Subject

Physics

Class Prepared by Academic Year Date of Submission

As level VED PRAKASH AGS PUSHP VIHAR 2011-2012 21st Aug11

Months & Topic no. of weeks

Learning outcome

Practical/ teaching-learning Assessment activities

Resources

Augus 1.Physical t(2011) quantities and 4 units Physical weeks quantity SI (22 units lessons) 2.Measurement Techniques
Scalar and vectors Measureme nts Errors uncertaintie s Graphical analysis

Recall basic quantities in physics. Conversion of SI basic units to multiple and sub multiple units. Points to remember while writing the units. Significant figure and scientific notation Differentiate between basic and derived units Convert the derived units into base units Check the homogeneity of the equation Make reasonable estimate of physical quantities Describe the systematic errors. and random errors distinguish between precision and accuracy Uncertainties and its representation

Express some basic quantities in appropriate units. Convert multiple units and sub multiple units to Si units. Draw up table in order of magnitude of the multiples and sub-multiples, their symbols and powers of ten. Express derived physical quantities in form of base units Eg: Work (kg m2 s-2) and moment of force (kg m2 s-2) Check whether the following equations are homogeneous or not and find the base unit of the constant. Units of a constant e.g. power = P = Fv or E = mv2 + mgh Check of p + pv2 = constant

Formative assessment: Chapter end questions from the text book Worksheets Quizes:units and dimension. Lab reports. UNIT TEST 1: summative assessment Skills to be tested: Knowledge with understanding and Analytical

Text book: International A/AS Level Physics by Chris Mee, mike crundell,Brian Arnold and Wendy Brown. Reference book: IB higher level Physics by T.A.TSOKOS. Physics by examples by W.G Rees Question bank of IB Past year papers of CIE A level Lab equipments

Some experimental examples to identify random errors and systematic errors. How to reduce / eliminate such errors. Equations and combining uncertainties rules Expression of final result: Measurement of diameter of a bob

using vernier calipers Distinguish between scalar and vector quantities Add and subtract coplanar vectors Resolution of vector Learn how to use instruments (meter scale,vernier calipers, micrometers, spring balance, current balance, thermometer, pendulum, ammeter, voltmeter, CRO etc) to measure different physical quantities Topic related Questions from the past papers of CIE A level and IB HL will be discussed. Experiment: Measurement of thickness of wire using micrometer Experiment: Measurement of time by using pendulum Experiment: parallelogram law of vector addition.

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Practical/ teaching-learning Assessment activities

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Septem ber (2011)

4 weeks (21 lessons)

Mechanics 3. Kinematics
Linear motion Non-linear motion Graphical representation and calculation. Motion under gravity.

Describe linear and nonlinear motion Define displacement, speed velocity and acceleration Graphical representation of displacement, velocity and acceleration. Equations of motion and its use. Use of equation of motion for a free falling body. Describe Terminal velocity

Power point presentation on the topic will be shown to the students. Taking examples from ppt , express linear and nonlinear motion in graphical form. Draw displacement time graph for a non linear motion and find the instantaneous velocity by drawing tangent. Calculation of displacement from velocity- time graph Derivation of v = u + at from definition of constant acceleration. Derivation of s = ut + at2 from definition of mean speed. Derivation of v2 = u2 + 2as by combining the above two equations. Use of the equations for motion under gravity Experiment: Factors affecting terminal speed in fluids

Class test Worksheets: past year questions. related to the topic Chapter end questions from the text book Lab Reports: Factors affecting terminal speed in fluids

Power point presentation Text book: International A/AS Level Physics by Chris Mee, Mike crundell, Brian Arnold and Wendy Brown. Reference book: IB higher level Physics by T.A.TSOKOS. Physics by examples by W.G Rees Question bank of IB Past year papers of CIE A level Lab equipments

Statement of each of Newtons laws of motion to be learnt.

4. Dynamics
Newtons laws of motion Linear momentum and its conservation Collision of a system

State and explain Newtons law of motion Describe forces and its effects Explain the principle of conservation of linear momentum

Express Newtons 2nd law of motion in terms of change in momentum. Equations F = ma, m and a are base/derived units, leading to definition of the unit of force (Newton) Solve problems based on F=ma. With the help of animated ppt elastic and inelastic collisions Conservation (or otherwise) of total energy, linear momentum and kinetic energy. Examples of elastic and inelastic collisions Problem solving based on principle of conservation of momentum Topic related Questions from the past papers of CIE A level and IB HL will be discussed

Unit Test:2 : summative assessment: Skills to be tested: knowledge with understanding, analytical and graphical representation

Distinguish between elastic and non elastic collision

Months & Topic no. of weeks

October 2011 Forces (3 weeks) Types of forces 13 lessons Centre of gravity Turning effect of forces

