CURRICULUM FOR

PHYSICS
GRADES XI-XII
2019

GOVERNMENT OF SINDH
SCHOOL EDUCATION AND LITERACY
DEPARTMENT
DIRECTORATE OF CURRICULUM, ASSESSMENT & RESEARCH
SINDH JAMSHORO

Page | 0

fb/Muzammil AhSon
 CONTENTS

PREFACE TO REVISED EDITION 2019 .............................................................................. 1

INTRODUCTION .................................................................................................................. 2
RATIONALE ......................................................................................................................... 2
CURRICULUM REVISION .................................................................................................... 3
VISION STATEMENT ........................................................................................................... 5
CURRICULUM DESIGN ....................................................................................................... 6
STANDARDS, BENCHMARKS AND LEARNING OUTCOMES ............................................ 7
PHYSICS GRADES XI – XII STANDARDS, BENCHMARKS ................................................ 8
CONCEPT MAP.................................................................................................................. 10
LIST OF SECTIONS GRADE – XI ...................................................................................... 12
LIST OF SECTIONS GRADE – XII ..................................................................................... 31
PRACTICAL AND PROJECT WORK .................................................................................. 47
PRACTICAL EXPERIMENTS FOR GRADE-XI ................................................................... 49
APPARATUS & EQUIPMENT FOR GRADE-XI .................................................................. 50
PROJECT & PRACTICAL WORK FOR GRADE-XII............................................................ 51
OBJECTIVES OF ASSESSMENT....................................................................................... 56
LIST OF APPARATUS & EQUIPMENT FOR GRADE-XII ................................................... 58
ESTIMATED TIME ALLOCATION FOR GRADE-XI ............................................................ 61
ESTIMATED TIME ALLOCATION FOR GRADE-XII ........................................................... 62
GLOSSARY ........................................................................................................................ 63
ASSESSMENT OF LEARNING .......................................................................................... 65
GUIDELINES FOR AUTHORS ........................................................................................... 67
TEACHING METHODOLOGIES & STRATEGIES .............................................................. 69
PROFESSIONAL DEVELOPMENT OF TEACHERS .......................................................... 77
SALIENT FEATURES ......................................................................................................... 79
REVIEW COMMITTEE ....................................................................................................... 81
NOTIFICATION................................................................................................................... 82

Page | i
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
fb/Muzammil AhSon
 PREFACE TO REVISED EDITION 2019

PHYSICS curriculum for grades XI – XII (2019) is the revised and

updated version of National Curriculum 2006. The
Provincial Curriculum and Textbook Review Committee accessed and intensively reviewed
the regional and international education system curricula and schemes of studies and
guiding material to update this document.

The sections are created, units are specified and students learning outcomes are rearranged
in to new order of the units. Physics curriculum for grades XI-XII is now divided in to eight
section and twenty-eight units. Four sections (General Physics, Mechanics, Electricity and
Waves & Communication) are designated for grade-XI, and the rest of four sections
(Thermal Physics, Magnetism, Electronics and Modern Physics) are to be taught in grade-
XII. Fourteen units will be covered in each academic year.

The learning outcomes are divided level wise; knowledge, understanding and application
(K, U, A) is indicated against each SLO to guide the teachers, learners, authors and
assessment experts and test paper developers.

The committee made its efforts to include updated venues of information and common
concepts, simultaneously align the curriculum with regional and international curricula so
as the learners studying in Sindh can easily carry out further education at any regional or
international institution without need of covering any deficiency semester or bridging
courses in physics.

The ink never dries on curriculum. We welcome feedback on curriculum from teachers,
learners, scholars, practitioners and other stakeholder to improve the document further and
keep it up to date.

Page | 1
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 INTRODUCTION

The course in physics lays stress on the development of scientific temper, the
cultivation of social, ethical, moral and aesthetic values and development of
sensitivity to possible uses and misuses of science and concern for clean and
sustainable environment. At this higher secondary level, the students take up
physics, as a discipline, with a purpose of pursuing their future careers in basic
sciences or pre-professional courses like medicine, engineering and technology at
the higher level.

The study of physics involves the students working individually and with others in
active, practical, field and interactive media experiences that are related to the
theoretical concepts considered in the course. It is expected that students studying
physics will apply investigative and problem-solving skills, effectively communicate
the theoretical concepts studied in the course and appreciate the contribution that
study of physics makes to our understanding of the world.

An understanding of physics, and the development of new applications of this

understanding, will help students to appreciate the factors that influence the pursuit
of science and have a significant impact on the way people live. Physics, therefore,
contributes to people’s understanding and appreciation of the natural world and to
their ability to make informed decisions about technological applications.

RATIONALE

Recent advancement in information and communication technology has enhanced

the access to updated information. The youth is more comfortable with use of these
sources of information. The changes in education, curriculum, and society
necessitate revision of the national education curriculum which is a fundamental
mechanism for the development of national education quality. Need has been
realized to restructure the curriculum so that the abilities and skills of inquiry
become the vehicles for acquiring scientific knowledge.

The structure of the syllabus is based on logical sequencing of the subject matters
kept by proper placement of the concepts, appropriate to the comprehension level of
students. Due care has been taken that the syllabus is not heavy and at the same
time, it is comparable to the international standards. Curriculum load has been
reduced by reinforcing overlapping of concepts within the discipline of physics or
with other disciplines making room for contemporary core topics and emerging
curricular areas in order that students may easily grasp the ideas by repeated
learning. The scientific method has been practiced as a method of inquiry in a way
that stimulates curiosity and interest. Every opportunity has been taken to expose
the students to the applications of physics to technology and environmental issues.
Emphasis has been to promote process-skills, problem-solving abilities and
application of concepts, useful in real life situations for making Physics learning
more relevant, meaningful and interesting.

Page | 2

fb/Muzammil AhSon
 CURRICULUM REVISION

The provincial government constituted the curriculum council headed by the Senior
Minister for Education. The curriculum wing is established in the School Education and
Literacy Department. The subject related curriculum and textbook review committees are
notified including Physics.
The curriculum and textbook review committee for physics grade IX-XII is comprised of
the experts of the subject, curriculum, assessment, working teachers of different
educational systems teaching at school, college and university, representatives of teacher
training institutions and Sindh Textbook Board.
The provincial review committee adopted the scientific method, similar to that adopted
at the time of development of the curriculum. Orientation workshops for committee
members were conducted. Consultative meeting with working teachers of different level
and system of education were conducted. Feedback from experts of subject as well as
experts I curriculum, assessment and testing and examination was collected. Research
reports were accessed and intensive review of related literature, syllabus, course outlines
and curricula was carried out.
The initial document National Curriculum for Physics (2006) was developed through
following stratagem;

1- Formation of curriculum development team comprising of experts and teachers.

2- Orientation and training workshops on curriculum development.
3- Survey for feedback from students, teachers, community and other stakeholders.
4- Critical review of existing curriculum.
5- Collection of feedback and critique received through different media.
6- Consultation with Textbook Board and teacher trainers
7- Study and comparison with regional and international curricula available or
accessed and downloaded from internet.
8- Determination of philosophy of curriculum design, aims and objectives, standards
and benchmarks
9- Drafting of core syllabus: The structure, units, contents, learning outcomes with
time frame and weighting including identification of investigations / practicals
and demonstrations and assessment pattern.
10- Drafting suggestions on the other components of curriculum such as, instructions for
writing teaching-learning materials/textbooks, Teaching strategies and
methodology and Teachers training

Page | 3
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
The Physics Curriculum Team carried out comparative study of National Curriculum
2006 in line with the following international curricula before drafting of Physics
Curriculum. The updated version of these documents were now accessed for revision of
curriculum in 2019.

 Physics GCE “A” Level, University of Cambridge International Examinations (CIE),

U.K.

 Australian Curriculum, Assessment and Reporting Authority (ACARA) Curriculum.

 Physics Syllabus, Malta

 Physics Curriculum Secondary Level, Hong Kong

 NBSE Physics Curriculum 2018 of India for classes XI-XII

 Grades Nine through Twelve – Physics, California State Board of Education, U.S.A

 Physics Curriculum Guidelines of Ontario, Canada

 South Australia Certificate of Education Physics Curriculum 2019

 New South Wales Australia Physics Curriculum 2017

 National Science Curriculum Standards, The Institute for the Promotion of Teaching
Science and Technology, Thailand

 NEBRASKA Science Standards Grades K-12

 Star Science Standards, Nebraska Department of Education

 Physics Secondary School Curriculum, State of Utah

 Michigan State Board of Education Standards and draft Benchmarks (2015)

 Sequoia Union High School District Physics Curriculum Guide (U.S.A.)

 Mississippi Science Framework 2018 U.S.A.

 Science Curriculum Reforms in U.S.A.

 Coal city High School Physics Curriculum, U.S.A.

 San Ramon Valley Unified School District Physics Curriculum Grades 9-12 ( 2019)

 The Higher Education Commission, Curriculum for Graduates classes.

Page | 4

fb/Muzammil AhSon
 VISION STATEMENT

Promotion of process, skills, problem solving abilities and application of concepts, useful
in real life situation for making physics learning more relevant, meaningful and
stimulating.

AIMS

The Aims of Physics at higher secondary level are to enable student to:

 Develop among the students the habit of scientific and rational thinking and an
attitude to search for order and symmetry in diverse phenomena of nature and
thereby to appreciate the supreme wisdom and creative powers of the creator.

 Become lifelong learner, effective problem solver, responsible and productive

citizens in a technological world.

 Strengthen the concepts developed at the secondary level to lay firm foundation for
further learning of physics at the tertiary level, in engineering or in other physics
dependent and vocational courses.

 Develop process skills and experimental, observational, manipulative, decision

making and investigatory skills in the students.

 Understand and interpret scientific information presented in verbal, mathematical or

graphical form and to translate such information from one form to another.

 Understand and appreciate the inter relationship and balance that exists in nature,
the problems associated with the over exploitation of the environmental resources
and disturbance because of the human activities in the ecological balance, thus taking
care of the environment.

Page | 5
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 CURRICULUM DESIGN

The curriculum is designed to emphasize on the understanding and application of

physics concepts and principles to prepare the learners for rapidly changing
technological as well social scenario of the world and requirements of the market and
society.

. This approach has been adopted in recognition of the need for students to develop skills
that will be of long term value in an increasingly technological world.

The curriculum framework is based on the standards and benchmarks framed by

Provincial Curriculum Council. It comprises of eight main themes/sections. Each section
is further divided into “units” showing their conceptual linkages. Each unit is
furthermore divided into Students Learning Outcomes which not only covers the
fundamental laws/principles of physics but also cutting edge technological application
used in our daily life.

In order to specify the syllabus as precisely as possible and also to emphasize the
importance of higher order abilities and skills other than recall, learning outcomes have
been used throughout. Each unit of the syllabus is specified by content section/major
concepts followed by detailed learning outcomes. The intended level and scope of
treatment of a content is defined by the stated learning outcomes with easily
recognizable domain of (i) recalling (ii) understanding (iii) applying (iv) analyzing (v)
evaluating (vi) and creating, under the subhead “skills” measuring, observing,
manipulating, recording and interpreting /analyzing, predicting and communicating
abilities/ skills are expected to be developed through related investigations, activities
and practical work.

Unit-wise weighting and time allocation for each section has been proposed. A separate
list of standard practicals, and required equipments are given. Assessment pattern has
also been included in the curriculum document.

Page | 6

fb/Muzammil AhSon
 STANDARDS, BENCHMARKS
AND LEARNING OUTCOMES

This curriculum document is built upon Standards, Benchmarks, and Learning Outcomes
for the benefit of student growth and progress.

STANDARDS are what students should know and be able to do. Standards are broad
descriptions of the knowledge and skills students should acquire in a subject area. The
knowledge includes the important and enduring ideas, concepts, issues, and information.
The skills include the ways of thinking, working, communicating, reasoning, and
investigating that characterize a subject area. Standards may emphasize interdisciplinary
themes as well as concepts in the core academic subjects. The Standards are based on:

 Higher Order Thinking: instruction involves students in manipulating

information and ideas by synthesizing, generalizing, explaining or arriving at
conclusions that produce new meaning and understanding for them

 Deep Knowledge: instruction addresses central ideas of a topic or discipline with

enough thoroughness to explore connections and relationships and to produce
relatively complex understanding.

 Substantive Conversation: Students engage in extended conversational exchanges

with the teacher and / or peers about subject matter in a way that builds an
improved and shared understanding of ideas or topics.

 Connections to the World Beyond the Classroom: Students make connections

between substantive knowledge and either public problems or personal
experiences.

BENCHMARKS indicate what students should know and be able to do at various

developmental levels. The benchmarks are split into five developmental levels:

1- ECE to grade 3.

2- Grade 4 to Grade 5

3- Grade 6 to Grade 8

4- Grade 9 to Grade 10

5- Grade 11 to Grade 12

LEARNING OUTCOMES indicate what students should know and be able to do for
each topic in any subject area at the appropriate developmental level. The Learning
Outcomes sum up the total expectations from the student.

Students Learning Outcomes SLOs in this curriculum document are divided in three
levels Knowledge (K), Understanding (U) and Application (A) as indicated against each
SLO.
Page | 7
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 PHYSICS GRADES XI – XII
STANDARDS, BENCHMARKS

The content standards provide descriptions of what students should know, understand
and be able to do in a specific content area.

In addition, benchmarks in each content areas are drafted to further clarify the content
standards. They define our expectations for students’ knowledge, skills and abilities
along a development continuum in each content area. They are meant to define a
common denominator to determine how well students are performing.

Standard 1.
Students will be able to display a sense of curiosity and wonder about the
natural world and demonstrate an increasing awareness that this has lead to new
developments in science and technology.

Benchmarks:
BM-1. Ask questions that can be investigated empirically.
BM-2. Develop solutions to problems through reasoning, observation, and investigations.
BM-3. Design and conduct scientific investigations.
BM-4. Recognize and explain the limitations of measuring devices.
BM-5. Collect and synthesize information from books and other sources of information.
BM-6. Discuss topics in groups by making clear presentations, restating or summarizing what others
have said, asking for clarification or elaboration, taking alternative perspectives, and defending
a position.

Standard 2 .
Students will be able to demonstrate an understanding of the impact of science
and technology on society and use science and technology to identify problems
and creatively address them in their personal, social and professional lives.

