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PHYSICS
NCQF LEVEL 4

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 MINISTRY OF BASIC EDUCATION

NAME OF ORGANISATION: DEPARTMENT OF CURRICULUM DEVELOPMENT AND EVALUATION

TITLE OF PROGRAMME: BOTSWANA SENIOR SECONDARY EDUCATION (BSSE)

LEARNING FIELD: EDUCATION AND TRAINING

DOMAIN: PHYSICS

LEVEL: NCQF LEVEL 4 TOTAL HOURS: 430

DURATION: 2 YEARS DELIVERY MODE: FULL TIME/PART TIME

MONTH AND YEAR DEVELOPED: SEPTEMBER 2020 YEAR DUE FOR REVIEW: 2026

MINISTRY OF BASIC EDUCATION

DEPARTMENT OF CURRICULUM DEVELOPMENT AND EVALUATION
PRIVATE BAG 501
GABORONE
BOTSWANA
TELEPHONE: 3647500
REFERENCE: CDE
FAX: 3973842

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Table of Contents

ACKNOWLEDGEMENTS................................................................................................................................................................................................. 6
National Panel Members ................................................................................................................................. 6
Physics Standing Committee Members ......................................................................................................... 7
Quality Assurance Team ................................................................................................................................. 8
INTRODUCTION ................................................................................................................................................................................................................ 9
RATIONALE FOR THE SYLLABUS .............................................................................................................................................................................. 9
BSSE EXIT OUTCOMES ................................................................................................................................................................................................. 10
SUBJECT OUTCOMES ................................................................................................................................................................................................... 12
TARGET POPULATION AND ENTRY REQUIREMENTS....................................................................................................................................... 12
SYLLABUS STRUCTURE ............................................................................................................................................................................................... 13
DELIVERY MODE ........................................................................................................................................................................................................... 13
Delivery Road Map ............................................................................................................................................................................................................ 14
METHODOLOGY............................................................................................................................................................................................................. 15
MODULE PHYSL 1: APPLY PRINCIPLES OF MEASUREMENTS AND SCIENTIFIC PROCESSES ............................................................. 16
Learning Outcome PHYSL 1.1: Apply the scientific method.................................................................... 17
Learning Outcome PHYSL 1.2: Use scientific conventions ....................................................................... 18
Learning outcome PHYSL 1.3: Use fundamental and derived quantities and their units ..................... 19
Learning Outcome PHYSL 1.4: Perform accurate measurement of different physical quantities ....... 20

MODULE PHYSL 2: EXPLORE PRINCIPLES OF MECHANICS ........................................................................................................................... 21

Learning outcome PHYSL 2.1: Apply properties of scalars and vectors in real life situations ............. 21
Learning outcome PHYSL 2.2: Demonstrate understanding of motion .................................................. 23
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Learning outcome PHYSL 2.3: Explore effects of forces on shape and size of materials ....................... 25
Learning outcome PHYSL 2.4: Explore principles, effects and applications of pressure ...................... 27

MODULE PHYSL 3: DEMONSTARTE UNDERSTANDING OF ENERGY AND WAVES .................................................................................. 28

Learning outcome PHYSL 3.1: Apply principles of energy, work and power ....................................... 29
Learning Outcome PHYSL 3.2: Apply principles of thermal energy ....................................................... 30
Learning outcome PHYSL 3.3: Demonstrate understanding of general properties of waves ................ 33

MODULE PHYSL 4: EXPLORE MAGNETISM, ELECTRICITY AND ELECTRONICS .................................................................................... 37

Learning outcome PHYSL 4.1: Apply concepts of magnetism ................................................................. 37
Learning outcome PHYSL 4.2: Demonstrate understanding of electricity ............................................. 39
Learning outcome PHYSL 4.3: Investigate applications of electromagnetic effects ............................... 42
Learning outcome PHYSL 4.4: Demonstrate understanding of basic electronics................................... 44

MODULE PHYSL 5: INVESTIGATE CONTEMPORARY EFFECTS OF SCIENTIFIC EXPLORATIONS, ATOMIC AND NUCLEAR
PHYSICS ............................................................................................................................................................................................................................ 46
Learning outcome PHYSL 5.1: Explore the concepts of radioactivity ..................................................... 46
Learning outcome PHYSL 5.2: Demonstrate understanding of space science ........................................ 48

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FOREWORD
The Ministry of Basic Education has undertaken a comprehensive review of Botswana’s General Education system to ensure provision of accessible, quality and
inclusive lifelong education for the creation of an educated citizenry. This education system will transform Botswana from an industrial resource based to a globally
competitive knowledge based economy. The review entails the adoption of outcome-based approach and the introduction of learning pathways to provide learners with
broad-based education. The new approach will enable attainment of knowledge, values, skills and competencies that meet the challenges and needs of the 21st century.

The ministry is therefore pleased to present the revised senior secondary school syllabus which marks a major milestone towards the attainment of quality education
in Botswana. It builds on the lower levels of basic education and seeks to provide quality-learning experiences. The syllabus puts more emphasis on Provider/School-
Based Assessment (PBA) and to a lesser extent on national examinations. This will ensure that there is genuine acquisition of the desired competencies by all learners.
Furthermore, the syllabus aims at creating and sustaining a conducive environment for learning and teaching that allows learners to excel within their own capabilities.

This syllabus sets out a transformational platform of the education system to encapsulate contemporary matters related to; environmental, socio-economic, political,
scientific and technological issues as drawn from various societal demands. A deliberate attempt has been made to infuse and integrate emerging issues that include;
Environmental Education, Sustainable Development, HIV/AIDS Education, Disaster Management, Anti-corruption, Culture, Gender Equity, Emotional Intelligence,
Botho, Civic Education, Societal Values and Patriotism. The syllabus prepares learners for the world of work, further education and lifelong learning. In addition, it
provides for the development of cultural and national identity including the inculcation of attitudes and values which nurture respect for self and for others.

Critical to the success of our secondary education programme is the recognition of individual talents, needs and learning styles, hence changing the role of the teacher
in the classroom. The teacher must become a proficient manager, facilitator and director of learning activities, who is conscious of the learners’ needs and guide them
to be accountable and responsible for their own learning. This requires active participation by all and the creation of rich and diverse learning environments.

It is important that we value the learners’ own experiences and build upon what they know as well as reward them for positive achievement. At the same time, we
must be prepared to offer learners guidance and counselling at all levels; assist them to make the best decisions in keeping with their own interests, career prospects
and preferences. The national ideals of democracy, development, self-reliance, botho, unity and social harmony, underpin our quest to deliver an educated citizenry.

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This syllabus is the outcome of consultation and collaboration with various professionals and key stakeholders. On behalf of the Ministry, I wish to express my deep
appreciation and gratitude to all who contributed in the production of this syllabus, including: industry, teachers and academic researchers.