Learning outcome
Describe forces and its effects Describe centre of gravity and centre of mass. show an understanding that mass is the property of a body that resists change in motion

Practical/ teaching-learning Assessment activities

F = ma, m and a are base/derived units, leading to definition of the unit of force (newton) Discussion on different forms of force and their applications Derivation of equation p = pgh Worksheets: past year questions. related to the topic Chapter end questions from the text book

Resources
Power point presentation Text book: International A/AS Level Physics by

derive, from the definitions of pressure and density, the equation p = pgh

work power energy:

Work, power

Energy conservation Potential energy, kinetic energy and internal energy Power

- incompressible fluid - pressure due to fluid only Use of a manometer Discussion: force(s) producing rotation Show an understanding of the Single force turning effect and origin of the up thrust acting moment of on a body in a fluid. a force Two forces a couple and torque Show an understanding that a couple is a pair of forces which (turning tends to produce rotation only. effect) of a couple define and apply the moment Principle of moments defined (as of a force and the torque of a one condition for equilibrium) couple Experiment: verification of principle by using simple lever. Show an understanding that, when there is no resultant force Revision of centre of gravity Worked examples and no resultant torque, a system is in equilibrium. W = pV derived as an example Apply the principle of moments. of the use of W = Fx Work done on/by gas discussed Show an understanding of the Ep = mgh derived as an example of concept of work in terms of the use product of a force and the of W = Fx displacement in the direction Revision of equations of motion of the force. Derivation of Fx = mv2 - mu2 Derive, from the defining Homogeneity of equation gives equation W = Fs, the formula each term as energy, hence Ek = Ep = mgh for potential energy mv2 changes near the Earths surface. Energy losses related to energy recall and use the formula Ep = conservation. mgh for potential energy Role of friction forces. changes near the Earths Efficiency defined. surface. Expt: efficiency of an electric

Lab reports

Chris Mee, Mike crundell, Brian Arnold and Wendy Brown. Reference book: IB higher level Physics by T.A.TSOKOS. Physics by examples by W.G Rees Question bank of IB Past year papers of CIE A level Simulator on collision. Lab equipments

Derive, from the equations of motion, the formula E = mv2. recall and apply the formula E = mv2. Recall and understand that the efficiency of a system is the ratio of useful work done by the ystem to the total energy input. solve problems using the relationships P = W/t nd P = Fv.

motor Discussion: what is power? - it is not force - power defined - units of power Experiment: measuring output power of person Experiment: measuring output power of a motor Derivation of power = Fv Worked examples Topic related Questions from the past papers of CIE A level and IB HL will be discussed

Months & Topic no. of weeks November 2011 (4 weeks) 18 lessons Phases of matter

Learning outcome

Practical/ teaching-learning Assessment activities The term Density and its

significance will be discussed. Relative study of the structure of Solid , liquid And Gas Discussion: random motion of atoms in a gas - collisions with walls of vessel - associated momentum change collisions leads to idea of gas pressure Discussion: what is melting, boiling and evaporation

Resources

Candidates should be able to: (a) define the term density (b) relate the difference in the structures and densities of solids, liquids and gases to simple ideas of the spacing, ordering and motion of molecules (c) describe a simple kinetic model for solids, liquids and gases (d) describe an experiment that demonstrates Brownian motion and

Worksheets: past year questions. related to the topic Chapter end questions from the text book. Lab reports: Spring Constants.

Power point presentation Text book: International A/AS Level Physics by Chris Mee, Mike crundell, Brian Arnold and Wendy Brown. Reference book: IB

Lab reports:

Deformation of solid

appreciate the evidence for the movement of molecules provided by such an experiment (e) distinguish between the structure of crystalline and non-crystalline solids with particular reference to metals, polymers and amorphous materials (f) define the term pressure and use the kinetic model to explain the pressure exerted by gases (g) derive, from the definitions of pressure and density, the equation p = gh (h) use the equation p = gh (i) distinguish between the processes of melting, boiling and Evaporation (a) appreciate that deformation is caused by a force and that, in one dimension, the deformation can be tensile or compressive (b) describe the behaviour of springs in terms of load, extension, elastic limit, Hookes law and the spring constant (i.e. force per unit extension) (c) define and use the terms stress, strain and the Young

nature of forces between atoms in solids, liquids and gases leading to an explanation of the changes of state in molecular terms. Discussion: what is meant by a (i) crystalline solid (ii) non-crystalline solid Structure of metals, polymers, amorphous materials. Examples of each named Discussion of terms load and extension Definitions: elastic limit Hookes law and spring constant Experiment: spring constant for springs in series and parallel Discussion: stress defined as F/A strain defined as L/L

