AKU-EBClass IX (SSC Part I)CURRICULUM SPECIFICATION (2025 EDITION)
Physics Official Syllabus & SLOs (10 Units)
Class learning outcomes with search and cognitive-level filters. Open Original PDF for the complete source, including its introduction, practical activities and examination specifications.
Physical Quantities
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 1.1.1 | differentiate between physical and non-physical quantities; | U |
| 1.1.2 | exemplify that physics is based on physical quantities only; | U |
| 1.1.3 | identify various physical quantities as base and derive quantities; | U |
The International System (SI) of Units
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 1.2.1 | list the seven base quantities of International System (SI) along with their symbols and units; | R |
| 1.2.2 | differentiate between base and derived physical quantities and units; | U |
Scientific Notation
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 1.3.1 | convert prefixes and their symbols to indicate multiples and sub-multiples for base and derived units; | A |
| 1.3.2 | convert numerical values of measurement in scientific notation; | A |
Scalars and Vectors
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 1.4.1 | differentiate between scalar and vector quantities; | U |
| 1.4.2 | list out various physical quantities as scalar or vector; | R |
| 1.4.3 | describe the ‘head to tail’ rule of vector addition; | U |
| 1.4.4 | determine, using Pythagoras theorem and graphs, the resultant of two vectors at right angle; | A |
Measuring Instruments
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 1.5.1 | identify measuring instruments; | U |
| 1.5.2 | determine the least count (LC) of the measuring instruments; | A |
| 1.5.3 | describe the working of measuring instruments; | U |
| 1.5.4 | determine an average value of the measurement by measuring multiples values of the quantity; | A |
Error and Accuracy
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 1.6.1 | identify sources of errors (systematic and random) in the measurement; | U |
| 1.6.2 | differentiate between precision and accuracy; | U |
Significant Figures
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 1.7.1 | describe significant figures; | U |
| 1.7.2 | apply the rules for rounding a number to the appropriate number of significant figures. | A |
Rest and Motion
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 2.1.1 | define rest and motion; | R |
Types of Motion
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 2.2.1 | differentiate among the different types of motion, i.e., translatory (linear, random, circular), rotatory and vibratory motion; | U |
Terms Associated with Motion
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 2.3.1 | define the following terms: a. distance, b. displacement, c. speed, d. velocity, e. acceleration; | R |
| 2.3.2 | calculate average speed, average velocity and acceleration; | A |
| 2.3.3 | differentiate between: a. distance and displacement, b. speed and velocity, c. average speed and instantaneous speed, d. uniform and non-uniform velocity, e. uniform and non-uniform acceleration; | U |
| 2.3.4 | describe the universal speed limit of any object in the universe that is approximately 3×108m/s; | R |
Graphical Analysis of Motion
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 2.4.1 | interpret distance-time graph and speed-time graph; | E |
| 2.4.2 | determine the slope/ gradient of distance-time and speed-time graph; | A |
| 2.4.3 | infer the following states of a body based on the given graph: a. at rest, b. moving with constant speed, c. moving with positive acceleration, d. moving with negative acceleration; | A |
| 2.4.4 | calculate the area under the speed-time graph of uniformly accelerated objects to find out the distance covered by the objects; | A |
Motion due to Gravity
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 2.5.1 | define acceleration due to gravity; | R |
| 2.5.2 | solve word problems related to free-falling bodies using the relation g = Δv/ Δt. | A |
Mass and Weight
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 3.1.1 | differentiate between mass and weight; | U |
| 3.1.2 | explain that the mass of an object resists changes from its state of rest or motion (inertia); | U |
| 3.1.3 | define gravitational field strength; | R |
| 3.1.4 | solve word problems using the relation w = mg; | A |
Force
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 3.2.1 | describe the concept of force with its SI unit; | U |
| 3.2.2 | define contact and non-contact forces; | R |
| 3.2.3 | identify the following forces as contact and non-contact forces: a. air resistance, b. drag force (push, pull), c. electrostatic force, d. force of friction, e. gravitational force, f. magnetic force, g. tension (elastic force), h. thrust (driving force); | U |
| 3.2.4 | state four fundamental forces of nature in terms of their relative strength; | R |
| 3.2.5 | mention the role of Pakistani scientists in proving the weak forces and the electromagnetic force are unified; | R |
| 3.2.6 | represent the forces acting on a body using a free-body diagram; | A |
Newton’s Laws of Motion
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 3.3.1 | explain Newton’s laws of motion; | U |
| 3.3.2 | state the limitations of Newton’s laws of motion; | R |
| 3.3.3 | identify the effect of force on velocity of a body acting in the: a. same direction, b. opposite direction, c. perpendicular direction; | U |
| 3.3.4 | determine the resultant of two or more forces acting along the same straight line; | A |
| 3.3.5 | identify those objects falling in the presence of a resistive force may reach a terminal (constant) velocity; | U |
Momentum
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 3.4.1 | define momentum with its units; | R |
