Senior 1 - 4€¦ · 3. Light (18 periods) Rectilinear propagation of light 08 Reflection of light at plane surfaces 10 4. Electricity (9 Periods) Introduction to Electricity (Part

Ministry of Education and SportsThe Republic of Uganda

PHYSICS TEACHING SYLLABUSUganda Certificate of Education

National Curriculum Development CentreP.O. Box 7002

Kampala - Uganda

2008

Senior 1 - 4

PHYSICS TEACHING SYLLABUS

UGANDA CERTIFICATE OF EDUCATION

Senior 1 - 4

National Curriculum Development Centre

NATIONAL CURRICULUM DEVELOPMENT CENTRE (NCDC) UGANDA - 2008.

Copyright ' NCDC. 2008

P.O. BOX 7002, KYAMBOGO, KAMPALA.KAMPALA - UGANDA

URL www.ncdc.go.ug

All rights reserved. No part of this syllabus should 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 authors and publisher. No patent liabiliy is assumed with respect to the use of the information contained herein.

ISBN 978-9970-117-28-6 (Paperback edition)

Published by:National Curriculum Development Centre.Design by Soft Prints and Designs Ltd.

Table of Contents PageAcknowledgement ………………………………………………..……………………………………………………………...................................... ......... ivForeword ………………………………………………………………………….…………………………………………………........................................ v

SECTION I Introduction ��..��.......................................... viPurpose ��..��............................. viBroad Aims of Education ��................................................... viAims and Objectives of Secondary Education��.��........................... viiAims of teaching Physics��.��............................................................... viiiTarget��..��............................. viiiScope and Depth ��..��.��......................... viiiTeaching Sequence��.��............................. ixTime Allocation ��.��......................... xiiHow to use the Teaching Syllabus ��............................. xiiiMode of Assessment ��.......................... xiii

SECTION II Senior One ��.................................. 1Senior Two �� ................................. 11Senior Three ��.. ................................. 29Senior Four ��................................. 44Indices/References ……………………………………………………………………………………………………………………..................................... 58

Physics Teaching Syllabus, National Curriculum Development Centre. iv

ACKNOWLEDGEMENT

The National Curriculum Development Centre (NCDC) would like to express its appreciation to all those who worked tirelessly towards the production of this �O� level (UCE) Curriculum Teaching syllabi.

Gratitude goes to the Ministry of Education and Sports for supporting the writing of the different subject syllabi. Our thanks also go to partners in education who provided the professional information and advice that was put together to come up with this teaching syllabus. These include Secondary Schools, Universities, National Teacher Colleges, Uganda National Examinations Board (UNEB), Directorate of Education Standards (DES), Technical and Business Institutions, Private Organisations and Religious Organisations.

Last but not least we would like to acknowledge all those behind the scenes who formed part of the team that worked hard to finalise the work on the various syllabi.

The National Curriculum Development Centre (NCDC) takes responsibility for any shortcomings that might be identified in the publication and welcomes suggestions for effectively addressing the inadequacies.

Connie Kateeba DIRECTOR, National Curriculum Development Centre

Physics Teaching Syllabus, National Curriculum Development Centre. v

FOREWORD

The educational experiences one goes through have a lot of bearing on the knowledge and skills acquired, attitudes developed and consequently what one is able to do in achieving quality and successful life.The teaching syllabuses for O-Level subjects will go a long way in achieving the government aims and objectives of education for all. For a long time each school has been developing its own teaching syllabuses. However, there has been need to standardise the various teaching syllabuses, in terms of scope and depth of the content in the various subjects for every school. This will provide detailed guidance to the teacher for scheming and lesson preparations. The syllabuses still leave room for the teacher to use his/her own creativity. These standardised syllabuses will guide the teaching/learning process.

I appeal to all stakeholders to join hands and make the implementation of this educational process a success.

Dr. John MbabaziDirector of EducationMinistry of Education and Sports

Physics Teaching Syllabus, National Curriculum Development Centre.

SECTION I

INTRODUCTION

The Uganda Certificate of Education (UCE) Physics syllabus has for a long time remained in a format which is difficult to translate into pedagogical sequence by teachers. The result of this was that teachers most often adopted the sequence in text books to teach the subject without paying attention to levels of difficulties of the topics and competences.

This syllabus has simply sequenced the content of the present Physics syllabus in a systematic pedagogical hierarchy to cater for each of the four years of UCE study. The syllabus further amplified the scope of each topic and sub-topic at each level to help teachers plan the depth of treatment of the subject content.

The specific objectives against each sub-topic are to assist teachers in planning the strategies of teaching the sub-topics Teachers should however be encouraged to go beyond and specify more refined objectives and teaching /learning strategies for some aspects of the sub-topics.

PURPOSE OF THE TEACHING SYLLABUS

This teaching syllabus is meant to help teachers cover the syllabus content adequately up to appropriate depth at each level of study. This has been done by arranging the content in a sequence that presents topics, sub-topics, concepts and procedures in a hierarchy of what should be learnt first for others to be built on, extended or to be applied. The arrangement of the topics is based on pre-requisite topics or sub-topics.

The design of this syllabus is to emphasize the teaching approaches to be used for each sub-topic from among the general approaches given by the syllabus to achieve the general objectives of the syllabus. The periods allocated should guide teachers to make effective plans so that they can complete the syllabus within the recommended period. The recommended methods must all be based on experiments and experiential-investigative approaches where learners can participate individually or in groups.

BROAD AIMS OF EDUCATION

(i) To promote understanding and appreciation of the value of national unity, patriotism and cultural heritage, with due consideration of internal relations and beneficial inter-dependence;

(ii) To inculcate moral, ethical and spiritual values in the individual and to develop self-discipline, integrity, tolerance and human fellowship;vi

Physics Teaching Syllabus, National Curriculum Development Centre. vii

(iii) To inculcate a sense of service, duty and leadership for participation in civic, social and national affairs through group activities in educational institutions and the community;

(iv) To promote scientific, technical and cultural knowledge, skills and attitudes needed to promote development;

(v) To eradicate illiteracy and to equip the individual with basic skills and knowledge to exploit the environment for self-development as well as national development, for better health, nutrition and family life, and the capability for continued learning; and

(vi) To contribute to the building of an integrated, self-sustaining and independent national economy.

AIMS AND OBJECTIVES OF SECONDARY EDUCATION

(i) Instilling and promoting national unity and an understanding of social and civic responsibilities; strong love and care for others and respect for public property, as well as an appreciation of international relations and beneficial international co-operation.

(ii) Promoting an appreciation and understanding of the cultural heritage of Uganda including its languages;

(iii) Imparting and promoting a sense of self-discipline, ethical and spiritual values and personal and collective responsibility and initiative;

(iv) Enabling individuals to acquire and develop knowledge and an understanding of emerging needs of society and the economy;

(v) Providing up-to-date and comprehensive knowledge in theoretical and practical aspects of innovative production, modern management methods in the field of commerce and industry their application in the content of socio-economic development of Uganda;

(vi) Enabling individual to develop basic scientific, technological, technical, agricultural and commercial skills required for self-employment;

(vii) Enabling individuals to develop personal skills of problem-solving, information gathering and interpretation, independent reading and writing, self-improvement through learning and develop of social, physical and leadership skills such as are obtained through games, sports, societies and clubs;

(viii) Laying the foundation for further education;

(ix) Enabling the individual to apply acquired skills in solving problems of the community, and to develop in him a strong sense of constructive and beneficial belonging to that community;

(x) Instilling positive attitudes towards productive work and strong respect for the dignity of labour and those who engage in productive labour activities.

Physics Teaching Syllabus, National Curriculum Development Centre. viii

AIMS OF TEACHING PHYSICS

The general objectives of teaching Physics:

a) Making of a society that knows about Physics and appreciates the importance of Physics.b) Making of a society that understands everyday phenomena, natural and artificial and their explanations.c) Producing of individuals capable of harnessing natural resources scientifically and technically in an innovative way for the service of the society.d) Producing an effective team of Physicists working in Physics for the advancement of knowledge.

TARGET

This teaching syllabus is aimed at enriching the teaching strategies employed by qualified Physics teachers in schools.

SCOPE & DEPTH

The syllabus has been divided into seven broad topics, namely:

1. Mechanics and Properties of Matter2. Heat3. Light4. Waves5. Electricity6. Magnetism7. Modern Physics

Against each topic the relevant sub-topics per class per term have been indicated for consistency and uniformity in all schools in Uganda. The notes sections are not exhaustive but to remind teachers of essential elements they should consider with respect to each sub-topic and to clarify the scope.

Physics Teaching Syllabus, National Curriculum Development Centre. ix

TEACHING SEQUENCE

SENIOR I

Topic Sub-topics Number of Periods

1. Mechanics and Properties of Matter (41 periods)

Measurements 18Density 08States of matter 07Introduction to forces 08

2. Heat (18 periods) Thermometry 09

Heat transfer 09

3. Light (18 periods) Rectilinear propagation of light 08Reflection of light at plane surfaces 10

4. Electricity (9 Periods) Introduction to Electricity (Part I0 09

5. Magnetism (9 Periods) Magnets 09

Note: An orientation week has been included in the Senior One Syllabus. The teacher should use this week to stimulate interest in learning Physics. This week should also be used to orient learners to proper laboratory use.

