REPUBLIQUE DU CAMEROUN REPUBLIC OF CAMEROON

Paix – Travail – Patrie Peace – Work - Fatherland

MINISTERE DES ENSEIGNEMENTS SECONDAIRES

MINISTRY OF SECONDARY EDUCATION
INSPECTION GENERALE DES ENSEIGNEMENTS
INSPECTORATE GENERAL OF EDUCATION

PHYSICS TEACHING SYLLABUS

Forms 3, 4 and 5

Observer son environnement pour mieux orienter ses choix de formation et réussir sa vie

INSPECTION DE PEDAGOGIE CHARGEE DE L’ENSEIGNEMENT DES SCIENCES

INSPECTORATE OF PEDAGOGY IN CHARGE OF SCIENCES Décembre 2014

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 FIRST CYCLE SYLLABUS REVIEW

A PARTICIPATORY AND INNOVATIVE APPROACH

The syllabuses that were drawn up by the Inspectorate General of Education in the Ministry of
Secondary Education since 2012 are in accordance with the major guidelines for education in general and
secondary education in particular as they are enshrined both in the 1998 law to lay down guidelines for
education in Cameroon and in the 2009 Growth and Employment Strategy Paper(DSCE) .

These orientations could be summarised, amongst others, to train within the framework of an emerging
Cameroon in the year 2035, citizens that will have a good mastery of the two official languages (English and
French), deeply rooted in their cultures but open to a world in search for sustainable development and
dominated by Information and Communication Technologies.

Conceived in the various Inspectorates of Pedagogy, and later introduced for trialling in secondary and
high schools during the 2012/2013 school year, these syllabuses were developed with the contributions of
classroom teachers and teacher trade unionists.

The new syllabuses had to undergo many changes:

- a shift from a skill based approach to a competence based approach through real life
situations;
- a shift from a school cut off from society to one that prepares citizens for a smooth insertion
into socio-cultural and economic activities ;
- a shift from an evaluation of knowledge to that of competences necessary to sustainable
development.

When these new changes and orientations were taken into account, they naturally led to a shift of
paradigm within the curriculum reform process. The option we have adopted is the competence based
approach through real life situations.

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The syllabuses of the first cycle of Secondary General Education are broken down into 5 areas of learning,
each of them containing a given number of disciplines as shown in the table below.

Areas of learning Disciplines

1- Languages and Literature - French

- English
- Living Languages II
- Ancient Languages
- Literature(in English and in French)
2- Science and Technology - Mathematics
- The Sciences( Physics, Chemistry,
Technology, Life and Earth Sciences)
- Computer Science
3- Social Sciences/Humanities - History
- Geography
- Citizenship Education
4- Personal Development - Sports and Physical Education
- Manual Labour
5- Arts and National Cultures - National Languages
- National Cultures
- Arts

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 END - OF - FIRST CYCLE LEARNER’S EXIT PROFILE

The first cycle of Secondary General Education admits young graduates from primary schools aged between
ten and fourteen. Its general objectives are not only to build intellectual, civic and moral skills in these children
but also competences and fundamental knowledge which will either enable them to foster their education in
the second cycle, 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 first cycle of secondary
education, to be able to use his/her competences to solve problems through family of situations relating to
domains of life as indicated in the table below:
N° Domains/Areas of life Families of situations to be treated in the 1st cycle

1 Family and social life  Participation in family life

 Healthy professional relationships
 Social integration
2 Economic life  Discovery of income generating activities
 Discovery of the job market, social roles, jobs and
professions
 Self confidence, aspirations, talents, self potential
 Practising healthy eating habits
3 Environment , health and well being  Preservation of the Environment
 Quest for a healthy life style
 Choosing and practising a healthy life style
4 Citizenship  Mastery of rules and regulations governing the
Cameroonian society
 Discovery of cultural values and customs of the
Cameroonian society
5 Media and Communications  Discovery of the media world
 Discovery of Information and Communication
Technologies
In order to achieve these objectives, the learner should be able to mobilise , within the various disciplines and
constructive areas of learning of the syllabuses, all the pertinent resources in terms of knowledge, know how
and attitudes.
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The next table gives you a general overview of the afore-mentioned objectives, while the syllabus for each
subject unfolds, in details, all the expected competences per level and at the end of the 1st cycle.

Expected outcomes at the end of the 1st cycles

Areas of Learning Disciplines
French and English , L1
Receptive skills: reading and listening
Living languages:
Read in an autonomous way, different types of texts related to areas of
English,
life as defined in the syllabus;
French ,
Listen and understand various texts related to the above mentioned
1-Languages and German,
areas of life
Literature Italian,
Productive skills: speaking and writing
Spanish,
Produce various types of texts , of average length related to these areas of
Chinese,
life;
Etc.
Language tools: appropriate use of various language tools in order to
produce and read types of texts related to that level;
English to Francophone Communicate accurately and fluently using all four basic skills in
learners language learning;
Be able to transfer knowledge learnt in class to real life situations out of
French to Anglophone the classroom;
learners Be able to cope and survive in problem solving situations;
Living languages II
Receptive skills: reading and listening
Read and understand simple texts on social life, citizenship, the
environment, well being and health, media etc..
Listen and get oral information in order to simply interact during
communication situations related the various domains of life.
Productive skills: speaking and writing

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 Sing, recite, dramatise , orally answer questions related to the various
domains of life as defined in the syllabus;
Write short passages on various familiar topics.

Ancient languages: Latin,

Greek
Develop general knowledge through ancient languages and cultures;
National languages
know the origins of the French language for linguistic mastery;
Carry out elementary tasks in translation.
Literature
Cameroon Literature;
French Literature;
Francophone Literature;
Other literatures
Use mathematic knowledge skills and values with confidence to solve real
Mathematics,
2-Science and life problems within the different domains of life;
The Sciences
Technology Communicate concisely and unambiguously and develop power of
Computer Science
mathematical reasoning (logical thinking, accuracy and spatial awareness).
The Sciences:
Acquire the fundamentals of sciences in order to understand the
functioning of the human body, the living world, the earth and the
environment;
Acquire methods and knowledge to understand and master the
functioning of technical objects made by man to satisfy his needs;
Demonstrate attitudes to protect his/her health and environment.

Computer Science :
Master the basics of Information and Communication Technologies;
Exploit and use ICTs to learn.

Possess cultural references to better locate events in time and space

History within a democratic system and become a responsible citizen.
History:
3- Social Sciences
Geography Acquire a common culture ; be aware of heritage from the past and
/Humanities
current challenges;
Citizenship Education Geography :
Develop one’s curiosity and knowledge of the world;
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 Get acquainted with landmarks to find your way and fit in the world.
Citizenship Education:
Possess essential knowledge in rights and duties in order to fulfil his/her
citizenship.
Develop his / her physical abilities/skills ;
Moral Education; Get ready for physical challenges , save and regain energy after physical
efforts;
Home Economics; Identify risk factors; possess basic knowledge and principles in hygiene
and health education;
4- Personal
Sports and Physical Demonstrate a sense of self control and appreciate the effect of physical
Development
Education activities.
Conceive and draw up sports and cultural animation projects;
Health Education Acquire methods and develop a high sense of efforts;
Conceive, draw up and implement projects that will enable one to project
his/her image and feel the well being inspired by self-confidence.
Artistic Education:
Observe and appreciate works of art;
Carry out an artistic activity;
Gradually acquire the love for personal expression and creativity;
Possess a mastery of creativity in music, plastic arts and the performing
arts.
Dramatise, recite texts (poems, tales, proverbs, etc.) relating to various
areas of society;
Arts/Artistic Education; Practise the different dramatic genres: sketches, comedy, tragedy, drama,
5- Arts and National
etc.
Cultures
National Cultures
National languages and Cultures
Demonstrate a mastery of Cameroon cultures;
Visit the various cultural areas of the country in order to discover their
characteristics;
Demonstrate a mastery of basic rules in writing Cameroonian languages
as well as basic grammatical notions applied to these languages;
Demonstrate a mastery of one of the national languages at 3 levels:
morpho-syntax, reception and production of simple oral and written texts.

Even though the learners acquires skills in different disciplines, these competences are accompanied by other
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skills known as cross curricular competences related to intellectual, methodological, social and personal areas
of learning.

Solve Problem in a given situation;

Use knowledge skills and values with confidence in order to solve real life
problems within the different domains of life;
With confidence, find useful information to solve problems he/she is
faced with;
Give his/her opinion ;
6- Cross curricular Intellectual and Support his/her opinion with strong arguments ;
competences Methodological domains Assess him/herself with a view to remediation;
Demonstrate basic knowledge in note taking ;
Conceive and realise individual projects;
Analyse and summarise information, give feedback and report orally or in
writing.
Develop problem solving approaches;
Exploit and use ICTs in his/her activities.
Interact positively and assert his/her personality while respecting that of
other people;
Join team work, fit in a common initiative project /group;
Social and Personal Demonstrate interest in cultural activities ;
Domains Develop a sense of effort, love for work, perseverance in tasks or activities
carried out ;
Understand and accept others in intercultural activities;
Accept group assessment.
The resources to be mobilised by the learner are found in many disciplines and areas of learning. So it is
important to implement these syllabuses not in isolation but as interrelated subjects. These remarks hold
both for subject and cross curricular competences. They are so called to show that they should be developed
through teaching/learning activities of the different subjects. The development of subject and cross curricular
competences concern the entire education family as they are capable of inspiring an educative project and
the putting in place of extra curricular activities. The ultimate training goal of these syllabuses, at the end of
the first cycle, is to enable the learner to be self reliant, to be able to keep on learning through out his/her life,
to contribute to sustainable development and become a responsible citizen.