| 3.4.2 | explain the relationship between force and momentum; | U |
| 3.4.3 | describe impulse with examples; | U |
| 3.4.4 | solve word problems related to momentum and impulse; | A |
| 3.4.5 | state the law of conservation of momentum; | R |
| 3.4.6 | solve word problems using the law of conservation of momentum in one dimension; | A |
| 3.4.7 | apply scientific and engineering ideas to design a device that minimises the force on an object during a collision (e.g., helmet or parachute); | A |
Friction
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 3.5.1 | define friction; | R |
| 3.5.2 | differentiate between rolling friction and sliding friction; | U |
| 3.5.3 | list various methods to reduce friction; | R |
Uniform Circular Motion
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 3.6.1 | define centripetal force; | R |
| 3.6.2 | exemplify the sources of centripetal force during circular motion in terms of: a. tension, b. frictional force, c. gravitational force. | U |
Forces on Bodies
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 4.1.1 | define like and unlike parallel forces; | R |
| 4.1.2 | explain the turning effect of force by relating it to everyday life; | U |
| 4.1.3 | solve word problems related to the moment of force or torque = force × perpendicular distance from the pivot to the line of action of force; | A |
Principle of Moments
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 4.2.1 | state the principle of moments; | R |
| 4.2.2 | solve word problems related to the principle of moments; | A |
Centre of Gravity
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 4.3.1 | define centre of gravity and centre of mass of a body; | R |
| 4.3.2 | explain effects of position of the centre of gravity on the stability of simple objects; | U |
Equilibrium
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 4.4.1 | define equilibrium; | R |
| 4.4.2 | classify the different types of equilibrium by using examples from everyday life; | U |
| 4.4.3 | state the conditions of equilibrium; | R |
| 4.4.4 | explain different conditions of equilibrium with examples; | U |
| 4.4.5 | describe the states of equilibrium and classify them with common examples. | U |
Hook’s law
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 5.1.1 | illustrate that force may produce a change in the size and shape of an object; | A |
| 5.1.2 | state Hooke’s law; | R |
| 5.1.3 | define spring constant; | R |
| 5.1.4 | solve word problems using the relation k = F/x; | A |
| 5.1.5 | describe applications of Hook’s law in measuring instruments such as spring scale, galvanometer, and balance wheel of mechanical clock; | U |
| 5.1.6 | interpret load extension graphs for elastic solids. | E |
Work
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 6.1.1 | define work and state its SI unit; | R |
| 6.1.2 | solve word problems related to workdone; | A |
Forms of Energy
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 6.2.1 | define energy with its SI unit; | R |
| 6.2.2 | describe forms of energy stored in various objects such as gravitational potential, chemical, elastic (strain), nuclear, electrostatic and internal (thermal) energies; | U |
Kinetic Energy and Potential Energy
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 6.3.1 | compare kinetic energy (K.E) and potential energy (P.E); | U |
| 6.3.2 | derive the formulae of kinetic energy K.E = 21mv2 and potential energy P.E = mgΔh; | A |
| 6.3.3 | solve word problems related to the kinetic and potential energy; | A |
Conversion of Energy
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 6.4.1 | state law of conservation of energy; | R |
| 6.4.2 | describe the processes that convert energy from one form to another with reference to: a. biomass power generation b. car engines, c. geothermal power, d. hydroelectric generation, e. nuclear reactors, f. solar power panels, g. wind turbine, | U |
| 6.4.3 | discuss that perpetual machines do not work; | E |
| 6.4.4 | list the environmental issues associated with power generation; | R |
| 6.4.5 | differentiate between non-renewable and renewable energy sources with examples of each; | U |
| 6.4.6 | describe the advantages and disadvantages of different methods of power generation; | U |
Efficiency
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 6.5.1 | define the efficiency of a working system; | R |
| 6.5.2 | calculate the efficiency of an energy conversion system using the formula: Efficiency (%) = energy converted into the required form / total energy input; | A |
| 6.5.3 | explain that a system cannot have an efficiency of 100%; | U |
Power
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 6.6.1 | define power; | R |
| 6.6.2 | solve word problems related to the concept of power; | A |
| 6.6.3 | explore different innovative energy transfer devices used in transportation and communication. | A |
Density
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 7.1.1 | define the term ‘density’; | R |
| 7.1.2 | compare the densities of three states of matter (solids, liquids and gases); | U |
| 7.1.3 | solve word problems using the relation of density; | A |
| 7.1.4 | compare the densities of different liquids to prepare a well-balanced shake/ smoothie for a restaurant; | A |
Pressure
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 7.2.1 | define the term ‘pressure’; | R |
| 7.2.2 | explain that pressure varies with force and area with the help of real-life examples; | U |
Atmospheric Pressure
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 7.3.1 | explain atmospheric pressure; | U |
| 7.3.2 | describe the use of the height of a liquid column to measure the atmospheric pressure (barometer); | U |
| 7.3.3 | describe that atmospheric pressure decreases with the increase in height above the earth’s surface; | U |
| 7.3.4 | explain that changes in atmospheric pressure in a region may indicate a change in the weather; | U |
