific and rational thinking and an attitude to search for order and symmetry in diverse phenomena of nature and thereby to appreciate the supreme wisdom and creative powers of the creator. Become lifelong learner, effective problem solver, responsible and productive citizens in a technological world. Strengthen the concepts developed at the secondary level to lay firm foundation for further learning of physics at the tertiary level, in engineering or in other physics dependent and vocational courses. Develop process skills and experimental, observational, manipulative, decision making and investigatory skills in the students. Understand and interpret scientific information presented in verbal, mathematical or graphical form and to translate such information from one form to another. Understand and appreciate the inter relationship and balance that exists in nature, the problems associated with the over exploitation of the environmental resources and disturbance because of the human activities in the ecological balance, thus taking care of the environment.
CURRICULUM FOR PHYSICS GRADES IX- XII 4 TRANSITION OF SCHEME OF STUDIES INTO CURRICULUM, TEXTBOOKS & DISSEMINATION OF KNOWLEDGE & SKILLS 1. Sustainable technical development is the pathway to the socio-economic development of a nation. To have technologically vibrant, industrialized and knowledge-based Pakistan maximum efforts must be directed towards imparting high quality education covering emerging trends modern developments and scientific learning. The Scheme of Studies 2017 has not only laid requisite emphasis on existing subjects like physical and social sciences, it has also focused on Quranic Education with Urdu as well as English translation of the Holy Quran, Technology based education, computer Science & IT, Agriculture education, Business Administration, Fine Arts and Sports Education. 2. This Scheme of Studies has laid down the following Aims and Objectives: To Impart high quality student centred learning To introduce emerging trends, modern developments and scientific learning To promote awareness about national integration, patriotism and ideology of Pakistan with understanding to accept diverse views beliefs and faiths To produce disciplined, motivated and enlightened youth with high moral character, sound ethical values and resilience to face adversities and challenges To produce creative, constructive, communicative and critical thinking youth with clear concepts and in-depth knowledge, ready to participate in the highly competitive globalized knowledge-based economy To bring Punjab students of Ittehad-e-Tanzeemat-e-Madaris Pakistan into main stream of education 3. Aforementioned Aims and objectives have to be achieved through curriculum, textbooks and dissemination of knowledge & skills to the students. 4. Matrix for Physics for Grade IX – XII is outlined as under:- Grade IX Unit No. Part – I (Mechanics) 1. Physical Quantities and Measurement 2. Kinematics 3. Dynamics 4. Turning Effect of Forces 5. Gravitation
CURRICULUM FOR PHYSICS GRADES IX- XII 5 Part – II (Work & Energy) 6. Work and Energy Part – III (Matter & Its States) 7. Physical Properties of Matter 8. Thermal Properties of Matter 9. Transfer of Heat Grade X Part – IV (Oscillation & Waves) 10. Simple Harmonic Motion and Waves 11. Sound Part – V (Geometrical Optics) 12. Geometrical Optics Part – VI (Electricity & Magnetism) 13. Electrostatics 14. Current Electricity 15. Electromagnetism 16. Introductory Electronics 17. Information and Communication Technology Part – VII (Atomic & Nuclear Physics) 18. Radioactivity Grade XI Unit No. Part – I (Mechanics) 1. Measurement 2. Vectors and Equilibrium 3. Forces and Motion 4. Rotational and Circular Motion 5. Fluid Dynamics 6. Work and Energy Part – II (Waves & Oscillations) 7. Waves 8. Oscillations Part – III (Physical Optics) 9. Physical Optics Part – IV (Thermal Physics) 10. Thermodynamics
CURRICULUM FOR PHYSICS GRADES IX- XII 6 Grade XII Part – V (Electrical Physics) 11. Electrostatics 12. Capacitors 13. Current Electricity 14. Alternating Current Part – VI (Electromagnetism Theory) 15. Electromagnetism 16. Electromagnetic Induction Part – VII (Solid State Physics) 17. Physics of Solids 18. Electronics Part – VIII (Modern Physics) 19. Dawn of the modern Physics 20. Nuclear Physics
