Army Public Schools and Colleges System

SOW Summary
Academic Session 2023-2024
Second Term
Subject: Physics Class: IX

Content Page No. Total Teaching Weeks: 6 (Cold Region) / 9 (Warm Region)

Scope and Sequence 02 Prescribed Textbook:

· Physics 9, Caravan Book House, Lahore
Unit 8: Thermal Properties of Matter 03
Reference Textbook/s:
· Physics 9, Punjab Curriculum & Textbook Board, Lahore.
Unit 9: Transfer of Heat 12
· Physics 9, Khyber Pakhtunkhwa Textbook Board, Peshawar
Practical List 19 · Physics 9, Baluchistan Textbook Board, Quetta.
· Physics 9, National Book Foundation, Islamabad

Prescribed Notebooks:
· Single Lined Notebook (Large) / Register

Page 1 of 19
 Army Public Schools & Colleges System
Scope and Sequence

Subject: Physics Class: IX

WEEK UNIT NO. /NAME CONTENT

No.
Temperature and Heat
Thermometer
1
Specific Heat Capacity

UNIT 8: Change of State

THERMAL PROPERTIES Latent Heat of Fusion
2
OF MATTER Latent Heat of Vaporization

Evaporation
3 Thermal Expansion
Transfer of Heat
4 Conduction
Convection
5 UNIT 9: Radiation
TRANSFER OF HEAT Green House Effect
6 Application and Consequences of
Radiation
Chapter 1 – 5
7 Revision +Test Series
Chapter 6 – 9
8 Revision +Test Series

Note: The Schemes of Work are developed according to minimum baseline teaching
weeks in the Academic Calendar for the session. Any increase or decrease in
the teaching weeks/periods due to difference in regions and on-ground
circumstances will be adjusted by the school management.

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Subject & Class: Physics IX Second Term (2023-2024) No of periods per week: 06

APSACS SCHEME OF WORK

Chapter/Topics, Learning Outcomes Teaching Methodologies & Activities

Unit 8: THERMAL
PROPERTIES OF MATTER TEMPERATURE & HEAT:
Ask questions from students to recall their previous understanding of temperature and heat.
Topic: · What do you understand by the term temperature and heat?
TEMPERATURE & HEAT · Do these two terms have similar meanings?
· If not, then what is the difference?
SLOs: · How do we feel either a body is hot or cold?
The students will:
· define temperature (as quantity · Define temperature as the degree of hotness and coldness of a body or in other words a quantity
which determines the direction of which determines the direction of flow of thermal energy.
flow of thermal energy). · Define heat as the energy that is transferred from one body to other in thermal contact with each
· define heat (as the energy other as a result of difference in temperature between them.
transferred resulting from the · Explain the difference between temperature and heat.
temperature difference between · Introduce the terms thermal equilibrium and thermal contact.
two objects). · Define internal energy as the sum of kinetic and potential energy associated with the atoms,
· describe rise in temperature of a molecules and particles of a body.
body in term of an increase in its · Explain rise in temperature of a body in terms of an increase in its internal energy.
internal energy.
ACTIVITY:
Teacher to explain the concept of thermal contact by placing ice cubes in a glass of water in class.
After sometime ice cubes will melt and temperature of the water will decrease.
Teacher will highlight that heat flows from hot body to a cold body until thermal equilibrium is
reached. Heat is therefore called as the energy in transit. Once heat enters a body it becomes its
internal energy and no longer exists as heat energy.

Digital Resources:
Share the following link with students for concept reinforcement.
https://shorturl.at/FKPQW

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Subject & Class: Physics IX Second Term (2023-2024) No of periods per week: 06
Chapter/Topics, Learning Outcomes Teaching Methodologies & Activities
Assessment for Learning: [One Minute Paper]
Students will be given 1 minute to pen down their response on: “Difference between heat and temperature.”
Topic: THERMOMETER:
THERMOMETER · Define thermometer as a device to measure the temperature of a body.
· Explain thermometric materials as substances that show a change with temperature.
SLOs: · Enlist basic thermometric properties for a material to construct a thermometer.
The students will:
· list basic thermometric properties ACTIVITY:
for a material to construct a Bring a liquid-in-glass thermometer to the class and explain its different parts.
thermometer. Explain lower and upper fixed points marked on a thermometer and the difference between the two.
· convert the temperature from one
scale to another (Fahrenheit, · Explain the scales of temperature by drawing diagram on board.
Celsius and Kelvin scales). · Highlight the differences between the three scales.
· Derive the formula for the conversion of temperature from one scale to other temperature scales.
Conversions from: [Derivations given in detail in KPK textbook.]
Ø Celsius to Kelvin scale
Ø Kelvin to Celsius scale
Ø Celsius to Fahrenheit scale
Ø Fahrenheit to Celsius scale
will be done by the teacher and practiced by the students.
· Assess students’ ability to convert temperature from one scale to another while they solve numerical
problems using formulae of conversion.
· Give some more problems on temperature conversion for practice as H.W.

