Grade/Class  XI/11
Subject Code  101
Credit Hour  5
Working hour  160
Here we present you the Curriculum of Grade 11XI of the subject Physics with Subject Code101 NEB 2076/2020. Check and download in PDF file of Physics curriculum class 11xi 2076/2020. 2076 New Curriculum of Grade 11XI Physics Subject with subject code101 and download it in PDF file. Enjoy!
1. Introduction
This curriculum presumes that the students joining grade 11 and 12 science stream come with diverse aspirations, some may continue to higher level studies in specific areas of science, others may join technical and vocational areas or even other streams. The curriculum is designed to provide students with general understanding of the fundamental scientific laws and principles that govern the scientific phenomena in the world. It focuses to develop scientific knowledge, skill competences and attitudes required at secondary level (grade 1112) irrespective of what they do beyond this level, as envisioned by national goals. Understanding of scientific concepts and their application, in day to day context as well as the process of obtaining new knowledge through holistic approach of learning in the spirit of national qualification framework is emphasized in the curriculum.
In particular, this curriculum aims to provide sufficient knowledge and understanding of science for all learners to become confident citizens in the technological world. It helps the students to recognize the usefulness and limitations of laws and principles of physics and use them in solving problems encountered in their daily lives along a sound foundation for students who wish to study physics or related professional or vocational courses in higher education. It also helps to develop science related attitudes such as a concern for safety and efficiency, concern for accuracy and precision, objectivity, a spirit of enquiry, inventiveness, appreciation of ethnoscience, and willingness to use technology for effective communication. It also promotes awareness of the principles and laws of science that are often the result of cumulative efforts and their studies and applications are subject to economic and technological limitations and social, cultural and ethical perceptions/acceptance.
The curriculum prepared in accordance with National Curriculum Framework is structured for two academic years in such a way that it incorporates the levelwise competencies, gradewise leaning outcomes, scope and sequence of contents, suggested practical/project activities, learning facilitation process and assessment strategies so as to enhance the learning on the subject systematically.
2. Levelwise competencies
In completion of this course, students are expected to demonstrate the following competencies:
1. relate the phenomena and processes of the world around them to the knowledge and understanding of physical laws, principles and theories and describe them using appropriate scientific vocabulary, terminology and conventions
2. use scientific instruments, apparatus and methods to collect, evaluate and communicate
information accurately and precisely
3. design simple experiment to develop relations among physical quantities,
4. carryout simple scientific research on issues related to physics and
5. construct simple models to illustrate physical concepts
6. use the knowledge of physics to promote care for the environment, indigenous knowledge, social values and ethics
3. Grade wise learning Outcomes
4. Scope and Sequence of Contents
5. Practical Courses [32 Hours]
The practical work that students do during their course is aimed at providing them learning opportunities to accomplish competency number 2 and 3 of the syllabus as well as reinforcing their learning of the theoretical subject content. This part of the syllabus focuses more on skill building than knowledge building. Students must be aware of the importance of precision, accuracy, significant figures, range and errors while collecting, processing, analyzing and communicating data. Likewise, graphical method of analysis and drawing conclusion should be encouraged wherever possible.
Students should
1. learn to use metre rule for measuring length, Verniercalipers for measuring small thicknesses, internal and external diameters of cylindrical objects and depths of holes, spherometer for measuring radius of curvature of spherical surfaces and micrometer screwgauge for measuring diameter of small spherical or cylindrical objects and very small thicknesses, traveling microscope with Vernier scale for measuring small distances, toppan balance for measuring small masses, stop watch for measuring time interval, laboratory thermometer for measuring temperature, protractor for measuring angle), ammeter and milliammeter for measuring electric current and voltmeter for measuring electric potential difference.
2. learn to measure precisely up to the least count of the measuring instrument
metre rule – 0.001m or 1 mm
Vernier calipers  0.1 mm
 0.01 mm
micrometer screw gauge  0.01 mm
stop watch  0.01s
laboratory thermometer  0.5oC
protractor  1o
3. learn to repeat readings and take the average value
4. learn to draw a standard table, with appropriate heading and unit for every column for storing data
5. learn to plot a graph using standard format, draw suitable trend lines, determine gradient, intercepts and area and use them to draw appropriate conclusion
6. learn to estimate and handle uncertainties.
In each academic year, students should perform 10 experiments, either listed below or designed by teacher, so that no more than three experiments come from the same unit of this syllabus.
a) Practical Activities for Grade 11
I. Mechanics
1. Verify the law of moments by graphically analyzing the relation between clockwise moment and anticlockwise moment on a half metre rule suspended at the cerntre by a string.
2. Determination of the coefficient of friction for the two surfaces by graphically analyzing how minimum force needed to set a trolley resting on plan horizontal surface to motion varies with its mass.
3. Determination of young modulus of elasticity of the material of a given wire by graphically analyzing the variation of tensile force with respect to extension produced by it.
II. Heat
4. Use of Pullinger’s apparatus for the Determination of the linear expansivity of a rod.
5. Use of Regnault’s apparatus to determination of the specific heat capacity of a solid by the method of mixture.
6. Determination of the thermal conductivity of a good conductor by Searle’s method.
III. Geometrical Optics
7. Use of rectangular glass slab to determine the thickness of the slab by graphically analyzing how lateral shift varies with the angle of incidence.
8. Use of Travelling Microscope for the determination of the refractive index of glass slab by graphically analyzing how apparent depth varies with the real depth for glass plates of different thicknesses.
9. Determination of the focal length of a concave mirror by graphically analyzing the variation of image distance with respect to object distance.
IV. Current electricity
10. Verification of Ohm’s law and determination of resistance of a thinfilm resistor by graphical analysis of variation of electric current in the resistor with respect to potential difference across it.
11. Determination of resistivity of a metal wire by graphical analysis of variation of electric current through a metal wire against its length.
12. Investigation of IV characteristics of a heating coil by graphically analyzing the variation of electric current though a light bulb with respect to the potential difference across it.
b) Sample project works for grade 11
1. Study the variation in the range of a jet of water with angle of projection
2. Study the factors affecting the rate of loss of heat of a liquid
3. Study the nature and size of the image formed by a convex lens using a candle and a screen.
4. Study of uses of alternative energy sources in Nepal
5. Study of energy consumption patterns in the neighborhood.
6. Study of study of electricity consumption pattern in the neighborhood.
7. Study of application of laws and principle of physics in any indigenous technology.
8. Verification of the laws of solid friction.
9. Study the temperature dependence of refractive index of different liquids using a hollow prism and laser beam.
10. Study the frequency dependence of refractive index of glass using a glass prism and white light beam.
c) Some examples of innovative works for grade 11
1. Construct a hygrometer using dry and wet bulb thermometers and use it to measure relative humidity of a given place.
2. Design and construct a system to demonstrate the phenomenon of total internal reflection (TIR) of a laser beam through a jet of water.
3. Construct a digital Newton meter using the concept of potential divider.
6. Learning Facilitation Method and Process
Students should be facilitated to learn rather than just accumulation of information. Teacher plays vital role for delivering subject matters although others' role is also important. Student centered teachinglearning process is highly emphasized. Students are supposed to adopt multiple pathway of learning, such as online search, field visit, library work, laboratory work, individual and group work, research work etc. with the support of teacher. Selfstudy by students is highly encouraged and learning should not be confined to the scope of curriculum. Teacher should keep in mind intra and interdisciplinary approach to teaching and learning, as opposed to compartmentalization of knowledge. Supportive role of parents/guardians in creating conducive environment for promoting the spirit of inquiry and creativity in students' learning i anticipated.
During the delivery process of science teaching in grade 11 and 12, basically following three approaches will be adopted;
a. Conceptual/Theoritical:
Knowledge of content (fact,terminology,definitio ns,learning procedures
Understanding of content ( concept,ideas,theories,priciples), 3.5 credit hrs spent for understanding of content.
b. Practical/Appication/Experimental:
Lab. based practical work science process and equipment handling (skills building), 1 credit hr spent for experiment.