CURRICULUM FOR PHYSICS GRADES IX- XII 7 STANDARDS, BENCHMARKS AND STUDENT LEARNING OUTCOMES Standards are broad descriptions of the knowledge and skills students should acquire in a subject area. The knowledge includes the important and enduring ideas, concepts, issues, and information. The skills include the ways of thinking, working, communication, reasoning, and investigating that characterize a subject area. Standards may emphasize interdisciplinary themes as well as concepts in the core academic subjects. Standards are based on: Higher Order Thinking: instruction Deep Knowledge: Substantive Conversation: Connections to the World Beyond the Classroom: a) Benchmarks Indicate what students should know and be able to do at various developmental levels. b) LEARNING OUTCOMES Indicate what students should know and be able to do for each topic in any subject area at the appropriate developmental level. The Learning Outcomes sum up the total expectations from the student. Within this document the Learning Outcomes are presented under three subheadings: ☼ Understanding ☼ Skills including laboratory work ☼ Science, Technology and Society connections The Standards and the accompanying Benchmarks will assist in the development of comprehensive curriculum, foster diversity in establishing high quality Learning Outcomes, and provide an accountability tool to individuals involved in the education market place. These provide a common denominator to determine how well students are performing and will assure that all students are measured on the same knowledge and skills using the same method of assessment.
CURRICULUM FOR PHYSICS GRADES IX- XII 8 PHYSICS STANDARDS AND BENCHMARKS FOR GRADES IX-XII The content standards provide descriptions of what students should know, understand and be able to do in a specific content area. In addition, benchmarks in each content areas are drafted to further clarify the content standards. They define our expectations for students knowledge, skills and abilities along a development continuum in each content area. They are meant to define a common denominator to determine how well students are performing. (A) Constructing New Scientific Knowledge Scientifically literate students are learners as well as user of knowledge. They ask question about the world that can be answered by using scientific knowledge and techniques. They can also develop solutions to problems that they encounter or questions they ask. They can remember key points and use sources of information to reconstruct previously learnt knowledge, rather than try to remember every detail of what they learnt. Standard 1. Students will be able to display a sense of curiosity and wonder about the natural world and demonstrate an increasing awareness that this has lead to new developments in science and technology. (B) Reflecting on scientific knowledge Scientifically literate students can show an appreciation for scientific knowledge and the patterns that reveal in the world; this often involves seeing connections among different areas of knowledge. They may be able to take a historical and cultural perspective on concepts and theories or to discuss relationships among science, technology and society. Standard 2. Students will be able to demonstrate an understanding of the impact of science and technology on society and use science and technology to identify problems and creatively address them in their personal, social and professional lives. (C) Using scientific knowledge Scientifically literate students can use their knowledge to understand the world around them and to guide their actions. Important type of activities that use scientific knowledge include description and explanation of real world objects, systems or events;
CURRICULUM FOR PHYSICS GRADES IX- XII 9 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
CURRICULUM FOR PHYSICS GRADES IX- XII 10 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
CURRICULUM FOR PHYSICS GRADES IX- XII 11 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.
CURRICULUM FOR PHYSICS GRADES IX- XII 12 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.