Digital Resources:
Share the following links with students for concept reinforcement.
https://shorturl.at/szL89

Assessment for Learning: [Think-Pair-Share]

Students will be divided in pairs. Each pair will think and convert the temperature from one scale to another and share with others. [Teacher will
give different values in different scales to students].

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Subject & Class: Physics IX Second Term (2023-2024) No of periods per week: 06
Chapter/Topics, Learning Outcomes Teaching Methodologies & Activities
Topic: SPECIFIC HEAT CAPACITY:
SPECIFIC HEAT CAPACITY ACTIVITY:
Show students two glasses of water having the same temperature, one filled and one partially filled.
Practical: Ask the students: Will both glasses of water require same amount of heat to change the temperature of
10. To find the specific heat by the water in them equally i.e. 50°C (degrees rise in temperature). Explain that a large amount of a
method of mixture using polystyrene substance requires larger amount of heat to change its temperature, while a small amount of the same
cups (used as container of negligible substance requires a small amount of heat for equal change (rise/fall) in its temperature. Similarly, if we
heat capacity). want to bring a small change in the temperature of a substance, we need a small amount of heat and
for larger changes we need a large amount of heat. Combining the two relationships, build the relation
SLOs: as:
The students will: ∆ = ∆
· define the terms heat capacity and · Define the term heat capacity as: the quantity of thermal energy absorbed by it for one Kelvin (1K)
specific heat capacity. increase in its temperature.
· Define the term specific heat capacity as: the amount of heat required to raise the temperature of
Science, Technology and Society 1kg mass of that substance through 1K.
Connections · Derive the mathematical relation for specific heat as:
The students will: ∆
· describe one everyday effect due =
∆
to relatively large specific heat of · Explain the reasoning: Why the temperature of the land rises and fall more rapidly than that of sea?
water. · Explain the importance of large specific heat capacity of water in automobiles & it effects on the
temperature of areas surrounding large reservoirs of water.
· Discuss the use of water in central heating systems at home & offices.
· Explain the utility of large specific heat capacity of water in storing heat energy.

Digital Resources:
Share the following links with students for concept reinforcement.
https://rb.gy/hxee5

Assessment for Learning: [Muddiest Point]

Students will take a few minutes to write down the most confusing part of the lesson. Teacher to explain the concept again for complete
understanding.
Online assignment:
Students to prepare assignment on: “One everyday effect due to relatively large specific heat of water.”
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Subject & Class: Physics IX Second Term (2023-2024) No of periods per week: 06
Chapter/Topics, Learning Outcomes Teaching Methodologies & Activities
Topic: CHANGE OF STATE:
CHANGE OF STATE Ask the students:
LATENT HEAT OF FUSION · What are states of matter?
LATENT HEAT OF · How can we bring changes in states of matter?
VAPORIZATION
ACTIVITY:
Perform this activity with students participation in lab. Put some ice cubes in a beaker and suspend a
SLOs: thermometer in the beaker to measure temperature of ice. Then place a burner under the beaker. Keep
The students will: on recording temperature at regular intervals while ice is melting into water and then water converting
· describe heat of fusion and heat of into steam. Draw a temperature-time graph using the data from the activity and explain it.
vaporization (as energy transfer
without a change of temperature for LATENT HEAT OF FUSION:
change of state). Ask the students:
· describe experiments to determine · What is melting?
heat of fusion and heat of · Will the temperature of liquid increase on supplying heat when it is melting?
vaporization of ice and water · Define and explain latent heat of fusion as: Heat energy required to change unit mass of a substance
respectively by sketching from solid to liquid state at its melting point without change in its temperature.
temperature-time graph on heating · Derive the mathematical relation for latent heat of fusion as:
ice. ∆ =

LATENT HEAT OF VAPORIZATION:

Ask the students:
· What is boiling?
· Will the temperature of liquid increase on supplying heat when it is boiling?

