Republic of Zambia

MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL, TRAINING AND EARLY EDUCATION

PHYSICS SYLLABUS
GRADES 10 – 12

Prepared and published by Curriculum Development Centre

P.O. Box 50092
LUSAKA
2013

i
© Curriculum Development Centre 2013

All rights are reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the copyright holder.

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 CONTENTS
Page
Preface ............................................................................................................................................. iv
Acknowledgements............................................................................................................................v
Introduction ........................................................................................................................... vi
General Aims of the Syllabus........................................................................................................... vii
General Structure of the Syllabus...................................................................................................... viii
Mathematical Requirements.............................................................................................................. ix
Assessment Objectives .......................................................................................................... x
Structure of the Examination ................................................................................................ xi
Time Allocation .................................................................................................................... xii
Topics of the Syllabus ........................................................................................................... x
Unit 1.0 Measurements ............................................................................................... 1
Unit 2.0 Mechanics .................................................................................................... 3
Unit 3.0 Thermal Physics ........................................................................................... 19
Unit 4.0 Wave motion theory ..................................................................................... 22
Unit 5.0 Sound ............................................................................................................ 22
Unit 6.0 Light.................................................................................................... 24
Unit 7.0 Magnetism ..................................................................................................... 27
Unit 8.0 Static electricity ............................................................................................ 28
Unit 9.0 Current electricity ......................................................................................... 30
Unit 10.0 Electromagnetic induction ............................................................................ 35
Unit 11.0 Basic electronics ........................................................................................... 38
Unit 12.0 Atomic Physics ............................................................................................. 42
Practical Physics............................................................................................ 45

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VISION

Quality, life-long education for all which is accessible, inclusive and relevant to individual, national and global needs and value
systems.

iv
PREFACE

The syllabus was produced as a result of the Curriculum review process carried out by the Ministry of Education, Science, Vocational
Training and Early Education under the auspices of the Curriculum Development Centre (CDC). The curriculum reform process
started way back in 1999 when the Ministry of Education commissioned five (5) curriculum studies which were conducted by the
University of Zambia. These studies were followed by a review of the lower and middle basic and primary teacher education
curriculum. In 2005 the upper basic education National survey was conducted and information from learners, parents, teachers, school
managers, educational administrators, tertiary institutions traditional leader’s civic leaders and various stakeholders in education was
collected to help design a relevant curriculum.

The recommendations provided by various stakeholders during the Upper Basic Education National survey of 2005 and National
symposium on curriculum held in June 2009 guided the review process.
The review was necessitated by the need to provide an education system that would not only incorporate latest social, economic,
technological and political developments but also equip learners with vital knowledge, skills and values that are necessary to
contribute to the attainment of Vision 2030.

The syllabus has been reviewed in line with the Outcome Based Education principles which seek to link education to real life
experiences that give learners skills to access, criticize analyze and practically apply knowledge that help them gain life skills. Its
competences and general outcomes are the expected outcomes to be attained by the leaners through the acquisition of knowledge,
skills, techniques and values which are very important for the total development of the individual and the nation as a whole.
Effective implementation of Outcome Based Education requires that the following principles be observed: clarity of focus, Reflective
designing, setting high expectations for all learners and appropriate opportunities.

It is my sincere hope that this Outcome Based syllabus will greatly improve the quality of education provided at Grade 8 and 9 as
defined and recommended in various policy documents including Educating Our Future`1996 and the `Zambia Education Curriculum
Framework `2013.

Chishimba Nkosha
Permanent Secretary

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MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL, TRAINING AND EARLY EDUCATION.

Acknowledgements

The syllabus presented here is a result of broad-based consultation involving several stakeholders within and outside the education
system.

Many individuals, institutions and organizations were consulted to gather their views on the existing syllabus and to accord them an
opportunity to make suggestions for the new syllabus. The Ministry of Education wishes to express heartfelt gratitude to all those who
participated for their valuable contributions, which resulted in the development of this syllabus.

The Curriculum Development Centre worked closely with other sister departments and institutions to create this document. We
sincerely thank the Directorate of Teacher Education and Specialized Services, the Directorate of Planning and Information, the
Directorate of Human Resource and Administration, the Directorate of Open and Distance Education ,the Examinations Council of
Zambia, the University of Zambia, schools and other institutions too numerous to mention, for their steadfast support.

We pay special tribute to co-operating partners especially JICA and UNICEF for rendering financial technical support in the
production of the syllabus.

C.N.M Sakala (Mrs.)

Director-Standard and Curriculum
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

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ACKNOWLEDGEMENTS

The Curriculum Development Centre wishes to pay tribute to the contributors of this Physics Syllabus. The Curriculum Development
Centre also wishes to thank the Ministry of Education, Science, Vocational Training and Early Education, for providing the necessary
funds, special thanks also go to Japan International Cooperation Agency (JICA) for their technical and financial support particularly
in the finalisation of this document and the persons who made the production of this syllabus possible. The institution wishes to
express its heartfelt gratitude to individuals and institutions that participated in the production of this syllabus.

Sakala C. N.M (Mrs.)

Director, Standards and Curriculum
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

INTRODUCTION
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This syllabus has taken into consideration relevant aspects of the 1996 National Policy on Education entitled “Educating Our Future”,
which demands that the education system should aim at producing a learner capable of appreciating the relationship between scientific
thought, action and technology on the one hand, and sustenance of the quality of life on the other. Furthermore, it is part of the policy
of the Ministry of Education to improve the teaching and learning of Mathematics and Science in High School.

Another major aspect of this syllabus is that it has taken into consideration environmental issues with emphasis on application of
Physics in everyday life.

The syllabus takes into account the fact that the pupils who will follow it will be of different background. Some will study further
Physics; some will require the knowledge of this background Physics in pursuing other scientific studies, while some will join the
world of work.

GENERAL AIMS OF THE SYLLABUS

The Syllabus aims at contributing to pupils’ general education by using the impact of well-known applications of physics concepts and
principles on society. This approach is intended to stimulate pupils’ curiosity and sense of enquiry which will in turn not only provide
a suitable basis for further study of the subject, but also provide pupils with sufficient knowledge and understanding to make them
become useful and confident citizens. The essence of such an enquiry is related to problem solving. This further aims at developing
the skills necessary to find solutions to scientific problems.

During this course pupils should acquire the following:

1. Knowledge and understanding of facts, ideas techniques and the applications of Physics.
2. Skill in applying their knowledge and understanding in problem solving.
3. Practical abilities associated with investigation of certain phenomena and principles in Physics.
4. Positive Scientific attitudes such as open mindedness and willingness to recognise alternative points of view.

GENERAL STRUCTURE OF THE SYLLABUS

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The syllabus is divided into units. Every effort has been made to arrange the topics in a logical order but this is not intended to suggest
a teaching order. It is hoped teachers will develop a considerable flexibility in planning their presentations.

Each of the Units is described under the headings of “Content”, “specific outcomes” knowledge, skills and “values”. The column
headed “skill” is intended to guide with the type of practical skills to be acquired while value must show what action the learner will
take after learning the content and skill and is not to be regarded as exhaustive. The teacher can still extend it by relating the factual
contents and specific outcome(s) of the syllabus to social, economic and industrial life at both local and national levels.

In view of the increasing impact of electronics and computers, bipolar transistors and logic gates have been included in the syllabus. It
is envisaged that an experimental approach will be adopted and that pupils will spend adequate time on individual experimental work.

MATHEMATICAL REQUIREMENTS

The study of Physics through this syllabus strengthens the applications of mathematical skills. It is assumed the pupils will be
computer in the following mathematical techniques:-

1. Taking account of accuracy in numerical work and handling calculations so that significant figures are neither lost
unnecessarily nor carried beyond what is justified.
2. Making approximate evaluation of numerical expressions.
3. Formulating simple algebraic equations as mathematical models from physics situations and be able to solve them.
4. Changing the subject of a formula.
5. Expressing small changes or errors as percentages.
6. Calculating areas of various shapes.
7. Dealing with vectors in all simple forms.
8. Plotting results graphically after selecting appropriate variables and scales.
9. Interpreting, analysing and translating graphical information.

NOTE: The list of mathematical abilities above is intended as a guide but is in no way limited nor exhaustive

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ASSESSMENT OF OBJECTIVES

The syllabus will stress:

1. Knowledge and understanding in the following:

(a) Scientific phenomena, facts, concepts, theories and laws.

(b) Scientific terminology, use of symbols, quantities and units.
(c) Scientific apparatus and instruments and their safe operation.
(d) Scientific and technological applications with social, economic and environmental relevance.

2. Handling information and solving problems including to:

(a) locate, select, organise and present information from a variety of sources;
(b) translate information from one form to another;
(c) manipulate numerical data;
(d) identify patterns and draw inferences from information;
(e) give reasonable explanations for patterns and relationships;
(f) make predictions and hypotheses.

3. Experimental skills including those involving how to:

(a) follow instructions;

(b) use techniques, apparatus and materials;
(c) observe, measure and record;
(d) plan investigations;
(e) interpret and evaluate observations and results;
(f) evaluate methods and suggest possible improvements.