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ACKNOWLEDGEMENTS

The Ministry of Basic Education through the Department of Curriculum Development and Evaluation expresses its gratitude to all individuals who contributed in
different ways to the planning, development and production of this senior secondary Physics syllabus. The syllabus reflects the outcome of a genuinely collaborative
work across a broad educational spectrum. The Ministry acknowledges the following members of the subject national panel for their invaluable contribution in the
production of this syllabus:

National Panel Members

No TITLE FIRSTNAME(S) SURNAME ORGANISATION

.
1. Mr. Kabelo Nick Moswetsi Botswana International University of Science and Technology – Pre University
2. Dr. Samuel Chimidza University of Botswana – Physics Department
3. Dr. Casper Nyamukondiwa Botswana International University of Science and Technology
4. Dr. Spar Mathews Department of Basic Education – In-service
5. Dr. Bareki Batlokwa Botswana International University of Science and Technology
6. Mr. Mooketsi Lanka University of Botswana – Department of Maths and Science Education
7. Dr. Sinvula Robert Masene University of Botswana - Department of Maths and Science Education
8. Mr. Leonard Puso Inservive – Kweneng Regional Office
9. Mrs. Violet Gadifele Balule Mater Spei College
10. Mrs Laletsang Mokhobo Gaborone Senior Secondary School
11. Mrs Mpho Tebele Waste Management and Pollution Control
12. Ms Thuso Ditirafalo Molefi Senior Secondary School
13. Mr Geofrey Mokotedi Moeding College – BOSETU rep

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 14. Ms. Onalenna Masi Sithole Nanogang Junior Secondary School
15. Ms. Boitumelo Mojelane Kweneng Region
16. Mr. Mothusi Tsie Tlokweng College of Education
17 Ms Snowie Galaletsang Department of Special Support Services (DSSS)
18. Mr. Sedireng Ndolo Botswana Open University
20. Mrs. Dorcus S. Tau Tlokweng College of Education
21. Ms. Virginia Bojosi Botswana Qualifications Authority
22. Ms. Boikhutso Mokotedi- Paledi Museum and Monuments
23. Mr. Titoga Titose Mnindwa Curriculum Development and Evaluation
24. Ms. Sibongile Boy Curriculum Development and Evaluation

Physics Standing Committee Members

No TITLE. FIRST NAME(S) SURNAME ORGANISATION

1. Mrs Mokhobo Laletsang (Chairperson) Gaborone Senior Secondary School
2. Mr Gosalamang Gosalamang Artesia Junior Secondary School
3. Mr Phuti Otsile Sebolao Kgosi Kgari Sechele Senior Secondary School
4. Dr Samuel Chimidza University of Botswana-Physics department
5. Mr Mooketsi Lanka University of Botswana-Department of Maths and Science Education
6. Mr Sedireng Ndolo Botswana Open University
7. Mr Richard Sengalo Botswana International University of Science and Technology-BIUST
8. Mr Batshedi Ontse Serowe Education Centre
9. Mr Ofentse Phale Tlokweng Education Centre
10. Mr Keamogetswe Khimbele Molepolole College of Education

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 11. Ms Dorcus Tau Tlokweng College of Education
12. Mr Isaac Makwaeba Tonota College of Education
13. Mr Reetsang Mokwasi Kgolagano Junior Secondary School
14. Mrs Maatlametlo Chinyepi Sedimo Junior Secondary School
15. Mr Kabo Kebinakgabo Patikwane Junior Secondary School
16. Mr Thuso Makanthai Francistown Senior Secondary School
17. Mr Rebaone Keloneilwe Naledi Senior Secondary School
18. Mr Aleck Nkomo Lotsane Senior Secondary School
18. Mr Tatlhego Bolaane Botswana Examinations Council-BEC
19. Mr Titoga T. Mnindwa Curriculum Development and Evaluation
20. Ms Sibongile Boy Curriculum Development and Evaluation
21. Mr Tshepiso Ntsima Curriculum Development and Evaluation
22 Mr Ratshipa Ramatlhakola Tonota College of Education
23 Mrs Thandie Lekone Naledi Senior Secondary School

Quality Assurance Team

1 Mr Chika. Sankwasa University of Botswana (UB)

2 Mrs Thandie Lekone Kanye Seventh Day Adventist (SDA) College of Nursing

3 Mr. Kaone Bogopa Botswana Innovation and Technology Research Institute (BITRI)

The Department of Curriculum Development and Evaluation served as Secretariat to the panels. The Department further wishes to thank all the Education Officers,
Physicists, experts and teachers, for their invaluable contribution made during consultative meetings.

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INTRODUCTION
Physics is a subjects offered at BSSE. It is a natural science designed to facilitate growth in personal awareness of the environment and development of adaptive and
adoptive strategies for survival. The knowledge and application of physics laws and principles, enables humanity to innovate and create solutions in the medical,
energy and socio-economic arenas. Physics prepares learners for further education, the world of work and lifelong learning. It is a subject that lays foundation for
careers in space technology, medical field, energy, transport and communication. It is thus critical that Physics is offered at BSSE so that the requisite skills for these
careers and many others are cultivated and the country is placed on a developmental pathway.

RATIONALE FOR THE SYLLABUS

Physics is inherently a problem solving engagement and therefore helps develop and strengthen critical thinking and problem solving skills in learners. It seeks to
develop an understanding of the natural world, natural and man-made phenomena, their interactions and impact on humanity. Technology develops because of the
application of Physics laws and principles therefore as a nation aspiring to improve its socio-economic and technological outlook, Physics is offered at BSSE. As a
science, it is regarded worldwide as the backbone and significant ingredient for national development.

Additionally, it is offered in response to the dictates of a number of national legislative documents and policies, stakeholder consultations and international protocols.
Amongst these are; the Education and Training Sector Strategic Plan (ETSSP), the 2009 Botswana General Certificate of Secondary Education Evaluation report, the
Botswana Human Resource Development Strategy, Vision 2036 of Botswana, the National Policy on Research, Science, Technology and Innovation, National
Development Plans 10 and 11, Education for Sustainable Development (ESD), and benchmarks. Furthermore, Physics is offered to fulfil the educational statements
proposed in the General Education Curriculum and Assessment Framework (GECAF).

