2023

PEAS Scheme of Work: Subject

CLASS : SENIOR THREE
Subject: PHYSICS Class: S3 Term: ONE Teacher’s Name:
……….
Time allocation (per lesson): 2 DOUBLES (80 MINUTES EACH) Periods per week: 4
PERIODS

YPR:
Y= yes, I taught the lesson
P= I partially taught it e.g. I didn't get through all the content.
R= I taught the lesson, but I think students would benefit from a review

Please indicate during which weeks S3 learners will complete their Subject project.

Week Learning outcome Methodology Teaching/ Learning resources Y

Subtopics (by the end of the lesson, P
a learner should be able) R

Theme: Mechanics and properties of matter

Topic: Linear and Non- linear motion

Competency: The learner should be able to devise activities to measure distance and short time intervals and he/she should be able to
use the data to calculate the speed and acceleration of a moving object and explain their implications
1.1  Understand and  Introduces the lesson by asking every learner in  Video clips related to
apply the class to make any physical movement. Builds on motion like athletes
Motion
relationship learners’ movements to give more race against time
between speed, scenarios/illustrations related to motion. Using (Joshua Cheptegei).
distance and time probing questions, learners are tasked to reflect on  Role play (learners

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 (u, s) the activities. walking & running).
 In groups, the teacher guides learners to plan and  Stop clock /watch
carry out an investigation to find the speed of  Calculator
someone walking, running & riding a bicycle (role
play).
 Introduces the formular of speed, using distance
and time as demonstrated in the role play.
 In groups, learners are tasked to solve numerical
problems related to speed, time and distance.
 Tasks each learner to determine speed of a
specified moving body given a specific distance
and time.

1.2 Understand the terms  Builds on the knowledge learnt about motion in  Tape measure
used in linear motion. terms of distance and speed to explain the  Two stop
Terms used
That is; relationship between displacement, average speed, clocks/watches
displacement, velocity and acceleration one at ago. Using probing  Pen
average speed, questions, learners are tasked to reflect teacher’s  Notebook
velocity (u, s) explanation.  Calculator
 Guides learners in their groups to relate the
knowledge given to them to compare speed and
average speed, velocity and acceleration
 Derives the formulae for average speed, velocity
and acceleration, using distance, displacement and
time.
 In groups, learners are tasked to solve numerical
problems related to average speed, velocity, and
acceleration
 A learner is tasked to follow the steps taken while
comparing and write a report about his or her
findings

2.1 Understands  Asks learners to point out key terms in the  Calculators
acceleration and definition of acceleration to derive the formulae for  Mathematical set
solve numerical acceleration and explains how the formula is used

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Numerical problems in relation to solve numerical problems related to motion  Notebook
problems to the formulae  In groups a teacher guides learners on how to
derived (u, s) solve numerical problems using the formula
derived
 A learner solves numerical problem and present the
findings for marking

2.2  Displays a chart or uses a squared board to show  Sharp pencil

motion using distance- time graph and tasks  Graph paper
Distance-time  Know how to
learners to study and share observations.  Wooden claps
graphs represent the
 Uses learners’ ideas to explain the steps followed  Mathematical set
motion of a body
to draw the distance time graph on a square board.  Tape measure
graphically (u, s)
 Following the teacher’s demonstration, learners are  Stop clocks
 Describe linear
tasked (in their groups) to draw the distance time  Pegs
motion using
graph. In addition, they also describe linear motion  Tags A,B,C,D,E,F,G
distance time
using distance-time graphs. and Q
graphs (u, s)
 A learner is given different distances and  Lower secondary
respective time intervals and asked to draw a physics Learners book 3
distance time graph and describe the motion of a page9 (vision
body and hence present the findings to the entire publishers)
members of the class.

3.1  Know how to  Displays a chart or uses a squared board to show  Sharp pencil
construct velocity motion using velocity- time graph and tasks  Graph paper
Velocity- time
time graphs (u, s) learners to study and share observations.  Mathematical set
graphs
 Describe motion  Uses learners’ ideas to explain the steps followed  Lower secondary
of a body using to draw the velocity time graph on a square board. physics Learners book 3
velocity time  Learners are asked to follow the teacher’s page10 (vision
graphs (u) demonstration in their groups to construct velocity- publishers)
time graphs.
 In groups, learners are given a table displaying
velocities of a body and their respective time
intervals and tasked to draw a velocity time graph
while the teacher is guiding them. After learners
are tasked to describe the trend of their graphs in

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 relation to motion terms hence present the findings
to the class. Harmonization is done to class
 Individually, learners are given a mathematical
problem to interpret and present the solutions
graphically and submit their books for marking &
feedback

3.2  Know the  Explains to learners how they can present data and  A calculator
equations of builds on it to illustrate that motion can be  Notebook
Equations of
motion (u) represented numerically.  Lower secondary
motion
 Know how to use  Using a chart, he/she presents symbols used in physics Learners book 3
the equations of equations, and asks learners to share what each page 13-14(vision
motion (s) symbol stands for. Teacher harmonizes learners publishers)
input.
 Using the equations, the teacher solves numerical
problems on the blackboard while learners are
following.
 In groups learners are presented with a task to
solve numerical problems. The teacher assesses,
provides feedback for each group and after
harmonization for the whole class.
 Individually, learners are tasked to solve numerical
problems and present the solutions to the teacher
for marking and feedback.

