REPUBLIQUE DU CAMEROUN REPUBLIC OF CAMEROON

Paix – Travail – Patrie Peace – Work - Fatherland

MINISTRY OF SECONDARY EDUCATION

MINISTERE DES ENSEIGNEMENTS SECONDAIRES

INSPECTORATE GENERAL OF EDUCATION

INSPECTION GENERALE DES ENSEIGNEMENTS

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE

(LOWER AND UPPER SIXTH SCIENCES FORMS)
OF SECONDARY GENERAL EDUCATION

INSPECTORATE OF PEDAGOGY IN CHARGE OF SCIENCES

INSPECTION DE PEDAGOGIE CHARGEE DE L’ENSEIGNEMENT DES SCIENCES 2019

Observe and interact with your environment to make a suitable training choice to succeed in life
 REPUBLIC OF CAMEROON REPUBLIQUE DU CAMEROUN
Peace-Work-Fatherland Paix-Travail-Patrie
--------------------- -----------------------
MINISTRY OF SECONDARY EDUCATION MINISTERE DES ENSEIGNEMENTS SECONDAIRES
---------------------------- ---------------------------------------
INSPECTORATE GENERAL OF EDUCATION INSPECTION GENERALE DES ENSEIGNEMENTS
----------------------------------- ----------------------------------------
INSPECTORATE OF PEDAGOGY IN CHARGE OF INSPECTION DE PEDAGOGIE CHARGEE DES
OF SCIENCES ENSEIGNEMENTS DES SCIENCES

LEARNING AREA: SCIENCE AND TECHNOLOGY

SUBJECT: PHYSICS
CLASSES: LOWER SIXTH AND UPPER SIXTH SCIENCES
PLANNING OF TEACHING/LEARNING & EVALUATION
ANNUAL WORKLOAD: 324 PERIODS (270 HOURS)

TEACHING: 07 PERIODS (05 HOURS)

WEEKLY WORKLOAD:
COEFFICIENT: 05 PRACTICALS: 03 PERIODS (2 HOURS)

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 1 of 71
TABLE OF CONTENTS
General introduction---------------------------------------------------------------------------------------------------------------------------- Page 3
End of Second cycle learner’s exit profile--------------------------------------------------------------------------------------------------- Page 4
Plausible career opportunities / Series combinations---------------------------------------------------------------------------------------Page 6
Series combinations and teaching periods--------------------------------------------------------------------------------------------------- Page 7
Annual and weekly work schedule------------------------------------------------------------------------------------------------------------Page 8
Mathematical prerequisites---------------------------------------------------------------------------------------------------------------------Page 9

MODULE / OPTION TITLE PAGES Approximate teaching duration

Module 1 Physical quantities, measurements and experimental physics 13 to 16 12 Hours
Module 2 Kinematics and Dynamics 16 to 26 65 Hours
Module 3 Every day uses of energy 27 to 31 55 Hours
Module 4 Matter, effects of energy and applications 31 to 39 50 Hours
Module 5 Field phenomena 40 to 47 90 Hours
Module 6 Waves around us 47 to 54 80 Hours
Option 1 Energy resources and environmental physics 55 to 58 12 Hours
Option 2 Communication 58 to 61 12 Hours
Option 3 Electronics 62 to 66 12 Hours
Option 4 Medical physics 67 to 70 12 Hours

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 2 of 71
 I. GENERAL INTRODCTION
This Second Cycle Teaching Syllabus is to be covered as a two-year course in the Lower Sixth and Upper Sixth Forms. It has been written in
the context of a new vision or approach to teaching/learning called “THE COMPETENCY BASED APPROACH”. This new approach largely
seeks to ensure that while the syllabus is covered in length and breadth with the aim of enabling the learners succeed in certificate
examinations, the teaching/learning activities should be done such that the learners see the relevance of what they learn in their day to day lives
as well as being able to mobilize knowledge and other resources to propose feasible and sustainable solutions to daily life challenges. The
teaching syllabus has been grouped into SIX (06) MODULES which are:

 Module 1: Physical quantities, measurements and experimental Physics.

 Module 2: Kinematics and Dynamics.
 Module 3: Every day uses of energy.
 Module 4: Matter, effects of energy and applications.
 Module 5: Field Phenomena.
 Module 6: Waves around us.
The Options are to be incorporated into the modules following the attainment of the class. The options allow students to do a wider scope study
on certain areas. All schools are required to go through each section as they have a wide range of applicability and these are some of the domains
of Physics where the world is currently researching and reaping the benefits in development, job creation and advancement in technology. The
first Module which is more of an introduction needs to be done in the Lower Sixth form and carried on progressively as the notions cut through
the entire syllabus. Some aspects of almost every other Module could be started from the Lower Sixth form and continued in the Upper Sixth
form depending on the available Personnel. A school may allocate seven periods of 50 minutes each for teaching and it would be advisable to
share the syllabus to two teachers to a maximum of three teachers to start from different modules per class. Sections of Modules like Kinematics
PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 3 of 71
and Dynamics, Thermal energy, Electrical energy, Waves and wave motion could be handled from lower sixth and progressively get into other
sections/Modules later in the same class or in the Upper Sixth form but this is purely indicative. The need to start Practical work from the
beginning of the Lower Sixth Form cannot be over-emphasized. Some teachers say they need to cover material before getting into practical work
but this is completely unfounded. This will enable students to learn about reading scales, and working with the precisions of measuring
instruments and make use of these either to measure lengths in mechanics, for temperature measurement in energetics, for measurements of
electric currents and potential differences, for measurement of angles in geometrical optics and the list is quite long. Planned and structured
experimental work shall be carried out by the learners during the two year course in the school laboratory. The other resources and projects in the
specified sections should go beyond these laboratory investigations to involve applications of physics to practical life situations. Teachers should
challenge learners to use the knowledge acquired in classroom situations.
The learners can come up with productions carried out individually or in teams. These can be done at home using local materials and others
gotten from scraps. The learners have to clearly spell out how their productions function and identify the daily life challenges which can be
redressed by the use of their productions. The productions can be exhibited during science club activities and science open door days involving
the school administration as well as the entire educational community when necessary. In this way the students will not only leave secondary
school with certificates but with a new spirit of creativity, self-esteem and problem solving. It is also very important for teachers to do team work
in reading these programs, preparing lessons and selecting one participant to present while others observe such that pertinent criticisms are done
at the end for amelioration. This will both re-enforce teachers’ capacities as well as lay the foundation for the team-work spirit we seek to pass
onto the learners.

END - OF - SECOND CYCLE LEARNER’S EXIT PROFILE

The second cycle of Secondary General Education admits mostly students who have undertaken a first cycle course ending with the writing of
the GCE Ordinary Level Examination aged between sixteen and eighteen years. The general objectives at this level are not only to build

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 4 of 71
intellectual, civic and moral skills in these learners but also competences and fundamental knowledge which will either enable them to foster
their education in the university, or to prepare them for a smooth insertion into the job market after professional training.

Thus, within the framework of these new syllabuses, the learner is expected, after the second cycle of secondary education, to be able to use
his/her competences to solve problems through a family of situations relating to domains of life as indicated in the table below:

The learner should then be able to express their scientific and social know-how which should enable him/her to be able to:

 apply scientific reasoning to solve real life situations;

 explain natural phenomena;
 meet with the challenges of life, through the use of scientific approach in problem solving;
 manage the environment in a sustainable manner;
 safeguard his/her health and that of all others in his/her surrounding;
 imbibe the scientific method;
 use process skills to acquire knowledge;
 read and interpret security notices;
 communicate his/her results;
 relate the learning of Physics to everyday life.

In order to achieve these objectives, the learner should be able to mobilize, within the various disciplines and constructive areas of learning of the
syllabuses, all the pertinent resources in terms of knowledge, knowhow and attitudes.
For the sciences, the following table outlines some of the plausible opportunities for those students who successfully go through the second cycle.

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 5 of 71
 II. PLAUSIBLE CAREER OPPORTUNITIES FOR EACH SERIES COMBINATION
S1 S2 S3 S4
 Aeronautics  Medicine  Agricultural science  Agricultural engineering
 Aerospace engineering  Nursing  Chemical engineering  Biotechnology
 Chemical engineering  Biotechnology  Biotechnology  Geological mining
 Civil engineering  Midwifery  Medicine  Geotechnical engineering
 Electrical engineering  Pharmacy  Nursing  Laboratory technology
 Industrial engineering  Biomedical engineering  Pharmacy  Midwifery
 Mechanical engineering  Anaesthesiology  Anaesthesiology  Nursing
 Renewable energy  Epidemiology  Laboratory technology  Military enlistment
engineering  Laboratory technology  Biomedical engineering  Teaching
 Nuclear engineering  Radiology  Veterinary medicine  Petroleum engineering
 Telecommunication  Telecommunication  Military enlistment  Geological researcher
engineering engineering  Teaching
 Software engineering  Military enlistment  Statistician
 Military enlistment  Teaching  Midwifery
 Teaching  Agricultural engineering  Forestry
 Computer engineering  Veterinary medicine  Food technology
 Petroleum engineering  Petroleum engineering
 Scientific researcher  Forestry
 Scientific researcher

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 6 of 71
 NEW SERIES COMBINATIONS

No S1 S2 S3 S4
1 Maths with Biology Biology Biology
Mechanics
2 Chemistry Chemistry Chemistry Chemistry

3 Physics Physics Mathematics Geology

4 F. Maths * Maths with Food Science & Nutrition * Physics *

Mechanics *
5 Computer Science * F. Maths * ICT * Maths with Statistics *

NB:
 The First Three Subjects in Bold are obligatory to each student per series, and serve as the basic or entry qualification for admission
into LSS.
 Students who deem it necessary can go in for a fourth and even fifth subject within the table specifications; but this is reserved for the
high performing students.
 Subjects such as English Language, French and others shall be taught to Advanced Level Science students as enabling subjects.
 Students who wish to study English Language, French, Philosophy and others as Major Examination disciplines MUST go for the
appropriate Arts Series.
 The construction of appropriate science laboratories, the purchase of materials and the inspection of such structures prior to
commencement of second cycle sciences by a competent team of National/Regional Pedagogic Inspectors is obligatory for new
schools. Both old and new schools must also regularly carry out maintenance and update the states of their laboratories alongside other
education partners to facilitate demonstrations, investigations and practical sessions for the effective implementation of the CBA.

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 7 of 71
The number of teaching hours per week for the teaching/learning of Physics is outlined in the following table among other science subjects.
Whenever practical exercises shall not be carried out the time allocated should be used for teaching the theory part of the work. The hours
indicated here are per student per week and in situations where the practical exercises are done in the afternoons, they are still counted as the
teacher’s weekly workload.

No Subject LSS1 LSS2 LSS3 LSS4 USS1 USS2 USS3 USS4

1 Maths 8 8 8 8
2 F. Maths 4 4 8 8
3 Physics Theory 6 6 6 6
Practical 2 2 2 2
4 Chemistry Theory 6 6 6 6 6 6 6 6
Practical 2 2 2 2 2 2 2 2
5 Biology Theory 6 6 6 6 6 6
Practical 2 2 2 2 2 2
6 Geology Theory 6 6
Practical 2 2
7 Food Science Theory 4 4
& Nutrition
Practical 2 2

8 Computer Theory 4 6
Science/ICT Practical 2 2

*On all Wednesdays, 12:30 – 3:30 pm is reserved for extra-curricular activities such as clubs, etc.

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LEARNING AREA: SCIENCE AND TECHNOLOGY
SUBJECTS: PHYSICS
CLASSES: LOWER SIXTH AND UPPER SIXTH FORMS
ANNUAL HOURS: 240 hours
WEEKLY WORKLOAD: 07 periods of 50 minutes each plus 02 hours of practical work

Mathematical prerequisites;
Arithmetic:
Be able to;
 Recognize, convert and use expressions in decimal and standard forms (scientific or power - of -10 notation), recognize conversions such
as etc;
 Recognize, convert and use prefixes correctly (including; kilo, mega, gega,micro, milli, etc);
 Use an electronic calculator for addition, subtraction, multiplication, and for finding arithmetic means, reciprocals, squares, square roots
sines, cosines, tangents, exponentials and logarithms, and their inverses;
 Take account of accuracy and precision in numerical work and use rules on significant figures such that precision and accuracy are
neither lost unnecessarily nor carried beyond what is justified;
 recognize and calculate errors and uncertainties in experimental works;
 Make approximate evaluations of numerical expression (eg, π2=10) and use such approximations to check the order of magnitudes in all
calculations

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Algebra
Be able to;
 Change the subject of an equation.
 Solve simple algebraic equations.
 Formulate simple algebraic equations as mathematical models, of physical situations, recognize and use the logarithmic forms of
expressions like;
 Derive, recognize and use linear, quadratic and differential equations from physical situations like movement of objects, charges, waves
etc.
 Express and convert from relative to absolute uncertainties and vice versa.
 Comprehend and use mathematical symbols such as
Geometry and trigonometry

Be able to;

 Recognize and calculate the areas of right angled triangles, circumferences and areas of circles, surface areas and volumes of rectangular
blocks, cylinders and spheres.
 Use Pythagoras’s theorem, similarity of triangles, and the sum of interior angles of a triangle as well as the relation between the sum of
the interior angles and external angles of triangles.
 Recognize physical situations with trigonometric solutions and use sines, cosines and tangents to solve physical problems.
 Recall that sin θ for small angles expressed in radians.
 Use correctly the relationship between degrees and radians ( ).

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 10 of 71
Vectors
Be able to;

 Recognize and use vector analysis to treat some physical situations occurring in space.
 Find the resultant of coplanar vectors recognizing situations where vector addition is appropriate.
 Obtain expressions for components of a vector in a perpendicular direction recognizing situations where vector resolution is appropriate.
 Use vector algebra, addition and multiplication (scalar and vector products).
 Recognize, determine and use unit vectors in all directional orientations.

Vector Algebra:
Be able to:
 Distinguish between scalar and vector quantities, giving examples of each.
 Recognize whether or not a physical quantity is a vector or a scalar, from definition.
 Represent a vector geometrically and analytically.
 Obtain the modulus and unit vector for a given vector.
 Add and subtract coplanar vectors geometrically and analytically.
 Represent a vector in terms of two perpendicular or rectangular components.
 Calculate dot products and demonstrate cross products of vectors giving examples of these in Physics.
 Identify areas in Physics where vector applications are necessary.
 Use vector algebra in solving problems, where applicable.

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 11 of 71
Graphs

Be able to;

 Convert information into graphical, numerical, algebraic and verbal forms.

 Recall and characterize the standard linear equation and rearrange relationships into linear forms where appropriate.
 Appropriately choose variables associated with axes and determine scales for graph plotting.
 Determine the gradient and intercept of a linear graph, allocate appropriate physical units to them.
 Determine by inspection the best line of fit which will serve as a straight line through a set of data points presented graphically.
 Sketch and recognize the forms of plots of common expressions like

 Use logarithmic plots (log or ln), to test exponential and power law variations, understand and use the gradient of a tangent to a curve.

 Understand the notation for the rate of change of a physical quantity, x with respect to time, t.

 Understand, measure and interpret the area between a curve and an appropriate axis.
Calculus
Be able to;

 Differentiate and integrate simple functions (also for vectors).

 Recognize and interpret the significance of differentiation and integration for some physical phenomena.
Physical interpretation of mathematical solutions:
Be able to:
 Understand and use significant figure rules on mathematical solutions to physical equations.
 Associate the correct magnitudes, precisions and units to mathematical solutions to physical equations.
 Recognize, interpret and use slopes from graphs with physical significances.