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 Continuous assessment will be emphasised by using various methods of testing according to topics and themes at
various levels. The examinations council of Zambia will prepare detailed procedures on how continuous assessment
will be conducted by the teachers. The examination council will also develop examination syllabus to provide teachers
with guidelines on the objectives to be tested. The scheme of assessment will consists of school based assessment and
final examination that will be conducted by the examinations of council of Zambia.

School based assessment will be in the form of tests. Tests will be in the form of diagnostic, aptitude, achievement,
oral, practice attitude and performance, learners.

TIME ALLOCATION

A minimum of six periods of forty minutes each per week, preferably with one (1) double period taken in laboratory for
practical work.

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Grade 10
General Outcomes: Key competences
• Develop an understanding of measurements • Demonstrate ability to measure length, time, mass, weight and
• Develop investigative skills volume
• Demonstrate an understanding of mechanics • Show skills and knowledge to calculate density, speed, velocity,
acceleration and force
• Demonstrate ability to use different sources of energy
• Demonstrate ability to use simple machines to do work

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 CONTENT
TOPIC SUBTOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
10.1 10.1.1 10.1.1.1 Distinguish between  The difference between  Comparing  Asking questions
Measurements International basic and derived basic and derived basic quantities about physical
System of quantities quantities: Basic and derived quantities
Units (SI). quantities; mass, length, quantities.
time etc
Derived quantities: force,  Expressing  Participating in
acceleration, velocity etc numbers in group actively
scientific
 Basic and Derived units: notation  Applying
10.1.1.2 Identify basic units Basic units: metre(m), numbers in
and derived units. kilogram(Kg),  Specifying standard form
seconds(S) ,Kelvin(K) number of
Derived unit: significant
Newton(N),metre per figures
square second(m/s2)

10.1.1.3 Recognise prefixes,  Fundamental and derived

multiples and units: Prefixes, multiples
submultiples of and submultiples of basic
fundamental and and derived units
derived units.  Scientific notation:
numbers written using
10.1.1.4 Use scientific powers of ten and
notation and significant figures:
significant figures in important figures
numerical problems.

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 CONTENT
TOPIC SUBTOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
10.1.2 Length 10.1.2.1 Demonstrate the use  Use of measuring  Measuring  Participating in
and time of various measuring instruments: such as rules, lengths of group actively
instruments to vernier calipers and different objects  Asking questions
determine length micrometer screw gauge for more
to measure the physical  Measuring an understanding
quantity of length interval of time  Applying the use
10.1.2.2 Demonstrate the use  Use of devices for using clocks of clocks and
of clocks and devices measuring time: Using devices to
for measuring an clocks to measure time  Communicating determine the
interval of time intervals and period of factors affecting period of
10.1.2.3 Identify factors that pendulum the period of pendulum
affect the period of a  A simple pendulum: pendulum
simple pendulum Factors affecting the
period of pendulum such
as length and amplitude
10.1.3 Mass 10.1.3.1 Distinguish between  Differences between mass  Comparing mass  Asking questions
and, weight mass and weight and weight in terms of with weight for more
units, measuring  Measuring mass understanding
instrument and quantities and weight of  Appreciating the
10.1.3.2 Demonstrate how to  Instruments for measuring objects use of beam and
measure mass and mass and weight: Using  Investigating the spring balances
weight Triple beam balances and centre of mass of  Participating in
spring balances to measure objects group actively in
mass and weight locating the
 Locating the center of  Communicating centre of mass
mass of an object: Use of conditions for
10.1.3.3Demonstrate how to lamina to locate centre of stability of
locate the centre of mass of an object objects, e.g. base,
mass of an object  Stability of objects in position of centre
terms of the position of the of mass
10.1.3.4 Describe qualitatively centre of mass e.g.
the effect of the equilibrium
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TOPIC SUBTOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
position of the centre (stable ,unstable and
of mass on the neutral)
stability of an object.
10.1.4 Density 10.1.4.1 Determine the density  Density of floating  Calculating the  Participating
of floating objects objects: e.g. cork density of a in a group
10.1.4.2 Determine the density floating object actively
of a mixture of  Density of miscible using
liquids liquids: e.g. alcohol and displacement
water method
10.1.4.3 Describe what (þ=(m1+m2)/(v1+v2))  Asking questions
relative density is  What relative density is:  Comparing the for more
Relative density as ratio densities of other understanding
10.1.4.4 Calculate relative without units objects
density of air  Calculation of relative
density: Use of formula;
Relative density of
substance
(relative density =density
of substance/density of
water )

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10.2 10.2.1 Scalars 10.2.1.1Describe what  Scalar and Vector quantities:  Classifying  Participating
Mechanics and vectors. scalar and vector Quantities; Scalar -size and no physical quantities in a group
quantities are direction, vectors -size and into vectors and actively
direction scalars
 The difference between scalar
10.2.1.2 Distinguish and vectors: Scalar (distance,  Determining  Asking
between scalars mass , time, speed, length, magnitudes of questions for
and vectors. area, volume, temperature, resultant vector more
density, work, energy, power), understanding
Vectors ( weight, force,  Formulating the
acceleration, displacement, resultant of two  Appreciating
velocity, moment) vectors by the use of
 Resultant of vectors: Adding graphical methods graphical
vectors using the formula FR= method when
F1 +F2 and FR= F2-F1 adding vectors
 Resultant of two vectors
graphically
10.2.1.3 Demonstrate
adding of
vectors to
determine a
resultant
10.2.1.4 Demonstrate how
to determine the
resultant of two
vectors
graphically.

10.2.2 Linear 10.2.2.1 Describe the  Terms used: such as distance,  Comparing  Participating
motion terms used in displacement, speed, velocity, distance with in a group
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OUTCOMES KNOWLEDGE SKILLS VALUES
mechanics. acceleration displacement; actively
speed with
 Use of the following equations velocity  Appreciating
of motion  Classifying the use of
10.2.2.2 Demonstrate the v = u + at, appropriate equations of
use of equations s = (v + u)t/2, equation (s) of motion to solve
of uniformly s = ut + ½ at2 v2 = motion to solve problems
accelerated u2 + 2as particular
motion to solve  Graphical representation of numerical  Appreciating
problems motion in terms of ; rest, problems graphs
constant speed and constant  Plotting and
10.2.2.3 Interpret graphical acceleration interpreting  Appreciating
representation of  Consequences of over speeding graphs speed limits ,
distance-time, e.g. brake failure resulting into  Predicting which road humps,
Displacement - car crush, loss of control object in motion speed traps etc
time, speed-time,  Acceleration of free fall for a would be
velocity-time and body near the earth it is constant damaged the most  Appreciating
acceleration-time. (approximately 10m/s2) e.g. a slow the use of
10.2.2.4 Investigate the  The falling motion of bodies in moving vehicle or parachutes
consequences of a uniform gravitational field: a fast moving from height
over speeding falling terminal velocity vehicle , if they
10.2.2.5 Describe the hit an obstacle
acceleration of  Calculating
free fall for a acceleration of a
body near the body due
earth. gravity
10.2.2.6 Describe  Communicatin
qualitatively the g the cause and
motion of bodies effect
falling in a relationship of
uniform terminal
gravitational field velocity
with and without
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OUTCOMES KNOWLEDGE SKILLS VALUES
air resistance
10.2.3 Forces 10.2.3.1 Explain what  The definition of force: Force as  Communicating  Participating in
force is. “Pull” or “push” the effects of a a group
 Effects of forces :change in force using a actively
10.2.3.2 Explain the shape, change in size, change spring , trolley,
effect of forces direction, change of motion Ticker Tape  Appreciating
on bodies. (acceleration or retardation) Timer etc the use of
 Resistance to change in state of safety belts on
motion (Newton’s 1st law)  Investigating the vehicles
 The relationship between force relationship
10.2.3.3 Describe the and acceleration: A constant between mass and  Appreciating
inertia law force produces a constant acceleration, e.g. Newton’s
acceleration higher inertia is second law of
 The relationship between mass due to larger mass motion
10.2.3.4 Demonstrate the and acceleration: Increase in  Giving a
relationship mass results in reduction in  Describing the presentation of
between force acceleration (mass is inversely relationship group work
and acceleration proportional to acceleration for a between mass and
constant force) acceleration  Knowing the
10.2.3.5 Demonstrate the  Organising the safety rules of
relationship data of investigation
between mass and investigation in a
acceleration. table

10.2.3.6 Perform  How to calculate force: Using  Calculating  Applying the

calculations on formula; force, mass and restoration
force. Force = acceleration force in devises
mass ×acceleration  Communicating
10.2.3.7 Investigate the  Hooke’s law (F α e) including the effects of  Participating
effect of force graphs. friction in class
on a spring. discussion
10.2.3.8 Demonstrate the  Effects of friction e.g. heat,
effects of friction
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on the motion of wear and tear
a body.
10.2.3.9 Describe the  Centripetal force: (F=m(v2/r))
motion in a and centrifugal force
circular path due
to a perpendicular
force.
10.2.4 Moment 10.2.4.1 Perform  Mass, weight and distance of a  Experimenting  Participating in
of calculations based uniform object e.g. metre rule, the principle of a group actively
forces. on the principle of metal bar, plank etc based on moments
moments. the principle  Calculating  Justifying why
 Application of moments e.g. mass ,weight and handles of
10.2.4.2 Investigate the opening a door or window, perpendicular certain objects
everyday opening a bottle with an opener, distances are long. e.g. a
application of a see-saw, turning a tap on, spanner ,
moments. tightening a nut with a spanner wheelbarrow
etc etc

