General Certificate of Education (Advanced Level)

Grads 12-13

Physics Syllabus
(Implemented from 2017)

Department of Science
National Institute of Education
Maharagama
Sri Lanka
www.nie.lk

i
 INTRODUCTION

Physics is the major science dealing with the fundamental constituents of universe, the forces they exert on one another and the results
produced by these forces. It is the root of every field of science and underlies all natural phenomena. Studying physics and physicist's methods
of acquiring and evaluating knowledge should therefore be regarded as an integral part of the education for all science students.

G.C.E (Advanced Level) Physics syllabus is designed as a two year course to provide the basic background in physics that would
be required by those intending to proceed to higher studies as well as by those who would utilize the knowledge of physics in various fields
and daily life.

ii
1.1 National goals

1. Based on the concept of respecting human values and understanding the differences between the Sri Lankan multi-cultural society, building up the
nation and confirming the identity of Sri Lanka by promoting national integrity, national unity, national coherence and peace.

2. While responding to the challenges of the dynamic world, identifying and conserving the national heritage.

3. Creating an environment which comprises the conventions of social justice and democratic life to promote the characteristics of respecting human
rights, being aware of the responsibilities, concerning each other with affectionate relationships.

4. Promoting a sustainable life style based on the people’s mental and physical wellbeing and the concept of human values.

5. Promoting positive feelings needed for a balanced personality with the qualities of creative skills, initiative, critical thinking and being responsible.

6. Developing the human resources, needed for the progress of the wellbeing of an individual, the nation as well as the economic growth of Sri Lanka,
through education.

7. Preparing the people for the changes that occur in a rapidly changing world by adapting to it and controlling them; developing abilities and
potentialities of people to face the complex and unexpected occasions.

8. Sustaining the skills and attitudes based on justice, equality, mutual respect which is essential to achieve a respectable place in the international
community.

National Education Commission Report (2003).

iii
1.2 Basic Competencies
The competencies promoted through the education mentioned below help to achieve the above mentioned National Goals.
i. Competencies in Communication

This first set of competencies is made up of four subsets - Literacy, Numeracy, Graphics and Information Communication skills:
Literacy : Listening, carefully speaking clearly, and reading for comprehension, writing clearly and accurately.
Numeracy: Using numbers to count, calculate, code and to measure, matter, space and time.
Graphics : Making sense of line and form, expressing and recording essential data, instructions and ideas
with line, form, colour, two and three-dimensional configurations, graphic symbols and icons.
ICT Competencies: Knowledge on computers, and the ability to use the information communication skills at
learning or work as well as in private life.

ii. Competencies relating to personality development

- Generic skills such as creativity, divergent thinking, initiative, decision making, problem-solving, critical and analytical thinking, team work,
inter-personal relationships, discovering and exploring
- Values such as integrity, tolerance and respect for human dignity.
- Cognition
iii. Competencies relating to the environment
This is the second set of competencies related to the Social, Biological and Physical Environments.

Social Environment: Awareness, sensitivity and skills linked to being a member of society, social relationship, personal conduct, general and legal
conventions, rights, responsibilities, duties and obligations.
Biological Environment: Awareness, sensitivity and skills linked to the living world, man and the ecosystem, the trees, forests, seas, water, air and life
- plant, animal and human life.

iv
Physical Environment: Awareness, sensitivity and skills relating to space, energy, fuel, matter, materials and their links with human living, food,
clothing, shelter, health, comfort, respiration, sleep, relaxation, rest, waste and excretion, media of communication and
transport.

Included here are the skills in using tools to shape and for materials for living and learning.
iv. Competencies relating to preparation for the world of work

Employment related skills to maximize their potential and to enhance their capacity to contribute to economic development; to discover their
vocational interests and aptitudes; to choose a job that suits their abilities and to engage in a rewarding and sustainable livelihood.

v. Competencies relating to religion and ethics

· Develop competencies pertaining to managing environmental resources intelligently by understanding the potential of such resources.
· Develop competencies related to the usage of scientific knowledge to lead a physically and mentally healthy life.
· Develop competencies pertaining to becoming a successful individual who will contribute to the development of the nation in
collaboration, engage in further studies and undertake challenging job prospects in the future.
· Develop competencies related to understanding the scientific basis of the natural phenomena and the universe.
· Use appropriate technology to maintain efficiency and effectiveness at an optimum level in utilizing energy and force.

v
2.0 Aims of the syllabus
At the end of this course students will be able to;

1. acquire sufficient understanding and knowledge to become confident citizens in a technological world.
2. recognize the usefulness and limitations of scientific method and to appreciate its applicability in everyday life
3. develop abilities and skills that are relevant to the study and practice of physics in day- to -day life.
4. develop attitudes relevant to physics such as concern for accuracy and precision, objectivity, enquiry, initiative and inventiveness.
5. stimulate interest and care for the environment.
6. acquire manipulative, observational and experimental skills together with hands- on experience on the equipments used by physicists.

vi
 List of topics and allocated number of periods

Topic Number of periods

Unit 01 Measurement 30
Unit 02 Mechanics 110
Unit 03 Oscillations and Waves 100
Unit 04 Thermal Physics 60
Unit 05 Gravitational Field 20
Unit 06 Electrostatic field 60
Unit 07 Magnetic Field 40
Unit 08 Current Electricity 70
Unit 09 Electronics 40
Unit 10 Mechanical Properties of Matter 40
Unit 11 Matter and Radiation 30

Total 610

vii
Grade Term Competency Levels

First Term From 1.1 to 2.5 (11 Competency Levels)

Grade 12 Second Term From 2.6 to 3.5 (08 Competency Levels)

Third Term From 3.6 to 4.9 (15 Competency Levels)

First Term From 5.1 to 7.6 (12 Competency Levels)

Grade 13 Second Term From 8.1 to 10.2 (10 Competency Levels)

Third Term From 10.3 to 11.6 (07 Competency Levels)

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3.0- Syllabus
3.1 – Grade 12
Unit 1 - Measurement (30 periods)
Competency Competency Content Learning outcomes No. of
Level Periods
1. Uses 1.1 Inquires the  Introduction to physics Student will be able to; 02
experimental scope of  Explaining simply the subject area of physics  explains physics as the study of energy,
and physics and and how it relates to daily life and nature behavior of matter in relation to energy and
mathematical
frames in
how to use  How physics contributed to the development transformation of energy.
physics for the scientific of society  describes physics as a subject that focuses
systematic methodology  Basic concepts in scientific methodology from fundamental particles to the Universe.
explorations. for  expresses how to use principles of physics
explorations. in day-to-day life and to explain natural
phenomena.
 elaborates how physics has been applied in
development of new technologies in areas
such as
 Transportation
 Communication
 Energy production and energy usage
 Medicine
 Earth and space explorations
 uses the scientific method for scientific
explorations.
 accepts that advancements in physics are
based on observations and inferences made
on them.

1
Competency Competency Content Learning outcomes No. of
Level Periods
1.2 Use units  Physical quantities and units Student will be able to;
appropriately  Fundamental physical quantities  identifies basic physical quantities 04
in scientific  International system of units (SI units) and derived physical quantities.
work and  Base units  uses appropriate SI base units and
daily pursuits.  Supplementary units
derived SI units.
 Derived physical quantities and derived units
 Physical quantities without units  appreciates that all physical
 Multiples and submultiples of units quantities consist of a numerical
magnitude with or without a unit.
 uses the prefixes and their symbols to
indicate multiples and submultiples.
 converts units appropriately.
 uses the knowledge of significant
figures.
1.3 Investigates  Dimensions
physical  Dimensions of basic physical quantities used in Student will be able to; 04
quantities mechanics  checks the correctness of equations
using  Mass dimensionally.
dimensions.  Length  uses dimensions to derive expressions
 Time  uses dimensions to determine units of
 Dimensions of derived physical quantities physical quantities.
 Uses of dimensions
 Testing the correctness of a physical equation
 Finding the units of a given quantity
 Deriving expressions