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 12 of 71
PHYSICS TEACHING SYLLABUS FOR THE LOWER SIXTH AND UPPER SIXTH FORMS.
MODULE 1: PHYSICAL QUANTITIES, MEASUREMENTS AND EXPERIMENTAL PHYSICS.
PHYSICAL QUANTITIES.
CONTEXTUAL COMPETENCIES RESOURCES
FRAMEWORK
FAMILIES EXAMPLES CATEGORIES EXAMPLES OF CONTENT OBJECTIVES OTHER
OF OF OF ACTIONS ACTIONS (CORE KNOWLEDGE) RESOURCES
SITUATION SITUATION APTITUDE ATTITUDES /
S S (SKILLS) (projects)

1.1 1.11  Base quantities  Writing down the  Physical quantities and  Define physical quantity and state Consciousness Planned and
PHYSICAL Measuremen and S. I. base magnitudes of units. the unit of the scalar or structured
QUANTITIE ts for units. physical  Physical quantities and  Define base/primary vector nature experimental
S applications quantities. quantities/state units. of quantities work shall be
dimensions in terms of the
in various  Understand that base/primary and carried out by
areas of three fundamental appropriate the learners
 Derived quantities and their units are fixed
learning and  Working out quantities (mass, length by convention and form one treatment of during the two
daily life. quantities and derived units in and time). these in real year course in
possible minimum set in terms of
Examples in units. terms of base  The magnitude of a which all other physical quantities life situations. the school
technology,  Dimensions units. physical quantity and units may be defined. Appreciate the laboratory.
engineering,
 Base quantities and S.I  Identify the seven base precisions of The other
medicine, quantities/units of the measuring resources /
economic  Demonstrating base units. instruments. projects in this
 Homogeneity of international system (SI)
activities, etc /testing  Base quantities and base  Explain the implications of the Appreciate the section should
physical
homogeneity of units. definition of the ampere for the three important go beyond
equations. characteristics these
given physical  Base quantities (length, value of the permeability of free
equations. space (μo). of physical laboratory
mass, time, temperature
 Define derived/secondary quantities investigations.
interval, electric current, magnitudes, Teachers
amount of substance, quantities/units.
precision and should
 Express derived/secondary units
luminous intensity and units in challenge
as products and/or quotients of
corresponding S.I base base units and use appropriate relation to learners to use
units. graduations on the knowledge
names for units.
measuring acquired in
 Recognize that some physical
instruments. class.
 Derived quantities and quantities may not have units.
Appreciation The learners

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 13 of 71
 units (SI)  Explain homogeneity of a of units in can come up
 Derived/secondary physical equation. relation to with
quantities (as word  Use base units, derived units or practical productions
dimensions to show whether or examples and carried out
equations)
not a given physical equation is quantities. individually or
 Writing down the  Note: an equation given in homogeneous. in teams.
1.12  Dimensions of dimensions of terms of symbols is  Understand and explain why These can be
Dimensions Base quantities base quantities acceptable as a definition homogeneity is not a sufficient done at home
physical of only if the symbols are test for the correctness of a using local
quantities  Working out explained. physical equation. Calculate the materials and
dimensions of others gotten
 Dimensions of  The use of limiting values magnitudes of physical quantities,
derived giving answers reflecting the from scraps.
Derived in some definitions is to be The learners
quantities in accuracy of the data used.
quantities terms of base understood and known to have to clearly
quantities be given by the gradient of spell out how
 Determining the the relevant graph. their
homogeneity of  The ultimate dependence of productions
physical function and
definitions of derived units
equations identify the
on base units. daily life
through
Dimensional
dimensional  Homogeneity of a challenges
analysis physical equation which can be
analysis
Homogeneity in terms of redressed by
Manipulating base units or derived units use of the
dimensional productions.
or dimensions.
symbols. The
Tests for homogeneity of a productions
physical equation can be
 Homogeneity and exhibited
correctness of physical during science
equations. club activities
and science
open door
days.

1.2 1.21  Measurements  Measuring  Use of instruments and  Understand the distinction Awareness of Improvising
Experimenta Scientific for basic civil physical techniques. between accuracy, sensitivity the limitations measuring
l Physics investigation and precision of measuring of different instruments

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 14 of 71
 s engineering quantities using  Null methods instruments. measuring e.g:
1.22 applications. standard  Use of standard  Distinguish between uncertainty instruments 1) using a
Practical instruments. and error. and techniques simple
instruments for measuring
measuremen
 Measurements  Accuracy,  Distinguish between systematic and suitable pendulum to
physical quantities. handling of measure time;
ts of physical and random errors and take
quantities in involving precision and errors in 2) a helical
account of them in
mechanical thermodynamic sensitivity in  Accuracy, sensitivity and measurements. measurement spring to
engineering, heat and measurements. precision.  Display an understanding of the in real-life measure mass;
civil quantities.  Describing  Uncertainty and error. techniques for the measurement situations. 3)a locally
engineering,  Measurements of length, mass, volume, plane made
uncertainty and  Systematic and random
electrical angle, time interval, temperature, Confidence thermometer
involving error. errors.
engineering, electric current, electrical and dexterity to measure
electronics, electrical,  Handling  Expressions of absolute in handling temperature
potential difference, electrical
thermodyna magnetic and systematic and and relative errors. resistance, etc). equipment/me
mics electronic random errors in  Need to calibrate  State the uncertainty in a asuring
applications. quantities. measurements. measuring instruments. measured quantity. instruments.
 Uncertainty in  Expressing errors  Use of standard  Ability to design, plan simple
experiments, select methods and Positivity,
measurements in absolute and instruments and technics.
/ or techniques, carry out critical
relative forms. thinking,
experiments, obtain data, process
data appropriately, analyse data objectivity in
 Use of the CRO and the presenting
 Designing, and interpret properly.
electronic oscilloscope.  Present a report on an experimental
planning, data.
experiment using a defined
executing and scientific format accompanied by
reporting of 2-D diagrams.
experiments.  Use measuring instruments
(meters) confidently and
accurately.
 Calculate relevant physical
quantities from data collected in
experiments.
 Give physical significance to
experimental results.
 Use a galvanometer in null
methods
 Appreciate the limitations of the
techniques used and take

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 15 of 71
 appropriate precautions.
 Calibrate measuring instruments
 Use the CRO/EO with a known
resistor as a voltmeter, ammeter
and as a clock
 Use a CRO/EO to measure time,
alternating current and
alternating p.d.

MODULE 2: KINEMATICS AND DYNAMICS

CLASSICAL MECHANICS
CONTEXTUAL COMPETENCIES RESOURCES
FRAMEWORK
FAMILIES EXAMPLES CATEGORIES EXAMPLES OF CONTENT OBJECTIVES OTHER
OF OF OF ACTIONS ACTIONS (CORE KNOWLEDGE) RESOURCE
SITUATIO SITUATION APTITUDE ATTITUDES S/
NS S (SKILLS) (projects)

2.1 2.11  Description of Running a race,  The equations of uniformly  Define the terms: displacement,
KINEMATI Kinematics of motion in Moving on foot, accelerated motion and distance, speed, velocity, Measuring
CS particles everyday life travelling by car, their derivations. acceleration, linear momentum the speed of a
air and others and state units where applicable stream
 Displacement - time,
Explaining Kicking a ball from  Appreciate and make use of the An inflated
motion one person or velocity - time, vector nature of displacement, floating
position to another. acceleration - time graphs velocity and acceleration balloon or
Analysing Selecting a means and their interpretations.  Distinguish between average and proof bag, a
motion, of moving persons  Experimental measurement instantaneous values for velocity stop watch, a
predicting and objects with of speed, velocity and and acceleration measuring
motion, time
acceleration using ticker  Calculate velocity and tape or metre
applying considerations. acceleration using vector algebra rule.
principles tape timers, linear air Measurement
and calculus
governing tracks. of
 Measure velocity and

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 16 of 71
 motion in  Measurement of the acceleration using any suitable displacement,
daily life. magnitude of the apparatus speed and
acceleration of free fall  Analyse experimental results to acceleration
calculate velocity and for a moving
acceleration, e.g. ticker-tape, object.
linear air track. Determinatio
 Draw and sketch graphs of n of the local
distance, displacement, velocity, value of the
and acceleration versus time acceleration
 Use the graphs above to obtain due to
relevant quantities from the gravity.
slopes and areas under the Determinatio
relevant graphs n of terminal
 Derive and use equations of velocity
uniformly accelerated motion in
calculations
 State some applications of “g”,
the acceleration of free fall.

2.2 2.21 The  Taking  Force as a vector quantity Being able to: Awareness of the Experimental
DYNAMIC dynamic  Definition cognizance of the  Force as a pull, push or  Define force and state its vector nature of work on
S, nature of and vector nature of resultant of both. S I unit, the newton. force and treating Newton’s
NEWTON’ forces  Classify forces into forces as such in second law of
S LAWS 2.22
classificati forces in all  Contact and non-contact situations motion and
on of contact and non-contact
situations. forces - distinction and involving forces
OF Newton’s laws forces. the law of
MOTION forces.  Defining and examples.  Appreciate the vector in operation. conservation
of motion,
AND classifying forces  Familiarity with forces nature of forces. Drawing and / or of linear
The laws, the  The vector into gravitational,
FORCE
principle of such as: weight, tension,  State and explain the extracting momentum.
nature of electromagnetic, effects of a force on an information from Light gates,
conservation weak and strong upthrust, normal contact
force. object. force diagrams. mass riders,
of linear forces. force, frictional force, trolleys, ticker
 Identify and describe the
momentum. viscous drag, aerodynamic Recognize timers, linear
 The basic forces of nature
 Making use of lift, electromagnetic forces (gravitational, situations air tracks and
effects of
forces in (electric and magnetic electromagnetic, weak requiring accessories,
forces practical newtonmeters,
everyday life. forces). and strong forces).
 The gravitational pull of  State examples of basic applications of data loggers,
 The basic Newton’s laws of laptops,
 Analysing the earth (or other massive forces in nature.
forces of motion and measuring
systems by body) on an object to be  Draw free body diagrams
respond tapes, metre

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 17 of 71
 nature. drawing free called its weight.  Write vector equations of appropriately e.g. rules, other
 Statement body diagrams  Friction in everyday life forces acting on an object. putting on seat necessary
s of for different parts and the importance of  Calculate magnitudes of belts, using apparatus.
forces from their vector headrests in cars, Constructing
Newton’s of a given lubricants.
equations. wearing helmets an
laws of system.  Dependence of drag forces
 Use of value of force to when riding acceleromete
motion. on speed. determine acceleration bikes, bending r
 Explanati  Force diagrams and what and application in the knees on landing Construction
on of they represent. equations for uniformly after jumping. and
Newton’s calibration of
 Force on a mass in a accelerated motion to
obtain distance covered as Using Newton’s a spring
laws of Gravitational Field
a function of time, laws to improve balance
motion  {Force on a moving or trajectory and others. performance in Helical spring,
stationary charge in an  Find resultants of sporting events metre rule,
Electric and/or magnetic coplanar forces using such as stopping standard
 Analysis a ball by a goal weights,
field. Newton balances or
2.23 of keeper, throwing plastic tube,
 Force on a conductor pulleys.
Collisions / Newton’s  Define linear momentum the javelin or other
Explosions carrying current /charged hammer, etc. materials for
laws of and appreciate its vector
object moving in an enclosure and
motion to nature.
electric and/or Magnetic finishing.
bring out  Solve simple problems on
Field. linear momentum Measurement
their
 The concept of inertia in  State Newton’s laws of of the
implicatio upthrust on
relation to static and motion.
ns. an object
dynamic equilibrium and  Explain what is meant by
 Applicatio inertia.
immersed in
Newton’s first law of water.
ns of  Distinguish between static
motion. Newtonmeter,
Newton’s and dynamic equilibrium,
 Newton’s second law of overflow can,
laws of giving examples.
motion; chosen
motion Derive the equations:
Statement of the law to objects,
and the beakers,
show the relationship
principle various
between the rate of change and liquids, etc
of
of linear momentum and
conservati
on of the resultant force.
as special cases of Newton’s
linear , second law of motion.
momentu  Define the newton from

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 18 of 71
 m.  Where: Newton’s second law of
 Problem - for constant mass and motion Explore the
solving variable velocity  Define impulse and state functioning
the relationship between of a
using , and impulse and linear parachute.
Newton’s momentum.
- for constant velocity
laws of  Interpret the impulse-
and variable mass
motion momentum equation
and the . physically, algebraically Exploration
principle  Writing the impulse- and graphically. of sporting
of momentum equation in the  Carry out experiments in activities to
the laboratory to identify and
conservati forms:
explain the
on of demonstrate: , applications
linear for ; of Newton’s
momentu  laws and
m conservation
 Graphical analysis and , using linear air of linear
implications of the tracks, trolleys and ticker- momentum
formulae above. tape or powder track in them.
 Experimental investigation timers, light gates and Sporting
of Newton’s second law: data loggers, etc. facilities (long
 jump facility,
 , for Draw free-body diagrams
high jump
; and identify action-
facility,
reaction pairs of forces,
 from Newton’s third law
javelin,
football and
 Appreciate the fact that
handball
both forces in an action-
pitches, etc),
reaction pair cannot act on
Newton’s third law sports
the same body as well as
 Statement of the law the implications of this for
instructors,
 Implications of the law sport
accelerated motion.
scientists.
 Action-reaction force pairs.  Explain the application of
By
 Some examples of Newton’s laws to simple
incorporating
practical applications of practical situations e.g.
a balloon into
seat belts, escalators, lifts,
Newton’s first, second a system,
rocket propulsion, sports,
and third laws of motion investigate
ball games, etc).
how the

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 19 of 71
  The law / principle of  State the law of reaction to a
conservation of linear conservation of linear jet of air
momentum. momentum. flowing out of
 Derive the law of the balloon
 Statement of the law can move the
conservation of linear
 The principle of momentum from system.
conservation of linear Newton’s second and
momentum and Newton’s third laws of motion
laws of motion.  Define collision and
 Experimental study of the distinguish between
conservation of linear elastic and inelastic
collisions, giving practical
momentum for collisions in examples of each.
one dimension only.  Apply the law of
conservation to simple
Collisions examples of interactions
 Elastic, and inelastic such as collisions in one
collisions and two dimensions, and
explosions.
 Collisions in one
dimension: head-on
collisions
 Collisions in two
dimensions or oblique
collisions.
 Application of
conservation of linear
momentum to simple
collisions in one and two
dimensions.
Explosions
 Simple explosions and
momentum conservation
2.3 2.31  Rotation of  Stating Newton’s  Define the moment of a force Interest in civil Visit a civil
TURNING Moment of a objects and the laws of motion  Moment of a force about an axis, couple and torque engineering engineering
EFFECT Force. equilibrium of and the law of  Couple and torque due a of a couple. structure
OF Fixing and  Explain the factors that Consciousness/ such as a

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 20 of 71
FORCES removing of rigid bodies. conservation of couple. determine the magnitude of the awareness of bridge and
nuts eg on car linear momentum  The principle of moments moment. existence of study its
tyre  Analysing  Static equilibrium of a  Make use of a knowledge of the torques in equilibrium
Couple and factors affecting the moment of a systems and how
Newton’s laws of system under the action
Torque. force in practical situations such to avoid
motion to bring of coplanar forces. as undoing a tight nut, locating unpleasant
out their hinges on door and window effects of these,
implications  Conditions for equilibrium shutters, etc. especially where
 Carrying out  Calculate moments of forces and such are
experimental  Centre of mass torque of couple. undesirable. Construction
work on  State and apply the principle of and
 Centre of gravity moments. calibration of
Newton’s
 Distinguish between centre of a simple
second law of beam balance
mass and centre of gravity of a
motion rigid body.
 Carrying out  State the conditions for static and
experimental dynamic equilibrium of a rigid
investigations on body and use them in solving
the law of simple problems.
conservation of  Determine the mass of a body by
use of moments.
linear momentum
 Explain the use of couples and
 Identifying, torques in daily life.
explaining and
making use of
some
applications of
Newton’s laws of
motion and of the
law of
conservation of
linear
momentum.
 Solving problems
using Newton’s
laws of motion

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 21 of 71
 and the law of
conservation of
linear momentum
such as in
collisions and
explosions.

