M I N I S T R Y O F E D U C AT I O N

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Republic of Ghana

TEACHING SYLLABUS FOR PHYSICS

(SENIOR HIGH SCHOOL 1-3 )

Enquiries and comments on this syllabus should be addressed to:

The Director
Curriculum Research and Development Division (CRDD)
P. O. Box 2739
Accra, Ghana.

Tel: 0302-683668
0302-683651

SEPTEMBER, 2010

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RATIONALE FOR TEACHING PHYSICS

Physics, as a discipline, deals with the nature of matter and energy, their interactions and measurements. The study of Physics has had, and continues to
have, a big impact on the world community. The ideas, skills and attitudes derived from the study of physics are being widely applied in various scientific and
technological developments. As an example, development in renewable energy is serving the world profoundly and it is hoped that it will become more
available in Ghana to complement other sources for meeting the energy needs of the country. The specific example of renewable energy is solar, that
transforms in appropriate forms such as electrical energy for operating simple equipment, and machinery, and for domestic use. The principles and
applications of physics cut across the various spectrum of everyday life activities like walking, lifting objects, seeing and taking photographs.

GENERAL AIMS.

The aims of the Senior High School Physics programme are to:
i. provide, through well designed studies of experimental and practical physics, a worthwhile hands on educational experience to become well informed
and productive citizens.
ii. enable the Ghanaian society function effectively in a scientific and technological era, where many utilities require basic physics knowledge, skills and
appropriate attitudes for operations.
iii. recognise the usefulness, utilization and limitations of the scientific methods in all spheres of life.
iv. raise the awareness of inter-relationships between physics and industry, Information, and Communication Technology (ICT), Agriculture, Health and
other daily experiences.
v. develop in students, skills and attitudes that will enable them to practise science in the most efficient and cost effective way.
vi. develop in students desirable attitudes and values such as precision, honesty, objectivity, accuracy, perseverance, flexibility, curiosity and creativity.
vii. stimulate and sustain students' interest in physics as a useful tool for the transformation of society.

SCOPE OF CONTENT

This syllabus builds upon the foundation laid in the Junior High School Integrated Science at the Basic level and SHS Integrated Science. The topics have
been selected to enable the students acquire the relevant knowledge, skills and attitudes needed for tertiary level education, other institutions, apprenticeship
and for life. The syllabus embodies a wide range of activities such as projects, experiments, demonstrations and scientific inquiry skills designed to bring out
the resourcefulness and ingenuity of the physics student.

PRE-REQUISITE SKILLS AND ALLIED SUBJECTS

A good knowledge of Science and Mathematics at the Junior High School or its equivalent, and proficiency in reading and communication in English are
necessary for effective study of Physics at the Senior High School level. Students offering Physics are advised to take Chemistry and Elective Mathematics in
addition.

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ORGANIZATION OF THE SYLLABUS

The syllabus has been structured to cover three years of SHS programme. Each year's work consists of a number of sections with each section comprising a
number of units. There are seven main sections. These are;

SECTION ONE: INTRODUCTORY PHYSICS AND PROPERTIES OF MATTER

In this section the importance of Physics in everyday life is discussed. Certain topics in basic mathematics to enhance the study of Physics are to be discussed.
Some phenomena associated with properties of matter are to be explained using the kinetic theory.

SECTION TWO: MECHANICS

In this section the types of motion are discussed. These include rectilinear motion, circular motion and oscillatory motion. The effects of force on motion and on
matter are to be discussed in this section. The nature of energy, the conversion and conservation of energy are to be treated with special emphasis on the
ways of harnessing renewable energy resources.

SECTION THREE: THERMAL PHYSICS

In this section, heat and temperature are to be discussed. The study of temperature, its measurement and the effect of temperature changes are to be
discussed. The quantity of heat given out or absorbed and the physical changes due to heat transfer are also to be discussed. Natural modes of heat transfer,
are to be discussed with special emphasis on black body radiation.

SECTION FOUR: WAVES

The general characteristics of wave motion including that of light and sound waves are to be discussed in this section. The utilization of electromagnetic waves,
especially that of microwaves in communication and industry and application of sound waves are given special emphasis. Fiber optics and lasers which have
wide applications in industry and medicine are new topics introduced in the elective physics syllabus with special emphasis on how they can be utilized.

SECTION FIVE: ELECTRICITY AND MAGNETISM

Special emphasis is given to the study of magnets since magnets play a major role in instrumentation and machinery. The utilization of electromagnetic fields in
the generation and storage of electricity and in electromagnetic relay are given special emphasis in this syllabus. The phenomenon of thermoelectric
effect and its application is also to be treated in this section.

SECTION SIX: ATOMIC AND NUCLEAR PHYSICS

The characteristics of the atom and that of the nucleus are to be discussed in this section. The concept of photoelectric effect and its applications, the x-rays
and the peaceful uses of nuclear energy are to be discussed in this section.

SECTION SEVEN: ELECTRONICS

From primary one to Senior High School, electronics has been introduced into Natural Science and Integrated Science with hands on activities. In this section,
another dimension of electronics is to be treated to include the characteristics and applications of semi-conductor diode and transistors electronic switching
and integrated circuit (I.C)

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The structure of the syllabus is as follows:
STRUCTURE OF THE PHYSICS SYLLABUS

YEAR ONE YEAR TWO YEAR THREE

Section 1 : Introductory Physics and properties of Section 1: Introductory Physics and properties Section 1: Introductory Physics and
matter (Pg ) of matter (Pg) properties of matter (Pg)
Unit 1: Introduction to Physics and physical quantities Unit 1: Concept of matter Unit 1: Some properties of matter
Unit 2: Physical quantities
Section 2: Mechanics (Pg)
Section 2: Mechanics (pg)
Section 2 : Mechanics (Pg ) Unit 1: Energy
Unit 1 : Deformation of solids
Unit 1: Kinematics Unit 2: Circular motion and Gravitation
Unit 2: Dynamics Unit 3: Oscillatory motion
Section 3: Thermal Physics (pg)
Unit 3: Forces
Unit 1: Heat transfer
Unit 4: Pressure Section 3: Thermal Physics (pg)
Unit 1 : Thermal properties of matter and
Section 4: Waves(pg)
Section 3: Thermal Physics (Pg) Calorimetry
Unit 1: Introduction to Laser
Unit 1: Temperature and its measurement
Section 4: Waves(pg)
Section 5: Electricity and Magnetism(pg)
Section 4 : Waves (pg) Unit 1: Thin lenses and optical instruments
Unit 1: Electromagnetic Induction
Unit 1: Reflection of light from plane and curved mirrors Unit 2: Wave motion
Unit 2: Alternating Current (A.C.) theory
Unit 2: Refraction of light Unit 3: Sound
Unit 3: Basic Fiber optics
Section 6: Atomic and Nuclear Physics
Section 5: Electricity and Magnetism (pg)
(pg)
Section 5: Electricity and Magnetism (pg) Unit 1: Direct current circuit analysis
Unit 1: The nucleus and nuclear energy
Unit 1: Electrostatics Unit 2: Magnets
Unit 2: Capacitors Unit 3: Electromagnetism
Section 7: Electronics(pg)
Unit 1: Digital electronics and Integrated
Section 6: Atomic and Nuclear Physics(pg) Section 6 : Atomic and Nuclear Physics(pg)
Circuits(I.C)
Unit 1: Models of the atom and atomic structure Unit 1: Photoelectric effect and wave particle
duality
Unit 2: Thermionic emission, cathode rays and x-
rays
Section 7: Electronics(pg )
Unit 1: Semi conductor P-N Junction diode Section 7: Electronics(pg)
Unit 1: Bipolar Junction Transistor (BJT)

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PERIOD ALLOCATION PER WEEK

A total of six periods per week is allocated to the teaching of Physics in each year, with each period consisting of forty minutes. The teaching periods are
divided as follows:

YEAR PRACTICALS THEORY TOTAL

1 2 4 6

2 2 4 6

3 2 4 6

Note : (1). Teachers should ensure that students are adequately prepared in the theory before each practical class.
(2). Teachers should also ensure that practical classes are started in SHS1 alongside the theory classes.
(3). Three (3) periods can be allocated for practical classes and five (5) periods for theory classes if the timetable in the school allows for that form of
arrangement.

SUGGESTIONS FOR TEACHING THE SYLLABUS

The syllabus is presented in a teaching sequence. However, the teacher may change the teaching order in a particular year provided the linkage between the
sections and the respective units is maintained and the syllabus for the year completed by the end of each year. It is important that classroom teaching be
supplemented with field trips wherever appropriate.

Besides the above advice, the teacher‟s attention is drawn to some new concepts that have been introduced in this syllabus to help improve instructional
delivery and learning. Read this section very carefully and relate the information to your own teaching methods and skills.

General Objectives:

General Objectives have been listed at the beginning of each Section. The general objectives specify the skills and behaviours students should acquire by the
end instruction in the units of a section. Read the general objectives very carefully before you start teaching the section. After teaching all the units of the
section, go back and read the general objectives again to be sure you have covered the objectives adequately in the course of your teaching.

Sections and Units:

The syllabus has been planned on the basis of Sections and Units. Each year‟s work is divided into sections. A section consists of a fairly homogeneous body
of knowledge within the subject. Within each section are units. A unit consists of a more related and homogeneous body of knowledge and skills.

Columns
The syllabus is structured in five columns: Units, Specific Objectives, Content, Teaching and Learning Activities and Evaluation. A description of the contents
of each column is as follows:

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Column 1 - Units: The units in Column 1 are divisions of the major topics of the section. You are expected to follow the unit topics according to the linear order
in which they have been presented. However, if you find at some point that teaching and learning in your class will be more effective if you branched to another
unit before coming back to the unit in the sequence, you are encouraged to do so.
Column 2 - Specific Objectives: Column 2 shows the Specific Objectives for each unit. The specific objectives begin with numbers such as 1.3.5 or 2.1.1.
These numbers are referred to as “Syllabus Reference Numbers”. The first digit in the syllabus reference number refers to the section; the second digit refers to
the unit, while the third digit refers to the rank order of the specific objective. For instance, 1.3.5 means: Section 1, Unit 3 (of Section 1) and Specific Objective
5. In other words, 1.3.5 refers to Specific Objective 5 of Unit 3 of Section 1. Similarly, the syllabus reference number 2.1.1 simply means Specific Objective
number 1 of Unit 1 of Section 2. Using syllabus reference numbers provide an easy way for communication among teachers and other educators. It further
provides an easy way for selecting objectives for test construction. For instance, that Unit 2 of Section 2 has five specific objectives: 2.2.1 - 2.2.5. A teacher
may want to base his/her test items/questions on objectives 2.2.3 and 2.2.4 and not use the other three objectives. In this way, a teacher would sample the
objectives within units and within sections to be able to develop a test that accurately reflects the importance of the various skills taught in class.

You will note also that specific objectives have been stated in terms of the student i.e., what the student will be able to do after instruction and learning in the
unit. Each specific objective therefore starts with the following, “The student will be able to.” This in effect, means that you have to address the learning
problems of each individual student. It means individualizing your instruction as much as possible such that the majority of students will be able to master the
objectives of each unit of the syllabus.

Column 3 - Content: The “content” in the third column of the syllabus presents a selected body of information that you will need to use in teaching the
particular unit. In some cases, the content presented is quite exhaustive. In some other cases, you could add more information to the content presented. In a
few cases the content space has been left blank for you to develop.

Column 4 -Teaching and Learning Activities (T/L): T/LA activities that will ensure maximum student participation in the lessons are presented in column 4.
Avoid rote learning and drill-oriented methods and rather emphasize participatory teaching and learning, and also emphasize the cognitive, affective and
psychomotor domains of knowledge in your instructional system wherever appropriate. You are encouraged to re-order the suggested teaching and learning
activities and also add to them where necessary in order to achieve optimum student learning. As we have implied already, the major purpose of teaching and
learning is to make students able to apply their knowledge in dealing with issues both in and out of school. A suggestion that will help your students acquire the
habit of analytical thinking and the capacity for applying their knowledge to problems is to begin each lesson with a practical problem. Select a practical problem
for each lesson. The selection must be made such that students can use knowledge gained in the previous lesson and other types of information not specifically
taught in class. At the beginning of a lesson, state the problem, or write the problem on the board. Let students analyze the problem, suggest solutions etc.,
criticize solutions offered, justify solutions and evaluate the worth of possible solutions. There may be a number of units where you need to re-order specific
objectives to achieve such required effects. The emphasis is to assist your students to develop analytical thinking and practical problem solving techniques.
Column 5 - Evaluation: Suggestions and exercises for evaluating the lessons of each unit are indicated in Column 5. Evaluation exercises can be in the form
of oral questions, quizzes, class assignments, essays, structured questions, project work etc. Try to ask questions and set tasks and assignments that will
challenge your students to apply their knowledge to issues and problems as we have already said above, and that will engage them in developing solutions,
and positive scientific attitudes as a result of having undergone instruction in this subject. The suggested evaluation tasks are not exhaustive. You are
encouraged to develop other creative evaluation tasks to ensure that students have mastered the instruction and behaviours implied in the specific objectives of
each unit. For evaluation during class lessons, determine the mastery level you want students to achieve in their answers and responses. If for instance, you
take 80% as the mastery level, ensure that each student‟s answer to questions asked in class achieve this level of mastery.