10.2.5 Work, 10.2.5.1 Explain the  The definition of Work,  Communicating  Justifying
Energy and meaning of the Energy and Power: Work work, energy and importance of
Power. terms work, (force x distance in direction of power conserving
energy and power. force) sources of
Energy(ability to do work)  Communicating energy
Power(rate of doing work) the SI units for  Cooperating in
 The units of work, energy and work, energy and group activities
power : Work(joule), power
Energy(joule) and Power  Appreciating
10.2.5.2 Identify the units (watt)  Calculating work, the use of clean
of measurement  The formulae of work: energy and power energy
for work, energy Work = (Force) x (distance using appropriate (pollution free
and power moved in the line of action of formulae energy)
the force)
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TOPIC SUBTOPIC
OUTCOMES KNOWLEDGE SKILLS VALUES
10.2.5.3 Calculate work  Different Forms of energy: e.g.  Analysing  Cooperating in
using the mechanical (Kinetic and different forms of group activities
appropriate gravitational potential energy), energy and there
formula Chemical, electrical energy etc sources  Being aware
 Potential and Kinetic Energy: that some
Gravitational potential  Comparing energy sources
10.2.5.4 Identify the energy(energy due to position), different forms of are non
different forms Kinetic energy(energy due to energy renewable
of energy motion)
NB: Gravitational potential  Communicating  Participating
energy (EP = mgh) and renewable and actively in
kinetic energy (EK = non-renewable groups
1/2mv2 ) resources
10.2.5.5 Explain  Renewable and non-renewable
qualitatively and energy: Renewable sources of  Observing the  Asking
quantitatively energy: (solar, wind, effects of energy questions for
the terms hydroelectric , geothermal, bio- sources on the more
gravitational gas) environment understanding
potential and Non-renewable
kinetic energy. energy( chemical/fuel, nuclear  Demonstrating
energy ) energy
 Effects of use of energy sources transformations  Applying the
on the environment: e.g. air  Describing the law of
pollution, water pollution, law of conservation of
deforestation, land degradation conservation of energy
etc energy
10.2.5.6 Describe sources  Transformation of energy: e.g.
of renewable and chemical energy(Battery) to  Appreciating
non renewable electric energy (wire)to light  Calculating Albert Einstein
energy. energy( bulb) numerical energy formula
 Principle of conservation of problems
energy involving Einstein
 Calculation of energy: Using the formula  Applying the
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TOPIC SUBTOPIC
OUTCOMES KNOWLEDGE SKILLS VALUES
formula formula in
(E = mc2 ) using the formula to determining
10.2.5.7 Explain the solve numerical problems of  Calculating energy.
effects of the energy. efficiency
use of energy  Calculation of efficiency of
sources on the energy: Using the formula  Calculating power
environment. (Efficiency = energy output/ from the formula
energy input x 100%)
10.2.5.8 Demonstrate
energy  Calculation of power: Using the
transformation formula
from one form ( Power = work done/ time)
to another
10.2.5.9 Describe the
conservation of
energy
10.2.5.10 Calculate energy
using mass and
velocity

10.2.5.11Demonstrate the
calculation of
efficiency of
energy
conversion
using the
appropriate
formula
10.2.5.12Demonstrate
calculation of
power using
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TOPIC SUBTOPIC
OUTCOMES KNOWLEDGE SKILLS VALUES
the
appropriate
formula

11
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10.2.6 10.2.6.1 Describe what a  The definition of a simple  Communicatin  Cooperating in
Simple simple machine machine: Enables a large load to g types of group activities
machines is be overcome by a small effort simple
 Types of simple machines: e.g. machines  Listening to
Levers, pulleys, gears, inclined other learners
10.2.6.2 Identify the planes, wheel and axle with respect
different types of  The relationship between the  Relating the
simple distance and effort & load in a distance moved
machines. simple machine: Distance moved by the effort to
by effort and distance moved by the distance  Appreciating
10.2.6.3 Describe the the load in the same time moved by the the use of
distances moved  The definition of Mechanical load at the same simple
by the effort and advantage (MA), Velocity Ratio time for a machines in
the load in a (VR) and Efficiency: particular type doing work e.g.
simple machine Mechanical advantage (MA = of a simple bottle opener
Load/Effort) machine
10.2.6.4 Explain the terms Velocity Ratio
of Mechanical (VR = distance moved by effort /  Calculating
advantage (MA), distance moved by load) MA, VR and  Applying the
Velocity Ratio Efficiency (; Efficiency = efficiency of a use the formula
(VR) and (MA/VR) x 100%) simple machine to compare MA
Efficiency. of different
 Calculation of MA,VR and simple
10.2.6.5 Perform efficiency of simple machines machines
calculations involving
simple machines

10.2.7 10.2.7.1 Explain what  The definition of pressure:  Measuring  Cooperating in

Pressure pressure is. Pressure(force/area) pressure using group activities

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OUTCOMES KNOWLEDGE SKILLS VALUES
Units(pascals, N/m2 ,millibars) barometer , and
manometers
10.2.7.2 Describe how  The relationship between force  Calculating  Applying the
pressure relate to and area in pressure and its pressure in fluids idea of pressure
force and area formulae: Relating force and in our daily life
using area as on when force increases
appropriate pressure increase and when area
examples and increase pressure reduce  Communicating
formula (calculations using the formula factors affecting  Appreciating
P = F/A) pressure in liquids the use of
 Factors affecting pressure in  Describing the simple
10.2.7.3 Identify factors liquids: Depth/height and density transmission of machines in
affecting of the liquid pressure doing work e.g.
pressure in  Applications of pressure bottle opener
liquids. (Pascal’s Law): e.g. hydraulic
brakes, hydraulic press and jack  Calculating  Appreciating
10.2.7.4 Describe the  Calculation of pressure in pressure using the the use the
transmission of liquids: Using appropriate formula p= ρgh formula to
pressure in formula; calculate
hydraulic “p = ρgh” to calculate pressure  Communicating pressure
systems. in liquids the principle of  Appreciating
 The mechanism of a mercury Archimedes the use of a
10.2.7.5 Calculate barometer: Use in determining principle barometer and
pressure in atmospheric pressure manometer
liquids.  The mechanism of a manometer:
Use in determining gas pressure  Cooperating in
10.2.7.6 Explain the group activities
 Principals of upthrust and
mechanism of a
floatation in fluids (Archimedes
mercury
principle)
barometer.
 Relationship of upthrust and
10.2.7.7 Explain the  Participating
floatation
mechanism of a actively in
manometer groups
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10.2.7.8 Explain
principles of
upthrust and
floatation.
10. 2.7.9 Describe how
upthrust relate to
floatation in
fluids.

Grade 11
General Outcomes: Key competences
• Demonstrate an understanding of thermal physics • Demonstrate ability to show how pressure varies with
• Develop investigative skills volume and temperature
• Demonstrate an understanding of wave motion • Show skills and knowledge on the construction of
• Demonstrate an understanding of sound thermometers
• Demonstrate an understanding of Light • Demonstrate ability to show heat transfer in solids ,liquids
• Demonstrate an understanding of magnetism ,and gases
• Demonstrate ability to show that sound requires a
medium for transmission

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11.3Thermal 11.3.1Simple 11.3.1.1 Explain What the  The definition of kinetic  Predicting the cause  Cooperating in
physics kinetic theory of kinetic theory is theory: Matter is made of continuous group activities
Matter. up of discrete individual random motion of
particles that are the discrete  Being aware of
continuous in random individual particles the cohesive and
motion adhesive forces in
 Interpreting the matter
11.3.1.2 Describe qualitatively  Structure of intermolecular
the molecular model matter(solid ,liquid ,gase forces i.e. cohesive  Asking questions
of matter. s) and intermolecular and adhesive in a for more
forces: e.g. cohesive and much simpler way understanding
adhesive  Asking more
11.3.1.3. Explain changes of  Change of state of matter questions for
state in terms of the in relation to kinetic more
kinetic theory of theory  Experimenting on understanding
matter. the Brownian
motion, diffusion,
11.3.1.4 Apply kinetic theory  Use of kinetic theory as evaporation and
to explain rates of in Rate of diffusion, cooling.
diffusion, Brownian Brownian motion,  Collecting the data
motion, evaporation evaporation and cooling as experiment
and cooling effect of effect of evaporation in  Formulating
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evaporation. terms of kinetic theory conclusion of
11.3.1.5 Apply the kinetic  Kinetic theory in gas experiment
theory to explain gas pressure(compressing a
pressure. gas in a cylinder)
11.3.2Measurem 11.3.2.1 Explain what  The definition of  Communicating  Asking
ent of temperature is Temperature: as average information on questions for
temperature kinetic energy of the temperature more
particles of a substance  Experimenting the understanding
 Physical properties of thermal expansion  Cooperating in
11.3.2.2 Describe physical substances: such as of matter(liquid, groups
properties of density, electrical solid, gases) activities
substances which resistance etc of
change with substances  Measuring the  Appreciating
temperature. temperature the use of
 Measurement of thermometers
11.3.2.3 Measure the temperature and  Comparing Celsius in determining
temperature with Calibration of and Kelvin scale temperature
thermometers thermometers  Appreciating
the use of
11.3.2.4 Describe suitability  Suitability in terms of thermocouples
of alcohol and colour, expansion,
mercury for use in conductivity.
liquid-in-glass
thermometers.
 Relation of Celsius and
11.3.2.5 Describe the Kelvin scale
relationship between (K =t + 273)
the Celsius and
Kelvin scales.  Structure of thermal
couple: consisting
11.3.2.6 Describe the different metals, two
structure and use of junctions, sensitive
a thermocouple
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thermometer. galvanometer

