ASSESSMENT FRAMEWORK AND MODEL QUESTION PAPER

PHYSICS
Grade XII
NATIONAL CURRICULUM OF PAKISTAN
2022-23
SCHEME OF STUDIES 2006

FEDERAL BOARD
OF INTERMEDIATE AND SECONDARY WE WORK FOR
EDUCATION, ISLAMABAD EXCELLENCE
FEDERAL BOARD OF INTERMEDIATE AND SECONDARY EDUCATION
H-8/4, ISLAMABAD

ASSESSMENT FRAMEWORK
FOR
PHYSICS GRADE-XII
CURRICULUM 2022-23
SCHEME OF STUDIES 2006
ACKNOWLEDGEMENT
It is a great honour that we, at Federal Board of Intermediate and Secondary Education, have developed the Assessment Framework (AF) for the subject of Physics for
Grade-XII. The primary objective of the AF is to optimize the current curriculum 2022-23. This comprehensive framework has been crafted meticulously by subject
matter and assessment experts who conducted an in-depth review of all learning outcomes for Grade-XII Physics curriculum. They evaluated these outcomes in terms of
their scope, cognitive level, and progression across the grade.

This significant undertaking was the result of a series of extensive meetings and collaborative efforts of the subject and assessment experts. Their dedication and
expertise have been instrumental in bringing this framework to fruition.
The Assessment Framework will serve as a guiding document for students, teachers and paper setters. Students will receive clear directions for preparing themselves for
the annual examination. Similarly, teachers will use it as a guide to understand what to teach in class and to prepare students for the final examinations accordingly.
Similarly paper setters will also seek guidance from this document.
Following subject as well as assessment experts/committee members remained constantly engaged in the development of the AF:
1. Mr. Muhammad Jahangir Mirza, HOD Physics, OPF College for Boys, H-8/4 Islamabad
2. Dr. Munazza Faheem, Associate Professor, Islamabad Model College for Girls, F-6/2, Islamabad
3. Dr. Humaira Anwar, Associate Professor, Islamabad Model College for Girls, F-7/4, Islamabad
4. Mr. Muhammad Imran Khaliq, Assistant Professor, Islamabad Model College for Boys, G-10/4, Islamabad
5. Ms. Robina Ahmad, Assistant Professor, Islamabad Model College for Girls, I-8/4, Islamabad
6. Ms. Hoor-E-Irum, Assistant Professor, Islamabad Model College for Girls (PG), G-10/4, Islamabad
7. Ms. Sehrish Imran, Lecturer, Islamabad Model College for Girls, I-8/4, Islamabad
8. Mr. Naeem Nazeer, SST Physics, Islamabad Model College for Boys Street No 17, I-10/1, Islamabad
The whole work was successfully accomplished under the able supervision and guidance of Dr. Ikram Ali Malik, Chairman, FBISE and due to the hard work and
dedication of the staff of Research Section of FBISE, in particular, Syed Zulfiqar Shah, Deputy Secretary, Research and Academics who played a pivotal and leading role
in finalizing the Assessment Framework.

MIRZA ALI
Director (Test Development)
FBISE, Islamabad
ASSESSMENT FRAMEWORK FOR PHYSICS GRADE-XII, CURRICULUM 2022-23

To ensure clarity and precision in assessment, the learning outcomes have been categorized into two distinct groups: formative and summative. This
classification helps in effectively measuring student progress and understanding. Each Student learning outcome (SLO) has been carefully marked as either
formative or summative within the newly developed Assessment Framework. SLOs of Summative Assessment Format will be part of the Final
Examination while SLOs of Formative Assessment will although be part of the teaching-learning activity but they will NOT be part of Final Examinations.
Estimated cognitive levels i.e Knowledge (K), Understanding (U) and Application (A) of all the SLOs have also been indicated. It may be noted that all the
higher cognitive levels have been collectively accumulated in the cognitive level of 'Application'. In subjects involving Practicals (Lab work), it has been
mentioned categorically whether an SLO is summative for theory or summative for Practical Based Assessment (PBA). If an SLO is summative for PBA, it
means that Laboratory work is required in the teaching-learning activity and it will be part of the Practical Examination/ Practical Based Assessment.
The Assessment Framework will act as a comprehensive guide for students, teachers and paper setters. Students will have clear instructions on how to
prepare for the annual examinations. Teachers will use the framework to understand the curriculum and effectively prepare their students for the final
examination. Additionally, paper setters will refer to this document for guidance in setting examination papers.
A model question paper has also been developed to provide a clear structure and format for upcoming examinations. The model question paper ensures
consistency and fairness, offering students a comprehensive understanding of what to expect in their examinations. By aligning the paper with the Student
Learning Outcomes (SLOs) of the curriculum, we ensured that the questions accurately reflect the skills and knowledge that students are expected to
acquire.
A detailed Table of Specifications (ToS) has been created to ensure equitable coverage of cognitive levels and content domains in order to generate a
balanced question paper. The ToS serves as drawing scale and action plan for the question paper, ensuring that all important areas of the curriculum are
adequately and proportionately assessed.
FORMATIVE ASSESSMENT: AN ESSENTIAL COMPONENT OF EFFECTIVE LEARNING

Formative assessment is a pivotal element in the educational process, distinguished by its role in providing ongoing feedback to both students and
educators. Unlike summative assessments, which evaluate student learning at the end of an instructional period, formative assessments are integrated into
the learning process to monitor student understanding and guide instructional decisions.
The primary objective of formative assessment is to identify learning gaps and misunderstandings as they occur, enabling timely interventions. This
dynamic approach allows teachers to adjust their teaching strategies to better meet the needs of their students. For instance, if a teacher notices through a
quick quiz or class discussion that a significant portion of the class struggles with a particular concept, they can revisit that topic, providing additional
explanations or alternative methods of instruction. This adaptability is crucial for fostering a deeper understanding of the material.
Formative assessments come in various forms, ranging from informal methods like classroom discussions, observations, and questioning, to more
structured approaches such as quizzes, peer assessments, and self-reflections. These methods are not limited to paper-and-pencil tasks but can include
digital tools that provide instant feedback. The versatility of formative assessments allows educators to cater to diverse learning styles and preferences,
ensuring that all students are engaged and supported in their learning journey.
Formative assessment plays a significant role in creating a supportive classroom environment. It shifts the focus from merely achieving grades to
understanding the learning process. This approach reduces the pressure on students, as they perceive assessments not as a final judgment of their abilities
but as a part of their learning journey. Consequently, formative assessment can lead to increased student motivation and engagement.
In conclusion, formative assessment is a powerful tool that, when effectively implemented, can significantly enhance the learning experience. It provides
invaluable insights for both teachers and students, promotes a growth-oriented learning environment, and supports the continuous development of essential
skills. As education evolves, the role of formative assessment will undoubtedly continue to be central in fostering successful and meaningful learning
experiences.
SUMMATIVE ASSESSMENT: EVALUATING LEARNING OUTCOMES IN THE FORM OF
TERMINAL/FINAL EXAMINATION
Summative assessment is a fundamental component of the educational process, designed to evaluate student learning at the conclusion of an
instructional period. Unlike formative assessment, which provides ongoing feedback during the learning process, summative assessment serves
as a final measure of what students have learned. Typically administered at the end of a unit, course, or academic year. Summative assessment
aims to determine the extent to which educational objectives have been achieved.
The primary purpose of summative assessment is to assess the overall effectiveness of instruction and learning. It provides a conclusive
evaluation of student performance, often in the form of tests, final projects, or standardized exams. These assessments generate grades or scores
that reflect a student’s achievement in a given subject area over a specific period or time duration.
Summative assessment is often used to make critical decisions regarding student progression, certification, or placement in subsequent
educational levels. Additionally, summative assessments provide valuable data that inform curriculum development and instructional
strategies. By analyzing summative assessment results, educators can identify trends, strengths, and weaknesses within their instructional
approaches, allowing for improvements in future teaching.
In conclusion, summative assessment plays a critical role in the educational process by providing a final evaluation of student learning. While
it differs from formative assessment in its focus and application, it is an essential tool for measuring academic achievement. When balanced
with formative assessments, summative assessments contribute to a well-rounded and effective approach to evaluating and supporting student
learning.
National Curriculum of Pakistan 2022-2023
Assessment Framework Physics Grade-XII
Details of Content Areas/ SLOs

NCP SLOs Description Form of Cognitive Remarks Number

Assessment domain of
Periods
Required
(1 period=40
minutes)
Domain: B Mechanics
[SLO: P-12-B-01] Define and calculate gravitational field strength [This will Summative Knowledge + Question(s) will be asked 07 periods
include more challenging problems than in Grade 9. It will involve use of for theory Understanding in final examination
g = GM/r2 ]. + Application
[SLO: P-12-B-02] Analyze gravitational fields by means of field lines. [This Summative Application Question(s) will be asked
includes knowing that for a point outside a uniform sphere, the mass of the for theory in final examination.
sphere may be considered to be a point mass at its center].
[SLO: P-12-B-03] Apply Newton’s law of gravitation to solve problems Summative Application Question(s) will be asked
[F=Gm1m2 /r2 for the force between two-point masses to solve problems]. for theory in final examination.