· Define and explain latent heat of vaporization as: The quantity of heat that changes unit mass of a
liquid completely into gas at its boiling point without any change in its temperature.
· Derive the mathematical relation for latent heat of vaporization as:
∆ =
· Sketch temperature-time graph using the data from the activity mentioned above.
· Determine heat of fusion and heat of vaporization of ice and water respectively from the data.
Compare results with their actual values.

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Subject & Class: Physics IX Second Term (2023-2024) No of periods per week: 06
Chapter/Topics, Learning Outcomes Teaching Methodologies & Activities
· Recap change of state, heat of fusion and vaporization.

Digital Resources:
Share the following link with students for concept reinforcement.
https://rb.gy/i51rw
Assessment for Learning:[Collaborative Sketching]
Students will be given chart papers in groups. Each group will sketch temperature-time graph to investigate the change of state from ice to water
and from water to steam.
Topic: EVAPORATION:
EVAPORATION Ask the students:
· What is evaporation?
· Is it different from boiling?
SLOs: · At what temperature does evaporation of water take place?
The students will:
· explain the process of evaporation · Define evaporation as: the changing of a liquid into vapours (gaseous state) from the surface of the
and the difference between boiling liquid without heating it.
and evaporation. · Highlight the difference between evaporation and boiling with the help of examples from daily life.
· explain that evaporation · Explain that evaporation causes cooling.
causes cooling. · Explain evaporation and list the factors which influence surface evaporation. .i-e: temperature,
· list the factors which influence surface area, wind and nature of the liquid.
surface evaporation.
Science, Technology and Society
Connections
The students will:
· describe the use of cooling
caused by evaporation in
refrigeration process without
using harmful CFC.
Digital Resources:
Share the following links with students for concept reinforcement.
https://shorturl.at/afhD1
Assessment for Learning:[Brainstorming]
Students to brainstorm differences between evaporation and boiling with the help of examples from daily life.
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Subject & Class: Physics IX Second Term (2023-2024) No of periods per week: 06
Chapter/Topics, Learning Outcomes Teaching Methodologies & Activities
Research Work:
Students to search library or internet to find out the reason behind the usage of evaporation to produce cooling in a refrigeration process without
using harmful CFC.
Topic: THERMAL EXPANSION:
THERMAL EXPANSION · Explain expansion of materials (solids, liquids & gases) on heating. Students to cite
examples from daily life.
SLOs: · Explain expansion of solids on the basis of kinetic molecular theory.
The students will: · Derive mathematical relation for linear thermal expansion as:
· describe qualitatively the thermal = ° [1+ ( − )]
expansion of solids (linear and · Define coefficient of linear thermal expansion of a substance as: the fractional increase in its
volumetric expansion). length per Kelvin rise in temperature.
· explain the thermal expansion of · Define volume or cubical expansion as change in volume of solid with changes in temperature.
liquids (real and apparent · Derive mathematical relation for volume thermal expansion as:
expansion). = ° [1+ ( − )]
· solve numerical problems based on · Define coefficient of volume thermal expansion of a substance as: the fractional change in its
the mathematical relations learnt in volume per Kelvin change in temperature.
this unit. · Design numerical problems related to linear and volumetric expansion and let the students solve
them independently.
Science, Technology and Society · Prove the relation that coefficient of volume thermal expansion is three times the coefficient of linear
Connections thermal expansion. =
The students will:
· Explain the scientific reasoning .i-e:
· explain that the bimetallic strip Ø Why gaps are left in railway tracks?
used in thermostat is based on Ø Why overhead transmission lines are given some sag?
different rate of expansion of Ø Why one end of bridges made of steel girders is not fixed?
different metals on heating.
· Explain the use of bimetallic strip in thermostat on the basis of different rate of expansion of different
· list and explain some of the
metals.
everyday applications and
· Give the reasoning why bimetallic strips are used in furnaces, ovens, electric iron and thermostats
consequences of thermal
etc.
expansion.
· Define the two types of thermal volume expansion for liquids & gases.
Ø Apparent volume expansion
Ø Real volume expansion
· Explain the difference between the real and apparent expansion by performing an activity with

