Aga Khan University Examination Board

Notes from E-Marking Centre on SSC-I Physics Annual Examination 2023

Introduction
This document has been produced for the teachers and candidates of Secondary School
Certificate (SSC) Part I Physics. It contains comments on candidates’ responses to the 2023
SSC Part I Examination, indicating the quality of the responses and highlighting their relative
strengths and weaknesses.

E-Marking Notes
This includes overall comments on candidates’ performance on every question and some
specific examples of candidates’ responses which support the mentioned comments. Please
note that the descriptive comments represent an overall perception of the better and weaker
responses as gathered from the e-marking session. However, the candidates’ responses shared
in this document represent some specific example(s) of the mentioned comments.

Teachers and candidates should be aware that examiners may ask questions that address the
Student Learning Outcomes (SLOs) in a manner that requires candidates to respond by
integrating knowledge, understanding and application skills they have developed during the
course of study. Candidates are advised to read and comprehend each question carefully before
writing the response to fulfil the demand of the question.

Candidates need to be aware that the marks allocated to the questions are related to the answer
space provided on the examination paper as a guide to the length of the required response. A
longer response will not in itself lead to higher marks. Candidates need to be familiar with the
command words in the SLOs which contain terms commonly used in examination questions.
However, candidates should also be aware that not all questions will start with or contain one
of the command words. Words such as ‘how’, ‘why’ or ‘what’ may also be used.

General Observations
This year, candidates performed well on questions related to importance of physics, moment
of force, Newton’s law of gravitation, kinematics and dynamics. Whereas low-scoring
candidates struggled in questions based on conversion of different scales of temperature,
concept of efficiency and state of matter.

Note: Candidates’ responses shown in this report have not been corrected for grammar,
spelling, format or factual information.
 Detailed Comments
Constructed Response Questions (CRQs)

Question No. 1
Question Text Write any TWO points about the importance of physics in science and technology.
SLO No. 1.1.1
SLO Text Describe the importance of physics in science, technology and society.
Max Marks 02
Cognitive *K
Level
Checking 1 mark for each point (Any 2 required)
Hints
Overall Majority of the cohort demonstrated a good understanding of the introductory concepts of
Performance physics and their applications in society and various scientific and technological areas,
resulting in high scores. Like the electric power we use in our homes and an industry
generated at power stations is produced on the principle of induced e.m.f. due to changing
flux of the magnetic field, lasers which are used in medical science, metallurgy, astronomy
and defence derive their principles from atomic physics, electronic appliances owe to the
research in solid state physics, automobile technology is based on the principles of
thermodynamics and radar technology owes its foundation to the principles of reflection
and detection of electromagnetic waves. However, some candidates with limited
knowledge in these aspects received lower marks or none.
Description of Better responses demonstrated a sound understanding of the various uses of physics in
Better both science and technology. Candidates accurately identified and described how physics
Responses plays a pivotal role in advancing scientific knowledge and driving technological
innovations. By providing well-reasoned explanations, these candidates showcased their
ability to connect theoretical concepts with practical applications.
Image of
Better
Response

Description of In weaker responses, candidates provided irrelevant wording or points, and some even
Weaker wrote the definition of physics instead of discussing its uses. To enhance their
Responses performance, candidates should focus on understanding the specific demands of the
question and providing relevant information.
Image of
Weaker
Response
Suggestions for improvement (Highlighted part)
How to Approach SLO Pedagogy** Used for Assessment Strategies
that SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning
• Look at the cognitive • Concept Mapping Solution powered by Knowledge
level • Audio Visual Platform
• Identify the content that resources https://akueb.knowledgeplatform.com/logi
is required to answer • Think, Pair and n
that question (both in Share
terms of understanding • Questioning
of concepts and any Technique
skills that may be (Socratic approach)
required like analysing • Practical
or evaluating) Demonstration
• Go through the past
paper questions on that
particular concept
• Refer to the resource ** For description of each
guide for extra pedagogy, refer to
resources Annexure A
Any Additional Suggestion:
• Teacher should initiate the topic with connecting the concept with daily life. Develop connections
using everyday items with its usability while incorporating physics laws and theory.
• Encouraging exploration of practical applications of physics in everyday life and different scientific
fields can foster a deeper comprehension and showcase the significance of physics in shaping the
modern world. Providing additional resources such as charts related to the modern devices and
models of equipment whereby different processes of making and using different electronic
instruments are shown which will facilitate overall development and lead to improved performance
in future assessments.

