Republic of Malawi

Syllabus for

Physics

Forms 1 and 2

Ministry of Education, Science and Technology

 Syllabus for

Physics

Forms 1 and 2

Ministry of Education, Science and Technology

Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi
Malawi

Email: [email protected]

© Malawi Institute of Education 2013

All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted in any form by any means, electronic, mechanical,
photocopying, recording or otherwise, without the permission of the copyright
owner.

First edition 2013

Acknowledgements
The Ministry of Education, Science and Technology and the Malawi Institute of
Education would like to thank all those who participated in various capacities,
stages and levels in the development, refinement and final production of this
syllabus. The Ministry is particularly indebted to the following for their
contributions at various stages of the development of the syllabus for physics:

Austin B Kalambo - Malawi Institute of Education

Dr Simeon M Gwayi - Mzuzu University
Dr Justice Stanley P Mlatho - Chancellor College
Fanwell C Chiwowa - Mzuzu Government Secondary School
Joseph Mshanga - Domasi College of Education
Dr John Kazembe - Bunda College of Agriculture
Harlod Chigalu - South East Education Division
Chrissie Soko - Department of Inspectorate and Advisory
Services
Victor Lungu - North Education Division
Jackson Sambila - Chinsapo Secondary School
Richard Pichesi Yaya - Domasi Demonstration Secondary
School
Special thanks also go to the Director of Department of Inspectorate and Advisory
Services (DIAS), Raphael Agabu, and his staff, the Director of Malawi Institute of
Education, Dr William Susuwele-Banda, and his staff, the head of Department for
Curriculum Development (DCD), Coordinator of secondary school curriculum, Mrs
Enia Ngalande and her Team (Naireti Molande, Dr Ezekiel Kachisa and Austin
Kalambo) for coordinating the process of reviewing the syllabuses.

MoEST and MIE would also like to thank Austin G Madinga and Felix Limburo who
helped in the refining of the syllabus. Finally, thanks should also go to Dr Michael
Zimba, Patrick Mzaza, Lovemore Likhupa, Milliward Mvula and Andrew Phaundi
Shonga for providing expert advice during the development of this syllabus.

Production team

Editing: Dr Ezekiel Kachisa

Typesetting and
layout: Mary Nguluwe
Editor-In-Chief: Max J Iphani
Contents

Page
Acknowledgements .. ............................................................................................
............ iii
Foreword .....................................................................................................................
........ v
The secondary school curriculum in Malawi
................................................................. vii
Developmental outcomes .....
........................................................................................... viii
Rationale for
physics .........................................................................................................
xi
Scope and sequence chart for Forms 1 to
4 .................................................................... 1
Teaching syllabus for Forms 1 and 2
............................................................................. 23
References ...... ......................................................................................................
............... 75
Foreword
Education is the vehicle through which every citizen can realise his or her
potential and contribute to national development. The vision of the education
sector in Malawi is to be a catalyst for socio-economic development, industrial
growth and an instrument for empowering the poor, the weak and the voiceless. Its
mission is to provide quality and relevant education to Malawians. As a catalyst for
the development, education should equip the individual with knowledge, skills,
values and attitudes to enable one to perform one’s roles effectively, in an attempt
to promote and sustain the social-economic development of a nation.

It is the conviction of the Ministry of Education, Science and Technology that

primary education alone is not sufficient for achieving socio-economic
development. As argued in the NESP (2008-2017), ‘In an evolving and changing
world of education, there is no way basic education can be taken as a complete
transformer of our society when the world at large is getting more complex and
sophisticated’. Therefore, secondary education is critical as it provides additional
knowledge, skills and attitudes crucial for enabling Malawians to cope with the
complex and sophisticated socio-economic and political environment of the global
village to which Malawi belongs. Specifically, secondary education is:
 a human right, and important for achieving gender equity
 important for improving the health and quality of life for individuals, families
and communities
 important for the socio-economic and political development of the nation
 necessary for reaching the Millennium Development Goals (MDGs), Education
For All (EFA) and for promoting Universal Primary Education (UPE)

Against this background, the Malawi Government through the Ministry of

Education, Science and Technology has reviewed the secondary school curriculum
with a view to improving its quality and relevance, and to align it with the primary
curriculum which has since been reviewed and emphasises continuous assessment
as a tool for learning.

The rationale for reviewing the secondary school curriculum is contained in the
NESP (2008-2017), and PIF (2000). The documents clearly state that the purpose
of secondary education is to provide students with the academic basis for gainful
employment in formal, private and public sectors. They further state that
secondary education will prepare students for further education according to their
abilities and aptitudes. However, it is important to note that for the majority of the
children in Malawi, secondary education is terminal. Consequently, the curriculum
has put emphasis on practical skills that enable them to achieve self-employment.

It is also clear that a good secondary school curriculum enables a student to

develop into an adult with sound intellectual, moral, physical, and emotional
abilities. Therefore the curriculum needs to address the whole range of students’
abilities and interests. In addition, it should aim at equipping the student to
become an independent learner in order to promote personal, family, community
and national development. The new curriculum has therefore been deliberately
designed to achieve these important goals. The importance of this syllabus
therefore, cannot be over-emphasised.
I would like to thank all those who were directly or indirectly involved in the
preparation of the syllabuses. Key among the stakeholders are the Director and

v
staff of the Department of Inspectorate and Advisory Services (DIAS) in the
Ministry of Education, Science and Technology (MoEST), for facilitating the
development of the syllabuses in collaboration with the Director and staff of the
Malawi Institute of Education (MIE). I would also like to extend my gratitude to
university colleges (both public and private), teachers from secondary schools
(both public and private), members of different religious groups and officers
representing special interest groups such as the Malawi Revenue Authority (MRA),
Reserve Bank of Malawi (RBM), Malawi Bureau of Standards (MBS), Anti-
Corruption Bureau (ACB) and Malawi Blood Transfusion Services (MBTS) for their
valuable contribution to and participation in the preparation of these syllabuses.

Most of all, I would like to express my hope that teachers will implement this
curriculum diligently and in the best interest of the students so that the goals for
reviewing the curriculum are achieved.

Dr McPhail Magwira
Secretary for Education Science and Technology (SEST)

vi
 The secondary school curriculum in Malawi
Among other reasons, the secondary school curriculum has been reviewed to align
it with the primary school curriculum. This curriculum puts emphasis on student-
centred teaching and learning approaches, including continuous assessment.

This curriculum focuses on student achievement. To achieve the outcomes,

students must be introduced to new knowledge, skills, attitudes and values in the
context of their existing knowledge, skills, attitudes and values so that they
develop a deeper understanding as they learn and apply the knowledge. In this
way, the process of learning is integral to the final product. The final products are
the outcomes, that is, what students are expected to achieve in terms of
knowledge, skills, attitudes and values, which must be clearly stated before
teaching and learning begin. The achievements made at school, however, are only
truly beneficial when the students transfer them to life beyond the school and view
learning as a lifelong process. This is essential to keep pace with the changing
social environment of home and work.

The figure below illustrates the structure and major elements of Malawi’s
secondary school curriculum, which are elaborated in the text below.

TEACHING LEARNING

Developmental outcomes

Secondary education
outcomes

Assessment
standards

Success
criteria

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

Developmental outcomes
The developmental outcomes are over-arching; they are what the student is
expected to achieve by the end of the secondary school cycle both in and out of
school. These outcomes apply to subject areas and they have been derived from

vii
the Constitution of the Republic of Malawi, Malawi Growth and Development
Strategy (MGDS), National Education Sector Plan (NESP), Education Act and other
education policy documents, including global policies and multilateral agreements
to which Malawi is a signatory, as well as from the Secondary School Curriculum
and Assessment Review (SSCAR). That is, students should be able to:

1 demonstrate appropriate moral and ethical behaviour in accordance with the

accepted norms and values of the society
2 demonstrate local, regional, and international understanding
3 communicate competently, effectively, and relevantly in a variety of contexts, in
an appropriate local or international language
4 apply mathematical concepts in socio-cultural, political, economic,
environmental, scientific, and technological contexts to solve problems
5 apply scientific, technological, vocational, and managerial skills in a creative
and innovative way to identify problems and develop appropriate solutions, so
as to participate productively in society
6 demonstrate health-promoting behaviour in their personal lives as well as in
their communities and the wider environment, with particular attention to
prevalent diseases
7 appreciate and interact with the environment in a responsible and sustainable
manner
8 apply the indigenous and non-indigenous knowledge and skills necessary for
lifelong learning, personal advancement, employment, and the development of
society
9 use Information and Communication Technology (ICT) responsibly and
productively
10 demonstrate an understanding of the functioning of the economy and the
contribution of agriculture and other sectors to national development
11 make use of entrepreneurial and vocational skills for personal and national
development
12 apply research skills for problem-solving
13 demonstrate an understanding and appreciation of issues of human rights,
democracy, gender, governance, and other emerging issues