Physics Teaching Syllabus, National Curriculum Development Centre. x

SENIOR II

TOPIC SUB-TOPICS NUMBER OF PERIODS1. Mechanics and properties of Matter (58 periods) Turning effect of forces and centre of gravity 09

Machines 09Work, energy and power 09Pressure 14Properties of Matter 17

2. Light (9 periods) Reflection of light at curved surfaces 09

3. Waves (30 periods) Wave motion (Progressive waves) 04Properties of waves 10Stationary waves 03Sound waves 04Properties of sound waves 09

4. Electricity (6 Periods) Introduction to Electricity (part 2) 06

5. Magnetism (6 Periods) Magnetic effect of an electric current 06


SENIOR III

TOPIC SUB-TOPICS NUMBER OF PERIODS1. Mechanics and Properties of Matter (51 periods)

Motion 11Vector and scalar quantities 03Linear momentum 06Newton�s Laws of motion 08Friction between solids 04Mechanical energy 04Archimedes principle 06Fluid flow 06Properties of materials under stress and structures 03

2. Heat (22 periods) Quantity of heat 08Latent heat 08Vapours 03Expansion of solids and liquids 03

3. Light (24 periods) Refraction of light at a plan surface 10Dispersion of light 04Lenses and optical instruments 10

4. Electricity (11 periods) Electrostatics 11

xi


SENIOR IV

TOPIC SUB-TOPICS NUMBER OF PERIODS1. Heat (15 periods) Gas Laws 152. Electricity (40 periods) Potentional difference electromotive force 03

Electric cells 06

Elecric current, resistance and ohm�s law 12Elecric circuits 06Ammeters, volmeters and galvanometers 03Elecrical energy 03Domestic electricity 05Distribution of electrical energy 02

3. Magnetism (11 periods) Principle of the electric motor 05Elecromagnetic induction 06

4. Modern Physics (19 periods) Electrons 06

X-rays 04

Atomic and nuclear structures 05

Radioactivity 04

TIME ALLOCATION

The allocation of periods for each sub-topic and for each term assumes that there will be ten (12) weeks of effective teaching available per term for four years except for 3rd term of senior four. It is also assumed that there will be three (3) periods, each of 40 minutes of teaching per week for Physics on the school time table.Schools will be expected to allocate at least one double period in the 3rd and 4th year of study every week for students to do supervised individual laboratory experiments.

xii


HOW TO USE THE SYLLABUS

The Physics Teaching Syllabus is aimed at providing the teacher with guidance required to teach Physics at ordinary level classes. It is not meant to substitute the creativity of the classroom teacher. The Physics Teaching Syllabus has the following features:

a) General objectives This is a statement of the general learning outcome expected of the learner at the end of the topic.

b) Specific Objectives These have been provided to help the teacher clarify content and scope. The teacher should use the specific objectives to plan his/her teaching strategies. Specific objectives also guide in evaluation at the end of learning process.

c) Content Items in the content column have been simply listed but should be handled together with the specific objectives and the notes on the sub-topic.

d) Teaching / learning strategies These provide the teacher with guidance for example, the methodology, experiments and strategies which the teacher may use.

e) Notes These further clarify the scope and depth.

f) Number of periods per sub-topic The number of periods suggested for each sub-topic is only to be used as a guide to enable the teacher cover the work in each sub-topic adequately.

MODE OF ASSESSMENT

Assessment is a process of finding out how much a learner has achieved during and after the teaching and learning process. It should be part and parcel of the teaching / learning process. Assessment will take two forms;

a) Continuous Assessment It is recommended that teachers carry out continuous assessment basing on each sub-topic. The questions in the assessment should reflect acquisition of the following testable competences. (The assessment strategies include: tests, work activities given to learners, simple research in library, excursion activities, projects, experiments, reports, quizzes, assignments).

xiii


Knowledge:i. Knowledge of terminology.ii. Knowledge of specific facts.iii. Familiarity with experiments suggested in the syllabus.iv. Knowledge of common principles and generalization identified in the syllabus.

Comprehension: ability to:-i. Explain standard phenomena from laws and models and to describe standard experiments met with before.ii. Translate between various forms of information presentation.iii. Use standard methods to solve familiar numerical types of problems.iv. Draw conclusion from experiments of a straight forward type.

Application and higher abilities: ability to:-i. Analyze presented informationii. Synthesis ideas from presented analyses and otherwise.iii. Apply laws and generalizations already learnt to new situations.iv. Devise experiments to test hypotheses and statements of modelsv. Exercise evaluative judgment on suitability and results of scientific procedures.

Practical abilities:The written tests will demand knowledge of, and familiarity with experiments in Physics relevant at this level. The practical component of the assessment will further test acquisition of the following abilities:i. Application of knowledge to practical situations.ii. Manipulation of the apparatus and performing experiments.iii. Making and recording observations accurately.iv. Presentation of data in an appropriate form.v. Drawing conclusions from observations made.vi. Assessing suitability of procedure, experiment and observations made in support of the conclusion.

b) Summative Assessment Uganda National Examinations (UNEB) will administer a Physics examination at the end of the 4th year of study.

Examination Format:There will be three papers. xiv


Paper 1: (2¼ hours)It will consist of two sections, A and B. Section A will contain forty (40) objective test items and section B will contain ten (10) structured short answer questions set on any part of the syllabus. All questions will be compulsory. (80 marks)Paper 2: (2¼ hours)It will consist of eight (8) semi-structured/essay type questions drawn evenly from the whole syllabus. Candidates will be required to answer five (5) questions.

(80 marks)Paper 3: (2¼ hours)It will consist of three (3) questions. Question 1 will be compulsory. In addition, candidates will be required to answer one of the questions 2 or 3.

(40 marks)

xv

Physics Teaching Syllabus, National Curriculum Development Centre. 1

SECTION II

SENIOR ONE TERM I

ORIENTATION General Objectives: The learner should be able to:

• Understand the importance of learning Physics and be stimulated to develop interest in learning it.

• Appreciate proper use of the laboratory. SUB‐TOPIC PERIODS SPECIFIC OBJECTIVES CONTENT TEACHING AND

LEARNING STRATEGIES

NOTES

Orientation 3

The learner should be able to: • develop interest in

Physics. • practice safety measures

in the laboratory. • practice good time

management.

• General introduction to Physics.

• Laboratory rules and regulations.

• Safety precautions.

• Drills about safety.

• Demonstration on the use of basic apparatus / equipment.

• Hands‐on experience.

• Making use of a resource person is recommended.

• Tour of laboratory, talk on use of the laboratory and safety precautions.


TOPIC: MECHANICS AND PROPERTIES OF MATTER General Objectives: The learner should be able to:

• use appropriate measuring instruments • measure densities of regular and irregular objects and discuss applications of knowledge of

density. • understand how change of state takes place.

SUB‐TOPIC PERIODS SPECIFIC OBJECTIVES CONTENT TEACHING AND

LEARNING STRATEGIES

NOTES

Measurements 18

The learner should be able to: • identify appropriate

measuring instruments. • use the measuring

instruments to measure length, time, mass, volume.

• express measurements in SI units.

• convert SI units to bigger or smaller units.

• estimate mass, length, time, area and volume.

• round‐off numbers. • express big or small

numbers in standard form.

• write numbers in stated number of significant figures.

• Measuring instruments.

• Measuring mass, time, length, area, and volume.

• Conversion of units.

• Estimation. • Rounding off. • Standard form. • Significant

figures.

• Demonstrate best practices of using measuring instruments

• Learners compare their measurements

• Use of Vernier calipers and micrometer screw gauges not required but only knowledge of where they are used.

• Use of both stop clock and stop watch is expected.

• Volume of irregular objects measured using measuring cylinders and displacement method.

• No calculated results to be expressed to more significant figures than those of the original data.


SUB‐TOPIC PERIODS SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING STRATEGIES

NOTES

Density 8

• define density. • measure densities of

solids and liquids. express density in kg m‐3 or g cm‐3.

• solve mathematical problems involving density.

• apply knowledge of density to explain flotation and sinking.

• Concept of density.

• Units of density.

• Determination of density.

• Application of knowledge of density.

• Learners measure densities of regular and irregular objects and discuss applications of knowledge of density.

• Use of density bottle and displacement can not required although results obtained from above method may be used.

States of matter 7

• identify physical characteristics of solids, liquids and gases.

• explain the physical properties of matter in terms of kinetic theory of matter.

• explain the effect of heat on matter.

• The solid, liquid and gaseous states.

• Particulate nature of the different states of matter.

• Changes of state (melting and boiling points).

• Melt a lump of ice and then evaporate the resulting water.

• Engage learners in the discussion about the cause of the change of state.

• Use models to show molecular structure.

• Use of ice to show change of state.


TERM II TOPIC: HEAT General Objective: The learner should be able to:‐

• Use the knowledge of thermometry in calibration of thermometers and explain modes of transfer of heat.


LEARNING STRATEGIES

NOTES

Temperature 4

The learner should be able to: • define temperature. • measure temperature. • convert temperature from

the Kelvin scale to Centigrade scale and vice versa.

• define the fixed points. • carry out experiments to

determine the fixed points of a thermometric scale.

• Concept of temperature.

• Temperature scales (Celsius and Kelvin scales).

• Fixed points. • Calibration. • Numerical problems

on conversion and calibration.

• Learners measure temperature of: the human body, boiling water, ice, the air in the room

• Absolute zero of temperature.

• Relation between temperature intervals on the two scales.

Thermometers 5

• list types of thermometers e.g. liquid‐in‐glass, gas and digital thermometers.

• compare different types of thermometers.

• compare thermometric liquids.

• Types of thermometers.

• Thermometric properties.

• Thermometric liquids.

• The clinical thermometer.

• Learners practice reading the thermometer

• Discuss the advantages and disadvantages of the thermometric liquids

• Mention examples of physical properties which change with temperature: length, volume, density,

SENIOR ONE



NOTES

• carry out experiments to calibrate a thermometer.

• explain the working of a clinical thermometer.

• use a clinical thermometer.

• The teacher demonstrates the proper use of the clinical thermometer.

electrical conductivity.

• Knowledge of gas thermometers is not required.

Conduction 6

• define conduction. • list the factors affecting rate

of conduction • carry out experiments to

compare good and bad conductors.

• carry out an experiment to show that water is a poor conductor of heat.

• explain applications of conduction

• Concept of conduction.

• Factors affecting rate of conduction in solids.

• Compare conductors and insulators.

• Water as a poor conductor of heat.

• Applications of conduction.

• Learners carry out experiments ‐ to compare

good and bad conductors

• Discuss application of good and bad conductors.