 Understand the  Throws simple object like a piece of chalk upwards  Video clips showing
acceleration of and asks learners questions related acceleration of free falling bodies
4.1
free falling free falling bodies.  Projector to display
Motion under bodies or thrown  Builds on learners’ responses to introduce and video clips and images
gravity vertically explain the knowledge behind motion of free OR
upwards (u) falling bodies.  Ball
 Investigate Tasks learners in pairs to recall and share the linear  Pen
motion of an equations of motions. Teachers uses responses to  Notebook
object thrown connect and explain equations of motion under  Physics lower secondary
vertically

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 upwards(u, s) gravity. learners book page 16
 With an example, teacher illustrates how to
calculate numerical problems using equations of
motion of free falling bodies.
 In groups, learners are tasked to investigate motion
of an object thrown vertically upwards and share
their findings to the class members, while the
teacher harmonizes feedback.
 Individual homework on the same subject is
administered.

4.2 Motion  Uses a squared board and demonstrates how to  String(at least 1m long)
under gravity draw velocity time graphs for a body thrown  Pendulum bob
Describe acceleration
vertically upwards  Metre rule
(graphical due to gravity using a
 Learners determine the acceleration due to gravity  Retort stand
approach) simple pendulum (u,
practically in their groups using teachers guidance  Stop clock
s)
 A learner is asked to check in the learners book and  Table
answer questions as instructed and there after  G-clamp
submit the book for checking and marking

5.1 Measure acceleration  Begins by displaying the image of a ticker timer to  Photos from the text
using a ticker timer learners, describe its features and how it works. books or images on
Ticker timer
(u, s) explaining about the dots frequency and period internet (search by
 Demonstrates how to derive the formula for finding typing ticker timer using
total time taken to print the dots using frequency, google or any other
n−1 website)
number of spaces t=
f  Ticker timer of known
 Guides learners in their groups on how to measure frequency, a 12v ac
acceleration using a ticker timer to derive the power supply ticker tape
fd two 4mm connecting
formula for velocity v= when n is the leads and a pair of
(n−1)
number of dots, d is distance and f is frequency scissors, metre rule,

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 (practical activity) graph paper and glue
 Using the knowledge acquired from the  Physics lower secondary
experiment, a learner is tasked to solve numerical learner’s book 3 page 21
problems related to acceleration by a ticker timer

5.2 Understand linear  Introduces the lesson by giving scenarios of  Textbook pictures
momentum and colliding bodies and using the real classroom showing colliding
Linear
collisions (u, s) objects and related illustrations to explain linear bodies
momentum
momentum and collision  Calculator
and collisions
 Internet clips of
 Demonstrates the steps taken to derive the formula
colliding bodies
for momentum
momentum p=mass × velocity( p=mv)
 In groups, the teacher guides learners to define
linear momentum and derive the formula for linear
momentum change during and after collision. That
is
momentum change=final momentum−initial momentum(mv−mu)
 In groups learners solve a mathematical problem
numerically, while a teacher assesses and gives
feedback.
 Tasks learners individually to determine
momentum using the formula derived.

6.1 Understand and apply  Explains the laws of motion as formulated and  Diagrams showing the
newton’s laws of described by Isaac Newton relevance of newton’s
Newton’s laws
motion (u, s)  Guides learners in groups to demonstrate newton’s law of motion either
of motion
laws of motion and derive their formulae using internet or
mathematically in relation to force and momentum textbooks
 Using the equations, the teacher solves numerical  Calculators to simplify
problems on the blackboard while learners are numerical problems
following.
 In groups learners are presented with a task to
solve numerical problems. The teacher assesses,

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 provides feedback for each group and after
harmonization for the whole class.
 Individually, learners are tasked to solve numerical
problems and present the solutions to the teacher
for marking.

6.2  Know and  begins by asking learners to use their body parts  An object like a
understand (foot) to draw circles on ground and builds on it to pendulum bob
Circular
motion in a explain circular motion of moving bodies and  A string to tie the
motion and
circular path (k, brings out scenarios and real life experiences of pendulum bob and then
motion in
u) bodies moving while describing a circular path spin it within hands
viscous fluids
 Study the motion  Guides learners in groups to study motion of an
of an object in a object in a circular path.
circular path  Leads a discussion with learners in their groups
 Understand and explain the implications of shape in birds, fish
motion in viscous and planes in relation to motion of an object in a
fluids (u) fluid
 A learner is tasked to research and discuss the
graphs showing variation of distance and velocity
with time for an object falling through a viscous
liquid and present his/her findings