Secondary education outcomes

The secondary education outcomes are categorised into seven sets of essential
skills to be acquired by a secondary school graduate. The skills are:
1 citizenship skills
2 ethical and socio-cultural skills
3 economic development and environmental management skills
4 occupational and entrepreneurial skills
5 practical skills
6 creativity and resourcefulness
7 scientific and technological skills

Citizenship skills
1 demonstrate an understanding and appreciation of the symbols of nationhood
2 demonstrate a spirit of patriotism and national unity
3 apply decision-making skills necessary for participation in civic affairs
4 demonstrate a spirit of leadership and service

viii
5 show respect for one’s own and other people’s rights and responsibilities
6 tolerate other people’s attitudes and beliefs
7 demonstrate respect for the rule of law
8 understand characteristics of good governance
9 initiate and implement community development projects
10 demonstrate a sense of good neighbourliness
11 demonstrate a sense of national, regional and international understanding
12 demonstrate cooperative behaviour
13 demonstrate personal and social responsibility

Ethical and socio-cultural skills

14 demonstrate moral, spiritual and ethical attitudes and values
15 appreciate Malawi’s diverse cultures and their respective practices
16 appreciate existing national institutions and cultural heritage
17 appreciate the value of the relationship between the individual and society
18 respect one’s own and other people’s cultures
19 identify beliefs which promote or retard national development
20 evaluate beliefs, taboos and superstitions in relation to national development
21 uphold beliefs which promote national development

Economic development and environmental management skills

22 understand Malawi’s economy and economic structure
23 demonstrate entrepreneurial and/or vocational skills for formal or informal
employment
24 exploit economic opportunities stemming from agriculture
25 demonstrate an interest in land husbandry, animal husbandry and aquaculture
26 apply appropriate agricultural practices and methods
27 acquire positive attitudes and skills, and apply them to the sustainable
development of the natural and physical environment
28 understand the importance of diversified agriculture for Malawi’s economy
29 understand the impact of technologies on economic productivity
30 apply relevant technologies to various economic activities
31 apply value addition practices to agricultural and environmental resource
utilisation and management
32 appreciate Malawi’s environmental resources
33 understand the impact of rapid population growth on natural resources and the
delivery of social services
34 apply a variety of measures to conserve Malawi’s natural resources
35 apply ICT skills to improve intellectual growth, personal enhancement and
communication
36 demonstrate the ability to adapt to climate change and mitigate its impact on
the economy and environment
37 appreciate the importance of energy in economic development
38 understand the importance of diversifying the economy through sectors such
as tourism, mining and manufacturing

Occupational and entrepreneurial skills

39 demonstrate the spirit of self-reliance through vocational and entrepreneurial
activities
40 apply appropriate vocational, occupational and entrepreneurial skills to
individual and national advancement

ix
41 demonstrate effective communication skills for the transfer of occupational and
entrepreneurial knowledge, skills, attitudes and values
42 apply the principles of science and technology, entrepreneurship and
management to promote active and productive participation in the society
43 demonstrate creativity and innovation for the benefit of the individual,
community and the nation as a whole
44 demonstrate an understanding of indigenous and non-indigenous knowledge,
skills, attitudes and values, and apply them to personal intellectual growth and
national development
45 use vocational, occupational and entrepreneurial skills for the creation of
economic opportunities in agriculture and other sectors

Practical skills
46 acquire entrepreneurial skills related to agriculture, commerce and industry
47 apply appropriate skills to agricultural, commercial and industrial production
48 demonstrate positive attitudes to manual work
49 demonstrate excellence in any kind of workmanship
50 demonstrate sporting ability and sportsmanship
51 demonstrate the ability to use creative and innovative artistic talents for self-
employment

Creativity and resourcefulness

52 demonstrate a spirit of inquiry and creative, critical and lateral thinking
53 use problem-solving techniques to solve practical problems
54 demonstrate an imaginative and creative mind
55 exploit creative potential
56 understand personal strengths and weaknesses and use strengths to promote
healthy
self-esteem
57 maximise the use of available resources

Scientific and technological skills

58 apply appropriate scientific, technological and vocational skills to improve
economic productivity
59 apply relevant innovations in science and technology
60 demonstrate a capacity to utilise appropriate technology
61 demonstrate basic research skills

Rationale for physics

Physics helps students to become more scientifically literate i.e. it enables them to
think critically and creatively based on explanations developed and evaluated from
experiments and models. The subject will therefore help students to develop a
scientific mind/view necessary for identifying and solving current and
emerging/new scientific issues.

Moreover, physics is the backbone of natural and applied sciences which are
important for social and economic development of the nation. Students will also
develop an awareness and understanding of the nature of physics and its role in
environmental etc and natural resources management and the importance of safe
and efficient management of the country’s resources for sustainable development.
x
Core elements and their outcomes

Scientific investigations and skills

The students will be able to use scientific laws, principles, theories, and relations
to explain phenomena and creatively exploit these phenomena to generate and test
theories as well as critically analyze and evaluate scientific data from observations
and experiments.

Properties of matter
The students will be able to relate the behaviour of matter from the microscopic
level to the macroscopic level when subjected to different environments and
creatively apply these properties to bring about technological developments at the
same time examining the ethical and moral implications of using and applying
science.

Mechanics
The students will be able to appreciate and demonstrate the use of appropriate
theories to explain various states of motion including the energy interactions and
the changes that take place due to forces.

Electricity and magnetism

The students will be able to understand the laws and principles of electricity,
magnetism and then apply this knowledge in areas such as analogue and digital
electronic systems.

Oscillation and waves

The students will be able to understand and apply knowledge about waves and
their properties in designing and developing various technologies in
communication, medicine, musical and military equipment.

Nuclear physics
The students will be able to appreciate principles of radioactivity and how radioactive materials
are safely handled, used, and stored.

xi
 Scope and sequence chart for Forms 1 to 4

Core Form 1 Form 2 Form 3 Form 4

element
Scientific Introduction (6 Conducting a Measurements II (3 periods)
investigation periods) scientific  measuring instruments and
s and skills  physics as a Science investigation (4 units
 scientific periods) - quantities and SI units
investigations  basic scientific - standard notation
 laboratory and investigation - prefixes for SI units
safety rules processes - unit conversion
 investigation from - scale reading
Measurements I (4 any topic(s)
periods) covered in form 1 Scientific investigations (8
 fundamental using the scientific periods)
quantities process  designing a scientific
 SI units and symbols investigation
 prefixes for SI units - identifying a problem
 conversion of units - hypothesising
 basic measuring - deciding the type of data to
instruments (scale collect
reading) - identifying variables i.e.
independent variables,
dependent variables. control
variables and controlling
variables
 carrying out investigation
- collecting scientific data
- organizing the data
 analysing data of the
investigation
- identifying errors and their

1
 sources in an experiment
- classifying errors
Core Form 1 Form 2 Form 3 Form 4
element
Scientific - selecting suitable scales
investigation in graph plotting
s and skills - graph plotting
- using a graph to analyse
scientific data
- using a graph to even
out errors
- drawing conclusions and
generalisations from
results
 communicating results
from experimentations
- organizing experimental
results
- making oral and poster
presentations of findings
- writing a lab report
 evaluating the scientific
investigation
- relating the conclusion
to the hypothesis and/or
logic or published data
- factors that may affect
the accuracy of an
investigation and how to
address them

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

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

4
Core Form 1 Form 2 Form 3 Form 4
element
Pressure ( 12 periods)
 meaning of pressure
- defining pressure
- stating the SI units of
pressure
 pressure exerted by solids
- pressure in solids
- factors affecting pressure in
solids
 factors affecting pressure in
liquids
- investigating factors
affecting pressure in liquids
- deriving the formula p = gh
- problems involving p = gh
 Pascal’s principle of
transmission of pressure in
fluids
- demonstration of Pascal’s
principle of transmission of
pressure in fluids
- stating the Pascal’s principle
 atmospheric pressure
- demonstration: collapsing
can experiment, drinking
straws, card on
bottle/tumbler experiments
- effects of atmospheric
pressure
- measuring atmospheric

