physics_9-12_after_BOG_for_uploading_18.11.191

CURRICULUM FOR PHYSICS GRADES IX- XII 114 Investigation skills/ laboratory work The students will be able to: 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. Study the interference of ultrasonic waves in a young’s experiment arrangement and determine the wavelength of ultrasonic waves. Science, technology and society connections The students will be able to: Explain the tuning of musical instruments by beats. 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. Unit – 8 oscillations Major concepts (23 periods) Simple harmonic motion (shm) Circular motion and shm Practical shm system (mass spring and simple pendulum) Energy conservation in shm Free and forced oscillations

CURRICULUM FOR PHYSICS GRADES IX- XII 115 Resonance Damped oscillations Learning outcomes The students will be able to: Describe simple examples of free oscillations. Describe necessary conditions for execution of simple harmonic motions. Describe that when an object moves in a circle, the motion of its projection on the diameter of the circles is shm. Define the terms amplitude, period, frequency, angular frequency and phase difference 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. Prove that the motion of mass attached to a spring is shm. Describe the interchanging between kinetic energy and potential energy during shm. Analyze the motion of a simple pendulum is shm and calculate its time period. Describe practical examples of free and forced oscillations (resonance). Describe graphically how the amplitude of a forced oscillation changes with frequency near to the natural frequency of the system. Describe practical examples of damped oscillations with particular reference to the efforts of the degree of damping and the importance of critical damping in cases such as a car suspension system. Describe qualitatively the factors which determine the frequency response and sharpness of the resonance. Investigation skills/ laboratory work The students will be able to: 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.

CURRICULUM FOR PHYSICS GRADES IX- XII 116 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. Science, technology and society connections The students will be able to: 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. Part – iii (physical optics & optical instruments) Unit – 9 physical optics Major concepts (25 periods) Nature of light Wave front Huygen’s principle Interference Young’s double slit experiment Michleson’s interferometer Diffraction Polarization Learning outcomes The students will be able to: Describe light waves as a part of electromagnetic waves spectrum. Describe the concept of wave front. State huygen’s principle and use it to construct wave front after a time interval. State the necessary conditions to observe interference of light.

CURRICULUM FOR PHYSICS GRADES IX- XII 117 Describe young’s double slit experiment and the evidence it provides to support the wave theory of light. Explain colour pattern due to interference in thin films. Describe the parts and working of michleson interferometer and its uses. Explain diffraction and identify that interference occurs between waves that have been diffracted. Describe that diffraction of light is evidence that light behaves like waves. Describe and explain diffraction at a narrow slit. Describe the use of a diffraction grating to determine the wavelength of light and carry out calculations using dsinθ=nλ. Describe the phenomena of diffraction of x-rays through crystals. Explain polarization as a phenomenon associated with transverse waves. Identify and express that polarization is produced by a polaroid. Explain the effect of rotation of polaroid on polarization. Explain how plane polarized light is produced and detected. Investigation skills/ laboratory work The students will be able to: Investigate that light can be diffracted but needs a very small slit because the wavelength of light is small. Demonstrate diffraction including the diffraction of water waves in a ripple tank with both a wide gap and a narrow gap. 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. Measure the diameter of a wire or hair using laser. Determine the pick count of a nylon mesh by using a diffraction grating and laser.

CURRICULUM FOR PHYSICS GRADES IX- XII 118 Demonstrate polarization of light waves using two polaroid glasses and ldr and hence, verify malus’ law. science, technology and society connections The students will be able to: 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 – 4 (heat &thermodynamics) Unit – 10 thermodynamics Major concepts (22 periods) Thermal equilibrium Heat and work Internal energy First law of thermodynamics Molar specific heats of a gas Heat engine Second law of thermodynamics Carnot’s cycle Refrigerator Entropy Learning outcomes The students will be able to: Describe that thermal energy is transferred from a region of higher temperature to a region of lower temperature. Describe that regions of equal temperatures are in thermal equilibrium. Describe that heat flow and work are two forms of energy transfer between systems and calculate heat being transferred. Define thermodynamics and various terms associated with it.

CURRICULUM FOR PHYSICS GRADES IX- XII 119 Relate a rise in temperature of a body to an increase in its internal energy. Describe the mechanical equivalent of heat concept, as it was historically developed, and solve problems involving work being done and temperature change. 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. Calculate work done by a thermodynamic system during a volume change. 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. Define the terms, specific heat and molar specific heats of a gas. Apply first law of thermodynamics to derive cp – cv = r. State the working principle of heat engine. Describe the concept of reversible and irreversible processes. State and explain second law of thermodynamics. 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. Describe 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. Describe that change in entropy is positive when heat is added and negative when heat is removed from the system. Explain that increase in temperature increases the disorder of the system. Explain that increase in entropy means degradation of energy. Explain that energy is degraded during all natural processes. Identify that system tend to become less orderly over time.

CURRICULUM FOR PHYSICS GRADES IX- XII 120 Investigation skills/ laboratory work The students will be able to: Determine the mechanical equivalent of heat by electric method. Determine the specific heat of solid by electrical method. Science, technology and society connections The students will be able to: Describe the working of petrol engine and diesel engine. Evaluate environmental crisis as an entropy crisis. Part – v (electrostatics & current electricity) Unit – 11 electrostatics Force between charges in different media Electric field Electric field of various charge configurations Electric field due to a dipole Electric flux Gauss’s law and its applications Electric potential Capacitors Energy stored in a capacitor Learning outcomes The students will be able to: 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. Derive the expression e = l/4πεo q/r2 for the magnitude of the electric field at a distance ‘r’ from a point charge ‘q’. 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. Solve problems and analyse information using e = f/q.

CURRICULUM FOR PHYSICS GRADES IX- XII 121 Solve problems involving the use of the expression. E = l/4πεo q/r2 Calculate the magnitude and direction of the electric field at a point due to two charges with the same or opposite signs. Sketch the electric field lines for two point charges of equal magnitude with same or opposite signs. Describe the concept of electric dipole. Define and explain electric flux. Describe electric flux through a surface enclosing a charge. State and explain gauss’s law. Describe and draw the electric field due to an infinite size conducting plate of positive or negative charge. Sketch the electric field produced by a hollow spherical charged conductor. Sketch the electric field between and near the edges of two infinite size oppositely charged parallel plates. Define electric potential at a point in terms of the work done in bringing unit positive charge from infinity to that point. Define the unit of potential. Solve problems by using the expression v =w/q. Describe that the electric field at a point is given by the negative of potential gradient at that point. Solve problems by using the expression e = v/d. Derive an expression for electric potential at a point due to a point charge. Calculate the potential in the field of a point charge using the equation v = l/4πεo q/r. Define and become familiar with the use of electron volt. Define capacitance and the farad and solve problems by using c=q/v. Describe the functions of capacitors in simple circuits.

CURRICULUM FOR PHYSICS GRADES IX- XII 122 Solve problems using formula for capacitors in series and in parallel. Explain polarization of dielectric of a capacitor. Demonstrate charging and discharging of a capacitor through a resistance. Prove that energy stored in a capacitor is w=1/2qv and hence w=1/2cv2. Investigation skills/ laboratory work The students will be able to: Draw graphs of charging and discharging of a capacitor through a resistor. Science, technology and society connections The students will be able to: 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 List the use of capacitors in various household appliances such as in flash gun of camera, refrigerator, electric fan, rectification circuit etc. Unit 12 current electricity Major concepts (36 periods) Steady current Electric potential difference Resistivity and its dependence Upon temperature Internal resistance Power dissipation in resistance Thermoelectricity Kirchhoff’s laws The potential divider Balanced potentials (wheatstone bridge and potentiometer Learning outcomes

CURRICULUM FOR PHYSICS GRADES IX- XII 123 The students will be able to: Describe the concept of steady current. State ohm’s law. Define resistivity and explain its dependence upon temperature. Define conductance and conductivity of conductor. State the characteristics of a thermistor and its use to measure low temperatures. Distinguish between e.m.f and p.d. Using the energy considerations. Explain the internal resistance of sources and its consequences for external circuits. Describe some sources of e.m.f. Describe the conditions for maximum power transfer. Describe thermocouple and its function. Explain variation of thermoelectric e.m.f. With temperature. Apply kirchhoff’s first law as conservation of charge to solve problem. Apply kirchhoff’s second law as conservation of energy to solve problem. Describe the working of rheostat in the potential divider circuit. Describe what is a wheatstone bridge and how it is used to find unknown resistance. Describe the function of potentiometer to measure and compare potentials without drawing any current from the circuit. Investigation skills/ laboratory work The students will be able to: 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 of a cell using potentiometer.