7.1  Differentiate  tell learners that mathematical quantities that are  Strong rope of at least
between vector used to describe the motion of objects can be 3m and even number of
Resultant
and scalar divided into two categories vector or scalar, and learners to pull it on
force, mass
quantities and then explains the difference between vector and either ends (tag of war)
and
give examples of scalar quantities  Lower secondary
acceleration
each (k, u)  Through the teachers explanation learners are physics Learners book 3
 Understand that a guided to give examples of vector and scalar page38-41 (vision
number of forces quantities publishers)
can be  In groups learners use Pythagoras theorem to find
represented by a the resultant force that represents many forces
single resultant mathematically while a teacher assesses and gives
force feedback and harmonizes with class
 Individually learners are given a numerical

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  (u, s) question and asked to work it out in their books
and submit their books for marking

 Activity of
integration
 Gives an activity of integration
 learners do the activity of integration individually
and submit their work

Theme: Light
Topic: Refraction, dispersion and colour
Competency: The learner should be able to understand the phenomenon of refraction and its effects.

7.2 Understand that light  Dips a stick in a beaker of full of water and asks  Pencil
maybe refracted as it learners questions related to refraction of light.  Water
Refraction of
passes from one  Builds on learners’ responses to explain why an  Ruler
light
medium to another object appear bent as it is partially immersed in  Glass beaker/glass jar
(u) water and how a ray of light is refracted as it passes  Charts displaying the
between two adjacent media diagrams about
 In groups with the guidance of the teacher, learners refraction
investigate how light is refracted practically
 Individually, learners are tasked to study the terms
used in refraction of light and write them in the
books and forward their books for checking.

8.1  Understand the  Displays charts with illustrations showing a ray of  Chalkboard illustrations
concept of light from one media crossing boundary to another showing light ray from
Refractive
refractive index media. Asks probing questions related to one media and crossing
index
(u) refraction. a boundary
 find numerically  Builds on learners’ responses to explain the  Lower secondary
refractive index physics Learners book 3

8
 (s) phenomenon of refractive index of a glass. page58 (vision
 Using the chalkboard illustration a teacher explains publishers)
the steps taken to derive the formula for refractive
index for a ray of light passing different media
boundaries and use it to solve numerical problems
 In groups learners are tasked to use the derived
formula to solve numerical problems related to
refractive index; while the teacher assesses and
gives feedback to learners
 Individually learners are given homework to work
and asked to submit for marking after finishing it.

8.2 Determine the  Demonstrates the steps taken to determine the  Rectangular glass block
refractive index of a refractive index while learners are observing  4 optical pins
Refractive
glass block  With teacher’s guidance learners in their groups  4 drawing pins
index
practically (u, s) practically carry out an experiment to determine  Geometry set
the refractive index of a glass  Soft board
 Learners are tasked to record the results and use  Plain sheet of white
them to determine the refractive index of a glass paper
block and share their findings with the class.
Harmonization is done in class
 Individually learners are given homework related
to refractive index and are given time within their
individual work should be submitted for checking.

9.1  Understand the  Explains the phenomenon of total internal  Real life experience that
concept of total reflection and critical angle in relation to total explains total internal
Total internal
internal reflection internal reflection reflection like a pool of
reflection
(u)  In groups learners investigate total internal water on roads on hot
 Determining reflection and critical angle days.
critical angle of a  With teachers instructions learners in their groups  Rectangular glass block
rectangular glass are guided to determine critical angle of a  Ray box
block (s)

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 rectangular glass block.  White paper
 Learner is tasked to write a report of his/her  Mathematical set
findings  Lower secondary
physics Learners book 3
page 63 (vision
publishers)

9.2  Demonstrating  Gives learners the apparatus (locally available  Laser pointer( very
total internal materials) to learner and explain the steps taken to sharp light ray source)
Critical angle
reflection (k, investigate total internal reflection  Plastic bottle
and refractive
u)  in groups learners follow teachers instructions and  Water/milk
index
 Understand demonstrate total internal reflection  Water bath
critical angle and  Works with learners in to derive the relationship  Nail
refractive index between critical angle and refractive index.  Calculator
(u)  A learner is tasked to give make a report about his  Notebook
or her findings and present them to the entire class  Lower secondary
members. physics Learners book 3
page 64&65 (vision
publishers)

10.1 Understand  Explains the applications of total internal reflection  Real life experience that
applications of total to learners explains total internal
Applications
internal reflection (u,  In groups learners are guided to draw the diagrams reflection like a pool of
of total
s, v/a) of the applications of total internal reflections water on roads on hot
internal
 A learner is asked to make a research and write a days.
reflection
brief report on each application of total internal  Lower secondary
reflection physics Learners book 3
page 66&67 (vision
publishers)

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10.2  Understand  Explains the term dispersion of light using the real  Glass prism
dispersion of life example of a rainbow  Source of light(such as
White light
light (u)  In groups learners with teachers guidance ray box, flash light or
dispersion
 Know that white investigate the causes of light dispersion and how a sunlight)
light can be split prism splits white light into coloured light by  White paper
into colored light refraction practically  Lower secondary
by refraction (u,  A learner is tasked to produce a report about the physics Learners book 3
s) findings and present to the rest of class members. page 67&68 (vision
publishers)