5
 pressure

Core Form 1 Form 2 Form 3 Form 4

element
Properties of  applications of pressure in
matter fluids
- examples of
applications of pressure
- liquid pressure in
everyday activities
- problems involving
pressure
 Archimedes’ principle
- stating Archimedes’
principle
- verifying Archimedes’
principle
- stating the law of
floatation
- applications of
Archimedes’ principle
and relative density
- problems involving
Archimedes’ principle
and the law of floatation

6
Core Form 1 Form 2 Form 3 Form 4
element
- Gas laws: Boyle’s law,
Charles law, pressure law
( 8 periods)
 The gas laws
- stating the gas laws
- relationship between
pressure and volume at
constant temperature
(Boyles law)
- relationship between
volume and temperature
at constant pressure
(Charles law)
- relationship between
pressure and
temperature at constant
volume (Pressure law)
- gas laws and the kinetic
theory of gases
 applications of the gas
laws
- everyday applications of
the gas laws
- problems involving gas
laws
- making a manometer
- measuring lung pressure
using a manometer

7
Core Form 1 Form 2 Form 3 Form 4
element
Mechanics Force (13 periods) Power (3 periods) Scalar and vector Newton’s laws of
 definition of force  meaning of power quantities (8 periods) motion (10
 SI units of force  SI units of power  scalar and vector periods)
 examples of where  calculations on power quantities  Newton’s laws of
force is used - defining scalar and motion
 effects of force on Machines (19 periods) vector quantities - the three Newton’s
various objects  definition of a - distance and laws of motion
 measuring force machine displacement - applications of the
 frictional force  examples of simple  representing vectors laws of motion
 mass and weight machines - magnitude and direction  simple
 levers  vector addition and experimentations to
Work (3 periods)  inclined planes subtraction illustrate inertia
 meaning of work  pulleys - meaning of resultant - meaning of inertia
 SI units of work  advantages of using - adding vectors using - experiment on
 relating force to work machines parallelogram, triangle inertia
 calculations on work  mechanical advantage rules  linear momentum
 resolving vectors - the law of
Energy (9 periods) conservation of
 meaning/definition of Linear motion (18 periods) linear momentum
energy  distance, displacement, - collisions of
 forms of energy speed, velocity and various objects
 energy acceleration - problems involving
transfer/changes - comparison of distance collisions
 calculations on energy and displacement
changes sources of - comparison of speed and Frictional force (4
energy (renewable and velocity periods)
non- renewable) - definition of acceleration  applications of
 experiment to determine frictional force
velocity and acceleration - coefficient of
- plot graphs of friction

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

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

Core Form 1 Form 2 Form 3 Form 4

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

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

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

 verifying the
principle of moments
using pivots and
objects
 applying principle of
moments in everyday
life
 problems using the
principle of moments.
 systems involving
moments
 centre of mass in
lamina and uniform
rods

Core Form 1 Form 2 Form 3 Form 4

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

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

Core Form 1 Form 2 Form 3 Form 4

14
element
Magnets (6 periods) Resistance ( 8 periods)  transformers and power
 properties of magnets  electrical resistance transmission
 basic law of magnetism - definition of electrical  power loss in
 poles of magnets resistance and its SI transformers
 magnetic field patterns units and transmission line
 care of magnets - factors affecting  environmental impact of
 uses of magnets electrical resistance power generation and
- Ohm’s law transmission
- verification of Ohm’s  solving mathematical
law problems involving
- electrical resistance transformers
measurements  making and testing a
- calculation of simple transformer and
resistance using Ohm’s an electric motor
law (project)
- resistor colour codes
and standard notation
- internal resistance of a
cell
- using the relationship

Electric circuits, power

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

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

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

 electronic components
and their uses
- electric circuits
- symbols for
electronic devices
- uses of electronic
devices
 analogue and digital
circuits
- difference between
analogue and
digital circuits
- characteristics of
analogue and
digital signals
 basic logic gates
- operations of basic
logic gates
- truth tables of basic
logic gates
- symbols of basic logic
gates

17
Core Form 1 Form 2 Form 3 Form 4
element
Oscillations Light (20 periods) Oscillations (4 periods) Electromagnetic waves
and waves  rectilinear  oscillations in a (6 periods)
propagation of light pendulum and a loaded  electromagnetic
(experimental spring spectrum
treatment required) - amplitude, - energy, frequency
 formation of shadows displacement, period, and wavelength
and eclipses (umbra and frequency of an - sources of
and penumbra) oscillating system electromagnetic
 pin-hole camera - factors affecting the waves
 image formation and frequency of an  electromagnetic waves
magnification oscillating system - properties
 reflection (pendulum, loaded - methods of detecting
 images formed by spring, cantilever) electromagnetic
plane mirrors Waves (8 periods) waves
- ray diagrams  description of a wave - applications of
- parallel and  meaning of a wave electromagnetic
inclined  characteristics of a wave waves
 mirrors  transverse and - solve problems using
 device based on longitudinal waves c = fλ
reflection: periscope  meaning of a transverse Light and lenses (19
 problems on pin-hole and a longitudinal wave periods)
camera and mirrors  differences between  converging and
inclined at an angle transverse and diverging lenses
 refraction longitudinal waves - characteristics of
 effects of refraction  wave properties converging and
- apparent depth - reflection diverging lenses
- dispersion - refraction - ray diagrams and
- bending shape of an - diffraction terms associated with
immersed object - interference converging lenses

18
Core Form 1 Form 2 Form 3 Form 4
element
Oscillations  the wave equation  focal length of a
and waves - derivation of the converging lens
relation v = fλ - experimental
- problems involving determination of a
v = fλ = λ/T focal length of a
converging lens
Sound (7 periods) - determination of focal
 production of sound by length using graphs
vibrating objects - graph interpretation
 loudness and pitch of  image formation by
sound converging lenses
 free and forced - position, size and
vibrations, natural nature of the image
frequency and formed
resonance  image formation using
 transmission of sound ray diagrams
- matter and vacuum - drawing ray diagrams
 nature of sound waves - determination of the
- compressions and position, size and
rarefactions nature of images
- determination of - magnification of an
speed of sound in air image
- sound transmission in  lens and the
gases, liquids and magnification formulae
solids - derivation of the lens
- problems involving formula
velocity of sound - problems involving
 factors affecting the lenses and

19
 speed of sound magnification formula
Core Form 1 Form 2 Form 3 Form 4
element
 application of lenses in
various optical devices
- parts of a simple camera
and their functions
- use of a simple camera
- parts of a slide/film
projector and their
functions
- use of the projector
- ray diagrams for a camera
and a projector
- parts of a telescope and
their functions
- use of a telescope
- making a telescope
(project)
 image formation in the human
eye
- parts of a human eye
involved in image
formation
- image formation using ray
diagrams
- comparison of a camera
and the eye
 visual defects in the human
eye
- short sightedness and its
correction

20
 - long sightedness and its
correction

Core Form 1 Form 2 Form 3 Form 4

element

Nuclear Introduction to Isotopes ( 2 periods)

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

21
Core Form 1 Form 2 Form 3 Form 4
element
Radioactivity (10 periods)
 explanation of radioactivity
 definition of radioactivity
 natural and induced
radioactivity
 radioactive emissions
 half-life of isotopes
 detection of radioactive
emissions
 definitions of nuclear
fission and fusion
 balanced nuclear equations
(fission and fusion)
 problems involving half-life
 dangers of radioactive
emissions
 methods of safely handling
and storing radioactive
materials
 applications of radioactivity
- nuclear power
generation
- agricultural
- industrial
- medical
- radiocarbon dating

22
 Teaching syllabus for Forms 1 and 2

Form 1
Core element Scientific investigations and skills
Outcome Students will be able to use scientific laws, principles, theories and relations to explain phenomena
and creatively exploit these phenomena to generate and test theories as well as critically analyse
and evaluate scientific data from observations and experimentations.