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LEARNING AREA: SCIENCE AND TECHNOLOGY

SUBJECTS: PHYSICS

CLASSES: FORM 3, 4 and 5

ANNUAL HOURS: 63 hours (75 periods per class)

WEEKLY WORKLOAD: 03 periods per week of 50 minutes each

COEFFICIENT: 03

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TABLE OF CONTENTS
GENERAL INTRODUCTION
PROFILE TO BE ACQUIRED AT THE END OF THE SOURCE
COMPETENCIES THAT THE PHYSICS SYLLABUS WOULD DEVELOP IN THE LEARNER
PLACE OF THE SYLLABUS IN THE CURRICULUM
CONTRIBUTION OF THE PROGRAMME TO LEARNING
PRESENTATION OF THE FAMILIES OF SITUATIONS COVERED BY THE PROGRAMME
PRESENTATION OF THE PROGRAMME MATRIX
ASSESSMENT OF THE PHYSICS PROGRAMME
FORM 3:
Module I
Module II
Module III
Module IV
FORM 4
Module I
Module II
Module III
Module VI
FORM 5
Module I
Module II
Module III
Module VI

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GENERAL INTRODUCTION
The syllabus is designed for a three year course of physics occupying about 189 hours in all, following introductory courses in
science and mathematics done in Form 1 and Form 2. The syllabus should, however, be regarded by teachers as a framework
round which to fit their individual courses rather than specifying a list of items to be taught. It is a teaching syllabus and not an end
of course examination syllabus. It is hoped that the course will be taught in a spirit of investigation, and it is expected that the
student will be involved in practical work/hands-on exercises at every (state) stage.
The purpose of the program of study is to:
 provide a curriculum structure which encourages students to complete secondary education;
 foster the intellectual, social and moral development of students, and in particular developing their:
 knowledge, skills, understanding and attitudes in the fields of study they choose
 capacity to manage their own learning
 desire to continue learning in formal or informal settings after school
 capacity to work together with others
 respect for the cultural diversity of (the) Cameroonian society;
 provide a flexible structure within which students can prepare for:
 further education and training
 employment
 full and active participation as citizens;
 provide formal assessment and certification of students’ achievements;
 provide a context within which schools also have the opportunity to foster students’ physical and spiritual development.

Rationale for Physics in the Curriculum

Physics in Form 3 to 5 provides students with a contemporary and coherent understanding of energy, matter, and their interrelationships. It focuses on
investigating natural phenomena and then applying patterns, models (including mathematical ones), principles, theories and laws to explain the physical
behaviour of the universe. It uses an understanding of simple systems (single particles and pairs of particles) to make predictions about a range of objects
from sub-atomic particles to the entire universe and aims to reveal the simplicity underlying complexity.
The study of physics relies on the understanding and application of a small number of basic laws and principles that govern the microscopic and
macroscopic worlds. The study of Physics provides students with an understanding of systems that is the basis of the development of technological
applications. The interplay between concepts and technological and societal impacts is embodied in the history and philosophy of science and forms a
continuum relating our past to our future. Physics Forms 3 to 5 draws upon and builds on the knowledge and understanding, skills and values and attitudes
developed in Form 1 and 2. It further develops students’ understanding of science as a continually developing body of knowledge, the interdisciplinary
nature of science, the role of experiment in deciding between competing theories, the provisional nature of scientific explanations, the complex relationship
between evidence and ideas and the impact of science on society.
The study of Physics involves the students working individually and with others in active, practical, field and interactive media experiences that are related
to the theoretical concepts considered in the course. It is expected that students studying Physics Form 3 to 5 will apply investigative and problem-solving
skills, effectively communicate the theoretical concepts considered in the course and appreciate the contribution that a study of Physics makes to our
understanding of the world.
The subject matter of the Physics course recognizes the different needs and interest(s) of students by providing a structure that builds upon the foundations
laid earlier yet recognises that students entering the course have a wide range of abilities, circumstances and expectations.

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 Further, M(m)odern life requires general scientific literacy for every Cameroonian citizen, a requirement that will result in the creation of a
scientific culture in line with the country’s Growth and Employment Strategy Paper and emergence in 2035. Scientific culture should therefore
become the common property of every citizen of this country because it is the antithesis to superstition and the catalyst that will help us toward
faster development.

Finally, this syllabus is a conscious effort to raise the level of scientific literacy of all students and equip them with the relevant basic
scientific knowledge needed for their own survival and for the development of the country. The study of Physics will also provide excellent
opportunities for the development of positive attitudes and values which include:

 curiosity to explore their environment and question what they find;

 keenness to identify and answer questions through investigations;
 creativity in suggesting new and relevant ways to solve problems;
 open-mindedness to accept all knowledge as tentative and to change their view if the evidence is convincing;
 perseverance and patience in pursuing a problem until a satisfying solution is found;
 concern for living things and awareness of the responsibility they have for the quality of the environment;
 honesty, truthfulness and accuracy in recording and reporting scientific information;
 love, respect and appreciation for nature and desire to conserve natural balance.

2 PROFILE TO BE ACQUIRED AT THE END OF THE SOURCE

Be able to:
 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 security notices;
 communicate his/her results effectively and concisely.

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 3 SCOPE OF CONTENT
The design and teaching of the present Physics syllabus is centred on the Competency-Based Approach (CBA) which should begin from the
identification of a real life situation or problem and proceed through the definition of the competencies (skills) required to transform,
modify or improve the situation to the mobilisation of the appropriate resources necessary for transforming, modifying or improving the
situation. This approach ensures the understanding and use of scientific knowledge and methods by involving the learner in the active
construction of his/her own knowledge. It equally goes beyond the gathering of scientific knowledge to the application of such knowledge to
seek solutions to real life problems in different contexts. This approach is therefore carefully selected to fulfill the prescriptions of the 1998
Educational Policy Framework of Cameroon and the Growth and Employment Strategy Paper which calls for the training of a citizen who is
autonomous, self-reliant and imbued with the appropriate tools to face the challenges of a rapidly changing socio-economic and
technological world. The content covers the basic Physics and includes topics in Health, Agriculture and Industry. The course has been
designed to offer a body of knowledge and skills to meet the requirements of everyday living, and provide adequate foundation for those
who want to pursue further education and training in Physics and Physics related vocations.
Practical experiences are an essential component of the course. Students will complete (63) hours of study per year for three years including,
practical/field work during the course.
Practical experiences should emphasize hands-on activities, including:
 undertaking laboratory experiments, including the use of appropriate computer based and digital technologies;
 field work;
 research using a wide range of sources, including print material, the Internet and digital technologies;
 using and reorganising secondary data;
 extracting and reorganising information in the form of flow charts, tables, graphs, diagrams, prose and keys;
 the use of animation, video and film resources that can be used to capture/obtain information not available in other forms.
The course will be presented in four modules per class.

Another feature of the syllabus is the Spiral Approach. This is characterized by revisiting concepts and skills at different levels with
increasing degrees of depth at each stage. The spiral approach has the benefit of matching scientific concepts and skills to students’
cognitive development. It therefore helps students to build a gradual mastery of scientific skills.

The titles of the modules may not be the same for each class level. However, the knowledge, understanding as well as the activities and
range of process skills presented have been extended at the different class levels.

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3.1 Overview
The following diagram summarises the relationship between the various elements of the course:

Aim: rationale

states the overall purpose of the syllabus

Objectives: scope of content

define in broad terms, the knowledge and understanding,
skills, and values and attitudes
Outcomes
define the intended results of teaching

Contents of each module

Contexts
to increase motivation,
conceptual meaning,
literacy or confidence
Prescribed Focus Areas Domain
(family of situations)
identify emphases that contains knowledge and
are applied to what is understanding, skills, and values
being learned and attitudes to be learned

An independent learner
creative, responsible, scientifically literate, confident, ready to take their
place as a member of society

