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.
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

v
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

ASSESSMEN
T
The developmental structure of the secondary school curriculum in Malawi

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

vii
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

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

viii
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
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

ix
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

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.
x
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 Form 1 Form 2 Form 3 Form 4

element
Scientific Introduction (6 Conducting a Measurements II (3 periods)
investigation periods) scientific  measuring instruments and
s and skills  physics as a Science investigation (4 units
 scientific periods) - quantities and SI units
investigations  basic scientific - standard notation
 laboratory and investigation - prefixes for SI units
safety rules processes - unit conversion
 investigation from - scale reading
Measurements I (4 any topic(s)
periods) covered in form 1 Scientific investigations (8
 fundamental using the scientific periods)
quantities process  designing a scientific
 SI units and symbols 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

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

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

4
Core Form 1 Form 2 Form 3 Form 4
element
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

5
 pressure

Core Form 1 Form 2 Form 3 Form 4

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

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

9
 time graphs within elastic limit
 limit of
proportionality for an
elastic solid

Core Form 1 Form 2 Form 3 Form 4

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

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

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

Core Form 1 Form 2 Form 3 Form 4

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

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

Core Form 1 Form 2 Form 3 Form 4

14
element
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
 poles of magnets resistance and its SI transformers
 magnetic field patterns units and transmission line
 care of magnets - factors affecting  environmental impact of
 uses of magnets electrical resistance power generation and
- Ohm’s law transmission
- verification of Ohm’s  solving mathematical
law problems involving
- electrical resistance transformers
measurements  making and testing a
- calculation of simple transformer and
resistance using Ohm’s an electric motor
law (project)
- resistor colour codes
and standard notation
- internal resistance of a
cell
- using the relationship

Electric circuits, power

and energy (8 periods)
 electric circuits
- circuit symbols
- circuit diagrams
- resistors in series
and parallel circuits
Core Form 1 Form 2 Form 3 Form 4

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

16
 bipolar transistor
(N-P-N)
- light operated
switch
Core Form 1 Form 2 Form 3 Form 4
element

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

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

19
 speed of sound magnification formula
Core Form 1 Form 2 Form 3 Form 4
element
 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

20
 - long sightedness and its
correction

Core Form 1 Form 2 Form 3 Form 4

element

Nuclear Introduction to Isotopes ( 2 periods)

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

21
Core Form 1 Form 2 Form 3 Form 4
element
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 Theme/ Suggested teaching and Suggested Suggested

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

Assessment Success Theme/ Suggested teaching and Suggested Suggested

23
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
Scientific  digital balances
investigatio  cathode ray
ns oscilloscopes
(CROs)

2 design a  identifying a problem  brainstorming  textbooks

scientific  hypothesising  oral questions  charts
investigatio  deciding the type of data to  discussion
n collect
 identifying variables
- independent variables
- dependent variables
- control variables
 discussion  local
 controlling variables  field trips environment
3 carry out a  collecting scientific data  experimentations  students’
scientific  organizing scientific data  reports experiences
investigatio
n  identifying errors and  discussion
their sources in an  reports  graph paper
4 analyse data experiment  calculators
from a  classifying errors  pencils
scientific  discussing the  erasers
investigatio minimisation of  computers
n errors

Assessment Success Theme/ Suggested teaching and Suggested Suggested

24
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
 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
5 communicat generalisations from  group discussion  projectors
e results results  presentation  computers
from  oral questions  textbooks
experiments  organizing results from  lab reports  graph papers
experiments  lab report
 making oral and poster templates
presentation of findings  charts
 sketching and labelling  oral questions  textbooks
6 evaluate a experimental set up  discussion  written labs
scientific  writing lab reports  plenary sessions reports
investigation  relating a conclusion to the  peer assessment  evaluation
hypothesis and/or logic checklists
 discussing shortcomings
that may affect a scientific
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 Theme/ Suggested teaching and Suggested Suggested