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know The student
this when the must be able
students are to:
 discussing what science is
able to: Physics as  brainstorming  handouts
 describing the nature of
 demonstrate 1 explain why science  group discussion  books
science
an physics is a  oral/written  charts
 discussing how physics fits
understandin science questions  internet
into science disciplines
g of physics  reading out
 listing branches of physics
as a science summary
- mechanics
 researching
- nuclear physics
 literature review
- electricity and
magnetism
 brainstorming  handouts
- properties of matter
 group discussion  books
- oscillation and waves
2 describe the  oral/written  charts
history of  studying literature on the questions  internet
physics history of physics  reading out  resource persons
 narrating the historical summary
advancement of physics  literature review

23
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know The student
this when the must be able
students are to:
able to: Scientific  discussing how to use  brainstorming  handouts
 demonstrate 1 state investigatio observations in  group discussion  books
an methods of ns understanding phenomena  oral/written  charts
understandin studying  discussing the process of questions  internet
g of physics experimentation in relation  field trips  resource persons
approaches to investigations  presentations from
in studying  discussing the role of an expert
physics and expert opinion  brainstorming
its
applications  discussing the roles of  brainstorming  students’
physics in technology  group discussion experiences
2 describe the development (eg in  oral/written  textbooks
contribution communication, questions  internet
of physics to transportation)  field trips  guest speakers
developmen  discussing the applications  presentation
t of physics in everyday life

Assessment Success Theme/ Suggested teaching and Suggested Suggested

24
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know this The student
when the must be able
students are able to:
to: Laboratory  brainstorming safety rules  brainstorming  students’
 undertake 1 state the safety in a laboratory  discussion experiences
general safety measures  discussing safety rules in a  role play  handouts
safety measures in laboratory  group discussion  charts
measures in a laboratory  demonstrating how to  observations  guest speakers
a science handle laboratory  demonstration  safety symbols
laboratory resources  first aid kits
 interpreting symbols of  glassware
hazards  cutting tools
 discussing proper use of  measuring
laboratory equipment instruments
 brainstorming
2 apply safety  practicing some safety  discussion  safety symbols
measures in measures;  role play  first aid kits
the - laboratory safety rules  group discussion  resource
laboratory - fire/emergency drills  observations persons
 discussing first aid  demonstration  charts
techniques in a laboratory  fire
extinguishers
 fire blankets
 buckets of sand
 eye goggles
 laboratory coats
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and

25
 learning and learning
assessment resources
methods
We will know The students
this when the must be able to:
students are
able to: 1 identify Measureme  demonstrating basic  demonstration  beakers
 demonstrate appropriate nts I instruments and their uses  oral/written  rulers
the instruments  drawing basic instrument questions and  stop watches
acquisition of for various diagrams answers  measuring
knowledge investigation  identifying various  discussion cylinders
and skills in s equipment/resources in the  observation  tape measure
scientific laboratory  thermometers
investigation  balances
s  identifying fundamental  demonstration  charts
2 use units for various quantities  oral/written  pencils
appropriate  measuring time, length, questions and  papers
instruments volume, mass and answers
and units in temperature  discussion
various  deriving units for  observation
measurement quantities  practical work
s  discussing SI units
 using prefixes in recording
quantities
 converting units
 reading scales for various
measuring instruments

Core element Properties of matter

26
Outcome The students will be able to relate the behaviour of matter from microscopic level to the macroscopic level
when subjected to different environments and creatively apply these properties to bring about technological
developments at the same time examine the ethical and moral implications of using and applying science.

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know Students must
this when the be able to:
students are 1 describe the Particulate  discussing the meaning of  discussion  students'
able to: composition nature of matter  practical work experiences
 demonstrate of matter matter  investigating the existence  oral and written  pieces of chalk
an of invisible particles exercises  pieces of paper
understandin - breaking up some  sugar
g of substances until one can  kitchen salt
particulate no longer break them  textbooks
nature of further  hammers
matter - dissolving solids in  stones
water  wooden blocks
 discussing the idea of the  beakers
existence of invisible  water
2 give evidence particles in form of  discussion
that matter is molecules  practical work  paraffin
made up of  oral and written  perfumes
small  using senses to infer the exercises  water
particles existence of molecules  potassium
- smelling volatile permanganate
substances that have
odour after placing them
at a distance

27
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
- observing the spreading  beakers
of colour when a  evaporating basins
coloured soluble solid is  ether
placed in water  molecular
3 illustrate the  discussing the states of  role play models
different matter  group discussion  stones
arrangement  discussing the different  demonstration  pieces of paper
s of particles arrangements of particles  oral and written  charts
in solids, in the three states of exercises  pencils
liquids and matter
gases  constructing
representations of particle
arrangement in solids,
liquids and gases using
molecular models and
stones  syringes
4 describe the  drawing the arrangement  discussion  gas jars
properties of of particles in the three  brainstorming  water
the three states of matter  practical work  solid objects
states of  oral/written  coloured gases
matter  investigating the exercises  candle wax
properties of matter  ice
- compressibility  heat sources
- shape  charts
- volume  pencils
- flow
 drawing particular models

28
 of the three states of
matter to explain the
properties
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know Students must
this when the be able to:
students are
able to: 1 define heat Changes of  discussing the meaning of  brainstorming  textbooks
 demonstrate and states of heat  experimentation  beakers
an temperature matter  discussing the meaning of  discussion  sources of heat
understandin temperature  oral questions  water
g of changes  differentiating heat from  thermometers
of states of temperature
matter  stating the SI units of heat
and temperature
2 describe the  group discussion  syringes
effects of  investigating the effects of  practical work  gas jars
heat on heat on matter  iodine
matter - melting and freezing  sources of heat
- evaporation and  test tubes
condensation  pair of tongs
- boiling  water
- sublimation and  solid objects
deposition  coloured gas
 discussing the changes of  candle wax
states of matter in terms  ice
of particles

29
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods

3 investigate  observing and recording  experimentations  water

the linkage temperature as a  written exercises  beakers
between substance melts and  discussion  burners
melting and plotting the graph  brainstorming  test tubes
freezing  observing and recording  practical work  candle wax
points temperature as a  oral exercises  naphthalene
substance freezes, and  ethanamide
plotting the graph  ice
 discussing the results  thermometers
obtained  retort stands
 graph paper
 pencil
 practical work  water
4 explain why  oral exercises  beakers
the  observation  burners
temperature  determining the boiling  written exercises  test tubes
remains point of water at your  group discussion  candle wax
constant school  naphthalene
during  determining the melting  ethanamide
change of point of ice  ice
state  discussing why the  thermometers
temperature remains  retort stands
constant during change of  graph paper
state

30
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods

5 relate the  discussing which pot cooks  practical work  burners

effect of faster with or without a lid  oral exercises  larger test tubes
pressure,  discussing the use of a  observation  candle wax
altitude and pressure cooker  written exercises  water
impurities to  describing how a pressure  group discussion  thermometers
boiling point cooker works  tripod stands
 explaining the difference in  graph paper
the boiling points of pure  salt
water at the school and sea  pressure
level cookers
 investigating the boiling  auto-claves
point of water with some  pots with lids
dissolved solids like salt

31
Core element Mechanics
Outcome The students will be able to appreciate and demonstrate the use of appropriate theories to
explain various types of motion including the energy interactions and the changes that take
place due to forces.

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know The students
this when the must be able to:
students are  rubber bands
able to: 1 define the Force  experimenting with  demonstration  ropes
 demonstrate term force pushing and pulling objects  discussion  spring balances
an  discussing the meaning of  question and  rulers
understandin force answers  wooden blocks
g of forces  discussing examples where  students
and motion force is used
2 state effects  discussion  students
of force(s) on  demonstrating and  experimentations  rubber bands
objects observing effects of  demonstration  ropes
force(s) on objects  observation  spring balances
 discussing the effects of  rulers
3 explain the pushing and pulling objects  experimentations  wooden blocks
effects of  observations  flexafoam
balanced and  pushing/pulling fixed  role play  walls
unbalanced objects and observing the  trees
forces effects  rocks

32
  pulling/pushing to move  spring balances
objects  bricks
 role playing tag of war

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
 books
 masses
 student
 ropes

4 measure  measuring forces  oral and written  spring balances

forces using  recording forces in SI units questions  masses
a spring  group work  wooden blocks
balance  demonstration  bathroom scales
 practical work  rough and
smooth surfaces

 practising pushing objects  oral and written  wooden blocks

5 define the on a surface and observing questions  rough and
term them slide until they come  experimentation smooth surfaces
frictional to a stop  group work  spring balances
force  discussing the observations  demonstration
on pushing objects on a
surface
 stating the meaning of
frictional force from the
observations

33
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods

6 state factors  measuring a force needed  oral and written  wooden blocks
which affect to cause an object to move questions of different sizes
frictional on a smooth and rough  experimentation  rough and
force surface  group work smooth surfaces
 discussing the effects of  demonstration  spring balances
the nature of surface on  discussion  chart paper
frictional force
 measuring a force needed
to move a large and a small
load
 discussing the effect of
increasing normal force on
frictional force
 summarising the factors
that affect frictional force  demonstration  heel of shoes
7 state that  discussion  tyres
friction  producing heat by friction  practical  brake pads
produces eg rubbing surfaces eg  rollers
heat hands  matches
 discussing examples in  students’
which friction produces experiences
heat