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4 Context through which the syllabus is taught.
Contexts are frameworks devised to assist students to make meaning of the Prescribed Focus Areas and Domain (family of situations).
Contexts are culturally bound and therefore communicate meanings that are culturally shaped or defined. Contexts draw on the framework
of society in all aspects of everyday life. The contexts for each module encourage students to recognise and use their current understanding
to further develop and apply more specialised scientific understanding and knowledge.
Prescribed Focus Areas (family of situations)
The Prescribed Focus Areas are different curriculum emphases or purposes designed to increase students’ understanding of Physics as an
ever-developing body of knowledge, the provisional nature of scientific explanations in Physics, the complex relationship between evidence
and ideas in Physics and the impact of Physics on society.
The following Prescribed Focus Areas are developed in this syllabus:
History of Physics
An understanding /knowledge of the historical background of Physics is important to adequately understand natural phenomena and explain
the applications of those phenomena in current technologies. Students should develop knowledge of:
• the developmental nature of our understanding of energy, matter and their interrelationships;
• the part that an understanding of energy, matter and their interrelationships plays in shaping society;
• how our understanding of energy, matter and their interrelationships is influenced by society.
Nature and practice of Physics
A study of Physics should enable students to participate in scientific activities and develop knowledge of the practice of Physics. Students
should develop knowledge of the provisional nature of physical explanations and the complex relationship between:
• existing physical views and the evidence supporting these;
• the process and methods of exploring, generating, testing and relating ideas;
• the stimulation provided by technological advances and constraints imposed on understanding in Physics by the limitations of current
technology that necessitates the development of the required technology and technological advances.
Applications and uses of Physics
Setting the study of Physics into broader contexts allows students to deal with real problems and applications.
The study of Physics should increase students’ knowledge of:
• the relevance, usefulness and applicability of laws and principles related to Physics;
• how increases in our understanding in Physics have led to the development of useful technologies and systems;
• the contributions Physics has made to society, with particular emphasis on Cameroonian achievements.
Implications of Physics for society and the environment
Physics has an impact on our society and the environment, and students need to develop knowledge of the importance of the positive
values and practices in relation to these. The study of Physics should enable students to develop:
• understanding about the impact and role of Physics in society and the environment;
• skills in decision-making about issues concerning Physics, society and the environment.
Current issues, research and developments in Physics
Issues and developments related to Physics are more readily known and more information is available to students than ever before. The
syllabus should develop students’ knowledge of:
• areas currently being researched in Physics;
• career opportunities in Physics and related fields;
• events reported in the media which require an understanding of some aspect of Physics.
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Domain
Knowledge and understanding
As one of the major disciplines of science, the Physics course presents a particular way of thinking about the world. It encourages students
to use inference, deductive reasoning and creativity. It presumes that the interrelationships within and between matter and energy in the
universe occur in consistent patterns that can be understood through careful, systematic study. This course will build upon this fundamental
knowledge to increase students’ conceptual understanding of systems involving energy, force and motion as well as interactions between
these systems and the living and non-living world. The course will assume that students have an elementary knowledge and understanding
of energy, motion, electricity and forces.
Skills
The Physics course involves the further development of the skills students have developed in the Form 1 and Form 2 courses through a
range of practical experiences.
Practical experiences should be designed to utilise and further develop students’ expertise in each of the following skill areas:
• planning investigations
This involves increasing students’ skills in planning and organising activities, effectively using time and resources, selecting appropriate
techniques, materials and equipment to complete activities, establishing priorities between tasks and identifying ways of reducing risks
when using laboratory and field equipment.
• conducting investigations
This involves increasing students’ skills in locating and gathering information for a planned investigation. It includes increasing students’ skills
in performing first-hand investigations, gathering first-hand data and accessing and collecting information relevant to Physics from
secondary sources using a variety of technologies.
• communicating information and understanding
This involves increasing students’ skills in processing and presenting information. It includes increasing students’ skills in speaking, writing
and using nonverbal communication, such as diagrams, graphs and symbols to convey physical information and understandings. Throughout
the course, students become increasingly efficient and competent in the use of both technical terminology and the form and style required
for written and oral communication in Physics.
• developing scientific thinking and problem-solving techniques
This involves further increasing students’ skills in clarifying issues and problems relevant to Physics, framing a possible problem-solving
process, developing creative solutions, anticipating issues that may arise, devising appropriate strategies to deal with those issues and
working through the issues in a logical and coherent way.
• working individually and in teams
This involves further increasing students’ skills in identifying a collective goal, defining and allocating roles and assuming an increasing
variety of roles in working as an effective member of a team within the agreed time frame to achieve the goal. Throughout the course,
students will be provided with further opportunities to improve their ability to communicate and relate effectively with each other in a
team.
Values and attitudes
By reflecting about past, present and future involvement of Physics with society, students are encouraged to develop positive values and
informed critical attitudes. These include a responsible regard for both the living and non-living components of the environment, ethical
behaviour, a desire for critical evaluation of the consequences of the applications of Physics and recognising their responsibility to conserve,
protect and maintain the quality of all environments for future generations. Students are encouraged to develop attitudes on which
scientific investigations depend such as curiosity, honesty, flexibility, persistence, critical thinking, willingness to suspend judgement,

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tolerance of uncertainty and an acceptance of the provisional status of scientific knowledge. Students need to balance these with
commitment, tenacity, a willingness to take risks, make informed judgements and at times, inflexibility. As well as knowing something about
Physics, students also need to value and appreciate Physics if they are to become scientifically literate persons.

4.1 COMPETENCIES THAT THE PHYSICS SYLLABUS WOULD DEVELOP IN THE LEARNER
Physics provides the context within which to develop general competencies considered essential for the acquisition of effective, higher-order
thinking skills necessary for further education, work and everyday life.
Competencies are embedded in the Physics Syllabus to enhance student learning and are explicit in the objectives and outcomes of the
syllabus. The competencies of collecting, analysing and organizing information and communicating ideas and information reflect core
processes of scientific inquiry and the skills identified in the syllabus assist students to continue to develop their expertise in these areas.
Students work as individuals and as members of groups to conduct investigations and, through this, the competencies, planning and
organising activities and working with others and in teams, are developed. During investigations, students use appropriate information
technologies and so develop the competency of using technology. The exploration of issues and investigation of problems contributes towards
students’ development of the competency solving problems. Finally, when students analyse statistical evidence, apply mathematical concepts
to assist analysis of data and information and construct tables and graphs, they are developing the competency using mathematical ideas and
techniques.

PHYSICS SKILLS
During the course, it is expected that students will further develop skills in planning and conducting investigations, communicating
information and understanding, scientific thinking and problem solving and working individually and in teams. Each module specifies content
through which skill outcomes can be achieved. Teachers should develop activities based on that content to provide students with opportunities
to develop the full range of skills.
Course Outcomes Content
A student: Students:
. identifies and Identify data sources to:
implements a) analyse complex problems to determine appropriate ways in which each aspect may
improvements to be researched
investigation b) determine the type of data that needs to be collected and explain the qualitative or
plans quantitative analysis that will be required for this data to be useful
c) identify the orders of magnitude that will be appropriate and the uncertainty that may
be present in the measurement of data
d) identify and use correct units for data that will be collected
e) recommend the use of an appropriate technology or strategy for data collection or
information gathering that will assist efficient future analysis
Students:
Plan first-hand investigations to:
a) demonstrate the use of the terms ‘dependent’ and ‘independent’ to describe variables
involved in the investigation
b) identify variables that need to be kept constant, develop strategies to ensure that
these variables are kept constant, and demonstrate the use of a control
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 c) design investigations that allow valid and reliable data and information to be
collected
d) describe and carry out trial procedures to undertake investigations and explain why a
procedure, a sequence of procedures or the repetition of procedures is appropriate
e) predict possible issues that may arise during the course of an investigation and
identify strategies to address these issues if necessary
Students:
Choose equipment or resources by:
a) identifying and/or setting up the most appropriate equipment or combination of
equipment needed to undertake the investigation
b) carrying out a risk assessment of intended experimental procedures and identifying
and addressing potential hazards
c) identifying technology that could be used during investigations and determining its
suitability and effectiveness for its potential role in the procedure or investigation
d) recognising the difference between destructive and non-destructive testing of
material and analysing potentially different results from these two procedures
A student: Students:
Discusses the Perform first-hand investigations by:
validity and a) carrying out the planned procedure, recognising where and when modifications are
reliability of needed and analysing the effect of these adjustments
data gathered b) efficiently undertaking the planned procedure to minimise hazards and wastage of
from first-hand resources
investigations c) disposing carefully and safely of any waste materials produced during the
and secondary investigation
sources d) identifying and using safe work practices during investigations
Students:
Gather first-hand information by:
a) using appropriate data collection techniques, employing appropriate technologies,
including data loggers and sensors
b) measuring, observing and recording results in accessible and recognisable forms,
carrying out repeat trials as appropriate
Students:
Gather information from secondary sources by:
a) accessing information from a range of resources, including popular scientific
journals, digital technologies and the Internet
b) practising efficient data collection techniques to identify useful information in
secondary sources
c) extracting information from numerical data in graphs and tables as well as from
written and spoken material in all its forms
d) summarising and collating information from a range of resources

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 Students:
process information to:
a) assess the accuracy of any measurements and calculations and the relative
importance of the data and information gathered
b) identify and apply appropriate mathematical formulae and concepts
c) best illustrate trends and patterns by selecting and using appropriate methods,
including computer assisted analysis
d) evaluate the validity of first-hand and secondary information and data in relation to
the area of investigation
e) assess the reliability of first-hand and secondary information and data by considering
information from various sources
f) assess the accuracy of scientific information presented in mass media by comparison
with similar information presented in scientific journals
A student: Students:
Identifies Present information by:
appropriate a) selecting and using appropriate text types or combinations thereof, for oral and
terminology and written presentations
reporting styles b) selecting and using appropriate media to present data and information
to communicate c) selecting and using appropriate methods to acknowledge sources of information
information and d) using symbols and formulae to express relationships and using appropriate units for
understanding in physical quantities
physics e) using a variety of pictorial representations to show relationships and present
information clearly and succinctly
f) selecting and drawing appropriate graphs to convey information and relationships
clearly and accurately
g) identifying situations where use of a curve of best fit is appropriate to present
graphical information
A student: Students:
Draws valid Analyse information to:
conclusions a) identify trends, patterns and relationships as well as contradictions in data and
from gathered information
data and b) justify inferences and conclusions
information c) identify and explain how data supports or refutes an hypothesis, a prediction or a
proposed solution to a problem
d) predict outcomes and generate plausible explanations related to the observations
e) make and justify generalisations
f) use models, including mathematical ones, to explain phenomena and/or make
predictions
g) use cause and effect relationships to explain phenomena
h) identify examples of the interconnectedness of ideas or scientific principles

Page | 22
 Students:
Solve problems by:
a) identifying and explaining the nature of a problem
b) describing and selecting from different strategies, those which could be used to solve
a problem
c) using identified strategies to develop a range of possible solutions to a particular
problem
d) evaluating the appropriateness of different strategies for solving an identified
problem
Use available evidence to:
a) design and produce creative solutions to problems
b) propose ideas that demonstrate coherence and logical progression and include correct
use of scientific principles and ideas
c) apply critical thinking in the consideration of predictions, hypotheses and the results
of investigations
d) formulate cause and effect relationships

When the above would have been achieved the competencies and skills treated in Form 1 and Form 2
would have been reinforced namely:
 Personal attributes are the underlying characteristics that are deep and enduring parts of an individual, expressed most of
the time. They are one’s personal style or personal effectiveness such as feeling, attitudes, self – image, values, motives,
habits and traits. These attributes are hidden and it is expected to be uncovered and improved upon in the learner.
 Skills can be observed. They are acquired through practice and experience. This includes the ability to understand and
apply procedures to complete specific tasks and respond to inquiries.
 Knowledge is a baseline of information that allows a person to perform from an informed perspective. This information
consists of theories, facts and principles. This information may be acquired through formal and/or informal learning and
experiences.