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

26
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
2 explain the  discussing the cause of gas  demonstration  sources of heat
cause of gas pressure  discussion  metal cans
pressure  demonstrating gas  oral/written  balloons
pressure: questions  containers
- heating a container  pumps/syringes
which has been fitted
with a balloon
- using a pump/syringe
 discussing the results
3 explain the  role play  students
relationship  role playing molecular  discussion  water
between motion in relation to  experimentations  candle wax
average temperature  observation  sources of heat
molecular - heating water  oral/written  containers (tins,
speed and - heating candle wax reports beakers)
temperature  discussing the relationship  textbooks
between internal energy
and temperature
 discussing the relationship
4 explain the between molecular motion  textbooks
meaning of and temperature  brainstorming  students’
the term  discussion  experiences
absolute  brainstorming the meaning  observation
temperature of absolute temperature  oral/written
 discussing the meaning of questions
absolute temperature
Assessment Success Theme/ Suggested teaching and Suggested Suggested

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

Assessment Success Theme/ Suggested teaching and Suggested Suggested

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

Assessment Success Theme/ Suggested teaching and Suggested Suggested

29
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods

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

Pascal’s principle in liquids  oral/written  syringes of
principle of  stating Pascal’s principle questions different sizes
transmissio  water or any
n of fluid
pressure in  Pascal’s vessels
fluids  demonstrating atmospheric  investigations
pressure:  experimentations  test tubes
5 explain - collapsing can  oral/written  glass jars
atmospheric experiment questions  water/mercury
pressure - drinking straws  discussion  rulers
- card on bottle/tumbler  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

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and

30
 learning and learning
assessment resources
methods

6 describe the  discussing the applications  discussion  textbooks

applications of pressure  brainstorming  students’
of pressure  relate fluid pressure to  problem solving experiences
in 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’  problem solving  liquids of
principle  oral/written different
 discussing the law of reports densities
floatation  demonstration  corks
 describing the applications  experimentations  masses
of Archimedes’ principle  balances
and relative density  displacement can
 solving problems involving  beakers
Archimedes’ principle and
the law of floatation

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and

31
 learning and learning
assessment resources
methods
We will know Students must
this when the be able to:  stating gas laws
students are  discussing gas laws
able to: 1 discuss gas Gas laws  demonstrating the  discussion  syringes
 develop an laws relationship between  oral/written  bicycle pumps
understandin pressure and volume at reports  thermometers
g of constant temperature  demonstration  sources of heat
behaviour of (Boyle’s law)  experimentations  containers
gases  investigating the  project work:  plastic rulers
relationship between making a model  glass tubing
volume and temperature at pump  Boyle’s law
constant pressure (Charles’ apparatus
law)  foot pumps
 discussing the relationship  balloons
between pressure and
temperature at constant
volume (pressure law)
 explaining the gas laws
2 explain using the kinetic theory of  textbooks
applications gases  transparent
of gas laws  discussion plastics/glass
 discussing applications of  problem solving tubing
gas laws using written  water
 solving problems involving exercises
gas laws  group work
 making a manometer
 measuring lung pressure
using a manometer
Core element Mechanics

32
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 Theme/ Suggested teaching and Suggested Suggested

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

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

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

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

Assessment Success Theme/ Suggested teaching and Suggested Suggested

35
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
- 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
5 apply the terminal velocity)  textbooks
equations of  charts
uniformly  discussing and describing  discussion  calculators
accelerated equations of uniformly  problem solving
motion accelerated motion  individual
 solving problems related to exercises
motion  oral questions
 brainstorming

Assessment Success Theme/ Suggested teaching and Suggested Suggested

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

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and

37
 learning and learning
assessment resources
methods
We will know Students must
this when the be able to:
students are
able to: 1 describe Machines  brainstorming the meaning  brainstorming  pairs of scissors
 demonstrate what of machines  discussions  craw bars
an machines are  discussing examples of  demonstration  inclined planes
understandin machines  oral questions  wheelbarrows
g of  demonstrating how some  pulleys
machines machines work  spanners

 brainstorming efficiency,  demonstration  pairs of scissors

2 explain mechanical advantage and  discussion  craw bars
efficiency, velocity ratio of a machine  oral questions  inclined planes
mechanical  discussing efficiency,  written questions  wheelbarrows
advantage mechanical advantage and  pulleys
and velocity velocity ratio of machine  spanners
ratio of a
machine  discussing the calculation  discussion  pair of scissors
of efficiency, mechanical  oral questions  craw bars
3 calculate advantage and velocity  written exercise  inclined planes
efficiency, ratio  wheelbarrows
mechanical  calculating efficiency  pulleys
advantage mechanical advantage and
and velocity velocity ratio of machine
ratio of
machines