c. Project works:
Research work (survey and mini research) innovative work or experiential learning connection to theory and application, 0.5 credit hr spent in field work.
a) Conceptual/Theoretical Approach:
Possible theoretical methods of delivery may include the following;
lecture
interaction
question answer
demonstrations
ICT based instructions
cooperative learning
group discussions (satellite learning group, peer group, small and large group)
debate
seminar presentation
Journal publishing
daily assignment
b) Practical/Application/Experimental approach:
Practical work is the integral part of the learning science. The process of lab based practical work comprises as;
familiarity with objective of practical work
familiarity with materials, chemicals, apparatus
familiarity with lab process (safety, working modality etc.)
conduction of practical work (systematically following the given instruction)
analysis, interpretation and drawing conclusion
c) Project work Approach:
Project work is an integral part of the science learning. Students should be involved in project work to foster selflearning of students in the both theoretical and practical contents. Students will complete project work to have practical idea through learning by doing approach and able to connect the theory into the real world context. It is regarded as method/ process of learning rather than content itself. So use of project work method to facilitate any appropriate contents of this curriculum is highly encouraged.
In this approach student will conduct at least one research work, or an innovative work under the guidance of teacher, using the knowledge and skills learnt. It could include any of the followings;
(a) Mini research
(b) Survey
(c) Model construction
(d) Paper based work
(e) study of ethnoscience
General process of research work embraces the following steps;
Understanding the objective of the research
Planning and designing
Collecting information
analysis and interpretation
Reporting /communicating (presentation, via visual aids, written report, graphical etc.)
General process of innovative work embraces the following steps;
identification of innovative task (either assigned by teacher or proposed by student)
planning
performing the task
debate
seminar presentation
Journal publishing
daily assignment
Students are free to choose any topic listed in this curriculum or a topic suggested by teacher provided that it is within the theoretical contents of the Curriculum. However, repetition of topic should be discouraged.
Learning process matrix
Basic Science Process Skills includes,
1. Observing: using senses to gather information about an object or event. It is description of what was actually perceived.
2. Measuring: comparing unknown physical quantity with known quantity (standard unit) of same type.
3. Inferring: formulating assumptions or possible explanations based upon observations.
4. Classifying: grouping or ordering objects or events into categories based upon characteristics or defined criteria.
5. Predicting: guessing the most likely outcome of a future event based upon a pattern of evidence.
6. Communicating: using words, symbols, or graphics to describe an object, action or event.
Integrated Science Process Skills includes,
1. Formulating hypotheses: determination of the proposed solutions or expected outcomes for experiments. These proposed solutions to a problem must be testable.
2. Identifying of variables: Identification of the changeable factors (independent and dependent variables) that can affect an experiment.
3. Defining variables operationally: explaining how to measure a variable in an experiment.
4. Describing relationships between variables: explaining relationships between variables in an experiment such as between the independent and dependent variables.
5. Designing investigations: designing an experiment by identifying materials and describing appropriate steps in a procedure to test a hypothesis.
6. Experimenting: carrying out an experiment by carefully following directions of the procedure so the results can be verified by repeating the procedure several times.
7. Acquiring data: collecting qualitative and quantitative data as observations and measurements.
8. Organizing data in tables and graphs: presenting collected data in tables and graphs.
9. Analyzing investigations and their data: interpreting data, identifying errors, evaluating the hypothesis, formulating conclusions, and recommending further testing where necessary.
10. Understanding cause and effect relationships: understanding what caused what to happen and why.
11. Formulating models: recognizing patterns in data and making comparisons to familiar objects or ideas.
7. Student Assessment
Evaluation is an integral part of learning process. Both formative and summative modes of evaluation are emphasized. Formative evaluation will be conducted so as to provide regular feedback for students, teachers and parents/guardians about how student learning is. Class tests, unit tests, oral questionanswer, home assignment etc. are some ways of formative evaluation.
There will be separate evaluation of theoretical and practical learning. Summative evaluation embraces theoretical examination, practical examination and evaluation of research work or innovative work.
(a) Internal Evaluation
Out of 100 full marks Internal evaluation covers 25 marks. Internal evaluation consists of Practical work (16 marks), (b) Marks from trimester examinations (6 marks), and (c) Classroom participation (3 marks)
⇴ Practical Activities
Practical work and project work should be based on list of activities mentioned in this curriculum or designed by the teacher. Mark distribution for practical work and project work will be as follows:
Note:
(i) Practical examination will be conducted in the presence of internal and external supervisors. Evaluation of laboratory experiment will focus both the product of work and skills competencies of student in using apparatus.
(ii) Project work assessment is the internal assessment of reports and presentation of their project works either individually or group basis. In case of group presentation, every member of the group should submit a short reflection on the presented report in their own language. Records of project works must be attested by external supervisor.
⇴ Marks from trimester examinations
Total of 6 marks; 3 marks from each trimester.
⇴ Classroom participation (3 marks)
Classroom participation includes attendance (1) and participation in learning (2).
(b) External Evaluation
Out of 100 marks theoretical evaluation covers 75 marks. The tool for external evaluation of theoretical learning will be a written examination. Questions for the external examination will be based on the specification grid developed by Curriculum Development Centre. Examination question paper will be developed using various levels of revised Bloom's taxonomy including remembering level, understanding level, application level and higher ability (such as analyzing, evaluating, creating).
1. Introduction
This curriculum presumes that the students joining grade 11 and 12 science stream come with diverse aspirations, some may continue to higher level studies in specific areas of science, others may join technical and vocational areas or even other streams. The curriculum is designed to provide students with general understanding of the fundamental scientific laws and principles that govern the scientific phenomena in the world. It focuses to develop scientific knowledge, skill competences and attitudes required at secondary level (grade 1112) irrespective of what they do beyond this level, as envisioned by national goals. Understanding of scientific concepts and their application, in day to day context as well as the process of obtaining new knowledge through holistic approach of learning in the spirit of national qualification framework is emphasized in the curriculum.
In particular, this curriculum aims to provide sufficient knowledge and understanding of science for all learners to become confident citizens in the technological world. It helps the students to recognize the usefulness and limitations of laws and principles of physics and use them in solving problems encountered in their daily lives along a sound foundation for students who wish to study physics or related professional or vocational courses in higher education. It also helps to develop science related attitudes such as a concern for safety and efficiency, concern for accuracy and precision, objectivity, a spirit of enquiry, inventiveness, appreciation of ethnoscience, and willingness to use technology for effective communication. It also promotes awareness of the principles and laws of science that are often the result of cumulative efforts and their studies and applications are subject to economic and technological limitations and social, cultural and ethical perceptions/acceptance.
The curriculum prepared in accordance with National Curriculum Framework is structured for two academic years in such a way that it incorporates the levelwise competencies, gradewise leaning outcomes, scope and sequence of contents, suggested practical/project activities, learning facilitation process and assessment strategies so as to enhance the learning on the subject systematically.
2. Levelwise competencies
In completion of this course, students are expected to demonstrate the following competencies:
1. relate the phenomena and processes of the world around them to the knowledge and understanding of physical laws, principles and theories and describe them using appropriate scientific vocabulary, terminology and conventions
2. use scientific instruments, apparatus and methods to collect, evaluate and communicate
information accurately and precisely
3. design simple experiment to develop relations among physical quantities,
4. carryout simple scientific research on issues related to physics and
5. construct simple models to illustrate physical concepts
6. use the knowledge of physics to promote care for the environment, indigenous knowledge, social values and ethics
3. Grade wise learning Outcomes
Grade 11
 