Page | 23
PRESENTATION OF THE LEVEL, MODULE AND RELATIVE DURATION OF THE PHYSICS SYLLABUS

CLASS TITLE OF MODULE DURATION

1 The introduction to Mechanics 12
2 Matter: Properties and transformation 18
Form 3 3 Energy: some applications and uses 25
4 Technology/Project 8
1 Energy: Application and Uses. 15
2 Waves 16
Form 4 3 Energy: Electrical energy; applications and uses 24
. 4 Technology / Project 8
1 Fields 14
2 Environmental protection: Modern Physics 10
Form 5 3 Mechanics. 32
4 Technology/Project 7--

4.2 PLACE OF THE SYLLABUS IN THE CURRICULUM

This programme would contribute to:
 enabling the learner acquire a scientific and technological culture in doing things;
 enabling the learner acquire the knowledge to explain the laws that govern natural phenomena;
 providing the learner with the ability to utilise technological instruments and tools;
 developing his/her capabilities of observation, integration, creativity and autonomy;
 developing in the learner the skills to seek solutions to daily problems in different contexts (life situations);
 building in the learner the spirit of research and team work;
 developing a positive approach to life.

4.3 CONTRIBUTION OF THE PROGRAMME TO LEARNING

PHYSICS should be the crucible for experimentation; an experimental practice that will enable learners to acquire:
 process skills (observation, investigation, manipulation and problem-solving);
 creative skills;
 critical, inferential and scientific thinking skills; and
 the spirit of autonomy, self-reliance and team work.

Page | 24
5 PRESENTATION OF THE FAMILIES OF SITUATIONS COVERED BY THE PROGRAMME
N° Module FAMILIES OF SITUATIONS

I Introduction to mechanics Basic understanding of physical quantities and scientific measurements.

Matter: Properties and

II Utilization of products and consumer goods.
transformation

Utilization of energy in daily life. See the relationship between matter and
III Energy: some applications and uses
energy.

VI Technology (Elementary Engineering) Inaccessibility and the malfunctioning of common tools

V Fields Utilization of invisible forces created by stationary and moving things.

VI Environmental protection Utilization of Modern Physics to explain the need for radiation control.

5 PRESENTATION OF THE PROGRAMME MATRIX

a) The Matrix

The programme matrix is a table made up of three major columns:

 The first column is the Contextual Framework which embodies the families of situations and examples of real life
situations where the knowledge and skills can be applied.
 The second column is the Competencies, made up of categories of actions and examples of actions: These are groups
of some actions which are related to the mastery of the competencies expected for each module.
 The third column is the Resources and consists of the essential or core knowledge which gives all the set of cognitive
and affective resources which the learner needs to mobilise to successfully treat a family of situations. It is divided into
four components: the subject content, the aptitude (skills or know-how), attitudes to be disposed or displayed as well as
other resources (material, human, finances, etc.) necessary for the acquisition of the competencies.

Page | 25
 The table appears as below.
COMPETENCIES RESOURCES
CONTEXTUAL FRAMEWORK

Content Aptitude Other

Families of Examples of Categories of Examples of
Attitudes Resourc
Situations Situations Actions Actions (Core Knowledge) (Skills) es

6 ASSESSMENT OF THE PHYSICS PROGRAMME

The overall goal of this programme is to assess the ability of the learner to integrate scientific knowledge and methods in the
different subject areas to seek solutions to real life situations in their local environments and in different contexts.

Assessment will therefore aim to test the knowledge and competencies (skills, abilities) in different areas including the:

 ability to apply scientific knowledge and methods in problem-solving; which should involve the ability to sort, organise,
classify and analyse scientific data and information; to interpret phenomena and find solutions to problems;
 ability to explain certain natural occurring phenomena;
 ability to organise material and present ideas in a clear and logical manner;
 ability to handle patterns in scientific knowledge and show critical, imaginative and inferential thinking skills;
Practical skills will be assessed with respect to the:
 use of and care for equipment;
 design and use of experiments;
 quantitative and/or qualitative analyses; (draw simple conclusion(s) from experimental results.)
Integrative skills will be assessed with respect to the ability of the learner to identify locally specific (real life) problems and design
projects to solve such problems which should integrate knowledge, skills and methods acquired in this programme.

Page | 26
 7- PROFILE TO BE ACQUIRED AT THE END OF THE SOURCE
GENERAL COMPETENCIES PROCESS SKILLS SKILLS ATTITUDES CONCEPTS
• curiosity
• method of collection and
• objectivity
• analyse and synthesis treatment of data.
• autonomy
• creativity • method if looking for • different strategies to resolve
Ability to solve complex problems in • rigor
• sense of observation evidence. problems.
similar life situations. • initiative
• accuracy and precision • inductive method
• attitude conducive to
• formulation of hypothesis. • deductive
research
• modelling
• perseverance
• principles and justification of
Ability to form new ideas and • schematic skill.
• graph plotting and analysis. over simplification or
conceptualise them. • establishment of relationship
illimination
• autonomy
• sense of responsibility
Ability to be self reliance. • application of knowledge. • General culture
• commitment
• curiosity
• argumentation (logical • open spirit
• group discussion.
arguement) • good listener
Ability to work in groups. Team spirit. • accepting others’ opinion
• leadership • tolerance • interrelations
 Entrepreneurial • self confidence.
• take complete control of tasks
Ability to work honestly in the • honesty
placed at his disposal • applying security norms. • concepts of ethics and moral.
scientific domain. • integrity
• be precise and accurate.
• verbal and written expression
of new developments • pay attention to oneself and
Ability to communicate results orally • principles of communication
• being able to adequately use • experimental reporting; others.
and in writing. • proper terminology
the second language. • give and seek clarification.
• be good at mathematics

Page | 27
 PHYSICS - FORM III
Module 1
INTRODUCTION TO MECHANICS.
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

OF SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
SITUATIONS (Projects)
Mechanics Physical -Forces originate - Writing Topic 1: Introduction to -Discuss the - Appreciate -Balance(s)
quantities through action of measured values MECHANICS importance of forces. the -Stopwatches
physical with numbers and Physical quantities. Its -Measure distance, importance -Thermometer
quantities units importance in everyday life mass, volume, time and use of -Labelling
-Identify and use -Use of balance to 1.1 Some basic equipment used in and temperature in numerical tags
PHYSICAL measure masses the study of force : Newton their appropriate values and -Other basic
quantities. of solids. metre, Balance, springs, units. their units. apparatus
- Scalar quantities -Use of measuring masses, -Read, identify and -(Great) care -etc.
only. cylinder to 1.2 Safety rules for working with understand labels on when Project 1: Go
-Measurements of measure volume these equipment including equipment. handling to a building-
mass, volume, of liquids. signs and symbols. -Identify and use equipment. site and list all
temperature and -Use of 1.3 Difference between mass and basic laboratory -Observe the
time using thermometer to weight. apparatus. safety rules. instruments
laboratory measure 1.4 How mass is affected by -Respect used for
apparatus. temperature. temperature? hazard signs. measurements.
-Practice and -Use of time piece 1.5 Density Project 2: list
respect laboratory to measure time. the various
safety rules. -Read and means by
interpret labels on which
measuring building
instruments. materials are
- Read, interpret moved from
and appropriate place to place
hazard signs. within the
building site.

Page | 28
 Module II
Matter: Properties and Transformation.
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES OF EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

SITUATIONS SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
Properties of Knowing why - Measure the - Measure the density 3.0 Define density and state its - Have the ability -Know when - Regular and
matter things of the same density of objects. of oil. units. to handle building and how to irregular solids
volume weigh -Appreciate why - Appreciate why oil 3.1 Show density as a derived mix materials. - Liquids
more than others things float on floats on water. physical quantity. materials form their - Care in the -Density bottle.
water and in air. 3.2 Describe experiments to densities. handling of Overflow can
measure the density of - Know why things materials. -Measuring
float. -Know and cylinder
regular and irregular objects appreciate the - Scale balance.
using any appropriate Construct a weight of - Top pan
method. hydrometer. materials. balance.
3.3 Do appropriate
calculations.
3.4 Appreciate the use of
different density bodies in
engineering works.