11.1  Understand  Explains the differences of colours using their  3 blocks of red, blue and
colours reflected category types. That is; primary, secondary and green colour
Colours
by objects (u) tertiary colours  3light bulbs; green, blue
 Differentiate  In groups, learners with teacher’s guidance and red(in case you do
primary and  Investigate appearance of objects in different not have them, use one
secondary colours. bulb but wrap it with
colours (k, u, s)  Use colour filters to investigate why coloured material of different
 Understand objects appear coloured. colour like polythene
colour filters and  Each learner is asked to write notes on findings and
investigate light then share to the class members.
absorption and
action of colour
filters (u, s)

11.2 understand rage of  Explain to learners the difference between  Real screen and
different colours is analogue and LCD televisions monitors and if cannot
colours on a
shown on a  In pairs learners research under teachers guidance be accessed internet
TV set or
television (u) how: pictures and video clips
Monitor
- whole range of different colours is shown on a are used
screen
television screen although each point on the  Notebook and a pen
screen receives only red, green, and blue light  Lower secondary
- investigate how analogue and LCD televisions physics Learners book 3
work page 76&77 (vision

11
  After research and investigation in group, publishers)
 A learner from each group is tasked to write notes
about his/ her findings.

12
o Activity of integration, marking the activity and giving feedback to learners and prepares report for
learners

Note: learning aids indicated in SoW are not limited to what has been suggested. Teachers need to use their problem solving, critical thinking and
creativity skills to ensure that learning activities and the teaching aids fit into the local context.

Subject: …PHYSICS………… Class: …S3……. Term: TWO Teacher’s Name: ……………

Week/sub topic Learning outcomes {by the end of Methodology Teaching/learning Y
the lesson, a learner should be able resources
P
to;}
R

Theme: light
Topic: lenses and optical instruments
Competency: the learner should be able to understand that lenses refract light to form images and these lenses can be applied in different optical
instruments.

1.1  Understand a lens (k, u)  Narrates the origin of the lenses, how they are applied,  Concave lens
Lenses and types and ask learners to give real life examples of devices  Convex lens

12
of lenses  Identify the types of lenses that use lenses and what they are used for.  Light rays from the
(k)  In groups, learners define a lens and identity the types sun
of lenses as the teacher guides.  New vision lower
 Investigate how convex  A learner is tasked to investigate how a convex lens secondary physics
lenses concentrate light concentrate light rays. learner’s book page
rays. (u) 80-81
1.2  Understand how a lens  Illustrates how the lens works using real life examples  Concave lens
works (u) of devices that use lenses.  Convex lens
How a lens works  In pairs, learners discuss the terms used in lenses, as the  Various objects
 Study the terms used in teacher guides.  New vision lower
lenses (k)  Each learner is tasked to investigate the nature of secondary physics
images formed by the lenses. learner’s book page
 Investigate the nature of 82-84
images formed by lenses
(u)
2.1  Understand and draw ray  Builds on the information previously given about rays  Sharp pencil
Ray diagrams diagrams (u, s) and explains key terms used in drawing ray diagrams ,  Mathematical set
 Compare the effect of and asks learners to illustrate some ray diagrams  Note book
converging and diverging  In groups, learners draw more ray diagrams, examine  Graph books
lenses on parallel rays of the effect of parallel rays on both diverging and  New vision lower
light incident on them. converging lenses as guided by the teacher. secondary physics
(k, u) learner’s book page
85-91
 Draw ray diagrams on  A learned is tasked to draw scale drawings on the ray
scale (s) diagrams
2.2  Determine the focal  Explains real life meaning of focal length and  Convex lens
length of a convex lens demonstrates how the focal length is obtained using  Lens holder
Determination of using different methods some methods.  Bulb
focal length of a (u, s)  In groups, learners are guided to determine the focal  White screen
convex lens length of the convex lens using different methods.  Dry cells
 Solve numerical  A learner is tasked to calculate the power of the lenses  Connecting wires
problems involving  Cell holders
calculation of power of a  Metre rule
lens (s)  Screen with a cross
wire
 New vision lower

13
 secondary physics
learner’s book page
92-96
3.1  Examine the applications  Displays optical instruments that use lenses and ask  Charts with the
Optical of lenses in the optical learners to identify and explain where they are applied human eye
instruments instruments (u, v/a) in real life situations.  Lens camera
 In pairs, learners observe and study the structure of the  Projector
[the human eye]  Study the functions of the human eye on the charts  Magnifying glass
parts of the human eye.  A learner is tasked to outline the functions of the parts  New vision lower
(k, u, v) of the human eye. secondary physics
learner’s book page
97-100
3.2  Explore the lens camera  Narrates the components of the lens camera and ask  Lens camera
(u) learners to explain how it focuses the object/image  Projector
Lens camera and a  In pairs, learners are guided to discuss how the camera
projector  Examine the parts of the works, examine the parts of the projector
projector and their  A learner is tasked to list the functions of each part of
functions (k, u) the projector
4.1  Gives the activity of integration inform of scenario  Pieces of paper
Activity of question  Pen
integration Activity of integration  Learners do the activity of integration
 Learners collect the done activity for marking
Theme: waves
Topic: general wave properties
Competency: the learner should be able to investigate the properties of transverse and longitudinal wave forms and explain how waves transmit energy