[SLO: P-12-B-04] Analyze circular orbits in gravitational fields [By relating Summative Understanding Question(s) will be asked
the gravitational force to the centripetal acceleration, it causes]. for theory + Application in final examination.
[SLO: P-12-B-05] Analyze the motion of geostationary satellites [This Summative Application Question(s) will be asked 05 periods
includes knowing that geostationary orbit remains at the same point above the for theory in final examination.
Earth‘s surface, with an orbital period of 24 hours, orbiting from west to east,
directly above the Equator].
[SLO: P-12-B-06] Derive the equation for gravitational field strength [From Summative Application Question(s) will be asked
Newton’s law of gravitation and the definition of gravitational field, the for theory in final examination.
equation g = GM/r2 for the gravitational field strength due to a point mass].
[SLO: P-12-B-07] Analyze why g is approximately constant for small changes Summative Understanding Question(s) will be asked
in height near the Earth’s surface. for theory + Application in final theory
and PBA examination and PBA.

Page 1 of 17
NCP SLOs Description Form of Cognitive Remarks Number
Assessment domain of
Periods
Required
(1 period=40
minutes)
𝐺𝑀 Knowledge + 10 periods
[SLO: P-12-B-08] Define and calculate gravitational potential [Use 𝜑 = − 𝑟
Summative Understanding Question(s) will be asked
for the gravitational potential in the field due to a point mass].
for theory + Application in final examination.
[At a point as the work done per unit mass in bringing a small test mass from
infinity to the point].
[SLO: P-12-B-09] Justify how the concept of gravitational potential leads to Summative Understanding Question(s) will be asked
the gravitational potential energy of two-point masses [Use of Ep =-G Mm/r in for theory + Application in final examination.
problems is expected].
Domain: C Heat and Thermodynamics
[SLO: P-12-C-01] Explain how molecular movement causes the pressure Summative Understanding Question(s) will be asked
exerted by gas. for theory in final examination
[SLO: P-12-C-02] Derive and use the relationship pV =Nm/3 <c2> [where Summative Understanding Question(s) will be asked
<c2> is the mean-square speed (a simple model considering one-dimensional for theory + Application in final examination.
collisions and then extending to three dimensions. Using 1/3<c2 >=<cx2 > is
sufficient)].
[SLO: P-12-C-03] Calculate the root-mean-square speed of an ideal gas. Summative Understanding Question(s) will be asked
for theory + Application in final examination.
[SLO: P-12-C-04] Derive and use the formula for the average translational Summative Understanding Question(s) will be asked
kinetic energy of a gas. for theory + Application in final examination.
[SLO: P-12-C-05] Illustrate that the model of ideal gasses is used a base from Formative Knowledge + Question(s) will not be 05 periods
which the field of statistical mechanics emerged [and has helped explain the Understanding asked in final
behavior of 'non-ideal' gasses through modifications to the model e.g. the examination.
behavior of stars].

Page 2 of 17
NCP SLOs Description Form of Cognitive Remarks Number
Assessment domain of
Periods
Required
(1 period=40
minutes)
[SLO: P-12-C-06] State that under extreme physical conditions, atoms can Formative Knowledge + Question(s) will not be
break down into sub-atomic particle that can form unusual states of matter Understanding asked in final
[Such as degenerate matter. Usually made of any one kind of subatomic examination.
particle such as neutron degenerate matter in neutron stars under strong gravity
and heat) and Bose-Einstein condensates (Created when certain materials are
taken to very low temperatures and then exhibit remarkable properties like
superconductivity and super fluidity)].
Domain: D Waves

Simple Harmonic Motion:

[SLO: P-12-D-01] Describe simple examples of free oscillations. Summative Knowledge + Question(s) will be asked
for theory Understanding in final examination.
[SLO: P-12-D-02] Use the terms displacement, amplitude, period, frequency, Summative Knowledge + Question(s) will be asked 05 periods
angular frequency and phase difference in the context of oscillations. for theory Understanding in final examination.
[SLO: P-12-D-03] Express the period of simple harmonic motion in terms of Summative Understanding Question(s) will be asked
both frequency and angular frequency. for theory in final theory
and PBA examination and PBA.
[SLO: P-12-D-04] Explain that simple harmonic motion occurs when Summative Understanding Question(s) will be asked
acceleration is proportional to displacement from fixed point and in the for theory in final examination.
opposite direction.
[SLO: P-12-D-05] Use a = - ω2x to solve problems. Summative Application Question(s) will be asked 15 periods
for theory in final examination.
Summative Application Question(s) will be asked
[SLO: P-12-D-06] Use the equations v  vo cos( t ) and v   xo2  x 2 to for theory in final examination.
solve problems.
[SLO: P-12-D-07] Analyze graphical representations of the variations of Summative Understanding Question(s) will be asked
displacement, velocity and acceleration for simple harmonic motion. for theory + Application in final examination.
[SLO: P-12-D-08] Analyze the interchange between kinetic and potential Summative Understanding Question(s) will be asked
energy during simple harmonic motion. for theory + Application in final examination.

Page 3 of 17
NCP SLOs Description Form of Cognitive Remarks Number
Assessment domain of
Periods
Required
(1 period=40
minutes)
[SLO: P-12-D-09] Apply ½mω2x02 for the total energy of system undergoing Summative Application Question(s) will be asked
simple harmonic motion. for theory in final examination.
[SLO: P-12-D-10] Describe that a resistive force acting on an oscillating Summative Question(s) will be asked
system causes damping. for theory Understanding in final examination.
[SLO: P-12-D-11] Use the terms light, critical and heavy damping. Summative Knowledge+ Question(s) will be asked
for theory Understanding in final examination.
[SLO: P-12-D-12] Sketch displacement-time graphs: to illustrate light, critical Summative Understanding Question(s) will be asked
and heavy damping. for theory in final examination.
[SLO: P-12-D-13] State that resonance involves a maximum amplitude of Summative Knowledge+ Question(s) will be asked 32 periods
oscillations and that this occurs when an oscillating system is forced to for theory Understanding in final examination.
oscillate at its natural frequency.
[SLO: P-12-D-14] Describe practical examples of free and forced oscillations. Summative Understanding Question(s) will be asked
for theory in final examination.
[SLO: P-12-D-15] Describe practical examples of damped oscillations [with Summative Understanding Question(s) will be asked
particular reference to the efforts of the degree of damping and the importance for theory in final examination.
of critical damping in cases such as a car suspension system].
[SLO: P-12-D-16] Justify qualitatively the factors which determine the Summative Understanding Question(s) will be asked
frequency response and sharpness of the resonance. for theory in final examination.
[SLO: P-12-D-17] Identify the use of standing waves and resonance in Formative Understanding Question(s) will not be
applications [such as Rubens tubes, Chladni plates and acoustic levitation asked in final
(knowledge of wave harmonic modes is not required)]. examination.
[SLO: P-12-D-18] Justify the importance of critical damping in a car Summative Application Question(s) will be asked
suspension system. for theory in final examination.
[SLO: P-12-D-19] Justify that there are some circumstances in which Summative Understanding Question(s) will be asked
resonance is useful [such as tuning a radio, microwave oven and other for theory + Application in final examination.
circumstances in which resonance should be avoided such as airplane’s wing
or a suspension bridge].
Diffraction and Interference:
[SLO: P-12-D-20] Explain experiments that demonstrate two-source Summative Understanding Question(s) will be asked
interference using water waves in a ripple tank, sound, light and microwaves. for theory in final examination.

