Republic of Malawi

Syllabus for

Physics

Forms 3 and 4

Ministry of Education, Science and Technology

 Syllabus for

Physics

Forms 3 and 4

Ministry of Education, Science and Technology

Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi
Malawi

Email: [email protected]

© Malawi Institute of Education 2013

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

First edition 2013

Acknowledgements

The Ministry of Education, Science and Technology and the Malawi Institute of Education
would like to thank all those who participated in various capacities, stages and levels in the
development, refinement and final production of this syllabus. The Ministry is particularly
indebted to the following for their contributions at various stages of the development of the
syllabus for physics:

Austin B Kalambo - Malawi Institute of Education

Dr Simeon M Gwayi - Mzuzu University
Dr Justice Stanley P Mlatho - Chancellor College
Fanwell C Chiwowa - Mzuzu Government Secondary School
Joseph Mshanga - Domasi College of Education
Dr John Kazembe - Bunda College of Agriculture
Harlod Chigalu - South East Education Division
Chrissie Soko - Department of Inspectorate and Advisory
Services
Victor Lungu - North Education Division
Jackson Sambila - Chinsapo Secondary School
Richard Pichesi Yaya - Domasi Demonstration Secondary School

Special thanks also go to the Director of Department of Inspectorate and Advisory Services
(DIAS), Raphael Agabu, and his staff, the Director of Malawi Institute of Education, Dr William
Susuwele-Banda, and his staff, the head of Department for Curriculum Development (DCD),
Coordinator of secondary school curriculum, Mrs Enia Ngalande and her Team (Naireti
Molande, Dr Ezekiel Kachisa and Austin Kalambo) for coordinating the process of reviewing
the syllabuses.

MoEST and MIE would also like to thank Austin G Madinga and Felix Limburo who helped in
the refining of the syllabus. Finally, thanks should also go to Dr Michael Zimba, Patrick Mzaza,
Lovemore Likhupa, Milliward Mvula and Andrew Phaundi Shonga for providing expert advice
during the development of this syllabus.

Production team

Editing: Dr Ezekiel Kachisa

Typesetting and
layout: Mary Nguluwe
Editor-In-Chief: Max J Iphani
 Contents

Page
Acknowledgements .. ........................................................................................................ iii
Foreword ............................................................................................................................. v
The secondary school curriculum in Malawi ................................................................. vii
Developmental outcomes ..... ........................................................................................... viii
Rationale for physics ......................................................................................................... xi
Scope and sequence chart for Forms 1 to 4 .................................................................... 1
Teaching syllabus for Forms 3 and 4 ............................................................................. 23
References ...... ..................................................................................................................... 72
Foreword
Education is the vehicle through which every citizen can realise his or her potential and
contribute to national development. The vision of the education sector in Malawi is to be a
catalyst for socio-economic development, industrial growth and an instrument for empowering
the poor, the weak and the voiceless. Its mission is to provide quality and relevant education to
Malawians. As a catalyst for the development, education should equip the individual with
knowledge, skills, values and attitudes to enable one to perform one’s roles effectively, in an
attempt to promote and sustain the social-economic development of a nation.

It is the conviction of the Ministry of Education, Science and Technology that primary education
alone is not sufficient for achieving socio-economic development. As argued in the NESP (2008-
2017), ‘In an evolving and changing world of education, there is no way basic education can be
taken as a complete transformer of our society when the world at large is getting more complex
and sophisticated’. Therefore, secondary education is critical as it provides additional
knowledge, skills and attitudes crucial for enabling Malawians to cope with the complex and
sophisticated socio-economic and political environment of the global village to which Malawi
belongs. Specifically, secondary education is:
 a human right, and important for achieving gender equity
 important for improving the health and quality of life for individuals, families and
communities
 important for the socio-economic and political development of the nation
 necessary for reaching the Millennium Development Goals (MDGs), Education For All
(EFA) and for promoting Universal Primary Education (UPE)

Against this background, the Malawi Government through the Ministry of Education, Science
and Technology has reviewed the secondary school curriculum with a view to improving its
quality and relevance, and to align it with the primary curriculum which has since been
reviewed and emphasises continuous assessment as a tool for learning.

The rationale for reviewing the secondary school curriculum is contained in the NESP (2008-
2017), and PIF (2000). The documents clearly state that the purpose of secondary education is to
provide students with the academic basis for gainful employment in formal, private and public
sectors. They further state that secondary education will prepare students for further education
according to their abilities and aptitudes. However, it is important to note that for the majority
of the children in Malawi, secondary education is terminal. Consequently, the curriculum has
put emphasis on practical skills that enable them to achieve self-employment.

It is also clear that a good secondary school curriculum enables a student to develop into an
adult with sound intellectual, moral, physical, and emotional abilities. Therefore the curriculum
needs to address the whole range of students’ abilities and interests. In addition, it should aim
at equipping the student to become an independent learner in order to promote personal,
family, community and national development. The new curriculum has therefore been
deliberately designed to achieve these important goals. The importance of this syllabus
therefore, cannot be over-emphasised.

v
I would like to thank all those who were directly or indirectly involved in the preparation of the
syllabuses. Key among the stakeholders are the Director and staff of the Department of
Inspectorate and Advisory Services (DIAS) in the Ministry of Education, Science and
Technology (MoEST), for facilitating the development of the syllabuses in collaboration with the
Director and staff of the Malawi Institute of Education (MIE). I would also like to extend my
gratitude to university colleges (both public and private), teachers from secondary schools (both
public and private), members of different religious groups and officers representing special
interest groups such as the Malawi Revenue Authority (MRA), Reserve Bank of Malawi (RBM),
Malawi Bureau of Standards (MBS), Anti-Corruption Bureau (ACB) and Malawi Blood
Transfusion Services (MBTS) for their valuable contribution to and participation in the
preparation of these syllabuses.

Most of all, I would like to express my hope that teachers will implement this curriculum
diligently and in the best interest of the students so that the goals for reviewing the curriculum
are achieved.

Dr McPhail Magwira
Secretary for Education Science and Technology (SEST)

vi
 The secondary school curriculum in Malawi
Among other reasons, the secondary school curriculum has been reviewed to align it with the
primary school curriculum. This curriculum puts emphasis on student-centred teaching and
learning approaches, including continuous assessment.

This curriculum focuses on student achievement. To achieve the outcomes, students must be
introduced to new knowledge, skills, attitudes and values in the context of their existing
knowledge, skills, attitudes and values so that they develop a deeper understanding as they
learn and apply the knowledge. In this way, the process of learning is integral to the final
product. The final products are the outcomes, that is, what students are expected to achieve in
terms of knowledge, skills, attitudes and values, which must be clearly stated before teaching
and learning begin. The achievements made at school, however, are only truly beneficial when
the students transfer them to life beyond the school and view learning as a lifelong process. This
is essential to keep pace with the changing social environment of home and work.

The figure below illustrates the structure and major elements of Malawi’s secondary school
curriculum, which are elaborated in the text below.

TEACHING LEARNING

Developmental outcomes

Secondary education outcomes

Assessment standards

Success
criteria

ASSESSMENT

The developmental structure of the secondary school curriculum in Malawi

vii
Developmental outcomes
The developmental outcomes are over-arching; they are what the student is expected to achieve
by the end of the secondary school cycle both in and out of school. These outcomes apply to
subject areas and they have been derived from the Constitution of the Republic of Malawi,
Malawi Growth and Development Strategy (MGDS), National Education Sector Plan (NESP),
Education Act and other education policy documents, including global policies and multilateral
agreements to which Malawi is a signatory, as well as from the Secondary School Curriculum
and Assessment Review (SSCAR). That is, students should be able to:

1 demonstrate appropriate moral and ethical behaviour in accordance with the accepted
norms and values of the society
2 demonstrate local, regional, and international understanding
3 communicate competently, effectively, and relevantly in a variety of contexts, in an
appropriate local or international language
4 apply mathematical concepts in socio-cultural, political, economic, environmental, scientific,
and technological contexts to solve problems
5 apply scientific, technological, vocational, and managerial skills in a creative and innovative
way to identify problems and develop appropriate solutions, so as to participate
productively in society
6 demonstrate health-promoting behaviour in their personal lives as well as in their
communities and the wider environment, with particular attention to prevalent diseases
7 appreciate and interact with the environment in a responsible and sustainable manner
8 apply the indigenous and non-indigenous knowledge and skills necessary for lifelong
learning, personal advancement, employment, and the development of society
9 use Information and Communication Technology (ICT) responsibly and productively
10 demonstrate an understanding of the functioning of the economy and the contribution of
agriculture and other sectors to national development
11 make use of entrepreneurial and vocational skills for personal and national development
12 apply research skills for problem-solving
13 demonstrate an understanding and appreciation of issues of human rights, democracy,
gender, governance, and other emerging issues