• Application treated qualitatively e.g. vacuum flask, flat iron and insulation.

• Rate of conduction treated qualitatively using simple experiments.

Convection 6

• define convection. • describe how convection

current is formed. • experimentally demonstrate

a convection current. • Describe applications of

convection.

• Concept of convection.

• The convection current.

• Applications of convection.

• Experiment in groups to show convection.

• Applications e.g. domestic hot water system, land and sea breezes, ventilation and car radiators.



NOTES

Radiation 7

• define radiation • carry out experiment to

compare radiators and absorbers.

• explain the applications of radiation of heat.

• explain the green house effect.

• describe how solar energy can be trapped and used in a water heating system.

• Concept of radiation.

• Factors affecting radiation (or absorption).

• Comparing radiators (emitters) and absorbers.

• Applications of radiation

• The green house effect.

• Solar heating system

• Experiments with good and bad absorbers (or radiators)

• Discuss how conduction, convection and radiation considerations are applied in a vacuum flask.

• Effect of the nature of surface on absorption and emission of radiation.


TOPIC: MECHANICS AND PROPERTIES OF MATTER General Objective: The learner should be able to differentiate the types of forces their effect on shapes and motion of a body. SUB‐TOPIC PERIODS SPECIFIC OBJECTIVES CONTENT TEACHING AND

LEARNING STRATEGIES

NOTES

Introduction to Forces.

8

The learner should be able to: • define a force. • list types of forces. • describe effects of forces. • Define weight and mass. • explain the difference

between mass and weight.

• measure force. • Measure mass and weight• Change mass to weight

and vice versa.

• Concept of a force. • Types of forces. • Effects of force on

shapes and motion. • Mass and weight. • Measurement of

mass and weight.

• Experimentation by ‐ using a spring

balance to measure weight and force.

‐ using beam balance to measure mass.

• Quantitative treatment of forces (i.e. F = ma) not required at this stage.

• Concept of mass and weight should be clarified in simple terms.

• Mass to be looked at from the inertia point of view but not as a quantity of matter.


TERM III TOPIC: LIGHT General Objective: The learner should be able to understand propagation and reflection of light in daily life. SUB‐TOPIC PERIODS SPECIFIC OBJECTIVES CONTENT TEACHING AND

LEARNING STRATEGIES

NOTES

Rectilinear propagation of light

8

The learner should be able to:‐ • list natural and artificial sources

of light. • define a ray and a beam. • describe experiments to verify

rectilinear propagation of light. • verify the law of reversibility of

light. • explain the formation of

shadows and eclipses. • explain image formation by a

pin‐hole camera.

• Sources of light. • Speed of light • Rays and beams. • Propagation of light.• Reversibility of

light. • Shadows. • Eclipses. • Pin‐hole camera.

• Experiment using cardboards or rubber tubing

• Demonstrate the eclipses using a candle or bulb.

• Umbra and penumbra demonstrated using candles and sun rays.

• Solar and lunar eclipses to be included.

• Annular eclipse to be included.

• Encourage project work in this section.

Reflection of light at plane surfaces

10

• state laws of reflection. • carry out experiments to verify

the laws of reflection • describe images in a plane

mirror. • draw an accurate ray diagram to

show how the eye sees the image in a plane mirror.

• Term used in reflection.

• Regular and irregular reflection.

• Laws of reflection. • Images in a plane

mirror.

• Perform experiment to verify laws of reflection.

• In groups learners should make their own periscopes and Kaleidoscopes.

• Laws to be verified experimentally using no parallax and ray slits.

SENIOR ONE



NOTES

• determine the number of images formed in two plane mirrors inclined at an angle to each other.

• draw a ray diagram to show how a periscope works.

• Two plane mirrors inclined at an angle to each other.

• Periscope. • Kaleidoscope.

• Discuss applications of reflection

• Other applications like dressing mirrors in homes and saloons should be included.

TOPIC: ELECTRICITY General Objective: The learner should be able to represent common electrical appliances and components in an electric circuit. SUB‐TOPIC PERIODS SPECIFIC OBJECTIVES CONTENT TEACHING AND

LEARNING STRATEGIES

NOTES

Introduction to Electricity (Part 1)

9

The learner should be able to:‐ • identify sources of

electrical energy. • identify and draw symbols

of electrical appliances and devices.

• connect simple electric circuits

• identify conductors and insulators and state their uses.

• Electricity as a form of energy

• Sources of electric energy

• Electrical appliances and components.

• Simple electric circuits and symbols.

• Conductors and insulators and their uses.

• Emphasize hands on experience using dry cells.

• Use torch bulbs to show current flow.


TOPIC: MAGNETISM General Objective: The learner should be able to understand the behaviour of magnets. SUB‐TOPIC PERIODS SPECIFIC OBJECTIVES CONTENT TEACHING AND

LEARNING STRATEGIES

NOTES

Magnets 9

The learner should be able to:‐ • identify magnetic

materials. • define magnetic field line. • draw magnetic lines of

force. • describe experiments to

magnetize and demagnetize magnets.

• investigate the magnetic properties of iron and steel.

• describe best practices of storage of magnets.

• locate a neutral point in a magnetic field.

• define angle of dip, angle of declination and magnetic meridian.

• Classification of magnetic materials.

• Bar magnets and their properties.

• Law of magnets. • Magnetic field and

lines of force. • Magnetic properties

of iron and steel. • Theories of

magnetism (treated simply).

• Neutral point. • Magnetic induction

and magnetic screening.

• Earth as a magnet. • Application of

magnets.

• Experiments: ‐ to magnetise

nails (stroking and electrical methods)

‐ to plot magnetic field lines.

• Ferromagnetic and non‐ferromagnetic materials.

• Single stroke, double stroke and electrical method of magnetization only.

• Diamagnetic, paramagnetic and ferromagnetic materials.

• Storage of magnets and types of magnets should be discussed.

• Magnetic field patterns for only two magnets.


SENIOR TWO TERM I TOPIC: LIGHT General Objective: The learner should be able to apply the principle of reflection to understand the behaviour of curved reflectors and use it in designing useful artifacts. SUB‐TOPIC PERIODS SPECIFIC OBJECTIVES CONTENT TEACHING AND

LEARNING STRATEGIES

NOTES

Reflection of light at curved surfaces.

9

The learner should be able to:‐• identify types of curved

mirrors. • define the optical

properties of curved mirrors.

• draw a ray diagram to show the formation of a caustic curve.

• graphically construct ray diagrams on scale to form images using standard rays.

• describe images formed by curved mirrors.

• calculate linear magnification by curved mirrors.

• carry out experiments to determine the focal length of a concave mirror.

• Types of curved mirrors and their optical properties.

• Relationship between r and f for spherical mirrors.

• Principle focus, F, and the caustic curve for spherical mirrors.

• Parabolic mirrors. • Construction of ray

diagrams for spherical mirrors.

• Properties of images formed by spherical mirrors.

• Linear magnification. • Experiments to

measure focal length of a concave mirror.

• Emphasize accurate scale diagrams.

• Experiments using illuminated objects and optical pins (no‐parallax method).

• Optical properties – pole, radius of curvature, principle axis (P.A), principle focus.

• Derivation of r = 2f not required.

• Standard rays: through C, through F, parallel to P.A, incident at pole and along P.A.

• Use of mirror equation is outside the scope of the syllabus.

• Include solar concentrators, car headlamps.



NOTES

• describe some applications of curved mirrors including parabolic mirrors.

• Application of curved mirrors

TOPIC: MECHANICS AND PROPERTIES OF MATTER General Objective: The learner should be to use the knowledge of turning effect of a force to explain stability of stationary

objects, and relate machines to the concept of energy. SUB‐TOPIC PERIODS SPECIFIC OBJECTIVES CONTENT TEACHING AND

LEARNING STRATEGIES

NOTES

Turning effect of forces, centre of gravity

9

The learner should be able to:‐ • define centre of gravity. • describe an experiment

to locate the centre of gravity of a uniform lamina.

• practically determine the weight of a beam using the principle of moments.

• explain types of equilibria.

• define moment of force.

• Concept of centre of gravity.

• Stability of equilibrium in relation to the position of centre of gravity.

• Moment of a force. • Numerical

problems. • Practical

applications of turning effects of forces.

• Experimental approach is recommended.

• Centre of gravity: treated qualitatively

• Use planar and solid objects to determine centre of gravity.

• Stability: experimental treatment recommended.

• Use a door to demonstrate moment of a force and factors affecting it.

• Spanners, cars, wheelbarrow or hand cart (stationary and in motion).



NOTES

• state the principle of moments.

• solve numerical problems using the principle of moments.

• describes practical applications of the principle of moments.

• define a couple and torque.

• describe effect of a couple and give examples.

• Couples and torque.

• Problems involving reactions and more than one pivot are not required.

• Example of a couple on the steering wheel and handle bars of a bicycle.

Machines 9

• identify the three classes of levers.

• define M.A, V.R and efficiency as applied to machines.

• determine M.A, V.R and Efficiency of different types of machines.

• describe factors that affect the Efficiency of machines.

• describe how efficiency can e improved

• describe the applications of simple machines.

• Concept of simple machines: levers, pulleys, inclined planes, gears, wheel and axle, screws, spanners.

• Energy input and output.

• M.A, V.R and Efficiency of machines.

• Factors affecting Efficiency of machines.

• Application of simple machines.

• Group experiments on machines.

• Experiments to

measure the mechanical advantage of a pulley system. (Remember to include the weight of the movable pulley in the measurements).

• A simple machine as a device to alter direction and magnitude of a force.

• Local examples of

machines e.g. bottle opener, knife, wheelbarrow should be used.

• Bicycle parts can be used to illustrate principles and some applications of simple machines.

• Improvement of efficiency should be emphasized.



NOTES

Work, energy and power

9 • define work, energy and power.

• state the units of work, energy and power.