Benchmarks:
BM-1. Justify plans or explanations on a theoretical or empirical basis.
BM-2. Describe some general limitations of scientific knowledge.
BM-3. Show how common themes of science, mathematics, and technology apply in real world
contexts.
BM-4. Discuss the historical development of the key scientific concepts and principles.
BM-5. Explain the social and economical advantages and risks of new technology.
BM-6. Develop an awareness and sensitivity to the natural world.
BM-7. Describe the historical and social factors affecting developments in science.

Page | 8

fb/Muzammil AhSon
Standard 3.
Student will be able to understand the processes of scientific investigation. They
will be able to identify a problem, design and conduct experiments and
communicate their findings using a variety of conventional and technological tools.

Benchmarks:
BM-1. Appreciate the ways in which models, theories and laws in physics have been tested and
validated
BM-2. Assess the impacts of applications of physics on society and the environment.
BM-3. Justify the appropriateness of a particular investigation plan.
BM-4. Identify ways in which accuracy and reliability could be improved in investigations.
BM-5. Use terminology and report styles appropriately and successfully to communicate information.
BM-6. Assess the validity of conclusions from gathered data and information.

Standard 4.
Students will be able to describe and explain common properties, forms and
interactions of energy and matter, their transformations and applications in
physical systems.
BM-1. Explain events in terms of Newton’s laws and law of conservation of momentum.
BM-2. Explain the effects of energy transfers and energy transformations.
BM-3. Explain mechanical, electrical and magnetic properties of solids and their significance.
BM-4. Demonstrate an understanding of the principles related to fluid statics/dynamics and their
applications.
BM-5. Explain that heat flow and work are two forms of energy transfers between systems and
their significance.
BM-6. Understand wave properties, analyze wave interactions and explain the effects of those
interactions.
BM-7. Demonstrate an understanding of wave model of light as e.m waves and describe how it
explains diffraction patterns, interference and polarization. The utilization of
electromagnetic waves, especially that of microwaves in communication and industry and
application of sound waves are given special emphasis. Fiber optics which has wide
applications in industry is new topics introduced in the physics curriculum with special
emphasis on how they can be utilized in the field of communication.
BM-8. Explain the effects of electric, magnetic and gravitational fields.
BM-9. Demonstrate and understand the properties, physical quantities, principles and laws
related to electricity and magnetism and make use of them.
BM-10. Investigate and explain basic properties of semi-conductors devices (diodes and
transistors) and make electronic circuits and make use of them.
BM-11. Search, for information and explain nuclear reactions, fission, fusion, interaction between
matter and energy benefits and risks of nuclear energy. Describe quantum theory, special
theory of relativity and other modern concepts in Physics. It also describes the key
features and components of the standard model of matter including hadrons, leptons and
quarks.

Page | 9
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 CONCEPT MAP

General Mechanics Electricity Waves & Thermal Magnetism Electronics Modern

Physics Communication Physics Physics

Page | 10

fb/Muzammil AhSon
 PHYSICS GRADE – XI

 SECTIONS
 UNITS
 STUDENTS LEARNING OUTCOMES

Page | 11
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 LIST OF SECTIONS GRADE – XI

SECTION UNITS

GENERAL PHYSICS 1. Physics and Measurements

2. Kinematics
3. Dynamics
MECHANICS 4. Rotational & Circular
Motion
5. Work, Energy and Power
6. Fluid Statics
7. Fluid Dynamics

8. Electric Fields
ELECTRICITY 9. Capacitors
10. D.C. Circuits

11. Oscillations
WAVES AND 12. Acoustics
COMMUNICATIONS
13. Physical Optics
14. Communication

Page | 12

fb/Muzammil AhSon
 Page | 13
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 SECTION NO. 01 GENERAL PHYSICS

Contents Students should be able to Cognitive

level
1.1 Scope of Physics 1.1.1 Describe Physics A
1.1.2 Describe the scope of Physics in science, U
technology and society.

1.2. S. I Base, 1.2.1 State SI base units, derive units, and K

Supplementary supplementary units for various
and derived measurements.
units 1.2.2 Express derived units as products or
quotients of the base units. U
1.2.3 State the conventions for indicating units as
set out in the SI units. K
1.2.4 Measure, using appropriate techniques, the
length, mass, time, temperature and
electrical quantities by making use of both A
analogue scales and digital displays
particularly short time interval by ticker
timer and by C.R.O.

1.3 Dimensionality 1.3.1 Check the homogeneity of physical

equations by using dimensionality and A
base units.
1.3.2 Derive formulae in simple cases using A
dimensions.

1.4 Errors and 1.4.1 Why all measurements contain some U

uncertainty uncertainty.
1.4.2 Distinguish between systematic U
errors (including zero errors) and random
errors.
1.4.3 Measure the diameters of a few ball
bearings of different sizes and estimate A
their volumes. Mention the uncertainty in
each result.
1.4.4 Analyze and evaluate the above
experiment and suggest improvements. A
1.4.5 Assess the uncertainty in a derived
quantity by simple addition of actual, A
fractional or percentage uncertainties

1.5 Graphs 1.5.1 Identify dependent and A

independent variables
1.5.2 Draw line of best fit and error bar U

Page | 14

fb/Muzammil AhSon
 1.5.3 Draw extrapolation U

1.6 Significant 1.6.1 Write answers with correct scientific U

figures notation, number of significant figures and
units in all numerical and practical work.

1.7 Precision and 1.7.1 Identify that least count or resolution of a U

accuracy measuring instrument is the smallest
increment measurable by it.
1.7.2 Differentiate between precision and
accuracy. U
1.7.3 Explain why it is important to use an
instrument of smallest resolution. U
1.7.4 Explain the importance of increasing the
number of readings in an experiment. U
1.7.5 Interpret the information from linear or
nonlinear graphs/curves by measuring
slopes and intercepts A

Page | 15
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 SECTION NO. 02 MECHANICS

Contents Students should be able to Cognitive

level
2.1 Vectors 2.1.1 Describe a vector and its representation U

2.2 Addition by 2.2.1 Describe the Cartesian coordinate system. U

rectangular 2.2.2 Resolve a vector into two perpendicular
components components. U
system

2.3 Displacement / 2.3.1 Describe vector nature of displacement. U

Distance with 2.3.2 Analyze and interpret patterns of motion
of objects using displacement-time graph,
graphical velocity-time graph acceleration-time graph A
representation

2.4 Speed and 2.4.1 Determine the instantaneous velocity of an A

velocity with object moving along the same straight line
graphical by measuring the slope of displacement-
representation time graph.

2.5 Acceleration, 2.5.1 Derive equation of uniformly accelerated U

equations of motion
uniformly 2.5.2 Solve the problems. A
accelerated
motion
2.6 Projectile 2.6.1 Understand projectile motion U
Motion 2.6.2 Calculate height, range and time of flight A
using equations of projectile motion

Page | 16

fb/Muzammil AhSon
 Contents Students should be able to Cognitive
level
3.1 Newton’s Laws 3.1.1 Apply Newton’s laws to explain motion of A
of Motion objects
3.1.2 Define inertia (as the property of a body K
which resists change in motion).
3.1.3 Describe and use of the concept of weight as U
the effect of a gravitational field on a mass.
3.1.4 Apply Newton’s laws of motion as the rate A
of change of momentum
3.2 Momentum and 3.2.1 Describe the Cartesian coordinate system. U
Impulse 3.2.2 Represent a vector into two perpendicular U
components.
3.3. Law of 3.3.1 Explain law of conservation of Momentum U
Conservation of 3.3.2 Describe elastic and inelastic collision with
Momentum examples U
3.3.3 Solve different problems of elastic and
inelastic collisions between two bodies in A
one dimension by using law of conservation
of momentum.
3.3.4 Describe that momentum is conserved in all
situations. (Rocket Situation) U

UNIT-04 ROTATIONAL AND CIRCULAR MOTION

STUDENTS LEARNING OUTCOMES

Students should be able to Cognitive

Contents level
4.1. Kinematics of 4.1.1 Define angular displacement, angular (K)
Angular velocity and angular acceleration and
Motion express angular displacement in radians.
4.1.2 Solve problems by using S= r θ and v=r ω. (A)

Page | 17
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 4.2.1 Describe qualitatively motion in a curved U
4.2. Centripetal path due to a perpendicular force.
Force and 4.2.2 Derive and use centripetal acceleration a = A
Centripetal rω², a = v² /r.
Acceleration 4.2.3 Solve problems using centripetal force F = A
𝑚𝑣2
mrω², 𝐹 = 𝑟 .

4.2.4 Describe situations in which the centripetal U

acceleration is caused by a tension force, a
frictional force, a gravitational force, or a
normal force.
4.2.5 Explain when a vehicle travels round a
banked curve at the specified speed for the
banking angle, the horizontal component of U
the normal force on the vehicle causes the
centripetal acceleration.
4.2.6 Describe the equation tanθ = v2/rg, relating
banking angle θ to the speed v of the vehicle U
and the radius of curvature r.
4.3. Orbital velocity 4.3.1 Define the term orbital velocity and derive K
relationship between orbital velocity, the
gravitational constant, mass and the radius
of the orbit.
4.4. Moment of 4.4.1 Define moment of inertia K
Inertia 4.4.2 Use the formulae of moment of inertia of A
various bodies for solving problems.
4.5. Angular 4.5.1 Define angular momentum K
Momentum 4.5.2 Explain the law of conservation of U
momentum

4.6. Torque 4.6.1 Define torque as the cross product of force K

and moment arm
4.6.2 derive a relation between torque, moment of A
inertia and angular acceleration

Page | 18

fb/Muzammil AhSon
 UNIT-05 WORK ENERGY AND POWER
STUDENTS LEARNING OUTCOMES
Contents Students should be able to Cognitive
level
5.1. Work as Scalar 5.1.1 Describe the concept of work in terms of the U
Product of Force product of force F and displacement d in
and Displacement the direction of force (Work as scalar
product of F and d).
5.1.2 Distinguish between positive, negative and
zero work with suitable examples. U
5.1.3 Calculate the work done from the force-
displacement graph.
A
5.2. Work done by a 5.2.1. Define work by variable force U
variable force 5.2.2. Calculate the work done from the force- A
graphical method displacement graph.

5.3. Kinetic Energy 5.3.1 Recall the concept of K.E K

5.3.2 Derive the equation of K.E by using W = U
F.d
5.4. Potential Energy 5.4.1 Recall the concept of potential Energy K
5.4.2 Derive the equation of P.E from W = F. d
U
5.5. Work done against 5.5.1 show that the work done in gravitational U
Gravitational
field is independent of path
Field
5.5.2 Calculate gravitational potential energy at a
certain height due to work against gravity A
5.6. Absolute Potential 5.6.1 Describe that the gravitational PE is U
energy measured from a reference level and can
be positive or negative, to denote the
orientation from the reference level.
5.6.2 Use equations of absolute potential energy
to solve problems
A
5.7. Escape Velocity 5.7.1 Explain the concept of escape velocity in U
term of gravitational constant G, mass m
and radius of planet r.
5.8. Power 5.8.1 Express power as scalar product of force U
and velocity.
5.8.2 Explain that work done against friction is U
dissipated as heat in the environment.

5.9. Work Energy 5.9.1 State Work Energy theorem K

Theorem 5.9.2 Utilize work – energy theorem in a
resistive medium to solve problems. A

Page | 19
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
5.10. Transformation 5.10.1 State law of conservation of energy K
of Energy 5.10.2 Explain Law of conservation of energy with the
help of suitable examples U

UNIT-06 FLUID STATICS

STUDENTS LEARNING OUTCOMES
Contents Students should be able to Cognitive
level
6.1. Pascal’s Law 6.1.1 Describe Pascal’s Law U
6.1.2 Describe applications of Pascal’s law U
6.2. Archimedes’ 6.2.1 State Archimedes’ principal K
Principal 6.2.2 Derive the equation of up thrust acting on A
a body in fluid
6.3. Buoyancy and Law 6.3.1 Describe the basic concepts of buoyancy U
of Floatation 6.3.2 State law of floatation
K
6.4. Surface Tension 6.4.1 Describe surface tension along with U
suitable examples

UNIT-07 FLUID DYNAMICS

STUDENTS LEARNING OUTCOMES
S. No Students should be able to Cognitive
Contents level
7.1. Fluid Friction 7.1.1 Describe that real fluids are viscous U
fluids.
7.1.2 Describe that viscous forces in a fluid U
cause a retarding force on an object
moving through it.
7.1.3 Explain how does the
Magnitude of the viscous force on an U
object moving in fluid depend on the size
and velocity of the object.

7.2. Terminal Velocity 7.2.1 Apply Stokes’ law to derive an expression A

for terminal velocity of spherical body
falling through a viscous fluid.
7.2.2 Use the equation of terminal velocity to
solve problems
A

7.3. Streamline and 7.3.1. Define the terms: steady (streamline or K

Turbulent Flow laminar) flow, incompressible flow and
non-viscous flow as applied to the motion
of an ideal fluid.
7.3.2 Explain that at a sufficiently high
Page | 20

fb/Muzammil AhSon
 velocity, the flow of viscous fluid U
undergoes a transition from laminar to
turbulence conditions.
7.3.3 Describe that the majority of practical
examples of fluid flow and resistance to
U
motion in fluids involve turbulent rather
than laminar conditions.
7.4. Equation of 7.4.1. Identify that the equation of A
Continuity continuity is a form of the principle of
conservation of mass.
7.4.2 Solve problems by using the equation of
A
continuity

7.5. Bernoulli’s 7.5.1 Describe that the pressure difference can U

Equation and its arise from different rates of flow of a fluid
Application (Bernoulli Effect).
7.5.2 Interpret and apply Bernoulli Effect in the:
filter pump, Venturi meter, in, atomizers, U
flow of air over an aerofoil and in blood
physics.