Secondary education outcomes

The secondary education outcomes are categorised into seven sets of essential skills to be
acquired by a secondary school graduate. The skills are:
1 citizenship skills
2 ethical and socio-cultural skills
3 economic development and environmental management skills
4 occupational and entrepreneurial skills
5 practical skills
6 creativity and resourcefulness
7 scientific and technological skills

viii
Citizenship skills
1 demonstrate an understanding and appreciation of the symbols of nationhood
2 demonstrate a spirit of patriotism and national unity
3 apply decision-making skills necessary for participation in civic affairs
4 demonstrate a spirit of leadership and service
5 show respect for one’s own and other people’s rights and responsibilities
6 tolerate other people’s attitudes and beliefs
7 demonstrate respect for the rule of law
8 understand characteristics of good governance
9 initiate and implement community development projects
10 demonstrate a sense of good neighbourliness
11 demonstrate a sense of national, regional and international understanding
12 demonstrate cooperative behaviour
13 demonstrate personal and social responsibility

Ethical and socio-cultural skills

14 demonstrate moral, spiritual and ethical attitudes and values
15 appreciate Malawi’s diverse cultures and their respective practices
16 appreciate existing national institutions and cultural heritage
17 appreciate the value of the relationship between the individual and society
18 respect one’s own and other people’s cultures
19 identify beliefs which promote or retard national development
20 evaluate beliefs, taboos and superstitions in relation to national development
21 uphold beliefs which promote national development

Economic development and environmental management skills

22 understand Malawi’s economy and economic structure
23 demonstrate entrepreneurial and/or vocational skills for formal or informal employment
24 exploit economic opportunities stemming from agriculture
25 demonstrate an interest in land husbandry, animal husbandry and aquaculture
26 apply appropriate agricultural practices and methods
27 acquire positive attitudes and skills, and apply them to the sustainable development of the
natural and physical environment
28 understand the importance of diversified agriculture for Malawi’s economy
29 understand the impact of technologies on economic productivity
30 apply relevant technologies to various economic activities
31 apply value addition practices to agricultural and environmental resource utilisation and
management
32 appreciate Malawi’s environmental resources
33 understand the impact of rapid population growth on natural resources and the delivery of
social services
34 apply a variety of measures to conserve Malawi’s natural resources
35 apply ICT skills to improve intellectual growth, personal enhancement and communication
36 demonstrate the ability to adapt to climate change and mitigate its impact on the economy
and environment
ix
37 appreciate the importance of energy in economic development
38 understand the importance of diversifying the economy through sectors such as tourism,
mining and manufacturing

Occupational and entrepreneurial skills

39 demonstrate the spirit of self-reliance through vocational and entrepreneurial activities
40 apply appropriate vocational, occupational and entrepreneurial skills to individual and
national advancement
41 demonstrate effective communication skills for the transfer of occupational and
entrepreneurial knowledge, skills, attitudes and values
42 apply the principles of science and technology, entrepreneurship and management to
promote active and productive participation in the society
43 demonstrate creativity and innovation for the benefit of the individual, community and the
nation as a whole
44 demonstrate an understanding of indigenous and non-indigenous knowledge, skills,
attitudes and values, and apply them to personal intellectual growth and national
development
45 use vocational, occupational and entrepreneurial skills for the creation of economic
opportunities in agriculture and other sectors

Practical skills
46 acquire entrepreneurial skills related to agriculture, commerce and industry
47 apply appropriate skills to agricultural, commercial and industrial production
48 demonstrate positive attitudes to manual work
49 demonstrate excellence in any kind of workmanship
50 demonstrate sporting ability and sportsmanship
51 demonstrate the ability to use creative and innovative artistic talents for self-employment

Creativity and resourcefulness

52 demonstrate a spirit of inquiry and creative, critical and lateral thinking
53 use problem-solving techniques to solve practical problems
54 demonstrate an imaginative and creative mind
55 exploit creative potential
56 understand personal strengths and weaknesses and use strengths to promote healthy
self-esteem
57 maximise the use of available resources

Scientific and technological skills

58 apply appropriate scientific, technological and vocational skills to improve economic
productivity
59 apply relevant innovations in science and technology
60 demonstrate a capacity to utilise appropriate technology
61 demonstrate basic research skills

x
Rationale for physics
Physics helps students to become more scientifically literate i.e. it enables them to think
critically and creatively based on explanations developed and evaluated from experiments and
models. The subject will therefore help students to develop a scientific mind/view necessary for
identifying and solving current and emerging/new scientific issues.

Moreover, physics is the backbone of natural and applied sciences which are important for
social and economic development of the nation. Students will also develop an awareness and
understanding of the nature of physics and its role in environmental etc and natural resources
management and the importance of safe and efficient management of the country’s resources
for sustainable development.

Core elements and their outcomes

Scientific investigations and skills

The students will be able to use scientific laws, principles, theories, and relations to explain
phenomena and creatively exploit these phenomena to generate and test theories as well as
critically analyze and evaluate scientific data from observations and experiments.

Properties of matter
The students will be able to relate the behaviour of matter from the microscopic level to the
macroscopic level when subjected to different environments and creatively apply these
properties to bring about technological developments at the same time examining the ethical
and moral implications of using and applying science.

Mechanics
The students will be able to appreciate and demonstrate the use of appropriate theories to
explain various states of motion including the energy interactions and the changes that take
place due to forces.

Electricity and magnetism

The students will be able to understand the laws and principles of electricity, magnetism and
then apply this knowledge in areas such as analogue and digital electronic systems.

Oscillation and waves

The students will be able to understand and apply knowledge about waves and their properties
in designing and developing various technologies in communication, medicine, musical and
military equipment.

Nuclear physics
The students will be able to appreciate principles of radioactivity and how radioactive materials
are safely handled, used, and stored.

xi
 Scope and sequence chart for Forms 1 to 4

Core element Form 1 Form 2 Form 3 Form 4

Scientific Introduction (6 periods) Conducting a scientific Measurements II (3 periods)
investigations  physics as a Science investigation (4 periods)  measuring instruments and units
and skills  scientific investigations  basic scientific - quantities and SI units
 laboratory and safety investigation processes - standard notation
rules  investigation from any - prefixes for SI units
topic(s) covered in - unit conversion
Measurements I (4 form 1 using the - scale reading
periods) scientific process
 fundamental quantities Scientific investigations (8 periods)
 SI units and symbols  designing a scientific investigation
 prefixes for SI units - identifying a problem
 conversion of units - hypothesising
 basic measuring - deciding the type of data to
instruments (scale collect
reading) - identifying variables i.e.
independent variables, dependent
variables. control variables and
controlling variables
 carrying out investigation
- collecting scientific data
- organizing the data
 analysing data of the investigation
- identifying errors and their
sources in an experiment
- classifying errors

1
Core element Form 1 Form 2 Form 3 Form 4
Scientific - selecting suitable scales in
investigations graph plotting
and skills - graph plotting
- using a graph to analyse
scientific data
- using a graph to even out
errors
- drawing conclusions and
generalisations from results
 communicating results from
experimentations
- organizing experimental
results
- making oral and poster
presentations of findings
- writing a lab report
 evaluating the scientific
investigation
- relating the conclusion to
the hypothesis and/or logic
or published data
- factors that may affect the
accuracy of an investigation
and how to address them

2
Core element Form 1 Form 2 Form 3 Form 4
Properties of Particulate nature of matter Thermal expansion of Kinetic theory of matter (6 Thermal expansion
matter (6 periods) solids, liquids and gases periods) ( 5 periods)
 meaning of matter (8 periods)  kinetic theory of solids, liquids  thermal expansion in
 states of matter  effect of heat on solids, and gases solids, liquids and gases
 composition of matter liquids and gases - experiment to demonstrate  expansion and particle
 evidence of existence of  rate of expansion the kinetic theory of matter behaviour
particles in matter  application of expansion - kinetic theory of matter in - illustration of particle
 arrangement of particles in relation to different states of behaviour in the
different states of matter Density (9 periods) matter expansion of matter
 properties of three states of  meaning of density  gas pressure - expansion in terms of
matter  calculations on density - cause of gas pressure particle behaviour
 density and states of - demonstration of gas  expansion of water and
Changes in states of matter matter pressure its effects
(10 periods)  density and temperature  temperature - expansion of water in
 properties of the three  sinking and floating - internal energy and frozen state
states of matter  applications of density temperature
 meaning of heat  relationship between average
 meaning of temperature molecular speed and
 heat and temperature temperature
 melting and boiling points  absolute temperature
 factors affecting melting - meaning of absolute
and boiling points temperature
- altitude, impurities

3
Core element Form 1 Form 2 Form 3 Form 4
Properties of Specific heat capacity Thermometry (6 periods)  graphs on expansion of
matter (4 periods)  types of temperature scales water
 meaning of heat capacity  differences among  effects and applications
 calculations on heat temperature scales of thermal expansion eg
capacity  converting scales  practical applications of
 meaning of specific heat  thermometers and how they thermal expansion:
capacity function - separating stuck
 difference between heat  various types of thermometers tumblers
capacity and specific heat - liquid-in-glass thermometer - gaps in railway line
capacity - thermocouple thermometer - tooth filling
 calculations on specific - constant-volume gas - removing tightly
heat capacity thermometer screwed bottle covers
 applications of specific - resistance thermometer or parts of bicycle/car
heat capacity  how thermometers work where shrink fitting
 temperature measurements and riveting was used
Heat transfer (6 periods) using thermometers
 conduction
 convection
 radiation
 application of heat
transfer

