The Republic of Uganda

Ministry of Education and Sports

PHYSICS TEACHING SYLLABUS

Uganda Certificate of Education

Senior 1 - 4

National Curriculum Development Centre

P.O. Box 7002
Kampala - Uganda

2008
Physics Teaching Syllabus, National Curriculum Development Centre.
PHYSICS TEACHING SYLLABUS

UGANDA CERTIFICATE OF EDUCATION

Senior 1 - 4

National Curriculum Development Centre

Physics Teaching Syllabus, 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.
Physics Teaching Syllabus, National Curriculum Development Centre.
Table of Contents

Page
Acknowledgement ………………………………………………..……………………………………………………………...................................... ......... iv
Foreword ………………………………………………………………………….…………………………………………………........................................ v

SECTION I
Introduction ……………………………………………………………………..…………………………………….......................................... vi
Purpose …………………………………………………………………………..……………………………………………............................. vi
Broad Aims of Education ………………………………………………………………………………………................................................... vi
Aims and Objectives of Secondary Education……………………………………….…………………………………………........................... vii
Aims of teaching Physics………………………………………….……………………………………............................................................... viii
Target……………………………………………………………………………………………………………..……………............................. viii
Scope and Depth ……………………..……………………………………………………………………….…………………......................... viii
Teaching Sequence………………………………………………………………….…………………………………………............................. ix
Time Allocation …………………………………………………………………………………………………………….……......................... xii
How to use the Teaching Syllabus ……………………………………………………………………………………………............................. xiii
Mode of Assessment …………………………………………………………………………………………………………….......................... xiii

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

Physics Teaching Syllabus, National Curriculum Development Centre.

 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.

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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 Mbabazi

Director of Education
Ministry of Education and Sports

Physics Teaching Syllabus, National Curriculum Development Centre.

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 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;
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Physics Teaching Syllabus, National Curriculum Development Centre.
(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. vii
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 Matter

2. Heat
3. Light
4. Waves
5. Electricity
6. Magnetism
7. 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.

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TEACHING SEQUENCE

SENIOR I

Topic Sub-topics Number of Periods

Measurements 18
Density 08
1. Mechanics and Properties of Matter (41 periods) States of matter 07
Introduction to forces 08

2. Heat (18 periods) Thermometry 09

Heat transfer 09

3. Light (18 periods) Rectilinear propagation of light 08

Reflection 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.

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SENIOR II

TOPIC SUB-TOPICS NUMBER OF PERIODS

1. Mechanics and properties of Matter (58 periods) Turning effect of forces and centre of gravity 09
Machines 09
Work, energy and power 09
Pressure 14
Properties of Matter 17

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

3. Waves (30 periods) Wave motion (Progressive waves) 04

Properties of waves 10
Stationary waves 03
Sound waves 04
Properties 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

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Physics Teaching Syllabus, National Curriculum Development Centre.
SENIOR III

TOPIC SUB-TOPICS NUMBER OF PERIODS

1. Mechanics and Properties of Matter Motion 11
(51 periods) Vector and scalar quantities 03
Linear momentum 06
Newton’s Laws of motion 08
Friction between solids 04
Mechanical energy 04
Archimedes principle 06
Fluid flow 06
Properties of materials under stress and structures 03

2. Heat (22 periods) Quantity of heat 08

Latent heat 08
Vapours 03
Expansion of solids and liquids 03

3. Light (24 periods) Refraction of light at a plan surface 10

Dispersion of light 04
Lenses and optical instruments 10

4. Electricity (11 periods) Electrostatics 11

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SENIOR IV

TOPIC SUB-TOPICS NUMBER OF PERIODS

1. Heat (15 periods) Gas Laws 15
2. Electricity (40 periods) Potentional difference electromotive force 03
Electric cells 06
Elecric current, resistance and ohm’s law 12
Elecric circuits 06
Ammeters, volmeters and galvanometers 03
Elecrical energy 03
Domestic electricity 05
Distribution of electrical energy 02

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

Elecromagnetic 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.
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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).
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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 information
ii. 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 models
v. 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
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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)

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