Physics Syllabus grade VIII for AKU - EB Schools
Specific Learning Objectives (SLOs)
Physics for grade 8
Session 2018-19
Objective:
To develop a reasonable understanding in some key areas of physics and to
develop related skills so that the students will be able to easily understand
numerous areas of physics in the subsequent grades.
|
Unit |
SLOs |
Cog.
level |
Resources |
|
1.
Measurements and Standards |
1.1
To understand the notion of basic units with the help of the understanding
developed regarding history of measurements and system of measurements. 1.2
To define the SI (and reason which makes it acceptable internationally) as a
consequence. 1.3
Find the ways and concepts behind measuring length, mass, and time (by using
meter rod, Vernier callipers, measuring tape, physical Balance, digital
balance, spring balance, mechanical and digital stop watch. 1.4
Describe the concept of least count of measuring instruments with reference
to above instruments. 1.5
To define the derived units using the previous concepts (of basic units and
derived quantities). 1.6
To express a givenmeasurement in scientific notation. |
U K U U K A |
W.B.
Markers, meter
rod, Vernier
callipers, Balances, Stop
watches |
|
2.
Area, Volume and Density |
2.1
To describe the concept of 2.1.1 Area. 2.1.2 Volume. 2.1.3 Density. 2.2
To introduce the concept of unitary method in dealing the above mentioned
quantities. 2.3 Find a way to calculate the
mass present in unit volume of different objects and calling it density. 2.3
To practice problems related to these quantities. |
K
& U U A |
W.B.
Markers, meter
rod, Vernier
callipers, Balances, |
|
3.
Speed and velocity |
3.1
To develop the concepts of fast and slow moving objects, finally calling it
‘Speed’. 3.2
To practice problems related to speed. 3.3
To differentiate between variable and uniform speed. 3.4
To develop the concepts of average, ad link it to the concept to average speed. 3.5
To define physical concepts of instantaneous speed (without going into any
detail of derivation). To link average and instantaneous speed. 3.5
To differentiate between distance and displacement in order to define velocity
with regards to scalars and vectors. 3.6
To define the terms ·
Uniform velocity. ·
Instantaneous velocity. ·
Average velocity. 3.7
Discuss numerical problems related to above
concepts. |
U A U U K A K A |
Inclined
planes, Toy
cars, Measuring
tap, Stop
watches |
|
4. Graphs |
4.1
Understand the notion of frames of reference and link it the concept of
Cartesian coordinates particularly with reference to locate points in a
plane. 4.2
Understand the concept of variables and their types (independent and
dependent). 4.3Link
the variables to Cartesian coordinates to find the points in the plane formed
by these variable 4.4Use
the concept of average to draw a free hand- Line calling it a graph. 4.5
To develop skills in analyzing graphs by practicing with some useful graphs
from daily life (to find out useful info from the graphs). 4.6 Understand the application of graph in
case of speed and velocity (instantaneous value etc.). 4.7
Discuss and solve numericals related
to the above topics. |
U U A A A U A |
w.b
markers, meter
rod |
|
5.
Acceleration |
5.1
To develop the concept of change in velocity per second, with reference to
magnitude and direction. 5.2
To link change in velocity to change in speed per second calling it acceleration;
and to relate it to daily life experiences through application. 5.3
To link the relation between different types of accelerations (variable,
uniform, instantaneous and average), and resulting speed of a body. 5.4To
develop higher order skills in mechanics by linking graphs with acceleration
(this objective continues is expands as below) 5.5
Develop the skill of drawing speed-time graphs for bodies with different
types of motion and to find useful information from the graph related to
speed, distance, average speed, acceleration and instantaneous acceleration
etc. 5.6
Introduce the equations of motion for uniformly accelerated bodies with their
limitations. 5.7
Apply the equations of motion without graphs to solve numerical problems. 5.8
Discuss and solve related numericals related to the above topic. |
U A A U U A A A |
W.B.
Markers, meter
rod, stop
watch |
|
6. Force |
The
students should be able to: 6.1
To define force from daily life experience using simple concepts of push and
pull. 6.2
To relate force to acceleration (from simple activities that force is
involved in acceleration. 6.3
To deduce the direction of acceleration with regards to force and relate it
in different cases of a moving bodies from daily life. Such as uniform motion
in a circle, a body retarding and accelerating on a straight line and a body
turning a corner etc. 6.4
discuss types of forces in terms of contact and non-contact forms.( friction,
gravity ,magnetic force, and electrostatic force) 6.5
Define centripetal force for uniform circular motion. 6.6
Introduce V-t Graph for calculating acceleration and displacement covered. 6.7
To develop a better grasp of force by practicing all the above concepts
through numericals. 6.8
To conceptualize the net force/resultant force/unbalanced force, by taking
examples from daily life. |
K U A U K A A A |
W.