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Subject & Class: Physics IX Second Term (2023-2024) No of periods per week: 06
Chapter/Topics, Learning Outcomes Teaching Methodologies & Activities
heating liquid in a flask.
· Discuss the relation: = +
NOTE:
· Teacher to go through the MCQ’s, examples, numerical problems and scientific reasoning
mentioned in reference books as well and discuss with students tricky ones or the ones with a bit
higher difficulty level. Students are to attempt these on notebooks for future preparation. Remember
students need not to buy all reference books.
· Prepare worksheets based on MCQs, questions and numerical problems related to concepts
covered under SLO caption following FBISE pattern. Students to solve those worksheets in groups
in class and individually at home.

Digital Resources:
Share the following link with students for concept reinforcement.
https://shorturl.at/iuxDU

Assessment for Learning: [Think-Pair-Share]

Students will be divided in pairs. Each pair will think and share everyday applications and consequences of thermal expansion.

CONCEPT MAP:
Teacher to recapitulate the mentioned SLOs in the form of concept map.

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Subject & Class: Physics IX Second Term (2023-2024) No of periods per week: 06
Chapter/Topics, Learning Outcomes Teaching Methodologies & Activities

Page 10 of 19
Subject & Class: Physics IX Second Term (2023-2024) No of periods per week: 06
Chapter/Topics, Learning Outcomes Teaching Methodologies & Activities

Page 11 of 19
Subject & Class: Physics IX Second Term (2023-2024) No of periods per week: 06
Chapter/Topics, Learning Outcomes Teaching Methodologies & Activities

Page 12 of 19
Subject & Class: Physics IX Second Term (2023-2024) No of periods per week: 06
Chapter/Topics, Learning Outcomes Teaching Methodologies & Activities
Unit 9: TRANSFER OF HEAT
Topic: TRANSFER OF HEAT:
TRANSFER OF HEAT Ask questions from students to check their prior knowledge regarding temperature & heat.
CONDUCTION · When two bodies are said to be in thermal contact?
· What is thermal equilibrium?
SLOs:
The students will: · List objects around us absorbing or emitting heat?
· recall that thermal energy is
Students will recall that thermal energy is transferred from a region of higher temperature to a region of
transferred from a region of higher
lower temperature by thinking about examples from daily life.
temperature to aregion of lower
temperature.
· Introduce various modes of transfer of heat.
· describe in terms of molecules and
Ø Conduction
electrons , how heat transfer
Ø Convection
occurs in solids.
Ø Radiation
· state the factors affecting the
transfer of heat through solid
CONDUCTION: [Practical applications given in detail in KPK textbook.]
conductors and hence, define the
· Define conduction as: the mode of transfer of heat by vibrating atoms and free electrons in solids
term “Thermal Conductivity”.
from hot to cold parts of a body.
· solve problems based on thermal
· Explain how heat transfer occurs in solids in terms of molecules and electrons.
conductivity of solid conductors.
· Explain conduction with examples from daily life and draw figures on the board.
· write examples of good and bad
conductors of heat and describe · Give the reasoning:
their uses. Ø How does heat flow from hot to cold parts in metals occurs rapidly than in non-metals?
Ø Why Styrofoam boxes are used to keep food hot or ice cream cold for a long time?
Science, Technology and Society · State the factors affecting the transfer of heat through solid conductors. i-e:
Connections Ø cross sectional area of the solid
The students will: Ø length of the solid
· describe the use of cooking Ø temperature difference between ends
utensils, electric kettle, air
conditioner, refrigerator cavity wall THERMAL CONDUCTIVITY:
insulation, vacuum flask and · Define the term “Thermal Conductivity” as: the rate of flow of heat across the opposite faces of a
household hot-water system as a metre cube of a substance maintained at a temperature difference of one Kelvin.
consequence ofheat transmission · Explain thermal conductivity and derive the mathematical expression as:
processes.
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Subject & Class: Physics IX Second Term (2023-2024) No of periods per week: 06
Chapter/Topics, Learning Outcomes Teaching Methodologies & Activities

