Geeks al = TTT TEACHER TEXT Higher Secondary Course PHYSICS @ oe Government of Kerala DEPARTMENT OF EDUCATION State Council of Educational Research and Training (SCERT), Kerala OU https://textbooksall.blogspot.com/Teacher Text Development Team Mmmm Krishna Kishore V Principal, Govt.HSS, Vilavoorkal, Thiravananthapuram Biju Principal, SNTrusts HSS, Thotta Jayakumar.M.G NVT Physics, SNVHSS, Angadical South P-O, Pathanamthitta Shaiju.PS HSST Physics, GVHSS Valapad, Thrisstr Bobby V. Jose HSST (SG), CJHSS Chemnad, Cheminad, Kasaragod la.P.0, Kanifiur Savio Austine HSST Physics, SKMJHSS, Kalpetta, Wayanad Mohammed Salah K.P HSST Physics, VVM Marakara, Malappuram Muhamed Rafeek.E.K HSST Physics, GHSS Chudanpettab, Palakkad Mohamed Sherif.K GHSS Athavanad, Malappuram. Vivekanadan.R.S Asst. Professor, Govt. College, Kottayam Prof. G.Sivasankara Pillai Profof Physics, (Rd), University College Academic Co-ordinator Dr, Ancey Varughese Research Officer, SCERT Kerala Prepared by : State Council of Educational Research and Training (SCERT) Website : wwwsecetkers al Phone : 0471 “ypeseting and Layout: SCERT © Depantmentof Eveation, Govemment of Kerala https://textbooksall.blogspot.com/CWO A Dear Teacher, We have introduced activity based, Tearner-centred, process oriented pedagogy in Higher Secondary classes as part of the continuation of curfieulum revision at school level. As per the rules of the RTE, Atty the idea of learning outcomes was introduced in the Kerala school curriculum 2013. Knowledge of learning outeomesis essential to plan the teaching learning processnid assessment in a precise and practical manner. As you knov the process Of transacting the eurriculum is challenging as it demands higher level of proficiency and dedication on the part 6f the teacher who plays a pivotal role. For effective learning, learning experiences should be based on specific objectives and focussed on learning, outcomes Our teachers are quite resourceful and can easily come up with mich more compelling and innovative ideas and strategies than the ones suggested in this book. You are always Avelcome to do so to make teaching-learning, process afvenjoyable experience. The Teacher Text in Physics for second year Higher Secondary Course offers a few guidelines which aim at familiatising the practising teachers with the changed steategies to be adopted in the classroom. Sugeestions for improvement are most welcome. With regards, Director SCERT, Kerala https://textbooksall.blogspot.com/About Teche TEE, The teacher text should be one that helps the teacher in daily planning, provides instructions adequate to carry out the activities in the textbook, persuades the teacher to seek for more information and provides the additional information needed for the teacher. The relevance of the teacher text is that the teacher ust be provided with deeper insight of the activities in the kextbook, additional activities, samples of assessment and transaction strategies. Hence the {following are included in the teacher text. Preface A proface is provided for each unit. The main conéepts aimed in the lesson, process skills to be developed among students, the dalues and attitudes to be inculeated and the social significance of the topi¢are indicated in the preface. The preftce is a window to each lesson. Unit Frame Each unit frame is prepared in relation tocimportant science concepts. A unit frame has 3 parts. The first part initludes details regarding the science concepts that the child should know, the process skills to be developed for achieoirig the learning outcomes. The second part indicates the learning activities. The last part includes the migjor earning outcomes that the student must achieve. The approximate tinue needed for each unitis mentioned. The lesson is divided into three or foiwr modules by grouping learning outcomes and the related science concepts.Prepare lesson plan according to the module. Towards the Unit For the effective transactioni.of the content certain activities are suggested. The teacher can follow tho suggested activities or make use of a suitable learner centred, activity biased, strategies based on his/her own requirement. Details necessary for eahrying out the ICT possibilities are provided in the teacher text. Assessment Tt needs no empltasis to state the importance of assessment for effectively conducting learning activities. Indicators of importantactivities and products that ought to be subjected to assessment in each module are provided in the teacher text. This does not mean that they are only to be assessed. The teacher hhas to prepare on hisfher ozon worksheets for continuous assessment-self- ment and peer assessment tools. Some samples are given in the teacher https://textbooksall.blogspot.com/ee Contents Part-A a) General Approach .... b) Assessment Approach ......00 ©) Science Learning Approach .. d) Syllabus e) Guidelines for practical Physics . f) Learning Outcomes.. g) Scheme of work. Part-B. 1 Electric Charges and Fields 2 Electrostatic Potentials and Capncito 3. Current Electricity .. iG 4. Moving Charges and Magnetism 5 Magnetism and Matter civ. 6 Electromagnetic Induction 7. Alternating Current S:.. 8 Electromagnetic Waves.. 9 Ray Optics and Optical Instrument 10 Wave Optics su nnn 11 Dual Nature of Matter and Radiation 12 Atoms 177 13. Nuclei 187 14 Semicondttetor Materials, De 15 Communication Systems ronics: sand Simple Circuits... Sample Question Papers with answerkey.. https://textbooksall.blogspot.com/eas Goole ll = Science Learning Approach It can be said that Science is the sum of all experiences gained by humans hitherto. Such experiences are interpreted in the light of earlier experiences. Our surroundings come live to our experiences through sight, hearing, taste, touch and smell. The proper analysis of the experiences on the basis of earlier knowledge leads us to the construction of new knowledge. Every piece of knowledge thus constructed is a window for further enquiry Logical thinking becomes effective through asking logical questions, collecting relevant information and conducting comprehensive analysis. This is the method of science learning. But science learning is not to be limited’to a mere assortment of data about energy, substances and living things. It is to be applied to all fields of life. There will be no superstitious beliefs or wrong ideas in a society that follows thismethod, Such a society will not suffer exploitation or deceit. Learning Objectives of Science . nourish wonder, curiosity.and observation skills. + scientifically explain surroundings + strive for improvement + assimilate and execute the method of science. + investigate constantly and draw conclusions after analysing, data. x + analyse natural phenomenon + eliminate superstitious beliefs and evil practices + prevent the misuse of science + develop scientific perspective + cultivate'eeo-friendly attitude + identify mutual interdependence in nature + use the assimilated knowledge for the welfare of all creatures + extend the concept of sustainable development + relate learning to daily life situations https://textbooksall.blogspot.com/+ acquire physical-mental-social health by observing personal hygiene and social hygiene. * cultivate a scientific consciousness based on humanity + appreciate the achievements of science + use the achievements of science for social welfare. + respect those who offered lives for science, Science Education - Approach To achieve the above said objectives, we have to’keep on constantly improving the learning approach we adopted in Science Education. The traditional view of science educations tlie process of imparting knowledge assimilated through the years about the universe had changed around forty years ago. The view that the process of science is as important as the content has com into the realm of science education. However, today, the approach that certain other facts beyond content and process are also to be considered, has gained significance. Discussing Me Vormack and Yager's 'Taxonomy for Science Education’ becomes relevant in this context. According to this, there are five domains that science education must lay emphasis on: 1. Knowledge domain 2. Process domain 3. Creativity domain 4, Attitudinal domain 5. Application domain 4. Knowledge domain Science students aré expected to know scientific principles and available scientific facts. It is through science learning that a clear idea about universal phenomena, the relation between them and their explanations are gained. The following are primarily included in this domain: + facts + concepts + rules + temporary inferences and laws used by scientists currently https://textbooksall.blogspot.com/eas Goole ll = ‘An understanding of this area can be created through experiments and observations, discussions, debates, project activities and references. 