FEDERAL BOARD OF INTERMEDIATE

AND SECONDARY EDUCATION

H-8/4, ISLAMABAD
No.1-10/FBISE/RES/334 14 March, 2025

NOTIFICATION

Assessment Frameworks for Practical Based Assessment (PBA) containing lists of

experiments/praticals along with instructions and Model Question Papers (Composite) in the
subjects of Physics, Chemistry, Biology and Computer Science at SSC and HSSC levels based on
National Curriculum of Pakistan 2022-23 (Scheme of Studies 2006) are hereby notified for
implementation with effect from Annual Examinations 2026 and onwards.

2. The Assessment Frameworks for Composite PBA (Scheme of Studies 2006) are available
at FBISE website. The weblink is https://www.fbise.edu.pk/curriculum_model_paper.php .

( MIRZA ALI )
Director (Test Development)
Ph: 051-9269504
Email: [email protected]
Heads of all Institutions affiliated with FBISE
at SSC & HSSC levels
Distribution:
1. Director General, Federal Directorate of Education, G-9/4, Islamabad
2. Director General, FGEI, Directorate (Cantonments/ Garrisons), Sir Syed Road, Rawalpindi Cantt
3. Assistant Chief of the Air Staff (Education), PAF Air Headquarters, Peshawar
4. Director General (Schools), Directorate of Education Gilgit-Baltistan
5. Director Education, Directorate of Naval Educational Services, Naval HQ, Islamabad
6. Deputy Director General (DDG), Army Public Schools and Colleges System Secretariat, GHQ, Rwp
7. Director, CB Education Directorate, C/o Chaklala Cantonment Board, Rawalpindi
8. Director (Education), Fauji Foundation Head Office, Welfare Division, Chaklala, Rawalpindi
9. Director General, OPF Head Office, G-5, Islamabad
10. Director Education, Kahuta Research Laboratory (KRL), Kahuta, District Rawalpindi
11. Mrs. Sakina Fowad Bukhari, Principal, City Lyceum School House No.394 St.No.4,
Gulraiz-3 near Madina Mall, High Court Road, Rawalpindi
12. Mr. Muhammad Ashraf Hiraj, Principal, Startwell Education House No.9, Main Khayban-e-
Tanveer Chaklala Scheme-III, Rawalpindi Cantt
13. The Director, Punjab Group of Colleges, 6th Road, Rawalpindi
14. The Director Regional Office (North), Beaconhouse Regional Office (North), Capital View Road,
Mohra Nur, Banigala Islamabad
15. The Director Regional Office (North), The City School, Street 7, NPF, Sector E-11/4, Islamabad
16. Roots International Schools and Colleges, Head Office, Main Service Road West, Opp. G-13/4, IBD
17. Brig Dr. Muhammad Hanif (R), SI(M), Principal, Dr. A Q Khan School & College, Bahria Town,
Phase 8, Islamabad
18. The Citizen Foundation, Plot No. 20, Sector # 14, Near Brookes Chowrangi, Korangi Industrial
Area, Karachi
19. Director, Maarif Pak Turk School & College, Head office, H-8/1 Islamabad
20. Director Education, PAEC Headquarter, K-Block Islamabad
21. All HODs, FBISE, Islamabad
22. Director IT (with the request to upload the same on FBISE website and social media)
23. Deputy Director (Colleges), Directorate of Education Gilgit-Baltistan
24. Incharge, FBISE, Sub-Office, Gilgit
25. Incharge, FBISE, Sub-Office, Skardu
26. PA to Chairman, FBISE, Islamabad
27. APS to Secretary, FBISE, Islamabad
28. APS to Director (R&A), FBISE, Islamabad
29. Chat Room. FBISE, Islamabad
 ASSESSMENT FRAMEWORK
FOR PRACTICAL BASED ASSESSMENT (PBA) - COMPOSITE

PHYSICS
HSSC LEVEL

NATIONAL CURRICULUM OF PAKISTAN (2022-23)