• define the Joule. • solve simple numerical

problems on work, energy and power.

• identify primary

sources of energy. • state the law of

conservation of energy and use it to explain various energy transformations.

• define kinetic and potential energy.

• define power • solve numerical

problems involving energy and power.

• describe how a four

stroke petrol engine works and explain the energy transformations involved in a four stroke engine.

• Concept of energy. • Types of energy. • Sources of energy. • Energy

transformation and work.

• Principle of

conservation of energy.

• Concept of power. • Calculation of

energy and power. • Practical

applications of power including heaters and motors.

• The four stroke petrol engines.

• Discussion on energy as a requirement for carrying out tasks e.g. motion, change of phase.

• Primary sources of energy and their forms should be included e.g. solar, nuclear, oil, wind, water, biological, geothermal.

• Emphasis on relevance of

energy sources and conversions to local needs.

• Renewable and non‐renewable sources

• Forms of energy: e.g. mechanical (K.E and P.E), nuclear, thermal, electrical)

• Work as a transfer of

energy e.g. P.E to K.E. E = f x d.

• Quantitative treatment of P.E and K.E should be left out at this stage.

• Emphasis should be put on relevance of energy sources and their conversions to meet local needs.

• Concept of power treated experimentally; I J s‐1 = 1 W.



NOTES

• Calculation of power involving amount of energy transformed only at this stage.

TERM II

TOPIC: ELECTRICITY General Objective: The learner should be able to use the knowledge of series and parallel connection to relate resistance to the flow of current. SUB‐TOPIC PERIODS SPECIFIC OBJECTIVES CONTENT TEACHING AND

LEARNING STRATEGIES

NOTES

Introduction to Electricity (Part 2)

6

The learner should be able to:‐ • draw and connect electric

circuits. • describe the effects of a

resistor in an electric circuit.

• connect a voltmeter and an ammeter in a circuit and read them accurately.

• Electric circuits. • Resistance in an

electric circuit. • Measuring of

current and p.d for simple circuits.

• Parallel and series connection of devices in electric circuits.

• Emphasize hands on experiments

• Use bulbs or motors to determine the effect of resistors.

• Point out how ammeters and voltmeters should be connected in circuits.

• Use number of cells to vary V for I – V characteristics.

SENIOR TWO



NOTES

• investigate and draw I – V characteristics for some components in a circuit.

• connect components in series and in parallel.

• Illustrate that more current passes for parallel than for series.

TOPIC: MAGNETISM General Objective: The learner should be able to establish the relationship between flow of current and production of

magnetic fields. SUB‐TOPIC PERIODS SPECIFIC OBJECTIVES CONTENT TEACHING AND

LEARNING STRATEGIES

NOTES

Magnetic effect of an electric current

6

The learner should be able to:‐ • demonstrate the

existence of a magnetic field around a current carrying conductor.

• use Fleming’s right hand (cork‐screw) rule to determine the direction of magnetic flux.

• Magnetism and electricity.

• Direction of magnetic field ‐ around a straight

wire ‐ in a solenoid ‐ in a short circular

coil ‐ due to two long

vertical parallel wires carrying a direct current.

• Use compass to show existence of magnetic field.

• Ensure that learners practice using Fleming’s right hand rule

• Use of electromagnets: ‐ The electric bell,

magnetic relay ‐ Telephone

receiver ‐ Lifting magnets.

• Iron filings and a compass can be used to show magnetic field patterns around current carrying wires.


• wire an electromagnet and explain how it works.

• describe and explain some applications of electromagnets.

• Electromagnet. • Applications.

• Moving coil galvanometer, moving coil loudspeaker.

TOPIC: MECHANICS AND PROPERTIES OF MATTER General Objectives: The learner should be able to:‐

• understand the concept of pressure on solids and in liquids, and their measurement. • use the concept of particulate nature of matter to explain the random movement of molecules in

fluids and regularity of particles in a crystal. • become knowledgeable about the size of particles that make up matter.

SUB‐TOPIC PERIODS SPECIFIC

OBJECTIVES CONTENT TEACHING AND

LEARNING STRATEGIES

NOTES

Pressure on solids.

3

The learner should be able to:‐ • define pressure

and state its unit. • calculate pressure

exerted by solids. • explain

applications of pressure on solids.

• Concept of pressure demonstrated experimentally

• Pressure exerted by solids.

• Applications of pressure on solids.

• Illustrate dependence of pressure on area using local examples.

• 1 Pa = 1 N m‐2. • Other units like bars,

mmHg should be mentioned e.g. pressure in a bicycle tyre is much higher than that in a car tyre but in bars; blood pressure in mmHg as 120/60 – youth; 140/90 – adults (when heart pumping/when heart relaxing).


SUB‐TOPIC PERIODS SPECIFIC OBJECTIVES

CONTENT TEACHING AND LEARNING STRATEGIES

NOTES

Pressure in fluids.

5

• investigate factors affecting pressure in liquids.

• derive the expression P = ρhg and apply it to compare densities of liquids

• solve simple numerical problems.

• describe an

experiment to measure gas pressure using a manometer.

• describe applications of transmission of pressure in fluids.

• Concept of pressure in fluids.

• Factors affecting pressure in fluids.

• Calculation of pressure in fluids.

• Measurement of

gas pressure. • Transmission of

pressure. • Applications of

transmission of pressure (the hydraulic press, brakes and bicycle pump).

• Investigation should bring out the independence of direction and dependence of height and density of liquid pressure.

• The manometer and Hare’s apparatus.

• Include calculation of M.A, V.R and efficiency of the hydraulic press.




NOTES

Atmospheric pressure.

6

• describe experiments to demonstrate the existence of atmospheric pressure

• describe how a simple barometer is set up.

• solve numerical problems.

• describe application of atmospheric pressure.

• explain the dependence of atmospheric pressure on altitude and depth.

• Concept of atmospheric pressure.

• Measurement of atmospheric pressure.

• Numerical problems.

• Applications of atmospheric pressure.

• Dependence of atmospheric pressure on altitude and depth.

• Crashing can or plastic bottle experiment and other experiments to show existence of atmospheric pressure.

• Simple barometer and bourdon gauge used to measure atmospheric pressure.

• Application of atmospheric pressure in force and lift pumps, siphons and other local examples.

Growing of crystals

2

• identify a crystal. • describe the

process of growing a crystal.

• describe cleavage and regularity of crystals.

• Features of a crystal.

• Growing of a crystal.

• Cleavage and regularity of crystals.

• Leave the experiment in undisturbed condition for some days before sizeable crystals can form.

• Familiar crystals of sodium chloride and copper sulphate should be used.




NOTES

Brownian motion

3

• describe experiments that demonstrate the existence of invisible randomly moving particles.

• state the kinetic theory of matter

• explain Brownian motion using Kinetic theory of matter.

• Evidence of random movement and different speed of particles.

• Effect of temperature on particle motion.

• Kinetic theory of matter.

• Brownian experiment should demonstrate the existence of invisible randomly moving air particles.

• Guide learners into a discussion about the random motion of the smoke particles.

• The smoke cell. experiment

• Pollen grains on water. • Dust particles in air.

Diffusion 2

• define diffusion. • demonstrate

diffusion in fluids. • investigate factors

which affect the rates of diffusion.

• describe local examples involving diffusion.

• Concept of diffusion.

• Rate of diffusion. • Applications.

• Experimentally demonstrate rates of diffusion (temperature, relative size of molecules and relative concentration).

• Use local examples like perfumes.




NOTES

The oil film experiment.

3

• carry out an experiment to estimate the thickness of an oil molecule.

• state the assumptions made in the above experiment.

• Thickness of a molecule.

• You can reinforce this experiment by using ball bearings in a circular loop.

• Find the mean volume, V, of a drop of oil from the volume of many drops and calculate the thickness, h, of the film from the formula for the volume of a cylinder (V = πr2h) where r is the radius of a circular oil patch.


TERM III

TOPIC: MECHANICS AND PROPERTIES OF MATTER General Objective: The learner should be able to use the concept of forces between molecules to explain behaviour of liquids

and solids when distorted a little. SUB‐TOPIC PERIODS SPECIFIC OBJECTIVES CONTENT TEACHING AND

LEARNING STRATEGIES

NOTES

Surface tension 4

The learner should be able to;‐• describe an experiment to

show the existence of surface tension.

• mention some phenomena to show the existence of surface tension.

• state the factors that affect surface tension.

• define adhesion and cohesion.

• demonstrate capillarity. • carry out experiments to

show the behaviour of liquids in tubes of narrow bore.

• describe applications of surface tension.

• Existence of surface tension.

• Factors affecting surface tension.

• Concept of capillarity in terms of adhesion and cohesion.

• Factors affecting capillarity.

• Applications of surface tension.

• Demonstrate existence of surface tension. experimentally.

• local examples like in construction (DPC – damp proof coating), blotting paper, sports wear, towels should be mentioned.

• Definition of surface tension not required.

• Mathematical treatment of surface tension is beyond scope.

SENIOR TWO



NOTES

Elasticity 3

• perform experiments on stretching a spring, rubber band, a copper wire up to breaking point.

• determine the spring constant leading to verification of Hooke’s law.

• states Hooke’s law and its limitations.

• describe application of elasticity.

• Behaviour of a spring or wire under stress.

• Hooke’s law. • Elastic and plastic

deformation. • Applications.

• Discuss applications of elasticity in building industry.

• Demonstrate elastic and plastic deformation using local examples.

• Proportionality limit.

• Elastic deformation.

• Plastic deformation.

• Emphasize local examples in applications.


TOPIC: WAVES General Objective: The learner should be able to establish different sources of waves, the common properties of waves and

their behaviour. SUB‐TOPIC PERIODS SPECIFIC OBJECTIVES CONTENT TEACHING AND

LEARNING STRATEGIES

NOTES

Wave motion (Progressive waves)

4

The learner should be able to:‐ • explain how a wave is

produced. • define technical terms

used. • derive the relation:

1Tf

= .

