The process of data collection and interpretation to pass a judgement is known as curriculum evaluation. In order to pass that value judgement, curriculum developers or teachers are expected to use a variety of tools to obtain information which may support the judgement for adding the value or worth of that curriculum. One of the dimensions of curriculum evaluation is the evaluation of curriculum materials. Textbook is one of the curriculum materials. In this article, the textbook “Physics for class IX and X” prescribed by Sindh Textbook Board has been evaluated by using the criteria to evaluate a textbook given by Marsh (1997). The content and materials have been considered while analysing the mentioned textbook. 
Evaluation of Content and materials
Development history
The rational for development of the textbook “Physics for class IX and X” has been stated that is, to introduce a unified course for the students appearing at secondary school certificate examination according to new syllabus. Second part of the rational for development of prescribed physics textbook is to maintain the fluency of language of content in physics so that the students will easily understand the subject matter.
The authors of above mentioned prescribed textbook have explicitly advocated subject centered approach. The rational provided for subject centered approach of the textbook is, to help the readers maintain the fluency of language of content and easily understand the subject matter of the subject. The approach for the textbook is consistent throughout the book. The content of the whole book contains knowledge about various concepts and principles related subject matter of physics.
Objectives
The general objective for the textbook has been explicitly stated as to introduce the basic laws and principles of physics with their applications in various areas of physics as well as in daily life. The textbook has not been structured in units.  Instead of units, textbook has been structured in nineteen chapters but there are no objectives stated for each chapter. If the teachers appropriately formulate the objectives for each chapter according to their own context, the objectives will likely be achieved by the users.
Issues orientation
The authors of the prescribed book have incorporated some issues. For example, in chapter on light, the green house effect and damage of ozone layer through heavy industries and other pollutants have been mentioned. This issue has been clearly stated that if ozone layer is damaged by atmospheric pollution, then the dangerous rays in sunlight which the ozone layer filters will come to earth and harm lives. Furthermore, green-house effect will result in high temperature in atmosphere due to which polar ice-caps will melt and raise the level of oceans and drowning all coasts. The text book contains contrasting views on nature of light involving three theories such as corpuscular theory of light, wave theory of light and quantum theory of light. There are no contrasting views on issue mentioned above.
Multiculturalism and sex roles
The content of the prescribed textbook has been selected by taking considerations on the sensitivities of various cultural and ethnic groups. This book can openly be used by learners in any culture of Pakistan. The authors of the textbook have tried to avoid gender stereotyping but male dominancy is found in the textbook. For example they have used the word “person” instead of man or women. The pictures to explain concepts contain mostly males but one of the pictures is of a female.
Scope for the unit
The authors of the prescribed textbook “Physics for class IX and X” provide the scope for materials of whole textbook because the book has not been structured in units but in chapters. The scope includes background of physics, measurements, dynamics and statics, energy, electronics and nuclear physics. Under measurements they have included main concepts like, units of measurement and measuring instruments, vectors and scalars. Statics includes main concepts such as objects at rest under resultant of forces and electrostatics while dynamics incorporate kinematics and mechanics. Energy involves kinetic/potential energy, heat, waves and sound, light and electricity. 
Sequence and linkages
The authors of the text book have provided details of sequence for each major concept. For example, in first chapter, measurement is a major concept which involves two main topics or concepts such as units of measurement, measuring instruments, vectors and scalars. Sub topics of units of measurement are international systems of units, fundamental units and derived units. Subtopics of measuring instruments are vernier callipers, screw gauge, physical balance, stop watch, and measuring cylinder. In second chapter, vectors and scalars is main topic which has sub topics of scalars, vectors, addition/subtraction of vectors, resolution of vectors, and addition of rectangular components of vectors.
The authors of this prescribed book link measurements with kinematics where physical quantities are discussed such as displacement, velocity, speed and motion and so on.  Then kinematics has been linked to force and motion. In statics, forces are applied to make a body get rest position. In same chapter, centre of gravity is discussed. Following chapter involves circular motion and gravitation. Work, power and energy are linked with machines.  Forms of energy have been linked with each other.  For example, heat, sound, light and electricity have been linked. After electricity, magnetism and electromagnets have been arranged. These are then linked to electronics and nuclear physics.
The authors of textbook justify the sequence and linkage as it is evident from chapter 6 where it is mentioned that in previous chapter we dealt with the bodies in motion. In this chapter we will discuss the bodies at rest. Another example of authors’ justification for linkages and sequence is in chapter fourteen where it is mentioned that in chapter thirteen we discussed the travelling of light in homogeneous medium however in this chapter we will discuss the travelling of light in heterogeneous medium.
Reference
Marsh, C. J. (1997). Planning, management and ideology: Key concepts for understanding            curriculum 2. London: Routledge Falmer