= ×
( − )
· Solve problems based on thermal conductivity of solid conductors.
· Introduce the terms conductors & insulators.[Applications given in detail in Balochistan
textbook.]
· Explain how insulation reduces energy transfer by conduction.
· Help students write examples of good and bad conductors of heat from practical life and describe
their uses.
· Students will explain the use of cooking utensils, electric kettle, air conditioner, refrigerator cavity
wall insulation, vacuum flask and household hot-water system as a consequence of heat
transmission processes.
Digital Resources:
Share the following links with students for concept reinforcement.
https://shorturl.at/isLPR
https://shorturl.at/adfuX
Assessment for Learning:[Muddiest Point]
Students will take a few minutes to write down the most confusing part of the lesson. Teacher to explain the concept again for complete
understanding.
Topic: CONVECTION:
CONVECTION · Define convection as: transfer of heat by actual movement of molecules from hot place to
a cold place.
SLOs: · Give the detailed description of convection currents in fluids due to difference in density and its
The students will: uses.
· explain the convection currents in · Explain heat transfer by convection with examples from everyday life.
fluids due to difference in density. · Explain convection in seawater to support marine life.
· state some examples of heat
transfer by convection in everyday EXPERIMENT:
life. Teacher to demonstrate this experiment in class or lab with active participation of the students for
Science, Technology and Society better conceptual clarity of convection current. Take a beaker with water. Drop 2 or 3 crystals of
Connections potassium permanganate. Heat the beaker. Coloured streaks of water formed by the crystals move
The students will: upwards above the flame and then move downwards from sideways. These coloured streaks show the
· explain convection in seawater to path of currents in the liquid.
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Subject & Class: Physics IX Second Term (2023-2024) No of periods per week: 06
Chapter/Topics, Learning Outcomes Teaching Methodologies & Activities
support marine life. · Explain the scientific reasoning:
· describe the role of land breeze Ø Why a balloon inflated with hot air rises up?
and sea breeze for moderate Ø How principle of convention helps in heating buildings, homes and offices?
coastal climate. Ø Why does sea breeze blow during the day?
· describe the role of convection in Ø Why does land breeze blow in the night?
space heating. Ø How do the land and sea breezes help to keep the temperature moderate in coastal areas?
· explain how the birds are able to fly Ø Why the temperature of Karachi is moderate throughout the year? Why the summer/winter of
for hours without flapping their rest of the country (except Northern mountain regions) is hotter/colder than Karachi?
wings and glider is able to rise by Ø What causes a glider to remain in air?
riding on thermal currents which Ø How birds are able to fly for hours without flapping their wings?
are streams of hot air rising in the
sky.
Digital Resources:
Share the following link with students for concept reinforcement.
https://rb.gy/1o0os

Assessment for Learning: [Brainstorming]

Students to brainstorm applications and consequences of heat transfer through convection by quoting examples from practical life.
Topic: RADIATION:
RADIATION Ask questions from students to check their prior knowledge:
APPLICATION & · How does heat energy from the sun reaches our earth?
CONSEQUENCES OF · How does heat from fireplace reaches us?
RADIATION · Why does a cup of hot tea become cold after sometime?
· Why does a glass of chilled water become hot after sometime?
SLOs:
The students will: · Define radiation as: The mode of transfer of heat from one place to another in the form of waves
· describe the process of radiation called electromagnetic waves.
from all objects. · Explain the process of radiation by taking examples from practical life.
· explain that energy transfer of a · Explain that in radiation process, energy transfer of a body does not require a material medium.
body by radiation does not require Furthermore, rate of energy transfer is affected by:
a material medium and rate of Ø Colour and texture of the surface
energy transfer is affected by: Ø Surface temperature
Ø Colour and texture of the Ø Surface area
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Subject & Class: Physics IX Second Term (2023-2024) No of periods per week: 06
Chapter/Topics, Learning Outcomes Teaching Methodologies & Activities
surface · Explain Leslie’s cube for comparing emission and absorption rate of various surfaces.
Ø Surface temperature · Compare emitters, absorbers and reflectors.
Ø Surface area
Science, Technology and Society GREEN HOUSE EFFECT:
Connections · Explain greenhouse effect as: Radiations from the sun easily pass through glass/polythene and
The students will: warms up the materials inside a greenhouse. The radiations given out by them are of much longer
· identify and explain some of the wavelengths. Glass/polythene does not allow them to escape out and thus maintains the inner
everyday applications and temperature of green house.
consequences of heat transfer by · Explain the consequence of heat radiation in greenhouse effect.
conduction, convection and · Highlight the threat of global warming.
radiation.
· explain the consequence of heat APPLICATION & CONSEQUENCES OF RADIATION:
radiation in greenhouse effect and · Identify and explain the applications and consequences of heat transfer (through conduction,
its effect in global warming. convection & radiation) by taking examples from practical life.
· Explain the differences between conduction, convection and radiation.