SCHEME OF STUDIES 2006

WE WORK FOR EXCELLENCE

FEDERAL BOARD OF INTERMEDIATE AND SECONDARY
EDUCATION (FBISE), ISLAMABAD
 Table of Contents

S. No Contents Page No.

1. Acknowledgement 1
2. About the PBA Assessment Framework 2
3. Guidelines/instructions for teachers/paper setters 3
4. List of Experiments aligned with SLOs (Composite PBA) 4
5. Model Question Paper Physics HSSC (COMPOSITE) 6
 ACKNOWLEDGEMENT
It is a great honour that we at the Federal Board of Intermediate and Secondary Education (FBISE) have
developed the Assessment Framework (AF) for the Practical Based Assessment (PBA) of Physics at the
Higher Secondary School Certificate (HSSC) level. The primary objective of the Assessment Framework
is to optimize the Student Learning Outcomes (SLOs) of curriculum 2022-23 that are associated with
practical concepts and laboratory work. This comprehensive framework has been crafted meticulously
by subject matter and assessment experts who conducted an in-depth review of all learning outcomes of
HSSC level Physics curriculum.
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 for Practical Based Assessment (PBA) will serve as a guiding document for
students, teachers, and paper setters. Students will receive clear directions for preparing themselves for
the PBA examinations. Similarly, teachers will use it as a guide to perform laboratory work and to prepare
students for the final PBA examinations. Paper setters of PBA will also seek guidance from this
document and prepare PBA paper accordingly for annual examinations. It may be noted that only those
students will be able to attempt the PBA paper who have performed all the practicals in laboratory.
Following subject as well as assessment experts remained constantly engaged in the development of the
Assessment Framework for PBA:

1. Dr. Munazza Faheem, Associate Professor, Islamabad Model College for Girls, F-6/2, Islamabad
2. Dr. Humaira Anwar, Associate Professor, Islamabad Model College for Girls, F-7/4, Islamabad
3. Mr. Muhammad Jahangir Mirza, HOD Physics, OPF College for Boys, H-8/4 Islamabad
4. Mrs. Robina Ahmad, Assistant Professor, Islamabad Model College for Girls, I-8/4, Islamabad
5. Ms. Hoor-E-Irum, Assistant Professor, Islamabad Model College for Girls (PG), G-10/4,
Islamabad
6. Mr. Muhammad Imran Khaliq, Assistant Professor, Islamabad Model College for Boys, G-10/4,
Islamabad
7. Ms. Sehrish Imran, Lecturer, Islamabad Model College for Girls, I-8/4, 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 pivotal
role in finalizing the Assessment Framework for PBA.

MIRZA ALI
Director (Test Development)
FBISE, Islamabad

Page 1 of 8
 ABOUT THE PBA ASSESSMENT FRAMEWORK
To ensure clarity and precision in the understanding of Practical Based Assessment (PBA)
Question Paper, the Student Learning Outcomes (SLOs) have been categorized into two distinct
groups: formative for PBA and summative for PBA in the separately composed Assessment
Frameworks for Classes HSSC-I and HSSC-II. Subsequently, all the SLOs of HSSC-I and
HSSC-II meant for summative PBA have been translated into workable and functional composite
lists of major and minor experiments which are part of this booklet. This extraction of lists of
experiments helps in effectively measuring student progress and understanding of the scientific
concepts linked with laboratory work. These experiments must be performed by the students
under the supervision of their teachers in the laboratories in order to prepare themselves for the
PBA Examinations.

The Assessment Framework for Practical Based Assessment (PBA) will act as a comprehensive
guide for students, teachers, and paper setters. Students will receive clear instructions in order to
perform experiments in the laboratory and prepare themselves for the PBA examination.
Teachers will use the same to strategize the optimal use of the laboratory for performing
experiments (major and minor).

The Model Question Paper for Practical Based Assessment (PBA), along with clear instructions,
has also been developed and made part of this booklet to provide a structured format for
upcoming examinations. The model question paper ensures consistency and fairness, offering
students a comprehensive understanding of PBA examination.

All the experiments have been aligned with their corresponding SLOs marked summative for
PBA. The purpose of this alignment is to explain how the experiments relate with their
corresponding summative SLOs for PBA.

Instructions for paper setters have also been included before the PBA model question paper,
providing self-explanatory guidance on the selection and nature of each question which is part
of the model paper.

Page 2 of 8
 PRACTICAL BASED ASSESSMENT (PBA)
COMPOSITE
Physics HSSC Level for Annual Examination 2026 & onwards
Physics Curriculum (2022-23)-Scheme of Studies 2006

Guidelines/instructions for Students/Teachers/Paper Setters

i. The paper will consist of two sections i.e section A and B.

ii. Section A will include Major Practicals. This section will have three questions, each
question carrying 6 marks having parts in it, and each question will be performance /
calculation/procedures/observations based encompassing a single practical.

iii. Section B will include Minor Practicals. This section will also have three questions, each
carrying 4 marks having parts in it. Each question may be based on single or multiple
practicals.

iv. The weightage of section A will be 60% i.e 18 marks, while that of section B will be 40 %
i.e 12 marks.

v. In Practical Based Assessment (PBA), there will be no marks for practical notebooks and
viva voce. However, students may record procedures, observations, apparatus and
calculation etc on any type of plain papers/work sheets / practical folders for their future
memory of all aspects of practical performance in order to attempt the PBA Examination
amicably.

vi. It may be noted that performance of all the prescribed practicals is mandatory in the
laboratory during the whole academic session because only those students will be able to
attempt the PBA who have performed the practicals in the laboratory as per requirement of
each practical.

vii. MCQs will not be included/assessed in the Practical Based Assessment paper.

viii. Questions carrying 0.5 marks will not be included/assessed as single part in any section of
the PBA paper.