CURRICULUM FOR PHYSICS GRADES IX- XII 124 Determine e.m.f of a cell 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. Science, technology and society connections The students will be able to: 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 -185o c to 630o c. Identify the use of thermoelectric thermometer as a standard thermometer to measure temperatures between 630o c and 1063o c. Unit – 13 alternating current major concepts (27 periods) Alternating current (ac) Instantaneous, peak and rms values of ac Phase, phase lag and phase lead in ac Ac through a resistor Ac through a capacitor Ac through an inductor Impedance Rc series circuit Rl series circuit Power in ac circuits

CURRICULUM FOR PHYSICS GRADES IX- XII 125 Resonant circuits Electrocardiography Principle of metal detectors Maxwell’s equations and electromagnetic waves (descriptive treatment) Learning outcomes The students will be able to: Describe the terms time period, frequency, instantaneous peak value and root mean square value of an alternating current and voltage. Represent a sinusoidally alternating current or voltage by an equation of the form x = xo sin ωt. Describe the phase of A.C and how phase lags and leads in A.C circuits. Identify inductors as important components of A.C circuits termed as chokes (devices which present a high resistance to alternating current). Explain the flow of A.C through resistors, capacitors and inductors. Apply the knowledge to calculate the reactance’s of capacitors and inductors. Describe impedance as vector summation of resistances and reactance’s. Construct phasor diagrams and carry out calculations on circuits including resistive and reactive components in series. Solve the problems using the formulae of A.C power. Explain resonance in an A.C circuit and carry out calculations using the resonant frequency formulae. Describe that maximum power is transferred when the impedances of source and load match to each other. Describe the qualitative treatment of maxwell’s equations and production of electromagnetic waves. Become familiar with electromagnetic spectrum (ranging from radio waves to γrays). • identify that light is a part of a continuous spectrum of electromagnetic waves all of

CURRICULUM FOR PHYSICS GRADES IX- XII 126 Which travel in vacuum with same speed. Describe that the information can be transmitted by radio waves. Identify that the microwaves of a certain frequency cause heating when absorbed by water and cause burns when absorbed by body tissues. Describe that ultra violet radiation can be produced by special lamps and that prolonged exposure to the sun may cause skin cancer from ultra violet radiation. Investigation skills/ laboratory work The students will be able to: Determine the relation between current and capacitance when different capacitors are used in ac circuit using series and parallel combinations. Measure dc and ac voltages by a cro. Determine the impedance of rl circuit at 50hz and hence find inductance. Determine the impedance of rc circuit at 50hz and hence find capacitance. Science, technology and society connections The students will be able to: Apply the use of infrared waves in radiant heaters, optical fibre commutations and for the remote control of tv sets and vcr’s. Describe the effect of ozone layer depletion. Illustrate the principle of metal detectors used for security checks. State the principle of electro-cardiograph in medical diagnostic. Describe the importance of oscillator circuit as broadcaster of radio waves. Describe the principle of resonance in tuning circuits of a radio. Explain why transmission from some country tv channels are polarized at right angle to city channels. Part – vi (electromagnetism & electromagnetic induction Unit – 14 electromagnetisms Major concepts (18 periods) Magnetic field of current –carrying conductor

CURRICULUM FOR PHYSICS GRADES IX- XII 127 Magnetic force on a current-carrying conductor Magnetic flux density Ampere’s law and its application in solenoid Force on a moving charged particle in a magnetic field E/m of an electron Torque on a current carrying coil in a magnetic field Electro-mechanical instruments Learning outcomes The students will be able to: Explain that magnetic field is an example of a field of force produced either by current-carrying conductors or by permanent magnets. Describe magnetic effect of current. Describe and sketch field lines pattern due to a long straight wire. 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. Solve problems involving the use of f = bil sin θ. Define magnetic flux density and its units. 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. State ampere’s law. Apply ampere’s law to find magnetic flux density around a wire and inside a solenoid. Describe quantitatively the path followed by a charged particle shot into a magnetic field in a direction perpendicular to the field. Explain that a force may act on a charged particle in a uniform magnetic field.

CURRICULUM FOR PHYSICS GRADES IX- XII 128 Describe a method to measure the e/m of an electron by applying magnetic field and electric field on a beam of electrons. 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. Explain how a given galvanometer can be converted into a voltmeter or ammeter of a specified range. Describe the use of avometer / multimeter (analogue and digital). Investigation skills/ laboratory work The students will be able to: 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. Science, technology and society connections The students will be able to: Explain the following: o Magnets are often fitted to the doors of refrigerators and cupboards o A crane in a steelworks is fitted with a large electromagnet o Wheat flour is usually passed near a magnet before being packed o 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. o Bullet train o An electromagnetic door lock o A circuit breaker o Computers

CURRICULUM FOR PHYSICS GRADES IX- XII 129 o 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) Magnetic resonance image (mri) scans can be used to Detect cancerous tissues. Identify areas of high blood flow. Distinguish between gray and white matter in the brain. Identify areas of high blood flow. Distinguish between gray and white matter in the brain. Unit – 15 electromagnetic inductions Major concepts (18 periods) Induced emf Faraday’s law Lenz’s law Eddy currents Mutual inductance Self-inductance Energy stored by an inductor Motional emf,s A.C. generator A.C. motor and back emf Transformer Learning outcomes The students will be able to: Describe the production of electricity by magnetism. Explain that induced emf’s can be generated in two ways.

CURRICULUM FOR PHYSICS GRADES IX- XII 130 o By relative movement (the generator effect). o By changing a magnetic field (the transformer effect). Infer the factors affecting the magnitude of the induced emf. State faraday’s law of electromagnetic induction. Account for lenz’s law to predict the direction of an induced current and relate to the principle of conservation of energy. Apply faraday’s law of electromagnetic induction and lenz’s law to solve problems. Explain the production of eddy currents and identify their magnetic and heating effects. Explain the need for laminated iron cores in electric motors, generators and transformers. Explain what is meant by motional emf. Given a rod or wire moving through a magnetic field in a simple way, compute the potential difference across its ends. Define mutual inductance (m) and self-inductance (l), and their unit henry. Describe the main components of an A.C generator and explain how it works. Describe the main features of an A.C electric motor and the role of each feature. Explain the production of back emf in electric motors. Describe the construction of a transformer and explain how it works. Identify the relationship between the ratio of the number of turns in the primary and secondary coils and the ratio of primary to secondary voltages. Describe how set-up and step-down transformers can be used to ensure efficient transfer of electricity along cables. Investigation skills/ laboratory work The students will be able to: Perform an investigation to predict and verify the effect on an electric current generated when: o The distance between the coil and magnet is varied. o The strength of the magnet is varied.

CURRICULUM FOR PHYSICS GRADES IX- XII 131 Demonstrate electromagnetic induction by a permanent magnet, coil and demonstration galvanometer. Conduct a demonstration of step-up and step-down transformer by dissectible transformer. Demonstrate an improvised electric motor. Demonstrate the action of an induction coil by producing spark. Gather information and choose equipment to investigate “multiplier “ effect (a small magnetic field created by current carrying loops of wire (wrapped around a piece of iron core lead to a large observed magnetic field). Science, technology and society connections The students will be able to: Analyze and present information to explain how induction heating is used in furnaces to provide oxygen free heating environment. Identify how eddy currents have been utilized in electromagnetic braking. Analyze the earthquake detecting instrument – seismometer as a good example of an application of electromagnetic induction and explain o Any movement or vibration of the rock on which the seismometer rests (buried in a protective case) results in relative motion between the magnet and the coil (suspended by a spring from the frame. o The emf induced in the coil is directly proportional to the displacement associated with the earthquake. Describe the use of step-down and step-up transformers for the electric supply from power station to houses and electric appliances at home. Search and analyze information to identify how transmission lines are: Insulated from supporting structure. Protected from lightning strikes. Explain that induction coil is a form of mutual inductor widely used to generate the high voltage sparks needed to ignite the petrol-air mixture in car and motorbike engines.