NOTE:
· Teacher to go through the MCQ’s, examples, numerical problems and scientific reasoning
mentioned in reference books as well and discuss with students tricky ones or the ones with a bit
higher difficulty level. Students are to attempt these on notebooks for future preparation. Remember
students need not to buy all reference books.
· Prepare worksheets based on MCQs, questions and numerical problems related to concepts
covered under SLO caption following FBISE pattern. Students to solve those worksheets in groups
in class and individually at home.
Digital Resources:
Share the following links with students for concept reinforcement.
https://rb.gy/yxxz9
https://rb.gy/r6n4v
https://rb.gy/bf65d

Assessment for Learning:[Graffiti Wall]

Ask questions to inquire from students: “How modes of heat transfer differ from each other?” Students will write their responses on a sticky note
and paste on Graffiti Wall.
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Subject & Class: Physics IX Second Term (2023-2024) No of periods per week: 06
Chapter/Topics, Learning Outcomes Teaching Methodologies & Activities
CONCEPT MAP:
Teacher to recapitulate the whole unit in the form of concept map.

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Subject & Class: Physics IX Second Term (2023-2024) No of periods per week: 06
Chapter/Topics, Learning Outcomes Teaching Methodologies & Activities

PRACTICAL APPLICATIONS OF MODES OF HEAT TRANSFER

CONDUCTION CONVECTION RADIATION

Cooking of food in Land &Sea

Breezes Heat from a light
metal utensils
bulb
Rising up of hot
Thermal treatment air balloon Radiant heating
of pain by hot and cooling
water bag Air conditioning systems
and heating
systems
Melting of ice in a Heat from the
cold drink sun warming
Gliders
your face

Ironing clothes Flying of birds Heat from a fire

place

Copper pipes Hot air rising

Blood circulation in Microwave oven
Heating water by warm blooded
thrusting hot iron animals
rod into it
The use of a fan
to cool off the
Stirring hot food body

Rainfall
&Thunderstorms

Page 18 of 19
 LIST OF PRACTICAL FOR GRADE IX

PRACTICAL DESCRIPTION RELEVANT

NUMBER: UNIT

1. To measure the area and volume of a solid cylinder by measuring diameter of a solid cylinder with UNIT 01
vernier callipers.
2. To measure the thickness of a metal strip or a wire by using a screw gauge. UNIT 01
3. To find the acceleration of a ball rolling down an angle iron by drawing a graph between 2S and T2. UNIT 02
4. To find the value of “g” by free fall method. UNIT 02
5. Investigate the relationship between force of limiting friction and normal reaction to find the UNIT 03
coefficient of sliding friction between a wooden block and horizontal surface.
6. To verify the principle of moments by using a metre rod balanced on a wedge. UNIT 04
7. To find the weight of an unknown object by using vector addition of forces. UNIT 04
8. To study the relationship between load and extension (helical spring) by drawing a graph. UNIT 07
9. To find the density of a body heavier than water by Archimedes principle. UNIT 07
10. To find the specific heat by the method of mixture using polystyrene cups (used as container of UNIT 08
negligible heat capacity).

Note:
· Use of centimeter graph paper be made compulsory.
· As per latest notification [Reference No. 1-10/FBISE/RES/795] FBISE will conduct Practical Based Assessment (PBA) at SSC level
for class IX with effect from Annual Examinations 2024. Practical modalities, Model paper, List of Practicals and Assessment Plan is
made available on FBISE weblink [https://www.fbise.edu.pk/curriculum_model_paper.php]
· Performance of all the prescribed practicals is mandatory in the laboratories during the whole academic year.
· Prescribed link for preparation of PBA may be utilized [https://www.olabs.edu.in/]

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