2. Process domain Process is a chain of procedures used with a purpose for a particular result or to achieve a particular aim. Process skills\are skills that enable identifying concepts and evidences, and after collecting them, analysing and drawing conclusions. Concept formation is an essential factor for not onily science learning, but the learning of all subjects. It is because of gaining the concept ‘life’ that a creature, not seen before, can be identified as a living thing. Similarly it is the result of comprehending the concept ‘dissolving’ that it can be concluded that aninknown substance that disappears in water, does not vanish. but gets dissolved in water. Concept formation regarding science facts is very important. However the students should go through the education process to attain proper concept assimilation: The concept created by the students through experiments and observations, collecting evidences and analysis can be developed and used by them in day- to-day life situation. This substantiates the fact that learning should be process-based. A few important process skills are: + observing + classifying + using number felationship + measuring and preparing chart + using space -time relationship * communicating and understanding communication of others + Predicting + Inferring + making operational definition + formulating hypothesis and examining it + Interpreting data https://textbooksall.blogspot.com/eas Goole ll = + identifying and controlling variables + engaging in experiments + collecting and recording data + explaining and analysing data + raising questions + arriving at generalisation + identifying solutions of problems + arriving at conclusions + taking decisions + foretelling and assuming + handling instruments Observing 2 Observation is the process of acquiring knowledge through the five senses, Leaming experiences which provide the opportunity to use all the five senses may be used. Classifying ‘The process of grouping information gained through observation, based on salient features is called classifying. Starting from simple groupings of data, it can extend to the level of classification into minute sub groups. The ability to classify will vary according to the age, maturity and cognitive level of the students. Using number relationships This involves the analysis of available data, consolidation and meaningful explanation using the language of mathematics. Learning experiences may provide the opportunity to develop the skills of counting, addition, subtraction, multiplication, division and finding averagesi~, Measuring & Charting ‘As part of data collection the student will have to measure quantities such as length, time, mass, temperature, force and density. What instruments are required for this? How can these instruments be used? What is the level of accuracy expected in measurements? How to record the data? Alll these are to be considered. https://textbooksall.blogspot.com/eas Goole ll = Using Space-time relationships An in-depth enquiry relating to shape, distance, movement, speed, accuracy, direction and time comes under this area. It begins from identifying the shape, speed, direction and other such features of objects. Communicating and understanding communication It is essential that knowledge developed is expressed in different ways - oral and written, The students need-opportunities to communicate through tables, graphs, pictures, models, short write- ups, descriptions and lectures and also to take part in debates and discussions, Clarifying doubts by asking appropriate questions is another skill in this area. Predicting ¢ An inquisite person attempts to answer the question if........ then? and proceeds to try out the guessed answer. Answer to this question is important in science. The teacher expects the student to predict the outcome of various events and experiments, Students need to develop the skill of predicting by dtawing on the knowledge gained through experiments and observations. Inferring, Observation and data collection are not important in themselves. Inferences based on them are however, crucial. A proper inference can be drawn only if the student has good skills of analysis. The defects in analysis of data will affect the quality of inference. Making operational definitions ‘The meaning of ideas need to be stated precisely and clearly tomake them useful. This helps in communication. Operational defintions may be incompletearid temporary. Butin given situations they can be logical and practical. Formulating hypothesis A hypothesis is a temporary conclusion drawn using insight. A problem can have a number of casual factors and solutions. Based ‘on knowledge and experiences relating to the problem the causes and solutions can be guessed. Such a guess is a hypothe: need to be tested out and rejected if disproved. Hypothes are proved right become conclusions. https://textbooksall.blogspot.com/eas Goole ll = Interpreting data Interpretation of collected data may lead to new ideas and generalizations. Opportunities may be provided for interpreting data and formation of new ideas. Controlling variables Variables influence the outcome of experiments. Variables are to becontrolled during experiments. For the experiment to be accurate and scientific the variables are to be effectively controlled. Experimenting, Anexperimentisa planned activity to test the Validity of hypotheses drawn. Experimentation contains the process skills in an integrated way. Itis the main method used by scientists Formulating methods to test the hypothesis, conducting experiments, recording, interpretation of data and drawing conélusions are included in it. ‘The duty of the teacher is to help the Jearner to acquire the method of science in a natural way through-learning activities based on simple & complex process skills starting from observation. ‘The students are to be given learning experiences that are learner-centred, process oriented, and environment based and not the conventional content/ product oriented experiences. When this approach is followed along with process skills the student acquires knowledge, facts, ideas, concepts and pfinciples. In the new approach of curriculum, the student forms ideas and conclusions through processes. Project activities, seminar presentations and experiments enable the student to employ more than one process skill: 3. Creativity domain Science education is considered today as a process enabling the student only in ‘achieving certain scientific information. This is a point of view that totally ignores the student's creativity and imagination, It is essential that the student is able to deviate from the conventional path and think differently. {A few skills pertaining to this domain are given below: * visualizing, formulating experiments + relating objects and concepts in new ways https://textbooksall.blogspot.com/+ identifying alternative/unusual uses for objects + finding solution for problems and puzzles + fantasizing + designing instruments and machines + dreaming! + thinking differently 4. Attitudinal domain One of the main aims of Science Education is the desirable change in attitudes and inculcations of values. It cannot be said that there is any benefitin daily life by science education if there is no substantial change in perspective of life and in the stand towards social or individual problems, even if concepts and process skills are attained. It is commonly seen in our country that even people who possess higher degrees in science adopt unscientific methods in day-to-day issues. Therefore science education should cater to the development of areas like attitudes, values, decision-taking etc. Factors that may be included in this domain - + faith in one's abilities ability to understand human feelings and respect them + expressing one's emotions and thoughts creatively + thinking rationally about individual values and taking decisions accordingly, 5. Application domain The concepts, procésses and values become meaningless if the student cannot implement them in daily life. Similarly, pure scientific principles and concepts divorced from technology, will not have much rélevance in daily life. Scientific information is seen to be irrelevant for the student if it is not related to daily life. ‘These are some processes in the Application domain: + observe instances of science concepts in day-to-day life + use the concepts and skills gained to solve problems related to life. . create an idea of science