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Final Assignment Edu-511 Curriculum Phy

The document outlines the objectives and curriculum for a 9th grade physics course. It details the overall objectives to develop students' understanding of fundamental physics principles through conceptual, mathematical and problem-solving skills. It then outlines the specific units to be covered in the course on topics like physical quantities, kinematics, dynamics, gravitation, work and energy, and properties of matter.

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Hassan Latif
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33 views5 pages

Final Assignment Edu-511 Curriculum Phy

The document outlines the objectives and curriculum for a 9th grade physics course. It details the overall objectives to develop students' understanding of fundamental physics principles through conceptual, mathematical and problem-solving skills. It then outlines the specific units to be covered in the course on topics like physical quantities, kinematics, dynamics, gravitation, work and energy, and properties of matter.

Uploaded by

Hassan Latif
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Submitted To:

Sir Babar Sahb


Submitted By:
ShahzaibBaloch
2019-ag-9243
Sec-B
Course Title:
Curriculum Development
Course Code
Edu-511

University of Agriculture Faisalabad


Objectives of Learning Curriculum :
Objectives are statements that describe the end-points or desired outcomes of the curriculum,
a unit, a lesson plan, or learning activity. They specify and describe curriculum outcomes in
more specific terms than goals or aims do.
Overall, the main objective of the curriculum is to develop the overall personality of a child
by including the subject matter that is for the overall development of students i.e ., cognitive,
affective, and psychomotor.

Curriculum objective of Book 9th class physics


After learning of physics student will be able to
 Students will develop a solid understanding of the fundamental principles of physics,
including
 Develop interest, motivation and sense of achievement in the study of physics.
 Develop the ability to describe and explain concepts, principles, systems, processes and
applications related to physics.
 A firm conceptual grasp of the central principles of physics
 An ability to work with the concepts mathematically, and
 A functional understanding of how these ideas play out in the real world
 Students will develop a flexible and creative problem-solving ability
 Students will develop an integrated understanding of the unity of physics
 Students will develop their ability to communicate ideas of science
 Students will develop a functional understanding of symbolic and numerical computation
 Students will develop an expertise in experimental methodologies
Levels of understanding

There are at least three ways in which students should understand the material in the physics
majors program. One level of understanding is conceptual. In addition to conceptual
understanding, students should also have a mathematical understanding, What are the
equations governing a physical system, and how are these equations solved

Problem-solving ability

The ability to analyze and solve novel problems is central to the education of physics
students. Cultivation of such problem-solving ability extends through all parts of our
curriculum, both lecture and laboratory components

Integrated understanding
One of the great beauties of physics, as an intellectual discipline, is the underlying unity of
knowledge that it suggests. An extremely wide variety of phenomena can be explained with
the use of only a small number of fundamental principles, and these principles themselves
form a coherent set which summarize much of our understanding of the physical world.
Ability to communicate

Experimental methodologies

Understanding how to use basic scientific equipment (multimeters, oscilloscopes, power


supplies, and so on) and an understanding of experimental uncertainty analysis are both
learning goals of our curriculum.

Contents

Unit # 1 Physical Quantities and Measurement

Major Concepts

 Introduction to Physics
 Physical quantities
 The international system of units
 Prefixes (multiples and sub multiples)
 Standard form / scientific notation
 Measuring instruments

Metre rule 2. vernier callipers 3. screw gauge 4. physical balance 5. stopwatch 6.


measuring cylinder.

 An introduction to significant figures

Unit # 2 Kinematics

 Rest and motion


 Type of motion (Translatory, rotatory, vibratory)

Terms associated with motion; Position, Distance and displacement, Speed and velocity,
Acceleration

 Scalars and Vectors Graphical analysis of Motion;


 Distance-time graph
 Speed-time graph
 Equations of Motion
 Motion due to gravity

Unit # 3 Dynamics

 Momentum
 Newton’s laws of motion
 Friction
 Uniform circular motion

Unit # 4 Turning Effect of Forces

 Forces on bodies
 Addition of forces
 Resolution of forces
 Moment of a force
 Principle of moments
 Centre of mass
 Couple
 Equilibrium
 Stability

Unit # 5 Gravitation

 Law of gravitation
 Measurement of mass of earth
 Variation of ‘g’ with altitude
 Motion of artificial satellites

Unit # 6 Work and Energy

 Work
 Energy forms
 Kinetic energy and Potential energy
 Major sources of energy
 Efficiency
 Power

Unit # 7 Properties of Matter


 Kinetic molecular model of matter
 Density
 Pressure,
 Atmosphere pressure
 Pressure in liquids
 Elasticity
 Stress, strain, and Young’s modulus

Teaching strategies

 Demonstration approach
 Inquiry-based learning
 Digital Learning
 Team-Based Learning
 Effective Class Discussions
 Practical work approach

Evaluation

 Monthly test system


 Midterm exam
 Final term exam
 Weekly presentation
 Discuss topics in groups by making clear presentations

References

Critical Review of National Curriculum Physics IX-X (2000) by Mrs. Nazma Sheikh, S.S.S.
(Physics), Punjab Textbook Board, Lahore.

Jamil, M., Muhammad, Y., Masood, S., & Habib, Z. (2020). Critical thinking: A qualitative
content analysis of education policy and secondary school science curriculum
documents. Journal of Research and Reflections in Education, 14(2), 249-258.

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