*K = Knowledge U = Understanding A = Application and other higher-order cognitive skills

Question No. 2
Question Text Write any THREE examples of turning effect of force from daily life.
SLO No. 4.1.2
SLO Text Explain the turning effect of force by relating it to everyday life.
Max Marks 03
Cognitive *K
Level
Checking 1 mark for each example (Any 3 required)
Hints
Overall In general, the cohort’s response to this question was very good, with many students
Performance providing relevant and correct explanations using appropriate examples from their
surroundings or daily life. Candidates wrote that pushing a swing and if it will rotate about
its pivot, applying a force to a spanner to rotate a nut, removing a bottle’s cork by pushing
down the bottle opener’s lever, applying a force to a doorknob and the door swings open
about its hinge and turning a steering wheel by applying a force on its rim. To improve the
weaker responses, candidates should focus on selecting appropriate and accurate examples
that align with the given context.
 Description of In better responses, candidates demonstrated a strong understanding of the concept of
Better turning effect by providing three distinct and correct examples from everyday life. They
Responses effectively showcased how turning effect, or torque, influences various situations in our
daily experiences. These candidates excelled in relating theoretical principles to practical
applications, earning full marks.
Image of
Better
Response

Description of In weaker responses, candidates provided examples that lacked a clear link to the concept
Weaker of turning effect. Some deviated from the question’s demand and wrote about irrelevant
Responses topics such as clockwise and anticlockwise torque, equilibrium definitions, or types of
equilibrium. To enhance their performance, candidates should focus on understanding the
specific demands of the question and providing relevant examples directly related to the
turning effect or torque.
Image of
Weaker
Response

Suggestions for improvement (Highlighted part)

How to Approach SLO Pedagogy Used for that Assessment Strategies
SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning Solution
• Look at the cognitive • Concept Mapping powered by Knowledge Platform
level • Audio Visual https://akueb.knowledgeplatform.com/login
• Identify the content that resources
is required to answer • Think, Pair and
that question (both in Share
terms of understanding • Questioning
of concepts and any Technique
skills that may be (Socratic
required like analysing approach)
or evaluating) • Practical
• Go through the past Demonstration
paper questions on that
particular concept
• Refer to the resource
guide for extra
resources
Any Additional Suggestion:
• There are many good topic related videos on the internet that can be shared with the students during
classroom teaching, so that students could relate the examples with daily life.
• Encouraging them to stay on topic and align their responses with the question’s requirements will
lead to more accurate and meaningful answers. Offering clear guidance on addressing the question’s
scope will support their development in delivering appropriate and focused responses in future
assessments.
• Teacher can provide different scenarios to the students where they can explore the use of turning
effect. For example: see saw, handle of the door etc.

Question No. 3
Question Text Two identical balls of masses m1 and m2, whereas m1 = m2, are separated by a distance of
r.
If the distance between the two balls is doubled, then derive an equation to prove that the
gravitational force FG between them will decrease one-fourth times of the initial force.
SLO No. 5.2.2
SLO Text Solve problems using Newton’s law of gravitation.
Max Marks 02
Cognitive *U
Level
Checking 1 mark for EACH mathematical step used in the derivation (2 required)
Hints
Overall Overall, the question was challenging for the candidates and indicated that some candidates
Performance were confused between the key concepts of “doubled” and “halved”. For example, they
have taken distance as four times and then take the square root of the distance between two
identical balls. However, better responses were also observed to demonstrate a good grasp
of the subject and easily derived the correct equation for the force.
Description In better responses, candidates effectively utilised the equation of gravitational force
of Better G m m G m 2
Responses F1 = = 2 and carefully applied the given conditions demanded in the question.
r2 r
These responses also highlighted the candidates’ proficiency in applying physics principles
in problem-solving.
Image of
Better
Response