Page | 21
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 SECTION NO. 03 ELECTRICITY

UNIT-08 ELECTRIC FIELDS

STUDENTS LEARNING OUTCOMES
Contents Students should be able to Cognitive
level
8.1. Force between 8.1.1 Define Electrostatic force K
Two Charges 8.1.2 Explain Coulomb’s law U
8.1.3 Describe the coulombs force in different U
mediums
A
8.1.4 Solve problems using Columbus Law
8.2. Electric Field 8.2.1 Describe the concept of an electric field as an U
example of a field of force.
8.2.2 Derive the expression
E = l/4πεo q/r2 for the magnitude of the A
electric field at a distance ‘r’ from a point
charge ‘q’.
8.2.3 Define electric field strength as force per unit
positive charge.
8.2.4 Solve problems and analyze information K
using E = F/q.
8.2.5 Solve problems involving the use of the A
expression.
E = l/4πεo q/r2 A

8.3. Electric Field due 8.3.1 Describe the concept of electric dipole. U
to Dipole
8.3.2 Calculate the magnitude and direction of the
electric field at a point due to two charges A
with the same or opposite signs.
8.3.3 Sketch the electric field lines for two-point
charges of equal magnitude with same or
opposite signs.
U

8.4. Electric Flux 8.4.1 Describe electric flux. K

8.4.2 Explain electric flux through a surface U
enclosing a charge.

Page | 22

fb/Muzammil AhSon
8.5. Electric Potential 8.5.1 Define absolute electric potential and the unit K
of electric potential.
8.5.2 Define potential difference and its unit K
8.5.3 Solve problems by using the expression V
=W/q. A
8.5.4 Calculate the potential in the field of a point
charge using the equation V = l/4πεo q/r. A
8.5.5 Show that the electric field at a point is given
A
by the negative of potential gradient at that
point.
8.5.6 Solve problems by using the expression E = - A
V/d.
8.5.7 Define electron volt. K

UNIT-09 CAPACITORS
STUDENTS LEARNING OUTCOMES
Contents Students should be able to Cognitive
level
9.1. Capacitor 9.1.1 Explain capacitors as Charge storing U
Devices
9.1.2 Identify types of capacitors used in K
different field
9.1.3 Identify factors affecting the capacitance of A
a parallel plate capacitor and use equations
εr = C/Co; C = εoεr A/d.
9.1.4 Calculate combined capacitance of
capacitors in series and in parallel. U

9.2. Energy stored in a 9.2.1 Demonstrate charging and discharging of a U

Capacitor. capacitor through a resistance.
9.2.2 Prove that energy stored in a capacitor is
1 1 U
𝑊 = 𝑄𝑉 and hence 𝐸 = 𝐶𝑉 2
2 2

Page | 23
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 UNIT-10 D.C CIRCUITS
STUDENTS LEARNING OUTCOMES
Contents Students should be able to Cognitive
level
10.1. Resistors and its 10.1.1 Recall concept of resistance K
Types 10.1.2 Indicate the value of resistance by reading K
color code on it.
10.2. Resistivity, and its 10.2.1 Define resistivity and explain its U
Dependence upon dependence upon temperature and also
Temperature derive the mathematical relationship
between them.
10.2.2 Define conductance and conductivity of K
conductor.
10.2.3 Solve problems using the equations of A
resistivity

10.3. Internal Resistance 10.3.1 Understand the effects of the internal U

resistance of a source of e.m.f. on the
terminal potential difference
10.3.2 Distinguish between e.m.f. and p.d. using A
the energy considerations.
10.3.3 Explain the internal resistance of sources U
and its consequences for external circuits.
10.3.4 Describe some sources of e.m.f. U
10.4. Power Dissipation 10.4.1 Describe the conditions for maximum U
in Resistors power transfer.

10.5. Thermoelectricity 10.5.1 Describe thermocouple and its function. K

10.5.2 Explain variation of thermoelectric e.m.f.
with temperature. U
10.5.3 Identify the function of thermistor in fire
alarms and thermostats that control
temperature. A

10.6. Kirchhoff’s Laws 10.6.1 State Kirchhoff’s first law and U

appropriate the link to conservation of
charge
10.6.2 State Kirchhoff’s second law and U
appropriate the link to conservation of
energy
10.6.3 Derive equations by using Kirchhoff’s A
laws, a formula for the combined
resistance of two or more resistors
connected in series and parallel
10.6.4 Solve problems by using Kirchhoff’s laws
for the combined resistance of two or
A
more resistors in series and parallel
Page | 24

fb/Muzammil AhSon
10.7. Balanced Potential 10.7.1 Describe Wheatstone bridge and how it U
is used to find unknown resistance.
10.7.2 Describe the working of rheostat as a
potential divider in circuit. U
10.7.3 Describe the function of potentiometer to
measure and compare potentials without U
drawing any current from the circuit.

Page | 25
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 SECTION NO. 04 WAVES & COMMUNICATION

UNIT-11 OSCILLATIONS
STUDENTS LEARNING OUTCOMES
Contents Students should be able to Cognitive
level
11.1. Simple harmonic 11.1.1 Describe necessary conditions for U
Motion (SHM) execution of simple harmonic motion.
11.1.2 Investigate the motion of an oscillator
using experimental and graphical A
methods

11.2. Uniform Circular 11.2.1 Describe necessary conditions for U

Motion and SHM execution of simple harmonic motions.
11.2.2 Describe that when an object moves in a
circle, the motion of its projection on the U
diameter of the circles is SHM.
11.2.3 Define the terms amplitude, period,
frequency, angular frequency and phase
11.2.4 Identify and use the equation; K
a= - ω2x as the defining equation
of SHM.
A
11.3. Practical SHM 11.3.1 Prove that the motion of mass attached to a A
Systems Mass- spring is SHM.
Spring & Simple 11.3.2 Analyze the motion of a simple pendulum A
Pendulum is SHM and calculate its time period.
11.3.3 Interpret time period of the simple
pendulum varies with its length A

11.4. Energy 11.4.1 Describe the interchanging between U

Conservation in kinetic energy and potential energy
SHM during SHM.
11.5. Free and Forced 11.5.1 Describe practical examples of free and U
Oscillation forced oscillations (resonance).
11.5.2 Describe graphically how the amplitude of
a forced oscillation changes with A
frequency near to the natural frequency of
the system.
11.5.3 Describe practical examples of damped
oscillations with particular reference to
the efforts of the degree of damping and U
the importance of critical damping in
cases such as a car suspension system.
11.5.4 Describe qualitatively the factors which U
determine the frequency response and
sharpness of the resonance.

Page | 26

fb/Muzammil AhSon
 UNIT-12 ACOUSTICS
STUDENTS LEARNING OUTCOMES
Contents Students should be able to Cognitive
level
12.1. Speed of 12.1.1 Explain that speed of sound depends on the U
Sound in Air properties of medium in which it propagates
and describe Newton’s formula of speed of
waves.
12.1.2 Describe the Laplace correction in Newton’s U
formula for speed of sound in air.
12.1.3 Identify the factors on which speed of sound U
in air depends.
𝑇 A
12.1.4 Solve problems using the formula 𝑉 = √273

12.2. Superposition 12.2.1 Describe the principle of superposition of two U

of Sound Waves waves from coherent sources.
12.2.2 Describe the phenomenon of interference of
sound waves. U
12.2.3 Describe the phenomenon of formation of
U
beats due to interference of non-coherent
sources.
12.2.4 Explain the tuning of musical instruments by
beats.
U
12.2.5 Explain the formation of stationary waves
using graphical method
12.2.6 Define the terms, node and antinodes. U
12.2.7 Describe modes of vibration of strings.
12.2.8 Describe formation of stationary waves in K
vibrating air columns.
U

12.3. Doppler Effect 12.3.1 Explain the observed change in frequency U

of Sound of a mechanical wave coming from a
moving object as it approaches and moves
away
12.3.2 Recall the applications of Doppler Effect such
K
as radar, sonar, astronomy, satellite, and
radar speed traps.
12.3.3 Outline some cardiac problems that can be
detected through the use of the Doppler’s K
effect.

Page | 27
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 UNIT-13 PHYSICAL OPTICS
STUDENTS LEARNING OUTCOMES
Contents Students should be able to Cognitive
level
13.1. Nature of Light 13.1.1 Understand electromagnetic spectrum U
(ranging from radio waves to γ-rays).
13.1.2 Recall that light is a part of a continuous
spectrum of electromagnetic waves K
13.2. Wave Fronts 13.2.1 Describe the concept of wave fronts and its K
types
13.3. Huygen’s 13.3.1 State Huygens’s Principle and use it to K
Principle construct wave front after a time interval
13.4. Interference of 13.4.1 State the necessary conditions to observe K
Light interference of light.
13.4.2 Describe Young’s double slit experiment
and the evidence it provides to support the U
wave theory of light.
13.4.3 Use the equations of constructive and
destructive interference to determine the
position of bright and dark fringes also A
determine the fringe spacing.
13.4.4 Explain color pattern due to interference in K
thin films.
13.4.5 Describe interference pattern produced by U
Newton rings
13.4.6 Describe the parts and working of K
Michelson Interferometer and its uses.
13.5. Diffraction 13.5.1 Explain diffraction and identify that U
interference occurs between waves that
have been diffracted.
13.5.2 Describe that diffraction of light is evidence K
that light behaves like waves.
13.5.3 Describe and explain diffraction at a narrow U
slit.
13.5.4 Describe the use of a diffraction grating to U
determine the wavelength of light and carry
out calculations using dsinθ=nλ.
13.5.5 Describe the phenomena of diffraction of U
X-rays through crystals.
13.5.6 Measure the slit separation/ grating element
‘d’ of a diffraction grating by using the A
known wavelength of laser light.

Page | 28

fb/Muzammil AhSon
 UNIT-14 COMMUNICATION
STUDENTS LEARNING OUTCOMES
Contents Students should be able to Cognitive
level
14.1. Communication 14.1.1 describe how the information may be carried K
Channels by a number of different channels, including
wire-pairs, coaxial cables, radio and
microwave links, optic fibers and Satellites
14.1.2 Describe relative merits of channels of K
communication
14.2. Modulation 14.2.1 Describe that the information can be K
transmitted by radio waves
14.2.2 Understand the term modulation and be A
able to distinguish between amplitude
modulation (AM) and frequency
modulation (FM)
14.2.3 Define the term bandwidth K
14.2.4 Demonstrate an awareness of the relative K
advantages of AM and FM transmissions
14.3. Digital 14.3.1 Understand the advantages of the A
Communication transmission of data in digital form,
compared with the transmission of data in
analogue form
14.3.2 understand that the digital transmission of
U
speech or music involves analogue-to-
digital conversion (ADC) before
transmission and digital-to-analogue
conversion (DAC) after reception

Page | 29
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 PHYSICS GRADE – XII

 SECTIONS
 UNITS
 STUDENTS LEARNING OUTCOMES

Page | 30

fb/Muzammil AhSon
LIST OF SECTIONS GRADE – XII

SECTION UNITS

THERMAL PHYSICS 15. Molecular Theory of Gases

16. First Law of Thermodynamics
17. Second Law of Thermodynamics

MAGNETISM 18. Magnetic Fields

19. Electromagnetic Induction
20. AC Circuits

ELECTRONICS 21. Physics of Solids

22. Solid State Electronics
23. Digital Electronic

24. Relativity
MODERN PHYSICS 25. Quantum Physics
26. Atomic Physics
27. Nuclear Physics
28. Particle Physics

Page | 31
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 SECTION NO. 05 THERMAL PHYSICS

UNIT-15 MOLECULAR THEORY OF GASES

STUDENTS LEARNING OUTCOMES
Contents Students should be able to Cognitive
level
15.1. Temperature 15.1.1 Recall concept of temperature K
15.1.2 Solve problems using scales of temperature A
and their conversion
15.1.3 Explain triple point of water U

15.2. Gas Laws 15.2.1 State general gas law K

15.2.2 Derive gas laws (Boyle’s law, Charle’s law U
and Avogadro’s law)
15.2.3 Solve problems using gas laws A
15.3. Kinetic Theory of 15.3.1 State the basic postulates of KTG K
Gases (KTG) 15.3.2 Describe the molecular movement causes the U
pressure exerted by gas and derive pressure
equation
15.3.3 Describe the relation between kinetic energy U
of molecules and temperature
15.3.4 Solve problems using relation between A
kinetic energy and temperature

UNIT-16 FIRST LAW OF THERMODYNAMICS

STUDENTS LEARNING OUTCOMES
Contents Students should be able to Cognitive
level
16.1. Heat and Work 16.1.1 Describe that heat flow and work are two U
forms of energy transfer between systems
and calculate heat being transferred.

16.2. Internal Energy 16.2.1 Relate rise in temperature of a system U

increases its internal energy.
16.2.2 Explain that internal energy is determined
by the state of the system and that it can be U
expressed as the sum of the random
distribution of kinetic and potential
energies associated with the molecules of
the system.

16.3. First Law of 16.3.1 Define thermodynamics and various terms K

Thermodynamics associated with it.
and its 16.3.2 Calculate work done by a thermodynamic U
Applications
system during a volume change.
16.3.3 Describe the first law of thermodynamics
expressed in terms of the change in U
internal energy, the heating of the system
Page | 32

fb/Muzammil AhSon
 and work done on the system.
K
16.3.4 Explain that first law of thermodynamics
expresses the conservation of energy.
16.3.5 Describe the applications of first law of A
thermodynamics with the help of
equations and graphs
16.3.6 Solve the problems using the equations of
A
first law of thermodynamics
16.4. Molar Specific 16.4.1 Define the terms specific heat and molar K
Heat specific heats of a gas.
16.4.2 Apply first law of thermodynamics to A
derive Cp – Cv = R.
16.4.3 Solve the problems using equations of A
specific heat

UNIT-17 SECOND LAW OF THERMODYNAMICS

STUDENTS LEARNING OUTCOMES
Contents Students should be able to Cognitive
level
17.1. Second Law of 17.1.1 State and explain second law of U
Thermodynamics thermodynamics.
17.2. Heat Engines 17.2.1 State the working principle of heat engine. U
17.2.2 Describe the concept of reversible and
irreversible processes. U
17.2.3 Describe the working of petrol engine and K
diesel engine.