2
Competency Competency Content Learning Outcomes No. of
Level Periods
1.4 Takes  Measuring instruments Student will be able to; 12
measuremen  Principle, Least count and Range  describes the importance of taking measurements
ts accurately
 Errors of measurement during experiments and in day-to-day activities
by selecting  identifies the least count of an instruments
appropriate  Systematic Error
instruments  random Error  select suitable measuring instruments for
to minimize  Fractional error and percentage error measurements.
errors.  Laboratory measuring instruments  explains vernier principle and micro meter
 Metre ruler principle
 Vernier calipers  uses vernier caliper, travelling microscope,
micrometer screw gauge, spherometer, triple
 Micrometer screw gauge
beam balance, electronic balance, stopwatch and
 Spherometer
digital stop watch to take readings.
 Travelling microscope
 explains the effects of systematic errors
 Triple beam balance/Four beam
(including zero errors) and random errors in
balance/ Scientific electronic
measurements.
balance
 calculates fractional error and percentage error.
 Stop clock/stopwatch/ Digital
 appreciates the purpose of calculating fractional
stopwatch
error and percentage error.
 Digital multimeter
 Laboratory practical’s Using
measuring instruments
 Vernier calipers
 Micrometer screw gauge
 Spherometer
 Travelling microscope

3
 Student will be able to;
 Scalars and vectors  distinguishes between scalar and vector
 Scalar quantities quantities and give examples of each.
 Vector quantities  represents a vector geometrically.
 Geometrical representation of a  add and subtract coplanar vectors.
vector quantity  finds the resultant of two inclined vectors using
1.5 Uses vector  Resultant vector of vector parallelogram law.
addition and  two vectors in the same line and  finds the resultant of vectors using triangle
08
resolution parallel lines method and polygon method.
appropriately.  Two inclined vectors  resolves a vector into two perpendicular
 Parallelogram law components.
 Triangle method  Give examples for instances where a simple
 System of vectors force is applied instead of several forces and vise
 Polygon method verse.
 Resolution of vectors

4
 Unit 2 - Mechanics (110 periods)

Competency Competency Content Learning outcomes No. of

Level Periods
2. Lays a 2.1 Analyze one Kinematics Student will be able to; 15
foundation dimensional  Relative motion  Give examples for the instances that can be
for analyzing and two  Motion in the same direction described using the concept of relative motion.
motion on dimensional  Motion in the opposite directions  calculates the velocity of an object relative to
the basis of motion  Rectilinear motion under constant another object moving at constant velocity on
principles of acceleration parallel paths in the same direction and in
physics.  Graphs of motion opposite directions.
 s-t graphs  uses graphs of displacement vs. time and
 v-t graphs velocity vs. time to calculate displacement,
 Equations of motion velocity and acceleration as appropriate.
 Motion in a straight line  uses equations of motion for constant
acceleration to describe and predict the motion of
 Projectile motion under gravity
an object along a straight path on a horizontal
plane, vertical motion under gravity and motion
on a frictionless inclined plane.
 calculates the position and velocity of a
projectile.
 identifies applications related to projectiles
 represents the motion of an object graphically
 describes the motion of an object using graph of
motion
 carry out numerical calculations to solve
problems using graphs and equations of motion.

5
Competency Competency Content Learning No. of
Level Outcomes Periods
2.2 Uses Resultant of forces Student will be able to; 15
resultant  Resultant of two forces  resolves and add forces appropriately.
force and  Resultant of a system of coplanar forces  uses force resolution method and force
moment of  Moment of a force parallelogram law to find the resultant of system
force to  Moment of a force about a point of coplanar forces
determine the  Moment of a couple (of forces)  finds the centre of gravity of regular shaped
centre of  Resultant of parallel forces and the line compound bodies.
gravity of a
of action(parallel forces in the same  explains the motion of a body when the force
body. acts through the centre of mass.
direction)
Centre of gravity of a body (using the  explains the motion of a body when the force
resultant of parallel forces) acts away from the center of mass.
 Centre of gravity of regular shaped  finds the resultant of two parallel forces and the
bodies line of action
 Centre of gravity of regular shaped  finds the moment of a force and the moment of
compound bodies couple
Centre of mass  conducts simple activity to find the centre of
Determination of weight of a body gravity of a plane object
using the law of parallelogram of
forces

2.3 Uses  Force and motion Student will be able to; 20
Newton's  Mass  states that inertia of a body as the reluctance to
laws of  Inertial mass change the state of motion.
motion to  Gravitational mass  realizes mass as a measure of translational
analyze the  Inertial and non – inertial frames
motion of a inertia.
 Newton's first law of motion  uses Newton’s laws of motion and the concept of
body.
momentum to analyze dynamic situations
involving constant mass and constant forces.

6
Competency Competency Content
Level
Momentum
 Newton's second law of motion
 Obtaining F = ma
 Defining the unit ‘newton’
 Impulse and impulsive forces
 Principle of conservation of linear
momentum
 Newton's third law of motion
 Applications of Newton's laws
 Self adjusting forces
 Tension
 Thrust / compression
 Frictional forces
 Static friction
 Limiting friction
 Dynamic friction
 Free body force diagrams
7
Learning outcomes No. of
Periods
 uses free body force diagrams to analyze the
forces acting on a body and determine the net
force.
 identifies the action force and the reaction force.
 realizes that these forces (action and reaction)
always exist .
 realizes that the impulsive force is generally a
variable force acting only for a short time.
 gives examples for instances where impulsive
forces are used.
 identifies the nature of self adjusting forces.
 analyzes the effects of friction on dynamic
systems.
 carries out numerical calculations to solve
problems using Newton's laws
 carries out calculations related momentum and
its conservation.
 carries out calculations related to limiting
friction and dynamic friction.
 conducts simple activities to demonstrate
Newton's laws
2.4 Manipulates Equilibrium Student will be able to;
the  Conditions for equilibrium  conducts activities to identify the conditions for 10
conditions  Principle of moments equilibrium of a point object.
necessary to  Equilibrium under two forces  conducts activities to identify identifies the
keep a body  Equilibrium of coplanar forces conditions for equilibrium of a rigid object
in  Three non parallel forces under system of coplanar forces.
equilibrium.
 Three parallel forces  describes the conditions for equilibrium of three
parallel and three non parallel coplanar forces.
 Theorem of triangle of forces
 uses the theorem of triangle of forces and the
 Polygon of forces
principle of moments to solve simple problems
 States of equilibrium
related to equilibrium of forces.
 Stable
 Unstable  uses the concepts of equilibrium to stabilize a
 Neutral system.
 Determination of weight of a body  identifies three states of equilibrium.
using the principle of moments

2.5 Consumes Work, energy and power Student will be able to; 15
and  Work  uses the expressions for work done, kinetic
transforms  Work done by force in energy, potential energy and power to calculate
mechanical translational motion energy changes and efficiencies.
energy  Mechanical energy  uses principle of conservation of energy and the
 Kinetic energy principle of conservation of mechanical energy
productively.
 Translational kinetic energy
to solve numerical problems.
 Potential energy
 Gravitational potential energy  recalls and understands the concepts of power
 Elastic potential energy and efficiency.
 Power and efficiency  applies the conservation of energy and
 Principle of conservation of energy conservation of linear momentum in problem
 Principle of conservation of solving related to collisions and explosions.
mechanical energy  explains the difference between an elastic
 Work-energy principle collision and inelastic collision.

8
Competency Competency Level
2.6 Investigates the concepts Rotational motion
related to rotational motion and  Angular displacement
circular motion.  Angular velocity
 Frequency of rotation
 Angular acceleration
 Equations of rotational motion
under uniform angular acceleration
 Moment of inertia
 Thin uniform rod
 Thin uniform ring
 Uniform circular disk and
cylinder
 Uniform sphere
 Angular momentum
 Torque
 Relationship between torque,
moment of inertia and angular
acceleration
 Principle of conservation of angular
momentum
 Work done in rotational motion
 Rotational kinetic energy
 Analogy between linear motion and
rotational motion
 Circular motion with uniform angular
velocity in a horizontal plane
9
Learning outcomes No. of
Periods
Student will be able to;
 expresses angular displacement, angular 15
velocity, and angular acceleration in SI
units.
 describes rotational motion using time
period and frequency.
 solve problems using equations of
rotational motion..
 explain that the moment of inertia is the
measure of rotational inertia.
 demonstrates that moment of inertia
depends on mass, axis of rotation and
mass distribution.
 predicts the motion of a rotating body
by determining the torque acting on it.
 solves numerical problems associated
with moment of inertia, torque and
angular momentum
 gives examples related to principle of
conservation of angular momentum.
 conduct simple activities to demonstrate
the principle of conservation of angular
momentum.
 analyzes situations in which an object
moves round a circle at uniform speed.
 calculates the centripetal acceleration of