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BSSE EXIT OUTCOMES

Exit Outcomes for Senior Secondary level

21st Century Skills
At the end of Senior Secondary level:
1. Ways of Thinking and Learning Competency
Knowing how to use and develop:  Learners demonstrate broad knowledge of problem-solving strategies and apply them to situations
 Creativity and innovation. they encounter. They show creativity, innovation and demonstrate critical thinking and inquiry skills
 Critical thinking, problem solving, and with which they process information to solve a wide variety of problems in different contexts.
decision making. Learners at this level demonstrate potential for supervisory functions.
 Learning with others as well as Learners, are able to:
learning independently.  acquire, process, and interpret information critically to make complex informed decisions;
 use a variety of complex strategies and perspectives flexibly and creatively to solve problems;
 formulate complex tentative ideas, and question their own assumptions and those of others;

 solve problems individually and collaboratively;

 identify, describe, formulate, and reformulate problems;
 formulate and test hypotheses;
 ask questions, observe relationships, make inferences, and draw conclusions;
 Identify, describe, and interpret different points of view; distinguish facts from opinions.
 demonstrate the ability to be creative and come up with innovative ideas
 Apply study and research skills required for further education and training

2. Ways of Working Competency

Being productive by:  Learners can work effectively in groups and individually dealing with complex issues and are result
 Relating well to/with others. oriented. They demonstrate leadership skills and are able to manage and resolve conflicts.
 Cooperating and working in teams. Learners are able to:
 Managing and resolving conflicts. • work and study purposefully, both independently and in cooperative groups.
• respect, cooperate, communicate effectively in groups and relate well to others.
• take responsibility and accountability for what happens in the group and manage and resolve conflicts
that occur in their groups or teams and deal with group dynamics
• show some supervisory skills for own work and the work of others

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 • assess personal achievement and capabilities realistically in pursuit of appropriate
career/employment opportunities/possibilities and/or further education and training.
3. Tools for Working Competency
Effectively use and interact with: • Learners understand and use appropriate technologies, languages, symbols and texts to solve abstract
 Language, symbols and text. and unfamiliar problems in real life situations. They demonstrate understanding of the impact of
 Knowledge and information. technology in their lives, in society, and in the world at large.
 Varied forms of common technology. Learners are able to:
 Information and Communication • locate, evaluate, adapt, create, and share information using a variety of sources and technologies;
Technology. • use technologies appropriately.
• demonstrate understanding of the impact of technology on society and the world at large.
• demonstrate understanding of ethical issues related to the use of technology in local and global
contexts.
• use language to communicate effectively and appropriately when conversing with others
4 Living in the World Competency
Showing effective: • Learners apply knowledge of the social, cultural, economic, and environmental development in the
• Self-management. local and global context.
• Cultural awareness and expression. Learners are able to:
• Social and civic competences. • demonstrate knowledge and understanding of sustainable development and its implications for the
• Sense of initiative and entrepreneurship environment locally and globally.
• Community and global citizenship
• apply the social, political, cultural, legal, entrepreneurial and economic, factors in real life situations.

• examine issues of human rights.

• recognize and react against forms of discrimination, violence, and anti-social behaviours.

• demonstrate knowledge and understanding of their own cultural identity and heritage, and that of
others, as well as its contribution to the world.
• use various forms of art as a means of communication and interpret them in various contexts.

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 • Demonstrate knowledge and understanding of the relationship between health and lifestyle.

• Demonstrate the ability to Interact with the global environment in a manner that is protective,
conserving and nurturing.
• determine the principles and actions that characterise a just, peaceful, pluralistic, inclusive and
democratic society, and act accordingly.
• apply knowledge and skills of the creative arts for economic development.

SUBJECT OUTCOMES

Upon completion of the BSSE Physics syllabus, learners are able to:

LO 1: Apply process skills to investigate cause and effect and the interrelatedness of phenomena on earth and the universe.

LO 2: Apply scientific concepts and knowledge in addressing health social, economic and environmental issues.

LO 3: Use scientific knowledge to develop technology for sustainable development.

LO 4: Demonstrate understanding of natural and artificial processes affecting all forms of life to ensure sustainability.

TARGET POPULATION AND ENTRY REQUIREMENTS

The Physics syllabus is meant for learners who have successfully completed level 2 in the NCQF or its equivalence and in some cases learners whose prior learning
renders them eligible for entry to the programme. These learners should be having at least an average aptitude for maths and science.

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SYLLABUS STRUCTURE
The syllabus comprises of five (5) modules

CODE NAME OF MODULE PURPOSE TYPE CREDITS

APPLY PRINCIPLES OF To train learners to be grounded on issues of measurements and their
PHYSL 1 MEASUREMENTS AND SCIENTIFIC operationality compulsory 7
PROCESSES
PHYSL 2 EXPLORE PRINCIPLES OF To make learners appreciate the effect of force and its manifestations
compulsory 9
MECHANICS in everyday life
To provides learners with conceptual understanding and computational
DEMONSTRATE UNDERSTANDING skills that are crucial in handling and dealing with energy and waves.
compulsory 10
PHYSL 3 OF ENERGY AND WAVES It lays foundation for learners who would like to take up engineering
along the lines of energy and wave careers.
EXPLORE MAGNETISM, The purpose of this module is to make learners aware of the relationship
PHYSL 4 ELECTRICITY AND ELECTRONICS and effect of electricity on magnetism and vice versa. It is also aimed compulsory 10
at learners exploring and applying electronics.
INVESTIGATE CONTEMPORARY This module is meant to introduce learners’ to radioactivity, its uses
PHYSL 5 EFFECTS OF SCIENTIFIC and its effects on life and the environment.
compulsory 7
EXPLORATIONS, ATOMIC AND
NUCLEAR PHYSICS

DELIVERY MODE
Full time or Part time

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Delivery Road Map

LEARNIG
MODULE OUTCOME CONTACT SUGGESTED SUGGESTED ASSESSMENT TIME SELF STUDY OTHER 5%
CODE CODE TIME 60% FACILITATION LEVEL 20% 15%
TERM
PHYSL 1 PHYSL 1.1
PHYSL 1.2 42 HRS
PHYSL 1.3 1-2 FORM 4 14 HRS 10.5HRS 3.5 HRS
PHYSL 1.4

PHYSL 2 PHYSL 2.1

PHYSL 2.2
PHYSL 2.3 54HRS 2 FORM 4 18HRS 13.5 4.5 HRS
PHYSL 2.3

PHYSL 3 PHYSL 3.1

PHYSL 3.2 60HRS 2-3 FORM 4 20HRS 15 5 HRS
PHYSL 3.3

PHYSL 4 PHYSL 4.1

PHYSL 4.2 60HRS 1-2 FORM 5 20 HRS 15 5 HRS
PHYSL 4.3
PHYSL 4.4

PHYSL 5 PHYSL 5.1 42 HRS 2-3 FORM 5 14 HRS 10.5 3.5 HRS
PHYSL 5.2
TOTAL 258 HRS ------ ------- 86 HRS 64.5 21.5 HRS
TOTAL HOURS= 430

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METHODOLOGY

The learning process should be learner centred to enable learners to actively construct their own knowledge albeit with necessary guidance from the teacher. Physics
should be learnt through scientific enquiry methods which promote ideas and seek solutions to life challenges. The methodologies should allow the development of
science process skills in all learners. Learners should be given opportunity to manipulate or work with scientific equipment, plan and carry out investigation. An effort
should be made to ensure that all learners are given opportunity to work alone and/or in groups as they carry out investigations.

ASSESSMENT

Assessment in Physics focuses on the following observables: acquisition of knowledge and understanding of scientific concepts, ability to handle laboratory apparatus,
to conduct tests, planning and carrying out investigations to verify or clarify, and ability to apply scientific knowledge and skills to overcome day- to -day life
challenges.