Content Area: Mechanics
 
1.

Physical Quantities
1.1 Demonstrate the meaning, importance and applications of precision in the measurements
1.2 Understand the meaning and importance of significant figures in measurements
1.3 Explain the meaning of dimensions of a physical quantity
1.4 Workout the dimensions of derived physical quantities applicable to this syllabus
1.5 Apply dimensional analysis method to check the homogeneity of physical equations

2.

Vectors
2.1 Distinguish between scalar and vector quantities
2.2 Add or subtract coplanar vectors by drawing scale diagram (vector triangle, parallelogram or polygon method)
2.3 Understand the meaning and importance of unit vectors
2.4 Represent a vector as two perpendicular components
2.5 Resolve coplaner vectors using component method
2.6 Describe scalar and vector products
2.7 Understand the meaning and applications of scalar and vector product with examples
2.8 Solve related problems.

3.

Kinematics
3.1 Define displacement, instantaneous velocity and acceleration with relevant examples
3.2 Explain and use the concept of relative velocity
3.3 Draw displacementtime and velocitytime graph to represent motion, and determine
velocity from the gradient of displacementtime graph, acceleration from the gradient of velocitytime graph and displacement from the area under a velocitytime graph
3.4 Establish equations for a uniformly accelerated motion in a straight line from graphical representation of such motion and use them to solve related numerical problems
3.5 Write the equations of motion under the action of gravity and solve numerical problem related to it
3.6 Understand projectile motion as motion due to a uniform velocity in one direction and a uniform acceleration in a perpendicular direction, derive the equations for various physical quantities (maximum height, time of flight, time taken to reach maximum height, horizontal range, resultant velocity) and use them to solve mathematical problems related to projectile motion

4.

Dynamics
4.1 Define linear momentum, impulse, and establish the relation between them
4.2 Define and use force as rate of change of momentum
4.3 State and prove the principle of conservation of linear momentum using Newton’s second and Newton’s third of motion
4.4 Define and apply moment of a force and torque of a couple
4.5 State and apply the principle of moments
4.6 State and apply the conditions necessary for a particle to be in equilibrium
4.7 State and explain the laws of solid friction
4.8 Show the coefficient of friction is equal to the tangent of angle of repose and use the concept to solve problems.
4.9 Solve the numerical problem and conceptual question on dynamics

5.

Work, energy and power:
5.1 Explain work done by a constant force and a variable force
5.2 State and prove workenergy theorem
5.3 Distinguish between kinetic energy and potential energy and establish their formulae
5.4 State and prove the principle of conservation of energy
5.5 Differentiate between conservative and nonconservative force
5.6 Differentiate between elastic and inelastic collision and hence explain the elastic collision in one dimension
5.7 Solve the numerical problems and conceptual questions regarding work, energy, power and collision

6.

Circular motion
6.1 Define angular displacement, angular velocity and angular acceleration
6.2 Establish the relation between angular and linear velocity & acceleration
6.3 Define centripetal force
6.4 Derive the expression for centripetal acceleration and use it to solve problems related to centripetal force
6.5 Describe the motion in vertical circle, motion of vehicles on banked surface
6.6 Derive the period for conical pendulum
6.7 Solve the numerical problem and conceptual question on circular motion

7.