2.8 Uses the principles and laws
related to flowing fluids in
scientific work and daily
pursuits.
 Frequency
 Period
 Tangential velocity
 Centripetal acceleration
 Centripetal force
 Fluid-dynamics
 Streamline flow and turbulent flow
 Equation of continuity for a steady,
stream line flow
 Bernoulli's principle (derivation not
necessary)
 Applications of Bernoulli's principle
10
an object moving round a horizontal
circular path at a uniform speed.
 identifies centripetal forces of various
circular motions.
 relates the centripetal acceleration of
such an object to the forces acting on it.
 carries out calculations related to
rotational motion and circular motion.
 compares angular and linear motions.
Student will be able to;
 distinguishes between streamline and 08
turbulent flow.
 uses the equation of continuity for a
steady streamline flow.
 states the conditions under which
Bernoulli’s principle is valid.
 applies Bernoulli’s principle to solve
problems.
 conducts simple activities to
demonstrate Bernolli’s principle.
 Unit 3 - Oscillations and Waves (100 periods)

Competency Competency Content Learning No. of

Level outcomes Periods
3. Uses the 3.1 Analyzes  Oscillations Student will be able to; 15
concepts oscillations on  Simple harmonic motion  describes the conditions necessary for simple
and the basis of  Physical quantities related to simple harmonic motion.
principles physics. harmonic motion  defines simple harmonic motion.
related to  Amplitude  recognizes and uses as the
waves to  Frequency characteristic equation of simple harmonic
broaden  Period motion.
the range  Energy  relates the motion of an oscillating object to the
of
 Definition of S. H. M forces acting on it.
sensitivity
 Characteristic equation of the  describes the interchange between kinetic and
of human.
simple harmonic motion potential energy during simple harmonic motion.
 illustrates the S.H.M. as a projection of a circular
 Simple harmonic motion as a motion.
projection of a uniform circular  identifies the state of the motion of a particle in
motion S.H.M. using the phase.
 Phase  uses phase difference to illustrate of motion of
 Phase difference two S.H.M.s
 Equation of displacement (Only  finds the displacement of an oscillating particle
for oscillations starting with starting from center position.
and )  uses the displacement – time graph of the particle
to explain the S.H.M.
 Displacement – time graph  investigates the motion of an oscillator using
corresponding to simple harmonic experimental and graphical methods.
motion  describes with graphical illustrations, the
 Small oscillations of a simple changes in displacement, velocity and
pendulum acceleration of simple harmonic motion.
 determines the gravitational acceleration using
 Period simple pendulum
 determines the spring constant of a light helical
spring

11
  Determination of gravitational
acceleration by using simple
pendulum
 Small oscillations of a mass
suspended by a light helical spring.
 Period
 Determination of the spring
constant of a light helical spring
 Free oscillations
 Damped oscillations
 Forced oscillations and Resonance
 distinguishes free, damped and forced
oscillations.
 describes practical examples of forced
oscillations and resonance.
 realizes that there are some instances in which
resonance is useful and other instances in which
resonance should be avoided.
 demonstrates forced oscillations and resonance
using Barton's pendulum.

3.2 Investigates  Mechanical waves Student will be able to; 08

various types  Transverse waves  demonstrates wave motion using slinky
of wave –  Longitudinal waves  describes wave motion in terms of S.H.M. of
motions and  Graphical representation of a wave particles.
their uses.  Physical quantities related to waves  understands and uses the terms displacement,
 Frequency – amplitude, phase difference, period, frequency,
 Wavelength – wavelength and speed of a wave.
 Speed - v  distinguishes between longitudinal and
 Amplitude – A transverse waves.
 Speed of waves  represents the wave motion graphically and
identify points in same phase (in phase) and
different phase (out of phase).
 identifies wavelength using points of the same
phase.
 deduce from the definitions of speed,
frequency and wavelength
 solves problems related to wave motion.

12
3.3 Investigates  Properties of waves Student will be able to; 15
the uses of  Reflection  conducts simple activities to demonstrate the
waves on the  Rigid reflection properties of waves by using ripple tank and a
basis of their  Soft reflection string/ slinky
properties  Refraction  states reflection, refraction, interference and
 Diffraction diffraction as common properties of waves.
 Polarization  describes change of velocity, wavelength and
 Principle of superposition of waves direction in different media to describe the
 Interference effects of refraction.
 Stationary waves  carries out numerical calculations on refraction.
 Beats  states the principle of superposition of waves.
 (derivation is  graphically represents the principle of
not necessary) superposition of waves.
 Comparison of stationary waves  uses the principle of superposition of waves to
and progressive waves explain the occurrence of interference, stationary
waves and beats qualitatively.
 demonstrates stationary waves using string
vibrator
 demonstrates beats using CRO and tuning forks.
 carries out numerical calculations on beats and
stationary waves.
 explains diffraction, interference and polarization
qualitatively.

3.4 Uses the  Stationary waves in strings Student will be able to; 12
modes of  Stationary waves in a stretched string  explains the numerical patterns of resonant
vibration of frequencies for stationary waves on strings
 Speed of transverse waves
strings by  carries out calculations on stationary wave
manipulating  Modes of vibrations in a stretched patterns on strings.
variables. string  describes seismic waves, Earth quakes, Richter
scale and formation of tsunami qualitatively.
 Fundamental tone  finds the frequency of a tuning fork using
sonometer.

13
Competency Competency Content Learning No. of
Level outcomes Periods
 Overtones and harmonics  prepares a report to explain earthquake and
 Sonometer Tsunami.
 Determination of the
frequency of a tuning fork
by changing the tension of
the string
 Verification of the
relationship between the
vibrating length and
frequency
 Speed of longitudinal wave

Seismic waves, Earth quakes,

Richter scale and Tsunami
3.5 Uses the  Waves in gases Student will be able to; 10
vibrations in  describes the factors affecting the speed of sound
air columns by  Speed of sound in air
in air.
manipulating  explains the numerical patterns of resonant
the variables. 
frequencies for stationary waves in tubes.
 Factors affecting the speed of  designs experiments to determine the speed of
sound in air sound in air and the end correction of the tube
 Modes of vibrations in an air using one tuning fork and set of tuning forks.
column  carries out calculations on stationary waves in
 Closed tube resonant tubes
 Open tube
 Determination of the speed of
sound in air using a closed tube
 by using one tuning fork

14
  by using a set of tuning
forks (graphical method)

3.6 Inquires  Doppler effect Student will be able to; 05

about the  Equations for apparent frequency  conducts simple activities to demonstrate the
uses of  Only the observer is Doppler effect.
Doppler moving  describes phenomena related to change in
effect.  Only the source is apparent frequency using Doppler effect
moving  applies the Doppler effect to sound with
 Both observer and source appropriate calculations.
are moving along the  describe Sonic boom qualitatively.
same line  explains the applications and explanations
 Sonic boom related to Doppler effect.

3.7 Produces and  Nature of sound Student will be able to; 05

propagates  Characteristics of sound  describes the characteristic properties of sound.
sound by  Pitch  uses the graph of intensity level verses the
considering  Loudness frequency for human ear to explain various
characteristics  Quality of sound situations.
of sound.  Limits of hearing  conducts activities to demonstrate characteristics
 Threshold of hearing of sound
 Threshold of pain  carries out numerical calculations related to
 Intensity and intensity level of sound intensity level (decibel) and intensity.
(decibel)  introduces ultrasonic and infrasonic qualitatively.
 Graph of intensity level versus the  states the uses of ultrasonic and infrasonic
frequency for human ear  uses the knowledge of properties of sound in
day-to-day activities.
 explains the importance of having proper sound
levels.

15
Competency Competency Content Learning No. of
Level outcomes Periods
3.8 Inquires  Electromagnetic waves Student will be able to; 05
about  Electromagnetic spectrum  states that electromagnetic waves generate due
electromagne  Properties of electromagnetic waves to the acceleration or deceleration of charge
tic waves.  Uses of electromagnetic waves particles.
 LASER  describes the properties of electromagnetic
 Principle waves
 Properties  describes the applications of electromagnetic
 Uses waves in each of the main wavelength ranges.
 explains the principle of LASER
 identifies the properties and uses of LASER
beams.