PROFILE DIMENSIONS

A „dimension‟ is a psychological unit for describing a particular learning behaviour. More than one dimension constitutes a profile of dimensions. A specific
objective as follows: The student will be able to describe...etc. contains an action verb “describe” that indicates what the student will be able to do after teaching
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and learning have taken place. Being able to “describe” something after the instruction has been completed means that the student has acquired “knowledge”.
Being able to explain, summarize, give examples etc. means that the student has understood the lesson taught. Similarly, being able to develop, plan, construct
etc. means that the student can “apply” the knowledge acquired in some new context. You will note that each of the specific objectives in this syllabus contains
an “action verb” that describes the behaviour the student will be able to demonstrate after the instruction. “Knowledge”, “Application” etc. are dimensions that
should be the prime focus of teaching and learning in schools. Instruction in most cases has tended to stress knowledge acquisition to the detriment of other
higher level behaviours such as application, analysis etc. Each action verb indicates the underlying profile dimension of each particular specific objective. Read
each objective carefully to know the profile dimension toward which you have to teach.

Lastly, please bear in mind that the syllabus cannot be taken as a substitute for lesson plans. It is therefore, necessary that you develop a scheme of work and
lesson plans for teaching the units of this syllabus.

DEFINITION OF PROFILE DIMENSIONS

As already stated, profile dimensions describe the underlying behaviours for teaching, learning and assessment. In Physics, the three profile dimensions that
have been specified for teaching, learning and testing are:

Knowledge and Understanding 30%

Application of Knowledge 40%
Practical and Experimental Skills 30%

Each of the dimensions has been given a percentage weight that should be reflected in teaching, learning and testing. The weights, indicated on the right of the
dimensions, show the relative emphasis that the teacher should give in the teaching, learning and testing processes. The focus of this syllabus is to get
students not only to acquire knowledge but also be able to understand what they have learnt and apply them practically. Combining the three dimensions in
your teaching will ensure that Physics is taught not only at the factual knowledge level but that students will also acquire the ability to apply scientific knowledge
to issues and problems, and will also acquire the capacity for practical and experimental skills that are needed for scientific problem solving. The explanation of
the dimensions and the key action verbs associated with each profile dimension are as follows:

Knowledge and Understanding (KU)

Knowledge The ability to:

Remember, recognize, retrieve, locate, find, do bullet pointing, highlight, bookmark, network socially, bookmark socially, search,
google, favourite, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is simply the
ability to remember or recall material already learned and constitutes the lowest level of learning.

Understanding The ability to:

Interpret, explain, infer, compare, explain, exemplify, do advanced searches, categorize, comment, twitter, tag, annotate, subscribe,
summarize, translate, rewrite, paraphrase, give examples, generalize, estimate or predict consequences based upon a trend.
Understanding is generally the ability to grasp the meaning of some material that may be verbal, pictorial, or symbolic.

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Application of Knowledge (AK)

The ability to use knowledge or apply knowledge, as implied in this syllabus, has a number of learning/behaviour levels. These levels include application,
analysis, innovation or creativity, and evaluation. These may be considered and taught separately, paying attention to reflect each of them equally in your
teaching. The dimension “Applying Knowledge” is a summary dimension for all four learning levels. Details of each of the four sub levels are as follows:

Application The ability to:

Apply rules, methods, principles, theories, etc. to concrete situations that are new and unfamiliar. It also involves the ability to produce,
solve, operate, demonstrate, discover, implement, carry out, use, execute, run, load, play, hack, upload, share, edit etc.

Analysis The ability to:

Break down a piece of material into its component parts, to differentiate, compare, deconstruct, attribute, outline, find, structure,
integrate, mash, link, validate, crack, distinguish, separate, identify significant points etc., recognize unstated assumptions and logical
fallacies, recognize inferences from facts etc. Analytical ability underlies discriminate thinking.

Innovation/Creativity The ability to:

Put parts together to form a new whole, a novel, coherent whole or make an original product. It involves the ability to synthesize,
combine, compile, compose, devise, construct, plan, produce, invent, devise, make, program, film, animate, mix, re-mix, publish, video
cast, podcast, direct, broadcast, suggest an idea or possible ways, revise, design, organize, create, and generate new ideas and
solutions. The ability to create or innovate is the highest form of learning. The world becomes more comfortable because some people,
based on their learning, generate new ideas, design and create new things.

Evaluating The ability to:

Appraise, compare features of different things and make comments or judgement, contrast, critique, justify, hypothesize, experiment,
test, detect, monitor, review, post, moderate, collaborate, network, refractor, support, discuss, conclude, make recommendations etc.
Evaluation refers to the ability to judge the worth or value of some material based on some criteria and standards. We generally
compare, appraise and select throughout the day. Every decision we make involves evaluation. Evaluation is a high level ability just as
application, analysis and innovation or creativity since it goes beyond simple knowledge acquisition and understanding.

A number of examination questions at the secondary school level begin with the word “Discuss”. Discuss belongs to the evaluation thinking skill and implies the
ability to analyze, compare, contrast, make a judgement etc. The word “discuss” asks for a variety of thinking skills and is obviously a higher order thinking
behaviour. Students consequently do poorly on examination questions that start with “Discuss”. For this reason, and also for the reason that discussion of
issues, discussion of reports etc., are some of the major intellectual activities students will be engaged in, in work situations and at higher levels of learning after
they have left secondary school, it will be very helpful if you would emphasize discussion questions etc. both in class and in the tests you set.

PRACTICAL AND EXPERIMENTAL SKILLS (PES)

The Practical and Experimental Skills involve the demonstration of the inquiry processes in science and refer to skills in planning and designing of experiments,
observation, manipulation, classification, drawing, measurement, interpretation, recording, reporting, and conduct in the laboratory/field. Practical and
Experimental Skills refer to the psychomotor domain.

A summary of the Practical and Experimental Skills (PES) required for effective practical scientific work are the following:

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1. Make observation, raise questions and formulate hypothesis.
2. Design and conduct investigations.
3. Analyze and interpret results of scientific investigations
4. Communicate and apply the results of scientific investigation

Make observation, raise questions and formulate hypothesis: The students should be able to
Observe the world around them from a scientific perspective.
Pose questions and form hypothesis based on personal observation, scientific articles, experiments and knowledge.
Read, interpret and examine the credibility and validity of scientific claims in different sources of information such as scientific articles, advertisements or
media stories.

Design and conduct investigations: The students should be able to

Articulate and explain the major concepts being investigated and the purpose of an investigation.
Select required materials, equipment and conditions for conducting an experiment.
Identify independent and dependent variables.
Write procedures that are clear and replicable.
Employ appropriate methods for accurately and consistently
- making observations
- making and recording measurements at an appropriate level of position
- collecting data in an organized way.
Properly use instruments, equipment and materials (such as scales, metre rule, stop watches) including: set-up,
(if required) technique, maintenance and storage.
Follow safety guidelines

Analyze and interpret results of scientific investigations: The students should be able to:
Present relationships between variables in appropriate forms:
- represent data and relationships between variables in charts and graphs
- use appropriate technology and other tools
Use mathematical operations to analyze and interpret data results.
Identify reasons for inconsistent results, such as sources of error or uncontrolled conditions, and access the reliability of data.
Use results of an experiment to develop a conclusion to an investigation that addresses the initial questions and supports or refutes the stated
hypothesis.
State questions raised by an experiment that may require further investigation.

Communicate and apply the results of scientific investigation: The students should be able to
Develop descriptions and explanations of scientific concepts that an investigation focuses on.
Review information, explain statistical analysis and summarize data collected and analyzed from an investigation.
Explain diagrams and charts that represent relationships of variables.
Construct a reasoned argument and respond appropriately to critical comments and questions.
Use language and vocabulary appropriately: speak clearly and logically and use appropriate technology and other tools to present findings.
Use and refine scientific models that stimulate physical processes or phenomena.

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ATTITUDES: For success in any endeavour, the individual needs to cultivate attitudes relevant to that area of endeavour. The learning of Physics should aim
at acquisition of the following attitudes by students:

i. Curiosity: -the inclination or feeling toward seeking informing about how things work in a variety of fields
ii. Perseverance: -the ability to continuously pursue an investigation until results are achieved.
iii. Flexibility in ideas: -tolerance and willingness to change opinion in the face of more plausible evidence.
iv. Respect for evidence: -willingness to collect and use data in one's investigation and also have respect for data collected by others and respect for the
scientific conclusions others have arrived at.
v. Reflection: -the habit of critically reviewing ways in which an investigation has been carried out to detect possible faults and other ways in
which the investigation could be improved upon.

The action verbs and the definitions provided in the explanations of the three profile dimensions should help you to structure your teaching such as to achieve
the effects needed. Select from the action verbs provided for your teaching, in evaluating learning before, during and after the instruction. Use the action verbs
also in writing your test questions. This will ensure that you give your students the chance to develop good thinking skills, and the capacity for excellent
performance in Integrated Science and in examinations. Check the weights of the profile dimensions to ensure that you have given the required emphasis to
each of the dimensions in your teaching and assessment.

FORM OF ASSESSMENT

It must be emphasized again that it is important that both instruction and assessment be based on the profile dimensions of the subject. In developing
assessment procedures, select specific objectives in such a way that you will be able to assess a representative sample of the syllabus objectives. Each
specific objective in the syllabus is considered a criterion to be achieved by the student. When you develop a test that consists of items or questions that are
based on a representative sample of the specific objectives taught, the test is referred to as a “Criterion-Referenced Test”. In many cases, a teacher cannot test
all the objectives taught in a term, in a year etc. The assessment procedure you use i.e. class tests, home work, projects etc. must be developed in such a way
that it will consist of a sample of the important objectives taught over a period.

The example given on page 3 xi and xii shows an examination consisting of three papers, Paper 1, Paper 2, Paper 3 and School Based Assessment. Paper 1
will usually be an objective-type paper; Paper 2 will consist of structured questions or essay questions, essentially testing “Application of Knowledge”, but also
consisting of some questions on “Knowledge and Understanding”. Paper 3 will be the practical test paper, and School Based Assessment will be based on all
three dimensions as indicated. The distribution of marks for the objective test items, essay type questions and the practical questions in the three papers and in
the School Based Assessment should be in line with the weights of the profile dimensions already indicated and as shown in the last column of the table.

SCHEME OF WEST AFRICAN SCHOOL CERTIFICATE (WASSCE) EXAMINATION

There will be two papers both of which must be taken for a total mark of 160.
PAPER 1 (50 marks)
It will be a practical test lasting 2 ¾ hours comprising three questions out of which candidates will be expected to answer any two to secure the maximum mark
of 50. Each question of this paper will have two parts: A and B.

i. Part A will be an experiment for 21 marks. Candidates will be required to state the precautions taken in the experiment during the examination and the
reason for taking such precautions.
ii. Part B will consist of two structured questions that are related to the experiment for 4 marks.
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PAPER 2 : (110 marks)

It will consist of two sections A and B and will last for 2 ¾ hours.

Section A will comprise 50 multiple choice objective questions drawn from common areas (i.e. area common to all Member Countries) of the syllabus. It
will last for 1¼ hours for 50 marks.
Section B will last for 1½ hours and will comprise of two parts, I and II.
Part I. will consist of ten short structured questions drawn from the portions of the syllabus peculiar to Ghana. Candidates will be expected to answer
five questions for 15 marks.
Part II will comprise five essay type questions drawn from the common areas of the syllabus. Candidates will answer three questions for 45 marks.

PAPER 3 (50 marks)

It will be alternative to Paper 1 for private candidates. It will be a test of practical work lasting 2 ¾ hours for 50 marks.
Paper 1 will be the Practical Test Paper
Paper 2A will be an objective type paper

Paper 2B will consist of structured questions or essay questions, essentially testing Application of Knowledge but also consisting of some questions on
Knowledge and Understanding.

School Based Assessment will be based on all three dimensions as indicated. The distribution of marks for the objective test items, essay type questions and
practical question in the three papers and in the School Based Assessment should be in line with the weights of the profile dimensions indicated and as shown
in the last column of the table that follows:

PAPER 3 ALTERNATIVE TO PRACTICAL TEST will consist of 3 practical questions and students are required to answer any two questions. In the
examination structure which follows, Paper 1 is marked out of 50. Paper 2A is marked out of 50. Paper 2B is marked out of 60, Paper 3 is marked out of 50,
and School Based Assessment is allotted 68 marks, giving a total of 200 marks. The last row shows the weight of the marks allocated to each of the four test
components. The three papers are weighted differently. Paper 2 is a more intellectually demanding paper and is therefore weighted more than Papers 1 and 3.

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 DISTRIBUTION OF EXAMINATION PAPER WEIGHTS AND MARKS
PAPER 2 SCHOOL TOTAL % WEIGHT
DIMENSIONS PAPER 2B BASED MARKS OF
2A 2B ASSESSMENT DIMENSION

Knowledge and
Understanding - 40 20 30 90 40

Applying Knowledge
- 10 40 19 69 30

Practical and
50 - - 19 69 30
Experimental Skills

Total Marks
50 50 60 68 228 -

% Contribution of
22 22 26 30 - 100
Papers

You will note that Paper 1 has a contribution of 22% to the total marks; Paper 2 has a contribution of 48% to the total marks; and School Based Assessment
has a contribution of 30% the total marks. The numbers in the cells indicate the marks to be allocated to the items/questions that test each of the dimensions
within the respective test papers.

The last but one column shows the total marks allocated to each of the dimensions. Note that the numbers in this column are additions of the numbers in the
cells and they agree with the profile dimension weight indicated in the last column.