CURRICULUM FOR PHYSICS GRADES IX- XII LEARNING CONTENTS AND STUDEN Contents: Students' Learning Outcomes Part-I(Mechanics) Students will be able to: Unit # 1: Physical Quantities And Measurement 1. Introduction to Physics Describe the role of different Technology and Society. 2. Physical Quantities Differentiate between base and d 3. International System of Units List the seven units of System I symbols and physical quantities ( not required). 4. Prefixes (Multiples and sub multiples) Interconvert the prefixes and thei sub multiples for both base and d 5. Standard Form / Scientific Notation Write the answer in scientific calculations. 6. Measuring Instruments: a. Vernier Callipers b. Screw Gauge c. Physical Balance d. Stopwatch Identify and explain the limitation Metre Rule. Describe the working of Vernie measuring length and their limita
13 SCHEME OF WORK GRADE IX NTS' LEARNING OUTCOMES GRADE IX R U Ap. An. E C (21 Periods) branches of Physics in Science, * derived physical quantities. * International (SI) along with their standard definitions of SI units are * ir symbols to indicate multiples and derived units. * notation in measurements and * n of measuring instruments such as er Callipers and Screw Gauge for tions. * *
CURRICULUM FOR PHYSICS GRADES IX- XII 7. An Introduction to Significant Figures Describe the need using sign stating results in the laboratory Investigation Skills: Compare the least count of the and state their measuring range: i. Measuring Tape ii. Metre Rule iii. VernierCallipers iv. Micrometer Screw Gauge Make a paper scale of give 0.2 cm and 0.5 cm. Measure the length and diame volume with a vernier callipers. Measure the thickness of a m Gauge. Determine an interval of time u Determine the mass of an o balances and identify the measurement. Determine volume of an irregul cylinder.
14 nificant figures for recording and y. * e following measuring instruments * en least count e.g. * eter of a cylinder and calculate the * etal strip or a wire using a Screw * using Stopwatch. * bject by using different types of one which gives most precise * ar shaped object using a measuring *
CURRICULUM FOR PHYSICS GRADES IX- XII List laboratory safety equipme these equipments in the labora Science, Technology and Society Connections: Determine length, mass and various measuring instruments. UNIT # 2 KINEMATICS (19 Periods) 1. Rest and Motion Describe using examples that re 2. Types of Motion (Translatory, Rotatory, Vibratory) Identify different types of motio and Circular); rotatory and v among them. 3. Terms associated with Motion; Position Distance and Displacement Speed and Velocity Acceleration Define the term speed, velocity Differentiate with examples bet speed and velocity 4. Scalars and Vectors Differentiate with examples bet Represent vector quantities by
15 ent rules and appropriate use of tory. * time in daily life activities using . * est and motion are relative. * on i.e., translatory (Linear, Random vibratory motions and distinguish * y and acceleration. tween distance and displacement, * * tween scalar and vector quantities. drawing lines according to scale. *
CURRICULUM FOR PHYSICS GRADES IX- XII 5. Graphical Analysis of Motion; Distance-Time Graph Speed-Time Graph Plot and interpret Distance-Tim Determine and interpret the sTime graphs. o Determine from the sha when the body is: At rest Moving with constant speed Moving with variable speed. Calculate the area under Spe distance travelled by the movin 6. Equations of Motion; (a) For Uniform Velocity S =vt (b) For Uniformly Accelerated Motion vf = vi + a t S = vit + ½ a t 2 vf 2 – vi 2 = 2 a S Derive equations of motion fo acceleration in a straight line us Solve problems related to un appropriate equations.
16 * me graph and Speed-Time graph. slope of Distance-Time and Speed pe of the graph, the state of a body, eed-Time graph to determine the ng body. * * or a body moving with a uniform sing graph. iformly accelerated motion using *
CURRICULUM FOR PHYSICS GRADES IX- XII 7. Motion due to Gravity Solve problems related to freely the acceleration due to gravity Investigation Skills: Demonstrate various types of m translator, rotatory and vibrato Determine the acceleration of f Free Fall Apparatus. Calculate acceleration of an i surface using angle iron by draw Science, Technology and Society Connections Measure the average speed of a Use mathematical slopes (ramp life applications. Interpret graph from newspape weather etc. UNIT # 3 DYNAMICS (2 1.Momentum Explain inertia, momentum and rate of change of momentum.