3.9 Applies the  Geometrical optics Student will be able to; 15

principles of  Refraction  designs experiments to determine images formed
refraction of  Laws of refraction due to refraction.
light for daily  Refractive index  carries out calculations on refraction at plane
pursuits.  Absolute refractive index boundaries and total internal reflection.
 Relative refractive index  finds the refractive index of glass using travelling
 Relationship between refractive microscope.
indices  finds the relationship between incident angle and
 Relationship between real depth the angle of deviation.
and apparent depth  designs an experiment to find the refractive index
 Apparent displacement using critical angle method.
 derives the relationship between prism angle,
refractive index and the angel of minimum
 Determination of the refractive deviation.
index of glass using a travelling  uses spectrometer to find the angle of minimum
microscope deviation and the angle of a prism.
 Critical angle  finds the images formed by lenses using no
 Relationship between the critical parallax method

16
 angle and the relative refractive  constructs images formed by lenses using ray
index diagrams
 Total internal reflection  derives lens formula by geometrical method
using Cartesian sign convention.
 Refraction through a prism
 carries out numerical calculations to solve
 Experimental investigation of
problems for lenses and lens combination
deviation of a light ray through a
 uses the power of a lens as
prism
Converging( + ),Diverging( - )
 Deviation
 conducts experimentation to determine the
 – graph
focal length of convex lenses and concave
 Minimum deviation lenses
 Relationship between prism
angle, reflective index and the
angle of minimum deviation.
 Determination of the
refractive index of material
of prism by critical angle
method
 Spectrometer
 Main adjustments
 Determination of the angle
of a prism
 Finding the angle of
minimum deviation
 Refraction through thin lenses
 Real and virtual images of convex and
concave lenses
 Lens formula with Cartesian sign
convention
 Linear magnification
 Determination of focal length of
convex lenses and concave lenses
 Power of a lens
 Combination of thin lenses in contact

17
Competency Competency Content Learning No. of
Level outcomes Periods
3.10 Applies the  Human eye Student will be able to; 04
knowledge of  Formation of an image  describes optical system of human eye.
images  Visual angle  explains the formation of image on eye.
formed by  Defects of vision and correction  describes defects of vision and sight corrections
lenses for the  Short sight using ray diagrams.
correction of  Long sight  carries out sight correction calculations.
defects of
 Presbyopia  describes Presbyopia qualitatively.
vision
appropriately.

3.11 Applies the  Optical instruments Student will be able to;

knowledge of  Simple microscope  uses simple/ compound microscope and 06
the images  Normal adjustment astronomical telescope properly.
formed by  Magnifying power (Angular  sketches ray diagrams to explain how a simple
lenses in using magnification) and compound microscope work and carry out
the optical  Compound microscope related calculations.
instruments  Normal adjustment  sketches ray diagrams to explain how
appropriately.  Magnifying power (Angular astronomical telescopes work
magnification)  carries out related calculations.
 image at infinity
 Astronomical telescope
 Normal adjustment
 Magnifying power (Angular
magnification)
 image at near point

18
 Unit 4 - Thermal Physics (60 periods)

Competency Competency Content Learning No. of

Level outcomes Periods
4. Uses the 4.1 Measures  Temperature Student will be able to; 08
knowledge of temperature  Thermal equilibrium  states that (thermal) energy is transferred from a
heat to fulfill correctly by  Zeroth law of thermodynamics region of higher temperature to a region of lower
human needs selecting  Thermometric properties temperature.
and for appropriate  Expression for temperature based on  states zeroth law of thermodynamics
scientific thermometer two fixed points  understands that regions of equal temperature are
work according to in thermal equilibrium.
productively. the need.  understands that there is an absolute scale of
 Celsius scale
temperature that does not depend on the property
of any particular substance (i.e. the
 Absolute scale (Thermodynamic thermodynamic scale and the concept of absolute
scale) zero)
 Absolute zero  explains the different temperature scales and
 Triple point of water different types of thermometers.
 Expression for absolute temperature  relates and uses Kelvin and Celsius temperature
based on triple point of water scales.
 identifies thermister as a temperature senor.
 identifies thermocouple as a thermometer.
 Relationship between Celsius and
absolute temperatures

 Thermometers
 Mercury/ alcohol in glass
thermometer
 Thermister
 Thermocouple

19
Competency Competency Content Learning No. of
Level outcomes Periods
4.2 Inquires  Thermal expansion Student will be able to; 06
about the  Expansion of solids  carries out numerical calculations to solve
instances  Linear expansion problems related to thermal expansion of solids
where the  Area expansion and liquids.
expansion of  Volume expansion  explains the variation of density of liquids due to
solids and  Relationship between linear, area and thermal expansion of liquids.
liquids are volume expansivities  explains phenomena related to anomalous
used.  Volume expansion of liquids expansion of water.
 Real expansion  uses the knowledge of expansion of solids and
 Apparent expansion liquids in day to day activities.
  Gives examples for uses and disadvantages of
(Derivation not necessary) solids and liquids.
 Variation of density with temperature
 Anomalous expansion of water

4.3 Investigates  Gas laws Student will be able to; 06

the behavior  Boyle's law
of gases  Determination of the atmospheric
pressure using quill tube
 Charles's law
 Investigation of relationship
between volume and
temperature at constant pressure
 Pressure law
 Investigation of relationship
between pressure and
temperature at constant volume
 Ideal gas equation pV = nRT
 Dolton's law of partial pressure
 conducts experiments to observe the behavior of
gases
 conducts an experiment to find the atmospheric
pressure
 uses gas laws to explain the behavior of gases.
 analyzes the behavior of gases using ideal gas
equation.
 carries out numerical calculations to solve
problems using gas laws.

20
Competency Competency Content Learning No. of
Level outcomes Periods
4.4 Inquires  Kinetic theory of gases Student will be able to; 04
about the  Elementary assumptions of the kinetic  states the basic assumptions of the kinetic theory
pressure theory of gases.
exerted by a 
gas on its  explains how molecular movement causes the
container (Derivation is not necessary) pressure exerted by a gas.
using kinetic  Expression for mean translational  relates temperature to the mean kinetic energy of
theory of kinetic energy of air an molecule, molecules of a gas.
gases.  explains the distribution of molecular speeds at
different temperatures
 carries out calculations using the kinetic theory
equation
 appreciates the kinetic theory of gases in
explaining the behavior of gasses based on
microscopic behavior of gas molecules.

4.5 Quantifies  Heat exchange Student will be able to;

the amount of  Heat capacity  defines heat capacity of solids and liquids. 10
heat exchange  Specific heat capacity of solids and  defines principle molar heat capacities of gases.
among the liquids  conducts experiments to find specific heat
objects using the  Molar heat capacities of gases capacity of solids and liquids.
specific heat  Determination of specific heat
capacity of  carries out calculations considering heat
capacities of solids by the method of
substances. mixtures exchange.
 Newton's law of cooling  uses Newton's law of cooling to carry out
 Determination of specific heat calculations on heat loss.
capacities of a liquid by the method of
cooling

21
4.6 Inquires about  Change of state Student will be able to; 08
the  State of matter  states that melting and boiling take place without
productive  Qualitative molecular account of the a change in temperature.
use of the difference between solids, liquids  defines specific latent heat of vaporization and
heat and gases specific latent heat of fusion.
exchange  Simple explanation of the  explains that specific latent heat of vaporization
during the molecular processes in fusion and is higher than specific latent heat of fusion for
change in boiling the same substance.
state of  Fusion (melting)  carries out numerical calculations of the latent
matter.  Specific latent heat of fusion heat of substance.
 Determination of specific  identifies fusion and vaporization using the graph
latent heat of fusion of ice of temperature vs. time.
(method of mixtures)  conducts experiments to determine latent heat of
 Vaporization at Boiling fusion of ice and latent heat of vaporization of
 Specific latent heat of water.
vaporization  states the effect of pressure on boiling point and
 Determination of specific melting point.
latent heat of vaporization  describes qualitatively physical process
of water ( method of associated with the change of state.
mixtures)
 Effect of pressure on boiling
point and melting point

22
Competency Competency Content Learning No. of
Level outcomes Periods
4.7 Relates the  Vapour and humidity Student will be able to; 08
effect of water  Evaporation  differentiates evaporation and boiling
vapour on  Comparison of evaporation and  explains the behavior of unsaturated and saturated
weather. vaporization (boiling) water vapour.
 Vapour pressure and saturated  illustrates graphically the variation of saturated vapour
vapour pressure pressure and unsaturated vapour pressure with
 Variation of vapour pressure with temperature and with volume.
temperature  explains the humidity refers to the moisture (amount
 Variation of vapour pressure with of water vapour present) in the atmosphere.
volume  carries out numerical calculations to solve problems
 Dew point on relative humidity, absolute humidity and dew
 Absolute humidity point.
 Relative humidity  correlates the boiling point and saturated vapour
 Determination of relative pressure
humidity using polished  realizes that hygrometers are available to find relative
calorimeter humidity
 conducts experiment of find Relative Humidity
4.8 Uses laws of  Thermodynamics Student will be able to; 04
thermodynamic  Explanation of heat as a state of  relates a rise in temperature of a body to an increase in
s to analyze the transfer of energy its internal energy.
 Internal energy
various  explains the first law of thermodynamics.
thermodynamic  First law of thermodynamics
 uses the first law of thermodynamics to explain the
processes. changes of a gas.
 Special instances where the first law
of thermodynamics is applicable  conducts simple activities to demonstrate isothermal
 Constant pressure processes adiabatic , constant pressure and constant volume
 Constant volume processes processes.
 Isothermal processes  carries out numerical calculations using the first law
 Adiabatic processes of thermodynamics.
 Cyclic processes
 Pressure – volume curves for
above processes