4.2  Understand a wave (u)  Narrates the origin of a wave, its possible effects and  Long rope
ask learners if they have ever experienced any wave  Water in the basin
Introduction to  Investigate energy and explain that experience. or pond
waves transfer by a wave (u)  In groups, learners are guided to investigate how  Radio
energy is transferred by a wave  Peg
 Understand the terms  A learned is tasked to define the terms used in waves  Small stones
used in a wave (k, u)  New vision lower
secondary physics
learner’s book page

14
 104-105
5.1  Understand the basic  Explains the features of the wave and ask learners to  Wave graph
Features of a wave features of the wave (u) identify the features of the wave.  New vision lower
and the wave  In pairs, learners are guided to examine the secondary physics
equation  Examine the relationship between frequency and period of the learner’s book page
relationship between the wave. 106-110
frequency and period  Each learner is tasked to find the relationship between
(u, s) frequency, wave length and the speed of the wave

 Examine the
relationship between
frequency, wave length
and the speed of the
wave (u, s)
5.2 Solve the numerical problems  Solves a numerical problem generated from real  Calculator
involving the application of the life situation and ask learners to generate more  Note book
Numerical wave equation (s) problems related to propagation of the wave
problems 
involving the  In groups, teacher guides a discussion of solving
application of the numerical problems
wave equation  A learner is tasked to solve more numerical
problems given
6.1  Understand how waves  Explains how waves are classified depending on their  Slinky spring
Classification of are classified (k, u) characteristics and ask learners to classify different  Rope
waves examples of waves.  Rigid support
 Compare mechanical  In pairs, teacher leads a discussion about comparing  Pencil
and electromagnetic mechanical and electromagnetic waves  Note book
waves (s)  A learner is tasked to investigate the nature of  Charts
transverse and longitudinal waves  New vision lower
 Investigate the nature of secondary physics
transverse and learner’s book page
longitudinal waves (u, 111- 113
s)
6.2  Investigate the nature of  Demonstrates the production of waves using locally  Locally modified
waves using a ripple made ripple tank ripple tank
The ripple tank, tank (s)  In groups, learners investigate the nature of waves  Water

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progressive, and using the ripple tank  Rope
stationary waves  Understand progressive Learners are also guided in a discussion about  Rubber band
and stationery wave and progressive and stationary waves  Stroboscope
study their nature (u)  A learner is tasked to examine the nature of these  New vision lower
waves secondary physics
learner’s book page
115-117
7.1  Examine the  Displays a poster of electromagnetic spectrum and ask  Poster of
Electromagnetic propagation, properties questions about the displayed poster. electromagnetic
waves and application of  In groups, learners are guided to discuss the spectrum
electromagnetic waves propagation, properties and applications waves  Internet source
(k, u, v)  A learner uses internet to search about the production  New vision lower
of electromagnetic waves secondary physics
 Understand the learner’s book page
production of 118-119
electromagnetic waves
(u)
7.2  Investigate the effect of  Explain electromagnetic radiations giving real life  Convex lese
electromagnetic examples and ask learners to mentions some places  White piece of
Effects of radiations (u) electromagnetic radiations are used and their effects paper
electromagnetic  In pairs, learners investigate the effects of  Note book and a
radiations  Understand the nature electromagnetic radiations as guided by the teacher. pen
and uses of both white  A learner is tasked to explain the nature of white light  Access to internet
and laser light. (u) and laser light.  New vision lower
secondary physics
learners’ book page
120-121
8.1 Activity of integration  Gives an activity of integration  Pieces of papers
Activity of  Learners do the activity of integration and a pen.
integration  Learners submit their worked activity of integration or
marking
Theme: WAVES
Topic: Sound and Waves
Competency: The learner should be able to describe the nature of sound waves and how they are transmitted by vibrations in a medium.