17.3. Carnot Cycle 17.3.1 Explain the working principle of Carnot’s U

engine
17.3.2 Explain that the efficiency of a Carnot U
engine is independent of the nature of the
working substance and depends on the
temperatures of hot and cold reservoirs.
17.3.3 Solve problems to find out the efficiency of A
heat engine

17.4. Refrigerator 17.4.1 Describe that refrigerator is a heat engine U

operating in reverse as that of an ideal
heat engine and find its efficiency
17.4.2 Solve problems to find out the efficiency of
a refrigerator A

17.5. Entropy 17.5.1 Describe that change in entropy is positive U

when heat is added and negative when
heat is removed from the system.
17.5.2 Explain that increase in entropy means
degradation of energy. U
17.5.3 Show that energy is degraded during all-
natural processes. K
Page | 33
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 17.5.4 Identify that system tend to become less A
orderly over time.
17.5.5 Solve problems using the equation of A
entropy

Page | 34

fb/Muzammil AhSon
 SECTION NO. 06 MAGNETISM

UNIT-18 MAGNETIC FIELDS

STUDENTS LEARNING OUTCOMES
Contents Students should be able to Cognitive
level
18.1. Magnetic Field 18.1.1 Describe that a magnetic field is an example U
of Current– of a field of force produced either by
carrying current-carrying conductors or by
Conductor permanent magnets
18.1.2 Describe and sketch field lines pattern due
U
to a long straight wire
18.2. Magnetic Force 18.2.1 Describe the factors affecting the force on a U
on a Current- current carrying conductor in a magnetic
carrying field.
Conductor 18.2.2 Solve problems using the equation A
F=BILsinϴ, with directions as interpreted
by Fleming’s left-hand rule
18.3. Magnetic Flux 18.3.1 Define magnetic flux density and the Tesla K
Density 18.3.2 Understand how the force on a current-
carrying conductor can be used to measure U
the flux density of a magnetic field using a
current balance
18.3.3 Describe the concept of magnetic flux (Ø)
as scalar product of magnetic field (B) and U
area (A) using the relation ØB = B.A
18.3.4 Solve the problems using
ØB =B.A A
18.4. Ampere’s Law 18.4.1 State and explain Amperes law U
and its 18.4.2 Explain solenoid and toroid Solve A
Applications problems to obtain Magnetic flux density
of solenoid and toroid by amperes law
B = μoI/2πr and B = μoNI
18.5. Force on a 18.5.1 Explain that a force acts on a charged U
Moving particle in a uniform magnetic field.
Charged 18.5.2 Solve problems using
Particle in a F = qvBsinϴ A
Uniform 18.5.3 Describe a method to measure the e/m of
Magnetic Field an electron by applying magnetic field and U
electric field on a beam of electrons.
18.5.4 Describe the motion of electrons in an U
electric field and magnetic field using a
Cathode Ray tube.
18.5.5 Solve problems using related equations A

18.6. Torque on a 18.6.1 Understand the turning effect on a current U

Current carrying coil in a magnetic field
Carrying Coil 18.6.2 Derivation and use of τ = BANI. A
Page | 35
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 in a Magnetic
Field

18.7. Electro- 18.7.1 Describe the construction and working of U/A

mechanical Galvanometer and Its conversion into
Instruments Voltmeter, Ammeter and Avometer
18.7.2 Solve problems using
𝑽 A
𝑹𝒙 = ( ) − 𝑹𝒈
𝑰𝒈

𝑰𝒈
𝑹𝒔 = ( ) 𝑹𝒈
𝑰 − 𝑰𝒈

UNIT-19 ELECTROMAGNETIC INDUCTION

STUDENTS LEARNING OUTCOMES
Contents Students should be able to Cognitive
level
19.1. Faraday’s Law 19.1.1 Describe the production of electricity by U
magnetism.
19.1.2 Explain that induced emf’s can be U
generated in two ways.
(i) by relative movement (the generator
effect).
(ii) by changing a magnetic field (the
transformer effect).
19.1.3 Infer the factors affecting the magnitude of U
the induced emf.
19.1.4 State Faraday’s law of electromagnetic K
induction.
19.1.5 Account for Lenz’s law to predict the
U
direction of an induced current and relate to
the principle of conservation of energy.
19.1.6 Apply Faraday’s law of electromagnetic A
induction and Lenz’s law to solve problems
19.2. Eddy Currents 19.2.1 Explain the production of eddy currents U
and identify their magnetic and heating
effects.
19.2.2 Explain the need for laminated iron cores in K
electric motors, generators and
transformers
19.3. Self-Induction 19.3.1 Define Self Induction and its unit K
19.3.2 How an inductor is used to store electric K
potential energy?
19.3.3 Derive energy produced in Self Induction A
is E = ½ Li2

Page | 36

fb/Muzammil AhSon
19.4. Mutual 19.4.1 Explain Mutual Inductance (M) and its unit U
Inductance henry.
19.4.2 Describe the construction of a transformer
and explain how it works. U
19.4.3 Identify the relationship between the ratio
of the number of turns in the primary and A
secondary coils and the ratio of primary to
secondary voltages.
19.4.4 Recall that how step up and step-down
transformers can be used to ensure efficient K
transfer of electricity along cables.
19.4.5 Describe the use of step-down and step-up
transformers for the electric supply from
power station to houses and electric K
appliances at home.
19.4.6 Solve problems using A
𝑁𝑠 𝑉𝑠
=
𝑁𝑝 𝑉 𝑝

19.5. Motional emf 19.5.1 Define motional emf K

and 19.5.2 Compute the potential difference across U
A.C. Generator ends of a given rod or wire moving through
a magnetic field
19.5.3 Explain construction and working of an AC
generator U
19.5.4 Identify the factors affecting induced EMF
of an AC generator U
19.5.5 Solve problems using
ξ =ξ0 Sin2πft
U
19.6. A.C. Motor and 19.6.1 Describe the main features of an A.C motor U
Back emf and the role of each feature.
19.6.2 Explain the production of back emf in
electric motors. U

UNIT-20 AC CIRCUITS
STUDENTS LEARNING OUTCOMES
Contents Students should be able to Cognitive
level
20.1. Alternating 20.1.1 Define the terms time period, frequency, K
Current instantaneous peak value and root mean
square value of an alternating current and
voltage.
20.1.2 Represent a sinusoidal alternating current or
A
voltage by an equation of the form x = xo sin
ωt.
20.1.3 Describe the phase of A.C and how phase
U
lags and leads in A.C Circuits.

Page | 37
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
20.2. AC through 20.2.1 Explain the flow of A.C through Resistors U
Resistor 20.2.2 Calculate the resistance of resistors U
20.2.3 Construct phasor diagrams and carry out A
calculations on circuits including resistive
components
20.3. AC through 20.3.1 Explain the flow of A.C through capacitors U
Capacitor 20.3.2 Calculate the reactance of capacitors A
20.3.3 Construct phasor diagrams and carry out A
calculations on circuits including reactive
components
20.4. AC through 20.4.1 Explain Ac through inductors. U
Inductor 20.4.2 Identify inductors as important components K
of A.C circuits termed as chokes
20.4.3 Construct phasor diagrams and carry out A
calculations on circuits including inductive
components
20.5. RLC Circuits 20.5.1 Describe impedance as vector summation of U
resistances and reactance
20.5.2 Construct phasor diagrams and carry out A
calculations on circuits including resistive
reactive and inductive components in series
and parallel. A
U
20.5.3 Solve the problems using the formulae of
A.C Power.
20.5.4 Explain resonance in an A.C circuit and U
carry out calculations using the resonant
frequency formulae. K
20.5.5 Describe that maximum power is transferred
when the impedances of source and load K
match to each other.
20.5.6 Illustrate the principle of metal detectors U
used for security checks.
20.5.7 State the principle of electro-cardiograph in U
medical diagnostic.
20.5.8 Describe the importance of oscillator circuit A
as broadcaster of radio waves.
20.5.9 Describe the principle of resonance in tuning
circuits of a radio.
20.5.10 Solve problems using Equations of RC, RL,
LC, RLC circuits in series and parallel
𝟏
ZRC = √𝑹𝟐 + (⍵𝒄)𝟐

ZRL = √𝑹𝟐 + (⍵𝑳)𝟐

𝟏
fR = 𝟐𝝅
√𝑳𝑪

Page | 38

fb/Muzammil AhSon
 SECTION NO. 07 ELECTRONICS

UNIT- 21 PHYSICS OF SOLIDS

STUDENTS LEARNING OUTCOMES
Contents Students should be able to Cognitive
level
21.1. Classification of 21.1.1 Distinguish between the structure of crystalline, U
Solids glassy, amorphous and polymeric solids.
21.1.2 Describe that deformation in solids is caused by
a force and that in one dimension; the
U
deformation can be tensile or compressive.
21.2. Mechanical 21.2.1 Define and use the terms Young’s modulus, K
Properties of bulk modulus and shear modulus.
Solids 21.2.2 Demonstrate the force-extension graphs for
typical ductile, brittle and polymeric materials.
U
21.2.3 Become familiar ultimate tensile stress, elastic
deformation and plastic deformation of a
material. K
21.3. Electrical 21.3.1 Describe the idea about energy bands in solids. U
Properties of 21.3.2 Classify insulators, conductors, and
Solids semiconductors on the basis of energy bands.
21.3.3 Become familiar with the behavior of U
superconductors and their potential uses.
21.3.4 Describe the applications of superconductors in K
magnetic resonance imaging (MRI), magnetic
levitation trains, powerful but small electric
motors and faster computer chips. U
21.4. Magnetic 21.4.1 Distinguish between dia, para and Ferro U
Properties of magnetic materials.
Solids 21.4.2 Describe the concepts of magnetic domains in a
material. U
K
21.4.3 Explain the Curie point.
K
21.4.4 Classify hard and soft ferromagnetic
substances.
21.4.5 Describe hysteresis loss.
21.4.6 Synthesis from hysteresis loop how magnetic U
field strength varies with magnetizing current. U
21.4.7 Identify the importance of hysteresis loop to
select materials for their use to make them A
temporary magnets or permanent magnets.

Page | 39
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 UNIT-22 SOLID STATE ELECTRONICS
STUDENTS LEARNING OUTCOMES
Contents Students should be able to Cognitive
level
22.1. P and N type 22.1.1. Intrinsic (pure) and doped semiconductors K
Substance 22.1.2. How the n-type and p-type semiconductors K
are produced
22.1.3. Explain the concept of holes and U
electrons in semiconductors.
22.2. PN Junction 22.2.1 Explain how electrons and holes flow K
across a junction.
22.2.2 Describe a PN junction(diode) U
22.2.3 Discuss its forward and reverse biasing U
22.2.4 Describe the I-V characteristic curves of
PN junction A
22.2.5 Define rectification and describe the use of
diodes for half and full wave rectifications. U
22.2.6 Describe the function and use of LED, U
Photodiode and Photo voltaic cell.
22.3. Transistor and Its 22.3.1 Distinguish between PNP & NPN K
Characteristics transistors.
22.3.2 Describe the operations of transistors U
22.3.3 Deduce current equation and apply it to U
solve problems on transistors.
22.3.4 Apply operation principles of the transistor A
including I-V characteristics and biasing
methods
22.3.5 Explain the use of transistors as a switch
and an amplifier (common-emitter, U
22.3.6 Explain common-base and common U
collector configurations)
22.4. OP amplifier 22.4.1 Describe the properties of an ideal U
operational amplifier,
22.4.2 Express operational amplifier as a U
comparator
22.4.3 Understand the effects of negative feedback A
on the gain of an operational amplifier
22.4.4 Draw the circuit diagrams for both the
inverting and the non inverting amplifier U
for single signal input
22.4.5 Understand the virtual earth
approximation and derive an U
22.4.6 Express for the gain of inverting amplifiers
22.4.7 Recall and use expressions for the voltage U
gain of inverting and of non-inverting
K
amplifiers

Page | 40

fb/Muzammil AhSon
 UNIT-23 DIGITAL ELECTRONICS
STUDENTS LEARNING OUTCOMES
Contents Students should be able to Cognitive
level
23.1 Digital Signal 23.1.1 Explain signal levels employed in digital U
Levels electronics or circuits are ‘high’ (for
example, +5 volts) and ‘low’ (for example,
0 volts) U
23.1.2 Describe the ‘high’ and ‘low’ states are
referred to as ‘1’ and ‘0’ for open and close
circuit respectively
23.2 Logic Gates 23.2.1 Recall electronic symbols of the logic gates K
AND, OR, NOT, NOR, NAND, XOR
23.2.2 Use logic gates (AND, OR, NOT, NOR,
NAND, XOR, combinations) and their U
truth tables for 2, 3 and 4 inputs
23.2.3 Identify the behavior of a 2 inputs AND
gate and a 2 inputs OR gate with simple
circuit using 2 switches, a lamp and a A
battery

Page | 41
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 SECTION NO. 08 MODERN PHYSICS

UNIT-24 RELATIVITY
STUDENTS LEARNING OUTCOMES
Contents Students should be able to Cognitive
level
24.1 Frame of 24.1.1 Describe Relative Motion with suitable U
References examples (same and opposite direction)
24.1.2 Distinguish between inertial and non-inertial K
frames of reference
24.1.3 Predict the motion of an object relative to a A
different frame of reference e.g. dropping a ball
in a moving vehicle observed from the vehicle
and by a person standing on the side walk.

24.2 Special Theory 24.2.1 Analyze and evaluate the evidence confirming A
of Relativity or denying Einstein’s two postulates
24.2.2 Identify that if c is constant then space and time K
become relative.
24.2.3 Explain qualitatively and quantitatively the U
consequence of special relativity in relation to
the relativity of simultaneity length contraction
time dilation mass increase the equivalence
between mass and energy
24.2.4 Discuss the limitation on the maximum velocity U
of a particle imposed by special relativity
24.2.5 Explain the implications of mass increase, time
dilation and length contraction for space travel. U
24.2.6 Identify the role of special theory of relativity in
K
global positioning, NAVSTAR system.
24.2.7 Solve problems using A
�=𝑡0/√1 − V 2 /C2 and
l=l0√1 − V 2 /C2
m=m0/√1 − V 2 /C2
𝐸=𝑚𝑐2
24.3 General Relativity 25.3.1 Describe the general relativity U
25.3.2 Understand gravity as space time continuum U

UNIT-25 QUANTUM PHYSICS

STUDENTS LEARNING OUTCOMES
Contents Students should be able to Cognitive
level
25.1 Quantum Theory 25.1.1 Describe the concept of black body radiation. U
of Radiation 25.1.2 Describe how energy is distributed over the
wavelength range for several values of source U
temperature.