34
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods

8 mention  brainstorming the  brainstorming  heel of shoes

advantages advantages and  observation  tyres
and disadvantages of frictional  oral questions  brake pads
disadvantage force  discussion  lubricating oil
s of frictional  discussing the advantages  written exercises  cushion of air
force and disadvantages of  rollers
frictional force  ball bearings
 observing worn out parts  polished
of a bicycle/car surfaces
 discussing ways of  bicycle
minimizing friction
 observation
9 distinguish  weighing an object in  practical work  beam balance
between Newtons and then in grams  oral questions  masses
weight and  discussing the difference and written  spring balance
mass between weight and mass answers  bathroom scales
 deducing the relationship  discussion
between mass and weight  written exercises
(1kg =10N)

 converting mass into  group discussion  calculators

10 convert mass weight  oral and written
to weight and  converting weight into questions
vice versa mass

35
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods

36
We will know The students
this when the must be able to:
students are
able to: 1 describe the Work  demonstrating situations  group discussion  students’
 demonstrate relationship where work is done or not  practical work experiences
an between - discussing scenarios  observation  walls
understandi force and where work is done  written exercises  rocks
ng of the work - discussing situations  trees
concept of where no work is done
work in  discussing the meaning of
physics work
 deducing the formula
Work done = force x
distance
 deducing the units of work
(Nm)
 stating the SI units of work
(joules)  group discussion  rulers
 observation  masses
2 calculate  measuring force exerted  written exercises  spring balances
work done on on an object and a distance  practical  strings
an object moved.  calculators
 finding work done using
collected data
 solving work related
problems using the
formula (work done =
force x distance)

Assessment Success Theme/ Suggested teaching and Suggested Suggested

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

37
 assessment resources
methods
We will know The students
this when the must be able to:
students are
able to: Energy  brainstorming the  brainstorming  textbooks
 demonstrate 1 define energy meaning of energy  group discussion  students’
an  discussing the meaning of  oral questions experiences
understandi energy and answers
ng of  deducing the SI units of  written
principles of energy exercises
energy  discussing the
relationship between work
and energy
2 identify  solar panels
different  discussing sources of  group discussion  batteries
sources of energy (eg solar energy,  oral questions  charts
energy wind energy) and answers
 classifying sources of  written
energy (renewable and exercises
3 describe non-renewable)  simple
different pendulums
forms of  discussing forms of  group discussion  springs
energy energy (PE, KE, chemical,  oral questions  masses
electrical, ...) and answers  torches
 carrying out various  written  cells
activities to demonstrate exercises
and identify energy  practical work
involved  experimentation
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources

38
 methods
4 describe the  demonstrating energy  demonstration  electric bells
law of transfer in a situation  group discussion  bulbs
conservation where one object does  oral/written  students’
of energy work on another object questions experiences
which in turn is able to do  trolleys
work
 discussing the law of
conservation of energy
5 describe  written exercises  candles
energy  carrying out experiments  experimentation  torches
changes in showing energy changes  observation  pendulums
practical eg  catapults
situations  lighting a candle  bulbs
 lighting a torch/bulb  stones
 swinging a pendulum  cells
 throwing a stone using a  motors
catapult  brainstorming  loudspeakers
6 calculate  practical work  connecting
energy  carrying out activities  written exercises wires
gained/lost by involving energy gained
an object or lost e.g.  masses
- lifting and dropping  pendulums
objects  metre rules
- swinging a pendulum  trolleys
 solving problems
involving energy gained
or lost

39
Core element Electricity and magnetism
Outcome The students will be able to understand the laws and principles of electricity, magnetism and then apply this
knowledge in areas such as analogue and digital electronic systems.

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know Students must
this when the be able to:  students’
students are  discussing the meaning of  brainstorming experiences
able to: 1 define an electric current  group discussion  textbooks
 demonstrate electric Electric  stating SI units of electric  oral/written  charts
an current current current questions  cells
understandin  role playing the  ammeters
g of current 2 describe the movement of electrons in  role play  connecting
electricity direction of a simple circuit  demonstration wires
flow of  drawing arrows on circuit  group discussion  bulbs
current in an diagrams to show the  oral/written  bulb holders
electric direction of conventional questions  crocodile clips
circuit current and actual  circuit boards
direction of electrons  practical work  switches
 discussing simple electric  group discussion  cells
3 construct circuits  demonstration  ammeters
simple  identifying components  observation  connecting
electric for a simple electric wires
circuits circuit  bulbs
 connecting simple electric  bulb holders
circuits  crocodile clips
 measuring electric  circuit boards
current using ammeters  switches

40
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
4 identify basic  discussing basic electric  practical work  switches
electric circuit symbols  group discussion  cells
circuit  drawing electric circuits  demonstration  ammeters
symbols  interpreting and  observation  connecting
connecting circuits wires
diagrams  resistors
 practical work  bulbs
5 identify  describing series and  group discussion  bulb holders
series and parallel circuits  demonstration  crocodile clips
parallel  identifying series and  observation  circuit boards
circuits parallel circuits  oral and written  charts
 connecting series and questions  voltmeter
parallel circuits
 drawing series and
parallel circuits
 practical work
 measuring current at  group discussion
6 describe the different points in a series  demonstration
flow of circuit  observation
current in  measuring current before  oral and written
series and and after the junction in questions
parallel a parallel circuit
circuits  discussing currents in
series and parallel circuits
 solving problems
involving currents in
series and parallel circuits
Assessment Success Theme/ Suggested teaching and Suggested Suggested

41
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know Students must
this when the be able to:
students are 1 define the  brainstorming the
able to: term voltage voltage meaning of voltage  brainstorming  cells
 demonstrate  defining voltage  oral exercises  connecting
an  stating the SI units of  discussion wires
understandin voltage  oral and written  switches
g of voltage  measuring voltage questions  ammeters
in series and 2 describe  practical work  voltmeters
parallel voltage in  investigating voltage  bulbs
circuits series and relationships in series and  practical work  cells
parallel parallel circuits  group discussion  connecting
circuits  solving problems  oral and written wires
involving voltage in series questions  switches
and parallel circuits  bulbs
 bulb holders
3 describe the  investigating the
effect of brightness of bulbs when  practical work
increasing the number of cells only is  group discussion  cells
the number increased in series and  oral and written  connecting
of cells and parallel circuits questions wires
bulbs in  investigating the  switches
series and brightness of bulbs when  bulbs
parallel the number of bulbs only  bulb holders
circuits on is increased in series and
brightness of parallel circuits
bulbs  discussing the
observations

42
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know Students must
this when the be able to:
students are
able to:
 demonstrate 1 define Electrical  investigating magnitudes  group discussion  cells
an electrical resistance of current flow in different  experimentation  connecting wires
understandin resistance materials  switches
g of electrical  brainstorming the  ammeters
resistance meaning of electrical  ohmmeters
resistance  multimeters
 discussing the meaning of  resistive
electrical resistance materials
 group discussion
2 determine  recording ammeter and  experimentations  cells
the voltmeter readings while  question and  voltmeters
resistance of varying the number of answer  ammeters
a given wire cells  written exercises  connecting wires
 calculating the resistance  switches
of a component using  circuit boards
R=V/I  rulers
 plotting the graph of  pencils
voltage against current  graph papers
 determining the slope  ohmeters
 discussing the
significance of the slope
 relating resistance to
voltage and current (V=
IR)

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

3 determine  investigating magnitudes  group discussion  cells

the factors of current flow in different  experimentation  voltmeters
that affect types of wires  question and  ammeters
resistance of  investigating the effects of answer  connecting
a piece of length, thickness and  written exercises wires
wire temperature of a  switches
connecting wire on  circuit boards
electrical resistance  nichrome wires
of different
diameters
 copper wires
 constantan
wires
 thermometer
 source of heat

44
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know Students must
this when the be able to:
students are
able to: 1 demonstrate Effects of  carrying out an  group discussion  nichrome wires
 demonstrate the heating electric experiment to  pair work  copper wires
an effects of current demonstrate heating  experimentation  cells
understandin electric effect of electric current.  question and  connecting
g of effects of current  comparing the heating answer wires
electric effects of electric current  class exercises  switches
current on copper and nichrome  brainstorming  resistive
wires components
 discussing the uses of  water containers
copper and nichrome  electric kettles
wires  electric irons
- copper for connecting  electric cookers
wires  fuses
- nichrome for heating  bimetallic strips
elements  thermometers
 discussing how a fuse
wire works
 discussing how a
thermostat works
- bimetallic strip as a
thermostat