2.4 2.41  Simple Harmonic  Set up an  Definition of SHM.  State and describe examples of Diving into a
SIMPLE Vibrating and Motion oscillating  Derivation of second order practical oscillations swimming pool -String, stand
HARMONI oscillating Examples of system e.g differential equation  Investigate the motion of an from a spring and clamp,
C MOTION objects and objects simple a = - 2x oscillator using experimental and board pendulum
OF systems. undergoing SHM pendulum, Where graphical methods bob, helical
MECHANI  Simple harmonic mass/spring, = 2 (pulsatance or  Define and use the terms spring,
CAL motion in water in a U- amplitude, period, frequency and standard
angular frequency).
SYSTEMS relation to tube, etc phase difference and express the masses, or
The equation should be mass and
circular motion period in terms of both
 The equations of understood physically, frequency and angular frequency balance
displacement,  Observe, algebraically and  Use the equation Cantilever
velocity and examine and graphically. a = - ω2x as the defining equation experiments
acceleration of an explain the  Experimental study of Glycerine
of SHM
object executing suspension of a examples of SHM; -Heavy-duty
 Understand that all systems with machines put
SHM car system -simple pendulum the above differential equation
 Graphical  Explain the role - helical spring /mass
on rubber
have as general solution supports to
representation of of springs and
 Equations for frequency or absorb
physical shock absorbers
and period. where vibrations
quantities in cars
 Mass on a smooth the initial phase can be
associated with
horizontal surface attached depending on the initial
SHM
to a spring conditions.
 Definition of free
 Derive and apply equations of
SHM system
 Simple harmonic oscillator the velocity and acceleration
 Definition of and energy from the general solution i.e.
damping in SHM and
 Phase differences in the
variations of some physical
quantities for SHM  Recognize and apply the
Cartesian equations of velocity
and acceleration as

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 22 of 71
 )
 Describe with graphical
illustrations the changes in
displacement, velocity and
acceleration during SHM
 Describe the interchange
between kinetic and potential
energy during SHM.
 Name the different degrees of
damping and understand their
effects on a SHM system.
- Definition of  Case of the  Qualitative and  Give practical examples of  Explain using a -String
2.42 forced suspension experimental discussion of forced oscillations and spring board -stand and
Forced oscillation in system of a car. free, damped and forced resonance. how to dive clamp
mechanical
mechanical mechanical oscillators and  Describe graphically how the into a -pendulum
Oscillations  Observe the resonance. amplitude of a forced oscillator swimming bob
and systems. -helical spring
pendulum clock. changes with frequency near fo pool.
Resonance Definition of and understand qualitatively the -stand and
resonance in factors that determine the masses. or
mechanical frequency response and mass and
oscillating systems sharpness of resonance. balance
 Appreciate situations in which -Car springs
resonance is useful and those in and shock
which it is a nuisance. absorbers.

2.5 2.51 Describing, Definition of essential  Define radial and angular unit  Explain
CIRCULA Movement of explaining,  Deriving useful concepts vectors, angular distance, motion of
R MOTION an auto- analysing, formulae.  Angular distance, angular angular displacement, angular roller coaster
mobile along predicting and speed, angular velocity, angular
 Applying relevant speed, radial and tangential  Orbital motion
a bend applying motion in acceleration, centripetal
circular paths and formulae in unit vectors, angular of planets
acceleration, centripetal force.
trajectories. solving problems. displacement, angular  State and explain conditions
 Analysing systems velocity, angular necessary for uniform circular
undergoing acceleration, centripetal motion to occur.
circular motion. acceleration, centripetal  Derive the equations
force.
 (A centripetal force to be

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 23 of 71
 understood as a 
requirement to be met for
 Use formulae above to solve
circular motion and not as
simple problems on circular
another example of force. motion.
This requirement has to be  Describe qualitatively and
met by the forces acting quantitatively, motion along a
depending on the particular curved path due to a normal
circumstance). force.
 Give examples of situations
 Formulae for uniform requiring a centripetal force and
identify the source of the
circular motion:
centripetal force in each case.
  Analyse systems undergoing
circular motion to derive relevant
quantities, by applying relevant
 equations.
 Equations of motion with  Analyse examples of circular
motion from different areas of
uniform angular
life (satellite motion, charged
acceleration particles, vehicles on earth’s
 Different areas of life in surface, conical pendulum,
which circular motion is bodies whirled on strings, etc).
encountered  Explain the effect of the rotation
 Analysis of examples of of the earth on gravitational field
strength.
circular motion from
 Explain the phenomenon of
different areas of life
apparent weightlessness and give
(satellite motion, charged examples of situations in which
particles, vehicles on it occurs.
earth’s surface, conical
pendulum).

 Apparent weightlessness;
Meaning, causes and
examples.

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 24 of 71
 2.6 2.61  Work, energy, Work  Define work, energy and power Construct
MECHA Mechanical power and  Defining  Defined as a scalar quantity and give their S. I. units. machines
NICAL Energy efficiency essential derived from the scalar  Appreciate work as energy understood as
WORK, Consideration concepts (dot) product of force and transferred by some physical devices on
(Efficient and
ENERGY s displacement. process. which a force
effective use of  Exploring and
AND  Consider work as energy  Derive classical mechanics can be applied
POWER energy in moving explaining types transfer during a physical formulae for kinetic energy, at one point to
systems) and forms of process. gravitational potential energy, overcome
energy, energy  The joule (J) as the SI unit elastic potential energy. other force at
transfers of work.  State the law of conservation of a different
quantitative and energy and apply it to different point. Explain
Energy situations involving energy the
qualitative
 Definition of energy changes. convenience
treatment. in using the
 Types of mechanical  State the work-energy theorem
 Applying the law energy: kinetic energy and and apply it in calculations. machine
of conservation potential energy  Apply the law of conservation constructed
of energy to  Potential energy energy in solving simple over direct
different systems understood as energy problems. manual work.
 Applying the associated with position  State and use Einstein’s mass-
work-energy with respect to a reference. energy relation;
theorem to  Forms of potential energy  Distinguish between average and
(gravitational, elastic, instantaneous power
different
chemical, nuclear,  Appreciate the efficient use of
situations electrostatic) energy in the home.
 Conservative and  Change in gravitational  Distinguish between conservative
non-conservative potential energy close to and non-conservative forces,
forces the earth’s surface given giving examples in daily life.
 Applying by  Appreciate efficiency as the ratio
 Elastic potential energy of work (or energy or power)
Einstein’s mass-
output to work (or energy or
energy relation
power) input.
to simple  Forms of kinetic energy:  Consider fractional and
systems - Translational kinetic percentage efficiency
 Determining the energy ,  Describe and explain ways of
efficiency of for reducing energy or power losses
given systems or - Rotational kinetic energy in systems or energy transfer
energy transfer processes at home and in the
,
community.

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 25 of 71
 processes  The law of conservation of
 Figuring energy
out/devising  The work-energy equation
ways of for mechanical systems
minimising 
energy or power  The work-energy theorem
losses in systems. and equation for
mechanical systems

 Conservative and non-

conservative force systems
 The principle of
conservation of energy
obtained from the work-
energy theorem
 Einstein’s mass-energy
relation

 Meaning and applications

 Efficiency
 Definition and significance
 Relative efficiency
expressed as a fraction
and/or percentage.
Power
 Power as a scalar quantity
expressed as the scalar
(dot) product of force and
velocity.
 Power as the rate of change
of energy transfer or work
done, with time
 The watt (W) as SI unit of
power.
 Average and instantaneous
power.

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 26 of 71
MODULE 3: EVERYDAY USES OF ENERGY
THERMAL ENERGY
CONTEXTUAL COMPETENCIES RESOURCES
FRAMEWORK
FAMILIES EXAMPLES CATEGORIES EXAMPLES OF CONTENT OBJECTIVES OTHER
OF OF OF ACTIONS ACTIONS (CORE KNOWLEDGE) RESOURCE
SITUATION SITUATION APTITUDE ATTITUDES S/
S S (SKILLS) (projects)

3.1 3.11  Thermal  Measurement of Thermal equilibrium and  Identify sources of heat  Read and Resources
TEMPERAT Thermomete equilibrium and temperature in Temperature. and effects of heat interpret Hot and cold
URE rs. temperature. different units.  Zeroth law of thermodynamics. absorbed or given out on variation in objects
Thermal  Thermometry  Convert  Linear relationship between temperature. thermometric (dissimilar
equilibrium.  Temperature temperature temperature and thermometric  Relate an increase in properties due to wires,
scales. expressed in one property. temperature to an increase temperature thermostats,
unit to another;  Absolute and thermodynamic of the internal energy of a change. thermometers)
temperatures. body.  Appreciate the Project 1
Thermometry.  Express internal energy as fact that absolute Construct and
 Temperatures measured in degree the sum of the kinetic and scale of graduate
Celsius to kelvin and Fahrenheit. potential energies temperature does thermometers
 Advantages and disadvantages of associated with molecules not depend on from objects
resistance thermometers, gas of the system. the property of that expand
Calibrate thermometers, mercury in glass  Show an understanding any substance. and contract
thermometer using thermometers and thermocouples. that a physical property  Understand with
which varies as thermodynamic temperature
fixed points. variations.
temperature changes may temperature as
be used for the the SI base Project 2.
Compare measurement of physical quantity Visit lab,
measured in workshop,
thermometers with temperature and state
industry,
respect to examples with reasons kelvin.
hospital, and
thermometric making them suitable for  Appreciate compare
properties. the purpose. different thermometers
 Show an understanding that situations for use used in terms of
regions of equal temperature of different precision, size
are in thermal equilibrium. thermometers. and temperature
 Use clinical thermometer to range.
measure body temperature.

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 27 of 71
3.2 3.21  Forms of  Convert energy  Forms of energy.  Identify forms of  Give advice on the Project 1.
ENERGY GENERALI energy. from one form to  Energy transfer and energy in the efficiency of Identify
TRANSFER TIES ON  Energy transfer another. conservation. environment. devices in terms energy
ENERGY and conversion  Identify energy in of energy transducers at
 Law of conservation of  Identify day to
TRANSFER.  Law of various forms conversion. home.
energy. day situations of  Appreciate the
conservation of  Apply principle of Project 2.
energy. conservation of  Understanding of energy transfer. functioning of Visit an
 Internal energy energy in simple internal energy as  Define and house hold industry in
examples. determined by the state calculate electrical (ENEO locality and
 Illustrate the of a system and which efficiency for )meters identify
implication of energy transfer  Use energy energy
can be expressed as the transfer
practical losses of efficiently.
sum of the random processes.
energy in devices.  Appreciate processes.
 Demonstrate distributions of the consumption by Visit a thermal
energy transfer by kinetic and potential electrical devices. power plant, a
(a)mechanical energies associated with brewery etc.
process the molecules or particles
which constitute the
(b) thermal system.
process
Q  mcT
(c) electrical
process
W  IV t
3.22  Heat capacity,  Use of Heat capacity and latent heat  Appreciate why Resources:
GENERATI latent heat and calorimeter to  Using a simple kinetic model for  Explain using a simple water is used in Aluminium,
ON AND specific latent determine matter explain why kinetic model for matter electrical thermal clay silver
TRANSFER (i) melting and boiling take place why pots,
heat; specific heat plants and
OF without a change in temperature methylated
THERMAL  Measurements capacity of water (i) melting and boiling nuclear power spirit, rubber
(ii) the specific latent heat of take place without a
ENERGY of specific heat  Determination of systems bucket and
vaporization is higher than the change in temperature
capacities of the latent heat of specific latent heat of fusion for  Appreciate why calabash
(ii) the specific latent
solids and fusion using the same substance heat of vaporization is water is a very
liquids and melting ice (iii) a cooling effect accompanies good coolant and Project 1
higher than the specific
evaporation Compare the
specific latent (method of latent heat of fusion used in car
cooking rates
heats of fusion mixtures)  Experiments to determine specific for the same substance radiators and in a clay pot,
of solids (ice) heat capacity by electrical (iii) a cooling effect steam burns very silver pot, iron

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 28 of 71
 and method. accompanies seriously. pot and
vaporization of  Experiment to determine the evaporation  Appreciate why aluminium
liquid (water) specific latent heat of fusion of ice  Define and use the evaporation leads pots and
concept of specific heat explain their
and the specific latent heat of to cooling
capacity and identify the differences in
vaporisation of water.  Using the lid of a terms of
main principles of its pot during specific heat
determination by any cooking to capacities
electrical method minimize energy -Use
loss methylated
spirit to
experience the
cooling effect
of
evaporation.
3.23  Thermal energy  Identify and Heat transfer processes.  Identify and appreciate  Appreciate Resources.
Thermal transfer explain everyday  Mechanisms of heat transfer position of heating importance and Aluminium
Energy processes applications and processes. element in water. use of wooden foil, dark
Transfer (conduction, consequences of  Experiments to illustrate  Identify and use poor and carpets on floors, surfaces,
convection, energy transfer conduction, convection, and good conductors in silver coated bulb cartons,
radiation and processes. radiation. different situations. of thermometer. scissors, glue,
evaporation).  Identify infra-red  Convection in fluids and density  Develop ways of  Avoid burns by Leslie cubes.
 Thermal radiation as part changes. preventing heat losses using insulators to
conductivity of the  Application and consequences of from objects and handle heat Project 1.
 Good and poor electromagnetic conduction, convection and persons. conductors. Design and
conductors. spectrum. radiation.  Describe experiments to  Appreciate heat construct
 Solve problems illustrate conduction, transfer processes functional
with numerical Thermal conductivity. convection, and taking place in devices to
examples using  Compare thermal and electrical radiation. electric kettle. illustrate
conduction.  Relate convection in  Appreciate thermal
 Simple numerical examples in fluids to density changes. precautions to be energy
Q   one dimension only.  Explain everyday taken by humans generation
 A 2 1 transfer and
t x  Simple molecular account of application and during hot and
consequences. cold weather to thermal
 Identify and use heat transfer in solids.
prevent the body energy
different types of Good and bad conductors
insulation in
conductors in  Experiments to demonstrate the from too much
cold or heat. solar heaters.
different properties of good and bad
conductors of heat.  Reducing heat
situations in
losses in different

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 29 of 71
 everyday life.  Experiments to demonstrate the situations.
properties of good and bad
emitters, absorbers of radiant
energy.
3.3 3.31  Electric current  Measuring p.d, Electric current and  Read e.m.fs of sources of  Appreciate that Resources
ELECTRICA Current and potential current and potential difference (p.d) electrical energy. bulbs in our Ammeter,
L ENERGY Electricity difference. resistance using a  p.d as energy transfer/charge or V Determine electrical houses are Voltmeter,
TRANSMISS  Resistance and voltmeter, = W/Q energy consumption of a connected in Multimeter,
ION AND resistivity. ammeters or  P.d and e.m.f household from the meter parallel resistor, dry
DISTRIBUTI  Electric circuits multimeter  Graphs of current versus potential installed by electricity  Observe safety cell battery,
ON and networks.  Measuring the difference for ohmic and non- board. rules when dealing fuses, switch,
 Potential internal resistance ohmic conductors (metal wires,  Understand why some with electricity. socket, plugs
divider. of a cell. wire filament, semiconductor appliances consume  Read and interpret etc.
 Building up diode, thermistor). electrical energy than labels on electrical
simple series and  The use of ammeters with others. appliances.
parallel circuits resistance and voltmeters with  Explain why someone can Project 1
 Apply ∑I=0; non-infinite resistance in place of be electrocuted. Design simple
∑E=IR in solving ideal ammeters and voltmeters.  Explain why an electric circuits.
problems.  Extension of the range of distributor can be used to Construct
 Use the formulae electrical meters (multimeters) power several appliances switches,
in I= dQ/dt Resistance, resistivity and at once. Sockets and
V = IR conductivity.  Manipulate and use electrical
V = W/Q  Experiment to determine the multimeters. power
P = VI = I2R resistivity of a material.  Distinguish between p.d distributors
 Electric circuit  Mention of superconductivity and e.m.f into which
various
calculations  Internal resistance of a cell.  Sketch I-V graphs for
devices can be
Ohm’s law ohmic and non-ohmic
socketed for
 Resistors in series and parallel conductors (metal wires,
use.
rheostats wire filament,
Project 2:
 Temperature dependence of semiconductor diode,
Visit a major
resistance. thermistor).
building site
 The potential divider; and observe
The potentiometer as a potential how wiring is
divider. done.
The use of balanced potentials
using a calibrated potential Project3: Do
divider (slide wire potentiometer) simulations
 The potentiometer as an ideal for the wiring

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 30 of 71
 voltmeter (null deflection at of a home
balance point). such that
rooms and
Kirchhoff’s laws different
 Solve circuit problems using points can be
Kirchhoff’s laws. supplied from
 Relate Kirchhoff’s laws with the a single meter.
principles of conservation of
charge and energy.