Page 3 of 8
 List of Experiments aligned with SLOs (Composite PBA)
For HSSC Annual Examination 2026 & onwards
Physics Curriculum (2022-23) - Scheme of Studies 2006

Note: In the Practical-Based Assessment (PBA), questions will be taken/developed from the list
of experiments provided below, aligned with the summative SLOs listed in the corresponding
column.
Section A (60% of practical marks 18 Marks)
No. List of Experiments Aligned SLOs
1. Measure the volume of a small spherical [SLO: P-11-A-05] Analyze and critique the accuracy
object using screw gauge and calculate the and precision of data collected by measuring
uncertainty in the result. instruments.
[SLO: P-11-A-06] Assess the uncertainty in a derived
quantity [By simple addition of absolute, fractional or
percentage uncertainties]
[SLO: P-12-N-06]
Show uncertainty estimates, in absolute terms,
beside every value in a table of results
2. Determine the radius of curvature of convex [SLO: P-11-A-05] Analyze and critique the accuracy
lens using a spherometer and calculate and precision of data collected by measuring
uncertainty in the result. instruments.
[SLO: P-11-A-06] Assess the uncertainty in a derived
quantity [By simple addition of absolute, fractional or
percentage uncertainties]
[SLO: P-12-N-15]
Major Practicals

Calculate uncertainty estimates in derived quantities

3. Investigate the fall of spherical steel ball [SLO: P-11-B-42] Describe how viscous forces in a
through a viscous medium and determine fluid cause a retarding force on an object moving
Coefficient of viscosity of the fluid. through it.
4. Study stationary waves using Melde's [SLO:P-11-D-12] Explain the formation of
apparatus and calculate the frequency of harmonics in stationary waves.
AC source.
5. Determine the wavelength of sound in air [SLO:P-11-D-10] Illustrate experiments that
using stationary waves and to calculate the demonstrate stationary waves [using microwaves,
speed of sound at 0oC using resonance tube. stretched strings and air columns (it will be assumed
that end corrections are negligible; knowledge of the
concept of end corrections is not required)].
6. Compare the emf of cells using [SLO: P-11-E-23] State and use the principle of the
potentiometer. potentiometer as a means of comparing potential
differences.
7. Determine the time period, frequency and [SLO: P-11-D-03] Express the period of simple
angular frequency of simple pendulum by harmonic motion in terms of both frequency and
varying its length. angular frequency.
8. Determine the relation between current and [SLO: P-12-E-06] use the capacitance formula for
capacitance for different combinations of capacitors in series and in parallel.
capacitors in AC circuits. [SLO:P-12-E-25] Calculate the reactance of
capacitors and inductors.
9. Study the charging and discharging of a [SLO: P-12-E-08] Analyze graphs of the variation
capacitor through a resistor and calculate with time of potential difference, charge and
the time constant. current for a capacitor discharging through a

Page 4 of 8
 resistor [use τ = RC for the time constant for a
capacitor discharging through a resistor]
Section B (40% of practical marks 12 Marks)
1. Calculate elastic potential energy from the [SLO: P-11-B-28] Determine the elastic potential
load-extension graph for vertical mass energy of a material. [that is deformed within its limit
spring system. of proportionality from the area under the force-
extension graph. Also state and use
Ep = 1/2 (kx2) for a material deformed within its limit
of proportionality].
[SLO: P-11-B-30] Deduce the work done from force-
displacement graph.
2. Sketch magnetic field pattern due to the [SLO: P-09-E-35] Sketch magnetic field patterns due
currents in a long straight wire/ a flat to the currents in a long straight wire, a flat circular
circular coil/ a long solenoid. coil and a long solenoid.
3. Investigate the value of ‘g’ by free fall [SLO: P-12-B-07] Analyze why g is approximately
method using electronic timer. constant for small changes in height near the Earth’s
surface.
Minor Practicals

4. Study the input and output waveforms for [SLO: P-12-E-19] explain the use of a single diode
half wave rectification using CRO. for the half-wave rectification of an alternating
(Questions will not be asked from CRO) current.
5. Study the input and output waveforms for [SLO: P-12-E-20] explain the use of four diodes
full wave rectification using CRO. (bridge rectifier) for the full-wave rectification of an
(Questions will not be asked from CRO) alternating current.
6. To study variation of electric current with [SLO: P-12-F-06] describe that photoelectron may be
intensity of light using photoelectric emitted from a metal surface when it is illuminated
apparatus. by electromagnetic radiation.
[SLO: P-12-F-07] Describe and use the terms
threshold frequency and threshold wavelength
[SLO: P-12-F-08] Explain photoelectric emission
in terms of photon energy and work function energy
[SLO: P-12-F-09] State and apply
1
ℎ𝑓 = ∅ + m V2max
2
[SLO: P-12-F-10] Explain why the maximum
kinetic energy of photoelectrons is independent of
intensity, whereas the photoelectric current is
proportional to intensity

Page 5 of 8
 MODEL PHYSICS PBA PAPER (COMPOSITE HSSC)
For HSSC Annual Examination 2026 & onwards
Physics Curriculum (2022-23)-Scheme of Studies 2006
2.