4
Core element Form 1 Form 2 Form 3 Form 4
Pressure ( 12 periods)
 meaning of pressure
- defining pressure
- stating the SI units of pressure
 pressure exerted by solids
- pressure in solids
- factors affecting pressure in
solids
 factors affecting pressure in liquids
- investigating factors affecting
pressure in liquids
- deriving the formula p = gh
- problems involving p = gh
 Pascal’s principle of transmission of
pressure in fluids
- demonstration of Pascal’s
principle of transmission of
pressure in fluids
- stating the Pascal’s principle
 atmospheric pressure
- demonstration: collapsing can
experiment, drinking straws,
card on bottle/tumbler
experiments
- effects of atmospheric pressure
- measuring atmospheric pressure

5
Core element Form 1 Form 2 Form 3 Form 4
Properties of  applications of pressure in
matter fluids
- examples of applications of
pressure
- liquid pressure in everyday
activities
- problems involving
pressure
 Archimedes’ principle
- stating Archimedes’
principle
- verifying Archimedes’
principle
- stating the law of floatation
- applications of Archimedes’
principle and relative
density
- problems involving
Archimedes’ principle and
the law of floatation

6
Core element Form 1 Form 2 Form 3 Form 4
- Gas laws: Boyle’s law, Charles
law, pressure law ( 8 periods)
 The gas laws
- stating the gas laws
- relationship between
pressure and volume at
constant temperature
(Boyles law)
- relationship between
volume and temperature at
constant pressure (Charles
law)
- relationship between
pressure and temperature at
constant volume (Pressure
law)
- gas laws and the kinetic
theory of gases
 applications of the gas laws
- everyday applications of the
gas laws
- problems involving gas
laws
- making a manometer
- measuring lung pressure
using a manometer

7
Core element Form 1 Form 2 Form 3 Form 4
Mechanics Force (13 periods) Power (3 periods) Scalar and vector quantities (8 Newton’s laws of motion
 definition of force  meaning of power periods) (10 periods)
 SI units of force  SI units of power  scalar and vector quantities  Newton’s laws of motion
 examples of where force is  calculations on power - defining scalar and vector - the three Newton’s
used quantities laws of motion
 effects of force on various Machines (19 periods) - distance and displacement - applications of the
objects  definition of a machine  representing vectors laws of motion
 measuring force  examples of simple - magnitude and direction  simple experimentations
 frictional force machines  vector addition and subtraction to illustrate inertia
 mass and weight  levers - meaning of resultant - meaning of inertia
 inclined planes - adding vectors using - experiment on inertia
Work (3 periods)  pulleys parallelogram, triangle rules  linear momentum
 meaning of work  advantages of using  resolving vectors - the law of
 SI units of work machines conservation of linear
 relating force to work  mechanical advantage Linear motion (18 periods) momentum
 calculations on work  distance, displacement, speed, - collisions of various
velocity and acceleration objects
Energy (9 periods) - comparison of distance and - problems involving
 meaning/definition of displacement collisions
energy - comparison of speed and
 forms of energy velocity Frictional force (4 periods)
 energy transfer/changes - definition of acceleration  applications of frictional
 calculations on energy  experiment to determine force
changes sources of energy velocity and acceleration - coefficient of friction
(renewable and non- - plot graphs of displacement - calculations on the
renewable) against time frictional force using
normal force (F=N)

8
Core element Form 1 Form 2 Form 3 Form 4
 law of conservation of - interpretation of the graph Terminal velocity ( 3
energy of displacement against time periods)
- determination of the  meaning of terminal
velocity for a given velocity
displacement - falling of objects in a
experimentally vacuum and in fluids
- calculate velocity of various - factors affecting
objects falling objects
- plot graphs of velocity - investigation of
against time terminal velocity
- interpretation of graphs of Hooke’s law ( 8 periods)
velocity against time  the effects of force
 acceleration due to gravity - effects of forces on
- simple free fall experiment various objects
- determination of - demonstration of
acceleration due to gravity effects of force on
by simple pendulum various objects
method  verification of Hooke’s
 motion-time graphs law
- plot and interpret distance- - experiment on
time graphs Hooke’s law
- calculate average speed - extension-load graphs
- plot and interpret speed- for an elastic material
time graphs within elastic limit
 limit of proportionality
for an elastic solid

9
Core element Form 1 Form 2 Form 3 Form 4
- shapes of a distance-time - stretching of elastic
graphs materials beyond
- shapes of a speed-time elastic limit
graphs - extension-load graphs
- area under a speed-time for an elastic material
graph stretched beyond
- bodies under free-fall elastic limit
- motion of falling bodies  application of Hooke’s
with constant weight law
 apply the equations of - construction and
uniformly accelerated motion calibration of a spring
- equations of uniformly balance
accelerated motion - extension of springs
- numerical problems related in parallel and in
to motion series
- spring constant for
various springs
- problems involving
Hooke’s law

10
Core element Form 1 Form 2 Form 3 Form 4
Work, energy, power and Uniform circular motion
machines (12 periods) (8 periods)
 work  angular displacement
- meaning (work = Fd) and SI and angular velocity
units - difference between
- calculate work done by a angular displacement
force acting in the direction and angular velocity
of motion - circular motion
- calculate work done by a - relationship between
force at an angle to the tangential (linear)
direction of motion (work = velocity and angular
Fcos d) velocity
- solve mathematical  Centripetal force
problems involving work - simple
 energy experimentations
- conservation of mechanical - objects in circular
energy motion
- energy-work theorem  principles of uniform
- solving problems on circular motion
mechanical energy - problems involving
uniform circular
motion
- applications of
circular motion in
everyday life

11
Core element Form 1 Form 2 Form 3 Form 4
Mechanics  machines Moments of forces (6
- meaning of machine periods)
- meaning of efficiency,  describing moment of a
mechanical advantage and force
velocity ratio - meaning of moments
- calculate efficiency, of a force
mechanical advantage and - relationship between
velocity ratio force and torque
- solve mathematical - the principle of
problems involving moments for a body
machines in equilibrium

 verifying the principle of

moments using pivots
and objects
 applying principle of
moments in everyday
life
 problems using the
principle of moments.
 systems involving
moments
 centre of mass in lamina
and uniform rods

12
Core element Form 1 Form 2 Form 3 Form 4
Electricity and Electric current (11 periods) Electrostatics (6 periods) Current electricity (2 periods) Magnetism (2 periods)
magnetism  meaning of electric current  principles of  definition of electric current  magnetisation and
and its units electrostatics - units of electric current demagnetisation
 simple electric circuits - structure of the atom - direction of electric - domains
 components of electric - description of current - experimentations to
circuits (cell, ammeter, electrostatics - using the equation I = Q/t illustrate magnetisation
voltmeter, resistor, - illustrate charging by - circuit symbols and demagnetisation
connecting wires, bulb and friction - circuit diagrams
switches) - electric field Electromagnetism (12
 basic circuit symbols - differences between Electrical potential difference periods)
 measuring electric current insulators and (2 periods)  electromagnetism
electrical conductors  potential difference - investigation of
Voltage (6 periods) in terms of charging - definition of potential electromagnetism
 measuring voltage - earthing difference - field patterns of
 voltage in series and parallel - detection of charge - SI units of pd electromagnets
circuits using an electroscope - definition of - magnetic fields of
- charging by induction electromotive force current-carrying
Electrical resistance (7 periods) - charging by contact - potential difference conductors
 definition of electrical - Coulomb’s law (only measurements - force on current-
resistance descriptive, no carrying conductor in a
 factors affecting electrical equation) magnetic
resistance field(descriptive, no
equations)
- Fleming’s left-hand rule

13
Core element Form 1 Form 2 Form 3 Form 4
Effects of electric current (9  role of electrostatics in  uses of electromagnetism
periods) everyday life - simple
 heating effect - dangers of experimentations to
 magnetic effect electrostatics illustrate
 chemical effect - applications of electromagnetic
 cells and batteries electrostatics induction.
- types of cells (wet and - factors affecting
dry) magnitude and
- care and maintenance of direction of the induced
cells/batteries emf
- Faraday’s and Lenz’s
laws of electromagnetic
induction (descriptive,
no equations)
- ac and dc generators
- dc motor

14
Core element Form 1 Form 2 Form 3 Form 4
Magnets (6 periods) Resistance ( 8 periods)  transformers and power
 properties of magnets  electrical resistance transmission
 basic law of magnetism - definition of electrical  power loss in transformers
 poles of magnets resistance and its SI units and transmission line
 magnetic field patterns - factors affecting electrical  environmental impact of
 care of magnets resistance power generation and
 uses of magnets - Ohm’s law transmission
- verification of Ohm’s law  solving mathematical
- electrical resistance problems involving
measurements transformers
- calculation of resistance  making and testing a
using Ohm’s law simple transformer and an
- resistor colour codes and electric motor (project)
standard notation
- internal resistance of a cell
- using the relationship
E  V  Ir