concepts related to household instruments. https://textbooksall.blogspot.com/eas Goole ll = + evaluate events and developments related to science + take scientific decision on matters of food, health, life style etc. = relate science to other subjects Method of Science Learning These objectives can be realized only when the scientific method is adopted for science learning . Science learning should be process- based. Activities that ensure the development of skills like collecting information appropriate for problem-solving; analysing the information, arriving at proper conclusions, examining the conclusions and using them in new contexts arg to be conducted in the classroom. Science learning should not be restricted to the classroom. Hence outdoor learning also should be emphasized. While saying that science learning should be process-based, it does not mean that it is merely conducting activities, Each activity must have an objective, It should be ensured that the student realizes/ achieves the objective. Conducting activities and not consolidating may not help in acquiring the result. The student must be able to identify what he/she has achieved when a learning process is completed. This will help him/her in further studies. Conclusions are made on the basis of the evidences derived/drawn from learning activities. The évidences and the conclusions made therein have to be evaluatedscfitically. While subjecting the method followed and the activities {6 evaluation again, the opportunity to identify errors, if any, andrectifying them opens up. The derived concepts are accepted or rejected only after subjecting them to criticism with high standards of academic discipline. This is possible only in classrooms that function in a democratic way where there is room for free and feailess interaction. Concept formation’ occurs during interaction with the teacher, interaction with friends, observation or engaging in experiments. The student thus gets various kind of experiences. Teaching - Learning Strategies The explosion of knowledge has resulted in a new vision of knowledge. Earlier, it was thought that the most effective method was the transmission of knowledge by teacher to the student. However, the modern view is that the student has the responsibility https://textbooksall.blogspot.com/eas Goole ll = and the right to construct knowledge. The teacher of modern times hence has to use instructional approaches that motivate the student to construct knowledge on his own. Instructional strategies should be viewed as a social skill which is part of the educational environment and not as a technique to be mastered. They are to be considered as important components of teacher-student interaction and notas teacher activities alone. While instructional methods are planned the social and psychological aspects of the learner need to be taken into consideration. Let us examine some instructional strategiéshelpful in attaining the learning outcomes. 1. Project Project is one of the most suitable methods 6f instruction for science. It is a method of self instruction using the method of science and useful in the development of a number of process skills and hence it is essential to use projects in science education. What is a project? When a problem is felt, data regarding the problem is collected. The collected information is-summarised and analysed. The conclusions that are obtained from analysis are used to solve the problem - these steps reflect the essentials of a project. By doing projects the students are given the opportunity to train in the method of science. In doing so, thé Student acquires problem solving ability which helps to tide over problematic situations in life and progress in life. Projects help to develop scientific temper, scientific attitude and interest in learning science and to ensure active participation of the student in learnifgractivities Stages of a project Feeling the problem The project topic should not be arbitarily created, It should reflect a felt problem in the learning situation which requires a solution to proceed further. https://textbooksall.blogspot.com/eas Goole ll = Project topics arise when discussions relating to lessons are held in the class. Itis important that the student has an internal urge to find outa solution to the particular problem. When the topicis presented the teacher must ensure this. Defining the aim If the student is to tackle the problem in a way suitable to his/her abilities, thinking skillsand available facilities, the aims of the project need to be defined precisely. To state the aims of the project simply and clearly, the student needs the help of the teacher. Planning Hypothesizing Drawing temporary conclusions on the basis of information available at the time is known as hypothesising. Methods and instruments * Study methods and instruments are to be selected based on aims of the project and the hypothesis drawn. The nature of the topic, instruments used and the scientific approach followed should be correlated. Survey Once survey method is selected, where, when and how to conduct the survey must be decided. What will be the sample and who are to be approached for data will also be considered. Questionnaires and survey forms are tobe drawn up. During the planning phase all these are to be discussed in detail. Teacher must interact with the students, give suggestions and ensure that the instructions are suitable and effective. Experimentation When experimental method is to be used, it must be considered whether necessaty equipment is available. If not can these be improvised? How can materials and instruments be made availalble? These questions must be considered Tabulation of data + What information is to be collected? . What method can be used for collecting information? https://textbooksall.blogspot.com/eas Goole ll = + When should observations be made? + How to tabulate data? + Are pictures, samples, and working models required? + Are checklists, rating scales and score cards needed? + Themethod of analysis should be decided in advance. Keeping, to schedules, honest collection of data, accuracy of data and precision are important. Analysis The collected and tabulated data can be analy$ed to examine the validity of the hypothesis. The collected data feed to be classified and compared. Comparison with standard information may also be required. Graphics and similar representation will make the analysis easier. Conclusion . Based on similarities, differences and relationships evident from analysis of data, the validity of hypothesis may be examined. Those found invalid are rejected and others are accepted as conclusions. Execution of the project An outline of the project based on the components discussed above may be drawn up. The project activities may be carried out according to this plan with necessary modifications at the appropriate stages. Difficulties faced during execution of the project, data obtained and information collected, are to be entered in the ‘activity log book’. This-will be helpful during report writing. Visits made during the conduct of the project, experiments, arranging equipment, recording data and analysis should be supervised by the teacher. Teacher must take care to conduct discussions, with students frequently to evaluate the progress of the project. Application ‘The suggestions that arise from the project must be used for problem solving whereever applicable. Project report Report is to be prepared by the students themselves. The structure of the report should be finalised through discussion with the https://textbooksall.blogspot.com/students. It must be ensured that it is not too complex and hinders activities. + The cover page may show title of the project, name of the student/members of the group, and school address. ‘The report may contain Title Introduction Hypothesis/ Aims Method of study Collected data Analysis and Conclusions Suggestions (if any) Reference (if any) Appendix (questionnaire, observation schedule, checklist etc.) he metivty log DeSIeoR Ald bes Msettbe otto propane aimee report. The aims and method of study of the project would be recorded in the activity log book «luting the time of execution of the project. The credibility of the,project and data can be established with the help of activity log book. Project Presentation The project can be evaluated and the work done may be assessed ‘when the project is presented. Ideas can be communicated and shared with others through presentation of the project The project can be présehited in . Class room PeN Ake + + Science club meeting . Science fairs% + School anfiual day meeting + PTA meeting + Ayalkootam + Other selected forums ‘The project method helps to train the students in the method of science to familiarise them with self study habits and to find https://textbooksall.blogspot.com/eas Goole ll = solutions for local problems. We must take care to cultivate this as an important method of study in our schools. I. Seminar Reporting is a core component of learning science. In seminar, data relating to a specific topic is collected, analysed and presented as paper for the benefit of others. It helps the learner to improve his/ her communication skills and provides opportunities for collection of secondary data and for drawing conclusions: It is useful in cultivating interests and attitude in science topiesand in personality development. Topics chosen for seminars may be contemporary and should have social relevance. Organization of seminar + Topic presentation + Finding out sub topics or differentareas + Group formation + Assigning sub topics to different members of the groups. Each group prepare paper on all the sub topics. + Discussion by each group’on the sub-topics (Refer books, magazines, institutions, ete)) + Organising ideas + Paper writing + Seeking the opinion 6f the teacher. + Presentation + Discussion + Summarising + The teacher-may provide reference materials and give directions at all stages. + Writing of report + The report may include new information gained through data collection, conclusions and findings. + The information collected by all the members may be included. + Tables, charts, books and other resource materials may be included. https://textbooksall.blogspot.com/‘Teacher may examine the paper at different stages and provide guidelines. The activities and participation of each student in the group may be assessed. Paper presentation + Teacher may function as the moderator during the initial stages, but it is better to assign this role to students themselves. + All the group members must be present in the dias during presentation and must actively participate in the discussion after presentation by the leader. + Questions from the audience are to be Answered by group members taking turns. + Teacher may intervene wherever nécessary to provide instructions and help. wi + When sub topics are presented, aftér all the presentations are over general discussion may beheld. Teacher may summarise the discussion. — + A summarised version of th@ report may be recorded in the activity log book. Seminar papers and reports may be kept in the information corner. I Discussion Discussion is an effective method in the teaching learning process. In the process approach it-has a significant role. Discussions are essential for the student foshare their findings, ideas and conclusions at each stage of learning with fellow students and teachers and to assess progress. Group discussion is an ideal method to inculcate social consciousness, co-operation, democraticattitude, friendliness, open mindedness and compromising attitude which are the ultimate aims of education. It helps the development of communication skill, hypothesis formulation, designing of experiments and analytical skills. General discussion is a method where discussion proceeds based on the thought provoking questions raised by the teacher addressing the whole class. Based on the random presentations of the group https://textbooksall.blogspot.com/eas Goole ll = members teacher and students move ahead with the development of concepts, Finally teacher consolidates the concepts/ideas discussed in the class. Ina student centred classroom, the following points must be borne in mind while conducting a discussion. Discussion points may be provided to guide the progress of the discussion. This will help the students to reach the proper conclusion. Discussion points may be in the form of questions. + During group discussion the teacher may.observe each group and if needed help them to channel the discussion towards the common objective. + Allstudents may be given opportunity to take part and express their ideas. + Itmust be ensured that time limits are observed. + Theconclusion reached may be entered by each student in the activity log book and a group.representative must present these during consolidation. + The teacher may correct or'add to the conclusions and ensure that all the relevant ideas have been covered. + Students may be direeted to enter the consolidated ideas in the activity log books. 'V_ Debate After presenting a controversial topic, arguments in favour and against are put forward and a detailed analysis of facts is done by both sides in a debate: Relevance of Debate + Todevelop the skill of presenting the views of oneself logically and argue convincingly + Todevelop the ability to compare others! views with the views of oneself and to understand relevant aspects or ideas of others. + To develop leadership quality, democratic attitude and communication skills. https://textbooksall.blogspot.com/eas Goole ll = Conducting a debate The selection of the debate topic must be done very carefully. A controversial topic (one which can be viewed from two different perspectives) is suitable for debate. Both viewpoints must help in cultivating certain positive attitude among students. The teacher must not take a decision favouring one group. An objective approach is to be maintained while presenting the topic. Only then the students will prepare to debate both aspects. ‘The processes in the debate are; + Topic presentation + Preliminary discussion - students are'grouped into two. + . The two groups discuss the arguments they are going to present, : + Responsiblities assigned for présenting different viewpoints & arguments. + Either the teacher or a student functions as the moderator. + Each group present their arguments. + Moderator present an analysis of the ideas and consolidate the points. + Moderator present an analysis of the ideas and consolidate the points. Moderatormay present the consolidation in tune with the method of science, The consolidated information is recorded in the activity log book Responsibilites of thé moderator + Introductory presentation + Guiding the discussion + Ensuring thatthe discussions are on right track + Ensuring, the time limits + Consolidation of arguments ‘A model for planning Stage 1-1 period + Introductory presentation of the topic + Grouping of students https://textbooksall.blogspot.com/+ Group discussion + Collection of information within groups + Assigning reponsibilities * Fixing date and time of debate. Stage 2 -Debate + Seating arangements + Introductory remarks + Presentation of arguments from two sides e Discussion * Consolidation ‘The moderator's main responsibility is consolidation. It must be unbiased, analytical and efficient as the role of a judge in weighing the merits of a legal point. Stage -3 * Preparing report on the debate,” + Entering the details of the debate in activity log book. V_ Experiments Experiments familiarise the students with the method of science and develops the process skills, It'serves the following aims. + Development of process skills. + Ability to handle science equipments + Development of interest in science, sense of responsibility, aptitude and attitude. + Providing direct experience Planning + Must be related to learning outcomes. + Introductory discussions must help the students to understand the need and aims of experiments. The students should develop an idea of what variables are to be controlled. Similary they should decide on what to observe. They are also to be instructed on the manner of recording and the safe handling of, equipments and materials must be demonstrated to them https://textbooksall.blogspot.com/Experiments must be suitable to the age and maturity level of students, Must be interesting to the students. Points to note: Ifonly limited number of equipment is available students may work in groups. Each group must be given appropriate instetiction Experiments must proceed according to instfuctions given It must be ensured that measurements are’Accurate. Observations must be recorded Time limit must be observed. ‘Teachers must be present during all stages of the experiment to provide necessary instructions VI Outdoor learning Direct observation is essential for:the development of ideas in a process based learning. Outdoor [earning provides experience in the natural setings that cannot be provided through a class room situation or laboratory. Relevance Learning becomes environment based Direct learning expetiences are gained Learning is linked to real life and practical situations. Helps to share experiences with people who apply science in real situations. Develops values, attitudes and