Page | 42

fb/Muzammil AhSon
 25.1.3 Describe the Planck’s hypothesis that radiation
emitted and absorbed by the walls of a black U
body cavity is quantized.
25.1.4 Elaborate the particle nature of electromagnetic
radiation U
25.1.5 Solve problems using
ℎ𝑐 U
𝐸=
𝜆
25.2 Photoelectric 25.2.1 Describe the phenomenon of photoelectric U
Effect effect
25.2.2 Explain Photoelectric Effect on the basis of U
quantum theory
25.2.3 Solve problems using U
1
hf – φ = 𝑚𝑣 2
2
25.2.4 Identify data sources, gather, process and K
present information to summarize the use of
the photoelectric effect in solar cells &
photocells
25.3 Compton Effect 25.3.1 Explain the particle model of light in terms of U
photons with particular energy and frequency.
25.3.2 Describe Compton effect qualitatively
ℎ U
25.3.3 Solve problems using Δλ = 𝑚 𝑐 ( 1 − cos 𝛳)
0 U

25.4 Pair Production 25.4.1 Explain the process of pair production on the U
basis of conservation Laws
25.5 Annihilation of 25.5.1 Describe conservation laws in the annihilation U
Matter of matter.
25.6 Wave nature of 25.6.1 Describe the impact of de Broglie’s proposal that U
particles any kind of particle has both wave and particle
properties.
25.6.2 Describe the confirmation of de Broglie’s U
proposal by Davisson and Germer experiment
in which the diffraction of electrons by the
surface layers of a crystal lattice was observed.
25.6.3 Explain how the very short wavelength of U
electrons, and the ability to use electrons and
magnetic fields to focus them, allows electron
microscope to achieve very high resolution.
25.6.4 Search and describe the role of electron K
microscope to study the micro structures and
properties of matter.
25.6.5 Search
25.7 Uncertainty 25.7.1 Describe uncertainty principle K
Principle

Page | 43
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 UNIT-26 ATOMIC PHYSICS
STUDENTS LEARNING OUTCOMES
Contents Students should be able to Cognitive
level
26.1 Atomic Spectra 26.1.1 Describe and explain the origin of different U
types of optical spectra.
26.1.2 Show an understanding of the existence of U
discrete electron energy levels in isolated atoms
(e.g. atomic hydrogen) and deduce how this
leads to spectral lines.
26.1.3 Explain how the uniqueness of the spectra of K
elements can be used to identify an element.
26.2 Bohr Model 26.2.1 Describe Bohr’s postulates of Hydrogen atom U
26.2.2 Derive an expression for quantized radii;
A
26.2.3 Explain hydrogen atom in terms of energy levels
on the basis of Bohr Model A
26.2.4 Determine the ionization energy and various
excitation energies of an atom using energy level
U
diagram
26.2.5 Illustrate the significance of the hydrogen
spectrum in the development of Bohr’s model of
A
the atom.
26.2.6 Derive 1/λ = RH [1/p2 – 1/n2]. A
26.2.7 Solve problems using 1/λ = RH [1/p2 – 1/n2]. A
26.3 X-Rays 26.3.1 Describe inner shell transitions U
26.3.2 Explain production and characteristics of X-rays U
based on inner shell transition;
26.3.3 Describe properties and uses of X-rays K
26.4 LASER 26.4.1 Explain the terms spontaneous emission, U
stimulated emission, meta stable states,
population inversion and laser action.
26.4.2 Describe the structure and purpose of the main U
components of a He-Ne gas laser.
26.4.3 Identify the useful properties of laser light and
give some examples of their uses. U
26.4.4 Identify the measures requirement for safe
handling of lasers. K

UNIT-27 NUCLEAR PHYSICS

STUDENTS LEARNING OUTCOMES
Contents Students should be able to Cognitive
level
27.1 Isotopes 27.1.1 Recall the composition of atomic nuclei K
27.1.2 Describe isotopes in detail U
27.1.3 Explain that an element can exist in various U
isotopic forms each with a different number of
Page | 44

fb/Muzammil AhSon
 neutrons. U
27.1.4 Explain the use of mass spectrograph to
demonstrate the existence of isotopes and to
measure their relative abundance.
27.2 Radioactive Decay 27.2.1 Explain the process of radioactive decay U
27.2.2 State law of radioactive decay K
27.2.3 Identify the spontaneous and random nature of U
nuclear decay.
27.2.4 Define the terms activity and decay constant and K
recall and
27.2.5 Solve problems using A = λN A
A
27.2.6 Infer and sketch the exponential nature of
radioactive decay
27.2.7 Describe the term half life and solve problems U/A
using the equation λ=0.693/T1/2.
27.3 Mass Defect and 27.3.1 Define the terms unified mass scale, mass U
Binding Energy defect and calculate binding energy using
Einstein’s equation
27.3.2 Illustrate graphically the variation of binding A
energy per nucleon with the mass number.
27.4 Nuclear Reactions 27.4.1 Determine the release of energy from different U
nuclear reactions.
27.4.2 Explain that atomic number and mass number U
conserve in nuclear reactions.
27.4.3 Describe energy and mass conservation in U
simple reactions and in radioactive decay.
27.4.4 Describe the phenomena of nuclear fission and U
fusion.
27.4.5 Describe the fission chain reaction U
27.4.6 Describe the function of various components of U
a nuclear reactor.
27.4.7 Explain the basic principle of nuclear reactor. K
27.4.8 Describe how the conditions in the interiors of
the Sun and other stars allow nuclear fusion to K
take place and hence, how nuclear fusion is their
main energy conversion process.
27.5 Radiation 27.5.1 Show awareness about nuclear radiation K
Exposure exposure and biological effects of radiation.
27.5.2 Describe the term dosimetry. K
27.5.3 Describe the use of radiations for medical U
diagnosis and therapy.
27.5.4 Explain the importance of limiting exposure to U
ionizing radiation.
U
27.5.5 Describe the examples of the use of radioactive
tracers in medical diagnosis, agriculture and
industry.

Page | 45
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 UNIT-28 PARTICLE PHYSICS
STUDENTS LEARNING OUTCOMES
Contents Students should be able to Cognitive
level
28.1 The Standard 29.1.1. Describe the fundamental forces of nature U
Model and their field particles
29.1.2. Describe the key features and components of
the standard model of matter including U
hadrons, leptons and quarks.
28.2 Radiation 28.2.1 Describe the working principal, construction U
Detectors and use of Wilson Cloud Chambers
28.2.2 Describe the working principal, construction U
and use of GM counter

Page | 46

fb/Muzammil AhSon
 PRACTICAL AND
PROJECT WORK

Practical task, project work and experiments are carried out with expected to develop
among the learners following skills:
A. Planning
B. Implementing and
C. Interpreting and concluding
Students are required to carry out practical work as an integral part of the course. They are
advised to maintain a laboratory record book in which they record their practical work, the
experimental arrangements used, the observations made and the analysis of these
observations. Particular attention should be placed on the following:

1. Techniques
(i) Reading to the maximum accuracy of linear and angular scales; use of Vernier
scales, timing by stopwatch or stop clock.
(ii) Accurate focusing and location of images.
(iii) Connecting up and checking electrical circuits from a circuit diagram, drawing a
circuit diagram for a given simple circuit, already connected up.
(iv) Recognize hazards and adopt safety measures and respond to safety
precautions.

(2) Information Handling

(i) Display of results in tabular and graphical form.
(ii) Translate information between graphical, numerical, algebraic and verbal forms.
(iii) Accurate plotting with suitable choice of scales.
(iv) Determine the slope, intercept and intersection for linear graph.
(v) Choose, by inspection, a straight line which will serve as the best straight line
through a set of data points presented graphically.
(vi) Recall standard line form y = mx + c and rearrange relationships into linear form
where appropriate.
(vii) Understand and use of area below a curve where the area has physical
significance.
Page | 47
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 Note: Use of centimetre graph be made compulsory.

(3) Procedures
(i) Making rough preliminary measurements and calculations where appropriate,
e.g. assess the best range for accurate measurements, use an instrument of
appropriate resolution, cooperate with other effectively describing the pattern of
results and draw a valued conclusion.
(ii) Careful recording of all actual measurements made.

(4) Order of Accuracy

(i) Random and system errors.
(ii) Meaning of absolute and relative (or percentage) error.
(iii) Estimates of maximum error in simple cases.
(iv) Common-sense appreciation of orders of accuracy of common measurements
(not merely of scale readings) and ability to quote results to a number of
significant figures reasonably in keeping with their estimated accuracy.

(5) Error Estimates

(i) Rules for combination of maximum errors in the simple case; x± y, xy, x/y, xn.

Page | 48

fb/Muzammil AhSon
 PRACTICAL EXPERIMENTS
FOR GRADE-XI

1- Measure length and diameter of a solid cylinder and hence estimate its volume
quoting proper number of significant figures using Vernier calipers.
2- Measure the diameters of a few ball bearings of different sizes using Screw Gauge
and estimate their volumes. Mention the uncertainty in each result.
3- Determine the radius of curvature of convex lens and a concave lens using a
spherometer
4- Verify the two conditions of equilibrium using a suspended meter rod.
5- Investigate the value of ‘g’ by free fall method using electronic timer.
6- Investigate the downward force, along an inclined plane, acting on a roller due to
gravity and study its relationship with the angle of inclination by plotting graph
between force and sinӨ.
7- Verify that the time period of the simple pendulum is directly proportional to the
square root of its length and hence find the value of ‘g’ from the graph.
8- Determine the value of ‘g’ by vibrating a metal lamina suspending from different
points.
9- Determine the wavelength of sound in air using stationary waves and to calculate the
speed of sound using resonance tube.
10- Determine the wavelength of light by using a diffraction grating and spectrometer
11- Determine the relation between current and capacitance when different capacitors are
used in AC circuit using different series and parallel combinations of capacitors.
12- Determine time constant by charging and discharging a capacitor through a resistor.
13- Determine resistance of wire by slide Wire Bridge.
14- Determine resistance of voltmeter by drawing graph between R and I/V.
15- Determine internal resistance of a cell using potentiometer.
16- Determine emf of a cell using potentiometer.
17- Determine the emf and internal resistance of a cell by plotting V against I graph.
18- Investigate the relationship between current passing through a tungsten filament
lamp and the potential applied across it.
19- Convert a galvanometer into voltmeter of range 0 – 3 V.
20- Observe the line spectrum of mercury with diffraction grating and spectrometer to
determine the wavelength of several different lines, and hence, draw a conclusion
about the width of visible spectrum.

Page | 49
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 APPARATUS & EQUIPMENT
FOR GRADE-XI

1. Vernier Calipers, solid cylinder.

2. Micrometer screw gauge, ball bearings of different sizes.
3. Spherometer, a convex lens and a concave lens
4. Metre rod, wedge, two stands, set of slotted weights, two spring balances.
5. Free fall apparatus, steel ball, electronic timer with power supply, plumb line and
metre rod.
6. Variable inclined plane fitted with pulley, roller, weights, pan, stopwatch
7. Simple pendulum, stopwatch, stand, thread, cork, Vernier calipers.
8. Metal lamina, iron stand, stopwatch.
9. Resonance apparatus, two tuning forks of known frequency, thermometer, plumb
line, Vernier calipers, cork or rubber pad, two set squares, beaker and water.
10. 1mW He-Ne laser source, diffraction grating, drawing board, a white screen, meter rod.
11. Galvanometer, power supply or battery, large value capacitor, key, stopwatch.
12. Slide wire bridge, resistance box, unknown resistance, galvanometer, rheostat, cell,
tapping key, connecting wires and sand paper.
13. Voltmeter, resistance box, two keys, sand paper, connecting wires and graph paper.
14. Voltmeter, power supply or battery, large value capacitor, key, stopwatch and slide
wire bridge
15. Potentiometer, battery, ammeter, resistance box, rheostat, two keys, galvanometer,
given cell, shunt wire, sand paper and connecting wires.
16. Potentiometer, battery, tow-way key, rheostat, ammeter, key, shunt, wire,
galvanometer, sand paper and connecting wires.
17. Power supply or battery, voltmeter, ammeter, rheostat or resistance box or assorted
resistors.
18. 36W, 12 volt car bulb, bulb holder, 12 volt battery, high resistance rheostat, voltmeter,
ammeter, key, sand paper and connecting wires.
19. Galvanometer, ammeter, standard voltmeter, accumulator, resistance box, plug key,
rheostat, sand paper and connecting wires.
20. Mercury lamp, spectrometer, diffraction grating

Page | 50

fb/Muzammil AhSon
 PROJECT & PRACTICAL WORK
FOR GRADE-XII

PLANNING, ANALYSIS AND EVALUATION FOR XII

Planning
Defining the problem
Candidates should be able to:
• identify the independent variable in the experiment
• identify the dependent variable in the experiment
• identify the variables that are to be kept constant.

Methods of data collection

Candidates should be able to:
• describe the method to be used to vary the independent variable
• describe how the independent and dependent variables are to be measured
• describe how other variables are to be kept constant
• describe, with the aid of a clear labelled diagram, the arrangement of apparatus for
the experiment and the procedures to be followed.

Method of analysis
Candidates should be able to:
• describe how the data should be used in order to reach a conclusion, including
details of derived quantities to be calculated and graphs to be drawn as
appropriate.

Data analysis
Candidates should be able to:
• rearrange expressions into the forms y = mx + c, y = axn and y = ae(kx).
• plot a graph of y against x and use the graph to find the constants m and c in an
equation of the form y = mx + c
• plot a graph of log y against log x and use the graph to find the constants a and n in
an equation of the form y = axn

Page | 51
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 • plot a graph of ln y against x and use the graph to find the constants a and k in an
equation of the form y = ae(kx).
• decide what derived quantities to calculate from raw data in order to enable an
appropriate graph to be plotted.
• calculate other quantities from their raw data
• use the correct number of significant figures for these calculated quantities following
the conventions required for Paper 3. Where logarithms are required, units should
be shown with the quantity whose logarithm is being taken, e.g. ln (d / cm). The
logarithm itself does not have a unit.

Table of Results
Candidates should be able to:
• complete a table of results.

Graph
Candidates should be able to:
• plot a graph following the conventions.
• show error bars, in both directions where appropriate, for each point on the graph
• draw a straight line of best fit and a straight worst acceptable line through the points
on the graph when the trend on the graph is linear.
• draw a curved trend line and a tangent to the curve where appropriate. The worst
acceptable line should be either the steepest possible line or the shallowest possible
line that passes through the error bars of all the data points. It should be
distinguished from the line of best fit either by being drawn as a broken line or by
being clearly labeled.

Conclusion
Candidates should be able to:
• determine the gradient and y-intercept of a straight-line graph or tangent to a curve
• derive expressions that equate to the gradient or the y-intercept of their straight lines
of best fit
• draw the required conclusions from these expressions.