Electric circuits, power and

energy (8 periods)
 electric circuits
- circuit symbols
- circuit diagrams
- resistors in series and
parallel circuits

15
Core element Form 1 Form 2 Form 3 Form 4
Electricity and - net effect of resistors in Introduction to digital
magnetism series and parallel circuits electronics (15 periods)
- electric currents and  Semiconductor devices
voltages in series and - meaning of digital
parallel circuits electronics
 electric power - differences between
- power ratings of electrical conductors,
appliances semiconductors and
- derivation and use of the insulators (Band
equations: Theory)
P  VI , P  I 2 R, P 
V2
and - differences between
R intrinsic and extrinsic
E  Pt
semiconductors
 electric energy
 doping of semiconductors
- electric energy in kilowatt-
(N-type and P-type)
hours
- operation of a P-N
- cost of electric energy
junction diode
- interpretation of electric
- current-voltage
energy bills (eg electric
characteristics for a
energy bills from ESCOM)
forward biased diode
 experiment on heating effect of
- application of diode in
an electric current
half-wave and full-
 electrical hazards and safety
wave rectification
 three pin plugs
- basic structure and
operation of a bipolar
transistor (N-P-N)
- light operated switch

16
Core element Form 1 Form 2 Form 3 Form 4

 electronic components
and their uses
- electric circuits
- symbols for electronic
devices
- uses of electronic
devices
 analogue and digital
circuits
- difference between
analogue and digital
circuits
- characteristics of
analogue and digital
signals
 basic logic gates
- operations of basic
logic gates
- truth tables of basic
logic gates
- symbols of basic logic
gates

17
Core element Form 1 Form 2 Form 3 Form 4
Oscillations Light (20 periods) Oscillations (4 periods) Electromagnetic waves (6
and waves  rectilinear propagation of  oscillations in a pendulum periods)
light (experimental and a loaded spring  electromagnetic spectrum
treatment required) - amplitude, displacement, - energy, frequency and
 formation of shadows period, and frequency of wavelength
and eclipses (umbra and an oscillating system - sources of
penumbra) - factors affecting the electromagnetic waves
 pin-hole camera frequency of an  electromagnetic waves
 image formation and oscillating system - properties
magnification (pendulum, loaded - methods of detecting
 reflection spring, cantilever) electromagnetic waves
 images formed by plane Waves (8 periods) - applications of
mirrors  description of a wave electromagnetic waves
- ray diagrams  meaning of a wave - solve problems using
- parallel and inclined  characteristics of a wave c = fλ
 mirrors  transverse and longitudinal Light and lenses (19 periods)
 device based on waves  converging and diverging
reflection: periscope  meaning of a transverse and lenses
 problems on pin-hole a longitudinal wave - characteristics of
camera and mirrors  differences between converging and
inclined at an angle transverse and longitudinal diverging lenses
 refraction waves - ray diagrams and terms
 effects of refraction  wave properties associated with
- apparent depth - reflection converging lenses
- dispersion - refraction
- bending shape of an - diffraction
immersed object - interference

18
Core element Form 1 Form 2 Form 3 Form 4
Oscillations  the wave equation  focal length of a converging
and waves - derivation of the relation lens
v = fλ - experimental
- problems involving determination of a focal
v = fλ = λ/T length of a converging
lens
Sound (7 periods) - determination of focal
 production of sound by length using graphs
vibrating objects - graph interpretation
 loudness and pitch of sound  image formation by
 free and forced vibrations, converging lenses
natural frequency and - position, size and nature
resonance of the image formed
 transmission of sound  image formation using ray
- matter and vacuum diagrams
 nature of sound waves - drawing ray diagrams
- compressions and - determination of the
rarefactions position, size and nature
- determination of speed of of images
sound in air - magnification of an image
- sound transmission in  lens and the magnification
gases, liquids and solids formulae
- problems involving - derivation of the lens
velocity of sound formula
 factors affecting the speed of - problems involving
sound lenses and magnification
formula

19
Core element Form 1 Form 2 Form 3 Form 4
 application of lenses in various
optical devices
- parts of a simple camera and
their functions
- use of a simple camera
- parts of a slide/film projector
and their functions
- use of the projector
- ray diagrams for a camera and
a projector
- parts of a telescope and their
functions
- use of a telescope
- making a telescope (project)
 image formation in the human eye
- parts of a human eye involved
in image formation
- image formation using ray
diagrams
- comparison of a camera and the
eye
 visual defects in the human eye
- short sightedness and its
correction
- long sightedness and its
correction

20
Core element Form 1 Form 2 Form 3 Form 4

Nuclear Introduction to nuclear Isotopes ( 2 periods)

physics physics (5 periods)  nuclear structure of an atom
 structure of an atom - structure of an atom
 meaning of isotopes - constituent particles of a
 radioactive isotopes nucleus
 types of radiation (, , - diagrams of the atomic
and  radiation) nuclei
 properties of the different - nuclear notation
types of radiations  description of isotopes
 uses of radiation - definition of isotopes
 dangers of radiation - examples of isotopes
 safety measures against - explanation of how one
radiation exposure element may have a
number of isotopes using
nuclide notation

21
Core element Form 1 Form 2 Form 3 Form 4
Radioactivity (10 periods)
 explanation of radioactivity
 definition of radioactivity
 natural and induced
radioactivity
 radioactive emissions
 half-life of isotopes
 detection of radioactive
emissions
 definitions of nuclear fission
and fusion
 balanced nuclear equations
(fission and fusion)
 problems involving half-life
 dangers of radioactive
emissions
 methods of safely handling and
storing radioactive materials
 applications of radioactivity
- nuclear power generation
- agricultural
- industrial
- medical
- radiocarbon dating

22
 Teaching syllabus for Forms 3 and 4
Form 3
Core element Scientific investigations and skills
Outcome The students will be able to use physics laws, principles, theories, and relations to explain and creatively exploit phenomena to
generate and test theories as well as critically analyze and evaluate scientific data from observations and experimentations.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
We will know this Students must be
when the students able to:
are able to: 1 use suitable Measurements  discussing quantities and their  discussion  charts
 demonstrate instruments and SI units SI units  oral/written  textbooks
investigative and units for  describing standard notation questions  rulers
skills various  discussing prefixes for SI units  experimentation  vernier callipers
measurement  converting one unit to another  demonstration  measuring
s  scale reading of various cylinders
measuring instruments  thermometers
- measuring very small  spring balances
dimensions (length), very  triple beam
small time intervals, very balances
small volumes and very  stop watches
small masses  paper clips
 drawing pins
 micrometer screw
gauges
 pendulums

23
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
Scientific  digital balances
investigations  cathode ray
oscilloscopes
(CROs)

2 design a  identifying a problem  brainstorming  textbooks

scientific  hypothesising  oral questions  charts
investigation  deciding the type of data to  discussion
collect
 identifying variables
- independent variables
- dependent variables
- control variables
 discussion  local environment
3 carry out a  controlling variables  field trips  students’
scientific  collecting scientific data  experimentations experiences
investigation  organizing scientific data  reports

4 analyse data  identifying errors and their  discussion  graph paper

from a sources in an experiment  reports  calculators
scientific  classifying errors  pencils
investigation  discussing the  erasers
minimisation of errors  computers

24
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
 selecting suitable scales
in graph plotting
 plotting a graph
 using a graph to analyse
scientific data
 using a graph to even
out errors
 drawing conclusions and
generalisations from results

5 communicate  organizing results from  group discussion  projectors

results from experiments  presentation  computers
experiments  making oral and poster  oral questions  textbooks
presentation of findings  lab reports  graph papers
 sketching and labelling  lab report
experimental set up templates
 writing lab reports  charts
6 evaluate a  relating a conclusion to the  oral questions  textbooks
scientific hypothesis and/or logic  discussion  written labs reports
investigation  discussing shortcomings that  plenary sessions  evaluation
may affect a scientific  peer assessment checklists
investigation
 discussing ways of reducing
factors that may affect a
scientific investigation

25
Core element Properties of matter
Outcome The students will be able to relate the behaviour of matter from microscopic level to the macroscopic level when subjected
to different environments and creatively apply these properties to bring about technological developments at the same time
examine the ethical and moral implications of using and applying science.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
We will know this Students must be
when the students able to:
are able to:
 demonstrate an 1 describe the Kinetic theory  discussing particle arrangement  role play  students'
understanding kinetic theory of matter in solids, liquids and gases  drawing experiences
of kinetic of solids,  carrying out an experiment to  demonstration  students
theory of liquids and demonstrate the kinetic theory  discussion  seeds/stones /bottle
matter and its gases of matter  oral/written tops (for atomic
applications  discussing the kinetic theory of questions arrangement)
matter in relation to different  oral or written report  water
states of matter  experimentation  beakers
 iodine
 tripod stands
 sources of heat
 potassium
permanganate
crystals