Page 4 of 17
NCP SLOs Description Form of Cognitive Remarks Number
Assessment domain of
Periods
Required
(1 period=40
minutes)
[SLO: P-12-D-21] Describe the conditions required if two-source interference Summative Understanding Question(s) will be asked
fringes are to be observed. for theory in final examination.
L Summative Application Question(s) will be asked
[SLO: P-12-D-22] Use y  for double-slit interference using light to in final examination.
d for theory
solve problems.
[SLO: P-12-D-23] Use d sin (θ) = n λ to solve problems. Summative understanding + Question(s) will be asked
for theory Application in final examination.
[SLO: P-12-D-24] Describe the use of a diffraction grating to determine the Summative Knowledge Question(s) will be asked
wavelength of light [the structure and use of the spectrometer are not for theory +Understanding in final examination.
included].
[SLO: P-12-D-25] With the context of the electron diffraction double slit Formative Knowledge + Question(s) will not be
experiment, explain the below two of the many interpretations of quantum Understanding asked in final
mechanics: examination.
(i) Copenhagen interpretation
(ii) Many worlds interpretation.
Domain: E Electricity and Magnetism
[SLO: P-12-E-01] Define and calculate electric potential [At a point as the Summative Knowledge + Question(s) will be asked
work done per unit positive charge in bringing small test charge from infinity for theory Understanding in final examination.
q + Application
to point. Use V  for the electric potential in the field due to a point
4 o r
charge].
[SLO: P-12-E-02] Use the fact that the electric field at a point is equal to the Summative Understanding Question(s) will be asked
negative of potential gradient at that point. for theory + Application in final examination.
[SLO: P-12-E-03] State how the concept of electric potential leads to the Summative Understanding Question(s) will be asked
Qq for theory + Application in final examination.
electric potential energy of two-point charges and use E p  .
4 o r
[SLO: P-12-E-04] Define and calculate capacitance [as applied to both isolated Summative Knowledge + Question(s) will be asked
spherical conductors and to parallel plate capacitors]. for theory Understanding in final examination.
+Application

Page 5 of 17
NCP SLOs Description Form of Cognitive Remarks Number
Assessment domain of
Periods
Required
(1 period=40
minutes)
[SLO: P-12-E-05] Derive and apply formulae for the combined capacitance of Summative Understanding Question(s) will be asked
capacitors in series and in parallel. for theory + Application in final examination.
[SLO: P-12-E-06] Use the capacitance formula for capacitors in series and in Summative Application Question(s) will be asked
parallel. for theory in final theory
and PBA examination and PBA.
[SLO: P-12-E-07] Determine the electric potential energy stored in a capacitor Summative Understanding Question(s) will be asked
1 1 for theory + Application in final examination.
from the area under the potential— charge graph [Use (QV )  (CV 2 ) to
2 2
solve physics related problems].
[SLO: P-12-E-08] Analyze graphs of the variation with time of potential Summative Understanding Question(s) will be asked
difference, charge and current for a capacitor discharging through a resistor for PBA + Application in final PBA
[use τ = RC for the time constant for a capacitor discharging through a examination.
resistor].
−𝑡 Summative Application Question(s) will be asked
[SLO: P-12-E-09] Use equations of the form x = xo (exp(𝑅𝐶) ) [ where x could
for PBA in final PBA
represent current, charge or potential difference for a capacitor discharge
examination.
through a resistor].
[SLO: P-12-E-10] list the use of capacitors in various household appliances Summative Knowledge Question(s) will be asked 30 periods
[such as in flash guns, refrigerators, electric fans, rectification circuits, etc.]. for theory in final examination.
Bioelectricity:
[SLO: P-10-E-11] Illustrate how bioelectricity is generated in animals [- cells Formative Knowledge Question(s) will not be
control the flow of specific charged elements across the membrane with asked in final
proteins that sit on the cell surface and create an opening for certain ions to examination.
pass through. These proteins are called ion channels.
- When a cell is stimulated, it allows positive charges to enter the cell
through open ion channels. The inside of the cell then becomes more
positively charged, which triggers further electrical currents that can turn
into electrical pulses, called action potentials.
- The bodies of many organisms use certain patterns of action potentials to
initiate the correct movements, thoughts and behaviors].

Page 6 of 17
NCP SLOs Description Form of Cognitive Remarks Number
Assessment domain of
Periods
Required
(1 period=40
minutes)
[SLO: P-10-E-12] State that there are several species of aquatic life, such as Question(s) will not be
Electrophorus Electricus, that can naturally generate external electric shocks Formative Knowledge asked in final
through internal biological mechanisms that act as batteries. examination.
[SLO: P-10-E-13] Explain, with examples of animal with this ability, that Formative Understanding Question(s) will not be
electroreception is the ability to detect weak naturally occurring electrostatic asked in final
fields in the environment. examination.
AC circuits:
[SLO: P-10-E-14] Use the terms period, frequency and peak value as applied Summative Knowledge + Question(s) will be asked
to an alternating current or voltage. for theory Understanding in final examination.
[SLO: P-10-E-15] Use equations of the form x = xo sin (ωt) representing a Summative Application Question(s) will be asked
sinusoidally alternating current or voltage. for theory in final examination.
[SLO: P-10-E-16] Use the fact that the mean power in a resistive load is half Summative Understanding Question(s) will be asked
the maximum power for a sinusoidal alternating current. for theory in final examination.
[SLO: P-10-E-17] Distinguish between root-mean-square (r.m.s.) and peak Summative Understanding Question(s) will be asked
𝐼𝑜 𝑉𝑜 in final examination.
values [including stating and using 𝐼 = and 𝑉 = for a sinusoidal for theory + Application
√2 √2
alternating current].
[SLO: P-10-E-18] Distinguish graphically between half-wave and full-wave Summative Knowledge + Question(s) will be asked
rectification. for theory Understanding in final examination.
[SLO: P-12-E-19] Explain the use of a single diode for the half-wave Summative Understanding Question(s) will be asked
rectification of an alternating current. for theory in final theory
and PBA examination and PBA.
[SLO: P-12-E-20] Explain the use of four diodes (bridge rectifier) for the full- Summative Understanding Question(s) will be asked
wave rectification of an alternating current. for theory in final theory
and PBA examination and PBA.
[SLO: P-12-E-21] Analyze the effect of a single capacitor in smoothing Summative Understanding Question(s) will be asked
current flow [including the effect of the values of capacitance and the load for theory + Application in final examination.
resistance].
[SLO: P-12-E-22] Define mutual inductance (M) and self-inductance (L), and Summative Knowledge Question(s) will be asked
their unit henry. for theory in final examination.

Page 7 of 17
NCP SLOs Description Form of Cognitive Remarks Number
Assessment domain of
Periods
Required
(1 period=40
minutes)
[SLO: P-12-E-23] Describe the phase of A.C and how phase lags and leads in Summative Knowledge + Question(s) will be asked
A.C Circuits. for theory Understanding in final examination.
[SLO: P-12-E-24] Identify inductors as important components of A.C circuits Summative Understanding Question(s) will be asked
termed as chokes [devices which present a high resistance to alternating for theory + Application in final examination.
current].
[SLO: P-12-E-25] Calculate the reactance of capacitors and inductors. Summative Understanding Question(s) will be asked
for theory + Application in final examination.
[SLO: P-12-E-26] Describe impedance as vector summation of resistances and Summative Knowledge+ Question(s) will be asked
reactances. for theory Understanding in final examination.
Domain: F Modern Physics
Quantum Physics:
[SLO: P-12-F-01] State that electromagnetic radiation has a particulate nature. Summative Knowledge Question(s) will be asked
for theory in final examination.
[SLO: P-12-F-02] Explain and apply the photonic model of light to solve Summative Understanding Question(s) will be asked
problems [use E = hf to solve problems, and use the electron volt (eV) as a for theory + Application in final examination.
unit of energy].
[SLO: P-12-F-05] Explain that a photon has momentum [including that the Summative Understanding Question(s) will be asked
momentum is given by p = E/c (connect with the idea that light can exert a for theory + Application in final examination.
force)].
[SLO: P-12-F-06] Describe that photoelectrons may be emitted from a metal Summative Understanding Question(s) will be asked
surface when it is illuminated by electromagnetic radiation. for theory in final theory
and PBA examination and PBA.
[SLO: P-12-F-07] Describe and use the terms threshold frequency and Summative Understanding Question(s) will be asked
threshold wavelength. for theory + Application in final theory
and PBA examination and PBA.
[SLO: P-12-F-08] Explain photoelectric emission in terms of photon energy Summative Knowledge + Question(s) will be asked
and work function energy. for theory Understanding in final theory
and PBA examination and PBA.