Schools will use a diversity of assessment methods such as oral or written tests/quizzes, interviews and observations as learners interact. However, investigations and
presentations ought to be administered as well, and a portfolio should be kept as record of the learner’s performance. A learner’s final grade will be determined as per
the weightings. The school based assessment will carry a 65% weighting while the final examination will carry a 35% weighting

RESOURCES

Physics will be offered in an environment that is resource laden to enable learners to express their intellectual, initiative and innovative abilities. Infrastructural
resources, internet, material and human resources will be made available to ensure productive learning.

A qualified laboratory technician is required to play a complementary role to the subject teachers.

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MODULE PHYSL 1: APPLY PRINCIPLES OF MEASUREMENTS AND SCIENTIFIC PROCESSES

MODULE 1 APPLY PRINCIPLES OF MEASUREMENTS AND CODE: PHYSL 1 Credits: 7 Notional Learning Hours: 70
SCIENTIFIC PROCESSES

PURPOSE: To train learners to be grounded on issues of measurements and their operationality

LEARNING OUTCOMES FOR THE MODULE

PHYSL 1.1: Apply the scientific method.

PHYSL 1.2: Use scientific conventions

PHYSL 1.3: Use fundamental and derived quantities and their units

PHYSL 1.4: Perform accurate measurement of different physical quantities

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Learning Outcome PHYSL 1.1: Apply the scientific method

Performance criteria Content Facilitation/learning Assessment strategies

strategies
1.1.1 Describe the steps taken in a scientific method  Observation  Research  A written assessor
 Problem identification  Experiential learning supervised test covering PC

1.1.2 Apply the scientific method in problem solving  Hypothesis 1.1.1 and PC 1.1.2
 Experimentation  Portfolio assessment
 Analysis of data  A mini-project covering PC
 Conclusion 1.1.2

Range statement

Evidence requirements a. Assessor marked scripts covering PCs 1.1.1 and 1.1.2.
b. Assessor marked mini-project report covering PC 1.1.2
c. Portfolio assessment – Documentation on the learners’ progress

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Learning Outcome PHYSL 1.2: Use scientific conventions

Performance criteria Content Facilitation/learning Assessment strategies

strategies

1.2.1 Use scientific notation & prefixes ranging from pico- to tera- to  scientific notation  Experiential learning  A written assessor
represent measurements  prefixes  Group discussions supervised test
 quiz covering PC 1.2.1 to
1.2.2 Use significant figures and decimal places correctly in  significant figures and
1.2.3
calculations decimal places rules in
calculations
involving measured quantities

1.2.3 Use conventional symbols for physical quantities  conventional symbols

Range statement 1.2.3 physical quantities: length, mass, time, density, volume

Evidence requirements Assessor marked scripts covering PCs 1.2.1 to 1.2.3

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Learning outcome PHYSL 1.3: Use fundamental and derived quantities and their units

Performance criteria Content Facilitation/learning Assessment

strategies strategies

1.3.1 Classify quantities into fundamental  Fundamental Quantities: (Mass, time, length,  Discussions  A written assessor
and derived Luminous intensity, current, amount of  Questions and answers supervised test covering
substance and temperature) and Derived (Oral and/or written), PC 1.3.1 to 1.3.3
Quantities  Presentations

1.3.2 State the SI and other units for  Units of measurement

fundamental and derived quantities.

1.3.3 Convert between different units

Range statement

Evidence requirements Assessor marked scripts covering PCs 1.3.1 to 1.3.3

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Learning Outcome PHYSL 1.4: Perform accurate measurement of different physical quantities

Performance Criteria Content Facilitation/learning Assessment

strategies strategies

1.4.1 Estimate the magnitude of common physical quantities  Estimation  Experiential Learning,  A written or oral assessor
 Experiment, supervised test covering
1.4.2 Use appropriate instruments to measure common  Use of appropriate  Observation PCs 1.4.1 and 1.4.3
physical quantities instruments to measure  Practical test for PCs 1.4.1
physical quantities to 1.4.3

1.4.3 Identify the accuracy and range of measuring instruments  Accuracy and range of
measuring instruments

Range statement P C 1.4.1 Common physical quantities: Length, mass, time, temperature, volume, density
P C 1.4.2 Appropriate instruments (digital and/or analogue): bathroom scale, triple beam balance, digital scale stop watch,
thermometers, measuring cylinder, rule, Vernier callipers, micrometre screw gauge, hydrometer

Evidence requirements a. Assessor marked scripts covering PCs 1.4.1 to 1.4.3.

b. Assessor marked report covering PCs 1.4.1 to 1.4.3
c. Interview guide (Evidence PC1.4.1)
d. Completed assessor’s checklist and (see pro forma, Evidence PC 1.4.1 to 1.4.3).

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 MODULE PHYSL 2: EXPLORE PRINCIPLES OF MECHANICS

MODULE 2 EXPLORE PRINCIPLES OF MECHANICS CODE: PHYSL 2 Credits: 8 Notional Learning Hours: 80

Purpose: To make learners appreciate the effect of force and its manifestations in everyday life

LEARNING OUTCOMES FOR THE MODULE

PHYSL 2.1: Apply properties of scalars and vectors in real life situations
PHYSL 2.2: Demonstrate understanding of motion
PHYSL 2.3: Explore effects of forces on shape and size of materials
PHYSL 2.4: Explore principles, effects and applications of pressure

Learning outcome PHYSL 2.1: Apply properties of scalars and vectors in real life situations

Performance Criteria Content Facilitation/learning Assessment

strategies strategies
2.1.1 Classify quantities from daily life experiences into scalars  Scalars and Experiment  Oral interview and
or vectors Vectors  Demonstrations presentation for PC 2.1.1
2.1.2 Add vectors using vector diagram  Discovery  A written assessor supervised
Addition of Vectors  Discussion test covering PC 2.1.1 to 2.1.5
2.1.3 Calculate the resultant of two vectors using trigonometry.

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2.1.4 Resolve a vector into its vertical and horizontal  Question & Answer
components using vector diagrams Resolving Vectors  Observation
2.1.5 Resolve a vector into its vertical and horizontal
components using trigonometry
2.1.6 Perform addition of vectors using force board  Practical test for PC 2.1.6 and
2.1.7 Investigate the effect of varying the angle between the Vector Analysis PC 2.1.7
vectors on the resultant vector experimentally

Range statement

Evidence requirements Audio report for PC 2.1.1

Marked scripts for PCs 2.1.1 – 2.1.5
Marked worksheets and report with a video for pcs 2.1.6 and 2.1.7

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Learning outcome PHYSL 2.2: Demonstrate understanding of motion

Performance criteria Content Facilitation/learning Assessment strategies

strategies

2.2.1 Plot displacement – time and Velocity – time graphs using  Plotting of motion (velocity and
data from different sources displacement) –time graphs  Experiment  A written assessor
 Mathematical supervised
modelling (computer
2.2.2 Interpret displacement-time and velocity-time graphs  Interpretation of motion-time packages)
graphs  Question & answer
2.2.3 Calculate velocity from linear displacement - time graphs
 Experiential learning
2.2.4 Calculate acceleration from linear velocity - time graphs
 Discussion
2.2.5 Calculate displacement from linear velocity - time graphs  Observation
2.2.6 Apply equations of uniformly accelerated motion to solve  Equations of motion
simple problems