Core element Electricity and magnetism

38
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 Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know
this when the  students’
students are experiences
able to: 1 describe Current  defining electric current  explanation  textbooks
 demonstrate electric electricity and stating its SI units  brainstorming  charts
an current  describing the direction of  group discussion  cells
understandin electron current  oral/written  ammeters
g of current  using electron current to questions  connecting wires
electricity determine the equation  demonstration  bulbs
 bulb holders
 crocodile clips
 solving problems using the  circuit boards
equation above
2 describe  explanation  students’
potential  defining potential  brainstorming experiences
difference difference and stating its SI  group discussion  switches
units  oral/written  voltmeters
 defining electromotive questions  connecting wires
force  demonstration  crocodile clips
 measuring potential  bulb holders
difference (pd) and
electromotive force (emf)
using voltmeters

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

3 describe  defining electrical  explanation  students’

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

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

4 analyse  determining experimentally  explanation  students’

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

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

5 determine  brainstorming and  explanation  students’

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

42
 plug

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 Theme/ Suggested teaching and Suggested Suggested

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

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

2 describe a  producing waves  demonstration  ropes

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

3 differentiate  demonstrating transverse  demonstration  ropes

between a and 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 Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods

4 describe  describing the following  demonstration  charts

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

Assessment Success Theme/ Suggested teaching and Suggested Suggested

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

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

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and

46
 learning and learning
assessment resources
methods

3 explain the  investigating the  experimentation  electric bells

nature of transmission of sound in air  oral/written  bell jars and
sound and in vacuum reports accessories
waves  discussing the propagation  discussion  sources of
of sound as a series of  demonstration power
compressions and  problem solving  vacuum pumps
rarefactions  reports  computer
 determining experimentally animations/
the speed of sound in air simulations
 comparing the sound  slinky springs
transmission in gases,  textbooks
liquids and solids
 solving problems involving
velocity of sound
4 explain the  brainstorming  drums/tins
factors  brainstorming the factors  discussion  timers
affecting the that affect speed of sound  oral reports  measuring tapes
speed of  discussing the factors that  textbooks
sound affect the speed of sound in
media

Form 4
Core element Properties of matter

47
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 Theme/ Suggested teaching and Suggested Suggested

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

48
 learning and learning
assessment resources
methods

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

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

5 explain the  discussing practical  stuck tumblers

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

Core element Mechanics

49
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 Theme/ Suggested teaching Suggested Suggested

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

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and

50
 learning and learning
assessment resources
methods

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

law of momentum  discussion  light gates
conservatio  discussing the law of  demonstration  timers
n of linear conservation of linear  oral questions
momentum momentum  written questions
 demonstrating the
collisions of various
objects
 solving problems involving
4 describe Frictional collisions  discussion  textbooks
applications force  individual  calculators
of frictional  discussing coefficient of exercises  spring balances
force friction (horizontal planes  oral/written  masses
only) questions  smooth and
 calculating the frictional  question and rough surfaces
force using normal force answers  strings
(horizontal planes only,
F = µN)

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and

51
 learning and learning
assessment resources
methods

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

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

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and

52
 learning and learning
assessment resources
methods
We will know Students must
this when the be able to:
students are
able to: 1 explain the Hooke’s law  stating that a force may  discussion  rubber bands
 demonstrate effects of produce a change in size  demonstration  textbooks
an force and shape of an object  oral/written  flexafoams
understandin  discussing effects of forces questions  expendable
g of the on various objects springs
behaviour of  demonstrating effects of  retort stand
elastic force on various objects  bosses
materials including elastic materials  clamps
under  rulers
tension  stretching elastic materials  experimentation
2 verify within elastic limit  discussion  textbooks
Hooke’s law  plotting and interpreting  observation  expendable
experimental extension-load graphs for an  springs
ly elastic spring within the  retort stands
elastic limit  bosses
 clamps
 graph papers
 pencils
 rulers