26
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
2 explain the  discussing the cause of gas  demonstration  sources of heat
cause of gas pressure  discussion  metal cans
pressure  demonstrating gas pressure:  oral/written  balloons
- heating a container which questions  containers
has been fitted with a  pumps/syringes
balloon
- using a pump/syringe
 discussing the results

3 explain the  role playing molecular motion  role play  students

relationship in relation to temperature  discussion  water
between - heating water  experimentations  candle wax
average - heating candle wax  observation  sources of heat
molecular  discussing the relationship  oral/written reports  containers (tins,
speed and between internal energy and beakers)
temperature temperature  textbooks
 discussing the relationship
between molecular motion and
temperature
4 explain the  brainstorming  textbooks
meaning of  brainstorming the meaning of  discussion  students’
the term absolute temperature  observation  experiences
absolute  discussing the meaning of  oral/written
temperature absolute temperature questions

27
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
We will know this Students must be
when the students able to:
are able to:
 demonstrate an 1 differentiate Thermometry  discussing the differences  discussion  textbooks
understanding types of  among temperature scales  written exercises  charts
of the basic temperature  converting temperature from  problem solving  calculators
principles of scales one scale to another
thermometry
2 describe how  identifying various types of  demonstration
various thermometers  group discussions  liquid in glass
thermometers - liquid-in-glass thermometer  oral questions thermometers
function - thermocouple thermometer  pair work  thermocouple
- constant-volume gas thermometer
thermometer  constant-volume
- resistance thermometer gas thermometer
 discussing how various  electrical resistance
thermometers work by using thermometers
various thermometers in taking
measurements

28
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
We will know this Students must be
when the students able to:
are able to:
 demonstrate an 1 define Pressure  defining pressure  discussion  textbooks
understanding pressure  stating the SI units of pressure  oral/written
of pressure and questions
its applications
2 determine the  describing the pressure exerted  discussion  regular solids of
pressure by solids  investigations different sizes
exerted by  investigating factors that affect  problem solving  regular solids of
regular solids pressure exerted by solids different densities
 solving problems involving  spring balances
pressure exerted by solids  rulers
 triple beam/digital
3 describe  investigating factors affecting  investigations balances
experiments pressure in liquids  experimentations
to investigate  deriving the formula p = gh  oral/written  textbooks
factors  solving problems involving questions  tall plastic bottles
affecting pressure in liquids using the  beakers
pressure in formula: p = gh  liquids of different
liquids densities

29
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources

4 state Pascal’s  demonstrating Pascal’s  demonstration  hydraulic jack

principle of principle in liquids  oral/written  syringes of
transmission  stating Pascal’s principle questions different sizes
of pressure in  water or any fluid
fluids  Pascal’s vessels

5 explain  demonstrating atmospheric  investigations  test tubes

atmospheric pressure:  experimentations  glass jars
pressure - collapsing can experiment  oral/written  water/mercury
- drinking straws questions  rulers
- card on bottle/tumbler  discussion  cards
experiment  cans
 discussing atmospheric  tumblers
pressure  drinking straws
 describing the effects of  barometer
atmospheric pressure  source of heat
 measuring atmospheric
pressure using a barometer

30
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources

6 describe the  discussing the applications of  discussion  textbooks

applications pressure  brainstorming  students’
of pressure in  relate fluid pressure to  problem solving experiences
fluids everyday activities  written exercises  resource persons
 solving problems involving  educational visits  hydraulic jacks
pressure  demonstration  internet
 field trips

7 explain  discussing Archimedes’  investigations  measuring

Archimedes’ principle  discussion cylinders
principle  verifying Archimedes’ principle  problem solving  liquids of different
 discussing the law of floatation  oral/written reports densities
 describing the applications of  demonstration  corks
Archimedes’ principle and  experimentations  masses
relative density  balances
 solving problems involving  displacement can
Archimedes’ principle and the  beakers
law of floatation

31
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
We will know this Students must be
when the students able to:  stating gas laws
are able to:  discussing gas laws
 develop an 1 discuss gas Gas laws  demonstrating the relationship  discussion  syringes
understanding laws between pressure and volume  oral/written reports  bicycle pumps
of behaviour of at constant temperature  demonstration  thermometers
gases (Boyle’s law)  experimentations  sources of heat
 investigating the relationship  project work: making  containers
between volume and a model pump  plastic rulers
temperature at constant  glass tubing
pressure (Charles’ law)  Boyle’s law
 discussing the relationship apparatus
between pressure and  foot pumps
temperature at constant volume  balloons
(pressure law)
 explaining the gas laws using
the kinetic theory of gases

2 explain  discussing applications of gas  discussion  textbooks

applications laws  problem solving  transparent
of gas laws  solving problems involving gas using written plastics/glass
laws exercises tubing
 making a manometer  group work  water
 measuring lung pressure using
a manometer

32
Core element Mechanics
Outcome The student will be able to appreciate and demonstrate the use of appropriate quantities to explain various states of motion
including the energy interactions and the changes that take place due to forces.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
We will know this Students must be
when the students able to:  discussing scalar and vector  explanation  charts
are able to: 1 define scalar Scalar and quantities  brainstorming  tape measure
 demonstrate an and vector vector  discussing distance and  discussion  rulers
understanding quantities quantities displacement
of scalar and  oral/written  rulers
vector 2 represent  representing vector quantities questions  pencils
quantities vectors in magnitude and direction  observation  protractors
 drawing vectors to scale  demonstration  graph papers
 tape measures
3 add and  discussing the meaning of the  discussion
subtract term resultant  demonstration  charts
vectors  discussing the parallelogram  oral/written  rulers
and triangle rules questions  pencils
 applying vector addition and  protractors
subtraction in finding resultant  graph papers
displacement and force
4 resolve  determining the components of  oral/written  rulers
vectors vectors questions  pencils
 solving problems involving  demonstrations  protractors
vectors  graph papers

33
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
We will know this Students must be
when the students able to:
are able to:
 demonstrate an 1 describe Linear motion  demonstrating the difference  demonstration  rulers
understanding distance, between distance and  experimentations  pencils
of forces and displacement, displacement by students  group work  graph papers
their actions in speed,  discussing the difference  individual exercises  stop-watches
linear motions velocity and between speed and velocity  oral/ written  tape measures
acceleration  discussing acceleration questions  ticker-timers
 ticker tape
2 conduct  plotting graphs of displacement  demonstration  trolleys
experiments against time  experimentations  trolley-tracks
to determine  interpreting the graph of  group work  toy-cars
velocity and displacement against time.  individual exercise  light-gates
acceleration  determining the velocity of  oral/written  textbooks
students for a given questions
displacement
 calculating the velocity of
various objects
 plotting the graphs of velocity
against time
 interpreting the graphs of
velocity against time

34
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources

3 determine  conducting a simple free fall  demonstration  pendulum bobs

acceleration experiment  experimentation  rulers
due to gravity  determining the acceleration  group work  pencils
due to gravity by using a  oral/written  graph papers
simple pendulum questions  stop watches
 tape measure
4 explain  plotting and interpreting  discussion  clamp stands
motion-time distance-time graphs  oral/written  retort stands
graphs  calculating average speed questions  strings
 plotting and interpreting speed-  written reports
time graphs  brainstorming  ticker-timers
 recognising from the shape of a  demonstration  ticker-timer tapes
distance-time graph when a  trolleys
body is:  light-gates
- at rest  masses
- moving with uniform/  strings
constant speed  pencils
 recognising from the shape of a  graph papers
speed-time graph when a body  rulers
is:  erasers
- at rest
- moving with uniform speed

35
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
- moving with uniform
acceleration
- moving with non-uniform
acceleration/deceleration
 calculating the area under a
speed-time graph to determine
the distance travelled for
motion with uniform speed or
uniform acceleration
 describing the acceleration of a
body under free-fall near the
earth
 describing qualitatively the
motion of bodies with constant
weight falling with and without
air resistance (including
reference to terminal velocity)

5 apply the  discussing and describing  textbooks

 discussion
equations of equations of uniformly  charts
 problem solving
uniformly accelerated motion  calculators
 individual exercises
accelerated  solving problems related to
 oral questions
motion motion
 brainstorming

36
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
We will know this Students must be
when the students able to:
are able to:
 demonstrate an 1 calculate Work and  discussing work done by an  discussions  inclined planes
understanding work done energy object on another object  experimentations  masses
of work and  calculating work done by a  written questions  strings
energy force acting in the direction of  demonstrations  spring balances
motion  measuring tapes
 calculating work done by a  1 metre rulers
force acting at an angle to the
horizontal direction of motion
 solving mathematical problems
involving work
2 explain the  demonstrations  charts
conservation  demonstrating energy changes  discussions  markers
of mechanical (KE and PE)  oral questions  cello tape
energy  discussing the law of  pendulums
conservation of mechanical  loaded springs
energy
 discussing the energy-work
theorem
 solving problems related to
work and energy