2.2.7 Define acceleration due to gravity

 Acceleration due to gravity
2.2.8 Apply equations of uniformly accelerated motion to solve
 Terminal Velocity
simple problems of free falling bodies.
2.2.9 Carry out an experiment to verify the value of g (acceleration  Practical test
due to gravity )
2.2.10 Describe qualitatively ways in which the net force acting
on a body affects its motion  A written assessor
2.2.11 Solve simple problems using Newton’s laws of motion  Newton’s laws of motion supervised test,

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2.2.12 Perform simple calculations using F= ma

2.2.13 Demonstrate the effect of centripetal force on a body  Circular motion  Practical test for
moving in a circular path PC 2.2.13
2.2.14 Perform simple calculations using the equation F= mv2/r  A written assessor
for bodies travelling at constant speed. supervised test,
2.2.15 Perform simple calculations using the formula Moments Moments
= F.s
2.2.16 Verify the principle of moments by performing  Practical test
experiments
2.2.17 Apply principles of moments to solve real life problems  A written assessor
supervised test
Range statement P C 2.2.8 Free falling: upwards, downwards motion
P C 2.2.10 Motion: linear motion, circular motion, pivotal motion
Evidence requirements Marked scripts for PCs 2.2.1 to 2.2.8, 2.2.10 - 2.2.12, 2.2.14, 2.2.15, 2.2.17
Marked report for PC 2.2.9, 2.2.13, 2.2.16

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Learning outcome PHYSL 2.3: Explore effects of forces on shape and size of materials

Performance criteria Content Facilitation/learning Assessment Strategies

strategies

2.3.1 Classify objects into brittle, elastic and plastic by  Classification of objects  Experiment
performing appropriate experiments according to their elasticity.  Group discussion  Practical test
 Questions and
2.3.2 Explain situations in which brittle, elastic and plastic  Properties that make  A written assessor
Answers
materials are used different materials suitable supervised test
 Experiential
for their uses.
 Observation
2.3.3 Determine the relationship between extension and  Hooke’s law  Practical test
 Simulation
stretching force for elastic material.  A written assessor
 Project
supervised test
2.3.4 Determine the effect of combining elastic materials in  A written assessor
series and parallel on the extension. supervised test
2.3.5 Interpret graphs of extension against stretching force

2.3.6 Determine the limit of proportionality for elastic  Practical test

materials by performing an experiment  A written assessor
supervised test

2.3.7 Use the equation F = ke in simple calculations  A written assessor

supervised test

25
2.3.8 Design a working model that applies the principles of
Hooke’s law  Project

Range statement

Evidence requirements Assessor marked scripts for PCs 2.3.1, 2.3.2, 2.3.3, 2.3.4, 2.3.5, 2.3.6, 2.3.7
Assessor marked reports for PCs 2.3.1, 2.3.3 to 2.3.6
Completed assessor’s checklist (see pro forma, Evidence PC 2.3.8) and artefacts for PC 2.3.8

26
Learning outcome PHYSL 2.4: Explore principles, effects and applications of pressure

Performance criteria Content Facilitation/learning Assessment

strategies strategies

2.4.1 Define pressure in terms of force applied on a certain area

2.4.2 Relate pressure to force and area with reference to daily life  Pressure: its effects,  Demonstrations  An oral written or
experiences calculation and  Discovery practical assessor
2.4.3 Perform simple calculations using the equation P = F/A Applications  Questions and answers supervised test

2.4.4 Derive the equation P = ρgh

2.4.5 Describe pneumatic and hydraulic systems
2.4.6 Explain Pascal’s law
2.4.7 Calculate force and pressure at various positions in Hydraulic and
pneumatic systems
2.4.8 Calculate mechanical advantage of hydraulic systems
2.4.9 Solve problems involving pressure in fluids
2.4.10 Use a simple manometer to determine pressure of gases
2.4.11 Explain the effects of pressure in life experiences
2.4.12 Explain applications of pressure in real life situations
Range statement P C 2.4.2: Daily life experiences- blunt and sharp objects, wheels on a variety of situations; sand, clay, etc
P C 2.4.9: Problems- calculations and real-life/applications
Evidence requirements Assessor marked scripts or audio visuals for PCs 2.4.1 – 2.4.12

27
MODULE PHYSL 3: DEMONSTARTE UNDERSTANDING OF ENERGY AND WAVES

MODULE 3 DEMONSTRATE UNDERSTANDING OF CODE: PHYSL 3 Credits:10 Notional Learning Hours: 100
ENERGY AND WAVES

Purpose: To provides learners with conceptual understanding and computational skills that are crucial in handling and dealing with energy and waves. It
lays foundation for learners who would like to take up engineering along the lines of energy and wave careers.

LEARNING OUTCOMES FOR THE MODULE

PHYSL 3.1: Apply principles of energy, work and power.
PHYSL 3.2 Apply principles of thermal energy
PHYSL 3.3 Demonstrate understanding of general properties of waves

28
Learning outcome PHYSL 3.1: Apply principles of energy, work and power

Performance criteria Content Facilitation/learning Assessment

strategies strategies
3.1.1 Classify energy sources into renewable and non-  Renewable and non-renewable Discussion  A written
renewable  Debate assessor
3.1.2 Describe the environmental and socio-economic effects  Environmental and socio-  Question and answer supervised
of the different sources of energy both locally and globally economic effects of the sources of  Problem solving test
energy  Research Excursion
3.1.3 Describe the potential of harnessing viable alternative
energy sources available in Botswana  Alternative energy sources
3.1.4 Develop a plan of a system that harnesses viable  Report
alternative sources of energy in Botswana  A written assessor
supervised test
3.1.5 Relate qualitatively the concepts of energy, work and  Energy, Work and Power
power  A written assessor
3.1.6 Perform calculations involving energy, work and supervised test
power using the equations: E= mgh, E=1/2mv2, W = F.s,
P=W/t and P=E/t
3.1.7 Determine the efficiency of energy converters  Efficiency
3.1.8 Solve problems involving mechanical energy using  Work-energy principle
work-energy principle
3.1.9 Describe energy changes in power generation  energy changes in power
generation

29
Range statement P C 3.1.3: Energy sources - thermal, solar, wind, geothermal
PC 3.1.9: Power generation - thermal, solar, wind, geothermal, and nuclear
Evidence requirements Assessor marked scripts for PCs 3.1.1 – 3.1.9
Assessor marked report for PC 3.1.4

Learning Outcome PHYSL 3.2: Apply principles of thermal energy

Facilitation/learning
Performance criteria Content Assessment strategies
strategies

3.2.1 Interpret the motion of particles of a substance in terms of kinetic  Kinetic molecular  Discussion  A written assessor
molecular theory theory  Question and supervised test
3.2.2 Relate temperature of a substance to its internal energy. Answer
3.2.3 Relate qualitatively the relationship between temperature and the  Experiment
speed of molecules  Experiential learning
3.2.4 Relate thermal expansion of matter to change in temperature
 Thermal expansion of
3.2.5 Compare the expansivity of different metals experimentally
matter

3.2.6 Explain the applications of thermal expansion of matter in real

life situations.