Page 8 of 17
NCP SLOs Description Form of Cognitive Remarks Number
Assessment domain of
Periods
Required
(1 period=40
minutes)
1 Summative Understanding Question(s) will be asked
[SLO: P-12-F-09] State and apply ℎ𝑓 = ∅ + 2 mv2max .
for theory +Application in final theory
and PBA examination and PBA.
[SLO: P-12-F-10] Explain why the maximum kinetic energy of photoelectrons Summative Understanding Question(s) will be asked 26 periods
is independent of intensity, whereas the photoelectric current is proportional for theory in final theory
to intensity. and PBA examination and PBA.
[SLO: P-12-F-11] Juxtapose the evidence for light as a wave and as a particle Summative Understanding Question(s) will be asked
[Explain that the photoelectric effect provides evidence for a particulate nature for theory in final examination.
of electromagnetic radiation while phenomena such as interference and
diffraction provide evidence for wave nature].
[SLO: P-12-F-12] Analyze qualitatively the evidence provided by electron Summative Understanding Question(s) will be asked
diffraction for the wave nature of particles. for theory + Application in final examination.
[SLO: P-12-F-13] Explain and apply the de Broglie wavelength to solve Summative Understanding Question(s) will be asked
problems [use   h / p to solve problems]. for theory + Application in final examination.
[SLO: P-12-F-14] State that there are discrete electron energy levels in isolated Summative Knowledge + Question(s) will be asked
atoms (e.g. atomic hydrogen). for theory Understanding in final examination.
[SLO: P-12-F-15] Explain the appearance and formation of emission and Summative Knowledge + Question(s) will be asked
absorption line spectra. for theory Understanding in final examination.
[SLO: P-12-F-16] Use hf = ΔE to solve problems. Summative Application Question(s) will be asked
for theory in final examination.
[SLO: P-12-F-17] Describe the Compton effect qualitatively. Summative Question(s) will be asked
for theory Understanding in final examination.
[SLO: P-12-F-18] Explain the phenomena of pair production and pair Summative Understanding Question(s) will be asked
annihilation. for theory in final examination.
[SLO: P-12-F-19] Explain how electron microscopes achieve very high Summative Understanding Question(s) will be asked
resolution. for theory in final examination.
[SLO: P-12-F-20] State and explain Heisenberg’s uncertainty principle Summative Understanding Question(s) will be asked
qualitatively. for theory in final examination.

Page 9 of 17
NCP SLOs Description Form of Cognitive Remarks Number
Assessment domain of
Periods
Required
(1 period=40
minutes)
[SLO: P-12-F-21] Use the uncertainty principle to explain why empirical Summative Understanding Question(s) will be asked
measurements must necessarily have uncertainty in them. for theory + Application in final examination.
Particle Physics:
[SLO: P-12-F-22] Recognize the equivalence between energy and mass as Summative Understanding Question(s) will be asked
represented by E = Δmc2 and state and use this equation. for theory + Application in final examination.
[SLO: P-12-F-23] Define and use the terms mass defect and binding energy. Summative Knowledge + Question(s) will be asked
for theory Understanding in final examination.
[SLO: P-12-F-24] Sketch the variation of binding energy per nucleon with Summative Understanding Question(s) will be asked
nucleon number. for theory in final examination.
[SLO: P-12-F-25] Recall what is meant by nuclear fusion and nuclear fission. Summative Knowledge Question(s) will be asked
for theory in final examination.
[SLO: P-12-F-26] Explain the relevance of binding energy per nucleon to Summative Knowledge + Question(s) will be asked
nuclear reactions, including nuclear fusion and nuclear fission. for theory Understanding in final examination.
[SLO: P-12-F-26] Explain how the neutrons produced in fission create a chain
reaction and that this is controlled in a nuclear reactor [including the action of
coolant, moderators and control rods].
[SLO: P-12-F-27] Calculate the energy released in nuclear reactions using Summative Application Question(s) will be asked
E = Δmc2. for theory in final examination.
[SLO: P-12-F-28] Explain that fluctuations in count rate provide evidence for Summative Understanding Question(s) will be asked
the random nature of radioactive decay. for theory in final examination.
[SLO: P-12-F-29] Explain that radioactive decay is both spontaneous and Summative Understanding Question(s) will be asked
random. for theory in final examination.
[SLO: P-12-F-30] Define activity and decay constant and state the use of Summative Understanding Question(s) will be asked
A  N . for theory Application in final examination.
[SLO: P-12-F-31] Explain half-life with examples. Summative Knowledge + Question(s) will be asked
for theory Understanding in final examination.
[SLO: P-12-F-32] Use   0.693 / T to solve numerical problems. Summative Application Question(s) will be asked
for theory in final examination.
Page 10 of 17
NCP SLOs Description Form of Cognitive Remarks Number
Assessment domain of
Periods
Required
(1 period=40
minutes)
[SLO: P-12-F-33] State the exponential nature of radioactive decay. Summative Understanding Question(s) will be asked
for theory in final examination.
[SLO: P-12-F-34] Use the relationship x  xo e t [where x could represent Summative Application Question(s) will be asked
activity, number of undecayed nuclei or received count rate to solve problems for theory in final examination.
analytically and graphically].
[SLO: P-12-F-35] Describe the function of the principle components of a Summative Understanding Question(s) will be asked
water moderated power reactor [core, fuel, rods, moderator, control rods, heat for theory in final examination.
exchange, safety rods and shielding].
[SLO: P-12-F-36] Explain why uranium fuel needs to be enriched before use. Summative Knowledge + Question(s) will be asked
for theory Understanding in final examination.
[SLO: P-12-F-37] Compare the amount of energy released in a fission reaction Summative Understanding Question(s) will be asked
with the given energy released in a chemical reaction. for theory in final examination.
[SLO: P-12-F-38] Explain what is a medical tracer [a substance containing Summative Understanding Question(s) will be asked
radioactive nuclei that can be introduced into the body and is then absorbed by for theory + Application in final examination.
the tissue being studied].
[SLO: P-12-F-39] Explain annihilation reactions [they occur when a particle
interacts with its antiparticle and that mass—energy and momentum are Summative Knowledge Question(s) will be asked
conserved in the process]. for theory in final examination.
[SLO: P-12-F-40] Illustrate how PET scanning works [positrons emitted by Question(s) will not be
the decay of the tracer annihilate when they interact with electrons in the Formative Knowledge asked in final
tissue, producing a pair of gamma-ray photons traveling in opposite examination.
directions].
[SLO: P-12-F-41] Calculate the energy of the gamma ray photons emitted Summative Understanding Question(s) will be asked
during the annihilation of an electron-positron pair. for theory + Application in final examination.
[SLO: P-12-F-42] Explain that the gamma-ray photons from an annihilation Summative Understanding Question(s) will be asked
event travel outside the body and can be detected [including that an image of for theory in final examination.
the tracer concentration in the tissue can be created by processing the arrival
times of the gamma-ray photon].