Gravitation
7.1 Explain Newton’s law of gravitation
7.2 Define gravitational field strength
7.3 Define and derive formula of gravitational potential and gravitational potential energy
7.4 Describe the variation in value of ‘g’ due to altitude and depth
7.5 Define center of mass and center of gravity
7.6 Derive the formula for orbital velocity and time period of satellite
7.7 Define escape velocity and derive the expression of escape velocity
7.8 Find the potential and kinetic energy of the satellite
7.9 Define geostationary satellite and state the necessary conditions for it
7.10 Describe briefly the working principle of Global Position System (GPS)
7.11 Solve the numerical problems and conceptual questions regarding related to the gravitation

8.

Elasticity
8.1 State and explain Hooke’s law
8.2 Define the terms stress, strain, elasticity and plasticity
8.3 Define the types of elastic modulus such as young modulus, bulk modulus and shear modulus
8.4 Define Poisson’s ratio
8.5 Derive the expression for energy stored in a stretched wire
8.6 Solve the numerical problems and conceptual questions regarding elasticity

Content Area: Heat and Thermodynamics
 
9.

Heat and temperature
9.1 Explain the molecular concept of thermal energy, heat and temperature, and cause and direction of heat flow
9.2 Explain the meaning of thermal equilibrium and Zeroth law of thermodynamics.
9.3 Explain thermal equilibrium as a working principle of mercury thermometer.

10.

Thermal Expansion
10.1 Explain some examples and applications of thermal expansion, and demonstrate it with simple experiments.
10.2 Explain linear, superficial, cubical expansion and define their corresponding coefficients with physical meaning.
10.3 Establish a relation between coefficients of thermal expansion.
10.4 Describe Pullinger’s method to determine coefficient of linear expansion.
10.5 Explain force set up due to expansion and contraction.
10.6 Explain differential expansion and its applications.
10.7 Explain the variation of density with temperature.
10.8 Explain real and apparent expansion of liquid appreciating the relation r = g +a.
10.9 Describe Dulong and Petit’s experiment to determine absolute expansivity of liquid.
10.10 Solve mathematical problems related to thermal expansion.

11.

Quantity of Heat
11.1 Define heat capacity and specific heat capacity and explain application of high specific heat capacity of water and low specific heat capacity of cooking oil and massage oil
11.2 Describe Newton’s law of cooling with some suitable daily life examples.
11.3 Explain the principle of calorimetry and describe any one standard process of determining specific heat capacity of a solid
11.4 Explain the meaning of latent heat of substance appreciating the graph between heat and temperature and define specific latent heat of fusion and vaporization.
11.5 Describe any one standard method of measurement of specific latent heat of fusion and explain briefly the effect of external pressure on boiling and melting point.
11.6 Distinguish evaporation and boiling.
11.7 Define triple point.
11.8 Solve mathematical problems related to heat

12.

Rate of heat flow
12.1 Explain the transfer of heat by conduction, convection and radiation with examples and state their applications in daily life.
12.2 Define temperature gradient and relate it with rate of heat transfer along a conductor.
12.3 Define coefficient of thermal conductivity and describe Searl’s method for its determination.
12.4 Relate coefficient of reflection (r), coefficient of transmission (t) and coefficient of absorption (r + a + t = 1).
12.5 Explain ideal radiator (e= 1, a =1) and black body radiation.
12.6 State and explain Stefan’s law of black body radiation using terms; emissive power and emissivity.
12.7 Describe idea to estimate apparent temperature of sun.
12.8 Solve mathematical problems related to thermal conduction and black body radiations.

13.

Ideal gas
13.1 Relate pressure coefficient and volume coefficient of gas using Charles’s law and Boyle’s law.
13.2 Define absolute zero temperature with the support of P  V, V T graph.
13.3 Combine Charles’s law and Boyle’s law to obtain ideal gas equation.
13.4 Explain molecules, inter molecular forces, moles and Avogadro’s number.
13.5 Explain the assumptions of kinetic – molecular model of an ideal gas.
13.6 Derive expression for pressure exerted by gas due to collisions with wall of the container appreciating the use of Newton’s law of motion.
13.7 Explain the root mean square speed of gas and its relationship with temperature and molecular mass.
13.8 Relate the pressure and kinetic energy.
13.9 Calculate the average translational kinetic energy of gas for 1 molecule and Avogadro’s number of molecules.
13.10 Solve mathematical problems related ideal gas.

Content Area: Wave and Optics
 
14.

Reflection at curved mirrors
14.1 State the relation between object distance, image distance and focal length of curved mirrors
14.2 State the relation between object size and image size
14.3 Know the difference between the real and virtual image in geometrical optics
14.4 Calculate the focal length of curved mirrors and its applications

15.

Refraction at plane surfaces
15.1 Recall the laws of refraction
15.2 Understand the meaning of lateral shift
15.3 Understand the meaning of refractive index of a medium
15.4 Calculate refractive index of a medium using angle of incidence and angle of refraction
15.5 Learn the relation between the refractive indices
15.6 Know the meaning of total internal reflection and the condition for it
15.7 Understand critical angle and learn the applications of total internal reflection
15.8 Explain the working principle of optical fiber

16.

Refraction through prisms:
16.1 Understand minimum deviation condition
16.2 Discuss relation between angle of prism, angle of minimum deviation and refractive index
16.3 Use above relations to find the values of refractive index of the prism
16.4 Understand deviation in small angle prism and learn its importance in real life

17.

Lenses
17.1 State properties of Spherical lenses
17.2 State the relation between object distance, image distance and focal length of a convex lens
17.3 Define visual angle and angular magnification
17.4 Derive Lens maker’s formula and use it to find focal length

18.

Dispersion
18.1 Understand pure spectrum
18.2 Learn the meaning of dispersive power
18.3 Discuss chromatic and spherical aberration
18.4 Discuss achromatism in lens and its applications

Content Area: Electricity and Magnetism
 
19.

Electric charges
19.1 Understand the concept of electric charge and charge carriers
19.2 Understand the process of charging by friction and use the concept to explain related day to day observations
19.3 Understand that, for any point outside a spherical conductor, the charge on the sphere may be considered to act as a point charge at its centre
19.4 State Coulomb’s law
19.5 Recall and use 𝐹 = for the force between two point charges in free space or air
19.6 Compute the magnitude and direction of the net force acting at a point due to multiple charges

20.