• define transverse and longitudinal waves.

• demonstrate transverse and longitudinal waves.

• state examples of transverse and longitudinal waves.

• define progressive wave • State examples of

progressive waves. • derive the wave

equation. • use the wave equation to

solve numerical problems.

• Concept of a wave. • Terminology:

amplitude, wave length, frequency, period, crest, trough.

• Relationship between period and frequency.

• Transverse and longitudinal waves.

• Concept of progressive wave.

• The wave equation: • v fλ= . • Numerical

problems.

• Experiments with slinky coil, ropes and the ripple tank are recommended to establish properties of waves.

• Establish a wave as a mode of propagation of energy without net movement of the particles and as a result of vibration.

• Establish classification of waves based on mode of propagation and source.



NOTES

Reflection and refraction of waves

5

• define a ray and a wavefront.

• demonstrate the relationship between rays and wavefronts.

• carry out experiments on reflection and refraction of waves.

• draw the reflected and refracted wavefronts.

• use the relationship between rays and wave fronts, and the laws of reflection and refraction to predict the shape of the reflected and refracted wavefronts.

• Rays and wave fronts, and the relationship between them.

• Circular and straight wavefronts.

• Change of phase by reflection.

• Refraction of a wave at a boundary.

• Experiments using the ripple tank.

• Wave front as a line on the surface of a wave containing points in the same state of motion (phase).

• Image formation using plane and circular wavefronts by straight and curved barriers.

• Concept of real and virtual images.

• Refractive index as a ratio of velocities not required.

• Illustrate change of phase using ripples and a string.

Interference of waves

3

• define interference. • demonstrate interference

patterns in a ripple tank. • Mention applications of

interference.

• Concept of interference.

• Interference patterns.

• Constructive and destructive interference.

• Applications of interference.

• Simple demonstration of interference in a ripple tank only.

• Interference as resultant vibration i.e. superposition principle.



NOTES

Diffraction 2

• define diffraction. • carry out practical

investigation of diffraction by narrow and wide slits.

• state the relationship between wave length and amount of diffraction.

• describe examples where diffraction is applied.

• Concept of diffraction.

• Narrow and wide slits.

• Wavelength and extent of diffraction.

• Applications of diffraction.

• Simple demonstration of diffraction in a ripple tank only.

• Diffraction through one opening only.

• Application of diffraction e.g. in FM radio transmission.

Stationary waves

3

• define a stationary wave. • demonstrate formation of

stationary waves. • list characteristics of

stationary waves. • state examples of

stationary waves.

• Concept of stationary waves.

• Formation of stationary waves.

• Nodes and antinodes.

• Characteristics of stationary waves.

• Establish the relationship between nodes and antinodes with λ..

• Stationary waves as superposition of incident and reflected waves.

• Waves on stretched strings.

• Waves in pipes • Other local examples

of stationary waves.



NOTES

Sound waves 4

• describe how sound is produced.

• describe experiment to show that sound does not travel in vacuum.

• list other properties of sound.

• explain factors that affect the velocity of sound in air.

• compare the velocity of sound in different states of matter.

• compare velocities of sound waves and light waves in air.

• Sound as a wave. • Production and

properties of sound including frequency ranges.

• Comparison of the velocity of sound in different states of matter.

• Comparison of the velocity of sound to that of light.

• Demonstrate that sound does not travel in a vacuum.

• Sound as result of vibration of particles in a medium.

• Compressions and rare factions.

• Sound as a longitudinal wave.

• Example to show that light travels faster than sound.

Reflection of sound waves

4

• demonstrate reflection of sound and compare it to reflection of light at plane surfaces.

• define echo, reverberation and the echelon echo.

• describe the echo method to determine the velocity of sound in air.

• describe applications of reflected waves.

• Reflected sound – Echoes.

• Reverberations • Echelon echo. • Applications.

• Practically determine the velocity of sound in air using echo method.

• Echo sounding. • Applications e.g.

sound proofing, clinical, acoustics in buildings, industry.



NOTES

Resonance and musical instruments

5

• define forcing and forced (natural) frequency.

• define resonance • practically demonstrate

resonance. • define beats and explain

how they are formed. • define loudness, pitch

and intensity, and state factors affecting them.

• compare intensities at different distances mathematically from the source.

• define fundamental

frequency, overtones, harmonics and octaves, and relate them to quality of sound.

• determine factors affecting the pitch of a note from a vibrating string.

• describe applications of resonance in stretched string instruments.

• Concept of resonance and beats.

• Pitch, intensity, loudness, quality of sound.

• Harmonics, octaves, fundamental frequency and overtones.

• Noise. • Factors affecting the

pitch of a note from a stretched string.

• The sonometer • Applications.

• Illustrate forced vibration using sonometer and tuning fork.

• Qualitative illustration of harmonics using water in a tube.

• Vibrating string on sonometer with a piece of paper to show resonance.

• Experiments with a coupled pendulum to demonstrate resonance.

• Reinforce the concepts using musical instruments

• String instruments.


SENIOR THREE TERM I

TOPIC: MECHANICS AND PROPERTIES OF MATTER General Objective: The learner should be able to use knowledge of motion and its equations to understand relationship

between force, energy and motion. SUB‐TOPIC PERIODS SPECIFIC OBJECTIVES CONTENT TEACHING AND

LEARNING STRATEGIES

NOTES

Linear motion

9

The learner should be able to:‐ • define speed and average

speed. • calculate speed and average

speed. • define displacement, velocity

and acceleration • define uniform velocity and

uniform acceleration. • draw and interpret velocity‐

time and displacement‐time graphs for linear motion.

• use equations of motion to solve numerical problems.

• use ticker‐timer to find velocity and acceleration.

• define acceleration due to gravity, g.

• describe a simple experiment to determine, g.

• Concept of distance, speed, average speed.

• displacement, velocity and acceleration in a straight line.

• Uniform velocity and uniform acceleration.

• Graphs of displacement‐time and velocity‐time for linear motion.

• Area under velocity‐time graph.

• Equations of motion. • Ticker‐timer. • Free fall.

• Use results from ticker timer experiment to generate the graphs.

• Treat distance in terms of path of movement and displacement in terms of reference point.

• Displacement = velocity x time.

• Derivation of equations of motion not required but their use is expected.

• Measurement of velocity and acceleration using ticker‐timer is encouraged.



NOTES

Non‐linear motion

2

• demonstrate practically the independence of vertical and horizontal motion.

• use circular motion to differentiate between speed and velocity.

• mention situations where centripetal forces are applied.

• Projectile motion. • Circular motion. • Centripetal

acceleration and force. • Application of

centrifuges.

• Discuss applications of circular motion

• Qualitative treatment of non‐linear motion.

• Projectiles treated qualitatively only.

• Derivation and use

of 2var

= not

required.

Vector and scalar quantities

3

• define vector and scalar quantities.

• state examples of vector and scalar quantities.

• find the resultant of vectors. • find the perpendicular

components of a vector.

• Concept of vector and scalar quantities.

• Addition of vectors. • Resultant of vectors. • Composition and

resolution of vectors.

• Illustrate determination of resultant vectors.

• Use graphical and analytical methods for vectors in a straight line or at right angles but in the same plane.

Linear momentum

6

• define linear momentum and state its unit.

• state the law of conservation of linear momentum.

• solve numerical problems using the law of conservation of linear momentum

• describe situations where linear momentum is applied.

• Concept of linear momentum.

• Law of conservation of linear momentum.

• Numerical problems • Applications like

turbines, jet engines, rowing a boat, rockets.

• Demonstrate principle of conservation of momentum using air filled balloons.

• Treatment to be limited to collisions in a straight line.

• Qualitative illustration of the application of momentum conservation only.



NOTES

Newton’s laws of motion

8

• state Newton’s first law • describe some applications of

Newton’s first law • relate inertia to mass • state Newton’s second law • derive F = ma • define the Newton as a unit

of force • calculate the weight of a body

in a lift moving with constant velocity and under uniform acceleration

• state Newton’s third law • solve simple numerical

problems.

• Law 1: F = 0 • Force and mass • Law 2: F = ma • Definition of the

Newton • F as a resultant force • Weight of a body in a

lift • Law 3 • Simple numerical

problems including those on action and reaction.

• Use of seat belts in vehicles to illustrate effect of inertia.

• Experiment with trolleys to establish F ma∞ useful.

• Mass should be defined as a measure of inertia and not as quantity of matter.

• Note that law 1 refers to net force = 0 as well, not only F = 0.

• Law 3 involves two bodies only.

Friction between solids

4

• define friction • carry out experiments to

determine factors affecting static and dynamic friction

• compare static and dynamic friction

• describe advantages and disadvantages of friction

• give examples where consideration of friction is necessary.

• describe methods of reducing or increasing friction.

• Concept of static and dynamic friction

• Factors affecting friction

• Effects of friction • Methods of increasing

and reducing friction • Applications of

friction

• Use inclined planes or horizontal surfaces to demonstrate friction.

• Conduct investigations involving reduction or increase of friction.

• Qualitative demonstration of static and dynamic friction only.



NOTES

Mechanical energy

4

• define P.E and Ke • derive formulae for K.e and

P.e. • solve numerical problems.

• Concept of potential and Kinetic energy.

• Formulae for K.e and P.e.

• Numerical problems

• Discuss qualitative and quantitative examples

• Illustration

• This sub‐topic should be built on earlier study on work, energy and power.

TERM II

TOPIC: MECHANICS AND PROPERTIES OF MATTER General Objective: The learner should be able to use knowledge of Upthrust, viscosity and streamlines to explain conditions

for moving with steady speed or not and to float or sink. SUB‐TOPIC PERIODS SPECIFIC OBJECTIVES CONTENT TEACHING AND

LEARNING STRATEGIES

NOTES

Floating and sinking

6

The learner should be able to:‐ • state Archimedes Principle. • verify Archimedes

principle. • solve numerical problems

involving Archimedes principle

• state the law of flotation and verify it experimentally

• Upthrust • Archimedes

principle • Flotation • Hydrometer • Applications e.g.

boats/ships, balloons, submarines.