30
3.2.7 Explain consequences of thermal expansion of matter in real life
situations.
3.2.8 Explain the structure of a thermocouple thermometer
3.2.9 Describe the principle of operation of a thermocouple.  Thermocouple
thermometer
3.2.10 Demonstrate the principle of operation of a thermocouple  Practical test

3.2.11 Explain the use of a thermocouple for measuring high  A written assessor
temperatures and those which vary rapidly supervised test
3.2.12 Demonstrate thermal expansion of matter within the same state  Experiment  Practical test
 Anomalous expansion
3.2.13 Describe the anomalous expansion of water of water  A written assessor
3.2.14 Perform calculations using ΔL = αLΔT, ΔA = 2αAΔT and ΔV =  Discussion supervised test A
3αVΔT  Question and written assessor
3.2.15 Describe how a gas exerts pressure on its container. Answer supervised test
3.2.16 Relate qualitatively the concepts of pressure, volume and  Gas laws  Experiment
temperature of a gas  Experiential learning
3.2.17 Perform calculations involving pressure, volume and
temperature of the ideal gas using equations: Charles’ law, Boyle’s
law, Pressure law and the ideal gas law

3.2.18 Explain real life situations using the relationship between

Pressure, Volume and Temperature of a gas.

31
3.2.19 Plot a heating/cooling curve of a substance using data obtained  Assessor provided
by performing an experiment. worksheet

3.2.20 Interpret heating/cooling curves of substances in terms of  Heating and cooling

concepts of heat capacity curves
3.2.21 Perform calculations involving the relationship between change
in internal energy, mass, specific heat capacity and change in
temperature.
3.2.22 Perform calculations involving the relationship between change
in internal energy, mass and specific latent heat.
3.2.23 Determine the specific heat capacity of a substance by performing  Practical test
an experiment. Heat Capacity
3.2.24 Explain the applications of the concept of heat capacity in real life  A written assessor
situations. supervised test

Range statement

Evidence requirements Assessor marked scripts for PCs 3.2.1 to 3.2.6, 3.2.8 to 3.2.11, 3.2.13 to 3.2.22 and 3.2.24
Assessor marked report for PC 3.2.7, 3.2.12 and 3.2.23
Assessor marked worksheet for PCs 3.2.19 and 3.2.20

32
Learning outcome PHYSL 3.3: Demonstrate understanding of general properties of waves

Performance criteria Content Facilitation/learning Assessment

strategies strategies

3.3.1 Describe wave motion in terms of its properties

 Wave motion  Experiment  A written assessor
3.3.2 Interpret a displacement-distance graph of a wave.
and  Question and answer supervised test
3.3.3 Interpret a displacement-time graph of a wave
propagation  Experiential learning
3.3.4 Relate quantitatively wave speed, period, wavelength and frequency of a  Presentation
wave  Demonstration
3.3.5 Demonstrate properties of mechanical waves using water waves.  Assessor provided
worksheet
3.3.6 Describe the common properties of electromagnetic waves.  A written assessor
 Electromagneti supervised test
3.3.7 Describe the components of the electromagnetic spectrum in terms of their
c waves
sources, special properties and methods of detection
3.3.8 Explain applications of electromagnetic waves in real life situations

3.3.9 Identify the side effects associated with electromagnetic waves

3.3.10 Demonstrate the law of reflection of light by performing an experiment Reflection of light  report
using a plane reflecting surface
3.3.11 Illustrate the formation of an image formed by a plane mirror, using a ray Formation of Experiment A written assessor
diagram. images by mirrors  Question and answer supervised test
3.3.12 Describe the image formed by a plane mirror

33
3.3.13 Describe applications of the concept of reflection by plane surfaces in real  Experiential learning
life situations.  Presentation
3.3.14 Describe the effect of curved mirrors on rays of light.  Demonstration
3.3.15 Illustrate the formation of an image formed by a concave mirror, using a ray
diagram for an object placed at different positions
3.3.16 Describe the image formed by a concave mirror
3.3.17 Illustrate the formation of an image formed by a convex mirror, using a ray
diagram.
3.3.18 Describe the image formed by a convex mirror
3.3.19 Explain applications of curved reflecting surfaces in real life situations

3.3.20 Explain the concept of refraction of light

 Refraction of
3.3.21 Perform simple calculations using equations: n1sini = n2sinr and n1c1 = n2c2
light
3.3.22 Determine the refractive index of transparent materials experimentally  A written report
 Experiment
3.3.23 Perform simple calculations using the equation n1real depth = n2apparent  A written assessor
depth  Question and answer
supervised test
 Experiential learning
3.3.24 Determine the critical angle of a given material experimentally  Presentation  Assessor provided
 Critical angle Demonstration worksheet
3.3.25 Explain the concept of total internal reflection of light and total  A written assessor
internal supervised test
3.3.26 Use the equation n2 = n1sinc in solving problems
reflection
3.3.27 Describe the applications of total internal reflection in everyday life
situation

34
3.3.28 Demonstrate the formation of an image by a convex lens for an object  Report
placed at different positions experimentally  Convex lenses  Experiment
3.3.29 Illustrate the formation of an image formed by a convex lens, using a ray  Question and answer  A written assessor
diagram for an object placed at different positions  Experiential learning supervised test
3.3.30 Describe the characteristics of the image formed by a convex lens  Presentation
3.3.31 Determine the focal length of a convex lens using the relationship between  Demonstration  Report
u and v, experimentally
3.3.32 Perform calculations using the equation 1/f = 1/v+ 1/u  A written
3.3.33 Calculate the magnification of a convex lens assessor

3.3.34 Describe the use of convex lenses in single lens optical instruments supervised test

3.3.35 Describe the longitudinal nature of sound waves

 Sound waves
3.3.36 Determine the speed of sound in air experimentally
3.3.37 Demonstrate the approximate human hearing range using a signal generator  Report

3.3.38 Describe the applications of ultrasonic and infrasonic sounds in real life  A written assessor
situations supervised test
3.3.39 Describe factors that influence the quality of sound

Range statement P C 3.3.1 Properties: Amplitude, frequency, wavelength, wave speed, wave front, propagation
P C 3.3.5 Properties of mechanical waves: Reflection, refraction, diffraction, interference
P C 3.3.22 Transparent Materials: including but not limited to- Glass, Perspex, water
PC 3.3.28: different positions: beyond 2F, at 2F, between F and 2F,
PC 3.3.29: different positions: beyond 2F, at 2F, between F and 2F, at F, between F and lens

