Will you please provide the ICSE class 10th courses?

As you are looking for the ICSE class 10th courses , here I am providing the list .

Yoga
Technical Drawing Applications
Technical Drawing
SUPW and Community Service
Spanish
Second Language - Sanskrit
Second Language - Indian Languages
Physics
Physical Education
Performing Arts
Modern Foreign Languages
Modern Foreign Language - Group III
Modern Foreign Language - Group II
Mathematics
Home Science
History and Civics
German
Geography
French
Fashion Designing
Environmental Science
Environmental Applications
English
Economics
Economic Applications
Cookery
Computer Science
Computer Applications
Commercial Studies
Commercial Applications
Classical Language
Chemistry
Biology
Art
Agricultural Science


PHYSICS
SCIENCE Paper - 1
Aims:
1. To acquire knowledge and understanding of the terms, facts, concepts, definitions, laws, principles and processes of Physics.
2. To develop skills in practical aspects of handling apparatus, recording observations and in drawing diagrams, graphs, etc.
3. To develop instrumental, communication, deductive and problem-solving skills.
4. To discover that there is a living and growing physics relevant to the modern age in which we live.

CLASS IX
There will be one paper of two hours duration carrying 80 marks and Internal Assessment of practical work carrying 20 marks.
The paper will be divided into two sections, Section I (40 marks) and Section II (40 marks).
Section I (compulsory) will contain short answer questions on the entire syllabus.
Section II will contain six questions. Candidates will be required to answer any four of these six questions.
Note: Unless otherwise specified, only S I. Units are to be used while teaching and learning, as well as for answering questions.

1. Measurements and Experimentation
(i) Estimation by orders of magnitude of size (length, area and volume), mass and time.

Order of magnitude as statement of magnitude in powers of ten; familiarity with the orders of magnitude of some common sizes (length, area and volume), masses and time intervals e.g. idea of, mass of atoms, bottle of water, planets, diameter of atom, length of football field, inter stellar distances, pulse rate, age of earth etc.

(ii) International System of Units, the required SI units with correct symbols are given at the end of this syllabus. Other commonly used system of units - fps and cgs.
(iii) Measurements using common instruments (metre rule, Vernier calipers and micrometer screw gauge for length, volume by displacement using a measuring cylinder, stop watch and simple pendulum for time, equal arm beam balance for comparison of masses).
This section should be taught along with demonstration or laboratory experiments. Measurement of length using metre rule, Vernier calipers and micrometer screw gauge. They have increasing accuracy and decreasing least-count; zero error, zero correction (excluding negative zero error in Vernier calipers), pitch of the screw and least-count (LC); no numerical problems on calipers and screw gauge. Volume units, m3, cm3, litre and milliliter; their mutual relations. Measurement of volume of irregular solid bodies both heavier and lighter than water including those soluble in water, by displacement of water or other liquids in a measuring cylinder. Measurement of time using stopwatch; simple pendulum; time period, frequency, experiment for the measurement of T, graph of length l vs. T2 only; slope of the graph. Formula T=2.π.[no derivation]. Only simple numerical problems. Beam balance; simple introduction; conditions for balance to be true (without proof). Faulty balance is not included.

(iv) Presentation of data in tabular and graphical form (straight line graphs only).
Presentation of data in tabular form of two types: headed columns (e.g. simple pendulum) and numbered rows (e.g., volume measurement). Graph — various steps in plotting a graph, such as title, selection of origin and axes, labeling of axes, scale, plotting the points, best-fit straight line, etc. Meaning of slope and of straight-line graph. [No numerical problems].

2. Motion in one dimension
Distance, speed, velocity, acceleration; graphs of distance-time and speed-time; equations of uniformly accelerated motion with derivations.
Rest and motion; [motion in two and three dimensions not to be covered in Class IX]; distance and displacement; speed and velocity; acceleration and retardation; distance-time and velocity-time graphs; meaning of slope of the graphs; [Non-uniform acceleration excluded].
Equations to be derived: v = u + at;
S = ut + ½at2;; S = ½(u+v)t; v2 = u2 + 2aS. [Equation for Snth is not included].
Simple numerical problems.

3. Laws of Motion
(i) Newton’s First Law of Motion (qualitative discussion) to introduce the idea of inertia, mass and force.