Verification of Hookes law and elastic limit. UNIT TEST:3 Topics: forces, work power energy. Matters Skills to be tested: knowledge with understanding, analytical and graphical representation

higher level Physics by T.A.TSOKOS. Physics by examples by W.G Rees Question bank of IB Past year papers of CIE A level Simulator on behaviour of solid Liquid and gas. Simulator on Hookes Law. Lab equipments

Experiment: Stress-strain graph for a metal wire Discussion: Young modulus as stress/strain Discussion: elastic and plastic deformation

Discussion: how to provide

modulus (e) distinguish between elastic and plastic deformation of a material (f) deduce the strain energy in a deformed material from the area under the force-extension graph

evidence for relative size of nucleus Discussion: distinction between nucleus, nuclide and nucleon nucleon number proton number

Atomic Physics

Discussion: nuclear reactions (a) describe a simple model for - conservation of charge / proton the nuclear atom to include number conservation of nucleon protons, neutrons and orbital number electrons Discussion: background count rate (b) distinguish between correct procedure for obtaining a nucleon number and proton count rate number Comparison between Alpha, Beta (c) use the usual notation for and Gamma emissions with the representation of nuclides respect to (d) appreciate that nucleon (i) nature of particle / photon number, proton number, and (ii) mass of particles mass-energy are all (iii) charge on particle / photon conserved in nuclear processes (iv) energies of particles / photons (v) speeds of particles / photons (e) show an appreciation of (vi) degree of ionisation the spontaneous and random (v) ranges in various materials nature of nuclear decay (f) show an understanding of the nature and properties of -, - and - radiations (+ is not included: - radiation will be taken to refer to ) gj) infer the random nature of radioactive decay from the fluctuations in count rate

Months & no. of weeks December 2011 (3 weeks) 6 lessons

Topic Waves Progressive waves Transverse and longitudinal waves Diffraction and interference Polarisation

Learning outcome

Practical/ teaching-learning Assessment activities

wave motion will be illustrated by vibration in ropes, springs and ripple tanks. Terms related to waves will be discussed. Relation between V , F and Will be discussed Discussion: what is intensity define as power incident per unit area units W m-2 intensity (amplitude)2 Worksheets: past year questions. related to the topic Chapter end questions from the text book.

Resources
Power point presentation Simulators: PHET Internet site: Archieve.org/e ducation/AP physics/ Text book: International A/AS Level Physics by Chris Mee, Mike crundell, Brian Arnold and Wendy Brown. Reference book: IB higher level Physics by T.A.TSOKOS. Physics by examples by W.G Rees Lab equipments

Determination of speed, frequency and wavelength Electromagnetic spectrum

(a) describe what is meant by wave motion (b) show an understanding of and use the terms displacement, amplitude, phase difference, period, frequency, wavelength and speed (c) deduce, from the definitions of speed, frequency and wavelength, the equation v = f (d) recall and use the equation v = f (e) show an understanding that energy is transferred due to a progressive wave (f) recall and use the relationship intensity (amplitude)2 (g) compare transverse and longitudinal waves

Semester 1: Summative assessment: Topics: syllabus covered till 10/12/2011. Skills to be tested :
knowledge with understanding, analytical and graphical representation

Months & Topic no. of weeks January 2012 Waves (3weeks) ( Continue) 16 lessons Polarisation Superposition of waves Determination of speed, frequency and wavelength Electromagnetic Spectrum

Learning outcome

Practical/ teaching-learning activities Explanation of Polarisation through animation Discussion: meaning of diffraction degree of diffraction dependent on ratio of wavelength and slit width Demonstration of stationary waves Waves of same frequency through animation traveling in opposite directions conditions for stationary wave to be established The formation of Nodes and antinodes will be demonstrated through simulator. Demonstration: interference of two waves Relation between a, x, D, and intensity on fringe to be established Derivation of expression = ax / D not essential Problems to be solved based on equation = ax / D Discussion: the diffraction grating Demonstration: use of grating the grating formula: dsin = n normal incidence orders of diffracted light through simulator

Assessment
Worksheets: past year questions. related to the topic Chapter end questions from the text book. Class test: formative assessment: quiz

Resources
Power point presentation Simulators: PHET Internet site: Archieve.org/e ducation/AP physics. Text book: International A/AS Level Physics by Chris Mee, Mike crundell, Brian Arnold and Wendy Brown. Reference book: IB higher level Physics by T.A.TSOKOS. Physics by examples by W.G Rees Lab equipments

(i) show an understanding that polarisation is a phenomenon associated with transverse waves (a) explain and use the principle of superposition in simple applications (c) explain the formation of a stationary wave using a graphical method, and identify nodes and antinodes (d) explain the meaning of the term diffraction (f) show an understanding of the terms interference and coherence (g) show an understanding of experiments that demonstrate two-source interference using water, light and microwaves (i) recall and solve problems using the equation = ax/D for double-slit interference using light (j) recall and solve problems using the formula d sin = n