• Experimentation on verification of Archimedes principle and law of floatation.

• Illustration of F = mg – u (Upthrust) useful.

• Law of flotation as an extension of Archimedes principle

• Knowledge of determination of relative density is not required.

• Emphasis on Upthrust and not apparent loss.

SENIOR THREE



NOTES

• solve numerical problems involving the law of flotation

• explain the principle of operation of a hydrometer

• Upthrust = weight of fluid displaced.

Fluid flow 6

• carry out experiment to demonstrate streamline flow and turbulence

• state the relationship between pressure, velocity and closeness of streamlines

• mention and explain practical applications of the relationship between pressure and velocity

• identify and draw forces on an object falling in a fluid

• explain the factors that lead to terminal velocity

• draw velocity‐time and displacement‐time graphs to illustrate terminal velocity

• Concept of streamlines

• Streamline flow and turbulence

• Practical applications

• Terminal velocity • Forces on an

object freely falling in a fluid (weight, Upthrust and viscous force)

• Motion graphs for an object falling in a viscous medium

• Applications e.g. parachutes, airdrops.

• Demonstrate that viscous force increases with velocity and density by stirring.

• Discussion on velocity – time and displacement in time graph (motion graphs).

• Streamlines are planes where molecules have steady speed.

• Qualitative treatment of fluid flow only

• Statement of

Bernoulli’s principle not required but should be demonstrated e.g. aerofoil, race cars, operation of sprays. Carburettors


TOPIC: LIGHT General Objective: The learner should be able to use the principle and laws of refraction to explain dispersion of light and images

formation by lenses. SUB‐TOPIC PERIODS SPECIFIC OBJECTIVES CONTENT TEACHING AND

LEARNING STRATEGIES

NOTES

Refraction of light at a plane surface

10

The learner should be able to:‐ • state the laws of refraction • verify laws of refraction

using glass block and a triangular prism

• numerical problems involving refractive index

• explain some effects of refraction.

• explain the phenomena of real and apparent depth qualitatively.

• define critical angle • explains total internal

reflection • calculate critical angle of a

medium • trace a monochromatic ray

of light through a prism • describe the use of total

internal reflection in prisms.

• Concept of refraction in terms of incident and refracted rays

• Laws of refraction


• Some effects of refraction

• Real and apparent depth

• Concept of critical angle and total internal reflection

• Total internal

reflection in prisms

• Tracing rays through a glass block and a triangular prism

• Demonstrate real and apparent depth

• Qualitative treatment of real and apparent depth only.

• Treatment using monochromatic light only



NOTES

• explain how a mirage is formed.

• describe applications of total internal reflection.

• Applications e.g.

rear reflectors, optical fibres, prism periscope and fish’s view.

Dispersion of white light through a prism and appearance of objects in coloured light

4

• perform an experiment to demonstrate passage of white light through a prism

• draw rays of light to show passage of light through a prism and label the spectrum.

• perform an experiment to produce a pure spectrum.

• investigates the appearance of objects in coloured light.

• Investigate the effect of light filters and mixing coloured lights.

• draw the complete. electromagnetic spectrum in order of wavelength or frequency.

• Dispersion of white light through a prism

• Pure spectrum • Appearance of

objects in coloured light

• Light filters in terms of absorption, reflection and transmission of various colours of the spectrum.

• Mixture of coloured lights

• Primary and secondary colours

• The complete e/m spectrum.

• Demonstrate and recombination of colours.

• Discussion on properties and uses of electromagnetic spectrum.

• Ignore mixing of coloured pigments

• Dependence of refraction of light on frequency

• Six colours of the pure spectrum (R,O,Y,G,B,V)

• The bands to be treated are radio waves (including microwaves), IR, visible light, UV, X‐rays, γ‐rays

• A variety of uses should be covered e.g. telecommunication, remote control, heater, analysis of substances, fluorescent tubes, cancer treatment.



NOTES

• mention the properties and uses of the components of the electromagnetic spectrum.

• Properties and uses of the components of the electrommagnetic (e/m) spectrum.

• Effect of each major band of the spectrum on matter.

• Remind class about relationship between f and λ.

Lenses and optical instruments

10

• define optical properties of lenses

• define power of a lens (in dioptres).

• graphically construct images (on scale) formed by lenses using the standard rays.

• describe images formed by lenses

• determine magnification of images formed by lenses.

• determine the focal length of thin converging lenses.

• draw the projector and describe how it works.

• Types of lenses and their optical properties

• Passage of standard rays through a lens

• Power of a lens • Construction of

ray diagrams. • Properties of

images formed by lenses

• Magnification • Uses of lenses • Experiments to

determine the focal length of a thin convex lens.

• Experiments using illuminated objects and no‐parallax method expected.

• Emphasize accurate ray diagrams

• An experiment to determine the focal length of their converging lenses.

• Brain storm on application of lenses.

• Principle axis, principle focus, focal length, optical centre.

• Standard rays (through F, parallel to principle axis, through optical centre).

• Real and virtual images.

• Use of lens formula is outside the scope of this syllabus

• The projector using only one convex lens to be considered.



NOTES

• draw the human eye and the lens camera (only optically essential parts), and explain how they form images.

• Explain the use of lenses in correction of eye defects.

• Projector • Human eye and

the lens camera. • Application of

lenses

• Calculations on the projector are not expected.

• Formulae on the lens camera and the eye are not expected.

TERM III TOPIC: ELECTRICITY General Objective: The learner should be able to establish properties of electric charges and explain their behaviour and distribution. SUB‐TOPIC PERIODS SPECIFIC OBJECTIVES CONTENT TEACHING AND

LEARNING STRATEGIES

NOTES

Electric charges: Electrification and testing for charge

5

The learner should be able to:‐ • prove the existence of two

types of charges experimentally

• verify the law of charges • draw and label a Gold‐leaf

electroscope.

• Evidence of two types of electric charges.

• The law of charges.

• Electrification by friction and induction.

• Learners given project to make a Gold‐leaf electroscope using aluminium foil.

• Law of charges: like charges repel, and unlike charges attract.

SENIOR THREE



NOTES

• describe the use of an electroscope to determine the sign of a charge and detect charge.

• charge insulators by friction.

• use movement of electrons to explain charging by friction and induction.

• The Gold‐leaf electroscope and its use in detecting and determining the sign of a charge.

• Learners to try different types of materials for static charges.

Distribution of charge

3

• describe charge distribution on a conductor.

• investigate the distribution of electric charge inside a hollow metal conductor using metal‐pail experiment.

• investigate and explain the distribution of charge in a flame and in the atmosphere.

• explain the occurrence of lightening and thunder.

• explain the action of a lightening conductor.

• Distribution of charge: - on a conductor- inside a

hollow charged conductor

- in a flame - in the

atmosphere • Application of

sharp points on the lightening conductor

• Presence and distribution of electric charges to be demonstrated using Gold leaf electroscope and proof planes.

• Qualitative treatment of electric charge distribution only.



NOTES

Electric fields 3

• define electric field and electric field lines

• draw electric field patterns for different charge distributions

• Concept of electric field

• Electric field patterns: - around point

charges - between

charged points- between a

charged point and a plate

- between

charged parallel plates

- inside and outside a charged hollow conductor

• Property of electric field lines to be deduced from pattern but can be demonstrated if E.H.T is present.

• Leave out electric field intensity.


TOPIC: HEAT General Objective: The learner should be able to:‐

• quantify heat energy in terms of specific heat capacity and latent heat capacity. • understand the effect heat on solids and liquids.


LEARNING STRATEGIES

NOTES

Quantity of Heat

8

The learner should be able to:‐ • define heat. • define heat capacity and

specific heat capacity. • describe an experiment to

determine specific heat capacity by method of mixtures.

• solve numerical problems involving heat capacity and specific heat capacity.

• Concept of heat. • Heat capacity and

specific heat capacity.


• Carry out an experiment to demonstrate the factors which determine quantity of heat.

• Definition of specific heat capacity as a ratio not accepted.

• Description questions to be set only requiring knowledge of method of mixtures.

Latent heat 8

• define specific latent heat of vaporization and melting.

• Explain the relationship between latent heat and change of state.

• describe factors affecting rate of evaporation

• describe the effect of pressure on melting

• Concept of latent heat

• Factors affecting vaporization and melting

• Cooling curves • Cooling by

evaporation • The refrigerator

• Experiments using method of mixtures only.

• Discussion on vapourisation and melting.

• Experimentation

on specific latent heat.

• Treat latent heat as stored energy which is given out during condensation and solidification, and absorbed during evaporation and melting.



NOTES

• experimentally investigate the cooling curve of water and Naphthalene

• explain cooling by evaporation

• describe how a refrigerator works.

• define specific latent heat (Vaporization and fusion)

• experimentally determine the specific latent heat of: - vaporization for steam - fusion for ice

• Solve numerical problems involving specific latent heat.

• Specific latent heat of: - vaporization - fusion


Vapours 3

• define saturated and unsaturated vapours, and SVP.

• define boiling point • explain effect of pressure on

boiling point • Investigate boiling under

reduced pressure. • explain the working of a

pressure cooker.

• Concept of saturated and unsaturated vapours.

• Saturated vapour pressure (SVP).

• Boiling point and SVP.

• Boiling under reduced pressure.

• Demonstrate saturated and unsaturated vapours

• Use example of air conditioning



NOTES

• explain the variation of boiling point with altitude.

• Pressure cookers. • Variation of boiling

point with altitude and atmospheric pressure.

Expansion of solids and liquids

3 • demonstrate and explain expansion of solids and liquids

• identify and describe applications of expansion and their consequences

• state the anomalous expansion of water and state its importance

• Concept of expansion

• Relative expansion of: - Solids - liquids - Application of

relative expansion.