Description Candidates provided irrelevant or incorrect equations, and demonstrated difficulty with
of Weaker opening brackets and squaring, indicating a lack of knowledge in these areas. Some
Responses candidates also mixed up this topic with unrelated concepts such as the law of conservation
of momentum or cases involving moving objects and pulleys.
Image of
Weaker
Response
Suggestions for improvement (Highlighted part)
How to Approach SLO Pedagogy Used for that Assessment Strategies
SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning Solution
• Look at the cognitive • Concept Mapping powered by Knowledge Platform
level • Audio Visual https://akueb.knowledgeplatform.com/login
• Identify the content that resources
is required to answer • Think, Pair and
that question (both in Share
terms of understanding • Questioning
of concepts and any Technique
skills that may be (Socratic
required like analysing approach)
or evaluating) • Practical
• Go through the past Demonstration
paper questions on that
particular concept
• Refer to the resource
guide for extra
resources
Any Additional Suggestion:
• Provide additional practice questions to students that illustrate concepts like the one in the question,
where terms with doubled and halved values are used. This will enhance their understanding and
improve their performance.
• Teachers are recommended to encourage their students to focus on comprehending the specific
meanings of key terms and their implications in physics. Encouraging further practice and providing
clear explanations will help students better connect theoretical concepts with problem-solving skills,
leading to more accurate and successful responses in similar scenarios. Positive reinforcement and
recognition of their efforts will motivate them to excel in future assessments.

Question No. 4
Question Text Convert 100 F temperature into degree centigrade (oC) and Kelvin (K).
o

SLO No. 8.2.2

SLO Text Convert temperature from one scale to another (Fahrenheit, Celsius and Kelvin scales).
Max Marks 03
Cognitive *A
Level
Checking 1 mark for substituting the correct values in the formula of centigrade and Kelvin.
Hints 1 mark for writing the correct value of centigrade.
1 mark for writing the correct value of Kelvin.
Overall Candidates were observed to have a strong understanding of temperature conversion
Performance formulas. However, some candidates made errors in the centigrade formula, which was
the first part of the question. Nevertheless, most candidates demonstrated proficiency in
the second part of converting the temperature into Kelvin scale.
Description of In better responses, candidates accurately extracted the data from the question and applied
Better the correct formulas for converting temperature to both centigrade and Kelvin scales.
Responses These candidates demonstrated a thorough understanding of the concepts and performed
precise substitutions in the formulas, resulting in accurate calculations of the temperature
values.
 Image of
Better
Response

Description of In weaker responses, candidates applied incorrect formulas for temperature conversions
Weaker and made calculation errors. For instance, some added 373 instead of 273 to convert
Responses centigrade to Kelvin, while others wrongly divided by 2 for both conversions. These
mistakes resulted in incorrect answers and impacted their scores adversely. To improve,
candidates are encouraged to review and understand the correct conversion formulas, and
practice solving similar problems to improve their conceptual understanding of the topic.
Image of
Weaker
Response

Suggestions for improvement (Highlighted part)

How to Approach SLO Pedagogy Used for that Assessment Strategies
SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning Solution
• Look at the cognitive • Concept Mapping powered by Knowledge Platform
level • Audio Visual https://akueb.knowledgeplatform.com/login
• Identify the content that resources
is required to answer • Think, Pair and
that question (both in Share
terms of understanding • Questioning
of concepts and any Technique
skills that may be (Socratic
required like analysing approach)
or evaluating) • Practical
• Go through the past Demonstration
paper questions on that
particular concept
• Refer to the resource
guide for extra
resources
Any Additional Suggestion:
• It is advisable that candidates recall some of the basic formulas in the basic and fundamental part in
Physics, therefore, acquiring more knowledge on formula conversion is worthwhile.
• To encourage similar performance in the entire cohort, candidates should practice temperature
conversion problems regularly and focus on understanding the underlying principles behind the
formulas. Offering positive reinforcement for correct efforts will motivate them to excel in future
assessments.
• Encouraging them to double-check their calculations will also help prevent some calculation errors.

Question No. 5
Question Text A soldering iron is shown in the given diagram that is used to melt solder, for joining wires
in an electrical circuit.

a. Why is the tip of soldering iron made up of copper?

b. Why is the handle of soldering iron made up of plastic?
c. Name the process by which heat transfers from the copper tip to the solder.
SLO No. 9.1.2, 9.2.1, 9.4.1
SLO Text Explain in terms of molecules and electrons how heat transfer occurs in solids.
Explain that insulation reduces energy transfer by conduction.
Describe radiation as the emission or transmission of energy.
Max Marks 03
Cognitive *U
Level
Checking 1 mark for each part (3 required)
Hints
Overall The question was challenging for the candidates. However, there were responses in which
Performance candidates demonstrated strong understanding of heat transfer. Furthermore, few
candidates made errors in identifying and reasoning in the question.
Description of In better responses, candidates demonstrated a clear understanding of the question by
Better incorporating key words such as ‘good conductor of heat’, ‘insulator’, or ‘bad conductor
Responses of heat’, along with the concept of conduction. Their clear and organised responses
showed that they really understood the idea being demanded in the question.
Image of a.
Better
Response

b.