interests Helps to develop personal qualities Helps to e¥aluate the development of emotional domain. Planning Lesson unit - Objectives intended What are to be observed? to be enquired? to be collected? How to record? ‘What services of local community are needed? https://textbooksall.blogspot.com/eas Goole ll = + Place, travel facilities, expected expenses, materials needed. Assessment + Recordings in the activity log book and report, + Participation of students + Sharing of experiences and explanations given on questions raised + Punctuality VIL Information Communications Technology. During a time of information explosion, comprehensive study of a subject cannot be limited to books alone. Information technology is a medium which can help one to collect and exchange new knowledge that is created by the minute. A:contemporary mode of teaching requires the help of it to a great extend. Vill Assignments y Assignments are learning activities helping to achieve the learning outcome and also lead the pupil from the present level to a higher Jevel of learning. Assignments may be of the types-writings, drawings, construction of models etc. In assignments involving construction of models, a note on methods used in construction may also be submitted. The discussion and planning may be carried out in classroom to complete the assignments in time. Clarifications may be given about the sources. Teacher may provide the sources if needed. IX _ Solving of numerical problems General Steps + Analysis and‘data entry + Selection of Suitable equation + Substitutiivand calculation + Final answer with unit For a class of 50 pupils, 5 groups can be formed (Pupils on bench can be treated as a group). Problems are given in groups. Each student should go through the problem. They should follow the above crieteria for solving the problem. After individual attempt, https://textbooksall.blogspot.com/let them start group discussion. With the clarification, let them finish the problem and present the method of solving. Different types of problems, can be given to groups and teacher should consolidate the findings. X Activity log book The student carries out a number of activities as part of learning. Observations, collections, data organisation in tables, analysis, consolidation and reports are some of these. Theactivity log book is a record of all activities that the student caffies out in process based learning - problems faced, methods adopted to solve them and conclusions drawn. It is useful to the student as well as to others who want to assess the students work and progress. The student must record all the information about activities. The activity logbook must help to record data systematically to analyse the collected data and to consolidate-the ideas so as to share it with others. %° In short, the activity logbook is expected to be a comprehensive record of learning of a year. tis a record of all the learning experiences in the subject that a student has undergone during a year. XI'Science Club ‘The School Science Club must transform intoa platform for presenting innovative, instruments, seminar papers, projects, experiments etc made by students as\part of their activities in the classroom, It is learnt that School Sciefice Clubs function mostly for Science fairs only. This should change and the Science Clubs must become a means for promoting science aptitude among students. The club should start functioning in June itself and must prepare a years' an action plan for one year. A science exhibition can be held to exhibit the products of students at the end of the year. There are many opportunities for the science club like observing important days related to science learning, classes of experts on special topics, seminars etc. https://textbooksall.blogspot.com/Hees Gestes ll = Syllabus (CLASSES XII - THEORY) (Total Periods: 180) Unit | ELECTROSTATICS (Periods 25) Electric charges and their conservation. Coulomb's law - force between two point charges, forces between multiple charges; superposition principle and continuous charge distribution. Electric field, electric field due to a point charge, electric field lines; electric dipole, electric field due to a dipole; torque-on a dipole in a uniform electric field. Electric flux, statement of Gauss's theorem and its applications to find field due to infinitely long straight wire, uniformly charged infinite plane sheet and uniformly charged thin spherigal shell (field inside and outside). Electric potential, potential different8) electric potential due to a point charge, a dipole and system of charges; equipotential surfaces, electrical potential energy of a system of two point charges and of electric dipoles in an electrostatic field. Conductors and insulators, free charges and bound charges inside a conductor. Dielectrics and electric polarisation, capacitors and capacitance, combination, of capacitors in series and in parallel, capacitance of a parallél plate capacitor with and without dielectric medium between the plaies, energy stored in a capacitor, Van de Graaff generator. Unit I CURRENT ELECTRICITY (Periods 22) Electric current, flow of electric charges in a metallic conductor, drift velocity and mobility, and their relation with electric current; Ohm's law, electrical resistance, V-I characteristics (linear and non-linear), electrical energy and power, electrical resistivity and conductivity Carbon resistors, colour code for carbon resistors; series and parallel combinations of resistors; temperature dependence of resistance. https://textbooksall.blogspot.com/Internal resistance of a cell, potential difference and emf of a cell, combination of cells in series and in parallel. Kirchhoff's laws and simple applications. Wheatstone bridge, metre bridge. Potentiometer - principle and applications to measure potential difference, and for comparing emf of two cells; measurement of internal resistance of a cell. Unit II MAGNETIC EFFECTS OF CURRENT AND MAGNETISM (Periods 25) Concept of magnetic field, Oersted’s experiment, Biot - Savart law and its application to current carrying circular loop. Ampere's law and its applications to infinitely long straight wire, straight and toroidal solenoids. Force on a moving charge in uniform magnetic and electric fields, Cyclotron. Force on a current-carrying conductor ina uniform magnetic field. Force between two parallel current-carrying:conductors - definition of ampere. ‘Torque experienced by a current loop’in a magnetic field; moving coil galvanometer - its current sensitivity and conversion to ammeter and voltmeter. Current loop as a magnetic dipole and its magnetic dipole moment. Magnetic dipole moment of a revolving electron. Magnetic field intensity dlue to a magnetic dipole (bar magnet) along its axis and perpendicular to its axis, Torque on a magnetic dipole (bar magnet) ina uniform magnetic field; bar magnet as an equivalent solenoid, magnetic field lines; Earth's magnetic field and magnetic elements. Para- dia- and ferro - magnetic substances, with examples. Electromagnets and factors affecting their strengths. Permanent magnets. Unit IV ELECTROMAGNETIC INDUCTION ANDALTERNATING CURRENTS (Periods 20) Electromagnetic induction; Faraday’ law, induced emfand current; Lenz's Law, Eddy currents. Self and mutual inductance. Alternating currents, peak and rms value of alternating current/voltage; reactance and impedance; LC oscillations (qualitative treatment only), https://textbooksall.blogspot.com/Hees Gestes ll = LCR series circuit, resonance; power inAC circuits, wattless current. AC generator and transformer. Unit V ELECTROMAGNETIC WAVES (Periods 4) Need for displacement current. Electromagnetic waves and their characteristics (qualitative ideas only). Transverse nature of electromagnetic waves. Electromagnetic spectrum (radio waves, microwa¥es, infrared, visible, ultraviolet, x-rays, gamma rays) including elementary facts about their uses. Unit VI OPTICS (Periods 30) Reflection oflight, spherical mirrors, mirror formula. Refraction of light, total internal reflection and its applications, optical fibres, refraction at spherical surfaces, lenses, thin lens formula, lens-maker's formula Magnification, power of a lens, combination of thin lenses in contact combination of a lens and a mirror! Refraction and dispersion of light through a prism. Scattering of light - blue colour of the sky and reddish appearance of the sun at sunrise and sunset. Optical instruments: Human @ye, image formation and accommodation, correction of eye defects (myopia and hypermetropia) using, lenses. Microscopes and astronomical telescopes (reflecting and refracting) and their magnifying powers Wave optics: Wavefront and Huygens’ principle, reflection and refraction of plane wave at a plane surface using wavefronts. Proof of laws of reflettion and refraction using Huygens’ principle. Interference, Young's double hole experiment and expression for fringe width, coherent sources and sustained interference of light. Diffraction due to a single slit, width of central maximum. Resolving power of microscopes and astronomical telescopes. Polarisation, plane polarised light; Brewster's law, uses of plane polarised light and Polaroids. https://textbooksall.blogspot.com/Unit Vit DUAL NATURE OF MATTER AND RADIATION (Periods 8) Photoelectric effect, Hertz and Lenard's observations; Einstein's photoelectric equation - particle nature of light. Matter waves - wave nature of particles, de Broglie relation. Davisson- Germer experiment (experimental details should. be omitted; only conclusion should be explained.) Unit Vil ‘ATOMS AND NUCLEI (Periods 18) Alpha - particle scattering experiment; Rutherford's model of atom; Bohr model, energy levels, hydrogen spectrum. Composition and size of nucleus, atomic masses, isotopes, isobars; isotones. Radioactivity - alpha, beta and gamma particles/rays and their properties; radioactive decay law. Mass-energy relation; mass defect; binding energy per nucleon and its variation with mass number; nuclear fission and fusion. 4 Unit x ELECTRONIC DEVICES (Periods 18) Energy bands in solids (qualitative ideas only), conductors, insulators and semiconductors; semiconductor diode - I-V characteristics in forward and reverse bias, diode asa rectifier; I-V characteristics of LED, photodiode, solar cell, and Zener diode; Zener diode as a voltage regulator. Junction transistor, transistor action, characteristics of a transistor; transistor as an amplifier (common emitter configuration) and oscillator. Logic gates (OR, AND, NOT, NAND and NOR). Transistor as a switch. Unit x COMMUNICATION. SYSTEMS (Periods 10) Elements of a communi tion system (block diagram only); bandwidth of signals (speech, TV and digital data); bandwidth of transmission medium. Propagation of electromagnetic waves in the atmosphere, sky and space wave propagation. Need for modulation. Production and detection of an amplitude-modulated wave. https://textbooksall.blogspot.com/Hees Gestes ll = PRACTICALS Total Periods 60 (Section A) Experiments 1. To find resistance of a given wire using metre bridge and hence determine the specific resistance of its material. 2. To determine resistance per cm of a given wire by plotting a graph of potential difference versus current. 3. To verify the laws of combination (series/parallel) of resistances using a metre bridge. 4. Tocompare the emfs of two given primary cells using potentiometer. 5. To determine the internal resistance of given primary cell using potentiometer. 6. Todetermine resistance of a galvanometér by half-deflection method and to find its figure of merit. 7. To convert the given galvanometer (of known resistance of figure of merit) into an ammeter and voltmeter of desired range and to verify the same. 8. To find the frequency of the ac iains with a sonometer. Activities 1. To measure the resistance and impedance of an inductor with or without iron core. 2. To measure resistance; Voltage (ac/dc), current (ac) and check continuity of a given circuit using multimeter. 3. To assemble a househiold circuit comprising three bulbs, three (on/ off) switches, a fuse and a power source. 4. To assemble the components of a given electrical circuit. 5. To study the variation in potential drop with length of a wire for a steady current! 6. To draw therdiagram of a given open circuit comprising at least a battery, resistor/theostat, Key, ammeter and voltmeter. Mark the components that are not connected in proper order and correct the circuit and also the circuit diagram. EXPERIMENTS (Section B) 1. To find the value of v for different values of u in case of a concave mirror and to find the focal length. https://textbooksall.blogspot.com/2. To find the focal length of a convex mirror, using a convex lens. 3. To find the focal length of a convex lens by plotting graphs between wand v or between 1/u and 1/v. 4. To find the focal length of a concave lens, using a convex lens. 5. To determine angle of minimum deviation for a given prism by plotting a graph between the angle of incidence and the angle of deviation. 6. To determine refractive index of a glass slab using a travelling microscope 7. To find refractive index of a liquid by using, ri concave mirror, (ii) convex lens and plane mirror. 8. To draw the I-V characteristics curves of a/p-n junction in forward bias and reverse bias. 9, Todraw the characteristics curve of a zener diode and to determine its reverse break down voltage. 10. To study the characteristics of atommon-emitter npn or pnp transistor and to find out the values‘of current and voltage gains. Activities 1. To identify a diode, an LED, transistor, and IC, a resistor and a capacitor from mixed collection of such items 2. Use of multimeter to (i) identify base of transistor, (ii) distinguish between npn and pnp typé transistors, (ii) see the unidirectional flow of current in case of a diode and an LED, (iv) check whether a given electronic component (e.g. diode, transistor or IC) isin working order, é 3. Tostudy effect of intensity of light (by varying distance of the source) onan LDR. 4. To observe refraction and lateral deviation of a beam of light incident obliquely on a’glass slab. 5. To observe polarization of light using two polaroids. 6. To observe diffraction of light due to a thin slit. 7. Tostudy the nature and size of the image formed by (i) convex lens ii) concave mirror, on a screen by using a candle and a screen (for different distances of the candle from the lens/mirror). 8. Toobtaina lens combination with the specified focal length by using two lenses from the given set of lenses. https://textbooksall.blogspot.com/Hees Gestes ll = Guidelines for Practical Physics As Physics is a basic science, Experimental Physics is highly significant in the higher secondary level. A minimum of 10 experiments must be performed by each student with at least one experiment from each of the following section. Year ‘Section | Units as per Mininunt Mininsum INCERT Theory | No, of Expl Expls. to Text Book tobe perfornied | be performed in the year. 1 1,2 1 7 3,4,5,6 1 10 First Year| 3. 7.8 i 4 9,10 F 5 1, 12, 13 1 Students must be provided ample-dpportunities to be familiar with maximum number of apparatus and stientific principles through practical physics. Performing experiments using same apparatus / principle and recording them as different experiments should be avoided. Eg, (i) Find the volume of given sphere using Vernier Calipers and (ii) Determine the density of rectangular block using Vernier Calipers can not be recorded as two separate experiments. Physies Practical Log Book: The experiments perfornted by the student must be recorded in the log book. The student shduld be encouraged to draw the tabular column and write the aim, prifteiple, and procedure of the experiment before performing the experiment in the lab and the certified logbook should be submitted for practical examination. A single logbook should be used for first and second year. A minimum of 22 experiments should be recorded in the practical log book. Higher Secondary Practical Examination An internal practical examination should be conducted at the end of HSE first year for a maximum 20 scores. Certified log book should be submitted https://textbooksall.blogspot.com/for this internal examination also. Duration of the examination is 1% hrs. This score should be considered for second year CCE. Score Distribution SINo. | Item Score 1._| Principle and theory 5 2_| Setting up of apparatus 2 3_ | Performance of the experiment 6 4 | Result in SI units/ conclusion 4 5__| Ascertaining the awareness of concepts | __1 6 | Record 2 Total marks for one Expt. 20 Two experiments should be done at-the time of practical board examination (One experiment fromPltis One and other from second year), The total marks for paractical board examination is 40. https://textbooksall.blogspot.com/Hees Gestes ll = Learning Outcomes ssful completion of the chapter, the learner. ELECTRIC CHARGES AND FIELDS Explains the types of charges and electroscope. Distinguishes conductors and insulators by citing examples. Explains the charging by conduction and induction with examples. 1.4. Explains the basic properties of charges. 1.5. States and formulates the Coulomb’s law-and solves numerical problems related to it. 1.6. _ Explains the forces among multiple charges. 