23
Competency Competency Content Learning No. of
Level outcomes Periods
4.9 Designs  Transfer of heat Student will be able to; 06
daily and  Conduction  describes heat transfer mechanisms indicating
scientific  Thermal conductivity conduction, convection and radiation.
work by  Equation for the rate of  carries out numerical calculations related to
considering conduction of heat thermal conduction.
the methods  Temperature variation of lagged  illustrates temperature distribution of lagged and
and amount & non lagged uniform rods. non lagged uniform rods graphically.
of transfer of  Determination of thermal  explains convection and radiation qualitatively.
heat. conductivity of a metal  conducts an experiment to determine thermal
 Searle's method conductivity.
 Convection
 Radiation

24
 Unit 5 - Gravitational Field (20 periods)

Competency Competency Content Learning No. of

Level outcomes Periods
5. Uses laws 5.1 Analyses the  Gravitational force field Student will be able to; 08
and effect of  Gravitational force  uses Newton's law to calculate the gravitational
principles of gravitational  Gravitational force between two force between two masses
gravitation force on masses  states that all masses create gravitational field
to be objects using  Newton's law of universal  understands that gravitational field as a field of
productive Newton's law gravitation force.
in daily of  Gravitational field  explains the concept of gravitational field ‘as
pursuits and gravitation.  Gravitational field intensity actions at a distance’.
scientific  Field intensity at a point away from  uses the concept of gravitational field to
work. a point mass calculate the force exert on a mass in a
 Field intensity at a point outside a gravitational field
spherical mass  defines gravitational field intensity.
 Graphical representation of the  uses Newton's law of gravitation to find
variation of field intensity gravitational field intensity at a point due to a
 Gravitational potential point mass and spherical mass (away from the
 Expression for gravitational potential sphere).
at a point distance r from a point  defines gravitational potential at a point.
mass (derivation is not  calculates gravitational potential at a point in a
gravitational field.
necessary)
 uses the expression for the potential energy of a
 Potential energy of a mass in a
mass in a gravitational field.
gravitational field
 represents graphically the variation of
 Graphical representation of the
gravitational field intensity and gravitational
variation of potential with distance
potential with the distance from a point mass and
 Expression for the energy of a mass
outside a spherical mass.
m moving on a circular path of radius
 uses the energy equation to determine the total
r taking centre as the centre of a
energy of a particle moving along circular path
spherical mass M (Energy equation)
around an isolated mass.

25
Competency Competency Content Learning No. of
Level outcomes Periods
5.2 Inquires  Earth's gravitational field Student will be able to; 12
about the  Gravitational field intensity near the  uses knowledge obtained regarding gravitational
instances of Earth surface fields to deduce corresponding relationships in
using the  Relationship between the Earth’s gravitational field.
knowledge on acceleration due to gravity and
Earth's  derive the expression (mgh) for gravitational
gravitational field intensity
gravitational  Earth satellites potential energy.
field to fulfill  Geostationary satellites  Find physical quantities related to satellite
human  Escape velocity motion, describing conditions for such motions.
activities.  carries out calculations related to satellite motion
in circular orbits.
 appreciates the uses of satellites.
 derives an expression for escape velocity.

26
 Unit 6 - Electric Field (60 periods)

Competency Competency Content Learning No. of

Level outcomes Periods
6. Uses laws 6.1 Uses the  Electrostatic force Student will be able to; 15
and laws related  Force electro static force between  uses coulomb's law to calculate the electro static
principles of to two charges force between two charge
electrostatic electrostatic  Coulomb's law  states that all charges create electric fields
field for force  Electric field intensity  uses the concept of electric field to explain how
scientific appropriately  Electric field lines a force exerts on a charge in an electric field
work and to find the  Around a point charge  defines electric field intensity.
daily pursuits distribution
 Around two point charges  uses the equation to find the force on a
effectively. and
 Between two charged parallel charge placed in an electrostatic (electric) field.
magnitude of
plates  uses the concept of electric field lines to
electrostatic
 Field intensity of a point due to a illustrate the electric field
field
produced by point charge  draws Electric field lines in various electric
various  Graphical representation of the fields.
charged variation of field intensity  calculates the field intensity at a point in an
objects. electric field using Coulomb’s law.
 graphically represents the variation of electric
field intensity with the distance from a point
charge.
6.2 Quantifies  Flux model Student will be able to;
the electrostatic  Electric flux  explains the flux model using suitable examples 15
field using the  Gauss's theorem  applies the Gauss’s theorem to find electrostatic
flux model.  Finding electrostatic field intensities field intensity.
using Gauss's theorem  represents graphically the variation of field
 Around a point charge intensity with distance from the centre of the
 Near an infinite charge plate sphere.

27
Competency Competency Content Learning No. of
Level outcomes Periods
 Around a charged conducting  calculates electric field intensity due to
sphere different charged objects using relevant
 Outside the sphere expressions.
 On the surface of the
sphere
 Inside the sphere
 Field intensity at a distance r
from an infinitely long charged
thin wire
6.3 Quantifies  Electric potential Student will be able to; 15
the potential  Definition of potential at a point in an  defines electric potential.
energy of electrostatic field  finds the electric potential at a point due to a
charges  Potential at a point due to a point point charge and distribution of point charges.
placed in an charge, (derivation is not  illustrates graphically the variation of electric
electrostatic potential with the distance from the centre of
field. necessary)
 Potential at a point due to distribution conducting sphere.
of point charges  finds electric potential energy of a charge in an
 Potential difference between two electric field.
points  defines potential difference between two points
 Work done in moving a charge across in an electric field.
a potential difference  defines electron volt as a unit of energy.
 Potential energy of a charge in an  expresses the relation between potential gradient
electric field and electric field intensity.
 Potential energy of a system with two  carries out numerical calculations to solve
charges problems related to electric potential and
 Potential gradient potential energy.
 Relationship between potential  draws equipotential surfaces in different fields.
gradient and electric field intensity
 Equipotential surfaces
 Equipotential surfaces in different
28
 fields
 Near a point charge
 Near like point, charges Near unlike
point charges

6.4 Uses  Electric capacitance Student will be able to;

capacitors  Definition of capacitance  defines the capacitance of a parallel plate 15
appropriately in  Parallel plate capacitor capacitor.
electrical
 Derivation of the equation  derives the expression for capacitance of a
circuits. parallel plate capacitor and a conducting sphere.
 Capacitance of a spherical conductor
(spherical capacitors are not included)  obtains the equivalent capacitance of capacitors
in series and capacitors in parallel.
 Combination of capacitors
 derives expressions for energy stored in a
 Series combination
charged capacitor.
 Parallel combination
 solves problems related to capacitors.
 Energy stored in a charged capacitor
 Interpret the charge distribution of conductors
 Derivation of expression for energy
having different shapes using diagrams.
 Distribution of charges on conductors
having different shapes
 Point discharge (corona discharge)

29
 Unit 7 – Magnetic fields (40 periods)

Competency Competency Content Learning No. of

Level outcomes Periods
7. Uses the 7.1 Manipulates  Magnetic force Student will be able to; 10
effects of the variables  Force acting on a current carrying  states that moving charges or current carrying
interrelations to control the conductor placed in a magnetic field conductor creates magnetic field
hips between force acting  Expression for the magnitude of force  demonstrates the nature of electromagnetic
electricity and on a current  Magnetic flux density force using current balance
magnetism for carrying  Fleming's left hand rule  defines magnetic flux density.
scientific conductor  Force acting on a charge moving in a  expresses the magnetic force in terms of
work and and moving magnetic field magnetic flux density, current and the length
daily pursuits. charge placed
 Magnitude of the force of the conductor.
in a magnetic  uses the expression for force acting on a
 Direction of the force
field.
 Hall effect moving charge in a magnetic field.
 Qualitative explanation  finds the direction of the above magnetic
 Derivation of an expression for Hall force by Fleming’s left hand rule.
voltage  solves problems related to magnetic force and
magnetic flux density.
 explains Hall effect.
 solves problems related to Hall effect.
 gives examples for the applications of Hall
effect
7.2 Constructs  Magnetic force field Student will be able to; 15
magnetic  Biot –Savart law  interprets Biot-Savart law by relevant
fields by  Maxwell’s corkscrew rule expression
manipulating  Magnetic flux density near a current  derives the expression for magnetic flux
variables for carrying infinitely long straight conductor density at the centre of a current carrying
the needs. (derivation is not necessary) circular coil.
 Magnetic flux density at the centre of a  mentions the expressions for magnetic flux
current carrying circular coil density outside an infinitely long straight
conductor and along the axis of a long
solenoid carrying currents.