11.3.2.7 Demonstrate the  Appropriate use of

measurement of thermometers: Liquid in
temperature using glass thermometers and
an appropriate thermocouple
thermometer.
11.3.3Expansion 11.3.3.1Describe qualitatively  The thermal expansion  Experimenting the  Appreciating the
of solids, liquids the thermal of matters: in terms of thermal expansion knowledge about
and gases. expansion of solids, linear, area and volume of solids, liquids expansion of
liquids and gases. expansion and gases solids, liquids
11.3.3.2 Explain the effects of  Communicating the and gases.
expansion of water  Effects of Anomalous effects of expansion
on aquatic life. expansion of water on of water on  Cooperating in
11.3.3.3Demonstrate that aquatic life during group activities
solids, liquids and extreme cold
gases expand at  Different rates of seasons.
different rates. expansions of matter  Experimenting the  Asking questions
11.3.3.4Demonstrate how to boiling and melting for more
determine the boiling points of matters understanding
and melting point of  Boiling and melting  Collecting the data
different substances. point of substances: on temperature and
Graphical representation time
11.3.3.5Explain effects of and interpretation  Organising the data  Being aware of
pressure on the  Effects of pressure on in graphs. the effects of
melting and boiling melting and boiling point pressure on
points. of substances: such as  Analysing the data boiling and
increase in pressure on graph melting points
lowers the melting point)  Inferring the  Participating in
Boiling point(increased boiling and melting groups
pressure increases the point of matter discussion
boiling point)  Communicating

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11.3.5.6Investigate effects of  Effects of impurities on effects of pressure  Asking more
impurities on the the melting and boiling on melting and questions for
melting and boiling points of substances: boiling points more
points of substances. such as Impurities lower  Investigating the understanding
the melting point while effect of impurities
increase the boiling point on melting and  Applying the use
of a substance boiling points of graphs to
11.3.3.7 Demonstrate the relate variables
effect of varying  Boils law: use of  Organising data in
pressure on volume equation the tables to verify
of a gas PV=a constant at the gas laws
constant pressure
11.3.3.8 Describe the
relationship between  Charles law: as
temperature and temperature against
volume of a gas volume of a gas
V1/T1 = V2/T2
11.3.3.9 Explain the Kelvin
scale from the  Kelvin Scale; volume-
relationship between temperature change
temperature and (constant pressure )
volume. Graphical extrapolation
11.3.3.10Demonstrate the use
of the ideal gas  The ideal gas equation
equation to solve (P1V1/T1=P2V2/T2) and
simple numerical numerical problems.
problems.
11.3.4 The 11.3.4.1 Explain what an  The internal Combustion  Communicating  Appreciating
Engine internal combustion Engine; the operation of the use of
engine is. The ignition of the an internal machines
mixture of liquid fuel and combustion  Asking
air, inside the cylinder engine. questions for
11.3.4.2 Identify the different ( Petrol and diesel  Communicating more
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parts of an internal engine) different parts and understanding
combustion engine.  Parts of internal different strokes  Participating
combation engine: such of an internal actively in
11.3.4.3 Describe the as valves, piston, spark combustion group activities
operation of the plug, cylinder Engine.
spark plug.  The operation of Spark  Comparing the
plug (produces a spark). most efficient and
11.3.4.4 Describe the yet economical
different strokes in a  The strokes in a four engine to use
four stroke internal stroke internal
combustion engine combustion engine:
11.3.4.5 Describe efficiency Intake, compression,
of a diesel and power and exhaust.
petrol engine
 Efficiency of Diesel
engines and petrol
engines
11.3.5 Heat 11.3.5.1 Explain methods of  Heat transfer  Verifying the  Participating in
transfer by heat transfer. methods :Conduction, methods of heat group activities
conduction, convection and radiation transfer by during
convection and  Relationship between experimentation experiments.
radiation. 11.3.5.2 Use kinetic theory to kinetic theory and heat
explain heat transfer. transfer  Identifying the  Being aware of
11.3.5.3 Demonstrate heat  Heat conduction in relationship between the fact that heat
conduction in different substances kinetic theory to transfer can be
different substances. heat transfer explained in
 Uses of conductors  Communicating terms of kinetic
11.3.5.4 Demonstrate the uses Good conductors; pans, uses of bad and theory.
of bad and good kettle, pots etc; good conductors in
conductors of heat. Bad conductors; plastic everyday life  Cooperating in
11.3.5.5Demonstrate handles, wooden handles  Experimenting good group activities
convection in liquids etc and bad absorbers of
and gases.
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 Heat transfer in fluids radiant heat  Listening to
11.3.5.6 Demonstrate the through Convection others with
differences between current  Observing heat respect
bad and good transfer in fluids
absorbers of radiant  Differences between  Appreciating the
energy good and bad absorbers  Inferring good and knowledge about
of heat: e.g. shiny(white bad emitters of heat. heat transfer and
11.3.5.7 Demonstrate the its application
differences between or silver) and dull(black)
 Investigating the
good and bad heat surfaces
daily applications of
emitters. the methods of heat
 Differences between
transfer
good and bad emitters of
heat such as shinning
(white or silver) and dull
(black surfaces)
11.3.5.8 Explain everyday’s
applications of  Application of
knowledge on knowledge on the
conduction, processes of heat
convection and transfer: e.g. thermos
radiation. flask, electric kettle ,land
and sea breeze, green
house effect
11.3.6 11.3.6.1Demonstrate the  Difference between  Comparing  Participating in
Measurements difference between temperature(level of between group activities
of heat. temperature and heat hotness) and temperature and
energy. Heat energy(energy heat transfer
transferred)  Communicating  Being aware of
11.3.6.2Describe the terms of heat capacity and the difference
heat capacity and  Terms of heat capacity specific heat between heat
specific heat and specific heat capacity capacity and
capacity. capacity: such as Heat specific heat
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capacity(heat to raise  Communicating capacity
temperature by 1K ) the SI units for
Specific heat capacity specific heat  Cooperating in
11.3.6.3Identify the SI units of (quantity of heat which capacity group activities
specific heat raises the temperature of  Measuring specific
capacity. unit mass by 1K.) heat capacity of  Appreciating the
11.3.6.4Demonstrate how to  SI Units of specific heat solids and liquids knowledge about
measure specific heat capacity: Joules per heat capacity
capacity of solids and kilogram Kelvin(J/kg K)
liquids.  Measurement of Specific
heat capacity of solids
and liquids through
Electrical method and
methods of mixture
11.3.6.5Describe the terms  Scientific Terms: Latent  Communicating  Being aware of
latent heat, specific heat; specific latent heat specific latent heat latent heat
latent heat of fusion of fusion (melting) and
and of vaporisation. specific latent heat of  Calculating  Appreciating the
vaporization numerical problems formula used to
on heat calculate latent
11.3.6.6Demonstrate the  Numerical problem on measurement heat
solving of numerical latent heat
problems on heat
measurements

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11.4 Wave 11.4.1 Simple 11.4.1.1 Demonstrate wave  Wave motion: e.g.  Designing  Asking
motion ideas of motion. vibrations in ropes, experiments to questions for
the Springs demonstrate wave more
wave 11.4.1.2 Distinguish between  Different types of wave: motion by using ropes, understanding
motion longitudinal and Transverse (water and light strings  Cooperating in
theory. transverse waves. waves) and Longitudinal group activities
(sound waves)in terms of  Communicating terms
direction of oscillation associated with waves
 Scientific terms:  Being aware of
11.4.1.3Describe the terms Amplitude (A),  Calculating the terms
associated with period(T),frequency (f), numerical problems associated with
waves wavelength () and wave using the using the wave motion
front formula: “v = f”
 The wave equation:  Communicating  Appreciating
11.4.1.4 Apply the wave Displacement-time and knowledge on the the use of the
equation in solving displacement – distance daily application of formula to
wave motion graphs of a wave. (Use the waves calculate speed
problems equation v = f.) the of a wave
 Use of waves in our life:
radio, television, ultrasonic  Participating in
etc. group activities
11.4.1.5 Explain the use of
waves in everyday

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life.
11.4.2 11.4.2.1 Explain what  Scientific terms:  Experimenting the  Asking
Propagation of propagation, Propagation-transmission, reflection, refraction questions for
waves reflection, reflection- and refraction and propagation of more
refraction and of waves. Diffraction of waves using understanding
diffraction of waves using wide, narrow appropriate apparatus.
waves are gaps, sharp edges.  Cooperating in
 Two types of Interference  Analysing the wave group activities
11.4.2.2 Demonstrate of waves: such as patterns produced by
constructive and Constructive and using barriers having  Participating in
destructive destructive different slit sizes class discussion
interference of actively
waves
11.4.3 11.4.3.1 Describe main  Main components of  Communicating all  Being aware of
Electromagneti components of electromagnetic spectrum: components of the components
c spectrum electromagnetic such as Gamma, X-rays, electromagnetic of
spectrum. ultra violet, visible light, spectrum electromagnetic
infrared, microwaves and waves and their
radio waves  Communicating properties.
properties of
 Properties of electromagnetic  Appreciating
11.4.3.2 Describe the electromagnetic waves: e.g. spectrum the knowledge
properties of transverse in nature, same about the
electromagnetic speed in  Analysing the sources existence of
waves vacuum(approximately, c = of each of the electromagnetic
3.0 x 108m/s) etc electromagnetic rays radiation.