CURRICULUM FOR PHYSICS GRADES IX- XII 132 Assess that electric motors form the heart of a whole host of devices ranging from domestic appliances such as: o Vacuum cleaners. o Washing machines. o Electric trains. o Lifts. In a car the wind screen wipers are usually driven by one and the engine is started by another. Part – vii (miscellaneous) Unit – 16 physics of solids Classification of solids Mechanical properties of solids Electrical properties of solids Superconductors Magnetic properties of solids Intrinsic and extrinsic semiconductors Electrical conductivity by electrons and holes in pn junction Forward and reverse biased Pn junction characteristics Half and full wave rectification Transistor and its characteristics Transistor as an amplifier (c-e configuration) Learning outcomes The students will be able to: Distinguish between the structure of crystalline, glassy, amorphous and polymeric solids. Describe the idea about energy bands in solids. Classify insulators, conductors, semiconductors on the basis of energy bands.

CURRICULUM FOR PHYSICS GRADES IX- XII 133 Become familiar with the behaviour of superconductors and their potential uses. Distinguish between dia, para and ferro magnetic materials. Describe the concepts of magnetic domains in a material. Classify hard and soft ferromagnetic substances. Describe hysteresis loop. Synthesise from hysteresis loop how magnetic field strength varies with magnetizing current. Distinguish between intrinsic and extrinsic semiconductors. Distinguish between p & n type substances. Explain the concept of holes and electrons in semiconductors. Explain how electrons and holes flow across a junction. Describe a pn junction and discuss its forward and reverse biasing. Distinguish pnp & npn transistors. Describe the operations of transistors. Deduce current equation and apply it to solve problems on transistors. Explain the use of transistors as a switch and an amplifier. Investigation skills/ laboratory work The students will be able to: Draw characteristics of semiconductor diode and calculate forward and reverse current resistances. Study the half and full waver rectification by semiconductor diodes by displaying on c.r.o. Use multimeter to (i) identify base of transistor (ii) distinguish between npn and pnp transistor (iii) see the unidirectional flow of current in case of diode and led. (iv) to check whether a given electric component e.g. Diode or transistor is in working order. Demonstrate the amplification action of a transistor graphically by cro Science, technology and society connections

CURRICULUM FOR PHYSICS GRADES IX- XII 134 The students will be able to: Describe the applications of superconductors in magnetic resonance imaging (mri), magnetic levitation trains, powerful but small electric motors and faster computer chips. Identify the importance of hysteresis loop to select materials for their use to make them temporary magnets or permanent magnets. Describe the function and use of led, photodiode and photo voltaic cell. Analyze that the modern world is the world of digital electronics. Analyze that the computers are the forefront of electronic technology. Realize that electronics is shifting low-tech electrical appliances to high-tech electronic appliances.

CURRICULUM FOR PHYSICS GRADES IX- XII 135 LIST OF PRACTICALS FOR GRADES IX-X Experiments for Grade-IX: 1. To determine the area of cross-section by measuring diameter of a solid cylinder with Vernier Callipers. 2. To determine the volume of a solid cylinder by measuring length and diameter of a solid cylinder with Vernier Callipers. 3. To measure the thickness of a metal strip or a wire by using a micrometre screw gauge. 4. To find the acceleration of a ball rolling down an inclined angle iron by drawing a graph between 2 s and t 2 . 5. To find the value of “g” by free fall method ( using electronic timer). 6. Investigate the relationship between force of limiting friction and normal reaction to find: a) The coefficient of sliding friction between a wooden flat trolley lying upside down and the horizontal surface. b) The coefficient of rolling friction between the same trolley lying on wheels and the horizontal surface. 7. To determine the value of “g” by at wood’s machine. 8. To determine the resultant of two forces graphically using a horizontal force table. 9. To find the weight of an unknown object by using vector addition of forces. 10. To verify the principle of moments by using a metre rod balanced on a wedge. 11. To find the weight of an unknown object by using principle of moments. 12. To study the effect of the length of simple pendulum on time and hence find “g” by calculation. 13. To prove that time period of a simple pendulum is independent of: (i) Mass of the pendulum (ii) Amplitude of the vibration. 14. To study the relationship between load and extension (helical spring) by drawing a graph.

CURRICULUM FOR PHYSICS GRADES IX- XII 136 15. To find the density of a body heavier than water by Archimedes principle. 16. To find the density of a liquid using a plastic medical syringe (instead of density bottle). 17. To find the specific heat by the method of mixture using polystyrene cups (used as container of negligible heat capacity). 18. To draw a graph between temperature and time when ice is converted into water and then to steam by slow heating. 19. To measure the specific heat of fusion of ice using polystyrene cups as calorimeter. Experiments for grade-X: 20. To verify the laws of refraction by using a glass slab. 21. To find the refractive index of water by using concave mirror. 22. To determine the critical angle of glass using a semicircular slab and a light ray box or by prism. 23. To trace the path of a ray of light through glass prism and measure the angle of deviation. 24. To find the focal length of a convex lens by parallax method. 25. To set up a microscope and telescope. 26. Verify ohm’s law (using wire as conductor). 27. To study resistors in series circuit. 28. To study resistors in parallel circuit. 29. To find the resistance of galvanometer by half deflection method. 30. To trace the magnetic field using a bar magnet. 31. To trace the magnetic field due to a current carrying circular coil. 32. To verify the truth table of or, and, not, nor and nod gates. 33. To make a burglar alarm / fire alarm using an appropriate gate.

CURRICULUM FOR PHYSICS GRADES IX- XII 137 LIST OF PRACTICAL FOR GRADE XI -XII 1. Measure length and diameter of a solid cylinder and hence estimate its volume quoting proper number of significant figures using Vernier Callipers. 2. Measure the diameters of a few ball bearings of different sizes using Screw Gauge and estimate their volumes. Mention the uncertainty in each result. 3. Determine the radius of curvature of convex lens and a concave lens using a spherometer 4. Determine the weight of a body by vector addition of forces. 5. Verify the two conditions of equilibrium using a suspended metre rod. 6. Measure the free fall time of a ball using a ticker-timer and hence calculate the value of ‘g’. Evaluate your result and identify the source of error and suggest improvements. 7. Investigate the value of ‘g’ by free fall method using electronic timer 8. Investigate momentum conservation by colliding trolleys and ticker-timer for elastic and inelastic collisions. 9. Investigate the downward force, along an inclined plane, acting on a roller due to gravity and study its relationship with the angle of inclination by plotting graph between force and sinθ. 10. Determine the moment of inertia of a fly wheel. 11. Investigate the fall of spherical steel balls through a viscous medium and determine. (i) terminal velocity (ii) coefficient of viscosity of the fluid 12. 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. 13. Determine the acceleration due to gravity by oscillating mass-spring system. 14. Determine the value of ‘g’ by vibrating a metal lamina suspending from different points. 15. Determination of frequency of A.C by Melde’s apparatus / electric sonometer. 16. Investigation of the laws of vibration of stretched strings by sonometer or electromagnetic method. 17. Determine the wavelength of sound in air using stationary waves and to calculate the speed of sound using resonance tube.