Electric fields Concept of an electric field Uniform electric fields

(a) show an understanding of the concept of an electric field (b) represent an electric field by means of field lines (c) recall and use E=V/d (d) calculate the forces on charges in uniform electric fields (e) describe the effect of a uniform electric field on the motion of charged particles Learning outcome

Drawing of electric field around the point positive and negative charge. Drawing of electrical lines of forces between two parallel conductors. The points to be taken care while drawing the lines of forces will be discussed. The equation E=V/d will be discussed and problems using the equation will be done. Practical/ teaching-learning activities Drawing circuits: meaning of series and parallel Experiment: interpreting and setting up circuits Definition of charge and the coulomb in terms of base units. Q = It Discussion: charges in motion where has the energy come from? Potential difference (p.d.) as energy per unit charge transferred from electrical to some other form. V = W/Q Resistance and ohm defined - ratio V/I, not the gradient of a graph. R = V/I. Derivation of power = VI = I2R

Months & no. of weeks February 2012 4 weeks

Topic Current electricity

Electric current Potential difference Resistance and resistivity Sources of electromotive force

Assessment
Worksheets: past year questions. related to the topic Chapter end questions from the text book. Class test: formative assessment: quiz

Resources
Power point presentation Simulators: PHET Internet site: Archieve.org/e ducation/AP physics. Text book: International A/AS Level Physics by Chris Mee, Mike crundell, Brian Arnold and Wendy

(a) show an understanding that electric current is the flow of charged particles (b) define charge and the coulomb (c) recall and solve problems using the equation Q = It (d) define potential difference and the volt (e) recall and solve problems using V= W/Q (f) recall and solve problems using P = VI, P = I 2R (g) define resistance and the ohm (h) recall and solve problems using V = IR

Lab reports.

DC circuit
Practical circuits Conservation of charge and energy Kirchhoffs law Balanced potentials

(i) sketch and explain the I-V characteristics of a metallic conductor at constant temperature, a semiconductor diode and a filament lamp (j) sketch the temperature characteristic of a thermistor (k) state Ohms law (m) define e.m.f. in terms of the energy transferred by a source in driving unit charge round a complete circuit (n) distinguish between e.m.f. and p.d. in terms of energy considerations (o) show an understanding of the effects of the internal resistance of a source of e.m.f. on the terminal potential difference and output power. (b) draw and interpret circuit diagrams containing sources, switches, resistors, ammeters, voltmeters, and/or any other type of component referred to in the syllabus (c) recall Kirchhoffs first law and appreciate the link to conservation of charge (d) recall Kirchhoffs second law and appreciate the link to conservation of energy

using V = W/Q, P = W/t, Q = It and V = IR Experiment: I/V characteristics of a metallic conductor at constant temperature. Lab to draw the IV characteristics of an ohmic resistor and a filament lamp. Lab to understand the combination of resistance. Lab to find the resistivity of the given wire. Experiment: temperature characteristic of a thermistor Explanation of graph in terms of large decrease of resistance (c.f. metal) with temperature rise Discussion and development of R l R 1/A Expt: dependence or resistance on length and area of crosssection. Discussion: energy transfer in a battery energy transfer in a resistor V = W/Q applies to both distinction between e.m.f. and p.d. e.m.f. as p.d. between terminals on open circuit Discussion: charge conservation leading to statement of Kirchhoffs first law

Brown. Reference book: IB higher level Physics by T.A.TSOKOS. Physics by examples by W.G Rees Lab equipments

(e) derive, using Kirchhoffs laws, a formula for the combined resistance of two or more resistors in series (f) solve problems using the formula for the combined resistance of two or more resistors in series (g) derive, using Kirchhoffs laws, a formula for the combined resistance of two or more resistors in parallel (h) solve problems using the formula for the combined resistance of two or more resistors in parallel (i) apply Kirchhoffs laws to solve simple circuit problems (j) show an understanding of the use of a potential divider circuit as a source of variable p.d. (k) explain the use of thermistors and lightdependent resistors in potential dividers to provide a potential difference that is dependent on temperature and illumination respectively (l) recall and solve problems using the principle of the potentiometer as a means of comparing potential differences.

Discussion: energy conservation leading to statement of Kirchhoffs second law Derivation of R = R1 + R2 + Expt: resistors in series Derivation of 1/R = 1/R1 + 1/R2 + Expt: resistors in parallel Discussion: sharing p.d. between two resistors in series. Theory leading to V/E = R1/(R1 + R2) Demonstration: The potential divider Demonstration: Potential divider incorporating a thermistor Discussion: the light-dependent resistor (LDR) - basic properties Demonstration: Potential divider incorporating Use of galvanometer for null position Experiment: comparing the e.m.f.s. of two cells Worked examples an LDR

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