Page 11 of 17
NCP SLOs Description Form of Cognitive Remarks Number
Assessment domain of
Periods
Required
(1 period=40
minutes)
[SLO: P-12-F-43] Explain the term luminosity [as the total power of radiation Summative Knowledge+ Question(s) will be asked
emitted by a star]. for theory Understanding in final examination.
[SLO: P-12-F-44] Apply the inverse square law for radiant flux intensity [F in Summative Application Question(s) will be asked
𝐿 in final examination.
terms of the luminosity L of the source 𝐹 = 4𝜋𝑑2 ]. for theory
[SLO: P-12-F-45] Define and apply standard candles [Explain the use of Formative Knowledge + Question(s) will not be
standard candles to determine distances to galaxies]. Understanding asked in final
examination.
[SLO:P-12-F-46] Explain blackbody radiation and apply Wien’s displacement Summative Understanding Question(s) will be asked
law to solve problems [maxT  cons tan t to estimate the peak surface for theory + Application in final examination.
temperature of a star].
[SLO: P-12-F-47] Apply the Stefan Boltzmann law to solve problems Summative Application Question(s) will be asked
[ L  4 r 2 x T 4 to solve problems]. for theory in final examination.
[SLO: P-12-F-48] Estimate the radius of a star [applying Wien’s displacement Summative Understanding Question(s) will be asked
law and the Stefan—Boltzmann law]. for theory + Application in final examination.
[SLO: P-12-F-49] Explain that the lines in the emission and absorption spectra Summative Understanding Question(s) will be asked
from distant objects show an increase in wavelength from their known values. for theory in final examination.
[SLO: P-12-F-50] Explain why redshift leads to the idea that the Universe is Summative Understanding Question(s) will be asked
 f v for theory +Application in final examination.
expanding [include using   for the redshift of electromagnetic
 f c
radiation from a source moving relative to an observer to solve problems
relating to the expanding universe].
[SLO: P-12-F-51] State and explain Hubble’s law and how it leads to the Big Formative Knowledge + Question(s) will not be
Bang theory. Understanding asked in final examination.
[SLO: P-12-F-52] Describe Earth's climate system as a complex system having Summative Knowledge + Question(s) will be asked
five interacting components [the atmosphere (air), the hydrosphere (water), the for theory Understanding in final examination.
cryosphere (ice and permafrost), the lithosphere (earth's upper rock layer) and
the biosphere (living things)].

Page 12 of 17
NCP SLOs Description Form of Cognitive Remarks Number
Assessment domain of
Periods
Required
(1 period=40
minutes)
[SLO: P-12-F-53] Relate ocean currents and wind patterns to the climate Summative Knowledge + Question(s) will be asked
system [as the statistical characterization of the climate system, representing for theory Understanding in final examination.
the average weather, typically over a period of 30 years, and is determined by
a combination of processes in the climate system, such as ocean currents and
wind patterns].
[SLO: P-12-F-54] Explain climate inertia [ as the phenomenon by which Summative Knowledge + Question(s) will be asked
climate systems show resistance or slowness to changes in significant factors for theory Understanding in final examination.
e.g. stabilization of greenhouse emissions might show a slow response due to
the action of complex feedback systems].
[SLO: P-12-F-55] Explain that climate change can be categorized into internal Summative Knowledge + Question(s) will be asked
variations and external forcing. for theory Understanding in final examination.
[SLO: P-12-F-56] Explain how global climate is determined by energy transfer Summative Knowledge + Question(s) will be asked
from the Sun [with specific reference to the below factors and terms: state and for theory Understanding in final examination.
use the term Earth energy budget. Explain how the energy imbalance between + Application
the poles and the equator can affect atmospheric circulation].
[SLO: P-12-F-57] Explain that due to the conservation of angular momentum, 18 periods
the Earth's rotation diverts the air to the right in the Northern Hemisphere and Summative Knowledge + Question(s) will be asked
to the left in the Southern hemisphere, thus forming distinct atmospheric cells. for theory Understanding in final examination.
[SLO: P-12-F-58] Explain that ocean water that has more salt has a higher Summative Knowledge + Question(s) will be asked
density and differences in density play an important role in ocean circulation. for theory Understanding in final examination.
[SLO: P-12-F-59] Explain how the thermohaline circulation transports heat Formative Knowledge Question(s) will not be
from the tropics to the polar regions. asked in final
examination.
[SLO: P-12-F-60] Explain how climate science is an example of a chaotic Formative Knowledge + Question(s) will not be
system, [using the metaphor of a butterfly" wing flaps may cause hurricanes Understanding asked in final
in another part of the world, mathematics of chaos theory is not required; just examination.
the idea that with very complex systems it is very difficult to predict outcomes
and they are very sensitive to initial conditions].

Page 13 of 17
NCP SLOs Description Form of Cognitive Remarks Number
Assessment domain of
Periods
Required
(1 period=40
minutes)
[SLO: P-12-F-61] Explain that piezo-electric effect and its application in summative Understanding Question(s) will be asked
medical science [ultrasound waves are generated and detected by a for theory + Application in final examination.
piezoelectric transducer].
[SLO: P-12-F-62] Explain how ultrasound can be used to obtain diagnostic summative Knowledge + Question(s) will be asked
information about internal body structures. for theory Understanding in final examination.
+ Application
[SLO: P-12-F-63] Explain that X-rays are produced by electron bombardment Summative Understanding Question(s) will be asked
of a metal target and calculate the minimum wavelength of X-rays produced for theory + Application in final examination.
from the accelerating P.d.
[SLO: P-12-F-64] Explain the use of X-rays in imaging internal body Summative Knowledge Question(s) will be asked
structures [including a describing of the term contrast in X-ray imaging]. for theory +Understanding in final examination.
[SLO: P-12-F-65] Explain how computed tomography (CT) scanning works Formative Knowledge Question(s) will not be
[it produces a 3D image of an internal structure by first combining multiple asked in final
X-ray images taken in the same section from different angles to obtain a 2D examination.
image of the section, then repeating this process along an axis and combining
2D images of multiple sections].

Domain: G Nature of Sciences

Debates about Beauty in Physics:
[SLO: P-12-G-01] Explain, with examples, what do thinkers who hold the Formative Knowledge Question(s) will not be
view that there is inherent mathematical beauty in the natural world mean by: asked in final
(i) elegance of simplicity examination.
(ii) symmetry.
[SLO: P-12-G-02] Explain, with an example, a counterargument to the claim Formative Application Question(s) will not be
that physical truths must be inherently mathematically elegant or display asked in final
symmetry. examination.
[SLO: P-12-G-03] Describe the main pros and cons in the debate about:
(i) Whether humans should research whether there are aliens somewhere in Formative Knowledge + Question(s) will not be
the universe. Understanding asked in final examination.
(ii) Whether research should continue on uncovering the secrets of
Page 14 of 17
NCP SLOs Description Form of Cognitive Remarks Number
Assessment domain of
Periods
Required
(1 period=40
minutes)
subatomic particles, given the advent of nuclear weapons.
[SLO: P-11-G-04] Explain how the below thought experiments helped convey Formative Understanding Question(s) will not be
important physics concepts that would have been impractical to investigate asked in final
empirically: examination.
(i) Newton's cannonball.
Domain: H Experimentation Skills
[SLO: P-12-N-01] Develop and justify safety guidelines for a proposed Formative Understanding Question will not be asked
procedure, that also outline the overall risks of the experiment, keeping in for PBA + Application in final examination,
mind: however, it will be part of
[(i) the apparatus, Lab work.
(ii) the surrounding environment,
(iii) need for personal protective equipment].
[SLO: P-12-N-02] Formulate a testable hypothesis by: 08 periods
« Identifying the independent variable in the experiment Formative Understanding Question will not be asked
« Identifying the dependent variable in the experiment for PBA in final examination,
« Identifying the variables that are to be kept constant. however, it will be part of
Lab work.
[SLO: P-12-N-03] Explain the methods of data collection by: Formative Understanding Question will not be asked
a. describing the method to be used to vary the independent variable for PBA in final examination,
b. describing how the independent and dependent variables are to be however, it will be part of
measured Lab work.
c. describing how other variables are to be kept constant
d. describing, with the aid of a clear labeled diagram, the arrangement of
apparatus for the experiment and the procedures to be followed.
[SLO: P-12-N-04] Explain the methods of data analysis by describing how the Formative Understanding Question will not be asked
data should be used in order to reach a conclusion, including details of derived for PBA in final examination,
quantities to be calculated from graphs. however, it will be part of
Lab work.