CURRICULUM FOR PHYSICS GRADES IX- XII 138 18. Determine the wavelength of light by using a diffraction grating and spectrometer. 19. Determine the slit separation of a diffraction grating by using laser light of unknown wavelength. 20. Measure the diameter of a wire or hair using laser. 21. Determine the pick count of a nylon mesh by using a diffraction grating and a laser. 22. Measure the mechanical equivalent of heat by electric method. 23. Determine the specific heat of a solid by electrical method. LIST OF PRACTICAL FOR GRADE XII 1. Determine time constant by charging and discharging a capacitor through a resistor. 2. Determine resistance of wire by slide Wire Bridge. 3. Determine resistance of voltmeter by drawing graph between R and I/V. 4. Determine resistance of voltmeter by discharging a capacitor through it. 5. Analyse the variation of resistance of thermistor with temperature. 6. Determine internal resistance of a cell using potentiometer. 7. Determine emf of a cell using potentiometer. 8. Determine the emf and internal resistance of a cell by plotting V against I graph. 9. Investigate the relationship between current passing through a tungsten filament lamp and the potential applied across it. 10. Convert a galvanometer into voltmeter of range 0 – 3 V. 11. Determine the relation between current and capacitance when different capacitors are used in AC circuit using different series and parallel combinations of capacitors. 12. Determine the impedance of a RL circuit at 50Hz and hence find inductance. 13. Determine the impedance of a RC circuit at 50Hz and hence find capacitance. 14. Determine Young’s modulus of the material of a given wire using Searle’s apparatus. 15. Draw characteristics of semiconductor diode and calculate forward and reverse current resistances. 16. Study the half and full wave rectification by semiconductor diodes by displaying on CRO 17. Study of the variation of electric current with intensity of light using a photocell.

CURRICULUM FOR PHYSICS GRADES IX- XII 139 18. Determine Planck’s constant using internal potential barrier of different light emitting diodes. 19. Observe the line spectrum of mercury with diffraction grating and spectrometer to determine the wavelength of several different lines, and hence, draw a conclusion about the width of visible spectrum. 20. Using a set of at least 100 dice, simulate the radioactive decay of nuclei and measure the simulated half-life of the nuclei. 21. Draw the characteristics curve of a Geiger Muller tube. 22. Determine the amount of background radiation in your surrounding and identify their possible sources. 23. Set up a G.M. point tube and show the detection of alpha particles with the help of CRO and determine the count rate using scalar unit.

CURRICULUM FOR PHYSICS GRADES IX- XII 140 LIST OF APPARATUS / EQUIPMENTS REQUIRED ACCORDING TO THE PHYSICS EXPERIMENTS FOR IX-X GRADES S.No. Apparatus /Equipment 1. Vernier callipers, solid cylinder. 2. Vernier callipers, solid cylinder. 3. Screw gauge, metal strip or small solid sphere or a piece of wire. 4. Angle iron 2m long, 2 wooden stands having V-shaped top, steel ball, stopwatch, metre rod. 5. Free-fall apparatus, a metal bob, stopwatch. 6. Horizontal plane, weight box, pulley, wooden block, pan, thread, spring balance, metre rod. 7. Horizontal plane, weight box, pulley, pan, thread, ruler. 8. Atwood’s machine, stopwatch, metre rod. 9. Horizontal board fixed with three pulleys, plane mirror strip, 3 sets of slotted masses of 50 g with hangers, thread, metre scale, protractor. 10. Metre rod, wooden wedge, thread, weight box. 11. Two stands, two spring balances, metre rod, thread. 12. Horizontal board fixed with three pulleys, plane mirror strip, 3 sets of slotted masses of 50 g with hangers, thread, metre scale, protractor. 13. Wedge, metre rod, slotted weights, thread, object of unknown weight. 14. Metallic bob, Vernier Callipers, metre scale, stopwatch, splitted cork, stand with clamp. 15. Metallic bob, Vernier Callipers, metre scale, stopwatch, splitted cork, stand with clamp. 16. Helical spring, iron stand, half metre rod, set of masses with hanger. 17. Physical balance, weight box, solid body (glass stopper), beaker, thread, small wooden bench, water, thermometer. 18. 5 ml disposable syringe, liquid, water, beaker, weight box, physical balance. 19. Polystyrene cup, two thermometers, heating arrangement, metallic bob, physical balance, weight box. 20. Gas burner or spirit lamp, thermometer (-10oC to 110oC), iron stand, beaker, stopwatch, tripod stand, stirrer. 21. Copper calorimeter with lagging, thermometer, ice chips. 22. Rectangular glass slab, common pins, drawing pins, drawing board, geometry box, white sheet of paper. 23. Concave mirror, stand with a clamp, and cork with a pin. 24. Semicircular glass block, ray box, drawing board, white paper and pins, protractor, half meter rule, pair of compasses or prism. 25. Glass prism, drawing board, white paper and drawing pins, common pins, geometry box. 26. Convex lens, two needles, three uprights, knitting needle and a metre rod. 27. Convex lens of different focal length and meter rod.

CURRICULUM FOR PHYSICS GRADES IX- XII 141 28. Voltmeter, ammeter, a piece of resistance wire, rheostat, battery, connecting wires, key. 29. Two standard resistances, voltmeter, ammeter, connecting wires, key, battery, rheostat. 30. Two standard resistances, voltmeter, ammeter, connecting wires, key, battery, rheostat. 31. Galvanometer, dry cell with box, high resistance box, low resistance box, two keys. 32. Bar magnet, drawing board, white paper and pins, magnetic compass, needle, pencil. 33. Circular coil fitted on a wooden board, compass needle, ammeter, battery, key. 34. OR gate, AND gate, NOT gate, NOR gate and NAND gate modules, power supply, LED indicator module. 35. NOT gate module, thermistor or smoke sensor, alarm system, power pack. LIST OF REQUIRED APPARATUS / EQUIPMENT FOR GRADE XI S. No. Apparatus / Equipments 1. Vernier Callipers, solid cylinder. 2. Micrometer screw gauge, ball bearings of different sizes. 3. Spherometer, a convex lens and a concave lens 4. Gravesand’s apparatus or vector table, unknown weight, two hangers, slotted weights, spring balance, strip of plane mirror, thread, set squares, paper and ½ metre rod. 5. Metre rod, wedge, two stands, set of slotted weights, two spring balances. 6. Steel ball, ticker-tape vibrator, roll of ticker-tape, transformer, sellotape. 7. Free fall apparatus, steel ball, electronic timer with power supply, plumb line and metre rod. 8. Two trolleys, smooth flat board 2 metres in length fitted with levelling screws and wooden bumpers at the two ends, trolley weights metre rod, spirit level, ticker tapetimer apparatus. 9. Variable inclined plane fitted with pulley, roller, weights, pan, and stopwatch. 10. Flywheel, stopwatch, string, pan, different weights, metre rod, piece of chalk and a Vernier Callipers.

CURRICULUM FOR PHYSICS GRADES IX- XII 142 11. A long glass plastic tube about 1 m long, glycerine, steel ball bearings of five or six different diameters, dilute caustic soda, tweezers, metre rod, paper collars, and rubber bands. 12. Simple pendulum, stopwatch, stand, thread, cork, Vernier Callipers. 13. Helical spring, heavy iron stand, hanger, slotted weights, stopwatch. 14. Metal lamina, iron stand, stopwatch. 15. AC vibrator, step-down transformer (6V-A.C), connecting wire, stout cotton thread, pulley, and scale plan. 16. Sonometer, tuning forks of different frequencies, hanger, set of ½ kilogram weights, wires of different diameters, scissors, sensitive balance, weight box and metre rod. 17. Resonance apparatus, two tuning forks of known frequency, thermometer, plumb line, Vernier callipers, cork or rubber pad, two set squares, beaker and water. 18. Spectrometer, diffraction grating, sodium lamp. 19. 1mW He-Ne laser source, diffraction grating, drawing board, a white screen, metre rod. 20. 1mW He-Ne laser source, thin wire and a suitable screen. 21. Nylon mesh fitted in wooden frame (used for screen printing), laser light, metre rule. 22. Electric calorimeter, 1/5 oC thermometer, battery, rheostat, key, ammeter, voltmeter, connecting wires, stopwatch, balance and weight box. 23. Electric calorimeter, 1/5 oC thermometer, battery rheostat, key ammeter, voltmeter, connecting wires, stopwatch, balance, weight box, unknown liquid.