Of the total marks of 228, 90 marks (equivalent to 40% of the total marks), are allocated to Knowledge and Comprehension. 69 marks, equivalent to 30% of the
total marks are allocated to each of Application of Knowledge and Practical and Experimental Skills. The weights of each of the three dimensions are indicated
in the last column of the table. The ratio of theory to practical in physics is 70:30.

Item Bank: Obviously the structure of assessment recommended in this syllabus will need a lot of work on the part of the teacher. In preparation for setting
examination papers, try to develop an item bank. The term “item bank” is a general term for a pool of objective items, a pool of essay questions or a pool of
practical test questions. As you teach the subject, try to write objective test items, essay questions, structured essay questions and practical test questions to fit
selected specific objectives which you consider important to be tested. If you proceed diligently, you will realize you have written more than 100 objective test
items, and more than 30 essay questions in a space of one year. Randomly select from the item bank to compose the test papers. Select with replacement.

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This means, as items/questions are selected for testing, new ones have to be written to replace those items/questions already used in examinations. Items and
questions that have been used in examinations may also be modified and stored in the item bank. An important issue in the preparation for a major
examination such as the WASSCE, is the issue of “test wiseness”. To be “test wise” means that the student knows the mechanics for taking a test. These
mechanics include writing your index number and other particulars accurately and quickly on the answer paper; reading all questions before selecting the best
questions to answer; apportioning equal time to each question or spending more time on questions that carry more marks; making notes on each question
attempted before writing the answer; leaving extra time to read over one‟s work; finally checking to see that the personal particulars supplied on the answer
sheet are accurate. Some good students sometimes fail to do well in major examinations because of weakness in the mechanics of test taking; because they
are not test wise. Take your students through these necessary mechanics so that their performance in major examinations may not be flawed by the slightest
weakness in test taking.

GUIDELINES FOR SCHOOL BASED ASSESSMENT

A new School Based Assessment system (SBA) will be introduced into the school system in 2011. The new SBA system is designed to provide schools with an
internal assessment system that will help schools to achieve the following purposes:

o Standardize the practice of internal school-based assessment in all Senior High Schools in the country
o Provide reduced assessment tasks for subjects studied at SHS
o Provide teachers with guidelines for constructing assessment items/questions and other assessment tasks
o Introduce standards of achievement in each subject and in each SHS class
o Provide guidance in marking and grading of test items/questions and other assessment tasks
o Introduce a system of moderation that will ensure accuracy and reliability of teachers‟ marks
o Provide teachers with advice on how to conduct remedial instruction on difficult areas of the syllabus to improve class performance.

The arrangement for SBA may be grouped in categories as follows. Laboratory work, Projects, Group Work and End of Term Examinations

1. Laboratory Work:
Students will be required to keep laboratory notebook. It is of utmost importance that records be neatly and accurately kept by both student and
teacher.

2. Projects/Field Work: These are tasks assigned to students to be completed over an extended time.

These will involve the following:

i) Practical work
ii) Experiment
iii) Investigative study (including case study)

A report must be written for each project undertaken.

3. Mid-Term Test: The mid-term test following a prescribed format will form part of the SBA

4. Group Exercise: This will consist of written assignments or practical work on a topic(s) considered important or complicated in the term‟s syllabus

xiii
5. End-of-Tem Examination: The end-of-term test is a summative assessment system and should consist of the knowledge and skills students have
acquired in the term. The end-of-term test for Term 3 for example, should be composed of items/questions based on the specific objectives studied over
the three terms, using a different weighting system such as to reflect the importance of the work done in each term in appropriate proportions. For
example, a teacher may build an End-of-Term 3 test in such a way that it would consist of the 20% of the objectives studied in Term 1, 20% of
objectives studied in Term 2 and 60% of the objectives studied in Term 3. The end-of-term 3 test should therefore sample the knowledge and skills
acquired over the three school terms in appropriate proportions.

GRADING PROCEDURE

To improve assessment and grading and also introduce uniformity in schools, it is recommended that schools adopt the following WASSCE grade structure for
assigning grades on students‟ test results.

Grade A1: 80 - 100% - Excellent

Grade B2: 70 - 79% - Very Good
Grade B3: 60 - 69% - Good
Grade C4: 55 - 59% - Credit
Grade C5: 50 - 54% - Credit
Grade C6: 45 - 49% - Credit
Grade D7: 40 - 44% - Pass
Grade D8: 35 - 39% - Pass
Grade F9: 34% and below - Fail

In assigning grades to students‟ test results, you are encouraged to apply the above grade boundaries and the descriptors which indicate the meaning of each
grade. The grade boundaries i.e., 60-69%, 50-54% etc., are the grade cut-off scores. For instance, the grade cut-off score for B2 grade is 70-79% in the
example. When you adopt a fixed cut-off score grading system as in this example, you are using the criterion-referenced grading system. By this system a
student must make a specified score to be awarded the requisite grade. This system of grading challenges students to study harder to earn better grades. It is
hence a very useful system for grading achievement tests.

Always remember to develop and use a marking scheme for marking your class examination scripts. A marking scheme consists of the points for the best
answer you expect for each question, and the marks allocated for each point raised by the student as well as the total marks for the question. For instance, if a
question carries 20 marks and you expect 6 points in the best answer, you could allocate 3 marks or part of it (depending upon the quality of the points raised
by the student) to each point , hence totaling 18 marks, and then give the remaining 2 marks or part of it for organisation of answer. For objective test papers
you may develop an answer key to speed up the marking.

xiv
 SENIOR HIGH SCHOOL – YEAR 1
SECTION 1
INTRODUCTORY PHYSICS AND PROPERTIES OF MATTER
General Objectives: The student will
appreciate the importance of Physics in everyday life.
appreciate the importance of making accurate measurements of physical quantities and their applications in science and technology
appreciate some phenomena associated with properties of matter.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING EVALUATION

ACTIVITIES

UNIT 1 The students will be able to: Let students:

INTRODUCTION explain the importance of Importance of Physics. Discuss the importance of the study of Physics. Evaluate trig. Ratios
TO PHYSICS Physics Discuss the branches of Physics. such as SOH, CAH,
TOA, by relating it
outline some basic mathematical Basic mathematical concept Discuss some basic mathematical concepts,e.g the Pythagoras
concepts. Basic trigonometry, Pythagoras theorem, theorem.
indices ,conversion of units, significant figures,
scientific notation and coordinate geometry. Find angle of
UNIT 2 elevation and angle
PHYSICAL distinguish between basic Basic (Fundamental) Quantities. Discuss the basic (fundamental) and derived of inclination
QUANTITIES (fundamental) and derived quantities and their corresponding S. I. units.
physical quantities and their Derived Quantities. List five basic and
units. Use dimensions to verify the dimensional six derived
correctness of a given equation. quantities and their
explain uses of dimensional Use dimensional analysis to derive the corresponding S.I
analysis in terms of the Dimensional analysis and its uses in relationship between quantities. units.
relationship between basic and Physics.
derived quantities. Compare the
Discuss the use of the measuring instruments accuracy in
measure with various measuring listed in the content. measuring the
instruments Take accurate measurements of selected objects diameter of a wire
Measuring Instruments: using each of the instruments listed in the with micrometer
metre rule, vernier calliper, micrometer content. screw gauge and
screw gauge, beam balance, spring balance, vernier calipers.
stop watches/clocks (digital and analogue),
electronic balance,
thermometer

1
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES
EVALUATION

UNIT 2(CONT’D) The students will be able to:

PHYSICAL identify scalars and vectors Scalar and vector quantities Let students:
QUANTITIES from a list of physical
quantities Vector representation.
Addition and resolution of
vectors What are the
dimensions of the
Discuss scala r and vector quantities. following physical
distinguish between Density and Relative density
density and relative quantities: force,
density density, pressure,
Use force board to determine the resultant of two forces. work and power?

Determine the resultant of two vectors by graphical

method and by calculation.

Determine the density of solids (regular and irregular).

Determine the density and relative density of a liquid.

2
 SENIOR HIGH SCHOOL – YEAR 1
SECTION 2

MECHANICS
General Objectives: The student will
recognize the various types of motion, the laws which govern them and their applications.
recognize the various forms in which forces affect the state of a body and their applications.
appreciate the various forms of energy and energy resources and the ways to harness the renewable sources of energy.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The students will be able to: Let students:

UNIT 1
2.1.1 list and describe the Types of motion: rectilinear, Demonstrate the different types of motion such as the Use an inclined plane
KINEMATICS various types of circular, spin/ rotational, following; to find the
motion. oscillatory, random and acceleration of a body
i. tie a pendulum bob and whirl in a circle.
translational motions. down the plane.
ii. use pendulum to demonstrate oscillatory motion.
iii. chalk particles to demonstrate random motion.
A bus starts from rest
2.1.2 distinguish between Distance, displacement, and accelerates
Discuss using appropriate examples to distinguish -2
distance and speed, velocity, acceleration, uniformly at 2ms for
displacement, speed uniform velocity, instantaneous between: distance, displacement, speed, velocity, 10s. It maintains the
and velocity, velocity and average velocity. acceleration, uniform velocity, instantaneous velocity and maximum speed
average velocity and average velocity. attained for further
instantaneous Measure displacement, velocity, and acceleration of a 10s and decelerates
-2
velocity. moving object. at 1ms gradually to
rest.
2.1.3 derive the equations Equations of uniformly 1.draw the velocity-
of uniformly accelerated motion. Derive equations of uniformly accelerated motion. time graph
accelerated motion. 2.use velocity-time
Use equations to solve problems of uniformly accelerated
Motion of free fall due to graph to determine
gravity. motion. a. the maximum
Discuss motion of free fall due to gravity. velocity attained
2.1.4 interpret graphical Displacement-time graph, b. the time taken
representations of velocity-time graph c. the total distance
linear motion. Draw and interpret graphs to illustrate uniformly covered
accelerated motion. d. the average
Use displacement -time graphs to determine velocity. velocity.
use velocity-time graph to determine:
i. distance covered
ii. acceleration
iii.the instantaneous velocity at a given time.

3
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The students will be able to: Let students:

KINEMATICS 2.1.5 investigate the Plotting of a Observe the motion of a battery-powered toy car moving in a A car moves at 30ms
-1
(CONT’D) motion of a battery- displacement- time graph straight line. Make measurement of distances in some time whiles the velocity of a bus
powered toy car. intervals. Draw a displacement-time graph. Repeat for different -1
is 40ms . Find the velocity
surfaces. Analyze the motion and draw conclusions. Present a of the bus relative to the
group report. car when the two vehicles
are moving
NOTE: Observe students go through the skills of observing, i. in the same directions
measuring time and distance, collecting data, interpreting ii. in opposite directions
data, inferring, communicating and drawing conclusions. iii. in perpendicular
directions.
2.1.6 explain the concept Relative velocity. Discuss the concept of relative velocity.
of relative velocity. Use the concept of relative velocity to explain the motion
between two vehicles moving in: Explain why the police insist
the same direction that passengers should
opposite directions wear seat belts when cars
perpendicular directions. are in motion.
UNIT 2
DYNAMICS State Newton‟s laws of
motion and deduce the
2.2.1 state Newton‟s three Newton‟s Laws of expression F = ma
laws of motion and motion. Discuss the Newton’s laws of motion and relate them to
explain the concept practical examples such as the reaction of passengers when a
A car of mass 2000kg is
of inertia. Inertia. car suddenly stops or moves. -2
accelerating at 2ms .
Explain the concept of Inertia. What force is exerted by the
2.2.2 explain force and Force. engine?
relate force to Momentum. Brainstorm to bring out the meaning of force.
momentum and Impulse of a force. Use Newton’s laws of motion to derive an expression for force.
acceleration. Explain the term Impulse. Why should a gun recoil
when a bullet is fired from
2.2.3 explain the concept Conservation of linear it?
of conservation of momentum.
Discuss the law of conservation of linear momentum.
linear momentum. Discuss the recoil of a toy gun when fired. A bullet of mass 20g is
fired horizontally into a
Use a timing device and trolley to verify the law of
suspended wooden block
Elastic and inelastic conservation of momentum.. of mass 180g with a
2.2.4 differentiate collisions. -1
between elastic and velocity of 100ms .
Discuss elastic and inelastic collisions. The discussion should Calculate the common
inelastic collisions. include perfectly elastic and perfectly inelastic collisions, velocity with which the
Note: stress that for a perfectly elastic collision the relative embedded wooden block
speed of approaching objects is equal to the relative speed of moves.
their separation.