45
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods

 carrying out experiment  group work  cells

2 deduce that to show magnetic effect of  demonstration  connecting
electric current carrying wire  experimentation wires
current  discussing the magnetic  question and  switches
produces a effect of electric current answer  ammeters
magnetic  discussing the application  quizzes  electric bells
field of magnetic effect in  plotting
everyday life (eg compass
production of electric  relays
bells, electric motors and  electric motors
relays)  solenoids
 constructing a simple  iron filings
electric motor or relay  iron nails
(project)  group work
 experimentation
 carrying out experiments  oral and written  connecting
3 state the to show chemical effect of exercises wires
chemical electric current  ammeters
effect of an  discussing the chemical  switches
electric effect of electric current  carbon electrode
current  electrolytes

46
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods

4 explain the  examining the external  practical work  wet and dry
difference and internal structures of  demonstration cells
between dry dry and wet cells  discussions  scalpels
and wet cells  drawing and labelling the  oral/written  pencils
parts of the dry and wet exercises  charts
cells
 comparing the structures
of the dry and wet cells
 discussing basic
functioning of dry and wet
5 explain ways cells  demonstration
of caring for  brainstorming  flip charts
and  discussing ways of caring  discussions  wet and dry
maintaining for dry and wet cells  oral/written cells
cells  discussing the exercises  charts
maintenance of wet cells
 discussing impacts of poor
disposal of wet and dry
cells
 discussing methods of
disposing the cells

47
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know Students must
this when the be able to:
students are
able to: 1 identify Magnets  brainstorming the main  brainstorming  magnets
 demonstrate magnetic and components of magnetic  group discussion  iron/steel nails
an non-magnetic substances  demonstration  iron filings
understandin substances  conducting an experiment  experimentation  copper metal
g of magnets to identify substances  question and  zinc metal
attracted by a magnet answers  aluminium foils
 describing the material  glass
nature of magnetic rods/pieces
2 describe substances  plastic pens
magnetic  oral and written  flip charts
fields  observing the pattern of exercises  magnets
iron filings when a  demonstration  iron filings
magnet is placed  pair work  plotting
underneath a paper on compass
which iron filings are  papers
sprinkled  objects attracted
 tracing the direction of by magnets
lines of force using a
plotting compass
 drawing magnetic field
patterns
 observing the effect of
distance on strength of
magnetic force

48
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
3 identify poles  identifying poles of an  experimentation  unmarked
of a magnet unmarked bar magnet  group discussion magnets
- dipping a bar magnet in  iron filings
iron fillings  compasses
- suspending an  pieces of paper
unmarked bar magnet  strings
and observing its  wire hangers
resting position  magnets
- placing a compass and
observing its resting
position
- deducing the poles of
the magnet
4 explain the  practical work
basic law of  observing the effect of  oral questions  marked magnets
magnetic bringing like poles  written exercises  unmarked
force together and unlike poles magnets
together  plotting
 discussing the compasses
observations  pieces of paper
 drawing magnetic field  iron fillings
patterns to explain  strings
repulsion and attraction  wire hangers
 identifying the N-seeking
pole and the S-seeking
pole of unmarked bar
magnets using law of

49
 magnets

Assessment Success Theme/ Suggested teaching and Suggested Suggested

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

5 describe uses  discussing devices that use  group discussion  magnets

and care of magnets  oral questions  winding wires
magnets  discussing ways of caring for  field trips  loud speakers
magnets  magnetic screw
 discussing storage of drivers
magnets

50
Form 2
Core element Scientific investigations and skills
Outcome Students will be able to use scientific laws, principles, theories and relations to explain phenomena and
creatively exploit these phenomena to generate and test theories as well as critically analyse and evaluate
scientific data from observations and experimentations.

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know The students
this when the must be able to:
students are Conducting  identifying a scientific  brainstorming  materials will
able to: 1 design a scientific problem  class discussion depend on the
 demonstrate scientific investigatio  discussing the nature of  reporting nature of
an investigation n the scientific problem  oral and written investigation
understandin  generating a hypothesis exercises under study
g of how a about the problem  case studies  measuring
scientific  outlining the steps to instruments
investigation address the problem  case study
is designed  discussing a case study on materials
and executed conducting scientific
investigation
 brainstorming
2 carry out a  setting up an experiment  class discussion
scientific  taking correct  reporting
investigation measurements  oral/written
 analysing the data sets exercises
 drawing conclusion about  project
the problem
Core element Properties of matter

51
Outcome The students will be able to relate the behaviour of matter from microscopic level to the macroscopic level
when subjected to different environments and creatively apply these properties to bring about technological
developments at the same time examine the ethical and moral implications of using and applying science.

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know Students must
this when the be able to:
students are  burners
able to: 1 deduce that Thermal  conducting simple  experimentation  larger test tubes
 demonstrate different expansion of experiment on expansions  discussion  water
an solids and solids, of solids, liquids and  glass tubing
understandin liquids liquids and gases  rubber stoppers
g of expand by gases  conducting simple  thermometer
expansion of different experimentations to  tripod stands
substances amounts demonstrate differences  different liquids
when heated in expansions of solids  different metal
equally and liquids rods
- heating different metal  (copper
bars or hangers and bar/steel bars
different liquids for the  iron bars of
same length of time equal length and
with the same source of diameter)
heat and observing  needles
their rate of expansions  stop watch

Assessment Success Theme/ Suggested teaching and Suggested Suggested

52
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
2 explain that  investigating the  brainstorming  straws
different expansion of different  discussion  different gases
gases expand gases  written exercises  burners
by the same  discussing the results of  practical work  water
amount when the investigation  test tubes
heated  delivery tubes
equally  thermometers
 containers
 group discussion  tripod stands
3 describe the  discussing the everyday  field trips
various life applications of  charts
applications expansion of  water bottles
of expansion - solids  flooring
of solids, - liquids  markers
liquids and - gases  rivets
gases  group discussion  bimetallic strips
 oral exercises
4 explain the  investigating sudden  written exercises  eggs
effect of expansions or  field trips  beakers
sudden contractions of objects  observation  Pyrex glass
expansion - sudden expansion of an  demonstration  ordinary glass
and egg  stones
contraction - sudden cooling of  heat sources
on an object stones
 comparing the expansion
of ordinary glass and
pyrex glass

53
Assessment Success Theme/topic Suggested teaching and Suggested Suggested
standard criteria learning activities teaching, learning teaching and
and assessment learning
methods resources
We will know Students must
this when the be able to:
students are
able to: 1 define Density  brainstorming on the  experimentation  textbooks
 demonstrate density meaning of density  discussions  cotton wool
an  measuring different  brainstorming  sand
understandin masses and their  match boxes
g of density respective volumes of the  students’
and its same substance eg water experience
applications  finding values of mass
divided by volume
 discussing the meaning of
density
 deriving SI unit of density
 measuring
 measuring mass and  experimentation cylinders
2 determine volume of different  discussions  water
density of substances and then  brainstorming  beam balance
various finding their densities  oral/written  strings
objects  calculating density of exercises  rulers
various objects using  =  displacement
m/v cans
 solving density related  metal cubes
problems  paraffin
 table of
densities

Assessment Success Theme/topic Suggested teaching and Suggested Suggested

54
standard criteria learning activities teaching, learning teaching and
and assessment learning
methods resources

3 relate density  comparing the densities of  experimentation  table of

of substances solids, liquids and gases  group discussion densities
to their  explaining the differences  oral/written  solid objects
states in densities between and exercises such as ice,
among solids, liquids and wood, metals,
gases in terms of their rubber, plastics
molecular arrangement and glass
 various liquids
 discussing what happens  Experimentation
4 explain the to the mass, volume and  group discussion
effect of density of a substance  oral/written  textbooks
temperature when temperature exercises  ice blocks
changes to changes  balloons
density of a  discussing the behaviour   water
substance of water between 40C to  density tables
00C  potassium
 observing convection permanganate
currents in heated water  sources of heat

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and

55
 learning and learning
assessment resources
methodologies

5 explain why  placing different  brainstorming  corks

some substances on water and  demonstration  cooking oil
substances observing whether they  paraffin
sink, and float or sink  stones
others float  relating sinking and  nails
on water floating observations to  plastic objects
densities of materials  water
6 describe  experimentation
average  discussing average  brainstorming  fresh eggs
density density  demonstration  rotten eggs
 observing a match box  group discussion  water
containing a few iron nails  oral/written  test tubes
placed on water and exercises  iron nails (small)
discussing what happens  oral exercise  cork stoppers
 observing rotten and  match boxes
fresh eggs placed in  cello tapes
water  containers
 discussing the
observations
 discussing the application
of average density (e.g.
ship, boat or canoe floats
on water)

