Physics 9-10 - Theory
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CAIE O level Curriculum 2023 - 2025 SLOs |
NCC 2023 SLOs |
Guidance on NCC 2023 SLOs Elaboration on the extent of depth of study required for the SLOs and assessment expectations |
Essential Questions |
Rationale |
Questions for Feedback from Stakeholders (questions are numbered according to the corresponding SLO) |
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Envisioned Total Number of Teaching Hours |
240 hours (the curriculum says 360 periods. Assuming a period is 40 minutes, this comes to approx. 240 hrs) |
130 hours |
140 hours for lecture-based teaching 140 hours for activity based learning (In one academic year there are approximately 120-140 learning hours. That comes to an upper limit of 280 hours over two academic years. Assuming 50% of that time for introducing new concepts through teacher-centered lectures and 50% of the time for student-centered learning activities.) |
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How are Broad Topics Conceptualised |
Mechanics: - Physical Quantities and Measurements - Kinematics - Dynamics - Turning Effects of Forces - Gravitation - Work and Energy - Properties of Matter Heat: - Thermal Properties of Matter - Transfer of Heat Oscillations and Waves: - Simple Harmonic Motion and Waves - Sound - Geometrical Optics Electricity and Magnetism: - Electrostatics - Current Electricity - Electromagnetism - Introductory Electronics - Information and Communication Technology Atomic and Nuclear Physics: - Radioactivity |
Motion, Force and Energy: - Physical Quantities and Measurement Techniques - Motion - Mass and Weight - Density - Forces - Momentum - Energy, Work and Power - Pressure Thermal Physics: - Kinetic Particle Model of Matter - Thermal Properties and Temperature - Transfer of Thermal Energy Waves: - General Properties of Waves - Light - Electromagnetic Spectrum - Sound Electricity and Magnetism: - Simple Magnetism and Magnetic Fields - Electrical Quantities - Electric Circuits - Practical Electricity - Electromagnetic Effects - Use of an Oscilloscope Nuclear Physics: - The Nuclear Model of the Atom - Radioactivity Space Physics: - Earth and the Solar System - Stars and the Universe |
(The below is not a recommended order in which to teach the topics; they can be taught in whatever order the instructor feels is best. Nature of Science is probably best studied once students have completed all the other topics, since they will then have a base of theoretical concepts and techniques in physics on which to reflect about the nature of science.) Introduction to Physics Nature of Science in Physics Physical Quantities and Measurement Techniques Classical Mechanics Heat and Thermodynamics Waves Electricity and Magnetism Electronics Atomic Physics Space Physics Laboratory Skills |
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Introduction to Physics |
Understanding 1. describe the crucial role of Physics in Science, Technology and Society. |
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1. Describe physics as the study of matter, energy, space, time and their mutual connections and interactions 2. Explain with examples that physics has many sub-fields, and in today’s world involves interdisciplinary fields. Students should be able to distinguish in terms of the broad subject matter that is studied between the below fields: - Biophysics - Astronomy, Astrophysics, Cosmology - Thermodynamics - Optics - Waves - Classical Mechanics, Quantum Mechanics, Relativistic Mechanics - Nuclear Physics, Particle Physics - Electricity - Magnetism - Electromagnetism - Cymatics, Acoustics - Computational Physics - Geophysics - Climate Physics 3. Explain with examples how Physics is a subset of the Physical Sciences and of the natural sciences 4. Students should be to state examples of essential questions that are important for the branches of Physics they will be studying as part of their curriculum (e.g. for Astrophysics a question would be 'what kinds of heavenly bodies are there in the universe?') 5. Recognise that scientists who specialise in the research of physics are called Physicists |
2 and 3. Students are not intended to write formal definitions of these fields. Rather they should be ready to suggest in MCQs and structured questions which field would most appropriately be matched to the phenomenon being presented (e.g. volcanic activity would be best classified under geophysics). |
How is the study of the natural world classified into disciplines? How porous or rigid are the boundaries between disciplines? What are the benefis and challenges to classifying the study of the natural world into disciplines? |
In current curricula taught in Pakistan, students usually directly jump into studying one branch of physics after the other, without being provided a birds-eye overview of the field as a whole. These introductory SLOs provide this context. These SLOs also help provide students with an understanding of what are the big questions that physics today is aiming to address, and how these endeavors are often interdisciplinary. This also meets a key recommendation made by stakeholders in the InterProvincial Curriculum and Standards Workshops. These introductory SLOs are not intended to be comprehensive, and are complemented by the Cross-Cutting Theme SLOs that are embedded into each of the subsequent Units. This will help students also understand what kind of career trajectories are possible by studying further physics, beyond simply becoming a scientist, engineer or a professor. |
1. Does the definition need any refinement, without getting too complex as an introductory definition for high school students? 2. Any recommendations for more fields, or should the fields by classified differently? |
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Nature of Science in Physics |
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History of Physics: 1. Explain, with examples, that: a) civilisations across the world have, since before recorded history, studied the workings of natural world. b) to do science is to be involved in a community of inquiry with certain common principles, methodologies, understandings and processes (these have varied across geographically and historically) 2. Differentiate between 'science', 'technology' and 'engineering': - Science is a process of exploring new knowledge methodically through observation and experiments - technology refers to the process of applying scientific knowledge in practical applications for various purposes - Engineering is the application of knowledge in order to design, build and maintain a product or a process that solves a problem and fulfills a need - Science, technology and engineering can all learn from and enhance each other 3. Explain, with examples, that a 'scientific paradigm' is a theoretical model of how nature works 4. Explain, with examples, Thomas Kuhn's theory of paradigm shifts in the history of physics 5. Recognise that politics and social inequalities can affect who gets credit for a scientific discovery e.g. historically the contributions of women to scientific research have not been highlighted 6. Recognise that historically 'modern physics' emerged from the field of 'natural philosophy', and today debates about what is physics and what is metaphysics continues e.g. contestations about fields like String Theory since they do not produce predictions that are experimentally verifiable Theory of Knowledge in Physics: 7. State that an underlying assumption of science is that the physical universe has an independent, external reality accessible to human senses and amenable to human reason. 8. Know that the importance of evidence is a fundamental common understanding: a) Evidence can be obtained by observation or experiment. It can be gathered by human senses, primarily sight, but much modern science is carried out using instrumentation and sensors that can gather information remotely and automatically in areas that are too small, or too far away, or otherwise beyond human sense perception. b) Experimentation in a controlled environment, generally in laboratories, is the other way of obtaining evidence in the form of data, and there are many conventions and understandings as to how this is to be achieved. 9. State, with examples, how scientists speak of “levels of confidence” (or uncertainty) when discussing experimental outcomes. 10. Explain 'empiricism' as the idea that all knowledge is derived from sense-experience. Connect this wth the philosophical view that evidence from the emperical world is more reliable than mathematical projection. 11. Explain 'rationalism' as the idea that knowledge should take precedence from reasoning, not sense-experience. Connect this wth the philosophical view that mathematics is more reliable than the impressions made from emperical world. 12. Explain, with examples in the context of physics, the differences between induction, deduction and abduction in logic: - Deductive reasoning is a logical process in which a conclusion is based on the concordance of multiple premises that are generally assumed to be true - Inductive reasoning is a logical process involving making rational guesses based on data - Abductive reasoning is inference that goes from an observation to a theory which accounts for the observation, ideally seeking to find the simplest and most likely explanation 13. Differentiate between the philosophical views of scientific determinism (that everything can be predicted through calculation if all the physical conditions are known), indeterminism (that everything occurs as a matter of probability) and theological determinism (that there is a diety or dieties that determine every event that occurs in the past, present and future of the world) 14. Differentiate between reductionism and holism in the context of science as: - reductionism as the view that complex interactions and entities can be reduced to the sum of their constituent parts - holism as the view idea that all the properties of a given systemc annot be determined or explained by its component parts alone. Instead, the system as a whole determines in an important way how the parts behave. 15. Differentiate between positivism and postpositivism in the context of science as: - positivism is the view of science that holds that every rationally justifiable assertion can be objectively scientifically verified or is capable of logical or mathematical proof - postpositivism is an ammended view of positivism that holds that that theories, hypotheses, background knowledge and values of the researcher can influence what is observed e.g. the cycle of day and night can seem like proof of either heliocentrism (view that the earth goes around the sun) or geocentrism (view that the sun goes around the earth) 16. Explain Occam’s Razor (principle of parsimony) as the belief that the simplest explanation is the ideal one; the one with the fewest assumptions 17. Explain falsifiability as the idea that a theory is scientific only if it makes assertions that can be disproven 18. Explain the difference between repeatability and reproducibility in physics: - repeatability as the idea that scientific results from experiments should be possible to verify by conducting the experiment again under the same physical conditions - reproducibility as the idea that the same or similar result is obtained when the measurement is made under either different conditions or by a different method or in a different experiment 19. Explain, with examples, that research in physics comes with ethical considerations and implications e.g. animal testing in biophysics, rare earth metals and the environment, nuclear research and possibilities of accidents and misuse of findings 20. Explain, with examples, that scientists analyse data and look for patterns, trends and discrepancies, attempting to discover relationships and establish causal links. This is not always possible, so identifying and classifying observations and artefacts (eg types of galaxies or fossils) is still an important aspect of scientific work. 21. Understand and apply the below terms to deconstruct the structure of a scientific argument in a variety of formats such as speeches, written articles and advertisement brochures: - claims - counterclaims - rebuttals - premises - conclusions - assumptions 22. Recognize the below common cognitive biases/fallacies that can hinder sound scientific reasoning: - the confirmation bias - hasty generalizations - post hoc ergo propter hoc (false cause) - the straw man fallacy - redefinition (moving the goal posts) - the appeal to tradition - false authority - failing Occam's Razor - argument from non-testable hypothesis - begging the question - fallacy of exclusion - faulty analogy Scientific Method: 23. Recognise that science is a collaborative field that requires interdisciplinary researchers working together to share knowledge and critique ideas 24. Explain the importance of peer review in quality control of scientific research: - Scientists spend a considerable amount of time reading the published results of other scientists. - They publish their own results in scientific journals after a process called peer review. This is when the work of a scientist or, more usually, a team of scientists is anonymously and independently reviewed by several scientists working in the same field who decide if the research methodologies are sound and if the work represents a new contribution to knowledge in that field. - They also attend conferences to make presentations and display posters of their work. - Publication of peer-reviewed journals on the internet has increased the efficiency with which the scientific literature can be searched and accessed. - There are a large number of national and international organizations for scientists working in specialized areas within subjects. 25. Understand and use the terms 'hypothesis', 'theory' and 'law' in the context of research in the natural sciences 26. Explain, with examples of achievements made by scientists in both theoretical and experimental physics, that the 'scientific method' in practice is not a linear process that goes from hypothesis to theory to law 27. Explain, with examples, how: a) scientific models, some simple, some very complex, based on theoretical understanding, are developed to explain processes that may not be observable. b) computer-based mathematical models are used to make testable predictions, which can be especially useful when experimentation is not possible. c) dynamic modelling of complex situations involving large amounts of data, a large number of variables and complex and lengthy calculations is only possible as a result of increased computing power. d) models can sometimes be tested by using data from the past and used to see if they can predict the present situation. If a model passes this test, we gain confidence in its accuracy 28. Know that growth in computing power, sensor technology and networks has allowed scientists to collect large amounts of data: - Streams of data are downloaded continuously from many sources such as remote sensing satellites and space probes and large amounts of data are generated in gene sequencing machines. - Research involves analysing large amounts of this data, stored in databases, looking for patterns and unique events. This has to be done using software that is generally written by the scientists involved. - The data and the software may not be published with the scientific results but would be made generally available to other researchers. 29. Know that as well as collaborating on the exchange of results, scientists work on a daily basis in collaborative groups on a small and large scale within and between disciplines, laboratories, organizations and countries, facilitated even more by virtual communication. Examples of large-scale collaboration include: – The Manhattan project, the aim of which was to build and test an atomic bomb. It eventually employed more than 130,000 people and resulted in the creation of multiple production and research sites that operated in secret, culminating in the dropping of two atomic bombs on Hiroshima and Nagasaki. – The Human Genome Project (HGP), which was an international scientific research project set up to map the human genome. The $3-billion project beginning in 1990 produced a draft of the genome in 2000. The sequence of the DNA is stored in databases available to anyone on the internet. – The IPCC (Intergovernmental Panel on Climate Change), organized under the auspices of the United Nations, is officially composed of about 2,500 scientists. They produce reports summarizing the work of many more scientists from all around the world. – CERN, the European Organization for Nuclear Research, an international organization set up in 1954, is the world’s largest particle physics laboratory. The laboratory, situated in Geneva, employs about 2,400 people and shares results with 10,000 scientists and engineers covering over 100 nationalities from 600 or more universities and research facilities. All the above examples are controversial to some degree and have aroused emotions among scientists and the public. 30. Scientists often work in areas, or produce findings, that have significant ethical and political implications: - These areas include nuclear power, artificial intelligence development, exploring asteroids and planets in outerspace through processes like explosions and drilling, and weapons development. - There are also questions involving intellectual property rights and the free exchange of information that may impact significantly on a society. - Science is undertaken in universities, commercial companies, government organizations, defence agencies and international organizations. Questions of patents and intellectual property rights arise when work is done in a protected environment. - Science has been used to solve many problems and improve humankind’s lot, but it has also been used in morally questionable ways and in ways that inadvertently caused problems. Advances in sanitation, clean water supplies and hygiene led to significant decreases in death rates but without compensating decreases in birth rates, this led to huge population increases with all the problems of resources, energy and food supplies that entails. - Ethical discussions, risk–benefit analyses, risk assessment and the precautionary principle are all parts of the scientific way of addressing the common good. 31. Explain, with examples, the below elements of integrity in scientific work: - results should not be fixed or manipulated or doctored. - to help ensure academic honesty and guard against plagiarism, all sources are quoted and appropriate acknowledgment made of help or support. - All science has to be funded and the source of the funding is crucial in decisions regarding the type of research to be conducted. |
General: Students will not be required to write long essay-based responses. They may be required to critically analyse sample texts for narratives that over-simplify the nature of science by indicating what is the problematic idea presented and providing a counterexample to support their reasoning (by writing short two-three sentence answers or selecting the correct MCQ option). Students should be aware that all the philosophical ideas presented are debatable and there is no consensus view. The idea is to acquaint students with these big ideas so that they are able to critically identify when claims are made that espouse to be ‘objective’ and ‘scientific’. 1. This should be taught through inquiry-based learning about the intellectual achievements of societies across the world. The aim should not be to comprehensively cover this knowledge, but rather through the investigation and critical discussion process students should begin to appreciate these SLOs. 3. Relevant examples for appreciating the contrast between paradigms (that don't require prior high school physics knowledge to understand) include: - geocentrism vs heliocentrism - light can travel in empty space vs the necessity of the presence of aether - Aristotle's idea of the four elements (earth, air, fire, water) vs the particle theory of matter 4. Some contemporary examples include: - Newtonian mechanics transitioning to quantum and relativistic mechanics - Conceptualising light as a wave to then as a particle to currently as a wavicle 5. Other areas of investigation can include: - the effects of racism, colonialism and elitism on who gets credit for work - the influence (private, public, national, international) of funding sources and lobbying 10 and 11. These concepts should be taught through examples from the development of physical theories. For example, string theorists and multiverse theorists would be considered rationalists as they are hypothesizing the existence of entities on the basis of mathematics rather than through direct experimental observation. Empericists would not consider such theories promising unless there were a way to directly test them. 12. This should be taught through examples from physics. For example: - Deduction is used in deriving mathematical equations such as the formula for kinetic energy - Induction is used to make generalisations from experimental data, such as concluding that objects accelerate as they fall to the ground - Abduction is used to make hypotheses such as theorising that there is dark matter in the universe on the basis of the shapes and movements of galaxies 21. Students do not need to recall the formal definitions of these fallacies, but rather be able to identify such arguments in prose passages 22-30. These should be taught through case studies and considering the context of scientists working both internationally and in Pakistan. |
- How did Physics as a field emerge historically and what bearing do those histories continue to have on the field's development today? - What is the subject matter of physics? - What are the underlying assumptions about the nature of the world in the discipline of physics? - What are the methods of inquiry used in physics? - What does science have to do with morality? |
The purpose of studying Physics at the introductory high school level is not only to prepare students for further study in the sciences. Most students will in fact not go on to study further science or STEM fields. The science that they learn in school may well remain their understanding of the subject for the rest of their lives. Hence an introductory physics curriculum must consider what citizens in a democractic society ought to know about the nature of science. “Nature of Science” (NOS) means teaching about science’s underlying assumptions, and its methodologies. This involves some integrated study of the history of science, and some of the broad concepts from the philosophy of science. It is important to study NOS because it helps students become critical thinkers about the scientific information the consume from the world around them. Teaching NOS in the study of Physics, Biology and Chemistry is a cutting-edge international trend. For example: - The United States has some NOS desired outcomes outlined in its Next Generation Science Standards, which have been co-created by multiple states to foster interdisciplinary science education - New Zealand has since the last two decades incorporated an NOS module as part of its high school science curricula - Brazil and Argentina have developed learning standards on NOS - The IB curriculum substantially incorporates NOS in all its MYP and DP curricula Teachers with science backgrounds can effectively teach introductory level modules on NOS with the suppport of teacher training, clear examples of assessment expectations and supportive online and textbook materials.The level of knowledege required up to Grade 12 on this topic is nicely elaborated on in the IB DP curriculum guidance documents and these can be adapated. |
As a whole, are there any other pertinent areas of knowledge that should be incorporated in this section? |
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What are Physical Quantities |
Understanding 1. explain with examples that Science is based on physical quantities which consist of numerical magnitude and a unit. 2. differentiate between base and derived physical quantities. 3. list the seven units of System International (SI) alongwith their symbols and physical quantities (standard definitions of SI units are not required). 4. interconvert the prefixes and their symbols to indicate multiple and sub-multiple for both base and derived units. 5. write the answer in scientific notation in measurements and calculations. 6. differentiate with examples between scalar and vector quantities. 9. represent vector quantities by drawing. Investigation Skills/Laboratory Work 10. compare the least count/ accuracy of the following measuring instruments and state their measuring range: i. Measuring tape ii. Metre rule iii. Vernier callipers iv. Micrometer screw gauge 11. make a paper scale of given least count e.g. 0.2 cm and 0.5 cm. 12. determine the area of cross section of a solid cylinder with vernier callipers and screw gauge and evaluate which measurement is more precise. 13. measure length and diameter of a cylinder and calculate the volume with a vernier callipers. 14. measure the thickness of a metal strip or a wire using a screw gauge. 15. determine an interval of time using stopwatch 16. determine the mass of an object by using different types of balances and identify the most accurate balance. 17. determine volume of an irregular shaped object using a measuring cylinder. 18. list laboratory safety equipments and rules. 19. use appropriately safety equipments in the laboratory. Science, Technology and Society Connections 20. determine length, mass, time and volume in daily life activities using various measuring instruments. 21. list with brief description the various branches of physics. |