MODULE 4: MATTER, EFFECTS OF ENERGY AND APPLICATIONS.

MATTER

CONTEXTUAL COMPETENCIES RESOURCES

FRAMEWORK
FAMILIES EXAMPLES CATEGORIES EXAMPLES OF CONTENT OBJECTIVES OTHER
OF OF OF ACTIONS ACTIONS (CORE KNOWLEDGE RESOURCE
SITUATION SITUATION APTITUDE ATTITUDES S/
S S (SKILLS) (projects)

4.10 4.11  Quantitative  Quantitative  Appreciate why particles in  Appreciate why  Project1
SOLIDS Macroscopic molecular molecular account  Properties of matter in terms of liquids have higher average liquids and o At home and
,LIQUIDS and account of the of the difference molecular behaviour. kinetic energies than in solids solids have in school,
AND GASES microscopic difference between solids,  Simple kinetic model for solids, under the same conditions different test the
differences between solids, liquids and gases. liquids and gases. and why liquids can flow. mechanical mechanical
between liquids and gases.  Pressure  Structures and densities of solids,  Define density and describe applications properties of
solids,  Pressure  Crystalline, liquids and gases to simple ideas an experiment to determine (e.g. hammer, different
liquids and  Crystalline, glassy, of the spacing, ordering and density. hydraulics) materials and
gases. glassy, amorphous and motion of molecules.  Appreciate the different  Distinguish collect
amorphous and polymeric solids  Direct measurement of densities. structures of solids. between brittle, statistics,
polymeric solids and force-  Structure of crystalline and non-  Derivation and application of elastic and non- from which
and force- extension crystalline solids with particular the expression for pressure in elastic materials basic
extension characteristics. reference to metals, polymers fluids. as well as calculations
can be done.

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 31 of 71
 characteristics.  Stress, strain and and amorphous materials.  Appreciate that deformation strong, flexible o Visit a
 Stress, strain and the Young’s  Hooke’s law and behaviour of is caused by a force and that and stiff construction
the Young’s modulus. springs in terms of load, in one direction, it can be materials. site in your
modulus.  Energy stored in a extension, elastic limit. tensile or compressive.  Appreciate that locality or a
 Energy stored in stretched spring,  Young’s modulus materials carpentry
a stretched cord of wire.  Understand that the extension deform or break workshop:
spring, cord of  Force separation  Elastic and plastic deformation is proportional to the force when stretched 1) Identify
wire; and potential of materials. applied, when the elastic limit beyond certain the materials
 Force separation energy separation is not exceeded. limits used there
and potential curves for two  Use of the equation p =  List practical examples of  Appreciate the and
energy separation atoms in plastic deformation (creep), different 2) Relate the
 Pressure difference across a
curve for two crystalline solids. yield point (fatigue). applications of properties of
spherical/curved interface.
atoms in rubber with a these
 Surface tension of water and its
crystalline solids. variation with temperature.  Basic calculations of stress, large or small materials to
strain and the Young’s hysteresis loop their uses.
modulus for a material  Relate fatigue to
 Interpret relevant graphs e.g. some accidents
Force-separation and (bridges, planes)
potential energy separation  Understand the
for molecules, force- effects of
extension and stress-strain for heating and
solids. adding
 Ability to carry out the detergents to
experiment and collect the water in
necessary data to evaluate. laundry.
 Calculate the pressure  Understand that
difference across a surface tension
spherical/curved interface. is responsible
 Determine the surface tension for a number of
of water and its variation with physical
temperature. phenomena.
 Appreciate that
the angle of
contact is
measured
through the
liquid.

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 32 of 71
4.20 4.21  Ideal gas and real  State laws of  Brownian motion in gases.  Predict the effects of  Appreciate Project 1.
THERMOD Gas Laws gases. gases and express  Ideal and real gases variation of pressure, changes in the -Visit a
YNAMICS and Kinetic  Pressure, volume their equations.  The behaviour of ideal and real temperature, and volume on environmental weather
Theory of and temperature  Ideal gas equation gases. gases. conditions due forecasting
gases. as parameters to in relation to the  Compare real gases and ideal to changes in station around
 Gas laws and their equations pressure and and study
measure in gas laws. gases
thermodynamics.  Solve problems  Basic assumptions of the kinetic  Presentation of information temperature. barometer and
theory.  Appreciate the
 Gas laws using equations of graphically. other weather
state of an ideal  Use the kinetic theory to explain  Predict the effect of heat on functioning of forecasting
 Ideal gas gas. pressure exerted by gases gases. instruments equipment.
equations  State the basic  the ideal gas equation in the form  state the basic assumptions of which function Project 2.
(equations of assumptions of the kinetic theory using gases Identify
state). the kinetic theory  Interpret graphs for molecular (barometers, household
 Distribution of of gases speed distribution. pressure equipment
 Graphs to illustrate gas laws which
molecular  Explain how  Infer evidence for molecular gauges)
(Boyle’s law, Charles’ law, function based
speeds. molecular motion from Brownian
pressure law) on pressure,
movements cause motion.
pressure exerted  Derive expressions  Use Graham’s law to explain
temperature
by gases. and volume
and and hence the spread of odours from
variations
deduce and use the relation sprays at a point or location
(pressure
average translational KE of ideal in a room.
cookers, water
gas molecules T. heaters, etc)
 Distribution of molecular speeds.
 Graham’s law of diffusion.
4.22  First law of  -State and apply First law of thermodynamics.  State the first law of Identify
Laws of thermodynamics. first law of  First law of thermodynamics and thermodynamics and dependent and Project 1.
Thermodyna  Isobaric, thermodynamics in relation to the law of conservation relate it to the law of independent Visit a
mics Isochoric, solving problems. of energy . conservation of variables in refrigerator
Adiabatic and  Interpret Isobaric, ΔQ = Heat supplied or given out. energy. graphs repairer and
isothermal Isochoric, U =change of internal energy  Identify Isobaric,  Perform simple study the
changes and Adiabatic and of a system Isochoric adiabatic repairs based on components
of a
processes. isothermal changes W =work done on a system or and isothermal understanding
 Second law of and give their
by a system.
processes. of how devices refrigerator
thermodynamics equations function. and air
Thermodynamic processes
 Entropy  Relate these  Apply conservation  Efficient and conditioners
 Isobaric, Isochoric, Adiabatic and and their
changes with ideal laws in systems (heat proper use of
isothermal processes. functioning.
gas laws pumps and heat devices.
 Thermodynamic processes and
engines). Give technical

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 33 of 71
  Identify adiabatic first law of thermodynamics  Explain the working advice on how Project2.
and isothermal Isothermal process principles of air to handle Visit a motor
processes in the conditioners and devices. mechanics
environment. refrigerators. garage to
 Apply second law Isochoric process  Solve simple observe the
of thermodynamics problems using the  Internal
to explain how expression for the mechanisms
simple systems like efficiency of a heat of an internal
refrigerator, air Isobaric process Q combustion
conditioners, engine.   1  1 engine.
=K Q2
internal and Heat transfer
external  Solve simple mechanisms
adiabatic process problems using the
combustion involved
engines work. expression for between the
coefficient of engine,
Second law of thermodynamics. performance. radiator and
Second law of thermodynamics. Q2 T
Reversible and irreversible   2 working
Q1  Q2 T1  T2 substance.
processes.
 The basic functioning of heat  Draw and interpret
engines, Carnot engines and heat graphs involving
pumps (refrigerators and air adiabatic and
conditioners). isothermal processes,
 Coefficient of performance reversible and
Entropy. irreversible
processes.
 Entropy, for a reversible
process and for a closed
system.

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 34 of 71
4.30 ATOMIC AND NUCLEAR PHYSICS
CONTEXTUAL COMPETENCIES RESOURCES
FRAMEWORK
FAMILIES EXAMPLES CATEGORIES EXAMPLES OF CONTENT OBJECTIVES OTHER
OF OF OF ACTIONS ACTIONS (CORE KNOWLEDGE) RESOURCE
SITUATION SITUATION APTITUDE ATTITUDES S/
S S (SKILLS) (projects)

4.31 4.311  α-particle  Describing α-  Evidence for the existence of  Draw and describe the  Appreciate the
ATOMIC The Atomic scattering particle atomic nucleus and atomic nuclear model of an atom. nature of the
AND Nucleus experiment scattering model from the alpha-particle  Infer from the α-particle nucleus and
NUCLEAR  Simple model experiment. scattering experiment. scattering experiment the the atom
PHYSICS of the atom  Naming and  Relative atomic mass, existence, size and  Understand
 Subatomic giving the nucleon number, atomic composition of the atomic that an element
particles properties of number, isotopes. nucleus. can exist in
 Isotopes subatomic  Nuclear reactions (fusion,  Nucleon number and proton more than one
 Atomic and particles. fission) number (atomic number) isotopic forms
nuclear sizes  Stating the sizes  Show an understanding that  Energy from
 Conservation of of the nucleus an element can exist in nuclear fission
mass and and the atom various isotopic forms each and fusion
energy in  Calculate energy with a different number of which can be
nuclear as a result of neutrons. converted to
reactions mass difference  Distinguish between nuclear electrical
 Nuclear during fission fusion and nuclear fission. energy.
reactions and fusion from  Write balanced nuclear
(fusion and E =Δmc2 equations in which nucleon
fission). number, proton number and
energy are all conserved.
4.312  Factors affecting  Calculate binding  Nuclear stability  Sketch and interpret graphs of  Take care Standardized
Radioactivit the stability of a energy per  Natural and artificial Binding Energy per nucleon when handling samples of
y nucleus nucleon and (induced) radioactivity (B.E/A) versus A. radioactive radioactive
 Background neutron – proton  Properties and uses of  Calculate binding energy substances materials such
radiation ratio and relate α, β and γ and from mass difference. given their as uranium-
 Balanced nuclear them to nuclear associated decay  Explain the relevance of harmful effects 238, radium,
equations for stability processes. BE/A for nuclear fission,  Understand polonium.
radioactive  Define  Radioactivity as a fusion and radioactivity. and propose GM tube for
decay. background random process.  Give evidences for the safe methods counter, cloud
chamber, etc.

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 35 of 71
  Effects of radiation and  The exponential decay random and spontaneous of disposing Design and
radiation on give sources. law and decay constant. nature of radioactivity nuclear waste. construct a
people and the  Calculating  Half-life  Explain natural radioactivity  Understand detector of
environment. corrected count  Energy of radioactive and give examples of that the radiation.
 Carbon dating, rates transformations. nuclides that undergo this occurrence of
detection of  Writing balanced  Detectors of radiations process radioactive
flaws in metals, nuclear equations  Practical applications of  Describe the nature and decay is
medical uses, etc. for α,β and γ radioisotopes. properties of α,β and γ spontaneous
decays radiations and

  Write and make use of unpredictable
 nuclear decay equations  Realize that
   Define the terms; activity and energy can be
 obtained from
decay constant and solve
problems using the equation radioactive
decay
 Infer and sketch the processes
exponential nature of  Appreciate the
radioactive decay and solve effect of
problems using the exposure to
radioactive decay equation radiations on
 Define half- life and explain humans and
how it can be obtained from a environment.
data of activity and time.
 Solve problems using the
equations

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 36 of 71
4.40 BASIC ELECTRONICS
CONTEXTUAL COMPETENCIES RESOURCES
FRAMEWORK
FAMILIES EXAMPLES CATEGORIES EXAMPLES OF CONTENT OBJECTIVES OTHER
OF OF OF ACTIONS ACTIONS (CORE KNOWLEDGE) RESOURC
SITUATION SITUATION APTITUDE ATTITUDES ES/
S S (SKILLS) (projects)

4.41 4.411  The relation  Derivation of  Conduction in  Derive and use it in  Demonstrate an  Simple
BASIC Charge flow . semiconductors is due to solving problems. awareness of the experimen
ELECTRON in Metals,  Insulators,  Temperature free electrons and holes.  State that conduction in fact that the ts with
ICS Semiconduct Semiconductors coefficient of  Electric current is due to the semiconductors is due to free conductivity of thermistor
ors and and conductors resistance and its flow of charge. electrons and holes. semiconductors s of
Conduction  Temperature sign for  Hall effect, how a Hall  Distinguish between can be influenced positive
Mechanisms. coefficient of insulators, voltage is set up in a conductors, semiconductors and through the and
resistance. Semiconductors material placed in an insulators using the band theory process of doping negative
 Hall effect and conductors. external magnetic field. of conduction. to various desired temperatu
 Semiconductors  Hall Effect and  The current flowing through  Define temperature coefficient levels while the re
demonstrating a conductor is given by of resistance. conductivity of coefficient
the Hall voltage.  Calculate temperature metals cannot be s of
 Conduction  Temperature coefficient of coefficient of resistance from influenced by resistance.
mechanism in resistance (negative for formulae and graphs. doping.
semiconductors. insulators and  Explain doping in
 Doping of pure semiconductors and positive semiconductors leading to n-
semiconductors. for metals). type and p-type semiconductors
 Description of  Doping an intrinsic (majority and minority charge
the p-n junction semiconductor with a few carriers).
diode. trivalent /pentavalent atoms  Electrical neutrality of intrinsic,
produces a p-type/n-type n-type and p-type
semiconductor respectively. semiconductors.
 Electrical neutrality of both  Explain why insulators and
intrinsic and extrinsic semiconductors have negative
semiconductors. temperature coefficients of
 The band theory in the resistance.
explanation of electrical  State the difference between
conduction. intrinsic and extrinsic
 Experiment to determine semiconductors and for p-type

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 37 of 71
 temperature coefficient of and n-type semiconductors
resistance.

4.412  The p-n junction  Formation of a p-  Formation of a p-n junction  State the functions of a junction  Prefer LED-  Soldering
Electronic (semiconductor n junction.  Functions of a junction diode. lighting to iron, lead,
Devices diode) and LED.  Forward and diode  State the functions of a LED filament and connectin
 Zener diode reverse bias  Majority and minority  Define the depletion layer and fluorescent ones. g cable,
 The bipolar states of a diode. charge carriers barrier potential.  Pick out relevant circuit
transistor.  Use of the  Biasing a p-n junction, I-V  State that the size of the components from boards,
 Common emitter semiconductor curves for forward and depletion layer reduces in scrap circuit LDRs,
amplifiers. diodes in reverse bias modes forward bias mode and increases boards to build Diodes.
 The transistor as rectification of  The depletion layer in reverse bias mode for a diode. simple desired  Build a
a switch. a.c. signals to  Barrier potential for a diode  Describe the action of a diode in rectifiers instead half wave
 Integrated d.c. signals.  The LED rectification. of always being rectifier
circuits  Using the LED  Applications of LEDs in  Identify the terminals of a diode. ready to buy new and a full
 Logic gates. as a low energy daily life.  Draw current voltage curves for items. wave
 Input sensors output sensor in (bridge
 Advantage of LED over a diode for forward and reverse
replacement of bias modes. rectifier)
ordinary light bulbs
bulbs of higher  Describe Zener and avalanche using
 Breakdown voltage for a
power ratings. breakdown. diodes
diode
 Using the Zener  Avalanche and Zener  Describe the action of a Zener (IN4148).
diode in voltage diode in voltage regulation  Build a
breakdown.
regulation. light
 The Zener diode and voltage  Recognize and draw circuit
 Production of a regulation. symbols for a semiconductor
operated
bipolar junction switch
 The bipolar junction diode, Zener diode, LED,BJT,
that can
transistor the logic gates AND, OR,
transistor(BJT)
 Production of n- be used to
 Transistor action NAND, NOR and NOT.
control
p-n and p-n-p
 The BJT as an electronic  Construct simple circuits that
transistors. street
switch behave like the logic gates above
 Biasing a lights
 The BJT in switching  State in words and in truth table
transistor automatic
circuits with different form the action of the logic gates
 Various modes of ally using
sensors (e.g. light, heat, AND, OR, NAND, NOR and
biasing a a BJT and
mechanical) NOT.
a light
transistor, the
 The BJT as an amplifier  Recognise the various sensor.
common emitter semiconductor devices.
 Logic gates (AND, OR,
mode  Use a multimeter to identify the
NAND, NOR and NOT
 Using a transistor base, collector and emitter of a
gates.
as a current or transistor.