• Experiments: - using ball

and ring - snapping

rod

• Qualitative treatment of expansion only

• Use of bimetallic strip should be emphasized.


TOPIC: MECHANICS AND PROPERTIES OF MATTER General Objective: The learner should be able to use properties of materials in explaining and designing structures. SUB‐TOPIC PERIODS SPECIFIC OBJECTIVES CONTENT TEACHING AND

LEARNING STRATEGIES

NOTES

Properties of materials under stress

1

The learner should be able to:‐ • define and investigate

ductility, brittleness, stiffness and strength of materials.

• define tensile stress and tensile strain.

• Ductility, brittleness, stiffness, strength.

• Tensile stress and strain.

• Experiments with brittle and ductile materials.

• Ideas treated simply and qualitatively only.

Bending beams and effect of shapes

1

• draw stress lines for a beam under tensile and compressive stress and use the diagrams to explain the concentration of stress.

• explain the use of hollow tubes

• explain the purpose of

reinforcing concrete

• Stress lines. • Effect of

orientation of cross‐section, neutral axis.

• Use of hollow tubes

• The notch effect and fibre reinforcement.

• Applications.

• Discuss application in building industry.

• Identification of neutral axes in beams under tension and compression.



NOTES

Structures

1 • identify strong structures in common use.

• identify beams under tension and compression and suggest suitable materials for those beams.

• Structures in common use (triangular, dome, T and I‐shapes).

• Struts and ties.

• Visits to building sites to study applications.

• Application e.g. in construction of roof supports, water tanks, bridges in common use

SENIOR FOUR TERM I TOPIC: HEAT General Objective: The learner should be able to determine the behaviour of gases using the gas laws. SUB‐TOPIC PERIODS SPECIFIC OBJECTIVES CONTENT TEACHING AND

LEARNING STRATEGIES

NOTES

Boyle’s law 5

The learner should be able to:‐ • Carry out a simple

experiment to demonstrate Boyle’s law.

• draw graphs of volume, V, against pressure, P, and

V against 1

p at constant

temperature.

• Simple experiment to illustrate Boyle’s law.

• Graphs of V against P,

and V against 1

pat

constant temperature • Numerical problems.

• Obtain data using experimental approach

• Graphs should be drawn from experimental data.



NOTES

• state Boyle’s law. • solve numerical problems.

Volume law (Charles’ law)

5

• describe a simple experiment to demonstrate Charles’ law

• draw graphs of volume against temperature (in oC and K) at constant pressure

• state Charles’ law • solve numerical problems.

• Simple experiment to illustrate Charles’ law

• Graph of volume against temperature at constant pressure

• The absolute zero • Numerical problems


• Graphs should come out as a result of experimental data

Pressure law 2

• describe a simple experiment to demonstrate pressure law.

• draw graphs of pressure against temperature at constant volume.

• state pressure law. • solve numerical problems.

• Experimental illustration of pressure law.

• Graph of pressure against temperature.



• Graphs should come out as a result of experimental data.



NOTES

General gas law 3

• solve numerical problems • Combination of the gas laws

• 1 2

1 2

1 2PV PVT T

= or

PVT

= constant for a

fixed mass of an ideal gas.

• Mention should be made that this general gas law does not hold exactly for real gases.

• Explanation of the gas laws using kinetic theory is not required.


TOPIC: ELECTRICITY General Objective: The learner should be able to identify sources of electromotive force (emf) and relate potential difference

(p.d) and current for different electrical components. SUB‐TOPIC PERIODS SPECIFIC OBJECTIVES CONTENT TEACHING AND

LEARNING STRATEGIES

NOTES

Potential difference and electromotive force

3

The learner should be able to:‐• explain the cause of

movement of charge in an electric field

• define potential difference and electromotive force.

• derive the expression for the work done in moving a charge in an electric field

• define a volt.

• Concept of potential, potential difference (p.d) and emf

• The volt

• Demonstrate drop in terminal p.d.

• Experiment on verification of Boyle’s law.

• A positively charged object is said to be at positive potential, a negatively charged object at negative potential and the earth at zero potential.

• Definition of potential not required.

• W QV=

Electric cells 6 • draw a labelled structure of a simple cell, dry cell and an accumulator

• state their limitations and improvements.

• describe the process of charging an accumulator.

• compare an accumulator with the simple cell.

• Structures of a simple cell, dry cell and an accumulator, and their limitations

• Charging an accumulator.

• Care and maintenance of an accumulator.

• Use a car battery to study structure operation, care and charging of accumulators.

• Accumulator includes lead‐acid and Nife batteries

• Detailed study of the structures of these sources is not required.

• Leave out chemical reactions and equations.



NOTES

• describe the proper handling of a battery.

• describe the action of a Nife cell and compare it with the lead acid accumulator.

• briefly describe the

production of electricity by photo‐cells, thermocouples and crystal pick‐ups.

• Other sources of emf:- thermoelectric

effect (thermo‐couple)

- piezo electric effect (crystal pick‐ups)

- photo electric

effect (solar cells).

Electric current, resistance and Ohm’s law

12

• define current • define the coulomb • define electrical resistance • experimentally verify Ohm’s

law • state Ohm’s law • solve numerical problems • sketch I – V curves for

Ohmic and non‐Ohmic conductors

• investigate the factors affecting electrical resistance

• describe the mechanism of conduction of metallic conductors

• identify electrolytes and non‐electrolytes

• Concept of current electricity

• The coulomb • Concept of electrical

resistance • Ohm’s law and its

limitations • Numerical problems • Ohmic and non‐

Ohmic conductors • Factors affecting

resistance • Mechanism of

conduction in metals • Electrolytes • Practical application

in electroplating

• Demonstrate passage of electricity through solids and liquids.

• Demonstrate passage of current through liquids.

• The current in a metal conductor treated as a drift of free electrons.

• The ampere as a fundamental unit of electric current (1 coulomb = 1 ampere second).

• Definition of the ampere not required

• Include carbon resistors, diode valves, constantan wire, thermistors, neon tubes, electrolytes, junction diodes, lamps.



NOTES

• explain conduction of electricity by electrolytes.

• Water as a good conductor of electricity.

• Current in electrolytes as a flow of both positive and negative charge.

• Study of electrolysis and details of chemical equations not required.

• Qualitative

treatment of resistance with temperature is included.


TERM II

TOPIC: ELECTRICITY General Objective: The learner should be able to understand the production, quantification and distribution of electricity SUB‐TOPIC PERIODS SPECIFIC OBJECTIVES CONTENT TEACHING AND

LEARNING STRATEGIES

NOTES

Electric circuits 6

The learner should be able to:‐ • derive expressions for

series and parallel arrangement of resistors.

• work out numerical problems on series and parallel arrangement of resistors.

• demonstrate reduction of output p.d. of a cell when it is loaded.

• define internal resistance and terminal p.d.

• practically determine internal resistance.

• Series and parallel arrangement of: - Cells - resistors

• Numerical problems. • Internal resistance, lost

volts and terminal p.d

• Demonstrate the effect of series and parallel arrangement of cells.

• Emphasize hands on experience.

• Exclude Y‐ and ∆‐ connections.

• This section should be built on earlier work on electric circuits.

Ammeters, Voltmeters and Galvanometers

3

• demonstrate the practical arrangement of converting galvanometers into voltmeters and ammeters respectively.

• calculate the suitable resistances for the above conversions.

• Properties of ammeters and voltmeters.

• Conversion of a galvanometer into an ammeter or voltmeter.

• Emphasize proper location and connection to terminals of ammeters and voltmeters in circuits.

• The effects of values of shunts and multipliers should be demonstrated.

SENIOR FOUR



NOTES

Electric energy 3 • explain the heating effect of an electric current.

• derive equations of electric energy and power.

• solve numerical problems.

• Heating effect of an electric current

• Energy and power equations.

• Numerical problems including those related to electrical calorimetry.

• Quantify electric energy using an immersion heater.

• Use definition of p.d to derive the equation for energy and power.

• Description of electrical calorimetry experiments not required

Domestic electricity supply

• describe the advantages and disadvantages of series and parallel connections

• correctly identify the 3 pins and wire them.

• mention and practice safety precautions when wiring a house.

• explain the necessity of

earthing some electrical appliances.

• demonstrate the proper position of fuses and switches.

• calculate the appropriate rating of fuses.

• Wiring a building • 3 pin plugs • Safety precautions • Cost of electrical

energy – the kWh • Lamps:

- filament lamps - fluorescent tubes - discharge lamps. - energy savers.

• Electrical appliances e.g. electric cookers, flat irons and electric kettle.

• Demonstration using real electrical appliances where possible.

• Use of ratings on appliances for working out energy consumption and their connection to power supply.

• Selection of wire

sizes for connection of appliances to power supply

• Ring main is not

required



NOTES

• calculate the cost of electrical energy. consumption using the kWh as the base unit.

• state the advantages and disadvantages of different types of lamps.

• Main switch, circuit breakers,

• Insulation and short circuits.

• Details of working of lamps not required.

Distribution of electrical energy

• explains how electrical energy is transmitted over long distances.

• state the advantages of transmitting power at high voltages.

• The grid‐system for single phase.

• Advantages of high voltage transmission for long distances.

• Demonstrate the effect of a transformer on power supply using a low power supply unit.

• The grid system for single phase only.


TOPIC: MAGNETISM General Objective: The learner should be able to explain the relationship between electricity and magnetism. SUB‐TOPIC PERIODS SPECIFIC OBJECTIVES CONTENT TEACHING AND

LEARNING STRATEGIES

NOTES

The principle of the electric motor

5

The learner should be able to:‐ • demonstrate the existence of

a force on a current carrying conductor in a magnetic field.

• use Fleming’s left hand rule to predict the direction of force.

• investigate the factors affecting the size of the force.

• explain the operation of moving coil instruments.

• Force on a current carrying conductor in a magnetic field

• Factors affecting the magnitude of the force

• Applications: - simple d.c motor - moving coil

galvanometer - moving coil

loudspeakers

• Demonstrate the existence of the force on a current carrying conductor in a magnetic field.