5. Understand that a scalar quantity has magnitude (size) only and that a vector quantity has magnitude and direction 6. Know that the following quantities are scalars: distance, speed, time, mass, energy and temperature 7. Know that the following quantities are vectors: displacement, force, weight, velocity, acceleration, momentum, electric field strength and gravitational field strength 8. Determine, by calculation or graphically, the resultant of two vectors at right angles |
1. Differentiate between physical and non-physical quantities 2. Explain with examples that Science is based on physical quantities which consist of numerical magnitude and a unit. 3. Differentiate between base and derived physical quantities. 4. List the seven units of System International (SI) alongwith their symbols and physical quantities (standard definitions of SI units are not required). 5. Interconvert the prefixes and their symbols to indicate multiple and sub-multiple for both base and derived units. 6. Write the answer in scientific notation in measurements and calculations. 7. Understand that a scalar quantity has magnitude (size) only and that a vector quantity has magnitude and direction 8. Know that the following quantities are scalars: distance, speed, time, mass, energy and temperature 9. Know that the following quantities are vectors: displacement, force, weight, velocity, acceleration, momentum, electric field strength and gravitational field strength 10. Determine, by calculation or graphically, the resultant of two vectors at right angles 11. Make reasonable estimates of quantities included in this curriculum |
11. Students should be familiar (to the nearest of power of 10) with the orders of magnitude of the physical quantities associated with: - the masses of household items and of vehicles, of atoms as well as neutrons, protons and electrons, of the Earth, the Sun, other kinds of stars - the lengths of and distances between everyday household objects, the radius of the Earth, the distance from the Earth to the Sun, the diameter of the Milky Way, the average size of an atom - the volumes of everyday household objects - the speeds at which various kinds of animals (snails at one end of the spectrum and cheetahs on the other) can travel, the speeds of vehicles and of the Earth's rotation around its own axis - the voltage and power settings of common household appliances, as well as the average power of a lightning strike - the pressure of the atmosphere at sea level, and the order of magnitude of pressure in the deep sea - the temperatures of various bodies on Earth (coldest and hottest regions on Earth, temperature of magma, everyday objects in households) as well as of objects in space (the temperature of the Sun and typical temperatures of other kinds of stars) - the wavenlengths and frequencies of the main spectra of elecrtomagnetic radiation |
What makes something 'physical'? How can you measure a physical quantity? |
These SLOs are based on what is commonly taught already in introductory Physics courses in Pakistan. Physical quantities are the building blocks of physics. Often students do not develop an intuition for orders of magitude of the quantities they study about theoretically, and hence SLO 11 has been added. This intuition is important for experimental work, to double check whether theoretical calculations are giving reasonable results, and for appreciating the scale and diversity of the universe. |
11. Are there any additions or subtractions recommended to the orders of magnitude of quantities that students should be familiar with? |
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Theory of Measurement |
1. describe the working of vernier callipers and screw gauge for measuring length. 2. identify and explain the limitation of measuring instruments such as metre rule, vernier callipers and screw gauge. 3. describe the need using significant figures for recording and stating results in the laboratory. |
1. Describe how to measure a variety of lengths with appropriate precision using tapes, rulers and micrometers (including reading the scale on an analogue micrometer) 2. Describe how to use a measuring cylinder to measure the volume of a liquid and to determine the volume of a solid by displacement 3. Describe how to measure a variety of time intervals using clocks and digital timers 4. Determine an average value for a small distance and for a short interval of time by measuring multiples (including the period of oscillation of a pendulum) |
1. Describe how to measure a variety of lengths with appropriate precision using tapes, rulers, micrometers and verneir callpiers (including reading the scale on analogue callipers and micrometers) 2. Describe how to use a measuring cylinder to measure the volume of a liquid and to determine the volume of a solid by displacement 3. Describe how to measure a variety of time intervals using clocks and digital timers 4. Determine an average value for a small distance and for a short interval of time by measuring multiples (including the period of oscillation of a pendulum) 5. Round off calculations based on emperical data to an appropriate number of significant figures 6. Identify sources of, and suggest corrections for, systematic (inlcuding zero errors) and random error in experiments 7. Differentiate between the accuracy and precision of data collected by measuring instruments 8. Determine the least count of a data collection instrument from its scale 9. Design experiments that mitigate sources of error by having a large data set, and averaging over the readings 10. Explain how parallex error is caused, and recommend how to prevent it from occuring in experiments |
General: Students should be able use these SLOs to propose designs for experiments and to critique provided experimental setups. A knowledge of how to state or calculate uncertainties is not required 5. Students should be able to identify in calculations presented to them whether an appropriate number of significant figures have been used or not. They should be able to justifiy approximations to the correct number of significant figures in terms of the upper bound and lower bound of the data point. 9. In teaching this SLO, teachers should mathematically prove how averaging reduces sources of random error. Students should not simply memorize and apply this principle. |
How certain can one be of a measurement? How can sources of error be minimised in experimental data collection? |
These are broadly SLOs that are already typically taught in introductory physics courses at the high school level in Pakistan and internationally. They provide an important foundation in thinking critically about experimental data and design. |
Discuss with the experimental physicists the modern relevance of callipers and screwguages Is it important to know the workings of the screwguages and mircormeters? Should run the experimental skills SLOs by the Physlab team Mention with clarty the difference between 'Theory of Measurement' and 'Experimental/Lab Skills' Compare with Grades 11-12 |
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Kinematics Classical Mechanics |
Understanding 1. describe using examples how objects can be at rest and in motion simultaneously. 2. identify different types of motion i.e; translatory, (linear, random, and circular); rotatory and vibratory motions and distinguish among them. 3. differentiate with examples between distance and displacement, speed and velocity. 6. define the term speed, velocity and acceleration. 7. plot and interpret distance-time graph and speed-time graph. 8. determine and interpret the slope of distance-time and speed-time graph. 9. determine from the shape of the graph, the state of a body. i. at rest ii. moving with constant speed iii. moving with variable speed. 10. calculate the area under speed-time graph to determine the distance traveled by the moving body. 11. derive equations of motion for a body moving with a uniform acceleration in a straight line using graph. 12. solve problems related to uniformly accelerated motion using appropriate equations. 13. solve problems related to freely falling bodies using 10 ms-2 as the acceleration due to gravity. Investigation Skills/ Laboratory work 13. demonstrate various types of motion so as to distinguish between translatory, rotatory and vibratory motions. 14. measure the average speed of a 100 m sprinter 15. determine the acceleration of free-fall by timing a falling object by free fall apparatus. 16. calculate the acceleration down an inclined surface of an iron ball using angle iron by drawing 2S and t2 graph. Science, Technology and Society Connection 17. list the effects of various means of transportations and their safety issues. 18. the use of mathematical slopes (ramps) of graphs or straight lines in real life applications. 19. interpret graph from newspaper, magazine regarding cricket and weather etc. |
1. Define speed as distance travelled per unit time and define velocity as change in displacement per unit time 2. Recall and use the equation speed = distance/time v = s/t 3. Recall and use the equation average speed = total distance travelled/total time taken 4. Define acceleration as change in velocity per unit time; recall and use the equation acceleration = change in velocity/time taken a = ∆v/∆t 5. State what is meant by, and describe examples of, uniform acceleration and non-uniform acceleration 6. Know that a deceleration is a negative acceleration and use this in calculations 7. Sketch, plot and interpret distance–time and speed–time graphs 8. Determine from the shape of a distance–time graph when an object is: (a) at rest (b) moving with constant speed (c) accelerating (d) decelerating 9. Determine from the shape of a speed–time graph when an object is: (a) at rest (b) moving with constant speed (c) moving with constant acceleration (d) moving with changing acceleration 10. State that the acceleration of free fall g for an object near to the surface of the Earth is approximately constant and is approximately 9.8m/s2 11. Calculate speed from the gradient of a distance–time graph 12. Calculate the area under a speed–time graph to determine the distance travelled for motion with constant speed or constant acceleration 13. Calculate acceleration from the gradient of a speed–time graph |
1. Identify different types of motion i.e; translatory, (linear, random, and circular); rotatory and vibratory motions and distinguish among them. 2. Differentiate with examples between distance and displacement, speed and velocity. 3. Define speed as distance travelled per unit time and define velocity as change in displacement per unit time 4. Recall and use the equation speed = distance/time v = s/t 5. Recall and use the equation average speed = total distance travelled/total time taken 6. Define acceleration as change in velocity per unit time; recall and use the equation acceleration = change in velocity/time taken a = ∆v/∆t 7. Derive the units of acceleration as m/s2 from the formula a = ∆v/∆t 8. State what is meant by, and describe examples of, uniform acceleration and non-uniform acceleration 9. Know that a deceleration is a negative acceleration and use this in calculations 10. Sketch, plot and interpret distance–time and speed–time graphs 11. Determine from the shape of a distance–time graph when an object is: (a) at rest (b) moving with constant speed (c) accelerating (d) decelerating 12. Determine from the shape of a speed–time graph when an object is: (a) at rest (b) moving with constant speed (c) moving with constant acceleration (d) moving with changing acceleration 13. State that the acceleration of free fall g for an object near to the surface of the Earth is approximately constant and is approximately 9.8m/s2 14. Calculate speed from the gradient of a distance–time graph 15. Derive how the gradient of the distance vs time graph gives the speed (without calculus) 15. Calculate the area under a speed–time graph to determine the distance travelled for motion with constant speed or constant acceleration 16. Deriving how the area beneath a speed vs time graph gives the distance travelled (without calculus) 17. Calculate acceleration from the gradient of a speed–time graph 18. Derive how the gradient of the speed vs time graph gives the acceleration (without calculus) |
18. Begin by considering a graph where velocity is constant, 𝑑=𝑣𝑡, and relate the distance travelled to the area under the graph; displacement equals the area of that rectangle. Consider that in real life objects do not exactly travel with constant speed. For average velocity, 𝑑=𝑣𝑎𝑣𝑔𝑡 always. So, putting the prev two points together, realize that displacement of any object over any journey equals the “area” of the rectangle with a “height” equal to the average velocity during that journey and a “width” equal to the journey time. Then, realize that it’s possible to cut up any journey into a sequence of mini-journeys, each of which is short enough that the 𝑣𝑎𝑣𝑔 -rectangle for that journey-piece looks almost exactly like the actual 𝑣 vs 𝑡 graph for that piece. So then, because (if you think about it) the area of the sequence-of-rectangles will approach the area of 𝑣 vs 𝑡 as the time-slice length approaches zero, and everything else stated above will still be true. (credit to Keith Russel for this description) |
What is motion? How do you describe motion? |
Kinematics is a foundational building block of physics as it gives the mathematical tools to describe and hence study motion. The 2006 National Curriculum required students to use the equations of motion to solve problems. However this creates over-reliance on memorisation of formulas. Hence it is better to have students conceptually tackle kinematics without the use of the formulas in Grades 9-10, and then introduce the equations of motion in Grades 11-12. A general issue with the teaching of Kinematics is that there is over-emphasis on memorising the formulas of motion and working with graphs of motion. This is why, for example, SLO 7 was added because in practice most students simply rote learn the units of acceleration without appreciating its meaning conceptually as the change in veleocity per unit time. |
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Forces Classical Mechanics |
Understanding 1. define momentum, force, inertia, friction, centripetal force. 2. solve problem using the equation Force = change in momentum / change in time. 3. explain the concept of force by practical examples of daily life. 4. state Newton’s laws of motion. 5. distinguish between mass and weight and solve problem using F = ma, and w = mg. 6. calculate tension and acceleration in a string during motion of bodies connected by the string and passing over frictionless pulley using second law of motion. 7. state the law of conversation of momentum. 8. use the principle of conservation of momentum in the collision of two objects. 9. determine the velocity after collision of two objects using the law of conversation of momentum. 10. explain the effect of friction on the motion of a vehicle in the context of tyre surface, road conditions including skidding, braking force. 11. demonstrate that rolling friction is much lesser than sliding friction. 12. list various methods to reduce friction. 13. explain that motion in a curved path is due to a perpendicular force on a body than changes direction of motion but not speed. 14. calculate centripetal force on a body moving in a circle using mv2/r. 15. state what will happens to you while you are sitting inside a bus when the bus i. starts moving suddenly ii. stops moving suddenly iii. turns a corner to the left suddenly 15. write a story about what may happen to you when you dream that all frictions suddenly disappeared. Why did your dream turn into a nightmare?” 16. state Newton’s law of gravitation. 17. explain that the gravitational forces are consistent with Newton’s third law. 18. explain gravitational field as an example of field of force. 19. define weight (as the force on an object due to a gravitational field.) 20. calculate the mass of earth by using law of gravitation. 21. solve problems using Newton’s law of gravitation. 22. explain that value of ‘g’ decreases with altitude from the surface of earth. 23. discuss the importance of Newton’s law of gravitation in understanding the motion of satellites. 24. state kinetic molecular model of matter (solid, liquid and gas forms). 25. describe briefly the fourth state of matter i.e. “Plasma”. 26. define the term ‘Density’ 27. compare the densities of a few solids, liquids and gases. 28. explain that a force may produce a change in size and shape of a body. 29. define the terms Stress, Strain and Young’s modulus. 30. state Hooke’s law and explain elastic limit. Investigation Skills/ Laboratory Work 28. identify the relationship between load and friction by sliding a trolley carrying 29. different loads with the help of a spring balance on different surfaces. 30. determine the value of “g” by Atwood’s machine. 31. investigate the relationship between force of limiting friction and normal reaction to find the co-efficient of sliding friction between a wooden block and horizontal surface. 32. determine the force of limiting friction by rolling a roller on a horizontal plane. 33. investigate the relationship between force of limiting friction and normal reaction to find the co-efficient of sliding friction between a wooden block and horizontal surface. 34. determine the force of limiting friction by rolling a roller on a horizontal plane. 35. determine the value of “g” using simple pendulum. 36. determine the density of irregular shaped objects. 37. determine the density of a solid and of a liquid using Archimedes principle. 38. determine the density of a liquid using 5 ml syringe. 39. investigate the relationship between applied force and extension using Helical spring by plotting a graph and determine the value of spring constant. Science, Technology and Society Connections 40. identify the principle of dynamics with reference to the motion of human beings, objects, and vehicles (e.g. analyse the throwing of a ball, swimming, boating and rocket motion). 41. identify the safety devices (such as packaging of fragile objects, the action of crumple zones and seatbelts) utilized to reduce the effects of changing momentum. 42. describe advantages and disadvantages of friction in real – world situations, as well as methods used to increase or reduce friction in these situations (e.g. advantages of friction on the surface of car tyres (tyre tread), cycling, parachute, knots in string; disadvantages of, and methods for reducing friction between moving parts of industrial machines and on wheels spinning on axles). 43. identify the use of centripetal force in (i) safe driving by banking roads (ii) washing machine dryer (iii) cream separator. 44. gather information to predict the value of the acceleration due to gravity ‘g’ at any planet or moon surface using Newton’s law of gravitation. 45. Describe how artificial satellites keep on moving around the earth due to gravitational force. |
Particle Theory of Matter: 1. Know the distinguishing properties of solids, liquids and gases 2. Describe, qualitatively, the particle structure of solids, liquids and gases, relating their properties to the forces and distances between particles and to the motion of the particles (atoms, molecules, ions and electrons) Mass and Weight: 3. State that mass is a measure of the quantity of matter in an object at rest relative to the observer 4. State that the mass of an object resists change from its state of rest or motion (inertia) 5. Know that weights, and therefore masses, may be compared using a beam balance or equal-arm balance 6. Describe how to determine mass using an electronic balance 7. Describe how to measure weight using a force meter 8. Define gravitational field strength as force per unit mass; recall and use the equation gravitational field strength = weight/mass g = W/m and know that this is equivalent to the acceleration of free fall 9. State that a gravitational field is a region in which a mass experiences a force due to gravitational attraction Density: 10. Define density as mass per unit volume; recall and use the equation density = mass/volume ρ = m/V 11. Describe how to determine the density of a liquid, of a regularly shaped solid and of an irregularly shaped solid which sinks in a liquid (volume by displacement), including appropriate calculations Forces: Balanced and Unbalanced Forces 12. Identify and use different types of force, including weight (gravitational force), friction, drag, air resistance, tension (elastic force), electrostatic force, magnetic force, thrust (driving force) and contact force 13. Identify forces acting on an object and draw free-body diagram(s) representing the forces 14. State Newton’s first law as ‘an object either remains at rest or continues to move in a straight line at constant speed unless acted on by a resultant force’ 15. State that a force may change the velocity of an object by changing its direction of motion or its speed 16. Determine the resultant of two or more forces acting along the same straight line 17. Recall and use the equation resultant force = mass × acceleration F = ma 18. State Newton’s third law as ‘when object A exerts a force on object B, then object B exerts an equal and opposite force on object A’ 19. Know that Newton’s third law describes pairs of forces of the same type acting on different objects Friction 20. Describe friction as a force that may impede motion and produce heating 21. Understand the motion of objects acted on by a constant weight or driving force, with and without drag (including air resistance or resistance in a liquid) 22. Explain how an object reaches terminal velocity 23. Define the thinking distance, braking distance and stopping distance of a moving vehicle 24. Explain the factors that affect thinking and braking distance including speed, tiredness, alcohol, drugs, load, tyre surface and road conditions Elastic Deformation 25. Know that forces may produce a change in size and shape of an object 26. Define the spring constant as force per unit extension; recall and use the equation spring constant = force/extension k = F/x 27. Sketch, plot and interpret load–extension graphs for an elastic solid and describe the associated experimental procedures 28. Define and use the term ‘limit of proportionality’ for a load–extension graph and identify this point on the graph (an understanding of the elastic limit is not required) Circular Motion 29. Describe, qualitatively, motion in a circular path due to a force perpendicular to the motion as: (a) speed increases if force increases, with mass and radius constant (b) radius decreases if force increases, with mass and speed constant (c) an increased mass requires an increased force to keep speed and radius constant ( F = mv2/r is not required) Momentum: 30. Define momentum as mass × velocity; recall and use the equation p = mv 31. Define impulse as force × time for which force acts; recall and use the equation impulse = FΔt = Δ(mv) 32. Apply the principle of the conservation of momentum to solve simple problems in one dimension 33. Define resultant force as the change in momentum per unit time; recall and use the equation resultant force = change in momentum/time taken F = ∆p/∆t |