Page | 29
Pressure -Effects of force -Why objects 4.0 Define pressure and state its -know why some - appreciate High heel shoe
and area. penetrate or sink in units. mountain climbers the effect of Flat heel shoe
liquids. 4.1 Understand the effects of density in the Bridge
-Making use of -How a liquid flows have nose bleeding. relation
the atmosphere. force and area on pressure. -explain why
under gravity.
4.2 Describe experiments to
p = gh
soldier can make
demonstration atmospheric movements in
pressure e.g. the collapsing-
muddy areas or Logical
can experiment.
4.3 Appreciate the relationship marshy areas. thinking:
-Construction of - Effects of flat and putting the
between pressure and narrow heel shoes on cause before
dams. weather.
- Making use of the ground the effect
-Pressure and 4.4 Understand the influence of - Widths of foundations - team spirit
atmospheric pressure.
Health. -the pressure pot height and density of liquid of bridges/buildings
-The manometer -how manometers column on pressure. being larger than those - search for
work. 4.5 Appreciate the transmission of the walls alternative
of pressure in fluids. -flow of water from uses of
4.6 Do calculations using the holes at different common
heights from a cylinder devices
relationship, p = gh
4.7 Appreciate the existence of
atmospheric pressure Have the ability to
4.8 State the effects of pressure choose the right
on boiling point. relationship
between quantities
- Have the ability to
build up the
definition of a
quantity from other
quantities
-Conceive and
construct a device
to facilitate work
using atmospheric
pressure (project)
-Appreciate the
effect of pressure
on boiling point
- Take the right
precautions when
using a pressure pot
- Use a water
manometer to
determine two
points at the same
horizontal
level(Building site)
Page | 30
 CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES OF EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

SITUATIONS SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
Properties of Hooke’s Law - Understand the - Apply force on a 5.0 State Hooke’s law - Understand the -Be able to - Rubber band.
matter strength of various material and measure 5.1 Describe situations in use of expansion know and use - Wooden
materials. the extension. different materials
which the law applies gaps in bridges, materials for - Thread
5.2 Stretching of springs, roofs, railway lines, different -Springs
rubber bands and threads etc. proposes. - Various
-Appreciate the use -materials that masses
obey - Ruler
of springs in cars
Hooke’s
and related devices.
law and
-Understand the those that do
behaviour of not
rubber.
- Appreciate the
strength of
materials. Classify
them according to
their
characteristics.

Page | 31
 Module III
ENERGY: APPLICATIONS AND USES
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES OF EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

SITUATIONS SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
Energy Forms of  PE = mgh and -Conversions from 6.0 Define energy. - Understand that -a moving
Energy one form of energy 6.1Name forms of energy. energy cannot be object (car)
1 2
KE  mv to another. 6.2 State different sources of created nor
-water flowing
2 in a stream then
--Principle of energy. destroyed. at a waterfall
 Elastic conservation of 6.3 Distinguish between - Understand how -stretching a
potential energy. renewable and non- energy can be rubber
energy renewable energy sources.
changed.
(qualitative 6.4 Describe energy
conversions in stretching of - Understand that
treatment mechanical energy
only). springs, rubber bands and
threads. has only two types:
6.5 Do appropriate Potential and
calculations. Kinetic.
Work Work Work as a - Moving a load 6.0 Define work and state its -moving a small
product of force along a horizontal units. force then a
6.1 Do simple calculations larger force over
and distance in surface. the same
the same involving force and distance in same
direction. displacement (in the same time
direction only).
Machines  Simple  How machines Lever; Pulley; 7.0 Define machines. -understand and - Reducing -single moving
Inclined plane 7.1 State the advantages of apprediate the use energy losses and fixed
machines; work. pulleys, pulley
 Mechanical Efficiency 
Power output
 100%
using machines. of some simple in different
blocks, inclined
Power input 7.2 Define MA, VR, and machines such as situations
Advantage planes, practical
Efficiency. while
(MA) the inclined plane, machines(scisso
7.3 Explain why a machine is working rs, wheel
 Velocity pulleys, levers,
barrow, etc)
not 100% efficient. wheel barrow.
Ratio (VR) -avoiding
7.4 Describe simple -develop easy ways
and efficiency. experiments using each waste in
of lifting heavy different
machine.
7.5 Do appropriate loads situations
calculations. -design and
construct a machine Sustainable
7.6 Describe the use of use of
various machines at building (project)
resources
sites.

Page | 32
Power Power Power as a Power of a car 8.0 Define power and state its -appreciate
produce of work engine. units. the impact
and the inverse 8.1 Estimate the average of the
of time or force power developed by e.g. a power
and velocity. person running upstairs rating of a
person repeatedly lifting device on
weights, etc. the energy
8.2 Appreciate the power of a power
ratings of devices e.g. light source
bulbs, motors, etc.
8.3 Do appropriate calculations

OPTICS
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

OF SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
SITUATIONS
Light Reflection of light -Use of mirrors -Identification of an 9.0 Represent the paths of - Appreciate how -Know that -Plane mirror
-State the laws of oncoming vehicle narrow beams of light travelling objects are seen. convex -Convex
reflection. using a car mirror. in uniform media by rays - Understand how mirrors are Mirror
-Shadows -Identification of a 9.1 Appreciate that objects are to draw ray used as -Concave
-Images problem in the diagrams. driving mirror
seen because of the light which
mouth, ear and eye - Understand how mirrors and -Light source
using light rays. they give out or reflect. images are uses of -Screen
Construct a pinhole 9.2 Recall that angle of formed. concave -Protractor.
camera and a incidence equals angle of - Understand the mirrors. -Tennis ball.
periscope. reflection for a mirror. capturing of an
-Construct a ray 9.3 Appreciate that image of a image by a
box. point objects is the point camera.
through which all rays from a
point on the object pass or
appear to pass after reflection or
refraction.
-Shadow(s)
Refraction of light  Laws of  Lenses: 9.4 Recall and use the -Understand how to -Be able to Lenses(conver
refraction. Converging and relationship, draw ray diagrams explain why ging and
 Total internal diverging through prism, people diverging),
rectangular glass drown in rectangular
reflection. lenses. Focal Refractive index = block rivers more glass blocks,
length. -Understand the in the dry semicircular
 Viewing of =
use of protractor. season than glass, optical
internal organs = -Appreciate how in the rainy pins/boards,
using total 9.5 Describe an experiment to the eye captures season. tall measuring
internal images. - use of cylinders,
Page | 33
 CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

OF SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
SITUATIONS
reflection determine the refractive index of -explain how total calculators mention the
 Measurement of glass using a glass block. reflection occurs to calculate endoscope
the focal length 9.6 Appreciate the conditions for -use of optical fiber trigonometri -Ray box
total internal reflection. for total reflection cally Prism
of a convex
- Draw a normal at functions. Meter ruler
lens. 9.7 Be familiar with the
any point on a -Protractor
refraction of light in everyday surface or line
phenomena e.g. the apparent - How to produce
depth of a swimming pool. different types of
9.8 Appreciate the relationship images: real,
between refractive index and virtual, larger,
wave speed for light. same size, smaller
9.9 Regard a lens as being made
up of a number of part prisms.
9.10 Draw ray diagrams to
illustrate the meaning of
principal foci, for converging
and diverging lenses.
9.11 Understand what is meant
by the focal length of a lens.
9.12 Draw ray diagrams to illustrate
the formation of images by lenses
e.g. converging lens used as a
magnifying glass.
9.13 Describe how to measure the
focal length of a converging lens by
a distant object and by an auxiliary
plane mirror methods.
9.14 Describe experiments relating
object and image distances to object
and image sizes for converging
lenses.
9.15 Be familiar with the
v
relationship, m .
u
9.16 Define and calculate
critical angle

Page | 34
 ELECTROMAGNETIC SPECTRUM
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

OF SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
SITUATIONS
Colours of  Dispersion. -Producing  Use of a prism Appreciate dispersion by a -Know that white light Understand Prism
light colours of the prism and a diffraction is made of many light as a Colour pencils
Electromagnetic source of Circular sheet.
colours.
Spectrum rainbow. grating. -Remove the believe energy and Pin
9.18 Be familiar with the around the rainbow. that white Prism, light
relative positions of - light has source , screen
radiations on the many colours. Colour filters
Eletctric motor
electromagnetic spectrum, in from radio.
terms of wavelength and
frequency.
9.19 Describe methods of
detection of UV and IR
radiations.
9.20 Recall the properties of
X-rays.
9.21 Be familiar with health
hazards caused by high
dosage of EM waves.

Page | 35
 MODULE VI
1 Projects and Elementary Engineering
2- DURATION/: 18 HOURS

3- PRESENTATION OF THE MODULE

The module has two parts:

 Technical drawing;
 Projects.
4- CONTRIBUTION OF THE MODULE TO THE CURRICULUM GOALS
The basic notions and techniques that this module gives to the learner help in the production and amelioration in the manner of
consumption and services render and even affect one’s life style. In addition, it permits the learner to be focus on choosing careers.

5- CONTRIBUTION OF THE MODULE TO LEARNING AND IN THE DOMAIN OF LIFE.

This module reinforces the technical knowledge already acquired in Form 1 and Form 2 by preparing the learner to know how to write
feasible technical and industrial projects. It also reinforces the capacities of the learner to analysis, to fabricate and to maintain certain
devices mentioned in the other modules of the syllabus
It helps the learner to offer good services as a consumer and as a producer, to intervene positively in his environment and open to the working
world.

