Yangchenphug Higher Secondary School Physics Syllabus with added values

Teaching Values Through Science

Science is a discipline comprising knowledge, skills [along with scientific attitudes] and noble values. The integration of these three elements is very important in ensuring a quality science education. As a discipline of knowledge, science provides a conceptual framework that enables students to understand the world around them. As a nation that is progressing towards a developed nation status, Bhutan needs to create a society that is scientifically oriented, progressive, knowledgeable, having a high capacity for change, forward looking, innovative and a contributor to scientific and technological developments in the future. This society should also have the capability to manage the environment and its resources in a responsible manner. In line with this, there is a need to produce citizens who are creative, critical, inquisitive, open-minded and Competent in science and technology. Science teaching is considered as occurring on three levels: the fact level, the conceptsprocess level, and the values level. We are living in the age of new realities and we need a new direction towards teaching and learning of science. We need to understand various social problems and try to develop solution using knowledge of science. A child affects his environment and at the same time is affected by it. A teacher's classroom behavior can have a dramatic effect on the value education of his students. I think we must provide an open classroom environment where the student can explore his value system concerning the social implications of selected scientific questions. The questioning behavior of the teacher is also an important fact in value education. Questions asked must not be just to test their knowledge. The questions have to be for testing the values developed after understanding and learning a concept. Some suggested activity to develop values through learning of science are: 1. Try to conduct child centered classes, as participation of a child in learning a concept is very important. 2. Try to demonstrate as much as possible. 3. Encourage students to prepare project based on teaching aids [This year Physics Dept. has prepared 16 teaching aids] 4. Try to show movies based on achievements by scientist as children understand how much hard work and sincerity is required towards learning of science. [Science Dept. has shown this year the movie E=MC2] 5. Try to give as much activity as possible to students so that they get an opportunity to explore science and its application in their daily life. 6. Encourage students to take up science projects on innovative topics as this will show their creativity and will help them to develop scientific attitude. 7. Department of Physics has encouraged students to participate online question paper practice. Please visit: www.royphysics.netau.net for more information. Students can download simple notes/practice questions/sample projects/see videos on physics concept/Read about scientist and their achievements. Solved home exam question papers and BBE question papers are available. There is also a news column which keeps students updated with latest school news.
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Yangchenphug Higher Secondary School Physics Syllabus with added values

Unit

Chapter/Topic i. Coulomb's law, elementary unit of charge and S.I. unit of charge; permittivity of Free space.

Added Values Child understands concept of static charges and its importance. Child understands great efforts taken by scientists to develop these concepts. Child learns that one needs lots of patience and self discipline to practice science. Teacher asks students to form groups and gives activity like: 1. Find how we can form charges i.e. both positive and negative. 2. Find objects around you using which you can form static charges. 3. Study the effect of distance on force. Group activities help child to develop values of sociability and teamwork. 4. Solving of numerical individually. This develops self confidences. Child understands concept of electric dipole and dipole moment. Child can now find the torque on a dipole. This can be done as group activity also. Teacher can even give simple prizes to the group who finishes first. This develops feeling of competency and creates greater interest in child towards learning of science. Teacher asks students to form groups and gives activity like: 1. Find what happens to torque if charges are doubled or halved. Group activities help child to develop values of sociability and teamwork. Solving of numerical individually. This develops self confidences. Child understands concept of field, flux and flux density. Teacher asks students to complete the electric fields on board for various cases like similar charges placed nearby, opposite charges placed near by, isolated positive charge or isolated negative charge. As the child would be doing the task in front of 40 students he/she develops self confidence. Teacher derives the intensity of electric dipole on equatorial and then asks the students to find electric intensity on axial

Electrostatics Unit-1

Tentative Date 20th Feb To 23rd Feb

ii. Electric dipole; electric field at a point on the axis and perpendicular bisector of a dipole; electric dipole moment, torque on a dipole in a uniform electric field.

24th Feb to 26th Feb

iii. Electric lines of forces; flux; flux density. Electric intensity of dipole on axial and equatorial line.

[The children were given prizes like "Munch" to complete their work faster.] 27th Fe to 28th Feb

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Yangchenphug Higher Secondary School Physics Syllabus with added values line. If students succeed then it shows that they have understood the concept and are confident.

iv. Concept of electric field E = F/qo; Gauss' theorem and its applications. Applications: 1. Deduce Coulombs law from the Gauss law and certain symmetry considerations. 2. An excess charge placed on an isolated surface resides on the outer surface; E = 0 inside a cavity in an isolated conductor. 3. E due to an infinite line of charge, sheet of charge spherical shell of charge; Hollow and solid spherical conductor. [Experimental test of Coulombs law not included].