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 38 of 71
 voltage amplifier  Truth tables for logic gates.  Use a multimeter to identify
 Using a transistor whether a transistor is n-p-n or p-
as a switch. n-p
 Modelling the  Draw a circuit diagram for the
various logic biasing of an n-p-n transistor in
gates the common emitter mode and
explain the functions of the
various components in the circuit
 Include various input sensors
(thermistors, LDRs, photodiodes,
phototransistors etc) in circuits
with the BJT to act as electronic
switches in specific cases.
 State the advantage of integrated
circuits to TTL (Transistor-
Transistor Logic)
4.42 4.421  Thermionic  Do simple  Thermionic emission  Explain the emission of
THE Electron emission calculations  Electron motion in electric electrons by hot metal
ELECTRO Motion in  Electron (charge)  Sketch electron and magnetic fields. filaments.
N, Fields motion in electric paths in these  Need for a gas at a very low  Define work function, specific
THERMIO and magnetic fields pressure to enable a charge.
NIC fields  Emission of continuous flow of electrons  Explain thermionic emission and
EMISSION  Properties of electrons by hot from the cathode to the electron paths in fields.
cathode rays. metal filaments, anode of an electron gun.  State the properties of cathode
 The cathode ray production of  The electron gun rays.
oscilloscope cathode rays.  Conservation of energy in  Explain the emission of electrons
(CRO)/ Electronic  Basic structure, the electron gun (electrical by hot metal filaments
Oscilloscope. functioning and energy to k.e. of electron)  Draw and label the electron gun
uses of the  Measurement of voltage, stating the function of each part.
cathode ray frequency, time intervals,  State the relation between the
oscilloscope/EO etc, using a CRO. accelerating p.d. in an electron
gun and the k.e. of the
accelerated electrons.

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 39 of 71
MODULE 5: FIELD PHENOMENA
CONTEXTUAL COMPETENCIES RESOURCES
FRAMEWORK
FAMILIES EXAMPLES CATEGORIES EXAMPLES OF CONTENT OBJECTIVES OTHER
OF OF OF ACTIONS ACTIONS (CORE KNOWLEDGE) RESOURCE
SITUATION SITUATION APTITUDE ATTITUDES S/
S S (SKILLS) (projects)

5.1 FIELDS 5.11  Vector nature of  Understanding  Newton’s law of universal  State Newton’s law of  Gravitational Launching of
Gravitationa gravitational direction and gravitation. universal gravitation field cannot be artificial
l Fields field. magnitude of  Gravitational field strength  Apply Newton’s law to shielded satellites
 Lines of force gravitational  Qualitative description of the solving problems using  Understand
and equipotential field strength. earth’s gravitational field. that satellites
 Gravitational  Measurement of  Inverse square law for force and other
 Define gravitational field
potential gravitational between masses and planets are
strength, g.
difference field strength. gravitational field strength from kept in space
 Derive g from force of
 Escape velocity  Determining a point mass. by
gravity for uniform field
 Mass of the earth immeasurable  Variation of g inside and outside gravitational
 Draw and interpret graphs
 Circular motion masses, the earth.
showing variation of g with
attraction
of planets and velocities and  Gravitational potential and  Know that
distance from the centre of
satellites. distances (radii) gravitational potential energy. satellites are
the earth.
 Equipotentials and eg mass of the  Kepler’s laws, orbital speed and  Draw equipotentials and
transported by
field lines of the earth, moon, geostationary satellites. Orbital rockets into
velocity of field lines of the earth. geostationary
earth. speed and movement of
satellite,  Apply potential and orbits.
satellites with geostationary
 Calculating potential energy to planetary
orbits as example.
and satellite motions.
escape velocity  Escape velocity
 Graphs of g  Define potential energy and
 Equipotentials and field lines.
versus distance, derive V = -G
V versus  Sketch graphs showing
distance, etc. variation of V with distance
from centre of mass
 Relate small changes in
G.P.E to mgΔh and state its
validity
 State Kepler’s laws and
apply them to the motion of

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 40 of 71
 the moon and the movement
of planets
 Calculate the parameters of
satellites (average velocity,
average centripetal
acceleration )
5.12  Horizontal  Vector equation  Expression of vector equation for  Resolve motion of a body  Appreciate Stone, two
Projectiles projection from for projectile in a a projectile along a plane. into two dimensions. both vertical tennis balls,
motion the top of a cliff plane  Resolution of the motion of an  Find the range of and horizontal stopwatch,
or table top  Vertical and object into two dimensions. movement of a projectile. projectiles. catapult, meter
 Vertical horizontal  Find the range of movement of a  Calculate the maximum  Constancy of rule, high
projection components of projectile height and maximum horizontal table
 Projection at an vector equation  Calculate the maximum height, displacement of a component of
angle to the  Angle of and maximum displacement of projectile. velocity and its
vertical projection, projectile.  Calculate time to reach explanation.
trajectory, and  Appreciate the significance of maximum height and total
time of flight. the angle of projection. time in flight.
 Drawing the
trajectory
5.2 FIELDS 5.21  Electrostatic  Acquisition of net  Types of charge.  Describe charging by  Appreciate that  Polythene
Electric phenomena and charge by rubbing  Good and bad conductors of contact, friction and electric fields and glass
Fields electric charge. cork on dry hair electricity. induction. can be shielded rods, the
 Electric flux and or cloth.  Charging by friction, contact and  Represent electric fields by and be able to plastic pen,
Gauss’ law.  Measurement of by induction; (know that means of field lines. use this to other
 Good and bad charge polythene, ebonite become  Interpret field lines. explain how a (plastic)
electrical (approximate negatively charged when rubbed  Define electric field Faraday’s cage materials
conductors. methods e.g. with dry woollen cloth while strength as force per unit works. suitable for
measuring perspex, glass become positively positive charge acting on a  Demonstrate demonstratio
currents produced charged when rubbed with dry stationary point charge. that a charged ns
by discharging woollen cloth).  Identify the presence of body transfers  Make a jet of
bodies.  Distribution of charge on plane, charge on a body using the all its charge to water from a
 Testing for the curved and spherical conductors (gold) leaf electroscope. the outside of a plastic bottle
sign of charge.  Electrostatic induction.  Quantity of charge. Use hollow metallic and bring a
 Measurement of charge. Q  It to solve simple conductor once charged
 Point action and the lightning touched inside plastic ruler
problems.
the conductor close to it
conductor.  Sketch variation of
 Use of the leave electroscope or enclosed by and observe
potential and electric field
it (Using what
 Potential and field across a curves for various

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 41 of 71
 spherical conductor conductors and regions. Gauss’s law) happens.
 Electric field strength and  Building a lightning  Construct a
electric potential. conductor for a house. lightning
 Conservative and non- conductor
conservative force fields. and explain
 Electric flux. Gauss’s law. how it works.
 Electric current as a time rate of
flow of charge.
5.22  Coulomb’s law.  Dependence of  From Coulomb’s law the force  State coulomb’s law.  Avoid taking  Investigate
Electric  Electric the force between between two point charges in  Appreciate that coulomb’s shelter under the practical
Fields potential. two point charges free space or air is law is an inverse square tall trees and uses /import
 Electric field on factors. law. opening ance of
dipole and  Energy needed to Solve problems using umbrellas in a electrostatic
torque. take a positive 1 thunder storm s in your
test charge from where K  . (safest place to society
one point to 4 o  Define and use 0. be is in a (spraying
another at a metallic vehicles,
 The field strength due to a point  Compare E-fields and G-
higher potential enclosure like a smoke
charge Q at a point distant r fields.
in an electric field car which is the precipitators
from it in free space or air is  Use Gauss’s law to explain
and analogy equivalence of , prevention
Q why there can be no net
between electrical E  rˆ a Faraday’s of sparks
charge inside a solid or
and gravitational 4 o r 2 hollow conducting material
cage). and likely
potential.  Avoid consequenc
(a sphere is often used).
V constructing es if not
 Apply E   Define electric potential
 The effect of a uniform electric close to high prevented)
d field on the motion of charged
and p.d. and use these
tension cables.
in calculating the definitions to show that the
particles.  Ability to
field strength of work done in moving a
 Force on a charged particle in choose
the uniform field point charge round a closed
an electric field. different
between charged path in and electric field is
 Definition of electric potential zero (a conservative field)
materials for
parallel plates
where V is p.d.  The need for a reference for  Define equipotentials
use in daily life
measuring potential at infinity; depending on
between plates  Apply the equation their ability to
and d is the the difference between the
Q conduct
separation of the potential at a point in a field and
V
plates. the p.d. between two points in 4 o r electricity.
the field.
for the potential at a point in
 Equipotentials and field lines.
 The electrostatic field is a the field of a point charge.

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 42 of 71
 conservative field.  Show how the electric
potential gradient is related
to electric field strength and
apply
V
E
d
in the case of uniform fields
to calculate field strength.
CAPACITOR 5.23  Identification of  Identify different  The principle of the vibrating  State factors affecting the  Given a set of  Soldering
S Capacitors, capacitors and types of reed switch and how it is used in rate of charging and capacitors iron, lead,
charge circuit symbols. capacitors, read experiments with capacitors. discharging of a capacitor in students can multimeters
stored and  Measurement of and interpret the  Various types - electrolytic, series with a resistor. derive various (analogue
energy capacitance. information on ceramic, variable, polar, non-  Define capacitance and state combinations and digital),
stored.  Investigation of them. polar capacitors. its units. to obtain a capacitors
the factors that  Describe  Factors that affect the  State and explain the factors value of and resistors
affect the experiments to capacitance of a capacitor. that affect the capacitance of capacitance of different
capacitance of a measure the  Definition of capacitive time a parallel plate capacitor. that is not values,
parallel plate capacitance of a constant.  Distinguish between relative found on the bread
capacitor. parallel plate  The time constant of a circuit permittivity and the absolute market or boards.
 Capacitor capacitor consisting of a capacitor and a permittivity of a medium. available at the  Build a
combinations.  Describe resistor in series is RC and  Name and identify different moment. simple
 Exponential experiments to meaning. types of capacitors and the  Design circuits circuit with
variation of investigate the  Capacitors in series and parallel. situations where each type is with capacitors
charge stored in factors on which  The energy stored in a charged most appropriate for use. capacitors to and resistors
a capacitor in the capacitance of capacitor in terms of charge and  Explain the action of a prevent sparks and adjust
series with a a parallel plate voltage, capacitance and voltage dielectric between the plates and rapid the time
resistor with capacitor and charge and capacitance. of a capacitor when it is changes in constant to
time. depends. isolated and when connected circuits during fall within a
 Time constant  Effective to a battery. switching given range
 Energy stored in capacitance of  State the factors that affect operations. of values.
a charged capacitors the charging and  Use capacitors
capacitor connected in discharging of a capacitor in to produce
series and in series with a resistor. prototype
parallel.  Sketch graphs of growth and backup
 Derive decay of charge in a systems.
expressions for capacitor in series with a
the variation of resistor.

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 43 of 71
 charge in a  Derive the expression for
capacitor in series the energy stored in a
with a resistor capacitor from the area
with time and between a V-Q graph and
deduce from the Q-axis.
these expressions  Explain energy losses in the
the corresponding charging, discharging and
curves for current connecting of charged
and other related capacitors.
electrical  Solve circuit problems
quantities with involving capacitors.
time.
5.3 FIELDS 5.31  Origin of the  Tracing the  The magnetic field and  Define magnetic flux  Appreciate the Bar magnet
Magnetic magnetic field magnetic field examples. density and magnetic field. importance of Iron filings
Fields around a bar  Magnetic flux density and its  Explain the factors that magnetic fields Sheet of paper
magnet and that units (the tesla). affect the magnitude of in navigation Magnetic
of the earth  Field patterns of current-carrying force on a current-carrying compass
 Force on a  Direction of conductors (straight wire, plane conductor in a magnetic  Keeping of Conducting
current-carrying earth’s magnetic circular coil, solenoid). field. magnets wire
conductor in a field.  Force on a current-carrying  Describe how a current Battery
magnetic field conductor in a uniform magnetic balance can be designed to  Standardisation Projects:
 Determining the field standardize other current of current 1. Detect the
 Force on a force on a  The direction of the force from measuring meters measuring presence of a
charged particle current-carrying Fleming’s left hand rule  Define the ampere devices magnetic
moving through conductor in a  Forces on objects in cross-fields  Describe how an field around
a magnetic field magnetic field. equipment can be shielded  Verification of a current-
carrying
 Torque on a rectangular coil from the effects of a the purity of
 Deflection of  Determining the within a uniform magnetic field magnetic field copper wires wire.
particles using specific charge  Ability to state Biot-Savart 2. Production
(T = NAIB)
of an
fields. (e/mo)  Biot-Savart law law
 Understand the use of dc electromagn
 Ampere’s law
et
 The cyclotron  Magnetic flux density within a motors/ generators.
3. Trace field
long solenoid, long straight wire,  Understand the use of
lines using
and plane circular coil (B = µonI, electromagnets in
iron filings
B = µoI /2πr, B = µoI/2r). - relays
4. Measure the
 Force between two current- - electric bells
angle of dip
carrying conductors. - the lifting of heavy
at different
 Relation between µo, 0.and c. objects such as shipment
attitudes

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 44 of 71
  Force on a moving charge in containers. 5. Visit to a sea
uniform magnetic field.  Solve numerical problems port
 Measurement of specific charge related to B-fields and
(e/mo)  Ability to explain the identificatio
 The Hall effect Lorentz force as the force n of some of
 dia, para- and ferro-magnetic on charged particles these uses.
materials moving in electric and
 Magnetic Shielding magnetic fields.
 The Lorentz force
5.32  Magnetic flux  Demonstration of  Faraday’s and Lenz’s laws of  Define magnetic flux and  Generating  Insulated
Electromagn (ф) and flux Faraday’s law electromagnetic induction. the weber. electrical copper wires
etic linkage and that a change  Induced e.m.f. across a conductor  Analyse the effect of energy  Ferrous
Induction of flux induces an moving with velocity v, through inserting a core in a magnetic
 Induced e.m.f is e.m.f in a circuit uniform magnetic field. current carrying solenoid.  The use of material
proportional to  Simple DC generator  Solve problems using transformers in  Multi-meters
rate of change of  Investigating  Meaning of self-inductance and Ф= . the  Cells
flux linkage Lenz’s law mutual inductance  Appreciate the fact that a transmission of  Bar magnets
 Generating  the L-R DC circuit (the growth changing magnetic flux electrical
electricity by use and decay of current) can induce an e.m.f in a energy at  Projects
of bicycle  Energy stored in an inductor circuit. higher voltage  Generation
dynamo.  State and explain the laws than current to of electricity
 Mutual  Construction of  Coefficient M and L should be of electromagnetic minimise using a
inductance (M) Step up and step understood to be defined as the induction power losses strong Bar
down constants in the equations:  Derive and apply  Using dc magnet and
transformers  Nф = LI generators for coil of about
the charging of
 Nф2=MI1 and Nф1=MI2 1000 turns to
 Appreciate the fact that batteries and cause a low
for lighting.
 Theory of transformers Lenz’s law is a statement voltage
 Knowledge, understanding but of the conservation of lamp(LED)
not derivation of energy. to produce a
 for ideal  Describe the design of a flash of light
simple DC moto/generator.  Construction
transformers  Define self-inductance and of a
 Sources of power losses for mutual inductance. transformer
practical transformers and how  Show an understanding of
each is minimized. the principle of operation
of a simple iron-cored
transformer and solve