17 y falling bodies using 10 ms-2 as * motion so as to distinguish between ory motions. free-fall by timing a falling object by ron ball rolling down an inclined wing graph between 2S and t 2 . * * * a 100 m sprinter. ps) of graphs or straight lines in real rs, magazines regarding cricket and * * * 1 Periods) force and describe that force is the *
CURRICULUM FOR PHYSICS GRADES IX- XII 2.Newton’s Laws of Motion State and explain Newton’s law Distinguish between mass and = ma, and w = mg. Calculate tension and accelera bodies connected by the string using second law of motion. State the law of conversation system of two objects. 3.Types of Friction Define friction and explain the e vehicle in the context of tire skidding, braking force. Describe what may happen if al Demonstrate that rolling frict friction. 4.Uniform Circular Motion Explain that motion in a curved to the velocity of a body. Define centripetal force and ca moving in a circle using the equ Investigation Skills: Identify the relationship betwe trolley carrying different loads w different surfaces.
18 ws of motion. weight and solve problems using F ation in a string during motion of and passing over frictionless pulley of momentum and apply it to a * * * * effect of friction on the motion of a surface, road conditions including ll frictions suddenly disappear. tion is much lesser than sliding * * * path is due to a force perpendicular lculate centripetal force on a body uation F = mv2 /r. * * een load and friction by sliding a with the help of a spring balance on *
CURRICULUM FOR PHYSICS GRADES IX- XII Determine the value of “g” by A Investigate the relationship bet normal reaction to find the coef wooden block and horizontal su Determine the force of limitin horizontal plane. Science, Technology and Society Connections: Identify the principle of dynam objects and vehicles (e.g. analyz boating and rocket motion). Identify the safety devices (such action of crumple zones and effects of changing momentum State what will happen to you w when the bus: starts moving suddenly stops moving suddenly Turns a corner to the left sudde Identify the use of centripetal fo
19 Atwood’s machine. * tween force of limiting friction and fficient of sliding friction between a urface. * ng friction by rolling a roller on a * ics with reference to the motion of ze the throwing of a ball, swimming, * h as packaging of fragile objects, the seatbelts) utilized to reduce the . * while you are sitting inside a bus and enly * orce in: *
CURRICULUM FOR PHYSICS GRADES IX- XII 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 paralle 2. Addition of Forces State head to tail rule of vector 3. Resolution of Forces Describe how a force components. Determine the magnitud perpendicular compon 4. Moment of a Force Define moment o Moment = force x perpendicula action of force Explain the turning effect of for 5. Principle of Moments State the princip 6. Centre of Mass o Define the centre of ma 7. Couple o Define couple as a pa rotation.
20 el forces. * addition of forces / vectors. * is resolved into its perpendicular de and direction of a force from its ents. * * of force or torque as; r distance from pivot to the line of rce by relating it to everyday life. * * ple of moments. * ss and centre of gravity of a body. * air of forces tending to produce *
CURRICULUM FOR PHYSICS GRADES IX- XII 8. Equilibrium o Define equilibrium an equilibrium of a body. o Solve problems on simp are supported by one pi o Describe the states of e common examples. 9. Stability o Explain effect of the pos stability of simple object Investigation Skills: Determine the position of cente shaped objects. Verify the principle of moments a wedge. Determine the tension in string stands. Determine the weight of an addition of forces. Determine the weight of an un moments.
21 d state the two conditions for ple balanced systems when bodies vot only. equilibrium and classify them with * * * sition of the centre of gravity on the ts. * er of gravity of regular and irregular * s by using a metre rod balanced on * gs by balancing a metre rod on two * unknown object by using vector * known object by using principle of *
CURRICULUM FOR PHYSICS GRADES IX- XII Science, Technology and Society Connections: Illustrate by describing a practi in the working of bottle opene see-saw etc. Demonstrate the role of couple pedals. Demonstrate through a balanci stability of an object can be imp mass and increasing the base ar Unit # 5 Gravitation (16 periods) 1. Law of gravitation State newton’s law of gravitatio Explain that the gravitational fo third law. Explain gravitational field as an 2. Measurement of mass of earth Define weight . Calculate the mass of earth by u Solve problems using newton’s 3. ariation of “g” with altitude Explain that value of “g” decrea of earth.