4
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 3 The students will be able to: Let students:

FORCES 2.3.1 distinguish between different Types of forces: Discuss contact forces and field forces. Differentiate between
types of forces. -contact forces contact forces and field
-field forces forces and give two
examples of each type.
2.3.2 define friction and explain the Friction Brainstorm to bring out the meaning of friction.
laws of friction. Laws of friction Discuss the laws of friction. (The discussion should include Describe the forces
Coefficient of static and the coefficient of static and dynamic friction). involved in the following
dynamic friction. i. grating cassava
Discuss the methods by which friction can be reduced.
ii. blending of
2.3.3 explain viscosity and describe Viscosity. vegetables
the forces acting on a body Brainstorm to bring out the meaning of viscosity.
iii. weaving a sisal rope
falling through a fluid Forces acting on a body Compare the viscosity of different types of liquids
falling through a fluid Discuss the term terminal velocity. Explain why submarine
Terminal velocity canfloat on the surface
Discuss the forces acting on an object at terminal velocity. of water and sink in
2.3.4 explain upthrust Upthrust , Archimedes water.
principle and Brainstorm to bring out the meaning of upthrust.
Law of floatation Perform an experiment to verify Archimedes Principle. Give four examples of
Determine the relative densities of solids and liquids using the turning effect of
Archimedes principle. forces in everyday life.
Discuss the operation of a hydrometer and a submarine.
describe the moment of a force in Turning effect of forces.
terms of its turning effects. Discuss the turning effect of forces. A uniform metre rule is
Demonstrate how to find the centre of gravity of a lamina. balanced by hanging a
Discuss the moments of a force about a point. 30g mass at 90cm
State the principle of moments of a Principle of moments. mark. If the pivot is at
body in equilibrium. the 30cm mark,
Discuss the principle of moments.
calculate the mass of
Verify the principle of moments using a lever (metre and
the metre rule.
knife edge) and standard masses.
Discuss the conditions necessary for a body to be in a. State the principle of
equilibrium. moments.
Determine the mass of metre rule using the principle of b. A load of 200g is
moments. placed at the 10cm
distinguish between couple and Couple and Torque Determine an unknown mass using the principle of Moments. mark of a uniform metre
torque rule and balances with
Discuss the difference between couple and torque. the pivot at the 35cm
determine the relative density of a Application of the principle mark. Calculate the
metal using the principle of of moments. mass of the rule.
moments
Design and carry out an experiment to determine the relative
density of a metal. Indicate the application of the principle of
moments. Present a report.

5
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 3 ( CONT’D) The students will be able to: Let students:

FORCES

NOTE: Assist students to demonstrate the following

inquiry skills: designing experiments, measuring,
observing, controlling variables, collecting data,
interpreting data, communicating and drawing
UNIT 4 conclusions.
PRESSURE define pressure. Pressure Define pressure.

explain how pressure changes Pressure in fluids. Brainstorm to bring out the meaning of pressure.
with depth in a fluid. P=hρg
Discuss how pressure changes with depth in a fluid. Calculate the pressure at a
Explain atmospheric pressure. point 50m below the surface of
-2
Atmospheric pressure water. [ g=10ms , density of
-3
water=1000kgm ]
Simple barometer Brainstorm to bring out the meaning of atmospheric
pressure.
Manometer Explain how the height of a liquid column may be used
describe the transmission of to measure the atmospheric pressure.
pressure in fluids Discuss the use of a manometer in the measurement of
Transmission of pressure in pressure difference.
fluids
Pascal‟s principle Discuss the transmission of pressure in fluids.
describe some applications of Hydraulic press Discuss the transmission of pressure in hydraulic
atmospheric Hydraulic brakes on vehicles systems with particular reference to hydraulic brakes on State Pascal‟s principle.
pressure. vehicles and hydraulic press. Explain the principle of
Applications of atmospheric operation of a hydraulic press.
pressure :
describe the effect of change - siphon Discuss the operations of instruments listed in the
in pressure on the - water pumps content based on the atmospheric pressure.
volume of a fixed - syringes
mass of gas at
constant temperature Effect of pressure on Discuss the effect of pressure on the volume of a fixed The pressure of a fixed mass
mass of gas at constant temperature. 3
volume of a gas. of gas of volume 60cm is
doubled at constant
Boyle‟s law Discuss Boyle‟s law. temperature. Calculate the
new volume.

6
 SENIOR HIGH SCHOOL- YEAR 1
SECTION 3

THERMAL PHYSICS

General Objectives: The student will

1. understand the concept of heat, its relationship with temperature and its effects on substances.
2. appreciate the principles involved in the measurement of temperature.
3. recognise heat as a form of energy and how it can be measured .
4. be aware of the various modes of heat transfer.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The students will be able to: Let students:

TEMPERATURE AND 3.1.1 explain temperature Temperature. Distinguish between heat and
ITS MEASUREMENT and heat. temperature.
Heat. Discuss to bring out the meaning of the concept of
temperature.

3.1.2 outline the steps and Thermometric property. Discuss to distinguish between heat and temperature.
principles involved in Upper and lower fixed The length of a liquid column
the measurement of points Discuss thermometric property and associated in a glass tube reads 2cm,
temperature. characteristics. 25cm and 15cm respectively if
the bulb is placed in ice, steam
Temperature scales: and hot liquid. Calculate the
(Celsius, Fahrenheit and temperature of the hot liquid.
Kelvin scales). Discuss the Celsius, Fahrenheit and Kelvin scales of
temperature and the relationship between them.

Discuss the determination of the lower and upper fixed

points in the measurement of temperature.

Discuss the processes involved in establishing the

3.1.3 describe the features Types of thermometers: Celsius scale and the Kelvin scale. Describe how you would
and uses of different determine the upper fixed point
types of Discuss the main features, uses and limitations of the of a liquid-in-glass
thermometers. listed thermometers. thermometer.
Liquid-in-glass thermometers, (Clinical, Laboratory and
Six- Max and Min thermometers), Resistance
thermometer, Thermocouple thermometer , Constant
volume gas thermometer and Pyrometer

7
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 (COND’T) The students will be able to: Let students:

TEMPERATURE AND
ITS MEASUREMENT 3.1.4 plot a cooling curve of Cooling curve State four advantages that
a liquid. mercury has over alcohol as a
Observe the temperature of a hot water as it cools at thermometric liquid.
minutes intervals for about 15minutes.Tabulate your
results and plot a graph of temperature against time. Explain why water is not
Draw a smooth curve through the points. Analyse suitable as a thermometric
the graph and present a report. liquid.

NOTE: Observe students go through the skills of

observing, measuring, controlling variables, collecting
data, interpreting data, communicating and drawing
conclusions.

8
 SENIOR HIGH SCHOOL- YEAR 1
SECTION 4

WAVES

General Objectives: The student will

1. understand that waves transmit energy as they travel through media or vacuum.
2. become aware of the properties and transmission of light in various media and their applications.
3. appreciate the principles underlying the production, transmission and applications of sound.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The students will be able to: Let students:

REFLECTION OF 4.1.1 describe reflection of light Reflection of light Use optical diagram to locate
LIGHT FROM from plane surfaces. from plane surfaces. the image of a point object in
PLANE AND Discuss reflection of light from plane surfaces. a plane mirror.
CURVED MIRRORS. Trace the path of a ray reflected from the surface of a plane
mirror using optical pins and measure angle of incidence (i)
4.1.2 state and verify the laws Laws of reflection. and angle of reflection (r).
of reflection.
Discuss regular and irregular reflection.
4.1.3 locate and describe the Image formed in a Discuss the laws of reflection. Find the number of images
image formed in a plane plane mirror. formed by an object placed
mirror and its Discuss the characteristics of image formed in the plane between two plane mirrors
mirror. 0
characteristics. inclined at 30 .
Construct a periscope and discuss its application.
360
Discuss the general formula. n How many images are
θ
formed in two parallel
Where n = total number of images seen in two mirrors
mirrors?
inclined at an angle θ.
4.1.4 distinguish between Converging mirrors
diverging and converging and diverging mirrors. Compare converging and
Observe and discuss diverging and converging mirrors as
mirrors. (Spherical mirrors). diverging mirrors in terms of :
segments of a hollow sphere.
i. Image formation
4.1.5 trace light rays to locate Formation of images ii. Magnification.
the positions of the images in spherical mirrors
Use ray box or optical pins to determine the position and
formed by spherical and their
characteristics of images formed in spherical mirrors.
mirrors and describe their characteristics.
Use mirror formula and magnification formula to solve
characteristics.
simple problems.

9
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 (CONT’D) The students will be able to:

An object is placed 20cm
REFLECTION OF 4.1.6 determine the focal Determination of the focal Let students: in front of a converging
LIGHT FROM length of a converging length of a converging mirror of focal length
PLANE AND mirror. mirror. 15cm.Determine the
CURVED position of the image.
MIRRORS. Perform an experiment to determine the focal length of
converging mirror using any appropriate method. Present a
report on your work.

4.1.7 explain the uses of Uses of spherical mirrors. NOTE: Observe students go through the skills of observing, Why is a diverging mirror
spherical mirrors. measuring, controlling variables, collecting data, interpreting used as a driving mirror?
data, communicating and drawing conclusions.

UNIT 2 Discuss the uses of spherical mirrors with examples.

REFRACTION OF 4.2.1 explain the term Refraction at plane In an experiment to
LIGHT refraction and state the surfaces. determine the refractive
laws of refraction. Laws of refraction. Discuss the concept of refraction and the terms used. index of a glass in the
Discuss the laws of refraction. form of a rectangular
4.2.2 explain refractive Refractive Index. prism, the angle of
index. incidence, and the angle
Discuss refractive index. 0
of refraction were 30 and
Trace rays through a rectangular prism. Measure and 0
19.5 respectively.
compare the angle of incidence and the angle of refraction. Determine the refractive
Relate lateral displacement to the angle of incidence and index of the material of the
angle of refraction. glass.
Discuss refractive index in terms of real and apparent depth.
Discuss refractive index in terms of the speed of light in
4.2.3 design and carry out Determination of the different media.
an experiment to refractive index of Describe an experiment
determine the rectangular glass block. Perform an experiment to determine the refractive index of to determine the refractive
refractive index of rectangular glass block using appropriate method. Present a index of a rectangular
rectangular glass report on your work. glass block.
block.
NOTE: observe students go through the following inquiry
skills: designing experiments, measuring, collecting data,
interpreting data, controlling variables, communicating and
4.2.4 trace rays of light Refraction through drawing conclusion.
through a triangular triangular prism.
prism to determine its - angle of the prism (A) Discuss the path of rays of light through a triangular prism.
refractive index. - angle of incidence (i) Use appropriate graph to show the relationship between the
- angle of refraction ( r) measured angles and deduce the minimum deviation.
- angle of emergence (e)
- angle of deviation (D) Perform an experiment to determine the refractive index of a
triangular prism using appropriate method. Present a report on
your work.

10
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 2 (CONT’D) The students will be able to: Let students:

A D min
REFRACTION OF Sin One method of determining
LIGHT 2 the refractive index of a
n NOTE: observe students go through the following inquiry
A transparent solid is to
Sin skills: measuring, collecting data, interpreting data, measure the critical angle
2 controlling variables, communicating and drawing when the solid is in air. If
conclusions. the critical angle is found to
Critical angle (C) and total 0
4.2.5 explain the concepts be 40.5 what is the
critical angle and total internal reflection. refractive index of the solid
internal reflection. 1 Discuss critical angle and total internal reflection.
n Explain the following terms:
Sin C
(i) critical angle
4.2.6 describe some Applications of total (ii) total internal reflection.
applications of total internal reflection:
internal reflection. refracting prism, Discuss some applications of total internal reflection.
binoculars, mirage.

UNIT 3
BASIC FIBER 4.3.1 explain the concept of Fiber optics. Explain what is meant by
OPTICS fiber optics. fiber optics and outline the
Discuss what is meant by fiber optics. principle involved in
4.3.2 describe an optical Optical fiber: transmission of light using
fiber and the principle Structure. optical fiber.
of its operation. Mode of operation. Discuss an optical fiber.
Draw the cross section of an optical fiber showing the core,
cladding layer, buffer layer and the jacket.

describe the applications of Applications of fiber optics Discuss the principle of operation of an optical fiber. Outline three applications of
fiber optics. fiber optics.
Discuss the applications of fiber optics in areas such as
communication, e.g. Local Area Networks (LANs), medicine,
sensing devices, carrying laser beams.

11
 SENIOR HIGH SCHOOL- YEAR 1
SECTION 5

ELECTRICITY AND MAGNETISM

General Objectives: The student will

1. be aware that electrical charges can be stored in electrostatic field.
2. understand the laws governing direct current circuits and their applications.
3. appreciate the nature and properties of magnets and their applications.
4. recognise the effects of electromagnetic fields on conductors and current-carrying conductors.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The students will be able to: Let students:

ELECTROSTATICS 5.1.1 classify materials as Conductors, insulators, and Give two examples each of:
conductors, insulators, semi-conductors. (i) conductors
and semi-conductors. Discuss the properties of conductors, insulators and (ii) semi-conductors
semi-conductors. (iii) insulators.
Classify given materials into conductors, insulators,
5.1.2 outline the methods of Methods of charging and semi-conductors.
charging materials. materials – friction, contact, Briefly describe how a
induction, and conduction. Demonstrate the various methods of charging conductor can be
materials. charged positively by
5.1.3 describe the distribution of Distribution of charges on induction.
charges on a pear-shaped surfaces of conductors.
and spherical conductors. Explain the charge distribution on pear shaped and
spherical conductors.
5.1.4 explain the action of Action of charges at sharp
charges at sharp points. points.
Discuss the action of charges at sharp points.
Discuss the structure and functioning of lightning
5.1.5 explain Coulomb‟s law for Coulomb‟s law conductors. Calculate the force
point charges between two charges
Discuss Coulomb‟s law. 50µc and 10µc when
5.1.6 explain the concepts of an Electric Field. Solve problems involving the use of Coulomb‟s law. they are placed 50cm apart
electric field and electric Electric field intensity in a vacuum.
Discuss electric field in terms of electric lines of force. -1 9 2 -2
field intensity E = F/Q (4π εo) = 9.0 x 10 Nm c
2 Discuss the electric field intensity as force per unit
E =Q/4π εor
charge.