Page | 52

fb/Muzammil AhSon
 Treatment of Uncertainties
Candidates should be able to:
• convert absolute uncertainty estimates into fractional or percentage uncertainty
estimates and vice versa
• show uncertainty estimates, in absolute terms, beside every value in a table of
results
• calculate uncertainty estimates in derived quantities
• show uncertainty estimates as error bars on a graph
• estimate the absolute uncertainty in the gradient of a graph by recalling that
absolute uncertainty = gradient of line of best fit – gradient of worst acceptable line
• estimate the absolute uncertainty in the y-intercept of a graph by recalling that
absolute uncertainty = y-intercept of line of best fit – y-intercept of worst acceptable
line
• express a quantity as a value, an uncertainty estimates and a unit.
Defining the Methods of data Method of Safety considerations Additional detail
problem collection analysis

Examples related to Planning Analysis and evaluation

(Sample questions taken as example from Cambridge A level examination)

Example-1
A student is investigating the angle at which a glass cylinder containing oil topples,
as shown in Fig.

glass cylinder

oil

bench

Page | 53
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
A cylinder containing a mass m of oil can be tilted through a maximum angle ø from the
vertical before it topples.
1 𝑎𝑚
It is suggested that the relationship between m and ø is = 𝜌𝑑3 + 𝑏
𝑡𝑎𝑛∅

where d is the diameter of the cylinder, ρ is the density of the oil and a and b are constants.

Design a laboratory experiment to test the relationship between ø and m.

Explain how your results could be used to determine values for a and b. You should draw a
diagram, on page 3, showing the arrangement of your equipment. In your account you
should pay particular attention to;

(a) the procedure to be followed,

(b) the measurements to be taken,
(c) the control of variables,
(d) the analysis of the data,
(e) the safety precautions to be taken.

Example -2
A student is investigating how the extension of a loaded wire depends on the diameter of the wire.

The apparatus is set up as shown in Fig.

wire

load F

A load F is applied to the wire and the extension e is measured.

The experiment is repeated for wires of the same material and same initial length L but
different diameter d.

4𝐿𝐹
It is suggested that e and d are related by the equation𝑒 = 𝜋𝐸𝑑2

Page | 54

fb/Muzammil AhSon
where E is a constant.

1
(a) A graph is plotted of e on the y-axis against on the x-axis.
d2
Determine an expression for the gradient.
(b) Values of d and e are given in Fig

d / 10–3 m e / 10–3 m

0.28 ± 0.02 11.3

0.32 ± 0.02 8.6

0.38 ± 0.02 6.0

0.46 ± 0.02 4.1

0.56 ± 0.02 2.7

0.72 ± 0.02 1.7

1
Calculate and record values of 𝑑2 06 m–2 in fig
1
Include the absolute uncertainties in 𝑑2
1
(c) (i) Plot a graph of e / 10–3 m against 106 m–2.
𝑑2
1
Include error bars for 𝑑2

(ii) Draw the straight line of best fit and a worst acceptable straight line on your graph.
Both lines should be clearly labeled.

(iii) Determine the gradient of the line of best fit. Include the absolute uncertainty in
your answer.
(d) (i) Using your answers to (a) and (c) (iii), determine the value of E. Include an
appropriate unit.

Data: L = 2.50 ± 0.01 m and F = 19.0 ± 0.5 N.

Page | 55
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 OBJECTIVES OF ASSESSMENT

The objectives of the examination are to assess students for the following abilities, skills and
attitudes:

Knowledge and Understanding

Students should be able to:
 Recognize and use physics terms and concepts accurately.
 Explain phenomena, laws and models.
 Show awareness of instruments and apparatus including techniques of operation and
aspects of safety.

Application
Students should be able to:
 Apply knowledge including principles of physics to everyday and unfamiliar/ novel
situations.
 Apply knowledge including principles of physics to selected phenomena and
applications.
 Apply knowledge including principles of physics in problem solving and
experimental investigation using quantitative, numerical, theoretical and practical
techniques.

Analysis
Students should be able to:
 Discriminate between relevant and irrelevant information.
 Interpret the recorded data.
 Use information to identify pattern, draw inferences and conclusions.
 Critically analyze information
 Analyze and synthesize information for the purpose of identifying problems for
inquiry and solving the problems using a variety of skills.

Evaluation
Students should be able to:
 Evaluate information and hypothesis
 Draw valid conclusions from physics data
 Make predictions and put forward hypothesis
 Evaluate the result of an experiment

Communication
Students should be able to:
 Locate, select and present information in an organized and logical sequence from a
variety of sources
 Identify and express ideas in physics clearly and concisely.
 Translate information from one form to another.
 Compile, organize and interpret data, using appropriate formats and treatment,
including tables, flow charts, graphs and diagrams.
 Discuss issues relating to the social, economical, environmental and technological
implications of physics

Page | 56

fb/Muzammil AhSon
Experimental skills and investigations
Students should be able to:
 Become acquainted with basic instruments and measuring techniques and acquire the
ability to select method, plan experiment, use material safely and effectively.
 Make observation and measurements with due regard for precision, accuracy and
units.
 Understand the effect of uncertainty in a measurement on the final result.
 Interpret and evaluate observations and experimental data.
 Present and translate experimental data graphically.
 Analyze and interpret information and observations obtained in scientific and
practical work. Identify patterns and trends and draw valid conclusions.

Attitudes
Students should acquire:
 An appreciation of the role of experimental work in the field of science.
 Concern for accuracy and precisions in investigations and practical work.
 Inquisitiveness and interest in their study of physics.

Page | 57
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 LIST OF APPARATUS & EQUIPMENT
FOR A GROUP 40 STUDENTS
FOR GRADE-XII

Apparatus/ Equipment Quantity

1. Gravesend’s Apparatus or Vector Table 10
2. Hanger 10
3. Slotted Weights 10
4. Solid Cylinder 10
5. Plane Mirror Strip 24
6. Metre rod 20
7. Protractor 20
8. Metallic bob 10
9. Set square 10
10. Ticker tape 5
11. Power supply (AC & DC) 10
12. Electric stop clock 5
13. Frequency meter 5
14. Electromagnet 5
15. Two-way switch 5
16. Vernier Calipers 10
17. Cork 1 pkt
18. Stand with clamp 10
19. Stopwatch 10
20. Thread 5 spools
21. Helical spring 20
22. Slotted weights with hanger 20 sets
23. Trolley 10
24. Smooth plane wooden surface with adjustable screws 5
25. Trolley weight (1 kg) set 10
26. Ticker-timer 5
27. Plasticine 5 pkt
28. Resonance tube 10
29. Glycerine 5 litre
30. Steel ball bearings of different sizes 1 pkt

Page | 58

fb/Muzammil AhSon
 31. Bar magnet 10
32. Half kg. Slotted masses 5 sets
33. Fly wheel 5 sets
34. Meld’s apparatus 5
35. Rubber pad 10
36. Tuning forks (480 & 512 Hz) 10
37. Electric oscillator 10 each
38. Sonometer 5
39. Tubes (one sliding into other) 10
40. Thermometer 10
41. Iron stand with clamp 10
42. Spectrometer 20
43. He-Ne- gas laser 10
44. CRO 5
45. Microphone 5
46. Diffraction grating 10
47. Measuring tape 5
48. Electric calorimeter 10
49. Rheostat (low resistance) 10
50. Rheostat (high resistance) 10
51. Ammeter – (0-3A) 10
52. Voltmeter (0-15V) 10
53. Half degree thermometer 10
54. Physical balance 4
55. Weight box 4
56. Meter bridge 10
57. Galvanometer 10
58. Dry cell 5 pkt
59. Resistance box (high resistance) 10
60. Resistance box (low resistance) 10
61. Resistance box (fractional) 10
62. Jockey 10
63. Keys 10
64. Thermistor 10

Page | 59
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 65. Beaker (250, 500 cc) 10 each
66. Screw gauge 10
67. Potentiometer 10
68. Car bulb with holder 10
69. 12 Volts Battery 2
70. Plotting compass 12
71. Capacitors (1 µ F - 8 µ F) 10 sets
72. Two-way key 10
73. Auto transformer 10
74. Semiconductor diode 20
75. Milli ammeter 10
76. Micro ammeter 10
77. NPN transistor 20
78. Photo cell 10
79. Wooden box 10
80. Lamp 10
81. Step-down transformer 10
82. AC voltmeter 6
83. Multimeter (digital) 6
84. GM tube 2
85. Scaler Unit 2
86. Inclined plane with changeable inclination 6
87. Steel Roller 6
88. Metal Lamina 10
89. Printing Screen Pieces (Used) 10
90. Dice 150
91. GM Point Tube 5
92. Set of LEDs of different colours fitted on board 5
93. Mercury Lamp 5
94. Spherometer 10

Page | 60

fb/Muzammil AhSon
 ESTIMATED TIME ALLOCATION
FOR GRADE-XI

PHYSICS XI

Sections Units included Weight Period Practical

age% Work

General Physics 1. Physics and measurements 11 17

Mechanics 2. Kinematics 5 8
3. Dynamics 6 9
4. Rotational and Circular Motion 8 11
5. Work, Energy and power 10 15
6. Fluid Statics 4 5
7. Fluid Dynamics 6 9

Electricity 8. Electric Fields 11 16

9. Capacitors 3 5
10. D.C Circuits 10 15

Waves and 11. Oscillations 7 11

communications 12. Acoustics 8 11
13. Physical optics 8 12
14. Communication 4 6

Page | 61
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 ESTIMATED TIME ALLOCATION
FOR GRADE-XII

PHYSICS XII

Sections Units included Weight Period Practical

age%
Thermal 1. Molecular theory of gases 5 7
Physics 2. First law of thermodynamics 5 8
3. Second law of thermodynamics 6 10

Magnetism 4. Magnetic Fields 9 13

5. Electromagnetic induction 11 16
6. A.C circuits 10 15

Electronics 7. Physics of Solids 7 11

8. Solid State Electronics 10 15
9. Digital Electronics 2 3

Modern 10. Relativity 5 7

Physics 11. Quantum Physics 9 13
12. Atomic Physics 8 12
13. Nuclear Physics 11 17
14. Particle Physics 2 3

Page | 62

fb/Muzammil AhSon
 GLOSSARY

Terms Used in Learning Outcomes/Assessment

It is hoped that the glossary will prove helpful to candidates as a guide, although it is not
exhaustive. The glossary has been deliberately kept brief not only with respect to the
number of terms included but also to the descriptions of their meanings. Candidates
should appreciate that the meaning of a term must depend in part on its context. They
should also note that the number of marks allocated for any part of a question is a guide
to the depth of treatment required for the answer.

Define (the term(s) ...) is intended literally. Only a formal statement or equivalent
paraphrase, such as the defining equation with symbols identified, being
required.

What is meant by ... normally implies that a definition should be given, together with
some relevant comment on the significance or context of the term(s) concerned,
especially where two or more terms are included in the question. The amount of
supplementary comment intended should be interpreted in the light of the
indicated mark value.

Explain may imply reasoning or some reference to theory, depending on the context.

State implies a concise answer with little or no supporting argument, e.g. a numerical
answer that can be obtained 'by inspection'.

List requires a number of points with no elaboration. Where a given number of points is
specified, this should not be exceeded.

Describe requires candidates to state in words (using diagrams where appropriate) the
main points of the topic. It is often used with reference either to particular
phenomena or to particular experiments. In the former instance, the term
usually implies that the answer should include reference to (visual)
observations associated with the phenomena. The amount of description
intended should be interpreted in the light of the indicated mark value.

Discuss requires candidates to give a critical account of the points involved in the topic.

Deduce/Predict implies that candidates are not expected to produce the required answer
by recall but by making a logical connection between other pieces of
information. Such information may be wholly given in the question or may
depend on answers extracted in an earlier part of the question.

Suggest is used in two main contexts. It may either imply that there is no unique answer
or that candidates are expected to apply their general knowledge to a 'novel'
situation, one that formally may not be 'in the syllabus'.

Page | 63
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
Calculate is used when a numerical answer is required. In general, working should be
shown.

Measure implies that the quantity concerned can be directly obtained from a suitable
measuring instrument, e.g. length, using a rule, or angle, using a protractor.

Determine often implies that the quantity concerned cannot be measured directly but is
obtained by calculation, substituting measured or known values of other
quantities into a standard formula, e.g. the Young’s modulus, relative molecular
mass.

Show is used where a candidate is expected to derive a given result. It is important that
the terms being used by candidates are stated explicitly and that all stages in the
derivation are stated clearly.

Estimate implies a reasoned order of magnitude statement or calculation of the quantity

concerned. Candidates should make such simplifying assumptions as may be
necessary about points of principle and about the values of quantities not
otherwise included in the question.

Sketch, when applied to graph work, implies that the shape and/or position of the curve
need only be qualitatively correct. However, candidates should be aware that,
depending on the context, some quantitative aspects may be looked for, e.g.
passing through the origin, having an intercept, asymptote or discontinuity at a
particular value. On a sketch graph, it is essential that candidates clearly
indicate what is being plotted on each axis.

Sketch, when applied to diagrams, implies that a simple, freehand drawing is acceptable:
nevertheless, care should be taken over proportions and the clear exposition of
important details.
Compare requires candidates to provide both similarities and differences between things
or concepts.

Acknowledgement: Extracted from Physics A/AS Level 2019 syllabus of Cambridge

University, England

Page | 64

fb/Muzammil AhSon
 ASSESSMENT OF LEARNING PHYSICS XI _ XII

The purpose of assessment is to measure the extent to which students have achieved the
learning outcomes of the programme based on these curriculum statements.
An external examination is recommended at the end of each year. The syllabus division is
suggested as shown below:

The Examination

The theory examination is suggested to consist of two parts each containing a wide
variety of types of questions. Together the paper should be designed to examine the
candidates’ under standing of the whole syllabus and should test the following range of
abilities.

Knowledge of Physics 15%

Understanding and problem solving in Physics 40%
Analyzing, synthesizing and evaluation 25%
Communicating knowledge of Physics 20%

Paper - I (XI Physics Section I (20 Marks)

Theory) 20 compulsory objective questions.
Half an hour 20% This may include MCQ of various types to evaluate
abilities and skills as detailed in Assessment objectives
From knowledge understanding and application
Paper - I This paper should consist of two sections.
2½ hour Section-II Section II (40 Marks)
CRQs 40% Student should attempt all questions
Section-III Section II should contain at least eight constructed
ERQs 20% response questions (CRQs) to provide entire syllabus
coverage and may consist of variable marks value to be
answered in the space provided in the answer Booklet
Section III ( 20 Marks )
Section III should contain at least two extended response
questions (ERQs) including numerical problems which
may have a choice
Paper- II (XI Physics This paper requires candidates to carry out practical work
Practical Test (2 hours) in timed conditions.
20% The practical examination will consist of two experiments
drawn from different areas of physics to test the
experimental and investigating skills given in Assessment
objectives
Paper - III (XII Physics Section I (20 Marks)
Theory) 20 compulsory objective questions.
Half an hour 20% This may include MCQ of various types to evaluate
abilities and skills as detailed in Assessment objectives
From knowledge understanding and application

Page | 65
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 Paper – III (XII Physics This paper should consist of two sections.
Theory) Section II (40 Marks)
2½ hour Section-II Student should attempt all questions
CRQs 40% Section II should contain at least eight constructed
Section-III response questions (CRQs) to provide entire syllabus
ERQs 20% coverage and may consist of variable marks value to be
answered in the space provided in the answer Booklet
Section III ( 20 Marks )
Section III should contain at least two extended response
questions (ERQs) including numerical problems which
may have a choice
Paper- IV (XII Physics This paper requires candidates to carry out two questions
Planning, Analysis and of equal mark value based on the practical skills of
Evaluation (2 hours) 20% planning, analysis and evaluation. The context of the
questions may be outside the syllabus content, but
candidates will be assessed on their practical Skills of
planning, analysis and evaluation rather than their
knowledge of theory.
Candidates will answer both questions.