1.7. Explains electric field, intensity and its. physical significance. 1.8. Formulates the electric field due to a system of charges and solves numerical problems related to it 1.9. Explains the properties of electric field lines. 1.10. Defines electric flux and formtilates the relation connecting electric flux and intensity. LL. Defines electric dipole and dipole moment. 1.12. Formulates the electric field intensity due to an electric dipole on its axial and equatorial lines and solves numerical problems related toit 1.13. Formulates the expression for torque on a dipole ina uniform and electric field, 1.14. Explains different types of continuous charge distribution and their units, 1.15 Explains and proves Gauss’ law in electrostatics. 1.16 Formulates the expression of electric intensity due to an infinitely long straightuuniformly charged wire, uniformly charged thin spherical shell and uniformly charged infinite thin sheet and solves problems related with them. 2. ELECTROSTATIC POTENTIAL AND CAPACITANCE 2.1. _ Explains the difference between electrostatic potential and poten- tial difference. 2.2. Formulates the potential due to a point charge and an electric dipole https://textbooksall.blogspot.com/Draws the graph and solves problems related to potential. Formulates the potential due to a system of charges. Explains the equipotential surface by citing examples. Formulates the potential energy of a system of charges and solves numerical problems related to it. 2.7. Explains the potential energy due to a single charge in an external field and defines electron volt. 28. Formulates the potential energy due to a system of two charges and dipole in an external electric field and:solves numerical problems related to them. 2.9. _ Explains the concept of electrostatics of conductors. 2.10. Differentiates different dielectrics by citing examples and explains electric polarization. 2.11. _ Defines capacitance and its unit, 2.12, Formulates the expression for capacitance of a parallel plate capacitor and solves problems related to it 2.13. Explains the effect of dielectric off capacitance. 2.14. Formulates the expression for effective capacitance when capacitors are connected in series and parallel and solves problems related to it. 2.15, Formulates the energy of capacitor. 2.16. Explains the construction and working of a Van de graff genera- tor. CURRENT ELECTRICITY Defines electric current and writes its equation. Explains Ohm's law’ and solves numerical problems related to it. Experiments to find the resistance. Defines drift yelocity and formulates expression for current in terms of drift Velocity. 3.5. Identifies the factors affecting the resistivity 3.6. Explains the dependence of temperature on the resistance of material and classifies materials according to temperature coefficient of resistance. 3.7. Identifies carbon resistors. 3.8. Explains series and parallel combination of resistances and formulates the equation of effective resistance of each case and solve numerical problems related to them. https://textbooksall.blogspot.com/Hees Gestes ll = 3.9, Formulates equations of energy and power. 3.10. Identifies the factors affecting power and energy of a device. 3.11. Differentiates emf and voltage. 3.12. Formulates equation for effective emf and resistance when the cells, are connected in series and parallel. 3.13. States Kirchoff’s first and second rules and solve problems. 3.14. States and explains Wheatstone principle. 3.15. Sketches the diagram of meter bridge, derives the expression to find unknown resistance, experiments to find.the unknown resist- ance. 3:16. Sketches the diagram of Potentiometer and states principle of Potentiometer. 3.17. Experiments to compare the emf of cell and to measure the internal resistance of a cell. 4 MOVING CHARGES AND MAGNETISM 4.1, Explains Lorentz force and solvéS numerical problems related to it. 4.2. Formulates the equation of force on current carrying conductor and solves problem related to it and_ states Fleming's left hand rule. 43. Explains the motion of charged particles perpendicular and inclined to the magnetic field, formulates equations for various parameters related to the above motion such as velocity, radius, period , frequency and pitch and solves numerical problems related to it. 44. Explains a velocity selector, construction and working of a cyclotron, formulates equation for energy of a particle emitted from cyclotron and solyes numerical problems related to it. 4.5. States Biot Savart law and expresses it mathematically. 4.6. Formulates equations for magnetic field at a point on the axis and centre of a current loop using Biot Savart law and solves problems related to it. 47. States Ampere’s circuital law, applies it to find out magnetic fields produced by a straight infinite current carrying wire, a solenoid and a toroid and solves problems related to them. 48. Formulates equation of force per unit length between two parallel current carrying conductors and solves problems related to it. https://textbooksall.blogspot.com/4.9. Defines one ampere. 4.10, Formulates equation to find the torque on current loop and its magnetic moment and solves problems related with them. 4.11, Compares the fields due to electric and magnetic dipoles. 4.12. Formulates the equation of dipole moment of circular loop and revolving electron. 4.13. Defines Bohr magneton. 4.14. Explains the construction and the workinig’of moving coil galvanometer and defines current and voltage sensitivities. 4.15. Explains the conversion of ammeter and galvanometer to voltmeter and solves problems related witl them. 5. MAGNETISM AND MATTER 5.1. _ Explains the properties of bar magnet‘and cites examples. 5.2, Determines the magnitude of ‘B’ on'the axial line of a solenoid. 5.3. Formulates the relation connecting.*m’ and ‘B’. 5.4, States Gauss‘s law in magnetism: 55. Explains the magnetic elementsof earth. 5.6. _Distinguishes the types of magnetic substances. 5.7. _ Explains the properties of magnetic substances. 5.8. Formulates the relation cofnecting B and H. 5.9. Defines retentivity and coercivity. 5.10. Explains hysterisis andtlassifies the types of magnets. 6. ELECTROMAGNETIC INDUCTION 6.1. Demonstrates and explains the Faraday’s experiments, coil-magnet and coil-coil expetiment. 6.2. Defines magnetic flux and its unit. 63. States and explains Faraday’s law of electromagnetic induction and solves problems related to it. 64, — States Lenz’s law, illustrates it as a consequence of the law of conservation of energy. 6.5. Demonstrates and formulates motional emf and solves numerical problems related to it, 66. Explains eddy current and its applications, cites examples in various devices. 6.7. Explains self induction and mutual induction and formulates the expression for self inductance of a solenoid, mutual induct- https://textbooksall.blogspot.com/Hees Gestes ll = ance between two coils and energy stored ina solenoid and solves numerical problems related to them. 68. Explains the working of ac generator and formulates the expres- sion for the emf developed, gains the concept of sinusoidal vari- ation of emf induced in it and solves numerical problems related to it. 7. ALTERNATING CURRENT 7A. Formulates the expression for current and phase difference between emf and current and average power of an ac circuit containing R only and draws phasor diagram. 7.2. Formulates the expression for current and phase difference between emf and current and averag® power of an ac circuit containing inductor only and draws phasor diagram. Defines inductive reactance and solves numeriéal problems related to it 73. Formulates the expression for current and phase difference between emf and current and average power of an ac circuit containing capacitor only and draws phasor diagram. 7.4. Defines capacitive reactance and golves numerical problems related to it 75. Formulates the expression for current and phase difference between emf and current of an LCR series circuit, draws phasor diagram, solves numerical problems related to it. 7.6. _ Explains impedence diagram, the term resonance, cites examples, Q factor and bandwidth. 7.7. Formulates average power inan LCR circuit and explains the terms power factor and wattless current. 7.8. Explains the mechanism of LC oscillations with the expression for frequency. 7.9. Explains various types of transformers, transformer equation and energy losses. 8 ELECTROMAGNETIC WAVES 8:1. Explains the insufficiency of Ampere’s circutal theorem, defines displacement current, formulates equation for it, distinguishes between conduction and displacement currents and solves numerical problems related to it. 8.2. _ Explains the properties of electromagnetic waves and interprets the expressions for electric and magnetic fields in an https://textbooksall.blogspot.com/electromagnetic wave. 83. Explains production and detection of different regions of electromagnetic spectrum. 