Page 15 of 17
NCP SLOs Description Form of Cognitive Remarks Number
Assessment domain of
Periods
Required
(1 period=40
minutes)
[SLO: P-12-N-05] Suggest how technology can be used to digitize data Formative Understanding Question will not be asked
collection by describing as appropriate: for PBA + Application in final examination,
a. the use of an oscilloscope (or storage oscilloscope) to measure voltage, however, it will be part of
current, time and frequency Lab work.
b. how to use light gates connected to a data logger to determine time,
velocity and acceleration
c. how other sensors can be used with a data logger, e.g. motion sensor
[SLO: P-12-N-06] Show uncertainty estimates, in absolute terms, beside every Summative Understanding Question will be asked in
value in a table of results. for PBA final PBA examination.
[SLO: P-12-N-07] Show error bars, in both directions where appropriate, for Formative Understanding Question will not be
each point on the graph. for PBA asked in final
examination, however, it
will be part of Lab work.
[SLO: P-12-N-08] Draw a straight line of best fit and a worst acceptable Formative Understanding Question will not be 26 periods
straight line through the points on the graph. for PBA asked in final
examination, however, it
will be part of Lab work.
[SLO: P-12-N-09] Rearrange expressions into the forms y  mx  c , y  ax n Formative Understanding Question will not be
for PBA asked in final
and y  aekx . examination, however, it
will be part of Lab work.
[SLO: P-12-N-10] Describe how a graph of y against x is used to find the Formative Understanding Question will not be
constants m and c in an equation of the form y = mx + c. for PBA asked in final
examination, however, it
will be part of Lab work.
[SLO: P-12-N-11] Describe how a graph of log y against log x is used to find Formative Understanding Question will not be
the constants a and n in an equation of the form y = axn. for PBA asked in final
examination, however, it
will be part of Lab work.
[SLO: P-12-N-12] Describe how a graph of In y against x is used to find the Formative Understanding Question will not be
constants a and k in an equation of the form y = aekx. for PBA asked in final
Page 16 of 17
NCP SLOs Description Form of Cognitive Remarks Number
Assessment domain of
Periods
Required
(1 period=40
minutes)
examination, however, it
will be part of Lab work.
[SLO: P-12-N-13] Decide what derived quantities to calculate from raw data Formative Understanding Question will not be
in order to enable an appropriate graph to be plotted. for PBA asked in final
examination, however, it
will be part of Lab work.
[SLO: P-12-N-14] Convert absolute uncertainty estimates into fractional or Question will not be
percentage uncertainty estimates and vice versa. Formative Understanding asked in final
for PBA examination, however, it
will be part of Lab work.
[SLO: P-12-N-15] Calculate uncertainty estimates in derived quantities. Formative Understanding Question will not be
for PBA + Application asked in final
examination, however, it
will be part of Lab work.
[SLO: P-12-N-16] Estimate the absolute uncertainty in the gradient of a graph Formative Understanding Question will not be
by stating that absolute uncertainty = gradient of line of best fit — gradient of for PBA asked in final
worst acceptable line. examination, however, it
will be part of Lab work.
[SLO: P-12-N-17] Estimate the absolute uncertainty in the y- intercept of a Formative Question will not be
graph by stating that absolute uncertainty = y-intercept of line of best fit — y- for PBA Understanding asked in final
intercept of worst acceptable line. examination, however, it
will be part of Lab work.
[SLO: P-12-N-18] Express a quantity as a value, an uncertainty estimates and Summative Understanding Question will be asked in
a unit. for PBA PBA

Note:
i. The experiments or list of practicals will be extracted from the SLOs for Practical Based Assessment.
ii. PBA STANDS FOR “PRACTICAL BASED ASSESSMENT”.

Page 17 of 17
Federal Board HSSC-II Examination
Physics Model Question Paper
(National Curriculum of Pakistan 2022-2023)
(Scheme of Studies 2006)

ROLL NUMBER Version No.

Section - A (Marks 17)
⓪ ⓪ ⓪ ⓪ ⓪ ⓪ ⓪ ⓪ ⓪ ⓪
Time Allowed: 25 minutes
① ① ① ① ① ① ① ① ① ①
Section – A is compulsory. All parts
② ② ② ② ② ② ② ② ② ②
of this section are to be answered on
this page and handed over to the ③ ③ ③ ③ ③ ③ ③ ③ ③ ③
Centre Superintendent. Deleting/ ④ ④ ④ ④ ④ ④ ④ ④ ④ ④
overwriting is not allowed. Do not ⑤ ⑤ ⑤ ⑤ ⑤ ⑤ ⑤ ⑤ ⑤ ⑤
use lead pencil. ⑥ ⑥ ⑥ ⑥ ⑥ ⑥ ⑥ ⑥ ⑥ ⑥
⑦ ⑦ ⑦ ⑦ ⑦ ⑦ ⑦ ⑦ ⑦ ⑦
⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧ ⑧
⑨ ⑨ ⑨ ⑨ ⑨ ⑨ ⑨ ⑨ ⑨ ⑨

Candidate Sign.________ Invigilator Sign. ____________

Q1. Fill the relevant bubble against each question according to curriculum. Each part carries one mark.
Sr # Question (A) (B) (C) (D) (A) (B) (C) (D)
The distance between the two half quarter double four time
identical balls is R. If the
1. distance is reduced to half of ⃝ ⃝ ⃝ ⃝
R then the gravitational force
will become:
As we go further away from remains increases decreases may
the surface of the Earth, the same increase or
2. value of 'g': decrease ⃝ ⃝ ⃝ ⃝
depending
on mass.
SI unit of Luminosity is watts cd/m2 joules cd.m2
3. ⃝ ⃝ ⃝ ⃝

Real gases deviate from ideal are colorless are have have high
behavior because gas spherical intermolecul speeds
4. ⃝ ⃝ ⃝ ⃝
molecules: ar forces of
attraction
If A is the amplitude of an A/2 A 2A 4A
oscillating system, the total
5. ⃝ ⃝ ⃝ ⃝
distance covered during its
time period is:
The phenomenon of larger than smaller comparable independen
diffraction is more prominent the than the to the t of the
6. when the size of the obstacle wavelength wavelength wavelength wavelength ⃝ ⃝ ⃝ ⃝
is: of incident of incident of incident of incident
light light light light
Which of the following is newton per joule per joule per coulomb
7. ⃝ ⃝ ⃝ ⃝
equivalent to 1.0 volt. second second coulomb per joule
Capacitor is a device used to: store vary the store dissipate
8. electrical resistance magnetic energy ⃝ ⃝ ⃝ ⃝
energy energy
In a full wave bridge rectifier,
how many diode(s) conduct
9. 1 2 3 4 ⃝ ⃝ ⃝ ⃝
during each half cycle of AC
input?
Sinusoidal waveform is it can be it produces it is natural other
10. generated in AC system easily drawn least standard waves ⃝ ⃝ ⃝ ⃝
because: disturbance cannot be
in electrical produced
circuits easily.

A photoelectric cell is a converts converts stores light stores

device which: electricity light energy energy. electricity
11. ⃝ ⃝ ⃝ ⃝
into light into
energy. electricity.
If uncertainty in the position less than h/4 greater than zero infinite
of an electron is zero, the h/4
12. ⃝ ⃝ ⃝ ⃝
uncertainty in its momentum
will be
The process by which a Fission Fusion Alpha decay Beta decay
13. heavy nucleus splits into two ⃝ ⃝ ⃝ ⃝
smaller nuclei is called:
Which law gives the Law of DirectInverse Inverse
relationship between brightness Square Law
Square Law Square
14. ⃝ ⃝ ⃝ ⃝
brightness and distance from of of Law of
the source brightness
brightness light
Which of the following A photon A photon
A photon A photon
statements is true about a has zero has finite
has zero has finite
photon? mass and mass and a
mass but mass but
15. ⃝ ⃝ ⃝ ⃝
zero finite value
finite value zero
momentum. of of momentum
momentum.
momentum. .
The drawback of conducting Early Accurate
Contribution Exposure
a medical imaging test is: detection of diagnosis.
to choose of to
16. ⃝ ⃝ ⃝ ⃝
problem. effective radiation.
treatment.
Energy of gamma photon 12.4x10 eV 12.4x10 eV 12.4x10-3 eV
3 4
12.4x10-4
17. having a wavelength of 1Ao eV ⃝ ⃝ ⃝ ⃝
is:
Federal Board HSSC-II
Examination Physics Model
Question Paper
(National Curriculum of Pakistan 2022-2023)
(Scheme of Studies 2006)

Time allowed: 2.45 hour Total Marks Sections B and C: 68

Note: Answer all parts from Section ‘B’ and all questions from Section ‘C’ on the E-sheet. Write your
answers on the allotted/given spaces.
SECTION – B (Marks 42)
Q. 2 Questions Marks Questions Marks

(i) Calculate the orbital speed of 03 OR A body with mass 800 g attached to a 03
satellite orbiting the Earth at an spring, vibrates with amplitude 30 cm.
altitude equal to Earth’s radius. The restoring force is 60 N when the
displacement is 0.30 m. Find out its (a)
angular frequency (b) velocity and
acceleration at x = 12 cm.
(ii) Explain how pressure is exerted by 03 OR Write any three conditions for 03
the movement of gas molecules? observing interference fringes?
(iii) Write three examples of resonance 03 OR List the use of capacitors in various 03
from everyday life. household appliances.
(iv) The fringe spacing between the 03 OR A network of five capacitors of 03
central maxima and 1st minima is 2 capacitance C is connected to a 100 V
mm. If a light of 500 mm is used supply, as shown in below figure.
then find the separation between the Determine the equivalent capacitance of
slits. The distance between the slit the
and screen is 1 m. network.