Assessment Success Theme/ Suggested teaching and Suggested Suggested

56
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know Students must
this when the be able to:
students are
able to:  conducting simple
 demonstrate 1 differentiate Specific experiments on heat  experimentation  thermometers
an heat capacity heat capacity  discussions  sources of heat
understandin from specific capacity  describing the meaning of  written exercises  water
g of specific heat capacity the term heat capacity  calorimeters
heat capacity and specific heat capacity  beakers
 discussing the difference  metal blocks
between heat capacity
and specific heat capacity
2 demonstrate  experimentation  thermometers
that different  investigating the specific  group discussions  sources of heat
substances heat capacities of  oral/written  water
have different substances exercises  containers
different - heating equal  inquiry  paraffin
specific heat quantities of  cooking oil
capacity substances equally  beam balances
and comparing  clocks
temperature rise  water baths
 working out the specific  measuring
heat capacity of cylinders
substances using

 solving problems involving

specific heat capacity

57
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
3 explain the
importance  discussing the application - group  textbooks
of specific of specific heat capacity in discussion  students’
heat capacity everyday life ie - oral/written experiences
- engine coolant exercises
- water in car radiators - literature
- temperature regulation review
in human body by
water
- cooking pots
- land and sea breezes

58
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know Students must
this when the be able to:  metal rods
students are  water
able to:  containers
 demonstrate 1 explain the Heat  investigating heat transfer  group discussion  potassium
an transfer of transfer in solids, liquids and  oral exercises permanganate
understandin heat in gases  written exercises  candle wax
g of heat substances  discussing how heat is  experiments  burners
transfer transferred by  tripod stands
conduction, convection  clamps and
and radiation clamp stands

 brainstorming  different metal

2 compare the  experiments rods
rate of  carrying out experiments  group discussion  water
conduction of to demonstrate the rate of  oral exercises  containers
heat by heat conduction  written exercises  candle wax
different - coating ends of  tripod stands
metals different metals with  clamps and
candle wax and heating clamp stand
them equally  sources of heat
 discussing the rate of  stop watches
conduction of heat in  match sticks
different metals

59
 Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods

3 explain  painting black absorbers  brainstorming  water

applications of solar collectors  practical work  aluminium foils
of heat  discussing the effect of  group discussion  tins
transfer in wearing dark coloured  oral exercises  black paint or
everyday life clothes  written exercises black plastic
 discussing the effect of  investigation bags
painting of walls white  field trips  thermometers
 discussing the use of  thermal flasks
aluminium foil in  clear and black
- keeping food warm containers
- designing simple solar  clear tubes
- cookers  solar cookers
- designing heaters  heaters
 discussing how thermal  cooler boxes
flasks, cooler boxes, grass  food warmer
thatched houses function containers
 students’
experiences

Core element Mechanics

60
Outcome Students will be able to appreciate and demonstrate the use of appropriate theories to explain various types
of motion including the energy interactions and the changes that take place due to forces.

Assessment Success Theme/topic Suggested teaching and Suggested Suggested

standard criteria learning activities teaching, learning teaching and
and assessment learning
methods resources
We will know The students
this when the must be able to:
students are 1 define power Power and  discussing the meaning of  discussion  students’
able to: machines power  experimentation experiences
 demonstrate  determining power  written exercises  thermometers
an - use of different burners  beakers
understandin - dragging an object to a  water
g of certain distance  different
machines - lifting an object to a burners
and their certain height  stop watches
operational 2 solve  discussing the formula for  discussion  measuring tapes
principles problems calculating power  written exercises  masses
involving  deriving units of power  internet
power  expressing the unit of  students’
power in SI unit experiences
 calculating power given
relevant information

 discussing the meaning  discussion  bottle top

3 define a of the term machine  written exercises openers
machine  giving examples of simple  field trips  pair of scissors
machines  planks
 pulleys
 crow bars
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and

61
 learning and learning
assessment resources
methods

4 explain the  discussing the advantages  experimentation  spring balances

advantages of using machines  discussion  planks for
of using  comparing a force  written exercises inclined planes
machines required to lift an object  oral/written  rollers
using a machine and the questions  benches
force required without a  wooden blocks
machine
 experimentation  spring balances
5 state ways in  measuring and comparing  discussion  inclined planes
which the effort required on a long  written exercises  rollers
mechanical and short inclined plane  oral/written  benches
advantage of  measuring and comparing questions  wooden blocks
an inclined effort required on smooth
plane can be and rough inclined planes
increased  discussing the advantages
of using long and smooth
inclined plane surfaces
 discussing the advantages
of using rollers on
inclined plane

Assessment Success Theme/ Suggested teaching and Suggested Suggested

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

62
 assessment resources
methods

6 explain why  calculating the work done  experimentation  spring balances

the lifting in raising an object using  discussion  inclined planes
operation in an inclined plane  written exercises  rollers
an inclined  calculating the work done  oral/written  benches
plane in raising an object questions  wooden blocks
requires a without an inclined plane
greater using energy of height
expenditure gained by an object (PE =
of energy Weight x height)
comparing energy
expenditure (wastage) in
raising an object through
an inclined plane over
direct lifting
 observation  spring balance
7 calculate  defining load and effort  explanation  planks
mechanical  measuring load and effort  oral and written  pulleys
advantage  calculating mechanical questions  ropes
for inclined advantage (MA =  group work  loads
planes load/effort)  retort stands
 solving mechanical  G-clamps
advantage related
problems

Assessment Success Theme/ Suggested teaching and Suggested Suggested

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

63
 assessment resources
methods

8 explain how  discussing pulley systems  experiment  spring balances

pulley  measuring the effort  group discussion  planks
systems work required to raise a known  oral/written  pulleys
load using a pulley system exercises  ropes
with more than one  loads
sections of a rope  retort stands
 measuring the effort  G-clamps
required to raise a known
load by increasing the
number of pulley systems
 calculating mechanical
advantage
 discussing the
relationship between
mechanical advantage
and the number of pulley  students
systems experiences
 solving problems  brainstorming  see-saws
9 identify uses involving pulleys  demonstration  scissors
of levers in  written exercises  crow bars
everyday life  discussing levers  observation  wheel barrows
 demonstrating a see-saw  pair work  tongs
as a lever  oral questions  bottle openers
 discussing other examples
of levers and how they
work
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources

64
 methods

10classify  identifying differences in  group discussion  see-saws

levers lever systems according  practical work  scissors
depending on to their order  demonstration  crow bars
the position  classifying given levers  written exercises  wheelbarrows
of load, effort (1st, 2nd and 3rd order)  observation  tongs
and fulcrum  oral/written  bottle openers
questions  charts
 forceps
 hammers

 measuring effort when:  group discussion  simple balances

-load is close to fulcrum  practical work  weights
11describe how -load is away from the  demonstration  strings
to reduce fulcrum  written exercises  rulers
effort in  discussing the results  wheelbarrows
levers

Assessment Success Theme/ Suggested teaching and Suggested Suggested

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

65
 12 state the  balancing a see-saw  group discussion  rulers
principle of  calculating moments (load  experimentations  see-saws
moments in x distance to fulcrum)  demonstration  masses
levers  expressing the principle  written exercises  spring balances
of moments as a
mathematical relationship
(load x distance = effort x
distance)
 explaining how the
principle of moments
13 apply the works in levers  group discussion  students’
principle of  demonstration experiences
moments in  discussing the  oral/written  bottle openers
solving applications of moments exercises  claw bars
problems in everyday life  claw hummers
 solving problems  tongs
involving the principle of  forceps
moments  wheelbarrows
 doors

Core element Electricity and magnetism

Outcome The students will be able to understand the laws and principles of electricity, magnetism and then apply
this knowledge in areas such as analogue and digital electronic systems.