RESOURCES
CONTEXTUAL FRAMEWORK COMPETENCIES
FAMILIES OF EXAMPLES OF CATEGORIES EXAMPLES CONTENT APTITUDE ATTITUDES OTHER
SITUATIONS SITUATIONS OF ACTIONS OF ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURC
ES
1. Technical drawing : Develop :
- General notions involve in technical -Explore elements in a
- a critical - Technician :
- interpret a drawing; technical diagram.
spirit - mechanics;
diagram. - Two dimensional diagram; -Read construction plans
-team spirit; -computer
- Do a orthogonal representation ; – Realise a plan
Understanding Realisation of a - manual scientist.
Amelioration of - Price list.
how to go about a project and its - build and -Find needs and skills -electrician…
life style 2.Technical Project
project. economic value. understand the establish the cost of the -make an - Visit to
2.1. Types of technical projects;
functioning of effort to factory site.
2.2. Elements involve in a project;; project.
some common - Internet
2.3. Steps involved in planning a - Find elements of a given discover
equipment. - Users and
project ; project. -Curiosity ; consummers.
(compass, bike,
2.3.1. Definition of planning -Establish a plan of -rigour at
touch light,
Page | 36
 water filter) 2.3.2. Study the advantages offered by study of a project. work ;
- lead students the project; - Elaborate a technical -Patience ;
to understand 2.3.3. Feasibility Studies ; Perseverance
sheet for construction
the various 2.3.4. Theorical knowledge of the a Respect of the
-Produce a plan of
aspects of a simple tehnical object; Bring out the activity. environment.
project different energy components when -Evaluation and - Respect the
- technical file using the instrument; supervision of a project. functional
for the - Technical diagram . norms of an
realisation of a 2.3.5. Technical studies : appliance.
project. - Links. .-Managerial
- Identification of the movement of skills.
certain parts with respect to others
-Techniques
(guide, reducing friction…)
of making
- Definition :drawing board, mould,
public
welding, soldering, bolt,
speeches.
2.4. Realisation of a project.
- Respect of
gender.
-Spirit of
tolerance.
Investigating Observe how and -measure -Be able to explain the -Be of good Pen / Pencil,
forces why things move various -Understand the uses of measuring importance of using good conduct. water, glass,
distances instruments and their limitations. scales. -Tolerant various
covered with -Understand why and how things move. -Observant balances, CD,
-Know that size does not
respect to time - Patient DVD, various
-Understand the relationship between imply weight.
-make a -Do not masses
collection of mass and volume through -Know why rivers are accept things
different scale measurements more dangerous in the from the
in the market - Observing colours of light on a CD or dry season than in the surface.
with respect to DVD and suggesting reasons for their rainy season.
the quantities appearance.
measured. -Observe a pen or pencil in a glass of
- state the
water and explain why there are two
advantages
and images. Use the images to estimate
disadvantages the refractive index of water.
of the scales.

Page | 37
 PHYSICS - FORM IV
Module 1
ENERGY: APPLICATIONS AND USES
HEAT
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

OF SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
SITUATIONS
CLIMATE Temperature - Concept of heat. - Effect of heat to the Introduction to Heat. Its -Discuss the - Appreciate -Balance(s)
CHANGE environment. importance in everyday life importance and the -Stopwatches
-Degree of hotness or -Some basic equipment used in disadvantages of importance -Thermometer
coldness. the study of heat. heat. and use of -Labelling
-Measuring values of - Safety rules for working with -Measure storage tags
temperature and its these equipment including signs temperature. temperatures -Other basic
units. and symbols. -Read, identify and for different apparatus
understand labels on materials. -etc.
food containers such -Great care Car radiator
-Construction of a Construction and use of liquid – as drinks. when
-Thermometry temperature scale in- glass thermometers. -Use a clinical preserving
- Appreciate the need for calibrated
with numbers and thermometers to measure
thermometer to items under
units temperature. measure body thermal
--Use of liquids in -Read–off the numerical values of temperature. conditions. .
thermometers to the fixed points in the Celcius scale -Make inferences -Observe
measure temperature. of temperature. from temperatures safety rules.
-Calibrate a thermometer using the measured. -Respect
fixed points -Be able to construct hazard signs
-Calculate an unknown temperature and calibrate a -Show
from the length of the liquid prototype concern for
column.
- Appreciate the differences
thermometer. climate
between a clinical and a normal -Be able to explain change.
laboratory thermometer. effects of climate Appreciate
change. the use of
- Calorimetry -How to determine Heat capacity and specific heat liquids in
the amount of heat capacity of solids and liquids. thermal
in a solid or liquid. - Define heat capacity and specific systems such
heat capacity. as the car
-State the units of each of the terms. engine.
-Distinguish between heat capacity
and specific heat capacity.
-Appreciate the use of materials Ice
with high and low heat capacities. Spirit
Page | 38
 CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

OF SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
SITUATIONS
-Do calculations using Q = mc∆ . Camphor
-Describe experiments to measure
the specific heat capacity of a metal
or liquid and state any assumptions
made.

- Where is heat stored Uses of latent heat and specific

latent heat (qualitative treatment Be able to appreciate
-Latent Heat during a change of only) a change of state at
state? -Define latent heat and specific constant temperature.
latent heat. Be able to show that
-State the units of each of the terms. evaporation causes
-Distinguish between latent heat cooling through the
and specific latent heat. use of volatile
-Appreciate the cooling effect due
liquids.
to loss of latent heat.
-Compare the heat content of the
specific latent heat with that of
specific heat capacity of the same
material.

Conduction, Convection and

-Heat transfer. Radiation.
-Define conduction, convection and
radiation.
-Describe experiments to show the Understand
conductivity of different materials. the use of
-Thermal expansion. expansion
-Explain the principle of the gaps in
bimetallic strip.
-Appreciate the bulk movement of bridges,
particles of the fluid in convection. roofs,
-Explain the phenomena of land and railway
sea breeze in terms of convection. lines, etc
-Appreciate the effects of surface
area, surface nature and temperature
on the rate of radiation.
-Name devices that convert radiant
energy into other forms of energy.

Page | 39
 Module II
WAVES
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

OF SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
SITUATIONS
Wave Properties of --Reflection -Uses of reflection Properties of waves.
phenomena waves -Refraction and refraction. Reflection, Refraction, Diffraction, -slinky, tuning
-Diffraction -Pool of water on a Interference, Stationary waves, fork, ripple
-Interference tarred road. Relationship between inter-node tank, thick
-Stationary waves distance and wavelength. Diffraction lenses,
- Relationship effect: resonance tube
between inter-node - Describe wave motion in strings,
distance and ropes and springs and ripple tank.
wavelength. -Recall and use the equation v = fλ. Be able to measure
- Diffraction effect. -Distinguish between transverse and the speed of sound in
longitudinal waves. Give suitable air.
examples. Appreciate the use of
- Define the phenomena of reflection, refraction to explain
refraction, diffraction, and interference. why sound is better
-Use water waves to show reflection at heard on a cold day
a plane surface, refraction due to than a hot one.
change of speed, and diffraction
produced by wide and narrow gaps.
-Production of stationary waves.
- Harmonics and overtones.
The wave nature of sound
Reflection, Refraction, diffraction
and interference
Vibrations and The wave nature of -Reflection -How sound is used Describe the longitudinal nature of
Sound sound -Refraction to measure the depth sound wave.
-diffraction of the sea. -State the approximate range of
-interference - Echo audible frequencies.
-Show an understanding that a
medium is required in order to
transmit a sound wave.
Speed of sound in various media.
-Describe an experiment to measure the
speed of sound in air.

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 CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

OF SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
SITUATIONS
Characteristics of notes. -Be abe to construct a Know the
Amplitude, frequency, and pitch, simple musical importance
quality and overtones. Frequency instrument e.g. flute and of resonance.
limit of audibility guitar
-Relate the loudness and pitch of
sound waves to amplitude and
frequency respectively.
-Describe how the reflection of sound
will produce an echo.
-State the order of magnitude of the
speed of sound in air, liquid and solid.
Vibration in strings. Stationary
waves in strings. Relationship
between frequency and length,
frequency and mass per unit length,
frequency and tension.
.
Force vibration Wave in an open Use of tuning force at -Explain force vibration on a string,
Resonance tube the mouth of a tube and tube.
opened at one end - Explain resonance.
-State its applications.

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 Module III
ELECTRICAL ENERGY
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

OF SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
SITUATIONS
Electrical Electrostatics Charging by -Explain the origin Charges -Name substances Cloth
energy friction of positive and -Types of charge which become Plastic
negative charges  Understand that two types of negatively or materials.
when two bodies are charge exist. positively charged Glass rods
rubbed together.  Understand the methods of when rubbed.
separation of the charges. -Explain in terms of
 Understand the type of charge mobile electrons and
certain materials can have such as bound protons (fixed)
polythene, perspex/cellulose why substances
acetate. become charged when
Conductors and -Compare the  Define the coulomb. rubbed.
Insulators relative conductive  Explain the inductiion of equal and -Be capable of
or insulative opposite charges on a conductor. comparing the relative
properties of a wide  Experiment: state and use the laws conductive or
range of materials. of electrostatics. (Coulomb’s Laws) insulative properties
 Understand the relative magnitude of materials.
of force between charged bodies
with respect to the distance
between them (Qualitative
treatment only) -Care in
-Electrification by contact, handling
rubbing(friction) electrostatic
-Conductors and Insulators. systems
-Unit of charge(coulomb) -Work in dry
-Electrification by induction. conditions
-The gold leaf electroscope: the
structure and uses of the leaf
electroscope.
-Force between charges
 Describe experimentally how to
distinguish between positively,
negatively and neutrally charged
bodies.
 Give and explain everyday -Be able to explain the
observations of electrostatics. use of a chain under a
 Explain the disadvantages due to petrol tanker.
statics elelctricity. -Appreciate the
 Lightning production of sparks
 Explain some applications of and sound during
electrostatics e.g. industrial charge transfer.
painting, photocopying.