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 45 of 71
 problems involving al
transformer.
 Appreciate the use of ac
generators in the
production of electrical
energy.
ALTERNATI 5.33  Sinusoidal  Meaning of r.m.s.  Graphs of various periodic Be able to:  Understand the  Step down
NG Root-Mean- representation of and peak values functions such as sinusoidal,  Define and calculate root- fact that transformers
CURRENT Square alternating and their square and saw tooth signals. mean-square values of alternating  Multimeters
values currents and relationship for  Deduce from the above graphs alternating currents and current and  Connecting
voltages sinusoidal definitions and values of period. voltages. voltage values leads
currents and d.c.  Meaning of r.m.s. and peak as read from  CRO
values and their relationship for  Interpret the equations measuring  Diodes
 Capacitive sinusoidal currents and d.c and instruments are
Reactance root-mean-  Projects
 Using phase  Phasor diagrams to determine the square values  Investigate
relationships to impedance of R-C, R-L, and R-  Define and calculate the the
 Inductive determine C-L circuits. reactance of inductive and functioning
reactance capacitive capacitive components of
reactance (Xc)  Electrical Resonance for series  Understand appliances
 Impedance for C- and Inductive and parallel R-C-L circuits.  Show an understanding of that current that use a.c
5.34 R circuit. Reactance (XL) and the use of phasor leads voltage and d.c.
Impedance diagrams by 900 in a such as
 Impedance for L-  Define and calculate purely motors in
R circuit impedance for series R-C- capacitive corn mills, ,
L and parallel R-C-L circuit and etc electric
 Impedance for R- circuits voltage leads fans in
C-L circuit  Graphs of energy-time and current by 900 homes.
 Resonant power-time for resistive loads.  Calculate the resonant in a purely  Half and full
frequency frequency in R-C-L series inductive wave
connection only. circuit rectification
 Calculate the Quality- of
 The use of a single diode for factor of an R-C-L circuit.  Appreciate the alternating
half-wave rectification.  Sketch, draw and interpret significance of current.
graphs of impedance resonance in
 Construction of versus frequency. tuned circuits
simple circuit to  The use of four diodes in the
show half-wave construction of the bridge  Interpret graphs of energy-
5.35 rectification

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 46 of 71
 Power in a.c.  Mean power = rectifier. time and power-time for
Circuits  Construction of  The effect of a single capacitor in resistive loads
the bridge smoothing.  Solve problems related to
rectifier for full- mean power for resistive  Deduce that the
wave- loads. mean power in
rectification.  Appreciate real and a resistive load
apparent power loss. is equal to half
5.36 the maximum
Rectification power for a
and  Explain the use of a single sinusoidal
Smoothing diode for half-wave alternating
rectification. current
 Appreciate the
 Explain the use of four everyday use
diodes for full-wave- of a.c in homes
rectification. and industries.
 Analyse the effect of the
value of capacitance in
relation to load resistance.

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 47 of 71
MODULE 6: WAVES AROUND US
WAVE PHENOMENA
CONTEXTUAL COMPETENCIES RESOURCES
FRAMEWORK
FAMILIES EXAMPLES CATEGORIES OF EXAMPLES OF CONTENT OBJECTIVES OTHER
OF OF ACTIONS ACTIONS (CORE KNOWLEDGE) RESOURC
SITUATIONS SITUATION APTITUDE ATTITUDES ES/
S (SKILLS) (projects)

6.1 6.11  Types of  Mechanical waves need  Distinguish between Appreciate the -Ripple tank,
WAVE Mechanical mechanical waves.  Understanding media like water, strings/ longitudinal and transverse everyday use of slinky spring
PHENOMEN Waves  Generation and that a wave is springs and in air for waves giving examples of each sound as a type of -Tuning forks
A propagation of propagated in propagation. mode of wave propagation. mechanical wave -Taut wires
mechanical waves. space and time.  Sinusoidal equation for the  Draw displacement-time and For
 Energy  Demonstration propagation of progressive displacement-distance graphs Appreciate that experimental
transmission of longitudinal mechanical waves: to represent waves and use vibrations in work.
Linked to and transverse them to establish definitions various materials -Resonance
oscillations in the waves in slinky for period, amplitude, are forms of tube
springs/ shallow wavelength and frequency. mechanical waves experiment
propagating
trays  Define and describe a -Production
medium.
 Use of long  Progressive waves wavefront of ripples in
 All points on a string to characteristics; amplitude,  Associate progressive waves standing
wave- front are in produce speed, wavelength, with energy transfer pools of
phase water and
transverse frequency and phase  Describe an experiment for
 speed of sound in progressive interpreted from equation measuring the speed of sound estimating
free air by waves and graphically. in free air. speed from
measuring  Definition of  Longitudinal and wavelength
 Know the expressions for the
frequency and amplitude, transverse waves as modes and
speed of mechanical waves in
wave length using speed, of propagation and not frequency
various media: air, water,
a progressive wavelength, types of waves. - production
string, rods etc.
wave system  Reflection and refraction of of sound
frequency and  Use the formulae
phase from water waves in a shallow from
, in traditional
wave equation. tray, wavefront. solving problems
 The factors affecting the musical
speed of transverse waves instruments
on taut strings and wires.

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 48 of 71
 6.12  Qualitative  The use of  Quantitative treatment for a  Define Doppler Effect. The change
Doppler treatment of the Doppler shift to stationary medium along  Derive the associated in frequency
Effect in Doppler Effect as estimate the the line of source and equations and use them in of sound
Sound a result of relative speed of blood observer. solving problems. observed
motion along the flow. - For a moving detector when a
line of source and and a moving source. source is
observer. moving.
6.13  Superposition of  Understa  Definition of superposition,  State and use the principle of  waves transmit -CRO
Superposition waves: Beats, nding the beats, stationary wave, superposition of waves energy -loud speaker
of Mechanical stationary waves, principle interference and  Distinguish between stationary  Sound clearer at -Ripple tank
Waves interference and of diffraction. and progressive waves night than -Slinky
diffraction superposi  Diffraction of waves in  Appreciate that stationary during the day. spring
 Stationary waves tion: water. waves can be longitudinal or  Sound -String
on a taut wire with beats,  The principle of transverse. instruments in -Clamp and
vibrator at one end stationary superposition illustrated by  Indicate that the distance which stationary stand
and the other end waves, the overlapping of two sets between successive nodes or waves are -Mains
fixed. interferen of circular waves on water antinodes = λ/2 produced (string electricity
 Formation of ce and and two loudspeakers  Establish the relationship instruments: Project: 1
nodes and diffractio connected to the same between phase difference and guitar, piano Production
antinodes n source of sound waves. path difference. etc., pipe and
attributed to the  Set up a  Stationary waves on a taut  Describe an experiment using instruments: graduation of
superposition of a ripple wire or long stretched stationary waves to determine flute, trumpet, musical
progressive and tank k for spring. the speed of sound in free air. drums etc.) instruments
regressive wave demonstr  Stationary waves in closed  Show an understanding of the  Reflection such as
in phase or ation of and open pipes experiment that demonstrates diffraction guitars,
antiphase stationary  Notion of harmonics for grating from flutes, harps,
stationary waves using
 Diffraction of waves, frequency variation microwaves, stretched string grooved lines simple drums
diffractio etc.
waves Single slit  Phase difference and path and air columns. on CD, DVD
n and Project 2:
diffraction:(water difference for stationary  Explain the formation of plates.
waves through a interferen  Interference of Demonstrate
waves and interference of stationary waves using a
single narrow ce sound waves the
waves. graphical method and identify
opening)  Use two  Measurement of speed of nodes and antinodes. from two diffraction of
Diffraction grating loudspea water waves
sound in free air.  Define diffraction loudspeakers
(water waves kers in a ripple
 Demonstrate the diffraction of tank.
many narrow connecte
water waves through a wide
openings) d to the gap and narrow gap.
 Interference of same
 Explain the term interference
waves (sound and source to
and relate it to the notion
produce

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 49 of 71
 water waves). interferen coherence.
 Measurement of ce of  Describe an experiment to
frequency and sound demonstrate two coherent –
wavelength of a waves source interference pattern
stationary wave. using water waves.
 Stationary waves  State and explain the
and resonance conditions necessary for two
coherent sources interference
fringes to be observed.
6.14  Knowledge of  Name and  Electromagnetic  State the order of magnitude  Appreciate the Visit a radio
Electromagne and use of explain classes waves and their of the wavelength of the everyday use of broadcasting
tic Waves electromagnetic of characteristics. principal radiations from radio electromagnetic station and
waves as a electromagnetic  Electromagnetic waves to gamma rays. waves in observe how
combination of waves waves do not  Define a wavefront and telecommunicat electromagne
electric and  Understandin necessarily need a construct new wavefronts ion. tic waves are
magnetic fields g that a wave material medium for (Huygens’ Construction)  Appreciate that produced and
 Classes of is propagated propagation.  Draw combined electric or all tuned emitted /
electromagnetic in space and  Sinusoidal equation magnetic field vibration- circuits emit received.
waves time for the propagation propagation time and electric and/or receive Interpret the
 Generation and  Understandin of electromagnetic or magnetic field vibration – electromagnetic structure of a
propagation of g that these waves: propagation distance graphs to waves parabolic
electromagnetic waves do not represent waves and use them aerial in
waves necessarily to establish definitions for relation to
 Energy need a period, amplitude, wavelength the
transmission by material  Speed of electromagnetic and frequency. transmission
em-waves. medium for wave as:  Describe the method of and reception
 Notion of wave- propagation production of X-rays of radio
and signals
fronts and that they  Recall the application of X-
 Speed of are always
 EM-spectrum and
rays in medical diagnosis.
electromagnetic transverse
uses.  Recall precautions on
waves in free air or and can be handling X-rays and the
plane-  Methods of
in a vacuum as dangers of exposure to X-rays.
production and
speed of light. polarized.
properties of the EM  Use polarization to distinguish
 Qualitative  Definition of between transverse and
Spectrum.
understanding of amplitude, longitudinal waves.
speed,  Meaning and
dispersion by
wavelength, application of plane
prisms
polarization.
 Divisions of EM frequency
 X-rays

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 50 of 71
 spectrum from and phase
radio to gamma and from wave
approximate equation.
wavelengths.  Visit a
 Use of polaroid to hospital to
demonstrate know how X-
polarization by rays are
reflection. produced
 Compare
 Methods of optical fibres
production and and copper
properties of the cables as
main divisions of communicati
EM waves on channels.
 Relation between  Read about
property and radio
photon energy. conferencing
6.15  Coherent sources  Images of  Fraunhofer diffraction at a  Describe Fraunhoffer  Use polaroid Identify light
Superposition of light objects seen in single slit and a circular diffraction pattern at a single sun glasses to sources in
of  Use of wavefronts the sun do not aperture. slit and aperture (Circular reduce glare your
Electromagne in interference and have sharp  Two – source interference /rectangular). laboratory
tic Waves diffraction edges due to patterns  State the conditions necessary and classify
 Relationship diffraction  Young’s double slit for two light sources to them as
between phase experiment and the produce an observable monochroma
difference and measurement of interference pattern. tic or
path difference wavelength. Approximate  Use the equation in polychromati
 Comparing the dimension of the apparatus solving problems. c
spectrum of white used needed.  Explain coherence and the
light produced by  Light sources conditions necessary for its
a prism to that  Optical transmission occurrence. Burning
produced by a grating with normal  Determine the wavelength of candles and
diffraction grating incidence. light/microwaves by the LASERS
 Multiple slit diffraction method of Young’s double slit
experiment.
 Derive the diffraction grating
equation and
use it to solve problems.
 Explain the effect of a

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 51 of 71
 diffraction grating on white
light(Spectrum production).
 Describe the method of
production of light by a gas
discharge lamp and by a
LASER
 Give the advantages of the
LASER over a gas discharge
tube (He-Ne LASER)
 Use the diffraction grating to
determine the wavelength of
light (the structure and use of
the spectrometer are not
included).
 Define excitation and
ionization energies and relate
to the application in solving
problems.
6.2 6.21  Reflection and  Estimate the  Reflection and refraction at  State the laws of reflection and Plane mirror,
GEOMETRI Use of rays to refraction using focal length of a plane interfaces the laws of refraction. lenses,
CAL OPTICS explain the rays. lens.  Laws of refraction  Define relative refractive optical pins,
propagation  Construction of  Refractive index index in terms of speed, clamp and
of light, ray diagrams.  Dispersion. wavelength and angles stand, metre
reflection,  Total internal reflection  Distinguish between relative and rule, optical
refraction  Similarities and critical angle. absolute refractive indices bench,
and image between a  Lenses, principal focus,  Derive microscope,
formation. microscope and focal length. Familiarity  Appreciate the principle of total hand lens,
astronomical with practical situations in internal reflection and its etc. Use of
telescope application. these for
which a single converging
 Draw ray diagrams to show image
 Unit of lens produces a magnified imaging near,
formation in lenses, stating a far and small
measurement or diminished image, the practical application of each case.
 Formulae dioptre objects.
 Compare the microscope with an
 Prisms, optical instruments astronomical telescope.
eg microscopes and  Calculate the power of a lens in
astronomical telescopes dioptres.
 Use the lens formula in basic
calculations involving lenses.

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 52 of 71
6.30 QUANTUM EFFECTS AND INTERACTIONS BETWEEN EM RADIATIONS AND MATTER.

CONTEXTUAL COMPETENCIES RESOURCES

FRAMEWORK
FAMILIES EXAMPLES CATEGORIES OF EXAMPLES OF CONTENT OBJECTIVES OTHER
OF OF ACTIONS ACTIONS (CORE KNOWLEDGE RESOURCE
SITUATIO SITUATIONS APTITUDE ATTITUDES S/
NS (SKILLS) (projects)

6.31 6.311  Quantization of  Explaining the  Conservation of energy  Understand the particle nature of  Appreciate the Clean zinc
QUANTUM Photons and energy concept of the for waves in free space electromagnetic radiation and particulate plate, source
PHYSICS Planck  Stopping potential photon from a point source use E = hf in solving simple nature of EM of UV light,
Constant  Work function  Calculating  inverse square law problems. radiation ammeter,
 Threshold frequency energy of EM  Photoelectric effect and  Explain that photoelectric effect  Identify and use voltmeter,
/wavelength radiations. experimental provides evidence for the particle photoelectric colour filter,
 Einstein’s  Using the investigations. nature of EM radiation while cells like photo connecting
photoelectric concept of  The photons, Plank phenomena such as interference emissive cells, cables, gold
equation. photons to constant and its and diffraction provide evidence photovoltaic, leaf
 De Broglie’s relation explain measurement. for the wave nature. etc electroscope,
photoelectric  Einstein’s photoelectric  Understand and state the polythene rod
emission equation significance of the threshold Project:
 Defining and  Wave-particle duality frequency. Build a simple
measuring  Explain photoelectric photoelectric
stopping phenomena in terms of photon cell.
potentials energy and work function energy
 Stating  Explain the observations of the
applications of photoelectric experiment.
photoelectric  Use and explain the significance
effects of the terms in Einstein’s
 Sketching and photoelectric equation
interpreting
graphs of  Compare observations of
stopping photoelectric effect with
potential versus classical physics expectations.
frequency  Describe and interpret

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 53 of 71
 qualitatively the evidence
provided by electron diffraction
for the wave nature of particles.
 Use the relation for the de
Broglie wavelength
λ = h/P
6.312  Atomic  Explaining the  Line spectra  Show an understanding of the  Appreciate the Hydrogen gas,
Atomic excitations various ways of  Emission and existence of discrete electron beauty of neon gas,
Spectra and  Spectral lines atomic absorption spectra energy levels in isolated atoms colours of carbon dioxide
Energy Levels  Electron excitations  Energy levels e.g hydrogen atom and deduce radiations by gas at low
transitions and  Explaining  The electron volt how this leads to spectral lines. excited atoms pressure,
energy application of  Use of equation  Distinguish between line  Identify electrical
spectra emission and line absorption different power supply,
–
 Using the  The Schrodinger model spectra. elements from spectrometer,
equation of the hydrogen atom.  Solve problems using the the colours of diffraction
– – their atomic grating,
 The Heisenberg’s relation
metallic
to solve uncertainty  State and apply the Heisenberg’s spectra
problems uncertainty principle. crystals.
principle(position-
momentum and time-  Describe how absorption spectra
energy) can be produced.