 Communicating
 Sources of rays in knowledge on how to  Cooperating in
electromagnetic detect the rays and group activities
spectrum: e.g. sun their uses
radioactive materials,  Communicating the
oscillating electrical uses of  Participating in
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11.4.3.3 Identify the sources circuit etc electromagnetic waves groups actively
of each of the rays  The method for detecting  Investigating the
in the electromagnetic radiation harmful effects
electromagnetic radiation
spectrum.

 Uses of electromagnetic
11.4.3.4 Describe the waves
method of
detection each of
the main
component of the  Harmful effects of
electromagnetic electromagnetic waves e.g.
spectrum. skin cancer etc
11.4.3.5 Explain the use of
each of the waves
in the
electromagnetic
radiation spectrum.
11.4.3.6 Explain the harmful
effects of ultra
violet radiation,
gamma rays and x-
rays to life.

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11.5 Sound 11.5.1 11.5.1.1 Explain how sound is  Production of sound  Experimenting  Cooperating in group
Properties of produced. using vibrating objects on sound activities
sound  Sound wave production
11.5.1.2 Describe what essentials: rarefactions  Participating in
rarefactions and (stretches) and  Communicating groups actively
compressions are. compressions knowledge about
(“Squashes”) wave motion  Asking questions for
 Range of audible more understanding
sound frequencies  Designing
11.5.1.3 Describe the (20Hz to 20000Hz) experiment that  Being aware of the
approximate range of sound requires a fact that sound travels
audible frequencies.  Effects of sound medium for its at different speeds in
waves traveling propagation different media
11.5.1.4 Investigate that sounds through air and a through  Giving presentation
requires a medium for vacuum experimentation
transmission.  Speed of sound in air  Listening to others
11.5.1.5 Determine the speed of (approximately  Communicating with respect
sound in air. 330m/s) knowledge about  Appreciating uses of
 Respective speeds of the speeds of ultrasonic
11.5.1.6 Describe the relative sound in solids, sound in different
speed of sound in liquids and gases medium.
solid, liquid and gas.  Identifying
 The characteristics of factors that
11.5.1.7 Demonstrate the influence the
sound waves:
characteristics of quality of sound
Loudness of sound
sound waves.
and its amplitude
Pitch of sound and its
frequency
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11.5.1.8 Describe the factors  Factors which  Communicating
which influence the influence the quality the uses of
quality of sound. of sound: such as ultrasonic
overtones or wave  Investigating
form of the note measures to
11.5.1.9 Describe what  Ultrasonic: as minimize sound
ultrasonic is fundamental pollution
frequency of Sounds
above human hearing
range
11.5.1.10 Describe the uses of  Uses of ultrasonic:
ultrasonic. cleaning, quality
control, pre-natal
scanning etc.
11.5.1.11 State how to minimise  Measures to minimize
sound pollution sound pollution: such
as sound proof
structures

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11.6Light 11.6.1 11.6.1.1Describe the rectilinear  The nature of light:  Experimenting the  Appreciating the
Rectilinear propagation of light. Straight line propagation nature of light existence of light
propagation of of light (light travels in a
light 11.6.1.2Investigate the  Formation of straight line)  Cooperating in
formation of shadows shadows(umbra,  Predicting the group activities
and eclipse. penumbra) and formation of  Asking questions
eclipses(earth in umbra shadows and for more
and penumbra) eclipse understanding
 Reflection of light on  Giving
smooth and rough  Experimenting the presentation
11.6.1.3Describe reflection of surfaces: as being regular laws of reflection  Listening to
light. and diffuse others with
 Investigating the respect
 Laws of reflection: as characteristics of an  Appreciating
angle of incidence = angle image formed by image formed by
11.6.1.4 Investigate the laws of of reflection and incident plane mirrors using plane image
reflection of light ray, reflected ray and the ray diagrams
normal all lie in the same
plane.

 Image in a plane mirror

11.6.1.5 Demonstrate the (virtual, laterally
formation of images by plane inverted ,position,
mirrors. position and size)
11.6.1.6 Identify the position of  The position of an image:
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an image using plane Construction of ray
mirrors. diagrams

11.6.2 11.6.2.1 Describe what  Refraction of light: as  Experimenting the  Asking questions
Refraction of refraction of light is Bending of light rays refraction of light for more
light after passing through understanding
different media.  Collecting data on
11.6.2.2 Explain the terms of  Incident ray, refracted ray the laws of  Cooperating in
refraction of light ,normal ray and emergent refraction group activities
ray)
11.6.2.3 Verify the laws of  Laws of refraction: as  Calculating the  Participating in
refraction of light. The ratio sin i/sin r is a refractive index group activities
constant value(snells law) actively
The incident ray ,the  Comparing the
normal, and the refracted refractive index to  Applying the
ray all lie in the same critical angle knowledge of
plane refraction in daily
11.6.2.4 Describe what  Refractive index: as  Communicating life
refractive index is. Measure of bending of the total internal
light reflection  Appreciating the
knowledge on
11.6.2.5 Investigate the  Refractive index of glass total internal
refractive index of a reflection and its
glass block.  Using of formula, use.
refractive index of
11.6.2.6 Calculate refractive “substance = real
index of a substance depth/apparent depth”
(n) using real and
apparent depth.
 Critical angle: as angle of
incidence at which the
11.6.2.7 Explain the term
angle of refraction is 90o
‘critical angle’.

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 the relationship between
11.6.2.8 Describe the critical angle and
relationship between refractive index:
critical angle and n = sin 90o/ sin c, Angle
refractive index. of incidence greater than
critical angle
11.6.2.9 Explain how total  Internal reflection: all the
internal reflection occurs. light reflected inside the
more denser medium
 Use of internal reflection:
11.6.2.10 Explain how total optic fibre for
internal reflection is communication
used.
11.6. 3 Lenses. 11.6.3.1 Describe different  Types of lenses; Convex  Communicating  Asking questions
types of lenses. (thin converging) and different types of for more
concave (diverging) lenses understanding
11.6.3.2 Explain the action of  Types of rays: Converge
lenses on beams of and diverge rays of light
light.  Cooperating in
 Focal length:  Experimenting to group activities
11.6.3.3 Demonstrate how to NB: use of formula: find out what
determine the focal “1/f = 1/u + 1/v, happens to light  Participating in
length, magnification=v/u” when passed group activities
 Power of the lens: (P=1/f) through lenses. actively

 Characteristics of image:  Inferring the focal  Giving

11.6.3.4 Calculate the power of in terms of the position, length presentation of
the converging lens size and nature of images group activity
formed by converging  Predicting the  Listening to
11.6.3.5 Demonstrate how to lenses. images formed by others with
obtain images formed  Use of lens: in correcting converging lenses respect
by converging lenses defects in vision: short  Accepting
sight-concave lens, long  Investigating the responsibility of
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11.6.3.6 Describe the uses of sight-convex lens, LCD, uses of lenses group work
lenses in everyday life. Camera etc.  Appreciating use
of lenses

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11.7 11.7.1 Simple　 11.7.1.1 Describe properties of  Fundamental properties  Communicating  Cooperating in
Magnetism phenomenon of magnets of magnet: such as knowledge on group activities
magnetism. repulsion, attraction magnetism theory
direction N-S ,pole, etc  Investigating  Asking questions
11.7.1.2 Explain the domain  Domain theory of induced magnetism for more
theory of magnetism magnetism understanding
 Induced magnetism:  Experimenting on
11.7.1.3 Demonstrate induced Transfer of magnetic magnetization and  Participating in
magnetism. properties without demagnetization group activities
contact  Observing actively
11.7.1.4 Demonstrate the  Magnetisation: using magnetic field
making of a magnet stroking and electrical lines using a  Applying the use
method compass and/ or of magnets in
11.7.1.5 Demonstrate the way  Demagnetisation: using iron filings everyday life
to destroy a magnet methods such as  Formulating the
11.7.1.6 Demonstrate the Electrical method, pattern of magnetic  Appreciating the
plotting of magnetic hammering, heating etc field lines uses of magnets
field lines.  Magnetic field lines: Use
11.7.1.7 Distinguish the of Magnetic compass to  Communicating
30
 magnetic properties of plot field lines. information on the
iron and steel.  Magnetic properties of uses of magnets
11.7.1.8 Explain the use of Iron (susceptible) and
magnetic screening steel (retentive).
and magnetic  The use of magnetic
keepers. screening and magnetic
keepers : Magnetic
screening (shielding
11.7.1.9Describe the uses of equipment) and
magnets. magnetic keepers.
(prevent loss of magnetic
strength)
 Use of magnets in our
life: circuit breakers,
speakers ,electromagnets