c.
 Description of In weaker responses, candidates used irrelevant terms like ‘cut’ or ‘slip’, indicating a
Weaker limited understanding of conductors and insulators. Some candidates lacked knowledge
Responses of different heat transfer methods, leading to incorrect applications and scoring
difficulties. To improve, candidates should strengthen their understanding of conductors,
insulators, and heat transfer mechanisms.
Image of a.
Weaker
Response

b.

c.

Suggestions for improvement (Highlighted part)

How to Approach SLO Pedagogy Used for that Assessment Strategies
SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning Solution
• Look at the cognitive • Concept Mapping powered by Knowledge Platform
level • Audio Visual https://akueb.knowledgeplatform.com/login
• Identify the content resources
that is required to • Think, Pair and
answer that question Share
(both in terms of • Questioning
understanding of Technique
concepts and any skills (Socratic
that may be required approach)
like analysing or • Practical
evaluating) Demonstration
• Go through the past
paper questions on that
particular concept
• Refer to the resource
guide for extra
resources
Any Additional Suggestion:
• It is suggested to provide these types of questions for additional practice and identify different
activities about choosing conductors and insulators.
• Encouraging students to carefully read and identify important keywords in the questions will help
them provide focused and relevant answers. Reinforcing the significance of precise language and its
connection to the topic will enhance their performance in future assessments. Providing constructive
feedback will further support their improvement in the subject matter.
 Extended Response Questions (ERQs)
These questions offered a choice between part a and b.
Question No. 6a
Question Text A rescue helicopter is ascending vertically with a velocity of 20 m/s from a base camp. At
the height of 60 m above the Earth, a packet of relief goods is mistakenly dropped. Calculate
the time taken by the packet to reach the ground.

(Note: Take the value of acceleration due to gravity is 10 m/s2.)

SLO No. 2.9.2
SLO Text Solve word problems related to uniformly accelerated motion using appropriate equations.
Max Marks 1 mark for writing the correct data.
1 mark for each mathematical step used in the word problem (5 required)
Cognitive 06
Level
Checking *A
Hints
Overall Majority of the candidates attempted this part of the question and showcased a strong grasp
Performance of equations of motion. However, some candidates faced challenges when differentiating
between initial and final velocities.
Description Candidates displayed a satisfactory understanding of the concept, with better responses
of Better accurately determining the value of time using the appropriate equations of motion
Responses (2gS = Vf2 – Vi2 and Vf = Vi +at). Some candidates utilised factorisation or the quadratic
formula to calculate the time effectively.
Image of
Better
Response
 Description Weaker responses were observed to face challenge in choosing the correct equation and
of Weaker made errors in data extraction, used incorrect equation of motion that were led to incorrect
Responses answers. To improve, candidates should practice more problems involving equations of
motion and focus on understanding the given data to enhance their problem-solving skills.
Seeking clarification on any misconceptions will also aid in better performance.
Image of
Weaker
Response

Suggestions for improvement (Highlighted part)