As mentioned above once child understands concept of Electric field now he/she is ready to apply those concepts. Teacher does the first application on board but involves students by asking questions throughout the derivation. Maximum participation of students is encouraged by teacher. Class is child centered. Now, Students are divided into two groups and teacher asks them to continue with other applications and to find the solutions.. As mentioned above values like teamwork and respect for friends are inculcated. Reasoning questions can be given to develop reasoning abilities in child. Teacher can ask questions: 1. Like Why charge inside hollow spherical conductor is zero? 2. How does electric intensity vary with distance in all the cases? [For details questions please visit website under practice questions] Child understands concept of electric potential and potential energy. Teacher gives simple numerical to test the problem solving skill. Teacher solves the case for potential of electric dipole on axial line and then asks students to find the potential on equatorial line. Students solve the question and this develops self confidence. Teacher gives a restricted time and declares simple prize for the student who finds the solution first. Child respects time and understands its importance in learning of science. This develops punctuality. Feeling of competence is also generated through this activity.

1st March to 9th March

v. Electric potential and potential energy; potential due to a point charge and due to dipole; potential energy of an electric dipole in an electric field.

10th March to 12th March

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Yangchenphug Higher Secondary School Physics Syllabus with added values vi. Capacitance C=Q/V, farad; capacitance of a parallel-plate capacitor, energy U= CV2. Capacitors in series and parallel. Dielectrics and polarisation of matter; permitivity and relative permitivity of a dielectric (K=r = /o). Q = CV =CV = K . CV; V = V/K ; and V = Q/C. For a parallel plate capacitor with dielectric in between C = o A/(d t + t/r)] i. Steady currents; sources of current, simple cells, secondary cells and cell action mechanism of flow of current in metals, drift velocity of charges. Student understands that capacitor is a device which can store charge with condition that proper earthling is provided. Necessary explanations are given by the teacher including derivations as per requirement of syllabus. Teacher can conduct group activity like: 1. Ask students to collect pictures or draw pictures of capacitors from resources available in library as this will develop reading skill. 2. Students can be asked to prepare projects on capacitors. This will develop self reliance or self dependent values. Students can be shown videos on use of capacitors and how they are manufactured. 13th March to 17th March

Current Electricity Unit-2

ii. Electromotive force in a cell; internal resistance and back emf.

Teacher asks students what if there was no 18th March electricity and we had to live in dark. After to 22nd listening to students teacher should explain March how and why it is important for us to study about electricity. Student should understand the need of electricity. They must accept that it is the most important field of Physics which plays an important role in our daily life. We use cells everyday in our torch, toys, transistors, cameras etc Teacher explains concept of steady current and also explains different types of cells as per requirement of syllabus. Students also understand concept of electromotive force, internal resistance and back e.m.f. Student Activity: Students are divided into groups and following activity is carried out: 1. Ask students to list out different types, shapes of cells they come across everyday. 2. Students are asked to carry out science project on the topic Electromotive cells and their importance Student develops values as mentioned above.

For detail lesson plan please visit www.royphysics.netau.net under Physics Info. We are still in construction progress

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Yangchenphug Higher Secondary School Physics Syllabus with added values

--------------------------iii. Potential difference as the power supplies divided by the current; Ohm's law and its limitations; electric energy and power.

Teacher can also give additional questions related to internal resistance and back e.m.f. [Please refer Physics notes and question-bank in website] ------------------------------------------------------Teacher explains concept of potential difference and Ohm's law. At end of chapter teacher gives activity:

1. Ask students to list ohmic and nonohmic substances. 2. Students calculate electrical energy consumed in their house and the electric bill amount that they have to pay. Also how iv. Resistance and can they reduce consumption of energy. resistivity and their relation to drift velocity Children learn importance of saving energy for future generation. of electrons; description of resistivity 3. Students can be encouraged to do and conductivity based Physics project on the topic Electricity and its Applications. on electron theory; 4. Students can be asked to collect effect of samples of various types of resistors. temperature on 5. Group activity can be conducted by resistance and giving some samples of resistors and resistivity, thermistor, asking students to find their resistance colour coding of using colour codes. Resistance; superconductivity. v. Kirchhoffs laws and their applications to circuits with resistors and sources of emf; Wheatstone bridge, metre bridge and potentiometer; use of standard resistors and standard cells; internal resistance of sources of current; use of resistors (shunts and multipliers) in ammeters and voltmeters. vi. Heating effect of a current (Joule's law). vii. Thermoelectricity; Student understands the concept of Kirchhoff's law and its application. They also understand Wheatstone bridge. Teacher conducts Practical classes on Wheatstone bridge this helps student to understand application of wheat stone bridge. In Practical class student can develop experimental skills, teamwork, and self confidence. [For detail questions please visit website]

23th March to26th March

27th March to 3rd April

4th April to 8th April

Student understands Joules effect. Teacher gives assignment to students asking them to write the factors on which Joules law depends.