(v) Define mutual inductance. Also 03 OR Define gravitational field strength. Also 03
write its unit. write its formula and unit.
(vi) When electrons are accelerated 03 OR A.C voltage across a 0.5 μF capacitor is 03
through a potential difference of 105 16sin(2×103t) V. Find the capacitive
volts in an X–ray tube. Calculate the reactance.
minimum wavelength produced.
(vii) Define (a) cryosphere (b) 03 OR What is the main purpose of X-rays? 03
lithosphere.
(viii) What are the conditions required for 03 OR What is climate inertia? 03
pair production to occur?
(ix) What is the application of piezo- 03 OR Explain how electron microscopes 03
electric effect in medical science? achieve very high resolution?
(x) Sketch the variation of binding 03 OR Explain the role of a single capacitor in 03
energy per nucleon with nucleon output of full wave rectifier circuit.
number.
(xi) Explain briefly that how global 03 OR What is Stefan-Boltzmann law? Explain 03
climate is determined by energy briefly.
transfer from the Sun?
(xii) Explain why g is approximately 03 OR Describe the function of the control rods 03
constant for small changes in height in reactor.
near the earth’s surface.
(xiii) How pressure is related to average 03 OR Describe the practical examples of free 03
translational kinetic energy of a gas? and forced oscillations.
(xiv) What is diffraction grating? 03 OR Distinguish between root-mean-square 03
(r.m.s.) and peak values for a sinusoidal
alternating current.
SECTION – C (Marks 26)
Note: Attempt all questions. Marks of each question are given along with each question.

Questions Marks Questions Marks

Q.3 Define the term gravitational potential. 01+ 06 OR Analyze the interchange 05+02
Also derive the expression for calculating between kinetic and potential
gravitational potential in the field due to energy during simple
a point mass. harmonic motion
Q.4 Define interference, discuss the
01+ 03 OR Explain the process of 04 + 02
conditions for observing interference. +02 charging of a capacitor
Give expression for the path difference of through a resistor (Also
constructive and destructive interference. discuss the term time constant
in the explanation).
Q.5 What is rectification? Explain the 01+ 06 OR What is photoelectric effect? 01+06
operation of a bridge rectifier, with the Explain in detail.
help of a diagram.
Q.6 Define and explain the following terms: 03 + 03 OR Explain half-life with 06
(a) luminosity examples.
(b) Annihilation reaction
FBISE HSSC-II Examination
Physics Model Question Paper
(Curriculum 2022-23)
Alignment of Questions with Curriculum
Student Learning Outcomes
Sr Section: Domain Title/ Allocated
Cognitive
No Q. No. Content Area Student Learning Outcomes Marks in
Domain
(Part no.) Model
*
Paper
1 A: Q1(1) Domain B [SLO: P-12-B-03]
Apply Newton’s law of gravitation to solve
problems A 1
[F=Gm1m2 /r2 for the force between two-
point masses to solve problems]
2 A: Q1(2) Domain B [SLO: P-12-B-01] Define and calculate
gravitational field strength
[this will include more challenging U 1
problems than in Grade 9. It will involve use
of g = GM/r2 ]
3 A: Q1(3) Domain F [SLO: P-12-F-43]
Explain the term luminosity [ as the total K 1
power of radiation emitted by a star]
4 A: Q1(4) Domain C [SLO: P-12-C-05]
Illustrate that the model of ideal gasses is
used a base from which the field of
statistical mechanics emerged U 1
[and has helped explain the behavior of
'non-ideal' gasses through modifications to
the model e.g. the behavior of stars]
5 A: Q1(5) Domain D [SLO: P-12-D-02]
Use the terms displacement, amplitude,
period, frequency, angular frequency and U 1
phase difference in the context of
oscillations.
6 A: Q1(6) Domain D [SLO: P-12-D-24]
Describe the use of a diffraction grating to
determine the wavelength of light K 1
[the structure and use of the spectrometer
are not included]
7 A: Q1(7) Domain E [SLO: P-12-E-01]
Define and calculate electric potential
[At a point as the work done per unit
positive charge in bringing small test charge K 1
from infinity to point. Use V=q4πϵor for
the electric potential in the field due to a
point charge]
8 A: Q1(8) Domain E [SLO: P-12-E-04]
Define and calculate capacitance
K 1
[as applied to both isolated spherical
conductors and to parallel plate capacitors]
9 A: Q1(9) Domain E [SLO: P-12-E-20]
Explain the use of four diodes (bridge
U 1
rectifier) for the full-wave rectification of an
alternating current
10 A: Q1(10) Domain E [SLO: P-12-E-23]
Describe the phase of A.C and how phase U 1
lags and leads in A.C Circuits.
Sr Section: Domain Title/ Allocated
Cognitive
No Q. No. Content Area Student Learning Outcomes Marks in
Domain
(Part no.) Model
*
Paper
11 A: Q1(11) Domain F [SLO: P-12-F-06]
Describe that photoelectrons may be
U 1
emitted from a metal surface when it is
illuminated by electromagnetic radiation
12 A: Q1(12) Domain F [SLO: P-12-F-20]
1
State and explain Heisenberg’s uncertainty U
principle qualitatively
13 A: Q1(13) Domain F [SLO: P-12-F-25]
Recall what is meant by nuclear fusion and K 1
nuclear fission
14 A: Q1(14) Domain F [SLO: P-12-F-44]
Apply the inverse square law for radiant flux
intensity U 1
[F in terms of the luminosity L of the source
F=L4πd2]
15 A: Q1(15) Domain F [SLO: P-12-F-05]
Explain that a photon has momentum
[including that the momentum is given by p U 1
= E/c (connect with the idea that light can
exert a force)]
16 A: Q1(16) Domain F [SLO: P-12-F-61]
Explain that piezo-electric effect and its
application in medical science
[ultrasound waves are generated and
detected by a piezoelectric transducer] K 1
[SLO: P-12-F-62]
Explain how ultrasound can be used to
obtain diagnostic information about internal
body structures.
17 A: Q1(17) Domain F [SLO: P-12-F-02]
Explain and apply the photonic model of
light to solve problems A 1
[use E = hf to solve problems, and use the
electron volt (eV) as a unit of energy]
18 B: Q2(i) Domain B [SLO: P-12-B-04]
Analyze circular orbits in gravitational
fields
Domain D [By relating the gravitational force to the
A 3
centripetal acceleration, it causes]
OR
[SLO: P-12-D-05]
Use a = - ω2x to solve problems
19 B: Q2(ii) Domain C [SLO: P-12-C-01]
Explain how molecular movement causes
the pressure exerted by gas.
Domain D OR
U 3
[SLO: P-12-D-21]
Describe the conditions required if two-
source interference fringes are to be
observed
Sr Section: Domain Title/ Allocated
Cognitive
No Q. No. Content Area Student Learning Outcomes Marks in
Domain
(Part no.) Model
*
Paper
20 B: Q2(iii) Domain D [SLO: P-12-D-13]
State that resonance involves a maximum
amplitude of oscillations and that this occurs
when an oscillating system is forced to
oscillate at its natural frequency.
Domain E OR K 3
[SLO: P-12-E-10]
list the use of capacitors in various
household appliances [such as in flash guns,
refrigerators, electric fans, rectification
circuits, etc.]
21 B: Q2(iv) Domain D [SLO: P-12-D-22]
Use ∆y=γLd for double-slit interference
using light to solve problems
OR A 3
Domain E [SLO: P-12-E-06]
Use the capacitance formula for capacitors
in series and in parallel
22 B: Q2(v) Domain E [SLO: P-12-E-22]
Define mutual inductance (M) and self-
inductance (L), and their unit henry.
OR
Domain B [SLO: P-12-B-01] Define and calculate K 3
gravitational field strength
[this will include more challenging
problems than in Grade 9. It will involve use
of g = GM/r2 ]
23 B: Q2(vi) Domain F [SLO: P-12-F-63]
Explain that X-rays are produced by
electron bombardment of a metal target and
calculate the minimum wavelength of X-
rays produced from the accelerating P.d. A 3
OR
Domain E [SLO: P-12-E-25]
Calculate the reactance of capacitors and
inductors.
24 B: Q2(vii) Domain F [SLO: P-12-F-52]
Describe Earth's climate system as a
complex system having five interacting
components
[the atmosphere (air), the hydrosphere
(water), the cryosphere (ice and permafrost),
the lithosphere (earth's upper rock: layer)
K 3
and the biosphere (living things).]
Domain F OR
[SLO: P-12-F-64]
Explain the use of X-rays in imaging
internal body structures [including a
describing of the term contrast in X-ray
imaging]
25 B: Q2(viii) Domain F [SLO: P-12-F-18]
Explain the phenomena of pair production
and pair annihilation
OR U 3
Domain F [SLO: P-12-F-54]
Explain climate inertia [ as the phenomenon
by which climate systems show resistance
Sr Section: Domain Title/ Allocated
Cognitive
No Q. No. Content Area Student Learning Outcomes Marks in
Domain
(Part no.) Model
*
Paper
or slowness to changes in significant factors
e.g. stabilization of greenhouse emissions
might show a slow response due to the
action of complex feedback systems]
26 B: Q2(ix) Domain F [SLO: P-12-F-61]
Explain that piezo-electric effect and its
application in medical science
[ultrasound waves are generated and
detected by a piezoelectric transducer] U 3
OR
Domain F [SLO: P-12-F-19]
Explain how electron microscopes achieve
very high resolution.
27 B: Q2(x) Domain F [SLO: P-12-F-24]
Sketch the variation of binding energy per
nucleon with nucleon number.
OR
Domain E [SLO: P-12-E-21] U 3
Analyze the effect of a single capacitor in
smoothing current flow
[including the effect of the values of
capacitance and the load resistance]
28 B: Q2(xi) Domain F [SLO: P-12-F-56]
Explain how global climate is determined
by energy transfer from the Sun
[ with specific reference to the below factors
and terms: state and use the term Earth
energy budget. Explain how the energy
imbalance between the poles and the U 3
Domain F equator can affect atmospheric circulation]
OR
[SLO: P-12-F-48]
Estimate the radius of a star
[applying Wien’s law, displacement law and
the Stefan-Boltzmann law]
29 B: Q2(xii) Domain B [SLO: P-12-B-07] Analyse why g is
approximately constant for small changes in
height near the earth’s surface.
OR
[SLO: P-12-F-35]
U
Domain F Describe the function of the principle 3
components of a water moderated power
reactor
[core, fuel, rods, moderator, control rods,
heat exchange, safety rods and shielding]
30 B: Q2(xiii) Domain C [SLO: P-12-C-04]
Derive and use the formula for the average
translational kinetic energy of a gas OR
Domain D [SLO: P-12-D-14] U 3
Describe practical examples of free and
forced oscillations.
31 B: Q2(xiv) Domain D [SLO: P-12-D-24]
Describe the use of a diffraction grating to
determine the wavelength of light
K 3
[the structure and use of the spectrometer
are not included]
OR
Sr Section: Domain Title/ Allocated
Cognitive
No Q. No. Content Area Student Learning Outcomes Marks in
Domain
(Part no.) Model
*
Paper
[SLO: P-10-E-17]
Domain E Distinguish between root-mean-square
(r.m.s.) and peak values [including stating
and using I=Io2 and V=Vo2 for a
sinusoidal alternating current]
32 C: Q3 Domain B [SLO: P-12-B-08]
Define and calculate gravitational potential
[Use φ=-GMr for the gravitational potential
in the field due to a point mass]
[At a point as the work done per unit mass
in bringing a small test mass from infinity to
A 7
the point]
OR
Domain D [SLO: P-12-D-08]
Analyse the interchange between kinetic
and potential energy during simple
harmonic motion
33 C: Q4 Domain D [SLO: P-12-D-21]
Describe the conditions required if two-
source interference fringes are to be
observed.
OR 6
Domain E [SLO: P-12-E-08] U
Analyze graphs of the variation with time of
potential difference, charge and current for
a capacitor discharging through a resistor
[use τ = RC for the time constant for a
capacitor discharging through a resistor]
34 C: Q5 Domain E [SLO: P-12-E-20]
Explain the use of four diodes (bridge
rectifier) for the full-wave rectification of an
alternating current.
OR U 7
Domain F [SLO: P-12-F-06]
Describe that photoelectrons may be
emitted from a metal surface when it is
illuminated by electromagnetic radiation
35 C: Q6 Domain F [SLO: P-12-F-43]
Explain the term luminosity [ as the total
power of radiation emitted by a star]
[SLO: P-12-F-39]
Explain annihilation reactions [they occur
when a particle interacts with its antiparticle K 6
and that mass-energy and momentum are
conserved in the process]
Domain F OR
[SLO: P-12-F-31]
Explain half-life with examples.