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Current What causes -Effect of moving -Understand and define electric  Appreciate that Dry cell, wires
charges to move charges on materials current. current I is connecting
Electricity and in what type of such as: -Understand the conditions under measured in leads,
materials?  Heating which charges move. amperes A which is multimeters
 Lighting -Know what is electromotive force the rate of flow of
 Productin of (e.m.f.) charges in a
sound, etc. -What is potential difference (p.d) conductor. Q/t
between two points on a conductor. (coulomb per
What causes it? second)
 -Understand and state the  Undersand the role
differences between e.m.f and of e.m.f in the flow
p.d. Also explain the difference in of electric current.
terms of energy transfer or  Be able to interpret
changed. (e.m.f changes chemical circuit diagrams.
or mechanical energy to electrical  Appreciate that
and p.d changes electrical energy to electric current
other forms of energies.) should be put off if a
-Identify and name sources of e.m.f. house is on fire.
 Mains, simple cell, dry batteries,  -Understand house
lead-acid accumulator, wiring and the use
thermocouple, solar cell. of fuse.
-Set up and construct simple electrical  Be able to
circuit. appreciate and
-Draw circuit diagrams. regulate electrical
-state and use the relationship W= QV consumption at
in energy transfer in components of a home.
closed circuit.
-Use the relationship power P =
current I x voltage V in a closed
cicuit.
Electric circuit -Components in a -Define resistance and state its units. Dry cells,
circuit network. -State and use Ohm’s law in simple wires
-Resistance in a calculations. connecting
circuit ; types and -Understand and be able to use the
leads,
effects. relationship between length L, cross-
sectional area A, and the resistance of
multimeters,
resistors,
a given conductor. R = ρ
rheostats
-Understand that resistance varies
with temperature.
-Understand and use the relationship
between current, potential difference
and resistance in simple calculations.
-Use of series and parallel
- Circuit network
connections of resistors.
-Calculate the combined resistance of
two or more resistors in series and
only two resistors in parallel.
-Calculate the combined resistance of
resistors in series and parallel in a
single circuit.

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 Direct Current; d.c -Sources of d.c and -Understand the effects of d.c. and -Understand how -Be able to Filament bulbs,
and Alternating a.c a.c. in wires, filament lamps, and (non house wire is done. advise on various fuses
Current; a.c. - Where are d.c. and inductive) coils. -Explain an ENEO Bill electrical
a,c used. -Appreciate te heating effect of energy
-HTT (High tension electric current. matters.
transmission) -Explain the advantages of
transmitting electrical energy at high
voltage.
-Calculate power dissipated in simple
cases.
-Calculate energy consumption at
home using kilowatt-hour (kWh) and
ENEO bill.
-Understand the functions of a fuse in
a circuit.
-Select fuses of appropriate values for
various electrical appliances.
-Understand the need for good
electrical contact in house wiring
circuits,
-Appreciate the need for good
earthing in house wiring..
-Compare linear and ring circuits in
house wiring.
- Understand and appreciate the need
for safety precautions in electrical
installations.
Displace of Cathode Ray Peak voltage Structure and functions of the CRO Detect very small - uses of
electrical signals Oscilloscope signals CRO
- Reading
voltage using
CRO

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 MODULE VI
1 Projects and Elementary Engineering

2- DURATION/: 18 HOURS

3- PRESENTATION OF THE MODULE

The module has only one part:

 Realizing a Technical project.

4- CONTRIBUTION OF THE MODULE TO THE CURRICULUM
The basic notions and techniques that this module gives to the learner help in the production and amelioration in the manner of
consumption and services render and even affect one’s life style. In addition, it permits the learner to be focus on choosing careers

5- CONTRIBUTION OF THE MODULE TO LEARNING AND IN THE DOMAIN IF LIFE.

This module reinforces the technical knowledge already acquired in Form 1 and Form 2 by preparing the learner to know how to write
feasible technical and industrial projects. It also reinforces the capacities of the learner to analysis, to fabricate and to maintain certain
devices mentioned in the other modules of the syllabus.
It helps the learner to offer good services as a consumer and a producer, to intervent intervene positively in his environment and be open to the
working world.

Page | 45
 CONTEXTUAL COMPETENCIES RESOURCES
FRAMEWORK
FAMILIES EXAMPLES CATEGORIES ACTIONS CONTENT APTITUDE ATTITUDES OTHER
OF OF OF ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCE
SITUATIONS SITUATIONS S
Realisation of a Communication with -Drawing Kits
technical project the help of a diagram. Construction
sheet.
and production of Internet
appliances. -Competent
technician
1. Technical Drawing - Realise of model –
1.1. Reading of technical plan.
drawing Develop:
Improving on -Realise the cross-
1.2. Cross section of an object -Rigour
Life-style. section of a deivce. -interest
- List the various ways of
Production of viewing an object. e.g top – -Read a plan or a -Curiosity
appliances view. construction sheet. -Patience
-Respect of
gender
-Respect of
the
environment
-expansion of a 2 Know how to construct a Know how to measure -Perseverance -Straw
thermometer. with a thermometer -Thermometer
Construction of a liquid in a straw. -Managerial -Liquids
2.1 Know how to calibrate a -Know how to calibrate.
thermometer thermometer. skills
2.2 Know the different substances --Self
have different thermometric confident
properties.
-Spirit of
-Make guitar using -Understand that the frequency of Be able to develop a
tolerance
String
a single string vibration depend on the length, project of constructing a Indian
mass and type of material used. musical instrument and -Respect of bamboo
-Make a flute using others opinion.
Construction of a realizing it. Milk cup
Indian bamboo. -Care of the Stick
sound instrument. -Make a musical external
instrument using features of
bamboos of appliances
different length.
Measure the -Understand resonance. Be able to say for sure Water
velocity of sound in -Use resonance to measure the the value of the velocity pressure pipe
velocity of sound in a resonance of sound in air. about 40 cm
Velocity of sound a pipe tube experiment.- long
Tuning fork
Container
Water

Page | 46
 -Conduction of heat -Thermal conduction in metal. -be able to handle Metal rod
in a metal rod. Use -Convection in liquids matters concerning the Candle
flow of heat. Match
candle wax and Stop watch
mark on the metal Plastic bag
at equal intervals. Omo blue
Heat at one end Water
and time the melting
of the wax.
Rate of flow of -Conduction in
heat in a material liquids. Use a
such as a metal transparent plastic
bag filled with
water. Put a few
grains of omo blue
to rest at the bottom
of the bag and heat
with a candle from
the bottom observe
the movement of
the grains.
-List appliances that - Know that all appliances have Be able to maintain Screw driver
use electricity at basically four parts: the input, the electrical devices once Radio
processing unit/central unit, the the parts are known.
home. output and the power
-Take a radio and supply/battery)
show its parts. (the -Know that in some devices like the
input, the touch the central unit may be the
filament of the bulb.
processing
Electrical energy -Know for a computer that
unit/central unit, the  the input is the keyboard
consumption output and the  the central unit is the process
power supply) and memory unit
-Show what  the output is the screen
happens if one of
these components
is removed.
- How to repair such
a device

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 PHYSICS - FORM V
Module 1
FIELDS: MAGNETIC FIELDS AND THEIR EFFECTS
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

OF SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
SITUATIONS
Magnets Attraction and  Discovering - To feel the effect -What is a magnet? Name - Understand how a Appreciate the Iron, nails, bar
repulsion of of magnetic some types of magnets. simple magnet can use of magnets, horse
naturally
specific materials magnets in shoe magnet,
attractive and materials -Magnetic properties of a be made sorting of iron filings,
repulsive -Appreciate the dipole magnet - Understand how magnetic wooden plugs,
materials poles of a magnet.  How is a magnet different to identify that a materials pieces of
 Appreciating from a non-magnet? rock is a magnet by (coins) and Aluminium,
why this  State the difference between suspension in air. separating clamp and
the magnetic properties of mixtures. stand, plotting
happens -Appreciate that not Care in compasses,
iron and steel.
all materials can be handling copper wires.
 Appreciate that magnetic DVDs
poles exist in pairs. magnetized
players, etc.
-State the laws of magnetism. -Appreciate that the
 List the uses of magnets only true test to
determine a magnet
is repulsion.
Magnetic Field -Understand - Use a compass to -Define Field lines and -locating your Plotting
why magnets study the behaviour magnetic flux. position with the compass,
Magnet
are difficult to of its needle around -Set up various patterns for help of a magnetic
separate and a magnet. magnetic flux around a single compass (plotting
some time -Consider the paths permanent magnet and also compass)
difficult to join traced by the two permanent magnets
together compass as placed side by side.
magnetic field -Know the properties of
lines. magnetic field lines.
- Place two -Draw magnetic flux pattern.
magnets side by -Understand how the earth’s
side and use a magnetic field is used in
compass to trace navigation (using magnetic
the path of its compasses)
needle.

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Current in a Magnetic effect What causes -Place a current -Understand the magnetic
magnetic field of current turning effect in carrying conductor over effects of a steady current.
a compass needle and
an electric study the effect
 Use the compass to identify
motor produced. that magnetic fields are
produced when current flows
in a conductor.
 Sketch and understand
magnetic flux patterns for a
straight wire, a flat circular
coil and a solenoid, each
carrying a current and also the
pattern for a strong permanent
dipole magnet.
Force on a The role of -Suspend two coils -Appreciate that there is a
current field lines in wound on soft iron force on a current – carrying
carrying force effects of pieces. Pass a steady conductor placed in a
current through the coils
conductor current and try bringing them
magnetic field as long as the
placed in a together. conductor is not parallel to
magnetic field. the field.
-Appreciate that there is a
force on a charged particle
when it moves in a magnetic
field as long as the particle is
not parallel to the field.
-Understand that the force on
a current–carrying conductor
in a magnetic field increases
with the strength of the field
and with the current.
-Sketch and recognize the
magnetic flux patterns for a
straight wire carrying a
current perpendicular to the
plane of a magnetic field.