9th April to 16th April

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Yangchenphug Higher Secondary School Physics Syllabus with added values Seebeck and Peltier effects; measurement of thermo emf and its variation with temperature (including experimental details, shape and description of variation graphs); (qualitative description only). i. Magnetic field B, definitions from magnetic force on moving charge. Superposition of magnetic fields; magnetic field and magnetic flux density; the earth's magnetic field; tangent law; Magnetic dipole and magnetic moment; torque on a magnetic dipole in a magnetic field; deflection and vibration magnetometers (brief description of experimental procedures included). Teacher explains See beck and Peltier effect along with other concepts as mentioned in syllabus. Students are given simple numerical and reasoning questions to test logical skills. Students can be shown movie on different scientist on how they had worked towards the discovery of concepts of current and electricity. 17th April Teacher asks students what they know about a magnet. Students give their views. to Maximum participation is encouraged. 24th April Teacher begins with demonstration using a bar magnet showing its properties. Teacher continues with explanation of facts like tangent law and its applications. Students are shown the magnetometers if available in Lab. and demonstrated on how they work. Students are asked to recall how earth behaves as magnet. Any student can be called and asked to draw on board showing the magnetic field of earth. Students are asked to prepare charts as teaching aids on these topics. This develops scientific attitude and interest towards learning of science.

Magnetism

Unit-3

ii. Properties of dia, para and ferromagnetic substances; permeability and Susceptibility; (particularly for iron and steel).

Teacher explains properties of magnetic substances. Student activity: Students are asked to list examples of various types of magnetic substances. They are advised to use resources in Library or internet. Browsing internet helps student to understand use and need of technology. Students are shown video of how Oersted's experiment was carried out by Faraday. Teacher demonstrates this experiment and explains how one can show the direction of magnetic fields. 25th April to 26th April

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romagnetism Unit-4

i. Oersted's experiment; BiotSavart law, the Tesla; magnetic field near a long straight wire, at the centre of a circular

27th April to 30th April

Yangchenphug Higher Secondary School Physics Syllabus with added values coil and inside a solenoid; Amperes circuital law and its application to obtain magnetic field due to long straight wire and inside a solenoid; tangent galvanometer. Teacher explains Biot Savart's law and does the first application of Biot Savart to find magnetic field of long conductor. Teacher also explains Ampere Circuital law. Student activity: 1. Students are asked to do second application to find magnetic field at centre of circular coil. 2. Students are asked to find a method in order to obtain the magnetic field inside a solenoid. If student fails then teacher explains the application. Unit test-1 Student understands the construction, working and use of Tangent Galvanometer. The disadvantage is also discussed. Students understand the concept of force on a moving charge and on current carrying conductor. Teacher explains the application of these concepts for force between two conductors. Student activity: 1. Simple numerical is given for individual solving. 2. Reasoning questions are given to test logical application like what happens to force if current in each coil is doubled. 1st May to 7th May

ii. Force on a moving charge in a magnetic field, force on a current carrying conductor moving in a magnetic field; force between two parallel current carrying wires; definition of the ampere based on the force between two current carrying wires.

iii. Magnetic dipole and magnetic dipole moment; torque on a current loop; moving coil galvanometer

Teacher explains about magnetic dipole and dipole moment. Teacher also derives along with students the torque on a current loop. Teacher explains construction and working of moving coil Galvanometer. Student Activity: Students are asked to explain how moving coil galvanometer is better than tangent Galvanometer. Teacher explains concept of 8th May to Electromagnetic Induction, magnetic flux 13th May and induced e.m.f. Students are shown video on development of these concepts. Teacher also explains Faraday's law and Len's Law Teacher explains Eddy current and its uses

i. Electromagnetic induction, magnetic flux and induced emf; Faraday's law and Lenz's law; transformers; eddy currents.

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and very soon all the chapters will be available under lesson plan.