30
Competency Competency Content Learning No. of
Level outcomes Periods
 Magnetic flux density along the axis  derives the expression for the force between two
of a current carrying long solenoid parallel infinitely long current carrying
(derivation is not necessary) conductors.
 Magnitude of the force between two  solves problems related to magnetic flux density
current carrying infinitely long of current carrying infinitely long straight
parallel conductors conductor, circular coil and long solenoid.
 Definition of Ampere  defines "Ampere"

7.3 Inquires the  Torque acting on a current loop Student will be able to; 15
rotational  Rectangular coil placed in a  derives expressions for torque acting on a current
effect due to uniform magnetic field carrying rectangular coil placed in a uniform
the inter-  Rectangular coil placed in a radial magnetic field.
relationship magnetic field  deduces the expression for the torque acting on a
of electricity  Moving coil galvanometer current carrying rectangular coil placed in a
and  Expression for deflection radial magnetic field.
magnetism.  Factors affecting the current  solves problems related to torque acting on a
sensitivity current loop.
 Direct current motor  explains the structure and the function of moving
coil galvanometer.
 derives an expression for the deflection of the
moving coil galvanometer
 describes current sensitivity of the moving coil
galvanometer.
 describes the structure and function of a direct
current motor with one armature coil.

31
 Unit 8 - Current Electricity (70 periods)

Competency Competency Content Learning No. of

Level outcomes Periods
8. Uses the 8.1 Manipulates  Fundamental concepts Student will be able to; 10
laws the physical  Electric charges and electric current  defines electric current as the rate of flow of
principles and quantities charges.
effects of related to  explains the mechanism of conduction of
current current  Mechanism of conduction of
electric current through a metallic conductor.
electricity through a metallic
electricity electricity  derives an expression for the relationship
productively wherever conductor
between current and drift velocity.
 Expression for the relationship
and appropriate.  deduces an expression for current density.
appropriately. between current and drift velocity
 defines resistance, and resistivity.
 Current density
 explains variation of resistance with temperature
 Potential difference
of conductors and insulators.
 Resistance and resistivity  appreciates the properties of superconductors.
 Variation of resistance with  explains the behavior of ohmic and non-ohmic
temperature conductors using. I- V Curves.
 Temperature coefficient of  uses potential divider circuit to obtain variable
resistance voltages
 Superconductivity  finds equivalent resistance of simple networks
 Behavior of superconductors  solves problems using ohms law
 Super conducting materials
 Properties of superconductors
 Uses of superconductors
 Combination of resistors
 Series combination
 Parallel combination
 Ohm's law
 Conditions for validity of
Ohm's law

32
  I-V curves
 Ohmic conductors
 Non-ohmic conductors
 Potential divider circuit
8.2 Quantifies  Energy and power Student will be able to; 05
the energy  Expression for energy dissipated due  conduct simple activities to demonstrate that
and power in to flow of charges energy dissipates through any electrical
direct current and apparatus when current flows.
(dc) circuits.  Expression for power ( rate of  expresses formulae for energy dissipation due to
dissipation of energy) flow of charges.
 Obtaining , and  expresses formulae for rate of dissipation of
energy.
,  applies and for any electrical
 Application of and appliance.
any electrical  uses , , and
appliance
Application of , to find the dissipation of heat for
passive resistors.
, and
for appliances producing heat
only (Joule heating)
Student will be able to;
8.3 Inquires the  Electromotive force  explain the formation of e.m.f. using simple cell. 10
power supply  Formation of potential difference  describe the energy transformation in different
of an electric between plates of a simple cell types of sources of electromotive force (emf).
circuit  define electromotive force (e.m.f.) in terms of the
quantitatively energy transformation in a source

33
Competency Competency Content Learning No. of
Level outcomes Periods
 Transformation of different forms of Student will be able to;
energy in various sources of  expresses that rate of energy supply from the
Electromotive force source as the product .
 Definition of electromotive force  expresses the voltage difference across a source
 Introduction of internal resistance of emf with internal resistance in a closed circuit.
 Application of the law of conservation of  understands the effects of the internal resistance
energy to a circuit having a source of of an electric source of on the terminal potential
electromotive force difference.
 Expression for the potential  expresses the effective emf of combination of
difference between the terminals of a cell series cell and identical parallel cells.
in a closed circuit  explains the condition for maximum power
 Determination of electromotive force transfer using graph of power versus resistance.
and internal resistance of a cell  conducts an experiment to determine
(graphical method) electromotive force and internal resistance of a
 Combination of sources of electromotive cell.
force
 Series connection
 Parallel connection of identical
sources
 Graphical representation of the
relationship between resistance and
power dissipation of a resistor
 Condition for maximum power transfer
(derivation is not necessary)
8.4 Uses the  Electric circuits Student will be able to; 05
laws and  Kirchhoff's laws  explains Kirchhoff's first law on the basis of
principles  First law (conservation of conservation of charge.
related to charges)  describes Kirchhoff's second law as one form of
current  Second law (conservation of conservation of energy.
electricity for energy)  applies Kirchhoff's laws to electrical networks to
designing solve problems.
circuits.

34
Competency Competency Content Learning No. of
Level outcomes Periods
8.5 Selects  Electrical measuring instruments based on Student will be able to; 04
suitable moving coil galvanometer  describe the construction of ammeter, voltmeter
instruments  Ammeter and ohm - meter.
according to  Arrangement  uses ammeters and voltmeters correctly and
the quantity  Properties of an ideal ammeter protectively according to the needs.
to be  Changing the range of an ammeter  solves numerical problems on conversion of
measured and  Voltmeter moving coil galvanometer to ammeter and
uses  Arrangement voltmeter.
electrical
 Properties of an ideal voltmeter  Conduct activities to use multimeter correctly
measuring according to the appropriate situations.
instruments  Changing the range of a voltmeter
accurately  Ohm – meter
and
protectively.

 Wheatstone bridge Student will be able to; 06

8.6 Uses  Relationship between resistances for  derives relationship among resistances of a
Wheatstone balanced condition. balanced Wheatstone bridge.
bridge  Meter bridge  uses Wheatstone bridge relationship to find
 facts to be considered in using meter equivalent resistance of simple networks.
bridge.  uses meter bridge accurately to find the
 Uses of meter bridge temperature coefficient of resistnace.
 Finding temperature coefficient  explains the facts to be considered in using metre
of resistance bridge.
 carries out numerical calculations to solve
problems using Wheatstone bridge

35
Competency Competency Content Learning No. of
Level outcomes Periods
8.7 Uses  Potentiometer Student will be able to
potentiometer  Principle of potentiometer  explains the facts to be considered in using 10
by setting up the  Calibration of potentiometer potentiometer.
circuit  Facts to be considered in using  describes the principle of potentiometer.
appropriately. potentiometer  uses potentiometer to compare electromotive
 Uses of potentiometer forces and to compare resistances.
 Comparison of  uses potentiometer to determine internal
electromotive forces resistance.
 Comparison of resistances  compares advantages and disadvantage of using
 Determination of internal potentiometer
resistance of a cell  solves problems related to potentiometer.
 Advantages and disadvantage of
using potentiometer

8.8 Uses the  Electromagnetic induction Student will be able to;

laws and  Magnetic flux and flux linkage  demonstrates the laws of electromagnetic 20
rules in  Laws of electromagnetic induction induction.
electromagne  derives expressions for induced electromotive
 Faraday's law
tic induction
for technical  Lenz's law force of a rod moving/ rotating in magnetic field
needs.  Demonstrating the laws of  derives expressions for induced electromotive
electromagnetic induction force of a disc rotating in magnetic field
 Electromotive force induced in a straight  derives expressions for maximum value of
rod moving in a uniform magnetic field induced electromotive force of a rectangular coil
 Expression for induced electromotive rotating in a magnetic field.
force  describes the structure of the alternating current
 Fleming's right hand rule generator.
 expresses graphically the variation of e. m. f. of