22 cal application of moment of force er, spanner, door/window handles, * e in the steering wheels and bicycle * ng toy, racing car etc. That the proved by lowering the centre of rea of the objects. * on. orces are consistent with newton’s example of field of force * * * using law of gravitation. law of gravitation. * * * ases with altitude from the surface *
CURRICULUM FOR PHYSICS GRADES IX- XII 4. Motion of artificial satellites Discuss the importance of understanding the motion of sa Investigation Skills: Determine the value of “g” usin Science, Technology and Society Connections: Gather information to predict t strength “g” at the surface of a law of gravitation unit # 6 Work and Energy (20 p 1. Work Define work and its si unit. Calculate work done using equa work = force × distance moved 2. Kinetic energy and potential energy Prove that kinetic energy ek = ½ mgh and solve problems using 3. Efficiency Define efficiency of a working s of an energy conversion using t efficiency = energy converted in input Explain why a system cannot ha
23 newton’s law of gravitation in atellites. * ng simple pendulum. * the value of the gravitational field any planet or moon using newton’s * periods) ation in the direction of force. * * ½ mv2 and potential energy ep= these equations * system and calculate the efficiency he formula; nto the required form / total energy ave an efficiency of 100%. * *
CURRICULUM FOR PHYSICS GRADES IX- XII 4. Power Define power, its si unit and cal o power = work done / tim 5. Forms of energy and its major sources List the different forms of energ Describe the processes by wh form to another with reference Fossil fuel energy Hydroelectric generation Solar energy Nuclear energy Geothermal energy Wind energy Biomass energy Differentiate energy sources as energy sources with exa Investigation Skills: Investigate conservation of e inclined plane using double hypothesis to explain the obser Compare personal power deve walking up stairs using a stopwa
24 lculate power from the formula me taken * gy with examples. * ich energy is converted from one e to: * s non renewable and renewable amples of each. * nergy of a ball rolling down an inclined plane and construct a rvation. * eloped for running up stairs versus atch. *
CURRICULUM FOR PHYSICS GRADES IX- XII Science, Technology and Society Connections: Analyze using their or given c environmental impact of vario wind, falling water, solar, bioma transfer (heat). Analyze and explain improvem principles and concepts relat potential energy and law of co the importance of the initial kin jumper). Search library or internet and c conversion devices by comparin output. Explain principle of conservatio to explain the conversion of e such as a motor, a dynamo, a fr battery. List the efficient use of energy i heating and cooling of buildings Unit # 7 Properties of Matter (23 periods)
25 criteria, the economic, social and ous energy sources e.g. Fossil fuel, ass, nuclear, thermal energy and its * ments in sports performance using ted to work, kinetic energy and onservation of energy (e.g. Explain etic energy of a pole vaulter or high * compare the efficiencies of energy ng energy input and useful energy * n of energy and apply this principle energy from one form to the other eely falling body, a photo cell and a * n the context of the home, s and transportation. *
CURRICULUM FOR PHYSICS GRADES IX- XII 1. Kinetic molecular model of matter State kinetic molecular mode forms). Describe briefly the fourth state 2. Density Define the term density and com and gases. 3. Pressure Define the term pressure, give with force and area in the conte State pascal’s law and describe 4. Pressure in liquids State relation for pressure ben density i.e., (p=ρgh) and solve p 5. Upthrust State archimedes principle and using this principle. State the upthrust exerted by a Explain principle of floatation. 6. Atmospheric pressure Explain atmospheric pressure considering air column over a c Describe how the height of a liq measure the atmospheric press 7. Elasticity State hooke’s law and explain e 8. Stress, strain and young’s modulus Define the terms stress, strain a
26 l of matter (solid, liquid and gas e of matter i.e. “plasma”. * * mpare the densities of solids, liquids * examples and explain how it varies ext of everyday examples. its applications. * * eath a liquid surface to depth and problems using this equation. * determine the density of an object * fluid on a body. * * e and its variation with height ertain area as fluid. quid column may be used to sure * * elastic limit. * and young’s modulus. *
CURRICULUM FOR PHYSICS GRADES IX- XII Investigation Skills: Measure the atmospheric pr aneroid barometer. Measure the pressure of motor principle of the instrument and Determine the density of irregula Determine the density of a liqu Science, Technology and Society Connections: Determine the density of a soli principle. Explain that ships and submarin up thrust acting on them balanc Recognize that hydraulic press, brakes in daily life work on Pasc Explain that the action of suckin syringe and vacuum cleaner is d Explain the use of hydrometer liquids. Investigate the relationship bet using helical spring by plotting a the spring constant.