Mass, Weight and Gravity: 1. State that mass is a measure of the quantity of matter in an object at rest relative to the observer 2. State that the mass of an object resists change from its state of rest or motion (inertia) 3. Define a force as a push or pull 4. Define weight as the force exerted on an object with mass by a planet's gravity 5. State that a gravitational field is a region in which a mass experiences a force due to gravitational attraction 6. Define gravitational field strength as force per unit mass; recall and use the equation gravitational field strength = weight/mass g = W/m and know that this is equivalent to the acceleration of free fall 7. Describe how to determine mass using an electronic balance 8. Describe how to measure weight using a force meter 9. Describe the use of parabolic flights to simulate 'zero gravity' for astronauts preparing for journeys into space 10. Understand that gravititational fields can slow down time relative to objects far away i.e. if there were two twins on Planets A and B, where A was much more massive than B, then the twin on A would age much more slowly than the twin on B. If the twin on A felt that one year has gone by, it could be that the twin on B felt as if 50 years had actually gone by. This phenomenon is explained by Einstein's theory of relativity and is called Time Dilation. 11. Explain that antimatter is the counterpart of matter (e.g. a positron is the antimatter counterpart to an electron): - Antiparticles usually have the same weight, but opposite charge, compared to their matter counterparts - Most of the matter in the observable universe is matter - The asymmetry of matter and antimatter in the universe is an unsolved mystery - When a particle meets its corresponding antiparticle, they undergo annihilation reactions in which either all the mass is converted to heat and light energy, or some mass is left over the form of new subatomic particles 12. Explain that it is hypothesized that most of the matter in the universe is made up of dark matter: - It is 'dark' because it does not appear to interact with electromagnetic radiation - The shaping and movement of many galaxies do not seem to be explanable without sources of gravity that cannot be observed wth any technology developed so far; hence this source of gravity is called 'dark matter' Forces: Types of Forces and Newton's Laws 9. Identify and use different types of force, including weight (gravitational force), friction, drag, air resistance, tension (elastic force), electrostatic force, magnetic force, thrust (driving force) and contact force 10. State that there are four fundamental forces and describe them in terms of their relative strengths: - The strong force holds the nucleus of an atom together. it has a relative strength of 1, and acts within a range of 10^-15 m - The electromagnetic force is source of attraction and repulsion between charges and between sources of magnetism. It has a relative strength of 1/137, and does not have a limited range of influence - The weak force is the cause of radioactive decay of atoms. It has a relative strength of !0^-6, and acts within a range of 10^-18 m - The gravitational force is the cause of attraction between objects with mass. It has a relative strength of 10^-39, and does not have a limited range of influence 12. Identify forces acting on an object and draw free-body diagram(s) representing the forces 13. State Newton’s first law as ‘an object either remains at rest or continues to move in a straight line at constant speed unless acted on by a resultant force’ 14. State that a force may change the velocity of an object by changing its direction of motion or its speed 15. Determine the resultant of two or more forces acting along the same straight line 16. State Netwon's second law of motion in terms of acceleration as 'The acceleration on an object is directly proportional to the result force applied to it and inversely proportional to its mass' 17. Recall and use the equation resultant force = mass × acceleration F = ma 18. State and apply Newton’s third law as ‘when object A exerts a force on object B, then object B exerts an equal and opposite force on object A’ 19. Know that Newton’s third law describes pairs of forces of the same type acting on different objects 20. Recognize that Newton’s Laws are not exact but provide a good approximation, unless an object is moving close to the speed of light or is small enough that quantum effects become significantt - In the case of high speed bodies, the theory of relativistic mechanics is used - In the case of very small objects at the subatomic level, quantum mechanics is used. 21. Identiy when an object is in the below types of equilibrium: - rotational - translational - dynamic - static - stable - unstable - neutral Friction 21. Describe and give examples of how friction as a force may impede motion and produce heating (e.g. rubbing hands together produces heat, asteroids that enter the Earth's atmosphere disintegrate due to high temperature generated from air resistance) 22. Understand the motion of objects acted on by a constant weight or driving force, with and without drag (including air resistance or resistance in a liquid) 23. Explain how an object reaches terminal velocity 24. Define the thinking distance, braking distance and stopping distance of a moving vehicle 25. Explain the factors that affect thinking and braking distance including speed, tiredness, alcohol, drugs, load, tyre surface and road conditions 26. Explain, with examples, how rolling friction is much lesser than sliding friction (no need for coefficients of friction) 27. list various methods to reduce friction. Centripetal Force 28. Describe, qualitatively, motion in a circular path due to a force perpendicular to the motion as: (a) speed increases if force increases, with mass and radius constant (b) radius decreases if force increases, with mass and speed constant (c) an increased mass requires an increased force to keep speed and radius constant ( F = mv2/r is not required) 45. Describe how artificial satellites orbit the Earth due to gravity providing centripetal force Momentum 29. Define momentum as mass × velocity; recall and use the equation p = mv 30. Define impulse as force × time for which force acts; recall and use the equation impulse = FΔt = Δ(mv) 31. Apply the principle of the conservation of momentum to solve simple problems in one dimension 32. Define resultant force as the change in momentum per unit time; recall and use the equation resultant force = change in momentum/time taken F = ∆p/∆t Density: 33. Define density as mass per unit volume; recall and use the equation density = mass/volume ρ = m/V 34. Describe how to determine the density of a liquid, of a regularly shaped solid and of an irregularly shaped solid which sinks in a liquid (volume by displacement), including appropriate calculations Particle Theory of Matter: 35. Know the distinguishing properties of solids, liquids and gases 36. Describe, qualitatively, the particle structure of solids, liquids and gases, relating their properties to the forces and distances between particles and to the motion of the particles (atoms, molecules, ions and electrons) 37. Describe plasma as a fourth state of matter in which a significant portion of the material is made up of ions or electrons e.g. in stars, neon lights and lightning streamers 37. Recognise that under extreme physical conditions, atoms can break down into sub-atomic particles that can form unusual states of matter such as degenerate matter (usually made of any one kind of subatomic particle such as neutron degenerate matter in neutron stars under strong gravity and heat) and Bose-Einstein condensates (created when certain materials are taken to very low temperatures and then exhibit remarkable properities like superconductivity and superfluidity) Deformation of Solids: 38. Know that forces may produce a change in size and shape of an object 39. Define the spring constant as force per unit extension; recall and use the equation spring constant = force/extension k = F/x 40. Sketch, plot and interpret load–extension graphs for an elastic solid and describe the associated experimental procedures 41. Define and use the term ‘limit of proportionality’ for a load–extension graph and identify this point on the graph (an understanding of the elastic limit is not required) 42. Recognise that small-scale vibrations can be modelled using Hooke's law, and these models have applications in many disciplines such as seismology, molecular mechanics and acoustics. 43. Explain that Hooke's law is the fundamental principle behind engineering many measurement instruments such as the spring scale, the galvanometer, and the balance wheel of the mechanical clock. Relativity: 44. Understand that according to relativity, there is a universal speed limit for any object in the universe that is set to approximately 3x10^8 m/s 45. Understand that regardless of whether you travel towards or away from a beam of light at any constant speed, you will always measure the speed of light as appox. 3x10^8 m/s. This is a counterintuitive fact and is a base assumption on which Einstein's theory of relativity is based. 46. State that objects travelling close to the speed of light will experience time dilation. Assume there are two twins, A and B, who begin at the same place on Earth and then suppose A stays on Earth and B goes on a rocket journey at nearly the speed of light. Then if B returns back to Earth after he/she measures to be one year, it could be that he/she discovers that for A and everyone on Earth 70-80 years have in fact passed. |
20. An overview of the premises of quantum mechanics is not required. Students should just appreciate that Newton's law of motion do not effectively describe the motion of subatomic particles like electrons, and this requires a new theory called quantum mechanics that they will get the opportunity to study in more advanced courses. 10 and 44-46. No mathematics is required in the teaching of these SLOs. Only a qualitative understanding is expected. Students are not expected to be oriented to the concept of spacetime and do not need to have any familiarity with spacetime diagrams. In assessments, students will be expected to suggest whether relativistic effects will become significant for consideration in problems involving stars, electrons and other objects that move at high speeds or have very large masses. |
What causes motion? What are the limits of motion? What is balance? What substances are the objects in the universe made up of? |
Knowledge of forces is an essential part of basic physics. Most of the SLOs are commonly already taught in schools in Pakistan and internationally. The SLOs on relativity, antimatter, dark matter, fundamental forces were added in line with the vision of the curriculum as providing students with a birds-eye view of the big ideas of modern physics. Most students will likely not go on to study further Physics, and as citizens of the 21st century where technology based on relativity is continuing to transform the world, it is important that they be familiar with concepts like time dilation. It is also important to be introduced these big ideas because they inspire the imagination and create a sense of wonder about the natural world. |
10 and 44-46. Any recommendations for phrasing the SLOs more eloquently and clearly? Do they seem to imply knowledge of any relativity concepts that are not already clarified for in the guidance section? |
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Turning Effects of Forces Classical Mechanics |
Understanding 1. define like and unlike parallel forces. 2. state head to tail rule of vector addition of forces/vectors. 3. describe how a force is resolved into its perpendicular components. 4. determine the magnitude and direction of a force from its perpendicular components. 5. define moment of force or torque as moment = force x perpendicular distance from pivot to the line of action of force. 6. explain the turning effect of force by relating it to everyday life. 7. state the principle of moments. 8. define the centre of mass and centre of gravity of a body. 9. define couple as a pair of forces tending to produce rotation. 10. prove that the couple has the same moments about all points. 11. define equilibrium and classify its types by quoting examples from everyday life. 12. state the two conditions for equilibrium of a body. 13. solve problems on simple balanced systems when bodies are supported by one pivot only. 14. describe the states of equilibrium and classify them with common examples. 15. explain effect of the position of the centre of mass on the stability of simple objects. Investigation Skills/ Laboratory work 16. determine the position of centre of mass/gravity of regularly and irregularly shaped objects. 17. verify the princi1ple of moments by using a metre rod balanced on a wedge. 18. determine the tension in strings by balancing a metre rod on two stands. 19. determine the weight of an unknown object by using vector addition of forces. 20. determine the weight of an unknown object by using principle of moments Science, Technology and Society Connections 21. illustrate by describing a practical application of moment of force in the working of bottle opener, spanner, door/windows handles etc. 22. describe the working principle of see-saw. 23. demonstrate the role of couple in the steering wheels and bicycle pedals. 24. demonstrate through a balancing toy, racing car etc. that the stability of an object can be improved by lowering the centre of mass and increasing the base area of the objects. |
Turning Effects of Forces 1. Describe the moment of a force as a measure of its turning effect and give everyday examples 2. Define the moment of a force as moment = force × perpendicular distance from the pivot; recall and use this equation 3. State and use the principle of moments for an object in equilibrium 4. Describe an experiment to verify the principle of moments Centre of Gravity 5. State what is meant by centre of gravity 6. Describe how to determine the position of the centre of gravity of a plane lamina using a plumb line 7. Describe, qualitatively, the effect of the position of the centre of gravity on the stability of simple objects |
1. Define like and unlike parallel forces. 2. Describe the moment of a force as a measure of its turning effect and give everyday examples 3. Define the moment of a force as moment = force × perpendicular distance from the pivot; recall and use this equation 4. State and use the principle of moments for an object in equilibrium 5. Describe an experiment to verify the principle of moments 6. State what is meant by centre of gravity 7. Describe how to determine the position of the centre of gravity of a plane lamina using a plumb line 8. Describe, qualitatively, the effect of the position of the centre of gravity on the stability of simple objects 9. Explain that the stability of an object can be improved by lowering the centre of mass and increasing the base area of the object and that this concept is central to engineering technology such as balancing toys and racing cars 10. Explain that an analagous to Newton's 1st law for translational motion, an object that is rotating will continue to do so at the same rate unless acted upon by a resultant moment (in which case it would begin to accelerate or decelerate its rotational motion) |
2. Students should be aware that 'torque' is a common alternative term to 'moment of a force' 6. This should be taught through the idea that the weights of the individual particles of a body sum together to create an overall resultant force that acts through the 'center of gravity' of the object. Students should know that for objects of uniform density, the center of gravity is at the geometric center of the object. |
What causes motion? What is balance? What are the limits of motion? |
Rotational dynamics are essential for the study of physics and engineering. These are broadly SLOs that are already typically taught in introductory physics courses at the high school level in Pakistan and internationally. Concepts like moment of inertia and the rotational equations of motion have not been included in order to allow for students to cover more breadth across the curriculum as a whole, and to balance out the amount of mathematical content. Rotational dynamics is often taught in universities both locally and internationally in undergraduate universities with the assumption that students will know about moments of forces and centripetal force, but they usually teach concepts like rotational inertia from scratch. This was kept in mind in finalising these minimum learning standards. |
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Work, Energy and Power Classical Mechanics |
Understanding 1. define work and its SI unit. 2. calculate work done using equation 3. Work = force x distance moved in the direction of force 4. define energy, kinetic energy and potential energy. State unit of energy. 5. prove that Kinetic Energy Ek = ½ mv2 and potential energy Ep = mgh and solve problems using these equations. 6. list the different forms of energy with examples. 7. describe the processes by which energy is converted from one form to another with reference to o fossil fuel energy o hydroelectric generation o solar energy o nuclear energy o geothermal energy o wind energy o biomass energy 8. state mass energy equation E = mc2 and solve problems using it. 9. describe the process of electricity generation by drawing a block diagram of the process from fossil fuel input to electricity output. 10. list the environmental issues associated with power generation. 11. differentiate energy sources as non renewable and renewable energy sources with examples of each. 12. explain by drawing energy flow diagrams through steady state systems such as Filament lamp, a power station, a vehicle traveling at a constant speed on a level road. 13. define efficiency of a working system and calculate the efficiency of an energy conversion using the formula efficiency = energy converted into the required form / total energy input 14. explain why a system cannot have an efficiency of 100%. 15. define power and calculate power from the formula Power = work done / time taken 16. define the unit of power “watt” in SI and its conversion with horse power. 17. Solve problems using mathematical relations learnt in this unit. Investigation Skills/ Laboratory work 1. investigate conservation of energy of a ball rolling down an inclined plane using double inclined plane and construct a hypothesis to explain the observation. 2. compare personal power developed for running up stairs versus walking up stairs using a stopwatch. Science, Technology and Society Connections 1. analyse using their or given criteria, the economic , social and environmental impact of various energy sources.[e.g. (fossil fuel, wind, falling water, solar, biomass, nuclear, thermal energy and its transfer(heat)}. 2. analyse and explain improvements in sports performance using principles and concepts related to work, kinetic and potential energy and law of conservation of energy (e.g. explain the importance of the initial kinetic energy of a pole vaulter or high jumper). 3. search library or internet and compare the efficiencies of energy conversion devices by comparing energy input and useful energy output. 4. explain principle of conservation of energy and apply this principle to explain the conversion of energy from one form to the other such as a motor, a dynamo, a photo cell and a battery, a freely falling body. 5. list the efficient use of energy in the context of the home, heating and cooling of buildings and transportation. |
1. State that energy may be stored as kinetic, gravitational potential, chemical, elastic (strain), nuclear, electrostatic and internal (thermal) 2. Describe how energy is transferred between stores during events and processes, including examples of transfer by forces (mechanical work done), electrical currents (electrical work done), heating, and by electromagnetic, sound and other waves 3. Know the principle of the conservation of energy and apply this principle to the transfer of energy between stores during events and processes 4. Recall and use the equation for kinetic energy Ek= 1/2mv2 5. Recall and use the equation for the change in gravitational potential energy ΔEp = mgΔh 6. Recall and use the equation work done = force × distance moved in the direction of the force W = Fd 7. List renewable and non-renewable energy sources 8. Describe how useful energy may be obtained, or electrical power generated, from: (a) chemical energy stored in fossil fuels (b) chemical energy stored in biofuels (c) hydroelectric resources (d) solar radiation (e) nuclear fuel (f) geothermal resources (g) wind (h) tides (i) waves in the sea including references to a boiler, turbine and generator where they are used 9. Describe advantages and disadvantages of each method limited to whether it is renewable, when and whether it is available, and its impact on the environment 10. Define efficiency as: (a) (%) efficiency = (useful energy output) (total energy input) ( × 100%) (b) (%) efficiency = (useful power output) (total power input) ( × 100%) and recall and use these equations 10/ Define power as work done per unit time and also as energy transferred per unit time; recall and use the equations (a) power = work done/time taken P = W/t (b) power = energy transferred/time taken P = ∆E/t |
1. Define work and its SI unit. 2. Recall and use the equation work done = force × distance moved in the direction of the force W = Fd 3. Define energy as the ability to do work 3. State that energy may be stored as kinetic, gravitational potential, chemical, elastic (strain), nuclear, electrostatic and internal (thermal) 4. Prove that Kinetic Energy Ek = ½ mv2 (use of equations of motion not needed; proof through kinematic graphs will suffice) and potential energy Ep = mgh and solve problems using these equations. 5. Describe how energy is transferred between stores during events and processes, including examples of transfer by forces (mechanical work done), electrical currents (electrical work done), heating, and by electromagnetic, sound and other waves 6. Know the principle of the conservation of energy and apply this principle to the transfer of energy between stores during events and processes 7. Apply the principle of conservation of energy to explain why ideas to create perpetual energy machines do not work 8. Recall and use the equation for kinetic energy Ek= 1/2mv2 9. Recall and use the equation for the change in gravitational potential energy ΔEp = mgΔh 10. List renewable and non-renewable energy sources 11. Describe how useful energy may be obtained, or electrical power generated, from: (a) chemical energy stored in fossil fuels (b) chemical energy stored in biofuels (c) hydroelectric resources (d) solar radiation (e) nuclear fuel (f) geothermal resources (g) wind (h) tides (i) waves in the sea including references to a boiler, turbine and generator where they are used 12. Describe advantages and disadvantages of each method limited to whether it is renewable, when and whether it is available, and its impact on the environment 13. Define efficiency as: (a) (%) efficiency = (useful energy output)/(total energy input) ( × 100%) (b) (%) efficiency = (useful power output)/(total power input) ( × 100%) and recall and use these equations 14. explain why a system cannot have an efficiency of 100%. 15. Define power as work done per unit time and also as energy transferred per unit time; recall and use the equations (a) power = work done/time taken P = W/t (b) power = energy transferred/time taken P = ∆E/t |
General: No knowledge of calculus is assumed or required; the path integral formulation of work done is not required. |
What is energy? How can energy be converted from one from to another? How can systems be engineered that maximise efficiency? How can energy resources in the world be sustainably harnessed without damaging the environment? |
Energy is another essential building block in basic physics concepts. These SLOs are conventionally taught at the introductory level both nationally and internationally. The topic is to be studied without mathematical knowledge and application of integration and differentiation, as that can become overburdening to students at this introductory stage and take away from conceptual learning. Furthermore university undergraduate courses locally and internationally usually begin teaching work, energy and power with calculus from scratch, while in parallel providing separate introductory courses in calculus. So the SLOs have been kept conceptual and with emphasis on application of basic linear and quadratic equations. SLO 7 was added keeping in mind that too often the public is swayed by claims to have developed devices that are perpetual energy machines, and it is important to learn to how to critically examine and debunk claims that seems to violate the law of conservation of energy. |
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Pressure Classical Mechanics |
Understanding 1. define the term pressure (as a force acting normally on unit area). 2. explain how pressure varies with force and area in the context of everyday examples. 3. explain that the atmosphere exerts a pressure. 4. describe how the height of a liquid column may be used to measure the atmospheric pressure. 5. describe that atmospheric pressure decreases with the increase in height above the Earth’s surface. 6. explain that changes in atmospheric pressure in a region may indicate a change in the weather. 7. state Pascal’s law. 8. apply and demonstrate the use with examples of Pascal’s law 9. state relation for pressure beneath a liquid surface to depth and to density i.e., (p=ρgh) and solve problems using this equation. 10. state Archimedes principle. 11. determine the density of an object using Archimedes principle. 12. state the upthrust exerted by a liquid on a body. 13. state principle of floatation. Investigation Skills/Laboratory Work 14. measure the atmospheric pressure by Fortin’s barometer. 15. measure the pressure of motor bike / car tyre and state the basic principle of the instrument and its value in SI units. Science, Technology and Society Connection 15. explain that to fix a thumb pin, pressure exerted on the top increases thousands time on the pin point. 16. explain the use of Hydrometer to measure the density of a car battery acid. 17. explain that ships and submarines float on sea surface when the buoyant force acting on them is greater than their total weight. 18. state that Hydraulic Press, Hydraulic car lift and Hydraulic brakes operate on the principle that the fluid pressure is transmitted equally in all direction. 19.explain that the action of sucking through a straw, dropper , syringe and vacuum cleaner is due to atmospheric pressure. |