12
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 (CONT’D) The students will be able to: Let students:

ELECTROSTATICS 5.1.7 explain electric potential Electric potential A charge particle carrying a
and potential difference. V=Q/4π εor charge of 2.5uC experiences
Discuss electric potential and use the expression to a force of 20N at a point in an
Potential difference. solve simple problem. electric field.Calculate the
field intensity at that point.
5.1.8 deduce the relationship Electric field intensity. Discuss potential difference.
between the potential Find the electric potential at a
gradient and the electric Potential gradient. Deduce the relationship between potential gradient point which is 120cm from a
field intensity. and electric field intensity. charge of +200µC.

UNIT 2 Two positive charges

CAPACITORS 5.2.1 describe the structure Capacitors: +10µC and + 20µC are
and operation of structure separated by a distance of
capacitors. operation Discuss the structure and operation of the parallel 3m in a vacuum. Find the
plate capacitor. (The discussion should include position where the electric
explain capacitance. Capacitance types of capacitors based on the dielectric material field intensity is zero
εA used).
(i) C Q , (ii) C
V The electric field intensity
d Discuss capacitance in terms of the charge and between two charged parallel
potential difference across it. 3
plates is 1.5x10 N/C. The
Discuss capacitance in terms of the area, plates are 0.08m apart.
displacement between plates, and permittivity of What is the potential
describe the charging and Charging and discharging of the dielectric. difference between the
discharging process of a a capacitor plates?
capacitor. Discuss the charging and discharging of a
capacitor. Calculate the capacitance of
Discuss wave forms of the charging and parallel plate capacitor; if the
derive the formulae for the Arrangement of capacitors in discharging of capacitor. . area of overlapping plate is
capacitance of the series series and parallel. 2
50cm , and the distance
and parallel arrangements Discuss the arrangement of capacitors in series, between the plates is 5mm,
of capacitors. and in parallel. dielectric constant is 6.7.
-12 2 2
(εo=8.85x10 C /Nm )
derive the expression for energy Energy stored in a charged
stored in a charged capacitor. Three capacitors of
capacitor. Discuss energy stored in a charged capacitor. capacitances 1µC, 2µC and
3µC, are connected in series
describe the behaviour of a Behaviour of capacitor in a and parallel. A 50V battery is
capacitor in d.c. and a.c. d.c. circuit. connected in turn across the
Behaviour of capacitor in an Discuss the behaviour of a capacitor in a d.c.
circuits. arrangement. Determine, for
a.c. circuit. circuit.
each arrangement,
Discuss the behaviour of a capacitor in an a.c.
(a) the effective capacitance
circuit.
(b) the charge on each
Discuss the uses of capacitors e.g. filtering, timing
capacitor.
devices, sequential and clock circuits, digital
measurement instrumentation.

13
 SENIOR HIGH SCHOOL- YEAR 1
SECTION 6

ATOMIC AND NUCLEAR PHYSICS

General Objectives: The student will:

1. develop an understanding of the structure of the atom.
2. appreciate the structure of the nucleus.
3. be aware of the peaceful application of nuclear energy.
4. be aware of the importance of photoelectric effect.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The students will be able to: Let students:

MODELS OF THE 6.1.1 describe the models Models of the atom: Describe Rutherford‟s alpha
ATOM AND ATOMIC of the atom. Thompson‟s model. scattering experiment and explain the
STRUCTURE Rutherford‟s model. Discuss the various models of the atom, high-lighting on observations, deductions and the
Bohr‟s model. the limitations of each model. (The discussion should conclusion.
include Rutherford‟s alpha scattering experiment).
6.1.2 explain the existence Energy quantization. Explain briefly what is
of quantized energy Energy level diagrams. meant by
levels in an atom. Line spectra. Discuss the existence of energy levels in an atom. (I) ground state
Ionization Potential and Discuss the transition of electrons between energy (ii) first excited state
ionization energy. levels. (iii) ionization energy.
Excited states and Draw energy level diagrams and use them to determine
excitation energy. energy changes between the levels.
Discuss ground state, excited state, excitation energy, What are the main characteristics of
6.1.3 describe the types of Types of atomic ionization potential and ionization energy. line spectrum?
spectra and their spectra(line, band,
uses. continuous) and their Discuss the various types of atomic spectra and their Explain briefly how line spectra are
uses. uses. used to identify elements.

14
 SENIOR HIGH SCHOOL- YEAR 1
SECTION 7

ELECTRONICS

General Objectives: The student will:

1. appreciate the characteristics of the P-N junction diode and their applications in electronics .
2. understand the characteristics of the bipolar transistors and their applications.
3. appreciate the use of digital electronics in electronic switching and integrated circuits.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The students will be able to: Let students:

ELECTRONIC 7.1.1 distinguish among Conductors, semi- a. What is a semi-
SEMI-CONDUCTOR conductors, semi- conductors and insulators. conductor?
P-N JUNCTION conductors and insulators. Energy bands. Discuss and distinguish conductors, semi-conductors b. Explain the mode of
DIODE and insulators. charge movement in a
Discuss the band theory explanation for electrical (i) a semi-conductor
conduction in conductors, semi-conductors and (ii) metallic conductor
7.1.2 distinguish between Intrinsic and extrinsic semi- insulators.
Intrinsic and extrinsic conductors: Why does the
semi-conductors and their Discuss the terms extrinsic and intrinsic semi- conductivity of an
productions. conductors. intrinsic semi-conductor
Discuss the production of P-type and N-type semi increase as
conductors. (The discussion should include doping, temperature increases?
acceptor and donor atoms, majority and minority
7.1.3 describe the formation and P-N junction formation. charge carriers). Explain the production of
action of P-N junction P-type and N-type semi-
diode. Forward and reverse bias of Discuss the formation of a P-N junction. conductors.
P-N junction diode.
Discuss the characteristics of P-N junction diodes. Explain the following
current - voltage (I-V) Discuss forward and reverse biasing of P-N junction terms as used in semi-
characteristics. diodes. conductors:
Discuss the current – voltage characteristics of P-N (i) donor
junction diode. (ii) acceptor
(iii) majority carriers
(iv) minority carriers.

15
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 (CONT’D) The students will be able to: Let students:

ELECTRONICS 7.1.4 describe the types of Types of P-N junction diodes: In a bridge rectifier
SEMI-CONDUCTOR P-N junction diodes - Rectifier diodes circuit containing 4
P-N JUNCTION and their uses. - Signal diodes Discuss the types of diodes as listed in the content. diodes, one of the
DIODE - Light emitting diodes Discuss the uses of the various types of P-N junction diodes breaks down so
(LED) diodes. that an open circuit
- Zener diodes occurs at that point.
- Photo diodes Describe and explain
the shape of the output
7.1.5 describe the half Rectification: half and full wave. wave form for a
wave and full wave sinusoidal a.c input.
rectification of Use of reservoir capacitor for Discuss the half wave and full wave rectification of a.c.
alternating peak d.c. voltage storage. Discuss the reservoir capacitor in peak voltage
current(a.c) and development and storage.
explain the smoothing
or filter capacitor PROJECT
action. Using some electronic devices, student should design and
construct a half-wave rectification circuit. Group report
should be presented.

16
 SENIOR HIGH SCHOOL – YEAR 2
SECTION 1

INTRODUCTORY PHYSICS AND PROPERTIES OF MATTER

General Objective: The student will
appreciate the importance of physics in everyday life.
appreciate the importance of making accurate measurements of physical quantities and their applications in science and technology.
appreciate some phenomena associated with properties of matter.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES

EVALUATION

UNIT 1 The students will be able to: Let students:

Explain why solids
CONCEPT OF MATTER define matter . Matter. Explain the concept of matter. are rigid.
explain the particulate nature Kinetic theory of matter
of matter. Discuss the kinetic theory of matter. Explain the
Brownian motion Discuss Brownian motion. Brownian motion.

explain the phases of matter Phases of matter : solids,

liquids and gases Discuss the three phases of matter as outlined in the
content.
Explain plasma.

17
 SENIOR HIGH SCHOOL- YEAR 2
SECTION 2

MECHANICS
General Objectives: The student will:

1. recognize the various types of motion and the laws which govern them and their applications.
2. recognize the various forms in which forces affect the state of a body and their applications.
3. appreciate the various forms of energy ,energy resources and the ways to harness the renewable sources of energy.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The students will be able to: Let students:

ENERGY 2.1.1 list and describe the Forms of energy:
various forms of Potential Energy A ball of mass 4kg is
energy. Kinetic Energy List and discuss different forms of energy. pushed off the edge of a
Heat Energy table that is 2.0m above
Light Energy Demonstrate that an object may have energy due to its position or the floor. Find the speed
Electrical Energy motion. of the ball as it strikes the
Nuclear Energy floor.
Solve simple problems using expressions for potential energy and -2
Solar Energy [take g=10ms ]
kinetic energy.
2.1.2 describe energy Conversion and conservation State the law of
conversion and of energy. conservation of energy.
transformation. Give examples of conversion of energy from one form to another. Give two examples to
Law of conservation of Energy. illustrate your answer.
Discuss the conservation of mechanical energy.

Apply the principle of energy conservation to solve simple problems.

2.1.3 describe the energy Renewable and Non- Discuss the law of conservation of energy.
sources in the Earth‟s Renewable energy sources What is meant by the
system. Discuss the energy sources in the Earth‟s system. following terms?
Discuss how electricity or other forms of energy may be obtained (a). renewable energy
2.1.4 carry out simple Harnessing energy from from renewable sources. (b). biomass
projects to harness renewable energy sources (c). solar energy
energy from the Sun PROJECTS:
and Biomass 1. Design and construct a means to collect and store solar energy.
Take appropriate measurements.(visit any resource centre for the
materials)
2. Build a digester. Use waste agricultural products to produce
methane gas for use in cooking. Describe how electricity can be
generated from the gas produced. Write a report.

18
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 2 The students will be able to: Let students:

(CONT’D)
2.1.5 describe the effect of Global warming: What is meant by the following terms?
ENERGY the use of both Greenhouse effect. (a). renewable energy
renewable and non- Discuss the effect of the use of both (b). biomass
renewable sources of renewable and non-renewable sources of (c). solar energy
energy on the energy on the environment and carbon cycle.
environment and List the advantages and disadvantages of two
carbon cycle. Discuss Greenhouse effect and the role it primary energy sources which are
plays in determining the earth‟s temperature. non renewable
2.1.6 explain the concept of Work renewable
work and power.
Discuss the concept of work in terms of the What are the main environmental implications of
product of force and distance moved in the using the following energy sources:
direction of the force Fossil fuel, Nuclear fuel, Solar devices, Wind
Discuss how work done can be expressed as energy, Hydroelectric power, Biomass?
Power change in mechanical energy.
What must the power output be of an elevator
Discuss the concept of power as work done motor that can lift a mass of 10000kg and give
per unit time. 1
the elevator a constant speed of 5ms ?
-2
UNIT 2 [ g=9.81ms ]

CIRCULAR 2.2.1 explain angular Angular displacement, Define the following terms:
MOTION AND displacement, angular angular velocity and angular displacement
GRAVITATION velocity and angular angular acceleration. Discuss to bring out the definition of angular angular velocity
acceleration. displacement, angular velocity and angular angular acceleration.
acceleration.
Derive an expression for the angular velocity of a
Discuss the relationship between speed and body moving at a constant speed V in the circle
2.2.2 explain centripetal Centripetal force. angular velocity. of radius r.
force. Centripetal acceleration.
State the expression for centripetal An object of mass 2.0kg tied to a string is whirled
acceleration and relate it to centripetal force. round in a horizontal circle of radius 0.5m with a
-1
constant speed of 6.0ms Calculate
i. the angular velocity
ii. tension in the string.

19
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The students will be able to: Let students:

UNIT 1 (CONT’D)
2.2.3 explain the Applications of circular motion Discuss circular motion and explain the listed Explain the uses of the
CIRCULAR MOTION applications of circular i. banking of roads applications. (See list in Content) following.
AND GRAVITATION motion. ii. centrifuge banking of roads
iii. conical pendulum centrifuge.
iv. negotiating a bend

2.2.4 explain gravitational Gravitational field. Discuss the gravitational field.

field and state
Distinguish between
Newton‟s universal Gravitational field strength Discuss Newton‟s universal law of gravitation. universal gravitational
law of gravitation. F constant and acceleration
g
M Discuss the relationship between acceleration due to due to gravity.
gravity(g) and universal gravitational constant (G),
Newton‟s Universal law of and deduce the mass of the earth, Me Determine the
gravitation. acceleration due to gravity
(Μ1Μ2) Solve simple problems involving the gravitational law. at a height of
F G 2
r 1,200km.(Radius of the
6
Earth = 6.4 x10 m,
g(re ) 2 GM e Acceleration due to gravity
on the earth‟s surface;g=
2.2.5 explain the term Natural and artificial Satellites. Discuss to bring out the meaning of satellites. 9.81msˉ²)
satellites and Compare artificial and natural satellites.
distinguish between Parking orbit, geostationary Discuss the period of revolution and the speed of a
Outline some uses of
artificial and natural satellites and period of revolution satellite.
artificial satellites.
satellites. of a satellite. Outline the uses of artificial satellites.
Define the following terms
2.2.6 explain gravitational Gravitational potential. Derive and discuss the gravitational potential.
i. artificial satellites
potential and escape GΜ Discuss escape velocity.
V Calculate the escape velocity of a rocket from the
ii. parking orbit
velocity. r iii. period of a satellite.
Escape Velocity. earth‟s gravitational field.
A body on the Earth
v 2gre surface is 500kg and is
given a velocity such that
it just leaves the Earth
gravitational field. Find its
velocity.
[g=9.81msˉ²,re=6.4 x
6
10 m].