Pressure in Liquids
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 7.4.1 | state Pascal’s law; | R |
| 7.4.2 | discuss the use of Pascal’s law (including hydraulic press and hydraulic brakes on vehicles); | E |
| 7.4.3 | explain pressure beneath a liquid surface increase with depth and depends on the density of the liquid, i.e., P = ρgh; | U |
| 7.4.4 | solve word problems related to the relationship between pressure, depth and liquid density; | A |
| 7.4.5 | discuss the working and applications of liquid manometer. | E |
Kinetic Molecular Theory
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 8.1.1 | state the basic assumptions of the kinetic theory of matter; | R |
| 8.1.2 | compare the structure of solids, liquids and gases based on the kinetic theory of matter; | U |
| 8.1.3 | describe plasma as the fourth state of matter; | U |
| 8.1.4 | state the relationship between the motion of particles and temperature; | R |
| 8.1.5 | discuss that an increase in the temperature of an object increases its internal energy; | E |
Thermal Properties of Matter
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 8.2.1 | describe the thermal expansion of solids in terms of: a. linear expansion, b. volumetric expansion; | U |
| 8.2.2 | explain the thermal expansion of liquids as the: a. real expansion, b. apparent expansion; | U |
| 8.2.3 | define the terms ‘heat capacity’ and ‘specific heat capacity’; | R |
| 8.2.4 | describe latent heat of fusion and latent heat of vaporisation; | U |
| 8.2.5 | describe melting, solidification, boiling and condensation in terms of energy transfer without the change in temperature; | U |
| 8.2.6 | determine heat of fusion and heat of vaporisation of ice and water respectively by sketching a temperature-time graph; | A |
| 8.2.7 | solve word problems involving the concept of specific heat capacity, latent heat of fusion and vaporisation; | A |
| 8.2.8 | describe the process of evaporation and how it is different from boiling; | U |
| 8.2.9 | explain that evaporation causes cooling; | U |
| 8.2.10 | describe factors that influence the rate of surface evaporation; | U |
Temperature Scale and Thermometer
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 8.3.1 | describe the Celsius, Fahrenheit, and Kelvin temperature scales and their relationships using fixed reference points; | U |
| 8.3.2 | convert temperature from one scale to another (Fahrenheit, Celsius and Kelvin scales); | A |
| 8.3.3 | explain that a physical property that varies with temperature can be used as a criteria to measure temperature; | U |
| 8.3.4 | illustrate the sensitivity, range and linearity of thermometers using diagram; | A |
| 8.3.5 | compare liquid in glass thermometer and thermo-couple on the bases of structure, sensitivity, range and linearity. | U |
Conduction
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 9.1.1 | explain thermal conduction in solids; | U |
| 9.1.2 | define the term ‘thermal conductivity’; | R |
| 9.1.3 | describe the factors affecting the transfer of heat through solid conductors; | U |
| 9.1.4 | solve word problems related to the thermal conductivity of solid conductors; | A |
| 9.1.5 | describe good and bad conductors of heat with examples; | U |
| 9.1.6 | list the uses of good and bad conductors; | R |
Convection
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 9.2.1 | explain convection in liquids and gases in terms of density changes with reference to the following real-life examples: a. gliders, b. flying of birds, c. land breezes and sea breezes; | U |
| 9.2.2 | design a thought experiment to illustrate convection; | A |
| 9.2.3 | describe that convection currents in seawater facilitate the distribution of heat, nutrients, and oxygen in supporting marine ecosystems; | U |
Radiation
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 9.3.1 | define the process of thermal energy transfer by radiation; | R |
| 9.3.2 | describe the effect of surface colour (black or white) and texture (dull or shiny) on the emission, absorption and reflection of infrared radiation; | U |
| 9.3.3 | describe that the rate of emission of radiation depends on the surface temperature and surface area of an object; | U |
| 9.3.4 | design experiments to distinguish between good and bad emitters of infrared radiation; | A |
Effects of Heat Transfer
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 9.4.1 | discuss everyday applications of conduction, convection and radiation including: a. heating objects such as kitchen pans, b. heating of room by convection, c. measuring temperature using an infrared thermometer, d. using thermal insulation to maintain the temperature of a liquid and to reduce thermal energy transfer in buildings, e. the mechanism of a household hot-water system; | E |
| 9.4.2 | describe the greenhouse effect based on heat radiation emitted by the sun; | U |
| 9.4.3 | explore the impacts of heat transfer and conservation on people’s bedding and clothing in various climatic regions of South Asia. | A |
Physics and its Interaction
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 10.1.1 | describe Physics as the study of matter, energy, space, time and their interactions; | U |
Sub-Fields of Physics
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 10.2.1 | mention Physics as a subset of physical and natural science; | R |
| 10.2.2 | relate different branches of physics with real-life examples; | U |
Scientific Approach/ Method
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 10.3.1 | define different scientific methods (hypothesis, theory and law) for carrying out investigations; | R |
Science, Technology and Engineering
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 10.4.1 | describe the importance of Physics in science, technology and engineering. | U |