1. Define pressure as force per unit area; recall and use the equation pressure = force/area p = F/A 2. Describe how pressure varies with force and area in the context of everyday examples 3. State that the pressure at a surface produces a force in a direction at right angles to the surface and describe an experiment to show this 4. Describe how the height of a liquid column in a liquid barometer may be used to determine the atmospheric pressure 5. Describe, quantitatively, how the pressure beneath the surface of a liquid changes with depth and density of the liquid 6. Recall and use the equation for the change in pressure beneath the surface of a liquid change in pressure = density × gravitational field strength × change in height ∆p = ρg∆h |
1. Define pressure as force per unit area; recall and use the equation pressure = force/area p = F/A 2. Describe how pressure varies with force and area in the context of everyday examples 3. State that the pressure at a surface produces a force in a direction at right angles to the surface and describe an experiment to show this 4. explain that the atmosphere exerts a pressure. 5. describe how the height of a liquid column may be used to measure the atmospheric pressure. 6. describe that atmospheric pressure decreases with the increase in height above the Earth’s surface. 7. explain that changes in atmospheric pressure in a region may indicate a change in the weather. 8. Describe how the height of a liquid column in a liquid barometer may be used to determine the atmospheric pressure 9. Describe, quantitatively, how the pressure beneath the surface of a liquid changes with depth and density of the liquid 10. Recall and use the equation for the change in pressure beneath the surface of a liquid change in pressure = density × gravitational field strength × change in height ∆p = ρg∆h 11. Describe the use of a manometer in the measurement of pressure difference. 12. State and apply Pascal's law to systems such as the transmission of pressure in hydraulic systems with particular reference to the hydraulic press and hydraulic brakes on vehicles. 13. Explain how the design of the wings of an aeroplane make use of difference in air pressure to create a lift force while in flight 14. Explain how the partial pressures of gases in the atmosphere affect the proportion of dissolved gases in water bodies and in biological lifeforms that inhale air like human beings 15. Explain how decompression sickness can be caused when subadivers rise to quickly from deep underwater due to the reduction of ambient pressure that causes dissolved gases in the blood to form bubbles |
10. Students are expected to know how the formula is derived, and how the derivation is premised on the idea that the weight of a column of liquid gets distributed over the cross-sectional area of the column, and hence pressure in a liquid is independent of the shape of the container or the total volume of the liquid |
How is pressure generated? How can pressure be regulated? What are the effects of pressure? |
Pressure is an important basic topic, and builds from knowledge of forces. The SLOs are mostly those that are typically taught nationally and internationally at the high school level. Archimedes principle is not required at this level, but it is expected that students will have covered this by the end of Grade 12. In order to encourage reflection about how pressure is related to their everyday lives, SLOs 13-15 have been added. |
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Heat and Thermodynamics |
Understanding 1. define temperature (as quantity which determine the direction of flow of thermal energy). 2. define heat (as the energy transferred resulting from the temperature difference between two objects). 3. list basic thermometric properties for a material to construct a thermometer. 4. convert the temperature from one scale to another (Fahrenheit, Celsius and Kelvin scales). 5. describe rise in temperature of a body in term of an increase in its internal energy. 6. define the terms heat capacity and specific heat capacity. 7. describe heat of fusion and heat of vaporization (as energy transfer without a change of temperature for change of state). 8. describe experiments to determine heat of fusion and heat of vaporization of ice and water respectively by sketching temperature-time graph on heating ice. 9. explain the process of evaporation and the difference between boiling and evaporation. 10. explain that evaporation causes cooling. 11. list the factors which influence surface evaporation. 12. describe qualitatively the thermal expansion of solids (linear and volumetric expansion). 13. explain the thermal expansion of liquids (real and apparent expansion). 14. solve numerical problems based on the mathematical relations learnt in this unit. 15. recall that thermal energy is transferred from a region of higher temperature to a region of lower temperature. 16. describe in terms of molecules and electrons , how heat transfer occurs in solids. 17. state the factors affecting the transfer of heat through solid conductors and hence, define the term “Thermal Conductivity”. 18. solve problems based on thermal conductivity of solid conductors. 19. write examples of good and bad conductors of heat and describe their uses. 20. explain the convection currents in fluids due to difference in density. 21. state some examples of heat transfer by convection in everyday life. 22. explain insulation reduces energy transfer by conduction. 23. describe the process of radiation from all objects. 24. explain that energy transfer of a body by radiation does not require a material medium and rate of energy transfer is affected by: o Colour and texture of the surface o Surface temperature o Surface area Investigation Skills/ Laboratory work 25. determine the melting point of ice by drawing temperature-time graph on heating 26. determine the boiling point of water by drawing temperature-time graph on heating. 27. measure the specific heat of a solid substance by method of mixture using polystyrene cup as calorimeter. 28. determine the specific heat of fusion of ice. 29. demonstrate that evaporation causes cooling. 30. describe convection in water heating by putting a few pinky crystals in a round bottom flask. 31. explain that water is a poor conductor of heat. 32. investigate the absorption of radiation by a black surface and silvery surfaces using Leslie cube. 33. investigate the emission of radiation by a black surface and silvery surfaces using Leslie cube. Science, Technology and Society Connections 34. explain that the bimetallic strip used in thermostat is based on different rate of expansion of different metals on heating. 35. describe one everyday effect due to relatively large specific heat of water. 36. list and explain some of the everyday applications and consequences of thermal expansion. 37. describe the use of cooling caused by evaporation in refrigeration process without using harmful CFC. 38. describe the use of cooking utensils, electric kettle, air conditioner, refrigerator cavity 37. wall insulation, vacuum flask and household hot-water system as a consequence of heat transmission processes. 38. explain convection in seawater to support marine life. 39. describe the role of land breeze and sea breeze for moderate costal climate. 40. describe the role of convection in space heating. 41. Identify and explain some of the everyday applications and consequences of heat transfer by conduction, convection and radiation. 42. explain how the birds are able to fly for hours without flapping their wings and glider is able to rise by riding on thermal currents which are streams of hot air rising in the sky. 43. explain the consequence of heat radiation in greenhouse effect and its effect in global warming. |
1. Know the terms for the changes in state between solids, liquids and gases (gas to solid and solid to gas transfers are not required) 2. Describe the relationship between the motion of particles and temperature, including the idea that there is a lowest possible temperature (−273°C), known as absolute zero, where the particles have least kinetic energy 3. Describe the pressure and the changes in pressure of a gas in terms of the forces exerted by particles colliding with surfaces, creating a force per unit area 4. Explain qualitatively, in terms of particles, the relationship between: (a) pressure and temperature at constant volume (b) volume and temperature at constant pressure (c) pressure and volume at constant temperature 5. Recall and use the equation p1V1 = p2V2, including a graphical representation of the relationship between pressure and volume for a gas at constant temperature 6. Explain applications and consequences of thermal expansion in the context of common examples, including the liquid-in-glass thermometer 7. Explain, in terms of the motion and arrangement of particles, the thermal expansion of solids, liquids and gases, and state the relative order of magnitudes of the expansion of solids, liquids and gases 8. Convert temperatures between kelvin and degrees Celsius; recall and use the equation T (in K) = θ (in °C) + 273 9. Know that an increase in the temperature of an object increases its internal energy 10. Describe an increase in temperature of an object in terms of an increase in the average kinetic energies of all of the particles in the object 11. Define specific heat capacity as the energy required per unit mass per unit temperature increase; recall and use the equation specific heat capacity = change in energy mass × change in temperature c = ∆E m∆θ 12. Describe experiments to measure the specific heat capacity of a solid and of a liquid 13. Describe melting, solidification, boiling and condensation in terms of energy transfer without a change in temperature 14. Know the melting and boiling temperatures for water at standard atmospheric pressure 15. Describe the differences between boiling and evaporation 16. Describe evaporation in terms of the escape of more energetic particles from the surface of a liquid 17. Describe how temperature, surface area and air movement over a surface affect evaporation 18. Explain how evaporation causes cooling 19. Describe latent heat as the energy required to change the state of a substance and explain it in terms of particle behaviour and the forces between particles 20. Describe experiments to distinguish between good and bad thermal conductors 21. Describe thermal conduction in all solids in terms of atomic or molecular lattice vibrations and also in terms of the movement of free (delocalised) electrons in metallic conductors 22. Explain convection in liquids and gases in terms of density changes and describe experiments to illustrate convection 23. Describe the process of thermal energy transfer by infrared radiation and know that it does not require a medium 24. Describe the effect of surface colour (black or white) and texture (dull or shiny) on the emission, absorption and reflection of infrared radiation 25. Describe how the rate of emission of radiation depends on the surface temperature and surface area of an object 26. Describe experiments to distinguish between good and bad emitters of infrared radiation 27. Describe experiments to distinguish between good and bad absorbers of infrared radiation 28. Explain everyday applications using ideas about conduction, convection and radiation, including: (a) heating objects such as kitchen pans (b) heating a room by convection (c) measuring temperature using an infrared thermometer (d) using thermal insulation to maintain the temperature of a liquid and to reduce thermal energy transfer in buildings |
Temperature: 1. Define temperature (as quantity which determine the direction of flow of thermal energy). 2. Define heat (as the energy transferred resulting from the temperature difference between two objects). 3. Describe the relationship between the motion of particles and temperature, including the idea that there is a lowest possible temperature (−273°C), known as absolute zero, where the particles have least kinetic energy 4. Convert temperatures between kelvin and degrees Celsius; recall and use the equation T (in K) = θ (in °C) + 273 5. Know that an increase in the temperature of an object increases its internal energy 6. Describe an increase in temperature of an object in terms of an increase in the average kinetic energies of all of the particles in the object 7. Explain that lasers (through absorption and re-emission of focused light with the right wavelength spectrum and amplitude) can be used to increase or decrease the vibrational kinetic energy of atoms in order to raise and lower the temperature of materials to extremes (working of a laser, concept of photons and coherence is not required). This allows for experimements on Earth to study the properties of matter in extreme conditions such as may be the case in space like in stars. 8. Explain how a physical property which varies with temperature may be used for the measurement of temperature and state examples of such properties. 9. Explain the need for fixed points and state what is meant by the ice point and steam point. 10. Discuss sensitivity, range and linearity of thermometers. 11. Describe the structure and action of liquid-in-glass thermometers (including clinical) and of a thermocouple thermometer, showing an appreciation of its use for measuring high temperatures and those which vary rapidly. 12. Describe and explain how the structure of a liquid-in-glass thermometer affects its sensitivity, range and linearity Thermal Expansion and Kinetic Theory of Matter: 13. Know the terms for the changes in state between solids, liquids and gases (including deposition and sublimation) 14. explain that the bimetallic strip used in thermostat is based on different rate of expansion of different metals on heating. 15. Explain applications and consequences of thermal expansion in the context of common examples, including the liquid-in-glass thermometer 16. Explain, in terms of the motion and arrangement of particles, the thermal expansion of solids, liquids and gases, and state the relative order of magnitudes of the expansion of solids, liquids and gases state the meaning of melting point and boiling point 17. Describe melting, solidification, boiling and condensation in terms of energy transfer without a change in temperature 18. Know the melting and boiling temperatures for water at standard atmospheric pressure 19. Describe qualitatively the thermal expansion of solids (linear and volumetric expansion). 20. Explain the thermal expansion of liquids (real and apparent expansion). Gases, Pressure and Thermal Expansion: 21. Describe the pressure and the changes in pressure of a gas in terms of the forces exerted by particles colliding with surfaces, creating a force per unit area 22. Explain qualitatively, in terms of particles, the relationship between: (a) pressure and temperature at constant volume (b) volume and temperature at constant pressure (c) pressure and volume at constant temperature 23. Recall and use the equation p1V1 = p2V2, including a graphical representation of the relationship between pressure and volume for a gas at constant temperature Heat Capacity: 24. Define specific heat capacity as the energy required per unit mass per unit temperature increase; recall and use the equation specific heat capacity = change in energy mass × change in temperature c = ∆E m∆θ 25. Describe experiments to measure the specific heat capacity of a solid and of a liquid 26. Give examples of everyday effects due to the large specific heat of water. Changes in State: 27. Describe melting, solidification, boiling and condensation in terms of energy transfer without a change in temperature 28. Know the melting and boiling temperatures for water at standard atmospheric pressure 29. Describe the differences between boiling and evaporation 30. Describe evaporation in terms of the escape of more energetic particles from the surface of a liquid 31. Describe how temperature, humidity, surface area and air movement over a surface affect evaporation 32. Explain how evaporation causes cooling 33. Describe the use of cooling caused by evaporation in refrigeration process without using harmful CFC. 34. Describe latent heat as the energy required to change the state of a substance and explain it in terms of particle behaviour and the forces between particles 35. Describe experiments to determine heat of fusion and heat of vaporization of ice and water respectively by sketching temperature-time graph on heating ice. 36. Explain that certain materials, when cooled to near absolute zero, can exhibit: - superconductivity. In this state the vibrational kinetic energy of the atoms are minimal, and so there is minimum resistance (theoretically none) to the flow of electrons. - superfluidity. In this state a liquid will experience zero friction between the molecules of the liquid (zero viscosity). This allows for superfluids to creep over the walls of containers to 'empty' themselves. It also implies that if you stir a superfluid, the vortices will keep spinning indefinitely. Modes of Heat Transfer: 37. Describe experiments to distinguish between good and bad thermal conductors 38. Describe thermal conduction in all solids in terms of atomic or molecular lattice vibrations and also in terms of the movement of free (delocalised) electrons in metallic conductors 39. Explain convection in liquids and gases in terms of density changes and describe experiments to illustrate convection 40. Explain convection in seawater to support marine life 41. Describe the role of land breezes and sea breezes in maintaining moderate costal climates 42. Explain how birds are able to fly for hours without flapping their wings and gliders are able to rise by riding on thermal currents which are streams of hot air rising in the sky. 43. Describe the process of thermal energy transfer by infrared radiation and know that it does not require a medium 44. Describe the effect of surface colour (black or white) and texture (dull or shiny) on the emission, absorption and reflection of infrared radiation 45. Describe how the rate of emission of radiation depends on the surface temperature and surface area of an object 46. Describe experiments to distinguish between good and bad emitters of infrared radiation 47. Describe experiments to distinguish between good and bad absorbers of infrared radiation 48. explain the consequence of heat radiation in greenhouse effect and its effect in global warming. 49. Explain everyday applications using ideas about conduction, convection and radiation, including: (a) heating objects such as kitchen pans (b) heating a room by convection (c) measuring temperature using an infrared thermometer (d) using thermal insulation to maintain the temperature of a liquid and to reduce thermal energy transfer in buildings (e) the mechanism of a household hot-water system 50. Use ideas of convection to explain how cyclones are formed 51. Explain how global warming can contribute to higher chances of extreme weather events in the case of: - hurricanes - heat waves - flooding - rainfall - wildfires - droughts - winter storms, 52. Use ideas of conduction, convection and radiation to explain how magma flows beneath the Earth, why it causes tectonic plate movement, volcanic eruptions and how the center of the Earth remains hot since being formed over 4 billion years ago |
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What is heat? How do we measure how hot an object is? How can heat be transferred? How can heat be made use of? How does an object's temperature affect its properties? Why are there temperature differences in the universe? |
Though a lot of the SLOs are commonly already taught at this level locally and internationally, there have been some new significant additions. SLO 7 was added because it is important for students in the modern era to appreciate the role of lasers, and how research is done on Earth to discover the properities of very cold and very hot materials. This is also why SLO 26 was added; students of the 21st century should know that there is a race in the scientific and engineering community to develop economically viable materials that exhibit the very useful properties of superconductviity and superfluidity. SLOs 51 and 52 was added due to the contemporary importance of understanding natural disasters and how they can be aggravated by climate change. |
7. Is the level of technical detail required clear enough as it is currently phrased? |
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Wave Theory Oscillations, Waves and Optics |
Understanding 1. state the conditions necessary for an object to oscillate with SHM. 2. explain SHM with simple pendulum, ball and bowl examples. 3. draw forces acting on a displaced pendulum. 4. solve problems by using the formula T = 2π √l /g for simple pendulum 5. understand that damping progressively reduces the amplitude of oscillation. 6. describe wave motion as illustrated by vibrations in rope, slinky spring and by experiments with water waves. 7. describe that waves are means of energy transfer without transfer of matter. 8. distinguish between mechanical and electromagnetic waves. 9. identify transverse and longitudinal waves in mechanical media, slinky and springs. 10. define the terms speed (v), frequency (f), wavelength (λ), time period (T), amplitude, crest, trough, cycle, wave front, compression and rarefaction. 11. derive equation v=f λ. 12. solve problems by applying the relation f = 1/T and v = f λ. 13. describe properties of waves such as reflection, refraction and diffraction with the help of ripple tank. Investigation Skills/ Laboratory Work • construct a transverse wave model • construct a longitudinal wave model by hanging a weight with a spring • prove that time period is independent of i. mass of the pendulum ii. amplitude of the pendulum • analyze information from the given displacement-time graph for transverse wave motion. • Find the value of ‘g’ using simple pendulum. Science, Technology and Society Connections • explain the diffraction of radiowaves but not of T.V waves (transmission can be heard in such areas where the waves cannot reach directly). |
1. Know that waves transfer energy without transferring matter 2. Describe what is meant by wave motion as illustrated by vibrations in ropes and springs and by experiments using water waves 3. Describe the features of a wave in terms of wavefront, wavelength, frequency, crest (peak), trough, amplitude and wave speed 4. Define the terms: (a) frequency as the number of wavelengths that pass a point per unit time (b) wavelength as the distance between two consecutive, identical points such as two consecutive crests (c) amplitude as the maximum distance from the mean position 5. Recall and use the equation wave speed = frequency × wavelength v = f λ 6. Know that for a transverse wave, the direction of vibration is at right angles to the direction of the energy transfer, and give examples such as electromagnetic radiation, waves on the surface of water, and seismic S-waves (secondary) 7. Know that for a longitudinal wave, the direction of vibration is parallel to the direction of the energy transfer, and give examples such as sound waves and seismic P-waves (primary) 8. Describe how waves can undergo: (a) reflection at a plane surface (b) refraction due to a change of speed (c) diffraction through a gap 9. Describe how wavelength and gap size affects diffraction through a gap 10. Describe the use of a ripple tank to show: (a) reflection at a plane surface (b) refraction due to a change in speed caused by a change in depth (c) diffraction due to a gap (d) diffraction due to an edge 11. Describe how wavelength affects diffraction at an edge |