ASSESSMENT METHODS

1. The selected response - students select the answer to a question from two or more
given choices. Such items are easy to develop. Their short response time allows more
information to be assessed in a short time. However, since answer choices are provided,
students can guess the correct answer without knowing the material. Scoring is quick and
objective, since the teacher need only check if the single correct or best answer was
identified for each item.

2. A constructed response format requires students to create or produce their own

answer in response to a question or task. This allows teachers to gain insight into
students’ thinking and creative processes, and to assess higher order thinking. However,
such items are time-consuming to answer and score. Although they eliminate guesswork,
scoring is more subjective and thus clear criteria are necessary to maintain validity.

Essay Items may have students construct restricted-responses that limit the length,
content and nature of the answer; or extended-responses that allow greater freedom in
response.
Performance assessments require students to construct a more extensive response to a well-
defined task, often involving real-world application of knowledge and skills.

Page | 66

fb/Muzammil AhSon
 GUIDELINES
FOR AUTHORS

An important dimension of curriculum is the translation of learning experiences or

contents at the proper cognitive level of the target students. It is highly technical and
delicate task to assist both teachers and students in learning and transmission of the life
experiences. The concept to be introduced be explained informally before providing the
formal definition or statement along with tangible examples from real life situation. The
solved examples and the exercises should cover the whole range of variety of questions
and their applications in the everyday life, science and technology. Keeping this strategy
in view, the author should observe the following guidelines while writing the textbooks.
1. Learning objectives expected to be achieved in each chapter should be prominently
stated at the beginning of the chapter.
2. Headings and sub headings should be clearly indicated.
3. Key words, terms and definitions should be highlighted in the text.
4. Concepts, application and relationships should be developed from concrete to
abstract or simple to complex. Provide transition from previous information covered
and new information presented.
5. The intended level and scope of treatment of each content/concept is defined by the
desired learning outcomes identifying learning abilities, Investigation Skills/
Laboratory work and relevance with science, technology and society (STS). The
intended learning outcomes mentioned under STS should preferably be developed
through novel questions or numerical problems on real life situations.
6. The language used in the text should be concise and simple, consisting of short
sentences using active tone and should be understandable to the students
independently.
7. Ensure gender equity, textual matter urban/rural oriented and relevant to daily life.
8. The text should be supported with art i.e. illustrations and photographs possibly in
colour which should be clear, properly labelled and captioned to make the
substance interesting and stimulating.
9. Concepts, information and examples should match the sequence and content of
learning outcomes.
10. The text should be free from material repugnant to Islamic and Pakistani Ideology.
11. Examples and applications from local environment should be preferred.
12. SI units and terminology should be used all over in the text. However, conversion
tables with other units can be given as additional information. Uniformity be
maintained in symbolic representation of physical quantities and values of constants
throughout in the text and in numerical problems.
13. Answers to the numerical problems should be quoted in scientific notation with
correct number of significant figures and units.
14. Solved numerical examples and end of chapter numerical problems should be based
on variety of situations in novel manner and be related to local environment, culture
and real-life situations.
15. Boxed “Tid bits”, “interesting information”, “do you know”, and “point of ponder”
may be given to highlight additional information along with the description of
Page | 67
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 concepts particularly related to STS connection through inquiry process.
16. Interesting sidelights such as case studies, discoveries, related technologies etc. may
be given in the form of “boxed essays”.
17. Tables, flow charts/diagrams and concept maps may be given wherever
appropriate.
18. Reference of the experiments given in the practical manual should be made with the
related topics given in the text.
19. Coherent and precise summary should be given at the end of each Unit.
20. MCQS and Structured Questions should be given at the end of each Unit. They
should test not only knowledge but particularly the higher abilities such as
understanding, handling information, analyzing, application of ideas and solving
problems and relevant Investigation Skills/ Laboratory work and processes.
21. Self-Assessment Questions should be given at the end of each content of unit.
22. All questions should be very appropriately and clearly worded/constructed to test
varying abilities and Investigation Skills on the basis of Bloom’s taxonomy.
23. The amount of information to be covered by the must match the number of hours of
instructional time.
24. A comprehensive glossary of terms and index should be given at the end of the
book.
25. The teachers guide and workbooks should also be developed alongwith textbook
which should include suitable strategies that a teacher can adopt for teaching a
particular topic and should contain instructions how to explain a topic and how to
show relevant demonstration.
26. A practical manual for the students should also be written to support practical
work.

Page | 68

fb/Muzammil AhSon
 TEACHING METHODOLOGIES
& STRATEGIES

TEACHING METHODOLOGIES AND STRATEGIES

Effective and efficient delivery of knowledge is the main objective. There is a need to
bring a paradigm shift in the process of teaching and learning by adopting the most
modern teaching tools and techniques. The directive model is to be gradually replaced by
the interactive and participative model, making a student an active learner. In addition to
classroom lecturers, seminars, workshops, tutorials, study circles, presentations, case
studies, investigating and mini projects and other similar techniques can be combined to
achieve the objectives.
Be informed that physics should not be taken as a collection of facts, and teaching of
Physics should not emphasize memorization of formal statements by rote, mechanical
solution of problems by formulate or carrying out routine measurements by following
given detailed instructions.
To present physics in a lively, exciting and intelligible way, emphasis should be placed
on teaching for understanding by organized investigation, learning and discussion. A
good demonstration can be used to stimulate learning. It is intended that consideration of
everyday industrial and technological applications should pervade the course. Social,
economic and environmental issues should also be considered where appropriate.
Quantitative treatment is a feature of physics. However, teacher must keep the emphasis
on the understanding of the physical interpretation of theoretical formulate and
experimental data.
An investigation approach to practical work is essential. Individual student project
promotes creativity and demonstrate the students mastery of scientific principles
involved. Independent use of apparatus by the students develop manipulative skills.
The development of psychomotor skills such as correctly manipulating various
instruments is an important objective of physics course.
Practical work is essential for students to gain personal experience of physics through
doing and finding out. Another important objective of science teaching is to develop
attitude of thinking in students. Teachers are encouraged to design their lessons in such a
way that suitable questions and activities are incorporated in order to develop various
types and levels of thinking in students, including analysis, evaluation, critical thinking
and creative thinking.
Teachers capable in content areas may opt the teaching strategy that matches with
psychology of the students. The strategy like posing problems, discussion, investigations,
and solving the problems with the involvement of the students may provide an ample
opportunity in conceptual clearance of a content.
Generally speaking, student centered and interactive approaches are useful in providing
suitable learning experiences for stimulating and developing higher level thinking and
are highly recommended. Teachers may consider to adopt a variety of strategies from the
following spectrum which ranges from very teacher-centred methods to very students
centred methods.

Page | 69
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 Teacher Centered Methods Students Centered Methods

Lecture Use of AVA Whole class Role play Project work

discussion

Small group
Discussion Self study

Library search

Video show Investigation

Demonstration Practical work

Spectrum of Teaching Methods

Teachers should choose appropriate teaching methods in accordance with the topic/skill
to be taught as well as the interest and abilities of their students. The following are some
factors to be considered when deciding on the teaching method for a particular topic.
 Learning objectives to be achieved
 Ability of student;
 Subject matter;
 Availability of resources; and
 Amount of time available

Role of E-media: Knowledge and technology needs to be shared freely on electronic

media. It is time to look to the potential of ICT and digital technology beyond just the
traditional technological sense.

TEACHING / INSTRUCTIONAL STRATEGIES

Evidence from most Pakistani classrooms indicate that teaching and learning follows
what Freire (1970) calls “The banking concept of education” in which teachers “transmit”
textbook facts to students who are expected to memorize and regurgitate these facts in
examinations. This practice has become so ingrained because teachers have themselves,
as students, learned in this way, have been trained in this way, and have

Page | 70

fb/Muzammil AhSon
found that the methods of lecture and recitation (teacher asks questions and student
answers) are a good way of teaching the large number of students in their classrooms
and assessing students ability to memorize textbook facts to ensure they do well in
examinations.

There are many reasons for using instructional strategies other than lecture and
recitation. First, research shows that students learn very little (5%) when taught through
the lecture method. However, as their active intellectual engagement in the learning
process increases they retain more of their learning. Second, living in the information age
where knowledge is growing exponentially and facts are available at the click of a button
students need to learn “how to learn”. Third, many instructional strategies besides
facilitating students’ academic learning also aid development of a number of skills and
values and promote their psychological health preparing them for the varied roles they
will play in today’s society. Finally, in any class of students there will be a range of
interests, abilities and styles learning. Varying the teaching strategies will address these
differences allowing all children to learn.

The Learning Pyramid: Outcomes for Traditional Learning Methodology vs. Outcomes
for Active / Experiential Learning Methodology

This section begins with the lecture methods as teachers are most familiar with and
suggests ways to encourage students' participation in a lecture to improve learning.

Page | 71
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
EFFECTIVE LECTURING STRATEGY

A lecture is method in which, the teacher transmits ideas, concepts and information to
the students. A lecture allows teachers to transmit knowledge and explain key concepts
in a limited time to a large group of students. The lack of active intellectual engagement
by students could make the lecture boring so that students lose interest which hinders
learning. Lecturing spoon-feeds the students without developing their power of
reasoning. However, if used with different activities and exercises that call for students
participation, the lecture can stimulate students intellectually and facilitate learning.

Developing an effective lecture

To deliver an effective lecture, the teacher must plan it. First, the teacher should identify
the purpose of the lecture. The procedure of the lecture will follow from the purpose. If
the purpose is to introduce new knowledge and concepts, the teacher can structure it in
the classic way. However, if the purpose is to make students aware of different
approaches to a particular problem, then the problem-oriented structure can be used.

In a classic lecture structure, the teacher outlines the purpose of the lecture and the main
themes/subtopics that will be covered. Each theme/subtopic is then explained with
examples. At the end, the teacher summarizes each theme/subtopic and concludes the
lecture. A lecture can be made more effective by the use of diagrams, photos, graphics,
etc. using charts, an overhead or multimedia projector.

In a problem-oriented lecture, the teacher states the problem and then offers one positive
solution followed by a discussion of the weaknesses and strengths of the solution. Then
he/she continues with the second solution and discusses its strengths and weaknesses.
At the end, the teacher makes some concluding remarks.

Some ways to make a lecture interactive

Posing questions
In order to keep students engaged in a lecture, ask a question at the end of each
theme/subtopic. This activity requires students to quickly process and use newly
presented information to answer the question or solve the problem. Following the
question give time to the students to come up with the answer, call on a few students to
share their answers, sum up and move on. Some students out of fear of giving an
incorrect response may not answer. To increase students participation use the Think-
Pair-Share strategy; students think individually, share ideas with a colleague and then
with the class. Sum up responses and move on. Alternatively, use Buzz groups. Buzz
groups are small groups of three to five students who discuss the question before
answering. Clear instructions regarding what to do, for how long and what is expected at
the end of ‘buzzing’ must be given. After groups ‘buzz’, randomly choose students from
2-3 buzz groups to share their groups’ discussion points or solutions. Sum up and move
on.

Inviting students’ questions

Before the lecture ask students if to share questions they want answers to and tailor
lecture to answer them. Encourage students to ask questions on completion of each

Page | 72

fb/Muzammil AhSon
theme/subtopic. Students' questions can be answered by the teacher or directed to the
students inviting them to answer.

Assessing students’ learning from a lecture

Students' learning can be assessed by asking students to answer questions orally or fill in
a ‘one-minute’ worksheet which asks them to write down the 2-3 most important things
they learnt in the lecture. Alternatively, students’ notes on a lecture can be reviewed. A
few days later a test could be given to find out what students learnt.

CONDUCTING INTERACTIVE DEMONSTRATIONS

In-class demonstrations have been considered a very important part of teaching science.
Demonstrations can certainly make science classes fun and entertaining, and can also
stimulate students’ interest and curiosity. However, despite these positive aspects of
demonstrations, there is a growing body of evidence suggesting that traditional in-class
demonstrations are not very effective in promoting conceptual understanding. One
important factor is the lack of active participation and interaction of students during
demonstrations. Recent research studies indicate that students who saw traditional
demonstrations in a course fared no better than students who did not see the
demonstrations. The data do suggest, however, that there is at least a small improvement
in performance when students have to predict the outcome of a demonstration before
seeing it. Based on these and other studies, it has become increasingly clear that some
form of interactive engagement is essential to maximize the effectiveness of classroom
demonstrations.

Preparation
1. Determine the purpose of the demonstration and what you want to achieve.
2. Conduct the demonstration yourself to ensure the results are as you want.
3. Prepare curricular materials or worksheets and ensure they are designed to
promote student-student as well as student-teacher interaction in the classroom.
4. The problem-dissection technique is used to break a given demonstration into
several conceptually linked mini-demonstrations.
5. The mini-demonstrations are presented as a sequence in a pre-determined order.
Breaking down the main demonstration into smaller component demonstrations is
very effective in helping students construct a deeper understanding of physical
concepts through step-by-step confrontation with their alternate conceptions.
6. We utilize techniques (such as the use of flashcards, show of hands, for acquiring
immediate feedback from all the students in the class).
7. Ask a question and have students predict the outcome of the demonstration by
providing a response or selecting a response. They may provide or select a
response before and/or after talking to their neighbours. For example, if we are
exploring freely falling objects the question could be:

A one-rupee coin and five rupees coin are dropped simultaneously from the same
height. Which one will hit the floor first?
A. One-rupee coin will hit the floor first.
B. Five rupees coin will hit the floor first.

Page | 73
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 C. Both hit the floor at the same time.
D. I am not sure/ I don't know.