How to Approach SLO Pedagogy Used for that Assessment Strategies
SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning Solution
• Look at the cognitive • Concept Mapping powered by Knowledge Platform
level • Audio Visual https://akueb.knowledgeplatform.com/login
• Identify the content that resources
is required to answer • Think, Pair and
that question (both in Share
terms of understanding • Questioning
of concepts and any Technique
skills that may be (Socratic
required like analysing approach)
or evaluating) • Practical
• Go through the past Demonstration
paper questions on that
particular concept
• Refer to the resource
guide for extra
resources
Any Additional Suggestion:
• Engaging in extensive practice with various types of word problems involving diverse situations and
cases related to kinematic equations will significantly contribute to achieving higher scores.
• To improve, candidates should practice more questions and reinforce their understanding of relevant
formulas. Providing constructive feedback and additional practice opportunities will contribute to
better performance in subsequent assessments. Encouragement and support will help candidates
enhance their skills and excel in similar topics.
 Question No. 6b
Question Text A net force of 1000 N is applied to a passenger bus for 10 s that causes the bus to move on
a straight road. Calculate the momentum of the bus.
SLO No. 3.2.3
SLO Text Solve word problems related to force and momentum.
Max Marks 06
Cognitive *A
Level
Checking 1 mark for each mathematical step used in the word problem (5 required).
Hints 1 mark for writing the correct SI unit of momentum.
Overall Most candidates demonstrated a good understanding of momentum calculations. Many of
Performance v
them successfully applied the correct formula P = F.v  (OR) F Δt = ΔP to determine
t
momentum accurately. Some top-performing candidates not only used the formula but also
derived it from relevant principles, showcasing a deeper grasp of the concept. These
candidates effectively extracted data from the question and performed precise calculations,
leading to accurate answers with proper SI units.
Description of Most candidates successfully applied the correct formula to calculate the momentum of
Better the bus. They accurately extracted the relevant data from the question and arrived at the
Responses correct value of momentum, which was 10,000 N·s, presented with the appropriate unit.
These responses demonstrated a good understanding of momentum calculation and
effective application of mathematical principles.
Image of
Better
Response

Description of Weaker responses demonstrated challenges in applying the appropriate formula to

Weaker calculate momentum. Some candidates deviated from the given word problem and
Responses attempted to calculate weight or discussed unrelated concepts like equilibrium. This
indicates a need for a better understanding of the specific question’s requirements and a
potential misconception regarding the concept of momentum. Candidates are encouraged
to practice numerical problems to enhance their comprehension and accuracy in solving
numerical based questions.
 Image of
Weaker
Response

Suggestions for improvement (Highlighted part)

How to Approach SLO Pedagogy Used for that Assessment Strategies
SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning Solution
• Look at the cognitive • Concept Mapping powered by Knowledge Platform
level • Audio Visual https://akueb.knowledgeplatform.com/login
• Identify the content that resources
is required to answer • Think, Pair and
that question (both in Share
terms of understanding • Questioning
of concepts and any Technique
skills that may be (Socratic
required like analysing approach)
or evaluating) • Practical
• Go through the past Demonstration
paper questions on that
particular concept
• Refer to the resource
guide for extra
resources
Any Additional Suggestion:
Nil
 Question No. 7a
Question Text Explain in any SIX points, why machines cannot give 100% efficiency in their available
surrounding.
SLO No. 6.5.3
SLO Text Explain why a system cannot have an efficiency of 100%.
Max Marks 06
Cognitive *U
Level
Checking 1 mark for each point (6 required)
Hints
Overall Majority of the candidates attempted part (b) of this question. In this part of the question,
Performance they demonstrated a strong understanding of the concept of efficiency of a machine by
providing explanation with everyday life.
Description of In better responses, some of the candidates explained the concept with their
Better understanding of this topic by writing that no machine is free from the effects of gravity,
Responses and even with wonderful lubrication, friction always exists. This friction leads to the
loss of energy in the form of heat, into the surroundings. They mentioned that the energy
a machine produces are always less than the energy put into it (energy input). They are
also mentioned that most machines transfer energy from one place or another, or
transform one form of energy (e.g., chemical) into another (e.g., mechanical) and the
total energy supplied to a system cannot be converted into external work completely and
some part of the energy supplied is used to change the internal energy of the system.
Some part is also released into the surroundings.
Image of
Better
Response
 Description of Weaker responses displayed inaccuracies and irrelevancies, like they mentioned
Weaker inventions, uses, advantages and disadvantages of machines, resulting in an inability to
Responses demonstrate a thorough understanding of the topic. Candidates might have misunderstood
the question or lacked a solid grasp of the underlying concepts. To improve, they should
focus on understanding the key concepts, carefully read the questions, and practice similar
problems. Strengthening their knowledge and problem-solving skills will help them
provide relevant and accurate responses in future assessments, leading to better overall
performance.
Image of
Weaker
Response

Suggestions for improvement (Highlighted part)