20
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 3 The students will be able to: Let students:

OSCILLATORY 2.3.1 describe oscillatory Oscillatory motion.
MOTION motion.
Discuss oscillatory motion.
2.3.2 describe and illustrate Simple Harmonic Motion a. Define simple harmonic motion,
simple harmonic motion (SHM) amplitude and frequency.
(SHM). - simple pendulum Define and describe simple harmonic motion and b. An object moving in simple
- loaded spiral spring give examples as listed in content. harmonic motion has amplitude
- loaded test tube in a of 0.02m and frequency 40Hz.
water Calculate
- bifilar suspension i) The period of oscillation.
- cantilever ii) The acceleration at the middle
and the end of an oscillation.
2.3.3 investigate the Experiments on simple iii) The velocities at the
relationship between harmonic motion. corresponding positions.
the period of oscillation Perform experiments to determine the relationships
and; between the period of oscillation and : Describe an experiment to
i. Length of a simple i. Length of a simple pendulum determine acceleration due to
pendulum ii. Mass of a loaded spring gravity using simple pendulum
ii. Mass of a loaded iii. Mass of a loaded cantilever
spring iv. Length of a bifilar suspension.
Mass of a loaded Deduce the acceleration due to gravity from the
cantilever relationship between period and length of a simple
iv. Length of a bifilar pendulum.
suspension.
NOTE: observe students go through the skills of
measuring, controlling variable, collecting,
interpreting data, analyzing, communication, and
2.3.5 describe the velocity, Velocity, acceleration and drawing conclusions.
acceleration and energy of a body exhibiting
energy of a body simple harmonic motion Discuss the velocity, acceleration and energy of a
exhibiting simple body exhibiting simple harmonic motion.
harmonic motion.

2.3.6 interpret graphical Graphical representation of

representation of simple harmonic motion.
simple harmonic y= asinωt. Sketch graphs to illustrate simple harmonic motion
motion. and establish the link between simple harmonic
motion and uniform circular motion.

21
 SENIOR HIGH SCHOOL- YEAR 2
SECTION 3

THERMAL PHYSICS

General Objectives: The student will:

1. understand the concept of heat, its relationship with temperature and its effects on substances.
2. appreciate the principles involved in the measurement of temperature.
3. recognise heat as a form of energy and how it can be measured.
4. become aware of the various modes of heat transfer.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The students will be able to: Let students:

THERMAL 3.1.1 explain the concept of Heat.
PROPERTIES OF heat.
MATTER AND Discuss heat as a form of energy.
CALORIMETRY 3.1.4 explain thermal Thermal expansion. Explain the anomalous
expansion of solids, expansion of water.
liquids and gases Types of expansivity: linear, Discuss thermal expansion of solids, liquids and
area and volumetric gases. Define linear expansivity.
Determine linear, area and volumetric expansivity.
3.1.2 explain heat capacity Heat capacity. Distinguish between heat
and specific heat capacity and specific heat
capacity and describe Specific heat capacity Define and discuss heat capacity and specific heat capacity.
the methods for method of mixtures capacity.
measuring them. Newton‟s law of cooling Discuss Newton‟s law of cooling. A body of mass 2kg is heated
Use method of mixtures, cooling curve method and o o
cooling curve method from 20 C to 30 C in 40s. Find
electrical method. electrical method to determine the specific heat the average power supplied.
capacities of solids and liquids. (Specific heat capacity of water
-1 -1
is 4200J Kg K ).
Perform experiments to determine the specific heat
capacities of liquids and solids using the methods
3.1.3 explain the concept of Melting, boiling, evaporation outlined above. List the similarities and
melting, boiling, and latent heat differences between boiling and
evaporation and latent Distinguish between boiling and evaporation evaporation.
heat Discuss melting and latent heat

22
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1(CONT’D) The students will be able to: Let students:

THERMAL 3.1.4 explain the concept of Specific latent heat (of Describe an experiment to
PROPERTIES OF specific latent heat. fusion and determine the specific latent of
MATTER AND vaporization). Determine the specific latent heat of fusion and fusion of ice.
CALORIMETRY vaporization using,
i. method of mixtures
ii. electrical method. Calculate heat energy required to
change 2kg of ice from solid to
Perform an experiment to determine the latent heat of o
liquid at 0 C. (specific latent heat
fusion of ice by the method of mixtures. Present a report. 5 -1
of fusion of ice is 3.4x10 J Kg )
NOTE: assist students go through the skills of observing,
measuring, problem solving, interpreting data and drawing
3.1.5 explain the effect of Effect of temperature on conclusions.
change in the volume of a gas
temperature on the Discuss the effect of temperature on the volume of fixed
volume of a fixed mass Charles‟ law mass of gas at constant pressure.
of gas at constant
pressure. Discuss Charles‟ law.

23
 SENIOR HIGH SCHOOL- YEAR 2
SECTION 4

WAVES

General Objectives: The student will:

develop an understanding that waves transmit energy as they travel through media or vacuum.
be aware of the properties and transmission of light in various media and their applications.
appreciate the principles underlying the production, transmission and applications of sound.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1
THIN LENSES AND Students will be able to:

OPTICAL INSTRUMENTS 4.1.1 describe types of Types of lenses Let students:

lenses

4.1.2 explain focal length Focal length and power of a Calculate the power of a
and the power of lens diverging lens of focal length
lenses and discuss Discuss the types of lenses. 25cm.
the images formed Formation of images using
by lenses. converging and diverging
lenses. Discuss focal length and the power of a lens.
Discuss images formed by lenses.
4.1.3 determine the focal Determination of the focal Use ray diagrams to locate positions of images
length of a length of a converging lens. formed by converging and diverging lenses.
converging lens Use the lens and linear magnification formulae to
solve simple problems.

Perform experiments to determine the focal length of

a converging lens using:
i. Newton's formula method
ii. Lens formula method
iii. Displacement method
iv. Magnification method
Write a report on each experiment.

NOTE: Assist students go through the skills of

observing, measuring, controlling variables, collecting
data, interpreting data, communicating and drawing
conclusions.

24
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 (CONT’D) The students will be able to: Let students:

THIN LENSES AND
OPTICAL 4.1.4 explain visual angle and Visual angle and angular With sketches, discuss visual angle and angular
INSTRUMENTS angular magnification. magnification. magnification.

4.1.5 explain the structure Optical Instruments:

Discuss the use of optical instruments listed in the
and operation of some Simple camera, the human Compare the formation of
content.
optical instruments. eye, microscopes and image in the human eye and a
Compare the structure and function of the human eye
telescopes. camera.
and the camera.
Draw a ray diagram to show how a single lens forms an
image in the magnifying glass(simple microscope).
4.1.6 explain defects of Defects of vision and their Discuss the defects of vision and their corrections.
vision. corrections.

Near point and Far point What are the defects of vision?
Discuss the terms Near point and Far point.
With ray diagrams, show how
4.1.7 describe the defects of Defect of lenses: Chromatic two of the defects can be
Discuss the defects of lenses and their corrections.
lenses and their aberration and Spherical corrected.
corrections. aberration.

UNIT 2
WAVE MOTION 4.2.1 describe a wave motion Production of waves. Discuss the concept of wave motion.
and explain its
Demonstrate wave motion by means of slinky spring
measurable properties. Measurable properties:- Define the following terms:
ropes and ripple tanks.
displacement ,amplitude , amplitude, phase, period and
Discuss the relationship between the measurable
frequency ,phase crest
properties (as listed in content).
wavelength ,velocity, Illustrate crest and trough of a wave profile.
phase difference, period The velocity of sound in air is
-1
340ms .Calculate
(i) the wavelength when the
frequency is 256Hz
(ii) the frequency when the
wavelength is 0.85m.

25
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The students will be able to: Let students:

UNIT 2 (CONT’D)
4.2.2 classify waves. Classification of waves: Distinguish between
transverse progressive and
WAVE MOTION longitudinal Distinguish between transverse and longitudinal waves. stationary waves,and
stationary Distinguish between stationary and progressive waves. give one example of
progressive Distinguish between electromagnetic and mechanical waves. each.
electromagnetic
mechanical

Progressive wave equation:

The displacement y of a
Discuss the use of the progressive wave equation. progressive wave is
4.2.3 use the progressive 2 x given by
wave equation to y Asin( t ) y=4sin(100πt-20x),y in
solve simple mm,x in metres.Find the
problems. (i) amplitude
Properties of waves: (ii) frequency
Use the ripple tank to demonstrate the properties of waves. (iii) wavelength
Reflection, refraction,
4.2.4 explain the discuss the following: (iv) speed of the
diffraction, interference ,
properties of waves i. reflection and refraction of waves. wave.
Superposition of waves,
ii. diffraction of waves.
Coherence and Polarization
iii. principle of superposition of wave.
iv. interference of waves.
v. polarization of waves and its application in polaroids.
vi. discuss the term coherence.

26
 TEACHING AND LEARNING ACTIVITIES
UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
UNIT 2 (CONT’D)
The students will be able to: Let students:
WAVE MOTION

4.2.5 describe the main Electromagnetic waves: List in order of increasing

Gamma rays frequency the kinds of
features and uses of X-ray waves that make up the
Ultra violet electromagnetic spectrum.
Visible Discuss electromagnetic waves. Name one use for each.
electromagnetic Use a chart to show the orders of the magnitude of wavelengths
Infrared
Microwaves of the principal radiations from radio waves to gamma rays.
waves. Radio waves Describe the various uses of electromagnetic waves.
UNIT 3

SOUND
Production, nature and Describe an experiment to
transmission of sound. show that sound needs a
material medium for its
transmission.
Demonstrate the production of sound by different vibrating
sources.
Discuss the longitudinal nature of sound.
Experiment to establish that sound travels through material
medium.
Discuss the reflection and the refraction of sound.
-infra sonic, audio sonic (The discussion should include the formation and uses of echo).
(audible) and ultrasonic. Discuss the order of magnitude of the speed of sound in different
media(solid, liquids and gases).

Vibration in strings : Discuss the frequency ranges of infrasonic, audible and A wire whose mass per unit
4.3.1 describe the ultrasonic sound waves and their uses. -3 -1
length is 10 kg m is
production and
Laws of vibration in a stretched by a load of 4kg
nature of sound by
stretched string over the two bridges of a
vibrating sources. Discuss .forced vibration, harmonics and overtones. Discuss to sonometer 1m apart. If it is
bring out the vibration of strings in violin, guitar, piano, and harp. plucked at the midpoint
Use the sonometer box to demonstrate the dependence of determine the wave- length
frequency on length, tension and linear density. of its fundamental
vibration.[ g=10msˉ²]
Perform an experiment to show the dependence of frequency on
the length of the vibrating string on a sonometer box. Present a
4.3.2 describe the report on your work.
frequency ranges of
sound. NOTE: observe students go through the following scientific
inquiry skills: observing, measuring controlling variables,
4.3.3 demonstrate the collecting data interpreting data, communicating and drawing
modes of vibrations conclusions.
in a stretched string.

27
 TEACHING AND LEARNING ACTIVITIES
UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION

UNIT 3 (CONT’D) The students will be able to: Let students:

SOUND 4.3.4 demonstrate the Vibration of air in open and Describe an experiment to
modes of vibration in closed pipes. determine the speed of sound
pipes and explain end Demonstrate types of sound given by open and closed in air using a resonance tube.
correction and Resonance. pipes.
resonance. Discuss end correction.
End correction. Discuss resonance.

Perform an experiment using a resonance tube to

measure the speed of sound in air. Present a report on
your work.
NOTE: observe students go through the skills of
observing, measuring, controlling variables, collecting
data, interpreting data, communicating and drawing
conclusions.
4.3.5 outline the Music and noise. Explain what is meant by
characteristics of Doppler effect.
musical notes. Pitch, loudness and quality Discuss the differences between music and noise.
(Timbre). Discuss the characteristics of a musical note.

4.3.6 explain the concept of Doppler effect. Two tuning forks A and B are
Doppler effect of sounded together producing
sound. Discuss Doppler effect. beats with a frequency of
Use whistle, moving car or siren to demonstrate 10Hz. If a small piece of
Doppler effect. plasticine is fixed to fork B, the
4.3.7 describe beats and Beats. NOTE: Only qualitative treatment is required. beat frequency decreases. If
explain its production fork A has a frequency of
and applications. Discuss beats. 300Hz, what is the original
Use two tuning forks of nearly equal frequency to frequency of B?
demonstrate beats.
Use beats to tune musical Instruments.