36
 Electromotive force induced in a rod alternating current generator.
rotating in a magnetic field  Explain the formation of back e. m. f.
 Electromotive force induced in a disc  explains the purpose of starter switch.
rotating in a magnetic field  explains the structure and function of a
 Electromotive force induced in a transformer.
rectangular coil rotating in a magnetic  carries out calculations related to transformers.
field and expression for maximum value  explains elements of alternating current.
 Alternating current generator  States the relationship between r. m. s. value and
 Arrangement peak value of the voltage of the voltage and
 Graphical representation of the variation current.
of electromotive force with time  explains transmission of electric power
 Introduction to alternating current and qualitatively.
voltage  carries out numerical calculations to solve
 r.m.s value and peak value of current related problems.
and voltage.
 Average power in watts in a resistive
circuits.
 Eddy currents and their uses
 Back e.m.f. of an electric motor
 Demonstration of back e. m. f. of electric
motor
 Effect of the back e.m.f. on the armature
current
 Controlling the initial current /starter
swich
 Transformers
 Structure
 Relationship between the number of
turns and the voltages of primary and
secondary coils for ideal transformers.

37
 Step-down and step-up transformers
 Input and output power of the
transformer
 The product VI, as input / output
power of a transformer
 Energy loss in a transformer
 Loss due to Joule heating
 Loss due to eddy current
 Method to minimize energy
loss.
 Uses of transformers
 Transmission of electric power

38
 Unit 9 - Electronics (40 periods)

Competency Competency Content Learning No. of

Level outcomes Periods
9. Uses 9.1 Inquires  Semiconductors Student will be able to;
electronic about the  Intrinsic semiconductors  identifies pure silicon and germanium as 10
circuits to fulfill principle of  Extrinsic semiconductors intrinsic semiconductors.
human needs action of a  n – type  describes extrinsic semiconductors.
efficiently. semiconductor  p- type  explains the formation of depletion region and
diode.  Junction diode voltage barrier of a p – n junction.
 p-n junction  represents graphically the characteristic of a
 Depletion layer practical diode and ideal diode.
 Forward bias  explains the action of diode in forward bias and
 Reverse bias reverse bias conditions.
 Characteristic curves of a diode  Design an experiment to obtain I – V curve of a
 I-V curve of ideal diode practical diode.
 I-V curve of a practical diode  explains with relevant diagrams the uses of
 Diode as a rectifier diode as a rectifier.
 Half wave rectification  explains the action of a diode as a switch.
 Solves numerical problems related to diodes.
 Full wave rectification
 conducts simple activities to demonstrate
 Smoothing
rectification and switching.
 Demonstration of rectification
 explains voltage regulation of zener diode.
using CRO
 Diode as a switch  explains qualitatively the action of LED and
photo diode.
 Types of diodes
 Zener diode
 Voltage regulation using
Zener diode
 Light emitting diode(LED)
 Photo diode
 Solar power

39
Competency Competency Content
Level
9.2 Uses the  Transistor
action of  Bipolar transistor
transistor for  Structure and circuit symbol of npn
practical needs. and pnp transistors
 npn transistor circuits
 Action of a transistor
 Circuit configuration
 Common – base
 Common – emitter
 Common – collector
 Action of a transistor
 Investigating the
characteristics of common
emitter configuration of a
transistor
 Input characteristic
 Transfer characteristic
 Output characteristic
 Biasing a transistor
 Common emitter transistor
amplifier
 Current amplification
 Voltage amplification
 Common emitter transistor
switch
 Unipolar transistor (JFET)
 Structure of p-channel and n-channel
JFET
 Action of n-channel JFET
 characteristic
40
Learning No. of
outcomes Periods
Student will be able to; 14
 explains the structure of npn and pnp transistors.
 describes the action of a npn transistor with
respect to electrons and holes.
 describes with appropriate diagrams, the
common base, common emitter and common
collector configuration of a transistor.
 conduct experiments to interpret graphically the
input, output and transfer characteristics of
common emitter configuration of a transistor.
 explains the biasing of npn transistors with
suitable diagrams.
 describes the action and uses of a transistor in
common emitter configuration as a current
amplifier and as a voltage amplifier.
 solves problems related to transistors.
 describes the action of a transistor as a switch.
 explains the structure, action and characteristics
of a n-channel and p-channel JFET.
 explains voltage amplification of a n-channel
JFET using characteristic curer.
Competency Competency Content
Level
9.3 Investigates  Operational amplifier
on the uses of  Operational amplifier as an
operational integrated circuit (IC)
amplifier.  Identification of pins
 Action of operational amplifier
 Characteristics of the open loop
state
 Uses of operational amplifier as a
voltage amplifier
 Close loop state
 Golden rules I and II
 Inverting amplifier
 Non-inverting amplifier
 Use of operational amplifier as a
voltage comparator/ switch
Learning No. of
outcomes Periods
Student will be able to;
 identifies the pin numbers of operational 06
amplifier
 describes the open loop characteristic of an
operational amplifier.
 expresses the voltage gain of open loop state.
 states the properties of operational amplifier.
 explains the purpose of negative feedback and
the effects on the gain of an operational
amplifier.
 interprets graphically and with suitable circuit
diagrams the action of inverting and non-
inverting operational amplifier.
 states the Golden rules I and II regarding an
operational amplifier in operating in linear region
 derives an expression for the voltage gain of
inverting and non - inverting amplifiers
 explains the use of operational amplifier as a
voltage comparator.
 solves problems related to operational amplifier.

Student will be able to;

9.4 Uses logic  Digital electronics  writes Boolean expressions and truth tables for 10
gates to  Boolean expressions and truth tables of AND, OR, NOT, NAND, NOR, Ex-OR, and Ex-
control the logic gates NOR logic gates.
action of  AND gate  develops logic expressions for simple digital
digital  OR gate logic circuits having two or three inputs.
circuits.  NOT gate  converts given logic expressions into logic
 NAND gate circuits.
 NOR gate  designs simple logic circuits to suit given
 EXOR gate conditions.

41
  EXNOR gate  explains basic feature of memory element using
 Investigating the truth tables of NOR gates
basic logic gates  explains the action of SR flip-flop using a truth
 Logic expressions for simple table.
digital circuits (maximum of three
inputs)
 Converting a given logic
expression to a logic gate circuit
 Logic expression for a truth table
 Designing simple logic circuits
 Electronic memory
 Single memory element with
NOR gates
 Basic SR flip-flop (Bistable)

42
 Unit 10 - Mechanical Properties of Matter (40 periods)

Competency Competency Content Learning No. of

Level outcomes Periods
10 Applies the 10.1 Selects  Elasticity of solids Student will be able to; 10
knowledge relevant  Tension and extension  conducts an experiment to investigate the
on materials  Load-extension graph relationship between tension and extension of a
mechanical for day-  Hooke's law string or spring.
properties today needs  Tensile stress  states Hook's law
of matter in life using  Tensile strain  defines the terms stress, strain and Young
quantitativ the  Young modulus modulus
ely in knowledge
 Determination of Young modulus  explains the behavior of materials using stress-
scientific about strain graph
of a metal using a wire
activities elasticity.  determines the Youngs modulus of a metal wire
 Stress-strain graph
and daily  gives an expression for energy stored in a string /
pursuits.  Energy stored in a stretched string
a spring under a stress
 carries out numerical calculations to solve
problems related to elasticity.
10.2 Uses the  Viscosity Student will be able to; 15
knowledge on  Viscous force  demonstrate the differences of flowing of various
viscosity in  Coefficient of viscosity liquids using simple activities.
scientific work  describe viscosity in terms of tangential stress and
and daily F=Av1-v2) /d velocity gradient for a liquid flow.
pursuits.  Poiseuille's equation for a fluid flow  defines coefficient of viscosity.
 Conditions of validity  uses the expression for viscose force to solve
 Correctness of the equation through problem
dimensional analysis  expresses Poiseuille's for a liquid flow.
 Determination of coefficient of  conducts experiment to determine coefficient of
viscosity by using Poiseuille's viscosity of water by capillary flow method.
formula  explains terminal velocity using v – t graph of a
 Motion of an object through viscous media body moving through a viscous media.
 Forces acting on a spherical object  solves simple numerical problems related to
 Terminal velocity viscosity.
 Stokes’ law