Grade 12
General Outcomes: Key competences
• Demonstrate an understanding about Static electricity • Demonstrate ability to measure current and voltage
• Develop investigative skills • Show skills and knowledge to dispose cells and
• Demonstrate an understanding of Current Electricity battery
• Demonstrate an understanding about electromagnetic induction • Demonstrate ability to save electricity
• Demonstrate an understanding of basic electronics • Demonstrate ability to cost use of electricity
31
• Demonstrate an understanding about atomic physics

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12.8 Static 12.8.1 Static 12.8.1.1 Demonstrate the  Existence of static charge:  Experimenting the  Cooperating in
electricity Electricity. existence of static Positive and negative existence of charges group activities
charges charges (Law of by rubbing some
electrostatics) materials  Asking
12.8.1.2 Explain how to detect  Detection of charge:  Detecting charge questions for
electric charges. charging by contact, using an more
testing the sign of charge electroscope understanding
using gold - leaf
electroscope etc  Communicating  Participating in
12.8.1.3 Describe the properties and uses groups actively
properties and uses  Properties and uses of of static charge  Knowing the
of static charges static charges:  Experimenting safe rules of
-Properties; like charges charging and experiment
repel, unlike charges discharging of
12.8.1.4 Describe the electric attract objects  Being aware of
charging and -Uses: dust precipitators, the effects of
discharging of ink jet printers,  Communicating charges
objects. photocopiers. knowledge on the
32
 relationship between
12.8.1.5 Explain the  Electric charging and current and static
relationship between discharging of objects. electricity
current and static  Investigating the
electricity.  Relationship between effects of static
current and static charges on the
electricity in terms of environment e.g.
effects as static electricity lightning
12.8.1.6 Investigate effects of producers same effect as
static charges on the current electricity.
environment.
 Effects of static charges
on an environment: e.g.
lightning etc

CONTENT
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12.9 Current 12.9.1 12.9.1.1 Describe the  Scientific Terms: such as  Measuring an  Participating in
electricity Electric terms associated Electric charge, potential electric current groups actively
charge, with electricity difference and electric using an  Cooperating in
current, and current ammeter. group works
potential  Units of electric charge  Communicating  Appreciating the
difference. 12.9.1.2 Identify the and current: as Coulomb the SI units for use of electrical
units of electric and ampere (I =Q/t) voltage appliance
charge and  Communicating  Knowing the safe
current.  Measure an electric the concept of rules of
current in the circuit: the energy experiment
Ammeter dissipated
12.9.1.3 Demonstrate  Measuring
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how to measure  Potential difference: as potential
an electric energy required to move a difference using
current. unit charge between two a voltmeter
points in a circuit
12.9.1.4 Describe what
potential  Volt: as joules per
difference is. coulomb

12.9.1.5 Describe what  Difference between PD

the volt is. and EMF in terms of work
done per unit of charge in
12.9.1.6 Differentiate driving charge in a circuit
between and through a component
potential
difference (PD)  The basic concept of EMF
and
electromotive  Measurement of PD and
force (EMF). EMF: Connecting
terminals across source of
12.9.1.7 Describe the electric current /conductor
basic concept of
EMF.

12.9.1.8 Demonstrate the

measuring of
potential
difference
(PD) and
electromotive
force (EMF).
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KNOWLEDGE SKILLS VALUES
12.9.2 12.9.2.1 Describe the  Structure of primary and  Communicating  Asking questions
Electric cells. structure of secondary cells: the structure of for more
primary and Primary cells(dry cell), cells understanding
secondary Secondary (lead acid
cells. accumulator)  Investigating  Cooperating in
charging and group activities
 How to charge and discharging an
12.9.2.2 Demonstrate discharge the accumulator: acid
charging and Charging when current is accumulator  Participating in
discharging of passed a in opposite group activities
the direction to current  Communicating actively
accumulator. supplies, discharging appropriate  Applying the
when in use (acid methods of knowledge of
accumulator) disposing off disposal of cells
 Appropriate methods of used cells in dairy life
12.9.2.3 Identify methods disposing used cells.
of disposal of
used cells
12.9.3 12.9.3.1 Explain the  Resistance: opposition to  Measuring the  Asking questions
Electrical meaning of the the flow of charge current and for more
resistance. resistance potential understanding
 Value of resistance in difference, using
12.9.3.2 Demonstrate series and parallel (use a voltmeter and  Cooperating in
how to formula 1/R = 1/R1 + 1/R 2 an ammeter group activities
determine )  Collecting data
resistance in a as experiment  Participating in
simple circuit.  Relationship between  Organising data group activities
current and potential in tables and actively
12.9.3.3 Describe the difference: (Graph of p.d. their graphs on  Knowing the safe
relationship against current for Ohmic ohmic and non rules of
35
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KNOWLEDGE SKILLS VALUES
between current and non-Ohmic ohmic conductor experiment
and potential conductors)  Formulating the
difference in patterns in data
Ohmic and non
Ohmic
conductors.

12.9.3.4 Describe what

the internal  Internal resistance of a cell
resistance of a
cell is.

12.9.3.5 Calculate the  Ohm’s law in series and

resistance in parallel circuits. (R=
series and V/I)
parallel circuits
with Ohm’s law.
12.9.4 12.9.4.1 Demonstrate  Conversion of energy  Analysing  Asking questions
Heating energy from electricity to heat. energy changes for more
effect of an transformations from one form understanding
electric in an electric to the other
current. circuit.  Heating effect of an  Investigating  Cooperating in
12.9.4.2 Investigate the electric current in heating the heating group activities
heating effect appliances. effect of an
of an electric electric current  Participating in
current.  Calculations of electrical group activities
12.9.4.3 Demonstrate energy: Use of formula  Calculating actively
how to (E= VIt, etc.) electrical energy
calculate using E=VIt  Appreciating the
electrical  The relationship of use of electricity
36
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KNOWLEDGE SKILLS VALUES
energy. voltage, current and  Communicating at home
power: Power = voltage x relationship  Cooperating in
12.9.4.4 Describe the current(P=VI) among power, group activities
relationship of  Cost of using electrical voltage and
voltage, current energy: use of kWh as a current  Applying the
and power. unit of electrical energy safety
 Calculating the precautions in
12.9.4.5 Demonstrate  Electrical components: cost of using the use of
how to e.g. switches (on /off electrical energy electricity
calculate the power), fuses (prevent  Appreciating the
cost of using appliances from damage),  Communicating use of energy
electrical and the three pin-plugs the use of some saving bulbs
Energy (connecting appliance). named electrical
 Safety precautions components
(prevent electric shocks,  Investigating the
12.9.4.6 Describe the use accidents) safety
of switches,  Three types of Wires: precautions
fuses, earthing Live (red or brown),  Communicating
and the three earthing (green and the colouring of
pin-plugs. yellow) and neutral insulators
(blue)  Investigating the
12.9.4.7 Explain the need basic wiring
for earthing  Household circuits: such system in a
metal cases and as cooker circuit, ring house
for double circuit, lighting circuit
Insulation.
 Communicating
ways of
12.9.4.8 Describe the  Ways of conserving conserving
meaning of electrical energy: using energy
three wires energy saving bulbs,
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KNOWLEDGE SKILLS VALUES
found in the switch and serve etc.
cable
12.9.4.9 Describe the
domestic
electrical
wiring system

12.9.4.10 Describe ways

of conserving
electrical
energy in
homes and
industry.
12.9.5 12.9.5.1 Explain  Lines of force (Magnetic  Experimenting  Asking questions
Magnetic magnetic field flux) : patterns of electric the magnetic for more
effects of patterns of currents field patterns of understanding
electric　 electric electric currents
currents. currents.  Applications of  Communicating  Cooperating in
electromagnets: electric use of group activities
12.9.5.2 Describe the bells, relay switches etc electromagnets
applications of  Participating in
the magnetic  Investigating group activities
effect of an  The behaviour of an the actively
electric current. electric current in a displacement of  Asking questions
magnetic field: or a current for more
12.9.5.3 Explain the electron beam carrying wire in understanding
behaviour of an a field  Applying the
electric current  Applications of current in effects of
in a magnetic a magnetic field: e.g. D.C.  Inferring the magnetic field
field. motors, galvanometers, attraction and
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KNOWLEDGE SKILLS VALUES
ammeter etc repulsion of
12.9.5.4 Describe the forces between
application of a parallel currents
current placed  Nature of forces:
in a magnetic attraction and repulsion of  Investigating
field. forces between parallel the effects of
currents. magnetic fields
12.9.5.5 Describe the  Effects of magnetic fields:
nature of forces hearing impairment, radar
between parallel interference in
currents. communication,etc

12.9.5.6 Describe the

effect of
magnetic fields
on human health
and
environment.