35
 PC 3.3.34 Optical instruments: magnifying glass, projector, camera, Bio viewer

Evidence requirements Assessor marked scripts for PCs 3.3.1 to 3.3.4, 3.3.6 to 3.3.9, 3.3.11 to 3.3.21, 3.3.23, 3.3.25 to 3.3.27, 3.3.29 and
3.3.30, 3.3.32 to 3.3.35, 3.3.38 and 3.3.39
Assessor marked report for PCs 3.3.10, 3.3.22, 3.3.28, 3.3.31, 3.3.36, 3.3.37
Assessor marked worksheet for PCs 3.3.5 and 3.3.24

36
MODULE PHYSL 4: EXPLORE MAGNETISM, ELECTRICITY AND ELECTRONICS

MODULE 4 EXPLORE MAGNETISM, ELECTRICITY AND CODE: PHYSL 4 Credits: 10 Notional Learning Hours: 100
ELECTRONICS
Purpose: The purpose of this module is to make learners aware of the relationship and effect of electricity on magnetism and vice versa. It is also aimed
at learners exploring and applying electronics.

LEARNING OUTCOMES FOR THE MODULE

PHYSL 4.1: Apply concepts of magnetism.
PHYSL 4.2 Demonstrate understanding of electricity
PHYSL 4.3 Investigate applications of electromagnetic effects
PHYSL 4.4 Demonstrate understanding of basic electronics

Learning outcome PHYSL 4.1: Apply concepts of magnetism

Performance criteria Content Facilitation/learning Assessment

strategies strategies
4.1.1 Explain the concept of magnetisation  Characteristics of Demonstration  A written assessor
Magnets  Simulation supervised test
4.1.2 Explain the concept of magnetic saturation
 Experiential learning
4.1.3 Investigate the shape and pattern of the magnetic field around two  Question and
bar magnets in different arrangements using iron fillings  answer

37
4.1.4 Investigate the direction of the magnetic field around a bar magnet  Experiment  Assessor provided
using a plotting compass  Model worksheet
4.1.5 Explain the stroking and electrical methods of magnetisation Methods of  A written assessor
Magnetisation supervised test

4.1.6 Make a magnet using stroking and electrical methods

 Practical test
4.1.7 Investigate factors affecting the strength of an electromagnet

4.1.8 Describe applications of electromagnets in real life situations  Applications of  Model, Experiential  A written assessor
Magnetism learning, questions and supervised test
4.1.9 Design a working model that uses electromagnets answers  Project

4.1.10 Explain different methods of demagnetisation

 A written assessor
4.1.11 Describe the bad effects of magnetic field
supervised test
4.1.12 Explain the concept of magnetic shielding  Magnetic Shielding

Range statement P C 4.1.3 different arrangements: like poles facing each other, unlike poles facing each other, parallel magnets with like
poles facing same direction, parallel magnets with unlike poles facing same directions
P C 4.1.10 Methods: electrical, heating, hitting
Evidence requirements Assessor marked scripts for PCs 4.1.1 to 4.1.2, 4.1.5, 4.1.8 and 4.1.10 to 4.1.12
Assessor marked worksheet PCs 4.1.3 and 4.1.4
Assessor marked report for PCs 4.1.6 and 4.1.7
Completed assessor’s checklist and artefact for PC 4.1.9

38
Learning outcome PHYSL 4.2: Demonstrate understanding of electricity

Performance criteria Content Facilitation/learning Assessment

strategies strategies

4.2.1 Distinguish between static electricity and current electricity.  Electricity Question and answer  A written or oral
 Experiment assessor supervised
4.2.2 Perform calculations using the equation Q=It
 Simulations test for PCs 4.2.1
4.2.3 Distinguish between conventional current and electron current  Projects Discussions to 4.2.5 , 4.2.7 to
4.2.11, 4.2.14 to
4.2.4 Explain the functions of an electrical source in a circuit in  Electrical energy and
4.2.17 and 4.2.19
terms of electromotive force power

4.2.5 Perform calculations using the equations: P=VI and E = VQ

4.2.6 Perform an experiment to show the relationship between  Ohm’s law  Experiment Practical test
current and voltage for Ohmic and non-Ohmic conductors  collaboration

4.2.7 Interpret I-V graphs for Ohmic and non-Ohmic conductors Question and answer A written assessor
 Experiential learning supervised test
4.2.8 State the function of resistors in circuits
 Simulations
4.2.9 Interpret resistor colour coding  Projects Discussions

4.2.10 Calculate total resistance in a combined circuit for not more

than five resistors

39
4.2.11 Perform calculations using the equation V= IR for resistors
in series, parallel and in a combination of parallel and series

4.2.12 Investigate experimentally factors affecting the resistance  Experiment  Practical test
of a metallic conductor at constant temperature

4.2.13 Wire a model house using a ring – main circuit wiring  Wiring a house  Research  Project
involving two sockets  Experiential learning

4.2.14 describe the action of a variable potential divider

(potentiometer)  Capacitors, transducers  Simulations  A written assessor
and Diodes Projects Discussions supervised test
4.2.15 Describe the action of electrical input transducers
 Research
4.2.16 Describe the uses of electrical input transducers as light- Experiential learning
sensitive switches and temperature-operated switches, in circuits.

4.2.17 Describe the action of a capacitor as a charge storage

component

4.2.18 Use a capacitor in time delay, tuning, coupling and  Assessor provided
smoothing worksheet

4.2.19 Describe the action of a diode as a unidirectional electrical  A written assessor

conductor supervised test

4.2.20 Use a diode in half wave rectification, and full wave  Assessor provided
rectification worksheet

40
 PC 4.2.7 Non-Ohmic conductors: diode, bulb filament, thermistor, Light Dependent Resistor
Range statement PC 4.2.12 Factors affecting: length, cross-sectional area and material
PC 4.2.15 Electrical input transducers: thermistors and light-dependent resistors
Assessor marked scripts for PCs 4.2.1 to 4.2.5, 4.2.7 to 4.2.11, 4.2.14 to 4.2.17 and 4.2.19
Evidence requirements Assessor marked report/checklist and artefact for PC 4.2.13
Assessor marked worksheet for PCs 4.2.18 and 4.2.20
Assessor marked report for PCs 4.2.6 and 4.2.12

41
Learning outcome PHYSL 4.3: Investigate applications of electromagnetic effects

Performance criteria Content Facilitation/learning Assessment

strategies strategies

4.3.1 Demonstrate that a changing magnetic field on a conductor can  Electromagnetic Experiment  Practical test
induce an e.m.f. induction  Question & answer
4.3.2 Investigate the factors affecting the magnitude of an induced e.m.f.  Experiential learning
4.3.3 Describe the use of an a.c. generator in generating electricity at a  a.c generator  Excursion  A written assessor
power station  Simulation supervised test