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 54 of 71
OPTION 1: ENERGY RESOURCES AND ENVIRONMENTAL PHYSICS
CONTEXTUAL COMPETENCIES RESOURCES
FRAMEWORK
FAMILIES EXAMPLES CATEGORIES EXAMPLES OF CONTENT OBJECTIVES OTHER
OF OF OF ACTIONS ACTIONS (CORE KNOWLEDGE RESOURCE
SITUATION SITUATION APTITUDE ATTITUDES S/
S S (SKILLS) (projects)

OP 1.0 OP 1.1  Identification  Energy sources and resources  Distinguish between: Curiosity Carry out a
ENERGY Energy, and  Defining basic  Distinction  Energy source and energy Interest in energy survey of the
RESOURCE sources, classification concepts on  Primary and secondary energy resource. issues in the energy
S AND energy
of energy energy resources. sources.  Primary and secondary community sources and
ENERGY resources and
resources.  Finite and renewable energy energy sources, with resources in a
CONVERSI plausible sources. examples. Problem solving local
ONS exploitation.  Direct and indirect energy sources  Renewable and non- disposition community
renewable energy sources, Objectivity
 Description of  Classifying Critical thinking Describe
with examples
energy energy sources.  Energy consumption patterns in patterns of
 Define and give uses of
consumption  Describing Cameroon fossil fuels, fossil materials Creativity energy
patterns in energy  Non-uniform distribution of and biofuels as stores of In harnessing consumption
Cameroon consumption energy sources worldwide energy local resources to in the chosen
 The solar constant and its  Identify and describe solve local locality and
patterns
geographical, seasonal and alternative energy sources, problems their energy
Cameroon. relating to challenges
 Calculations/es altitude variations giving locations in
 Applications of energy needs and
timations on  Simple calculations on kinetic Cameroon
the solar constant challenges. Visit the
energy energy of wind, potential energy  Distinguish between direct
 Carrying out of stored water. energy sources and indirect divisional/regi
resources. onal
calculations on  Description of deep water waves (convertible) energy
delegation of
energy resources.  Problem of storage of electrical sources.
the ministry of
 Describing energy.  Express all energy
water and
energy contributions in a common
energy and get
unit.
transformation relevant
 Energy reserves and their  Appreciate the non-
processes using statistics on
sources. uniform distribution of
energy
block diagrams  Estimates of fossil fuels energy resources
resources and
 Describing the  Uranium resources worldwide.
Interest in consumption
production of  Solar power  Define the solar constant electrical power patterns for a

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 55 of 71
 electrical energy  Energy of winds and use it in simple direct production given
in a hydroelectric  Wave energy calculations. engineering; locality/area
power plant/  Energy of tides  Carry out simple interest in of interest and
OP 1.12  Conversion of nuclear fission  Chemical/fuel energy (a calculations on kinetic solving energy explore this
Energy chemical/fuel regrouping of atoms) energy of the wind, problems of the information
conversions plant, etc. community. Consequence
energy  Comparison of advantages and gravitational potential
 Calculating the energy of stored water. s of
cost of using natural gas, gasoil
efficiency of and HFO (Heavy Fuel Oil) for  Identify energy resources depending
energy transfer in Cameroon. heavily on
 Hydroelectric electrical energy generation and
power plants processes and car consumption.  Describe qualitatively and fossil fuels
systems.  Hydroelectric power generation quantitatively the energy
and transmission (emphasis on consumption patterns in Visit a power
mechanical energies involved). Cameroon. station
 Nuclear fission (thermal,
plants  Efficiency of power stations
 Describe the processes by hydroelectric,
 Fission reactor as a boiler
which electrical energy is solar, etc)
produced in a thermal Describe the
 Alternative energy
 Alternative sources of energy power station.
sources of transformation
 Solar cells  Draw a schematic diagram
electrical s and
 Solar power stations of a hydroelectric power
processes that
energy.  Wind turbines or aero generators plant and describe the
occur in the
 Wave systems generation of electrical
station;
 Tidal systems energy in such a power
identify the
 Nuclear fusion reactor station.
problems
 Efficiency of energy  Draw a schematic diagram
associated
transformation processes of a nuclear fission
with the plant;
 Storage of electrical energy production plant and
identify the
describe the generation of
 Energy crisis and the degradation effects of the
electrical energy in such a
of energy activities in
plant.
the plant on
 Draw a block diagram to the
describe the structure and environment
energy transformations in Listen to
thermal, hydroelectric and explanations
nuclear power stations and
 Identify the advantages and illustrations /
problems associated with demonstration
electrical power production s from an

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 56 of 71
 plants. electrical
 Explain what is meant by power
the energy crisis and production
explain the need for engineer
alternative energy sources Design and
 Describe the production of construct a
electrical energy from simple solar
alternative sources of panel and test
energy such as wind, it. Determine
waves, tides, solar power its power
plants, geothermal sources output and
and relate to efficiency and efficiency.
sustainability.
 Carry out calculations
involving energy
conversions in different
power stations
OP 1.2 OP 1.21  Climate  Define climate  Climate change  Explain the radiation  Sense of Posters,
ENVIRONM Impact of change. change.  Radiation hazard and its hazard between humans environmental Meteorologica
ENTAL physical  Radiation  Identify natural consequences on human health and their natural care l stations
PHYSICS environment hazards and artificial and the environment. environment. /protection/con /equipment
on human  Global causes of climate  Geophysical hazards and their  Describe the destruction of servation.
life. warming change. consequences on human health the ionosphere and its  Effects of
 Explain the and environment. consequences. planting trees.
various types of  Global warming, greenhouse  Appreciate the energy  Burning of
radiation hazards effect waste in the destruction of matter and
 Identify methods the forest. effects on
of mitigating the  Appreciate and advice on climate
hazards. detection and prevention of change.
destruction caused by
seismic waves (tsunami
and volcanoes).

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 57 of 71
 OP 1.22  Air movements  Explain the  Effect of air on navigation.  Appreciate the movements  Make simple Posters
Space  Humidity causes of air  Satellite and power plan of air over the earth surface weather Meteorologica
Weather  Other weather movements  Information on collection of due to temperature forecasts. l stations
parameters  Identify satellite data. variations.  Develop an /equipment
hydrometer as an  Ground armature means of  Detection of air movements awareness of Rain gauge,
instrument to tracking data from different by satellite man’s Geostationary
measure satellite.  Describe simple methods activities on and polar
humidity  Weather forecast of weather forecast the satellites, TV
 List parameters  Describe the variation and environment. as source of
that determine the consequences in rain information.
weather and fall in Cameroon.
explain their  Appreciate the use of
effect on the satellite in collecting
environment weather parameters.

OPTION2: COMMUNICATION
CONTEXTUAL COMPETENCIES RESOURCES
FRAMEWORK
FAMILIES EXAMPLES CATEGORIES EXAMPLES OF CONTENT APTITUDES ATTITUDES OTHER
OF OF OF ACTIONS ACTIONS (CORE KNOWLEDGE) (SKILLS) RESOURCES
SITUATION SITUATIONS
S
OP 2.1 2.11 Radio - Signals. - Analogue  Explain digital  Distinguish between
COMMUNIC Systems - Digital and analogue analogue and digital  Understand and explain  Diode
ATION methods of signals that the digital  Antenna
information  Stating the relative transmission of speech  Coil
packaging for advantages of each over or music involves  Earphone
transmission. the other. analogue –to- digital  Capacitor
 Explain the functioning conversion (ADC) on
of ADCs and DACs transmission and digital
 Projects:
–to-analogue
1.Design a

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 58 of 71
 CONTEXTUAL COMPETENCIES RESOURCES
FRAMEWORK
FAMILIES EXAMPLES CATEGORIES EXAMPLES OF CONTENT APTITUDES ATTITUDES OTHER
OF OF OF ACTIONS ACTIONS (CORE KNOWLEDGE) (SKILLS) RESOURCES
SITUATION SITUATIONS
S
- Transmission - Modulation and  Analogue to  Explain the meaning of conversion (DAC) on simple AM
and demodulation Digital modulation. reception radio receiver
Reception of converters.  Define modulation using diode,
Signals  Digital to  Explain the major antenna, coil
Analogue differences between  Understand the fact that and earphone
converters. amplitude and a signal undergoes
frequency modulations. 2.Visit to a
attenuation during
2.2 The  Explain the advantages transmission and radio
Mobile Phone  Block diagrams of FM transmission reception station/TV
of a simple radio over AM transmission.  Appreciate the use of station
- Bandwidth transmitter and amplifiers and 3. Tune a
- Analysis of the
and receiver.  Define the terms: regenerators radio receiver
The Mobile mobile phone as a bandwidth and
Phone – Main Sidebands to pick
two way radio sideband.
parts. signals from
- Transmission system  Multiplexing and  Appreciate the fact
Communication an FM
through air/ demultiplexing multiple signals can be
Channels. microphone
(definitions handled at the same
space, metal
only). time in transmission.
wires, and
 Super-heterodyne  Appreciate the fact that
optical fibres. system a complex signal can be
broken down into a
 Causes of signal separate signal after
- Use of attenuation transmission.
satellites for
 Relative
communicati  Describe a super-
advantages and
on. heterodyne system
disadvantages of
channels of  Explain the meaning of
communication intermediate
- Tuning circuits in terms of frequencies.
available
bandwidth, noise,
cross-linking,

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 59 of 71
 CONTEXTUAL COMPETENCIES RESOURCES
FRAMEWORK
FAMILIES EXAMPLES CATEGORIES EXAMPLES OF CONTENT APTITUDES ATTITUDES OTHER
OF OF OF ACTIONS ACTIONS (CORE KNOWLEDGE) (SKILLS) RESOURCES
SITUATION SITUATIONS
S
security,
repeaters and
regeneration.  Understand the dangers
Cost and of using mobile phones
convenience. in certain situations like
 Use the tuned circuit to during thunder storms,
 Parallel –tuned explain the principle of in a gas kitchen,
L-C circuits operation of a radio answering calls at
 Series tuned L-C receiver or television. fuelling stations, under
circuits high tension cables etc.

 Resonant
frequency
dependence on
the product LC.
 Surface or
ground waves
 Sky waves
 Space waves
 Use of copper
wires and optical
fibres
 Low earth orbits
(LEO),
 Medium earth
orbits (MEO )
and
 Geostationary
(GEO) satellites

 Understand the fact that  Appreciate the

- Base stations  Factors that determine waves can travel importance of each

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 60 of 71
 CONTEXTUAL COMPETENCIES RESOURCES
FRAMEWORK
FAMILIES EXAMPLES CATEGORIES EXAMPLES OF CONTENT APTITUDES ATTITUDES OTHER
OF OF OF ACTIONS ACTIONS (CORE KNOWLEDGE) (SKILLS) RESOURCES
SITUATION SITUATIONS
S
and their role the location of a base through and along the channel of transmission
station. earth’s surface,
atmosphere or space.
 Give the advantages of
 Link between the base optical fibres over
stations (via cellular copper wires in the
exchange) and the transmission of signals.
public switch telephone  Describe the various  Appreciate the
network (PSTN) in a types of importance of a base
mobile phone system. communication station
 Cells and Base stations. satellites.
 List the factors that
 Block diagram of a determine the location
mobile phone handset of a base station.
 Explain the link
between base stations  Impact of mobile phone
 Give the full meanings on the society
of abbreviations like; (via cellular exchange)
and the public switch  Safety Rules  Mobile phone
SIM, SMS, MMS,
GSM, CDMA, telephone network SIM CARD
SERVICE PROVIDER. (PSTN) in a mobile Examples of
phone system base station
 Explain the importance
sites
of cells.
 Explain the role of the
base station and the
cellular exchange during
the making of a call from
a mobile handset.
 Draw a simplified block
diagram of a mobile
phone handset and give
the function of each block.

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 61 of 71
OPTION 3: ELECTRONICS
CONTEXTUAL COMPETENCIES RESOURCES
FRAMEWORK
FAMILIES EXAMPLES CATEGORIES EXAMPLES OF CONTENT OBJECTIVES OTHER
OF OF OF ACTIONS ACTIONS (CORE KNOWLEDGE RESOURC
SITUATION SITUATION APTITUDE ATTITUDES ES/
S S (SKILLS) (projects)

OP 3.1 OP 3.11  The functioning of an  Electronics deals with  Draw and label the  Ability to sort Use of a
ELECTRONI Basic  Action and use of electron gun. small currents and electron gun stating the out different CRO to
CS Aspects of circuit  Functioning of a electrotechnics with large function of each part. electronic view the
Electronics components cathode ray currents.  State the relation between the components waveform
 Resistor colour oscilloscope  Need for a gas at a very accelerating p.d. in an from a
s of
code  Identification of low pressure to enable a electron-gun and the k.e. of collection of
 CR and LR various electronic continuous flow of the accelerated electrons many different
circuits components. electron from cathode to  Identify the components in an electronic signals
 LCR series  Analysing CR and LR anode of electron-gun. electronic circuit components from a
circuits circuits and using the  The electron-gun  Draw and recognise circuit and to know signal
 Transformers results to design  Conservation of energy in symbols for electrical the role each generator
 Centre tapped circuits to accomplish the electron-gun components component
and from
transformer in defined tasks. (electrical energy to k.e.  Interpret CRO traces, define plays in a
circuits
rectification.  Colour code for of electron). the voltage sensitivity and circuit.
constructe
resistors  Advantage of CRO over time base with respect to a
 Use of Thevenin’s law ammeters and voltmeters CRO d by the
 Choosing components in measuring electrical  Read the nominal value of learners.
for circuits depending signals. resistors using the colour code
on the suitability of  Resistor colour code  Determine the actual values
their power ratings  Component identification of resistors with multimeters
 Use capacitors with  Capacitive and inductive and compare with the nominal
suitable values in time constants values to sort out faulty
charging and  Significance of the time resistors.
discharging circuits to constant of a CR circuit  Define the time constant of a
produce the desired to how rapidly or slowly circuit.
time constant. it charges or discharges  Calculate the reactance of
 Use of capacitors and and when practically a capacitors and resistors and
inductors as filters capacitor is considered to impedance of LCR circuits to
 Using capacitors to be completely charged or a.c. signals

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 62 of 71
 couple different parts discharged  Calculate Thevenin voltage
of a circuit  Thevenin’s law and resistance.
 Drawing and  Thevenin equivalent  Draw Thevenin equivalent
interpreting Phasor circuits for electrical circuits for electrical circuit.
diagrams. circuits and their  State the relevance of
 Calculation of the importance. Thevenin’s law in circuit
reactance, and  Coupling capacitors in analysis.
impedance for LCR electronic circuits  State the function of
series circuits.  The capacitor as a high transformers in electronic
 Use of transformers in pass filter. circuits.
stepping up and  The inductor as a low
stepping down pass filter.
electrical voltages and  Phasor diagrams
subsequent  Importance of phasor
rectification (Half and diagrams
full wave  Impedance of reactive
rectification). circuits.
 Transformers in
rectification circuits.
OP 3.12  Thermistor and  Action of the LDR and  The circuit symbol for an  Draw circuit symbol for an  Choose from  Design a
ELECTRONI Heat and LDR Relay heat sensors LDR LDR a range of switching
CS Light  The reed switch  Use of the reed switch  Variation of resistance of  State how the resistance of an light and heat circuit
Sensors. in experiments with LDR with light intensity. LDR/ thermistor varies with sensors (LDR, using a
Relays and a.c.  The thermistor and light intensity or temperature. Photodiode, light
Switches  Description of the thermostat as heat  State that a thermistor can Phototransisto sensor,
action of magnetic sensors. have a positive or a negative r , thermistor, BJT and
Relays in electronic  The use of a Magnetic temperature coefficient of thermostat Magnetic
circuits Relay. resistance. etc) the one Relay.
 Using small currents to  The use of a reed switch.  State that a thermostat is used most suitable  Design a
switch larger ones with mostly for temperature for a given switching
a relay. regulation (in electric irons, task. circuit
refrigerators, etc). using a
 Explain how an LDR can be reed
used in switching circuits to switch for
achieve a predefined goal charging
 Explain why coupling with C and
or L is necessary. dischargin
ga