Electric field:
20.1 Describe an electric field as a region in which an electric charge experiences a force
20.2 Define electric field strength as force per unit positive charge acting on a stationary point charge
20.3 Calculate forces on charges in uniform electric fields of known strength 20.4 Use 𝐸 =
strength of a point charge in free space or air
20.5 Illustrate graphically the changes in electric field strength with respect distance from a point charge
20.6 Represent an electric field by means of field lines
20.7 Describe the effect of a uniform electric field on the motion of charged particles
20.8 Understand the concept of electric flux of a surface
20.9 State Gauss law and apply it for a field of a charged sphere and for line charge
20.10 Understand that uniform field exists between charged parallel plates and sketch the field lines

21.

Potential, potential difference and potential energy
21.1 Define potential at a point as the work done per unit positive charge in bringing a small test charge from infinity to the point
21.2 Use electron volt as a unit of electric potential energy
21.3 Recall and use 𝑉 = for the potential in the field of a point charge
21.4 Illustrate graphically the variation in potential along a straight line from the source charge and understand that the field strength of the field at a point is equal to the negative of potential gradient at that point
21.5 Understand the concept of equipotential lines and surfaces and relate it to potential difference between two points
21.6 Recall and use 𝐸 = Δ Δ to calculate the field strength of the uniform field between charged parallel plates in terms of potential difference and separation

22.

Capacitor
22.1 capacitance and capacitor
a. Show understanding of the uses of capacitors in simple electrical circuits
b. Define capacitance as the ratio of the change in an electric charge in a system to the corresponding change in its electric potential and associate it to the ability of a system to store charge
c. Use 𝐶 =
d. Relate capacitance to the gradient of potentialcharge graph
22.2 Parallel plate capacitor
a. Derive 𝐶 = , using Gauss law and 𝐶 = , for parallel plate capacitor
b. Explain the effect on the capacitance of parallel plate capacitor of changing the surface area and separation of the plates
c. Explain the effect of a dielectric in a parallel plate capacitor in
22.3 Combination of capacitors
a. Derive formula for combined capacitance for capacitors in series combinations
b. Solve problems related to capacitors in series combinations
c. Derive formula for combined capacitance for capacitors in parallel combinations
d. Solve problems related to capacitors in parallel combinations
22.4 Energy stored in a charged capacitor
a. Deduce, from the area under the potentialcharge graph, the equations 𝐸 = 𝑄𝑉and hence 𝐸 = 𝐶𝑉 for the average electrical energy of charged capacitor
22.5 Effect of dielectric
a. Show understanding of a dielectric as a material that polarizes when subjected to electric field
b. Explain the effect of inserting dielectric between the plates of a parallel plate capacitor on its capacitance

23.

DC Circuits
23.1 Electric Currents; Drift velocity and its relation with current
a. Understand the concept that potential difference between two points in a conductor makes the charge carriers drift
b. Define electric current as the rate of flow of positive charge, Q = It
c. Derive, using Q=It and the definition of average drift velocity, the expression I=nAvq where n is the number density of free charge carriers
23.2 Ohm’s law Ohm’s law; Electrical Resistance: resistivity and conductivity
a. Define and apply electric resistance as the ratio of potential difference to current
b. Define ohm , resistivity and conductivity
c. Use R = ρl /A for a conductor
d. Explain, using R = ρl /A, how changes in dimensions of a conducting wire works as a variable resistor
e. Show an understanding of the structure of strain gauge (pressure sensor) and relate change in pressure to change in in resistance of the gauge
f. Show an understanding of change of resistance with light intensity of a lightdependent resistor (the light sensor)
g. Show an understanding of change of resistance of ntype thermistor to change in temperature (electronic temperature sensor)
23.3 Currentvoltage relations: ohmic and nonohmic
a. Sketch and discuss the I–V characteristics of a metallic conductor at constant temperature, a
semiconductor diode and a filament lamp d) state Ohm’s law
b. State Ohm’s law and identify ohmic and nonohmic resistors
23.4 Resistances in series and parallel
a. Derive, using laws of conservation of charge and conservation of energy, a formula for the combined resistance of two or more resistors in parallel
b. Solve problems using the formula for the combined resistance of two or more resistors in series
c. Derive, using laws of conservation of charge and conservation of energy, a formula for the combined resistance of two or more resistors in parallel
d. Solve problems using the formula for the combined resistance of two or more resistors in series and parallel to solve simple circuit problems
23.5 Potential divider
a. Understand the principle of a potential divider circuit as a source of variable p.d. and use it in simple circuits
b. Explain the use of sensors (thermistors, lightdependent resistors and strain gauges) in
potential divider circuit as a source of potential difference that is dependent on temperature, illumination and strain respectively
23.6 Electromotive force of a source, internal resistance
a. Define electromotive force (e.m.f.) in terms of the energy transferred by a source in driving unit charge round a complete circuit
b. Distinguish between e.m.f. and potential difference (p.d.) in terms of energy considerations
c. Understand the effects of the internal resistance of a source of e.m.f. on the terminal potential difference
23.7 Work and power in electrical circuit
a. Derive from the definition of V and I, the relation P=IV for power in electric circuit
b. Use P=IV
c. Derive P=I2R for power dissipated in a resistor of resistance R and use the formula for solving the problems of heating effects of electric current

Content Area: Modern Physics
 
24.

Nuclear physics
24.1 Explain how nucleus was discovered
24.2 Convey the meaning of mass number, atomic number
24.3 Calculate the expression of nuclear density
24.4 Explain the existence of different isotopes of the same element
24.5 Describe main theme of Einstein’s mass energy relation and state the relation
24.6 Explain the meaning of mass defect and cause of it
24.7 Describe the terms creation and annihilation
24.8 Derive the relation of binding energy and binding energy per unit nucleon of different nuclei
24.9 Plot a graph between BE per nucleon and mass number of different nuclei
24.10 Define nuclear fusion and fission and explain the mechanism of energy release
24.11 Solve numerical problems related to nuclear physics

25.

Solids
25.1 Distinguish between energy level and energy band along with the formation of energy band in solids
25.2 Differentiate metals, semiconductors, and conductors on the basis of energy band
25.3 Explain the meaning of intrinsic and extrinsic semiconductors with examples
25.4 Explain how p and n type semiconductors are formed
25.5 Interpret unit related conceptual questions clearly

26.