27 ressure by fortin’s barometer or * r bike / car tyre and state the basic its value in si units. * ar shaped objects. * id using a syringe. * d and of a liquid using Archimedes * nes float on sea surface when the ces their total weight * hydraulic car lift and hydraulic cal’s law * ng through a straw, dropper, due to atmospheric pressure * to measure the density of various * tween applied force and extension a graph and determine the value of *
CURRICULUM FOR PHYSICS GRADES IX- XII Section 2 Heat Unit # 8 Thermal Properties of matter (22 periods) 1. Temperature and heat Define temperature as quantity flow of thermal energy. Define heat as the energy temperature difference betwee 2. Thermometer List basic thermometric prope thermometer. Convert the temperature fr Fahrenheit, celsius and kelvin s problems. Describe rise in temperature of internal energy. 3. Specific heat capacity Define the terms heat capacity 4. Latent heat of fusion Describe heat of fusion and hea without a change of temperatu
28 y which determine the direction of transferred resulting from the en two objects. * * rties for a material to construct a * rom one scale to another i.e. scales and solve related numerical * f a body in term of an increase in its * and specific heat capacity. * t of vaporization as energy transfer re for change of state. *
CURRICULUM FOR PHYSICS GRADES IX- XII 5. Latent heat of vaporization Describe experiments to deter vaporization of ice and w temperature-time graph on hea 6. Evaporation Explain the process of evapora boiling and evaporation. Explain that evaporation causes List the factors which influence 7. Thermal expansion Describe quantitatively the ther volumetric expansion) and solv Explain the thermal expansio expansion). Investigation Skills: Determine the melting point of graph on heating Determine the boiling point of w graph on heating. Measure the specific heat of mixture using polystyrene cup a Determine the specific heat of f Demonstrate that evaporation Science, Technology And Society Connections:
29 rmine heat of fusion and heat of water respectively by sketching ating ice. * ation and the difference between s cooling. * evaporation. * rmal expansion of solids (linear and e related numerical problems. * on of liquids (real and apparent * f ice by drawing temperature-time water by drawing temperature-time a solid substance by method of as calorimeter. fusion of ice. causes cooling. * * * * *
CURRICULUM FOR PHYSICS GRADES IX- XII Explain that the bimetallic stri different rate of expansion of dif Describe one everyday effect d of water. Describe the use of cooling cau 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 occurs in solids. State the factors affecting th conductors and hence, define t Explain how insulation reduces Explain the convection curren density. Describe the process of radiation 2. Thermal conductivity Solve problems based on therm Explain that energy transfer of a a material medium and rate of i. Colour and texture of the surfac ii. Surface temperature iii. Surface area
30 p used in thermostat is based on fferent metals on heating. * due to relatively large specific heat * sed by evaporation in perspiration, * s and electrons, how heat transfer e transfer of heat through solid he term “thermal conductivity”. energy transfer by conduction. nts in fluids due to difference in n from all objects. * * * * * mal conductivity of solid conductors. a body by radiation does not require energy transfer is affected by: ce * *
CURRICULUM FOR PHYSICS GRADES IX- XII 3. Everyday applications of heat transfer Explain the role of radiation in g global warming. Explain how birds can glide in th Investigation Skills: Describe convection in water crystals in a round bottom flask Explain that water is a poor con Investigate the absorption of silvery surfaces using leslie cube Investigate the emission of radi surfaces using leslie cube. Science, Technology And Society Connections: Describe the use of cooking uten refrigerator cavity wall insulat hot water system as a con processes. Explain convection in sea water Describe the role of land bree costal climate. Describe the role of convection