1. Know that waves transfer energy without transferring matter 2. Describe what is meant by wave motion as illustrated by vibrations in ropes and springs and by experiments using water waves 3. Describe the features of a wave in terms of wavefront, wavelength, frequency, crest (peak), trough, amplitude and wave speed 4. Define the terms: (a) frequency as the number of wavelengths that pass a point per unit time (b) wavelength as the distance between two consecutive, identical points such as two consecutive crests (c) amplitude as the maximum distance from the mean position 5. Derive, recall and use the equation wave speed = frequency × wavelength v = f λ 6. Know that for a transverse wave, the direction of vibration is at right angles to the direction of the energy transfer, and give examples such as electromagnetic radiation, waves on the surface of water, and seismic S-waves (secondary) 7. Know that for a longitudinal wave, the direction of vibration is parallel to the direction of the energy transfer, and give examples such as sound waves and seismic P-waves (primary) 8. Explain how tsunamis are generated in terms of underwater earthquakes/volcanic activity generating waves that increase in frequency and amplitude as they encounter increasingly shallow water 9. Describe how waves can undergo: (a) reflection at a plane surface (b) refraction due to a change of speed (c) diffraction through a gap 10. Describe how wavelength and gap size affects diffraction through a gap 11. Describe the use of a ripple tank to show: (a) reflection at a plane surface (b) refraction due to a change in speed caused by a change in depth (c) diffraction due to a gap (d) diffraction due to an edge 12. Describe how wavelength affects diffraction at an edge |
8. Students should explain in terms of the combination of transverse and longitudinal waves that are produced in the sea |
What is the nature of vibration? How can vibration be studied? How can vibration be harnessed? |
Most of these standards are from conventional SLOs taught at this grade level nationally and internationally. SLO 8 was added since it is important to understand how natural disasters are generated, and because it is an example of how both transverse and longitudinal waves can together through the same medium. |
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Sound Oscillations, Waves and Optics |
Understanding • explain how sound is produced by vibrating sources and that sound waves require a material medium for their propagation. • describe the longitudinal nature of sound waves (as a series of compressions and rarefactions). • define the terms pitch, loudness and quality of sound. • describe the effect of change in amplitude on loudness and the effect of change in frequency on pitch of sound. • define intensity and state its SI unit. • describe what is meant by intensity level and give its unit. • explain that noise is a nuisance. • describe how reflection of sound may produce echo. • describe audible frequency range. • describe the importance of acoustic protection. • solve problem based on mathematical relations learnt in this unit. Investigation Skills/ Laboratory work • identify sources of noise in their environment and suggest how such noise can be reduced to an acceptable level. • estimate the speed of sound in air by echo method. Science, Technology and Society Connections • describe that some sounds are injurious to health. • describe how knowledge of the properties of sound waves is applied in the design of buildings with respect to acoustics. • describe how ultrasound techniques are used in medical and industry. • explain the use of soft materials to reduce echo sounding in classroom studies, and other public gathering buildings. |
1. Describe the production of sound by vibrating sources 2 Describe the longitudinal nature of sound waves and describe compressions and rarefactions 3 State the approximate range of frequencies audible to humans as 20Hz to 20000Hz 4 Explain why sound waves cannot travel in a vacuum and describe an experiment to demonstrate this 5. Describe how changes in amplitude and frequency affect the loudness and pitch of sound waves 6. Describe how different sound sources produce sound waves with different qualities (timbres), as shown by the shape of the traces on an oscilloscope 7. Describe an echo as the reflection of sound waves 8. Describe simple experiments to show the reflection of sound waves 9. Describe a method involving a measurement of distance and time for determining the speed of sound in air 10. Know that the speed of sound in air is approximately 330–350m/s 11. Know that, in general, sound travels faster in solids than in liquids and faster in liquids than in gases 12. Define ultrasound as sound with a frequency higher than 20kHz 13. Describe the uses of ultrasound in cleaning, prenatal and other medical scanning, and in sonar (including calculation of depth or distance from time and wave speed) |
1. Describe the production of sound by vibrating sources 2. Describe the longitudinal nature of sound waves and describe compressions and rarefactions 3. State the approximate range of frequencies audible to humans as 20Hz to 20000Hz 4. Explain why sound waves cannot travel in a vacuum and describe an experiment to demonstrate this 5. Describe how changes in amplitude and frequency affect the loudness and pitch of sound waves 6. Describe how different sound sources produce sound waves with different qualities (timbres), as shown by the shape of the traces on an oscilloscope 7. Describe an echo as the reflection of sound waves 8. Describe simple experiments to show the reflection of sound waves 9. Describe a method involving a measurement of distance and time for determining the speed of sound in air 10. Know that the speed of sound in air is approximately 330–350m/s 11. Know that, in general, sound travels faster in solids than in liquids and faster in liquids than in gases 12. Define ultrasound as sound with a frequency higher than 20kHz 13. Describe the uses of ultrasound in cleaning, prenatal and other medical scanning, and in sonar (including calculation of depth or distance from time and wave speed) 14. Describe the use of infrasound by elephants in communication, and in the study of seismic activity 15. Explain the effects of noise pollution on the environment 16. Describe the importance of acoustic protection 17. Describe how knowledge of the properties of sound waves is applied in the design of buildings with respect to acoustics 18. Explain the use of soft materials to reduce echo sounding in classroom studies, and other public gathering buildings. 19. Explain, with examples, how sound can reflect, refract and diffract 20. Explain that sound is converted by the ear drum and nerves into electrical signals that are then interprered by the brain |
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How is sound produced? How can sound be harnessed? What are the effects of sound on the external environment? |
These are broadly SLOs that are already typically taught in introductory physics courses at the high school level in Pakistan and internationally. They provide an important foundation in the physics of how sound propagates. |
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Geometrical Optics Oscillations, Waves and Optics |
Understanding • describe the terms used in reflection including normal, angle of incidence, angle of reflection and state laws of reflection. • solve problems of image location by spherical mirrors by using mirror formula. • define the terminology for the angle of incidence i and angle of refraction r and describe the passage of light through parallel-sided transparent material. • solve problems by using the equation sin i /sin r = n (refractive index). • state the conditions for total internal reflection. • describe the passage of light through a glass prism. • describe how total internal reflection is used in light propagation through optical fibres. • describe how light is refracted through lenses. • define power of a lens and its unit. • solve problems of image location by lenses using lens formula. • define the terms resolving power and magnifying power. • draw ray diagram of simple microscope and mention its magnifying power. • draw ray diagram of compound microscope and mention its magnifying power. • draw ray diagram of a telescope and mention its magnifying power • draw ray diagrams to show the formation of images in the normal eye, a shortsighted eye and a long-sighted eye. • describe the correction of short-sight and long-sight. Investigation Skills/ Laboratory work • perform a first-hand investigation to calculate the refractive index of glass or Perspex. • plan and perform to find the refractive index of water using a concave mirror. • plan and investigate the formation of images by a concave mirror. • plan and investigate the formation of images by a convex lens. • determine the focal length of a convex lens by parallax method. • set up a microscope and a telescope. • plan and determine critical angle using a semicircular glass slab or by a prism. • trace the path of a ray of light through a glass prism and measure the angle of deviation. Science, Technology and Society Connections • describe the use of spherical mirrors for safe driving, blind turns on hilly roads, dentist mirror. • describe the use of optical fibres in telecommunications and medical field and state the advantages of their use. • describe the use of a single lens as a magnifying glass and in a camera, projector and photographic enlarger and draw ray diagrams to show how each forms an image. • describe the use of lenses/ contact lenses for rectifying vision defects of the human eye. • describe the exploration of the world of micro organism by using microscopes and of distant celestial bodies by telescopes. |
1. Define and use the terms normal, angle of incidence and angle of reflection 2. Describe an experiment to illustrate the law of reflection 3. Describe an experiment to find the position and characteristics of an optical image formed by a plane mirror (same size, same distance from mirror as object and virtual) 4. State that for reflection, the angle of incidence is equal to the angle of reflection and use this in constructions, measurements and calculations 5. Define and use the terms normal, angle of incidence and angle of refraction 6. Define refractive index n as n = sin i/sin r; recall and use this equation 7. Describe an experiment to show refraction of light by transparent blocks of different shapes 8. Define the terms critical angle and total internal reflection; recall and use the equation n = 1/sin c 9. Describe experiments to show internal reflection and total internal reflection 10. Describe the use of optical fibres, particularly in telecommunications, stating the advantages of their use in each context 11. Describe the action of thin converging and thin diverging lenses on a parallel beam of light 12. Define and use the terms focal length, principal axis and principal focus (focal point) 13. Draw ray diagrams to illustrate the formation of real and virtual images of an object by a converging lens and know that a real image is formed by converging rays and a virtual image is formed by diverging rays 14. Define linear magnification as the ratio of image length to object length; recall and use the equation linear magnification = image length/object length 15. Describe the use of a single lens as a magnifying glass 16. Draw ray diagrams to show the formation of images in the normal eye, a short-sighted eye and a long-sighted eye 17. Describe the use of converging and diverging lenses to correct long-sightedness and short-sightedness 18. Describe the dispersion of light as illustrated by the refraction of white light by a glass prism 19. Know the traditional seven colours of the visible spectrum in order of frequency and in order of wavelength |
1. Define and use the terms normal, angle of incidence and angle of reflection 2. State that light travels in straight lines (assuming it is in the same medium and not under the influence of extreme gravity), and describe an experiment to prove this 3. Describe an experiment to illustrate the law of reflection 4. Describe an experiment to find the position and characteristics of an optical image formed by a plane mirror (same size, same distance from mirror as object and virtual) 5. State that for reflection, the angle of incidence is equal to the angle of reflection and use this in constructions, measurements and calculations 6. Define and use the terms normal, angle of incidence and angle of refraction 7. Apply the qualitative principle that a wave bends towards the normal when it slows down while entering a medium, and that it bends away from the normal if it speeds up when it enters a new medium (in the case the angle of incidence is zero, then the waves continues parallel to the normal) 8. Define the refractive index from a vaccum to a medium for light as c/v 9. Define refractive index n as n = sin i/sin r; recall and use this equation 10. Describe an experiment to show refraction of light by transparent blocks of different shapes 11. Define the terms critical angle and total internal reflection; derive, recall and use the equation n = 1/sin c 12. Describe experiments to show internal reflection and total internal reflection 13. Describe the use of optical fibres, particularly in telecommunications, stating the advantages of their use in each context 12. Describe the action of thin converging and thin diverging lenses on a parallel beam of light 13. Define and use the terms focal length, principal axis and principal focus (focal point) 14. Draw ray diagrams to illustrate the formation of real and virtual images of an object by a converging lens and know that a real image is formed by converging rays and a virtual image is formed by diverging rays 15. Define linear magnification as the ratio of image length to object length; recall and use the equation linear magnification = image length/object length 16. Describe the use of a single lens as a magnifying glass 17. Draw ray diagrams to show the formation of images in the normal eye, a short-sighted eye and a long-sighted eye 18. Describe the use of converging and diverging lenses to correct long-sightedness and short-sightedness 19. Describe the dispersion of light (including the detection of non-visible spectra by a thermometer) as illustrated by the refraction of white light by a glass prism 20. Know the traditional seven colours of the visible spectrum in order of frequency and in order of wavelength 21. Describe the use of a single lens as a magnifying glass and in a camera, projector and photographic enlarger and draw ray diagrams to show how each forms an image. 22. Describe the use of lenses/ contact lenses for rectifying vision defects of the human eye. 23. Explain the role of rods and cones in the eye, along with the brain, in detecting light and discerning color in combinations of 3 channels (red, green, blue). Know that different living organisms may see more and less colors e.g. the mantis shrimp has 12 channels of color and view ultra violet light. 24. Explain that extreme gravity from interstellar objects like blackholes can cause light to apparently bend (from the perspective of the observer) in a way that is analagous to a simple lens. This is called 'gravitational lensing'. 25.Explain that with the help of 3D printers, it is possible to develop 'acoustic lenses' that are made of materials and shapes that work to focus or diverge sound |
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What is the nature of light? How can light be harnessed? How do we see? |
These are broadly the conventional SLOs taught nationally and internationally for light, a foundational subject for physics. SLO 23 was added in order to help students learn about vision beyond the model of an eye as a converging lens. SLOs 24 and 25 were added in order to help students relate their concepts of lenses to waves more generally, beyond light. |
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Electromagnetic Waves Oscillations, Waves and Optics |
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1. Know the main regions of the electromagnetic spectrum in order of frequency and in order of wavelength 2. Know that the speed of all electromagnetic waves in: (a) a vacuum is 3.0 × 108m/s (b) air is approximately the same as in a vacuum 3. Describe the role of the following components in the stated applications: (a) radio waves – radio and television communications, astronomy (b) microwaves – satellite television, mobile (cell) phone, Bluetooth, microwave ovens (c) infrared – household electrical appliances, remote controllers, intruder alarms, thermal imaging, optical fibres (d) visible light – photography, vision (e) ultraviolet – security marking, detecting counterfeit bank notes, sterilising water (f) X-rays – hospital use in medical imaging, security scanners, killing cancerous cells, engineering applications such as detecting cracks in metal (g) gamma rays – medical treatment in detecting and killing cancerous cells, sterilising food and medical equipment, engineering applications such as detecting cracks in metal 4. Describe the damage caused by electromagnetic radiation, including: (a) excessive exposure causing heating of soft tissues and burns (b) ionising effects caused by ultraviolet (skin cancer and cataracts), X-rays and gamma rays (cell mutation and cancer) |
1. Know the main regions of the electromagnetic spectrum in order of frequency and in order of wavelength 2. Know that the speed of all electromagnetic waves in: (a) a vacuum is 3.0 × 10^8 m/s (b) air is approximately the same as in a vacuum 3. Describe the role of the following components in the stated applications: (a) radio waves – radio and television communications, astronomy (b) microwaves – satellite television, mobile (cell) phone, Bluetooth, microwave ovens (c) infrared – household electrical appliances, remote controllers, intruder alarms, thermal imaging, optical fibres (d) visible light – photography, vision (e) ultraviolet – security marking, detecting counterfeit bank notes, sterilising water (f) X-rays – hospital use in medical imaging, security scanners, killing cancerous cells, engineering applications such as detecting cracks in metal (g) gamma rays – medical treatment in detecting and killing cancerous cells, sterilising food and medical equipment, engineering applications such as detecting cracks in metal 4. Describe the damage caused by electromagnetic radiation, including: (a) excessive exposure causing heating of soft tissues and burns (b) ionising effects caused by ultraviolet (skin cancer and cataracts), X-rays and gamma rays (cell mutation and cancer) 5. Explain qualitatively in terms of wavelength changes how scattering of light by molecules in the air give the sky its blue color during the day and its shades of red during sunset (use of the terms Rayleigh and Mei scattering are not required) 6. Explain that technology launched into space like the Hubble and James Webb telescopes are playing strong roles in interstellar research, and they rely on the diffraction and refraction of non-visible spectra to study objects that are not in direct line of 'sight' 7. Explain that theoretically light can also considered to be made of massless particles that carry energy and momentum called 'photons'. As an example of this particle nature, light exerts pressure on objects (very slight) and this has been used by satellites that have 'solar sails' that accelerate with the help of force from light rays. |
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What is the nature of light? How can light be harnessed? How do we see? |
These are broadly the conventional SLOs taught nationally and internationally for electromagnetic radition, a foundational subject for physics. In the 2006 National Curriculum this topic is covered in Grades 11-12, but it is better to cover it in these lower grades because it is conceptually easy with no mathematics, connects well with learning about geometrical optics and generates wonder about the natural world. It also connects with the news SLOs interspersed through the standards on modern physics relating to relativity and quantum mechanics. SLO 25 was added because otherwise unfotrunately most students go through high school physics without learning why the sky is blue during the day and red at sunset. SLOs 26 and 27 connect electromagnetism with cutting edge modern physics, so that students get perspective on what opportunities are there to explore in electromagnetism in their careers if they choose to pursue STEM subjects later on. SLO 27 also introduces students to the debate about whether light is wave or a particle or a 'wavicle'? |
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Magnetism Electricity and Magnetism |
N/A |
1. Describe the forces between magnetic poles and between magnets and magnetic materials, including the use of the terms north pole (N pole), south pole (S pole), attraction and repulsion, magnetised and unmagnetised 2. Describe induced magnetism 3. State the difference between magnetic and non-magnetic materials 4. State the differences between the properties of temporary magnets (made of soft iron) and the properties of permanent magnets (made of steel) 5. Describe a magnetic field as a region in which a magnetic pole experiences a force 6. Describe the plotting of magnetic field lines with a compass or iron filings and the use of a compass to determine the direction of the magnetic field 7. Draw the pattern and direction of the magnetic field lines around a bar magnet 8. State that the direction of the magnetic field at a point is the direction of the force on the N pole of a magnet at that point 9. Know that the relative strength of a magnetic field is represented by the spacing of the magnetic field lines 10. Describe uses of permanent magnets and electromagnets |
1. Describe the forces between magnetic poles and between magnets and magnetic materials, including the use of the terms north pole (N pole), south pole (S pole), attraction and repulsion, magnetised and unmagnetised 2. Describe induced magnetism 3. State the difference between magnetic and non-magnetic materials 4. State the differences between the properties of temporary magnets (made of soft iron) and the properties of permanent magnets (made of steel) 5. Describe a magnetic field as a region in which a magnetic pole experiences a force 6. Describe the plotting of magnetic field lines with a compass or iron filings and the use of a compass to determine the direction of the magnetic field 7. Draw the pattern and direction of the magnetic field lines around a bar magnet 8. State that the direction of the magnetic field at a point is the direction of the force on the N pole of a magnet at that point 9. Know that the relative strength of a magnetic field is represented by the spacing of the magnetic field lines 10. Describe uses of permanent magnets and electromagnets 11. Explain qualitatively in terms of the domain theory of magnetism how materials can be magnetised and demagnetised (stroking method, heating, orienting in north-south direction and striking, use of a solenoid) 12. Explain qualitativly terms of the domain theory of magnetism the differences between ferromagnetic, paramagnetic and diamagnetic materials in their reaction to external magnetic fields 13. Explain that the Earth has a magnetic field that: - is opposite to its geographical north-south orientation - protects life on the planet from cosmic radiation - allows animals that make use of biomagnetism (e.g. many birds and turtles) to navigate during migration 14. Ilustrate applications of magets in recording technology, and how electronic devices need to be kept safe from strong magnetic fields 15. Explain that soft magnetic materials (such as soft iron) can be to provide shielding from magnetic fields 16. Explain how ferrofluids make use of temporary soft magnetic materials suspended in liquids to develop fluids that react to the poles of a magnet and have many applications in fields such as electronics |
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What is the nature of magnetism? What causes magnetism? How do magnetic fields affect their surroundings? How can magnetic fields be harnessed? |
These are broadly the conventional SLOs taught nationally and internationally for magnetism, a foundational subject for physics. An emphasis has been put on students understanding the domain theory of magnetism without jumping into any mathematics in order to appreciate the current theory around how this phenomemon is generated. SLO 16 is incorporated because it indicates an exciting contemporary way in which magnets are being harnessed; it also provides students an exciting investigative science project possibility. |
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Electrostatics Electricity |
Understanding • describe simple experiments to show the production and detection of electric charge. • describe experiments to show electrostatic charging by induction. • state that there are positive and negative charges. • describe the construction and working principle of electroscope. • state and explain Coulomb’s law. • solve problems on electrostatic charges by using Coulomb’s law. • define electric field and electric field intensity. • sketch the electric field lines for an isolated +ve and –ve point charges. • describe the concept of electrostatic potential. • define the unit “volt”. • describe potential difference as energy transfer per unit charge. • describe one situation in which static electricity is dangerous and the precautions taken to ensure that static electricity is discharged safely. • describe that the capacitor is charge storing device. • define capacitance and its unit. • derive the formula for the effective capacitance of a number of capacitors connected in series and in parallel. • apply the formula for the effective capacitance of a number of capacitors connected in series and in parallel to solve related problems. Investigation Skills/ Laboratory work • demonstrate the existence of different kind of charges. • demonstrate that like charges repel each other and unlike charges attract each other using an electroscope. • detect the type of charge on a body using an electroscope. Science, Technology and Society Connections • describe the use of electrostatic charging (e.g. spraying of paint and dust extraction). • list the use of capacitors in various electrical appliances. |