CURRICULUM FOR PHYSICS GRADES IX- XII 143 LIST OF REQUIRED APPARATUS / EQUIPMENT FOR GRADE XII S.No. Apparatus / Equipment No. 1. Galvanometer, power supply or battery, large value capacitor, key, stopwatch. 2. Slide wire bridge, resistance box, unknown resistance, galvanometer, rheostat, cell, tapping key, connecting wires and sand paper 3. Voltmeter, resistance box, two keys, sand paper, connecting wires and graph paper 4. Voltmeter, power supply or battery, large value capacitor, key, stopwatch and slide wire bridge. 5. Thermister, beaker, water, thermometer, slide wire bridge, resistance box, battery, galvanometer, rheostat, cell, tapping key, connecting wires, power supply or battery, large value capacitor, key, stop watch and slidewire bridge. 6. Potentiometer, battery, ammeter, resistance box, rheostat, two keys, galvanometer, given cell, shunt wire, sand paper and connecting wires. 7. Potentiometer, battery, tow-way key, rheostat, ammeter, key, shunt, wire, galvanometer, sand paper and connecting wires. 8. Power supply or battery, voltmeter, ammeter, rheostat or resistance box or assorted resistors. 9. 36W, 12 volt car bulb, bulb holder, 12 volt battery, high resistance rheostat, voltmeter, ammeter, key, sand paper and connecting wires. 10. Galvanometer, ammeter, standard voltmeter, accumulator, resistance box, plug key, rheostat, sand paper and connecting wires. 11. A.C milliammeter, A.C voltmeter, capacitors of different capacitances 0.1 µF,0.2 µF, 0.3 µF, 0.4 µF, 0.5 µF, step-down transformer with tapings of 6, 12, volts or a variac, sand paper and connecting wires. 12. R-L circuit, A.C power supply, step-down transformer, A.C Ammeter and A.C voltmeter. 13. R-C circuit, A.C power supply, step-down transformer, A.C Ammeter and A.C voltmeter.

CURRICULUM FOR PHYSICS GRADES IX- XII 144 14. Searle’s apparatus, half kg slotted weights and metre rod. 15. A suitable semi conductor diode such as (IN 60), voltmeter (0 to 3V), voltmeter (0 to 50 V), milliammeter, micro ammeter, 500 ohms rheostat, 1 kilo ohm resistor, 3 volt battery, 0-250 volts continuously variable power supply, sand paper and connecting wires. 16. A.C power supply or step-down transformer, semiconductors diodes, circuit board, connecting wires and CRO. 17. Photocell, sensitive galvanometer, battery, rheostat, key, electric bulb preferably pointo-type lamp, suitable case for the bulb and photocell and connecting wires. 18. Spectrometer, L.E.D’s fitted on board, power supply, and diffraction grating. 19. Mercury lamp, spectrometer, diffraction grating, 20. 100 dice 21. Power supply, G.M tube with its holder and leads, scaler unit. 22. Geiger Muller tube (as Mullard MX 180), its tube holder and leads. 23. G.M point tube, α-source, CRO or scaler unit, power supply.

CURRICULUM FOR PHYSICS GRADES IX- XII 145 TEACHING STRATEGIES With an emphasis on Physics, the SSC & HSSC Physics syllabus enables students to understand the technological world in which they live, and take an informed interest in science and scientific developments. Students gain an understanding of the basic principles of Physics through a mix of theoretical and practical studies. They also develop an understanding of the scientific skills essential for further study at higher levels, skills which are useful in everyday life. As they progress, Students understand how science is studied and practiced, and become aware that the results of scientific research can have both good and bad effects on individuals, communities and the environment. The curriculum is structured so that students attain both practical skills and theoretical knowledge. Successful students gain lifelong skills, including: • a better understanding of the technological world, with an informed interest in scientific matters • the ability to recognize the usefulness (and limitations) of scientific method, and how to apply this to other disciplines and in everyday life • the development of relevant attitudes, such as a concern for accuracy and precision, objectivity, integrity, enquiry, initiative and inventiveness • further interest in, and care for, the environment • a better understanding of the influence and limitations placed on scientific study by society, economy, technology, ethics, the community and the environment • the development of an understanding of the scientific skills essential for both further study at HSSC and in everyday life. In this curriculum we advocate enquiry-based teaching and learning of Physics which focuses on student- constructed learning as opposed to teacher-transmitted information. The aim of catering for learning diversity through student- constructed learning is achieved through the use of suitable approaches to science education. In this curriculum, inquisitiveness is incorporated by guiding teachers to adopt the use of science process skills, reflecting the teaching and learning of science as a life-long process. Physics combines observation, intuition, theory, hypothesis, experimentation and analysis; it is our way of observing the world around us, understanding and relating to it. Because of our over-riding philosophy, the major feature of this document is the selection of content within a framework of developing scientific skills, scientific attitudes and interests, research-based significance and daily experiences. The approach is simple: Providing a 'hands on, minds-on and hearts-on' authentic learning experience for Physics. Minds-on: Activities focus on core concepts, allowing students to develop thinking process and encouraging them to question and seek answers that enhance their knowledge and

CURRICULUM FOR PHYSICS GRADES IX- XII 146 thereby acquire an understanding of the physical universe in which they live. Hands-on: Students perform science experiments and investigations as they construct meaning and acquire understanding. Hearts-on: Students are presented with problem-solving activities that incorporate authentic, real-life questions and issues in a format that encourages collaborative effort, dialogue with informed expert sources, and generalization to broader ideas and applications. SCIENCE PROCESS SKILLS Observing - using your senses to gather information about an object or event. It is a description of what was actually perceived. This information is considered qualitative data. Measuring - using standard measures or estimations to describe specific dimensions of an object or event. This information is considered quantitative data. Inferring - formulating assumptions or possible explanations based upon observations. Classifying - grouping or ordering objects or events into categories based upon characteristics or defined criteria. Predicting - guessing the most likely outcome of a future event based upon a pattern of evidence. Communicating - using words, symbols, or graphics to describe an object, action or event. INTEGRATED SCIENCE PROCESS SKILLS Formulating Hypotheses-stating the proposed solutions or expected outcomes for experiments. These proposed solutions to a problem must be testable. Identifying of Variables - stating the changeable factors that can affect an experiment. It is important to change only the variable being tested and keep the rest constant. The one being manipulated is the independent variable; the one being measured to determine its response is the dependent variable; and all variables that do not change and may be potential independent variables are constants. Defining Variables Operationally - explaining how to measure a variable in an experiment. Describing Relationships between Variables - explain relationships between variables in an experiment such as between the independent and dependent variables plus the standard of comparison. Designing Investigations - designing an experiment by identifying materials and describing appropriate steps in a procedure to test a hypothesis.

CURRICULUM FOR PHYSICS GRADES IX- XII 147 Experimenting - carrying out an experiment by carefully following directions of the procedure so the results can be verified by repeating the procedure several times. Acquiring Data - collecting qualitative and quantitative data as observations and measurements. Organising Data in Tables and Graphs - making data tables and graphs for data collected. Analyzing Investigations and their Data - Interpreting data statistically; identifying human mistakes and experimental errors; evaluating the hypothesis; formulating conclusions; and recommending further testing where necessary. Understanding Cause and Effect Relationships - What happened and why. Formulating Models - Recognizing patterns in data and making comparisons to familiar objects or ideas. As a Physics community, we focus a great deal of time and energy on issues of “what” students should be learning in the modern age of Physics and then probing the extent to which students are learning these things. Additionally, there has been increased focus over time on the “how” of teaching, with attention to questioning the efficacy of traditional lecture methods and exploring new teaching techniques to support students in more effectively learning the “what” of Physics. However, the aspect of classroom teaching that seems to be consistently underappreciated is the nature of “whom” we are teaching. Designing learning environments that attend to individual students and their interactions with one another may seem an impossible task in a course of 20 students, much less a course of more than 700. However, there are a host of simple teaching strategies rooted in research on teaching and learning that can support Physics instructors in paying attention to whom they are trying to help learn. These teaching strategies are sometimes referred to as “equitable teaching strategies,” whereby striving for “classroom equity” is about teaching all the students in your classroom, not just those who are already engaged, already participating, and perhaps already know the Physics being taught. Equity, then, is about striving to structure Physics classroom environments that maximize fairness, wherein all students have opportunities to verbally participate, all students can see their personal connections to Physics , all students have the time to think, all students can pose ideas and construct their knowledge of Physics , and all students are explicitly welcomed into the intellectual discussion of Physics . Without attention to the structure of classroom interactions, what can often ensue is a wonderfully designed Physics lesson that can be accessed by only a small subset of students in a classroom. Below are some simple teaching strategies that Physics instructors can use to promote student engagement and cultivate classroom equity.