Total Marks: 30 Time: 2:30 hours

Note: Attempt all questions and write within provided spaces on E-sheet.

SECTION-A (18 Marks)

Q.1 The potentiometer is used to determine the internal resistance of a cell in the lab.
i. What is the principle behind using a potentiometer to measure internal resistance? (01)
ii. Why is the potentiometer preferred for measuring internal resistance of a cell? (01)
iii. Table below shows some values obtained using the null deflection method. Copy and
complete the missing entries in the given table. (03)
Length of
Length of
No of Resistance balance point Difference of Internal
balance point
obs R without R. lengths resistance r
with R (l2)
(l1)
Units (---) (---) (---) (---) (---)
1 3 223 97
2 5 236 56
3 7 227 31

iv. How do you determine the emf of cell using potentiometer? (01)

Q. 2. Figure shows a spherometer used to measure radius of curvature of a convex

surface

i. If the pitch of the spherometer is 1 mm and there are 100 divisions on its disc, what its
least count? (01)
ii. This spherometer gives a mean height of 2.42mm when placed on plane glass plate.
Now it is placed on a convex surface. The distance between any two outer legs is 4 cm.

Page 6 of 8
 Main scale Circular scale reading b (cm) Total reading
reading = a + b (in cm)
a Circular scale division Circular scale
touching the edge of the division x least
main scale count (in cm)
2 mm 63
(----cm)
a. Copy and complete the table. (01)
b. Calculate height of spherical surface. (01)
c. Find the perimeter of equilateral triangle formed by the legs of
spherometer. (01)
d. What is the radius of the curvature of the spherical surface? (02)
Q.3. Study the charging and discharging of a capacitor through a resistor and calculate the
time constant.
A student aims to calculate the time constant for a capacitor which is marked as 400 µF. He
connects a 20 KΩ resistor and a battery of 12 V in series with the capacitor. He also connects a
voltmeter in parallel with the capacitor and a two-way switch to charge and discharge the
capacitor.
Table below shows the values obtained when the capacitor was discharged from its peak
voltage.
Time (s) 3 6 9 11 15 18 22 25
Voltage
14 7 4 2 0.8 0.6 0.3 0.3
(V)

i. Draw the circuit diagram of the experimental arrangement. (01)

ii. Draw a graph from the given values and also determine the time constant from this graph. (03)
iii. What is the actual value of the time constant? Also calculate the percentage error in your
calculated time constant. (02)
SECTION-B (12 Marks)
Q.4. Investigate the value of ‘g’ by free fall method using electronic timer.
With the help of electronic timer, students measure the distance and time of free fall by repeating
procedures with same steel ball for different heights and recorded readings given in following
table.

i. Copy and complete the table. (02)

No. of Height (h) Time (s) Average (t)

g = ------
obs. (cm) (s)
t1 t2 (----)
1 28 0.24 0.22
2 47 0.31 0.29
3 67 0.37 0.38
4 72 0.39 0.40
5 76 0.40 0.42
6 80 0.44 0.41

Page 7 of 8
 ii. Calculate the mean value of g and percentage error in g. (01)
iii. How can we magnetize steel ball in this experiment? (01)

Q.5. A circuit shows a rectifier bridge connected to an AC supply. The terminals P and Q
are connected to CRO circuit.

i. Draw the waveform obtained at output PQ. (01)

ii. At output PQ (from CRO) peak value of voltage ‘V’ is 8V. What is its r.m.s value? (02)
iii. Calculate the power dissipated in resistor if resistance ‘R’ is 4Ω. (01)
Q.6. To study variation of electric current with intensity of light using photoelectric
apparatus.
A schematic diagram is shown below to study the variation in electric current with the intensity
of light using photocell. Data is recorded and mentioned in the table where “d” is the distance of
a light source from the photocell and “I” is the current flowing in the circuit.

i. Copy and complete the table (02)

No. Distance (d) Current (I) Intensity of light

of (cm) (µA) (---)
obs
1 60 15
2 50 25
3 40 55
4 30 70
5 20 115
6 10 240

ii. Plot the graph between current and intensity of light. (02)

Page 8 of 8
 111 032 473

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