Newton's first law; statement and qualitative discussion; definitions of inertia and force from first law, examples of inertia as illustration of first law. (Inertial mass not included).
(ii) Newton’s Second Law of Motion (including F=ma); weight and mass.
Detailed study of the second law. Linear momentum, p = mv; change in momentum ∆p = ∆(mv) = m∆v for mass remaining constant rate of change of momentum;
∆ p/∆ t = m∆v /∆t = ma or;

Numerical problems combining F = ∆p /∆t = ma and equations of motion. Units of force - only cgs and SI (non gravitational).
(iii) Newton’s Third Law of Motion (qualitative discussion only); simple examples.
Statement with qualitative discussion; examples of action - reaction pairs, say FBA and FAB; action and reaction always act on different bodies. Numerical problems based on second law.
(iv) Gravitation,
Universal Law of Gravitation. ( Statement and equation) and its importance. Gravity, acceleration due to gravity, free fall. Weight and mass, Weight as force of gravity comparison of mass and weight; gravitational units of force, simple numerical problems (problems on variation of gravity excluded).

4. Fluids
(i) Change of pressure with depth (including the formula p=hρg); Transmission of pressure in liquids; atmospheric pressure.

Thrust and Pressure and their units; pressure exerted by a liquid column p = hρg; derivation of p = hρg and simple daily life examples, (i) broadness of the base of a dam, (ii) Diver’s suit etc. some consequences of p = hρg ; transmission of pressure in liquids; Pascal's law; examples; atmospheric pressure; laboratory demonstration; common manifestation (and consequences).. Variations of pressure with altitude, qualitative only; mention applications such as weather forecasting and altimeter. Simple numerical problems on p= hρg.

(ii) Buoyancy, Archimedes’ Principle; floatation; relationship with density; relative density; determination of relative density of a solid.
Buoyancy, upthrust (FB); definition; different cases, FB>, = or < weight W of the body immersed; characteristic properties of upthrust; Archimedes’ principle; explanation of cases where bodies with density ρ >, = or < the density ρ' of the fluid in which it is immersed.

Floatation: principle of floatation; experimental verification; relation between the density of a floating body, density of the liquid in which it is floating and the fraction of volume of the body immersed; (ρ1/ρ2 = V2/V1); apparent weight of floating object; application to ship, submarine, iceberg, balloons, etc. Relative density RD=ρ1/ρ2=m1/m2 for volume same; RD and Archimedes’ principle; RD = W1/(W1-W2). Experimental determination of RD of a solid denser/lighter than water. [RD of a liquid using Archimedes’ Principle and RD using specific gravity bottle are not included].
The hydrometer: common hydrometer for RD of liquid heavier/lighter than water - qualitative only; common practical applications, such as lactometer and battery hydrometer. Simple numerical problems involving Archimedes’ principle, buoyancy and floatation.
5. Heat
(i) Concepts of heat and temperature.

Heat as energy, SI unit – joule,
1 cal = 4.186 J exactly.
(ii) Expansion of solids, liquids and gases (qualitative discussion only); uses and consequences of expansion (simple examples); anomalous expansion of water.

Expansion of solids, and cubical expansion of liquids and gases; real and apparent expansion of liquids; simple examples of the uses of expansion of solids; steel rims, riveting; disadvantages of expansion; examples - railway tracks, joints in metal pipes and electric cables. Anomalous expansion of water; graphs showing variation of volume and density of water with temperature in the 0 to 10 0C range. Simple numerical problems with α, β, γ in solids.

(iii) Thermometers
Temperature scales – Celsius, Fahrenheit, Kelvin and their relation. Simple problems based on conversion between these scales. [Problems on faulty thermometer not included].

(iv) Transfer of heat (simple treatment) by conduction, convection and radiation; thermal insulation; keeping warm and keeping cool; vacuum flask; ventilation.

Conduction: examples to illustrate good and bad conductors and their uses; water is a bad conductor of heat. Convection; Phenomenon in liquids and gases; some consequences including land breeze and sea breeze. Radiation; detection by blackened bulb thermometer.
Applications: simple common uses; thermal insulation, simple examples of house insulation, personal insulation; insulation of household appliances, laboratories. Vacuum flask. Global warming – melting polar ice caps - polar ice caps reflects solar radiation back whereas sea water absorbs it. Increase in CO2 content in the atmosphere enhances green house effect.

(v) Energy flow and its importance:
Understanding the flow of energy as Linear and linking it with the laws of Thermodynamics- ‘Energy is neither created nor destroyed’ and ‘No Energy transfer is 100% efficient. (Only a general understanding is required ex- energy flow is linear but nutrients flow is cyclic. no numerical testing will be done on this topic).
(vi) Practices for conservation of resources – search for alternatives, promotion of renewable resource.
Advantages and disadvantages of renewable resources when compared to non renewable resources. Study of the functioning of biogas, solar, wind and hydro power.