How to Approach SLO Pedagogy Used for that Assessment Strategies
SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning Solution
• Look at the cognitive • Concept Mapping powered by Knowledge Platform
level • Audio Visual https://akueb.knowledgeplatform.com/login
• Identify the content that resources
is required to answer • Think, Pair and
that question (both in Share
terms of understanding • Questioning
of concepts and any Technique
skills that may be (Socratic
required like analysing approach)
or evaluating) • Practical
• Go through the past Demonstration
paper questions on that
particular concept
• Refer to the resource
guide for extra
resources
Any Additional Suggestion:
Nil
 Question No. 7b
Question Text Describe the fourth state of matter ‘plasma’ in any SIX points.
SLO No. 7.1.2
SLO Text Describe plasma as the fourth state of matter.
Max Marks 06
Cognitive *A
Level
Checking 1 mark for each point (Any 6 required)
Hints
Overall The overall response to this question exhibited very good, though not quite great
Performance performance within the cohort. It was observed that the question posed a certain level of
difficulty for many candidates, resulting in some inaccuracies in their attempts. To
improve, students are encouraged to strengthen their understanding of the relevant
concepts and practice similar problems regularly.
Description of Some candidates provided correct and relevant points, earning full marks. Like Plasma is
Better defined as a state of matter mainly comprised of ions and electrons. The wrote that
Responses presence of charged ions means that a plasma is highly electrically conductive and
responds strongly to magnetic and electric fields. They mentioned that its behaviour is
most comparable to that of a gas, as the plasma has no defined volume but instead assumes
the volume of the container it is in. Despite all of the constituent particles being charged,
typically the plasma itself has no excess charge. However, they also mentioned that some
plasma can be created with an overall charge (either positive or negative) and are
composed of pure electron, ion, positron, or antiproton plasmas. Plasmas commonly form
by heating a gas to the intense temperature. When heated, the atoms in the gas either gain
or lose electrons and the end result is charged particle plasma and plasma can also be
created by breaking any molecular bonds with a magnetic field via a device such as a laser.
Image of Better
Response
Description of Some candidates provided relevant responses about the specific state of matter
Weaker mentioned, others misunderstood the question and discussed all four states (Solid,
Responses liquid, gas, and plasma). They treated both the state (liquid and plasma) of matter as one.
Encouraging critical thinking and attention to detail will help students demonstrate
better comprehension and precision in their responses. However, a few candidates lost
marks by reiterating information already mentioned in the question. To improve,
students should thoroughly understand the question, avoid redundancies, and focus on
adding unique insights or examples.
Image of
Weaker
Response

Suggestions for improvement (Highlighted part)