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8.2  Understand sound  Narrates various scenarios that involve production of  Tuning fork
waves (u) sound waves.  Bell Jar connected
Introduction to  In pairs, learners are guided to find out different to a vacuum pump.
Sound waves  Investigate whether media through which sound can travel, and investigate  Electric bell
sound needs a material whether it requires a material medium for  Batteries
medium for transmission.  New vision lower
transmission. (u, s)  A learner is tasked to find out how sound is secondary physics
transmitted. learners’ book page
126-127
9.1 Production of  Investigate the  Explain how sound waves are produced.  Tuning fork
sound waves production of sound  In pairs, learners are guided to find out production of  Plastic ball {one-to-
waves. (u, s) sound waves. two-centimeter
 A learner is tasked to explain how sound travels in diameter}
 Explore transmission of water and solids  Thread
sound waves through  Stand
air, water and solids (u)  Large needle
 Rubber pad
 Metal
 Water
 Table
 New vision lower
secondary physics
learners’ book page
128-129
9.2  Examine the frequency  Explains frequency and pitch of sound waves  Access to internet
and pitch of sound  In groups, teacher guide learners to discuss the  New vision lower
Frequency and waves. (k, u) typesof sound waves secondary physics
pitch of sound  A learner is tasked to explore the applications of learners’ book page
waves  Explore applications of ultrasonic sound waves. 131-132
ultrasonic waves. (u, s)
10.1 Loudness of  Understand amplitude  Narrates scenarios that involve loudness of sound and  Access to internet
sound and loudness of sound explains amplitude  New vision lower
(u)  In pairs, learners are guided to find out the speed of secondary physics
sound in different media. learners’ book page
 Examine the speed of  A learner is tasked to investigate the factors that affect 132-135
sound in different the speed of sound in a medium.

17
 media (s)

 Investigate factors that

affect the speed of
sound in a medium. (u)
10.2  Understand reflection of  Illustrates how reflection of sound waves take place.  Two manila papers
sound waves (u)  In pairs, learners are guided to investigate the to make tubes
Reflection of reflection of sound waves  Ticking clock
sound waves  Study how reflection of  A learner is tasked to verify the laws of reflection of  Two wooden
sound waves occurs (u) sound waves. boards
 New vision lower
secondary physics
learners’ book page
137
11.1 Echoes  Explore the occurrence  Narrates scenarios where echoes are felt.  Sound clappers
and strength of echoes  In pairs, learners discuss how the speed of sound in air  Tape measure
(u) can be determined by echo method.  Stop clock
 A learner is tasked to determine the speed of sound in  Reflecting surface
 Determine the speed of air by echo method. e.g wall
sound in air by Echo  New vision lower
method. (u, s) secondary physics
learners’ book page
138 -139
11.2 Solve numerical problems that  Solves a numerical problem generated from real  Calculator
Numerical involve the application of echo life situation and ask learners to generate more  Note book
problems method. (s) problems related to echoes  New vision lower
involving speed of secondary physics
sound in air by  In groups, learners are guided as they solve some learners’ book page
echo method. numerical problems 140
 A learner is tasked to solve other given numerical
problems.
12.1 Echoes in  Examine why echoes  Explains why echoes are not heard in small rooms  Access to internet
small rooms are not heard in small  In pairs, learners are guided to discuss where echoes  Note book
rooms. (u, v) are heard.
 A learner is tasked to explain the applications o
 Explore application of echoes

18
 echoes. (u, v)
12.2 Activity of integration  Gives an Activity of integration in form of a scenario  Pieces of papers
Activity of  Learners attempt the Activity of integration and a pen
integration  Learners collect the done Activity of integration for
marking.

Note: learning aids indicated in SoW are not limited to what has been suggested. Teachers need to use their problem solving, critical thinking and
creativity skills to ensure that learning activities and the teaching aids fit into the local context.

Subject: PHYSICS Class: ……S3…….. Term: ……THREE…. Teacher’s Name:

……………………………………….……..
NOTE: During this third term a physics project work must be done.
Week/sub topic Learning outcomes {by the end of methodology Teaching/learning Y
the lesson, a learner should be able resources
P
to;}
R

Theme: Heat
Topic: Heat quantity and Vapours
Competency: the learner should be able to explain heat capacity and latent heat and know common applications.

1.1  Understand how heat  Narrates scenarios that involve the flow of heat  Four cylinders of
Heat Energy energy flow (u) energy copper
 In groups, learners are guided to discuss how heat  Aluminum
 Investigate heat energy flows and investigate the heat capacities of  Iron
capacities of deferent different metals  Lead {both metals
metals rays. (u, s)  Each learner is tasked to generate the formular for should be identical}
heat capacity.  Wax, beaker

19
  Stand, water and
source of heat.
 New vision lower
secondary physics
learner’s book 144-
146
1.2 Investigate the effect of mass  Explains how the effect can be obtained  Two calorimeters,
and nature of a material on the  In groups, learners are guided to find out the effect of water. Thermometer,
heat capacity of a substance (u) mass and nature of a material on heat capacity. heater, stirrer,
Effect of nature of  A learner is tasked to draw conclusions on the effect. cocking oil, stop
clock, stand.
a material, mass of
 New vision lower
a material on heat secondary physics
capacity. learner’s book page
147-149
2.1  Understand specific  Explains specific heat capacity and gives some  Water
Specific heat heat capacity (u) specific heat capacities of deferent substances  Copper calorimeter
capacity  In groups, learners are guided to determine specific  Stirrer, piece of
 Determine specific heat heat capacity of a solid by a method of mixtures. metal, beaker, source
capacity of a solid by  A learner is tasked to state possible errors during the of heat, thermometer,
method of mixtures. (u, experiment. weighing scale.
s)  New vision lower
secondary physics
learner’s book page
150-153
2.2  Solve numerical problems.  Solves a numerical problem generated from real life  Calculator, note book
(s) situation of mixtures (solid and a liquid) and ask and access to
Solving numerical learners to generate more problems related to heat. internet.
problems that  Explore applications of  In groups, learners are guided to solve other numerical  New vision lower
involve method of specific heat capacity. (u, problems. secondary physics
mixtures. s)  A learner is tasked to solve more given numerical learner’s book page
problems and state some applications of specific heat 154
capacity.
3.1  Understand latent heat  Narrate scenarios related to latent heat and  Source of heat, 200 g
Latent heat (u) demonstrates how latent heat comes about, and ask of ice cubes, glass
learners to give real life situations that involve latent beaker, tripod stand,