CURRICULUM FOR PHYSICS GRADES IX- XII 148 A. GIVING STUDENTS OPPORTUNITIES TO THINK AND TALK ABOUT PHYSICS Human learning is a Physics phenomenon of the brain. Synapses need time to fire, and relevant circuits in the brain need time to be recruited. Yet the structure of class time with students does not usually attend to giving students time to think and talk about Physics. We as instructors can be misled that all students have had ample time to think by those few students in our courses who have more background in the concepts under discussion and raise their hands to share almost immediately. Below are four simple teaching strategies grounded in research to structure classroom time for students to think and talk about Physics. 1. Wait Time Perhaps the simplest teaching strategy to increase time for student thinking and to expand the number of students participating verbally in a Physics classroom is to lengthen one's “wait time” after posing a question to your class Thinking Physicsly about increasing wait time to promote student engagement and participation, it seems likely that this increase in time allows critical neural processing time for students, and perhaps also allows more introverted students time to rally the courage to volunteer an answer. 2. Allow Students Time to Write Practicing wait time may still not give enough time for some students to gather a thought and or screw up the confidence to share that thought. Many students may need more scaffolding— more instruction and guidance—about how to use the time they have been given to think. One simple way to scaffold wait time is to explicitly require students to write out one idea, two ideas, three ideas that would capture their initial thoughts on how to answer the question posed. This act of writing itself may even lead students to discover points of confusion or key insights. In addition, if collected, this writing can hold students accountable in thinking and recording their ideas. Giving students time to write is one way that instructors can structure the learning environment to maximize the number of students who have access (in this case enough time) to participate in thinking about Physics . 3. Think–Pair–Share The mechanics of a think–pair–share generally involve giving all students a minute or so to think (or usually write) about their ideas on any conceptual question. Then, students are charged to turn and talk with a neighboring student, compare ideas, and identify points of agreement and misalignment. These pair discussions may or may not be followed by a whole-group conversation in which individual students are asked to share the results of their pair discussion aloud with the

CURRICULUM FOR PHYSICS GRADES IX- XII 149 whole class. Importantly, the instructor's role in facilitating a think–pair–share activity is to be explicit that students need not agree and also to convey that practicing talking about Physics is an essential part of learning about Physics. Integrating one or more think–pair–share opportunities during a class session has the potential to cultivate classroom equity in multiple ways: providing individual students time to verbalize their thoughts about concepts; promoting comparison of ideas among classmates; transforming the nature of the classroom environment to be more participatory; and promoting a collaborative, rather than competitive, culture in undergraduate science classes. Methodologically, a think–pair–share activity need not take more than a few minutes of class time, yet may allow students the neural processing time needed before being ready to take on new information offered by an instructor. It is also during these pair discussions that students may discover new confusions or points of disagreement about concepts with fellow students, which can drive questions to be asked of the instructor. B. ENCOURAGING, DEMANDING, AND ACTIVELY MANAGING THE PARTICIPATION OF ALL STUDENTS If learning requires that students construct ideas for themselves, then demanding the active participation of every single student in a class is essential to learning. The participation of a only few students in our classrooms on a regular basis, often from the front rows, distracts us from the fact that usually the vast majority of students are not participating in the conversation of Physics. To encourage, and in fact demand, the participation of all students in a Physics classroom, you can use the following strategies with little to no preparation or use of class time. 5. Hand Raising Actively enforcing the use of hand raising and turn taking in a classroom is likely to provide greater access to more students than an open, unregulated discussion. With hand raising, the instructor can also be explicit about asking for “hands from those of us who haven't had a chance yet to share” and strive to cultivate a classroom conversation that goes beyond a few students in the front row. 6. Multiple Hands, Multiple Voices One simple strategy for broadening participation and increasing the breadth of ideas flowing from students to instructors is to generally ask for multiple hands and multiple voices to respond to any question posed during class time. Instructors can set the stage for this by asserting, “I’m going to pose a question, and I’d like to see at least three hands of colleagues here who would share their ideas. I won't hear from anyone until I’ve got those three volunteers.”

CURRICULUM FOR PHYSICS GRADES IX- XII 150 7. Random Calling Using Popsicle Sticks/Index Cards Raising hands allows for the instructor to structure and choose which students are participating verbally in a class, but what if no one is raising a hand or the same students continually raise their hands? Establishing the culture in a classroom that any student can be called on at any time is another option for promoting student engagement and participation. How this is done can be critical. If the spirit of calling on students feels like a penalty, it may do more harm than good. However, if the instructor is explicit that all students in the class have great ideas and perspectives to share, then random calling on students can be a useful strategy for broadening student participation. Practically, there are a variety of ways to call randomly on students. In smaller-sized class, having a cup with Popsicle sticks, each with the name of a student on it, can make the process transparent for students, as the instructor can clearly hold up the cup, draw three names, read the names, and begin the sharing. This can minimize suspicions that the instructor is preferentially calling on certain students. 8. Monitor Student Participation Many instructors are familiar with collecting classroom evidence to monitor students’ thinking, using clicker questions, minute papers, and a variety of other assessment strategies. Less discussed is the importance of monitoring students’ participation in a classroom on a regular basis. It is not unusual to have a subset of students who are enthusiastic in their participation, sometimes to the point that the classroom dialogue becomes dominated by a few students in a room filled with 20 or 40 students. To structure the classroom dialogue in such a way as to encourage, demand, and actively manage the participation of all students, instructors can do a variety of things. During each class session, instructors can keep a running list—in smaller classes mentally and in larger classes on a piece of paper—of those students who have contributed to the discussion that day, such as by answering or asking a question. When the same students attempt to volunteer for the second, third, or subsequent times, instructors can explicitly invite participation from other students, using language such as “I know that there are lots of good ideas on this in here, and I’d like to hear from some members of our community who I haven't heard from yet today.” At this juncture, wait time is key, as it will likely take time for those students who have not yet participated to gather the courage to join the conversation. If there are still no volunteers after the instructor practices wait time, it may be time to insert a pair discussion, using language such as “We cannot go on until we hear ideas from more members of our scientific community. So, take one minute to check in with a neighbor and gather your thoughts about what you would say to a scientific colleague who had asked you the same question that I’m asking in class right now.” At this point it is essential not to resort to the usual

CURRICULUM FOR PHYSICS GRADES IX- XII 151 student volunteers and not to simply go on with class, because students will learn from that behavior by the instructor that participation of all students will not be demanded. C. BUILDING AN INCLUSIVE AND FAIR CLASSROOM COMMUNITY FOR ALL STUDENTS The following strategies may assist Physics instructors in working toward an inclusive, fair, and equitable classroom community for all of their students. 9. Work in Stations or Small Groups To promote an inclusive community within the classroom, instructors can integrate opportunities for students to work in small groups during time spent within the larger class. For some students, participation in a whole-group conversation may be a persistently daunting experience. However, instructors can structure opportunities for such students to practice thinking and talking about Physics by regularly engaging students in tasks that require students to work together in small groups. Care must be taken to be explicit with students about the goal of the group work and, whenever possible, to assign roles so that no student in a small group is left out. It can be challenging to design group work that is sufficiently complex so as to require the participation of all group members. Keeping group sizes as small as possible, no more than three or four students, can mitigate potential for unfairness caused by the act of putting students into groups. Additionally, explicit statements from the instructor about expectations that group members will include and support one another in their work can be especially helpful. How instructors structure small-group interactions has the potential to provide a feeling of inclusion, community, and collaboration for students who may otherwise feel isolated in a Physics classroom. 10. Use Varied Active-Learning Strategies To engage the broadest population of students, instructors may be best served by using a variety of active-learning strategies from class session to class session. For each strategy, some students will be out of their comfort zones, and other students will be in their comfort zones. Students who may be more reflective in their learning may be most comfortable during reflective writing or thinking about a clicker question. Other students may prefer learning by talking with peers after a clicker question or in a whole class conversation. Still others may prefer the opportunity to evaluate animations and videos or represent their understanding of Physics in more visual ways through drawing, concept mapping, or diagramming. By using varied active-learning strategies for each Physics topic explored, instructors can work toward building an inclusive and equitable learning environment for a wide range of students with different approaches to learning.