Recent Trends in Physics
26.1 Explain elementary particles and antiparticles
26.2 Classify the particles with examples
26.3 Name different quarks with their charges and symbols
26.4 Write quark combination of few mesons and baryons particles
26.5 Describe leptons with examples
26.6 Explain Big Bang and Hubble’s law and justify the expansion of the universe
26.7 Briefly describe dark matter, black hole and gravitational wave

Grade 11
 
Contents

TH

Content Area: Mechanics
 
1. Physical Quantities
1.1. Precision and significant figures. Dimensions and uses of dimensional analysis.

3

2. Vectors
2.1. Triangle, parallelogram and polygon laws of vectors
2.2. Resolution of vectors; Unit vectors
2.3. Scalar and vector products.

4

3. Kinematics
3.1 Instantaneous velocity and acceleration 3.2 Relative velocity
3.3 Equation of motion (graphical treatment)
3.4 Motion of a freely falling body
3.5 Projectile motion and its applications.

5

4. Dynamics
4.1 Linear momentum, Impulse
4.2 Conservation of linear momentum
4.3 Application of Newton’s laws
4.4 Moment, torque and equilibrium
4.5 Solid friction: Laws of solid friction and their verifications.

6

5. Work, energy and power
5.1 Work done by a constant force and a variable force
5.2 Power
5.3 Workenergy theorem; Kinetic and potential energy
5.4 Conservation of Energy
5.5 Conservative and nonconservative forces
5.6 Elastic and inelastic collisions.

6

6. Circular Motion
6.1 Angular displacement, velocity and acceleration
6.2 Relation between angular and linear velocity and acceleration
6.3 Centripetal acceleration
6.4 Centripetal force
6.7 Conical pendulum
6.8 Motion in a vertical circle
6.9 Applications of banking.

6

7. Gravitation
7.1 Newton’s law of gravitation
7.2 Gravitational field strength
7.3 Gravitational potential; Gravitational potential energy
7.4 Variation in value of ‘g’ due to altitude and depth
7.5 Centre of mass and center of gravity
7.6 Motion of a satellite: Orbital velocity and time period of the satellite
7.7 Escape velocity
7.8 Potential and kinetic energy of the satellite
7.9 Geostationary satellite
7.10 GPS

10

8. Elasticity
8.1 Hooke’s law: Force constant
8.2 Stress; Strain; Elasticity and plasticity
8.3 Elastic modulus: Young modulus, bulk modulus, shear modulus
8.4 Poisson’s ratio
8.5 Elastic potential energy.

5

Content Area: Heat and Thermodynamics
 
9. Heat and Temperature
9.1 Molecular concept of thermal energy, heat and temperature, and cause and direction of heat flow
9.2 Meaning of thermal equilibrium and Zeroth law of thermodynamics.
9.3 Thermal equilibrium as a working principle of mercury thermometer.

3

10. Thermal Expansion
10.1 Linear expansion and its measurement
10.2 Cubical expansion, superficial expansion and its relation with linear expansion
10.3 Liquid Expansion: Absolute and apparent
10.4 Dulong and Petit method of determining expansivity of liquid

4

11. Quantity of Heat
11.1 Newton’s law of cooling
11.2 Measurement of specific heat capacity of solids and liquids
11.3 Change of phases: Latent heat
11.4 Specific latent heat of fusion and vaporization
11.5 Measurement of specific latent heat of fusion and vaporization
11.6 Triple point

6

12. Rate of heat flow
12.1 Conduction: Thermal conductivity and measurement
12.2 Convection
12.3 Radiation: Ideal radiator
12.4 Black body radiation
12.5 Stefan – Boltzmann law.

5

13. Ideal gas
13.1 Ideal gas equation
13.2 Molecular properties of matter
13.3 Kineticmolecular model of an ideal gas
13.4 Derivation of pressure exerted by gas,
13.5 Average translational kinetic energy of gas molecule
13.6 Boltzmann constant, root mean square speed
13.7 Heat capacities: gases and solids.

8

Content Area: Wave and Optics
 
14. Reflection at curved mirror
14.1 Real and Virtual images.
14.2 Mirror formula

2

15. Refraction at plane surfaces
15.1 Laws of refraction: Refractive index
15.2 Relation between refractive indices
15.3 Lateral shift
15.4 Total internal reflection.

4

16. Refraction through prisms
16.1 Minimum deviation condition
16.2 Relation between Angle of prism, minimum deviation and refractive index
16.3 Deviation in small angle prism.

3

17. Lenses
17.1 Spherical lenses, angular magnification
17.2 Lens maker’s formula
17.3 Power of a lens

3

18. Dispersion
18.1 Pure spectrum and dispersive

3

Content Area: Electricity and Magnetism
 
19. Electric Charges
19.1 Electric charges
19.2 Charging by induction
19.3 Coulomb’s law Force between two point charges
19.4 Force between multiple electric charges.

3

20. Electric field
20.1 Electric field due to point charges; Field lines
20.2 Gauss Law: Electric Flux
20.3 Application of Gauss law: Field of a charge sphere, line charge, charged plane conductor

3

21. Potential, potential difference and potential energy
21.1 Potential difference, Potential due to a point, Charge, potential energy, electron volt
21.2 Equipotential lines and surfaces
21.3 Potential gradient

4

22. Capacitor
22.1 Capacitance and capacitor
22.2 Parallel plate capacitor
22.3 Combination of capacitors
22.4 Energy of charged capacitor
22.5 Effect of a dielectric Polarization and displacement.