Yangchenphug Higher Secondary School Physics Syllabus with added values as well as construction and working of transformers. Energy loss due to eddy current is also explained. Student Activity: 1. Students are given simple numerical on transformer. 2. Students are asked reasoning question on how we can use transformer as Step-up and Step-down. Student understand the concept of Mutual and Self inductance and their unit. Simple d.c circuit is discussed to obtain relation for self and mutual inductance to indeuced e.m.f. Student Activity: Students are given simple numerical. Students are asked to collect use of these from Library, science magazine and internet. Students are asked to recall the use of generators. Teacher explains construction and working of a.c and d.c dynamos. Graphical presentation of output is also discussed. Students Activity: 1. Student are asked to list the factors which can increase the induced e.m.f. 2. Students are asked to carry out Projects by making teaching aids on these topics. Teacher explains the graphical presentation of voltage and current with time for a.c output. Students understand the need of r.m.s or average value of voltage and current.

Electromagnetic Induction Unit-5

ii. Mutual and self inductance; the henry; inductor and resistor in d.c circuits (graphical approach), time constant.

14th May to 15th may

iii. Simple a.c and d.c generators. Principle, construction, theory and use of both.

16th May to 17th May

iv. Change of Voltage and current with time, the phase difference; peak and r.m.s. value of voltage and current; their relation in sinusoidal case. v. Variation of voltage and current in a.c circuits consisting of only resistors, only Inductors and only capacitors (phasor representation), phase lag and phase lead. vi. Impedance: impedance of a series

18th May to 22nd May

Circuits with only Resistor, Only Inductor and Only Capacitor are discussed with explanation regarding lead and lag of current. L-R circuit is also discussed to obtain the relation between instantaneous and peak current. Time constant is also discussed. Student Activity: Simple Numerical are given to find instantaneous current at given time. Teacher explains Impedence and obtains

23rd May to 25th May

Revision for Midterm

18th July to

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Yangchenphug Higher Secondary School Physics Syllabus with added values LCR circuit (arrived at phasor diagram method; special cases for RC and RL circuits) the relation between Z, XL and XC using vector method. Student Activity: Simple Numerical are given as per requirement of syllabus. Students are explained Power in a.c and simple numerical is given to test their application skills. Teacher explains difference between Rheostat and choke. Student Activity: Students are asked to find out the use of choke in our daily life. Teacher explains about L-C circuit as resonating circuit. 19th July

vii. Power P associated with LCR circuit power absorbed and power dissipated; choke coil (choke and starter); electrical resonance; oscillations in an LC circuit ( = 1/ LC).

20th July to 25nd July

i. Cathode rays: measurement of e/m for electrons; principle of cathode ray oscillograph.

Teacher explains the development of concept for Cathode rays. Principle of Cathode ray Oscillograph [CRO] is discussed. Student Activity: Students are asked to collect information regarding uses of Oscillograph/Oscilloscope.

26th July to 28nd July

Electrons and Photons Unit-8

ii. Photo electric effect, quantization of radiation; Einstein's equation; threshold frequency; work function; energy and momentum of photon; determination of Plancks constant from photo electric effect.

Concept of Photoelectric effect is explained and related graphs are plotted. Definition of key terms are given. 29rd July to Students are motivated to take this 3rd Aug topic as Physics Project.

iii. Compton scattering (qualitative discussion only). iv. Wave particle duality, De Broglie Equation phenomenon of electron diffraction

Teacher explains Compton scattering by using neat diagram. Dual nature of particle is also discussed which leads to De-Broglie wavelength. G.P Thompson experiment is explained. Students are encouraged to gather more information from Internet.

4th Aug to 12th Aug

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Yangchenphug Higher Secondary School Physics Syllabus with added values (Information only Students are encouraged to take this topic for Physics Project.

i. Charge and size of molecules (alphaparticle scattering); atomic structure; Bohr's postulates, Bohr's quantization condition; radii of Bohr orbits for hydrogen atom; energy of the hydrogen atom in the nth state; line spectra of hydrogen and calculation of E and f for different lines. Rutherfords nuclear model of atom (mathematical theory of scattering excluded), based on Geiger Marsden experiment on - scattering, nuclear radius r in terms of closest approach of particle to the nucleus, obtained by equating K = mv2 of the particle to the change in electrostatic potential energy U of the system.

Students are asked to recall from Class-XI Chemistry about atomic models. Various atomic model are then discussed along with their failure/drawback. Bohr's Postulates are discussed. Derivation on radius, velocity and energy are done by teacher. Student Activity: Students are asked to calculate the energy of various states for hydrogen atom. Teacher discusses Line spectra of hydrogen atom. Rutherford experiment is also discussed. Student Activity: 1. Student is asked to solve simple numerical. 2. Students are encouraged to take up this topic as Physics project. 3. Students are also asked to gather more information from Library and internet.

16th Aug to 24th Aug

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Atoms Unit-9