Page | 49
Electromagnetic Production of -Use wires, a -What is electromagnetic
Induction current changing magnetic induction?
electricity. field from a -State Faraday’s law.
permanent magnet -State lenz’s law.
or current source to -Describe the construction of
produce electrical electromagnets.
energy, -State the uses of
-Study factors that electromagnets.
affect the induced -List the factors that affect
current. induced current in conductor
placed in a changing
magnetic field.

-Show how -Functioning and -Describe experiments to

Alternating
current changes uses of demonstrate that induced
Current
direction. transformers. current increases when the
rate of change of magnetic
field lines increases.
-Understand how voltage and
current vary with time.
-Understand the production
of induced e.m.f.
-Appreciate electromagnetic
induction as an energy
transfer process.
-Understand why -Understand the concept of
some electrical mutual and self induction.
system like bulb  Be familiar with the structure
may take some time and functioning of the
to have full transformer.
brightest.  Appreciate the factors that
affect the efficiency of a
transformer.
 Relate the turns ratio of an
ideal transformer to the ratio
of the input to output
voltages.
 Differentiate between direct
current and alternating
current.

Page | 50
 Module II
ENVIRONMENTAL PROTECTION: Modern Physics
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

OF SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
SITUATIONS
The atom The relative sizes -Bohr model of an -Identification of an The atom. - Appreciate the Know that
of nuclei and atom electron as the Identify an electron as one of relative size of an the quantity
atoms -Name the smallest indivisible the basic components of an electron. of charge is
components that quantity of charge atom. - Appreciate that a whole
make up the atom. bigger things are number
Understand the nature of the
built from smaller multiple of
electron. Define an electron. ones.
Recognize that the electron
e.
- Able to draw an The harmful
carries the basic quantity of atomic structure nature of
charge, Q = Ne. showing where the radiation to
Understand the relative mass electron is found. the
of the electron. environment
The Nucleus -The nuclear -Show that the -Structure of the atom and
model of an nucleus can be the nucleus.
atom. broken down into -Relative sizes and masses of
small components. the nucleus and atom.
-Bohr model of the atom.
-Relative charges of
electrons and nucleons.
-State nucleus as containing
protons and neutrons.
-Be familiar with nucleon
number / proton number
notation for an atom, e.g
- State and use A = Z + N
RADIATION -Radioactivity -Understand that -Define radioactivity Appreciate the
matter can break -Know that radioactivity can dangers of long
down to small be natural as well as exposure to ionizing
particles by giving artificial. radiations.
out some radiations Know medical
-Distinguish between natural
and particles. applications of
and artificial radioactivity. ionizing radiations
-Understand some nuclei and other positive
emit particles such as α, β application.
and γ.
Page | 51
 CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

OF SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
SITUATIONS
-Properties of α, β and γ.
-Identify α, β and γ radiations
from their speed, range in air,
penetration, ionization
ability, deflection in electric
and magnetic fields.
- The GM –tube (uses only)
-Use of the diffusion cloud
chambers to detect
radiations.
-Balanced nuclear equations.
-Stability of the nucleus.
Relate N-Z ratio to the
stability of the nucleus.
-Explain the meaning of
half–life and state its
importance.
- Understand the importance
and use of isotopes.
-What are radioisotopes?
Background -Appreciate the -Define background
radiation environmental and radiation.
health hazards of -Name sources of
background radiation. background radiation.
-Understand the concept of
background radiation and
how it is used in calculation
and count rate.
-Appreciate the
environmental and health
hazards caused by
background radiation.
Radioisotopes - To understand their -Appreciate that radiations
importance in are easily detected hence
medical diagnoses their uses.
-Name areas of use such as:
medicine; agriculture; dating;
industry; food preservation;

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 CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

OF SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
SITUATIONS
therapy; etc. Understand how
the uses relate to their
properties. .
-Explain the effect of
ionizing radiation on
humans, showing how it
depends on the type of
radiation, the activity of the
source and the type of tissue
irradiated.
Nuclear Energy -The source of energy -Define fusion and fission.
from the sun. -State the differences
between fusion and fission.
-Explain the origin of the
energy released during
nuclear decay. Interpret
nuclear reaction.
Safety and -Why nuclear -State safety precautions that
hazard waste should be must be observed when
handled with care. handling radioactive
materials.
-Name some diseases caused
by exposure to radiation.

Page | 53
 MODULE III
MECHANICS
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES EXAMPLES OF CATEGORIES EXAMPLES OF CONTENT APTITUDE ATTITUDES OTHER

OF SITUATIONS OF ACTIONS ACTIONS (CORE KNOWLEDGE ) (SKILLS) RESOURCES
SITUATIONS
Scalars and Define scalar and vector
Vectors quantities. Give examples in each
case.
Understand how to use, denote,
and express (through
diagrammatic and algebraic
representation) scalar and vector
quantities.
Do calculations involving,
addition, subtraction and
resolution of vectors in 2
dimensions only. Understand
vector diagrams.
Type of forces Contact and non  Cause a Define force and state its units.
contact forces body to be Define contact and non-contact
suspended forces giving examples.
over another Appreciate the importance of
body without force in everyday life situations.
touching. Describe the advantages and
disadvantages of the effect of
forces.
Draw free body diagrams.
Solve problems involving
addition and subtraction of forces.
FORCES
Resolve a force into two
perpendicular parts.
Force due to gravity, g and its
variation over the earth’s surface.
Calculate weight W = mg.
Differentiate between mass and
weight.
Relate drag force with velocity.

Page | 54
 Newton’s Laws of -Understand  What causes State Newton’s laws.
motion. why things changes in Describe demonstrations to
change position, size explain the laws.
positions, size and shape. Appreciate life situations such as
and shape. seat belt, movement of rockets,
sports, air-bags, etc.
Force Understand  Describe Define force and momentum and
change in experiments show how the two are related
momentum where there from Newton’s second law.
leading to a is State the units of force and
force. momentum momentum.
change. e.g Treat force as a vector quantity.
moving Show the F = ma.
vehicle. Calculations on F = ma and
momentum.
FORCES
Moment Moment of a  Explain why Define moment and couple.
force things turn. Describe simple experiments on
moment and couples.
Do calculations on coplanar
forces.
Name and describe everyday
situations where torques and
couples are used. e.g opening of
tap, handle bars of a bicycle,
moving coil galvanometer, simple
motor. The lever and gear
systems.
Conditions for Stability of State conditions for static and
equilibrium objects dynamic equilibrium.

Page | 55
Kinetics Linear motion Define distance, displacement,
speed, velocity, acceleration and
state their units.
Describe experiments to measure
velocity and acceleration.
Apply knowledge of concepts in
everyday situations like sports and
moving objects.
Draw distance, displacement–time
graphs. Use the graphs to obtain
speed and velocity.
Draw velocity–time graphs. Use
the graph to determine;
acceleration, initial speed, total
distance.
Study graph for constant velocity
and uniform acceleration.
Use the equations of motion.
Describe experiments to measure
acceleration of free fall, g.
Do calculations using the
equations of motion.
Conservation of Principle of Define linear momentum
linear conservation of Do calculations on p = mv.
momentum linear State the principle of conservation
momentum of linear momentum.
Describe experiments to
demonstrate the principle of
conservation of linear momentum.
Describe real life situations where
the principle is applied, e.g
collisions, explosions, water jets,
etc
Do appropriate calculations where
mass is constant.

Page | 56
 MODULE VI
1 Projects and Elementary Engineering
2- DURATION/: 18 HOURS

3- PRESENTATION OF THE MODULE

The module has only one part:
 Maintenance of a simple mechanical/electrical system.
4- CONTRIBUTION OF THE MODULE TO THE CURRICULUM GOALS
The basic notions and techniques that this module gives to the learner help in the production and amelioration in the manner of
consumption and services render and even affect one’s life style. In addition, it permits the learner to be focus on choosing careers

5- CONTRIBUTION OF THE MODULE TO LEARNING AND IN THE DOMAIN OF LIFE.

This module reinforces the technical knowledge already acquired in Form 1 and Form 2 by preparing the learner to know how to write
feasible technical and industrial projects. It also reinforces the capacities to the learner to analysis, fabricate and maintain certain devices
mentioned in the other modules of the syllabus.
It helps the learner to offer good services as a consumer and a producer, to intervene positively in his environment and open to the working
world.

CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES

FAMILIES EXAMPLES OF CATEGORIES EXAMPLES CONTENT APTITUDE ATTITU OTHER

OF SITUATIONS OF ACTIONS OF (CORE KNOWLEDGE ) (SKILLS) DES RESOURCES
SITUATIONS ACTIONS
Improving on Production and Upkeep and Ability to 1. Preservation and Maintenance of appliances. Good use of tools.
living uses of repairs of maintain 1.1. Definition of maintenance.
conditions. appliances. appliances appliances. 1.2. The essential element s in a repair box.
(give the name, role and method of application)
1.3. Understand the labelling on appliances.
1.4. Techniques of dismantling and assembling
of appliances. Read and exploit
1.4.1. Technique FOLI (Dismantling) information on
First out last in labels place on
1.4.2.Technique LIFO appliances.
(Assembling) Last in first out
6.5. Applications: radios, computers. Tester,
screw-drivers, soldering iron.

Page | 57
Page | 58