39
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KNOWLEDGE SKILLS VALUES
12.10 12.10.1 The 12.10.1.1 Investigate the  Electromagnetic induction:  Experimenting  Asking
Electromagnetic phenomenon of phenomenon of (induced EMF / current in a wire the induction of questions for
induction electromagnetic electro-magnetic moving cutting magnetic flux ) an EMF/current more
induction. induction. Faraday’s law using a magnet, understanding
12.10.1.2 Describe the  Factors affecting magnitude and a coil and  Cooperating
factors affecting direction of induced EMF: speed ammeter in group
magnitude and of either magnet or coil, strength  Collecting data activities
direction of of magnet, number of turns of a  Organising the  Participating
induced EMF. coil data in a table in group
12.10.1.3 State the  Direction of induced current:  Interpreting the activities
direction of Lenz and Fleming right hand data actively
current law.  Analysing the  Knowing the
produced by an factors that safe rules of
induced EMF. affect the experiment
magnitude of
the induced
current/EMF
 Inferring the
direction of
induced current
with Fleming
right hand rule
12.10.2 The 12.10.2.1 Describe simple  Generators: simple A.C.  Communicatin  Asking
simple A.C. and A.C. and D.C. generator (an alternator with g A.C. and D.C. questions for
D.C. generators. generators. slip-rings) and simple D.C. generators more
dynamo with a commutator understanding
40
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KNOWLEDGE SKILLS VALUES
12.10.2.2 Compare the  Sstructure and its nature of  Comparing the
simple A.A. simple A.C and D.C generators structure and
generator with a nature of an  Cooperating
simple D.C. A.C. and D.C. in group
generator in generators activities
terms of
structure and its  Action of diodes: change A.C. to  Communicatin  Participating
nature. D.C. by allowing current to flow g rectification in group
one way of alternating activities
12.10.2.3 Describe the  Conversion of A.C. generator to current using actively
action of a diode D.C. generator by use of diodes  Appreciating
in rectification. commutator the use of the
12.10.2.4 Explain  Comparing the generators and
conversion of an  The direction of Current from direction of batteries
A.C. generator D.C generator(varies) and from current
to a D.C. batteries(constant) produced by a
generator. D.C. generator
12.10.2.5 Contrast the to the one
current produced from
produced by the batteries
D.C. generator
with that
produced from
batteries.
12.10.3 12.10.3.1 Demonstrate the  Principles of mutual induction:  Designing  Asking
Transformers. principles of changing current in one coil investigations questions for
mutual gives rise to current in the other to verify mutual more
induction. induction understanding
 The structure and operation of
iron core transformers  Communicatin  Cooperating
12.10.3.2 Describe the g step up and in group
structure and  Equations of transformer and step down activities
operation of power: using relations transformers
41
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KNOWLEDGE SKILLS VALUES
iron core Vp = Np  Calculating
transformers. Vs Ns problems  Participating
and relating to the in group
12.10.3.3 Apply the Vp Ip = Vѕ Iѕ transformers activities
transformer and (ideal transformer) and power actively
power equations using formulae  Appreciating
to solve  Calculation of efficiency: the use of the
numerical [ Efficiency = (Vѕ Iѕ)/( Vp  Calculating formula
problems Ip) x 100%] the efficiency  Being aware
involving ideal of a transformer of the
transformers  Advantage of high alternating environmental
potential difference power  Communicatin and cost
12.10.3.4 Calculate the transmission: as in reducing g knowledge on implications of
efficiency of a power losses in cables. the underground
transformer  Environmental and cost environmental power
given data. implications of underground and cost transmission
power transmission implications of
12.10.3.5 Explain  Effects of improper underground
advantages of management of Transformers power
high alternating such as overheating, low/high transmission
potential voltage
difference
power
transmission.
12.10.3.6 Describe the
implications of
underground
power
transmission
compared to
overhead lines.
12.10.3.7 Describe the
effects of
42
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KNOWLEDGE SKILLS VALUES
improper
management of
transformers

CONTENT
TOPIC SUBTOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
12.11 Basic 12.11.1 12.11.1.1 Describe What  Thermionic emission: release  Investigating  Asking
electronics Thermionic thermionic emission of electrons from a heated properties of questions for
emission and is cathode cathode rays by more
electrons. using a CRO understanding
12.11.1.2 Investigate properties  Properties of cathode rays: e.g.  Cooperating
of cathode rays Deflected by electric and  Comparing the in group
magnetic fields travel in direction of activities
12.11.1.3 Distinguish between straight in lines etc. flow of
direction of flow of electrons to  Participating
electrons and flow of  Direction of flow of electrons conventional in group
conventional current. and conventional current current activities
 Communicating actively
12.11.1.4 Describe applications  Application of electron beams the devices that  Appreciating
of electron beams. in CRO ,TV set, X-ray make of the use of the

43
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KNOWLEDGE SKILLS VALUES
12.11.1.5 Describe basic machines etc electron beams cathode rays
structure and action in their in specific
of cathode-ray  Basic structure and action of operation devices
oscilloscope. CRO: electron gun, Control  Investigating
grid, anode Y-plates ,X-plates, the basic  Being aware
12.11.1.6 Describe the uses of fluorescent screen structure of a of the
cathode-ray  Uses of CRO: e.g. CRO. structure of a
oscilloscope. measuring( peak voltage, time,  Measuring CRO
frequency),TV etc quantities using  Appreciating
a CRO the use of a
CRO in
measuring
some
quantities
12.11.2 Circuit 12.11.2.1 Identify symbols of  Circuit components and its   Cooperating
components. basic circuit symbols: such as resistors, Communicating in group
component. potentiometers, capacitors, the basic circuit activities
thermistors, light dependent components
resistors, reed switches and  Asking
relays switches, light emitting  Calculating questions for
diodes etc resistance using more
 Values of resistors recognised standard colour understanding
from the colour bands codes and
values  Participating
12.11.2.2 Determine resistor in group
values using standard  Action of variable potential  Investigating activities
colour codes. divider the variable actively
potential divider
12.11.2.3 Describe action of  Appreciating
variable potential  Action of thermistor (as semi  Communicating the use of the
divider. conductor) and application of the daily thermistors
thermistor and light dependent applications of and LDRs in
12.11.2.4 Explain the action and resistors (sensitive to thermistor and devices
44
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KNOWLEDGE SKILLS VALUES
application of temperature changes in light light dependent
thermistor and light intensity) resistors
dependent resistors.  Experimenting
the charging and
12.11.2.5 Investigate the  Charging and discharging of discharging of a
charging and discharging of capacitors: Charging through a capacitor
capacitors. resistor when connected to  Communicating
current flow and discharging the role played
12.11.2.6 Describe the role of through a resistor when not by capacitors in
capacitors in electronic connected to current flow. electronic
equipments. equipments
 Role of capacitors in electronic
12.11.2.7 Explain how a reed equipments: filter
and relay switches circuits ,delay circuits,  Communicating
work. smoothening rectified current how reed and
etc relay switches
work
 Works of reed switch and
12.11.2.8 Describe application relay switches (by attraction of  Comparing the
of reed switch and two iron reeds to switch on / application of
reed relay. off current and relay switch reed and relay
(as an amplifier) switches

 Application of reed and relay

switch: alarm bells, starter
motor, telephone
12.11.3 Simple 12.11.3.1 Describe the action of a  Action of a bipolar transistor  Communicating  Asking
Electronic bipolar transistor. current amplifier: bipolar the action of a questions for
Systems. transistor as used in electronic bipolar transistor more
switches understanding
 Communicating
12.11.3.2 State the different types  Types of Logic gates: such as different types of  Cooperating
of logic gates. NOT ,AND, OR,NAND, NOR logic gates in group
45
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KNOWLEDGE SKILLS VALUES
activities
 Investigating
12.11.3.3 Demonstrate how to  How to derive the truth tables truth tables of  Appreciating
derive the truth tables of logic gates. logic gates using the use of the
of logic gates. numbers of 0 and truth tables
 The Use of c bistable and 1 in inputs and when dealing
12.11.3.4 Describe the use of astable circuits: ross-coupled out puts with logic
bistable and astable logic gates. (Bistable) in gates
circuits. computers for data storage.  Communicating
Astable as pulse generator and the use of cross-  Participating
the used in clocks that controls coupled logic in group
operations in a computer gates activities
 Investigating to actively
show how a
bistable and
abistable work

CONTENT
TOPIC SUBTOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
12.12. Atomic 12.12.1 12.12.1.1 Describe the  Atomic structure (nucleus and  Communicating  Asking
physics Nuclear atom structure of the electrons) an atomic questions for
atom. structure more
 Composition of the nucleus  Communicating understanding