B markers, Meter
rod, Balances
|
|
7.
First law of motion |
7.1
To understand the notion of motion and rest as a relative quantity (by
revisiting the concepts learnt and using video and other examples). 7.2
To deduce the result that bodies move only when there is a force (using the
concept of bodies at rest). 7.3
To infer that bodies change direction only when there is a force. 7.4
To get the conclusion from the students using a moving body on different
surfaces that there will be no change in speed or direction if there is no
external force (the students should be able to drive first law as a result). 7.5
To consolidate the above conclusions by practicing with examples from daily
life. 7.6
To deduced the law of inertia by students
(using the first law of motion and giving enough time for
them to reflect on different applications and consequences of
motions). |
A U U U A U |
W.
B markers, Meter
rod, Balances
|
|
8.
Second law of motion |
8.1
To develop the concept of proportionalities (direct and inverse) and link oit
with examples from daily life. 8.2
To deduce the second law of motion by doing simple experiments with varying
masses and forces and using the concept of proportionality of quantities. 8.3
To get the definition of the unit of force deduced by the students as an
example of Derived unit. 8.4
To solve different problems related to force. |
U U A A |
W.
B markers, Meter
rod, Balances
|
|
9.
Third law of motion |
8.1
To deduce from a simple experiments of punching wall, that force is always in
pairs and that these are equal and opposite in direction (calling it third
law of motion). 8.2
To get the conclusion from students that third law is applicable everywhere
by taking few examples where apparently third law seem to fail (punching a
sponge for example). 8.3
To consolidate the concept of third law by discussing numerous examples from
daily life (motion of rockets, football, boat birds flying, and circular
motion etc.). 8.4
To discuss the free body diagrams of moving bodies and bodies at rest. 8.5
To find that the force of reaction is always perpendicular to a given surface |
U A A K U |
W.
B markers, Meter
rod, Balances
|
|
10.
Momentum |
10.1
To find the reason behind Newton’s definition of Quantity of Motion (relating
its rate of change to force). 10.2
To find physical significance of the rate of change of momentum (through
activities and numerical analysis). 10.3
To find the law of conservation of momentum using the Third Law Motion. 10.4
To consolidate the concepts related to momentum by solving numerous problems related to momentum
and its conservation (from daily life). |
K& U K A A |
W.
B markers, Meter
rod, Balances
Trolleys
|
|
11.
Introduction to electrostatics |
11.1To
develop the concept of electric charge and its types. 11.2
To describe interaction of similar and opposite charges in terms of magnitude
and distance. 11.3
To define electric field and its direction. 11.4
To describe the process of charging an object by electrostatic induction. 11.5
To develop the concept of electrical potential energy to introduce electric
potential. 11.6
To list some daily life applications of electrostatics. |
K & U U K U U A |
W.
B markers, Glass
rod, Cotton cloth, Paper
pieces |
|
12.
Circuit and electric current. |
12.1
To define electric current. 12.2
To define the circuit diagram and symbols of circuit components like, resistor,
switch, battery, bulb etc. 12.3
To make series and parallel circuits. 12.4
To describe the use of measuring device like Galvanometer, ammeter, and
voltmeter. 12.5
To explain the use of safety measures in house hold electricity (fuse, circuit breaker, etc.). 12.6
To solve the problems related to above
concepts. |
K K U U A A |
W.
B markers, Galvanometer Ammeter, Voltmeter, Battery
or cell, Connecting
wires etc. Marbles, Plastic
pipe |
Total no of sessions = 197
Average days involved in the two exams (ETR Exam +
revision) = 20
Total academic days required for the session = 217
Minimum teaching hours = 163;
Minimum teaching hours per semester = 81.4
Total number of class tests = 11
Quiz competitions = 10
Reference Book
for Students:
Fundamental Physics (for Cambridge O level) by Stephen
pople, GCE O Level Physics Matters, IGCSE 2nd Edition by Heather
Kennett. New School Physics by K Ravi, K O George and Tay Chen Hui.
Reference books for teachers:
Conceptual Physics by Paul G Hewitt.
A-level Physics by Nelkon and Parker
Physics for Scientists and Engineers by Raymond A
Serway and Jewett; 2004 or advanced edition
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