CURRICULUM FOR PHYSICS GRADES IX- XII 152 11. Ask Open-Ended Questions One critical tool for instructors aspiring to cultivate divergent Physics thinking in their classrooms is the use of open-ended questions, which are those questions that cannot be answered with a simple “yes” or “no” or even easily answered with a single word or phrase. Open-ended questions can be posed orally to frame a class discussion and followed by a quick write or pair discussion to give students time to consider their responses. Alternatively, instructors can plan these questions in advance, so they can be given as brief homework assignments, allowing students time to consider the questions before coming to class. In general, open-ended questions require some design time and may not be easily improvised by most Physics instructors. Prior to asking open-ended questions, instructors can attempt to anticipate the likely responses they may get from students. This serves the dual purpose of checking that the question is really all that openended, as well as preparing for how one will handle students sharing a wide variety of ideas, which may or may not be scientifically accurate. 12. Do Not Judge Responses Encourage all students—not just those who have already constructed Physics accurate ideas—to exercise their voices in class and to make their thinking about Physics visible. To create a safe environment that encourages students to share all of their ideas, instruct instructors may be best served in acknowledging student responses as neutrally as possible. This does not require inadvertently supporting a scientifically inaccurate idea. Clearly stating “I’d like to hear from a number of us about our thinking on this, and then we can sort out what we are sure of and what we are confused about,” sets the stage that all the responses may not be correct. Even the most simple “Thanks for sharing your ideas” after each student responds, without any immediate judgment on the correctness of the comments, can set a culture of sharing that has the potential to significantly expand the number of students willing to verbally participate. Any incorrect statements that are shared can be returned to at a later point in the same class or the next class and considered generally, so the individual student who happened to share the idea is not penalized for sharing. 13. Teach Them from the Moment They Arrive As Physics instructors, we assume that the only thing being learned in our classrooms is Physics. However, student learning does not begin and end with the Physics being explored and discussed. Increasingly, research from a host of fields—educational psychology, sociology, and science education—suggests that learning is not discrete and delimited by concepts under study, but rather continuous and pervasive. Learning is happening about everything going on in the

CURRICULUM FOR PHYSICS GRADES IX- XII 153 classroom. As such, instructors are best served by considering what students are learning, not just about the subject matter, but also about culture of the classroom from the moment they enter the room. Consider students’ opportunities to learn about classroom culture in just two of many ways: students’ impression on the first day of class and students’ impressions as they enter the classroom for each class session. What an instructor chooses to do on the first day of a course likely sends a strong message to students about the goals of the course, the role of the instructor, and the role of the students. If one wants to convey to students that the course is about learning Physics, then reading the syllabus and spending the first class session discussing how grades are assigned is incongruous. Without intent, this instructor is implicitly teaching students that the course is primarily about assigning grades. If the course is about learning Physics, then instructors can implicitly and explicitly teach this by engaging students in exciting, intellectually challenging, and rewarding experiences about Physics on the first day of a course. Similarly, if an instructor has as a goal that verbal participation by students is key to success in the course, then allstudents should be engaged in and experience talking about Physics from the very first day of class.

CURRICULUM FOR PHYSICS GRADES IX- XII 154 Estimated Time Allocation and Weightage of Various Units FOR PHYSICS GRADES IX-X (Two Years Course) Unit # Unit Name Weightage in %age Periods (Theory) Periods (Investigation / Practical Work For Grade-IX 01 Physical Quantities and Measurement 12% 13 08 02 Kinematics 12% 13 06 03 Dynamics 14% 15 06 04 Turning Effect of Forces 12% 12 08 05 Gravitation 10% 12 04 06 Work and Energy 10% 14 06 07 Properties of Matter 10% 15 08 08 Thermal Properties of Matter 12% 14 08 09 Transfer of Heat 08% 12 06 100% 120 60 For Grade-X 10 Simple Harmonic Motion and Waves 10% 12 06 11 Sound 10% 12 06 12 Geometrical Optics 10% 15 08 13 Electrostatics 12% 14 06 14 Current Electricity 14% 15 08 15 Electromagnetism 14% 15 08 16 Introductory Electronics 10% 15 08 17 Information and Communication Technology 10% 10 06 18 Radioactivity 10% 12 04 100% 120 60

CURRICULUM FOR PHYSICS GRADES IX- XII 155 For Grade-XI Unit # Title No. of working days revised Unit 1 Measurement 14 Unit 2 Vectors and Equilibrium 16 Unit 3 Forces and Motion 14 Unit 4 Work and Energy 14 Unit 5 Rotational and Circular Motion 14 Unit 6 Gravitation 14 Unit 7 Fluid Dynamics 14 Unit 8 Waves 22 Unit 9 Oscillations 20 Unit 10 Physical optics 20 Unit 11 Thermodynamics 21 Total 183 For Grade-XII Unit # Title No. of working days revised Unit 12 Electrostatics 20 Unit 13 Capacitors 20 Unit 14 Current Electricity 19 Unit 15 Electromagnetism 19 Unit 16 Electromagnetic Induction 18 Unit 17 Alternating Current 20 Unit 18 Physics Of solids 20 Unit 19 Electronics 18 Unit 20 Dawn of Modern Physics 20 Unit 21 Nuclear Physics 19 Total 193

CURRICULUM FOR PHYSICS GRADES IX- XII 156 ASSESSMENT AND EVALUATION Assessment Pre-assessment or diagnostic assessment Before creating the instruction, it’s necessary to know for what kind of students you’re creating the instruction. Your goal is to get to know your student’s strengths, weaknesses and the skills and knowledge they possess before taking the instruction. Based on the data you’ve collected, you can create your instruction. Formative assessment Formative assessment is used in the first attempt of developing instruction. The goal is to monitor student learning to provide feedback. It helps identifying the first gaps in your instruction. Based on this feedback you’ll know what to focus on for further expansion for your instruction. Summative assessment Summative assessment is aimed at assessing the extent to which the most important outcomes at the end of the instruction have been reached. But it measures more: the effectiveness of learning, reactions on the instruction and the benefits on a long-term base. The long-term benefits can be determined by following students who attend your course, or test. You are able to see whether and how they use the learned knowledge, skills and attitudes. Confirmative assessment When your instruction has been implemented in your classroom, it’s still necessary to take assessment. Your goal with confirmative assessments is to find out if the instruction is still a success after a year, for example, and if the way you're teaching is still on point. You could say that a confirmative assessment is an extensive form of a summative assessment. Norm-referenced assessment This compares a student’s performance against an average norm. This could be the average national norm for the subject History, for example. Other example is when the teacher compares the average grade of his or her students against the average grade of the entire school.

CURRICULUM FOR PHYSICS GRADES IX- XII 157 Criterion-referenced assessment It measures student’s performances against a fixed set of predetermined criteria or learning standards. It checks what students are expected to know and be able to do at a specific stage of their education. Criterion-referenced tests are used to evaluate a specific body of knowledge or skill set, it’s a test to evaluate the curriculum taught in a course. Ipsative assessment It measures the performance of a student against previous performances from that student. With this method you’re trying to improve yourself by comparing previous results. You’re not comparing yourself against other students, which may be not so good for your self-confidence. Glossary of terms used in science papers During the moderation of a question paper, care is taken to ensure that the paper and its individual questions are, in relation to the syllabus, fair as regards balance, overall difficulty and suitability. Attention is also paid to the wording of questions to ensure that it is as concise and as unambiguous as possible. In many instances, Examiners are able to make appropriate allowance for an interpretation that differs, but acceptably so, from the one intended. It is hoped that the glossary (which is relevant only to Physics , human and social Physics and agriculture) will prove helpful to candidates as a guide (i.e. it is neither exhaustive nor definitive). The glossary has been deliberately kept brief not only with respect to the number of terms included but also to the descriptions of their meanings. Students should appreciate that the meaning of a term must depend, in part, on its context. 1. Define (the term(s) … ) is intended literally, only a formal statement or equivalent paraphrase being required. 2. What is meant by (the term(s) … ) normally implies that a definition should be given, together with some relevant comment on the significance or context of the term(s) concerned, especially where two or more terms are included in the question. The amount of supplementary comment intended should be interpreted in the light of the indicated mark value. 3. State implies a concise answer with little or no supporting argument (e.g. a numerical answer that can readily be obtained ‘by inspection’). 4. List requires a number of points, generally each of one word, with no elaboration. Where a given number of points is specified, this should not be exceeded.