How to Approach SLO Pedagogy Used for that Assessment Strategies
SLO
• Understand the • Story Board • Past paper questions
expectations of the • Cause and Effect • Discussion on E-Marking Notes
command words • Fish and Bone • AKU-EB Digital Learning Solution
• Look at the cognitive • Concept Mapping powered by Knowledge Platform
level • Audio Visual https://akueb.knowledgeplatform.com/login
• Identify the content resources
that is required to • Think, Pair and
answer that question Share
(both in terms of • Questioning
understanding of Technique
concepts and any (Socratic
skills that may be approach)
required like • Practical
analysing or Demonstration
evaluating)
• Go through the past
paper questions on
that particular concept
• Refer to the resource
guide for extra
resources
Any Additional Suggestion:
Subject teachers may explain the different types of matter with some examples. For instance, they can talk
about solids, like a desk, which has a fixed shape and volume. Then, there are liquids, like water, which
take the shape of their container but have a fixed volume. Finally, there are gases, like the air we breathe,
which can change both their shape and volume. These examples help students understand the concept
better.
 Annexure A: Pedagogies Used for Teaching the SLOs
Pedagogy: Storyboard
Description: A visual pedagogy that uses a series of illustrated panels to present a narrative,
encouraging creativity and critical thinking. It helps learners organise ideas, sequence events,
and comprehend complex concepts through storytelling.
Example: In a Literature class, students are tasked with creating storyboards to visually retell
a novel. They draw key scenes, write captions, and present their stories to the class, enhancing
their reading comprehension and fostering their imagination.
Pedagogy: Cause and Effect
Description: This pedagogy explores the relationships between actions and consequences. By
analysing cause-and-effect relationships, learners develop a deeper understanding of how
events are interconnected and how one action can lead to various outcomes.
Example: In a History class, students study the causes and effects of the Industrial Revolution.
They research and discuss how technological advancements in manufacturing led to significant
societal changes, such as urbanisation and labour reform movements.
Pedagogy: Fish and Bone
Description: A method that breaks down complex topics into main ideas (the fish) and
supporting details (the bones). This visual approach enhances comprehension by highlighting
essential concepts and their relevant explanations.
Example: During a Biology class on human anatomy, the teacher uses the fish and bone
technique to teach about the human skeletal system. Teacher presents the main components of
the human skeleton (fish) and elaborates on each bone’s structure and function (bones).
Pedagogy: Concept Mapping
Description: An effective way to visually represent relationships between ideas. Learners
create diagrams connecting key concepts, aiding in understanding the overall structure of a
subject and fostering retention.
Example: In a Psychology assignment, students use concept mapping to explore the various
theories of personality. They interlink different theories, such as Freud’s psychoanalysis, Jung’s
analytical psychology, and Bandura’s social-cognitive theory, to see how they relate to each
other.
Pedagogy: Audio Visual Resources
Description: Incorporating multimedia elements like videos, images, and audio into lessons.
This approach caters to different learning styles, making educational content more engaging
and memorable.
Example: In a General Science class, the teacher uses a documentary-style video to teach about
the solar system. The video includes stunning visual animations of the planets, interviews with
astronomers, and background music, enhancing students’ interest and understanding of space.
Pedagogy: Think, Pair, and Share
Description: A collaborative learning technique where students ponder a question or problem
individually, then discuss their thoughts in pairs or small groups before sharing with the entire
class. It fosters active participation, communication skills, and diverse perspectives.
Example: In a Literature in English class, the teacher poses a thought-provoking question
about a novel’s moral dilemma. Students first reflect individually, then pair up to exchange
their opinions, and finally participate in a lively class discussion to explore different
viewpoints.
Pedagogy: Questioning Technique (Socratic Approach)
Description: Based on Socratic dialogue, this method stimulates critical thinking by posing
thought-provoking questions. It encourages learners to explore ideas, justify their reasoning,
and discover knowledge through a process of inquiry.
Example: In an Ethics class, the instructor uses the Socratic approach to lead a discussion on
the meaning of justice. By asking a series of probing questions, the students engage in a deeper
exploration of ethical principles and societal values.
Pedagogy: Practical Demonstration
Description: A hands-on approach where learners observe real-life applications of theories or
skills. Practical demonstrations enhance comprehension, skill acquisition, and problem-solving
abilities by bridging theoretical concepts with real-world scenarios.
Example: In a Food and Nutrition class, the instructor demonstrates the proper technique for
filleting a fish. Students observe and then practice the skill themselves, learning the practical
application of knife skills and culinary precision.

(Note: The examples provided in this annexure serve as illustrations of various pedagogies. It
is important to understand that these pedagogies are versatile and can be applied across subjects
in numerous ways. Feel free to adapt and explore these techniques creatively to enhance
learning outcomes in your specific context.)
Acknowledgements

The Aga Khan University Examination Board (AKU-EB) acknowledges with gratitude the
invaluable contributions of all the dedicated individuals who have played a pivotal role in the
development of the Physics SSC-I E-Marking Notes.
We extend our sincere appreciation to Mr Kashif Hussain, Lead Specialist in Physics at AKU-
EB, for taking subject lead during the entire process of e-marking.
We particularly thank to Mr Israr ul Haq, Principal Marker, The Mama Parsi Girls’ Secondary
School, Karachi, for evaluating each question’s performances, delineating strengths and
weaknesses in candidates’ responses, and highlighting instructional approaches along with
recommendations for better performance.
Additionally, we express our gratitude to the esteemed team of reviewers for their constructive
feedback on overall performance, better and weaker responses, and validating teaching
pedagogies along with suggestions for improvement.
These contributors include:
• Dr Sumera Anjum, Lead Specialist, Curriculum and Examination Development, AKU-EB
• Rabia Nisar, Specialist, Assessment, AKU-EB
• Sania Iqbal Siddiqui, Specialist, Curriculum and Examination Development, AKU-EB
• Munira Muhammad, Lead Specialist, Assessment, AKU-EB
• Zain Muluk, Manager, Examination Development, AKU-EB
• Raabia Hirani, Manager, Curriculum Development, AKU-EB
• Ali Aslam Bijani, Manager, Teacher Support, AKU-EB
• Dr Shehzad Jeeva, CEO, AKU-EB