7

23. DC Circuits
23.1 Electric Currents; Drift velocity and its relation with current
23.2 Ohm’s law; Electrical Resistance; Resistivity; Conductivity
23.3 Currentvoltage relations; Ohmic and NonOhmic resistance
23.4 Resistances in series and parallel,
23.5 Potential divider
23.6 Electromotive force of a source, internal resistance
23.7 Work and power in electrical circuits

10

Content Area: Modern Physics
 
24. Nuclear physics
24.1 Nucleus: Discovery of nucleus
24.2 Nuclear density; Mass number; Atomic number
24.3 Atomic mass; Isotopes
24.4 Einstein’s massenergy relation
24.5 Mass Defect, packing fraction, BE per nucleon
24.6 Creation and annihilation
24.7 Nuclear fission and fusion, energy released

6

25. Solids
25.1 Energy bands in solids (qualitative ideas)
25.2 Difference between metals, insulators and semiconductors using band theory
25.3 Intrinsic and extrinsic semiconductors

3

26. Recent Trends in physics
26.1 Particle physics: Particles and antiparticles, Quarks (baryons and meson) and leptons (neutrinos)
26.2 Universe: Big Bang and Hubble law: expansion of the Universe, Dark matter, Black Hole and gravitational wave

6

128

The practical work that students do during their course is aimed at providing them learning opportunities to accomplish competency number 2 and 3 of the syllabus as well as reinforcing their learning of the theoretical subject content. This part of the syllabus focuses more on skill building than knowledge building. Students must be aware of the importance of precision, accuracy, significant figures, range and errors while collecting, processing, analyzing and communicating data. Likewise, graphical method of analysis and drawing conclusion should be encouraged wherever possible.
Students should
1. learn to use metre rule for measuring length, Verniercalipers for measuring small thicknesses, internal and external diameters of cylindrical objects and depths of holes, spherometer for measuring radius of curvature of spherical surfaces and micrometer screwgauge for measuring diameter of small spherical or cylindrical objects and very small thicknesses, traveling microscope with Vernier scale for measuring small distances, toppan balance for measuring small masses, stop watch for measuring time interval, laboratory thermometer for measuring temperature, protractor for measuring angle), ammeter and milliammeter for measuring electric current and voltmeter for measuring electric potential difference.
2. learn to measure precisely up to the least count of the measuring instrument
metre rule – 0.001m or 1 mm
Vernier calipers  0.1 mm
 0.01 mm
micrometer screw gauge  0.01 mm
stop watch  0.01s
laboratory thermometer  0.5oC
protractor  1o
3. learn to repeat readings and take the average value
4. learn to draw a standard table, with appropriate heading and unit for every column for storing data
5. learn to plot a graph using standard format, draw suitable trend lines, determine gradient, intercepts and area and use them to draw appropriate conclusion
6. learn to estimate and handle uncertainties.
In each academic year, students should perform 10 experiments, either listed below or designed by teacher, so that no more than three experiments come from the same unit of this syllabus.
a) Practical Activities for Grade 11
I. Mechanics
1. Verify the law of moments by graphically analyzing the relation between clockwise moment and anticlockwise moment on a half metre rule suspended at the cerntre by a string.
2. Determination of the coefficient of friction for the two surfaces by graphically analyzing how minimum force needed to set a trolley resting on plan horizontal surface to motion varies with its mass.
3. Determination of young modulus of elasticity of the material of a given wire by graphically analyzing the variation of tensile force with respect to extension produced by it.
II. Heat
4. Use of Pullinger’s apparatus for the Determination of the linear expansivity of a rod.
5. Use of Regnault’s apparatus to determination of the specific heat capacity of a solid by the method of mixture.
6. Determination of the thermal conductivity of a good conductor by Searle’s method.
III. Geometrical Optics
7. Use of rectangular glass slab to determine the thickness of the slab by graphically analyzing how lateral shift varies with the angle of incidence.
8. Use of Travelling Microscope for the determination of the refractive index of glass slab by graphically analyzing how apparent depth varies with the real depth for glass plates of different thicknesses.
9. Determination of the focal length of a concave mirror by graphically analyzing the variation of image distance with respect to object distance.
IV. Current electricity
10. Verification of Ohm’s law and determination of resistance of a thinfilm resistor by graphical analysis of variation of electric current in the resistor with respect to potential difference across it.
11. Determination of resistivity of a metal wire by graphical analysis of variation of electric current through a metal wire against its length.
12. Investigation of IV characteristics of a heating coil by graphically analyzing the variation of electric current though a light bulb with respect to the potential difference across it.
b) Sample project works for grade 11
1. Study the variation in the range of a jet of water with angle of projection
2. Study the factors affecting the rate of loss of heat of a liquid
3. Study the nature and size of the image formed by a convex lens using a candle and a screen.
4. Study of uses of alternative energy sources in Nepal
5. Study of energy consumption patterns in the neighborhood.
6. Study of study of electricity consumption pattern in the neighborhood.
7. Study of application of laws and principle of physics in any indigenous technology.
8. Verification of the laws of solid friction.
9. Study the temperature dependence of refractive index of different liquids using a hollow prism and laser beam.
10. Study the frequency dependence of refractive index of glass using a glass prism and white light beam.
c) Some examples of innovative works for grade 11
1. Construct a hygrometer using dry and wet bulb thermometers and use it to measure relative humidity of a given place.
2. Design and construct a system to demonstrate the phenomenon of total internal reflection (TIR) of a laser beam through a jet of water.
3. Construct a digital Newton meter using the concept of potential divider.
6. Learning Facilitation Method and Process
Students should be facilitated to learn rather than just accumulation of information. Teacher plays vital role for delivering subject matters although others' role is also important. Student centered teachinglearning process is highly emphasized. Students are supposed to adopt multiple pathway of learning, such as online search, field visit, library work, laboratory work, individual and group work, research work etc. with the support of teacher. Selfstudy by students is highly encouraged and learning should not be confined to the scope of curriculum. Teacher should keep in mind intra and interdisciplinary approach to teaching and learning, as opposed to compartmentalization of knowledge. Supportive role of parents/guardians in creating conducive environment for promoting the spirit of inquiry and creativity in students' learning i anticipated.
During the delivery process of science teaching in grade 11 and 12, basically following three approaches will be adopted;
a. Conceptual/Theoritical:
Knowledge of content (fact,terminology,definitio ns,learning procedures
Understanding of content ( concept,ideas,theories,priciples), 3.5 credit hrs spent for understanding of content.
b. Practical/Appication/Experimental:
Lab. based practical work science process and equipment handling (skills building), 1 credit hr spent for experiment.
c. Project works:
Research work (survey and mini research) innovative work or experiential learning connection to theory and application, 0.5 credit hr spent in field work.
a) Conceptual/Theoretical Approach:
Possible theoretical methods of delivery may include the following;
lecture
interaction
question answer
demonstrations
ICT based instructions
cooperative learning
group discussions (satellite learning group, peer group, small and large group)
debate
seminar presentation
Journal publishing
daily assignment
b) Practical/Application/Experimental approach:
Practical work is the integral part of the learning science. The process of lab based practical work comprises as;
familiarity with objective of practical work
familiarity with materials, chemicals, apparatus
familiarity with lab process (safety, working modality etc.)
conduction of practical work (systematically following the given instruction)
analysis, interpretation and drawing conclusion
c) Project work Approach:
Project work is an integral part of the science learning. Students should be involved in project work to foster selflearning of students in the both theoretical and practical contents. Students will complete project work to have practical idea through learning by doing approach and able to connect the theory into the real world context. It is regarded as method/ process of learning rather than content itself. So use of project work method to facilitate any appropriate contents of this curriculum is highly encouraged.
In this approach student will conduct at least one research work, or an innovative work under the guidance of teacher, using the knowledge and skills learnt. It could include any of the followings;
(a) Mini research
(b) Survey
(c) Model construction
(d) Paper based work
(e) study of ethnoscience
General process of research work embraces the following steps;
Understanding the objective of the research
Planning and designing
Collecting information
analysis and interpretation
Reporting /communicating (presentation, via visual aids, written report, graphical etc.)
General process of innovative work embraces the following steps;
identification of innovative task (either assigned by teacher or proposed by student)
planning
performing the task
debate
seminar presentation
Journal publishing
daily assignment
Students are free to choose any topic listed in this curriculum or a topic suggested by teacher provided that it is within the theoretical contents of the Curriculum. However, repetition of topic should be discouraged.
Learning process matrix
Knowledge and understanding