28
 SENIOR HIGH SCHOOL- YEAR 2

SECTION 5

ELECTRICITY AND MAGNETISM

General Objectives: The student will:

be aware that electrical charges can be stored in electrostatic field.

understand the laws governing direct current circuits and their applications.
appreciate the nature and properties of magnets and their applications.
appreciate the effects of electromagnetic fields on conductors and current-carrying conductors.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The students will be able to: Let students:

DIRECT CURRENT 5.1.1 list sources of Sources of electricity: (a) What is

CIRCUIT ANALYSIS electricity. Primary and Secondary i Polarization,
cells, Generators, solar ii Local action, as applied
cells, fuel cells. to primary cells?
Thermocouple. Discuss different sources of electricity. iii. Explain how
Discuss the defects of simple cells. polarization and local
5.1.2 demonstrate Demonstration of Discuss the limitations in the applications of each source. action can be minimized.
thermoelectric effect thermoelectric effect. Discuss the concept of internal resistance of accumulators.
Describe how an
5.1.3 explain current, Current PROJECT: accumulator is charged.
potential difference Potential difference(p.d) Design a thermocouple and demonstrate how it can be used
and electromotive Electromotive force(emf) to generate electricity.
force(emf).
Brainstorm to bring out the meaning of current.
5.1.4 state Ohm‟s law and Ohm‟s law Differenciate between emf and p.d.
explain the factors Resistance. (a) Define resistivity.
that affect the (b) Calculate the
resistance of a resistance of a 2m wire
conductor. Discuss Ohm‟s law. with diameter 0.5mm and
Perform an experiment to verify Ohm‟s law. Present a report -7
resistivity1.5x10 Ωm.
on your work.

NOTE: Assist students to acquire the skills of measuring,

collecting data, controlling variables, interpreting data,
communicating and drawing conclusions.

29
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT1 (CONT’D) The students will be able to: Let students:

DIRECT CURRENT Factors that affect resistance of

CIRCUIT ANALYSIS conductor.

Resistivity. Discuss the factors that affect the resistance of a

conductor.
5.1.4 determine the effective Resistors in series and parallel. Discuss thermistors as temperature dependent resistors.
resistance of resistors
in a circuit. Discuss resistivity.

Potential divider. Derive expressions for resistances in series and parallel.

Arrange resistors in series and parallel and measure the
5.1.5 state Kirchhoff‟s laws Kirchhoff‟s laws of electrical effective resistance. Compare with calculated values. State Kirchhoff‟s laws.
of electrical network network. Draw diagrams to
and explain them. Discuss the use of potential divider. illustrate them.

5.1.6 describe and explain Metre bridge and its uses Discuss Kirchhoff‟s laws and illustrate the laws with
the uses of a metre appropriate diagrams.
bridge.
Describe the metre bridge as a practical form of the Describe an
Wheatstone bridge and derive the balanced bridge experiment to
equation. determine the
resistivity of a wire
Perform experiments using metre bridge to determine using the metre bridge.
resistance
resistivity of a wire.

5.1.7 describe the Potentiometer and its uses NOTE: observe students go through the skills of
potentiometer and observing, measuring, controlling variables, collecting data,
explain its uses. interpreting data, communicating and drawing conclusions.

Discuss the principle of a potentiometer.

Discuss the applications of a potentiometer as a variable
potential divider.

Perform an experiment to determine the internal resistance

of a cell using the potentiometer. Present a report on your
work.
NOTE: Assist students to acquire the following scientific
inquiry skills: observing, measuring, controlling variables,
collecting data, interpreting data, drawing conclusions and
communicating result.
30
 TEACHING AND LEARNING ACTIVITIES
UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION

UNIT 2 The students will be able to: Let students:

MAGNETS 5.2.1 distinguish among a Magnet, magnetic and Outline the differences
magnet, magnetic and non magnetic materials. between magnetic and
non-magnetic materials. Discuss magnets, magnetic and non-magnetic materials. non-magnetic materials.

5.2.2 describe magnetic field. Magnetic field. Discuss the properties of magnets.

Discuss to bring out the meaning of magnetic field (The

discussion should include magnetic flux and magnetic flux
density).
Plot a magnetic field using a permanent magnet and a
5.2.3 describe the processes Magnetization. compass or iron filings. Describe how you would
involved in magnetize a steel bar by
magnetization and Demagnetization. Perform experiments to make magnets by the following electrical method.
demagnetization. methods.
i. single touch
ii. double touch
iii electrical.
Discuss demagnetization methods.
5.2.4 investigate the factors Strength of magnets. Temperature on
that affect the strength PROJECT ferromagnetic,
of a magnet produced Perform activities to investigate the effects of current, number paramagnetic and
by electrical method. of turns of coil and the dimensions of a steel bar on the diamagnetic materials.
strength of magnets produced by electrical method. Indicate
the application(s) of the findings. Write a report.

NOTE: Assist students go through the skills of observing,

controlling variables, interpreting data, inferring, drawing
5.2.5 explain the concept of Magnetic domains. conclusions and communicating results.
magnetic domains. Permeability.
Discuss magnetic domains.
5.2.6 describe the uses of Paramagnetic, Discuss relative permeability.
magnets and ferromagnetic and
ferromagnetic diamagnetic materials. Discuss ferromagnetic, paramagnetic and diamagnetic
materials. materials and the effect of temperature on such materials.
Uses of magnets and
ferromagnetic materials
Discuss the use of magnets and ferromagnetic materials.

31
 TEACHING AND LEARNING ACTIVITIES
UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION

UNIT 3 The students will be able to: Let students:

ELECTRO- 5.3.1 explain the concept of Magnetic field created by With a well labeled
MAGNETISM electromagnetic field. electric current. diagram describe a
Discuss the concept of electromagnetic field. magnetic field pattern
created by a current
Use compass or iron filings to demonstrate magnetic field through:
lines of force around: i) a straight conductor
i. a straight wire carrying a current. ii) narrow circular coil.
ii. a narrow circular coil carrying a current.
5.3.2 list and explain the Force on a current-carrying iii. a solenoid carrying a current.
factors that affect the conductor in a magnetic A straight conductor of
magnetic force on field. Demonstrate the force exerted on a current-carrying length 0.5m is placed in a
current-carrying conductor in a magnetic field. magnetic field of flux
conductor in a uniform F BIL Sin θ Discuss Fleming‟s left hand rule. density 4 tesla and
magnetic field. Discuss the factors that affect the magnitude of the carrying a current of 2A.
Fleming‟s Left Hand Rule. magnetic force on a current-carrying conductor in a Determine the force
magnetic field. exerted if the wire is
Forces set up between o
5.3.3 explain the forces set up i) at an angle of 30 to the
between parallel current- parallel conductors field
carrying current in a Demonstrate the repulsive and attractive forces between
carrying conductors in a ii) parallel to the field.
magnetic field. parallel current-carrying conductors in a magnetic field.
uniform magnetic field.

5.3.4 describe the torque Torque on rectangular

current-carrying coil in a
produced by a current-
magnetic field. Discuss the turning effect on a rectangular coil placed
carrying rectangular coil
in a uniform magnetic in a uniform magnetic field.
field.

32
 TEACHING AND LEARNING ACTIVITIES
UNIT SPECIFIC OBJECTIVES CONTENT

UNIT 3 (CONT’D) The students will be able to: Let students:

ELECTRO- 5.3.5 describe the structure Electric motor.

MAGNETISM and action of electric Describe the action of
motor and moving coil Moving coil galvanometer. an electric motor.
galvanometer.
Draw and discuss the operation of electric motor. How would you adapt
Draw and discuss the principle of a moving coil galvanometer. a moving coil -
Discuss the factors that affect the current sensitivity of the galvanometer having a
galvanometer. coil of resistance 5Ω
5.3.6 describe the force Force on a charged particle Discuss how a galvanometer can be adapted as and f.s.d 2mA as
exerted on a charged in a magnetic field. an ammeter ammeter of f.d.s 3A.?
particle moving in a voltmeter
F=Bqrsin .
electric and magnetic
fields, and their Discuss the force on a charged particle moving in a magnetic A beam of electrons
Force on a moving charged
applications. field. 6
travels at 3.0X10 ms
-1
particle in an electric field.
F=qE. through a uniform
magnetic field of
-2
Force on a moving charged 4.0X10 T. Calculate
Discuss the force on a moving charged particle in an electric the magnitude of force
particle in a crossed field
field. acting on each
(Lorentz force).
Discuss crossed field. electron if the beam is
at right angle to the
5.3.7 describe Electromagnetic switches magnetic field.
electromagnetic Discuss the force on a moving charged particle in a crossed field.
(the relay).
switches. Discuss the force on moving charged particle in electric and
magnetic fields, such as in T.V, mass spectrometer, cathode ray
tube, cathode ray oscilloscope.

Discuss the construction and application of relays.

33
 SENIOR HIGH SCHOOL- YEAR 2
SECTION 6

ATOMIC AND NUCLEAR PHYSICS

General Objectives: The student will:

1. understand the structure of the atom.
2. recognise the structure of the nucleus.
3. be aware of the peaceful uses of nuclear energy.
4. be aware of the importance of photoelectric effect.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The students will be able to: Let students:

PHOTOELECTRIC 6.1.1 explain photoelectric Photoelectric effect. What is photoelectric
EFFECT AND WAVE- effect. effect?
PARTICLE DUALITY Discuss photoelectric effect.
6.1.2 outline Einstein‟s Quantum theory
quantum theory explanation of Photoelectric Outline Einstein‟s
explanation of effect. Discuss Einstein‟ s quantum theory explanation of quantum theory
photoelectric effect. photoelectric effect. (Discussion should include the particle explanation of
Einstein‟s photoelectric nature of light). photoelectric effect
equation.
Discuss Einstein‟s photoelectric equation. (Discussion should
Threshold frequency. include explanation of work function, threshold frequency and A photo-emissive
Threshold wavelength. threshold wavelength). surface has a work
Work function. function of
-16
1.33X10 ev.
6.1.3 state and explain the Laws of photoelectric Calculate threshold
laws of photoelectric effect. frequency
Discuss the laws of photoelectric effect. -19
effect. 1ev= 1.6X10 J
6.1.4 describe applications of Applications of Planck‟s constant
-34
photoelectric effect photoelectric effect. h=6.6X10 Js
Discuss the applications of photoelectric effect in TV,
camera, etc.

34
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The students will be able to: Let students:

UNIT 1 (CONT’D)
6.1.5 explain the wave-particle Wave-particle paradox. What is meant by
PHOTOELECTRIC Duality. wave particle duality of
EFFECT AND WAVE- De Broglie‟s hypothesis. Discuss the dual nature of light. matter?
PARTICLE DUALITY
Discuss the dual nature of matter (with examples like Mention one physical
electron diffraction and photoelectric effect). phenomenon in each
Discuss De Broglie‟s hypothesis. case that can be
explained in terms of
the wave nature and
UNIT 2 the particle nature.

THERMIONIC 6.2.1 explain thermionic emission Thermionic emission. Describe the

EMISSION, CATHODE and describe its construction and mode
RAYS AND X-RAYS applications. Thermionic diodes. Discuss thermionic emission. of operation of a
Discuss the construction and mode of operation of thermionic diode.
thermionic diodes.
Cathode rays. Discuss some applications of thermionic emission.
6.2.2 describe the nature,
production and uses of Discuss cathode rays and their production. Describe the
cathode rays. Discuss some uses of cathode rays, such as in T.V. production of cathode
Nature of x-rays. rays.
6.2.3 describe the nature and Production of x-rays.
production of x-rays. Discuss the nature of x-rays.
Properties, characteristics Discuss the production of x-rays from an x-ray tube. Describe the
6.2.4 outline the properties, types and types of x-rays (soft production of x-rays
and characteristics of x- and hard). Discuss the properties of x-rays. from an x-ray tube.
rays. Discuss the types of x-rays.
Discuss the variation of intensity of x-rays against the
Line spectrum. wavelength and its special features. Explain the
Continuous spectrum. following terms with
respect to x-rays;
Uses of x-rays in: i. intensity
medicine ii. hardness
6.2.5 explain the uses and agriculture Discuss the uses of x-rays. iii. quality
hazards of x-rays. industry Discuss the hazards of x-rays and safety measures
available. State four hazards of
Hazards of x-rays. x-rays.

35
 SENIOR HIGH SCHOOL- YEAR 2
SECTION 7

ELECTRONICS

General Objectives: The student will:

1. appreciate the characteristics of the P-N junction diode and their applications in electronics .
2. understand characteristics of the bipolar t transistors and their applications.
3. appreciate the use of digital electronics in electronic switching and integrated circuits.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The students will be able to: Let students:

BIPOLAR JUNCTION 7.1.1 describe the The bipolar junction transistor as

TRANSISTOR (BJT) construction and action N-P-N and
of the bipolar junction P-N-P types. Discuss the construction of N-P-N and P-N-P type
transistor. transistors.
Identify the parts and symbols of a transistor.
Discuss various currents flowing in the transistor when
7.1.2 describe transistor Transistor biasing. it is in conduction.
biasing.
Discuss transistor biasing.
7.1.3 describe the various Transistor configurations (modes
transistor configurations of connection):
and use of an N-P-N common base (C-B) Discuss various transistor configurations.
transistor as a small common collector (C-C) Describe the mode
signal amplifier. common emitter (C-E) of operation of an
N-P-N transistor as
an amplifier.
Transistor as an amplifier

Discuss N-P-N transistor as an amplifier.

36
 SENIOR HIGH SCHOOL – YEAR 3
SECTION 1

INTRODUCTORY PHYSICS AND PROPERTIES OF MATTER

General Objectives: The student will

1 appreciate the importance of making accurate measurements of physical quantities and their applications in science and technology.
2 appreciate some phenomena associated with properties of matter.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES

EVALUATION

UNIT 1 The students will be able to: Let students:

Distinguish between
SOME PROPERTIES 1.1.1 discuss some Properties of matter: Discuss cohesive and adhesive force. cohesive and
OF MATTER properties of matter . - cohesive and adhesive forces
adhesive forces.
- surface tension
- capillary action
Explain why water wets glass. Explain why water
wets glass.
Explain surface tension in terms of intermolecular forces.
(a). What is surface
Demonstrate surface tension. tension?
Explain capillary action. (b). State two
methods by which
the surface tension
of a liquid can be
reduced.