43
Competency Competency Content Learning No. of
Level outcomes Periods
 Correctness of formula through
dimensional analysis
 Derivation of expressions for terminal
velocity
 Object moving upwards
 Object moving downwards
10.3 Uses the  Surface tension Student will be able to; 15
knowledge on  Definition of surface tension  demonstrates the behavior of free surface of a
surface  Angle of contact liquid using simple activities
tension to  Relationship between nature of the  explains the behavior of free surface of a liquid
explain the liquid meniscus and the angle of using inter-molecular forces
natural contact  defines surface tension
phenomena  Free surface energy  obtain the relationship between surface energy and
and to fulfill  Expression for the work done in surface tension.
the daily increasing the surface area of a  describes the angle of contact with the help of
pursuits. liquid film isothermally diagrams.
 Relationship between surface  derives an expression for pressure difference
energy and surface tension across spherical meniscus in terms of surface
 Expression for pressure difference tension and the radius of the meniscus.
across a spherical meniscus  explains capillary rise using surface tension
 Capillary rise phenomena.
 Expression for capillary rise  derives an expression for capillary rise in terms of
 Determination of surface tension surface tension, angle of contact and radius of the
 Using a microscope slide meniscus.
 Capillary rise method  conducts experiments to determine surface tension
 Jaegar's method by using microscope slide method, capillary rise
method and Jaeger's method
 solves problems related to surface tension.

44
 Unit 11 - Matter and Radiation (30 periods)

Competency Competency Content Learning No. of

Level outcomes Periods
11 Inquires the 11.1 Applies the  Quantum nature of radiation Student will be able to; 08
Modern quantum  Black body radiation  explains thermal radiation of bodies at various
theories in theories to  Stefan's law temperatures using activities and examples
physics. explain the  Modification of the Stefan's law for  explain the black body radiation.
intensity non-black bodies  describes the intensity distribution of blackbody
distribution  Intensity distribution of black radiation using the graph of intensity Vs wave
of black body body radiation length for various temperatures.
radiation.  Wien's displacement law  relate the temperature and intensity of black body
 Failure of the classical physics radiation using Stefan's law.
to explain the distribution of  use the modification of the Stefan’s law for non-
intensity of radiation black body radiation.
 Planck’s hypotheses  use Wien’s displacement law for relevant
instances.
 describe the failure of classical physics in
explaining the black body radiation.
 explain Plank’s hypothesis using the appropriate
terms.
 accepts the quantum nature of radiation.
 accept that plank’s theory can be used to explain
black body radiation.
11.2 Applies the  Photoelectric effect Student will be able to; 08
quantum  Threshold frequency  explains the phenomenon of photoelectric effect
theories to  I-V graphs using photoelectric effect experiment.
explain the  Stopping potential  identifies the threshold frequency (or cutoff
photoelectric  Graph of frequency against stopping frequency)
effect. potential  explain the stopping potential
 Graphs for different metals

45
Competency Competency Content
Level
 Failure of the classical physics to
explain photoelectric effect
 Hypotheses put forward by Einstein to
explain the photoelectric effect
Explaining photoelectric effect
considering energy quanta (photon)
 Work function
 Einstein's photoelectric effect equation
 Relationship between work function
and threshold frequency
 Relationship between stopping
potential and maximum kinetic energy
11.3 Inquires  Wave nature of matter
about wave  de Broglie wavelength for matter
particle waves
duality  Evidences about wave nature of
matter
 Principle of electron microscope
46
Learning No. of
outcomes Periods
 accepts that classical physics cannot be used to
explain the results of the photoelectric effect.
 states Einstein’s hypotheses
 explains the photoelectric effect using photon
theory.
 explains Einstein’s photoelectric equation by
introducing its terms.
 relates threshold frequency to the work function.
 relates stopping potential to the maximum kinetic
energy.
 solves numerical calculation using photo electric
equation
 explains why the maximum kinetic energy is
independent of intensity, whereas the
photoelectric current is proportional to intensity.
 states that the photoelectric effect provides
evidence for a particulate nature of
electromagnetic waves.
Student will be able to; 02
 gives evidence about wave nature of matter.
 accept that any particle of a specific momentum
has an associated wavelength called the de
Broglie wavelength.
 applies the de Broglie hypothesis for
determination of the de Broglie wavelength of
matter waves associated with a moving particle.
 explains the principle of electron microscope.
11.4 Uses X –  X – rays Student will be able to; 02
rays to fulfill  Production of X – rays  explains the discovery of X-rays
human needs.  Properties of  describes the method of production of X-rays
X – rays  explains the properties of X-rays
 Uses of X – rays  explains qualitatively how X-rays can be used in
different fields (medical, industrial, et.).
11.5 Inquires  Radioactivity Student will be able to; 06
about  Natural radioactive decay  explains the natural radioactivity and its
radioactivity  Emission of α- particles properties.
to fulfill  Emission of β- particles  describes the radioactive decay, the radioactive
human needs.  Emission of γ-rays disintegration law and the graph.
 Radioactive disintegration law  explains the decay constant, activity and half-life
 Graphical representation time.
 Decay constant  explains the use of radioactivity in medicine,
 Activity engineering, agriculture and radioactive dating.
 Half life  explains the background radiation, the health
 Uses of radioactivity hazards and safety precautions.
 Radioactive dating (C+14)  Carry out numerical calculations to solve
 In medicine, engineering and problems related to radioactivity.
agriculture
 Health hazards of radiation and safety
precautions
 Measurement of quantity of
radiation
 Radiation dose (Gy)
 RBE (Relative Biological
Effectiveness) / Q (Quality
Factor)
 Effective dose (Sv)
 Health hazards
 time of expose
 Area of the body which
exposed to radiation
 Safety precaution

47
Competency Competency Content Learning No. of
Level outcomes Periods
11.6 Inquires  Atomic nucleus Student will be able to; 04
about the  Stability of nucleus  identifies the atomic structure, the nucleus,
nuclear  Unified atomic mass unit the isotopes, nuclear notation and the
energy and its  Mass defect atomic mass unit.
uses  Einstein's mass – energy equation  compares the energy released in chemical
 Binding energy reactions and nuclear reactions.
 Graphical representation between atomic  explains the nuclear fission and the process
number and binding energy of a nucleon of chain reaction which may be controlled
 Comparison of energy released in chemical (nuclear power) or uncontrolled (atomic
reaction and nuclear reaction bomb)
 Nuclear energy  explains the nuclear fusion, its process,
 Nuclear fission fusion reaction inside the sun/in other stars,
 Action of an atomic bomb and the production of elements.
 Action of a nuclear power station
 Nuclear fusion
 Conditions necessary for fusion
reaction
 Fusion reaction inside the sun
 Attempt of using fusion reaction for
producing energy

48
4.0 Teaching - Learning Strategies

Global trend in present day education is to introduce competency based curricula which promote collaborative learning

through student-centred activities where learning predominates over teaching. It is intended for the students to actively

participate in activities which enhance the development of individual, social and mental skills. Emphasis is laid on the

following aspects.

 Allow the students to acquire hands on experience.

 Direct students to acquire knowledge and information through reliable sources wherever necessary.

5.0 School policy and programmes

 The teacher has the liberty to follow any suitable teaching learning method to achieve the relevant learning outcomes.
 It is expected that the theoretical components of each unit will be dealt with the relevant practical components, which are given in italics.
 Capacity of students should be enhanced through extra-curricular activities, extensive use of supplementary reading materials and learning teaching aids
such as Computer Assisted Learning (CAL) software.
 With a view to extending learning beyond the classroom activities and to highlight the students’ special abilities, it is expected to involve students in co-
curricular activities such as;
 setting up school societies or clubs to pursue various aspects of chemistry
 field trips to places where applications of chemistry can be observed and preparation of reports subsequently
 organizing school exhibitions and competitions
 organizing guest lectures on relevant topics by resource persons
 producing school publications
 organizing events such as debates, science days, etc.

49
 School management is responsible in providing services such as lab equipments, computer facilities, etc. and assistance within the school and from
outside resources.
 In order to develop school policy and programmes it would be desirable to form a committee comprising relevant teachers and students.
 Most importantly, the school should serve as a role model to be followed by the students.
 School will develop its annual programmes, consisting of a variety of activities for achieving policy goals. In determining the activities to be undertaken
during a particular year, the school will need to identify priorities and consider feasibility in relation to time and resource constraints.

6.0 Assessment and Evaluation

Assessment and Evaluation should conform to the standards set by the Department of Examinations. However, school-based assessment should also be part
and parcel as it paves way to give direct feedback to learners.

50