20
  Determine total heat heat wire gauze,
energy required to  In groups, learners are guided in a demonstration of thermometer, stop
convert a given mass of latent heat, derive the expression that is used to watch, stirrer,
ice to steam. (s) determine amount of energy required to convert a electronic mass
given mass of ice to steam. meter.
 Understand the concept  New vision lower
of latent heat of fusion  A learner is tasked to research about latent heat of secondary physics
and vaporization. (u, s) fusion and vaporization. learner’s book page
156-158
3.2  Explore the origin of  Narrates scenarios of storm that have occurred in  Internet, eye
energy in a storm (u, s) communities or villages and explains their origin. protection, beaker,
Energy in a storm  In groups, teacher guide learners in discussion about boiling water,
 Understand stearic acid stearic acid changes with temperature. thermometer, stop
changes with  A learner is tasked to investigate how stearic acid clock, clamp and a
temperature (u) changes with temperature. stand, source of heat,
tripod stand, graph
 Investigate how stearic paper and a sharp
acid change with paper.
temperature. (s)  New vision lower
secondary physics
learners’ book page
159-160
4.1  Narrate scenarios related to specific latent heat of  Thermometer,
Specific latent  Understand specific latent fusion and demonstrates how specific latent heat calorimeter, hot
heat of fusion heat of fusion (k, u) of fusion comes about, and ask learners to give water, pure melting
 Determine the specific real life situations that involve specific latent heat ice, stirrer and a
latent heat of ice by of fusion weighing scale.
method of mixtures. (u, s)  In groups, teacher guide learners in determining  New vision lower
the specific latent heat of fusion by method of secondary physics
mixtures. learner’s book page
 A learner is tasked to state possible sources of 161-162
errors in the experiment.
4.2  Explore the significance  Explains the concept of significance of high value of  Internet
of high value of specific specific latent heat of fusion.  Note book
Significance of latent heat of fusion. (u,  In groups, learners are guided to discuss the  New vision lower
high value of s) applications of high specific heat capacity and specific secondary physics

21
specific latent latent heat of water. learner’s book page
heat.  Examine applications  A learner is tasked to research about the implications 162-163
and implications of high of high specific heat capacity and specific latent heat
specific heat capacity of water.
and specific latent heat
of water. (u, s)
5.1 Specific latent  Understand specific  Explains specific latent heat of vaporization and relate  Steam trap,
heat of latent heat of to real life situation, and ask learners to give more real thermometer,
vaporization vaporization. (u) life situation. calorimeter, cold
 In groups, learners are guided to discuss and water, stirrer,
 Determine specific determine the specific latent heat of vaporization of a weighing scale,
latent heat of liquid by a method of mixtures. cardboard
vaporization of a liquid  A learner is tasked to find out the applications and  New vision lower
by method of mixtures. implications of high specific latent heat of secondary physics
(s) vaporization. learner’s book

 Study the application

and implication of high
specific latent heat o
vaporization. (k, u,
v)
5.2  Solves a numerical problem generated from real  Calculator
Solve numerical problems of life situation and ask learners to generate more  Note book
Numerical specific latent heat of fusion and problems related to specific latent heat of fusion  New vision lower
problems vaporization. (s) and vaporization. secondary physics
involving specific  In groups, learners are guided to solve other learner’s book page
latent heat of numerical problems. 164-165
fusion and  A learner is tasked to solve more numerical
vaporization. problems

6.1  Understand vapour,  Narrates scenarios that involve vapour, explains  Internet, water, flask,
Vapours saturated and vapour, saturated and unsaturated vapours. thermometer, heat
unsaturated vapours. (u)  In groups, learners are guided to discuss the concept source, clamp, rubber
 Explore the concept of of saturated vapour pressure and boiling point of stopper.
saturated vapour water.  New vision lower
pressure and boiling. (u,  A learner is tasked to investigate the effect of reduced secondary physics

22
 s) atmospheric pressure on boiling point of water. learner’s book page
167-169
 Investigate the effect of
reduced atmospheric
pressure on boiling
point of water. (u, s)
6.2  Examine how a  Builds on the concept of pressure and vapous to  Internet.
pressure cooker works. illustrate a pressure cooker, and ask learners to  New vision lower
Evaporation (s) identify the principle it uses. secondary physics
 In pairs learners are guided to describe how a pressure learner’s book page
 Understand cooker works and discuss evaporation. 170
evaporation. (u)  A learner is tasked to compare boiling and
evaporation in terms in particle theory and explain
 Compare boiling point cooling by evaporation.
and evaporation in
terms of particle theory
and understand cooling
by evaporation. (u, s)
7.1 Activity of integration  Gives the activity of integration.  Pieces of paper and
Activity of  Learners attempt the activity of integration. pen.
integration.  Learners collect the activity for marking.