8. Perform the demonstration

9. Once the first demonstration is complete have students complete their worksheet
activities. Note: An interactive demonstration like the one described could be made
up of a number of conceptually linked mini-demonstration to address important
conceptual issues associated with free-fall and worksheet activities requires
students to write predictions, draw motion diagrams and answer a set of multiple-
choice questions.
10. Conduct a whole class discussion. Where necessary provide explanations to clarify
or extend learning.

DISCUSSION
Discussion is a unique form of group interaction where students join together to address
a topic or questions regarding something they need to understand, appreciate or decide.
They exchange and examine different views, experiences, ideas, opinions, reactions and
conclusions with one another during the discussion. There are several benefits of
discussion. Students increase their knowledge of the topic; explore a diversity of views
which enables them to recognize and investigate their assumptions in the light of
different perspectives; develop their communicative competence, listen attentively, speak
distinctly and learn the art of democratic discourse.

Conducting a discussion

Preparation for discussion

Plan carefully by reviewing the material and choosing a question or a problem on a topic,
framing it as interrogative question instead of a statement or a phrase. It is important that
students have some knowledge of the topic chosen for discussion. Good ways of
ensuring this are; asking students to read on the topic, interview concerned individuals,
and engage in observation.

Conducting the discussion

Rearrange the classroom or move to another place (lab, playground) so students can sit in
a circle or semicircle as it promotes better interaction between the students. Start by
presenting the question orally and in writing it on the board to enable students to read
and understand the question. Give students time to think and note down ideas in
response to the question. Indicate the start of the discussion by repeating the question.
While students share their own views and experiences or refer to their readings write
down some answers so as to track and guide the discussion. During the discussion, ask
probing questions such as “Why do you think?” “Can you elaborate further?” Or draw a
conclusion and raise a new but related question. Give students the opportunity to
participate and contribute to the discussion.

Concluding the discussion

Conclude the discussion by summarizing all the ideas shared and identifying questions
for further inquiry or discussion. Summaries should be short but accurate.

Page | 74

fb/Muzammil AhSon
Assessing students learning from a discussion
The knowledge, skills and values developed through discussion can be assessed using
different assessment strategies. Use a checklist to record the presence or absence of
desired behaviours such as presentation of factual research-based information, seeking
clarifications, extending a idea presented, questioning one’s assumptions, listening
attentively, communicating clearly and openly and respecting others. Based on data the
teacher can give feedback to the students for improvement. If the purpose is to assess
students’ knowledge and understanding, students could be asked to write an essay on
the topic or answer test questions.

INQUIRY/INVESTIGATION
Inquiry/investigation is a process of framing questions, gathering information, analyzing
it and drawing conclusions. An inquiry classroom is one where students take
responsibility for their learning and are required to be active participants, searching for
knowledge, thinking critically and solving problems. Inquiry develops students'
knowledge of the topic of investigation inquiry, skills of questioning, hypothesizing,
information gathering, critical thinking and presentation. They are also disposed to
engaging in inquiry, open-mindedness and continuing their learning.

Teaching students to conduct an inquiry investigation

There are two main types of inquiry: knowledge-based inquiry and problem-based
inquiry/investigation. Knowledge-based inquiry enables students to enhance their
knowledge and understanding of content. Problem-based inquiry/investigation
encourages study of social and scientific problems. If the study could lead to social action
work with students to engage in responsible action.

There are a number of steps in conducting an inquiry/investigation. Each step is

described below and an example of a knowledge inquiry and scientific investigation is
provided below:
1. Choose a topic and have students frame inquiry questions(s) based on the topic or
plan an investigation by developing materials yourself.
2. Have students formulate a hypothesis, i.e. provide possible explanations or educated
guesses in answer to the questions.

3. Help students plan the inquiry. For example:

• What is the best place to find information on the topic/What is the best way to
gather data to solve the problem?
• How to allocate time?
• Whom to consult.?
4. Help students locate information/gather data.
5. Have students record information as they find it.
6. Help students evaluate their findings and draw conclusions. Students should look
for relationships in the information gathered, analyze the information and try to
answer of the inquiry question.
7. Have students communicate their findings in creative ways, written, oral and visual.
For example, as a poster, article, talk show, role-play, etc.

Page | 75
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
8. Encourage student to suggest possible action based on findings. Select actions that
are doable. Look at possible consequences of each action. Choose the best action.

9. Make an action plan and carry out the action.

10. Reflect on the success/challenges of the action.

Assessing learning from an inquiry/investigation

The process as well as products of an inquiry. Investigation must be assessed through the
following:
 Observation: Students’ abilities and skills can be observed during each stage of the
inquiry/investigation. For example, you can observe a student conducting an
interview, looking for relevant information in the library or making a graph.
Teachers can provide detailed descriptive feedback to the students on their abilities
and skills observed.

Page | 76

fb/Muzammil AhSon
 PROFESSIONAL DEVELOPMENT
OF TEACHERS

Physics should be visualized as a vehicle to train a child to think critically and to

articulate logically. It is a subject that is closely related to our society and environment.
Students need to develop an awareness of the impact and role of physics in society and
the environment and the interconnections between science, technology and society to live
effectively in a world that is becoming increasingly scientific and technological.
An effective and meaningful physics education can only be ensured if the teacher, the
key pivot of the change, is developed enough in contents as well as methodology. A
teacher who has a sound knowledge of the subject, and adapting child- centered
approach can do the justice to his profession by providing meaningful learning while
poor delivery may cause disappointment, disenchantment and promote rote- learning.
Pre-service and in-service training may help the teachers to become familiar with a
variety of strategies for successful delivery of the curriculum. In-service training
providing exposure and sharing teaching-learning experiences will indeed help in
developing the teaching force. During the course of training the teachers be posed open-
ended problems related to real life situations for exploiting their potential and enhancing
their interest and capabilities. The major purposes of in-service training in helping the
teachers are to:
a. improve teaching skills
b. be aware of new innovations and strategies
c. develop ability to conduct action research and
d. enhance capability to specialize in specific subject

The curriculum development is a continuous process in all stages of education so is the

process of updating the teacher education programmes at pre- service as well as at in-
service stages. Probably, the changes in teacher training require greater insight and in-
depth appreciation of all other changes to make these programmes more effective. If the
teacher is not fully equipped and trained to handle the new curricula, the curriculum
transaction would not be appropriate and consequently, the learning in school will be
inadequate. Teacher education institutions (pre-service) have to continuously update
their understanding of the curriculum process as well as the demands and expectations
from the community on the educational system. The training stages have to be governed
by both these considerations. The teacher is, however, no longer a mere transector of
curriculum in the classroom, but its developer as well. Teaching Physics is replaced by
learning physics, learning by doing, activity methods, child centred approach and others
efforts are to be made to link it to the individual’s life and his environment. Teacher’s
training needs the following actions:

1. Pre-service teacher training institutions be strengthened and their curricula be revised

to meet the demands of fast changing and developing world.

2. In-service training is imparted in a number of ways. Workshops, seminars and

extension lectures be organized more frequently and regularly and particularly in
summer vacation. In-service training includes training in contents and methodology.
Practicing a tested methodology alone may not help much. Hence, content up-grading in the
subject of physics has been realized as an urgent need for effective teaching of physics.
Page | 77
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 Emphasis should specifically be laid on learner- centered and activity based approaches.
Laboratory practices, classroom demonstration, active participation by the students whenever
possible, and field interactions should become major components of the course.

3. The performance of participants in the courses of in-service training be monitored in

the field and linked with their advancement in career.

4. A resource center at the training institutions be established for a ready help to the
needy teachers. With the advent of electronic technology, the print matter is now
receiving a lot of support from audio visual inputs. This needs to be exploited for the
in-service of teachers. Lectures/demonstrations of eminent teachers could be
prepared and made available for resource centres. The whole strategy will offer an
opportunity of getting to interact with the best of learning materials for professional
up-lift. Aids of all sorts are meant only to help in teaching and not to act as a
substitute for teaching nor to replace the teacher. Aids make teaching realistic and
effective, and these aids are meant to supplement the teaching. The effectiveness of
the use of aids depends upon the skill of the teacher who has to examine the necessity
and suitability of the aids.

5. A question bank be prepared which may consist of question based on Bloom’s

Taxonomy for assessing various abilities and skills.

6. A monthly publication of a journal can support instructional

methodology/demonstrations, sharing teaching-learning experiences and other
curriculum issues. Students’ exposure to a wide variety of articles will also serve the
purpose of broadening and enriching the curriculum. Students should be encouraged
independently to read and write articles, popular essays on a variety of topics so that
they can develop the ability to interpret, analyse and communicate scientific
information.

Page | 78

fb/Muzammil AhSon
 SALIENT FEATURES PHYSICS CURRICULUM GRADE XI-XII

Physics is a way of knowing, a process for gaining knowledge and understanding of the
natural world. The course is designed to produce an integrated set of Learning Outcomes
for students. As described in these, students will:

 Use science process and thinking skills.

 Manifest science interests and attitudes.
 Show an understanding of important science concepts and principles.
 Communicate effectively using science language and reasoning.

Coherent:
The Course has been designed so that, wherever possible, the science ideas taught within
a particular class have a logical and conceptual linkage with each other and with those of
earlier classes. Efforts have also been made to select topics and skills that integrate well
with one another and with other subject areas appropriate to class level. In addition,
there is an upward articulation of science concepts, skills, and content. This spiraling is
intended to prepare students to understand and use more complex science concepts and
skills as they advance through their science learning.

Outcome Based:
In order to specify the syllabus as precisely as possible and also to emphasize the
importance of higher order abilities and skills, other than recall, learning outcomes
have been used throughout. The intended level and scope of treatment of a content is
defined by the stated learning outcomes with easily recognizable domain of (i)
recalling, (ii) understanding, (iii) applying, (iv) analyzing, (v) evaluating and (vi)
creating.

Cognitively Appropriate:
The Course takes into account the psychological and social readiness of students. It
builds from concrete experiences to more abstract understandings. The course resists the
temptation to describe abstract concepts at inappropriate class levels; rather, it focuses on
providing experiences with concepts that students can explore and understand in depth
to build a foundation for future science learning.

Encourages Interactive Teaching Practices:

It is difficult to accomplish the full intent of the Course by lecturing and having students
read from textbooks. The Science Course emphasizes student inquiry. Science process
skills are central in each standard. Good science encourages students to gain knowledge
by doing science: observing, questioning, exploring, making and testing hypotheses,
comparing predictions, evaluating data, and communicating conclusions. The Course is
designed to encourage instruction with students working in cooperative groups.

Page | 79
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
Comprehensive:
Due care has been taken that the syllabus is not heavy and at the same time, it is
comparable to the international standards. Overlapping of concepts within the discipline
and with other disciplines have been eliminated to make room for contemporary core
topics and emerging curricular areas.
The course provides a comprehensive background in science by emphasizing depth
rather than breadth. The course seeks to empower students rather than intimidate them
with a collection of isolated and forgettable facts.
Apart from need assessment, aims, objectives, core syllabus, the curriculum document
also contains:

(i) Chapter/unit wise weighting and time frame.

(ii) Assessment objectives, glossary and examination pattern.
(iii) List of standard practicals alongwith required equipment and a
comprehensive list of equipment for a standard laboratory.
(iv) General Instructions to authors.
(v) Teaching strategies/methodologies.
(vi) Suggestions for professional training/ capacity building of teachers.
(vii) Implementation strategy.

Relevant:
The curriculum is harmonized with the national aspiration and needs. It is
in consonance with the revised scheme of studies. The curriculum relates directly to
student needs and interests. It is grounded in the natural world in which they live. The
relevance and significance of concepts to students everyday life is given under the
subhead “Science, Technology and Society” connections in every unit.

Character Builder:
Value for honesty, integrity, self-discipline, respect, responsibility, punctuality,
cooperation, consideration, and teamwork are emphasized as an integral part of science
learning. These relate to the care of living things, safety and concern for self and others,
and environmental stewardship.

Effective, Flexible and Enjoyable:

Science instruction can cultivate and build on students’ curiosity and sense of wonder.
Effective science instruction engages students in enjoyable learning experiences. In a
world of rapidly expanding knowledge and technology, all students need to gain the
skills they will need to understand and function responsibly and successfully in the
world. The Course provides skills in a context that enables students to experience the joy
of doing science.

Encourages Thinking and Problem-Solving Based Assessment:

Student achievement of the standards and objectives in this Course is best assessed using
a variety of assessment instruments. Performance tests are particularly appropriate to
evaluate student mastery of science processes and problem- solving skills.

Page | 80

fb/Muzammil AhSon
 PROVINCIAL TEXTBOOK & CURRICULUM
REVIEW
REVIEW TEAM
COMMITTEE
PHYSICS GRADE IX-XII

The following members of ‘Provincial Review Committee for Physics Curriculum Grade
(XI-XII) curriculum and assessment experts, working teachers and co-opted members
participated in the orientation, discussions, workshops and review meeting.

Prof. Dr. Mazhar Ali Abbassi

Associate Professor, Department of Physics, University of Sindh.
Email: [email protected]

Prof. Dr. Barkat Ali Laghari

Assistant Professor, Government College University, Hyderabad.
Email: [email protected]

Mr. Noor Ahmed Khoso

Deputy Director, Directorate of Curriculum, Assessment & Research Sindh.
Email: [email protected]

Mr. Abdul Majeed Tanwari

Assisstant Professor, DJ Sindh Government Science College, Karachi.
Email: [email protected]
Mr. Sarwaruddin Jamali
Lecturer, Government Elementary College of Education (Men) Hyderabad.
Email: [email protected]

Agha Maqsood Ahmed

Science Teacher, Sindh Teacher Education Development Authority, Karachi.
Email: [email protected]

Mr. Muhammad Asghar Palari,

Principal, Govt. Boys Higher Secondary School Husri, Hyderabad.
Email: [email protected]

Mr. Khashif Mubeen

Lecturer, Govt. Degree College Latifabad-11 Hyderabad.
Email: [email protected]

Mr. Riaz Zafar

Professor (Rtd.) Cadet College Petaro. Email: [email protected]

Mr. Muhammad Ishaque Malik,

Lecturer, Government Shah Latif College, Latifabad No. 06 Hyderabad
Email: [email protected]
Ms. Rozina Channar
Subject Specialist, PEACe-DCAR, Jamshoro. Email: [email protected]

Page | 81
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 NOTIFICATION

Page | 82

fb/Muzammil AhSon
 NOTES

Page | 83
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon
 NOTES

Page | 84

fb/Muzammil AhSon
 NOTES

Page | 85
Sindh Curriculum for Physics Grades XI-XII

fb/Muzammil AhSon