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and
learning and learning

53
 assessment resources
methods

4 apply  constructing and  experimentation  textbooks

Hooke’s law calibrating a spring  discussion  various
in solving balance  observation expendable
related  extending springs in  reports springs
problems parallel and in series  oral and written  masses
 determining the spring questions  retort stands
constant for various  bosses
springs  clamps
 solving problems involving  graph papers
Hooke’s law  pencils
5 explain the  experimentations
significance  discussion  textbooks
of the term  stretching elastic materials  observation  expendable
limit of beyond elastic limit  demonstration springs
proportionali  plotting and interpreting  masses
ty for an extension load graphs for an  retort stands
elastic solid. elastic spring beyond the  bosses
elastic limit  clamps
 graph papers
 pencils
 rubber bands

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and
learning and learning

54
 assessment resources
methods
We will know Students must
this when the be able to:
students are
able to: 1 differentiate Uniform  demonstrating circular  demonstration  strings
 demonstrate angular circular motion  observation  masses
an displacement motion  discussing circular motion  discussion  textbooks
understandin and angular  defining angular
g of circular velocity displacement and angular
motion velocity
 discussing angular
displacement and velocity
 discussing relationship
between tangential (linear)
2 describe velocity and angular  demonstration  textbooks
simple velocity  observation  strings
experimentat  report  spring balances
ions to  conducting  group work  masses
illustrate experimentations  experimentation
centripetal  demonstrating objects in
force circular motion  discussions  textbooks
 oral/written  students’
3 apply questions experiences
principles of  brainstorming
uniform  solving problems involving  field trips
circular uniform circular motion
motion  discussing applications of
circular motion in everyday
life
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning

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

56
Assessment Success Theme/topic Suggested teaching Suggested Suggested
standard criteria and learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this Students must be
when the students able to: Magnetism  discussing magnetisation  explanation  students’
are able to: 1 describe and and demagnetisation  group discussion experiences
 demonstrate an magnetisation electromagne  investigating  oral and written  textbooks
understanding and tism magnetisation and questions  connecting
of magnetism demagnetisatio demagnetisation  demonstration wires
and n  discussing magnetisation  experimentations  steel bars
electromagneti and demagnetisation in  discussion  ac and dc
sm terms of domains power supplies
 experiments
 hammers
2 describe  investigating  group work
 solenoids
electromagneti electromagnetism  oral/written
 bar magnets
sm  investigating field questions
patterns of  explanation
 textbooks
electromagnets
 connecting
 describing magnetic
wires
fields of current-carrying
 soft iron bars
conductors
 plotting
- straight wire compasses
- loop  horse-shoe
- solenoid magnets
 discussing the force on  solenoid
current-carrying  cells
conductor in a magnetic
field of a bar magnet
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning

57
 assessment resources
methods
 discussing Fleming’s left-
hand rule
 applying Fleming’s left-
hand rule

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

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

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and

58
 learning and learning
assessment resources
methods

 describing the working of a  explanation  horse shoe

dc motor  discussion magnets
 explaining the working of a  experimentations  model motors
transformer and power  observation  ac power supply
transmission  field visit
 discussing power loss in  oral/written
transmission line and in exercises
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)

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and

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

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources

60
 methods

2 discuss  identifying electric circuits  experimentations  text books

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

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods

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

62
standard criteria topic and learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know Students must
this when the be able to:
students are able
to: 1 describe the Electromagn  analysing the  discussion  charts
 demonstrate electromagnet etic waves electromagnetic  oral/written  text books
an ic spectrum spectrum in terms of reports  infrared (IR)
understanding energy, frequency and  question and detectors
of wavelength answer  spectrum
electromagnet  discussing the sources of  demonstration projectors
ic waves and electromagnetic waves  white screens
their  galvanometers
properties 2 explain the
properties of  brainstorming the  brainstorming  textbooks
electromagnet properties of  discussions  students’
ic waves electromagnetic waves  oral/written experiences
 discussing the properties questions  charts
of electromagnetic
waves

Assessmen Success Theme/ Suggested teaching and Suggested Suggested

t criteria topic learning activities teaching, teaching and
standard learning and learning
assessment resources