37
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
We will know this Students must be
when the students able to:
are able to:
 demonstrate an 1 describe what Machines  brainstorming the meaning of  brainstorming  pairs of scissors
understanding machines are machines  discussions  craw bars
of machines  discussing examples of  demonstration  inclined planes
machines  oral questions  wheelbarrows
 demonstrating how some  pulleys
machines work  spanners

2 explain  brainstorming efficiency,  demonstration  pairs of scissors

efficiency, mechanical advantage and  discussion  craw bars
mechanical velocity ratio of a machine  oral questions  inclined planes
advantage and  discussing efficiency,  written questions  wheelbarrows
velocity ratio of mechanical advantage and  pulleys
a machine velocity ratio of machine  spanners

3 calculate  discussing the calculation of  discussion  pair of scissors

efficiency, efficiency, mechanical  oral questions  craw bars
mechanical advantage and velocity ratio  written exercise  inclined planes
advantage and  calculating efficiency  wheelbarrows
velocity ratio of mechanical advantage and  pulleys
machines velocity ratio of machine

38
Core element Electricity and magnetism
Outcome The students will be able to understand the laws and principles of electricity, magnetism and then apply this knowledge in
areas such as analogue and digital electronic systems.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
We will know this
when the students  students’
are able to: experiences
 demonstrate an 1 describe Current  defining electric current and  explanation  textbooks
understanding electric electricity stating its SI units  brainstorming  charts
of current current  describing the direction of  group discussion  cells
electricity electron current  oral/written  ammeters
 using electron current to questions  connecting wires
Q  demonstration  bulbs
determine the equation I 
t  bulb holders
 solving problems using the  crocodile clips
equation above  circuit boards

2 describe  defining potential difference  explanation  students’

potential and stating its SI units  brainstorming experiences
difference  defining electromotive force  group discussion  switches
 measuring potential difference  oral/written  voltmeters
(pd) and electromotive force questions  connecting wires
(emf) using voltmeters  demonstration  crocodile clips
 bulb holders

39
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources

3 describe  defining electrical resistance  explanation  students’

electrical and stating its SI units  brainstorming experiences
resistance  discussing factors affecting  group discussion  textbooks
electrical resistance  oral/written  charts
 discussing Ohm’s law questions  cells
 verifying Ohm’s law  demonstration  voltmeters
 measuring resistance using an  experimentations  ammeters
ohmmeter  circuit boards
 calculating resistance using  switches
ohm’s law  multimeters
 working out the resistance of  connecting wires
resistors using colour codes and  bulbs
standard notation  bulb holders
 defining the internal resistance  resistance wires of
of a cell different lengths,
 using the relationship diameter and
E  V  Ir to solve related material
problems  ohmic and non-
ohmic electrical
conductors
 resistors of different
colour codes
 resistors with
standard notation

40
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources

4 analyse  determining experimentally  explanation  students’

electric the effect of resistors in series  brainstorming experiences
circuits and parallel circuits  oral and written  textbooks
 calculating the net resistance of questions  charts
resistors connected in series  demonstration  cells
and parallel circuits  discussion  voltmeters
 determining electric currents  experimentation  connecting wires
and voltages in parallel and  switches
series circuits  resistors
 ammeters

41
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources

5 determine  brainstorming and discussing  explanation  students’

electric power the meaning of power ratings of  brainstorming experiences
and energy electrical appliances  oral and written  textbooks
 deriving and using the questions  charts
equations:  demonstration  cells
V2  discussion  voltmeters
P  VI , P  I 2 R, P  and  connecting wires
 R
E  Pt  bulbs
 discussing kilowatt-hour  bulb holders
 expressing electrical energy in  three pin plugs
kilowatt-hours  fuses
 finding the cost of electrical  electricity bills
energy  chart of electrical
 interpreting electricity bills appliances with
 determining power of heating power ratings
elements  energy saver bulbs
 discussing electrical hazards  switches
and safety (earthing, fuses,  resistors
overloading, miniature circuit  ammeters
breakers (MCBs),dampness,  immersion heaters
insulation and short circuit)  heating elements
 discussing the three pin plug  electric iron

42
 Core element Oscillations and waves
Outcome The students will be able to understand and apply waves and their properties in designing and developing
various technologies in communication, medicine, musical and military equipments.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
We will know this Students must be
when the students able to:
are able to:
 demonstrate an 1 explain Oscillations  demonstrating an oscillation  demonstration  strings
understanding oscillation in and waves  discussing the meaning of  discussion  springs
of wave relation to a oscillation  oral/written  masses
properties and pendulum or  using an oscillating system to questions  rulers
their a hanging explain:  oral or written report  timers/stop watches
applications mass on a - amplitude  experimentations  retort stands
spring - displacement  clamps
- period  G-clamps
- frequency
 investigating factors affecting
frequency of an oscillating
system (pendulum, loaded
spring, cantilever)

43
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources

2 describe a  producing waves  demonstration  ropes

wave  discussing the meaning of a  discussion  slinky springs
wave  oral/written  ripple tank sets
 explaining characteristics of a questions  charts
wave:  experimentations  text books
- amplitude  animation
- frequency CDs/DVDs
- velocity
- period
- phase
- wavelength
 discussing wave front

3 differentiate  demonstrating transverse and  demonstration  ropes

between a longitudinal waves  discussion  slinky springs
transverse  defining a transverse and a  oral/written  ripple tank sets
wave and longitudinal wave questions  charts
longitudinal  discussing the differences  textbooks
wave between transverse and  animation
longitudinal waves CDs/DVDs

44
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources

4 describe wave  describing the following wave  demonstration  charts

properties properties:  experimentations  ripple tank sets
- reflection  oral/written questions  obstacles
- refraction (including  illustrations  prisms
refractive index)  field visits  glass blocks
- diffraction  light sources
- interference  ray boxes
 demonstrating the wave  mirrors
properties (using water waves,  animation
microwaves, radio waves, ropes CDs/DVDs
waves)  protractors
 pencils
 optical pins
 loud speakers
 signal generators
 ropes
5 apply the wave  deriving the relation v = fλ  discussions
equation in  solving problems involving the  problem solving  textbooks
solving wave equation  oral/written  internet
problems  v = fλ = λ/T questions

45
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
We will know this Students must be
when the students able to:
are able to:
 demonstrate an 1 describe Sound  discussing production of sound  experimentation  guitars
appreciation of experimentati  experimenting to show that  discussion  drums
sound and its ons to show sound is produced by a  reports  bells
properties that sound is vibrating object  tuning forks
produced by  demonstrating loudness and  sonometers
vibrating pitch of sound  hacksaw blades
bodies  discussing loudness and pitch  rulers
in terms of wave amplitude and  empty bottles
frequency  G-clamps
 whistles
 strings

2 discuss free  demonstrating free and forced  demonstration  guitars

vibrations, vibrations.  discussion  tuning forks
forced  defining natural frequency, free  investigation  empty bottles
vibrations, and forced vibrations and  oral/written reports  water
natural resonance  experimentation  strings and masses
frequency and  distinguishing between free and  resonance set
resonance forced vibrations  radios
 investigating resonance

46
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources

3 explain the  investigating the transmission  experimentation  electric bells

nature of of sound in air and in vacuum  oral/written reports  bell jars and
sound waves  discussing the propagation of  discussion accessories
sound as a series of  demonstration  sources of power
compressions and rarefactions  problem solving  vacuum pumps
 determining experimentally the  reports  computer
speed of sound in air animations/
 comparing the sound simulations
transmission in gases, liquids  slinky springs
and solids  textbooks
 solving problems involving
velocity of sound

4 explain the  brainstorming the factors that  brainstorming  drums/tins

factors affect speed of sound  discussion  timers
affecting the  discussing the factors that affect  oral reports  measuring tapes
speed of the speed of sound in media  textbooks
sound

47
Form 4
Core element Properties of matter
Outcome The students will be able to relate the behaviour of matter from microscopic level to the macroscopic level when subjected to
different environments and creatively apply these properties to bring about technological developments at the same time
examine the ethical and moral implications of using and applying science.