66
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know Students must
this when the be able to:
students are
able to: 1 explain the Electrostatic  discussing the structure  brainstorming  charts
 demonstrate existence of s of the atom  discussion  electrostatic kits
an charges in  stating types of charges  oral/written  plastic rulers
understandin matter  stating the SI units of questions  paper
g of the charge  observation  woollen clothes
principles  discussing the electric  demonstration  perspex
and field of a point charge  experimentation  conducting rods
application of  stating the law of charges  electric field
electrostatics 2 explain how  experimentation apparatuses
objects are  discussing electrostatic  brainstorming  castor oil
charged in charging  group discussion  maize flour
electrostatics  describing  oral/written  electroscopes
experimentations to show questions  balloons
electrostatic charging by  demonstration
friction, induction and
contact
 discussing differences
between insulators and
electrical conductors in
terms of charging
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources

67
 methods
 demonstrating the
3 describe the presence of charge using
effect of an electroscope  pieces of paper
distance and  experimentation  electroscopes
magnitude of  investigating the effect of  discussion  electrostatic kits
charges on distance between  observation  matches
electrostatic interacting charges on the  oral/written  pens
force electrostatic force questions  tap water
 investigating the effect of  discharge
the magnitudes of
interacting charges on the
electrostatic force
 discussing the effect of
distance and the  students’
magnitudes of charges on experiences
4 describe the electrostatic force  brainstorming  textbooks
role of  discussing applications of  discussion  charts
electrostatics electrostatics  oral/written  lightening
in everyday  discussing dangers of questions conductors
life electrostatics  observation  conducting rods
 discussing the formation  demonstration  electrostatic kits
of lightening  connecting
 discussing the importance wires
of earthing (lightening  Van de Graaff
conductor) generators

Core element Oscillations and waves

Outcome The students will be able to understand and apply waves and their properties in designing and developing
various technologies in communication, medicine, musical and military equipments.

Assessment Success Theme/ Suggested teaching and Suggested Suggested

68
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know The students
this when the must be able to:
students are  candles
able to: 1 describe the Light  carrying out  group work  wooden blocks
 demonstrate propagation experimentations to show  experimentation  screens
an of light that light travels in a  oral and written  matches
understandin straight line exercises  ray boxes
g of  discussing the
properties of observations from the
light 2 explain how experiment  group work  clay balls
shadows are  experimentation  light sources
formed  forming shadows using  discussion  screens
light source(s), opaque  oral and written  spherical
objects and a screen exercises opaque objects
 observing pattern of the  pencils
shadow as umbra and  charts
penumbra
 drawing ray diagrams to
show how the umbra and
penumbra are formed

Assessment Success Theme/ Suggested teaching and Suggested Suggested

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

69
 3 explain how  brainstorming how  discussion  light sources
eclipses are eclipses are formed  role plays  wood blocks
formed  discussing how eclipses  practical work  screens
are formed  oral and written  clay balls
 demonstrating formation exercises  oranges
of solar and lunar eclipses  pencils
 drawing ray diagrams
describing the eclipse of
the moon and the sun

4 explain a pin  discussing functions of  discussions  needles or nails

hole camera parts of a pin hole camera  practical work  tracing paper
functions  illustrating how a pin hole  oral and written  light sources
camera works using ray exercises  pencils
diagrams  charts
 solving numerical
problems on magnification
involving a pinhole
camera  light sources
5 describe  discussion  metal sheets
reflection of  demonstrating reflection  practical work  plane mirrors
light on plane of light on plane mirrors  oral and written  screens
surfaces  discussing the meaning of exercises  plane glass
reflection

Assessment Success Theme/ Suggested teaching Suggested Suggested

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

6 state the • investigating the laws of  experimentation  light sources

70
 laws of reflection  discussion  metal sheets
reflection - tracing the incident and  oral and written  plane mirrors
reflected rays exercises  ray boxes
- measuring the angle of  screens
incidence and the angle  rulers
of reflection  protractors
- comparing the angles
of reflection and
incidence
 deducing the law of
reflection from the
experiment
 solving problems using
the reflection law  experimentation  rulers
7 describe the  discussions  protractors
characteristi  observing images formed  oral and written  pencils
cs of images by plane mirrors exercises  plain papers
formed by  discussing characteristics  observation  plane mirrors
plane mirrors of images formed by plane  students’
mirrors experiences
 drawing ray diagrams  mirror holders
showing how images are
formed by plane mirrors
Assessment Success Theme/ Suggested teaching and Suggested Suggested
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods

 observing images
produced by two mirrors
arranged:

71
 - parallel and facing
8 explain the each other  rulers
applications - at an angle  brainstorming  protractors
of reflection  experimentation  pencils
of light  brainstorming  discussion  plain papers
applications of reflection  oral and written  plane mirrors
of light exercises  students’
 discussing the  group work experiences
applications of reflection  mirror holders
of light  periscopes
 discussing how a
periscope works  rectangular
9 describe  experimentation glass blocks
refraction  discussions  frosted glass
 oral and written  sources of light
exercises  ray boxes
 passing light ray through  group work  rulers, pencils
a block of glass  plain papers
 tracing the path taken by
the light ray
 discussing the
observations

Assessment Success Theme/ Suggested teaching and Suggested Suggested

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

10 explain the  producing a spectrum  experimentation  sources of light

72
 formation of using a prism  discussions  triangular
a spectrum  explaining the formation  oral and written prisms
of a spectrum exercises  white screens
 relating the formation of a  group work  Newton’s discs
spectrum by a prism to  compact disks
the formation of a (CDs)
rainbow
11 explain  brainstorming
apparent  observing a hidden coin  discussion  coins
depth as water is poured in a  experimentation  stones
cup  oral and written  water
 drawing ray diagrams to exercises  beaker
illustrate the observation  field visits  students’
 relating apparent depth to experiences
students experiences in
12 explain why everyday life  brainstorming
an object  discussion  water
appears bent  observing a stick placed  group work  glass beakers
when in a glass of water  practical work  pencils
partially  discussing the bending of  oral and written  rulers
submerged a stick placed in a exercises  sticks
in water transparent glass of water

73
Core element Nuclear physics
Outcome The students will be able to appreciate principles of radioactivity and how radioactive materials are safely
handled, used and stored.

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods
We will know Students must
this when the be able to:
students are
able to: 1 describe the Introduction  illustrating the structure  explanation  textbooks
 demonstrate nuclear to nuclear of an atom  discussion  periodic tables
an structure of physics  identifying the constituent  oral/written  charts
understandin an atom particles of a nucleus questions  models of atoms
g of  drawing diagrams of the  observation
radioisotopes atomic nuclei  demonstration
 representing nuclei using
the nuclear notation

2 describe  discussing the meaning of  explanation  textbooks

characteristi isotopes  discussion  periodic tables
cs of isotopes  listing examples of  group discussions  charts
isotopes  brainstorming  models of atoms
 discussing radioactive  oral/written
isotopes questions
 observation
 demonstration

Assessment Success Theme/ Suggested teaching and Suggested Suggested

74
standard criteria topic learning activities teaching, teaching and
learning and learning
assessment resources
methods

3 describe  discussing types of  group discussions  textbooks

types of nuclear radiations  brainstorming  periodic tables
radioactive  discussing the properties  oral/written  charts
emissions of each type of nuclear questions
radiation  demonstrations

 discussions  textbooks
4 state the  discussing dangers of  brainstorming  periodic tables
dangers and handling and storing  oral and written  charts
safety radioactive emissions questions
measures of  describing safe methods  fieldtrips
radioactive of radioactive materials
emissions
 textbooks
5 mention the  listing applications of  periodic tables
applications radioactivity:  charts
of - nuclear power generation
radioactive - agricultural/biochemical
emissions tracers
- industrial
- medical (radiotherapy)
- sterilization/food
preservation

75
References
Alnord D Mwanza, et al (2011). Senior secondary physical science for Form 3.
Grey Matter Ltd,
Longhorn.
Alnord D Mwanza, et al (2011). Senior secondary physical science for Form 4.
Grey Matter Ltd, Longhorn 2012 Cambridge physics teaching syllabus, IGCSE.
Keith Johnson (2011). New physics for you. updated Edition for All GSCE
Examinations.
Nelson Thornes.
Keith Wallis. Physical science for Malawi. (2nd Ed.). Zomba: Chanco Publications
Ministry of Education Sports and Culture (1998). Junior secondary school
teaching syllabus for
physical science. Domasi: MIE.
Ministry of Education Sports and Culture (1998). Junior secondary school
teaching syllabus for
integrated science. Domasi: MIE.
Ministry of Education, Tanzania (2010 ). Tanzania certificate of secondary
education (O-Level),
available; http://tanzania.elimu.net/Secondary/Tanzania/TCSE_Student/Physics/Form-1/
TZ_O-Level-Physics-Syllabus-Form-1.htm (accessed on: march 18, 2013).
Nigel English (2011). AQA GCSE Physics. Longman (Pearson Education
Limited)
Ministry of Education Science and Technology, (2002). Secondary education
syllabus volume II.
Nairobi: Kenya Institute of Education.
Ministry of Education (2001). Senior secondary teaching syllabus for physical
science. Domasi:
MIE.
Ministry of Education and Sports (2008). Physics teaching syllabus. Kampala:
National
Curriculum Development Centre.

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