Scientific skills and process

Values, attitudes and application to daily life

a) Scientific phenomenon, facts, definition, principles, theory, concepts and new discoveries

a) Basic and integrated scientific process skills Process

a) Responsible

b) Scientific vocabulary, glossary and terminology

b) Investigation

b) Spending time for
investigation

c) Scientific tools, devises,
instruments apparatus

c) Creative thinking
 
d) Techniques of uses of
scientific instruments with
safety

d) problem solving
 
e) Scientific and
technological applications

1. Observing: using senses to gather information about an object or event. It is description of what was actually perceived.
2. Measuring: comparing unknown physical quantity with known quantity (standard unit) of same type.
3. Inferring: formulating assumptions or possible explanations based upon observations.
4. Classifying: grouping or ordering objects or events into categories based upon characteristics or defined criteria.
5. Predicting: guessing the most likely outcome of a future event based upon a pattern of evidence.
6. Communicating: using words, symbols, or graphics to describe an object, action or event.
Integrated Science Process Skills includes,
1. Formulating hypotheses: determination of the proposed solutions or expected outcomes for experiments. These proposed solutions to a problem must be testable.
2. Identifying of variables: Identification of the changeable factors (independent and dependent variables) that can affect an experiment.
3. Defining variables operationally: explaining how to measure a variable in an experiment.
4. Describing relationships between variables: explaining relationships between variables in an experiment such as between the independent and dependent variables.
5. Designing investigations: designing an experiment by identifying materials and describing appropriate steps in a procedure to test a hypothesis.
6. Experimenting: carrying out an experiment by carefully following directions of the procedure so the results can be verified by repeating the procedure several times.
7. Acquiring data: collecting qualitative and quantitative data as observations and measurements.
8. Organizing data in tables and graphs: presenting collected data in tables and graphs.
9. Analyzing investigations and their data: interpreting data, identifying errors, evaluating the hypothesis, formulating conclusions, and recommending further testing where necessary.
10. Understanding cause and effect relationships: understanding what caused what to happen and why.
11. Formulating models: recognizing patterns in data and making comparisons to familiar objects or ideas.
7. Student Assessment
Evaluation is an integral part of learning process. Both formative and summative modes of evaluation are emphasized. Formative evaluation will be conducted so as to provide regular feedback for students, teachers and parents/guardians about how student learning is. Class tests, unit tests, oral questionanswer, home assignment etc. are some ways of formative evaluation.
There will be separate evaluation of theoretical and practical learning. Summative evaluation embraces theoretical examination, practical examination and evaluation of research work or innovative work.
(a) Internal Evaluation
Out of 100 full marks Internal evaluation covers 25 marks. Internal evaluation consists of Practical work (16 marks), (b) Marks from trimester examinations (6 marks), and (c) Classroom participation (3 marks)
⇴ Practical Activities
Practical work and project work should be based on list of activities mentioned in this curriculum or designed by the teacher. Mark distribution for practical work and project work will be as follows:
S.N.

Criteria

Elaboration of Criteria

Marks

1

Laboratory experiment

Correctness of apparatus setup/preparation

2

Observation/Experimentation

2
 
Tabulation

1
 
Data Processing and Analysis

1
 
Conclusion (Value of constants or prediction with justification)

1
 
Handling of errors/precaution

1
 
2

Vivavoce

Understanding of objective of the experiment

1

Skills of the handling of apparatus in use

1
 
Overall impression

1
 
3

Practical work records and attendance

Records (number and quality)

2

4

Project work

Reports (background, objective, methodology, finding, conclusion

2

Presentation

1
 
TOTAL

16

(i) Practical examination will be conducted in the presence of internal and external supervisors. Evaluation of laboratory experiment will focus both the product of work and skills competencies of student in using apparatus.
(ii) Project work assessment is the internal assessment of reports and presentation of their project works either individually or group basis. In case of group presentation, every member of the group should submit a short reflection on the presented report in their own language. Records of project works must be attested by external supervisor.
⇴ Marks from trimester examinations
Total of 6 marks; 3 marks from each trimester.
⇴ Classroom participation (3 marks)
Classroom participation includes attendance (1) and participation in learning (2).
(b) External Evaluation
Out of 100 marks theoretical evaluation covers 75 marks. The tool for external evaluation of theoretical learning will be a written examination. Questions for the external examination will be based on the specification grid developed by Curriculum Development Centre. Examination question paper will be developed using various levels of revised Bloom's taxonomy including remembering level, understanding level, application level and higher ability (such as analyzing, evaluating, creating).
DOWNLOAD in PDF : Curriculum of Grade 11XI Physics [Faculty of Science] Subject Code:101 2076/2020. :)
View Class/Grade11/XI Physics Curriculum 2076/2020.
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