6. Light
(i) Reflection of light; image formed by a plane mirror regular and irregular reflection; images formed by a pair of parallel and perpendicular plane mirrors; simple periscope.
Regular and irregular reflection; laws of reflection; experimental verification; images of (a) point object and (b) extended object formed in by a plane mirror - using ray diagrams and their characteristics; lateral inversion; characteristics of images formed in

a pair of mirrors, (a) parallel and (b) perpendicular to each other; uses of plane mirrors; simple periscope with ray diagram with two plane mirrors.
(ii) Spherical mirrors; characteristics of image formed by these mirrors. Uses of concave and convex mirror. (Only simple direct ray diagrams are required).
Brief introduction to spherical mirrors - concave and convex mirrors, center and radius of curvature, pole and principal axis, focus and focal length; f = R/2 with proof; simple ray diagram for the formation of images in (a) concave mirror, when a small linear object is placed on the principal axis at very large distance (u>> R), at the center of curvature, between C and F, at F, between F and P. (b) convex mirror a small linear object is placed on the principal axis in front of the mirror.

7. Sound
(i) Nature of Sound waves. Requirement of a medium for sound waves to travel; propagation and speed in different media; comparison with speed of light.

Introduction about sound and its production from vibrations; sound propagation, terms – frequency (v), wavelength (λ), velocity (V), relation V = vλ. and medium [qualitative ideas only]; bell jar experiment. Speed of sound in different media; some values; values of v in air, water and steel as examples including vo at 0oC in air as standard value. [No derivation, no numerical problems]; comparison of speed of sound with speed of light; consequences of the large difference in these speeds in air; thunder and lightning.
(ii) Range of hearing; ultrasound, a few applications.

Elementary ideas and simple applications only. Frequency ranges for (i) hearing and (ii) speaking. Difference between ultrasonic and supersonic.
8. Electricity and Magnetism

(i) Static electricity – electric charge; charging by friction; simple orbital model of the atom; detection of charge (pith ball and electroscope); sparking; lightning conductors.

Historical introduction; charging by friction; examples; different types of charges on comb and glass rod: attraction, repulsion; simple orbital model of atom with examples of H, He and another atom; positive and negative ions; charge on electrons as quantum of electric charge, Q = n.e; explanation of charge on a body in terms of transfer of electron and its detection, lightning; lightning conductor - action; prevention and control of damage due to lightning.
[No numerical problems].

(ii) Simple electric circuit using an electric cell and a bulb to introduce the idea of current (including its relationship to charge); potential difference; insulators and conductors; closed and open circuits; direction of current (electron flow and conventional); resistance in series and parallel.

Current Electricity: brief introduction of sources of direct current - cells, accumulators (construction, working and equations excluded); Electric current as the rate of flow of electric charge (direction of current - conventional and electronic), symbols used in circuit diagrams. Detection of current by Galvanometer or ammeter (functioning of the meters not to be introduced). Idea of electric circuit by using cell, key, resistance wire/resistance box/rheostat, qualitatively.; elementary idea about work done in transferring charge through a conductor wire; potential difference V = W/q; resistance R from Ohm’s law V/I = R; Insulators and conductors.
(No derivation of formula, calculation or numerical problems).
Governmental initiatives of not building large dams for generating hydro electric power which leads to less land being submerged and less displacement of people. Improving efficiency of existing technologies and introducing new eco-friendly technologies.

Social initiatives: Creating awareness and building trends of sensitive use of resources and products, e.g. reduced use of electricity.
(iii) Properties of a bar magnet; induced magnetism; lines of magnetic field, Magnetic field of earth. Neutral points in magnetic fields.

Magnetism: properties of a bar magnet; magnetism induced by bar magnets on magnetic materials; induction precedes attraction; lines of magnetic field and their properties; evidences of existence of earth’s magnetic field, magnetic compass. Plotting uniform magnetic field of earth and non-uniform field of a bar magnet placed along magnetic north-south; neutral point; properties of magnetic field lines. [No problems or formula].

INTERNAL ASSESSMENT OF PRACTICAL WORK
Candidates will be asked to carry out experiments for which instructions are given. The experiments may be based on topics that are not included in the syllabus but theoretical knowledge will not be required. A candidate will be expected to be able to follow simple instructions, to take suitable readings and to present these readings in a systematic form. He/she may be required to exhibit his/her data graphically. Candidates will be expected to appreciate and use the concepts of least count, significant figures and elementary error handling.