46
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KNOWLEDGE SKILLS VALUES
12.12.1.2 Describe the (protons and neutrons) knowledge on
composition of the the existence of  Cooperating in
nucleus in terms of  Mass number and Atomic protons and group
protons and number: mass (Nucleon) neutrons in the activities
neutrons. number, A, and atomic nucleus of an
12.12.1.3 Explain mass (proton), number, Z. atom
number and atomic
number.
12.12.2 12.12.2.1 Describe the nature  Nature of radioactivity  Investigating  Asking
Radioactivity. of radioactivity. (randomness and spontaneity) the nature of questions for
radioactivity more
12.12.2.2 Describe the  Characteristics of three kinds understanding
characteristics of of radioactive radiations:  Investigating  Cooperating in
the three kinds of Alpha (α), Beta (𝝱) and radiation using a group
radioactive Gamma (𝜸) radiations in G.M counter activities
radiations: alpha, terms of penetration,  Understanding
beta and gamma. ionization, deflection, charge, the causes and  Appreciating
relative mass and nature of effects of the use of a
particles) background GM counter to
12.12.2.3 Describe methods of radiation detect
detecting  Detection of radioactive  Comparing radiation
radioactive emissions: by G.M tube, nuclear fission to
emissions. photographic plate, nuclear fusion
scintillation counter, bubble  Calculating half
chamber life of a  Being aware
12.12.2.4 Explain the origin  Causes of background radioactive of the
and effects of radiation (cosmic rays, material by using existence of
background radioactive elements under decay curves background
radiations rocks.)  Communicating radiation and
 Radioactive decay as the uses of its effects
12.12.2.5 Describe what disintegration of nucleus by radioactive
radioactive decay is. alpha, beta and gamma substances
emissions.  Appreciating
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KNOWLEDGE SKILLS VALUES
 Communicating the use decay
12.12.2.6 Describe what  Nuclear fusion and fission: knowledge on curves to
nuclear fusion and Nuclear fusion as process of safety determine half
fission is. joining very light nuclei precautions life
together and fission as  Investigating
splitting process of nucleus management  Participating
12.12.2.7 Demonstrate how to practices which in group
determine half life  Half life of a radioactive safeguard the activities
of a radioactive material: Time taken for environment actively
material. activity to reduce by half of from radioactive
the original substance (Decay contamination
12.12.2.8 Explain uses of curves)  Applying
radioactive safety
substances.  Uses of radioactive precautions
substances: e.g. medical, when dealing
industrial, agricultural uses with
radioactive
12.12.2.9 Describe the safety  Use of protective materials: substances
precautions such as gloves, goggles,
necessary when overalls and lead shields
handling or storing
radioactive
substances.
 Effect of radioactive
12.12.2.10. Explain the effects substances: such as radiation
of radioactive pollution and health hazards
substances on the
environment and
health.  Appropriate management safe
guard practices
12.12.2.11. Investigate
management
practices which
48
 CONTENT
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KNOWLEDGE SKILLS VALUES
safeguard the
environment from
radioactive
contamination.

PRACTICAL PHYSICS

The importance of practical work in Physics cannot be over emphasized. Practical work develops manipulative skills in the
learner and gives the learner the opportunity to experiment the scientific method. Needless to mention practical Physics is
essential for this syllabus because:

a) There is need to expose learners to practical applications of Physics.

b) Learners should understand, interpret and apply scientific methods in a variety of ways including the theoretical
and practical approaches.

c) The study of Physics should be linked with environmental education requirements by quoting local phenomena in
relation to Physics studies.

There are scientific processes and skills to which learners must be exposed. Examples of these are observing, experimenting,
classifying, measuring, estimating, calculating, predicting and problem solving. Learners should also be exposed to scientific
attitude like accuracy, curiosity and creativity.

KEY QUANTITIES, SYMBOLS AND UNITS IN PHYSICS.

The pages 38 – 41 comprise the symbols and units which may from time to time be used during the study of Physics.
The candidate is expected to have the knowledge of how to apply the symbols and units in physics.
49
 The list is not exhaustive; therefore the teacher and the learner are expected to discover more as they go through this
Course.

LIST OF SUGGESTED APPARATUS AND EQUIPMENT FOR THE SYLLABUS

1.0 Measurements and Mechanics

Venier callipers, micrometer screw gauges, measuring cylinders, metre rules, displacement cans, beakers, conical flasks, different
masses such as 50g, 100g, 200g, 1kg, ticker tape timers, pipettes, burettes, spring balances, beam balances, capillary tubes and pulleys.

2.0 Thermal physics

Mercury barometers, clinical and laboratory thermometer, six’s maximum and minimum thermometers, manometers, calorimeter,
thermos flasks, thermocouple thermometers and hypsometer.

3.0 Light

Plane mirrors, converging and diverging lenses, rectangular and triangular prisms, optical pins, colour discs, colour filters, optical
camera, light ray boxes, coloured bulbs, projectors such as slide projectors and film projectors.

4.0 Sound

Sonometers, turning forks, stop watches, stop clocks, sources of sound such as guitars and drums.

5.0 Magnetism

Bar magnets, horseshoe magnets, iron and steel bars, iron filings and plotting compasses.

50
6.0 Wave motion

Ripple tanks, springs and spiral springs, ropes and strings.

7.0 Electric current/static electricity

Ammeters, voltmeters, rheostats, capacitors, connecting wires, lead-acid accumulators, dry cells, resistors, tapping keys, switches,
fuses, semi-conductors, semi-conductor diodes, electric bells, resistance wires, ebonite and polythene rods, three-pin-plugs, electric
bulbs, switch boards and gold leaf electroscopes.

8.0 Basic electronics

Cathode ray tubes, maltese cross tube, resistors, light dependant rays (LDRs), thermistors, diodes, capacitors, transistors, TV sets,
radios, electronics teaching kits and computers.

9.0 Nuclear physics

Geiger muller tube, time scales, rate metres, cloud chambers, bubble chamber alpha emitting radioactive sources and extra high
tension (EHT) power supply unit.

KEY QUANTITIES, SYMBOLS AND UNITS.

Quantity Symbols Unit

Mass m kg
Length l m
Time t s
Electric current I A
Thermodynamic temperature T K
51
Amount of substance n mol
Distance d m
Displacement s, x m
Area An m2
Volume V m3
Density ρ kgm-3
Speed u, v ms-1
Velocity u, v ms-1
Acceleration and ms-2
Acceleration of free-fall g ms-2
Force F N
Weight W N
Momentum P Ns
Work W J
Energy E, U, W J
potential energy Ep J
Kinetic energy Ek J
Heat energy Q J
Change of internal-energy ∆U J
Power P W
Pressure P Pa
Torque T Nm
Gravitational constant G Nkg-2ms2
Period T s
Frequency f Hz
Wave length  m
Speed of electromagnetic-waves c ms-1
Avogadro constant number NA mol-1

52
Celsius temperature  o
C
Half - life t½ s
Decay constant  s-1
Specific heat capacity c JK-1KG-1
Electromotive force E V
Resistance R 
Resistivity ρ m

DATA AND FORMULAE

Speed of light in free space C = 3.00 x 108 ms-1

Elementary charge e = 1.60 x 10-19_coulomb
The Planck constant h = 6.63 x 10-34 Js
Molar gas constant R = 8.31 JK-1 mol-1
The Avogadro constant NA = 6.02 x 1023 mol-1
Gravitational constant G = 6.67 x 10-11 Nm2kg2
Acceleration of free fall g = 9.81 ms-2
The Boltzmann constant k = 1.38 x 10-23 JK-1
Uniformly accelerated motion s = ut + ½ at2
Or
v2 = u2 + 2as
Work done on/by a gas W = P∆V
gravitational potential Ep = mgh
Energy in motion E=mc2
Refractive index n = sin i
sin r
Resistors in series R = R1 + R2 + R3 + ...

53
Resistors in parallel 1 = 1 + 1 + 1 + ...... +
R R 1 R2 R3

Electric potential V = Q/4𝝅ɛ r0

Capacitors in series 1=1 +1 +1 +....

C C1 C2 C3

Capacitors in parallel C = C 1 + C2 + C 3 +
pressure of an ideal gas P = 1 NMC3
3 V
alternating current/voltage X = xo sin wt
hydrostatic pressure P = ρgh
energy of charged capacitor w = ½QV
radio-active decay x = xo exp (-t)
Decay constant  = 0.693
t½

54
SCOPE and SEQUENCE
The following table shows the “Scope and Sequence” of Physics syllabus from G10 to G12.

Grade 10 Grade 11 Grade 12

Unit 1 Unit 3 Unit 8
SUBTOPIC SUBTOPIC SUBTOPIC
Measurements Thermal Static electricity
10.1.1 Physics 11.3.1Simple 12.8.1 Static
International kinetic theory of Electricity
System of Units Matter.
(SI).
10.1.2 Length 11.3.2 Unit 9 12.9.1Electric
and time Measurement of Current charge, current, and
temperature electricity potential difference.
10.1.3 Mass and, 11.3.3 Expansion 12.9.2 Electric cells.
55
 weight of solids, liquids
and gases.
10.1.4 Density 11.3.4 Heat 12.9.3 Electrical
transfer by resistance
Unit 2 Mechanics 10.2.1 Scalars conduction, 12.9.4 Heating
and convection and effect of an electric
vectors radiation. current

10.2.2 Linear 11.3.5 12.9.5 Magnetic

motion Measurements of effects of electric
heat currents
10.2.3 Forces Unit 4 11.4.1 Simple Unit 10 12.10.1 The
Wave motion ideas of the wave Electromagnetic phenomenon of
motion theory. induction electromagnetic
induction
10.2.4 Moment of 11.4.2 12.10.2 The simple
forces Propagation of A.C. and D.C.
waves generators
10.2.5 Work, 11.4.3 12.10.3Transformer
Energy and Electromagnetic s
Power. spectrum Unit 11 Basic 12.11.1 Thermionic
electronics emission and
10.2.6 Simple Unit 5 Sound 11.5.1 Properties electrons
machines of sound
Unit 6 Light 11.6.1 Rectilinear 12.11.2 Circuit
propagation of components.
light.
11.6.2 Refraction 12.11.3 Simple
of light electronic systems
10.2.7 Pressure 11.6.3 Thin 12.11.4 Impact of
converging and electronics on
diverging lenses. society and industry.
56
Unit 7 Magnetism 11.7.1 Simple 12.12. Atomic 12.12.1 Nuclear
phenomenon of physics atom
magnetism 12.12.2
Radioactivity

57