1. State that there are positive and negative charges and that charge is measured in coulombs 2. State that unlike charges attract and like charges repel 3. Describe experiments to show electrostatic charging by friction 4. Explain that charging of solids by friction involves only a transfer of negative charge (electrons) 5. Describe an electric field as a region in which an electric charge experiences a force 6. State that the direction of an electric field line at a point is the direction of the force on a positive charge at that point 7. Describe simple electric field patterns, including the direction of the field: (a) around a point charge (b) around a charged conducting sphere (c) between two oppositely charged parallel conducting plates (end effects will not be examined) 8 State examples of electrical conductors and insulators 9 Describe an experiment to distinguish between electrical conductors and insulators 10 Recall and use a simple electron model to explain the difference between electrical conductors and insulators |
1. State that there are positive and negative charges and that charge is measured in coulombs 2. State that unlike charges attract and like charges repel 3. Describe experiments to show electrostatic charging by friction 4. Explain that charging of solids by friction involves only a transfer of negative charge (electrons) 5. Explain how and why an insulator can be discharged by: - putting it above a flame - exposing it to damp conditions 6. Explain how a conductor can be charged by electric induction and then "earthing" 7. Describe examples where charging could be a problem, e.g. lightning. 8. Describe examples where charging is helpful, e.g. photocopier and electrostatic precipitator. 9. Describe an electric field as a region in which an electric charge experiences a force 10. State that the direction of an electric field line at a point is the direction of the force on a positive charge at that point 11. Describe simple electric field patterns, including the direction of the field: (a) around a point charge (b) around a charged conducting sphere (c) between two oppositely charged parallel conducting plates (end effects will not be examined) 12. State examples of electrical conductors and insulators 13. Describe an experiment to distinguish between electrical conductors and insulators 14. Recall and use a simple electron model to explain the difference between electrical conductors and insulators 15. Explain how a lightning rod can protect humans from electrocution from lightning strikes 16. Explain that electrical breakdown occurs when a strong electric field passes through a material and causes its atoms to ionize. Corona discharge and Lichtenburg figures are visible examples of electrical breakdown. 16. Explain how lightning is generated: - through friction between the water molecules suspended in clouds in the case of thunderstorms, and from between smoke particules in the case of volcanic lightning - lightning streamers are created through the process of electrical breakdown and this provided a path for the electric current from one charged object to the other - in the case of cloud-ground lightning a strong electric field from the clouds induces an opposite net charge in the conducting material present in the ground, and when this field becomes strong enough it generates lightning streams that provide the path for cloud-to-ground and ground-to-cloud discharge 17. Explain that there are many kinds of atmospheric lightning (e.g. sprites, jets, elves, trolls, pixies, ghosts, ball lightning) that are still being researched 18. Explain the workings and applications of a Van De Graaf generator 19. Explain how a Faraday cage works by inducing internal electric fields that work to shield the inside from the influence of external electric fields |
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What is the nature of electric charge? How does electric charge travel? How can objects become electrically charged? How can objects be kept safe from electric charge? How can electric charges be harnessed? |
Electrostatics is an important foundational physics topic that is unfortunatetly too often taught abstractly and theoretically as a building block to understand current electricity. The SLOs developed include many conventional learning outcomes that meet these building block requirements, but then SLOs 15 through 19 have been added to help students appreciate how exciting and applicable electrostatics is a field within itself; with many unresolved mysteries for future scientists to investigate. |
Should an SLO on plasma lamps or Tesal coils be added? Would that be viable without getting into any advanced physics? |
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Electric Current Electricity |
Understanding • define electric current. • describe the concept of conventional current. • understand the potential difference across a circuit component and name its unit . • describe Ohm’s law and its limitations. • define resistance and its unit(Ω). • calculate the effective resistance of a number of resistances connected in series and also in parallel. • describe the factors affecting the resistances of a metallic conductor. • distinguish between conductors and insulators. • sketch and interpret the V-I characteristics graph for a metallic conductor, a filament lamp and a thermister. • describe how energy is dissipated in a resistance and explain Joule’s law. • apply the equation E=I.Vt = I2Rt = V2 t/R to solve numerical problem. • calculate the cost of energy when given the cost per kWh. • distinguish between D.C and A.C. • identify circuit components such as switches, resistors, batteries etc. • describe the use of electrical measuring devices like galvanometer, ammeter and voltmeter (construction and working principles not required). • construct simple series (single path) and parallel circuits (multiple paths). • predict the behaviour of light bulbs in series and parallel circuit such as for celebration lights. • state the functions of the live, neutral and earth wires in the domestic main supply. • state reason why domestic supplies are connected in parallel. • describe hazards of electricity (damage insulation, overheating of cables, damp conditions). • explain the use of safety measures in household electricity, (fuse, circuit breaker, earth wire). Investigation Skills/ Laboratory work • measure the electric current through a bulb using battery or cell in a given circuit with the help of an ammeter. • measure the potential difference across a (i) bulb (ii) battery or cell in a given circuit using voltmeter. • investigate that voltage across all the components remains same in parallel circuit. • verify ohms law by devising an experiment. • determine the resistance of a resistor using a voltmeter and an ammeter. • plan, choose equipments or recourses and perform a first hand investigation to construct a model household circuit using electrical components. • determine the resistance of a galvanometer by half deflection method. Science, Technology, and Society Connections. • write a paragraph by realizing that it is difficult to imagine what life would be like without electricity. • Identify ways to reduce electricity consumption in everyday life. • calculate the total cost of electrical energy used in one month (30 day) at home. Suggest ways how it can be reduced without compromising the comforts and benefits of electricity. • describe the damages of an electric shock from appliances on the human body. • explain the under lying principles in the working of volume controls of radio and T.V. • identify the use of fuses, circuit breakers, earthing, double insulation and other safety measures in relation to household electricity. |
1. Define electric current as the charge passing a point per unit time; recall and use the equation electric current = charge/time I = Q/t 2. Describe electrical conduction in metals in terms of the movement of free electrons 3. Know that current is measured in amps (amperes) and that the amp is given by coulomb per second (C/s) 4. Know the difference between direct current (d.c.) and alternating current (a.c.) 5. State that conventional current is from positive to negative and that the flow of free electrons is from negative to positive 6. Describe the use of ammeters (analogue and digital) with different ranges 7. Define e.m.f. (electromotive force) as the electrical work done by a source in moving a unit charge around a complete circuit; recall and use the equation e.m.f. = work done (by a source) charge E = W/Q 8. Define p.d. (potential difference) as the work done by a unit charge passing through a component; recall and use the equation p.d. = work done (on a component) charge V = W/Q 9. Know that e.m.f. and p.d. are measured in volts and that the volt is given by joule per coulomb (J/C) 10. Describe the use of voltmeters (analogue and digital) with different ranges 11. Calculate the total e.m.f. where several sources are arranged in series 12. State that the e.m.f of identical sources connected in parallel is equal to the e.m.f. of one of the sources 13. Recall and use the equation resistance = p.d./current R = V/I 14. Describe an experiment to determine resistance using a voltmeter and an ammeter and do the appropriate calculations 15. Recall and use, for a wire, the direct proportionality between resistance and length, and the inverse proportionality between resistance and cross-sectional area 16. State Ohm’s law, including reference to constant temperature 17. Sketch and explain the current–voltage graphs for a resistor of constant resistance, a filament lamp and a diode 18. Describe the effect of temperature increase on the resistance of a resistor, such as the filament in a filament lamp 19. Draw and interpret circuit diagrams with cells, batteries, power supplies, generators, oscilloscopes, potential dividers, switches, resistors (fixed and variable), heaters, thermistors (NTC only), light-dependent resistors (LDRs), lamps, motors, ammeters, voltmeters, magnetising coils, transformers, fuses, relays, diodes and light-emitting diodes (LEDs), and know how these components behave in the circuit 20. Recall and use in calculations, the fact that: (a) the current at every point in a series circuit is the same (b) the sum of the currents entering a junction in a parallel circuit is equal to the sum of the currents that leave the junction (c) the total p.d. across the components in a series circuit is equal to the sum of the individual p.d.s across each component (d) the p.d. across an arrangement of parallel resistances is the same as the p.d. across one branch in the arrangement of the parallel resistances 21. Calculate the combined resistance of two or more resistors in series 22. Calculate the combined resistance of two resistors in parallel 23. Calculate current, voltage and resistance in parts of a circuit or in the whole circuit 24. Describe the action of negative temperature coefficient (NTC) thermistors and light-dependent resistors and explain their use as input sensors 25. Describe the action of a variable potential divider 26. Recall and use the equation for two resistors used as a potential divider R1/R2= V1/V2 27. State common uses of electricity, including heating, lighting, battery charging and powering motors and electronic systems 28. State the advantages of connecting lamps in parallel in a lighting circuit 29. Recall and use the equation power = current × voltage P = IV 30. Recall and use the equation energy = current × voltage × time E = IVt 31. Define the kilowatt-hour (kWh) and calculate the cost of using electrical appliances where the energy unit is the kWh 32. State the hazards of: (a) damaged insulation (b) overheating cables (c) damp conditions (d) excess current from overloading of plugs, extension leads, single and multiple sockets when using a mains supply 33. Explain the use and operation of trip switches and fuses and choose appropriate fuse ratings and trip switch settings 34. Explain what happens when a live wire touches a metal case that is earthed 35. Explain why the outer casing of an electrical appliance must be either non-conducting (double-insulated) or earthed 36. Know that a mains circuit consists of a live wire (line wire), a neutral wire and an earth wire and explain why a switch must be connected into the live wire for the circuit to be switched off safely 37. Explain why fuses and circuit breakers are connected into the live wire |
Electric Current and Ohm's Law: 1. Define electric current as the charge passing a point per unit time; recall and use the equation electric current = charge/time I = Q/t 2. Describe electrical conduction in metals in terms of the movement of free electrons 3. Know that current is measured in amps (amperes) and that the amp is given by coulomb per second (C/s) 4. Know the difference between direct current (d.c.) and alternating current (a.c.) 5. State that conventional current is from positive to negative and that the flow of free electrons is from negative to positive 6. Describe the use of ammeters (analogue and digital) with different ranges 7. Define e.m.f. (electromotive force) as the electrical work done by a source in moving a unit charge around a complete circuit; recall and use the equation e.m.f. = work done (by a source) charge E = W/Q 8. Define p.d. (potential difference) as the work done by a unit charge passing through a component; recall and use the equation p.d. = work done (on a component) charge V = W/Q 9. Know that e.m.f. and p.d. are measured in volts and that the volt is given by joule per coulomb (J/C) 10. Describe the use of voltmeters (analogue and digital) with different ranges 11. Calculate the total e.m.f. where several sources are arranged in series 12. State that the e.m.f of identical sources connected in parallel is equal to the e.m.f. of one of the sources 13. Recall and use the equation resistance = p.d./current R = V/I 14. Describe an experiment to determine resistance using a voltmeter and an ammeter and do the appropriate calculations 15. Recall and use, for a wire, the direct proportionality between resistance and length, and the inverse proportionality between resistance and cross-sectional area 16. State Ohm’s law, including reference to constant temperature 17. Sketch and explain the current–voltage graphs for a resistor of constant resistance, a filament lamp and a diode 18. Describe the effect of temperature increase on the resistance of a resistor, such as the filament in a filament lamp Circuit Diagrams: 19. Draw and interpret circuit diagrams with cells, batteries, power supplies, generators, oscilloscopes, potential dividers, switches, resistors (fixed and variable), heaters, thermistors (NTC only), light-dependent resistors (LDRs), lamps, motors, ammeters, voltmeters, magnetising coils, transformers, fuses, relays, diodes and light-emitting diodes (LEDs), and know how these components behave in the circuit 20. Recall and use in calculations, the fact that: (a) the current at every point in a series circuit is the same (b) the sum of the currents entering a junction in a parallel circuit is equal to the sum of the currents that leave the junction (c) the total p.d. across the components in a series circuit is equal to the sum of the individual p.d.s across each component (d) the p.d. across an arrangement of parallel resistances is the same as the p.d. across one branch in the arrangement of the parallel resistances 21. Calculate the combined resistance of two or more resistors in series 22. Calculate the combined resistance of two resistors in parallel 23. Calculate current, voltage and resistance in parts of a circuit or in the whole circuit 24. Describe the action of negative temperature coefficient (NTC) thermistors and light-dependent resistors and explain their use as input sensors 25. Describe the action of a variable potential divider 26. Recall and use the equation for two resistors used as a potential divider R1/R2= V1/V2 Practical Electricty: 27. State common uses of electricity, including heating, lighting, battery charging and powering motors and electronic systems 28. State the advantages of connecting lamps in parallel in a lighting circuit 29. Recall and use the equation power = current × voltage P = IV 30. Recall and use the equation energy = current × voltage × time E = IVt 31. Define the kilowatt-hour (kWh) and calculate the cost of using electrical appliances where the energy unit is the kWh 32. State the hazards of: (a) damaged insulation (b) overheating cables (c) damp conditions (d) excess current from overloading of plugs, extension leads, single and multiple sockets when using a mains supply 33. Explain the use and operation of trip switches and fuses and choose appropriate fuse ratings and trip switch settings 34. Explain what happens when a live wire touches a metal case that is earthed 35. Explain why the outer casing of an electrical appliance must be either non-conducting (double-insulated) or earthed 36. Know that a mains circuit consists of a live wire (line wire), a neutral wire and an earth wire and explain why a switch must be connected into the live wire for the circuit to be switched off safely 37. Explain why fuses and circuit breakers are connected into the live wire 38. Explain why domestic supplies are connected in parallel. 29. Explain the damage that can electric shock could do to a human being in terms of burns, cardio-respiratory failure and seizures Bioelectricity: 30. Explain that in humans and many other living organisms: - cells control the flow of specific charged elements across the membrane with proteins that sit on the cell surface and create an opening for certain ions to pass through. These proteins are called ion channels. - When a cell is stimulated, it allows positive charges to enter the cell through open ion channels. The inside of the cell then becomes more positively charged, which triggers further electrical currents that can turn into electrical pulses, called action potentials. - The bodies of many organisms use certain patterns of action potentials to initiate the correct movements, thoughts and behaviors. 31. State that there several species of aquatic life, such as Electrophorus Electricus, that can naturally generate external electric shocks through internal biological mechanisms that act as batteries 32. Explain, with examples of animals with this ability, that electroreception is the ability to detect weak naturally occurring electrostatic fields in the environment. |
32. Electroreception is found in a number of vertebrate species, including the members of two distinct lineages of teleosts (a group of ray-finned fishes) and monotremes (egg-laying mammals). Bumblebees also are able to detect weak electric fields. In vertebrates electroreception is made possible through the existence of sensitive electroreceptor organs in the skin. |
What is the nature of electric charge? How does electric charge travel? How can objects become electrically charged? How can objects be kept safe from electric charge? How can electric charges be harnessed? |
These are broadly SLOs that are already typically taught in introductory physics courses at the high school level in Pakistan and internationally. They provide an important foundation in the physics of current electricity. BioPhysics is an important growing field, so SLOs 30, 31 and 32 have been added to teach students about how living organisms use electricity to survive. There is no mathematics involved in these no SLOs, and they are applications of the concepts already learnt about electricity. |
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Electromagnetism |
Understanding • explain by describing an experiment that an electric current in a conductor produces a magnetic field around it. • describe that a force acts on a current carrying conductor placed in a magnetic field as long as the conductor is not parallel to the magnetic field. • state that a current carrying coil in a magnetic field experiences a torque. • relate the turning effect on a coil to the action of a D.C. motor. • describe an experiment to show that a changing magnetic field can induce e.m.f. in a circuit. • list factors affecting the magnitude of an induced e.m.f. • explain that the direction of an induced e.m.f opposes the change causing it and relate this phenomenon to conservation of energy . • describe a simple form of A.C generator. • describe mutual induction and state its units. • describe the purpose of transformers in A.C circuits. • identify that a transformer works on the principle of mutual induction between two coils. Investigation Skills/ Laboratory work • conduct an experiment to identify the pattern of magnetic field of (i) bar magnet (ii) circular coil carrying current , using iron filings (ii) magnetic compass • Investigate to generate electric current by moving a magnet in a coil or a coil near a magnet. • investigate to identify the factors that affect the magnitude and direction of the electric current induced by a changing magnetic field. Science, Technology and Society Connection • describe the application of the magnetic effect of an electric current in relay, door latch, loudspeaker, and circuit breaker. • analyze and describe the operation of industrial and domestic technological system based on principles related to magnetic field (e.g. electric motors, electric generators, components in home entertainment system, computers, doorbells, telephones, credit card). • describe the historical development of technologies related to magnetic fields (e.g. electric motors and generators, medical equipment, loudspeakers, magnetic information storage devices (Audio-Video cassettes). • identify the role of transformers in power transmission from power station to your house. • list the use of transformer (step – up and step-down) for various purposes in your home. • discuss and list the advantage of high voltage power transmission. |
1. Describe an experiment to demonstrate electromagnetic induction 2. State that the magnitude of an induced e.m.f. is affected by: (a) the rate of change of the magnetic field or the rate of cutting of magnetic field lines (b) the number of turns in a coil 3. State and use the fact that the effect of the current produced by an induced e.m.f. is to oppose the change producing it (Lenz’s law) and describe how this law may be demonstrated 4. Describe a simple form of a.c. generator (rotating coil or rotating magnet) and the use of slip rings and brushes where needed 5. Sketch and interpret graphs of e.m.f. against time for simple a.c. generators and relate the position of the generator coil to the peaks, troughs and zeros of the e.m.f. 6. Describe the pattern and direction of the magnetic field due to currents in straight wires and in solenoids and state the effect on the magnetic field of changing the magnitude and direction of the current 7. Describe how the magnetic effect of a current is used in relays and loudspeakers and give examples of their application 8. Describe an experiment to show that a force acts on a current-carrying conductor in a magnetic field, including the effect of reversing: (a) the current (b) the direction of the field 9. Recall and use the relative directions of force, magnetic field and current 10. Describe the magnetic field patterns between currents in parallel conductors and relate these to the forces on the conductors (excluding the Earth’s field) 11. Know that a current-carrying coil in a magnetic field may experience a turning effect and that the turning effect is increased by increasing: (a) the number of turns on the coil (b) the current (c) the strength of the magnetic field 12. Describe the operation of an electric motor, including the action of a split-ring commutator and brushes 13. Describe the structure and explain the principle of operation of a simple iron-cored transformer 14. Use the terms primary, secondary, step-up and step-down 15. Recall and use the equation VpVs= NpNs where P and S refer to primary and secondary 16. State the advantages of high-voltage transmission and explain why power losses in cables are smaller when the voltage is greater 17. Describe the use of an oscilloscope to display waveforms (the structure of an oscilloscope is not required) 18. Describe how to measure p.d. and short intervals of time with an oscilloscope using the Y-gain and timebase |