37
 SENIOR HIGH SCHOOL- YEAR 3
SECTION 2

MECHANICS

General Objectives: The student will

1. recognize the various forms in which forces affect the state of a body and their applications.
2. be aware of the various forms of energy and energy resources and the ways to harness the renewable sources of energy

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The students will be able to:

DEFORMATION OF 2.1.1 explain that a force Deformation: Let students:

SOLIDS may produce a Elastic deformation
change in the size Plastic deformation
and shape of a
substance. Discuss the effects of forces on shape and size of substances.
Discuss elastic and plastic deformations.
2.1.2 describe the types of Types of forces: Use the sketch of the
forces that produce Tensile, compressive, force – extension graph
deformation. shear and bulk force to explain the following:
elastic limit, yield point
2.1.3 explain the behaviour Hooke‟s law Demonstrate the types of forces that produce deformation. proportional limit, plastic
of elastic material deformation, elastic
under stress. Elastic limit deformation.

Yield point Discuss Hooke‟s law, elastic limit and yield-point .

The length of a wire 2m
Perform an experiment to determine the relationship between load long and cross-sectional
and extension. Take measurements. Plot a load-extension graph. -5 2
area 10 m is stretched
2.1.4 explain the terms Young‟s modulus Discuss the features of the load-extension graph. by 1mm by a force of
stress, strain and NOTE: Assist students to acquire the following 40N in the elastic
Young‟s modulus. scientific inquiry skills: observing, measuring, controlling variables, region. Calculate
collecting data, interpreting data, communicating and drawing i. the strain
conclusions. ii. Young‟s modulus.
Discuss stress, strain and Young‟s modulus.
Appreciate the use of stress-strain graph in analyzing and predicting
the behaviour of materials under stress.

38
 SENIOR HIGH SCHOOL- YEAR 3
SECTION 3

THERMAL PHYSICS

General Objectives: The student will:

understand the concept of heat, its relationship with temperature and effects on substances.
be aware of the principles involved in the measurement of temperature.
appreciate heat as a form of energy and how it can be measured and stored.
appreciate the various modes of heat transfer.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The students will be able to: Let students:

HEAT TRANSFER 3.1.1 explain the different Heat transfer Explain the terms;
modes of heat conduction,
transfer. - conduction Discuss conduction, convection and radiation of heat. convection and
- convection Demonstrate conduction of heat in a metal rod. radiation of heat.
- radiation Demonstrate convection current in water or air.
Perform experiment to demonstrate radiation or Explain why the
3.1.2 investigate the effect Effect of insulation on the rate of absorption of radiant energy. handle of a ladle is
of insulation on the cooling. made of plastic or
rate of cooling of Design and carry out an experiment to investigate the wood .
water. effect of insulation on the rate of cooling.
Select suitable insulating material for each test.
Take appropriate measurements.
Produce graphs and draw appropriate conclusions.

NOTE: Assist students to acquire the following

scientific inquiry skills: designing experiments,
observing, measuring, collecting data, interpreting data,
3.1.3 describe a blackbody Black body. inferring, communicating and drawing conclusions.
and explain blackbody With the aid of a
radiation Black body radiation. Discuss black body using suitable illustration. diagram, describe a
Discuss black body radiation. black body.

NOTE: Wein‟s displacement law and

Stefan- Boltzmann‟s law NOT required.

39
 SENIOR HIGH SCHOOL- YEAR 3
SECTION 4

WAVES

General Objectives: The student will:

understand the principles associated with the production of laser.

appreciate the application of lasers and holography.
be aware of the properties and transmission of light in various media and their applications.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The students will be able to:

INTRODUCTION TO 4.1.1 explain what is meant The laser. Let students: Explain the term
LASER by laser. laser.

4.1.2 describe the Laser production.

principles involved in Outline the
the production of Discuss what is meant by laser. principles involved
laser. in the production
of lasers.
4.1.3 describe the types of Types of lasers. Discuss the principles involved in the production of laser.
lasers.

4.1.4 outline the Applications of lasers. Describe three

applications of lasers. applications of
Discuss the types of lasers. lasers.
4.1.5 describe laser safety. Laser safety.

Discuss the applications of lasers in industry, scientific

research, communication, medicine, military technology.

Discuss the dangers involved in the use of lasers.

Discuss safety measures to be taken when using lasers.

40
 SENIOR HIGH SCHOOL - YEAR 3
SECTION 5

ELECTRICITY AND MAGNETISM

General Objectives: The student will:

understand the concept of electromagnetic induction

appreciate that electrical charges can be stored in electrostatic field.
appreciate the principles of operation of dynamos, generators, inductors and transformers.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 The students will be able to:

ELECTROMAGNETIC 5.1.1 explain the concept Electromagnetic induction. Let students:

INDUCTION of electromagnetic
induction.

5.1.2 state the laws of Laws of electromagnetic induction a. State the laws of
electromagnetic Faraday‟s law Discuss and demonstrate electromagnetic induction. electromagnetic
induction and Lenz law induction.
describe the factors b. Describe an
affecting the Factors affecting the magnitude of experiment to
magnitude of the the induced e.m.f. Discuss the laws of electromagnetic induction. demonstrate
induced e.m.f Perform experiments to verify the laws of electromagnetic
Fleming‟s Right Hand Rule. electromagnetic induction. induction.
Discuss the factors affecting the magnitude of the
5.1.3 describe the Dynamo. induced e.m.f.
principles of Discuss the direction of the induced current using
operation of a Generator. Fleming‟s Right Hand Rule. Describe the
dynamo and a operation of a
generator. simple a.c
Discuss the operations of a bicycle dynamo. generator.
5.1.4 describe the structure Inductor. Discuss the operations of a simple a.c. generator.
of an inductor and Discuss the modification of an a.c. generator into d.c. Explain the term
explain its behaviour Self Inductance. generator. self inductance.
in d.c and a.c circuits.
Mutual inductance
Discuss the structure of an inductor.
Discuss and illustrate self inductance and mutual
inductance.
Discuss the behaviour of the inductor in d.c circuit.
Discuss the behaviour of the inductor in a.c circuit.

41
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 (CONT’D) The students will be able to: Let students:

.
ELECTROMAGNETIC 5.1.5 explain that energy is Energy stored in an
INDUCTION stored in an inductor. inductor.
1 2 Discuss the energy stored in an inductor.
E LI Solve problems involving energy stored in an inductor.
2

5.1.6 explain Eddy current. Eddy current.

Discuss Eddy current.
Discuss how to minimize Eddy current.
Discuss the applications of Eddy current in induction furnace, Describe the factors that
5.1.7 describe the structure, The transformer. speedometer and in damping galvanometers. reduce the efficiency of a
use and the principle transformer and how they
of operation of a Power transmission. Discuss the structure, uses and mode of operation of a can be minimized.
transformer. transformer.
Discuss the principle of operation of a transformer.
Discuss the factors that affect the efficiency of a transformer and
UNIT 2 ways of improving its efficiency. The mains voltage supply is
Discuss why high voltage is transmitted over pylons over long 240V. Calculate the peak
ALTERNATING distances. voltage.
CURRENT (A.C) 5.2.1 describe the behavior Alternating current ,
THEORY of alternating current. A p.d of 240V is established
I I Sin 2 ft Discuss alternating current and explain the terms: across a capacitor of
Alternating voltage, Peak current Io 0.04µF. If the frequency is
V V Sin 2 ft Peak voltage Vo 50Hz, calculate the current
Root mean square value of alternating current Irms. flowing.
Root mean square value of alternating voltage Vrms.
5.2.2 explain the a.c series a.c series connected An alternating voltage of
connected circuit. circuit: 40V and frequency 50Hz is
R-C, R-L, R-L-C Use sketched graphs to explain the a.c. behaviour in:
Capacitors, inductors and resistors and determine the relationship applied to a pure inductive
series circuits coil of 5H in series with a
between voltage and current.
resistance of 500Ω.
Reactance Determine the magnitude of
Derive the formula for the impedance using vector or phasor the
Impedance current
diagrams.
P IV Cosθ phase angle between the
Discuss the conditions for resonance in a.c circuits.
Discuss the application of resonance in selecting a particular applied voltage and the
5.2.3 explain the importance a.c power frequency in radio reception and transmission. current across the coil.
of power in a.c circuits P IV Cosθ
Discuss power factor.

42
 SENIOR HIGH SCHOOL- YEAR 3
SECTION 6

ATOMIC AND NUCLEAR PHYSICS

General Objectives: The student will:

1. understand the structure of the nucleus.

2. understand radioactivity and nuclear instability.
3. appreciate the relationship between mass and energy.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The students will be able to: Let students:

UNIT 1
THE NUCLEUS 6.1.1 describe the structure Structure of the nucleus: Discuss to bring out the structure of the nucleus.
AND NUCLEAR of the nucleus. Discuss proton number (atomic number) Z, nucleon number(mass
ENERGY number ) A, nucleons, nuclides and isotopes.

6.1.2 explain nuclear Nuclear reactions: Discuss the causes of nuclear instability and how they emit radiation
reactions and Radioactivity to become stable.
distinguish between Induced or stimulated Discuss the nature of radioactive emissions, (alpha particles, beta
radioactivity and nuclear reactions particles and gamma rays).
stimulated/induced Discuss the properties of the above emissions.
nuclear reaction Discuss alpha decay, beta decay and gamma decay.
Discuss induced or stimulated emission.

NOTE: If a stable nucleus undergoes a nuclear decay after being

bombarded α- particle the resulting nuclear reaction is termed
induced or stimulated nuclear reaction but not artificial radioactivity.

43
 UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 (CONT’D) The students will be able to:

THE NUCLEUS AND 6.1.3 discuss the methods Detection of radioactive Let students:
NUCLEAR ENERGY of detecting emissions
radioactive emissions Discuss the use G-M counter and photographic plates to
detect radioactive emissions.
6.1.4 explain the terms Radioactive decay, half-life,
half-life, activity and activity and decay constant.
decay constant Discuss half-life, activity and decay constant. 60hours after 80g of a
radioactive isotope has
6.1.5 explain the Einstein‟s energy equation been prepared only 5g
relationship between E mc 2 remained .Calculate
mass and energy. Discuss the relationship between mass and energy. the half-life.
Binding energy and binding Discuss binding energy and the significance of binding
energy per nucleon. energy per nucleon. Explain what is meant
6.1.6 outline the by the following in
Applications of radioactivity
applications of nuclear reactor
radioactivity Discuss the applications of a radioactivity in medicine, i moderator
agriculture, industry, archeological dating and research. Ii control rods
6.1.7 distinguish between ii coolants.
Nuclear fission and fusion
fission and fusion
Discuss the concept of nuclear fission and fusion
6.1.8 explain the structure reactions. List some hazards in
The nuclear reactor
of a nuclear reactor the nuclear reactor and
and its applications Discuss the chain reaction. explain how to
Discuss the structure of the nuclear reactor. The dispose of nuclear
discussion should include moderator, control rods, wast.
coolants, heat exchangers, nuclear fuel.
6.1.9 outline the hazards of Hazards from radiation and
radiation from precautions to be observed for
Discuss the peaceful applications of the nuclear reactor. Explain the hazards of
nuclear waste and their disposal.
radiation and the
how to dispose of
Discuss the hazards of radiation and safety precautions safety precautions to
them
to be observed for their disposal. be observed for their
disposal.

44
 SENIOR HIGH SCHOOL- YEAR 3
SECTION 7
ELECTRONICS
General Objectives: The student will:
appreciate the use of digital electronics in electronic switching and integrated circuits.

UNIT SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

The students will be able to: Let students:

UNIT 1
7.1.1 describe the use of Transistor-transistor logic Discuss the characteristics of logic gates. Draw the truth table for
DIGITAL basic transistor- gates: Draw up the truth tables for each gate. AND gate
ELECTRONICS transistor logic gates AND gate Discuss the uses of logic gate.
AND in contact less NAND gate
INTEGRATED electronic switching. OR gate
CIRCUITS NOR gate
NOT gate

7.1.2 describe the use of Integrated circuits(I.C) Discuss the use of integrated circuits. Mention two uses of
integrated circuits integrated circuits.

45
REFERENCES

Friedleander and Kennedy, Nuclear and Radiochemistry

Choppin, Nuclear and Radioactivity
Harvey, Introduction to Nuclear Physics and Chemistry.
Serway, R.A and Faughn, J.S, College Physics
Peter Asiedu & Henril Atta Baah-Yeboah, Physics for Senior High School
Robert Owusu, Peter Asiedu & Henric Atta Baah-Yeboah,
Practical Physics for Senior High School
Nelkon, M and Parker, Advanced Level Physics
Abbott, A.F, Ordinary Level Physics
Duncan, T; Advanced Physics
Joko J.D. & A. Oppong, High School Physics
Nelkon, M; Principles of Physics
www.focuseducational.com; Focus Educational Software
www.crocodile-clips.com, Crocodile Physics
www.crocodile-clips.com, Absorb Physics for GSCE
www.vplab.co.uk, Virtual Physics Laboratory

46