Assessment Success criteria Theme/topic Suggested teaching and learning Suggested teaching, Suggested teaching
standard activities learning and and learning
assessment methods resources
We will know this Students must be
when the students able to:
are able to:
 demonstrate an 1 define Thermal  brainstorming the meaning of  brainstorming  textbooks
understanding temperature expansion temperature  experimentations  beakers
of thermal  discussing the concept of  discussion  sources of heat
properties of temperature  oral questions  water
matter  differentiating heat from  thermometers
temperature
 metal rods
2 describe thermal  demonstrating thermal expansion  demonstration  sources of heat
expansion in in solids, liquids and gases  experimentations  needles or optical
solids, liquids  discussing expansion of solids,  discussions pins
and gases liquids and gases  thermo flasks
 water or any liquid
3 explain  role playing to illustrate particle  role play  balloons
expansion in behaviour in expansion of matter  discussions
terms of particle  discussing expansion in terms of  students
behaviour particle behaviour  bottle tops or seeds

48
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources

4 describe the  investigating the expansion of  investigation  graph papers

unusual water in frozen state  oral/written reports  text books
expansion of  examining graphs from given  discussion  students’
water and its data on expansion of freezing experiences
effects water  charts

5 explain the  discussing practical  discussion  stuck tumblers

effects and applications of thermal  investigation  tightly screwed
applications of expansion:  practical work bottle tops
thermal - separating stuck tumblers  demonstration  glass tubes
expansion - railway line gaps  oral/written  rubber bungs
- tooth filling questions  flasks or containers
- removing tightly screwed  field trips  bicycle
bottle covers
- gaps or rollers in bridges
- gaps in fences
 identifying parts of a
bicycle/car where shrink fitting
and riveting was used

49
Core element Mechanics
Outcome The student will be able to appreciate and demonstrate the use of appropriate quantities to explain various states of motion
including the energy interactions and the changes that take place due to forces.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this
when the students
are able to:
 demonstrate an 1 describe Newton’s  demonstrating the three laws  discussion  students’
understanding Newton’s laws of laws of of motion  oral/written experiences
of forces and motion motion  discussing the three laws of questions  textbooks
their actions in motion  demonstration  calculators
linear motions  stating Newton’s laws of  brainstorming  spring balances
motion  rubber bands
 deriving the equation F = ma  trolleys
 discussing the applications of  linear air track
the laws of motion
2 describe simple
experimentations  demonstrating inertia  demonstrations  masses
to illustrate  discussing inertia  discussions  containers
inertia  coins
 cardboards
 papers
 tumbler
 cup

50
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources

3 describe the  describing linear momentum  brainstorming  linear air tracks

law of  discussing the law of  discussion  light gates
conservation conservation of linear  demonstration  timers
of linear momentum  oral questions
momentum  demonstrating the collisions of  written questions
various objects
 solving problems involving
collisions

4 describe Frictional force  discussing coefficient of  discussion  textbooks

applications friction (horizontal planes  individual exercises  calculators
of frictional only)  oral/written  spring balances
force  calculating the frictional force questions  masses
using normal force (horizontal  question and  smooth and rough
planes only, answers surfaces
F = µN)  strings

51
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources

5 explain Terminal  demonstrating the falling of  demonstration  free fall apparatus

terminal velocity objects in a vacuum and in  discussions  vacuum pump
velocity fluids  brainstorming  textbooks
 describing the falling of objects  peer assessment  fluids of different
in a vacuum and in fluids viscosity
 discussing factors that affect  ball bearings
falling objects.  rubber bands
 investigating terminal velocity  measuring cylinder
or long glass tubes
 stop watches
 metre rules
 computer
animations/
assimilations

52
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
We will know this Students must
when the students be able to:
are able to:
 demonstrate an 1 explain the Hooke’s law  stating that a force may  discussion  rubber bands
understanding effects of force produce a change in size and  demonstration  textbooks
of the shape of an object  oral/written  flexafoams
behaviour of  discussing effects of forces on questions  expendable springs
elastic various objects  retort stand
materials  demonstrating effects of force  bosses
under tension on various objects including  clamps
elastic materials  rulers

2 verify Hooke’s  stretching elastic materials  experimentation  textbooks

law within elastic limit  discussion  expendable
experimentally  plotting and interpreting  observation  springs
extension-load graphs for an  retort stands
elastic spring within the elastic  bosses
limit  clamps
 graph papers
 pencils
 rulers

53
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources

4 apply  constructing and calibrating a  experimentation  textbooks

Hooke’s law spring balance  discussion  various expendable
in solving  extending springs in parallel  observation springs
related and in series  reports  masses
problems  determining the spring constant  oral and written  retort stands
for various springs questions  bosses
 solving problems involving  clamps
Hooke’s law  graph papers
 pencils

5 explain the  stretching elastic materials  experimentations  textbooks

significance of beyond elastic limit  discussion  expendable springs
the term limit  plotting and interpreting  observation  masses
of extension load graphs for an  demonstration  retort stands
proportionality elastic spring beyond the elastic  bosses
for an elastic limit  clamps
solid.  graph papers
 pencils
 rubber bands

54
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
We will know this Students must be
when the students able to:
are able to:
 demonstrate an 1 differentiate Uniform  demonstrating circular motion  demonstration  strings
understanding angular circular motion  discussing circular motion  observation  masses
of circular displacement  defining angular displacement  discussion  textbooks
motion and angular and angular velocity
velocity  discussing angular
displacement and velocity
 discussing relationship between
tangential (linear) velocity and
angular velocity

2 describe simple  conducting experimentations  demonstration  textbooks

experimentatio  demonstrating objects in  observation  strings
ns to illustrate circular motion  report  spring balances
centripetal  group work  masses
force  experimentation

3 apply  solving problems involving  discussions  textbooks

principles of uniform circular motion  oral/written  students’
uniform  discussing applications of questions experiences
circular motion circular motion in everyday life  brainstorming
 field trips

55
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
We will know this Students must be
when the students able to:
are able to:  textbooks
 demonstrate an 1 describe Moments of  discussing the meaning of  discussion  hinged objects
understanding moment of a forces moments of forces  demonstration  pivot/wedge
of moments of force  verifying the principle of  experimentation  beam/half metre
forces moments using pivots and rule
objects  triple beam
 stating the principle of moments balances
for a body in equilibrium  masses
 discussing the relationship
between force and torque  students’
experiences
2 apply  solving problems using the  group discussions  bicycle
principle of principle of moments.  self assessment  bottle openers
moments in  discussing systems involving  oral/written  door
everyday life moments questions  retort stands
 determining centre of mass in  field trips  bosses
lamina and uniform rods  experimentation  clamps
 reports  cardboard papers
 strings
 nails
 masses
 spanners

56
Core element Electricity and magnetism
Outcome The students will be able to understand the laws and principles of electricity, magnetism and then apply this knowledge in
areas such as analogue and digital electronic systems.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this Students must be
when the students able to: Magnetism and  discussing magnetisation and  explanation  students’
are able to: 1 describe electromagnetism demagnetisation  group discussion experiences
 demonstrate an magnetisation  investigating magnetisation  oral and written  textbooks
understanding of and and demagnetisation questions  connecting wires
magnetism and demagnetisation  discussing magnetisation and  demonstration  steel bars
electromagnetism demagnetisation in terms of  experimentations  ac and dc power
domains  discussion supplies
 hammers
2 describe  investigating  experiments
 solenoids
electromagnetism electromagnetism  group work
 bar magnets
 investigating field patterns of  oral/written
electromagnets questions
 textbooks
 describing magnetic fields of  explanation
 connecting wires
current-carrying conductors
 soft iron bars
- straight wire
 plotting
- loop
compasses
- solenoid
 horse-shoe
 discussing the force on
magnets
current-carrying conductor in
 solenoid
a magnetic field of a bar
 cells
magnet

57
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
 discussing Fleming’s left-hand
rule
 applying Fleming’s left-hand
rule

3 explain uses of  performing simple  experimentation  dc power supplies

electromagnetism experimentations to illustrate  discussion  solenoids
electromagnetic induction.  demonstration  nails and coils
 stating the factors that affect  oral/written  bar magnets
magnitude and direction of the questions  iron fillings
induced emf  observation  galvanometer
 stating the laws of  connecting wires
electromagnetic induction  transformers
(Faraday’s law and Lenz’s law  ac power supplies
– descriptive, no equations)  voltmeters
 explaining the working of an  cathode ray
alternating current (ac) and  oscilloscopes
direct current (dc) generators

58
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources

 describing the working of a dc  explanation  horse shoe magnets

motor  discussion  model motors
 explaining the working of a  experimentations  ac power supply
transformer and power  observation
transmission  field visit
 discussing power loss in  oral/written exercises
transmission line and in
transformers
 discussing ways of minimising
power losses in transmission
and transformers
 discussing environmental
impact of power generation and
transmission (hydro, nuclear,
fossil fuels, solar, geothermal
energy and biomass)
 solving mathematical problems
involving transformers
 making and testing a simple
transformer and an electric
motor (project)

59
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
We will know this Students must be
when the students able to:
are able to:
 demonstrate an 1 discuss Introduction to  discussing the differences  experimentations  textbooks
understanding semiconductor digital between conductors,  discussion  cathode ray
of basics of devices electronics semiconductors and insulators  demonstration oscilloscopes
electronics (Band Theory)  oral/written  connecting wires
 explaining the difference questions  dc power supplies
between intrinsic and extrinsic  diodes
semiconductors  load resistor
 discussing doping of  insulators
semiconductors (N-type and
P-type)
 explaining the operation of a
P-N junction diode
 sketching the current-voltage
characteristics for a forward
biased diode