• Investigate the wiring of a small d.c. motor

• Practice using Fleming’s Left‐hand rule.

• Questions will not be set on statement of rules for determining direction of force

• Qualitative treatment of the magnetic force

Electro‐magnetic induction

6 • practically demonstrate the generation of electricity from magnetism.

• state Faraday’s and Lenz’s laws and demonstrate them.

• use Fleming’s right hand rule to predict the direction of the induced current.

• The principle of electro‐magnetic induction.

• Faraday’s and Lenz’s laws

• Factors affecting the magnitude of the induced emf.

• Simple a.c and d.c generators

• The transformer.

• Practice using Flemming’s Right hand rule.

• Dismantle a small transformer and study its components and how it works.

• Practical dynamos • Only single coil

generators will be considered

• Unidirectional (unsmoothed) out put of a diode to show rectification.

• s s

p p

V NV N

= for ideal

transformers only.



NOTES

• investigate the factors that affect the magnitude of the induced emf.

• explain the working of simple a.c and d.c generators.

• describe the structure and

principle of operation of a transformer.

• describe how an a.c can be converted into a d.c.

• compare a.c. with d.c.

• Conversion of a.c to d.c..

• Advantages and disadvantages of a.c. over d.c.

• Causes of reduction of efficiency not required.


TERM III

TOPIC: MODERN PHYSICS General Objective: The learner should be able to use the nuclear and atomic models to understand the production of X‐rays

and radioactivity. SUB‐TOPIC PERIODS SPECIFIC OBJECTIVES CONTENT TEACHING AND

LEARNING STRATEGIES

NOTES

Electrons 6

The learner should be able to:‐• Define thermionic

emission and cathode rays• describe the experiment to

produce cathode rays. • investigate the properties

of cathode rays. • list the uses of cathode

rays • draw the CRO and explain

how it works. • draw wave forms

produced on a CRO. • mention uses of CRO.

• Principle of thermionic emission.

• Production and properties of cathode rays.

• Structure and operation of the CRO (cathode ray oscilloscope).

• Uses of the CRO.

• Extension of the application of a CRO to a TV receiver with reference to time base and brightness only.

• Millikan’s experiment is not required but the concept of the electron as the basic quantity of electric charge is required.

• Comparison of a CRO with ammeter and voltmeter not required.

X‐rays 4

• draw the structure of the X‐ray tube and describe how X‐rays are produced.

• list properties and uses of X‐rays.

• Production and properties of X‐rays

• Uses of X‐rays • Health hazards and

safety precautions

• Discuss industrial and medical applications.

• Details of what happens within the target are not required.

SENIOR FOUR



NOTES

• state health hazards of X‐rays and safety precautions.

• Industrial and medical applications of X‐rays.

• Working of X‐ray tube basing on thermionic emission only.

Atomic and Nuclear structure

5

• describe the atom • define nuclides and

isotopes • Represent nuclides with

their atomic numbers and atomic masses.

• give examples of isotopes • define nuclear fusion and

fission. • balance equations of

nuclear reactions. • identify the products of a

nuclear reaction. • explain the use of nuclear

energy in the generation of electricity and bombs.

• Simple Bohr’s model of the atom

• Nuclides and isotopes and their representations

• Nuclear fission and fusion, and the conditions necessary for them to occur.

• Products of nuclear fusion and fission.

• Nuclear energy and its applications.

• Use of models to illustrate atomic structure as consisting of protons and neutrons in the nucleus with orbiting electrons.

• Mention of fusion is adequate e.g. reactions in the sun and stars.

• Balancing of equations should only be based on parent and daughter nuclides.



NOTES

Radioactivity 4 • define radioactivity • describe the nature of

alpha and beta particles, and gamma rays.

• list the properties of the radiations from radioactivity.

• determine the effect of emissions on the parent nucleus.

• define half‐life. • use knowledge of half‐life

to find the age and quantity remaining.

• state applications of radioactivity.

• state the health hazards of

radiations • list the safety precautions

in the prevention of health hazards of radiations.

• Concept of radioactivity

• Nature and properties of radiations from radioactivity.

• Effect of radiations on parent nucleus.

• Uses of radioactive emissions: - Industrial - Medical - Biological

• Half‐life. • Carbon dating • Health hazards and

safety precautions.

• Role play or simulate radioactivity and half‐life.

• Use flow of water from a tube to demonstrate radioactivity and half‐life.

• Use of the decay equation is not required.

• Calculations based on decay curve and definition of half life only.

• Detection of emissions is not required.

• Safety precautions to include shielding, direction, time of exposure and effects of half‐life.

• Effect of density of

materials on absorption of the radiations.


APPENDIX I 1. The International System (S.I) Units for commonly used quantities at UCE

A: Basic qualities

Physical Quantity Name of its S.I Unit Symbol Length Metre m Mass Kilogram (kilogramme) kg Time Second s Electric current Ampere A Thermodynamic (absolute) temperature Kelvin K Amount of substance Mole Mol

B: Derived quantities These are examples of physical quantities derived by mathematically combining basic quantities. Examples:

Physical Quantity Name of its S.I. Unit Symbol Frequency Hertz Hz Energy Joule J Power Watt W Force Newton N Weight Newton N Pressure Pascal Pa

2. Conversion table for commonly used quantities

Imperial System Metric System 1 inch 2.54 cm 1 mile 1.61 km 1 foot 30.48 cm


1 acre 4046.86 m2 1 pound 0.45 kg. 1 calorie 4.18 J 1 bar 1.0 x 105 Nmˉ2

3. List of equipment / apparatus, a secondary school must have to teach Physics. 1. Slotted masses on hangers (5g, 10g, 20g, 50g and 100g) 2. Ammeter (0‐1.0A) and (0‐5.0A) 3. Bunsen burners / stoves 4. Diverging / concave lenses (focal length 10, 15 and 20 cm) 5. Converging / concave mirrors (focal length 10, 15 and 20 cm) 6. Connecting wires 7. Constantan wires (SWG, 20, 22, 24, 26, 28, 30 and 32) 8. Convex / converging lens (focal length 10, 15 and 20 cm) 9. Copper calorimeters (150 ml, 200 ml and 300 ml) 10. Crocodile clips 11. Convex / diverging mirror (focal length 10, 15 and 20 cm) 12. Galvanometers (centre zero) 13. Glass blocks (rectangular 11 x 6 x 2 cm) 14. Metre rules/half metre rules 15. Measuring cylinders (10 ml, 25 ml, 100 ml, 250 ml, and 1000 ml) 16. Nichrome wires (SWG 22, 24 and 26) 17. Optical pins 18. Pendulum bobs 19. Plane mirrors 20. Plasticine 21. Glass Prisms (60° x 60° equilateral and right angled) 22. Retort stands and clamps


23. Rheostats (0 – 50Ω) 24. Spiral spring (Nuffield type) 25. Spring balances 26. Standard resistors (1, 2, 3, 5 and 10Ω) 27. Stop clocks / watches 28. Contact switches 29. Thermometers (‐10° ‐ 110°C) 30. Tripod stands 31. Voltmeters (0 – 3.0V) and (0 – 5.0V) 32. Wire gauzes 33. Soft boards 34. Bulb holders 35. Touch bulbs 36. Thumb pins 37. Thread 38. Cell holders (Single and double) 39. Glass beakers (100 ml, 150 ml, 500 ml and 600 ml) 40. Wooden blocks (Various sizes) 41. Pulleys (Single and double) 42. Wedges / knife edge 43. Magnets and plotting compass 44. Chemical balance 45. Keys (contat and tapping) 46. Copper wire (SWG 20 ‐30) 47. Capillary tubes (Diameter 0.5 – 4.0 mm) 48. Test‐tubes, test tube racks and test tube holders 49. Lead shots / ball bearings 50. Calorimeters jackets 51. Stirrers (Aluminium, Copper and Glass) 52. Wooden corks (various sizes)


53. Glass marbles 54. G‐clamps 55. Dry cells 56. Rubber bungs (various sizes) 57. White screens 58. Screens with a hole fitted with wire gauge 59. Lens / mirror holders 60. Plastic beaker / mugs (250 ml) 61. Boiling tubes 62. Burettes (50 ml) NB: The ratio of number of learners to a piece of equipment / apparatus should not exceed 6:1 per class.


REFERENCES 1. Abbott, A.F. (1989). Ordinary Level Physics, Oxford, Heinemann.

2. Akonopesa, O. Oriada, R. (2001). Physics. A Complete Course, Kampala, Fountain.

3. Atkinson, A. Sinuff, H. (1983). New Complete Junior Physics, Nairobi, Longman.

4. Bolton, W. (1977). A Foundation in Physics, London, Cambridge University.

5. Duncan, Tom, Kenneth, H. (2001). GCSE Physics, Dubai, John Murray.

6. Eriel, Aggrey, H. (1998). Ordinary Level Practical Physics, Kampala, MK.

7. Folivi, L.E. (1982). New Certificate Physics, Hongkong, Longman.

8. Jarvis A.C.E. (Ed.) (1974), SSP Physics, Nairobi, Jomo Kenyatta Foundation (Pupil’s Manual 1, 2, 3 and 4, Teacher’s Guide 1,

2, 3, and 4).

9. Muriithi, Wilson, Ringera Daniel (2003). Comprehensive Secondary Physics, Oxford University (Students Books 1, 2, 3 and 4).

10. Nelkon M. (1993). Principles of Physics, Edinburgh, Longman.

11. Pople Steven (1991). Complete Physics, Oxford, Oxford University.

12. Taylor Michael, Bashungwa Godfrey (1999). Secondary Physics, Kampala, Macmillan.

Documents

Senior 1 - 4€¦ · 3. Light (18 periods) Rectilinear propagation of light 08 Reflection of light at plane surfaces 10 4. Electricity (9 Periods) Introduction to Electricity (Part