63
 methods
3 describe the  demonstrating detection of  demonstrations  Geiger-Muller
methods of electromagnetic waves  discussion tubes
detecting  discussing methods of  reports  mild radioactive
electromagnet detecting electromagnetic substances
ic waves waves (sources)
 photographic
films
 gold-leaf
electroscopes
 photographs of
4 describe the  exploring the applications  exploration x-rays
applications of of electromagnetic waves  discussion  hot objects
electromagnet  discussing the uses of  oral/written
ic wave electromagnetic waves questions  resource persons
 field trips  charts
 text books
5 apply wave  discussing problems  problem solving  internet
equation in concerning  discussion
solving electromagnetic waves
problems  solving problems using  textbooks
concerning the wave equation: c = fλ  calculators
electromagnet
ic waves

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know Students must

64
this when the be able to:
students are
able to: 1 describe Light and  describing converging and  discussion  pencils
 demonstrate converging lenses diverging lenses  oral/written  rulers
an and  discussing, with reference questions  erasers
understandin diverging to diagrams, the terms  exercises  lenses
g of light and lenses associated with converging  lens holders
its lenses  ray boxes/light
applications sources

 problem solving  pencils

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

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods

3 explain  investigating the position,  experimentation  lenses

image size and nature of the  discussion  screens

65
 formation image formed by a  oral/written  meter rulers
by converging lens questions  light sources
converging  textbooks
lens  lens holders

 discussions  pencils
 drawing ray diagrams  experimentations  rulers
4 describe  determining the position,  written exercises  screens
image size and nature of images  lenses
formation using ray diagrams  light sources
using ray  deducing the magnification  text books
diagrams of an image
 demonstration  textbooks
 deriving the lens formula  problem solving  charts
5 solve  solving problems involving  oral questions  scientific
problems converging lenses  written exercises calculators
involving  using magnification
the lens and formula
magnificatio
n formulae

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods

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  oral/written  rulers

66
 various camera (project) exercises  text books
optical  discussing parts of a  demonstration  charts
devices slide/film projector and  slide projectors
their functions  optical cameras
 drawing ray diagrams to
locate position and size of
an image formed by a
camera and projector
 discussing parts of a
telescope and their
functions
7 explain  making a telescope  pencils
image (project)  discussion  erasers
formation in  oral questions  charts
the human  drawing and labelling parts  written exercises  text books
eye of a human eye involved in  group work  models of the
image formation human eye
 explaining how the human  telescope
eye forms an image using
ray diagrams
 comparing a camera to
human eye

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods

8 describe the  explaining short  discussion  students

defects of sightedness and its  oral /written ‘experiences
vision in the correction using ray exercises  charts

67
 human eye diagrams  text books
and how  explaining long sightedness  pencils
they can be and its correction using ray  rulers
corrected diagrams

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 Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know Students must

68
this when the be able to:
students are
able to: 1 describe the Isotopes  describing the structure of  explanation  textbooks
 demonstrate nuclear an atom  discussion  periodic tables
an structure of  identifying the constituent  oral/written  charts
understandin an atom particles of a nucleus  questions  models of atoms
g of the  drawing diagrams of the  observation
atomic nuclei atomic 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  oral/written
may have a number of questions
isotopes  observation
 demonstration

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know Students must
this when the be able to:
students are
able to: 1 explain Radioactivit  defining radioactivity  discussion  textbooks
 demonstrate radioactivit y  discussing natural and induced  oral and written  periodic tables
an y radioactivity questions  charts
understanding
of  discussing the types of  explanation  textbooks

69
 radioactivity 2 describe radiations  discussion  periodic tables
radioactive  discussing half-life of isotopes  brainstorming  charts
emissions  solving problems involving  oral and  radioactive
half-life of isotopes  written questions sources
 explaining ways of detecting  demonstration (standardized)
radioactive emissions  Geiger-Muller
 defining nuclear fission and tubes
fusion  ratemeters
 discussing balanced nuclear (counters)
equations (fission and fusion)

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods

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 questions  radioactive
radioactivity safely handled and stored  demonstration sources
 discussing the applications  field trips (standardized)
of radioactivity:  Geiger-Muller
- nuclear power tubes

70
 generation  (counters)
- agricultural/biochemical
tracers
- industrial
- medical (radiotherapy)
- sterilization/food
preservation
- radio carbon dating

71
References
Alnord D Mwanza, et al (2011). Senior secondary physical science for Form 3.
Grey Matter Ltd,
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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