60
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources

2 discuss  identifying electric circuits  experimentations  text books

electronic symbols for electronic devices  discussion  charts
components (capacitors, inductors, light  demonstration  capacitors
and their uses dependent resistors, diodes,  oral/written  inductors
transistors, light emitting questions  light dependent
diodes(LEDs), photovoltaic cell, resistors
logic gates, thermistors)  diodes
 describing uses of the electronic  transistors
devices  light emitting
diodes
 photovoltaic cells
 logic gates
 thermistors
 breadboard
 component holders

61
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
 discussing meaning of digital
3 describe electronics  experimentations  text books
analogue and  discussing the difference  discussion  cathode ray
digital circuits between analogue and digital  demonstration oscilloscopes
circuits  oral/written  connecting wires
 explaining the characteristics of questions  signal generators
analogue and digital signals  diodes
 discussing the application of  resistors
diode in half-wave and full-  ac supply
wave rectification  light dependent
 describing the basic structure resistor
and operation of a bipolar
transistor (N-P-N)  digital modules
 discussing how a light operated (diodes,
switch works  dual power
supplies, integrated
4 describe the  discussing the operations of  experimentation circuits for various
operations of logic gates (AND gate, OR gate,  discussion gates, resistors,
basic logic NOT gate, NOR gate, NAND  demonstration capacitors,
gates gate)  oral/written transistors,
 identifying the symbols of the questions transformers,
logic gates phototransistors,
 constructing the truth tables of LEDs, LED digital
the logic gates display)

62
Core element Oscillations and waves
Outcome The students will be able to understand and apply waves and their properties in designing and developing various
technologies in communication, medicine, musical and military equipments.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
We will know this Students must be
when the students able to:
are able to:
 demonstrate an 1 describe the Electromagnetic  analysing the  discussion  charts
understanding electromagnetic waves electromagnetic spectrum in  oral/written reports  text books
of spectrum terms of energy, frequency  question and  infrared (IR)
electromagnetic and wavelength answer detectors
waves and their  discussing the sources of  demonstration  spectrum projectors
properties electromagnetic waves  white screens
 galvanometers

2 explain the  brainstorming the properties  brainstorming  textbooks

properties of of electromagnetic waves  discussions  students’
electromagnetic  discussing the properties of  oral/written experiences
waves electromagnetic waves questions  charts

63
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
3 describe the  demonstrating detection of  demonstrations  Geiger-Muller tubes
methods of electromagnetic waves  discussion  mild radioactive
detecting  discussing methods of  reports substances (sources)
electromagnetic detecting electromagnetic  photographic films
waves waves  gold-leaf
electroscopes
 photographs of
x-rays
 hot objects

4 describe the  exploring the applications of  exploration  resource persons

applications of electromagnetic waves  discussion  charts
electromagnetic  discussing the uses of  oral/written  text books
wave electromagnetic waves questions  internet
 field trips

5 apply wave  discussing problems  problem solving  textbooks

equation in concerning electromagnetic  discussion  calculators
solving waves
problems  solving problems using the
concerning wave equation: c = fλ
electromagnetic
waves

64
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
We will know this Students must be
when the students able to:
are able to:
 demonstrate an 1 describe Light and  describing converging and  discussion  pencils
understanding converging lenses diverging lenses  oral/written  rulers
of light and its and diverging  discussing, with reference to questions  erasers
applications lenses diagrams, the terms associated  exercises  lenses
with converging lenses  lens holders
 ray boxes/light
sources

2 determine the  finding the focal length of a  problem solving  pencils

focal length of converging lens experimentally  oral/written  rulers
a converging using a distant object and questions  erasers
lens mirror method  experimentation  graph papers
 finding the focal length of a  discussions  lenses of different
converging lens experimentally  exercises focal lengths
using graphical method  mirrors
 interpreting the graphs  light sources
 screens
 lens holders

65
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources

3 explain image  investigating the position, size  experimentation  lenses

formation by and nature of the image formed  discussion  screens
converging by a converging lens  oral/written  meter rulers
lens questions  light sources
 textbooks
 lens holders

4 describe  drawing ray diagrams  discussions  pencils

image  determining the position, size  experimentations  rulers
formation and nature of images using ray  written exercises  screens
using ray diagrams  lenses
diagrams  deducing the magnification of  light sources
an image  text books

5 solve  deriving the lens formula  demonstration  textbooks

problems  solving problems involving  problem solving  charts
involving the converging lenses  oral questions  scientific calculators
lens and  using magnification formula  written exercises
magnification
formulae

66
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources

6 describe the  discussing parts of a simple  discussion  pin hole cameras

applications camera and their functions  project  pencils
of lenses in  constructing a simple camera  oral/written exercises  rulers
various (project)  demonstration  text books
optical  discussing parts of a slide/film  charts
devices projector and their functions  slide projectors
 drawing ray diagrams to locate  optical cameras
position and size of an image
formed by a camera and
projector
 discussing parts of a telescope
and their functions
 making a telescope (project)

7 explain image  drawing and labelling parts of a  discussion  pencils

formation in human eye involved in image  oral questions  erasers
the human formation  written exercises  charts
eye  explaining how the human eye  group work  text books
forms an image using ray  models of the
diagrams human eye
 comparing a camera to human  telescope
eye

67
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources

8 describe the  explaining short sightedness  discussion  students

defects of and its correction using ray  oral /written exercises ‘experiences
vision in the diagrams  charts
human eye  explaining long sightedness  text books
and how they and its correction using ray  pencils
can be diagrams  rulers
corrected

68
 Core element Nuclear physics
Outcome The students will be able to appreciate principles of radioactivity and how radioactive materials are safely handled, used
and stored.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources
We will know this Students must be
when the students able to:
are able to:
 demonstrate an 1 describe the Isotopes  describing the structure of an  explanation  textbooks
understanding nuclear atom  discussion  periodic tables
of the atomic structure of  identifying the constituent  oral/written  charts
nuclei an atom particles of a nucleus  questions  models of atoms
 drawing diagrams of the atomic  observation
nuclei  demonstration
 representing the nucleus using
the nuclear notation

2 describe  discussing isotopes  explanation  textbooks

isotopes  listing examples of isotopes  discussion  periodic tables
 explaining, using nuclide  brainstorming  charts
notation, how one element may  oral/written
have a number of isotopes questions
 observation
 demonstration

69
Assessment Success Theme/topic Suggested teaching and learning Suggested teaching, Suggested
standard criteria activities learning and teaching and
assessment methods learning resources
We will know this Students must
when the students be able to:
are able to:
 demonstrate an 1 explain Radioactivity  defining radioactivity  discussion  textbooks
understanding radioactivity  discussing natural and induced  oral and written  periodic tables
of radioactivity radioactivity questions  charts

2 describe  discussing the types of radiations  explanation  textbooks

radioactive  discussing half-life of isotopes  discussion  periodic tables
emissions  solving problems involving half-  brainstorming  charts
life of isotopes  oral and  radioactive
 explaining ways of detecting  written questions sources
radioactive emissions  demonstration (standardized)
 defining nuclear fission and fusion  Geiger-Muller
 discussing balanced nuclear tubes
equations (fission and fusion)  ratemeters
(counters)

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Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning
assessment methods resources

3 discuss  discussing dangers of  field trips  textbooks

dangers and radioactive emissions  brainstorming  periodic tables
applications  describing methods of how  oral and written  charts
of radioactive materials are safely questions  radioactive sources
radioactivity handled and stored  demonstration (standardized)
 discussing the applications of  field trips  Geiger-Muller
radioactivity: tubes
- nuclear power generation  (counters)
- agricultural/biochemical
tracers
- industrial
- medical (radiotherapy)
- sterilization/food
preservation
- radio carbon dating

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References
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Longhorn.
Alnord D Mwanza, et al (2011). Senior secondary physical science for Form 4. Grey Matter Ltd,
Longhorn 2012 Cambridge physics teaching syllabus, IGCSE.
Keith Johnson (2011). New physics for you. updated Edition for All GSCE Examinations.
Nelson Thornes.
Keith Wallis. Physical science for Malawi. (2nd Ed.). Zomba: Chanco Publications
Ministry of Education Sports and Culture (1998). Junior secondary school teaching syllabus for
physical science. Domasi: MIE.
Ministry of Education Sports and Culture (1998). Junior secondary school teaching syllabus for
integrated science. Domasi: MIE.
Ministry of Education, Tanzania (2010 ). Tanzania certificate of secondary education (O-Level),
available; http://tanzania.elimu.net/Secondary/Tanzania/TCSE_Student/Physics/Form-
1/TZ_O-Level-Physics-Syllabus-Form-1.htm (accessed on: march 18, 2013).
Nigel English (2011). AQA GCSE Physics. Longman (Pearson Education Limited)
Ministry of Education Science and Technology, (2002). Secondary education syllabus volume II.
Nairobi: Kenya Institute of Education.
Ministry of Education (2001). Senior secondary teaching syllabus for physical science. Domasi:
MIE.
Ministry of Education and Sports (2008). Physics teaching syllabus. Kampala: National
Curriculum Development Centre.

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