4.3.4 Assemble a simple form of an a.c. generator to power a bulb  Discussion  Practical test
4.3.5 Sketch a graph of voltage output against time for a simple a.c.  Transformer A written assessor
generator  High voltage supervised test
4.3.6 Interpret a graph of voltage output against time for a simple a.c. transmission of
generator electricity
4.3.7 Describe the principle of operation of a transformer.
4.3.8 Construct a basic transformer with a soft-iron core, as used for
voltage transformations  Project
4.3.9 Demonstrate the difference between a step-up transformer and a
step-down transformer experimentally
4.3.10 Perform calculations using equations Vp/Vs = Np/Ns and
VpIp = VsIs for an ideal transformer  A written assessor
4.3.11 Explain the use of the transformer in high voltage transmission of supervised test
electricity

42
4.3.12 Discuss the energy loss in transmission grid

4.3.13 Identify uses of transformers in real life situations

4.3.14 Plot the magnetic field due to currents in straight wires and in
solenoids
4.3.15 Demonstrate that a current carrying conductor across magnetic field  Induction
experiences force  Practical test
4.3.16 Investigate the factors affecting the magnitude of the force
experienced by a current carrying conductor in a magnetic field
4.3.17 Construct a simple d.c motor  d.c motor  Project
4.3.18 Describe the application of the motor effect in real real life  The Motor Effect  A written assessor
situations supervised test
Range statement PC 4.3.18 real life situations: loud speakers, moving coil galvanometers

Assessor marked scripts for PCs 4.3.3, 4.3.5 to 4.3.7, 4.4.10 to 4.3.14 and 4.3.18
Evidence requirements Assessor marked project report/checklist and artefact for PCs 4.3.8,.4.3.9 and 4.3.17
Assessor marked practical report for PCs 4.3.1, 4.3.2, 4.3.4, 4.3.15 and 4.3.16

43
Learning outcome PHYSL 4.4: Demonstrate understanding of basic electronics

Performance criteria Content Facilitation/learning Assessment

strategies strategies

4.4.1 Explain thermionic emission  Thermionic  Experiment  A written assessor

4.4.2 Describe the basic structure of a cathode ray oscilloscope with the aid emission  Question & answer supervised test
of a simple diagram.  Simulations
4.4.3 Use a cathode-ray oscilloscope to display wave forms.  Cathode ray  Demonstration

4.4.4 Use a CRO to measure p.ds and short intervals of time oscilloscope  Practical test

4.4.5 Describe the action of a bipolar transistor in an electrical circuit  A written assessor
 Transistors supervised test
4.4.6 Use a bipolar transistor as an electrically operated switch and an  Experiment Practical test
amplifier  Simulations
4.4.7 Differentiate between analogue and digital signals  Analogue and digital  Experiment

4.4.8 State the advantages and disadvantages of digital systems as compared signals  Question & answer
to analogue systems  Binary and decimal  Simulations
4.4.9 Convert between binary and decimal numbering systems numbering systems  Demonstration

4.4.10 Use truth tables to describe the action of NOT, AND, OR, NAND
and NOR gates Logic gates
4.4.11 Describe the operation of a flip flop circuit

44
4.4.12 Design simple digital circuits combining not more than six logic Research  Project
gates  Simulations
4.4.13 Describe the use of cross-coupled logic gates as a bistable circuit  Experiment  A written assessor
 Experiential learning supervised test
4.4.14 Construct a bistable circuit that exhibits the property of 'memory'  Project
4.4. 15 Describe the use of cross-coupled logic gates as an astable circuit A written assessor
(pulse generator) supervised test
4.4.16 Relate qualitatively the frequency of an astable circuit to the values
of the resistive and capacitative component
Range statement

Evidence requirements Assessor marked scripts for PCs 4.4.1, 4.4.2, 4.4.5, 4.4.7 to 4.4.11, 4.4.13, 4.4.15 and 4.4.16
Assessor marked project report/checklist and artefact for PCs 4.4.12 and 4.4.14
Assessor marked practical report for PCs 4.4.3, 4.4.4 and 4.4.6

45
MODULE PHYSL 5: INVESTIGATE CONTEMPORARY EFFECTS OF SCIENTIFIC EXPLORATIONS, ATOMIC AND NUCLEAR PHYSICS

MODULE 5 INVESTIGATE CONTEMPORARY EFFECTS OF CODE: PHYSL 5 Credits: 7 Notional Learning Hours: 70
SCIENTIFIC EXPLORATIONS, ATOMIC AND NUCLEAR
PHYSICS

Module purpose: This module is meant to introduce learners’ to radioactivity, its uses and its effects on life and the environment.

LEARNING OUTCOMES FOR THE MODULE

PHYSL 5.1: Explore the concepts of radioactivity
PHYSL 5.2 Demonstrate understanding of Space Science

Learning outcome PHYSL 5.1: Explore the concepts of radioactivity

Performance criteria Content Facilitation/learning Assessment strategies

strategies
5.1.1 Relate the stability of an atom with its isotopic nature
 Radioactivity  Presentations  A written assessor
5.1.2 Describe the process of radioactivity in terms of radioactive emissions
 Nuclear reactions  Question & answer supervised test
5.1.3 Describe the operation of the Geiger-Muller tube (G-M tube) in detecting
 Detection of radiation  Simulations
radioactive emissions
 Demonstration
5.1.4 Explain background radiation

46
5.1.5 Demonstrate the existence of background radiation using G-M tube  Worksheet

5.1.6 Illustrate changes in the composition of the nucleus of radioactive atoms

using equations  A written assessor
supervised test
5.1.7 Explain the characteristics of the radioactive emissions

5.1.8 Distinguish between fission and fusion

5.1.9 Describe chain reactions as applied in nuclear reactors

5.1.10 Use the equation E=mc2 in simple calculations

5.1.11 Define half-life of a radioactive material

5.1.12 Interpret decay curves.

5.1.13 Use the equation N = N0 e(-0.693t/t1/2) in simple calculations

5.1.14 Describe the uses of radioactive sources in industries, agriculture, medicine

and production of electricity

Range statement

Evidence requirements a. Assessor marked scripts for PCs 5.1.1 to 5.1.4 ,5.1.6 to 5.1.14
b. Assessor marked worksheet for PC 5.1.5

47
Learning outcome PHYSL 5.2: Demonstrate understanding of space science

Performance criteria Content Facilitation/learning Assessment strategies

strategies
5.2.1 Describe the main features of the Solar System  Solar system
5.2.2 Explain the effect of gravity on orbital motion of planets,  Newton’s Law of universal  Simulation  A written assessor
comets, moons and artificial satellites gravitation  Models supervised test

5.2.3 Describe the elliptical nature of planetary motion  Elliptical motion of planets  Enquiry learning
5.2.4 Describe the launching of space crafts into space  Discussion

5.2.5 Describe the use of artificial satellites in communications,  Launching of space crafts  Question & answer
navigation and imaging  Artificial satellites

Range statement PC 5.2.1 Solar System: The Sun, the rocky and gas planets, moons, asteroids and comets.

Evidence requirements Assessor marked scripts for PCs 5.2.1 to 5.2.5

48