Theme: Earth and Space Physics

Topic: Stars and Galaxies
Competency: The learner should be able to understand the life of stars and the source of their energy.

7.2  Understanding the  Narrates about the stars and ask learners to give some  Internet
source of energy in the information about the star.  New vision lower
The stars star. (u)  In groups, teacher guide learners to discuss about secondary physics
energy in a star and energy produced by the sun. learner’s book page
 Understanding energy  A learner is tasked to give importance of energy 178-180
produced by the sun. (u) produced by the sun to people on earth.

 Appreciating the
importance of energy

23
 produced by the sun to
people on earth. (u, v/a)
8.1  Study the size of the  Use illustrations to explain the size of the sun  Internet.
The size of the sun sun relative to other compared to other stars.  Video clip about the
stars. (k, u, s)  In groups, teacher guide learners in a discussion about size of sun compared
 Explore the variation in the several colour and brightness of the stars. to other stars
colour and brightness of  A learner is tasked to research about the life cycle of  New vision lower
stars in milky way. (k, the star. secondary physics
u) learner’s book page
181-184
 Study the life cycle of
the star (k, u)
8.2  Understand galaxies (u)  Displays downloaded photos of solar system objects  Internet
and asks learners to share whether they have ever seen  Video clips about
Galaxies  Examine how galaxies them. Using probe questioning he/she tasks learners to galaxies
are formed. (k, u) reflect on their experience to class.  New vision lower
 Bases on learners experience to clearly explain secondary physics
galaxies giving real life situations. learners’ book page
 In groups, learners are guided to find out how galaxies 185&186
are formed.
 A learners is tasked to research about when the
galaxies are observed.
9.1 Activity of integration  Gives an activity of integration  Pieces of papers
Activity of  Learners do the activity of integration and a pen.
integration  Learners submit their worked activity of integration or
marking

Theme: Earth and space physics

24
Topic: Satellites and communication
Competence: The learner should be able to explain what artificial satellites are and how they are applied in space exploration and other field

9.2  Understand what  Narrates the knowledge about satellites in relation to the  Telephones
satellites are. (u) real operation of telephones, radios, or even watching a  Radios
satellites
 differentiate television and how they transfer information during  Television
types of satellites communication.  Satellite dishes of
(k, u)  Guides learners in their groups to differentiate the different kinds like
 sizes and satellites and also differentiate the sizes and altitudes of  Zuku, DSTV, Star
altitudes of satellites times
satellites (k, u)  Tasks a learner to research and make notes about the  A picture of a
different types of artificial satellites, present their mast, CCTV
findings.  New vision lower
 harmonizes with learners’ findings and correct errors in secondary physics
case they are found during presentation learners’ book
page 192

10.1  understand the  Begins by explaining the relevance of satellites  Watching

importance of  In groups learners discuss and give the importance of videos/simulations
use of satellites
artificial satellite satellite devices in daily life experience about the “working
global (k, u, v)  Guides learners by explaining about global positioning of GPS navigation
positioning  understand how system(GPS) and works with learners to investigate how system” on
system satellites are satellites are used in global positioning systems www.youtube.com.
positioned in  A learner is tasked to write brief notes about satellite  Use internet or
global system such as GPS, prepare a report of his/her finding Microsoft Encarta
positioning and share it before the class., and the teacher harmonizes  New vision lower
system (k, u) with the learners work after presentation secondary physics
learners’ book
page195

10.2  understand the  Begins a lesson by demonstrating the meaning of  Use internet or
international communication satellites and give the components of Microsoft Encarta
communicatio
space station (u) communication satellites OR

25
 n satellites  know the  with the brief demonstration given, learners in their  Watch YouTube
importance of groups are asked to share their knowledge about videos using the
the international communication satellites ever experienced following search
space station (k,  Explains the international space system and tasks queries:
u) learners to explain the importance of the international  International space
 understand and space system, share the findings with the rest of the system-
appreciate the class., and the teacher harmonizes with the rest of the Documentary tube
value of class about their findings.  Mission to mars:
photographs in Future Mega
space exploration protects – TDC
(k, u)  New vision lower
secondary physics
learners’ book
page 199

11-12
Week 11 and 12 should be used to administer Activities of Integration, marking, and preparing end of term reports. In
addition, this time should be used for end of year assessment.

Note: 1 All the teaching and learning resources are not indicated in this scheme. A teacher can get more resources from other available sources
that’s to say, text books, local materials, etc
2. This scheme of work has simple learning outcomes which are achievable in each double period (they have been developed from the
bigger learning outcomes in the syllabus book)

26