CURRICULUM FOR PHYSICS GRADES IX- XII 158 5. (a) Explain may imply reasoning or some reference to theory, depending on the context. It is another way of asking candidates to give reasons for something. The candidate needs to leave the examiner in no doubt why something happens. (b) Give a reason/Give reasons is another way of asking candidates to explain why something happens. 6. (a) Describe the data or information given in a graph, table or diagram requires the candidate to state the key points that can be seen in the stimulus material. Where possible, reference should be made to numbers drawn from the stimulus material. (b) Describe a process requires the candidate to give a step-by-step written statement of what happens during the process. Describe and explain may be coupled, as may state and explain. 7. Discuss requires the candidate to give a critical account of the points involved in the topic. 8. Outline implies brevity (i.e. restricting the answer to giving essentials). 9. Predict implies that the candidate is not expected to produce the required answer by recall but by making a logical connection between other pieces of information. Such information may be wholly given in the question or may depend on answers extracted in an earlier part of the question. Predict also implies a concise answer, with no supporting statement required. 10. Deduce is used in a similar way to predict except that some supporting statement is required (e.g. reference to a law/principle, or the necessary reasoning is to be included in the answer). 11. Suggest is used in two main contexts, i.e. either to imply that there is no unique answer (e.g. in Physics, there are a variety of factors that might limit the rate of photosynthesis in a plant kept in a glasshouse) or to imply that candidates are expected to apply their general knowledge and understanding of Physics to a ‘novel’ situation, one that may be formally ‘not in the syllabus’ – many data response and problem-solving questions are of this type. 12. Find is a general term that may variously be interpreted as calculate, measure, determine, etc. 13. Calculate is used when a numerical answer is required. In general, working should be shown, especially where two or more steps are involved. 14. Measure implies that the quantity concerned can be directly obtained from a suitable measuring instrument (e.g. length, using a ruler, or mass, using a balance). 15. Determine often implies that the quantity concerned cannot be measured directly but is obtained by calculation, substituting measured or known values of other quantities into a standard formula (e.g. the Young modulus, relative molecular mass).

CURRICULUM FOR PHYSICS GRADES IX- XII 159 16. Estimate implies a reasoned order of magnitude statement or calculation of the quantity concerned, making such simplifying assumptions as may be necessary about points of principle and about the values of quantities not otherwise included in the question. 17. Sketch, when applied to graph work, implies that the shape and/or position of the curve need only be qualitatively correct, but candidates should be aware that, depending on the context, some quantitative aspects may be looked for (e.g. passing through the origin, having an intercept, asymptote or discontinuity at a particular value). In diagrams, sketch implies that a simple, freehand drawing is acceptable; nevertheless, care should be taken over proportions and the clear exposition of important details.

CURRICULUM FOR PHYSICS GRADES IX- XII 160 PUNJAB TEXTBOOK AND CURRICULUM BOARD, Lahore Inter Part–I\ ONWARD from Session 2019 PHYSICS Time: 3hr,00 min.\Marks: 85 NEW SCHEME OBJECTIVE Time:20min. Marks:17 Q. No.1 Write the correct answer on the answer sheet according to the instructions. (Q.1 to 3) A student measured length of a wire 'A' to be 28.8cm with an instrument having least count 0.1cm and measured the length of wire 'B' to be 2.02cm with an instrument having least count 0.01cm. Then he joined the two wires end to end into single wire 'C' of combined length 28.8cm+2.02cm=30.82cm. 1. What are the no. of significant figures in the measurement of wire 'A' ? (a) 1 (b) 2 (c) 3 (d) 4 2. What is the absolute uncertainty in the measurement of wire 'B'? (a) 0.1cm (b) 0.01cm (c) 0.11cm (d) None of above 3. What is the absolute uncertainty in the measurement of combined length 'C'? (a) 0.1cm (b) 0.01cm (c) 0.11cm (d) 0.02 (Q.4 to 5) A person throws a ball at four different angles 30o , 45o , 60o and 75o with same initial velocity. 4. For which angle range is maximum? (a) 30o (b) 45o (c) 60o (d) 75o 5. For which angle, range is same as that of at 30o ? (a) 80o (b) 45o (c) 60o (d) 75o 6. The given diagram (fig.1) is for: (a) Newton's Rings (c) Speed of light (c) Michelson's Interferometer (d) Diffraction of light 7. Which of the following figures shows correct angle between two vectors? (a) (b) (c) (d) 8. In the given figure.2, pressure of fluid is low at: (a) A (b) B (c) C (d) same at all 9. Which of the following is incorrect for force? (a) ma (b) work/d (c) mv2 /r (d) mv 10. Which is correct dimensions for momentum? (a) MLT (b) MLT-1 (c) ML (d) MLT-2 11. On which of the following factors, escape velocity does not depend? (a) mass of earth (b) mass of object (c) shape of earth (d) both (b) & (c) 12. For a geostationary satellite, which is not correct? (a) They can be put above equator (b) They move with same orbital velocity (c) They cannot collide with each other L1 L2 I Fig.1 II Fig.2 Five questions. (Comprehensive composition) Three questions. (Diagram based Composition) Four Questions. (Correct or incorrect form composition)

CURRICULUM FOR PHYSICS GRADES IX- XII 161 (d) They move in more than one orbits. 13. Slope of velocity time graph gives: (a)displacement (b)velocity (c)speed (d)acceleration 14. If direction of force is perpendicular to the motion of body, then work done is; (a)Minimum (b) Maximum (c) Zero (d) Infinity 15. When drag force balances weight of droplet, then droplet: (a)comes to rest (b)moves uniformly (c)moves with acceleration (d)none 16. Tuning of radio is best example of: (a)Mechanical resonance (b) electrical resonance (c) damping (d) phase modulation 17. Boltzmann’s constant ‘k’ is given as: (a) RNA (b) NA R (c) R NA (d) RNA 1 PUNJAB TEXTBOOK AND CURRICULUM BOARD, Lahore Inter Part–I\ ONWARD from Session 2019 PHYSICS Time: 3hr,00 min.\Marks: 85 NEW SCHEME SUBJECTIVE Time: 2hr,40min Marks:68 SECTION-I Note: Answer at the most EIGHT (8) questions from Q.No.2 and Q.No.3 and SIX (6) questions from Q.No.4. Write the answers on the space provided. Draw diagrams and use formula where required. Q. No.2 8×2=16 1. Motion with constant velocity is a special case of motion with constant acceleration. Is the statement true? Explain! Answer: ______________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________________ ____________________________________________________________ 2. A body has 1J of potential energy. Explain what does it mean? Answer: _____________________________________________________________________________________ _____________________________________________________________________________________ As a Whole 12 CONCEPTUAL Questions. 4 from exercise and 8 other than exercise. diagram based + general composition.

CURRICULUM FOR PHYSICS GRADES IX- XII 162 3. When mud flies off the tyre of moving bicycle, in what direction does it fly? Explain. Answer: ______________________________________________________________________________ _____________________________________________________________________________________ _______________________________________________________________________ ______________________________________________________________________________ 4. If a mass spring system is hung vertically and set into oscillations, why does the motion eventually stop? Answer: _____________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 5. Find the value of total distance covered by a moving object from the following velocity time graph: Answer: _______________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ________________________________________________________________________________ 6. Resolve the given vector in rectangular components, and hence find the magnitude of x-component of the given vector. (Given: magnitude of vector is 20) Answer: _______________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ 7. In which case, more work is done? fig.a or fig.b? Explain.

CURRICULUM FOR PHYSICS GRADES IX- XII 163 Answer: _______________________________________________ ______________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 8. Work done by centripetal force is ___________ zero OR maximum. (Fill in the correct answer and tell reason) Reason: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 9. What is the effect on apparent weight if elevator is accelerated up with acceleration 'g'? Answer: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 10. What is the effect on efficiency of Carnot Engine if temperature of source is increased? Answer: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 11. Describe the effect on frequency of sound if source is at rest and listener is moving towards the source. Fig.a Fig.b