1. Describe an experiment to demonstrate electromagnetic induction 2. State that the magnitude of an induced e.m.f. is affected by: (a) the rate of change of the magnetic field or the rate of cutting of magnetic field lines (b) the number of turns in a coil 3. State and use the fact that the effect of the current produced by an induced e.m.f. is to oppose the change producing it (Lenz’s law) and describe how this law may be demonstrated 4. Describe a simple form of a.c. generator (rotating coil or rotating magnet) and the use of slip rings and brushes where needed 5. Sketch and interpret graphs of e.m.f. against time for simple a.c. generators and relate the position of the generator coil to the peaks, troughs and zeros of the e.m.f. 6. Describe the pattern and direction of the magnetic field due to currents in straight wires and in solenoids and state the effect on the magnetic field of changing the magnitude and direction of the current 7. Describe how the magnetic effect of a current is used in relays and loudspeakers and give examples of their application 8. Describe an experiment to show that a force acts on a current-carrying conductor in a magnetic field, including the effect of reversing: (a) the current (b) the direction of the field 9. Recall and use the relative directions of force, magnetic field and current 10. Describe the magnetic field patterns between currents in parallel conductors and relate these to the forces on the conductors (excluding the Earth’s field) 11. Know that a current-carrying coil in a magnetic field may experience a turning effect and that the turning effect is increased by increasing: (a) the number of turns on the coil (b) the current (c) the strength of the magnetic field 12. Explain that it is theorized that the Earth's magnetic field is generated by the rotation of the Earth and its molten iron core that contains charged particles in motion 13. Describe the operation of an electric motor, including the action of a split-ring commutator and brushes 14. Describe the structure and explain the principle of operation of a simple iron-cored transformer 15. Use the terms primary, secondary, step-up and step-down 16. Recall and use the equation VpVs= NpNs where P and S refer to primary and secondary 17. State the advantages of high-voltage transmission and explain why power losses in cables are smaller when the voltage is greater 18. Describe the use of an oscilloscope to display waveforms 19. Describe how to measure p.d. and short intervals of time with an oscilloscope using the Y-gain and timebase |
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What is the relationship between electric and magnetic forces? How can electromagnetic effects be harnessed? |
These are broadly SLOs that are already typically taught in introductory physics courses at the high school level in Pakistan and internationally. They provide an important foundation in the physics of electromagnetism. |
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Electronics |
Understanding • explain the process of thermionic emission emitted from a filament. • describe the simple construction and use of an electron gun as a source of electron beam. • describe the effect of electric field on an electron beam. • describe the effect of magnetic field on an electron beam. • describe the basic principle of CRO and make a list of its uses. • differentiate between analogue and digital electronics. • state the basic operations of digital electronics. • identify and draw the symbols for the logic gates (NOT, OR, AND, NOR and NAND). • state the action of the logic gates in truth table form. • describe the simple uses of logic gates. Investigation Skills/ Laboratory work • identify & draw representative diagrams for various logic gates. • verify truth tables of NOT, OR , AND, NOR and NAND gates. • make burglar alarm/ fire alarm using an appropriate gate. Science, Technology and Society Connections • compare an analogue wrist watch with a digital wrist watch with reference to energy conversions and time display on dials. • identify the use of logic gates for security purposes (e.g; burglar alarm, fireextinguisher etc.). • identify by quoting examples that the modern world is the world of digital electronics. • identify that the computers are the forefront of electronic technology. • realize that electronics is shifting from low-tech electrical appliances to high-tech electronic appliances. |
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1. Explain that electronic devices are built from circuits that: - can act as switches that can convert incoming voltage into binary electrical pulses of high and low (or 1 and 0). This is called Boolean logic and is the basis for converting analogue data to digital data. A 'bit' is the smallest unit of data in computing; either 1 or 0. Eight bits make up a byte. - these switches can be put into combinations that then allow them to achieve complex logical operations - transistors are very economical and rapid-response circuit components that function as switches - with advances in engineering, the number of transistors that can be fit per unit area onto a circuit board has continued to increase dramatically; this has rapidly enhanced computing power - circuits that maintain their 'state' after receiving an input can be said to exhibit 'memory' since they retain the effect of the last action upon them - circuit systems that allow for logical processing and memory functions form the basis of progammable electronics - modern day electronic systems are now making use of 'artificial intelligence'; computer systems that can 'learn' the right/best response to a situation by processing vasts amounts of data - technologies like AI and computer simulation softwares are allowing physcists to tackle problems that require finding patterns in vast amounts of data e.g. climate predictions, astronomy and seismology - breakthroughs in quantum physics are causing a new revolution in computing that are enabling computers to make exponentially more logical operations per unit time than with traditional computers - quantum computers use 'qubits' rather than traditional bits. Rather than relying on transistors to store bits, they rely on materials like liquids at very low temperatures (that then exhibit 'quantum' properties) that under the right conditions can also store memory and 'digitise' incoming analogue data. However a qubit does not only store 1 or 0. It can store many more possibilities at the same time (analagous to having coordinates in 3 dimensions rather than just along the x axis). This is the basis for why quantum computing is much more powerful than traditional computing. - quantum computers are still in early stages of development, and have to overcome manufacturing challenges such core components only functing at very cold temperatures that are at almost absolute zero 2. State that electrons are emitted by a hot metal filament through a process called thermionic emission. 3. Explain that to cause a continuous flow of emitted electrons requires (1) high positive potential and (2) very low gas pressure. 4. Describe the deflection of an electron beam by electric fields and magnetic fields. 5. Explain how the values of resistors are chosen according to a colour code and why widely different values are needed in different types of circuit. 6. Discuss the need to choose components with suitable power ratings. 7. Describe the action of a diode in passing current in one direction only. 8. Describe the action of a light-emitting diode in passing current in one direction only and emitting light. 9. Describe and explain the action of relays in switching circuits. 10. Describe and explain circuits operating as light-sensitive switches and temperature-operated alarms (using a relay or other circuits). 11. Differentiate between analogue and digital electronics. 12. Compare an analogue wrist watch with a digital wrist watch with reference to energy conversions and time display on dials. 13. Describe the action of a bipolar npn transistor as an electrically operated switch and explain its use in switching circuits. 14. State in words and in truth table form, the action of the following logic gates, AND, OR, NAND, NOR and NOT (inverter). 15. Identify the use of logic gates for security purposes (e.g; burglar alarm, fireextinguisher etc.). 16. State the symbols for the logic gates listed above (American ANSI Y 32.14 symbols will be used). 17. Describe the use of a bistable circuit. 18. Discuss the fact that bistable circuits exhibit the property of memory. |
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How can physics be harnessed to develop technology that harnesses the power of electricity? Is there a physical limit to computational power? |
Electronics is topic that is not taught in the 2006 National Curriculum, nor in the latest O level curriculum. Students should definitely gain some exposure to the important field in an introductory physics course, as electronics are a very important basis for understanding all of modern technology, that is continuing to shape the world. It may seem challenging to decide where the physics ends and where the computer science starts; as electronics involve the study of digital logic and computing architecture. However it is important for society in the 21st century to appreciate how analogue physical phenomena are converted into discrete digital signals. Given the advent of quantum computing, which will likely cause another technology revolution, it is important that the next generation of students be familiar with the big ideas behind which these revolutionary technologies are being engineered. These SLOs have been proposed with minimum mathematics and an emphasis on qualitative conceptual understanding, in order to not become to burdensome with the other learning requirements for Grades 9-10. |
1. How can this SLO be phrased more eloquently? Are there any other concepts that are important to incorporate? |
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Information and Communications Technology |
Understanding • describe the components of information technology. • explain briefly the transmission of 1. electric signals through wires 2. radiowaves through air 3. light signals through optical fibres • describe function and use of fax machine, cell phone, photo phone and computer. • make a list of the use of E-mail and internet. • describe the use of information storage devices such as audio cassettes, video cassettes, hard discs, floppy, compact discs and flash drive. • identify the functions of word processing, data managing, monitoring and controlling. Investigation Skills/ Laboratory work • analyse and describe the energy transformations that occur in cell phone photo phone and fax machine. • identify various components of ICT. • design and construct a simple communication system (intercom). • identify various information storage devices and compare their advantages. • use E-mail and explore internet to search the latest information and communication devices. Science, Technology and Society Connections • compare the advantages of high-tech. communication devices with the traditional system through library or internet search. • assess the risks and benefits to society and the environment of introducing ICT (e.g. effects on personal privacy, criminal activities, health and transfer of information). • make a list of the use of computer technology in various fields of daily life. |
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This topic is not included in the NCC 2023 standards, though it is present in the 2006 National Curriculum. This is because many of these SLOs are already integrated into other topics and into the cross-cutting themes. |
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Particle and Nuclear Physics |
Understanding • describe the structure of an atom in terms of a nucleus and electrons. • describe the composition of the nucleus in terms of protons and neutrons. • explain that number of protons in a nucleus distinguishes one element from the other. • represent various nuclides by using the symbol of proton number Z, nucleon number A and the nuclide notation X. • explain that some nuclei are unstable, give out radiation to get rid of excess energy and are said to be radioactive. • describe that the three types of radiation are α, β & γ. • state, for radioactive emissions: o their nature o their relative ionizing effects. o their relative penetrating abilities. • explain that an element may change into another element when radioactivity occurs. • represent changes in the composition of the nucleus by symbolic equations when alpha or beta particles are emitted. • describe that radioactive emissions occur randomly over space and time. • explain the meaning of half life of a radioactive material. • describe what are radio isotopes. What makes them useful for various applications?. • describe briefly the processes of fission and fusion. • show an awareness of the existence of background radiation and its sources. • describe the process of carbon dating to estimate the age of ancient objects. • describe hazards of radioactive materials. Investigation Skills/ Laboratory work • make calculations based on half-life which might involve information in tables or shown by decay curves. • determine the half-life of a sample of radioactive material by using a graph of number of radioactive nuclei or activity versus time. Science, Technology and Society Connections • describe how radioactive materials are handled, used, stored and disposed of, in a safe way. • make a list of some applications of radioisotopes in medical, agriculture and industrial fields. • make estimation of age of ancient objects by the process of carbon dating. |
1. Describe the structure of the atom in terms of a positively charged nucleus and negatively charged electrons in orbit around the nucleus 2. Describe how alpha-particle scattering experiments provide evidence for: (a) a very small nucleus surrounded by mostly empty space (b) a nucleus containing most of the mass of the atom (c) a nucleus that is positively charged 3. Describe the composition of the nucleus in terms of protons and neutrons 4. Describe how atoms form positive ions by losing electrons or negative ions by gaining electrons 5. Define the terms proton number (atomic number) Z and nucleon number (mass number) A and be able to calculate the number of neutrons in a nucleus 6. Explain the term nuclide and use the nuclide notation AZX 7. Explain what is meant by an isotope and state that an element may have more than one isotope 8. Describe the detection of alpha particles (α-particles) using a cloud chamber or spark counter and the detection of beta particles (β-particles) (β-particles will be taken to refer to β−) and gamma radiation (γ-radiation) by using a Geiger-Müller tube and counter 9. Use count rate measured in counts/s or counts/minute 10. Know what is meant by background radiation 11. Know the sources that make a significant contribution to background radiation including: (a) radon gas (in the air) (b) rocks and buildings (c) food and drink (d) cosmic rays 12. Use measurements of background radiation to determine a corrected count rate 13. Describe the emission of radiation from a nucleus as spontaneous and random in direction 14. Describe α-particles as two protons and two neutrons (helium nuclei), β-particles as high-speed electrons from the nucleus and γ-radiation as high-frequency electromagnetic waves 15. State, for α-particles, β-particles and γ-radiation: (a) their relative ionising effects (b) their relative penetrating powers 15. Describe the deflection of α-particles, β-particles and γ-radiation in electric fields and magnetic fields 16. Know that radioactive decay is a change in an unstable nucleus that can result in the emission of α-particles or β-particles and/or γ-radiation and know that these changes are spontaneous and random 17. Use decay equations, using nuclide notation, to show the emission of α-particles, β-particles and γ-radiation 18. Describe the process of fusion as the formation of a larger nucleus by combining two smaller nuclei with the release of energy, and recognise fusion as the energy source for stars 19. Describe the process of fission when a nucleus, such as uranium-235 (U-235), absorbs a neutron and produces daughter nuclei and two or more neutrons with the release of energy 20. Explain how the neutrons produced in fission create a chain reaction and that this is controlled in a nuclear reactor, including the action of coolant, moderators and control rods 21. Define the half-life of a particular isotope as the time taken for half the nuclei of that isotope in any sample to decay; recall and use this definition in calculations, which may involve information in tables or decay curves 22. Describe the dating of objects by the use of 14C 23. Explain how the type of radiation emitted and the half-life of the isotope determine which isotope is used for applications including: (a) household fire (smoke) alarms (b) irradiating food to kill bacteria (c) sterilisation of equipment using gamma rays (d) measuring and controlling thicknesses of materials with the choice of radiations used linked to penetration and absorption (e) diagnosis and treatment of cancer using gamma rays 24. State the effects of ionising nuclear radiations on living things, including cell death, mutations and cancer 25. Explain how radioactive materials are moved, used and stored in a safe way, with reference to: (a) reducing exposure time (b) increasing distance between source and living tissue (c) use of shielding to absorb radiation |
1. Describe the structure of the atom in terms of a positively charged nucleus and negatively charged electrons that go around the nucleus: - These electrons do not go around in predictable circular paths in the way that planets go around the sun. The electrons behave as 'quantum particles' and their location and momentum at any point in time is governed by probability; one cannot predict the motion of an electron. - The 'shells' in which electrons 'orbit' refer to the level of kinetic energy the electrons possess; the further the shell is from the nucleus, the more energy the electron has. - If one were to 'look' at an atom, one would see a fuzzy 'cloud' of electrons with a very small nucleus in the center (akin to a football with flies around it in a boundary of several football fields). 2. Describe how alpha-particle scattering experiments provide evidence for: (a) a very small nucleus surrounded by mostly empty space (b) a nucleus containing most of the mass of the atom (c) a nucleus that is positively charged 3. Describe the composition of the nucleus in terms of protons and neutrons 4. Describe how atoms form positive ions by losing electrons or negative ions by gaining electrons 5. Define the terms proton number (atomic number) Z and nucleon number (mass number) A and be able to calculate the number of neutrons in a nucleus 6. Explain the term nuclide and use the nuclide notation AZX 7. Explain what is meant by an isotope and state that an element may have more than one isotope 8. Describe the detection of alpha particles (α-particles) using a cloud chamber or spark counter and the detection of beta particles (β-particles) (β-particles will be taken to refer to β−) and gamma radiation (γ-radiation) by using a Geiger-Müller tube and counter 9. Use count rate measured in counts/s or counts/minute 10. Know what is meant by background radiation 11. Know the sources that make a significant contribution to background radiation including: (a) radon gas (in the air) (b) rocks and buildings (c) food and drink (d) cosmic rays 12. Use measurements of background radiation to determine a corrected count rate 13. Describe the emission of radiation from a nucleus as spontaneous and random in direction 14. Describe α-particles as two protons and two neutrons (helium nuclei), β-particles as high-speed electrons from the nucleus and γ-radiation as high-frequency electromagnetic waves 15. State, for α-particles, β-particles and γ-radiation: (a) their relative ionising effects (b) their relative penetrating powers 15. Describe the deflection of α-particles, β-particles and γ-radiation in electric fields and magnetic fields 16. Know that radioactive decay is a change in an unstable nucleus that can result, most commonly (there other kinds of decay as well but students are not required to study those at this level), in the emission of α-particles or β-particles and/or γ-radiation and know that these changes are spontaneous and random. 17. Use decay equations, using nuclide notation, to show the emission of α-particles, β-particles and γ-radiation 18. Describe the process of fusion as the formation of a larger nucleus by combining two smaller nuclei with the release of energy, and recognise fusion as the energy source for stars 19. Understand that matter can be converted to energy and vice versa (in this way the law of conservation of energy still holds). 20. Describe the process of fission when a nucleus, such as uranium-235 (U-235), absorbs a neutron and produces daughter nuclei and two or more neutrons with the release of energy 21. Use E=mc^2 to calculate the energy released in the process of nuclear fusion and fission reactions 22. Explain how the neutrons produced in fission create a chain reaction and that this is controlled in a nuclear reactor, including the action of coolant, moderators and control rods 23. Define the half-life of a particular isotope as the time taken for half the nuclei of that isotope in any sample to decay; recall and use this definition in calculations, which may involve information in tables or decay curves 24. Describe the dating of objects by the use of 14C 25. Explain how the type of radiation emitted and the half-life of the isotope determine which isotope is used for applications including: (a) household fire (smoke) alarms (b) irradiating food to kill bacteria (c) sterilisation of equipment using gamma rays (d) measuring and controlling thicknesses of materials with the choice of radiations used linked to penetration and absorption (e) diagnosis and treatment of cancer using gamma rays 26. State the effects of ionising nuclear radiations on living things, including cell death, mutations and cancer 27. Explain how radioactive materials are moved, used and stored in a safe way, with reference to: (a) reducing exposure time (b) increasing distance between source and living tissue (c) use of shielding to absorb radiation 28. Understand that a quark is a fundamental particle and that there are six flavours (types) of quark: up, down, strange, charm, top and bottom 29. Recall and use the charge of each flavour of quark and understand that its respective antiquark has the opposite charge (no knowledge of any other properties of quarks is required) 30. Recall that protons and neutrons are not fundamental particles and describe protons and neutrons in terms of their quark composition 31. Understand that a hadron may be either a baryon (consisting of three quarks) or a meson (consisting of one quark and one antiquark) 32. Recall that electrons and neutrinos are fundamental particles called leptons 33. Explain that there are various contending theories about what 'mass' and 'force' are generated from e.g. that these are generated from quantum fields when they are energised, or from multidimensional 'strings' that vibrate in higher dimensions to give rise to particles (no further technical knowledge beyond these simple descriptions is expected at this level) 34. Understand that particle accelerators collide atoms and sub-atomic particles with each other at very high speeds by accelerating them using magnetic and electric fields across very long tunnels to generate new particles |
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What is the structure of an atom? Why and how do atoms decay? What are the fundamental building blocks of matter? How can mass-energy equivalence be harnessed for the betterment of society? |
These SLOs are based on what is commonly taught already in introductory Physics courses in Pakistan. SLO 1 has been added in order to dispel a very common misconception that an atom looks like a mini solar system. It also builds motivation in students to study quantum mechanics in more advanced classes. SLO 21 has been added because it is an easy to use equation that has played a transformative paradigm shifting role in the 21st century. E=mc^2 also helps students quantitatively appreciate the power of fusion and fission. SLO 28 through 33 have been added so that students are not left with the misconception that neutrons and protons are fundamental particles; rather that particle physics is an on-going area of discovery with many exciting theories that evoke the imagination being actively investigated and developed by contemporary scientists. |
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Space Physics |