A set of 6 to 10 experiments may be designed as given below or as found most suitable by the teacher. Students should be encouraged to record their observations systematically in a neat tabular form - in columns with column heads including units or in numbered rows as necessary. The final result or conclusion may be recorded for each experiment. Some of the experiments may be demonstrated (with the help of students) if these cannot be given to each student as lab experiments.

1. Determine the least count of the Vernier callipers and measure the length and diameter of a small
cylinder (average of three sets) - may be a metal rod of length 2 to 3 cm and diameter 1 to 2 cm.

2. Determine the zero error, zero correction, pitch and least count of the given screw gauge and measure the mean radius of the given wire, taking three sets of readings in perpendicular directions.
3. Measure the length, breadth and thickness of a glass block using a metre rule (each reading correct to a mm), taking the mean of three readings in each case. Calculate the volume of the block in cm3 and m3. Determine the mass (not weight) of the block using any convenient balance in g and kg. Calculate the density of glass in cgs and SI units using mass and volume in the respective units. Obtain the relation between the two density units.

4. Measure the volume of a metal bob (the one used in simple pendulum experiments) from the readings of water level in a measuring cylinder using displacement method. Also calculate the same volume from the radius measured using Vernier callipers. Comment on the accuracies.

5. Obtain five sets of readings of the time taken for 20 oscillations of a simple pendulum of lengths about 70, 80, 90, 100 and 110 cm; calculate the time periods (T) and their squares (T2) for each length (l). Plot a graph of l vs. T2. Draw the best - fit straight - line graph. Also, obtain its slope. Calculate the value of g in the laboratory. It is 4π2 x slope.

6. Make a test tube hydrometer using a test tube, lead shots, and a strip of graph paper. Determine the RD of any two liquids.

7. Take a beaker of water. Place it on the wire gauze on a tripod stand. Suspend two thermometers - one with Celsius and the other with Fahrenheit scale. Record the thermometer readings at 5 to 7 different temperatures. You may start with ice-cold water, then allow it to warm up and then heat it slowly taking temperature (at regular intervals) as high as possible. Plot a graph of TF vs. TC. Obtain the slope. Compare with the theoretical value. Read the intercept on TF axis for TC = 0.

8. Using a plane mirror strip mounted vertically on a board, obtain the reflected rays for three rays incident at different angles. Measure the angles of incidence and angles of reflection. See if these angles are equal.

9. Place three object pins at different distances on a line perpendicular to a plane mirror fixed vertically on a board. Obtain two reflected rays


(for each pin) fixing two pins in line with the image. Obtain the positions of the images in each case by extending backwards (using dashed lines), the lines representing reflected rays. Measure the object distances and image distances in the three cases. Tabulate. Are they equal? Generalize the result.

10. Obtain the focal length of a concave mirror (a) by distant object method, focusing its real image on a screen or wall and (b) by one needle method removing parallax or focusing the image of the illuminated wire gauze attached to a ray box. One could also improvise with a candle and a screen. Enter your observations in numbered rows.

11. Connect a suitable dc source (two dry cells or an acid cell), a key and a bulb (may be a small one used in torches) in series. Close the circuit by inserting the plug in the key. Observe the bulb as it lights up. Now open the circuit, connect another identical bulb in between the first bulb and the cell so that the two bulbs are in series. Close the key. Observe the lighted bulbs. How does the light from any one bulb compare with that in the first case when you had only one bulb? Disconnect the second bulb. Reconnect the circuit
as in the first experiment. Now connect the second bulb across the first bulb. The two bulbs are connected in parallel. Observe the brightness of any one bulb. Compare with previous results. Draw your own conclusions regarding the current and resistance in the three cases.

12. Plot the magnetic field lines of earth (without any magnet nearby) using a small compass needle. On another sheet of paper place a bar magnet with its axis parallel to the magnetic lines of the earth, i.e. along the magnetic meridian or magnetic north south. Plot the magnetic field in the region around the magnet. Identify the regions where the combined magnetic field of the magnet and the earth is (a) strongest, (b) very weak but not zero, and (c) zero. Why is neutral point, so called?

13. Using a spring balance obtain the weight (in N) of a metal ball in air and then completely immersed in water in a measuring cylinder. Note the volume of the ball from the volume of the water displaced. Calculate the upthrust from the first two weights. Also calculate the mass and then weight of the water displaced by the bob M=V.ρ, W=mg). Use the above result to verify Archimedes principle.

For the syllabus , here I am giving attachment

Attached Files

ICSE Class 10 Physics Syllabus.pdf (131.5 KB, 154 views)