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 63 of 71
 capacitor
ELECTRONI OP 3.13  Semiconductors  Conduction in intrinsic  Semiconductor material  Define a semiconductor  Appreciate the  Design
CS Semiconduct Pure SC and extrinsic mostly used are  State the differences between fact that the and build
or Devices materials semiconductors. germanium and silicon extrinsic and intrinsic conductivity of simple
and the P-N Extrinsic SC  Explanation of the with silicon being more semiconductors. semiconductors circuits to
Junction materials band theory of popular.  Bring out the difference in the can be study the
 P-N junction and conduction for metals,  The band theory of conduction mechanism in influenced to characteris
Zener diode semiconductors and conduction for solids. metals and semiconductors. desired levels tics of a
 Characteristics insulators.  Forbidden gap for silicon  Draw diagrams to show the in the process diode in
of a P-N  Doping intrinsic is larger than for energy bands for metals, of doping. forward
junction semiconductors to germanium and semiconductors, and insulators  Develop a habit and
 LED produce n-type, p-type implications on magnitude with emphasis on the forbidden of picking out reverse
 Photodiode extrinsic of the leakage current for gaps and level of occupancy of components bias;
 Band theory semiconductors. the two materials. the various bands, position of from scrap  Pick out
 The Hall effect  Production of a p-n  Holes and free electrons as donor and acceptor levels in circuits to build component
junction diode. charge carriers in extrinsic semiconductors. new circuits for s from
 The formation of a semiconductors.  Explain why silicon is demonstration scrap
depletion layer and  Doping overtaking germanium on the purposes or circuit
barrier potential.  Minority and majority semiconductor market. buying cheap boards
 Use of Zener diodes in charge carriers in extrinsic  Describe the formation of a p-n components for
voltage regulation. semiconductors junction. building and
 Use of diodes  The semiconductor diode,  Describe how a junction diode testing circuits.
(IN4148) in half wave p-n junction. functions. More expensive
and full wave  Biasing a diode  State that a Zener diode components
rectification of a.c  The Zener diode functions in reverse bias mode bought only
when sure of
signals.  The photodiode and the beyond the breakdown voltage
 Use of the photodiode in voltage regulation. the model.
LED.
and LED as input light  The Hall effect  Define the depletion layer and
sensors  Application of the barrier potential.
 Production of a Hall Halleffect in the Hall  State that all semiconductors,
voltage. probe and in determining intrinsic or extrinsic, are
the sign of the charge electrically neutral.
carriers in a  Use the Hall Effect in
semiconductor. determining the sign of the
charge on a particle.
ELECTRONI OP 3.14  Transistor as a  Production of n-p-n  n-p-n and p-n-p  State the relative sizes and  Recognise the  Construct
CS Transistors, current amplifier. and p-n-p transistors transistors. degrees of doping in the transistor as a a circuit
Analogue  Voltage  Biasing a transistor,  Transistor action. collector, base and emitter of a three terminal and use it

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 64 of 71
 and Digital amplification by the common emitter  The transistor in common BJT device and use to obtain
Electronics a transistor mode emitter mode.  Describe the action of a a multimeter the
 Logic gates  Investigating  Transistor characteristics transistor. to identify the transistor
transistor action (input, output and  Draw the transistor terminals. characteri
 Investigating transistor transfer). characteristics and interpret  Appreciate the stics.
characteristics  Transistor as an amplifier them to get the relevant fact that the
 Use of the transistor in  Saturation and cut- off information. transistor is the
the active region The transistor as a switch  Define cut-off and saturation basic block at
 Use of a transistor in  Alarm circuits for a transistor and use these the heart of
cut-off and saturation  Current gain for a to explain the switching action modern
modes transistor. of a transistor. electronic
 Construction of load  The common emitter  Construct a load line for a circuits and
lines for transistors amplifier. transistor circuit acting as an ICs have
thousands of
connected in the  The load line amplifier in the common
emitter mode and use it to them on a
common emitter mode  Choice of a d.c. operating
 Choosing the d.c. locate a suitable operation small chip.
point for a CE amplifier.
operating point for a  Thermal runaway and point for the amplifier.
transistor in the limiting thermal  State why coupling capacitors
common emitter mode runaway. are necessary in a circuit.
using the load line.  Coupling and decoupling  Draw and recognise circuit
 Coupling capacitors in capacitors. symbols for the logic gates.
transistor circuits.  The logic gates; AND,  State in word and in truth
 Designing simple OR, NAND, NOR, and table form the action of the
electrical circuits to act NOT. logic gates AND, OR, NAND,
as the; AND, OR,  Truth tables for logic NOR and NOT;
NAND, NOR and gates and literal  Combinational logic
NOT gates. description of action of i.e Construct and interpret the
 Drawing and logic gates. function performed by a
recognising the circuit  Symbols for logic gates simple circuit produced by a
symbols for the logic (ANSI symbols will be combination of the logic gates
gates. used). in terms of one of the state of
 Identification of the  Transistor-transistor logic
the inputs.
terminals of a BJT (TTL) and  State the main difference
complementary metal between TTL and CMOS
oxide semiconductors circuits
(CMOS).
ELECTRONI OP 3.15  Bistable and  Using negative  Input and output  State that the input impedance  The use of  Build an
CS The astable circuits feedback to control the impedances of an Op. of an ideal Op. amp is infinite negative astable

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 65 of 71
 Operational infinite gain of Op. amp. while its output impedance is feedback to and use it
amplifier amps.  Negative feedback zero; stabilise the to control
(Op . amp)  Introduction to  The bistable circuit  State why negative feedback gain of Op. two light
sequential logic using  The astable circuit is important in an Op. amp ; amps. bulbs
astables and bistables ;  The monostable circuit;  Explain and solve simple  Have an through a
 Action of the bistable  Dependence of frequency problems on transfer understanding Magnetic
multivibrator (flip- of an astable characteristics; of how Relay.
flop) ; multivibrator on the  State that bistale circuits twinkling
 Action of the astable capacitive and resistive exhibit the property of lights
multivibrator ; components. memory; (oscillators)
 Action of the  Bistable circuits and  State that the astable circuit is function.
monostable astable circuits as used as a pulse generator or
multivibrator; examples of sequential clock or warning signal
logic. generator;
 Use of a bistable and  State how the frequency or
astable circuits. period of an astable circuit is
related to the values of the
resistive and capacitive
components.

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 66 of 71
OPTION 4: MEDICAL PHYSICS
CONTEXTUAL COMPETENCIES RESOURCES
FRAMEWORK
FAMILIES EXAMPLES CATEGORIES OF EXAMPLES OF CONTENT OBJECTIVES OTHER
OF OF ACTIONS ACTIONS (CORE RESOURC
SITUATION SITUATION KNOWLEDGE APTITUDE ATTITUDES ES/
S S (SKILLS) (projects)
OP 4.1 OP 4.21  Review of image  Identify important  Physics of vision  Draw a simple structure of the Correction lenses Use a
PHYSICS The physics formation in diverging parts of a simple  Sensitivity of the eye eye. must be simple
OF THE of vision and and converging lenses lens camera and  Spatial Resolution  Show an understanding of the prescribed by converging
EYE defects  Structure of the eye compare with those  Persistence of vision eye as an optical refracting qualified lens to focus
 Image formation by the of the eye.  Lenses system including ray diagrams personnel the image of
eye  Ray diagrams of image formation. a distant
 Functions of the retina,  Eye defects  Explain spectral response as object.
photo detector in terms of the Visit an
rods and cones  Correction of eye
 Persistence of vision behaviour of rods and cones optician’s
defects using lenses.
 Eye defects and their  Show an understanding of workshop
correction what is meant by persistence
 Lens formula of vision.
 Explain the properties of
converging and diverging
lenses and power.
Image formation
 Explain how myopia,
hypermetropia, and
astigmatism affect the eye.
 Draw ray diagrams
 Do calculations of power (in
dioptres) of correcting lenses
for myopia and hypermetropia
 Show an understanding of the
format of prescription for
astigmatism.

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 67 of 71
OP 4.3 OP 4.31  Basic structure of the ear  Use of tuning fork  The ear as a sound  Draw and describe the simple  Avoid very loud Visit radio
PHYSICS Hearing and showing the outer, the to produce detection system structure of the ear and sounds. broadcastin
OF THE defects middle and the inner ear i) High and low  Sensitivity and transmission processes. g stations
EAR  Basic functions of the pitch sounds frequency response  Display an understanding of and sound
main parts of the ear ii) high intensity  Relative intensity human perception of relative recording
which have to do with and low intensity levels of sound. intensity level and the need for studios to
sound detection and sounds.  Defects of hearing a logarithmic scale to reflect see how
transmission.  Use of ultrasounds  Various types of the physics of the ear. echoes are
 Sound intensity levels by some animals hearing aids and their  Measure the sound intensity avoided
and its measurement. e.g bats, dogs, cats. advantages. levels and the use of dB, and -Visit large
 Audible range of  Use of hearing aids dBA scales buildings to
frequencies and  Define intensity see how
ultrasounds.  Describe the threshold of architects
hearing and its values. design them
 Explain the effect on equal to minimize
loudness curves and the echoes.
changes experienced in terms - See how
of hearing loss of: injury noise is
resulting from exposure to confined in
excessive noise; deterioration dance halls
with ages. ICT
modules
 State and describe the types of
-Noise
hearing losses. Conductive and
sensorineural losses. control in
cinema halls
 State the types of hearing aids.

OP 4.4 OP 4.4  Structure of the heart  Drawing the  Basic structure of the  Describe the heart as a double  Appreciate the ICT model
BIOLOGIC Biological  Action potential diagram of the heart. pump with identified valves. role played by of a human
AL Measuremen  ECG waves and heart.  Biological generation  Show an understanding of the the heart in heart
MEASURE ts for the machines  Identifying the and conduction of generation and conduction of sustaining life ECG
MENT heart  Blood pressure components of the electrical signals. electrical signals; action through its machines
cardiac conduction  Electrical signals and potential of a nerve cell, pumping Project:
system. their detection. methods of detection of action. visiting a
 Explaining how the  Simple ECG machines electrical signals at the skin  Some care to hospital unit
sino-arterial node and the normal ECG surface. maintain a that has
(pacemaker) waveform.  Explain the principles of normal blood ECG
generates impulses operation for obtaining the pressure. machines.

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 68 of 71
  Explaining what  Action potential of a ECG waveform; explain the  Be conscious
action potentials nerve cell. characteristic shape of a of high and Stopwatch
are.  Blood pressure normal ECG waveform. low blood for counting
 Applying the measurements.  Recognize a blood pressure pressure and of heart
knowledge of measuring instrument. their effects. pulses,
action potential to  Use a sphygmomanometer to  General care of sphygmoma
explain electrical measure blood pressure. the ear. nometer.
signal transmission  Distinguish between systolic  Appreciate the
in the heart. and diastolic pressure. use of MR in Visit a
 Detect low and high blood detecting ear health
pressure. problems. provider
OP 4.5 OP 4.51  Production of  Use of ultrasounds  Non-ionising imaging  Explain reflection and  Problems with Visit
NON Ultrasound ultrasounds. to produce images I. Ultrasound transmission characteristics of internal soft medical
IONISING Imaging  Use of coupling of a foetus. imaging sound waves at tissue body organs imagery
IMAGING medium to minimize II. Piezo-electric boundaries, acoustic are easily Centre and
reflection devices. impedance and attenuation. diagnosed. echography
 Why non-ionizing III. A-scan, B-scan  State the advantages and  Improved Centre in
radiation is disadvantages of ultrasound prenatal care hospitals
-less energetic imaging in comparison with of the foetus.
-less penetrating. other imaging techniques.
 Explain the principle of
generation and detection of
ultrasound pulses.
 Give examples of applications.
OP 4.52  Light confined in fibre  Use to illuminate  Properties of fibre  State the properties of fibre Visit the
Fibre Optics by total internal spots/ areas for optics and application optics. hospital and
and reflection. which ordinary in medical physics.  Show the application of fibre see how an
Endoscopy  Calculation of access is difficult. optics in medical physics. endoscopy
maximum angle of  Perform key-hole  Recall the total internal is done.
incidence in fibre for surgery with the aid reflection at the core cladding
which total internal of lasers. interface and flexibility of
reflection will occur. fibres.

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 69 of 71
 OP 4.53  Use of magnetic  Explaining the  The main principles of  Explain how the MR scanner  Develop a MR
Magnetic resonance in medical principle of the MR an MR scanner. works. positive Scanner,
Resonance diagnosis scanner.  Draw a cross section of a attitude
 Explaining how patient scanned using towards MR Visit to
images are obtained magnetic field resonance. scanner as it is medical
from the MR  Explain the behaviour of non-ionizing centre
scanner for proper hydrogen nuclei during the  Consult using equipped
medical diagnosis. scanning (i.e understand that MR scanners with MR
they are excited during the as often as scanner
scan and emit radio necessary since
frequencies, RF signals as they its non-
de-excite; RF signals detected ionizing and
and processed by a computer less hazardous
to produce a visual image. and gives 3-D
images.
OP 4.54  How X-rays are  Explaining how x-  X-rays  Explain the physics of  Signs and X-ray
X-ray produced. rays are produced.  Physical principles of diagnostic X-rays. danger machine;
Imaging  Tissue absorption of X-  Explaining how the production of X-  Show an understanding of the limitations of visit to
rays. different tissues rays. rotating anode X-ray tube; X-rays. health unit
 Use of X-rays and X- absorb X-rays and  Differential tissue method of controlling the where x-ray
ray machines for implication on the absorption of X-rays. beam intensity, the photon images are
diagnosis. use of X-rays in  Radiographic image energy, the image sharpness. done.
diagnosis. detection.  Qualitative description of the
absorption process.
 Photographic detection with
intensifying screen and
fluoroscopic images.
OP 4.55  Principle of CT scanner.  Explaining the  Basic principle of the  Elaborate the basic principle of  Appreciate the Visit health
Computer principle of CT CT scanner. the CT scanners. non-ionizing unit with
Tomography scanner.  Compare ultrasound, CT and action of CT CT scanner.
and Positron  Basic principle of MR scans, advantages, Scanner.
Emission PET. disadvantages and limitations
Tomography in image resolutions, cost and
(PET) safety concerns.

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 70 of 71
Article 2: This syllabus shall go into operation following the time schedule below:
Academic year 2019 – 2020 LSS
2020 – 2021 USS

Article 3: This syllabus replaces all existing syllabuses for the teaching of Physics in the LSS & USS Forms of Secondary General Education.
Article 4: The Secretary General, the Inspector General of Education, the Inspector Coordinator General in Charge of Science Education, the
Registrar of the Cameroon General Certificate of Education Board, the Director of Secondary General Education, the Director of Private
Education, Regional Delegates for Secondary Education, Divisional Delegates for Secondary Education, Education Secretaries of various Lay
and Confessional Education Agencies, Principals and Teachers of public and private schools, each in their sphere of competence, are responsible
for the strict implementation of this order which shall be registered and published in the Official Gazette in English and French.

Done in Yaoundé, on the

The Minister of Secondary Education

CC:
-PRC;
-PM;
-MINESEC/CAB/IGE/Directorates;
-Ministry of Higher Education;
-Regional Delegations of MINESEC;
-National Representatives of Organizations of Private Education;
-Offices of Education Secretaries of Lay and Confessional Education Agencies;
-Schools/Institutions concerned;
-Archives;
-Chrono.

PHYSICS TEACHING SYLLABUS FOR THE SECOND CYCLE OF SECONDARY GENERAL EDUCATION Page 71 of 71