*Cognitive Level
K: Knowledge U: Understanding A: Application
Table of Specification Model Paper Physics – Grade XII
Domain Mechanics Heat and Waves Electricity and Magnetism Modern Physics
B Thermodynamics D E F
C
Assessment 15- 16- Statistical 17-Simple 18- 19- 20-Alternating 21- Quantum 22- Nuclear 23- 24-Earth 25- Medical Total Percentage
Objectives Gravitaional Mechanics and Harmonic Diffraction Electrostatics Current Physics Physics Cosmology Climate Imaging Marks
Potential Thermodynamics Motion and (E1-E13) (E14-E26) (F1-F21) (F22-F42) (F43-F51) (F52-F60) (F61-F65)
(B1-B9) (C1-C6) (D1-D19) Interference
(D20-D25)
K Q2(v/s)3 Q2(iii/f)3 Q2(xvi/f)3 Q2(iii/s)3 Q2(xiv/s)3 Q6(f)6 Q2(vii/f)3 Q2(vii/s)3 42 27.5%
Knowledge Q#1(vi)1 Q#1(vii)1 Q2(v/f)3 Q#1(xiii)1 Q#1(xvi)1
Q#1(viii)1 Q6(s)6 Q#1(iii)1
U Understanding Q#1(ii)1 Q#1(iv)1 Q#1(v)1 Q2(ii/s)3 Q4(s)6 Q#1(ix)1 Q#1(xi)1 Q2(x/f)3 Q#1(xiv)1 Q2(xi/f)3 Q2(ix/f)3 77 50.3 %
Q2(xii/f)3 Q2(ii/f)3 Q4(f)6 Q#1(x)1 Q#1(xii)1 Q2(xi/s)3 Q2(viii/s)3
Q2(xiii/f)3 Q2(xiii/s)3 Q2(x/s)3 Q#1(xv)1 Q2(xii/s)3
Q5(f)7 Q2(ix/s)3
Q5(s)7
Q2(viii/f)3
Application Q#1(i)1 Q2(i/s)3 Q2(iv/f)3 Q2(iv/s)3 Q2(vi/s)3 Q2(vi/f)3 34 22.2 %
A Q2(i/f)3 Q3(s)7 Q#1(xvii)1
Q3(f)7
Total Marks 18 7 17 16 14 21 17 13 10 9 11 153 -
Total 11.8 % 4.6 % 11 % 10.5 % 9.2 % 13.7 % 11 % 8.5 % 6.5 % 5.9 % 7.2 % - 100%
Percentages
Note:
1 This ToS does not reflect policy, but it is particular to this model question paper.
2 Proportionate / equitable representation of the content areas as per the defined ranges may be ensured.
3 The percentage of cognitive domain is 30%, 50%, and 20% for knowledge, understanding, and application, respectively with ± 5% variation.
4 While selecting alternative questions for SRQs and ERQs, it must be kept in mind that:
• Difficulty levels of both questions should also be same
• SLOs of both the alternative questions must be different

Key: Question Number (part/ first choice) marks example: Q2 ( i / f ) 2

Question Number (part/ second choice) marks example: Q2 ( ii / s) 2
111 032 473
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