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1. Know that: (a) the Earth is a planet that orbits the Sun once in approximately 365 days (b) the orbit of the Earth around the Sun is an ellipse which is approximately circular (c) the Earth rotates on its axis, which is tilted, once in approximately 24 hours (d) it takes approximately one month for the Moon to orbit the Earth (e) it takes approximately 500s for light from the Sun to reach the Earth 2. Define average orbital speed from the equation v = 2π r/T where r is the average radius of the orbit and T is the orbital period; recall and use this equation 3. Describe the Solar System as containing: (a) one star, the Sun (b) the eight named planets and know their order from the Sun (c) minor planets that orbit the Sun, including dwarf planets such as Pluto and asteroids in the asteroid belt (d) moons, that orbit the planets (e) smaller Solar System bodies, including comets and natural satellites 4. Analyse and interpret planetary data about orbital distance, orbital period, density, surface temperature and uniform gravitational field strength at the planet’s surface 5. Know that the strength of the gravitational field: (a) at the surface of a planet depends on the mass of the planet (b) around a planet decreases as the distance from the planet increases 6. Know that the Sun contains most of the mass of the Solar System and that the strength of the gravitational field at the surface of the Sun is greater than the strength of the gravitational field at the surface of the planets 7. Know that the force that keeps an object in orbit around the Sun is the gravitational attraction of the Sun 8. Know that the strength of the Sun’s gravitational field decreases and that the orbital speeds of the planets decrease as the distance from the Sun increases 9. Know that the Sun is a star of medium size, consisting mostly of hydrogen and helium, and that it radiates most of its energy in the infrared, visible and ultraviolet regions of the electromagnetic spectrum 10. Know that stars are powered by nuclear reactions that release energy and that in stable stars the nuclear reactions involve the fusion of hydrogen into helium 11. (a) galaxies are each made up of many billions of stars (b) the Sun is a star in the galaxy known as the Milky Way (c) other stars that make up the Milky Way are much further away from the Earth than the Sun is from the Earth (d) astronomical distances can be measured in light-years, where one light-year is the distance travelled in a vacuum by light in one year 12. Describe the life cycle of a star: (a) a star is formed from interstellar clouds of gas and dust that contain hydrogen (b) a protostar is an interstellar cloud collapsing and increasing in temperature as a result of its internal gravitational attraction (c) a protostar becomes a stable star when the inward force of gravitational attraction is balanced by an outward force due to the high temperature in the centre of the star (d) all stars eventually run out of hydrogen as fuel for the nuclear reaction (e) most stars expand to form red giants and more massive stars expand to form red supergiants when most of the hydrogen in the centre of the star has been converted to helium (f) a red giant from a less massive star forms a planetary nebula with a white dwarf at its centre (g) a red supergiant explodes as a supernova, forming a nebula containing hydrogen and new heavier elements, leaving behind a neutron star or a black hole at its centre (h) the nebula from a supernova may form new stars with orbiting planets 13. Know that the Milky Way is one of many billions of galaxies making up the Universe and that the diameter of the Milky Way is approximately 100000 light-years 14. Describe redshift as an increase in the observed wavelength of electromagnetic radiation emitted from receding stars and galaxies 15. Know that the light from distant galaxies shows redshift and that the further away the galaxy, the greater the observed redshift and the faster the galaxy’s speed away from the Earth 16. Describe, qualitatively, how redshift provides evidence for the Big Bang theory |
1. Know that: (a) the Earth is a planet that orbits the Sun once in approximately 365 days (b) the orbit of the Earth around the Sun is an ellipse which is approximately circular (c) the Earth rotates on its axis, which is tilted, once in approximately 24 hours (d) it takes approximately one month for the Moon to orbit the Earth (e) it takes approximately 500s for light from the Sun to reach the Earth 2. Define average orbital speed from the equation v = 2π r/T where r is the average radius of the orbit and T is the orbital period; recall and use this equation 3. Describe the Solar System as containing: (a) one star, the Sun (b) the eight named planets and know their order from the Sun (c) minor planets that orbit the Sun, including dwarf planets such as Pluto and asteroids in the asteroid belt (d) moons, that orbit the planets (e) smaller Solar System bodies, including comets and natural satellites 4. Analyse and interpret planetary data about orbital distance, orbital period, density, surface temperature and uniform gravitational field strength at the planet’s surface 5. Know that the strength of the gravitational field: (a) at the surface of a planet depends on the mass of the planet (b) around a planet decreases as the distance from the planet increases 6. Know that the Sun contains most of the mass of the Solar System and that the strength of the gravitational field at the surface of the Sun is greater than the strength of the gravitational field at the surface of the planets 7. Know that the force that keeps an object in orbit around the Sun is the gravitational attraction of the Sun 8. Know that the strength of the Sun’s gravitational field decreases and that the orbital speeds of the planets decrease as the distance from the Sun increases 9. Know that the Sun is a star of medium size, consisting mostly of hydrogen and helium, and that it radiates most of its energy in the infrared, visible and ultraviolet regions of the electromagnetic spectrum 10. Know that stars are powered by nuclear reactions that release energy and that in stable stars the nuclear reactions involve the fusion of hydrogen into helium 11. (a) galaxies are each made up of many billions of stars (b) the Sun is a star in the galaxy known as the Milky Way (c) other stars that make up the Milky Way are much further away from the Earth than the Sun is from the Earth (d) astronomical distances can be measured in light-years, where one light-year is the distance travelled in a vacuum by light in one year (e) the Sun and its solar system orbit the center of the Milky Way 12. Describe the life cycle of a star: (a) a star is formed from interstellar clouds of gas and dust that contain hydrogen (b) a protostar is an interstellar cloud collapsing and increasing in temperature as a result of its internal gravitational attraction (c) a protostar becomes a stable star when the inward force of gravitational attraction is balanced by an outward force due to the high temperature in the centre of the star (d) all stars eventually run out of hydrogen as fuel for the nuclear reaction (e) most stars expand to form red giants and more massive stars expand to form red supergiants when most of the hydrogen in the centre of the star has been converted to helium (f) a red giant from a less massive star forms a planetary nebula with a white dwarf at its centre (g) a red supergiant explodes as a supernova, forming a nebula containing hydrogen and new heavier elements, leaving behind a neutron star or a black hole at its centre (h) the nebula from a supernova may form new stars with orbiting planets 13. Know that the Milky Way is one of many billions of galaxies making up the Universe and that the diameter of the Milky Way is approximately 100000 light-years 14. Describe redshift as an increase in the observed wavelength of electromagnetic radiation emitted from receding stars and galaxies 15. Know that the light from distant galaxies shows redshift and that the further away the galaxy, the greater the observed redshift and the faster the galaxy’s speed away from the Earth 16. Describe, qualitatively, how redshift provides evidence for the Big Bang theory |
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What is 'out there' in space? Where are we located in the universe? What physical laws govern the motion of bodies in outer space? |
This topic is not included in the 2006 National Curriculum, and has been in timely fashion been introduced recently in the O levels curriculum. Space sciences are a very important growing field at a time new technology is allowing humans to study in more detail than ever before the celestial bodies that are inside the universe. The SLOs have been adapted from the O level curriculum, and are largely conceptual in nature with little mathematical application required; making them feasible incorporate without overburdening students in an introductory level course. |
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Physics 9-10 - Experiment
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2006 National Curriculum |
CAIE O Levels 2023 - 2025 |
NCC 2023 SLOs |
Rationale |
Essential Questions |
Questions for Feedback from Stakeholders |
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Overall Learning Objectives |
The student should be able to: 1. understand the use of scientific instruments and apparatus, including techniques of operation, essential precautions and safety aspects. 2. make and record observations, measurements and estimates with due regard to precision, accuracy and units. 3. analyze and interpret information and result obtained in scientific investigation and practical work, identify patterns and trends, and draw valid conclusion. |
Candidates should be able to: • demonstrate knowledge of how to select and safely use techniques, apparatus and materials (including following a sequence of instructions where appropriate) • plan experiments and investigations • make and record observations, measurements and estimates • interpret and evaluate experimental observations and data • evaluate methods and suggest possible improvements |
Safety: - explain, with examples, how hazards in a science lab can be classified into: (i) physical hazards (ii) chemical hazards (iii) biological hazards (v) safety hazards - identify for a given experimental procedure what would be the most appropriate personal protective equipment to wear before setting up the apparatus - recognise the meaning of common hazard signs in the laboratory - call emergency services in case of an accident in the lab Terminology: Define and use the below terms: - True value: the value that would be obtained in an ideal measurement - Measurement error: the difference between a measured value and the true value of a quantity - Accuracy: a measurement result is described as accurate if it is close to the true value - Precision: how close the measured values of a quantity are to each other - Repeatability: a measurement is repeatable if the same or similar result is obtained when the measurement is repeated under the same conditions, using the same method, within the same experiment - Reproducibility: a measurement is reproducible if the same or similar result is obtained when the measurement is made under either different conditions or by a different method or in a different experiment - Validity of experimental design: an experiment is valid if the experiment tests what it says it will test. The experiment must be a fair test where only the independent variable and dependent variable may change, and controlled variables are kept constant - Range: the maximum and minimum value of the independent or dependent variables - Anomaly: an anomaly is a value in a set of results that appears to be outside the general pattern of the results, i.e. an extreme value that is either very high or very low in comparison to others - Independent variables: independent variables are the variables that are changed in a scientific experiment by the scientist. Changing an independent variable may cause a change in the dependent variable - Dependent variables: dependent variables are the variables that are observed or measured in a scientific experiment. Dependent variables may change based on changes made to the independent variables Planning: - identify appropriate apparatus for collecting the data - visualize how the collected data would be tabulated or graphed - explain step by step the methodology for analysing the data (e.g. gradient of line of best fit, plugging average value of dependent variable into a formula etc.) - suggest how sources of human and systematic error could be mitigated Data Collection: - set up experimental apparatus under supervision from an instructor - take steps to avoid parallex error - identify and correct for potential zero error - take an appropriate number of readings to average out errors - take correct meniscus readings - record sources of potential error (e.g. lack of lighting due to power outage) - take steps to avoid systematic error in specific context of the experiment e.g. ensuring that the table the set-up in on is level - make measurements using common laboratory apparatus, such as millimetre scales, protractors, top-pan balances, newton meters, analogue or digital electrical meters, measuring cylinders, vernier calipers, micrometer screw gauges and thermometers - use a stop-watch to measure intervals of time, including the period of an oscillating system by timing an appropriate number of consecutive oscillations - use both analogue scales and digital displays. - Be familiar with the following experimental contexts: • measurement of physical quantities such as length, volume or force • measurement of small distances or short intervals of time • determining a derived quantity such as the extension per unit load for a spring, the value of a known resistance or the acceleration of an object • testing and identifying the relationship between two variables such as between the potential difference across a wire and its length • comparing measured quantities such as angles of reflection • comparing derived quantities such as density • cooling and heating, including measurement of temperature • experiments using springs and balances • timing motion or oscillations • electric circuits, including the connection and reconnection of these circuits, and the measurement of current and potential difference • optics experiments using equipment such as optics pins, mirrors, prisms, lenses, glass or Perspex blocks (both rectangular and semi-circular), including the use of transparent, translucent and opaque substances to investigate the transmission of light • procedures using simple apparatus, in situations where the method may not be familiar to the candidate. Graphing and Tabulating: Use the below good practices in tabulating data: - Record measured and calculated quantities with correct units accompaying them - Organise tabulated results with the following elements present: the heading of each column, the name or symbol of the measured or calculated quantity, together with the appropriate unit. Use the below good practices in drawing graphs: - Label axes with quantities and units - Use scales for the axes that allow the majority of the graph paper to be used in both directions, and be based on sensible ratios, e.g. 2cm on the graph paper representing 1, 2 or 5 units of the variable (or 10, 20 or 50, etc.). - Plot data points to an accuracy of better than one half of one of the smallest squares on the grid. - Plot data points using small crosss or fine dots with a circles drawn around them. Data Analysis: - Use measuring instruments to their full precision - Estimate the number of significant figures for calculated quantities as being the same as the least number of significant figures in the raw data used. - Show clear working in calculations, and key steps in reasoning - Express calculated ratios as decimal numbers, of two or three significant figures. - Sketch lines of best fit with an equal number of points on either side of the line over its entire length (the points should not be seen to lie all above the line at one end, and all below the line at the other end) - Convey the calculations for the gradient of a straight line by using a triangle whose hypotenuse extends over at least half the length of the plotted graph line. - Detemine the intercept of a straight line graph - Take readings from graphs by extrapolation or interpolation Evaluation: - Identify whether an experimental procedure has validity (whether the results really do represent what they are supposed to measure) regarding the hypothesis being tested, and suggest changes to ensure validity as appropriate - idenftiy whether an experimental procedure is reliable (whether the results can be reproduced under the same conditions), and suggest changes to ensure reliability as appropriate - recommend how to mitigate sources of random and systematic error inherent in the given experimental design - identify unsafe procedure in an experimental design and suggest ways to mitigate any hazards |
The CAIE SLOs nicely include higher order thinking tasks in experimental physics, such as learning how to plan experiments and investigations. Students are also expected to evaluate methods and suggest improvements. The 2006 National Curriculum does not have these higher order learning outcomes. Hence the CAIE SLOs have been incorporated. The 2006 National Curriculum does not have detailed experimental learning objectives. The NCC ones have been adapted from the CAIE O level syllabus. It is felt that students need to be comfortable with the use of scientific terminology, and hence the recommended but not needed nor assessed glossary of experimental physics terms from the CAIE syllabus have been made compulsory here. |
How can you measure a physical quantity? Does universe have laws that can be emperically verified? How certain can one be of a measurement? How can sources of error be minimised in experimental data collection? |
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Detailed Learning Objectives |
Standard experiments 1 To measure the area of cross section by measuring diameter of a solid cylinder with vernier callipers. 2 To measure 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 screw gauge. 4 To find the acceleration of a ball rolling down an angle iron by drawing a graph between 2S and T2 5 To find the value of “g” by free fall method. 6 Investigate the relationship between force of limiting friction and normal reaction to find the co-efficient of sliding friction between a wooden block and horizontal surface. 7 Measure the force of limiting friction by rolling a roller on a horizontal plane. 8 To determine the value of “g” by the Atwood’s machine. 9 To determine the resultant of two forces graphically using a Horizontal force table. 10 To verify the principle of moments by using a metre rod balanced on a wedge. 11 To find the tension in the strings by balancing a metre rod on the stands. 12 To find the weight of an unknown object by using vector addition of forces. 13 To find the weight of an unknown object by using principle of moments. 14 To study the effect of the length of simple pendulum on time and hence find “g” by calculation. 15 To prove that time period of a simple pendulum is independent of (i) mass of the pendulum (ii) amplitude of the vibration. 16 To study the relationship between load and extension (Helical spring) by drawing a graph. 17 To find the density of a body heavier than water by Archimedes principle. 18 To find the density of a liquid using 5 ml syringe (instead of density bottle). 19 To find the specific heat by the method of mixture using polystyrene cups (used as container of negligible heat capacity). 20 To draw a graph between temperature and time when ice is converted into water and then to steam by slow heating. 21 To measure the specific heat of fusion of ice. 22 To verify the laws of refraction by using a glass slab. 23 To find the refractive index of water by using concave mirror. 24 To determine the critical angle of glass using a semi circular slab and a light ray box/or by prism. 25 To trace the path of a ray of light through glass prism and measure the angle of deviation. 26 To find the focal length of a convex lens by parallax method. 27 To set up a microscope and telescope. 28 Verify Ohm’s law (using wire as conductor). 29 To study resistors in series circuit. 30 To study resistors in parallel circuit. 31 To find the resistance of galvanometer by half deflection method. 32 To trace the magnetic field using a bar magnet. 33 To trace the magnetic field due to a current carrying circular coil. 34 To verify the truth table of OR, AND, NOT, NOR and NAND gates. 35 To make a burglar alarm/fire alarm using an appropriate gate. |
Candidates are expected to be familiar with and may be asked questions using the following experimental contexts: • measurement of physical quantities such as length, volume or force • measurement of small distances or short intervals of time • determining a derived quantity such as the extension per unit load for a spring, the value of a known resistance or the acceleration of an object • testing and identifying the relationship between two variables such as between the potential difference across a wire and its length • comparing measured quantities such as angles of reflection • comparing derived quantities such as density • cooling and heating, including measurement of temperature • experiments using springs and balances • timing motion or oscillations • electric circuits, including the connection and reconnection of these circuits, and the measurement of current and potential difference • optics experiments using equipment such as optics pins, mirrors, prisms, lenses, glass or Perspex blocks (both rectangular and semi-circular), including the use of transparent, translucent and opaque substances to investigate the transmission of light • procedures using simple apparatus, in situations where the method may not be familiar to the candidate. Candidates may be required to do the following: • demonstrate knowledge of how to select and safely use techniques, apparatus and materials (including following a sequence of instructions where appropriate): – identify apparatus from diagrams or descriptions – draw, complete or label diagrams of apparatus – use, or explain the use of, common techniques, apparatus and materials – select the most appropriate apparatus or method for the task and justify the choice made – describe and explain hazards and identify safety precautions – describe and explain techniques used to ensure the accuracy of observations and data • plan experiments and investigations: – identify the independent variable and dependent variable – describe how and explain why variables should be controlled – suggest an appropriate number and range of values for the independent variable – suggest the most appropriate apparatus or technique and justify the choice made – describe experimental procedures – identify risks and suggest appropriate safety precautions – describe how to record the results of an experiment – describe how to process the results of an experiment to form a conclusion or to evaluate a prediction – make reasoned predictions of expected results • make and record observations, measurements and estimates: – take readings from apparatus (analogue and digital) or from diagrams of apparatus – take readings with appropriate precision, reading to the nearest half-scale division where required – correct for zero errors where required – make observations, measurements or estimates that are in agreement with expected results or values – take sufficient observations or measurements – repeat observations or measurements where appropriate – record qualitative observations from tests – record observations and measurements systematically, for example in a suitable table, to an appropriate degree of precision and using appropriate units • interpret and evaluate experimental observations and data: – process data, including for use in further calculations or for graph plotting, using a calculator as appropriate – present data graphically, including the use of best-fit lines where appropriate – analyse and interpret observations and data, including data presented graphically – use interpolation and extrapolation graphically to determine a gradient or intercept – form conclusions justified by reference to observations and data and with appropriate explanation – evaluate the quality of observations and data, identifying any anomalous results and taking appropriate action – comment on and explain whether results are equal within the limits of experimental accuracy (assumed to be ± 10% at this level of study) • evaluate methods and suggest possible improvements: – evaluate experimental arrangements, methods and techniques, including the control of variables – identify sources of error, including measurement error, random error and systematic error – identify possible causes of uncertainty in data or in a conclusion – suggest possible improvements to the apparatus, experimental arrangements, methods or techniques |
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Note: 1. At least 30 standard practical alongwith exercises are required to be performed during the two years of course of studies of grades IX-X. 2. Use of centimetre graph paper be made compulsory. |
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