9, RAY OPTICS AND OPTICAL INSTRUMENTS 9.1. Explains laws of reflection, principal axis, sign convention, principal focus and focal plane of spherical mirrors. 9.2. Draws geometry of reflection of incident ray on spherical mirrors and formulates the relation between radius of curvature and focal length 9.3. Identifies the position, nature and size of-image for different positions of an objects in. spherical mirrors, draws ray diagram and formulates the mirror equation. 94. Defines magnification of spherical ‘mirrors and formulates equation, 9.5. Explains refraction of light using examples. 9.6. Explains total internal reflection anébits technological applications. 9.7. Explains refraction at spherical stirfaces. 9.8, Explains refraction through a thin lens and formulates lens mak- er’s formulae. 9.9. Defines magnification and power of lenses. 9.10, Formulates equations for effective focal length of lenses in contact and combination of a lens.and a mirror. 9.11, Explains refraction through a prism and solves numerical problems related to it 9.12. Explains dispersion of light, chromatic aberration and cites exam- les. 9.13. Explains scattering of light by citing examples. 9.14. Explains the structure and working of human eye, its defects and solves numerical problems related to it. 9.15. Explains the working of simple and compound microscopes and formulates thé equations for magnification. 9.16. Explains reflecting and refracting types of telescopes and formulates their magnifications. 10. WAVE OPTICS 10.1. Explains Huygens' principle, formulates laws of refraction and reflection of plane waves using Huygens' principle, explains Doppler effect and solves numerical problems. https://textbooksall.blogspot.com/Hees Gestes ll = 10.2. Explains coherent and incoherent addition of waves, explains in- terference and Youngs experiment and formulates expression for bandwidth and solves problems related with interference. 103. Explains diffraction due to a single slit and formulates the condi- tions for diffraction maxima and minima. 10.4. Solves problems related with diffraction due to a single slit. 10.5. Defines limit of resolution and resolving power of microscopes and astronomical telescope.s 10.6. Explains and formulates resolving power of microscopes and astronomical telescopes . 10.7. Explains Polarisation, polaroids and states Malus's law. 108. Explains Polarization by scattering; and polarization by reflection(Brewster’s law). i. DUAL NATURE OF RADIATION AND MATTER 11.1, Classifies the electron emissions: 11.2. Defines photoelectric effect and ites examples. 113. Explains the photo electric efféet and wave theory of light. 114. Formulates the Einstein's photo electric equation. 11.5. Defines a photon and explains the photon picture of em radiation and explains the wave nature of matter. 11.6. Using de Broglie waves, formulates the de Broglie wave equation 117. Explains the experimental set up of Davison and Germer experi- ment and formulates the relation for de broglie wave length. 12. ATOMS 12.1. Describes Alpha’ particle scattering experiment and explains Rutherford’s model of an atom. 12.2. Explains distance of closest approach and impact parameter. 123. Formulates expressions for the radius of electron orbit, speed and energy of eléetron in an orbit. 12.4, Identifies the’ drawbacks of Rutherford’s atomic model. 125. Differentiates the Emission and Absorption atomic spectra of Hydrogen atom. 126. Explains various lines of Hydrogen spectrum. 127. Explains Bohr atom model and formulates the expressions for Radius, Speed and Energy of electron in an orbit. 128. Explains energy level diagrams of Hydrogen atom and identifies https://textbooksall.blogspot.com/the limitations of the Bohr model. 129. Formulates expression for frequency of various spectral lines of Hydrogen atom (Rydberg formulae) and identifies Rydberg, con- stant. 12.10. Draws diagram showing line spectra of Hydrogen atom. 12.11. Explains the postulate of Quantization of electron orbit using De Broglie’s hypothesis. 13. NUCLEL 13.1. Explains the composition of atomic nucleus-and defines atomic mass unit (amu). 132. Distinguishes isotopes, isobars and isotones in terms of nuclear constituents and cites examples. 133. _ Explains the formulae for Nuclear radius and solves numerical problems. 13.4. Explains the concepts mass defectand nuclear binding-energy using Einstein's mass-energy relation and solves numerical problems. . 13.5. Sketches and explains the BE per nucleon curve. 13.6. Explains nuclear force and its properties. 137. Explains Becquerel’s discovery of radioactivity. 138. Defines Rate of disintegration, Half-life and Mean-life and Formulates expressions for them. 139. Solves numerical problems related to Radioactivity. 13.10. Explains Alpha, Beta‘and Gamma decays. 13.11. Explains Nuclear Fission and Nuclear Fusion. 13.12. Describes nuclear chain reaction and distinguishes between controlled and uncontrolled chain reactions with examples of Nuclear Reactor and Atom Bomb. 14. SEMICONDUCTOR ELECTRONICS: MATERIALS, DEVICES AND SIMPLE CIRCUITS 14.1. Defines and identifies valance band, conduction band and forbidden energy gap. 14.2. Classifies solids into conductors , semiconductors, and insulators based on band theory. 143. Differentiate between intrinsic, extrinsic, n-type and p-type semi conductors by citing examples. https://textbooksall.blogspot.com/Hees Gestes ll = 144. Defines the terms-potential barrier, depletion region, forward bi- asing , reverse biasing and breakdown voltage. 14.5. Draws the V-I characteristic of a p-n junction. 146. Explains the working of rectifier, LED and photodiode. 14.7. Explains the working of a solar cell, zener diode and draws its V- I characteristics. 148. Solves numerical problems related to the working of a zener diode as a voltage regulator. 149. Differentiate different regions of a transistor and different types of transistors. 14.10. Explain the biasing of transistor and current conduction through it. 14.11, Explains working of the transistor as an amplifier with the help of a diagram. 14.12. Derives the relation between various gains. 14.13. Solves simple numerical problems related to various gains. 14.14. Explains the working of the trafsistor as an oscillator with the help of a diagram. ° 14.15. Draws the graph showing Ic yersus time. 14.16. Identify different logic gates, writes its truth table and draws the ‘output wave form for different input wave forms. 15. COMMUNICATION SYSTEMS 15.1. Explains elements of communication system and basic terminology used in it. 15.2, Identifies bandwidth for speech, music, video etc. various types of signals and vatious types of medium like conducting wire, free space, fibre optic cable. Explains the three modes of propagation of electro magnetic waves and prepare charts on advantages and disadvantages of each mode. 154, Explains the “necessity of modulation and solves numerical problems rélated to it. 155. Explains amplitude modulation and formulates an expression for amplitude modulated signal. 15.6. Defines modulation index, draws graph of amplitude versus © for A.M signal, labels side bands and explain side band frequen- cies. 157. Explains the production and detection of amplitude modulated wave using, a block diagram. https://textbooksall.blogspot.com/Scheme of work ee one Bes Chex and ets end 7 — ans —— Electrostatic Ptonal and Capastons [11] iy wi 4 | August “Moving Charges and Magnetism 18 s 5 | Renato ogi end ter a7 6 September | Electromagnetic Induction Nw sf 3 ea aoa aS ee oe 9 October Ray Optics and Optical Instrum = 20 7 November, To___| November __| Wave Optics = | 4 ii —| Noverer —) Duel Neue of Marana eit 12 December | Atoms g 3 3 —{ December [Nich tt Ta | amny Seneca agree ata —| Te —| Devices and Simple Gir 15 January’ Communication 10 3 Toa o 60a [February [Revision co Physies Practicals ~ Current Moving Charges and Magnan ‘Magnetism and Matter OF Alternating Current "= N ‘Any 12 Experiments Tay Opis and OpdeatTnsravent | Expense from both Seton A __ —_s . 1to10 and Section B 2 | Semone Baroni: bo Materials, Deyigesaié Simple | (From Cireans Section B) | Model Practical Exam 1. A minimum of 10 experiments should be done from Plus! Practicals and an internal Practical Examination should be conducted atthe end of First year course, ‘A minimum of 22(10+12) Experiments should be done from both Plus] and Plus? Practicals. https://textbooksall.blogspot.com/